小学英语教学法教程（第3版）课件全套 unit1-9 Children as Language Learners-Adapting and Evaluating Text

《小学英语教学法教程》01ChildrenasLanguageLearners02UnderstandingtheNationalEnglishCurriculum03InstructionalDesign04ClassroomManagement05TeachingVocabulary,

Grammarand

Pronunciation06TeachingLanguageSkills07PracticalTechniquesforTeachingYoungLearners08AssessingLearningwithChildren09AdaptingandEvaluatingTextbooksCONTENTSUnit1ChildrenasLanguageLearners1.1Howdowelearnourfirstlanguage?Weallknowthatlearningaforeignlanguageinaschoolcontextisnotaneasytask.Aswealllearnedourfrstlanguagewithoutmuchdiffculty,itisnaturallyhelpfulforustolookatthewayshowwelearnedourfrstlanguagesothatimplicationscanbedrawnforteachingandlearningaforeignlanguage.

Therearemanydifferencesbetweenlearningone’sfrstlanguage(L1)andaforeignlanguage(L2),buttherearealsosimilarities.

Task1.1.1ThefollowingaresomestatementsmadebydifferentpeopleaboutthewayspeoplelearnL1.Checktheboxbelowifyouagreewithit.Addmore,ifyouhaveobservedothersandtrytogivesomeexamplesforyourstatements.Thendiscussthemwithapartner.□Byimitations.□Byrepetitions.□Bylisteningtostories.□Bytalkingtoothers.□Bytalkingtooneself.□Bytalkingaboutpictures.□Bysingingsongs.1.1.1

Howdochildrenacquiretheirfirstlanguageingeneral?□Byrecitingpoems.□Byactingandperforming.□Bywatchingtelevisioncartoons.□Byplayinggames.□Bybeingcorrectedbyparents.□Bylearninglanguagerules.□DiscussionPointHowcanteachersteachL2?HowdochildrenacquireL1?Interaction;Experimentingwiththelanguageincommunication;Roleofmother:beingpatient;tryingtointerpretchildren’sintentionfromcontext;usingsimplelanguage,thecontextandbodylanguage

EngagingchildreninlearningbyusingsimilarexperiencetheyhavehadwithL1

adoptingastimulatingclassroommethodologyandinvovinglearnersasfullyaspossibleToengagethemasmuchaspossible,teachersneedtogivethelearnerssomethingto:(AdaptedfromCheater&Farren,2001)—imagine—respondto—sequence/order—compare—guess—drawanddescribe—count—readaloud—memorize/recite—spellorally—touchandguess—chantandsing—mime—research/findout—lookandsay—listento—sortorset—solve—match—choose—make—repeat—readsilently—write/copy—holdandsay—doasyousay—passtosomeone—perform/actout—competeingroupsTask1.1.2HowdidyoulearntospeakChinese?Ifyoucannotremember,thinkofayoungchildthatyouknowandrecallthewayheorshelearnsChinese.Canyoufindanyinstanceswhenchildrensaidsomethingthatwastotallyunexpectedorinterestingbutgrammaticallyunacceptable?Puttogetherafewexamplesanddiscussthefollowingquestions.a)Wheredotheincorrectexamplescomefrom?b)Whatingeneralaretheparent’sattitudetowardthem?c)Whatdotheytellusabouttheprocessoflearning?d)Howwouldyourelatethistolearningaforeignlanguage?1.1.2HowdidyoulearntospeakChineseasyourfirstlanguage?DiscussionPointThefollowingaresomeutterancesmadebyChinesechildrenaswellasEnglishchildrenacquiringtheirmothertongue.Doyoufindtheminteresting?Canyouaddmoreexamples?A.a)他打你呀？意思是：他打我呀。（你、我不分）b)我也没要了。意思是：我也不要了。c)天白了。意思是：天亮了。B.a)Don’trunning.Itmeans:don’trun.b)Switchoffthedark.Idon’tlikethedarkshining.Itmeans:switchoffthelight,Idon’tlikethelightshininginthedark.c)Mamaagirl.Itmeans:mamaisfemale.DiscussionPointHowdidyoulearntospeakChineseasyourfirstlanguage?ChildrenParentsChildrenareabletoproduceutteranceswhichcannotpossiblybelearnedfromanadult.Theyareactiveandcreativelanguagelearners.Theydonotneedtoheareverysentencetobeabletosayit.Theycanmakesenseoftheworldfromwhattheyseeandhearandcreatetheirownutteranceswhenthereisaneedforthemtocommunicatetheirownmeaning.

