The Principles of Teaching Children
Sunday, October 10, 2010
As an international language, English has gained its popularity all over the world. In the past English was only taught in secondary schools. In current years, however, the teaching of English is expanding into primary or elementary school settings.
Today, I will present ways of responding to this challenge. Successively, I will discuss some basic principles of learning and language learning in relation with children; and some classroom techniques suitable for teaching children.
Principles
The prominent learning principles worth discussing in relation to teaching children are coqnitive interactionist, cognitive principles, and social interactionist principles.
1. Cognitive Interactionist Principles
The Swiss psychologist Jean Piaget and his colleagues (1955) have demonstrated that children in primary or elementary school are usually in what is called the concrete operational stage of cognitive development. This means that they learn through hands or experience and through manipulation of objects in the environment. Children in primary or elementary school settings generally learn by doing (Piaget, 1955). Therefore, when children are learning science or mathematics content they need to be actively involved in experimenting with mathematics or science materials that they can manipulate. If this principle is extended to English as a foreign language learning (EFL) setting, it means that children language classes need to be active rather than passive; they need to be engaged in activities of which language is a part. They need to be working on meaningful tasks and use language to accomplish those tasks (see Hudelson, 1996)
2. Cognitive Principle
A basic principle of both first and second language acquisitions is that acquisition occurs through learners figuring out how the language works, through learners making and testing out hypotheses about the language. Language acquisition involves the cognitive work of creative construction of the rules of the language. In terms of the classroom context, an implication is that learners need opportunities to use and to experiment with the new language. Another implication is that mistakes are a natural and inevitable part of learning. This principle would suggest that the habit formation interference view is not sufficient and that activities which require children to try out their English in order to accomplish these activities are called for (Chomsky,1979).
3. Social Interaction Approach
The third basic principle of first and second language development is that language acquisition occurs through social-interaction, through having to use the language with others in authentic communication settings. Language develops as speakers try out the language they are figuring out in situations with others, and as others respond to their efforts. What is critical is that meaning is constructed jointly as interlocutors work together both to be understood and to understand each other. Putting this principle into practice would mean that learners need to have language input from others (See Gleason,1985). When these generalizations are drawn to foreign language learning and teaching, they have implication for curriculum development, for teaching strategies, and for classroom procedures.
Today, I will present ways of responding to this challenge. Successively, I will discuss some basic principles of learning and language learning in relation with children; and some classroom techniques suitable for teaching children.
Principles
The prominent learning principles worth discussing in relation to teaching children are coqnitive interactionist, cognitive principles, and social interactionist principles.
1. Cognitive Interactionist Principles
The Swiss psychologist Jean Piaget and his colleagues (1955) have demonstrated that children in primary or elementary school are usually in what is called the concrete operational stage of cognitive development. This means that they learn through hands or experience and through manipulation of objects in the environment. Children in primary or elementary school settings generally learn by doing (Piaget, 1955). Therefore, when children are learning science or mathematics content they need to be actively involved in experimenting with mathematics or science materials that they can manipulate. If this principle is extended to English as a foreign language learning (EFL) setting, it means that children language classes need to be active rather than passive; they need to be engaged in activities of which language is a part. They need to be working on meaningful tasks and use language to accomplish those tasks (see Hudelson, 1996)
2. Cognitive Principle
A basic principle of both first and second language acquisitions is that acquisition occurs through learners figuring out how the language works, through learners making and testing out hypotheses about the language. Language acquisition involves the cognitive work of creative construction of the rules of the language. In terms of the classroom context, an implication is that learners need opportunities to use and to experiment with the new language. Another implication is that mistakes are a natural and inevitable part of learning. This principle would suggest that the habit formation interference view is not sufficient and that activities which require children to try out their English in order to accomplish these activities are called for (Chomsky,1979).
3. Social Interaction Approach
The third basic principle of first and second language development is that language acquisition occurs through social-interaction, through having to use the language with others in authentic communication settings. Language develops as speakers try out the language they are figuring out in situations with others, and as others respond to their efforts. What is critical is that meaning is constructed jointly as interlocutors work together both to be understood and to understand each other. Putting this principle into practice would mean that learners need to have language input from others (See Gleason,1985). When these generalizations are drawn to foreign language learning and teaching, they have implication for curriculum development, for teaching strategies, and for classroom procedures.
