Teaching English To Young Children - Sharing

Teaching Young Learners
First term 2010
Compiled & Edited by

Abdelmoneim Hassan Adam
Checked by English Language Supervisor

Dr. Shamsudin Abdul Rahman
Compiled & Edited by Abdelmoneim Hassan Adam
Content
Introduction.. 3
1. Short Notes on Methods 4
2. Multiple Intelligences Theory MI 12
3. Educational Technology 19
4. Games For Learning. 31
5. Teaching English Young Learners TEYLs 41
6. Innovation in Teaching 57
References 59
Introduction
First of all there is no single correct way to teach English. There are
different theories as to how students learn, so there are different ideas as to
what can and should be done in the classroom. Teaching young learners is
different from teaching adults. Young children tend to change their mood
every other minute, and they find it extremely difficult to sit still.
On the other hand, they show a greater motivation than adults to do
things that appeal to them. Since it is almost impossible to cater to the
interests of about 25 young individuals, the teacher has to be inventive in
selecting interesting activities, and must provide a great variety of them.
In this paper we will review what is written about young learners. In
the first section we wrote some notes on methods, The second section
summarize Multiple Intelligences ( MI ) theory and what is meant for us as
teachers, and how can we use what we know to improve our teaching. In
the third section we give example of hi-tech and low-tech and how
technologies change the way we teach. The fourth section we speak about
games for language learning and their benefits, that they are not just timefilling activities but have a great educational value. In the fifth section we
write and summarize some characteristic of young learners and helpful
ideas how to teach English Young learners. Round up this paper by
highlighting innovation in teaching that have revolutionized the way we
learn and how we teach.
1.Grammar Translation Method.

2.Cognitive Approach.
3.Direct Method.
4.Audio-lingual Method.
5.The Silent Way.
6.Suggestopedia.
7.Community Language Learning.
8.Total Physical Response.
9. Communicative Approach.
10. Total Immersion Technique.
Short Notes on The Language teaching Methods
Before summarizing some teaching methods let us define some terms:

Methodology in the language teaching is the study of practices and
procedures used in language teaching, and the principal and beliefs that
underlie them.
a)Methodology include; study the nature of language skills ( reading,
speaking, listening and writing ) and procedures for teaching them.
b) study of preparation of lesson plan, material and textbooks for
teaching language skills.
c) The Evaluation of and comparison of teaching methods, e.g. audioingual methods grammar translation methods.
Approach, Method and Technique

Approach: Is different theories about the nature of language
and how languages are learnt.
Method:
Is way of teaching.
Technique: Is classroom activities.
When we use the word approach we meant that an idea or theory is
being applied; that whatever the teacher does; certain theoretical principle
are always borne in his mind; e.g:
The communicative approach, oral-oral approach.
A method is asset of procedures or a collection of techniques used in
systematic way which is hoped to result in effective learning; e.g:
The audio-lingual method, the Direct Method.
When we talk about technique we mean the procedures used in the
classroom; flashcards, classroom management etc.
1. Grammar Translation Method :

This method focuses on developing students appreciation of the
target languages literature as well as teaching the language. The
activities include translating literary passages from one language into
the other, memorizing grammar rules, memorizing vocabulary and
reading passages and answer questions that follow.
2. Cognitive Approach:
This approach introduced the four principle language skills for the
first time: listening, speaking, reading, and writing. Oral
communicative competence became the focus. Comprehensible
auditory input became important and speaking in the target language
began to occur. Learning about the language was overemphasized.
3. Direct Method :
This method allows students to perceive meaning directly through
the target language, because no translation is allowed. Visual aids
and pantomime are used to clarify the meaning of vocabulary items
and concepts. Students speak and communicate as if in real
situations. Reading and writing are taught from the beginning.
Grammar is learned inductively.
4. Audio-lingual Method ( AL ):
Language learning is the acquisition of a set of correct language
habits. The learner repeats patterns until he is able to produce them.
The teacher directs and controls students behavior , provides a
model, and reinforces correct responses.
5. The Silent Way :
Students must develop their own inner criteria for correctness.
All four skills are taught from the beginning. Students errors are
expected as a normal part of learning. The teachers silence helps
self-reliance and students initiative. The teacher is active in setting up
situations, while the students do most of the talking and interacting.
6. Suggestopedia :
This method seeks to help learners eliminate psychological
barriers to learning. Students choose a name and character in the
language and culture and imagine being that person. Dialogues are
presented to the accompaniment of music. Students listen to them
and later playfully practice the language.
Oxford Advanced Learners Dictionary defines Suggestopedia
is: a method of teaching a foreign language in which student learn
quickly by being made to feel relaxed, interested and positive .
Suggestopedia is a teaching method which is based on a modern
understanding of how the human brain works and how we learn most
effectively. It was developed by the Bulgarian doctor and
psychotherapist Georgi Lozanov (1970s). The term 'Suggestopedia',
derived from suggestion and pedagogy, is often used loosely to refer
to similar accelerated learning approaches. However, Lozanov
reserves the title strictly for his own method, and he has his own
training and certification facilities. Suggestopedia was originally
applied mainly in foreign language teaching, and it is often claimed
that it can teach languages approximately three times as quickly as
conventional methods. Suggestopedia is a method where the
materials played a big role in order to achieve the objective of the
lesson. Without the materials, the method will not work. Without the
materials, the learning process will not fit the criteria of the
Suggestopedia method.
Key Elements of Suggestopedia
Some of the key elements of Suggestopedia include a rich
sensory learning environment (pictures, colour, music, etc.), a positive
expectation of success and the use of a varied range of methods:
dramatized texts, music, active participation in songs and games, etc.
Suggestopedia adopts a carefully structured approach, using four main
stages as follows:
1.
Presentation
A preparatory stage in which students are helped to relax and move
into a positive frame of mind, with the feeling that the learning is
going to be easy and fun.
2.
First Concert - "Active Concert"

This involves the active presentation of the material to be learnt. For
example, in a foreign language course there might be the dramatic
reading of a piece of text, accompanied by classical music.
3.
Second Concert - "Passive Review"

The students are now invited to relax and listen to some Baroque
music, with the text being read very quietly in the background. The
music is specially selected to bring the students into the optimum
mental state for the effortless acquisition of the material.
4.
Practice
The use of a range of games, puzzles, etc. to review and
consolidate the learning.
7. Community Language Learning ( CLL ):

Teacher considers students as whole person, with intellect,
feelings, instincts, physical responses and desire to learn. By
understanding and accepting students fears, teacher helps students
feel secure and overcome their fears. Students choose what they
want to learn to say in the target language.
8. Total Physical Response Method ( TPR ) :

Students demonstrate their comprehension by acting out
commands issued by the teacher. Activities are designed to assume
active learning roles. Activities include games.
In our own experience, beginner learners will learn faster if the

language is learnt through action like the in TPR (Total Physical
Response). They are the kinesthetic and the experiential learners.
9. Communicative Approach :
This method stresses the need to teach communicative
competence. Students usually work with authentic materials in small
groups on communicative activities.
In foreign language situation, it can be challenging to find reallife communicative contexts in which to use the target language.
When teaching English as a foreign language ( TEFL ) at any level,
the classroom has to be a place in which language is not only taught
but also used meaningfully. If language is being used meaningfully in
the classroom, it isnt taught only in isolated chunks or by breaking
the language into its grammatical or semantic component. Instead,
language is being used within a context that either mirror real
discourse or possibly uses subject matter content; depending on age
of the learners and their purpose for studying English.
In the early stages of a language course for children, it is important
to establish, priorities for the child as a learner. These include :
Building confidence.
Providing the motivation to learn English.
Encouraging ownership of language.
Encouraging children to communicate with whatever language
they have ( mime, gesture, key word, drawing, etc.
Encouraging children to treat English as a communication tool,
not as an end product.
Showing children that English is fun.
Giving children an experience of English language in nonthreatening environment.
However, the correction of errors in the early stages of a language

course may foster the following negative aspects :
Children lose confidence from fear of making mistakes.

