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Masaryk University Brno MASARYK UNIVERSITY BRNO FACULTY OF EDUCATION Department of English Language and Literature Using Nursery Rhymes for Teaching Young Learners The Bachelor Thesis Brno 2009 Author: Cecilie Kissová Supervisor: Mgr. Naděžda Vojtková Hereby I state that I have worked on this bachelor thesis on my own and that all the sources of information I have used are listed in the bibliography. Ve Štítech dne 30.11.2009 Cecilie Kissová ………………. 2 ACKNOWLEDGEMENTS I acknowledge with gratitude Mgr.Naděžda Vojtková who helped me explore the ideas for the bachelor thesis and provided valuable advice as my supervisor. 3 Contents INTRODUCTION ........................................................................................................ 6 1 DEVELOPING LANGUAGE FOR LIFE .................................................................. 7 1.1 CHILDREN LEARNING ENGLISH AS A FOREIGN LANGUAGE ...................................................... 8 1.2 PROFILE OF A YOUNG LEARNER ......................................................................................................... 8 1.2.1 PRESCHOOL AGE .................................................................................................................................. 9 1.2.2 SCHOOL AGE ........................................................................................................................................ 10 2. LANGUAGE ACQUISITION ................................................................................. 10 2.1 MULTILINGUALISM ................................................................................................................................. 11 2.2 MOTIVATION FOR LEARNING LANGUAGES .................................................................................... 12 2.3 REAL COMMUNICATION AND EXPOSURE ........................................................................................ 12 3 CLOSER LOOK AT THE CZECH SCHOOL SYSTEM ......................................... 13 3.1 EARLY LANGUAGE LEARNING ............................................................................................................ 14 3.1. 1 EARLY FOREIGN LANGUAGE LEARNING IN EUROPE AT GLANCE ....................................... 15 4 MOTHER GOOSE IN THE CZECH CLASSROOM ............................................... 17 4.1 EFL WITH NURSERY RHYMES .............................................................................................................. 18 4.2 NURSERY SCHOOL CLASS PROFILE ................................................................................................... 19 4.3 CONTENT-BASED APPROACH ............................................................................................................... 19 5 LESSON ACTIVITIES ........................................................................................... 20 5.1 SET UP OF THE LESSON .......................................................................................................................... 21 5.1. 1 PRE-READING ACTIVITY .................................................................................................................. 22 5.1.2 READING ACTIVITY ........................................................................................................................... 22 5.1.3 TOTAL PHYSICAL RESPONSE (TPR) ACTIVITY ............................................................................ 22 5.1. 4 CRAFT ACTIVITY ............................................................................................................................... 22 5.1. 5 GAME .................................................................................................................................................... 23 5.2 DAILY ROUTINE ACTIVITIES ................................................................................................................ 23 5.2.1 GOOD MORNING ................................................................................................................................. 24 5.2.2 GOOD BYE ............................................................................................................................................ 25 5.2.3 CLEAN UP ............................................................................................................................................. 26 5.3 MOTHER GOOSE RHYMES ..................................................................................................................... 29 5.3.1 LESSON PLAN 1 – INCY, WINCY, SPIDER ....................................................................................... 29 5.3.2 LESSON PLAN 2 – PETER, PETER, PUMPKIN EATER .................................................................... 34 5.3.3 LESSON PLAN 3 – TWINKLE, TWINKLE, LITTLE STAR ............................................................... 37 5.3.4 LESSON PLAN 4 – PAT-A-CAKE, PAT-A-CAKE, BAKER‟S MAN ................................................. 40 4 5.3.5 LESSON PLAN 5 - ONE, TWO, BUCKLE MY SHOE ........................................................................ 43 CONCLUSION ......................................................................................................... 47 RESUME BIBLIOGRAPHY ...................................................................................................... 49 APPENDIX ............................................................................................................... 51 5 INTRODUCTION How old should a child be when first introduced to a foreign language? Which age is ideal? When is the right time? Can hearing two or more languages cause a language disorder or language delay? What is a second language acquisition? What is the best method? What is content and language integrated learning? What role do games play in child‟s learning language? However hard might it be to find one satisfying answer to all these questions, the reality is very simple. In order to be able to succeed in over competitive world, Czech children need to acquire at least one foreign language and be able to use it in everyday communication. Many researches have been conducted in order to find out what is the ideal age to start introducing foreign language. There are many voices against teaching foreign languages at an early age, in spite of all I am still a firm believer of words “the sooner the better” if it is done in a proper way. Therefore a next question arises and that is: “What is a proper way of teaching?” In any case, on my way of search for the right answers I am leaving out the word “teaching” on purpose, because it is not teaching I would like to write about in my thesis, but more of a playful acquisition of a foreign language. In the theoretical part of the thesis I would like to look at many factors, starting with the need to learn foreign languages, requirements of a Czech school system and the Common European Framework of Reference, the need to realize that it is the learner who is the most important, not the form of the target language. I would also turn my attention towards content and language integrated learning. In the practical part I would like to use my experience with working with very young learners in nursery school and in first and second grade of a primary school, my confidence in using Mother Goose to set a content for learning and introduction of a second language to a young learner aged 4 - 7 years old, and ability to create foreign language environment. 6 The practical part is built around five well known nursery rhymes and structured as a methodology book for content and language integrated learning, or better yet as an audio-oral course for a very young child in nursery school setting. 1 DEVELOPING LANGUAGE FOR LIFE People have many reasons to learn languages. Some of them learn because they want to visit a foreign country and they want to be able to communicate there, some of them learn because they have time on their hands and want to do something useful with it, others learn foreign language because they need to communicate with their partner and most importantly some need the language to get a better position in a work force. “English is now the dominant or official language in over 60 countries and is represented in every continent” (Crystal 106). We see from this statement that English language is used all around the world by millions of people as a means of communication. The modern technology we use on everyday basis, such as phones, faxes, computers, electronic mail, internet and many others enables people to communicate faster and more often, in addition almost all of this communication is carried out in English. Most of the scientific, technological and academic information in the world is expressed in English and over 80% of all the information stored in electronic retrieval systems is in English as writes David Crystal (106). Children, on the other hand, may not understand the need for learning languages, yet it is required by the Framework Educational Program for Basic Education in the Czech Republic to start learning foreign language at the age of nine. Further on in this thesis I would like to tackle the possibility of learning English the same way as children learn their first language by creating a natural English environment for them within the means of a classroom. In conclusion, we all need the foreign language to create a fulfilling life for ourselves. Harmer says that “older learners often have a wider range of life experience to draw on, they are often more disciplined, have
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