This document discusses learner variables and teaching strategies for children and adults learning English as a second language. It covers intellectual, sensory, and affective factors to consider for children, including the need for meaningful language, varied activities, and appealing to multiple intelligences. Teaching strategies like songs, rhymes, drama, and imagery are recommended. Guidance is provided on using activities, maintaining a supportive climate, and allowing mistakes. Differences between primary and secondary school contexts are also outlined.

1. Learner Variables
Practical Aspects of English I
Natalia Guevara
&
Stephany Fernández

2. Syllabus
Activities
Lesson Learners
for
Variables
children
Observation
Coordination

5. Learning Teaching
Strategies… Strategies…
are techniques,
Are techniques
approaches,
that facilitate the
activities and
process of assignments that
understanding, r teachers use to
etaining, and help students
applying understand and
knowledge. learn
information.

8. Primary School Secondary School
*Age 5 to 12 approx. *Age 12 on
*Number of students Many
*Only one teacher (direct teachers, subjects, differe
contact) nt partners
*Just one break a day (15- *Many short breaks
30 min) *Uniform or not
*Four hours a day *More freedom
*Few subjects (attendance to
*Wear of uniform lessons, leaving before
*Target language is new for time, etc)
most students *Abstract thinking
*Didactic aids *Ss are familiar with
*Literacy target language
*Intellectual and affective
autonomy
By Paula, Fito, Mariana & Pia.

9. o IntellectualDevelopment:
Children are centered on the here and now. We can
not teach linguistic concepts because they have little
notion of “correctness”.
o Attention Span:
Make lesson interesting, lively and fun. Activities
should be designed to capture their immediate
interest.
o Sensory input:
Children need to have all five senses stimulated.
Pepper your lessons with physical activities.

10. o AffectiveFactors:
Children are extremely sensitive, especially to
peers. Their egos are still being shaped. Teachers
need to help them to overcome potential barriers.
o Authentic,meaningful language.
Children are focused on what this new language
can actually be used for.
o Multiple Intelligences

11. • Adults
are more able to handle abstract rules and
concepts.
• Adults have longer attention spans for material
that may not be intrinsically interesting to them.
Keep activities short.
• Sensory input need not always be quite as varied
with adults.

12. • We shouls never underestimate the emotional
factors that may be attendant to adult second
language learning.
• Adults, with their more developed abstract
thinking ability, are better able to
understand a context-reduced segment of
language.

13. Verbal
Linguistic
Mathematical
Existential
Logical
Naturalist Musical
Multiple
intelligences
Visual
Intrapersonal
Spatial
Interpersonal Kinesthetic

14. • Verbal-Linguistic: well-developed verbal skills and sensitivity to the
sounds, meanings and rhythms of words
• Mathematical-Logical: ability to think conceptually and abstractly, and
capacity to discern logical or numerical patterns
• Musical: ability to produce and appreciate rhythm, pitch and timber
• Visual-Spatial: capacity to think in images and pictures, to visualize
accurately and abstractly
• Kinesthetic: ability to control one's body movements and to handle
objects skillfully
• Interpersonal: capacity to detect and respond appropriately to the
moods, motivations and desires of others
• Intrapersonal: capacity to be self-aware and in tune with inner
feelings, values, beliefs and thinking processes
• Naturalist: ability to recognize and categorize plants, animals and other
objects in nature
• Existential: sensitivity and capacity to tackle deep questions about human
existence, such as the meaning of life, why do we die, and how did we get
here.

15. Activities
Songs
Drama Rhymes Imagery
Chants

16. • Provide the possibility to play
• Give confidence
• Arouse interest
• Movement and gesture help illustrate meaning
• Practise stress,rhythm,pronunciation
• Make language easy to remember
• Appeal to the whole class trough visual,aural and
kinaesthetic channels.

17. • Advantages: • Drama…
 Create a social context  Needs hardwork and
 Ss actively involved in commitment
learning  Do not be put off by failure:
 Identification and learn from it
distancing  Process based
 Compliments any syllabus not product based
 Words related to physical
actions
 Learning language becomes
a creative process

18. • Children: • Role of the teacher:
Builds confidence Function/attitude
Holistic approach
¨Failsafe¨ climate  Carefully planned
Paralinguistic features  Guide
Equal participation in  Check pace
learning  Allow mistakes
 Patient
Produces productive
 Enthusiastic
environment
 Committed
Fun and exciting way to
learn

19. Guided Imagery can be used effectively to
stimulate students’ problem solving. It is used to
help students to explore their feelings and
attitudes. The students’ prior experience and
knowledge about the topic must be considered.

20.  Teaching by Principles by Douglas Brown
 Teaching Content to English Language learners by
Jodi Reiss.
Classroom Teacher’s Survival Guide by Ronald L.
Partin
Drama with children by Sarah Phillips. Oxford
Drama by Charlyn Wessels. Oxford
 Planes y programas anep: primer año