Teaching English From a Very Young Age

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Table of contents

Argument

Introduction

Chapter I – The importance of studying language and literature during middle school

1.1. Aspects of teaching and reception of short stories during middle school

1.2. Features in teaching the narrative text

1.3. Didactic strategies used in teaching

Chapter II – The teaching staff in school, family, society

2.1. The typology of the lessons

2.2. The design of teaching

Chapter III – Personal view on English teaching

Conclusions

References

Argument

Native language knowledge of a foreign language is an extremely important asset for young people who want to engage in a top company, especially when it comes to a less accessible foreign language.

Learning a foreign language from the earliest years of life is a child development opportunity, the knowledge base being the premise for performance in deepening that language. A general agreement among researchers exists claiming that age indeed plays a crucial role in language acquisition, in that children tend to learn languages with more ease, and with a more successful ultimate attainment than do adults. An illustrative example of this is the case of deaf children and adults acquiring sign language, as “the deaf are virtually the only neurologically normal people who make it to adulthood without having acquired a language”. Pinker points to examples where deaf parents have not, due to social norms, acquired sign language growing up, but have later made an effort to learn it as adults. Even though they have not been able to learn sign language fluently as adults, their child – despite having no other sources of sign language input than the parents’ grammatically imperfect communication – has been more successful than its parents in acquiring the language. Being a much more complex language, with many rules and with as many exceptions, learning English at older ages can be a real challenge. The reason is simple. If adults or even older children seek to retain grammatical structures, endings, or help structure, they can naturally assimilate vocabulary, pronunciation, and topical notions and easily enrich their luggage. For this, children must hear it constantly, be encouraged to repeat it, use it for games, sing and recite.

The window of opportunity for the natural learning of any language is between 0 and 7 years. It all depends on the learning objective, a child who starts later studying a language is very unlikely to reach fluency in a short period of time. It is very important for parents to establish from the beginning directions of development and goals for their children, which are achievable targets. If the goal is to get the child to a higher level of knowledge of the English language, he/she will certainly have to be able to speak fluently at the end of kindergarten.

The extraordinary opportunity for English learners is the very fact that they take advantage of these years that go not only playfully but also useful. It accumulates in play a knowledge base that it could hardly accumulate later. It is important to remember that as soon as the child learns the language, they can quickly forget it and forget if parents do not keep their preoccupation for active English in one form or another after kindergarten. As I have noticed in everyday life and on the national work force, English means a significant competitive advantage in a world where English is a prerequisite and not a plus.

By challenging children to learn English from a very young age, I realized that what the child wants must be expressive, aesthetic and well done, all of which have been adapted as requirements which are irreplaceable in making the training material. Vivid colours draw the images used in movement and expression and by making the frameworks and characters. Also, the figure which accentuates the expressiveness of the characters in different situations, each array transposes the child into a world of beauty that must be understood and felt.

Education in the first years of life is presented as a challenge: in the first instance, to go beyond a welfare approach, which focuses on the satisfaction of basic needs in childhood such as nutrition, health and care of children and girls; and secondly, due to the need for quality services for the care and education of this population. For such effects, it is necessary to design pedagogical work proposals that contribute to the children, in this stage of their life, teaching and learning possibilities according to their needs and interests.

After my personal experience during my first years of school, I concluded that only a teacher is the one who gives life to the methods and the quality of training, depending on the pace and quality of the entire educational renewal, including technological work. Success can be achieved with short stories that must be presented and used by a wide area of multiple methods and teaching options, it occupies a central place in how to make children vibrate at the beauty in life and art.

The teacher, who is a connoisseur of children, forms methods of education, one individual who loves his job and loves children, has the noble mission to establish mobility and flexibility training and the development of intellectual abilities such as: creative imagination with its variants, creative thinking (flexibility, fluidity), conduciveness to learning through research, discovery through intellectual effort and the creative type.

To combat the errors surrounding students, certain measures must be taken such as: explain the meanings of new words at every age level, vocabulary, using games, specifying the restrictions to use regional terms and phrases.

Introduction

From my personal point of view, school has the noble mission to prepare children, individuals for the social modern day and age. But the social life presupposes the existence of language. Language serves to acquire theoretical and practical knowledge in the various disciplines, moral formation of the students’ profile, in the melding and modelling of the consciousness younger generations.

The harnessing content in terms of formative educational lessons is one side of the educational reform surrounding priority. As a means of communication, language is learned in successive stages: first the family, then in the educational systems.

Some students, as it was my case, may be accustomed yet with small text narrative technique and adopting a moral attitude to the facts of the civic character. Regarding small children, teachers need help to choose, to decide, to express their ideas freely in a fair and consistent language in terms of lexical and grammar. The emotions and feelings of children at small ages occur spontaneously and alive, the joys and sufferings of children live intensely positive in characters, moving smoothly from one feeling to another.

The teacher should show flexibility in the selection, organization and planning of the learning content as well as the adaptation of the content in the age of the children, their needs and interests. At the same time, you must be creative and encourage the students’ creativity in communicative activities. The image of a loved and esteemed teacher due to his work always remains in the consciousness of students, regardless the age. That is my view upon a great teacher.

As an English teacher (but for any other format, generally speaking), it has become effective and it involves a constant effort to achieve flexible processes and products, but quality, core values and reconfigurations practice dictated that could work, it challenges this by adopting an attitude of lucid selectivity in achieving its methodological construct while it becomes a requirement clearly defining our contemporary teacher.

Also, teachers can turn to several models to harmonize teaching styles preferred by their students’ learning manner, but simultaneously may try to broaden their repertoire beyond their style of learning and thinking.

Chapter I

The importance of studying language and literature during middle school

The study of the English language and its literature has a very special significance in shaping the multilateral school youth. Without the proper acquisition of the English language one cannot conceive the future intellectual development of school children and their proper preparation in other disciplines as well as a link to social activity.

The formulating functions and the main objectives of the English language and literature as a school subject in middle school ought to be remembered, first just as an instrumental function, which works in all English departments: reading and writing, oral and written communication.

The importance of this function follows from the fact that to achieve them, almost half of the total number of hours of the educational framework plan for the affected class is learning, reading, writing, communication. The following classes, even if the number of hours for the English language and literature study is small, it is maintained at about one third of the total hours in the educational framework plan, and a chief objective improving techniques of intellectual work remains.