Children become reluctant to take risks.
Children become discouraging and have low motivation.
affect childrens willingness and motivation to participate in
class.
may intimidate children into silence.
Error are actually a very natural part of learning process and they
are a necessary part of the learning process.
10.
Total immersion technique:
This generalized technique in foreign language pedagogy

"immerses" or "submerges" the student directly and immediately into the
target language from the first opening day or hour of class. There are
basically two (2) types of total immersion approaches:
(a) Effective.
(b) Ineffective.
An effective total immersion environment begins in hour one
wherein the teacher speaks the foreign language slowly, clearly, and
uses easily understandable and comprehensible cognates, at least to the
best of his or her ability as a foreign language professional educator.
These closely and oftentimes immediately recognizable related words
may differ only slightly in pronunciation or spelling from the student's
native language. Hand gesticulation, appropriate modeling, various realia
(such as picture files or photos), and sometimes TPR can facilitate such
effectiveness.
An ineffective total immersion approach occurs when the teacher
opens class by speaking rapidly at native speed as if the students were
residing within the target culture, as if they were inputting the attempted
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language on an hourly, daily basis. In essence, the student is being

treated as if they were living in the country where the foreign language is
predominant. Thus, the intended language "goes over the heads" of the
students from the very first day of class, thus creating a distancing and
ultimate loss of the student's attention and cognitive awareness of just
what is being communicated in class. Either type of immersion
oftentimes overlaps any or all of the above-mentioned methods in
second-language (L2) acquisition.
There is another kind of total immersion called Dynamic Immersion,
a method that combines advanced interactive technology with native
speakers and a rich visual environment, to mimic the complete
immersion process we used to learn our first language L1.
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What is intelligence?
What does it mean to be smart?
How are your students smart?
What does Multiple Intelligences Theory
mean for us as teachers of children?
How can we use what we know about
multiple intelligences to improve our
teaching?
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Multiple Intelligences ( MI ) Theory :
What is intelligence?
What does it mean to be smart?
How are your students smart?
What does Multiple Intelligences Theory mean for us as
teachers of children?
How can we use what we know about multiple intelligences
to improve our teaching?
The traditional view of intelligence is that it is something we are

born with, you cant change it, and that tests exist that can tell us how
smart we are. The theory of multiple intelligences challenges this
view. Research by Howard Gardner of Harvard University 1983
suggests that we all have several intelligences. He has so far
identified eight distinct types of intelligences that we all possess to
some degree. We dont have the same strength in each intelligence
area, and we dont have the same combination of intelligences. The
idea is that our minds are just as distinct and individual as our
personalities.
1. Word-Smart ( Verbal-Linguistic Intelligence ) :

Student who are word-smart are good with words and
language. They love to read, write , and use words in games, puzzles
and stories. They learn best by reading, listening, speaking and
writing.
Word-smart includes activities where children play with words,
or respond to words, or do something with language such as
scramble, slap, word game like I see somethingetc.
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2. Number-Smart ( Math-Logic Intelligence ) :

Students who are number-smart are able to reason
deductively or inductively. They recognize patterns and relationships,
and are usually good problem-solvers and questioners. They learn
best by putting new information into patterns or relationships, or by
putting it into mathematical context.
Most tests are heavily weighted toward these first two
intelligences. Students who are successful in the school system and
who do well on tests are probably strong in verbal or logical
intelligence. A few tests measure spatial intelligence, but a much
lesser degree. For the most part, its a verbal, logical world in which
our students compete.
Number-smart includes activities where children have to find
patterns or relationships, or use their reasoning skills to solve a
puzzle such as charades, guessing games like guess the word or
guess what Im saying, living sentences, put items in order, puzzles,
fill in the blank ..etc.
3. Picture-Smart (Visual Spatial Intelligence) :

Spatially intelligent students are picture-smart. They enjoy
working with maps, diagrams, and puzzles. They learn best if new
information is presented in the form of a picture, either a physical
picture they can look at, or a mental picture they can visualize, and
by drawing.
Picture-smart include activities where children are able to draw,
or use their imaginations, or treat letters/words as pictures. Example
include find the match, finding and underlining all instances of specific
word/letter in some text, picture game/other drawing games.
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4. Music-Smart ( Musical Intelligence ) :

Student who are music-smart are good at remembering songs,
and learning the underlying rhythm of language. They learn best if
new information presented in the context of a chant or song.
Music-smart includes activities that are musical, or rhythmic, or
activities that include music background. Examples: Walk and Talk,
Hot Potato, Songs, chants and rhythm games.
5. Body-Smart (Bodily-Kinesthetic Intelligence):

Body-smart students are good at athletics or activities requiring
coordination. They are also often good at using their bodies to
communicate non-verbally. They learn best through body movement.
Body-smart includes activities where children are able to move
their bodies, e.g.: board races, Charades, scramble, Slap, Baseball,
Do as I say, Please, Robot Game, Command Chains/lines, rhythm
games, relay races, and team games. This would also include
activities where we ask children to attach gestures to verbs and other
vocabulary in order to help them remember.
6. People-Smart ( Interpersonal Intelligence ):

Students who are people-smart understand people. They work
well in pairs and groups and tend to be leaders who are good at
organizing, communicating and negotiating. They learn best by
sharing and discussing new information with others.
People-smart includes activities where students work in pairs or
groups. Examples include Walk and Talk, Conversation lines, Step
Away Lines, Find Your Partner, Command Chains/Lines, and role
plays.
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7. Self-Smart ( Intrapersonal Intelligence ) :

Self-smart students know themselves. They know their own
strengths and weaknesses, have a strong sense of self and work well
alone. They often set goals for themselves. These students learn best
by thinking through new information on their own, at their own pace.
Self-smart includes activities where students work alone, e.g. :
workbook activities, and exercises in which student personalize their
answers. This would also include times where we allow students
some silent time in class as they internalize new language.
8. Nature-Smart ( Naturalist Intelligence ) :

