Teaching Children

Level 2, 370 George St, Brisbane, Qld 4000, Australia Ph +6 7 32 4633 !
a" +6 7 32
4644
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Teaching English to Children
www.teachinternational.com
Teach International PTY Ltd. 2003
1
Teach Internationals Teaching English to Children
Elective
Table of Contents
Notes for the Teacher
........................................................................................3
UNIT 1 A Recent History of Language
Teaching...............................................4
Discussion Activity Unit
1............................................................................................. 4
Grammar-Based
Approaches........................................................................................... 5
Activity Unit
1............................................................................................................... 6
UNIT 2 Towards an Interactional
Approach.....................................................7
............................................................................................. 7
!he "e#ationship $et%een &earnin' and
Deve#opment......................................................... (
)hen *nstructed Grammar
+e#ps................................................................................... 1,
&earnin'
-trate'ies .....................................................................................................
11
Activity Unit
............................................................................................................. 14
UNIT 3 Integrating !ills
.............................................................................. 15
3........................................................................................... 15
*nte'ratin' the .our -/i##s0 &istenin'1 -pea/in'1 "eadin' and
)ritin' ................................. 17
Activity Unit
3............................................................................................................. 12
UNIT " The Affecti#e $o%ain
........................................................................ ,
4........................................................................................... ,
Attitudes..........................................................................................................
.......... 1
3otivation........................................................................................................
.......... 1
&eve# o4
An5iety ..........................................................................................................
Activity Unit
4............................................................................................................. 3
UNIT & The Total 'hysical Response Approach to Teaching
........................... 4
5........................................................................................... 4
*ntroduction ....................................................................................................
........... 5
65amp#es ........................................................................................................
........... 6
-ummary.........................................................................................................
.......... 7
Activity Unit
5............................................................................................................. (
UNIT ( The Natural ) *o%%unicati#e
Approach............................................ 2
6........................................................................................... 2
*ntroduction ....................................................................................................
........... 3,
!he 7omprehension
-ta'e............................................................................................ 35
!he 6ar#y -peech 8roduction
-ta'e................................................................................ 37
.urther -peech 6mer'ence
Activities ............................................................................. 4,
-ummary.........................................................................................................
.......... 43
Activity Unit
6............................................................................................................. 44
UNIT + ,a-- *hants. /usic and 'oetry for the *hildren
................................. 45
7........................................................................................... 45
9a::
7hants.............................................................................................................
... 46
3usic ..............................................................................................................
.......... 42
8oetry ............................................................................................................
........... 54
Activity Unit
7............................................................................................................. 57
Level 2, 370 George St, , Australia Ph +6 7 32 4633 !a" +6 7 32 4644
Australia 300 ##$ $%0 &e' (ealand 0$00 $32 243 )anada*+S $66 %%$ 376#
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2
UNIT 0 torytelling. Role1play and
$ra%a..................................................... 5(
(........................................................................................... 5(
)arm-up
Activities ......................................................................................................
52
-toryte##in' .....................................................................................................
........... 52
"o#e-8#ay and
Drama ................................................................................................... 6,
Drama.............................................................................................................
.......... 6
Activity Unit
(............................................................................................................. 63
UNIT 2
3a%es...............................................................................................
64
2........................................................................................... 64
Board-Advancin'
Games .............................................................................................. 65
)ord .ocus
Games...................................................................................................... 65
!reasure
+unts ...........................................................................................................
65
Guessin'
Games .........................................................................................................
66
Activity Unit
2............................................................................................................. 66
UNIT 14 'ro%oting Literacy Reading and 5riting in the 6L
*lassroo% ..... 67
1,......................................................................................... 67
!he &an'ua'e 65perience
Approach ............................................................................... 6(
&iterature-Based
7urricu#um ......................................................................................... 62
"eadin'
Activities........................................................................................................
71
*ndividua# 8ro;ects and
Activities ................................................................................... 7
-ummary.........................................................................................................
.......... 73
Activity Unit
1, ........................................................................................................... 74
UNIT 11 Affecti#e Acti#ities
.......................................................................... 75
11......................................................................................... 75
Bac/'round
*n4ormation............................................................................................... 76
8reparation o4 the
-tudents .......................................................................................... 77
-u''ested
Activities .................................................................................................... 7(
Activity Unit
11 ........................................................................................................... 72
UNIT 12 'lace%ent and 6#aluation
............................................................... (,
1......................................................................................... (,
Be'innin'
-tudents .....................................................................................................
(1
*ntermediate
-tudents ................................................................................................. (
Advanced
-tudents......................................................................................................
(
Activity Unit
1 ........................................................................................................... (3
.ina#
Activities .........................................................................................................
... (3
3
Notes for the Teacher
This course deals with teaching strategies as well as curriculum for children we
will co!er the
childhood "ears# including$ Preschool to %indergarten &3'( "ears)# *arl" Learners
&+',)# -iddle
.chool Learners &/'0)# 122er .chool Learners &10'12). 3etween the ages of
twel!e and
se!enteen are considered adolescent learners and as such# learning st"les and
a22roaches
tend towards an adult model.
PLEASE NOTE:
This course is designed for online completion. It is a great idea# howe!er# to 2rint and %ee2 it for
further
reference &as "ou ha!e alread" done4).
5ee2 in mind that at the beginning and end of each unit there are acti!ities to be com2leted
online# which hel2
"ou chec% "our understanding of the contents. These acti!ities are included within this 2rintable
!ersion. 6e
recommend "ou answer the 7uestions on a se2arate 2iece of 2a2er and submit "our answers#
o2inions# etc.
when "ou go online.
Endof!nit Activities: You "#ST submit "our answers online# otherwise "ou will not be able to
mo!e forward
and sit the e8am.
Startof!nit Activities: 9ot com2ulsor"# but it is strongl" recommended "ou com2lete them.
PLEASE NOTE: There are s2ecific forums for the :iscussion ;cti!ities within this course. Please
do not 2ost
"our answers in the <=nline *lecti!es> forum. This one is onl" for ?*9*@;L comments or
7uestions. .croll down
until "ou find the a22ro2riate forum.
The e$am cannot %e printed&
A
#NIT ' ( A )ecent *istor+ of Lang!age Teaching
Not to let a ,ord get in the ,a+
Of its sentence
Nor to let a sentence get in the ,a+
Of its intention-
.!t to send +o!r mind o!t to meet the intention
As a g!est/
That is !nderstanding&
Chinese proverb
Fourth Century B.C.
0isc!ssion Activit+ ( #nit '
If +o! are NOT online- ans,er the 1!estions separatel+ on paper or 2ord processor&
Pre)eading 3!estions:
These 1!estions are designed to stim!late +o!r thin4ing and introd!ce +o! to the #nit
"aterial& On a
separate sheet of paper provide ans,ers to the follo,ing 1!estions& )emem%er5 There are
no ,rong
ans,ers5
1. Bow do "ou thin% children learn languageC :o "ou thin% we are born with something that hel2s
us learn
languageC
2. 6ith what grammar'based a22roaches to second or foreign language teaching are "ou alread"
familiarC :o
"ou %now of an" other a22roaches to second D or foreign D language teachingC
3. 6hat do "ou thin% an effecti!e communicati!e a22roach might beC Bow might it be different
from the other
a22roaches with which "ou are familiarC
A. ?rammar has traditionall" been the focus of second and foreign language teaching for
hundreds of "ears# so it
is no sur2rise that toda" man" language teachers still belie!e that grammar should ta%e centre
stage in language
2rograms. 6hat do "ou thin%C
Activit+:
;fter thin%ing about and answering the abo!e 7uestions choose ONE and 2ost "our
answer on the
:iscussion Eorum <#nit '>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
number# or co2"ing and 2asting the full 7uestion.
*INTS:
F To access the for!m# log in to the <Teaching *nglish to Children> =nline *lecti!e and access
<1nit 1 D ;
@ecent Bistor" of Language Learning>. =n the first 2age# "ou will find a direct lin% to the forum.
F @emember to %ee2 "our 2osts to a ma8imum of 2(0 words.
I"PO)TANT NOTE:
F 6hen "ou go online clic% on the forum# a new window will o2en. You will be as%ed "our
username and
2assword. You "#ST use the username and 2assword 2ro!ided to "ou b" Teach International
&e.g.
username$ santa.claus G 2assword$ cla2,/). If "ou use another username created b" "ou# "ou will
not be able
to access AN6 of the forums for this electi!e.
(
7rammar.ased Approaches
-an" language teachers ha!e felt that language teaching is most successful through stressing
grammar as the
content and b" e82osing the student to language that concentrates on one as2ect of the grammar
s"stem at a
time D 2resent tense before 2ast tense# com2arati!es before su2erlati!es# first'2erson singular
before third'2erson
singular# and so on. Let>s ha!e a loo% at se!eral of these a22roaches.
'& 7rammarTranslation
?rammar'translation was the most 2o2ular method until se!eral decades ago and !ersions of it
still e8ist in some
countries around the world. Its goal was to 2roduce students who could read and write in the
target language b"
teaching them rules and a22lications.
; t"2ical grammar'translation lesson began with a reading to be translated into the first language
followed b" the
rule it illustrated. 9ew words would be 2resented in a list along with definitions in the first
language. These new
words would be included in the reading# which was usuall" far abo!e the le!el of the students>
2roficienc".
To2ics for readings ma" ha!e included a tri2 to the librar"# an historical s%etch of an area# a
sho22ing e82edition#
a tri2 b" train# a !acation# and the li%e. Lessons were grammaticall" se7uenced and students
were e82ected to
2roduce errorless translations from the beginning. Little attem2t was made to communicate orall"
in the target
language. :irections and e82lanations were alwa"s gi!en in the first language.
8& The A!dioLing!al "ethod
The ;udio'Lingual -ethod# or ;L- was a new a22roach to oral communication that came of
beha!iourist 3.E.
.%inner>s wor% in the late 10(0s and earl" 10+0s. It follows the theor" that language is ac7uired
a) through the
2rocess of forming habits and b) the stimulusGres2onse model. Learning a second language#
according to ;L-#
is throwing awa" the habits of the first language and learning a new set of habits for the second.
;udiolingualism was de!elo2ed to re2lace grammar'translation. Through the use of this method#
structures of
the target language were ordered and dialogues were re2eated in an attem2t to de!elo2 correct
habits of
s2ea%ing. -imic and -emorise is a common tool used with ;L-. .tudents listen and re2eat until
the" memorise.
:rills were usuall" onl" related through a common grammar 2oint or s"nta8 and had little to do
with an"thing
actuall" ha22ening in other words# the" had little direct meaning to the student. .ometimes the
situational
scenarios that students had to memorise were useful in that the" contained idioms and
e82ressions and
greetings. @ules were 2resented with this method but not formall" e82lained to the student# and
minimal 2airs
were often used &sit D seat "ellow D Hell'o) to o!ercome habits of 2ronunciation from the first
language. Listening
and s2ea%ing s%ills too% 2recedence o!er reading and writing with the audio'lingual method
howe!er# in most
classrooms there was little use of creati!e language and a great deal of attention was 2aid to
correct
2ronunciation. Language labs were a big 2art of this method.
9& The 0irect "ethod
The :irect -ethod is more commonl" %nown toda" as I3erlitJK and was deri!ed from an earlier
method called
the I9atural -ethodK. The :irect -ethod was natural in the sense that it made an effort to
IimmerseK the
students in the target language. Teacher monologues# formal 7uestions and answers# and direct
re2etition were
fre7uent teaching tools. This a22roach is still used in 3erlitJ schools toda". ;lthough there ha!e
been slight
modifications# the to2ic of discussion in classrooms is still the grammar itself students are
thought to inducti!el"
disco!er the rules of the language. Te8ts used for the 3erlitJ method often mo!e students so
7uic%l" through
their new language structures that their internalisation becomes difficult# if not im2ossible.
;lthough these methods !ar" from one another# the" all generall" adhered to the same 2rinci2le$
?rammar is the
foundation u2on which language should be taught.
;n effecti!e communicati!e a22roach# howe!er# in!ol!es more of a relationshi2 between the
learners
themsel!es# between learners and the teachers# and learners and the language. This a22roach
re7uires a
greater fle8ibilit" on the 2art of teachers and students to allow the s"llabus and its content to
de!elo2 in wa"s
that ma%e ac7uiring the target language more successful and meaningful.
+
Activit+ #nit '
)emem%er5 6o! can complete this activit+ on paper- %!t +o! "#ST s!%mit +o!r ans,ers
online&
/atch the following sentences with the %ost appropriate approach7
1. !his approach tries to create correct spea/in' ha$its in the students.
F 3ra%%ar Translation /ethod
F Audio1lingual /ethod
F $irect /ethod
. Under this method1 students %ere e5pected not to ma/e mista/es.
F $irect /ethod
3. *mmersion is the /ey under this method.
F $irect /ethod
/
#NIT 8 ( To,ards an Interactional Approach
*o, can ,e help the child learn a lang!age:
.elieve that +o!r child can !nderstand more than he or she can sa+- and see4- a%ove all-
to
comm!nicate& To !nderstand and %e !nderstood& To 4eep +o!r minds fi$ed on the same
target& In doing
that- +o! ,ill- ,itho!t thin4ing a%o!t it- ma4e one h!ndred or one tho!sand alterations in
+o!r speech
and action& 0o not tr+ to practice them as s!ch& There is no set of r!les of ho, to tal4 to a
child that can
even approach ,hat +o! !nconscio!sl+ 4no,& If +o! concentrate on comm!nicating-
ever+thing else ,ill
follo,&
R. Brown, 1977
0isc!ssion Activit+ ( #nit 8
Pre)eading 3!estions
Thin4 a%o!t the follo,ing 1!estions and o!tline +o!r opinions&
1. Thin% about learning in general. Is learning a 2rocess that 2eo2le do best b" themsel!esC To
what e8tent do
2eo2le need other 2eo2le andGor boo%s or media to hel2 them learnC
2. :o "ou thin% learning a language is different from learning other thingsC In what wa"s might it
be differentC In
what wa"s might it be the sameC
3. Bow do "ou thin% errors should be treated during the language learning 2rocessC :o "ou
remember an" of
"our own e82eriences with recei!ing error correctionC :o "ou thin% the treatment of errors should
be different for
first and second language learnersC If so# in what wa"sC
A. 6hat about formal instruction in grammarC Bow im2ortant do "ou thin% rule learning is to
becoming fluent in a
second languageC
Activit+:
answer on the
:iscussion Eorum <#nit 8>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to the <Teaching *nglish to Children> =nline *lecti!e and access
<1nit 2 D
Towards an Interactional ;22roach>. =n the first 2age# "ou will find a direct lin% to the forum.
F ;fter 2osting# go bac% to 2re!ious units> forums and read new 2osts or res2onses. ;dd
comments if "ou wish.
,
The )elationship %et,een Learning and 0evelopment
This 1nit deals with the relationshi2 between learning and de!elo2ment# an area that has s2ecific
im2lications
for second'language teaching in children.
=ne a22roach to e82lain this relationshi2 follows Hean Piaget>s theor" that sees learning and
mental
de!elo2ment as inde2endent from one another. Learning uses de!elo2ment but does not sha2e
its course.
*ducators who adhere to this belief em2hasise a child>s IreadinessK. ;ccording to Piaget# a
student must be
e82osed 2rimaril" to language that can be handled without difficult". In other words# the language
must be at the
student>s actual le!el of de!elo2ment.
L"gots%" differed from Piaget in that he belie!ed that learning came before de!elo2ment. In his
theor" of second
language learning# it is through interaction that the child 2rogresses from an actual to a potential
de!elo2ment
le!el. The difference between these two theorists is that Piaget relied hea!il" on biolog" and
genetic
bac%ground# while L"gots%" stressed societ" and culture in influencing language de!elo2ment. In
addition#
L"gots%" 2laced a great deal of em2hasis on 2la"# which he saw as a necessar" com2onent to
learning. Be was
con!inced that learning is a d"namic social 2rocess through which the teacher can focus on
emerging s%ills and
abilities in a dialogue with a student.
Paolo Ereire further distinguishes the 2rocess of learning and education into two categories$
ban%ing and
libertarian.
.an4ing ed!cation sa+s that:
- *ducation is an act of de2ositing. The student is an em2t" de2ositor" and the teacher is the
de2ositor.
- The students recei!e# memorise# and re2eat.
- There is no real communication.
- The role of the student is a 2assi!e one.
Li%ertarian ed!cation involves:
- ; 2artnershi2 between teacher and student.
- Inherent meaning in the communication.
- ; dialectical 2rocess# a reci2rocal 2rocess# a coo2erati!e relationshi2.
The difference here as we see it is basicall" the acti!e in!ol!ement of the student in the learning
2rocess.
Through interaction# the teacher is attuned to each child>s emerging s%ills and abilities. =therwise#
meaningful
communication could not ta%e 2lace. -eaningful interaction is the %e". In this a22roach# the
inherent social
nature of what is learnt when one learns a language is ta%en into account# as is the essentiall"
social wa" in
which the ac7uisition of %nowledge of language must occur.
The %e" to understanding "oung learners in an *.L classroom is to realise that the" are
simultaneously learning
LI ;the first lang!age< and L8 ;the second lang!age<# a Berculean tas% at the !er" least. Bow
we treat "oung
L2 learners is critical to their long'term language ac7uisition.
Children learn their mother tongue b" first determining# inde2endent of language# the meaning
that a s2ea%er
means to con!e" to them and then wor%ing out the relationshi2 between the meaning and the
e82ression the"
heard.
-an" language researchers stress this concern with content o!er form and em2hasise that when
a small child
learns to s2ea%# it is indeed the meaning that ta%es 2recedence for both the child and the
recei!er. 3eginning
s2eech consists of !er" sim2le forms with an intense desire on the recei!er>s side to be
understood b" the child.
.im2lification is accom2lished through choice of to2ic# the range of s2eech functions# the length
of the 2iece of
language# as well as re2etition and re2hrasing of the message. 9ormall"# when a child first begins
to s2ea% the
L1# there is little correction of ungrammatical forms in the s2eech of the child. The recei!er#
usuall" the 2arent or
a caregi!er# seems to be more interested in the truth'!alue of the utterance. Parents and teachers
ali%e are
usuall" thrilled b" an" effort at all that a small child ma%es in forming new language. Eor e8am2le#
when the child
0
sa"s# I:og big4K for the first time# no one labels this a mista%e or calls it substandard language.
Instead the child
is 2raised and rewarded. The utterance is considered e!idence that the child is ac7uiring the
target language.
6hat if the language teacher in the "oung learners *.L classroom treated IerrorsK# such as we
Must saw# as
being e!idence that the language was being ac7uired and that the child was forming
generalisationsC Bow
would that facilitate the ac7uisition of the languageC It is 2robable that the "oung learner would be
more willing to
ta%e the ris% of being wrong and would be freer and more uninhibited in de!elo2ing the new
language# *nglish.
6hat ha22ens in the classroom where the teacher is concerned both with the accurac" and
fluenc" of the
second language# as most of us areC -an" language researchers feel that both these goals
cannot realisticall"
be achie!ed in the earl" stages of learning. Eortunatel"# the" do not need to be achie!ed
simultaneousl" in order
to ultimatel" 2roduce effecti!e s2ea%ers. It is also well'documented among second language
researchers that
learners in classrooms in which accurac" is the 2riorit" tend to de!elo2 !er" little 2roficienc" in
the second
language. In such classrooms# teachers tend to see themsel!es as guardians of the language
and feel that the
main reason for being there is to ensure correctness. The" often feel that if students are allowed
to ma%e
mista%es at the beginning le!el# the" are doomed to a lifetime of linguistic errors.
;gain# considerable research in the area of error correction seems to su22ort the idea that
increased direct
correction does not lead to greater accurac" in the target language# although there are an e7ual
amount of
studies suggesting the o22osite is true. Eurthermore# error correction techni7ues need to be
studied within a
conte8t of the Iwhole studentK and factors such as moti!ation# attitude# an8iet" le!els# age# and
man" others#
need to be ta%en into account.
-odelling or re2eating what the child has said# but in correct form# is one wa" to correct indirectl".
The child
learning both a first and second language ac7uires language best through meaningful in2ut
directl" addressed to
her or him.
6hat %ind of s2eech in the classroom is most conduci!e for "oung learners thenC 6e call it
Iteacher tal%K and it
includes$
- e8aggeration of 2ronunciation and facial e82ression
- decreased s2eed and increased !olume
- fre7uent use of 2ause# gestures# gra2hic illustrations# 7uestions# and dramatisation
- sentence re2hrasing and sim2lification
- 2rom2ting and
- com2leting utterances made b" the student.
;t the beginning le!els of s2eech de!elo2ment in the target language# there is much targeted
negotiation in
order to increase accurac" and communication. The following sam2le dialogue illustrates the
negotiation of
meaning in a one'to'one communication situation. The IstretchingK of language to higher le!els is
also ob!ious
as is the assistance from the nati!e s2ea%er# in this case# the teacher.
St!dent$ I throw it D bo8. &Points to a bo8 on the floor)
Teacher$ You threw the bo8.
St!dent$ 9o# I threw in the bo8.
Teacher$ 6hat did "ou throw in the bo8C
St!dent$ -" . . . I 2aint . . .
Teacher$ Your 2aintingC
St!dent$ PaintingC
Teacher$ You %now . . . 2ainting. &The teacher ma%es 2ainting mo!ements on an imaginar"
2a2er).
St!dent$ Yes# 2ainting.
Teacher$ You threw "our 2ainting in the bo8.
St!dent$ Yes# I threw m" 2ainting in bo8.
10
- The teacher is spea4ing near to the childs a%ilit+ and specific conte$t and is providing
scaffolds
!pon ,hich the st!dent can %!ild&
- The conversation is a%o!t the immediate environment&
- The voca%!lar+ is simple&
- )epetition is fre1!ent&
- Acting o!t is !sed & & & All in response to the feed%ac4&
The focus for the teacher is on the meaning not on the form. The child is ac7uiring correct forms
not b" the
2rocess of direct correction but through the content and the 2rocess of indirect correction or
modelling. 9otice
that IthrowK becomes IthrewK# the 2re2osition IinK is incor2orated into the 2re2ositional 2hrase#
and the article
ItheK is 2ic%ed u2 before box.
Bere the grammar is being ac7uired through the natural 2rocess of communication a conscious
se7uencing of
grammar does not seem to be necessar" in this instance. Eor most second language theorists
and educators#
the %e" to effecti!e learning and teaching seems to be a balance of structured language and free#
res2onsi!e
communication.
2hen Instr!cted 7rammar *elps
6hile a hea!" em2hasis on instructed grammar is not thought to be the most im2ortant factor to
language
2roficienc"# nor is the se7uence of learning greatl" affected to an" considerable e8tent b"
instructed grammar#
there is some e!idence that a health" amount of it ma" be hel2ful in the following wa"s$
- 3" %nowing certain rules# students ma" be more li%el" to notice the ga2 between their oral
s2eech and
that of the teacher
- .tudents ma" benefit from sim2le rules such as the 2lural IsK and the third 2erson singular IsK
- In general# learnt rules will be recalled and used when 2lanning what to sa" or while ta%ing tests
- 5nowledge of grammar draws the learner>s attention to the formal 2ro2erties of the target
language
3" noticing the ga2 between how the teacher s2ea%s and how the" s2ea%# between what the"
hear and what
the" sa"# and also how things are said# students can consciousl" 2lan what the" sa". There is
much research to
su22ort the Mudicious use of instructed grammar in that learners who ha!e had instruction attained
higher le!els
of second language ac7uisition. Li%e other language students# though# man" factors e8ist that
influence a
learner>s s2eed and accurac" in ac7uiring the *nglish language.
Cultural e82ectations are often mentioned as well in discussions about instructed grammar.
.tudents ma"
demand some grammar because of cultural e82ectations regarding what constitutes language
instruction. *!en
though students ma" not benefit language'wise from such instruction# because their cultural
e82ectations ha!e
been satisfied to some e8tent# the" ma" be more acce2ting of other %inds of acti!ities in their
language
instruction.
It is worth remembering# howe!er# that for most o!erseas language teaching where students are
onl" e82osed to
*nglish for short 2eriods of time each da" or se!eral da"s a wee%# too much instructed grammar
and too little
interactional o22ortunit" ma" be counter2roducti!e# considering that class time is !er" limited. =n
the other
hand# if the instruction in grammar is well'timed and based on small grou2 needs# it ma" further
inter'language
and communicati!e com2etence rather than hinder it.
=ne well'%nown language theorist de!elo2ed what is called the Learnabilit"GTeachabilit"
B"2othesis. This
h"2othesis states that instructed grammar might hel2 the learner 2rogress but only if the learner
is
de!elo2mentall" read" to incor2orate the new grammatical structures taught. This a22roach sa"s
that learners
do not <s7uirrel awa"> rules onl" to 2ull them out and a22l" them when needed.
Eor *.L teachers# then# deciding when the time is right for instruction concerning a s2ecific form
or rule seems
to be the big 7uestion. ;lthough curricula are well researched and s2ecificall" and carefull"
se7uenced# not all
students in a class ma" be 2re2ared to recei!e a new grammatical form. Indi!idual students
struggle &and a!oid)
2articular forms and are read" to acce2t others. 6hat this means# of course# is that we as
teachers cannot
11
alwa"s rel" on a single grammatical s"llabus for e!er"one# but rather need an indi!idual
grammatical s"llabus for
each student that must change as the student changes. .ome ma" not need e8tra grammatical
instruction at all
others ma" benefit from e8tra wor% with rule a22lications. It is im2ortant# howe!er# that students
s2end enough of
their time in interacti!e acti!ities within a rich en!ironment in order to 2ractise and de!elo2 their
con!ersational
s%ills to begin with.
It is im2ortant also to remember that most of language cannot be reduced to teachable rules.
Consider the uses
of 2re2ositions# which a22ear to be !er" sim2le conce2ts in *nglish$ in and on. 6e sa" in the car.
6hen we sa"
on the car# we mean on to2 of the car. 3ut we sa" on the boat# which means in the boat# if it has a
roof. ;lthough
there are rules go!erning these differences# the" are for the most 2art# subconscious. 6hen we
as teachers tr"
to !erbalise them# we get into trouble. The rules go!erning much of the *nglish language# then#
can onl" be
internalised through a com2le8 interactional 2rocess.
