Transcript Слайд 1 - ed

•Teaching young learners through
integrated-skills approach
Larisa Zinchenko
secondary 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.
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What stops children from learning
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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
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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:
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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 playacting 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
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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 olds
Characteristics
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
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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
’’Listen and do’’ activities
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Listening and identifying
Listening and doing – TPR
Listening and performing miming
Listening and responding games
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
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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 speak
 Ask and answer questions
 Learn a lot from each other
 Gain confidence because they
are speaking in private rather
than to the whole class
Priorities when teaching
reading and writing
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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
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initial letter games
feel the letter
make the alphabet frieze
Activities to help children
recognize phrases
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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
Matching words/phrases
with pictures
Copy/write from memory the
word/phrase that matches the picture
Labelling pictures/objects
Write a label
Predicting from initial sound
Finish the word st…
Re-arrange jumbled letters
to make a word
Write the whole word
Classifying words into sets
Copy/write the name of all the
people in the story
Ordering sentences in the
correct sequence
Copy/write out story in the
right order
Guessing the missing word
Copy the phrase/sentence
putting in the missing word
Games that involve recognizing
words and meaning
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.
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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
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