Workshop games yan
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The document discusses integrating language skills through games. It provides several examples of classroom activities that combine listening, speaking, reading and writing skills in a continuous sequence. The activities are meant to practice language structures, extend student use of the target language, and develop multiple skills within a single context. Some example activities include Name Bug, Stop, Speed Dictation and Body Maths. The document emphasizes creating continuity across activities, providing input before output, and maintaining student motivation.
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The classroom activities in language teaching ..
The document describes various classroom activities used in different language teaching methods, including grammar translation, audio-lingualism, and the silent way. Some common activities across methods are translation exercises, question-and-answer drills, fill-in-the-blank exercises, dictation, and memorization of vocabulary and grammar rules. The audio-lingual method focuses on dialogue memorization and mechanical drills. The silent way emphasizes visual aids like sound-color charts and color rods to teach pronunciation and grammar concepts. Peer correction and structured feedback are also characteristics of the silent way.
Teaching grammar with fun
This document provides descriptions of 28 sample language teaching activities. The activities focus on a variety of language skills including vocabulary, grammar, listening, speaking, and writing. Some of the key activities described include matching pictures to numbers, memorizing pictures, picture cover up, double sided chunks, hot potato game, Simon says, feeling jar, ready made pictures, mixed words/letters, weather, what's in my hand, sequence in cards, expressing feelings through sounds, substitution drills, cross questions, eliciting adjectives from pictures, fastest wins vocabulary game, and A-B cooperation. The activities aim to make language learning engaging and interactive through visuals, movement, and games.
Pronunciation Games:Fun and Effective
This document describes various games to help students practice different aspects of pronunciation, including games focused on the International Phonetic Alphabet (IPA), word endings, word stress, blending, rhythm, reductions, and intonation. The games include card games like Go Fish and Connect Four using IPA symbols, as well as other activities using songs, roleplays, and physical movement to highlight pronunciation patterns. The goals are to help students learn phonetic symbols, distinguish different sounds, identify stress and intonation patterns, and improve their production of connected speech features.
English for Young Learners - Teaching Speaking
I like chocolate too. Potatoes are okay.
S2: (Turns over a picture of an apple). I like apples.
(Turns over a picture of broccoli). I don't really like
broccoli.
And so on. The students take turns asking about
their preferences using the pictures provided.
How to teach vocabulary
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
Essential strategies for teaching vocabulary
This document provides techniques for teaching vocabulary words to students. It suggests presenting new words using visual images, gestures, context clues, and prediction. Some specific techniques mentioned include using comics, games, activities, and graphic organizers to help students learn and remember the meanings of words. Review games like word searches, bingo, and puzzles are also recommended. The document stresses the importance of actively engaging students with the words through questions, examples, acting out meanings, and having students make their own representations of word meanings. It advocates learning vocabulary with friends or family through activities like making word games or testing each other.
How to teach vocabulary
Definition
Vocabulary is a list or collection of words arranged in alphabetical order and explained, a dictionary or lexicon, either of a whole language, a single work or author, a branch of science, or the like, a word book.
INTRODUCING VOCABULARY
Example 4 below is clearly designed to focus the students’ attention on an aspect of vocabulary.
Example 1 : Walking, running, jumping
Focus : verb of movement
Age : adult
Level : beginner
Example 2 : Inviting
Focus : Functional language
Age : adult
Level : pre-intermediate
Example 3 : Explaning what you mean
Focus : type, kind, something you use
Age : young adult plus Level : intermediate
Example 4 : Word formation
Focus : prefixes and suffixes
Age : young adult plus
Level : upper intermediates
39 Activities for English Lesson
The document provides descriptions of 36 different classroom activities for teaching English. The activities focus on a variety of language skills including vocabulary, grammar, speaking, and listening. Some example activities described are matching pictures to numbers, memorizing pictures, guessing covered parts of pictures, and playing games like hot potato and Simon says to reinforce vocabulary.
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The classroom activities in language teaching ..
