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

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Teaching problem how to teach a foreign language to pre-school children.
A distinguish between teaching pre-school children in the kindergarten and teaching children in primary grades in the elementary school.
Aims of teaching.
Content of teaching.

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     The testing of speaking is the most difficult as the teacher will want to test pronunciation, information, stress, sustained speaking, use of vocabulary and grammatical structures. The best way to measure achievement in speaking is by testing each pupil individually. But this is very time-consuming and, although the teacher does his best to question as many pupils as he possibly can, he fails to cover all the individuals on a given topic, and as a result this leading language skill is often not controlled in any way whatsoever. Instead the teacher tests knowledge of words, structures; ability to ask and answer questions in written form; ability to write about a situation or topic suggested. In order to avoid the following testing technique may be proposed. Each pupil gives his response on tape. The teacher plays back the tape as he has time and evaluates each pupil’s performance. Contemporary teaching aids make this available.

     It has been calculated that it takes a pupil 1-1,5 minutes to make a response containing 3-4 sentences. The test must be constructed in such a way that the pupil need not give a lengthy answer but his response must show his ability to pronounce and intone, use of certain vocabulary and grammatical structures, and whether his speech is sustained or not. It will not take the teacher more than half an hour to evaluate the achievement of all his pupils in a given form and get a clear picture of each individual on a given topic. Regular oral tests will increase pupils’ sense of responsibility and desire to master the spoken language.

     The testing of reading deals with comprehension and speed. The former is more important than the latter. Testing reading may be administered aloud or silently. Each pupil gets a passage, accompanied by a set of questions on cards which can be true-and-false type, multiple-choice, or a type that requires a statement for an answer. In case of reading aloud the test may be administered in the language laboratory with each pupil reading on tape. Subsequent evaluation is carried out in the manner described above for measuring speaking skills. If pupils read silently the teacher collects cards and evaluates comprehension by every pupil from the answers.

     The testing of vocabulary and grammar is carried out indirectly or directly. All the above-mentioned tests imply the testing of vocabulary and grammar since the pupil cannot give a satisfactory answer to any test if he does not know the words and grammar items required. This is indirect testing. However the teacher may administer direct testing when he proposes a vocabulary test or grammar test. 
 
 
 
 

     EVALUATING PUPILS’ACHIEVEMENT. 

     All the suggested tests are easy to evaluate and the marks that the teacher assigns are objective because tests measure exactly what the pupil has learnt. Marks are assigned on the basis of the work done in a particular class.

     In schools we have a five-mark grading system. There are a good many teachers who are not satisfied with the five-mark system, they extend it to a fifteen- mark grading system when they give “five with a minus”, “four with a plus”, etc., though this is not supported by the authorities. The teacher must strictly follow the five-mark grading system.

     It is responsibility of the teacher progress to parents. It is easy to give a pupil a good mark particularly if it is higher than he really expected. But there are more occasions when marks bring more disappointment than pleasure. The disappointment may be of two kinds. We may call them “outer” and “inner”. By the first we mean the disappointment of a pupil when he receives a lower mark than he expected and expresses his feelings somehow. By the second we mean the disappointment of a pupil who receives a good mark in the foreign language, but feels that he does not deserve it, that there is something wrong with the evaluation of his achievement. He knows there are many “fours” and “fives” in class though he cannot say all his schoolmates have a good command of English. This is sometimes the case in our schools. There is a paradox in measuring the achievement of pupils. The less experienced and qualified the teacher is the more pupils have good marks. Therefore, “…teacher’s marks…are partly fact and partly fancy”.

     To serve effectively the purpose of stimulating, directing, and rewarding pupils’ efforts to learn, marks must be valid. The highest marks must go to those pupils who have earned them. “Marks must be based on sufficient evidence. They must report the degree of achievement as precisely as possible under the circumstances. If marks are assigned on the basis of trivial, incidental, or irrelevant achievements or if they are assigned carelessly, their long-run effects on the educational efforts of students cannot be good”.

     The shortcomings in marks are twofold:

     1 – the lack clearly defined. Generally accepted definitions of what the various marks should mean, as a result the meanings of marks tend to vary from teacher to teacher, from school to school, which reduces the validity of the marks;

     2 – the lack of sufficiently relevant objective as a basis for assigning marks. The result is marks tend to be unreliable.

     Many investigators found wide differences on what various marks should mean and the standards that should be followed in assigning them, among them V.P.Bespalko.

     The department of FL of APS made an attempt to give a definition of what the various marks (5, 4, 3, 2, 1) should mean and what the standards are in assigning each of them. The complexity of the problem, however and the lack of profound scientific research in the field did not allow the authors to give a reliable solution to the problem. It still wants its investigators to work out a system of objective foreign language tests for every level of instruction and language skill. Such a system of tests will make valid marking possible. At the present time the procedures for assigning marks are about as good or as weak as the teachers who apply them. Since there is no objective approach to measuring the achievement of pupils, the teacher relief upon his intuition, the traditions that are observed in school, his personal experience, and other chance factors. 
 

