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Name: NGUYEN THI DUYEN

Assigment 3: Write a comprehensive note on Exercises of Oral Language.
Enrichment of Vocabulary
Presentation 1: Objects of the Environment
Materials
The objects of the environment such as chair, table or lamp
Notes
From the first day the child enters the classroom, language lessons must be given
to him. As you teach the children the language for the objects in their environment,
they will not only gain vocabulary, but the new children will be helped in the
orientation of their new environment. For this lesson, the directress should begin
with very broad classifications. Later, the directress can move on to subclassifications. The directress should simply remember to work from simple to
more complex groups of vocabulary. It is also important to present the child with
words that he has already had some experience with or knowledge of. The child
may or may not already know the vocabulary, but it is important to remember to
give the child a base in language. The lessons should always include movement
and when done formally, should be done in a Three Period Lesson style. And
remember, for the new child, there are never too many lessons in vocabulary
enrichment!
Presentation
Before beginning, choose three words that you will teach. For example: floor, wall,
and ceiling.
1. Assemble a small group of children to work with.
2. Bring them all to a quiet area in the classroom.
3. Have them all sit on the floor comfortably and in a way where they can all see
you and you can see all of them.
4. Name one of the things. For example, start with the floor.
5. Say, as you touch the floor, “This is the floor.”
6. Then repeat but have the children repeat with you. (The children may want to
touch the floor with you.)
7. Then stand up and go over to the wall. Touch the wall and say, “This is
the wall.” Go back and have a seat with the children.

Repeat until the children are comfortable with these three words. 9. For language lessons on the Sensorial Materials. Chair. The Three Period Lesson gives the child the qualities of the matter and some specific expressions of these.8. Then point to the ceiling and say. Repeat with the children. The child is given the language lessons after he has worked thoroughly with the material.Repeat with the children and have them point to the ceiling. Some will be nouns.You can have the child get up to touch the wall or point to the ceiling with both hands or rub the floor with their hand. Brush. wall. Tray  Jug.Then ask one child at a time to show you one of the three. 14. and is at a point where he has lost some interest in the material.Repeat the naming for each of the things. “That way up there is the ceiling. Scissors. refer to the sensorial album 2. as done for the word “floor”. 12. Presentation 3: Classified Cards Materials Presentation 1: Objects of the Environment Materials The objects of the environment such as chair.” 10. Other examples for word categories are:  Table. Then have each student name the different things. dismiss one child at a time by having them tell you what specific form of work they will go off to do. 11. table or lamp Notes From the first day the child enters . Bin  Soap Dish. and some will be adjectives (with their degrees) 3. Sponge Presentation 2: The Sensorial Materials Materials The sensorial materials Notes 1. and ceiling. Spoon.Once they all are comfortable naming the floor. after he understands the material fully. 15. Shelf  Bowl. 13.

Tray Jug. It is also important to present the child with words that he has already had some experience with or knowledge of. and objects . Brush. dismiss one child at a time by having them tell you what specific form of work they will go off to do. Repeat the naming for each of the things. should be done in a Three Period Lesson style. The lessons should always include movement and when done formally." Repeat with the children and have them point to the ceiling. wall. Bring them all to a quiet area in the classroom. language lessons must be given to him. Repeat until the children are comfortable with these three words. but it is important to remember to give the child a base in language. Repeat with the children. as done for the word "floor". For this lesson. for the new child. The directress should simply remember to work from simple to more complex groups of vocabulary. Later. Other examples for word categories are: Table. "That way up there is the ceiling. but the new children will be helped in the orientation of their new environment. Then point to the ceiling and say. Chair.the classroom. "This is the wall. Assemble a small group of children to work with." Go back and have a seat with the children. Then ask one child at a time to show you one of the three. Say. You can have the child get up to touch the wall or point to the ceiling with both hands or rub the floor with their hand. Then have each student name the different things. Have them all sit on the floor comfortably and in a way where they can all see you and you can see all of them.) Then stand up and go over to the wall. start with the floor. Name one of the things. choose three words that you will teach. in that you teach the children the language for the objects in their environment. as you touch the floor. Touch the wall and say. and ceiling. the directress can move on to sub-classifications. the directress should begin with very broad classifications. For example." Then repeat but have the children repeat with you. For example: floor. wall. Bin Soap Dish. And remember. Once they all are comfortable naming the floor. "This is the floor. Sponge Notes This lesson has very similar notes to keep in mind as in Presentation 1. they will not only gain vocabulary. (The children may want to touch the floor with you. The child may or may not already know the vocabulary. and ceiling. As you teach the children the language for the objects in their environment. Spoon. Scissors. there are never too many lessons in vocabulary enrichment! Presentation Before beginning. Shelf Bowl.

such as dogs. 12. and have him say the names of the objects on the cards as he does so.Go through all of the cards. Show him how to carry the box of cards and have him bring it over to the rug. Have him bring over a mat and have him unroll it. she can even move into more sub-classifications if possible. 15. working your way to the top card: the classification card. Show him where the cards can be found.Separate the cards he knows and the cards he does not know. 11. as on the previous page. 9. Choose one set of cards with the child.) 2. starting with the card at the bottom of the rug. mix the cards he at first did not know with the cards he did know. 3. the directress should begin with very broad classifications such as animals. Invite one child to work with you. 5. And later.Put the entire set back into the box. (A small group of children is also accepted. (As shown below. 10. Introduce the cards conversationally/non-formally. 17. Later. These lessons must be given in a Three Period Lesson form and are given preferably to one child at a time. the directress can move on to sub-classifications. And remember. 8. Place this card face down next to the box of cards.Have the child lay them out.Do a second Three Period Lesson with the entire set. 14. For this lesson. 7. Talk to the child about what he sees on that card.Show the child how to lay out the cards. 6. 4. .Teach the child the names of the cards he does not know by doing a Three Period Lesson with three cards at a time. 13.Show the child how to pick up the cards. 18.When the child is sure of all of the names.they are familiar with. Show the child the classification card. but the child is given just a taste of the things in his environment. there are never too many language lessons you can give to a child! Presentation 1. The directress should remember to work from simple to more complex groups of vocabulary and to follow the progression of difficulty as each child is ready to do so. 16. The child is not given every word or the name of every object that exists.

She then places the classification cards next to each other. Presentation 4: The Nomenclature Cards Materials 1. Have the child name each card.Tell the child that he can now work with the set whenever he likes. As in the Grace and Courtesy lessons. at the top of the mat. Notes These are presented in the same way as the Classified Cards. To help in the classification of the environment. geometrical. It is like a little drama that the child is invited to repeat. The directress chooses two sets that the child has already been shown and is familiar with. Illustrating geographical. in their correct spot. with ample space.Have the child replace the box of cards onto the shelf. Once the child is comfortable using two sets. Have about 200 sets of cards that you will change regularly and frequently if needed. biological. the directress first demonstrates the term being taught and acts it out. Presentation 5: The Vocabulary of Social Relations Notes 1. Refer to the Practical Life Album for Grace and Courtesy lessons. To enlarge the child's vocabulary. 2. The directress takes out the two classification cards and mixes the two sets together. and other scientific terms. Exercice 2 Sorting Cards. You will teach the names of each subject and talk about the information informally. The format for these presentations should be done in small groups. 20.19. one by one and place it in a column under its appropriate classification card. Indirect Preparation for other cultural studies . Exercice 1 The child works with any set of cards he has been shown. Collections of Classified Nomenclature cards. he can be shown how to use three or four different sets. 2. Purposes Direct 1. 2. only the unlabeled cards are used.