Kinds of Sentence Part 2 (Simple Sentence)
Tuesday, October 5, 2010
Oh I am so sleepy, it's 10.12 a.m now...
Never mind, the lonely makes me not wanna go bed.
Forgetting of this sleepy, let's discuss the first sentence dealing classification is Simple Sentence.
Never mind, the lonely makes me not wanna go bed.
Forgetting of this sleepy, let's discuss the first sentence dealing classification is Simple Sentence.
Simple Sentence
This sentence only have one full of predication. The elements of sentence are Subject (S), Predicate (P), Complement (C), and Modifier (M). Look at the examples below carefully!
Example:
1. SP : He wrote
2. SPM : She is in the library
3. SP Subject Complement : I am a educational writer
4. SP Verb Complement : The librarian checks the books
5. SP Object Complement : My sister chooses her soul mate
6. SP Predicate Complement : My husband make me happy
7. SP Complement Modifier : I listened radio last night
In the predicate of simple sentence there is only one main verb. A simple sentence may consist of two or three words or longer than that. Besides, it may also have two subjects but one verb; or, one subject and two verbs.
Example:
1. A boy and a girl study in the library
2. A man attacked and robbed the rich lady
Example:
1. SP : He wrote
2. SPM : She is in the library
3. SP Subject Complement : I am a educational writer
4. SP Verb Complement : The librarian checks the books
5. SP Object Complement : My sister chooses her soul mate
6. SP Predicate Complement : My husband make me happy
7. SP Complement Modifier : I listened radio last night
In the predicate of simple sentence there is only one main verb. A simple sentence may consist of two or three words or longer than that. Besides, it may also have two subjects but one verb; or, one subject and two verbs.
Example:
1. A boy and a girl study in the library
2. A man attacked and robbed the rich lady
Kinds of Sentence Part 1
Good evening guys...I am alone this night and I want to spend this long night by writing something beneficial for you in learning English as foreign language or second language. Now, we will learn about kinds of sentence. We ever discussed about the definition of sentence, right? Before starting to study, I wanna ask you...do you still remember what sentence is?
According to Frank (1972: 220), a sentence is a full of prediction and containing a subject plus predicate with a finite verb. Sentence are generally classified in two ways, one by types and one by the number of formal predication's.
Now, we are going to learn about sentences by number of full predications.
According to Frank (1972: 220), a sentence is a full of prediction and containing a subject plus predicate with a finite verb. Sentence are generally classified in two ways, one by types and one by the number of formal predication's.
Now, we are going to learn about sentences by number of full predications.
Sentences by Number of full Predications
1. Classification of Sentences by Number of full Predications
This classification is based on the number and kind of clauses within a sentence. A clause is a full of predication that contains a subject and a predicate with a finite verb. There are two kinds of clauses: independent clause and dependent clause.
What is independent clause? The independent clause is a full of predication that may stand alone as a sentence; the dependent clause cannot stand alone and has special introducing word.
There are four sentences dealing with the classification:
1. Simple sentence
2. Compound sentence
3. Complex sentence
4. Compound- complex sentence
This classification is based on the number and kind of clauses within a sentence. A clause is a full of predication that contains a subject and a predicate with a finite verb. There are two kinds of clauses: independent clause and dependent clause.
What is independent clause? The independent clause is a full of predication that may stand alone as a sentence; the dependent clause cannot stand alone and has special introducing word.
There are four sentences dealing with the classification:
1. Simple sentence
2. Compound sentence
3. Complex sentence
4. Compound- complex sentence
Do you wanna know the explanation of each classification? Don't miss to read my next post...love you all!
The Patterns of Sentence Part 4
Monday, October 4, 2010
Great job! Finally, we will discuss the fourth pattern of sentence.
Are you ready for the next discussion? Let's check it out....
This pattern is the most complex one among the others, because it is made up of all the elements of the sentence.
Look at the examples below carefully!
- He becomes the head of the family soon
(he as subject, becomes as predicate, the head of the family as verb complement, soon as modifier)
- My Dad buys the tickets in the counter.
( my dad as subject, buys as predicate, the tickets as verb complement, in the counter as modifier)
Hmmm, all of the patterns of sentences have been discussed. Next, you have to practise them in spoken and written English activity. Go English go....!!
