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Teaching Young Learners
Teaching experience
Which age groups have you taught?
Seniors Academy - Macao
Primary 2 - Macao
How is teaching YL different to teaching adults?
Same Same?
Attention spanEnergy levels
Motivation / Reason for learningDiscipline
Peer-Group PressureCompetitive Spirit
EmbarrassmentAttitude to writing
Approach to studyingWorld knowledgeMeta-Language
Cliques / Attitude to mixing
But there are also many similarities!
Both like varietyBoth want respectBoth want praise
Both want a sense of successBoth want to be independent
Both want fun!
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
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!
What are the main problems teachers face when 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 stagesReview
Introduction of new language
Controlled practice activity
ReviewLinking of new target
with old targets
Review
Free Practice activity
Consolidation (e.g., through H/W)
T
S S
T
S SSS
S S
Comparatives
Tall TallerShort ShorterBig Biger?
Happy Happyer?Beautiful Beautifuler?
ME ! ME !Me
!ME !
Me !
Me !
理工－貝爾英語中心MPI-Bell Centre of English
Display student work
Teaching Writing
QueenKingJim Jean/I/ /i:/
Jim (/I/ words) Jean (/i:/ words)
swim readchips meatfit sleep
Britain Sweden
cat
Spelling
kitten duck scoolor
skoolor
sckool?
Spelling
c k ck ch q
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
The Tree Climbing Game
The Tree Climbing Game
Writing Practice
Pronunciation Practice
/ i : / / I /
1
2 2
3333
China Russia USA Korea Macau Japan ThailandUK
/ i : / / I /
Pronunciation Practice
s / ʒ / is ision vision
television
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 sounds
A 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 3
4 65
7 8 9
Tic-Tac-Toe
2
144
5
7
6
9
10
12
133
15
17
18
19
20
22
23
24
25
1 11
16
21
8
The Vocabulary Box
4 in a row
They
He
She
It
You
We
I
sing
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
“Once upon a time…..”
A story about a monster
Thanks for listening!
