Teaching English to Children 8C8931
Unit 1. Language Teaching Methodology Language Teaching Methodology Defined Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. This whole complex of elements defines language teaching methodology.
Unit 1. Language Teaching Methodology BASIC TEACHING METHODS • Situational Language Teaching • Audio-lingualism • Communicative Language Teaching • Total Physical Response • Community Language Learning • The Natural Approach • Suggestopedia
Unit 1. Language Teaching Methodology NEW TEACHING METHODS • Teacher/Learner Collaborates • Method Synergistics • Curriculum Developmentalism • Content-Basics • Multintelligencia • Total Functional Response • Strategopedia • Lexical Phraseology • O-zone Whole Language
Unit 2. Listen and Do activities: Animal Walk Target language: animals, numbers Resources: a dice for eachteam of players Preparation: if you do the activity in the classroom, move the desks and chairs to the walls. It can also be played, for example, in the gym or playground. Time guide: 10 minutes +
Unit 2. Listen and do activities: animal walk Activity: write 2 sets of numbers 1-6 on the board. Add names or pictures of six different animals next to the first set of numbers. For example: Animalnumber of stomps, hops, strides • Frog 1 • Elephant 2 • Mouse 3 • Ostrich 4 • Monkey 5
Unit 2. Listen and Do activities: Animal Walk Point to the list of animals. Ask the learners or mime how these animals walk. Do the stomps (heavy step), hop (all or both feet together) or stride (long steps)? Are their steps long or short, narrow or wide? For example, the frog hops, the elephant stomps with big and wide steps, etc.
Unit 2. Listen and do activities: animal walk Mark the start at one end of the classroom and the finish line at the other end. Tell the learners to line up the start. Roll the dice once and speak to the learner in the line, for example: Teacher: It’s a one. Bonnie, what’s a one? Point an the list of animals. Bonnie: Frog. Teacher: Yes, it’s a frog. Roll the dice for the second time. It’s a three. Hop three times forward like a frog.
Unit 2. Listen and Do activities: Animal Walk The learner makes three hops forward like a frog. Invite the next learner in the line to play. Roll the dice and continue the activity in the same way. The aim of the game is to be the first one to cross the finish line. When the learners become more confident, let them also roll the dice.
Unit 2. Listen and do activities: animal walk Variations: • Play the game in groups of four or five. • Let learners to make their own list of animals. • Make the activity more challenging, for example, using a 12-sided dice or having the list of animals more playful or unusual.
Unit 3. Listen and Do activities: Fingers Target language: ordinal numbers – first, second, third; rhyme Resources: none Preparation: practice saying the rhyme Time guide: 10 minutes +
Unit 3. Listen and Do activities: Fingers Rhyme: The first one said: Let’s go to bed. The second one said: Let’s play instead. The third one said: Let’s eat some bread. The fourth one heard: what said the third. The little one cried: Let’s go and hide.
Unit 3. Listen and Do activities: Fingers Activity 1. Invite the learners to play with their fingers. Tell them to show you how they wiggle them, open them wide, make a fist, snap their fingers, etc. Point at your finger and say: ‘my first finger’, ‘my second finger’, my third finger’, etc. Get the learners to join you and point at their fingers, too.
Unit 3. Listen and Do activities: Fingers Ask the learners to put some fingers together. Say, for example, ‘put the second fingers together’, put the fourth fingers together. Make it more difficult by asking them to use a different finger on each hand, for example, ‘put the first finger on your right hand and the fifth finger on your left hand together’.
Unit 4. Listen and Do Activities: Blindfold Walk Target language: giving directions Resources: board, scarf Preparation: none This activity is described for the classroom. A playground or hall are also suitable Time guide: 20 minutes +
Unit 4. Listen and Do Activities: Blindfold Walk Activity: • Ask the class to help you move the desks and chairs to the walls to create a space in the middle. For example: we need some more space today, can you help me to movethe desks and chairs? Let’s be quite. • Invite the learners to come and stand in the middle of the room. Make sure everyone has enough space around them. Givesimple directions and move yourself.
Unit 4. Listen and Do Activities: Blindfold Walk 3. Elicit from the learners which instructions they remember and ask them to show what they mean. 4. Ask a confident student to give directions to the rest of the class. 5. Put the class into small groups and tell them to take turns giving directions.
Unit 5. Activities using recourses: Memory Game Language: revising recently learned vocabulary Resources: poster-sized paper. You could use the back of the pre-printed poster. With a big class you may need to prepare two identical posters. Preparation: make a poster with 12 хшсегкуы за the words you want to revise, for example:
Unit 5. Activities using recourses: Memory Game Activity: 1. Tell the class that they are going to see a poster with some pictures on it with the words that they have recently learnt. They must look at tall the pictures quickly and remember as many as possible. Place the poster (s) so that all the learners can see it (them) easily. If you need two posters, place them on opposite walls of the classroom.
Unit 5. Activities using recourses: Memory Game 2. Ask the learners to stand around the poster and look at the pictures. Tell them nor t to write anything, but just to look carefully at all pictures on the poster for one minute. 3. After one minute, remove or cover up the posters. Tell learners to write down the name of as many of the objects that they saw and can remember. Give a time limit of two minutes.
Unit 5. Activities using recourses: Memory Game • To prompt their memory ask the class these questions - they don’t need to answer yet: How many animals did you see? How many words start with the letter ‘g’? How many things could you eat? What’s got four legs, but no tail? Which things could you use to travel?
Unit 6. Activities using recourses: Packaging Resource: packaging from food or household products Preparation: Collect a selection of different packaging from food, such as biscuits, or household products, such as toothpaste or soap, which has information printed in English. Try to make sure that the prices are kept on. Have enough packaging for each group of 4 to 6 learners and one for yourself. Time guide: 15-20 minutes
Unit 6. Activities using recourses: Packaging Activity • Organize the class into groups of four to six. • Ask each group a question about their packaging. • Now divide each group into two and ask them to compare their packaging of using the same types of questions.
