English for preschool education book 2

HO CHI MINH CITY UNIVERSITY OF PEDAGOGY FOREIGN LANGUAGE SECTION ENGLISH FOR PRESCHOOL EDUCATION BOOK COMPILED BY NGUYEN THUY OANH –MA NGUYEN THI BICH THUY –MA HoChiMinh City 2003 Preface The aim of this book is to help both the students who are studying in Department of Preschool Education and those who are interested in children We would like to thank the Department of Preschool Education and all those whose sources have been used in this book We are grateful too, to teachers, colleagues and students for their guidance in the preparation of this book During the compiling of this book, there are certainly short comings we are ourselves responsible for We hope we will get more valuable comments and suggestions from the concerned in order to improve the quality of the book Hochiminh City, 2003 Nguyen Thi Bich Thuy Nguyen Thuy Oanh UNIT AN OUTLINE OF PSYCHOLOGY OF PRESCHOOL AGE Pre-reading task Do you like children a lot? Do you understand them quite well? Are you interested in books about child psychology? Why? You are going to read the text about psychology of preschool age Here are some concepts you need to know: a Small muscle development: Development of dexterity such as cutting with scissors, using crayons to colour sth b Large muscle development: Development of motor skills such as running or throwing c Prosocial behaviours: Actions that show respect and caring for others Read the text Children can be termed preschoolers when they are between and years of age This is a time of rapid change in all areas of development Children master most motor skills by the end of this period and can use physical skills to achieve wide range of goals By the age of 6, children use almost completely mature speech, not only to express their wants and their needs, but also to share their ideas and experiences Socially, children appropriate behaviours and rules and become increasingly adept at interacting with other children Physical development describes the changes in the physical appearance of children as well as in their motor skills During the preschool years the sequence in which all children develop motor skills is generally the same, though some children gain skills faster than others The major physical accomplishment for preschoolers is increased control over the large and small muscles Small muscle development, sometimes called fine motor activity, related to movements such as buttoning a shirt or zipping a coat Large muscle development is gross motor activities By the end of preschool period, most children can easily perform self-help tasks such as buckling, buttoning, snapping, and zipping They can go up and down steps with alternating feet They can perform fine motor activities such as cutting with scissors and using crayons to color a predefined area They also begin learning to write letters and words A young child’s social life evolves in relatively predictable ways The social network grows from intimate relationship with parents or other guardians to include other family members, non-related adults, and peers Social interactions extend from home to neighborhood and from nursery school or other child-care arrangements to formal school Erik Erikson’s theory of personal and social development suggests that during early childhood, children must resolve the personality crisis of initiative versus guilt During the preschool year, peers begin to play an increasingly important role in children’s social and cognitive development Children’s relations with their peers differ in several ways from their interactions with adults Peers play allows children to interact with other individuals whose level of development is similar to their own When peers have disputes among themselves, they must make concessions and must cooperate in resolving them if the play is to continue; unlike in adult-child disputes, in a peer dispute no one can claim to have ultimate authority Peer conflicts also let children see that others have thoughts, feelings, and viewpoints that are different from their own Conflicts also heighten children’s sensitivity to the effects of their behavior on others In this way, peer relationships help young children to overcome the egocentrism Research involving children who are socially rejected by their peers suggests that these children are likely to lack positive prosocial skills Prosocial behaviours are voluntary actions toward others such as caring, sharing, comforting, and cooperation Several factors seem to be associated with