UNIT 1.

MODELS FOR TEACHING ENGLISH LANGUAGE

1. Learning English at early ages.

Reflections on students and young children.

How are children to learning.

Children

are rapidly developing their individuality

learn in different ways, for example, watching, listening, imitating and doing things
not have the ability to understand grammatical rules and explanations about language
trying to make sense of situations using nonverbal cues
speak in their native language on what they understand and do; This helps them learn
in general, they can imitate the sounds accurately and copy the speech of adults
They are naturally curious
love to play and use their imagination
comfortable with the routines and enjoy the repetition
can only hold attention for short periods and therefore need variety.

How can you help us as a teacher

Make learning English enjoyable and fun; do not forget that you're influencing their attitude
towards language learning.
Do not worry about mistakes. Encourage children, make sure you feel comfortable and not afraid
to participate.
Use a lot of gestures, actions and illustrations to show what you mean.
Talk to them a lot in English, especially about things they see.
Play games, sing songs and recite rhymes and chants with them.
It features simple stories in English, using illustrations and acting with different voices.
Do not worry when using their mother tongue. You can answer in English to a question in their
language and sometimes in English again say what they say in their mother tongue.
Constantly recycles the language, but do not be afraid to add new things or use words they do not
know.
Lessons with varied activities program:
some quiet, some loud, some in which the children are seated, others which are standing or
moving.

Because children have different characteristics depending on their age, sometimes distinguish
between very young children-of childish and small, primary.
2. Peculiarities of teaching English at an early age.

2.1. Teaching children under six.

If you teach a second language to children, you must remember that these children:

acquire English listening and being exposed to the language, so much as language acquisition
learn by doing and playing; not try to learn new words and phrases consciously, to them that's
incidental.
They enjoy playing with the sounds of language, imitating and making funny noises. So have fun
with them playing with words and phrases, for example, singing them or exaggerating your
expression.
They are not able to organize their learning. They often do not even realize they are learning a
foreign language.They consider it just for fun!
There may still be unable to read or write in their mother tongue; so it is important to recycle new
words and expressions talking and playing.
They will develop grammatical awareness alone gradually provided large amounts of English
listen and learn to understand many words and phrases.

2.2. Knowing how kids are learning their first language can help us to teach a second.

All children speak at least one language when they start school. Think about how that first language
learning. Think of infants and young children. Most mothers talk to their children very much.

Babies

hear voices from the moment they are born.

They respond to the voices of their mother, father or caregiver.
They hear many sounds
play with sounds and try to issue them
begin to associate the sounds with what they see and understand
begin to use language to interact with others and get what they want.

Toddlers

say what they hear from other

acquire the accent of those around them.

Read this conversation between a mother and her 16 month old son. Look at how language use and
how the mother talks to the child about what is happening.

How many sentences says the mother? And how many words the child says?

MOTHER: Now We`re Nearly dressed ... OK now over your head ... good boy ... put in your other
hand .... now shoes. Where are your shoes?
CHILD: Sus ...
MOTHER: Yes, Your shoes. Where are they? (Both look around for the shoes).
MOTHER: Oh there. Look .... your shoes ... on the chair.
CHILD: sus, sus.
MOTHER: Yes, shoes.

This speech could be called adult-child language; parents as educators help to develop spoken
language. Teachers can do the same with their students.

ACTIVITY

Listen to the recording 1A teacher talking to his class the Christian holiday of Easter. It is an
important celebration in many Western countries. The kids have school holidays and receive
chocolate eggs.

C:\Users\Pepa\Documents\Valle del Miro- 2014-2015\2 EI\CD libro\English for Primary

Teachers\02 1A.wma

Although the subject is different from the mother dressing her child, language is used similarly.
Look at the transcripts and tries to find two similarities.

Think about the Easter Bunny and have the children say the phrase "chocolate eggs"

TEACHER: And it's a holiday, is not it?

