TEACHING ENGLISH TO CHILDREN

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ENGLISH

teaching english to children

TEACHER: MGST. MARIA JOSE SALAMEA AVILA

UNIT 1 CYCLE: 4TH CARRERA: PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

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SCIENTIFIC CONTENT

• 1.1 What does it mean to teach a foreign language to children?
• 1.2 Learning styles and strategies
• 1.2.1 Gardner’s multiple intelligences
• 1.3 Language Skills
• 1.3.1 Receptive and productive skills
• 1.3.2 Natural language acquisition cycle
• 1.3.3 Listening
• 1.3.4 Reading
• 1.3.5 Speaking
• 1.3.6 Writing
• 1.3.7 Grammar
• 1.4 Teaching Methods
• 1.4.1 Total Physical Response

• 1.5 Motivation and engagement

• 1.6 Lesson planning and learning problems

1.6.1 Long-term, short-term and lesson planning for individual lessons 1.6.2 ESA model 1.6.3 How to adapt lesson plans to students needs

• 1.7 Classroom management

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UNIT

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GOALs OR OBJECTIVEs

of this Module

In this first unit, "Teaching English to children", we will explore learning from a child's point of view, helped by Gardner's multiple intelligences, in order to discover and analyse in depth the best strategies to promote a better and participative lesson. We will talk about the importance of songs, fairy tales, and puppets as teaching aids, focusing on what children may like and may need according to their age. Furthermore, specific emphasis will be put on language skills, namely listening, reading, speaking and writing, to understand which activities, as teachers, we have to present in order to promote their development and proficiency

Gardner's multiple intelligences

strategies to promote participation

importance of different resources

activities that improve language skills

1.1 What does it mean to teach a foreign language to children?

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1.2 Learning styles and strategies

Learning Strategies: Are thoughts and actions we engage in, counsciously or not, to learn new information. Goal: help students consciously and metacognitively focus on how they learn so they apply strategies before, during, and after engaging with texts across all subject areas. ss over time will develop skills in using multiple strategies which they can then independently apply to new and different situations.

Learning Styles: Preferred ways in which people learned based on ability to comprehend and retain information.

1.2.1 Gardner’s multiple intelligences

When teaching children, it is essential to consider that they approach to learning in different ways, identifiable as Gardner’s multiple intelligences

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1.3 language skills

1.3.1 receptive and productive skills

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receptive vs. productive skills

productive

receptive

Are the ways in which we establish a language discourse that can be "received" by someone else.

Are ways in which people extract meaning from the language discourse they see or hear.

Reading and listening

speaking and writing

In order for true communication to take place, at least one receptive and one productive skill needs to be used

important

1.3.2 natural language acquisition cycle

¡definition!

definition

The process through which individuals acquire language skills in a spontaneous and intuitive manner, typically during childhood, without formal instruction. It involves the gradual development of linguistic abilities, including, listening, speaking, reading, and writing, through exposure to language in various contexts, interactions with others, and cognitive processes such as imitation, observation, and experimentation. This process is characterized by its innate nature and the role of environmental stimuli in shaping language development.

Listening

Speaking

Writing

Reading

1.3.3 listening

Songs and Rhymes

Fairy Tales

English Corner

The effectiveness of songs and rhymes is widely recognized since they contribute to children’s overall social, linguistic, physical, cognitive, and emotional development and also help with language production in a natural, spontaneous and enjoyable way

Albert Einstein defended that: “If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.” Judging by his track record, this is the type of advice that cannot be taken lightly!

An English Corner is a space in the corner of the classroom with the appropriate materials placed on a shelf or table, within easy reach of pupils at any stage of the class. Games and books can be arranged so they are clearly visible, each having their own identifiable place so that pupils know where to find them and put them back.

1.3.4 reading

• Improves pronunciation
• Stimulate children (reading corner/ English corner)

Books

Phonics

1.3.4 reading

• Improves pronunciation
• Stimulate children (reading corner/ English corner)

Books

Phonics

1.3.5 speaking

Useful resources to teach

Role play

Puppets

songs and rhymes

Find someone who

1.3.6 writing

Useful resources to teach

Controlled activities

Free writing activities

Puppets

Filling exercises

1.3.7 grammar

Deductive vs Inductive

Ludic Activities

Songs

1.4 teaching methods

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1.4.1 total physical response

• It is a methodology
• Uses physical stimuli and responses in the English lesson, integrating words and gestures in communication.
• It offers communicative tools useful to teachers who teach languages by direct methods or teachers who do not use translation methods. Instead, they are using the bridge language,
• The teacher who "believes" in the TPR makes himself understood using mimic, mime, and realia.

TPR (TOTAL PHYSICAL RESPONSE)

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¡¡good job!!

O2

ENGLISH

teaching english to children

TEACHER: MGST. MARIA JOSE SALAMEA AVILA

UNIT 2 CYCLE: 4TH CARRERA: PEDAGOGÍA DE LOS IDIOMAS NACIONALES Y EXTRANJEROS

START

Contextualiza tu tema con un subtítulo

SCIENTIFIC CONTENT

• 1.1 What does it mean to teach a foreign language to children?
• 1.2 Learning styles and strategies
• 1.2.1 Gardner’s multiple intelligences
• 1.3 Language Skills
• 1.3.1 Receptive and productive skills
• 1.3.2 Natural language acquisition cycle
• 1.3.3 Listening
• 1.3.4 Reading
• 1.3.5 Speaking
• 1.3.6 Writing
• 1.3.7 Grammar
• 1.4 Teaching Methods
• 1.4.1 Total Physical Response

• 1.5 Motivation and engagement

• 1.6 Lesson planning and learning problems

1.6.1 Long-term, short-term and lesson planning for individual lessons 1.6.2 ESA model 1.6.3 How to adapt lesson plans to students needs

• 1.7 Classroom management

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UNIT PART 2

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1.5

motivation and engagement CHECK THE MASTER CLASS

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LESSON PLANNING AND LEARNING PROBLEMS

Planning is a fundamental part of teaching, which allows the teacher to know what to do in the classroom and the possible solutions for occasional problems that may occur during the lesson.

LONG-TERM / SHORT TERM/ PLANNING FOR INDIVIDUAL LESSON

ESA MODEL

CONCEPT

KEY INFORMATION

ESA LESSON PLAN

How to adapt lesson plans to students' needs

Adapting lesson plans to meet the needs of children involves considering their developmental stages, learning styles, interests, and abilities. Here are some practical tips for tailoring lesson plans to better suit the needs of children.

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CLASSROOM MANAGEMENT

Managing the class successfully is vital to CREATING a positive learning atmosphere for both the teacher and the students.

• Build relationships.
• Classroom rules and procedures.
• Model Ideal behavior.
• Be consistent as a teacher.
• Teacher body language.
• Be prepared as a teacher.
• classroom energizers and settlers.
• Praise students.
• set high expectations.

unit 1

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