metodyka

10 RuIm of Ustenlng In Young Lcamer Ciasto*

1.    Atthough llstenlng Is o rcc»ptivc s<lli, lito students aro not and thould not bc posshro whllo llitenlng; In othcr wcrds, thoy sbcu'd be ongaged and/or workIrt the llstenlng tosk acthcty.

2.    The student* thould be engaged wllh dilferant llstenlng lasks accordlng tc 1'toir .ago, karnlng style, llstenlng capacityind phorologlcnl awarer.ess.

3.    The longuagc toachers should troln the studenta to listera to the Engllsh sounds corofully.

4.    The toachers should tram tho young leamors to follow simplt Imt/uctlom to get ihem ready todev«lopothor language skllls.

5.    OUfererrtUtf enlng totkt should be adtiressed in class:

9 U sten & Do 9 Utten&Draw 9 Litton ftColour 9 Litton & Mino 9 Usten&Predlct 9 Uslon&Respond 9 Utlon& Wrlte (needt llteracy)

9 Uslen & Idontliy (may necd llteracy)

9 Uslen & Match {may necd lltcfncy)

9 Litton & Complcto (nceds llteracy)

9 Uston&Read {model for pronurctoMon)

6.    Tho siudcnis should bo glvcn a different tasfc toch tlmt thoy llston to lho some te*t. (l.a.: First, Uslen to hnva a genoral kJca; socord Uslen to eomplate tho blanki; thlrd, llston to chcck your answers)

7.    Input threugh tnpes, vldeoi or taacher modtWrg should be provided; tho audio tools Jhould bolngood quolity.

8.    The teachers should be awarc of tho Importance alfamlUarfty |with the context, lorguoge, łask, volce .-etc.|, dlfflculty (whot is wpectec as the output) ar.d teccher'* bnguoffe (repeatlng, slmpllfylng, ond uslng gestures, Intcnatłon and formulalc «xpr«sslons thot help chlldren to figuro out lho Intendod moanlrgl

9.    It IsImpooont lo emb§dllstenlng into storlos, games, routlncs, rhymos, tongs. Thoy may not understond evofy werd, but thoy can undorstand tho mennlrg łrom lho conteict, vlsucls, and gcsturososln foalllfo.

ia Ooth bettom-up |requlring Hngulstłc knowledge) ard tep-down (requlrlng world knowledge) llstenlng should boaddressed.

1.    Although It Is a produdtoe skfll, the chlldren may not facl raady to produca orał language, jo teachers and parents jhould be petfenf.

2.    Short practlco ncthltlcs can help student* bul Id pfoduct1ve language to uso In dlscourso.Speaklng start* wrth practlclng drilts, wt phrases (Junta and formulalc exprc«loni)_/ rcpcatlng medofs, so II Is Important to uso such act1vttlej to make tbem famlltar wtth repet Ar Aw language. Howovcr, tho language should ba usad moanlrgfully In tho clesiroom, not|ust In Isolated chunks.

3.    Chlldren necd ejperfenea of a rango of dlscoursc typos to increase thelr sldlls, ao tho tarta deslgncd for in«iess uia should be varled.

4.    Tha tcachars shou'd taka Into account tho dtvelopmcnta) stoges In 11, thoso In 12, and itudentr’ oęt to design the spea king acttohes.

5.    Comcitog each and wory mistako is dlscouraglni and thoy nced help to acąulre fluency. Befofc tho spcaklng, we may tcach thom tha ntenuory /angwrgt and tho vocabu1<vy Itcms to prep.vo them for lho tasta.

6.    Deslgning ovth*nlk actMdoi, juch o* rolo-play* and dlałogues based on roal Mc

conver«tlcns, mottvatcsthe students, so Ihay wiHIngły tako tho roloof an Imaginary person. Howevor, tho maon'ng and purposc of disęourja noeds to be madę comprchcnjlble to the learncrs.    *

7.    Tho tcncherj jhould bor«*varo of tho prebAemi young learners may hava whtle artkulatlng phonemas. It Is Important not to Ignore tho pronunclatlon, Intonotlon and stross: Uslrtg torgue twlsters, mlrrors, Imitattng nat1ve speakers In movlos can be some of the utcful acttvlhcs.

t. Spcaklng l* not an lndlvlduol sklll; thoy nced to bo tncouraged to practlc* ln peln and In groups.

». A good spe aklng ert vtty thould Urvo#va oAI students not somo of t hem.

10. Whcn tho doss Is ncky In a spcaklng actMty, trylng to shout ovar chlldren Is not a good Idaa: Uslrg the llghts, symbols or musie may help.

Ad«pt*xi from:

Cameron, L (2001). Teachtcg Lcnguagts to Youog Itomers. Cambddge Unłv#ultY Pr*»J. Urwę, T. C (2005). ProcttcalEngUsA longuoge Ttactrtny: Yoong Lecmtrs. McGraw wili NY.