English for Children

Many parents would like to teach their children English at home, but don’t know how to start. Read our suggestions to find out!

By Jo Blackmore, LearnEnglish Kids team

How do I start teaching my kids English at home?

Many parents would like to teach their children English at home, but don’t know how to start. It doesn’t matter if your own English is not perfect. The most important thing is that you are enthusiastic and that you give your children lots of encouragement and praise. Your child will pick up on your enthusiasm for the language. Don’t worry if your child doesn’t start speaking English immediately. They will need a certain amount of time to absorb the language. Be patient, and they will begin to speak English in their own time.

Establishing a routine

Establish a routine for your English time at home. It is better to have short, frequent sessions than long, infrequent ones. Fifteen minutes is enough for very young children. You can gradually make sessions longer as your child gets older and their concentration span increases. Keep the activities short and varied in order to hold your child’s attention.

Try to do certain activities at the same time every day. Children feel more comfortable and confident when they know what to expect. For example, you could play an English game every day after school, or read an English story with your children before bedtime. If you have space at home, you can create an English corner where you keep anything connected to English, for example books, games, DVDs or things that your children have made. Repetition is essential – children often need to hear words and phrases many times before they feel ready to produce them themselves.

Playing games

Children learn naturally when they are having fun. Flashcards are a great way to teach and revise vocabulary and there are many different games which you can play with flashcards, such as Memory, Kim’s game, Snap or Happy Families.

You can find free downloadable flashcards on a wide range of topics on our website.

There are many other types of games you can play with your children to help them practise English.

  • Action games – for example Simon says, Charades, What’s the time Mr Wolf?
  • Board games – Snakes and ladders, other traditional games
  • Word games – e.g. I spy, Hangman
  • Online games – you could finish your English time with an online game from LearnEnglish Kids.

Using everyday situations

The advantage of teaching English at home is that you can use everyday situations and real objects from around the house to practise the language naturally and in context. For example:

  • Talk about clothes when your child is getting dressed, or when you are sorting laundry (‘Let’s put on your blue socks’, ‘It’s Dad’s T-shirt’, etc.).
  • Practise vocabulary for toys and furniture when you are helping your child to tidy their bedroom (‘Let’s put your teddy bear on the bed!’, ‘Where is the blue car?’).
  • Teach food vocabulary when you are cooking or going shopping. When you go to the supermarket, give your child a list of things to find (use pictures or words depending on their age). Revise the vocabulary when you put the shopping away at home.

Using stories

Younger children love books with bright colours and attractive illustrations. Look at the pictures together and say the words as you point to the pictures. Later you can ask your child to point to different things, e.g. ‘Where’s the cat?’ After a while encourage them to say the words by asking ‘What’s that?’ Listening to stories will get your child used to the sounds and rhythms of English.

The animated stories on LearnEnglish Kids are an excellent way for children to develop listening and reading skills. Older children can complete the accompanying downloadable activities to check understanding.

Using songs

Songs are a really effective way to learn new words and improve pronunciation. Songs with actions are particularly good for very young children as they are able to join in even if they are not yet able to sing the song. The actions often demonstrate the meaning of the words in the song.

There are many fun, animated songs on LearnEnglish Kids which you can listen to with your children.

Teaching grammar

With younger children, there is no need to explicitly teach grammar rules, but instead get them used to hearing and using different grammatical structures in context, for example ‘have got’ when you are talking about someone’s appearance, or ‘must/mustn’t’ when talking about their school rules. Hearing the grammar being used in context from an early age will help your child to use it naturally and correctly when they are older.

For older children, you can use the grammar practice section on LearnEnglish Kids. Videos, quizzes and games help kids to learn in a fun, relaxed way.

It can be very useful for older children to teach their siblings or other family members. Explaining how to use grammar to someone else helps you to master it yourself.

Which words and phrases should I teach first?

Consider your child’s interests and personality when deciding which topics to teach, and let your child help you to choose. You may like to start with some of these topics:

  • numbers (1–10; 10–20; 20–100)
  • colours
  • adjectives (e.g. big, small, tall, happy, sad, tired)
  • the body
  • toys
  • clothes
  • animals (e.g. pets, farm animals, wild animals)
  • food

You can find lots of fun activities on a huge range of topics on LearnEnglish Kids.

It is also important for your child to get used to ‘English time’ language, so use the same phrases with your child each time, e.g. ‘It’s English time! Let’s sit down. Which song shall we start with today?’ Children will soon pick up phrases such as please; thank you; Can I have …?; Where is …?; Point to …; What colour is it?; It’s …; I like …; I don’t like …

Whatever your approach, the most important thing is to relax, have fun and make learning English an enjoyable experience for both you and your child.

