I want. I can. I will

The Power of Words: Susan Wranik at TEDxArcadiaUniversity

Words count because they condition

For every every statement, there is a positive, a negative, and a neutral way of making that statement.

a stickler for words

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Phonics (Tracey Chapelton)

TRACEY CHAPELTON: ‘Phonics for Very Young Learners of EFL: A Creative Approach’
British Council Spain, 2014

PHONICS GAMES

1. Emotional introductions

2. Point to the sound you hear (17:30)
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3. Letter race (19:21)
———–

4. Cross the River (22:06) stepping stones

5. Run to the …

6. Hula hoops (24:21)

BLENDING AND SEGMENTING GAMES (26:00)

1. Help the puppet

2. Word race (32:21) flash cards, spelling out

3. Fix the mistake

4. Running word dictation

Phonics Song
KidsTV123

How to teach very
young learners successfully
Cambridge University Press ELT
2015

6 Key principles of teaching very young learners:

3. They benefit from meaning-focused activities and natural language use – not from explicit rules
songs, rhymes and chants

17:10 we need more contact hours. It’s that simple as that: quantity matters.

age_appropriate_methodology19:02 An age-appropriate methodology:
– multi-sensory learning
– songs, chants and rhymes
– stories
– learning to interact
– playing games
– learning to think

26:49 Strategy 2: Use rhythm and auditory sub-modalities to help children to remember difficult words

29:20 Strategy 3: Revise lexical sets with the help fo memory games
30:08 What do you think is next?

Dr. Joan Kang Shin

Literacy Instruction for Young EFL Learners
2016
National Geographic Learning: Young Learners
https://www.youtube.com/channel/UCYuzKEv8KcxMlXQxy0UIzog

Dr. Joan Kang Shin discusses how literacy activities can be introduced with learners as young as pre-school age and provide the building blocks for balanced literacy programming for young EFL learners.

conceptual habilities in L2

16:00 phonological awareness

17:16 phonemic awareness

Green Eggs and Ham
20:12 Chicka Chicka

23:56 Hot Potato Game

29:21 “BINGO”, a game for spelling words

30:05 Valuable dispositions of early literacy instruction

34:50 skills integration

1_literacy_program_building_blocks38:53 Five helpful building blocks for an effective EFL literacy program

46:52 shared reading

2_phonics

3_vocabulary

Picture card games


Practicing Vocabulary with Picture Cards
National Geographic Learning: Young Learners
https://www.youtube.com/channel/UCYuzKEv8KcxMlXQxy0UIzog

photographs stimulate curiosity

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Ideas for using flashcards
Macmillan ELT Spain, 2013

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Playing Picture Card Games With Very Young Learners
National Geographic Learning: Young Learners
2015
https://www.youtube.com/channel/UCYuzKEv8KcxMlXQxy0UIzog

‘Stop!’, a Picture Card game

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Hands-On Games
National Geographic Learning: Young Learners
Dr. Joan Kang Shin

a game that allows learners to touch realia

Brick words. Mortar words


Explicit Vocabulary Teaching Strategies
AmericanGraduateDC

active and generative tasks:
– discussion
– writing activities
– graphic organizers (filling up information)

brick words
mortar words: functions, characteristics

Isabel L. Beck & Margaret G. McKeown
– tier I
– tier II
– tier III

Tier Two Vocabulary Instruction
SanBdoCitySchools

Building Vocabulary
McGraw-Hill Education PreK-12

Words, Concepts & Complex Text (TextProject 2013)

Words, Concepts & Complex Text
TextProject, 2013

close reading

How Vocabulary Is Learned
https://elt.oup.com/catalogue/items/global/teacher_development/how_vocabulary_learned/9780194403559

1. Which words should be learned?

2. Learning burden

3. Vocabulary size and growth

4. Conditions contributing to vocabulary learning

5. Analysing vocabulary learning activities

6. Learning vocabulary in different contexts

7. Developing autonomous learners of vocabulary

8. Developing an effective vocabulary learning programme

9. Resources for vocabulary learning

10. Key questions about vocabulary learning