Organization of English lessons at the initial stage - Педагогика курсовая работа

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Organization of English lessons at the initial stage

Features of training of younger schoolboys and preschool children. Kognitivnoe development of preschool children. Features of teaching of English language at lessons with use of games. The principal views of games used at lessons of a foreign language.


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ministry of education and science of the republic kazakhstan
kazakh abylai khan university of international relations and world languages
Organization of English lessons at the initial stage
Scientific supervisor: Almabayeva G.O
1.1 Characteristics of teaching young learners
1.5 Peculiarities of teaching young learners
2.1 Teaching English to young learners with games
2.2 Tips value of using games in class successfully
2.3 How to best teach preschool English language learners
The object of the research work: the process of teaching a foreign language at school;
The subject of the research work: role-playing technologies as interactive forms of teaching discourse.
The aim of research-to find ways of new interactive forms of teaching discourse and expose learners to different viewpoints or ways of thinking about a situation, expand their ability to resolve situations.
Objectives of research: 1.to study the interactive forms of teaching;
2. to study the problem of the role playing;
3. to understand the aim of the modern usage of role playing technologies;
4. to distinguish role playing technologies as interactive forms of teaching discourse;
5. to compare the results of the analysis.
Hypothesis. The usage of role-playing technologies as interactive forms of teaching discourse would be more effective if in organization and implementation of role-playing use problematic situations which improve speech activity and creativity of thinking of students. Thus the motivation and discourse activity of students would increase and person-oriented, communicative and lingua-cultural approaches would be realized.
Basis of investigation. Methodological basis of the research work composed the basis of a learning process, investigation of the outstanding teachers' experience. The methods of researching included learning scientific, pedagogical and methodological literature, aim-oriented observation on the educational process and using new methods of teaching grammar at the initial level.
Theoretical value of research work contains problems of interactivity in foreign language teaching, teaching and interactivity in foreign language teaching, methods of teaching English using role-playing techniques, the characteristics of proper classroom instructions in foreign language teaching, role-playing as way of motivating learners, role-playing as a way of improving learner's language culture, classroom implementation of role-playing, the main problems of role-playing, different aspects of a language interacting in problem solving. The way of organization and so on.
Practical value of the research work is contained in working out methodological recommendations for role-playing technologies as interactive forms of teaching discourse. Different activities, games and stories.
The structure of the research work. The research work consist of the introduction, two parts, conclusion, list of literature.
The theme of my course paper is “Organization of English lessons at the initial stage”. Why I have chose this theme ? Because I enjoy when I'm teaching young learners. It's interesting and fun to work with them. The teaching of young learners is immensely rewarding and exhilarating: children communicate a great sense of energy, curiosity and involvement.
The years at primary school are extremely important in children's intellectual, physical, emotional and social development. They go through a series of stages progressively acquiring skills that are thought necessary by the society they live in. Many of these skills are independent, and if one has not been sufficiently developed, the acquisition of another may be impeded. For example, children who are unable to identify the odd shape in the following group will have difficulty in differentiating between the letters p, b and d. This is a serious handicap in educational systems in which knowledge is usually acquired from books and not from firsthand experience. On the physical side, children need to develop balance, spatial awareness, and fine control of certain muscles in order to play sports and perform everyday actions such as dressing themselves, cleaning their teeth, coloring, drawing and writing.[1] Socially children need to develop a series of characteristics to enable them to fit into the society they live in to become aware of themselves in relation to others, to share and co-operate, and to be assertive without being aggressive. Finally, it is increasingly recognized that children need to “learn how to learn”. This means that their educational and learning should not be confined to the limits of their classroom, textbooks, and teacher, but that will enable them to continue learning outside and beyond school. This implies that they need to be able to accept criticism and become self- critical, to be aware of how they learn, and to experiment with different learning styles, to organize their work, and to be open and interested in all that surrounds them. All this means that primary language teachers have a much wider responsibility than the mere teaching of a language system they need to bear in mind the education of the whole child when planning their teaching program.
