Верна ли грамматическая конструкция в данных предложениях?
A) Activities are accompanied by adult language giving a running commentary about what is going on and dialogues using adjusted parentese language
B) Activities backed up by specific objects, where possible, as this helps understanding and increases general interest
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Верна ли грамматическая конструкция в данных предложениях?
A) After children have learned the storyline and have made books using different media, deliberately change the order of events using children’s drawings or photographs
B) Ask, “Is everything in order here?” or “Do you see anything wrong?”
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Верна ли грамматическая конструкция в данных предложениях?
A) After some time, depending on the frequency of English sessions, each child begins to say single words (‘cat’, ‘house’) or ready-made short phrases (‘What’s that?’, ‘It’s my book’) in dialogues or as unexpected statements
B) The child has memorised them, imitating the pronunciation exactly without realising that some may consist of more than one word
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Верна ли грамматическая конструкция в данных предложениях?
A) After the initial novelty of English sessions, some young children becoming frustrated by their inability to express their thoughts in English
B) Others want to speak quickly in English as they can in their home language
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Верна ли грамматическая конструкция в данных предложениях?
A) Age-appropriate activities for young children are typically design to enhance a range of developmental areas: cognitive, spatial, motor, linguistic, social and so on
B) Therefore, for this children, activities like the sand table, building blocks or picture drawing can be a “safe haven”
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Верна ли грамматическая конструкция в данных предложениях?
A) Because songs and rhymes allow for limitless repetition, choose them as part of the daily routines through which children have an opportunity to practise pronunciation and new vocabulary
B) Encourage all children to sing along when you begin to sing or when a recorded song is played
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Верна ли грамматическая конструкция в данных предложениях?
A) Before they can decode English, young children need to know the 26 alphabet letter names and sounds
B) As English has 26 letters but on average 44 sounds (in standard English), introducing the remaining sounds is better left until children have more experience in using language and reading
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Верна ли грамматическая конструкция в данных предложениях?
A) Beginning reading in English goes easily if young children already know the language they are trying to read
B) Much children work out by themselves how to read in English if they have shared picture books with adults or learned rhymes, as they are likely to have memorised the language
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Верна ли грамматическая конструкция в данных предложениях?
A) Boys’ brains develop differently from girls’ and this affects how boys pick up language and use it
B) Sometimes mixed classes make little provision for boys, who may be overshadowed by girls’ natural ability to use language
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Верна ли грамматическая конструкция в данных предложениях?
A) By sharing, parents can not only bring their child’s language and activities into family life, but can also influence their young children’s attitudes to language learning and other cultures
B) It is now generally accepted that most lifelong attitudes are formed by the age of eight or nine
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Верна ли грамматическая конструкция в данных предложениях?
A) Children in most learning settings will have a wide range of English abilities
B) Therefore, the activities and programming you provide must to be flexible and open-ended to allow for children to feel competent and yet challenged to grow in ability
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Верна ли грамматическая конструкция в данных предложениях?
A) Children need to feel that they are making progress
B) They need continual encouragement as well as praise for good performance, as any success motivates
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Верна ли грамматическая конструкция в данных предложениях?
A) Children should not be told they have made a mistake because any correction immediately demotivates
B) Mistakes may to be part of the process of working out grammar rules of English or they may be a fault in pronunciation
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Верна ли грамматическая конструкция в данных предложениях?
A) Children will come with a variety of culturally learned styles of interaction
B) Some children will be outgoing and gregarious in their interactions, others will be quiet listeners
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Верна ли грамматическая конструкция в данных предложениях?
A) Children with intermediate language skills can to be asked to make corrections to the order of the events according to the storyline
B) After children have learned the storyline and have make books using different media, deliberately change the order of events using children’s drawings or photographs
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Верна ли грамматическая конструкция в данных предложениях?
A) Children with intermediate language skills can be askes to make corrections to the order of the events according to the storyline
B) Encouraging children to participate by rearranging the order of the pictures to match the actual storyline
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Верна ли грамматическая конструкция в данных предложениях?
A) Consider hosting live performances by family or community members so all children can hear and enjoy the different songs and rhymes from their culture
B) Children can then become involves in learning these songs and rhymes, or creating ones of their own
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Верна ли грамматическая конструкция в данных предложениях?
A) During this time parents should not force children to take part in spoken dialogue by making them repeat words
B) Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language
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Верна ли грамматическая конструкция в данных предложениях?