Parentsseldomtrytocorrectchildren.Theyoftenfeelveryamusedatchildren’screativity.AccordingtoPeccei(2000),mothersinterpretchildren’smeaningsfromtheirincompleteutterancesandexpandtheirutterancestoprovidecorrectlanguageinput.They“rarelycallattentiontogrammaticalerrorsinanexplicitway”.HowcanteachersteachL2?CreatetheoppotunityforlearnerstomaketheirownutterancesMakelanguagelearningexperienceapositiveandencouragingone1.2WhatdifferencesandsimilaritiesaretherebetweenlearninganL1andanL2?1.2.1Inwhatwaysaretheydifferentorsimilar?

WehaveallhadtheexperienceoflearningbothChineseandEnglishwithChineseasourL1andEnglishasourL2.DoyouagreethatlearningEnglishasaforeignlanguageismorediffcultthanlearningChinese?Whyisitso?Task1.2.1ThinkaboutthedifferencesthatexistbetweenchildrenlearningtheirL1andchil-drenlearninganL2.Makealistofthedifferencesinthespacegivenbelowanddiscussthemwithapartner.Then,thinkaboutthewaysbywhichwecanminimizethedifferencessoastomakelearninganotherlanguageeasierandwithmoresuccess.1.2.1Inwhatwaysaretheydifferentorsimilar?ItemsL1learningL2learningWhatcanwedo?ExposuretolanguageNaturalandadequateLengthoftimeAlldaylongLearingcontextSupportive,friendly,andtolerantTypesofinputNaturalandincontextStrategiesforlearningNaturalandincontextMotivationforlearningRemain

high

for

communicativeneedsValueoferrorcorrectionNotofmuchvalueSupportandguidanceConstantandpatientOpportunitiesforexperimentingwiththelanguageOpportunitiesallthetimeroundFeedbackformsAlwaysencouragingTask1.2.1BWhatarethesimilaritiesbetweenthelearningofL1andL2?Discusswithyourpartnerandmakealistinthespacebelow.SimilaritiesbetweenthelearningofL1andL2:DiscussionPointDifferences:L2Languageinput:limitedL2Learningtime:shorterL2Learningcontext:formalL2Errors:correctedFewopportunitiestocommunicateinL2Similarities:ImportantfactorsforlearningL1andL2:Richcontextandinput;oppotunitiesforusingthelanguage;interactionwithothers;etc.WhatarethedifferencesandsimilaritiesoflearningL1andL2?Task1.2.2Whichisabetterwayforchildrentolearnaforeignlanguage?Pleasecheckfromthespeechbubblesbelow.ThenreadReading1.2.2aandmakealistofsuggestionsforteachingEnglishtochildrenbasedonthatreading.1.2.2Howcanwebetterhelpchildrenlearnaforeignlanguage?Iaskmychildtotranslate5sentenceseveryday.IoftenpointtosomethingandtellmychildwhatitisinEnglishandaskhimtonameitwheneverheseesit.IplayEnglishsongseverydayathomeandletmychildwatch

English

cartoons

and

listen

to

English

stories.

In

everforcehertospeak.Ithinkgrammarandvocabularyarethemostimportantinlearningaforeignlanguage.Theyarethefocusofmyteaching.IhopemychildcanlearnEnglishasearlyaspossible,soIteach

him

one

hour

everyday.

