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Teaching English
through songs
Teaching vocabulary of a
particular lexical set
Singing
Teaching English
through story
The educational value of using stories and the technique of storytelling
has always been undisputed throughout the world. Now more and more
English as a foreign language (EFL) teachers of young learners are using
carefully selected stories from the world of children's literature because
they have become more familiar with an acquisition-based methodology
and because stories comply to the major objectives in most countries for
foreign language teaching to young learners: linguistic, psychological,
cognitive, social and cultural. EFL teachers use stories to supplement
their core materials or to create self-contained units of work that
constitute mini-syllabuses. In this way, a story provides the starting point
and rich context for developing a wide variety of related language and
learning activities involving children personally, creatively and actively in
an all round whole curriculum approach (see Ellis and Brewster 1991 and
2002).
Selecting storybooks
Pupil responses
The educational gains from using authentic
children's literature are very rich indeed as
reflected by pupils' personal response to the
stories. Younger children (5 - 7 year-olds) respond
in pictorial form and older pupils complete a more
detailed written evaluation focusing on genre,
characters, setting, illustrations, what they liked
about the story and what they learnt from the
story.
The Pied Piper: We must keep our promises and not be greedy.
Tusk Tusk (a story about how elephants became grey and
tolerance): I learnt about tolerance and racism. I learnt to know
how to respect others because we can't all be the same. You have
to love each other.
The Very Hungry Caterpillar: I learned the life cycle of the
butterfly
Meerkat in Trouble: We mustn't disobey. You have to be obedient
to your parents.
The Little Red Hen: You must help people.
Teaching English
through Game
'Many experienced textbook and methodology
manuals writers have argued that games are not
just time-filling activities but have a great
educational value. W. R. Lee holds that most
language games make learners use the language
instead of thinking about learning the correct
forms (1979:2).
Cognitive:
Reinforces
reviews and extends
focuses on grammar communicatively
Class Dynamics:
- student centered
- teacher acts only as facilitator
- builds class cohesion
- fosters whole class participation
- promotes healthy competition
Adaptability:
- easily adjusted for age, level, and interests
- utilizes all four skills
- requires minimum preparation after development
Cuisenaire Rods
description (2)
white = 1 cm.
red = 2 cm.
purple = 4 cm.
yellow = 5 cm.
black = 7 cm.
brown = 8 cm.
blue =9 cm.
orange = 10 cm.
colours
numbers
the alphabet
time specification
body parts
family relations
buildings & furniture
animals
food
abilities
personal pronouns
articles
nouns
adjectives
verbs
prepositions
word stress
sequence of words in an English sentence
Numbers
Stairs & Colourful
rugs
What number is
dark green?
Bingo
Numbers (2)
Hunt the thimble
Time Specification
Telling the time
Morning routine
Main Advantages:
C colourful
U universal
I imaginative
S solid
E effective
N nice
A appropriate
I indispensable
R ready
E exhilarating
Goodbye!
Methodology