Preschool English (Book 3)

Author: Chu Suinan
Publisher:
Publish Date: 2004-02-01
Features: This series of "English for Preschool Children" is compiled based on the characteristics of language learning at the age stage of young children and the English learning environment of our children, summarized through years of English teaching practice. The purpose is to initially cultivate children's interest in English learning, as well as their abilities in listening, thinking, and speaking in English during the best period for language development in early childhood. This series consists of six books, divided into small, middle, and large classes. The upper and lower books for the small class are intended for use in kindergarten small classes; the upper and lower books for the middle class are for kindergarten middle classes; and the upper and lower books for the large class are for kindergarten large classes. The basic content is composed of familiar things and life environments to children. Each unit consists of words, sentence patterns (daily expressions), chants, songs, games, and dialogues. The focus varies slightly in each grade. The two books for the small class mainly emphasize common words and daily expressions, while also incorporating fun poems, chants, and songs. The middle and large class books each present a theme per lesson. For example, in the upper-grade middle class, the content on food introduces a series of common and frequently eaten foods first. After mastering these food names, children use simple sentence patterns to express their preferences, while also engaging in situational dialogues. Finally, poems and songs are used to reinforce learning, initially cultivating children's awareness of using English for emotional communication. Teaching emphasizes listening and speaking as the primary methods. To reduce the translation process in children's brains, teachers are encouraged to teach English in the same way a mother initially teaches her child Chinese, using direct teaching methods. Practical language, gestures, expressions, tones, and pictures are used to directly teach English, rather than teaching in Chinese and then translating into English. We aim for children to hear English and respond directly in English without translating internally.