Cet

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  • Cet

    1. 2. TEACHING YOUNG LEARNERS WITH COOL ENGLISH <ul><li>IS </li></ul><ul><li>COOL! </li></ul>
    2. 3. Advantages of Young Learners <ul><li>Young learners are able to: </li></ul><ul><li>Grasp meanings </li></ul>Pedagogical Principles Intonation Mime Gestures Context within environment DECODE
    3. 4. Pedagogical Principles <ul><li>The ability to manage with limited linguistic means </li></ul>Her attempt to give the same expression as an excuse shows without doubt that children can manage language creatively long before they begin formal learning. Can’t. Must do homework .
    4. 5. Pedagogical Principles <ul><li>The ability to learn indirectly </li></ul>SONGS AND CHANTS GAMES STORIES STRUCTURES FUNCTIONS VOCABULARY ACT SCENES COMMUNICATE IMITATIONS
    5. 6. Pedagogical Principles <ul><li>The ability to learn through fantasy and imagination </li></ul>
    6. 7. Pedagogical Principles <ul><li>The ability to interact and speak </li></ul>
    7. 8. The Stages of Language Proficiency 0 1 2 3 4 5… YEARS Advanced Fluency Intermediate Fluency Speech Emergency Early Production Pre- Production
    8. 9. Pre-production <ul><li>Do not yet produce speech </li></ul><ul><li>Listen and begin to respond using nonverbal signals </li></ul><ul><li>Participate through physical actions </li></ul>
    9. 10. Early Production <ul><li>Respond with one or two words </li></ul><ul><li>Yes/No questions Is it a __________________? </li></ul><ul><li>Or questions </li></ul><ul><li>Wh questions? </li></ul>
    10. 11. Speech Emergence <ul><li>Begin speaking in phrases and short answers </li></ul><ul><li>Use speech that sounds telegraphic: “I go home now” </li></ul><ul><li>Ask questions that require short answers </li></ul><ul><li>Avoid overt error correction </li></ul>
    11. 12. <ul><li>Skill Oriented Learning </li></ul><ul><li>Multi-sensory Learner Motivation </li></ul><ul><li>Intelligence Building Activities </li></ul><ul><li>Exciting Sketches, Stories and Games </li></ul>The Approach
    12. 13. <ul><li>Recent findings in cognitive psychology demonstrate clearly that the development of foreign-language skills does not take place independently of the child’s general cognitive development. For example, when children are engaged in understanding the meaning of a sentence that they have heard spoken by the teacher, they draw on abilities which they also need for handling tasks in other areas of learning and life. </li></ul>Skill Oriented Learning
    13. 14. Multi Sensory Learner Motivation Auditory intake Kinesthetically intake Visual intake TTV sequence of reconstructing a story
    14. 15. Multiple Intelligences <ul><li>It is very important for the teacher to take the various types of intelligence into consideration and to exploit them fully, especially when evaluating pupils' performance, so that the natural abilities of pupils are developed and they feel that their skills are appreciated. This in turn will increase their self-confidence and self-esteem, which is of fundamental importance if the other forms of learning are to be gradually developed. </li></ul>
    15. 16. Developing the ability to decode the meaning. Developing the child’s sense of sound and hearing through listening and pronunciation activities Focus on rhythm, melody; create music, sing,compose . Focus on concept formation, relationships and patterns. Focus on images, pictures, color; encourage visualization of problems. Focus on touching, body movements. Reflect, evaluate and make choices Encourage collaboration and interactions.
    16. 17. Children learn best when every aspect of their intelligence is stimulated, which is why music, language, movement, logic, interpersonal work and spatial relations should be involved in a children program.
    17. 18. Long-term memory storage <ul><li>It is well known that adults can remember rhymes and songs they learned in the earliest stages of childhood. The reason these songs are so well retained lies in the positive emotional quality people associate them with. People also remember them easily because they are performed with movement. Cognitive psychology attaches great importance to the use of music, movement and rhyme to process language and fix it in the long-term memory. Rhythm is also an important memory aid. </li></ul><ul><li>” </li></ul>
    18. 19. Learning as a Holistic process Learning is not only in the brain, but in the whole body. Children learn to understand what they hear. Children learn through all their senses.
    19. 20. WHAT DO OUR CHILDREN WANT? PLAY ACTION CONSTRUCT MOVEMENT SING COLOR FUN
    20. 21. SONGS CHANTS STORYTELLING GAMES CRAFT WORK Cool learning moments full of fun and involvement PUZZLES POEMS PROJECTS WHAT DO OUR CHILDREN WANT?
    21. 23. <ul><li>Cool English is based on the latest findings of cognitive psychology and neurolinguistic programming, which show that children remember what they have learned better if all their senses are stimulated during the learning process. </li></ul>
    22. 24. MUSIC Has a very beneficial role in teaching young learners. Helps to establish a classroom atmosphere Makes learning more memorable Gives a sense of security and comfort to the children SONGS and CHANTS are useful developing confidence in English and in giving practice.
    23. 25. STORYTELLING English in context Teaches children about the world The language of the story is presented in a recognizable situation and allows for the natural recycling of language. Stories provide an excellent opportunity for extensive listening Stories allow children to identify with the characters and setting through visual cues which combine fantasy and reality
    24. 26. CRAFT ACTIVITIES Craft activities have a very useful role to play in the classroom: They personalize the English classes Physically involve the children Give them ‘space’ Make learning more memorable
    25. 27. PHYSICAL ACTION Young children need to move – it is through physical movement and contact that they develop a fuller experience of the world. If you want children to act out a story, encourage them to include action in it. That is, not just saying the words, but moving arms and legs, making gestures, miming actions, etc.
    26. 28. CHANTS CHANTS bear a close relationship to children’s games and the child’s natural affinity for rhythm and movement.
    27. 29. Role plays based on sketches <ul><li>Sketches present nice stories of a level appropiate to the target age group, which can be acted out in the classroom. Sketches are an ideal model for the children´s pronunciation. </li></ul>
    28. 30. Musical Plays The children produce musical plays which they can then perform in front of their families or classmates. In this way, they gain self-confidence using a foreign language.
    29. 31. Functional dialogues: Speaking Activities The children read mini-dialogues and then act them out.
    30. 32. <ul><li>Using English in the Here&Now of the classroom </li></ul><ul><li>Cool English 3 </li></ul>
    31. 33. <ul><li>English in the Here&Now of the classroom </li></ul>
    32. 34. THANK YOU

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