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Explaining the goals

However short this phase is, the primary purpose is to familiarise children with some very common words – essentially nouns and verbs (without of course getting children to label them as such) and some simple phrases. This initial vocabulary is necessary to go to the next level. The capabilities mentioned above will demonstrate the acquisition of this essential vocabulary.

How do we decide on what words to include? Can we come up with a word list for level 1?

Words and actions that are linked to children’s experiences are to be carefully selected. Obviously, no general list can be generated as each class is unique. Here comprehension is the key. Children should not be put off. Keep the list as small as necessary, but pay extra attention to children’s comprehension. However, the following thumb rule can help decide on what words to start with.

  1. words that are useful for making sentences in the next level and related to what they will be reading shortly.
  2. words connected with children’s surroundings and interests
  3. words useful in story-telling

General guidelines

  1. Do not start reading and writing work at this stage
  2. Focus on a lot of oral work to familiarize children with common English words
  3. Do not compel children to speak if they are not ready
  4. Be clear while talking. Children will pick up your pronunciation
  5. Use stress (emphasis) to familiarize children with new sounds (those that are not common in their language)
  6. Use gestures, actions and pictures extensively

This phase is short but very important. Oral work at this stage must relate to what children will be reading in the next level.

 

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