Children soon discover that they can read something simple _ English
(*ответ*) in
of
on
by
Children who already _ the Roman alphabet and the sounds of the 26 letters are often keen to know how to read and even handwrite rhymes
(*ответ*) know
known
knew
knowing
Children _ to repeat language items many times to get them to ‘stick’ so don't be afraid to repeat games or do several different activities with the same language topic or set of words
(*ответ*) need
may
should
must
Children _ to feel secure and successful even when they are beginners
(*ответ*) need
must
may
can
Children _ not be hurried and made to work at an adult’s speed, especially in the initial stages of learning a new rhyme
(*ответ*) should
may
have
need
Consider developing an overall thematic or project-_ approach with language functions embedded in it
(*ответ*) based
base
basing
bases
Develop activities that encourage real dialogue between child–child and adult–child _ than relying on activities that just require children to respond by either nodding their heads or pointing to a picture
(*ответ*) rather
so
other
how
Dramatic or pretend play _ the development of language
(*ответ*) stimulates
stimulate
stimulating
have stimulates
Encourage the children to coax the puppet out of its hiding spot _ a friendly Hola or Bonjour
(*ответ*) with
on
at
in
Even if they do not know the exact word for something, children do not feel embarrassed by _ a different name for it since, as in play, everything can become anything — a stick can be a horse or a pen
(*ответ*) using
use
used
being used
For example, if a child says, “My shoes,” you can talk about the colour or type of shoes the child _ wearing
(*ответ*) is
--
has
be
For many the choice is based on the language background of the family but it can also be based on a teacher’s reputation or the language _ their friends are taking
(*ответ*) that
what
who
this