It is ob!ious that there is still contro!ers" as to the benefits and long'term effects of instructed
grammar on
language learners. 6hat we do %now is that a moderate dose to su22lement the communicati!e
acti!ities#
indi!iduall" geared to a student>s immediate linguistic needs# seems to be the most acce2ted
a22roach.
Learning Strategies
Learning strategies are also critical to the language ac7uisition 2rocess. The" are usuall" a22lied
s2ontaneousl"
and the" often come to students as the situation demands. There are times# howe!er# when such
strategies are
a22lied methodicall" after being taught from somewhere else &the teacher# boo%s# 2eers# trial and
error).
.trategies that children use to learn will generall" be consonant with their 2ersonalit"# their
indi!idual learning
st"les# and their cultural bac%grounds. Eor e8am2le# students who are outgoing and high'ris%
ta%ers and for
whom being asserti!e is acce2table culturall" will be more willing to use o!ert learning strategies
such as
see%ing out 2eo2le with whom the" can s2ea%# as%ing 7uestions# and so forth.
Eor e8am2le# the Teach International Teacher Training Program encourages its teachers to
become high'ris%
ta%ers e!en before their arri!al in their countr" of destination. Ta%ing deliberate ste2s to e82ose
oneself to the
language one will need o!erseas is the first a22roach. =nce there# finding a li!ing situation in
which "ou will ha!e
constant interaction with the target language memorising short chun%s of dialogue and 2ractising
them at e!er"
o22ortunit" &greetings# directions# re7uests# mone"# food# clothing) see%ing the in2ut of sho2
owners# business
and communit" 2eo2le and wor%ing with a tutor to re!iew "our dail" con!ersations are all wa"s
that "ou can
start to immerse "ourself and ac7uire the target language at a ra2id rate.
6hile man" 2eo2le ma" be reticent to 2ursue language goals in this wa"# the" might feel
comfortable and
recognise the !alue in some of the learning strategies$ ma%ing friends with nati!e s2ea%ers#
see%ing a tutor or
language hel2er# debriefing after con!ersations# and %ee2ing 2rogress notes.
.tudents can choose and use strategies# maintain them o!er time# and transfer them to new
situations when
needed. Teachers should model as man" as the" can and students who are not doing as well as
the" should be
in the language learning 2rocess should be assured that their a22arent failure is 2robabl" not due
to a deficienc"
in intelligence but rather a lac% of a22ro2riate strategies.
The following is a sam2le from the =8ford strateg" in!entor" for students learning *nglish that
identifies a few
areas that ma" need focus. The students are to tell how true s2ecific statements about strategies
are for them$
F I activel+ see4 o!t opport!nities to spea4 ,ith native English spea4ers&
F I as4 for help from English spea4ers&
F I tr+ to rela$ ,henever I feel afraid of !sing English&
F I loo4 for opport!nities to read as m!ch as possi%le in English&
F I tr+ not to translate ,ord for ,ord&
F I sa+ or ,rite ne, English ,ords several times- etc&
Hust the sur!e" itself ma" be enough to ma%e older children aware of the man" strategies the"
can incor2orate
into their language learning 2ractices.
12
Bere are a few strategies that teachers ma" want to share with their older students# aged 11 to
the oldest child>s
class that the" ha!e. The" are categorised b" s%ill area. The teacher ma" want to translate them
into the
students> first language so the" can benefit from them b" using man" of them right from the start.
'& Listening
- Eocus attention as com2letel" as 2ossible on what is being said.
- @ela8 and let the language flow into "our mind.
- :on>t be u2set if "ou don>t understand e!er"thing.
- @elate what "ou hear to what "ou alread" %now.
- Listen for %e" words and ideas.
- Loo% for o!erall meaning.
- Tr" not to be afraid to as% rele!ant 7uestions about meaning when it is a22ro2riate.
- -a%e guesses about what is being said.
- In con!ersation# chec% out "our guesses b" con!ersation chec%s &is this what "ou saidC).
- 6hene!er 2ossible# 2a" attention to the forms fluent s2ea%ers of *nglish are using.
- 5ee2 a noteboo% to write down what "ou ha!e learnt# new words# meanings# con!ersations#
conce2ts#
structures# idioms etc.
8& Spea4ing
- Thin% about what "ou are going to sa".
- Thin% about the structures "ou are using but do not let them interfere with what "ou want to sa".
- :o not be afraid to ma%e mista%es &the" are normal as "ou are learning a language).
- 6hen "ou are not understood# use re2etition# gestures# s"non"ms# definitions# e8am2les# acting
out#
whate!er comes naturall" as "ou begin to feel more 2roficient in the language occasionall"
record the
interactions "ou ha!e with nati!e *nglish s2ea%ers and anal"se them as% someone to hel2 "ou
with
this.
9& Pron!nciation
- .ee% interactional o22ortunities with fluent s2ea%ers.
- Pa" attention to the rh"thm# intonation# and stress of fluent s2ea%ers.
- @ealise that "ou will not alwa"s be understood &%ee2 tr"ing).
- ;s% for modelling when a22ro2riate.
- @ehearse D ha!e fun with the language.
- Learn to self'monitor.
=& )eading
- .ee what the reading material is about &loo% the te8t o!er thin% about the title# subtitles notice
the
2ictures).
- Tr" to imagine what "ou might learn from the te8t.
- 6hile "ou read# rela8 and feel the words and sentences flow together.
- Nuestion "ourself as "ou read &what is the author tr"ing to sa" hereC Bow does it relate to what
"ou
alread" %nowC 6hat does it ha!e to do with what the author has Must saidC 6hat might come
ne8tC)
- :o not sto2 reading each time "ou find an unfamiliar word or 2hrase.
13
- If a word seems critical but the meaning is not coming clear to "ou as "ou read# loo% in a
dictionar".
- You ma" want to tal% about a new conce2t or 2hrase with a 2eer or teacher.
- -a%e a note of an" 2arts "ou do not understand "ou can return later and re'read for better
understanding.
- Thin% about what "ou learnt from the te8t discuss it write about it.
>& ?oca%!lar+ 0evelopment
- -a%e "our own word ban% or dictionar"# using onl" those items that "ou thin% will be useful to
"ou and
"our 2eers.
- ?rou2 new words and 2hrases into logical categories.
- Tr" to focus on the chun%s of meaning rather than onl" on indi!idual words.
- 1se !arious dictionaries including bilingual ones.
- 1se the new words or 2hrases in "our own conte8ts.
@& 2riting
- Eind out as much as "ou can about "our to2ic.
- 3rainstorm for ideas &discuss with 2eers# the teacher# famil" members# and others in the school
or in
"our communit").
- -a%e a 2lan ma2 out "our ideas.
- Thin% about the structures "ou are using but do not let them interfere with what "ou want to sa".
- 3egin writing &do not worr" about ma%ing mista%es) let "our ideas flow.
- @e'write ma%ing whate!er changes seem necessar".
- Thin% of writing as a 2rocess through which the 2roduct de!elo2s graduall".
- Consult with 2eers.
- @e'write and consult as man" times as necessar".
- .hare "our writing with others.
It is im2ortant to remember that most strategies are too com2le8 to be reduced to lists. ;ll the
teacher has to do
is listen to students> con!ersations about what the" are doing to find that the" indeed are aware. It
is also
im2ortant that a focus on strategies not be so e8tensi!e or intrusi!e as to interfere with learning.
.ometimes too
much em2hasis on strategies causes students to lose the meaning of what the" are learning as
the" become
focused on how the" are learning. Eurthermore# strategies that ma" be ina22ro2riate culturall" or
that students
ma" not be read" for or do not need# could be a waste of time. =n the other hand# instruction in
strategies that is
well'timed and suited to the needs of the students can ma%e a noticeable difference in the wa"
the" a22roach
learning a second language.
1A
Activit+ #nit 8
online&
)ead the follo,ing sentences and choose the %est ans,er from the options provided:
1. 3an%ing education in!ol!es$
F St!dents receiving- memorising- and repeating&
F A partnership %et,een teacher and st!dent&
F Inherent meaning in the comm!nication&
2. Libertarian education in!ol!es$
F A dialectical process- a reciprocal process- a cooperative relationship&
F No real comm!nication&
F The st!dent having a passive role&
3. Instructed grammar can sometimes be beneficial.
F Tr!e
F Aalse
A. Learning strategies do not affect students> 2rogress.
F Tr!e
F Aalse
1(
#NIT 9 ( Integrating S4ills
& & & ,hat children learn ,hen the+ learn a lang!age is not separate parts ;,ords- so!nds-
sentences< %!t
a s!pers+stem of social %ehaviors that %oth free and constrain&
C. Edelsky, 1993
0isc!ssion Activit+ ( #nit 9
1. Thin% about "our own e82eriences with learning to read and write in "our first language. 6hat
do "ou
remember about themC 6ere "our e82eriences mainl" 2ositi!eC :o "ou ha!e an" negati!e
recollections about
themC
2. 9ow thin% about e82eriences "ou ma" ha!e had in the classroom de!elo2ing s%ills in a
language other than
"our mother tongue. 6ere the" mainl" 2ositi!eC 6h" or wh" notC
Activit+:
answer on the
:iscussion Eorum <#nit 9>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit 3 D Integrating .%ills>. =n the first 2age# "ou will find a
direct lin% to the
forum.
F 6rite a ma8imum of 2(0 words.
1+
:e!elo2ing reading# writing# and s2ea%ing s%ills in a second language should in!ol!e students in
!er" 2ositi!e#
authentic# and highl" moti!ating e82eriences. It is when learning a language is e7uated with the
master" of
se2arate s%ills that students often run into difficulties. Eor e8am2le# learning to read in a second
language is not
a matter of stringing 2honemes into words and words into 2hrases and sentences and so on# "et
there is a
comfort and orderliness for man" teachers in se7uential s%ill hierarchies. This %ind of a22roach to
teaching lends
itself to !er" formal and ordered classrooms. 3ut the em2tiness of such teaching and irrele!ance
to conte8tual
learning is obser!able in s%ill'oriented classrooms. -an" learners fail in this en!ironment if the"
cannot see their
wa" through the abstraction of the language structures and grammar 2oints to the meaning and
conte8t of the
language.
In o22osition to h"2er'structure in the *.L classroom# the Iwhole languageK a22roach has gained
in 2o2ularit" in
recent "ears. Learning to read with this a22roach focuses on the learners wanting to ma%e sense
of the te8t#
combined with herGhis moti!ation and desire to learn.
Learners need to be reminded that the" do not need to understand e!er" word and that tr"ing to
do so ma"
interfere with their learning 2rocess. In fact# a well'%nown linguist# 5. ?oodman reminds us that
IO it is also
necessar" to understand that "ou cannot cho2 language u2 into little bits and 2ieces and thin%
that "ou can
s2oon feed it as "ou would feed 2ellets to 2igeons or a rat O Language doesn>t wor% that wa" O
6e ha!e learnt
a lot of things. =ne of those things is that language is learnt from whole to 2art O It is when "ou
ta%e the
language awa" from its use# when "ou cho2 it u2 and brea% it into 2ieces# that it becomes
abstract and hard to
learn &10,2# 2. 23,).
?oodman also contrasts what ma%es language learning eas" with what ma%es it difficult.
Its eas+ ,hen: Its hard ,hen:
its real and nat!ral its artificial
its ,hole its %ro4en into %its and pieces
its sensi%le its nonsense
its interesting its d!ll and !ninteresting
its relevant its irrelevant to the learner
it %elongs to the learner it %elongs to some%od+ else
its part of a real event its o!t of conte$t
it has social !tilit+ it has no real social val!e
it has p!rpose for the learner it has no discerni%le p!rpose
the learner chooses to !se it its imposed %+ someone else
its accessi%le to the learner its inaccessi%le
the learner has po,er to !se the learner is po,erless
The righthand col!mn is associated with bottom'u2 a22roaches to language learning which
adhere to the idea
that ac7uiring language com2etenc" begins at the most abstract le!el$ sound and letter
recognition# s"llables#
words# and 2hrases. .tudents are e82ected to first master and then use these building bloc%s to
mo!e graduall"
to what is more concrete and meaningful. .uch a22roaches can be de!astating to children who
are not "et read"
to thin% in such abstract linguistic terms. This a22roach can also be frustrating for older children#
who although
the" understand cogniti!el"# ha!e not had other means &i.e. boo%s or materials of interest) for
accessing more
rele!ant and interesting written language.
The lefthand col!mn is associated with to2'down a22roaches to language learning. Bere the
students are
introduced to meaningful language right from the beginning# rather than abstract grammatical
forms that ha!e no
conte8t or use for the learner. *ngaging the learners with wordless 2icture boo%s or short
messages addressed
directl" to them is almost irresistible. Through to2'down a22roaches# substantial Ichun%sK of
language are
internalised as the learner is e82osed to and 2ersonall" engaged in the reading# writing# and
s2ea%ing 2rocess.
Language is learnt# as it is needed.
The integration of both bottom'u2 and to2'down a22roaches allows for a good balance of whole
language in a
meaningful conte8t combined with 2honics# s2elling# 2unctuation# and grammatical s%ills.
1/
Integrating the Ao!r S4ills: Listening- Spea4ing- )eading and
2riting
6ithin a whole language# communicati!e framewor%# integrating the four s%ills of listening#
s2ea%ing# reading#
and writing is not difficult. It should come as naturall" for the teacher as it does for the student$
when one is
listening# o22ortunities for writing occur when one is reading# the o22ortunities for s2ea%ing
e!ol!e. =ften these
o22ortunities arise s2ontaneousl" in the classroom or de!elo2 out of need. It ma" be that for a
middle'school
child# a res2onse to a letter from a 2en 2al will stimulate writing s%ills and with su22ort and
structure# teachers
will often find children 2erforming far abo!e e82ected le!els for which the" are su22osed to be
read".
Integration of s%ills can ta%e 2lace right from the beginning# without ta8ing the student>s mental
abilities. *!en
during the silent 2eriod# language is being ac7uired through listening and obser!ing D listening to
fellow students#
teachers in con!ersation and stor"telling# and obser!ing through labels and signs such as
classroom obMects#
washroom doors# and class schedules. If the teacher is able to ta%e ad!antage of natural
curiosity# sGhe can
guide the learner in reading# writing# and s2ea%ing far be"ond what might ha!e been considered
2ossible in the
traditional teacher'oriented# infle8ibl"'structured classroom.
3efore students begin to s2ea% at all or s2ea% with confidence# the" ha!e alread" begun their
transition into
*nglish literac" through their e82osure to written language such as labels and signs. ; strateg"
for encouraging
ac7uisition during the silent 2eriod is commonl" referred to as the Ilanguage'e82erience
a22roachK. This begins
with a 2lanned e82erience that all the students ha!e in common D a song# a stor"# a tri2 to the
mall or mar%et.
;fter the e82erience# the teacher begins b" writing %e" words on the board with students
contributing b" adding
words of their own or b" referring !isuall" to the obMect for which the" want the !ocabular". The
teacher then
de!elo2s a 2aragra2hGstor" using all the contributed words. .tudents can then read aloud what
has been written
and co2" it into their noteboo%s. =!er a 2eriod of time# this 2rocess becomes familiar to the
learners and the"
are finall" able to write their own short te8ts somewhat inde2endentl" as the" mo!e through their
ac7uisition
2rocess.
Those who are non'literate in their first language need s2ecial attention in the second language
classroom in the
earl" stages. If 2ossible# the" should de!elo2 literac" in their 2rimar" language first &if their
language has a
written tradition) and then a22l" this %nowledge to the *nglish language classroom. The more
similar the first
language and culture are to *nglish and IwesternK culture# the more li%el" that the transfer of
s%ills will be made
easil". Eor e8am2le# if the first language# or L1# is one of the *uro2ean languages using the
@oman al2habet#
there will be man" similarities in sound combinations# the written s"mbols# 2unctuation# the
mo!ement of the
e"es from left to right horiJontall"# and so forth. ;t the le!el of meaning# there will be transfers of
cognates# or
root words# shared cultural %nowledge# etc.
=n the other hand# when the first language and culture are !er" different# the transfer of s%ills
tends to be more
general. Eor e8am2le# if the L1 is an ;sian language using an ideogra2hic or character'based
writing s"stem# the
transfer of s%ills includes 2rediction# inference# coming to conclusions# etc.
)eading as an Interactive Process
In the *.L classroom# reading is definitel" an interacti!e 2rocess that incor2orates characteristics
of both the
to2'down and bottom'u2 a22roaches to language ac7uisition. The reader through interaction with
the te8tGstor"
creates meaning with other students in the class# with the e8tended famil"# and with the
communit". The
student>s age# !alues# relationshi2s# e82eriences# 2rior %nowledge# and culture will largel"
determine herGhis
interaction with the te8t. The learnerGreader relates to the te8tGstor"G2la"G2oemGsong l"rics and so
on. =ut of each
relationshi2 comes an inter2retation or a Icreated meaningK. This inter2retation will be bantered
about with other
students# the teacher# and e!en other famil" members# and will either be acce2ted or reMected. If
there is too
much discre2anc"# the student ma" return to the te8t to re'read and re'create a new meaning. ;ll
the while# s%ills
are being tested# e82ectations are being adMusted# 2reconcei!ed ideas are being re'e!aluated#
and the student is
reaching higher le!els of language ac7uisition. This conce2t of interacti!e s%ill ac7uisition through
reading is
basicall" a socio'linguistic model in that the maMor influence comes from a communit" of learners.
1,
Aacilitating the )eading E$perience
In reading in *.L classrooms with "oung learners# the teacher can 2ro!ide moti!ation b" ha!ing
students ma%e
2redictions about what the" are going to read and b" as%ing 7uestions that relate what the" are
reading to their
own li!es and to 2rior %nowledge and e82eriences.
Eor older students whose cogniti!e s%ills are more de!elo2ed# the teacher can as% 7uestions that
call for
reflection and inference# such as the ones below$
'& Predicting content and o!tcome:
F 6hat do "ou thin% the stor"Gessa"G2oemGsong will be aboutC @efer the students to the title#
2ictures#
subheadings or other clues.
F In what dilemmas do "ou thin% the characters might find themsel!esC
F 6hat will ha22enC
8& )elating the te$t to prior 4no,ledge:
F 6hat does the author claim are the reasons for the 2lotC
F Can "ou thin% of other e8am2les in which similar incidents occurredC
F 6hat caused them to ta%e 2laceC
9& "a4ing inferences and s!pporting concl!sions:
F 6hat is the author attem2ting to tell us hereC &@efer to a s2ecific line# 2aragra2h# and e!ent)
F Bow do "ou thin% the main character feelsC
F 6h" is the character angr"# ha22"# relie!ed etc.C
F Bow do "ou %nowC
=& )elating to ones self and ones c!lt!re:
F 6hat would "ou ha!e done in a similar situationC
F ;re these %inds of situations common in "our cultureC
F :oes this fact ma%e "ou glad# angr"# sadC *82lain.
Paired or small grou2 discussions of readings# songs# 2oems# etc. can allow the students to share
ideas within
their own classroom as well as test their indi!idual growth in the language. Thoughtful discussion
integrates
language and meaning that is# students are not onl" 2ractising the structure and target language#
but are doing
so in an intros2ecti!e and indi!idual manner. *!en a si8'"ear'old holds strong o2inions# which
the" are usuall"
more than eager to share in res2onse to a stor" told.
2riting as an Interactive Process
;lthough reading and writing are bound together# for the 2ur2oses of our discussion# we will
se2arate them. Li%e
reading# writing is also an interacti!e 2rocess.
The student'writer brings the same characteristics and 7ualities to the table# as does the student'
reader. 3ut in
the case of the writer we ha!e to add a 7ualit" D antici2ation of the audience. Li%e the reader# the
writer ma"
e82ose the written 2iece of wor% to other readers and writers for comment andGor suggestions.
The 2roduct is a
communal effort then# between the language student# those who ha!e seen and commented on
the writing# the
teacher# and ultimatel"# the student>s colleagues to whom the writing will be 2resented.
Aacilitating the 2riting Process
6hen second language learners are writing# moti!ation can come from numerous sources such
as music# role2la"#
drama# and affecti!e acti!ities. .tudents need to begin with a certain amount of confidence# which
comes
from their e82osure to these areas of language in their communicati!e *.L classroom.
10
The writing itself can be !er" subMecti!e &letters to 2en'2als in other *.L classes# Mournal entries)
or more
obMecti!e &lists# charts# labels# ma2s) sources. The %inds of writing will de2end u2on the students>
ages# needs#
and language le!els.
In all writing# the students need to concentrate on the 2rocess. The writing itself in!ol!es
brainstorming# focusing
on the to2ic of interest# gathering information# norming# 2utting the words down on 2a2er#
consulting with the
teacher and grou2 members# and re!ising.
L2 learners fre7uentl" ha!e to 2ause# go bac%# re'read# re'thin%# consult# re'write# and write some
more before a
finished 2roduct is 2roduced. .Ghe must be able to concentrate on the tas% without interference
from the teacher
or others who are tem2ted to hel2. Bel2 ma" be needed before the actual writing begins in order
to stimulate
thin%ing# and again later once the student has had a chance to write out at least a 2ortion of the
2iece alone. ;t
this 2oint the student can confer with the teacher as needed. .tudents then ha!e a chance to
resha2e the writing
if it is not con!e"ing what was intended. :iscussing indi!idual 2ieces of writing in small grou2s
stimulates
con!ersation among the students# generates more ideas# and moti!ates further thought and
feeling for writing# all
of which contribute to li!el" and 2roducti!e language classrooms.
.econd language writers need to be reminded that errors are 2erfectl" normal during the writing
2rocess. ;n
inducti!e a22roach to errors is usuall" the most effecti!e wa" to deal with them. The teacher ma"
lightl" circle
the word or 2hrase in which a 2roblem a22ears and as% the student to identif" it. Teachers can
also guide b"
as%ing 2ertinent 7uestions. Eor e8am2le# in res2onding to a !erb tense error# the teacher ma" sa"
IWhen did this
ha22enCK =ften the students will recognise the errors themsel!es without an" length"
e82lanation. *rrors should
be treated in a matter'of'fact wa" so that the students don>t associate them with the 7ualit" of the
ideas
themsel!es. In addition# it is best not to focus on too man" errors at once. *rror correction ma"
sometimes be
handled orall" as well with echo correction$ the student reads out loud their writing and the
teacher echoes bac%
but with the correct form. The teacher>s sentence and 2ronunciation therefore ser!e as a !erbal
model. Eor
e8am2le# if the student writesGs2ea%s I=n Tuesda" m" bab" brother sic%#K the teacher might
res2ond with II>m
sorr" "our bab" brother was sic%.K
Ba!ing the students obser!e and 2artici2ate in the writing 2rocess generated b" the teacher is
also !er"
instructional. The students decide as a grou2 on an idea that the" want the teacher to write about
and the
teacher then follows the 2rocess on the board# with the students> 2artici2ation# from beginning to
end# from
brainstorming# recording %e" words# de!elo2ing ideas# beginning a first draft# erasing# modif"ing#
consulting# and
re'writing# etc.
Activit+ #nit 9
online&
)ead the follo,ing 1!estions and choose the most s!ita%le ans,er:
1. ;ccording to ?oodman# language learning is eas"$
F 2hen it is real and nat!ral- %elongs to some%od+ else and has social !tilit+&
F 2hen it is sensi%le- interesting and o!t of conte$t&
F 2hen it is relevant- part of a real event and the learner chooses to !se it&
2. ;ccording to ?oodman# language learning is hard when$
F 2hen it is ,hole- artificial and irrelevant to the learner&
F 2hen it is d!ll and !ninteresting- o!t of conte$t and imposed %+ someone else&
F 2hen it is accessi%le to the learner- %ro4en into %its and pieces and inaccessi%le&
3. In order to integrate the four s%ills# the teacher should wait until after the silent 2eriod.
F Tr!e
F Aalse
20
#NIT = ( The Affective 0omain
If ,e ,ere to devise theories of secondlang!age ac1!isition or teaching methods that
,ere
%ased onl+ on cognitive considerations- ,e ,o!ld %e omitting the most promising of o!r
st!dents ( the children&
H.D. Brown, 19!
0isc!ssion Activit+ ( #nit =
1. Thin% about "our own e82eriences while stud"ing another language. To what e8tent did the
following hel2 or
hinder "our successC
'an8iet"
'moti!ation
'attitude
2. 6hat did "ou andGor "our teacher do to lessen "our an8iet"# increase "our moti!ation# and
im2ro!e "our
attitudeC Bow effecti!e were these strategiesC
3. 6hat can "ou do as a second language teacher to lessen an8iet"# increase moti!ation# and
im2ro!e attitudes
in "our classroomC
Activit+:
answer on the
:iscussion Eorum <#nit =>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit A>. =n the first 2age# "ou will find a direct lin% to the forum.
21
The affecti!e domain includes !ariables that can either hel2 or hinder the second language
ac7uisition 2rocess#
de2ending u2on whether the" are 2ositi!e or negati!e# the degree to which the" e8ist# and the
combination in
which the" are 2resent. 3ecause these !ariables are difficult to isolate# it seems im2ossible to
stud" them a2art
from other characteristics that students bring to the classroom. ;s educators# we do %now that
factors ha!ing to
do with attitudes, motivation# and level of anxiety are central to what we refer to as the affecti!e
domain.
Attit!des
;ttitudes de!elo2 as a result of e82erience# both direct and indirect# or !icarious. The" are greatl"
influenced b"
2eo2le in the student>s immediate en!ironment$ 2arents# teachers# and 2eers. ;ttitudes towards
self# towards the
*nglish language and the 2eo2le who s2ea% it# in 2articular the teacher# and the classroom
en!ironment# all
seem to ha!e an influence on ac7uisition of the language.
Attit!de to,ard Self
In general# the rule of thumb is that high self'esteem in a learner leads to self'confidence. 3oth
will increase as
the student 2erforms well in a !ariet" of language situations in the classroom. The relationshi2
between how a
child feels about herGhis self and how the" do in the classroom is !er" circular$ the student ma"
2erform well
because their attitude toward self is 2ositi!e the" ma" ha!e a 2ositi!e attitude towards self
because the" do
well. Eor older students# age , and older# who are more aware of themsel!es as 2artici2ating#
thin%ing# and
feeling human beings# the im2ortance of being secure in <who one is> also affects the learning of a
second
language. Those with more self'confidence are better able to engage in the often humbling and
embarrassing
2rocess of learning a second language.
