Effective Primary · PDF fileCharacteristics of Young Learners Second Training Session 135 Minutes ... Since there are marked differences in the abilities of children aged

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The Professional Development Project for English Language Supervisors and Teachers

Kingdom of Saudi Arabia

Ministry of Education

Deputy of Education

The Professional Development Project for

English Language Supervisors and Teachers

Effective Primary

Teaching

" No Child is Left Behind "

Prepared by:

Ibrahim Shaher Lina M. Bayazid

Sanad Al Dhufiri Dalal Al Shemmary

First Edition 1436 H.

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First Training Session 135 Minutes

Introduction

Characteristics of Young Learners

Second Training Session 135 Minutes

Language Learning and

Acquisition

How Do Children Differ?

Day 1

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INTRODUCTION

Interest in the teaching of English to younger learners has been steadily

growing in recent years. It has been applied in many private schools all over the

world. Ministries of education have begun to respond to this demand, too.

Primary language teachers need special skills. They have a much wider

responsibility than teachers of other stages. For them, helping the child to learn

and develop is more important than learning the language.

This training package includes the latest developments on language learning

at primary level, how children think and learn, teaching methodologies, effective

classroom management techniques, characteristics of young learners,

characteristics of a successful young teacher, how teaching young learners differ

from teaching adults, the differences between language acquisition and language

learning and the roles of teaching resources. Wherever possible, we have included

activities to illustrate and support our points and we would like to encourage our

trainees to take on a reflective and analytical role so that they may make informed

choices about what will work best in their classes.

We hope you will find some valuable information and

applicable ideas to contribute to a fruitful language

classroom

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INDEX

Session Subject Page

Introduction 4

Index 5

Package Guide 6 - 7

Trainees' Instructions 8

Training Schedule 9

Getting to Know Each Other 10

Training Tasks 11

First Day

1st.

Defining Young Learners 12-14

Teaching Young Learners VS. Teaching

Adults 15-17

Language Learning and Acquisition 18-29

2nd

. The Successful Young Learners' Teacher 30-38

How Do Children Differ ? 39-44

Second Day

1st.

Successful Teaching Methods for Young

Learners 45-59

Classroom Management 60-69

2nd

.

Tools for The Young Learners 70-92

Correcting Errors 93-95

Assessment 96-102

A Final Word 103

Appendixes ( 1 – 10 ) 104-116

References

Recommended Readings & Web Sites 117-121

Evaluation Form 122-123

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PACKAGE GUIDE

General Aim:

The aim is to equip teachers with the best practices for teaching English to young

learners.

Specific Aims:

The trainees will be able to:

1. Discuss the characteristics of young learners.

2. Distinguish between language learning and language acquisition.

3. List what makes a young teacher successful.

4. Identify young learners’ different needs, abilities and learning styles.

5. Participate in multiple intelligences activities in order to activate a wider

range of intelligences

6. Analyze different aspects of appropriate methods for teaching young

learners.

7. Explore the various ways of using the instructional material in the young

learners’ classroom.

8. Explain how to create an effective learning environment for young learners.

9. Use different tools for assessing their young students.

10. Define teacher's and learners' roles in correcting errors.

Who is this programme for?

It is intended for:

Teachers who already teach English to young learners and want to consider

their teaching in new ways.

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Teachers who are already specialist English language teachers of secondary

and intermediate school students, and who are now going to teach English to

children.

Time:

The programme will be covered in 2 days, five hours per day – a total of 10 hours.

Training Materials

1. Colored markers

2. Ball point pens

3. Flip chart

4. Computer

5. Data show

6. Miscellaneous handouts

7. Surveys

8. CD

9. Cards

10. Charts

11. Text books

12. Templates

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TRAINEES' INSTRUCTIONS

It is the trainees' responsibility to:

1. Attend the sessions on time. The session begins at 8.00 and ends at 12.00.

2. Bring in the training material as requested.

3. Act in accordance with the guidelines stated at the beginning of the training

package.

4. Behave in courteous, responsible and professional manner at all times.

5. Participate actively on the training and over all activities.

6. Be proactive in seeking opportunities for experience and advancement.

7. Be willing to ask questions and seek information / help from the trainer and

other professionals.

8. Maintain open communication with trainer and other trainees regarding your

profession.

9. Make appropriate use of training and take full advantage of the learning

opportunities as well as maintain openness to learning and be able to accept

and use constructive feedback effectively.

10. Provide appropriate support and encouragement through out the training

period.

11. Nominate individuals to perform certain functions within the group.

12. Collaborate with other group members.

13. Respect differences.

14. Maintain credibility in filling in the evaluation form at the end of the training

programme. Comments and future suggestions can be handed to the trainer

or the coordinator.

15. Keep mobiles on the silent mode.

16. Have a strong commitment to training and applying what is learned in their

classes.

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TRAINING SCHEDULE

Day Topic Trainer

Da

y O

ne

Introduction

Getting to Know Each Other Lina

Defining Young Learners Sanad

Teaching Young Learners VS.

Teaching Adults Ibrahim

Language Learning and Acquisition Sanad

The Successful Primary Teacher Ibrahim

How Do Children Differ ? Lina

Da

y T

wo

Successful Teaching Methods for

Primary Learners Lina

Classroom Management Sanad

Tools for The Primary Learners Dalal

Correcting Errors Ibrahim

Assessment Ibrahim

A Final Word Lina

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GETTING TO KNOW EACH OTHER

Marooned Game

You are marooned on an island. What five (you can use a

different number, such as seven, depending upon the size of each

team) items would you have brought with you if you knew there

was a chance that you might be stranded? Note that they are

only allowed five items per team, not per person. You can have

them write their items on a flip chart and discuss and defend

their choices with the whole group.

This activity helps them to learn about other's values and problem solving styles

and promotes teamwork

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TRAINING TASKS

No.

Task Type

Title

Time

DAY 1

1 Define Define ( Young Learners ) 20 min.

2 Sort Young Learners VS Adults 30 min.

3 Agree / Disagree Language Learning / Acquisition 20 min.

4 Compare Language Learning / Acquisition 30 min.

5 Mini case studies /

Table completion

Language Learning / Acquisition 30 min.

6 Brain storm Young learners' Classroom 20 min.

7 Spider-gram Young learners' needs 20 min.

8 Describe a picture Young learners' Teacher 30 min.

9 Jig saw reading Learning Styles 30 min.

10 Grid completion Multiple Intelligences 40 min.

DAY 2

1 Targeted reading TPR 20 min.

2 Gallery walk Communicative Approach 30 min.

3 Unfinished Statements /

True / False Theme-Based Instruction 30 min.

4 Discussion Story-Based Instruction 30 min.

5 Categorize Story-Based Instruction 30 min.

6 Key Terms Classroom Management 40 min.

7-14 Discussion /

Hands on activities Tools for Young Learners 40 min.

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Venn Diagram /

Explain Correcting Mistakes 20 min.

16 Table completion /

Think-Pair-Share Assessment 30 min.

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Instructional Material 1 / 1 / 1

Definition of Young Learner

“ Young learners ” is a catch-all term for students who are not yet adults. The term

swept into fashion at the beginning of the nineties reflecting the trend to lower the

starting age and broaden the access to English language learning to younger people

in many countries all over the world.

Some different ways for interpreting Young learners;

First Interpretation:

The term refers to any student who has not yet reached their maturity ( most usually

at 18 ) and towards whom, as educators, we have a duty of care.

In this interpretation, the term “ young learners ” includes the whole range of ages

and developmental stages of children from infants, young children and older

children, through to adolescents, teenagers and young people.

Second Interpretation:

“ Young learners ” is a term that is used to refer to children from their first year of

formal schooling ( 5-7 years old ) to when they are ( 11-12 years old ), or to when

they move on from primary to secondary school.

This is an interpretation that is often adopted, either implicitly or explicitly, by

publishers and exam boards. In this interpretation, a “ young learner ” grows into

being labeled as something else, usually a teenager, at adolescence. In this

interpretation there is also often an additional term “ very young learners ” which is

used to refer to pre-primary children aged from approximately 3-6.

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Third Interpretation:

“ Young learners ” is used to encompass a range of different age bands such as 8-

16, 4-14, 9-15, 5-16, and so on.

As the above shows, the term “ Young learners ” is wide-ranging but, at the same

time, it is also ambiguous and potentially confusing. The term also obscures the

enormous physical, emotional, psychological, social and cognitive differences there

are in children and young people of different ages, and correspondingly and

importantly, the wide range of different skills and methodological approaches that

their teachers need to teach them.

Let's agree on A specific Interpretation.

Rather than using “ young learners ” as a blanket, catch-all term, it might be more

helpful to specify the age ranges we are talking about in relation to the educational

systems to which children belong.

