Teaching young learners through integrated-skills approach

1. Teaching young learnersthrough integrated-skills approach Larisa Zinchenko secondary school of Khatsky

2. Young learners learning a second language • Develop skills that will help to create opportunities in future; • Acquire the lifelong ability to communicate with others; • Learn about different cultures.

3. What stops children from learning • Feeling uncomfortable or under pressure • Feeling confused by abstract concepts of grammar rules • Activities which require them to focus for a long time • Boredom • Being over-corrected

4. How children learn languages Having more opportunities... Making associations With all their senses Exploring/experimenting Making mistakes Checking their understanding Feeling a sense of confidence Being motivated

5. VISUAL LEARNING AUDITORY LEARNING KINESTHETIC LEARNING Cognitive preference

6. Interaction preference INTERPERSONAL INTRAPERSONAL

7. Analytical Processes DEDUCTIVE INDUCTIVE

8. Young learners are ACTIVE CONCRETE IMAGINATIVE

9. Young learners Cannot sit for a long period of time Learn with the whole body Learn through listening and imitating Love stories, songs and ‘pretend’ Want to have positive feedback

10. To keep young learners busy: Use English Change activities every 7 minutes Use body language ‘Recycle’ words to aid memorization Make your classroom friendly and positive Use TPR Use games, stories and play-acting out activities Focus on meaning

11. To encourage intellectual growth of young learners Develop their ability to categorize Encourage children to comment Encourage children to experiment Exploit their imagination Use different sized groups Encourage children to guess

12. Children: 4-6 year olds

13. Children: 7-9 year olds

14. Children: 10-12 year olds

15. Advantages of the integrated-skills approach • True picture of the second language • Language as a real means of communication • To track learner’s progress in many skills • Learning of the real content • High motivation • Language as an integral part of social and cognitive development

16. Types of the activities that can lead to speaking activities ’’Listen and do’’ activities • Listening and identifying • Listening and doing – TPR • Listening and performing miming • Listening and responding games

17. Listening and identifying

18. Listening and doing – TPR

19. Listening and performing miming

20. Listening and responding games

21. “Listen and make” activities “Listen and colour” “Listen and draw” “Listen and make”

22. “Listen and colour”

23. “Listen and draw”

24. “Listen and make”

25. Speaking with support • Using classroom in the real context • Saying rhymes, singing songs • Practicing new vocabulary • Playing vocabulary games • Practicing pronunciation of new sounds

26. Types of activities that can help young learners to develop cognitive thinking and fluency in speaking • Listing • Ordering and sorting • Matching • Comparing • Predicting and problem-solving • Sharing personal experience • Creative work

27. Speaking in pairs or groupschildren: • Get more opportunities to speak • Ask and answer questions • Learn a lot from each other • Gain confidence because they are speaking in private rather than to the whole class

28. Priorities when teaching reading and writing • Focus on meaning • Word recognition • Making the connection between familiar sounds and written words or phrases • Naming the letters of the alphabet • Predicting the pronunciation of a written work

29. Approaches to teaching reading in English 1. Phonic approach Teaching children the way the letter sounds, not the name of the letter 2. Activities to help children connect sounds with letters Memory games • initial letter games • feel the letter • make the alphabet frieze

30. Activities to help children recognize phrases • Make up group chants based on what the children already know and using the phrases the children can read out… • Pick out phrases that you can use for matching games from reading material. • Use picture cards and cards with labels or short phrases or description. Ask the children to find the picture to match the writing.

31. Copy/write from memory the word/phrase that matches the picture Matching words/phrases with pictures Labelling pictures/objects Write a label Predicting from initial sound Finish the word st… Re-arrange jumbled letters to make a word Write the whole word Classifying words into sets Copy/write the name of all the people in the story Ordering sentences in the correct sequence Copy/write out story in the right order Guessing the missing word Copy the phrase/sentence putting in the missing word Games that involve recognizing words and meaning Bingo, writing races Reading activities using reading cards that can lead into writing activities

32. Project workHaving fun making a book • Let the children start by drawing a person or, for fun, an imaginary creature like a monster or a creature from outer space. • They can write a description using some hints. • They can write about something the person does. • Show how to make a big book. • This will give a lot of opportunity to use “listen and make” instruction. • Let the whole class make a big story book for another class. • They can share the work.

33. When children make things for others to see they: • have a real audience so want to write something interesting • have a real reason to be neat and tidy, have clear handwriting, to check spelling and generally to present their work well • can learn how to go over their work and improve it if they like