TEACHING ENGLISH FOR YOUNG LEARNERS

2nd MEETING Young Learners & EYLs Teachers

Some Characteristics of Young Language Learners

(Scott and Ytreberg, 1990: 3-4)
1. 2. 3. 4. 5. 6. 7. 8. Their basic concepts are formed at this age, they have very decided views of the world; They can tell the difference between facts and fiction; They ask the questions all the time; T hey rely on the spoken word as well as the physical world to convey and understand meaning; They are able to make some decisions about their own learning; They have finite views about what they like and do not like doing; They have a developed sense of fairness about what happens in the classroom and begin to question the teachers decision; They are able to work with others and learn from others

Characteristics of Young Language Learners (Pahin and Power, 1990)

They learn by doing; They can talk about what they have done and heard; They argue for something; They understand the situation more quickly; They have a very short attention and concentration span; They are often happy and playing and working alone; They are able to work with adult; They learn English by using it; Children learn best when they are motivated by being interesting in the activity by being involved in activities which are relevant to them.

A list of some dos and donts for the teachers( adapted from Pahin and Power, 1990)
Start learning the childrens name for the first day. Set the class rules from the beginning; Use the mother tongue to give instruction, if they are very complex. Encourage children to use English as much as possible Change the activity to ensure children remain interested. Vary pairs and groups so that children do not always work with best friend. Go round the class helping the children, checking language and monitoring the progress of the activity; Dont be afraid to let children move about. Select the materials and the activities properly;

 Make learning English a joyful activity, to develop a positive attitude to language learning. Let the students sing, play games and fun Give clear instruction so that they are sure what to do; Provide plenty of repetion and drills; Use media, especially pictures, realia, puppets, etc; Be organized, know exactly what you are going to do. Be creative, plan for a smooth running class, with plenty of variety.

Some Points to Bear in Mind

All activities should be simple The activities should be largely orally based. The task should be within their abilities. Activities can be games and songs with actions, total physical response activites, tasks, that involve colouring, cutting and sticking, simple, repetitive simple stories.

Discussion
1. Mention some other characteristics of young learners. 2. Think back to when you started learning a foreign language. Was it good or bad experience? why? Can you draw any conclusions from it about what you should or should not do in your language class? 3. Find some dos and donts that you ever experienced concerning the teaching of English to young learners. Dos Donts A. Move around A. Dont teach too fast B. Being responsive B. Dont be too strict C. C. D. D.

FUN Activities for Young Language Learners

Songs

Stories Games

Assignment ( in group)
TEYL....... Page 20, (2.4 questions and activities N0 2, 3, 5, 6,7 Page 29 ( 1,2,4) The Dateline...Wed, 28 January,2009 at 6 pm

PAKEM
PEMBELAJARAN
AKTIF KREATIF EFEKTIF MENYENANGKAN

Songs and Chants

To associate actions and object with words . To internalize the English Sound To develop a sense of rythm To recognize the part of body

SONGS
The choice of words (should be simple) The length of the songs (should be short) The level of difficulty (easy to pronounce) The rhyme of the songs (should be happy) The song is easy to imitate The age of the students

STORIES
The choosing of the theme/topics The content and the activities should be related each other The class management in story time The language use of the story The students should be involved and motivated

GAMES
It should be at the level of students language development It should deal with the topic being discussed It has simple procedures It may make students move It should involve all students It does not take a long time

PRACTICAL TECHNIQUE IN TEACHING EYL

Listen and repeat Question and answer Substitution Draw and color Do and say Look and say Feel and say

MEDIA for EYL

Visual media
Audio media Audio visual media

VISUAL MEDIA
Pictures Realia Map Poster Photograph etc

AUDIO MEDIA
Radio Cassette recorder

AUDIO VISUAL MEDIA

Television VCR

Film

Five Questions should be taken into consideration in determining and choosing media for EYL (Wright, 1998)
Is it easy to prepare? Is it easy to apply in the classroom? Is it interesting enough for students? Is it authentic and meaningful? Can it develop or enhance the students language ability?

Teaching of Four Language Skills and Two Components to Young Learners

Listening Speaking Reading Writing Structure Vocabulary Pronunciation

LISTENING
Giving simple instruction Listen and point Listening to story telling or story reading Giving dictation Mime stories Listen and draw Listen for mistakes Putting things in order

SPEAKING
Control and guide the students practice Set various speaking activities (possibility in combining action and movement) or using media as the object

READING
Letters and sound Look and say Whole sentence reading Language experience approach

WRITING
Introducing alphabet Copying simple words or sentences written by the teacher Dictating simple words or simple sentences Completing words related to vocabulary reinforcement Free or guided writing of a simple paragraph for upper level (5-6) of Elementary School

STRUCTURE
Giving real examples or meanings based on the students classroom activities or students real life outside the class Giving situation to the students Conducting indirect-supported by using media Introducing the structure of being discussed through games Words from words Taking a trip

VOCABULARY
Saying the words clearly (related to the pronunciation) Drawing and showing a picture or examples Writing the new words on the board Put the words in the context or situation Catalogue Key words

PRONUNCIATION
Listen and repeat strategy Giving minimal pairs for comparing with other sound Showing how this sound of the words produced and pronounced Giving many examples continuously during the teaching-learning process can be very useful for modeling the right stress in words and intonation in sentences.

Thank

You