The document provides guidance for teaching English to young learners. It discusses using gestures, actions, and pictures to help children understand; allowing children to use their mother tongue for communication; and recasting what children say in English into proper English. It also recommends introducing English slowly with enjoyable activities, repeating familiar routines, and using drawings and pictures. Classroom management techniques include using proximity, developing relationships with students, and explaining expected behaviors in a positive way.
How to Teach Kids English
http://www.myqtbb.com -
In this ebook, we will be looking into some strategies that can help you out when you are teaching your kids English. There are also some tips that can make your job a lot easier. If you are keen to know how to teach kids English, please check out this ebook.
Learning English through pictures. Learning English vocabulary grammar using pictures.
3 extra websites
http://learningenglishvocabularygrammar.com
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www.facebook.com/learningenglishvocabularygrammar
learn English with pictures pdf
English vocabulary with pictures pdf
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150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
How to Teach Kids English
http://www.myqtbb.com -
In this ebook, we will be looking into some strategies that can help you out when you are teaching your kids English. There are also some tips that can make your job a lot easier. If you are keen to know how to teach kids English, please check out this ebook.
Learning English through pictures. Learning English vocabulary grammar using pictures.
3 extra websites
http://learningenglishvocabularygrammar.com
http://learningenglishvideospictures.com/
www.facebook.com/learningenglishvocabularygrammar
learn English with pictures pdf
English vocabulary with pictures pdf
English vocabulary with pictures and sound
vocabulary words with pictures and meaning
learn English with pictures pdf free download
English grammar with pictures pdf
English words with pictures pdf
150+ ideas on how to use flash cards in different ways. From kindergarten to adult conversation classes. With examples. Downloadable. The flashcard tool is found on www.thelanguagemenu.com
In this talk we looked at how the language classroom is often subverted by the young learner and how teachers can appropriate this chance happening and build it into the lesson to make learning more significant and meaningful.
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docxmelbruce90096
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
How to Make a Field invisible in Odoo 17Celine George
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. 1.- TEACHINGYOUNG LEARNERS
1.1.- FIRST LANGUAGE-SECONDLANGUAGE
If we knowhowchildrenlearntheirmothertongue,we willhelpushow toteacha second
language.
Babies:Theylistenalotof sounds,respondfamiliarvoices,associatesoundswithwhat
theycan understandandsee,begintouse language tointeractwithothers,etc.
Young children:Theysaywhattheyhearand pickup the accent of those aroundthem.
CARETAKERTALK: Adultstalkwitha little childrentohelpthe developmentlanguage.
Thissituationisexactlythe same atschool whenYounglearnersare learningasecond
language.
HELPING CHILDREN LEARN A NEW LANGUAGE
1. Use Englishinclassforcommunication.
2. Use gestures,actionsandpicturestohelpchildrenunderstand.
3. Let childrenuse theirmothertongue forcommunication.
4. Recastin Englishwhatchildrensaytoyou intheirmothertongue.
5. AnswerchildreninEnglishasmuchaspossible.
6. Talk a lotin Englishtoyourpupils.
1.2.- STARTINGYOUR LESSONSIN ENGLISH
The most importantthingisto speakEnglishineachsituationbecause childrenare goingto
acquire Englishbetterandfaster.
We have to diferenciate twokindsof teachers:
Classteacher:A classteacherteacheseverysubject.
Specialistteacher:ThisteacheronlyteachesEnglish.Youworkwithpupilsof different
agesand levels.
2. FIRST ANDSECOND
LANGUAGE
YOUNG
CHILDREN
BABIES
HELPING CHILDREN LEARN A NEW LANGUAGE
Use English in class
for communication.
Use gestures, actions and
pictures to help children
understand.
Let children use
their mother
tongue for
communication
Answer children
in English as
much as posible.
Talk a lotin English
to yourpupils.
Recast in English what
children say to you in
their mother tongue.
3. GREETINGS ANDFORMS OFADDRESS
Whenyouarrive to your school,youshouldtosay:
Good morningchildren!
Helloboysandgirls!
Good afternoon everybody!
Andyour studentsshouldanswerwithsimilarsentences,butwithalittle diference.
Good morningteacher!
Helloorgood afternoonMiss,Mrs, Mr, Ms (firstname orsurname).
CHECKINGATTENDANCE
Let´s take the register.
Let´s checkto see whoishere.
Is everybodyhere?
Who ismissing?
Let´s countto see if everybodyishere.
GOOD MORNING CHILDREN!
HELLO BOYS AND GIRLS!
GOOD AFTERNOON EVERYBODY!
GOOD MORNING TEACHER!
HELLO MR HERRERA!
GOOD AFTERNOON, ÁLVARO!
