Az angol tanítás innovációi és legújabb módszerei a tanítóképzésben ’e-learning’ segítségével

- Innovations in pre-service education for teaching English through e-learning
- Leírás
- Tartalomjegyzék
- Abstract
- 1. Introduction
- 2. The theories and practices of teaching languages in early childhood in the British culture
  - 2.1 The reality of Globalization within teaching English
    - 2.1.1 New global perspectives
  - 2.2 Methods supporting teaching and learning
    - 2.2.1 E-Learning
  - 2.3 Teaching languages to young learners in the British culture
- 3. Exploring our current understanding and practice
  - 3.1 Motivating young learners
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- 4. Communication-, interactive-centred and problem-, experience-based learning and teaching
  - 4.1 Learning to learn
    - Task 1
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- 5. The roles of questions: what, when and how to ask to be able to develop children’s practical and thinking skills
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- 6. Strategies of planning to be able to equip children with competences enabling them to think critically and work creatively in the „Life Long Learning” process
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- 7. Designing learning activities on the basis of teacher’s and children’s experience, problems and questions
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- 8. Learning about the latest toolkits supporting learning
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- 9. Designing toolkits, for example, case study toolkit, cooperative and peer review toolkit
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- 10. Selecting an aspect of cooperative learning resources to explore
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- 11. Recording the outcomes and reflect on what should be done differently next time
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- 12. Test questions
- 13. Glossary
  - A-D
  - E-I
  - J-S
  - T-V
- 14. References
- Téma

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# 3. Exploring our current understanding and practice

While adults have to work through the system of a foreign language, studying grammar rules, practicing drills, the young learners learn naturally, absorbing the sounds, structures, intonation patterns. They benefit from flexible ear and speech muscles that can hear the critical differences between the sounds of a foreign/second language, as well as reproduce them with native-like quality.

Thinking questions

- What are the benefits of learning language young?

- In your opinion what can be wrong with the approaches to teach English to young learners?
- What skills and competences do/will you need to be able to tech English to children?
- Do you use the means of arts in your practice? If yes, list issues why it could be a successful method.

Task 1 List what your teaching objectives and the content that are suitable to the children’s needs.

My objectives | Teaching content
Linguistic and communication aural and oral competences etc. | Is interesting and enjoyable, fostering positive self concept

Task 2 Think through your techniques and activities that support your objectives.

My techniques | Specific activities
Varied and appropriate to the learners competencies and abilities etc. | Allow children to be interactive and experience success etc.

Task 3 Can you accept these ideas in your context?

By learning English children gain

- an expanded world view
- greater intercultural appreciation
- the ability to learn additional languages
- competitive competences in future markets

By applying the means of arts young learners will

• learn to work with various materials (such as chalk, crayons, finger paints, pencils, paints,

pens, markers, fabric, shells, dried pasta, digital tools, glue, tape, string).

• sing folk, nursery rhymes and children’s songs

• to move in response to music.

• to use finger and hand puppets to tell stories, share and create.

Task 4 What are the teachers’ perceptions of their roles and responsibilities, including the challenges they face in your country?

Teachers’ perceptions are concerning | their roles | responsibilities | challenges

Task 5 Explore how local policy to language pedagogy can be effective and how these may resonate globally.

Local policy to language pedagogy | Effective because | Should be revised because | Global issues

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