TEACHING SPEAKING
1.motivation
-children hale strong motivation to sapek - they want to see result very quickly
-to maintain motivation - make them feel that they are doing progress ; - we should give them opportunity to speak as soon as possible
-we start teaching english what do teach - INITIAL STAGE - we start from basic contex ( number, colours, letters... )
-from words they already know
-which are similar to polish word
-we can't demand spontaneous language
-we start from formulais language- it's sth which is produce in- chunks
for example:
1.good night, hi, hello!
2.Some example of social english language: have a nice day, how are you, see you
3.routines: what is a date today?
4.classroom language: sit down, listen, stand up, repeat
5.asking for permission: can I open the window?
This word are repeat very often. They know words, they can repeat them, they can say sth in English.
SPEAKING PRACTICE:
1.controlled practice
2.quided practice
3.free practice
Ad. 1
-it comes just after a presentation stages
-it is important that pupils try out new language
-pupils have to choice of using a language/ of own language
-controled practice it's the base of oral workin controlled practice it's very little chance that students make mistakes
What's the time? It's....
What are they doing? They are... ing
Ad.2
-it follows from controlled practice
-it usually gives student some sort of choices of language which is limited
-it's usually done in pairs or in groups
Ad. 3
Guided practice is good base, background for free practice
-children say what they want to say
for ex. Describe the picture, talk about family, pats, friends
SPEAKING ACTIVITIES
-rhymes
-chants
-songs
-dialogues and roleplays ( we need to present the dialog, use for ex. Puppet teddy bear; we can also use a student but puppet are better
1.pairwork
-matching cards
-find the differences
-describe a picture for other pupil
2.groupwork
-put correst order of the picture ( after groups listened what is in another pictures of other groups)
-story- telling ( by using, pictures- story contain them children alone create the story by adding sth plot connected with their object)
3.whole class activities
-matching activity ( try to remember cards and them talking about them to each other)
-questionnaires ( these are a mixture of groupwork and whole class works as well as a mixture of written work and oral work. Children have to tick information about themself)
How to rocognise performance ?
-wybor tekstu - chose the text
-sporzadzenie listy postaci - think about characters which take part in performance
-sporzadzenie listy scen- think about scenes which children are suppose to do
-wybor czy tekst bedzie czytany czy mowione- think , if we want the text to be read, speak
-wybor rekwizytow- chose objects ornaments, decorations
TEACHING READING
1.the main aim of language is listening- we start from them
2.later print ( druk)- the source of expand english
Reading - a skill which is the easiest to keep up
5-7 YEARS OLD
- they are learning to read in L1 it's important because those children who can read in L1 then it's easier for them to learn to read in English (in L2) they are able to transfer L1 reading skills to L2
Approaches to teaching reading ( some methods, ways)
1.Phonics - the first approach- its based on letters and sounds
We teach letters and their combinations in the way they are pronounced
2.techniques
-reading aloud ( we can focous on pronunciation and practise it, it's useful it we want to check some kind of work, it could be use as a support in reading technique, choral reading
-reading silently
READING MATERIALS
WE CAN READ:
-books
-some magazines, comics
-easy readers
-books with Cd's
-reading cards
-picture dictionaries
Look and say - this is based on words and phrases, it makes use of flashcards and word card, we should start from the word that the already know, first they were listening a word and then see them
Whole sentence reading - we teach the recognition of whole phrases and sentences which have meaning in themselves, we don't start from word, sound, this is often connected with reading a story .
Language experience approach- it's based on pupil spoken language, the child says sth and the teacher write it down, it's connected with the picture
TEACHING READING IN THIS GROUP:
5-7
- if they can't read in L1 many of don't understand what the word is and what's the connection between spoken and writtem word
- they don't understand what is sentence structure ( grammar)
- we need to have book with a lot of various pictures, this book can be with text or without text
- remember to have a picture and uderline them
8-10
- they can read in L1
-- the process of teaching reading is much faster
- we concentrate on the context message
READING ACTIVITIES:
1.arranging letters to make a word for example : ODG- DOG
2.arrange words in two sentensces
3.classified words in two sets. 9 from the biggest to the smallest)
4.quessing the missing word - for ex. One upon a time there were... bears
5.writing instructions
6.writing instructions support with drawing
7.work with stories: labelling a story- labelling pictures ( we give them pictures and sentences to describe them childrem have to choose to correct sentences); jumbled sentences ( without pictures, only sentences, put them in the correct ..)
