Stages Of Lang

Stage 1: Pre-Production Phase of Beginning Oral insipidity in English 1. Students a. Minimal comprehension b. No vocal production c. suffice nonverbally d. have got connections with prior familiarity e. Point to objects or print f. Give yes/no answers g. fence objects or pictures h. Depend heavily on consideration i. pantomimer j. Respond in L1 (first language learned) k. Associate sound and importation l. Draw pictures and cartoons m. Move to pose understanding n. Match actors line or objects o. Role-play p. Develop perceive strategies and comprehension skills q. descry/ revolve around on key words 2. Teachers should: a. Provide plenteous auditory modality opportunities b. Create a language-rich classroom c. Create high consideration for shared reading d. economic consumption physical movement e. Use art, mime, and music Stage 2: Early Production 1. Students a. some(prenominal) comprehen sion b. One/two word responses c. appoint people, places, and things d. Respond with one to two word answers e. Repeat and recite f. reproduce what they hear g. Can label drawings and diagrams h. Rely on place setting 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 predictable and patterned books c. develop students neck contextualized sentences with one or two word responses d. lease shared reading with props, building on students prior friendship e. Ask yes/no, who, what, and where questions f. submit dialogue journals, which are supported by conversation g. Have students label, manipulate, tax pictures and objects Stage 3: public lecture Emergence 1. Students a. Good comprehension of contextualized information b. passable progress to speak in simple sentences (with approxim! ations) c. Describe events, places, and people d. calm down academic concepts e. Learn big...If you want to get a teeming essay, order it on our website: BestEssayCheap.com

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