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•Teaching young learners through
integrated-skills approach
Larisa Zinchenkosecondary 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.
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
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
Cognitive preference
VISUAL LEARNING
AUDITORY LEARNING
KINESTHETIC LEARNING
Interaction preference
INTERPERSONAL INTRAPERSONAL
Analytical Processes
DEDUCTIVE INDUCTIVE
Young learners are
ACTIVE
CONCRETE
IMAGINATIVE
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
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
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
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
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
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
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
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
Listening and identifying
Listening and doing – TPR
Listening and performing miming
Listening and responding games
“Listen and make” activities
“Listen and colour”“Listen and draw”“Listen and make”
“Listen and colour”
“Listen and draw”
“Listen and make”
Speaking with support
Using classroom in the real context
Saying rhymes, singing songs Practicing new vocabulary Playing vocabulary games Practicing pronunciation of new
sounds
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
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
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
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
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.
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
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.
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