Textbooks were revised, and deletions were made, replacements, restructuring texts, passages, illustrations. Based on the new programs, alternative textbooks (two, three, sometimes four for each compulsory) were developed and are currently used in the classroom.

The development and implementation of the curriculum components will cover a longer period, especially since it is the first time that the curriculum suffered major changes. Therefore, it is expected that the implementation will always be accompanied by a discussion of the results, but also some progressive corrections are required from time to time. The initial and on-going training of the teacher will be enhanced so that it does not just accompany to precede dynamics in the special curricular process.

In each class the new material is based on knowledge acquired by students in previous classes about the topic. As a result, gradual learning process on the one hand exercises and strengthens and systematize knowledge included in previous class programs, on the other hand is extended continuously from one class to another in the sphere of knowledge, developing skills and correcting expression.

The unified vision of compulsory education, basic procurement cycle (at the end of each lesson, each student will have acquired new knowledge regarding the topic in question) and development cycle occupies a well-defined function and specific tasks. Instructional activities – small class teaching activities organically integrated unified system of training and education of school youth and targeting perspective, the formation of the student’s personality, armed with some basic elements of culture, science, art and contemporary art.

For the first four grades, familiarizing students with the tools for intellectual work primarily with reading and writing, is the essential content of the whole business, the basic function. This is the specific role of middle school – considered a prominent contemporary teacher – to provide a solid base property of various cultural tools without which all further development would be doomed.

Learning to read as a main tool for learning and training activities of students is a prime objective of a school. It can be said that the whole development of students, both in school and in life, depends on the extent to which they have mastered the tools of intellectual work, first reading, to the point that they will be self-ways. The training and development of the student’s ability to orient in a text which was read is an essential task of middle education. Establishing the reading technique is subordinate to the task of teaching students how to use the manual generally, in other words, to teach them how to learn.

The greatest number of hours in the framework of middle school education is enshrined in the four years of study, just reading, which is a discipline of education in the curriculum area ‘Language and Communication’, with clearly defined objectives, and the content and an appropriate methodology. For middle education, it is essentially a harmonious development of every child’s personality, to provide children with an education on the natural, cultural, and social aspect of these children with the basics of reading, writing, calculation and perhaps information processing.

The fundamental purpose of teaching the English language and literature in Romanian and English schools is the formation of correct habits of speech, clear and nuanced, oral and written. Their content is widely varied regarding the reading lessons horizon and circle of knowledge of children, they form a large number and a wide variety of ideas and concepts.

The explanatory reading of literary texts containing a child is an important source of knowledge of reality. Literature in general is a form of knowledge of reality through art and image. The distinguishing feature of literary works as forms of knowledge of reality, is that they give us a synthesis of reality and artwork shows us the essential and general materialized individual, but typically, influencing, not only thinking but also having feelings of consciousness. The texts of the great classics are valuable, influencing the imagination, feelings and thinking of the children.

The literary reading of textbooks has a great educational influence on pupils. Many literary texts reflect the moral traits of the new man, love of work, courage and ability to overcome any difficulties. Met in some works, in the heroes of their age, children see in these them friends, they are close, and they understand them, and whose deeds can be compared with theirs. Children found in such texts answers to questions of interest to them, they put on a place their beloved characters.

One of the main aspects of the student expression is vocabulary. Therefore, the interest in this problem has increased. Throughout elementary school, the language learner develops from one class to another, so that by the end of the fourth grade, it has doubled its vocabulary since enrolling in school. An important role in speech development the pupil plays is offered by others, especially by the teacher. In daily relationships with the children, the teacher must use clear speech, expression and smooth to exert a positive influence on schools.

The contact with the literary work leads to the formation and consolidation of a correct reading, intelligent and expressive, enrichment, activation, and tinting child vocabulary, learning the correct grammatical structure of the language, by improving the manual work as the main tool of individual work. Enriching vocabulary involves progressive enlargement of the sphere of knowledge of students, their experience of life is the acquisition of new acquisitions to help build and develop their verbal behaviour. Since middle school, the child masters broadly, the system that speaks English, but the acquisition of new words and their proper use remain a permanent goal throughout life. At the end of school, based on the study of literature, students will get to the purpose of aesthetic value judgments in general, the works of art that come in contact, and especially on the literary aspect.

Aspects of teaching and reception of short stories during middle school

The study of the English language and literature in compulsory education aims to develop oral and written communication skills of students and their familiarity with literary and non-literary texts significant from the point of view of small and medium school ages. It aims also to structure the students a set of attitudes and motivations that will encourage and support the study of English language and literature.

Any act of learning is conducted with good results by employing personal effort of the learner. Note that the instrumental function of reading, as a school subject in middle school, has as main objective the students’ acquisition of knowledge.

Training the students’ ability to orient the text read, according to his specifics can be provided by explanatory lecture. Reading components offer multiple resources for recovery. The explanatory full text content reads, regardless of genre or species to which it belongs.

Most of the texts read textbooks or reading books for middle school falls within a genre and species or literary passages containing replicas of different categories.

The texts of the most numerous and accessible to middle school belonging to the genre is epic and generally creates difficulties from a didactic point of view.

The analysis of involvement shall be directed further to the reception and understanding of the main plot, which is the most exciting part for any reader.

The analysis of the main plot offers great educational resources marking the peak moments of emotional experiences.

The outcome may include or be supplemented by teaching, a maximum or a proverb, arising from the wisdom of our people, the concept of health on life, it remains the same: reading explanatory. It is a combination of reading along with explanations leading to the understanding of the text message.

It is crucial to note that visual materials can create a harmony between the children and the instructional methodology and materials used.

In an adequate classroom, one must face a wide variety of learning styles, such as visual learners, who can benefit largely of the visual aids, as they feel confused when following verbal instructions and conversations. But they are not the only kind of learners helped by visual aids, ‘‘kinaesthetic and tactile learners enjoy working with tangible objects, collages and flashcards too’’.

In case children feel comfortable with the materials and the methodology, without a doubt they will have extraordinary results, feel confident and experience low anxiety. For instance, visuals help children in gaining confidence as they repeat and imitate real models using the target language. Therefore, students are expected to be more participative and feel more motivated.

