Uniwersytet Warszawski Centrum Kształcenia

Uniwersytet Warszawski
Centrum Kształcenia Nauczycieli Języków Obcych
i Edukacji Europejskiej
Uniwersyteckie Kolegium Kształcenia Nauczycieli
Języka Angielskiego
Joanna Chołuj
Nr albumu: 155289
Authentic materials as an efficient teaching tool
with young learners
Praca licencjacka na kierunku
Filologia
W zakresie nauczania języka angielskiego
Praca wykonana pod kierunkiem
Ph.d. Davida Bowena prof. U.W.
Uniwersytet Warszawski UKKNJA
Warszawa, czerwiec 2009
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Oświadczenie kierującego pracą
Oświadczam, Ŝe niniejsza praca została przygotowana pod moim kierunkiem i stwierdzam, Ŝe
spełnia ona warunki do przedstawieniu jej w postępowaniu o nadanie tytułu zawodowego.
Data
Podpis kierującego pracą
Oświadczenie autora pracy
Świadom odpowiedzialności prawnej oświadczam, Ŝe niniejsza praca dyplomowa została
napisana przeze mnie samodzielnie i nie zawiera treści uzyskanych w sposób niezgodny z
obowiązującymi przepisami.
Oświadczam równieŜ, Ŝe przedstawiona przeze mnie praca nie była wcześniej przedmiotem
procedur związanych z uzyskaniem tytułu zawodowego w wyŜszej uczelni.
Oświadczam ponadto, Ŝe niniejsza wersja pracy jest identyczna z załączoną wersją
elektroniczną.
Data
Podpis autora pracy
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Streszczenie
Niniejsza praca, nosząca tytuł “Materiały autentyczne jako skuteczna metoda nauczania
dzieci”, składa się z dwóch zasadniczych części, teoretycznej i praktycznej. W części
teoretycznej zawarto charakterystykę grupy wiekowej, oraz analizę specyfiki nauczania dzieci
w tym wieku. Następnie omówiono pojęcie materiałów autentycznych i wymieniono
najwaŜniejsze ich rodzaje. Ponadto przedstawiono definicję terminu „zarządzanie klasą”
i podano najwaŜniejsze sposoby wprowadzania i utrzymywania dyscypliny w klasie
przedszkolnej. Zaprezentowano równieŜ trzy najczęściej powtarzające się problemy i podano
propozycje ich rozwiązania z wykorzystaniem materiałów autentycznych. W części
praktycznej zamieszczono opis trzech lekcji przeprowadzonych z wykorzystaniem materiałów
autentycznych w oparciu o omówione wskazówki teoretyczne dotyczące roli materiałów
autentycznych w rozwiązywaniu problemów dyscyplinarnych.
Słowa kluczowe
Nauczanie przedszkolaków
Materiały autentyczne
Zarządzanie klasą
Dyscyplina
Motywacja
Zachowanie uczniów
Zainteresowanie
Dziedzina pracy : Nauczanie dzieci
05100 Kształcenie nauczycieli
Tytuł pracy w języku polskim:
Materiały autentyczne jako skuteczna metoda nauczania dzieci
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Table of contents:
1. Introductory section
5
1.1. Justification of the topic and the aims of the project………………………………
5
1.2. Teaching environment and the class profile ………………………………………
5
2. Theoretical background
7
2.1. Young learners…………………………………………………………………….
7
2.1.1. Definition of ‘young learners of the preschool age’ …………………...
7
2.1.2. Mental development and behavioural patterns specific for preschoolers
7
2.1.3. Advantages of teaching young learners…………………………………
10
2.1.4. Difficulties in teaching of young learners ……………………………… 11
2.2. Authentic materials………………………………………………………………..
12
2.2.1. Definition of authentic materials ……………………………………….
12
2.2.2. The application of authentic materials …………………………………
12
2.3. Class management ………………………………………………………………..
14
2.3.1. Definition of ‘class management’………………………………………
14
2.4. Typical behavioural problems in the teaching of preschoolers ……......................
15
2.4.1. The use of native tongue during the class ……………………………..
15
2.4.2. Disruptive behaviour towards the teacher and other pupils ……………
17
2.4.3. Breaking props and careless handling of authentic materials ………….
18
2.5. Methodology ………………………………………………………………………
19
2.5.1. Basic techniques of class management …………………………………
19
2.5.2. How to deal with behavioural problems with help of authentic materials 20
3. Class management techniques in practice
22
3. 1. Lesson 1: The use of native tongue during the class……………………………… 23
3.1.1. Lesson plan 1: description and the choice of materials…………………. 23
3.1.2. After-class reflections and observations ………………………………... 24
3.2. Lesson 2: Disruptive behaviour towards the teacher and other pupils…………….
28
3.2.1. Lesson plan 2: description and the choice of materials ………………… 28
3.2.2. After-class reflections and observations ………………………………… 29
3.3 Lesson 3: Breaking props and careless handling of authentic materials….………… 33
3.3.1. Lesson plan 3: description and the choice of materials ………………… 33
3.3.2. After-class reflections and observations………………………………… 34
4. Conclusions
38
5. Bibliography
40
6. Appendices
42
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1. Introductory section
1.1. Justification of the topic and the aims of the project
The topic of the present study states that the author will focus on teaching environment in the
preschool language teaching centres. From now on then, the reader may expect that no
attention will be given to the primary and higher schooling system and its foreign language
teaching situation. I have found the mentioned above area of my interest more disputable and
less known to readers. While few will argue whether the language education is necessary
within the schooling system, there seems to be a quiet debate in the matter of teaching
languages to our youngest children. Teaching or not – some try to ask themselves. This
problem itself may be worth analysing, nevertheless, my study will straightforwardly answer –
yes, teaching them is, if not necessary, then certainly highly purposeful and useful.
There is, however, another area of focus for my study, the use of authentic materials for
instruction of preschool age children and its undoubtedly positive consequences for class
management techniques. I understand that some readers may remain dubious and that is
precisely why in my study I will thoroughly scrutinize all pros and cons of the application of
different kinds of authentic materials. I will also give multiple and very concrete examples of
the most efficient application of authentic materials, together with an as full as possible list of
authentic sources available for teaching.
My essay will also have the practical part, where a reader will find three lesson plans based on
my teaching of children of preschool age in classes where authentic materials were exploited.
Each lesson and its plan will match the behavioural problems a language teacher strives to
solve in her class. It goes without saying as well, that this Diploma Project will not ignore the
important topic of child mental development such as speaking skills, birth and development,
and behavioural patterns specific for each age group of children.
1.2. Teaching environment and the class profile
In the practical part of my Project I will focus on observing private schools’ environment. The
lesson plans are, therefore, based on the mentioned above experiences in the Helen Doron
Centre. This decision is made because of my private school experience in my teaching of
preschoolers and opportunity this gave me to observe the work of my colleagues, teachers in
the Helen Doron Centre. As a result, you will not find here the parallel observations of the
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kindergarten foreign language teaching activities. It may be seen as a drawback of my Project;
nevertheless, I have no aspirations to present the absolute and ultimate image of the
instruction of preschool age students. On the contrary, I would rather concentrate on one
aspect of teaching at a pre-primary school level and present it in as much detail as possible.
This study is based on my work in the Helen Doron Centre in a location called the Gawra
Commercial Centre in Ursus. There are three groups of students. The ages of children range
from 3 to 7 and there are four courses specific for each age group. The English for Infants
course is for the youngest, the English for All Children is for older beginners. The More
English for Infants course is for a second year of teaching of 3-4 year-olds while the More
English for All Children is for a second year of teaching of children aged 6 to 7.
The lesson plans included in my study have been prepared as extra lessons for the courses:
English for All Children, More English for Infants and English for Infants. The groups of
students are mixed as far as gender is concerned, and they are 5 - 6 years old, 4 – 5 years old
and 4 years old, respectively. All of my students are Polish. Some of them have walked with
me through the first year of English teaching, therefore, they were placed in the group of the
MEFI course, but most of them are just starting with the course English for All Children or
English for Infants. It is also worth mentioning that most of the parents speak English on the
elementary or pre-intermediate level. They attempt to translate the vocabulary and songs at
home by listening to the course CDs and playing course games. With the exception of a few
children who have English classes in kindergarten, most have no other contact with English
except during their weekly classes at the Helen Doron Centre.
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2. Theoretical background
2.1. Young learners
2.1.1. Definition of ‘young learners of the preschool age’
The term ‘young learners’ is usually applied to all students being pre-adults, in other words,
the students under the age of eighteen, nevertheless, we will notice that most teachers think
about teenagers while speaking about young learners. This definition is used by many
language centres and educative organisations (Vancouver English Centre). Other writers,
however, prefer to widen and generalize the term ‘young learners’, therefore, they apply the
first definition given above (1-18 years old). This way, while speaking about this age group
we will think of all children: infants, kindergarten age children as well as primary school
students (Cameron). In this project, however, I am interested in analysing solely the
preschoolers and more specifically, children of ages four to six.
2.1.2. Mental development and behavioural patterns specific for
preschoolers
In this section I will share the behaviour typical for each age group of children. Each age level
is in fact a next stage in development process of a child. Since the youngest children I teach
English with Helen Doron method are those aged three (or two and a half), I will start my
analysis with this age group and finish it with the six-years-olds, who do not attend school yet
in Poland, therefore belong to the preschool children category.
