Table Of Content‘| “LONGMAN IES TO LANGUAGETEACHING i
Teaching English
~ to Children
Wendy A. Scott and Lisbeth H. Ytreberg
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Longman Keys to Language Teaching
Teaching
English
to Children
Wendy A. Scott and
Lisbeth H. Ytreberg
Contents
Preface vil
(the young language lournor '
2 Chas earragunont and ateaogshore 8
9 Bitenng a
4 Oval won. ws
5 Roasting 6
6 wring 68
17 Yapiebased wonke a
4 Planning your work *
the tole oF the bed 108
Preface
rm aeacirie or Rngliah to young chideen ha bec
‘specially impertant in recent years. One season for chis hea
heen the :nteaduction of primary EFL. weaching in a aambe: of
reropoua oountries bub ibe ako 9 weld wid phonomenod,
Phere yea Int of ser Rte teaching in primary HEI. clgravogms,
Hawrever, hia fac that many teechers now find thainselve
teaching in primary echonl even though they have noc heen
fou:ned for thir level, And aven Zar feathers who have been
feained, there i2 2 lack of good books eonoerning this important
ace of toning
‘This book 1» resource book of ideas and approaches for use
‘with young children. Wendy Seott and Lisbeth Ytreberg have
‘ride exportence ty teacher training, mexaly in Narway
Throupltout the bole, the esters renund ua of whet ita to be a
child = and help us to adapt uur sljles of teuelng Lo
‘iowommedate the neols und Honivilions of yun Wane
Take the uther books in Une Festa Kops ta Lasgo
‘Penching sires, Tethys Rngish ta Chien oftias ed
Drietica, dnvn-n.easth advice am nsefal cerh ages nd
[Spprnachwen in the elaasronm, Thi book emtnina ts nf pratea
‘ideas for developing the four language skill areus, and
iustratas how Chia work eau be orgenisud, and ietegratad,
purlivulssly by meuns of opie work, All the wotivius sugested
There eu bv adoplod and Used with chili anywhere. Dy acy
teacher
Seville (rant
The young language
learner
‘The Britis philorapner Jain Staaet Mill started ta tees Croce
atte axe uf tarot, Cloury, John Sait Mull wus ot an
laveraye of3ld Wut we are talking stom in this chupeer 36 the
average child. This buuk swsuunce that your pupile amv beter
Swe and ten ar eleven yeore ull, This aeans chat che Look
fowurs some of che rest vitsl years in at uhiK development, Al
colucitien, inshuding tearing 2 foreign languege, shold
reuteibute pomtively to thal develop
There ix Tig ébffeeenee between wit childceu uf five eat do
and what childzun of ten can do. Same children doselop ears,
tome late. Soine childven dovelop gradually. bers ia beeps,
nnd bonds. fe 2 bol pesible ly a shut at the age of all
rhildren can dos, at the age of aoven they cam all dy oe ad
Dt fh: uge of tem they can afl dea. Fut it de posble ve ptt
ur certuin churuetorities of young, eile which you should
be amane of und lke into acconbl in Fave lsichins, Yo, a shy
teacher. até The only one wha cas aes hw Fer up the Sader
your :ndividual pupils are. We ean wuly drave your attention to
The ehavac‘oriatics of the axorogy child which ary reheat for
lanevoge feeling.
We have divided tbo childeen int lea main groupe thrighvul
the boak = tye five iv avvem your olds atl the eight te sen jar
olde, We are ascanting Urat lhe fire co arven yrs os ave el 3
Tost: oe the begirmar stage. The eu cen goa vids may
ibs be Beginnere, or they my have oa learning the foreign
Sanyunaye for aome tia, ther ane both level are and level
(sa pupils in the eiabe ton ne goog.
Five ts never seca ules
What five to seven yewe olds cam do al their own level
‘They caw tall ubwur what they ave dein,
hes an Ull eat abaul bul they have done ur beard.
+ They can plow seuivities
4 They can augue for remething and tell you why they think
but they think.