The document describes various classroom activities used in different language teaching methods, including grammar translation, audio-lingualism, and the silent way. Some common activities across methods are translation exercises, question-and-answer drills, fill-in-the-blank exercises, dictation, and memorization of vocabulary and grammar rules. The audio-lingual method focuses on dialogue memorization and mechanical drills. The silent way emphasizes visual aids like sound-color charts and color rods to teach pronunciation and grammar concepts. Peer correction and structured feedback are also characteristics of the silent way.
Teaching grammar with fun
This document provides descriptions of 28 sample language teaching activities. The activities focus on a variety of language skills including vocabulary, grammar, listening, speaking, and writing. Some of the key activities described include matching pictures to numbers, memorizing pictures, picture cover up, double sided chunks, hot potato game, Simon says, feeling jar, ready made pictures, mixed words/letters, weather, what's in my hand, sequence in cards, expressing feelings through sounds, substitution drills, cross questions, eliciting adjectives from pictures, fastest wins vocabulary game, and A-B cooperation. The activities aim to make language learning engaging and interactive through visuals, movement, and games.
Pronunciation Games:Fun and Effective
This document describes various games to help students practice different aspects of pronunciation, including games focused on the International Phonetic Alphabet (IPA), word endings, word stress, blending, rhythm, reductions, and intonation. The games include card games like Go Fish and Connect Four using IPA symbols, as well as other activities using songs, roleplays, and physical movement to highlight pronunciation patterns. The goals are to help students learn phonetic symbols, distinguish different sounds, identify stress and intonation patterns, and improve their production of connected speech features.
English for Young Learners - Teaching Speaking
I like chocolate too. Potatoes are okay.
S2: (Turns over a picture of an apple). I like apples.
(Turns over a picture of broccoli). I don't really like
broccoli.
And so on. The students take turns asking about
their preferences using the pictures provided.
How to teach vocabulary
The document outlines a three step process for teaching vocabulary:
1) Presenting new words using visuals, gestures, context, and other techniques like dictionaries.
2) Helping students remember words through review games, memorization games with classmates, and socio-affective activities.
3) Ensuring students make words their own through personalized vocabulary records, creative writing using new words, and finding words in other materials.
Essential strategies for teaching vocabulary
This document provides techniques for teaching vocabulary words to students. It suggests presenting new words using visual images, gestures, context clues, and prediction. Some specific techniques mentioned include using comics, games, activities, and graphic organizers to help students learn and remember the meanings of words. Review games like word searches, bingo, and puzzles are also recommended. The document stresses the importance of actively engaging students with the words through questions, examples, acting out meanings, and having students make their own representations of word meanings. It advocates learning vocabulary with friends or family through activities like making word games or testing each other.
How to teach vocabulary
Definition
Vocabulary is a list or collection of words arranged in alphabetical order and explained, a dictionary or lexicon, either of a whole language, a single work or author, a branch of science, or the like, a word book.
INTRODUCING VOCABULARY
Example 4 below is clearly designed to focus the students’ attention on an aspect of vocabulary.
Example 1 : Walking, running, jumping
Focus : verb of movement
Age : adult
Level : beginner
Example 2 : Inviting
Focus : Functional language
Age : adult
Level : pre-intermediate
Example 3 : Explaning what you mean
Focus : type, kind, something you use
Age : young adult plus Level : intermediate
Example 4 : Word formation
Focus : prefixes and suffixes
Age : young adult plus
Level : upper intermediates
39 Activities for English Lesson
The document provides descriptions of 36 different classroom activities for teaching English. The activities focus on a variety of language skills including vocabulary, grammar, speaking, and listening. Some example activities described are matching pictures to numbers, memorizing pictures, guessing covered parts of pictures, and playing games like hot potato and Simon says to reinforce vocabulary.
How to teach grammar
This document discusses effective approaches for teaching grammar. It argues that traditional deductive grammar teaching, which focuses on explicit rules and forms in isolation, does not support communication. Instead, it advocates for inductive grammar teaching that uses texts and meaningful activities to allow students to discover rules. Key aspects of the inductive approach include focusing on form within meaningful contexts, providing feedback, and moving from comprehension to production. The goal is to teach grammar as a skill for communication rather than as isolated rules.