Usually

ask

him

to

read

aftermeagainandagainuntilhecansayitcorrectly.Ioftenorganizegamesformypupilstodorole-playintheclass.Theylearntousethelanguagetodoshopping,orderfood,askfordirections,etc.DiscussionPointImplicationsWecancreateabetterenvironmentforL2learning.Forexample,wecantrytocreateasupportivesituationandbetolerantofourlearners’errorswhentheyaretryingtocommunicate.Wecanalsoprovidemoreopportunitiesforchildrentohearthelanguagebeforeaskingthemtosaythewordsandgivethemmorechancestoexperimentwiththelanguage.Wecandesignactivitieswhichareinterestingandmotivatingandencouragechildrentousethelanguageincontextasmuchaspossible.Task1.2.3ListalltheactivitiesinlearningEnglishthatarecommonlyusedintheprimaryclassroomortheactivitiesyouthinkyoucandowithchildren.Forexample,readingaloudadialog,askingchildrentoactoutadialog,etc.1.2.3Whataretheprinciplesfordesigningactivitiesusedintheprimaryclassroom?Activitiesthatcanbedonewithchildren1.2.3.4.5.6.7.8.9.10.DiscussionPoint

Whataretheprinciplesfordesigningactivitiesusedintheprimaryclassroom?TraditionallystarttoteachthemtheInternationalPhoneticAlphabets;putalotofemphasisonteachingtheEnglishstructuresResultcannotguranteegoodpronunciationandcommunicationchildrenloseinterestandgetboredInordertoteachchildrenwell,weneedtounderstandwhatintereststhemandhowtheylearnbetter.

Thefollowingprinciplesaresummarizedtoprovideanunderstandingofteachinglanguagetoyounglearners.Principle1:Childrenlearnbestwhenfeelinghappyandsecure.Principle2:Childrenarenaturallyimaginative,activeandcreative.Principle3:Learningisoftenamutualaccomplishment.Learningiscollaborative,notadultdriven.Childrenparticipateattheirownlevelofunderstandingwithmothers’help.Principle4:Childrenoftenlearnthroughguidedparticipationandtheyproftfromthesupportandencouragementofmorecompetentpeople.Principle5:Childrenlearnbestwhentheyareinvolvedbothphysicallyandmentally.Principle6:Childrenneedplentyofopportunitiestousethelanguageagainandagain.Principle7:Itisnotinteractionitselfbutthequalityofinteractionthatcontributestobetterlearning.Principle8:Languageisthemeansthroughwhichself-regulationoflearningbehaviordevelops.Principle9:Learningdependsuponthenegotiationofmeaning.Principle10:Childrenlearninasimilarwayastheyacquiretheirmothertongue.Theylearnthewholelanguageratherthanthroughanalyzinglanguagerules.1.3Whatarethecharacteristicsofchildrenaslanguagelearners?Questionsinthebeginning:Doweunderstandchildren?Whatisspecialaboutthem?Whendotheylearnbestandwhennot?Whatkindofhelpdotheyneedmost?

Asateacherofchildren,weneedtounderstandhowtheylearnsothatwehaveabetterchancetosupporttheminlearningbetter.Task1.3.1

Thefollowingaresomestatementsaboutchildren’scharacteristicsandsuggestionsforteachers.Pleasematchthemanddiscusswithyourgroupmemberswhetheryouagreewiththemornot.1.3.1Whatcharacteristicsdoweknowaboutchildren’slearning?Children’scharacteristicsSuggestionsforteachersa)It’sdiffcultforchildrentounderstandverbalinstructionstobeginwith.b)Children’sattentionspanisverylimited.c)Childrendonotoftenhaveaclearpurposeforlearning.Theylearnsimplybecausetheyarehappyandenjoytheactivity.d)Childrenliketodothingswiththeirhands,bodiesandminds.e)Childrenliketodothingswithachievabletargetsbecausetheywanttofeelsurethatitisnotsomethingbeyondtheirability.f)Childrenareimaginative,creative,andlikenewthingsandparticipatinginactivities.g)Childrenarenotgoodatanalyzinglanguagerules.a—____b—____c—____d—____e—____f—____g—____1.Makethelearningenjoyableandpleasant.2.Keepinstructionsverysimpleandsupportthemwithbodylanguage.3.Organizesomehands-onactivitiesforchildrentodo.UseTotalPhysicalResponse(TPR)ifnecessary.4.Usemanyshortandsimpleactivitiesinsteadoflongactivities.5.Donotexplaincomplicatedgrammartochildren.Guidechildrentodiscoverrulesbythemselves.6.Donotmaketaskstoodiffcultforchildren.Tasksshouldalwayshavedefniteoutcomesandrepeatedelementstoensuresecurityandparticipation.7.Givechildrenopportunitiestoimagineandcreate,e.g.invitethemtodrawamonsterorimagineseeingsomethingthroughatelescopeandtellothersaboutit.DiscussionPoint