The way children learn a foreign language and therefore the way to teach it, obviously depends on their developmental stage. It would not be reasonable to ask a child to do a task that demands a sophisticated control of spatial orientation if he\ she has not yet developed this skills. On the other hand, beginners of 11 or 12 years of age will not respond well to an activity that they perceive as childish, or well below their intellectual level, even if it is linguistically appropriate. As a general rule, it can be assumed that the younger the children are, the more holistic learners they will be. Younger learners respond to language according to what it does or what they can do with it, rather than treating it as an intellectual game or abstract system. This has both advantages and disadvantages: on the one hand they respond to the meaning underlying the language used and do not worry about individual words or sentences on the other, they do not make the analytical links that older learners do. Young learners have the advantage of being great mimics, are often unselfconscious and are usually prepared to enjoy the activities the teacher has prepared for them. These factors mean that it is easy to maintain a high degree of motivation and to make the English class an enjoyable, stimulating experience for the children, here are some points to bear in mind.[2]
-The activities should be simple enough for the children to understand what is expected of them.
-The task should be within their abilities, it needs to be achievable but at the same time sufficiently stimulating for them to feel satisfied with their work.
-The activities should be largely orally based-indeed, with very young children listening activities will take up a large proportion of class time.
-Written activities should be used sparingly with young children. Children of six or seven years old are often not yet proficient in the mechanics of writing in their own language.
The kinds of activities that work well are games and songs with actions , total physical response activities, task that involve coloring, cutting and sticking, simple repetitive stories, and simple repetitive speaking activities that have an obvious communicative value. As children mature they bring more intellectual, motor and social skills to the classroom, as well as a wider knowledge of the world. All these can be applied to the process of acquiring another language. The wider resources of older children should be exploited to the full while maintaining the philosophy of making a language relevant, practical and communicative. This means the development of all the four skills and the use of a wide range of topics that could well draw on other subjects in the curriculum, the focus should continue to be on language as a vehicle of communication and not on the grammar, though the ability of older children to make logical links and deductions can be exploited.
1.1 Characteristics of teaching young learners
For the successful teaching of English in primary schools, above all, it is essential for the teacher to understand the young learners characteristics, instincts, and interests in their cognitive, linguistic, and emotional aspects, because this will play a crucial role in how the teacher builds a lesson, how he or she can make sure that the young learners are fully involved in the learning process, how he or she achieves the objectives of a lesson, and how they respond. In this respect, these lines, in the first place, get the English teacher not only to understand general characteristics of the young learners, but also to recognize the qualifications as a primary English teacher.[3] Secondly, the goals, the contents, and the syllabuses of primary English teaching are roughly discussed in terms of the English curriculum in primary schools. And finally, as the main topic of this paper how to build a lesson for primary English teaching is more specifically discussed, in terms of teaching procedures including its key stages and their sub stages, the learners interactions and activities at each stage, and teaching skills and techniques at each sub stage, and so on. They have short attention span. So teachers should vary their techniques to break the boredom. They should give varied activities as handwriting, songs, games etc. They are very active. Role play, dialogues, games involve them in competitions. They respond well to praising. We should always encourage them and praise their work. They differ in their experience of language. Treat them as a unit, don't favor those who know some English at the expense of those who do not know. They are less shy than older learners. Ask them to repeat utterances, resort to mechanical drills. They are imaginative. Use realia or pictures to teach new vocabulary related to concrete meanings. They enjoy learning through playing. Young learners learn best when they learn through games. Let games be an essential part of your teaching. They enjoy imitating and skilful in listening accurately and mimicking what they have heard. They respond well to rewards from the teacher. They are imaginative but may have some difficulties distinguishing between imagination and real world.
