TAILIEUCHUNG - Tài liệu tham khảo: Lets go workbook

Let’s Go is a multimedia course for beginning through intermediate-level students of spoken English, ages 4-10. Created by experienced teachers and based on classroom-proven instructional strategies, Let’s Go maximizes the effectiveness of multimedia by focusing on the key skill necessary to acquire language: listening. | DynEd Let’s Go Aligned to Arizona’s Standards Listening and Speaking General Description: Let’s Go is a multimedia course for beginning through intermediate-level students of spoken English, ages 4-10. Created by experienced teachers and based on classroom-proven instructional strategies, Let’s Go maximizes the effectiveness of multimedia by focusing on the key skill necessary to acquire language: listening. Proficiency Level: Beginning through intermediate Course Description: Let’s Go is an eight unit series designed for beginning through intermediate-level students of spoken English. Each unit opens with a Song and a Conversation, followed by Vocabulary, Grammar and Phonics lessons, and ends with a Game. Let’s Go can be used on its own or in conjunction with the Let’s Go Student Book, Picture Cards, and other supporting materials. Computer-based Tools: Speech Recognition, Glossary, On-screen Text, Help, Translation (for some languages) Teacher Tools: Records Manager allows teachers to monitor individual and class learning and suggests remediation. Assessment: DynEd General Placement Test, Records Manager, Score-based quizzes, computer-based prompting/feedback, Mastery Tests Teacher Materials: Teacher’s Guide DynEd Course: Let’s Go State: Arizona Stadards: ELL Listening and Speaking ELL I Performance Conditions: Students at this stage comprehend simple statements and questions. They understand the general idea of basic messages and conversations that pertain to common, routine matters. Their interactions are short, face-to-face, informal, and with one person at a time or in small groups. Although students can initiate and respond to basic statements, their speech is largely guided by questions and feedback from the teacher. English learners rely heavily on repetition, gestures, and other nonverbal cues to sustain conversations. Their speech is slow. Communications that students listen to and comprehend are short and include familiar routine words. Context strongly

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