tag:blogger.com,1999:blog-84218812791917828522024-03-21T14:01:03.907-07:00Learning englishUnknownnoreply@blogger.comBlogger93125tag:blogger.com,1999:blog-8421881279191782852.post-23110826331302996462011-07-07T01:58:00.000-07:002011-07-07T01:59:30.120-07:00english oh gcse englishprogress<br /><br /><span style="font-weight:bold;"><br /><blockquote><br /><br />need to improve<br />English 2:40 92%</blockquote><br /></span><br /> Print <br /><br /><="" div=""><br /> <br />GCSE<br /> <br />Task Hours<br /> <br />Overall %<br />Maths 28:15 90%<br />History 1:55 65%<br />Science 13:45 83%<br />ICT 1:00 79%<br />English 2:40 92%<br />Physical Education 0:10 59%Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-24118343829994765402011-07-07T01:48:00.000-07:002011-07-07T01:53:16.845-07:00learn english and chemistrychemistry<br /><br /><br /><br />Explain the meaning of the word 'redox'. <br /><br /><br /><br /><span style="font-weight:bold;">Simultaneous oxidation</span> and <span style="font-weight:bold;">reduction</span>. (=1 mark)<br /><br /><br />What colour change occurs in the Potassium manganate (VII) solution.##<br /><br /><br /><br />Purple to colourless (pale brown) (=1 mark).<br /><br /><br /><br /><br />====<br /><br /><br /><br />An impure sample of Iron weighing 0.22g was dissolved in dilute sulphuric acid. The resulting solution required 34.6cm of Potassium manganate (VII) of concentration 0.02mol dm in a titration exercise. The following reactions take place:<br /><br />Fe + 2H Fe + H<br /><br />5 Fe + MnO + 8H 5Fe + Mn + 4HO<br />Calculate the number of moles of MnO used in the titration. <br /><br /><br /><br /><br />Hint: Use relationship<br /><br /> <br /><br />0.02 x 0.0346 = number of moles of MnO (=1 mark)<br /><br /> 0.000692 = number of moles of MnO (=1 mark)<br /><br /><br /><br />=====<br /><br /><br /><br />Calculate the number of moles of Fe oxidised by theMnO .<br />Calculate the number of moles of MnO used in the titration. <br /><br /><br /><br /><br />Fereacts with MnO in ratio of 5:1<br /><br /> Number of moles of Fe = 5 x 0.000692 (=1 mark)<br /><br />Number of moles of Fe = 0.00346 (=1 mark)<br /><br /><br /><br />====<br /><br /><br /><br />Calculate the number of grammes of Fe ions used in the titration. <br /><br /><br /><br /><br />Hint: Use relationship<br /><br /><br /> 0.00346 x 56 = mass (=1 mark)<br /><br />Mass = 0.19376g (=1 mark)<br /><br /><br /><br />===<br /><br /><br />Calculate the percentage purity of the original sample of Iron.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-41444333478459009092010-01-05T16:03:00.000-08:002010-01-05T16:04:46.874-08:00<a href="http://66.102.9.132/search?q=cache:fdv8jhlYZ5UJ:www.tda.gov.uk/upload/resources/doc/d/draft_nos_stl61.doc+why+give+children+full+attention+%2B+gesture&cd=2&hl=en&ct=clnk">question</a><br /><br /> STL61 Contribute to positive relationships <br /><br />Knowledge and understanding<br /> <br /><br />You need to know and understand: <br /><br /> 1. the importance of giving children and young people full attention when listening to them and how you demonstrate this through body language, facial expression, speech and gesture<br /><br /> <br /><br /> 2. why it is important to give all children and young people the opportunity to be heard and how you do this in a group<br /><br /> <br /><br /> 3. an outline of how children/young people’s communication skills develop within the age range 0-16 years<br /><br /> <br /><br /> 4. why it is important to give children and young people sufficient time to express themselves in their own words<br /><br /> <br /><br /> 5. why it is important to help children and young people make choices and how you can assist them to do this<br /><br /> <br /><br /> 6. the key features of effective communication and why it is important to model this when interacting with adults, children and young people<br /><br /> <br /><br /> 7. the main differences between communicating with adults and communicating with children and young people<br /><br /> <br /><br /> 8. how to demonstrate that you value adults’ views and opinions and why it is important to the development of positive relationships<br /><br /> <br /><br /> 9. communication difficulties that may exist and how these can be overcome<br /><br /> <br /><br /> 10. how to cope with disagreements with adults<br /><br /> <br /><br /> 11. why it is important to reassure adults of the confidentiality of shared information and the limits of this<br /><br /> <br /><br /> 12. organisational policy regarding information exchange<br /><br /> <br /><br /> 13. the importance of communicating positively with children, young people and families<br /><br /> <br /><br /> 14. how children and young people’s ability to communicate can affect their behaviour.<br /><br /><br /><br /><br /><br /><br />====<br /><br /><br /><br /><br />===<br /><br />==<br />==<br />==<br /><br /> STL61 Contribute to positive relationships<br /><br />Glossary of terms used in this unit <br />Adults Adults you meet at work. This will vary according to your role and responsibility, but may include one or more of: colleagues, visitors to the setting and members of children/young people’s families.<br /><br />Children and young people Children and young people who you work with, except where otherwise stated.<br /><br />Listen Paying attention to what the child/young person or adult is communicating in order to respond appropriately. Listening includes negotiated and agreed alternative methods of communication in situations where there may be hearing difficulties.<br /><br />Language Includes signing, symbols and other non-verbal language.<br />Positive relationships Relationships that benefit the children/young people and the children/young people’s ability to participate in and benefit from the setting.<br /><br /> <br /><br /> STL61 Contribute to positive relationships<br /><br /> <br /><br /> 61.1 Interact with and respond to children <br /><br />Performance criteria <br /><br />You need to: <br /><br /> 1. show children/young people you are paying attention and listening to them<br /><br /> <br /><br /> 2. use a considerate and sympathetic approach whilst paying attention and listening to children/young people<br /><br /> <br /><br /> 3. allow children/young people to express themselves in their own time, using their own words or alternative communication<br /><br /> <br /><br /> 4. ensure that all children/young people are allowed to express themselves and are acknowledged<br /><br /> <br /><br /> 5. accept and acknowledge children/young people’s expression of feelings<br /><br /> <br /><br /> 6. ask children/young people questions to confirm your understanding of their language and expressions.<br /><br /> <br /> <br /> <br /><br /> 61.2 Interact with and respond to adults <br /><br />Performance criteria <br /><br />You need to: <br /><br /> 1. give adults your full attention when they are communicating with you<br /><br /> <br /><br /> 2. demonstrate that you have understood them<br /><br /> <br /><br /> 3. respond confidently, in a way which shows you have listened to their views with care and attention<br /><br /> <br /><br /> 4. clarify any misunderstandings<br /><br /> <br /><br /> 5. make suggestions and give information when requested.<br /><br /> <br /><br /> STL61 Contribute to positive relationships<br /><br /> <br /><br /> 61.3 Communicate with children <br /><br />Performance criteria <br /><br />You need to: <br /><br /> 1. communicate clearly, in ways that the child/young person will understand<br /><br /> <br /><br /> 2. use language and actions that show children/young people that their views, feelings and opinions have been listened to with care and attention<br /><br /> <br /><br /> 3. help children/young people to express their needs and make choices<br /><br /> <br /><br /> 4. demonstrate your understanding of children/young people’s preferred ways of communicating<br /><br /> <br /><br /> 5. encourage children/young people to use different communication methods<br /><br /> <br /><br /> 6. model positive communication skills for children/young people<br /><br /> <br /> <br /> <br /><br /> 61.4 Communicate with adults <br /><br />Performance criteria <br /><br />You need to: <br /><br /> 1. approach adults with courtesy and respect, using preferred names<br /><br /> <br /><br /> 2. value adults’ individual needs and preferences<br /><br /> <br /><br /> 3. exchange information with adults in line with agreed practice<br /><br /> <br /><br /> 4. use communication methods that are appropriate to adults<br /><br /> <br /><br /> 5. adapt the ways in which you communicate when difficulties are experienced.Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-46411618233306558862010-01-05T15:08:00.000-08:002010-01-05T15:09:16.578-08:00why is it important to give children sufficient time to express themselves in their own wordswhy is it important to give children sufficient time to express themselves in their own words<br /><br /><br /><br />It is important that children are given the time to express themselves in their own time as this builds confidence and self esteem. Rushing the child and finishing their sentences for them may cause them to become reliant on others to speak on behalf of them. Listening to a child effectively allows the child to speak freely without feeling pressured. When children feel they have all the time in the world to express themselves they will feel comfortable to talk freely which helps to develop communication and language skills. Giving a child time to express themselves will also build a positive relationship with the child as they will feel they can trust you and will be able to confide in you if needed. Children will use their imagination and be as creative as they can be, if they are allowed the time. When a child is talking as a practitioner you can observe and record their development by listening and acknowledging what they are saying.