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Teaching young learners may 2013 david q
 

Teaching young learners may 2013 david q

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  • YL are still developing cognitively, linguistically, socially, emotionally, and physically. Unlike most adults, YL have no obvious motive for learning English. YL may not have well-developed literacy skills to support their learning of English. YL often learn slowly and forget quickly.
  • Although teachers have little control over the factors which originate outside the classroom, we can at least try to be aware of them and help the students to overcome any negative factors and benefit from the positive ones. For example, if the student is tired and thirsty, allow him/her to drink water and sit quietly for a while. If there has been a playground argument, show the students that you care about them by finding out what happened and advising them on how to make things better. On the positive side, if a student is obviously happy, again show an interest by asking why and talking about how good it is to feel happy. If students seem very energetic, play a physical game to make good use of that energy.
  • Danger of games is that they see your input section as boring, and just a necessary prelude to the fun part – the games. Over time, this creates a negative attitude towards learning. Games don’t need to be designated ‘games’, but you can integrate the features of games into your lessons.
  • Now of course mixed abilities occurs with any age group, but the problem in YL classes is that when some students finish they disturb others
  • Short attention span. Get discouraged easily.
  • T reads out statements, one by one.If it’s ‘true for you’, put your hands on your head.If it’s not true for you, cross your arms. Show students gestures for YES, NO, DON’T KNOW.Read out a statement.Students make gesture which is “true for them”.Immediate peer correction!!Can then do in smaller groups, or with students at front.Kinaesthetic and funRelevant and realLanguage “taken off the page”Interaction, cooperationA good quick ‘test’ of vocabBreaks up a long lessonExcellent for YOUNG LEARNERS
  • Getting young learners to write can be extremely painful.Give them a bear. Students take it in turns to take the bear home and write about what they did with the bear while they had it.They write from the point of view of the bear.They then return the bear and diary to school, and read out to their classmates what they did.Why is this successful?Rewards good students (taking bear home is a prize for working well)Personalises the writingCombines speaking practiceEveryone is doing it (conform)Slightly competitive (each wants to give the bear the best time)

Teaching young learners may 2013 david q Teaching young learners may 2013 david q Presentation Transcript

