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Children
Make learning English enjoyable and fun; do not forget that you're influencing their attitude
towards language learning.
Do not worry about mistakes. Encourage children, make sure you feel comfortable and not afraid
to participate.
Use a lot of gestures, actions and illustrations to show what you mean.
Talk to them a lot in English, especially about things they see.
Play games, sing songs and recite rhymes and chants with them.
It features simple stories in English, using illustrations and acting with different voices.
Do not worry when using their mother tongue. You can answer in English to a question in their
language and sometimes in English again say what they say in their mother tongue.
Constantly recycles the language, but do not be afraid to add new things or use words they do not
know.
Lessons with varied activities program:
some quiet, some loud, some in which the children are seated, others which are standing or
moving.
Because children have different characteristics depending on their age, sometimes distinguish
between very young children-of childish and small, primary.
2. Peculiarities of teaching English at an early age.
If you teach a second language to children, you must remember that these children:
acquire English listening and being exposed to the language, so much as language acquisition
learn by doing and playing; not try to learn new words and phrases consciously, to them that's
incidental.
They enjoy playing with the sounds of language, imitating and making funny noises. So have fun
with them playing with words and phrases, for example, singing them or exaggerating your
expression.
They are not able to organize their learning. They often do not even realize they are learning a
foreign language.They consider it just for fun!
There may still be unable to read or write in their mother tongue; so it is important to recycle new
words and expressions talking and playing.
They will develop grammatical awareness alone gradually provided large amounts of English
listen and learn to understand many words and phrases.
2.2. Knowing how kids are learning their first language can help us to teach a second.
All children speak at least one language when they start school. Think about how that first language
learning. Think of infants and young children. Most mothers talk to their children very much.
Babies
Toddlers
Read this conversation between a mother and her 16 month old son. Look at how language use and
how the mother talks to the child about what is happening.
How many sentences says the mother? And how many words the child says?
MOTHER: Now We`re Nearly dressed ... OK now over your head ... good boy ... put in your other
hand .... now shoes. Where are your shoes?
CHILD: Sus ...
MOTHER: Yes, Your shoes. Where are they? (Both look around for the shoes).
MOTHER: Oh there. Look .... your shoes ... on the chair.
CHILD: sus, sus.
MOTHER: Yes, shoes.
This speech could be called adult-child language; parents as educators help to develop spoken
language. Teachers can do the same with their students.
ACTIVITY
Listen to the recording 1A teacher talking to his class the Christian holiday of Easter. It is an
important celebration in many Western countries. The kids have school holidays and receive
chocolate eggs.
Although the subject is different from the mother dressing her child, language is used similarly.
Look at the transcripts and tries to find two similarities.
Think about the Easter Bunny and have the children say the phrase "chocolate eggs"
The conversation between mother and child abstract 1A between teacher and students are similar in
many ways.
First, both the mother and the teacher speak more than boys.
Second, both provide a safe and supportive environment that gives children confidence to try to
express using language.
These characteristics of adult-child language can help students acquire new language naturally. So
they are good strategies that teachers can use to teach English in the classroom.
Which of them already use?
There is a set of determinants that influence degree or learning a second language, and these factors:
intelligence aptitude, personality, motivation and age.
Intelligence has traditionally been measured by the ability to solve different kinds of
evidence, now it is considered that there are different intelligences that develop differently,
the theory of multiple intelligences.
The ability that people have to learn a language that is called "having heard" have good
general understanding and solving test intuitively.
Personality and mainly the same aspects are important in the acquisition of conversational
skills: be extrovert or introvert influences when people are learning a foreign language.
Therefore it is important that the child teacher input through different activities on self-
esteem and confidence.
Motivation is one of the factors that are more important when it comes to learning another
language.
The positive attitude and motivation are directly related to success in learning foreign
languages. A student with high motivation may quickly reach the targets set and whether
the classroom has lots of stimuli.
The communicative approach shifts the strict knowledge of the language to what to do in that
language. So children in the classroom have to create an atmosphere conducive to communication
and to ensure that students are able to understand and deliver messages.
Aspects that characterize this approach and that should not be forgotten when it comes to putting it
into practice in the English classroom are:
The total physical response method is one that has more applications in the acquisition of English-
friendly. The child, unable to understand what your teacher is voiced captures messages from the
actions and movements that are requested or shown during the course of the sessions. Example:
Body rhymes.
The natural method is a method particularly suitable for teaching and learning languages at an
early age. The acquisition-learning hypothesis led to early childhood education context serves to
mark the primary objective of raising the child to other forms of communication that contribute to
their overall development and training and in terms of the hypothesis of the monitor must be said
that in order. Finally the process of teaching and learning is to involve the child in performing a
number of activities in which language is used as a mechanism to communicate with others.
Finally, you can follow the input hypothesis, the teacher must use a basic language adapted to the
surrounding context in order to enable children to understand the communicative activities that take
place and thereby motivate learning.
There are different methods and approaches to teaching and learning can occur, ie many methods as
currents that have sought to rationalize the various ways in which a teacher taught class.
All methods are described and analyzed in its main components from three elements: focus, design
and procedures.
1. grammar-translation, as the name suggests, uses the translation and study of the grmtica
main activities in teaching and learning.
2. In this method the direct posterior approach, which calls for the elimination of the
translation and the use of the mother tongue as well as for teaching of grammatical rules
inductively and learning of reading and writing comes to learning speech.
3. Audiolingual method, whose main tenets focus on teaching receptive skills (listening and
speaking) in front of productive (read and write)
4. Situational method is based on the presentation, organization and word choice depending
on the situation or context in which the student is.
5. The communicative approach to language teaching, the ultimate focus is on the
development of communicative competence.
The communicative competence means the ability to master the grammatical rules of a language
and thus create well-constructed sentences, as well as competition from knowing when these
constructs can be said and to whom.
The notional-functional approach, the curriculum structure, as its name suggests, notions and
functions. The notion refers to the context in which people carry communication processes, and
function refers to the specific intention of the speaker in a given context.
From this approach we focus on tasks. All the learning process revolves around communicative
tasks, i.e, through different activities in the classroom.
5.1. Teaching English at an early age is a process that requires constant creativity as the work of
teachers is concerned. It is also advisable to know and use a number of strategies that will serve to
more fruitful results.
Remember that the more English children hear more and learn gradually learn; not say it quite right
at first. Encourage responding positively to everything they say.
To help students to acquire the language, we insist on speaking English from the beginning of class.
Whatever you say will depend, of course, if you're their teacher for all subjects or are specialist
English teacher.
If you are the teacher, initiate the thought of English classes, you could say or do whatever you
consider to make sure the children know that it will begin English classes.
If you are a specialist teacher in English, you should think about what you say to the children in
each group to start the lesson. You should think of saying or writing some things we could do at the
beginning.