<br /><br /><br /><br /><br /><br /><br /><br /><br /><br />Hi,<br />Because a child's 'feelings' are IMPORTANT and they must be acknowledged and accepted, no matter how 'bad' they may be. When I was little, I'd say 'I feel ... ' and my mother would say 'No, you don't, you feel ...' and she'd say the EXACT OPPOSITE. I KNEW what I felt was 'right' (I was feeling it) and felt that my 'feelings' didn't 'count' and that no one 'cared' about me because I was consistently told 'what to feel, how to feel' and never listened to.<br />When my kids were young, my second son was really angry at me one day and shouted "I hate you!" I looked at him straight in the eye, and said "Good ... that means I'm doing my job correctly." He looked perplexed, and said "You're not mad at me for hating you?" I said I wasn't angry, that 'hate' is a feeling that REQUIRES love to feel, and that he'd 'figure it out' when he got older. He looked at me again, then put his arms around me (he was already taller than me) and said "I do love you, Mom ... but sometimes you are really FRUSTRATING. I was really angry at you, and now I'm not just 'okay' with you, but I actually do LOVE you even more. I'm going to go think hard about that for awhile." And he went into his room and put himself on a 'long time out' all by himself. THAT is why a child should be given 'sufficient time to express themselves in their own words.' They LEARN FASTER AND BETTER than when they are 'told what and how to feel.' And the 'feeling' they do have is 'valid' no matter what it is ... and it's easier to 'guide' knowing that than to 'assign feelings' and ASSUME the child will do what you want (or what is needed) ...Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-62872325642432438342010-01-05T15:06:00.000-08:002010-01-05T15:08:01.236-08:00Language development Language developmentLanguage development<br /><br /><br />Definition<br /><br />Language development is the process by which children come to understand and communicate language during early childhood.<br /><br />Description<br /><br />From birth up to the age of five, children develop language at a very rapid pace. The stages of language development are universal among humans. However, the age and the pace at which a child reaches each milestone of language development vary greatly among children. Thus, language development in an individual child must be compared with norms rather than with other individual children. In general girls develop language at a faster rate than boys. More than any other aspect of development, language development reflects the growth and maturation of the brain. After the age of five it becomes much more difficult for most children to learn language.<br /><br />Receptive language development (the ability to comprehend language) usually develops faster than expressive language (the ability to communicate). Two different styles of language development are recognized. In referential language development, children first speak single words and then join words together, first into two-word sentences and then into three-word sentences. In expressive language development, children first speak in long unintelligible babbles that mimic the cadence and rhythm of adult speech. Most children use a combination these styles.<br /><br />Infancy<br /><br />Language development begins before birth. Towards the end of pregnancy, a fetus begins to hear sounds and speech coming from outside the mother's body. Infants are acutely attuned to the human voice and prefer it to other sounds. In particular they prefer the higher pitch characteristic of female voices. They also are very attentive to the human face, especially when the face is talking. Although crying is a child's primary means of communication at birth, language immediately begins to develop via repetition and imitation.<br /><br />Between birth and three months of age, most infants acquire the following abilities:<br /><br /> * seem to recognize their mother's voice<br /> * quiet down or smile when spoken to<br /> * turn toward familiar voices and sounds<br /> * make sounds indicating pleasure<br /> * cry differently to express different needs<br /> * grunt, chuckle, whimper, and gurgle<br /> * begin to coo (repeating the same sounds frequently) in response to voices<br /> * make vowel-like sounds such as "ooh" and "ah"<br /><br />Between three and six months, most infants can do the following:<br /><br /> * turn their head toward a speaker<br /> * watch a speaker's mouth movements<br /> * respond to changes in a tone of voice<br /> * make louder sounds including screeches<br /> * vocalize excitement, pleasure, and displeasure<br /> * cry differently out of pain or hunger<br /> * laugh, squeal, and sigh<br /> * sputter loudly and blow bubbles<br /> * shape their mouths to change sounds<br /> * vocalize different sounds for different needs<br /> * communicate desires with gestures<br /> * babble for attention<br /> * mimic sounds, inflections, and gestures<br /> * make many new sounds, including "p," "b," and "m," that may sound almost speech-like<br /><br />The sounds and babblings of this stage of language development are identical in babies throughout the world, even among those who are profoundly deaf. Thus all babies are born with the capacity to learn any language. Social interaction determines which language they eventually learn.<br /><br />Six to 12 months is a crucial age for receptive language development. Between six and nine months babies begin to do the following:<br /><br /> * search for sources of sound<br /> * listen intently to speech and other sounds<br /> * take an active interest in conversation even if it is not directed at them<br /> * recognize "dada," "mama," "bye-bye"<br /> * consistently respond to their names<br /> * respond appropriately to friendly and angry tones<br /> * express their moods by sound and body language<br /> * play with sounds<br /> * make long, more varied sounds<br /> * babble random combinations of consonants and vowels<br /> * babble in singsong with as many as 12 different sounds<br /> * experiment with pitch, intonation, and volume<br /> * use their tongues to change sounds<br /> * repeat syllables<br /> * imitate intonation and speech sounds<br /><br />Between nine and 12 months babies may begin to do the following:<br /><br /> * listen when spoken to<br /> * recognize words for common objects and names of family members<br /> * respond to simple requests<br /> * understand "no"<br /> * understand gestures<br /> * associate voices and names with people<br /> * know their own names<br /> * babble both short and long groups of sounds and two-to-three-syllable repeated sounds (The babble begins to have characteristic sounds of their native language.)<br /> * use sounds other than crying to get attention<br /> * use "mama" and "dada" for any person<br /> * shout and scream<br /> * repeat sounds<br /> * use most consonant and vowel sounds<br /> * practice inflections<br /> * engage in much vocal play<br /><br />Toddlerhood<br /><br />During the second year of life language development proceeds at very different rates in different children. By the age of 12 months, most children use "mama/dada" appropriately. They add new words each month and temporarily lose words. Between 12 and 15 months children begin to do the following:<br /><br /> * recognize names<br /> * understand and follow one-step directions<br /> * laugh appropriately<br /> * use four to six intelligible words, usually those starting with "b," "c," "d," and "g," although less than 20 percent of their language is comprehensible to outsiders<br /> * use partial words<br /> * gesture and speak "no"<br /> * ask for help with gestures and sounds<br /><br />At 15 to 18 months of age children usually do the following:<br /><br /> * understand "up," "down," "hot," "off"<br /> * use 10 to 20 intelligible words, mostly nouns<br /> * use complete words<br /> * put two short words together to form sentences<br /> * chatter and imitate, use some echolalia (repetitions of words and phrases)<br /> * have 20 to 25 percent of their speech understood by outsiders<br /><br />At 18 to 24 months of age toddlers come to understand that there are words for everything and their language development gains momentum. About 50 of a child's first words are universal: names of foods, animals, family members, toys, vehicles, and clothing. Usually children first learn general nouns, such as "flower" instead of "dandelion," and they may overgeneralize words, such as calling all toys "balls." Some children learn words for social situations, greetings, and expressions of love more readily than others. At this age children usually have 20 to 50 intelligible words and can do the following:<br /><br /> * follow two-step directions<br /> * point to parts of the body<br /> * attempt multi-syllable words<br /> * speak three-word sentences<br /> * ask two-word questions<br /> * enjoy challenge words such as "helicopter"<br /> * hum and sing<br /> * express pain verbally<br /> * have 50 to 70 percent of their speech understood by outsiders<br /><br />After several months of slower development, children often have a "word spurt" (an explosion of new words). Between the ages of two and 18 years, it is estimated that children add nine new words per day. Between two and three years of age children acquire:<br /><br /> * a 400-word vocabulary including names<br /> * a word for most everything<br /> * the use of pronouns<br /> * three to five-word sentences<br /> * the ability to describe what they just saw or experienced<br /> * the use of the past tense and plurals<br /> * names for body parts, colors, toys, people, and objects<br /> * the ability to repeat rhymes, songs, and stories<br /> * the ability to answer "what" questions<br /><br />Children constantly produce sentences that they have not heard before, creating rather than imitating. This creativity is based on the general principles and rules of language that they have mastered. By the time a child is three years of age, most of a child's speech can be understood. However, like adults, children vary greatly in how much they choose to talk.