Research evidence on inference skills for reading, including the skills that constitute inferencing and how to teach them. Predicting the content of a text. Reading skills development names of letters introduce words. Part 2 focuses on tips from teachers and highlights some more example activities.
This text was chosen because it is one with which the researcher was familiar, and because it covers all the skills typically taught in a reading course. How to teach reading skills. These techniques not only benefit students Part 1 to If you would like additional or more general strategies, check out this page on how to teach reading. Download the session notes below the videos. Part 1 shows some examples of activities that practise a range of reading skills.
Scanning a text for specific details. How to make sure your reading lesson. This article is concerned with how to teach reading skills. You are also going to want to generate some interest in your reading topic so that the warm up activity flows into your introduction of the material.
Reading is the first step into a better life. Follow the tasks by going through the video in sequence. The activities in part 2 teach students how to write stylish paragraphs.
The study discusses the recent developments in reading pedagogy. Put the activities below in the order you see them. Using pictures to teach reading and writing skills for years, i have witnessed, over and over again, the value of using pictures to teach reading skills in my classroom. How to teach reading skills introduction. Guided practice in reading generally increases fluency.
The second step is to ensure that students can develop speed and ease in recognizing words and reading connected text. They should provide feedback to the students about their reading. They also need to determine how much is understood. See Part Practice, for more suggestions.
In order to understand a text, readers need to know the meanings of individual words. They construct an understanding of the text by assembling and making sense of the words in context. Vocabulary knowledge is difficult to measure. It is, however, very important in learning to read and in future reading development.
This is important for children who are developing oral proficiency, as well as for non-native speakers of a language. In later reading development, when students read to learn, they need to learn new vocabulary in order to gain new knowledge of specific subject matter. Direct instruction includes giving word definitions and pre-teaching of vocabulary before reading a text.
Indirect methods refer to incidental vocabulary learning, e. This should ideally be done in connection with authentic learning tasks. Learning new vocabulary by doing a class project. There are many aspects to prior knowledge, including knowledge of the world, cultural knowledge, subject-matter knowledge and linguistic knowledge. All of these factors are important to different degrees, depending on the reading task. This is different in different countries, regions and cultures.
Reading tasks and reading instruction should be sensitive to the types of prior knowledge that are needed for the reader to understand a text. This is especially important for non- native speakers. It helps to activate prior knowledge and improve comprehension. After reading, they should summarize what they have learned about the topic. It involves word knowledge vocabulary as well as thinking and reasoning. Therefore, comprehension is not a passive process, but an active one.
The reader actively engages with the text to construct meaning. This active engagement includes making use of prior knowledge. It involves drawing inferences from the words and expressions that a writer uses to communicate information, ideas and viewpoints. Recent studies have focused on how readers use their knowledge and reasoning to understand texts. Good readers are aware of how well they understand a text while reading. Good readers also take active steps to overcome difficulties in comprehension.
Students can be instructed in strategies to improve text comprehension and information use. By having a group discussion before reading.
These actions include asking questions about a text while reading; identifying main ideas; using prior knowledge to make predictions. Teachers can use combinations of the following: o Co-operative or group learning; o Graphic organizers e. A person reads a text to learn, to find out information, to be entertained, to reflect or as religious practice.
It will also affect the way a book is read. We read a dictionary in a different way from the way we read a novel. Developing reading skills through writing is an effective strategy. For young children, learning to write a n d spell h e l p s to develop their awareness of print conventions. It also makes them aware of the symbolic nature of print. Writing also helps to establish the connection between oral and written language. Research has shown that it is helpful to guide children through the process of writing down what they can say about what they have experienced.
Language experience makes concrete the connection between reading and writing through oral language. Teachers and parents often complain that students do not adopt the goals they hold for them, and that they do not follow up on their well-meant advice. Current research does not support this view. The child then learns to read what the adult has written down. This form of language experience establishes the oral and written connection. Choosing texts of the right difficulty and interest levels will encourage children to read and to enjoy what they are reading.
