TEACHING ENGLISH TEACHING ENGLISH FOR YOUNG LEARNERSFOR YOUNG LEARNERS

22ndnd MEETING MEETING

Young Learners & EYL’s TeachersYoung Learners & EYL’s Teachers

Some Characteristics of Young Some Characteristics of Young Language LearnersLanguage Learners(Scott and Ytreberg, 1990: 3-4)(Scott and Ytreberg, 1990: 3-4)

1.1. Their basic concepts are formed at this age, they have very Their basic concepts are formed at this age, they have very decided views of the world;decided views of the world;

2.2. They can tell the difference between facts and fiction;They can tell the difference between facts and fiction;3.3. They ask the questions all the time;They ask the questions all the time;4.4. T hey rely on the spoken word as well as the physical world to T hey rely on the spoken word as well as the physical world to

convey and understand meaning;convey and understand meaning;5.5. They are able to make some decisions about their own They are able to make some decisions about their own

learning;learning;6.6. They have finite views about what they like and do not like They have finite views about what they like and do not like

doing;doing;7.7. They have a developed sense of fairness about what happens They have a developed sense of fairness about what happens

in the classroom and begin to question the teachers decision;in the classroom and begin to question the teachers decision;8.8. They are able to work with others and learn from othersThey are able to work with others and learn from others

Characteristics of Young Language Characteristics of Young Language Learners Learners (Pahin and Power, 1990)(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 don’ts for the A list of some dos and don’ts for the teachersteachers( adapted from Pahin and Power, 1990)( adapted from Pahin and Power, 1990)

• Start learning the children’s 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;• Don’t 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 MindSome 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.

DiscussionDiscussion

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 don’ts that you ever experienced concerning the teaching of English to young learners.

Dos Don’ts

A. Move around A. Don’t teach too fast

B. Being responsive B. Don’t be too strict

C. C.

D. D.

FUN Activities for FUN Activities for Young Language LearnersYoung Language Learners

• Songs

• Stories

• Games

Assignment ( inAssignment ( in group) 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

P A K E MP A K E M

• PEMBELAJARAN

• AKTIF

• KREATIF

• EFEKTIF

• MENYENANGKAN

Songs and ChantsSongs 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

SONGSSONGS

• 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

STORIESSTORIES

• 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

GAMESGAMES

• 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 PRACTICAL TECHNIQUE IN TEACHING EYLTEACHING EYL

• Listen and repeat

• Question and answer

• Substitution

• Draw and color

• Do and say

• Look and say

• Feel and say

MEDIA for EYLMEDIA for EYL

• Visual media

• Audio media

• Audio visual media

VISUAL MEDIAVISUAL MEDIA

• Pictures

• Realia

• Map

• Poster

• Photograph

• etc

AUDIO MEDIAAUDIO MEDIA

• Radio

• Cassette recorder

AUDIO VISUAL MEDIAAUDIO VISUAL MEDIA

• Television

• VCR

• Film

Five Questions should be taken into Five Questions should be taken into consideration in determining and choosing consideration in determining and choosing

media for EYL (Wright, 1998)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 Teaching of Four Language Skills and Two Components to Young and Two Components to Young

LearnersLearners

• Listening• Speaking• Reading• Writing• Structure• Vocabulary • Pronunciation

LISTENINGLISTENING

• 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

SPEAKINGSPEAKING

• Control and guide the students’ practice

• Set various speaking activities (possibility in combining action and movement) or using media as the object

READINGREADING

• Letters and sound

• Look and say

• Whole sentence reading

• Language experience approach

WRITINGWRITING

• 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

STRUCTURESTRUCTURE

• 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

VOCABULARYVOCABULARY

• 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

PRONUNCIATIONPRONUNCIATION

• 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