Teaching English to Young Children - Sharing

Compiled & Edited by Abdelmoneim Hassan Adam 1

Teaching Young Learners

First term 2010

Compiled & Edited by

Abdelmoneim Hassan Adam

Checked by English Language Supervisor

Dr. Shamsudin Abdul Rahman


Content

Introduction…………………………………………………………………………………………………………….. 3

1. Short Notes on Methods ……………………………………………………………4

2. Multiple Intelligences Theory MI …………………………………12

3. Educational Technology …………………………………………………………19

4. Games For Learning……………………………………………………………………. 31

5. Teaching English Young Learners TEYLs …………41

6. Innovation in Teaching ……………………………………………………………57

References ……………………………………………………………………………………………………………59


Introduction

First of all there is no single correct way to teach English. There are

different theories as to how students learn, so there are different ideas as to

what can and should be done in the classroom. Teaching young learners is

different from teaching adults. Young children tend to change their mood

every other minute, and they find it extremely difficult to sit still.

On the other hand, they show a greater motivation than adults to do

things that appeal to them. Since it is almost impossible to cater to the

interests of about 25 young individuals, the teacher has to be inventive in

selecting interesting activities, and must provide a great variety of them.

In this paper we will review what is written about young learners. In

the first section we wrote some notes on methods, The second section

summarize Multiple Intelligences ( MI ) theory and what is meant for us as

teachers, and how can we use what we know to improve our teaching. In

the third section we give example of hi-tech and low-tech and how

technologies change the way we teach. The fourth section we speak about

games for language learning and their benefits, that they are not just time-

filling activities but have a great educational value. In the fifth section we

write and summarize some characteristic of young learners and helpful

ideas how to teach English Young learners. Round up this paper by

highlighting innovation in teaching that have revolutionized the way we

learn and how we teach.


1. Grammar Translation Method.

2. Cognitive Approach.

3. Direct Method.

4. Audio-lingual Method.

5. The Silent Way.

6. Suggestopedia.

7. Community Language Learning.

8. Total Physical Response.

9. Communicative Approach.

10. Total Immersion Technique.


Short Notes on The Language teaching Methods

Before summarizing some teaching methods let us define some terms: Methodology in the language teaching is the study of practices and

procedures used in language teaching, and the principal and beliefs that underlie them. a)Methodology include; study the nature of language skills ( reading, speaking, listening and writing ) and procedures for teaching them. b) study of preparation of lesson plan, material and textbooks for teaching language skills.

c) The Evaluation of and comparison of teaching methods, e.g. audio- ingual methods grammar translation methods.

Approach, Method and Technique

Approach: Is different theories about the nature of language and how languages are learnt. Method: Is way of teaching. Technique: Is classroom activities.

When we use the word approach we meant that an idea or theory is being applied; that whatever the teacher does; certain theoretical principle are always borne in his mind; e.g: The communicative approach, oral-oral approach.

A method is asset of procedures or a collection of techniques used in systematic way which is hoped to result in effective learning; e.g: The audio-lingual method, the Direct Method.

When we talk about technique we mean the procedures used in the classroom; flashcards, classroom management …etc.


1. Grammar Translation Method :

This method focuses on developing students‘ appreciation of the target language‘s literature as well as teaching the language. The activities include translating literary passages from one language into

the other, memorizing grammar rules, memorizing vocabulary and

reading passages and answer questions that follow.

2. Cognitive Approach: This approach introduced the four principle language skills for the first time: listening, speaking, reading, and writing. Oral communicative competence became the focus. Comprehensible auditory input became important and speaking in the target language began to occur. Learning about the language was overemphasized.

3. Direct Method :

This method allows students to perceive meaning directly through

the target language, because no translation is allowed. Visual aids

and pantomime are used to clarify the meaning of vocabulary items

and concepts. Students speak and communicate as if in real

situations. Reading and writing are taught from the beginning.

Grammar is learned inductively.

4. Audio-lingual Method ( AL ):

Language learning is the acquisition of a set of correct language

habits. The learner repeats patterns until he is able to produce them.

The teacher directs and controls students‘ behavior , provides a model, and reinforces correct responses.

5. The Silent Way :

Students must develop their own inner criteria for correctness.

All four skills are taught from the beginning. Students‘ errors are expected as a normal part of learning. The teacher‘s silence helps self-reliance and student‘s initiative. The teacher is active in setting up

situations, while the students do most of the talking and interacting.


6. Suggestopedia :

This method seeks to help learners eliminate psychological

barriers to learning. Students choose a name and character in the

language and culture and imagine being that person. Dialogues are

presented to the accompaniment of music. Students listen to them

and later playfully practice the language.

Oxford Advanced Learner‘s Dictionary defines Suggestopedia

is: ― a method of teaching a foreign language in which student learn

quickly by being made to feel relaxed, interested and positive ‖.

Suggestopedia is a teaching method which is based on a modern

understanding of how the human brain works and how we learn most

effectively. It was developed by the Bulgarian doctor and

psychotherapist Georgi Lozanov (1970s). The term 'Suggestopedia',

derived from suggestion and pedagogy, is often used loosely to refer

to similar accelerated learning approaches. However, Lozanov

reserves the title strictly for his own method, and he has his own

training and certification facilities. Suggestopedia was originally

applied mainly in foreign language teaching, and it is often claimed

that it can teach languages approximately three times as quickly as

conventional methods. Suggestopedia is a method where the

materials played a big role in order to achieve the objective of the

lesson. Without the materials, the method will not work. Without the

materials, the learning process will not fit the criteria of the

Suggestopedia method.

Key Elements of Suggestopedia

Some of the key elements of Suggestopedia include a rich

sensory learning environment (pictures, colour, music, etc.), a positive

expectation of success and the use of a varied range of methods:

dramatized texts, music, active participation in songs and games, etc.

Suggestopedia adopts a carefully structured approach, using four main

stages as follows:

http://www.jwelford.demon.co.uk/brainwaremap/brain.html

http://www.jwelford.demon.co.uk/brainwaremap/ltheor.html

http://www.jwelford.demon.co.uk/brainwaremap/accel.html

http://www.jwelford.demon.co.uk/brainwaremap/music.html


1. Presentation

A preparatory stage in which students are helped to relax and move

into a positive frame of mind, with the feeling that the learning is

going to be easy and fun.

2. First Concert - "Active Concert"

This involves the active presentation of the material to be learnt. For

example, in a foreign language course there might be the dramatic

reading of a piece of text, accompanied by classical music.

3. Second Concert - "Passive Review"

The students are now invited to relax and listen to some Baroque

music, with the text being read very quietly in the background. The

music is specially selected to bring the students into the optimum

mental state for the effortless acquisition of the material.

4. Practice

The use of a range of games, puzzles, etc. to review and

consolidate the learning.

7. Community Language Learning ( CLL ):

Teacher considers students as whole person, with intellect,

feelings, instincts, physical responses and desire to learn. By

understanding and accepting students‘ fears, teacher helps students feel secure and overcome their fears. Students choose what they

want to learn to say in the target language.

8. Total Physical Response Method ( TPR ) :

Students demonstrate their comprehension by acting out

commands issued by the teacher. Activities are designed to assume

active learning roles. Activities include games.


In our own experience, beginner learners will learn faster if the language is learnt through action like the in TPR (Total Physical Response). They are the kinesthetic and the experiential learners.

9. Communicative Approach :

This method stresses the need to teach communicative

competence. Students usually work with authentic materials in small

groups on communicative activities.

In foreign language situation, it can be challenging to find real-

life communicative contexts in which to use the target language.

When teaching English as a foreign language ( TEFL ) at any level,

the classroom has to be a place in which language is not only taught

but also used meaningfully. If language is being used meaningfully in

the classroom, it isn‘t taught only in isolated chunks or by breaking

the language into its grammatical or semantic component. Instead,

language is being used within a context that either mirror real

discourse or possibly uses subject matter content; depending on age

of the learners and their purpose for studying English.

