Learning and Evaluation Situation English as a …helenejobidon.weebly.com/uploads/2/3/2/5/23250138/les_lets_go_out.pdfLearning and Evaluation Situation English as a Second Language

Learning and Evaluation Situation

English as a Second Language

Primary Cycle One, Year Two

Learning and Evaluation Situation. Cycle One ,Year Two

Learning and Evaluation Situation (L.E.S.) English as a Second Language Primary Cycle One, Grade Two

Presented by: Team 8

Brigitte Grégoire Sylvie Pressé Nivea Gomes

Hélène Jobidon

Presented to: Mrs. Sabrina Priego, Ph. D.

ESL Pedagogy: Teaching Young Children DID-2938

Big Book: Produced by Sylvie Pressé

Université Laval, April 2011

Learning and Evaluation Situation. Cycle One,Year Two

PRESENTATION

General purpose of this Learning and Evaluation

situation:

The whole LES is centered around an original and attractive Big Book with an exclusive

storyline, and appealing format. Let's go out! is about discovering fruits and vegetables,

and developing healthy habits. Children need to associate reading with pleasure and

their imagination needs to be triggered. While designing the tasks, the authors took into

account linguistic and affective factors for each of the following activities: first and

second reading of the Big Book, song, personalized mini calendar book, board game

activity, Arts & Craft activity, memory game and Inside-Out activity. All activities are

connected to the main theme. They present recurrent elements of the Big Book, and

strongly emphasize the use of repetitive phrases and key vocabulary. The activities

imply developing learning strategies, as well as developing social and linguistic skills.

Finally, Let's go Out! follows the MELS program's guidelines for Primary school Cycle

one level, and embraces a communicative approach of second language learning,

fostering a low anxiety lively learning atmosphere for young learners.


TRIGGER ACTIVITY What’s in the basket? (10 minutes)

MATERIAL NEEDED A basket with fruits and vegetables

PURPOSE: Pique students’ curiosity concerning the new LES; activate prior knowledge; introduce new vocabulary.

WARM UP ACTIVITY (10 minutes)

Role of the student Role of the teacher

Sit in a circle with the teacher Sit in a circle with students

Listen attentively (Pay directed attention).

Draw students’ attention to the basket the teacher is holding, asking (in a suspense tone of voice):

a. What do I have here? A basket! b. What’s inside? (suspense and curiosity

in the air)

Answer YES or NO. Put his/her hand inside the basket and get one fruit/vegetable at a time, asking the whole group yes/no questions (with a genuine questioning tone of voice), such as: a. Is this a banana? b. Is this a tomato? c. What is it?

eliciting choral answers from the whole group.

Answer specific question making associations with previous knowledge.

Repeat steps 2 and 3 until all the vocabulary is presented, placing each fruit or vegetable taken out in the middle of the circle.

Answer specific questions with the whole group.


TASK 1 Let’s Read!

(45 minutes)

MATERIAL NEEDED Big Book Flashcards

Song

PURPOSE: Introduce new vocabulary; develop students’ awareness of pronunciation of

cognates in English and new words pronunciation; raise students’ interest in the new story. Familiarization with the vocabulary and the rhythmicality of the language. Sing and act out a song in a lively atmosphere.

PREPARATION Song and short reading Big book (10 minutes)

STEP 1 Predictions on first reading (10 minutes)


Use the words they know in English to answer teacher’s questions.

Ask students to look at the book cover illustrations and ask: “What do you see”?

Answer questions with “yes” or “no” to predict the story.

Question students to predict the story,

asking them:

“What is the story about?” “Is it about cars?” “Is it about animals?” “Is it about fruits?” “Is it about vegetables?”

Register students’ predictions on a chart or on the board.

CARRYING OUT THE TASK ( 25 minutes)

STEP 1.1 First reading ( 5 minutes)


Listen to the story carefully. Read the title and the name of the author.

Follow the story. Read the story thoroughly without any

stops.

STEP 1.2 Follow up activity (3 minutes)


Answer questions with “yes” or “no” Ask the group:

Did you like the story? Did you like the bunny?

Check predictions. Check predictions.

STEP 1.3 Reviewing vocabulary (7 minutes)


Tell students you want to check who remembers how the fruits and vegetables in the story are called in English.

