Teaching English to Young Learners

Magdalena Szpotowicz, Małgorzata Szulc-Kurpaska

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ISBN/ISSN:

978-83-01-15339-7

DOI:

Wydawnictwo:

Wydawnictwo Naukowe PWN

Rok wydania:

2009

Liczba stron:

321

XML:ISBN/ISSN:

ONIX MARC21

Bibliografia:

Szpotowicz, Magdalena; Szulc-Kurpaska, Małgorzata. Teaching English to Young Learners. Red. . Warszawa: Wydawnictwo Naukowe PWN, 2009, 321 s. ISBN 978-83-01-15339-7

Bibliografia refWorks:

RT Book, Whole

SR Electronic(1)

A1 Szpotowicz, M.

A1 Szulc-Kurpaska, M.

T1 Teaching English to Young Learners

PB Wydawnictwo Naukowe PWN

PP Warszawa

YR 2009

SN 978-83-01-15339-7

Bibliografia BibTex:

@Book{ 2095, author = "Szpotowicz, Magdalena and Szulc-Kurpaska, Małgorzata", editor = "", title = "Teaching English to Young Learners", publisher = "Wydawnictwo Naukowe PWN", year = "2009", address = "Warszawa", isbn = "978-83-01-15339-7" }

Bibliografia endNote:

TY - BOOK

AU - Szpotowicz, Magdalena

AU - Szulc-Kurpaska, Małgorzata

ED -

TI - Teaching English to Young Learners

PB - Wydawnictwo Naukowe PWN

CY - Warszawa

PY - 2009

SN - 978-83-01-15339-7

ER -

Netografia (standard APA):

Szpotowicz, Magdalena; Szulc-Kurpaska, Małgorzata. Teaching English to Young Learners [baza danych online] Warszawa: Wydawnictwo Naukowe PWN, 2009 [dostęp: 02 05 2024]. Dostęp w Ibuk Libra: https://libra.ibuk.pl/reader/teaching-english-to-young-learners-magdalena-szpotowicz-2095.

językoznawstwo, edukacja, english, dzieci

Podręcznik do dydaktyki nauczania języka angielskiego dzieci, napisany przez specjalistki w tej dziedzinie. Książka uwzględnia specyfikę polskiej szkoły: organizację systemu edukacji oraz standardy i minima programowe. Dzieli się na 2 części:

...

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ISBN/ISSN:

978-83-01-15339-7

DOI:

Wydawnictwo:

Wydawnictwo Naukowe PWN

Rok wydania:

2009

Liczba stron:

321

XML:ISBN/ISSN:

ONIX MARC21

Introduction10
1. Early foreign language learning in Europe12
2. Approaches, methods and techniques19
2.1. Planning courses and designing syllabuses20
Tasks24
2.2. Integration of English and the primary curriculum25
Further reading25
2.2.1. Integration through the topic - topic-centred learning28
2.2.2. Integration through the method - activity-based learning30
2.2.3. Task-based learning34
2.2.4. Integration through the teacher36
2.2.5. Content and Language Integrated Learning (CLIL)36
2.3. Language development in the school40
2.4. Non-linguistic skills in the language classroom42
2.4.1. Cognitive tasks42
2.4.2. Creative tasks46
2.4.3. Bank of activities54
Further reading56
Tasks56
3. Lesson planning57
3.1. Lesson aims and objectives57
3.2. Principles of lesson planning59
3.3. Factors influencing what happens in the classroom60
3.4. Planning lessons with different age groups61
3.5. Bank of activities65
Further reading65
Tasks65
4. Language in the classroom68
Tasks69
Further reading74
5. Classroom management75
5.1. Principles of managing YL classes75
5.2. Discipline problems78
5.3. Managing different age groups82
5.4. Bank of activities86
Tasks86
Further reading88
6. Involving parents in the process of management89
6.1. The role of parents89
6.2. Information for parents91
6.3. Homework94
6.4. Bank of activities97
Further reading98
Tasks98
7. Teaching the language99
7.1. Teaching vocabulary99
7.1.1. Acquisition of words99
7.1.2. Vocabulary acquisition and child development100
7.1.3. Choice of words101
7.1.4. Word difficulty102
7.1.5. The role of memory in vocabulary acquisition103
7.1.6. Vocabulary learning strategies104
7.1.7. Vocabulary teaching techniques104
7.1.8. Procedures for introducing words to children107
7.1.9. Teaching vocabulary to different age groups108
7.1.10. Bank of activities109
7.2. Teaching grammar110
Further reading110
Tasks110
7.2.1. Formulaic language111
7.2.2. The grammar of words in context112
7.2.3. Playing with grammar113
7.2.4. Teaching structures114
7.2.5. Conditions for teaching grammar115
7.2.6. Teaching grammar to different age groups117
7.2.7. Bank of activities117
7.3. Teaching pronunciation118
Further reading118
Tasks118
7.3.1. Implicit vs explicit teaching of pronunciation119
7.3.2. Rhythm120
7.3.3. Types of pronunciation activities120
7.3.4. Pronunciation activities for different age groups123
7.3.5. Bank of activities124
Further reading125
Tasks125
11. Activities and resources188
11.1. Music, songs, chants and rhymes188
11.1.1. Music and language acquisition188
11.1.2. Rhythm, music and dance in education190
11.1.3. Using songs, chants and rhymes193
11.1.4. Musical and rhythmical activities for different age groups198
11.1.5. Bank of songs, chants and rhymes198
11.2. Play and games204
11.2.1. Playing and learning204
Further reading204
Tasks204
11.2.2. The role of play205
11.2.3. Using games207
11.2.4. Games for different age groups210
11.2.5. Bank of games213
Further reading222
Tasks222
11.3. Storytelling and using readers223
11.3.1. Bank of activities230
Tasks230
Further reading231
11.4. Drama and puppets232
11.4.1 Bank of activities239
Tasks242
11.5. Projects with young learners243
Further reading243
11.5.1. Bank of activities252
11.6. Art and craft activities253
Further reading253
Tasks253
11.6.1. Bank of activities256
Tasks257
Further reading258
12. Plurilingual education259
Further reading265
Appendices266
Glossary of terms and definitions305
References316

