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CUPRINS
Introduction.1
Chapter I Developing Child..............2
a. General............2
b. Language development5
c. Cognitive development....6
d. Emotional development.....7
e. Physical development.......8
f. Psychological development..............9
g. Children and teachers expectations..............10
h. Motivation.......12
i. My pupils.........13
Chapter II English Teaching Methodology.........16
a. Listening and Comprehension........19
b. Speaking and developing speaking skills.....20
c. Reading.............26
d. Writing29
e. Teaching grammar...........38
f. Teaching vocabulary........42
Conclusions.............46
References..............47
Chapter III Teaching and learning activities..48
Conclusions.50
Lesson Plan.52
Final Test Paper..........55
Final Conclusions.........60
Bibliography62

Alte date

?"Teaching English to the Fifth and Sixth Forms "?

INTRODUCTION

I have chosen this paper because of my interest in teaching English, especially to young children, and because I wanted to learn from experienced people which is the best way to teach them.

Although the teachers have to concentrate, first, on the syllabus and the best methods to use in class, they also have to observe the children, talk to them and begin to see them as people with ideas and views of their own. It is very important to have a friendly relationship with our pupils and, so, the learning process will become more efficient.

The paper is organized in three chapters. In the first chapter, “Developing child’’, the focus is on the language, cognitive, emotional, psychological and physical development of children and also, how they think, learn and grow. Chapter two, “English Teaching Methodology ‘’ focuses on teaching English and how teachers can support children’s language learning. The third chapter, “Planning classroom activities ’’ presents information in planning and activities carried on in my 5th and 6th forms.

For sure, my paper focuses mainly on the teaching and learning English as a foreign language. In Romania, English is a subject taught in school and the pupils generally do not have the opportunity to use English outside school. It is also concerned with children from 10 to 13 years old, but from my own little experience I would try to illustrate the way children’s language and attitudes to language may develop and change.

Although, there were many occasions when my pupils caused me some of the most difficulties I had in my life I should be thankful to them, since they taught me invaluable lessons.

I also recognize that because of all the teachers I had beside me my work was easier.

Chapter I : Developing Child

a) General

It is well known the fact that the 5th and the 6th forms are extremely important in children’s intellectual, physical, emotional and social development. They pass from one stage to another in their life. They come from primary school where they had only one teacher and go to the secondary school where they have to adapt themselves to new conditions and where almost everything is new for them: the teachers, the subjects, etc. They acquire skills considered to be necessary by the community they live in.

Opal Dunn (1977) states that “Young children, if they are normal, want to learn”. Pluckrose quoted by Dunn also emphasizes that; “At no other time in life does the human being display such enthusiasm for learning, for living, for finding out. Life long attitudes appear to be formed early. If teachers can manage to capture children’s enthusiasm and keep it by presenting well-planned lessons, right for their needs and development level, the children they teach make progress and find that they are good at English”.

The above-quoted statements seem to be true because from the experience of teaching English, many theorists and practitioners have concluded that it is this first stage of learning English that foundations for what may be life-long interest in English language and culture can be laid.

From my own little experience I may underline the fact that children come to English lessons with expectations about what they are going to do and achieve. Two of the most important reasons for pupils liking English appear to be the teacher and teaching methods. This suggests that one’s role, as a teacher is very important in selecting appropriate learning materials, planning interesting learning activities and in creating a positive learning environment. However, parental and peer influences are also important and need to be considered in trying to develop attitudes. Parental influences may be more important in younger children, while peer influences may become more important as children approach their teens.

The research of Jayne Moon shows that there do seem to be differences in attitudes to English between age groups. Younger children tend to be more enthusiastic, while older children often become less interested, embarrassed by having to learn a language or even because they do not want to seem foolish in front of their friends.

But, attitudes do not remain fixed and can be affected either positively or negatively by influences on pupils from outside school, for example their parents’ views or more often their friend’s views. They can be affected by influences from inside the school, for example how their teacher views English and what he she does to stimulate their interest. Attitudes can also be influenced by the learning process itself and by its outcomes. So if pupils enjoy their English classes and are successful, this may in turn develop positive attitudes and increase motivation. If both the teacher and his her pupils have positive attitudes to learning English, this will help to create the kind of learning environment in which language learning will flourish.

Who our students are. To be able to tell who actually our students are, we are suggested, at least, to have been informed upon a child’s various stages of cognitive, emotional, physical, social and language development and to have acquired the ability to recognize when these changes occur. That is why I would try to mention some aspects concerning the developing child which are worth remembering any time we are to teach English to such students.

The developing child. Piaget’s view that all children pass through the same stages of cognitive development but at different rates still provides a comprehensive outline for the study of a child’s intellectual development. It is generally accepted that experienced teachers and parents of young students are conscious of these different stages and know how to recognize development changes as they take place. As Dunn says, ‘’change can take place within a week or even a lesson’’, which means that teachers need to be flexible, adjusting lesson plans where is necessary to cope with new development. In some cases there seem to be periods of concentrated and sometimes rapid development followed by periods of little advance.

Concluding these general remarks, I would like to quote what Jayne Moon showed after, examine teacher’s beliefs about how children learn foreign language. The main conclusions are:

Children learn a foreign language…

“…in a natural way, the same way they learn their native language”.

“…through being motivated. It depends on the teacher’s style. If the teacher motivates them they would learn fast or quicker”.

“…by listening and repeating”.

“…by imitating the teacher. They want to please the teacher. They feel embarrassed when they make mistakes”.

“…by doing and interacting with each other in an atmosphere of trust and acceptance, through a variety of interesting and fun activities for which they see the purpose”.

“…through translating sentences into their own language”.