Control questions: 

  1. What aims are in the optional course?
  2. What organization is in the optional course?
  3. What content is in the optional course?
  4. What importance is in testing and evaluating pupils’ achievement?
  5. What’s testing language skills and language knowledge?
  6. What’s evaluating pupils’ achievement?
 
 

Recommended literature: 

1.Пассов Е.И. Основы коммуникативной методики обучения иноязычному общению. – М., 1989.

2.Поляков О.Г.  Профильно-ориентированное обучение  английскому языку//ИЯШ. № 2 –  2004.стр.6

3. Гальковская  Н.Д., Никитенко З.Н. Теория и  практика обучения ИЯ. Начальная  школа. Методическое пособие. М., 2004. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

     Lecture 13 

    Means of education. 

    Plan: 

  1. Means of education.
  2. The text-book and manuals.
 

    To means, through which the education (or self-education) of foreign language is carried out, concern: the teacher; the schoolboy and manuals - text and sound; means of education (technical means of education - TME).

    The presence of ТME is desirable in the systems of education to language and obligatory at self-training to oral kinds of communicative activity. 

    The teacher

    The teacher of foreign language, besides general educational and pedagogical preparation, should have the following professional quality:

    1. To own the main kinds of communicative activity in the foreign language at the level, on many parameters coming nearer to the level of the social sufficiency.

    2. To own the most rational receptions of the education of communicative activity in the foreign language for the given native language and age of the pupils, including use ТME.

    3. To have sufficient knowledge of the general theory of the language communications, the theory of the foreign language and native language of the pupils, and also about the country and people - carrier of the investigated language.

    Unfortunately, it is impossible to say, that the majority of the teachers and the teachers of the foreign languages now satisfy to these requirements, faster on the contrary. The reason of the insufficient preparation of many teachers of the foreign languages is incorporated basically in the defective statement of the education in the special language higher the educational institutions suffering from the theory and bad organization of the practical course of the language communications. The course of the practical technique should arm the future teacher the most effective receptions of the education to all main types of the language phenomena and even to the concrete phenomena, in view of the native language trained, in the main kinds of communicative activity. In the field of the theoretical and linguistic preparation it is necessary to note unsufficient knowledge of the theory of the native language of the pupils, importance quite often is underestimated.

    It is obvious, that the problem of the education to the languages should be decided simultaneously in all its aspects and that the essential improvement of school teaching of the foreign languages demands simultaneous improvement of the education in the special pedagogical institutes, and basic line of modernization of the education to the languages in different educational institutions is the reduction of the education in the conformity with laws of the language communications.

    It is necessary, that the knowledge in the field of the general linguistics, the theory of the foreign and native language are necessary to the teacher not care of their pupil and not that “to be able to answer questions of the pupils”, and first of all for more rational organization of the educational process. Even at the presence of the perfect textbook, which will contain all necessary materials for auditorial and independent work learning, including visual aids of a different sort, in which the methodical instructions on all aspects lessons will be given, for the teacher there is a sufficient field of the independent action, though on the organization individual work would write down the lagging behind or most capable schoolboys. 
 
 
 

    The textbook and manuals. 

    The new epoch in pedagogics differs from old first of all by that the correlation between roles of the teacher and textbook changes during training. If earlier, in epoch ascending to the Middle Ages, the essence in teaching belonging to the individual skill and talents of the teacher, which used the bad textbooks, the modern lines in pedagogics (in particular in pedagogics to the adults) are reduced to constant increase of a role of self-training through the highly effective textbooks, when the teacher all less carries out functions of the trainee and more and more functions of the organizer of the education of the adviser. Certainly, at school any textbook can not replace the tutor - teacher, but nevertheless it is possible to approve, that the main lever of rationalization of the process of the education now is a sharp improvement of the quality of the textbooks. It especially is fair that the level of the preparation of the teachers also in many respects is determined by quality of the textbooks used in a higher school.

    The textbook is a basic means of the realization of the program of the education. Any reorganization of the education even basing on the most sensible principles can not be carried out without the adequate textbook, which creation demands the large efforts of the whole collective of the experts. Many attempts of the “reorganization” of the education to the foreign languages suffered crash just because did not base on the scientifically developed textbooks.

    On the other hand, the rational textbook can not be constructed without preliminary drawing up of the program of the education and definition of its structure. As we know, the drawing up of the high-grade program of the education to the language should be preceded by the whole series linguistic and lingvostatistics researches on the revealing and arrangement of marks, models and communicative parameters. For creation of the effective textbook it is required, besides a number of psycholinguistic and methodical experiments on revealing the optimum contents and volume of different kind’s class of the independent exercises and their optimal combination. From said it should be clear, what serious and responsible business is the creation of the scientifically proved and highly effective textbook of foreign language.

