Fun ways to Teach English for Very Young LearnersHertiki Marsaid
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
Fun ways to Teach English for Very Young LearnersHertiki Marsaid
Games play a central role in English lesson. They can be used to give practice in all language skills and be used to practice many types of communication. Games also encourage, entertain, teach and promote fluency. However, as teachers, we have to be aware in choosing the games for our students. Well-chosen games are helpful as they give children a break and at the same time allow them to practice language skills. To make games work in class, the teachers must have the rules, instructions, time management, praises and rewards. These are the following games that can be used to teach English for very young learners: Passing Activity, Shooting Letters, Do What I Say and Not What I Do, Find Someone Who, Miming, Memory, Snowball, Running Dictation, Blindfold, BINGO, Whispering, Guess Who, Find the Difference, Fishing, Hopscotch, Paper Airplanes, Listen-Color, Chopstick, Role-Play, and Musical Chair. All in all, games make the young learners become more active and they are willing to participate during the English lesson.
Teaching English to Young Learners: Strengthening Teachers to Strengthen Stud...rickbales
On Sunday, August 29, JALT Omiya will present a workshop for English educators of young learners. We are proud to have three noted speakers and authors share their methods and teaching ideas with us so that we can grow as educators. Junko Machida (ESTEEM) will demonstrate the use of global issues in the classroom to help with elementary school English lessons. Rumiko Kido (MPI) will explain the benefits of using phonics to help students acquire English language in an enjoyable way. Aleda Krause (JALT TCSIG) will explain and demonstrate five steps to assist children to go from listening to speaking.
In this talk we looked at how the language classroom is often subverted by the young learner and how teachers can appropriate this chance happening and build it into the lesson to make learning more significant and meaningful.
Teaching EFL to Young Learners EVO16 free 5-week session on Moodle for Teachers: http://moodle4teachers.org/course/view.php?id=91 Watch the first webinar recording on WizIQ http://www.wiziq.com/online-class/3433635-week-2
Teaching English to Young Learners: Strengthening Teachers to Strengthen Stud...rickbales
On Sunday, August 29, JALT Omiya will present a workshop for English educators of young learners. We are proud to have three noted speakers and authors share their methods and teaching ideas with us so that we can grow as educators. Junko Machida (ESTEEM) will demonstrate the use of global issues in the classroom to help with elementary school English lessons. Rumiko Kido (MPI) will explain the benefits of using phonics to help students acquire English language in an enjoyable way. Aleda Krause (JALT TCSIG) will explain and demonstrate five steps to assist children to go from listening to speaking.
In this talk we looked at how the language classroom is often subverted by the young learner and how teachers can appropriate this chance happening and build it into the lesson to make learning more significant and meaningful.
Teaching EFL to Young Learners EVO16 free 5-week session on Moodle for Teachers: http://moodle4teachers.org/course/view.php?id=91 Watch the first webinar recording on WizIQ http://www.wiziq.com/online-class/3433635-week-2
Teaching one to-one: advantages, expectations and challengesBruna Caltabiano
One-to-one classes have become a growing trend. There are a lot of advantages to this kind of instruction, such as more flexibility and customization, among others. However, there are challenges to be met: the student is often required to participate, which might be stressful; there is no comparison of progress with other students; and less variety of interaction, to name but a few. As a result, it might be more difficult to teach a dynamic and varied class, and to keep students motivated.
In this workshop, we aim at discussing teaching tools, environment, the roles of the teacher and how to design and plan the course in a way it meets the expectations and needs of the students and is aligned with the best teaching practices.
Presentation delivered by Sandy Buchanan (Sheffield Hallam University) at the training event 'Teaching in HE/ FE for new library professionals: does one size fit all? Tailoring your teaching to fit your target audience' at Heritage Quay, University of Huddersfield, 15th November 2016. Event organised by Academic and Research Libraries Group, Yorkshire and Humberside branch.
Teaching Listening Skill to Young LearnersMyno Uddin
Teaching Listening Skill to Young Learners sometimes tough for the teachers as they do not want to listen anything Properly. Here are some Tips to Teach Listening Skill to Young Learners.
Best Practices for Teaching English to Young Learners by Joan ShinVenezuela TESOL
Workshop offered to English Language teachers in Venezuela as part of the Methodology of the ELT Tour 2011-2 organized by VenTESOL and sponsored by the US Embassy
Dr Phil Garner came to Homefield Preparatory School on Thursday 9th January to talk to staff and parents about how best to raise achievement levels in boys.
Slides from parent/student info night, June 7, 2013 at Gray Middle School, Groveland, FL. Describes Flipped Classroom plan, including overview, parent/student/teacher expectations, and next steps.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
4. Attention span
Energy levels
Motivation / Reason for learning
Discipline
Peer-Group Pressure
Competitive Spirit
Embarrassment
Attitude to writing
Approach to studying
World knowledge
Meta-Language
Cliques / Attitude to mixing
5. But there are also many similarities!
Both like variety
Both want respect
Both want praise
Both want a sense of success
Both want to be independent
Both want fun!
6. Think about your own students
What 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 emotionally
Factors 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. Think about your own students
What 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 emotionally
Can 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 emotionally
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 emotionally
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 emotionally
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 (how it influences your lesson)
• What the student will do after the lesson
• How the student is feeling physically and emotionally
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 it influences your lesson)
• How the student is feeling physically and emotionally
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 emotionally
You can influence these!
8. What are the main problems teachers face
when teaching young learners?
9. Students find English boring!
blah blah blah blah…..
Zzzzzzzzz!!Zzzzzzzzz!!Zzzzzzzzz!!Zzzzzzzzz!!
10. - Limit TTT
- Provide opportunities for students to make guesses /
join the dots / guided discovery
- Provide feeling of accomplishment
- Games?
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
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
15. Children lose interest quickly
• Frequent change of interaction
• Move from familiar to unfamiliar
• Plenty of praise
• Short stages
Review
Introduction of
new language
Controlled
practice activity
Review
Linking of new target
with old targets
Review
Free Practice
activity
Consolidation
(e.g., through H/W)
T
S S
T
S
SS
S
S S
Comparatives
Tall Taller
Short Shorter
Big Biger?
Happy Happyer?
Beautiful Beautifuler?
24. True for you?
True Not True
I’ve got green eyesI’ve got a headacheI’ve got to go
Don’t Know
I’ve got an i-phoneI’ve got a girlfriendI’ve got lots of marking to do!I’ve got a beautiful smile
39. 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 /
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)