As far as the mental development of a child is concerned, it goes without saying that one of
the most well known psychologists and scientists who scrutinized that area of knowledge was
Jean Piaget. He sees a child as “a scientist and active learner accomplishing developmental
milestones along a predictable continuum by conducting experiments on the environment”
(McCloskey 2). It is definitely worth citing the two first (which most concern my study) out of
four famous Piaget’s stages of child development:
•
Sensimotor (birth – 2 years) Children develop ideas about how things work while
interacting physically with the environment
•
Pre-Operational (ages 2-7) Children need concrete situations to process ideas. They are
not able to think abstractly. (McCloskey 3)
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The above statements let us assume that for Piaget a child is ‘an active learner alone in a
world full of objects’ (Children learning 6). On the other hand, I share alternative ideas by
another famous scientist Vygotsky, who thinks of a child as of ‘an active learner in a world
full of other people’ (Children learning 6). What we learn is that a child interacts with adults
who help him learn about the world. Vygotsky assumes that this ability to learn through
instruction and mediation is characteristic of human intelligence.
The behavioural patterns of children between ages two and six can be best seen with help of a
great book, ‘Child behaviour’. The authors observed an interesting specificity of child’s
development. That is to say, each few months (usually six months) a child’s attitude towards
the world and himself changes greatly: self-confidence, openness and happiness are replaced
by sadness, shyness and uncertainty, and again, after some time self-confidence and good
humour takes over the sadness and shyness. (Child behaviour 33). We can easily notice that a
two year old is open and brave, and understands everyday more of the world which gives him
self-assurance. The two and a half year old, on the other hand, is stubborn and excessively
emotional. A three year old is calm and friendly while a three and a half year old will have
problems with movement and language, troubles with interactions with other children and will
feel constantly insecure. We will often hear that a four-year-old is difficult to control because
of his unbridled energy. He also seems to be very sure of himself and his abilities. Six months
later, the same child may have extreme difficulties with discerning reality from imagination
and loses his self-confidence. A child at the age of five seems to be an angel compared to five
and a half or a six year old. At five they are good, loving, tender and obedient; at six they can
express their love in one sentence and the hatred towards us in the next one. They are stubborn
and possessive. At seven they should calm down and mature enough to face the school.
(Rozwój psychiczny 32-45). The above rough characteristics of preschoolers are an
introduction. I would like to move to a detailed study of child’s behavioural development.
Such detailed observations will help us understand what we can expect of young children and
what they will be unable to perform and fulfill.
Toddlers, that is, children aged two to three, are unable to accept the reality and its limitations.
(Behaviour and discipline 1) They experiment and check whether they can control the
physical world. They will not understand or follow the verbal rules or directions alone.
(Effective discipline 3-4), nevertheless they are able to understand that there are certain rules
to follow. We must remember also that the preschool child cannot be expected to display
morality in a complete sense. According to Piaget young children judge rightness and
wrongness by observing how much harm has been done or what was the intent of the doer.
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Until the child is eight years old he does not possess enough maturity and experience to
formulate more sophisticated concept of right and wrong (Teachers of young children 208-9).
Another study also adds that toddlers can be possessive, noisy, did not learn to share yet, try to
get their own way, have a short memory and are very energetic and excitable. On the other
hand, they will try to please us, will accept suggestion. They are attentive and quite clear and
easy to understand when speaking. (Discipline for young children 4). Unlike toddlers,
preschool children or kindergarten children are perfectly able to accept reality and its
limitations. They are also willing to acknowledge the existence of rules but they are not
always great at following them, therefore, they need strong role models. (Behaviour and
discipline 1). The other study adds that the preschoolers probably have not internalized the
rules yet and their judgment is not always sound, that is why the supervision and guidance of
adults is necessary (Effective discipline 4). Valya Telep adds also that preschoolers may be
talkative, look for friends, be bossy and businesslike, may also imitate adults, enjoy dressing
up and playing with words, obscene and dirty words included. (Discipline for young 5). They
are, in fact, testing our limits and that is precisely why they misbehave. They should also be
able to respond to our commands because their self-control to wait for things and the ability to
deal with their own frustration from not getting it are growing. (Disciplining 1). We must
remember all the time, though, that their attention span is very short and at this stage they are
always very playful. (Best discipline strategies 1) Children at this age are learning to be
independent. They want to make their own choices. (Meltdown 1). Preschoolers are also
learning to be social and while learning this, they are in fact training their motor and verbal
skills. A preschool, if they attend one, is their first real social setting. (Best discipline 1) A
good mother or a preschool teacher must know how to engage children on multiple levels and
make use of all their senses. They should remember, though, that preschoolers may be
excitable and easily give in to stress during any game or competition. Talking is a stressful
action, as well. They cannot plan their talk nor do they know how to cater for other
participants in discourse. They also seem to blame themselves if they do not understand
something said to them. (Teaching languages 52).
It is interesting to present the advice of another author who assumes it may be useful to think
of social behaviour along the following dimensions: territoriality (establishment of
boundaries), approach and influence behaviour (attempts to obtain resources), alignment and
cooperative behaviour (joining with others for benefit). The author argues that children use a
variety of strategies to pursue the cited above three goals. Among them are aggressive
behaviours and persuasive behaviours. She states as a conclusion ‘socially active children use
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many forms of both aggressive and persuasive behaviors in their efforts to establish
individuality, develop self-esteem and yet relate acceptably to adults and other children. The
teacher needs to be able to recognize various techniques and strategies children use (…) and
help them become socially competent.’ (Teachers of young 218)
2.1.3. Advantages of teaching young learners
The key statement which may be found in many works of methodologists and writers
interested in child linguistic development is that preschoolers are at the age when a myriad of
possibility are open. They explain also that the younger the child the easier it absorbs a new
language in a mother tongue like style. It is also more likely that his accent and general
linguistic skills will be close to those acquired in his native language, in other words, the child
has all chances to become bilingual. Under the age of seven there ‘appear to be the biological
readiness in the brain for language acquisition’ (Doron 4) We will find similar reflections in
other written works. Kenna Burke calls the age of preschoolers a ‘highly receptive age’
(Bourke. Introduction) and openly notes that this is the main advantage of teaching children
over teaching adults. She stresses the power of curiosity in children and underlines that there
is a strong possibility it will work for the advantage of learners and teachers when skillfully
channeled.(Bourke. Introduction)
The above statements boil down to the essential one: young learners of preschool age should
be taught in a most possibly natural way. Worth citing is the wise advice of one of the writers:
‘effective teaching involves authentic communication and is activity-based’ (McCloskey 6).
The same writer points out how important for a teacher is a meaningful choice of tasks, and
reminds at the same time that two important factors are an absolute must in the teaching of
children: safety and challenge (7-9). While some writers use the phrase - ‘innate language
acquisition mechanisms’ (McCloskey 6) others will talk about the theory of ‘Communicative
Competence Model’ (Doron 5). Both formulations state that the essential part of teaching is
the daily communication, which seems to be the most natural teaching by absorbing (5). All
facts and opinions considered, it will be difficult to deny the rightfulness or the need of
teaching of young learners of the preschool age. It would be also dishonest to disregard and
forget all the possible advantages of linguistic education for children and teachers alike such
as pure pleasure, enjoyment and high satisfaction obtained thanks to the mutual effort.
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2.1.4. Difficulties in teaching of young learners
It is vital to get to know the students we teach and understand the way they receive and
process the bits and pieces of the knowledge during our classes. I will cite here an opinion
which is often neglected or at least forgotten, the result of which is frustration among the
teachers who await immediate results in teaching of infants and very young children: ‘in
general, the younger the child, the more passive she is. That means that you will be doing
most of the talking. (…)The results of learning will become apparent later on during the
teaching year or the next year. Just relax and have fun!’ (Doron 4) In short then, the problem
in the teaching of young learners of the age 2-4 lies mainly in their passivity and an apparent
lack of response or understanding. However, they do respond by their attitude, even when they
will not utter a single word.
Other difficulties many preschool teachers must deal with are children's lack of memory and
ability to concentrate. It is widely known to psychologists that young children have a very
short attention span; therefore, the tasks should be short and varied. Preschool children do not
possess the skill of memorizing things for longer periods of time. The teaching must involve a
lot of repetition. Of course, we cannot forget as well that those students are not fully fluent
and confident in their own mother tongue. They are still in process of acquiring full linguistic
skills in all languages they have contact with. It is also important to say that younger children,
as they are easily bored, cannot be also satisfied with any time-fillers which tend to replace
real teaching methods and efficient tasks in the practice of some teachers. Those who work
with the youngest must be armed with true and working language learning techniques and
they should not forget how easily the young children get tired, scared, demotivated and
overwhelmed with work. They are more emotionally vulnerable in comparison with older
students. It is worth remembering as well, that at preschool age, students develop at a different
rate, therefore, the mixed ability class is a standard one. It is the only one you can expect.
(Vernon. Learn) Of course, some teachers find the described situation interesting and
challenging, as they love to wait patiently and see later the astonishing results of their
teaching.
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2.2. Authentic materials
2.2.1. Definition of ‘authentic materials’
The definition of ‘authentic materials’ may seem easy; nevertheless, many teachers and
methodologists define them in different ways. It is the simplest to say, and most researchers
satisfy themselves with that statement, that authentic materials belong to the native speakers’
world; they are created for them. (Berardo 61) Others also add for clarification that those
materials are not designed for teaching purposes. They are ‘real’. They contain, therefore, the
stimulating realistic vocabulary and structures which are constantly changing and which are
alive, in a way.1 Berardo adds also an important sentence: ‘Authentic materials enable learners
to interact with the real language and content rather then form’.(Berardo 62)
We will acquaint also other methodologists’ opinions and we will notice that they will be
often quite revealing and refreshing. For instance, Martinez in his article brings up the voice
of Widdowson and his two essential terms: ‘authentic’ and ‘genuine’. It appears, that even the
authentic material, ‘authentic’ according to the previous common definitions, prepared for
native speakers, therefore real, may become inauthentic when used in an inappropriate or
artificial way. The materials will not lose their authenticity only in the situation when they are
used in a similar way they would be used in the real world, outside the classroom. (Martinez
1) In other words, a weather forecast is meant to be heard and discussed while stories are
meant to be heard and told. Any gap filling or jumbled sentences exercise based on an
authentic material will cause this very material to lose its authenticity.