2.1.Planningcoursesanddesigningsyllabuses

Therearetwomainconceptsconnectedwithdesigningcoursesandplanningtheteach-

ing-learningprocessthatneedtobeexplainedatthebeginning.Theyarethecurriculum

andthesyllabus.Ausefuldefinitionshowingacleardistinctionbetweenthoseoften

confusedtermsisprovidedbyMadridandMcLaren(2004:144):

Curriculumisthenamegiventoanyeducationalprogrammewhichstates:

•theobjectivesoftheprogramme,itseducationalpurpose;

•themeansusedtoachievetheseends,thatis:thecontent,teachingproceduresandlearningexperi-

enceswhicharenecessarytoachievethispurpose;

•themeansusedtoassesswhetherornottheeducationalendshavebeenachieved.

Syllabusisamorerestrictedconceptandusuallyreferstoadescriptionofthecontentsofthecourseof

instructionandtheorderinwhichtheyaretobetaught.

AccordingtoMadridandMcLaren(ibid),themaindistinctionbetweentheFLcurri-

culumandtheFLsyllabusisthatthecurriculum‘isconcernedwithplanning,implemen-

tation,management,administrationandevaluationoftheforeignlanguageprogramme,

whereasthesyllabushasanarrowerscopeandfocusesontheselectionandgrading(if

any)ofcontents,.

InthePolisheducationalsystemasyllabusoracurriculumhastobecloselyrelated

toa‘corecurriculum,ora‘curriculumframework,(podstawaprogramowa),whichis

alawoutliningthelearningoutcomesforalleducationalstagesandallschoolsubjects

taughtinPoland.Basedonthislawandone,sownexperience,teacherswritesyllabuses.

Apartfrombeingconsistentwiththecorecurriculum,asyllabusshouldprovidevaried

supportfortheteacher.AccordingtoKomorowska(2005:74),itshouldhelpthemto:

•developthelearners,keycompetencesandabilities;

•developthelearners,skillsandabilitiesconnectedwiththesubject;

•planlessonsandpreparetheschemeofwork;

•teachthecoursecontentsbychoosingtherightmethodsandtechniques;

•individualizeteaching;

•choosecoursebooksandsupplementarymaterials;

•varytheamountofmaterialandformsofworkappliedindifferentgroupsofstu-

dents;

•useongoingandsummativeassessmentofthestudents,progress.

AusefulcurriculumstructureisalsosuggestedbyKomorowskainherbookProgra-

mynauczaniawkształceniuogólnymijęzykowym(2005).Itshouldconsistofthefollo-

wingcomponents:

•briefinformationaboutthecontext,e.g.typeofschool,levelandageofstudents,

themethod;

•overallandspecificaims,i.e.whatwillbeachievedinthecourse;

•coursecontent,i.e.whatwillbetaught,e.g.listofgrammarstructures,lexical

groupstobecovered;

•techniquesandformsofwork,i.e.howthematerialwillbepresentedandpractised;

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