We could then refer to, for example, infants and pre-primary followed by primary,

middle school or lower-secondary, secondary and upper-secondary.

This would allow for reference to specific educational contexts. For example, in

some contexts children finish primary school and start secondary school at the age

of 11, while in other contexts this change over may be as late as 14. It would also

more accurately reflect the extensive knowledge of mainstream pedagogy and

applied linguistics, as well as the highly specialized repertoire of skills and attitudes

that so-called ‘Young learner teachers‘ need to teach all the different age groups

effectively.

Conclusion

Young learners are usually considered to be children between six to ten or eleven

years of age. Since there are marked differences in the abilities of children aged

five and ten.

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Instructional Material 1/ 1 / 2

Young Learners Adults

Age: 10-12 years old.

Grade: 4th- 6th grade,

Age: 13-18 years old.

Grade: 1st int.- 3rd sec.

Dependant on the teacher.

Independent, self directed and

goal-oriented.

Learning is more social and

natural. They ultimately trust the

teacher and want to learn.

Enjoy being involved in the

planning process. They are often

critical of the teaching methods.

They are blank slates. Have years of experience and a

wealth of knowledge to build on.

They are in the process of

developing their learning patterns

and gauge their expectations for

the teacher.

Have definite expectations and

patterns of learning.

They want to have fun. They are

well-disciplined through well-

established classroom rules and

guidelines.

They are practical and disciplined.

They need more hierarchy and

boundaries.

Need to be treated as equals in

experience and knowledge.

They have so much fun with

learning.

Often skeptical about new

information; prefer to try it out

before accepting it.

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They have incredible energy.

Seek education that relates or

applies directly to their perceived

need.

They are reluctant to accept

responsibility for their own

learning.

Accept responsibility for their

own learning if learning is

perceived as timely and

appropriate.

They respond although they do

not understand.

They are more focused on form

and correctness.

Everything is new to them. They commit passionately when

they are engaged.

They understand mostly when

they see, hear, touch and interact

rather than from explanations.

Most of them understand the need

for learning.

They love discovering things,

making or drawing things, using

their imagination, moving from

one place to another, solving

puzzles.

They search for identity and self-

esteem; thus they need to feel

good about themselves and their

values.

They have a short attention span;

they can easily get bored after 5-

10 minutes.

Attention span is longer as a result

of intellectual development.

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Agree / Disagree

How does a young learner acquire English as a second language?

To find out, you have to read each sentence and decide whether you agree or

disagree. Please justify your answer.

Statement Opinion

Young learners learn languages better than adults. Disagree

Young learners who are learning a second language should

be encouraged to speak from the very beginning Disagree

Young learners and adults learn languages the same way. Disagree

The amount of difficulty a young learner has in acquiring

English depends primarily on which language the learner

acquired first.

Agree

The more proficient the young learner is in the second

language, the better he will do in school. Disagree

Adults have a longer concentration span than young

learners. Agree

Language acquisition tends to be more successful in low

pressure and low anxiety situations. Agree

The introduction of reading and writing in English should

not take place until a fluent oral foundation has been

established.

Agree

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First language is acquired through experience while the second language is learned

through formal teaching.

Language Acquisition Language Learning

Natural environment Formal environment.

Random environment Structural environment

Social language Usually academic language.

Many opportunities Limited opportunities.

Occurs subconsciously Occurs consciously

Emphasis on communication no

grammatical rules. Emphasis on grammar rules.

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Situation A

( Junko )

Situation B

( Rosa )

Situation C

( Dorji )

Plenty of time for English ×

Exposure to English

inside / outside school × ×

Need to use English ×

Exposure to a variety of

different uses of English ×

Meaningful input / focus

on meaning and

communication

×

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Here are some significant ways that make young learners learn English:

1. Young learners lack the self-consciousness of older learners and so they are

very happy to try out the new language. The great majority are willing to try

out new language whether or not they make mistakes, and whether or not

their pronunciation is appropriate. This willingness to use the language

means that they generally get far more practice than adults and so their skills

improve significantly faster.

2. Young learners generally have brilliant memories and so they can pick up

new language more easily than older learners. However, adults may have far

better learning strategies that can compensate for this to some degree.

3. Young learners are totally disinterested in rules and form and only want to

communicate. This strong desire to communicate means that they will be

willing to chatter away in a foreign language even when they know only a

few sentences and their vocabulary is limited. They will modify the

sentences they know to produce anything that has some resemblance to what

they really want to say. They will be unconcerned about word order,

agreement or pronunciation but invariably they will communicate.

4. If they have adequate exposure to new language, they will absorb language

rules without them being explained. This ability to unconsciously sort out the

rules of a new language works best where the young learners are immersed

in the new language but it can also work to some degree in school if there is

adequate input.

5. They learn very quickly and easily through songs and games. Children love

playing games in class and are not at all embarrassed by being asked to sing,

unlike so many older learners.

6. They learn best when all the language skills are integrated and they also have

the chance to touch things, color, and draw pictures. Having hands on

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experience of new language is especially important for young learners and

helps them remember far more easily.

7. The younger they are, the shorter their attention span, generally speaking. It

is vital-that teachers prepare a number of different activities for use

throughout their lesson, or their day. Simply asking a pupil to pay attention /

concentrate for a long time may work with an older learner but may have no

effect at all on a young learner. This may not be deliberate refusal by the

pupil; it may simply be impossible.

8. Young children love learning where there is a clear context, and where they

are actively involved e.g. buying things from a ‘shop’ in the classroom,

acting a role ( a doctor, a policeman , a nurse ,…. )

9. They thrive on support and encouragement, although in this they are much

like older learners of course.

10. They love having their work put up on the classroom wall and having the

chance to take work home to show their parents. These features of the way

that young learners learn mean that teachers should approach teaching young

learners in a way that is rather different from that adopted with older pupils.

( Unique characteristics of Young Learners, Linda New Levine, TESOL Arabia 2005 )

11. Young children are more adept at acquiring languages than learning

languages.

12. Language acquisition occurs in response to a child's environment and a

result of a biological predisposition.

13. Language acquisition is universal, natural and does not require instruction.

(Children are immersed in language)

14. Language is a tool which is used by children to fulfill a variety of purposes

and functions.

15. Children choose those aspects language which they wish to acquire.

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In an ideal young learners’ classroom:

1. Children play with language.

2. Children are grouped.

3. A wide variety of instructional techniques.

4. Children cooperate to learn rather than compete with one another.

5. Topics are age appropriate and of interest to the children.

6. A great deal of input is made meaningful through abundant contexts.

7. Children are active processors of language-not passive.

8. Teacher trust and guidance.

9. Learning is holistic, not separate from the meaning it conveys.

10. Frequent teacher interaction.

11. Children's learning styles are honored.

Here are some ways in which young learners may be discouraged from

learning.

1. If they feel insecure or under pressure in any way, they will not learn

successfully.

2. If they are asked to work on long activities that require sitting still and

concentration.

3. If you ask them to work on specific items such as grammar, spelling.

4. Young learners will not learn effectively if they are constantly being

corrected. Some correction is important from time to time but over-

correction will be dispiriting for them.

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Young learners need:

1. Activities which stimulate their fantasy and imagination.

2. Stories to listen to, watch, and read.

3. Movement, TPR songs, drama games.

4. Create activities through topics that are related to everyday situations and

which are relevant to our learners.

5. Create a stress-free interesting and supportive environment.

6. Craft work activities.

7. Integration of multimedia.

8. Recycle input in a variety of different context.

9. Provide feedback on learning.

A teacher of young learners can:

1. Try to create everyday real situations for language use within the

classroom in which the only language for interaction is the foreign

language.

2. Have a continued exchange of meaning in our activities in the

classroom through real interaction and communicative activities.

3. Create activities through topics that are related to everyday routines

and relevant to our learners.

4. Encourage the learners to be a thinker and a problem-solver and to

respond to and develop through challenge.

5. Create a stress-free and supportive environment.

6. Recycle input in a variety of different contexts that will create highly

meaningful purposeful and motivating learning environment.

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Large brain full of

new and

interesting ideas

I

L

O

V

E

S

C

H

O

O

L

Bendy leg

=

flexibility

X-ray eyes

recognizing

potential, not

always academic.

Caring and kind.

Seeing the positive

before the negative

Lots of hands to be

held in the play

ground, to lend to a

needy child.

All seeing eyes in

the back of the

head.

Big ears for

listening to

problems and

detecting mischief.

Sense of humour.

Leadership qualities.

Friendly but firm.

( Imaginary cane ).

Enthusiasm

Just add 30+ children. Place in a hot classroom and bake for 25 years or more.

:D

Communicator, clear

instructions, no language

barriers, good relations :

children, staff, parents.

Clear voice.

