They learn things through playing; they are not consciously trying to learn
new words or phrases for them its incidental
They love playing with language sounds, imitating, and making funny noises
They are not able to organize their learning
They are not able to read or write in L1; important to recycle language through
talk and play
Their grammar will develop gradually on its own when exposed to lots of
English in context
7-12 Years Old
They are learning to read and write in L1
They are developing as thinkers
They understand the difference between the real and the imaginary
They can plan and organize how best to carry out an activity
They can work with others and learn from others
They can be reliable and take responsibility for class activities and routines
7. Based on Samuel Lefever, Iceland University of Education Reykjavik
Young learners at the transition level (ages 58) generally have the following
characteristics.
They are:
keen and enthusiastic
curious and inquisitive
outspoken
outdoor instruction and active learning
imaginative and creative
active and like to move around
interested in exploration
learn by doing/hands-on experience
holistic, natural learners searching for meaningful messages.
8. Based on Pinter (2006)
Young children are sensitive to the sounds and the rhythm of new languages
and they enjoy copying new sounds and patterns of intonation
Younger learners are usually less anxious and less inhibited than older learners
4.
5.
6.
7.
From Scott and Ytreberg, 1990. Teaching English to Children. London: Longman.
1. Listen and do
a. Teacher gives instructions
b. After listening to the teacher, students have moving activity
c. Put up your hand (when you hear the sound I in sit)
d. Miming stories or activities
e. Drawing
2. Listening for information
a. Listen and repeat
Rhymes
Songs
b. Listening to stories
READING
WRITING
SPEAKING
D. Instructional Media
E. Games
1. Natural Disaster:
teacher describes the type of natural disaster
Teacher give example of the movement for each disaster
( flood, fire, earthquake, alien invasion)
Teacher asks all the students to do just like the teacher
says
The last 2 students do the final game.
2. Whispering
The teacher divides the class into two groups.
The teacher asks the students to make two lines in front of the board.
The teacher gives a board marker to the students who are at the last row.
The teacher whispers a word to the students who are at the last row.
Then the students whisper the word to friends in front of them and so on,
till the students at the first row who bring the board marker can write it on
the white board.
After that the student who has written the word on the white board should
go at the last row and give her/his turn to a friend behind her/him.
The teacher decides which group is the faster and the correct one. Then give
a score to the group based on the speed and correctness. The winner is the
group which gets the highest score.
3. Whats That?
In this game, the teacher divides the class into 6 groups consists of 5
students.
Each group should have a name of an animal having sound.
The teacher gives a clue in every opening the part of the whole picture.
Each group should compete to guess it. When they want to answer, they
should shout the sound of the animal, which is the name of their group.
4. Simon Says
The teacher asks the students to touch their part of body mentioned by
him/her.
When the teacher says a part of body, he/she touches his/her part of body
which is different with the word he/she mentions. For example, the teacher
touches his/her head and at the same time, he/she says Simon saystouch
your nose.
5.
F.
G.
H.
I.
J.
Songs
Short stories
Assessment
Syllabus
Lesson plan