Vocabulary, word length, grammatical complexity and sentence length are traditionally used to indicate the difficulty level of a text. The subject matter of a book is also an important factor. For instance, readers with substantial prior knowledge of a subject will be able to use their knowledge to read more difficult texts. Cultural factors are important when choosing books for non-native speakers.
For both children and adults, native and non-native speakers, it is important to use authentic texts. This means materials written with readers in mind, not texts constructed to illustrate specific vocabulary or word forms. It is also important to use a variety of authentic texts, including both information texts and narrative or story texts.
Students often have an easier time reading information texts when they can use their knowledge of the topic.
For instance, books about what students enjoy doing would be a good starting point. This will allow them to use their prior knowledge and to learn more about the topic. A lack of variety of materials leads to a limited reading and language experience. The first is to find out how well children are reading in order to help them improve diagnosis. Diagnostic assessment is about giving feedback and assistance to learners.
The second is to measure how much progress has been made. Both forms of assessment are needed for effective reading instruction.
In beginning reading, assessment is normally done by listening to students reading aloud. Teachers assess w o r d recognition and fluency in this way. Beyond this stage, assessment should focus primarily on text comprehension. Text comprehension is usually assessed through questions. Questions should focus on main ideas and viewpoints, not minor details. These are called higher order questions. Methods of assessment vary with the types of responses students make to the questions.
Written responses can be in the form of a multiple-choice response, short answers or extended pieces of writing. Materials used for assessing reading should ideally be authentic. They should reflect the type of reading normally encountered in daily life. Prior knowledge, in turn, depends on lived experience.
Topics that are familiar and openly discussed in one culture may be unacceptable in another. Children growing up in rural communities will have different experiences from those from urbanized, developed countries. Because having more prior knowledge generally facilitates comprehension, having cultural knowledge has the same effect. Having rich b u t di f f e r ent types of cultural knowledge will also affect our understanding and appreciation of written text.
For example, jokes and humour depend on shared cultural knowledge between the writer and reader. However, it is also important to remember that television, movies and pop culture may be widespread in many places, except for remote, rural communities. This may broaden the choice of appropriate materials.
Examples of American English words include: prom; snowboard; spam food ; dirt soil ; potluck. This serves as background knowledge before the students attempt to read in the foreign language.
Good readers also read more, and by reading more, they increase their vocabulary and knowledge. This in turn helps them to make further gains in reading and learning. The difference between English as a foreign language and English as a second language is that in the latter instance only, English has actual assigned communicative status within the country.
All told, there is a total of 75 territories where English has a special place in society. The inner circle: these countries are the traditional bases of English, where it is the primary language, that is Great Britain and Ireland, the United States, Canada, Australia, and New Zealand. Singapore, India, Malawi, and 50 other territories. The expanding circle: this includes countries that represent the importance of English as an international language though they have no history of colonization and English has no special administrative status in these countries, e.
China, Japan, Poland and a growing number of other states. This is English as a foreign language. It is clear that the expanding circle is the one that is most sensitive to the global status of English. It is here that English is used primarily as an international language, especially in the business, scientific, legal, political and academic communities.
The term ESL has traditionally referred to students who come to school speaking languages other than English at home. The term in many cases is incorrect, because some who come to school have English as their third, fourth, fifth, and so on, language. The students are immigrants or visitors. The class is usually of mixed nationalities, so students donnot share a native language or a common culture. Outside the classroom, students have a specific, practical need for English, and ample opportunity to use it.
An EFL classroom is in a country where English is not the dominant language. Students share the same language and culture. The teacher may be the only native English speaker they have exposure to. Outside of the classroom students have very few opportunities to use English.
For some, learning English may not have any obvious practical benefit. Students have limited exposure to English-speaking culture, most often through a distorted lens like TV or music. Based on these definitions, we can see that there are important differences in the student population. Effective lesson planning must take them into account. ESL students need a. Hands-on English lessons suitable for their immediate needs. There may be a place for general grammar instruction, but not until more pressing needs are met.
