1 Author unknown….

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3 Why do we teach children a new language ?

4  A better new world  A better picture of the language  Show them that learning a language is a piece of a cake  Provide a smooth path to progress  Let them use their mind ( creativity )  Enjoy their free time not waste it  English is a medium for accessing modern sciences  To make money  ….

5 To teach English to children You must be patient You must be patient You must love children You must love children Understand the individual differences Understand the individual differences Encourage Encourage Encourage Encourage Encourage Encourage Motivate motivate motivate Motivate motivate motivate Let them see the beautiful aspects of language Let them see the beautiful aspects of language Let them love you and THE NEW LANGUAGE Let them love you and THE NEW LANGUAGE You must know the techniques You must know the techniques Get started soon … Get started soon …

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22 GRAMMAR –TRANSLATION METHOD CLASSICAL METHOD TEACHING LATIN AND GREEK TEACHING LATIN AND GREEK LITERATURE LITERATURE MENTAL DISCIPLINE MENTAL DISCIPLINE READING AND WRITING READING AND WRITING TRANSLATION TRANSLATION MEMORIZATION OF LONG LISTS MEMORIZATION OF LONG LISTS GRAMMAR DEDUCTIVELY AND EXPLICITLY GRAMMAR DEDUCTIVELY AND EXPLICITLY ACCURACY ACCURACY NATIVE LANGUAGE (MOTEHR TONGUE) NATIVE LANGUAGE (MOTEHR TONGUE) COMMUNICATION NOY IMPORTANT COMMUNICATION NOY IMPORTANT

23 THE DIRECT METHOD TARGET LANGUAGE TARGET LANGUAGE NO TRANSLATION NO TRANSLATION EVERY DAY VOCAB AND SENTENCES EVERY DAY VOCAB AND SENTENCES ORAL COMMUNICATION ORAL COMMUNICATION TEACHING INDUCTIVELY AND IMPLICITLY TEACHING INDUCTIVELY AND IMPLICITLY ORAL PRESENTATION OF MATERIALS ORAL PRESENTATION OF MATERIALS USING OBJECTS, DEMONSTRATION, AND PICTURES, ASSOCIATION IN TEACHING USING OBJECTS, DEMONSTRATION, AND PICTURES, ASSOCIATION IN TEACHING SPEECH AND LISTENING SPEECH AND LISTENING CORRECT PRONUNCIATION AND GRAMMAR CORRECT PRONUNCIATION AND GRAMMAR

24 THE AUDIO-LINGUAL METHOD ARMY METHOD USA ( WORLD WAR II ) USA ( WORLD WAR II ) DESCRIPTIVE LINGUISTICS DESCRIPTIVE LINGUISTICS BEHAVIORAL PSYCHOLOGY BEHAVIORAL PSYCHOLOGY CONTEXT CONTEXT NATIVE AND TARGET LANGUAGES DIFFERENT NATIVE AND TARGET LANGUAGES DIFFERENT MODELLING MODELLING HABIT FORMATION HABIT FORMATION AVOID ERRORS AVOID ERRORS SLOTS IN SENTENCES SLOTS IN SENTENCES PATTERN PRACTICE PATTERN PRACTICE OVERLEARNING ( ANSWER AUTOMATICALLY ) OVERLEARNING ( ANSWER AUTOMATICALLY ) MOTHER AND FOREIGN LANGUAGE LEARNING ARE THE SAME MOTHER AND FOREIGN LANGUAGE LEARNING ARE THE SAME NATURAL ORDER NATURAL ORDER EVERYDAY SPEECH IS CULTURE NOT JUST LITERATURE AND ART EVERYDAY SPEECH IS CULTURE NOT JUST LITERATURE AND ART TEACHER ORCHESRTA LEADER TEACHER ORCHESRTA LEADER INDUCTIVE TEACHING INDUCTIVE TEACHING CHAIN DRILLS CHAIN DRILLS QUSETION AND ANSWER QUSETION AND ANSWER MEMORIZATION OF DAILOGUES AND ROLE PLAY MEMORIZATION OF DAILOGUES AND ROLE PLAY

25 SUGGESTOPEDIA ( GEORGI LOZANOV) ( GEORGI LOZANOV) PSYCHOLOGICAL BARRIER PSYCHOLOGICAL BARRIER PERIPEHRAL LEARNIN PERIPEHRAL LEARNIN PSEUDO-PASSIVE STATE PSEUDO-PASSIVE STATE NOVELTY IN TEACHIGN AND LEARNING NOVELTY IN TEACHIGN AND LEARNING INFANTILIZATION INFANTILIZATION CLASS ARRANGEMENT CLASS ARRANGEMENT VOVABULARY AND SPAEKING VOVABULARY AND SPAEKING MUSIC AND FILM MUSIC AND FILM ROLE PLAY ROLE PLAY

26 SILENT WAY CALEB CATTEGNO CALEB CATTEGNO SILENCE SILENCE USING CHARTS AND PHOTOS USING CHARTS AND PHOTOS AUTONOMY AUTONOMY INNER CRITERIA INNER CRITERIA STUDENT’S PERCEPTION STUDENT’S PERCEPTION SELF-CORRECTION SELF-CORRECTION LEARNING TAKES PLACE AS WE SLEEP LEARNING TAKES PLACE AS WE SLEEP