the development of prosocial behaviours These include the following: ƒ Parental disciplinary techniques that stress the consequences of the child’s behavior for others and that are applied within a warm, responsive parent-child relationship ƒ Contact with adults who indicate they expect concern for others, who let children know that aggressive solutions to problems are unacceptable, and who provide acceptable alternatives ƒ Contact with adults who attribute positive characteristics to children when they well Comprehension check Circle the main idea of the reading a Peer relationships and prosocial behaviour b Physical development in early childhood c Children’s development during the preschool years d Socioemotional development Which one is true in the text? A major accomplishment for preschoolers is a hypothetical thought b deductive thinking c puberty d increased control over the large and small muscles Answer the following questions What is term preschoolers defined? At what age can children use most completely mature speech to express what they want and need? What is physical development? What can children by the end of the preschool period? What does Erik Erikson suggest? Do children make friends easily when playing together? Why? What peer relationships help preschoolers to do? Are prosocial behaviors compulsory? Why or Why not? What factors are associated with the development of prosocial behaviours? Vocabulary Fill in the blanks with the words that appeared in the text a _ is an important element in children’s development by the end of preschool period b Parents not only pay attention to child _ development, but also his emotional development c In general, attending kindergarten in the United States is However, in some states it is compulsory d Teachers usually deal with children of particular age For example, a _ teacher needs to know what preschool children are like Elementary teachers are concerned with middle childhood Put the words from the box into the gaps: peers effect emotional negative important preschool social Although academics may becoming increasingly more (1) _, research shows that social skills are what most (2) _ school adjustment (3) teachers should not feel pressured into teaching academics beyond what is developmentally “best practice” but should continue to focus on social and (4) development Children who have been rejected by their (5) _ in kindergarten tend to have poor school performance, more absences, and (6) attitudes towards school that last throughout their school years “Three particular (7) _skills that are known to influence children’s peer acceptance: play behavior, ability to enter play groups, and communication skills” Grammar review Form Talking about ability: can, could, be able to can could + bare infinitive be able to By the end of preschool period, most children can easily perform self-help tasks Use z Can is used to talk about the ability to something - At the age of four the child can identify by pointing to or matching all major visible parts of the body - Where’s the City’s Kindergarten? I can’t find it In questions using can, we not use do, but we reserve the order of can and the subject z Could is the past tense of can to say that someone had a general ability in the past When I was young, I could play tennis Before this year, I couldn’t swim Note: We not use could to talk about individual situations For individual situations we have to use was / were able to: He could speak French When he got lost in Paris he was able to ask for direction He couldn’t sleep because he had insomnia z Can and could not have other forms such as infinitives or participles If we need to use these forms, we must use be able to instead of can and could: I might be able to tell you about one of the benefits of preschool They have been able to tell us about the standard of normal development for children Practice A Complete these sentences using can, can’t, could or couldn’t and the verb in brackets Follow the example (sing and I am a student of Department of Preschool Education I can dance) well My son is two years old He (talk) names of ten to fifteen objects and has a small noun-verb vocabulary When I was five years old I (read) short story He _ (read) this English book He hasn’t studied English before She (drive) until she went for lessons last year 6 My daughter is very clever, so she _ (read and write) when she was four My child _ (dance) beautifully My father is slightly deaf He _ (hear) very well B Jane and Joan are friends but