Name: EZTalking
Price: 5 USD
Author: EZTalking

Learning to notice causal connections

Practising visual recognition

Practicing to observe spoken and written language

Practicing categorization and classification

Practicing memorizing skills

Practicing letters, alphabets and written language

Learning to find the joy of learning and new challenges

Practicing to take responsibility of one's own learning

Practicing persistent working

Learning the basics of spelling

Practicing keyboard skills and touch typing

Using technology as a part of explorative process

Enabling the growth of positive self-image

Practicing to use foreign language as a communication tool

Use a thesaurus.

Use dictionaries to check the spelling and meaning of words.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Continue to distinguish between homophones and other words which are often confused.

Spell some words with ‘silent’ letters [for example, knight, psalm, solemn].

Spell words that are often misspelt (English Appendix 1).

Spell further homophones.

Use further prefixes and suffixes and understand how to add them (English Appendix 1).

Apply spelling rules and guidance, as listed in English Appendix 1.

Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly.

Distinguishing between homophones and near-homophones.

Learning to spell more words with contracted forms.

Learning to spell common exception words.

Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones.

Spelling segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.

Using letter names to distinguish between alternative spellings of the same sound.

Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs.

Using the prefix un–.

Apply simple spelling rules and guidance.

Using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].

Spelling common exception words.

Spelling words containing each of the 40+ phonemes already taught.

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Read words containing common suffixes.

Read accurately words of two or more syllables that contain the same graphemes as above.

Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.

Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.

Read other words of more than one syllable that contain taught GPCs.

Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Apply phonic knowledge and skills as the route to decode words.

Using dictionaries to check the meaning of words that they have read.

Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s).

Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.

Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Know final -e and common vowel team  conventions for representing long vowel sounds.

Decode regularly spelled one-syllable words.

Know the spelling-sound correspondences for common consonant digraphs.

Know and apply grade-level phonics and word analysis skills in decoding words.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Demonstrate understanding of spoken words, syllables, and sounds.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Supporting student to build their own linguistic and cultural identity

Learning about different languages

Practicing to set one's own learning goals

Spellzone

Spellzone is an online resource that unlocks the mystery of English spelling and adapts to all abilities including SEND, SLD...

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The World's Leading Speaking Training Platform

Can understand very short, simple texts a single phrase at a time, picking up familiar names, words and basic phrases and rereading as required.

Can understand short, simple texts containing the highest frequency vocabulary, including a proportion of shared international vocabulary items.

Can understand short, simple texts on familiar matters of a concrete type which consist of high frequency everyday or job-related language

Can get an idea of the content of simpler informational material and short simple descriptions, especially if there is visual support.

Can recognise familiar names, words and very basic phrases on simple notices in the most common everyday situations.

Learning to understand people, surroundings and phenomenons around us

Encouraging to build new information and visions

Learning to build information on top of previously learned

Learning to understand and interpret diverse types of texts

Learning about different countries and their characteristics

Learning to understand and interpret diverse types of texts, from vernacular to academic

The solution is inline with CEFR framework for second language learning and includes content for CEFR levels.

Can control a narrow vocabulary repertoire dealing with concrete everyday needs.

Has a basic vocabulary repertoire of isolated words and phrases related to particular concrete situations.

Can understand specialised articles outside his/her field, provided he/she can use a dictionary occasionally to confirm his/her interpretation of terminology.

Can read with a large degree of independence, adapting style and speed of reading to different texts and purposes, and using appropriate reference sources selectively. Has a broad active reading vocabulary, but may experience some difficulty with low-frequency idioms.

Can scan longer texts in order to locate desired information, and gather information from different parts of a text, or from different texts in order to fulfil a specific task.

Can read straightforward factual texts on subjects related to his/her field and interest with a satisfactory level of comprehension.

Can identify specific information in simpler written material he/she encounters such as letters, brochures and short newspaper articles describing events.

Using technological resources for finding and applying information

Building common knowledge of technological solutions and their meaning in everyday life

Practicing versatile ways of working

Getting familiar with different cultures

Can follow clearly articulated speech directed at him/her in everyday conversation, though will sometimes have to ask for repetition of particular words and phrases.

Can follow many films in which visuals and action carry much of the storyline, and which are delivered clearly in straightforward language.

Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech.

Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured.

Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning.

Has a sufficient vocabulary to express him/herself with some circumlocutions on most topics pertinent to his everyday life such as family, hobbies and interests, work, travel, and current events.

Practicing to evaluate one's own learning

Practicing to find ways of working that are best for oneself

Can establish basic social contact by using the simplest everyday polite forms of: greetings and farewells; introductions; saying please, thank you, sorry etc

Can spell his/her address, nationality and other personal details.

Can copy familiar words and short phrases e.g. simple signs or instructions, names of everyday objects, names of shops and set phrases used regularly.

Pronunciation of a very limited repertoire of learnt words and phrases can be understood with some effort by native speakers used to dealing with speakers of his/her language group.

Shows only limited control of a few simple grammatical structures and sentence patterns in a learnt repertoire.

The solution is inline with CEFR framework for second language learning and includes content for all CEFR levels.

Practicing logical reasoning to understand and interpret information in different forms

Learning about cultural aspects and to respect different cultures

Learning to face respectfully people and follow the good manners

Can give a short, rehearsed presentation on a topic pertinent to his everyday life, briefly give reasons and explanations for opinions, plans and actions.

Can cope with a limited number of straightforward follow up questions.

Can deliver very short, rehearsed announcements of predictable, learnt content which are intelligible to listeners who are prepared to concentrate.

Can describe people, places and possessions in simple terms.

Can describe his/her family, living conditions, educational background, present or most recent job.

Can explain what he/she likes or dislikes about something.

Can use simple descriptive language to make brief statements about and compare objects and possessions.

Can describe plans and arrangements, habits and routines, past activities and personal experiences.

Can give short, basic descriptions of events and activities.

Can tell a story or describe something in a simple list of points. Can describe everyday aspects of his environment e.g. people, places, a job or study experience.

Can produce simple mainly isolated phrases about people and places.

Can read a very short, rehearsed statement - e.g. to introduce a speaker, propose a toast.

Can describe him/herself, what he/she does and where he/she lives.

Can understand simple instructions on equipment encountered in everyday life - such as a public telephone.

Can understand regulations, for example safety, when expressed in simple language.

Beelinguapp

Beelinguapp is a language learning app that uses audiobooks to teach new languages through side-by-side text and audio.

StudyTask

StudyTask is an educational platform that streamlines task creation, assignment, and grading for enhanced learning.

EZTalking

Users can upload their own teaching materials similar to Uber, with AI pronunciation scoring and AI conversations.

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EZTalking

EZTalking

What is EZTalking?

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