Stage 1: Pre-Production manikin of Beginning Oral blandness in English 1. Students a. Minimal scholarship b. No verbal production c. Respond nonverbally d. draw got connections with prior knowledge e. Point to objects or print f. Give yes/no answers g. undercoat objects or pictures h. Depend heavy on consideration i. Pantomime j. Respond in L1 (first language learned) k. Associate in force(p) and meaning l. Draw pictures and cartoons m. Move to regulate understanding n. Match words or objects o. Role-play p. Develop auditory sense strategies and comprehension skills q. Recognize/focus on key words 2. Teachers should: a. Provide overflowing listening opportunities b. Create a language-rich classroom c. Create high condition for overlap reading d. Use animal(prenominal) movement e. Use art, mime, and music Stage 2: Early Production 1. Students a. Some comprehension b. ane/ ii word responses c. shoot people, places, and things d. Respond with one to two word answers e. Repeat and recite f. breed what they hear g. Can label drawings and diagrams h. curse on context i. List j. Categorize k. Listen with greater comprehension l. Recognize words in isolation 2. Teachers should: a.
Continue to provide listening opportunities with rich context b. Use foreseeable and patterned books c. Have students get along contextualized sentences with one or two word responses d. Have shared reading with props, building on students prior knowledge e. Ask yes/no, who, what, and where questions f. subscribe to dialogue journals, which are back up by conversation g. Have students label, manipulate, valuate pictures and objects Stage 3: deliverance Emergence 1. Students a. Good comprehension of contextualized information b. climbable proficiency to speak in simple sentences (with approximations) c. Describe events, places, and people d. facilitate academic concepts e. Learn big...If you indispensability to get a exuberant essay, order it on our website: Ordercustompaper.com
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