Explicit cultural instruction. These students come from many places, all very different from your classroom. Teach them about your cultural norms. Teach them how to get along in your society. Tell them how people from your culture see their culture.
You might not think this is traditional English teaching, but it will generate fascinating discussion. Understanding culture is an invaluable step towards fluency. Bridges towards integration. As an ESL teacher, you may not consider yourself a guidance counselor, but be ready to suggest concrete ways for your students to address their daily problems in your local community. Whether that means referring them to an immigrant assistance association or helping them apply for a job online, you are likely to be the first person they ask for help.
EFL students need a. Lots of practice using English, especially orally. Get them speaking in the classroom, but also teach them where to find opportunities to practice speaking English outside of class, and reward them for doing so. Exposure to living English. Never lead your students to believe that English is a set of rules and words to memorize. It is the living, breathing creation of cultures and communities around the world.
Do whatever you can to reveal this depth. Pen pals, non-traditional teaching materials, and field trips are great ways to make English come alive for your students. Reasons to learn English, and motivation to stick with it. There are so many English communities online and off that it is possible to find a tie-in for almost any other area of interest.
Social networks are powerful tools. Worksheets These are the key differences between these student communities and strategies to teach English accordingly.
Discuss in a group about these following questions and then share it in front of the class. Description of Course This unit is designed to show the distinction between charateristic and any design teaching activities. There are three kinds of learners in EFL classroom: young learners, adolescent, and adult.
Activities in a Young Learner classroom should be short and many activities. Adolescent can use many different ways od studying and practicing language. Learning Outcomes The students are able to comprehend and explain the distinction learning system in three group of English Learners and the impact of those distinction to the learning strategies.
The concept of young learners has been changed from the age, the course book that has written. In the past Young learners refer to students between five and twelve years of age. Today, the young learners started from the pre-school three years to Elementary school 12 years.
Different age is crucial thing to determine the teaching method, emphasize the language competence and address the cognitive skills. Hammer classified three learner groups keeping in mind The fact that every learner is unique and such lists can only reflect generalizations : Young Learners Adolescents Adult They respond although - Despite their -They can engage they do not understand.
Adapted from: Harmer, J. The Practice of English language teaching 4th Ed. Essex: Pearson Longman. Facing the age of gbobalization, the languange centers provide some courses and formal school designed for children. Although Some reseahers and scholars in many countries has different definition for the term Young learners, They distiguish the young learners focusing mainly on children of pre-school and primary school ages.
The first is children who start pre-school at about the age of three, the second is the group of children who start primary school at around the age of and finish primary school 11 or 12, although in some countries it happens at around the age of 13 or In order to know the characteristic of young learners and to maximize learning process, we should defined the young learners for this course.
The following grouping reflects the EFL teaching environment and the learners of English in the primary education in Turkey. Teaching English to young learners. Ankara: EDM Publishing. Worksheet Discuss in pairs and answers these questions. What are the characteristics of very young learners? How do year old children learn languages?
How does it affect foreign language teaching? What is the most common English language syllabus? Which activities are effective in teaching English to very young learners? Further Discussion Visit this web address and make summary of it. Pinter, A. Children Learning Second Languages. London: Palgrave Macmillan www. Description of Course Most activities for children should consist of movement and involve their senses.
Theories of Learning Development The field of teaching young learners particularly in teaching English, has expanded enormously in the last recent years. We need therefore to draw on work from beyond language classrooms: in child development, in learning theory, in first language development, and in development of a second language in bilingual context Cameron, The major theorist in developmental psychology, Piaget, Vygotsky and Bruner, highlighting key ideas from their work that can inform how we think of the child as a language learner.
The outcome of cognitive development is thinking. Bruner would likely agree with Vygotsky that language serves to mediate between environmental stimuli and the individual's response. The aim of education should be to create autonomous learners i. In his research on the cognitive development of children , Jerome Bruner proposed three modes of representation: a. Iconic representation image-based c. Enactive 0 - 1 years This appears first. It involves encoding action based information and storing it in our memory.