HOW TO TEACH VOCABULARY
This document discusses various classroom resources for teaching vocabulary, including dictionaries, readers, coursebooks, and corpora. It explains that knowing a word involves understanding its meaning, pronunciation, register, part of speech, and other facets. Vocabulary is learned both intentionally through lists and activities, and incidentally through exposure in texts. Coursebooks aim to include useful, frequent words at an appropriate level of difficulty. Other classroom resources that can support vocabulary learning include the teacher's language, stories they share, and peer interactions.
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The document discusses teaching speaking skills to young English language learners. It recommends using controlled activities like repeating phrases, rhymes, songs, and games to practice pronunciation at the beginning levels. For more advanced students, it suggests free activities such as role plays, questions and answers, and retelling stories to develop speaking abilities. Examples of specific activities provided include comparing pictures or stories, predicting story outcomes, problem solving scenarios, sharing personal experiences, and creative speaking projects.
Teaching Vocabulary[1]
This document provides ideas for English language teachers on how to teach vocabulary in the classroom. It discusses presenting new words in context by reading a text that includes the words or showing pictures. It also discusses presenting words in isolation by showing pictures before introducing a topic. Some specific vocabulary teaching methods discussed are using realia, pictures, mime and gestures, contrasting words, enumeration, and explanation. It emphasizes teaching the meaning, sound, and written form of any new words introduced.
Vocabulary Teaching and Learning
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
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This document discusses strategies for teaching speaking skills to English language learners. It begins with an introduction to the importance of speaking practice and interactive language teaching. Several in-class activities are then described that encourage student interaction and oral production, including discussions, role-plays, brainstorming, story completion, and picture description. Suggestions are provided for teachers to maximize student speaking time and reduce correction of errors during activities. The goal is to create a rich environment where students have many opportunities to communicate in the target language.
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Language games can be an effective strategy for language acquisition when used appropriately in the classroom. Games are defined as activities with rules, goals, and an element of fun that encourage play and competition. When selecting and implementing games, teachers should consider their students' language level, interests, and lesson objectives to maximize learning opportunities and motivate participation. Well-designed games can reinforce grammar and vocabulary while lowering stress and increasing students' communication abilities.
Language Learning Through Tasks & Activities
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
Teaching vocabulary
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
lesson plan
The document outlines a lesson plan for teaching students about dreams. It includes the following key steps:
1. The teacher greets the students, establishes rapport, and shares a video about dreams to introduce the topic.
2. The teacher checks prior knowledge by asking students about their own dreams and shows quotes about dreams.
3. The teacher presents a poem about dreams by Langston Hughes, discussing it and answering student questions.
4. Students work in groups to discuss the poem and complete vocabulary activities with word meanings.
5. The lesson concludes with a writing activity where students compose their own poem about dreams.
Lesson Plan Vocabulary 9
This lesson plan template provides guidance for a 9th grade reading lesson on climate change vocabulary. The lesson objective is for students to define content-specific vocabulary words from a climate change module by matching words to definitions, making flashcards, and assessing their knowledge levels for each word. A variety of activities are outlined, including matching vocabulary words to definitions in groups, creating individual flashcards, and a three-part vocabulary test. Student feedback and potential adjustments are also discussed.
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This document discusses strategies for teaching language construction and grammar. It outlines four approaches:
1) Studying structure and use, which focuses on language forms, meanings, and functions.
2) Explain and practice, taking a deductive approach by first explaining rules and then having students practice.
3) Discovery and practice, using an inductive approach where students discover language patterns on their own.
4) Research and practice, where students research language independently using resources like dictionaries.
The document also provides specific techniques for each approach, such as choosing study activities, introducing grammar deductively or inductively, and using games to practice grammar.
Practical teaching technique for Young Learners
The document discusses techniques for teaching English to young learners, focusing on the four skills of listening, speaking, reading, and writing.
For listening, it recommends activities like "listen and do" where students follow instructions, "listen for information" where they listen for details, and "listen and color" where they color pictures based on descriptions.
For speaking, it suggests pair work and group work, where students practice describing pictures, buildings, and directions to each other.