Nature-smart students understand how nature works. They
often recognize and can name different plants, animals or rocks. This
is the most recently identified intelligence, and its analysis is far from
complete. However, it appears that this may also be the intelligence
that allows us to classify cultural artifacts, like cars, or shoes, or
trendy fashions. Nature-smart students may learn best if new
information is presented in a nature context, or if they are allowed to
compare and contrast the information with what they have already
learned.
Nature-smart includes activities that involve nature as a theme,
as in reading passages or thematic units, and also classifying and
categorizing language. Examples such as identifying which object or
letter is the same / different, or deciding which item comes next in a
series, grouping words in various categories.
*
Many of the activities mentioned above actually overlap in several

different areas of intelligences. Therefore, when we use them in our
classes, several types of intelligences can be strengthened through one
activity.
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What does Multiple Intelligences Theory

mean for us as teachers of Young Learners?
The idea that there are different ways of being smart reaffirms what we
as teachers have always sensed; that our student are each uniquely have
gifted with intelligences. If we treat all children the same, then we tend cater
to just one type of intelligence, usually verbal-linguistic. Some children learn
better if they can sing it or attach gestures to it. We can improve our
lessons by using an understanding of intelligences to identify our students
strengths and weaknesses, and to consciously plan lesson designed to
incorporate as many of the intelligences as possible.
Thats not to say we should allow ourselves to use multiple intelligences
theory to label our students. This limits their potential as much as
measuring them all with one standard of intelligence. There is also a risk
that if we see a student as music-smart we might not expect much from
him or her during lessons taught toward the other intelligences. However,
all of the intelligences can be strengthened with practice. If we teach to all
of the intelligences, students will have a chance to learn in the way that they
are smartest, and strengthen their weaker areas. The end result is more
intelligent students, better equipped to succeed in a complex world.
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How can we use what we know about MI

Theory to improve our teaching?
We can use our knowledge of the eight types of intelligences as effective
tools in planning our lessons. By including activities to reach different
intelligences, we can be sure that our lessons are balanced, and that all of
our students have an equal chance to master new language.
This doesnt mean that every language item need to be taught seven or
eight ways. Its enough to remember that language can be taught in more
than one way. There are things that our students need to know in order to
be successful speakers and readers and writers and listeners of English,
and we have to be imaginative and persistent in helping them understand
these things better.
By considering what we know about Multiple Intelligences Theory when
we plan our lessons, we can encourage our students to practice using
language in a number of different ways. If we vary the types of activities we
use we will be better able to reach all the distinct and different minds in our
classes.
MI theory is a work in progress and our understanding of its applications
for classroom is likely to evolve as the theory matures. Just as there is no
one intelligence against which to measure our student, theres no one right
way to implement MI theory in our lessons. It is however, very important
that we take individual differences among our students very seriously. We
need to get to know student as individuals, and do our best design lesson to
teach to their different intelligences, and to help them to use and strengthen
their other intelligences as well.
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What is meant by Educational Technology?

Low-tech ( Low Technology ):
1. OHP.
2. Tape recorder.
3. Television & Video.
High-tech ( High Technology )
1. Computer & The Internet.
2. Programmed Learning & CAL.
3. Interactive White Board IWB.
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Educational Technology
Low-tech( Low Technology):
(OHPs Tape recorders - Television and video )
Hi-tech(High Technology):
( Computers and internet CAL - Interactive Whiteboard )
Educational Technology
The term educational technology has generally come to have two
different meaning refer to the detailed application of the psychology of
learning to practical teaching problems. This is essentially a software
approach which is closely associated with the modern principles of
programmed learning.
The second meaning of educational technology refers to the application
of principles of engineering and technology in the development of electromechanical equipment used for instructional purposes. This concept is
essentially a hardware approach. It stresses the use of motion pictures,
tape recorders, teaching machines, television, projectors, and computers in
teaching-learning process.
There are new technologies - e.g.: the interactive whiteboard - that
have revolutionized how we learn and the way we teach. For many years,
the blackboard was the only teaching aid many teachers had. In todays
technological world, this is no longer true. There is a wide range of modern
resources available to many teachers. Technology provides variety in your
lessons and makes them more interesting for your students. Technology
can help to present ideas in different ways, generate new activities. But only
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if its used well. In this section of the paper we hope to provide a few
practical ideas on using technology more effectively in our lessons.
Well be looking at the following resources:
1. Low tech(Low Technology):

1. OHP
2. Tape recorder
3. Television and Video
1. Overhead projectors (OHP)
An Overhead projector is a small portable machine which shines a light
through a sheet of transparent plastic. We can write on this sheet of plastic
and the light shines it onto the wall or your white board or a blind pulled in
front of your blackboard. Usually an Overhead projector is called and OHP
and the sheets of plastic are called OHT, Overhead transparencies. OHP is
used to display information to a class.
Here are some reasons to use it:
a. You can prepare OHTs in advance, either written or typed. This
is a way to make sure your materials are clearly
presented.
b. By preparing in advance you save time in the classroom.
c. Using an OHP you dont have to turn your back to the class as
you do when writing on the board. You can face the class and
what you write in front of you is projected behind you.
d. You can use prepared OHTs again and again. When you clean
a board, the information is gone for good.
e. You can use it for drawings and illustrations that might be
difficult as well as time-consuming to do freehand on the board.
2.Tape recorders
The tape recorder is perhaps the most common piece of technology
that teachers have access to. Most course books have listening activities
and the course cassette is an invaluable resource for the teacher. Prerecorded listening material is useful in the classroom. It brings variety to the
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lesson and lets the students hear English speaking voices other than the
teachers. But the use of the tape recorder is not limited to pre-recorded
course material.
There are other sources of listening material such as radio programmes
and music. Activities such as jigsaw listening are a communicative way of
using the tape recorder and recording the students themselves is a studentcentered way of developing language skills and confidence.
Using music
Using the tape recorder to play music quietly in the background while
students are working is a good way to create a relaxed atmosphere in the
classroom. Songs can also be used as sources of language learning
activities. Students like to work with songs. Its a change from normal
activities and can involve them in a subject most young people are
interested in. Songs contain a lot of useful language and can be used to
highlight grammar, pronunciation and vocabulary. They are good for
prompting discussions and even as a tool for introducing new language.
Here are a few suggestions for activities with songs:
Gap fill
Prepare a copy of the words of a song. However, in each line delete a word
or words. The students have to listen to the song while reading the text and
try to complete the text by filling in the missing words.
Wrong words
Prepare a copy of the words of a song. However, in each line make a
mistake, for example substituting words with other words of similar
spelling/pronunciation. The students listen to the song while reading the text
and try to correct the mistakes.
Comprehension
The teacher prepares a list of comprehension questions based on the
song. The song is used as any other listening material. The students listen
and answer questions. When using songs it is important that the teacher
chooses a suitable piece of music. It should not be too difficult for the
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students to hear the lyrics clearly. If possible, it should be a song the

