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Developing Early Speaking/Reading Skills
Descrizioni
The lesson series involve conversational English with reading drills for 5 years+ learners. The lessons will be administered under the guidance and observation of an adult or parent, preferably the mother, who should also become an active participant and co-receiver of the lessons to enable her follow up with the kid and reinforce each day's learning skills at home.
The objectives of the lesson series are to expose the child to unlimited talking opportunities on numerous child-interest topics, which will be taken from their familiar environment to other areas and from the known concepts to the unknown. The child will also get opprotunities to engage in many reading activities.
Below are the areas that will form the framework for lesson contents, which will certainly create the desired opportunities for child-centered accelerated learning.
a. Assessing the child's knowledge of letters and their sounds. Playing with English letters to check and master their recogniton.
b. Phonic drills with the letters as single letters, combined sounds, double letters, silent letters.
c. Word creation, pronunciation and recognition. ( two-letter words, three letter words......)
d. Recording words the child can say and know theor meanings at the moment and using them to form and play with simple everyday sentences.
e. Conversational drills with all the child's recorded vocabulary so far.
f. Study of words, especially action verbs associated with children's play time, school time, the child's teacher, games, toys, food, animals, pets, birds, insects, colours, cartoons etc; and the sormation of simple conversational expressions with the above-mentioned words.
g. Oral questions and answers on the areas above. (Teacher / child role-play and reversal of roles)
h. Oral questions and answers on the child's likes and dislikes. A role-play is okay here. Teacher/Mum and child ask each other the same questions and each gives answers iin reversed roles.
i. Story telling: Children love story telling and learn a lot with them. Simple farytales, moral stories, fables legends and mythical stories should be told with a lot of zeal, energy, demonstrations, songs, dances and images. Tell the story as though you were there or a character in it. A simple oral question and answer session should follow each story.
j. Reading skills should begin to develop gradually. Teacher or mum should read very brief but exciting stories slowly to the child, always pointing at every word each time it is produced and the child made to glue their eyes to the text and words. Stories with illustrations are better. Refer to the illustrations and explain how they explain the story and the characters. Make the child attempt to read to you too, and always help them with clues for any words they find difficult to produce. Use praise reinforcement/motivation found each time they get something they initially found hard right.
k. Teacher/Mum and the child should always attempt to act out the interesting actions in the stories. Act and let the child imitate you. Share and exchange roles and play them out. Make them fun, laughable and real. Talk about them for long afterwards.
l. Develop the child's creative, aesthetic and imaginative skills by making them draw and/or colour interesting pictures or characters in the story. Do the activity together. This helps children to enjoy stories more and want to read often.
m. Always discuss story characters, their qualities that make them good and emulative or bad and condemnable.
n. Begin to expose the child to TV shows and other electronic audio-visual contents that are entirely or nearly entirely in English
These and many more are areas on which the child's lesson contents should be sequentially planned, developed and administered for accelerated and effective speaking and reading skills to be achieved early. Besides, the child will easily develop strong reading interest and serve as a building block for writing readiness in the future.
If you find my this exciting, let me know so that we can create objectives and set to work. Let me know if you have questions that will enable you book your lessons.
The objectives of the lesson series are to expose the child to unlimited talking opportunities on numerous child-interest topics, which will be taken from their familiar environment to other areas and from the known concepts to the unknown. The child will also get opprotunities to engage in many reading activities.
Below are the areas that will form the framework for lesson contents, which will certainly create the desired opportunities for child-centered accelerated learning.
a. Assessing the child's knowledge of letters and their sounds. Playing with English letters to check and master their recogniton.
b. Phonic drills with the letters as single letters, combined sounds, double letters, silent letters.
c. Word creation, pronunciation and recognition. ( two-letter words, three letter words......)
d. Recording words the child can say and know theor meanings at the moment and using them to form and play with simple everyday sentences.
e. Conversational drills with all the child's recorded vocabulary so far.
f. Study of words, especially action verbs associated with children's play time, school time, the child's teacher, games, toys, food, animals, pets, birds, insects, colours, cartoons etc; and the sormation of simple conversational expressions with the above-mentioned words.
g. Oral questions and answers on the areas above. (Teacher / child role-play and reversal of roles)
h. Oral questions and answers on the child's likes and dislikes. A role-play is okay here. Teacher/Mum and child ask each other the same questions and each gives answers iin reversed roles.
i. Story telling: Children love story telling and learn a lot with them. Simple farytales, moral stories, fables legends and mythical stories should be told with a lot of zeal, energy, demonstrations, songs, dances and images. Tell the story as though you were there or a character in it. A simple oral question and answer session should follow each story.
j. Reading skills should begin to develop gradually. Teacher or mum should read very brief but exciting stories slowly to the child, always pointing at every word each time it is produced and the child made to glue their eyes to the text and words. Stories with illustrations are better. Refer to the illustrations and explain how they explain the story and the characters. Make the child attempt to read to you too, and always help them with clues for any words they find difficult to produce. Use praise reinforcement/motivation found each time they get something they initially found hard right.
k. Teacher/Mum and the child should always attempt to act out the interesting actions in the stories. Act and let the child imitate you. Share and exchange roles and play them out. Make them fun, laughable and real. Talk about them for long afterwards.
l. Develop the child's creative, aesthetic and imaginative skills by making them draw and/or colour interesting pictures or characters in the story. Do the activity together. This helps children to enjoy stories more and want to read often.
m. Always discuss story characters, their qualities that make them good and emulative or bad and condemnable.
n. Begin to expose the child to TV shows and other electronic audio-visual contents that are entirely or nearly entirely in English
These and many more are areas on which the child's lesson contents should be sequentially planned, developed and administered for accelerated and effective speaking and reading skills to be achieved early. Besides, the child will easily develop strong reading interest and serve as a building block for writing readiness in the future.
If you find my this exciting, let me know so that we can create objectives and set to work. Let me know if you have questions that will enable you book your lessons.
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