For reading, it discusses reading aloud individually or in groups, as well as silent reading.
For writing, it covers techniques like matching, dictation, fill in the blank exercises, and organizing or copying information.
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This document discusses teaching vocabulary to young learners. It begins by defining vocabulary as the collection of words an individual knows. It notes that vocabulary instruction is receiving more attention now due to research showing its importance in language development. Some basic principles of vocabulary development discussed include emphasizing both direct and indirect teaching, presenting multiple exposures to new words, and having students keep vocabulary notebooks. The document then provides several classroom techniques and activities that can be used to help children develop their vocabularies, such as connecting words to students' lives, using word games, and incorporating dictionaries. It concludes by reiterating the importance of applying principles of vocabulary development and using different techniques to enrich language programs.
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Vocabulary games
The document describes several vocabulary games that can be used to teach English language learners new words:
1) Rise and Fall Definitions - Students choose between two definitions for a vocabulary word used in a sentence and stand up or sit down to indicate their choice.
2) Parade-Pause-Pair - Students mix and match vocabulary words and definitions by parading around and pairing up.
3) Four Corners - Students go to different corners of the room representing different definitions of a multiple meaning word based on the context of a sentence.
4) The Semantic Sleuth Squad - Students work in teams to define a vocabulary word used in a sentence by using context clues and word structure strategies.
Teaching grammar to young learners
This document provides guidance on teaching grammar to young learners in a child-friendly way. It discusses that grammar is necessary to express precise meanings, is closely tied to vocabulary, and can be taught through meaningful conversations without explicit labels. The typical development stages of an English-speaking child's language are outlined from 6 weeks to 10 years. Effective techniques for teaching grammar to young learners include noticing new language with puppets, structuring activities like information gaps, and proceduralizing through description and dictogloss activities. Specific techniques recommended are using humor and stories, songs, rhymes, poems, and total physical response.
The silent way lecture
The Silent Way is a language teaching method developed by Caleb Gattegno in the 1970s. Some key points of the method include:
1. The teacher remains mostly silent while students produce the language as much as possible with guidance from instructional materials.
2. Learning is facilitated through problem-solving, discovery, and use of physical objects like Cuisenaire rods to link words and concepts.
3. Students aim to become independent, autonomous learners who rely on their own resources and correct themselves.
4. Lessons focus first on pronunciation and use charts, rods, and other materials to illustrate sound-meaning relationships without translation. The teacher guides without correction to help students learn.
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HOW TO TEACH VOCABULARY
This document discusses various classroom resources for teaching vocabulary, including dictionaries, readers, coursebooks, and corpora. It explains that knowing a word involves understanding its meaning, pronunciation, register, part of speech, and other facets. Vocabulary is learned both intentionally through lists and activities, and incidentally through exposure in texts. Coursebooks aim to include useful, frequent words at an appropriate level of difficulty. Other classroom resources that can support vocabulary learning include the teacher's language, stories they share, and peer interactions.
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The document discusses teaching speaking skills to young English language learners. It recommends using controlled activities like repeating phrases, rhymes, songs, and games to practice pronunciation at the beginning levels. For more advanced students, it suggests free activities such as role plays, questions and answers, and retelling stories to develop speaking abilities. Examples of specific activities provided include comparing pictures or stories, predicting story outcomes, problem solving scenarios, sharing personal experiences, and creative speaking projects.
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This document provides ideas for English language teachers on how to teach vocabulary in the classroom. It discusses presenting new words in context by reading a text that includes the words or showing pictures. It also discusses presenting words in isolation by showing pictures before introducing a topic. Some specific vocabulary teaching methods discussed are using realia, pictures, mime and gestures, contrasting words, enumeration, and explanation. It emphasizes teaching the meaning, sound, and written form of any new words introduced.
Vocabulary Teaching and Learning
Vocabulary teaching and learning strategies can be effective ways to help students build their word knowledge. Some key strategies discussed in the document include Nation's strategies of using context clues, word parts, and dictionaries. Code-mixing, where words from the first and second language are combined, was found to help students learn new second language words. Read-aloud strategies, where the teacher reads aloud and discusses meanings, allowed students to successfully gain new vocabulary. Story-telling was also shown to help children derive word meanings from context. Spelling instruction in addition to pronunciation was found to better help students remember words.
