The Role of Children’s Literature in Primary Language Teaching Essay Sample

I am traveling to compose about the function of children’s literature in primary linguistic communication instruction. the function of the storybooks in primary linguistic communication instruction and I am traveling to plan a strategy of work for three lessons which is attached to the storybook entitled ‘The Elephant and the Bad Baby’ ( Vipont. E. -1995 ) in this essay.

Children’s literature is portion of the literature which speaks to kids. Rhymes. vocals. verse forms. narratives and narratives belong to children’s literature.

Short. interesting and merriment rimes and vocals kindle children’s involvement. Rhymes and vocals normally rhyme good and the linguistic communications of the rimes and vocals are easy and simple hence kids can get them easy and it gives kids a existent sense of accomplishment. Songs and rimes provide a natural repeat and kids can better their pronunciation. Songs and rimes reinforce the beat of the English linguistic communication. Children turn the foliages of the books with pleasance which contain rimes and vocals. because there are many colorful and beautiful images in these books and they arouse children’s involvement. Songs and rimes develop the four linguistic communication accomplishments. Teachers can utilize them any clip during the lesson ( as a warm up. as a chief activity. as a passage between two activities. as an debut a subject or as a stopping point up ) . This is something that kids can take out of the schoolroom.

Poems are besides of import in primary linguistic communication instruction. The history of the children’s poesy is coincident with the history of humanity. Poetry is a spot charming. Children antiphonal to poetry. The first “poem experience” – ( cradlesongs and sing-song ) – goes kids longer and it depends on grownups that how far the poesy enriches children’s intimate universe. Children like poems really much. chiefly gay verse forms. like verse forms about Christmas. Santa Claus and so on. . because the linguistic communication of the verse forms is simple and their lines rhyme good. so kids can easy achieve them. excessively. They help kids to rehearse the pronunciation and they help to widen children’s vocabulary. Through poems kids can hold information about the linguistic communication ( rimes. equivalent word. spelling ) . Poems procure the same impressiveness all over the universe.

Then we can demo kids the universe of the narratives and storybooks. The classical narratives. like Grimm and Andersen. the folk-tales. image narratives. traditional narratives. faery narratives and fabrications give interesting personal experience for every age-group. The universe of narratives dazzles kids with their wonders. Some characters become the ideals of the kids and they try to resemble

thecharacters. The male monarch. the princess. the animate beings ( animate beings are endowed with human properties. – like they can speak- really frequently ) turn into front-runner.

Unfortunately. presents rhymes. vocals. storybooks and verse forms are thrust into the background. because of the sketchs. computing machines and pictures. Parents normally choose this solution. because it is simpler and more comfy than stating a narrative or singing a vocal together with their kids. But vocals. rimes. verse forms and narratives are of import from the point of position of the rational progress of the kids. therefore instructors have to pay more attending to introduce kids with vocals rimes. narratives and verse forms in school.

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Using storybooks in primary linguistic communication instruction is of import. Storybooks are actuating for immature scholars. because kids do non gain that they are larning a linguistic communication. they think they are holding a merriment. so narratives help kids to larn the linguistic communication in a familiar context. They extend children’s cognition of the universe and life. Children can larn about the mark linguistic communication civilization. They are gratifying for kids and they help to make a positive attitude towards to linguistic communication acquisition. Narratives develop the imaginativeness. the empathy ability and the creativeness of the kids. Children can place with characters of the narratives. Children can larn moral issues ( like friendly relationship ) . They provide chances for meaningful repeat and they besides develop children’s hearing accomplishment. and other linguistic communication accomplishments ( like speech production. reading and composing ) .

They develop larning accomplishments ( like job work outing. memory and so on ) . Storybooks develop children’s vocabulary. because narratives meet the new vocabulary in a familiar context and it makes easier for kids to larn the new vocabulary. They help to make a relaxed and gratifying ambiance in the lessons. We can utilize narratives as an debut a subject. so they are first-class for subject work and we can attach activities to narratives. They provide assortment on the lessons. They can be used to develop other topic in the course of study. in peculiar: Mathematicss ( for illustration: numeration. mensurating ) . Science. History. Geography and the Environment ( for illustration: cultural surveies. the conditions and climes ) . Art and Craft ( for illustration drawing ) and Music ( for illustration vocalizing vocals ) . Narratives can be used in assorted age groups and they make easier the linguistic communication acquisition subsequently on.

I design a strategy of work for three lessons which attaches to a storybook. I selected the storybook entitled ‘The Elephant and the Bad Baby’ ( Vipont. E. -1995 ) . The writer of the storybook is Elfrida Vipont and the illustrator of the book is Raymond Briggs. This narrative is a moral narrative about an elephant who starts out for a walk and the elephant meets a bad babe on the manner. They visit seven stores in the town. The elephant takes some nutrient off for himself and for the bad babe in the stores but the bad babe has forgotten the good manners.

Through this narrative kids can larn the good manners. the regulation of polite behavior in English. if they ask something. they have to state ‘please’ . The narrative contains many looks and words: names of stores ( ice-cream stall. butcher’s store. baker’s store. bite saloon. grocer’s store. sweetshop and fruit barrow ) . names of tradesmans ( ice-cream adult male. meatman. baker. bite saloon adult male. grocer. sweetshop lady and barrow male child ) and names of nutrient ( ice-cream. pie. roll. chip. cocoa biscuit. ice lolly. apple and battercakes ) . There are a batch of repeats in the narrative which make easier to get the hang the new vocabulary. It develops the hearing accomplishment. the speech production accomplishment and the authorship accomplishment. This narrative is suited for 9-10 twelvemonth old kids. We can utilize this narrative as debut the nutrient subject.