Are you ready for the next discussion? Let's check it out....
Subject + Predicate + Complement + Modifier
This pattern is the most complex one among the others, because it is made up of all the elements of the sentence.
Look at the examples below carefully!
- He becomes the head of the family soon
(he as subject, becomes as predicate, the head of the family as verb complement, soon as modifier)
- My Dad buys the tickets in the counter.
( my dad as subject, buys as predicate, the tickets as verb complement, in the counter as modifier)
Hmmm, all of the patterns of sentences have been discussed. Next, you have to practise them in spoken and written English activity. Go English go....!!
The Patterns of Sentence Part 3
What a wonderful day today! Today... I get some good ideas for my next plan. How is your day?
Anyway, we will continue the pattern of sentence again. How is the last pattern? Do you find any difficulties? Slow down guys, the beginning is difficult.....
OK we discuss the third pattern of sentence,now...
Anyway, we will continue the pattern of sentence again. How is the last pattern? Do you find any difficulties? Slow down guys, the beginning is difficult.....
OK we discuss the third pattern of sentence,now...
Subject + Predicate + Modifier/ Adverb
A modifier in this pattern is an adverbial modifier that tells the time, place, or manner of the action or the subject. It is not the adjectival modifier that modifies the noun in a noun phrase. The adverbial modifier may be at the beginning, middle, or at the end of the sentence.
A modifier of time usually comes last if more than one modifier is present.
Example:
- I live in Solo
(I as subject, live as predicate, in Solo as Modifier)
- The eggs slowly began to crack
(the eggs as subject, slowly as modifier, began to crack as predicate)
The Patterns of Sentence Part 2
Hi everybody who wants to learn English together here...
The previous post, we have discussed the first part of the patterns of sentence. Have you understood that first pattern? You must try to apply it into sentences. Use the pattern to make simple sentence...many exercises will make you understand and become expert!
Anyway, let's discuss the next patterns of sentence, we will learn about the second pattern.
The previous post, we have discussed the first part of the patterns of sentence. Have you understood that first pattern? You must try to apply it into sentences. Use the pattern to make simple sentence...many exercises will make you understand and become expert!
Anyway, let's discuss the next patterns of sentence, we will learn about the second pattern.
Subject + Predicate + Complement
In this pattern, the verb can be transitive verb (the verb that need a complement as an object) and also predicating verb or linking verb. The complement can be verb complement (VC), predicate complement (PC), subjective complement (SB), and objective complement (OC).
a. S + P + C (verb complement)
The complement completes the verb of action (predicating). The complement may be noun or pronoun, noun pharse either as direct object or indirect object.
Example:
- Jody borrows money for his family
(Jody as subject, borrows as predicate, money for his family as verb complement)
- Diane writes letter for her best friend
(Diane as subject, writes as predicate, letter for her best friend as verb complement)
b. S + P + C (predicative complement)
The verb here is usually linking verb (to be or stative verb) and need the adjective as the complement.
Example:
- The teacher is handsome
(the teacher as subject, is as predicate, handsome as predicative complement)
- That cars are expensive
(that cars as subject, are predicate, expensive as predicative complement)
c. S + P + SC (subjective complement)
The complement completes more about the subject. This complement is used after a linking verb to refer back to the subject. The subjective complement has the same identify as the subject.
Example:
- This house is the second place of her giving
(this house as subject, is as predicate, the second place of her giving as subjective complement)
- The best friend I have is Chiharu
(the best friend I have as subject, is as predicate, Chiharu as subjective complement)
d. S + P + OC (objective complement)
Objective complement is an object that follows the direct object. It has the same identify as the direct object. The objective complement may be preceded by as. Among the small number of verbs taking objective complement are: appoint, consider, elect, name, select, think, etc.
Example:
- I think him a teacher
(I as subject, think as predicate, him as direct object, a teacher as objective complement)
- We elect him as the leader
(We as subject, elect as predicate, him as direct object, the leader as objective complement)
Finally, the second pattern of sentence we have discussed together....
You must use it and apply the patterns into sentences. Make simple sentences use those pattern above....See you in the third pattern of sentence!