In the early stages of a language course for children, it is important

to establish, priorities for the child as a learner. These include :

Building confidence.

Providing the motivation to learn English.

Encouraging ownership of language.

Encouraging children to communicate with whatever language

they have ( mime, gesture, key word, drawing, …etc. Encouraging children to treat English as a communication tool,

not as an end product.

Showing children that English is fun.

Giving children an experience of English language in non-

threatening environment.


However, the correction of errors in the early stages of a language

course may foster the following negative aspects :

Children lose confidence from fear of making mistakes.

Children become reluctant to take risks.

Children become discouraging and have low motivation.

affect children‘s willingness and motivation to participate in

class.

may intimidate children into silence.

Error are actually a very natural part of learning process and they

are a necessary part of the learning process.

10. Total immersion technique:

This generalized technique in foreign language pedagogy "immerses" or "submerges" the student directly and immediately into the target language from the first opening day or hour of class. There are basically two (2) types of total immersion approaches: (a) Effective. (b) Ineffective. An effective total immersion environment begins in hour one wherein the teacher speaks the foreign language slowly, clearly, and uses easily understandable and comprehensible cognates, at least to the best of his or her ability as a foreign language professional educator. These closely and oftentimes immediately recognizable related words may differ only slightly in pronunciation or spelling from the student's native language. Hand gesticulation, appropriate modeling, various realia (such as picture files or photos), and sometimes TPR can facilitate such effectiveness. An ineffective total immersion approach occurs when the teacher opens class by speaking rapidly at native speed as if the students were residing within the target culture, as if they were inputting the attempted


language on an hourly, daily basis. In essence, the student is being treated as if they were living in the country where the foreign language is predominant. Thus, the intended language "goes over the heads" of the students from the very first day of class, thus creating a distancing and ultimate loss of the student's attention and cognitive awareness of just what is being communicated in class. Either type of immersion oftentimes overlaps any or all of the above-mentioned methods in second-language (L2) acquisition.

There is another kind of total immersion called Dynamic Immersion,

a method that combines advanced interactive technology with native

speakers and a rich visual environment, to mimic the complete

immersion process we used to learn our first language L1.


What is intelligence?

What does it mean to be smart?

How are your students smart?

What does Multiple Intelligences Theory

mean for us as teachers of children?

How can we use what we know about

multiple intelligences to improve our

teaching?


Multiple Intelligences ( MI ) Theory :

What is intelligence?

What does it mean to be smart?

How are your students smart?

What does Multiple Intelligences Theory mean for us as

teachers of children?

How can we use what we know about multiple intelligences

to improve our teaching?

The traditional view of intelligence is that it is something we are

born with, you can‘t change it, and that tests exist that can tell us how

smart we are. The theory of multiple intelligences challenges this

view. Research by Howard Gardner of Harvard University 1983

suggests that we all have several intelligences. He has so far

identified eight distinct types of intelligences that we all possess to

some degree. We don‘t have the same strength in each intelligence area, and we don‘t have the same combination of intelligences. The

idea is that our minds are just as distinct and individual as our

personalities.

1. Word-Smart ( Verbal-Linguistic Intelligence ) :

Student who are ―word-smart‖ are good with words and language. They love to read, write , and use words in games, puzzles

and stories. They learn best by reading, listening, speaking and

writing.

Word-smart includes activities where children play with words,

or respond to words, or do something with language such as

scramble, slap, word game like I see something……etc.


2. Number-Smart ( Math-Logic Intelligence ) :

Students who are ―number-smart‖ are able to reason deductively or inductively. They recognize patterns and relationships,

and are usually good problem-solvers and questioners. They learn

best by putting new information into patterns or relationships, or by

putting it into mathematical context.

Most tests are heavily weighted toward these first two

intelligences. Students who are successful in the school system and

who do well on tests are probably strong in verbal or logical

intelligence. A few tests measure spatial intelligence, but a much

lesser degree. For the most part, it’s a verbal, logical world in which our students compete.

Number-smart includes activities where children have to find

patterns or relationships, or use their reasoning skills to solve a

puzzle such as charades, guessing games like guess the word or

guess what I‘m saying, living sentences, put items in order, puzzles, fill in the blank …..etc.

3. Picture-Smart (Visual Spatial Intelligence) :

Spatially intelligent students are ―picture-smart.‖ They enjoy working with maps, diagrams, and puzzles. They learn best if new

information is presented in the form of a picture, either a physical

picture they can look at, or a mental picture they can visualize, and

by drawing.

Picture-smart include activities where children are able to draw,

or use their imaginations, or treat letters/words as pictures. Example

include find the match, finding and underlining all instances of specific

word/letter in some text, picture game/other drawing games.


4. Music-Smart ( Musical Intelligence ) :

Student who are ―music-smart‖ are good at remembering songs, and learning the underlying rhythm of language. They learn best if

new information presented in the context of a chant or song.

Music-smart includes activities that are musical, or rhythmic, or

activities that include music background. Examples: Walk and Talk,

Hot Potato, Songs, chants and rhythm games.

5. Body-Smart (Bodily-Kinesthetic Intelligence):

Body-smart students are good at athletics or activities requiring

coordination. They are also often good at using their bodies to

communicate non-verbally. They learn best through body movement.

Body-smart includes activities where children are able to move

their bodies, e.g.: board races, Charades, scramble, Slap, Baseball,

Do as I say, Please, Robot Game, Command Chains/lines, rhythm

games, relay races, and team games. This would also include

activities where we ask children to attach gestures to verbs and other

vocabulary in order to help them remember.

6. People-Smart ( Interpersonal Intelligence ):

Students who are ―people-smart‖ understand people. They work well in pairs and groups and tend to be leaders who are good at

organizing, communicating and negotiating. They learn best by

sharing and discussing new information with others.

People-smart includes activities where students work in pairs or

groups. Examples include Walk and Talk, Conversation lines, Step

Away Lines, Find Your Partner, Command Chains/Lines, and role

plays.


7. Self-Smart ( Intrapersonal Intelligence ) :

―Self-smart‖ students know themselves. They know their own

strengths and weaknesses, have a strong sense of self and work well

alone. They often set goals for themselves. These students learn best

by thinking through new information on their own, at their own pace.

Self-smart includes activities where students work alone, e.g. :

workbook activities, and exercises in which student personalize their

answers. This would also include times where we allow students

some silent time in class as they internalize new language.

8. Nature-Smart ( Naturalist Intelligence ) :

―Nature-smart‖ students understand how nature works. They often recognize and can name different plants, animals or rocks. This

is the most recently identified intelligence, and its analysis is far from

complete. However, it appears that this may also be the intelligence

that allows us to classify cultural artifacts, like cars, or shoes, or

trendy fashions. Nature-smart students may learn best if new

information is presented in a nature context, or if they are allowed to

compare and contrast the information with what they have already

learned.

Nature-smart includes activities that involve nature as a theme,

as in reading passages or thematic units, and also classifying and

categorizing language. Examples such as identifying which object or

letter is the same / different, or deciding which item comes next in a

series, grouping words in various categories.

* * *

Many of the activities mentioned above actually overlap in several

different areas of intelligences. Therefore, when we use them in our

classes, several types of intelligences can be strengthened through one

activity.


What does Multiple Intelligences Theory

mean for us as teachers of Young Learners?

The idea that there are different ways of being smart reaffirms what we

as teachers have always sensed; that our student are each uniquely have

gifted with intelligences. If we treat all children the same, then we tend cater

to just one type of intelligence, usually verbal-linguistic. Some children learn

better if they can sing it or attach gestures to it. We can improve our

lessons by using an understanding of intelligences to identify our students‘ strengths and weaknesses, and to consciously plan lesson designed to

incorporate as many of the intelligences as possible.