Activities which impose what the teacher would wish to take place, but which are beyond the child's level of development, are difficult and even in some cases impossible for the child to understand. They often result in a restless classroom, or discipline problems in large classes. Without a knowledge of a child's various stages of cognitive, emotional, physical, social and language development, and an ability to recognize these changes, it is difficult for teacher to plan an effective program me. Piaget's view that all children pass through the same stages of cognitive development but at different rates, still provides a comprehensive outline for the study of intellectual development. Experienced teachers of young beginners are conscious of these different stages and know how to recognize developmental changes as they take place. Changes can take place within a week or even within a lesson, which means that teachers need to be flexible, adjusting lesson plans where necessary to cope with new developments. In some cases there seem to be periods of concentrated and sometimes rapid development followed by periods of little advance.[4] The rate of development may not necessarily indicate a young child's ability. An intelligent child may be a slow developer or even a late developer. Children who make little progress may have some physical difficulty which may not have been recognized. The length of time a child can concentrate on doing one activity also varies from child to child. Some young children can only manage to concentrate for about five minutes, others for very much longer periods of up to fourteen or fifteen minutes. Once children have lost interest in an activity and their attention has wandered, little or no more learning takes place. It is best to change an activity before children lose interest so that they are left wanting more and looking forward to the next opportunity to do the same activity. Over- exposure to an activity leads to boredom. As children develop, so their span of concentration with his need to move physically. The rest of this section considers key areas of development in the child that the teacher must be aware of, pointing to some of the important themes to consider. Language1 development is a major subject in its own right. It is, however, important to realize that a child's ability to use his first language is a crucial factor in the learning process. The degree to which he can use Language1 to communicate will reflect on his ability to acquire Language2. Teachers need to know the level of Language1 ability is not sufficiently developed, teachers can jointly plan activities common to Language1 and the English lesson. They can also advise parents on suitable language experiences which should help improve the child's use of language experiences which should help improve the child's use of language.
A child's language-learning skills are not isolated from the rest of his mental growth. It appears that concepts that he has learned in Language1 can be transferred to Language2. Children find it easier if learning a new concept takes place in Language1 rather than in Language2. It is also easier for the person explaining the concept, as the child's use of Language1 is more developed and thus explaining is easier. Teachers who have no other way but to explain in Language2 will find it helpful to consult books that deal with introducing concepts to young children in a structured way. They also need to plan a longer learning program me, as children will need more experiences and time to learn a completely new concept. This is a particular problem in ESL situations, where all teaching may be through the medium of English and not through the child's Language1.[5] `Until a child is ready to take a particular step forward it is a waste of time to try and teach him to take it.[5] Teachers of young children are conscious that children reach a certain point when they are ready to learn something new. This `readiness' stage is very clear in activities like numbers, reading and writing. If a child is asked to learn a certain skill before he is ready, he cannot do it. This failure results in disappointment and sometimes loss of interest. It is, therefore, very important for a teacher to be able to recognize children's `readiness' to learn a certain concept and make use of the enthusiasm that often accompanies it. Teachers also need to know what concepts children in their class already know and what concepts they are likely to learn during the school year. Some textbooks for learning English include concepts which are too difficult for young children. Where teachers are faced with this type of problem, they can substitute different activities which are right for the developmental age of the child and at the same time give the same language experience. Since the individual differences and especially cognitive differences between young children of the same age so great, to teach a class as one unit does not give a child the individual attention he needs. Children's expectations Children come to English lessons with expectations about what they are going to do and achieve. These expectations are influenced by what the family, friends and society in general expect and what they have heard from other children. Children are creatures of the moment. They work best and most successfully when the objectives are clear, comprehensible immediate. They want immediate results. They expect to go home after the first lesson able to speak some English, so that they can be praised by their parents and show off to their friends. They long to be able to talk a lot of English quickly, in a grown-up manner. Children are used to communicating in Language 1 and as soon as possible they want to do the same in English. They expect to use English in real experiences. They want to be able to talk about things that interest them, that are vital to them. Only as they grow older are they interested in things outside their immediate surroundings. If they are already reading and writing in Language 1, they expect to be taught to do the same in English. Although preschool children are happy with the same all-oral approach they have in Language 1, to spend months only speaking English is not `real school work' to children who can read and write. Developing English with young learners explains how reading and writing can be brought into the children's planned program me of learning. If children do not get what they have expected in the English lesson, they are disappointed. If parents do not get what they have expected and cannot see progress, they are disappointed too. Parents' enthusiasm can motivate; their disappointment can reflect on their children, causing them to lose interest. Jean Piaget a well-known theorist in developmental psychology, who tried to work out how children thought and developed cognitively. In the 1960s and 1970s, Piaget set up various experiments to ascertain how children thought in and about different situations so that he could determine how they cognitively developed. He was particularly keen to understand how a child, as a `lone scientist' or thinker, would solve problems during his or her life experiences, and how approaches to problem-solving might change as that individual got older and had more learning experiences. From birth, he saw them as trying to make sense of the world through their actions. This made children central to their own learning. Piaget wanted to try to establish how children made sense of their world and how they tried to work things out for themselves. Usually this stage coincided with puberty and the development into adulthood. Piaget's work particularly tried to identify how children could assimilate (add new knowledge to support old knowledge already established by them) and accommodate (change their present understanding of something based on the new experience they have had), and how they might develop their cognition and understanding using both. Piaget believed the stages, outlined above, were fairly fixed in age and that children went through them in this particular sequential order. He believed that children could only move onto the next stage when they had completed the stage before and were ready to do so. Piaget's work was highly influential and his findings were linked to classroom teaching and methodology. This was done by basing teaching on the `readiness' of children to move onto the next stage of development. Many of us may remember the terms `readiness' and `reading readiness' when thinking about the influence his work has had on the teaching of children over the last 40 or so years. Another influential finding of Piaget's was his belief that it was very important that children be given thinking time when faced with an experience or problem that they tried to solve. Piaget's work has also come under quite heavy criticism because he did not consider the role of language to be an important catalyst in the cognitive development of the child, whereas many other people believe language is central to a child's development.