Whatarethecharacteristicsofchildrenaslanguagelearners?Childrenarenaturallycuriousandactive.Ifchildrenarehappy,feelsecureandstayinathreat-freeenvironment,theyaremorelikelytoenjoylearning.

Theyoungerthechildrenare,themoreholisticlearnerstheywillbe.Youngerlearnersrespondtothemeaningunderlyingthesentencesbutnottomaketheanalyticalstudiesthatolderlearnersdo.Youngerlearnershavetheadvantageofbeinggreatmimics.Theyareusuallypreparedtoenjoytheactivitiestheteacherhaspreparedforthem(Phillips1993).Phillips(1993)makesthefollowingsuggestions:Provideaclearmeaningfulpurposeforusingthelanguageintheactivity.Theactivitiesshouldbesimpleenoughforthechildrentounderstandwhatisexpectedofthem.Thetaskshouldbewithintheirabilities:itneedstobeachievablebutatthesametimesuffcientlystimulatingforthemtofeelsatisfedwiththeirwork.Theactivitiesshouldbelargelyorallybased—indeed,withveryyoungchildren,listeningactivitieswilltakeupalargeproportionofclasstime.Writtenactivitiesshouldbeusedmuchlesswithyoungerchildren.Childrenofsixorsevenyearsoldareoftennotyetprofcientinthemechanicsofwritingintheirownlanguage.Task1.3.2Makealistofthedifferencesanddiscussthemingroups.1.3.2Whatarethemajordifferencesbetweenchildrenandadultsinlearningaforeignlanguage?ChildrenAdults1.2.3.4.5.1.2.3.4.5.DiscussionPoint

Whatarethemajordifferencesbetweenchildrenandadultsinlearningaforeignlanguage?ChildrenAdultsPaymoreattentiontomeaningnotself-consciousinspeakingthelanguageorinmakingerrorsinfrontofotherscannotconcentrateonlearningforverylongperiodsdonotusuallyhaveaclearpurposecannotsitstillforaverylongtimelessabletoregulatethemselvesgoodatunderstandingconcretethi-ngsinsteadofabstractconcepts.Paymorattentiontoformself-consciousconcentratemoreonwhattheylearnwithaclearpurposeormotivationlearnbylisteningattentivelyandbytakingdetailednotesaboutvocabularyandgrammargoodatregulatingthemselvesgoodatconceptualizing,generalizingandtheorizingthingsByinteractingwithchildren.Byplanningouractivitieswhichwillfacilitatetheirdevelopment.Bycreatingaclassroomenvironmentinwhichchildrencanexploretheirunderstanding,discovermeaninginlifebecomeawareofthedifferencesinculturalvaluesandlifestyles,andcanexperimentwiththenewlanguagewithoutbeingafraidofmakingmistakes.Byhelpingchildrenlearnhowtolearn.Wearetakingcareofthewholechild.DiscussionPointTask1.3.3ReadthefollowingthreestoriesandReading1.3.3individuallyfrst.Thenshareyouropinionsandcommentsinagroup.1.3.3Whenshouldchildrenstartlearningaforeignlanguage?Story1IworkinaforeigncompanyandIknowtheimportanceofEnglish.AlthoughmywifeandIdonothaveveryhighincome,wedecidetoputouronlysonintoabilingualkindergarten,whichcostsus100,000RMBeachyear.WejustwanttoprovidehimwiththebesteducationandhopefullyhecanpickupEnglishquickly.LiPingStory2I’manEnglishteacher.IstartedteachingmydaughterEnglishwhenshewas3.ItriedtotalktoherinEnglishasmuchasIcan.ImadeherwatchEnglishcartoonsandlistentotapeseverydayandIoftenreadEnglishstoriestoher.She’snow7andseemstobeenjoyingitandsheisverygoodatit.I’mgladIstartedearly.ZhenFeng