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A successful primary teacher is the one who:

Clarifies the objectives:

A teacher should make sure that students understand clearly what they will learn

today. Setting clear objectives enable students to concentrate and know what they

are supposed to do on that day.

Sets high expectations:

It is important that teachers set high but realistic expectations of their students.

They can provide their students with varied opportunities to excel without putting

any pressure on them. They can engage them in stimulating tasks to do, expose

them to lots of English, tell them what is expected from them and look for things to

praise them for.

Simplifies the ideas:

A main barrier to learning for some children is the level of difficulty of the

textbooks. Teachers need to simplify the material up to the level that meets

learners' ability. It is advised though to keep it a bit challenging.

Provides lots of spoken English:

It is quite challenging to expect your students to speak and understand English

well. You can help them do so if:

1. Use lots of aids ( pictures, realia, … ).

2. Use facial expression, voice inflection, gesture, and general movement is

more likely to hold the students` attention.

3. Use language that is a bit more advanced than children's current language.

4. Share your expectations of the students' performance in an activity with

them.

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5. Praise the students for their efforts as well as for their good behavior ( catch

them doing the right thing ) to enhance their self-esteem and increase their

motivation.

6. Provide students with extra talk inside the classroom to help those who have

exposure to English outside the classroom.

Gives students access to new language:

1. Look for activities that engage students. Encourage them to predict the

meaning of the language they hear, use contextual clues to understand the

language such as facial expressions, body movement, gestures, and other

aids to help them.

2. Don't pressure students to speak. Let them enjoy a safe environment where

they can listen and watch without the fear of having to speak until they are

ready to do so. Some encouragement through repetition and choral drills

might be useful.

3. Display the language learned in the lesson on the wall or board to track

students' progress.

4. Children may surprise you with what they can do. They may exceed your

expectations. Just allow them to do so.

5. When students provide examples, they are showing comprehension of a

concept. Providing examples requires students to use English to express their

own ideas.

6. Errors indicate students’ efforts to stretch their language and expand their

knowledge. Consider that as a credit for them.

7. Provide students with lots of opportunities to be creative. They are known

for their active imagination. Benefit from this gift.

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8. As a teacher you can stretch your students' language if you:

a. Ask open-ended questions.

b. Vary your questioning technique :

Teacher-Student

Student-Teacher

Student-Student

c. Choose an interesting topic to discuss.

d. Change the pace of your lesson and the way you handle an activity.

9. Ask students to summarize what they have learned. This demonstrates their

understanding and allows them to focus on the work they are doing.

Makes repetition and recycles language:

Repetition focuses students` attention on the lesson and the language item.

A quick repetition in the midst of a communicative lesson helps students practice

contextualized language in momentary isolation.

It’s helpful for shy / timid / hesitant students to take a step in producing oral

language. Advanced speakers can compare their language with the teacher’s and

refine their own speech.

Repetition is helpful for improving pronunciation ( accuracy, articulation , stress,

rhythm, intonation ). In choral repetition, all of the students can participate at once.

It is vital to use the same words and phrases in different and new situations. This

means using the language in the course books but in different contexts.

Engages the students in healthy / friendly competitions:

Putting students into teams in the classroom will help your learners to learn how to

work with others in a friendly environment. They will be engaged in a stress free

competition where good behavior is rewarded and group work is praised.

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Motivates learners to speak English:

Students can be encouraged to use English if they are provided with the needed

language and if they can see the need to use it.

Teach them a few phrases, simple idioms and structures to help them carry on a

conversation with each other. Create a situation in which they are required to tell

you something.

Gives listening Activities: something different:

When learning a new language, a great demand is placed on listening skills.

Hearing new sounds, words, rhythms and being able to understand that in the flow

of the speech is not easy. Thus providing students with different types of listening

activities will motivate them to stay focused and work on the language.

Posts written English:

Posting written language in the classroom is very useful to remind students of what

they have learned and what they need to remember. This ' environmental print '

setting in the classroom aids children in using the language and gives them more

confidence to participate.

Makes the most out of the course book:

Teachers Manual Book is a wise reference, experience is not enough. The manual

is designed to help teachers prepare students for the challenges they face as they

become more complex in some topics. A good course book helps teachers plan

their lesson, sequence the activities and provide them with lots of ideas and

stimulating illustrations to present the new language. Still, teachers can look for

supplementary and extension activities to stretch students' language and to recycle

and enforce the learned one.

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Teaches in a variety of ways:

Use as many different materials and strategies for your lessons as possible.

Students believe that the best teacher is able to teach in varied ways using books,

chants, presentations and other interesting strategies to keep the students engaged

in the lesson. Adopting different teaching strategies means catering for different

students' needs.

Surprises the learners:

Keep your students on their toes. Surprise them with different classroom setting,

unexpected activity … to keep them interested and motivated.

Empowers the learners:

Young learners can be motivated and take responsibility of their own learning if

they are given a chance to choose:

a- which topic to work on.

b- who to work with.

c- the order of the activities.

d- What to say.

Allows learners to be language detectives:

Children are curious by nature. It will be very useful and enjoyable for them to

discover repeated patterns of language ( words, sounds, phrases ) in songs, stories

and rhymes.

Develops a supportive, non-threatening and enjoyable learning environment:

For learning to be successful, learners need to feel secure, enjoyable. Some of the

factors which we believe engender a positive atmosphere in the classroom are

these. All learners are valued as individuals; challenges and risks are supported,

topics are relevant and interesting. Activities are meaningful and purposeful; praise

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is given where and when it is due, and discipline is firm, consistent and fair. As

well as having a positive effect on the learning environment in the classroom, this

approach will also encourage learners to be more tolerant of each other and others

who they might encounter outside the classroom.

Allows learners to perform it:

Children love to mime and act. Allow children to practice the language they have

learned through role play, simple drama activities, miming or acting out a story.

Allows learners to have fun:

Children are often innovative. They are extremely sensitive. Therefore, the English

teachers should help their students to laugh with (not laugh at) each other at various

mistakes that they all make, be patient and supportive to build self-esteem, be firm,

and elicit as much oral participation as possible from students . Give them a space

to debate and to give funny comments.

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Instructional Material 1 / 1 / 9 - 10

Learner’s Type Is Good at Learns Best by Activities

Linguistic

Saying, hearing and

seeing words

Memory games

Trivia quizzes

Stories.

Logical /

Mathematical

Asking questions,

categorizing and

working with patterns

Puzzles

Problem solving.

Visual / Spatial

Visualizing, using the

mind's eye

Flashcards

Colours

Drawing

Project work.

Musical

Using rhythm, with

music on

Using songs

Chants

Drilling.

Bodily / Kinesthetic

Moving, touching

and doing

TPR activities

Action songs

Running dictations

Miming

Realia.

Interpersonal

Co-operating,

working in groups

and sharing

Mingle activities

Group work

Debates

Discussions.

Intrapersonal

Working alone

Working individually

on personalized

projects

Naturalistic

Working outside and

observing nature

Environmental

projects.

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EEffffeeccttiivvee PPrriimmaarryy

TTeeaacchhiinngg

First Training Session 135 Minutes

Teaching Methods

Classroom Management

Second Training Session 135 Minutes

Tools for the primary teachers

Correcting Mistakes

Assessing young learners

Day 2

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a. Communicative activities should have three features:

1. Information gap

2. Choice

3. Feedback

b. The major components of a communicative task are:

1. Goals and objectives. 2. Input.

3. Activities. 4. Teacher’s role.

5. Learners’ role. 6. Setting.

During communicative activities, the teacher's role will be:

To facilitate then to monitor usually without interruption.

To provide feedback on the success of the communication, and

possibly on the linguistic performance of the learners.

The Learners’ Roles:

Do most of the speaking.

Interact a great deal with one another.

Will be more motivated.

Are better listeners.

Feel more secure.

Gain confidence in using the language.

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1. The major notion for theme based teaching is that many different activities

are linked together by their content; the theme or topic runs through

everything that happens in the classroom and act as a connecting thread for

learners and teacher.

2. Finding a theme is the easiest part. It can come from the learners’ current

interests, from topics studied in other classes, from a story, or from a local or

international event. ( provide examples )

Principles for Theme – based Teaching

1. ( F ) Always work with themes relevant to learners’ lives.

2. ( T ) Weave together students’ choice with teacher’s direction

3. ( T ) Promote authentic social interaction.

4. ( F ) Stimulate learners with exciting, authentic materials.

5. ( F ) Recycle vocabulary, structure, … re-expose as much as possible.

6. ( F ) Build on what students have already learned.

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7. ( F ) Support class work with homework.

8. ( F ) Integrate and challenge all four skills.

9. ( F ) Adapt materials to learners’ levels where needed.

10. ( T ) Praise whenever praise is due, respect their every effort.

