Collins Introducing English to Young Children: Spoken Language电子书

Contents

About the Author

About this book

Terminology used in this book

List of figures

1

Very young and young children and language learning

1.1 Children’s and parents’ expectations

1.1.1 Children’s expectations

1.1.2 Home languages

1.1.3 Immediate results

1.1.4 Parents’ expectations

1.1.5 A young child’s learning triangle

1.2 Starting to learn English as another language

1.2.1 Acquisition or learning

Comment

Examples of prefabricated chunks of language used by the adult

Recognised natural order of steps or stages in language acquisition

1.2.2 Teacher/parent language

1.2.3 Mothereseto teacherese language

Language scaffolded by a teacher in a dialogue with a child

Teacherese styles for interactive interacting and learning

1.2.4 Scaffolding

1.2.5 Interaction

1.2.6 Extending concepts

1.2.7 Hearing and listening

1.2.8 Interference between languages

1.2.9 Code-switching

1.2.10 Mistakes

1.2.11 Transferring language

Transfer (same language, different context)

Transfer (same management language, same context)

1.2.12 Translation/Understanding

Balance in talk and understanding

1.2.13 Beginning to think in English

1.2.14 Encouragementand praise

1.2.15 Imitation

1.2.16 Transferringconcepts

1.2.17 Child and adolescent/adult language learning differences

1.3 The developing child

1.3.1 Brain development

1.3.2 Genderdifferences

Hearing

Voice

Muscular controland eye co-ordination

Frustration

Concentrationand perseverance

1.3.3 Intelligence

1.4 How a child learns oral English

1.4.1 Holistic development

1.4.2 Early language acquisition

1.4.3 Silent period(non-verbal phase)

1.4.4 Intermediate period

1.4.5 Breakthrough

1.4.6 Cognitive development

1.4.7 Emotional development

1.4.8 Physical development

1.5 Adults’ and parents’ roles in learning English

1.5.1 The teacher’s role

1.5.2 The parents’ role

2

Fitting the syllabus to the child

2.1 The syllabus

2.1.1 Textbooks

2.2 The teacher’s role as mediator

The mediator’s language

2.3 Supplementing the syllabus

Very young children want to be able to talk (narrate) in English about:

2.4 A beginners’ syllabus

2.4.1 Part One of a syllabus

Part One aims

2.4.2 Part Two of a syllabus

2.4.3 Adapting a syllabus

1. Controlling the introduction of material

2. Introducing additional activities

Ways of supplementing a syllabus:

3. Increasing the opportunities to talk about children’s immediate interests

2.4.4 The syllabusand the textbook

2.4.5 Adapting a textbook

1. Oral introduction

2. Speed of introduction of material

3. Simplifying too complex material

4. Supplementing the text

5. Introducing and consolidating reading

2.5 Working without a textbook

2.5.1 Assessment

2.6 An examination syllabus

3

Planning lessons

3.1 Class framework

3.1.1 Optimum learning times

3.1.2 A class framework

Introduction

Phase One

Phase Two

Phase Three

Ending

3.2 Class organisation

3.2.1 Length of lessons

3.2.2 Class numbers

3.2.3 Equipment and layout

3.3 Planning activities

3.3.1 Organising activities

Colour Pairs – an activity game that develops over several lessons

3.3.2 Frequency of activities

3.3.3 Variety of activities

3.3.4 Integrating activities

Practicing language connected with time

3.4 Managing and mediating

3.4.1 Managing disruptive children

Organisational considerations

Boys’ learning needs

3.4.2 Managing activities

3.4.3 Managing a class

Using voice as a personal teaching tool

3.4.4 Managing stress

3.4.5 Young children’s expectations of their teacher

3.5 Making a lesson plan

3.6 Documentation

3.6.1 Monitoring children’s work

3.6.2 Types of assessment

Teacher assessment

Self-assessment by child

Parents’ evaluation

Portfolio assessment

3.6.3 Analysing mistakes

Misunderstanding

Grammatical

Pronunciation

Intonation (tune)

Word order

3.7 Classroom language

What language does a teacher need?

3.8 Linking home and school

3.8.1 Pre-participation

1) How young children pick up English

2) Parents’ support

3) Links to activities

3.8.2 Parent participation

Rhymes and other ‘show-off’ pieces

Sharing picture books

3.8.3 English Timesat home

Home activities

4

Beginning oral communication

4.1 Using English from the start

4.2 Instructional words and phrases

Starting an activity

Checklist of language for starting an activity

Checklist of language for sustaining an activity

Ending an activity

Checklist of language for ending an activity

Language for socialising

Language for agreement/disagreement

Language for praise

4.3 Modifying language levels for young beginners

4.3.1 Loss of concentration

4.3.2 Translation

4.3.3 Simplification

Lesson plan (see Chapter 3)

4.3.4 Scaffolding

Teacher’s role in scaffolding English

4.3.5 Repetition

4.3.6 Transfer

4.4 Creating methods of communication

4.4.1 Dialogue

4.4.2 Language errorsand correction

Examples of interlanguage

Intonation

Intonation (tune)