WRITING
Teaching writing:
We can focus on two important factors: 1. age of the students 2. degree of the familitry with the Roman script.
How can we write?
Handwriting
Computer writing
When the children write with the pencil, they have to focus on these things?
1.They have to remember how to form letters
2.they develop finger control
3.they have to learn about capital letters, puntuaction
4.they have to know the relationship between sound and spelling
POSITIVE SIDES OF WRITING
1.it adds another physicall dimenston
2.particulary later on writing activities allow from the conscious development of language
NEGATIVES SIDES OF WRITING
-its more difficult to convey the meaning of writing because you dont use gestures, body languages
-writing isn't connected with here and now
-it takes a long time to master this skill in L1
-writing is connectes with correcting error
WRITING ACTIVITIES
1.control writing activities:
-tracing- children task is to write on dotted line ( po sladzie )
-straight copying - przepisywanie
-matching ( match the sentence with the picture and write it under the picture)
-organising and copying
-delayed copying( teacher write the sentence, give childrews come time to remember it/ reading them and then clean the table. Next they have to write it in their note book.
-Dictation- dyktowanie - it should be short, it should be linked with the topic, what we do etc.
GUIDED WRITING ACTIVITIES= GUIDED PRACTICE
-fill- in exercises ( sentence with a gap often to revision)
-dictiation ( dictate half first part of a sentence and the student have to complete the rest of) Ilike... I don;t like...I hate...
-letters, [pstcards, invitations - a meaning of piece of informations, again sentence the gap : Dear... Are you free on ...? going to the...? .... Love...
FREE WRITING ACTIVITIES
-when students use their own language
-teacher is the initiator and helper- when the students are free writing and we don't need correct the mistakes
-students should be encourage to rewrite
PRE- WRITING ACTIVITIES
-prepare children to write ( give them some ideas before they start writing)
-teach the key vocabulary : word stars ( w srodku np slowo Holidays i od tego strzalki z czym sie kojarzy )
-vocabulary charts ( obrazki plus pod tym podpisy)
-topic vocabulary ( need to relate, try to connect vocabulary items)
-talk about the subject ( give some ideas)
PLANNING YOUR WORK
Why the teacher planning their work ?
-PRACTICAL REASONS: it makes life much easier in the classroom; it saves time because you can adapt your plan for future; you get quicker with experience; you can focous on what you can do
-PROFESSIONAL DEVELOPMENT: planning helps teacher to know to they achieve the goals and it enables the teacher to judge his/ her performance; sth that helps to monitor our own teaching
-PUBLIC ACCOUNTABILITY- planning is treat adminisrative requirement
-CONFIDENCE BOOSTING- when we plan we are more confident
1.LONG TERM PLANNING
-WE PLAN FOR WHOLE YEAR, TERM ( BEFORE WE START THEM )
-WE CAN DISCUSS THE MATERIALS,METHODS, BOOK WITH OTHER TEACHER)
2.SHORT TERM PLANNING
-we plan for one unit, one topic, week
-it covers from 2-3 lessons
3.LESSON PLANNING
-we plan before the lesson
-it's important to link the lessons with the following lesson and recently last lesson
-know when they have the lesson( what time)- they can be tired
-we need to indicate the time of activities
-we need to have more activities
-remember about variety: of activities ( writing, reading, drawing, listening), of interactions ( working differently, group, individual... ), of language skills ( speaking, writing, reading.. ), of pace ( short activities, long
-remember about aims: generall aim of lesson, subaims for each activities
-important is reflection about the lesson ( after the lesson )