<br /><br />Preschool<br /><br />Three to four-year-olds usually can do the following:<br /><br /> * understand most of what they hear<br /> * converse<br /> * have 900 to 1,000-word vocabularies, with verbs starting to predominate<br /> * usually talk without repeating syllables or words<br /> * use pronouns correctly<br /> * use three to six-word sentences<br /> * ask questions<br /> * relate experiences and activities<br /> * tell stories (Occasional stuttering and stammering is normal in preschoolers.)<br /><br />Language skills usually blossom between four and five years of age. Children of this age can do the following:<br /><br /> * verbalize extensively<br /> * communicate easily with other children and adults<br /> * articulate most English sounds correctly<br /> * know 1,500 to 2,500 words<br /> * use detailed six to eight-word sentences<br /> * can repeat four-syllable words<br /> * use at least four prepositions<br /> * tell stories that stay on topic<br /> * can answer questions about stories<br /><br />School Age<br /><br />At age five most children can do the following:<br /><br /> * follow three consecutive commands<br /> * talk constantly<br /> * ask innumerable questions<br /> * use descriptive words and compound and complex sentences<br /> * know all the vowels and consonants<br /> * use generally correct grammar<br /><br />Six-year-olds usually can correct their own grammar and mispronunciations. Most children double their vocabularies between six and eight years of age and begin reading at about age seven. A major leap in reading comprehension occurs at about nine. Ten-year-olds begin to understand figurative word meanings.<br /><br />Adolescents generally speak in an adult manner, gaining language maturity throughout high school.<br /><br />Common Problems<br /><br />Language delay is the most common developmental delay in children. There are many causes for language delay, both environmental and physical. About 60 percent of language delays in children under age three resolve spontaneously. Early intervention often helps other children to catch up to their age group.<br /><br />Common circumstances that can result in language delay include:<br /><br /> * concentration on developing skills other than language<br /> * siblings who are very close in age or older siblings who interpret for the younger child<br /> * inadequate language stimulation and one-on-one attention<br /> * bilingualism, in which a child's combined comprehension of two languages usually is equivalent to other children's comprehension of one language<br /> * psychosocial deprivation<br /><br />Language delay can result from a variety of physical disorders, including the following:<br /><br /> * mental retardation<br /> * maturation delay (the slower-than-usual development of the speech centers of the brain), a common cause of late talking<br /> * a hearing impairment<br /> * a learning disability<br /> * cerebral palsy<br /> * autism (a developmental disorder in which, among other things, children do not use language or use it abnormally)<br /> * congenital blindness, even in the absence of other neurological impairment<br /> * Klinefelter syndrome, a disorder in which males are born with an extra X chromosome<br /><br />Brain damage or disorders of the central nervous system can cause the following:<br /><br /> * receptive aphasia or receptive language disorder, a deficit in spoken language comprehension or in the ability to respond to spoken language<br /> * expressive aphasia, an inability to speak or write despite normal language comprehension<br /> * childhood apraxia of speech, in which a sound is substituted for the desired syllable or word<br /><br />Parental Concerns<br /><br />Language development is enriched by verbal interactions with other children and adults. Parents and care-givers can have a significant impact on early language development. Studies have shown that children of talkative parents have twice the vocabulary as those of quiet parents. A study from the National Institute of Child Health and Human Development (NICHD) found that children in high-quality childcare environments have larger vocabularies and more complex language skills than children in lower-quality situations. In addition language-based interactions appear to increase a child's capacity to learn. Recommendations for encouraging language development in infants include:<br /><br /> * talking to them as much as possible and giving them opportunities to respond, perhaps with a smile; short periods of silence help teach the give-and-take of conversation<br /> * talking to infants in a singsong, high-pitched speech, called "parentese" or "motherese" (This is a universal method for enhancing language development.)<br /> * using one- or two-syllable words and two to three-word sentences<br /> * using proper words rather than baby words<br /> * speaking slowly, drawing-out vowels, and exaggerating main syllables<br /> * avoiding pronouns and articles<br /> * using animated gestures along with words<br /> * addressing the baby by name<br /> * talking about on-going activities<br /> * asking questions<br /> * singing songs<br /> * commenting on sounds in the environment<br /> * encouraging the baby to make vowel-like and consonant-vowel sounds such as "ma," "da," and "ba"<br /> * repeating recognizable syllables and repeating words that contain the syllable<br /><br />When babies reach six to 12 months-of-age, parents should play word games with them, label objects with words, and allow the baby to listen and participate in conversations. Parents of toddlers should do the following:<br /><br /> * talk to the child in simple sentences and ask questions<br /> * expand on the toddler's single words<br /> * use gestures that reinforce words<br /> * put words to the child's gestures<br /> * name colors<br /> * count items<br /> * gently repeat correctly any words that the child has mispronounced, rather than criticizing the child<br /><br />Parents of two to three-year-olds should do the following:<br /><br /> * talk about what the child and parent are doing each day<br /> * encourage the child to use new words<br /> * repeat and expand on what the child says<br /> * ask the child yes-or-no questions and questions that require a simple choice<br /><br /><br /><br /><br /><br /><br /><br /><br /><br /><br />===<br /><br /><br />Language development <br />Age Activity<br />Two months Cries, coos, and grunts.<br />Four months Begins babbling. Makes most vowel sounds and<br /> about half of consonant sounds.<br />Six months Vocalizes with intonation. Responds to own<br />name. <br />Eight months Combines syllables when babbling, such "Ba-ba."<br />Eleven months Says one word (or fragment of a word) with<br />meaning. <br />Twelve months Says two or three words with meaning. Practices<br /> inflection, such as raising pitch of voice at the<br /> end of a question.<br />Eighteen months Has a vocabulary between five and 20 words,<br /> mostly nouns. Repeats word or phrase over and<br /> over. May start to join two words together.<br />Two years Has a vocabulary of 150–300 words. Uses I, me,<br /> and you. Uses at least two prepositions (in, on,<br /> under). Combines words in short sentences.<br /> About two-thirds of what is spoken is<br />understandable. <br />Three years Has a vocabulary of 900–1000 words. Uses more<br /> verbs, some past tenses, and some plural nouns.<br /> Easily handles three-word sentences. Can give<br /> own name, sex, and age. About 90% of speech is<br />understandable. <br />Four years Can use at least four prepositions. Can usually<br /> repeat words of four syllables. Knows some<br /> colors and numbers. Has most vowels and<br /> diphthongs and consonants p, b, m, w, and n<br /> established. Talks a lot and repeats often.<br />Five years Can count to ten. Speech is completely<br /> understandable, although articulation might not<br /> be perfect. Should have all vowels and<br /> consonants m, p, b, h, w, k, g, t, d, n, ng, y. Can<br /> repeat sentences as long as nine words. Speech<br /> is mostly grammatically correct.<br />Six years Should have all vowels and consonants listed<br /> above, has added, f, v, sh, zh, th, l. Should be able<br /> to tell a connected story about a picture.<br />Seven years Should have consonants s–z, r, voiceless th, ch,<br /> wh, and soft g. Should be able to do simple<br /> reading and print many words.