Teaching Children English focuses on an activity-based approach to teaching young learners aged seven years and over. It examines the educational and linguistic needs of children and provides an overview of appropriate classroom techniques. It highlights the importance of effective classroom management and organisation and supports teachers in the management of classroom resources. It provides extensive practice in lesson planning in terms of language aims. There are ten chapters each dealing with a specific aspect of teaching methodology and classroom practice. Each chapter has a theme-based approach for the task content and includes stories, rhymes, songs, practical tasks and language tasks. Methodology and classroom practice issues are related to these themes - examples include festivals, animals, storytelling and measuring.
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Book Description
Editorial Reviews
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'The emphasis in the book, as with others in the series, is on reflective teacher training. The tasks direct course members to consider the 'why' as well as the 'how' of the activities. The authors resist providing fixed answers for all discussion topics, although there is plenty of material to support the trainer who does want guidance.' VATME Newsletter No 71, 1997
Book Description
A training course for teachers of young learners of English as a foreign language, aged 7 years and over.
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First Sentence:
You are about to start your training course. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
action game script, balanced teaching diet, cokey cokey, forfeit cards, whole training group, potato puppets, specific language point, spider mobile, eating green bananas, roleplay area, most coursebooks, wearing pink pyjamas, concertina book, language consolidation, active storytelling, present simple tense, language syllabus, potato story, remaining teachers, teaching outline, hokey cokey, potato printing, language focus, giant potato, green items Key Phrases - Capitalized Phrases (CAPs): (learn more)
Baby Bear, Daddy Bear, Mummy Bear, Billy Goats Gruff, Barbara Fry New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
You are about to start your training course. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
action game script, balanced teaching diet, cokey cokey, forfeit cards, whole training group, potato puppets, specific language point, spider mobile, eating green bananas, roleplay area, most coursebooks, wearing pink pyjamas, concertina book, language consolidation, active storytelling, present simple tense, language syllabus, potato story, remaining teachers, teaching outline, hokey cokey, potato printing, language focus, giant potato, green items Key Phrases - Capitalized Phrases (CAPs): (learn more)
Baby Bear, Daddy Bear, Mummy Bear, Billy Goats Gruff, Barbara Fry New!
Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 15
books:
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- Winnie the Witch by Valerie Thomas in Front Matter, page 109, and Back Matter
- Emergence of Literacy by Nigel Hall in Back Matter
- Meg and Mog (Picture Puffins) by Helen Nicoll in Back Matter
- Going West (My First Little House) by Laura Ingalls Wilder in Back Matter
- Action Research for Language Teachers (Cambridge Teacher Training and Development) by Michael J. Wallace in Front Matter
See all 15 books this book cites
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