A) Encourage children to participate by rearranging the order of the pictures match the actual storyline
B) Photographs taken of the children enacting the story as a group activity or during free play or block play can be used to make group or individual books
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Верна ли грамматическая конструкция в данных предложениях?
A) Encourage children to participate by rearranging the order of the pictures to match the actual storyline
B) Photographs taken of the children enacting the story as a group activity or during free play or block play can be used to make group or individual books
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Верна ли грамматическая конструкция в данных предложениях?
A) English sessions are fun and interesting, concentrating on concepts children have already understood in their home language
B) In this way children are not learning two things, a new concept as well as new language, but merely learning the English to talk about something they already know
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Верна ли грамматическая конструкция в данных предложениях?
A) Frustration can often be overcome by providing children with ‘performance’ pieces like ‘I can count to 12 in English’ or very simple rhymes, which consist of ready-made phrases
B) With encouragement they soon transfer their ‘gist’ understanding skills to interpret meaning in English
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Верна ли грамматическая конструкция в данных предложениях?
A) Gradually children build up phrases consists of a single memorised word to which they add words from their
B) Depending on the frequency of exposure to English and the quality of experience, children gradually begin to create whole sentences
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Верна ли грамматическая конструкция в данных предложениях?
A) Had the children take turns telling a familiar story, either from memory or using picture prompts
B) Invite the children to recreate the story using pictures that they have drawn or painted
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Верна ли грамматическая конструкция в данных предложениях?
A) Have the children take turns telling a familiar story, either from memory or using picture prompts
B) Invite the children to recreate the story using pictures that they have drawn or painted
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Верна ли грамматическая конструкция в данных предложениях?
A) If young boys reaching their potential, they to need some different language experiences with girls and their achievements should not be compared with those of girls
B) As in learn their home language, if children has an opportunity to hear the adult repeat the same piece of language correctly, they will self-correct in their own time
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Верна ли грамматическая конструкция в данных предложениях?
A) Incorporate the same language functions, vocabulary and sentences in many activities and across themes
B) Make sure children get numerous opportunities to both hear and use language functions in conversation
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Верна ли грамматическая конструкция в данных предложениях?
A) It is important to make as many activities as possible opportunities to explore and practise language
B) Activities that naturally encourage meaningful language use included the following
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Верна ли грамматическая конструкция в данных предложениях?
A) Language-rich activities that appeal to these differences must be provided
B) It has possible that some children in the beginning and emerging stages may need a break from the pressure to interact using language
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Верна ли грамматическая конструкция в данных предложениях?
A) Learning songs and rhymes used in the cultures represented in the group will allow for a smoother transition between home and school
B) Through consultation with family and community members, identify folk songs, music and rhymes traditional to farm life and animals to introduce to the children
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Верна ли грамматическая конструкция в данных предложениях?
A) Puppets can be used as part of a listening activity at first and an interactive activity later on
B) Children can tell stories from pictures, books or their real lives
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Верна ли грамматическая конструкция в данных предложениях?
A) Reading what they knowing by heart is an important step in learning to read as it gives children opportunities to work out how to decode simple words by themselves
B) Children who can already read in their home language generally want to find out how to read in English
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Верна ли грамматическая конструкция в данных предложениях?
A) Retelling a story that they had just heard is a good way for children to use their knowledge of language
B) Short stories supported by pictures are best for all children, especially for beginner English language learners
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Верна ли грамматическая конструкция в данных предложениях?
A) School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested
B) They may have little or no homework and are less stressed by having to achieve set standards
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Верна ли грамматическая конструкция в данных предложениях?
A) Songs with simple, repeated words are the best for this purpose
B) For example, singing “Old McDonald had a Farm” allows children to use the names of the animals and the animal sounds
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Верна ли грамматическая конструкция в данных предложениях?
A) Special activities designes to make children want to talk can provide the motivation needed for shy or reluctant speakers
B) Pictures or stories with unexpected images or events; e.g., swimming in sand or opportunities to sing and dance to a catchy tune, can motivate even shy children to use whatever English they know
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Верна ли грамматическая конструкция в данных предложениях?
A) These are activities where children must guess at something they cannot see but can feel, or where one child gives instructions to another child who cannot see the picture
B) Children reach into a bag of toys and have to describe and identify them by touch
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Верна ли грамматическая конструкция в данных предложениях?
A) They already know how to decode words in their home language to get meaning from text and
B) If not help to decode in English, they may transfer their home language-decoding techniques and end up reading English with the home language accent
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Верна ли грамматическая конструкция в данных предложениях?