Features in teaching the narrative text

An effective strategy must be simple and a dynamic adjustment for specific situations that may arise, to leave room for the creative intervention of the teacher. The activity performed by young school children requires tact and mastery of the didactic skills of the teacher, respect for age and individual peculiarities to blend the three dimensions of learning: instruction, training and education.

School age is the most conducive to accustom the child with books, of an appetite for them, stimulate and develop the imagination, vocabulary, thinking, spontaneity, creativity. The child begins to see the world with the eyes of a primitive man, for that fantastic explanation of the phenomena of nature, life and society is the most accessible. The child inherits fantastic thirst of the first people, and the story gives the first elements with which will take a picture of what is called the world of men.

Anyone can agree that the solution to any type of relationship is communication; conversation is the best method, method of teaching, teaching capitalization consisting of questions and answers. It is a word that means the exposure, but more active than this.

Conversation examiners (catechetical) whose main function is finding the level at which the student knowledge at a time. It differs from the heuristic in the sense that it is not mandatory formation systems or series of questions and answers. Conversation is active, multi-directional, called conversation-debate. Requirements are addressed on the one hand students, i.e. they can be involved in the discussion only when you have (a) the information involved in the problem, (b) the method should investigate the scope of the debate and (c) the ability to understand the points the views of others.

Communication skills comprise receptive skills and productive skills. Listening and reading are receptive skills while speaking and writing are productive skills. Receptive skills are these in which students receive and process the information but do not need to produce a language to do this, while productive skills require the production, for instance, a speech.

Storytelling is an expository method in which an oral form of narrative or description which are portrayed through facts, events and happenings distant in time and space, natural phenomena, geographical landscapes, etc., that a student cannot know otherwise. The aim is to provide several intuitive images and representations on which can then be developed certain generalizations. The teacher must be an excellent storyteller using an expressive language, with appropriate intonation and gesture, showing approval and admiration for events organized. The story may be accompanied by photos, drawings staff, power point, making the students to follow the events tense. Usefulness of education is an essential component of improving the educational process is most closely linked to the personality of the teacher, the teacher’s mastery of his creative spirit of initiative and his commitment. A fundamental orientation to refine the methods of education which consists in understanding the methods must also be a learning tool for teaching the child not only because the current requirement is to equip children not only with knowledge but also methods of knowledge reality with effective learning strategies, techniques specific activity of acquiring knowledge.

Having classroom experience, it is easy to find that applying these methods may not be effective without relying on traditional methods ignored lately. Many teachers and teachers in their teaching focus on modern methods, active and refuse and refuse to recognize the importance of old classic without which the assets would not be effective.

Didactic strategies used in teaching

The didactic strategy is a complex and coherent means of approaching methods, materials and other educational resources aimed at achieving goals; it occupies a central place in the teaching activity as lesson planning and organizing is done according to the strategic decision of the teacher; is conceived as a complex teaching scenario, the actors involved teaching – learning, the conditions to achieve the objectives and methods concerned; prefigures the route methodical best, most logical and efficient to address a specific teaching and learning situations (this can prevent errors, risks and adverse events in teaching activities).

Teaching methods are system components forms of organizing and conducting educational activities, methodological system that processes system and teaching methods, educational resources system or resources used, the system operational objectives.

Characteristics of teaching strategy consists in involving the learner in specific learning situations, rationalization and bring the training content / after peculiarities psyche-individual, building the foundation for optimal expression of the interactions between the other components of the training process involves combining contextual original only sometimes elements of the educational process.

Teaching is based on the treatment front undifferentiated labour equal to all students in the same class; teacher’s role, organizes, leads and directs the work of students is called masterly; teacher is the predominant activity – based solely on exposure, the transmission of knowledge to a whole class of students can reduce learning passive acquisition of knowledge and greatly limits the collective work itself; students performed at the same time and in the same system, the same tasks, but each works strictly individual, without establishing interdependent connections between them.

Communication between colleagues and possible cooperative learning are minimized, which occurred just outside of teaching, during breaks and free time; is still preferred when aiming exposure to fundamental concepts, synthesizing a more comprehensive, conducting demonstrations, awareness and gaining adherence to an idea, or when looking shaping opinions and attitudes by address profoundly emotional and educational themes. It is wrong to cultivate one or two methods of teaching and remain faithful to it.

Teachers with experience, consider questions an extremely important factor. Teaching through questions teaches the students to think for themselves. The students are actively involved by asking and style tends to stimulate the students’ curiosity. They are encouraged to think in the style of the lesson. The logic of the discipline is exposed, and the students are encouraged to use it.

The focus of the lesson is based on the questions which tend to be on understanding the phenomenon and it’s not simple knowledge. In a frontal lesson, students are transmitted what they should know, but do not insist on understanding or remembering what they were taught. As a result, regarding the questions, however, the students formulate their own assumptions and prior knowledge is challenged and corrected.

The incorrect misconception process is called unlearning. Corrections are a vital part of the learning process. Finally, the teacher who uses questions immediately receives feedback about the level of understanding in students, even during class.

Another important aspect is that every student needs to know that his learning is successful. Nothing motivates more than one student who received immediate praise from the teacher, as a correct answer. Psychologists who have studied learning based on stimulus and response have found that an immediate reward encourages learning.

The content of the middle education, included in the syllabi and textbooks, as well as numerous readings, which students have special hours either reading or as a private activity outside the classroom and the school provides a rich information material with great educational resources is the main goal to follow to teach students.

In the work carried out, some supported the idea of ​​moving from information to moral behaviour towards the training and education of feelings, beliefs.

Feelings are formed gradually through examples and exercises, they live by the contribution of education and with age. Years ago, I read a book that took me to a world of small men who were big, little birds, little boys that were looking for freedom and love, and since then I continue to recommend that world, in order to go along paths that seek joy, solidarity and freedom.

Since then, it has been very clear to me that reading in general and reading literary works in particular, is one of the most effective tools for the formation of personality and deep knowledge of the world around us and of ourselves.

Through reading, the development of analytical capacity and critical sense is achieved. You cannot make a reading by drinking the book like someone who drinks television images; the reader has to analyze and take sides with what he is reading. There is no other world more beautiful and fascinating than the world of stories, especially when they are written by Charles Dickens, the writer who through his work has managed to delight generations and generations of children, and whose David Copperfield represents THAT book.

