Apply previous knowledge and clues to help understanding |
For example:
- Use intonation, tone of voice, pictures, word families and context to help them understand spoken and written language.
|
Related teaching activities: |
|
O 3.2
|
|
O 5.1
|
|
 Go
to top
|
Decode and make meaning based on previous knowledge, language and other cues |
For example:
- Looking at pictures, gestures, body language, grammatical knowledge.
|
Related teaching activities: |
|
O 3.2
|
|
O 5.1
|
|
Go
to top
|
Sort words into categories |
For example:
- Put words into topic boxes/piles; put noun/adjective/verb into correct boxes/piles; underline familiar words or parts of speech.
|
Related teaching activities: |
|
L 3.1
|
|
O 5.1
|
|
Go
to top
|
Apply known rules when creating new language |
For example:
- Remember the rules for using verbs/forming negatives/using he and she, and use them to understand when listening and reading, as well as when creating new language.
|
Related teaching activities: |
|
Go
to top
|
Integrate new language into previously learnt language |
For example:
- Use verbs and nouns in a growing range of contexts; use familiar nouns with a new verb.
|
Related teaching activities: |
|
O 5.1
|
|
Go
to top
|
Pronounce/read aloud unknown words |
For example:
- Read aloud unknown words by applying rules of the sound/spelling system they have learned.
|
Related teaching activities: |
|
O 5.1
|
|
Go
to top
|
Use the context of what they see/read to determine some of the meaning |
For example:
- Watch a video/read extracts from a magazine and pick out general information such as a recipe, weather forecast/TV programmes; use body language to convey and interpret meaning.
|
Related teaching activities: |
|
L 4.1
|
|
Go
to top
|
Use a word or phrase known in one context or topic in a different topic or context |
For example:
- Use the verb to have in the topic of pets or the topic of family; use nouns and adjectives with a range of verbs.
|
Related teaching activities: |
|
Go
to top
|
| View related cross-curricular links >> |
