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TKT Young Learners Session 3 Tutor: Lic. Silvia Rovegno

Supporting children learning

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TKT Young Learners Session 3

Tutor: Lic. Silvia Rovegno

Agenda

Sharing homework task Supporting Language Learning: what and how Using resources in the classroom Putting it all together

Pre-session 3 taskChoose two different activities you generally use in class at two

different levels and analyse them.

State:

Main aim:

Subsidiary aim:

Materials (including source):

Procedure

Interaction patterns

Time

Explain:

What young learner characteristics is the activity catering

for?

What strategies are put into practice in the activity?

What aspect of the child’s language development is it

focusing on?

SupportingLanguage Learning

What do you mean by support?

How to provide support in LL

★Teacher discourse★Teaching techniques★Teaching resources★Choice of contexts

and topics

Supportive Teacher Talk

● adapts language use to match sts’ level ● the use of physical props, graphics, pantomime, and gestures to represent

ideas and facilitate children's comprehension, ● references to previously shared experiences which serve as background

knowledge for new concepts, ● discussion of word meanings and text structures within meaningful,

applied contexts, ● self-repetition and paraphrasing used to make language more

comprehensible and to draw attention to important vocabulary, language features, and language patterns, and

● clarification and expansion of children's own oral and written language.

Supportive teaching techniques

★ From known to new, from concrete to abstract★ Focus on events, people and things children can see★ Action games, hands-on activities★ Give children a purpose for doing the activities★ Revise vocabulary and language needed to carry out the activity★ Provide language prompts or models★ Use visual support★ Use multisensory learning techniques★ Demonstrate and model

Sample task

Resources: Guessing game

To repeat a phrase, sentence, rhyme, verse, poem or song, usually with others, in a regular rhythm.

Stories that are shown

in pictures instead of

words.

A card with words, sentences or

pictures on it. A teacher can use

these to explain a situation, tell a

story, teach vocabulary etc.

Real objects such as clothes,

menus, timetables and leaflets

that can be brought into the

classroom for a range of

purposes.

A model of a person or animal

often made of paper or cloth, which

a teacher or learners can move by

putting their hand inside it.

Resources for YL Stories Songs, chants and action rhymes Games (e.g. TPR, guessing, circle, memory, categorisation, etc.) Puppets Flashcards, pictures and drawings Realia Black/white board, flipboard Handicraft activities (making mini-books, masks, personal dictionaries,

posters, cards for special occasions, etc) ICT Pictures and photos DVDs & Videos

What are the problems of using additional

resources?

preparation time

Organisation

tidying up

Cost

availability

What are the benefits of using them?

appeal to children’s need to be active and play,

provide concrete examples of language in use,

provide variety and change of pace,

provide context for language learning and practice,

motivating,

cater for different learning styles

Putting it all together

Sample task

Next session: Managing Young learners

Think, observe and jot down:

Characteristics of managing YL in the classroom

Challenges Problems and Solutions