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TEACHING ENGLISH TO CHILDREN

1. While teaching a foreign language at primary level, which one of the followings is not one of the conditions?
a) Appropriate methodology b) Provision of suitable materials c) Proper timetabling
d) Appropriate policies e) Trained teachers

2. Which of the followings is not included in the process of policy creation related to teaching English to young
learners?
a) teachers and teacher educators b) curriculum designers c) materials writers
d) phychologists e) assessment specialists

3. Which one is not of the objectives of early learning of English?
a) Learning to communicate
b) Discovering and developing a positive attitude to culture
c) Developing metacognitive awareness
d) Developing a positive attitude to language learning
e) Raising awareness of the mother tongue and English

4. Which one of the followings is not included in the completions of “Metacognitive Awareness”?
a) Social awareness b) Language awareness c) Psychological awareness
d) Cultural awareness e) Cognitive awareness

5. “I- Two words II- The first word III- Bubbling IV- Conversational Skills V- Syntactic and Lexical Complexity and
VI- Phonological, syntactic and Lexical norms”
put in order the stages of learning a language of a child and circle the correct answer.
a) III, I, II, VI, V, IV b) III, II, I, VI, V, IV c) III, I, II, V, VI, IV
d) III, II, I, V, VI, IV e) I, III, IV, V, II, VI

6. In which stage of learning a first language, children make mistakes related to word meanings and structures and
sometimes misunderstand what is said as in “Blindfolded doll” example. Circle the correct stage:
a) Phonological, syntactic and Lexical norms b) Two words
c) Conversational Skills d) The first word
e)Syntactic and Lexical Complexity Richness

7. Who is the founder of Innatist view and what is the general characteristic of this view?
a) Whitehead, LASS b) Skinner, LAD c) Bruner, ZPD d) Chomsky, LAD e) Vygotsky, ZPD

8. Which one of the followings is not emphasised by Behaviorist View?
a) imitation b) practice c) social factors
d) positive reinforcement e) avoidance of errors.

9. “Critical Period Hypothesis” is found by who and occurs in which view?
a) Lenneberg - Cognitive Developmental View
b) Bruner - social Interactionist View
c) Lenneberg - Innatist View
d) Chomsky - Cognitive Developmental View
e) Vygotsky - Social - Interactionist View

10. ‘Zone of Proximal Development’ means __________
a) specific and limited time for language acquisition
b) children are pre-programmed to learn a language
c) children can do much more with the help of someone more knowledgeable or skilled
d) not only age but also learning conditions and motivation is important
e) imitation, practice or habit formation are important for language acquisition

11. Which one is not one of the processes all learners go through while learning a language?
a) work out the rules of language b) use the rules of language c) changing the rules of language
d) over generalize the rules e) use language correctly

12. Actual process of learning means______
a) output b) intake c) learning strategies d) input e) outcome

13. Learning – centered view aims _________
a) to maximize learning b) to regulate learning c) to generalize learning
d) to control and direct learning e) to review learning

14. Who thinks that “learners learn in constructivist way and process information individually and says learners are
active - agent in learning environment..” ? (also the founder of LASS)
a) Whitehead b) Chomsky c) Vygotsky d) Bruner e) Skinner

15. Who says “speech precedes thinking” and “children learn in social - constructivist way by socialization”?
a) Whitehead b) Chomsky c) Vygotsky d) Bruner e) Skinner

16. According to the learner’s uniqueness and learning styles, which activities below goes well with Naturalist
Intelligence Students completely?
a) Songs, rhymes, chants b) TPR, Craftwork, Dancing c) Surveys, Dialogues, Group Work
d) Maps, shape puzzles, diagrams e) Patterns, Classifying, Sorting

17. A learner who enjoys drawing, learns well from using pictures, charts, maps is _________
a) Logical mathematical intelligence b) naturalist intelligence c) linguistic intelligence
d) kinaesthetic intelligence e) spatial intelligence

18. Which of the characteristics below does not belong to “5 - 7” years old learners?
a) can use intonation in language
b) can do logical reasoning
c) have difficulty in understanding fact and fiction
d) physical world is dominant e) have their own point of view

19. Which one doesn’t effect the factors which influence classroom methodology.
a) language teacher and her training b) the materials
c) resources and time available d) pschology of learners
e) the amount and type of assessment used

20. Which one of the following features belongs to “learner-centred” teaching?
a) using language more creatively b) having no chance to use language
c) being controlled completely by teacher d) being passive in using language
e) being given directions by teacher

21. Which one is not a strategy of Metacognitive Strategies?
a) Hypothesising b) Reviewing c) Classifying d) Self-correction e) Planning learning