2.2.2. The application of authentic materials
First and foremost, we need to answer the crucial question why the authentic materials are
such an efficient tool in the area of class management. Or, in other words, is it really the best
we can do to gain authentic props and weave them skillfully into our short lesson for
preschoolers? Indeed, years of experience of many teachers will confirm that properly and
carefully chosen materials with the provenance from the real world will grab the attention of
even the naughtiest preschoolers without fail. Therefore, authentic materials remain the top of
1
Kilickaya, F., Authentic materials and cultural content in EFL classrooms, part:Authentic materials: Definition.
(he also cites and refers to others, giving sources: Harmer, Jordan)
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the list as far as efficient disciplinary methods are concerned. Of course, as I mentioned
earlier, the know-how is crucial for a good language teacher of preschoolers.
Firstly, we may cite in this section the essential advice given by Shelley Ann Vernon who is
an active teacher of preschoolers. She considers the need for changing activities every 5 to 10
minutes to be really important, the reason being the short attention span in such young
children. She also advises: to often revise the vocabulary with the use of games, to avoid any
sort of competition and to create a relaxed and friendly atmosphere with lots of
encouragement. The presence of soft props and cuddly toys is a must. It is also vital to make
teaching as concrete as possible, in other words, the abstract concepts are to be avoided.
(Vernon. Learn) Vernon is obviously not the only one to warn us against the abstractive tasks,
others also propose to present the materials to be taught from the child’s perspective, to
exploit familiar to children situations, such as birthday and holiday celebrations. Thanks to
this technique and the use of the most authentic materials children develop valuable skills of
observation and comparison. (Brewster 149)
All the writers agree, however, that careful selection of enjoyable and interesting authentic
materials is simply necessary (Philips 51); some also add that in the case of the youngest a
good technique may be to simplify the language used in the materials, (Brewster 149) others
suggest to pre-teach the vocabulary, especially in the case of stories, but above all, to be
creative, flexible, vary the tasks and mix a reading of a story with other more dynamic
activities. (Vernon. Learn)
Some authors pay special attention to technological tools and devote to that topic separate
chapters. Thanks to that, I was able to analyse the use of authentic materials, such as videos
and Internet websites in the perspective of pre-school instruction. I entirely agree, therefore,
that such materials can be used with the youngest on the condition a teacher carefully checked
them before as well as asked himself and answered the following questions:
- is the information up-to-date?
- are the pages attractive and not too detailed?
- are there lots of images?
- do sound effects support the understanding?
- is the content relevant to preschoolers’ needs?
- is the language generally accessible for their level? (Brewster 211)
Having described in detail how to go about the preparation and choice of authentic materials
depending on the age of children and the topic of a class, I would like to move on to the higher
level of conscious teaching and explain further on how to choose materials capable of solving
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our class management difficulties. My study’s practical section has been purposely organized
along the three most recurring problems of language classes: the use of native tongue during
the class, disruptive behaviour towards the teacher and other pupils such as talking, shouting
or walking and running around the class without permission, and, finally, breaking props and
careless handling of authentic materials. Each of those problems has found its full description
in one of the sections below, whereas the chapter entitled Class management techniques in
practice proposes three lesson plans perfectly suited for classes where the mentioned above
disciplinary troubles occurred.
2.3. Class management
2.3.1. Definition of ‘class management’
The shortest definition we may find concerns not precisely the term ‘class management’ but
the old-fashioned term ‘discipline’. The papers produced by Public Health Department warn
us: ‘Remember that the word discipline means to teach’ (Public Health 2). Or, similarly, in
another paper: ‘The word discipline means to impart knowledge and skill – to teach.’
(Effective discipline 1). I think it is the shortest and the most excellent definition of our area
of interest, of this ‘process by which a child gains social competence and acquires acceptable
patterns of social behavior’ (Teachers of young 220) thanks to multiple efforts on the part of a
child himself and his environment, the people he interacts with. That having said, we should
never forget that a child needs us to set proper conditions which would enable him to learn.
Scrivener, a great methodologist, underlined that fact in his book by stating that: ‘The skills of
creating and managing a successful class may be the key to the whole success of a course.’
(Scrivener 79). Our role in creating and then managing those conditions for a child is crucial.
It is definitely important to know what actually supports the excellent learning conditions in
the case of a language classroom. The first factor will be teacher-pupil relationships and
environment where we teach and learn. The second is the effective organization of that
environment – the pupil and the resources. Another one again is the effective communication
between a teacher and a learner and, finally, we must strongly underline the role of a proper
support for children’s language learning such as stimulating learning materials and resources.
(Moon 41) The last factor I have just mentioned, often neglected, will be further developed in
my study as it is, in fact, the main subject of it.
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We probably noticed how often in our definitions the word ‘effectively’ appears. In fact, the
teaching and learning process, in other words, the class management, the discipline, should be
extremely effective, otherwise our teaching efforts will be only short term efforts, and
consequently, our work will be done in vain. An interesting study done by Virginia State
University proposes to analyse a few conditions of the effective management and a few ideas
which may help us: Effective discipline is positive. Therefore, we should be very much of a
helper for a child. What is more, we should not threaten him in any way. Our purpose is to
help children learn how to act properly just because they want to, not because they fear
punishment. Another important idea is that the effective management is moderate, neither too
strict nor too permissive. We should also not forget that a key word for the effective
management should be the understanding of an individual child, his age and his abilities. We
should always keep in mind, as well, that our efforts and our management methods influence
the kind of adult our child will become. There are, therefore, some extremely ineffective
techniques which may harm our child deeply and irremediably, such as: threatening
abandonment, bribery and physical disciplinary methods, namely: spanking, biting and
shaking. All in all, it can be said that class management or, in other words, discipline is a
difficult task which do not offer ready-made solutions. The subject matter is more complicated
many people think, since the discipline resembles the gigantic puzzle constructed from very
different parts. (Rozwój 255).
2.4. Typical behavioural problems in the teaching of preschoolers
2.4.1. The use of native tongue during the class
There is a strict policy in most language schools to forbid the pupils to speak their mother
tongue. The same is true about Helen Doron Early English. Such a decision meets, of course,
many problems in a language class, especially the one of young children (Scrivener 100).
Even experienced teachers do need techniques to deal with the excessive use of L1 in class.
Some of them, such as bribery and competition, do not seem to be quite purposeful and may
create negative motivation in students of a foreign language. The Scrivener’s solution to the
problem is to “create a climate for using English” without clearly banning the use of L1.
(Scrivener 100). He considers it possible to make the use of English in class natural, normal
and not frightening. It can be done, he advises, with help of multiple posters on the walls,
abundance of listening material, the positive response to the effort made by pupils to speak
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15
English and setting the clear rules for English communication. It can be helpful, as well, to set
precise sections and timing of English in only part of a lesson and a time for free
communication in L1. The latter advice is strictly followed by many Helen Doron teachers
who like to use the trick of “flying to England” or “speaking to our English speaking friends”.
I use English speaking heroes from well known movies or tales (such as Mickey Mouse or
Winnie the Pooh) with younger children. The concept of communicating with Mickey in his
own language is quite natural to all of them2 just like, for instance, for young bilingual
children it is purely natural to speak Polish to a mother and English to a father. Young
children will be even more convinced and happy to do so when they have got a few precious
occasions to watch the fragments of Disney’s movie in English. Older preschoolers, on the
other hand, like to travel to England or another English speaking country, which also creates
the clear section of L1- only - in Poland and L2 - just after the British Airlines plane lands in
London. The above ideas may be joined together, especially when a teacher is a lucky owner
of a smart British Airways bear mascot in goggles. (Appendices Folder. Appendices to Lesson
3. Bear BA)
Scrivener is not the only one to speak about the positive use of English classroom climate.
Other specialists also draw our attention to a similar topic. One of them underlines the
specificity of teaching English to very young children and urges teachers to create “a
classroom environment in which children can explore their understanding and experiment
with language without fear of being wrong” (Moon 67). She shares the fact that ‘children need
to have opportunities to experiment and be creative in order to develop their internal language
system” (Moon 68). Of course, many may argue with the facts stated above, and among them
Cameron, who will not call natural the situation of English-only speaking class where pupils
and a teacher share the same mother tongue. She will not advise to abandon the use of English
altogether, of course, nevertheless she warns us that “it needs to be done consciously and
deliberately” (Cameron 200).
As we may see, the use of L1 in a language class is still a question of opinion among
methodologists. Most of them, however, will agree that it is highly advisable to use many
efficient ways of motivating children to voluntarily use English instead of their mother
tongue. In the practical part of my study I will show how the mentioned above elements: clear
2
Of course, sometimes we will be forced to forget the fact that some Disney’s heroes do not speak in any clearly
understandable human language (sic!)
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16
rules of Dos and Don’ts in a class (Appendices to Basic techniques. Rules)3, the tricks such as
flying to England or speaking English to mascots of English heroes, and other authentic
materials and motivating props successfully inspire preschoolers to speak a foreign language.
2.4.2. Disruptive behaviour towards the teacher and other pupils
Disruptive behaviour may occur everywhere. It is a problem not only in language classes;
therefore, it may be of some help to resort to general advice given by preschool educators. I
have already talked about troubles in teaching of preschool age children in section 2.1.2 and
2.1.4. Now, it would be wise to review some basic disciplinary techniques advised by
educators and widely accepted in Helen Doron schools.