4. WAYS OF STARTINGLESSONS
CHECK ATTENDANCE REARRANGETHE CLASSROOM
SINGA SONG DO QUESTION ROUTINES
TAKE THE REGISTER
PLAY A GAME
LET´S COUNT IF EVERYBODY IS
HERE! COUNT WITH ME!
5. CLASS TEACHER
SPECIALIST TEACHER
WEAR SOMETHING
SPECIAL DURING THE
LESSON
DO SOMETHING
DIFFERENT SO
THAT EVERYONE
KNOWS IT´S TIME
FOR ENGLISH
PUT UP A
PICTURE THAT
CHILDREN
ASSOCIATE WITH
ENGLISH
STAND IN A
DIFFERENT PLACE
6. 1.3.- ORGANIZINGYOUR CLASSROOM
GET YOUR BOOKS AND
PENCILS OUT
PICK YOUR PENCILS UP
MOVE THE TABLES
BACK
TURN YOUR CHAIRS ROUND
TO FACE THE WALL CHART
PUT ALL YOUR THINGS AWAY!
CLOSE THE WINDOW BESIDE YOU!
PUT YOUR PENCILS DOWN!
TURN BACK TO FACE THE
FRONT!
LEAVE THESE TABLES HERE!
LEAVE THE
WINDOWS
OPEN!
7. 1.4.- ENDING YOUR LESSONS
OK, THAT´S ALL FOR NOW!!
RIGHT. WE´VE NO TIME FOR
ANYTHING ELSE – DON´T DO ANY
MORE – WE DON´T HAVE ANY MORE
TIME TODAY!
OK, JUST ONE MORE TIME BEFORE
GOING OUT FOR A SHORT BREAK!
OK, NOW STOP! WE HAVEN´T ENOUGH
TIME TO FINISH THE MONSTER TODAY.
SO STAND UP…
OK, JUST ONE MORE TIME, AND THEN
THAT´S IT.
OK, PICK UP ALL YOUR THINGS, AND PUT
THE BOOKS IN THE CUPBOARD!
THAT´S ALL FOR TODAY. ON THE NEXT DAY,
THERE WILL BE MORE!
OK, CHILDREN, MAKE A LINE TO SAY GOODBYE,
FOLLOWING THE LEADER!!
OK, IT´S BREAK TIME. SO YOU CAN GO OUT TO PLAY.
BUT FIRST, LINE UP QUIETLY BY THE DOOR!
8. USING ENGLISH FOR CLASS ORGANIZATION
PREPARE TO SAY ALL OF
THIS IN ENGLISH
USE WALL CHARTS OR
POSTERS TO HELP
CHILDREN
9. INTRODUCE ENGLISH SLOWLY
WITH ENJOYABLE ACTIVITIES.
SUPPORT WHAT YOU SAY WITH
GESTURES, ACTIONS, MOVEMENTS
AND FACIAL EXPRESSION.
REPEATING FAMILIAT ACTIVITIES.
REPEAT IN ENGLISH WHAT THEY
SAY IN THEIR MOTHER TONGUE.
USE DRAWINGS AND PICTURES.
12. UNIT 2.- DEVELOPING SOCIALSKILLS
DEVELOPING SOCIAL SKILLS
CLASS ROUTINES
GREETINGS AND
GOODBYES
PARTICIPATEIN A STORY
NOT SHOUT
IMPORTANCEOF SWITCHINGOFF
LIGTHS, THROWING PAPERIN THE
BIN AND OTHER GOOD MANNERS
TRYING TO TIDY UP ANDHELP
SAY GOOD MORNING,
AFTERNOON,HELLO,ETC.
HOW ARE YOU? I´MFINE,
THANKYOU
PERSONAL HYGIENE
AND HEALTH
FEELINGS
SWEETS = DECAY
IMPORTANCEOF BALANCEDDIET
RESPETING DININIGRULES
EAT FRUIT
PROTECTION FROMTHE SUN
DRESS THEMSELVES
DAILY ROUTINESABOUT HYGIENE
EXPRESSLOVE FOR FAMILY
EXPRESSFEELINGS: SAD,HAPPY,
SHY, ETC.