Lasting importance of Piaget's work despite these concerns, Piaget's work was very important for us all because he established the idea of the child as a lone scientist who was actively seeking answer. He was also one of the first to suggest that children had the need for thinking time. Though Piaget's findings are no longer thought to illustrate exactly the way we understand children's learning, he was the first person to try to establish exactly what was going on in the child's head. He also thought about the child as an individual who developed and thought as an individual rather than a small version of an adult or a passive and empty vessel waiting for adults to fill his or her mind with information.[6] Piaget's work was thus very important as a first step in gaining understanding of the cognitive development of children. Language is Central to Child Development Lev Vygotsky (1978) and Jerome Bruner (1983, 1990, Bruner and Haste 1987) believed, in contrast to Piaget, that language was central to the cognitive development of children. In particular, they thought it was instruction(provided by an adult, a teacher, or a more able peer) that helped children to learn and develop. Guiding the `thinking' process Vygotsky and Bruner believed that the act of internalization for children (moving thought from something that was spoken out loud to thought that was in their heads) was helped and supported when another more knowledgeable person talked the `thinking' process through with children and instructed or guided them along as they did so.[8] For example, an adult might guide a child through putting together a puzzle by saying: let's take all the pieces out of the box and turn them over. Now let's find all the pieces with the straight edges and put them over here. And where are the four corner pieces? Oh, yes. Here they are… While Piaget talked of children working through different stages of learning on their own, Vygotsky (1978) described the difference between what children could achieve (and how they could develop) on their own and what children could achieve (and how they could develop) when an adult was able to work with them as the zone of proximal development. Encouraging development and growth Bruner (1983, 1990, Bruner and Haste 1987) developed this idea further and described the cognitive support that could be given to children by a more knowledgeable other as scaffolding. With scaffolding, children could develop and grow because the adult would give support to their thinking and encourage them to think in ways that would develop their own ability to think through situations. Scaffolding is often seen when parents or teachers ask children what they are experiencing. For example, in a situation where an adult is playing with a child at the beach, the adult might encourage the child to develop in his or her thinking by asking questions such as: how does the stone feel? Is it heavy? Do you think it would sink if you put it in water? How could we put the stones together so that they would make a wall? Do you think the big ones should be at the top or the bottom?... A view of scaffolding: Just as scaffolding can provide support to a building in its initial stages of development, a more knowledgeable other can provide support to a child and encourage him or her on to higher stages of development. Making sense of experiences Returning again to Donaldson's work (1978), she believed that children were able to cognitively develop by trying to make sense of the experiences that they had, and by asking questions and trying things out, or hypothesizing. To some extent, this idea of the child as hypothesizer links back to what Piaget set out to explain with his experiments.[10] But, perhaps, Piaget approached his investigation too clinically and not in a child-friendly enough way to gain clear insights into what children really were able to do in their minds. Donaldson felt that Piaget's view of the child as very egocentric was not necessarily the case. Donaldson's work, in contrast, showed how young children were able to think in ways that Piaget felt they could not.
Figure 1.3 The child as hypothesizer.