That‘s not to say we should allow ourselves to use multiple intelligences theory to label our students. This limits their potential as much as

measuring them all with one standard of intelligence. There is also a risk

that if we see a student as ―music-smart‖ we might not expect much from

him or her during lessons taught toward the other intelligences. However,

all of the intelligences can be strengthened with practice. If we teach to all

of the intelligences, students will have a chance to learn in the way that they

are smartest, and strengthen their weaker areas. The end result is more

intelligent students, better equipped to succeed in a complex world.


How can we use what we know about MI

Theory to improve our teaching?

We can use our knowledge of the eight types of intelligences as effective

tools in planning our lessons. By including activities to reach different

intelligences, we can be sure that our lessons are balanced, and that all of

our students have an equal chance to master new language.

This doesn‘t mean that every language item need to be taught seven or eight ways. It‘s enough to remember that language can be taught in more than one way. There are things that our students need to know in order to

be successful speakers and readers and writers and listeners of English,

and we have to be imaginative and persistent in helping them understand

these things better.

By considering what we know about Multiple Intelligences Theory when

we plan our lessons, we can encourage our students to practice using

language in a number of different ways. If we vary the types of activities we

use we will be better able to reach all the distinct and different minds in our

classes.

MI theory is a work in progress and our understanding of its applications

for classroom is likely to evolve as the theory matures. Just as there is no

one intelligence against which to measure our student, there‘s no one right way to implement MI theory in our lessons. It is however, very important

that we take individual differences among our students very seriously. We

need to get to know student as individuals, and do our best design lesson to

teach to their different intelligences, and to help them to use and strengthen

their other intelligences as well.


What is meant by Educational Technology?

Low-tech ( Low Technology ):

1. OHP.

2. Tape recorder.

3. Television & Video.

High-tech ( High Technology )

1. Computer & The Internet.

2. Programmed Learning & CAL.

3. Interactive White Board IWB.


Educational Technology

Low-tech( Low Technology): (OHPs – Tape recorders - Television and video ) Hi-tech(High Technology):

( Computers and internet – CAL - Interactive Whiteboard )

Educational Technology The term educational technology has generally come to have two different meaning refer to the detailed application of the psychology of learning to practical teaching problems. This is essentially a software approach which is closely associated with the modern principles of programmed learning. The second meaning of educational technology refers to the application of principles of engineering and technology in the development of electro-mechanical equipment used for instructional purposes. This concept is essentially a hardware approach. It stresses the use of motion pictures, tape recorders, teaching machines, television, projectors, and computers in teaching-learning process.

There are new technologies - e.g.: the interactive whiteboard - that have revolutionized how we learn and the way we teach. For many years, the blackboard was the only teaching aid many teachers had. In today‘s technological world, this is no longer true. There is a wide range of modern resources available to many teachers. Technology provides variety in your lessons and makes them more interesting for your students. Technology can help to present ideas in different ways, generate new activities. But only


if it‘s used well. In this section of the paper we hope to provide a few practical ideas on using technology more effectively in our lessons.

We‘ll be looking at the following resources:

1. Low tech(Low Technology): 1. OHP 2. Tape recorder 3. Television and Video 1. Overhead projectors (OHP) An Overhead projector is a small portable machine which shines a light through a sheet of transparent plastic. We can write on this sheet of plastic and the light shines it onto the wall or your white board or a blind pulled in front of your blackboard. Usually an Overhead projector is called and OHP and the sheets of plastic are called OHT, Overhead transparencies. OHP is used to display information to a class. Here are some reasons to use it:

a. You can prepare OHTs in advance, either written or typed. This is a way to make sure your materials are clearly

presented. b. By preparing in advance you save time in the classroom. c. Using an OHP you don‘t have to turn your back to the class as

you do when writing on the board. You can face the class and what you write in front of you is projected behind you.

d. You can use prepared OHTs again and again. When you clean a board, the information is gone for good.

e. You can use it for drawings and illustrations that might be difficult as well as time-consuming to do freehand on the board.

2.Tape recorders The tape recorder is perhaps the most common piece of technology that teachers have access to. Most course books have listening activities and the course cassette is an invaluable resource for the teacher. Pre-recorded listening material is useful in the classroom. It brings variety to the


lesson and lets the students hear English speaking voices other than the teacher‘s. But the use of the tape recorder is not limited to pre-recorded course material. There are other sources of listening material such as radio programmes and music. Activities such as ‗jigsaw listening‘ are a communicative way of using the tape recorder and recording the students themselves is a student-centered way of developing language skills and confidence. Using music Using the tape recorder to play music quietly in the background while students are working is a good way to create a relaxed atmosphere in the classroom. Songs can also be used as sources of language learning activities. Students like to work with songs. It‘s a change from normal activities and can involve them in a subject most young people are interested in. Songs contain a lot of useful language and can be used to highlight grammar, pronunciation and vocabulary. They are good for prompting discussions and even as a tool for introducing new language. Here are a few suggestions for activities with songs: • Gap fill Prepare a copy of the words of a song. However, in each line delete a word or words. The students have to listen to the song while reading the text and try to complete the text by filling in the missing words. • Wrong words Prepare a copy of the words of a song. However, in each line make a mistake, for example substituting words with other words of similar spelling/pronunciation. The students listen to the song while reading the text and try to correct the mistakes. • Comprehension The teacher prepares a list of comprehension questions based on the song. The song is used as any other listening material. The students listen and answer questions. When using songs it is important that the teacher chooses a suitable piece of music. It should not be too difficult for the


students to hear the lyrics clearly. If possible, it should be a song the students like or even one they have suggested. Jigsaw listening In ‗jigsaw listening‘ activities, the teacher divides the class into groups. Each group listens to a different section of material and later they have to explain their section to people in another group. Jigsaw listening activities can work with all kinds of subjects. Many course books contain jigsaw listening materials but it is possible for teachers to create their own, although they may need access to tape-to-tape recording equipment and more than one cassette player. 3.Television and Video Because television, unlike radio, is a visual medium, it adds another dimension to the learning experience. We think always to listen and to see something at the same time is useful, particularly if some students find it easier to learn through visual things and other students find it easier to learn through hearing. If you can get the combination of the two, then that is particularly helpful. Using television and video in the classroom provides variety and interest for the lesson. Many students enjoy watching television in the classroom. It‗s something which they like to do in their own time and to have that activity brought in to the classroom is motivating for them. Virtually any kind of programme can be used in the classroom. What is important is that the tasks the students are given are appropriate and suitable for their level. Many teachers use feature films, documentaries, the news and so on as sources of classroom material. Live programmes It is often more convenient to use material which has been recorded on video tape. This gives the teacher a chance to prepare specific tasks and questions. But it is possible to use live material. This makes different demands on the teacher and student. There are certain psychological elements that come into play when you listen to a broadcast for the first time and you know you can only hear it once. Your concentration usually becomes sharper and that‘s very, very useful in a classroom situation. If your students know that they have only one chance to watch a broadcast, they are more likely to pay attention, especially if you give them a task to complete as they watch. It is important that students are given something to


do as they watch. It helps to focus the mind and provides material to use for following up. By using carefully graded tasks it‘s possible to use authentic broadcasts even with lower level students. For example, if using live or recorded news broadcasts it‘s simple to create a worksheet that is suitable for any level. Give the students a chart with four columns - time, people, place, events. As they watch the news broadcast they fill in information in the four columns. Recorded programmes Television allows students to see a wider world and different cultures. I think it is wonderful for teaching what I think is one of the most underrated aspects of language learning right now, which is culture. You can see the culture in action, you can see the body language, you can see the environment. You can see the way people behave and, therefore, for that alone I feel video should be part of almost every class and every classroom session. Some practical considerations Before using television or video in your class: • Make sure you know how to operate the equipment. • Check everything is working. • Ensure that the screen can be seen and the sound heard throughout the room. • If using a video, make sure it is cued up to the place you want it to start from and the counter is set to zero so that you can find the same place easily.

2. Hi-tech(High Technology): 1. Computers and the internet.

2. Programmed Learning & CAL.

3. Interactive whiteboard.


1.Computers and Internet

Computers are very important and essential in the world around us.