Pay attention to the rules. RULES

- Ask the whole group to take a careful look at all the fruits and vegetables left in the middle of the circle and silently try to remember how they are called. Tell them they are going to have 1 minute for that.

- When time is up, point to one fruit or vegetable and ask: “What is it?” If a student knows the answer, s/he should raise a hand before answering.

- Ask enough questions to review the vocabulary, checking each students’ pronunciation.

Follow the rules.

Use English all the time.

Collaborate with classmate.

Guess the right answer.

STEP 2 Introducing a new song (10 minutes)

STEP 2.1 Preparation


Present the song (Fruits and Vegetables), introduce the song to the students

"This song is about eating fruit and vegetables, it is about eating healthy food"

Use visuals and gestures to teach key elements of the song.

Play a recording of the song up to the end of first refrain (4 lines). It will give an idea of the song they will work on.

STEP 2.2


Listen to teacher as he/she presents the song.

Present the new words.

Listen to the song. Place vocabulary in context and illustrate with gestures and visuals.

Leave flashcards on display at all times.

STEP 2.3


Look at visuals (flashcards), listen to words, decode meaning.

Speak the song line by line.

Ask the students to repeat the lines.

STEP 2.4


Repeat the song's lyrics line by line. Sing the song one line at a time.

Practice. Ask the students to sing back.

Sing the song one line at a time, then two lines at a time, then whole song together.

Practice each line several times until children can sing it independently.

Practice it two lines at time and finally put the whole song together.

STEP 2.5


Add gestures, rhythmic elements (arm movements, finger pointing, etc.).

Add rhythmic accompaniments

Note: The chant can be written on the blackboard

Sing the song.

Demonstrate understanding and enjoyment.

INTEGRATION (10 minutes)

STEP 1


Answer yes or no questions. Distribute one “healthy heart” handout to each student.

Mimic: HEALTHY and STRONG.

Refer to the handout and ask the whole class:

- Is the heart “Happy and healthy”? - Is the heart “Sad and Sick”?

Emphasize the importance of eating right, saying (and using mimics) with enthusiasm (referring to the song):

- Eat 5 fruits and vegetables everyday! - Let’s be healthy and strong!

Wind down, concentrating on their coloring pages

Have students mimic HEALTHY and STRONG (as they did in the song).

Personalize the “healthy heart”

Tell students they are going to color the “healthy heart”, write their names on the line provided (so it becomes “Healthy ME”), and when it’s ready, they are going to display it on the classroom walls.

Display the “Healthy ME” mini poster on the classroom walls, with teacher’s help.

Remind students they should eat 5

fruits and vegetables every day, just as

in the song.

JUSTIFICATION Big Books, according to Colville-Hall and O’Connor (2006), allow young readers to use

their prior knowledge to identify words, helping word recognition and identification.

Reading a story is an inductive procedure that allows the internalizing process of new

language acquisition. Abdellah (n.d.) reminds us of the numerous benefits of songs in an

ESL setting. Songs develop pupils’ listening and speaking skills, they help improve

pronunciation while it stimulates children’s interest in the new language and motivate

their participation in a fun way.


TASK 2 Story time (45 minutes)

PURPOSE: Students will actively participate in the second reading of the big book. Students will have the opportunity to listen and imitate the rhythmically of the English language and explore the vocabulary further.

MATERIALS NEEDED For the preparation:

Big Book Puppet Carrying out the task:

Flashcards Words Integration:

Game cards Blank sheets

PREPARATION (10 minutes)

STEP 1 Second reading


Sit with the teacher. Have students sit in a reading corner.

Listen, look and answer questions. (raise hand)

Before reading a page, point to picture and ask students questions, to elicit vocabulary and check their understanding of the story. “What is it?” “What is the rabbit doing?

Listen and repeat words and repetitive patterns in chorus.

Make sure students can see each page.

Repeat in chorus and/or individually. Read page by page and ask students to repeat words and repetitive patterns in chorus and/or individually.

Mime key actions with teacher. Correct any mispronunciation if necessary and have students repeat in chorus.

Mime key actions. While reading the book teacher mime key actions.

Answer yes/no questions. (raise hand) Have students participate in the story, ask students to mime key actions.

Listen and give answers to questions. Ask students questions while reading in order to make sure they are following“ Is this a strawberry?” “Is it snowing?”

Listen and repeat.

Listen, raise their hand and give answer.

Come to the board and match words with the flashcards.

