CLASSROOM LANGUAGE
In this
section, you can see “MY JOURNAL” is
mainly completed or created by me. I’m using different resources to do it. One
of them are this book “English for Primary Teachers” by Mary Slattery and Jane
Willis but I also use Internet, web page etc.
In my journal
you can find the following contents:
1.
ENGLISH FOR PRIMARY TEACHER
To create this point, I’m
using the book “English for Primary Teachers” by Mary Slattery and Jane Willis
and I’ve developed the lessons (1-7 and 10)
2.
CLASSROOM LANGUAGE SOCIAL
DEVELOPMENT
This content
is based on the official syllabus for most bilingual schools in Spain for
Infants: Spanish/English Infants Integrated Curriculum (Currículo integrado
hispano-británico para educación infantil y orientaciones para su desarrollo). At page 38,
this syllabus presents the guide to develop different social skills. These are,
mainly:
·
Tie shoe laces
·
Feelings
·
Personal hygiene and health
·
Behavior pattern
·
Sharing and participating
·
Showing respect
The main way -in relation to
the language- to develop social skills would be through songs, rhymes and
games, always by using total physical response (TPR).
3.
LITERACY SKILLS
Nowadays the
technology has a huge power in all of us especially in our children. In almost
all classroom we can find electronic device (the most popular is the computer).
So we’re concentrate in this two contents.
·
Typing skills
·
The pencil grip
4.
REPORTS
·
Total physical response
·
Teacher working with 6-7 year old
children
in a bilingual school in Madrid
·
Teacher working with 6-7 year old
children in a state school in Madrid
·
Teacher working in a Wynne School
District
Kindergarten
 |
| Click here for download |
PHONOLOGY
If
you click on the picture, you can see different contents:
- One folder is about it homographs and homophons. You can find inside diverse pictures about them.
- Another folder is about Vowel and consonant chart.
- Also you can discover 12 lesson rewrite by me about The book “New Headway pronunciation course” By Bill Bowler and Sarah Cunnigham
Click here to access folder
PHONICS
In this part you can find three
important contents: Phonological awareness, Phonics and spelling and grammar.
Do you know what does every term
means? Well, do I? More or less now, but at the beginning of term I was quite
confused. It's because of that I've decided to make clear the differences,
sometimes not too remarkable.
Let's get started.
As you learn more about reading development and
instruction you may come upon two terms that look quite similar: phonological
awareness and phonemic awareness.
While the two are often used interchangeably there are slight distinctions between them. Have a look at this picture from another blog (the address is at the bottom):
While the two are often used interchangeably there are slight distinctions between them. Have a look at this picture from another blog (the address is at the bottom):
And... what about PHONICS?
Phonics is a method for teaching reading
and writing of the English language by developing learners' phonemic
awareness—the ability to hear, identify, and manipulate phonemes—in order to
teach the correspondence between these sounds and the spelling patterns (graphemes)
that represent them.
The goal of phonics is to enable
beginning readers to decode new written words by sounding them out, or in
phonics terms,blending the sound-spelling patterns. Since it focuses on the
spoken and written units within words, phonics is a sublexical approach and, as
a result, is often contrasted with whole language, a word-level-up philosophy
for teaching reading.
And you can see my work on in the pictures below
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