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The brunch note shows the nutrient subject and the other topics which are developed by this subject:

mensurating things numbering

be aftering a dream store be aftering a garden

Now I am showing the strategy of work for 3 lessons:

Lesson one:

At first I show the kids the screen of the book and we speak about the images. Then I tell the narrative about ‘The Elephant and the Bad Baby’ ( Vipont. E. -1995 ) and I introduce kids the chief characters of the narrative: the elephant and the bad babe. I involve them. I ask kids to reiterate the cardinal vocabulary points. I ask inquiries during the storytelling to look into the apprehension and I explain the new words.

Then the first activity is fiting images of the nutrient with images of the stores. This activity develops memory. Then I say some statements which are true or false. It develops the opinion. the hearing accomplishment and memory. Then kids do a crossword mystifier. It develops memory.

Finally. we sing a vocal. It is Come to dinner. It develops the hearing accomplishment and the speech production accomplishment.

Lesson two:

The warm up is a game. The name of the game is ‘What is losing? ’ . I put some images on the chalkboard. I ask the students to shut their eyes. I remove a image and I ask the kids to open their eyes and they tell me which image is losing. ( For illustration: The ice-cream is missing. ) This activity develops memory and concentrating ability.

The following activity is telling images. The students have to set the images on the chalkboard in the right order. as the images appear in the narrative. This activity develops memory. Then the students work in braces. A student is the tradesman. the other student is the purchaser and they act out a shopping duologue. This activity develops the speech production accomplishment and the creativeness. The following activity is to compose a shopping list. I ask the kids to compose a shopping list for a birthday party for 15 kids and design the birthday bill of fare. This activity develops the authorship accomplishment and the creativeness. Then I say some sentences about nutrient. kids have to think which fruit or repast is this. I ask kids to compose its name and pull it in their exercising book. ( For illustration: It can be green. yellow or ruddy. It is circular and it ripens in September. It grows on tree in Hungary excessively. – apple ) . It develops the hearing accomplishment and the authorship accomplishment. The following activity is replying inquiries. ( Do you like … ? ) It develops the authorship accomplishment. The following activity is fiting the names of nutrient with the images of nutrient. It develops memory.

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The last activity is in the lesson larning a rime It is I like honey. It develops the hearing accomplishment and the speech production accomplishment.

Lesson three:

The warm up is a game. The name of the game is ‘Food bingo’ . I ask the students to pull a chart – which has nine columns – in their exercising book. The pupils draw assorted nutrient in the columns. When I say apple and if person has an apple. she/he will click it and so on. The victor who has three ticks diagonally. vertically or horizontally at first.

The following activity is a memory game. A kid begins ‘I went to the baker’s store and bought a roll. Then an other kid repetitions it and she/he adds a new point: ‘I went to the baker’s store and bought a roll. to the grocer’s store and bought a cocoa biscuit… and so on. This activity develops the speech production accomplishment. the hearing accomplishment. the concentration ability and memory. The following activity is dramatization. The students act out the narrative. so they play the different characters in the narrative. It develops the speech production accomplishment. the hearing accomplishment and the empathy ability. Then kids have to set up sentences. ( For illustration: you Do pie like? – Do you like pie? . roll I like do non. – I do non like roll. and so on. ) It develops the authorship accomplishment. Then we sing a vocal. It is Humpty Dumpty. It develops the hearing accomplishment and the speech production accomplishment. Finally. kids plan their dream store. It develops creativeness and imaginativeness.

I include the activities in a chart:

Materials and texts

Lessons

Activities

Skills

Purposes

Vocabulary

Storybook

Songs

Rhymes

1

Stating the narrative

Matching images with images

True and false statements

Making crossword mystifier

Singing a vocal: Come to dinner

Listening accomplishment

Listening accomplishment

Listening accomplishment and speech production accomplishment

Would you like a … ?

Would you like an … ?

Name callings of stores

Name callings of tradesmans

Name callings of nutrient

Materials and texts

Lessons

Activities

Skills

Purposes

Vocabulary

2

What is losing?

Ordering images

Shoping duologue

Shoping list

Thinking and pulling

Answering inquiries

Matching images with words

Learning a rime:

I like honey

Talking accomplishment

Talking accomplishment

Writing accomplishment

Listening accomplishment

Writing accomplishment

Listening accomplishment and speech production accomplishment

3

Food lotto

Learning a rime: Stir the soup

Memory game

Dramatization

Arranging sentences

Singing a vocal: Humpty Dumpty

Planing a dream store

Listening accomplishment and speech production accomplishment

Talking accomplishment

Talking accomplishment

Writing accomplishment

Listening accomplishment and speech production accomplishment

Children must be familiar with the plants of children’s literature ( vocals. rimes. narratives and verse forms ) . because these plants contribute to children’s personality progress. So children’s literature has an of import function.

In this essay I tried to compose about the function of children’s literature in primary linguistic communication instruction. the function of storybooks in primary linguistic communication instruction and I tried to plan a strategy of work for three lessons which attaches to a storybook entitled ‘The Elephant and the Bad Baby’ ( Vipont. E. -1995 ) .