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This document discusses grammar teaching and learning for young foreign language learners. It begins with a conversation between a teacher and student that illustrates how grammar is necessary to precisely express meanings. The document then discusses several key points about grammar teaching: grammar has a place in children's language learning when taught skillfully; grammar learning evolves from chunks of language and meaningful conversations; and grammar can be taught without explicit technical labels. The document also examines the development of learners' internal grammar, the influence of their first language, and trends in grammar teaching approaches. Finally, it proposes techniques for supporting grammar learning, such as noticing activities, structured practice, and introducing metalanguage in a meaningful way.
Teaching speaking
This document discusses strategies for teaching speaking skills to English language learners. It begins with an introduction to the importance of speaking practice and interactive language teaching. Several in-class activities are then described that encourage student interaction and oral production, including discussions, role-plays, brainstorming, story completion, and picture description. Suggestions are provided for teachers to maximize student speaking time and reduce correction of errors during activities. The goal is to create a rich environment where students have many opportunities to communicate in the target language.
The dynamic classroom
This document provides teachers with strategies for making English class more interactive and engaging for students. It discusses using activities that incorporate movement, auditory, and visual elements to appeal to different learning styles. Suggested activities include Simon Says to review vocabulary, group games like Land and Water that motivate students through competition. The document stresses the importance of activities allowing all students to participate and practice multiple skills like speaking, listening, and writing. A checklist is provided to help teachers design lessons that meet these criteria. Examples of additional interactive games are also outlined, such as vocabulary racing and sentence building activities at the board.
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The document outlines a lesson plan for teaching English to students. It details the teacher and student activities at each step, including greeting the students, sharing a video about dreams, reading and discussing a poem by Langston Hughes, having group discussions and activities about the content, and concluding with an assignment for students to write their own poem about dreams. The lesson aims to develop students' language, listening, speaking, reading, and writing skills through child-centered teaching strategies like individual work, group work, and pair work.
GRAMMAR TECHNIQUE: GAMES
Language games can be an effective strategy for language acquisition when used appropriately in the classroom. Games are defined as activities with rules, goals, and an element of fun that encourage play and competition. When selecting and implementing games, teachers should consider their students' language level, interests, and lesson objectives to maximize learning opportunities and motivate participation. Well-designed games can reinforce grammar and vocabulary while lowering stress and increasing students' communication abilities.
Language Learning Through Tasks & Activities
The document discusses using tasks and activities to support language learning for children. It describes tasks as the environment for learning and should be used to check understanding and evaluate learners. Tasks engage active learners and help make sense of activities, though teachers need to ensure real understanding. Demands on learners and support provided are important to balance. Tasks should break activities into clear language learning goals and manageable steps. Stages of preparation, core activities, and follow up help structure effective tasks. Balancing demands with appropriate support produces optimal language learning.
Teaching vocabulary
The document discusses effective vocabulary instruction strategies supported by research. It recommends explicitly teaching vocabulary words, including providing student-friendly definitions and examples of words in context. It also suggests varying vocabulary instruction tasks, such as asking questions about word meanings, and relating words to students' prior knowledge and experiences. The document emphasizes the importance of multiple exposures, active engagement, and relating new words to known words.
lesson plan
The document outlines a lesson plan for teaching students about dreams. It includes the following key steps:
1. The teacher greets the students, establishes rapport, and shares a video about dreams to introduce the topic.
2. The teacher checks prior knowledge by asking students about their own dreams and shows quotes about dreams.
3. The teacher presents a poem about dreams by Langston Hughes, discussing it and answering student questions.
4. Students work in groups to discuss the poem and complete vocabulary activities with word meanings.
5. The lesson concludes with a writing activity where students compose their own poem about dreams.
Lesson Plan Vocabulary 9
This lesson plan template provides guidance for a 9th grade reading lesson on climate change vocabulary. The lesson objective is for students to define content-specific vocabulary words from a climate change module by matching words to definitions, making flashcards, and assessing their knowledge levels for each word. A variety of activities are outlined, including matching vocabulary words to definitions in groups, creating individual flashcards, and a three-part vocabulary test. Student feedback and potential adjustments are also discussed.