CARRYING OUT THE TASK (15 minutes)

STEP 1


Listen and give answers (raise hand) Review the vocabulary with the flashcards. Have the flashcards on the board without the words. (tree, rabbit, strawberry, raspberry, carrots, basket, apple, green beans, snowflakes, sun)

Come in front of the class and mime. Point each flashcard one by one and have students repeat the word all together.

Ask students individually (tell students to raise their hand if they know the answer) by showing one flashcard: “What is it?”

Ask student to come to the board and match flashcards with their corresponding word (one student at a time).

Using the puppet, ask one volunteer (student) to come in front of the class and mime something the rabbit did in the story.

INTEGRATION Material: blank sheet (10 minutes)

STEP 1


Draw their favourite part of the story. Have the students draw their favourite part of the story.

Give each student a sheet to draw their favourite part of the story.

IDEAS TO EXTEND THE TASK AND FOR DIFFERENTIATION (10 minutes)

Memory game (Based on the vocabulary from the book)

STEP 1


Take their place in teams. Team up students (in pairs or groups of three).

Look and listen to the instruction. Give each team a set of cards game.

Participate, interact orally and use strategies (ask a partner for help, take turns).

Model the game with one team. Tell and show students: First, you put all the cards face down, the first player picks one card and have to say the word out loud in English, you must say the word out loud if you don’t know it, ask your partner, then you pick a second card, again you have to say the word out loud. If the two cards are the same you have a match so you keep the cards. If the cards are not the same, you put them back face down on the table and it's the next player's turn. The player who ends up with the most cards wins the game.

Ask students if they have any question to raise their hand.

Monitor students to make sure they

speak English and understand the game. Intervene if necessary.

JUSTIFICATION OF PEDAGOGICAL CHOICES This task is designed to promote the second reading of the Big Book. The purpose of

the second reading is to retell the story and engage the students in an active

participation. The teacher leads the reading, but the students are encouraged to join in

choral response, verbalized repetitive phrases individually or in group. The students

have the opportunity to listen and imitate the rhythmically of the English language.

Characters and objects are pointed out and identified. The reading is purposely

interrupted, the teacher has the liberty to emphasize some vocabulary, point to pictures

and elicit vocabulary. The presentation of flashcards with pictures (with and without

words) will develop the print awareness, the reading and writing skills. The winding down

moment allows the students to relax and draw a picture of what they remember from the

Big Book.

.


TASK 3 Let’s play Snakes and Ladders (45 minutes)

PURPOSE: Students play a well-known game Snakes & Ladders that helps them to

review vocabulary from the Big book, and vocabulary related to the theme of fruit and vegetable with the use of flashcards. They have the opportunity with an interactive setting to improve their proficiency in English in a fun and low stress environment.


Audio-model (song: 10 little fingers) Big Book Gloves Flashcards

Carrying out the task: Colourful counter Dice

Flashcards Cardboard game (Snakes & Ladders) Integration:

Pencil and eraser Glue Scrapbook Writing activity sheet

PREPARATION Song and short reading of the Big book (10 minutes)

STEP 1 Review numbers with a song (2 minutes)


Greet teacher. Review number 1 to 10 by singing 10 Little Fingers.

Imitate / Hands up! Put on her/his white decorated gloves.

Look at the teacher and listen. Play the song and sing the song by doing gestures

Sing and imitate.

Participate actively.

Play the song again and have students practice numbers while singing along.

STEP 2 Short reading of the Big Book (7 minutes)


Present front page of the book Let’s go out, point the title and ask:

- What is the title?

Point the rabbit and ask:

- What is this?

Students listen attentively.

Read quickly the book and point to some fruits, vegetables and theme elements such as: sun, cloud, tree, flowers, butterfly ,bird, rabbit, ladybug, on each page and ask: What is it?

Raise hand, participate actively. Ask students to repeat the rhyme on each page.

Join in choral response.

STEP 3 Flashcards (1 minute)


Pay attention.

Raise hand, participate actively

Put up 5 flashcards randomly and ask student to say the word out loud.

CARRYING OUT THE TASK Game Snakes & Ladders (30 minutes)

STEP 1 Preparation (2 minutes)


Pay attention. Put flashcards on the front desk face down.

Pay attention and group in pair. Tell students by using gestures that they will play a game.

Take the counter and listen to their rank number.