Harnessing the educational potential of these informational content requires firstly the disclosure of educational resources, the delimitation and formulation of their goals whose purpose is to target a specific behavioural act.

Dissecting the real content to determine educational values ​​occurs in during the preparation of each lesson. This time can be determined not only by high ground targets to be studied, but also by operational, educational objectives drawn not only from the general content of the lesson (text), but also sequences.

Formulating educational goals, however correct it may be, cannot ensure the maximum exploitation of the educational potential of the knowledge embedded in a text. This depends largely, as it has been said, the way they are used are known methods that we also referred to the right place to ensure both the acquisition of new information and in achieving educational, emotional stability.

The recovery of educational content knowledge is both a matter of content and especially methods. From the point of view of the teacher, the content is designed to process information in set programs and textbooks to formulate general and specific objectives, including education, the different methods used, everything depends on the ability to choose and usage of methods which encourages a better understanding of knowledge, to provide a wide field of exploitation of their educational resources.

Formulating educational goals and their operationalization in terms of behaviour is a complex activity, it can be accomplished with relative ease if it is considered, for example, that a feeling especially a patriotic one, ultimately assumes an attitude, a feeling, and this is a simple form of manifestation of behaviour. Seen this way, the purpose of the information regarding educational values ​​not only have to be determined for each sequence of content which also implies educational resources and the results vary in experience, feelings, attitudes.

The cultivation of moral sentiments is not just a matter of content, but also seen from a methodological point of view. Even if specific methods of training and cultivating feelings requires a caveat: the formation of feelings is particularly the training of scientific concepts. Experiencing a new feeling is achieved by creating a specific ambience based on the certain knowledge that their content and educational resources that are designed to develop appropriate feelings in the content of some sequence.

Verifications of such ends are made considering the specific training said regarding feelings. These, of course, are not verified by questionnaire or by other means as in the case of concepts, but in states which any teacher can find in his/her pupils. These feelings may be troubled by questions which, in fact, one cannot find the answer through words.

Chapter II

The teaching staff in school, family, society

Nowadays schools and parents demand support and mutual collaboration, but it is difficult to do in practice, since there are conflicting schedules that make it difficult to have time and also not always the parents are willing or on the contrary, the teachers are not always open to this collaboration. When we talk about participation in the school, it does not only refer to the citations of the tutor’s interviews, but also to the activities that are proposed.

This relationship today becomes a very strong pillar for the effectiveness and positive responses of the students’ educational and personal development. It has been shown that if this cooperation does not exist, the child will have many problems in its school evolution and many limitations will occur and on the contrary if this cooperation is given, the student will evolve satisfactorily and there are many advantages of what the child will enjoy. It was not my case since all aspects in my personal life were very balanced, but I have notices difficulties in my former classmates.

The teaching staff in its capacity of a trainer must be endowed with the qualities of a scientist in a lab, showing a vivid curiosity for what is new in his profession. As a practitioner of education of new generations, it must show a genuine virtuosity of teaching using its ingenuity in combining knowledge of language and literature on the one hand with those of pedagogy, he always cuts out from the knowledge sent towards the children to the peculiarities of the age and individual students. Its professional skill is proven by how it manages to dose the knowledge sent in school years, semesters, on educational levels and lessons.

The revival of interest in knowledge, stimulating curiosity to the youngest learners is for the teacher as far as asking a general objective surrounding the entire teaching skill. A sow in the minds of children at the beginning of an adventure of knowledge that doubt between a ‘yes’ and ‘no’ is the cleanest source of which will nourish the mind to search in all the years to come. Undoubtedly, at the nursery and middle classes, there are configured for the bases for young personalities later. Focusing the attention with small lesson is done in this first stage of the training process by the rules and very specific strategies. It is known that the small group of children can really concentrate a quarter hour throughout the day to perform a middle school program. Therefore, the teacher is asked to concentrate power and fascination of a conjurer worth remembering that at the same time they induce the program to all children in the group that a same state of attention required assimilation of knowledge correlating aspects of reality and even memorizing some verses of short story. The entire activity is based only on inducing verbal and visual contact with the images. As a true artist of the dialogue with children possessed skills are required by the teacher by making the most pertinent questions in its dialogue with children. The method that is used is required to be in age-appropriate learners while the teacher must design the product going which is going to be emotional modelling work, spiritual and moral development of the learner, the purpose of teaching is to pave the way to ‘learn to be ‘good, honest, attentive, friendly, sociable, responsible to the people you come into contact, family, playgrounds, streets, etc.

The training of school children is differentiated and individualized according to each of the heredity learners, the teacher understood that cognitive contents have pedagogical practice act which shall be treated uniformly in a rhythm. There are very inquisitive children who ask cascade questions that can bother the teacher, but it can relieve a burden of answering them. Other students seem to be absent from the dialogue established with members of the middle school or middle grade students. In this case the lesson objectives that cannot be considered as achieved if the teacher does not concern the ability to conquer their interest ducting their attention, even at the risk to start from the beginning of the content descriptions, storytelling and counting objects.

From my experience as a child learning English in school, the quality of the teaching is done by constant professionalism by constantly study and research student training purposes. The appearance of the first school textbooks and learning courses generated power generations that followed. Learning scientifically by conscientiousness and responsibility, both the teacher and the student remains the basic principle of successful teaching. From the beginning the necessary standards and requirements are established by the canons and recommendations in carrying the lessons. The teaching behaviour must be based on the student’s personality, or neglect stimulates interest in the subject is directly related to teacher action.

In modern days, the teacher is initiated by using the computer and methods of psychology and theoretical pedagogy and are applied according to the latest research, the goal of his approach is preparing students performance. The psychological profile of the student’s knowledge, skills, abilities and skills, etc. steps are necessary to establish the necessary methods in the educational process. Therefore, the teacher, which approaches the reform in education, by way of shaping the personality of the little ones, that future generations. Institutional education they realize that family and in addition to this is called giving ‘seven years of home’ and put the cornerstone of the whole edifice will support future personalities. Here is a task of great responsibility and entirely noble in its purpose, you must feel both professionals and families educational act as directed. Therefore, the teacher and then the students will handle in an axiological hierarchy a child to be a leader immediately after the mother and possibly after his grandmother. Commonly, teacher authority is absolute, for what he says cannot be challenged by anyone else or any other factor that determines behaviour, feeling and thinking power of the small school.

