Beginner online ESL curriculum to teach children

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An ESL curriculum must be stable with a rock solid foundation. This will allow the student for continuous improvement. The main stables to a good curriculum are grammar, phonics, reading, sight words, and word families. Don’t forget about the inferior elements like American Slang and idioms.

These are just as important and in some cases critical to your student’s success. I will review grammar and phonics today. First, we will look at some grammar points.

No sooner – than  is a phrase that means “as soon as possible.” It’s often used in phrases like “no sooner than tomorrow” or “no sooner than tomorrow morning.” The phrase “no sooner” can also stand alone, meaning something happened right away. For example, you might say: I was so hungry after running the marathon; no sooner had I taken my first bite of a turkey sandwich when my stomach started to hurt.

A simple article that shows you how to use neither nor. It provides you with both positive and negative sentences, to help you learn the use of neither nor.

  1. Neither the actor nor the singer was at the party.
  2. Neither Tom nor Lisa answered the phone.
  3. Neither the father nor the mother is home right now.
  4. Neither she, nor he, objected to the change in schedule.
  5. Neither my friends nor I have had much time for fun since school started.
  6. Neither the meat nor the fish are very good.
  7. Neither they, nor we, have enough money to go on vacation this year.
  8. Neither students nor teachers will be able to use that classroom when they are finished painting it.
    1. Either you spend time with your family or you work hard.
    2. Either paint your front door a bright color or replace all your light bulbs with LED lights.
    3. Either he will get a discount or he won’t pay.
    4. Either our relationship will be better or it will end.
    5. Either we can eat in a restaurant or we can get take away food.
    6. Either they will order from us or buy from our competitor.
    7. Either I will stay home or I’ll go out.
    8. Either you do it now or you will regret it later.
    9. Either we make it better or we make it worse.Neither Tom, nor his wife,
    10. Neither you nor he is here.
    11. What Is the Subject of a Sentence? (with Examples)

      The subject of a sentence is the person or thing doing the action or being described.

        • Lee ate the pie.

      (Lee is the subject of the sentence. Lee is doing the action.)

        • Lee is chubby.

      (Lee is the subject of the sentence. Lee is being described.)

      In these two sentences, the verbs are ate and isLee is the subject of these verbs. That’s what makes Lee the subject of the sentences.

    12. Next, we will review phonics.
    13. Phonics helps children “decode” the English language.

      Phonics uses the tried and true method of sounding it out to teach reading.

      Create a series of sentences that use your target words. For example, if you were focusing on digraphs including ‘ck’ and ‘qu’, you might use the words duck, quack, quilt and sock to make sentences like:

      The duck quacks.

      The quilt is on the bed.

      You need two socks.

      Once you have your sentences, mix up the words. You could print them all in alphabetical order or simply jumble them around. Leave enough space around each word for students to cut the words out.

      Have students cut out the words for each sentence. Then have them put the words together in a sentence that makes sense. They should glue the words in the right order on another sheet of paper. For additional practice, have students add a capital letter and end mark to each sentence.

      Sentences have students use words that they are seeing. Dictation sentences focus on what students hear.

      As with jumbled sentences, you will want a sentence for each target word. Use sentences that match students’ reading/writing level both with the complexity of the words and the sentences.

      Read each sentence and have students write down the sentence. You may need to repeat the sentence to help students get it all down.

      Finally, have students practice writing their own sentences using their phonics words. This is a good activity to use near the end of a unit on a particular sound or set of words. You can have students write sentences for every word or choose a certain number from the whole list.

      If students aren’t quite ready for sentence writing, use fill in the blank sentences. Students add the correct phonics word to complete the sentence.

      Next, we will review reading and sight words.

Daniel DiDio

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