It is agreed that a disruptive child should be warned not to repeat his unaccepted behaviour.
He should also be reminded about the well known consequences of his actions set at the very
beginning of a course. The time-out technique is also an accepted tool for teachers who must
deal with a child who perseveres in his wrong-doing. (Best discipline. Kromminga) Another
child educator urges us to remove instantly the disruptive child who is hurting another, hold
him close and help to calm down. Afterwards, he proposes the time out and just after it, an
honest and long talk with a child. (Best discipline. Hanlon). All teachers and educators will
agree that the most important in the contact with children is to apply the same rules for
everybody, propose the same treatment and consequences of their actions. Children need to
understand as well, that “No means No” (How to get your preschooler). Our talk and rules
should be clear and straightforward. The article mentioned above gives five simple but
important key points meant to solve any disobedience incident. They include: getting down to
the child’s eye level, staying calm all throughout the incident, not giving in to anything, not
giving up, being patient. (How to get your preschooler).
The cited above advice will work for any group of children, it does work, as well, in Helen
Doron teaching centres. The second lesson plan and the section 3.2.1., proposed in the present
study, will deal with the disruptive children problem thoroughly. The reader will also find
some useful tips important for those who like to prevent a disease rather then cure it.
3
The Rules are: We speak English, We do not walk around the class or run. We do not disturb each other, We
care for our props. We do not break our props.
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17
2.4.3. Breaking props and careless handling of authentic materials
At the very beginning of this section I would like to focus on definition of the term “prop”.
Unlike you may think my favourite explanation of that word is the one which describes its use
in the theatre and film business: “an object used by the actors performing in a play or film”
(Cambridge Advanced Learner’s Dictionary. Prop.) and not the one of the “support”.
In fact, lessons for children in Helen Doron school, and I dare to say, in any school for young
learners, must be similar to a show, in a way. We know much about a short attention span in
children and their love for toys. Teachers should be using that knowledge wisely. And that is
precisely what I do during my classes. What is more, I tend to use the maximum of all visual
aids. I bring to class a multitude of colourful varied beautiful and catchy authentic materials. It
is probably enough to say, that I am a frequent visitor of second hand stores in my town which
import from England many truly British authentic materials such as books, magazines, toys,
movies, audio recordings, postcards, games and other gadgets. I strive to teach my students
respect to all props we use during the class. Since the mentioned above authentic materials,
being my own precious property, are perfectly true and authentic, it all starts with the
explanation on how unique are the things brought from England, how they should be cared for
and respected. I do not forget to mention that some toys were previously used and cared for by
British children, not just manufactured for the class. They have history behind. Afterwards, it
is useful to underline many times that those things are real. In fact, for many young
preschoolers, movies’ and books’ heroes are definitely real or maybe even alive and human. It
goes without saying, of course, that such a humanized toy born in England will only speak and
understand English. The rule of respect for props should be presented together with other rules
at the very first lesson. It should be put against the wall. Therefore, any time during the lesson,
a teacher may resort to it as to a reminder. The first lesson can also have a personal element. It
is useful to talk in the mother tongue of students about their own favourite toys and movies’ or
books’ heroes to show how precious their toys are for them and, similarly, how precious are to
the teacher the props being her property.
On the other hand, the element of positive
reinforcement is included under the form of small images received after each class to be glued
in a personal passport (Appendices Folder. Appendices to Basic Techniques. Images to be
glued in a passport). Thanks to consistence and consequence all the above methods are bound
to work.
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18
2.5. Methodology
2.5.1. Basic techniques of class management
When one starts a research for the most effective class management techniques, he may
quickly discover that those are quite similar to disciplinary techniques applied by parents and
educators. That is why I included in my study opinions of experienced teachers and children
care givers. Most of them underline how important it is to develop a specified set of written
expectations we can live with and enforce (Blegan. Tips). Do notice that the rules should be
put on paper for the youngest as well (Appendices to Basic techniques. Rules)
Blegan cites in his article other advice which is worth presenting here. He urges teachers and
educators to be very consistent and patient at any time, to keep the sense of humour and the
sense of perspective and to discipline always quietly and privately. The above advice can be
certainly applied in our homes, not only in schools. Teachers, specifically, are asked to create
a climate for learning and to keep students actively involved in the lesson. (Blegan. Tips)
These statements may have been heard earlier in my Project. Nevertheless, no matter how
often they are revealed, they should be repeated almost without end. They should be present in
our minds at all times. We should treat them like a mantra: never forget, always put in
practice, since they seem to be the key to success. Blegan’s article starts with the irony
towards the widespread disciplinary technique which is nagging and pleading. He is not the
only one to criticize it; other educators and psychologists join him and propose to simply
change the tone of voice. A lower calm tone of voice is much more appropriate and efficient
in situations when behaviour needs correction. (Reach every child).
It is probably quite an obvious thing to say, that the set of rules are meant to be presented or
decided upon at the very beginning of a school year or at the beginning of teaching and
learning process. Nevertheless, teachers who failed to develop the rules at the very beginning
should definitely introduce them at any convenient moment in near future. Once the rules are
hung on the wall, visible and known to everyone, the teacher cannot omit to use the follow up
which is the system of rewards and consequences4. Those may efficiently encourage children
to stay on task and on their best behaviour. The responsibility for our actions is the important
idea children must learn and that does not solely concern the school (Best discipline strategies.
Blegan) (Best discipline strategies. Hanlon. Responsibility).
4
An example of a rewards system in my classes is a set of little images with children’s heroes which are to be
glued in special passports. See: Appendices for Basic techniques. Pictures.
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19
It goes without saying, that the task of maintaining discipline in the class is hard work and a
continuous process. Introducing the rules, the consequences and the rewards systems is only
the very first step. Afterwards, the uncountable amount of times teachers will have to resort to
many different techniques when the problem arises. They are especially advised to: establish
eye contact with the students, send a silent signal, be it a frown or a hand sign. They can give
a quiet reminder, for example: put a hand on somebody’s shoulder, or they can redirect the
students’ attention and begin another activity (Best discipline strategies. Blegan). It is often
efficient to use humour. In extreme cases teachers may have recourse to a time out technique.
(Best discipline strategies. Kromminga).
2.5.2. How to deal with behavioural problems with help of authentic
materials
In the previous section I cited the opinion of many methodologists and educators who
underline how important it is to develop a specified set of written expectations we can live
with and enforce. (Blegan. Tips) I noticed that those rules in a written form do not concern
only the older students but the preschoolers as well. It is precisely why I have used in my
work with children the mixed technique of words, signs and images while creating my own
teacher’s of English set of classroom rules. What is more, I relied as I always do, on the
authentic materials' magical temptation power and this time I used a few road signs for my big
board of classroom rules. The road signs are similar in every country, therefore, it not a
typically English but quite an international element. Nevertheless, it matches perfectly the
idea of a British policewoman giving two kinds of tickets for good attitude and misbehaviour
(Appendices Folder. Appendices lesson 2. Tickets). Setting the classroom rules was the very
first step of my class management for a new school year. The next step, just as most educators
advise, was a set of consequences and rewards. The above techniques have been introduced at
the very beginning of a teaching process so as to ensure the best for classroom learning
climate. I made sure as well, relying on the advice of Blegan and on my own teacher’s
intuition, that parents become my allies and are always well informed about the behaviour of
their children and their learning achievements. The positive element of the Helen Doron
school system is that parents are always welcomed to observe the lessons. Thanks to all the
above, just within a week or two, all students and parents are well accustomed with the Road
signs board and know by heart the rewards and consequences I use. They are quite likely to
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20
accept even the fact that I would resort to a time out technique for those children whose
behaviour is most severely inappropriate. Such a situation happened only once in my teaching
experience when a young girl who often had hysterics was refusing to calm down and
disturbed other students participating in the lesson.
In most of cases the positive reinforcement, the praise and the encouragement worked
perfectly. My students would stay on their best behaviour knowing that at the end of each
class as a reward for keeping our class rules they will receive a small beautiful and colourful
image with the English stories and movies heroes (Appendices Folder. Appendices to Basic
techniques. Pictures for passports). The images were to be glued nicely in a small passport, as
we grew to call it, distributed at the beginning of each school year. At the end of each unit the
lucky ones who received a full set of tiny pictures, were granted a special treat and good work
of the whole class was rewarded with an authentic short movie or an authentic story reading
session. The eager participation in speaking English during each class, singing the songs and
learning their words by heart was additionally rewarded. I resorted here to a little trick. As you
may notice while reading the lesson plans, we “invite” to our lessons authentic heroes from
the cinema and literature. The little mascot of Winnie or Mickey and many more will choose
to sit next to a child who wants to speak English. Of course, a teacher will let every child to be
“a friend of Winnie (Mickey etc)”, eventually.
All the above techniques are of course just the very introduction. They are present in my
classes, nevertheless, I believe above all, good planning of each lesson and the use of
authentic materials is extremely important to me. I strive to use them at all times, since they
are known to be often the efficient problem solvers.
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21
3. Class management techniques in practice
The three lessons presented in the Diploma Project are a result of the research on class
management techniques, strategies of generating and sustaining motivation and the
motivational aspect that authentic materials may have in language teaching. The lessons in
question resulted as well from my experience in teaching preschoolers, especially in the target
three classes.
As described in the previous chapters, implementing authentic materials such as English toys,
books, audio and video recordings, can have many motivational influences, particularly on
young children who show a need for connection between the content of learning and the
reality they strive to discover. It is clearly visible how the self-esteem and self-confidence of
young children tend to be growing thanks to the application of specific methods of class
management based on authentic materials.