For example, in the form of movement as a muscle memory, a baby might remember the action of shaking a rattle. The child represents past events through motor responses, i. And this is not just limited to children. Many adults can perform a variety of motor tasks typing, sewing a shirt, operating a lawn mower that they would find difficult to describe in iconic picture or symbolic word form.
This may explain why, when we are learning a new subject, it is often helpful to have diagrams or illustrations to accompany verbal information. Symbolic 7 years onwards This develops last. This is where information is stored in the form of a code or symbol, such as language. Dog is a symbolic representation of a single class.
Symbols are flexible in that they can be manipulated, ordered, classified etc. In the symbolic stage, knowledge is stored primarily as words, mathematical symbols, or in other symbol systems. Bruner's constructivist theory suggests it is effective when faced with new material to follow a progression from enactive to iconic to symbolic representation; this holds true even for adult learners.
A true instructional designer, Bruner's work also suggests that a learner even of a very young age is capable of learning any material so long as the instruction is organized appropriately, in sharp contrast to the beliefs of Piaget and other stage theorists. The Importance of Language Language is important for the increased ability to deal with abstract concepts.
Bruner argues that language can code stimuli and free an individual from the constraints of dealing only with appearances, to provide a more complex yet flexible cognition. Educational Implications For Bruner , the purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and problem solving skills which can then be transferred to a range of situations. Specifically, education should also develop symbolic thinking in children.
The main premise of Bruner's text was that students are active learners who construct their own knowledge. Bruner opposed Piaget's notion of readiness.
He argued that schools waste time trying to match the complexity of subject material to a child's cognitive stage of development. This means students are held back by teachers as certain topics are deemed too difficult to understand and must be taught when the teacher believes the child has reached the appropriate state of cognitive maturity.
This involved information being structured so that complex ideas can be taught at a simplified level first, and then re-visited at more complex levels later on. Therefore, subjects would be taught at levels of gradually increasing difficultly hence the spiral analogy. Ideally, teaching his way should lead to children being able to solve problems by themselves.
Bruner believed that the most effective way to develop a coding system is to discover it rather than being told it by the teacher. The concept of discovery learning implies that students construct their own knowledge for themselves also known as a constructivist approach. The role of the teacher should not be to teach information by rote learning, but instead to facilitate the learning process.
This means that a good teacher will design lessons that help student discover the relationship between bits of information.
The use of the spiral curriculum can aid the process of discovery learning. Bruner and Vygotsky Both Bruner and Vygotsky emphasise a child's environment, especially the social environment, more than Piaget did.
Both agree that adults should play an active role in assisting the child's learning. Bruner, like Vygotsky, emphasized the social nature of learning, citing that other people should help a child develop skills through the process of scaffolding. The term scaffolding first appeared in the literature when Wood, Bruner and Ross described how tutors' interacted with preschooler to help them solve a block reconstruction problem Wood et al. The concept of scaffolding is very similar to Vygotsky's notion of the zone of proximal development ZPD , and it's not uncommon for the terms to be used interchangeably.
Scaffolding involves helpful, structured interaction between an adult and a child with the aim of helping the child achieve a specific goal. Scaffolding refers to the steps taken to reduce the degrees of freedom in carrying out some task so that the child can concentrate on the difficult skill she is in the process of acquiring' Bruner, , p.
Whilst sometimes one mode may dominate in usage, they coexist. Bruner states that what determines the level of intellectual development is the extent to which the child has been given appropriate instruction together with practice or experience. His theory stresses the role of education and the adult. Bruner views symbolic representation as crucial for cognitive development and since language is our primary means of symbolizing the world, he attaches great importance to language in determining cognitive development.
Characteristics of Children Learning Style Children have different ways of learning which the education experts have roughly grouped these into three basic styles — auditory, visual and kinaesthetic. And part of this process is for parents to understand their own learning style, because we tend to teach in that style. To find out what type of learner both you and your child are, read on. Visual of Language Learners As their name suggests, these people learn through watching.
