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Why do we teach children a new language?

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A better new worldA better new world A better picture of the languageA better picture of the language Show them that learning a language is a piece of a Show them that learning a language is a piece of a

cakecake Provide a smooth path to progressProvide a smooth path to progress Let them use their mind ( creativity )Let them use their mind ( creativity ) Enjoy their free time not waste itEnjoy their free time not waste it English is a medium for accessing modern sciencesEnglish is a medium for accessing modern sciences To make moneyTo make money ……..

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To teach English to To teach English to childrenchildren

You must be patient You must be patient You must love childrenYou must love children Understand the individual differencesUnderstand the individual differences Encourage Encourage EncourageEncourage Encourage Encourage Motivate motivate motivateMotivate motivate motivate Let them see the beautiful aspects of Let them see the beautiful aspects of

languagelanguage Let them love you and THE NEW LANGUAGELet them love you and THE NEW LANGUAGE You must know the techniquesYou must know the techniques Get started soon …Get started soon …

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GRAMMAR –TRANSLATION GRAMMAR –TRANSLATION METHODMETHOD

CLASSICAL METHODCLASSICAL METHOD TEACHING LATIN AND GREEKTEACHING LATIN AND GREEK LITERATURELITERATURE MENTAL DISCIPLINEMENTAL DISCIPLINE READING AND WRITINGREADING AND WRITING TRANSLATIONTRANSLATION MEMORIZATION OF LONG LISTSMEMORIZATION OF LONG LISTS GRAMMAR DEDUCTIVELY AND EXPLICITLYGRAMMAR DEDUCTIVELY AND EXPLICITLY ACCURACYACCURACY NATIVE LANGUAGE (MOTEHR TONGUE)NATIVE LANGUAGE (MOTEHR TONGUE) COMMUNICATION NOY IMPORTANTCOMMUNICATION NOY IMPORTANT

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THE DIRECT METHODTHE DIRECT METHOD TARGET LANGUAGETARGET LANGUAGE NO TRANSLATIONNO TRANSLATION EVERY DAY VOCAB AND SENTENCESEVERY DAY VOCAB AND SENTENCES ORAL COMMUNICATIONORAL COMMUNICATION TEACHING INDUCTIVELY AND IMPLICITLYTEACHING INDUCTIVELY AND IMPLICITLY ORAL PRESENTATION OF MATERIALSORAL PRESENTATION OF MATERIALS USING OBJECTS , DEMONSTRATION , AND USING OBJECTS , DEMONSTRATION , AND

PICTURES , ASSOCIATION IN TEACHINGPICTURES , ASSOCIATION IN TEACHING SPEECH AND LISTENINGSPEECH AND LISTENING CORRECT PRONUNCIATION AND GRAMMARCORRECT PRONUNCIATION AND GRAMMAR

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THE AUDIO-LINGUAL METHODTHE AUDIO-LINGUAL METHODARMY METHODARMY METHOD

USA ( WORLD WAR II )USA ( WORLD WAR II ) DESCRIPTIVE LINGUISTICSDESCRIPTIVE LINGUISTICS BEHAVIORAL PSYCHOLOGYBEHAVIORAL PSYCHOLOGY CONTEXTCONTEXT NATIVE AND TARGET LANGUAGES DIFFERENTNATIVE AND TARGET LANGUAGES DIFFERENT MODELLINGMODELLING HABIT FORMATIONHABIT FORMATION AVOID ERRORSAVOID ERRORS SLOTS IN SENTENCESSLOTS IN SENTENCES PATTERN PRACTICEPATTERN PRACTICE OVERLEARNING ( ANSWER AUTOMATICALLY )OVERLEARNING ( ANSWER AUTOMATICALLY ) MOTHER AND FOREIGN LANGUAGE LEARNING ARE THE SAMEMOTHER AND FOREIGN LANGUAGE LEARNING ARE THE SAME NATURAL ORDERNATURAL ORDER EVERYDAY SPEECH IS CULTURE NOT JUST LITERATURE AND ARTEVERYDAY SPEECH IS CULTURE NOT JUST LITERATURE AND ART TEACHER ORCHESRTA LEADERTEACHER ORCHESRTA LEADER INDUCTIVE TEACHINGINDUCTIVE TEACHING CHAIN DRILLSCHAIN DRILLS QUSETION AND ANSWERQUSETION AND ANSWER MEMORIZATION OF DAILOGUES AND ROLE PLAYMEMORIZATION OF DAILOGUES AND ROLE PLAY

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SUGGESTOPEDIASUGGESTOPEDIA

( GEORGI LOZANOV)( GEORGI LOZANOV) PSYCHOLOGICAL BARRIERPSYCHOLOGICAL BARRIER PERIPEHRAL LEARNINPERIPEHRAL LEARNIN PSEUDO-PASSIVE STATEPSEUDO-PASSIVE STATE NOVELTY IN TEACHIGN AND LEARNINGNOVELTY IN TEACHIGN AND LEARNING INFANTILIZATION INFANTILIZATION CLASS ARRANGEMENTCLASS ARRANGEMENT VOVABULARY AND SPAEKINGVOVABULARY AND SPAEKING MUSIC AND FILMMUSIC AND FILM ROLE PLAYROLE PLAY

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SILENT WAYSILENT WAY

CALEB CATTEGNOCALEB CATTEGNO SILENCESILENCE USING CHARTS AND PHOTOSUSING CHARTS AND PHOTOS AUTONOMYAUTONOMY INNER CRITERIAINNER CRITERIA STUDENT’S PERCEPTIONSTUDENT’S PERCEPTION SELF-CORRECTIONSELF-CORRECTION LEARNING TAKES PLACE AS WE SLEEPLEARNING TAKES PLACE AS WE SLEEP

