8 boosting the childs confidence show appreciation

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8. BOOSTING THE CHILDS CONFIDENCE -show appreciation for all achievement -design achievable learning objectives for children (believe in children’s ability to achieve objectives) -success brings confidence-learners get a positive feeling about them selves
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7 -when they feel good learning takes place -make the most of their potential to learn second language -make sure each child has a reasonable chance of success What are the characteristics of the TPR approach (10) May 2013, Oct2010 Pg 14 1. These approach emphasis a prespeech period where people listen to the language 2. They only respond orally when they are ready to do so 3. by engaging in enjoyable language activities, tension in the pupil is avoided 4. pupils are allowed to make mistakes as they experiment with the language 5. these errors are corrected in a matter of fact way 6. these errors are corrected in a matter of fact way 7. the teacher respond positively to all achievement 8. in this approach pair work is used to a large extent 9. This approach is carried through to the. Subjects The TPR approach to second language teaching is developed to facilitate the educator’s work and to assist the learner to overcome language barriers. Substantiate this statement by: Discuss the first three phases of teaching the TPR approach. (6) Pg24-25 Oct2012, Phase 1 1. Start teaching the second language through action. 2. Use simple commands such as: “Sit down! Stand up! Turn!”. 3. It is important to vary the order of the commands. 4. This will ensure that the children do not memorise a fixed sequence. Phase 2 1. When each child can respond quickly and accurately to verbs (eg, stand up, sit down, walk, stop, turn and jump ), use commands that will move them to different places in the room. 2. Direct the command to the class as w hole. 3. The teacher and children must all point, say and do as commanded. 4. Once mastered as a group, direct it to a individual person. 5. E.g. Point to – the door, the table. Walk to- the table, chair. Touch the – table,etc. Phase 3 1. Use a different combination of familiar words to encourage flexibility and motivate the children to learn the second language. 2. When you use these “new” commands, the children’s self-confidence is enhanced because they understand the new, but familiar command instantly. 3. Do not demonstrate the new command. 4. The children must think and respond to it as they think fit. 5. E.g. use verbs – stop, jump, turn. Combine them with nouns- chair, table, into novel commands for individual child to respond to. 6. E.g. Lindiwe, stand up and walk to the table! Walk to you chair; sit down! Phase 4
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8 1. Introduce new vocabulary after first checking that most of the children can respond correctly and confidently, to vocabulary learned in previous lessons. 2. If learners are confused, don’t put any pressure on them.
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