<br />Eight years All speech sounds established. Carries on<br /> conversation at a more adult level. Can tell<br /> complicated stories of past events. Easily uses<br /> complex and compound sentences. Reads simple<br /> stories with ease and can write simple<br />compositions. <br /><br /><br /><br />SOURCE: Child Development Institute. 2004. http://www.childdevelopmentinfo.com. <br /><br /><br /><br /> * encourage the child to ask questions<br /> * read books about familiar things, with pictures, rhymes, repetitive lines, and few words<br /> * read favorite books repeatedly, allowing the child to join in with familiar words<br /> * encourage the child to pretend to read<br /> * not interrupt children when they are speaking<br /><br />Parents of four to six-year-olds should:<br /><br /> * not speak until the child is fully attentive<br /> * pause after speaking to give the child a chance to respond<br /> * acknowledge, encourage, and praise speech<br /> * introduce new words<br /> * talk about spatial relationships and opposites<br /> * introduce limericks, songs, and poems<br /> * talk about the television programs that they watch<br /> * encourage the child to give directions<br /> * give their full attention when the child initiates a conversation<br /><br />Parents of six to 12-year-olds should talk to the children, not at them, encourage conversation by asking questions that require more than a yes-or-no answer, and listen attentively as the child recounts the day's activities.<br /><br />Additional recommendations for parents and care-givers, by the American Academy of Pediatrics and others, include:<br /><br /> * talking at eye level with a child and supplementing words with body language, gestures, and facial expressions to enhance language comprehension<br /> * talking in ways that catch a child's attention<br /> * using language to comfort a child<br /> * using correct pronunciations<br /> * using expressive language to discuss objects, actions, and emotions<br /> * playing with sounds and words<br /> * labeling objects and actions with words<br /> * providing objects and experiences to talk about<br /> * choosing activities that promote language<br /> * listening carefully to children and responding in ways that let them know that they have been understood, as well as encouraging further communication<br /> * using complete sentences and adding detail to expand on what a child has said<br /> * knowing when to remain silent<br /> * reading to a child by six months of age at the latest<br /> * encouraging children to ask questions and seek new information<br /> * encouraging children to listen to and ask questions of each other<br /><br />Television viewing does not promote language development.<br /><br />When to Call the Doctor<br /><br />Parents should call the pediatrician immediately if they suspect that their child may have a language delay or a hearing problem. Warning signs of language delay in toddlers include:<br /><br /> * avoiding eye contact<br /> * neither understanding nor speaking words by 18 months of age<br /> * difficulty learning nursery rhymes or simple songs<br /> * not recognizing or labeling common objects<br /> * inability to pay attention to a book or movie<br /> * poor articulation, such that a parent cannot understand the child more than 50 percent of the time<br /><br />Resources<br /><br />Books<br /><br />Bochner, Sandra, and Jane Jones. Child Language Development: Learning to Talk. London: Whurr Publishers, 2003.<br /><br />Buckley, Belinda. Children's Communications Skills: From Birth to Five Years. New York: Routledge, 2003.<br /><br />Oates, John, and Andrew Grayson. Cognitive and Language Development in Children. Malden, MA: Blackwell, 2004.<br /><br />Periodicals<br /><br />Howard, Melanie. "How Babies Learn to Talk." Baby Talk 69, no. 3 (April 2004): 69–72.<br /><br />Tsao, Feng-Ming, et al. "Speech Perception in Infancy Predicts Language Development in the Second Year of Life: A Longitudinal Study." Child Development 75, no. 4 (July/August 2004): 1067–84.<br /><br />Van Hulle, Carol A., et al. "Genetic, Environmental, and Gender Effects on Individual Differences in Toddler Expressive Language." Journal of Speech, Language, and Hearing Research 47, no. 4 (August 2004): 904–12.<br /><br />Organizations<br /><br />American Academy of Pediatrics. 141 Northwest Point Blvd., Elk Grove Village, IL 60007. Web site: www.aap.org.<br /><br />American Speech-Language-Hearing Association. 10801 Rockville Pike, Rockville, MD 20852. Web site: .<br /><br />Child Development Institute. 3528 E. Ridgeway Road, Orange, CA 92867. Web site: www.cdipage.com/index.htm.<br /><br />Web Sites<br /><br />"Activities to Encourage Speech and Language Development." American Speech-Language-Hearing Association. Available online at www.asha.org/public/speech/development/Parent-Stim-Activities.htm (accessed December 29, 2004).<br /><br />Dougherty, Dorthy P. "Developing Your Baby's Language Skills." KidsGrowth. Available online at www.kidsgrowth.com/resources/articledetail.cfm?id=714 (accessed December 29, 2004).<br /><br />Genishi, Celia. "Young Children's Oral Language Development." Child Development Institute. Available online at www.childdevelopmentinfo.com/development/oral_language_development.shtml (accessed December 29, 2004).<br /><br />"How Does Your Child Hear and Talk?" American Speech-Language-Hearing Association. Available online at www.asha.org/public/speech/development/child_hear_talk.htm (accessed December 29, 2004).<br /><br />"Language Development in Children." Child Development Institute. Available online at www.childdevelopmentinfo.com/development/language_development.shtml (accessed December 29, 2004).<br /><br />Lorenz, Joan Monchak. "Common Concerns about Speech Development: Part I." KidsGrowth. Available online at www.kidsgrowth.com/resources/articledetail.cfm?id=965 (accessed December 29, 2004)./p<br /><br />Rafanello, Donna. "Facilitating Language Development." Healthy Child Care America, Summer 2000.Available online at www.healthychildcare.org/pdf/LangDev.pdf (accessed December 29, 2004).<br /><br />[Article by: Margaret Alic, PhD]<br /><br /><br />:)Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-10966190690762411912010-01-05T14:05:00.000-08:002010-01-05T14:06:10.799-08:00Attention DevelopmentAttention Development<br /><br /><br /><a href="http://www.downsyndrome.ie/index.php/attention-development">source</a><br /><br /><br />By Clare Carroll BSc., MSc., MIASLT, MRCSLT, National University of Ireland Galway.<br /><br />Attention control is fundamental to all learning. Language learning requires a mature level of attention (Reynell, 1978). Clear stages in normal development of attention control exist according to Reynell (1978). Children progress through the stages of attention development. A child with a learning disability will need help to facilitate this progression. It is important to see what level your child is at and then focus on the activities for that level to help your child. The aim is to develop a child's attention to facilitate their potential to learn language.<br /><br />We need to know:<br /><br /> * How much your child can listen to at any one time?<br /> * How long your child can concentrate for?<br /> * Whether spoken words, pictures, objects, or actions are most easily attended to?<br /> * Which situations are the easiest?<br /> * What their interests are?<br /> * How other people influence attending for your child?<br /><br />Level 1<br /><br /> * extreme distractibility<br /> * fleeting from one object to another<br /> * someone walking by will immediately distract them<br /> * normally in the first year of life<br /><br />Level 2<br /><br /> * concentrate on a task of his/her own choosing<br /> * will not tolerate any intervention by an adult verbal or visual<br /> * he/she may appear wilful but the attention is single channelled ignoring all external stimuli in order to concentrate<br /> * normally occurs in second year of life<br /><br />Level 3<br /><br /> * Attention remains single channelled<br /> * Cannot attend to auditory and visual stimuli from different sources i.e. cannot play and listen at the same time<br /> * Normally occurs in third year of life<br /><br />Level 4<br /><br /> * Child must still alternate his/her full attention (visual and auditory) between the speaker and the task but now does it spontaneously<br /> * Usually occurs in fourth year of life<br /><br />Level 5<br /><br /> * Child's attention is now two channelled i.e. understands verbal instructions relating to the task without stopping to listen to the speaker<br /> * Concentration span may still be short, however may be taught in a group<br /> * Stage of school readiness<br /><br />Level 6<br /><br /> * Auditory, visual and tactile channels are fully integrated<br /> * Attention is well established and sustained<br /> * Mature school entry level<br /><br /> <br /><br />PRACTICAL TIPS<br /><br /> * Gain attention before speaking<br /> * Simplify your vocabulary<br /> * Simplify your sentence structure by shortening your sentences, for example, "go and get your coat" to "get coat".