The Patterns of Sentence Part 1
Dear blogger, how is your day? Hope, everything is wonderful...After finishing all of my duty today, i remember that i have promised with you to continue the next explanation about the basic patterns of sentence. Well, is there anyone able to apply the four patterns into sentence?
It doesn't matter if you cannot apply them yet. Let's discuss it together here...
We will discuss the patterns of sentence step by step so that you understand, starting from the first pattern:
a. A single noun as subject
Example:
- Morning breaks
(morning as subject, breaks as predicate)
- Aisha gets lost
(Aisha as subject, gets lost as predicate)
- Hafiz goes out
(Hafiz as subject, goes out as predicate)
b. Pronoun as subject
Pronoun is a word that takes the place of noun.
The word can be: They, we, I. you, he, she.
Example:
- It (morning) breaks
(it as subject, breaks as predicate)
- They (students) study
(they as subject, study as predicate)
- He (Tomm) goes out
(he as subject, goes out as predicate)
c. A noun phrase as subject
A noun phrase is a group of words that generally ends with a noun as a head word. It can contain a determiner (the, a, an, this, etc), adjective, adverb, and noun.
Example:
- The colorful birds fly
(the colorful birds as subject, fly as predicate)
- Those camels eat
(those camels as subject, eat as predicate)
It doesn't matter if you cannot apply them yet. Let's discuss it together here...
We will discuss the patterns of sentence step by step so that you understand, starting from the first pattern:
Subject + Predicate
This pattern is the simplest sentence pattern in English. The subject can be a single noun, pronoun, noun phrase, and the predicate always has a verb that tells what the subject does, acts, changes, and is. Every sentence must have subject and predicate. The verb used in this pattern usually takes an intransitive verb (a verb that does not require an object) and a verb of predicating verb (verb of action), not linking verb (to be: am, is, are, was, were; and stative verb: appear, look, seem, become, sound, taste, grow, etc.a. A single noun as subject
Example:
- Morning breaks
(morning as subject, breaks as predicate)
- Aisha gets lost
(Aisha as subject, gets lost as predicate)
- Hafiz goes out
(Hafiz as subject, goes out as predicate)
b. Pronoun as subject
Pronoun is a word that takes the place of noun.
The word can be: They, we, I. you, he, she.
Example:
- It (morning) breaks
(it as subject, breaks as predicate)
- They (students) study
(they as subject, study as predicate)
- He (Tomm) goes out
(he as subject, goes out as predicate)
c. A noun phrase as subject
A noun phrase is a group of words that generally ends with a noun as a head word. It can contain a determiner (the, a, an, this, etc), adjective, adverb, and noun.
Example:
- The colorful birds fly
(the colorful birds as subject, fly as predicate)
- Those camels eat
(those camels as subject, eat as predicate)
Sentence
Hi guys...now we will learn about sentence! Well, when we tell something to other people we express our though by using sentence, we also use sentence when we want to write letter to others. We use sentence both spoken and written activity. So, can you describe what sentence is?
A sentence is a group of words that tells a complete thought. A sentence needs a noun or pronoun that names the person or thing the sentence is about and a verb to tell what happens. The noun or pronoun functions as subject, in the active sentence and the verb functions as predicate. All the word that telll whom and what a sentence is talking about are called the subject. So,how to find the subject? It's quite easy...to find the subject, we ask whom or what the sentence is talking about. All the words that tell what the subject does are called the predicate.Is there anyone that able to tell how to find the predicate of a sentence? To find the predicate, firstly find the subject then ask what the subject does.
What are the elements of sentence?
The elements of sentence are classified into four, namely:
S= subject
P= predicate
C= complement
M= modifier
How to applied the patterns into sentences?
I will write it in my next post...don't miss it! Have a nice day...
A sentence is a group of words that tells a complete thought. A sentence needs a noun or pronoun that names the person or thing the sentence is about and a verb to tell what happens. The noun or pronoun functions as subject, in the active sentence and the verb functions as predicate. All the word that telll whom and what a sentence is talking about are called the subject. So,how to find the subject? It's quite easy...to find the subject, we ask whom or what the sentence is talking about. All the words that tell what the subject does are called the predicate.Is there anyone that able to tell how to find the predicate of a sentence? To find the predicate, firstly find the subject then ask what the subject does.
What are the elements of sentence?