They contribute to many jobs that would take hours to do. Using computer

has made work faster and easy. That is why it is important to teach by

computer at an early age. Computers are increasingly a part of everyday

life and the internet has, since the middle of the 1990s, revolutionized

communication. This revolution has found its way into the classroom. Many

schools have computers and many students have access to computers at

home. There is an ever growing range of software available for the student

of English. There are programmes that teach and test grammar,vocabulary,

writing skills and even pronunciation. Many programmes are available on

CD-ROMs and increasingly directly on the internet.

Many computer programmes which are not specifically designed for

the language classroom are useful as well. A word processing package is a good example of this. If the students are doing a piece of written work the teacher can monitor them while they are working. Corrections and alterations can be made immediately without the crossings out needed on paper.

Reference CD-ROMs DVDs and encyclopedias can be used as

sources of material for project-based activities in class or for self-study and home work. Students can create class newsletters or even mini-newspapers with word-processing or desktop publishing software. The advantage of using software in this way is that the students are focused on the task and using the technology rather than thinking about English. They need to use English to complete the task, but as they are not consciously thinking about it, their use is more natural and communicative. Computers are another source of variety and interest in the classroom. It is important to remember that however you use computers in your class; they are not a substitute for teaching. They are an extra tool for the teacher and their use needs to be planned and prepared as with any other activity. The computer is also an excellent tool for the teacher for the preparation of work sheets and exercises as well as a source of material. Well-prepared and presented materials make a good impression in the class and in the staff room!


The Internet Some teachers are not very computer literate themselves but the students are and we encourage them to use the internet - which they can access quite easily and they use it to get up-to-date information on all sorts of things,because sometimes in the library the books aren‘t as up to date as the information they can get off the internet. The internet is a revolution really and I think that we need to make sure that learning keeps up with that revolution and it‘s actually part of it and it‘s in the forefront of it. The internet is an enormous resource of information which is getting easier to access. It is a resource that can be exploited in many ways. As English is the dominant language on the internet, it means they will be exposed to English and using it for a variety of motivating and interesting tasks. Some sites on the internet offer interactive grammar exercises - this means that when the students complete an exercise their answers are checked and corrected automatically. One site that does offer this is the BBC World Service Learning English website. You can find exercises at: www.bbc.co.uk/worldservice/learningenglish/ It is also possible to interact not only with the computer but with other learners around the world. This can be done through finding ‗e-pals‘, the email version of pen-pals. It means that a classroom in Africa could be sharing information with a classroom in Asia or a classroom in America and so on. The classroom walls are falling down. The advantage of e-pals over pen-pals is that communication is much speedier! You can send your correspondent information about yourself including photos and you don‘t have to wait weeks to receive a reply from the other side of the world! It also gives students an incentive to find out more about other cultures. For information on finding e-pals for yourself or students try: http://www.Iecc.org/. Computer technology is becoming cheaper and more available around the world. However, because it is a relatively new and rapidly changing technology the teacher needs to be familiar with the equipment and the possibilities. Use your imagination to create interesting tasks and activities suitable for your own students and their interests.


2.Programmed Learning & Computer Assistance Learning (CAL): Programmed Learning is the use of teaching machines, which were first introduced by B.F Skinner in attempt to improve instructions in schools. The basic idea is to present an item of information to the student/pupil who is required to answer a question on the information. The student has to make response and has to be informed immediately whether he is right or wrong. If he is right he is presented with another unit of information; if he is wrong he is presented with further information concerning the same question until he make the right response. In this way the pupil proceeds at his own rate of progress; the brighter one moves at a faster rate than duller one. With the great advancement in technology, computers have now replaced the old machines of 50's. These are far more flexible and responsive to the student than Skinner's type teaching machine. And programmed learning is renamed the Computer Assisted Learning CAL. Developing a successful CAL entails definite rules and successive revisions. This is very important since CAL focuses attention on the individual learning. The Factors that Make CAL Effective:

1. Active participation by the learner. The learner is actively interacting with the materials. He exemplifies the old saying "Learning by Doing" in contrast to the passive learning that takes place during lecture.

2. Immediate feedback. As the learner finds out whether a response is correct, any mistake can be corrected immediately.

3. Individualization of instruction. The learner moves ahead at his own rate of progress. The faster one progresses more quickly, whereas the slower moves less rapidly. So the rate and path through the learning materials are adjusted to individual differences.

However, it it has been argued that programmed learning is a process by which the pupil-teacher relationship is ignored or destroyed, Dr. B. Fine1963 indicates that, "Machines can grapple with facts, but they cannot teach imagination, emotional or artistic sensitivity, or the intellectual insight which relates widely different ideas".


3.Interactive White Board ( IWB )

An interactive whiteboard or IWB, is a large interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface, where users control the computer using a pen, finger or other device. The board is typically mounted to a wall or on a floor stand.

They are used in a variety of settings such as in classrooms at all levels of education, in corporate board rooms and work groups.

The interactive whiteboard (IWB) device is connected to a computer through a wired medium such as (USB or a serial port cable) or via a wireless connection (Bluetooth).

A device driver software is usually installed onto the attached computer where it enables the Interactive Whiteboard to act as a Human Input Device (HID) like a mouse. An image from the computer is then projected onto the Interactive Whiteboard surface from a digital projector connected to the host computer's video output.

The interactive whiteboard usually becomes active once connected and the driver is running and at that point the user can calibrate the system (align the pointer with the image) if necessary, and activate programs, buttons and menus as they would with a mouse. For any text input that is needed the user can either invoke an on-screen keyboard or utilize handwriting recognition. These input options avoid the need to return to the computer to enter text into programs.

The combination of mouse and keyboard emulation allows the user to control the computer display almost exclusively from the Interactive Whiteboard.

To maximize the interaction opportunities, most IWBs are supplied with software that provides tools and features specifically designed to enhance the use of the IWB. These generally include the ability to create virtual versions of paper flipcharts with pen and highlighter options and in some cases virtual tools such as rulers and protractors and compasses to emulate traditional classroom teaching tools.

http://en.wikipedia.org/wiki/Computer

http://en.wikipedia.org/wiki/Video_projector

http://en.wikipedia.org/wiki/Desktop_environment

http://en.wikipedia.org/wiki/Pen

http://en.wikipedia.org/wiki/Finger

http://en.wikipedia.org/wiki/Classroom

http://en.wikipedia.org/wiki/Education

http://en.wikipedia.org/wiki/Corporate

http://en.wikipedia.org/wiki/USB

http://en.wikipedia.org/wiki/Serial_port

http://en.wikipedia.org/wiki/Bluetooth

http://en.wikipedia.org/wiki/Device_driver

http://en.wikipedia.org/wiki/Projector

http://en.wikipedia.org/wiki/Handwriting_recognition

http://en.wikipedia.org/wiki/Software


Classroom uses

Interactive whiteboards are used in many schools as replacements for traditional whiteboards or flipcharts or video/media systems such as a DVD player and TV combination. Users can also connect to a school network digital video distribution system using an interactive whiteboard. Interactive whiteboards can also interact with online shared annotation and drawing environments in the form of interactive vector based graphical websites.

The software supplied with the interactive whiteboard will usually allow the teacher to keep notes and annotations as an electronic file for later distribution either on paper or through a number of electronic formats.

In addition, some interactive whiteboards allow teachers to record their instruction as digital video files and post the material for review by students at a later time. This can be a very effective instructional strategy for students who benefit from repetition, who need to see the material presented again, for students who are absent from school, for struggling learners, and for review for examinations. Brief instructional blocks can be recorded for review by students — they will see the exact presentation that occurred in the classroom with the teacher's audio input. This can help transform learning and instruction.

