pollito- chicken ( Lidia )
gallina- hen ( Delia )
lapiz- pencil ( Susana )
y boli- pen ( Maria M. )
ventana – window ( Lidia )
puerta – door ( Delia )
techo- ceiling ( Susana )
y piso- floor ( Maria M. )
Si tu cantas conmigo podras comprender
If your sing with me , your can understand
Y verás que facil es hablar Inglés (TODAS)
And you will see that easy english is to speak
almohada- pillow ( Lidia )
cama –bed ( Delia )
mesa- table ( Susana )
y silla- chair ( Maria M. )
dedos –fingers ( Lidia )
cabeza- head ( Delia )
brazos- arms ( Susana )
y pierna- leg ( Maria M. )
Si tu cantas conmigo podras comprender
If your sing with me , your can understand (TODAS )
Y verás que facil es hablar Inglés
And you will see that easy english is to speak
pollito- chicken ( Lidia )
gallina- hen ( Delia )
lapiz- pencil ( Susana )
y boli- pen ( Maria M. )
ventana – window ( Lidia )
puerta – door ( Delia )
techo- ceiling ( Susana )
y piso- floor ( Maria M. )
pollito- chicken ( TODAS )
gallina- hen
Si tu cantas conmigo podras comprender
If your sing with me , your can understand
Y verás que facil es hablar Inglés ( TODAS )
And you will see that easy english is to speak
esto ha sido todo
this is the end ( TODAS )
y aqui termina
good bye my friend
NOMBRES DE LAS COMPONENTES DEL GRUPO : LIDIA, DELIA, SUSANA Y MARIA M.
viernes, 4 de diciembre de 2009
activity 3 "video with a song."
Esta canción de los número en inglés está destinada para niños de 2 a 3 años. Y bueno con ello aprenden a decir los números asociandolo con las imagenes.
Los niños con esta canción pueden estar todos en pie y bailar y cada vez k diga un numero poner los deditos k hagan falta para contar las cositas que salen en el video.
Activity 2 "Stages of Language Development"
The theoretical basis of the English Language Development is based on research that shows that acquiring a second language is a developmental process in which students move through different stages like domain spanning the children when learn their first language. Generally there are five stages identified in the process of acquiring English.
The five stages are:
- Preproduction
This is the "silent period" of language acquisition. At this level students are getting a new language and trying to make sense in order to meet basic needs. Often at this level students can understand more than they can produce. The students' responses may be limited to gestures and actions. The lessons are focused on listening comprehension and receptive vocabulary building.
- Early Production
At this stage students begin to respond with short answers. The grammar and pronunciation errors are frequent. It is important that students are able to take risks and experiment with new language in a relaxed atmosphere that does not cause anxiety. The lessons at this stage expand receptive vocabulary and classroom activities encourage students to produce vocabulary that they already understand.
- Emergence of the conversation
At this stage they are able to use language to communicate more freely and begin to use English for academic purposes. The lessons continue to expand the vocabulary of students and classroom activities are designed to encourage the use of higher levels of language and complex.
- Intermediate Fluency
At this stage students conduct conversations in English that are close to native fluency. However, there are developing cognitive academic ability, particularly in the areas of reading and writing. At this stage, students engage in conversation and produce connected narrative. As we continue to expand vocabulary, classroom activities are structured to develop higher levels of language use in content areas, whereas reading and writing are incorporated into classroom lessons.
- Advanced Fluency
At this level students demonstrate fluency but similar to the native may be experiencing difficulties in acquiring high literacy levels. These students typically have completed the sequence of ELD instruction but have not reached the standard for reallocation. These students are usually enrolled in a traditional class of English Language Arts with modifications to address the development of their English literacy needs.
URL: http://www.capassprogram.org/metodologia/etapas_del_lenguaje.html
The five stages are:
- Preproduction
This is the "silent period" of language acquisition. At this level students are getting a new language and trying to make sense in order to meet basic needs. Often at this level students can understand more than they can produce. The students' responses may be limited to gestures and actions. The lessons are focused on listening comprehension and receptive vocabulary building.
- Early Production
At this stage students begin to respond with short answers. The grammar and pronunciation errors are frequent. It is important that students are able to take risks and experiment with new language in a relaxed atmosphere that does not cause anxiety. The lessons at this stage expand receptive vocabulary and classroom activities encourage students to produce vocabulary that they already understand.
- Emergence of the conversation
At this stage they are able to use language to communicate more freely and begin to use English for academic purposes. The lessons continue to expand the vocabulary of students and classroom activities are designed to encourage the use of higher levels of language and complex.
- Intermediate Fluency
At this stage students conduct conversations in English that are close to native fluency. However, there are developing cognitive academic ability, particularly in the areas of reading and writing. At this stage, students engage in conversation and produce connected narrative. As we continue to expand vocabulary, classroom activities are structured to develop higher levels of language use in content areas, whereas reading and writing are incorporated into classroom lessons.
- Advanced Fluency
At this level students demonstrate fluency but similar to the native may be experiencing difficulties in acquiring high literacy levels. These students typically have completed the sequence of ELD instruction but have not reached the standard for reallocation. These students are usually enrolled in a traditional class of English Language Arts with modifications to address the development of their English literacy needs.
URL: http://www.capassprogram.org/metodologia/etapas_del_lenguaje.html
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