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Author unknown….

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Why do we teach children a new
language?

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 A better new worldA better new world
 A better picture of the languageA better picture of the language
 Show them that learning a language is a piece of aShow them that learning a language is a piece of a
cakecake
 Provide a smooth path to progressProvide a smooth path to progress
 Let them use their mind ( creativity )Let them use their mind ( creativity )
 Enjoy their free time not waste itEnjoy their free time not waste it
 English is a medium for accessing modern sciencesEnglish is a medium for accessing modern sciences
 To make moneyTo make money
 ……..

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To teach English to childrenTo teach English to children
 You must be patientYou must be patient
 You must love childrenYou must love children
 Understand the individual differencesUnderstand the individual differences
 Encourage Encourage EncourageEncourage Encourage Encourage
 Motivate motivate motivateMotivate motivate motivate
 Let them see the beautiful aspects of languageLet them see the beautiful aspects of language
 Let them love you and THE NEW LANGUAGELet them love you and THE NEW LANGUAGE
 You must know the techniquesYou must know the techniques
 Get started soon …Get started soon …

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GRAMMAR –TRANSLATIONGRAMMAR –TRANSLATION
METHODMETHOD
CLASSICAL METHODCLASSICAL METHOD
 TEACHING LATIN AND GREEKTEACHING LATIN AND GREEK
 LITERATURELITERATURE
 MENTAL DISCIPLINEMENTAL DISCIPLINE
 READING AND WRITINGREADING AND WRITING
 TRANSLATIONTRANSLATION
 MEMORIZATION OF LONG LISTSMEMORIZATION OF LONG LISTS
 GRAMMAR DEDUCTIVELY AND EXPLICITLYGRAMMAR DEDUCTIVELY AND EXPLICITLY
 ACCURACYACCURACY
 NATIVE LANGUAGE (MOTEHR TONGUE)NATIVE LANGUAGE (MOTEHR TONGUE)
 COMMUNICATION NOY IMPORTANTCOMMUNICATION NOY IMPORTANT

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THE DIRECT METHODTHE DIRECT METHOD
 TARGET LANGUAGETARGET LANGUAGE
 NO TRANSLATIONNO TRANSLATION
 EVERY DAY VOCAB AND SENTENCESEVERY DAY VOCAB AND SENTENCES
 ORAL COMMUNICATIONORAL COMMUNICATION
 TEACHING INDUCTIVELY AND IMPLICITLYTEACHING INDUCTIVELY AND IMPLICITLY
 ORAL PRESENTATION OF MATERIALSORAL PRESENTATION OF MATERIALS
 USING OBJECTS , DEMONSTRATION , ANDUSING OBJECTS , DEMONSTRATION , AND
PICTURES , ASSOCIATION IN TEACHINGPICTURES , ASSOCIATION IN TEACHING
 SPEECH AND LISTENINGSPEECH AND LISTENING
 CORRECT PRONUNCIATION AND GRAMMARCORRECT PRONUNCIATION AND GRAMMAR

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THE AUDIO-LINGUAL METHODTHE AUDIO-LINGUAL METHOD
ARMY METHODARMY METHOD
 USA ( WORLD WAR II )USA ( WORLD WAR II )
 DESCRIPTIVE LINGUISTICSDESCRIPTIVE LINGUISTICS
 BEHAVIORAL PSYCHOLOGYBEHAVIORAL PSYCHOLOGY
 CONTEXTCONTEXT
 NATIVE AND TARGET LANGUAGES DIFFERENTNATIVE AND TARGET LANGUAGES DIFFERENT
 MODELLINGMODELLING
 HABIT FORMATIONHABIT FORMATION
 AVOID ERRORSAVOID ERRORS
 SLOTS IN SENTENCESSLOTS IN SENTENCES
 PATTERN PRACTICEPATTERN PRACTICE
 OVERLEARNING ( ANSWER AUTOMATICALLY )OVERLEARNING ( ANSWER AUTOMATICALLY )
 MOTHER AND FOREIGN LANGUAGE LEARNING ARE THE SAMEMOTHER AND FOREIGN LANGUAGE LEARNING ARE THE SAME
 NATURAL ORDERNATURAL ORDER
 EVERYDAY SPEECH IS CULTURE NOT JUST LITERATURE AND ARTEVERYDAY SPEECH IS CULTURE NOT JUST LITERATURE AND ART
 TEACHER ORCHESRTA LEADERTEACHER ORCHESRTA LEADER
 INDUCTIVE TEACHINGINDUCTIVE TEACHING
 CHAIN DRILLSCHAIN DRILLS
 QUSETION AND ANSWERQUSETION AND ANSWER
 MEMORIZATION OF DAILOGUES AND ROLE PLAYMEMORIZATION OF DAILOGUES AND ROLE PLAY