students like or even one they have suggested.
Jigsaw listening
In jigsaw listening activities, the teacher divides the class into groups.
Each group listens to a different section of material and later they have to
explain their section to people in another group. Jigsaw listening activities
can work with all kinds of subjects. Many course books contain jigsaw
listening materials but it is possible for teachers to create their own,
although they may need access to tape-to-tape recording equipment and
more than one cassette player.
3.Television and Video
Because television, unlike radio, is a visual medium, it adds another
dimension to the learning experience. We think always to listen and to see
something at the same time is useful, particularly if some students find it
easier to learn through visual things and other students find it easier to
learn through hearing. If you can get the combination of the two, then that is
particularly helpful.
Using television and video in the classroom provides variety and
interest for the lesson. Many students enjoy watching television in the
classroom. Its something which they like to do in their own time and to
have that activity brought in to the classroom is motivating for them.
Virtually any kind of programme can be used in the classroom. What is
important is that the tasks the students are given are appropriate and
suitable for their level. Many teachers use feature films, documentaries, the
news and so on as sources of classroom material.
Live programmes
It is often more convenient to use material which has been recorded on
video tape. This gives the teacher a chance to prepare specific tasks and
questions. But it is possible to use live material. This makes different
demands on the teacher and student. There are certain psychological
elements that come into play when you listen to a broadcast for the first
time and you know you can only hear it once. Your concentration usually
becomes sharper and thats very, very useful in a classroom situation.
If your students know that they have only one chance to watch a broadcast,
they are more likely to pay attention, especially if you give them a task to
complete as they watch. It is important that students are given something to
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do as they watch. It helps to focus the mind and provides material to use for
following up. By using carefully graded tasks its possible to use authentic
broadcasts even with lower level students. For example, if using live or
recorded news broadcasts its simple to create a worksheet that is suitable
for any level. Give the students a chart with four columns - time, people,
place, events. As they watch the news broadcast they fill in information in
the four columns.
Recorded programmes
Television allows students to see a wider world and different cultures.
I think it is wonderful for teaching what I think is one of the most underrated
aspects of language learning right now, which is culture. You can see the
culture in action, you can see the body language, you can see the
environment. You can see the way people behave and, therefore, for that
alone I feel video should be part of almost every class and every classroom
session.
Some practical considerations Before using television or video in your
class:
Make sure you know how to operate the equipment.
Check everything is working.
Ensure that the screen can be seen and the sound heard throughout the
room.
If using a video, make sure it is cued up to the place you want it to start
from and the counter is set to zero so that you can find the same place
easily.
2. Hi-tech(High Technology):
1. Computers and the internet.
2. Programmed Learning & CAL.
3. Interactive whiteboard.
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1.Computers and Internet

Computers are very important and essential in the world around us.
They contribute to many jobs that would take hours to do. Using computer
has made work faster and easy. That is why it is important to teach by
computer at an early age. Computers are increasingly a part of everyday
life and the internet has, since the middle of the 1990s, revolutionized
communication. This revolution has found its way into the classroom. Many
schools have computers and many students have access to computers at
home. There is an ever growing range of software available for the student
of English. There are programmes that teach and test grammar,vocabulary,
writing skills and even pronunciation. Many programmes are available on
CD-ROMs and increasingly directly on the internet.
Many computer programmes which are not specifically designed for
the language classroom are useful as well. A word processing package is a
good example of this. If the students are doing a piece of written work the
teacher can monitor them while they are working. Corrections and
alterations can be made immediately without the crossings out needed on
paper.
Reference CD-ROMs DVDs and encyclopedias can be used as
sources of material for project-based activities in class or for self-study and
home work. Students can create class newsletters or even mininewspapers with word-processing or desktop publishing software. The
advantage of using software in this way is that the students are focused on
the task and using the technology rather than thinking about English. They
need to use English to complete the task, but as they are not consciously
thinking about it, their use is more natural and communicative. Computers
are another source of variety and interest in the classroom. It is important to
remember that however you use computers in your class; they are not a
substitute for teaching. They are an extra tool for the teacher and their use
needs to be planned and prepared as with any other activity. The computer
is also an excellent tool for the teacher for the preparation of work sheets
and exercises as well as a source of material. Well-prepared and presented
materials make a good impression in the class and in the staff room!
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The Internet
Some teachers are not very computer literate themselves but the
students are and we encourage them to use the internet - which they can
access quite easily and they use it to get up-to-date information on all sorts
of things,because sometimes in the library the books arent as up to date as
the information they can get off the internet. The internet is a revolution
really and I think that we need to make sure that learning keeps up with that
revolution and its actually part of it and its in the forefront of it.
The internet is an enormous resource of information which is getting
easier to access. It is a resource that can be exploited in many ways. As
English is the dominant language on the internet, it means they will be
exposed to English and using it for a variety of motivating and interesting
tasks. Some sites on the internet offer interactive grammar exercises - this
means that when the students complete an exercise their answers are
checked and corrected automatically. One site that does offer this is the
BBC World Service Learning English website.
You can find exercises at: www.bbc.co.uk/worldservice/learningenglish/
It is also possible to interact not only with the computer but with other
learners around the world. This can be done through finding e-pals, the
email version of pen-pals. It means that a classroom in Africa could be
sharing information with a classroom in Asia or a classroom in America and
so on.
The classroom walls are falling down. The advantage of e-pals over
pen-pals is that communication is much speedier! You can send your
correspondent information about yourself including photos and you dont
have to wait weeks to receive a reply from the other side of the world! It
also gives students an incentive to find out more about other cultures. For
information on finding e-pals for yourself or students try:
http://www.Iecc.org/. Computer technology is becoming cheaper and more
available around the world. However, because it is a relatively new and
rapidly changing technology the teacher needs to be familiar with the
equipment and the possibilities. Use your imagination to create interesting
tasks and activities suitable for your own students and their interests.
26
2.Programmed Learning & Computer Assistance Learning (CAL):

Programmed Learning is the use of teaching machines, which were
first introduced by B.F Skinner in attempt to improve instructions in schools.
The basic idea is to present an item of information to the student/pupil who
is required to answer a question on the information. The student has to
make response and has to be informed immediately whether he is right or
wrong. If he is right he is presented with another unit of information; if he is
wrong he is presented with further information concerning the same
question until he make the right response. In this way the pupil proceeds at
his own rate of progress; the brighter one moves at a faster rate than duller
one.
With the great advancement in technology, computers have now
replaced the old machines of 50's. These are far more flexible and
responsive to the student than Skinner's type teaching machine. And
programmed learning is renamed the Computer Assisted Learning CAL.
Developing a successful CAL entails definite rules and successive
revisions. This is very important since CAL focuses attention on the
individual learning.
The Factors that Make CAL Effective:
1. Active participation by the learner. The learner is actively interacting
with the materials. He exemplifies the old saying "Learning by Doing"
in contrast to the passive learning that takes place during lecture.
2. Immediate feedback. As the learner finds out whether a response is
correct, any mistake can be corrected immediately.
3. Individualization of instruction. The learner moves ahead at his own
rate of progress. The faster one progresses more quickly, whereas
the slower moves less rapidly. So the rate and path through the
learning materials are adjusted to individual differences.
However, it it has been argued that programmed learning is a process
by which the pupil-teacher relationship is ignored or destroyed, Dr. B.
Fine1963 indicates that, "Machines can grapple with facts, but they cannot
teach imagination, emotional or artistic sensitivity, or the intellectual insight
which relates widely different ideas".
27
3.Interactive White Board ( IWB )