<br /> * Use language within the child's level of understanding<br /> * Use visual prompts such as pictures, signs and gestures<br /> * Use the child's interests and experiences to help them understand<br /> * Give the child time<br /> * Encourage your child to ask if they have not understood and to ask for help<br /> * Ensure all who interact with your child are aware of the child's difficulties<br /> * Pay attention to the signals you use<br /> * ‘Pay' attention to ‘get' attention<br /> * Have a strategy for ‘getting' & ‘keeping' attention<br /> * People can't attend all the time - schedule and take breaks<br /> * Try and change the circumstances to promote attention rather than concentrating on the person's inattention<br /><br /> <br /><br />MORE TIPS<br /><br /> * Number of items presented to a child will depend on their memory skills<br /> * Arrangement and number of items will be affected by the child's ability to scan<br /> * Place the key word at the end of the phrase and emphasise<br /> * Gradually reduce the number of visual cues and physical prompts<br /> * Give the child time to consolidate his/her new skill through practice and reinforcement<br /> * Support the child through rewards and reinforcements<br /><br /> <br /><br />Helping a child at level 1<br /><br /> * Keep instructions simple and task related i.e. using key words<br /> * Modelling by showing the child what to do<br /> * Modelling by telling the child what to do<br /> * Use prompts to gain eye contact and attention by using gestures and touch your child's arm or guide face to look at you/object/person<br /><br /> <br /><br />Helping the child at level 2<br /><br /> * Material rewards<br /> * Encourage attention to sounds, nursery rhymes, musical instruments<br /> * Encouraging choice between 2 to 3 objects<br /> * Ask the child to get familiar objects i.e. "I need a cup".<br /><br /> <br /><br />Helping the child at level 3<br /><br /> * Keep tasks short and simple<br /> * Prompt the child<br /> * Rewards must be intrinsic to the task<br /> * Clear instruction must precede the task when you have the child's full attention<br /> * Copying actions or beats on a drum<br /> * Musical statues<br /> * Leaving words out of nursery rhymes<br /> * Pausing during well known stories<br /> * Matching sounds to objects and pictures<br /><br /> <br /><br />Helping the child at level 4<br /><br /> * Give the child time to focus his/her attention before giving instructions<br /> * Prompt if the child gets stuck<br /> * Alert child by calling his/her name<br /> * Make child aware of your physical presence before speaking<br /> * Praise and encouraging keeping to the task at hand<br /> * Standing behind him and comment<br /><br /> <br /><br />Helping the child at level 5<br /><br /> * Encourage child to work alongside another child or small group<br /> * Include child within classroom activities with the help of an assistant to prompt the child<br /> * Simon Says, "I went to the shop and I bought...", bean bag game, Musical chairs<br /> * Increase number of objects/pictures requested<br /><br /> <br /><br />Reference:<br /><br />Cooper, J., Moodley, M., & Reynell, J. (1978). Helping language development: A developmental programme for children with early language handicaps. London: Edward Arnold Publishers.<br /><br />Sindrey, D. (1997). Listening games for Littles. Worldplay Publications. www.wordplay.caUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-32427649224681227142010-01-01T07:57:00.001-08:002010-01-01T07:57:37.864-08:00auto reply email?replacing yourself in email<br /><br /><br />wow tool..<br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/IoQ4tka1zNk&rel=0&color1=0xb1b1b1&color2=0xcfcfcf&hl=en_US&feature=player_embedded&fs=1"></param><param name="allowFullScreen" value="true"></param><param name="allowScriptAccess" value="always"></param><embed src="http://www.youtube.com/v/IoQ4tka1zNk&rel=0&color1=0xb1b1b1&color2=0xcfcfcf&hl=en_US&feature=player_embedded&fs=1" type="application/x-shockwave-flash" allowfullscreen="true" allowScriptAccess="always" width="425" height="344"></embed></object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-61581173384146377312009-12-22T22:40:00.000-08:002009-12-22T22:42:26.791-08:00How to turn on Microsoft Word readability function:How to turn on Microsoft Word readability function:<br /><br /><br /><br />1. On the Tools menu, click Options, and then click the Spelling & Grammar tab. <br />2. Select the Check grammar with spelling check box. <br />3. Select the Show readability statistics check box, and then click OK. <br />4. On the Standard toolbar, click Spelling and Grammar. <br /><br /><br /><br />When Microsoft Word finishes checking spelling and grammar, it displays information about the reading level of the document.<br /><br /><br /><br />How to translate reading grade into age (from Janice Harayda’s blog):<br /><br /><br /><br />American children typically begin grades at these ages: kindergarten, 5; first grade, 6; second grade, 7; third grade, 8; fourth grade, 9; fifth grade, 10; sixth grade, 11; seventh grade, 12; eighth grade, 13; 9th grade (freshman year,high school), 14; 10th grade (sophomore year high school), 15; 11th grade (junior year high school), 16; 12th grade (senior year high school), 17.<br /><br /><br /><br /><br /><a href="http://blogs.telegraph.co.uk/news/ceriradford/3640981/Does_your_reading_age_matter/">source</a><br /><br /><br />...<br /><br /><br /><br />This is a very interesting subject.<br />much is implied by ascribing a reading age to the population at large.<br />If as you say the above represents the reading ages of an 8 year old and a fourteen year old respectively, it opens up some interesting questions about other works.<br />What do you suppose is the reading age of newton’s principia for example?<br />If your snippet above is a benchmark for a 14 year old, the principia might arguably be written for those with a reading age of a 200 year old?<br />let’s take things a step further, and look at numeracy in the general population. There are professionals, lawyers etc who are unable to perform long division, very few ever master algebra, and only a handful progress to calculus.<br />most of the supposedly adult population will poo poo this idea, and dismiss mathematicians, of even some who are functionally numerate as a sub species rather than admit to being innumerate themselves, and accept the implications.<br />So think on…!<br /><br /><br />...Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-88114986747100193262009-12-22T22:35:00.000-08:002009-12-22T22:39:45.671-08:00NVQ literacy english level Twoi pass my exam.<br /><br /><br />will write more on the exam.<br /><br /><br /><br />panic. difficult and learn something new on the exam day.<br /><br /><br />For the first time using the Flag button.<br /><br /><br />Taught before exam and decided to use it.<br /><br /><br />I flag about twenty questions and start to panic.<br /><br /><br /><br />I say the test is hard.<br /><br />I took twenty minutes average to do test before BUT<br /><br />on the exam day i really use up the one hour. with thinking of<br />not enough time.<br /><br /><br />luckily, I PASS.<br /><br /><br />ALSO there is an EXHIBIT button that i think makes me think<br />the exam is difficult.<br /><br /><br />ho ho ho if i think it is difficult with new button on the test date,<br />i bet there will be many also think like me. unless you are not strike with panic like me. and stay calm no matter what happen or what changes..<br /><br /><br /><br />good luck for those trying it later.<br /><br /><br /><br /><br />adios.,Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-7917996320690673292009-12-21T04:08:00.000-08:002009-12-21T04:10:02.067-08:00english exam for me level two literacy : National Certificate in Adult Literacyenglish exam for me level two literacy<br /><br /><br /><br />National Certificate in Adult Literacy<br /><br />at 9 am<br /><br /><br />adult college<br /><br />lancaster<br /><br /><br /><br />how to study : www.move-on.org.ukUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-70139600844449482982009-12-21T03:58:00.000-08:002009-12-21T03:59:15.375-08:00Improve My Spoken English Conversation by Listening, Responding and AskingImprove My Spoken English Conversation by Listening, Responding and Asking<br /><br />Posted: Aug 7th, 2009 <br /><br /><br /><a href="http://www.articlesbase.com/education-articles/improve-my-spoken-english-conversation-by-listening-responding-and-asking-1104702.html">source</a><br /><br /><br /><br />by Ryan Kent-Temple from WorldEnglishClub.com<br /><br /><br />There are three parts to any conversation. Whether it is on the phone, over coffee with your friend, or at a business meeting with your boss and your colleagues; Listening, Responding, and Asking.<br /><br />Listening<br /><br />Anywhere you go, and by this I mean anywhere you go to try and learn a language, they will tell you to listen. There are many reasons for this. For one, listening is such an important aspect in any language, that you would be at a disadvantage in life if you didn't listen. It is what makes a language. A language needs listeners. That's where you come in.<br /><br />Listening is a skill. It is something that needs to be practiced a lot. If you are fluent in a language, for example your native language, then the skills you need to work on are different from the skills of someone listening in their second language. I will be speaking briefly on listening in a second language.<br /><br />If you are just starting out or having a difficult time learning your second language, there is something that you can do to drastically enhance your knowledge of it. It's not studying from a book. And it's not learning how to write it. It's LISTENING to it!