CHILDREN: Yeah.
TEACHER; Yes. And on Easter Sunday Brings us have what? Em?
CHILDREN: Chocolate.
TEACHER: Chocolate? Uh uh chocolate. Eh, chocolate ice-cream ...?
CHILDREN: No.
TEACHER. No, no it's not chocolate ice-cream. Eh ... chocolate ... eggs? Chocolate eggs. Yes?
CHILDREN: Yes.
TEACHER: I do I like chocolate eggs?
CHILDREN: Yes, yes.
TEACHER: Mm ... Yum yum yum, yes?
CHILDREN: Yes, yes.
TEACHER: Chocolate eggs. Ok. (later in the class)
TEACHER: And I Brings? I Brings? Yes?
CHILD: Chocolate eggs.
TEACHER: Do you like chocolate eggs? Do you like chocolate eggs? I love chocolate eggs.

We should understand the linguistic context of adult-child language.

The conversation between mother and child abstract 1A between teacher and students are similar in
many ways.

First, both the mother and the teacher speak more than boys.
Second, both provide a safe and supportive environment that gives children confidence to try to
express using language.

Lo que habla la maestra/madre Madre-hijo Maestra-alumno

Repeat phrases you said earlier M. Now shoes... 1.v
Yes your shoes.
Look... your shoes
He /she maintains the attention of 2 M. And he brings us what?
the children by asking questions. He brings? He brings?
He/she talks positively to what H: Sus, sus. 3
children say, even incomplete or M.: Yes, shoes.
mispronounced words.
He/she enlarges or improve what 4 A: Chocolate eggs.
children say. M: do you like Chocolate eggs?

These characteristics of adult-child language can help students acquire new language naturally. So
they are good strategies that teachers can use to teach English in the classroom.
Which of them already use?

2.3. Factors influencing the learning of a second language.

There is a set of determinants that influence degree or learning a second language, and these factors:
intelligence aptitude, personality, motivation and age.

Intelligence has traditionally been measured by the ability to solve different kinds of
evidence, now it is considered that there are different intelligences that develop differently,
the theory of multiple intelligences.
The ability that people have to learn a language that is called "having heard" have good
general understanding and solving test intuitively.
Personality and mainly the same aspects are important in the acquisition of conversational
skills: be extrovert or introvert influences when people are learning a foreign language.
Therefore it is important that the child teacher input through different activities on self-
esteem and confidence.
Motivation is one of the factors that are more important when it comes to learning another
language.
The positive attitude and motivation are directly related to success in learning foreign
languages. A student with high motivation may quickly reach the targets set and whether
the classroom has lots of stimuli.

3. Specific learning English in early childhood education teaching models.

The communicative approach shifts the strict knowledge of the language to what to do in that
language. So children in the classroom have to create an atmosphere conducive to communication
and to ensure that students are able to understand and deliver messages.

Aspects that characterize this approach and that should not be forgotten when it comes to putting it
into practice in the English classroom are:

when it is required, the first language may be employed.

 The communication needs of the students will be defining the scope and sequence.
In practice, this approach must be flexible.
The student is the centre of this process, while the teacher will have a role of guide and
facilitator.
Communicative fluency versus grammatical perfection or it is raw.
The language skills must be integrated as far as possible at this stage, will focus primarily
on listening and speaking.
We must adopt a cooperative and participatory attitude,

3.2. Other methods of teaching English at early ages.

The total physical response method is one that has more applications in the acquisition of English-
friendly. The child, unable to understand what your teacher is voiced captures messages from the
actions and movements that are requested or shown during the course of the sessions. Example:
Body rhymes.

The natural method is a method particularly suitable for teaching and learning languages at an
early age. The acquisition-learning hypothesis led to early childhood education context serves to
mark the primary objective of raising the child to other forms of communication that contribute to
their overall development and training and in terms of the hypothesis of the monitor must be said
that in order. Finally the process of teaching and learning is to involve the child in performing a
number of activities in which language is used as a mechanism to communicate with others.
Finally, you can follow the input hypothesis, the teacher must use a basic language adapted to the
surrounding context in order to enable children to understand the communicative activities that take
place and thereby motivate learning.

4. Principles that underpin educational psychology.

There are different methods and approaches to teaching and learning can occur, ie many methods as
currents that have sought to rationalize the various ways in which a teacher taught class.

All methods are described and analyzed in its main components from three elements: focus, design
and procedures.