Attit!des to,ard the Teacher and the Classroom Environment
In classrooms where teachers and students hold different !alues and come from differing cultural
bac%grounds#
communication can often brea% down# resulting in conflict and disa22ointment. .tudents who
wor% together and
coo2erate on a 2roMect ma" be thought to be IcheatingK or students who fail to guess on a true or
false 7uestion
are thought to be Inot caringK. In the first instance# the students ma" not !alue indi!idual
achie!ement and
com2etition as the teacher thin%s the" should rather the" !alue grou2 co'o2eration in com2leting
a tas%. In the
second case# the students ma" not feel comfortable guessing when not %nowing the answer their
moti!e ma" be
not to get the highest 2ossible score but sim2l" to ac%nowledge to the teacher what it is that the"
do %now.
It is incumbent u2on the teacher arri!ing in herGhis new countr" of residence to antici2ate that
there will be
differences in learning st"le# attitudes# and !alues that will influence relationshi2s in the
classroom. :oing some
solid research on educational st"les and e82ectations in 2articular cultural milieu is an essential
2art of
2re2aration for teaching o!erseas. .2ea%ing to others who ha!e taught similar age and cultural
grou2s is often a
benefit as well# as these teachers can 2ro!ide first'hand e82erience and 2roblem'sol!ing
techni7ues that the"
themsel!es found successful.
The second 2art of the affecti!e e7uation is being self'reflecti!e. ;s% "ourself what e82ectations
"ou as a foreign
teacher are bringing into the classroomC 6hat hidden stereot"2es ma" be influencing "our
attitudes and
e82ectations of "our studentsC 3e 2re2ared to un2ac% and closel" e8amine the cultural baggage
that "ou bring
with "ou. 3e 2re2ared to throw awa" 2reconcei!ed e82ectations for a newer# more realistic set of
goals for both
"ou and "our students. -ost of all# 2re2are to learn from "our students. The smallest child will
unabashedl"
illustrate a cultural beha!iour to "ou when "ou least e82ect it4
;s we ha!e seen# affecti!e factors such as self'esteem# self'confidence# moti!ation# and attitude
will influence
communication in the language classroom as much as ac7uisition of !ocabular" and grammar.
*m2hasise
commonalities between "ou and the children teach all students how communication st"les can
be
misinter2reted.
"otivation
Eor "ounger students# moti!ation le!els do not normall" factor into the success of the language
2rocess as the"
do for older students# as "ounger students are in language class IMust becauseK. =lder students#
howe!er# ma"
22
ha!e a sense o!er and abo!e what their 2arents> desire# of what it means to be in an *nglish
class. In general
2s"chological terms# there are two classes of moti!ation$ integrative and instrumental moti!ation.
Integrative refers to a desire to be li%e the target grou2 D older children and teens will describe
this categor" of
moti!ation in schema referring to their fa!ourite athlete# 2o2 singer# actor# or another significant
figure in their
li!es. In res2onse to the 7uestion# I6h" are "ou learning *nglishCK The" ma" re2l"# II want to sing
Must li%e
3rittan" .2ears# -ichael Hac%son# etc. I want to watch ;merican mo!ies# etc.K
Instr!mental moti!ation is a desire to use the target language# here *nglish# to obtain 2ractical
goals such as
stud"ing or getting a Mob.
Time to Tal4 and a )eason to Tal4
There are two essentials for increasing second language s2ea%ing D time to tal4 and a reason
to tal4. Time to
tal4 means gi!ing children more than time to tra!el down the language highwa". It also means
2ro!iding them
time and 2lent" of o22ortunities to tal% in the classroom. @ound tables in the classroom for
e8am2le# ma%e it
easier for students to wor% together# to s2ea% together. The communicati!e method fa!ours
collaborati!e 2air
and grou2 wor% o!er teacher'dri!en# teacher'centred learning# and encourages classes wherein
children tal% as
much and as often as the teacher. -ore tal% and more listening means more time to ac7uire the
building bloc%s
of the language D sounds# words tied to meaning# and structures. -ore tal% gi!es the children
something to tal%
with.
A reason to tal4 means choosing and facilitating acti!ities in wa"s that ma%e tal% meaningful#
where students
cannot hel2 but tal%. This re7uires thoughtful curriculum# content that engages %ids and reflects
their 2ersonal
interests. -eaningful tal% means less Icom2lianceK tal%# which is the students res2onding to a
series of 2rom2ts
from the teacher.
Level of An$iet+
;n8iet" can a22ear in two forms D one that is beneficial and one that deters or has a negati!e
im2act on the
child>s learning. 6hether it is an aid or a hindrance often de2ends u2on how much an8iet" the
child is feeling.
Eor e8am2le# no an8iet" at all ma" cause the student to be laJ"# whereas a small amount might
cause the
student to 2a" closer attention and be alert in class. ; wise teacher will recognise the signs of
an8iet" in herGhis
students and 2ro!ide a balance of su22ort and inde2endence in order that the child is able to
reduce the le!el of
an8iet". ; sensiti!e teacher will also reflect on herGhis teaching strategies and a22roaches to
indi!idual students
to ensure that the" are not contributing to the an8iet" le!el of the child. Pro!iding a silent 2eriod#
letting a student
2ass on an answer# 2ro!iding su22ort in small grou2 settings# and generall" creating a su22orti!e#
o2en and fair
classroom culture will all contribute to a low an8iet" classroom en!ironment.
Personalit+
;ccording to man" language theorists# certain 2ersonalit" characteristics such as willingness to
ta%e ris%s and a
relati!e lac% of inhibition can lead to higher success rates in second language learning. *m2ath"
is im2ortant to
a greater degree in older children who can relate to and be o2en to their new language and the
cultures it
re2resents.
.ome children# for e8am2le# tend to be !er" hard on themsel!es# and are constantl" self'editing#
in the conte8t of
the second language classroom. There are students who o!er edit themsel!es# who are
disa22ointed the minute
the" s2ea% or write an incorrect 2honeme# who are so focused on language form# and who are so
worried about
ma%ing errors that the" s2ea% as little as 2ossible. These children need to be con!inced that we
need to use and
ris% with language in order to grow with it. 3ut for these students# not s2ea%ing has its
ad!antages$ the" sta" on
emotionall" safe ground# the" ma%e fewer mista%es# and the" remain untargeted in the
classroom.
Creating an Optimal School and Comm!nit+ Environment
;lthough the teacher ma" successfull" establish a 2ositi!e and su22orti!e classroom culture that
is conduci!e to
language ac7uisition# what the students face outside the classroom ma" ha!e an e!en greater
im2act on their
learning. *.L students are often the target of ridicule and discrimination based on class
distinction# en!"# or
23
misunderstanding. This attitude can come from nati!e's2ea%ing 2eers# other teachers and
administrators# and
from the communit" itself.
In the maMorit" of cases# unless e8tensi!e training and wor%sho2s on inter'cultural awareness are
conducted#
one *.L teacher will ha!e little im2act on a communit". Inside the classroom# howe!er# much
teaching can be
done towards encouraging and culti!ating an attitude of tolerance and res2ect.
3ecause the conce2ts related to the affecti!e domain are so intangible# the" are difficult to define
and measure.
6e still# howe!er# cannot gi!e u2 on their role in language learning. Central to the affecti!e
domain are attitudes#
moti!ation# and le!el of an8iet". These characteristics are strongl" influenced b" 2ersonalit".
;ttitudes that the children we teach e82erience# come from the 2eo2le with whom the" identif" D
2eers# 2arents#
teachers D and influence the wa" the" see the world and each other in it. -oti!ation is also a
strong force in
determining how 2roficient the students will become in learning *nglish. In addition# le!el of
an8iet" has its effect.
If the students are gi!en the chance to tr" out the language in a non'threatening and su22orti!e
en!ironment
where stress is %e2t at a minimum the" ha!e a much higher chance at success.
Activit+ #nit =
online&
)ead the follo,ing 1!estions or statements and choose the most s!ita%le ans,er:
1. The affecti!e domain has to do with$
a& Attit!des- lang!age level and age
%& Attit!des- level of an$iet+ and motivation
c& "otivation- interests and st!dents gender
d& a and c
e& All of the a%ove
2. Integrati!e moti!ation can be described as$
a& The desire to %e li4e the rest of the gro!p&
%& The desire to !se the target lang!age&
c& The desire to pass e$ams&
d& None of the a%ove&
3. .tudents should ne!er feel an" degree of an8iet" in the classroom.
F Tr!e
F Aalse
2A
#NIT > ( The Total Ph+sical )esponse Approach to Teaching
If the lang!age training starts ,ith learning %ased on errorfree prod!ction- correct form-
and
conscio!s r!le learning- the ris4 is that most children ,ill give !p %efore even reaching the
intermediate level&
". #sher, 197$
0isc!ssion Activit+ ( #nit >
1. Thin% of some e8am2les of how children are in!ol!ed 2h"sicall" in learning their first language.
To what e8tent
do "ou thin% learning a first language de2ends u2on such in!ol!ementC
2. Bow do "ou thin% it ma" be 2ossible for older children# teenagers# andGor adults to become
2h"sicall" in!ol!ed
with learning another languageC 6hat do "ou thin% the effects might beC
3. @emember a time when "ou were stud"ing another language. To what e8tent were "ou
in!ol!ed 2h"sicall" in
learning the languageC :o "ou wish "ou had become in!ol!ed to a greater or lesser e8tent with
such acti!itiesC
6h"C
Activit+:
answer on the
:iscussion Eorum <#nit >>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit (>. =n the first 2age# "ou will find a direct lin% to the forum.
2(
If childrens lang!age teaching is composed solel+ of repetitio!s dialog!es that
emphasise errorfree
prod!ction and correct form- the ris4 is that most children ,ill give !p even %efore
reaching the end of
the %eginner c!rric!l!m& "a4e +o!r classroom f!n5 6o!ng learners need to engage ,ith
the lang!age
the+ are learning and 4eep their %odies in motion&
Introd!ction
Total Ph+sical )esponse is a successful a22roach to second language teaching that
incor2orates the target
language with structured and su2er!ised mo!ement. It in!ol!es gi!ing commands to which the
students react.
Eor e8am2le# the teacher might sa"# I*!er"one run to the "ellow sun4K ?ood. =.5. 9ow# e!er"one
run to the blue
moon4K ?reat4 9ow. Listen# *!er"one run to the sil!er stars4K The im2erati!e commands are
meant to bring the
target language ali!e b" ma%ing it com2rehensible and# at the same time# fun. The students are
as%ed to act with
their bodies as well as with their brains D in other words# with their total beings. The cogniti!e
2rocess of
language ac7uisition is therefore s"nchronised with and 2artiall" facilitated b" the mo!ements of
the bod".
Hames ;sher# the founder of the TP@ a22roach to second language teaching# bases his a22roach
of TP@ as the
same wa" in which children learn their first language. Parents direct the child>s attention to loo% at
a 2articular
obMect# to recognise it# and often# to 2ic% it u2. Language 2roduction is dela"ed until the child>s
listening
com2rehension has been de!elo2ed and the child is read" to s2ea%. The child graduall" becomes
aware of the
language and what it means in relation to herGhis en!ironment so# too# with second language
learners.
It is recommended that ran% beginner students be allowed to Must listen and com2rehend until
the" are read" to
s2ea%. The first few classes with small children can 2ro!e# in some instances# to be !er"
intimidating for a new
T*.=L teacher. To ha!e an entire class of small children Must staring at "ou wide'e"ed can be
unner!ing. 9ot to
worr". Hust carr" on and e!entuall" through a lot of smiles and encouragement the first child will
!enture to
s2ea%4 It is not uncommon for "oung children and beginner learners to Mum2# run# sing# mime# or
do whate!er is
necessar" to show the teacher that the" understand the instructions. The" learn the target
language !er"
7uic%l"# howe!er# and are soon integrating the mo!ement with the !ocabular". ;fter a few wee%s
of *nglish
instruction# a t"2ical class might consist of /0P listening com2rehension and 30P s2ea%ing for
the students.
The commands are normall" gi!en to the class as a whole at the beginning to reduce an8iet" in
an" one student.
The teacher demonstrates the action first# while simultaneousl" s2ea%ing the target !ocabular"
and ma%ing the
actions !er" clear. 9o organising language is needed D onl" the targeted language is s2o%en.
Then the students
are e82ected to carr" out the re7uest. If the class does not res2ond at first# the teacher ma" ha!e
to re2eat
herGhis demonstration combined with the target language rather than demand that the students
com2l" with onl"
a re2etition of the words alone.
?raduall" the re7uests and mo!ements become more com2le8 as the students gain 2roficienc".
6hen students
are read" the" can !olunteer to gi!e instructions themsel!es while the teacher and the other
students carr" them
out. @emember that students should be allowed to ma%e mista%es when the" first engage in TP@
acti!ities as
the" are coordinating both mo!ement and language. It is e82ected that with re2etition the
children>s s2eech will
graduall" ta%e the sha2e of the teacher>s as the" gain confidence and 2roficienc".
;lthough Hames ;sher recommended a s2ecific se7uencing of language based on grammatical
ac7uisition#
lessons using TP@ are not focused on the grammatical 2oint instead the" are focused on
meaning# es2eciall" at
the beginning le!el. The students internalise grammar as the" re2eat and learn. TP@ techni7ues
2roduce better
results than# for e8am2le# the audio'lingual method# because the" utilise im2licit learning. 3elow
is a list of a few
t"2ical commands to use in a beginner class of children$
Stand !p&
Sit do,n&
La!gh&
Stretch&
"a4e a face&
2ave to the teacher- each other etc&
Clap +o!r hands&
To!ch ( +o!r nose- ears- e+es- head- 4nees- toes- %!m etc&
.lo, a 4iss&
2+
Sho!t +o!r name the teachers name- each others names etc&
Sing&
*!m&
E$amples
The following are e8am2les of TP@ e8ercises for "ounger children$
'& Listen to the Teacher ;to the t!ne of T,in4le- T,in4le- Little Star<
St!dents- st!dents- loo4 this ,a+ &cla2s to get attention of students)
Listen to ,hat I ,ill sa+ &holds hand on ear to indicate listening)
Aold +o!r hands and sit !p straight &teacher folds her hands on her la2 as she sits u2 straight
on a
chair in front of the circle of students)
Please %e 1!iet as +o! ,ait &indicates silence with a 2ointed finger on li2s)
St!dents- st!dents- loo4 this ,a+ &softl" cla2s again)
Listen to ,hat I ,ill sa+ &cu22ed hand o!er ear to again indicate listening).
8& 2hats the 2eather: ;to the t!ne of Oh "+ 0arling Clementine<
2hats the ,eather- ,hats the ,eather &teacher shrugs her shoulders while holding a hand
o!er her
forehead and loo%ing out the window)C
2hats the ,eather li4e toda+:
Is it rain+: &mo!es outstretched hands and ma%es tin%ling motions with fingers to indicate rain)
Is it ,ind+: &ma%es swee2ing mo!ements with hands and arms)
Are there clo!ds &ma%e encom2assing gesture to indicate clouds)C
Or is there s!n: &ma%es an outline o!er head with hands to indicate sun).
9& The 2al4ing Song ;to the t!ne of BAre 6o! SleepingC<
2al4ing- ,al4ing &teacher wal%s around# gesturing for students to follow herGhim).
2al4ing- ,al4ing.
*op- hop- hop &teacher ho2s and indicates to the students to ho2).
*op- hop- hop&
)!nning- r!nning- r!nning &teacher runs and indicates to the students to run behind herGhim)
)!nning- r!nning- r!nning&
No, ,e stop& No, ,e stop &e!er"one sto2s).
A variation on this song: .ing the song as 2resented until the children ha!e mastered it and
then start
to call I.to2K in different 2arts of the song.
; second !ariation$ .ing the song and interMect with the command I.to2K but ma%e it s2ecific to$
?irls
onl"4 3o"s onl"4 *tc.
=& If 6o! are 2earing & & & ;to the t!ne of BIf 6o!re *app+ and 6o! Dno, ItC<
If +o! are ,earing red- sha4e +o!r head-
If +o! are ,earing red- sha4e +o!r head-
If +o! are ,earing red-
Then please sha4e +o!r head-
If +o! are ,earing red- sha4e +o!r head&
If +o! are ,earing %l!e- to!ch +o!r shoe & & &
If +o! are ,earing green- %o, to the 1!een & & &
If +o! are ,earing +ello,- sha4e li4e Eello & & &
2/
If +o! are ,earing %lac4- pat +o!r %ac4 & & &
If +o! are ,earing %ro,n- t!rn aro!nd & & &
6ith the introduction of each !erse# the teacher models the actions while singing each !erse# line
b" line# slowl".
The second time around# she in!ites the children to Moin in# again re2eating each line slowl" to
ensure integration
of !ocabular" and actions. *ach successi!e time the !erse is sung# the le!el of 2roficienc" rises
until the student
has successfull" integrated the language and accom2an"ing actions.
The teacher com2liments the students with %e" words at !arious 2oints and lots of smiles. Then
sGhe continues
b" gi!ing the commands minus the gestures and 2h"sical clues to see if the students indeed
com2rehend the
words. ?raduall" other commands are added following similar 2rocedures.
1sing TP@ as one of se!eral teaching strategies has 2ro!en to be !er" successful in the
communicati!e
classroom. If the method is used in small doses# 2erha2s for fifteen minutes or so# it is !er"
effecti!e. If o!erused#
the techni7ue becomes too tiring for both students and teacher ali%e and students ma" come
awa" with
the im2ression that the main function of the target language# *nglish# is to gi!e commands. Eor
these reasons# it
ma%es sense to combine it with other classroom strategies that reinforce what is being taught.
;cti!ities such as
cutting and 2asting# drawing# free 2la"# and stor"telling can all be effecti!e teaching strategies as
well.
The following are some TP@'based ;cti!ities that can readil" be ada2ted to most children>s
classrooms$
'& .o!ncing the .all
The language of numbers# colours# da"s of the wee%# months of the "ear can be ac7uired b"
sim2l" ha!ing the
students bounce a ball. Eor e8am2le# each student could be assigned a month of the "ear. The
teacher begins
b" forming a circle with the students# sa"ing a month# and then the student who is that month has
to catch the
ball that is thrown into the middle of the circle. Conscious attention is centred on the act of
catching the ball and
sta"ing alert# listening for <"our> month while the language itself is being internalised at a more or
less 2eri2heral
le!el of consciousness.
8& Identification 7ame
;fter the class has ac7uired sim2le %e" words in s2ecific !ocabular" categories# 2ictures can be
2laced across
the front of the room of 2eo2le clearl" demonstrating# for e8am2le# emotions. .tudents can be
as%ed to come to
the front of the room and choose the correct 2icture in res2onse to a s2ecific command for
e8am2le# I9icholas#
2lease find a 2icture of someone laughing.K Than% "ou. Class D do "ou agreeC Is this a 2icture of
someone
laughingCK Class res2onds# IYesG9o this isGis not a 2icture of someone laughing.K
=ther categories include 2rofessions# clothing# communit" buildings and locations# food items#
modes of
trans2ortation# s2orts# and so on.
9& Information 7aps
Information ?a2 acti!ities are those in which one student has information that another does not
ha!e but needs.
=ne student ma" gi!e a set of directions or commands to another student# who will then carr"
them out to meet
a goal. Eor e8am2le# one student has an illustration on a card in herGhis hand. The second
student faces the
blac%board and tries to draw the same illustration b" following the directions that the first student
gi!es herGhim.
S!mmar+
Hames ;sher>s Total Ph"sical @es2onse in!ol!es gi!ing a series of commandsGinstructions to
which the students
res2ond 2h"sicall". The teacher demonstrates the instruction with the simultaneous use of
gesture and
illustration. The students remain silent until the" are read" for oral s2eech. =nce the language is
mastered#
students ha!e the o2tion of gi!ing the instructions themsel!es. The main disad!antage to the TP@
method is that
the commands do not adhere to a logical se7uence based on e82erience.
2,
Activit+ #nit >
online&
1. The TP@ a22roach is based on$
a& grammar e$ercises&
%& the ,a+ 4ids learn their first lang!age&
c& the ,a+ 4ids interact ,ith the teacher&
d& none of the a%ove&
2. It is recommended that teachers use TP@ as much as 2ossible.
F Tr!e
F Aalse
20
#NIT @ ( The Nat!ral F Comm!nicative Approach
%&he essen'e o( l)n*u)*e is hu+)n )'tivity , )'tivity on the p)rt o( one individu)l to +)ke
her-hi+sel(
understood, )nd )'tivity on the p)rt o( the other to underst)nd..
/. "espersen, 19!0
0isc!ssion Activit+ ( #nit @
1. 6hat do "ou thin% a InaturalK a22roach to ac7uiring another language in a classroom might
entailC
2. To what e8tent was an" e82erience "ou ma" ha!e had with another language InaturalKC
3. 6hat do "ou thin% the role of grammar might be in a natural language classroomC
Activit+:
answer on the
:iscussion Eorum <#nit @>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit +>. =n the first 2age# "ou will find a direct lin% to the forum.
30
Introd!ction
There is nothing terribl" so2histicated about this a22roach to language teaching and learning that
other
a22roaches could not claim if the" incor2orated real communication into their classrooms. It is
based on
research done b" linguist Trac" Terrell# who reminded us that students must ac7uire the second
language in
much the same wa" that 2eo2le ac7uire language in natural situations. .ome theorists argue that
what was
being recommended is not reall" a method at all# but rather an a22roach. There are four basic
2rinci2les to
remember with the natural a22roach to second language learning and teaching$
1. Comprehension precedes prod!ction. 6hat does this meanC .im2l" that the teacher of
beginner
language students must res2ect and understand the sometimes o!erwhelming nature of learning
a
language. .tudents will# for !arious reasons# not res2ond orall" in the beginning. Periods of
silence are
not uncommon. :o not be alarmed as the teacher# sim2l" res2ect the children and continue on
with "our
lesson. Target the language "ou want learnt# focus on communicati!e situations# and 2ro!ide
accessible
and com2rehensible in2ut that is e7ui!alent to the students> 2roficienc" le!el.
2. Prod!ction m!st %e allo,ed to emerge in stages. @es2onses from students will generall"
begin with
non'!erbal communication D a nod of the head# a smile of recognition# or a sha%e of the head to
indicate
no then mo!e to single words D I"esK# InoK then to two and three word combinations such as
Ithis is
redK ne8t to 2hrases and sentences# and finall" to discourse# or multi2le and se7uenced
con!ersation.
.tudents s2ea% when the" are read" and s2eech errors are generall" not corrected e!er" time a
student
utters a 2hrase in *nglish. ; successful teacher will sim2l" mime bac% the correct word
orderG2ronunciation to ensure that the student hears it correctl".
3. The co!rse s+lla%!s sho!ld %e %ased on comm!nicative goals. ."llabi hea!il" focused on
grammatical se7uencing are shunned in fa!our of to2ical andGor situational organising. Children
es2eciall"# learn in categories and b" schemata# or 2atterning. :iscussions in children>s
classrooms
therefore are centred on items in the classroom# clothing# bod" 2arts# food# animals# famil" and
communit" members# trans2ortation# and so on. ?rammar is ac7uired through rele!ant
communication
at this stage and age of language learning.
A. The activities m!st %e planned so that the+ lo,er the affective filter& ; student who is
engrossed in
engaging and interesting ideas and acti!ities will be less a2t to be an8ious than one who is
focused
mainl" on form and structure. In addition# the atmos2here must be friendl" and acce2ting if the
children
are to ha!e the best 2ossible chance for ac7uiring the new language.
The natural a22roach or as we refer to it# the communicati!e a22roach# 2rinci2les are used in
conMunction with
man" other methods and acti!ities which are com2atible &Total Ph"sical )es2onse# MaJJ chants#
music# games#
role'2la"# drama# stor"telling# affecti!e acti!ities) and which 2roduce rich en!ironments where
language is learnt
and reinforced in a !ariet" of wa"s. The communicati!e a22roach and all the methods with which
it is used
should blend to form a highl" integrated 2rogram for the students who 2artici2ate in it.
3ecause the focus of the communicati!e a22roach is on real communication# man" demands are
made u2on the
time and energ" of the teacher. .Ghe must 2resent a great deal of understandable material about
concrete#
rele!ant materials# es2eciall" at the beginning le!els. It is not unusual to see the communicati!e
teacher trudging
to school with huge bags full of clothing# dishes# food# and additional IrealiaK to demonstrate the
language being
taught that da". The communicati!e teacher can no longer Must as% students to o2en their
curriculum boo%s to a
certain 2age# sa" Ire2eat after meK or assign the students !ocabular" e8ercises and !erb
conMugations. The
teacher>s chief res2onsibilit" during class time is to communicate with the students about things
that are of
interest and rele!ance to them.
*!en though age and interests will !ar"- the follo,ing o!tline is !sef!l in planning !nits for
%eginning to
lo,intermediate children# ages ,'1+. It should be ada2ted according to age and interests of the
students.
31
A& Preliminar+ #nit: Learning to #nderstand
&opi's
1. 9ames of .tudents
2. :escri2tions of Peo2le
3. Eamil" -embers
A. 9umbers
(. Clothing
+. Colours
/. =bMects in the Classroom
,. Parts of the 3od"
1itu)tions
1. ?reetings
2. Classroom commands
.& St!dents in the Classroom
&opi's
1. Personal identification &name# address# tele2hone number# age# se8# nationalit"# date of birth#
marital status).