Many companies and projects now focus on creating supplemental instructional materials specifically designed for interactive whiteboards. Recently interactive whiteboards are being used for shared reading lessons. Mimic books are one such resource which is being used for shared reading and allows teachers to project children's books onto the interactive whiteboard to mimic books.

http://en.wikipedia.org/wiki/Whiteboard

http://en.wikipedia.org/wiki/Flipchart

http://en.wikipedia.org/wiki/DVD_player

http://en.wikipedia.org/wiki/DVD_player

http://en.wikipedia.org/wiki/Vector_Graphics


Criticisms

Sometimes teachers focused more on the new technology than on what pupils should be learning.

The focus on interactivity as a technical process can lead to some relatively mundane activities being over-valued. Such an emphasis on interactivity was particularly prevalent in classes with lower-ability students.

In lower-ability groups it could actually slow the pace of whole class learning as individual pupils took turns at the board.

Only some of the teachers studied and had received form of training or professional development in the use of the technology which is on side red by commentators as a key factor in the deployment of anything intended to impact teaching and learning


1. Using Games.

2. When We Use Games?

3. Why We Use Games in class Time?

4. Problems Many Teachers Have.

5. Some Ideas for Teaching Games.

6. How to choose Games?

7. Advantage of Using Games.

8. General Benefits of Games.


Games for Language Learning

―Language learning is hard work … Effort is required at moment and must be maintained over a long period of time. Games help and encourage

many learners to sustain their interest and work‖. ―Games also help the teachers to create context in which the language is useful and meaningful.

The teachers want to take part and in order to do so must understand what

others are saying or have written, and they must speak or write in order to

express their own point of view or give information‖.

The need of for meaningfulness in language learning has been

accepted for some years. A useful interpretation of meaningfulness is that

learners should respond to the context in definite way. If they are amused,

angered, intrigued, or surprised; the content is clearly meaningful to them.

Thus the meaning of the language they listen to, read, speak and write will

be more vividly experienced and, therefore, better remembered. If it is

accepted that games can provide intense and meaningful practice of

language, then they must be regarded as central to a teacher‘s repertoire

(material). They are thus not for use solely on wet days and at the end of

term! Games are highly motivating because they are amusing and

interesting. They can be used to give practice in all language skills and be

used to practice many types of communication.

Game based learning (GBL) is a branch of serious games that deals with applications that have defined learning outcomes. Generally they are designed in order to balance the subject matter with the game play and the ability of the player to retain and apply said subject matter to the real world.

Games often have a fantasy element that engages players in a learning activity through narrative or storylines. Educational video games can be motivating to children and allow them to develop awareness to consequentiality. Children are allowed to express themselves as individuals while learning. Today's games are more social, with most teens playing games with others at least some of the time and can incorporate many aspects of life. Students that participate in educational video games can offer deeper, more meaningful insights in all academic areas. The success of game-based learning strategies owes to active participation and

http://en.wikipedia.org/wiki/Serious_game


interaction being at the center of the experience, and signals that current educational methods are not engaging students enough. Experience with and affinity for games as learning tools is an increasingly universal characteristic among young learners.

There is a common perception that all learning should be serious and

solemn in nature and that if one is having fun and there is hilarity and

laughter, then it is not really learning. This is a misconception. It is possible

to learn a language as well as enjoy oneself at the same time. One of the

best ways of doing this is through games. The value of games in learning

languages is well recognized. Games motivate learners to progress in real

understanding and use of the language. Games that are challenging but

also fun encourage learners to put their language skills into practice.

Using Games

'Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value. W. R. Lee holds that most language games make learners use the language instead of thinking about learning the correct forms (1979:2).

He also says that games should be treated as central not peripheral to the foreign language teaching programs. A similar opinion is expressed by Richard-Amato, who believes games to be fun but warns against overlooking their pedagogical value, particularly in foreign language teaching.

There are many advantages of using games. "Games can lower anxiety, thus making the acquisition of input more likely" (Richard-Amato 1988:147). They are highly motivating and entertaining, and they can give shy students more opportunity to express their opinions and feelings (Hansen 1994:118).


They also enable learners to acquire new experiences within a foreign language which are not always possible during a typical lesson. Furthermore, to quote Richard-Amato, they, "add diversion to the regular classroom activities," break the ice, "[but also] they are used to introduce new ideas" (1988:147). In the easy, relaxed atmosphere which is created by using games, students remember things faster and better (Wierus and Wierus 1994:218). S. M. Silvers says many teachers are enthusiastic about using games as "a teaching device," yet they often perceive games as mere time-fillers, "a break from the monotony of drilling" or frivolous activities. He also claims that many teachers often overlook the fact that in a relaxed atmosphere, real learning takes place, and students use the language they have been exposed to and have practiced earlier (1982:29).

Further support comes from Zdybiewska, who believes games to be a good way of practicing language, for they provide a model of what learners will use the language for in real life in the future (1994:6).' 'Games encourage, entertain, teach, and promote fluency. If not for any of these reasons, they should be used just because they help students see beauty in a foreign language and not just problems that at times seem overwhelming.'

When We Use Games?

'Games are often used as short warm-up activities or when there is some time left at the end of a lesson. Yet, as Lee observes, a game "should not be regarded as a marginal activity filling in odd moments when the teacher and class have nothing better to do" (1979:3). Games ought to be at the heart of teaching foreign languages.

Rixon suggests that games be used at all stages of the lesson, provided that they are suitable and carefully chosen. 'Games also lend themselves well to revision exercises helping learners recall material in a pleasant, entertaining way. All authors referred to in this article agree that even if games resulted only in noise and entertained students, they are still worth paying attention to and implementing in the classroom since they motivate learners, promote communicative competence, and generate fluency.'


'Games have been shown to have advantages and effectiveness in learning vocabulary in various ways. First, games bring in relaxation and fun for students, thus help them learn and retain new words more easily. Second, games usually involve friendly competition and they keep learners interested. These create the motivation for learners of English to get involved and participate actively in the learning activities. Third, vocabulary games bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way.' 'Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve the most from vocabulary games, it is essential that suitable games are chosen. Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account.' 'In conclusion, learning vocabulary through games is one effective and interesting way that can be applied in any classrooms. The results of this research suggest that games are used not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners' communicative competence.'

Why We Use Games in Class Time?

Games are fun and children like to play them. Through games children experiment, discover, and interact with their environment. Games add variation to a lesson and increase motivation by providing a plausible incentive to use the target language. For many children between 4 & 12 years old, especially the youngest, language learning will not be the key motivational factor. Games can provide this stimulus. The game context makes the foreign language immediately useful to the children. It brings the target language to life. The game makes the reasons for speaking plausible even to reluctant children. Through playing games, students can learn English the way children learn their mother tongue without being aware they are studying; thus without stress, they can learn a lot. Even shy students can participate positively (Lewis, 1999).


Problems many teachers have

1. Some of your children may not enjoy being in class.

2. You may find it hard to have all your children pay attention.

3. Your class may not repeat things back to you enthusiastically.

4. Some of your class may not be motivated to learn.

5. Your pupils may not get much chance to practice speaking English during class.

6. We need repetition to learn, and to make things stick, but how do you make this interesting?

7. You may not have time to revise all the vocabulary, themes and grammar that you have covered as if you spend time revising you fall behind in the course work.

8. You may feel some of your pupils getting restless during class time, and losing their focus.

9. You may lack time to put that extra boost into your classes having a lot of paperwork, exercise books and marking to do.

10. Some of children hate school and learning English language as a result of social misconception about English language( disbelievers' language ).


Some ideas for teaching English Games address these problems.

1. Games make learning fun so your class and children are willing participants and not just there because they have to be.

2. Students pay more attention because they are enjoying themselves, so they do better, they feel better about themselves, and do even better- it is a vicious circle working in your favor.

3. Playing a game has a purpose to it, an outcome, and in order to play students have to say things- they have a reason to communicate rather than just repeat things back mindlessly.

4. Games stimulate and motivate children to new levels. If they do not pay attention during the presentation of new language, and make a mental effort to memorize it, they will not be able to play the games well, and they will let their team and themselves down, so they make effort to join and learn as much as possible.

