lect 2a teachingyounglearners

7/25/2019 Lect 2a Teachingyounglearners

http://slidepdf.com/reader/full/lect-2a-teachingyounglearners 1/48

Pedagogical Principlesof Teaching YoungLearners



How is teaching YL dierentto teaching adults?

Same or dierent?How?



Attention span

Energy levelsotivation ! "eason for learning

#isciplinePeer$%roup Pressure

&ompetitive SpiritEm'arrassment

Attitude to writing

Approach to studying(orld )nowledge

&li*ues ! Attitude to mi+ing



- YL are still developing cognitively,linguistically, socially, emotionally,and physically.

- Unlike most adults, YL have noobvious motive for learning English.

- YL may not have well-developedliteracy skills to support theirlearning of English.

- YL often learn slowly and forget

quickly.



,ut there are also many similarities-

,oth li)e variety,oth want respect,oth want praise

,oth want a sense of success,oth want to 'e independent

,oth want fun-



!"#"$E#%&$%& '( Y'U)*

LE"#)E#&



• hildren at pre school or in the +rstcouple of years of schooling

• $hey have a holistic approach tolanguage, which means that theyunderstand meaningful messages butcannot analyse language yet

• $hey have lower awareness aboutthemselves as language learners aswell as about the process of learning

)'%)* $!E Y'U)* LE"#)E#



• $hey have limited reading andwriting skills even in their +rstlanguage

• $hey are more concerned aboutthemselves than others

• $hey have limited knowledge aboutthe world

• $hey enoy fantasy, imagination andmovement



• $hey have short attention span

• $hey are very active

• $hey respond well to praising• $hey di/er in their e0periences in

language learning

• $hey are imaginative• $hey enoy learning through playing



• $hey enoy imitating and skillful inlistening accurately and mimickingwhat they have heard

• $hey are imaginative but havedi1culties distinguishing imaginativeand the real world



• 2lenty of time for English

• E0posure to English inside3outsideschool

• )eed to use English

• E0posure to a variety of di/erentuses of English

• 4eaningful input-focus on meaningand communication

!%L5#E) "& L")*U"*E LE"#)E#&



.ow $ Thin) a'out the younglearners

hat factors in6uence their willingness to learn7

/actors /rom 0utside your &lassroom1• 2arents• 2eers8 attitudes towards English

• ultural attitude to native speakers of English• &tudent8s previous e0periences of learning English• "ttitudes towards e0ams• $he student8s home life• hat the student did before the lesson• hat the student will do after the lesson• !ow the student is feeling physically and emotionally

/actors /rom 2nside your &lassroom1• $he teacher8s attitude and e0pectations• $he classroom itself9 displays, furniture, space,temperature, noise, etc• $he tasks 3 materials• Likelihood of receiving praise 3 criticism



hat factors in6uence their willingness to learn7

otivating /actors /rom 0utside your &lassroom1• 2arents• 2eers8 attitudes towards English


otivating /actors /rom 0utside your &lassroom1• 2arents :home-school link book;• 2eers8 attitudes towards English






otivating /actors /rom 0utside your &lassroom1• 2arents• 2eers8 attitudes towards English• ultural attitude to native speakers of English• &tudent8s previous e0periences of learning English• "ttitudes towards e0ams• $he student8s home life• hat the student did before the lesson :how it in6uences yourlesson;

• hat the student will do after the lesson• !ow the student is feeling physically and emotionally

otivating /actors /rom 0utside your &lassroom1• 2arents• 2eers8 attitudes towards English• ultural attitude to native speakers of English• &tudent8s previous e0periences of learning English• "ttitudes towards e0ams• $he student8s home life• hat the student did before the lesson• hat the student will do after the lesson :how it in6uences your

lesson;• !ow the student is feeling physically and emotionally





• "lthough teachers have little control over the factorswhich originate outside the classroom, we can at least tryto be aware of them and help the students to overcomeany negative factors and bene+t from the positive ones.

(or e0ample, if the student is tired and thirsty, allowhim3her to drink water and sit quietly for a while. %f therehas been a playground argument, show the students thatyou care about them by +nding out what happened andadvising them on how to make things better. 'n thepositive side, if a student is obviously happy, again showan interest by asking why and talking about how good it isto feel happy. %f students seem very energetic, play aphysical game to make good use of that energy.



(hat are the main pro'lems teachersface when teaching young learners?



Students 3nd English

'oring-

blah blah blah blah…..45555555

5--

45555555

5--

45555555

5--

45555555

5--



- Limit $$$ - 2rovide opportunities for students to make

guesses 3 oin the dots 3 guided discovery

- 2rovide feeling of accomplishment

- *ames7



• 5anger of games is that they seeyour input section as boring, and usta necessary prelude to the fun part <

the games. 'ver time, this creates anegative attitude towards learning.*ames don8t need to be designated

=games8, but you can integrate thefeatures of games into your lessons.