2. :escri2tion of school en!ironment &identification# descri2tion# location of 2eo2le and obMects in
the
classroom# descri2tion and location of buildings)
3. Classes
A. Telling time
1itu)tions
1. Eilling out forms
2. ?etting around the school
C& )ecreation and Leis!re Activities
&opi's
1. Ea!ourite ;cti!ities
2. .2orts and games
3. Climate and seasons
A. 6eather
(. .easonal acti!ities
+. Bolida" acti!ities
/. Parties
,. ;bilities
0. Cultural and artistic interests
1itu)tions
1. Pla"ing games# s2orts
2. 3eing a s2ectator
3. Chitchatting
0& Ariends and 0ail+ Activities
&opi's
1. Eamil" and relati!es
2. Ph"sical states
3. *motional states
A. :ail" acti!ities
(. Bolida" and !acation acti!ities
+. Pets
32
1itu)tions
1. Introductions# meeting 2eo2le
2. Lisiting relati!es
3. Con!ersing on the 2hone
E& Plans- O%ligations- and Careers
&opi's
1. Euture 2lans
2. ?eneral future acti!ities
3. =bligations
A. Bo2es and desires
(. Careers and 2rofessions
+. Place of wor%
/. 6or% ;cti!ities
,. .alar" and mone"
1itu)tions
1. Hob inter!iewing
2. Tal%ing on the Mob
A& )esidence
&opi's
1. Place of residence
2. @ooms of a house
3. Eurniture
A. ;cti!ities at home
(. Bousehold items
1itu)tions
1. Loo%ing for a 2lace to li!e
2. -o!ing
7& Narrating Past E$perience
&opi's
1. Immediate 2ast e!ents
2. Yesterda">s acti!ities
3. 6ee%end e!ents
A. Bolida"s and 2arties
(. Tri2s and !acations
+. =ther e82eriences
1itu)tions
1. Eriends recounting e82eriences
2. -a%ing 2lans.
*& *ealth- Illnesses- and Emergencies
&opi's
1. 3od" Parts
2. Ph"sical states
3. -ental states and moods
A. Bealth maintenance
(. Bealth 2rofessions
+. -edicine and diseases
33
1itu)tions
1. Lisiting the doctor
2. Bos2itals
3. Bealth inter!iews
A. 3u"ing medicine
(. *mergencies &accidents)
I& Eating
&opi's
1. Eoods
2. 3e!erages
1itu)tions
1. =rdering a meal in a restaurant
2. .ho22ing in a su2ermar%et
3. Pre2aring food from reci2es
E& Travel and Transportation
&opi's
1. ?eogra2h"
2. -odes of trans2ortation
3. Lacations
A. *82eriences on tri2s
(. Languages
+. -a%ing reser!ations
1itu)tions
1. 3u"ing gasoline
2. *8changing mone"
3. Clearing customs
A. =btaining lodging
(. 3u"ing tic%ets
D& Shopping and .!+ing
&opi's
1. -one" and 2rices
2. Eashions
3. ?ifts
A. Products
1itu)tions
1. .elling and bu"ing
2. .ho22ing
3. 3argaining
L& 6o!th
&opi's
1. Childhood e82eriences
2. Primar" school e82eriences
3. CurrentGteen e82eriences
1itu)tions
1. @eminiscing with friends
2. .haring 2hoto albums
3A
"& 7iving 0irections and Instr!ctions
&opi's
1. .2atial conce2ts &north# south# east# west u2# down# right# left# centre 2arallel# 2er2endicular#
etc.)
2. Time relationshi2s &after# before# during# etc.)
1itu)tions
1. ?i!ing instructions
2. Eollowing instructions
3. @eading ma2s
A. Einding locations
(. Eollowing game instructions
+. ?i!ing an in!itation
/. -a%ing a22ointments
N& ?al!es
&opi's
1. Eamil"
2. Eriendshi2
3. Lo!e
A. .e8 roles and stereot"2es
(. ?oals
+. @eligious beliefs
1itu)tions
1. -a%ing a !ariet" of decisions based on one>s !alues
2. .haring and com2aring !alues in a non'threatening en!ironment
3. Clarif"ing !alues
O& Iss!es and C!rrent Events
&opi's
1. *n!ironmental 2roblems
2. *conomic issues
3. *ducation
A. *m2lo"ment and careers
(. *thical issues
+. Politics
/. Crime
,. .2orts
0. .ocial e!ents
10. Cultural e!ents
11. -inorit" grou2s
12. .cience and health
1itu)tions
1. :iscussing last night>s news broadcast
2. :iscussing a recent mo!ie# etc.
The students mo!e through three o!erla22ing stages in the communicati!e a22roach$ &1)
com2rehension# &2)
earl" s2eech 2roduction# and &3) s2eech emergence. 3e"ond emergence is a fourth stage often
referred to as
intermediate fluency.
According to ling!ists ,ho s!pport the comm!nicative approach- the length of time spent
in an+ one
stage varies greatl+ depending !pon the individ!al- !pon the amo!nt of comprehensi%le
lang!age
3(
received- and !pon the degree to ,hich the affective filter has %een removed ;or ho,
comforta%le and
confident the st!dent feels<&
.ome students begin s2ea%ing after a cou2le of hours and others ta%e se!eral wee%s. In the
beginning the
teacher does most of the tal%ing to 2ro!ide the needed language# howe!er as the students
become more
2roficient# the" ta%e o!er and the teacher>s role becomes 2redominantl" that of an organiser and
facilitator.
The Comprehension Stage
:uring this first stage of language learning# the children are allowed to Must IbeK# and to listen to
the teacher if
the" so choose. The" recei!e com2rehensible and accessible language from the teacher in
consistent and
di!erse acti!ities. =ften TP@# or Total Ph"sical @es2onse# is used at this stage of learning# so that
the children
are u2 and mo!ing# following sim2le instructions or res2onding to an action'based song. ;udio'
lingual
methodolog" is also used at this stage as scri2ted call and res2onse dialogue is taught and
learnt.
;lthough the students> main goal is to de!elo2 listening and recognition s%ills# man" of the
students are eager to
s2ea% and the" will res2ond when the" thin% a22ro2riate# not necessaril" when the teacher has
as%ed them to4
.im2le res2onses ma" be made b" gesturing# nodding# using I"esK or InoK in their first language#
answering
I"esK or InoK in *nglish# gi!ing one word answers to 7uestions such as I6ho is wearing red
shoesCK IHoshuaK. ;
lot of !isuals# demonstrations# and re2etition are used at this stage of language learning. The
teacher>s s2eech is
slowed down considerabl" and %e" words are gi!en e8tra em2hasis and stress in their intonation.
;t this
beginning stage# students are not usuall" called u2on indi!iduall" to answer instead# the teacher
im2lements
choral drills that include the grou2 in its entiret". The target structure i.e. %e" words and
!ocabular"# can be
written on the board the second or third time the" are introduced into the lesson. *82osing "oung
learners to
both oral and written forms too soon causes cogniti!e o!erload and ma" interfere with the child>s
successful
ac7uisition.
Total Ph"sical @es2onse &TP@) acti!ities are recommended to e82ose the children to new
!ocabular". Eor
e8am2le# "oung children can learn the name of classroom obMects while 2ractising the names of
their classmates
&I?i!e the boo% to .arahK)# while learning descri2tions &ITa%e the 2encil to someone who has
short hairK)# while
2ractising colours &IPlease bring me a blue boo%K)# and man" other categories of !ocabular". It is
difficult to
a!oid TP@ at this stage of both 2h"sical de!elo2ment and language 2roficienc" of the children. It
is# 7uite sim2l"#
an e8tremel" effecti!e wa" for the children to hone their gross and fine motor s%ills while
incor2orating
accessible and meaningful second language !ocabular" into e!er"da" s2eech.
It is im2ortant not to get carried awa" and introduce too much too soon. Ere7uent chec%s for
understanding are
necessar"# as enthusiasm on the children>s 2art to 2lease the teacher ma" disguise their lac% of
understanding.
1sing humour is alwa"s an effecti!e wa" to chec% for understanding# as outlined in the following
dialogue. ;lso#
ta%e note of the se7uential ordering of the language that the teacher offers the children$
Teacher$ &holding u2 a boo% or a 2icture of a boo%) It is a %oo4& &re2eats) It is a %oo4&
&The teacher then 2oints to a student>s boo%). It is a %oo4& Is it a %oo4: The teacher nods
herGhis head# "es#
while sa"ing# with the 2rom2ts of the teacher# Yes# it is a %oo4& &.Ghe then holds u2 or 2oints to
other boo%s and
re2eats in answerG7uestionGanswer format) 2hat is it: 2hat is it:
St!dents$ &in unison) It is a %oo4&
Teacher$ &2ointing to a blue boo%). It is a %l!e %oo4& It is a %l!e %oo4&
Teacher$ &the teacher 2oints to a red boo%). Is it a %l!e %oo4:
St!dents$ No it is not a %l!e %oo4& It is a red %oo4&
Teacher$ &Bolding u2 the blue boo%). 2hat is it:
St!dents$ It is a %l!e %oo4&
It is im2erati!e that from da" one# the teacher insists on full sentences# e!en if it ma%es the
language a22ear
unnatural. This is one of the biggest fa!ours a teacher can do for hisGher students# and will hel2
the students
2rogress at a much 7uic%er rate.
;nd so the teacher continues
D
3+
- adding an activit+ after the introd!ction and drill ,or4 after introd!cing a ne, o%Gect
andFor
colo!r&
- after the introd!ction of each o%GectFcolo!r- the teacher chec4s for !nderstanding of
those
alread+ introd!ced&
- after ,or4ing thro!gh fo!r o%GectsFcolo!rs- the teacher %rings the gro!p %ac4 together
for a
gro!p activit+:
Activit+: each student has a coloured obMect.
Teacher sa"s$ &while standing u2 with a red boo% !isible in her hand)$ BEver+one ,ith a red
%oo4- stand !p5C
Teacher$ re2eats the re7uests# going through each colour so all children ha!e a chance to
2artici2ate.
Note: The students ma" not understand all of the teacher>s words at first# but chances are the"
will remember
the %e" words that were Must taught to them# and more than li%el" the function words as well# as
the teacher
demonstrated them. ?raduall" the" will begin to understand and then use the !ocabular" in other
meaningful
conte8ts.
It is im2ortant not to introduce too much language at once. In addition# it is im2ortant to
immediatel" reinforce the
target language. &*!en though children learn faster than adults# their long'term memor" is not as
well'de!elo2ed#
and the" forget Must as 7uic%l").
Aollo,!p reinforcing activities:
A: The teacher 2ro!ides magaJines with man" illustrations and as%s the students to choose and
cut out 2ictures
that ha!e the Must'taught colours and 2aste them on a sheet of 2a2er of the matching colour.
.: The teacher ma" as% the children to draw and colour !arious obMects in different colours. ; da"
or so later the
teacher ma" bring in items of clothing of the same colours that sGhe has taught# to see if the" are
remembered.
;t that 2oint# the colour !ocabular" can be added to the new clothing !ocabular".
=nce the students ha!e mastered a few categories of nouns and corres2onding sim2le !erbs# the
teacher can
reinforce these while adding some new ones b" streaming them into com2rehensible 2hrases.
Eor e8am2le#
ILoo4 at "arias feet& She is ,earing shoes& Loo4 at Eorges feet& *e is ,earing shoes- too&
"arias shoes
are ,hite& Eorges shoes are ,hite- too& 2ho else has ,hite shoes: 2ho has %ro,n
shoes: 2ho has red
shoes: 2ho has a red school %ag:C ;nd so on.
A!rther Activities
2here 0oes It .elong:
=n a chal%board or a large 2iece of 2a2er# s%etch and label the rooms of a house. 3riefl" tal%
about the house
and the rooms. ILoo4 at the ho!se& It is %ig& It has five rooms& *ere is the 4itchen& 2e 4eep
food in the
4itchen& People eat in the 4itchen& *ere is the %edroom& There is a %ed in the %edroom&
This is ,here ,e
sleep& This is the %athroom& There is a sin4 and a sho,er in the %athroom& This is ,here
,e %athe and
%r!sh o!r teethC& ;nd so on. ; few t"2ical household items can roughl" be drawn in to hel2 the
students
identif" them. =ther household items can be cut'out of magaJines to be 2laced on the house
la"out b" the
students. The teacher then leads the students in furnishing the house. B2ho has the stove:C
Horge. BPlease
p!t the stove in the 4itchen- Eorge&C B2ho has the to,el:C .oledad. BPlease p!t the to,el
in the
%athroom- Soledad&C ;nd so on# until all the students ha!e 2laced their cut'out 2ictures onto the
a22ro2riate
location in the house. @emember to ha!e the students re2eat what item is going where b" using
choral drills. Eor
e8am2le# BThe stove goes in the 4itchen&C 7ood5 BEver+one- the %ed goes in the %edroom&C
This acti!it" can be incor2orated into other locales as well D communit" buildings li%e the hos2ital#
librar"#
mar%et# Joos# farms etc.
P!t it On
3ring in a !ariet" of o!ersiJed and out of season clothing. Tal% about the clothes. IThese are
2ants. The" are
blue. Bere is the 2oc%et.K Ba!e the students dress u2 with the clothing according to "our
directions. This acti!it"
is hilarious# with children hamming it u2 and giggling about their own# the teacher>s and each
other>s
a22earance.
3/
; follow'u2 acti!it" to reinforce clothing !ocabular" is to 2ro!ide the children with clothing
catalogues# scissors
&de2ending on age and abilit")# glue and blan% sheets of construction 2a2er. 3" demonstrating#
show the
students how to create a I2ersonK using the cut'out articles of clothing. Ba!e the students ma%e
their own funn"
figures# while afterwards naming what their characters are wearing. Through co'o2eration# the
children hel2 each
other locate what the" need from the central 2ile of cut'outs# re2eating the !ocabular" and
generating a lot of
laughter# therefore lowering an" 2ossible an8iet".
7etting Aro!nd
-a%e a large ma2 of the school or !illage using stri2s of butcher 2a2er or large news2rint ta2ed
together or b"
bloc%ing off !arious locations with mas%ing ta2e 2laced on the floor. The total area should be
large enough so
the students can stand on it and wal% from 2lace to 2lace. Label the rooms# buildings# or whate!er
is a22ro2riate.
-a%e sure it is clear what each location is b" 2lacing 2ictures in each room# area. Eor e8am2le#
"ou might 2lace
2ictures of food in the cafeteria. 1sing TP@# guide the students around the ma22ed out location
b" following
sim2le commands. If one student seems 2roficient enough# the" can act as guide for the other
students. To
follow u2 with this acti!it"# ta%e the students on a real tour of the school# reinforcing the locations
and !ocabular"
in *nglish. Eor e8am2le# IBere is the bathroom. This is where we 2ee and wash our hands.K
Aollo,ing a ProcessFTa4ing 0irections
;s students get used to the sim2le# re2etiti!e commands in the classroom# e82and their
!ocabular" to series of
commands. Through this 2rocess# students can learn to ma%e sim2le things b" following
se7uential directions.
:emonstrate b" s2ea%ing while simultaneousl" doing each ste2 for the children# and then ta%e
them through the
2rocess as a unified grou2# slowl" and clearl". Eor e8am2le# ma%ing sandwiches. Ba!e enough
bread# tortillas#
2ita# or whate!er local bread is a!ailable# for each child and a !ariet" of filling. Ta%e them through
the ma%ing of
a sandwich ste2 b" ste2. BTa4e t,o pieces of %readFTa4e one tortillaFTa4e a pita& 7ood5
Ever+one has
herFhis %readFtortillaFpita& O&D& No,- ever+one ta4e some lett!ce& O&D& No,- p!t the lett!ce
on the %read&
2ell done5 No,- ever+one ta4e some meatFfishFcheese- and p!t it onFin +o!r
%readFtortillaFpita- and so
on& .tudents are not necessaril" e82ected to s2ea% in this acti!it" rather s2ontaneous s2eech is
encouraged
while each child ma%es herGhis choice about what the" want on their bread. Their listening and
com2rehension
s%ills are being tested# howe!er# as well as following se7uential im2erati!e commands.
The abo!e is Must a small sam2ling of the man" acti!ities that can be used with students at this
beginning stage
of language ac7uisition. .ome are more a22licable to certain ages than others acti!ities should
be adMusted
according to age and le!el a22ro2riateness.
.uccess in language learning for children is strongl" influenced b" a free and creati!e classroom
en!ironment
and b" the reinforcement of the target language through rec"cling. The teacher must ma%e full
use of !isual aids
in herGhis teaching at this le!el as well$ acting out# modelling# e8aggerated gestures# full use of
bod" language#
and realia# all hel2 to integrate the target language more full". 1sing high fre7uenc" !ocabular"#
short sentences#
"esGno 7uestions# eitherGor 7uestions# and stress and intonation in !oice also aid the children>s
understanding of
the language. The teacher should also rel" hea!il" on getting the students 2h"sicall" in!ol!ed
with the target
language in order to facilitate its ac7uisition. ;t the same time# acti!ities need to be !aried and of
short duration
in order to maintain the interest and engagement of the children.
The Earl+ Speech Prod!ction Stage
The transition into this second stage of language learning usuall" begins with man" of the
acti!ities used in the
com2rehension stage. The teacher will graduall" see changes in the length of the res2onses of
the students.
;lthough the teacher has been soliciting full sentence res2onses# it ma" ta%e time for the
students to offer full
sentence re2lies on their own# without 2rom2ting. Eor e8am2le# the answer to the 7uestion# I6ho
has on a blue
dressCK ma" be I.usannah has a blue dress# teacherK instead of sim2l" I.usannah.K =nce the
e82anded
res2onses begin to a22ear# the" a22ear in abundance# and this signals the ne8t stage in
ac7uisition for the
children. The children>s s2eech will# at first# contain man" errors# which should be dealt with b"
modelling the
correct s2eech. =mission of words is common at this stage therefore modelling bac% the correct
and full
res2onse# orall" stressing the missed words# while intoning an affirmation for the student is the
most effecti!e
strateg". It is onl" when students feel comfortable ma%ing mista%es that the" will want to continue
s2ea%ing
3,
within the *nglish language classroom# so it is !itall" im2ortant that 2ositi!e reinforcement built
into echocorrection
is used to 2re!ent embarrassment or humiliation which will cause students to hold bac% and be
silent.
Spea4ingfoc!sed Activities:
Charts and Other .oard ?is!als D It is recommended that !isual aids also accom2an" this
stage of learning.
The" ma%e discussion easier and ser!e as im2ortant aids in the transition to reading and writing.
N!m%ers
*o, man+ people in the class are ,earing H
a belt
a ring
glasses
blac% 2ants
a hat
white shoes
Clothing
2hat are +o! ,earing:
The teacher ; blue
s%irt
Carlos
Tomas
@osa
Huan
@aoul
7etting to Dno, 6o!
This chart can be used for older children &,'1+) to encourage interaction and to hel2 students get
to %now one
another. The students inter!iew 2artners to fill in the chart below.
3!estion Partner ' Partner 8
6hat is "our nameC
6here are "ou fromC
6hat are "our hobbiesC
Bow old are "ouC
Openended Sentences
=ffer se!eral o2en'ended sentences on the board for students to com2lete. You# the teacher#
start b" modelling
the first sentence. In 2airs or small grou2s the students ta%e on one sentence each. The intent of
this e8ercise is
to stimulate s2ontaneous con!ersation. Correction of each grammatical error is not a22ro2riate
here let the
students e8ercise their !ocabular" and 2la" with the language.
Eor e8am2le#
On Sat!rda+s I &
"+ famil+ li4es to &
"+ favo!rite movie is &
30
=r# students can bring in a famil" 2hoto to share. 1sing o2en'ended sentences# the" can tal%
about the
2hotogra2h$
"+ sister li4es &
"+ grandmother is &
"+ parents are &
"atrices
=2en'ended sentences that are used in certain combinations for s2ecific situations are called
matrices. 3elow
are a few situations in which the" might be used. The matrices should not be drilled in audio'
lingual st"le# but
instead the" should be used in role'2la"ing situations in which a !ariet" of res2onses can be
gi!en. The students
sim2l" use the matri8 as an aid or framewor% to build the con!ersation around for as long as the"
need them.
*ach matri8 can be written on a cue card# 2ut into a bag or container# and each 2air of students
has to draw one
and act out the scenario. These mini'dialogues 2ro!ide !aluable 2ractice for s2ontaneous
con!ersation. The
to2ics must be accessible to the students# as this is not a time to introduce new !ocabular" but
instead to re'use
%nown !ocabular".
Airst "eetings
Bi there# m" name is .
9ice to meet "ou# I>m .
;re "ou a new studentC .
On the Telephone
Bello.
Bello. This is . 6hom am I s2ea%ing toC
This is .
;nd so on . . .
As4ing for the Aacts
The teacher brings in se!eral sim2le sale ad!ertisements from local news2a2ers or magaJines in
*nglish.
Nuestions can be as%ed about the item being ad!ertised. Eor e8am2le#
2hat is %eing sold:
*o, m!ch ,as it:
*o, m!ch is the sale price:
*o, m!ch are +o! saving:
7etting into )eading and 2riting
*!en though the em2hasis is on s2ea%ing in the abo!e acti!ities# these can also be used as
transitional acti!ities
into reading and writing. 5e" words written on the board# TP@ im2erati!es that students
recognise# cue cards
with matrices on them# sentences written around the classroom# all hel2 towards reading and
writing in the target
language. .tudents who come from a non'@oman al2habet bac%ground will# of course# need
e8tra time and
effort to learn the *nglish al2habet. @egardless of the child>s linguistic bac%ground# howe!er#
teaching should
alwa"s be done through meaning rather than through teaching isolated 2honemes and words.
;lthough teaching
through the communicati!e method focuses on oral communication and 2roducing com2etent and
fluent
s2ea%ers# we certainl" consider reading and writing to be im2ortant and integrate those as2ects
of language
learning into our teaching as well.
A0
A!rther Speech Emergence Activities
3ecause s2eech has been emerging all along# to distinguish s2eech emergence as a se2arate
stage is thought
b" some *.L educators to be artificial. Perha2s extending production is more a22ro2riate as it
indicates longer
and more com2le8 utterances. -an" errors will still be made at this stage# but the" should
graduall" begin to
decrease as the students become more familiar with basic grammatical structures and the
children gain
confidence in the target language.
;t this stage a large number of acti!ities can be used that are somewhat more demanding and
challenging but
still within reach cogniti!el"$ music and 2oetr"# role'2la"ing and drama# and 2roblem'sol!ing for
older children.
-an" of the acti!ities alread" shown can be e82anded u2on to 2ro!ide additional o22ortunities for
de!elo2ment.
3elow is a sam2ling of other acti!ities that might be t"2ical at this stage and be"ond.
SpeechEmergenceStage Activities
The People *!nt
?i!e the students the following list and as% them to find a 2erson who$
'Bas shoelaces
'6ears glasses
'Is laughing
'.2ea%s three or more languages
'Is wearing blac% soc%s
'Bates broccoli
'Bas fi!e letters in her or his name
'Li!es with a grand2arent
'Pla"s a musical instrument
The students must get the signature of at least one 2erson in each categor".
;s the students become more ad!anced# the" can find a 2erson who$
'Bas 2arents who dri!e a To"ota
'Bas been to another countr" in the last fi!e "ears
'Bas a famil" with more than si8 2eo2le in it
'Bas thought about being an actorGactress after com2leting high school
Cartoons
Ta%e se!eral cartoons from the news2a2er and white out the words in the bubbles. Place the
cartoons on a
blan% 2iece of 2a2er# 2ro!iding a s2ace in the bubbles for the students to write in their own
dialogue. The" can
e8change cartoons and com2are !ersions of the dialogues.
0ra, This5
This is a 2air wor% or small grou2 acti!it" that is a lot of fun. ?i!e one student 2er 2air or grou2 a
2icture with
sim2le lines and geometric sha2es on it. Ba!e this student gi!e directions to her or his grou2 so
that the" can
re2roduce the 2icture without seeing it. The student who comes closest to the original gi!es
directions for the
ne8t 2icture. The 2ictures should become 2rogressi!el" more difficult as the students become
more 2roficient.
The" should also tr" to target s2ecific language# i.e. 2re2ositions# location etc.
Shopping Spree
=ne corner of the room can be set u2 with resources to reflect !arious communit" businesses
mar%et or grocer"
store# doctor>s office# the 2ost office# the ban%# a clothing store# a car garage# the librar" etc.
.tudents can ta%e
turns being cler%s# sho22ers# and cashiers. Larious situations can be set u2 with dialogues to
include
e8changing an item# gi!ing the wrong change# as%ing where something is# etc.
2ho am I:
6rite the name of a !er" well'%nown 2erson or character on a 2iece of 2a2er and ta2e it on the
bac% of a
student. The student needs to guess whose name is on her or his bac% b" as%ing "es or no
7uestions of the
class. IIs this 2erson a womanCK Is this 2erson ali!eC Is this 2erson "oungC Is this 2erson an
actorC ;nd so on#
A1
until the identit" is guessed.
"apreading and Aollo,ing 0irections
This acti!it" 2ractises and reinforces !ocabular" of direction# cardinal 2oints# 2re2ositions# and
communit"
!ocabular". Bel2ful 2hrases could be written on the board turn leftGright go
southGnorthGwestGeast go around the
cornerGgo straight to the leftGright in the middleGall the wa" down the bloc% downGu2 the street
etc.
Ba!e one student 2ic% a set of directions from an assortment written on cue cards and orall" ha!e
them direct
the other students to a 2articular destination while the" follow along on their ma2s at their des%s.
This acti!it" is
li%e a grou2 treasure hunt where the destinations are a sur2rise. Eirst do a demonstration on the
board on the
large ma2# which will be the same as the one the students ha!e at their des%s. =rall"
demonstrate# I.tart at the
ban%. Turn right and wal% to the corner where the mar%et is. Cross the street and follow the sign
to the gas
station.K ;nd so on.
2riting "emos and "essages
This e8ercise 2ractises not onl" writing s%ills but recall as well. .et u2 situations for the students
for which the"
can write memos. .ome suggestions are offered here$
- 6o!r mother is still at ,or4 ,hen +o! arrive home from school& 6o! are going to a soccer
game
,ith some of +o!r friends and then o!t for a piIIa& 2rite a memo to +o!r mother
e$plaining ,hat
+o! are doing&
- 6o! are at home on a Sat!rda+ afternoon and someone calls for +o!r older %rother& 2rite
a note
as4ing him to ret!rn the call&
- 6o! have to ,rite invitations to classmates for a %irthda+ part+ that is going to %e at +o!r
home&
2rite the invitation- incl!ding directions on ho, to get to +o!r home&
#sing Local or AoreignLang!age Ne,spapers
;s% the students to find# cut out# and 2aste on butcher 2a2er a sam2le of each of the following.
.tudents can
wor% in grou2s or indi!iduall". This %ind of acti!it" could begin at much earlier stages if the items
are sim2le
enough.
'the tem2erature in a maMor cit"
'a number greater than a thousand
'a face with glasses
'a s2orts headline
'a letter to the editor
'the 2rice of a used car
'a cit" within (0 miles of "our own
'a mo!ie that starts between /$00 Q 0$00 2.m.
