Phase of Beginning Oral suaveness in English
1. Students
a. Minimal comprehension
b. No verbal production
c. Respond nonverbally
d. have got connections with prior knowledge
e. Point to objects or print
f. Give yes/no answers
g. reason objects or pictures
h. Depend heavily on consideration
i. Pantomime
j. Respond in L1 (first language learned)
k. Associate sound and meaning
l. Draw pictures and cartoons
m. Move to pose understanding
n. Match words or objects
o. Role-play
p. Develop listening strategies and comprehension skills
q. Recognize/focus on key words
2. Teachers should:
a. Provide plenteous listening opportunities
b. Create a language-rich classroom
c. Create high context for shared reading
d. Use physical movement
e. Use art, mime, and music
Stage 2: Early Production
1. Students
a. Some comprehension
b. One/two word responses
c. appoint people, places, and things
d. Respond with one to two word answers
e. Repeat and recite
f. procreate what they hear
g. Can label drawings and diagrams
h. Rely on context
i. List
j. Categorize
k. Listen with greater comprehension
l. Recognize words in isolation
2. Teachers should:
a.
Continue to provide listening opportunities with rich context
b. Use predictable and patterned books
c. Have students neck contextualized sentences with one or two word responses
d. Have shared reading with props, building on students prior knowledge
e. Ask yes/no, who, what, and where questions
f. submit dialogue journals, which are supported by conversation
g. Have students label, manipulate, tax pictures and objects
Stage 3: Speech Emergence
1. Students
a. Good comprehension of contextualized information
b. passable proficiency to speak in simple sentences (with approximations)
c. Describe events, places, and people
d. relieve academic concepts
e. Learn big...If you want to get a abundant essay, order it on our website: Orderessay
If you want to get a full essay, wisit our page: write my essay .
No comments:
Post a Comment