A) This stage continue for some time as they child picks up more language using it as a short cut to dialogue before they are ready to create their own phrases
B) The age at which this change occurs depends greatly on the individual child’s developmental levels as well as the expectations of their society
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Верна ли грамматическая конструкция в данных предложениях?
A) Understanding is always greatest then speaking and young children’s ability to comprehend should not be underestimated, as they are used to understanding their home language from a variety of context clues
B) Though they may not understand everything they hear in their home language, children grasp the gist – that is they understand a few important words and decipher the rest using different clues to interpret the meaning
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Верна ли грамматическая конструкция в данных предложениях?
A) When babies learn their home language, there is a ‘silent period’, when they look and listen and communicate through facial expression or gestures before they begin to speak
B) When young children learning English, there may be a similar ‘silent period’ when communication and understanding may take place before they actually speak any English words
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Верна ли грамматическая конструкция в данных предложениях?
A) Where the adult uses parentese (an adjusted form of speech) to facilitate learning, the child may use many of the same strategies they used in learning their home language
B) Spoken language come naturally before reading and writing
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Верна ли грамматическая конструкция в данных предложениях?
A) Young children at the beginning and emerging stages of learning English may only to be able to hum the melody or make the animal sounds
B) With time and repetition, they begin to hear and anticipate what was coming next in the song and be able to sing most of the words
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Верна ли грамматическая конструкция в данных предложениях?
A) Young children find it more difficult to pick up English if they are not provided with the right type of experiences, accompanied by adult support using ‘parentese’ techniques
B) Young children has natural language acquirers; they are self-motivated to pick up language without conscious learning, unlike adolescents and adults
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Верна ли грамматическая конструкция в данных предложениях?
A) Young children have more time to fit English into the daily programme
B) They firstly make sense of the activity and then get meaning from the adult’s shared language
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Верна ли грамматическая конструкция в данных предложениях?
A) Young children have time to learning through play-like activities
B) They pick up language by took part in an activity shared with an adult
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Верна ли грамматическая конструкция в данных предложениях?
A) Young children need to feel themselves secure and know that there is some obvious reason for using English.
B) Activities needs to be linked to some interesting everyday activities about which they already know, eg sharing an English picture book, saying a rhyme in English, having an ‘English’ snack
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Верна ли грамматическая конструкция в данных предложениях?
A) Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture
B) When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes
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Верна ли грамматическая конструкция в данных предложениях?
A) Once children has built up a bank of words they can read, they feel confident and are then ready for a more structured approach
B) Parents are in an ideal position to motivate and so help their children learn, even if they have only basic English themselves and are learning alongside their young children
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A focus on function-based language also models grammar in real-life contexts, rather _____________ teaching isolated grammar rules
A focus on function-based language embeds vocabulary in sentences and is a __________ effective strategy for learning a new language than teaching lists of single words
Access to peer group culture is important so that children can make friends and learn to play together, no __________ what their cultural and linguistic background is
All language students start ____________ the beginning - learning simple conversational greetings
Although parents _________ not be able to get a foreign language program instituted at their child’s school in the immediate future, they can help to do so in the long run
As a Spanish teacher, I am constantly advocating ____________ students to start a third language
As children, whose hearing is more acute than adults, become more familiar with a rhyme, they learn how to read the adult’s emotions __________their voice and no longer need the support of the physical actions
Ask children to participate actively in an activity by ___________ them specific instructions
Before they introduce a book, they need to plan how they __________ going to read the text and, each time they re-read, follow the same plan
Children are continually revising ___________ pronunciation, but revision cannot take place if they are hurried and there are not opportunities to practise
Children often love to repeat the same song or story as __________ gives them a sense of confidence and familiarity
Children pick up these fixed phrases often without noticing the smaller function words _________ ‘the’ or ‘for’, which they hear as part of a block (e.g. ‘one’s for you’) not as individual words
Children soon discover that they can read something simple _________ English
Children who already __________ the Roman alphabet and the sounds of the 26 letters are often keen to know how to read and even handwrite rhymes
Children ___________ to repeat language items many times to get them to ‘stick’ so don't be afraid to repeat games or do several different activities with the same language topic or set of words
Children ____________ to feel secure and successful even when they are beginners
Children _____________ not be hurried and made to work at an adult’s speed, especially in the initial stages of learning a new rhyme
Consider developing an overall thematic or project-___________ approach with language functions embedded in it
Develop activities that encourage real dialogue between child–child and adult–child __________ than relying on activities that just require children to respond by either nodding their heads or pointing to a picture
Dramatic or pretend play _____________ the development of language
Encourage the children to coax the puppet out of its hiding spot __________ a friendly Hola or Bonjour
Even if they do not know the exact word for something, children do not feel embarrassed by __________ a different name for it since, as in play, everything can become anything — a stick can be a horse or a pen
For example, if a child says, “My shoes,” you can talk about the colour or type of shoes the child _____________ wearing
For many the choice is based on the language background of the family but it can also be based on a teacher’s reputation or the language __________________ their friends are taking
For new activities at the beginning of the year, start with you talking and the children listening, but as soon as children are comfortable and capable, move to activities where children ___________ to produce English
For young children learning a new language, play provides a safe space to ________ out new words
How should students choose ___________ foreign language to study?