each one always wants to be better than the other at every thing Complete their conversation using can, could, or be able to Follow the example read when I was only four years old Jane: I could Joan: Well, I read when I was three! Jane: I speak three languages Joan: That’s nothing! I _ speak five languages Jane: Last week, with my savings, I buy myself a pony Joan: Really? Well, last week I _ buy a racing horse Jane: The garden of my house is so big that I _ walk to the end of it Joan: That sounds rather small The garden of my house is so big that I _ drive to the end of it in a car Jane: I _ play the piano and the violin Joan: Is that all? I play the piano, the violin, the flute and the trumpet Jane: When I was at school I _ read the whole book in a day Joan: How slow When I was at high school I write a whole book in a day Jane: Last year, I got some many presents on my birthday that I fit them all in one room Joan: What a shame Last year I got so many presents on my birthday that I _ fit them all in my house – I had to rent the house next door too! Jane: I’m very fit I _ run a mile in less than four minutes Joan: Well, I run a mile in less than four minutes – back wards! Discussion Work in groups to decide the motor development of preschool children Match the words in A with the clauses in B A (age) a 2-years-olds b 3-year-olds B (skills) Keep leg closer together when walking and running Can run and move more smoothly Reach for objects with one hand Can walk a balance beam Skip smoothly: stand on one c 4-year-olds d 5-year-olds foot Can manage buttons and zippers: may tie shoelaces Use tools correctly Can vary rhythm of running Skip awkwardly; jump Have greater strength, endurance and coordination Draw shapes and simple figures; make paintings; use block for buildings Walk with wide stance and body sway Can climb, push, pull, run, hang by both hands Have little endurance Reach for objects with two hands What age range can each of these words be used for? kid 1_ 12 infant …… child …… adolescent …… girl …… woman …… young person …… middle-aged person … baby …… teenager …… boy …… man …… young adult …… elderly person …… Work in pairs to compare your ideas with your partners Example: A: I think a kid is between the ages of and 12 B: I think a kid can be between and 17 Listening Listen to people talking about how they feel Tick the best response Oh, that’s good Why not? Oh, that’s a pity What’s the matter? Oh, that’s great Oh, good Oh, that’s too bad What a pity! Why did he that? What did you do? How did he that? Why don’t you take How you feel? something for it? Have you taken anything for it? Writing Put the words and phrases in the right order to make sentences 1./ teacher / maintain / the interest / must / of children / and / the growth / 2./ there is / strong connection / the sense of smell / between / and / the sense of taste / 3./ the children / tend / more slowly / to sing / in a lower voice / / the child / is shown / how to observe / from all sides / objects / 5./ the classroom / must / fully decorated / be / 6./ the children / feel / when / together / happy / play / they / Translation Translate into Vietnamese What kind of early childhood education programs exist? Economic and social factors have led to an increasing demand for early childhood education programs, including day-care centers, nursery schools, compensatory preschool programs, and kindergarten Research findings have tended to support trends toward early intervention, school-readiness training, continuation of compensatory programs in the early elementary grades, targeting of students who are at risk, and avoidance of the potential drawbacks of kindergarten retention Translate into English Ở Anh trẻ em lên hai ba thường học trường mầm non, nơi chúng học trò chơi hát đơn giản Trường học thực chúng trường tiểu học UNIT LEARNING ABOUT CLASSROOM STYLES Pre-reading task Answer the following questions Have you ever visited any kindergartens? What can you observe from that? Read the text In collaborating with kindergarten teachers, preschool teachers and parents need to visit the school and pay close attention to details that may affect their students in kindergarten Maxwell confirmed that when teachers and parents agree on a philosophy of education, children usually adjust more easily Children feel more secure in their new environment if they feel that their parents support the teacher and the school The first step may be either a meeting with the kindergarten teacher or a class field trip to the elementary