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Try reading, writing, listening skills a lot. But if you have only a few months of intensive IELTS preparation, the best advice would be to start from Book , because these books are completely new, updated, and in line with the exam format. Make use of this book effectively, it will bring unexpected value to you. This website uses cookies to improve your experience. We'll assume you're ok with this, but you can opt-out if you wish. It is designed for use by teacher trainee who are preparing teaching English for young learners, or who are considering doing so.
Preliminaries Main Page Description of Module Description of Course Lesson Plan Instruction of Module Usage Unit Description of Course English for young learners at the primary level approximately ages of three to twelve years old are cognitively primed to acquire language skills in ways that lend themselves to an integrated skills and content -based, experiential approach.
The teachers who understands the cognitive and social processes of second- language acquisition for English for Young Learners EYL is better equipped to help learners navigate the processes of classroom learning activities while also creating a fun, positive environment.
In many cases, Teaching English for Young Learners TEYL teachers in English as a Foreign Language EFL settings have a limited amount of time to accomplish their teaching goals and meet local requirements regarding the use of specific texts, tests, or other materials.
A low-resource environment can also pose challenges. In this course, students have the opportunity to explore solutions for such challenges through an overview of current research and best practices always context- dependent for TEYL, plus experimentation with a wide array of freely available online and local resources. How to maximize their speaking Week 7 Creating learning environment for children language: How to maximize their reading?
How to maximize their writing? Each unit consists of description of course, relevance of course, learning outcomes, detail of material, worksheets, further discussion, and references. It is allowed students to have integrated skills in teaching English for Young Learners e. Listening, speaking, reading and writing. Moreover, it teaches the students to have concept of teaching English for Young Learners in the basis of level of young learners, their psychology in learning English as foreign language, their environment of learning English, the principle, technique and method that can be used in teaching English for young learners.
By the end of this course, students will be able to identify, evaluate, and selectively apply a wide variety of stimulating and age-appropriate materials e. Effectively apply strategies for both motivating and managing classroom-based language activities for young learners, with a tool set for rewarding desired student behaviors. Conduct a needs analysis, develop a learner profile, and then develop unit and lesson plans that would be appropriate for young learners in a specific local context.
This may also include the amassing of a collection of new resources and materials for strategic application to the local TEYL-related context. Clearly articulate language-learning goals and appropriately aligned measures to be able to justify and evaluate any new approaches, activities, and materials applied to local contexts. Develop themselves professionally in the field of TEYL by participating in the new E- Teacher online networking community and preparing materials to share in their local community of peers, parents, and other professionals.
Learning Outcomes 1. General Learning Outcome : The students are able to engage the concept of teaching English for young learners and implement the theory into practice to teaching English for young learners.
Specific Learning Outcome : a. The students are able to manage the classroom teaching of English for young learners individually or collaboratively.
The distinction between EFL and ESL comes from the native language of the country in which instruction is being given. Week 2 Some facts about differences between adults and children In terms of learning, Young Learners need to be given a wide variety of activities which relate to the different senses.
Activities in a Young Learner classroom should be short. With adults it is possible to spend more time on learning tasks so it is possible to engage more deeply with the learning materials.
The teacher needs many objects, visuals and pictures to work with, and to create a possibility to use all of the school's surroundings. It is also important for the teacher to let the children play with the language, talk to themselves as much as it is possible, use songs, rhymes and tell stories.
Week 4 Learning style in infancy, toddlerhood, preschool period and how to optimize them. The concept of learning is influenced by the psychological study of the learning process and is widely interpreted in the popular use.
Language teaching can be widely interpreted as all activities intended to facilitate and cause language learning. At the beginning of learning the new language, the learner's knowledge has none or hardly any associations with the language; it is as an infant learning its first language. Children's learning is based on imitation and having fun rather than on their awareness of learning.
Imitation is the easiest way of introducing new vocabulary and its aim is to lead to correct articulation and intonation of sounds and their memorization. This is because of children's flexible larynx which allows for nearly ideal imitation of sounds and the most efficient brain which all together create a great opportunity for language acquisition. The first step in creating an appropriate environment for infants, toddlers, and preschool children is to examine how young children learn and develop.
Each stage of development has unique characteristics that influence how a child will experience his or her environment. The early environment where young children live will help determine the direction of their brain development. Children who have severely limited opportunities for appropriate experiences will be delayed; this may permanently affect their learning.
But, children who have the opportunity to develop in an organized and appropriate environment are challenged to think and use materials in new ways. Students should be allowed to work out the meaning and the rules of the grammar for themselves. And, in addition to such communicative work, young learners can be encouraged to do some analytical work, particularly where communicative outcomes are affected.
