Teaching english through songs, rhymes and short stories
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This is a nice and easy way to teach some English grammar to our kids u.sing songs, rhymes and short stories
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If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
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Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
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This document appears to be the table of contents and introduction for a book of songs and rhymes for teaching English to children. It lists over 130 rhymes and songs included in the collection, many with notes about pronunciation, vocabulary or structure practice. The introduction explains that an accompanying teacher's book provides guidance on using the rhymes, including pronunciation tables, instructions for presentation, and details about rhythmic structures. Permission credits are also acknowledged.
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This document defines and compares three types of literature: contemporary, popular, and emergent. Contemporary literature refers to works written after World War II through the present day that reflect current social and political views. Popular literature aims primarily to entertain large audiences through accessible language and plots. Emergent literature is developing and coming into view as new forms like blogs and manga emerge over time. Examples of each type are provided along with comparisons of their key characteristics.
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This document discusses grammar and its teaching. It begins by asking what grammar is and exploring spoken versus written grammar. Grammar is defined as the study of possible language forms. The document then discusses grammar syllabuses, reasons for and against teaching grammar, and different approaches to teaching grammar, including inductive and deductive. It provides tips for teaching grammar, emphasizing teaching grammar students need in a communicative way within a text context. The overall document explores different aspects of grammar and its instruction.
Stylistic approach
The document discusses the stylistic approach to teaching literature. It states that with this approach, students take an active role in interacting with, examining, and evaluating the language of texts to interpret meanings intuitively using linguistic features and literary theories. This helps students understand literature's use of language from their own perspective. A stylistic analysis enhances communicative competence as students directly work with the foreign language. When students analyze texts from their own views, they also learn to use language in everyday life.
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1. Assessing grammar involves evaluating correct grammatical form, meaning, and use in communication. Grammatical competence has four components: grammatical, sociolinguistic, discourse, and strategic.
2. Various assessment tasks for grammar are described, including selected response, limited production, and extended production tasks.
3. Assessing vocabulary involves evaluating knowledge of words, phrases, and their appropriate use. Receptive and productive vocabulary tasks are outlined.
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This document provides an overview of materials development for language teaching. It defines instructional materials and their roles in the classroom. It discusses trends in materials moving from teacher-created to publisher-driven. Principles of effective materials include achieving impact, relevance, and authentic language use. Factors like learners and context influence materials. Frameworks illustrate how goals, syllabus, and materials work together. The document outlines processes for designing, developing, and disseminating materials, as well as guidelines like curriculum mapping and scriptwriting.
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The document discusses several approaches to teaching literature:
- The skills based approach focuses on developing reading comprehension skills like understanding letters, words, sentences, and paragraphs.
- The information-based approach uses literature as a source of information about history, literary movements, and more.
- The personal response approach encourages learners' emotional and intellectual involvement by relating texts to their own experiences and opinions.
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Focus on the Suprasegmentals as Tools for Speech and Theater - Stress, Pitch, Volume, Enunciation, etc.
Definition of literature and strategies in teaching literature
Definitions of Literature based on various sources and varied strategies on how to teach literature among students effectively.
Teaching grammar
This document discusses different approaches to teaching grammar. It proposes a three-dimensional grammar framework that considers the form, meaning, and use of grammatical structures. It also discusses the challenges students face in learning grammar and emphasizes the importance of understanding students' learning processes. Effective grammar teaching involves enabling students to use structures accurately, meaningfully, and appropriately. Both form-focused and communicative approaches are recommended, along with examples of output activities and the role of feedback.
Issues in Children's Literature
This document discusses several issues that arise in children's literature, including censorship, exposing children to inappropriate content, violence, sexuality, sexism, racism, changing family structures, and death. It notes debates over violent scenes in traditional stories like Hansel and Gretel and nursery rhymes. Sexism is a concern in how gender roles are portrayed. Racism and regionalism can promote stereotypes. Guidelines are provided for literature teachers to evaluate books, including ensuring characters are not stereotyped and solutions presented are fair and balanced.
The Five Macro Skills in Teaching
If you happen to like this powerpoint, you may contact me at flippedchannel@gmail.com
I offer some educational services like:
-powerpoint presentation maker
-grammarian
-content creator
-layout designer
Subscribe to our online platforms:
FlippED Channel (Youtube)
http://bit.ly/FlippEDChannel
LET in the NET (facebook)
http://bit.ly/LETndNET
Myth mythology and folklore
This document provides an overview of mythology and folklore. It defines mythology as the study of myths, which are symbolic stories that convey fundamental truths of a society. Folklore includes traditional aspects of a culture's way of life and creative expressions. The document discusses different types of myths according to various scholars, including pure myths about the gods, legends/sagas, and folktales. It also outlines theories for how and why myths developed, such as using myths to explain natural phenomena (naturalism) or accompany rituals (ritualism).
MATERIALS' DEVELOPMENT BY BRIAN TOMLINSON
1. The document discusses principles of materials development in language teaching according to Brian Tomlinson and other researchers. Tomlinson argues that materials should expose learners to comprehensible language input and engage them cognitively and affectively.
