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Teaching young learners may 2013 david q

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Teaching young learners may 2013 david q

  1. 1. Teaching Young Learners
  2. 2. Teaching experienceWhich age groups have you taught?Seniors Academy - MacaoPrimary 2 - Macao
  3. 3. How is teaching YL different toteaching adults?Same Same?
  4. 4. Attention spanEnergy levelsMotivation / Reason for learningDisciplinePeer-Group PressureCompetitive SpiritEmbarrassmentAttitude to writingApproach to studyingWorld knowledgeMeta-LanguageCliques / Attitude to mixing
  5. 5. But there are also many similarities!Both like varietyBoth want respectBoth want praiseBoth want a sense of successBoth want to be independentBoth want fun!
  6. 6. 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
  7. 7. 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!
  8. 8. What are the main problems teachers facewhen teaching young learners?
  9. 9. Students find English boring!blah blah blah blah…..Zzzzzzzzz!!Zzzzzzzzz!!Zzzzzzzzz!!Zzzzzzzzz!!
  10. 10. - Limit TTT- Provide opportunities for students to make guesses /join the dots / guided discovery- Provide feeling of accomplishment- Games?
  11. 11. 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
  12. 12. Mixed abilities
  13. 13. 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
  14. 14. Children lose interest quickly
  15. 15. 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?
  16. 16. ME ! ME !Me !ME !Me !Me!
  17. 17. sadfrustratedhappyconfusedangry
  18. 18. 理工-貝爾英語中心MPI-Bell Centre of EnglishDisplay student workTeaching Writing
  19. 19. QueenKingJim Jean/I/ /i:/
  20. 20. Jim (/I/ words) Jean (/i:/ words)swim readchips meatfit sleepBritain Sweden
  21. 21. catSpellingkitten duck scoolorskoolorsckool?
  22. 22. Spellingc k ck ch q
  23. 23. 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
  24. 24. The Tree Climbing Game
  25. 25. The Tree Climbing Game
  26. 26. Writing Practice
  27. 27. Pronunciation Practice/ i : / / I /
  28. 28. 12 23333China Russia USA Korea Macau Japan ThailandUK/ i : / / I /
  29. 29. Pronunciation Practices/ ʒ /isisionvisiontelevision   
  30. 30. Pronunciation Practice/ r // t /
  31. 31. The snake is in the grass.The snake is in the grass./sss / ! /sss / !The snake is in the grass.Practicing sounds/s /
  32. 32. Practicing soundsA or /ǽ /
  33. 33. /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
  34. 34. / e /
  35. 35. 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 /
  36. 36. Vocabulary Games
  37. 37. Bingo
  38. 38. 1 2 34 657 8 9Tic-Tac-Toe
  39. 39. 2144576910121331517181920222324251 1116218
  40. 40. The Vocabulary Box
  41. 41. 4 in a rowTheyHeSheItYouWeIsing write talk sit eat play run
  42. 42. Change Places if…Choose a mode of transportIf + simple pastIf + present continuous
  43. 43. www.mes-english.com
  44. 44. www.bogglesworldesl.com
  45. 45. www.makebeliefscomix.com
  46. 46. http://www.makebeliefscomix.com
  47. 47. “Once upona time…..”
  48. 48. A story about a monster
  49. 49. Thanks for listening!

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