<br /><br />Just listening to a new language can train our brain to the sounds, speech patterns and pronunciations of your new desired language. Take a minute and think about when you first learned how to speak. A baby isn't born KNOWING their language. So how does it learn the language that it eventually speaks?<br /><br />You're right! It listens. And at first, that's all babies do is listen. But what eventually happens with the baby? That's right! It finally says a word. Odds are that it will say something that has been repeated to it a lot. It does take a long time for a baby to finally grasp a language.<br /><br />Usually around 3-5 years the child has an understanding of the simple ways that sentences are put together. And passing through the years, eventually has a good grasp of the language around 10-12 years. Minus, of course, the vocabulary.<br /><br />I am not saying it will take you that long to learn a new language. Clearly you are more sophisticated than a child. I am merely saying that if you listen, you will learn.<br /><br />Responding<br /><br />Responding is a very simple skill. But there is one important aspect that you must consider before applying the lessons taught here. And that is LISTEN. You must listen to know how to respond. If you were not listening to what your conversation partner had to say, how will you know what follow up questions to ask.<br /><br />Responding can show your conversation partner that you are interested in what they are talking about. Not just by the way you were using your non-verbal listening skills. Responding shows that you are actively engaged in this conversation. Remember, just because you are not doing the talking, does not mean you are not a part of the conversation.<br /><br />This part of the conversation may seem minor, but it is very important in keeping the two-way activity going. Because if you are only nodding and smiling, the other person might just think you are a robot. So you must use this little but important aspect in your conversations.<br /><br />Responding to what someone has said can be very easy. Especially if you would rather have them keep talking or if you are sincerely interested in what they are saying. You can simply ask what they meant when they were talking about a certain point in their story.<br /><br />Asking<br /><br />Asking is part of the responding process. But it is also a key role. Perhaps THE key to active listening. This part of a conversation is a key role because it provides you with the knowledge and understanding of the conversation.<br /><br />When you are actively engaged in a conversation, you should be getting something out of it. You're goals should be: learning from the person you are speaking with, and creating a friend or partner for the future.<br /><br />Asking questions will also take the conversation where you want it to go. If your conversation partner is talking about something that offends you (and this can happen) be polite, wait until they finish their thought, and ask a question that directs the conversation away from the previous subject.<br /><br />Remember now that you have them talking about something of interest to them, they will know if you are listening to what they are saying.<br /><br />If you want to continue your studies to a university or college level in a country that speaks English then you will have to continue your online studies. During the time you are learning English online you will get the direction that you need for all the classes that you will pursue.<br /><br />by Ryan Kent-Temple from WorldEnglishClub.com<br /><br /><br /><br /><br />...Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-19602947028088271692009-12-21T03:50:00.001-08:002009-12-21T03:51:12.048-08:00HOW YOUNG CHILDREN LEARN ENGLISHHOW YOUNG CHILDREN LEARN ENGLISH AS ANOTHER LANGUAGE<br />Opal Dunn, educational consultant and author<br /><br /><br /><br /><br />The advantages of beginning early<br /><br /> Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to pick up English.<br /><br /><br /> Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language.<br /><br /><br /> Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. They may have little or no homework and are less stressed by having to achieve set standards.<br /><br /><br /> Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages. Picking up third, fourth, or even more languages is easier than picking up a second.<br /><br /><br /> Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture. When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes. The age at which this change occurs depends greatly on the individual child’s developmental levels as well as the expectations of their society.<br /><br /><br />..Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-27015609470294448872009-12-21T03:46:00.001-08:002009-12-21T03:47:32.914-08:00children english targetEnd of YEAR Target level<br /><br /><br /><br />year 11 (daughter)= A*<br /><br /><br />year 10 (son) = B<br /><br /><br />Question:<br /><br /><br />how do i improve my son learning english target???Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-46069107142510814052009-12-21T03:41:00.000-08:002009-12-21T03:49:10.751-08:00Stages in picking up EnglishStages in picking up English<br /><br /><br /><br />Spoken language comes naturally before reading and writing.<br /><br /> <br />Silent period<br />When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak. When young children learn English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words.<br /><br />During this time parents should not force children to take part in spoken dialogue by making them repeat words. Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language. Where the adult uses parentese (an adjusted form of speech) to facilitate learning, the child may use many of the same strategies they used in learning their home language.<br /><br /> Beginning to talk<br />After some time, depending on the frequency of English sessions, each child (girls often more quickly than boys) begins to say single words (‘cat’, ‘house’) or ready-made short phrases (‘What’s that?’, ‘It’s my book’, ‘I can’t’, ‘That’s a car’, ‘Time to go home’) in dialogues or as unexpected statements. The child has memorised them, imitating the pronunciation exactly without realising that some may consist of more than one word. This stage continues for some time as they child picks up more language using it as a short cut to dialogue before they are ready to create their own phrases.<br /> Building up English language<br />Gradually children build up phrases consisting of a single memorised word to which they add words from their vocabulary (‘a dog’, ‘a brown dog’, ‘a brown and black dog’) or a single memorised language to which they add their own input (‘That’s my chair’, ‘Time to play’). Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences.<br />Understanding<br /><br />Understanding is always greater than speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues. Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning. With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English.<br /><br />Frustration<br /><br />After the initial novelty of English sessions, some young children, especially boys, become frustrated by their inability to express their thoughts in English. Others want to speak quickly in English as they can in their home language. Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made phrases.<br /><br />Mistakes<br /><br />Children should not be told they have made a mistake because any correction immediately demotivates. Mistakes may be part of the process of working out grammar rules of English or they may be a fault in pronunciation. ‘I goed’ soon becomes ‘went’ if the child hears the adult repeat back ‘yes, you went’; or if the adult hears ‘zee bus’ and repeats ‘the bus’. As in learning their home language, if children have an opportunity to hear the adult repeat the same piece of language correctly, they will self-correct in their own time.<br /><br />Gender differences<br /><br />Boys’ brains develop differently from girls’ and this affects how boys pick up language and use it. Sometimes mixed classes make little provision for boys, who may be overshadowed by girls’ natural ability to use language. If young boys are to reach their potential, they need some different language experiences with girls and their achievements should not be compared with those of girls.<br /><br />Language-learning environments<br /><br />Young children find it more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support using ‘parentese’ techniques.<br /><br /> Young children need to feel secure and know that there is some obvious reason for using English.<br /> Activities need to be linked to some interesting everyday activities about which they already know, eg sharing an English picture book, saying a rhyme in English, having an ‘English’ snack.<br /> Activities are accompanied by adult language giving a running commentary about what is going on and dialogues using adjusted parentese language.<br /> English sessions are fun and interesting, concentrating on concepts children have already understood in their home language. In this way children are not learning two things, a new concept as well as new language, but merely learning the English to talk about something they already know.<br /> Activities are backed up by specific objects, where possible, as this helps understanding and increases general interest.