Download for free Cambridge Playway to English 1 2 3 FULL set: pupils teachers activity books audio video cd dvd. СКАЧАТЬ БЕСПЛАТНО учебники. Play Way to English Book 3. Playway to English 1 Pupil s Book 2nd Ed. New Playway 1 Teacher's Resource Pack. Gerngross Gunter, Puchta Herbert. Cambridge University Press and Helbling Languages, p. Playway to English Second edition is a new version of.
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Playway to English Second edition is a new version of the popular four-level course for teaching English to young children. Pupils acquire English through play. Playway to English Level 2 Pupil's Book by Günter Gerngross, , available at Book Depository with free delivery worldwide. 2. Teacher's Book ○ Playway to English 4 Serbian edition. © Cambridge 2 Asher, J. (), Learning Another Language Through Actions: The Complete.
Herbert Spencer suggests that play is a mechanism that allows humans to expend excess energy not required for survival; this can be achieved by children through play. Modern theories examine play from the perspective of how it impacts a child's development. Theorist John Dewey suggests that children learn best by both physical and intellectual activity; in other words, children need to take an active role in play.
Contemporary theories focus on the relationship of play to diversity and social justice in daily living and knowledge.
Children learn social and cultural contexts through their daily living experiences. The Zone of Proximal Development concept, developed by Lev Vygotsky , suggests that children require activities that support past learning and encourage new learning at a slightly-more-difficult level.
Vygotsky believed that social engagement and collaboration with others are powerful forces which transform children's thinking. Urie Bronfenbrenner states that a child's development is influenced by both the person and the environment which includes family, community, culture and the broader society.
Cultural values of the Yucatec Maya[ edit ] The way that children learn through play is culturally specific "as result of differences in childrearing beliefs, values, and practices. Most western cultures would agree with the previously described definition of play where play is enjoyable, have no extrinsic goals, no prescribed learning that must occur, is spontaneous and voluntary, involves active engagement on the part of the player, involves an element of make-believe.
For example, the Yucatec Maya do not have emotional aspects in make-believe play, and most of their play is reality based. Yucatec Maya commonly learn through "Intent Community Participation," an approach different from that commonly found among middle class European American families. Unlike children from the U. Pretend play is considered a form of lying because children are not representing something that actually happens.
For example, a Mayan mother told an ethnographer that she would "tolerate" her child pretending that the leaves in the bowl was a form of food. For example, children go through the steps of making tortillas, weaving, and cleaning clothing. This relates to not having Age Segregation. Unlike children of the industrialized middle-class who play mainly with children of the same age, The Yucatec Mayan children engage with all ages, exploring activities of daily life.
Different cultures and communities encourage children to play in different ways. For instance, some cultures may prevent parents from joining in play, prohibit children from receiving toys, or may expect children to play in mixed age groups away from adults.
They may be expected to grow out of play by 5 or in middle childhood. Children are active participators by observing and modeling activities that are useful to the community.
In the first half of the twentieth century, Susan Isaacs introduced the study of play. However, experts such as Gunilla Dahlberg et al. Fleer's work with Australian aboriginal children challenges Western experts as to whether it is ideal to encourage play. She suggests that, "the children she studied did not play, and that it is not necessary for them to do so".
Play also contributes to brain development. Evidence from neuroscience shows that the early years of a child's development from birth to age six set the basis for learning, behavior and health throughout life. During play children try new things, solve problems, invent, create, test ideas and explore. Children need unstructured, creative playtime; in other words, children need time to learn through their play.
This is such an important understanding. Young children actively explore their environment and the world around them through learning-based play. When they engage in sociodramatic play, they learn how to cope with feelings, how to bring the large, confusing world into a small, manageable size; and how to become socially adept as they share, take turns and cooperate with each other.
These include verbalization, language comprehension, vocabulary, imagination, questioning, problem-solving, observation, empathy, co-operation skills and the perspectives of others.
It is argued that these skills are better learned through play than through flashcards or academic drills. While parents ascribe more learning value to structured play activities e. This guidance goes on to state: "Practitioners cannot plan children's play, because this would work against the choice and control that are central features of play. The variety of play children engage in also increases when adults join in.
The joining in is different from controlling. When adults join in they should guide shape, engage in and extend it, rather than dictating or dominating the play.
Orchestrate an environment by deciding what toys, materials, and equipment to be included in that environment. It is important to offer a variety of materials and experiences at varying levels of difficulty. The choice of materials is important, because it provides the motivation for children's exploration and discovery.
Both indoor and outdoor experiences should provide exploratory centres and space. So be creative with your plans. Change things up on a regular basis. Give your students the test before you teach the material, and let them answer the questions as they learn.
Invite guest speakers in whenever you get the chance. You can keep the same basic schedule every day, but vary the types of exercises you do. Try a poem by Robert Frost rather than a simple reading passage. You can also have students come up with their own games, activities and exercises.
Include Art in Your Class Kids love to make colorful and exciting things in the classroom. Of course you can talk about obvious things like colors and shapes when you use art, but creative projects have so much more potential. Cultural Traditions: Invite your students to make an art project based on different cultural traditions. Then talk about that culture as well as their own—either as you make the project or once it is finished.
Since kids are more concrete than adults, so having a piece of art in front of them will help them make connections to culture, which is a super abstract topic for kids. Collages are easy, and you can make one with just about anything. When you make any food in class, whether it is traditional or international, you have a chance to talk about all five senses. There is a saying that we first eat with our eyes, then our noses, then our mouths. Talk about all five senses when you cook with your students, and be sure to include the process of cooking.
As you instruct your students, you cover grammar topics like imperative statements, transitions between steps, and cause and effect relationships. Take Your Class Outside Have you ever tried taking a class outside? You can tailor the items they are looking for to whatever unit you are in the process of teaching.
You can have them look for certain shapes, too. Treasure Hunt: You can send your students out with clues to solve either based on grammar or content and have each clue lead them to another.
Hide your clues outside before class, geocache fashion and give students plenty of time to gather all of them before heading inside and discussing the clues and their solutions. Put these signs up around your school property and have students read each page and answer a question before moving on to the next station.
In fact, Dr.
Maria Montessori suggested that young children are not able to learn unless they are also able to move. In addition, involving the whole body in language learning is a useful teaching method.
In essence, you associate physical movements with language instruction. Students move as they learn. They follow instructions, copy your movements and get their whole bodies involved when they practice language concepts. This is one of the most effective ways to teach ESL to children. Using hands-on material is also a great way to get your students moving as they learn English.
You can use simple items like flashcards, but you can also be more creative with what you give your students to handle. Create a small scenario that includes play-sized items that represent those found in the real world. Then have them reach into the bags without looking and describe what they are feeling.
Jenga Discussion: Rather than giving students a list of discussion questions on paper, write each question on a Jenga block.