The elements of sentence are classified into four, namely:
- Subject (S)
- Predicate (P)
- Cpmplement (C)
- Modifier (M)
- S + P
- S + P + C
- S + P + M
- S + P + C + M
S= subject
P= predicate
C= complement
M= modifier
How to applied the patterns into sentences?
I will write it in my next post...don't miss it! Have a nice day...
admitting/denying expressions
Tuesday, September 28, 2010
Practice the following dialog with your partner!
Two friends are at National Park.
Luna : Look at the Tiger! That’s big one and wild animal, right?
Maya : Oh yeah, it is dangerous animal.
Luna : Tiger is also called big cat.
Maya : How can be?
Luna : It looks like a cat with big size but a cat isn’t dangerous animal.
Maya : Are you sure? A cat also has sharp nails like Tiger, it must be dangerous one! I don’t like cat!
Luna : Not at all! I’ll show you my cat. It’s so cute.
They go to Luna’s house. Luna asks Maya to touch her cat.
Luna : C’mon…touch the fur. It isn’t dangerous, it will not beat you!
Maya : Okay, I’ll try it…Aww! It beats my hand! You said that your cat will not beat me.
Luna : Ups! I didn’t say that.
Maya : You’ve said that. Your cut hurts me.
Luna : Yes, it does. I lied to you.
I’m sorry, dear. I admit now.
My cat doesn’t like stranger. It will beat anyone that is near it.
Perhatikan kalimat yang dicetak tebal dalam dialog diatas. Kalimat tersebut adalah ungkapan- ungkapan yang digunakan untuk mengakui fakta atau kebenaran (admitting fact) dan mengingkari fakta atau kebenaran (denying fact).
Study the admitting/denying expressions below!
| Admitting Fact | Denying Fact |
| I admit it Yes, I did Alright, it’s true | I didn’t say that! Swear! I am not lying! It isn’t dangerous animal! |
PROCEDURE TEXT
1. Ciri Umum:
a. Tujuan Komunikatif Teks (Communicative Purpose):
To describe how something is accomplished throught a sequence of actions or steps (Memberi petunjuk tentang cara melakukan sesuatu melalui serangkaian tindakan atau langkah).
b. Struktur Teks (Generic Structure):
Goal: tujuan kegiatan
Materials: bahan-bahan
Steps: langkah-langkah
c. Ciri Kebahasaan (Linguistic Features): Menggunakan:
pola kalimat imperative, misalnya, Cut, Don’t mix, dsb.
action verbs, misalnya turn, put, don’t, mix, dsb.
connectives untuk mengurutkan kegiatan, misalnya then, while, dsb.
adverbials untuk menyatakan rinci waktu, tempat, cara yang akurat, misalnya for five minutes, 2 centimetres from the top, dsb. Generic Structure/Text Organization Goal: Biasanya judulnya Materials - Steps (berupa metode)
SUBORDINATE CONJUNCTIONS
Subordinate conjuction menggabungkan unit struktur yang sama secara grammatical, misalnya noun dengan noun, verb dengan verb, adjective dengan adjective, clause dengan clause, membentu suatu Pararel Structure.
Beberapa subordinate conjunction, antara lain:
· Though/although/even though (walaupun),
contoh : Though He was sick, he went to school.
· Because/Since/ As/For (karena),
contoh : Because she got a good mark, she was very happy.
· If/In case/Providing/Provided (jika),
contoh : I will come to the party, if he invites me.
· When/While (ketika), contoh : Kukuh was crying when his girlfriend came.
· Where (dimana), contoh : I don’t know where the place is.
· Before (sebelum), contoh : Before he took a bath, he had a ready had breakfast.
· After (setelah), contoh : After she has breakfast, she goes to school.
Congratulation
Read the following dialogue carefully!
Nia : Hey,
Nia : You have got that scholarship abroad. Mother asked me to tell you that she has received confirmation letter for your new junior school in
Perhatikan kata yang dicetak miring dalam dialog diatas, kata tersebut dalam bahasa Inggris digunakan untuk memberikan ucapan selamat. Selain ungkapan tersebut, kalian juga dapat menggunakan ungkapa- ungkaoan seprti dibawah ini dalam memebrikan ucapan selamat pada seseorang:
Ø Congratulations!
Ø Congratulations for getting the scholarship!
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