school “Observe kindergarten classroom to identify teaching styles, classroom management techniques, and routines Also try to identify skills that are needed to be successful in participating in the kindergarten classroom.” In her research, Karr-Jelinek used a checklist of what parents and teachers should look for in a kindergarten classroom, to see if their children – both normally developing and with special needs – are ready for the classroom they visit: ƒ How many steps are given at a time in directions? ƒ What types of words are children expected to understand? ƒ How does each individual child compare to the other children? ƒ How long are children expected to sit still in a group? ƒ How often children speak out of turn or move around when they should be sitting? ƒ How much independence is expected? ƒ What type of work is being done? (small groups, seatwork, etc.) ƒ Where might my special needs students need extra help? ƒ What kind of special information can I pass along to the teacher about each child? ƒ Although expectations vary by teacher and school district, by the time children reach kindergarten they should be able to listen to a story in a group, follow two 10 “ Why don’t you put your luggage under the seat?” he asked He suggested You can’t visit the United States unless you get a visa If you Who does this schoolbag belong to? Whose _ Translation Translate into Vietnamese Between 5-25 percent of children and teenagers in the United States are obese As with adults, the prevalence of obesity in the young varies by ethnic group (Dietz, 1983) Physicals vary depending on the age of the child, but they are done mainly to assess the growth and development of the child and also to rule out any signs of sickness as you suggested, because many illnesses detected early are more easily treatable ADDITIONAL TEXT Kindergarten achievement gap suggests new directions for early childhood education Findings from the National Center for Education Statistics (NCES) Early Childhood Longitudinal Survey indicate that the achievement gap identified as students move through school could be observed as early as the fall of the kindergarten year Understanding that a gap in skills and general knowledge exists among some groups of children at the beginning of kindergarten provides state policymakers with useful information to design prekindergarten initiatives NCES conducted the study using a set of measures developed by the National Education Goals Panels (NEGP), covering the five dimensions of development: physical well-being and motor development; social and emotional development; approaches toward learning; language usage; and cognition and general knowledge The study found that kindergartners’ levels of achievement vary depending on the students’ age, family type, parents’ education, primary language spoken in the home, and race/ethnicity The study did not find a significant difference between boys’ and girls’ developmental status at school entry This is an interesting finding in that previous studies have shown relatively large differences in the academic success of boys and girls at the fourth grade level The new data suggests, then, that this gender gap is the result of something, which begins during the elementary school years 82 UNIT 14 PRESCHOOLERS’ DEVELOPMENT OF WRITTEN LANGUAGE Pre-reading task Which language develops earlier? Spoken or written? - When could you read and write? Could you recognize some letters when you were five? Read the passage Children normally develop basic language skills before entering school Language development involves both oral and written communication Verbal abilities develop very early, and by age 3, children are already skillful talkers By the end of the preschool years, children can use and understand an almost infinite number of sentences, can hold conversations, and know about written language Most children begin to grasp the fundamentals of writing during early childhood Children as young as three years of age recognize differences between print and drawings They gradually begin to discriminate the distinctive features of print, such as whether lines are straight or curved, opened or closed, diagonal, horizontal, or vertical; and how they are oriented But through the early elementary grades, many children continue to reserve letters such as b and d and p and q until they learn that the orientation of letters is an important characteristics Letter reversal is not an indication of reading or writing problems if other development in