Teachers should always be creative in the techniques they use. Stories, games and songs have a great impact on the learner firstly because they present themes which are interesting for them, and secondly because they have a major input, and they are able to express what they want using what they were exposed to. Week 10 Planning Language Teaching Teachers may find that during the teaching time as an assistant that are called upon to not only assist them but to actually teach the English lesson themselves.
Once teachers have prepared the lesson plan, they will feel much more confident walking into the classroom and they will soon be able to relax into your new role. Grading criteria for the course will be weighted as follows: 1. Planning and Preparation for Learning b. Classroom Management c. Delivery of Instruction d. Feedback As feedback is designed to enhance student learning.
To be effctive, the authors use two-way dialogue which helps motivate students — although not all students need the same type of feedback. These kinds of feedback as well as formative feedback, it is provided to students during the course of a module so they are able to use it to improve the way they learn and enhance their future academic performance.
The other feefback given to students is summative feedback. Summative feedback tends to take place at the end of a module, but this does not mean that it cannot be accompanied by formative as well as summative feedback to enhance learning.
It comes from the native language of the country in which instruction is being given. An ESL classroom is one in which English is the primary national language. On the other hand, an EFL classroom is one in which English is notonal language. On the other hand, an EFL classroom is one in which English is notional language.
On the other hand, an EFL classroom is one in which English is not the native language. Relevance of Course The relevance of course is the students will engage their home and society environment into the activities in this book as mention details in exercises.
In the exersices, most of activities given is case study. So, the students is allowed to think critically in group discussion. Detail of Material 1. The History of English Second Language and English Foreign Language Basically, we can divide up countries according to whether they have English as a native language, English as a second language, or English as a foreign language.
The first category is self-explanatory. The difference between English as a foreign language and English as a second language is that in the latter instance only, English has actual assigned communicative status within the country. All told, there is a total of 75 territories where English has a special place in society. The inner circle: these countries are the traditional bases of English, where it is the primary language, that is Great Britain and Ireland, the United States, Canada, Australia, and New Zealand.
Singapore, India, Malawi, and 50 other territories. The expanding circle: this includes countries that represent the importance of English as an international language though they have no history of colonization and English has no special administrative status in these countries, e. China, Japan, Poland and a growing number of other states.
This is English as a foreign language. It is clear that the expanding circle is the one that is most sensitive to the global status of English. It is here that English is used primarily as an international language, especially in the business, scientific, legal, political and academic communities. The term ESL has traditionally referred to students who come to school speaking languages other than English at home. The term in many cases is incorrect, because some who come to school have English as their third, fourth, fifth, and so on, language.
The students are immigrants or visitors. The class is usually of mixed nationalities, so students donnot share a native language or a common culture. Outside the classroom, students have a specific, practical need for English, and ample opportunity to use it.
An EFL classroom is in a country where English is not the dominant language. Students share the same language and culture. The teacher may be the only native English speaker they have exposure to.
Outside of the classroom students have very few opportunities to use English. For some, learning English may not have any obvious practical benefit. Students have limited exposure to English-speaking culture, most often through a distorted lens like TV or music.
Based on these definitions, we can see that there are important differences in the student population. Effective lesson planning must take them into account. ESL students need a. Hands-on English lessons suitable for their immediate needs. There may be a place for general grammar instruction, but not until more pressing needs are met. Explicit cultural instruction. These students come from many places, all very different from your classroom.
Teach them about your cultural norms. Teach them how to get along in your society. Tell them how people from your culture see their culture. You might not think this is traditional English teaching, but it will generate fascinating discussion. Understanding culture is an invaluable step towards fluency. Bridges towards integration. As an ESL teacher, you may not consider yourself a guidance counselor, but be ready to suggest concrete ways for your students to address their daily problems in your local community.
Whether that means referring them to an immigrant assistance association or helping them apply for a job online, you are likely to be the first person they ask for help.
EFL students need a. Lots of practice using English, especially orally. Get them speaking in the classroom, but also teach them where to find opportunities to practice speaking English outside of class, and reward them for doing so. Exposure to living English. Never lead your students to believe that English is a set of rules and words to memorize. It is the living, breathing creation of cultures and communities around the world.
Do whatever you can to reveal this depth. Pen pals, non-traditional teaching materials, and field trips are great ways to make English come alive for your students. Reasons to learn English, and motivation to stick with it.
There are so many English communities online and off that it is possible to find a tie-in for almost any other area of interest. Social networks are powerful tools. Worksheets These are the key differences between these student communities and strategies to teach English accordingly. Discuss in a group about these following questions and then share it in front of the class. Description of Course This unit is designed to show the distinction between charateristic and any design teaching activities.