27 COMMUNITY LANGUAGE LEARNING CHARLES A. CURRAN CHARLES A. CURRAN RELATIONSHIP OF STUDENTS RELATIONSHIP OF STUDENTS COUNCELLING LEARNING COUNCELLING LEARNING ADULTS ADULTS CLOSE RELATIONSHIP OF TEACHER AND LEARNER CLOSE RELATIONSHIP OF TEACHER AND LEARNER NONDEFENSIVE MANNER NONDEFENSIVE MANNER SECURITY SECURITY EXPRESSING THEMSELVES EXPRESSING THEMSELVES TEACHER AND LEARNER TRUST EACH OTHER TEACHER AND LEARNER TRUST EACH OTHER

28 TOTLA PHYSICAL RESPONSE ( TPR ) JAMES ASHER (COMPREHENSION APPROACH) LISTENING COMPREHENSION HOW CHILDREN ACQUIRE THEIR MOTHER TONGUE KRACHEN AND TERRELL’ NATURAL APPROACH LISTENING TO TAPE AND COMMAND AND ACTING PHYSICALLY USING REAL OBJECTS AND PHOTOS VIDEO AND SONG MUSIC MEANING THROUGH ACTIONS RIGHT HEMISPHERE OF THE BRAIN IS ADDRESSED ( THE NON-VERBAL PART) USING IMPERATIVE SENTENCES DIRECT STUDENT’S BEHAVIOR UNDERSTANDING BEFORE SPEAKING OBSERVING ACTION AND PERFORMING THEM FEELING SUCCESSFUL IS IMPORTANT LANGUAGE LEARNING IS FUN LOW ANXIETY CORRECTION AVOIDED SPEAKIGN AND PRONUNCIATION THAN READING AND WRITING MODELLING GREAT RELATIONSHIP AMONG THE STUDENTS AND TEACHER ALLOW STUDENTS SPEAK WHEN READY NOT BY FORCE USING HUMOR AND FUNNY PHOTOS REPETITION LITTLY BY LITTLE LEARNING CULTURE OF TARGET LANGUAGE THROUGH CARTOONS AND MUSIC NOT USING MOTHER TONGUE BUT THROUGH BODY MOVEMENTS

29 TEACHING MATERIALS and resources START WITH ENGLISH MAGIC MUSIC MAN GET READY MAGIC ENGLISH CHATTER BOX Let’s Learn English

30 SOME TEACHING TIPS GREETING GREETING USING SIMPLE ENGLISH USING SIMPLE ENGLISH DRAWING AND COLORING DRAWING AND COLORING LISTENING TO MUSIC LISTENING TO MUSIC BACKGROUND MUSIC BACKGROUND MUSIC SONGS SONGS CARTOONS AND FILMS CARTOONS AND FILMS START FROM THE CLASS ATMOSPEHER START FROM THE CLASS ATMOSPEHER SPEAK CLEARLY AND CONCISELY SPEAK CLEARLY AND CONCISELY PAY ATTENTION TO POOR STUDENTS PAY ATTENTION TO POOR STUDENTS USING CASETTE / CDS FOR MODELLING USING CASETTE / CDS FOR MODELLING USING THE BOARD USING THE BOARD USE THE TEACHER ’ S BOOK USE THE TEACHER ’ S BOOK

31 SOME TEACHING TIPS PANTOMIME AND ROLE PLAY PANTOMIME AND ROLE PLAY USING REAL OBJECTS USING REAL OBJECTS REPETITION AND DOING ACTIONS REPETITION AND DOING ACTIONS READING ALOUD READING ALOUD USING ENJOYABLE GAMES USING ENJOYABLE GAMES INVITE A GOOD STUDENT TO PERFORM INVITE A GOOD STUDENT TO PERFORM OBSERVE OTHER SUCCESSFUL CLASSES OBSERVE OTHER SUCCESSFUL CLASSES KEEP UP-TO DATE KEEP UP-TO DATE SEATING ARRANGEMENT SEATING ARRANGEMENT A SENSE OF HUMOR A SENSE OF HUMOR CALL THEM BY THEIR FIRST NAMES CALL THEM BY THEIR FIRST NAMES GIVING ENGLISH FIRST NAMES TO THE PUPILS GIVING ENGLISH FIRST NAMES TO THE PUPILS RECORDING THEIR VOICE RECORDING THEIR VOICE DON ’ T RUSH DON ’ T RUSH BUDGET YOUR TIME BUDGET YOUR TIME

32 SOME TEACHING TIPS  CALL THEIR NAMES  FINAL EXAM NOT TOO SERIOUS BUT ORALLY  CHECK THEIR WORK REGULARLY  HAVE A VIDEO-RECORDING OF YOUR CLASS  GIVE THEM BREAK  DON’T MISS THE FIRST DAY OF THE CLASS  MAKE FRIEND WITH YOUR CLASS  BE WELL-DRESSED  USE VISUAL AIDS  TEACH 45 TO 60 MIN  BE PUNCTUAL

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