11. ( F ) Diminish learners’ awareness of the classroom.

12. ( F ) Promote different types of learning styles and intelligences.

Curtain and Dahlberg ( 2004 ) support the use of thematic units for learners

( kindergarten – Grade 8 ) for the following reasons:

Thematic Instruction:

1. Makes instruction more comprehensible because the theme creates a

meaningful context.

2. Changes the instructional focus from the language itself to the use of

language to achieve meaningful goals.

3. Involves the learners in real language use in a variety of situations, modes

and text types.

4. Involves activities or tasks that engage the learners in complex thinking and

more sophisticated use of language.

5. Connects content, language and culture goals to a “ big idea “.

6. Avoids the use of isolated exercises with grammatical structures, practiced

out of context.

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Three very important sources of interest for young learners in the classroom are:

1. Pictures. 2. Stories. 3. Games.

What Type of Stories Can We Use?

Any type of stories as long as they are relevant, interesting and of the right

cognitive and linguistic levels for our learners.

Why Use Stories in the EYL classroom?

1. There are lots of opportunities for repetition in stories.

2. Stories are known to our learners.

3. Stories offer opportunities for vocabulary building.

4. Stories can be used with different age and ability groups.

5. Good stories are highly motivating for learners (and teachers!)

6. New and recycled language is supported.

7. Good stories are highly adaptable and can usually be linked to any syllabus.

8. Stories can sometimes link with learners’ own knowledge of life.

9. Stories offer great opportunities for cultural input.

10. Stories can be presented in many ways.

11. Stories can be used to develop other subjects across the curriculum.

12. Stories can be used as a model for young learners’ own writing.

13. Stories can meaningfully offer opportunities for repetition and use of

language in activities.

14. Stories can help teachers develop all 4 language skills plus cognitive and

developmental skills in their learners.

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Checklist for using a story

When choosing a story, ask yourself the following:

1. Is the language level suitable for your learners?

2. Is the cognitive level suitable for your learners?

3. Is the content suitable for your learners?

4. Is the story interesting and relevant?

5. Is the book attractive?

6. Is the story entertaining?

7. Is there any opportunity for prediction in the story?

8. Is the book too small to use with the whole class / or group?

9. Do the illustrations support the language?

10. Does the story offer opportunities for different follow-up activities?

11. Does the story offer opportunities for activities across the curriculum?

12. Does the story recycle language?

13. Does the story introduce new language? If so how much?

14. Do you like it?

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Linking Activities to carry out before, during or after reading a story.

Before An Activity

Try and guess what the story is about from the cover of the book / pictures you

have.

Teach the learners some key words and then ask them to guess what a story

using all these words might be about.

During An Activity

Learners join in with repetitive parts of story.

Encourage learners to predict what might happen next.

After the Activity

Ask the learners to change the end or middle of story.

Learners order the pictures of a story as they listen.

Mime / role-play the story after the learners know it.

Make puppets and then have a puppet show of the story.

Draw and colour / paint the characters or scenes.

Draw and colour / paint the objects in the story.

Use the story as a model for learners’ own writing

Sing a song, or introduce a rhyme or poem that has links with the story.

Carry-out surveys and questionnaires that are linked to the story.

Play a game that has links with the story.

Use the story to develop subjects across the curriculum.

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What is classroom management?

Classroom management is considered an essential part of the teaching and learning

process. It refers to the methods, strategies and skills teachers use to maintain a

classroom environment that results in a student`s learning success. Classroom

management is connected to a process of organizing and conducting a class that

includes time management, students` involvement, students` engagement, and

classroom communication. Classroom management is also defined as the process of

creating a democratic community and managing a successful class.

The main areas of classroom management:

This subject provides a brief overview of the main areas of classroom management.

This group of defined skills and techniques assists teachers in dealing effectively

with a range of student behavior. Classroom management skills consist of rules and

procedures that help run classrooms smoothly. It is vital that teachers establish

effective classroom management strategies to use in their classrooms, so that

children are keen on learning. A clear description of common classroom

management areas is given by Scrivener:

Grouping and seating:

Forming groupings, arranging and rearranging seating, deciding where you will

stand or sit, reforming class as a whole group after activities, changing the room`s

physical layout may make the classroom a more attractive place to study since it

may also make cooperative work easier, revitalize fatigued students, reduce stress

within the classroom and facilitate learning.

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For each activity teachers undertake in class, they should consider what grouping,

seating and standing arrangements are most suitable. It is difficult for students and

especially for young learners to sit still for a long time. It is essential to include

activities that involve some movement. However, teachers should be aware of a

constant movement every five minutes which might be, for most students,

uncomfortable.

The organization of the classroom is of great importance. In the past in many

classrooms, desks were arranged in neat rows facing the teacher`s desk. This

traditional way of organization limited students` interaction and made group

activities more challenging. Luckily, these days are gone and teachers are more

imaginative in setting the classroom. However, placing tables in orderly rows still

occurs in classroom.

Types of seating:

Orderly rows

When the students sit in rows in the classroom,

there are obvious advantages. It means that the

teacher has a clear view of all the students and the

students can all see the teacher. It makes lecturing

easier; enabling the teacher to maintain eye contact

with the people he or she is talking to. Orderly

rows imply teachers working with the whole class.

Some activities are especially suited to this kind of

organization: explaining a grammar point,

watching a video, using a board etc.

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Circles and horseshoe:

In a horseshoe, the teacher will probably be at the

open end of arrangement since that may be where the

board, overhead projector or tape recorder are

situated. In a circle, the teacher`s position – where

the board is situated is less dominating. Classes

which are arranged in a circle make quite a strong

statement about what the teacher and the students

believe in. With all the people sitting in a circle,

there is a far greater feeling of equality. The teacher

has a much greater opportunity to get close to the

students.

Separate tables:

When students sit in small groups at

individual tables, the atmosphere in the

class is much less hierarchical than in

the other arrangements. However, this

arrangement is not without its own

problems. Primarily, students may not

always want to be with the same

colleagues, indeed their preferences

may change over time.

Secondly, it makes “whole-class” teaching more difficult, since the students are

more diffuse and separated in these seating arrangements weaker students have less

chance of hiding themselves and therefore the stronger students dominate less.

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Generally, a teacher moving around the classroom is more alter and is able to

organize the classroom events more effectively.

Walking around the classroom helps teachers motivate students to participate in

classroom activities and it also helps maintain attention and discipline. However, an

important point to remember is that students, especially young learners, should also

be allowed to move around in order to do more active work and to enable

cooperation with others.

Giving instructions and monitoring:

Giving the right instruction is one of the most difficult and challenging things in

managing a successful learning environment.

1. Instructions should be clear to avoid confusion for students.

2. Students must understand what teachers want them to do and why.

3. Teachers can use different signals to draw attention; such as clapping their

hands, raising their voice, ringing a bell or raising their hands.

4. Another step is to make eye contact with as many students as possible and

show an established gesture that indicates the teacher's intention to speak.

5. Teachers should not start their explanation until everyone is listening and

watching them

6. Using short sentences and involving a demonstration of the instructions.

Teachers should check that students have understood the instructions to

avoid uncertainty and confusion

7. Useless questions should not be asked such as “Do you understand”, instead,

he can ask a few students to repeat back the instructions or get someone to

demonstrate the activity. If students do not understand the instructions,

thereafter rephrasing is essential.

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8. Teachers need to make sure that students are doing the task which they were

asked to do.

9. Teachers should walk around the classroom and monitor if the activities are

staying on-plan.

Three important suggested monitoring functions that affect classroom

management:

1. Checking students` understanding of assignment instructions and of work-in

progress.

2. Verifying short- and long-term accomplishments

3. Checking upon students` behaviour.

Timing:

Teachers may struggle with lack of time or extra time left. They need to be able to

gain control over the activities they do, organize the classroom well, plan their

lessons carefully and set realistic times for the completion of tasks. Good pacing

minimizes the time spent on disruptions and disciplinary situations and helps keep

the classroom running smoothly.

It is wise to consider using time-controlled activities such as group work, role-

plays, and individual presentations,

If the teacher has extra time, he/she needs to have some extra activities prepared to

keep their class busy, since unplanned time at the end of a class may result in

student boredom and disruption.

Authority and setting rules:

All teachers, especially new ones, need to carry their authority well in gathering

and holding attention, deciding who does what, establishing or relinquishing

authority as appropriate, getting someone to do something.

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When teachers design classroom rules, they need to consider that the rules must be

easy to understand and manageable. Students have to know what is or what is not

acceptable. Setting correct rules helps create a predictable atmosphere that

maintains classroom discipline, decreases disruptions and encourages children to

use self-control. Most rules are based on moral, personal, legal, safety and

educational considerations.

It is very important also to involve students in setting the classroom rules and

suggesting the consequences for breaking them and the rewards for following them.

