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TELS1 and 2

TELS1 and 2. Jazz chants p201 . A rhythmic express of natural language which links the rhythms of spoken American English to the rhythms of traditional American jazz It’s a tool for: Stress Intonation . Jazz chants p202 . You can also Reinforce grammar patterns Practice vocabulary

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TELS1 and 2

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  1. TELS1 and 2

  2. Jazz chants p201 • A rhythmic express of natural language which links the rhythms of spoken American English to the rhythms of traditional American jazz • It’s a tool for: • Stress • Intonation

  3. Jazz chants p202 • You can also • Reinforce grammar patterns • Practice vocabulary • Patterns of every day conversation • “Hi, how are you?” “Fine, how are you?” • It also aids memory • More exciting than repetition drills • Good for any age, but we can do special activities with young learners.

  4. Jazz chants p203 • “When I began, I started to notice things my students needed to work on (like third person –s, for example) and I developed specific chants to address these problems. • You can too! • Step 1: Select a topic • Step 2: Write down words associated with the topic • Step 3: Group words by syllable

  5. Jazz chants p204 • Step 4: Make a list of words that rhyme • Step 5: Make a list of descriptive words to use with topic

  6. Jazz chants p205 • One, Two, I Like You • Hi, How are you? • Shoes and Socks • http://www.youtube.com/watch?v=R_nPUuPryCs

  7. Tels 2

  8. Reading (Chapter 6) p • asdf

  9. Jazz chants p205 • One, Two, I Like You • Hi, How are you? • Shoes and Socks • http://www.youtube.com/watch?v=R_nPUuPryCs

  10. Reading (Chapter 6) p118 • 6.1 Know your teaching situation • Look and say – good activity for PDP • Try to teach new words in context

  11. Reading (Chapter 6) p • asdf

  12. Reading (Chapter 6) p119 • English spelling is difficult! • Many words no longer match the actual sounds of the language • Help children see patterns. • YL are good at recognizing patterns • YL don’t need to know letter names until they start to write and spell • Play with sounds (Jazz chants)

  13. Reading (Chapter 6) p120 • Activities to help children connect sounds with letters • We already taught some in class • Special words • Play alphabet games • Initial letter games • Feel the letter

  14. Reading (Chapter 6) p121 • Alphabet freize • Activities to connect sound recognition to clusters of words • Make children aware of the patterns

  15. Reading (Chapter 6) p122 • Letter and word recognition • Look at say approach • Phonic approach • Words they already know in their mother tongue

  16. Reading (Chapter 6) p123 • What does it say? (focus on stress) • 6.2 Speaking to reading – helping sound and word recognition

  17. Reading (Chapter 6) p124 • Encouraging learner participation: Read transcript 6A (on left) • Highlight 6 phrases the teacher uses to guide the students

  18. Reading (Chapter 6) p125 • 6B Matching the written word to the board • 6C Information gap – students tell teacher if word matches • 6D Clever parrot game – only repeat word on card

  19. Reading (Chapter 6) p126 • Turns card over very quickly • Summary • Extension ideas • Label games • Words games • Class password

  20. Reading (Chapter 6) p127 • Topic Talk: Holidays/vacations • Mind map • Mind maps are very useful for eliciting student background knowledge and making connections

  21. Reading (Chapter 6) p128 • 6.3 Helping children recognize phrases • Activities that consolidate what they heard • Activities that show patterns • Jazz chant • Matching

  22. Reading (Chapter 6) p129 • Extension ideas – organizing vocabulary into groups • 6.3 Making phrases or sentences • Read to partner • He/she can say if they’re true/false • Silly or very silly

  23. Reading (Chapter 6) p130 • 6.4 reading independently – finding information • When children can ready they can use the printed words as an alternative source of English • When children can read silently on their own they are developing confidence and independence • To check their pronunciation, ask individual pupils to read a little bit out loud for you • Children should always have time to look at a written text before reading aloud

  24. Reading (Chapter 6) p131-132 • Remember: prediction is important! • 6.4 chunking – recognizing what words go together. Read it out loud and divide into chunks

  25. Homework: Skim p155-195, pick 2-3 you like • We will choose activities next week and teach in two weeks

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