Story3NeithermyhusbandnorIamgoodatEnglishsowehopeoursoncanachievealotinthisfeld,butwedon’tknowhowwecanhelp.ManyofourfriendsputtheirchildrenintoEnglishclassesonweekendstolearnCambridgeYoungLearner’sEnglish.Alotofmyson’sclassmatesgotoallkindsofEnglishclassesintheirsparetime,too.Wedon’twantoursontobeleftbehindsowesigninaclassonSaturdaytoo.Soonwefndoutthattherearesomanydifferenttests,CYLE（CambridgeYoungerLearnersEnglish）,PETS（PublicEnglishTestSystem）,etc.,wehavenoideawhichoneweshouldgofor.Meanwhile,oursonisworkingveryhardtomemorizeallthosediffcultwordsandgrammarrules.Ifeelthatheisverytiredandwantstogiveup.Idon’tknowwhetherwearedoingtherightthing.XiaoQingDiscussionPoint

WhenshouldchildrenstartlearningaforeignlanguagParents’improperpronunciationChildren’sunnaturalpronunciationandintonationwhichcanbehardtogetridoflaterBombardingchildrenwithnewwordsChildreneasilyloseinterestinlearningthatlanguageChildrenwillsuffermoreinformalclassroomlearningTherefore,youngchildrenshouldnotbeforcedtolearnanotherlanguageattheirearlyyearsiftheyarenotingoodcircumstances.1.4HowdoChildren’sindividualdifferencesaffecttheirlearning?1.4.1Whatareyougoodatandwhatareyourclassmatesgoodat?Task1.4.1

Pleaseinterviewyourclassmatesandfindoutwhoisgoodatthethingslistedbe-low.Ifone’sanswertoacertainquestionis“yes”,askhim/hertosignhis/hernameforthatparticularquestioninthesignaturesection.Iftheansweris“no”,gotoanotherpersonuntilyoufindsomeonewhosays“yes”.Foreachquestion,youneedtocollectatleastonename.Activities:findsomeonewho...Signature1.likestokeepadiary.2.cantellifsomeoneissingingoff-key.3.cancalculatenumberseasilyinhis/herhead.4.likestoreadbookswithmanypictures.5.likestodance.6.likestodopuzzlesandmazes.7.canlistthreethingsthathelphim/herlearn.8.candrawapictureofhis/herfavoritefood.9.hasaninterestingjoketotell.10.cansingpartofafavoritesong.11.singsintheshower.12.caneasilyidentifyatleast10differentkindsoffowers.13.fndsithardtositforlongperiodsoftime.14.frequentlycreatesnewactivitiesandmaterialsforhis/herclasses.15.isofteninvolvedinsocialactivitiesatnight.16.lovestoteachsomeonehowtodosomething.DiscussionPoint

Whatareyougoodatandwhatareyourclassmatesgoodat?—Areyouabletofindsomeoneinyourclassforeachitemlistedabove?—Areallthe16itemstrueinyourcase?—Whatdoyoulearnfromthisactivity?