Webster (2010) highlights that rules should:

1. be limited to 3-6 points

2. be stated in positive terms

3. address multiple situations

4. be age appropriate.

The differences between effective and ineffective rules are illustrated

below:

1. Give each assignment your best effort.

2. Work quietly when directed.

3. Take care of shared equipment.

4. No hitting.

5. Be good.

6. Do not bother others.

7. Practice good citizenship.

8. Behave appropriately at all times.

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Holding and improving students’ attention:

It is generally agreed and as previously stated; teachers should not start a new task

or activity without getting the attention of all students in the class. Teachers can use

20 special signals to begin a new task such as ringing a bell, dropping their voice,

flicking the light switch or clapping hands. In young learners' classes, the teacher

can use “the same set of words for the same instructions” such as “Everybody,

Listen, Look, Repeat, Stand up, Look at the board..

Seven suggestions to improve students` attention:

1. Gain attention of all students by meeting all their learning styles.

2. Motivate interest.

3. Teach concepts through (models and demonstrating)

4. In order to maintain students` attention, teacher ought to structure the lesson

into short sessions.

5. Provide follow-up task assignment.

6. Monitor on-task behaviour.

7. Evaluate and provide feedback.

If the students are bored, they lose their interest and stop paying attention to the

task and teacher. Therefore, one of the most important aspects is student

motivation. Students enjoy doing things which “they can see the point of”

To break the monotony and attract students` attention, teachers have to provide a

variety of activities, pace, voice and organization .The activities that work well are

activities with action such as games, puzzles, songs, poems and chants and total

physical response activities.

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Voice and gestures:

Two kinds of messages are transmitted to students when the teacher is speaking.

Whilst the voice transfers verbal messages, gestures represent specific body

movements. Most authors agree that the teacher`s voice should be audible, use

different qualities of their voices and need to take care of their voices since the

voice is considered one of the most important and valuable instruments at their

disposal in management of teaching. The ways a teacher varies the tone, pace and

volume of their voice has a great impact on their listeners and generates enthusiasm

and excitement in the classroom.

Teachers should use physical movement such as gestures, mimes and facial

expressions during their teaching to convey the meaning of language, reinforce

information, increase pace and reduce unnecessary teacher talking time in the

classroom and improves students ' understanding and participation during lessons.

This is particularly essential in young learners' classrooms where long verbal

explanations can be difficult and confusing.

Critical moments:

The following are some critical moments in the lesson which require good

management from the teacher: starting the lesson, dealing with unexpected

problems, maintaining appropriate discipline and finishing the lesson.

Tools and techniques:

Using the board and other classroom equipment or aids, using gestures to help

clarity of instructions and explanations, speaking clearly at an appropriate volume

and speed, use of silence, grading complexity of language, and grading quantity of

language are all important factors to be considered when teaching young learners.

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Working with people:

1. Spreading your attention evenly and appropriately.

2. Using intuition to gauge what students are feeling.

3. Eliciting honest feedback from students

4. Really listening to students.

Praise and motivation:

Many teachers often use praise as a form of positive reinforcement for appropriate

behaviour and as a motivational tool. When it comes to praising, many experts

agree that less is better since too much praise particularly unwisely applied praise

such as praising for trivial accomplishments or weak efforts, especially in young

learners classes, can lessen student`s self-motivation and suppress a student`s

natural curiosity

Some advice for praise:

1. Praise authentic accomplishment.

2. Praise effort related to specific accomplishment(s).

3. Help students relate success to effort and ability.

4. Identify especially what is praised and why it is praised.

5. As stated, praise may either enhance or undermine students` motivation.

There are two basic types of motivation: intrinsic and extrinsic. While

intrinsic motivation arises from inside of the individual and refers to internal

desire to learn which is typical of young learners, extrinsic motivation refers

to engagement motivated by external rewards, such as grades. Some experts

argue against the use of verbal praise since they claim that praise may

damage intrinsic motivation of students. Therefore, teacher should be aware

of destroying the students` interest or enjoyment in learning.

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A skillful carpenter cannot build a house without the

necessary tools and materials. Much more so, a

qualified teacher cannot mould the hearts and minds

of the students or develop their social and

professional skills and abilities without the necessary

tools and materials.

Many of the materials for the YL are bright, jolly and fun, and there's nothing

wrong with that, but the Arts (chants, painting, drawing, drama) all play an

important role in helping teachers to communicate with the child in a very special

way. When we work through the Arts, and games we reach the sensitive, aesthetic

and spiritual aspects of the child and turn our lessons into something special which

stays with the child for the rest of his/her life. Encouragement is needed with both

young learners and adults when teaching young learners, diagrams, posters, 3D

objects and other visual aids are almost a necessity to help with understanding.

While adults desire visuals to fill in the gaps, they can be neglected at moments.

The classrooms of children have tendencies to be more colorful and decorative

while the set-up of an adult classroom will be simple containing a white board,

visuals, audio.

Teaching tools used by teachers to stimulate the interest of students and help

them to understand the lessons easily.

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Teaching tools have a very important role in teaching-learning process. They are

very important because they;

1. Assist students to enhance their memories.

2. Make it easier for teachers to present their lessons precisely.

3. Save the time and efforts.

4. Stimulate the students' interest so they will concentrate on their lesson.

5. Create a visual and interactive experience for the students.

6. Students can learn better when they are motivated through different teaching

aids.

7. Develop the proper image when the students see, hear, taste, do and make

properly.

8. Create the environment of interest for the students.

The different kinds of tools and materials for teachers.

Different students learn in different ways; this is a fact the classroom and

something that teachers often try to overcome. Some students learn by hearing,

others by watching and others by doing.

To teach as many students as effectively as possible, teachers need access to a

variety of teaching materials and tools.

These tools are of various types.

Visual Aids

They are aids which use sense of vision are called visual aids. For example;

actual objects, models, pictures, charts, maps flash cards, chalkboard, slides etc.

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Audio Aids

They are aids that involve the sense of hearing are called Audio aids. For example;

radio, tape recorder, CD players,,,, etc.

Audio- Visual Aids

They are aids that involve the sense of vision as well as hearing are called audio-

visual aids. For example television, film projector…etc.

Technological Aids

They are aids that use multimedia technologies as a tool to the teaching-learning

process.

Technology can play an important role in

contributing to student`s learning. It can offer

students a rich and memorable learning environment

with the possibility of developing many linguistic

skills as well as more global skills that will help

them in their future studies.

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Today we will explain the following tools:


There is a wide variety of technological tools that can help teachers and students in

the learning-teaching process.

Moving to the computer and internet, the array of teaching aids is simply blogs,

forums, slide share, twitter, online chat, interactive whiteboards, edmodo,

schoology, prezi, you tube, jing and popplet. Teachers can effectively use these

tools to communicate with students, ask questions, solve problems, give

assignments and send reminders.

Technological tools not only break the monotony to grab students` attention, foster

inquiry and increase interest but also improve comprehension and stimulate

retention. Classes become more interactive, engaging and collaborative as students

move from passive reception to active discovery and learning.

Flash cards

Chants, rhymes and songs.

Games.

Interactive ( smart ) board

Crafts.

You can get more technological tools by visiting this web site :

http://www.edudemic.com/50-education-technology-tools-every-

teacher-should-know-about/

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Flash cards:

Flashcards are a set of cards bearing information, as words

or pictures, on either or both sides, used in classroom drills.

They can bear vocabulary, historical dates, formulas or any

subject matter that can be learned via a question and answer

format.

They are really useful for many things. It depends on the vocabulary or grammar

point the teachers are introducing. Teachers can use them to introduce new

vocabulary or to ask students to tell a story based on the pictures shown in the

flashcards. They give students interesting and challenging speaking practice. And,

students can remember the vocabulary easily and without the need of translating it.

Teachers can buy them.

Teachers can make flash cards by themselves.

Students can make flash cards by themselves.

Collected by teachers or students.

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Activity types for using flash cards.

There are so many activity types and ideas for introducing and reviewing

language using flashcards. For example;

Memory Activities ( Memory Tester )

Stick a selection of flash cards on the board.

Students have one minute to memorize the cards.

Remove the flash cards.

In groups, they have two minutes to write as many

of the names as they can remember.

Identification Activities ( Reveal the word )

Cover the flash card or word card with a piece of card and slowly reveal it.

Students guess which one it is.

Once the card is shown, chorally drill the word with the group using different

intonation and silly voices to keep it fun. Vary the volume too, whisper and

shout the words. Students will automatically copy your voice.

Alternatively, flip the card over very quickly so the students

just get a quick glimpse.

Repeat until they have guessed the word.

Drilling Activities ( Invisible flash cards )

Stick 9 flash cards on the board and draw a grid around them.