these areas is normal Children’s writing follows a developmental sequence It emerges out of early emerges and at first is spread randomly across a page This characteristic reflects an incomplete understanding of word boundaries as well as an inability to mentally create a line for placing letters Children invent spellings by making judgments about English sounds and by relating the sounds they hear to the letters they know In trying to represent what they hear, they typically use letter names rather than letter sound; short vowels are frequently left out because they are not directly associated with letter names For example, one kindergartner labeled a picture of a dinosaur “DNSR” Many teachers encourage kindergartners and first-grades to write stories using invented spellings to help them learn reading as well as writing Comprehension check Answer the following questions Does language development consists of spoken and written communication? When does development of oral language develop? 83 How can children use language at the age of 5? In what way preschool children invent spellings? Can children distinguish the differences between print and drawings when they are three? What distinctive features of print can children recognize? What should teachers encourage kindergartners to to help them learn writing? Vocabulary Put the italic word into the gap senses physical children stage concepts cognitive From birth to about years, infants understand their world through their (1) Their knowledge is based on (2) _ actions, and their understanding id restricted to events in the present or the immediate part Only when (3) _ make the transition from the sensorimotor stage to preoperational (4) (at about age 2) And begin to talk and to use mental symbols can they use thoughts or (5) _ to understand the world During the preoperational stage, however, their thought are still prelogical, tied to physical actions and the way things appear to them Most children remain in the preoperational stage of (6) _ development until they are or years old Grammar review Form Indirect questions Yes/No questions Main clause + if/whether + S + V past Direct: “ Is the development of our preschoolers going well? ” Indirect: Parents wondered if the development of their preschoolers was going well Note: When we report questions we change various words (tenses, personal pronouns, possessive adjectives, here-and-now words) in the same way as in reported speech However, in reported or indirect questions the word order may also change and we not use a question mark Wh- Questions Form: Main clause + question-word + S + Vpast Direct: Indirect: “ When will you arrive in Paris?” she asked them She asked them when they would arrive in Paris 84 Practice A Change these direct questions into reported questions Write your answers on the lines provided Follow the example “ Did you enjoy the film?’ he asked me He asked if I had enjoyed the film “ Is your mother here today?’ she asked me _ “ Have you been here long?” they asked us _ “ Do they always make this much noise?’ he asked _ “ Are these your flowers?’ she asked me _ “ Were you at the fair yesterday?’ the boy asked me _ “ Does she have a dog now?” he asked _ “ Will you marry me?” she asked him _ “ Do you know when you’ll have time to see me?’ Helen asked Roger _ 10 “ Which colour you prefer – the red or the yellow?” the salesman asked me _ _ B Complete the following passage by underlining the correct verb Follow the example When I arrived the boss was (1) the problems we will face this year I (2) I was sorry for being late and sat down He (3) us about new products – “some of the words best” he (4) _, and (5) _more effort this year in selling all products He (6) us not to be disappointed if it was difficult at first – “keep trying and you will succeed” he (7) He then (8) _ a special prize for the best salesman, and (9) there would be a wage increase for everyone at the end of the year “Finally” he (10) , “I’d like to wish you all good luck in the next 12 months.” saying/explaining/ ordering said/ added/stated said/explained/told offered/advised/stated requested/added/ asked 10 Listening Pre- listening task Answer the questions 85 explained/advised/ordered promised/offered/stated offered/requested/stated said/announced/offered ordered/added/told - Do kindergarten children use computer in your country? - What advantages of computers you know in children’s language development? You are going to listen an extract from Promoting language development in young children