5. Students get to use the language all the time during the games.

6. They involve a lot of repetition, and repetition is the mother of skill, it can be BORING, but thanks to these games, they are FUN. How do you expect your class or children to remember vocabulary if they never use it? Repetition is the mother of skill. Making your classes FUN so that the children want to come.

7. The games lend themselves perfectly to quick bursts of revision. Using some of the games you can revise a massive amount of vocabulary and grammar in a few minutes. If you use games to revise two or three topics every lesson, as well as teach the new language, imagine how well your kids will do at exam time, and how proud you will feel

8. The physical movement involved in some of the games also helps keep everyone stimulated and focused. Children naturally have a lot of energy and are not good at sitting for long periods so if you throw in games with movement from time to time you will prevent them from getting restless and bored.

9. Children have a short attention span ( even more so these days with the style and pace of the media, and computer games ), so injecting lively


varied games into your classes to practice the language you are teaching will keep your children alert and enjoying themselves.

10. The philosophy of encouragement incorporated into these games allows all students, including the less good ones, to gain in confidence. You can easily control the class by switching to calming games when you need to calm everyone down or throw in an exciting game when you want to pick up the pace. Variety is the key and with some games you are spoiled for choice.

How to Choose Games

CLASS TIME IS PRECIOUS and I understand that we don't want to waste it playing silly games just to pass the time. Rest assured that these games do NOT involve:

1. Complex amounts of materials.

2. Arts and crafts type activities, they are too time-consuming.

3. Complicated rules to learn

4. Preparation time.

These games are not a 'softy' wishy-washy alternative but are designed to stretch and test the children constantly, helping them to reach new levels of performance in an encouraging and stimulating environment. Tyson, 2000 said:"* A game must be more than just fun. * A game should involve "friendly" competition. * A game should keep all of the students involved and interested. * A game should encourage students to focus on the use of language rather than on the language itself. * A game should give students a chance to learn, practice, or review specific language material". Games must have some features so as how they can be adapted in term of language, group size and age. The instructions will be clear and easy to understand, and the games easy to use, and listed in alphabetical order for convenience. You can start using them right away in class.


Advantages of using games in the classroom: 1. Games are a welcome break from the usual routine of the language class. 2. They are motivating and challenging. 3. Learning a language requires a great deal of effort. Games help students to make and sustain the effort of learning. 4. Games provide language practice in the various skills- speaking, writing, listening and reading. 5. They encourage students to interact and communicate. 6. They create a meaningful context for language use.

General Benefits of Games

Affective: - lowers affective filter

- encourages creative and spontaneous use of language

- promotes communicative competence

- motivates

- fun

Cognitive: - reinforces

- reviews and extends

- focuses on grammar communicatively

Class Dynamics: - student centered

- teacher acts only as facilitator

- builds class cohesion

- fosters whole class participation

- promotes healthy competition


Adaptability: - easily adjusted for age, level, and interests

- utilizes all four skills

- requires minimum preparation after development


1. Some Characteristics of YLs.

2. How to Teach English to YLs?

(a) PPP Approach.

(b) ESA Approach.

3. How do we structure our Teaching?

4. Lesson Structure.

5. Ten Helpful Ideas for TEYLs.

6. Some Frequently Asked Questions FAQs.


Young Learners

Some characteristics of young learners:

Teaching younger learners is different from teaching adults. Younger learners are social, active, and creative. Younger learners need to have opportunities to physically move during class and to play. As they play, they learn and practice social skills, including communication and language skills. They are curious and usually willing to learn another language. Because their cognitive abilities are still developing, they deal better with language as a whole, rather than with rules about language.

Since they are still in the stage of developing their native language rules, they are able to generalize and create their own rules about a second language as they use it. Given that their cognitive and motor skills are still developing, they have stronger oral skills than literate skills, so this strength can be used in teaching a second language. To do so requires a lot of repetition and clear directions. Younger learners also have a shorter attention span than adults, which suggests that a variety of short activities during a class would be better than one long activity. However, as they get older, children‘s attention span becomes longer, their motor skills develop, and they are able to do more reading and writing. We can summarize these above characteristic as following:

• They are social. They are learning to socialize as well as learning through socializing. • They need to be physically active. • They learn through play. • They need lots of repetition and clear directions. • They are focused and respond emotionally to learning activities. • They are naturally curious and usually willing to learn. • Their cognitive and motor skills are still developing. • The rate of development is different in individual children. • Their oral skills are more advanced than their literate skills. • The have a short attention span, which becomes longer as they get older.

• They are able to formulate their own language rules from comprehensible language input.


How to Teach English to Young Learners TEYLs? The teaching approach is neither purely communicative nor audio-

lingual ( AL ); it also involves features of total physical response ( TPR ),

which is practical approaches sufficient of itself to bring about a high degree

of language proficiency in the learner. The goal is to achieve

communicative competence, but the manner of teaching includes audio-

lingual features, such as choral/single drills, and activities deriving from

TPR. The teacher must consider the following points:

1. Make the rules, which should be fair and consistent, clear from the first day of class.

2. Remember the students' names the first time you meet them. Encourage all students to remember their classmates' names. Use their names often when teaching (ie., talking to them, constructing blackboard sentences, making requests, TPR exercises, students passing back notebooks or workbooks, playing games, etc.)

3. Show your students what to do. Don't explain. Just do. Just be. They will follow your lead. English needs to be experienced, not explained.

4. Nourish trust between you and the students with each class. Through your actions let them know that you will never embarrass them for making a mistake in English. (Although you will discipline them for speaking in L1).

5. Use eye contact to communicate your praise and disappointment.

6. Create well-planned, consistent lessons with a predictable format which gives the students a sense of security and balance. Students feel more confident if they know what to expect.

7. Always be pleasantly surprised when students interact with each other or you in English.

8. Reassure your students that you understand their English and you approve of their attempts.


9. Show respect to the children (since they are worthy of it) and let them sometimes be the teacher.

10. Use English as a tool to build their self-esteem.

11. Be their "sensei,"( friend ) not their parent.

12. Remember childhood through your students.

There are two main approaches about How to teach English to Young Children, PPP and ESA.

What is PPP? By: Gill Hart PPP stands for Presentation, Practice and Production and is a prescribed standard lesson format for many EFL teachers. It is commonly used as a basis for a lesson plan and its principles are taught on many TEFL or TESOL certificate courses. Whilst there are other formats to plan your lessons around, PPP is considered by many in the profession to be the basis from which others can evolve. To help new teachers get to grips with the basics of this standard format here are a few of the main points. PPP provides Presentation of new language, Practice of new language and Production of new language: Presentation The teacher speaks up to 75% of the time, as they are presenting information The teacher sets a natural context in which the language is hidden, in order to convey meaning, of new language The teacher shows form - how the grammar is made The teacher demonstrates and works on correct pronunciation and highlights stress and intonation patterns. The teacher highlights spelling and any irregularities with the new language The teacher focuses on accuracy when correcting students at this stage The teacher asks concept check questions to see if students have understood. (If not, go back and review some of the process)


Practice Students speak up to 60% of the time, teacher up to 40% The teacher uses activities to practice the new language orally and in written format. The teacher drills for correct pronunciation and accurate form, choral and individually written work focuses on accurate form/structure. The teacher models and corrects when mistakes occur. The teacher encourages lots of pair work and group work during this stage. Production Students speak up to 90% of the time, teacher up to 10% The teacher monitors but does not correct until the end. Focus is now on fluency and rather than accuracy. The teacher models the production task, gives simple instructions and encourages students to use old and new language. Students use the language in a natural, everyday context, through a lactical task within minimal input from the teacher. N.B. At this stage learners show what they can actually do with the new language and how correctly they use it. For an inexperienced teacher the PPP format provides structure and guidelines for a successful lesson in terms of presenting language and showing how it is used in context. Learners understand how the target language is made (form) and are then corrected first for accuracy (practice phase) and then for fluency (production phase), when they are encouraged to use the language in a freer, more natural way. Some linguists and teachers are against such a strict format, feeling that is serves as a straightjacket. However, we all benefit from some kind of standardization when we first start teaching and the PPP model is comprehensive enough to allow teachers to apply the basic principles of language learning in order to achieve maximum success. Experienced teachers may play with the model. For example, they may start with a production task first to see how much their learners actually know and how they use the target language, without any formal training. Teachers would then return to the basic PPP format, repeating the production stage again at the end, thereby proving to students how much they have learnt/grown in language terms during one lesson.