However, as with any new venture, learning a language ___________ be greatly enhanced with perseverance and practice
I claim that the desire and drive to learn a language _____________ the single-most determining factors in achieving fluency
I come from a monolingual family and culture with little second language experience; so, I believe that I have a knack ____________ languages
I was particularly impressed __________________ a program in the European system where children and grandparents were going to school together to learn a second language
If children are to consolidate their learning, they need time to browse in _________ to work out and compare words, sounds and meanings in their own way and time
If the child ________ to learn the tune at the same time as the words, they have to learn two things at once, which might be more complicated for some children
Initially it is __________ to say the rhymes so the child has only one learning task – to pick up the words
Involve children in dialogue with peers and adults who _________ more advanced language use
It also gives children an opportunity to confirm _________ they know, which gives them self-confidence
It is a good idea to start with one or two favourite rhymes, as this helps children and
It is not so much which language a student chooses, but _____________ that they make a choice and stick with it
Label children’s actions as they carry them __________ the same way you label your own actions
Language functions are phrases associated with a specific purpose; e.g., expressing a wish, apologizing, asking _________ help
Language use can be low-level _________ first; e.g., repetition
Make a copy of a well-known, simple rhyme, read it together and then let children ___________ saying it aloud while pointing to each word in turn
Many elementary __________ programs have been implemented based on parent demand
Many times parents try to predict which language will be _____________most useful in the future, but this is a difficult projection to make
Media and popular culture-based themes are often effective because they are what young children learning a new language have in ___________ with their peers
MP3 players with space to record rhymes provide excellent opportunities to
New rhymes are _________ better left for formal rhyme times
Next time you ________ a book, some children might like to handwrite the rhymes themselves
No one can really __________ the place of a classroom teacher, because a teacher can recast a question and engage students in dialogue to get them to re-think or more readily understand
Of course the best choice is for a student to select a language that he or she is _______________ in learning
One of the life-______________ benefits of learning another language is that you're always learning, and it keeps the brain actively engaged
Parents and language educators should embrace all languages and encourage _________________ multiple languages
Parents need to select books that they enjoy and feel they can read confidently –_____ enthusiasm is infectious!
Parents should advocate _________ language programs in their local communities and keep up with national initiatives in language education and federal and state legislation
Picture books for children may be
Planned rhyme times should include
Play fuels development ___________ imagination and symbolic functions
Portuguese, for example, is a natural transition for _________________ Spanish students
Puppets are an effective ___________ for teaching language to children, especially to children who are particularly young or shy
Quite a few traditional rhymes can be both said and
Recent studies _________________ learning a second language with delaying Alzheimers for this very reason
Repeat the same idea or instruction more than once, the second time using shorter sentences, easier vocabulary and speaking ___________ slowly
Repetition is nonthreatening and helps ___________ pronunciation
Repetition may seem boring to adults, but it __________ important to children as it gives them opportunities to subconsciously revise language and sounds
Rhymes are made up of fixed _______ or blocks of language which are put together to make a rhyme
Say the rhyme, slowly dramatising it, ________ the meaning with actions, pictures or real objects
Saying, “First, I ___________ this big, red block here. What should I put next?”, for example, can transform a “building” activity into a language-enhancing activity
Saying, “Hand me the tiny brush” while pointing to it, for example, helps young children ___________ attention to what you are doing while building their vocabulary
School boards represent parents, and school board members are willing to listen ____________ well-informed parents who have done their research and who are able to present the benefits of foreign language learning effectively
Since research indicates that learning a third or fourth language then comes ________________ easily
Some children, who learn to sing a rhyme first, find that they have difficulty in transferring the sung language to the _____________ form
Students can always switch languages at a later date if it appears that _____________ might be more useful for a specific career path
Supplement verbal communication with gestures _________ pointing, touching an object, making motions with your hand like the verb you are describing (e.g., swimming in water)
Symbolic functions are the ability to understand _________ objects, actions, words and people can stand for something else
Symbolic functions are _________ the core of pretend play and form the foundation for conceptual thinking, literacy and numeracy
The important factor is that students begin any language as early _____________ possible and continue in a well-articulated sequence
The length of a planned rhyme time depends on whether it is