A well thought agreement that random teachers were asked to reflect upon their own teaching could be no more than mere repetitions of book material. While teaching staffs have an enormous impact in any education reform they must be required to understand new manners and offer full attention in their formulation, to analyze their performance and modify their behaviour, their personal conceptions on how to teach and what to teach. Most teachers pass on what they were taught in their own way.

2.1. The typology of the lessons

Once the objectives and using teaching methods applied sparingly, choose the type of lesson that can complete this teaching approach. The lesson is the pivot of this training and education in middle school and didactics in school. The lesson is a functional teaching unit, cantered on content and teaching objectives and strategies involving the deployment and evaluation clearly defined.

As conveyed in modern teaching lesson term designating a specific organization of the teaching process, if the specific objectives, contents, teaching-learning-assessment clear and well defined. Without a traditional lesson to be challenged, it was found that she presented some failures that can be removed with caution by the teachers concerned to make a modern and high-quality education. The innovations introduced with caution are required only to the extent that they have been shown by experience that they can optimize each frame learning-education.

I strongly believe that a lesson is effective if it contributes to increasing knowledge, growth, skills, vocational skills and abilities. It is essential to note that under the new national curriculum in teaching emphasis moves from teacher to teaching and student learning, skill development and practical skills. My view is that implementation of the new teaching concepts must not place excessive measures to abolish the traditional system for an abusive upgrade. Why fix what is not broken? My teacher helped me shape my personality by using her own methods of teaching and it helped.

2.2. The design of teaching

Throughout the centuries that have elapsed between antiquity and nowadays forms of organization of the educational process has changed, evolving according to different factors of material, technical, climatic and ultimately not scientific.

The lesson is as an activity carried out by the class teacher with students to assimilate knowledge and skills training under the theme established in the curriculum and a well-defined unit of time. This results in optimal interaction between the factors of the educational process, which are purpose, student-teacher duo, content, teaching methods and technology. In this environment, which form basic lesson that teaching organization an institution is fulfilling the objectives of training and education.

To design education is a complex process of anticipation of what the teacher wants to achieve with his students through lessons that fit into a broader similar activity throughout the school year extended discipline that, in accordance with the objectives of the profile.

Chapter III

Personal view on English teaching

During our lifetime learning things, some of them are learned in a certain time and we can already say that we know how to drive, that we have learned the alphabet, we have memorized a play and an infinity of other things.

However there are many other things that are studied all over years and years as to speak English, a language is learned during a lifetime, you can always learn new words, different expressions, to use verbs better.

A language is not learned from one day to the next. Learning English requires effort and perseverance, having a good teacher is essential and if you are native English will help us a lot with the pronunciation and creation of correct colloquial structures.

Many methods indicate an average number of hours to learn English, with those hours we will feel comfortable in most environments, the important thing is how to get those hours of English classes either in an academy, with an English teacher at home or travelling to an English-speaking country.

These number of hours should include active listening, reading texts and practice speaking with a native teacher, reading texts and answering questions about them, to confirm the level of understanding and having spoken conversations with native people to help us with the accent and the expressions With that amount of hours you learn the grammar, vocabulary and expressions that make us feel comfortable in the usual situations where you need to speak English.

The study of a language needs many hours, we cannot stay with the hours given by the English teacher, we need to study and review everything learned in class, a good average if we give a class hour is to invest at least another hour of study and review, although better if there are two.

Let’s see it with some examples. If we go to an English academy we give classes with a native teacher from Monday to Friday one hour a day during the school year that is 9 months, we will need 5 years to get the study of a number of hours, but if in addition to going to class we review a more time at home the time necessary for your English to progress will be two or three years.

With this example we see that the study of English is a long and hard work regardless of whether we are good at the language or that we have the best native English teacher. Most people do not have enough evidence to go to class one hour a day and study at home another hour, and another large majority of people usually go to an academy two or three hours a week, devoting at most one hour to review the week, which means that it will cost us more than 7 years to reach the average of a number of hours.

As human beings that we are at the beginning of an activity or study we pay more attention and we are more focused, however if the goal is to give English classes a number of hours and we know that it will cost us at least four or five years, and we have to add the hours of class that we take more our study to reinforce the given matter. People get bored even if it is a topic that we like a lot and have great interest. We conclude that maintaining the study of almost any subject for long periods or years is difficult for people generating laziness and lack of interest.

Nowadays in the Romanian Universities the teaching of English is not intensive, and the student when he finishes and arrives at the labour market finds that to work he needs to master the English language.

When students reach the end of their university careers or graduate studies they decide that they need an English certificate, they go to language schools or they look for a native English teacher, pretending in five months to learn everything that they should have learned. three or five years of study. Basically you do not get a certificate in a few months because you cannot devote half a day of work per day to the study of English, or a native teacher, or language immersion programs.

Whether you are in a big city our outside the country, English is fundamental in business and any company will ask us to master this language to work with them. At the end of our career the companies interested in contracting us look at the curriculum of each one and the foreign language skills, in this case English, we will be asked for fluency, comprehension and responsiveness, we will be able to maintain correspondence in English and telephone conversations with looseness. If we are not capable of all this, the labour market will not consider that we are up to the job they offer us.

With this overview, when we see ourselves in a hurry, we look for quick solutions that we think can fill our shortcomings when learning English, we look for a native teacher who will quickly teach us the shortcuts to defend ourselves in the language, however if that teacher is honest he will tell us that he cannot give us in a few months the fluency we need and is achieved after years of study.

We must be able to communicate fluently with the countries through which this transport passes, deal with the accounting departments of different companies in other countries, and we must do everything well, without errors by the language.

A teacher who appreciates either native English or should not begin his teaching by working the best English he can teach with the most elegant words and the most vocabulary and expressions. In the same way he must correctly teach verb tenses, prepositions, adverbs, the passive voice, modal verbs and all the grammar in detail.

Assimilating the rules of the English language takes a long time, perhaps a lifetime of learning new expressions and turns, however all the time we devote to the study of this language will be to our benefit and every effort will be rewarded.