Use a pen or a pointer to drill the 9 words. Always point to the flash card you

are drilling.

Gradually remove the flash cards but continue to drill and point to the grid

where the flash card was.

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When the first card is removed and you point to the blank space, nod your

head to encourage students to say the word of the removed flash card.

Students should remember and continue as if the flash cards were still there.

They seem to be amazing that they can remember the pictures.

Depending on the age group the teacher can put the flash cards back in the

right place on the grid, asking the students where they go, or asks students to

come up and write the word in the correct place on the grid.

With your group, use a new type of flash cards to

explain in a lesson from a primary stage.

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Chants, rhymes and songs.

Chants and songs have long been recognized as fun and

child-friendly tools in both First and Second Language

Acquisition.

A chant is simply vocabulary spoken over a background of music or rhythm. They

are useful because students have to pronounce the word in a rhythm. So they will

still remember the words easily all the time.

Chants can be used:

As warmers.

As a transition from one activity to the next.

To introduce new language.

To practice and revise language.

To change the mood.

To get students` attention.

To encourage extensive and intensive listening.

To bring fun and variety in the classroom.

The importance of chants:

It uses rhythm in an enjoyable way.

It provides patterns that can make learning-teaching process easier.

It builds student`s confidence in oral language.

It can promote a sense of community, which is conducive to learning.

It provides a change of pace and mood to improve students’ motivation.

It offers opportunities for repeated readings, which build fluency.

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It can serve as a writing prompt, offering students the chance to write

new verses.

It presents language in new and exciting forms and in a rich and

imaginative context.

It develops all skills in an integrated way.

Ways of teaching songs and rhymes:

There is nothing difficult or unusual in the techniques you will use. The aim is to

bring students to the stage where they can reproduce the piece, understanding most

or all of it.

The Ostensive Way:

You illustrate the story line with pictures and mime. This is the best approach for

young learners who do not worry about understanding every word in a text. Most

songs and rhymes can be treated like this.

Close texts:

Write the text on the bored or hand out, but with key words or phrases deleted. The

student pairs have to identify the missing words as they listen. With easy text the

deletion rate can be quiet high.

Focus questions:

Put some focus questions on the black board or work sheets to guide the class

listening, you can use invented wh-questions. In this way the questions contain the

words of the text in exactly the order they will be heard.

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Disappearing Texts:

You put the whole text on the black board or on the screen using the data show.

The students read it as they listen. Afterwards they sing or recite it. Then one or

two words are erased and it sung again. More words are erased and so on until it

can be sung with no support. This is an enjoyable and challenging way to get

shorter texts learned by heart.

Song jumbles:

Cut the lyrics up into separate lines ,in groups the students try to work out the

original order. when ready ,they listen and try to compare their guess with the

actual song.

Matching pictures:

Here are 5 pictures connected with the song listen and put them in the order in

which you hear them in the song.

Action movements:

Listen to one line at a time .for each line students invent a mimed action which they

teach to each other then all perform. Regularly replay the song from the beginning

in order to recall and do the relevant actions.

Dictation:

You dictate the text and correct it publicly before the class hears it. This is suitable

for short texts in which most of the words are familiar to the learners

The main thing is to vary the approach each time you introduce a new song or a

rhyme and to make the activity an enjoyable one.

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Games

"Playing is a child`s natural way of learning" Genevieve Roth.

An educational game is a game designed to teach students a

specific subject and a skill.

Students become more willing to learn when they engaged

in the games. They begin to care about learning and how to

solve the problem.

Games allow students to be active participants in discovering new ideas,

information and solution to problems. Games teach students goals, rules,

adaptation, problem solving … etc

Games give students the fundamental needs of learning by providing enjoyment,

passionate involvement, structure, motivation creativity, social interaction and

emotion. Through games students experiment, discover and interact with their

environment.

Games improve attention span, concentration, memory and skills. They encourage

participation and shy learners can be motivated to speak.

Games create fun atmosphere and reduce the distance between teachers and

students. They reveal areas of weakness and the need for further language.

" Educational Game has a deep biological, evolutionarily important, function,

which has to do specifically with learning "

Is it suitable for beginners or very young children?

Does it settle or stir?

What kind of language focus does it have?

Does it have a link with a theme or other subjects?

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Competitive games can be organized in teams, groups, pairs or individuals.

But they always have a winner. They tend to be (not always) language control

games

While:

In cooperative games children have to work together by describing, explaining,

clarifying, checking, agreeing …etc. Picture dictation is an example of it.

Choose a lesson from the elementary

stage and design a suitable game for it

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Tools for the Primary Teachers

Interactive ( smart ) board.

What is an interactive board?

A Smart board is an interactive white board that

interfaces with a computer and a projector. Its

touch screen feature allows teachers project their

presentation, write over the project, save the

changes, show videos …etc.

The smart board is tomorrow`s technology

and is bound to change the look of classrooms

forever. Using smart boards in the classroom can

help students stay ahead with technology that could make the education process

simpler and more productive.

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There are several advantages of bringing in a smart interactive whiteboard into a

classroom setting:

Smart boards provide flexibility. They allow many different forms of media

– including photos, maps, graphs, illustrations and video, to be displayed.

Smart boards enhanced teaching/learning experience. They provide new

ways for teachers to teach, and students to learn. These tools support a wide

variety of learning styles.

The interactive nature of smarts boards offers learners an opportunity to

share and participate in the instructional process. Interactivity provides a

platform for students to demonstrate their grasp of the subject through

touching, drawing and writing.

Smart boards are neat and easy to use.

Smart boards are environmentally friendly. They offer teachers an entirely

different way of presenting information to students which eliminates the

need for writing, printing or photocopying.

Smart boards allow for integration of various technologies in order to

improve the learning experiences.

Smart boards can accommodate different teaching – learning strategies and

styles.

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Crafts

Craft can encourage a range of activities through the opportunities to

handle objects and learn by physical experience.

Crafts develop higher thinking skills, including problem-solving,

developing imagination and managing time.

They enable knowledge and understanding to be demonstrated in tangible form.

They help students to explore new materials. They offer participants opportunities

for practical learning and intelligent making.

Kids love doing crafts. They allow a quiet part of the lesson where students are

focused on their cutting, pasting, coloring and gluing activities and are a great way

to help internalize new vocab.

Also, the students feel a great sense of achievement when they have finished their

crafts. Moreover, parents get to see that their kids have been doing fun, creative

work when they take their crafts home.

By using the materials in the box,

make crafts for any lesson in primary stage.

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Understanding the different reasons for making mistakes helps to determine which

correction technique to use.

There are a number of reasons for making mistakes. For example:

Failure to understand a linguistic rule.

Confusion with L1

Translating directly from L1.

Failure to study.

Trying to come up with words and structures which are not taught yet.

Oral Work:

a- Teacher Correction:

It is quite difficult to decide how much and how often to correct oral work.

A balance should be kept between accuracy ( correct English ) and fluency

( speaking easily ). It is not a good idea to interrupt the flow of an activity

e.g. role play, acting a story, … to correct mistakes. A teacher can wait till

the end, take notes and then go through them with the whole class without

specifying who made them. Ask the whole class to identify the mistakes and

correct them.

b- Self-Correction and Peer-Correction:

Young learners often make mistakes when doing a speaking activity due to

lack of concentration. Work out with your learners certain cues to show that

a mistake was made then ask them to try to correct it themselves if possible.

If not, then you can ask their peers to identify the mistake and try to correct

without too much to the flow of the activity. Peer correction encourages

young learners to rely on each other rather than the teacher.

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Written Work:

It is extremely important to check and fully correct the written worked assigned to

students.

a- Teacher Correction:

It is a standard procedure to correct the students' note books, work books,…

during or after class. It will be more effective if it is done during class. It is

preferred to comment on the learners' work than to give a simple grade.

Keeping a record of the teacher’s comments is very useful to evaluate the

learners.

b- Peer-Correction:

Learners can be put in pairs or in groups to correct each other's work. They

can be provide with a copy of the correct answers ( written on the board or

given as a handout ).

In all cases, it is very important for the students to

receive their teacher’s feedback on their work.

Praising comments ( e.g. good work, excellent

presentation, … ) , specific instructions for better

work ( e.g. Mind your punctuation, Write between

the lines, …. ) all lead to better students’

performance.

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Assessment is an integral part of teaching and learning. It refers to the process of

collecting data about learners’ performance then analyzing this data to get evidence

about their performance and progress in English.

It measures students’ progress in terms of attitude, participation and cognitive

development measured against his/her individual starting points instead of being

compared to the skills and abilities of other students.

With young learners, we shouldn't be too much concerned with the number of

words or structure s the children are learning. Rather what matters is providing

them with small amounts of materials that they can gradually build on and use late

on in different situations.