'an angr" word
'the 2icture of a ha22" 2erson
'a ten'letter word
Ba!e the students go through the ads in a recent *nglish news2a2er. ;s% them to find three
things that were a)
2roduced in other countries and b) that were 2roduced in their countr".
.tudents can loo% for items and e!ents of interest in the want ads. The" can discuss what the"
ha!e found and
tell others wh" the" ha!e chosen what the" ha!e.
The" can loo% in the want ads to find items for sale. Ba!e students 2la" the role of 2otential
sellers and bu"ers.
Eor e8am2le# the bu"ers can ma%e Itele2hone callsK to the sellers to gather more information
about the content
of the ads.
The" can then write ads ad!ertising things that the" want to sell. The" can e!en bring items to
class. Ba!e
students consider the following 7uestions$ 6hat do "ou want to sellC 6ho do "ou thin% will bu" itC
6h" would
someone want to bu" itC
=nce the" ha!e written their ads# collect them# co2" them# and distribute them amongst the
students. Let them
bu"# trade and sell with each other.
A2
Einding articles about interesting 2eo2le in the news can be e8citing. .tudents can 2lan a
celebrit" 2art" and
ma%e a list of those the" would li%e to in!ite. Ba!e them tell wh" the" would li%e to meet those
the" ha!e
selected.
;s% students to choose a headline and write an alternati!e stor" to go with it.
Pen Pals
6ith the Internet and a rich networ% of other T*.=L graduates and teachers# set u2 a 2en 2al
e8change for "our
students. .et "our students u2 for success and tal% about and re!iew the !ocabular" needed to
write an
introductor" letter. Ba!e them write a first letter to their 2en 2als# introducing themsel!es#
including their names#
gender# age# interests and hobbies# etc.
The first three stages of communicati!el"'based learning flow into one another and it is often
difficult to tell
where one ends and the ne8t begins. ;t the com2rehension stage# students de!elo2 the abilit" to
understand
s2o%en language and to react to sim2le commands. :uring this time# students e82erience their
silent 2eriod
when the" are not e82ected to s2ea%# although the" ma" res2ond with a word or two. ;t the earl"
s2eech
2roduction stage# students are able to 2roduce a few words and can often recognise the written
!ersions. ;t the
s2eech emergence stage# the" begin to use sim2le sentences and can read and write sim2le te8t
in the target
language. ;s students become ca2able of fuller 2roduction# or intermediate fluenc"# the" can
e82ress
themsel!es in a !ariet" of wa"s and can understand much of what is said.
It should be noted that there is much o!erla2 between one le!el and the ne8t and one stage and
the ne8t.
.tudents ma" be beginners at some tas%s but ad!anced learners at others. In addition# an
intermediate or
ad!anced student might be thrown bac% tem2oraril" into the com2rehension stage t"2ical of
beginners whene!er
new conce2ts are introduced.
;lthough the communicati!e a22roach is touted as one of the leading second language
methodologies and has
gained much currenc" with educators# it does a22ear to ha!e se!eral limitations. =ne of these is
that the method
itself is oriented towards oral de!elo2ment with beginner to low intermediate students. 6hile this
em2hasis on
oral 2roduction is not a fault in and of itself# teachers need to be aware that literac" s%ills re7uire
more em2hasis
than the" were gi!en at the lower le!els. In addition# older children entering their teen "ears need
to be
challenged through increased attention on higher thin%ing s%ills and on tas%s that are li%el" to
2romote a more
balanced linguistic 2roficienc".
;nother limitation is thought to be that it does not ade7uatel" address the formal teaching of
grammar# but this
accusation is too wides2read to be a22licable to all teachers who ado2t the communicati!e
a22roach in their
classroom. -ost a!ailable curricula do include formal grammar instruction within e!er" lesson#
but again# when
referring to children# the age and cogniti!e de!elo2ment of the children must be ta%en into
account. 5ee2 in mind
that "oung learners are learning their first language while simultaneousl" learning a second
language as well
and that the" are onl" ca2able of ta%ing in small chun%s of meaningful language# including
grammatical
structures.
; further limitation# sa" the critics# is in the area of content. 6ith the communicati!e a22roach# the
content in the
beginner stages is mainl" centred on e!er"da" to2ics &foods# colours# bod" 2arts#
interestsGhobbies and so forth).
6hile these are fine for man" students# the" ma" be inade7uate for those wishing to reach a
higher academic
2roficienc" at a more ra2id rate. In 2ractice# howe!er# man" teachers ha!e introduced subMect
matter relating to
math# science# social studies etc when needed and ha!e in!ol!ed their older students in tas%s
that were more
li%el" to lead to academic success.
@efer bac% to the discussion on colours and obMects that was introduced earlier. There the
teaching focus was on
the !ocabular" of colours combined with familiar obMects. Consider the following similar dialogue#
also for ran%
beginners# and introducing colours$
Teacher$ Alo,ers come in man+ colo!rs& *ere is a red flo,er &The teacher holds u2 a red
flower# and then
holds u2 another one# similar to the first# but also red.) Is this a red flo,er:
St!dents$ 6es&
Teacher$ &holding u2 the same %ind of flower# but this time it is "ellow). Is this a red flo,er:
St!dents$ &sha%ing their heads) No&
A3
Teacher$ &2ointing again to a red flower). No& 7ood& This is a red flo,er. I lo!e the colour red4
Hoon# do "ou
li%e redC Carlos# show me a red boo%4
Note: And the dialog!e contin!es in m!ch the same ,a+& The lang!age %ecomes more
enriched %+
relating to other 1!alities that flo,ers have and %+ tal4ing a%o!t where the+ gro, and how
the+ gro,&
*!en with a consistent age range# learners will be at !arious stages and ca2abilities# de2ending
u2on indi!idual
learning st"les and en!ironment. :es2ite the fact that curricula for "oung learners are acti!it"
centred# a
hodge2odge of acti!ities thrown together does not ma%e a curriculum. The acti!ities must be
carefull" selected
and ada2ted# and the" must logicall" fit into a well'2lanned# but fle8ible hierarch" of units and
target language
structures. 5e" language units will ha!e to be reinforced sufficientl" to be ac7uired. ;lthough it
seems as though
the teacher is doing the maMorit" of the tal%ing# e!en choral drilling and song wor% encourages
children to s2ea%.
:o not discard grou2 wor% at the earl" stages# either children need to be able to learn to wor%
together.
1ltimatel" it is how the teacher im2lements the curriculum that sGhe is gi!en that determines the
success of the
students> learning. Let>s loo% at the other elements of a successful children>s *.L classroom.
These four 2rinci2les# if "ou will# are used in conMunction with other methods and a22roaches#
including Total
Ph"sical @es2onse# HaJJ Chants# -usic# ?ames# @ole'Pla"# and .tor"telling# and 2roduce
incredibl" rich
classrooms where language is reinforced in a !ariet" of engaging wa"s.
S!mmar+
;s mentioned abo!e# students mo!e through three o!erla22ing stages in learning a language$
&1) com2rehension#
&2) earl" s2eech 2roduction# and
&3) s2eech emergence.
3e"ond this is intermediate fluenc"# which will be found in older students who ha!e had more
sustained
e82osure to the *nglish language. The length of time s2ent in each of these stages de2ends
u2on !arious
contributing factors$ the indi!idual# the 2rogram and how successfull" it is im2lemented# and the
degree to which
affecti!e barriers ha!e been remo!ed. ;ffecti!e barriers refer to le!els of an8iet" 2roduced b"
feeling intimidated#
o!erwhelmed# sh" etc. .ome students begin to s2ea% after Must a few hours# while others need
se!eral wee%s or
classes. The second stage ma" ta%e an"where from a cou2le of wee%s to months. ?enerall"
s2ea%ing# students
can become communicati!el" com2etent in relati!el" short 2eriods of time if the language
material has been of
high 7ualit"# if the" ha!e had sustained and consistent e82osure to the language# and if the
student has been
rece2ti!e to it. ;t the beginning stages# the teacher does most of the tal%ing to 2ro!ide the
necessar" res2onses
howe!er# as the students become more 2roficient and e8cited to learn# the balance of teacher'tal%
and studenttal%
shifts until the students are 2roducing the maMorit" of s2eech. The teacher>s role also shifts
accordingl" to
that of organiser and facilitator.
AA
Activit+ #nit @
online&
1. The following are the four basic 2rinci2les of the 9atural ;22roach$ True or EalseC
a. Production 2recedes com2rehension.
F Tr!e
F Aalse
b. Production must be allowed to emerge all at once.
F Tr!e
F Aalse
c. The course s"llabus should be based on communicati!e goals.
F Tr!e
F Aalse
d. The acti!ities must be 2lanned so that the" increase the affecti!e filter.
F Tr!e
F Aalse
2. Choose the correct order of the stages through which students mo!e in the communicati!e
a22roach.
F earl+ speech prod!ction- comprehension- speech emergence and intermediate fl!enc+&
F earl+ speech prod!ction- speech emergence- comprehension and intermediate fl!enc+&
F comprehension- earl+ speech prod!ction- speech emergence and intermediate fl!enc+&
F comprehension- intermediate fl!enc+- speech emergence and earl+ speech prod!ction&
3. It is often said that during the com2rehension stage# students are sim2l" allowed to$
F tal4
F %e
F eat
F pla+ games
F get distracted
A(
#NIT J ( EaII Chants- "!sic and Poetr+ for the Children
)h+thm and rh+me are not artificial creations- %!t vestigial echoes of primitive phases in
the
development of lang!age- hence o!r partic!lar receptiveness for messages ,hich arrive in
rh+thmic
pattern&
#. 2oestler, 1930
0isc!ssion Activit+ ( #nit J
1. 6hat role do "ou thin% chants# music andGor 2oetr" 2la" in the ac7uisition of a first languageC
6hat do the"
ha!e in commonC
2. :o "ou thin% children of all ages# including teens learning a second language might benefit
from them alsoC If
so# in what wa"sC
3. Thin% about the e82eriences "ou ma" ha!e had learning another language. To what e8tent
were "ou e82osed
to chants# music# andGor 2oetr" during the 2rocessC 6hat effects did the" ha!e on "our own
successC
Activit+:
answer on the
:iscussion Eorum <#nit J>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit />. =n the first 2age# "ou will find a direct lin% to the forum.
A+
.econd language learners should ha!e the o22ortunit" to 2la" with language. Children es2eciall"
can recei!e
considerable enMo"ment from being sill" and fri!olous with language. Through word and sound
2la"#
considerable chun%s of useful language can be incor2orated into the child>s linguistic re2ertoire at
almost an"
age or le!el of 2roficienc". The use of rh"thm and rh"me# redundanc" and re2etition# can reduce
an8iet" and
increase eagerness to learn the second language. The 2rocess of learning through these
elements is often
referred to as I2alatable audiolinguism.K Bowe!er# unli%e the structured and confined nature of
audio'lingual
drills# rh"thm and rh"me carr" the students into the realm of 2ure enMo"ment. The subMect matter
does not ha!e
to be fri!olous but can be directl" related to meaningful e82erience.
Young children in second language classrooms should be e82osed to meaningful word and sound
2la" through
MaJJ chants# music and 2oetr"# all of which can 2ro!ide them with new and e8citing tools for
communication#
es2eciall" !aluable at beginning le!els. .imilar to the 2rocess inherent in TP@ acti!ities# students
internalise
routines# mo!ement and 2atterns without consciousl" doing so. .tudents do not e!en ha!e to
necessaril"
understand the meanings of the words in order to use them to 2artici2ate in the acti!it" at hand.
The onl"
2ossible drawbac% here is that others ma" at first assume that the children are more fluent than
the" reall" are4
EaII Chants
HaJJ chants 2ro!ide a 2rocess through which 2atterns and routines in language are taught.
*s2eciall" at
beginning le!els of language ac7uisition# students need the 2ractice that re2etition entails to
master sound
combinations# for e8am2le$
Carol"n ?raham# an *.L teacher and MaJJ musician# de!elo2ed MaJJ chants in order to 2ro!ide
language
learners with a rh"thmic means to im2ro!ing s2ea%ing and listening s%ills. Through chants#
students are e82osed
to natural intonation and stress in the language# to idioms and e82ressions# and to the common
rituals in
e!er"da" life. 3ecause the chants are often in dialogue or call and res2onse format# e!en "oung
children learn
the cultural rules of turn'ta%ing and a22ro2riate wa"s to communicate in *nglish. HaJJ chants
generall" ta%e on
three forms$ 7uestionGres2onse commandGres2onse and 2ro!ocati!e statementGres2onse. The
former two are
most commonl" used in children>s classes.
To introduce and teach a MaJJ chant to children# the following ste2s are suggested$
- The teacher- in a normal conversational voice- gives each line of the chant once or t,ice
as
needed and the st!dents repeat in !nison- choral drill format& ;It is fine to stop and correct
intonation- as this ,ill affect ho, the chant is s!ng<&
- The teacher then esta%lishes a %eat %+ snapping herFhis fingers- clapping- or !sing
rh+thm
stic4s&
- Step one is repeated- this time ,ithin the %eat&
- The teacher r!ns thro!gh the chant one more time- and then divides the class into t,o
#nits&
- #sing the %eat- the teacher repeats the lines&
- Each gro!p of children repeats their line after the teacher as the+ are given&
The dialog!e can no, %e repeated ,ith the teacher ta4ing one side and the st!dents
responding ,itho!t
an+ prompting from the teacher&
Bere is an e8am2le of a HaJJ Chant
Eas+ Sol!tions
;ges , D teens
Note: This chant 2ro!ides 2ractice in gi!ing an a22ro2riate res2onse or suggestion to a
com2laint. It uses the
sim2le 2resent to indicate a condition &it>s hot in here# I>m slee2") and a command res2onse to
indicate an
a22ro2riate suggestion or action &=2en a window# ta%e a na2).
A/
?ee# I>m hungr".
Ba!e a sandwich.
?ee# I>m angr".
Calm down.
?ee# I>m slee2".
Ta%e a na2.
?ee# it>s chill" in here.
Put on a sweater.
?ee# it>s hot in here.
=2en a window.
I>!e got the hiccu2s.
:rin% some water.
-" nose itches.
.cratch it.
-" feet hurt.
.it down for a while.
-" shoes are tight.
Ta%e them off.
I ha!e a toothache.
?o to the dentist.
I ha!e a headache.
Ta%e some as2irin.
I>m lonel".
Call u2 a friend.
I>m bored.
?o to a mo!ie.
St!dent E$ercises for the a%ove EaII Chant
Listen to +o!r teacher read five complaints& Then listen again and ,rite the complaints
%elo,&
1.
2.
3.
A.
(.
No, ,or4 ,ith a classmate and ,rite sol!tions to the complaints a%ove !sing the
information from the
chant&
1.
2.
3.
A.
(.
;lthough HaJJ Chants are normall" oriented towards beginning students# intermediate and
ad!anced students
are also e82osed to idioms# humour# and t"2es of language &formal !s. informal). The cadence of
MaJJ chants
allows for constant 2ractice of 2ronunciation# intonation and builds the confidence le!el of the
children.
#nother one o( C)rolyn 4r)h)+.s ")55 Ch)nts6
Love Song
;ge$ teenagers
9otes$ this song 2ro!ides 2ractice in forming YesG9o 7uestions in the sim2le 2resent with be and
other !erbs. It
also 2ro!ides 2ractice with YesG9o 7uestions using the future with will. Ba!e students listen for
and 2ractise the
contrasting 7uestion and short'answer 2attern with be, does# and will. Eor e8am2le$
A,
Is she ha22"C Yes# she is.
:oes she lo!e himC Yes# she does.
6ill she hug himC Yes# she will.
Point out that 2ronouns such as he, him, and her usuall" lose the initial h sound e8ce2t when the"
begin a
sentence. Ba!e students listen for and 2ractise the following 2hrases$ Does he, is he, will he, hug
her, kiss her,
leave her, hug him, kiss him, leave him, love her, love him.
Ba!e students 2ractise the rising intonation 2attern in the YesG9o 7uestions throughout the song.
Call attention to the !owel sounds in love !ersus leave and to the z sound of the third'2erson
mar%er in knows.
:oes she lo!e himC Yes# she does.
Is she ha22"C Yes# she is.
:oes he %now itC Yes# he does. Yes# he %nows it.
6ill she hug himC Yes# she will.
:oes he lo!e herC Yes# he does.
Is he ha22"C Yes# he is.
:oes she %now itC Yes# she does. Yes# she %nows it.
6ill he hug herC Yes# he will.
6ill he %iss herC Yes# he will.
6ill he lea!e herC Yes# he will# if he has to.
;re the" ha22"C Yes# the" are.
;re the" luc%"C Yes# the" are.
:o the" %now itC Yes# the" do. Yes# the" %now it.
6ill he find somebod" newC 6ill she find somebod"# tooC
Yes# the" will. Yes# the" will# if the" ha!e to.
St!dent E$ercises:
1. :oes she lo!e himC Yes#
2. Is she ha22"C Yes#
3. :oes she %now itC Yes#
A. ;re the" luc%"C Yes#
(. 6ill he lea!e herC Yes#
")55 Ch)nt 706
I Told *im and *e Told *er
;ges$ , and u2
This song 2ro!ides 2ractice in the sim2le 2ast form of the irregular !erb tell (told) as well as in the
use of the
subMect 2ronouns# he, you, and and the obMect 2ronoun him, her# and you. Point out the use of
who as a subMect
in Who told youC ;nd of everybody with the third'2erson singular form knows.
Point out that the falling intonation 2attern of the Wh! 7uestion Who told you" Is the same as that
of statements
such as told him and told her.
To the tune of$ I=ld -c:onald Bad a Earm
I told him and he told her.
6ho told "ouC
6ho told "ouC
I told him.
Be told her.
Be %nows. .he %nows.
*!er"bod" here %nows.
6ho told "ouC
You told him and he told me.
6ho told herC
A0
You told him and he told me.
6ho told herC
You told him.
Be told her.
Be %nows. .he %nows.
*!er"bod" here %nows.
You told him and he told her.
6ho told "ouC
E$ercise
Listen to "our teacher read fi!e sentences. Then listen again and write the sentences below.
1.
2.
3.
A.
(.
There are man" wa"s in which MaJJ chants can be orchestrated. The two 2arts can be formed
with bo"s against
girls# teacher against students# students whose birthda"s fall between Hanuar" and Hune against
those between
Hul" and :ecember# those wearing red against those wearing blue# and so on.
"!sic
-usic also reduces an8iet" and inhibition in "oung second language learners. It is a great
moti!ator '' children of
all ages are usuall" eager to learn the l"rics of a 2o2ular song that the" associate with a cartoon
character or TL
2ersonalit".
;t the beginning le!el# music can be used to teach colours# numbers# bod" 2arts# sim2le actions#
clothes# and
2eo2le in the neighbourhood# to mention a few categories of !ocabular". The teacher does not
ha!e to be
musicall" talented to successfull" and memorabl" use music in the *.L classroom. ; gra!ell"#
dee2# masculine
!oice can 2ro!ide Must as !aluable an accom2animent as a higher# lighter melodic !oice. Ta2es or
C:s can
2ro!ide accom2animent in some situations.
Bere are some e8am2les of songs for students aged A D /$
Clap 6o!r *ands
Cla2 "our hands#
one# two# three.
&Cla2 hands three times.)
Then li%e this#
sha%e Rem free.
&.ha%e hands loosel" in front of bod".)
3ending forward# touch "our toes#
&3end down and touch toes.)
Then reach u2 and touch "our nose4
&.tretch arms wa" u2 high#
then touch nose.)
(0
7o .ananas5
3ananas unite4
&Put hands together o!er head)
3ananas s2lit4
&Bands at side)
?o bananas4
?o go bananas4
?o bananas4
?o go bananas4
&Turn in circle# mo!ing arms u2 and down
during these four lines)
3ananas to the left
&Point left)
3ananas to the right
&Point right)
Peel "our banana and# mmmmmm# ta%e a bite4
&-otion of 2eeling banana and biting it)
The "!ffin "an
Eormation:
Children form a circle with one 2erson in the centre. Those in the circle dance in a ring around the
one in the
middle# singing the first !erse. The" all stand still while the RmiddlemanR sings the second !erse
and afterward# he
or she chooses one &or more) children to Moin himGher in the middle of the ring. Continue singing
the !erses until
all children ha!e been chosen. Then all sing the final !erse.
Eirst Lerse$
=h# do "ou %now the muffin man#
the muffin man# the muffin man#
oh# do "ou %now the muffin man#
who li!es on :rur" LaneC
.econd Lerse$
=h# "es# I %now the muffin man#
oh# "es# I %now the muffin man#
who li!es on :rur" Lane.
#ore $econd %erse &esponses'
9ow two of us %now the muffin man#
now two of us %now the muffin man#
; few of us %now the muffin man#
a few of us %now the muffin man#
9ow we all %now the muffin man#
wow we all %now the muffin man#
Can 6o! .e a S!n%eam:
Can "ou be a sunbeam#
; sunbeam# a sunbeamC
Can "ou be a sunbeamC
Then show me what "ou>d do.
Teaching English to Children www.teachinternational.com
(1
I can be a sunbeam#
; sunbeam# a sunbeam#
I can be a sunbeam#
;nd I>ll shine down on "ou4
&Bands clas2ed together# arms high#
ma%e a large circle li%e the sun.)
Can "ou be a raindro2#
; raindro2# a raindro2C
Can "ou be a raindro2C
I can be a raindro2#
; raindro2# a raindro2.
I can be a raindro2#
.o here>s some rain for "ou4
&;rms in the air# fingers floating down li%e rain)
Can "ou be a flower#
; flower# a flowerC
Can "ou be a flowerC
I can be a flower#
; flower# a flower.
I can be a flower#
?rowing Must for "ou4
&Children in %neeling 2osition#
slowl" <growing> to stand big and tall)
Can "ou be a buJJing bee#
; buJJing bee# a buJJing beeC
Can "ou be a buJJing beeC
I can be a buJJing bee#
; buJJing bee# a buJJing bee.
I can be a buJJing bee#
6ith hone" sweet for "ou4
&<3uJJ> around li%e a bee)
&6hile this song centres around nature# "ou could tr" a <farm animals> or <Joo> theme# too)
2ho are the People: ;?oca%!lar+ .eing Practised: Comm!nit+ mem%ers<
The teacher introduces this song with$
- 2icturesG2hotos of communit" members i.e. firemen# 2olice wor%ers# mar%et sellers# shoe
shiners# doctors#
sho2 owners# street sellers# business 2eo2le# 2arents# etc.# holding u2 each 2hotogra2h and
naming the
2rofession# using <answerG7uestionGanswer> format and re2etition to introduce the !ocabular".
- .Ghe then introduces the song b" singing it a cou2le of times# slowl" and clearl".
- .Ghe then brings out the 2hotos as re!iew for 2rofession !ocabular" and 2osts 2ictures around
the
classroom.
- 6hen the song is sung# the teacher will 2ause and in the manner of II .2"K will sa" in a clear#
loud !oice. II
see the mar%et women. *!er"one 2oint to the mar%et women.K and so on# until students are
2roficient
enough to ta%e on the role of the teacher as well.
(2
2ho are the people in +o!r neigh%o!rhood- in +o!r neigh%o!rhood- in +o!r
neigh%o!rhood:
Oh- ,ho are the people in +o!r neigh%o!rhood:
The people that +o! meet- ,hen +o!re ,al4ing do,n the street-
The people that +o! meet each da+&
Bmmm# I see the 2ostman. 6here is the 2ostmanC :o "ou see the 2ostmanC &.tudents 2oint to
the a22ro2riate
2hotogra2h while chanting the res2onse I6e see the 2ostman4K
Oh the postman is a person in +o!r neigh%o!rhoodH in +o!r neigh%o!rhoodH&C
Sleeping .!nnies ;?oca%!lar+ Categor+: Action ver%s<
Teacher sings softl"$ See the little %!nnies sleeping til its nearl+ noon &children are on the
floor# curled u2 with
e"es closed)& &Teacher wal%s around the room chec%ing to see that IbunniesK are all aslee2. .he
then 2auses a
moment for effect# then sings) Let !s tr+ and gentl+ ,a4e them ,ith this merr+ t!ne&
Oh so stillH& Are the+ illH: &singing !er" softl"O) &In a more e8aggerated and Mo"ful tone#
sings) #P5 little
%!nnies5 *op hop hop5 &the children rise u2 and begin ho22ing about the room) #P little
%!nnies hop hop
hopH #P little %!nnies hopH&& hopHHHHH STOP5
;s the children master short# re2etiti!e songs# increase the length and com2le8it" of the songs#
adding !erses and
new !ocabular" for them.
The .!s Song ;2heels on the .!s<
;?oca%!lar+ Categor+: Action ver%s- present simple- common no!ns<
The wheels on the bus go round and round
@ound and round# round and round
The wheels on the bus go round and round
;ll through the town.
&@oll hands o!er each other)
The wi2ers on the bus go S.wish# swish# swish#
.wish# swish# swish# swish# swish# swishS
The wi2ers on the bus go S.wish# swish# swishS
&Put arms together in front of "ou and
RswishR li%e windshield wi2ers)
The door on the bus goes o2en and shut
=2en and shut# o2en and shut
The door on the bus goes o2en and shut
&Co!er e"es with hands on RshutR and unco!er them on Ro2enR)
The horn on the bus goes S3ee2# bee2# bee2
3ee2# bee2# bee2# bee2# bee2# bee2S
The horn on the bus goes S3ee2# bee2# bee2S
&Pretend to hon% horn)
The gas on the bus goes S?lug# glug# glug
?lug# glug# glug# glug# glug# glugS
The gas on the bus goes S?lug# glug# glugS
&Pretend to fill tan% using 2ointer finger as gas noJJle)
The mone" on the bus goes SClin%# clin%# clin%#
Clin%# clin%# clin%# clin%# clin%# clin%S
The mone" on the bus goes SClin%# clin%# clin%S
&Pretend to 2ut mone" in cash bo8 on bus)
(3
The bab" on the bus sa"s# S6ah# wah# wah4
6ah# wah# wah# wah# wah# wah4S
The bab" on the bus sa"s# S6ah# wah# wah4S
&Eisted hands in front of e"es and rub them li%e bab" cr"ing)
The 2eo2le on the bus sa"# S.hh# shh# shh#
.hh# shh# shh# shh# shh# shhS
The 2eo2le on the bus sa"# S.hh# shh# shhS
&Put 2ointer finger to mouth to RshhhR)
The momm" on the bus sa"s# SI lo!e "ou#
I lo!e "ou# I lo!e "ouS
The dadd" on the bus sa"s# SI lo!e "ou# tooS
&Point to self on RIR# right hand o!er heart on Rlo!eR# and
2oint to other on R"ouR)
Aive Little 0!c4s ;?oca%!lar+ Categor+: cardinal n!m%ers<
Ei!e little duc%s went out one da"#
=!er the hills and far awa".