<br />Reading<br /><br />Children who can already read in their home language generally want to find out how to read in English. They already know how to decode words in their home language to get meaning from text and, if not helped to decode in English, may transfer their home language-decoding techniques and end up reading English with the home language accent.<br /><br />Before they can decode English, young children need to know the 26 alphabet letter names and sounds. As English has 26 letters but on average 44 sounds (in standard English), introducing the remaining sounds is better left until children have more experience in using language and reading,<br /><br />Beginning reading in English goes easily if young children already know the language they are trying to read. Many children work out by themselves how to read in English if they have shared picture books with adults or learned rhymes, as they are likely to have memorised the language. Reading what they know by heart is an important step in learning to read as it gives children opportunities to work out how to decode simple words by themselves. Once children have built up a bank of words they can read, they feel confident and are then ready for a more structured approach.<br /><br />Parental support<br /><br />Children need to feel that they are making progress. They need continual encouragement as well as praise for good performance, as any success motivates. Parents are in an ideal position to motivate and so help their children learn, even if they have only basic English themselves and are learning alongside their young children.<br /><br />By sharing, parents can not only bring their child’s language and activities into family life, but can also influence their young children’s attitudes to language learning and other cultures. It is now generally accepted that most lifelong attitudes are formed by the age of eight or nine.<br /><br /><br />...Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-32134300173757248162009-12-19T22:26:00.001-08:002009-12-19T22:26:59.169-08:00Getting to know Jennifer ESLGetting to know Jennifer ESL<br /><br /><br />ABOUT ME<br />Jennifer Recio Lebedev<br /><br />Originally certified to teach Russian as a foreign language by the state of Pennsylvania, I later discovered my true calling as an English language teacher while living and studying in Moscow, Russia. My undergraduate degree from Bryn Mawr College and graduate degree from Middlebury College are in Russian Studies, and I joke with my husband today that I did not major in Russian Studies, but simply took an intensive preparation course for marriage to a native Russian.<br /><br />I began teaching English in 1996, first as a private instructor and later in the classroom. My teaching experience broadened when I returned to the U.S. in 2001, and subsequently I moved from the EFL classroom to the ESL classroom. At a private IEP in Boston, I joined the teaching staff and earned my TESL certificate. The small size of the school afforded many opportunities for professional growth. In time I coordinated and taught the teacher training program, established a literary magazine, and even wrote a 4-level series for the school’s writing curriculum. The many responsibilities I took on greatly aided my growth as a teacher, but by the end of 2005 I opted to leave my position as a classroom teacher and ESL program coordinator and move in another direction.<br /><br />It was Pearson Longman that built a bridge for me between my work in an IEP and my work as a materials writer. Vocabulary Power was a labor of love, completed after two years, and it was my debut on the international scene. Prior to this textbook series, I had written only small works for EFL students and teachers in Russia.<br /><br />Not ready to return to traditional classroom teaching (two reasons: two children!), I experimented with online instruction in the late summer of 2007. I made a tentative entrance on the YouTube scene as “JenniferESL”, but soon became bolder and more committed as the response among viewers grew.<br /><br />Here I am today, with vodcasts, podcasts, books, and plenty of ideas I am eager to share with the international community of English language learners and teachers. I hope you will continue to welcome my contributions.<br /><br /><br /><br />GO HERE TO LEARN ENGLISH<br /><br /><a href="www.youtube.com/user/JenniferESL">YouTube - JenniferESL's Channel</a><br /><br /><br /><br /><br />===<br /><br /><br />i like her humbly and sincere remarks in her blog.<br /><br /><br /><br /><a href="http://englishwithjennifer.wordpress.com/about-me/">http://englishwithjennifer.wordpress.com/about-me/</a><br /><br />Hello!<br />By all means, please feel free to use my videos in your classroom. I’m pleased they can be of use to you and your students. I’ve given my permission for this kind of use on my YouTube channel. As long as it’s not for profit, I’m happy to share my work through others like yourself. I thank you for helping me to reach more language learners. Best of luck in your teaching!<br />Regards,<br />Jennifer<br /><br />Comment by englishwithjennifer March 2, 2009 @ 2:24 amUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-48208829666500955262009-12-19T09:10:00.000-08:002009-12-19T09:12:58.974-08:00Improve your English and maths with Brain Games<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="http://t0.gstatic.com/images?q=tbn:JJaAJ6g6bQBgiM:http://www.pressdispensary.co.uk/images/presspack_photos/947/Brain%2520Game%2520UK.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 125px; height: 150px;" src="http://t0.gstatic.com/images?q=tbn:JJaAJ6g6bQBgiM:http://www.pressdispensary.co.uk/images/presspack_photos/947/Brain%2520Game%2520UK.jpg" border="0" alt="" /></a><br />Improve your English and maths with Brain Games<br /><br /><br /><br /><br /><br /><a href="http://www.braingames.org.uk/">http://www.braingames.org.uk/</a><br /><br /><br />http://www.braingames.org.uk/<br /><br />http://www.braingames.org.uk/<br /><br />http://www.braingames.org.uk/<br /><br /><br /><br /><br />====<br /><br />Brain Games is a new software engine, developed by LSIS, which gives learners a quick and easy way to practise their literacy and numeracy skills. <br />Brain Games is fun! It aims to engage and motivate learners to succeed by building their skills and confidence as they progress through the game, and tackle incrementally harder challenges. The resource is built round the backdrop of a competitive sporting event, and takes the addictive gameplay of ‘Brain Training’ and applies this to literacy and numeracy, using sound pedagogic principles.<br />In the Words section, learners can choose from: Getting it? – Understanding; Spell it – Spelling; Scribe – Writing; What’s the use? – Grammar; Full stop – Punctuation; and Word! – Vocabulary. <br />In Numbers, they can choose from Work it out … Numbers, Bits and pieces – Fractions; How big? – Measures; and More than likely – Statistics. All categories are available at three levels – easy, medium and hard.<br />In the Stats Centre, learners can view their performance charts, high scores and medals tables, and issue challenges to their training buddies. As they practise core technical skills of literacy and numeracy through the game learners are signposted towards more context-rich learning challenges at www.move-on.org.uk as well as the mini tests supporting the National Literacy and Numeracy tests. <br />Brain Games is an ideal resource that practitioners can use to help reinforce specific skills taught and the game can also be used by learners to practise their skills independently. LSIS is currently developing further functionality in Brain Games which will enable practitioners to set up and manage learner groups, and track learner progress by subject, category and level. This will be available from early summer 2010.<br />Brain Games is currently available free of charge to play online and, as Brain Games Lite, it can be installed on a range of mobile phones. In early 2010 a downloadable version of Brain Games will be available to run from a hard disc, or memory stick . <br /><br /><br /><br /><br /><br /><br /><br />====<br /><br /><br /><br />Why not try Brain Games Lite on your mobile?<br /><br />Check the links to see which installer will work with your phone.