兒童英語教材教法 Presenter: 20978L020 胡美英 P33-39 Presenting Controlled Practice Guided Practice Free Activities Dialogues and role play work → →→ →

Speaking – perhaps, the most demanding skill for teacher to teach Magic – just another way of expressing Limitations – lack of actual language General Comments

Competition Model General Comments We don’t know what children want to say

General Comments Finding the balance Controlled and guided activities Natural talk balance

CORRECTIONCORRECTION General Comments Controlled and guided activities Natural talk Free oral Activities Should be correct at once Note down and discuss in class later Textbook language Emphasis on content

Presenting pupilsmascotdrawingssilhouettespuppetsothers The teacher knows what his or her pupils can do. Maria can swim. Peter can sing. Miriam can ride a bike. Paula can whistle. Carlos can draw.

Presenting pupilsmascotdrawingssilhouettespuppetsothers One of the most successful ways of presenting language to young children is through puppets or a class mascot. Teacher: Teddy, Can you swim? Teddy: No, I can’t, but I can sing. (Teddy then sings a song.) Teacher: Teddy, do you like carrots? Teddy: Ugh, no! Teacher: What about bananas? Teddy: Yes, I love them.

Presenting pupilsmascotdrawingssilhouettespuppetsothers Andrew Wright’s book Visual Materials for the Language Teacher Longman (1976)

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Presenting pupilsmascotdrawingssilhouettespuppetsothers Realia – clothes, telephones, animals, toy furniture, etc. Clear pictures Miming (acting out)

Controlled Practice Controlled practice goes hand in hand with presentation. There is very little chance that the pupils can make a mistake. Teachers can use the same variety of ways of getting the controlled practice going – Teddy, puppets, drawings, etc. The purpose is to train pupils to use correct, simple, useful language within a situation or context.

Example: Telling the time Controlled Practice One o’clock Half past seven A quarter to two A: What’s the time? B: It’s …

Example What’s he/she doing? Controlled Practice

Following on directly from controlled practice Done in pairs or in small groups Usually giving the pupils some sort of choice, but limited choice of language Guided Practice

Mini-dialogue (What’s the time?) Context: Pupil A’s watch has stopped and he/she wants to ask Pupil B the time. Realia: A clock with hands that moves Pupil A: What’s the time, please? Pupil B: It’s five past ten. Pupil A: Thank you. (Puts his/her clock to the same time and compares.) Guided Practice

Chain work (flash cards) Picture/word cards facing down in a pile. A: (picking up a card) Do you like … (fruit)? B: (picking up the next card) No, I don’t like (fruit), but I like (fruit). C: (picking up another card) No, I don’t like (fruit), but I like (fruit). Guided Practice

Working with dialogues is a useful way to bridge the gap between guided practice and freer activities. Dialogues which involve some sort of action or movement are the ones which work best with young children. Intonation is terribly important too, and children love to play around with this. Dialogues and role play work

Procedures: 1.Presenting with puppets, a mascot,… 2.Practicing with some volunteer students 3.Dividing the class into two groups and practicing dialogues 4.Letting pupils do it in twos Dialogues and role play work

Using objects The day before, ask the children to have something unusual in their pockets the next day. Dialogues and role play work A: What have you got in your pocket? B: I’m not telling you. A: Oh, please. B: O.K. It’s a frog. A: What have you got in your pocket? B: I’m not telling you. A: Then don’t!

Thank you for your attention! Dialogues and role play work