CHILDREN FULL 1

UNIT 1 FOREIGN LANGUAGE LEARNING AT PRIMARY LEVEL Dünyanın globalleşmesi İngilizce’nin bir dünya dili olarak kullanılması doğrultusunda bir trende yol açmıştır,bu da bir çok çocuğun yabancı dil olarak İngilizce öğrenmesini gerektirmiştir.Son zamanlara kadar İngilizce orta okullarda bile öğretilmiyordu,ama artık bu seviye daha aşağı çekildi,bu da İngilizce öğrenme yaşının gittikçe düştüğünü göstermektedir.Yani artık İngilizce ilk kademede verilmeye başlanmıştır,çünkü yaşça küçük çocuklar bilgiyi daha çabuk kapmaktadır. English language learning as a global phenomenonİngilizce’nin global etkisi hakkındaki en güzel örnek doğu Asya’dır.Buradaki tüm orta sınıf insanlar çocuklarının küçük yaşta İngilizce öğrenmelerini istemiştir.Yunanistan ve Tayvan velilerin çocuklarına özel okullarda ilk ve orta kademede İngilizce öğretilmesini isteyen güzel iki örnektir. Avrupa Birliği 2001 yılını dünya diller yılı olarak ilan etti ve yabancı dil profilini aşılamak için birçok aktivite düzenledi, Avrupa Birliği diller farkını kutlamak ömür boyu öğrenmeyi sağlamak ve dili öğretme ve öğrenme ile ilgili bilgi sunmayı amaç edinmiştir. Dünyanın birçok yerinde İngilizce’nin dominant bir dil olma endişesi vardır. Mesela dünyanın birkaç ülkesinde İngilizce ikinci ulusal bir dil olarak kullanılmaya başlanmıştır. Avrupa’nın birçok ülkesinde İngilizce toplum ve ailenin içine kadar girmiştir özellikle çizgi filimler televizyon film pop müzik dergi ve gazeteler aracılığıyla girmiştir. İşte bu yüzden İngilizce genellikle yabancı dil olarak tercih edilir. Tabi buda diğer dünya dillerinin geri plana atılmasına yol açmaktadır. Why teach a foreign language at primary level ?Yabancı dilin öğretilmesi için en iyi koşulların sağlanması gereklidir. Bu koşullar; uygunbir şekilde eğitilmiş öğretmenlere sahip olmak düzenli bir zaman çizelgesi uygun metodoloji devamlılık ve ikinci kademeyle bağlantı, uygun materyal gözlem ve değerlendirmeyi sağlama.Dil öğretmede en önemli iki faktör öğretmenlerin dilbilimi ve pedagojik becerilere sahip olmasıdır. Dilin erken yaşlarda öğrenilmeye başlamasının ilk sebebi dil öğrenmeyle geçen toplam yıl sayısını artırmak buda zaman ve metodoloji faktörünü düşünmemiz gerektiğini ifade ediyor.Diğer bir sebepte ilk kademe öğrencilerinin duyduklarını ve gördüklerini ikinci kademe öğrencilerinden daha iyi anlama kabiliyetine sahip olmalarıdır. English language learning policies of primary levelAvrupa Birliği yabancı dil öğretimi konusunda geniş bir politikaya sahiptir ve vatandaşları European language portfolio (ELP) adlı kişisel bir dökümana sahiptir.Bu doküman sayesinde diğer dilleri öğrenme konusundaki kabiliyetlerini gösterme ve diğer kültürlerle etkileşime geçebilme kolaylaşmaktadır. ELP‘nin dört tane amacı vardır.Bunlar insanları daha çok dil öğrenmeye ve hayatları boyunca bu öğrenmeyi devam ettirmeye teşvik etme öğrenme kabiliyetlerini geliştirme dil becerilerini belgeleyerek Avrupa içinde rahat hareket etmeye yardım etme ve son olarak Avrupa’da ortak kültürel bir kavrama katkıda bulunmak.Dilin politikaları arasında ilk olarak, bu politika düzenli olarak planlanmalı vediğer ülkelerin tecrübelerinden yararlanılmalıdır.Amaçlar ve sonuçlar belirlenmelidir.İkinci olarak hükümet ve özel kurumlar öğrenme ve öğretme için gerekli kaynak ve ortamı sağlamalıdır.Üçüncü olarak sonuçlar değerlendirilmelidir. Aims and objectives Genel olarak amaç çocuğu dil öğrenmek için dil bilimsel psikolojik ve kültürel olarak hazırlamaktır. Amaçlar şu başlıklar altında toplanmıştır.Bunlar psikolojik hazırlık, dil bilimsel hazırlık ve kültürel hazırlıktır. (Sayfa 5 teki Objectives of early learning of English tablosuna bir göz at)*Psikolojik hazırlık ( psychological preparation )Öğretmenlerin en büyük endişesi çocuklara öğrenme iştahını salgılamak yani dersi sevdirmektir,mesela Japonya’da öğrenciyi motive etmek için İngilizce’yi eğlenceli bir halegetirmişlerdir. Demek ki yabancı dil ekstra bir yük olmamalı eğlenceli bir araç olmalıdır.Oyunlarla bir dilin öğretilmesi çok daha etkilidir,bu sayede öğrenci bir süre sonrada oyunolmadan derse motive olmayı başarabilmiştir. Öğrenciler L2 ‘nin sayesinde L1 in yapısını

daha iyi anlamaya başlamakta ve buda language awareness kavramını ortaya çıkarmaktadır. Psikolojik hazırlığın diğer bir yönü de dilin farkında olmamızı sağlamasıdır,yani amaç öğrencilerin dile olan ilgi ve meraklarını ateşlemektir. (language awareness). Son zamanlarda öğrencilerde birde metacognitive awareness’da gelişim gözlenmiştir. Bu diğer dört çeşit awareness içinde şemsiye konumundadır. Bunlar language awareness, cognitive awareness, social awareness ve cultural awareness’tir. Learning awareness öğrencilerin diğerbir dili neden ve nasıl öğrenmelerini sağlayan bilinç demektir. Bu awareness tipi “fark etme, gözlemleme analiz etme karşılaştırma sonuç çıkarma ve kavramlaştırma” gibi becerileri içerir ki bunlar çocukların doğuştan gelen language acquisiton device kabiliyetleridir. Bu awareness e muhtemel bir itiraz çocukların gerekli mental olgunlukta olmamalarıdır. Halbuki çalışmalarbunun beklenenden daha iyi olduğunu göstermektedir. *Dilbilimsel hazırlık(linguistic preparation) Birçok ülkede the primary elt’nin ilk amacı iletişim kurmaktır,yada communicative competence’i geliştirmektir.Amaç dil öğrenmek değil dili iletişimde nasıl kullanmayı öğretmektir.İlk olarak dilin sesleri,kafiyeleri ve tonlaması öğretilmeli ve öyle bir ortamkurulmalı ki öğrenci güvenle birkaç kelime bir şeyler konuşmak için “sıra bana gelsin” hissine kapılsın.*Kültürel hazırlık(cultural preparation) Yabancı dil öğrenmenin diğer bir amacı da intercultural awareness’i geliştirmektir.Hangi dil öğretilecekse onun kültürü hakkında bilgi vermek o dilin daha kolay öğrenilmesini sağlar ve o dili daha bir çekici kılar.Policy realitiesNe yazık ki amaçlanan hedefler ile sınıftaki gerçek arasında bir uyuşmazlık vardır.Neden böyle bir şey oluyor acaba?Bu ELT politikasının hızla uygulanmasından doğan zaman sorunu olabilir,yeterli materyal yada kaynak olmayabilir,öğrenme sadece test ve yazılılara bağlı kalmış olabilir bu yüzden daha gerçekçi amaçlar koymak gerekir.Ayrıca policy makerlar primary eltyi secondary eltye nasıl bağlanması gerektiğini çok iyi düşünmeliler. From primary school to secondary schoolEskiden çocuklar yabancı bir dili ikinci kademeden evvel öğrenmezlerdi,fakat şimdi 7-9 yaşındaki çocuklar bile yabancı bir dili öğrenmeye başlamaktadırlar.İkinci kademe öğretmenleri öğrencilerin birinci kademeye kadar hiçbir şey öğrenmediklerinden yakınmaktadırlar,halbuki birinci kademe ikinci kademede öğrenileceklerin temelini oluşturmalı,birbiriyle bağlantılı olmalı ve aralarında kopukluk olmamalıdır.Bu arada ikinci kademe öğretmenleri de kendi alanlarındaki metodoloji hakkında yeterince bilgilendirilmelidirler. UNIT 1 FOREIGN LANGUAGE LEARNING AT PRIMARY LEVEL

Sınırlar kalktıkça dünya çapında iletişime ihtiyaç duyulmaya başlanmıştır.Küreselleşme sonucunda bütün dünya ülkeleri birbirlenden bi alıp vermektedirler. Bugünün uluslar arası iletişimi dili (lingua franca) İngizcedir. İlk okul düzeyinde İngilizce öpretilen çocukların gelecekte sahip olacakları kariyer ve profesyonelliklerinde eğitimsel, kültürel ve ekonomik avantajlara sahip olacağı düşünülmektedir. Bu avantajların yanı sıra bu gruptaki çocukların daha kolay ve iyi öğrendikleri düşünülmektedir. Bu yüzden dünya çapında primary levelde İngilizce öğretimi popülerlik kazanmaktadır. İngilizcenin bir küresel fenomen olmasının sebebi çizgi filmler, televizyon,müzik ve özellikle küreselleşme ile diğer ülklerin de hatyatına girmiş olmasıdır.

PRIMARY LEVEL'DE SAĞLANMASI GEREKENLER:

1- Trained teacher: Öğretmenler etkili birer öğretmen olacak şekilde eğitilmiş olmalıdır. 2-Proper timetableing with sufficient timing: Süre hazırladığımız konuya yada aktivitenin anlaşılmasına yetmelidir. Ne eksik ne de fazla olmalıdır. 3- Appropriate Methodology: Metodlarımız yaşa, ilgiye, ekonomiye, kültür ve öğrencinin dil

seviyesine göre değişebilir. Kullanacağımız metodu seçerken bunları göz önünde bulundurmalıyız. 4- Continuty and liaison with secondary school: Pirmary levelden sonra secondary level geleceğine göre dil aşama aşama öğretilecektir. Bu yüzden konu ve metodlar buna göre seçilmelidir.liaison: bağlantı, irtibat 5- Provision of resources and materials: Kullanacağımız materyaller öğrencilerin ilgilerine, ekonomik seviyelerine, kültürlerine ve dillerine uygun olmalıdır. Kullancağımız materyallerden oluşan bir kolleksiyoumuz olmalıdır.

Aims and objectives at Primary Level English Teaching Her kültürünün İngilizce öğretiminde farklı bir amacı vardır ancak genel olarak bütün kültürlerde dile karşı istek ve awareness geliştirmek, diğer kültürlerin farkına varılmasını amaçlamaktadır. Genel olarak öğrencilerimizi üç aşamada hazırlarız. 1-Psychological Preparation __a)Language awareness __b)Learning awareness __c)Metacognitive awareness 2-Linguistic Preparation 3-Cultural Preparation

1- Psychological Preparation Her şeyden önce öğrencilerimize dili ve öğrenmeyi sevdirmeliyiz. Böylece onlar dile pozitif tavır alacak ve öğrenme isteği duyacaktır. Oyun elementi ile motive edilebilirler. a) Language awareness: Psychological preparation aşamaında Language awareness kazandırmalıyız. Language awareness, öğrencinin dile ilgi duyması ve öğrenmeye karşı merak hissetmesi demektir. b)Learning awareness: Bu aşamada Learning Awareness de geliştirilmelidir. Öğrencinin dili nedenve nasıl öğreneğinin farkına varmasıdır. Eğer öğrenci kullanacağı materyalin ve öğrenirken kullanacağı yeteneğin farkına varırsa kendisini dil öğrenirken daha rahat hissetmeye başlar. c) Metacognitive awareness: Bu aşamada cognitive, social ve cultural farkındalık kazandırılmalıdır. Anlayabildiğimiz kadarıyla, öğrencilerin "awareness rising" geliştirebilmeleri için bir çok şeye ihtiyacı vardır. bunu sağlamanın yolu öğrencilerin dil öğrenme yeteneklerini öğrenmelerini sağlamaktır; çünkü her öğrenci farklı bir şekilde öğrenir. Biz ise onlara awareness rising vererek bunu fark etmelerini sağlarız.

2-Linguistic Preparation:

Primary Level'de yabancı dil öğretmemizin amacı öğrencilere öğrenilen dilin sounds, rhytms, tone, intonation, words ve structurelerine karşı alışkanlık edinmelerini sağlamaktır. Öğrenciler bunlara alıştığı zaman dile karşı "sensitivity ve awareness" yani communicative competence kazanır. Öğrenciler bunları alışkanlık edinirse dili kullanma rahatlığı kazanır ve bu da öğrenmelerine yardımcı olur.

3- Cultural preparation:

Eğer öğrenci bir yabancı dil öğreniyorsa, o dilin konuşulduğu ülkelerin kültürünü de öğreniyordur. Öğrencilerin diğer kültürleri tanımaya başlamasına "intercultural awareness" denir UNIT 1 FOREIGN LANGUAGE LEARNING AT PRIMARY LEVEL1.Foreign language learning at primary level Araştırmalar bize anadilin, çocuğun doğumdan sonraki ilk aylardan itibaren belirli evreler

geçirerek öğrendiğini; birinci dil öğretimindeki kritik yaş(11-13)a kadar bu dilin öğrenilmemesi sonucunda çocuğun daha sonraki yaşlarda ana dili öğrenemediğini veya çok zoröğrendiğini ispatlamış durumdadır. Bunun yanında, yabancı dil öğretimi konusunda tüm dünyada uygulanan, yabancı dil öğretimine başlama yaşı yoktur. Bu yaşı ülkeler ihtiyaca veşartlara göre saptarlar. Erken yaştaki çocukların diğer yaş gruplarına nazaran dili daha iyi kavraması göz önünde bulundurularak, tüm ülkelerde, hükümetler ve özel okullar İngilizce’yi ilköğretim seviyesinde vermeyi uygun görmüşlerdir.

English language learning as a global phonemenon Çeşitli sebeplerden dolayı global bir dilhaline gelen İngilizce’nin farklı amaçlarla tüm dünyada öğretilmesi bugüne kadar süregelmiş ve önüne geçilemeyen bir hakimiyet akımı haline gelmiştir.

Why teach a foreign language at primary level İlköğretim seviyesinde yabancı dil öğretimi konusunda yapılan araştırmalardan çıkan ana başlıklar: *Çocukların sahip olduğu yeti dil öğretimi için uygundur. *Öğretim başlangıcı için bilimsel olarak belirlenmiş bir yaş yoktur. Genelde dokuz yaş olarak seçilse de; öğretime başlama yaşı, ülkelere göre değişmektedir. *Yabancı dil öğretiminin ilköğretim okulunda diğer derslere ilişkilendirilmelidir. *Bir üst düzeydeki öğretim seviyesine zemin hazırlamak esas amaçtır. *Öğretmenlerin dilbilimsel ve pedagojik becerileri en önemli iki faktördür. Erken yaşlarda başlayan yabancı dil öğretiminin nedenlerinden biri de dil öğreniminde harcanan zamanı/yılları arttırmaktır. Bu karar iki önemli noktayı göz önüne almayı gerektirmektedir: zaman etkeni ve ilköğretim yöntemlerinin içeriği. Haftada bir kez uzun bir ders yerine hafta boyunca verilen kısa ve düzenli derslerin çocuklar adına daha verimli olduğu görüşüne varılmıştır. İkincisi; öğretmenler, yöntemleri ve ilkokul öğretimindeki ilerleyiş hızını hesaba katmalıdır. Bundan dolayıdır ki; ilkokuldaki bir yıllık öğretim ortaokuldaki bir yıllık öğretime eşitlenemez. Sıklıkla ileri sürülen bir başka nedense; erken yaştaki çocukların duyduklarını anlamlaştırma ve taklit etmek için ortaokul öğrencilerinden daha fazla yeterliliğe sahip olmalarıdır.

Aims and adjectives Erken yaşta yabancı dil öğretiminin genel amacı; gerçekçi olmamaktan ve aşırı beklenti içinde olmaktan kaçınarak, velilerin, öğretmenlerin ve idarecilerin işbirlikçi olarak görülmesi ve çocuklar için çalışılabilir bir alan olmasıdır. Eğitim programlarında belirtilen şudur ki; amaç iki dilli çocuklar yetiştirmek değil, daha mantıklı olarak, çocukların dil öğrenimi için dilbilimsel, psikolojik ve kültürel olarak hazırlamak. UNIT 1 FOREIGN LANGUAGE LEARNING AT PRIMARY LEVEL1-Foreign language learning at primary level This report underlined the need for creating, first of all, the optimal and or best conditions for teaching languages.

-having appropriately trained teachers, -proper timetabling with sufficient timing, -appropriate methodology -continuity and liaison with secondary schools -provision of suitable resources -integrated monitoring and evaluation,

These conferences highlighted; -advantage can be taken of certain aptitudes children have -there is no theoretical optimum age to start teaching (the starting age can vary according to country and linguistic situation) -early learning of a non-mother tongue language must be integrated into other teaching (benzeşik konular) in primary school -the main concern is to prepare the ground so that the most can be made of the teaching in

secondary school. (Increase total numbers) -the linguistic and pedagogical skills of the teachers are the two most important factors.

Aims of objectives

Objectives of early learning of English

*raising awareness of the mother tongue and English *developing a positive attitude to language learning *discovering and developing a positive attitude to culture *learning to communicate The aims of primary language learning all over the world can be classified under these headings;

Psychological preparation The primary concern of foreign language teachers is the creation of as many as possible ofgiving their pupils an appetite to learn. The children’s experience with a foreign language ought to be enjoyable and not put an extra burden on them. Teacher will be aware of how much parental expectations can be a positive or negative force in L2 learning and teachers will have to work hard to nurture feelings of enthusiasm in their pupils. For example, Secondary students who had started learning English in the primary school had a slight advantage in reading, writing and listening. In Italy, the primary foreign languagelearners were found to be more aware of the structure of their L1 than others who had not studied a foreign language and had developed greater language awareness. Another aspect of psychological preparation is developing awareness of language. This is to stimulate children’snatural interest and curiosity about language and to challenge pupils to ask questions about language. Metacognitive awareness consists of language awareness, cognitive awareness, social awareness and cultural awareness. Developing learning awareness is essentially a way of helping pupils to understand why and how they are learning another language. As Pupils’ motivation is high, they are continuing enjoying their English lessons.

Metacognitive awareness consists of language awareness, cognitive awareness, social awareness and cultural awareness.

Awareness raising= aims to help language learners to reflect on how language functions and how language learning takes place. The underlying assumption is that raising learners’ awareness on how language functions and how learning takes place would lead to better and fruitful learning outcomes. Learning awareness= is become aware of why and how one is learning a language. Language awareness= involves interest and curiosity about the nature of language and how language works. It is ‘knowing’ about the language.

Linguistic preparation It aims to develop communicative competence, and teaching learners how to use language in communication.

Cultural preparationA common way of maintaining pupils’ interest in foreign language learning is to introduce information about the target culture. It aims to develop intercultural awareness, for example,pupils can be introduced to real or fictional characters from the other cultures and can focus on aspects of their own lives, such as where they live, what they eat.

Policy realities=teachers didn’t use methodological approach in class. Government wants to implement a policy too quickly There is not enough time to prepare teacher educators in appropriate methods There may not be enough suitable materials and resources Teachers may be in the grip of tests and examinations which do not achieve the stated aimsor which even ignore or underestimate them. From primary school to secondary school There are now familiar complaints from the secondary teachers that primary pupils have notlearned anything useful at primary school. It is important that teaching English at primary level is seen a way of making the secondary teacher’s job more challenging and interesting, but not more difficult or frustrating. Early L2 learning is only justified ifwhat is learned serves as springboard. If secondary teachers are not informed about primary L2 methods and achievements, they may view their new pupils as problematic. Because of that: *primary teachers need to take every opportunity to make contact with the secondary schools teachers,* Specific primary and secondary school link meetings could be organized by the school management,*secondary school teachers could be invited to observe the classes, see displays of children work or review assessment procedures and results, * the promotion of teacher development activities which develop feelings of trust and mutual respect between primary and secondary L2 teachers is very useful. In turn, secondary teachers need to recognize the importance of knowing what is happening in their primary language classes.

Countries which have introduced foreign language at primary level have a core of questions which they need to address; What are the merits of developing language awareness as well as language competence? How far is it beneficial to integrate foreign language learning with the primary curriculum more generally? How can we provide continuity in FLL between primary and secondary schools? What are the advantages and drawbacks? Is there an optimum starting age? Who will do the teaching and what kind of training should they receive? Who will be the teacher trainers? What kinds of methodology can be created which are finely tuned to pupils’ age, abilities and socio-economic group? What kinds of learning outcomes and achievements can be expected? What are the best methods for assessing language development in primary pupils?

communicative competence:

Linguistic competence

Sociolinguistic competence Discourse competence

Strategic competence UNIT 1 FOREIGN LANGUAGE LEARNING AT PRIMARY LEVELPart I - The Young Language Learner Unit I - Foreign Language Learning at Primary Level Young language learner is ego-centric - curious and enthusiastic - has low affective filterCritical Period Hypothesis' proposes that language is best learned during the early years of childhood Learning awareness is to become aware of why and how one is learning a language,it is focusing on skills like; noticing, observing, analysing, comparing, deducing, or conceptualizing

Ellis (1999) uses the term ‘metacognitive awareness’ to refer to ‘learning awareness’ and divides it into four different kinds of awareness: Language awareness involves interest and curiosity about language and how it operates,learning awarenes involves an understanding of how and why a learner is learning a foreign language,cultural awareness involves an understanding and openness towards the target culture and its people. Social awareness involves the knowledge of how to cooperate with other learners in activities and positive attitudes to sharing and working together in class.

Awareness raising approach aims to help language learners to reflect on how language functions and how language learning takes place.

Communicative competence is the ability to know when and where to use the lang and to whom.Grammatical competence includes the knowledge of vocabulary, syntax and semantics. Sociolinguistic competence is the ability to use the language approp. in communication depending on the context of communication, the participants and the rules for interaction.Discourse competence is the ability to participate effectively in conversations,strategic competence is the ability to use a set of strategies that are employed in case of communication breakdowns. Some of the strategies for overcoming communication problems are: approximation, circumlocution, repetition, emphasis, asking for help, miming, avoiding the problematic concepts, and abandoning an utterance already initiated

__________________________________________________________________________________________2-HOW CHILDREN LEARN LANGUAGES Learning a first languageBebekler anne ve babasının ses tonlamasını ve vurgusunu taklit edebilmektedirler,bu dilin ilk belirtileridir.Çocukların birinci diliedinmede geçirdiği bazı aşamalar vardır,aşağıda bunlara değinceğiz.1-Babbling:Çocuğun doğumundan sekizinci ayına kadar duyabildiklerinden farklı ses ve gürültüler çıkarmasıdır.2-The first word:Çocuklar 11 aylıkken etrafındaki kişi veya objelere kendince bir isim verebilmektedirler.2.yaş itibariyle mama ve dada gibi daha iletişimsel sesler çıkarırlar.3-Two words:1,5 ile 2 yaş arası çocuklar iki kelime birden söyleyebilmektedirler. Look daddy gibi.4-Phonological, syntatic and lexical norms:3 ve 4. yaşlarda yaratıcılık hat safhaya ulaşır.Dilin yapı taşları yerine oturur.Dilbilgisi yetişkinlerinkine yaklaşır.Bütün sesli sessiz harfler öğrenilir.5 yaşına kadar birkaç binlik bir kelime hazinesine yaklaşılır.5-Syntactic and lexical complexity and richness:6–12 yaşlar arası çocuklar kelimeyi anlama kabiliyetini geliştirmek için okuma aktivitesine ağırlık verir ancak grameri de göz önünde bulundurursak 6–7 yaş arası çocuklar gereksiz bilgi, karmaşık yapılar ve ima edilen

kelimelerden kafası karışır. Ama çocuklar büyüdükçe kelimeleri daha soyut bir şekilde ifade edebilirler hatta kendilerine has gizli dilleri ve şifreleri de vardır.6-Conversational skills:Küçük yaştaki çocuklar anlamadıklarının farkında değildirler,anlamadıklarını göstermeden ya da buna dair bir soru sormadan devam ederler.Büyük çocuklar ise bir şeyin net olmadığının çok daha kolay farkına varırlar ya da sorunu tanımlarlar hatta alternatif bile sunarlar. Çocuklar büyüdükçe başkalarının bakışaçısını hemen kavrarlar ve istediklerini yaptıracak kadar ikna edici tartışmalara girebilirler. Different views of L1 and L2 acquisition:L1 ve L2 arasındaki benzerlikleri ve farklılıkları anlamak bir yabancı dil öğretmenin sınıfında da yardımcı olur,bu konuda en etkiligörüşler:behaviourist,nativist,cognitive-developmental,social-interactionist..*Behaviourist viewsBehaviouristlara göre dil gelişiminde imitation practice ve habit formation anahtar kelimelerdir.Bu görüş L1 ve L2 acquisition da “positive reinforcement” in önemini vurgulamaktadır,yani davranışın doğru öğrenilmesi karşısında övgü ile ödüllendirme. Bu görüşe göre çocuklar aynı seslerden farkında olmadan başka kelimeler türetebiliyorlar(defrosted, frossed) gibi. Onlara göre bu mantıklıdırama aynı zamanda daha önce hiç duymadıkları bir dil de üretirler. Behaviourist L1 ve L2 acquisition’un rutin etkileri hakkında kısmi anlatım sağlıyorsa da daha karmaşık gramer yapıları ve sözlüksel ilişkilerin alımını sağlayamaz. Bu görüşte öğrenilen öğretilene eşdeğerdir çünkü taklit ve pratik sonucu gerçekleşmiştir ve bu yüzdenbu görüşe transmission model de denir.*Nativist views(innatists)Bu görüşe göre çocuklar dili öğrenmeye önceden programlanmışlardır veçevrelerindeki dilbilimsel özelliklere oldukça duyarlıdırlar. Bu görüşe göre çocukların yaratıcılıkları L1 için büyük rol oynar:Bu L2’nin öğrenimi için de büyük bir faktördür.Language acquasition device(LAD) önemi vurgulanır.*Cognitive-developmental views Bu görüşe göre dil gelişimi cognitive(kavramsal) gelişimin bir etkisidir.Bu görüş ayrıca çocukların niyetlerini niyet ettikleri anlamları ve bunların bir dil öğrenmenin cognitive ve linguistic boyutları olduğu üzerinde bir fikir birliği vardır.Critical period hypotesis(CPH) önemi vurgulanmıştır.*Social-interactionist viewsBu görüş aynı zamanda günümüzde de benimsenen görüştür.Bu görüş çocukların öğreniminde sosyal faktörlerin önemini vurgulamaktadır,Bu

görüşteki en önemli nokta dili öğrenme, öğrenenin seviyesine göre düzenlenir.Bu görüşte çocukla etkileşime giren kişi bir yapı iskelesi(scaffolding) kurar.Bu görüşteki başka bir terimde “zone of proximal development(ZPD)”dir,yani çocuk birinden yardım aldığında kendi başına yaptığından daha iyisini yapar ve bu da sosyal etkileşimin yani başkalarıyla çalışarak öğrenmenin önemini vurgular.Language acquisition support system(LASS) önemi vurgulanmıştır. Görünen o ki son görüntü bayağı bir karışık.Her ne kadar çocuk yaratıcı olsa da dili öğrenmede taklit ve pratikte önemlidirler.

Are the L1 and L2 acquired in the same way?L1 ve L2 öğrenenler dili öğrenirken getirdikleri konusunda öğrenme durumları farklı,dili kapma kabiliyetinde ise benzerdirler.Dil öğretmenlerinin gerçekten bilmek istedikleri L1i öğretmek için kullanılan yöntemlerin L2 yöntemleriyle ne kadar benzer olduğudur.Behavourist görüşe göre ikisinde de taklit ve pratik kullanıldığı için benzerdirler. İnanist görüşe göre de her ikisi de çocuğun yeni yapıyı kurmak için geçmiş tecrübesini gerektirdiğinden benzerdirler. Cognitive developmental görüş ise L2 öğrenenlerin L1 öğrenenlerden daha cognitively olduğunu savunduğu için ikisinin birbirinden farklı olduğunu ifade eder.Social-interactionist görüş ise her ikisinin sosyal kavramlarının çok farklı olduğunu ve bunun kavramlaştırmayı,jest ve mimiği,tonlamayı,yüz ifadelerini ve duyguları değiştirdiğini ve doğal olarak ikisinin birbirinden farklı olarak öğrenildiğini savunur. Kısacası her ne kadar öğrenme koşulları farklı olsa da L1 ve L2 acquisition çok benzerdirler.L2nin L1e nazaran bir çok dezavantajı vardır.L2 öğrenenlerin L1 öğrenenler kadar yeterli zamanları yoktur,hiç bire bir etkileşime girme şansları yoktur,kaynakeksikliğinden yüksek kalitede girdi alamazlar ve daha farklı bir motivasyona sahiptirler. Does younger mean better?Günümüzde yaşı daha küçük olan çocukların L2yi daha kolay öğrendikleri gözlenmiş ve bu yüzden bir çok ülkede L2 primary level da verilir.Ergenlikten sonra kişinin L2 aksanını düzgün kuramadığı gözlenmiştir.Telaffuz küçük yaşta daha iyi öğrenilir.Anlam ile kavramlar ise ergenlikte daha iyi öğrenilir. Billingualism and Multilingualism

Dünyanın birçok ülkesinde çocukların iki veya daha fazla dilde eğitildikleri billingual ve multilingual okullar vardır. Mesela Lüksemburg’da 4 dil kullanılır. Evde ulusal dil, okulda ilk senden itibaren almanca,3.senden itibaren Fransızca öğretilir. Bu diller orta kademede İngilizce ile desteklenir. Fakat yine de iki dillilik ve çok dillilik üzerine kurulan amaçlar kolay kolay gerçekleşmez, çünkü zaman kısırlığı, öğrencilerin sayısı ve diğer derslerin ağırlığı bu amaçları olumsuz etkiler. Bu amaçlar ülkeden ülkeye değiştiği gibi ülke içinde şehirden kırsal kesime göre de değişir. Who learns how much of what language under what conditions?Kimilerine göre bu L2nin gelişimi yada billingual için anahtar sorudur.Sorunun ilk kısmı yani “kimin öğrendiği” yaş,yetenek,motivasyon gibi kişisel farklılıklardan etkilenir,başarılı öğrenciler hata yapmaktan çekinmezler,daha iyi ve isabetli tahminler yaparlar,ve kendilerine olan güvenleri daha çoktur.Sorunun ikinci kısmı “hangi dili ne kadar” ise dil öğrenme amaçları,müfredat ve test sonuçlarından etkilenir.Sorunun son kısmı “hangi şartlarda” ise L2nin öğrenilmesi konusunda en önemli faktördür.L2nin gelişimi 3 ayrı kısma ayrılmıştır.Birincisi “sequence” yani çocukların L2de geçirdiği aşamaların genel adıdır.L2 gelişiminde sequence değişmez,mesela basit cümle kalıplarından karmaşık cümle kalıplarını öğrenmeye kadar bu düzen aynen devam eder.İkincisi ise sınıftan sınıfa çocuktan çocuğa değişen the “order”of languagedir.Üçüncüsü ise “rate” of development yani öğrenenden öğrenene değişen dili kapma hızı,bu da gelişimi etkiler.Şimdi sorununson kısmına dönebiliriz.Çocuğun bulunduğu çevre,kullandığı kitap,öğretmenin tarzı L2yi olumlu veya olumsuz büyük ölçüde etkiler.Çocuk “dışa dönük,konuşkan,kendine güvenen,risk alan” biri olmalıdır.Dikkat edin tüm bunlar L2nin hızını(speed-rate) etkiler,sequence ve orderı değil.Bu arada çoklu zekaya “multiple intelligences”denir.Kimi zaman verilen contextler küçük yaşta öğrenelereağır gelebilir,bunu önlemek için “comprehensible input” foktörü etkilidir,anlamı çocuklara göre daha kolay anlaşılan contextler yaratmak özellikle fiziki olarak.Çocuklar bir hikaye okuduklarında o hikayeninin anlamı üzerine odaklanabilirler ama gramer yapısı üzerineodaklanamazlar.Comprehensible input’u dinlemek her zaman intake’i teşvik etmez.Intake yeni bir dili öğrenirken öğrenilenlerin kısa süreli bellekten uzun süreli belleğe geçmesi demektir.Comprehensible input’a duyulan ihtiyaç son zamanlarda comprehensible output(language production) ile giderilmiştir.İkili çalışma yeni bir dili bağımsız bir şekilde öğrenme ve onun üzerine düşünmek için uygulanan en önemli aktivitelerdendir.

Teaching implicationsBehaviourist görüşün kullandığı yöntem audio-lingual approach’tur.Bu demektir ki çalışmalar tekrar edilmeli ve ezberlenmelidir.Öğretmenlergenelde kendilerine nasıl eğitim verilmişse onlar da çocuklara bu şekilde bir şeyleri öğretirler.İşte bu yüzden az önce bahsi geçen yaklaşım günümüzde hala popülerdir.Total physical response(TPR) üç inanç üzerine dayalıdır,burada öğrenciler verilen komutları dinler vehareketleri tatbik eder ama ilk başta hiçbir şey söylemezler.Mesela öğretmen öğrenciye kapıyı işaret et sonrada pencereyi işaret et,daha sonra kalk ve otur der,bunun üzerine öğrenciler de verilen bu komutları yerine getirler.Daha sonra öğretmen öğrencilerden aynı komutları arkadaşlarına vermelerini söyler,böylece onlarda aralarındakomutlaşarak çalışmış olurlar.Bu yöntem ilk başlayanlar için bire birdir.Communicative view ilk zamanlarda çeviriye teşvik etmenin doğru olmadığını savunur.Ayrıca yine communicative approach’ı kullanan öğretmenler resmi dilbilgisini öğretmezler,sadece dilbiligisine giriş kısmı üzerinde biraz pratik yaparlar.Kısacası öğretmenlerin bir dilin nasıl öğretileceği konusundaki inançları sınıftaki metodolojiyi direkt etkiler,ve dolaysıyla da çocuğun öğrenimini etkilemiş olur. 2-HOW CHILDREN LEARN LANGUAGES

Learning a first language

Babbling= from the birth to around eight months (8) babies can hear and produce a wide range of noises and sounds. Some of these sounds will be later be phased out as they are not present in the child L1.

The first word=(11-18) at about eleven months infants put names (in their own fashion) to the objects and people around them, such as mama, dada.

Two words=between eighteen months and two years, they enter genuinelysyntactic phase of acquisition by placing two words together (there, look, want, more, all, gone) to create newer meaning look daddy, mummy gone, there doggy

Phonological, syntactic and lexical norms= (3-4) the third and fourthyears are periods of great creativity, when the essential language elements are put in place. The successive grammatical systems resemble closely the norms of the adults who surround them. Vowels and consonants sounds are learned, but some have a few problems with

individual and consonant clusters. By the age of five many children will draw on vocabulary of several thousand words.

Syntactic and lexical complexity and richness Between six and twelve, children continue their reading vocabulary and improve their understanding of words. For example, English speaking children under eight still tell me your name and ask my name. With regard to grammar, six to seven-year-olds tend to be confused by certain irrelevant information, complex structures and implied meanings of some words. Most of younger children were misled by the blindfold (CHOMSKY) and responded with ‘hard to see’. By nine and ten none of the children were confused by the blindfold. A complex construction like ‘John asked Bill what to do’ may not be understood until a child is ten or eleven. As the children are older they are able to give more abstract and less self-oriented definitions of words.

Conversational skills= they may simply continue without showing incomprehension or asking questions. Older children are more likely to realize that something is clear and may try to identify the problem and suggest an alternative. As children get older, they are more able to take another person’s perspective and are better at using persuasive arguments to get what they want.

Stages Ages The aspect of the language acquired/ The Processes involved

Babbling Birth–around 8 months Hearing and producing a wide range of noises and sounds

The first word About 11 months-2 years Putting names to objects and people Associating certain objects with certain soundsAttempts of genuine communication (Earlier random vocalisations initially produced by chance take on real meaning.)

Two words 18months-2years Genuinely syntactic phase of acquisition: Placing two words together

phonological, syntactic and lexical norms

3-5 years Approximation of the child's grammatical systems to those of adult norms Learning of the all vowel and consonant sounds Being able to use a vocabulary of several thousand words.

Syntactic and lexical complexity and richness 6-12 years Expansion of vocabulary knowledge Being able to give more abstract and less self-oriented definitions of words Understanding and using complex grammatical structures

conversational skills 6-12 years Detecting unclarity and seeking for comprehension Taking another person's perspective Using persuasive arguments

Different views of L1 and L2 acquisition Behaviourist views=it is based on Audio-lingual approach. This approach emphasises repetition in the form of drills, accuracy and drills. It is the work of Skinner who wrote verbal behaviourism. Imitation and practise or habit formation are key process in languagedevelopment. This view stresses the importance of positive reinforcement in L1 and L2 acquisition where correct learning behaviour is rewarded by praise. The negative side of this view is that it cannot explain the acquisition of more complex grammatical structures and lexical relationship and creativity.

Nativist views (innatist) = in the Nativist view, children are pre-programmed to learn a language and are highly sensitive to the linguistic features of their environment. Chomsky challenged behaviourist views by suggesting an internal or innate Language Acquisition Device (LAD), now referred to as Universal Grammar (UG), which infants to process all the language they hear andto produce their own meaningful utterances. This view allowed for thechild’s creativity as an important part of L1, a factor which has been carried over to L2 learning. There was not enough consideration of communication with real people in real time. Thus, Social- Interactionists criticized by using more personal and social aspects of language use were being neglected.

Cognitive-developmental= according to Whitehead, the cognitive –developmental view emphasised that language development was an aspectof general cognitive growth, claiming that certain thinking skills must first mature in order to create a framework for early language development. Cognitive development is a prerequisite (önceden olması gerekli) for language development. That is, certain thinking skills must be present in order for early language development to take place. Cognitive-developmental views of language learning emphasise the importance of meaning, knowing and understanding. According to this view, 'meaning' plays an important role in human learning. ‘Learning' is a meaningful process of “relating new events or items to already existing cognitive concepts. In terms of L2 learning, the Critical Period Hypothesis (CPH), as proposed by Landenberg, suggested that there is a specific and limited time for language acquisition. The claim that cognitive development is a prerequisite (condition) for linguistic development seems not be plausible (inandırıcı) . Linguistic and cognitive developments take place simultaneously.

Socio-Interactionists views=Language learning is the result of socialinteraction. Brunner showed how an innate device, such as Chomsky’s LAD, was not able to function without the help given by an adult. In this view is the way language is modified to suit the level of learner. The partner with whom the child interacts provides a structure or framework, which Brunner referred to as scaffolding. They called this kind of help the Language acquisition Support system(LASS).The child learns the language in the assistance of more knowledgeable and skilled adults. Zone of proximal develeopment(ZPD) is impoartant here. It places emphasis on personal, social, and interactional aspects of language learning. Imitation and practise are very important in language learning although children immensely are creative.

Are the L1 and L2 acquired in the same way?

L1 and L2 learners are different in terms of what they bring to the language situation, but similar in their ability to acquire language,

Behaviourist view sees the two processes as very similar since practise and imitation are common to. Innatist view sees L1 and L2 learning are both activities which require the child to use past experience to structure new experience.

In each case, the learner takes the language they hear and uses it selectively by building on what they already know.

Cognitive – developmental sees there are important differences between two processes, as L2 learner is more cognitively developed than L1.

Social-Interactionists view sees that the social context for each tends to be very different in term of the types and amount of input provided the types and amount of output produced and more generally the purposes for which language is used.

*we can say that L1and L2 acquisition processes are very similar, although many of learning conditions are very different. Most learners go through four phases. First, they work out rules about howthe language works; second, they generalize these across a group of similar instances; third, they overgeneralize, or use the rules wherethey are not appropriate (saying putted, goed instead of went put), fourth, going on to use language items correctly.

* Work out rules *they generalize with a group of similar instances *overgeneralize *use language items correctly

Does younger mean better? This belief, that younger equals better was originally supported by the CPH as we saw in the cognitive-developmental view. After puberty learners seem incapable of acquiring a native-like accent. Some claimthat lower–order processes, such as pronunciation, are learned betterwhen young, while higher-order processes, such as meaning relations are learned better after puberty. We can conclude that an early startis not, in itself, automatically an advantage. An early start is influenced by many learner factors which play a great part in the success of L2 learning. These are motivation and confidence, differences in language aptitude (doğal yetenek) and personality. These must be taken together with contextual factors, such as the quality of teaching and provision of adequate time for learning, highquality materials, appropriately trained teachers and favourable public aptitudes.

Bilingualism and multilingualism It is the ability speaking in two languages. There is a great temptation to recommend that all children be given bilingual

education since this would seem to capitalize on children’s ability to learn languages so easily. However, for most schools bilingualism and multilingualism are not and can not be realistic objectives to aim for, considering to limitations on time, the numbers of pupils, and conflicting claims of other subjects.

Who learns how much of what language under what conditions? Who learns; this is influenced by individual learner differences, including, age, aptitude, and motivation, for example, some are willing make mistakes and are good at guessing, at making accurate predictions.

How much of what language; is governed by factors such as the curriculum and syllabus and effects of tests. The goals may focus on the development of communicative competence and positive attitudes tolanguage learning and the target culture. Under what conditions; highlights the situation and context under which the L2 is learned. The conditions refer to who is talking to whom, the environment of interaction, type of classroom, and the kinds of topic which are discussed. Situational factors and context are particularly important here, as is type of language input learners receive. The input children receive when they are listening and reading in L2 is dependent on many factors, the goals of languagelearning, the syllabus in use, the teacher’s beliefs about language learning, teacher’s teaching level and style, the sizes of classes and the types of the resources available. Comprehensible input is thekey factor dealing with young children. A good way of providing highly contextualized activities can be seen in the use of total physical response (TPR).

Multiple intelligences= this refers to the different kinds of aptitude learner may have which are not measured on IQ tests.

Ellis suggests that there are three parts of second language development. -sequence= there is a natural a system, from simple words to basic syntaxes, then on to the structures of sentences. -order of language which is acquired= may differ from student to student, from classroom to classroom. -the rate of development= the speed of which may vary enormously fromlearner to learner.

Teaching implications If L2 learning is like L1 then children should learn in following

ways; Children should spend all of time in class imitation and practising language in controlled way. Should start separate sounds then buildthese into words Spend too time to listening without speaking Not translate from L1 to L2 It is not appropriate teach formal grammar After listening and speaking they add reading and then writing skills.

In classrooms of young language learners, considerable time should bedevoted to listening without expecting oral production from learners.Which of the following language teaching methods is based on the above premise?

The audio-lingual method

The communicative language teaching

The total physical response(cevap)

The grammar-translation method

The direct method

Imitating and practising language in a very controlled and guided wayare key processes in language development. Accuracy is of great importance, and errors should be avoided at all cost since they may lead to the formation of bad language habits. With which teaching method are the above premises being associated?

The silent way

Suggestopedia

The grammar-translation method

The audio-lingual method(cevap)

The direct method

Unit II - How Children Learn Languages Older learners are more efficient learners of vocabulary and grammarthan younger learners. Younger learners seemed to be more capable of

acquiring a native-like accent.

Critical Period Hypothesis is a hypothesis which claims that there isa specific and limited period of time for language acquisition. The assumption is that language learning is impossible or difficult afterthe age of puberty.

Babbling (upto 8 months) Hearing and producing a wide range of noisesand sounds. The first word (11 months-2 years) - Putting names to objects and people - associating certain objects with certain sounds - Attempts of genuine communication. Two words (18 months-2 years) - Genuinely syntactic phase of acquisition: Placing two words together. Emergenceof phonological, syntactic and lexical norms (3-5 years) -the child'sgrammatical systems becomes close to those of adult norms - learning all vowel and consonant sounds - ability to use a vocabulary of several thousand words. Syntactic and lexical complexityand richness (6–12 years) - Expansion of vocabulary - ability to give more abstract and less self-oriented definitions of words – understanding and using complex grammatical structures. Development of conversational skills (6-12 years) - Detecting unclarity and seeking for comprehension - taking another person's perspective - using persuasive arguments

Language Acquisition Support System (LASS) is the social support component with which adults provide child learners in the form of social interactions.

Behaviorist Views; Imitation, practice, repetition, habit formation, positive reinforcement Posıtıve Reinforcement is the presentation of

a reward contingent on a correct response which results in an increase in response strength.

Nativist Views assume that all people are born with some knowledge oflanguage. Language Acquisition Device, Universal Grammar, creativity, innate features of human mind Language Acquisition Device/Universal Grammar is an inborn capacity for any kind of language. Innatism is the theoretical view that children have an innate knowledge of the structures of lang. Cognitive developmental (cognitive development, linguistic development) certainthinking skills must be present in order for early language development to take place

Socio-Interactionist is the theoretical view that children have some innate knowledge of the structures of language but also require meaningful interaction with others to acquire language structures.