For their learning to make sense they need to be able to see, visualise and illustrate their knowledge skills and concepts. Visual learning characteristics include: 1 remembering visual details 2 preferring to see what they are learning 3 needing to have paper and pens handy 4 doodling while listening 5 liking to write down instructions or see them demonstrated.
Worth noting: Telling these learners how to do something may not make sense to them at all — they need to see it. Worksheet Cases: Both Bruner and Vygotsky emphasise a child's environment, especially the social environment, more than Piaget did. How is the process of scaffolding activities in teaching and learning at young language learners? Based on children learning styles; auditory, visual and khinestetics, Is there a fourth style?
Give your reason and explain in details. While the above three are the major styles discussed, some experts talk about logical or analytical learners. These learn through exploring patterns and understanding how things relate to each other. What kind of activities do teachers need to design for logical and analytical learners in the classroom of language learning?
References Cameron, L. Teaching Languages to Young Learners. UK: Cambridge University Press. Baker, F. Learning Styles in Children. Retrieved from www. Description of Course The concept of learning is influenced by the psychological study of the learning process and is widely interpreted in the popular use. The psychological concept extends quite far and includes all parts of children's development, from language acquisition to social roles and changes in their personality.
Learning Outcomes The students are able to understand and explain the learning styles of infant, toddlerhood and preschool period and how to optimize them. Detail of Material As you watch children grow and learn, it quickly becomes obvious that each child has their own way of learning and interacting with the world around them. One child may spend hours curled up with a book, while another uses any excuse to go outside.
In the early s, developmental psychologist and educational researcher Howard Gardner verified what many parents intuitively know: different children learn in different ways.
He asserted that different people approach learning in different ways and that children learn better in school when their individual learning styles are recognized and supported. He outlined seven different learning styles: auditory, visual, kinesthetic, interpersonal, intrapersonal, linguistic and logical-mathematical. Education has traditionally been focused around linguistic and logical- mathematical learning styles, however student centered learning models such as the Montessori Method and the International Baccalaureate program have found success helping children learn in the way that is best for them.
Infant Even infants may display tendencies toward a certain way of learning, experts believe. A 3-month-old who stares at the rattle she waves in her tiny hand takes in information visually, auditorally, tactually, and kinesthetically. But babies go through short phases of focusing on a specific style.
All this experimentation is good for your baby. That is why many experts advise that even if you see a strong pattern in an infant, it is best to focus on stimulating all the senses, by exposing her to a variety of experiences. Standing and cruising bring babies to new places in their homes, as well as access to objects and furniture at new heights. They can now pick up objects from the floor as well as reach for items that might be on low shelves or coffee tables.
Locomotion and movements empower them to be sociable—they can seek for attention rather than wait for someone. They are more able to grasp and manipulate small objects. They practice picking up and letting go of whatever they can put their hands on—perhaps you've seen this "game" played from your baby's high-chair.
These activities are in the service of exercising fine motor skills and coordination, as well as experimenting with action and reaction.
Your baby's high-chair may actually be his experiments to learn about how things fall. Imitation and Play As babies continue to observe new events and explore new environments, they might begin to imitate adult behaviours. Imitation becomes a key way for older babies and new toddlers. They may imitate and replicate voice sounds they hear, a specific sequence of actions, or even emulate adult behaviours with pretend play.
After the age of nine months, babies become fascinated with learning about objects. Babies at this stage may begin to use everyday objects and toys in the way they were intended. They experiment by interacting with objects in new and creative ways.
Remember, Learning does not happen at ones Baby develops many skills at the same time. For example, she may be putting a lot of energy into learning to walk. If so, her language development may slow down for a bit. Or she may be trying to get used to a new child-care centre. If so, her physical and social skills may stall. Give plenty of support, and all areas of development will usually level out.
Toddler Picking a Preference A toddler may begin to display a particular learning tendency. Recognizing and responding to his preferred style as he explores new concepts and materials can help your child develop a sense of mastery. Though we sometimes think that there's a "right" way to teach almost any child a particular skill, learning-style proponents argue that there is a right way to teach almost any skill to a particular child.