The choice of topics of the lessons was dictated by the three most frequent disciplinary
problems chosen for analysis in this Diploma Project. The most natural seemed to be choosing
three different age groups and three different Helen Doron English courses for the sake of
clear and varied illustration of the disciplinary troubles. Therefore, the reader of this Diploma
Project will find in the first lesson plan the possible solutions to the problem of using the
students’ mother tongue during the class; the second lesson plan will deal with the improper
behaviour during English lessons; and the third lesson plan will show how a teacher can
instruct her students about the necessary respect for lesson aids and class tools. The activities
accompanying all three lessons were supposed to be varied as much as possible in order to
raise lessons’ attractiveness and create an element of novelty. However, I ensured that the
tasks are presented in a clear, understandable way so that students’ motivation to stay on their
best behaviour and keep the class rules is increasing.
All in all, I planned the lessons to show the richness of the activities I invented or encountered
while doing the research for the Project and to test the class management strategies described
in the Theoretical Section. I desired, as well, to create the lessons which will provide the
maximum of enjoyment and pleasure for the students and for her teacher.
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22
3. 1. Lesson 1: The use of native tongue during the class
3.1.1. Lesson plan 1: description and the choice of materials
The lesson plan 1 was prepared for the lesson with students of English for All Children
course. It is the additional lesson of revision of unit 1 of that course. All the eight children
who participated in a lesson were aged five to six. It has to be made clear that teachers of
Helen Doron Centres are supposed to adhere quite strictly to the line of the course and to
include in their teaching all the necessary elements. That is precisely what I did while
planning my lesson. Nevertheless, it was possible to me to use not only the Helen Doron aids
but also the authentic materials I chose, in order to grab more efficiently the attention of
students and to solve the problem of the use of native tongue during English classes. As I
mentioned in the previous chapter, the choice of the topic of this lesson was dictated by the
problem which frequently occur during English classes, the overuse of students’ mother
tongue. The lesson is constructed around the idea of people and animals speaking English.
The children participating in a lesson are meant to grasp the concept of interpersonal
communication. All the tasks are thought to encourage children to wake a purely natural for
them skill of observing the world of nature as well as listening to people, animals and other
creatures, real or imaginative.
The lesson takes advantage of such authentic materials as
books: “Old McDonald’s book of animals”, “Touch and feel. Farm”, “Maisy’s favourite
animals”, “Nursery rhymes and songs” and “Animal Parade”; songs and poems: “Three blind
mice”, “Ten little elephants” and “Hickory, dickory, dock.” All of those materials I consider
as valuable as for their literary, musical and cultural value, their content and appropriateness
as teaching material. The necessary element of the lesson for children are also such props as
toys and games, therefore the lesson 1 included the mascot of Mickey Mouse, paper mice arts-and-crafts results of my previous classes with the same group of children; and the English
game “Animal snap”.
Preschoolers of the age of 5 can already speak nicely and eagerly in their mother tongue. The
speech should not be and is not in most cases their problem. They just need encouragement
and positive motivation. They also need lots of visual stimuli which a teacher may easily
provide thanks to a good decoration of the class. Our students also love cuddly toys. That is
why I use for the lesson 1 the introductory mascot of Mickey Mouse. As the lesson itself
contains the element of English culture, that is the song any British child knows by heart,
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23
“Hickory Dickory dock!”, I simply use the CD offered by the course. What is more though, I
bring to the class pictures of Big Ben clock as well as its huge statue cut out of cardboard, and
some pictures presenting the famous mice such as Mickey or Angelina Ballerina. At that very
moment I announce and promise to make a movie session of chosen excerpts of the mentioned
series. Of course, the film will become the reality only on the condition the class behaves
properly and keeps the rules.
3.1.2. After-class reflections and observations
Generally, I may state that the lesson went according to the plan. The aims of the lesson were
fulfilled: students reviewed the vocabulary and structures thanks to listening to stories,
reciting poems and singing songs, and more importantly, they learned the policy of an English
class – speaking English.
The atmosphere in the class during the lesson was positive and joyful. I noticed that the use of
authentic materials, especially the huge cut out Big Ben, made the lesson not only more
interesting but also helped me to maintain the discipline and encourage the children to speak
English. The most courageous preschoolers, amazed by the immense prop and other nice
authentic materials, were eager to speak more then ever. On the other hand, those who are
usually quiet and shy became more motivated and curious and participated more actively in a
lesson. They spoke with more eagerness and were less intimidated by English vocabulary and
pronunciation when it was presented in such a joyful and attractive form.
Of course, there were some troubles, such as a momentary chaos around the matter of small
pictures to be glued in passports. Unfortunately, I brought the whole sheet of them and
showed the variety to the preschoolers, therefore, everybody wanted to have whatever was
pleasing to them, which was not possible. Children were meant to get only one kind of
pictures each class. It would allow me to check afterwards which students failed to keep the
rules at different classes. In simple words, I explained to them shortly my policy and my aims,
and that having done, I removed all the pictures except for the ones I could distribute at once.
I never repeated that mistake.
If I were to conduct this lesson one more time in this class I might want to improve my
presentation of the game “Animal Snap” to avoid any confusion during the performance. I
might want, as well, to provide more time for the task as I notice the genuine joy in the eyes of
the students’ playing cards.
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24
Lesson plan 1. EFAC course unit 1 revision lesson
Lesson info:
Lesson length: 45 min
Main aims:
To teach them that everybody speaks English during the class. To show them how to do it. To teach them basic commands in English and how to respond
to them. To teach the vocabulary: numbers, animals and structures: presentations and greetings.
Objectives:
To make them understand fully the meaning of a rule “We speak English during the class and we do not use Polish” and to motivate them to keep that rule
thanks to multiple interesting authentic materials. To enable children to use the basic structures and vocabulary fluently. To create in students the need
and desire for learning languages and the world, to develop their creativity and curiosity and especially for English culture
Textbook: the special Helen Doron
Supplementary: authentic materials: the
Other aids: crayons
workbook for each child
storybooks, the video, the pictures, toys
Materials:
Anticipated
problems:
Stage
Day:
1 Somebody is late or has to go to the bathroom
2 Children do not understand fully what the rule means or
they ask too many questions about it.
Aids (See: Appen
Aim
Age range: 5-6
Level: beginner or elementary
Solutions: 1 I explain shortly the situation or task in Polish if needed.
2. To avoid that I start talking about the rules even before the class, I show it and speak about
it in Polish. I explain to parents too. I remind the rules before EACH lesson onwards.
Procedure
Interaction
Timing
dices to Lesson 1)
1
Board with the rules
To pass smoothly
1. Teacher says in Polish: Today we fly to America’s Disneyland; we will meet T-SS
from Polish to
there our friend Mickey Mouse. He wants to speak English to you. Remember
English
the rule number1? We speak English here. It is on the wall (pointing to the
2’
SS –T
board) and if you speak English a lot one of our next classes we will watch a
movie about another famous Mouse from England
“Flying” and meeting Mickey
2.
Ball- the Globe
To teach or revise
2. I am (+name) – presentation with help of the ball, the Globe
the greetings
T-SS
3’
SS-T
structures – Hello
3
The Globe
To revise the
3. Review senses – I see, I hear, smell, taste. Add “I speak”.
“Old McDonald’s
vocabulary
Act out for ex.: I see America (point to it on the globe). I see England (point to
T-SS
5’
24
4
book…”
it on the map on the wall). I hear animals (listen to it shortly in the book of
Map of England
Old McDonald) I speak English with Mickey Mouse!
CD with the song
SS
3’
T-SS
3’
T-SS
3’
7. Ten little elephants – song by Helen Doron with actions
SS
3’
T-SS
5’
5’
To make them
4. Song – “I have two eyes” – CD by Helen Doron, Add stanza – I have one
remember the
mouth I can speak English with it.
vocabulary better
thanks to the song
5
6
Books: “Old
To revise the
5. Review animals – The teacher asks to name animals pointing to pictures in
McDonald’s book”
vocabulary
the book “Touch and feel. Farm” , “Old McDonald’s book” (Teacher says –
“Touch and feel.
look, animals speak English. They say quack and in Polish they say Kwak),
Farm”, ”Maisy’s…”
“Maisy’s favourite animals”
the book “Animal
To revise counting 6. Counting on fingers. Counting animals in the book “Animal Parade”.
mainly counting elephants
Parade”
7
CD with the song
To memorize the
vocabulary
through the song
8
The book “A
To revise the
8. Review “mouse, mice” and senses (revision from EFI). Count mice in the
Treasury of Nursery
vocabulary
book “A Treasury”. Teacher says How many mice can you hear? She says
Squeak, squeak, squeak. Pretending to speak different voices as if for different
rhymes”
mice. How many can you see? Children count.
Teacher sings or reads the rhymes “Three blind mice” showing pictures in the
book.
9
Clock on the wall,
To revise the
9. Review “Clock” – point to the clock on the wall, in the book, and bring a
T-SS
Clock in “A
vocabulary, to
huge carton statue of Big Ben. Show also a postcard with Big Ben. Big Ben
SS
Treasury”, Postcards
memorize through
clock speaks English - Tic tock. Teacher distributes small mice cut out from
with Big Ben, Carton
action
paper. Says: Mice speak English – Squeak squeak. Act out mice running up
24
Clock
and down the clock.
Paper Mice
10
CD with the song
To practice the
10 . Teacher teaches the song “Hickory dickory dock. Many children will
T-SS
“Nursery rhymes”
vocabulary
know it since they had the course EFI. Teacher shows a picture in the book
SS
5’
“Nursery rhymes” and reads the text. Then everybody repeats it, then sings
with the CD.