Peopleareborntobedifferent.Onecannotbegoodateverything.Usingonlyonestandardinjudgingallthepupilsintermsoftheirsuccessinschoollearninghasmanydisadvantages,asmanychildrenbecomedemotivatedwhentheyarenotdoingverywellwithlogicalthinkingandareeasilydiscardedasunabletolearnproperly.However,theremaybeotherintelligenceswithinthemwhichwouldshowthemasveryintelligent,butunfortunatelytheseskillsandabilitieshavenotbeendiscoveredorrecognizedbytheschoolsystem.Task1.4.2ALookattheeightintelligencesanddiscusswithyourgroupmemberspossibleactivitiesthataresuitableforinvolvingchildren’sdifferentintelligenceswhenteachingthemEnglish.ThenreadReading1.4.2Aandaddmoreifthereareany.1.4.2Whatactivitiescanwedesigntomeetdifferentneeds?IntelligenceFormsoflearningLearningactivitiesLinguistic

intelligencelistening,speaking,viewing,and

readingvocabularyuse,storytelling,poetryreciting,debate,speech,etc.Logical-math-ematical

intelligenceconceptinduction,numerical

calculationsdesigningabstractsymbols,discoveringrules,designinggraphicstructures,designingoutlines,analyzingstatistics,etc.Musical

intelligencesinging,chantingcomposing,listeningtomusic,playingmusicalinstruments,rhythmexercises,etc.Spatial

intelligencepainting,description,visualpresentationimagination,colordesign,painting,etc.Bodily-kinesthetic

intelligencedance,hands-onactivitiesdancing,gymnastics,sportsactivities,etc.Interpersonalintelligencelearningwithpeersorotherscooperativeskillstraining,emotionalparticipation,talkingtopeople,etc.Intrapersonalintelligenceactivitiesthatrefecttheemotionsandexperiencesoftheinnerworldindependentthinking,self-understanding,self-regulation,thinkingskills,writingdiaries,etc.Naturalist

intelligenceobservingthings,classifying,appreciatingdiscoveringandrevealingproblems,observingandwatchingnaturalphenomena,forecastingweather,etc.Task1.4.2BWehavejustlookedattheeightintelligences.Nowchooseatopicfrombelowandworkingroups.Designsomelearningtasksinvolvingdifferentintelligences.Donotdesignonesingletaskforoneintelligencebuttrytoputtogetheranumberofactivitiesinvolvingdifferentintelligencesforlearningaparticulartopic.(IfyouwouldReading1.4.2Bliketofindoutwhatamultipleintelligencestestislike,youmayrefertoReading1.4.2B.  NumbersColors  Family  Hobbies  School  Weather  Seasons  Countriesandcities  ShoppingDiscussionPoint

Whatactivitiescanwedesigntomeetdifferentneeds?—Haveyouevernoticedthatyourpupilsaredifferentintermsofintelligences?—Doyouthinkmultipleintelligencesshouldbeconsideredwhenyouplanyourlessons?Ifso,howdoyouachievethisinyourteaching?Childrenaredifferent,sodifferentapproachesandtasksshouldbeadoptedduringtheprocessofteaching.Itwouldbeusefulifteachersputthetopicinthecenterandthinkofpossibleactivitiessuitablefordifferentintelligenceswhenplanningtheirlessons.Bydoingso,childrenwithdifferentintelligencescanallenjoythelearningprocessandmakeprogresswiththebestsupporttheycanget.Task1.4.3APleasedothefollowingpersonalityquiztodiscoverwhattypeofpersonyouare.Note:YforYes,NforNo,andSforSometimes.1.4.3Whattypeofpersonareyou?Whattypeofpersonareyou?YNS1.Areyouusuallysmilingandhappy?2.Doyouenjoythecompanyofotherpeople?3.Doyoufinditdiffculttogetalongwithnewpeople?4.Isitimportantforyoutosucceedinwhatyoudo?5.Doesyourmoodchangeoftenandsuddenlyfornoreason?6.Doyounoticeotherpeople’sfeelings?7.Doyouthinkthefuturewillbegood?8.Canyourfriendsdependonyou?9.Isyourroomofteninamess?10.Doyougetannoyedifyouhavetowaitforanyoneoranything?11.Doyouputoffuntiltomorrowwhatyoucoulddotoday?12.Doyouworkhard?13.Doyoukeepyourfeelingsandideastoyourself?14.Doyouoftengivepresents?15.Doyoutalkalot?16.Areyouusuallycalmandnotworriedaboutthings?Task1.4.3BPleasetickthefollowingadjectivesthatdescribeyourpersonalityaccordingtotheresultsfromTask1.4.3A,andwriteashortsummaryaboutyourpersonalityinthespaceprovidedbelow.1.cheerful_______2.sociable_______3.shy_______4.ambitious_______5.moody_______6.sensitive_______7.optimistic_______8.reliable_______