Word order

Mediating

4.5 Pronunciation

4.5.1 World Englishes

4.5.2 The sounds of English

The vowels

Consonants

Teaching the alphabet

Initial letters

Some initial sounds

Rhyming words

Alphabet games

1) Guess the letter

2) I spy

Plurals

Syllablesand strong/weak forms

4.5.3 Improving pronunciation

Phoneticsand phonics

Ready-to-read programme for total immersion or bilingual classrooms

5

Oral games

5.1 Selecting games

Socialising game rules

5.1.1 Selecting suitable games

5.1.2 Fitting games into a programme

5.1.3 Monitoring or documenting

5.1.4 Game families

5.1.5 Starting, selecting or counting-out games

1) Rhyme starting games

2) Alphabet starting games

3) Multicultural starting games

Big or little (Thailand)

Up and down (Pakistan)

5.1.6 Physical games

1) Where’s the monkey?

Development

2) Listen and do

Development

3) What are you doing now?

Game

Development

4) Touch your nose

Preparation

Game

Development

5.1.7 Chasing games

1) How many teeth have you got Mr Bear?

Materials

Preparation

Game

2) What’s the time Mr Wolf?

Preparation

Game

Development

3) Farmer, Farmer, can I cross the water?

Preparation

Game

5.1.8 Board games

1) Snakes and Ladders

Materials

Preparation

Game

Development

Picture bingo

2) Materials

Preparation

Game

Development

5.1.9 Card games

1) Snap

Preparation

Game

Development

2) How many?

Materials

Preparation

Game

Development

3) Picture memory game or Pairs

Materials

Game

Development

4) I went on safari

Materials

Preparation

Game

Development

5.2 Language for games

Checklist of language for starting a game

Checklist of language for sustaining a game

Checklist of language for ending a game

5.3. Introducing new games

5.4 Organising games

5.5 Collecting, adapting and making games

Snakes and Ladders: how to make your own board

Development

6

Verbal play – rhymes, songs, chants, tongue-twisters, riddles and puns

6.1 Playing with language

6.1.1 Child-led play with language

6.1.2 Language values of verbal play

6.2 Rhymes

6.2.1 Selecting rhymes

6.2.2 Rhyme Time

6.2.3 Organising Rhyme Times

Rhyme Timeroutine

6.2.4 Collecting rhymes and rhyme books

6.2.5 Rhyme cards

6.2.6 Rhyme books

6.2.7 Learning to read through rhymes

Some rhymes for VYL and YL

6.3 Songs

6.3.1 Supportive recordings

6.3.2 Alphabet song

Alphabet song game

6.4 Chants

6.5 Tongue-twisters

1) Tongue-twisters for VYLs

2) Tongue-twisters for YLs

6.6 Riddles and puns

1) Riddles for YLs

2) Knock-knock jokes

7

Introducing picture books

7.1 What is a picture book?

7.1.1 Telling or reading stories?

7.1.2 Types of picture books

Published children’s books

7.2 Selecting picture books

Selection criteria for story picture books

7.3 Mediating picture books

7.4 Introducing picture books

7.4.1 Pre-presentation

7.4.2 Presentation

7.4.3 Re-presentation

7.4.4 Translation

7.5 Decoding pictures (visual literacy)

What does a child bring to a picture?

7.5.1 Ways of decoding a double-page spread

Skim

Scan

Review

Browse

7.6 Decoding alphabet letters

7.7 Post-presentation

7.8 Follow-up

7.8.1 Asking questions about the story

7.9 English Book Corners

Suggested titles

Young Learners – 6–8+ years

Step 1 (in order of ease of understanding)

Step 2 (alphabetical order)

Rhyme/Song books

Information Books

Very Young learners – 3–5+ years

Step 1 (in order of ease of understanding)

Step 2 (alphabetical order)

Rhyme/Song

8

Oral projects – holistic activities

8.1 Oral projects

8.1.1 Management

8.1.2 Repetition

8.1.3 Translation

8.1.4 Follow-up

8.2 Suggested projects

1) The road

Materials

Pre-project

Project

Follow-up

Related projects using the same type of organisation

In the jungle

In the forest (a small group, pair or individual project)

2) Soft Toy Show

3) A Mountain

Rhyme

4) Family photo or picture book My Family Book

5) Birthdays

6) My favourite food

Lesson 1

Lesson 2

9

Culture

9.1 Culture – an introduction

9.1.1 What is culture?

The outer layer of culture

The middle layer of culture

The inner core of culture

9.1.2 Stereotypes

9.1.3 Child culture

9.1.4 Body language

9.2 Absorbing culture

9.3 Culture shock

9.4 Cultural activities

9.4.1 Planning cultural encounters

9.4.2 Selecting activities

9.4.3 Suggested activities

English Corners or English Tables (see 7.9)

Final thoughts

References

APPENDIX

Index