HOW TO HELP YOUR CHILD IN ENGLISH

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Post on 24-May-2015

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Advice for parents about how to help their children improve their English skills.

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<ul><li> 1. KEY STAGE 3 ENGLISH Helping your child</li></ul> <p> 2. READING AND VIEWING </p> <ul><li>Novels </li></ul> <ul><li>Poems </li></ul> <ul><li>Plays </li></ul> <ul><li>Reference books </li></ul> <ul><li>Leaflets </li></ul> <ul><li>Advertisements </li></ul> <ul><li>CD ROMS </li></ul> <ul><li>Web pages </li></ul> <p> 3. READING/VIEWING </p> <ul><li>Enjoyment </li></ul> <ul><li>Information </li></ul> <ul><li>Meaning/understanding </li></ul> <p> 4. READINGWRITING </p> <ul><li>We know a lot aboutwritingfromreading </li></ul> <ul><li>The language and setting out of writing is determined by</li></ul> <ul><li>what it is forandwho it is for </li></ul> <ul><li>(purpose) (audience) </li></ul> <p> 5. WRITING RANGE OF FORMS Imaginative / Creative Non-fiction Stories Information leaflets Poems Newspaper/articles/stories Playscripts Letters Diaries Autobiography Reports 6. WRITING Range of Purposes Entertain Give information Persuade Explain Describe Give instructions 7. Writing Process </p> <ul><li>Thinking and talking about type, purpose, audience </li></ul> <ul><li>Gathering ideas/information </li></ul> <ul><li>OrganisingWhat you have to say (Content) </li></ul> <ul><li>Drafting </li></ul> <ul><li>Editing Checking grammar,</li></ul> <ul><li>punctuation, spelling (to makemeaning clear) </li></ul> <ul><li>Presenting </li></ul> <p> 8. Reading Writing Learning Talking &amp; Listening 9. Talking and Listening </p> <ul><li>RANGE OF PURPOSES </li></ul> <ul><li>Getting on with others </li></ul> <ul><li>Finding out </li></ul> <ul><li>Asking questions </li></ul> <ul><li>Explaining </li></ul> <ul><li>Giving information </li></ul> <ul><li>Persuading </li></ul> <ul><li>Giving opinions </li></ul> <ul><li>Making suggestions </li></ul> <ul><li>Solving problems </li></ul> <ul><li>RANGE OF AUDIENCES </li></ul> <ul><li>Other pupils </li></ul> <ul><li>Teacher </li></ul> <ul><li>Classroom visitors </li></ul> <ul><li>Other adults </li></ul> <p> 10. S Support U Understanding C Challenge C Communication E Experimentation S Sharing S Success! 11. HELPING YOUR CHILD Key Stage 3 English </p> <ul><li>Helping with reading </li></ul> <ul><li>Try to make a range of materials available at home. </li></ul> <ul><li>Encourage them to make use of facilities at local library. </li></ul> <ul><li>Encourage reading for different purposes: </li></ul> <ul><li>-for enjoyment and relaxation; </li></ul> <ul><li>to find information;</li></ul> <ul><li>- reading and explaining instructions; </li></ul> <ul><li>- reading articles from local/national newspapers. </li></ul> <ul><li>Value and show an interest in their choices of personal reading. </li></ul> <ul><li>If possible read some of their choice of personal reading so that you know what to talk about. </li></ul> <ul><li>Talk to them about what you enjoy reading. </li></ul> <p> 12. </p> <ul><li>Encourage thoughtful criticism and comment about reading and viewing of all kinds. </li></ul> <ul><li>Ask open questions to encourage discussion about reading eg. What is this passage/poem/magazine article about? </li></ul> <ul><li> Why is this product being advertised in this way? </li></ul> <ul><li>Encourage them to find infrmation needed at home eg. a recipe, telephone numbers, family holiday, weather reports. </li></ul> <ul><li>Encourage them to show you and talk about what they are currently reading in English. </li></ul> <ul><li>Discuss homework tasks talking things through is very important. </li></ul> <ul><li>Support with school research tasks by helping to find sources of information. </li></ul> <ul><li>Encourage effective notetaking key words and phrases taken from reading. </li></ul> <p>Read more than one newspaper at home and talk about the differences in how events are reported or choice of front page stories. 13. </p> <ul><li>Helping with Writing </li></ul> <ul><li>Discuss writing tasks with them eg. purpose andaudience. </li></ul> <ul><li>Understand that different types of writing require different language and setting out. </li></ul> <ul><li>Understand that writing is a process with different stages gathering ideas, organising ideas,</li></ul> <ul><li>drafting, editing and presentation. </li></ul> <ul><li>Encourage them to focus initially onwhatthey are trying to say. </li></ul> <ul><li>Act as a sounding board for their ideas for writing. </li></ul> <ul><li>Encourage independent use of dictionaries and thesauruses. </li></ul> <ul><li>Comment on what they have done well rather than on mistakes. </li></ul> <ul><li>Let them see you writing and discuss your writing with them. </li></ul> <ul><li>Look out for software programs which involve reading and writing for real purposes rather than those which simply drill spelling or punctuation eg. making/completing crosswords, solving puzzles, choosing your own adventure games. </li></ul> <ul><li>Encourage writing to organisations for information fan clubs, supporters clubs, voluntary organisations. </li></ul> <p> 14. </p> <ul><li>Helping with Talking and Listening </li></ul> <ul><li>Discuss all kinds of events and issues, encouraging them to give and justify their opinions. </li></ul> <ul><li>Watch and discuss television news reports and current affairs programmes.If they are particularly interested in a subject or event help them to look for further information eg. in newspapers, news sites on the Internet. </li></ul> <ul><li>Encourage them to tell you about aspects of their interests eg. explaining the features of a software programme, describing a match or game, recounting a school trip, summarising a story. </li></ul> <ul><li>Involve them in adult conversations, when appropriate.This experience will provide a range of language styles, ideas and vocabulary. </li></ul> <ul><li>Help them to extend the range of words understood and used by using specialised vocabulary when talking about mutual interests eg. sport, cooking, cars, computer programs, music. </li></ul> <ul><li>Provide a good listening model by responding to and asking questions about what they have to say. </li></ul>