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SUGGESTOPEDIASUGGESTOPEDIA
 ( GEORGI LOZANOV)( GEORGI LOZANOV)
 PSYCHOLOGICAL BARRIERPSYCHOLOGICAL BARRIER
 PERIPEHRAL LEARNINPERIPEHRAL LEARNIN
 PSEUDO-PASSIVE STATEPSEUDO-PASSIVE STATE
 NOVELTY IN TEACHIGN AND LEARNINGNOVELTY IN TEACHIGN AND LEARNING
 INFANTILIZATIONINFANTILIZATION
 CLASS ARRANGEMENTCLASS ARRANGEMENT
 VOVABULARY AND SPAEKINGVOVABULARY AND SPAEKING
 MUSIC AND FILMMUSIC AND FILM
 ROLE PLAYROLE PLAY

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SILENT WAYSILENT WAY
 CALEB CATTEGNOCALEB CATTEGNO
 SILENCESILENCE
 USING CHARTS AND PHOTOSUSING CHARTS AND PHOTOS
 AUTONOMYAUTONOMY
 INNER CRITERIAINNER CRITERIA
 STUDENT’S PERCEPTIONSTUDENT’S PERCEPTION
 SELF-CORRECTIONSELF-CORRECTION
 LEARNING TAKES PLACE AS WE SLEEPLEARNING TAKES PLACE AS WE SLEEP

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COMMUNITY LANGUAGECOMMUNITY LANGUAGE
LEARNINGLEARNING
 CHARLES A . CURRANCHARLES A . CURRAN
 RELATIONSHIP OF STUDENTSRELATIONSHIP OF STUDENTS
 COUNCELLING LEARNINGCOUNCELLING LEARNING
 ADULTSADULTS
 CLOSE RELATIONSHIP OF TEACHER AND LEARNERCLOSE RELATIONSHIP OF TEACHER AND LEARNER
 NONDEFENSIVE MANNERNONDEFENSIVE MANNER
 SECURITYSECURITY
 EXPRESSING THEMSELVESEXPRESSING THEMSELVES
 TEACHER AND LEARNER TRUST EACH OTHERTEACHER AND LEARNER TRUST EACH OTHER

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TOTLA PHYSICAL RESPONSE
( TPR(
 JAMES ASHER
 (COMPREHENSION APPROACH(
 LISTENING COMPREHENSION
 HOW CHILDREN ACQUIRE THEIR MOTHER TONGUE
 KRACHEN AND TERRELL’ NATURAL APPROACH
 LISTENING TO TAPE AND COMMAND AND ACTING PHYSICALLY
 USING REAL OBJECTS AND PHOTOS
 VIDEO AND SONG
 MUSIC
 MEANING THROUGH ACTIONS
 RIGHT HEMISPHERE OF THE BRAIN IS ADDRESSED ( THE NON-VERBAL PART(
 USING IMPERATIVE SENTENCES DIRECT STUDENT’S BEHAVIOR
 UNDERSTANDING BEFORE SPEAKING
 OBSERVING ACTION AND PERFORMING THEM
 FEELING SUCCESSFUL IS IMPORTANT
 LANGUAGE LEARNING IS FUN
 LOW ANXIETY
 CORRECTION AVOIDED
 SPEAKIGN AND PRONUNCIATION THAN READING AND WRITING
 MODELLING
 GREAT RELATIONSHIP AMONG THE STUDENTS AND TEACHER
 ALLOW STUDENTS SPEAK WHEN READY NOT BY FORCE
 USING HUMOR AND FUNNY PHOTOS
 REPETITION
 LITTLY BY LITTLE LEARNING
 CULTURE OF TARGET LANGUAGE THROUGH CARTOONS AND MUSIC
 NOT USING MOTHER TONGUE BUT THROUGH BODY MOVEMENTS

