lecture 1.pptx
- 1. Lecture 1. Introduction to subject methodology of teaching English in preschool and primary education
- 2. Activating schemata 1. Do you agree that English should be taught from an early age? Why/why not? 2. Can you remember how you learned English? 3. What advantages/disadvantages can be there from learning a foreign language at an early age?
- 3. In the system of lifelong education, early from the age of five - learning a foreign language allows the humanization and humanization of the upbringing of young learners, enhancing its developmental, educational, cultural, and pragmatic orientation.
- 4. Learning a foreign language contributes to the development of young learners' memory and thinking, the formation of speech culture. In the process of properly organized teaching of a foreign language, the articulation apparatus of a child is improved, skills of voluntary attention, focused perception is formed, and imagination is developed. The resulting ideas about the structure of a foreign language help the realization of the structure of the native language. In foreign language classes, young learners receive knowledge of a country’s historic character, become acquainted with the folklore and young learners' literature of the country of the language being studied. The development of a child is also promoted by mastering his speech behavior in a foreign language, which is inseparable from mastering the elements of the foreign language culture. Given the sensitivity of the child to the perception and reproduction of speech, at an early age, you can develop and maintain the flexibility of the speech apparatus for the formation and improvement of a person's speech ability throughout his life. In addition, the early learning of a foreign language is extremely beneficial for mastering authentic pronunciation.
- 5. The main component of the content of the discipline • Foreign Language is the formation of knowledge, language skills, and speech skills.
- 6. Control of knowledge and skills of young learners is one of the most important components of the educational process. • The effectiveness of the management of the educational process depends on its proper organization. • how much the young learners have advanced in the implementation of the program, how they have mastered the language material, how they have mastered various communication skills (oral speech, reading, writing, listening)
- 7. Control actions are aimed primarily at checking the learned knowledge and skills that are determined by the content, as well as the goals and objectives of teaching a foreign language to preschool young learners.
- 8. The control of speech skills is supposed to be built in such a way that it stimulates the development of young learners' speech in unity with the development of their thinking, memory, imagination, and influences the improvement of those personality qualities that are necessary for the successful cognitive activity of preschoolers.
- 9. Speech skills are Clarity - Speaking clearly so as to be understood by your audience. Clarity is composed of several different related speech skills including projection, enunciation and pace. Projection – Speaking loudly enough so that every member of the audience can hear what is said. Enunciation – Fully pronouncing each syllable of each word with the proper emphasis. Pronunciation – Correctly pronouncing each word. Expression – Speaking with vocal variety and vitality Pace – Speaking at a rate that is comfortable for the audience to hear and comprehend. Fillers – Using meaningless words or sounds that distract the audience. "Um", "ah" and "you know" are especially common in North America. Slang – Informal language that is specific to a particular group. Buzzwords – Words or phrases that sound important but have become meaningless through repetition. For example, in business "game changer" and "think outside the box" have been used to death. Acronyms – Sets of initials used as shorthand to refer to particular phrases (such as CEO for Chief Executive Officer).
- 10. • after World War II the Modern Language Association in the USA, with Theodore Anderson at the head, began a campaign for the teaching of foreign languages in primary schools. A broad experiment was organized in many elementary schools throughout the country. It was done to prove that it is necessary to begin the teaching of a foreign language in the first grade and even j in kindergarten if good results are to be achieved. Otherwise the younger generation will not master foreign languages.
- 11. Activating schemata 1. What differences are there between kindergarten and primary school? 2. What age peculiarities are there? 3. Show videos and discuss
- 12. 1. A child of 5 or 6 easily learns words and sentences of a foreign language and associates them directly with the things, actions, etc. He learns a sentence as a sense unit without any strain as easily as he learns isolated words. it is easier for a child to learn a sentence than isolated words.
- 13. 2. The imitative ability of pre-school young learners is better than that of school-young learners. They experience fewer difficulties in the assimilation of English pronunciation. Besides, they like to repeat sounds, words, and sentences. The natural activity of a child of 5—6 is play.
- 14. Aims of teaching. The aims and objectives of teaching a foreign language according to the program are: to develop elementary skills in oral language, i.e., the understanding of the spoken language and talking in a foreign language.
- 15. Content of teaching • Pre-school young learners must assimilate about 200—250 sentences, these sentences may include 100—150 words; learn 8—10 rhymes and little songs by heart. • The material is arranged in the following topics: • 1 - greetings, acquaintance, requests; • 2 - games (the names of some toys, some words denoting actions with the toys, sentences the young learners say while playing);
- 16. • 3 - words (phrases) and sentences connected with young learners’ daily activities: washing, playing, laying the table, clearing up, going home; • 4 - holidays, the names of some holidays, some sentences connected with young learners' preparation for the holidays. • Pre-school young learners begin to learn the language at the age of 5-6. • Young learners should have 4 periods a week, each lasting 25—30 minutes.
- 17. Method and techniques of teaching pre-school young learners - Direct method - Montesorri - TPR - Duided discovery - Etc.
- 18. techniques • 1. Show me (him, her, Natasha, Nina) a doll (a bear, flag, etc.). — The child the teacher calls on must show the object. In this way the teacher checks comprehension. • 2. Name the thing. — The teacher points to a thing, a child names the thing either with a single word (a doll, a car, a dog) or with a sentence (It is a dog; It is a doll; or This is a dog; That is a doll.). The pupils fulfill the teacher's request in turn. In this way, the teacher checks both comprehension and reproduction, i.e., the young learners' ability to say a word or a sentence. • 3. Guess what it is. The teacher names some qualities of an object the young learners may see in their room. The young learners are to name this object in English.