Student / learner-centered language activities, techniques, methods where the students/learners are the focus and the teacher plays only a periphereal role. Learner-centered education is thought to be intrinsically/innately motivating and thus beneficial.

Intrinsic motivation; Doing something for the sake of doing it without thought of rewards. Extrinsic motivation;the learner performs a task in order to receive some kind of reward.Teacher-centered methods, activities, and techniques where the teacher decides what is to be learned, what is to be tested, and how the class is to be run. Intake is the part of the input internalized by the learner. Scaffolding (social-interactionist view) is a process in which the more knowledgeable and skilled adult assists the learner until the learner integrates the knowledge into his/her cognitive structure. Example of scaffolding in classroom contexts might be; a teacher breaks a complex task into smaller tasks - models the desired learning strategy or task - provides support - then gradually shifts responsibility to the students.

http://bogglesworld.com/glossary/extrinsicmotivation.htm

http://bogglesworld.com/glossary/intrinsicmotivation.htm

Comprehensible Input is making the messages addressed to the learner understandable by the context in which they are uttered.Zone of Proximal Development is the distance between what the child can do individually and independently and what s/he can achieve with assistance.

Output is the language produced by language learners. Biligualism is the ability to communicate in two languages.

UNIT 2 HOW CHILDERN LEARN A LANGUAGEIMITATION This is one of the important key terms of behaviouristic accounts of language learning. According to behaviouristic views, imitation is a key process in language learning in that people learn languages by imitating what they hear or see around them. CRITICAL PERIOD HYPOTHESIS It is a hypothesis which claims that thereis a specific and limited period of time for language acquisition. The assumption is that language learning is impossible or difficult after the age of puberty. HABIT FORMATION: This is one of the key concepts in behaviourism which views language learning as a process of habit formation. According to this theory of learning, the aim of language teaching isto form correct language habits through repetition of language patterns. The classroom application of this view is the immense use of language drills. LANGUAGE ACQUSITION SUPPORT SYSTEM(LASS): It is the social support component with which adults provide child learners in the form of social interactions. POSITIVE REINFORCEMENT Positive reinforcement is one of the key concepts ofbehaviourist psychology. It is the presentation of a reward contingent on a correct response which results in an increase in response strength. Positive reinforcers are something like rewards, or things we will generally work to get. INPUT:It is the any kind of language which the learner is exposed to LANGUAGE ACQUISITION DEVICE/UNIVERSAL GRAMMAR. This is a key concept in innatist views of language learning which postulate that all

http://bogglesworld.com/glossary/innatism.htm

people are born with some knowledge of language. LAD, or called as UG subsequently, is an inborn capacity for any kind of language. However, this should not be taken as that we are born with knowledge of the particular rules of our own language, but rather LAD/UG consists of general or universal principles of all languages. This innate knowledge allows us to select a particular language based on afew instances of input and produce very complex output that we he have never encountered before. INTAKE: It is the part of the input internalised by the learner. SCOFFOLDING: This is a term originated in social-interactionist viewsof language learning. It is used to refer to a process in which the more knowledgeable and skilled adult assists the learner until the learner integrates the knowledge into his/her cognitive structure. Asthe learner begins to understand the process, the support system is gradually taken away. An example of scaffolding in classroom contextsmight be a teacher who breaks a complex task into smaller tasks. After this step, the teacher models the desired learning strategy or task, provides support as students learn to do the task, and then gradually shifts responsibility to the students with a purpose of helping students to accomplish as much of a task as possible without adult assistance. ZONE OF PROXIMAL DEVELOPMENT -The ZPD, a key concept in social-interactionist accounts of language learning, is a measure of learning potential. It is the distance between what the child can do individually and independently and what s/he can achieve with assistance COMREHENSIBLE INPUT: Comprehensible input can be described as m essages addressed to the learner that, while they may contain structures and grammar that are beyond the learner's current competence, are made understandable by the context in which they are uttered. OUTPUT: It is the language produced by language learners.BLINGUALISM: It means the ability to communicate in two languages

3-HOW CHILDREN THINK AND LEARN Çok ilginçtir öğrenci-merkezli düşünce(öğrenci ihtiyaçları ve ilgilerinin ön planda tutulması) çok önceleri popüler olan bir düşünce değildi.Günümüzdeki öğrenme modeliyle bağlantılı olarak öğrenci-merkezli yöntem öğrenmeyi maksimum seviyeye taşır ve öğrenmeye büyük katkı sağlar.Eğer öğrenme-merkezli öğretme modeline odaklanıyorsak çocukların fiziksel,duygusal,kavramsal ve eğitimsel karakterleri konusunda ve bu teorinin öğrencilerin nasıl düşünüp öğrendiği konusundaki fikirlerimizi nasıl şekillendirmiş olduğu konusunda çok iyi haberdar edilmiş olmalıyız. Bu ünitede bu tür konular üzerinde odaklanacağız ve öğretmen görüşlerinin öğrencilerin öğrenmeleri üzerinde ne tür etkileri olduğunu öğreneceğiz. What is different about teaching children?Yetişkinler yabancı bir dili öğrenmeye gerek duydukları zaman mutlakabundan bir çıkarları vardır,mesela yurt dışında çalışmak için yada yurt dışında eğitim görmek için,bu yüzden hedef dili öğrenmeye oldukça motivedirler.Ama diğer tarafta çocuklar ise kendi hayatlarınıkontrol edebilecek bilinçte değildirler ve bu yüzden hep kendi dillerinde eğitim görmek isterler.Öğrenme konusunda çocuklar yetişkinlerden farklıdırlar çünkü çocuklar:*çok hareketlidirler ve yerlerinde durmazlar*duygusal ihtiyaçları fazladır*kolay heyecanlanırlar*eğitimin ilk aşamasındadırlar*hala kendi dillerini geliştirmektedirler*yavaş öğrenir kolay unuturlar*kendilerine yönelik ve kendi dünyaları ile meşguldürler*kolay sıkılırlar*çok iyi taklitçidirler*eğer ilgiliyseler çok iyi konsantre olabilirler*dikkatleri çok kolay dağılır ama isteklidirler Anne baba desteği ve ilgisi çocuğun öğrenmesinde çok önemli birfaktördür. Anne ve babası tarafından henüz okula başlamadan önce bilgisayar oyunları hikayeler şarkılar ile desteklenen çocukların okula yüksek konsantrasyon ve hafıza teknikleriyle başladıkları gözlenmiştir. Okula gitmeden evvel bir kitabın nasıl tutulması gerektiğini sayı saymayı ve hatta alfabeyi bile öğrenmiş olabilirler. Physical and emotional differencesİlkokul çağındaki tüm çocukların kendilerine güven ve saygı konusundaduygusal ihtiyaçları vardır. Bu yaştaki çocukların tümünde ben

merkezli düşünce hakimdir ve sadece kendilerini düşünür başkalarını düşünmezler, kendi ihtiyaçları karşılanmadığında ise son derece hüsrana uğrarlar. Bu yaştaki çocukların hala kalem tutma zıplama hoplama dengede durma ve el-göz koordinasyonu gibi motor becerileri gelişmektedir. Hareketlidirler ve bu yüzden enerjilerini sıra sıra tüketmek için kısa aktiviteler yapmaları gerekir. Duygusal olarak sabit değiller ve ani patlamalar yapabilirler. Onlara kendilerine güven duygusunu aşılamalı sınıf içi aktivitelere teşvik etmeli ve herolumlu hareketini övgüyle ödüllendirmeliyiz.Conceptual,educational and linguistic differencesÇocuklar ergenlik yaşına kadar hala kendi dillerinde matematiksel dilbilgisel edebi olarak bir gelişme içerisindedirler. 6 yaşındaki çocuklar daha çok resimsel kavramlar üzerinde yoğunlaşırken 7 yaşındaki çocuklar daha gerçekçi ve rasyonel düşünebilirler. Çocuklara karar vermeye araştırmaya keşfetmeye ve böylece onları meraklandıracak şanslar verilmeli, soru sormaya teşvik edilmeli, dikkatlerini toplayarak konsantrasyon ve hafıza becerilerini geliştirecek çalışmalar yapmalarını sağlamalı, ve son olarak sözlü becerilerini geliştirecek aktivitelerle desteklenmelidirler. Tüm çocuklar teşvik edici çalışmalarla donatılmalı ki öğrenmeye olan şevkleri artsın. How children think and learn?Çocukların nasıl düşünüp öğrendiği konusunda davranışçı kuram çocukları blank slate’e benzetmekte ve öğrenmenin taklit ve pratik edilen davranışlar yoluyla edinildiğini savunur,yani öğretilen ve öğrenilen eşittir,bu yüzden be kurama transmission model de denir.Piaget ise çocuğun sosyal çevresi sayesinde kendi düşünce yapısını inşa ettiğini savunmakta ve çocukların belli bir zeka hiyerarşisine sahip olduğunu söylemektedir. Mesela 4-8 yaş arası çocuklar concrete-operational stage’de dir,ve daha çok somut kavramlar üzerinde yoğunlaşırlar.Ama yaş ilerledikçe mesela 11 yaşına geldiklerinde artık soyut kavramlar üzerinde de düşünebilmektedirler.Her ne kadar Piaget’in bu düşüncesi yetişkinlerin çocuklara olan yardımını göz ardı etse de, çocukların nasıl düşünüp öğrendiği konusunda tetikleyici olmuştur. Bruner ise çocukların okulu neden bu kadar zor bulduğunu araştırmıştır. Ona göre bu çocukların okulu gerçek hayattan ayırtmalarından kaynaklanıyormuş. Onun öğrenme teorisi genellikle constructivist(yapılandırıcı)dır.Bu modele göre çocuk bilgiyi alıp harmanlayıp değiştirerek öğrenmeyi yapılandıran sürekli aktif bir aracı konumundadır. Bu bilgi derlemesini kendi dünya görüşüne göre yapmaktadır. Bruner bu yönteme scaffolding adını vermiştir. Bruner burada bir evin inşası ile bir çocuğun bilgiyi yapılandırmasını birbirine benzetmiştir. Vygotsky göre ise yetişkinin

ve dilin rolü çocuğun öğrenmesinde etkindir. O beyin gelişimini iki seviyeye ayırtmıştır, birinci şimdiki seviye, ikincisi ise gelecekle ilgili seviyedir. Piaget ve Vygotsky arasındaki fark; Piaget kişinin öğrenmeyi kendinin geliştirdiğini savunur, Vygotsky ise çocuğun öğrenmeyi yetişkinlerin ve öğretmenlerin sayesinde gerçekleştirdiğinisavunur. İkisi arasında bir diğer fark ise dilin rolüdür. Vygotsky’e göre çocuk dilini diğer kişilerle iletişime geçerek onlarla diyaloglar kurarak kullanır ve bu da onu düşünmeye teşvik eder, Vygotsky’nin bu öğrenme modeline social-constructivist model denir. Genel anlamda öğrenme kişiden kişiye fark gösterir, yani öğrenmede bireysel farklılıklar söz konusudur ama uygulanan öğrenme stratejileri her birey için aynıdır. Metacognition kavramı(düşünmeyi,planlamayı ve hatırlamayı öğrenme) son zamanlarda çok önem kazanmıştır. Öğrenme ile ilgili birçok psikolojik teori gerçekleştirilmiştir ama açıkçası bunları sınıf ortamına uygulamak oldukça zordur. Birçok öğretmene göre öğrenme aşağıda belirtilenlere göre gerçekleşir:1- Çocuklar somut düşünceden soyut düşünceye sırasal (sequential) biraşama geçirirler.2- Çocuklar ilk elden tecrübelerle yani daha çok kalıplaşmış oyunlarla öğrenmeyi gerçekleştirirler.3- Sosyal gelişiminde çocuk ben merkezli düşünceden giderek diğerlerine sempati duymayı öğrenir.4- Çocuklar L1ni geliştirmeyi öğrenirler.5- Her birey öğrenmeyi bağımsız bir şekilde gerçekleştirir. Tüm bu düşünceler Piaget’in etkisinde kalan düşüncelerdir aslında. Learning and sequential stages (statement 1)Bu görüşe göre eğer task çocuğa mantıklı geldiyse, eğer çocuğun hayata dair bakış açsını içeriyorsa işte o zaman çocuk ondan beklenmeyecek şekilde bu task üzerinde düşünebilir. Bu görüşe göre çocuklara soyut kavramlar hakkında nasıl düşünmeyi öğretmek gerekir. Bu görüş öğrencilere düşünme becerilerini kazandırır ve böylece çocuklar öğrenmeyi öğrenirler.Learning egocentrism and the role of the play (statements 2–4)Okul kavramı öğrencilerin sosyal bir birey olma bilincini kavramalarıaçısından çok önemlidir. Okulda öğrenme için oynanan oyunlar ve yapılan ikili çalışmalar sosyal etkileşimi artırmaktadır. Oyunlar özellikle ilk 3 yıllık öğrencilerin öğrenmesinde oldukça önemli bir role sahiptirler.Tabi ki öğretmenlerin oyunlara olan bakış açısı öğrencilerin öğrenmelerine, okulun öğrenme kültürüne ve anne babanın görüş ve idarelerine göre değişir. Bazı öğretmenlere göre oyun zihinsel gelişimi ve hayal gücünü geliştirir. Bazılarına göre ise

oyun fiziki ve sosyal beceriyi geliştiren mental bir hijyen (mental hygiene) gibidir. Oyun çocuğun dikkatini ona vermesini sağlar ve sadece onunla ilgilenir. Bu arada amaçlarına göre birbirinden farklı oyun çeşitleri vardır, mesela fiziki olarak deşarj olmak için yada bir konsept üzerinde yoğunlaşmak için farklı farklı oyunlar uygulanır. Kavramsal olarak sadece müzik, resim ve maket yapma gibi oyunlar etkilidir, bu tür aktivitelerin ortak yönü net amaçları olmasıdır ki bu da real world feedback’tir yani verilen oyunun başarılı olup olmadığını gösterirler bir nevi dönüt veren oyunlardır.Kısacası oyun çocuğun sosyal gelişmesinde çok önemlidir ve kavramsal olarak gelişimini yaptığı ikili çalışmalar sayesinde sağlar. The role of the first language (statement 5)Karşılıklı konuşma etkileşim hikaye ve kafiyeli şiirlerin çocuğun dilbilimsel ve kavramsal gelişimde büyük rol oynadığı yapılan araştırmalarda belirlenmiştir. Yetişkinlerin çocukların yaptıkları veyapacakları konusunda onlarla etkileşime girmeleri gerekmektedir. Ayrıca hikayeler çocuğun düşünme ve yazma kabiliyetini geliştirir. Zihinde hikayeler canlandırmak öğrenmede anlam açısından en temel araçlardan biridir. Son olarak tüm kültürler sözlü bir geleneğe sahiptirler, özellikle çocuklara ana okulu kafiyelerini ve diğer başka çeşit kafiyelerini, şakalarını ,geleneksel şarkı ve efsanelerini öğretirler.Bunlar çocuğun L1in kültürüne ve dilin seslerine alışmasına yardımcı olurlar ve tüm bu anlatılanlar L2nin gelişimine büyük katkı sağlarlar.The uniqueness of learners (statement 6)İlk kademe İngilizce dersi üzerinde büyük bir etki bırakan öğrenci merkezli öğretme metodu ile ilgili bir çok çalışma yapılmıştır. Kitaplar bu modele göre basılmıştır. Bu modele göre her birey öğrenmede bağımsızdır ve kendisi anlamı oluşturur ve kendi dünya görüşünü yapılandırır. Learning styles and multiple intelligencesHer ne kadar öğrenci bağımsız yada tek olsa da öğretmen öğrenciler arasındaki benzerlik ve farklılıkları gözlemlemelidir. 40–50 kişilik bir sınıfta ders veren öğretmen öğrencilerin cevapları ve davranışları arasındaki benzerliklere odaklanırsa bu onun sınıf hakkında genel bir kanıya varmasına yardımcı olur. Bu alan da NLP isimli ilginç bir çalışma geliştirilmiştir. Bu çalışma dil ile beyin arasındaki ilişkiyi ve bu ilişkinin davranışı nasıl programladığını tanımlar. Buna göre bilgiyi öğrenmede 3 öğrenme stilimiz vardır. Mesela Görsel bir stilimiz varsa bilgiyi göz aracılığıyla alırız, İşitselbir stilimiz varsa bilgiyi kulaklarımızla alırız, Hareketsel bir öğrenme stilimiz varsa bilgiyi hareketlerle yada bir şeyler üzerinde

oynayarak alırız. Çocuklarda hareketsel stil çoğunlukla baskındır. Çocuklarda ayrıca kendi hayal dünyalarından bahsederken cross-sense kabiliyeti vardır; rengi duyabilir, sesi görebilir, zamanı tadabilir ve kokuya dokunabilirler. Tabi büyüdükçe bu kabiliyetler kaybolur. 8 tane zekâ çeşidi vardır. Bunlar;1-Linguistic intelligence: Hikâyelerden ve çapraz bulmacalardan öğrendiği gibi çocuğun iyi bir kelime haznesine sahip iyi bir okuyucu olması.2-Logical-Mathematical intelligence: Çocuğun bilgisayar kullanmasını seven, sınıflandırmayı sıraya koymayı seven ve problem çözmede iyi olması.3-Spatial intelligence: Çocuğun resim, çizelge, harita ve şema vasıtasıyla daha iyi öğrenen, çizim yapmayı seven biri olması.4-Kinesthetic intelligence: Çocuğun objeleri oynatarak, canlı aktiviteler yaparak, oyun oynayarak daha iyi öğrenen biri olması.5-Musical intelligence: Çocuğun uyak, nağme ve şarkılar vasıtasıyla daha iyi öğrenen biri olması.6-Interpersonal intelligence: Çocuğun oyun araştırma röportaj gibi ikili veya grup aktiviteleri sayesinde daha iyi öğrenen biri olması.7-Intrapersonal intelligence: Çocuğun günlük tutma gibi kendini değerlendiren aktiviteler yapan, sunum yapmak proje çalışmak gibi bağımsız öğrenmeyi seven, yaratıcı yazı yazmayı seven biri olması.8-Naturalist intelligence: Çocuğun örnekleri objelerle açıklayan, objeler arsındaki benzerlik ve farklılıkları fark eden, objeleri gruplara ayırtarak sınıflandıran biri olması. Bu intelligence çeşidi diğer 7 intellegence’yi zenginleştirir. Çocuklar küçükken daha çok fiziksel aktiviteye ihtiyaç duyarlar ve bu da onların daha çok duyu organı kullanması demektir. Yeni başlayanlar yada çocukların eğitiminde diğer bir faydalı metod da Total Physical Response (TPR)’dir. Bu metoda göre bir şeyi dinlersin ve daha sonra anladığına dair aksiyon ve cevaplar verirsin,yada bir şeyin tanımın dinlerken senden onun resim çizmeni de isteyebilirler. Bu metod göz ve kulak gibi duyu oranlarını gerektirirve bodily-kinesthetic intelligence’e sahip çocuklara uygulanabilir.(sf:36’yagöz at) Thinking about pupil’s learningÖğretmenlerin sınıfta öğrencilerin öğrenmeleriyle ilgili genel kanıları vardır buna common sense theory denir. Buna göre öğretmenlergenel anlamda nasıl eğitildiyseler ve kendi sınıf atmosferleri nasılsa aynısını öğretmenlik hayatlarında da uygularlar. Öğretmenler öğrencilerin öğrenmeleriyle ilgili başlıca 5 tane kişisel teori geliştirmişlerdir; *kendi çocukluklarında öğrendiklerinden, *kendi eğitim ve okumalarından, *sınıftaki durumlarından, *iş arkadaşlarıyla aralarında geçen diyaloglardan ve son olarak *mesleki gelişim aktivitelerinden çocuklara

verdikleri eğitim şekillenmiştir. Ne kadar tecrübe kazanırsanız çocukların öğrenimi konusunda hal ve hareketleriniz o denli değişir. Bu dairesel bir yöntemdir (cyclical process). 3-HOW CHILDREN THINK AND LEARN

Learner (children centred) centred means that children needs and interests are placed at the centre of teaching and planning. Learning- centred means that a great emphasis on the need to maximizelearning and provide both support and challenge.

Young children are different from older children because; * have a lot of physical energy and often to be physically active * have wide range of emotional needs * Are emotionally excitable * are developing conceptually and are at an early stage of their schooling * are still developing literacy in their first language * learn more slowly and forget things quickly * tend to be self-orient and preoccupied with their own world * get bored easily * Are excellent mimics * can concentrate for a surprisingly long time if they are interested

* can be easily distracted but also very enthusiastic.

Physical differences They are still developing motor skills, They are more physically restless and need activities would allow them to burn their energy Older children are more physically mature. Emotional differences All the learners of primary school age have emotional needs, such as developing self-esteem and confidence in learning. They are ego-centric and preoccupied (kaygılı) with their own needs. They may display emotional instability and sudden emotional outbursts

Conceptual, educational and linguistic differences Young students are still numeracy and literacy in their first language

Aspects of difference Younger L2 learners Older L2 learners

Physical Are still developing motor skills. Are more physically restless and need activities that would allow them to burn their energy off. Are more physically mature.

Emotional Are ego-centric and preoccupied with their own needs. May display emotional instability and sudden emotional outbursts. .

Conceptual Are at an early stage of their conceptual development. They are capable of symbolic thought, where a Picture can be Substituted for one real thing. Have completed their conceptual development. Have more world knowledge. Have developed abstract thinking abilities.

Educational Are at an early stage of their schooling. Have developed literacy and numeracy in their first language.

Linguistic Are less influenced by their L1.they are developing complex grammatical expression when speaking and writing in L1. Are affected by their L1 and may tend to transfer structural or semantic items from their native language.

How children think and learn

Behaviouristic thought= children was seen as a blank slate who learned by reacting passively to different kinds of stimuli and the positive or negative feedback they received. This view holds that teaching equals =learning. This is known as transmission model of learning.

Piaget (cognitive) presented the child as actively constructing his or her own thinking by acting upon the physical and social

environment. All children were seen to go through a series of clearlydefined stages of intellectual development. For example, most children between four to eight years are at the concrete-operational stage, where all learning develops only where it is heavily contextualized in concrete situations. By eleven, some pupils may move into the stage of formal operation, where they are capable of more abstract thought and can learn in a more decontextualized way. This widely was interpreted as meaning that is not possible to teach young children until some things are ready. However, Piaget underestimated the role of adults in helping children to learn.

Bruner (constructivist) his theory of learning is essentially constructivist, a model of learning in which the child is seen as an active agent in his or her own learning, selecting, retaining and transforming information to construct knowledge which is shaped by his or her unique way of seeing and interpreting the world. This, he called this situation scaffolding. The child actively and creatively constructs his/her own learning.

Social-constructivist view (VYGOTSKY) (the child learns by involving in social interaction). The child constructs his/her learning in cooperation with adults and teachers. The child’s mental development is promoted by social interaction. The child’s mental development operates on two different levels; the level present actual level in which the child is dependent on the help of someone more knowledgeable or skilled than themselves, and the future, potential level of development in which the child begins to think and behave independently. Vygotsky thinks that speech precedes thinking. The child’s language precedes cognitive development.

British teachers’ views:

* Children develop in sequential stages from concrete to abstract levels of thinking. A child must be ready to move on to the next developmental stage and most not be forced to move a higher level of thinking. * Children learn through first- hand (concrete) experiences, particular through structured play. * In social development children move from egocentrism to the abilitysempathize with others, * Children need to develop competence in their first language to function efficiently as learners * Every child is an individually learning in their own unique way. - This lists of beliefs shows very clearly the influence Piaget had

on these teachers.

The six beliefs given above can be reinterpreted in the light of newer thinking about how children learn

Leaning and sequential stages (1) Views based on Piaget had led to the teachers to underestimate the ability of children to reason, so the teachers focused on what children could not do, rather than could do. And she also argues thatteachers must wait rather passively until children are ready. Instead, children can be taught how to extend their powers of thinking towards more abstract reasoning.

Learning, egocentrism and the role of play (2-4) Within the social context children learn how to become social beings.It is useful ıf adults encourage children to reflect consciously on what they have learned about working, in pairs and groups, taking turns in games, and so on. This will be with younger students in L1. Teachers’ view on the importance of play depends on a variety of factors. Game: Plays promote children’s intellectual development. Plays aid in children’s physical development. Plays are an important aspect of children’s social development. Plays increase children’s imagination

The role of the first language (5) Various studies have shown the importance of discourse, interaction, stories and rhymes in children’s linguistic and cognitive development, especially children are seen as social beings rather than individual explorers. All cultures have an oral tradition, especially in the form of the teaching young children nursery, actionrhymes, traditional tales and songs. These are important way of attuning (alıştırmak, ayak uydurmak) culture of their L1 and help to provide a sense security since these oral activates are shared by family members. All these issues are vital in the development of the child’s L2.

The uniqueness of learners (6)

Multiple intelligences

Linguistic intelligence= a learner with a good vocabulary, a good reader, who learns well from stories and like doing crosswords.

Tongue twister, using puppets, writing games, reading games, role-play, word games, reading games, writing games

Logical-mathematical intelligence=a learner is good at or likes usingcomputers, is good at problem solving and classifying, sequencing andranking activities. Word puzzles, reading puzzles, writing puzzles, ranking, sequencing-ordering, classifying, and computer games

Spatial intelligence = a learner who enjoy drawing, who learns well from using pictures, maps, diagrams, word maps, learning from video and CD, visualizations

Kinaesthetic intelligence= a learner who learns through manipulating and moving objects and lively activities-action rhymes, songs and games. TPR, craftwork, dancing

Musical intelligence= a learner who learns well through the use of chants, rhymes and songs

Inter-personal intelligence= a learner who learns well from pair or group work activities surveys, games, interviews, brainstorming,

Intra-personal intelligence=a learner who is a good self-assessment exercises, learning diaries, someone who likes independent learning, such as project work and presentations, creative writing, reflection

Naturalistic intelligence= a learner who is good at recognizing patterns in things; someone who notices similarities and differences between things, someone who is like good at classifying and organizing things into groups. The kind of intelligence enriches the other seven intelligences. Sorting, patterns, classifying, nature projects

Thinking about pupils’ learning Teacher generates their personal theories on children’ learning in five main ways; *through their own memories of childhood learning *through their teacher training and reading *through reflection while they are in action in their classroom *after being classroom or informal discussion with colleagues *through professional development activities, such as further training and reading Unit III - How Children Think and Learn

Learning-Centredness - the young learner is at the centre. The activities are not only fun but also maximize learning Learner-centredness - the young learner is at the center of teacher planning and organizing the curriculum.Learning Style and Multiple Intelligences - children and adults thinkand learn in different ways - everyone has different learning styles. According to Gardner 's Multiple Intelligence (MI) theory there are at least seven different ways of learning - "seven intelligences":Linguistic - a good knowledge of vocabulary, an efficient readerLogical-mathematical intelligence - good at problem-solving and prefers classifying, sequencing and ranking activities.Spatial intelligence - enjoys drawing and completing word maps or webs.Kinaesthetic intelligence - learns well through manipulating and moving objectsMusical intelligence - enjoys chants, rhymes and songsInterpersonal intelligence - cooperative language learning activities; pair- or group-workIntrapersonal intelligence - prefers independent learning activitiesNaturalist intelligence - covers the other types of intelligences; recognize patterns in things, notices similarities and differences between things, good at classifying and organizing things.

Conceptual Development is the mental practices we develop, to understand objects, events, and/or issues in the world.Aspects of difference

Younger L2 learners Older L2 learners

Physical still developing motor skills.physically restless,

are more physically mature.

Emotional ego-centric, preoccupiedwith own needs, may display emotional instability sudden emotional outbursts.

may have inhibitions, anxiety about learning L2, more afraid of making errors, excessive expectations, conceptions, misconceptions, may suffer more from lack of motivation.

Conceptual are at an early stage oftheir conceptual

completed their conceptual development, more world knowledge,

development have developed abstract thinking abilities.

Educational are at an early stage oftheir schooling.

have developed literacy and numeracy in their first lang.

Linguistic less influenced by theirL1.

affected by their L1 and may tend to transfer structural or semantic items from their native language.

VIEWS ON HOW CHILDREN THINK AND LEARN PIAGET BRUNER VYGOTSKY

What is the theory oflearning?

Cognitivist view; from concrete to abstract levels of thinking

Constructivist view ; Each child has its own unique way of constructing knowledge.

Social-constructivist; The child learns by involving in social interaction

What is the role of the learner?

The child actively and creatively constructs his/her own learning.

The child actively and creatively constructs his/her own learning.

child constructs his/her learning in cooperation with adultsor teachers.

What is the role of the environment?

Physical and social environment is crucial Child learns by acting upon the physical and social environment.

The environment providesthe child with information which s/he can use to construct his/her learning.It provides opportunities for socialinteraction.

The child learns throughthe social interaction provided by his/her learning context.

How does the child develop mentally?

Child constructs his/her thinking by interacting with the physical and social environment.

The child's mental development is shaped bythe way s/he sees and interprets the world.Learning something by doing it, working with apicture or an image of it, using some symbolic means (e.g. language).

mental development ispromoted by social interaction.the child is dependent on the help of someone more knowledgeable or skilled than themselves, later the child gains independence

How does the child developlinguistically?

The child's cognitive development triggerslinguistic development: first the mental skills

The child's language development is assisted by a social support provided by others parents/teachers

language develops first; Mentalprocesses arising from language

must be acquired learning dominates thechild's cognitive development.

What are the strengths of the view?

It presents the child as an active agent in constructing his/herknowledge.

It introduces the termscaffolding. Learning is viewed as a process, not merely asa product.It emphasises the roleof social interaction

It highlightsthe importance ofsocial interaction in learning.It stresses the importance oflanguage in mental development.

What are the weaknesses of the view?

It underestimates the role of language in cognitive development.It deals with the child in isolation: It does not put any emphasis on the role of adults in helping children to learn.It overestimates the role of play in cognitive development.

____________________________________________________________________________________________________________4-HOW TO TEACH ENGLISH TO CHILDREN Avrupa’da çocuklara İngilizce öğretme yöntemi olarak communicative approach üzerinde bir fikir birliğine varılmıştır. Tabikaçınılmaz olarak dünya üzerinde ülkeler arasında çocuklara İngilizceöğretimi konusunda bazı farklılıklar olacaktır ve bu farklılıklar saygıyla karşılanmalıdır. Lakin bu konuda olasılıklar ile birlikte iyi informe edilmiş olmak gerekir, böylece kendi yöntemlerinizi diğeryöntemlerle karşılaştırabilir ve tekrar değerlendirebilirsiniz. Sınıfta öğretme yöntemini etkileyen faktörler arasında; İngilizce’ninöğretildiği bağlam ve bunun toplumdaki rolü, İngilizce’nin amaçları ve özellikleri, genel anlamda dilin öğretimi ve öğrenimi ile ilgili inanışlar yer alır. Ayrıca öğretmen ve onun kendi eğitimi, materyaller, kaynaklar, zaman ve son olarak kullanılan değerlendirmenin miktarı da öğretim yöntemini belirleme de etkili faktörlerdir. Supporting transfer of language learning skills from the L1 to the L2L1 ve L2 arasında teknikler ve prensipler açısından birçok benzerlik vardır.Aşağıda en önemlileri verilmiştir.1-Çocuklar mükemmel birer gözlemcidirler ve L1’da anlamı birçok yollaifade edebilirler; vücut dili, tonlama, jest ve mimik, yüz ifadesi vedilin kendisi gibi birçok yola başvurabilirler. Öğretmenler

öğrencilerin bu yeteneklerini L2’ye transfer etmede yardımcı olmalıdırlar.2-L1’i öğrenen çocuklar kelime ve cümleleri sürekli tekrar ederler kihem seste hem de anlamda bir bütünlük kurabilsinler. Çocuk kelimeyi öğrendiğini anlayınca tekrar etmeyi bırakır. Öğretmenler ise öğrencilerin bu tepkilerinden ne zaman öğrenmiş olduklarını anlamalıdır.3-Çocuklar L1’i öğrenirken yıllarca hipotez test becerilerini bilemektedirler. Aynı zamanda L2’deki gramer kurallarını da öğrenirken L1’de yıllarca öğrendikleri bu becerilerden de yararlanabilirler.4-Öğrenciler tahmin yapmada oldukça yeteneklidirler ve öğretmenler onların bu becerilerinden yaralanarak öğrenmeyi öğrenmelerini sağlayabilirler.5-Çocuklar dili çok fazla bilmeseler de 3–4 kelimeyle bile olsa hattatonlayarak konuşmayı severler. Bu L2’nin gelişimi içinde faydalı bir taktiktir. Öğretmenler çocukların gramer hatası yapsalar bile iletişime girmelerine rehberlik etmelidirler.6-Öğretmenler verdikleri destek ile onlardan bekledikleri katılım arasında bir denge kurmalıdırlar. Eğer bütün dil üzerinde rehberlik edilirse o zaman bu çok kolay ve tekrarı olur. Aynı şekilde eğer bütün çalışma öğrencilerden bekleniyorsa bu çok zor olur ve öğrenciler demotive olur.7-L1’i öğrenen çocuklar çok risk alan ve deneyci gibi görünürler. Onların “sıra bana gelsin” istekleri teşvik edilmeli ve anında düzeltme ya da sert bir sınıf atmosferi ile hevesleri kaçırılmamalıdır. Tüm bu prensipler öğrencilerin kabiliyetlerini göz önünde bulundurduklarından öğrenme-merkezli bir dil müfredatına uygun düşmektedirler. Teaching-centred or learning-centred?Geleneksel sınıf ortamında uygulanan öğretme yönteminde öğretmen sınıfa hakimdir ve tek yönetmen odur.Yeni bir dili takdim ederken dilin tüm noktalarını tek tek anlatma prosedürleri gösterme etkili bir yöntemdir.Öğrenmeyi sağlayan bu tekniğe biz İngilizce’de teaching-centred yöntem diyoruz.Bu yöntemde sınıftaki hareketleri öğretmen kontrol eder,anlatarak çok konuşur,birçok direktif verir,çoksoru sorar ve öğrenciler de cevap verir.Bu yöntemde çocuklar etkileşim için çok az şansa sahiptir.Çocuklar genelde pasiftir,grup yada ikili çalışma yapmazlar,çünkü onlara göre onların öğrenmeleriylegörevlendirilen öğretmendir.Diğer tarafta ise çocukların konuşmaya teşvik edildiği,dili daha yaratıcı kullandıkları daha etkileşimsel bir yöntem vardır o da learning-centred yöntemidir.Mesela tasklar

öğrenciyi kendi fikirlerini beyan etmeye,textten bilgiyi bulmaya,birbirlerine soru sormaya ve önerilerde bulunmaya teşvik edebilir.Burada öğretmenler konularını öğrencilerin ilgilerine göre seçerler ve ikili yada grup çalışmaları uygularlar ki öğrencilerin birlikte konuşmaya okumaya ve yazmaya fazlasıyla zamanları olsun.Bu yöntem aynı zamanda öğrenciye oyun gibi aktivitelerde öğretmen rolü bile almasını sağlar ve buda onları öğrenmede daha bağımsız kılar.Bu yöntemle öğrenciler kendi kendini değerlendirme gibi kabiliyetlerini geliştirerek kendi kendilerine öğrenmeyi de öğrenmiş olurlar.Önemli olan en etkili öğrenme adına öğretmenlerin bu iki yöntem arasında denge kurabilmesidir.İngilizce derslerinde öğrenme daha etkileşimseldir yani learning-centred’dır. Types of language teaching approachİlk öğretimlerde şu an aktif olarak tercih edilen altı yaklaşım vardır: Audio-lingualBu yaklaşım yeni öğrenilen dilin sürekli diyaloglarla tekrar edilmesini gerektirir.Behaviouristler bu yaklaşımı benimserler.Bu yaklaşım teaching-centred olmaya meyillidir.Bu yaklaşım genelde ezberve taklit gerektirir ve çok grup ile ikili çalışma içerir.Bu yaklaşımöğretmenlerin kendi yetiştirilme tarzlarına benzediğinden öğretmenlerarasında popülerdir.Kolay yönetilebilir ve dil seviyesi düşük öğrenciler için kullanışlıdır.Çocukların dinlemesini ve ezberi gerektirir.Ama öğrencilerin bağımsız düşünmelerini,anlamlandırmalarını ve üretmelerini teşvik etmez.Bu yaklaşımda öğrencilerin dikkatini çekecek aktiviteler olmadığı için sıkılma ihtimalleri yüksektir ve bu da onların yeni öğrenilen yabancıbir dile pozitif bir tavır takınmamalarına neden olur.Total physical response(TPR)TPR çocuklar arasında oldukça popülerdir;çünkü dinleme becerilerini geliştirir,yeni dili görsel olarak sunar,hareket ve katılım gerektirir ve ilk zamanlar çocukları İngilizce konuşmaya yönelik baskı altında tutmaz.Bir süre sonra öğrenciler öğretmen rolü üstlenebilir,arkadaşlarına direktifler verebilir ve jest mimiklerle bir şeyleri tanımlayabilirler.Elbetteki eğer siz şarkı,hikaye,kafiye dibi aktiviteleri kullanıyorsanız o zaman siz TPR approach’ı kullanmış olursunuz.The communicative approachBu yaklaşımın temeli social-interactionist teoriye dayanır ve dil öğrenmeyi sosyal bir durum olarak tanımlar ve dilde etkileşimi vurgular.Bu yaklaşımda çocuklar sonuç çıkarma,hareketlerle anlatma,dinleme,konuşma,okuma ve yazma gibi kabiliyetler gerektiren

tasklar üzerinde çalışırlar.Bu yaklaşımı temel alan ders kitaplarındakalıpsal bir syllabus vardır,ve genellikle konular birbiriyle bağlantılıdır mesela insanlardan seyahatten konuşmak ve planlar yapmak gibi.Bu yaklaşım genellikle activity-based olarak da bilinir ve üç çeşit aktivite gerektirir;problem solving aktivitesi,interactive aktiviteler, ve creative aktiviteler.Tüm bu aktiviteler çocukları teşvik eder ve çocukların communicative competence’ini geliştirmeyi hedefler.Bu yaklaşım gramer yapısını göz ardı ettiği için eleştirilmiştir.Task-based learning(TBL)Task-based learning(TBL) son zamanlarda ELT’deki en metodolojik yaklaşımlardan biridir.Bu yaklaşım akıcılıkla doğruluğu dengeleyerek ve öğrencileri hem konuşma hem de yazmaya teşvik ederek aslında bir nevi communicative approach’ı geliştiren bir yöntemdir.Bu yaklaşımda öğrenciler çalışmalarını sınıfla paylaşırlar,tabi bu da onlara sunacağı taskı kendileri belirleme şansını vermekte ve onlara sorumluluk yüklemektedir.Çocuklar taskı sınıfa sunduktan sonra onun dili üzerinde yoğunlaşırlar ve dilde doğruluğu sağlarlar.Her taskın önceden belirlenmiş bir amacı vardır.Bu yaklaşımda üç aşama vardır;*pre-task preparation(kullanılacak prosedürlerin ve dilin sunumu),*the task itself(çocuklar taskı ikili gruplar halinde çalışarak sonuçlarının kısa bir özetini yaparlar),ve son aşama *language focus’tur. Macro-task hareketlerle anlatma,kaydetme ve yazma,modellik,oyunlar,quiz yapma,resimli bilgi kitapçıkları düzenleme ve araştırma yapma gibi aktiviteleri gerektirir.Bu yaklaşımla çocuklar uygulamalı olarak çalıştıklarında dilin neyi niçin öğrendikleri bilincinde olurlar.Language focus aşaması language-awareness’ı geliştirir ve dil çalışmaları gerektirir.Bu yaklaşım çocuklara kişisellik ve yaratıcılık olanağı sunar.Bu yaklaşımda rehber bir prensip ise çocuklar ihtiyaç duydukları dili yani kendi belirledikleri dili daha kolay hatırlarlar öğretmenlerin karar verdiğini değil.Story-based methodologyHikaye anlatma evrensel bir olgudur,çocukların sosyal,entelektüel,ve kültürel gelişiminde etkindir.Bu yüzden story-based methodology ye olan ilgi ilköğretimlerde fazladır.Cross-curricularBu yaklaşım activity-based(communicative)approach ve task-based approach ile bağlantılıdır.Burada L2’nin gelişimi ile resim,beden eğitimi,matematik,fen bilgisi gibi müfredatın diğer alanları arasındabir ilişki kurulur. Stages in learning

Her ne kadar 6tane yaklaşımdan bahsetmişsek de bunlardan en fazla kullanılanı communicative/activity-based approach’tır.Bahsi geçen tümyaklaşımlar sınıf ortamında klasik olarak 3 aşamayı gerektirir.Bir modele göre bunlar Presentation-Practice-Production yani (PPP)’dir.Diğer bir modele göre ise-ki bu daha çok learning-centred viewe göredir-bu üç aşama şu şekilde sınıflandırılır;Meeting new language,Manipulating it,and Making the language on your own yani (MMM)’dir.Genelde ilk iki aşama çok iyi uygulanır.Ama son aşamadan genelde daha az verim alınır. Meeting new languageÖğretmenin yeni bir dili sunma şekli sahip olduğu kaynaklara bağlıdır.Bunlar öğretmenin kendisi olabilir,öğretmen ve tahta olabilir,native-speaker model olabilir,tepe göz projektör yada flaşkartlar gibi diğer görsel objeler olabilir,kukla,fotoğraf,resim,kaset ve CD-ROM da diğer kaynaklardır.Bu noktada öğretmen canlı ve ilginç bir yolla kapsamlı bir girdi sunmaya çalışarak çocukların işitme görme ve dünya bilgilerini kullanarak öğrenmelerini sağlar.Bu da demektir ki öğretmen öncelikle anlamı,yapıyı,ve telaffuzu doğru bir şekilde vermeli,ikinci olarak onların anlayıp anlamadıklarını kontrol etmelidir.Bu aşama transmission teaching ile karakterize edilir,ve buda teaching-centred görüşün uygulanması demektir.Bu aşamada sıkı bir denetim vardır.Bu aşamada öğrencilerin hatası nazik bir şekilde tehdit etmeden düzeltilmelidir.Manipulating new languageÖğretmen dili sunduktan sonra çeşitli aktivitelerle dilin nasıl kullanılacağını öğretmelidir.Bu aşamada ilk etapta kontrollü bir şekilde öğretmen tarafından planlanmalı ve daha sonra rehberlik edilmelidir.Bu şekilde çocuklar dili hatırlamak için çok daha sorumluk duyarlar,ama mutlaka teyp,şema,ve resim gibi aktivitelerle desteklenmelidirler.Manipulation stage’nin kontrol edilmesi gereken kısmında öğretmen öğrencileri hatalarını mutlaka düzeltmelidir ve sürekli tekrar yapılmalıdır.Kontrol kısmından guided manipulation’a geçtiğimizde ise Öğretmen daha çok iletişime odaklanmalıdır.Her öğrenci ilgili olduğu konu hakkında konuşacaktır.Böylece sınıf içindetakımlar,gruplar ve çiftler oluşacaktır.Making the language your ownBu aşamada öğrenciler iletişim kurabilmek için ikili yada grup halinde çalışırlar.Öğrenciler dili daha özgür,daha az kontrol edilir bir şekilde kullanırlar,ama tabi anlayarak ve anlamını bilerek konuşurlar.Bu aşamada öğrencinin konuşmasını sık sık kesmemeliyiz,çünkü bu onu demotive eder ve tüm konsantrasyonunu kaybeder,oysaki o zaten sıra bana gelsin diye ısrar ederken bunun

üstesinden geleceğine emin bir şekilde parmak kaldırmıştır.Eğer sınıfgeneli belli bir noktada hata yapılıyorsa öğretmen bir sonraki gün orayı tekrar anlatmalıdır.Eğer bireysel hatalar yapılıyorsa o zaman iki yol vardır;ya anında demotive etmeden hatayı düzeltmek,yada zamanla çocuğun kendi hatasının fakına varıp düzeltmesini beklemek.Buaşamada çocuklardan dili süper bir şekilde kullanmalarını beklemek hiç de gerçekçi değildir.Bu aşama çocukların etkileşimsel becerilerini,dinleme,konuşma,yazma ve okuma becerilerini geliştirmeleri açısından önemlidir.Demek ki asıl amaç communicative competence’i geliştirmektir.Ve son olarak bu aşamada çocuklar neler öğrenmiş bir gözden geçirmeleri istenmelidir. Task designTask design’de öncelikle tasklar ile aktiviteleri birbirinden ayırtmak gerekir,çünkü sanki bunlar birbirlerinin yerine kullanılıyormuş gibi yanlış bir düşünce var.Tasklar aktiviteler sonucu geliştirilen dil stratejileri ve becerileri ile desteklenmelidirler.Aktiviteler ise öğrencileri dile hazırlıyor ve task’ın talepleri konusunda düşünmeyi gerektiriyor. ActivitiesAktiviteler çeşitli spesifik dil beceri ve bilgilerini öğretmeyi amaçlar.Asıl amaçları dili pratiğe dökmektir.Kelime,gramer,dinleme veşemalar gibi aktiviteler üzerinde odaklanılır.Aktiviteler bazı task prosedürleri için prova niteliğindedirler,öğrenci kontrolü azdır ve bazı basit kavramsal içeriklere sahiptirler.Tasklar üzerinde daha bağımsız çalışmak için öğrencileri buna hazırlayan bir araç konumundadırlar.Genellikle in pairs yani ikili yada bireysel yapılırlar,dinleme ve yeni kelimeleri fark etme,telaffuz,vurgu,flaşkartlarla yeni kelimeler çalışma,ikili diyaloglar,resimle kelimeyi ifade etme,gramer ile ilgili boşluk doldurmaca sınıf ortamında kullanılan çeşitli aktivitelerdendir.TasksTasklar da dilin getirdiği sonuçlar gibi dilin belli bir bölümünü bitirdikten ve öğrenme gerçekleştikten sonra ortaya çıkarlar.Tasklar öğrencileri dili kişileştirme de teşvik edici olurlar,ilgi alanlarınıtakip ederler,ve öğrencilerin dili bağımsız ve yaratıcı bir şekilde kullanmalarını sağlarlar.Aşağıda bazı task çeşitleri verilmiştir;*writing a story*performing a play*playing a game*creating models*devising a survey*creative speaking or writing

*investigating a topic(sf:51 deki şemayı incele) 4-HOW TO TEACH ENGLISH TO CHILDREN There is a bunch of factors that might impact on a teacher’s classroom practises or methodology; some aspects of teaching contex. 1-the goals and syllabus for teaching English 2-the context in which language is learned 3-the role it plays within the community 4-beliefs about teaching and learning 5-beliefs about language teaching and learning 6-language teacher and her training 7-language learners 8-Materials, resources, and time available language teaching 9-the amount and type of assessment used Transfer of language learning skills from the L1 to the L2

Children can draw on (kullanmak, yararlanmak) such sources as body language, intonation, gestures, facial expressions, social context tograsp meaning in L1. What L2 teachers need to do is to promote the use of these skills through contextualized language use and visual support. Children learning their L1 often repeat words and phrases. L2 teachers can thus incorporate repetition in their classroom as a useful teaching strategy. But it must not be overused since it might hinder learner creativity and lead to lack of motivation. And teachers must be guided. In acquiring their L1 children have spent years honing their puzzling –out, hypothesis- testing. Children learn their L1 inductively. That is, they are not explicitly taught forms of language. Children themselves work out grammatical forms. The use of inductive language learning exercises in L2 classrooms would mirror such processes in L1 learning. Children are good guessers and predictors. L2 teachers can usefully exploit these skills, for example, in teaching vocabulary to their young learners. Although they do not know much language, children like to talk and like to experiment with the language. What language teachers need to do is to encourage their learners to express themselves in the L2, using whatever means - their learners use to get their meaning across. Children are good risk-takers. This skill of children should be encouraged in L2 classrooms, and too much error correction and a strict classroom atmosphere should be avoided in order not to hinder

learners' attempts of interaction Teachers need to create a balance in their classroom between providing support and providing a challenge.

