Two Roads For Teaching Reading
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The document discusses principles for teaching reading using a two-track method involving bottom-up and top-down approaches. It recommends using both big books for shared oral reading and small books for individual silent reading. It emphasizes that reading should focus on meaning, not just sounding out words, and provides a 5-step reading plan to avoid students simply repeating what the teacher says without understanding.
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The class had two teachers due to its large size. One teacher stayed at the front asking students about a new topic, "plenary," but there was no student participation. The teacher then used grammar translation, explaining first in English and then Spanish, to clarify what a plenary is. Students formed groups of 6 and wrote ideas in Spanish to later translate. However, students spoke little English and teachers lost time explaining instructions individually. The activity aimed for students to write a radio script dialogue between group members about a celebrity, but grammar translation was the only method used with little active English.
Reflexion 121202193441-phpapp02
The document summarizes an English language class observation. It describes how the large class size required two teachers. One teacher used the grammar translation method to explain what a plenary was, first in English and then translating to Spanish. Students formed groups but struggled without clear instructions. Teachers lost time explaining the activity individually to each group. Students wrote a radio show dialogue in Spanish about celebrities without practicing much English. Overall, the class did not make good use of the target language and students lacked motivation and discipline.
This teaching life...
This presentation is for TEFL teachers in Taiwan, especially for those who service in the public primary schools.
Reflexion
The document provides a reflection on an observed English language class. It describes how the large class size required two teachers. One teacher stayed at the front asking about a new topic while the other monitored the back. Students were divided into groups to complete a plenary activity about celebrities. However, the teachers spent a lot of time explaining instructions individually and students spoke mostly in their native language with little English used. Overall, the class did not go as planned due to discipline issues and lack of focus on using the target language.
Ellp staff meeting 3
English Language Learning Progression. Focus REading, Vocabulary, BICs & CALPs, Teaching & Learning Links.
Starship english-pre-a1-1-2-3-4-egb
This document contains a microcurricular plan for an English as a Foreign Language class for 2nd grade students. The plan outlines three lessons from the Starship Pre A1.1 textbook covering greetings, asking names, and describing oneself/others. It lists the communication skills and performance criteria to be developed, such as introducing oneself, asking/answering simple questions, and recognizing familiar words. Assessment criteria are provided to evaluate students' oral communication, reading, and cultural awareness skills related to the content of the lessons.
Unit 4 reading class 10
The document describes a special education class taught by Pham Thu Thuy for 25 disabled children in Vietnam. Some students are deaf, mute, or mentally retarded. Initially most parents opposed the class, believing their children could not learn. Over time more students attended as their parents saw Thuy's efforts to help. Her teaching methods are time-consuming, such as using hand gestures to demonstrate math concepts. The class gives disabled children the opportunity to learn reading, writing, and other skills.
Unit 4 Reading Class 10
The document describes a special education class taught by Pham Thu Thuy for 25 disabled children in Vietnam. Some students are deaf, mute, or mentally retarded. At first, many parents opposed the class, but more children enrolled as they saw Thuy's efforts to help. Her teaching is time-consuming - she uses demonstrations like opening and closing her fingers to teach math concepts. The class gives the children a chance to learn and feel proud of their progress.
Salama's observation and other parts of the experience
Salama observed English language classes at a school for blind girls. In the first class, the teacher focused mainly on homework, grammar lessons, and reading. Salama felt the teacher could have handled correcting homework errors more tactfully. Students participated actively but the teacher talked most of the time. The second class lacked preparation and wasted time trying to get technology working. Neither class incorporated group work or activities to fully engage students. Overall, Salama observed a lack of student-centered techniques and opportunities for collaborative learning.
Learning with Songs
The document discusses using songs to teach English and provides examples of activities teachers can do. It begins by outlining the benefits of using songs, such as helping students learn vocabulary, pronunciation, grammar, and culture. Several activities are described, including using songs to teach specific vocabulary like animals or parts of the body, practicing sounds and pronunciation, extracting grammatical structures, and learning about different cultures. The document also provides websites where teachers can find English learning songs classified by topic, ability to download song sheets and listen to audio, and descriptions of the songs.
Literacy
Literacy shapes how people understand the world through language, communicate with others through speaking and writing, and estimate 6-8 million adults in the UK have weak literacy skills. Weak literacy is demonstrated through struggling to make meaning from words, follow instructions, use vocabulary and punctuation clearly in writing, and articulate ideas clearly in speaking. Without improving literacy skills, students may fail exams and have difficulty finding jobs. Literacy skills are important for all subjects in school and should be taught to some degree by all teachers to help students develop skills faster.
Reading strategies
The document discusses two reading strategies:
1. The bottom-up model focuses on decoding letters and sounds to understand meaning.
2. The top-down model involves using background knowledge to predict upcoming text.
It also describes methods for teaching reading to different age groups, including using pictures, familiar words, whole sentences, and texts in the child's native language. Different reading materials and introducing new books are discussed as well.
Ready steady read
Jennifer Wilson presented strategies for teaching literacy to non-native English speakers ages 3-5. The key components are:
1) Focus on oral language development through songs, stories, and actions before expecting reading and writing.
2) Immerse children in the language by using everyday phrases, labeling items, and exposing children to English TV and books.
3) Teach the sounds of the language systematically while continuing to provide rich vocabulary through stories, pictures, and questions.
IMPROVE YOUR READING
The document provides a reading list and recommendations for teaching grammar and improving reading skills. It includes references for books on teaching grammar, supplementary reading books, and online resources. The recommendations suggest benefits of reading silently over reading aloud such as increased reading speed, comprehension, and practice for exams. It also notes challenges of reading aloud in a classroom setting.
Giao an 11 cb
The document provides an orientation lesson plan for teaching English. It outlines the objectives to teach students how to use their textbooks and learn about English tests. It also details the procedures and activities for teachers and students, which include introducing textbooks and workbooks, explaining English tests, and assigning homework. The lesson plan aims to provide guidance to students on organizing their English learning.
Action Songs: Learning Whith Fun
What we call Action Songs ( songs with movements for miming and role-playing the words and the language structures), have been used in the foreign language classroom to help in a lot of different aspects
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Two Roads For Teaching Reading
- 1. Some principals for teaching Reading Troy Bailey, PhD
- 5. “ Big Books”
- 6. “ Small Books ”
- 7. “ Big Books ” - for shared, oral reading
- 8. “ Small Books ” - for individual, silent reading
- 11. Please … no parrots in the classroom
- 13. M. Stringer and N. Faraclas. Working Together for Literacy. A Guidebook for Local Language Literacy Programs. 1987.
- 18. Thank You
Editor's Notes
- Add slides on Alphabet Chart, Alphabet Book, better BB/SB slides, Experience Story, Listening Story … etc.