Teaching English to Pre-School Children and Children in a Primary School

 

     In 1967 a new curriculum for ten-year schools was adopted. The curriculum includes both compulsory subjects and optional ones (or subjects of special interest field) for those pupils who show a great interest in learning some subjects. Each school leaver gets uniform education and at the same time has an opportunity to get a profound knowledge in the subject or subjects he is interested in. For example, if a learner displays a special interest in chemistry or in biology, or in mathematics, he may have additional lessons in the subject. If some of the pupils are fond of literature, or history, or a foreign language, they may join the group that will have extra hours for studying the subject they are interested in. The fact that the curriculum includes optional courses is of great importance. On the one hand, optional subjects will help teachers to see pupils' interests and gifts; on the other hand, they will ensure better achievements of graduates for entering a higher school. Indeed, if a pupil, for instance, wants to become a physicist, he joins a group which will have extra lessons in physics. Learning the subject in this way for three years running the pupil can get a profound knowledge of physics.

     If a pupil is fond of a foreign language and he wants to have a good command of the language the optional course will help him to attain the goal. 
 
 

THE ORGANIZATION OF THE OPTIONAL COURSE. 

     The organization of the optional course in a foreign language differs greatly from that of other subjects since learning a foreign language is carried on in accordance with a uniform syllabus which includes both the essential and the optional courses, special groups of no less than 15 pupils being organized. This principle of organization of the optional course in a foreign language should be considered a most reasonable one since consistent and effective acquisition of knowledge and the development of speech habits on the part of the learners are ensured. Besides, it becomes possible to divide the class into two groups which is usually done for foreign language lessons. State expenditure on the optional course is within the school budget. For instance: 

 

     In a case like this the school must p1ay for 24 class hours of the essential course and for 8 class hours of the optional course; that makes 24 class periods. This is the amount of class periods that should be covered by the school budget, as the majority of pupils in each class form a group for optional   studies,   the   rest forming another group for essential-lessons only.

     It is difficult to organize the optional course in the foreign language if there are few pupils in each group who are enrolled for learning a foreign language as an optional subject. For example: 

 
 

     In a case like this it is impossible to organize additional groups, as the rest of the pupils should be divided into two groups (30: 2; 32: 2, etc.). It is necessary that special optional courses should be organized for pupils who can attend them after classes.

     Pupils who want to join the optional course in the foreign language may do so beginning with the 8th form, therefore, optional groups may be arranged in the 8, 9, 10^th forms. If pupils join the optional course in the 8^th form they learn a foreign language for three years. Those who join it in the 9^th form learn it for two years and those who join it in the 10th form learn it as an optional subject for a year. In future pupils will be allowed to join the optional course for learning a second foreign language if they succeed in mastering the first one, and have a desire to know one more foreign language.

     The optional course in a foreign language is undertaken voluntarily. It is desirable, however, that those enrolled should be well prepared for such a course. If a pupil makes slow progress in a foreign language in the essential course he must not join the optional group. The optional course in a foreign language should be recommended only to those who are not only interested in the subject but make good progress in it and have a certain aptitude for foreign languages. Pupils who wish to take the optional course in a foreign language should be enrolled at the end of the school year before they are dismissed for summer holidays. Having done this the staff forms groups and determines the teachers for these groups.

     Since the optional course is not an essential one but a course taken voluntarily by the learners, it is necessary to dwell upon the conditions under which a desire to learn the language thoroughly might appear.

     Firstly, such desire may develop when pupils make progress in the foreign language in the essential course, when they feel that learning the language is not a waste of time. They realize that if they had more time for learning the language they would read and speak it much better, though they do not display a special interest in it. For example, a boy is interested in electronics. He knows there is a lot of interesting English literature in the field. So he will try to do his best to enroll in order to be able to read what he wants.

     Secondly, such desire may appear when a pupil is fond of the language, when it becomes his hobby. In this case he will look for any chance to learn a foreign language: essential, optional courses, reading with and without a dictionary, listening to the radio, watching TV, speaking to foreigners, etc.