-other duc% said# SNuac%# 7uac%# 7uac%# 7uac%4S
3ut onl" four little duc%s came bac%.
Eour little duc%s went out one da"#
3ut onl" three little duc%s came bac%.
Three little duc%s went out one da"#
3ut onl" two little duc%s came bac%.
Two little duc%s went out one da"#
3ut onl" one little duc% came bac%.
=ne little duc% went out one da"#
;nd none of the fi!e little duc%s came bac%.
To re!iew the 2rocess of introducing a song to a class# it is a good idea to sim2l" let the students
listen to the song
first. Then let them listen again line'b"'line as "ou re2eat the line after it has been sung. Eor older
children who are
reading# the l"rics can be handed out to them in written form and the" can follow along. The third
time the song is
2la"ed the children will# no doubt# tr" to sing along with the new words# so as the" gain
2roficienc" add a few more
lines. .ong singing and 2erforming can often be an arduous 2rocess ha!e 2atience with "our
students.
Teaching Songs:
- Introd!ce the song voca%!lar+ thro!gh photos and demonstration
- Let the st!dents listen to the song in its entiret+
- Let them listen to the song line %+ line
(A
- Sing each line ,ith them
- Let them tr+ on their o,n- adding a line at a time- ,ith the m!sic
Poetr+
;lthough both musicGsongs and MaJJ chants contain elements of 2oetr"# it can also be treated as a
se2arate
categor". Poems can be used at a !ariet" of le!els to introduce new !ocabular"# reinforce Must'
learnt language# and
2ractise 2ronunciation and fluenc".
It is im2ortant to remember that# li%e song l"rics# 2oems ma" not be understood at first reading. In
fact# when
students are initiall" e82osed to them# the" ma" understand onl" a few words. Presenting the
2oem with an
associate illustration is alwa"s hel2ful as well as remembering to enunciate clearl"# and add
stress and
e8aggeration to "our reading4
There are literall" doJens of !olumes of 2oetr" for "oung students# from age three and u2# that
are suitable for the
*.L classroom.
6ello, Alo,er
@ain dro2# rain dro2
falling down# down
@ain dro2# rain dro2
falling down# and down
IRm a little "ellow flower
waiting for the sun to shine
IRm a little "ellow flower
waiting for the sun to shine
.unshineRs bright
?olden light
.unshine# sunshine
;ll is right
:ennis Lee# a well'%nown Canadian children>s 2oet# is wonderful in his cadence and rh"me for
"oung *.L students.
Alligator Pie
;lligator 2ie# alligator 2ie#
If I don>t get some I thin% IRm gonna die.
?i!e awa" the green grass# gi!e awa" the s%"#
3ut don>t gi!e awa" m" alligator 2ie.
;lligator stew# alligator stew#
If I don>t get some# I don>t %now what I>ll do.
?i!e awa" m" furr" hat# gi!e awa" m" shoe#
3ut don>t gi!e awa" m" alligator stew.
;lligator sou2# alligator sou2#
If I don>t get some I thin% I>m gonna droo2.
?i!e awa" m" hoc%e" stic%# gi!e awa" m" hoo2#
3ut don>t gi!e awa" m" alligator sou2.
)attlesna4e S4ipping Song
-ississauga rattlesna%es
*at brown bread.
-ississauga rattlesna%es
Eall down dead.
If "ou catch a cater2illar
Eeed him a22le Muice
3ut if "ou catch a rattlesna%e
((
Turn him loose4
.ill+ .atter
3ill" 3atter#
6hat>s the matterC
Bow come "ou>re so sadC
I lost m" cat in the laundromat#
;nd a dragon ran off with m" dad#
-" dad ''''''
; dragon ran off with m" dad4
3ill" 3atter#
6hat>s the matterC
Bow come "ou>re so glumC
I ri22ed m" Means
=n the co%e machine#
;nd a monster ran off with m" mum#
-" mum ''''''
; monster ran off with m" mum4
3ill" 3atter#
9ow "ou>re better '''''
Ba22" as a tac%4
The dragon>s gone to .as%atchewan
The monster fell
In a wishing well
The cat showed u2 with a newborn 2u2
I fi8ed the ri2s with 2otato chi2s#
;nd m" dad and m" mum came bac%#
Came bac% ''''''
-" dad and m" mum came bac%4
I Ao!nd a Silver 0ollar
I found a sil!er dollar#
3ut I had to 2a" the rent.
I found an alligator
3ut his steering wheel was bent.
I found a little mon%e"#
.o I too% him to the Joo.
Then I found a stic%" %iss and so
I brought it home to "ou.
*ere is a great poem that incorporates not onl+ rh+ming ,ords %!t also serves as a great
tong!e t,ister for
older children&
I went to 2la" in the 2ar%.
I didn>t get home until dar%.
3ut when I got bac% I had ants in m" 2ants
;nd m" father was feeding the shar%.
I went to 2la" in the 2ar%#
;nd I didn>t get home until dar%.
;nd when I got bac% I had ants in m" 2ants
;nd dirt in m" shirt# and glue in m" shoe#
;nd m" father was tic%ling the shar%.
I went to 2la" in the 2ar%.
The shar% was starting to bar%.
;nd when I wo%e u2 I had ants in m" 2ants#
:irt in m" shirt# glue in m" shoe#
;nd beans in m" Means and a bee on m" %nee#
;nd the shar% was tic%ling m" father.
-" father went off to the 2ar%.
(+
I sta"ed home and read to the shar%.
;nd when he got bac% he had ants in his 2ant#
:irt in his shirt# glue in his shoe#
3eans in his Means# a bee on his %nee#
3eer in his ear and a bear in his hair#
.o we 2ut him outside in the ar%.
I started the ar% in the dar%.
-" father was 2ar%ing the shar%.
;nd when we got home we had ants in our 2ants#
:irt in our shirt# glue in our shoe#
3eans in our Means# a bee on our %nee#
3eer in our ear and a bear in our hair#
; stinger in our finger# a stain in our brain#
;nd our bell" buttons shone in the dar%.
.o m" dad he got snar%" and bar%ed at the shar%
6ho was 2ar%ing the ar% on the mar% in the dar%.
;nd when the" got bac% the" had ants in their 2ants#
:irt in their shirt# glue in their shoe#
3eans in their Means# a bee on their %nee#
3eer in their ear and a bear in their hair#
; stinger in each finger# a stain in the brain#
; small 2ol%a'dot bur2# with headache tablets#
; chi2 on the li2 and a horse# of course#
.o we all too% a bath in the same tub and went to bed earl".
=ne of the richest rewards for an *.L teacher of children is to see the light of understanding after
a chant# song or
2oem is understood. :iscussion easil" follows from a song or 2oem# and the" ser!e as rich 2oints
of de2arture for
new !ocabular" as well as more affecti!e or emotionall" charged to2ics for older children.
=nce children ha!e been e82osed to the target language for a 2eriod of time# begin a writing
2roMect in which the"
begin with ma%ing lists of rh"ming words in *nglish# then categories of words# and from these
lists# ma%e short
!erses and 2oems. =ffer a demonstration for them as a model and de!elo2 grou2 lists from there.
Eor "ounger
learners# an outline of an animal can ser!e as the foundation for the 2oem# u2on which the child
writes all the words
that sGhe can thin% of that relate to that animal# for e8am2le# a butterfl". The outline of a butterfl"
can be drawn on a
large sheet of 2a2er and the teacher can start b" offering the word IwingsK. The student might
then suggest Ifl"K and
so on# until the student has written on the outline all the associated words.
HaJJ chants# music# and 2oetr" often 2roduce a more amenable and o2en atmos2here for
beginner learners
es2eciall". Through the medium of rh"thm and sound# "oung learners are able to absorb large
chun%s of language
that allow them to 2artici2ate orall"# albeit in a limited wa"# !er" earl" on in their language
learning. HaJJ chants#
music# and 2oetr" allow those who reall" desire to communicate to do so.
3oth older children and those at an intermediate le!el also benefit from MaJJ chants# music and
2oetr". Idiomatic
e82ression# subtle forms of humour# fluidit" and ease of s2ea%ing can all be internalised through
these media.
Pronunciation and intonation 2atterns in the s2ea%er ta%e on a more <nati!e'li%e> 7ualit" through
the use of word and
sound 2la".
(/
Activit+ #nit J
online&
)ead the follo,ing statements and choose the most s!ita%le option:
1. 6hen wor%ing with music# it is not !ital for students to understand the l"rics com2letel".
F Tr!e
F Aalse
2. HaJJ chants are effecti!e because$
a& The+ introd!ce rh+thm and intonation&
%& The+ practise idioms and collo1!ialisms&
c& The+ often tal4 a%o!t common rit!als&
d& All of the a%ove&
e& None of the a%ove&
(,
#NIT K ( Stor+telling- )olepla+ and 0rama
0isc!ssion Activit+ ( #nit K
1. Bow im2ortant do "ou thin% stor"telling is to children ac7uiring a first languageC 6hat about
role'2la" andGor
dramaC
2. :o "ou thin% older children# teenagers# and adults learning a second language might also
benefit from
stor"telling# role'2la"# andGor dramaC If so# in what wa"sC 6hat is there about these acti!ities that
might facilitate
the language learning 2rocessC
3. @ecall "our own e82eriences with one or more of these acti!ities in learning another language.
6hat effects do
"ou thin% the" ma" ha!e had on "our own language de!elo2mentC
A. Thin% of some wa"s stor"telling# role'2la"# and drama can be incor2orated into a second
language 2rogram.
Activit+:
answer on the
:iscussion Eorum <#nit K>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit ,>. =n the first 2age# "ou will find a direct lin% to the forum.
(0
.econd language learners# e!en "oung children# can easil" become absorbed in drama and role'
2la"# and in doing
so# forget the self'consciousness often associated with learning a new language. :rama'based
acti!ities can
heighten the students> abilities to ac7uire new language as well as allow students to e82lore
relationshi2s such as
negotiation# co'o2eration# sharing# and em2ath". ;s a result# each student ma" be able to
im2ro!e her or his abilit"
to 2roduce the target language# lower an8iet"# ac7uire man" of the non'!erbal nuances of the
language# and to
im2ro!e their abilit" to wor% coo2erati!el" in grou2 situations.
3efore the teacher in!ol!es the students in stor"telling# role'2la"# andGor drama# a series of warm'
u2s is
recommended to create a warm# acti!e en!ironment.
6arm'u2s re7uire almost no !erbal language and as such can be used with ran% beginners. The"
hel2 establish
trust among grou2 members and usuall" in!ol!e sim2le e8ercises in!ol!ing stretching and
bending.
2arm!p Activities
Circle "imics
.tudents form a circle. The teacher models b" ma%ing some sort of sim2le mo!ement such as
wa!ing. The second
student res2onds b" re2eating the mo!ement and adding a new one# such as sha%ing a fist in the
air. The third
student then wa!es# sha%es herGhis fist in the air# and ho2s on one foot and so on it goes# around
the circle.
Sha4ing the Sillies
This acti!it" is great for "ounger children# ages 3 T to +. It goes li%e this$
I>m gonna sha%e# sha%e# sha%e m" sillies out
.ha%e# sha%e# sha%e m" sillies out
.ha%e# sha%e# sha%e m" silllies out
6iggle m" waggles awa".
I>m gonna "awn# "awn# "awn m" slee2ies out
Yawn# "awn# "awn m" slee2ies out
Yawn# "awn# "awn m" slee2ies out
;nd wiggle m" waggles awa".
=nce students ha!e wor%ed out the %in%s and tension and seemed to ha!e lowered their
inhibitions# the" ma" be
read" to attem2t stor"telling.
Stor+telling
.tories are used cross'culturall" and worldwide to teach# entertain# and to e82lain the un%nown.
.tor"telling in the
communicati!e classroom is !er" interacti!e and ta%es ad!antage of the a22roaches that we
ha!e mentioned
alread" in this course$ TP@ and the audio'lingual method. .ome of the acti!ities are more
a22ro2riate for "ounger
learners# others for older the acti!ities will also !ar" according to the language le!el of the
students. 5ee2 in mind
that almost an" stor"telling acti!it" can be ada2ted to an" age 2ro!ided it is within the cogniti!e
range of the
student.
;llowing students to be e82osed to a stor" before full" understanding the words is highl"
moti!ating for beginner
learners# es2eciall" when the" are "oung children. The same stor" can be used o!er and o!er
again# to introduce
new !ocabular"# re!iew learnt !ocabular"# to 2ractise new sound combinations and 2ronunciation
e8ercises etc.
Through the teacher>s 2resentation of the stor"# the children>s curiosit" towards the target
language is stimulated
and their interest and moti!ation is maintained for longer 2eriods of time. Loice is crucial in stor"
2resentation. The
teacher will assume different accents# intonations# and e82ressions as sGhe ta%es on the different
characters in the
stor".
Stor+ E$perience
- *ave the st!dents form a large circle&
- Choose a stor+ or narrative poem s!ch as the one that follo,s&
- Pic4 o!t the 4e+ ,ords that can easil+ %e acted o!t&
+0
- Assign to each st!dent- or gro!p of st!dents- a ,ord to %e acted o!t&
- *elp the st!dents !nderstand the ne, ,ords thro!gh ill!stration or demonstration&
- Then read the stor+ alo!d- all the ,a+ thro!gh- ,ith m!ch e$aggeration and
e$pressiveness&
- Then %egin the second reading- ,ith each st!dent or gro!p listening caref!ll+ for herFhis
,ord&
- 2hen the ,ord is read- the st!dents act o!t their ,ord&
So!nd Effects
Le!el$ 3eginners
;ge$ + "rs and o!er
:emonstrate the sound effects that accom2an" the stor". 3eginning students ha!e to listen for
the words that cue
the a22ro2riate effect. =nce the students understand the whole stor"# the" can act it out. If the"
want# the" can
change the ending as well.
)ositas Night to )emem%er
@osita is alone in the house. =utside she hears the wind blow through the trees &hooing noise).
@ain begins to fall &2atting of fingerti2s on the des%s). There is a scratching at the door
&light touch of fingernails on the des%s). -a"be it is a lion &roaring). -a"be it is a
mouse &s7uea%ing). -a"be it is a monster &howling). @osita is scared. .he
turns on the radio to drown out the noise. The radio is 2la"ing a song &students sing an"thing).
.he turns it low &students lower their !oices and sing softl")# high &students sing
louder)# and off &students sto2 singing). ;t the door the scratching continues .
.he o2ens the door &crea%ing). Ber dog comes in# Mum2s u2# and gi!es her a big %iss
&students ma%e %issing sounds).
Identif+ing O%Gects in Stories
@ead !er" sim2le# re2etiti!e stories with lots of illustrations in them to small grou2s of children.
.to2 reading e!er"
few lines and as% students to 2oint to !arious s2ecific obMects in the 2ictures. Choose children>s
boo%s that are
clear# with sim2le language. @emember# %ids from *nglish's2ea%ing cultures are fluent at age A
or (O so a %ids>
boo% in our culture ma" be !er" !er" difficult for %ids in a non'*nglish s2ea%ing countr"4
Stor+ Act O!t
=nce the students are familiar with a 2articular stor"# ha!e them !olunteer to act out the
characters in the stor"
while "ou act as narrator. This acti!it" naturall" grows out of TP@ acti!ities familiar to beginner
learners# acti!ities
such as action songs. Pin a sign on the student with the character>s name and rotate the actors
so that e!er"one
gets a turn.
Sill+ Stories
This acti!it" can begin b" e82osing the children to funn" stories in *nglish# of which there are
man". Imagination
and the fantastic are both a!enues which moti!ate and engage "oung language learners. -uch
de2ends u2on the
reading# howe!er# and the teacher must ensure that herGhis !oice is full of e8aggeration and
Ue82ression to 2romote
understanding.
)olePla+ and 0rama
In some wa"s# it seems artificial to se2arate drama and role'2la" from stor"telling as each holds a
2art of the other.
Erom the beginning le!els of language ac7uisition# children are e82osed to modelling and role'
2la" b" "ou# their
teacher# within a communicati!e curriculum. The teacher mimes emotions such as ha22"# sad#
angr" animal
noises li%e and disli%e# and so on# to hel2 ma%e the target language more accessible. In most
cases then# it is not
difficult to ma%e the transition into longer and more com2le8 dialogues and role'2la"s as the
children gain
2roficienc" in *nglish. -o!ing from scri2ted and well'rehearsed dialogues and roles to freer# more
creati!e roles are
e82ected.
)olePla+ Sit!ations Aor 6o!ng Children:
I-otherG-umG-ama# come here. Come here. The cat is stuc% u2 in the tree. Be won>t come
down. Come 7uic%.K
+1
Aor Preadolescents:
ILoo%# I>m as big as "ou#K ;nnie sa"s to her brother Honathon. .he stretches u2 on her ti2toes.
I6h" can>t I go to
the mo!ie with "ouCK
ILoo%# "ou sta" home this time# o%a". This mo!ie is not for "ou because . . . I
Aor Teenagers:
-ai comes home from school all e8cited. Hoe# an ;ustralian bo"# has as%ed her out to a mo!ie.
.he tells her
mother. Ber mother is !er" u2set.
IIn China "ou do not do such thing#K her mother reminds her.
I3ut# -other# this is not China. This is ;ustralia.K
I3ut we are Chinese#K her mother insists. IYou are Chinese. This is not what we do. In time "ou
will be read". Your
father and I will arrange a nice Chinese man for "ou. 6e will not let "ou go alone with this bo".K
I=h# -other# . . . but . . . I . . .K
It is im2ortant that the students be graduall" wor%ed into role'2la" situations for e8am2le# the
teacher can 2re2 the
students b" as%ing 7uestions s2ecific to the role. ;nother acti!it" for u22er'beginner to
intermediate children is
acting out roles of characters in their fa!ourite stories. .tudents are gi!en matrices on small cards
that can be used
as cues. .hort scenes can begin with total 2h"sical res2onse acti!ities in which the teacher 2la"s
the role of the
director and directs students in their 2arts &sit down# wal% to the table# 2oint to the door). 3elow
are se!eral
e8am2les of matrices for children , "ears and older.
In a resta!rant:
&The waiter gi!es menus to two customers.)
Are +o! read+ to order:
6es- I ,ill have the
And +o!: ;Loo4s at the second person<
I ,ill have the
At a food mar4et:
&; mar%et seller is setting out bas%ets of melonsGorangesGbeans. ; customer a22roaches from
behind.)
E$c!se me& Can +o! please tell me ,here the isFare:
Oh- +es& ItsFthe+re %+ the &
Than4 +o!&
T"2ical greetings# sim2le com2liments# fre7uentl" as%ed 7uestions# and often'used comments
can be introduced or
reinforced in this manner. =ther 2ublic 2laces can be brought into the classroom to ser!e as
settings as well$ the
2ost office# clinic# s2orts arenas etc. =nce the students are accustomed to the format of short
role'2la"s# the" can
be di!ided into small grou2s or 2airs and be gi!en an oral descri2tion of a situation to which the"
can res2ond
through role'2la".
- 6o! are in a resta!rant& The ,aiter comes to ta4e +o!r order& 6o! loo4 at the men! and
tell the
,aiter ,hat +o! ,ant&
- 6o! are in a grocer+ storeFmar4et& 6o! cant find ,hat +o! ,ant to %!+& 6o! as4 the cler4
for help&
- 6o! are in a record store and +o! cannot find the C0 that +o! ,ant& 6o! as4 the person
ne$t to +o!
if the+ 4no, it&
- 6o! are on the %as4et%all co!rt and someone +o! 4no, comes to as4 +o! if the+ can
pla+&
The most beneficial %ind of role'2la"# howe!er# is that in which the teacher 2la"s a %e" role. Eor
e8am2le# if the
teacher is the waiter in the restaurant or the seller in the mar%et# sGhe can 2ro!ide incenti!e and
moti!ation to the
con!ersation in other words# %ee2 it going if the con!ersation falters. The teacher can 2rom2t#
e82and# or offer hel2
as needed. In this wa"# all students can 2artici2ate D those who are sh" and need 2rom2ting#
those who feel
confident in their s%ills# and those who fit in between. The following is an e8am2le$
At the mar4et
The students each ha!e 2la" mone" and the" ha!e learnt their cardinal numbers and how to
count. The teacher is
the fruit seller at the mar%et.
Eoel$ &stands in front of the dis2la" of strawberries).
Teacher$ Eor "ou# HoelC &.he holds u2 a bas%et of strawberries.)
+2
Eoel$ ;aah . . . straw . . .
Teacher$ .trawberriesC :o "ou want strawberriesC
Eoel$ . . . .trawberries . . . &nods his head).
Teacher$ &offering the bas%et to him) :o "ou want to bu" the strawberriesC YesC &she 2oints to the
mone" on the counter.)
Eoel$ Yes . . . bu".
Teacher$ =ne dollar. ?i!e me one dollar. &Hoel ta%es some 2la" mone" from his 2oc%et but loo%s
2uJJled).
Teacher$ =ne dollar &2oints to a dollar bill in his hand).
Eoel$ =ne dollar &gi!es the teacher the dollar bill).
Teacher$ Than% "ou &ta%es the mone" and gi!es him the bas%et).
Eoel$ Than% "ou.
Teacher: &turning to the ne8t customer) :o "ou want some strawberries .usannahC
S!sannah$ 9o# than%s# I want oranges.
Teacher$ =ranges# huh &mo!es to the dis2la" of oranges). I>!e got small# sweet ones and big#
Muic" ones.
S!sannah$ Huic"C
Teacher$ Yes# Muic". Lots of sweet Muice inside &she s7ueeJes one to show its softness).
S!sannah$ =h# "es. Huice.
Teacher$ The" cost V1.(0 a bag. :o "ou want a bagC
S!sannah$ Yes# I>ll ta%e a bag and also two bunches of bananas &gi!es the teacher the mone"
and ta%es her fruit).
The teacher is able to adMust the language to fit the le!el and confidence le!el of each child. (o
cue cards are
needed) .tudents learn through re2etition# listening and inno!ation.
0rama
To some teachers# se2arating drama from stor"telling and role'2la" seems artificial# as drama is
an integral 2art of
most communicati!e acti!ities in the *.L classroom. Eor the sa%e of clarit"# drama refers to
acti!ities with roles#
2lots# and dialogue that are written down in 2la" form to be memorised and acted out or read
aloud. :rama
acti!ities must be 2rogressi!el" introduced o!er time and will consistentl" increase students> s%ill
base.
;t the beginning# children can be introduced to the sim2le emotions in!ol!ed in drama. The
teacher can introduce
happy, sad, angry, mischievous, puzzled# b" modelling e8aggerated facial e82ressions and other
mo!ements to
illustrate them. .tudents can model the emotions themsel!es the" can refine their abilities to
recognise and
re2roduce emotions b" learning to draw them. Eor further e82ression# the" can find 2ictures in
magaJines of 2eo2le
e82ressing s2ecific feelings. The 2ictures can be cut out and 2asted onto a collage. .tudents can
also 2artici2ate in
grou2 acti!ities such as$
"emor+
.tudents sit on the floor in a circle. The teacher 2laces coloured cards face down in a s7uare
2attern in the middle
of the circle D 3 across# A down. *ach card has a 2hotogra2h illustrating an emotion. There are
two 2ictures of
ha22" 2eo2le there are two 2ictures of angr" 2eo2le# and so on. *ach child 2ic%s a card#
identifies and sa"s the
emotion re2resented on the card# and re2laces it face down. The added challenge in -emor" is
that the students
must remember where the other half of the 2air is so that both can be 2ic%ed u2. This game is
2la"ed until all 2airs
are identified and turned o!er. Eor "ounger children# a full grou2 d"namic is recommended for
older children# teams
are fun.
;s students de!elo2 and grow into their new language# the" are able to ta%e on more im2rom2tu
acti!ities with
more com2le8 scenarios. 5ee2 in mind# howe!er# that language students need to be familiar with
content in order to
succeed in dramatic acti!ities. .hort 2la"s# s%its# can become term 2roMects in the *.L classroom#
often de!elo2ed
around s2ecific cultural to2ics.
+3
Activit+ #nit K
online&
1. It is recommended that the teacher warm the students u2 before engaging in role'2la" or
drama.
F Tr!e
F Aalse
2. 6ith regard to stor"telling# it is suggested that the teacher use a consistent !oice and accent
throughout.
F Tr!e
F Aalse
3. @ole'2la" and drama should be introduced graduall" and 2rogressi!el".
F Tr!e
F Aalse
+A
#NIT L ( 7ames
0isc!ssion Activit+ ( #nit L
1. :o "ou remember a fa!ourite game that "ou 2la"ed as a child that "ou thin% hel2ed "ou to
learn "our first
languageC 6hat was that gameC In what wa"s do "ou thin% it hel2ed "ou to learn languageC
2. :o "ou thin% older children and teenagers are too old for games that might hel2 them learn a
second languageC
6h" or wh" notC
3. 6hat ad!antages might games ha!e in learning a second languageC
A. 6ould "ou incor2orate them into an *.L course "ou might be li%el" to teachC If so# how would
"ou go about itC
To what e8tent would "ou use games to teach languageC
Activit+:
answer on the
:iscussion Eorum <#nit L>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit 0>. =n the first 2age# "ou will find a direct lin% to the forum.
+(
?ames are often associated with fun and while it is true that games usuall" are fun# teachers
must not lose sight of
their !alue in second language classrooms.
?ames are often used to de!elo2 and reinforce s2ecific categories of !ocabular"# to add di!ersion
to regular
classroom acti!ities# and e!en to brea% the ice# es2eciall" with ran% beginners. Li%e other
acti!ities we ha!e
discussed# games can lower an8iet"# enrich grammatical structures# and 2romote s2ontaneous
s2eech.