Teacher – centred, Student - centred The role of the teacher Conductor Responsible for student learning Transmitter of knowledge Guide Facilitator of learning The role of the students Passive recipient of knowledge Responsible for his/her learning Active participant in classroom decision-making processesTasks/activities used Whole-class activities (Repetition, drills) Group language practice Pair and group work Learning logs Self-assessment activities Strengths * may be useful for introducing new language points, for providing whole-class or group language practice, for modelling language and procedures carried out in small learner groups. * may provide a sense of structure to learners. * allows for learner creativity and initiative. * encourages learners to be more independent and to take charge of their own learning Weaknesses * attributes a passive role to learners. * may hinder learner creativity. * does not offer learners opportunities for real interaction. * may be alien (yabancı olabilir) to those who are accustomed to transmission, traditional type of teaching.

Types of languages teaching approaches

Audio-lingual approach It based on structuralism and behaviourism, involving the use of repetition of new language, often based on dialogues. It tends to be teaching-centred. Language learning is a habit formation. Teacher is a model correct language behaviour and active in the classroom. Learners are passive recipient of input. Learning activities consistsof memorisation, imitation and drills. Structural syllabus is used. Disadvantages are over emphasis decontextualized and mechanical language practise and less emphasis on meaning and encouraging children to think for themselves or produce language independently.

Because of that, children are quickly bored.

TPR It is very popular with young children because it develops listening skills, introduces new language in a very visual, contextualised way,involving activity and movement and does not at first put pressure onyoung learners to speak. In time, some learners may be able to play the part of the teacher and give instructions for children to follow,or describe actions for other children to mime, and so on. Of course,when you use action songs, rhymes and stories, this is a TPR.

The communicative approach It based on social Interactionists theory. Language learning is result of social interaction. For children this approach means that language teachers engage learners in drawing, acting out, listening, talking, reading or writing based on meaningful and contextualised task using language which has been carefully prepared. It is based onstructural syllabus, often organised by linked topics and language functions, for example, travel, making plans, as in the blue skies. This approach is often referred to as activity - based and commonly involves the use of three types of activities; problem-solving activities such as identifying, matching, sequencing, prioritising, and classifying: interactive activities such as making surveys, carrying out interviews: and creative activities such as making masks, birthday cards, and so on. However this approach has been criticized by some for focusing on communication and fluency too much and overlooking grammatical accuracy.

Task-based learning It involves: learners in using language for purposes which go beyond merely practising the language in order to learn it; a context from which the purpose for language emerges; purpose and context stimulating the learners to do something through language; and the purposeful activity leads towards a product. Language learning takes places through social interaction. In its strong form, TBL is attempt to improve on the communicative approach by trying to balance accuracy with fluency and by encouraging more authentic output (speaking, writing) from learners. This is done by encouraging learners to make a public presentation oftheir work. Public presentations are followed by language analysis activities where the pupils focus on accuracy in language after completion of a task. This approach has three phases; Pre-task preparation= introduction of new language and procedures to

be used. The task-itself=children doing the macro task in pairs with a final public summary of their results. The final phase=language focus

-the benefits of language-focus phase in task-based learning? *It develops language awareness of learners. *It allows learners to use the language for their own purposes. *It provides opportunities for recycling the language recently learned. *It focuses learner attention on accuracy.

Story-based methodology Storytelling is a universal phenomenon, central to children’s social intellectual and cultural development.

Cross-curricular The development of L2 is linked to other areas of curriculum such as mathematics, physical education

Task design Tasks need to be supported by a previous focus on language forms, skills and strategies developed through activities.

Activities Activities focus on the guided teaching and learning of specific items of language, skills.

Their characteristics; *provide controlled and guided practise *rehearse (anlatmak, tekrarlamak) specific language items, skills *support the linguistic and cognitive demands of tasks in a structured way *focus on language practise *are not always personalised according to pupils’ interests *are not a meaningful end in themselves *provide a small degree of pupil freedom and choice *cognitively simple Activities: -Listening for specific sounds and words to notice new sounds and words -Matching the word stress by using large and small cards -Practising new vocabulary by using flashcards -Sequencing letters, words, sentences to practise spelling, vocabulary, discourse patterns

-Labelling a picture or diagram to practise new vocabulary -Matching parts of a sentence and gap-filling/cloze exercises to practise new grammatical forms

Tasks Tasks, like the final language outcomes, emerge after pupils have studied a particular set of language and help to provide a context toensure that learning has taken place.

Characteristics of tasks; *provide opportunities to develop interaction and fluency *are contextualized with a real purpose and audience *provide more pupil independence and choice *encourage production and creative use of language *can be personalized according to pupil’s’ interests *are more cognitively demanding *have a clear goal *have a clear outcome

Tasks: *Drawing/writing/performing a new version of a story *Writing and performing a simple play *Making and playing a board game *Planning and creating objects *Devising a survey, carrying it out and presenting the results in written or spoken form *Creative speaking or writing such as posters, stories, class magazines, etc *Investigating a topic and presenting it in the classroom

Stages in learning

More learning-centred method used by the Nottingham University (MMM)

Meeting newer language The way a teacher presents new language depends on the resources she has access to. These might include the teacher on her own, acting as the main language model, the teacher and blackboard, overhead projector, other visuals, CDs, photos. Teacher should try to provide comprehensible input in lively and interesting way. Teacher is responsible firstly introducing the meaning, form, pronunciation of new language correctly and secondly checking the pupils’ comprehension. This stage is characterized by transmission teaching, whichis the teacher centred and tightly controlled. Learners will be

corrected but in gentle way.

Manipulating new language Teacher should try as soon as possible to support learners in manipulating the new language in a variety of activities. This stage is also orchestrated by the teacher, at first in a controlled way andthen in a more guided way. The pupils become more and more responsible for remembering the language, but always with some support. In controlled stage which is usually repetition of some kind, the teacher will be quite strict about correcting the pupils’ language, as she is focusing on accuracy. Moving from controlled to more guided stage, the teacher will focus on communication. At this point, the class is likely to be divided into teams, groups or pairs.

Making the language your own At this stage, the pupils are likely to use pair or group work for activities with a clear purpose so they need to communicate. Here thepupils are using the language they have practised in much free, less controlled way. Correction by the teacher will be very demotivating and inappropriate since the pupils have grasped the meaning very welland are willing to ‘have a go’. The pupils can do some errors which the teacher note and evaluate. If the errors are more individual the teacher gently can correct. Remember that is unrealistic to expect children to use new language perfectly at this stage. This stage is important for developing pupils’ international skills listening and speaking as well as writing and reading. Finally, children should be encouraged to review what they have done and learned.

IV – How to Teach English to Children

Factors that might have an impact on a teacher's classroom practices; The context in which language is learned and the role it plays within the community.The goals and syllabus for teaching English - Beliefs about teaching and learning Language teacher him/herself and his/her training Language learners - Materials, resources and time available for language teaching - Amount and type of assessment used

Methodology – how to teach Teacher Centredness - organising and controlling – teacher does most of the talking

Learner-Centredness – learner is in charge, active participant in classroom - decision making

Audio Lingual Approach – Language learning is habit formation. Activities involve repetition, memorisation and imitation. Communicative Approach – communication and real life situations. Learner centered

Activity prepares learners for the linguistic and cognitive demands of a task. Task is an activity where the language is used for communicative purpose Task Based Learning – effective learning is promoted if the learner’smind is focused on the task rather than the language.

Children can draw on such sources as body language, intonation, gestures, facial expressions, social context to grasp meaning in their L1. L2 teachers need to to promote the use of these skills through contextualised language use and visual support. Children repeat words and phrases. L2 teachers can use repetition in their classrooms as a useful teaching strategy. But if repetition is over-emphasised, it might hinder learner creativity and might lead to lack of motivation on the part of the learners.

Children learn their L1 inductively (not explicitly taught forms of language) Children themselves work out grammatical forms. The use of inductive language learning exercises in L2 classrooms would mirror such processes in L1 learning. Children are good guessers and predictors. L2 teachers can benefit from these skills, for example, in teaching vocabulary to their young learners. Children like talking and experimenting with the language. What language teachers need to do is to encourage their learners to express themselves in the L2, irrespective of whatever means their learners use to get their meaning across. Children are good risk-takers. This skill should be encouraged in L2 classrooms, and too much error correction and a strict classroom

atmosphere should be avoided in order not to hinder learners' attempts of interaction.

IN TERMS OF...

TEACHER-CENTREDNESS LEARNER-CENTREDNES

The role of the teacher

Conductor - Responsible for student learning - Transmitter of knowledge

Guide - Facilitator of learning

The role of the students

Passive recipient of knowledgeResponsible for his/her learning

Active participant in classroom decision-making processes

Tasks. activities used

Whole-class activities (Repetition, drills), Group language practice

Pair and group work , Learning logs Self-assessment activities

Strengths may be useful for introducing new langpoints for providing whole-class or group language practice, for modellinglang and procedures carried out in small learner groups. may provide a sense of structure to learners.

allows for learner creativity and initiative;

encourages learners to be more independent

and to take charge of their own learning

Weaknesses attributes a passive role to learners. may hinder learner creativity. does notoffer learners opportunities for real interaction.

may be alien to those who are accustomed to

traditional type of transmission

APPROACH Theory / view Teacher roles

Learner roles

Learning activities

Syllabus Criticisms

Audio-lingual

habit formation.

Model Active Passive Memorisation Imitation Drills

Structural syllabus

emphasis on decontextualised, mechanical lang practice, meaning less emphasised

Total Physical Response

Learning takesplace through stimulus-response chain

Controller of lang input, provider of the best kind of exposure to language.

Listener Performer of commands given by the teacher

Imperatives Conversational dialogues, Role plays, Slide presentations

Sentence-based syllabus organised around grammatical, lexical items

Not appropriate for learners from all levels of language and from different age groups.

The Language Need analyst,Counsellor, process

Negotiator Tasks, talking Notional- Too much emphasis

Communicative Approach

learning is the result of social interaction.

manager, Facilitator

Cooperative Autonomous

and discussion sessions , Dialogues / roleplays Simulations Skits , Debates, improvisations

functional syllabus Communicative syllabus

on fluency over accuracy

Task based learning

Lang learning takes place via social interaction.

Selector andsequencer oftasks

Group participant Monitor Risk-taker

Jigsaw tasks, informationgap problemsolving decisionmaking opinion exchange

Task-based organised aroundreal-world and pedagogical

Difficulty in selecting and evaluating tasks

Story-based method

Language learning is a contextualisedmeaningful enterprise.

Story-tellerSelector of stories

Active participant in classroomactivities

Dramatization Songs, rhymes Book-making quiz/competition, poster-design,project work etc

Cross-curricular

Language learning is aninter-disciplinary issue.

Collaborator; cooperateswith other teachers, Selector of topics

Active participant in classroom activities

Stories Making investigations and surveys

Topic-based syllabus

Difficulty in selecting topics Problem of findingresources Problem of emphasis on learning facts or learning language

ATCMTESCM-----BU 6 YAKLAŞIMIN BAŞ HARFLERİ—kırmızı ile yazılanlardır--

5-LEARNING TO LEARN Definitions of learning to learnLearning to learn aynı zamanda learner training olarak da bilinir. Buterim yani learning to learn metacognitive awareness ve learning stratejilerini geliştirmek için tasarlanmış bir çok aktivite içerir.Amacı öğrencilerin nasıl öğrendiklerine ve ne öğrendiklerine odaklanmaktır.Aynı zamanda öğrencileri kendi öğrenme stratejilerini geliştirecek bilince yöneltmek ve nasıl öğrendikleri bilincini aşılamak gibi başlıca iki amacı da vardır.Böylece öğrenciler çok dahaetkili ve bağımsız birer öğrenen olabilirler. The development of metacognitive awarenessMetacognitive awareness kabaca öğrenmeyi öğrenme yada bilmeyi bilme olarak tanımlanabilir. Bu da öğrencinin etkili öğrenmesini sağlayacakkendi öğrenme bilincini içermektedir. Çocuklara şans verildiğinde ve doğru sorular sorulduğunda onlar kendilerini öğrenme tecrübeleri hakkında anlamlı bir şekilde ifade edebilirler. Öğretmenin burada birkatalizör olarak rolü büyüktür. Metacognitive awareness’in 4 alt koluvardır. Bunlar;*language awareness*cognitive awareness*social awareness* ve *cultural awareness’tir(CCSL diye ezberlenebilir).Bunların hepsi bir yerde birbirleriyle örtüşürler.

1-Language awareness: Buradaki asıl amaç öğrencileri soru sormaya teşvik etmek için onların dil hakkındaki ilgi ve meraklarını uyandırmaktır. Böylece L1 ve yabancı dil hakkında genel bir anlama bilinci aşılanır. Bu da dili analiz etmek ve tanımlamak, L1 ve L2 arasında kıyaslamalar yapmak, ve de dilin kurallarını ortaya çıkarmakiçin metalanguage (target language, dilleri tanımlamaya yarayan dil, bu L1 olabilir)’in kullanımını gerektirir.2-Social awareness: Bu öğrenme alanı Vygotsky’nin socia-cultural öğrenme teorisiyle bağlantılıdır, yani yüksek derecede cognitive fonksiyonlarsosyal etkileşimden özümsenir(internalized).Bu da sınıfta işbirlikçi olmak, yardımlaşarak öğrenmek,sınıfta nasıl hareket edilmesi gerektiğini bilmek,sınıfta olumlu tutumlar göstermek ve etkileşime geçmek gibi gereklilikleri kapsar.3-Cognitive awareness: Buradaki asıl amaç çocukların yabancı bir dili neden ve nasıl (why and how) öğrendiklerini anlamlarına yardımcı olmaktır. Aynı zamanda kişisel, cognitive, kültürel, efektiv ve sosyal getiriler sunar.4-Cultural awareness: Bu da çocukların hedef dildeki insanların kültürlerini anlamak, kendileri ve diğerleri arasındaki benzerlik ve farklılıkları keşfetmeyi amaçlar. Çocuklar tek kültür bilincinden çoklu kültür bilincine yavaş yavaş varırlar. The development of learning strategiesLearning stratejileri iki ayrı ANA gruba ayrılmıştır. Metacognitive stratejiler daha geneldirler ve öğrenmeyi yönetirler. Cognitive stratejiler ise daha spesifik tasklar içerirler ve her bir konuyu öğretmeyi amaç edinirler. Bu iki stratejinin kombinasyonu diğer dersler ile ilgili stratejiler geliştirmede de etkilidir. Ve böylece daha ileri bir kategori çıkmıştır, bu da socioaffective stratejilerdir. Bu stratejiler sosyal ve grup aktiviteleri içerirler.Diğer bir strateji çeşidi de gelecek chapter’da anlatılacak olan communicative stratejilerdir. Bu stratejiler de İngilizce’de anlam veiletişim gibi aktiviteleri içerirler. A)Metacognitive strategies1-Planing learning: Genelde öğrenmeyi planlayan öğretmendir. Ama aynı zamanda hazır durumda bir öğretmen planlamanın nasıl yapılacağı konusunda model olabilir. Çocukların bilgi ve güvenleri arttıkça öğrenmeyi planlama konusunda daha çok sorumluluk alırlar. 2-Hypothesising: Öğrenciler mesela gramer konusunda çalışmaya hipotez kurmaya teşvik edilebilirler, örneğin neden “a ve an” isimlerden öncegelir. Aynı zamanda bir hikayenin anlamını da hipotezsize edebilirler.

3-Comparing: Çocuklar L1 ve L2 arasındaki benzerlik ve farklılıkları bulmaya teşvik edilebilirler.Bu dil merakını uyandırır ve dolayısıylalanguage awareness’i geliştirir. Aynı zamanda kültürel farklılıkları da karşılaştırabilirler.4-Self-questioning: Öğrencilere kendi ilerlemeleri ile ilgili nasıl soru soracakları öğretilebilir.5-Self-assessment: Öğrenciler değerlendirme kâğıtları vasıtasıyla dersteki performanslarını sınıfa kattıklarını sınayabilir ve dolayısıyla ilerlemelerini gözlemleyebilirler.6-Self-correction: Öğrencilere kendi tasklarını kendileri kontrol etme şansı verilmelidir. Böylece sorumluluk yüklenirler ve nerde ne hata yaptıklarını kedileri bulmuş olurlar.7-Reviewing: Öğrencilere sistematik olarak gözden geçirme öğretilmelidir, böylece ne bilip bilmedikleri ortaya çıkar.8-Selecting activities: Zaman zaman çocuklara aktiviteleri seçme olanağı verilmelidir. Böylece çocuklar kendi ilgi ve alakalarına göre aktiviteyi seçmiş olurlar. B)Cognitive strategiesBunlar ezber, sorting, sınıflama, eşleştirme, tahmin etme, kütüphaneyi yada sözlük kullanma gibi aktivitelerdir. Listening, reading, speaking, writing gibi spesifik becerileri geliştirirler.1-Classifying: Çocuklar nesneleri gruplara ayırtırken, mesela kelimeleri gruplandırırken bu onların daha kolay hatırlamasını sağlar. 2-Using visual and audio clues as aids to meaning: Kelimelerin L1 deki anlamlarını ses tonu, yüz ifadesi, jest ve mimik ya da görsel bir destekle açıklayabiliriz. Bu genellikle bilinç altında yapılır. Bu ipuçları L2 nin anlamını deşifre etmede çok işe yararlar.3-Predicting: Öğretmen öğrencileri tahmin yürütmeye teşvik etmeli yapılan yanlış tahminleri göz ardı etmelidir. Buradaki asıl amaç çocukların okudukları hakkında genel bir tahmin yürütmelerini sağlamaktır. Bu öğrencilerin kişisel katılımını gerektirir ve kendilerine olan güvenlerinin artırır.4-Risk-taking: Öğrencilerin dil çalışmalarında risk alabilecek kadar güven kazanmış olmaları önemlidir. Böylece yanlarında bir öğretmen,yada arkadaş veya herhangi bir sözlükte olmadan çalışmalarını sağlar.Öğretmen öğrencileri şu gibi durumlarda risk almaya davet edebilir;bir kelimenin anlamını tahmin etmek için,yeni bir kelimeyi telaffuz etmek için,hypotesize etmek için,bir öğrenme stratejisini tartışmak için gibi..5-Organizing work:İngilizce dersi ile ilgili bir çalışma farklı şekillerde organize edilebilir;etiketlenmiş ve tarihlenmiş bir çalışma kitabı içinde,kişisel kelime setleri olarak ki bunlar da resimlerden kesilmiş,renklendirilmiş ve etiketlenmiş olmalı,kişisel

resimli sözlükler olarak,şarkı ve kafiyeli kitaplar olarak..Tüm bu çalışmalar onların eforlarını kişiselleştirmiş olur.C)Socioaffective strategiesBu stratejiler dil öğrenme aktivitelerinde işbirliğini gerektirir.Bu da pair yada grup çalışmalarıyla,proje röportaj yada araştırmalarla mümkündür.Pair yada grup olarak çalışanlar öğretmenden bağımsız olarak sorumluluk yüklenirler ve kendi çalışmalarını kendileri planlar ve yönetirler. Teacher’s anxieties about learning to learnHer ne kadar öğrencilere kendi öğrenmelerini sağlamaya yönelik bir trend varsa da öğretmenlerin bu konuda bazı tereddütleri vardır. Kendilerinin görmediği bir yaklaşımı uygulamak konusunda biraz şüphelidirler ve zamanın da kısıtlı olması onların üzerinde bir baskıoluşturmaktadır. Sunulan materyaller ile ilgili guidelines eksikleri olduğu düşünmektedirler ve bu yüzden öğrenmeyi öğrenme metodunu nasılyürüteceklerini konusunda pek de fikir sahibi değildirler. Bazıları L1’in L2 üzerinde etkili olup olmadığı konusunda endişelidirler. Bazıları da bu yöntemin çocuklar için çok ağır geldiğini düşünmektedirler. The benefits of learning to learnWhat is in it for the pupils?Öğretmenler öğrencilerde yüksek motivasyon,daha sorgulayıcı,aktif ve kişisel ilgi olduğunu gözlemlemişlerdir.Öğrenciler öğrenmenin gerçekleşmesi konusunda ne kadar informe edilirseler o kadar öğrenmelerinde bu faktör etkili olur.What is in it for the teachers?Öğrencilerin öğrenmeye daha çok motive olmuş olmaları öğrenmeye olan ilgileri siz öğretmenlerin işini öğrenmeyi planlarken daha da kolaylaşmaktadır.Öğretmenler sürekli kendi öğretme ve inançlarını sorgulamak zorunda olduklarından bu onların kendi mesleki gelişimlerihakkında daha çok haberdar olmalarını sağlıyor. Practical solutions and techniques A methodology for learning to learn:The Plan-Do-Review ModelBu metodoloji üç bölümden oluşur.Beceri alanlarına göre isimlendirilir,mesela bir hikaye dinleniyorsa bu üç aşama şu şekilde isimlendirilir;*pre-listening(plan-reflection),*while listening(do-experimentation),*post-listening(review-further reflection). Techniques for developing metacognitive strategies

1-Providing methodological preparationMethodological preparation öğrenenlere metalanguage(language for describing language)’i kullanmada yardımcı olma, dil öğrenme ve öğrenme stratejileri gibi konuları içerir.Öğrencilere dersin amacını aktivitelerdeki niyeti anlatmayı gerektirir.Bu şu açıdan önemlidir;İngilizce diğer derslere ters düşebilir.Öğrenciler oyun yada şarkılardaki niyeti anlayamayabilir ve sadece eğlence olsun diyekatılım sağlar oysaki İngilizce’de bu tür aktiviteler öğrenmeyi desteklemektedir.Methodological preparation’u sunuş şekliniz öğrencilerin cenceptual seviyesine ve okulda L12in öğretilme tarzına bağlıdır.Öğretmenler sınıfta öğrencileriyle iletişime geçerken kullandıkları dile çok dikkat etmelidirler.Dil sade ve anlaşılır olmalı.Ders ilk zamanlar L1de anlatılmalı ama zaman geçtikçe öğrenciler metalanguage olarak İngilizce’yi isteyeceklerdir. 2- Encouraging active reflectionEncouraging active reflection yani çocukları düşünmeye sevk etme ve böylece onları öğrenmelerinden haberdar etme aşağıdaki yollarla yapılır:Asking questions that probe:Sorular net ve direkt öğrenmeyle ilgili olmalıdır.Sorular somut olmadıkça öğrenciler bunu anlayamaz ve dolayısıyla bizde onların ilerlemeleri hakkında bir karara varamayız.İyi bir soru sorgulayıcı ve düşündürücü olmalı, çocukların dikkatini çekmelidir ve yoruma açık olmalıdır (open-ended).Running teacher-led review sessions: Öğrenciler unutmamak ilerlemeyi gözlemlemek için sürekli ne öğrendiklerini tekrar etmeye ihtiyaç duyarlar. Bu yüzden konuları tekrar etme sınıfta rutin hale gelmelidir. Tekrarın çeşitler vardır; bir önceki derste anlatılanlar bugün tekrar edilebilir(son derste ne yaptık),bir derste konu bittikten sonra(bu konudan ne öğrendik),ve dersin bitiminde özet olarak(bugün ne öğrendik).Bu tekrar zamanı öyle iyi tasarlanmalı ki öğrencinin “special time”ı olmalıdır.Completing written self-assessment and activity evaluation:Self-assessment öğrencileri kendi öğrenmelerini geçekleştirmeye teşvik etmede çok önemlidir.Self-assessment her ünitenin yada kitabın sonunda olabilir.Bu bir ankette olabilir ama anketi düzenlerken yazmada zaafıolan öğrenciler tespit edilmeli ve onları teşvik edecek yazlı anketler düzenlenmelidir.Bunun yanında a teacher-led question/answer session(soru cevap tekniği) da etkili olur,çünkü öğretmen anında dönüt alır ve anlaşılmayan noktaları anında tespit edebilir.Discussing in groups/peer questioning:Burada öğretmen değil öğrenciler birbirlerine sorular sorarlar.Öğretmen sadece öğrencilere

tartışmaları için birkaç soru sunar ve onlar bu soruları aralarında kritik ederler.Explaining an activity:Bir aktivitenin nasıl yapılacağını yada bir oyunun nasıl oynanacağını çocuklara anlatmak oldukça motive edicidir.Reflecting silently/self-questioning: Öğrencilere konuyu kavrayıp kavrayamadıklarını sınayacak bazı sorular sorulabilir, bu sorular genelde sessiz sınıf ortamında ve yazılı olarak verilir. Bu sorular aynı zamanda tüm sınıfı yazlı olarak değerlendirmeye yada toplu haldetekrar etmeye de yarar. Techniques for developing cognitive strategiesCognitive stratejileri geliştirirken öğretmenler öğrenmenin eksik olan metacognitive boyutunu da eklemeli zihindeki transfer ile stratejileri belirlemelidirler. Böylece öğrenciler diğer konularla ilgili ne tür taskların kullanılabileceğini görürler. Aşağıda cognitive stratejileri ile ilgili bazı teknikler verilmiştir. 1-Discussion and activity evaluation: Tartışma tekniğini kullanan öğretmen soru sorma stratejilerini kullanarak öğrencilerin bir aktiviteyi nasıl yaptıklarını ortaya çıkarır, bu da onları hangi stratejiyi kullandıkları bilincine götürür. Bu öğrencilerin dikkatinibir taska yöneltmeye yönelik bir çeşit analiz ya da post mortem yani olay otopsisidir.2-Modelling: Bu teknik task düzenleme yada soru sorma yöntemlerinin bir demonstrasyon ve verbalizasyon kombinasyonunu gerektirir. Bu teknikte demonstratörden öğrenciye bir transfer söz konusudur.3-Explaining,prompting and practising:Bir stratejiyi anlatmak onu isimlendirmek demektir,neden ve nasıl kullanılacağını söylemek demektir.Öğrenciler hangi stratejiyi neden yaptıklarını bilmezseler onu kendi başlarına kullanma oranı düşüktür.Pratik geliştikçe öğretmen yavaş yavaş desteğini ona göre ayarlamaya başlar,Çünkü artıköğrenciler hangi stratejiyi neden ve nasıl kullanacaklarını bilen birseviyeye ulaşmışlardır.4-Evaluating: Birkaç tane değerlendirme örneği vardır. Bunlar; tekrar, tartışma, self-assessment şemaları ve günlükleri gibi örneklerdir.5-Expanding: Bu yeni tasklara bazı stratejilerin transferini gerektirir. Tecniques for developing socioaffective strategiesAşağıda socioaffective stratejilerin gelişimi için bazı teknikler verilmiştir.*ilk olarak sene başında sınıfınız ile kendi aranızda bir kontak kurmalısınız.

*Grup ve pair çalışmalarla kişiler arası bir işbirliği ve dayanışma sağlanmalıdır.*Peer help yada correction grup desteğini ve arkadaşlığı pekiştirir.*Sınıfta bir başkan tayin ederek sınıfın düzenini sağlamasını materyalleri korumasını ve arkadaşlarıyla İngilizce konuşmasını isteyerek sınıfta İngilizce’nin daha çok konuşulmasını sağlayabilirsiniz.*Çocuklara gruplar halinde çalışmaları için proje çalışmaları verilmelidir.*Çocuklara sınıf ortamı dışında da İngilizce konuşmaları için telkinlerde bulunulmalıdır.*Çocuklara yardım olmadan da konuşabilecek güveni vermek gerekir ki yalnız kaldıklarında tabancı bir turistle konuşabilsinler.*Kültürel ve vatandaşlık gelişimi ile ilgili kitaplar verilmelidir.*Onlara kendi kendilerini düzeltme teknikleri verilmeli pozitif reinforcement sağlanmalıdır. Evaluating learning to learnYapılan tekrarları kaydedersek öğrencilerden gelen tepkilere göre onların metacognitive awareness seviyelerini ölçebiliriz. Öğrenciler öğrenme tasklarıyla nasıl baş edeceklerini genelde bilirler ama bu çoğunlukla sezgiseldir. Sistematik bir şekilde tekrar öğrencilerin yavaş yavaş metalanguage’yi kullanmalarını sağlamıştır. Halen bile aware olmayan öğrencilere öğretmen araya girerek rehberlik etmelidir.Görüldüğü gibi öğretmenler öğrenmeyi öğrenme yöntemini uygulamada çokönemli bir role sahiptir ve rollerini genele yaymalıdırlar. 5-LEARNING TO LEARN

Learning to learn- also referred to as ‘learner training by EFL, ESL,teachers - is a term which encompasses a wide variety of activities designed to develop Metacognitive awareness and learning strategies. The development of Metacognitive awareness Shuck smith defines it as ‘knowing about knowing’. This includes the knowledge and self-awareness a learner has of his/her own learning process, and may be the key to effective learning.

Language awareness The aim here is to stimulate children’ interest and curiosity about language to challenge pupils to ask questions about language

Social awareness Those higher cognitive functions are internalized from social interaction. This will involve children in collaborative activities

which, in many contexts, may involve a new understanding of how to behave in class; to establish a working consensus which will contribute towards building respect; and to learn to interact and cooperate in activities and to develop positive attitudes to sharing and working together in class.

Cognitive awareness The main aim here is to help children understand why an how they are learning a foreign language at school, and it also offers cognitive, personal, cultural, affective and social gains. It involves explaining to children how they are going to learn a foreign languagein class.

Cultural awareness It involves an understanding and openness towards the target culture and people

The development of Metacognitive awareness=seems to be of pedagogicalsignificance in the sense that it promotes effective learning. Metacognitive awareness provides language learners with direction andability to reflect on their progress and their future learning outcomes. This direction would enable language learners to manage their own learning and thus to become more reflective and independentlearners.

Metacognitive strategies=these encourage children to think about and reflect on aspects of learning process. *Planning learning *Hypothesising *Comparing *Self-questioning *Self-assessment *Self-correction *Reviewing *Selecting activities

Cognitive strategies= they involve pupils in doing things with the language and their learning materials and relate to specific activities in specific skills areas such as listening or reading.

*Sorting *Classifying *Memorising *Matching *Predicting

*Using a class library and dictionary *Risk-taking *Organizing work *Using visual and audio clues as aids to meaning

Socioaffective strategies= they are developed by children collaborating and cooperating in language learning activities.

*Pair work *Group work *Surveys *Project work *Interviews

The benefits of learning to learn There are certain benefits of learning to learn for both learners andteachers. For learners, learning to learn would lead to increased motivation, and a more active and personal involvement and commitmentto learning. As for teachers, the implementation of learning to learnwould help them to recognise individual differences in the way their learners learn. This recognition would enable teachers to tailor (yeni bir biçim vermek) their teaching practices to their learners' learning styles and strategies and would thus entail the use of a variety of learning of activities to cater for diversity within theirclasses. Also, the implementation of learning to learn requires teachers to have a clear idea of the general aims of a lesson and activities within that lesson. Such a prerequisite would inevitably involve teachers in a process of reflection in which they continuously think about the question of how to inform learners of these aims.

Plan-reflection = children think about what they already know and what they need to the plan and prepare for an activity

Do-experimentation= children experiment, that is, they do the activity.

Review-further reflection= children engage in further reflection to review and assess what has been done.

Techniques for developing Metacognitive strategies

*providing methodological preparation Providing methodological preparation involves helping learners understand and use metalanguage which can be described as language for describing language, language learning and learning strategies. It might be achieved by stating and informing learners of the aims ofa lesson, informing them of value and purpose of classroom activities, etc.

*encouraging active reflection Encouraging active reflection is a useful way to help learners to think about and discuss their learning, the aim of which is to develop learners’ self-awareness of their learning processes. This can be done with;

-asking questions that probe (a good question must be probing and an invitation to think so that it makes children justify their responses.) -running teacher-led review sessions (what did we do last lesson? what did you learn?) -completing written self-assessment and activity evaluation (self-assessment is an important way of encouraging pupils to take on more responsibilityfor they own leaning. Course books and ends of the units include suchevaluations) -discussing in groups/peer questioning -explaining an activity -reflecting silently/self-questioning

Techniques for developing cognitive strategies

*discussing and activity evaluation Discussion and activity evaluation enables learners to focus on how they have done an activity and to understand what strategies they have employed to complete the activity.

*modelling Modelling is a kind of technique which involves demonstration and verbalisation of the processes involved in doing a task.

*explaining, prompting, and practising Explaining, prompting and practising are techniques used for developing learners’ cognitive strategies. Explaining involves naming

a strategy and telling why to use it and how to use it. Prompting helps learners to remember what strategy to use and how to use it. Practising provides the essential support for learners to develop awareness of the strategy and to use it independently.

*evaluating Evaluating could be achieved by running review and discussion sessions, completing self-assessment charts and diaries, writing guidelines of strategies used by learners, etc. .

*expanding Expanding involves the transfer of strategies to new tasks or content.

Techniques for developing Socioaffective strategies

*drawing up a class contract at the beginning of the year. This will establish ground rules *develop interpersonal intelligence through pair or group work. This necessitates the sharing of information and collaboration in order tocomplete an activity. *peer help, correction, support encourages group support and friendship *appointing a class monitor so that everyone has a turn for being responsible for ensuring that the classroom is tidy (noise level) *project work is ideal for pupils working together in small groups who research a topic * Encouraging learners for communication both inside and outside the classroom. * Teaching formulaic language, can I help you, I wonder If you etc. * use materials that developing cultural awareness and citizenship education * being fair, providing positive reinforcement and explaining correction techniques Unit V – Learning to Learn - to understand how learners learn as well as what they learn. Developing learners' metacognitive awareness and developing learning strategies. Learning to learn would lead to increased motivation, anda more active and personal involvement and commitment to learning.

Learning Strategies are specific actions, behaviours, steps, or techniques employed by learners – often consciously – to regulate their learning.

Strategy Development its primary concern is to focus learners’ attention on what, how, and why they learn.

Metacognitive Strategies are used to reflect on different aspects of the language learning process such as planning, evaluatingand monitoring language use. Cognitive strategies utilized in 'doing the learning' such as guessing words, repeating, learning things by heart, and working out rules of the L2. Socio-affective strategies involving social-mediating activities such as working with others, asking for help and so on. STRATEGIES TECHNIQUES

Metacognitive 1. Providing methodological preparation 2. Encouraging active reflection by asking questions that probe - running teacher-led reviewsessions - completing written self-assessment and activity evaluation - discussing in groups/peer questioning, explaining an activity - self-questioning

Cognitive Discussion and activity evaluation - Modelling - Explaining,prompting, practising - Evaluating - Expanding

Socioaffective

Making a class contract - Developing interpersonal intelligence Encouraging peer learning - Appointing class monitors - Designing project work Encouraging learners for communication both inside and outside the classroom. Teaching formulaic language Developing cultural awareness and citizenship education Providing positive reinforcement and explaining correction techniques

6-FROM SOUNS TO WORDS TO STRUCTURES

Individual sounds= it may be necessary to be spend a little time making the children aware of the differences in sounds, /ı/ and /ı: /for example, using the technique of development sound awareness. Children may find it difficult to tell the difference two sounds if they cannot, first of all, hear that the sounds are actual different.

In order to sound awareness; *teacher can use listening exercises and games to help the pupils focus on the sounds they find difficult. *children can practise puffing out air with initial /h/ as in hen and feeling the air on their hand in front of their mouths. Puffing out takes place in English with initial /p/, /k/ and /t/ as in pop, cat and time

Sounds in connected speech It is important that pronunciation teaching does not concentrate

entirely on the production of individual sounds. Practising how blendsounds together in informal speech is equally important.

Cut_off the bottom (Linking) to avoid jerky stacco effectAnd cut_off the bottom What there_is left we will Put_in the pot Here we see how ending in consonant sound (not spelling) link up withthe next word if this begin with a vowel sound. You will need to drawthe children’ attention to examples of linking so that they notice itwhen they say rhymes,

Stress and rhythm Songs and rhythm and jazz chants are an excellent illustration of theway in which stress and rhythm work in English. The children can be asked to clap the rhythm to help them pick out (seçmek, ayır etmek) the main stress each line. Words which tend to be stressed are important content words which give the main part of a message. These words are nouns, adjectives, verbs and adverbs. When a word is stressed three things tend to be; the stressed word sounds slightly louder than the others, the vowel in the stressed word is clearly pronounced and so tends to sound longer.

ONE TWO THREE FOUR ONE and TWO and THREE and FOUR ONE and a TWO and a THREE and a FOUR ONE and then a TWO and then a THREE and then a FOUR The words which are not strongly stressed are usually said rather quickly or lazily to fit them in. this means that the may sound blurred as the vowel sounds in them are not pronounced as clearly. Words which are not strongly stressed are referred to as ‘weak forms’. These occur most commonly with grammatical words such as articles, prepositions, auxiliary of verbs or modals and pronouns. The, to, we, his, can, are and are weak forms.

Intonation Some of the most important functions of intonation in English are to help emphasise the most strongly stressed word in a sentence. The most usual intonation pattern in English uses The falling tone is used: To make a short statement: my name’s Carlos. ↓ Question with wh-words: where’s my baby? ↓

Commands : stick it on here; ↓ And exclamations to show surprise, anger: be careful! ↓

The rising tone is used: To make requests: Can we open it? ↑ To make questions from statements: he’s too tired? ↑ In Yes/No questions: would you like a lift? ↑ And clauses or phrases that come before the main clause in the sentence. What there is left ↑ we will put in the pot? ↓

Techniques and activities Exercises using minimal pairs have been very popular in the past (pigand peg). However you will find that for young children long stretches of decontextualized practise like this is boring and demotivating. They are useful for raising awareness of sounds or for remedial work, but need to be converted into more game-like activities to provide interest and avoid meaningless repetition. Teachers use the correct word stress for two and three syllable wordslike eighteen (oO) and elephant (Ooo). Children should be able to hear the stress. (Sakın) Beware of only presenting new words on theirown. They need to be placed in a sentence as soon as possible to achieve their proper rhythm and stress, especially prepositions. I am going to put it ON the table,actually this is something like this:I am putting it on the table instead of under,in,over etc..This is called constrasive stress and is used only in the class as an artifial language or something called Classroomese.

Pronunciation goals Young learner has some advantages in the pronunciation area. But children’s pronunciation will only be as good as the models they hearand their main model may only be teacher. It is unrealistic to expectthat teachers will speak with native-speaker-like-pronunciation. If this is so, it has huge implications for teachers since they still need to achieve a reasonable level of intelligibility (its main aim to ensure that speech is good enough to be understood by a native speaker.)Some traditional games for practising pronounciation:-stress Snap-stress Dominoes-sound Bingo-happy sound families-phonics song-tiddleywinks

How children learn the meaning of words Children are still building up their L1 vocabulary and are still in the process of acquiring and organizing concepts. This makes the learning of vocabulary in a foreign language a complex matter. There are three phases or tasks in vocabulary learning:Labelling= children must discover that sequences of sounds can be used as names for things. For example, a ball or a biscuit Packaging= children will learn dog and chair before furniture and animal. Network-building= children must work out how words relate to another.

Vocabulary size, selection and learnable With regard to learnability there are seven factors to consider:1-Demonstrability=is it easy to convey the meaning of the word? Car easier than transport 2-similarity of L1=is there any similarity between the foreign word to L1? 3-brevity=is it a short or long word? Plane is short than aeroplane. 4-regularity of form=is it word that has regularity of form? Apples/apple is easier than foot/feet 5-learning load=is part of a word already known? A child can learn bed and room separately so he or she will be able to learn bedroom. 6-opportunism=is word relevant to the child’s environment. Word can be related with the classroom environment. 7-centres of interest= are the words likely to be of relevance of andinterest to children. There are three criteria for selection and ordering of language items:-frequency-usefulness-simplicityThe vocabulary is to match the conceptual level of the pupils. The vocabulary teaching and learning process Children will go through five main stages guided by the teacher in their efforts to learn new words and attach these to words they already know. Stage-1-understanding and learning the meaning of the new wordsStage-2-Attending to formStage-3-vocabular practising, memorising and checking activitiesStage-4-consolidating, recycling, extending, organizing, recording and personalizing vocabularyStage-5- developing strategies for vocabulary learning

Stage-1 understanding and learning the meaning of the new words Word often remembered in groups:1-lexical sets = shops, fruits, rooms in a house 2-rhyming sets=bat, rat hat, mat 3-colour sets= things that are green a pea, a leaf, an apple 4-grammatical sets= adjectives, verbs, prepositions, nouns 5-partners or collocations= play the piano, ride a bike 6-opposites or male and female= hot, cold and boy, girl

Some techniques to introduce new vocabulary and convey meaning are bydemonstration *Using objects *Using drawings *Using illustrations, pictures, flashcards *Using action, mime, gestures *Pointing, touching, tasting, smelling, feeling, *Using technology

Conveying the meaning with other techniques are verbal; *Explaining *Defining the context *Eliciting *Describing *Translating

Stage-2-Attending to form This involves the followings:*listening and repeating *listening for specific phonological information (stress, consonant and vowel sounds) *look at/observing written form (shape, last letters, letters clusters) *noticing grammatical information (an apple with begin a vowel sound and anarticle) *copying and organizing (write the words on board and organize in their books)

Stage*3-vocabular practising, memorising and checking activities Vocabulary activities:*classifying and sorting *giving instructions *picture dictation *what’s missing? *Kim’s game *word searches

*sequencing *labelling

Stage-4-consolidating, recycling, extending, organizing, recording and personalizing vocabulary Children often seem to learn new words relatively quickly but in order for these words to enter their long memory they need to practise regularly, consolidate and recycle words in different context. What can pupils do with words as they learn them? Many ask to write them down as this aids retention.Here is some techniques to build up personalized vocabulary systems: *vocabulary books= encourage pupils to create their own vocabulary books. *collages= (kolaj resim) pupils collect pictures around a particular theme can stick on wall for class decorating *words networks/webs/trees= (writing words about transport) *clines or steps= (degrees of temperature, hot cold, freezing and sizes of animals elephant, gorilla, mouse) *word stars= pupils arrange words which rhyme on a star * Word boxes, banks, envelopes, bags *mobiles= (taşınabilir belli ve visual words her zaman iyidir) Watch out for many techniques above recommend that pupils use a ring folder so that they can add new pages as when necessary.

Stage-5- developing strategies for vocabulary learning The strategies are organized under three main strategy types:Metacognitive strategy= -becoming aware of a variety of clues to help guess and predict Cognitive strategies= -using a variety of clues to help guess and predict meaning -using a dictionary to find out or clarify meaning -researching/looking for words on food packets, shops, clothes Socioaffective strategies= -asking teacher, parent, classmate -asking how to say a word -defining or describing to get the interlocutor (konuşulan kimse) to provide an unknown word ( it is a type….) -using vague mention words to get the interlocutor to guess (it is a thing you ….)

