1. Learning English At Home
Mr. Martin Kennard
GT College
17th March 2016
Thanks to Miss Wong and her drama group. Self introduction.

2. In this session, we will…
Look at ways of using English at home.
Focus upon reading.
3. Suggest some reading strategies.
- Note that this presentation is downloadable from my site. Show site – - and note there is no password.
- Suggest that parents have a key part to play because: you know them best, you can judge their moods and you can fit there learning into the most appropriate time of day for them.

3. Brainstorm one idea with your partner
Think of one way of learning English at home and write it down.
- Then share it with the person next to you.

4. Set a routine Keep it short. Make it comfortable. Vary the activities.
Show of hands – Hands up if your child is 3 years old. 2 years old? Dont expect too much. 15 minutes is enough.
- Try to do activities at about the same time each day.
Make it comfortable: Give anecdote of parent who wanted child to recite three sentences.
- Be prepared to mix and match: Give more anecdotes from kindergarten teaching experience.

5. I spy Use games - Children learn naturally when they are having fun.
-Lets view one simple example. I spy. (4 Mins)

6. We play it at school too!
 Say: “I spy something with my little eye and
it’s/it starts with the letter ______ (colour/size/beginning letter).”
Reply: “Is it a/an _______ (object).
Write down six things you found on the lines.
We like to make textbooks child friendly, so children can play this game at school too.

7. Simon Says
5 minute video

8. Use every day situations
-You can use every day situations around the home to practise English. This makes it AUTHENTIC and MEANINGFUL.
i.e. Talk about clothes when your child is getting dressed. “Lets put on your blue socks.”
i.e. Talk about the furniture in your home. “Look daddy is sitting on the black chair.”
i.e. Teach food in the supermarket and use shopping lists.

9. Sing songs
Songs are another fun way to learn grammar, new words, & improve pronunciation
-Songs with actions best since the actions demonstrate the meaning and appeal to kinaesthetic learners.

10. Should I teach grammar? Avoid teaching explicit rules.
Teach grammar in context.
Use grammar in context, rather than teaching explicit rules - e.g. use ‘has got’ when talking about appearance, use ‘must & mustn’t’ when talking about rules.
-We know that students learn best when they are immersed in a language.

11. Reading How might we introduce this text?
Please try the matching activity.
- Ask parents to complete the worksheet. Show the different possibilities on the next slide.

12. Some simple strategies to begin
‧Cover the title ‧Talk about the pictures ‧Ask questions ‧Invite predictions ‧Make connections ‧Talk about the setting ‧Invent new endings ‧ Act out some of the story

13. Answers Act out some of the story – a. Pretend you're a Gruffalo.
Invent new endings – b. Think of a different way to finish the story.
Talk about the setting - c.Where are they? What time is it?
Invite predictions – d. What do you think will happen in this story?
Talk about the pictures – e. Can you name the pictures?
Ask questions – f. Do you think the Gruffalo is friendly?
Make connections – g. Have you been to a place like this before?
Cover the title – h. Can you guess the title?

14. Choosing a book Let children choose. Repetition is good.
Select books slightly beyond current level.
Let children choose to make sure there is interest
Stories should be reread. This can aid memorisation. Also, children are naturally creative, so they can make up their own endings.
- Only around 5% of the words should be new to children. So, a book with 200 words should only have around 10 new words.

15. Make it fun Use puppetry if possible. Use voices. Personalise it.
- You dont need to be a professional but you do need to make it fun.
Use different voices for characters.
-Try to relate it to the your child’s every day life.

16. Interact with the text ‧Encourage questions.
-Some things you might try:
Find a word beginning with ‘b’
2. What is happening in the picture?
3. Open ended qus – Why? What do you think? What will happen next?
-Focus on what your children do well, rather than their mistakes.
‧Encourage questions.
‧Ask open ended questions of your own.
‧Focus on positives.

17. Tips from the British Council Other advice
- Some suggestions from the British Council.

18. Q & A

19. References / Links The Read Aloud Handbook, Jim Trelease
Reading Magic: Why Reading Aloud To Our Children Will Change Their Lives Forever, Mem Fox