%ames

- *ames can be either competitive or co-operative

- $here should be a clear goal

- $here must be a set of rules

- $hey must involve use of the targetlanguage



i+ed a'ilities

i d



i+edA'ilities

- ater for those who work at a di/erent

pace• $able groups work on di/erent activities

• $eam rather than individual games• %dentify which answer the weak student

has correct• 2u>>le 2roects? each brings something toclass

• *roup ork? di/erent roles



&hildren lose interest*uic)ly



• &hort stages

• (requent change of interaction

• plenty of praise• 4ove from familiar to unfamiliar

• comparatives

&hild l i t t



&hildren lose interest*uic)ly

#eview

%ntroductionof new

languageontrolledpracticeactivity

#eviewLinking of newtarget with old

targets

#eview

(ree 2racticeactivity

onsolidation:e.g., through

!3;



ME ! ME

!Me !

ME !

e

-

4e@



• $here8s one thing that everybody isinterested in more than anythingelse. )o, it8s not that@ %t8s not

chocolate, and for your students itcertainly isn8t English. $he one thingthat we8re interested in more than

anything else is ourselves.• (or that reason, we need to look at

ways to personalise the input we

give students.



sad

frustrated

happy

confused

angry



• $alking about emotions is also aninteresting way of engaging yourstudents, and involving them in the

lesson.



－貝爾英語中心

MPI-Bell Centre of English

Display student work

Teaching Writing



• "nd if you can8t decide whose work todisplay < show them all@

• Ae creative in choosing how to present

written work.• !ere8s one idea from &cholastic < a book

publisher < of decorating a piece ofwriting about mermaids, with a mermaid.

• &tudents can also add comments on whatthey read.



• !ow about something to welcome people to yourclassroom7 hy not have a sign in English that students

and parents will see everyday7

• 5o you display student work < if nothing else, it gives

children something colourful to look at while they8redaydreaming during your class@ 2lus it creates a sense of

pride < it sends out a message that English matters, andthat they can be successful in their English work.

• "nd to foster this sense of achievement, why not let

everyone know when a child has been successful inEnglish. reate positive e0pectations, that English is not

something where they are punished for every minorerror, but are visibly rewarded for every step they take.

$ f 7



$rue for you7

$rue )ot $rue5on8tnow



• $o reads out statements, one by one.

• %f it8s =true for you8, put your hands on your head.

• %f it8s not true for you, cross your arms.

67Show students gestures for YES8 .08 #0.9T :.0(7&anthen do in smaller groups8 or with students at front7

o.:inaesthetic and fun

o."elevant and real

o.Language ;ta)en o the page<

o.2nteraction8 cooperation

.A good *uic) =test9 of voca'

.,rea)s up a long lesson

.E+cellent for Y0>.% LEA".E"S



• !ere8s how we play.

• 5ivide class into B teams.

• 'ne volunteer from each team comes to front of class andfaces the students :i.e., back to the board;

• $eacher displays picture of animal.• &tudents must shout clues to their team-mate to help them

guess the animal. 4ust not shout name in English orhinese.

• e.g., for a panda, the clues might be

- it8s black and white- %t lives in hina

- %t eats bamboo

- %t8s similar to a bear



(riting Practice



• *etting young learners to write can be e0tremely painful.

• *ive them a bear. &tudents take it in turns to take the bear homeand write about what they did with the bear while they had it.

• $hey write from the point of view of the bear.

• $hey then return the bear and diary to school, and read out to

their classmates what they did.

• hy is this successful7

- #ewards good students :taking bear home is a pri>e for workingwell;

- 2ersonalises the writing

- ombines speaking practice

- Everyone is doing it :conform;

- &lightly competitive :each wants to give the bear the best time;



Vocabulary Games



,ingo



“Once upon

a time…..”



" story about amonster



• 2art of the reason behind #oald 5ahl8s success is that he uses rhymes to create humour,and at the same time demonstrates that English is not a 6at syllable-timed language. %t8sstressed timed, and the rhythm we put into our words is ust as important as in a piece ofmusic.

• "nother e0ample of writers who use rhyme to good e/ect are Culia 5onaldson and "0el&che/er. $heir books about the mythical *ru/alo, poke fun at children8s traditional fear of

monsters by showing us that monsters can have the same fears and insecurities as we allhave. Look at this e0ample from the book =$he *ru/alo8s hild8.

• )ow something like this will unlock children8s imaginations < they8ll be only too ready todescribe the =big bad mouse8 too you. !ow large it is, how many teeth it has, how sharp itsclaws are, and how ready it is to eat you.

• )ow many of you are probably thinking that your own students would +nd it di1cult tounderstand language in books such as those %8ve ust shown you. You may be right. Autdoes that mean that we shouldn8t share such stories with primary age students.

• Let me put you in the position of an average 2D student who knows nothing about alanguage. !ave a look at this book..



/actors that motivate younglearner

• "ttractive materials < eg picture books

• (olktales <#epetitive &entence 2atterns,#hythmic #efrains, and 2redictable

eg - For example, the cumulative story with a repetitive pattern is

like The Gingerbread Man:

I've run away from a little old woman, a little old man, and a cow...

I've run away from a little old woman, a little old man, a cow, and a horse .

• 4ultiple $eaching $echniques• &election of materials which encourage

personal response



/actors that demotivate younglearner

• $eachers8 authority

• #ote learning

• &ocial factors

• (eeling remote from the material

• $eaching methods



• %n groups try to identify the type ofbooks that might motivate readingamong G-H year old, H-I and I-DB

year olds. *ive reasons.

hat roles do parents, teachers and

peers play in motivating ordemotivating reading among younglearners7

$utorial $ask

lect 2a teachingyounglearners

Documents