11
The game cards
To practice the
11. Game Animal snap.
SS
5’
CD with the movie of To motivate them
12 Teacher – Do you know another famous mouse? She shows the picture of
T-SS
2’
Angelina Ballerina
to speak English
Angelina Ballerina on the cover of the CD. She promises to let them watch the
To smoothly pass
fragment of the movie at the end of the unit if they speak English. Fly back to
to Polish and end
Poland
vocabulary
12
the class
Homework:
To listen to the CD of Helen Doron twice daily
24
3.2. Lesson 2: Disruptive behaviour towards the teacher and other pupils
3.2.1. Lesson plan 2 description and the choice of materials
The lesson plan was prepared for the class of students of English for Infants course. It is
the introductory lesson as far as the implementation of the rule of the good behaviour
during the class is concerned. It can be conducted by the end of unit 1 of that course or in a
middle of it if the students perform well and quickly grasp new vocabulary and English
structures. It is unwise and inadvisable to propose such a lesson to young students at the
very beginning of the school year. They need time to familiarize themselves with the
foreign language and retain a basic few structures and vocabulary. After a few first English
classes teaching basis, a different lesson focused on the implementation of a school rule
will appear to be enjoyable and interesting. The lesson for this Diploma Project was
conducted at the sixth class of English English for Infants course. All the eight children
who participated in a lesson were aged four or four and a half.
As I mentioned earlier, teachers of Helen Doron Centres are urged to preserve the structure
and content of all provided for them lesson plans. The creative skills of the teacher can be
always revealed, of course, in the choice of tasks and the way they are performed.
However, there are always a few introductory and revision classes free to be planned
entirely on our own. The lesson plan 2 is the result of such creative thinking. I managed to
use not only the Helen Doron aids but also the authentic materials I chose, in order to solve
the disciplinary problem with students’ behaviour. The lesson is weaved around the idea of
people having the power to control the proper behaviour during the lesson. Those dramatic
personae are: the guard of the Buckingham Palace and the policewoman. They both
provide a good example. They warn and they praise. Children participating in a lesson also
learn and review language elements communicating with the concept of a policewoman –
the vehicles.
The lesson makes use of such authentic materials as books: “Vehicles’ sounds”, “Trevor
the steam train”, ”Henry and the elephant”. All of those materials I consider as valuable as
for their literary and cultural value. They are also very useful as teaching material. The
lesson 2 provided children with props such as mobile toys (vehicles) and mascots, as well
as it offered the arts-and-crafts activity, a sine qua non during a class for children aged
four. During that class children get to know a few new vehicles. On that occasion I bring to
the class the double-decker bus toy and the book for toddlers with sounds of vehicles and
28
English captions under each picture. Next classes which continue to teach vehicles are a
perfect occasion to present the children with the continuation of the vehicles topic in a
form of other interesting book series having vehicles for heroes such as: Hot wheels and
many more.
3.2.2. After-class reflections and observations
The lesson went according to the plan. The aims of the lesson were achieved as students
did various activities improving their understanding and internalizing the rule of a proper
behaviour during the class. They also enhanced their listening and speaking skills which is
extremely satisfying and gives a teacher an immense pleasure especially in the case of such
young children. Students presented also their great memory capacities showing off in front
of amazed parents quite an extensive amount of vocabulary and structures. Their
knowledge of basic Present Simple Tense was undoubtedly visible to everybody.
And last but not least, I noticed also that the use of authentic colorful materials destined for
English speaking children raised the curiosity in my students, as well as it helped me to
attract and keep their attention on the tasks. As a result, even the most active and difficult
to control during the lesson children were motivated and disciplined.
The chosen activities seemed to be appropriate for the class and students’ knowledge. I
have striven to use their memory as much as possible and review the maximum vocabulary
and structures they got to know during first five lessons of the course. It allowed me to
focus their attention on discovering and understanding the class rule of correct attitude
towards the teacher and other pupils. In consequence, the students welcomed with joy the
new small element of vocabulary novelty in a form of a double-decker bus or a
policewoman and her police cap. Since it was mainly a revision lesson as far as the
vocabulary and structures are concerned, the children could concentrate on and enjoyed
fully new to them authentic books with brand new heroes and their brand new names. They
recognized with ease “a train” in “Trevor the steam train”, “Henry” or “Gordon”, and “a
fire engine” in “Freddy” (Appendices Folder. Appendices to lesson 2).
If I were to conduct this lesson one more time, I would consider asking them to bring their
own favourite vehicle toys. I would probably allow them to play with their private toys
during the class (task 5), thus reducing the time for choosing and distributing class vehicle
toys and smartly avoid the arguments in the matter of a choice of vehicles.
29
Lesson plan 2 English for Infants course unit 1 introductory lesson
Lesson info:
Lesson length: 30 min
Main aims:
To review the vocabulary (vehicles) and structures: presentations and greetings. To teach them the proper behaviour
Objectives:
To make them understand fully the meaning of a rule: Do not disturb others and be quiet during the class and to motivate them to keep the rule. To enable
children to use the basic structures and vocabulary fluently, to help them with their understanding skills. To create in students the need and desire for
learning languages and the world, to develop there creativity and curiosity in the world and especially in English culture
Textbook: the special workbook for each child Supplementary: authentic materials:
Other aids: crayons, pictures to colour
storybooks, pictures, toys
1 Somebody is late or has to go to the bathroom
Solutions: 1 I explain shortly the situation or task in Polish if needed.
2 Children do not understand fully what the rule means or
2. To avoid that I start talking about the rules even before the class, I show it and speak about
they ask too many questions about it.
it in Polish. I explain to parents too. I remind the rules before EACH lesson onwards.
Aids (See: Appendices Aim
Procedure
Interaction
Timing
Materials:
Anticipated
problems:
Stage
Day: Tuesday 5 May 2009
Age range: 3-4
Level: beginner
to lesson 2)
1
Board with rules
To introduce the
1. Teacher says in Polish – Today we will go to London and meet the British T-SS
The toy guard
Guard and the rules
guard of Buckingham Palace. Today we will talk also how to act during the
The police cap
1’
SS –T
class. There will be a policewoman who will help us to behave well. She
will give tickets for bad behaviour. Do you remember the rule? –We do not
disturb anybody. We do not shout nor run without permission. The rules are
on the board. (Pointing to it).
2.
To make a smooth
2. Everybody gets up and „flies” to London meaning gets up and pretends to T-SS
transition – from
fly like a plane. Teacher – Landed! We are in London
SS-T
3. Play with a ball – I am (+ name)
T-SS
2’
Polish to English
3.
Guard mascot, The
To revise the
Globe ball
greetings structures – The guard’s presentation - She takes out a mascot of a guard and says Hello.
3’
Hello. To present the I am the Buckingham Palace Guard. I will be our guard today.
30
guard mascot
4.
5.
“Stories of Winnie the
To explain who is
Pooh” - book
the guard
Toy vehicles
To revise the
4. Teacher shows the Buckingham Palace and the guard in the book.
T-SS
1’
5. Review vehicles – children play with toy cars, buses, trucks, fire engines
SS
2’
T-SS, SS
3’
T-SS
3’
8. Sing “Choo choo train”, Helen Doron’s song, and act out a train
T – SS
3’
2’
vocabulary
6.
7.
Steering wheels
Memorizing through
6. Singing a song from Helen Doron – “Car bus truck” with steering wheels
CD with the song
action and song
and pictures of famous car heroes on them
Toy trains and a double- Teaching the
decker bus
vocabulary
7. Reviewing – “train” and teaching “double-decker bus”. Show pictures in
books: “Trevor the steam train”, “Thomas and friends” and give a toy of a
double-decker bus from London and a few trains to play.
Books “Trevor…”,
Thomas…”
8.
CD with the song
Memorizing through
action and song
9.
Book with vehicles’
Memorizing the
9. Teach “police car” and “policewoman”. Show a book with vehicles and
T-SS
sounds
vocabulary through
sounds
SS
T-SS
2’
T-SS, SS
3’
sounds and the
personalization
10.
A cap of a policeman,
Memorizing the rule
10. The teacher puts a cap of a policewoman on and says Hello I am a
tickets
and making it true
policewoman. I will remind you about our rule: “Do not disturb others
and understandable
during the lesson” and I will give you bad tickets for disturbing others and
thanks to the props.
being noisy during the lesson and good tickets for being good . – She shows
Extra motivation for
tickets.
being good.
11.
shakers or rattles
To make them
11. The teacher says: Sometimes I can allow you to be noisy, for ex. NOW.
remember the rules
Teacher smiles, gets up and distributes different home-made rattles (cans
31
of the lesson better
with sand and beans inside) and gives commands Let’s be noisy! Let’s be
through sound and
quiet! With gestures
action
12.
pictures to colour
To make them
12. Colouring a chosen picture of a famous vehicles (photocopies from the
crayons
remember the
authentic books brought to the class)
SS
3’
SS
1’
vocabulary better
through art-andcrafts technique
13.
To make a smooth
13. Fly to Poland and say goodbye to the guard
passage from English
to Polish
Homework:
To listen to the CD of Helen Doron no.1
32
3.3. Lesson 3: Breaking props and careless handling of authentic
materials
3.3.1. Lesson plan 3 description and the choice of materials
The lesson plan was prepared for the class of students of More English for Infants course.
It is the revision lesson from the point of view of English vocabulary and structures, but it
is introductory as far as the implementation of the rule of the respect for props during the
class is concerned. It was the eleventh supplementary class of English ending and summing
up the first unit of the More English for Infants course. All the sixth children who
participated in a lesson were between five and six of age. It was a mixed class of boys and
girls.
