listen be quiet sit down stand up
Page 1. listen be quiet sit down stand up. Page 2. jump hop turn around clap. Page 3. point touch discuss sing. Page 4. write trace colour cut. Page 5. tick.
a: Classroom Language: Flash Cards
Classroom Language: Flash Cards. Page 2. Page 3. b: Classroom Language: Matching. Draw a line. Please spell that. Can you pass me an eraser? Can you help me
Using flashcards in the language classroom
Using flashcards in the language classroom. Page 2. Why? When? Page 3. Why use Flashcards? Variety. Visually attractive. Develop teamwork concentration and the
Evaluating Classroom Integration for Card-it: Digital Flashcards for
13 июл. 2023 г. flashcards and classroom organization are stored in a MySQL database ... language acquisition of english vocabulary and gram- mar. Language ...
My English classroom - Lesson plan
classroom language flashcards for example: https://learnenglishkids.britishcouncil.org/en/flashcards/classroom-language-flashcards. 2. classroom contract
IMPROVING STUDENTS VOCABULARY MASTERY USING
teaching vocabulary; one of them is flashcards. Key word: vocabulary flashcards
Teaching Vocabulary Using Flash Cards in Indonesian ESP
The role of Flash Cards in teaching vocabulary in ESP classrooms benefits students in grasping the meaning of L2 words that can be used or applied in the
Using flashcards in the Primary Classroom
Flashcards appeal to visual learners and can be used to stimulate kinaesthetic learners too. They are a great way to introduce learners to new vocabulary.
Intentional Vocabulary Learning Using Digital Flashcards
13 сент. 2015 г. While word cards or flashcards have long been used in language classrooms the recent. Page 2. www.ccsenet.org/elt. English Language Teaching.
Vocabulary Learning through Digitized & Non-digitized Flashcards
outside the classroom. Vocabulary knowledge constitutes an important aspect of language development and a fundamental part of learners' general proficiency
listen be quiet sit down stand up
Page 1. listen be quiet sit down stand up. Page 2. jump hop turn around clap. Page 3. point touch discuss sing. Page 4. write trace colour cut. Page 5. tick.
Using flashcards in the language classroom
Invisible Flash cards. • Stick nine flash cards on the board and draw a grid around them. • Use a pen or a pointer to drill the nine words.
Using flashcards in the Primary Classroom
Flashcards appeal to visual learners and can be used to stimulate kinaesthetic learners too. They are a great way to introduce learners to new vocabulary.
a: Classroom Language: Flash Cards
Can I borrow a pencil? Page 4. c1: Classroom Language: Word Bank 1. Write the words
CLASSROOM LANGUAGE - Linguahouse
HEAAADERLOGORIGHT. CLASSROOM. LANGUAGE. QrrkoD. Scan to review worksheet Scan the QR at the top of Page 1 to review the lesson flashcards with Expemo.
Facilitating English language learners in English-medium instruction
Jul 31 2021 Many or most of my students do not have enough English skills to study the content. Which classroom situation are you in? whole-class teacher.
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Working with a puppet page 33. Making and using flashcards page 34. A picture is worth a thousand words page 36. Classroom activities. Christmas page 38.
Using flashcards for English second language creative writing in
Aug 31 2021 challenging to adopt appropriate teaching strategies within the classroom when teaching learners creative writing skills. 'Children begin Grade ...
Facilitating English language learners in English-medium instruction
Jul 31 2021 language learners in. English-medium instruction classrooms in the Thai school context. (ep.2). BY DR. PIMSIRI.
Untitled
of using classroom language again. flashcards: classroom objects ... Turn the flashcards face down against the board and divide the class into.
Draw a line.
Please spell that.
Can you pass me an eraser?
Can you help me?
Please speak slowly.
Can you repeat that?
H ŃMQ·P ŃRPH PR VŃORRO PRPRUURRB
6RUU\ H·P OMPHB
I need to leave early today.
H GRQ·P XQGHUVPMQGB
Can I borrow a pencil?
c1: Classroom Language: Word Bank 1Write the words.
1. Can you ___________ me an eraser?
2. Can I _______________ a pencil?
4. I need to leave ___________ today.
6. Can you _________________ that?
7. Please __________________ slowly.
8. Please ___________________ that.
9. Can you ________________ me?
1. Can you pass me an eraser? 2. Can I borrow a pencil?
3. 6RUU\ H·P OMPHB 4. I need to leave early today.