     Thirdly, such desire may appear when a pupil himself, or under the influence of his parents, decides to enter a special college, in other words, when he wants to make it his profession.

     There are, of course, other motives which stimulate pupils’ wish to learn the foreign language as an optional subject.

     The optional course in a foreign language is possible provided there is a highly qualified teacher who can arouse his pupils' interest, foster a desire to learn, and encourage his pupils’ love of independent work at the language.

     Unfortunately, a foreign language as an optional subject is not popular among pupils. This proves that pupils see little value in their class and home work in the foreign language. The main reason is lack of highly qualified teachers who can teach a foreign language effectively. 
 
 
 

THE CONTENT OF THE OPTIONAL COURSE. 

     The content of the optional course should be hearing, speaking, and reading. Spoken language should be used for enriching pupils’ vocabulary and grammar knowledge and as a means of communication in a foreign language. This approach to the problem determines the organization and methods of teaching.

     1. Various oral exercises for consolidation and assimilation of linguistic material must be extensively used.

     2. Every pupil should be an active participant of the lesson.

     3. The reasonable distribution of time within the class period between the teacher and pupils should be observed.

     4. The use of various stimuli: visual and audio and their combinations to stimulate pupils’ speech activity are a must.

     Reading, as well as spoken language, should be extensively used both as a means of teaching and as a means of getting information.  Reading must be the essence of pupils’ independent work at home and during the lesson. In order to develop the skill of reading, one ingredient is important - interest. “Where there is interest, there can be speed, accuracy and improvement in reading efficiency; without it all will suffer. Indeed, without interest, success perhaps is unobtainable. Interest is all-important because understanding and imagining are more active where there is true interest. In fact, they become fully active when interest is aroused.”

     It is the teacher who can arouse interest in reading; he can recommend texts suitable to the tastes and abilities of every pupil. That is why it is desirable that texts for reading should be of two kinds: essential for the whole group and optional for individuals depending on their interest and aptitude. The reading of texts essential for the whole group should be closely connected with development of speaking skills. Various tasks may be given to direct pupils’ speech on the one hand, and to make pupils use the words, phraseological groups, and grammar items the teacher chooses, on the other hand. This will help pupils assimilate the vocabulary and enrich it. Questions on the text should not be connected with the contents of the text, such as who, what, when, and where-questions. If everyone has read the text such questions are nonsensical. Questions should draw pupils’ attention to something they would be unable to grasp for themselves or might interpret differently, and make them express their opinion on the subject. These are why-, what for-, what would you do if you were-questions.

     Pupils should be taught (a) to annotate what they read (e. g., they read an article from a newspaper; the task is to write an annotation, that is to furnish it with notes explaining the contents of the article and giving opinions of their own); (b) to give a short summary of the text they have read (e. g., pupils read a text of 2-3 pages and give a summary of 8-10 lines in writing or in a few sentences orally); (c) write an essay (e. g., pupils read 2-3 texts about space flights, they are told to write an essay on the subject).

     Individual reading should be conducted differently. This kind of reading allows the teacher to develop various types of read in detailed reading, reading for pleasure (F. French) and in the direction pupils’ desire or pupils need. Individual reading may also be used for developing speech, namely, for developing hearing. A pupil tells his classmates what he has read about. The information pupils get may be used as a stimulus for a talk between Pupil and Class, and for discussion.

     To teach reading successfully the following rules should be observed:

     1. The teacher must be well acquainted with the class to be able to select texts both for the whole class and for individual reading.

     2. He must stimulate wide reading through the School Library, or by working up a small Form Library.

     3. He must prepare assignments to direct pupils’ reading.

     4. The teacher must determine what and how much pupils should read (obligatory and of their own choice).

     5. The teacher must think over the methods and techniques he will use while working at the text: what should be read in class and what at home.