An Introductions to English Syntax

SYNTAX

  1. Definition of syntax

Based on the experts, Syntax is a central component of human language. Language has often been characterized as a systematic correlation between certain types of gestures and meaning. It is not the case that every possible meaning that can be expressed is correlated with a unique, unanalyzable gesture, be it oral or manual. Rather, each language has stock of meaning-bearing elements and different ways of combining them to express different meaning, and these ways of combining them are themselves meaningful.(Robert and Valin, 2001). Syntax can thus be given the following characterization, taken from Matthews (1982:1) the term ‘syntax’ is from the Ancient Greek syntaxis, a verbal noun which literally means ‘arrangement’ or ‘setting out together’. Traditionally, it refers to the branch of grammar dealing with the ways in which words, with or without appropriate inflections, are arranged to show connections of meaning within the sentence. Similar to the explanation of Matthew, Robert and Van Valin (2001) expresses the essence of itself as the following syntax: “First and foremost, syntax deals with how sentences are constructed, and users of human language employ a striking variety of possible arrangements of the element in sentences”.Syntax is the study of the principles and processes by which sentences are constructed in particular languages. Syntactic investigation of a given language has as its goal the construction of a grammar that can be viewed as a device of some sort for producing the sentences of the language under analysis.   (Chomsky, 2002)The study of syntax is the study of how words combine to from phrases and ultimately sentences in languages. Because it consists of phrases that are put together in a particular way, a sentences has a structure. The structure consists of way in which the words are organized into phrases and the phrases are organized into larger phrases. The study of phrases and sentences structure is sometimes called grammar. (Tserdanelis and Wong, 2004)The syntax of a language is the set of properties which determine the construction of sentences in that language. If a sentence is constructed according to those properties it is well formed or grammatical. If a sentence is constructed  in violation of those properties it is ill-formed or ungrammatical. The study of syntax involves uncovering those properties of language which are involved in the construction of grammatical sentence in particular languages. (Hawkins, 2001)Syntax is the system of rules and categories that allows words to be combined to the form of sentence. The data that linguists use to study syntax consists primarily of judgments about grammaticality of individual sentence. Roughly speaking, a sentence is considered grammatical if speakers judge it to be a possible sentence of their language. (O’grady, at all.,1989)                 Syntax is that part of our linguistics knowledge which concerns the structure of sentences. Knowing a language also means being able to put words together to form sentences to express our thoughts. (Fromkin and Rodman,1983)                 From the experts’ explanation above we can conclude that syntax is the study of internal structure of sentences. In this case, it explains how words are arranged become phrases and clauses for constructing sentence. It is commonly we call structure. Structure manages how words can be combined with another for creating good sentence.

  1. Basic idea of syntax

1.      Word ordering and meaningThe order of words in a sentences or phrases is connected to its literal meaning. The basic underlying word order in an English sentence is subject-verb-object (S-V-O). (Murcia and Freeman,1999). Consider the English sentences :a.       Joe writes poetryThe factors determines the meaning of sentences: (1) the selection of words plays a role in determining the literal meaning of the sentences, (2) the orders of words play a role the literal meaning of the sentences. (Tserdanelis and Wong, 2004). See the two examples:a.   The mat is on the catb.   The cat is on the mat2.      AmbiguityAs we have studied before, there is factor determining what a sentence means. Consider the following examples:a.       Can you tell me the time?b.      We had the president for dinner.c.       We need more intelligent administrators.d.      Pat shot the soldier with a telescope.All three sentences are ambiguous-that is, they have more than one meaning. The first sentences is ambiguous because it can be used either as a straightforward question (“ are you able to tell me the time?”) . we  call this pragmatic ambiguity. The second  sentence is ambiguous because the expression have for dinner can mean either “ host for dinner” or “ have for dinner”. This type of ambiguity is called lexical ambiguity. The third sentence , this sentence also has two meaning. On one meaning, we need administrators who are more intelligent. On the other meaning, we need a grater number of intelligent administrators. The type of ambiguity is called structure ambiguity. (Tserdanelis and Wong, 2004)

  1. Phrase Structure

a.       Lexical categoriesIn English the main categories are Nouns(N), Verb(V), Adjectives(A), Prepositions(P), and Adverbs(Adv).b.      Phrasal categoriesThe phrasal categories are built up from the lexical categories (their head) in the ways that we have already illustrated. The phrasal categories are NP(noun phrases), VP(verb phrases), AP(adjective phrases), PP(preposisition phrases) , AdvP(adverb phrase). (Tserdanelis and Wong, 2004)a.       Noun phrases is any phrase which can act as a complete subject, object, etc. in a sentence; e.q.  “The big red block”, “ Most of the three coaches”.b.      Verb phrases is basically a verb plus its complement (s); e.g. “ gave the parcel to the clerk”c.       Prepositional phrases may be required (for instance, by a verb that it comes after) to contain a particular preposition.d.      Adjective phrases usually consist of single adjectives, but it is possible for these to be accompanied by an indication of degree ad some number of adverb as modifier, as in “very commonly used”.

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