Prep school


  •        Language learning
  • e    The process that takes place when learning the first language is distinguished from that of learning a second  language by using different terminology. It is said that the first language is acquired and the second is learned. This is because one understands that L1 is acquired through experience while L2  usually comes with formal teaching.
  • Language acquisition
  • Language acquisition takes place in a constantly stimulating environment in which children are exposed to their first language from the very beginning and they are literally bombarded with language all the time
  • P   Order of acquisition
    P      Present the language orally to children - the children listen
    ●       Then ask children to reproduce thelaguage orally - the children speak
    ●       Present language in the written form - the children read
    ●       Finally ask children to reproduce the language in a written form - the children wri
    ●    Formal and informal practice 
          The four skills described above can be practised  in the classroom both formally and informally. The exercises in the course materials will provide formal practice but classroom comunication also provides less formal practice, which is often integration of the four skills.
    Difficulties with reading and writing
            With young learners teachers essentially concentrate on listening and speaking. And that is because some students at primary level may be able to read only in L1 and others may not yet have fully developed the hand-eye co-ordination needed to write at any speed.
    ●      The main motivation for language learning has to be the desire to communicate. Children want to communicate if they have something that they want to say to each other. We have to determine what language the children will want to use and how they will enjoy using it.
    ●      For young children the central interest is themselves. They love telling the teachers and their peers about themselves, their passions and their immediate surroundings. Teachers can exploit this interest by presonalising many of the activities that are conducted in class.
    ●      The coursebook is the main support for theclassroom work and it is designed to be usedas a reference book.
            Content units - These present new material and contain the basic syllabus of the book.
    ●      Revision units - These are designed to bring together the work you have covered over a number of units and to revise or sometimes extend this work into new context.
    ●      Reference material - At the back of the book you may find some reference material such as: Lists of irregular verbs, word lists, extra activities, grammar summaries etc...
          Lesson plans - In some cases these will be step- by-step accounts suggesting how to exploit activities in the class
    ●     Tapescripts The tapescripts for the cassette work will also probably be somewhere  in the teacher's book either in each lesson plan as they come up or in special section.
    ●      Tests - Many books now contain short tests which you can use to assess your students' progress throughout the year
          How to choose the materials - tips for teachers
    ●      Check new materials on the market 
    ●      Check the core components and supplementary components provided.
    ●      Check the price. Do not make children buy components that you are not going to use
            Check the balance between the text and pictures. Do you think the children will like the characters and the ilustrations etc..