Saturday, August 7, 2010

TEACHING ENGLISH TO CHILDREN

TEACHING ENGLISH TO CHILDREN
MARIOLA JAKUSIK
A BOOK REVIEW

by Wendy A. Scott and Lisbeth H. Ytreberg
(Longman 1990 115 pp. ISBN 0582 74606X)
Wendy Scott and Lisbeth Ytreberg have wide experience in teacher training (mainly in
Norway) and a clear understanding of the way children think and behave – we feel it while
reading their book. They are both particulary interested in the younger learner – Wendy Scott

is the author of “Are You Listening?”, a listening comprehension package for young children
and Lisbeth Ytreberg has taught English to young pupils for many years.
“Teaching English to Children” is practical and helpful advice on teaching all the
language skills – listening, speaking, reading and writing, in the way that makes learning fun.
It also illustrates how developing all four language skills can be organised and integrated.
It gives many suggestions for creating the right atmosphere in the classroom and for
classroom equipment which can be put together quickly and easily to make learning more
interesting. As a resource book it is full of ideas and activities which can be adapted for use
with children of any age.
This is the book from “Longman Keys to Language Teaching” series and it is addressed to
teachers (not only those who haven’t been trained yet) who teach children at primary school
and who wish to improve their classroom teaching. In fact, it was my first teacher’s book
which helped me to make my lessons smarter and more motivating for young learners.
The book is organised into nine chapters that cover many diverse areas of teaching. The
first chapter, entitled: The young language learner, gives us some characteristic features of
children in two age groups (5 to 7-year-olds and 8 to 10-year-olds) and then explains what
this means for our teaching. Class management and atmosphere – this is the next chapter, in
which the authors explain how to organise your lessons, how to arrange the surroundings,
how to help children to feel secure (which is very important and helpful information). The
following it next four chapters concern listening, oral work, reading and writing skills. Each
of them has got a short introduction and many activities connected with teaching and
practising the mentioned skills.
The seventh chapter suggests topic-based teaching (Topic-based work) and gives some
reasons for it and many hints how to do it. The two last chapters tell us about planning our

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