PLAY DIFFERENTROLES AND
EXPRESSEMOTIONS
VALUE THE FRIENDSHIP
HAVEPOSITIVESELF-ESTEEM
13. DEVELOPING SOCIAL SKILLS
BEHAVIOUR PATTERNS SHARING AND PARTICIPATING
LEARN TO CHOOSE
LISTEN CAREFULLY
SAY PLEASE,THANKS,SORRY…
ACCEPTTHE CONCEPTOF LOSING
ANDWINNING
AVOIDDISCRIMINATION
PROMOTE HABITS: EFFORT,
ATTENTION,CONSTANCY…
CORRECTINGERRORS IS PARTOF
IMPROVING
HELP AND COOPERATE
SHARE CLASSROOMEQUIPMENT
ENJOYTIDIYING UP
HELP IN CLASSANDIN HOME
TAKE PLEASURE IN GIVINGPRESENTS AND
GIVINGTHANKS
FOLLOW THE RULES IN A GAME
ENJOYPARTIES
SHOWING RESPECT
FOR PEOPLE
IMPORTANCEOF TAKINGTURNS
TO SPEAK
AVOIDSEXISTSTEREO-TYPES
INTEREST IN OTHER CULTURES,
PEOPLES,PLACES…
HAVERESPECT FOR OTHER
PEOPLE´S PERSONALSPACE
FOR ENVIRONMENT
APPRECIATEPLANTSANDANIMALS
LOOK AFTERLIVINGTHINGS
BE AWARE OF ROADSAFETY
KNOWTRADITIONSSUCH AS CHRISTMAS
SHOW CURIOSITY ABOUT ENVIRONMENT
FOR THINGS
TAKE CARE OFCLASSROOMEQUIPMENT
USE DIFFERENTAREASOF THE CLASS
CORRECTLY
14.
15.
16.
17.
18.
19.
20.
21. CLASSROOMMANAGEMENT
USING LOW-KEY MANAGEMENT TECHNIQUES
Use the “one-minute-talk”
technique.
Use proximity.
Developagoodrelationship
withyourunwilling
students.
Move aroundthe
classroom.
Use gestures.
Anticipate
misbehavior.
Adoptthe steppingon
my lastnerve
technique.
Explainthat
misbehaviorisa
harmful way.
Make positive descriptionsof expectedbehaviors.
22. MAKE SMOOTH TRANSITIONS
Simplicity of directions
Consistency of
directions
Organization of
actions
Reinforcement of
behaviors
Exactness of
directions
AIDING STRUGGLING STRAGGLERS
Try to findwhyyour
studentshave lackof
confidence,physical
fatigue,etc.
Reassessthe needsof a
student.
Reinforce partial
completions.
Make a listof the
importance tasks.
Offerindividual tutorials.
Explainthatyouexpect.
Encourage to helpeach
other.
Keepparents informedof
your effortstohelpthe
straggler.
23. DEFUSING A POWER STRUGGLE
Studentsshouldwrite ordrawhow
theyfeel.
Studentsshouldwalkforalittle time
inorder to calmdown.
Maintainproximity, eyecontactanda
calm voice whenspeakingtothe
student.
Invite the studentto take air outside
classroomwithyou.
Avoidmakingstatementsas“Iknow
how you feel”.
Take time yourself whenyouare
angry.
24. UNIT 2.- LISTEN AND DO
2.1.- GIVING INSTRUCTIONS IN ENGLISH
You are an Englishteacher,soyouhave to give themthe instructionsinShakespeare´stongue.
Obviously, you can help with gestures and demonstrations.
2.2.- LISTENING AND IDENTIFYING
LISTEN AND IDENTIFYING ACTIVITIES
Childrenare practisingabasiclanguage skill.
Acquiringmeaningandsoundtogether.
Developingvocabulary.
Making sense of Englishwordsandphrases.
25. For vocabularydevelopment youshoulduse the classroomandall the things that children can
see. Children can draw the objects.
For grammatical awareness you use these kind of activities for distinguishing singular and
plural and gender pronouns. It is useful to make pictures of a storybook.
2.3.- LISTENINGAND DOING,TOTAL PHISYCALRESPONSE
TPR iswhenchildrenfollowasequence of instructionsanddoingwhatthe teachersays.
The teachertellsthe pupilswhattodo,supportingwithactionsandgestures.
The pupils have tolistenthe instructionsandenjoydoingthe actions.
2.4.- LISTENINGAND PERFORMINGMIMING
Mimingismore complex thanTPRactivitiesbecausechildrenhave freedomtobe creative.
Childrenhave tobe familiarwiththe topicthatyouare goingto describe.Mime isgood
strategyfor readingstories.
Theycan work inan individualorgroupway. There are a lot of tasks thatyou can do withyour
studentsthroughmiming.
Physical breakchants:
Use picturestohelpthe childrenrememberthe
meaningof the words.
Use movementsandgesturestohelpthemenjoythe
chant.
You can remove the pictureswhentheyunderstand
some words.
26. 2.5.- LISTENINGAND RESPONDINGGAMES
Playinggamesbuttheyhave tolistencarefully.These gameshelp childrenhave funandmake
themlistenwhilethe teacherisspeaking.
Listeningandresponding:
Explainthe game inyourmothertongue and afterthat inEnglish.
Make the instructionsmore complex whentheyare improving.
Finally,childrencangive the instructionsof the games.