It is quite important to use assessment techniques which are child-friendly and

match the activities used in everyday classrooms. Usually teachers are required to

use traditional pencil and paper tests to assess their students but a variety of other

techniques should be considered to get more concrete and reliable picture of

children's achievements. Assessment should be done frequently throughout the

year and should be given in as small mini tests on certain language areas as soon as

the teacher finishes teaching them.

Assessment shouldn't be stressful and competitive;

instead it should be a chance to foster positive self-

image and self-esteem in a collaborative environment.

66


Adopted and modified from ( Children Learning English, Jayne Moon, Macmillan and

Heinmann, 2000, p.149)

Reasons for Assessment How to use information obtained

To identify a child’s progress in

learning English.

Adjust learning tasks to meet the

child’s needs.

Give feedback on strengths and

problem areas to work on.

Move the child to a different group.

To identify what children have learned. Give further practice.

Change the lesson plan for the next day.

Give special help to some students.

To check children’s use of a particular

skill or language structure in a lesson

or unit.

Adjust some of your future teaching

plans.

Try out new methods or techniques.

To find out whether you have achieved

your teaching objectives.

Use it to plan the new term’s work.

To identify the skills, language,

attitudes, … pupils have developed

already.

Make changes to your activities.

Involve children in choosing activities.

To find out whether the children like /

dislike particular activities and why.

Prepare learning materials based on the

problem areas.

Give individual help to particular

children.

To diagnose problems and / or

strengths pupils have in a particular

area ( reading, writing, … ).

Adjust learning tasks to meet the

child’s needs.

Give feedback on strengths and

problem areas to work on.

Move the child to a different group.

67


Assessment Techniques:

Teachers can use a range of assessment techniques which can be incorporated into

the teaching practice of any context.

Continuous Assessment:

Keeping a track of classroom progress can be done through the use of a record

book in which a teacher keeps notes of the children's learning progress throughout

the year on a regular basis. Using descriptive comments rather than marks and

simple definition for each category such as ( excellent progress means using the

language taught in the classroom easily in different situations without any difficulty

or hesitation ) make it easy to monitor children's progress.

Observation:

It is one of the most useful assessment techniques to use with children. It is non-

intrusive because young learners are often not aware that they are being observed

by their teacher. Skillful teachers can observe their students and adjust their

teaching according to the feedback they get from their observation. This continuous

process of observe – notice – adjust can be pre-planned for assessment purposes.

The teacher chooses the focus of assessment in advance so he / she can observe the

children during the next lesson to assess that particular aspect of the language.

Simple observation checklists can be created to match the goal of the observation.

Observations are very subjective and should be used with combination with

assessment methods.

68


Traditional Tests:

A. Oral Tests:

Learning to speak is one of the most difficult parts in learning a language. Usually

students do better in written test than on oral tests. Follow the following guidelines

when conducting an oral test:

Inform the learners that you will test them.

Test them in small groups.

Change the members of the groups every now and then. But keep a

balance of learners' abilities.

Vary the activities you are using when testing; include acting and role

playing. They are ideal for oral testing.

Assign the same mark for the whole group to motivate learners to help

each other.

Notice non-linguistic features used by learners to enhance their

communication.

B. Written Tests:

This is the most common form of testing and usually the most required in all

schools. Follow the following guidelines when conducting a written test:

Give the learners the freedom to choose which exercises to do.

Make sure the young learners understand the instructions well for all

exercises.

Give them plenty of time to think and answer the questions.

Include different types of activities to cater for all learn abilities.

Test the young learners often and in small quantities.

Discuss the results individually.

Keep a record of all grades to track learners' learning progress.

69


Self-Assessment:

Young learners should be encouraged to assess themselves as an integral part of a

learner-centered approach. This means young learners will be asked to think about

their own performance on a regular basis. They can monitor their own progress

and reflect on their abilities. This gives them a sense of empowerment because

they have a chance to assess themselves. Some of the most commonly used self

assessment methods are: checklists, questionnaire, portfolios, and dialogue

journals.

Portfolio:

A portfolio is a collection of a learner’s work and evidence of his achievements

within a certain period. It may include pieces of writing, drawings, craft work,

tests, taped performance, …. It can also include activities that learners do outside

the classroom. Young learners can be helped and encouraged by their teacher to

select their best work to keep in the portfolio. Using a portfolio links both teaching

and assessment because it offers concrete evidence of what the learners can do and

focuses on what they are good at. This promotes learner independence because it

develops the learner's ownership of the learning process.

Project Work:

Young learners usually work in groups hence it is logical to assess them in groups,

too. The advantage of this technique is the ability to assess learners in all four

language skills and their ability to demonstrate non-linguistic

strengths such as drawing or acting. It is also good for

assessing mixed ability groups. The disadvantage is the

difficulty of assigning grades to project work. Of course there

is a need to acknowledge individual and group effort but since

70


it is hard to be fair to everyone, a good solution can be providing general feedback

and praise to everyone rather than assigning grades. Project work can be

considered as part of formative assessment.

Structured Assessment Activities /Tasks:

These are activities/tasks organized by the teacher to assess learners’ knowledge,

skills and attitudes as well as the learners’ ability to apply that in new situations.

The most suitable activities are the ones that demonstrate learners’ understanding

by doing such as drawing, pointing, cutting and pasting, … This methods is very

effective with shy children and those who may need more time before they can

produce the language.

Take Home Tasks:

These are tasks given to children to complete at home and they are given a dead

line to meet such as projects. They are very useful for mixed ability classes

because the children have the freedom to choose how to complete the task, how

much time to put on it, and the level of performance they want to present. These

tasks foster learning how to learn skills.

How can I use the results of my assessment?

To give children feedback on their strong as well as weak areas.

To modify activities ( give easier or more difficult ones ) according to

children’s needs.

To allow children further practice if teachers realize that most children are

weak in a skill, vocabulary areas or language structure.

To provide individual help to some children when needed.

71


A FINAL WORD

As primary teachers, your role is very important in selecting appropriate

learning materials, planning interesting learning activities and in creating positive

learning environment. Your instruction should take into consideration the

characteristics of young English language learners and their language development,

the learning conditions that are most effective for these learners, and the kinds of

instruction that best meet their needs.

If we approach pupils with an open mind and expect the best from them, this

will help to raise their expectations of themselves. These raised expectations may

then encourage children to make more effort which in turn may lead to improved

performance and increased positive regard from their teachers and other adults.

“Knowledge 'nourishes' the mind as food nourishes

the body…

A child requires knowledge as much as he requires

food .”

Charlotte Mason, A Philosophy of Education

72


Appendix 1 The Challenge of Teaching Children

Read, Carol ( 1998, April ). The Challenge of Teaching Children. English Teaching Professional,

7:8-10. Retrieved August 1, 2005, from http://wwwetprofessional.com/articles/challenge.pdf

Full of practice

Supported

Meaningful

Purposefuk

Enjoyable

Social

73


Appendix 2 Seven Intelligence Test for Children

Answer the following questions by checking on the sentences that are most like

you.

No. Statement

1 I am good at copying what people say

2 I really love books.

3 I really like to listen to the radio

4 I really like to do "word searches" or crossword puzzles

5 I really like language arts and social studies in school

6 I really like to do experiments

7 I really like math

8 I really like science

9 I am good at making and figuring out patterns

10 I often wonder about how things work

11 I really like music

12 People tell me that I sing well.

13 I would be very sad if there was no music in the world.

14 I know a lot of songs by heart

15 I sing songs I've heard on TV to myself as I'm going somewhere

16 I am good at doing puzzles

17 I am good at reading maps.

18 I hardly ever get lost or mixed up where I am going

19 I can pretend I am in the sky looking down on my house and know

where everything is

20 I am good at drawing or making things with clay.

21 I am good at sports

22 I really like to dance.

23 I like to be outside a lot.

24 I am good at learning new sports or dances

25 I can figure out how something works or how to fix something that's

broken by myself.

26 I feel sad when others are feeling sad

27 I feel happy when I am with others that are feeling happy

28 I like playing games with a group of people better than just one other

person

74


* By Nancy Faris

Based on Howard Gardner's Seven Intelligences/inspired by MI Test by Spencer

Barnard

Rubric for Hand scoring

Child version -- 5 items per intelligence.