The way a rhyme comes alive depends _________ how parents use their voice, eyes, facial expression and body language
Thematic and project-based approaches are two effective ways to offer children relevant and __________ learning experiences
Themes and functions __________ be related to children’s everyday lives, surroundings and routines
There is still a lot to learn ____________ terms of linguistics and second language acquisition
To engage a child’s attention, the introduction of a new rhyme __________ to be a dramatic experience in which the voice shepherds the child through the rhyme
To maximize the exposure of ________ young English language learners to the English language, use the following strategies
To teach the expressions "What's your name?" and "My name __________ . . . " try a little cheer
Use language along with demonstration __________ introducing a new skill or concept
Use simple but explicit language to “label” your own actions ________ you carry them out
Verbalize your thinking and the strategies you use to _________ a problem
When children make a vocabulary or grammatical error, recast what they ___________ using the correct form, and then move on with the conversation
When the puppet friend emerges, it ___________ each child using the traditional custom of the target culture
While languages should be ________________ in Pre-K, it's never too late to start learning another language
Young children learn about the world __________ they experience it
Young children learning English, especially in the beginning and emerging stages, will not understand everything an adult is saying __________ English
_________ most young children do not yet have the maturity to benefit from explicit grammar instruction
___________ , “Let’s see why this tower is falling down. It is too tall? I wonder what would happen if we took the top block off?” helps involve children in the process of problem solving and brainstorming possible solutions
___________ are a great way to introduce younger children to the sounds of English
___________ interactive learning is the best since language learning is a social activity
____________ self-made books may inspire children to write their own rhymes
_____________ an effort to expand on children’s language
_______________ an artistic or musical talent, language systems click better with some learners
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A rhyme, for young children, is a complete, short experience, __________ fits well with their limited attention span
Also, children have a better chance to get ______________ of an accent
Also, it helps a child develop and gain more knowledge ____________ is good for a long run
Any idea that learning to talk in English is difficult __________ not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books
Children gradually move _________ memorized sentences to original, productive and spontaneous English conversation
Children move through a number of stages __________ learning English as a new language
Children often use gestures to communicate ____________ adults and other children
Children who have the opportunity to pick up a second language while they are still young appear to use the ___________ innate language-learning strategies throughout life when learning other languages
Deep satisfaction that motivates does not come from having fun playing games in English, but from persisting until a defined task, ___________ knowing a rhyme, is successfully completed
During _____________ 1960s, the idea of introducing foreign languages in the elementary school was a popular one, and elementary school foreign language programs were numerous
Early childhood professionals play a role _____ helping children progress to higher stages; however, each child’s English development will follow its own timetable
Finally, mental and physical games help to develop ______________ and body
First of__________, I think that people should understand the main reason of playing a game
First poems may be traditional or modern; they are a natural progression _________ early rhymes
Formulaic sentences are important because __________ help open the door to social interaction with early childhood professionals and other children
From the time young children begin to___________ , many enjoy playing and experimenting with sounds by themselves – a precursor to later enjoyment of rhymes
However, I think that the participation in a game is more important ____________ the victory itself
I have to totally disagree with the statement that playing a game is fun only ________ one who wins
I think that the main reason why people play games is __________ same
If a ________ children in a setting share the same home language, they may continue to use it amongst themselves
In fact, their English often has errors in pronunciation, ___________ and grammar, and these errors may last a long time
Interest in early language programs ____________ resurfaced in recent years, and the number of programs being implemented is increasing
It is brings many benefits such ___________ great pronunciation
It is important to build ____________ a collection of rhymes (a rhyme bank)
It is like a compact story: it has a beginning and an___________, and its own content
It is not important who wins but it is important that everyone ________ conclusions and learns to analyze one’s mistakes and tries to avoid them next time
It was a great way to find __________ more about each other, to communicate and learn new
Knowing rhymes can provide motivating stepping stones ___________ encourage children, especially in the early stages of learning English, when they feel progress is not fast enough for them
Learning to speak English ____________ seem daunting to some young children
Many states are requiring the study of a foreign language ___________ the elementary level
Many, like ‘Twinkle, Twinkle, Little Star’ and ‘_________ Dumpty’, are considered part of British culture