Look up the following words in your bilingual dictionary and write down the translation discriminate(v): attachment (n) : screen (n) : image (n) : keyboard letter (phr n): word-processing program (phr.n): CD-ROM : Listen to the tape and fill in the blanks with the missing words Computers can also contribute to (1) development For example, computers can help children of preschool age learn to (2) _ and recognize the letter In one type of program, children see letters on the screen that they match with (3) _ Other programs with speech attachments allow the children to hear the sound of each letter they type Children can also link words to (4) of objects They can create a story by moving words into a scene, where they are transformed to images In some (5) _ programs children explore words and their meanings by constructing simple sentences Young children can also use wordprocessing programs by either typing or dictating words and phrases, (6) are put into print Other computer programs pronounce words as the child types them and then read the child’s sentence or (7) in a synthesized voice Many well-known children’s stories have been put on CD-ROMs The text of the story also appears on the (8) so that children can follow the words of the story as they listen Writing Transition words In addition, and, also are used to give more additional ideas Put the correct transition word in to each gap in the following paragraph (1) _ to computer programs, teachers can use numerous props in the classroom, such as telephone books (2) office space in a dramatic play area Classrooms can have writing centers with materials such as typewriters, magnetic letters, chalkboards, pencils, crayons (3) _ paper Art activities (4) contribute to children’s understanding of print Children’s recognition that their images can stand for something else helps them develop an understanding of abstractions, an understanding that is essential to comprehension of symbolic language Translation Translate into English Sự hiểu biết ngôn ngữ trẻ nâng lên người lớn lưu ý đến đặc điểm quan trọng chữ in (Dyson, 1984) 86 Translate into Vietnamese Oral language development is heavily influenced by the amount and quality of talking parents with their children A study by Hart and Risley (1995) found that middleclass parents talked far more to their children than working-class or welfare parents, and that their children had substantially different numbers of words in their vocabularies The amount of parent speech was as important as socioeconomic status; children of low-income parents who spoke to their children a great deal also had large vocabularies ADDITIONAL READING Classroom labeling as part of a print-rich environment By Angle Dorrell, M.A Children’s books and other reading materials are an essential part of a young child’s early literacy experience and lay the foundation for a love of reading But did you know that many other types and uses of print such as street signs, Dad’s shopping list, a thank- you note to Grandma, preschool attendance sheets, and names on the birthday board help contribute to a child’s ability to read? As young children experience different types of print, they learn what all the letter and words mean in different contexts and how they effect their lives Providing a print-rich classroom environment exposes children to reading in a functional way One aspect of a print-rich classroom is labeling Labeling helps to create an environment that puts children at ease and contributes to self-directed learning Labeling also: • helps children recognize that words have meaning • infuses the environment with print • helps children develop responsibility as they care for the materials they use • frees the teacher for individual instruction with children • turns clean-up time into a valuable learning opportunity • gives visual clues to the location of items • makes it easier for the staff to maintain inventory of classroom materials • adds to the appeal and organization of the classroom 87 WORD LIST UNIT motor skill: dexterity (n): adept (adj): physical development (n phr.): crayon (n): complexity (n): socioemotional development (n phr.): peer relationship (n phr.) cooperate (v): egocentrism (n): prosocial behavior (n.phr.): voluntary action (n.phr.) conflict (n): factor (n): solution (n): nursery school ( n phr.): intervention (n): kyõ vận động khéo tay tinh thông phát triển thể chất sáp màu dùng để vẽ phức tạp phát triển tình cảm xã hội mối quan hệ đồng lứa tuổi hợp tác ích kỷ hành vi tôn trọng giúp