I mentioned in previous chapters that a Helen Doron teacher can always dispose of a few
introductory and revision classes free to be planned entirely on her own. The lesson plan 3
came out as a result of such creative thinking, on one hand, but on the other it was the
product of reflections after a similar lesson conducted in June 2008 in a group of English
for All Children.
Just as I planned, I managed to use the authentic materials I chose to be able to deal with
the class management problem of students’ disrespecting props, toys and other school
tools. The lesson is created around the concept of preservation and destruction, as well as
feelings accompanying the act of creation and respect on one hand, and destruction on the
other. The lesson proposes to apply such authentic materials as books: “Goldilocks and the
Three Bears”, “Dinosaurs and all that Rubbish”, “Wibbly Pig is Happy”; audio recordings
such as the story of “Three Little Pigs”, and finally the mascot of British Airways bear.
They all have the British provenience. There are, of course, other teaching aids proposed
by the teacher for the sake of that lesson; nevertheless, they cannot be considered fully
authentic or they are Polish authentic materials. The example of the former are songs such
as “Goodbye song” or “When the bears come marching in”. Those in fact are the songs
prepared by the Helen Doron Centre for special needs of the English teaching course. They
are based on traditional chants or songs but due to the simplification and adaptation they
cannot be called fully original and authentic. The example of the latter is the book in Polish
language “Trzy małe świnki”. All of those materials I consider as valuable as for their
cultural value and useful as teaching material.
33
3
3.3.2. After-class reflections and observations
The lesson went just as planned. I managed to achieve the aims of the lesson mentioned in
my lesson plan. The young students welcomed with joy the activities I prepared for the
class. They were especially overwhelmed and jolly when I proposed to provide them with
a short listening experience of a fragment of a story in English “Three Little Pigs”.
I noticed that the mentioned activity and the task of recognizing feelings of different
stories’ heroes actually improved their listening and speaking skills. I observed as well that
all the tasks included in my lesson helped them to grasp the full meaning of our class rule
that is the respect for props and other school tools.
I found the experience of teaching this lesson immensely positive and satisfying since I did
not expect such a full understanding and open attitude from four year old children. On the
other hand, I can only guess, as I am not a veteran educator, that young preschoolers who
like to break and pull apart different things in order to see the inside and the way they
work, often become emotionally attached to some objects of their choice. Having analyzed
my lesson plan put in practice, I understood therefore, that the task of creating the balloon
faces was absolutely perfect for my class. My students drew happy or sad faces on their
own or with help of parents participating in our class. They have created a new toy and
they would do anything to preserve it from breaking.
If I could have a chance to conduct this lesson one more time, I would be obliged to think
through the idea of using a book in Polish among other entirely British authentic materials.
The trouble was that the students had a tendency to fully switch to their mother tongue
seeing the popular edition of the story of “Three Little Pigs”. I do believe it is wise for a
teacher to avoid any situations during the class which distract students and allow for too
long personal talks and reactions in Polish such as: “Oh, I have the same book at home!
My mom reads it to me in the evenings!”
34
3
Lesson plan 3: More English for Infants course, unit 2, revision lesson
Lesson info:
Lesson length: 40 min
Main aims:
To review the vocabulary and structures: presentations and greetings. To teach them the respect for props
Objectives:
To make them understand fully the meaning of a rule: “Respect the props and all things” and to motivate them to keep the rule. To enable children to use the
basic structures and vocabulary fluently, to help them with their understanding skills. To create in students the need and desire for learning languages and
the world, to develop there creativity and curiosity in the world and especially in English culture
Textbook: the special workbook for each child Supplementary: authentic materials: the
Other aids: crayons, pictures to colour
storybooks, the pictures, toys
Somebody is late or has to go to the bathroom
Solutions: I explain shortly the situation or task in Polish if needed
Materials:
Anticipated
problems:
Stage
Aids (See: Appendices
Day:
Age range: 5
Level: elementary
Aim
Procedure
Interaction
Timing
To introduce the BA
1. The teacher says in Polish – We will go to London today with a bear that
T-SS
1’
bear and the rules
flies in British planes. Today we will talk as well about how to respect all
T-SS
1’
T-SS
2’
3’
to lesson 3)
1
Board with rules
toys and other things we use during the lesson. The rules are on the board.
Look!
2.
BA bear toy
To make a smooth
2. Everybody gets up, the BA bear too, and „flies” to London meaning gets
transition – from
up and pretends to fly like a plane. Teacher – Landed! We are in London
Polish to English
3. Brain gym (actions put together with sentences- you clap your knees with
Memorizing through
your hands) – I am happy I am angry
action
4. Flash quickly faces of dinosaurs: Happy, sad, and angry. Act out. Show
Faces of dinosaurs
Revising the
pictures in the book “Dinosaurs and all that rubbish”. Ask – Are they happy, T-SS
the book “Dinosaurs
vocabulary: happy,
sad or angry?
and all that Rubbish”
sad, angry
5. Song with gestures and mimics – “If you are happy” – CD by Helen
CD with the song
Teaching the word
Doron. In a middle of the song the teacher says – When you’re angry stamp
SS
“break”.
your feet, do not break anything! Let’s sing – the teacher adds the words to
T-SS
3.
4.
5.
3’
35
6.
Balloons, Markers
Memorizing through
the song – When you’re angry do not break our props…
action and music
6. Teaching the word “blow, blew” I blew the balloons. Then, the teacher
Teaching the rule
asks: How are you today? Distributes balloons with eyes and noses, asks to
SS
“Respect for props”
draw the mouth: happy sad or angry. They have to draw and say – I am
T – SS
5’
through the arts-and- happy today etc. The teacher says then: Do you like your balloons? You do
crafts. Memorizing
not want anybody to break it right? I also do not like anything to be broken
the word “break”.
here. She says this in Polish too.
7.”When the bears go marching in” – song on Helen Doron’s CD, actions
7.
CD with the song
To make a change
for the song
SS
3’
T-SS
5’
T-SS
3’
T-SS
7’
from the peaceful
activity and provide
8.
some movement
8. Story “Goldilocks and the three bears”. Teacher shows a picture of a
The book “Goldilocks
Memorizing the rule
broken chair. Tells the story. Asks questions – Is he sad or happy? Why? I
and the Three Bears”
“Respect for props”
will be sad when you break things (acts out for better understanding)
thanks to the story.
Memorizing and
9.
10.
reviewing the
9. Pictures in the book: ”Wibly Pig is happy”. Questions – Is he happy?
vocabulary
Why?
The book: “Wibbly pig” Memorizing the
vocabulary and the
10. The teacher shows a picture of a big bad Wolf in the Polish book “Three
rule through pictures
little pigs”. He is angry. Listen to him now – fragment of a story of “Three
The Polish book “Three To help them
little pigs” on audio CD (Then I huff and I puff and I’ll blow your house
little pigs”, audio CD
memorize the
down!) He breaks the house of two pigs! But he did not catch them!
with the story
vocabulary,
36
structures and the
rules of the
classroom thanks to
11. Goodbye song – song by Helen Doron
the listening of a
story
11.
CD with a song
To break the calm
12. Fly back to Poland
SS
3’
SS
1’
activity and provide
movement.
12.
To make a smooth
passage from English
to Polish
Homework:
To listen to the CD of Helen Doron no.1
37
4. Conclusions
In my Diploma Project I made an effort to analyse carefully and thoroughly a
psychological and practical situation of preschool private English education and class
management methods ready to be used in such schools. I scrutinized with care multiple
methodological sources and thanks to them I was able to propose at the very beginning of
my Project some necessary and clear definitions of important for us terms, such as ‘young
learners’ and ‘authentic materials’. It was an absolutely necessary background for my
Project, which allowed me to continue the study with quite a thorough analysis of
advantages and drawbacks of teaching young learners. Such an analysis created a great
introduction for the behavioural schema of child’s development. All the above elements of
the theoretical part of my Diploma Project were meant to help a reader to understand
certain problems in teaching foreign languages to young learners in private schools, but it
was also a good moment to think through and, probably, accept the concept of ‘windows of
learning’ (Time 54). I have striven to explain to the reader how a wonderful moment to
discover the world and learn languages is the preschool age, this age when the mentioned
‘windows of opportunity’ (Time 57) are still open and a child is ready to acquire with ease
an exceptional amount of knowledge and skills.
What is worth remembering is that I did try to make the reader understand how amazing
but also how a difficult task it is to teach preschoolers. My personal experience obtained
during my work in Helen Doron Centres was a decisive element in the choice of a subject
for my Project. I understood that I do want to transfer to others my practical ideas
concerning class management and application of authentic materials. In my work with
children, I have always paid special attention to their use in language learning tasks.
Thanks to my research, I was able to make the reader fully aware of pros and cons of the
use of authentic materials in the teaching of young learners. I came to the conclusion that
advantages outnumber difficulties. It can only be repeated infinite number of times how
valuable a tool they can be to teachers who have to solve disciplinary problems in their
classes. I hope that my general ideas concerning the basic use of authentic materials, be it
small images to glue in language passports, the board of rules made up of road signs or
again toy mascots - native speakers of English, traveling with children to English speaking
countries, will help to solve problems with behaviour troubles in some preschool classes.
Thinking of fellow teachers of young learners, I created my lesson plans for the Diploma
38
Project with great care. Each of the plans proposed here is meant to solve a different
disciplinary problem. The reader will find solutions to: the overuse of mother tongue - in
the first lesson plan, the troubles with students’ behaviour - in the second plan, and the
careless handling of class tools and props - in the third lesson plan.
Of course, all materials for any English language lesson ought to be chosen with care,
responsibility and full awareness of their usefulness and of their relevance to the set
language goals. On the other hand, I believe that total lack of authentic sources in class and
exceptional ignorance in the matter could result in a loss of motivation in children,
boredom and lower effectiveness of a chosen teaching method.