Children are usually very good at guessing and inferring meaning fromcontext in L1 and often transfer these strategies spontaneously to L2. Here are items that contribute to contextual inferring

Linguistic knowledge *grammatical clues: *textual clues: punctuation Extra-linguistic/world knowledge *Visual clues *Audio clues * World knowledge

Teaching Grammar Formal grammar should not be a major objective when teaching English to young learners. Grammar should be presented through meaningful contexts and interesting topics. Young learners should be provided with opportunities from an early stage to use grammatical structures for real communicative purposes.Strategies for Grammar learning:-About me books-Self-peer testing-pupils can mark changes in form with colored pens,for example the third person ‘s-my pattern book-comparing grammars-learning from mistakes

6-FROM SOUNS TO WORDS TO STRUCTURES Individual sounds=çocukları telaffuzun nasıl yapıldığının farkına vardırmak zor olabilir ve zaman alır. Sound awareness ı kullanarak /ı/ ve /ı: / arasındaki farkı anlatabiliriz. İlk başta zor gelebilir ama bunu yapamasalarda farkında olmaları yeterlidir. Sound awareness için: -öğretmen dinleme aktiviteleri ve oyunları kullanabilir -çocuklar telaffuz farklarını ellerini ağızlarının önünde tutarak (puffing out) farkı fark edebilirler.

Sounds in connected speech Telaffuz öğretimi sadece bireysel seslerle sınırlı değildir. Seslerinnasıl bir araya getirildiği de önemlidir.

Cut off the bottom (Linking) to avoid jerky stacco effectAnd cut off the bottom What there is left we will Put in the pot

Bu örneklerde bir kelime bitip diğerini söylerken nasıl olduğunu

görüyoruz. Çocukların dikkatini bu örneklere çekmeliyiz.

Stress and rhythm

Şarkılar, şiirler, ve dini ezgiler İngilizcede ritimlerin en ii örnekleridir. Çocuklardan öğretmen alıştırma olarak her satır arası ana vurguyu bulmaları istenebilir. Vurgulu sözler ana mesajı verdikleri için önemlidir.

ONE TWO THREE FOUR ONE and TWO and THREE and FOUR ONE and a TWO and a THREE and a FOUR ONE and then a TWO and then a THREE and then a FOUR

Daha az yapılan vurgulara “weak forms” denir. İnglizcede weak forms grammar yapılarında oluyor. Mesela prepositions, articles..

Intonation Bir cümlede en baskılı söylenen yapıları bulmaya yardımcıdır. İngilizcede en çok “falling tone” kullanılır.

falling tone:To make a short statement: my name’s Carlos. ↓ Question with wh-words: where’s my baby? ↓ Commands : stick it on here; ↓ And exclamations to show surprise, anger: be careful! ↓

(the rising tone):

To make requests: Can we open it? ↑ To make questions from statements: he’s too tired? ↑ In Yes/No questions: would you like a lift? ↑ Main clausedan önce gelen cümlelerde de kullanılır. What there is left ↑ we will put in the pot? ↓

Techniques and activities

Çocuklar telaffuzu kısa olan şeylere daha çok ilgi duyarlar.minimal pairs(pig ve peg) Uzun, karmaşık, bağlamsal yapılar onları sıkabilir ve motive olmalarını engelleyebilir. Çocukların bu gibi farkların farkında olmaları sağlanabilir ama bunu oyunlarla yaparsak daha faydalı olacaktır. Öğretmen pronunciationı şekillerle anlatabilir.

Mesela eighteen (oO) ve elephant (Ooo). Vurgulu olan yerler daha buyuk şekille belirtilmiş. Sadece yeni öğrenilen kelimeleri böyle kullanın çünkü öğrenci yeni kelimeyi cümleiçinde kullanmazsa daha çabuk unutur. . I am going to put it ON the table,actually this is somethinglike this:I am putting it on the table instead of under,in,over etc..This is called constrasive stress and is used only in the class as an artifial language or something called Classroomese.

Pronunciation goals Çocuklar telaffuz öğreniminde çok avantajlıdır. Ama telaffuzları model aldıkları kişiye bağlıdır. Bu sadece öğretmenle sınırlı deildir. Öğretmenden de ana dil kullanıcısı gibi dili kullanmaları beklenmemelidir. intelligibility (its main aim to ensure that speech is good enough to be understood by a native speaker.)

How children learn the meaning of words Çocuklar hala L1 gelişmlerine devam ederler ama bu arada L2 de de yapıları öğrenmektedirle. Bu L2 de kelime öğrenimini zorlaştırmaktadır. 3 tane aşaması var bunu: Labelling=çocuklar her eşyanın bir ismi olduğunun farkına varmalı. Mesela biscuit ya da ball Packaging=çocuklar bir dog kelimesini bir furniture den daha önce öğrenir kolaydan zora yani Network-building task=kelimelerin birbiri ile olan bağlarını öğrenir.

Vocabulary size, selection and learnable With regard to learnability:1-Demonstrability=kolay ifade edilen kelimeler mesela bir car kelimesini transport tan daha kolay ifade edebilirsin somut olanlar daha kolay ifade edilior. 2-similarity of L1=kelimenin L1 de ki kelime ile benzerliği var mı ? 3-brevity=uzun bir kelime mi kısa bir kelime mi? Mesela plane aeroplane den kısa 4-regularity of form=düzenli bir kelimemi yani apple çoğulu apples ama foot çoğulu feet düzensiz yani. 5-learning load=daha önceden bilinen bir kelime mi? Mesela bed ve room daha önceden biliniyor ve birleşimi bedroom oluyor. 6-opportunism=mesela sınıfla ilgili bir kelime ise sınıftan örnek vererek anlatabilirsiniz. 7-centres of interest=çocukların ilgisini çekecek kelimeler mi

The vocabulary teaching and learning process

Çocuklara yeni kelimeleri öğretmek için öğretmen 5 yol kullanabilir:

Stage-1 understanding and learning the meaning of the new words

1-lexical sets = shops, fruits, rooms in a house 2-rhyming sets=bat, rat hat, mat 3-colour sets= things that are green a pea, a leaf, an apple 4-grammatical sets= adjectives, verbs, prepositions, nouns 5-partners or collocations= play the piano, ride a bike 6-opposites or male and female= hot, cold and boy, girl

Ayrıca öğretmen demonstrasyonları da kullanabilir: -nesneler kullanma -çizerek anlatma -benzetmeler,resimler ve hareketli kartlar kullanarak -hareketler, mimkler ve jestler kullanarak -elle işaret etme, dokunma, tatmave koklama yontemleri ile -teknolojiyi kullanarak

Diğerleri de sözseldir: -açıklama -içeriği anlatma -ortaya çıkarma -tanımlama -tercüme etme

Stage-2-Attending to form

-dinleme ve tekrar etme -dilin özellikleri ile ilgili bilgi sahibi olmak için dinleme -yazılı halini incelemek -grammar kurallarının farkına varmak -kopyalama ve organize etme

Stage3-vocabular practising, memorising and checking activities

-sınıflandırma -emirler verme -resim gösterip o resim hakkında yazı yazdırma -kayıp olan nesneyi sorma (tahtaya bişeler çizip öğrencilere gözünü kapattır ve bir şeyi sil ve öğrenciden bulmasını iste) -Kim’s game(bi kaç nesne al masanın üzerine diz yine gözlerini kapattır ve bir nesneyi

kaldır bulmalarını iste) -kelime arama -düzene koyma -tanımlama

Stage-4-consolidating, recycling, extending, organizing, recording and personalizing vocabulary

Çocuklar yeni öğrendikleri kelimeleri unutmamak için tekrar yapmak zorunda bunun için kişisel yollar:

- vocabulary books=kelime defterleri tutabilir. - collages (kolaj resim)=çeşitli resimler toplayıp sınıfta kullanabilirler - words networks/webs/trees=kelime ile ilgili benzer kelimeler yazabilirler - clines or steps=animals mesela bunun çeşitlerini yazabilirler işte elephant dog falan - word stars=eşsesli kelimeler - Word boxes, banks, envelopes, bags - mobiles (taşınabilir belli ve visual words her zaman iyidir)

Stage-5- developing strategies for vocabulary learning

Metacognitive strategy=öğrencinin kendi bulması kelimeyi kendi bilecek yani Cognitive strategies=sözlük ya da başka bir materyalden yararlanma Socioaffective strategies=öğretmen ya da bir büyüğe sorma Çocuklar L1 den L2 ye transferde başarılıdır.

Linguistic knowledge -gramatik ipuçları -tekse verilen ipuçları:noktalama

Extra-linguistic/world knowledge -görsel ipuçları -duyusal ipuçları -dünya bilgisi

Teaching grammar Formal grammar should not be a major objective when teaching English to young learners.

Grammar should be presented through meaningful contexts and interesting topics. Young learners should be provided with opportunities from an early stage to use grammatical structures for real communicative purposes.Strategies for Grammar learning:-About me books-Self-peer testing-pupils can mark changes in form with colored pens,for example the third person ‘s-my pattern book-comparing grammars-learning from mistakes

Unit06 – From sounds to word structures

Intonation is used to signal emotions, feelings, questions, statements, requests, commands.

Collocation is a particular combination of words used in this way; Commit a crime

Minimal Pairs are pairs of words whose pronunciation differs at only one segment; such as sheep and ship or lice and rice.

Content Words are words whose meaning is best described in a dictionary and which belong in open sets so that new ones can freely be added to the language. Typically the content words are nouns, verbs, adjectives and some adverbs; table , sad, drink, thousand

Function Words are pronouns, conjunctions, prepositions, auxiliary verbs, and some adverbs

Lewis breaks down grammar into three categories:

facts

patterns

choices

Young learners grammar learning should contain two categories: facts and patterns.

Receptive awareness: understanding a word either in the spoken or written form Cognitive awareness: remembering and

recalling a word Conceptual awareness: using the word with its correct meanning Grammatical awareness:using it in a grammatically correct way Phonological awareness: pronouncing a word correctly Orthographic awareness: spelling a word correctly Connotation awareness: knowing whether a word has positive or negative associations.For example, a stubborn person may be describedas being either strong-willed or pig-headed.

Non-verbal techniques in teaching vocabulary are using real objects; using drawings, illustrations, pictures, flashcards; using mime, expressions and gestures. Verbal techniques in teaching vocabulary are explaining the definition of a new word, defining the context, eliciting and translating.

7-LISTENNING AND SPEAKING

Learning to listen in English Listening to a foreign language is hard work, especially for young children. Teacher will be have to decide how much of the general classroom language such as instructions, questions will be in pupils in L1 and how much in English. The amount of English you use for these purposes will increase as time goes on, but it is useful to getthe pupils used to simple routines and English that goes with them. Listening is not a passive activity. Always asking children to simply‘listen and remember’ may make them feel anxious, places a great strain on their memory. Teacher will be able to provide in good ways if he directs his pupil’s attention to specific activities with visuals materials and pictures. Here are the 5 initial stages: 1-Give the children confidence2-Explain why the children have to listen 3-help children develop specific strategies for listening 4-set a specific listening task (I think it is a useful methodology) 5- Organizing listening

Here are the 5 initial stages: 1-Give the children confidence We should not expect pupils to always understand every word and they should know this. Do you want them to get a general idea of a story, known as the gist the first time they hear it? It may be only be on the second or third hearing that the pupils will be able to recall the exact sequence of events. Your gestures, tone of voice and visual aids will help children feel confident about what is important.

2-Explain why the children have to listen Make sure the learners are clear about why they are listening, what the main point of activity is. So they know what they are going to do. Here are different kinds of listening purposes. *to reinforce conceptual development=some spoken texts such as stories, can act a useful revision for reinforcing numbers, size or cause and effect. *To interact with others= encourage children to work to others so that they can negotiate meaning *to provide support literacy=older children be encouraged to make connection between spoken and written English *to physically settle pupils= to calm them when they are too boisterous *to stir pupils=allow them to physically let off steam when they are bored *to improve general listening attitude=listen for enjoyment, develop the memory *to develop aspects of language= listening to improve pronunciation, stress, intonation, as well as new words. Listening to songs providespronunciation practise, while listening to stories may provide practise in tenses or vocabulary

3-help children develop specific strategies for listening An important strategy that the teacher should teach is ‘intelligent guesswork’. Pupils are used to draw on their background knowledge to work on something they are not sure of. some important listening strategies:*predicting=before learners listen to something it useful to encourage them to guess what they think they will be listening to. While they are in the middle of listening, stop to ask them what theythink might come next. So on. *working out from the context=teacher act out or even translate a

word before the children begin to listen. *recognizing discourse patterns and makers =words such as first, finally, but, so give important signals what is coming next in a spoken text.

4-set a specific listening task (I think it is a useful methodology) It is useful to think of listening in three stages; Pre-listening activities (provide motivation and interest) While-listening activities Post-listening activities (produce tape, answer, and question)

there are 11 while listening strategies:-listen and repeat -listen and discriminate-listen and perform-listen and draw-listen and predict-listen and guess-listen and label-listen and match-listen and sequence-listen and classify-listen and transfer

5- Organizing listening It involves providing a variety of listening opportunities for children including cassette recorder, listening corner. Which of the statements given below does not represent the characteristics of the ‘listening corner'? It could be created in one part of the classroom. It is usually screened by cupboards or screens. All students in the class work together in the listening corner. It is a quiet area where children study in pairs or groups. Here is usually a cassette recorder and other materials like pictures, books, and sentence strips

Learning to speak in English

Formulaic language= in the early stages of learning. Not much spontaneous speech can be expected from pupils. Much of the English they will learn to produce in the initial stages will be formulaic language, language that is produced as whole chunks rather than being put together word by word. *simple greetings= hello, how are you? *social English=did you have a nice holiday?

*Routines= what is the date? *classroom language=listen, repeat, stand up *asking permission= Can I, may I go to toilet? *communication strategies= Can you say that again? How do you say…..in English?

Organizing speaking activities Pupils may like to record themselves from the time to time and listento their recordings afterwards. For example, activities such as retelling a story could be recorded and played to pupils in another class. Most pupils find this activity very motivating and it can helpthem become aware of the structures and vocabulary they are using. Ideally, a quite area or corner in the class is needed for the recording to take place. This can be integrated into the ‘listening corner’. The gap between children speaking L1 and L2 is a large one but with practise pupils will build up their confidence and spoken language. They need to a variety of activities to maximize talk in the class. Teacher needs to develop a repertoire of activities in order to a balance between control and creativity, repetition, real use. A typology of speaking activities:-look,listen and repeat-listen and participate-reading aloud-memory games-dramatization-rhymes,songs,chants-retelling a story-using flash cards-guessing games-information gap-questionnaires and surveys-dialogues and role plays

Unit 07 - Listening and Speaking & Oral Work

Communicative Competence is the knowledge that enables a person to use a language effectively for communication.

Formulaic Language is the language that is produced as whole chunks. It consists of routines or patterns easily memorable. It enables a learner to communicate with a limited amount of linguistic

competence.

Listening strategies are techniques of coping with difficulties in listening to something in a foreign language.

1-Predicting

2-working out the meaning from context

3-recognizing discourse patterns and markers

Learning focused process; In learning focused process the principal consideration in decision making is decided according to the nature of the learning process

The basic types of listening activities;

1 - Listen and do activities

2- Listening for information

3- Listen and repeat activities

4- Independent listening

There are four basic types of speaking activities;

Controlled practice learners try out new language after presentation.

Guided practice follows controlled practice. It is usually done in pairs and small groups and gives the pupils some sort of choice.

zactivities.

Free activities Free activities concentrate on meaning more than on correctness and provide communication. They usually involve a game element and minimal teacher control.

there are 11 while listening strategies:-listen and repeat -listen and discriminate-listen and perform

-listen and draw-listen and predict-listen and guess-listen and label-listen and match-listen and sequence-listen and classify-listen and transfer A typology of speaking activities:-look,listen and repeat-listen and participate-reading aloud-memory games-dramatization-rhymes,songs,chants-retelling a story-using flash cards-guessing games-information gap-questionnaires and surveys-dialogues and role plays

7-LISTENING AND SPEAKING

LEARNING TO LISTEN IN ENGLISHThe initial stagesIn the early stages the pupils may spend much of their time

listening to the teacher. Teacher will have to decide how much of thegeneral ‘classroom language’ such as instructions, questions orpraise will be in the pupils’ L1 and how much in English. Alwaysasking children to simply ‘listen and remember’ may make them feelanxious, places a great strain on their memory and tends not todevelop listening skills. Pictures to match, sequence or writtensupport such as the completion of charts. Specific guidelines can beuseful when planning how to develop pupils’ listening skills.

1. Give the children confidence: your gestures, tone of voice and

visual aids will help children feel confident about what isimportant to concentrate on.

2. Explain why the children have to listen: diffirent kinds oflistening purposes are described below.- To phsically settle pupils- To stir pupils- To improve the general listening attitude- To develop aspects of language- To reinforce conceptual developments- To interact with others- To provide support for literacy

3. Help children develop specific strategies for listening:‘intelligent guesswork’ Pupils are used to drawing on theirbackground knowledge to work out something they are not sure of.-Predicting -Working out the meaning from context-Recognizing discourse patterns and markers

4. Set a spacific listening task: it is useful to think oflistening in three stages (pre-listening activities), (while-listening activities), (post-listening activities). In order tomake listening an active, listening-focused process, teachersneed to develop a repertoire of different pre-, while- and post-activity types which ‘fit’ different types of language. Theactivities are graded according to level of difficulty althoughthis depends on the kind of message, such as its length, topic,linguistic complexity and the number of ideas contained withinit.

there are 11 while listening strategies:-listen and repeat -listen and discriminate-listen and perform-listen and draw-listen and predict-listen and guess-listen and label-listen and match-listen and sequence-listen and classify-listen and transfer

5. Organize listening: a good model of spoken English, setting up

a “listening corner” a quiet area, a good cassette recorder. LEARNING TO SPEAK IN ENGLISH

ExpactationsPupils want immediate results and even after first lesson, will

want to show other children in the school or members of their familythat they can speak some English.

Initial stagesIt is useful to begin by teaching children vocabulary for basic

concepts, such as numbers, colors and so on. Simple greetings andintroduction. Pupils could be given English names. A few rhymes andsongs at the beginning. Many language programmes begin with a lessonto help pupils understand why they are learning English. The aim isto heighten children’s awareness of language and to build up theirconfidence.

Formulaic languageIn the early stages of learning, not much spontaneous speech can

be expected from pupils. Language that is produced as whole chunks.This type of language is repeated regularly, children learn itquickly and have the impression that they can speak a lot;

Simple greetings Social English Routines Classroom language Asking permission Communication strategies

By hearing this language over and over, children learn to use it. A typology of speaking activitiesOrganazing speaking activitiesConsideration willl need to be given on how to arrange the

classroom in order for these activities to be carried out smoothly.Ideally, a quiet area or corner in the clssroom is needed for therecording to take place. ‘Listening corner’. The teacher needs todevelop a repertoire of activities providing a balance betweencontrol and creativity, repetition and real use and provide variedmodels of spoken English.A typology of speaking activities:-look,listen and repeat-listen and participate-reading aloud-memory games-dramatization-rhymes,songs,chants-retelling a story-using flash cards-guessing games

-information gap-questionnaires and surveys-dialogues and role plays

KEY WORDS * Communicative Competence=Dili iletişim için kullanma;dili yerinde ve zamanında kullanma * Gist=Hikayenin ana fikri * Formulaic language=Bi bütünü oluşturan dil.Kolay ezberlenebilir,rutin ve patternleri içerir.Mesela selamlama öğretilirken Hello,How are you gibi kalıpların öğretilmesi. * Listening strategies=Y.dilde bişeyleri dinlerken karşılaşılan sorunlarla başa çıkma teknikleridir.Predicting,working out the meaning from context,recognizing discourse patterns and markers önemli dinleme stratejileridir. * Controlled Practice=Çocuk,hazırlık yaptıktan sonra yeni dili çalışır. * Guided practice = Guided practice kontrollü alıştırmayı takip eder.Pair ya da küçük gruplar halinde yapılır ve öğrenciye seçme şansı tanır. * Dialogues and role play work= Guided practice ile freer aktivitelerarasında köprü vazifesi görür. * Free activities=Free aktiviteler doğruluktan ziyade anlama odaklanır ve iletişim sağlar.

QUESTIONS 1. ingilizcede dinlemeyi öğrenmenin initial aşamasında öğrencinin uyguladığı ilk dinleme aktiviteleri nelerdir? İlk önce çocuk oyun oynarken,şarkı söylerken,kayiyeli şiirler(rhymes)söylerken ya da hikaye ve basit talimatlar dinlerken(TPRdeki gibi)zamanının çoğunu öğretmeni dinleyerek geçirir.

2. İnitial aşamada öğretmen ne çeşit sınıf dili kullanmalı?? İlk önce basit bi dil kullanılmalı ve bu gittikçe ağırlaşmalı.

3. Öğrencinin dinleme becerisini geliştirme yolları nelerdir? a-)Giving confidence= Çocukların duydukları herşeyi anlamalarını beklememeliyiz. b-)Explaining why they have to listen to=Dinlemenin amacını açık hale getirmeliyiz.Örn;öğrencileri fiziksel olarak rahatlatmalıyız,dinleme becerilerini geliştirmeliyiz,dili geliştirmeliyiz,conceptual gelişim sağlamalıyız,başkalarıyla etkileşim kurmalarını sağlamalıyız,edebiyatla dili desteklemeliyiz. c-)Developing listening strategies= çocuğun ilgisini

predicting,working out the meaning from context,recognizing discoursepatterns and markers gibi dinleme stratejilerini geliştirme yollarınaçekilmeli. d-)Setting a specific listening task=Dinlemeyi,öğrenim odaklı bi süreç haline getirebilmek için dinlemeyi 3 aşamada düşünmek lazım; -pre-listening activities -while- " " -post- " " e-)Organizing listening=çocuklara casette recorder,listening corner gibi dinleme fırsatı çeşitliliği sunulmalı.

5. Öğretmen,youn learnerlarla dinleme aktivitesi yaparken neleri göz önünde bulundurması gerekir? Öğretmen şunları yapmalı: -Mümkün olduğunca görselliğe önem vermeli (yüz ifadeleri,hareketler,mimik,resimler,...) -Söylediklerinde açık olmalı ve sık sık tekrar yapmalı,öğrenciye çok yüklenmemeli. -Çok kısa ilgi süreleri olduğu içi dinledikten sonra anlayıp anlamadıkları kontrol edilmeli ve sorular sorulmalı. -Amaca uygun aktiviteler seçilmeli (movement yaratma,sakinleştirme,konsantrasyon yaratma,...)

6. Farklı dinleme amaçları nelerdir? a-)to physically settle pupils b-)to stir pupils c-)to develop aspects of language d-)to improve the general listening attitude e-)to reinforce conceptual development f-)to interact with others g-)to provide support for literacy

7. Intelligent guesswork strategy nedir? Emin olmadıkları şeyler konusunda öğrencilerin background bilgilerinikullanmanın yararlarını göstermek 8. Diğer önemli dinleme stratejileri nelerdir? -predicting=öğrencilerin ne dinleyeceklerini tahmin etmelerini sağlamak -working out the meaning from context=bilinmeyen kelimeler konusunda öğrenciyi genel bilgilerini ve resimleri kullanmaya teşvik etme -recognizing discourse patterns and markers= first,then,finally,but,and,...gibi

9. Young learnerlar için temel dinleme aktiviteleri nelerdir?

a-)Listen and do activities=En temel listen and do aktivite talimat vermektir.Mie stories ve drawing activities de bunlar arasındadır.2 yönü iletişim vardır ve öğrencinin anlayıp anlamadığı kolaylıkla anlaşılır. b-)Listening for information=Bu aktivite çeşidi detay dinlerken ya daözel bilgi almak için kullanılır.Idenifying exercises,sıraya sokma,boşlukları doldurma gibi alıştırmalar buna örnektir. c-)Listen and repeat activities=Bu tür aktiviteler eğlencelidir ve kelime ve anlamları hareketlerle ve objelerle bağdaştırmaya yardım eder.kafiye ve şarkılar bu gruba girer. d-)Listen to stories=Hem hikaye anlatmak hem de okumak çocuğun gelişiminde ve dil gelişiminde önemli bir rol oynar. e-)Independent istening=Bu aktivitenin amacı çocuğu farklı ses ve dilçeşitleriyle tanıştırmaktır. there are 11 while listening strategies:-listen and repeat -listen and discriminate-listen and perform-listen and draw-listen and predict-listen and guess-listen and label-listen and match-listen and sequence-listen and classify-listen and transfer A typology of speaking activities:-look,listen and repeat-listen and participate-reading aloud-memory games-dramatization-rhymes,songs,chants-retelling a story-using flash cards-guessing games-information gap-questionnaires and surveys-dialogues and role plays_____________________________________________________________________________________

8-READING AND WRITING

According to Cummins, the development of reading skills in a foreign language is greatly assisted if pupils have developed strong reading skills in their first language. But this view is hold by some.

When children learn to read successfully in their L1, they develop different forms of awareness and knowledge,here are the previously knowledges about reading: *Awareness/knowledge about print Pupils realize that print represents speech and gradually finds out how print represents sounds. *Graph phonic knowledge It is the knowledge about the occurrence of certain sounds together. It focuses on syllables, onsets, and rimes. *Lexical knowledge Pupils start to differentiate common words, collocates- words go together. *Syntactic knowledge Helps Pupils to chunk phrases and realize the construction of activities. *Semantic knowledge Pupils develop their world knowledge, life experience, and culture and use these to help them understand meaning.

Learning to read in English: the initial stages It is important no too place many readings demands on younger learners who are still learning to read in their L1. In many countries general agreement about the most effective way of teaching reading means using Balanced Approach with several methods.This includesthe followings:

Phonics In phonics, we teach learners the letters of the alphabet, the combination of the letters, and their pronunciation. It is appropriate for learners who are not familiar with the Roman alphabet. Look and Say It is based on words and phrases and encourages word recognition of common words,for example the,he,she,is,are etc.:Language Experience The method is based on the children's spoken language. Interesting things taking place in class are scribed by the teacher and shown to

the students. The aim is make students realise how the written word corresponds to the spoken. Whole sentence Reading In this method, pupils try to recognise meaningful phrases and sentences.

Coping with English orthography (yazımla ilgili) Native speaking children of languages which do not use the Roman alphabet will need to spend more time learning form letters. Supporting reading in the initial stages To introduce reading after the pupils have some basic knowledge of spoken language so that it quickly becomes meaningbased and not simply decoding. Teacher should support pupils’ association of letters, words and pictures through songs, visual aids, games and so on. Bingo, dominoes, snaps, puzzles help learners to become familiar with typical letter combination to form words. Ensure that the child experiences reading as purposeful (amaçlı) and enjoyable rather than simply a meaningless, repetitive activity. When designing flashcards,words with similar sounds can be written in the same colour. reading to learn:Later stages in reading As pupils are more confident, they use reading to learn. Pupils will be expected to cope with the independent reading required of a coursebook. They are often introduced new words and grammar through readingtexts and short stories.

Reading strategies

When children are listening to spoken messages they are trying to understand and interpret information in a similar way to when they are trying to understand and interpret written messages. This means they will often use similar strategies. Research has shownthat actively encouraging learners to use comprehension strategies helps them understand both spoken and written passages more effectively. A learning-centred approach to reading uses activities in a three-stage model, pre-, while, post-reading. Reading practise may also be derived from listening work or may lead to writing. In this way, reading becomes integrated with the other language skills.

Reading activities Traditionally, pupils are asked to complete Gap-filing activities or comprehension questions after reading a text. Reading to learn activities which are meaning-focused are often referred to as DARTS (directed activities related to texts) darts include reconstructions

and analysis activities. Reconstruction activities Here is the text has been modified by the teacher in some way so thatthe pupils match parts of sentences or speech bubbles to characters, fill in the gaps, sequence parts of a sentence, flow charts. Analysis activities Pupils hunt for specific information to organize it in some way. Thisis more difficult and at primary level the pupils can underline specific parts of a text, perhaps in different colours Reading awareness activities

Learning to write in the L1 AND L2 The kinds of writing activities pupils do tend to fall into two sets in the same way that they do that they do for reading: learning to write, where pupils are involved mostly in tightly guided coping which focus on ‘surface features’, such as handwriting, spelling, punctuation and using the correct words and grammar. In writing to learn, there may be less tightly controlled writing activities, moving to much freer or even creative writing where there are higher cognitive demands and a greater focus on meaning and personal expression as well as form.

English native-speaker children progress both in terms of their writing skills and their attitudes to writing, through three stages. Complete the table below by considering the characteristics of each stage

Preparatory stage At this stage, children acquire the basic mechanisms of handwriting and spelling.This becomes automatic for most children by the age 7. Consolidation stage At this stage children perform personal, colloquial, situational, and context-bound writing. They become aware of whom they are writing to. They do not like revising and editing their work at all. Differentiation stage At this stage children become aware of different text types, purposes, and audiences. They use more distinct structures and become better writers.

There are three main types of writing activities: controlled writing activities, guided writing activities, and free writing activities.

Controlled and guided writing activities are usually used with beginners. These activities focus on the language and aims at practising the language.

Controlled writing activities include activities like;*straight copying *matching *organising and copying *delayed copying *copying book *dictation Guided writing activities do not require much active production but they require understanding. The examples of guided activities include; *fill-in exercises *dictation *letters/cards/invitations Free writing activities enable learners to try out their language in a freer way. Pupils produce a wide range of text types; *posters, advertisements, poems *plays, letters, menus *stories, factual accounts *instructions and long pieces of work

Unit 08 - Reading and Writing

Onset refers to the consonants or consonant clusters preceding the vowel in a syllable.For example; b in bat

Rime refers to the vowel and consonants following the vowel within the syllable ; i.e. at in bat Dictogloss is a creative way of using gap-filling and dictation activities by integrating writing with other skills, also encourages collaboration. DARTS ( Directed Activities Related to Texts) Reading to learn activities which are meaning-focused are known as DARTS. In reconstruction activities, the text is modified by the teacher and learners do some activities like matching, filling in gaps, predicting, completing etc. In analysis activities pupils try to find the specific information in orderto organize it.For instance they create their own questions to be answered by other pupils.

Awareness/knowledge about print - Pupils realize that print represents speech and gradually finds out how print represents sounds. Graphophonic knowledge - It is the knowledge about the occurrence of certain sounds together. It focuses on syllables, onsets, and rimes.Lexical knowledge - Pupils start to differentiate common words, collocates- words go together. Syntactic knowledge - Pupils chunk phrases and realize/accomplish the construction of activities. Semantic knowledge - Pupils develop their world knowledge, life experience, and culture and use these to help them understand meaning. Methods used for teaching reading in a foreign language; Phonics - learners are taught the letters of the alphabet, the combination of the letters, and their pronunciation. It is appropriate for learners who are not familiar with the Roman alphabet.Look and Say is based on words and phrases and encourages word recognition of common words. for example the,he,she,is,are etc.. Language Experience is based on the children's spoken language. Interesting things taking place in class are scribed by the teacher and shown to the students. The aim is make students realize how the written word corresponds to the spoken. Whole sentence Reading - pupils try to recognize meaningful phrases and sentences. English native-speaker children progress in terms of their writing skills and their attitudes to writing, through three stages;Preparatory stage - children acquire the basic mechanisms of handwriting and spelling. This becomes automatic for most children bythe age 7. Consolidation stage - Children perform personal, colloquial, situational, and context-bound writing. They become aware of whom they are writing to. They don’t like revising and editing their work at all. Differentiation stage - children become aware of different text types, purposes, and audiences. They use more distinct structures and becomebetter writers. Learning to write activities help pupils to develop their knowledge on handwriting, spelling, punctuation and using correct words and grammar.

Writing to learn activities are less controlled, freer and creative. Besides form, meaning is appreciated as well.

There are three main types of writing activities: controlled writing activities

guided writing activities,

free writing activities.

Controlled writing activities include activities like;*straight copying *matching *organising and copying *delayed copying *copying book *dictation Guided writing activities do not require much active production but they require understanding. The examples of guided activities include; *fill-in exercises *dictation *letters/cards/invitations Free writing activities enable learners to try out their language in a freer way. Pupils produce a wide range of text types; *posters, advertisements, poems *plays, letters, menus *stories, factual accounts *instructions and long pieces of work

8 READING AND WRITING Learning to Read and Writing:The positive relationship between the two is a result of children being able to transfer L1 reading skills to the L2. In some contexts it has been decided to encourage speaking first. Teachers of very young pupils may not use course books What do children already know about reading?

1. Awareness and knowledge about print: the realization that print represents speech and is written in a certain direction

2. Graphophonic knowledge: how certain sounds occur together. Theuse of songs, rhymes and rhyming stories help to build up this knowledge; certain words are very common, collocate or go

together (e.g. at the seaside) Teaching sight reading of high frequency words develops this ability

3. Syntactic knowledge: helps children to chunk phrases and to predict what might come next in a sentence construction or story

4. Semantic knowledge: knowledge of the world and experience of life and culture helps pupils to have expectations about literacy events

5. Lexical knowledge: Pupils start to differentiate common words,collocates- words go together.

1-Learning to Read English: the initial stagesWhich teaching methods are in use?Phonics= working out sound/letter correspondences to develop word attack skills. This approach aims to consolidate children’s phonemic, phonological and morphological awareness. Look and Say is based on encouraging sight recognition of most commonwords; the, he, she, is, Language experience tries to make print meaningful by encouraging personal events to become part of a simple text to increase interest The foreign language will need to consider the difference between ‘sounding out’ and ‘reading with understanding’ in her English class.Whole class reading pupils try to recognize meaningful phrases and sentences. Coping with English orthographyChildren will discover that English spelling doesn’t always help themin their reading. Children from countries with a different alphabet will need to spend more time learning to form letters or to orientatetheir handwriting from left to right. Developing print awarenessDecorate the classroom with functional print such as friezes, flashcards, posters, words of songs or signs using published materials you make yourself and there is also environmental print such as advertisements.. Supporting reading in the initial stagesReading English in the early stages will combine meaningful reading in sentences supplemented by independent reading at the letter and word level. The teacher should support pupil’s association of letters, words and pictures through songs, visual aids, games and so on. 2-Reading to Learn: the later stages

Pupils learn new vocabulary or grammar through reading short texts inthe form of dialogues, descriptions, instructions or short stories Reading strategiesActively encouraging learners to use comprehension strategies helps them understand both spoken and written passages more effectively. Itis important to get a general picture. Learning-centered approach uses activities in a three-stage model: pre-, while- and post-reading. Reading activitiesGap-filling or comprehension questions. Reading to learn activities which are meaning-focused are often referred to as DARTs (directed activities related to texts) DARTs include reconstruction activities and analysis activities Reconstruction activitiesHere the text has been modified by the teacher in some way so that the pupils can do matching, filling in gaps, predicting the next parts of a sentence or text, completing tables, pictures and diagrams. Analysis activitiesPupils hunt for specific information to organize it in some way. At primary level the pupils can underline specific parts of a text. Reading awareness activitiesLanguage awareness activities can be encouraged by asking pupils to notice similarities and differences between alphabets or by counting how often letters occur in words Reading Activities for Both StagesThe activities focus on learning to read (phonemic skills, sight recognition of key vocabulary) and reading to learn (reading for meaning, thinking skills, study skill, problem solving). Organizing reading activitiesWhen using group work any supplementary reading activities should be clearly labeled or color coded to show their level of difficulty so that the children can organize themselves and work independently. Learning to Write in the L1 and L2Learning to write; where the pupils are guided copying which focus onsurface features such as handwriting, spelling, punctuation and using the correct words and grammar.

Writing to learn; there may be less tightly controlled writing activities, focuses on meaning and personal expression. The demands of productive skill activities divided in two: choosing the right lang. and thinking/having ideas. It’s important to understand what native-speaker children can do in terms of writing. The preparatory stage is the basic mechanisms of writing and spelling. The consolidation stage; Children perform personal, colloquial, situational, and context-bound writing. They become aware of whom they are writing to. They don’t like revising and editing their work at all. The differentiation stage at around nine or ten years of age shows evidence of writing structures becoming more distinct. The structure of a story becomes more shaped and organized. When should children learn to write in the foreign language?Children learning Eng. May not write very much in the first year or two. Teachers need to be especially sensitive to the different demands and purposes of written tasks they impose on their pupils andto be aware of a variety of ways of supporting their writing The initial stagesAn important principle at all levels is that children shouldn’t be asked to write something that they can’t say in English. Children enjoy personal writing, so it is a good idea to personalize writing tasks. The more pressing need is to ensure contextualized and sometimes relates to a real-life situation English spellingWith visual style learners respond to the shapes of words and the patterns of letter strings within them. With auditory style it is better for learners to sound the word out as they can recognize the relationship between sounds and letters. With kinesthetic style spelling is a graphic-motor skill. The linguistic style one some children develop skills in seeing relationships between words based on grammar, meaning and so on. Spelling games:Hide and seek encourages children to look at groups of words and to use the ‘look, say, cover, write, check’ approach.Noughts and crosses aims to practice personal spelling lists using the ‘look, say, cover, write, check’ approach.

There are four main ways in which children learn the spelling of words:*visual= shapes of words*auditory= sound the word out*linguistic= seeing relationships between words based on grammar meaning and so on..*kinesthetic = graphic-motor skills,hand movements Guidelines for supportive

Reinforce the connection between writing and speaking Eng. And reading and writing in Eng.

Try to develop an awareness of environmental print Make sure your own classroom has many examples of Eng.

Writing Develop the concept of Eng. Letters Have special ‘letter days’ where children bring in things

which begin in Eng. With a particular letter. Count the words in a line of print Reinforce the concept of words and letters Create a Post Office with pupils or have a Shop Corner Help pupils build lists of high frequency words from their

reading and writing using personal picture dictionaries Compile a class news book where you write news very simply. Organize resources so that there are word bank cards placed

around the room which pupils can refer to. Word cards can also be organized as sentence makers

Writing in Later StagesThe use of Venn diagram to classify information can provide a simple sentence pattern. The next stage can be practice with more complex Venn diagrams. As children grow in confidence some might like to become more involved in choosing text types for themselves. They can do word maps. Dictogloss is a creative way of using gap-filling and dictation.The procedure is like this:

1. Prepare pupils with a range of pre-listening activities. Give them a list of the key words

2. Read the story two times, pupils complete gap-filling activities

3. They retell the story orally4. They retell it in writing. They can recreate the main meanings

with grammatical accuracy and well organized ideas5. Display finished versions6. Pupils try to create a different ending.

Guided activities at sentence level and above for older pupils may include putting words in the correct order, matching sentence halves and copying, gap-filling using visuals or words, writing captions forpictures, writing speech bubbles or dialogues, creating sentences from a tickchart and sequencing sentences. Personal writing:diaries, shopping lists, reminders and recipes. Social writing: thank you letters, invitations, congratulations, text messages or instructions.Public writing: letters to other classes,forms,posters,menus,class magazines. Study writing: personal dictionaries,self-assessment. Creative writing:poetry, riddles, stories, plays, songs or designing food packets. Responding to WritingWhere the focus is on surface features such as handwriting or spelling or on language forms, such as new vocabulary and sentence patterns and the activity is best on very tightly controlled copying.

8 READING AND WRITING Learning to Read in the L1 & L2 What do children already know about reading?1. When children learn to read successfully in their L1, they

develop different forms of awareness and knowledge1. Awareness and knowledge about print: the realization that print

represents speech2. Graphophonic knowledge: (ses üretimi) how certain sounds occur

together. Phonological awareness refers to an awareness ofsyllables, onset and rimes.

3. Lexical knowledge: that certain words are very common, collocateor to go together. (gramer ile ilgili)

4. Syntactic knowledge: helps children to chunk phrases and predictwhat might come next in a sentence

5. Semantic knowledge: (dilin çevresiyle ilgili) knowledge of theworld and experience of the life and culture helps pupils tohave expectations about literacy events.

Learning to Read in English: the initial stages2. Developing good levels of literacy in the L1 and good oral

skills in the L2 are the most important objectives. (L1 de okuryazarlık L2 de konuşma becerilerinin geliştirilmesi)

Which teaching methods are in used?

3. The most effective way of teaching reading means using abalanced approach with several methods. (bütün yaklaşımlarıkullanmak)

4. Phonics working out sound/letter correspondences to develop wordattack skills.

5. It highlights the recognition of individual sounds and soundblends or combinations so tat the words can be sounded out.(öğrenciye sesleri çıkarması öğretiliyor)

6. Most teacher use a balance of activities that focus on sounds,letters and words.6. Looking and Say : is based on encouraging sight recognition of the

most common words such as the, he, she, is, are7. Language Experience: is used with young children and tries to

make print meaningful by encouraging personal events to becomepart of a simple text.

8. Whole sentence reading2. The foreign language teacher will need to consider the

difference between “sounding out” and “reading withunderstanding”.

Developing print awareness 7. Decorate the class with functional print such as alphabet friezes,

flashcards, posters, words of songs, or signs, using published material ormaterials you make yourself.

8. Other examples include environmental print, examples of writtenEnglish available in the local environment, e.g. t-shirts, food labels oradvertisements

Supporting reading in the initial stages1. It is important to introduce reading after the pupils have some

basic knowledge of the spoken language so that it quickly becomesmeaning based and not simply decoding.

2. Generally the teacher should support pupils’ association ofletters, words and pictures through songs, visual aids, games andso on.

3. Pupils enjoy listening to simple dialogues and stories which arewell illustrated and have an interesting story line.

Reading to Learn: the later stages 1. As pupils become more confident in reading their own language,

they use reading to learn.

2. Pupils are often introduced to and learn new vocabulary orgrammar through reading.

3. They may be learning how to learn through their reading. Reading strategies1. Research has shown that actively encouraging learners to use

comprehension strategies helps them understand both spoken andwritten passages more effectively.

2. A learning-centered approach to reading uses activities inthree-stage model: pre-while-post-reading

3. Activities using visuals such as charts provide an intermediatestage in reading development and also provide a frame work tosupport children’s listening and speaking skill.

4. Reading is integrated with other language skills . Reading activities1. Traditionally, pupils are asked to complete gap-filling

activities or comprehension questions after reading a text.2. Reading to learn activities which are meaning-focused are often

referred to as DARTS (direct activities related to texts). Thesefocus on the processes and outcomes of reading

3. DARTS include reconstruction activities and analysis activities. Reconstruction activities1. The text has been modified by the teacher in the some way so

that the pupils can match parts of sentences or “speech bubbles”to characters, filling gaps in sentences or text, sequence partsof a sentence or a text.

Analysis activities2. Pupils hunt for specific information to organize it in some way.

This is more difficult and at primary level the pupils canunderline specific parts of a text, perhaps in different colors,to show different things.

Reading awareness activities3. Language awareness activities can be encouraged by asking pupils

to notice similarities and differences between alphabets.4. Older pupils can be introduced to the names of different types of

text; such as greetings cards, menu, comic, and brochure. 5. Make sure you try and have a wide range of text types around the

classroom which are described or labeled in English. Reading activities for both stages

1. The learning to read activities include developing phonemic skills orsight recognition of key vocabulary, while those based on reading to learnare often integrated with other skills – speaking, listening orwriting.

2. The reading to learn activities emphasize reading for meaning andmay also develop concepts, study skills, thinking skills such as problem solving and agreater awareness of text and discourse.

Learning to write in L1 & L21. Learning to write, where pupils are involved mostly in tightly

guided copying which focus on surface features, such as handwriting,spelling, punctuation and using the correct words and grammar.

2. In writing to learn, there may be less tightly controlledwriting activities, moving to much freer or even creative writingwhere there are higher cognitive demands and a greater focus onmeaning and personal expression as well as form.

3. The demands of activities and tasks for productive skills(speaking, writing) can be divided chiefly into two1. The first is connected with choosing the right language

while the second is concerned with thinking and having ideas,such as remembering, choosing, selecting, ordering,prioritizing and interpreting visual clues using a picture orgraphic organizer.

4. In learning to write, the focus on words or sentence levelwriting only. Pencil control and hand-eye coordination can stillbe a difficulty for young children, as will forming letters of theRoman alphabet for those not used to it.

5. In writing to learn, the students now include choosing the rightvocabulary, grammar, sentence patterns, spelling and layout,having ideas and joining them, thinking of writing ascommunication and focusing on the message and the reader.

6. Kroll and Wells have identified stages through which Englishnative- speaker children appear to progress, both in terms oftheir writing skills and their attitudes to writing.1. The preparatory stage: is when the child acquires the basic

mechanisms of handwriting and spelling, which become automatic formost children by the age of seven.

2. The consolidation stage: where writing is personal, colloquial,situational and context bound.(from the age of around seven years orolder)

3. Between seven and nine years of age many native-speakerchildren are becoming fluent story writers.

4. Graves suggest that by the age of nine children are moreaware of the notion of audience.

5. The differentiation stage: at around nine & ten years of ageshows evidence of writing structures becoming more distinct. Thestructure of a story, for example, becomes more shaped andorganized and sentence structure becomes more formal and lesscolloquial. (dil daha resmi hale geliyor. )

7. The STRIMS project (by Malmberg), a longitudinal study of pupils’language development carried out in Sweden found that there werelarge individual differences in pupils’ writing ability whichappeared to be closely linked to their writing performance intheir L1. (L1 de iyi yazan L2 de de iyi yazıyor.)

