- •Lesson 1 Characteristics of a young learner
- •Two groups of young learners
- •Children: 4-6 year-olds
- •Children: 7-9 year-olds
- •Questions for discussion and practical tasks
- •Lesson 2 Ways children learn
- •Differences in teaching children and adults
- •Types of learners
- •Questions for discussion and practical tasks
- •Lesson 3 Formation of the basics of intercultural communication
- •1. Teaching grammar to young learners
- •2. Teaching vocabulary to young learners
- •Questions for discussion and practical tasks
- •Lesson 4 Formation of the basics of intercultural communication
- •Teaching reading to young learners
- •2. Teaching listening to young learners
- •Questions for discussion and practical tasks
- •Lesson 5 Formation of the basics of intercultural communication
- •Teaching speaking to young learners
- •Teaching writing to young learners
- •Questions for discussion and practical tasks
- •Is that your hobby?
- •Planning a lesson for young learners.
- •1. Tips for writing lesson plans
- •2. Writing lesson objectives using Bloom’s taxonomy
- •Assessment vocabulary based on Bloom’s taxonomy
- •3. Items included in a lesson plan
- •Questions for discussion and practical tasks
- •A sample lesson plan
- •Lesson 7 Assessment and evaluation of young learners
- •1. Purposes and principles of assessment and evaluation
- •2.Formal and informal assessment
- •Questions for discussion and practical tasks
Assessment vocabulary based on Bloom’s taxonomy
COGNITIVE DOMAIN |
DESCRIPTIVE VERBS |
ASSESSMENT WORDS/PHRASES |
Knowledge |
List, Describe, Catalog, Itemize, Define, Classify, Organize, Identify, Name, Show, Indicate, Explain, Read |
Who, What, Where, When, Why, How, How much, Which one Describe... Select... |
Comprehension |
Change, Infer, Outline, Propose, Replace, Modify, Summarize, Alter, Vary, Condense, Explain, Discuss, Describe |
Which are facts/opinions? What does this mean? Outline the information in... Restate in your own words... Explain what is happening... Summarize... |
Application |
Solve, Predict, Explain, Diagnose, Estimate, Plan, Project, Judge, Use, Illustrate, Examine, Classify |
What would happen if... Explain the effects of... What and how much would change... |
Analysis |
Examine, Compare, Contrast, Identify, Equate, Rank, Deduce, Analyze, Distinguish, Compare, Categorize |
What conclusions can be drawn from... What is the theme or main idea? What is the relationship... Which are the most important ideas? What is the motive of... |
Synthesis |
Create, Brainstorm, Predict, Plan, Design, Set up, Imagine, Propose, Formulate |
Make up, Choose, Create, Design, Plan |
Evaluation |
Judge, Rank, Determine, Critique, Defend, Conclude, Select, Debate, Argue, Recommend, |
Which is more important/ moral/logical/appropriate/ valid? Compare and contrast... Critique... |
3. Items included in a lesson plan
The basic lesson plan may include:
Warm-up-5 minutes
Homework check(review)-10 minutes
Introduction of the new material-5-10 minutes
Practice of the new material-5-20 minutes
Assigning homework-2-3 minutes
Wrap-up-3-5 minutes
In a warm-up the teacher gets children ready for the lesson. Warm-ups are quick, easy and enjoyable. After the warm-up the teacher checks the homework. Next comes the introduction of the new material. It could be vocabulary, dialogs, listening material, grammar. When the new material is introduced, it should be first introduced orally with the books closed. Children need to hear as much comprehensible English in class, as possible, because they hear almost none outside the classroom. Cards, realia, animals, role-play are excellent ways to introduce the new material.
After the new material is introduced, children open the books and see the material in another context and listen to the classroom tape. All the children should be involved all the time.
Students may repeat, point to vocabulary items or pictures, repeat, check boxes, circle an item. After the practice is finished, it is a good time to introduce songs or chants. While working logically with language, the children were using the left side of their brains. Right brain activity is a good change. After a song or a chant the teacher gives homework. Children must know before they leave the classroom exactly how to do the homework. The wrap-up is an enjoyable activity that finishes the lesson. It might include consolidation of the new material or revision of the material learnt earlier.
The ideal primary foreign language classroom looks like:
-Children play with language
-Children are grouped
-A wide variety of instructional techniques
-Children cooperate to learn rather than compete with one another
-Topics are appropriate and of interest to children
-A great deal of input is made meaningful through abundant context
-Children are active processors of language, not passive
-Teacher trust and guidance
-Learning is holistic, not separate from the meaning it conveys
-Frequent teacher interaction
-Children’s learning styles are honored