An interactive whiteboard or IWB, is a large interactive display that
connects to a computer and projector. A projector projects the computer's
desktop onto the board's surface, where users control the computer using a
pen, finger or other device. The board is typically mounted to a wall or on a
floor stand.
They are used in a variety of settings such as in classrooms at all
levels of education, in corporate board rooms and work groups.
The interactive whiteboard (IWB) device is connected to a computer
through a wired medium such as (USB or a serial port cable) or via a
wireless connection (Bluetooth).
A device driver software is usually installed onto the attached computer
where it enables the Interactive Whiteboard to act as a Human Input Device
(HID) like a mouse. An image from the computer is then projected onto the
Interactive Whiteboard surface from a digital projector connected to the host
computer's video output.
The interactive whiteboard usually becomes active once connected
and the driver is running and at that point the user can calibrate the system
(align the pointer with the image) if necessary, and activate programs,
buttons and menus as they would with a mouse. For any text input that is
needed the user can either invoke an on-screen keyboard or utilize
handwriting recognition. These input options avoid the need to return to the
computer to enter text into programs.
The combination of mouse and keyboard emulation allows the user to
control the computer display almost exclusively from the Interactive
Whiteboard.
To maximize the interaction opportunities, most IWBs are supplied
with software that provides tools and features specifically designed to
enhance the use of the IWB. These generally include the ability to create
virtual versions of paper flipcharts with pen and highlighter options and in
some cases virtual tools such as rulers and protractors and compasses to
emulate traditional classroom teaching tools.
28
Classroom uses
Interactive whiteboards are used in many schools as replacements for
traditional whiteboards or flipcharts or video/media systems such as a DVD
player and TV combination. Users can also connect to a school network
digital video distribution system using an interactive whiteboard. Interactive
whiteboards can also interact with online shared annotation and drawing
environments in the form of interactive vector based graphical websites.
The software supplied with the interactive whiteboard will usually allow
the teacher to keep notes and annotations as an electronic file for later
distribution either on paper or through a number of electronic formats.
In addition, some interactive whiteboards allow teachers to record
their instruction as digital video files and post the material for review by
students at a later time. This can be a very effective instructional strategy
for students who benefit from repetition, who need to see the material
presented again, for students who are absent from school, for struggling
learners, and for review for examinations. Brief instructional blocks can be
recorded for review by students they will see the exact presentation that
occurred in the classroom with the teacher's audio input. This can help
transform learning and instruction.
Many companies and projects now focus on creating supplemental
instructional materials specifically designed for interactive whiteboards.
Recently interactive whiteboards are being used for shared reading
lessons. Mimic books are one such resource which is being used for shared
reading and allows teachers to project children's books onto the interactive
whiteboard to mimic books.
29
Criticisms
Sometimes teachers focused more on the new technology than on

what pupils should be learning.
The focus on interactivity as a technical process can lead to some
relatively mundane activities being over-valued. Such an emphasis on
interactivity was particularly prevalent in classes with lower-ability
students.
In lower-ability groups it could actually slow the pace of whole class
learning as individual pupils took turns at the board.
Only some of the teachers studied and had received form of training
or professional development in the use of the technology which is on side
red by commentators as a key factor in the deployment of anything
intended to impact teaching and learning
30
1. Using Games.
2. When We Use Games?
3. Why We Use Games in class Time?
4. Problems Many Teachers Have.
5. Some Ideas for Teaching Games.
6. How to choose Games?
7. Advantage of Using Games.
8. General Benefits of Games.
31
Games for Language Learning

Language learning is hard work Effort is required at moment and
must be maintained over a long period of time. Games help and encourage
many learners to sustain their interest and work. Games also help the
teachers to create context in which the language is useful and meaningful.
The teachers want to take part and in order to do so must understand what
others are saying or have written, and they must speak or write in order to
express their own point of view or give information.
The need of for meaningfulness in language learning has been
accepted for some years. A useful interpretation of meaningfulness is that
learners should respond to the context in definite way. If they are amused,
angered, intrigued, or surprised; the content is clearly meaningful to them.
Thus the meaning of the language they listen to, read, speak and write will
be more vividly experienced and, therefore, better remembered. If it is
accepted that games can provide intense and meaningful practice of
language, then they must be regarded as central to a teachers repertoire
(material). They are thus not for use solely on wet days and at the end of
term! Games are highly motivating because they are amusing and
interesting. They can be used to give practice in all language skills and be
used to practice many types of communication.
Game based learning (GBL) is a branch of serious games that deals
with applications that have defined learning outcomes. Generally they are
designed in order to balance the subject matter with the game play and the
ability of the player to retain and apply said subject matter to the real world.
Games often have a fantasy element that engages players in a learning
activity through narrative or storylines. Educational video games can be
motivating to children and allow them to develop awareness to
consequentiality. Children are allowed to express themselves as individuals
while learning. Today's games are more social, with most teens playing
games with others at least some of the time and can incorporate many
aspects of life. Students that participate in educational video games can
offer deeper, more meaningful insights in all academic areas. The success
of game-based learning strategies owes to active participation and
32
interaction being at the center of the experience, and signals that current
educational methods are not engaging students enough. Experience with
and affinity for games as learning tools is an increasingly universal
characteristic among young learners.
There is a common perception that all learning should be serious and
solemn in nature and that if one is having fun and there is hilarity and
laughter, then it is not really learning. This is a misconception. It is possible
to learn a language as well as enjoy oneself at the same time. One of the
best ways of doing this is through games. The value of games in learning
languages is well recognized. Games motivate learners to progress in real
understanding and use of the language. Games that are challenging but
also fun encourage learners to put their language skills into practice.
Using Games
'Many experienced textbook and methodology manuals writers have
argued that games are not just time-filling activities but have a great
educational value. W. R. Lee holds that most language games make
learners use the language instead of thinking about learning the correct
forms (1979:2).
He also says that games should be treated as central not peripheral to
the foreign language teaching programs. A similar opinion is expressed by
Richard-Amato, who believes games to be fun but warns against
overlooking their pedagogical value, particularly in foreign language
teaching.
There are many advantages of using games. "Games can lower
anxiety, thus making the acquisition of input more likely" (Richard-Amato
1988:147). They are highly motivating and entertaining, and they can give
shy students more opportunity to express their opinions and feelings
(Hansen 1994:118).
33
They also enable learners to acquire new experiences within a

foreign language which are not always possible during a typical lesson.
Furthermore, to quote Richard-Amato, they, "add diversion to the regular
classroom activities," break the ice, "[but also] they are used to introduce
new ideas" (1988:147). In the easy, relaxed atmosphere which is created
by using games, students remember things faster and better (Wierus and
Wierus 1994:218). S. M. Silvers says many teachers are enthusiastic about
using games as "a teaching device," yet they often perceive games as mere
time-fillers, "a break from the monotony of drilling" or frivolous activities. He
also claims that many teachers often overlook the fact that in a relaxed
atmosphere, real learning takes place, and students use the language they
have been exposed to and have practiced earlier (1982:29).
Further support comes from Zdybiewska, who believes games to be
a good way of practicing language, for they provide a model of what
learners will use the language for in real life in the future (1994:6).'
'Games encourage, entertain, teach, and promote fluency. If not for any of
these reasons, they should be used just because they help students see
beauty in a foreign language and not just problems that at times seem
overwhelming.'
When We Use Games?

'Games are often used as short warm-up activities or when there is
some time left at the end of a lesson. Yet, as Lee observes, a game "should
not be regarded as a marginal activity filling in odd moments when the
teacher and class have nothing better to do" (1979:3). Games ought to be
at the heart of teaching foreign languages.
Rixon suggests that games be used at all stages of the lesson, provided
that they are suitable and carefully chosen. 'Games also lend themselves
well to revision exercises helping learners recall material in a pleasant,
entertaining way. All authors referred to in this article agree that even if
games resulted only in noise and entertained students, they are still worth
paying attention to and implementing in the classroom since they motivate
learners, promote communicative competence, and generate fluency.'
34
'Games have been shown to have advantages and effectiveness in

learning vocabulary in various ways. First, games bring in relaxation and
fun for students, thus help them learn and retain new words more easily.
Second, games usually involve friendly competition and they keep learners
interested. These create the motivation for learners of English to get
involved and participate actively in the learning activities. Third, vocabulary
games bring real world context into the classroom, and enhance students'
use of English in a flexible, communicative way.'
'Therefore, the role of games in teaching and learning vocabulary cannot
be denied. However, in order to achieve the most from vocabulary games, it
is essential that suitable games are chosen. Whenever a game is to be
conducted, the number of students, proficiency level, cultural context,
timing, learning topic, and the classroom settings are factors that should be
taken into account.'
'In conclusion, learning vocabulary through games is one effective and
interesting way that can be applied in any classrooms. The results of this
research suggest that games are used not only for mere fun, but more
importantly, for the useful practice and review of language lessons, thus
leading toward the goal of improving learners' communicative competence.'
Why We Use Games in Class Time?
Games are fun and children like to play them. Through games children
experiment, discover, and interact with their environment. Games add
variation to a lesson and increase motivation by providing a plausible
incentive to use the target language. For many children between 4 & 12
years old, especially the youngest, language learning will not be the key
motivational factor. Games can provide this stimulus. The game context
makes the foreign language immediately useful to the children. It brings the
target language to life. The game makes the reasons for speaking plausible
even to reluctant children. Through playing games, students can learn
English the way children learn their mother tongue without being aware they
are studying; thus without stress, they can learn a lot. Even shy students
can participate positively (Lewis, 1999).
35
Problems many teachers have