4 They can use logionl reasoaing.
‘Thos ean wve their vivid moines,
few cau we w wis range of Enloldue patbras te Uaeit
louther loge
1 Thay can unerstgad diayet hum ineoation
Other churweturities of tbe voung lanyosge learner
4 Thay knows thst the world is governed by rules. They may not
abwiye understand the ras, bvt Uhoy kee thot they are
Ae te hcg, and the rules fy to nuriner Felina
They unlarstand simiations more gaily than they
imderecand the Language used.
“They nae language skills long before they are avtare of them,
‘Their own andetrtundieg comes through nan and eyes std
sors. The physical werld is domiaunt ub all times.
49 They we vory logieal wh you say fest happens Gist
‘Before you turn off the Hg, ne emu book away? can Tea
{Turn af the Hight and chew 2 put. your book avray
‘¢ They have a Yexy short attention and cencentration *pan,
© Young children sometimes have dificulty im knowing what in
fact und what te ction, The dividing Lite between (he real
‘World ond the imaginury world is not claur. When reusing a
lary ina foreign language clase uf five suur olds abuul a
nue thal ol lest Ure fuser ero th story Ly ating
"But. what's iy fo any hel? TTegt sovnsthing warn ad
fry and i€ saueaks? He then wae a boy aoetne out af er
packet accoropanied by qaapa from her pupils. They had no
problem in believing that the mouse had found its way cut of
{ho book und into their teacher's pockel. They simply thoaght
fy teacher vse wonder beau nbs had Found the lowt
© Young children ore alten leg playing and working alone
‘bat in the eomapany of thers. They ta be very rahul
3
hove. TH afm sid chat chiliran ane very slr ap la
‘he age nfs ar sven and they came a hips Pe
somenne etre pane of view. This sy well be trae, nt A
remember that sometime pupils don’t want co work together
Teemu they don't see the goine. Thuy don't aloreys
understand whul we wart ti to du,
49 Theadull wuld und tho child's wurkl ure nab the sume,
Chitdren do not always cnerstand had adults wre talking
shout. Admits de not alsays understand what children ae
talking about. The diffrence ir tt aus tne ind out
by usking questions, bub children don't alway asl ‘They
ther pretend ta cadersiand, ur they understand in cheie opm
Gecons anv do whit they dik you wat hems La do,
fs They il eldora aust ho they dere knw sornething
tlie” A viviking Triené look a vonieat ise scar old by
fehl ae dy fer the child aul Une ging Ua hoo for
tise weeks, Iwas nlp whet they arrived whe seuier bays!
school after forty-five aaiuu that the visit frais Unt
the child bad no ides where ahe was, er archer ha asked
Thor sevora: times afore sho loft home if ahe law the was,
the visvor hud askod the same question several times in the
furty-ive miqtoe, The child bod anmmerei choeelly and
tanifidetily That sbe nee the way to her school very well
Young chilteen estat dacide for themaeiven what Ut learn.
‘Young children lave to play, and lear bash when they anv
enjoying chemselver. But they also take themselves serioely
and like ta chink that what they are doing ia "veal work
‘Young children are enthusiastic and positive about learning.
We all theive on daicy wull urd beige razed Cur wht sve do,
and tin ie especially tue for young rhitdron. iy important
fe sige thew if thay ane to Keep chev cantina gid fee)
sucessful for the bering. Lf we labet children Faluies,
then chey bebieve us.
ight to ton year olds
General eharacteristicn
CChitdven of five are bile children. Children of ten are relousely
‘ature eldran with am adult aide and u childish side, Many of
the cbaracteristvs listed aeve vail be things of che tant
'¢ Tic basic emeepte are formed. They have very decided
vivis ofthe world.
1 They ean tell the diferenco between fact and Selion
hes’ ark questions all the tims.
They rely oa the spoken word ae well as Ube physic
convey and undorsavad moaning,
> They uw able lo sake sons devinions abut thelr oer
world to
lean
hoy have denice viens about wat they lke and dont tke
doing.
