Looking for a Chant for the Eigo Noto?

Below are links to original EigoNoto.com chants.
And then take some time and look around- there is a lot more than just chants at EigoNoto.com!

Grade 5 Lesson 2- What Does It Mean? Chant

Grade 5 Lesson 3- How Many Cats? Chant

Grade 5 Lesson 4- Do You Like OO? Chant

Grade 5 Lesson 4- Do You Like Dogs Chant

Grade 5 Lesson 4- I Like Apples Chant

Grade 5 Lesson 4- Ohajiki Game Audio

Grade 5 Lesson 5- Cap, T shirt, Pants and Shoes Song

Grade 5 Lesson 5- Do You Have A Red Cap Chant

Grade 5 Lesson 6- A Fruit Song

Grade 5 Lesson 6- What Do You Want Chant

Grade 5 Lesson 7- Audio Sounds for 'What's This?'

Grade 5 Lesson 7- What's This? chant

Grade 5 Lesson 7- What's this OO? Chant

Grade 5 Lesson 9- What Would You Like? Chant

Grade 5 Lesson 9- What Would You Like, A or B? Chant

Grade 6 Lesson 3- When Is Your Birthday? Chant/Activity

Grade 6 Lesson 3- Months of the Year Macarena Song and Dance

Grade 6 Lesson 4- I Can Cook-Can You Cook, Too? Chant

Grade 6 Lesson 4- I Can Cook Chant

Grade 6 Lesson 5- Where Is The Barber Chant

Grade 6 Lesson 6- I Want To Go To Italy Chant

Grade 6 Lesson 7- Daily Activities Chant


Thursday, October 8, 2009

10 Principles for Successful Instructed Language Learning  

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      Taken from the publication Instructed Second Language Acquisition, commissioned by the New Zealand Ministry of Education and prepared by Professor Rod Ellis of the University of Auckland.

1. Instruction needs to insure that students develop both a rich repertoire of formulaic expressions and a rule-based competence.

2. Instruction needs to ensure that learners focus predominantly on meaning.

3. Instruction needs to ensure that learners also focus on form.

4. Instruction needs to be predominantly directed at developing implicit knowledge of the L2 (second, or foreign, language) while not neglecting explicit knowledge.

5. Instruction needs to take into account learners’ ‘built-in syllabus’.

6. Successful instructed language learning requires extensive L2 input.

7. Successful instructed language learning also requires opportunities for output.

8. The opportunity to interact in the L2 is central to developing L2 proficiency.

9. Instruction needs to take account of individual differences in learners.

10. In assessing learners’ L2 proficiency it is important to examine free
as well as controlled production.

The full text can be found at http://www.educationcounts.govt.nz/__data/assets/pdf_file/0008/6983/instructed-second-language.pdf

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