<br /><br />Nokia<br />View supported phones<br />Sony Ericsson<br />View supported phones<br /><br /><br />Manual Installer<br />View detailsUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-11456301751251545002009-12-19T09:02:00.000-08:002009-12-19T09:08:39.328-08:00Literacy Level 2 = Move-on.org.ukLiteracy Level 2 - Progress check A<br /><br /><br /><br /><a href="http://www.move-on.org.uk/downloadsFile/download520/NTT_Lit_L2_A.pdf">Paper-based questions (Size: 675 Kb)</a><br /><br /><a href="http://www.move-on.org.uk/downloadsFile/download521/NTT_Lit_L2_A_answers.pdf">Paper-based answers (Size: 121 Kb)</a><br /><br /><br /><a href="javascript:popUp('testyourskills/l_2_1/singletest.html')"> On screen version</a><br /><br /><br /><a href="http://www.move-on.org.uk/downloadsFile/downloads497/lit_L2_A.EXE">Download (Size: 2941 Kb)</a><br /><br /><br /><br /><a href="http://www.move-on.org.uk/practicetestsResults.asp">http://www.move-on.org.uk/practicetestsResults.asp</a>Unknownnoreply@blogger.com3tag:blogger.com,1999:blog-8421881279191782852.post-849771975893234852009-12-19T08:55:00.000-08:002009-12-19T08:57:47.129-08:00Lesson 1-Advise/Recommend/Suggest-Common Mistakes in EnglishLesson 1-Advise/Recommend/Suggest-Common Mistakes in English<br /><br /><br /><br />Advise<br /><br />Recommend<br /><br />Suggest<br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/QfAevOl7cXk&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/QfAevOl7cXk&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-10457979561897425442009-12-19T05:23:00.000-08:002009-12-19T05:26:47.056-08:00American Slang - Lesson 1 2 3 4American Slang - Lesson 1<br /><br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/EPIF6b4E5QA&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/EPIF6b4E5QA&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br /><br />American Slang - Lesson 2<br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/TO8yfWMU2Yc&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/TO8yfWMU2Yc&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br />American Slang - Lesson 3<br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/BnUmJh0a-4Y&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/BnUmJh0a-4Y&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br /><br />American Slang - Lesson 4<br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/u_xmCCk3drk&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/u_xmCCk3drk&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br /><br /><a href="http://www.youtube.com/profile?user=JenniferESL#g/u">source</a>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-13927751679894362972009-12-19T05:20:00.000-08:002009-12-19T05:22:23.854-08:00Lesson 2 and 3 - English VocabularyLesson 2 - "Easy" - English Vocabulary<br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/WhtJosehubw&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/WhtJosehubw&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br />Lesson 3 - "Kitchen" - English Vocabulary<br /><br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/LPcWGsSUllg&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/LPcWGsSUllg&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br /><br /><br />:)Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-45447692770011198742009-12-19T05:07:00.000-08:002009-12-19T05:10:51.050-08:00"TH" - English PronunciationLesson 1a - "TH" - English Pronunciation<br /><br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/Wxzieu-WXt4&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/Wxzieu-WXt4&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br />Lesson 1b - "TH" - English Pronunciation<br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/zmSn3AyyVs0&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/zmSn3AyyVs0&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br /><br />===<br /><br /><br />Lesson 2 - "TH" - English Pronunciation<br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/1GOJ4eF5L94&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/1GOJ4eF5L94&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object>Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-2289321583852024052009-12-19T05:02:00.000-08:002009-12-19T05:06:29.255-08:00English VocabularyLesson 1 - "Outdoors" - English Vocabulary<br /><br /><br />out of the woods...<br /><br /><br />to come out of difficult situations.<br /><br /><br /><br /><br /><br />(to have) a green thumb)....<br /><br /><br />a talent of gardening<br /><br /><br /><br /><br /><br />(no) bed of roses .....<br /><br />a life of ease and comfort<br /><br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/Sm3Uk9sW2e8&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/Sm3Uk9sW2e8&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br />25 July 2007<br /><br />http://www.youtube.com/user/JenniferESLUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-21838956439924713882009-12-19T04:54:00.000-08:002009-12-19T05:01:53.321-08:00Preferences - English Grammar ...BRILLIANTLesson 1 - Preferences - English Grammar<br /><br /><br /><br />prefer ( general)<br /><br /><br />i prefer to drink oranges only at breakfast.<br /><br /><br /><br />(specific for these 2 expressions below)...<br /><br /><br /><br />Would you prefer drinking tea or coffee?<br /><br />or<br /><br />Would you prefer tea or coffee?<br /><br />===<br /><br />i rather have coffee please.<br /><br /><br />would prefer<br /><br /><br />would rather<br /><br /><br /><br /><br /><br />infinitive, gerund or noun<br /><br /><br />based verb<br /><br /><br />----<br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/3xw2APshJCY&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/3xw2APshJCY&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br /><br />FREE online lesson with a native speaker. Lesson 1 topic: preferences. Level: Intermediate to Advanced.<br /><br />25 July 2007<br /><br /><br />http://www.youtube.com/user/JenniferESLUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-45268137098631785062009-12-17T13:42:00.000-08:002009-12-17T13:43:53.793-08:00Afraid To Read- Dawud WharnsbyAfraid To Read- Dawud Wharnsby<br /><br /><br /><br /><br /><object width="425" height="344"><param name="movie" value="http://www.youtube.com/v/UBGMQpmTWj0&hl=en_GB&fs=1&"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/UBGMQpmTWj0&hl=en_GB&fs=1&" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="425" height="344"></embed></object><br /><br />One of my favourite nasheeds by Dawud Wharnsby.<br /><br />How many words shes read before, shes consumed two thousand books or more.<br />Musty pulp and glue soundproof her tiny room.<br />She cannot understand why this book in her hand<br />Fascinates her now so much that shes almost shy to touch.<br />Dont think about the words its just a book - paper and ink<br />She reaffirms, reminds herself, a book cant dictate what to think.<br />It invites, intrigues her more than others on her shelf<br />Is it just another book? - She sits questioning herself.<br /><br />Oh Allah, shes so afraid to read,<br />The wisdom thats revealed may burrow in her mind<br />Shell be obliged to admit,<br />Shell be obliged to submit<br />But will she be strong enough to live the truth she finds?<br />Oh Allah, shes so afraid to read.<br /><br />The hall light is always on every night that he is gone.<br />He hears his mother toss in bed when he slips in at dawn.<br />In the book case by the stair, he can see it sitting there<br />Like a waiting watchful wise-man scolding him with care.<br />In the morning will they fight about him being out all night?<br />Will he resent their gift of love and not admit that they are right?<br />All he wants is to fit in some place, but must he compromise his faith?<br />He cant look himself or his parents in the face.<br />He takes the book upstairs unread and sets it closed next to his head<br />Then counts the prayers hes missed and lays so hopelessly in bed.<br /><br />Oh Allah, hes so afraid to read,<br />The wisdom thats revealed may burrow in his mind<br />Hell be obliged to admit,<br />Hell be obliged to submit<br />But will he be strong enough to live the truth he finds?<br />Oh Allah, hes so afraid to read.<br /><br />I sent an email to my loved one, just the other day<br />Its sad communication has evolved this way.<br />We use so many words but have so little to relay<br />As angels scribble down every letter that we say.<br />All the viral attachments sent and passionate insults we vent<br />Its easy to be arrogant behind user passwords we invent.<br />But on the day the scrolls are laid, with every word and deed displayed,<br />When we read our accounts, I know, for one, Ill be afraid.<br /><br />That day Ill be so afraid to read,<br />Every harsh word that Ive spoken - and every time I have lied.<br />Ill be obliged to admit,<br />Ill be obliged to submit<br />Will I have strength owning up to each deed Ive tried to hide?<br />Oh Allah, Im so afraid to read.<br /><br /><br />Afraid To Read- Dawud WharnsbyUnknownnoreply@blogger.com0tag:blogger.com,1999:blog-8421881279191782852.post-32060857320595567402009-12-13T22:51:00.000-08:002009-12-13T22:54:41.050-08:00Take Responsibility to guarantee your successSpeak Excellent English Fast<br /><br /><br />“How To Learn English 3-5 Times Faster”<br /><br /><br /><br /><br /><br /><br /><br /><br />You are the only person who can guarantee your success. Teachers can help. I can help. But ultimately, you must take action. Imagine– you are a strong, happy, successful English learner. You, not a teacher, is the cause of your success. You did it. Imagine that you are now an excellent English speaker. Make that dream real!<br /><br /><br /><a href="http://effortlessenglishclub.com/7-rules-to-learn-excellent-english-speaking">http://effortlessenglishclub.com/7-rules-to-learn-excellent-english-speaking</a><br /><br /><br /><br /> “Powerful English Speaking” & “The Key”. These e-books will teach you more about the Effortless English System. Download the e-books now:<br /><br />Download “Powerful English Speaking” E-book<br />Download “The Key To Excellent English Speaking” Free Report<br />If you like what you read, Join my FREE email course now and get 7 Free videos about learning English faster and speaking it better.<br /><br />My name is A.J Hoge and I will teach you 7 rules for speaking Excellent English.<br /><br /><br />=========<br /><br /><br />hmmmm,, anyone or anybody had tried and would like to leave a comment???<br /><br />i would appreciate that. thanks....<br /><br /><br /><br />:)Unknownnoreply@blogger.com0