Here's how you can recognize and support each type of learner: Auditory learners gain new information best by hearing it. Signs that your child's a listener: a. She quickly remembers the words to stories and songs. She follows directions easily. She repeats overheard phrases and comments. Ways to help her learn: a. The more you talk, the more information she'll gather. She'll enjoy listening to stories -- about both real and imaginary events -- and telling her own.
Songs and rhymes are a great way to teach new things -- from colors and letters to remembering daily routines. Kinesthetic learners like to get physically involved in learning, using their bodies to investigate new places and concepts. Signs that your child's a mover: a. He gleefully zooms down the slide-over and over again. He pretends to be characters from a favorite book, mimicking the story's actions. He always brings his toys to life, moving them about, and revels in active games.
If he acts out stories, it will help him understand and remember favorite books. Teach new information by creating movement games.
For instance, draw letters on the sidewalk and have him jump on the one you call out. Have him role-play scenarios you've created to help him learn new concepts or remember important safety lessons.
Tactual learners need to feel and touch things to understand how they work. Signs that your child's a toucher: a. She's drawn to objects with interesting shapes and textures, and loves to play with blocks.
She has trouble following directions to unfamiliar tasks. Introduce new tasks or materials, then let her try them. Give her materials with interesting textures that are sturdy enough to stand up to intensive handling.
Offer her a variety of puzzles and table games. Let her make shapes and letters with her finger in sand or flour, or form them with clay. Visual learners pick up information best by seeing new material. Signs that your child's a watcher: a. He's mesmerized by photos, illustrations, and television shows or videos. He remembers how to do things he's seen others doing. He's quick to recognize shapes, colors, and letters. Ways to help him learn: a. Share picture books with plenty of engaging graphics.
Show him educational television shows and videos, which are a good way to explore new topics. Demonstrate how to do new tasks or use materials he hasn't tried before. Let him sort and match by creating murals or collages. Make a chart with photos to show daily routines or household chores. By tuning in to your child's preferred style, you may help him learn more -- and more easily.
That's not to say that we should only encourage our kids to do things one way. All children need to have experiences that call every learning style into play so that they can succeed in school and beyond. But when we help our kids learn in the way that's most natural for them, they're more likely to develop the confidence needed to master every learning style.
Children demonstrate self-confidence. Effective preschool teachers: a. Create cozy, comfortable reading areas with a variety of age- appropriate printed materials e. Read aloud to each child individually and in small and large groups two or more times a day in different settings using age-appropriate high-quality books and texts e. Organize routines of the day with children to ensure that children are aware of their opportunities for read aloud with the teacher in whole, small group or one-on-one as well as times of the day that they can use the classroom library and self-select books for their reading enjoyment.
Prepare children for listening to a new book during read aloud by building on background knowledge e. Read aloud the entire book with few interruptions and use motivating expression appropriate to story line. Writing Effective preschool teachers: a. Provide shared writing opportunities e. Take dictation for a child by writing exactly what the child says and making sure the child can see what you are writing. Read the dictation back to the child tracking their words with a finger.
Model the process of classroom bookmaking by using different sizes and shapes of paper, varied and interesting colors, etc. Ensure exciting bookmaking materials are readily available at the writing and art centers. Make classroom book topics simple and predictable.
Frequently share classroom books and display in library and throughout the room. Language Effective preschool teachers: a. Also, add new and rich vocabulary to the response when appropriate.
Ensure that children have interesting opportunities to practice language using plural forms, prepositions, complete sentences, and question sentences by using props and toys in engaging individual, small and large-group opportunities e. Provide individual support to each child to write their name on their work throughout the day.
Allow children who need it ample time to move through the developmental stages of writing e. Encourage children to use their emergent writing skills independently or with teacher support by providing ongoing and motivating up-to-date materials and activities at the writing center based on individual and group interests including written models of the alphabet and printed words with pictures that children currently use and request for writing projects e.