Mental games improve one’s ability to think logically, _______________ conclusions and analyze
Most seem to have skills and a built-in drive that enable them to imitate the sounds and pick up the ____________ and special rhythms of rhymes
Most young children give up using their home language quickly, realizing that it is not an effective _____________ of communication in that context
Of course, I must confess that _______________ is fun to win and feel the victory
On the other_____________ , physical games help us to strengthen our bones, develop muscles and improve our health
Once children ___________ worked out these sequences, they feel confident, as they know that the language content is fixed, even if the speed of reciting might alter to match a mood
One more reason why people play games is that avoiding games or playing them only when one is sure that he is a winner does not make ____________ better
Only when people see their mistakes they can work ___________ them
Parents and children can say rhymes ________ any time or in any place to change a mood or fill a bored moment with fun
People play games to relax, to eliminate stress and leave their troubles _____________ and gain more knowledge
Personally, I agree with those people who play games in order not to win but to ___________ fun
Picking up and repeating the particular language of rhymes is another ________ of play for young children
Picking up third, fourth, or even more languages is easier __________ picking up a second
Planning and programming should be __________ around each child’s abilities and developmental level
Playing games is one of_________ most effective ways to eliminate stress, tension and to learn many things
Rhymes give children the opportunity to feel that from the first sessions they can ‘say a lot of English and say it quickly just ________ adults’
Rhymes need no toy, equipment or even a book to set a scene; they _________ on the sound of the voice reciting the language to stimulate play
Rhymes, in___________, are short and depend on the melodic use of the voice to recite the text that includes rhyming words, and the repetition of sounds and words in attractive, easy-to-copy rhythms
Secondly, __________ addition to the mentioned above benefit playing games is a perfect way to gain more knowledge and experience
Simple rhymes are thought _________ be innate in most cultures
Some children initially use their home language in educational settings because it is ___________ only language they know
Some days children are more receptive ________ new material and it is important to adjust to these moods
Some rhymes may __________ accompanied by physical actions, which help to confirm understanding and act as an aid to memorisation
Sometimes children may rehearse phrases ___________ English quietly to themselves
The association Teachers of English to __________ of Other Languages (TESOL) identifies five developmental stages for learning a new language
The attractive, playful language – often similar to that used in television commercial jingles – and the short text __________ it easy and quick to memorise
The traditional and well-known rhymes are sometimes classified as Mother Goose rhymes or ___________ rhymes
The value of this type of language-play with rhymes ________ early learning is both underestimated and undervalued
There is a difference between rhymes and simple poems __________ young children
They are listening and accumulating knowledge _________ English, but are sometimes hesitant to speak much
They are usually less well known and less likely to be handed __________ from generation to generation like nursery rhymes
They faster get used _________ the right pronunciation and better feel the melody of a language
They find out how language works and become familiar with the relationship between the 44 ___________ of English and the 26 alphabet letters – information which helps them when they begin reading to decode the sounds that make up words
They have the ability to imitate pronunciation and work ________ the rules for themselves
They learn rhymes unconsciously and effortlessly; it is not the laborious task it can ___________ for some adults
Through sharing a fixed, fun text, their confidence grows until they find they can say most of a short rhyme __________ themselves
To do this, parents should be prepared to introduce one or two new rhymes each week, depending ___________ their length and children’s interests and readiness to learn
To _____________ up, I think that it is very essential for children to begin learning a foreign language in their early ages
Understanding a child’s stage of learning is important __________ planning appropriate activities
When young children learning English can engage in conversational English, this does not mean that they _________ mastered the English language
Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to __________ up English
Young children at the emerging stage typically use one- or two-word responses to ____________ like “What’s that?” or “Do you want a turn?”
Young children want to communicate immediately ___________ English and are frustrated that they can’t say what they want
Young children, who are sometimes shy about speaking English, often begin to speak ___________ sharing rhymes with an encouraging adult
___________ old times people gathered and played different games
___________ playing with the short texts of rhymes, children explore the mechanics of the English language
‘First poems’, on the other hand, generally depend less on the playfulness of the language, and more on the meaning, __________- evokes feelings, imagination and the discovery of ideas beyond the child’s own environment
Family members – it is a good idea to learn rhymes already known to family members ____________ it extends sharing and also motivates children to join in