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English. Documents. Order by: Name | Date | Hits [ Ascendant ] · Fun With Language Book 1 Part 1 Fun With Language Book 2 Part 1. Master Skills English for students in grade 1 is the perfect workbook to help a subscription that delivers editorially hand-picked children's books every 1, 2, or 3 . In Why is Nita Upside Down, a children's book about being different, we learn important lessons about the value of being proud of who you are and that.
You will also have toproduce additional resources to support teaching, and devise supplementary activities forthe consolidation of learning or for remedial action.
Further details about the different components and guidelines for their implementation aregiven below:Story time: This component serves to introduce learners to simple narrative texts and developbudding notions of literacy cover page, title, author, direction of print, etc.
Use the big bookover several days according to the procedure detailed on the back cover.
The vocabulary is basic, sentences are simple and thetexts are short. It is expected that, with appropriate support, pupils will internalise certainwords and language patterns after they have heard the story a few times, and will be willingto join in as you read. The pupils are NOT expected to be able to read on their own nor tounderstand each and every word.
To help them understand the storyline and main ideas, pointto the illustrations in the big book, mime actions, refer to their own experiences, draw fromprior knowledge, and use additional resources — such as realia or word and picture cards. Vocabulary building: The vocabulary taught is derived from the theme of each unit and isintroduced through the story. The activities move from oral to writing, with visual support includedto ease understanding. Additional resources will nevertheless be required.
Word walls can beset up in the classroom to ensure that pupils are continuously exposed to the new vocabularyas they work on a given unit.
You must however draw their attention to these words andencourage them to recall their meaning and use them. You may teach additional wordsrelated to the theme as per the level of your pupils.
As such, provide as many opportunities for them to practiseorally the structures introduced. The written activities are included for practice. The aim is notto develop mastery of grammar rules but, rather, to develop an awareness of basic rules. Work out the activities orallywith the whole class before asking pupils to carry these out in the textbook.
Little writers: In this section, pupils write words and are initiated into the formation of simplesentences. They develop an awareness of word and sentence boundaries, and are introducedto basic writing conventions, namely the use of capital letters and full stops.
Creative fingers: As pupils are engaged in a creative activity related to the theme of the unit,use the opportunity to expose them further to the English language. This section also has scopefor cross-curricular teaching, namely the development of life skills and values. Refer to thethemes indicated on the contents page and address these in your lesson. Sound it out: Pupils are taught phonics as a precursor to reading and writing.
At this level,pupils learn to associate letters and sounds. The activities are to be conducted orally andpupils must have the opportunity to hear the sounds repeatedly. Visual support and writingactivities have been included to support learning. Though the phonics section is found at theend of the units, do not teach the phonemes one after the other. Rather, spread out theteaching of the different phonemes across the unit. You may decide to teach one phonemeper week. As such, languagelearning and the development of ICT skills take place concurrently as pupils are involved insimple interactive games.
It is therefore important to provide learners with the opportunity toengage in such activities. Cross-curricular themes: In line with the NCF, a cross-curricular approach has been adopted. The themes indicated on the contents page give an indication of aspects of life skills andvalues that can be taught alongside language.
Encourage pupils to reflect and share their viewson issues related to the theme you are dealing with. Pupils may have recourse to their mothertongue to better express themselves. You will then rephrase the main ideas in English.
These serve mostly to introduce theme-related vocabulary but are also an effective way of making language learning enjoyable. Through songs, pupils internalise vocabulary and language patterns more easily and are morevi motivated to participate in the lesson. It is important to note that pupils are NOT expected toread the lyrics.
These have been included to provide a focus for pupils. Teach over anumber of lessons if deemed necessary. Stagger the assessment over a few days ifyou are unable to conduct it for all pupils in the course of a single lesson. Do, however, make ita point to carry out this exercise. While detailed guidelines regarding the implementation of the activities have been given, theonus is on you to use an approach that is suitable for your learners. The different resources that can be used to supplementthe textbook are indicated but you can use additional materials as deemed necessary.
Themother tongue can also be used as a tool to support learning but do not make it a habit tosystematically translate every utterance. Rather, use the language judiciously so that it is aneffective aid for learners.
As far as possible, use actions, realia and visuals to help pupils derivemeaning from oral and written texts. Focus on key words in English rather than on each andevery word.
Language learning is a process and, though pupils should be exposed to the targetlanguage as much as possible, it should not be expected that they can make sense of everyword at once.
Rather, build a sound foundation with key vocabulary and basic grammar toenable further language learning as they move on to higher levels of primary schooling.
Meet Ben 2. At school 3.
Learning English is fun! We learn: a, b, c, d, eActivity 2: I play the letter hunt. I write the missing letter. Activity 17a: I help the fairy colour the garden. Activity 18a: I help the fairy colour the flowers. Activity 19a: I make patches on the puppies as indicated. Step 3: Decorate your letter by colouring it. Make drawings or stickdecorative items on it.
Your letter stand is ready. Put it on your desk! Unit one Unit 1: Meet Ben! My name is Ben. I am a boy. Johnny Town-Mouse lives in the city, Timmie Willie a country mouse lives in the garden.
In this delightful tale they meet and become friends. On the way deceiving the wild animals who want to stop him or eat him, or both, with cute tricks and traps. Hilarious imagery results as the animals give chase. May …. Praba Ram, Sheela Preuitt, Illustrator: Vidyun Sabhaney. This count-down style book counting down from 12 to 1, introduces readers to fascinating celestial objects, to space concepts, and to the people involved in the various facets of astronomy.
It may just inspire them to take a step towards a career in astronomy. Come, let …. Jayashree Deshpande Illustrator: Srikrishna Kedilaya.
Does milk come out of a packet or out of a cow? Raju loves the sight of the fresh milk frothing in the bucket, but there is something he enjoys even more. Moo Moo Brown Cow is an …. Another great rhyming book with a moral brought to us by Yan Li. See Yan …. Marsha Landau and S. A wonderful story about how to recognise that standing out and being different is not a bad …. Chrissi Nerantzi, Illustrator: Gail Spencer. This book is a great way for children to learn empathy for those facing civil disasters, to get inside the shoes of children displaced by natural disasters.
This would be a very suitable story for classroom study when fundraising …. Dorothy is a dancing doughnut, but she keeps hurting people when she dances. What should she do? This is the second free story in the episodes by popular author Jo Kemp. The book also has some fun activities at the end. To watch the story and read along see the video link below.
Natasha Sharma, Illustrator: Kaveri Gopalakrishnan.
Does your little one love building forts, or drawing houses? Or perhaps you want to introduce them to what your job is, as an architect? This book is a perfect picture book for introducing young children to the concept of architecture and houses of different types.
Ask me more if you need help! Try again, or leave a comment on any post I will get it, eventually! Sort by: Popular Date. Read Online - Views: Physics — An introduction for early grades Bel Richardson. Where Does Metal Come From?