Support children during the writing process by referring to the letter construction chart and prompting with letter construction and letter sounds when needed. Build oral language and writing skills through read aloud extension activities in classroom centers e.
Share writing a list with children of materials and supplies needed. Kinesthetic Learners: a. As a first step, you should go to a school that is active learning system where many students are involved in the learning process. This is so that its ability to develop optimally.
Learning through experience using a variety of props, such as laboratory experiments. For students who have excess energy capacity should be given physical activity at home before school. For example, following sports, helping with homework such as washing cars, cleaning home, or doing something with his fingers.
Auditory Learners: a. Read and repeat the lesson material by making a sound or asking others to read it. Use music as a learning tool. Provide with a tape recorder to record all the subject matter taught at school and repeat at home. Conduct verbal reviews with friends, parents or teachers. Visual Learners: a. Learn to memorize, use a flashcard or small card containing the keywords of any information being studied.
Learn to look for alternative materials from various sources, for example from video, PowerPoint, mind map, images, or an interesting chart. This will help you to get a big picture of what he will learn.
Worksheets 1. How does the child most effectively learn? How can adults best support and facilitate the child's learning? What environmental conditions best support and facilitate the child's learning? References Chau, C. Infant Learning, months. All rights reserved. Davis, E. Description of Course Identify, evaluate, and selectively apply a wide variety of learning style in kindergarten, first to sixth grade. The young learmers age years needs learning styles based on imitation, teacher creativity in providing some visual, realia, thematic lesson and familiar teaching material.
The students will demonstrate strategies to create a more interactive and communicative classroom, particularly for young learners of English. Learning Outcomes The students are able to comprehend the concept and the implementation a wide of variety of learning style in kindergarten, first to sixth grade. While the physical environment of the classroom involves the seating arrangement, classroom walls and board. The use of the native language of the learners deals with the consideration on when to appropriately use and not to use it.
However, starting earlier is not necessarily the solution for producing better English speakers. Therefore, what can EFL teachers of young learners do to take advantage of the flexibility of young minds and the malleability of young tongues to grow better speakers of English? Supplement activities with visuals, realia and movement Young learners tend to have short Use brightly colored visuals, toys, attention spans and a lot of physical puppets or objects energy.
Involve the students to making visuals and realia Young learners have short attention Students draw different spans. For ages 5—7, Keep activities characters for a story or make around 5 and 10 minutes long. For puppets, masks, play-do ages 8—10, keep activities 10 to 15 sculptures minutes long. Concentrate on building into L1 communicative skills. Collaborate with other teachers in your school.
Moreover, it is a level that has important behavioral, cognitive and affective goals, which the teacher tries to make the students acquire them. Visual learners in kindergarten are attracted to puzzles, building sets, the computer, cutting and passing, and other activities that involve their eyes and hands. Drawing and printing come easily, as does the memorization word of configurations by the beginning reader. It comes as no surprise that visual learners go on to enjoy video games, the internet, board game, crafts and models.
Auditory learners in kindergarten are love to sing and recite the song and rhymes, ask a seemingly endless stream questions, and have clear, precise speech like tell the story or legend. Kinesthetic learners in kindergarten are drawn to climbing, jumping, block building, riding toys, and full body activities in wide open spaces. Visual learners in first to six grades are likely to use flashcards, direct copying of notes and vocabularies, write down summaries, and watch videos and simulation.
Auditory learners in first to six grades are love to read aloud and are able to follow oral directions with ease, and ask and answering questions Kinesthetic learners in first to six grades are taught with role playing, relate knowledge to movement, followed the instructions to make things.
Worksheet Role Play Think about what you have seen and learned in this classroom about learning and teaching styles for primary students. Now do these two role plays with a partner. Your supervisor school. You think and having fun. She thinks that that this teacher is not doing her you are not doing your job. Listen job. Tell her that you think she is to what she says.
Respond to her and explain why Demand that she explain herself to you are teaching English this way.
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