When should children learn to write in the foreign language?8. Children learning English may not write very much in the first

year or two.9. Teachers need, therefore, to be especially sensitive to the

different demands and purposes of written tasks they impose ontheir pupils and to be aware of a variety of ways of supportingtheir writing.

The initial stages1. In the early stages of learning to write in an L2 young pupils

may still be consolidating their concept of print.2. Copying at this level provides opportunities to practice

handwriting, learn consolidate their understanding of newvocabulary, develop an awareness of and confidence in Englishspelling and practice a range of simple sentence patterns theyhave learned to use in speaking.

3. Children should not be asked to write something that they cannotsay. (Öğrenciden bilmediği şeyleri yazması istenmemeli)

4. Using the correct order, using the grammatical structuresaccurately and linking sentences together with simpleconjunctions. (Basit kelime, gramer, ve yapılarla öğrenciye cümlekurmayı öğretmeliyiz.)

5. Children enjoy personal writing, so it is a good idea topersonalize writing tasks, where possible.

6. Yazdığı yazının birileri tarafından okunacağını bilmesi,öğrencinin yazarken daha dikkatli olmasını sağlar.

English spelling7. English spelling is illogical and difficult and is not easy for

young children to learn.

8. According to Palmer, there are four main ways in which childrenlearn the spelling of words.1. Visual style: learners respond to the shapes of words and

the patterns of letter strings within them 2. Auditory style: it is better for learners to sound the word

out as they can recognize the relationship between sounds andletters or groups of letters.

3. Kinesthetic style: spelling is a graphic-motor skill and thewriter lets the hand remember the kind of movements and shapesmade when producing words. (kelimenin yazılışını elalışkanlığından hatırlamak)

4. The linguistic style: is one some children might draw on asthey grow older and develop skills in seeing relationshipsbetween words based on grammar, meaning, and so on.

9. Multi-sensory approach is probably best for all young learners.(tüm duyguları beraber kullanarak öğrenmek)

10. There are many spelling games. Two of them;1. Hide and seek: encourages children to look at groups of

words and to use the “look, say, cover, write, check” approach.(tahtaya asılan kelimelerden birini çıkarıp soruyorsun hangisiyok gb.)

2. Noughts and crosses: aims to practice personal spellinglists using the look, say, cover, write, check” approach. (SOSoyunu gb.)

Guidelines for a supportive writing classroom1. Reinforce the connection between writing and speaking English

and reading and writing in English.2. Try to develop an awareness of environmental print. (bunu

dışardan temin etmek gerek)3. Make sure your class has many example of English writing,

functional prints. (sınıfın panosunda karikatür gibi veya kitapevlerinin hazırladığı İng. duvar afişleri gb.)

4. Develop the concept of English letters with the letter cards,magnetic or plasticine letters and alphabet games.

5. Have special “letter days”. Bugün “S” günü herkes örnek birşeyler üretsin, yazsın.

6. Clap for each word spoken to develop a concept of word.(ödüllendirmek)

7. Reinforce the concept of words and letters with alphabet songs,jingles and games.

8. Create a post office and made stamps, letters or have a shopcorner with lots of written labels, such as shop open/close, boardprice.

9. Organize resources so that there are word banks cards placedaround the room which pupils can refer to.

Writing in the later stages1. After two years of English, many pupils will have mastered some

of the more basic skills in writing and should be encouraged toproduce writing for a specific context and audience which goesbeyond the practice stages.

2. Pupils can also produce some of the activities outlined earlier,such as word search or grap-filling, for other pupils to complete.

3. If the children asked to write riddles, for example, they mustbe able to produce their ideas in spoken English before they areasked to write sentences.

4. Even with older children, writing tasks should always beprepared for by specific activities, including the technique ofmodeling, which provides for the rehearsal of key vocabulary andstructures.

5. Dictogloss is a creative way of using gap-filling and dictationthat has been able to use with bilingual pupils of ten- andeleven- year-olds in the UK by Jupp and Harvey from an originalidea of Wajnryb. The basic procedure is:1. Prepare pupils with a range of pre-listening activities to

listen to a story. Give the pupils a list of key words.2. Read the story ones not too fast. And asked them to find the

key words while reading. A second time they tick off the wordsfrom the list. Then pupils complete the gap-filling activities.

3. Pupils re-tell the story orally in pairs, using the gap-filling and pictures

4. Pupils re-tell the story in writing 5. A variation is that pupils try to create a different ending.

(öğrenciden hikayenin sonunu istemek.6. Guided activities at sentence level and above for older pupils

may include putting words in the correct order, matching sentencehalves and copying, gap-filling using visual or words, writingcaptions for pictures, writing speech bubbles or dialogues,creating sentences from a tick charts and sequencing sentences.

7. Writing to communication is also an important aspect of thewriting process.

8. To develop a greater awareness of different text types isneeded. (öğrenci yazı çeşitleri hakkında bilgi sahibi olmalı)

9. Öğrencinin başarısı genel amaç olmalı.10. The teacher should also be aware of the language demands and

thinking demands.11. Öğretmen bütün taleplerin farkında olmalı.

Responding to writing1. Surface features: such as handwriting or spelling2. Language form: such as new vocabulary and sentence patterns, and the

activity is based on very tightly controlled copying, you are morelikely to insist upon accuracy

3. Teacher must encourage the pupils with some sentence at the endof their writings such as “I enjoyed your story” “ I like yourending” “ good job”

9- ENGLISH ACROSS THE CURRICULUM

Cross-curricular approach aims to create links between language learning and the primary school curriculum. The underlying assumptionis that language learning would be more productive if links are established with school subjects and topics. This approach, it is argued, is not only time-efficient but authentic as well.

What are the advantages of teaching EFL to young learners within a cross-curricular framework? It draws upon (focus on) learners' everyday experience and allows them to make links between home and school. This opens possibilities for learners to carry general and school knowledge to language learning.

• It motivates learners since it carves out a space for authentic language learning and provides variety for the learner.

• It meets learners' educational needs in that it emphasises concepts, content and learning skills which might be of use in other curriculum areas.

• It allows for the exploration of both facts and imagination and creativity.

• It contributes to learners' literacy and conceptual development.

• It opens up possibilities for the transfer of skills and reinforcement of concepts between different areas of the curriculum.

• It encourages cooperation between subject matter teachers and language teachers.

There are several factors that might impact on decisions regarding the teaching of English within a cross-curricular framework. These are the teachers (teachers' views on language learning and teaching, their language level, their willingness for innovation, their knowledge of language learning activities), the learners (theirage and interests, their linguistic and conceptual level, their motivation, their learning styles), the learning/teaching context itself (the amount of time available, the type of syllabus and materials in use, the attitude of parents or head teachers towards cross-curricular work).

Starting points for cross-curricular work? (useful starting point in using a topic is topic web ) *topics*issues*skills and strategies*resources topics and issuesThe list below gives examples of different subjects that can be used to develop topics or issues:*Mathemathics= counting,quantity*Science= magnetism*History= chronology*Geography and the Environment= maps and atlases *Cultural studies= lifestyles and festivals*Art and Craft= drawing and printing,puppets and models What are the steps that a teacher needs to follow in implementing cross-curricular work? • Choosing a topic, • Planning time, • Collecting materials, • Working out the situations and functions of the language to be concentrated on, • Choosing the methods and activities to carry out the topic-based work, • Assessing what has been done.

Skills and strategiesWhat are some general learning skills and strategies which have a direct relationship to language learning skills? *observing objects, actions, *memorising objects and actions

*carrying out actions, analysing and experimenting with things *seeing pattern and connections between the object and actions *interpreting the symbolic representation of information *interpreting the meaning of the texts and visuals *reflecting and evaluating actions developing language awareness

Problems and questions Naturally, we must be aware that there are some possible problems areas when using cross-cultural work *Topic overlap and overkill *The relationship between learning facts and learning language *The balance between a product-focused approach and process-focused approach *The problem of finding resources Examples of visual support:1-Tick chart2-Flow chart3-Bull’s eye chart4-Pie chart5-Venn diagram6-Tree diagram7-Graph8-Grid/matrix Types of activities linked to the thinking,language and visual support:-matching-sorting-sequencing-ranking Unit 09 - English Across the Curriculum Cross-curricular approach aims to create links between language learning and the primary school curriculum. Assumption is that language learning would be more productive if links are established with school subjects and topics. This approach is not only time-efficient but authentic as well. Syllabus a kind of plan showing the subjects to be studied in a particular

course Curriculum is a term used to refer to a group of subjects studied in a School Mind Map is a kind of diagram with lines and circles that is used to organise informationMind maps are helpful in using and remembering information efficiently. Visual Support is a kind of teaching material that is used to visualise teaching points . Pictures, flashcards, real objects, charts, diagrams are examples of visual aids that help language learners understand or remember information easily. 9 ENGLISH ACROSS THE CURRICULUM Why make cross-curricular links?Drama, Music and Art and Craft are obvious areas that can be linked with foreign language study. Links to be made between home and schoolare motivating and engaging. These links meet the children’s educational needs by reinforcing concepts, content and learning skills. Links influenced by three factors; the teachers (their language level, their knowledge of a range of suitable activity types), the learners (their age and interests), the learning/teaching context itself. Starting points for cross-curricular Topics and issues Mathematics, science, history, geography and the environment, cultural studies, art and craftStarting points for topics can also arise from the pupils themselves.A useful starting point in using a topic is to make a topic web Language and learning skills and strategiesGeneral learning skills and strategies are observing, memorizing, carrying out actions, analyzing and experimenting, seeing patterns and connections, interpreting the symbolic representations, interpreting the meaning of texts and visuals, reflecting on and evaluating actions, developing language awareness.

ResourcesSome subject books and web sites. List of 8 possible benefits

1. It can be motivating and provide variety2. Reinforce pupils’ conceptual development3. Provide consolidation of aspects of language learning in the

L1. Helps pupils notice differences between languages4. The transfer of skills helps children to learn how to learn.5. It can be used to reinforce other subjects and concepts in the

curriculum6. Curriculum resources can be recycled for language teaching7. It can encourage collaborative teaching and planning between

subject teachers and language teachers8. It offers exploration and creativity

Problems and questionsTopic overlap and overkill, the relationship between a product-focused approach or a process-focused approach the balance and the problem of finding resources. There are not many cross-curricular materials in print. Teachers create them and this is very time consuming.

What are the skills of teachers needed for cross-curricular work?1. Ability to analyze the language2. Capacity to analyze the language3. Ability to draw upon your knowledge4. An understanding of the principles5. Capacity to stage activities6. An understanding of the management of learning

Linking old knowledge with the newAs part of the pre-activity stage, children can do a mind map or concept map or write a list of key words to describe what they already know. Catering for learning stylesAuditory and kinesthetic support can be provided with the help of action rhymes and songs, stories, games and drama. There are also other useful graphics called graphic organizers or visual frameworks. More on stories and investigations

Many stories can easily be used to tie in language learning with a wide variety of cross-curricular topics. Well-known stories, such as ‘The Very Hungry Caterpillar’ Investigations and surveysThese provide a useful way of consolidation language learning and canalso help to develop curricular concepts and thinking skills. A useful procedure for investigation is;

An interesting question which links to currents topic A procedure for organizing the investigation The kind of language the investigation will develop in terms of new

vocabulary, structures, language functions and skills The kinds of modeling and rehearsal A way of recording results/producing an outcome

Activities for useful investigations; Predicting, counting Measuring area, ranking Measuring and comparing length and weight Experimenting, classifying e.g. Making and using maps and plansInvestigations and surveys give scope for learners to work at different levels according to their ability and language level.

10 - CULTURE

Learning about culture through foreign languages • Thanks to e-mail and the internet, pop music, satellite and cable TV, many young learners can experience the real value of English in their daily lives. (eskiden kimse başka kültürler hakkında bilgi sahibi değildi) • On a wider level an increasing number of countries, such as those within the European Union, include cultural awareness and inter-cultural learning as part of their educational and language teaching policies to promote international understanding and world peace. (kültür açısından ulusların birbirini daha iyi anlayabilmesi)

Why teach culture within a foreign language program? • Cultural awareness and intercultural learning, provided by Kubanek-German. * The first refers to “an awareness that we are affected in our

actions by culture”. * The second refers to “the ability to see oneself as part of a larger community, to contrast cultures, to be aware that a different language is embodying different cultural beliefs, behaviors and meanings”. • According to Jones, 'awareness of others' helps to develop an understanding of a wide range of cultural issues which include the following: * similarities and differences between groups of different language communities * social conventions (gelenek, görenek) * things which are unfamiliar within a target language community * stereotypes, as perceived by one linguistic group about another * language as culture (kültürde kullanılan dil) • Cross-cultural understanding (kültürler arası bağ kurma) and tolerance tends to have the effect of making young people more aware of their own culture. • Kubanek-German dil ve kültür arasında çok büyük bir etkileşim olduğunu savunurlar. • Until recently the cultural dimension of language teaching programswas rather neglected. (insanların daha çok iletişim kurması kültürü olumsuz etkiler.) • Literature-based foreign language study for older students often emphasized culture, sometimes to the detriment of language. (Öğrencilere edebiyat ve kültür dersleri verilmesi dili olumsuz etkiler.) • On the one hand we have the views of people like Maley (1999) who suggest that many international coursebooks are 'bland' (sönük) and 'uncontroversial' (tartışmasız). (Marley kitaplar tek düze ve öğrencilerin bir okuyuşta anlayacağı şekilde olması gerektiğini savunur.) • Freebairn (primary and secondary coursebook writer) refers to writers' difficulties in finding topics which are at the same time suitable for language teaching and culturally appropriate for a wide range of contexts. (konu bulmanın zorluklarından bahsediyor, dersin konusu zamana göre güzel ve doğru hazırlanmalı) o (Freebairn, öğrencilerin bir şey okuduğunda tahmin yeteneklerini geliştirecek tartışmalı konular olmasını savunur.)

Teaching culture through language • In the past there was little systematic or explicit focus on how far to link culture and language and perhaps an uncertainty about howto teach it. (kültür ve dil bir arada nasıl verilmeli) • More recently many materials have included an explicit focus on culture in the form of concrete activities which are carefully

integrated into the language objectives of the materials. (dersten çıkıldığında gramer yapılarının iyi bilmesi) • In this kind of material there is a clear focus on language and culture to produce both linguistic and cultural outcomes (toplumun kültürü hakkında öğrendiği şeyler). Kültür ve dili bir arada verecek somut materyaller sunulmalı)

What to teach • Provided it is motivating and not too abstract, early FLL has a good chance of encouraging children to take an interest and develop apositive attitude towards foreign countries and their culture. (diğertoplumların kültürlerini vermeliyiz) • In their contact with the L2, both in and out of school, primary pupils will often learn a range of details about the target culture, especially everyday life, traditional elements of children's lore, such as songs, rhymes, games, stories, special festivals and celebrations. • If the pupils are very young, teachers can try to collect and use realia, such as typical food, toys or clothes. (öğrenciler çok küçükse derste somut nesneler kullanmalıyız) • Kubanek-German writes that striving for authenticity at all costs is rather naive, as there is now so much cultural cross-over. (kültürler iç içe o kadar çok geçmiştir ki bir kelimenin hangi dile ait olduğu bazen bilinemez örn: Hamburger)

How to teach culture • Present aspects of culture from a child's perspective. (öğrencinin bakış açısından o kültürün kurallarını vermek) • Use authentic materials where possible, but do not worry too much if you do not have any. (kültüre has şeyleri vermek. Materyal yeterlideğilse plan yapmak) • Try to create or exploit authentic situations e.g. how an English girl celebrates her birthday (a birthday cake, candles, presents, etc.). (o kültüre özgü olaylar örn: İngiliz bir kızın doğum gününü kutladığı gibi sınıftaki bir kızın doğum gününü kutlamak.) • Encourage the use of skills such as observing, questioning, comparing, reflecting, discussing, researching information. (karşılaştırarak, tartışarak, gözlemleyerek öğretmeliyiz) • Think of the ways you can exploit the materials by focusing on specific language, simplifying and limiting the range of language. (materyalleri kullanarak dil üstünde yoğunlaşıp o dili öğretmeliyiz) • Think of the kinds of skills work - listening, speaking, reading and writing - which link up to the topic or activity. (konuya uygun aktivite yapılmalı)

Observing and comparing • From the first year onwards, pupils may be introduced to fictional characters - boys and girls of their own age, their families, and their friends - who feature in the sketches, stories and anecdotes contained in the teaching materials. • One of the most common activities in developing cross-cultural understanding is observing and comparing life in the pupils' home country with life in English-speaking countries. • When discussing differences, teachers should be careful that they and the pupils emphasize positive opinions rather than what appears very bizarre or unpleasant.

Starting points for teaching culture The main starting points for teaching culture include: • Songs and rhymes These are useful for younger children and allow them to compare these English rhymes with their own. (kendi şarkılarıyla kıyaslama yaparlar) • Drawings you can ask them to make large drawings of some very simple things, but which tend to be strongly influenced by culture. (o kültürü çok fazla etkileyen bir eşya çizdirilebilir) • Artefacts (el ürünleri). You may be lucky enough to have an exampleof the latest toy which is popular in English-speaking countries. (Türk kültürü anlatılırken patik gösterile bilir) • Stories are a very appropriate way to introduce culture • Making contact with real people Slightly older pupils can be encouraged to carry out a range of activities, such as interviewing any native speakers available, writing requests for information, asking native speakers to provide written information, making class links with target language speakers by letter, internet, or e-mail. (o dili konuşan biriyle birebir bağlantı kurmak) • Projects or topics Many of the topic-based magazines available fromcertain publishers make this task much easier. There is also a small but growing number of 'stand-alone' videos which describe life in English-speaking countries – Unit 10 - Culture Cultural Awareness is the kind of awareness which enables learners to react linguistically and culturally in an appropriate manner in communication situations. Intercultural learning ; the process of becoming more aware of and better understanding of one’s own culture and other cultures around the

world. The aim of intercultural learning is to increase internationaland cross-cultural tolerance and understanding. Authenticity ; authentic texts (either written or spoken) are those which are designed for native speakers; they are real texts designed not for language students, but for the speakers of the language in question. Language and culture cannot be separatedThe communicative approach aims to focus on teaching communicative functions of the language to the detriment of the culture. 10 CULTURE Learning about culture through foreign languagesMany young learner experience the real value of English in their daily lives via internet, pop music, satellite and cable TV. Culturalawareness and intercultural learning are parts of their educational and language teaching policies to promote international understandingand world peace. Why teach culture within a foreign language program?Cultural awareness: awareness that we are affected in our action by culture. Intercultural learning: the ability to oneself as part of a larger community, to contrast culture, to be aware that a different language is embodying different cultural beliefs.Understanding of a wide range of cultural issues which include the following;

Similarities and differences between different communities Social conventions Things which are unfamiliar Stereotypes Language as culture

Literature-based foreign language study for older students often emphasized culture, sometimes to the detriment of language Teaching culture through languageThere is a clear focus on language and culture to produce both linguistic and cultural outcomes. Some teaching material provides background cultural information in an attempt to develop cultural awareness and cross-cultural information in an attempt to develop cultural awareness and cross-cultural comparison

What to teachIn their contact with the L2 both in and out of school, primary pupils will often learn a range of details about the target culture, especially everyday life, traditional elements of children’s lore, such as songs, rhymes, games, stories, special festivals and celebrations. How to teach culture

Present aspects of culture from a child’s perspective Use authentic materials where possible Try to create or exploit authentic situations Encourage the use of skills such as observing questioning, comparing,

reflecting, discussing, researching information Think of the ways you can exploit the materials by focusing on specific

language Think of the kinds of skills which link up to the topic or activity

Observing and comparingOne of the most common activities in developing cross-cultural understanding is observing and comparing life in the pupils’ home country with life in English-speaking countries. Starting points for teaching culture Songs and rhymes Drawings Artifacts Stories Making contact with real peopleProjects or topics 10 CULTURE Learning about culture through foreign languages Thanks to e-mail and the internet, pop music, satellite and

cable TV , many young learners can experience the real value ofEnglish in their daily lives . (eskiden kimse başka kültürlerhakkında bilgi sahibi değildi)

On a wider level an increasing number of countries, such asthose within the European Union, include cultural awareness andinter- cultural learning as part of their educational and languageteaching policies to promote international understanding and world

peace . (kültür açısından ulusların birbirini daha iyianlayabilmesi)

Why teach culture within a foreign language program? Cultural awareness and intercultural learning, provided by

Kubanek-German. o The first refers to “an awareness that we are affected in our

actions by culture”. o The second refers to “the ability to see oneself as part of a

larger community, to contrast cultures, to be aware that adifferent language is embodying different cultural beliefs,behaviors and meanings”.

According to Jones, 'awareness of others' helps to develop anunderstanding of a wide range of cultural issues which include thefollowing:o similarities and differences between groups of different language

communitieso social conventions (gelenek, görenek)o things which are unfamiliar within a target language communityo stereotypes , as perceived by one linguistic group about anothero language as culture (kültürde kullanılan dil)

Teaching culture through language In the past there was little systematic or explicit focus on how

far to link culture and language and perhaps an uncertainty abouthow to teach it. (kültür ve dil bir arada nasıl verilmeli)

More recently many materials have included an explicit focus onculture in the form of con crete activities which are carefullyintegrated into the language objectives of the materials. (derstençıkıldığında gramer yapılarının iyi bilmesi)

In this kind of material there is a clear focus on language andculture to produce both linguistic and cultural outcomes (toplumunkültürü hakkında öğrendiği şeyler). Kültür ve dili bir arada vereceksomut materyaller sunulmalı)

What to teach Provided it is motivating and not too abstract, early FLL has a

good chance of encouraging children to take an interest and developa positive attitude towards foreign countries and their culture.(diğer toplumların kültürlerini vermeliyiz)

In their contact with the L2, both in and out of school, primarypupils will often learn a range of details about the targetculture, especially everyday life, traditional elements of children's lore, such as songs, rhymes, games, stories, special festivals and celebrations.

If the pupils are very young, teachers can try to collect and userealia , such as typical food, toys or clothes. (öğrenciler çokküçükse derste somut nesneler kullanmalıyız)

Kubanek-German writes that striving for authenticity at allcosts is rather naive, as there is now so much cultural cross-over. (kültürler iç içe o kadar çok geçmiştir ki bir kelimeninhangi dile ait olduğu bazen bilinemez örn: Hamburger)

How to teach culture Present aspects of culture from a child's perspective. (öğrencinin

bakış açısından o kültürün kurallarını vermek) Use authentic materials where possible, but do not worry too much

if you do not have any. (kültüre has şeyleri vermek. Materyalyeterli değilse plan yapmak)

Try to create or exploit authentic situations e.g. how an English girlcelebrates her birthday (a birthday cake, candles, presents,etc.). (o kültüre özgü olaylar örn: İngiliz bir kızın doğum gününükutladığı gibi sınıftaki bir kızın doğum gününü kutlamak.)

Encourage the use of skills such as observing , questioning, compar-ing, reflecting, discussing, researching information. (karşılaştırarak,tartışarak, gözlemleyerek öğretmeliyiz)

Think of the ways you can exploit the materials by focusing on spe-cific language, simplifying and limiting the range of language. (materyallerikullanarak dil üstünde yoğunlaşıp o dili öğretmeliyiz)

Think of the kinds of skills work - listening, speaking, reading andwriting - which link up to the topic or activity. (konuya uygun aktiviteyapılmalı)

Observing and comparing From the first year onwards, pupils may be introduced to

fictional char acters - boys and girls of their own age, theirfamilies, and their friends - who feature in the sketches, storiesand anecdotes contained in the teaching materials.

One of the most common activities in developing cross-cul tural understanding is observing and comparing life in the pupils' home country with life in English-speaking countries .

When discussing differences, teachers should be careful that theyand the pupils emphasize positive opinions rather than whatappears very bizarre or unpleasant.

Starting points for teaching cultureThe main starting points for teaching culture include:

Songs and rhymes These are useful for younger children and allowthem to compare these English rhymes with their own. (kendişarkılarıyla kıyaslama yaparlar )

Drawings you can ask them to make large drawings of some verysimple things, but which tend to be strongly influenced byculture. (o kültürü çok fazla etkileyen bir eşya çizdirilebilir )

Artefacts (el ürünleri). You may be lucky enough to have anexample of the latest toy which is popular in English-speakingcountries. (Türk kültürü anlatılırken patik gösterile bilir )

Stories are a very appropriate way to introduce culture Making contact with real people Slightly older pupils can be

encouraged to carry out a range of activities, such as interviewingany native speakers available, writing requests for information,asking native speakers to provide written information, making classlinks with target language speakers by letter, internet, or e-mail. (o dili konuşan biriyle birebir bağlantı kurmak )

Projects or topics Many of the topic-based magazines availablefrom certain publishers make this task much easier. There is alsoa small but growing number of 'stand-alone' videos which describelife in English-speaking countries.

Unit 10 - Culture

Cultural Awareness is the kind of awareness which enables learners toreact linguistically and culturally in an appropriate manner in communication situations.

Intercultural learning ; the process of becoming more aware of and better understanding of one’s own culture and other cultures around the world. The aim of intercultural learning is to increase international and cross-cultural tolerance and understanding.

Authenticity ; authentic texts (either written or spoken) are those which are designed for native speakers; they are real texts designed not for language students, but for the speakers of the language in question.

Language and culture cannot be separated The communicative approach aims to focus on teaching communicative functions of the language to the detriment the culture.' 10 CULTURE

Cultural awareness: awareness that we are affected in our action by culture. Intercultural learning: the ability to oneself as part of a larger community, to contrast culture, to be aware that a different languageis embodying different cultural beliefs. Understanding of a wide range of cultural issues which include the following;

Similarities and differences between different communities Social conventions Things which are unfamiliar Stereotypes Language as culture

Literature-based foreign language study for older students often emphasized culture, sometimes to the detriment of language How to teach culture

Present aspects of culture from a child’s perspective Use authentic materials where possible Try to create or exploit authentic situations Encourage the use of skills such as observing Think of the ways you can exploit the materials Think of the kinds of skills

One of the most common activities in developing cross-cultural understanding is observing and comparing Starting points for teaching culture Songs and rhymes Drawings Artifacts Stories Making contact with real peopleProjects or topics

11 - SELECTING MATERIALS

Aims and objectives *Before selecting the material, familiarize with yourself with the

aims of your teaching programme • The basic aim is to prepare children to benefit fully from the moreformal language teaching they will get at secondary school. (öğrencileriorta okula hazırlamak) • Psychologically, they will become aware that what they say and write in their L1 can be said and written in other languages. (öğrenciler L1 de söyleyip yazdıklarının başka dillerde de yazılıp söylenebileceğinin farkına varırlar.) • Linguistically and culturally, this means that they will learn new phenomena and ways of living through different aspects of everyday life. • It is important that the teaching materials used should take the child forward as directly as possible towards your aims and objectives.

Methodology • The general methodology associated with primary teaching must contribute to the general aim of all subjects taught at that level and it is also and important criterion for the selection of materials. (her derse ve seviyeye uygun materyallerin dersin amacına uygun bir şekilde verilmesi gerekir.) • English in a systematic and comprehensive way so that new language items can be assimilated (absorbve) by the pupil. (öğretilenler öğrencinin kavrayacağı şekilde öğretilirse unutulmaz) • The things pupils do in class should be interesting and enjoyable, but they also be carefully examined in terms of their language teaching and learning potential and how they relate to what has previously been learned and what is to be learned. (yapılan aktiviteler eğlenceli, ilginç, dersle ve önceki öğretilen konularla alakalı olmalı.)

Why use a coursebook? • It can identify what should be taught/learned, the order in which to do it. (neyi nasıl öğreteceğini belirliyor, öğretmene rehberlik ediyor) • It can indicate what methodology should be used. (hangi metodun kullanılacağını içerir) • It can provide, attractively and economically, all or most of the materials needed. ( gerekli materyallerin hepsini yada çoğunu içerir ek masraf ve çaba çıkmasını önler.) • It reduces the teacher’s workload. (öğretmenin yükünü azaltır.) • It can provide a link between school and home. (ev ile okul arasında bağlantı kurar.)• Some teachers may have to use one course book only, taking their pupils through it from beginning to end and completing tests. Others may be able to use materials from several different books, adapting

them where necessary and supplementing them with original material they have produced themselves. (bazı öğretmenler sadece bir kitaba bağlı kalırken bazıları değişik kitaplardan ve kendi hazırladıkları materyallerden yararlanabilir ) • No teacher should allow the coursebook to set the objectives, let alone allow “teaching the coursebook” to be the objective. (hiçbir zaman kitap hedef olmamalı ve sadece kitaba bağlı kalınmamalı. Kitap sadece öğretmenin seçtiği bir materyaldir.)

Selecting a coursebook • Different courses have different aims and claim to reach different objectives. • The starting point for selecting a book for many teachers will probably be publishers’ catalogues or the information on the back of the book. This information does not always enough. It is also useful to look at the contents charts which set out very clearly the variouselements and also give insight into the methodology used. • In order to make the most appropriate choice for your context, coursebook’s need to be examined carefully and compared against each other.

Selecting supplementary materials • Although course books may be the majority of materials for most teachers, many like to use other materials from time to time in order to provide variety. • When selecting supplementary materials, ask yourself how they relate to the language presented in your course book, the type of supplementary language and practice they will provide and your pupils’ motivation in order to select materials that will reinforce, consolidate and extend structures and vocabulary. • When selecting a supplementary material you can also look at authentic materials.

Producing your own materials • Producing your own materials can be time-consuming, so how often youdo it will depend on the amount of time you have, the resources you have available and your particular needs. • You may do this, because your coursebook doesn’t provide enough practice, exercises, activities, or visual aids. Also the materials in your coursebookmay not be interesting or may be inappropriate for your class.

Making worksheets • Worksheets can be exercises and activities which are drawn, written or word processed and photocopied. • Self-produced worksheets can be a great help to the teacher for

organizing oral activities in pairs and small groups, and also for simple reading and writing activities. • Worksheets must be clear• When designing worksheets, teachers must think carefully about how they want their students to use them. ( grup halinde mi yoksa bireysel mi) • Group worksheets = listening & speaking, individual worksheets = reading & writing • Picture dictation; the worksheet consist of a simple line drawing • True or False; a page from a diary can be used for a true or false activity, involving pupils in listening, reading and speaking.

Worksheets features • The main features of these worksheets are: * They are clear, simple and attractive * The instructions are clear or in the pupils’ own language * Each worksheet provides an activity which lasts a designated period of time * There are opportunities for the worksheets to be personalized, for example, colored, and labeled, and so on. * Each worksheet practices one particular language point.

Making flashcards • Flashcards can be made by you or your pupils and can be used to introduce, practice or review structures and vocabulary. • For young learners, they are very often made by using pictures, butwords can also be used. • When using flashcards, ask yourself; are they large enough for the whole class to see? • Does the pictures convey the meaning clearly? Unit 11 – Selecting Materials The materials we use in order to add variety to our teaching are calledas supplementary materials. Readers, posters, worksheets, flashcards, technology such as OHP, theinternet are some common materials that could be used to supplement the course books. Teachers use course books to reduce their workload and provide a methodology. Course books are attractive in appearance and also economical. Course books aid learners to follow what they have learntand they provide a link between home and school.

Factors to be considered when selecting course books; objectives of the lang program - the methodology of the lesson - teacher and learner characteristics - the activities provided in the course book - its supplementary materials and the price .

SELECTING MATERIALS

AIMS AND OBJECTIVES:

The basic aim is to prepare children to benefit fully from the more formal teaching. - Psychologically, they will become aware that what they say and write in L1 can occur in L2. - Linguistically and culturally, they will learn new phenomena and ways of living through different aspects of everyday life. Our materials should take the children forward towards our aims and objectives. Objectives should be decided firstly together with the aim teaching programme and materials related to the aims should be chosen.

METHODOLGY: The general methodology must contribute to the general aim of all subjects taught at that level. Activities should not be only for sakebeing on activity. The things our pupils do in class should be interesting and enjoyable but they should also be carefully examined in terms of the teaching and learning potential aims how they relate to what has previously been learned and what is to be learned.

WHY USE COURSEBOOK? There are a number of good reasons for using a coursebook. - useful learning aid - identify what should be taught/learned - indicate methodology to use - provide attractively and economically for materials. - reduce the teacher’s workload - a link between school and home

SLECTING A COURSEBOOK: The starting point for selecting a book is to look at catalogs the

information on the back of the book. But this is not enough. It useful to look at content charts (called course map, syllabus, scope or sequence chart) giving info about various elements and methodologyused but this may also be insufficient because of lip-service to current trends.

SELECTING SUPPLEMENTERY BOOKS: Teachers may prefer to use supplementary materials for the variety inclass. Can be authentic storybooks, songs, rhymes, chants, games, posters, flashcards, videos, CDs, internet, etc. photocopible worksheets from sourcebooks can also be used. However, ask yourself how they relate language presented in your coursebook. You can also look at authentic materials, use plays used in L1 for L2class. Comics, toys posters can also be used to decorate the class.

PRODUCING YOUR OWN MATERIALS: It may be time consuming but there are reasons why you do this: - your book is not providing enough practice - activities 'visuals' not being interesting and inappropriate for class - providing different activities for their own pace - more variety

MAKING WORKSHEETS: They can be drawn , written or word processed and photocopied . WORKSHEET FEATURES: They are clear, simple and attractiveThe instructions are clear or in the pupils’ own languageEach worksheet provides an activity which lasts a designated period of timeThere are opportunities for the worksheets to personalizedEach worksheet practices one particular language point

MAKING FLASHCARDS: Can be made by you or your pupils? Introduce, practice or review structures and vocabulary. For young, they are with pictures but words can also be used. Words can be in large, clear ..

11 SELECTING MATERIALS

Aims and objectives

The basic aim is to prepare children to benefit fully from themore formal language teaching they will get at secondary school.(öğrencileri orta okula hazırlamak)

Psychologically, they will become aware that what they say andwrite in their L1 can be said and written in other languages.(öğrenciler L1 de söyleyip yazdıklarının başka dillerde de yazılıp söylenebileceğininfarkına varırlar.)

Linguistically and culturally, they will learn new phenomena andways of living though different aspects of everyday life.

It is important that the teaching materials used should take thechild forward as directly as possible towards your aims andobjectives.

Methodology The general methodology associated with primary teaching must

contribute to the general aim of all subjects taught at that leveland it is also and important criterion for the selection ofmaterials. (her derse ve seviyeye uygun materyallerin dersin amacına uygun birşekilde verilmesi gerekir.)

English in a systematic and comprehensive way so that newlanguage items can be assimilated by the pupil. (öğretilenleröğrencinin kavrayacağı şekilde öğretilirse unutulmaz)

The things pupils do in class should be interesting andenjoyable, but they also be carefully examined in terms of theirlanguage teaching and learning potential and how they relate towhat has previously been learned and what is to be learned. (yapılanaktiviteler eğlenceli, ilginç, dersle ve önceki öğretilen konularla alakalı olmalı.)

Why use a coursebook? It can identify what should be taught/learned, the order in

which to do it. (neyi nasıl öğreteceğini belirliyor, öğretmene rehberlik ediyor) It can indicate what methodology should be used. (hangi metodun

kullanılacağını içerir) It can provide, attractively and economically, all or most of

the materials needed. ( gerekli materyallerin hepsini yada çoğunu içerir ekmasraf ve çaba çıkmasını önler.)

It reduces the teacher’s workload. (öğretmenin yükünü azaltır.) It can provide a link between school and home.(okul ile ev arası bir

köprü kurar.) Selecting a coursebook The starting point for selecting a book for many teachers will

probably be publishers’ catalogues or the information on the backof the book. This information does not always enough. It is also

useful to look at the contents charts which set out very clearlythe various elements and also give insight into the methodologyused.

Selecting supplementary materials Although coursebooks may the majority of materials for most

teachers, many like to use other materials from time to time inorder to provide variety.

When selecting supplementary materials, ask yourself how theyrelate to the language presented in your coursebook, the type ofsupplementary language and practice they will provide and yourpupils’ motivation in order to select materials that willreinforce, consolidate and extend structures and vocabulary.

When selecting a supplementary material you can also look atauthentic materials.

Producing your own materials Producing your own materials can be time-consuming, so how often

you do it will depend on the amount of time you have, the resources you have availableand your particular needs.

You may do this, because your coursebook doesn’t provide enoughpractice, exercises, activities, or visual aids. Also the materials in your coursebookmay not be interesting or may be inappropriate for your class.

Making worksheets Worksheets can be exercises and activities which are drawn,

written or word processed and photocopied. Self-produced worksheets can be a great help to the teacher for

organizing oral activities in pairs and small groups, and also forsimple reading and writing activities.

Worksheet’ler açık ve net olmalı. When designing worksheets, teachers must think carefully about

how they want their students to use them. ( grup halinde mi yoksabireysel mi)

Group worksheets = listening & speaking, individual worksheets =reading & writing

Picture dictation; the worksheet consist of a simple linedrawing

True or False; a page from a diary can be used for a true orfalse activity, involving pupils in listening, reading andspeaking.

Worksheets features The main features of these worksheets are:

o They are clear, simple and attractiveo The instructions are clear or in the pupils’ own languageo Each worksheet provides an activitie which lasts a designated period of

timeo There are opportunities for the worksheets to be personalized, for

example, colored, labeled, and so on.o Each worksheet practices one particular language point.

Making flashcards Flashcards can be made by you or your pupils and can be used to

introduce, practise or review structures and vocabulary. For young learners, they are very often made by using pictures,

but words can also be used. When using flashcards, ask yourself; are they large enough for

the whole class to see? Does the pictures convey the meaningclearly ?

11 SELECTING MATERIALS

Aims and objectivesFamiliarize yourself with the aims of your teaching program. The basic aim is to prepare children to benefit fully from the more formal language teaching they will get at secondary school . Psychologically, this means that they will become aware that what they say and write in their L1 can be said written in another lang. Linguistically and culturally, this means they will learn new phenomena and ways living. MethodologyLearning activities must present and practice English in a systematicand comprehensive way. Why use a coursebook?It is a useful learning aid for the pupil. It can identify what should be taught/learned and the order in which to do it. It can indicate what methodology should be used. It can provide, attractively an economically, all or most of the materials needed, and a link between the school and home. It is rare to meet a teacher who doesn’t to draw on published teaching material, as producing original materials is a difficult and time-consuming process,it reduces techer’s workload. Selecting a course book

The starting point for selecting a book is publishers’ catalogues or the information on the back of book. It is also useful to look at thecontents charts. It is also useful to look to see if there is a statement of learning principles or basic beliefs about the nature oflearning and teaching to children. Selecting supplementary Graded readers, authentic story books, songs, rhymes and chants, games, posters, flash cards as well as technology such as videos, CDs, the internet and other CALL programs. Producing your own materialsIt can be time-consuming. Think about some of the reasons why you maydo this Making worksheetsSelf-produced worksheets can be a great help to the teacher for organizing oral activities in pairs and small groups and also for simple reading and writing tasks.It is always possible to involve pupils in making their own worksheets. Here are two examples of teacher-produced worksheets; picture dictation and true or false Worksheet features

1. They are clear, simple and attractive2. The instructions are clear or in the pupils’ own language3. Each worksheet provides and activity which lasts a designated

period of time4. There are opportunities for the worksheets to personalized5. Each worksheet practices one particular language point

Making flashcardsFlashcards can be made by you or your pupils and can be used to introduce, practice or review structures and vocabulary. When using flashcards, ask yourself:

1. Are they large enough for the whole class to see?2. Does the picture convey the meaning clearly?

ÖZET

Aims and objectives The basic aim is to prepare children to benefit fully from the

more formal language teaching they will get at secondary school. Psychologically, they will become aware that what they say and

write in their L1 can be said and written in other languages

Linguistically and culturally, they will learn new phenomena andways of living though different aspects of everyday life.

It is important that the teaching materials used should take thechild forward as directly as possible towards your aims andobjectives.

Methodology must contribute to the general aim of all subjects in a systematic and comprehensive way things pupils do in class should be interesting and enjoyable Why use a coursebook? identify what should be taught/learned indicate what methodology attractively and economically reduces the teacher’s workload a link between school and home Selecting a coursebook starting point catalogues information on the back look at the contents Selecting supplementary materials in order to provide variety. ask yourself how they relate to the language presented in your

coursebook Producing your own materials time-consuming, how often you do it will depend on the amount of time you

have, the resources you have available and your particular needs. You may do this, because your coursebook doesn’t provide enough

practice, exercises, activities, or visual aids. Also the materials in your coursebookmay not be interesting or may be inappropriate for your class.

Making worksheets Worksheets can be exercises and activities which are drawn,

written or word processed and photocopied. Group worksheets = listening & speaking, individual worksheets =

reading & writing teacher-produced worksheets; picture dictation and true or false

Worksheets features The main features of these worksheets are:

o clear, simple and attractiveo instructions own languageo a designated period of timeo personalized o one particular language point.

Making flashcards often made by using pictures When using flashcards, ask yourself; are they large enough for

the whole class to see? Does the pictures convey the meaningclearly ?

12- SONGS, RHYMES, & CHANTS

• Children love songs, rhymes and chants and their repetitive nature and rhythm make them an ideal vehicle for language learning. • This chapter will consider the rich potential of traditional songs,rhymes and chants that have stood the test of time. • Carefully selected songs, rhymes and chants can offer a rich sourceof authentic input.

Why use songs, rhymes and chants

• A linguistic resource o They allow for (songs, rhymes and chants) learn the structures and vocabulary (yapıları öğreniyorlar) o They present familiar language in new and exciting forms and in a rich, imaginative context (kelimelerin uygun kullanımı) o They provide for lots of natural and enjoyable repetition o They can be used to develop all skills in an integrated way. (bütünyetenekler iç içe geçmiş) o They help improve all aspects of pronunciation

• A psychological / affective resource o They are motivating and fun and help develop positive attitudes towards the target language o They are non-threatening and the more inhibited child will feel secure when singing and chanting as a class or in groups. (grup çalışmalarıyla girişkenliği arttırır ve çekimserliği engeller.)

o They can encourage a feeling of achievement. (öğrencilerin kendilerine olan güvenleri artar)

• A cognitive resource o They help to develop concentration, memory and coordination o They sensitize children to rhyming clues as aids to meaning o Repetition enables children to predict what comes next and to consolidate language items. (tahmini arttırıyor)

• A cultural resource o They are from authentic sources and can contribute to the cultural component of language program. (kültürleri karşılaştırıyor, farklı kültürlerin şarkılarıyla kendi kültüründekileri kıyaslıyor)

• A social resource o Singing and chanting is a shared social experience (paylaşılan sosyal aktivitelerdir) o They can be used as the basis for a performance or show.

• Finally, they offer a flexible resource to the teacher.

Pronunciation benefits of using songs, rhymes and chants • Songs, rhymes and chants are particularly useful for practicing pronunciation.

Individual sounds & sounds in connected speech • Songs and rhymes are useful for showing what happens to sounds in connected speech. Example: First by the weather telaffuzunda /st/ /by/ okunurken /s/ /by/ olarak okunur.

Stress and rhythm • More important features of pronunciation, such as stress and rhythmcan also be practiced in a very natural way of using songs and rhymes. • Encouraging children to clap the beat (tempo) as they go along or say rhymes will help to develop a sense of rhythms in English.

Intonation • Intonation can also be practiced in rhymes.

Ear training • Pupils need to have some “ear-training” to help them distinguish between different aspects of English pronunciation. (in chapter 6)

Types of songs, rhymes and chants

• There are many types of songs, rhymes and chants which contain different features and used for different purposes. • Opine suggest that rhymes can be divided in to two categories;

o Those which are essential to the regulation of games and children’srelationships with each other and include dips, skipping rhymes

o Those which are ‘mere expressions of exuberance (coşku)’ and include jingles, slogans, nonsense verse, tongue twisters, scary rhymes and jokes.

• Rhymes that are used for the regulation of games usually include dipping. • Skipping rhyme adapted for the classroom where children or groups of children stand in a circle(s). (“halka halindeyken doğum ayları söylenenler öne zıplıyor” gibi) • Finger rhymes or plays involve actions just for the hand and children can remain seated. (parmaklarını konuşturuyorlar.) • Limericks (5 dizeli mizahi şiir) are also very popular with older children. • Tongue twisters have always been favorites and use alliteration(ses yinelemesi) which makes correct pronunciation difficult and real a challenge. • Riddle and jokes (bilmece)not only practice language but also encourage children to think. • Chants (üç beş yedi on:) )have always been popular in the playground and at sports events. • Carolyn Graham puts everyday conversational to Jazz rhythms. • Older children might find some traditional songs, rhymes and chantsa little childish or uninteresting; in this case, teacher often use English pop songs, especially some of the classics. (öğrencilerin ilgisine ve yaşlarına göre müzik seçilmeli.) • As can be seen, songs, rhymes and chants can contribute to the child’s global development in many different ways. (Sadece çocuklarınpronunciation leri için değil aynı zamanda onların gelişim ve bilgilenmeleri içinde yararlıdır.)