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COMMUNITY LANGUAGE COMMUNITY LANGUAGE LEARNINGLEARNING

CHARLES A . CURRAN CHARLES A . CURRAN RELATIONSHIP OF STUDENTSRELATIONSHIP OF STUDENTS COUNCELLING LEARNINGCOUNCELLING LEARNING ADULTSADULTS CLOSE RELATIONSHIP OF TEACHER AND LEARNERCLOSE RELATIONSHIP OF TEACHER AND LEARNER NONDEFENSIVE MANNERNONDEFENSIVE MANNER SECURITYSECURITY EXPRESSING THEMSELVESEXPRESSING THEMSELVES TEACHER AND LEARNER TRUST EACH OTHERTEACHER AND LEARNER TRUST EACH OTHER

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TOTLA PHYSICAL RESPONSE ( TPR )

JAMES ASHER (COMPREHENSION APPROACH) LISTENING COMPREHENSION HOW CHILDREN ACQUIRE THEIR MOTHER TONGUE KRACHEN AND TERRELL’ NATURAL APPROACH LISTENING TO TAPE AND COMMAND AND ACTING PHYSICALLY USING REAL OBJECTS AND PHOTOS VIDEO AND SONG MUSIC MEANING THROUGH ACTIONS RIGHT HEMISPHERE OF THE BRAIN IS ADDRESSED ( THE NON-VERBAL PART) USING IMPERATIVE SENTENCES DIRECT STUDENT’S BEHAVIOR UNDERSTANDING BEFORE SPEAKING OBSERVING ACTION AND PERFORMING THEM FEELING SUCCESSFUL IS IMPORTANT LANGUAGE LEARNING IS FUN LOW ANXIETY CORRECTION AVOIDED SPEAKIGN AND PRONUNCIATION THAN READING AND WRITING MODELLING GREAT RELATIONSHIP AMONG THE STUDENTS AND TEACHER ALLOW STUDENTS SPEAK WHEN READY NOT BY FORCE USING HUMOR AND FUNNY PHOTOS REPETITION LITTLY BY LITTLE LEARNING CULTURE OF TARGET LANGUAGE THROUGH CARTOONS AND MUSIC NOT USING MOTHER TONGUE BUT THROUGH BODY MOVEMENTS

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TEACHING MATERIALSand resources

START WITH ENGLISHMAGIC MUSIC MAN

GET READYMAGIC ENGLISHCHATTER BOX

Let’s Learn English

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SOME TEACHING TIPSSOME TEACHING TIPS GREETINGGREETING USING SIMPLE ENGLISHUSING SIMPLE ENGLISH DRAWING AND COLORINGDRAWING AND COLORING LISTENING TO MUSIC LISTENING TO MUSIC BACKGROUND MUSICBACKGROUND MUSIC SONGSSONGS CARTOONS AND FILMSCARTOONS AND FILMS START FROM THE CLASS ATMOSPEHERSTART FROM THE CLASS ATMOSPEHER SPEAK CLEARLY AND CONCISELYSPEAK CLEARLY AND CONCISELY PAY ATTENTION TO POOR STUDENTS PAY ATTENTION TO POOR STUDENTS USING CASETTE / CDS FOR MODELLINGUSING CASETTE / CDS FOR MODELLING USING THE BOARDUSING THE BOARD USE THE TEACHER’S BOOK USE THE TEACHER’S BOOK

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SOME TEACHING TIPSSOME TEACHING TIPS PANTOMIME AND ROLE PLAYPANTOMIME AND ROLE PLAY USING REAL OBJECTS USING REAL OBJECTS REPETITION AND DOING ACTIONSREPETITION AND DOING ACTIONS READING ALOUDREADING ALOUD USING ENJOYABLE GAMES USING ENJOYABLE GAMES INVITE A GOOD STUDENT TO PERFORMINVITE A GOOD STUDENT TO PERFORM OBSERVE OTHER SUCCESSFUL CLASSESOBSERVE OTHER SUCCESSFUL CLASSES KEEP UP-TO DATEKEEP UP-TO DATE SEATING ARRANGEMENTSEATING ARRANGEMENT A SENSE OF HUMORA SENSE OF HUMOR CALL THEM BY THEIR FIRST NAMESCALL THEM BY THEIR FIRST NAMES GIVING ENGLISH FIRST NAMES TO THE PUPILSGIVING ENGLISH FIRST NAMES TO THE PUPILS RECORDING THEIR VOICERECORDING THEIR VOICE DON’T RUSHDON’T RUSH BUDGET YOUR TIMEBUDGET YOUR TIME

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SOME TEACHING TIPSSOME TEACHING TIPS

CALL THEIR NAMESCALL THEIR NAMES FINAL EXAM NOT TOO SERIOUS BUT ORALLY FINAL EXAM NOT TOO SERIOUS BUT ORALLY CHECK THEIR WORK REGULARLYCHECK THEIR WORK REGULARLY HAVE A VIDEO-RECORDING OF YOUR CLASSHAVE A VIDEO-RECORDING OF YOUR CLASS GIVE THEM BREAKGIVE THEM BREAK DON’T MISS THE FIRST DAY OF THE CLASSDON’T MISS THE FIRST DAY OF THE CLASS MAKE FRIEND WITH YOUR CLASSMAKE FRIEND WITH YOUR CLASS BE WELL-DRESSEDBE WELL-DRESSED USE VISUAL AIDS USE VISUAL AIDS TEACH 45 TO 60 MIN TEACH 45 TO 60 MIN BE PUNCTUALBE PUNCTUAL

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