UNIT 3.- LISTEN ANDMAKE
LISTEN AND MAKE
Childrenhave to
make decisions.
Theyhave more time
to think.
Opportunityforcooperation
betweenlearners.
Theyhave somethingto
take home at the endof
the class.
27. HOW TO PREPARE FOR LISTEN AND
MAKE ACTIVITIES
BEFORE THE LESSON
Prepare the topic.
Collectthe things
youneed.
Clearup inEnglish
whatand howthey
have to make it.
Thinkof gesturesand
actionthat will help
them.
Think of thingsthattheyare
goingto say inSpanishand
recast commentsand
questionsinEnglish.
HOW TO SET UP LISTEN AND MAKE ACTIVITIES
Introducingthe topic.
Explainwhattheyare
goingto do or make.
Use gesturesand
actionsif you need.
Repeatthe instructiontothe whole group,
small groupsand individual.
Go around the classroom, reinforce the
instructionsandcommentwhattheyare doing
or makinginEnglish.
28. 3.1.- LISTEN AND COLOUR
Theyare goingto do activitieswithcolours,sotheyhave to focusinwhat the teacherisexplain
about the activity and how to use the different colours and materials.
MAIN IDEAS:
Comment positively on each child´s task.
Use flashcards for colouring and they can use it for another game.
Use drawings of living thigs, clothes, food which can be cut out.
Finally, activities are going to be more challenging.
3.2.- LISTEN ANDDRAW
In these kindof activities,the teacherisgoingtogive themsome instructionsfordrawinga
specificpicture.Thustheyhave topayattentioninwhatwe are sayingandafterthat theyhave
to try to draw it.
Then,theyhave to compare theirpicturesandthe teachermustgo round andtalk to themin
Englishabouthowtheyhave done it.
3.3.- LISTEN ANDMAKE
There are a lotof thingsthatchildrencanmake inclass,such as greetingcars(Valentine´sday,
Christmas,Easter,Mother´sday,etc.).Alsotheycan make some specilal inaclassmate´s
birthday,Spain´sdayor UnitedKigdom´sday,etc.
29. SPEAKINGWITH SUPPORT
In thisunit,we are goingto see howstudentstryto speaksome English.
Teachershave to supportthem:
By usingEnglishascaretakertalk.
By listeningcarefullyandnotinterruptingthem.
By encouraging tospeakinEnglish.
USING CLASSROOMPHRASES
Theyask you questions andtell youthingstheywantyoutoknow.
Theylearnexpressionswhichyouuse duringyourEnglishlesson.
31. SAYINGRHYMES ANDSINGINGSONGS TO PRACTICEPRONUNCIATION,STRESSAND
ENTONATION.
Childrenlikesingingandperforming,soourjobas a teacherisprovidedthemthese kindof
activitiesinordertolearna real English.
You can use chants, songs,rhymesinyourlesson:
For enjoyment.
As part of your teachingplan.
As a change inactivity.
To revise vocabulary.
To connectwithnewor familiartopics.
For drama and to practise punctuation.
A songor a rhyme should:
Suityour pupilsage groupandtheirinterests.
Match theirlevel of English.
Have a catchy,easyto remembermelody.
Childrencansingandperforma song whentheyare familiarwiththe rhymes.Thiswouldbe a
goodgroup activityandtheywouldworktogether.
32. PRACTISINGNEWVOCABULARY
Whenyou introduce newvocabulary,youcan:
Encourage themto repeatit.
Use pictures,soundsandotherresources.
Use gestures,movementsandactions.
Repeatnewwordsas oftenasposible anduse themincontext.
SONGS, RHYMES AND CHANTS
Start with short
rhymes and chants
Make sure children
understand the main
idea of the song
Encourage childrentosingthe song
outside school
Look for songs with a
learning topic
Use instruments
33. If your pupilscannotreadyettheyhave to rememberthe wordas a sound.
If theycan read,itis betterif theyfirstrememberthe soundof the wordandthen
learnthe spelling.
PLAYINGVOCABULARYGAMES
Guessinggamesandmemorygamesare useful tohelpchildrenbecomefamiliarwith
new vocabularyina enjoyable way.
Showchildrenhowtoplaythe game andgive instructionsinEnglish.
Use differentkindof games,butyouhave touse the same vocabulary.
Childrenhave touse the newphrasesandvocabularya lot,so youshouldprovide
themthe opportunitiestouse it.
PRACTISINGPRONUNCIATION OFNEWSOUNDS
Childrenacquire pronunciationandintonationnaturallybylisteningtoyou.
In the classroom:
1. You can put inorder picturesof wordswiththe same sound.
2. If the childrencanread, add the writtenwordunderneath.
3. Use actionsto helpchildren.