Teaching and Learning Strategy: Teaching Language Construction & Grammar
This document discusses strategies for teaching language construction and grammar. It outlines four approaches:
1) Studying structure and use, which focuses on language forms, meanings, and functions.
2) Explain and practice, taking a deductive approach by first explaining rules and then having students practice.
3) Discovery and practice, using an inductive approach where students discover language patterns on their own.
4) Research and practice, where students research language independently using resources like dictionaries.
The document also provides specific techniques for each approach, such as choosing study activities, introducing grammar deductively or inductively, and using games to practice grammar.
Practical teaching technique for Young Learners
The document discusses techniques for teaching English to young learners, focusing on the four skills of listening, speaking, reading, and writing.
For listening, it recommends activities like "listen and do" where students follow instructions, "listen for information" where they listen for details, and "listen and color" where they color pictures based on descriptions.
For speaking, it suggests pair work and group work, where students practice describing pictures, buildings, and directions to each other.
For reading, it discusses reading aloud individually or in groups, as well as silent reading.
For writing, it covers techniques like matching, dictation, fill in the blank exercises, and organizing or copying information.
Chapter 6 teaching vocabulary (edited)
This document discusses teaching vocabulary to young learners. It begins by defining vocabulary as the collection of words an individual knows. It notes that vocabulary instruction is receiving more attention now due to research showing its importance in language development. Some basic principles of vocabulary development discussed include emphasizing both direct and indirect teaching, presenting multiple exposures to new words, and having students keep vocabulary notebooks. The document then provides several classroom techniques and activities that can be used to help children develop their vocabularies, such as connecting words to students' lives, using word games, and incorporating dictionaries. It concludes by reiterating the importance of applying principles of vocabulary development and using different techniques to enrich language programs.
Sunu1
This document provides tips for teaching vocabulary to young learners, including presenting new words, helping students remember through visual images like real objects and drawings, using gestures and actions, showing how words relate through synonyms and prefixes, practicing words in context through stories and songs, reviewing with games, and having students teach and test each other.
Vocabulary games
The document describes several vocabulary games that can be used to teach English language learners new words:
1) Rise and Fall Definitions - Students choose between two definitions for a vocabulary word used in a sentence and stand up or sit down to indicate their choice.
2) Parade-Pause-Pair - Students mix and match vocabulary words and definitions by parading around and pairing up.
3) Four Corners - Students go to different corners of the room representing different definitions of a multiple meaning word based on the context of a sentence.
4) The Semantic Sleuth Squad - Students work in teams to define a vocabulary word used in a sentence by using context clues and word structure strategies.
Teaching grammar to young learners
This document provides guidance on teaching grammar to young learners in a child-friendly way. It discusses that grammar is necessary to express precise meanings, is closely tied to vocabulary, and can be taught through meaningful conversations without explicit labels. The typical development stages of an English-speaking child's language are outlined from 6 weeks to 10 years. Effective techniques for teaching grammar to young learners include noticing new language with puppets, structuring activities like information gaps, and proceduralizing through description and dictogloss activities. Specific techniques recommended are using humor and stories, songs, rhymes, poems, and total physical response.
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2. Learning is facilitated through problem-solving, discovery, and use of physical objects like Cuisenaire rods to link words and concepts.
3. Students aim to become independent, autonomous learners who rely on their own resources and correct themselves.
4. Lessons focus first on pronunciation and use charts, rods, and other materials to illustrate sound-meaning relationships without translation. The teacher guides without correction to help students learn.
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- Games like charades or Pictionary where students act out or draw sentences using target grammar. Others try to guess.
- Journaling with prompts for students to apply grammar. Provide sentence starters.
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This document discusses techniques for teaching speaking skills to intermediate English language learners. It begins by defining speaking and explaining why teaching speaking is important for language learning. The document then outlines what teaching speaking involves, such as producing sounds and stress patterns, selecting appropriate words, and organizing thoughts.