=ccasionall" the" are used to introduce new ideas. ;lthough some games are 7uiet and
contem2lati!e# others are
nois" and re7uire much !erbal or 2h"sical in!ol!ement. Perha2s their most im2ortant function#
howe!er# is to gi!e
2ractice in communication s%ills.
Sing!lar competition is !s!all+ avoided in the language classroom o!er games in which e!er"
2artici2ant is
successful and e!er" child sees herGhim self as a winner.
It is important that the r!les %e fe, and clearl+ demonstrated& -ost games can be ada2ted
to suit age and
motor s%ill de!elo2ment# as well as cogniti!e content and language s%illG2roficienc" le!els
&beginning or
intermediate) according to the difficult" of the tas% in!ol!ed.
?ames are usuall" di!ided into categories# de2ending u2on their em2hasis$ board ad!ancing
games# word'focus
games# treasure hunts# and guessing games.
.oardAdvancing 7ames
1sing game 2ieces &buttons# shells# etc) to re2resent the 2la"ers# the children can 2erform certain
tas%s to roll the
dice to mo!e forward on the board. The board itself can be as colourful and imaginati!e as the
teacher wants to
ma%e it. The s2aces on the board must form some sort of 2athwa" to a finishing 2oint# which is
the goal. .ometimes
the board can be 2laced on the floor# as in Twister.
Tas%s ma" include gi!ing s"non"ms# anton"ms# identif"ing obMects on 2ictures# doing sim2le math
calculations# or
an" tas% that reinforces the lesson of the da". .tudents can 2la" either in teams or in 2airs.
2ord Aoc!s 7ames
=nce students ha!e reached the u22er beginner le!el and are comfortable within their range of
!ocabular"# the"
can begin to do word focus games. 6ords can be made from a 2arent word for e8am2le
IteacherK ma%es ear# her#
teach# reach# cheer# each# hear# here# arch# tea# and eat. 3" wor%ing in teams# students can find
and ma%e words
within their %nown !ocabular" and e82eriment and come u2 with new words. Eor the first se!eral
times# offer some
words to get the students started.
Treas!re *!nts
; treasure hunt is a fa!ourite game of *.L teachers and students ali%e. It allows students to wor%
coo2erati!el" in a
grou2 effort to determine the re7uired items. :uring the 2rocess# con!ersation around consensus
and negotiation
must be used to ma%e the hunt effecti!e. Eor e8am2le# if the students are told to bring bac%
something beautiful#
then the" ha!e to collecti!el" decide on what is beautiful. The following ste2s are recommended
for a treasure hunt$
1. :i!ide the class into grou2s &for "ounger children# instructions will be gi!en orall" and will be
much sim2ler).
2. ?i!e an identical list of treasures to each grou2.
3. @ead the items aloud for children to ensure that all understand the !ocabular".
A. ; time limit should be gi!en.
(. .a"# IgoK to indicate when the grou2s can begin their searches.
+. ;t the end of the time limit# or when the first grou2 returns# e!er"one gets together to chec%
each item#
gi!ing 2oints for each com2leted item.
:e2ending u2on the age grou2# treasure can include stic%ers# shin" coins# colourful shells#
2encils# nametags#
feathers# buttons# and other unusual obMects.
Bere are a few interesting tas%s for treasure hunts$
1. List fi!e countries "our grou2 members would li%e to !isit.
2. 6ho has the largest shoe siJe in "our grou2C
++
3. Eind something useless.
A. -a%e a dinner menu in *nglish
(. Eind a 2hotogra2h.
+. Collect the autogra2hs of three 2eo2le outside "our grou2.
/. Eind something that smells good.
,. -a%e a craJ" hat for "our teacher.
0. 6rite down si8 wa"s of ma%ing 2eo2le laugh.
10. Eind a 2icture of something good to eat.
7!essing 7ames
?uessing games can be !er" effecti!e wa"s to reinforce target !ocabular". I?uess 6hat I ;mK or
I?uess 6ho I
;mK can be used to reinforce animals# 2rofessions# or 2eo2le. *ach student ta%es a turn miming
while the other
children as% 7uestions of that student until the identit" is guessed. The one who guesses correctl"
is the ne8t
student to mime. Nuestions need to be closed that is# the" re7uire a "esGno answer. Eor
e8am2le# I;re "ou a
2ersonCK is an e8am2le of a closed 7uestion as o22osed to# I;re "ou a man or a womanCK 1sing
closed 7uestion
format re7uires that both 2arties use e8tended !ocabular" to successfull" com2lete the game.
S!mmar+
?ames can be used to de!elo2 or reinforce s2ecific language# to add di!ersion to the classroom#
or Must to brea% the
ice. Bowe!er# their most im2ortant function is to gi!e 2ractice in communication.
It is recommended that com2etition be down2la"ed for most games# that the rules are few# and
that the" be clearl"
e82lained and demonstrated where 2ossible.
;lthough the categories ma" o!erla2# games are usuall" categorised# de2ending u2on their
em2hasis$ board
games# word'focus games# treasure hunts# and guessing games. =ne of the best sources for
games in "our
classroom is the students themsel!es4
Activit+ #nit L
online&
1. 6hat is the -=.T im2ortant reason for using games in the *.L classroom$
F To enrich grammatical str!ct!res&
F To add diversion to reg!lar activities&
F To %rea4 the ice&
F To give practice in comm!nication s4ills&
F To develop specific categories of voca%!lar+&
F To lo,er an$iet+&
2. Children %now games so demonstrations are not necessar".
F Tr!e
F Aalse
+/
#NIT 'M ( Promoting Literac+ ( )eading and 2riting in the ESL
Classroom
0isc!ssion Activit+ ( #nit 'M
1. 6hat %inds of acti!ities do "ou thin% will best 2romote reading and writing in second language
learnersC @elate
their use to "our own e82eriences with de!elo2ing literac" in "our first or second language. You
ma" want to
consider e82eriences "ou ha!e alread" had as a teacher.
2. ;re there an" t"2es of acti!ities that "ou would a!oidC ;gain tr" to relate their use to "our own
e82eriences.
3. :o "ou thin% it is im2ortant for reading and writing to be taught simultaneousl"C 6h" or wh"
notC To what e8tent
do "ou feel the" should recei!e se2arate treatmentC
Activit+:
answer on the
:iscussion Eorum <#nit 'M>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit 10>. =n the first 2age# "ou will find a direct lin% to the
forum.
+,
;lthough all the 2re!ious cha2ters encourage the de!elo2ment of literac"# this cha2ter focuses
more directl" on it.
The 2hiloso2h" that we adhere to is an e8tension of the communicati!e a22roach and is based
u2on the belief that
learning to read and ,rite is a comm!nal process. This a22roach assumes that the maMor
goal of literac" is to
effecti!el" create meaning as a writer or as a reader. *ach learner comes to the classroom
alread" rich in
%nowledge and e82erience# which de!elo2s with age.
In this 1nit# the following to2ics will be discussed$
- The language e82erience a22roach
- Literature'based curriculum
- 6riting wor%sho2s
The Lang!age E$perience Approach
The language e82erience a22roach a22eared in the educational field Must before the whole
language a22roach# as
discussed earlier in the course. *!en though it originall" lac%ed a well'de!elo2ed theoretical
base# the language
e82erience a22roach was so efficient that it gained re2ute as a !iable method of teaching reading
to nati!e
s2ea%ers. Later on# se!eral !ersions of the method were suggested for use with second language
learners. This
a22roach is founded on the idea that students can write b" dictating to the teacher what the"
alread" %now and can
e82ress !erball"# and that the" can then read that which has been written. The students> first
reading materials
therefore come from their own re2ertoire of language.
The 2rocess alwa"s begins with the students> e82eriences. It ma" be a tri2 to the cit"# a mo!ie# a
new food
e82erience# a stor"# a new to"# and so on. The students first discuss the e82erience with the
teacher and fellow
students and then dictate a Istor"K about that e82erience to the teacher indi!iduall". The teacher
writes down
e8actl" what the student sa"s# including the errors. The teacher then reads aloud each sentence
after it is written#
gi!ing the student a chance to ma%e changes. The teacher ma" want to wait until the stor" is
finished before
reading it bac%# ma%ing sure that the student sees the connection between what is being said and
what is written.
The student is then encouraged to read the stor" first silentl" and then aloud to the teacher or to
another student
and then to re'write it# again ma%ing changes that seem necessar".
;n interesting alternati!e is for the whole class or small grou2s within the class to dictate a
Igrou2K stor" while the
teacher writes it on the board. This is 2articularl" effecti!e for "oung learners# aged ( D ,. 6hat
ma%es this 2rocess
2articularl" interesting is that the students build u2on each other>s comments and !ocabular"#
without e!en realising
the co'o2eration between them.
=nce the stories are read" the" can be 2ut into a collection and dis2la"ed in the classroom as
reading material for
the other students. .tudents can also 2ro!ide illustrations for their stories# either through their
own efforts at drawing
or b" cutting out from magaJines. ;s the students gain more s%ill in grammar and !ocabular"#
the" can graduall" be
introduced to boo%s that are within reach and easil" attainable for them.
In the transition to boo%s and stories# teachers often find it easier to brea% down a stor" into
com2onent 2arts# often
through 2utting the stor" on 3ristol board# cutting it into sentence stri2s# and as%ing the students
to 2ut it bac%
together again in 2ro2er se7uence.
Advantages of the Lang!age E$perience Approach
The biggest ad!antage of this a22roach to reading and writing is that the material is a22ro2riate
both linguisticall"
and cogniti!el" since it comes from the students themsel!es. -oreo!er# it reflects the culture of
which the students
are a 2art. The students> own ideas and thoughts are !alidated from a "oung age# which fosters
confidence and
inde2endence in the learning 2rocess. The material being studied is rele!ant D it is a creation and
a finished
meaningful 2roduct rather than isolated words or sentences. 6ith grou2 wor%# students are
learning from one
another as well as building u2on one another>s ideas. The teacher ser!es as a facilitator in the
2rocess rather than
as an editor of what is being 2roduced.
Possi%le Limitations
.ome *.L educators find that writing down the students> errors as 2art of the dictation 2rocess
reinforces the errors
themsel!es rather than drawing attention to them as mista%es to be corrected. These theorists
tend to be ad!ocates
+0
of the I2ureK language a22roach to learning and teaching. -ost *.L educators feel that the
benefits far outweigh
the disad!antages# es2eciall" for children and beginning students who are in 2articular need of
encouragement.
; second limitation is that through dictation# students ma" get the idea that writing is sim2l"
recorded s2eech. =f
course# it is much more than that# and through the act of learning to write itself# students create
meaning# adMust#
correct# amend# and re'write.
Bere is an e8am2le of a stor" creation where the teacher ta%es the role of facilitator in acti!e
student collaboration.
Teacher$ &referring to a stor" she has Must read aloud to the students). Let>s write what we thin%
about the stor".
:id "ou li%e the stor"C
Ali$ I didn>t li%e the stor".
Teacher$ You didn>tC 6h"C 6h" didn>t "ou li%e itC
Ali$ I didn>t li%e it when Eeli8 %e2t the ring. It was not his.
Teacher$ :o the rest of "ou feel the same wa"C :id "ou not li%e it when Eeli8 %e2t the ringC &Ei!e
students raise
their hands.) Bow do the rest of "ou feelC
"ai$ It>s o%a".
Teacher$ 6hat>s o%a"C
"ai$ To %ee2 the ring. It was his father>s ring.
Ali$ 3ut his father ga!e it to his friend.
Teacher$ Bow man" of "ou agree with -ai that it was o%a" to %ee2 the ringC
&Three students raise their hands.) =%a"# what should we writeC
Omar$ 6rite# I6e want Eeli8 to %ee2 the ring. It belonged to his Eather.K
Teacher$ 6e wanted Eeli8 to %ee2 the ringC &.he loo%s at -ai as she begins to write. -ai nods.
.he writes I6e
wanted Eeli8 to %ee2 the ring. It belonged to his father.K)
;nd so the writing continues as the teacher guides the students# bringing out their ideas and
hel2ing them to sha2e
the language. The teacher is co'author# facilitator# and 2ro!ides new language u2on which the
children can scaffold.
Indirect correction is made through modelling. ?raduall" students begin to write more
inde2endentl" and need less
and less guidance b" the teacher. .tudents e!entuall" are able to finish their com2ositions begun
as collaborations.
Literat!re.ased C!rric!l!m
*!en at beginner le!els# the teacher can use literature as the 2i!ot around which curriculum can
re!ol!e. .tories
can draw children into the e8citement of language and literature before the" can e!en utter a
word. =ther acti!ities
using stories# as discussed earlier in the course# can hel2 students as the" begin and continue
their Mourne" through
the language learning 2rocess. ;ll the while# s2ea%ing# listening# and writing can be incor2orated
as the" relate to
the literature being used. =ften s2ea%ing e!ents can be turned into writing e!ents as well. In
addition# the language
e82erience a22roach Must outlined offers maMor contributions to the de!elo2ment of literac" b"
2ro!iding students
with materials the" themsel!es ha!e written or hel2ed to write.
2h+ #se Literat!re:
Literature is authentic. It generall" is not written for the 2ur2ose of teaching new grammatical
structures or
categories of !ocabular"# "et children gain !aluable language as the" are e82osed to ideas# 2lots#
action# dialogue#
and situations in literature in the *.L classroom. -ore often than not# literature absorbs and
engages students in
the things the" reall" care about# both cogniti!el" and emotionall". Through it# the" become
intimatel" in!ol!ed with
the characters and their emotions. =ften the" become so engaged that the" lose their inhibitions
and other barriers
generall" associated with learning another language. Literature 2ro!ides conte8ts for language
learning in which the
language itself &the s"nta8# semantics# and le8icon) becomes more memorable. Literature also
e82oses the children
to !ariet" D to di!ersit" within categories of language and culture. Eor e8am2le# homes around the
world# families#
clothing# s2orts and 2la"# occu2ations# schools and education# food# and so on. 3" reading about
these categories
in other areas and cultures of the world# the children are not Must learning the language but 2ic%ing
u2 !aluable
cultural %nowledge as well.
1sing literature in a second language classroom in!ol!es three stages or com2onents$ Pre'
reading# @eading# Postreading.
In this cha2ter we discuss each stage along with suggested acti!ities and strategies for the
classroom.
The Prereading #nit
/0
There are three main 2ur2oses for the 2re'reading acti!ities$
1. To hel2 the child relate the te8t to 2rior %nowledge and e82erience both in their first language#
and in *nglish#
2. To 2i7ue the interest of the student
3. To gain cultural and to2ical information that will contribute to further com2rehension of the te8t.
Prereading Activities
A. As4ing Specific and OpenEnded 3!estions D these are 7uestions in the realm of Iwhat do
"ou thin% about . .
CK# Ithin% about "our own situation now thin% about Wsomeone else>sXK Itr" to imagine what it
would be li%e to . . . I
.. #sing 0evices for 7raphicall+ )epresenting Ideas D Charts# :iagrams# etc. D ; learning
chart to find out what
the students alread" %now about the theme in the u2coming stor"$
2*AT 2E AL)EA06 DNO2 A.O#TH 2*AT 2E 2O#L0 LIDE TO DNO2 A.O#T & & &
;fter the students finish the stor"# the" fill in a third categor" D 6hat 6e Learnt ;bout . . .
The ne8t e8am2le is a cluster# or web# which is filled in after the students answer a s2ecific
7uestion# such as the
following$
6hat do "ou thin% it means to be a heroC Is a hero someone who is bra!e or has e8tra s2eed and
2owerC 9ame
some 2eo2le "ou thin% are heroes. The" ma" be famous 2eo2le. The" ma" be someone from
"our neighbourhood.
The" ma" be ma%e'belie!e 2eo2le or characters from a mo!ie or a boo%. Thin% about what
ma%es them heroes.
-a%e a list with "our grou2. .how it to the rest of the class.
C. #sing Prediction Strategies and Anticipation 7!ides ' .tudents can 2redict what is going
to ha22en ne8t in
the stor". To add interest# the teacher ma" want to write down some of the 2redictions as the" are
gi!en and refer
bac% to them after the reading to see which ones come closest to the actual narrati!e.
0. Eo!rnal 2riting D Intermediate students can be gi!en the central theme or idea of the
u2coming 2iece of
literature or to2ic. The" are then as%ed to describe their own e82eriences in this area# those of
others# the" ma"
e82ress their own o2inion# or the" might write their 2redictions.
Strategies for St!dents
2hile 6o! )ead
- @ela8 and feel how the words and sentences flow together.
- ;s% 7uestions of "ourself as "ou read. Is the stor" realC 6hat is coming ne8tC
- :o not sto2 reading e!er" time "ou find a word "ou do not understand. The meaning ma" come
to "ou a
little further.
- If a word seems im2ortant and the meaning is not coming clear as "ou read further# then loo% in
the
glossar" or chec% with the teacher. You ma" want to consult a classmate as well.
- If there are 2arts "ou do not understand# ma%e a note of them so "ou can return later.
- @e'read for better understanding. @eturn to the 2arts "ou did not understand. @e'read them.
;re the"
clearer to "ou nowC If not# discuss them with a classmate or with "our teacher.
After 6o! )ead
- 6hat did "ou learn from this boo%C Bas it changed the wa" "ou thought beforeC
- :id the boo% turn out as "ou e82ectedC
/1
Tal4 a%o!t it ,ith fello, st!dents
Pre'reading acti!ities should not be too long D a word of caution to teachers$ in an attem2t to
co!er Iall the basesK
teachers tend to e82ose the students to too much information# thereb" dela"ing the e82erience of
reading for the
children. ;lthough it is necessar" for second language learners to be e82osed to cogniti!e
framewor%s and to ha!e
their curiosit" 2i7ued# do not saturate them in 2re'reading acti!ities.
)eading Activities
The reading 1nit refers to what ha22ens while a language learner is reading. The reading
selections should contain
illustrations# 2hotogra2hs# artwor%# subtitles# glossaries and footnotes# all as clues to meaning.
Particularl" im2ortant for language learners are footnotes and glossaries that the teacher adds at
the bottom of
each 2age. These offer definitions and clues to hel2 students determine meaning through conte8t.
The" are
e8tremel" !aluable to a second language student as the" 2ro!ide hel2 while the" are reading#
when the need to
understand is immediate and the moti!ation is strong. The "ounger the reader# the more this is
true.
In the communicati!e classroom# reading is an essential com2onent# and in ideal situations# a
scheduled time for
reading will occur dail"# with the teacher acting as facilitator and aide to the students. =ften#
howe!er# there is
insufficient time to full" co!er a 2iece# in which case the teacher brea%s down the reading into
com2rehensible
2ieces to be ta%en u2 dail" as a s%ill'based acti!it" during class time.
=nce the students ha!e read the assigned 2iece# the" often benefit from hearing it read aloud b"
the teacher# or b"
listening to it on cassette. The" need to hear the intonation# the 2auses# the rh"thm# and the
2ronunciation of the
words. Language students are renowned for their lo!e of re2etition in music and stor" and will
want to listen again
and again.
3eing read aloud to for a language student is a rewarding and often e8citing e82erience# but
being forced to read
aloud in front of a grou2 is often Must the o22osite. It can create an8iet" and fear in those students
who do not read
aloud well. -oreo!er# it is difficult for a second language learner to focus on meaning while
reading aloud. It is an
ac7uired s%ill and should onl" be e82ected from those who !olunteer.
The Post)eading #nit
In this stage students test their conMectures and o2inions about the stor" and re'read an"
necessar" 2arts. The"
discuss with their 2eers and their teachers the rele!ant 1nits of the stor" and at the same time#
stretch their
!ocabular" and oral 2roficienc" to higher le!els.
?rou2s can consist of the whole class and the teacher# or of smaller numbers of students. The
teacher can mo!e
from grou2 to grou2# acting as facilitator and guide. Planned grou2s in reading acti!ities seem to
wor% best# as
students of !ar"ing abilities can be grou2ed together D each grou2>s wor% will be more li%el" to
reflect a !ariet" of
2roficienc" le!els as well as 2ers2ecti!e.
Letting students choose their own grou2s often wor%s with older children and adolescents# but be
careful of member
selection in that hurt feelings and bruised egos can result. Ine!itabl" there will be a student left
out for one reason or
another. In order to allow students to ha!e more freedom of choice# and at the same time#
2reser!e self'esteem# it
ma" be wise for the teacher to as% the students to write down the names of the students with
whom the" would
most enMo" wor%ing. The teacher can then ta%e these lists into consideration when forming
wor%ing grou2s.
3!estions for 0isc!ssion
Two basic t"2es of 7uestions are discussed here$ %nowledge based 7uestions and reflecti!e
7uestions.
Dno,ledge.ased 3!estions& =ften the whole class and the teacher discuss this %ind of
7uestion. The 2ur2ose is
to ensure that students ha!e com2rehended the main 2oints in the reading or stor". =ften the
7uestions begin with
how, when, where# and why. The" allow the students to %now what is essential to the meaning or
central idea of the
stor" or reading.
/2
)eflective 3!estions. :iscussion 7uestions re7uiring more thought are best handled in 2airs or
small grou2s
where students ha!e more o22ortunit" for genuine interaction. The teacher can circulate and
guide when
necessar". ; s2o%es2erson from each 2air or grou2 shares the ideas with the class. The teacher
ma" want to
summarise# both orall"# and with a summar" 2aragra2h on the board# for all to see.
6hen 2re'teen and adolescent students are wor%ing in small grou2s or in 2airs# it is im2ortant
that the" be able to
select or create the 7uestions the" want to deal with. There are some 7uestions that the students
might 2refer to
write about 2ri!atel" in their Mournals rather than discuss. This should alwa"s be an o2tion.
Intermediate students should be encouraged to e82ress their o2inions and feelings about the
readings. Teachers
should alwa"s 2romote higher le!el thin%ing s%ills as well# such as critical thin%ing# anal"sis#
debate# and so forth.
.tudents should be encouraged to form their own 7uestions. 3eing able to thin% of and as% good
7uestions is Must
as im2ortant as being able to answer them and is an integral 2art of solid language de!elo2ment.
Individ!al ProGects and Activities
Intervie,ing
=ne wa" for students to interact with one another and with fluent *nglish s2ea%ers is to inter!iew
them. .tudents
not onl" recei!e the benefits inherent in the social as2ects of the situation# but the" learn and
de!elo2 s%ills in
as%ing 7uestions# recording answers# and sharing information that the" learn in the inter!iew. The
teacher can
readil" draw on the e8'2atriot teaching communit" and in!ite *nglish teachers from other 2arts of
the world into the
classroom for the students to inter!iew.
The following are some sam2le 7uestions for the students to as%$
1. You come from a countr" where *nglish is widel" s2o%en. 9ow "ou are in . . . Wwhate!er
countr"X where *nglish
is not s2o%en. Bow does that ma%e "ou feelC
2. Is it difficultC Is it e8citingC ;re there ad!antagesC
3. Ba!e there been times when "ou felt fearfulC *82lain# 2lease.
A. Bow did "ou o!ercome the 2roblems in!ol!ed in being in a new cultureC
Inter!iew se!eral 2eo2le that are fluent s2ea%ers of *nglish. ;fter each inter!iew# write down what
"ou can
remember of the answers "ou recei!ed. .hare them with "our class.
2riting in a Specific 7enre
Intermediate students often li%e to tr" their own hand at writing in a s2ecific genre# often 2oetr"# a
short stor"# a 2la"#
and so on. 6hen the *.L teacher as a regular teaching tool uses literature# students tend to be
highl" moti!ated to
e82ress their own feelings and o2inions about what is im2ortant in life. =ne e8ercise that students
can wor% on
2rogressi!el" is a :esiderata collage.
6rite "our own list of things that "ou thin% are im2ortant in life. .hare "our 2a2er with a 2artner.
;s% "our 2artner to
write a brief res2onse# either agreeing or disagreeing# or both.
Speech 2riting
6riting a short s2eech on a to2ic about which the students feel strongl" can be !er" e8hilarating
for a second
language student. .tudents are encouraged to write their own short s2eech and share it first with
their grou2 and
then with the class.
6rite "our own II Ba!e a :reamK s2eech &modelled after -artin Luther 5ing>s autobiogra2hical
s2eech). It ma" be
about a dream or wish that "ou ha!e. Thin% about what "ou would li%e the world to be li%e.
.tudents are encouraged to share their s2eech within their grou2. The student can either read it
or record it on
cassette and 2la" it for the grou2. The grou2 members are then as%ed to ma%e a list of the ideas
the" feel to be
most im2ortant in the s2eech. These ideas are then discussed. :o the" agree with what has been
said in their
colleague>s s2eechC 6h" or wh" notC 6hat do the" li%e about the s2eechC :o the" ha!e an"
7uestions about itC
Eo!rnal 2riting
Hournals 2ro!ide children the o22ortunit" to e82ress their thoughts in writing and to relate what
the" read and learn
from the teacher to their own li!es. In a standard Mournal# students often describe e!ents#
e82eriences# famil"# and
for older children# ho2es and dreams. =ften students write about what ha22ened on a gi!en da"
other times the"
are gi!en a s2ecific to2ic from the teacher# usuall" related to what the" are stud"ing.
)eaction Entries: here the children write their res2onses to something s2ecific D a stor"# 2oem#
lesson# a 2icture#
or a song. The to2ic should be something that the children find interesting and thought'2ro!o%ing.
/3
0ialog!e Entries: 1sing a double column format# students write about their s2ecified to2ic in the
left'hand column
in the right column# a 2artner or the teacher res2onds. The writing then becomes a con!ersation
between the
student and 2eers or the student and the teacher.
Hournal writing can be used as the root from which longer# more detailed writing emerges as the
children become
more s%illed in the language. It is a !enue for students to e82ress thoughts# a brainstorming
mechanism# a means
for generating and clarif"ing ideas# and a means for ongoing dialogue with the teacher.