2. Researchers also emphasize evaluating materials based on how learners use them and what is learned rather than just apparent appeal. No theory can provide definitive answers and learners differ in styles and attitudes.
3. New directions in materials development include increasing technology-delivered materials and paying more attention to what teachers and learners believe and want from materials.
Adapting courses-Developing Materials for Language Teaching
Adapting Courses:
A Personal View
Claudia Saraceni
Chapter 2-
Second Edition
Edited by
Brian Tomlinson
Developing Materials
for Language
Teaching
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This document provides guidelines for teaching English to kindergarten children. It recommends using a full immersion approach that integrates English into other subjects and focuses on meaningful communication rather than explicit grammar instruction. Activities should be age-appropriate, fun, repetitive, and incorporate songs, games, stories and visual cues to help young learners absorb the language without direct translation or writing. The goal is to expose children to English through a pleasant, supportive environment that promotes listening comprehension and oral skills.
Cómo enseñar inglés en e.i
This document provides guidelines for teaching English to kindergarten children. It recommends using a full immersion approach that integrates English into other subjects and focuses on meaningful communication rather than explicit grammar instruction. Teachers should provide an age-appropriate environment that makes use of songs, games, stories and visual cues to help children learn vocabulary and pronunciation in a fun, motivating way without pressuring them to speak until they are ready. Repetition and limiting instruction to short, simple sentences and activities is emphasized.
Cómo enseñar inglés en Ed. Infantil
This document provides guidelines for teaching English to kindergarten children. It recommends using a full immersion approach that integrates English into other subjects and focuses on meaningful communication rather than explicit grammar instruction. Activities should be age-appropriate, fun, repetitive, and incorporate songs, games, stories and visual cues to help young learners absorb the language without direct translation or writing. The goal is to expose children to English through a pleasant, supportive environment that promotes listening comprehension and oral skills.
Cómo enseñar inglés en e.i
This document provides guidelines for teaching English to kindergarten children. It recommends using a full immersion approach that integrates English into other subjects and focuses on meaningful communication rather than explicit grammar instruction. Activities should be age-appropriate, fun, repetitive, and incorporate songs, games, stories and visual cues to help young learners absorb the language without direct translation or writing. The goal is to expose children to English through a pleasant, supportive environment that promotes listening comprehension and oral skills.
Cómo enseñar inglés en educación infantil
This document provides guidelines for teaching English to kindergarten children. It recommends using a full immersion approach that integrates English into other subjects and focuses on meaningful communication rather than explicit grammar instruction. Teachers should provide an age-appropriate environment that makes use of songs, games, stories and visual cues to help children learn vocabulary and pronunciation in a fun, motivating way without pressuring them to speak until they are ready. Repetition and limiting instruction to short, simple sentences and activities is emphasized.
Phonetics Workshops
The document discusses strategies for improving English listening comprehension through phonetic exercises. It explains that Spanish speakers often have difficulty understanding connected speech in English due to differences in pronunciation between isolated sounds and everyday speech. Some key terms related to phonetics and pronunciation are defined, such as phonetic alphabet, connected speech, linking, elision, content words, and function words. A variety of exercises are proposed to help students practice sounds, minimal pairs, homophones, tongue twisters, and songs.
an instructional guide to teach consonant clusters
designing a pronunciations lesson requires different stages each one serving a unique job. an instructional guide to teach consonant clusters
Presenangles
The document summarizes an English language learning program for students in Kindergarten 4 (K4) and Kindergarten 5 (K5) at a Spanish school over multiple years. It outlines the basic contents taught each year including greetings, celebrations, songs, vocabulary about colors, animals, numbers. It describes methodologies used like storytelling, songs, games. Assessments are primarily formative through observation of students' participation and comprehension. The goal is to improve students' English knowledge through fun and engaging activities.
Teaching_Speaking_and_Listening_for_Youn.pptx
This document discusses effective methods for teaching listening and speaking skills to young English language learners. It recommends using clear instruction, repetition, and checking for understanding during listening activities. Suggested speaking activities include using puppets, controlled practice of new words, guided group work, songs, stories, and digital stories to develop oral skills in a fun and engaging way for children. The goal is to integrate listening and speaking practice into the English curriculum in a developmentally appropriate manner for young learners.
Fostering YL listening and speaking skills _ Nailin_ Anggi.pptx
This document discusses fostering listening and speaking skills in young English language learners. It outlines that many Asian countries have introduced English at earlier ages in elementary school, privileging oral communication over reading and writing. Teachers are expected to improve children's listening and speaking abilities. Key points discussed include the interrelated nature of listening and speaking, age-appropriate activities like listen-and-draw and listen-and-arrange, and future directions for supporting teachers' professional development to effectively teach oral English skills to young learners.
Musical activities for young learners (1)
The document discusses how musical activities like songs, rhymes, chants and games can be effectively used to teach English to young language learners. It provides examples of popular English nursery rhymes and songs that can be used, such as "Eeny, Meeny, Miny Mo", "Who Stole the Cookies from the Cookie Jar?" and "Miss Lucy Had a Baby". It also outlines activities that can be done with students based on each rhyme or song to practice different language skills. The document emphasizes that music helps make language learning fun and memorable for children since it appeals to their natural enjoyment of music and play.
