WHAT A TEACHER SHOULD AND SHOULDN'T DO WITH YOUNG LEARNERS

5- 7- YEAR- OLDS

• Can talk about what they are doing.

• Can talk about what they have done or heard.

• Can plan activities.

• Can argue for something and tell you what they think.

• Can use logical reasoning.

• Can use their vivid imagination.

• Can use a wide range of intonation pattern in L1.

• Can understand direct human interaction.

• Know that the world is governed by rules.

• Know that they are to be obeyed.

• Understand situations more quickly that the lg spoken/ used.

• Use lg skills before they are aware of them.

• Understand world better via physical sensations.

• Are very logical.

• Have a very short attention and concentration span.

• Sometimes have difficulty in knowing what's fact or fiction.

• Are often happy playing and working on their own, alone.

• Don't often understand the world of adults.

• Seldom admit they don't know something.

• Cannot decide themselves what to learn.

• Love to play and learn best this way.

• Are enthusiastic and positive about learning.

8- 10-YEAR- OLDS

• Basic concepts are formed, have very decided views of the world.

• Can tell the difference between fact and fiction.

• Ask questions all the time.

• Rely on the spoken word as well as the physical world.

• Are able to make some decisions about their own learning.

• Have definite views about their likes and dislikes.

• Are able to work with others and learn from others.

• Have lg with the basic elements in place.

• Are aware of the main syntax rules in L1.

• Understand abstracts.

• Understand symbols.

• Generalize and systematize.

• Don't rely on the spoken word only. Include movement etc.

• Play with the lg. ( songs, rhymes,…)

• Give clues => facial expressions, gestures, body posture, …

• Bring variety in the classroom. ( short attention span)

• Have system of rules and routines, organize lessons, repeat.

• Avoid awards and prizes. Make room for shared experiences.

“ TEACHING CHILDREN ELT.”, by L. Aughes

PRINCIPLES IN TEACHING CHILDREN

When introducing new lg:

• Repetition

• Clear simple lg

• Visual aids

• Movement, miming, gestures, faciel expressions

• 
  
  Voice tone

Sound

• encouragement

• keeping students involved

ACTIVITY mental

physical

CAPACITY : Acquisition

Pronunciation / choral talk

Sociability

Fun / playing

Creativity

Imagination

Movement

KEEPING THINGS SIMPLE

GETTING STUDENTS FAMILIAR WITH ACTIVITIES ( demonstrate, gradually)

TYPICAL TASKS:

• build- up of the lesson ( stops leading to creative tasks)

• oral presentation → written form presentation → writing

• use of all 4 skills

• real lg use - give them PURPOSE

• build- up students' confidence ( make them understand, practice under control and produce)

• give them responsibility

SUGGESTIONS FOR TEACHING READING TO YOUNG FL ENGLISH LEARNERS

This article features instructional strategies for teaching reading to elementary- school FL learners. In addition to several considerations related to testing, topics such as assisted reading, snap reading, tape- recorded stories, dialogs and limericks are presented.

TESTING SUGGESTIONS

It's important to make the child feel comfortable in the testing setting. Many young students feel more at ease if the 1^st stage of testing involves a short reading passage in L1.

Reading rate is an important factor that shouldn't be overlooked. Ineffective or halting oral reading in the child's L1 often indicates a need intensive instruction in phonics. A simple matching exercise can provide info about a child's reading competence. Cloze tests in their matching versions specifically designed for elementary EFL students can also be used effectively.

ASSISTED READING

Consists of reading a word, a phrase or a sentence and having the child to repeat it. To begin to get the child to focus on the print, you put a finger on the page and move it slowly under the line while reading. The child is asked to follow the words and repeat them as they are read. Eventually the child is asked to put a finger under the line of print and move it along while reading the words aloud.

SNAP READING

This technique can be used effectively to improve students' reading and listening skills. It requires that the teacher read orally at normal speed, stop, and snap his/ her fingers. This alerts the student to read the next word. A cloze- like procedure can be presented as a follow- up activity.

TAPE- RECORDED STORIES

The children listen individually toi tape- recorded stories following along in the written text. They listen repeatedly to the same story until fluency is achieved. The text is then analyzed extensively through a variety of games etc. designed to lead the children fromrote recognition of the written material towards an active interpretation of alphabetic and phonological features of the writing system.

Implemented strategies are:

1. CUEING THE LISTENER: number the book pages consecutively and cue the youngster for whom the story is read by stating the page number before reading the page. Next, pause long enough to allow the listener to turn to the correct page, look at the pictures, and find the first line of print.

2. PHRASE READING: record the material with particular emphasis on clarity, expression and logical phrasing. The latter helps students to assimilate natural word groupings and lessen their tendency to read word- by- word.

3. TACTUAL REINFORCEMENT: have each child move a finger under the words as they are spoken.

TAPE- RECORDED DIALOGS

A number of brief pedagogic dialogs can be tape- recorded, transcribed and used as supplementary reading material. A straightforward dialog such as the one exemplified in the work can be used for such purpose.

`TEACHING LANGUAGES TO YOUNG LEARNERS.',

Lynne Cameron ( CUP)

Songs, poems, rhymes, info- gap activities,

Matching, labelling, reordering, guessing,

Listening and predicting, class survey,

Story telling, following instructions,

Riddles, crosswords, games.

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