Pupils are at a highly receptive age when everything is of interest to them They can learn faster...
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Transcript of Pupils are at a highly receptive age when everything is of interest to them They can learn faster...
•Pupils are at a highly receptive age when everything is of interest to them
• They can learn faster
•Young children have little fear of making mistakes
•They often show a greater motivation than adults to do things that appeal to them
Young children are ‘better’ language learners than adults
How do children learn their mother language?
A/ The child's language environment:
NO DIRECT PRESSURE to learn
NO TIME LIMIT for learning
There is LOTS OF REPETITION
Both the LANGUAGE AND THE WORLD ARE NEW
All the language is spoken IN THE CONTEXT
THE LANGUAGE IS ALL AROUND
The child has MANY OPPORTUNITIES FOR USING the language to communicate
B / The Child's Learning Strategies:
The child in NOT INTERESTED IN LANGUAGE for its own sake.
The child ENJOYS THE REPETITIVE events of his life, and uses this enjoyment to help him learn.
The child directs his attention to things that are EASY TO UNDERSTAND.
The child uses his natural desire TO PARTICIPATE IN THE LIFE AROUND HIM to help him learn new language.
The child IMMEDIATELY USES the language, and his SUCCESS IN COMMUNICATION BUILDS CONFIDENCE.
How do children learn their mother language?
How does this apply to learning structure ?
No Abstracts
Adults know that if A = B and B = C, then A = C Grammatical knowledge is based on abstract concepts which the child cannot understand It is clearly pointless for the teacher to attempt to teach children about structure
Repetition
Language patterns are very important for children Their operational ability in the language is fundamentally based on learning these patterns
Passive Structure
The way in which the child develops an
operational ability in the structure of the mother
tongue before school ageUtterances such as ‘Me drinked tea’ , ‘No Teddy go’
have not been copied from adults
demonstrate that the child is operating their own system of linguistic ‘rules’ which they devise and modify as they get older
they're extending a grammatical rule which they know works well with other verbs
1) Underline the verb in the following sentences:
Az iskam podarak. Te iskaha kolata. Nie iskahme tova. Toi iskashe vsichko.
The answer:
Az iskam podarak. Te iskaha kolata. Nie iskahme tova. Toi iskashe vsichko.
2) Underline the auxiliaries in the following questions ? Te otvoriha li vratata? Toi mozhe li da popravi pechkata? Imame li vreme?
The answer:
Te otvoriha li vratata? Toi mozhe li da popravi pechkata? Imame li vreme?
3) Re-write this question as statement
Te otvoriha li vratata?
The answer:
Te otvoriha vratata.
1. Nonverbal CommunicationThe effective use of nonverbal cues assists in a wide range of classroom practices by adding an extra dimension to the language:
reducing unnecessary teacher talking time
increasing learner participation
confidence building
clear instructions
efficient classroom management
improving performance in pair and group
activities
2- Total Physical Response
Young children are not able to cope with
abstract
concepts but rely on their senses to learn
new things Physically doing something helps
the
child to understand the
language
3- Presenting the grammatical structure in a child's context, with humorYou can create your own characters to suit the English you're teaching
a mad professor who collects things to help practise the plural of nouns
a character called “Mr. S” for the Present Simple
Use a soft toy or a puppet as a character in teaching prepositions
a character that demonstrates just how silly it would be to try to count sugar when teaching countable and uncountable nouns
Examples :
4. Songs and chants
Structure songs help pupils remember the structure points in a fun way
5. Story telling
One of the best ways to introduce different tenses is through a story
6. Rhymes and poems
I go to school in the morning ,And I walk like this, walk like this, walk like this
I go to the sea in the morning ,And I swim like this, swim like this, swim like this
I go to the club in the morning ,And I play like this, play like this, play like this
I go to mosque in the morning ,And I pray like this, pray like this, pray like this
7. Teaching Structure with Fun Learning Games
Have a clear linguistic outcome for each game
The game can be a listening game to allow the students to repeatedly hear a new grammatical structure in use
It can be a speaking game to allow practice of the structure once it has been absorbed through listening beforehand.
Reading, spelling and writing games come after the new structure has been absorbed and the students can use it orally.
8. Practising the grammatical structure
Traditional exercises in the form of mechanical drills, gap-fills, and sentence transformations all have a part to play in practising structure.
They are useful at times when you need to calm your pupils down 9. Pattern Practice in
context Pattern practice alone is not enough. It should exist within a comprehensible context.
10. Communicative Structure for Kids
I like to teach structure with a two-step approach.
This should help them become good communicators in the future.
We should give EQUAL attention to both the statement form
AND the question form. 11. Drawing and writing on the board
12. Interactive Games – Computer Assisted Learning
Using interactive games in computer assisted classes
can be
very motivating to the young learners.
Animated pictures and sound effects attract pupils’
attention
and provides memorable practice
Conclusion
Our perspective of teaching structure is very important.
Teaching structure doesn't mean we do structure drills for
the entire class. We can do games and songs and also
have fun teaching structure.
Structure has a nasty reputation for being boring and
difficult. It needn't be. It's just part of language and many
of the activities we readily use in general English teaching
and practice can be adapted to specific structure topics.
Above all,we shouldn't
lose sight of the one thing children do best :
HAVE FUN !