Several activities for promoting speaking are presented, including discussions, role-plays, simulations, information gaps, brainstorming, storytelling, interviews, story completions, reporting, playing cards, picture narrating, picture describing, and finding differences. Examples are provided for each activity. The document concludes by assigning specific students to present sample lessons on speaking techniques.
Respond to two of your peers1.Mitzi McDowell222017 114518 .docx
Respond to two of your peers
1.Mitzi McDowell
2/2/2017 11:45:18 AM
The difference between conversational fluency, discrete language skills and academic language proficiency as defined by Cummins is simple.
As per Cummins (2007)
conversational fluency
is exactly that conversational English they have picked up on from daily interactions ex.”
on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone”
.
When it comes to
discrete language skills
, ELL’s have an understanding of letters and how we make new words by changing the ending (-es, -ly –ing), but may not know when to or how to use properly.
And lastly
academic language
deals with listening speaking reading and writing the English language (Honigsfeld & Cohen 2015).
They all build on one another to form the complete understanding a student will need when being competitive in the work force / college level.
As an instructor it is important to know where our students fail, because it is important to know what our students understand and where they are.
It is an educator’s job to teach on a level of understanding and when they don’t problems arise when an educator thinks a child is proficient in a language when they can demonstrate good social English.
One negative implication for ELL students when teachers mix up their understanding of conversational language with academic language proficiency is test scores could be poor.
A student may be able to speak clear, but may not be able to read and understand the same language, and their grades will reflect disconnect of the two language proficiencies.
An activity that could be used in class for the conversational fluency is a game called It’s Your Turn: Teach a Class.
In this activity pair of students is given a grammar word, vocabulary or culture point and they will teach the class.
What I love about this activity, they have to work together and this will help both students get an even better understanding.
As the teacher observes they also get to ask questions to make sure content is given for full understanding.
I feel this will help with the conversational fluency students, because they will have to speak the content to the class and this may help them get a better understanding of a lesson. When people have to explain things to others it helps for more understanding, so the conversation skills they have obtained will get them through the lesson but also help moving to the next level of CALP (cognitive academic language proficiency).
www.
fluent
u.com/english/educator/blog/speaking-
activities
-for-esl-students/
An activity for the discrete language skills that will help building the skill is Bippity Boppity Bumble Bee.
With this activity, it gets everyone involved from beginning to end, it helps with noticing syllables within words.
It will teach them how to break words up even if it is unfamiliar words they encounter for the first time. The teacher will ...
Expanding Vocabulary Activities: A Vocab Share Focusing on Classroom Applica...
*Updated PPT - Teachers are constantly looking for new ways to introduce, review and assess vocabulary acquisition and retention. With Vygotzky’s theory of language acquisition as the framework, activities covering the noticing, recognition and production stages will be demonstrated. Participants will further develop activities, expanding the experienced teacher’s repertoire of practical classroom activities.
Early Literacy And Reading Course
An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many sound and video files used to support the concepts, nor does it include the many handouts and other material developed for the course. Intended for teachers of young learners, the program upon which this course is based has also been adapted for young adult English language learners. Contact the author for further information. (Contact email is given at the end of the presentation.)
Feedback is encouraged and welcome!
Lesson Plan PhonicsTeacher Candidate Course L.docx
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish th ...
Lesson Plan PhonicsTeacher Candidate Course .docx
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
Integrating the Four Skills
The document discusses the professional experience of an individual with over 10 years of experience working as an English teacher and coordinator. They hold a degree in Education with a major in English as well as a Master's degree in Human Resources and Knowledge Management. Additionally, they have experience and certifications in translation, interpretation, and teaching English. Currently, they work at several educational institutions.
Successful teaching no.1 2019
This document describes seven vocabulary activities that can be used in primary school English classes. It discusses the importance of vocabulary in language learning and presents classroom activities focused on teaching vocabulary through graphic organizers, songs, videos, worksheets, interactive presentations, dictionaries, and miming games. The activities target vocabulary related to body parts, Halloween, clothes, fruit, and animals. Examples are provided for how to implement each activity, including instructions, materials, and worksheets.