Group students in pairs.

Each team says the color of their counter and their rank number out loud.

Distribute one counter to each team and tell each team their rank number.

Ask each team to name the color of their counter and their rank number.

Install the game on the board.

Present the game Snakes & Ladders.

Ask students: What is it?

Present the big dice and point to the flashcards.

STEP 2 Rules (5 minutes)


Pay attention. Explain rules of the game by modelling it with a team

Two students come to the front of the class.

Participate in the modelling.

Select a team

Have one St roll the dice.

Have the other teammate pick a flashcard.

Teammates agree on the answer.

Say the answer out loud.

Teacher asks the class: "Is is okay?"

If correct answer, move counter forward according to the dice number

If incorrect answer, teammates do not move their counter and go back to their place. The next team have the right to answer. Game goes one to the next team until we get the right answer. Once we get the right answer, the counter is moved forward and we follow the rank number of teams for the next participant.

Special features (1 minute)


Pay attention.

Present special features

Snake: if a counter lands at the tip of the snake’s head, counter slides down to the square at the snake’s tail.

Ladder: if a counter lands on a square that is at the base of a ladder, the counter moves to the square at the top of the ladder and continues from there.

Raise hand, participate actively.

Ask one student to demonstrate special features about the snake’s and the ladder’s square on the board.

Explain that the winner is the first team which reach the square 100.

STEP 3 Snakes & Ladders (22 minutes)


Let’s play!

INTEGRATION Writing activity (10 minutes)

STEP 1


Pay attention, look at the teacher

Write word according to the picture

Present the activity (writing activity sheet). Remind students to use their wordbank, and write their name.

Carry out their task. Walk around, encourage & check understanding and if everyone is carrying out their work.

Correct writing activity. Correct writing activity sheet with students.

Paste writing activity sheet in their scrapbook

Correct writing activity sheet with students.

Ask students to paste writing activity sheet in their scrapbook . Model.

Ask to leave scrapbook on the desk.

IDEAS TO EXTEND THE TASK AND FOR DIFFERENTIATION

You could also review the vocabulary by playing Simon Says.

You could also play a Bingo game with the flashcards. Teacher prepares the Bingo

grid and provides instructions. Draw a grid on the board and indicate what the Bingo

will be (diagonal and horizontal line, four corners). Model how to play. Pick

flashcards out of a box until student says “Bingo!”

JUSTIFICATION OF PEDAGOGICAL TASK Games have specific pedagogical values particularly in second language learning.

Games are effective because they capture student’s attention; they provide motivation,

lower student’s stress and give students the opportunity for real communication.

According to Piaget, play provides the child with multitude of opportunities to interact

with materials in the environment and construct his or her own knowledge about the

word (course content). Furthermore, in Vygotskian terms “Play is the source of

development and creates the zone of proximal development” (1978, p.138, cited in

Course Content). In play, the child interacts with others (more skilled peers, teachers,

and parents) and can learn from them (Pinter, 2006).


TASK 4 Personalized mini calendar book (45 minutes)

PURPOSE: Students will demonstrate their understanding of the Big Book content by

creating a personalized version of the big book.


Big book Any calendar (to show the students)

Carrying out the task: Handouts (to be printed out and either folded

by the teacher or the students) Crayons and markers

Glue Scissors

Integration: Audio-model (Five Fruits and Vegetables) Fruits & vegetables mini cards

PREPARATION Short reading of the Big book (10 minutes)

STEP 1 (5 minutes)


Participate in routine. Set routine for Big Book short reading activity.

Join in choral response. Ask students to move towards reading corner.

Pay attention to story. Spark students’ curiosity about the Big Book.

Identify objects, characters( Big tree, brown tree, rabbit, etc) Point, or name key vocabulary.

Read the Big Book with frequent interruptions.

Identify colors Makes gestures and mimics as reading take place.

Let students finish the sentences(chorus response).

Ask questions about pictures:

What do you see? What color is the strawberry? etc.

STEP 2 Present the Calendar Book activity (5 minutes)


Pay attention. Present the Calendar Book activity

Answer questions. Ask students if they know what a calendar is?

CARRYING OUT THE TASK Creation of the mini calendar (20 minutes)

STEP 1 Present of the mini Calendar Book ( 5 minutes)


Students pay attention (use of strategy: directed attention).

Present a finished version of the object (a real personalized calendar book).