22. Which one of the following is not a technique for developing Metacognitive Strategies?
a) Discussion and activity evaluation b) Asking questions that probe
c) Running teacher-led review sessions d) Discussing in groups / peer questioning
e) Explaining an activity

23. Which one of the following is not a technique for developing Cognitive Strategies?
a) Modelling b) Explaining, prompting, practicing c) Evaluating
d) Reflecting silently / self questioning e) Expanding

24. Which one of the following examples includes “Linking” feature?
a) “little red riding” b) “bright apple” c) “light feature” d) “hot dog” e) “red pen”

25. In which one of the following, falling tone can not be seen?
a) to make a short statement b) why-questions c) in yes / no questions
d) commands e) showing surprise

26. In which stage of learning the meaning of new words, children learn related vocabulary items (such as
superordinates / subortinates)
a) labelling b) brevity c) network building d) packing e) learning load

27. Which one of the following items is not related to “learnability” factor?
a) demonstrability b) similarity to L1 c) regularity of form d) learning load e) word networks

28. Related to “what grammar” to teach, which one of the followings can be an example for “facts”?
a) apple b) book c) mouse d) house e) bag

29. While sequencing grammar learning activities, there are 3 stages. Put these stages in order:
1 – Structuring 2 – Noticing 3 – Proceduralizing
a) 2 - 3 - 1 b) 2 - 1 - 3 c) 1 - 3 - 2 d) 1 - 2 - 3 e) 3 - 1 - 2

30. Which one of the followings can not be one of the aims of teacher while making listening activities?
a) to develop all language skills b) to provide support for literacy
c) to develop aspects of language d) to physically settle pupils
e) to reinforce conceptual development
31. When is the right time for correcting mistakes?

a) When the concentration is on fluency b) During communicative activities
c) When the accuracy is the main point d) When the goal is interaction
e) During speaking activities
32. Which one of the following is not important point for teaching children?

a) Play with the language b) Variety in the classroom c) Routines d) Competition e) Grammar
33. Which of these statements does not reflect the given situation?

Rosa is an eight-year old girl who lives in Colombia in South America. She learns English at school. She does not hear or use any English outside school. She is not sure why she is learning English, expect that her parents think it is important. At the end of one year of English, she knows a few words of English.
a) A limited amount of time spent on English.
b) No need or reason for using English
c) A limited and controlled language input
d) She is exposed to a wide variety of uses of English
e) She does not have a reason intrinsically

34. Which one of the following is not an activity of “Listening for information”?
a) Mime stories
b) Identifying Exercises
c) Putting things in order
d) Questionnaires
e) Listen and colour

35. Which one of the followings is the purpose of Guided Practice Activities in general terms?
a) chance to meet the language
b) chance to produce the language
c) chance to practice the language
d) opportunity to repeat language
e) opportunity to imitate teacher

TEACHING ENGLISH TO CHILDREN
answer key

1.D 2.D 3.C 4.C 5.B 6.E 7.D 8.C 9.A 10.C 11.C 12.B 13.A 14.D 15.C 16.E 17.E 18.E 19.D 20.A 21.C 22.A 23.D 24.B 25.C 26.D 27.E 28.A 29.B 30.A 31.C 32.D 33.D 34.A 35.C

test için teşekkürler..
bu konuda başka paylaşımı olan yok mu acaba ?:rolleyes:

1) THE YOUNG LANGUAGE LEARNER

This book assumes that your pupils are between 5 and 10 or 11 years old. There is a big difference between what children of 5 can do and what children of 10 can do. They divided to two main groups; 5→ 7 and 8 → 10
What 5→7 year olds can do at their own level?
 They can talk about what they are doing
 They can tell you about what they’ve done or heard
 They can plan activities
 They can argue for something and tell you why they think what they think
 They can use logical reasoning
 They can use their vivid imaginations
 They can use a wide range of intonation patterns in their mother tongue
 They can understand direct human interaction
Other characteristics of the young language learner
 They know that the word is governed by the rules (a feeling of security)
 They understand the situations more quickly than they understand the language used
 They use language skills long before they are aware of them
 Their own understanding comes through hands, eyes and ears.
 They are very logical –what you say firs happens first
 They have a very short attention and concentration span. The dividing line between the real world and the imaginary world is not clear.
 Young children are often happy playing and working alone but in the company of others.
 The adult world and the child’s world aren’t the same. Children don’t always understand what children are talking about.
 They will seldom admit that they don’t know something either
 Young children can’t decide for themselves what to learn
 Young children love to play and learn best when they are enjoying themselves
 Young children are enthusiastic and positive about learning. It’s important to praise them if they are to keep their enthusiasm and feel successful from the beginning.
What 8→10 year olds can do at their own level?
 Their basic concepts are formed
 They can tell the difference between fact and fiction
 They ask questions all the time
 They are able to make some decisions about their own learning
 They’ve definite views about what they like and don’t like doing
 They’ve a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions
 They are able to work with others and learn from others
Language development
 Understand abstracts
 Understand symbols (beginning with words)
 Generalize and systematize
What is clear here is that most 8→10 year olds will have some sort of language awareness and readiness which they bring with them into foreign language classroom. The magic age seems to be around 7 or 8. at around 7 or 8, things seem to fall into place for most children and they begin to make sense of the adult world as we see it. Think about young children telling jokes. 5 year olds laugh because everybody else does, but they don’t always understand it. 7 year olds think jokes are funny and they learn them off by heart.
What this means for our teaching
Words are not enough: don’t rely on the spoken word only. You will need to have plenty of objects and pictures to work with. Demonstrate what you want them to do.
Play with the language: make up rhymes, sing songs, and tell stories. Play with the language→ let them talk nonsense, experiment with words and sounds.
Language as language: facial expression, movement, etc. we should make full of these clues. So reading and writing are extremely important for the child’s growing awareness of language.
Variety in the classroom: variety of activity, of pace, of organization, of voice
Routines: children benefit from knowing the rules and being familiar with the situation. Use familiar situations, familiar activities. Repeat stories, rhymes, etc.
Cooperation not competition: avoid rewards and prizes. Most of us enjoy the feeling of belonging and this is particularly true of young children. Group them together whenever possible. This doesn’t mean that they have to work in groups all the time. Some pupils work best alone.

Grammar: children have an amazing ability to absorb language through play and other activities which they find enjoyable. How good they are in a foreign language is not dependent on whether they’ve learnt the grammar rules or nor. The barest minimum of grammar. The best time to introduce some sort of simple grammar is either when a pupil asks for an explanation. (what the difference is between do and does? You might use the term “a yesterday question” and “a today question”). What is important is that the explanations should be given on an individual/group basis when the pupils themselves are asking the questions, that the explanations are kept as simple as possible.
Assessment: it is always useful for the teacher to make regular notes about each child’s progress. You may want to tell parents how their children are doing.

-ALINTIDIR-

vay kardeş döktürmüşsün yine bu, bana lazım olacak gerçekten sağ ol emeğine sağlık

2- CLASS MANAGEMENT AND ATMOSPHERE

What’s an ideal teacher?
As a teacher of young children it helps a lot if you’ve a sense of humor, you’re open-minded, adaptable, patient, etc. You can work on your attitudes and abilities.

Abilities: we can all learn to mime, to act and to draw very simple drawings.
Attitudes: respect your pupils and be realistic about what they can manage at an individual level. As a teacher you’ve to appear to like all your pupils equally. You can build up your own security by planning, reading, assessing and talking others.

Helping the children to feel secure
• Know what you are doing. They need to know what is happening.
• Respect your pupils
• Whenever a pupil is trying to tell you something, accept whatever he says –mistakes as well.
• They have to be told that everyone makes mistakes when they are learning a new language and that it is all right.
• Establish routines. It builds up familiarity and security for both age groups.
• Give them the responsibility for doing practical jobs in the classroom (genuine language activities)
• Avoid organized activities. Language learning is a situation where everyone can win.
• Avoid giving physical rewards or prizes. It is far better to tell the pupil that you like his work
• Don’t give them English names. You are the same person no matter what language you are using.

The physical surroundings
Put as much on the walls as you can. Have anything which adds character to the room. Encourage them to bring in objects and tell a little bit about them in English. Have an English corner. Mark all your files and boxes so that you and your pupils know where to find what.

Arranging the desks

Arrangement A is good for pupils to sit in groups. It lets you do pair work easily and leaves you a space in the middle of the classroom for more general activities


Arrangement B works for individual and whole class work, you can easily do pair work. It doesn’t encourage natural communication. It is not as suitable as Arrangement A for language work.


Arrangement C is more flexible than Arrangement B and leaves you with space in the middle of the classroom.



Grouping the children
5 and 6 year olds are often happiest working alone and are not yet willing to cooperate and share.
PAIR WORK: it’s simple to organize and easy to explain
• Let them who are sitting near each other work together. Don’t move desks.
• Establish a routine for pair work, so that when you say ‘Now work in your pairs’, pupils know what is expected of them.
• As soon as you see that several of the pairs have finished, ask the others to finish off and move back to their own seats.
• If you don’t have a even number of pupils who simply do not like each other
• Go through what you want your pupils to do.