So we can analyze the various methods:

1. grammar-translation, as the name suggests, uses the translation and study of the grmtica
main activities in teaching and learning.
2. In this method the direct posterior approach, which calls for the elimination of the
translation and the use of the mother tongue as well as for teaching of grammatical rules
inductively and learning of reading and writing comes to learning speech.
3. Audiolingual method, whose main tenets focus on teaching receptive skills (listening and
speaking) in front of productive (read and write)
4. Situational method is based on the presentation, organization and word choice depending
on the situation or context in which the student is.
5. The communicative approach to language teaching, the ultimate focus is on the
development of communicative competence.
The communicative competence means the ability to master the grammatical rules of a language
and thus create well-constructed sentences, as well as competition from knowing when these
constructs can be said and to whom.

The notional-functional approach, the curriculum structure, as its name suggests, notions and
functions. The notion refers to the context in which people carry communication processes, and
function refers to the specific intention of the speaker in a given context.

From this approach we focus on tasks. All the learning process revolves around communicative
tasks, i.e, through different activities in the classroom.

6. sugestopedia method developed by G. Lozanov used dialogues, situations and translations

for presentation and practice of language.
7. The method of language learning community, which focuses on student relies on the use
of group therapy techniques to teach a language. In the classroom, students use their native
language to talk about whatever they want while the teacher translates the foreign language
they say finally, ask the student to repeat these words to other members of the group.
8. The natural method gives more importance to communication naturla that the analysis and
study of grammar.
9. The total physical response method, look for a physical response from various messages
presented in the form of orders and instructions, first by the teacher and then by other
students.

5 Strategies and activities to support the oral expression in English.

5.1. Teaching English at an early age is a process that requires constant creativity as the work of
teachers is concerned. It is also advisable to know and use a number of strategies that will serve to
more fruitful results.

Some of these strategies are:

A relaxed atmosphere conducive to learning.

A movement must be part of the activities at these ages (physical response)
Experimentation and use of all the senses allows children to learn better.
His ability to imitate is amazing, so you will always proportional try a good model.
The use and participation in the games is essential. Ensuring that the instructions are clear,
simple and direct and of course, play with them.
The stories stimulate their imagination and creativity.
Personal attention is very important at this stage, so learning their names is a good start.
It is essential to talk everything in English but can not seem to understand everything.
Oral messages should always be supported with pictures, gestures, objects, intonations and
gestures.
It is important to use positive reinforcement, so their motivation and self-confidence will
increase.
The imagination and enthusiasm are innate in this age, so that should be utilized in
achieving the objectives.
You have to plan and carry out tasks involving mental and manual work such as cutting,
 colouring and pasting.
Daily routines facilitate learning.
Use rote resources accompanied with music and pictures always give excellent results.
Organize and participate in drama, in addition to dress, will help turn on the language in a
more natural way.
Young children love listening to songs, sing them and repeat them over and over again, so it
must always be present in the life of the classroom.
You have to create an exclusive space for the English language.
Pets make their imagination, their inhibitions and help them to communicate more
spontaneously.
One of the main objectives for this age group is to foster an open and positive attitude
towards learning English or other languages attitude.
Every day teacher should impact with something new or different.
The teacher has to use a slow, clear and above all, natural language where intonation and
gestures are part of the language.

Other teaching suggestions for learning languages with children are:

Use English as the main language of communication.

Use gestures, actions and illustrations to facilitate understanding of children
Normally, children need to learn to speak: let them use their native language to
communicate, especially in the beginning.
Repeated in English what children tell you in their own language.
Answers to the children in English whenever possible.
Use the native language of the children and support when you make a new or activity if
nobody understands you.
Speak much English children need to hear the language.
Talk about: where things, illustrations, or things that are in view are, what you do in class
and you children, what children want to do next.

Remember that the more English children hear more and learn gradually learn; not say it quite right
at first. Encourage responding positively to everything they say.

5.2 How to impart lessons in English with kindergarten children.

To help students to acquire the language, we insist on speaking English from the beginning of class.
Whatever you say will depend, of course, if you're their teacher for all subjects or are specialist
English teacher.

If you are the teacher, initiate the thought of English classes, you could say or do whatever you
consider to make sure the children know that it will begin English classes.

If you are a specialist teacher in English, you should think about what you say to the children in
each group to start the lesson. You should think of saying or writing some things we could do at the
beginning.