Let’s try to be constant in the study of the English language so that number of hours that we need to converse and to be able to work are obtained in two or three years of study. After reaching a very good base we continue working to improve expressions and turns surprising to our colleagues and friends.

Work with enthusiasm now and without faltering and before you can imagine you will have the level of English you want.

In recent years, there has been a special interest in learning a foreign language from an early age, which has awakened different points of view among teaching professionals, families, and the rest of society. This fact is mainly motivated because the families of the children want their children to have a good knowledge of a second language, which in this case, is English, since it is the language that currently works globally. However, it is sometimes the educational centres that offer the possibility of learning a second language from an early age.

But when should the learning of a second language begin? The learning of a second language at very young ages has given rise to diverse interpretations about the advantages and disadvantages that can be derived from it.

Traditionally there has been a great debate about what age is the most appropriate to start learning a second language. The truth is that there are experts who defend the idea that a second language should not be introduced until the child has acquired his mother tongue. On the other hand, there is another group of experts who deny the latter and who, nevertheless, affirm that the sooner they begin with the study of a second language, the better the results will be.

Another big issue in the bilingualism landscape is the following: What is the best method to teach a second language? Referring to Romania, something has not given the expected result. Children have in their academic plans the study of English from the primary stage, and currently, in many cases, from childhood. The problem is that language teaching has long been a matter of memorization and repetition, a boring and uninspiring process for students. The twentieth century, however, witnessed an explosion of new methodologies that focused on the most creative and attractive approaches.

In the globalized world in which we find ourselves, cultural diversity is increasingly frequent, as are relations between countries, especially within the framework of the European Union. Therefore, knowing a second language, more specifically English as the language of intercultural communication par excellence currently, becomes a pending and essential task that we must tackle educationally from the school, so that our students are equipped with the necessary tools to express themselves and to develop actively in a society in which cultural diversity reigns more and more. Tools and knowledge that will also provide many more opportunities in the world of work, culture and society.

When we introduce a second language at an early age, we intend to bring the student to that new and different language in the same way as their mother tongue.

This is what really makes the difference between learning a language being a child and being an adult, as a child learns naturally, interiorizing structures and rules unconsciously. However, adults need to understand each concept logically.

In the face of the acquisition of the mother tongue, learning a foreign language involves the conscious study of it, including its grammar, pronunciation, and vocabulary. Unlike the mother tongue, which is acquired unconsciously, the second language is consciously achieved in a more closed and concrete context.

However, the learning of English at an early age demands a natural point of view that enables the child to acquire the language in a playful and as unconscious way as possible. However, the reality is that the child declares himself much more willing to learn the language of the community where he was born. In any case, both in the mother tongue and in the foreign language, the child is invited, first, to listen and to understand and then to produce sounds with a purely communicative purpose.

In the same way that, until around four or five years of age, the child goes through a series of periods until he achieves communicative competence in his / her mother tongue, the scholar evolves gradually towards the acquisition of the new language.

Regarding the morphology of language, at three years the child begins to integrate in his discourse various morphological concepts, improving later at the age of five to seven years. This process is by no means sure, but is subject to multiple changes and ups and downs.

There are situations and moments in which the child uses the morphology correctly and then go back to making mistakes that already seemed to have corrected. The essential thing is that he is trying to discover how the rules of the language work and, in turn, use it as a means of communication.

In a similar way to the process of acquisition of the mother tongue that the native child follows, the secondary school student has a way of acting characteristic of one who learns other languages, that is, an inter-language which is progressing as it gains more competence in the second language. Both the speaker of the mother tongue and the learner of a foreign language build a grammar that changes and becomes more or less complex to the extent of the acquired competence.

Some of the mistakes made are caused by the influence of the first language, by the excessive information of the rules of the language or simply are characteristic of the learning process. But what is clear is that both in the learning of a first language and in that of the second, the child will make mistakes that should never be considered failures, but obvious facts that the process of language acquisition is taking place. In both cases the child is constructing a linguistic procedure of the language he is learning and this implies creating rules that, in turn, can lead to errors that he will later be able to correct through practice and through real communicative situations.

We are faced with a complex situation, since it is necessary that both teachers and students and families become aware of the importance of learning English from early ages. With this I want to refer, not to know what is important, but to find the way in which the learning of the language is effective, didactic and fun. And this, in my opinion, is in the hands of every teacher in their classroom, because life experience has let me know that education does not depend so much on innovations or changes in the system, but on the innovations and changes of the teacher.

In addition to what I have been addressing about the selection of an appropriate method and the favourable dissemination among the teachers, in my personal opinion, I see fit to be supported by other improvements in the education system, so that from very young, they begin their journey in the immersion of the language with progress and efficiency.

I can highlight the following alternatives after my experience as an English student later on:

– if what we intend is to improve the English level of our students, we must begin to improve the preparation and training of teachers, in addition to following a constant recycling program so that teachers do not forget and update their knowledge about the language;

– the sooner linguistic immersion occurs, the better results it will leave on the students. As we know, during first years of school, the necessary foundations are formed, therefore, it is the best stage for this immersion to take place. Ideally, the teacher should take the time to speak English with their students or teach classes in both languages, both in early education as well as in primary and secondary Education.

– if we want to improve the learning of English, we must have sufficient means. For example, although many schools already count on it, it is necessary to provide material and audiovisual resources to many centres necessary. There are many centres that have deficiencies in terms of materials to carry out the teaching of a second language, still using the classic radio or CD. Therefore, it is important to provide the centres with specific classrooms with computers, digital whiteboards and good Internet access.

In the end, what is essential to know?

A child learns very fast, especially languages. Everyone knows that children who start learning a foreign language when they are very young have a good chance of mastering it perfectly in a few years. So teaching English to the children of the house is a great initiative, since it will serve them in the future, both in their personal and professional lives. However, for a child to learn English relatively quickly, it is best to use a good methodology. Well, more than using one method or another, what really counts is doing it with love and in a positive environment.

