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By the time you finish reading this book, you will learn more than 450 vocabularies in English as well as you learn the moral in each poem. The easiest way to improve your skills in reading, writing, listening and speaking in English is to use the funniest way - Poetry. Free audio book allows you to relax and learning in the fast way more than 450 vocabularies in less than hour. Remember the 7 keys to speak English fluently through poems: 1- Listen carefully each poem. 2- Read it. 3- Learn deeply all the vocabularies on our list. 4- Listen our free audio to repeat over and over again. 5- Write about each poem's subject by using some vocabularies that you have learnt to express your own ideas. 6- Record your writing. 7- Speak loudly your writing to build more your confidence.
Enjoy this lively collection of poems for English language learners around the world, in classes, or as independent students. These poems help express feelings and ideas about language, culture, food, fun, and fairness for one and all. Beginners to more advanced students and their teachers can move past communication barriers with open hearts and minds, and learn grammar, pronunciation, vocabulary, and idioms. These poems will inspire everyone to discuss ideas and write about them, too.
Benny Lewis, who speaks over ten languages—all self-taught—runs the largest language-learning blog in the world, Fluent In 3 Months. Lewis is a full-time "language hacker," someone who devotes all of his time to finding better, faster, and more efficient ways to learn languages. Fluent in 3 Months: How Anyone at Any Age Can Learn to Speak Any Language from Anywhere in the World is a new blueprint for fast language learning. Lewis argues that you don't need a great memory or "the language gene" to learn a language quickly, and debunks a number of long-held beliefs, such as adults not being as good of language learners as children.
For this companion to her New York Times best-selling collection A Family of Poems, Caroline Kennedy has hand-selected more than a hundred of her favorite poems that lend themselves to memorization. Some are joyful. Some are sad. Some are funny and lighthearted. Many offer layers of meaning that reveal themselves only after the poem has been studied so closely as to be learned by heart. In issuing the challenge to memorize great poetry, Caroline Kennedy invites us to a deeply enriching experience. For as she reminds us, “If we learn poems by heart, not only do we have their wisdom to draw on, we also gain confidence, knowledge and understanding that no one can take away.” Illustrated with gorgeous, original watercolor paintings by award-winning artist Jon J Muth , this is truly a book for all ages, and one that families will share again and again. Caroline’s thoughtful introductions shed light on the many ways we can appreciate poetry, and the special tradition of memorizing and reciting poetry that she celebrates within her own family.
Carefully prepared lessons use the rhythm and rhyme of poetry to teach phonics. This book's 115 read-aloud poems - some from well-known children's authors like Norma Farber, Maurice Sendak, John Ciardi, and Jack Prelutsky, others written specially for this book - immerse children in particular language sounds again and again, in word after word, within an exciting context. Each poem comes with teaching apparatus comprising word lists using the targeted sound, a "focusing talk" to cement and extend students' connection to the poem, and an idea for a hands-on activity. Photocopy masters supply "letter cards" for sounds the book targets. Multiple indexes (by the poem's first line, by title, by sound, and so on) aid ease of use. Grades preK-1. Illustrated. Good Year Books.
This poetry collection is meant to be read aloud so that children hear a particular language sound again and again in word after word, all within an enticing and meaningful context--P. [4] of cover.
Teachers often complain that students find poetry difficult and intimidating. Some undergraduate students arrive at university with little or no interest in poetry. They confess that they do not know how to read it and therefore cannot understand or appreciate it. The distinctive features of poetry create some problems for the learner of English language, yet, if taught properly, poetry can be an effective tool in urging students to learn the language.
Why this book? This is a companion book for boys and girls in secondary schools and a reference book for parents and teachers. The book has come about because of the scarcity of the type of books I want to use to teach the essentials of English to secondary school students who are learning English as a second language in an environment in which contact with the English language is minimal. This is a book with a difference: it is reader-friendly and uncluttered. It has illustrations in Chinese to flag ideas of special interest to help readers to avoid the types of errors commonly made by students. It aims to help them grasp the basics of English and the practical aspects of its usage. Poetry being the soul of any language, part of this book discusses poetic measures, the appreciation of poetry and what is new in poetry today. This book, a labour of love, is also about caring and sharing. To promote the practical use of good English is what I care about. I think Hong Kong will be a better place for it. It shares with readers my knowledge of English, learned from and attributable to my English teachers in schools and universities all those years ago. It shares with my readers my experiences gathered over many years in teaching English and using English in the work-place, both during the colonial years in Hong Kong and during my long periods of sojourn overseas in English-speaking countries. No language is ever static: either in its influence or usage. Consider how the former Prime Minister of Australia, Kevin Rudd, delivered his speech at Beijing University in fluent Mandarin. Consider also how the 1st Vice Premier of China, Li Keqiang ended his speech at Hong Kong University in fluent English. All this tells me that no matter who we are or where we come from, we are linked by culture in one way or another. Thus, in preparing the contents of this book, regard has been taken of the variations and changes to the language that have taken place through globalization and advances in modern technology and the various innovations currently on the market. As shown in the contents, each of the easy-to-read chapters in the book focuses on specific areas of interest. Enjoyment of any language is the beginning of a good thing. Enjoy! 有別於其他英語學習工具，黃錢其濂的新書「學好英文」“A Basic Course in English and Poetry” 讓讀者由最基本的英語開始，透過大量例子，指出香港學生特別容易出錯的地方，再進一步讓讀者領略英詩的特質及欣賞方法。「學好英文」“A Basic Course in English and Poetry”是黃錢其濂首本英語學習/參考教材，附有問題集及答案，尤其適合中學生閱讀，有助他們以務實眼光及活用態度「學好英文」。
This great resource demonstrates ways of introducing children to the delights of poetry. It is for teachers who are not necessarily literacy specialists and offers a route through the different types of poetry that Key Stage 1 children will meet in their wider reading. It's easy to teach Poetry offers easy-to-teach topic sessions that link across the curriculum and are supported by worksheets, resources and examples of poetry that can be used in a variety of ways. Children will develop their creativity, speaking, reading and writing skills whilst enjoying playing with words!
This book is the result of understanding literature as a central part of children’s education. Fiction and nonfiction literary works constitute a source to open young minds and to help them understand how and why people – themselves included – live as they do, or to question through critical lenses whether they could live otherwise. By integrating philological, cultural, and pedagogical inquiries, Thinking through Children's Literature in the Classroom approaches the use of literature as a crucial factor to motivate students not only to improve their literacy skills, but also to develop their literary competence, one that prepares them to produce independent and sensible interpretations of the world. Of course, the endeavor of forming young readers and fostering their ability to think begins primarily by having well-read teachers who are enthusiastic about teaching and, secondly, by having students who are willing to learn. To encourage and sustain them through the critical turns of their own thinking processes, educators must surely display a sound pedagogic knowledge apart from deep literary expertise.