đỡ người khác hành động tình nguyện xung đột yếu tố giải pháp, biện pháp trường mầm non can thiệp UNIT observe (v): confirm (v): philosophy (n): style (n): field trip: routine (n): curriculum (n): collaborate (v): expectations (n): adjust (v): step (n): integrate (v): movement (n): physical education (n phr.): art (n): social studies (n phr.): creative (adj.): UNIT quan sát xác nhận triết học cách, cách tổ chức chuyến học dã ngoại lệ thường, thông thường môn học hợp tác trông mong thích nghi, đáp ứng bước, giai đoạn hợp nhất, hòa nhập vận động giáo dục thể chất mỹ thuật môn học xã hội mang tính sáng tạo 88 background (n): trace (v): object (n): breakable (adj): establish (v): perceive (v): perception (n): combination (n): operation (n): property (n): concentrate (v): criteria (n): classification (n): finger painting (n phr.): water colour (n phr.): technique (n): portrait (n): magnet (n): insect (n): nguồn gốc, xuất thân phát vật, đồ vật dễ vỡ thiết lập nhận thức nhận thức kết hợp thao tác đặc trưng tập trung tiêu chuẩn phân loại tranh vẽ tay màu nước thủ thuật chân dung nam châm côn trùng UNIT occur (v): category (n): sophitication (n): mutual influence: exercise (v): transformation (n): creativity (n): flexible (adj): theory (n): engage (v): same-sex peer: age-appropriate (adj): solitary (n): incline (v): image (n): depict (v): repertoire (n): reluctant (adj.): UNIT xảy loại tinh vi ảnh hưởng lẫn sử dụng việc biến đổi sáng tạo uyển chuyển lý thuyết tham gia bạn giới phù hợp tuổi đơn độc, thiên hình ảnh vẽ chân dung, miêu tả lời tiết mục (kịch, hát) miễn cưỡng 89 outdoor play (n phr.): literature (n): adult support (n phr.): episode (n): access (v): accessibility (n): mental (adj): risk (n): stimulate (v): playground (n): cognitive (adj): potential (n): domain (n): surrounding (n): phenomena (n): trò chơi trời tài liệu ủng hộ người lớn hồi, chương tiếp cận khả tiếp cận thuộc tinh thần liều lónh kích thích sân chơi tri nhận tiềm lãnh địa, lãnh thổ môi trường xung quanh tượng UNIT material (n): meaningful (adj): muscle activity: spontaneously (adv): anxiety (n): exploration (n): space (n): adapt (v): adaptable (adj): physical disability (n phr.): exploration (n): living thing (n phr.): pick (v): vật liệu có ý nghóa hoạt động bắp tự phát hồi hộp thám hiểm khoảng không thích nghi thích nghi khuyết tật, khiếm khuyết thể chất thăm dò, khảo sát sinh vật ngắt, haùi UNIT suitable (adj.): appreciate (v): snack (n): socialize (v): response (n): supervise (v): opportunity (n): stimulate (v): experience (n): phù hợp đánh giá cao bữa ăn nhẹ xã hội hóa lời đáp giám sát hội kích thích kinh nghieäm 90 reflective (adj.): wonder (n): national policy (n phr.): phản ánh diệu kì sách quốc gia UNIT personal decision(n phr.): capability (n): heterogenous (adj): conduct (v): experimentation (n): demonstrate (v): accept (v): acceptable (adj): object (n): instrument (n): curiosity (n): tool (n): location (n): identify (v): định cá nhân lực có nhiều thành phần khác tiến hành hoạt động, trình minh họa chấp nhận chấp nhận dược vật, đồ vật dụng cụ tò mò dụng cụ vị trí nhận dạng UNIT equipment (n): item (n): material (n): supply (v): poster (n): waste paper: surplus (adj): utilize (v): scissors (n): sponge (n): slogan (n): skit (n): newsprint (n): narrate (v): đồ trang bị, trang bị vật, vật liệu cung cấp áp phích giấy thải dư, thừa sử dụng kéo xốp, mút hiệu kịch, thơ trào phúng giấy dùng để in có hàng kẻ kể chuyện UNIT 10 space (n): awareness (n): grasp (v): khoảng không gian nhận thức túm, bám, cắn chặt 91 attempt (v): obstacle (n): boundary (n): disappear (v): shape of object (n phr.) entirely (adv): essential (adj): self-esteem (adj): objective (n): signal (n): illustrate (v): nỗ lực vật chướng ngại ranh giới biến hình dáng vật thể toàn cần thiết tự trọng mục tiêu tín hiệu minh hoạ UNIT 11 plants (n): animals (n): phenomena (n): creature (n): vegetable garden (n): fence (n): beds (n): reptile (n): mammals (n): prehictoric dinosaur (n phr.) seed (n): root (n): stem (n): earthworm (n): ant (n): snail (n): butterfly (n): reinforce(v): poster (n): [ UNIT 12 thực vật động vật tượng sinh vật vườn rau hàng rào đất sét trồng hoa lớp bò sát động vật có vú khủng long thời tiền sử hạt rễ thân sâu đất kiến ốc sên bướm củng cố áp phích point of view: self-observation (n): sense (n): sensory (adj): member (n): evaluation (n): assume (v): quan điểm tự quan sát giác quan thuộc giác quan thành viên đánh giá thừa nhận 92 self-identity (n): disabled (adj): handicaped (adj): touch (v): organ (n): absorb (v): tự