39
5. Bibliography
Berardo, Sacha A. “The use of authentic materials in the teaching of reading.” The reading matrix,
2.2 (September 2006). 60-69.21 May 2009
<http://www.readingmatrix.com/articles/berardo/article.pdf>
“Best discipline strategies for the preschool classroom. Mukichi, Masimba, B. Coles,
R.L.Hanlon, C.Kromminga. Helium- online journal. 15 May 2009.
<http://www.helium.com/ items/887561-best-discipline-strategies-for-the-preschoolclassroom>
Blegan, M.B.“Creating a climate for learning: effective classroom management techniques.”
Education World. The educator’s best friend. 15 May 2009. < http://www.educationworld.com/a_curr/curr155.shtml>
Brewster, J., G.Ellis, D.Girard, The primary English teacher’s guide, Essex: Pearson
Education Ltd, 2002.
Cambridge Advanced Learner’s Dictionary, Cambridge: Cambridge University Press, 2005.
Cameron, Lynne. Teaching languages to young learners. Cambridge: Cambridge University
Press, 2001.
“Disciplining your preschooler.” Keepkidshealthy.com – a Pediatrician’s guide to your
children’s health and safety. 22 May 2009 <http://www.keepkidshealthy.com/preschool/
preschooldiscipline.html>
Dr. Maldonado. „Problems in preschool children”. An online slideshow. 18 May 2009.
<http://www.kaimh.org/slides/PreschPr/index.htm>
Doron, Helen and Debbie Sarussi. English for infants: Teacher guide. Helen Doron Ed. 2004.
“Effective discipline for children.” Psychosocial Paediatrics Committee. Canadian Paediatric
Society (CPS) Paediatrics & Child Health 2004; 9(1): 37-41 Reference No. PP 2004-01.
22 May 2009 <http://www.cps.ca./english/statements/PP/pp04-01.htm>
Gordon, Thomas. Wychowanie bez poraŜek w szkole. Warszawa: Instytut Wydawniczy Pax,
2004.
Harmer, Jeremy. The practice of English language teaching. New York: Longman. 1991.
„How to get your preschooler to listen to you and respect you.” Scribd. 15 May 2009.
<http://www.scribd.com/doc/13484/How-To-Get-Your-Preschoolers-To-Listen-ToRespect-You>
Ilg, Frances L., Bates Ames L., Baker, S.M. Rozwój psychiczny dziecka od 0 do 10 lat.
Gdansk: Gdanskie Towarzystwo Psychologiczne, 2002.
Kilickaya, Ferit. “Authentic Materials and Cultural Content in EFL Classrooms.” The Internet
TESL Journal, Vol. X, No. 7, July 2004. 18 May 2009
<http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html>
40
McCloskey, Mary L. “Seven instructional principles for teaching young learners of English.”
Georgia State University. TESOL Symposium. San Diego 2002. 13 May 2009
<http://home .comcast.net/~educoatlanta/Handouts05/ McCloskey_TESOL_
Symposium02.pdf>
Margaret Risk. “Meltdown moments. Dealing with preschool temper tantrums.” iParenting
Media. 18 May 2009 <http://www.preschoolerstoday.com/resources/articles/
meltdown.htm>
Martinez, Alejandro G. “Authentic Materials: An Overview.” Karen’s Linguistics Issues. Free
Resources for teachers and students of English. February 2002. 18 May 2009
<http://www3.telus.net/linguisticsissues/authenticmaterials.html>
Moon, Jayne. Children learning English. Macmillan ELT, 2005.
Nash, Madelaine. „Fertile minds.” Time. February 10, 1997.
Scrivener, John. Learning teaching. A guidebook for English language teachers. Oxford:
Macmillan Publishers Ltd., 2005.
Phillips, Sarah. Young learners. Resource books for teachers. Oxford UP,
“Pre-school discipline”. Reach Every Child. Horace Mann. Educated Financial Solutions. 18
May 2009 <http://www.reacheverychild.com/feature/preschool.html>
Public Health – Grey Bruce Health Unit. “Positive discipline tips for every age.”22 May
2009 <http://www.publichealthgreybruce.on.ca/Family/Preschool/
PositiveDisciplineTips- EveryAge.htm>
---. “Behaviour and discipline.” 22 May 2009 <http://www.publichealthgreybruce.on.ca/
Family/Preschool/ BehaviourAndDiscipline.htm>
Telep, Valya. „Discipline for young children.” Virginia State University. Publication Number
350-110, posted June 1999. 22 May 2009 <http://www.ext.vt.edu/pubs/family/350110/350-110.html>
Teri Brown. “The tiniest bullies. Dealing with bullying in daycare.” Parenting. 18 May 2009
<http://att.iparenting.com/preschoolers/bullies.htm>
Ur, Penny. A course in language teaching. Cambridge: Cambridge University Press, 1991.
Vancouver English Centre. Definition of TEYL. 14 May 2009
<http://www.vec.ca/english/10/teyl.cfm>
Vernon, Shelley. Homepage. Teaching English games:ESL articles and tips: “Teaching
English with stories in the preschool ESL classroom.”14 May 2009
<http://www.teachingenglishgames.com/Articles/Teaching_English_with_Stories_in_the
_Preschool_ESL_Classroom.htm>
---.”Ideas and tips for successful classes.” 14 May 2009
<http://www.teachingenglishgames.com/Articles/Teaching_ESL_Preschool_Ideas_and_T
ips_for_Successful_Classes.htm>
41
6. Appendices
Appendices to Basic techniques of class management
•
Rule 1
•
Rule 2
•
Rule 3
•
Small pictures for passports
42
010341DDAC
43
s
44
45
46
47
Appendices to lesson 1
Songs’ lyrics
•
“I have two eyes”
•
“Three blind mice”
•
“Hickory dickory dock”
•
“Ten little elephants”
48
“I have two eyes”
An additional stanza
“I have one nose I can smell with it
I have one heart I have feel with it
I have one mouth, I speak English with it
Nose, mouth, heart
Smell, speak, feel.”
49
50
51
Ten little elephants
52
Appendices to lesson 2
Songs lyrics
•
“Choo choo train”
•
“Car bus truck”
Props
•
Good and bad tickets
•
A police cap
53
Choo choo train
54
Car Bus Truck
55
56
☺ ☺ ☺ ☺ ☺ ☺
☺ ☺ ☺ ☺ ☺ ☺
☺ ☺ ☺ ☺ ☺ ☺
57
58
Appendices to lesson 3
Songs’ lyrics
•
“If you are happy and you know it”
•
“Oh, when the bears go marching in”
•
“Goodbye song”
Audio recording’s transcript
•
Excerpt of “Three little pigs”
59
If you’are happy and you know it”
Additional stanza:
If you’re angry do not break our props x2
If you’re angry and you know it and you really want to show it
If you’re angry and you know it, stamp your feet!
60
“Oh, when the bears come marching in”
61
Goodbye song
62
Excerpt of “The three little pigs”
The author is unknown.
-
-
Once upon a time there were three little pigs that grew up and left their mother to find
homes for themselves. The first pig set out and before long he met a Man with a bundle of
straw.
Please Man, will you let me have that bundle of straw to build my house?
Yes, here, fetch it!
The little pig was very pleased and at once built himself a house of straw. He had hardly
moved in when a Wolf came by and seeing the new house knocked on the door.
Little Pig, little Pig, open up the door and let me in. - Now, the little pig’s mother had
warned him about the strangers so he said
No, not by the hair of my chinny chin chin. I will not let you in
Then I'll huff and I'll puff, and I'll blow your house down! - cried the Wolf. But the little
pig went on saying
No, not by the hair of my chilly chin chin I will not let you in. - So the old Wolf huffed
and he puffed, and he blew his house down and a little pig ran as fast as he could to his
mother’s house.
63
A complete list of authentic materials:
Books:
A.A.Milne, “Stories of Winnie-the-Pooh with favourite poems”
“A Treasure of Fairy Tales and Nursery Rhymes”
“Dinosaurs and all that rubbish”
“Goldilocks and The Three Bears”
“Gordon Takes a Tumble”, Thomas and Friends series
“Harvey to the Rescue” Thomas and Friends series
Jakki Wood. “Number Parade. A Counting Safari”
“L’tl Wolf and three little pigs” a book by Disney
“Maisy’s favourite animals”
Mick Inkpen, “Wibbly pig is happy!”
“Old McDonald’s book of animal noises”
“Touch and feel. Farm”
“Trevor the steam train. A little engine book.”
“Vehicles’ sounds”
“L’tl Wolf and the three little pigs” Disney’s book
Audio and video materials:
A movie - “Angelina Ballerina”. Children’s favourites
An audio story - “Three little pigs”. The author and the provenience are unknown.
“Car bus truck” – a song by Helen Doron EFI course, book 1
“Choo choo train” – a song by Helen Doron EFI course book 1
“Goodbye song” – by Helen Doron, MEFI course, book 1
“If you’re happy and you know it” – a song adapted by Helen Doron, MEFI course, book 1
“I have two eyes” – a song by Helen Doron, EFAC course book 2
“Oh, when the bears come marching in” – a song adapted by Helen Doron, MEFI book1
“Ten little elephants” – a song adapted by Helen Doron, EFAC course, book 1
Other:
A British policeman’s cap
Animal Snap – a game
British Airways bear – a mascot
Buckingham Palace Guard – a mascot
Mickey Mouse – a mascot
Pictures for a passport
The rules – created by Joanna Chołuj
Winnie-the-Pooh – a mascot
The Globe
Toy vehicles
64