There are three kinds of learners in EFL classroom: young learners, adolescent, and adult. Activities in a Young Learner classroom should be short and many activities. Adolescent can use many different ways od studying and practicing language. Learning Outcomes The students are able to comprehend and explain the distinction learning system in three group of English Learners and the impact of those distinction to the learning strategies.
The concept of young learners has been changed from the age, the course book that has written. In the past Young learners refer to students between five and twelve years of age. Today, the young learners started from the pre-school three years to Elementary school 12 years. Different age is crucial thing to determine the teaching method, emphasize the language competence and address the cognitive skills.
Hammer classified three learner groups keeping in mind The fact that every learner is unique and such lists can only reflect generalizations : Young Learners Adolescents Adult They respond although - Despite their -They can engage they do not understand. Adapted from: Harmer, J. The Practice of English language teaching 4th Ed. Essex: Pearson Longman. Facing the age of gbobalization, the languange centers provide some courses and formal school designed for children.
Although Some reseahers and scholars in many countries has different definition for the term Young learners, They distiguish the young learners focusing mainly on children of pre-school and primary school ages. The first is children who start pre-school at about the age of three, the second is the group of children who start primary school at around the age of and finish primary school 11 or 12, although in some countries it happens at around the age of 13 or In order to know the characteristic of young learners and to maximize learning process, we should defined the young learners for this course.
The following grouping reflects the EFL teaching environment and the learners of English in the primary education in Turkey. Teaching English to young learners. Ankara: EDM Publishing. Worksheet Discuss in pairs and answers these questions. What are the characteristics of very young learners? How do year old children learn languages? How does it affect foreign language teaching? What is the most common English language syllabus?
Which activities are effective in teaching English to very young learners? Further Discussion Visit this web address and make summary of it. Pinter, A. Children Learning Second Languages. London: Palgrave Macmillan www. Description of Course Most activities for children should consist of movement and involve their senses.
Theories of Learning Development The field of teaching young learners particularly in teaching English, has expanded enormously in the last recent years. We need therefore to draw on work from beyond language classrooms: in child development, in learning theory, in first language development, and in development of a second language in bilingual context Cameron, The major theorist in developmental psychology, Piaget, Vygotsky and Bruner, highlighting key ideas from their work that can inform how we think of the child as a language learner.
The outcome of cognitive development is thinking. Bruner would likely agree with Vygotsky that language serves to mediate between environmental stimuli and the individual's response. The aim of education should be to create autonomous learners i. In his research on the cognitive development of children , Jerome Bruner proposed three modes of representation: a. Iconic representation image-based c. Enactive 0 - 1 years This appears first. It involves encoding action based information and storing it in our memory.
For example, in the form of movement as a muscle memory, a baby might remember the action of shaking a rattle. The child represents past events through motor responses, i. And this is not just limited to children. Many adults can perform a variety of motor tasks typing, sewing a shirt, operating a lawn mower that they would find difficult to describe in iconic picture or symbolic word form. This may explain why, when we are learning a new subject, it is often helpful to have diagrams or illustrations to accompany verbal information.
Symbolic 7 years onwards This develops last. This is where information is stored in the form of a code or symbol, such as language. Dog is a symbolic representation of a single class. Symbols are flexible in that they can be manipulated, ordered, classified etc. In the symbolic stage, knowledge is stored primarily as words, mathematical symbols, or in other symbol systems.
Bruner's constructivist theory suggests it is effective when faced with new material to follow a progression from enactive to iconic to symbolic representation; this holds true even for adult learners. A true instructional designer, Bruner's work also suggests that a learner even of a very young age is capable of learning any material so long as the instruction is organized appropriately, in sharp contrast to the beliefs of Piaget and other stage theorists.
The Importance of Language Language is important for the increased ability to deal with abstract concepts. Bruner argues that language can code stimuli and free an individual from the constraints of dealing only with appearances, to provide a more complex yet flexible cognition. Educational Implications For Bruner , the purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and problem solving skills which can then be transferred to a range of situations.
Specifically, education should also develop symbolic thinking in children. The main premise of Bruner's text was that students are active learners who construct their own knowledge. Bruner opposed Piaget's notion of readiness. He argued that schools waste time trying to match the complexity of subject material to a child's cognitive stage of development. School Management Software. Popular Blogs. Mathematics Worksheets are a great platform for UKG students to learn and revise the following: Simple addition and subtraction Sorting and identifying coins Numbers and patterns Ascending and descending orders Identify the missing numbers Counting and coloring numbers 2.
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