.oo4 )evie,s
3oo% re!iews can become an integral 2art of the inde2endent reading 2rocess and 2ro!ide a
means b" which
students can share their im2ressions and initiate dialogue and debate with their 2eers and
teacher. The following is
a sam2le form$
.OOD )E?IE2
Title:
A!thor:
T+pe of .oo4:
6o!r Name:
0ate:
6hat did "ou feel this boo% was aboutC
6hat did "ou li%e about this boo%C
6as there an"thing that "ou did not li%e about this boo%C
:o "ou thin% "our classmates will li%e this boo%C
S!mmar+
There are man" wa"s to 2romote literac" in a second language classroom# some of which are
better than others. In
this cha2ter# we ha!e 2resented a few acti!ities that ha!e 2ro!en successful with the
communicati!e method of
teaching a second language. 1sing !ersions of the language e82erience a22roach# we begin
where each student is.
In other words# we offer and in!ite students to wor% not onl" on their s2ea%ing s%ills# but their
reading and writing as
well. 6e in!ol!e them with a literature'su22lemented curriculum# we use the 2ower of !oice and
language to
heighten awareness and full" engage the minds of the children. -oti!ation and guidance are
2ro!ided through a
grou2 a22roach to literature in!estigation in which the students can ta%e full ad!antage of the
classroom communit"
the" and the teacher ha!e established. ;t higher le!els# students ta%e on 2rogressi!el" more
com2le8 and
ad!anced reading and writing tas%s in an effort to become more broadl" 2re2ared in the second
language. ;ll the
while# all four s%ills are integrated and absorbed at the rate of each indi!idual learner# and the
language is allowed
to grow naturall" out of what is being learnt.
/A
Activit+ #nit 'M
online&
1. The Language *82erience ;22roach is based on$
F Stories from the ne,spaper
. Stories from a pict!re %oo4
F St!dents o,n e$periences
F Teachers o,n e$periences
2. 1sing literature in the classroom$ True or EalseC
a. It e82oses students to di!ersit".
F Tr!e
F Aalse
b. It is not authentic.
F Tr!e
F Aalse
c. Children generall" become absorbed and engaged b" it.
F Tr!e
F Aalse
d. It is memorable.
F Tr!e
F Aalse
e. It is not so hel2ful for learning a second language.
F Tr!e
F Aalse
/(
#NIT '' ( Affective Activities
2hen given the opport!nit+ to tal4 a%o!t themselves in personall+ relevant ,a+s-
st!dents tend to %ecome
m!ch more motivated& The res!lt is that the+ ,ant to %e a%le to e$press their feelings and
ideas more in the
target lang!age& The+ ,ant to comm!nicate& 2hen this happens- gro,th %ecomes a
reciprocal process:
enhancing personal gro,th enhances gro,th in the foreign lang!age&
0isc!ssion Activit+ ( #nit ''
1. Thin% bac% about what "ou learnt in Cha2ter A# the ;ffecti!e :omain. In "our o2inion what were
the most
im2ortant factors discussed hereC 6hat do "ou thin% Iaffecti!e acti!itiesK might entailC
2. Ba!e "ou e!er 2ersonall" 2artici2ated in affecti!e acti!itiesC If so# what acti!itiesC 6hat were
the circumstancesC
6hat effect did the" ha!e on "ouC
3. Bow do "ou thin% affecti!e acti!ities might be used in a foreign language classroomC :o "ou
thin% the" can be of
benefit to language ac7uisitionC If so# in what wa"sC
Activit+:
answer on the
:iscussion Eorum <#nit ''>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit />. =n the first 2age# "ou will find a direct lin% to the forum.
/+
.ac4gro!nd Information
This 1nit is reall" geared towards the older children# aged 10 D 1+# whose 2roficienc" le!el is
intermediate and
abo!e.
-an" *.L educators feel that# for second language learners# es2eciall" those at an intermediate
le!el# affecti!e
acti!ities can add another dimension to the language learning 2rocess. If used a22ro2riatel"# such
acti!ities not onl"
2ro!ide meaningful dialogue in the target language# but also can ser!e as an im2ortant means of
bonding between
students. It should be 2ointed out# howe!er# that affective activities are not for ever+one.
The" are not for$
F The teacher who feels uncomfortable sharing feelings and o2inions.
F The teacher who wants to treat them as thera2" sessions.
F The teacher who wants to change the belief s"stems of their students.
*82loring beliefs that ha!e alread" formed and those that are emerging in the older children can
be a !er"
rewarding e82erience for students and can greatl" enhance their self'esteem and confidence.
If affecti!e acti!ities are to be effecti!e for language teaching# a teacher who e8ercises a great
amount of caution
must use them. The acti!ities chosen must be com2atible with the students> age and 2roficienc"#
and the" must be
a22ro2riate to the cultural en!ironment in which the" are to be used. In some cultures# it is
considered offensi!e to
re!eal oneself or to 2robe the thoughts and o2inions of others.
Eor the teacher who decides to im2lement affecti!e acti!ities# there are a few ground rules to
consider$
F .tudents must be gi!en the right to 2ass# meaning the" must not be forced to answer 7uestions
or
contribute.
F The" must ha!e the right to be heard.
F The" must ha!e the right to see their o2inions res2ected.
F The" must ha!e a chance to e82ress afterwards how the" felt about s2ecific acti!ities and what
the" learnt
from them.
;cti!ities should em2hasise the 2ositi!e and the" should be low ris% so that the teacher and
students will not feel
threatened b" them. In other words# instead of as%ing students what the" disli%e about
themsel!es# as% them what
the" li%e as% them what ma%es them feel 2roud. 9egati!e feelings should be treated li%e an"
other feelings. 6e
ma" want to as% students what the" would want changed in the world or how something might be
made better in
their li!es. The o!erall focus should be 2ositi!e in that it is constructi!e.
The chief dut" of the teacher in these acti!ities is that of facilitator. ;s facilitator# the teacher
needs to encourage
honest res2onses# to establish a climate of trust# to listen with genuine interest to what the
students sa"# and to
in!ite sharing amongst the students# but onl" when the" want to share. The teacher should clarif"
what the" sa" b"
res2onding with 7uestions such as IIs this what "ou are sa"ingCK b" 2ara2hrasing what has been
said with
statements such as II thin% "ou are sa"ing . . . I In addition# the teacher should be free to re!eal
her or his feelings
and o2inions in the discussion. It is thought b" educators that the teacher should onl" do so
toward the end# after
the students ha!e had a chance to thin% things through for themsel!es and e82ress their own
2oints of !iew. The
teacher shares herGhis !alues but does not im2ose them. In this wa"# the teacher models an adult
who 2riJes#
chooses# and acts according to those !alues. The weight of the teacher>s !alues and o2inions
holds no more weight
than would an"one else>s.
It ma" be naY!e to thin% that the teacher>s 2oint of !iew can be down2la"ed to the e8tent that it
holds no more
weight than an"one else>s. The 2roblem often is how the teacher can ma%e it %nown that the" too
are refining and
de!elo2ing their own o2inions and !alues Must li%e the students. ;s a facilitator# the teacher should
remain as
obMecti!e as 2ossible throughout the acti!it". It is the facilitator>s Mob to 2re2are and lead the
students in a 2articular
acti!it"# to enforce the ground rules# to listen thoughtfull" and non'Mudgmentall"# to clarif"# to
acce2t each student as
he or she wants to be acce2ted# and to 2ro!ide closure at the end of each acti!it".
The students> role also includes listening thoughtfull" and non'Mudgmentall" and acce2ting others
on their own
ground# but it does not re7uire that one remain im2artial. ; 2artici2ant has the right to state his or
her o2inions and
feelings about the subMect as long as others> rights are res2ected.
//
; teacher can# on occasion# switch roles and allow a student to facilitate. This usuall" creates a
great deal of
e8citement in the classroom as students realise that the" too can ta%e on the res2onsibilit" of
being facilitators.
There are some situations in which affecti!e acti!ities can be 2articularl" beneficial. =n da"s
when students are
feeling es2eciall" tense# the" can be comforting. .itting in a circle# each member of the class#
including the teacher#
can sa" one thing he or she es2eciall" li%es about each other. =n alternate da"s# the teacher ma"
want to centre on
to2ics including$ choosing a 2et# with "ounger children# thin%ing of "our futureGcareer with older
children and teens.
-ost of the acti!ities 2resented in this cha2ter are for small grou2s &two# three and u2 to ten).
?rou2s can be
formed in man" different wa"s# as discussed in earlier 1nits# b" fa!ourite seasons# colours# food#
and the li%e# or
the" can be formed randoml" b" numbering off the students. The method used for forming the
grou2s de2ends
u2on the acti!it"# the number of grou2s needed# the number of students in the class# and whether
or not the grou2s
need to be of e7ual numbers.
-ost of the acti!ities here are intended for intermediate s2ea%ers# but some can be accom2lished
with beginner
students as well. @emember that these acti!ities can also be modified to accommodate both age
and language
abilit" b" altering both subMect and content. -an" of the 7uestions are oriented towards children
aged 12 and o!er.
Bowe!er# the" can be changed to reflect the interests of children. To2ics a22ro2riate to children
might include
animals# to"s# being the "oungest or oldest in the famil"# TL cartoons# what "ou want to be when
"ou grow u2# and
so forth. The acti!ities must alwa"s be tailored to the needs# interests# and ca2abilities of the
children. In addition#
the teacher must feel comfortable with them.
Preparation of the St!dents
It is im2ortant at the beginning stages of language de!elo2ment to e82ose students to some of
the basic !ocabular"
that will be 2articularl" useful for the affecti!e acti!ities later on$ emotions# feelings# fa!ourite
things to do#
2references in food# clothing# occu2ations# classes# s2orts etc. These can be taught through
methods alread"
discussed# including TP@# role'2la" and dialogue. Through re2etition and discussion# students
can hear and learn to
tal% about these subMects.
;s the children mo!e into s2ea%ing# !ocabular" becomes a little more so2histicated. 6ords such
as beautiful,
stubborn, smart, safe# and selfish ma" be 2ic%ed u2. ;s the students are able# new !ocabular"
such as selfconfident,
self!conscious, ridiculous, secure, enthusiastic, open!minded, are added to the re2ertoire of
descri2ti!es.
The teacher ma" want to 2ro!ide a short list of new words that students can incor2orate into their
%nown !ocabular"
and 2ro!ide e8ercises in which to 2ractise$
If I ,ere older- I ,o!ld
One thing I do ,ell is
I ,ant m+ friends to
I ,onder if
I li4e +o! %eca!se
"+ sister ma4es me feel
"+ %rother ma4es me feel
.tudents should be encouraged to get hel2 from 2eers and the teacher when attem2ting to
e82ress something that
is tem2oraril" be"ond them rather than sim2l" to 2ass.
If older children seem reluctant to use affecti!e acti!ities# it ma" be a good idea to start with
characters from a well%nown
mo!ie or literature# or a 2o2ular figure that the students are familiar with. The students can role'
2la" certain
scenes or e!ents from the life of the character# and in doing so# re!ealing the !alues and o2inions
of that character.
It is eas" then to initiate discussion around the Iand what would "ou ha!e chosenGdone in this
situationCK ;n
alternati!e acti!it" is to ha!e the students ma%e u2 a stor" about the 2eo2le in a 2icture shown to
them and then
ha!e them role'2la" those characters according to their indi!idual inter2retation. =nce the" feel
comfortable tal%ing
about someone else>s feelings and o2inions# the" ma" not feel so reser!ed about tal%ing about
their own.
/,
S!ggested Activities
Aind someone ,ho & & &
Band out this sheet to e!er" student and as% them to Ifind someone whoK and write their name in
the blan% after
each item.
Li4es to go to the li%rar+
*as more than fo!r %rothers and sisters
*as %een to Asia
Lives ,ith their grandparents
*as seen a *oll+,ood movie
Can spea4 three lang!ages
?al!es S!rve+
*ach student has the following handout. The" are to go around their class and as% each other the
7uestions on the
sheet. Tell the students that there are no right or wrong answers# Must o2inions.
2hich ,o!ld +o! rather %e:
UUU a farmer
UUU a fisher 2erson
UUU a business 2erson
UUU a teacher
If a genie gave +o! one ,ish- ,hat ,o!ld it %e:
UUU to be rich
UUU to be famous
UUU to sta" the same
2hat 4ind of gifts do +o! prefer:
UUU something someone made
UUU mone" so that "ou can bu" what "ou want
UUU a gift that somebod" bu"s for "ou
*o, ,o!ld +o! li4e to spend an afternoon ,ith a friend:
UUU at the beach
UUU at the mo!ies
UUU chatting
2hat is the most important 1!alit+ in a Bspecial friendFgirlF%o+ friendC:
UUU beaut"
UUU 2ersonalit"
UUU interests and hobbies
2hich do +o! li4e least:
UUU a 2erson who is loud and aggressi!e
UUU a 2erson who is dishonest
UUU a 2erson who tal%s about other 2eo2le
/0
?al!es ?oting
This is a fast'2aced acti!it" that in!ol!es the entire class. The categories of information can easil"
be changed to
accommodate age and interest. These e8am2les are a22ro2riate for ages , and u2.
3egin with the 7uestion B*o, man+ of +o! NNNNNNNNNNNNNN:C .tudents raise their hands if the
2hrase is true of
them.
- Ba!e a dog as a 2et
- ;re afraid of storms
- Thin% 2arents should be stricter with their %ids
- :o not li%e mo!ies
- Plan to go to school fore!er
- Ba!e been in lo!e
- Li%e to eat sweet things
- 6ant to end all wars
- 6ant to get better grades in school
- Thin% their teacher is e8citing
The "ost Infl!ential Person
Ba!e students thin% about 2eo2le that ha!e affected their li!es in some wa". Ba!e them decide
who has been the
most influential. ;s% them to write about this 2ersonGthese 2eo2le and include information such as
descri2tions# how
long the" ha!e %nown these 2eo2le# and what these 2eo2le did that had such an im2act on their
li!es. :i!ide the
students into grou2s to share their writing.
Activit+ #nit ''
online&
Tr!e or Aalse:
1. ;ffecti!e acti!ities should be used with all students.
F Tr!e
F Aalse
2. ;ffecti!e acti!ities are not for the teacher who feels uncomfortable sharing their feelings.
F Tr!e
F Aalse
3. ;ffecti!e acti!ities should not be treated as thera2" sessions.
F Tr!e
F Aalse
A. 6hen it comes to im2lementing affecti!e acti!ities# there are no rules.
F Tr!e
F Aalse
,0
#NIT '8 ( Placement and Eval!ation
0isc!ssion Activit+ ( #nit '8
1. 6hat ha!e been "our own e82eriences as a student or as a 2racticing teacher with language
e!aluation and
assessmentC 6ere the" mainl" 2ositi!eC 6h" or wh" notC
2. Eor what 2ur2oses do "ou thin% that foreign language learners should be tested in the foreign
languageC
Activit+:
answer on the
:iscussion Eorum <#nit '8>. -a%e it clear which 7uestion "ou are answering b" adding
the 7uestion
*INTS:
F To access the for!m# log in to <1nit 12>. =n the first 2age# "ou will find a direct lin% to the
forum.
,1
If our goal in 2lacing students is to roughl" di!ide them according to 2roficienc" into three le!els$
beginning#
intermediate# and ad!anced# then the combination of a listening tas% with some TP@ acti!ities#
oral inter!iew# some
informal writing# and a reading inter2retation might be all that is needed to ma%e an accurate
determination.
In the case of an oral inter!iew# it is im2ortant that the e!aluatorGteacher go with the student#
rather than sta" fi8ed
on a 2redetermined set of 7uestions. ;n8iet" le!els are li%el" to be much lower in more natural#
interacti!e settings#
and although the e!aluation will be highl" indi!idual and subMecti!e# the outcome is li%el" to be
more accurate.
Interaction between the e!aluatorGteacher can be considered real communication for testing
2ur2oses.
Ba!ing a hierarch" of 7uestions during the oral inter!iew is necessar" to thoroughl" assess a
student. If a 2icture is
used# the teacher might begin with a general 7uestion that allows for elaboration from the student.
Eor e8am2le#
I6hat is ha22ening in this 2ictureCK If there is no res2onse# the teacher mo!es to I6hat do "ou
see in the 2ictureCK
If there is still no res2onse# the teacher becomes more s2ecific# I6hat is thisCK &2oints to an
obMect in the 2icture). If
necessar"# the teacher can go further down and as%# IIs this a boatCK -uch of what the teacher
sa"s will de2end
u2on what the student sa"s.
Information can be gathered to ma%e the inter!iew less intimidating for the child as well# while
2ursuing res2onses
from the student. Eor e8am2le# if the answer to the 7uestion I6hat do "ou see in this 2ictureCK is
II see water . . . I
li!e b" waterK the teacher ma" follow through with a comment# I=h# "ou li!e b" the waterC
6hereC It must be
wonderful to li!e b" the water.K It is im2ortant that the teacher match the le!el of herGhis
res2onses to that of the
student. =nce the teacher has determined the le!el of the child in each area D listening# s2ea%ing#
writing# and
reading# it is im2ortant to finish and mo!e on.
There is usuall" an o!erla2 between one 2lacement le!el and another# but this should not be
disturbing as language
students normall" ad!ance in an irregular 2attern from one s%ill set to another# de2ending u2on
man" e8ternal
factors contributing to the learning en!ironment.
;lthough there are tests on the mar%et that ma" "ield a more detailed diagnosis than most
teacher'made tests#
unless the" are 2ragmatic and rele!ant the" often lead to o!erl" s2ecific s%ill set e!aluations. In
addition# the tests
on the mar%et are e82ensi!e and longer than necessar". Teacher'made tests ma" be highl"
subMecti!e# but the" are
usuall" short# eas" to use# and fle8ible. The" can include e8actl" those items and areas that are
a22ro2riate to a
s2ecific situation and therefore be effecti!e for the initial 2lacement of the student.
The following contains a list of 2roficienc" guidelines including language beha!iours t"2ical of
students at !arious
le!els of 2roficienc". It is concise and fairl" eas" to use# and the items within it are e82ressed in a
2ositi!e manner D
in other words# it focuses on what the students can do at each le!el rather than on what the" can>t
do.
.eginning St!dents
Lo,
- :e2ends almost entirel" u2on gestures# facial e82ressions# obMects# 2ictures# and often a
translator in an
attem2t to understand and be understood.
- =ccasionall" com2rehends sim2le oral and written words and 2hrases.
"id
- 3egins to com2rehend more com2le8 *nglish# but onl" when s2ea%er uses simultaneous
gesture clues#
s2ea%s slowl"# and re2eats.
- .2ea%s with much hesitation if at all.
- .hows increasing recognition of written forms.
- -a" e!en be able to write short sentences.
#pper
- Is com2rehending more and more in short social con!ersation# but
- with difficult".
- .2ea%s to get basic needs met# but remains hesitant ma%es fre7uent
- errors in grammar# !ocabular"# and 2ronunciation often falls silent.
- Can read !er" sim2le te8t.
- Can write a little# but !er" restricted in structure and !ocabular".
,2
-
Intermediate St!dents
Lo,
- &same as u22er beginner)
"id
- ma" e82erience dramatic increase in social !ocabular" recognition# both oral and written.
- has difficult" with idioms.
- =ften %nows what he or she wants to sa" but searches for a22ro2riate words# both oral and
written.
- -a%es fre7uent errors in grammar# !ocabular"# and 2ronunciation.
- Is often as%ed to re2eat and is fre7uentl" misunderstood# orall" and in writing.
#pper
- Is beginning to com2rehend substantial 2arts of normal con!ersation but often re7uires
re2etitions#
2articularl" in s2ecific linguistic categories s2o%en at normal rates.
- Is beginning to gain confidence in s2ea%ing abilit" errors are common but less fre7uent.
- Can read and write te8t that contains more com2le8 !ocabular" and structures e82eriences
difficult" with
abstract language.
-
Advanced St!dents
Lo,
- &same as high intermediate abo!e)
"id
- Com2rehends much con!ersational and academic discourse s2o%en at normal rates
sometimes re7uires
re2etition idioms 2resent less difficult".
- .2ea%s more fluentl" but ma%es occasional errors meaning is usuall" clear at times uses
!ocabular" or
structures ina22ro2riatel".
- @eads and writes with less difficult" materials that are commensurate with his or her cogniti!e
de!elo2ment
demonstrates some 2roblems in gras2ing intended meaning.
#pper
- Com2rehends normal con!ersation and academic discourse with little difficult" most idioms are
understood.
- .2ea%s fluentl" in most situations with fewer errors meaning is generall" clear but e82eriences
some
regression at times.
- @eads and writes both concrete and abstract materials is able to mani2ulate the language with
relati!e
ease.
The two most commonl" used scoring techni7ues for rating language students are holistic and
analytic.
*olistic scoring re7uires the e!aluator to gi!e a single im2ression of the student>s 2erformance
such as
IbeginningK# IintermediateK# or Iad!ancedK. ;nother holistic scoring techni7ue in!ol!es gi!ing the
student a number
that corres2onds to a 2articular descri2tion of a le!el within a categor". Eor e8am2le# if a teacher
is e!aluating
writing 2erformance# a score of I10K might indicate a student who communicates effecti!el"# who
organises
logicall"# whose ideas flow in an organised manner# and who ma%es no semantic or grammatical
mista%es. In
contrast# a I1K might be the rating gi!en to a student whose 2a2er is !er" difficult to understand#
whose ideas are
Must listed with no logical connection between them# whose semantic# s"ntactic# or mechanical
errors are so fre7uent
that the" interfere with what is being said.
Anal+tic scoring is usuall" used for diagnosing students rather than placing them. It re7uires the
teacher to ma%e
Mudgments of indi!idual as2ects within a general categor" such as writing. These as2ects ma"
include# for e8am2le#
s"nta8# organisation# !ocabular"# mechanics# fluenc"# etc. The student ma" recei!e a I1K in s"nta8
if the" ma%e
man" errors and a I2K in !ocabular" if the range of words is limited# and so forth.
,3
It is the teacher in the classroom who has the tas% of 2utting it all together and ma%ing it wor%. 9o
boo% can dictate
a 2rogram or a methodolog". 6hat ma" be good for one grou2 of learners in one 2articular
setting ma" not be
a22ro2riate for those in other situations.
Activit+ #nit '8
online&
"atch the follo,ing description ,ith the most appropriate option:
1. This t"2e of scoring is normall" used for 2lacing students in le!els.
F Anal+tic scoring
F *olistic scoring
2. This t"2e of scoring is normall" used to determine where students are wea%er or stronger.
F Anal+tic scoring
F *olistic scoring
Ainal Activities
6o! CANNOT complete this activit+ on paper %eca!se it re1!ires the !se of the Internet&
Log on to the
Teaching English to Children Elective and follo, the lin4s and for!m provided&
)esearch the Internet5
Choose ONE of the to2ics below and do some research.
1se search engines such as$
F ;s% Hee!es Ohttp:FF,,,&as4&comP
F ?oogle Ohttp:FF,,,&google&comP
F Yahoo Ohttp:FF+ahoo&comP
F :og2ile Ohttp:FF,,,&dogpile&comP
F =r an" others
Topics:
1. Activities for Children& Loo% for acti!ities# e8ercises# handouts# games# songsO the s%">s the
limit4
Search terms to help +o!: I*.LK I*ELK Iacti!itiesK IchildrenK I"oung learnersK IgamesK *TC. and
an" others
"ou can thin% of. @emember4 :ifferent terms and different search engines will bring u2 different
results.
,A
2. Learning St+les& .earch for learning st"les in children and for different learning st"les in
different 2arts of the
world. 6hat are the" defined b"$ religion# culture# language# gender issues# etcC
Search terms to help +o!: IlearningK Ist"lesK IchildrenK IdifferentK IcultureK IcountriesK I*.LK
*TC. Tr" all or a
combination of these# and an" other "ou can thin% of.
3. Placement and other Tests& Loo% for 2lacement tests for "oung *.L students# and also other
t"2es of tests
geared towards children.
Search terms: 6hat do "ou thin%C /
A. .oo4s and )eso!rce Pac4s& .earch for different t"2es of course boo%s and resource boo%s
for teachers of
"oung learners.
Search:
F ;maJon Ohttp:FF,,,&amaIon&comP
F Cambridge *LT Ohttp:FF!4&cam%ridge&orgFeltP
F -ac-illan Ohttp:FF,,,&macmillaned!cation&comP
F ;nd others using different search terms.
Activit+:
=nce "ou ha!e chosen =9* of the to2ics abo!e# 2ost "our findings on the Eorum D @esearch.
F You should include the lin%s where "ou found the information and a brief descri2tion of what
"ou ha!e learnt.
F You are almost read" for the e8amO but before "ou ta%e it# ha!e a final browse through the
forums. @ead
new 2osts# 7uestions or answers. -a%e final comments if "ou wish.
)eso!rce for ChildrenQs Lessons
2e%site$ htt2$GGwww.boo%loc%er.comGboo%sG20(,.html &with E@** sam2le)
Title$ .mall .te2s
Tagline$ @esources and guides for teachers of children starting *nglish
A!thor$ -ichael Curr"
Aormat$ e'boo% onl"
Price$ 1.V1A.0(
.mall .te2s is designed for those new to teaching *nglish to children who are absolute
beginners. 6hether "ou
are a freshl" 7ualified teacher# or old hands at other le!els# "ou will find that this e'boo% has
something to offer
"ou.
It will not tr" to tell "ou how to teach# or e!en what to teach. @ather# this e'boo% is filled with ti2s
and
suggestions# from a sam2le lesson 2lan to 30 recommended teaching units. *ach teaching unit
comes with an
easil" modified and re2roduced wor%sheet. The e'boo% also includes A2 recommended games
and acti!ities
e!er"thing "ou need to ma%e "our *nglish classes both educational and fun.
This e'boo% is not intended to be a stand'alone curriculum. @ather# it is intended to com2lement
whiche!er
course G te8tboo% is 2referred b" "our school# and alongside other resources such as word cards#
2osters# and
short films. 3ut should it fall on "ou to create a series of lessons# then this e'boo% can be used
inde2endentl" for
,(
that 2ur2ose.
.mall .te2s includes 30 teaching units and accom2an"ing wor%sheets# o!er A0 games and
acti!ities# forms for
al2habet 2ractice# a sam2le lesson 2lan# sam2le end'of'class handout# and sam2le school re2ort.
It also
includes ti2s on teaching st"le and methodolog".
Ba22" teaching4
2ell done5 6o! have completed the readings for the Teaching English to
Children online
elective&
6o! m!st no, s!%mit the ans,ers to all the activities online ;if +o! have
not done so
alread+< and then sit the e$am& 7ood l!c45

Teaching Children

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