nhận dạng tàn tật khuyết tật sờ, đụng quan hấp thụ UNIT 13 feed (v): try (v): toddler (n): insist (v): bedtime story (n phr.) available (adj): peanut butter: grocery (n): main course: eliminate (v): nutrition (n): diet (n) : treatable (adj.): cho ăn nếm, thử đứa bé biết năn nỉ chuyện kể trước lúc ngủ có sẵn bơ đậu phộng hiệu tạp phẩm ăn loại dinh dưỡng việc ăn kiêng chữa UNIT 14 oral language (phr n): written language (phr n): verbal: print (n): vertical (adj.): horizontal (adj.): letter (n): emerge(v): emerge (n): spelling (n): label (v): cognitive (adj.): ngôn ngữ nói ngôn ngữ viết miệng, lời chữ in thẳng đứng, dọc nằm ngang, ngang chữ bật, đưọc biết đến lộn xộn, cẩu thả tả dán, dán nhãn tri nhaän 93 REFERENCE ENGLISH Azar , B.S., Basic English Grammar, Prentice Hall Regents, 1995 Beauchamp, W & Challand, H., Basic science handbook K-3, Scott Forsman & Co., Chicago, 1961 Bredekamp, S & Copple,C., Developmentally appropriate practice for early childhood programs Revised edition Washington, DC: NAEC, (1997) Carthy, M., & O’Dell, F., English Vocabulary in Use, CUP, 1995 Crowther, J., Advanced Learner’s Dictionary, OUP, 1995 Jill Norris, Learning about movement, Evan-Moor, 1995 Jo Ellen Moore & Joy Evans, Learning about plants, Evan Moor, 1987 Heaton, J B., Tests in context, Longman, 1997 Hoorn, J V., Nouror, P., Scales, B., Alward, K., Play at the center of the curriculum, Maxwell Macmillan International, 1993 10 Hutchinson, T., Life lines, OUP, 1997 11 Huynh Cong Minh Hung English for Philology, Ho Chi Minh University of Education, 2000 12 Karr-Jelinek, C., Transition to kindergarten: Parents and teachers working together, Educational Resources Information Center, 1994 13 Lawday, C., Get set go!, OUP, 1995 14 Le Thuy Hang, Tran Thi Binh, English Through Conceptual Physics, Ho Chi Minh University of Education, 2000 15 Le Thuy Hang, Tran Thi Binh, English for Political Education, Ho Chi Minh University of Education, 2003 16 Reive, M., Complete Basic Grammar, Macmillan Publishers’, 1996 17 Nguyen Thi Bich Thuy, English for Physical Education, Ho Chi Minh University of Education, 2002 18 Nguyen Ky Nam, English for students of History, Ho Chi Minh University of Education, 2001 19 Nguyen Thanh Tung, English for Student of Biology, Ho Chi Minh University of Education, 2000 20 Nurss, J., Readiness for Kindergarten, ERIC Clearinghouse on Elementary and Early childhood Education, Urbana, IL: BBB 16656, 1987 21 Pienkowski, J., Shapes, London: Heinemann, 1973 22 Slavin, R E., Educational psychology, Allyn & Bacon, 1996 23 Streat, Hotline 1800-844.5566 – E-mail: streats@sph.com.sg 24 Richards, J.C., New interchange, CUP, 2000 94 25 Richards, J.C., Listen Carefully, OUP, 1997 26 Richards, J.C., Changes, CUP, (1995) 27 Rivers, S., Tiny Talk, OUP, 1995 28 Stachel, D., MATAL early childhood program, Tel-Aviv University, 1981 29 Soars, J & L., Headway, Pre – Intermediate, OUP, 1993 VIETNAMESE Hoàng Thị Oanh, Phạm Thị Việt, Nguyễn Kim Đức, Phương pháp phát triển ngôn ngữ cho trẻ 6tuổi, NXB ĐHQGHN, 2000 Nguyễn Hạnh (sưu tầm-tuyển chọn), 100 trò chơi mẫu giáo, tập 1, 2, NXB Trẻ, 2002 Nguyễn Ánh Tuyết (chủ biên), Nguyễn Như Mai, Đinh Kim Thoa, Tâm lý học trẻ em lứa tuổi mầm non, NXB Đại học quốc gia Hà Nội Phạm Mai Chi, Lê Minh Hà, Chăm sóc sức khỏe trường mầm non, NXB GD, 2001 Phạm Thị Châu, Nguyễn Thị Oanh, Trần Thị Sinh, Giáo dục học mầm non, NXB ĐHQGHN, 2002 Piaget, J., Tâm lý học giáo dục, NXB GD, 1986 Vygotsky, L S., Sự phát triển chức tâm lý cấp cao, NXB Viện Hàn lâm giáo dục khoa học Liên bang Nga, 1960 * * 95 * Người biên soạn : ThS Nguyễn Thúy Oanh TS Nguyễn Thị Bích Thủy Chịu trách nhiệm biên tập: ThS Lê Thúy Hằng TS Nguyễn Thị Thanh Bình Chịu trách nhiệm xuất bản: ThS Trần Thị Bình Giáo trình “ANH NGỮ CHUYÊN NGÀNH GIÁO DỤC MẦM NON 2” Tổ Ngoại ngữ chuyên ngành trường Đại học Sư phạm Tp Hồ Chí Minh (Triển khai giảng dạy thí điểm, lưu hành nội năm học 2003-2004) Ban Ấn Bản PHNB chụp 600 quyển, xong ngày 20 tháng năm 2003 96 ... this book is to help both the students who are studying in Department of Preschool Education and those who are interested in children We would like to thank the Department of Preschool Education. .. old I (read) short story He _ (read) this English book He hasn’t studied English before She (drive) until she went for lessons last year 6 My daughter is very clever, so... Result: so, therefore, so/such…that So and therefore are used to explain the result of something Therefore is more formal than so: Michael wants to be a good teacher so/ therefore he’s trying