When and how to use songs, rhymes and chants • Songs, rhymes and chants can be used in many different ways * as warmers (motive için), * as a transition from one activity to the next (bir aktiviteden diğerine geçmek için) * to introduce new language

* to practise language, to revise language * to change the mood, to get everyone’s attention

• Here is a flexible framework for using songs, rhymes and chants. * Set the context (explain purpose, background information) * Pre-teach any necessary vocabulary. (şarkıdaki kelimelerin verilmesi.) * Play on cassette or singing or chant to allow children to listen, show understanding, familiarize themselves with the rhythm, tone, etc. * Do further listening activity * Work on pronunciation activities * Invite children to listen, repeat and practise by joining in and learning to sing or chant. Encourage children to use actions, mime, drama, etc. * Give a record of text: children can adapt or write their own version; listen and complete a simple gap fill; listen and sequence * Encourage children to compare with a similar type in their own language * Present or perform as a whole class, in groups, in rounds, in pairs or if there is a question and answer sequence in the song

Adapting songs, rhymes and chants • Many songs, rhymes and chants can be easily adapted by changing keywords to fit in with particular story or theme. The advantage of thisis that children may already be familiar with the song, rhyme or chant. • Songs from around the world can also be easily adapted to fit in with story-based work.

Building up a repertoire of songs, rhymes and chants • To develop a wide range of songs, rhymes and chants that are suitable for age groups you teach and the context in which you work, you may like to built up a record in the following way. • This will help you analyze the full potential of each song, rhyme and chant and see best how you may integrate it into your syllabus. Unit 12 - Songs, Rhymes, and Chants Chant is the rhytmic speaking or singing of words and sounds. It consists either of a single note or limited set of notes witha simple melody. Rhymes Skipping rhymes Finger rhymes Riddle a riddle is a puzzle consisting of a text including a question Limerick

is a humorous poem consisting of five lines . It has a special rhythm and a rhyming. Tongue twister – She sells sea shells by the sea shore Opie and Opie (1967) suggested that rhymes can be divided into two categories: Thosewhich relate to the regulation of children's games (dips and skippingrhymes) and others which express energy, excitement and cheerfulness (jingles, slogans, tongue twisters, and jokes). 12 SONGS, RHYMES AND CHANTS Why use songs, rhymes and chants A linguistic resource;

New language to be introduced and structures. They present familiar language They provide for its of natural and enjoyable repetition Develop all skills in an integrated way They help improve all aspects of pronunciation

A psychological/affective resource

They are motivating and help develop positive attitudes towards the target language

They are non-threatening and inhibited. Child will feel secure

They can encourage a feeling achievement and built children’sconfidence

A cognitive resource

They help to develop concentration, memory and coordination Repetition enables the children to predict what comes next

and to consolidate language items Help to reinforce meaning Changes the pace and atmosphere of a lesson Help pupils develop good study habits

A cultural resource

Children can be encouraged to compare with those in their ownlanguage

A social resource

Helps to develop a class and group identity They can be used as basis for a performance or show

Pronunciation benefits of using songs, rhymes and chantsIndividual sounds and sounds in connected speechSongs and rhymes are useful for showing what happens to sounds in connected speech.Stress and rhythmThey can also be practiced in a very natural way using songs and rhythms, will help to develop a sense rhythm in English.IntonationEar training Types of songs, rhymes and chantsRhymes can be divided into two categories: those which are essential to the regulation of games and children’s relationships with each other and include dips, skipping rhymes and those that are mere expressions of exuberance and include jingles, slogans, nonsense verse, tongue twister and jokes to perform actions in groups. A repeating pattern statement/reply or question/answer. Older children might find some a little childish or uninteresting, in this case teachers often use English pop songs. When and how to use songs, rhymes and chants

Set the context (explain purpose, background information) Pre-teach any necessary vocabulary using visual aids, actions, realia,

puppets, focus questions, etc. Play on cassette or sing or chant Do further listening activity Work pronunciation awareness Encourage children to use actions, mime, drama, etc. practice several

times Give a written record of text Encourage children to compare with a similar type in their own

language Present or perform as a whole class, in groups, in rounds, in pairs

Adopting songs, rhymes and chantsTwo Fat Gentlemen and The Snowman. Songs from around the world can also be usually adopted to fit in with story based works. Building up a repertoire of songs, rhymes and chantsThis will help you analyze full potential of each song, rhyme and chant and see best how you may integrate it into your syllabus.

SONGS-RHYMS-and-CHANTS

Children love those three elements and their repetitive nature and rhythm make them an ideal vehicle for language learning. Carefully selected songs, rhymes and chants can offer a rich source of authentic input and teachers have their own favorite ones generally.

WHY USE SONGS, THYMES and CHANTS? Benefits of them for language learning have been grouped under the main objectives of most language teaching programme: - Linguistic resource - A psychological / effective resource - Cognitive resource - Cultural resource - Social resource Ocuurs in songs, rhymes and chants. There are so many to use for different age groups at different stages in language learning. They can integrate with cross-curricular topics and work, stories and can complete and supply other resources.

PRONUNCIATION BENEFUTS OF USING SONGS, RHYMES AND CHANTS: Useful for practicing pronunciation. Individual sounds and sounds in connected speech occur but stress, rhythm and intonation can also occur. INDIVIDUAL SOUNDS AND SOUNDS IN CONNECTED SPEECH: The way that certain sounds run on together or consonant dusters can be shown.

STRESS AND RHYTHM: Stress and rhythm can be realized in these elements. They can clap their hands for strong stress. The words which are weakly stressed are auxiliary verbs, conjunctions and articles and some prepositions.The weak forms can often practice the use of / /, the most vowel but it may be difficult for them to produce it.

INTONATION:

EAR TRAINING: We can ask for how many times an individual sounds occurs or checkingrhythmic or intonation patterns and using visuals for presenting rhythmic intonation patterns can be used in dongs, rhymes and chants.

TYPES OF SONGS, RHYMES AND CHANTS: These are so many used for different purposes and containing different features: Rhymes can be divided into two categories:

- Those essential to the regulation of games and children's relationships with each other including dips and skipping rhymes. - Those are "more expressions of exuberance" including jingles, slogans, nonsense verse, tongue twisters, scary rhymes and jokes rhymes, riddles, joke, limericks, chants can be used. WHEN AND HOW TO USE SONGS, RHYMES AND CHANTS: They can be used as a warmer, transition, closer or to introduce new language, to practice language, to revise language, to change the mood, to get attention, to challenge energy, to integrative with storytelling, topic work or cross-curricular work. ADOPTING SONGS, RHYMES AND CHANTS: The advantage of this is that children may already be familiar with the song, rhyme or chant. Songs from around the world can also be easily adapted to fit in with story-based work .

BUILDING UP A REPERTOIRE OF SONGS, RHYMES AND CHANTS You can collect your materials for age group, language focus or context. That you will teach. You can look at the example table. (Page:171) 12 SONGS, RHYMES, & CHANTS Children love songs, rhymes and chants and their repetitive

nature and rhythm make them an ideal vehicle for language learning.

This chapter will consider the rich potential of traditional songs, rhymes and chants that have stood the test of time.

Carefully selected songs, rhymes and chants can offer a rich source of authentic input.

Why use songs, rhymes and chants A linguistic resource

o They (songs, rhymes and chants) learn the structures and vocabulary (yapıları öğreniyorlar)

o They present familiar language in new and exciting forms and in a rich, imaginative context (kelimelerin uygun kullanımı)

o They provide for lots of natural and enjoyable repetitiono They can be used to develop all skills in an integrated

way. (bütün yetenekler iç içe geçmiş)o They help improve all aspects of pronunciation

A psychological / affective resource

o They are motivating and fun and help develop positive attitudes towards the target language

o They are non-threatening and the more inhibited child will feel secure when singing and chanting as a class or in groups. (grup çalışmalarıyla girişkenliği arttırır ve çekimserliği engeller.)

o They can encourage a feeling of achievement. (öğrencilerin kendilerine olan güvenleri artar)

A cognitive resourceo They help to develop concentration, memory and coordinationo They sensitize children to rhyming clues as aids to meaningo Repetition enables children to predict what comes next and

to consolidate language items. (tahmini arttırıyor) A cultural resource

o They are from authentic sources and can contribute to the cultural component of language program. (kültürleri karşılaştırıyor, farklı kültürlerin şarkılarıyla kendi kültüründekileri kıyaslıyor)

A social resourceo Singing and chanting is a shared social experience

(paylaşılan sosyal aktivitelerdir)o They can be used as the basis for a performance or show.

Finally, they offer a flexible resource to the teacher. Pronunciation benefits of using songs, rhymes and chants Songs, rhymes and chants are particularly useful for practicing

pronunciation. Individual sounds & sounds in connected speech Songs and rhymes are useful for showing what happens to sounds

in connected speech. Example: First by the weather telafuzunda /st/ /by/ okunurken /s/ /by/ olarak okunur.

Stress and rhythm More important features of pronunciation, such as stress and

rhythm can also be practiced in a very natural way of using songs and rhymes.

Encouraging children to clap the beat (tempo) as they go along or say rhymes will help to develop a sense of rhythms in English.

Intonation Intonation can also be practised in rhymes.

Ear training Pupils need to have some “ear-training” to help them distinguish

between different aspects of English pronunciation. (in chapter 6) Types of songs, rhymes and chants There are many types of songs, rhymes and chants which contain

different features and used for different purposes. Opie suggest that rhymes can be divided in to two categories;

o Those which are essential to the regulation of games and children’s relationships which each other and include dips, skipping rhymes

o Those are ‘mere expressions of exuberance (coşku)’ and include jingles, slogans, nonsense verse, tongue twisters, scary rhymes and jokes.

Rhymes that are used for the regulation of games usually includedipping.

Skipping rhyme adapted for the classroom where children or groups of children stand in a circle(s). (“halka halindeyken doğumayları söylenenler öne zıplıyor” gibi)

Finger rhymes or plays involve actions just for the hand and children can remain seated. (parmaklarını konuşturuyorlar.)

Limericks (5 dizeli mizahi şiir) are also very popular with older children.

Tongue twisters have always been favorites and use alliteration (ses yinelemesi)which makes correct pronunciation difficult and real a challenge.

Chants have always been popular in the playground and at sports events.

Carolyn Graham puts everyday conversational to Jazz rhythms. Older children might find some traditional songs, rhymes and

chants a little childish or uninteresting; in this case, teacher often use English pop songs, especially some of the classics. (öğrencilerinilgisine ve yaşlarına göre müzik seçilmeli.)

As can be seen, songs, rhymes and chants can contribute to the child’s global development in many different ways. (sadece çocukların pronunciation leri için değil aynı zamanda onların gelişim ve bilgilenmeleri içinde yararlıdır.)

When and how to use songs, rhymes and chants Songs, rhymes and chants can be used in many different ways

o as warmers (motive için), o as a transition from one activity to the next (bir aktiviteden diğerine

geçmek için)

o to introduce new languageo to practise language, to revise languageo to change the mood, to get everyone’s attention

Here is a flexible framework for using songs, rhymes and chants.

o Set the context (explain purpose, background information)o Pre-teach any necessary vocabulary. (şarkıdaki kelimelerin verilmesi.)o Play on cassette or singing or chant to allow children to listen, show

understanding, familiarize themselves with the rhythm, tone, etc.o Do further listening activityo Work on pronunciation activitieso Invite children to listen, repeat and practise by joining in and

learning to sing or chant. Encourage children to use actions, mime, drama, etc.

o Give a record of text: children can adapt or write their own version; listen and complete a simple gap fill; listen and sequence

o Encourage children to compare with a similar type in their own language

Adapting songs, rhymes and chants Many songs, rhymes and chants can be easily adapted by changing

key words to fit in with particular story or theme. The advantage of this is that children may already be familiar with the song, rhyme or chant.

Songs from around the world can also be easily adapted to fit inwith story-based work.

Building up a repertoire of songs, rhymes and chants To develop a wide range of songs, rhymes and chants that are

suitable for age groups you teach and the context in which you work, you may like to build up a record in the following way.

This will help you analyze the full potential of each song, rhyme and chant and see best how you may integrate it into your syllabus.

ÖZET

Children love their repetitive nature and rhythm Can offer a rich source of authentic input. Why use songs, rhymes and chants A linguistic resource

o learn the structures and vocabulary o familiar language

o new and exciting forms o natural and enjoyable repetitiono all skills in an integrated wayo all aspects of pronunciation

A psychological / affective resourceo motivating and fun o develop positive attitudes o non-threatening o encourage a feeling of achievement

A cognitive resourceo develop concentration, memory and coordinationo sensitize children to rhyming clues o predict what comes next

A cultural resourceo contribute to the cultural component

A social resourceo a shared social experience o basis for a performance or show.

Finally, they offer a flexible resource to the teacher. Pronunciation benefits of using songs, rhymes and chants--Individual sounds & sounds in connected speech--Stress and rhythm--Intonation--Ear training Types of songs, rhymes and chants rhymes can be divided into two categories;

o the regulation of games dips, skipping rhymeso mere expressions of exuberance jingles, slogans, nonsense

verse, tongue twisters, scary rhymes and jokes. Rhymes that are used for the regulation of games usually include

dipping. Skipping rhyme adapted for the classroom where children or

groups of children stand in a circle(s). (“halka halindeyken doğumayları söylenenler öne zıplıyor” gibi)

Finger rhymes or plays involve actions just for the hand and children can remain seated. (parmaklarını konuşturuyorlar.)

Limericks (5 dizeli mizahi şiir) are also very popular with older children.

Tongue twisters have always been favorites and use alliteration (ses yinelemesi)which makes correct pronunciation difficult and real a challenge.

Chants have always been popular in the playground and at sports events.

Older children find a little childish or uninteresting; in this case, teacher often use English pop songs, especially some of the classics. (öğrencilerin ilgisine ve yaşlarına göre müzik seçilmeli.)

When and how to use songs, rhymes and chants Songs, rhymes and chants can be used in many different ways

o warmers o as a transition o introduce new languageo practise language o revise languageo change the mood o get attention

Here is a flexible framework for using songs, rhymes and chants.

o Set the context o Pre-teach vocabularyo Play on cassette o further listening o Work on pronunciation o Invite children to listen, repeat and practise by joining o to use actions, mime, drama.o Give a record of texto to compare with a similar type in their own language

Adapting songs, rhymes and chants can be easily adapted by changing key words The advantage children may already be familiar with can also be easily adapted to fit in with story-based work . Building up a repertoire of songs, rhymes and chants This will help you analyze the full potential

13 - GAMES

Children enjoy constructive play and games. • Play and games are not only motivating and fun but can also provideexcellent practice for improving pronunciation, vocabulary, grammar and the four language skills.

• For very young children games also provide an important link between home and school which helps to make them feel more secure andconfident.

Why use games? • Martin writes that it is “any fun activity which gives young learners the opportunity to practice the foreign language in a relaxed and enjoyable way”. • Games may be simple and require very little planning or may need quite a bit of preparation and the use of special materials, such as dice, boards or picture, word or sentences cards.

Advantages of using games • They add variety to the range of learning situations. • They change the pace of a lesson and help to keep pupils’ motivation. • They help to renew pupils’ energy. • They provide ‘hidden’ practice of specific language patterns, vocabulary and pronunciation • They can help to improve attention span, concentration, memory, listening skills, and reading skills (dikkatlerini toplar ve daha uzun sure konsantre olmalarını sağlar) • Pupils are encouraged to participate; shy learners can be motivatedto speak. • They increase pupil-pupil communication • It helps to create a fun atmosphere

Here is a list of the language learning purposes of games • They encourage the memorization of chunks of language which can be slotted into various contexts. • Chunking of language provides useful pronunciation practice • Language may be practiced together with a wider educational or conceptual goal • The language in a game may encourage more creative use of language in addition to simple repetition. • The pupils may be involved in informal language analysis and noticing of language items or rules through problem-solving and puzzles. • Games help to make learning more memorable and accessible by using as many approaches as possible

Types of games

Fluency or accuracy? • We can divide games into two main types: language control or accuracy-focused games and communication or fluency-focused games. Accuracy-focused games • In these games the aim is usually to score more points than others and there is often a clear ‘winner’ (bu tür oyunlar yarışma havasındadır ve oyun da bir ‘winner’ olur.) • This kind of games may focus on comprehension (listening and reading) as well as production (writing and speaking) • Some of these games are also very good at training pupil’s memories. And formula, I went to market and bought……….. • The language for control-code games must be carefully controlled, rehearsed and contextualized, especially in the early stages, so thatchildren are not just ‘parroting’ language, without understanding what it means. • Bu tür oyunlarla öğrenciye grammar ve vocabulary öğretiliyor ve bu tür oyunlarda öğretmen kontrolü çok önemlidir

Fluency-focused games • The second type of game we have referred to moves from language control to communication. • This type of game tends to focus on developing fluency and collaboration with others. • These games are an important part of the 'communicative' and 'activity-based' approaches and are usually done in pairs or groups of four. Collaboration is achieved by trying to create a context where the pupils’ focus on getting a task done together, while of course using key language, rather than simply practicing language items for their own sake. • The cooperative task often relies on describe and draw, / an 'information gap'. This might include following instructions to make a drawing or follow a route on a map. (oyunun açıklaması olmalı, öğrenciye ne yapacağı söylenmeli) • The teacher should always pre-teach the language by modeling key vocabulary or sentence patterns and providing plenty of rehearsal before pupils play the games on their own. (belirli kalıplar yok). Ifthis is not done the pupils will probably simply revert to their L1, get the task done in the minimum amount of time without fully exploiting it or do task while producing very little English.

Competition or cooperation? • Competitive games can be organized in teams, groups, pairs or individuals but they

always have a winner who may be the one who has collected the most of something, or who is the first to do something, get rid of their cards or pictures or who has gained the most points, and so on. • Competitive games tend to be, but are not always language control games. ●The Picture Dictation game outlined above is an example of a Cooperative game. Here the pupils have to work together by describing, explaining, clarifying, checking, agreeing and disagreeing.

Selecting games

Is it suitable for beginners or very young children? • Games for these groups need to have simple language and should be easy to explain, set up and play. Everyone should be able to participate and it should be fun. • You will probably need to use more of the L1 to explain the game. And gradually introduce simple phrases which you can use over and over. When you play a new game for the first few times, start by giving pupils a second chance so that the game lasts longer. • The best way to ensure pupils understand is to play the game with one or two children in the front of the class as a demonstration. • Of course the simplest vocabulary or reading games like Snap and Bingo or listening games like Robots (following simple instructions as in TPR) are suitable for these learners.

Does it settle or stir? • A stirring activity engages the pupils physically or mentally so they are very active. • With young children in particular you will need to use lively gamesto keep the children physically occupied and for them to 'let off steam' (deşarj olmak). One example is called Pin On backs • Miming games are also useful for mentally engaging pupils. • With older pupils, for example, you can use a series of cards whichgive suggestions for a mime, such as reading a comic, eating a hamburger, playing a computer game, etc. • Another example taken from Roth is The Number Game where you say One,point to a child who then says Two, and so on. • This focuses attention on listening and trains memory and concentration. • Dominoes games are examples of physically settling games. • Pelmanism (also called Concentration or Memory) is a good memory training language game as an example of physically settling games.

What kind of resources do I need?

• There are eight types 1. No resources: e.g. guessing games, listening games 2. Simple pencil and paper/blackboard games ( spelling games) 3. Picture games 4. Word cards (dominoes, read and classify, Pelmanism) 5. Games using sentences cards =matching, cause and effect problem solution) 6. Dice games 7. Board games ( five senses) 8. Games using charts or matrices Battleships

Does it have a link with a theme or other subjects? • Many games such as Bingo or Dominoes can be adapted to link to various projects or curriculum areas. These well-known games, often played with young children at a very simple level, can be adapted forolder children to fit in with various themes. • A simple game for young children helps them practice body parts fora topic on our bodies. • The story Princess Smarty-pants suitable for older children has thetheme of gender stereotypes. • Another activity from this story uses a version of a Bingo game to consolidate the relationship of cause and effect/problem and solutionthat is contained within the story. (Sebep sonuç oyunlarında öğrenci derde derman bulmaya çalışıyor.)

Evaluating the potential of games • Where possible, should be integrated with the other language work which is taking place. (oyunun nelere yönelik olduğu bilinmeli) • Teachers need to build up a repertoire of games which are useful for different stages of a lesson. (bu oyunların, dersin içerisinde zaman açısından ne kadar süreceği bilinmeli)

How to play games

Giving introductions • On the whole, games need to be short, easy to carry out and easy toexplain. • Giving introductions is a crucial stage; you may decide to do this in the L1 and then check using English. • Keep introductions short, clear and simple and use a limited numberof key phrases which the pupils will quickly get used to. • Decide whether you play the game together as a class or in teams orwhether the pupils are ready to play in pairs or take over the role of the teacher. (oyunun oynama şekli iyice planlanmış olmalı)

• Make sure pupils are familiar with the necessary key vocabulary andlanguage • An overly competitive atmosphere in the classroom can be demoralizing for some children. (yarışmacı bir sınıf atmosferi bazı öğrenciler için iyi olmaya bilir) • Use the board, pictures, flashcards or other material to demonstrate procedures.

Organizing the class • If the game requires teams, groups or pairs this needs to be organized quickly. (gruplar eşit seviyede olmalı) • It is important to try and involve as many pupils as possible. • It is often useful to have a group leader if you want to play gamesin groups • Check everyone has understood what to do and give lots of praise.

Playing the game • Pupils must be taught the language they need to actually play each game, including the language to organize themselves. (öğrenciler oyunda kullanacakları dili bilmeliler)

The teacher’s role • While the pupils are playing games the teacher has a key role in observing and listening, monitoring pupils’ language, giving prompts and explanation where necessary, noticing pupils’ language difficulties which may need re-teaching, and so on. (öğretmenin rolü çok önemlidir, oyunun denetimini iyi yapmalıdır) • Try not to over-correct the children if this is likely to spoil theflow of the game. (oyunun akışını etkileyecek şekilde oyuna karışmamalıdır) • Oyunun süresini ve aşamalarını belirlemelidir. Unit 13 – Games Accuracy-focused games - to practice new language and develop accuracy - usually competitive - focus both on comprehension and production - train pupils’ memories Fluency-focused games - for fluency and communication skills - cooperative, task achievement is essential - usually suitable for slightly advanced learners - to enable students to produce in EnglishFactors to be considered when selecting games to play in a class of young learners;

level/age of the pupils- language focus of the games - resources required- the relationship between the game and subject. 13 GAMES They provide excellent practice for improving pronunciation, vocabulary, grammar and the four language skills, important link between school and home. Why use games?It is any fun activity which gives young learners the opportunity forpractice the foreign language in a relaxed and enjoyable way. Some games are competitive and other games are cooperative. Advantages of using games

1. They add variety to the range of learning situations2. They change pace of a lesson and help to keep pupils’

motivation3. They lighten more formal teaching and can help renew pupils’

energy4. They provide hidden practice of specific language patterns

vocabulary and pronunciation5. They can help to improve attention span, concentration,

memory, listening and reading skills6. Pupils are encouraged to participate; shy learners can be

motivated to speak7. They increase pupil-pupil communication which provides fluency

practice and reduce the domination of the class by the teacher.8. It helps create a fun atmosphere and reduce the distance

between teacher and pupils9. They can help reveal areas of weakness and the need for

further language10. They can help to motivate and improve writing skills by

providing a real audience context and purpose Language learning purposes of games

1. They encourage the memorization of chunks of language2. Chunking of language provides useful pronunciation practice3. The language in a game may encourage more creative use of

language4. The pupils’ informal language analysis and noticing of

language items or rules5. Help to make learning more memorable and accessible

Types of gamesA guidelines to help the teacher decide which type of game he would like to use;

1. Does it promote plan fluency or accuracy 2. Does it promote competition or cooperation 3. Does it have an educational aim 4. Is it suitable for beginners or higher levels 5. Is it a quite calming game or an active, living up game 6. What materials, resources and classroom organization are needed 7. Does it focus mostly on practicing language or learning to learn skills

Fluency or accuracyLanguage control or accuracy focused games and communication or fluency focused gamesAccuracy focused games: There is often a clear winner. It may focus on comprehension (listening/reading) as well as production (speaking/writing). Through constant repetition, this game provides practice in the pronunciation and meaning of vocabulary items. Fluency focused games: This type of game tends to focus on developing fluency and collaborate with others. Pupils will soon learn that theyneed to describe things very carefully. The teacher should always pre-teach the language by modeling key vocabulary or sentence patterns.Competition and cooperationCompetitive games tend to be, but are not always language control games Cooperative games pupils have to work together by describing, explaining, clarifying, checking, agreeing and disagreeing and so on. Selecting gamesIs it suitable for beginners or very young children?Games for these groups need to have simple language and should be easy to explain, set up and play. Everyone should be able to participate. Let more than one child be the ultimate winner Does it settle or stir?It engages the pupils physically or mentally. Miming games are also useful for mentally engaging pupils. Pupils take a card, read it and then carry out the mime while the others guess. They could also be asked to match up questions with answers using the same principles. What kind of language focus do I need?Teachers will be able to find a game to practice almost any aspect oflanguage at primary level.

What kind of resources do I need?

No resources Simple pencil and paper/blackboard games Picture games Word cards Games using sentence cards Dice games Board games Games using charts or matrices

Does it have a link with a theme or other subjects?Many games such as Dominoes and Bingo, can be adapted to link to various projects or curriculum areas. These well-known games, often played with young children at a very simple level, can be adapted forolder children to fit in with various themes. Evaluating the potential of games Games should be integrated with the other language work which is taking place. If they are out of a competitive game too quickly, pupils will have nothing to do and start being disruptive Assessing the potential of games

Pupils’ involvement Integration with other language work

Assessing the potential of gamesPupil learning and initiative How to play games Giving instructionsKeep instructions clear, short and simple. Match carefully the language demands of the game to the language level of the class you are teaching. Make sure pupils are familiar with the necessary key vocabulary and language Organizing the classIt is important to try and involve as many pupils as possible Playing the gameIt must be taught the language they need to actually play each game, including the language to organize themselves.

The teacher’s roleWhile the pupils are playing the game he has a key role in observing and listening, monitoring pupils’ language, giving prompts and explanation, noting their language difficulties. 13 GAMES Children enjoy constructive play and games. Play and games are not only motivating and fun but can also

provide excellent practice for improving pronunciation,vocabulary, grammar and the four language skills.

For very young children games also provide an important linkbetween home and school which helps to make them feel more secureand confident.

Why use games? Martin writes that it is “any fun activity which gives young

learners the opportunity to practise the foreign language in arelaxed and enjoyable way”.

Games may be simple and require very little planning or may needquite a bit of preparation and the use of special materials , suchas dice, boards or picture, word or sentences cards.

Advantages of using games• They add variety to the range of learning situations.• They change the pace of a lesson and help to keep pupils’

motivation.• They help to renew pupils’ energy.• They provide ‘hidden’ practise of specific language patterns,

vocabulary and pronunciation• They can help to improve attention span, concentration, memory,

listening skills, and reading skills (dikkatlerini toplar ve dahauzun sure konsantre olmalarını sağlar)

• Pupils are encouraged to participate; shy learners can bemotivated to speak.

• They increase pupil-pupil communication• It helps to create a fun atmosphere Here is a list of the language learning purposes of games They encourage the memorization of chunks of language which can

be slotted into various contexts. Chunking of language provides useful pronunciation practise Language may be practised together with a wider educational or

conceptual goal

The language in a game may encourage more creative use oflanguage in addition to simple repetition.

The pupils may be involved in informal language analysis andnoticing of language items or rules through problem-solving andpuzzles.

Games help to make learning more memorable and accessible byusing as many approaches as possible

Types of gamesFluency or accuracy? We can divide games into two main types: language control or

accuracy focused games and communication or fluency-focused games. Accuracy-focused games In these games the aim is usually to score more points than

others and there is often a clear ‘winner’ (bu tür oyunlar yarışmahavasındadır ve oyun da bir ‘winner’ olur.)

This kind of games may focus on comprehension as well asproduction

The language for control-code games must be carefullycontrolled, rehearsed and contextualized, especially in the earlystages, so that children are not just ‘parroting’ language,without understanding what it means.

Bu tür oyunlarla öğrenciye grammar ve vocabulary öğretiliyor ve bu türoyunlarda öğretmen kontrolü çok önemlidir

Fluency-focused games The second type of game we have referred to moves from language

control to communication. This type of game tends to focus on developing fluen cy and

collaboration with others. These games are an important part of the 'communicative' and

'activity-based' approaches and are usually done in pairs or groups of four.

The cooperative task often relies on an 'information gap'. Thismight include following instructions to make a drawing or follow aroute on a map. (oyunun açıklaması olmalı, öğrenciye ne yapacağısöylenmeli)

The teacher should always pre-teach the language by modeling keyvocabulary or sentence patterns and providing plenty of rehearsalbefore pupils play the games on their own. (belirli kalıplar yok)

Competition or cooperation?

Competitive games can be organized in teams, groups, pairs orindividuals but theyalways have a winner who may be the one, who has collected the mostof something, or who is the first to do something, get rid oftheir cards or pictures or who has gained the most points, and soon.

Competitive games tend to be, but are not always languagecontrol games . The Picture Dictation game outlined above is anexample of a Cooperative game . Here the pupils have to work together by describing, explaining, clarifying, checking, agreeing anddisagreeing.

Selecting gamesIs it suitable for beginners or very young children? Games for these groups need to have simple language and should

be eas y to explain, set up and play . Everyone should be able toparticipate an d it should be fun .

You will probably need to use more of the L1 to ex plain the game .

The best way to ensure pupils understand is to play the game with one ortwo children in the front of the class as a demonstration .

(following simple instructions as in TPR) Does it settle or stir? A stirring activity engages the pupils physically or mentally

so they are very active . With young children in particular you will need to use lively

games to keep the children physically occu pied and for them to'let off steam' (deşarj olmak). One example is called Pin On backs

Miming games are also useful for mentally stirring pupils. With older pupils, for example, you can use a series of cards

which give suggestions for a mime, such as reading a comic,eating a hamburger, playing a computer game, etc.

Another example for stirring is The Number Game where you say One,point to a child who then says Two, and so on.

This focuses attention on listening and trains memory andconcentration.

Dominoes games are examples of physically settling games. Pelmanism is a good memory training language game as an axample

of settling game. What kind of resources do I need? There are eight types

1. No resources guessing games, listening games

2. Simple pencil and paper/blackboard games3. Picture games4. Word cards dominoes pelmanism5. Games using sentences cards6. Dice games7. Board games8. Games using charts or matrices Battleships

Does it have a link with a theme or other subjects? Many games such as Bingo or Dominoes can be adapted to link to

various projects or curriculum areas. These well-known games,often played with young children at a very simple level, can beadapted for older children to fit in with various themes.

A simple game for young children helps them practise body partsfor a topic on our bodies.

The story Princess Smarty-pants suitable for older children hasthe theme of gender stereotypes.

Evaluating the potential of games Where possible, should be integrated with the other language

work which is taking place. (oyunun nelere yönelik olduğubilinmeli)

Teachers need to build up a repertoire of games How to play gamesGiving introductions On the whole, games need to be short, easy to carry out and easy

to explain. Giving introductions is a crucial stage; you may decide to do

this in the L1 and then check using English. Keep introductions short, clear and simple and use a limited

number of key phrases which the pupils will quickly get used to. Decide whether you play the game together as a class or in teams

or whether the pupils are ready to play in pairs or take over therole of the teacher. (oyunun oynama şekli iyice planlanmış olmalı)

Make sure pupils are familiar with the necessary key vocabularyand language

An overly competitive atmosphere in the classroom can bedemoralizing for some children. (yarışmacı sınıf atmosferi bazıöğrenciler için iyi olmaya bilir)

Use the board, pictures, flashcards or other material todemonstrate procedures.

Organizing the class

If the game requires teams, groups or pairs this needs to beorganized quickly. (gruplar eşit seviyede olmalı)

It is important to try and involve as many pupils as possible. It is often useful to have a group leader if you want to play

games in groups Check everyone has understood what to do and give lots of

praise. Playing the game Pupils must be taught the language they need to actually play

each game, including the language to organize themselves.(öğrenciler oyunda kullanacakları dili bilmeliler)

The teacher’s role While the pupils are playing games the teacher has a key role in

observing and listening, monitoring pupils’ language, givingprompts and explanation where necessary, noting pupils’ languagedifficulties which may need re-teaching, and so on. (öğretmeninrolü çok önemlidir, oyunun denetimini iyi yapmalıdır)

Try not to over-correct the children if this is likely to spoilthe flow of the game. (oyunun akışını etkileyecek şekilde oyunakarışmamalıdır)

Oyunun süresini ve aşamalarını belirlemelidir.

14-Story books

The educational value of using storybooks and storytelling has alwaysbeen undisputed through the world. EFL teachers of young children arenow familiar with an acquisition-based methodology. Children enjoy listening to stories in their L1 and understand the conventions of narrative. For example, they hear the formula, Once upon a time, theyknow what expect next. For this reason, storybooks can provide an ideal introduction to the foreign language as it is presented in a context that is familiar to the child. Here are some further reasons why teacher use storybooks:

*stories are motivating and challenging *They can create a desire to continue learning *they help develop their own creative powers *by linking fantasy and imagination with the child’s real world ,

they provide a way of enabling children to make sense of their everyday life and forge links between home and school *listening to stories is a social experience and can help build up confidence and encourage social and emotional development *they allow the teacher to introduce and revise vocabulary and structures *helps children become aware of the intonation, and pronunciation *storybooks cater for different learning styles and intelligences *provide ideal opportunities for presenting cultural information and encouraging cross cultural comparison *develop child’s learning strategies such as general meaning, predicting, guessing and Hypothesing *stories can be chosen to link English with other subjects across thecurriculum *add variety *offer positive concrete outcomes in the form of games, competition, song, drama *learning English through the stories can lay the foundations for secondary school

Selecting the storybooks Readers are adapted and simplified versions of popular fairy tales, nursery rhymes. They often produced to supplement (ilave ek olmak) the syllabus of a particular course where the vocabulary and structures are carefully graded. They are usually intended to be usedby the pupil working alone to develop reading skills. Readers were not always very attractive. However publishers are greatly producing their developed forms.

Authentic storybooks are real books, which written for children whoseL1 is English, but can also be suitable for those learning English asan L1. They can be used their language in L1andL2. The language is not graded or selected. They provide real language and offer rich source. They are motivating and having students a strong sense of achievement at having worked with a real book. Furthermore, the quality of illustration is high, appealing the young pupils, and aiding general comprehension

Types of storybooks Teacher can select from stories that children are already familiar with in their L1.

Criteria for selecting the storybooks You should select authentic stories that are accessible, useful and

relevant for EFL children. Some stories are linguistically complicated and some not. And, the length of story, the amount of the repetition, the use of the illustrations, layout Past tense use is very important so many stories are distorted if this is changed. The previous knowledge of narrative conventions in their L1 will be useful if it is regarded. Other factors are time, conceptual level and ability, and real success depends on having the right story for the linguistic and conceptual level of children. The most important objective is to develop appreciation and enjoymentof literature.

Using storybooks Simply, reading a story aloud to a class without preparation could bedisastrous. The course book Storybooks are used to provide extra language practise by supplementing and complementing a course book. Storybooks as an alternative to the coursebook If you do not have to adhere rigidly to a particular course book, storybooks are used as short basic syllabuses in their own right, andsix or seven stories can be finished thought a school year. In this way, they can provide the starting point for all kinds of related language learning activities and offer a novel alternative to the course book.

A methodology for story-based work

While designing or planning story- based work- Here are clues; *input of authentic language *memorable child-centred contexts *interesting and enjoyable context *opportunities to learn other things such as from other areas of curriculum *opportunities to learn how to learn through organizing lessons which provide opportunities to develop learning strategies

What is the storytelling? The challenge of any story teller is to maintain the listener’s interest and attention. Telling a story brings out a person’s individuality and personality. Some people are natural storytellers.

Reading or telling stories? There advantages and disadvantages of both reading a story aloud telling a story and the two are closely interlinked. So try to know

the story well enough so that you are not reading words directly fromthe page and can almost tell it without looking at the words. You should tell the story without your head down after you read it several times and look at the pupils frequently. We feel that readinga story aloud for most teachers is probably less daunting (yıldırıcı)than telling a story, which puts enormous burden upon the memory.

Using recorded versions of stories *CD and cassettes can be useful and motivating *the voice provides pronunciation guide for certain words such as intonation, rhymes *it allows pupils to hear English spoken by someone else *some cassettes contain amusing sound effects which provide to help them guess the meaning of unknown words

We suggest you read the stories aloud as often as possible to your pupils rather than use a recorded version, especially the first time they hear a story. It allows you to develop a personal, shared rapport (relationship) with your pupils and involve them actively in the story. You can help the story alively through intonation, mime, gestures. Furthermore, to read the story to pupils yourself is more flexible than recorded version as it allows you to anticipate when to stop and ask pupils questions so that they can relate the story to their own experience. You can repeat a part that students have not understood and encourage them to repeat or to predict what happens next and clarify a cultural detail. It allows you to deal with a distracted one.

Using storytelling techniques *if they are unfamiliar with storytelling, begin with short sessions or don’t overextend their memory *if possible, have younger Children sit on the floor around you, making sure they can see you and the illustrations *read slowly and clearly, give them time to think, to questions, and do varythe pace when the story speeds up *make comments about illustrations *encourage your pupils to take part in the storytelling by repeating key vocabulary *use gestures, mime, facial gestures *vary your tone, pace of your volume *pause where appropriate to add dramatic effect *disguise your voice for different characters *make sound effect where possible * do not be afraid to repeat, expand and reformulate

Organising a book corner This will provide an introduction to the written word in English. Furthermore, a stimulating book area will also promote a positive attitude towards reading and create enthusiasm among children for books.

Setting up a book corner • a bookcase or shelving are ideal but a table or cardboard boxes covered in colored paper can be used to display and storybooks • if possible, display books with the cover showing (interesting) • try to involve your pupils as much as possible in the organization of the book corner • give them responsibility for books • decorate the corner with any work by the pupils • bring your pupils’ attention to other books in English or L1 related to a topic you are covering • if it is feasible, allow pupils to have open access the book corner but not specific times • you can make recording cards for (out or into)

How can I improve my storytelling skills?

Self assessment questionnaire Pronunciation Stress Rhythm Intonation Variation Pupil participation General impression What do I need to improve?

Associated activities Drawing and colouringHandicrafts Songs and rhymes Vocabulary activities

Unit 14 – Storybooks Readers - Their vocabulary and structures are carefully graded and

sequenced. They are usually intended to be used by individual study to develop reading skills.

Authentic Story Books are written for children whose native language is English. If carefully selected, they are suitable for children learning English as a foreign language as well. Their language is notselected or graded. They are particularly important for providing examples of real language and offering a rich source of authentic input-vocabulary.

Storytelling - The challenge lies in maintaining the listener’s interest and attention.A careful planning is necessary in order to apply storybooks successfully in the classroom. A methodology consisting of three stages- plan (reflection) , do (experimentation) , and review (further reflection) would be suitable when planning a story-based work for young learners . When applied to listening to a story, the stages include pre-listening, while-listening, and post-listening stages.

14 STORYBOOKS Why use storybooks?Children enjoy listening to stories in their L1. Storybooks can provide an ideal introduction to the foreign language as it is presented in a context that is familiar to the child. Here are some reasons why teachers use storybooks;

They are motivating, challenging and fun Children can become personally involved in a story. This

develops their own creative powers. Linking fantasy and imagination with the child’s real world,

linking between home and school Storytelling provokes a shared response of laughter, sadness,

excitement and anticipation, builds up confidence and encourage social and emotional development

Allows the teacher to introduce or revise vocabulary and structures

Helps children become aware of the rhythm, intonation and pronunciation of language

Cater for different learning styles and develop the differenttypes of intelligences

Presents cultural information and encourages cross-cultural comparison

Develop children’s learning strategies (listening for gist, predicting and hypothesizing)

Storybooks address universal themes beyond the utilitarian level of basic dialogues

Link English with other subjects Add variety Offer positive concrete outcomes in the form of games, etc.

Selecting storybooksReadersSimplified versions of popular fairy tales, fables, nursery rhymes or specially written stories are referred to as readers . Vocabulary and structures are carefully graded and sequenced. They are intended to be used by the pupil working alone to develop reading skills rather than by the teacher for reading aloud to the children and as the starting point for other related language learning. Authentic storybooksThe language is not selected or graded. They provide examples of reallanguage and offer authentic input. The quality of illustration is ofa high standard and aiding general comprehension. Types of storybooksCarefully selected storybooks can be interpreted on many different levels based on the child’s age, conceptual and emotional development. Criteria for selecting storybooksThe language used in the text , the length of the story, the amount of repetition and illustrations and layout, pupils’ conceptual level and ability to concentrate. The most important objective is to develop appreciation and enjoymentof literature. Using storybooksIntroducing and exploiting storybooks needs careful planning. Simply reading a story aloud to a class without preparation could be disastrous with a loss of pupil attention, motivation and self-confidence Storybooks and coursebooksStorybooks can be used to provide extra language practice by supplementing and complementing a coursebook

Storybooks as an alternative to coursebooksStorybooks can provide the starting point for all kinds of related language learning activities and offer a novel alternative to the coursebook. A methodology for story-based work Input of authentic language Memorable, child-centered contexts from which language arises naturally Interesting and enjoyable content and themes Opportunities to learn other things in addition to language Opportunities to learn how to learn What is storytelling?Reading or telling storiesTry to know the story well so that you are not reading words directlyfrom the page and can almost tell it without looking at the words, look at the pupils frequently Using recorded versions of stories The voice provides a pronunciation guide for certain words as

well as for sentence stress, intonation patterns and rhythm. It allows pupils to hear English spoken by someone else Some recordings contain amusing sound effects which are

motivating and can support children’s understanding We suggest you read the stories a loud. It is more flexible. Using storytelling techniques. If they are unfamiliar with storytelling begin with short

sessions Have younger children sit on the floor around you Read slowly and clearly, give them time Make comments about the illustrations Encourage them to take part in the storytelling by repeating key

vocabulary items and phrases Use gestures, mime, facial gestures Vary the pace, tone and volume of your voice Pause where appropriate Disguise your voice for the different characters Make sound effects Ask questions to involve children Don’t be afraid to repeat, expand and reformulate. This

increases opportunities of exposure to the language

Evaluating your storytelling skills Self-assessment questionnare : Pronunciation Stress Rhythm Intonation Variation Pupil participation General impression What do I need to improve?

Setting up a book corner Colored paper can be used to cover the book store Display books with the cover showing Looking after a book corner encourages children to take

responsibility for the care of books Decorate the corner with any work done by the pupils Bring their attention to other books in English or in L1 related

to a topic you are covering A lending system (their names, the title of the book, date

borrowed and date returned), determine a landing period and a personal record.

Associated activitiesDrawing and coloringHandicraftsSongs and rhymesVocabulary activities

15-TECHNOLOGY

The Benefits for Young Learners Technology can contribute to the global development of our pupils andcomplies with the psychological, linguistic, cognitive, social and cultural objectives of most language teaching programmes.

Using Video There’re a number of authentic sources of suitable videos:• Animated stories

• TV children’s programmes • Documentary • Nursery rhymes • Self-made videos A Video-based Methodology Three stages-pre-, while-, and post-viewing.

Pre-viewing/Plan *Contextualizing the video sequence *Motivating pupils to view *Focusing the pupils attention *Activating prior knowledge about a topic *Making predictions about content and language *Eliciting or pre-teaching key language *Explaining the reason and purpose for viewing

While-viewing/Do 1. Global viewing or viewing for general understanding: they are reluctant to have an extract interrupted by the teachers. Children need to see a whole video sequence or extract shown straight through first2. Viewing for detail: This usually requires children to focus on something very specific and they may require a physical response. typical activities: *watch& complete the picture *watch& number *watch& tick *watch& draw *watch& write *watch& sort 3. Viewing for pleasure

Post-viewing/Review To be consolidated, extended and personalized or to provide opportunities to research further information can include: recording information, comparing information, crosswords, spot the difference, craft activities..

Videoroom management • Familiarize yourself with the video player and remote control • Watch a sequence several times before showing it your pupils • Practice using the pause button, rewind, etc. • Always check your equipment before you start your lesson

• Make sure all pupils can see and hear the video. • Make sure pupils know what they have to do while viewing and why. • Use the pause button to give pupils time to complete a task

Using computers Without the necessary technical support, using computers can become frustrating for yourself and the pupils and time-wasting. If you’re in a school where there’s one computer per class, you can organize part of your classes where pupils divide into groups and move around doing different activities, so each group will get a turn to work on the computer. You could use one computer with the whole class if you’re able to Project the screen. In this way you could elicit from the pupils and invite individual pupils to operate the keyboard. It’s important thatusing computers is for learning and not for play.

A Computer-based Methodology Three stages -pre, while, post using

Before Using Computers/Plan • Plan work you’ll do with computers • Establish ground rules. • Pre-teach computer related vocabulary. • Contextualize work& get pupils to focus on the topic. • Prepare pupils linguistically and conceptually for the activity type, demonstrating as appropriate. • Make sure that children will be working together. • Explain purpose of a computer activity.

While Using Computers/Do • Make sure pupils respect rules. • Make sure pupils stay on task (a back turned and they may be into a another programme) • Make sure pupils carry out their task while you monitor, help, guide and advice as necessary.

After Using Computers/Review • Complete work in class • Check work, record scores, complete evaluation sheet • Collate work that has been produced by computer • Display work • Compare their work with others • Review what they have done and why.

CALL Options

Word processing packages The word processor allows pupils to practice their WRITING SKILLS andtake pride in the presentation of their work, especially creating materials for Project work and displays.(writing process). Creative writeris desktop publisher word processing package for children by Microsoft. Children can create cards, letters, book reports, menus

CD-ROOMS = some stories exist on CDs.