     6. He should think over the tests for checking pupils’ reading.

     As to the methods and techniques of teaching vocabulary, grammar, and phonetics, as well as speaking, hearing, reading, and writing, they are similar to those used in the teaching of a foreign language as an obligatory subject.

     Since 1970 a foreign language has become an optional subject in evening schools. There is a special syllabus and textbooks for the purpose. 
 
 
 

TESTING AND EVALUATING PUPILS’ ACHIEMENT. 

The importance of testing

and evaluating pupils’ achievement. 

      Properly organized testing of pupils’ achievements gives the teacher an opportunity to get a clear idea of his pupils’ progress in foreign language learning. Analyzing the results of testing, the teacher will see his shortcomings both in methods and techniques applied and in the progress of each pupil. It allows him to improve his own work. In this connection P.Oliva writes, “A test measures not only the student’s performance but also the effectiveness of the teacher’s instruction. Tests serve a diagnostic function. They show where students have difficulties. They provide information which should lead the teacher to modify his instruction.”

      Testing and evaluating pupils’ achievements in language learning is of great importance. Pupils get used to working systematically at the target language. The latter ensures favourable conditions for learning words, phrases, grammatical structures, and developing habits and skills in using all these while hearing, speaking, reading, and writing. Thus the problem of learning is not so much how to get things into the mind (in our case vocabulary, grammar, etc.), as it is how to get them out again when they are needed for aural comprehension, speaking, reading, and writing. “The problem is les one of storage than it is of ready access.” Through testing every pupil can show he can use what he learns, that is his “ready access” to the knowledge he receives.

     Although tests are used for measuring the achievement of the objectives in language learning, they fulfil educational functions as well, namely, each test makes pupils concentrate their attention on certain language material and language skill and thereby mastering it successfully. Since testing is accompanied by the evaluation of the achievement of every pupil this stimulates pupils’ desire to learn. Evaluation is an integral part of teaching; it is a process of determining the extent to which objectives have been achieved. 
 
 
 

     Testing language skills

     and language knowledge. 

     The teacher tests the pupil’s command of the target language, that is, his ability to use it in its two forms, oral and written. Therefore, the items of testing should fully correspond to the aims and objectives. They are: (1) aural comprehension, (2) speaking (monologue and dialogue), (3) reading (oral and silent), (4) writing (words, sentences, dictations, written reproductions, etc.).

     We distinguish regular testing when the teacher administers frequent, short tests to measure his pupils’ achievement and assigns marks for their work at a given lesson (unit) or a topic; and final testing or examination at the end of the course. The teacher administers tests in two forms: oral and written.

     In our schools oral testing often takes the form of questioning the class or some individuals. The manner in which each pupil reacts to the teacher’s questions shows his readiness for the lesson and his achievement in learning some particular material. This often results in assigning marks to several pupils. Since there are many items of testing as well as pupils in the class the teacher needs special tests, objective and easy to administer, to measure his pupils’ achievement. At present the following tests are available: teacher-made tests, ready-made tests (for example, in the Teacher’s Book), and standardized tests Made by the Department of Education). Naturally, teacher-made tests are the best because he knows the material his pupils have covered better than anyone else, that is why he can administer a test which will correspond to his pupils’ capacities. However, in administering tests he should always keep in mind the items of testing, that is, the syllabus requirements for this particular form.

     Some possible approaches to testing are described herewith.

     The testing of listening comprehension may be administered in two ways depending on pupils’ reaction to the material they hear.

     1. A text is presented either by the teacher or on tape. Each pupil is given a set of pictures (3-4) one of which corresponds to the item that he hears. The pupil listens attentively to the text and identifies the picture correctly by raising it (immediate testing) or by putting a mark (a number) in a special place provided for it (delayed testing).

     2. A text is presented, preferably on tape. The class or each pupil is given a definite task before being invited to listen to the text. Pupils listen to the text and then they are asked to react to the material according to the given assignments. These may be answering yes-no-questions, choosing answers from multiple-choice items on cards distributed beforehand, etc.