Students listen to teacher’s explanation. Show the material you need.

Students express understanding or questions.

Point to the words (if they are on blackboard or functional posters).

Remind students they will need scissors, glue and crayons. They will receive a folded booklet (Task 4 Handouts).

On each page (June, July, September, etc.), choose a fruit or a vegetable. It's your own choice.

STEP 2 Time for creation ( 15 minutes)


Proceed step-by-step.

Have students pick up their booklets.

Students write their names on the front page.

Have students recognized the front page, write their name on the front page.

Ask students to cut the images or draw

pictures of fruit or vegetables that they want, in order to personalize their mini book.

Students express personal needs during activity: Use of strategy.

If they cut an image, ask them to glue this image on one of the calendar pages.

Select appropriate label and glue the

label below the corresponding picture.

Colour the pictures.

Display


Students pick up their sheet Display calendars on a shelf in the classroom mini library.

IDEAS TO EXTEND THE TASK AND FOR DIFFERENTIATION The display can be adapted to each classroom situation (size, organization, special

corners, special events).

If time - and group size - allows, teacher could have students' help on decorating the classroom with the mini calendar books.

INTEGRATION

(10 minutes)

Role of the student Role of the teacher Form two concentric circles Explain the inside-out circle cooperative

activity

Students face each other in two concentric circles

Divide classroom into two groups

When the music stops:

Students from outer circle ask a question to their partner: "-What do you see?"

Distribute one mini flashcard to each student of the outer circle.

Students from the inner circle answer the question :

"I see an apple/strawberry/etc."

Form two concentric circles (with the inside circle facing out and the outside circle facing in).

Rotate. Middle circle will turn one way.

Change roles. Outer circle will turn opposite direction.

When the music stops (or teacher gives a prompt): students stop moving and face each other.

A student from the outer circle faces a student from the inner circle.

Each student show a card to his/her partner and ask: "-What do you see?"

Each student will answer: "-I see a ..."

Name the fruit or vegetable

The students rotate.

After each rotation, a new question is asked.

Change roles. Students from the outer circle give the flashcards to those of the inner circle.

The goal is to practice many fruits and vegetables that have been seen in the lesson (previous tasks), develop automatism in saying these new words of repertoire.

Reflect on activity : "How did you feel today?" "Did you like the activity?"

JUSTIFICATION OF PEDAGOGICAL TASK

At this level of learning, identified as the early-production level, the students rely on both

processing: Bottom-up and Top-down processing. At this level, students should not be

given activities that are too complex or "that require to manipulate linguistic features that

they do not know yet". In this task, the main activity is creating a personalized version of

the Big Book, a mini calendar book. In doing so, the students demonstrate their

understanding of the Big Book and their ability to carry out instructions. Along with the

teacher, they have to identify point and name various fruits and vegetables seen on the

flashcards or written on the board. They repeat the key words. "New words are now

segments of speech that make sense for them, to which they can associate images".

The activity can be adapted to the level of confidence of the child: he/she can either

label the object or write the corresponding word. This activity should motivate the

children to participate in their learning process. We aimed at creating material that is

attractive and that correspond to the appropriate level. The classroom atmosphere

should be lively and stress-less.


INTEGRATION To the garden (45 minutes)

Purpose: students will create a string of fruit & vegetables to hang around the room. students will develop their

visual &spatial skills, use creativity. in the integration activity, they will have the opportunity to listen to new authentic text, while watching a video. finally, students will demonstrate their overall understanding of vocabulary with an activity sheet, that serves as an assessment tool.


Big book

Carrying out the task:

Construction paper (various colors) Crayons and markers

Glue, tape, or staples Scissors

A long string

Integration:

Video on You Tube, Cannon Flashcards

PREPARATION Classroom activity (10 minutes)

STEP 1


Greet teacher. Set routine for Big Book reading activity.

Participate in routine. Ask students to move towards reading corner.

Join in choral response. Spark students’ curiosity about the Big Book.

Pay attention to story. Read the Big Book with frequent interruptions.

Identify objects, characters( Big tree, brown tree, rabbit, etc)Point, or name.

Makes gestures and mimics as reading take place.

Identify colors. Let students finish the sentences(chorus response).

Ask questions about pictures “What do you see?” “What color is the strawberry? the carrot? Etc.”

STEP 2


Present the Arts & Craft activity.