This type of environment can be defined in one sentence: that children enjoy learning. It is a maxim that can be generalized for all kinds of learning, since that is how they learn most. Teaching through effort, stress, seriousness and hard work has all the problems of becoming a resounding failure. The children will soon be de-motivated and will end up on the defensive, and, at that point, it will be very difficult to change their minds. To teach English to children, you have to know how to combine work and fun perfectly. In short: use an adapted pedagogy. Here we give you some examples of playful and effective practices to teach English to the little ones. You can also resort to some tricks to facilitate the learning of English.

There are many supports to learn English. For example, children love cartoons. Sometimes, even too much … But that gives us an idea of ​​what we can do to teach them this language: put cartoons in English. It is a very easy way to make the kids get used to listening to English. It will help them to assimilate the meaning of the language and to learn some words and phrases. On the other hand, experience has shown that children are very receptive to cartoons in English. It is not something that takes them back, as sometimes happens with adults when they try to see a film in its original version: for children, not understanding everything is not a drama.

There is a great variety of didactic cartoons that will help you learn in a playful way.

Songs in English are also an excellent way to familiarize youngsters with the language of Shakespeare. In addition, children love music. You can easily find compilations of children’s songs in English in stores, but you can also search them on YouTube or Daily motion, with the advantage that they can also read the lyrics and memorize them better. Of course, this only applies to kids who already know how to read.

Anyway, the interesting thing is not just listening to the songs. A song is heard, but it is also sung. Most children’s songs have an easy structure to repeat, mainly due to their refrains. This helps the children improve their pronunciation. They will finish knowing all of them by heart because listening and singing songs is also a way to start the memory. And if you also want to promote your musical side, you will be killing two birds with one stone.

There are very funny stories, well illustrated and known that serve to promote the learning of English among children. Some also come with audios, with which they become truly useful interactive tools. In addition to cartoons and songs, books are a great support adapted to the little ones.

They can learn English with stories and children’s books.

If your children are old enough and already familiar with English, do not hesitate to read them stories in English. For that you should know how to read in English, of course, but if that is not the case, take the opportunity to learn as well. Once again, you will kill two birds with one stone.

It is true that, if you do not know English, it will be difficult for you to teach it to your children, but if you master it, do not hesitate to speak to them in this language. And maybe you ask: how?

The simplest question / answer type conversations are a good way. Remember our initial advice: children do not have to realize that it is an exercise. These conversations have to happen in distended situations, like moments of complicity.

Note: you do not have to have an excellent level of English to talk with the little ones, so it is something that is available to everyone. To assimilate a language, it is best to start learning young English.

Also, if you show your children that you speak English, you will have a positive effect on them because they will look for ways to imitate you. Your children will want to talk like you and will realize how good English can be. They may even ask you to go to a bilingual school if they notice that you have some affinity with the language.

Group language classes are a very good solution to start our children. The main objective remains the same: to teach them to communicate in English in a fundamentally playful way. The “group” effect creates an environment conducive to imitation and knowledge acquisition. It is also the perfect opportunity for the youngest to know the Anglophone culture in greater detail. It is a good way to develop your curiosity and your desire to know other cultures; In short, its ability to open up to the world. If you want more information about learning English, consult the guide to teach English to the little ones.

Private English classes are also a good idea. To be effective, they cannot follow a style very similar to school classes. Therefore, you will have to find the most suitable teacher: one who can teach them effectively and who combines a good pedagogy with great ease to do fun activities, a gift to listen and a lot of patience.

As we said, classes have to look as little as possible at school. For children to learn quickly in private lessons, they have to feel motivated and not go reluctantly: they have to go because they have fun learning. The success of the particular English course is based on this basic principle. Our advice? If you think that you have made the wrong decision, that the teacher does not suit you at all, do not hesitate to change it.

The private classes are aimed at an audience of a certain age. More specifically, for children under three years, group classes are the best option. It is preferable to wait until 4 or 5 years to enrol a small child in private classes, which can be at home or at the teacher’s home. The teacher also adapts to the particularities of each student: he can perfectly teach English to students with dyslexia.

In short, we have seen that there are many means and resources that can help us teach English to the children of the house. Nowadays it is much easier to learn English than a few decades ago, so why not take advantage of it?

Harmer indicates that the age of the students is an important factor in the decisions of teachers and teachers about how and what to teach. People of different ages have different needs, competences and cognitive abilities. Boys and girls in primary school age are expected to acquire a large part of the foreign language through play, for example, while for adults one can reasonably expect more use of abstract thinking.

However, not only age is relevant when it comes to learning a language, since for Harmer “[…] the student is an individual with different experiences, both inside and outside the classroom. The comments made about boys and girls, adolescents and adults are only generalizations. Much also depends on the individual differences of the learners and the motivation they have when learning “.

For Harmer, in the case of girls and young children, especially at ages nine or ten, they learn in the following ways: they answer the questions asked, even if they do not understand the words individually. They often learn indirectly, that is, they take information from all sides, learning from everything around them instead of just focusing on the subject they are taught. Their learning does not come only from the explanation they receive, but also from what they see and hear, this because they have the opportunity to touch and interact with it. In addition, boys and girls are willing to talk about themselves and thus respond to learning when they use their own lives as main themes.

On the other hand, for many years the teaching of a foreign language has turned out to be an important activity for teachers and professors, students, military and linguists, among others. The interest in learning other languages ​​has basically focused on three levels; in the commercial, economic and political level, this because of the development and application of different methods, in addition to needs of change at the social or personal level of the student body. The insufficiency of communication with the inhabitants of any part of the world, has provoked the development of strategies to reach such ends. Next, some unavoidable elements in the learning of a language are described.

The role of the student is not static as a simple receptor of knowledge, but he or she participates actively in their learning, discussing and practicing the English language in situations proposed by the teacher, but in a more real situation, this with the purpose that later the student can take advantage of what he has learned and use it in his daily life.

The intention of the proposal is to be a point of support for the teachers who are in charge of the teaching and learning of the English secondary school in the education system. It is important to highlight that the proposed activities are based on four English skills.

Consequently, it is expected that the suggestions will be useful with respect to the learning experiences or activities, as part of the didactic planning of the teacher in order to achieve the objectives proposed in the study program.

Learning English from an early age opens new perspectives for the learner, thus facilitating access to information. Some experts argue that a child who assimilates a foreign language in the early years of life has a better pronunciation than those who begin to learn the language in adolescence. They also argue that the ability to learn the second or third language diminishes as we get older.

