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IV What is Kids’ English 2 Approach?



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IV What is Kids’ English 2 Approach?
At the primary level learning another language must be as close 
to a natural way of learning mother tongue as possible. More than 
that learning a foreign language in Year 2 is very different from the 
rest of schooling because during this period children start learning 
the AbC, reading and writing. if Year 1 children practised the lan-
guage through actions, role plays, listening to stories, songs, poems 
and various language games, Year 2 pupils perform it through AbC
reading, writing, listening and speaking accordingly in addition to 
all those activities used in Year 1. Multi-media technologies play a 
very important role in achieving the goals.
kids’ english 2 aims to help pupils develop the four Language 
skills: listening, speaking, reading and writing. There is an empha-
sis on teaching Modern english for Communication so special atten-
tion is paid to speaking and listening, which in the past have often 
been neglected. of course young learners also need a good founda-
tion in Vocabulary, Grammar and Pronunciation so these are also 
developed systematically. The vocabulary in the textbook has been 
chosen and organised according to topics, and grammar is learnt as 
an integral part of communication. 
kids’ english 2 encourages a learner-centred approach to teach-
ing. What does this mean? We feel that in the past there has been 
too much focus on the role of the teacher in the learning process and 
not enough on the learners themselves. of course teachers are very 
important too but research has shown that pupils learn to commu-
nicate more effectively if they are given frequent opportunities to 
practise and experiment with new language. so the learner-centred 
methodology used in kids’ english 2 aims to put the pupils - the 
learners - at the centre of most things that happen in the classroom. 
For this reason kids’ english 2 contains many activities, exer-
cises and games, which encourage pupils to use the new language 
naturally through working in pairs or in small groups.
of course teachers will still need to present new vocabulary and 
structures to their pupils, but in the learner-centred classroom they 
will also spend a lot of time organising and monitoring pair and 
group work.

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