GROUP WORK:
Introducing group work → if your pupils aren’t used to working in groups you can introduce them gradually to group work
• Start by having teaching groups
• You can go on introducing self-reliant groups
• Start with just one group. Tell them clearly what the purpose is and why they are working together.
• Go through this process with all the groups.

Numbers → limit numbers in the group to between 3 and 5
Who works with whom → children should not be allowed to choose their groups. It takes a lot of time and some usually is left out. Mixed ability and intelligence groups.
Classroom language → for cooperation and communication it is useful to give them necessary tools like classroom language, phrases like; “I don’t know”, “I don’t understand”. It helps their development, language and ability to communicate meaningfully. They should be taught as phrases not as words or structures. Try to speak English as much of the time as you can. Keep you language simple but natural and keep it at their level.


-alıntıdır-

3- LISTENING

What we are talking about are the activities which concentrate on the listening skill.
1. Listening in the classroom
 What the pupils hear is their main source of the language. We also give them as much visual back-up as possible through facial expression, through movement, through mime and through pictures
 If you are reading, you can go back and check or you can re-read something you don’t quite understand. This isn’t possible when you are listening, so when we are talking and the children are listening, it’s important to say things clearly and to repeat them.
 The listeners can’t re-listen in the same way that they can re-read. Young learners have a very short attention span. But it’s important to overload children when you’re working on listening tasks.
 The activities presented in this chapter try to ask for understanding as the children listen and not check for understanding only at the end of the exercise
 Make them concentrate on what is in front of them and create a peaceful atmosphere. Sometimes you want to have a nice quiet atmosphere and sometimes you want your children to move about.

2. ‘Listen and do’ activities
Instructions: giving genuine instructions. Most classroom language is a type of ‘listen and do’ activity.
Moving about: the younger pupils, the more physical activities they need. You can ask them to do all sorts of crazy things. You can check classroom vocabulary, movement words, counting, spelling, etc. Pupils learn from each other. You can let them take over the role of ‘instructor’
Put up your hand: when they are learning the sound system, you might ask them to put up their hands when they hear the sound /dz/ You might want them to put up their hands when they hear a certain sound.
Mime stories: in a mime story the teacher tells the story and the pupils and the teacher do the actions.
Drawing: keep the pictures simple. In ‘listen and draw’ activities the teacher or one of the pupils, tells the others draw. This activity is particularly useful for checking object vocabulary, prepositions, colors and numbers.

3. Listening for information
We are taking it to mean listening for detail, for specific information. These activities are often used to check what the pupils know, but they can also be used to give new information.
Identifying exercises: simple identifying exercises
Listen for the mistake: you can use picture in your book but make mistakes in the text you read, so that they have to listen for the mistakes. The correct text and the wrong picture.
Putting things in order: pupils listen to the text and put the pictures in the order they think is right.
Questionnaires
Listen and color: instead of just letting them color it by themselves, make it into a language activity.
Filling in missing information: make full use of the tape recorder and any other visual aids which you have available.

4. ‘Listen and repeat’ activities
Rhymes: they are repetitive, they have natural rhythm and they have an element of fun, of playing with the language. Children play with language in their mother tongue, so this is a familiar part of their world.
Songs
Exercises: the most obvious ‘listen and repeat’ exercises are the ones where the teacher or one of the pupils says something and the others repeat what has been said.

5. Listening to stories
Rearrange the seating so that you have an eye contact. It’s important that they are comfortable. If they’re relaxed and comfortable, they are more open to what they are about to hear. Listening to stories allows them to form their own inner pictures.
Telling stories: telling stories to children of all levels means that you can adapt the language to their level, you can go back and repeat, you can put in all sorts of gestures and facial expressions and you can keep eye contact most of the time. Traditional fairy tails start off with a setting (when and where) they are goodies and baddies win. It’s best that you go through the story first and write it down in sequence.
Creating stories: a very early stage is to create stories with the children, so that you tell their stories. First the setting. You must accept the first answer that comes, no censoring allowed. Making up stories with the children at all stages helps them to put their thoughts into words.
Reading stories: this not the same as telling story and in this case you should not change the story at all. For the older group it is often good to have a continuing story so that you read a bit of the book every time you see them.

6. Independent listening
English corner where you have a comfortable place to sit, books to read, a notice board, etc. The more they hear, the better they will be able to speak and write.

-alıntıdır-

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