‘They have a developed vande of fniewses abo wha oppo
inthe elaasroom ve aogun In ysoatinn Thy beara’ darts ne
42 Tha uso ble Lp uel seth hia aid learn from others.
Tamguage development.
Fight ty tun ser ala hy ‘anguage with al the basic
sleeve in plage Uhay. ave comspetens uzenn of csi: mother
ongue and in tha connection they are awere of the umn rales
of ytax in their own language. Ly the age of ten children can:
understand abstracts
‘© understand symbols Goeginning with words
1 yencrlice gd syaematige
‘hie reer tn child’ genetal language development, Shen fe
coms to learning a foreign longuage, there ts still a lat we do
dot kom Thote are mony smmilancis between leuming one’>
smother tongoe und loureing a foreign langage an sptv ef The
Aiffcunwes in age and the tre sonable, Se tiv acbedy hae
Thun uaivimal puttern uf amguage keueniox high sersone
sigtave with, Much yaoi iy depend ae which meter tng Ue
Iipite meal and socal ane emotional fare in the chil
Trslraund. Wat fe cae hete in thas inom aight co tan yeas
‘lds wall hevo seme sort of language cwarenoss snd roudine
‘whica they bring with them into Une frcigm language clsroom,
‘The puso Grown five bien soy dreapolie change in bilo,
high we canot say exactly whe Unis bape leaae 1
aru veal ina lee sie ee ee rg
Sooven ne ight, AY arand sven nr eights Usage aren t 431
‘suo place for most chitin an they begin ve make sento of the
sul wonld an re ae i,
‘Tonk abeut young children Ulan jokes. evo your alds laugh
eciune svorghods eb dues, bul they dan” alos undetand
fh ke T Hh eg avkes poeta The joke i il We ane
Siow gear ne jhe: as Kirn ad Khe lene chen ah
by bowl, This gears thal ey ale yok the pues Fe wom
te have ube. peated. Tem and eleven year ade yennerab
Joos and ex Seork out the punch Line fiom the siteation. The
rpvtem of language snd the understanding of it seems to fll
into place for many ehaldreu in the seme Yay
What this moons for var teaching
Words are not cmmugh
Don’: tely on the spoken youd obly, Mt atissies for Use
‘younger learners anould include mevemete atid imvchve the
‘enue, Yoo will nsed co have plenty of objects ard pirtunca tu
feark sith, yn] rake Zl nse uf the eel and your
surrtrdings, Demunsteale whol you want Uhem ta da. ihe
Thalanen silt uunge ay he chiro yet ober, bal appesling to
he nance wll lay Bey Uh pupils 1 learn,
Play with the language
Let the pupila calle vo thennvalvea, Make up rhymes, sig songs.
(ell slaries Pay with te langwaye ~ lat thom talz nowenre,
fespe-iment with worde and sound: ‘Let's go pate go BES
taxes ue pivs? Phiying wish tho lnnguuge in thie ey 18 vay
tarmnun in Brat langue development anil ym wer aaturad
Sage iy let slog of foreign language Ieueniny too,
Language aa language
oooming aware of mguage a8 someching aeparate from the
events taking place takes time. Hloat sight to ten year olds
flready have chis arenes in Uheir own auguaye. The spoken,
word is oflen uscorapaniud by other elues bo eeeoing [acl
apres, muvorent, ele, Ne shoul mathe Call une of ten
dave, hes pulse Le rund, ue lala legs
feonething pormimnent ad Unere axe Tower ache cies bo
‘naming, Pupils ean take 4 book horn, fey ean rea i again
Atul agen, they eat ata, chink about the language ard work tt
Gut. The same ie trus af writing. Sa reading aud waiting ere
extremely imporvant for the child's growing nwarencse of
Innguage and for tho-r own growl bn tho langusgi although
Tbh eve vory during, ane Lek Lie ed pain le,
‘aviety inthe elaseraom
Since enncentration snd accention azans ave ahost, variety ia a
rust ~ variety of activity. variety of psce, variety of