1. Some of your children may not enjoy being in class.
2. You may find it hard to have all your children pay attention.
3. Your class may not repeat things back to you enthusiastically.
4. Some of your class may not be motivated to learn.
5. Your pupils may not get much chance to practice speaking English
during class.
6. We need repetition to learn, and to make things stick, but how do you
make this interesting?
7. You may not have time to revise all the vocabulary, themes and grammar
that you have covered as if you spend time revising you fall behind in the
course work.
8. You may feel some of your pupils getting restless during class time, and
losing their focus.
9. You may lack time to put that extra boost into your classes having a lot of
paperwork, exercise books and marking to do.
10. Some of children hate school and learning English language as a result
of social misconception about English language( disbelievers' language ).
36
Some ideas for teaching English Games address these problems.

1. Games make learning fun so your class and children are willing
participants and not just there because they have to be.
2. Students pay more attention because they are enjoying themselves, so
they do better, they feel better about themselves, and do even better- it is a
vicious circle working in your favor.
3. Playing a game has a purpose to it, an outcome, and in order to play
students have to say things- they have a reason to communicate rather
than just repeat things back mindlessly.
4. Games stimulate and motivate children to new levels. If they do not pay
attention during the presentation of new language, and make a mental effort
to memorize it, they will not be able to play the games well, and they will let
their team and themselves down, so they make effort to join and learn as
much as possible.
5. Students get to use the language all the time during the games.
6. They involve a lot of repetition, and repetition is the mother of skill, it can
be BORING, but thanks to these games, they are FUN. How do you expect
your class or children to remember vocabulary if they never use it?
Repetition is the mother of skill. Making your classes FUN so that the
children want to come.
7. The games lend themselves perfectly to quick bursts of revision. Using
some of the games you can revise a massive amount of vocabulary and
grammar in a few minutes. If you use games to revise two or three topics
every lesson, as well as teach the new language, imagine how well your
kids will do at exam time, and how proud you will feel
8. The physical movement involved in some of the games also helps keep
everyone stimulated and focused. Children naturally have a lot of energy
and are not good at sitting for long periods so if you throw in games with
movement from time to time you will prevent them from getting restless and
bored.
9. Children have a short attention span ( even more so these days with the
style and pace of the media, and computer games ), so injecting lively
37
varied games into your classes to practice the language you are teaching
will keep your children alert and enjoying themselves.
10. The philosophy of encouragement incorporated into these games allows
all students, including the less good ones, to gain in confidence. You can
easily control the class by switching to calming games when you need to
calm everyone down or throw in an exciting game when you want to pick up
the pace. Variety is the key and with some games you are spoiled for
choice.
How to Choose Games

CLASS TIME IS PRECIOUS and I understand that we don't want to waste
it playing silly games just to pass the time. Rest assured that these games
do NOT involve:
1. Complex amounts of materials.

2. Arts and crafts type activities, they are too time-consuming.
3. Complicated rules to learn
4. Preparation time.
These games are not a 'softy' wishy-washy alternative but are
designed to stretch and test the children constantly, helping them to reach
new levels of performance in an encouraging and stimulating environment.
Tyson, 2000 said:"* A game must be more than just fun.
* A game should involve "friendly" competition.
* A game should keep all of the students involved and interested.
* A game should encourage students to focus on the use of language
rather than on the language itself.
* A game should give students a chance to learn, practice, or review
specific language material".
Games must have some features so as how they can be adapted in
term of language, group size and age. The instructions will be clear and
easy to understand, and the games easy to use, and listed in alphabetical
order for convenience. You can start using them right away in class.
38
Advantages of using games in the classroom:

1. Games are a welcome break from the usual routine of the language
class.
2. They are motivating and challenging.
3. Learning a language requires a great deal of effort. Games help students
to make and sustain the effort of learning.
4. Games provide language practice in the various skills- speaking, writing,
listening and reading.
5. They encourage students to interact and communicate.
6. They create a meaningful context for language use.
General Benefits of Games

Affective:
- lowers affective filter
- encourages creative and spontaneous use of language
- promotes communicative competence
- motivates
- fun
Cognitive:
- reinforces
- reviews and extends
- focuses on grammar communicatively
Class Dynamics:
- student centered
- teacher acts only as facilitator
- builds class cohesion
- fosters whole class participation
- promotes healthy competition
39
Adaptability:
- easily adjusted for age, level, and interests
- utilizes all four skills
- requires minimum preparation after development
40
1. Some Characteristics of YLs.

2. How to Teach English to YLs?
(a) PPP Approach.
(b) ESA Approach.
3. How do we structure our Teaching?
4. Lesson Structure.
5. Ten Helpful Ideas for TEYLs.
6. Some Frequently Asked Questions FAQs.
41
Young Learners
Some characteristics of young learners:
Teaching younger learners is different from teaching adults. Younger
learners are social, active, and creative. Younger learners need to have
opportunities to physically move during class and to play. As they play, they
learn and practice social skills, including communication and language
skills. They are curious and usually willing to learn another language.
Because their cognitive abilities are still developing, they deal better with
language as a whole, rather than with rules about language.
Since they are still in the stage of developing their native language
rules, they are able to generalize and create their own rules about a second
language as they use it. Given that their cognitive and motor skills are still
developing, they have stronger oral skills than literate skills, so this strength
can be used in teaching a second language. To do so requires a lot of
repetition and clear directions. Younger learners also have a shorter
attention span than adults, which suggests that a variety of short activities
during a class would be better than one long activity. However, as they get
older, childrens attention span becomes longer, their motor skills develop,
and they are able to do more reading and writing. We can summarize these
above characteristic as following:
They are social. They are learning to socialize as well as learning through
socializing.
They need to be physically active.
They learn through play.
They need lots of repetition and clear directions.
They are focused and respond emotionally to learning activities.
They are naturally curious and usually willing to learn.
Their cognitive and motor skills are still developing.
The rate of development is different in individual children.
Their oral skills are more advanced than their literate skills.
The have a short attention span, which becomes longer as they get older.
They are able to formulate their own language rules from comprehensible
language input.
42
How to Teach English to Young Learners TEYLs?