  • Teaching Young Learners
  • Teaching experienceWhich age groups have you taught?Seniors Academy - MacaoPrimary 2 - Macao
  • How is teaching YL different toteaching adults?Same Same?
  • Attention spanEnergy levelsMotivation / Reason for learningDisciplinePeer-Group PressureCompetitive SpiritEmbarrassmentAttitude to writingApproach to studyingWorld knowledgeMeta-LanguageCliques / Attitude to mixing
  • But there are also many similarities!Both like varietyBoth want respectBoth want praiseBoth want a sense of successBoth want to be independentBoth want fun!
  • Think about your own studentsWhat factors influence their willingness to learn?Factors From Outside your Classroom:• Parents• Peers’ attitudes towards English• Cultural attitude to native speakers of English• Student’s previous experiences of learning English• Attitudes towards exams• The student’s home life• What the student did before the lesson• What the student will do after the lesson• How the student is feeling physically and emotionallyFactors From Inside your Classroom:• The teacher’s attitude and expectations• The classroom itself: displays, furniture, space, temperature, noise, etc• The tasks / materials• Likelihood of receiving praise / criticism
  • Think about your own studentsWhat factors influence their willingness to learn?Motivating Factors From Outside your Classroom:• Parents• Peers’ attitudes towards English• Cultural attitude to native speakers of English• Student’s previous experiences of learning English• Attitudes towards exams• The student’s home life• What the student did before the lesson• What the student will do after the lesson• How the student is feeling physically and emotionallyCan you influence these?Motivating Factors From Outside your Classroom:• Parents (home-school link book)• Peers’ attitudes towards English• Cultural attitude to native speakers of English• Student’s previous experiences of learning English• Attitudes towards exams• The student’s home life• What the student did before the lesson• What the student will do after the lesson• How the student is feeling physically and emotionallyMotivating Factors From Outside your Classroom:• Parents• Peers’ attitudes towards English• Cultural attitude to native speakers of English• Student’s previous experiences of learning English• Attitudes towards exams• The student’s home life• What the student did before the lesson• What the student will do after the lesson• How the student is feeling physically and emotionallyMotivating Factors From Outside your Classroom:• Parents• Peers’ attitudes towards English• Cultural attitude to native speakers of English• Student’s previous experiences of learning English• Attitudes towards exams• The student’s home life• What the student did before the lesson• What the student will do after the lesson• How the student is feeling physically and emotionallyMotivating Factors From Outside your Classroom:• Parents• Peers’ attitudes towards English• Cultural attitude to native speakers of English• Student’s previous experiences of learning English• Attitudes towards exams• The student’s home life• What the student did before the lesson (how it influences your lesson)• What the student will do after the lesson• How the student is feeling physically and emotionallyMotivating Factors From Outside your Classroom:• Parents• Peers’ attitudes towards English• Cultural attitude to native speakers of English• Student’s previous experiences of learning English• Attitudes towards exams• The student’s home life• What the student did before the lesson• What the student will do after the lesson (how it influences your lesson)• How the student is feeling physically and emotionallyMotivating Factors From Outside your Classroom:• Parents• Peers’ attitudes towards English• Cultural attitude to native speakers of English• Student’s previous experiences of learning English• Attitudes towards exams• The student’s home life• What the student did before the lesson• What the student will do after the lesson• How the student is feeling physically and emotionallyYou can influence these!
  • What are the main problems teachers facewhen teaching young learners?
  • Students find English boring!blah blah blah blah…..Zzzzzzzzz!!Zzzzzzzzz!!Zzzzzzzzz!!Zzzzzzzzz!!
  • - Limit TTT- Provide opportunities for students to make guesses /join the dots / guided discovery- Provide feeling of accomplishment- Games?
  • Games- Games can be either competitive or co-operative- There should be a clear goal- There must be a set of rules- They must involve use of the target language
  • Mixed abilities
  • Mixed Abilities- Cater for those who work at a different pace• Table groups work on different activities• Team rather than individual games• Identify which answer the weak student has correct• Puzzle Projects; each brings something to class• Group Work; different roles
  • Children lose interest quickly
  • Children lose interest quickly• Frequent change of interaction• Move from familiar to unfamiliar• Plenty of praise• Short stagesReviewIntroduction ofnew languageControlledpractice activityReviewLinking of new targetwith old targetsReviewFree PracticeactivityConsolidation(e.g., through H/W)TS STSSSSS SComparativesTall TallerShort ShorterBig Biger?Happy Happyer?Beautiful Beautifuler?
  • ME ! ME !Me !ME !Me !Me!
  • sadfrustratedhappyconfusedangry
  • 理工-貝爾英語中心MPI-Bell Centre of EnglishDisplay student workTeaching Writing
  • QueenKingJim Jean/I/ /i:/
  • Jim (/I/ words) Jean (/i:/ words)swim readchips meatfit sleepBritain Sweden
  • catSpellingkitten duck scoolorskoolorsckool?
  • Spellingc k ck ch q
  • True for you?True Not TrueI’ve got green eyesI’ve got a headacheI’ve got to goDon’t KnowI’ve got an i-phoneI’ve got a girlfriendI’ve got lots of marking to do!I’ve got a beautiful smile
  • The Tree Climbing Game
  • The Tree Climbing Game
  • Writing Practice
  • Pronunciation Practice/ i : / / I /
  • 12 23333China Russia USA Korea Macau Japan ThailandUK/ i : / / I /
  • Pronunciation Practices/ ʒ /isisionvisiontelevision   
  • Pronunciation Practice/ r // t /
  • The snake is in the grass.The snake is in the grass./sss / ! /sss / !The snake is in the grass.Practicing sounds/s /
  • Practicing soundsA or /ǽ /
  • /ǽ/ - /ǽ/! Ants on my arm./ǽ/ - /ǽ/! Ants on my arm./ǽ/ - /ǽ/! Ants on my arm.They’re causing me alarm.Practicing sounds
  • / e /
  • If you’re strong and you know it,say “/ ŋ /!”If you’re strong and you know it,say “/ ŋ /!”If you’re strong and you know it,and you really want to show it…If you’re strong and you know it,say “/ ŋ /!”Practicing sounds/ŋ /
  • Vocabulary Games
  • Bingo
  • 1 2 34 657 8 9Tic-Tac-Toe
  • 2144576910121331517181920222324251 1116218
  • The Vocabulary Box
  • 4 in a rowTheyHeSheItYouWeIsing write talk sit eat play run
  • Change Places if…Choose a mode of transportIf + simple pastIf + present continuous
  • www.mes-english.com
  • www.bogglesworldesl.com
  • www.makebeliefscomix.com
  • http://www.makebeliefscomix.com
  • “Once upona time…..”
  • A story about a monster
  • Thanks for listening!