Fresh, Fresher, Freshest: Building Vocabulary Through Rhythm and Rhyme
The document discusses using songs to teach vocabulary to language learners. It argues that songs increase motivation and allow students to learn vocabulary through repetition in a relaxed manner. It introduces "ColloTunes," songs created by Fluency MC to teach English vocabulary, grammar structures, and collocations through a fun and engaging process involving listening, reading lyrics, and completing exercises. The document outlines the basic steps to use ColloTunes in the classroom and their benefits for developing language skills.
Pronunciation in primary school english classes
This document discusses the importance of teaching pronunciation in primary English classes and provides activities to work on pronunciation with children. It begins by explaining that pupils must understand spoken English and be able to make themselves understood, and pronunciation is one of the most difficult aspects of the language. Several activities are then described, including using videos, bingo, minimal pairs, tongue twisters, Jolly Phonics, and a telephone game. The document concludes that unlike grammar and vocabulary, pronunciation is not usually specifically taught but is important for understanding, and there are many resources available to work on pronunciation skills.
Topic 4
Here are some activities to practice pronunciation of new sounds:
- I-spy games where children guess objects or pictures starting with a target sound
- Sound bingo using pictures of objects with the target sound
- Sound lotto using picture cards with the target sound
- Sound charades where children act out words with the target sound for others to guess
- Sound flashcards where children repeat words showing the target sound
- Sound chains where children take turns saying a word starting with the last sound of the previous word
- Songs, rhymes and chants focusing on words with the target sound
- Tongue twisters emphasizing the target sound
Storytelling and more
The document discusses using storytelling in language teaching. It provides rationale for storytelling such as its holistic approach and how children enjoy stories. It then gives techniques for effective storytelling, such as varying voice and using gestures. The document also describes pre, during, and post storytelling activities to engage students, check comprehension, and practice language. These activities include questioning, retelling stories, and creating endings. The conclusion emphasizes incorporating creativity, student involvement, songs, and collaboration to make storytelling fun.
Teaching children english
The document discusses strategies for teaching English to children. It recommends making lessons fun, using gestures and visuals, encouraging participation, and recycling language through games, songs and stories. Young children learn best through exposure rather than explicit instruction. The document also discusses adapting techniques for very young learners versus older children, developing multiple intelligences, and using activities like TPR, listening, drawing and role plays.
Fun activities to teach short vowels
All pediatric speech therapy sessions begin with teaching language sounds. In English, we have consonants and vowels. Here in this article, we are going to discuss some interesting fun games and activities to adopt while teaching short vowels, which are A-E-I-O-U.
Estebo – tpd – lesson plan nº 4 kindergarten
This document provides a lesson plan for a 30-minute English class for 4-year-olds focusing on farm animals and colors. The lesson plan includes introducing and revising vocabulary through flashcards and a song. Students will then make paper bag puppets of farm animals and color them. Throughout the lesson, the teacher will check comprehension and encourage participation through questions and modeling. Standard greetings and closing songs are also included to bookend the lesson. Templates for the paper bag puppets are provided in an appendix.
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Teaching english through songs, rhymes and short stories
- 2. The purpose of this seminar is to help students learn English in a motivating way using techniques such as nursery rhymes, songs and short stories in order for students to become confident in oral skills, therefore the technique presented in this work is Teaching by illustrating nursery rhymes songs and short story which is the best way to teach children because it keeps them interested and focused on what you are teaching and with enthusiasm while learning. INTRODUCTION
- 3. Teddy bear, teddy bear - turn around, Teddy bear, teddy bear - touch the ground Teddy bear, teddy bear - shine your shoes, Teddy bear, teddy bear - that will do Teddy bear, teddy bear - go upstairs, Teddy bear, teddy bear - say your prayers Teddy bear, teddy bear - turn off the light, Teddy bear, teddy bear - say "Good night" TEDDY BEAR RHYME
- 4. LISTEN TO THE RHYME THEN PERFORM IT WHILE SINGING
- 5. Head and shoulder, knees and toes, knees and toes Head and shoulder, knees and toes, knees and toes And eyes and ears and mouth and nose Head and shoulder knees and toes, knees and toes. HEAD AND SHOULDERS SONG
- 6. Title: The swallow and the other birds. Objective: listen and follow advice from who have experience. Method: read story, write sentences from the story, illustrate each sentence. Purpose: valuate the importance of an advice. The Swallow and the Other Birds
- 7. It happened that a Countryman was sowing some hemp seeds in a field where a Swallow and some other birds were hopping about picking up their food. "Beware of that man, “quote the Swallow.
- 8. Rhymes, song, short story can play an important role in teaching English as a second language. These methods and techniques help in the learning process and make easier to learn the English as a second language. Rhymes, song and short story are not just for children; they belong to the whole society, using nursery rhymes, song, and short story to teach ESL can be fun and educational for everyone involved. CONCLUSION