Chapter 1 Scaffolding:Give Support to Young Learners

Ⅰ Scaffolding

1.1 What is scaffolding

1.2 Vygotsky's theory and learning

1.3 Features of scaffolding

Ⅱ Young Learners

2.1 Characteristics of young learners

2.2 Theory on child language learning

2.3 Learning a second language/a foreign language

2.4 Requirement of new English curriculum

Ⅲ Scaffolding to young learners

3.1 What scaffolding means to the young learners in the classroom

3.2 Scaffolding young learners in language learning

3.3 Scaffolding from teachers,peers and visual aids

3.4 Scaffolding through interaction

3.5 Scaffolding by creating a supportive language learning environment

Ⅳ Roles of language teachers in scaffolding

4.1 knowing young learners

4.2 Scaffolding young learners

Ⅴ A case of scaffolding young learners in classroom teaching

Chapter 2 Scaffolding Young Learners through tasks and activities

Ⅰ Task

1.1 Task described and defined

1.2 Theoretical rationale for the use of tasks in foreign language teaching classroom

1.3 Task features,components and framework

Ⅱ Scaffolding young learners through tasks and activities

2.1 Perspectives on Task and activity scaffolding

2.2 Scaffolding Young Learners through tasks and activities

2.3 Scaffolding young learners through interaction

Ⅲ Effective support for young learners to perform a task

3.1 Cognitive support and language support

3.2 Task design

3.3 Complexity of the task

Ⅳ Roles of language teachers

4.1 Promoter

4.2 Facilitator

4.3 Scaffold

Ⅴ A case of scaffolding young learners through tasks

Chapter 3 Scaffolding Young Learners in Developing Listening Skills

Ⅰ A brief Review of listening process

1.1 Top-down and bottom-up views of listening

1.2 Schema theory

1.3 Comprehensible input

Ⅱ Reflection on listening experience

2.1 Addressing factors which inhibit effective listening comprehension

2.2 Listening process

Ⅲ Scaffolding Young Learners in developing listening skills

3.1 Providing general basic phonetic rules

3.2 Establishing listening situation by providing different stuff

3.3 Scaffolding pre-,while- and post-listening activities

3.4 Scaffolding young learners with basic skills

3.4 Scaffolding young learners by designing tasks

Ⅳ Guidance to listening tests

4.1 Helping young learners prepare for tests

4.2 Guidance before beginning the paper

4.3 Advice for young learners to prepare for the test

4.4 Advice for language teachers

Ⅴ A case of scaffolding young learners in listening

Chapter 4 Scaffolding young learners in articulating their ideas

Ⅰ A Brief Review of speaking Process

1.1 Pupil talking and learning

1.2 Characteristics of spoken language

1.3 Accuracy and fluency

Ⅱ Scaffolding young learners in articulating their ideas

2.1 Scaffolding young learners in teaching process

2.2 Scaffolding young learners with an atmosphere of safety

2.3 Providing young learners with models

2.4 Providing young learners with necessary terminology

2.5 Scaffolding young learners through motivating topics

2.6 Exploring potential possibility of talk in the classroom

Ⅲ Errors and mistakes

3.1 Views on errors and mistakes

3.2 Dealing with mistakes and errors

Ⅳ Developing young learners'speaking abilities through activities

4.1 Circle time

4.2 Communication games

Ⅴ Teachers'roles in scaffolding young learner in articulating their ideas

5.1 Teachers'roles in the classroom

5.2 Teachers'own phonetic knowledge

5.3 Teachers'classroom strategies

Ⅵ A case of scaffolding young learners in articulating their ideas

Chapter 5 Scaffolding Young Learners in Developing Reading Skills

Ⅰ A brief review of reading process

1.1 Bottom-up and top down

1.2 Schema theory

1.3 Comprehension process

1.4 Interactive process

Ⅱ Planning for reading:activities for before,during,and after reading

2.1 before-reading activities

2.2 While-reading activities

2.3 Post-reading activities

Ⅲ Scaffolding strategies in reading process

3.1 Activating prior knowledge

3.2 Learning to predict

3.3 Designing guiding questions

3.4 Presenting new vocabulary

3.5 Introducing the text

Ⅳ Optional activities in the language classroom

4.1 Classroom activities

4.2 Preparing for the test

Ⅴ Extensive reading

5.1 Strategies for extensive reading

5.2 Using authentic texts

Ⅵ A case of classroom reading process

Chapter 6 Scaffolding young learners in developing writing skills

Ⅰ A Brief review of writing in English teaching

1.1 What kind of writing are young learners required to do?

1.2 What kind of difficulties do young learners face in writing?

Ⅱ How can teachers scaffold young learners have their ideas?

2.1 Brainstorming ideas

2.2 Activating learners'prior knowledge

2.3 Making full use of resource

Ⅲ How can teachers help young learners organize their ideas?

