In MCM book, it has focused on children’s listening and speaking skills of English learning. It says that children are learning by planning so that visual and hands on activities are important and they should be provided to these younger learners. Besides, teachers should engage these students who have more kinesthetic learning style to learn through body movement. In addition, activities such as songs, poems, TPR, and TPR storytelling can expose them to oral language practice. I also learnt from the book that ESL teachers will bring their knowledge of English, of course, teaching techniques, and their intuition about children to the classroom. I know I should promote these three dimensions of teaching, and especially the last one. In HDB book, it also recommends how to treat local errors and global errors. Correction is unnecessary in local errors while correction is needed to global errors since the message is unintelligible. In the both readings, they all refer that top-down approach now most displaces the bottom up activities in pronunciation teaching.
Subscribe to:
Post Comments (Atom)
I agree with all the points that you made in the summary.
ReplyDeleteThe book suggests that these techniques work well with children.
I have found that they work well with adults as well, particularly in an evening class where folks have had a full work day.
Movement keeps them awake and paying attention. A playful attitude and easy games make it seem like fun. The atmosphere can make people less afraid to speak and more able to see mistakes as just part of the fun.
These "children's activities" familarize them with the cullture, give them something to share with the young people in their lives, and perhaps relieve some of the stress of the work day for them, as well as help them learn English.
They can be used as an icebreaker, or as a break between other activities.