Authoring Programs An authoring program allows teachers to create their own exercises, allowing great flexibility as exercises can be designed to be used with near beginners to higher level pupils. They provide a range of programs that can be used to successfully complement classroom-based work and provide excellent opportunities for pupils to consolidate their learning. They include gap filling, matching, multiple choice, vocabulary, and sequencing activities.

One of the most popular is a text reconstruction activity called Storyboard, where a short text(authored by the teacher to suit the level of his/her pupils)is entirely obliterated on screen, each letter of each word being replaced by a blob, leaving only the title,punctuation and spacing intact, all of which provide pupils with important clues. It can be used with a variety of levels building up writing skills from word and sentence level to short text level. Pupils work together on reconstructing a text; they’re developing social and collaborative skills. Storyboard can be used AFTER language has been introduced and practiced from a unit in a course book or AFTER a topic, a story, a song or rhyme has been presented in class and pupils are confident and familiar with the language. As children become familiar with Storyboard ,they very quickly develop strategies for attacking the blobs, such as entering common function words, using the title to predict content, remembering key vocabulary& phrases, remembering sequences, etc. A scoring facility tells them the number of words in the text so they can see how many words they have found and how many they still have to find which addsa game-like dimension to the activity.

The Internet and How to Find Appropriate Sites The web can be a useful tool for Project work, topic and story-based work in the young learners classroom and e-mail is a wonderful way of

encouraging children to read and write to each other children all over the world. Google-search engine-we use this when we KNOW EXACTLY what we’re looking for. Yahoo-web directory-we use this if we’re looking for sth. More GENERAL. It’s useful to bear in mind the following criteria while they are studying on web sites: • Accuracy • Authority • Currency • Presentation • Visuals • Sound any sound effect, music • Relevance • Usability • Language level • Education potential • Potential for follow-up

Web Safety The open nature of the internet means that there’re some materials which are inappropriate for viewing by children. Protect your pupils from distasteful sites! Your computers should be equipped with a program like Net Nanny, Cyber Sentinel or Cyber Patrol. It can’t be guaranteed that an inappropriate site can’t be accessed. It’s advisable • Not to allow your pupils to use a search engine unless authorized and supervised by you, or unless it’s a child-safe one such as Yahooligans, Safety Net or Ask Keeves for Kids. • Children should always be supervised in a computer room. • The computer room should be arranged so that computer screens are facing inward so the teacher standing in the middle can glance aroundquickly and always see what the children are doing. • It’s also worth considering having an ACCEPTABLE USE POLICY (AUP) which is a document signed by pupils and parents detailing how the internet can and can’t be used.

Making the Use of Internet • Reading and following instructions and answering questions. • Accessing a site. • Looking for specific information connected to a topic. • Doing language activities. • Creating a school website.

• Writing to keypals.

Computer management The basic steps to follow to ensure responsible and effective computer room management: • Establish ground rules. • Make sure pupils know what will happen if they disobey. • Always visit a site before using it with your pupils. • Check computers technically • Ensure that pupils understand the purpose of their work with computers. • Never allow a child to Access a link or download anything unless authorized and supervised by the teacher. • Always give children a task to focus their attention • Restrict use to a limited time. It’s a good idea for a school to record work done on computers in a record sheet so its use can be monitored. This also helps us to thinkabout and plan our work with computers carefully using the three stage methodology to ensure that it’s fully integrated into our classroom-based work.

Technology and Professional Development Don’t forget the role that technology can play in your own Professional development. Technology can play an important role in contributing to children’s learning. It can offer children a rich and memorable learning environment with the possibility of developing many linguistic skillsas well as more global skills such as keyboard and other IT skills that will help them in their future studies. It does require, however, careful planning in order to integrate CALL into regular teaching as well as careful management to ensure responsible use.

Unit 15 – Technology CALL ( computer assisted language learning ) aims at helping pupils’ language learning process by complementing and reinforcing classroom-based learning. It covers the use of word-processor,CD-ROMs, authoring programs and the internet in classes.

Word Processor is used to allow pupils to practice their writing skills, especially when creating materials for project work and displays.

Creative Writer is a desktop word processing package developed for children. By using this package, children can write different types of writingsincluding letters, cards, menus, book reports etc. It also includes aspelling check program and allows pupils to import illustrations, background and borders Authoring Programs allow teachers to create their own exercises . Teachers may produce activities like gap filling, matching, multiple-choice, and vocabulary and sequencing activities depending on the level of their students. Story Board is a popular authoring program based on text reconstruction. In this activity, each letter of each word in the text is replaced bya blob, leaving only the title, punctuation, and spacing intact. Using these cues, pupils reconstruct the text by entering individual words, key vocabulary and phrases depending on the title, function words etc. Psychologically, technology motivates children to learn , caters for different learning styles and helps to develop positive attitudes towards the target language. Linguistically, technology combines sound and vision and make learning memorable Cognitively, technology develops a child's curiosity ; it provides up- to-date information , it develops motor skills , researching skills ; itis very important in the development of independent learning. Socially, technology facilitates the development of collaborative skills of young learners. Culturally, technology helps to provide some cultural information about the target language speakers and makes students familiar with their way of lives.

The three stages pre-, while-, and post-viewing are also applied to using video with young learners.

15 TECHNOLOGY The benefits of young learners

Technology complies with the psychology, linguistic, cognitive, social and cultural objectives. Using videoAuthentic sources of suitable videos;1. Animated stories2. TV. Children’s programs3. Documentary4. Nursery rhymes5. Self-made videos A video-based methodology1-Pre-viewing/Plan

Contextualizing the video sequence Motivating pupils to view Focusing their attention to the topic or specific language items Activating prior knowledge about a topic Making predictions about content and language Eliciting or pre-teaching key language Explaining the reason for viewing and purpose of task

2-While-viewing/Do Global viewing or viewing for general understanding Viewing for detail (1) Watch and complete the picture 2) Watch

and number 3) Watch and tick 4) Watch and draw 5) Watch and write 6) Watch and sort)

Viewing for pleasure3-Post-viewing/Review Video room management

Familiarize yourself with the machine Watch a sequence several times before showing it to them Practice using the pause button, rewind, etc. Check your equipment before you start your lesson Make sure all pupils can see and hear the video Make sure pupils know what they have to do while viewing and why Use the pause button to give them time to complete a task and always be

prepared to give them second or third viewing if needed. Using computersIt is important that pupils understand that using computer is for learning not for playing. 1-Before using computers/Plan

Plan work you will do with computers

Establish ground rules Pre-teach computer related vocabulary Contextualize work and get pupils to focus on the topic Prepare pupils linguistically and conceptually Children understand that they are to take turns, share and help each

other Explain purpose of a computer activity

2-While-using computers/Do Make sure pupils respect rules Make sure they stay on task Make sure they carry out their task while you monitor, help, guide and

advise as necessary3-After using computers/Review

Complete work in the classroom Check work, record scores, complete evaluation sheet Collate work that has been produced by computer Display work Compare their work with others Review what they’ve done and why

CALL optionsWORD PROCESSING PACKAGES Creative Writer is the most important.CD ROMS AUTHORING PROGRAMS It allows teachers to create their own exercises , allowing great flexibility as exercises can be designed to be used with near beginners to higher level pupils. Storyboard; a short text reconstruction. The internet and how to find appropriate sitesAccuracy: is the information correct?Authority: is it clear who wrote the pages, is there an e-mail address?Currency: is the information up-to-date?Presentation: are all the pages attractive and not too detailed?VisualsSoundRelevance Usability: is it possible to design a task through the site?Language levelEducational potential: will the pupils learn useful information?Potential for follow-up: is it possible to download material? WEB safety?

If possible, your computers should be equipped with a program which are designed to filter Making use of the internet

Reading and following instructions and answering questions. Skim-scan, using visual clues to support understanding, reinforcing alphabet skills, using prior knowledge and reinforcing geographical knowledge of continents andreinforcing concepts of size.

Accessing a site to produce a quiz for other pupils Looking for specific information connected to a topic Doing language activities Creating a school website Writing to keypals

Computer management

Establish ground rules for using computers Make sure pupils know what will happen if they disobey Always visit a site before using it with pupils Check that computers are working well Ensure that pupils understand the purpose of their work with

computers Never allow a child to access a link or download anything

unless authorized by teacher Always give them a task to focus their attention Restrict use to a limited time

Technology and professional developmentIt can offer children a rich and memorable learning environment with the possibility of developing many linguistic skills as well as more global skills.

15-TECHNOLOGYThe Benefits for Young LearnersTechnology can contribute to the global development of our pupils andcomplies with the psychological,linguistic,cognitive,social and cultural objectives of most language teaching programmes.Using VideoThere’re a number of authentic sources of suitable videos. Animated stories TV children’s programmes Documentary Nursery rhymes Self-made videosA Video-based Methodology

Three stages-pre-,while-,post-viewing.Pre-viewing/Plan Contextualizing the video sequence Motivating pupils to view Focusing the pupils attention Activating prior knowledge about a topic Making predictions Eliciting or pre-teaching key language Explaining the reason and purposeWhile-viewing/Do1. global viewing or viewing for general understanding:2. viewing for detail: watch&complete the picture watch&number watch&tick watch&draw

tick,number,sort,draw lines&complete a picture watch&write watch&sort3. viewing for pleasure:Post-viewing/Review Video room management Familiarize yourself Watch a sequence several times Practice using the pause button,rewind,etc. Always check your equipment before you start your lesson Make sure all pupils can see and hear the video. Make sure pupils know what they have to do while viewing and

why. Use the pause button.Using computersIt’s important that using computers is for learning and not for play . A Computer-based MethodologyThree stages-pre,while,post Before Using Computers/Plan Plan work you’ll do with computers. Establish ground rules . Pre-teach computer related vocabulary. Contextualize work &get pupils to focus on the topic. Prepare pupils linguistically and conceptually for the activity

type,demonstrating as appropriate.

Make sure that children working together .(they’re to take turns,share&help each other as necessary.)

Explain purpose of a computer activity. While Using Computers/Do Make sure pupils respect rules . Make sure pupils stay on task . Make sure pupils carry out their task while you

monitor,help,guide and advise as necessary.After Using Computers/Review Complete work Check work,record scores,complete evaluation sheet Collate work Display work Compare their work Review what they have done and why. CALL OptionsThe word processor Allows pupils to practice their WRITING SKILLS and take pride in the presentation of their work,especially creating materials for Project work and displays.(writing process)Authoring ProgramsAn authoring program allows teachers to create their own exercises , allowing great flexibility as exercises can be designed to be used with near beginners to higher level pupils.One of the most popular is a text reconstruction activity called Storyboard The Internet and How To Find Approprite SitesThe web can be a useful tool for Project work,topic and story-based work in the young lerners classroom and e-mail is a wonderful way of encouraging children to read and write to other children all over theworld.Google-search engine-we use this when we KNOW EXACTLY what we’re looking for.Yahoo-web directory-we use this if we’re looking for sth. More GENERAL.It’s useful to bear in mind the following criteria: Accuracy Authority Currency Presentation Visuals

Sound Relevance Usability Language level Education potential Potential for follow-up Web SafetyProtect your pupils from distasteful sites!Your computers should be equipped with a program like Net Nanny , Cyber Sentinel or Cyber Patrol . It can’t be guaranteed that an inappropriate site can’t be accessed.It’sadvisable not to allow your pupils to use a search engine unless

authorized and supervised by you,or unless it’s a child-safe one such as Yahooligans,SafetyNet or Ask Jeeves for Kids.

Children should always be supervised in a computer room. The computer room should be arranged so that computer screens

are facing inward so the teacher standing in the middle can glancearound quickly and always see what the children are doing.

It’s also worth considering having an ACCEPTABLE USE POLICY (AUP) which is a document signed by pupils and parents detailing how the internet can and can’t be used .

Making the Use of Internet Reading and following instructions and answering questions. Accessing a site . Looking for specific information connected to a topic. Doing language activities . Creating a school website . Writing to keypals . Computer managementThe basic steps to follow to ensure responsible and effective computer room management : Establish ground rules . Make sure pupils know what will happen if they disobey . Always visit a site before using it with your pupils. Check . Ensure that pupils understand the purpose of their work with

computers. Never allow a child to Access a link or download anything unless

authorized and supervised by the teacher. Always give children a task . Restrict use to a limited time . Technology and Professional Development

Don’t forget the role that technology can play in your own Professional development.Technology can play an important role in contrubuting to children’s learning .It can offer children a rich and memorable learning environment with the possibilty of developing many linguistic skills as well as more global skills such as keyboard and other IT skills that will help them in their future studies.

16-CLASSROOM MANAGEMENT

MOTIVATION Being motivated to learn a language is the first impetus. If the pupils are not enjoying the lesson, the teacher’s job is much harder.We have already discussed the fact that the young children will not necessarily have the same kinds of motivation as adults. Adults are purposeful learners. In order to motivation level high, teachers should adopt a ‘critical attitude’ to the activities and tasks they use and the expectations they create. This is done so as to develop ahealthy questioning of the work they prepare for their pupils and theschemes of work they follow. A classroom atmosphere provides confidence and self-esteem so that pupils can learn more effectively and enjoyably. This shows two key factors in motivating learners. Thefirst is how far a learner expects to be successful in doing the task; the second is how much the learner thinks being successful in doing the task is important. Judging how far a learner will have feelings of success comes partly from their past experiences in learning, partly from the kinds of judgment they have made about their own abilities and partly from their feelings of wanting to feelgood about themselves, known as self-esteem. Children quickly want toaware about their position in the class and want to know whether theyare one of the ‘clever’ pupils at school or not. If children have hadvery negatives experiences with language learning or feel they are not good at language learning, they may underachieve even if they actually enjoy it.

Classroom control and discipline here are five important conditions 1-Establishing routines when children enter school; they are faced with a set of social routines and relationships. Children develop scripts and mental maps,to understand routines in their lives in the same way that adults do.They learn how to cope with the demands of school and the stress of

being in large class, receiving little individual attention and facing unfamiliar rules and conventions. Anxious or immature learners will tend to react negatively to changesin the normal classroom patterns, so it is good idea to develop familiar patterns with young learners in their first year. If children in your school learn English at very young age, teacher needto be careful not too speak too much in English the children may become very bewildered and uncomfortable. Songs and rhymes are very effective in this situation.

2-Finding a balance The most effective environment for learning is often found in a classroom where the teacher is firm, but kind and encouraging so thatespecially young pupils feel confident and happy. One way of the establishing this is quickly getting to know the pupil’s names, as this will help to create a secure and friendly atmosphere. It will also enable you to control and discipline the class much more effectively. And pinpoint troublemakers. You will have to decide to sound their original names or giving special names so you may like toask to children to vote for their preference. Learning names for larger classes may become quite problematic. Here are ways:

*copy out class lists and the names of the children you commonly put into groups, write their names on any piece of work you collect or display. *if you call (arrange) a register, look at the children as they respond Eye-contact It is a non-verbal communication among the teachers and their students to convey messages in the classroom Scaffolding is a term related with ZPD ( Vygotsky’s Zone of Proximal Development )The scaffolding involves recruiting the learner’s interest, reducing their choices, maintaining their goal orientation, highlighting critical aspects of the task, controlling their frustration, and demonstrating activity paths to them. Mixed ability class If a class consists of students who are having different starting levels of English or they may learn at different speeds, such a class is called mixed ability class. Classroom discipline is only one of the aspects of creating an effective learning environment. Classroom management consists of

areas such as lesson planning, establishing motivation, taking the students' attention, maintaining classroom control and discipline, organizing learning activities 16 CLASSROOM MANAGEMENT MotivationBeing motivated to learn a language is the first impetus. If the pupils are not enjoying their lessons, teacher’s job is much harder. Young children will not have the same kind of motivation as adults. To provide a classroom atmosphere which promotes pupils’ confidence and self-esteem. This echoes two key factors how far a learner expects to be successful in doing the task, how much the learner thinks being successful in doing the task is important. Classroom control and disciplineEstablishing routines:Children learn how to cope with the demands of school and the stress of being in a large class, receiving little individual attention and facing unfamiliar rules and conventions. Gradually introducing pupilsto use English for a short period of time through songs or rhymes will help to ease them in slowly Finding a balance:Finding the right balance between order and flexibility is very important. Teacher must be firm but kind and encouraging; quickly gets know the pupils’ names. You can give them special English names.Learning names for larger classes can be problematical.A 4 point action plan could be like the following;

Copy out class list and names of children you commonly put into groups

If you call a register look at the children as they respond Ask them to write their names on a piece of card which they

place on their desks Keep a seating plan of the class for a certain period. Let

them work in different groups once you know their namesThe boundaries of acceptable and unacceptable behavior are reasonableand consistent. The number of rules should be kept to the minimum andthe reason for having them should always be explained to the children. Getting the pupils attention:

Firmly name the children still talking Start a well-known activity or routine or give instructions

for a new activity to keep the pupils’ attention. Keep eye contact.

Wait for quiet before beginning a new activity Cut down on the amount of time you spend disciplining pupils

Finding an acceptable voice level:In communicative activities the noise level will inevitably rise. Gesture them to quiet down. The noise level rises because the tasks are not clear or too easy or too difficult. Giving praise:Praising good behavior, commenting on good work, making helpful suggestion and encouraging the pupils’ efforts. If you over-praise them, it may become valueless. You must praise whole class or groups as well as individuals. The kinds of pupil behavior you may want to praise or encourage;

Thinking before answering, trying something difficult for thefirst time, persisting with a difficult task

Working well together Listening and following directions well, using English

correctly or creatively Observing classroom rules, putting classroom materials away,

completing homework on time Organizing learning activitiesFind out what topics they’ve studied already and found particularly interesting what kinds of activities they liked. Dealing with bilingual pupils:Use strategies for encouraging these children to show and tell some of their experiences, explain the instructions for games, help other in groups, write stories, etc. Managing pair and group work:Very young learners prefer working alone and can be reluctant to share. The easiest is to ask them who sit near one another to form a pair or group. Another method is to use the children’s choice. The group members you select may be mix or match the ability level in pair or group. In using pair or group work, preparation and discipline is important as the teacher is not so centrally in control. Pupils need to be clear about your expectations.

The effects of different kinds of classroom activities:Activities which usually engage and stir pupils are those where the learners are physically or mentally active and more involved in theirlearning. Here are some general principles for using stir and settle activities;

Start a lesson with a settling activity to calm down pupils Make sure lively, stirring work returns to something calmer

and more settling Avoid activities which are emotionally or intellectually

empty or meaningless Try not to have a sequence of only settling or stirring

activities The mixed ability class:When a lesson has gone badly the check list below may help you;

Was the task too difficult? Was it rather boring and mechanical with too little

contextualization or focus on meaning? Was it too easy? Was there too much dead time? You may need extension activities to challenge the more able

pupils and more support activities for the less able teachers can organize differentiated learning activities: the text used (they can read different versions of a story), the task used, the support provided, the outcome demanded, the ability group used, the range of activities used, the choice of activity

What you are doing in providing more support is choosing a selection from the following kinds of scaffolding;

Breaking down the learning sequence into smaller steps Simplifying the language, narrowing the rang of possibilities Using more spoken language before moving onto written

language Translating abstract concepts into more concrete ones Using physical movement Using more audio-visual support Providing a greater variety of activities

Time management:It is very useful to train yourself to plot realistic timings for thecompletion of certain activities. This avoids having to rush. When ending a lesson, here are several points to bear in mind;

Plan Finish work on the main teaching point a little early

Give out homework, take time to explain it beforehand and give an example

Plan a teacher-led review session at the end of each class Classroom organization and layout:Careful planning of your classroom is very important as it helps to create an organized and secure atmosphere.

1. Round tables take up more space than square or rectangular tables

2. Think carefully about whether you want the children to sit in rows or groups.

3. If you decide to have a teaching base, make sure you have a clear view of the whole room. Don’t put trouble makers at the back of the room.

4. A story corner for younger children is a good idea.5. You may like to include a listening or computer corner. Make

it clear that you will tolerate no misbehavior.6. Make sure you include some areas to display children’s work.

Keeping teaching records:Teaching records are a kind of teaching log, memory aid or reminder of the language points or the stories and topics which have been covered in a term.

17 LESSON PLANNING What is a good lesson?It is adaptable and flexible; is back-up system, has clear objectives, has a variety of activities, skills, interaction, materials; caters for individual learning styles; has interesting, enjoyable content; has an appropriate level of challenge and is well prepared, well planned and well timed. Why plan lesson?It makes pupils and teachers more secure and more confident. After a few lessons children get to know the routine and feel comfortable. The security of knowing what to expect next enables children on an activity. This process helps teachers monitor their teaching and identify their strong and weak points. What is involved in the lesson planning process?What is my syllabus?

A syllabus provides a list of the language items that are to be taught, how they are to be taught, in which order and how long it should take to teach them What are my learners’ needs?The needs of the children and how they learn must be considered firstso that teachers achieve a balance between the language aims of the syllabus and the need of the children. Other aspects are the linguistic and cognitive demand of language activities. Tasks and activities should neither be so simple nor so difficult. What content areas, materials and methodology can I use ? The content, materials and methodology in the course must be culturally appropriate? Provide material related to the topic which is more familiar to your pupils. How can I structure a lesson, select, sequence and time activities?The typical structure of most lessons consists of a beginning, a middle and end. When selecting an activity we need to know more than what language learning it will encourage. We must also be aware of what general behavior it is likely to encourage. We also need to consider the involvement factor. We first need to think how we can offer variety and then how best to combine different activities

Types of activities Types of interaction Language skill Tempo/pace Stir/settle, involve/occupy Difficulty Level of pupil responsibility Classroom arrangement Materials

Some general guidelines you may consider are,

Begin and end the lesson so that children perceive their English lesson as an event which has a specific structure

Consider putting harder activities earlier Decide at which point it is best for your class to be lively Think carefully about transitions from one stage or activity

cycle to the next Make sure pupils leave your class with a sense of achievement

and self-esteem

Good time management skills facilitate the smooth running of a lesson. Knowing the linguistic and cognitive demands will help you judge how long an activity is likely to take. How can I write a lesson plan?A lesson planning / record sheet. The linguistic aims are listed starting with grammatical structures, language functions, vocabulary,pronunciation and skills. In addition to linguistic aims we also needto consider more global aims;

Social Psychological/Affective Cultural Educational/Cross-circular Citizenship education

Plan: beginning the lessonWarm up (an informal chat)Reviewing of work covered in previous lesson (language learned in the previous lesson)Informing pupils of the lesson aimsDo: activity cyclesPlan activity cycles → (provide a context, familiarize topic, activate priorknowledge, motivate, introduce and practice new language explain purpose of task/activity)Do activity cycles → (children do activity/task and experiment with and usetarget language, teacher monitors and helps as necessary)Review activity cycle → (children consolidate language from previous stage by extending and personalizing, teacher runs review session to evaluate activity and performance)Review: ending the lesson

Round up, review and summarize lesson Set homework Routine fun activity

How can I evaluate a lesson?

Did I achieve the aims on my lesson plan? If not, why? Was my lesson different from my plan in any way? How and why? How did I move from one stage of lesson to the next? What did

I say to the class? Did I keep to my timing? If not why? Where the pupils active and involved the lesson? Why? Why

not? Did they learn what I set out to teach? How do I know? Did they respond positively to the materials and in English?

Were there any problems? If yes, why? What would I do differently next time? Why? What did I do better this time than ever before?

You may like to tape- or video-record your lessons, ask your pupils to comment or invite a colleague to observe. UNIT 17 LESSON PLANNING

Ders çok ilginç yada ilginç olmayan konuların karmaşık (haphazard) toplamından oluşmamalı ama öğrenmeyi destekleyen ve birbiriyle ilişkili aktivitelerin gelişiminden oluşmalıdır. Ders aynı zamanda okul kurallarına bağlı rutinler veya öğretmenin kendi tercihleri ve öğretme stilleri ile karakterize edilmelidir.

What is a Good Lesson İyi bir ders adaptable ve flexible olmalıdır. Back up system : destekleme sistemine sahip olmalıdır. Net amaçları olmalıdır. Aktiviteler çok çeşitli olmalıdır. Beceriler, etkileşim, materyal ve öğrenciye tek başına çalışma stilleri sağlar. İlginç ve eğlenceli konulara, uygun bir zorluk derecesinesahiptir. En önemliside iyi hazırlanmış, iyi planlanmış ve iyi zamanlandırılmışolmalıdır.

Why Plan A Lesson Öğrenciler kendi beklentilerini bildikleri takdirde öğrenmeleri kolaylaşır. Bu onları daha güvende hissetmelerini sağlar. Her bir ders planı modeli, yine her derste uygulanmak üzere sürekli yapılacak olan aktiviteleri yani rutinleri sunar. Öğrenci bir sonraki bölüme ne zaman geçeceğini bilirse kendi öğrenmesi için önceden hazırlık yapacak ve bunun için kendini daha çok sorumlu tutacaktır. Ne beklediğini bilmesinden dolayı kazandığı güven öğrencinin aktiviteye konsantre olmasını destekleyecektir. Aynı zamanda öğretmende plan sayesinde kendini güvende ve daha profesyonel hissedecektir. Plan ile öğretmen ders öncesinde, sırasında ve sonrasında öğrenciye tam dikkatini verecektir. Öğretmen ders sonunda neyin işe yarayıp neyin yaramadığını gözden geçirebilir. Bu sayede öğretmen kendini gözlemleyebilir. Hangi konuda güçlü hangi konuda zayıf olduğunu görebilir. Ayrıca gelecekte yapacağı planlar

için öğrencilerin öğrenme seviyesini ölçebilir. Plan öğretmenin kendini geliştirmesi açısından önemlidir. Planlar otoriteye, müfettişlere ve ailelere yapılan işin bir kaydı olarak gösterilebilir.

What is Involved in Lesson Planning Process Dersin bir iskelete ihtiyacı vardır: a beginning, a middle, an end. Plan yapılırken göz önünde bulundurulması gereken bazı safhalar vardır.

1) What is My Syllabus? Müfredat öğretilecek dilin konularının bir listesini sağlar. Hangi sırayla, nasıl öğretileceğini ve ne kadar süreceğini gösterir. Öğretmen ülkenin ulusal müfredatını, kursun dizayn ettiği bir müfredatı veya kendi hazırladığı bir müfredatı kullanabilir. Ama uzunsüreli amaçları ve bunların nasıl başarılacağını bilmelilerdir. Müfredat içerik sayfasından veya kurs haritasından sağlanabilir. Özellikle az tecrübeli öğretmenler kılavuzlara saplanıp kalabilirler ama daha tecrübeli öğretmenler öğrencilerin ilgi ve ihtiyaçları konusunda daha esnektirler. Öğrencilerin istekleri veya müfredat kurskitabının önerdikleri ile uyuşmuyorsa dersi terk etmelisiniz.

2) What Are My Learners Needs? EFL sınıfında ani gelişmeler yaşanabilir. Öğrencilerin istekleri ve nasıl öğrendikleri göz önünde bulundurulmalıdır. Öğretmen müfredatın dil amaçları ve öğrencilerin istekleri arasında bir denge kurmalıdır.Plan yaparken göz önünde bulundurulması gereken önemli bir konu da öğrencileri motive etmek ve ilgilerini çekmek için en uygun ortamın nasıl sağlanacağıdır. Dikkat edilmesi gereken diğer safhalar ise dil aktivitelerinin dil bilimsel ve kavramsal istekleridir. Bizim bu isteklere göre ödev ve aktiviteleri değerlendirmeye ihtiyacımız vardır. Ödev ve aktiviteler ne çok zor olmalı nede çok basit olamalı.Eğer çok basit olursa mücadele (challenge) oluşmaz. Eğer çok zor olursa (demotivating : eksi yönde motive edici veya frustrating : sinir bozucu, engelleyici) olur. Son olarak eğer öğrenciler sene sonunda sınav oluyorlarsa, müfredat onları sınava layıkıyla hazırlıyor mu veya müfredatın ilaveye mi ihtiyacı var.

3) What Content Areas, Materials and Methodology Can I use? Bir kurs kitabı kullanıyorsanız o size içeriği tanımlar, materyal sağlar ve kullanmanız için metod sunar. Ama bunların ve konunun öğrencilerinize uygun olup olmadığını değerlendirin. Bazen şarkı, oyun, ikili çalışma hikaye, role play aktiviteleri yaptırmak

istersiniz ama öğrenciler bunu ciddiye almayabilirler ve sadece eğlenmek için olduğunu sanabilirler. Ama bunun çok amaçlı olduğunu anlayanlar da olacaktır. Methodological preparation öğrencilere seçimlerinizin nedenlerini anlamanızda yardımcı olacaktır. Materyallerde değişiklik yaparak onların istekleriyle aynı çizgide kalabilirsiniz. Ayrıca materyallerin öğrencilerin kültürlerine de uygun olması gereklidir.

4) How Can I Structure a Lesson, Select, Sequence and Time Activities

Dersin süresi üzerinde çalıştığınız konuya bağlı olarak 15 dakika ile120 dakika arasında değişebilir. Tipik yapının başlangıç, orta ve sunucu vardır. Orta kısım 1,2 veya daha fazla aktivite içerebilir. Öğrencilerin net işaret gönderimine ihtiyaçları vardır böylece dersinilerleyişini daha kolay anlayabilirler. Seçme ve sıraya koyma aktiviteleri dikkat ister. Aktivite seçerken ve bunları sıraya koyarken (settle), (stir), (involvement : düşünce olarak aktif hale getirmek) ve (occupying : düşündürmek) faktörleri büyük önem taşır. Çeşitlilik ise bir diğer faktördür bizim bu çeşitliliği nasıl sağlayacağımızı ve bu değişik aktiviteleri en iyi şekilde nasıl birleştirebileceğimizi düşünmemiz gerekir. - Types of activities - Types of interaction -Language skills - Tempo/Pace - Stir,settle,involvement,occupy - Difficulty -Level of ppil responsibility - Classroom arrangement - Materials Bu başlıklar aktiviteleri sıraya koyarken bir dersin bağlı olduğu faktörlerdir. Bazı genel guideline’lar: 1- Derse başla ve bitir böylece çocuk dersin bir başı bir ortası ve birde sonu olduğunu anlayacaktır. Açık bir başlangıç ve bitiş yap bu sayede amaçların hakkında onlara bilgi verebilirsin ders sonunda genel bir özet ile o derste neler yapıldığı anlatılırsa öğrenci şu anda neler yapabildiği ve başarısı hakkında genel bir bilgisi olur. 2- Dersin uzunluğuna bağlı olarak zor aktiviteleri dersin başında yaptır çünkü daha enerjik olurlar. 3- Sınıfı canlı tutmanın en iyi yolunu bul bazen eğlenceli bir aktiviteden sonra sınıfı sakin tutmak zordur. Dersin başında ve sonunda sessiz durmaları önemlidir. Böylece sen dersin amaçlarını anlatırken ve ders sonunda tekrar yaparken daha katılımcı olacaklardır. 4- Bir aktiviteden diğerine geçerken veya bir bölümden diğerine geçerken dikkatli ol. 5- Dersi pozitif bir şekilde bitir. Öğrencilerin dersten ayrılırken

başarmış ve özgüvenli hissetmelerini sağla. Kısa ve eğlenceli bir rutin alıştırma yaptır.(ders sonunda).

Zamanlamayı iyi yapmak dersin düzgün bir şekilde akmasını kolaylaştırır. Eğer bir aktivite tahmin ettiğinizden uzun sürüyorsa ama öğrenciler aktif olarak katılıyorlarsa esnek ol ve bitirmelerine izin ver. Eğer aktivitenin uzun sürme nedeni onun dil bilimsel ve kavramsal açıdan zor oluşu ise aktiviteyi durdur ve hep birlikte bitirmelerine yardım et. Bazen bazıları çok çabuk bitirirken bazılarıda çok yavaş bitirebilir bu durumda çabuk bitirenlere extra aktivite ver veya yavaş yapanlara evde yapmaları için ödev olarak ver. Her zaman aktiviteler için zaman limiti ver böylece öğrenciler ne kadar süreleri olduğunu bilsinler. Dersin özeti için son 5 dakikayı ayır. Planda olsa bile ders sonunda yeni aktivite veya konuya başlama. ETKİLİ DERSİN ANAHTARI İYİ PLANLAMA VE ESNEKLİKTİR.

5) How Can I Write a Lesson Plan Bir ders planı ne öğreteceğinizi ve bunu nasıl başaracağınızı içermelidir. Linguistik amaçlar,(öğrenci için learning aim öğretmen için teaching aim) gramer yapıları, dilin fonksiyonları, kelime, telaffuz ve becerilerdir. Bu amaçların sıralaması kullandığınız dil materyallerinin neye odaklandığına bağlıdır. Örneğin structurally-based, activity- or task-based veya topic-based olabilir. Linguistik aim lerin yanı sıra GLOBAL AIMS( non-linguistic aims) ler de göz önünde bulundurulmalıdır. Bunlar çocuğun birçok yönden gelişmesine katkıda bulunur ve müfredat karşısında öğrenmelerini destekler. Öğrenmek için öğrenmeye ek olarak bu amaçlar metod sayesinde başarılır. Örneğin grup çalışması sayesinde öğrencinin sosyal becerileri gelişir.

AIMS: Linguistic aims , Learning to learn aims , Global aims (non-linguistic aims)

ADDITIONAL AIMS: Social, Psychological / Affective, Cultural, Educational/cross curricular, Citizenship education.

PLAN-DO-REVİEW modelini kullanarak amaçları başarabiliriz.

PLAN : Beginning the lesson a) Warm up : Derse giriş için ısınma süreci. Tahtaya tarihi yazma, hava durumundan söz etme. Kısaca informal bir konuşma yapma. b) Reviewing of work covered in previous lesson : Geçen ders öğrenilenlerin tekrarını yapmak öğrencilere cesaret verecektir.

c) Informing pupils of the lesson aims : O günkü dersin amaçları anlatılır.

DO : Activity cycles a) Plan : activity cycle : Dersin içeriği belirlenir. Çocukların önceki bilgileri harekete geçirilir. Ne yapacakları hakkında düşünmelerine izin verilir. Öğretmen ne öğreteceği konusunda açık ve net olmalıdır. En önemli noktaları onlara söyleyerek rahat hissetmelerini sağlayın örneğin kelimeler veya yapılar verilebilir. Aktivitenin amaçlarını anlat. b) Do : activity cycle : Önceki derste kullandığın yapıyı kullan. Aktiviteyi anlat ve çocukların zihinlerinde net bir hale getir. Öğrencilerin performansı daha sonra yapmayı planladığınız şeyleri değiştirmenize neden olabilir. c) Review : activity cycle : Dili birleştir (önceki öğrenilenlerle), genişlet, kişiselleştir.bu bölümdeki asıl konu spontaneos dildir. Spontane dilde çocuklar kendi söylediklerini kontrol edebilirler. Ve belkide ikili veya grup içinde bağımsız olarak çalışabileceklerdir. Bu bölüm aktiviteyi değerlendirmek için onu gözden geçirmekle son bulur.

REVİEW : Ending the lesson Dersin genel bir tekrarını yap. Bu bölüm aynı zamanda öğrencilerle sosyal bir sohbet için fırsattır.

6) How Can I Evaluate The Lesson? Dersi değerlendirmek için sorulabilecek sorular : Plandaki amaçları başarabildim mi, başaramadıysam niçin. Ders ile plan farklımıydı. Bir bölümden diğerine nasıl geçtim, sınıfa ne dedim. Zamanlamaya uydum mu. Öğrenciler derse katıldı mı. Öğretmeyi planladıklarımı öğrendiler mi. Materyallere pozitif ve ingilizce cevap verdiler mi. Bir problem oldu mu. Bir dahaki sefer farklı olarak ne yapacağım. Öncekilere göre daha iyi ne yaptım.

Değerlendirme için dersi teybe veya videoya çekebilirsiniz. Yada başka bir öğretmenden gözlem yapmasını isteyebilirsiniz. Öğrencilerden yorum isteyebilirsiniz.

Unit 18 - Record Keeping and Assessment Assessment is a simple method to collect feedback on how well the students are learning what they are being taught. The purpose of assessment is to provide the teacher and students with information and insights neededto improve teaching effectiveness and learning quality.

Seven purposes of assessment - to assist student learning - to identify students' strengths and weaknesses - to assess the effectiveness of a particular instructional strategy - to assess and improve the effectiveness of curriculum programs - to assess and improve teaching effectiveness. to provide data that assist in decision making - to communicate with and involve parents.

Assessment is the process of gathering and interpreting information about students learning. This information is used to provide feedbackto students, educators, parents and other stakeholders to promote changes within the individual classroom or institution Assessment is most effective when it is an ongoing/continuous process. Assessment includes; teacher observation, classroom discussion, analysis of student work.

Formative Assessment provides feedback to teachers and students over the course of instruction.

Summative Assessment is used to sum up a person’s achievement; briefly, it is a test, usually given at the end of a term, chapter, semester, year or the like, the purpose of which is evaluative.

When the cook tastes the soup, that is Formative Assessment; When the customer tastes the soup that’s Summative Assessment

Diagnostic Assessment is to ascertain, prior to instruction, each student’s strengths, weaknesses, knowledge, and skills.

Self-assessment is a process by which you learn more about yourself

The types of self-assessment - writing conferences - discussion (whole-class or small-group) - reflection logs - weekly self-evaluations - self-assessment checklists and inventories - teacher-student interviews

UNIT 18 RECORD KEEPING AND ASSESSMENT (öğrencinin gelişimi hakkında kayıt tutma)

Issues in Assessing Pupils’ Language Development Assessment : Değerlendirme öğrencinin sınıfta belli bir süre boyunca öğrendiklerini analiz etme durumudur. Bu, öğretmenin çocuğun davranış, katılım,ve kavramsal gelişimi hakkındaki tarafsız düşüncelerini içerir. Öğretmen çocuğu diğer öğrencilerle kıyaslayarakdeğerlendirir. Değerlendirmeyi yaparken bazı konular vardır :

Resmi bir değerlendirme için minimum yada optimum bir yaş var mıdır? Hangi kapsamda farklı değerlendirmeler çocuğu cesaretlendirir veya demotive eder? Farklı değerlendirme çeşitleri kişilik özelliklerine veya kişisel becerilere göre farklı cevap verirler mi? İlköğretim sektöründe yaşa veya level ‘a göre değerlendirmenin hangi teknik veya formu kullanılmalıdır.

Eğer şu anda dünyanın her yerinde çocuklar yabancı bir dil öğrenmek için zaman harcıyorlarsa hükümetler, öğretmenler ve anne ve babalar bu öğrenmenin geçerliliğini ve genç öğrenicilerin tam olarak ne yapabildiklerini bilmeye ihtiyaç duyarlar.

Why Keep Records of Progress and Assess Pupils’ English Kayıt tutma sebepleri kültür ve eğitim sistemine göre değişir. Okul esaslı dil değerlendirmesi, öğrencilerin okulda öğrenirken kullandıkları dilin datalarının toplanması olarak tanımlanır. Değerlendirmenin ana nedenleri : 1) Formative : Motiveyi artırmak için 2) Summative : Öğrenciye gelişimi hakkında dönüt vermek için (geneldeformaldir örnğin testler) 3) Informative : Çocuğa, ailesine ve diğer öğretmenlere gelişim hakkında dönüt vermek için. 4) Diagnostic : Desteğe ihtiyacı olan öğrenciye yardımcı olmak için. 5) Evaluative : Öğrencinin seviyesini başarısını ve metodların, materyallerin ve öğretmenin ne kadar etkili olduğunu ölçmek için. Sonuçlar öğrencilere veya ailelere verilebilir. Bazı ülkelerde sonuçlar yayımlanır veya aileler öğretmenlerle okulda bir araya gelerek öğrenebilirler.

The Teaching and Assessment Cycle 1) Aims and objectives 2) Syllabus and course description 3) Teaching methodology 4) Learning outcomes 5) Assessment criteria 6) Assessment techniques 7) Recording of results 8) Evaluation of assessment

Değerlendirme yaparken motivasyon ve davranışlar üzerinde fazla durulmaz daha çok dil maddeleri ve dil becerilerine yoğunlaşılır.

On –Going Record Keeping and Formative Assessment Her kitabın sene sonu için tüm konuları içeren bir değerlendirme sınavı vardır(formative and summative). Öğretmenler informal değerlendirme için konular seçebilirler ama öğrenciyi gün gün gözlemlemek en iyi sonucu verecektir. On-going record keeping (değerlendirme kaydının sürekli yapılması) veya formative değerlendirme, öğrencinin sürekli değişen gelişmesini takip etmeyi sağlayarak öğrenciyi motive eder. Öğrencinin kendine güvenini geliştirir ve rahat olmasını sağlar. Eğer öğrt. Çocuğun yapabildiklerinden çok yapamadıkları üzerinde duruyorsa çocuğun kendine olan güveni sarsılır.

What Might Record Keeping or Continuous Assessment Look Like Öğretmenin görevlerinden biride öğrencini gelişimi hakkında kayıt tutmaktır bu formal veya informal olabilir. Öğrt bir not defteri tutarak öğrencinin zayıf olduğu yönleri veya güçlü olduğu yönleri kaydedebilir. Küçük çocuklarda ise konsantre süresi, el yazısı, tekerleme söylemesi değerlendirilebilir. Ayrıca öğrt sürekli kullanacağı bir chart edinebilir ve öğrencinin gelişimini uygun kareyi renkli kalemle işaretleyerek ve tarih belirterek öğrencinin değerlendirme kaydını oluşturabilir. NOFAN(never, occasionally, frequently, always, naturally) kullanılabilir. Öğrencinin daha fazla gelişmesini sağlamak için, çocuğun başarıları hakkında net bir fikir veren PROFİLE FOLDER (folder: dosya) kullanılabilir.

Classroom Testing and Summative Assessment Tipik dönem veya program değerlendirmesi geleneksel kâğıt kalem testleri içerir. Bunlar oldukça kullanışlı ve değerlendirmesi kolaydır. Formal testler bilgiyi, soruları cevaplarıyla birlikte

okuyabilme becerisini, etc değerlendirir. Aynı zamanda dinleme becerisinide ölçer. Konuşma becerilerinde ise çok zaman alıcı olduğu için yaygın olarak kullanılmaz. Ancak formal testler öğrenme sürecinin önemli bir bölümünü oluşturur ve informal değerlendirme kaydından daha objektif olmayı amaçlar.

Assessment Procedures Öğretmen dönem sonunda veya yıl sonunda test hazırlamak yada dışardantemin etmek zorundadır. Testlerin amacı testin uygun yapılması dilin anlamlı kullanımı ve kusursuz yapılmasıdır.

Testlerde olması gereken özellikler : 1) testler çocuklar için eğlenceli olmalı 2) renkli ve çekici olmalı 3) konu içerikleri ilginç olmalı, çocukların yaşantısına uygun olmalı. Okul, yemek, hayvanlar gibi 4) cesaretlendirici ve rahatlatıcı olmalı testler kısa olmalı ve yeterli zaman verilmeli, testler basit formatta olmalı 5) korkutucu olmamalı, listening ler iki kez dinletilmeli, speaking ler activity-based olmalı, gözlemciler ise öğrencilere cesaret vermeli.

Testlerin dil programının amaçlarına, hedeflerine, metoduna uyması çok önemlidir. Testler dil programının amaçlarına uymasada öğretmenler testi yapmaya zorlanırlar. Dilin communicative amaçlarıdaolmasına rağmen testlerde bunu uygulayamayız. Testler gramer ve kelime üzerinde yoğunlaşır ki bunları değerlendirmek çok kolaydır. Bazı testlerse sadece kelime ve cümle seviyesindedir dilin diğer alanlarına nadiren odaklanırlar. Testte kullanılabilecek diğer aktiviteler : Belli yapı ve kelimelerin yanı sıra dil becerilerini de test etme Edebiyatın yanında listening ve speaking i test etme Öğrencinin geçmiş bilgilerini kullanmalarını sağlayarak test etme örneğin resimlerden veya bir kelime listesinden konunun içeriğini tahmin etmelerini isteyebiliriz. Dilin diğer stretchlerini kullanarak test etme örneğin diyalog veya kısa tanımlamalar.

Assessment Activities Bazı aktiviteler farklı zekâlara sahip olan çocukların potansiyelini önemsemezler. Testler genelde 4 klasik beceriyle ilgilenir.

Good practice activities : 4 beceri + grammar and vocabulary

Peer (akran) Group Assessment Çocuklar diğerlerinin gelişimini izlerler. Bu büyük çocuklar için formative değerlendirmenin kullanışlı bir çeşididir. Öğretmen bunu yapmaktaki amacının birbirlerini utandırmak değil yardımcı olmak olduğunu anlatması gerekir. Pasif bir öğrenci ile dominant öğrenci bir araya getirilmemelidir. Bu yöntemin diğer avantajları ise: gelişmeyi motive eder, zaman tasarrufu sağlar, daha fazla bireysel dikkat gerektirir, sınıf kontrolüne yardımcı olur. L1 için yapılırsa daha faydalı olur. Bunu yaparken altın kural eleştirirken olumlu bir şekilde başlamalıdır.

Self-Assessment Peer assessment kadar başarılı değildir. Learning to learn için önemli bir bölümdür. Öğrenci kendi öğreniminden ne kadar sorumlu olursa kendilerinden bekleneni o kadar iyi anlayacak ve bunu başarmakiçin daha çok çalışacaktır.

