Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolers

Detalhes bibliográficos
Autor(a) principal: Silva, Ana Alexandra
Data de Publicação: 2007
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10174/29151
Resumo: Story-telling helps young learners to become aware of the sounds, stress and rhythm, aspects of intonation and pronunciation of the language, simultaneously allowing the development of developing young learners´ learning strategies by means of activities such as listening for general meaning, predicting, guessing meaning and hypothesizing. Story-telling develops the different types of “intelligences” that contribute to language learning, including emotional intelligence. The use of stories for the teaching of English may link language learning to other subjects of the curriculum, such as maths, science, arts and crafts, geography, technology, music, and drama, thus contributing to the children’s conceptual development.
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spelling Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolerspre-schoollanguage learningStory-telling helps young learners to become aware of the sounds, stress and rhythm, aspects of intonation and pronunciation of the language, simultaneously allowing the development of developing young learners´ learning strategies by means of activities such as listening for general meaning, predicting, guessing meaning and hypothesizing. Story-telling develops the different types of “intelligences” that contribute to language learning, including emotional intelligence. The use of stories for the teaching of English may link language learning to other subjects of the curriculum, such as maths, science, arts and crafts, geography, technology, music, and drama, thus contributing to the children’s conceptual development.2021-02-18T11:34:46Z2021-02-182007-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10174/29151http://hdl.handle.net/10174/29151poraasilva@uevora.ptSilva, Ana Alexandrainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-03T19:25:54Zoai:dspace.uevora.pt:10174/29151Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:18:50.055675Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolers
title Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolers
spellingShingle Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolers
Silva, Ana Alexandra
pre-school
language learning
title_short Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolers
title_full Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolers
title_fullStr Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolers
title_full_unstemmed Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolers
title_sort Brown Bear, Brown Bear, What do you see? – Practical Activities for Preschoolers
author Silva, Ana Alexandra
author_facet Silva, Ana Alexandra
author_role author
dc.contributor.author.fl_str_mv Silva, Ana Alexandra
dc.subject.por.fl_str_mv pre-school
language learning
topic pre-school
language learning
description Story-telling helps young learners to become aware of the sounds, stress and rhythm, aspects of intonation and pronunciation of the language, simultaneously allowing the development of developing young learners´ learning strategies by means of activities such as listening for general meaning, predicting, guessing meaning and hypothesizing. Story-telling develops the different types of “intelligences” that contribute to language learning, including emotional intelligence. The use of stories for the teaching of English may link language learning to other subjects of the curriculum, such as maths, science, arts and crafts, geography, technology, music, and drama, thus contributing to the children’s conceptual development.
publishDate 2007
dc.date.none.fl_str_mv 2007-01-01T00:00:00Z
2021-02-18T11:34:46Z
2021-02-18
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status_str publishedVersion
dc.identifier.uri.fl_str_mv http://hdl.handle.net/10174/29151
http://hdl.handle.net/10174/29151
url http://hdl.handle.net/10174/29151
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv aasilva@uevora.pt
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dc.source.none.fl_str_mv reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
instacron:RCAAP
instname_str Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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repository.name.fl_str_mv Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação
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