Unit 6. Activities using recourses: Packaging What type of packaging is it? What is the product? Which company made it? How much does it weigh? How much does it cost? What’s in it? What’s the sell-by date? Is there any other information?
Unit 6. Activities using recourses: Packaging Asking and answering questions about packaging, or example: • How much does it cost? • It cost 50 pence. • How much does it weigh? • It weighs 200 grams. • What’s in it? • It’s got flour, fat, sugar, and spices.
Unit 6. Activities using recourses: Packaging Variations • The learners can compare the design of the packaging, by looking at the pictures, the amount of and the clarity of the information given, and the strength and suitability of the packing for the food it held. • The language of the advertising on the packaging can be looked at and compared. The learners could make their own advertising slogans for each product.
Unit 6. Activities using recourses: Packaging 3. Ask learners to bring in their own selection of packaging. It may take a term to make a large and varied collection, to tell the class to start collecting at the beginning of term. When the class has collected enough packaging to fill a box per group of four learners, you can organize a shopping activity. Each group arranges their selection of packaging as in a shop on a desk. In turn, one learner from each group stays behind the desk as the shopkeeper. The rest of the class visit the other ‘shops’ and ask for what they want to buy.
Unit 6. Activities using recourses: Packaging 4. Each group writes out some questions based on the information on their pieces of packaging. Then they exchange questions and packaging with another group. Each group reads the new packaging to answer the questions given.
Unit 7. Cross-curricular activities: Plants Target Language: ‘plants’ vocabulary area Present Simple; Question form - Does it…? Do you.? Has it got…? Cross-curricular links: Biology Recourses: the board, a sheet of paper and a pencil for each learner Preparation: draw the picture from stage 1 on the blackboard Time guide: 45 min
Unit 7. Cross-curricular activities: Plants Activities: 1. Point to the drawing on the board and tell the learners that you grow plants at home: a tulip, a bean, a cactus, some basil and some garlic. Explain that you grow the plants in pots from seeds and bulbs, or one part of bulb is called a clove. Only the cactus is from the flower shop. Show where the plants have leaves, stems, and flowers. Point out that the bean has pods with seeds and the cactus a stem with spines.
Unit 7. Cross-curricular activities: Plants 2. Give everyone a sheet of paper and a pencil. Ask them to write the numbers 1 to5 on the sheet. Tell the learners that you are going to describe which plant grow in each flowerpot. Ask them to listen and write the letters next to the numbers. Describe the plants in simple sentences, for example:
Unit 7. Cross-curricular activities: Plants • The plant grows very quickly. It has a stick in the pot to climb on. It has red flowers and then green pos. I sometimes use the seeds from the pods in the kitchen. • I grow the plant from a clove. The leaves are long and narrow. I cut the leaves and use them on sandwiches. They taste milder than the cloves. I also use the cloves for cooking.
Unit 7. Cross-curricular activities: Plants . The plant has shiny green leaves. The leaves have a very pleasant and sweet taste. I add them to salads and other dishes. I water the plant very often. It likes sun light. d. it’s a desert plant. It needs very little water, especially in the winter. It likes a lot of sunlight. It has no leaves, but a thick stem with spines.
Unit 7. Cross-curricular activities: Plants e. it’s a spring plant. It has a tall stem and a large bright flower shaped like a cup. I grow the plant from a bulb. The plant doesn’t like when it is too hot. (Answers: a - bean, b – garlic, с – basil, d – cactus, e – tulip) 3. Check answers with the class.
Unit 8. Cross-curricular activities: Pulse Target language: Past Simple, numbers Cross-cultural links: Biology, Maths, Physical education Recourses: the board, a watch with a second hand or a stopwatch, sheet of paper and a pencil for each learner Preparation: practice taking your pulse Time guide: 45 minutes
Unit 8. Cross-curricular activities: Pulse Activity 1. Explain or mime the word ‘heartbeat’. For example, by beating your fist on your chest. Ask the learners where on the human body they can feel their pulse. Show the places on tour wrist and neck. Encourage the learners to find their own pulse.
Unit 8. Cross-curricular activities: Pulse 2. Tell the learners they are going to take their own pulse and do some simple calculations. Do the measurement together with the learners, giving and demonstrating the simple instructions. Invite the learners to follow you. Write the results on the board as an example.
Unit 8. Cross-curricular activities: Pulse Instructions: Place your fingers on your wrist below the thumb or under the jaw on your neck. Count the beats you feel for 15 seconds. Stop. Write down the numbers you have count. Multiply the number of beats you counted by 4. Write the example on the blackboard.
Unit 8. Cross-curricular activities: Pulse 3. Ask a few learners what their pulse is. Tell the learners to walk around the classroom and ask each other what their pulse is. If they find someone with the same pulse rate theirs, they should write down his or her name. Check how many names the learners have in their lists at the end of the activity. 4. Draw a chart with a list of activities on the board, for example:
Unit 9. Cross-curricular activities: Weather Target Language: ‘weather’ vocabulary area; adverbs of frequency – usually, often, sometimes, rarely; Present Progressive and Present Simple Cross-curricular links: Geography, Art Recourses: the board, a sheet of paper and a pencil for each learner Preparation: draw the picture from stage 1 on the blackboard Time guide: 45 min
Unit 9. Cross-curricular activities: Weather Activity • Ask the learners to give you the adjectives to fit the weather symbols and write the answers on the board. Then ask what the nouns and verbs are: Adjectives sunny cloudy foggy windy rainy Nouns sun cloud fog wind rain Verbs shine - - blow rain