6. Discussing and prioritising

In groups discuss characteristics of activities appropriate for YL and put them in order of priority. (HO 3)

Young Learners. Activities HO 3

Characteristics of Activities Appropriate for Young Learners

Discuss characteristics of activities appropriate for YL and put them in order of priority.

_____Create friendly atmosphere in the classroom and develop positive attitudes to language learning

_____Motivate children to learn English and stimulate their interest

_____Ensure maximum learner participation and involvement in the learning process (learner-centredness)

_____Improve learning and make a lesson memorable, dramatic, exciting and interesting

_____Include Total Physical Response, creativity, imagination and relatively free usage of language in non-stressful situation

_____Help children develop autonomy and a sense of responsibility for their learning

_____Let children work at their own pace

_____Provide variety and interest

_____Make frequent repetition of certain language items enjoyable and easy to remember

_____Build up child's confidence and encourage social and emotional development

_____Create a desire 'to have a go' and to continue learning

7. Elicitation, discussion on the role of visuals and body language

What is the difference between repeating, responding and talking.

— Repeating is ……………………………………………………………………………………………

……………………………………………………………………………………………………………….

— Responding can be …………………………………………………………………………………….

……………………………………………………………………………………………………………….

— Talking means …………………………………………………………………………………………..

What do you know about Total Physical Response (TPR)?

Input key:

TPR is a strategy based on the assumption/theory that children learn more easily if they react physically to language stimuli. E.g. they stand up/put up a hand when they hear a certain sound, hold up a flashcard that corresponds to a word, point to the corresponding picture in the course book, etc.

Give examples of using TPR in your teaching practice (e.g. prepositions: put your pencil on the desk).

— …………………………………………………………………………………………………………..

— ………………………………………………………………………………………………………….

— ………………………………………………………………………………………………………….

8. Experiential activities

Do the following activities and give feedback after each of them.

Activity 1 'Balls And Colours'

Draw 5 blank circles and imagine they are balls. Colour each of the balls differently. Cross out the balls when you hear their colours. The S who crosses all the 5 balls first is the winner.

What can this activity be used for?

Activity 2 'Numbers and ABC'

• The same as activity 1 but with numbers/letters of the ABC.

Activity 3 'Pets'

Think of a pet and not to tell anybody about it. As soon as you are ready stand up, please.

Listen to the names of pets and sit down when you hear your pet. (As a follow-up you can ask Ss what pets people in the classroom have or ask some Ss to describe their pets.)

Activity 4 'Action Song' e.g. "Teddy Bear":

Teddy Bear, Teddy Bear, turn around,

Teddy Bear, Teddy Bear, touch the ground,

Teddy Bear, Teddy Bear, show your shoe,

Teddy Bear, Teddy Bear, that will do!

Listen to the song once (to familiarise with melody). Do the actions to the song (mime). Listen to the song again and do the actions of the song. Listen to the song line by line and repeat or follow the typed words. Join in the singing.

Activity 5 'Action Story'

• Split Ss into pairs. S1 is a seed. S2 is a farmer. The Т is telling a story and Ss are acting it. The story:

"A farmer is planting a seed. The farmer is watering the seed. The seed is growing, growing and growing. It's an apple tree. The farmer is picking an apple. The farmer is eating the apple. Yummy. It's tasty."

Give feedback as learners and as teachers.

Which were the purposes for doing these activities? Continue my statements:

• to develop ………………………………………………………………

• to enrich ………………………………………………………………

• to relax …………………………………………………………………………

• to practise ………………………………………………………………..

• to follow ………………………………………………………………..

• to work …………………………………………………………………

Discussion

In groups unjumble the statements:

know do till you you try never what can you

……………………………………………………………………………………………….

little the oaks have biggest been acorns

………………………………………………………………………………………………………………

will a where way there is a is there

…………………………………………………………………………………………………………………

Comment on the statement.

NAME:____________________________________________Group:____________________________ Date:_______________________________________ ______Mark:_____________________________

Тема: Особливості викладання AM у початковій школі

Мета: Набути теоретично обґрунтованого уявлення про особливості навчання іноземної мови у початковій школі.

Завдання:

► Ознайомтеся з методичними основами навчання AM учнів початкової школи.

► Навчіться:

• враховувати психофізіологічні особливості учнів;

• адаптувати навчальні матеріали до рівня володіння учнями AM;

• добирати прийоми формування англомовної комунікативної компетенції учнів, адекватні етапу навчання.

Провідна ідея: раннє навчання ІМ – один із пріоритетних напрямів освітньої політики як України, так і західноєвропейських країн.

Основні проблеми: іноземна мова як навчальна дисципліна у початковій школі; основні закономірності оволодіння молодшими школярами ІМ у навчальних умовах; фактори, що впливають на специфіку процесу оволодіння дітьми ІМ. Цілі, зміст, принципи та сучасні методи навчання ІМ у початковій школі; засоби навчання (програма, підручник, додаткові засоби навчання). Урок іноземної мови в початковій школі. Особливості взаємодії вчителя та учнів.

Основні поняття: особливості психофізіологічні, вікові; матеріали автентичні / адаптовані; відбір матеріалів, молодші школярі; опора.