The teaching approach is neither purely communicative nor audiolingual ( AL ); it also involves features of total physical response ( TPR ),
which is practical approaches sufficient of itself to bring about a high degree
of language proficiency in the learner. The goal is to achieve
communicative competence, but the manner of teaching includes audiolingual features, such as choral/single drills, and activities deriving from
TPR. The teacher must consider the following points:
1. Make the rules, which should be fair and consistent, clear from the first
day of class.
2. Remember the students' names the first time you meet them. Encourage
all students to remember their classmates' names. Use their names often
when teaching (ie., talking to them, constructing blackboard sentences,
making requests, TPR exercises, students passing back notebooks or
workbooks, playing games, etc.)
3. Show your students what to do. Don't explain. Just do. Just be. They will
follow your lead. English needs to be experienced, not explained.
4. Nourish trust between you and the students with each class. Through
your actions let them know that you will never embarrass them for making a
mistake in English. (Although you will discipline them for speaking in L1).
5. Use eye contact to communicate your praise and disappointment.
6. Create well-planned, consistent lessons with a predictable format which
gives the students a sense of security and balance. Students feel more
confident if they know what to expect.
7. Always be pleasantly surprised when students interact with each other or
you in English.
8. Reassure your students that you understand their English and you
approve of their attempts.
43
9. Show respect to the children (since they are worthy of it) and let them
sometimes be the teacher.
10. Use English as a tool to build their self-esteem.
11. Be their "sensei,"( friend ) not their parent.
12. Remember childhood through your students.
There are two main approaches about How to teach English to

Young Children, PPP and ESA.
What is PPP?
By: Gill Hart
PPP stands for Presentation, Practice and Production and is a prescribed
standard lesson format for many EFL teachers. It is commonly used as a
basis for a lesson plan and its principles are taught on many TEFL or
TESOL certificate courses. Whilst there are other formats to plan your
lessons around, PPP is considered by many in the profession to be the
basis from which others can evolve. To help new teachers get to grips with
the basics of this standard format here are a few of the main points.
PPP provides Presentation of new language, Practice of new language
and Production of new language:
Presentation
The teacher speaks up to 75% of the time, as they are presenting
information The teacher sets a natural context in which the language is
hidden, in order to convey meaning, of new language The teacher shows
form - how the grammar is made The teacher demonstrates and works on
correct pronunciation and highlights stress and intonation patterns. The
teacher highlights spelling and any irregularities with the new language The
teacher focuses on accuracy when correcting students at this stage The
teacher asks concept check questions to see if students have understood.
(If not, go back and review some of the process)
44
Practice
Students speak up to 60% of the time, teacher up to 40% The teacher
uses activities to practice the new language orally and in written format. The
teacher drills for correct pronunciation and accurate form, choral and
individually written work focuses on accurate form/structure. The teacher
models and corrects when mistakes occur. The teacher encourages lots of
pair work and group work during this stage.
Production
Students speak up to 90% of the time, teacher up to 10% The teacher
monitors but does not correct until the end. Focus is now on fluency and
rather than accuracy. The teacher models the production task, gives simple
instructions and encourages students to use old and new language.
Students use the language in a natural, everyday context, through a lactical
task within minimal input from the teacher.
N.B. At this stage learners show what they can actually do with the
new language and how correctly they use it. For an inexperienced teacher
the PPP format provides structure and guidelines for a successful lesson in
terms of presenting language and showing how it is used in context.
Learners understand how the target language is made (form) and are then
corrected first for accuracy (practice phase) and then for fluency (production
phase), when they are encouraged to use the language in a freer, more
natural way. Some linguists and teachers are against such a strict format,
feeling that is serves as a straightjacket. However, we all benefit from some
kind of standardization when we first start teaching and the PPP model is
comprehensive enough to allow teachers to apply the basic principles of
language learning in order to achieve maximum success.
Experienced teachers may play with the model. For example, they may
start with a production task first to see how much their learners actually
know and how they use the target language, without any formal training.
Teachers would then return to the basic PPP format, repeating the
production stage again at the end, thereby proving to students how much
they have learnt/grown in language terms during one lesson.
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PPP Alternative - Teaching Tips
What are Engage, Study, and Motivate?

Foreign Language Acquisition
Move a child into a foreign language environment surrounded by
adults and other children using the same foreign language and that child
will quickly 'pick up' the foreign language. Comprehension will come first but
production will soon follow, starting with one word responses and
utterances. The child's comprehension will develop and her production will
become more complex until, after just a few years, she will use the foreign
language in much the same way as native-speaker children of her age
group.
If children (and, to a lesser degree, adults) can acquire a foreign
language without the need for formal instruction, why do we need to give
lessons? The child described in the first paragraph will have massive
exposure to the foreign language ten hours each day or more! The child
also has a very strong 'survival motivation' to acquire the new language.
Only through that language can she/he eat, drink, make friends and play
games. In our normal schools, we cannot reproduce those conditions
(although some experiments have attempted to do this!).
If we can't reproduce the conditions of 'natural acquisition', we are
forced to adopt a system of 'graded exposure' to the foreign language, and
a similar graded presentation and explanation of the systems of the new
language. In fact, we have to develop a language learning syllabus. The
language learning syllabus is made from a series of language learning
events (lessons) which, traditionally, are equal in duration, take place at
fixed times and locations and follow a regular weekly pattern.
46
How do we structure our teaching?

(a) Presentation, Practice, Production ( PPP )
Most teachers plan three phases in their lessons according to the PPP
model of Presentation, Practice and Production.
During Presentation, new language is presented perhaps as a grammatical
pattern or more frequently within some familiar situation. During this
presentation phase, the teacher is often very active and dominates the
class doing more than 90% of the talking.
During Practice, the new language item is identified, repeated and
manipulated by the students. Unless the teacher is using pair work or a
language laboratory, the teacher also dominates this phase of the lesson
occupying more than 50% of the talking in class.
During Production, the students attempt to use the new language in
different contexts provided by the teacher.
(b) Engage, Study, Activate ( ESA )

Since the PPP model has functioned more or less effectively for
generations, you might ask why we should be looking at different models.
PPP works well provided that your syllabus is based only on giving students
'thin slices' of language one slice at a time. The PPP model does not work
nearly so well when teaching more complex language patterns beyond the
sentence level or communicative language skills. Another basic problem
with PPP is that it is usually based on segments of the one-hour lesson. In
this way, lessons are designed with a single focus.
In How to Teach English [Longman 1998] Jeremy Harmer proposed a
different three stage model, the ESA model: Engage, Study, Activate.
47
The three stages of Engage, Study, Activate ( ESA )

(a) Engage
During the Engage phase, the teacher tries to arouse the students'
interest and engage their emotions. This might be through a game, the use
of a picture, audio recording or video sequence, a dramatic story, an
amusing anecdote, etc. The aim is to arouse the students' interest, curiosity
and attention. The PPP model seems to suggest that students come to
lessons ready motivated to listen and engage with the teacher's
presentation.
(b) Study
The Study phase activities are those which focus on language (or
information) and how it is constructed. The focus of study could vary from
the pronunciation of one particular sound to the techniques an author uses
to create excitement in a longer reading text; from an examination of a verb
tense to the study of a transcript of an informal conversation to study
spoken style. There are many different styles of study, from group
examination of a text to discover topic-related vocabulary to the teacher
giving an explanation of a grammatical pattern. Harmer says, 'Successful
language learning in a classroom depends on a judicious blend of
subconscious language acquisition (through listening and reading, for
example) and the kind of Study activities we have looked at here.
(c) Activate
This element describes the exercises and activities which are designed
to get students to use the language as communicatively as they can. During
Activate, students do not focus on language construction or practice
particular language patterns, but use their full language knowledge in the
selected situation or task.
48
Lesson Structure
(a) The ESA lesson
A complete lesson may be planned on the ESA model where the 50-60
minutes are divided into three different segments. It is very unlikely that
these segments will be equal in duration. Activate will probably be the
longest phase but Study will probably be longer than Engage.
In this format ESA would appear to be little different from PPP.
(b) The ESA Lesson
Teachers of children and younger teenagers know that their students
cannot concentrate for long periods. They can still use the ESA model but
the model may be used repeatedly, producing a larger number of shorter
phases. This repeated ESA model also works well with older teenagers and
adults and gives lessons a richness and variety which students appreciate.
It would be wrong to give the impression that Engage, Study and Activate
are each single activities. They are phases of the teaching/learning process
which may contain one or more activities.
49
Ten Helpful Ideas for Teaching English to Young Learners