In considering the child as hypothesizer, Donaldson felt the child continues to hypothesize until the original hypothesis becomes changed or adapted by the feedback that continues to be received. The child then changes internalized rules to new ones or adapts the ones previously held. How Do We Think Children Learn Language? Learning a language is a complex process. However, we can see in all corners of the world, that children somehow learn to speak their native language without formal training. How does this happen? There are theories about this, and there is continued research in the search for answers. We will touch on a few theories below. Critical period for language learning? This idea of Chomsky's linked neatly with the Critical Period Hypothesis (CPH) suggested by Eric Lunenburg around the same time (1967). Lunenburg thought that there was a critical period, up to about the age of eleven, in which children were able to learn language. He believed that if language was introduced to children after this age (or this critical period) then it was extremely difficult for them to learn it. This hypothesis has often been cited as one of the main reasons for starting the teaching of foreign or second languages early in a child's schooling. Bruner (1983, 1990, Bruner and Haste 1987) feels that there is a Language Acquisition Support System (LASS) supplied by adults, or more able mentors, that helps children to develop such a language acquisition device and that this input and support is crucial to the success of language acquisition in children.[12] Language learning -innate and universal? If we move on to think about the learning and development of language in children, particularly their mother tongue, we find that Noam Chomsky (1959) believed that learning was innate. This idea was developed by the group called the Initiates, so called because they felt that learning (and therefore language learning) happened to all individuals, and therefore, must be innate and universal. Chomsky felt that there was an innate language capacity in all of us which he called the Language Acquisition Device (LAD). This ability to acquire language was later referred to as Universal Grammar (UG). Children are constantly learning, inside and outside the classroom. By watching them in the classroom and on the playground, we can see that individual children have different interests and that they learn about their world in different ways. Visual, auditory and kinesthetic learning styles more recently, there have been some very interesting suggestions that children (and adults, too) do not all learn in the same way and that there are probably many different types of learners. This understanding focuses on the preferred learning style(s) that individuals seem to have and how these influence what and how they learn. In essence, these are known as Visual, Auditory and Kinesthetic (VAK) learning styles. Multiple intelligences Linked closely with this understanding of the three types of learning styles is the work of Howard Gardner (1993) who suggested that there are actually a lot of different learning styles or intelligences, as he called them, that we all have at our disposal. He believed that we individually favor and use some more than others, and some to a greater or lesser extent than others, too. Initially Gardner suggested there were seven such Multiple Intelligences, but in his later work he suggests there may be many more. The initial seven are noted below.
Reading, as well as the creative use of words (such as doing crossword puzzles) is usually enjoyed by those favoring this intelligence. We would probably see a journalist using this intelligence more than other people.
Sorting and ordering are favored by this intelligence, which also includes classifying, ranking and sequencing. People who enjoy research and organization of research results would likely show high tendencies to use this intelligence more.
This intelligence links well with the use of diagrams, maps, charts, plans, pictures and seeing how things fit together. Cartographers and designers are likely to show strong signs of this intelligence.
This intelligence leans toward the physical. Interaction with and manipulation of themselves and objects is important to this intelligence. Dancers, acrobats, gymnasts and sportspeople use this intelligence a great deal.
The use of rhythm, music and song is particularly important to this intelligence. Songwriters, singers and musicians would use this intelligence much more than others.
This intelligence links well with personal interaction with others and people favoring this intelligence usually relate well to others. People who enjoy counseling, teaching, training and demonstrating use this intelligence a lot.
This intelligence favors reflection and personal thought about what is happening to individuals and the world around them. Often religious leaders have a strong tendency to use this intelligence more than others.
Gardner has also developed the idea that there are other intelligences such as emotional and naturalist intelligences.[15] Emotional intelligence is when you are so attuned to your emotions and the emotions of others that you learn through these feelings. Naturalist intelligence is where you learn through being involved in the natural world. Two types of language (BICS and CALP)
Some really interesting work has been carried out by Jim Cummins (1979) who suggests that there are two types of language that can be acquired. These are Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). As the names suggest, BICS-type language is the everyday social interactive language that we all use when interacting from a very early age. We will hear that type of language when we listen to ten-year-olds playing together on the playground. Meanwhile, CALP-type language is the type of language we use when learning about and discussing content in an academic class. Ten-year-olds will use that language when studying about the characteristics of the sun in a science class. We need to prepare our students to use and understand both
Organization of English lessons at the initial stage курсовая работа. Педагогика.
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