PPP Alternative - Teaching Tips

What are Engage, Study, and Motivate? Foreign Language Acquisition Move a child into a foreign language environment surrounded by adults and other children using the same foreign language and that child will quickly 'pick up' the foreign language. Comprehension will come first but production will soon follow, starting with one word responses and utterances. The child's comprehension will develop and her production will become more complex until, after just a few years, she will use the foreign language in much the same way as native-speaker children of her age group. If children (and, to a lesser degree, adults) can acquire a foreign language without the need for formal instruction, why do we need to give lessons? The child described in the first paragraph will have massive exposure to the foreign language – ten hours each day or more! The child also has a very strong 'survival motivation' to acquire the new language. Only through that language can she/he eat, drink, make friends and play games. In our normal schools, we cannot reproduce those conditions (although some experiments have attempted to do this!). If we can't reproduce the conditions of 'natural acquisition', we are forced to adopt a system of 'graded exposure' to the foreign language, and a similar graded presentation and explanation of the systems of the new language. In fact, we have to develop a language learning syllabus. The language learning syllabus is made from a series of language learning events (lessons) which, traditionally, are equal in duration, take place at fixed times and locations and follow a regular weekly pattern.


How do we structure our teaching? (a) Presentation, Practice, Production ( PPP ) Most teachers plan three phases in their lessons according to the PPP model of Presentation, Practice and Production. During Presentation, new language is presented perhaps as a grammatical pattern or more frequently within some familiar situation. During this presentation phase, the teacher is often very active and dominates the class doing more than 90% of the talking. During Practice, the new language item is identified, repeated and manipulated by the students. Unless the teacher is using pair work or a language laboratory, the teacher also dominates this phase of the lesson occupying more than 50% of the talking in class. During Production, the students attempt to use the new language in different contexts provided by the teacher.

(b) Engage, Study, Activate ( ESA ) Since the PPP model has functioned more or less effectively for generations, you might ask why we should be looking at different models. PPP works well provided that your syllabus is based only on giving students 'thin slices' of language one slice at a time. The PPP model does not work nearly so well when teaching more complex language patterns beyond the sentence level or communicative language skills. Another basic problem with PPP is that it is usually based on segments of the one-hour lesson. In this way, lessons are designed with a single focus. In How to Teach English [Longman 1998] Jeremy Harmer proposed a different three stage model, the ESA model: Engage, Study, Activate.


The three stages of Engage, Study, Activate ( ESA ) (a) Engage During the Engage phase, the teacher tries to arouse the students' interest and engage their emotions. This might be through a game, the use of a picture, audio recording or video sequence, a dramatic story, an amusing anecdote, etc. The aim is to arouse the students' interest, curiosity and attention. The PPP model seems to suggest that students come to lessons ready motivated to listen and engage with the teacher's presentation. (b) Study The Study phase activities are those which focus on language (or information) and how it is constructed. The focus of study could vary from the pronunciation of one particular sound to the techniques an author uses to create excitement in a longer reading text; from an examination of a verb tense to the study of a transcript of an informal conversation to study spoken style. There are many different styles of study, from group examination of a text to discover topic-related vocabulary to the teacher giving an explanation of a grammatical pattern. Harmer says, 'Successful language learning in a classroom depends on a judicious blend of subconscious language acquisition (through listening and reading, for example) and the kind of Study activities we have looked at here. (c) Activate This element describes the exercises and activities which are designed to get students to use the language as communicatively as they can. During Activate, students do not focus on language construction or practice particular language patterns, but use their full language knowledge in the selected situation or task.


Lesson Structure (a) The ESA lesson A complete lesson may be planned on the ESA model where the 50-60 minutes are divided into three different segments. It is very unlikely that these segments will be equal in duration. Activate will probably be the longest phase but Study will probably be longer than Engage. In this format ESA would appear to be little different from PPP. (b) The ESA Lesson Teachers of children and younger teenagers know that their students cannot concentrate for long periods. They can still use the ESA model but the model may be used repeatedly, producing a larger number of shorter phases. This repeated ESA model also works well with older teenagers and adults and gives lessons a richness and variety which students appreciate. It would be wrong to give the impression that Engage, Study and Activate are each single activities. They are phases of the teaching/learning process which may contain one or more activities.


Ten Helpful Ideas for Teaching English to Young Learners This paragraph contains some helpful ideas to incorporate into the TEYL classroom. These ideas come from the discussion and assignments done in an online EFL teacher education course designed for teachers, teacher supervisors, and other TEYL professionals.

1. Supplement activities with visuals, realia, and movement. Young learners tend to have short attention spans and a lot of physical energy. In addition, children are very much liked to their surroundings and are more interested in the physical and tangible. Their own understanding comes through hands, and eyes, and ears. The physical world dominant at all times. One way to capture their attention and keep them engaged in activities is to supplement the activities with lots of bright colored visuals, toys, puppets, or objects to match the ones used in the stories that you tell or song that you sing. Included with the concept of visuals are gestures, which are very effective for students to gain understanding of language. 2. Involve student in making visuals and realia. One way to make the learning more fun is to involve students in the creation of the visuals or realia. Having children involved in creating the visuals that are related to the lesson helps engage students in the learning process by introducing them to the context as well as to relevant vocabulary items. If you cannot spare the time in class to make visuals you want to use, another idea is to consult the art teacher and combine your efforts. Some activities could use objects, toys, stuffed animals, or dolls. A "show and tell" activities is perfect way to get student interested in the lesson with their own toys that give them a chance to introduce their object in English. 3. Move from activity to activity. As stated before, young learners have short attention spans. It is a good idea to move quickly from activity to activity. Do not spend more than 10 minutes on any activity, because children tend to become bored easily. When teachers mix up the pace of the class and the types of activities used, students will be more likely to stay focused on lesson, thereby increasing the amount of language learning in class.


4. Teach in themes. When you plan a variety of activities, it is important to have them connect to each other in order to support the language learning process. Moving from one activity to other that are related in content and language helps to recycle the language and reinforce students' understanding and use of it. Thematic units, which are a series of lessons revolving around the same topic or subject, can create a broader context and allow student to focus more on content and communication than language structure. It is a good idea to use thematic unit planning because it builds a large context within which students can learn language. When teaching English to young learners this way, you can incorporate many activities, songs, and stories that build on students' knowledge and recycle language throughout the unit. 5. Use stories and contexts familiar to students. When choosing materials or themes to use, it is important that you find ones that are appropriate for your students based on their language proficiency and what is of interest to them. Because young learners, especially VYLs, are just beginning to learn content and stories in their native language in school and are still developing cognitively, they may have limited knowledge and experience in the world. This means that the contexts that you use when teaching English, which may be completely new and foreign language, should be contexts that are familiar to them. Use of stories and contexts that they have experience with in their L1 could help these young learners connect a completely new language with background knowledge they already have. Teacher could take a favorite story in the L1 and translate it into English for students or even teach the language based on situations that are found in their native country. Young learners are still making important links to their home cultures, so it is important to reinforce that even in L2 instruction. 6. Establish classroom routines. Young learners function well within a structured environment and enjoy repetition of certain routines and activities. Having basic routines in the classroom can help to manage young learners. For example, to get students' attention before reading/listening story or to get them quiet down before an activity, the teacher can clap short rhythms for student to repeat…etc.