    Neither program of the education, nor the rational textbook of the foreign language can not be developed without the account of properties of the native language of the pupils in comparison to properties of the investigated language, for this factor essentially influences a sequence of introduction of a language material, on densities of exercises on the improvement of the separate language phenomena (elements, marks, models) and on presence or absence of the explanatories and comments.

    The rational textbook of the foreign language of any purpose can not be “universal”, intended for the pupils with any native language, and if the textbook applies for “universality”, he is for certain irrational, so it no a peak efficiency.

    However, what of efforts the creation of the rational textbooks has required, this task should be decided. If though the small part of conducted now isolated researches on separate and is far from being always urgent linguistic, psycholinguistic and methodical problems was replaced by the coordinated work above a cycle of the listed above tasks, in some years we would receive required system of the textbooks of different purpose.

    The perfect textbook of the foreign language represents a complex consisting of the following components:

    1. Language material (sound and written) as narrations, dialogues, fragments of narrations and dialogues separate offers and sintagms and their fragments, word formations, models in various presentation, elements (phonemes and graphemes) and their groups intended for class and the independent exercises of a different sort. The sound material is preferably given in a sound recording . The part of a written material is submitted by an equivalent sound recording. All sound material is given as well as a written equivalent.

    2. Instruction for the pupil on use of an educational language material in class and independent work.

    3. Visual aids (pictures, slides, circuit, table, diafilms, films etc.) three types: intended for the imitation of the real communicative conditions; describing life and creativity of the people - carrier of the investigated language; illustrating the separate phenomena and groups of the phenomena in the structure of the investigated language.                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                               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The explanatories and the comments (in the foreign and the native languages) are two types: the descriptions of the phenomena and groups of the phenomena of the communications in the investigated language, partially in comparison to the native language of the pupil; the comment concerning the phenomena from life of the people - carrier of the investigated language (feature of a life, state device, cultures, facts from a history and so on), displayed in the semantic party of the language material of the textbook.

    5. The help part containing of the lists of the marks and the models, the translation of marks on the native language of the pupils, summary list of the models etc.

    6. The variant of the textbook intended for the teacher should contain, besides the general methodical instructions on its use and detailed methodical development for each section of the textbook are.

    The set forth above structural components of the textbook, certainly, do not form the independent sections, and are packed in a single unit. It concerns and to the help part, which is present at known volume in each section: at any stage of work not only teacher, but also the pupils should precisely know, which marks and the models and in what kinds of communicative activity are subject to mastering. It is necessary also to provide accumulation sign types in the process of mastering separate sign units (the phenomena of polysemia, synonyms, antonyms, jacks of words, semantic fields etc.) mean.

    The textbook should cover all period of the education to the language, irrespective of its duration and communicative purposes. Certainly, the school textbook should consist of a number of volumes, according to years of the classes. It is important to emphasize necessity of complete solidity of the textbook for time: the continuity of all vertical lines of the education to all of its components should be supplied during all period of the education.

    Since the certain phase of the education, the volume of the material for reading will exceed the for certain allowable sizes of the textbook, the part of this material should be made out separately, as the application to the textbook. However in conditions of the school the education to the language all kinds, demanding peak efficiency, of the educational work, this application should be considered as the organic part of the textbook both concerning a sequence of the language material, and the exercises, contained in its, and explanatories. For the senior course of the special language of higher educational institution the application is replaced with the list of the obligatory and recommended literature for reading.

    The most part of visual aids also is the application to the textbook.

    The internal structure of the textbook in many respects is determined by the accepted structure of the education, program purposes of the education, and also convenience of usage by the textbook. The greatest difficulties are represented by the configuration of the educational material on the separate part and to their groups, which can be carried out in different variants.

    For some systems of the education, for example for language and not language higher educational institutions, the separate registration of parts of the textbook devoted to the education for oral and written, or else, division of the textbook on “the textbook of oral speech” (mainly sound) and “the textbook of reading – letter” (mainly text) will be expedient. First will have the text application, and second - sound.

    The textbook for high school hardly probable is expedient for dismembering by such principle valid, first, of more integrated structure of the school the education to the language, secondly, owing to the limited opportunities of application of the sound techniques in the conditions of school. However the educational material, written down on a film, should be considered not as the facultative application to the textbook, and as its organic part.

    In a basis of the structural partitioning of the textbook the thematic principle is put. The main structural unit of the textbook is the section covering study of one theme on the given grade level (later the same theme can undergo to wider and profound communicative treatment in other section). The section can be divided on the subsection according to the possible division of the theme on the subthemes. Each section should have a precise communicative educational task on improvement of the certain marks and models in certain part.

    The material acquired in hearing and speaking, moves in the beginning as fragments of dialogues and brief statements. Further follow of the training exercise and in summary - coherent dialogue used as base for synthetic exercises. All this material should be submitted both in the text, and in a sound recording. The material studied only in hearing, but not in speaking, is given also in a sound and in the text and is supplied appropriate marks.

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