Ask students if they like Arts & crafts.

“-Raise your hand if you want to create a fruit & vegetable banner? “

“Who wants to decorate the classroom?”

CARRYING OUT THE TASK Classroom activity (20 minutes)

STEP 1


Students listen to teacher’s explanation.

Explain to students that they will create a long string or banner of fruit and vegetables to hang around the classroom.

Ask students to pay attention (use of strategy).

Present material:

Tell students:

- You need construction paper, scissors, glue, crayons and markers.

Students express understanding or question.

Ask students to select a fruit or vegetable that they want to create

Students pick up their construction paper at the front.

Students work at drawing, coloring, cutting their fruit or vegetable.

Call students according to the selected color of fruit or vegetable: Call all students who want to create strawberry /raspberry/or apple to come to the front get their construction card (red); call all students who want to create bananas to come to the front get their construction paper(yellow); repeat for carrots (orange).

Students express personal need during Tell students to look at you and listen.

activity: Use of strategy)

-Tell the students: “ -Do not to touch or start yet”.

Explain all steps:

Draw a fruit or vegetable on your constriction paper.

Make sure to draw a long stem on the top. This stem will be folded over the string.

Cut out the fruit or vegetable.

-Make eyes, a nose, a mouth from black paper( or use a black crayon or marker)

-Fold the fruit or vegetable’s stem in half.

-Attach the fruit or vegetable to a long string.

-attach them using tape, glue, or staples.

-Hang your string across the classroom for a nice project decoration.

Tell students to start,

That they will have 10 minutes.

Remind students to express personal need during activity(use strategy).

Ask all students to fold the stem and attach the fruit or vegetable to the string.

Verify that all fruits and vegetables are properly attached (glued or stapled).

INTEGRATION 10 minutes

STEP 1

Presentation of a video To The Garden (5 minutes)


Students listen to teacher’s explanation.

Presentation of an animated video(5minute video on You Tube)

Theme: fruits and vegetables in a garden. Introduce the video. Recall key vocabulary with the use of flashcards.

Watch video. Ask students to pay attention to the video and notice all the words they know already.

Participate in discussion. Ask students to recognize the fruits and vegetables and other images they have seen in the Big Book.

Answer to questions (one or two words answers).

Start playing the video.

Demonstrate understanding. Discuss about the video (retroaction).

"-Name the fruits and vegetables that you saw in the video?" "-Did you like the video?" "-What did you see?"

INTEGRATION

STEP 2 Evaluation: Choose the correct picture (5minutes)


Listen to instructions. Present the activity: Choose the correct picture, which can be used as an assessment tool

Pick up a handout: Choose the correct picture.

Distribute the handouts: Choose the correct picture.

Listen to each word, said out loud by the teacher, and circle the correct image.

Explain to the students that they have to circle the correct image.

Give the hand out back to the teacher for evaluation.

Tell them: "Listen carefully and pay attention. I will say name some 10 words and you will circle the correct image with each word. Be confident and do your best!" .

Pick up the sheets, correct, and return them so they can be inserted in the portfolio.

IDEAS TO EXTEND THE TASK AND FOR DIFFERENTIATION

In this Arts & Craft activity, additional fruits and vegetables can be added to the

fruits and vegetables banner in order to increase the level of vocabulary acquisition.


BIBLIOGRAPHY

Colville-Hall, S., & O'Connor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher Candidates in a PreK-12 Program. Foreign Language Annals, 39(3),487-506. MELS (2006). Programme de formation de l'école québécoise, « English as a Second Language », Premier cycle du primaire, 18p. MELS (2002). Storytelling: Tips for Teachers. MELS (2009 ) Progression des apprentissages au primaire: Anglais, langue seconde, 19p. MELS (2008). Using Only English in Class: Right from the start. Elementary Cycle One ESL, 31p.

Pinter, A.(2006). Chapter1: Learning and development. Teaching young language

learners. Oxford University Press.

Priego, Sabrina (2011). ESL Pedagogy: Teaching young children, Course Notes, 327p.

Priego, Sabrina (2011). ESL Pedagogy: Teaching young children, Web-CT Course

Content.

Documents

Learning and Evaluation Situation English as a …helenejobidon.weebly.com/uploads/2/3/2/5/23250138/les_lets_go_out.pdfLearning and Evaluation Situation English as a Second Language