7. Use L1 as a resource when necessary. Because many interpretations of various communicative approaches try to enforce the "English only" rule, teachers sometimes feel bad when they use L1. Teachers these days are mostly encouraged to teach English through English, especially at the younger stages. One reason is to give students the maximum exposure to the English language. Why not use L1? It is one quick, easy way to make a difficult expression such as "Once upon a time" comprehensible. After you quickly explain a difficult expression like that in L1, students will recognize the expression in English every time it comes up in a story. Since EFL teachers usually have a limited time with students in may classroom situations, that time is too precious to waste. If it is more efficient to use L1 for a difficult expression or word just use it. Concentrate on building communicative skills. Save your time for the target language that is actually within students' reach. The teacher should spend class time focusing on those target language objectives rather than spending time trying to make a difficult word or expression comprehensible. In addition, some students who have very low proficiency can easily become discouraged when all communication in the classroom must be in English. Sometimes these students can express comprehension of English in their native language, and this can be acceptable for lower level student. However, whenever possible, take the answers in L1 and recast them in English. In addition, directions for many activities can be quite complicated when explained in the L2, so consider using L1 when it is more important to spend doing the activity rather than explaining it. In short, use L1 in the classroom as resource for forwarding the learning process without becoming too reliant. 8. Bring in helpers from the community. If possible bring in helpers_ parents, student teachers from the local university, or older students studying English_ to tell a story or help with some fun activities. Collaborate with others who are studying English, studying to be English teachers, or who speak English well in order to expand the English learning community. Having someone new and interesting do a storytelling can get students more excited and create a break in the regular routine. The best scenario would be to carefully coordinate the guest with your language objectives. Using helpers means extra time to communicate your expectations with the guest and working this special event into your lesson plan. If you have English-


speaking volunteers at each station, then students will be more likely to stay on task. 4. Collaborate with other teachers in your school. As mentioned in #4.(Teach in themes), it is useful to find out what students are learning in their other classes, in their native language. Collaborate with other teachers in your school to make learning experience richer for your students. Connect your lessons to the topics, activities, and stories your students are learning in their native language by planning related thematic units that parallel the learning in other subjects. Since students learn language better when it is connected to their real life, it is a good idea to consider what else they are learning in a school day. Most children's lives revolve around home and school, so try to coordinate with other teachers to find out what is relevant to students; then add English instruction on top of that. 10. Communicate with other TEYL professionals. It is also important to keep in contact with other TEYL professionals, both in your local area and internationally. Doing so through local and international professional organizations, in-service programs, or special teacher educational courses, such as an online TEYL course, helps to keep you current with trends in the field. Most importantly, keeping in contact with other TEYL professionals helps keep your classroom fresh with new ideas, and collaboration can help to construct new ideas and solutions to the common problems that teachers face. Finally, one of the most important ideas to take is the importance of community for learning. Learning a language is never an individual endeavor, and neither is teaching. Although teachers can feel quite isolated in their classroom, it is important to remember that openness, collaboration and sharing are the keys to enrich your teaching and your students' learning.


Some Frequently Asked Questions FAQs Mario Herrera has gathered here some FAQ's about teaching English to young children, with suggestions and tips. Q: What should my main role be when teaching? A: Your role in a young child's class is very special. Your enthusiasm for English and for having fun in the language is transmitted to the children, who in turn decide they love being in school and learning English! Be prepared to do silly things the children enjoy - like putting your hands on your head to make rabbit ears and inviting everyone to hop around the room while saying, "I'm a rabbit. I like to hop, hop, hop." As a teacher of young children learning English, it's important to demonstrate new vocabulary, either by showing the children realia or pictures or actually doing an action. By watching and listening to your modeling, the child understands what he or she must do and say. By seeing the word in action, the child understands what that 'strange' English word is all about. Modeling is the most important technique or strategy to use when teaching a new language. Kids watch and listen, copy and learn. Do it often! Q: What should the pace of the English class be? A: Young children's attention spans vary; therefore, the pace in class should be lively! If you keep an activity short, children will want to get back to it soon. Young children like to do activities over and over again. Feel free to repeat activities as long as the children are still interested. Q: It's easy to get a young child's attention, but how do I keep his or her attention throughout the English class? A: Plan a variety of activities that practice target vocabulary and sentences. Songs, TPR activities, working with picture cards, games that promote conversations, asking children to answer questions as they cut and paste, asking children to listen and follow directions, pantomiming and doing actions are all good ways of keeping children's attention. Change the pace of the class quickly. Moving, chanting and singing help your children stay interested in the class! Using materials that are appealing to children also helps to maintain children's attention. Use different things: toys, puppets, masks, pictures, cutouts, their drawings, and cards to hang around necks, cards to play games with a partner, cards to hold up and put somewhere while listening to what you say. Use paper of different sizes, colors and textures when you make materials. Use crayons, markers and paints. Cover


cards with clear plastic paper to protect them from little hands. This way they can be used from year to year. The key to maintaining children's attention is planning activities in which they will be participating actively (holding up cards, coloring, pointing), and doing different things (acting out, singing, miming, moving). Children naturally enjoy participating and learn as they do! Let them feel the roundness of a circle by tracing a hoop with their hands, or walk through the hoop to better understand the word through. Such activities allow children to communicate in a very natural way. Q: Why are songs and chants a good way to motivate young children in the English classroom? A: Children live in a musical, rhythmic world. Sounds, patterns and movement are all around them. The most spontaneous way to introduce children to language and make them feel comfortable is to involve them in music and chanting. The combination of words with the beat of a chant or song is a powerful way to help children remember the language. You can even make your own songs and chants by:

1. Choosing key phrases and vocabulary 2. Using a familiar or simple tune or rhythm. 3. Repeat phrases where possible to make a chorus 4. Add actions to the words for added fun.

Q: What is TPR, or Total Physical Response, and why is it important in teaching young children? A: Children like to be active. TPR lets you put their natural energy to use to learn English! This approach, developed by James J. Asher, is ideal for young learners whose verbal abilities are still undeveloped. TPR provides intense listening practice of basic language as children physically respond to commands. Even the shyest children like TPR because there is no speaking involved. They just show they understand the action by doing the action. This allows children to feel successful in English from the very beginning! Q: Why is giving feedback to young children important? A: Children need to know if they are doing something right or wrong. Catch them doing something right and give them lots of praise! Correct children in a way that won't hurt their feelings (for example, ask everyone to practice the pronunciation of a word rather than just one child). Most of all, repeat the correct version, sometimes overemphasizing so they get the correct way of saying it.


Q: How do I teach large class sizes of young children? A: With large groups, you may want to invite one group to do a TPR activity while the others watch. Be sure that children who are watching are involved by clapping, or saying "yes." Children should not be waiting for their turns! For example, if you are acting out weather words, some children can pretend to use umbrellas, others can pretend to be splashing in puddles and still others can make rainstorm sounds and actions. If possible, divide children into small groups to play games and into pairs to practice conversations.



Innovation in Teaching

What is meant by innovation in teaching?

Are there some genuinely new ways of teaching language? Are there

new technologies - e.g.: the interactive white board -that have

revolutionized how we learn and the way we teach? What innovative

methodologies are of interest to the classroom teacher or educationalist?

Innovations in Teaching comes up with the answers as we look at

challenges and changes in the world of ELT and find ideas for teachers to

take away. Innovation actually means something new, new idea, new

invention or way of doing something. In context of language teaching it

must mean new idea that people have to change things to the better and

often these ideas don‘t come from the way you are in the moment, from your classroom practice, they come sudden brain wave a light go on your

head, something different from the outside.

We need innovative ideas, because there are different kinds of

theories and methods on what we teach, and how we teach (we mentioned

some of them in the first section = short notes on methods), have being

used all of them around the world; buy different people in different places;

and combination between some of them. But there is not hundred percent

successful way on what we teach and how we teach. Therefore we just

keep looking and searching and thinking of ways make work better and

better. Really technology affecting on methodology, it changing the way we

see things, but doesn‘t change the fundamental way we do things.

Technology is a tool, its job to make that thing better not to be ended in

itself.


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Language Teaching Games and Contests (Reso... by William Rowland Lee

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Teaching English to Young Children - Sharing