3.1 Asking themselves questions

3.2 Making mind maps

3.3 Sharing quick ideas

Ⅳ Scaffolding frames for young learners

4.1 Introduction of six main genres

4.2 Use of the frames

Ⅴ Response to Young learners'writing

5.1 Teachers'comments on young learners'writing

5.2 Basic principles to response students'writing

5.3 Ways of responding to young learners'written work

Ⅵ Suggestions for language teachers

6.1 Making preparations first

6.2 Examples of a coding system for correcting written work

Ⅶ A case of classroom writing

Chapter 7 Scaffolding Young Learners in learning vocabulary

Ⅰ Vocabulary development in children's language learning

1.1 What does learning vocabulary mean to young learners?

1.2 What does it mean to know a word

Ⅱ Learning and teaching vocabulary

2.1 Explicit＆implicit process of learning

2.2 Choosing which vocabulary to teach

2.3 Principles for teaching vocabulary

2.4 A general vocabulary lesson procedure

Ⅲ Scaffolding Young learners through activities and games

3.1 Making deliberate presentation of vocabulary

3.2 Using context clues

3.3 Giveing opportunities for deep processing of vocabulary items

3.4 Consolidating and checking vocabulary

Ⅳ Vocabulary development

4.1 Word structure

4.2 Reference for vocabulary learning

Ⅴ A case of scaffolding young learners to guess the new words based on the context

Chapter 8 Scaffolding Young learners in grammar learning

Ⅰ A brief review of grammar and grammar learning

1.1 What is grammar

1.2 What does grammar mean to young learners

1.3 Traditional view of grammar learning

1.4 Cognitive view of grammar learning

Ⅱ Grammar terminology

2.1 What words are used to talk about English grammar

2.2 Grammar teaching process

2.3 Grammar learning process

Ⅲ Ways of presenting grammar

3.1 Covea and overt

3.2 Discovery techniques

3.3 Personalization

Ⅳ Activities for scaffolding grammar learning

4.1 Guided noticing activities

4.2 Proceduralising activities

Ⅴ Implication for teaching grammar

5.1 Form to meaning

5.2 Meaning to form

5.3 Communicative function

Ⅵ Cases of scaffolding young learners in learning grammar

Chapter 9 Scaffolding Young Learners through questioning

Ⅰ A brief review of questions

1.1 What are questions?

1.2 Question-scaffolding coursebook

Ⅱ Classroom questions

2.1 Function of questions

2.2 Characteristics of good questions

2.3 Using right questions

Ⅲ Question design

3.1 Framing the right questions

3.2 Open-ended and closed questions

3.3 Asking questions

3.4 Ways to start your questions

3.5 Reinforcement of questions

Ⅳ A case of designing questions in a classroom

Chapter 10 Scaffolding Young Learners through adapting materials

Ⅰ A brief review of current English coursebooks

1.1 What is in the current coursebook

1.2 Framework of coursebooks

1.3 English coursebook as a communicative act

1.4 Characteristics of the coursebook

Ⅱ How can teachers use the coursebooks

2.1 Student-centered learning process

2.2 Analysis of language teaching material

2.3 Reinterpretation of language materials

2.3 Factors taken into consideration

Ⅲ How can teachers scaffold young learners through coursebooks

3.1 Organization of the materials

3.2 Designing a course unit

3.3 Making the best of it-what teachers can do

3.4 Organizing principles

3.5 Material adaption

Ⅳ Implication to language teachers

4.1 Materials should help learners to feel at ease

4.2 Support yourself

4.3 Exploring teaching resource

Ⅴ A Case of organizing coursebook in the classroom

Chapter 11 What language teachers should do before they provide a scaffold for young learners

Ⅰ Preparation for class

1.1 What should teachers plan before a new year or new term start

1.2 What should teachers plan before a lesson begin

1.3 What should teachers prepare for a task

Ⅱ Lesson planning

2.1 What are teachers concerned about before they make a plan

2.2 What components are involved in a lesson plan

2.3 What stages are composed in a lesson

Ⅲ Variety of Lesson plans

3.1 A detailed formal plan

3.2 Procedure notes

3.3 Daily lesson plan

Ⅳ Concerns in making a lesson plan

4.1 Adapting teaching Material

4.2 Be flexible in the planning

Ⅴ Teachers'voice for lesson preparation

Chapter 12 Classroom research

Ⅰ Classroom research

1.1 What is classroom research

1.2 How can I conduct classroom research

1.3 Where shall I start

1.4 What procedure shall I follow?

Ⅱ Action research

2.1 What is action research

2.2 How can I do action research?

2.3 What should I do with action research?

Ⅲ Perspectives on classroom issues

3.1 Studying yourself

3.2 Studying your student feedback

3.3 Studying your classroom and group of work

3.4 Studying the teaching materials

3.5 Studying the ideas of communicating with others

Ⅳ Learning some research method

4.1 Using questionnaires

4.2 Using Interviewing

4.3 Using observations as a learning tool

4.4 Keeping a diary

Ⅴ Professional support

5.1 Collecting resources

5.2 Learning from colleagues

5.3 Building relationship with others

5.4 Useful websites for resource

5.5 Guidance to Bibliographic Citation and Referencing

Main reference

Acknowledgements