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Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

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Page 1: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

•Teaching young learners through

integrated-skills approach

Larisa Zinchenkosecondary school of

Khatsky

Page 2: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Young learners learning a second language

Develop skills that will help to create opportunities in future;

Acquire the lifelong ability to communicate with others;

Learn about different cultures.

Page 3: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

What stops children from learning

Feeling uncomfortable or under pressure

Feeling confused by abstract concepts of grammar rules

Activities which require them to focus for a long time

Boredom Being over-corrected

Page 4: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

How children learn languages

Having more opportunities...

Making associations

With all their senses

Exploring/experimenting

Making mistakes

Checking their understanding

Feeling a sense of confidence

Being motivated

Page 5: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Cognitive preference

VISUAL LEARNING

AUDITORY LEARNING

KINESTHETIC LEARNING

Page 6: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Interaction preference

INTERPERSONAL INTRAPERSONAL

Page 7: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Analytical Processes

DEDUCTIVE INDUCTIVE

Page 8: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Young learners are

ACTIVE

CONCRETE

IMAGINATIVE

Page 9: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Young learners Cannot sit for a

long period of time Learn with the

whole body Learn through

listening and imitating

Love stories, songs and ‘pretend’

Want to have positive feedback

Page 10: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

To keep young learners busy:

Use English Change activities every 7

minutes Use body language ‘Recycle’ words to aid

memorization Make your classroom friendly

and positive Use TPR Use games, stories and play-

acting out activities Focus on meaning

Page 11: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

To encourage intellectual growth of young learners Develop their ability to categorize

Encourage children to comment Encourage children to experiment Exploit their imagination Use different sized groups Encourage children to guess

Page 12: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Children: 4-6 year olds

Characteristics Implications Need

Pre-school or just beginning school Not used to classroom conventions Training in class routine e.g. listening to teacher

Limited motto skills Clumsy control of pen/scissors etc. To develop motor control e.g. coloring, copying

Learning holistically Whole child needs stimulation Opportunities to move, sing, play, explore, touch etc.

Cannot distinguish between different parts of language

Cannot analyze language Explore to chunks of language e.g. chants, stories, classroom language

Limited reading/writing skills in L1 Introducing reading/writing in English

Lots of listening, speaking activities. Fun introduction to English letters and words

See no need to communicate in English

Students use L1 exclusively Reasons to speak English e.g. games, chants

Love stories, fantasy Bored with many topics Stories, fantasy, fun

Page 13: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Children: 7-9 year oldsCharacteristics Implications Need

Beginning to be local and analytical Can see patterns, aware of language Opportunities to experiment e.g. making up own chants

Asking questions Need answers Freedom to express themselves and learn more than language

Reading and writing still minimal in L1 Still need support and help Practice and success oriented activities

Still have problems sharing Group activities not always successful Teacher to guide them and chances to work alone

Developing confidence to express themselves

Students will have views on what they want to do / talk about

Chance to state opinions

Developing knowledge of the world around them

Know more than we often give them credit for

Chances to use what they know

Page 14: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Children: 10-12 year olds

Characteristics Implications Need

Longer attention span Greater range of activities possible in class

Opportunities to engage in tasks that require focus and commitment

Knowledge of the world growing More topics can be addressed Stimulation e.g. information from internet or cross-curricular

Thinking learning more seriously Can be given responsibility Chances to be independent

Still children Have need for security and pleasure Teacher sensitive to their needs and mood

More cooperative with peers Can do more group work Variety of grouping in class e.g. work on own, in pairs, in groups, as class

Intellectual, motor and social skills developing

Can be challenged more Activities that challenge them

Developing own learning strategies Children won’t all react in the same way to the same task/topic

Chance to personalize their learning experience

Page 15: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Advantages of the integrated-skills approach

True picture of the second language Language as a real means of

communication To track learner’s progress in many

skills Learning of the real content High motivation Language as an integral part of social

and cognitive development

Page 16: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Types of the activities that can lead to speaking activities

1. Listening and identifying2. Listening and doing – TPR

3. Listening and performing miming

4. Listening and responding games

’’Listen and do’’ activities

Page 17: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Listening and identifying

Page 18: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Listening and doing – TPR

Page 19: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Listening and performing miming

Page 20: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Listening and responding games

Page 21: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

“Listen and make” activities

“Listen and colour”“Listen and draw”“Listen and make”

Page 22: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

“Listen and colour”

Page 23: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

“Listen and draw”

Page 24: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

“Listen and make”

Page 25: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Speaking with support

Using classroom in the real context

Saying rhymes, singing songs Practicing new vocabulary Playing vocabulary games Practicing pronunciation of new

sounds

Page 26: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Types of activities that can help young learners to develop cognitive

thinking and fluency in speaking Listing Ordering and sorting Matching Comparing Predicting and problem-solving Sharing personal experience Creative work

Page 27: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Speaking in pairs or groups children :

Get more opportunities to speakAsk and answer questionsLearn a lot from each otherGain confidence because they

are speaking in private rather than to the whole class

Page 28: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Priorities when teaching reading and writing

Focus on meaning Word recognition Making the connection between

familiar sounds and written words or phrases

Naming the letters of the alphabet Predicting the pronunciation of a

written work

Page 29: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Approaches to teaching reading in English

1. Phonic approach Teaching children the way the letter sounds, not the name of the letter

2. Activities to help children connect sounds with letters

Memory games initial letter games feel the letter make the alphabet frieze

Page 30: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Activities to help children recognize phrases

Make up group chants based on what the children already know and using the phrases the children can read out…

Pick out phrases that you can use for matching games from reading material.

Use picture cards and cards with labels or short phrases or description. Ask the children to find the picture to match the writing.

Page 31: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Reading activities using reading cards

that can lead into writing activities

Labelling pictures/objects

Predicting from initial sound

Matching words/phrases with pictures

Re-arrange jumbled letters to make a word

Classifying words into sets

Ordering sentences in the correct sequence

Guessing the missing word

Games that involve recognizing words and meaning

Copy/write from memory the word/phrase that matches the picture

Write a label

Finish the word st…

Write the whole word

Copy/write the name of all the people in the story

Copy/write out story in the right order

Copy the phrase/sentence putting in the missing word

Bingo, writing races

Page 32: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

Project work Having fun making a book

Let the children start by drawing a person or, for fun, an imaginary creature like a monster or a creature from outer space.

They can write a description using some hints. They can write about something the person

does. Show how to make a big book. This will give a lot of opportunity to use

“listen and make” instruction. Let the whole class make a big story book for

another class. They can share the work.

Page 33: Teaching young learners through integrated-skills approach Larisa Zinchenko secondary school of Khatsky

When children make things for others to see

they:

have a real audience so want to write something interesting

have a real reason to be neat and tidy, have clear handwriting, to check spelling and generally to present their work well

can learn how to go over their work and improve it if they like