UNIT 19 PARENTAL INVOLVEMENT

Veliler sürekli çocuklarının dil edinim sürecinde nasıl yer alacaklarını ve onları nasıl destekleyeceklerini sorarlar. Araştırmalar veli desteği olan çocukların daha başarılı olduklarını gösterir. Çocuk psikologları (BRUNER) tek doğru eğitimcinin anne babaolduğunu söylerler. Bu ünite veli, öğrt, çocuk ve aile arasındaki işbirliğini sağlamak için veli katılımını gerçekleştirecek öneriler sunar.

Working With Parents Öğrencilerin yanı sıra en önemli kişiler ailelerdir. İlköğretim öğretmenleri daha lise veya üniversite öğretmenlerine göre veliyle daha çok kontak kurar. Ama veliyle birlikte çalışmak her zaman kolay değildir. Öğretmen öğrencinin gün boyu ne yaptığı ve gelişimi hakkında bilgi vermek için veliyle iletişim kurmak ister. Bu konuda sorulması gereken bazı sorular var: okul ailelerin katılımını sağlamak için hangi yolları izliyor, aileler sizin uyguladığınız dil programı ve metod hakkında nasıl bilgilendiriliyor, okul ve aile arasındaki yazılı iletişim ne kadar etkili, aileler çocuğun evdeki çalışmasını desteklemek için nasıl cesaretlendiriliyor. Birçok aile çocuklarının gelecekte daha iyi bir şansa sahip olabilmeleri için okullardaki İngilizceyi gerekli görürler. Ama veli çocuğa diğer

derslerinde yardımcı olabilirken, eğer yabancı dil bilmiyorsa dil öğrenme sürecinde çocuğa yardımcı olamaz. Ama bu veliler çocuklarına hala destek olabileceklerini anlamalıdırlar. Bazı veliler ise gerçekçi olmayan beklentilere sahiptir çocuğun kısa sürede çok fazla şey öğrenmesini isterler. 1. Yılın sonunda çocuğun dile hâkim olmasını isterler. Bu veliler bekledikleri sonucu almadıklarında ise en çok gürültüyü çıkaranlardır ve suçu okulda bulurlar. Velilerin aynı zamanda çocuklara Y. D. öğretiminin onların personal, cognitive,cultural ve social gelişimlerine de katkıda bulunduğunu anlamaları gerekir. Modern eğitim teknolojilerinde çocuklara dil öğretmek ile yetişkinlere dil öğretmek arasında farklar vardır. Veliler bazen modern metodları “less formal”, “not serious enough”, “less disciplined” olarak yorumlayabilirler. VELİLER YABANCI DİLİ EDİNİM SÜRESİ, METODU, MATERYALLERİ VE AMAÇLARI HAKKINDA BİLGİLENDİRİLMELİDİRLER. (metodological preparation).

Fostering(encourage) Parental Involvement Providing ‘Parental Training’ Bu yeni bir kavram değildir. Asıl yapılması gereken çocukların yabancı dili nasıl öğreneceklerini ve onların çocukları nasıl destekleyebileceklerini anlatmaktır. Bu bilgilendirici ve “awareness raisig” bir amaca sahiptir. Parental training’i sağlamanın bir çok yolu vardır : 1) Course brochures and guides: kursun pedagojik amaçlarını, metodolojik yaklaşımlarını anlatması. Bu aynı zamanda öğretmenler arasında tartışma yaratmak için de kullanılır. Açıkça yazılmalı ve jargondan kaçınılmalı. Resimler ve öğrencilerin yaptığı çalışmaları da içerebilir. 2) Open days : velilerin okula gelmesi öğretmenlerle görüşmesi çocuğun çalışmalarını izlemesi içindir. 3) Meetings: okul senede bir, dönemde bir veya daha sık düzenleyebilir. Bu okula pedegojik amaçlarını ve yaklaşımlarını anlatabilme imkânı verir. Avantajı veliler birbirlerinden öğrenirler çünkü her biri farklı sorular sorar veya farklı önerilerde bulunur. Aynı zamanda çocuklarının öğrenimi hakkında bilgi edinmiş olurlar. 4) Courses and workshops (atölye) : velilerin eğitilmesi için kuslar bir kereye mahsus da yapılabilir, seri halinde de yapılabilir. Amaç velilerin gerçekçi beklentiler geliştirmelerine yardım etmek. Kursta velilere handout verilir bu sayede not tutmak yerine sadece dinlerler. Kurslar velilerin isteklerine göre değişir. Çocuğun L1 ve L2 edinim yollarını araştırmak önemlidir. Ayrıca velilere iyi bir dilöğrencisinin ne yaptığı hakkında düşünmelerini ve kendi çocuklarının karakteristik özelliklerini göz önünde bulundurmalarını istemek de

yararlı olacaktır. Bu velilerin çocuklarının öğrenme stilini belirlemelerine yardımcı olacaktır ve linguistik zekâ ve becerilerin yanı sıra birçok beceri ve zekayı da h. Ama evde kullanılan materyallerin brainstoming i ve aktivitelerin gösterilmesi onlara kendilerini daha rahat hissettirecektir. Bazen çocuk kendini hazır hissettiğinde “language time” yapılabilir(evde İngilizce konuşma). Yaşa ve velilerin dil seviyesine göre birçok aktivite yapılabilir. 5) Handbooks : velilerin boş zamanlarında okumaları için handbook lar, newsletter lar ve bibliografiler vardır. Bibliografiler evde kullanılabilecek materyaller içerebilir. Bunların çoğu yerel yayınlartarafından üretilir ve dili ise evde kullanılan dildir yani L1.

Dispelling Common Misconceptions or Fixed Attitudes (yanlış anlamaları ya da sabit tutumları engelleme ) 1) My child is bilingual : 2) My child is gifted (kabiliyetli) / My child is useless : 3) But my child has got karate at that time : 4) But I hear the teacher speaking L1 in the classroom :

Arranging Special Events Veliler kendi çocuklarının yaptıklarını görmek için okula davet edilmekten çok hoşlanırlar. Bu veli-öğretmen-okul bağlarını geliştirir. Bu ilişkiyi geliştirmek için bazı öneriler : - book fair : bir yazar veya kitapçı çağırılır ve veliler çocukları için kitap satın alırlar. - Celebration : yıl başı, party gibi. - An end of term / school year party : - Celebrate topic or story-based work : sergi veya yazı, resim proje ve el sanatlarının gösterilmesi.

Providing Parent Care Aşağıdakileri yaparak kaliteli bir parent care sağlayabilirsiniz. 10 dakika erken gel ve onları selamla öğretmenler ve veliler arasındaki iletişimi sağlayabilmek için bir sistem kur örneğin defter velinin sınıf öğretmeninden veya müdürden bilgileri yazılı ve düzenliolarak alıp almadığından emin olun öneri kutusu oluşturun soru ve öneriler için veliyle bilgiyi paylaşın onlara neyi niçin yaptığınızı anlatın düzenli olarak tekrar toplantıları organize edin böylece çocuk neyi nasıl öğrendiğini anlar ve dersi velisine anlatır veliyi bilgilendir ki yanlış anlama ve sabit tutumlar ortadan kalksın

çocuğunun çalışmasını görebilmesi için veliyi sınıfa davet et veliye çocuğuna evde nasıl yardım edebileceğini anlat özel olaylarda veliyi davet et bilgi ve becerilerini veliyle paylaş veliyi dinle ve olabildiğince onlara danış hislerinde dürüst ol ki veli de olsun sorular sor ve onların sorularına cevap vermeye hazır ol

bunlar veli katılımını cesaretlendirir. Çocuğun dil öğrenme fırsatlarını maximize etmede velinin ona destek olmasını sağlar.

(The Primary English Teacher’s Guide)7LISTENING AND SPEAKING

LEARNING TO LISTEN IN ENGLISHThe initial stagesIn the early stages the pupils may spend much of their time

listening to the teacher. Teacher will have to decide how much of thegeneral ‘classroom language’ such as instructions, questions orpraise will be in the pupils’ L1 and how much in English. Alwaysasking children to simply ‘listen and remember’ may make them feelanxious, places a great strain on their memory and tends not todevelop listening skills. Pictures to match, sequence or writtensupport such as the completion of charts. Specific guidelines can beuseful when planning how to develop pupils’ listening skills.

1. Give the children confidence: your gestures, tone of voice and

visiul aids will help children feel confident about what isimportant to concentrate on.

2. Explain why the children have to listen: diffirent kinds of

listening purposes are described below.- To phsically settle pupils- To stir pupils- To improve the general listening attitude- To develop aspects of language- To reinforce conceptual developments- To interact with others- To provide support for literacy

3. Help childrendevelop specific strategies for listening:‘intelligent guesswork’ Pupils are used to drawing on theirbackground knoweledge to work out something they are not sureof.

-Predicting. Before learners listen to something it is useful toencourage them to guess what they think they will be listeningto-Working out the meaning from context-Recognizing discourse patterns and markers

4. Set a spacific listening task: it is useful to think oflistening in three stages (pre-listening activities), (while-listening activities), (post-listening activities). In order tomake listening an active, listening-focused process, teachersneed to develop a repertoire of different pre-, while- and post-activity types which ‘fit’ different types of language. Theactivities are graded according to level of difficulty althoughthis depends on the kind od message, such as its length, topic,linguistic complexity and the number of ideas contained withinit.

5. Organize listening: a good model of spoken English, setting upa ‘listening corner’, a quiet area, a good cassette recorder.

LEARNING TO SPEAK IN ENGLISHExpactationsPupils want immediate results and even after first lesson, will

want to show other children in the school or members of their familythat they can speak some English.

Initial stagesIt is useful to begin by teaching children vocabulary for basic

concepts, such as numbers, colors and so on. Simple greetings andintroduction. Pupils could be given English names. A few rhymes andsongs at the beginning. Many language programmes begin with a lessonto help pupils understand why they are learning English. The aim isto heighten children’s awareness og language and to build up theirconfidence.

Formilaic languageIn the early stages of learning, not much spontaneous speech can

be expected from pupils. Language that is produced as whole chunks.This type of language is repeated regularly, children learn itquickly and have the impression that they can speak a lot;

Simple greetings Social English Routines Classroom language Asking permission Communication strategies

By hearing this language over and over, children learn to use it.

A typology of speaking activitiesOrganazing speaking activitiesConsideration willl need to be given on how to arrange the

classroom in order for these activities to be carried out smoothly.Ideally, a quiet area or corner in the clssroom is needed for therecording to take place. ‘Listening corner’. The teacher needs todevelop a repertoire of activities providing a balance betweencontrol and creativity, repetition and real use and provide variedmodels of spoken English.

___________________________________________________________________________________________8 READING AND WRITING Learning to Read and Writing:The positive relationship between the two is a result of children being able to transfer L1 reading skills to the L2. In some contexts it has been decided to encourage speaking first. Teachers of very young pupils may not use course books What do children already know about reading?

1. Awareness and knowledge about print: the realization that print represents speech and is written in a certain direction

2. Graphophonic knowledge: how certain sounds occur together. Theuse of songs, rhymes and rhyming stories help to build up this knowledge; certain words are very common, collocate or go together (e.g. at the seaside) Teaching sight reading of high frequency words develops this ability

3. Syntactic knowledge: helps children to chunk phrases and to predict what might come next in a sentence or story

4. Semantic knowledge: knowledge of the world and experience of life and culture helps pupils to have expectations about literacy events

1-Learning to Read English: the initial stagesWhich teaching methods are in use?Phonics= working out sound/letter correspondences to develop word attack skills. This approach aims to consolidate children’s phonemic,phonological and morphological awareness. Look and Say is based on encouraging sight recognition of most common words; the, he, she, is,are. Language experience tries to make print meaningful by encouraging personal events to become part of a simple text. The foreign language will need to consider the difference between ‘sounding out’ and ‘reading with understanding’ in her English class. Coping with English orthographyChildren will discover that English spelling doesn’t always help themin their reading. Children from countries with a different alphabet will need to spend more time learning to form letters or to orientatetheir handwriting from left to right. Developing point awareness

Decorate the classroom with functional print such as friezes, flashcards, posters, words of songs or signs using published materials you make yourself Supporting reading in the initial stagesReading English in the early stages will combine meaningful reading in sentences supplemented by independent reading at the letter and word level. The teacher should support pupil’s association of letters, words and pictures through songs, visual aids, games and so on. 2-Reading to Learn: the later stagesPupils learn new vocabulary or grammar through reading short texts inthe form of dialogues, descriptions, instructions or short stories Reading strategiesActively encouraging learners to use comprehension strategies helps them understand both spoken and written passages more effectively. Itis important to get a general picture. Learning-centered approach uses activities in a three-stage model: pre-, while- and post-reading. Reading activitiesGap-filling or comprehension questions. Reading to learn activities which are meaning-focused are often referred to as DARTs (directed activities related to texts) DARTs include reconstruction activities and analysis activities Reconstruction activitiesHere the text has been modified by the teacher in some way so that the pupils can do matching, filling in gaps, predicting the next parts of a sentence or text, completing tables, pictures and diagrams. Analysis activitiesPupils hunt for specific information to organize it in some way. At primary level the pupils can underline specific parts of a text. Reading awareness activitiesLanguage awareness activities can be encouraged by asking pupils to notice similarities and differences between alphabets or by counting how often letters occur in words

Reading Activities for Both StagesThe activities focus on learning to read (phonemic skills, sight recognition of key vocabulary) and reading to learn (reading for meaning, thinking skills, study skill, problem solving). Organizing reading activitiesWhen using group work any supplementary reading activities should be clearly labeled or color coded to show their level of difficulty so that the children can organize themselves and work independently. Learning to Write in the L1 and L2Learning to write; where the pupils are guided copying which focus onsurface features such as handwriting, spelling, punctuation and usingthe correct words and grammar.Writing to learn; there may less tightly controlled writing activities, focuses on meaning and personal expression. The demands of productive skill activities divided to two: choosing the right lang. and thinking/having ideas. It’s important to understand what native-speaker children can do in terms of writing. The preparatory stage is the basic mechanisms of writing and spelling. The consolidation stage; between 7 and 10 years of age many native-speaker. The age of 9 children are more aware of the notion of audience. The differentiation stage at around nine or ten years of age shows evidence of writing structures becoming more distinct. The structure of a story becomes more shaped and organized. When should children learn to write in the foreign language?Children learning Eng. May not write very much in the first year or two. Teachers need to be especially sensitive to the different demands and purposes of written tasks they impose on their pupils andto be aware of a variety of ways of supporting their writing The initial stagesAn important principle at all levels is that children shouldn’t be asked to write something that they can’t say in English. Children enjoy personal writing, so it is a good idea to personalize writing tasks. The more pressing need is to ensure contextualized and sometimes relates to a real-life situation English spellingWith visual style learners respond to the shapes of words and the patterns of letter strings within them. With auditory style it is better for learners to sound the word out as they can recognize the

relationship between sounds and letters. With kinesthetic style spelling is a graphic-motor skill. The linguistic style one some children develop skills in seeing relationships between words based on grammar, meaning and so on.Hide and seek encourages children to look at groups of words and to use the ‘look, say, cover, write, check’ approach.Noughts and crosses aims to practice personal spelling lists using the ‘look, say, cover, write, check’ approach. Guidelines for supportive

Reinforce the connection between writing and speaking Eng. And reading and writing in Eng.

Try to develop an awareness of environmental print Make sure your own classroom has many examples of Eng.

Writing Develop the concept of Eng. Letters Have special ‘letter days’ where children bring in things

which begin in Eng. With a particular letter. Count the words in a line of print Reinforce the concept of words and letters Create a Post Office with pupils or have a Shop Corner Help pupils build lists of high frequency words from their

reading and writing using personal picture dictionaries Compile a class news book where you write news very simply. Organize resources so that there are word bank cards placed

around the room which pupils can refer to. Word cards can also be organized as sentence makers

Writing in Later StagesThe use of Venn diagram to classify information can provide a simple sentence pattern. The next stage can be practice with more complex Venn diagrams. As children grow in confidence some might like to become more involved in choosing text types for themselves. They can do word maps. Dictogloss is a creative way of using gap-filling and dictation.

1. Prepare pupils with a range of pre-listening activities. Give them a list of the key words

2. Read the story two times, pupils complete gap-filling activities

3. They retell the story orally4. They retell it in writing. They can recreate the main meanings

with grammatical accuracy and well organized ideas5. Display finished versions6. Pupils try to create a different ending.

Guided activities at sentence level and above for older pupils may include putting words in the correct order, matching sentence halves and copying, gap-filling using visuals or words, writing captions forpictures, writing speech bubbles or dialogues, creating sentences from a tickchart and sequencing sentences. Personal writing includes such forms as diaries, shopping lists, reminders and recipes. Social writing may involve thank you letters, invitations, congratulations, text messages or instructions. Creative writing can include shape poetry, riddles, stories, plays, songs or designing food packets. Responding to WritingWhere the focus is on surface features such as handwriting or spelling or on language forms, such as new vocabulary and sentence patterns and the activity is best on very tightly controlled copying.

____________________________________________________________________________________________9 ENGLISH ACROSS THE CURRICULUM Why make cross-curricular links?Drama, Music and Art and Craft are obvious areas that can be linked with foreign language study. Links to be made between home and schoolare motivating and engaging. These links meet the children’s educational needs by reinforcing concepts, content and learning skills. Links influenced by several factors; the teachers (their

language level, their knowledge of a range of suitable activity types), the learners (their age and interests), the learning/teachingcontext itself. Starting point for cross-curricularTopics and issues Mathematics, science, history, geography and the environment, cultural studies, art and craftStarting points for topics can also arise from the pupils themselves.A useful starting point in using a topic is to make a topic web Language and learning skills and strategiesGeneral learning skills and strategies are observing, memorizing, carrying out actions, analyzing and experimenting, seeing patterns and connections, interpreting the symbolic representations, interpreting the meaning of texts and visuals, reflecting on and evaluating actions, developing language awareness. ResourcesSome subject books and web sites.List of 8 possible benefits

1. It can be motivating and provide variety2. Reinforce pupils’ conceptual development3. Provide consolidation of aspects of language learning in the

L1. Helps pupils notice differences between languages4. The transfer of skills helps children to learn how to learn.5. It can be used to reinforce other subjects and concepts in the

curriculum6. Curriculum resources can be recycled for language teaching7. It can encourage collaborative teaching and planning between

subject teachers and language teachers8. It offers exploration and creativity

Problems and questionsTopic overlap and overkill, the relationship between a product-focused approach or a process-focused approach and the problem of finding resources. There are not many cross-curricular materials in print. Teachers create them and this is very time consuming.

What do teachers need for cross-curricular work?1. Ability to analyze the language2. Capacity to analyze the language3. Ability to draw upon your knowledge4. An understanding of the principles5. Capacity to stage activities6. An understanding of the management of learning

Linking old knowledge with the newAs part of the pre-activity stage, children can do a mind map or concept map or write a list of key words to describe what they already know. Catering for learning stylesAuditory and kinesthetic support can be provided with the help of action rhymes and songs, stories, games and drama. There are also other useful graphics called graphic organizers or visual frameworks. More on stories and investigationsMany stories can easily be used to tie in language learning with a wide variety of cross-curricular topics. Well-known stories, such as ‘The Very Hungry Caterpillar’ Investigations and surveysThese provide a useful way of consolidation language learning and canalso help to develop curricular concepts and thinking skills. A useful procedure is;

An interesting question which links to currents topic A procedure for organizing the investigation The kind of language the investigation will develop in terms

of new vocabulary, structures, language functions and skills The kinds of modeling and rehearsal A way of recording results/producing an outcome

Activities for useful investigations; Predicting, counting Measuring area, ranking Measuring and comparing length and weight Experimenting, classifying e.g.

Making and using maps and plansInvestigations and surveys give scope for learners to work at different levels according to their ability and language level.

____________________________________________________________________________________________10 CULTURE Learning about culture through foreign languagesMany young learner experience the real value of English in their daily lives via internet, pop music, satellite and cable TV. Culturalawareness and intercultural learning are parts of their educational and language teaching policies to promote international understandingand world peace. Why teach culture within a foreign language program?Cultural awareness: awareness that we are affected in our action by culture. Intercultural learning: the ability to oneself as part of a larger community, to contrast culture, to be aware that a different language is embodying different cultural beliefs.Understanding of a wide range of cultural issues which include the following;

Similarities and differences between groups of different language communities

Social conventions Things which are unfamiliar within a target language

community Stereotypes, as perceived by one linguistic group about

another Language as culture

Literature-based foreign language study for older students often emphasized culture, sometimes to the detriment of language Teaching culture through languageThere is a clear focus on language and culture to produce both linguistic and cultural outcomes. Some teaching material provides background cultural information in an attempt to develop cultural awareness and cross-cultural information in an attempt to develop cultural awareness and cross-cultural comparison What to teachIn their contact with the L2 both in and out of school, primary pupils will often learn a range of details about the target culture, especially everyday life, traditional elements of children’s lore, such as songs, rhymes, games, stories, special festivals and celebrations. How to teach culture

Present respects of culture from a child’s perspective Use authentic materials where possible Try to create or exploit authentic situations Encourage the use of skills such as observing questioning,

comparing, reflecting, discussing, researching information Think of the ways you can exploit the materials by focusing

on specific language Think of the kinds of skills which link up to the topic or

activity Observing and comparingOne of the most common activities in developing cross-cultural understanding is observing and comparing life in the pupils’ home country with life in English-speaking countries. Starting points for teaching culture Songs and rhymes, Drawings, Artifacts, Stories, Making contact with real people, Projects or topics.

PART 3

A WORLD OF RESOURCES_____________________________________________________________________

_______________________11 SELECTING MATERIALS Aims and objectivesFamiliarize yourself with the aims of your teaching program. The basic aim is to prepare children to benefit fully from the more formal language teaching they will get at secondary school. Psychologically, this means that they will become aware that what they say and write in their L1 can be said written in another lang. Linguistically and culturally, this means they will learn new phenomena and ways living. MethodologyLearning activities must present and practice English in a systematicand comprehensive way. Why use a coursebook?It is a useful learning aid for the pupil. It can identify what should be taught/learned and the order in which to do it. It can indicate what methodology should be used. It can provide, attractively an economically, all or most of the materials needed, and a link between the school and home. It is rare to meet a teacher who doesn’t to draw on published teaching material, as producing original materials is a difficult and time-consuming process. Selecting a course bookThe starting point for selecting a book is publishers’ catalogues or the information on the back of book. It is also useful to look at thecontents charts. It is also useful to look to see if there is a statement of learning principles or basic beliefs about the nature oflearning and teaching to children.

Selecting supplementary Graded readers, authentic story books, songs, rhymes and chants, games, posters, flash cards as well as technology such as videos, CDs, the internet and other CALL programs. Producing your own materialsIt can be time-consuming. Think about some of the reasons why you maydo this Making worksheetsSelf-produced worksheets can be a great help to the teacher for organizing oral activities in pairs and small groups and also for simple reading and writing tasks.

Are the aims clear? Can the pupils see what language they are practicing and why? Do I need to write instructions on the worksheet in English

or in the pupils’ L1 or can I explain the instructions orally? Is there enough room to write ticks, crosses, names, numbers,

words, draw pictures and so on?It is always possible to involve pupils in making their own worksheets. Here are two examples of teacher-produced worksheets; picture dictation and true or false Worksheet features

1. They are clear, simple and attractive2. The instructions are clear or in the pupils’ own language3. Each worksheet provides and activity4. There are opportunities for the worksheets to personalized5. Each worksheet practices one particular language point

Making flashcardsFlashcards can be made by you or your pupils and can be used to introduce, practice or review structures and vocabulary. When using flashcards, ask yourself:

1. Are they large enough for the whole class to see?2. Does the picture convey the meaning clearly

____________________________________________________________________________________________12 SONGS, RHYMES AND CHANTS Why use songs, rhymes and chants

A linguistic resource; New language to be introduced and structures. They present familiar language They provide for its of natural and enjoyable repetition Develop all skills in an integrated way They help improve all aspects of pronunciation

A psychological/affective resource

They are motivating and help develop positive attitudes towards the target language

They are non-threatening and inhibited. Child will feel secure

They can encourage a feeling achievement and built children’sconfidence

A cognitive resource

They help to develop concentration, memory and coordination Repetition enables the children to predict what comes and to

consolidate language items Help to reinforce meaning Changes the pace and atmosphere of a lesson Help pupils develop good study habits

A cultural resource

Children can be encouraged to compare with those in their ownlanguage

A social resource Helps to develop a class and group identity They can be used as basis for a performance or show

Pronunciation benefits of using songs, rhymes and chantsIndividual sounds and sounds in connected speechSongs and rhymes are useful for showing what happens to sounds in connected speech.Stress and rhythmThey can also be practiced in a very natural way using songs and rhythms, will help to develop a sense rhythm in English.IntonationEar training Types of songs, rhymes and chantsRhymes can be divided into two categories: those which are essential to the regulation of games and children’s relationships with each other and include dips, skipping rhymes and those that are mere

expressions of exuberance and include jingles, slogans, nonsense verse, tongue twister and jokes to perform actions in groups. A repeating pattern statement/reply or question/answer. Older children might find some a little childish or uninteresting, in this case teachers often use English pop songs. When and how to use songs, rhymes and chants

Set the context (explain purpose, background information) Pre-teach any necessary vocabulary using visual aids,

actions, realia, puppets, focus questions, etc. Play on cassette or sing or chant Do further listening activity Work pronunciation awareness Encourage children to use actions, mime, drama, etc. practice

several times Give a written record of text Encourage children to compare with a similar type in their

own language Present or perform as a whole class, in groups, in rounds, in

pairs Adopting songs, rhymes and chantsTwo Fat Gentlemen and The Snowman. Songs from around the world can also be usually adopted to fit in with story based works. Building up a repertoire of songs, rhymes and chantsThis will help you analyze full potential of each song, rhyme and chant and see best how you may integrate it into your syllabus. ____________________________________________________________________________________________13 GAMESThey provide excellent practice for improving pronunciation, vocabulary, grammar and the four language skills, important link between school and home. Why use games?It is any fun activity which gives young learners the opportunity forpractice the foreign language in a relaxed and enjoyable way. Some games are competitive and other games are cooperative. Advantages of using games

1. They add variety to the range of learning situations2. They change pace of a lesson and help to keep pupils’

motivation3. They lighten more formal teaching and can help renew pupils’

energy4. They provide hidden practice of specific language patterns

vocabulary and pronunciation5. They can help to improve attention span, concentration,

memory, listening and reading skills6. Pupils are encouraged to participate; shy learners can be

motivated to speak7. They increase pupil-pupil communication which provides fluency

practice and reduce the domination of the class by the teacher.8. It helps create a fun atmosphere and reduce the distance

between teacher and pupils9. They can help reveal areas of weakness and the need for

further language10. They can help to motivate and improve writing skills by

providing a real audience context and purpose Language learning purposes of games

1. They encourage the memorization of chunks of language2. Chunking of language provides useful pronunciation practice3. The language in a game may encourage more creative use of

language4. The pupils’ language analysis and noticing of language items

or rules5. Help to make learning more memorable and accessible

Types of gamesA guidelines to help the teacher decide which type of game he would like to use;

1. Does it promote plan fluency or accuracy2. Does it promote competition or cooperation3. Does it have an educational aim4. Is it suitable for beginners or higher levels5. Is it a quite calming game or an active, living up game6. What materials, resources and classroom organization are

needed7. Does it focus mostly on practicing language or learning to

learn skills Fluency or accuracy

Language control or accuracy focused games and communication or fluency focused gamesAccuracy focused games: There is often a clear winner. It may focus on comprehension (listening/reading) as well as production (speaking/writing). Through constant repetition, this game provides practice in the pronunciation and meaning of vocabulary items. Fluency focused games: This type of game tends to focus on developing fluency and collaborate with others. Pupils will soon learn that theyneed to describe things very carefully. The teacher should always pre-teach the language by modeling key vocabulary or sentence patterns. Competition and cooperationCompetitive games tend to be, but are not always language control games (picture dictation e.g.). Cooperative games; pupils have to work together by describing, explaining, clarifying, checking, agreeing and disagreeing and so on. Selecting gamesIs it suitable for beginners or very young children?Games for these groups need to have simple language and should be easy to explain, set up and play. Everyone should be able to participate. Let more than one child be the ultimate winner Does it settle or stir?It engages the pupils physically or mentally. Miming games are also useful for mentally engaging pupils. Pupils take a card, read it and then carry out the mime while the others guess. They could also be asked to match up questions with answers using the same principles. What kind of language focus do I need?Teachers will be able to find a game to practice almost any aspect oflanguage at primary level. What kind of resources do I need?

No resources e.g. guessing games, listening games Simple pencil and paper/blackboard games Picture games (describe and

color/label/draw/arrange/sequence, picture dictation) Word cards (dominoes, read and classify, pelmanism) Games using sentence cards Dice games Board games Games using charts or matrices

Does it have a link with a theme or other subjects?Many games such as Dominoes and Bingo, can be adapted to link to various projects or curriculum areas. These well-known games, often played with young children at a very simple level, can be adapted forolder children to fit in with various themes. Evaluating the potential of games Games should be integrated with the other language work which is taking place. If they are out of a competitive game too quickly, pupils will have nothing to do and start being disruptive Assessing the potential of games

Pupils’ involvement Integration with other language work

Assessing the potential of gamesPupil learning and initiative How to play gamesGiving instructionsKeep instructions clear, short and simple. Match carefully the language demands of the game to the language level of the class you are teaching. Make sure pupils are familiar with the necessary key vocabulary and language Organizing the classIt is important to try and involve as many pupils as possible Playing the gameIt must be taught the language they need to actually play each game, including the language to organize themselves. The teacher’s roleWhile the pupils are playing the game he has a key role in observing and listening, monitoring pupils’ language, giving prompts and explanation, noting their language difficulties.

_______________________________________________________________________________14 STORYBOOKS Why use storybooks?Children enjoy listening to stories in their L1. storybooks can provide an ideal introduction to the foreign language as it is presented in a context that is familiar to the child. Here are some reasons why teachers use storybooks;

They are motivating, challenging and fun Children can become personally involved in a story. This

develops their own creative powers. Linking fantasy and imagination with the child’s real world,

linking between home and school Storytelling provokes a shared response of laughter, sadness,

excitement and anticipation, builds up confidence and encourage social and emotional development

Allows the teacher to introduce or revise vocabulary and structures

Helps children become aware of the rhythm, intonation and pronunciation of language

Cater for different learning styles and develop the differenttypes of intelligences

Presents cultural information and encourages cross-cultural comparison

Develop children’s learning strategies (listening for gist, predicting and hypothesizing)

Storybooks address universal themes beyond the utilitarian level of basic dialogues

Link English with other subjects Add variety Offer positive concrete outcomes in the form of games, etc.

Selecting storybooksReadersSimplified versions of popular fairy tales, fables, nursery rhymes orspecially written stories are referred to as readers. Vocabulary and structures are carefully graded and sequenced. They are intended to be used by the pupil working alone to develop reading skills rather than by the teacher for reading aloud to the children and as the starting point for other related language learning.

Authentic storybooksThe language is not selected or graded. They provide examples of reallanguage and offer authentic input. The quality of illustration is ofa high standard and aiding general comprehension. Types of storybooksCarefully selected storybooks can be interpreted on many different levels based on the child’s age, conceptual and emotional development. Criteria for selecting storybooksThe language used in the text, the length of the story, the amount ofrepetition and illustrations and layout, pupils’ conceptual level andability to concentrate. The most important objective is to develop appreciation and enjoyment of literature. Using storybooksIntroducing and exploiting storybooks needs careful planning. Simply reading a story aloud to a class without preparation could be disastrous with a loss of pupil attention, motivation and self-confidence Storybooks and coursebooksThey can be used to provide extra language practice by supplementing and complementing a coursebook Storybooks as an alternative to coursebooksStorybooks can provide the starting point for all kinds of related language learning activities and offer a novel alternative to the coursebook. A methodology for story-based work Input of authentic language Memorable, child-centered contexts from which language arises

naturally Interesting and enjoyable content and themes Opportunities to learn other things in addition to language Opportunities to learn how to learn What is storytelling?Reading or telling storiesTry to know the story well so that you are not reading words directlyfrom the page and can almost tell it without looking at the words, look at the pupils frequently

Using recorded versions of stories The voice provides a pronunciation guide for certain words as

well as for sentence stress, intonation patterns and rhythm. It allows pupils to hear English spoken by someone else Some recordings contain amusing sound effects which are

motivating and can support children’s understanding We suggest you read the stories a loud. It is more flexible. Using storytelling techniques. If they are unfamiliar with storytelling begin with short

sessions Have younger children sit on the floor around you Read slowly and clearly, give them time Make comments about the illustrations Encourage them to take part in the storytelling by repeating key

vocabulary items and phrases Use gestures, mime, facial gestures Vary the pace, tone and volume of your voice Pause where appropriate Disguise your voice for the different characters Make sound effects Ask questions to involve children Don’t be afraid to repeat, expand and reformulate. This

increases opportunities of exposure to the language Evaluating your storytelling skillsThe self-assessment task follows the three stages; plan, do and review Organizing a book cornerThis provides an introduction to the written word English, a stimulating book area will also promote a positive attitude towards reading and create enthusiasm. Setting up a book corner Colored paper can be used to cover the book store Display books with the cover showing Looking after a book corner encourages children to take

responsibility for the care of books Decorate the corner with any work done by the pupils Bring their attention to other books in English or in L1 related

to a topic you are covering

A lending system (their names, the title of the book, date borrowed and date returned), determine a landing period and a personal record. Associated activities Drawing and coloring, handicrafts, songs and rhymes, vocabulary activities. _______________________________________________________________________________15 TECHNOLOGY The benefits of young learnersTechnology complies with the psychology, linguistic, cognitive, social and cultural objectives. Using videoAuthentic sources of suitable videos;1. Animated stories2. TV. Children’s programs3. Documentary4. Nursery rhymes5. Self-made videos A video-based methodology1-Pre-viewing/Plan

Contextualizing the video sequence Motivating pupils to view Focusing their attention to the topic or specific language

items Activating prior knowledge about a topic Making predictions about content and language Eliciting or pre-teaching key language Explaining the reason for viewing and purpose of task

2-While-viewing/Do Global viewing or viewing for general understanding (teacher

may go back over the sequence or extract and exploit it in orderto focus on particular aspects of language and content)

Viewing for detail (1) Watch and complete the picture 2) Watchand number 3) Watch and tick 4) Watch and draw 5) Watch and write 6) Watch and sort)

Viewing for pleasure3-Post-viewing/Review

At the end of pupils’ hard work, allow them to view the video again for pleasure Video room management

Familiarize yourself with the machine Watch a sequence several times before showing it to them Practice using the pause button, rewind, etc. Check your equipment before you start your lesson Make sure all pupils can see and hear the video Make sure pupils know what they have to do while viewing and

why Use the pause button to give them time to complete a task and

always be prepared to give them second or third viewing if needed.

Using computersIt is important that pupils understand that using computer is for learning not for playing. 1-Before using computers/Plan

Plan work you will do with computers Establish ground rules Pre-teach computer related vocabulary Contextualize work and get pupils to focus on the topic Prepare pupils linguistically and conceptually Children understand that they are to take turns, share and

help each other Explain purpose of a computer activity

2-While-using computers/Do Make sure pupils respect rules Make sure they stay on task Make sure they carry out their task while you monitor, help,

guide and advise as necessary3-After using computers/Review

Complete work in the classroom Check work, record scores, complete evaluation sheet Collate work that has been produced by computer Display work Compare their work with others Review what they’ve done and why

CALL optionsWORD PROCESSING PACKAGES

CD ROMS (some coursebooks accomplish by a CD-ROM of video clips, songs and activities, vocabulary development package, games to develop reading, listening, observation and spelling)AUTHORING PROGRAMS (It allows teachers to create their own exercises,allowing great flexibility as exercises can be designed to be used with near beginners to higher level pupils. Storyboard; a short text is entirely obliterated on screen, each letter of each word being replaced by a blob, leaving only the title, punctuation and spacing intact, all of which provides pupils with important clues) The internet and how to find appropriate sitesAccuracy: is the information correct?Authority: is it clear who wrote the pages, is there an e-mail address?Currency: is the information up-to-date?Presentation: are all the pages attractive and not too detailed?VisualsSoundRelevance Usability: is it possible to design a task through the site?Language levelEducational potential: will the pupils learn useful information?Potential for follow-up: is it possible to download material? WEB safety?If possible, your computers should be equipped with a program which are designed to filter Making use of the internet

Reading and following instructions and answering questions. Skim-scan, using visual clues to support understanding, reinforcing alphabet skills, using prior knowledge and reinforcing geographical knowledge of continents and reinforcingconcepts of size.

Accessing a site to produce a quiz for other pupils Looking for specific information connected to a topic Doing language activities Creating a school website Writing to keypals

Computer management

Establish ground rules for using computers Make sure pupils know what will happen if they disobey Always visit a site before using it with pupils

Check that computers are working well Ensure that pupils understand the purpose of their work with

computers Never allow a child to access a link or download anything

unless authorized by teacher Always give them a task to focus their attention Restrict use to a limited time

Technology and professional developmentIt can offer children a rich and memorable learning environment with the possibility of developing many linguistic skills as well as more global skills.

PART 4 MANAGEMENT SKILLS FOR TEACHERS

___________________________________________________________________________________16CLASSROOM MANAGEMENT MotivationBeing motivated to learn a language is the first impetus. If the pupils are not enjoying their lessons, teacher’s job is much harder. Young children will not have the same kind of motivation as adults. To provide a classroom atmosphere which promotes pupils’ confidence and self-esteem. This echoes two key factors how far a learner expects to be successful in doing the task, how much the learner thinks being successful in doing the task is important. Classroom control and disciplineEstablishing routines:Children learn how to cope with the demands of school and the stress of being in a large class, receiving little individual attention and facing unfamiliar rules and conventions. Gradually introducing pupilsto use English for a short period of time through songs or rhymes will help to ease them in slowly Finding a balance:Finding the right balance between order and flexibility is very important. Teacher must be firm but kind and encouraging; quickly gets know the pupils’ names. You can give them special English names.Learning names for larger classes can be problematical.A 4 point action plan could be like the following;

Copy out class list and names of children you commonly put into groups

If you call a register look at the children as they respond Ask them to write their names on a piece of card which they

place on their desks Keep a seating plan of the class for a certain period. Let

them work in different groups once you know their namesThe boundaries of acceptable and unacceptable behavior are reasonableand consistent. The number of rules should be kept to the minimum andthe reason for having them should always be explained to the children. Getting the pupils attention:

Firmly name the children still talking Start a well-known activity or routine or give instructions

for a new activity to keep the pupils’ attention. Keep eye contact.

Wait for quiet before beginning a new activity Cut down on the amount of time you spend disciplining pupils

Finding an acceptable voice level:In communicative activities the noise level will inevitably rise. Gesture them to quieten down. The noise level rise because the tasks are not clear or too easy or too difficult. Giving praise:Praising good behavior, commenting on good work, making helpful suggestion and encouraging the pupils’ efforts. If you over-praise them, it may become valueless. You must praise whole class or groups as well as individuals. The kinds of pupil behavior you may want to praise or encourage;

Thinking before answering, trying something difficult for thefirst time, persisting with a difficult task

Working well together Listening and following directions well, using English

correctly or creatively Observing classroom rules, putting classroom materials away,

completing homework on time Organizing learning activitiesFind out what topics they’ve studied already and found particularly interesting what kinds of activities they liked. Dealing with bilingual pupils:

Use strategies for encouraging these children to show and tell some of their experiences, explain the instructions for games, help other in groups, write stories, etc. Managing pair and group work:Very young learners prefer working alone and can be reluctant to share. The easiest is to ask them who sit near one another to form a pair or group. Another method is to use the children’s choice. The group members you select may be mix or match the ability level in pair or group. In using pair or group work, preparation and discipline is important as the teacher is not so centrally in control. Pupils need to be clear about you expectations. The effects of different kinds of classroom activities:Activities which usually engage and stir pupils are those where the learners are physically or mentally active and more involved in theirlearning. Here are some general principles for using stir and settle activities;

Start a lesson with a settling activity to calm down pupils Make sure lively, stirring work returns to something calmer

and more settling Avoid activities which are emotionally or intellectually

empty or meaningless Try not to have a sequence of only settling or stirring

activities The mixed ability class:When a lesson has gone badly the check list below may help you;

Was the task too difficult? Was it rather boring and mechanical with too little

contextualization or focus on meaning? Was it too easy? Was there too much dead time? You may need extension activities to challenge the more able

pupils and more support activities for the less able teachers can organize differentiated learning activities: the text used (they can read different versions of a story), the task used, the support provided, the outcome demanded, the ability group used, the range of activities used, the choice of activity

What you are doing in providing more support is choosing a selection from the following kinds of scaffolding;

Breaking down the learning sequence into smaller steps Simplifying the language, narrowing the rang of possibilities

Using more spoken language before moving onto written language

Translating abstract concepts into more concrete ones Using physical movement Using more audio-visual support Providing a greater variety of activities

Time management:It is very useful to train yourself to plot realistic timings for thecompletion of certain activities. This avoids having to rush. When ending a lesson, here are several points to bear in mind;

Plan Finish work on the main teaching point a little early Give out homework, take time to explain it beforehand and

give an example Plan a teacher-led review session at the end of each class

Classroom organization and layout:Careful planning of your classroom is very important as it helps to create an organized and secure atmosphere.

1. Round tables take up more space than square or rectangular tables

2. Think carefully about whether you want the children to sit in rows or groups.

3. If you decide to have a teaching base, make sure you have a clear view of the whole room. Don’t put trouble makers at the back of the room.

4. A story corner for younger children is a good idea.5. You may like to include a listening or computer corner. Make

it clear that you will tolerate no misbehavior.6. Make sure you include some areas to display children’s work.

Keeping teaching records:Teaching records are a kind of teaching log, memory aid or reminder of the language points or the stories and topics which have been covered in a term. ___________________________________________________________________________________17LESSON PLANNING What is a good lesson?

It is adaptable and flexible; is back-up system, has clear objectives, has a variety of activities, skills, interaction, materials; caters for individual learning styles; has interesting, enjoyable content; has an appropriate level of challenge and is well prepared, well planned and well timed. Why plan lesson?It makes pupils and teachers more secure and more confident. After a few lessons children get to know the routine and feel comfortable. The security of knowing what to expect next enables children on an activity. This process helps teachers monitor their teaching and identify their strong and weak points. What is involved in the lesson planning process?What is my syllabus?A syllabus provides a list of the language items that are to be taught, how they are to be taught, in which order and how long it should take to teach them What are my learners’ needs?The needs of the children and how they learn must be considered firstso that teachers achieve a balance between the language aims of the syllabus and the need of the children. Other aspects are the linguistic and cognitive demand of language activities. Tasks and activities should neither be so simple nor so difficult. What content areas, materials and methodology can I use?The content, materials and methodology in the course must be culturally appropriate? Provide material related to the topic which is more familiar to your pupils. How can I structure a lesson, select, sequence and time activities?The typical structure of most lessons consists of a beginning, a middle and end. When selecting an activity we need to know more than what language learning it will encourage. We must also be aware of what general behavior it is likely to encourage. We also need to consider the involvement factor. We first need to think how we can offer variety and then how best to combine different activities

Types of activities Types of interaction Language skill Tempo/pace Stir/settle, involve/occupy Difficulty

Level of pupil responsibility Classroom arrangement Materials

Some general guidelines you may consider are,

Begin and end the lesson so that children perceive their English lesson as an event which has a specific structure

Consider putting harder activities earlier Decide at which point it is best for your class to be lively Think carefully about transitions from one stage or activity

cycle to the next Make sure pupils leave your class with a sense of achievement

and self-esteem Good time management skills facilitate the smooth running of a lesson. Knowing the linguistic and cognitive demands will help you judge how long an activity is likely to take. How can I write a lesson plan?A lesson planning/record sheet. The linguistic aims are listed starting with grammatical structures, language functions, vocabulary,pronunciation and skills. In addition to linguistic aims we also needto consider more global aims;

Social Psychological/Affective Cultural Educational/Cross-circular Citizenship education

Plan: beginning the lessonWarm up (an informal chat)Reviewing of work covered in previous lesson (language learned in the previous lesson)Informing pupils of the lesson aimsDo: activity cyclesPlan activity cycles → (provide a context, familiarize topic, activate priorknowledge, motivate, introduce and practice new language explain purpose of task/activity)Do activity cycles → (children do activity/task and experiment with and usetarget language, teacher monitors and helps as necessary)Review activity cycle → (children consolidate language from previous stage by extending and personalizing, teacher runs review session to evaluate activity and performance)Review: ending the lesson

Round up, review and summarize lesson Set homework Routine fun activity

How can I evaluate a lesson?

Did I achieve the aims on my lesson plan? If not, why? Was my lesson different from my plan in any way? How and why? How did I move from one stage of lesson to the next? What did

I say to the class? Did I keep to my timing? If not why? Where the pupils active and involved the lesson? Why? Why

not? Did they learn what I set out to teach? How do I know? Did they respond positively to the materials and in English? Were there any problems? If yes, why? What would I do differently next time? Why? What did I do better this time than ever before?

You may like to tape- or video-record your lessons, ask your pupils to comment or invite a colleague to observe.

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