Vocab instruction
1) The document discusses strategies for teaching academic vocabulary to students to increase achievement. It emphasizes explicitly teaching vocabulary using a six step process.
2) The six step process involves the teacher providing descriptions and examples of new terms, students restating the terms in their own words, drawing pictures, adding to their knowledge in notebooks, discussing terms with peers, and playing games to reinforce the vocabulary.
3) Research shows vocabulary is a strong predictor of reading ability and comprehension, and students need to see words multiple times to recognize them. Direct vocabulary instruction can significantly improve students' reading comprehension scores.
strategies in promoting numeracy and literacy
The document discusses strategies for promoting numeracy and literacy. It defines key concepts like literacy and numeracy and identifies essential components of teaching reading like oral language, phonological awareness, phonemic awareness, and comprehension. The presentation also provides examples of appropriate activities for teaching mathematics and demonstrates applying reading and math strategies through a teaching demonstration.
E l t
The document discusses various techniques for teaching English language skills in the classroom, including presenting new vocabulary, teaching receptive skills like listening and reading, and productive skills like speaking and writing. It provides guidance on using drills, dialogues, dictation, and other activities to effectively teach language skills in an integrated manner. The goal is to help students acquire the concepts and skills needed to practice teaching English in an effective way.
Language Experience Approach
The document discusses the language experience approach, a teaching method that uses students' own words and experiences to develop reading and writing skills. In this approach, students dictate stories about personal experiences to the teacher, who writes them down. The stories are then used as reading material to help students make connections between oral and written language. Key aspects of the approach include developing vocabulary and comprehension through repeated reading of self-generated texts, as well as follow-up lessons on grammar, spelling, and other skills. The approach draws on principles of learning from the familiar to unfamiliar and linking instruction to students' lives.
Day 1 New Tutor Training
The document outlines training objectives and materials for literacy tutors. Over four sessions, tutors will learn strategies for teaching English as a second language, including vocabulary, conversation, reading and writing. They will understand the components of language and how adults learn. Tutors will practice techniques like chaining and Total Physical Response. Homework includes creating dialogues, reviewing materials, and reading the teaching resource book. The goal is to prepare tutors to effectively support students in developing English skills for work, family and citizenship.
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Workshop games yan
- 2. Integrating the four skills Teaching of language as communication calls for an approach which brings linguistic skills and communicative abilities likewise into close association with each other (Widdowson: 1992, 145). Integrated skills can be defined as a series of activities and tasks which use any combination of the four skills in a continuous and related sequence (Matthews: 1991).
- 3. Why integrating the skills? There are two main reasons: practise extend the students’ use of a particular language structure or function and develop the students’ ability in two or more of the four skills within a constant context. How?
- 4. Some models… R W S W S W L S W R W L W S L S R W
- 6. Input before output: it helps to ensure that there is a presentation before production.
- 7. Realism: it allows the development of abilities in a realistic communicative framework.
- 8. Appropriateness: recognise and redeploy the language they are learning.
- 9. Variety: it can help to move the class and maintain motivation.
- 10. Recycling: allows the recycling and revision of language already taught and is therefore useful for remedial teaching
- 14. 20% of what he/she sees and hears.
- 15. 70% of what he/she sees, hears and says.
- 18. Who are games for? Everybody
- 20. Skills: speaking and listening.
- 22. Skills: speaking and listening.
- 24. Skills: listening and speaking, writing (spelling).
- 26. Skills: listening and speaking
- 28. Skills: speaking and listening.
- 30. Skills: listening and speaking.
- 32. Skills: speaking, listening, writing and reading.
- 34. Skills: listening, reading, speaking and writing.
- 36. Negative reaction Confusion Bookwork: manageable and fun Twoways: making sure the students are warmed up before and make sure the feeling continues after books open. Book work is fun work!!!!!!!
- 40. Skills: all
- 43. Thankyou
- 44. Contact at: María Guadalupe Peña Huerta fruitmx@hotmail.com Miguel Reyes Contreras poppaea.mrc@gmail.com