9.untidy_______10.impatient_______11.lazy_______12.hard-working______13.reserved_______14.generous_______15.talkative_______16.easy-going_______

Mypersonality:________________________________________________________________________________________________________________________________________________________________________________Task1.4.4

Reading1.4.4.isanaptitudetestforfindingouthowtalentedyouareforlearningaforeignlanguage.Finishthetestandthen,discusswithyourgroupmembersthefollowingquestions.a)Didyougetthesamescoreinthistest?Whatmakesthedifference?b)Canyouthinkofanyqualities(personalities,learningstyles,etc.)thatmighthelporhinderyourlanguagelearning?Pleaseaddmoretothefollowinglist.□extrovert□introvert□risk-taking□sociable□c)Doyouagreethatchildrenofthesameagearebasicallythesameinthewaytheylearnnewthings?IfyouranswerisNO,canyougivesomeexamples?Whyisitimportantforateachertounderstandindividualdifferencesinlanguagelearning?d)Howcanateachercopewithchildrenofdifferentpersonalities?Whatisthepossibleinfuenceonlanguagelearning?Whatcantheteacherdo?1.4.4Whatisyouraptitudeforlearningaforeignlanguage?DiscussionPoint

Whatisyouraptitudeforlearningaforeignlanguage?HowardGardner’stheoryonmultipleintelligenceshelpsteachersrealizethedifferentintelligencespupilshave,sothattheywouldtrydifferenttypesofactivitiesorteachingmethodsthatcaterforthedifferentneeds.Asweallknowthateducationshouldnottrytomakedifferentpeoplethesame.Infact,wewanteveryonetomaintainhis/herownspecialcharacter.Besides,wehavetoagreethatweareborntobedifferent.Therefore,weneedtobetreateddifferently.Ifateachercanthinkofmultipleintelligenceswhenplanningalesson,his/herpupilswilldefnitelybeneftalotfromthelesson.Learnerdifferenceisanotherimportanttopicforlanguagelearningandteaching.Onlywhenteachersrealizethedifferencesbetweentheirpupilsaretheyabletoteachaccordingtotheneedsandthelearningstylesofthepupils.1.5Whyshouldteacherstreatchildrenasequalhumanbeings?1.5.1Howshouldteacherstreatchildren?Task1.5.1

Lookatthefollowing9statementsanddiscusswithapartnerwhetheryouagreewiththemornot.StatementsAgree/Disagree1.Childrenknowwhattheywant.2.Childrenshoulddotheirownthingsbythemselves.3.Childrenshouldn’tbegiventoomanyrestrictions.4.Itispossiblethatparentscanchatwiththeirchildrenlikefriends.5.Parentsshouldrespectchildren’sownchoices.6.Teachersshouldprovideopportunitiesforchildrentotrysomethingtheywanttodo.7.Teachersdonotnecessarilyknowmorethanchildrendo.Theycanlearntogether.8.Teachersshouldbethebestfriendsofchildren.9.Teachershaveeveryreasontotrustchildren.Task1.5.1BPleasereadReading1.5.1andwritedownyouropinionsaboutthe2teachers’storiesbelow.Thenshareyouropinionswithyourpartner.DiscussionPointHowshouldteacherstreatchildren?

Childrenshouldbetreatedrespectfullyasindividuals.ParentsParentsshouldrespecttheirchildrenandtrytohelpthembecomeindependentwithgoodabilityinsolvingproblemsandcommunicatingwithothers.TeachersTeachersshouldalsotreatchildrenequallyandtrytobetheirfriends.0102

Adultshavetobelievei