5. H ŃMQ·P ŃRPH PR VŃORRO PRPRUURRB 6. Can you repeat that?
7. Please speak slowly. 8. Please spell that.
9. Can you help me? 10. H GRQ·P XQGHUVPMQGB
c2: Classroom Language: Word Bank 2Write the words.
1. Can you ________ me an ______________?
2. Can I _______________ a ______________?
4. I _________ to leave _____________ today.
6. Can you _________________ that?
7. Please __________________ slowly.
8. Please ___________________ that.
9. Can you ________________ me?
Can you pass me an eraser? Can I borrow a pencil?6RUU\ H·P OMPHB I need to leave early today.
H ŃMQ·P ŃRPH PR VŃORRO PRPRUURRB Can you repeat that? Please speak slowly. Please spell that. Can you help me? H GRQ·P XQGHUVPMQGB c3: Classroom Language: Word Bank 3Write the correct expression under each picture.
1_____________________________________
2____________________________________
3_____________________________________
4____________________________________
5_____________________________________
6____________________________________
7_____________________________________
8____________________________________
9_____________________________________
10___________________________________
FMQ \RX OHOS PH" 6RUU\ H·P OMPHB H ŃMQ·P ŃRPH PR school tomorrow. Please spell that. Please speak slowly. Can I borrow a pencil? I need PR OHMYH HMUO\ PRGM\B H GRQ·P XQGHUVPMQGB Can you pass me an eraser? Can you repeat that? d: Classroom Language: Copy the ExpressionCopy each expression on the line.
1. Can you pass me an eraser?
2B 6RUU\ H·P OMPHB
3. Can you repeat that?
4. H ŃMQ·P ŃRPH PR VŃORRO PRPRUURRB
5. I need to leave early today.
6. H GRQ·P XQGHUVPMQGB
7. Can you help me?
8. Please spell that.
9. Please speak slowly.
10. Can I borrow a pencil?
e: Classroom Language: TransferFill in the blank.
Can I borrow a pencil?
ruler pen marker1. Can I borrow a __________________________?
2. Can I borrow a __________________________?
3. Can I borrow a __________________________?
I ŃMQ·P come to school tomorrow.
My son My daughter My children
4. _________________ ŃMQ·P come to school tomorrow.
5. _________________ ŃMQ·P come to school tomorrow.
6. _________________ ŃMQ·P come to school tomorrow.
f: Classroom Language: Sample SituationsTalk about the pictures.
Name: _______________ Date: _______________
g1: Classroom Language: Listening Assessment (Teacher says the expression, student points to corresponding flash card.)Listening Getting Things Done
CLB 1 Beginning
1-4Developing
5-6Completing
7-8Exceeds Level
9 ² 10
Identifies a few common
formulaic expressions.Comments:
Name: _______________ Date: _______________
g2: Classroom Language: Listening Assessment (Teacher says the expression, student points to corresponding flash card.)Listening Getting Things Done
CLB 2 Beginning
1-4Developing
5-6Completing
7-8Exceeds Level
9 ² 10
Identifies a few common
formulaic expressions.Comments:
g3: Classroom Language: Speaking Assessment1____________________________________
2___________________________________
3____________________________________
4___________________________________
5____________________________________
6___________________________________
Speaking CLB1 (Getting Things Done)
Make and respond to simple requests related to immediate personal needs.Uses appropriate memorized expressions
Speaks in: isolated words, no evidence of connected discourse.Beginning Developing Completing Exceeds Level
Comments:
g4: Classroom Language: Speaking Assessment1_____________________________________
2____________________________________
3_____________________________________
4____________________________________
5_____________________________________
6____________________________________
7_____________________________________
8____________________________________
9_____________________________________
10___________________________________
Speaking CLB 2 (Getting Things Done) Make and respond to simple requests related to immediate personal needs.Uses appropriate memorized expressions
Speaks in: short phrases, very little evidence of connected discourse.Beginning Developing Completing Exceeds Level
Comments:
g5: Classroom Language: Listening AssessmentListen to the teacher. Write Yes or No
1 ___________ 2 ___________
3 ___________ 4 ___________
5 ___________ 6 ___________
7 ___________ 8 ___________
Listening CLB 2 (Getting Things Done)
Understand expressions used to make and respond to requests. Understands simple phrases, simple sentences, and a few factual details. Needs considerable assistance (repetition, explanation, demonstration)Beginning Developing Completing Exceeds Level
Comments:
Script Ideas for Listening Yes or No
1. The teacher speaks too fast. 0LQG\ VM\V ´3OHMVH VSHMN VORZO\quotesdbs_dbs4.pdfusesText_7
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