Supplement

I. For questions 41-55, read the text below and look carefully at each line. Some of the lines are correct, and some have a word which should not be there.

If a line is correct, put a tick () by the number on the separate answer sheet.

If a line has a word which should not be there, write the word on the separate answer sheet. There are two examples at the beginning (0 and 00).

0	had
00	

Examples:

One of my favourite students

0 I was only 22 when I had started teaching and I was very nervous

00 at first but the teachers and pupils were warm and welcoming.

41. This may be why I remember Siobhan well, as she was one of the

42. first pupils I ever taught. She had a mind of the her own, even

43. then. She was a natural performer and always played at the piano

44. enthusiastically, despite of a few wrong notes. I remember one

45. concert when some boys outside the hall started to tapping on the

46. window. Siobhan saved the day. She turned round and started

47. singing for them. They decided to come in and listen her instead.

48. She always said she was nervous of playing or singing in the

49. front of people, but all she needed was a little encouragement. She did

50. never let me down. She had long hair, which it was right down her back.

51. When playing piano duets, she was used to fling her hair back and it

52. would wrap itself around the other girl's neck, almost strangling her.

53. She would often come up to the music room to discuss about her

54. problems. I have always had a several pupils who like to sit and talk

55 to me. That's one of the things I like best about to teaching. I love it when some pupils feel comfortable enough to come and talk to me.

II. Define the meaning of:

• a welcoming pupil;

• to have a mind of one’s own;

• to come to a music room;

• to play at the piano enthusiastically.

III. Do you think it’s important for a teacher and a pupil to come and talk to each other? teaching infants

Helen Doron explores both the principles and practice of teaching the very, very young.

Teaching English to infants is becom­ing increasingly popular. The long-term ef­fects are validated by research which sup­ports the view that the only way a child will learn a spoken language and know it like a mother tongue as an adult is if she has learnt it before the age of seven.

Working with infants is fun, satisfying and truly worthwhile. However, you need to know the whys and hows — in that or­der! I'd like to give some general principles for working with one to four year olds and some pointers as to how these can be implemented in practice.

Repeated hearing

Principle

Children need to hear the target lan­guage again and again. At a later stage, they will try to say it themselves. This is how they learn their mother tongue. Lan­guage is understood passively long before it is actively used. The younger the child, the more they like songs, stories, etc to be repeated.