1 - 5 linguistic

6 - 10 math

11 - 15 music

16 - 20 spatial

21 - 25 kinesthetic

26 - 30 interpersonal

31 - 35 intrapersonal

29 I have more than three good friends

30 I really like being in the middle of a crowd.

31 I really like to spend time alone to think by myself.

32 I think a lot about the future and what I want to do when I grow up.

33 I know right away when I am feeling "stressed out" and I spend time

alone to feel better

34 I keep a diary or journal and write down my feelings

35 Most of the time I'd rather stay home than go out somewhere with a lot

of people.

mailto:[email protected]

75


Appendix 3 Language Activities to Develop the Eight Intelligences

Linguistic Musical / Rhythmical

Word games

Reading games

Writing games

Story telling

Show and tell

Role-play

Using puppets

Tongue twisters

Crosswords - anagrams

Debates

Journals

Songs

Action rhymes

Chants

Poetry

Logical / Mathematical Interpersonal

Words puzzles

Reading puzzles

Writing puzzles

Logical problem solving

Computer games

Number puzzles

Classifying

Ranking

Sequencing

estimations

Pair work

Group work

Brainstorming

Peer teaching

Dialogues

Interviews

Surveys

Class projects

Spatial / Visual Intrapersonal

Shape puzzles

Mind maps

Drawing

Visualization

Diagrams

Constructing models

Maps and coordinates

Drawings

Graphics

Charts and diagrams

Learning diaries

Reflection

Creative writing

Project work

Personal-goal setting

Interest centers

Personal value tasks

Bodily / Kinesthetic Naturalist

TPR

Craftwork

Physical activities

Action rhymes, songs and games

Hands-on activities

Miming

demonstrations

Field trips

Patterns

Classifying

Sorting

Nature projects

76


Appendix 4 Eight Ways of Being Smart

Bahman, Shahnaz, TESOL Arabia. Scholastic Professional Books.

Developing Students’ Multiple intelligences.

Intelligence Area Is strong in: Likes to: Learns best

through:

Verbal / linguistic Reading, writing,

telling stories,

memorizing dates,

thinking in words

Read, write, tell stories,

talk, memorize, work at

puzzles

Reading, hearing and

seeing words,

speaking, writing,

discussing and

debating

Math / logic Math, reasoning,

logic, problem-

solving, patterns

Solve problems,

question, work with

numbers, experiment

Working with

patterns and

relationships,

classifying,

categorizing, working

with the abstracts

Spatial Reading maps, charts,

drawing, mazes,

puzzles, imaging

things , visualization

Design, draw, build,

create, daydream, look

at pictures

Working with

pictures and colors,

visualizing using the

mind’s eye, drawing

Bodily/

Kinesthetic

Athletic, acting, crafts,

using tools

Move around, touch and

talk, body language

Touching, moving,

processing knowledge

through bodily

sensations

Musical Picking up sounds,

remembering

melodies, rhythms

Hum, play an

instrument, listen to

rhyming words

Rhythms, melody

Interpersonal Understanding people,

leading, organizing,

communicating,

resolving conflicts,

selling

Have friends, talk to

people, join groups

Sharing, comparing,

relating, interviewing,

cooperating

Intrapersonal Understanding self,

recognizing strengths

and weaknesses,

setting goals

Work alone, reflect,

pursue interests

Working alone, doing

self-paced projects,

having space,

reflecting

Naturalist Understanding nature,

making distinctions,

identifying flora and

fauna

Be involved with

nature, make

distinctions

Working in nature,

exploring living

things, learning about

plants and natural

events.

77


Appendix 5 Multiple Intelligences Lesson Plan

Bahman, Shahnaz, TESOL Arabia. Scholastic Professional Books.

Developing Students’ Multiple intelligences.

Spatial

How can I include

visuals, colours, art,

graphs, and pictures?

Intrapersonal

How can I include

private learning time

and student choice?

Naturalists

How can I include

field trips,

classification? Interpersonal

How can I include

group work, peer

sharing, and

discussions?

Bodily / kinesthetic

How can I include

movement,

exercises, drama,

and crafts?

Musical/rhythmical

How can I include

sounds, rhythms,

chants ?

Verbal / linguistic

How can I include

reading, writing,

and speaking?

Math / logic

How can I include

numbers,

classifications,

critical thinking an d

calculations?

M. I. Lesson

Planning

78


Appendix 6 Correcting Mistakes

79


Appendix 7 Progress Report

Units ________ and ________

Name : Class :

Date : Absences :

Listening

Can recognize the colours.

Can recognize the numbers 1 -10.

Can recognize things he / she uses at school.

Can understand a short dialogue on tape.

Speaking

Can introduce herself.

Can ask someone’s name.

Can count from 1 – 10.

Can say the colours.

Can say the names of things she uses at school.

Can say the chants in the book.

Reading

Can recognize the colours.

Can recognize the numbers from 1 - 10

Can recognize the things he / she uses at school.

80


Writing

Can copy words.

Can write her name.

Can write the numbers.

Can write the colours.

Attitude and Effort

Likes learning about life in other countries.

Likes working in pairs.

Always does her homework.

Listens to the teacher.

Student’s Comments:

81


Appendix 8 Self Assessment

Tick what you can do:

I can say the names of people in my family.

I can say the family words.

I can spell the family words.

I can write about what people are doing.

I can say the parts of the face.

I can say the parts of the body.

I can count up to 20.

I can say what parts of the body I've got.

I can say the numbers 1 – 10.

I can write the numbers 11 – 20.

I can say the colours.

I can spell the colours.

I can say the names of farm animals.

I can say the names of wild animals.

I can spell the animal words.

I can say what animals do,

I can say the names of classroom objects.

I can say what I've got in my school bag.

I can say where things are in the classroom.

I can listen and colour the pictures.

82


Appendix 9 Student Observation Sheet

Scott-Focus Observation Sheet Date ___________

1. Highlight the appropriate happy / unhappy face to indicate the child’s behavior

during the lesson.

2. Record score on Progress chart.

3. 4 out of 5 faces indicate mastery of FOCUS.

Student

Name

Give eye

contact

Resist

talking to

neighbors

Keep hands

& feet quiet

Listen to

other

students

comments

Use of

relevant

comments

& questions

Follow

directions

1-

2-

3-

4-

5-

6-

7-

8-

9-

10-

83


Appendix 10 Class Observation Record Sheet

Student’s Name : Month Month

Class: 1 2 3 4 1 2 3 4

Attitudes towards learning English

Shows interest in learning English.

Tries hard.

Co-operates well with classmates.

Does homework regularly.

Actively participates in classroom activities.

Pays attention in class

Shows initiative

Shows respect and is friendly to classmates

Uses communication strategies and gestures to enhance

his/her communicative ability

Asks for help from teacher and / or classmates when

facing difficulties

Listening

Understands the main idea of a short spoken text.

Recognizes reduced forms of words (e.g. hasn't )

Finds specific information from a short spoken text.

Follows oral instructions.

Speaking

Gives personal information.

Asks simple questions.

Initiates communication.

Participates in new situations, even with slight hesitation.

Uses acceptable pronunciation and intonation.

Uses most of vocabulary taught.

Participates in oral pair and group work.

Communicates without long pauses.

84


Adapted from:

Loannou-Georgiou, Sophie, Pavlou, Pavlos. ( 2003). Assessing Young Learners. Oxford. Oxford

University Press.

Reading

Reads sentences on his / her own.

Recognizes punctuation symbols.

Uses pictures to aid comprehension of new words.

Begins to read silently.

Comprehends the main idea of a short written text.

Writing

Has easily legible handwriting.

Writes at an acceptable pace.

Writes with acceptable accuracy ( spelling / structure )

Writes sentences using the basic English word order.

Uses the vocabulary most frequently used in class.

Learning Skills

Keeps text books / books clean and tidy.

Can evaluate own progress.

Uses a picture dictionary.

Keeps a tidy and regularly updated portfolio.

85


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http://www.academia.edu/4180527/Teaching_English_for_Young_Learners_Using_Video_and_Movie_Education_in_Classroom

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Evaluation Form

Overall Evaluation Disagree Neutral Agree Strongly

Agree

Objectives for the workshop were clearly stated.

I have learned new ideas and / or skills

There was adequate time for hands-on practice

I would recommend this workshop to others

Overall, I was favorably impressed by this

workshop

The Instructors Disagree Neutral Agree Strongly

Agree

Were well prepared and organized

Explained the material clearly

Stimulated interest in subject matter

Encouraged and responded to questions

Were knowledgeable about the subject matter

Identified resources for future help

Treated participants with respect

Seemed interested in teaching the workshop

Facilities and Equipment Disagree Neutral Agree Strongly

Agree

The arrangement was appropriate

I could see the instructors clearly

I could hear the instructors clearly

I could see the visual aids

The lighting was adequate

91


Did the workshop meet your expectations? [ ] Yes [ ] No

If No, please explain

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Do you have suggestions for future workshops ?

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Your feedback will be used for developmental and improvement purposes.

Thank you for taking the time to complete this form.

Name ( Optional ) ___________________

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Documents

Effective Primary · PDF fileCharacteristics of Young Learners Second Training Session 135 Minutes ... Since there are marked differences in the abilities of children aged