Jeremy Harmer, in turn, considers that nine or ten-year-old students learn differently from adolescents or adults. It identifies some features of the young: enthusiasm for learning and curiosity about the world, the need for attention and approval from the teacher, the desire to talk about personal experiences, and the need for activities to be highly motivating so that they do not lose interest and get bored in a few minutes. Unlike adults, children assimilate a foreign language naturally and unconsciously without the pressure of imposed standards.

Jeremy Harmer stressed the importance of learning in non-traditional, student-centred ways, with an important emphasis on acquiring vocabulary, leaving behind what he calls obsession with grammar.

Conclusions

Since childhood I have always been curious about languages. I was fascinated by the fact that people could communicate in so many different languages ​​and I wondered what it would be like to learn any of them. I understood from a very young age that languages ​​are learned naturally and that studying a new one is something that is available to anyone who wants to.

My experience with English goes back to the second grade, when the majority of students faced a new language from 8 or 9 years old. In my case, the teachers of those early stages lacked a good education and left many gaps in learning that, fortunately, were covered by my high school teacher. I owe a lot of the passion I currently feel for the English language and culture to her. She knew how to transmit the motivation to perfection to each area of ​​the language, which in the end would become the motor that would guide my training in the following years.

From that first lesson with my teacher, studying and perfecting English ceased to be something that served to pass exams and became a vital need that I began to feed with all kinds of activities in English, such as reading, film, meetings with natives, television. As I got better, I felt a greater desire to go even further. At the same time new personal and professional opportunities were appearing to progress in the language.

I think that perhaps at this point most people who do not feel that need leave. I think that if you really want to learn English, you do not have to study English, you have to LIVE in English as much as you can. Of course, the best thing to do is reside a season in an English-speaking country, if possible, but if that is not possible, there are endless ways to make English present in many areas of your life.

Simple things like watching movies in English, changing the language of your mobile, listening to radio regularly, looking for conversations with English speakers on the Internet. Today all this is within everyone’s reach. We have never had it so easy.

Tales and stories can be presented in a variety of forms and can be exploited by: sketches, bees, dramatizations, puppetry, free essays etc.

Every lesson of English literature should include the evaluation units: vocabulary exercises, exercises of imagination and creativity, narrative text specific exercises, exercises in semantics and semiotics, exercises instead of role, exercises critical ‘pro’ and ‘anti’ character analysis.

Classrooms should be equipped with charts, images, shapes, pictures, educational games, puppet kits that can help students to express themselves more easily and gladly participate in lessons.

The content of the program emphasis on the skills, especially mental and behavioural structures. Each lesson, and extracurricular activities, are conducted in an interdisciplinary manner and in collaboration with several educational factors.

In order to carry out a methodical guide for the pedagogical circle or annual conferences of teachers in middle education where to gather specific examples of classroom experience of teachers, original to share news methodically – scientific theme = ‘education strategies for the child in art and literature’. Also, I suggest several extra hours to increase a time during the school year involving visits to museums, watching performances, films for children, puppet shows, tours, etc.

Through storytelling and poetry reading, the author demonstrated how learning English incorporates important generic skills necessary in the professional world and in daily life. In addition, he reflected on the importance of content that is not only understandable, but provokes mental, bodily and social interactions.

At the beginning of a teaching career, one is convinced that it is the easiest to teach primary school students, proving that stimulating the creative abilities of the little ones and maintaining their interest in learning activities is a challenge.

To create the best study conditions for the young, the teacher must develop his class management skills, identify the most effective teaching methods, plan a variety of activities and, finally, get involved of affection in the instructive-educational process.

An unprepared, unmotivated or unimpressed teacher does not have the ability to provide a climate favourable to learning, to meet the enthusiasm of children to assimilate new English knowledge.

Children’s favourite activities in the early years of study are games, songs, stories or poems. Games and songs can be used at any time in the lesson to free up and motivate children or as a reward for engaging in learning. By playing children learn, experiment, explore.

Understanding the importance of play and music in children’s lives and learning helps teachers use them as efficiently as possible. They need to know how to select and present a new game or song, how to integrate activities by introducing new vocabulary elements, checking the understanding of the text being heard, or creating opportunities for oral expression.

Stories and poems are also effective learning activities. Associating stories with images is very useful, making children easier to visualize.

Words accompanied by pictures that transmit emotion, movement or humour are the interaction between visual and verbal. Stories and poems can be used to present, practice or recapitulate vocabulary elements as well as to develop reading, speaking, listening or writing skills.

Therefore, teaching English to the primary school is quite demanding for the teacher who is looking to achieve notable results. However, the enthusiasm with which students learn English, the happiness on their face then activities are exciting is not only a reward but also a very strong motivation for the teacher.

Children may have difficulty understanding why they learn English, in addition to be a school subject. Many movies and television programs are duplicated in their native language; there are many online translation and application services of the same kind; they usually have no friend whose native language is English. Thus, children find it difficult to imagine a world in which English is useful.

One of the fastest and easiest ways to encourage your child to learn English is to find situations where they can identify where that language is needed. For example, if your little girl is a fox of football, tell him about an international football match, where the protagonists are players and an arbiter from different countries. Talk about how they manage to communicate with each other. From here, you can talk about how English is an international language spoken throughout the world, and how it can bring together people from different countries who share the same interests.

Once your child finds the motivation to start learning, it would be ideal if he wants to go to English courses on his own initiative. Although the teacher will facilitate the learning process during classes, there are other things you can do to help him get ready for classes and make the most of this experience.

At present, in most of the labour fields, there is a growing demand for professionals with a high command of the English language, which implies a greater commitment on the part of educational institutions and their actors, to form competitive citizens in this aspect.

It is important to emphasize that teaching in general is a complex task in every sense; even more to teach a language, because people must be taught to communicate efficiently and effectively, because communication is essential to achieve interpersonal relationships, as well as being able to access all kinds of knowledge and produce new knowledge. Therefore, if it is challenging to teach a mother tongue, the challenge of teaching a foreign language is much greater.

The teaching of a language other than the native one has several disadvantages, so it is sometimes rejected either by the student body or by parents and mothers; on other occasions, there is no teaching material for the teaching and learning of this new language, which is why their learning has countless situations when it comes to learning it.

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