There are some suggestions to the English teachers at Elementary School in order to improve the students’ ability in speaking.The writer expects the teacher to find many creative ways to make student interest in learning English especially in learning speaking skills. The teacher can help the students to practice English speaking skills by using various teaching techniques. One of them is using game such as hopscotch game. It is suggested to the teachers to use this technique as their references in teaching speaking English to their students. Therefore, the teacher can focus on helping the students practicing, organizing and delivering the ideas into the sentence in learning speaking English.
c. Isolate and pronounce initial, medial vowel, and final phonemes in spoken single-syllable words. Learning Objective: Students will be able to produce and recognize initial blends of words. Description of the activity: The activity is a play off of tic tac toe in which students use pictures which help give focus on sound be able to work on the DSA feature B (). The DSA feature B is the initial consonant blends and diagraphs (). Students will match their game card pictures to the corresponding intial blend letters on the game board.
Once a student is able to manage their impulsivity, learning can take place in the classroom. Furthermore, students can learn to listen with understanding and empathy by actually listening to others without cutting each other off mid-sentence. Prior to implementing these two habits of mind, I printed off the posters for managing impulsivity and listening with understanding and empathy. Not only did they have pictures, the posters also used kid-friendly language. Costa and Kallick confirmed that “students may recall the habits by thinking of the posters” (Costa & kellick, 2009, p.20).
Some categories that might work are: fairytales, adventure stories, nature stories, and poetry and noun fiction. Session 7: Dress the Character Game Story: What Slowed the Sloth? Skill: Sequencing Events Ref: (http://www.freechildrenstories.com) Author: Daniel Errico Activity: This activity greatly helped pupils strengthen skills in characterization in an artistic and cooperative way: 1. Give them materials to dress up the member of their group as a character from one book read earlier. To ensure a variety of characters and to avoid replication, once a group decides on a book, no one can choose that
( she will repeat the motion) It goes up as evaporation, (teacher will lift her hands in the air) Forms clouds as condensation, (teacher will form a cloud over her head) Then comes down as precipitation, yes it does! (teacher will wiggle her fingers in a downward motion) The teacher will state how the class will practice the song with the hand motions. The teacher will show the class the water cycle spinner and bracelet, they will be making to remember all the interesting information they just learned. The teacher will ask the class if they would like to make a water cycle bracelet. The Each student will be given the correct number of beads then an explanation for the color and order of the beads.
Listening: Students will listen to the teacher read the story and ask questions about the shapes in the book. The students will also listen to their classmates as they answer questions and talk about key concepts in the story. Speaking: Students will answer questions about the book. Students will also use the vocabulary to describe the building they made using the different shapes. Visual Representation: I will show the students the different illustrations of houses in Esta es mi casa by Arthur Dorros and the pictures of different shapes in La forma de las cosas by Dayle Ann
Post-test has used to rate and interpret of experiments that students can also retell the story after listening. In the middle of 1980, Morrow had studied on series to evaluate the efficacy of a retelling strategy with young children. She focused on comprehension; concept, story structure, and oral language which were developed as variables. Morrow (1985b:648) surveyed to teachers and they gave the opinions that retelling was difficult to use in children, so Morrow was motivated from teachers’ opinions to find out the way to help in teaching retelling. Kindergartens were participants of her studies in 1985b; 1986.
Therefore, in today’s lesson main focus of learning is just based on games. Richards (2005) suggested “games provide stimulating ways to practice a variety of skills, including vocabulary, grammar, speaking, and listening. Classic and innovative games, such as Twenty Questions, Hot Potato, and Change Chairs, add enjoyment to learning. Depending on teacher’s goals, games can be used as a warm-up, as additional practice, or as a review”. I chose two games for this class: a) Twenty Questions (use to practice grammar, speaking, listening), b) Mime (use to practice vocabulary, grammar).
Children were encouraged to recognise facial expressions in a photograph and identify how a character would feel in a certain situation. They were then scored according to their responses. Lastly, at the same timings as children took the interviews, mothers were asked to complete a questionnaire to rate their child’s regularity in routines, adaptability to different situations and their emotions. This was done so as to ensure that results from data collected were consistent. Lindsey and Cowell found that in general, engaging in pretend play did help to promote children’s ASC skills.
1. Adult/Teacher Interaction: Infant-directed speech have many functions with the different pitches and repeating the phrase such as, attracting and keeping the attention of the infant. At this time, it is significant for adults to encourage infant to learn the language by listening and reading (Steinberg, Bornstein, Vandell, & Rook, 2011). Kian is two years old who born on January 23, 2016 and he was in the infants and toddlers lab 1. The teacher Tayler was explaining the pictures that are attached to the square shape of the toy and there were three children who were listening to her.