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Collins Introducing English to Young Children: Reading and Writing. Opal Dunn
Читать онлайн.Название Collins Introducing English to Young Children: Reading and Writing
Год выпуска 0
isbn 9780007556861
Автор произведения Opal Dunn
Жанр Иностранные языки
Издательство HarperCollins
7.2 A multi-strategy English reading scheme
8.4 Stimulating children to handwrite
8.9 Beginning handwriting for L1 non-handwriters
9.5 Recognising patterns of ‘onset and rime’
9.6 Developing analogy strategies
9.10 Introducing first grammar concepts
10.1 Why projects and activities?
10.2 Selecting projects and activities
10.4 Suggested projects or activities
11 Enjoying reading and writing creatively
11.1 Attitudes to creative writing and reading
11.2 Starting from the child’s ideas
11.3 Modelling and scaffolding
11.4 Types of books children can make
References and further reading
About the author
Award-winning author Opal Dunn has many years of experience in teaching children aged up to 8 years, and has trained teachers all over the world. She has also authored picture books for nursery and young primary children, organised Bunko (mini-libraries) for bilingual, multilingual and double children (children growing up with two languages and two cultures) and has written information books and articles for parents. Opal is the co-founder of IATEFL YLT SIG (Young Learners & Teenagers Special Interest Group of the International Association of Teachers of English as a Foreign Language).
About this book
In the evolution of man spoken language preceded written language.
(Anon)
Introducing English to Young Children: Reading and Writing gives guidance for the transition period from pre-school English experiences to the more formal first years of written literacy in lower-primary education, up to the age of 8 or 9.
At this lower-primary age there are noticeable holistic and developmental changes, not only physical, but in attitude. Children start to feel they are more grown up. They want to be independent doers and learners. They are beginning to be aware of themselves and what they can do, and how, with effort, they can achieve and make progress. They need help to progress and to develop their own autonomy and we, as teachers, need to tune in to them and listen to their needs if they are to mature holistically and feel good.
For the child, English is still not a school subject; it’s another way of communicating and talking within the class, school and beyond. Young children continue to pick up English in the same way as they learned their first language (L1), if the adult helping inserts the Playful Approach to motivate them. However, language content and enabling activities, although more