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TEACHING MATERIALS
and resources
START WITH ENGLISH
MAGIC MUSIC MAN
GET READY
MAGIC ENGLISH
CHATTER BOX
Let’s Learn English

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SOME TEACHING TIPSSOME TEACHING TIPS
 GREETINGGREETING
 USING SIMPLE ENGLISHUSING SIMPLE ENGLISH
 DRAWING AND COLORINGDRAWING AND COLORING
 LISTENING TO MUSICLISTENING TO MUSIC
 BACKGROUND MUSICBACKGROUND MUSIC
 SONGSSONGS
 CARTOONS AND FILMSCARTOONS AND FILMS
 START FROM THE CLASS ATMOSPEHERSTART FROM THE CLASS ATMOSPEHER
 SPEAK CLEARLY AND CONCISELYSPEAK CLEARLY AND CONCISELY
 PAY ATTENTION TO POOR STUDENTSPAY ATTENTION TO POOR STUDENTS
 USING CASETTE / CDS FOR MODELLINGUSING CASETTE / CDS FOR MODELLING
 USING THE BOARDUSING THE BOARD
 USE THE TEACHER’S BOOKUSE THE TEACHER’S BOOK

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SOME TEACHING TIPSSOME TEACHING TIPS
 PANTOMIME AND ROLE PLAYPANTOMIME AND ROLE PLAY
 USING REAL OBJECTSUSING REAL OBJECTS
 REPETITION AND DOING ACTIONSREPETITION AND DOING ACTIONS
 READING ALOUDREADING ALOUD
 USING ENJOYABLE GAMESUSING ENJOYABLE GAMES
 INVITE A GOOD STUDENT TO PERFORMINVITE A GOOD STUDENT TO PERFORM
 OBSERVE OTHER SUCCESSFUL CLASSESOBSERVE OTHER SUCCESSFUL CLASSES
 KEEP UP-TO DATEKEEP UP-TO DATE
 SEATING ARRANGEMENTSEATING ARRANGEMENT
 A SENSE OF HUMORA SENSE OF HUMOR
 CALL THEM BY THEIR FIRST NAMESCALL THEM BY THEIR FIRST NAMES
 GIVING ENGLISH FIRST NAMES TO THE PUPILSGIVING ENGLISH FIRST NAMES TO THE PUPILS
 RECORDING THEIR VOICERECORDING THEIR VOICE
 DON’T RUSHDON’T RUSH
 BUDGET YOUR TIMEBUDGET YOUR TIME

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SOME TEACHING TIPSSOME TEACHING TIPS
 CALL THEIR NAMESCALL THEIR NAMES
 FINAL EXAM NOT TOO SERIOUS BUT ORALLYFINAL EXAM NOT TOO SERIOUS BUT ORALLY
 CHECK THEIR WORK REGULARLYCHECK THEIR WORK REGULARLY
 HAVE A VIDEO-RECORDING OF YOUR CLASSHAVE A VIDEO-RECORDING OF YOUR CLASS
 GIVE THEM BREAKGIVE THEM BREAK
 DON’T MISS THE FIRST DAY OF THE CLASSDON’T MISS THE FIRST DAY OF THE CLASS
 MAKE FRIEND WITH YOUR CLASSMAKE FRIEND WITH YOUR CLASS
 BE WELL-DRESSEDBE WELL-DRESSED
 USE VISUAL AIDSUSE VISUAL AIDS
 TEACH 45 TO 60 MINTEACH 45 TO 60 MIN
 BE PUNCTUALBE PUNCTUAL

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