This paragraph contains some helpful ideas to incorporate into the TEYL
classroom. These ideas come from the discussion and assignments done in
an online EFL teacher education course designed for teachers, teacher
supervisors, and other TEYL professionals.
1. Supplement activities with visuals, realia, and movement.
Young learners tend to have short attention spans and a lot of
physical energy. In addition, children are very much liked to their
surroundings and are more interested in the physical and tangible. Their
own understanding comes through hands, and eyes, and ears. The
physical world dominant at all times. One way to capture their attention
and keep them engaged in activities is to supplement the activities with
lots of bright colored visuals, toys, puppets, or objects to match the ones
used in the stories that you tell or song that you sing. Included with the
concept of visuals are gestures, which are very effective for students to
gain understanding of language.
2. Involve student in making visuals and realia.
One way to make the learning more fun is to involve students in
the creation of the visuals or realia. Having children involved in creating
the visuals that are related to the lesson helps engage students in the
learning process by introducing them to the context as well as to relevant
vocabulary items. If you cannot spare the time in class to make visuals
you want to use, another idea is to consult the art teacher and combine
your efforts. Some activities could use objects, toys, stuffed animals, or
dolls. A "show and tell" activities is perfect way to get student interested
in the lesson with their own toys that give them a chance to introduce
their object in English.
3. Move from activity to activity.
As stated before, young learners have short attention spans. It is
a good idea to move quickly from activity to activity. Do not spend more
than 10 minutes on any activity, because children tend to become bored
easily. When teachers mix up the pace of the class and the types of
activities used, students will be more likely to stay focused on lesson,
thereby increasing the amount of language learning in class.
50
4. Teach in themes.
When you plan a variety of activities, it is important to have them
connect to each other in order to support the language learning process.
Moving from one activity to other that are related in content and
language helps to recycle the language and reinforce students'
understanding and use of it. Thematic units, which are a series of
lessons revolving around the same topic or subject, can create a broader
context and allow student to focus more on content and communication
than language structure. It is a good idea to use thematic unit planning
because it builds a large context within which students can learn
language. When teaching English to young learners this way, you can
incorporate many activities, songs, and stories that build on students'
knowledge and recycle language throughout the unit.
5. Use stories and contexts familiar to students.
When choosing materials or themes to use, it is important that you
find ones that are appropriate for your students based on their language
proficiency and what is of interest to them. Because young learners,
especially VYLs, are just beginning to learn content and stories in their
native language in school and are still developing cognitively, they may
have limited knowledge and experience in the world. This means that the
contexts that you use when teaching English, which may be completely
new and foreign language, should be contexts that are familiar to them.
Use of stories and contexts that they have experience with in their L1
could help these young learners connect a completely new language
with background knowledge they already have. Teacher could take a
favorite story in the L1 and translate it into English for students or even
teach the language based on situations that are found in their native
country. Young learners are still making important links to their home
cultures, so it is important to reinforce that even in L2 instruction.
6. Establish classroom routines.
Young learners function well within a structured environment and
enjoy repetition of certain routines and activities. Having basic routines in
the classroom can help to manage young learners. For example, to get
students' attention before reading/listening story or to get them quiet
down before an activity, the teacher can clap short rhythms for student to
repeatetc.
51
7. Use L1 as a resource when necessary.

Because many interpretations of various communicative approaches
try to enforce the "English only" rule, teachers sometimes feel bad when
they use L1. Teachers these days are mostly encouraged to teach
English through English, especially at the younger stages. One reason is
to give students the maximum exposure to the English language.
Why not use L1? It is one quick, easy way to make a difficult expression
such as "Once upon a time" comprehensible. After you quickly explain a
difficult expression like that in L1, students will recognize the expression
in English every time it comes up in a story. Since EFL teachers usually
have a limited time with students in may classroom situations, that time
is too precious to waste. If it is more efficient to use L1 for a difficult
expression or word just use it. Concentrate on building communicative
skills. Save your time for the target language that is actually within
students' reach. The teacher should spend class time focusing on those
target language objectives rather than spending time trying to make a
difficult word or expression comprehensible. In addition, some students
who have very low proficiency can easily become discouraged when all
communication in the classroom must be in English. Sometimes these
students can express comprehension of English in their native language,
and this can be acceptable for lower level student. However, whenever
possible, take the answers in L1 and recast them in English. In addition,
directions for many activities can be quite complicated when explained in
the L2, so consider using L1 when it is more important to spend doing
the activity rather than explaining it. In short, use L1 in the classroom as
resource for forwarding the learning process without becoming too
reliant.
8. Bring in helpers from the community.
If possible bring in helpers_ parents, student teachers from the local
university, or older students studying English_ to tell a story or help with
some fun activities. Collaborate with others who are studying English,
studying to be English teachers, or who speak English well in order to
expand the English learning community. Having someone new and
interesting do a storytelling can get students more excited and create a
break in the regular routine. The best scenario would be to carefully
coordinate the guest with your language objectives. Using helpers
means extra time to communicate your expectations with the guest and
working this special event into your lesson plan. If you have EnglishCompiled & Edited by Abdelmoneim Hassan Adam
52
speaking volunteers at each station, then students will be more likely to

stay on task.
4. Collaborate with other teachers in your school.
As mentioned in #4.(Teach in themes), it is useful to find out what
students are learning in their other classes, in their native language.
Collaborate with other teachers in your school to make learning
experience richer for your students. Connect your lessons to the topics,
activities, and stories your students are learning in their native language
by planning related thematic units that parallel the learning in other
subjects. Since students learn language better when it is connected to
their real life, it is a good idea to consider what else they are learning in a
school day. Most children's lives revolve around home and school, so try
to coordinate with other teachers to find out what is relevant to students;
then add English instruction on top of that.
10. Communicate with other TEYL professionals.
It is also important to keep in contact with other TEYL
professionals, both in your local area and internationally. Doing so
through local and international professional organizations, in-service
programs, or special teacher educational courses, such as an online
TEYL course, helps to keep you current with trends in the field. Most
importantly, keeping in contact with other TEYL professionals helps keep
your classroom fresh with new ideas, and collaboration can help to
construct new ideas and solutions to the common problems that
teachers face.
Finally, one of the most important ideas to take is the importance of
community for learning. Learning a language is never an individual
endeavor, and neither is teaching. Although teachers can feel quite
isolated in their classroom, it is important to remember that openness,
collaboration and sharing are the keys to enrich your teaching and your
students' learning.
53
Some Frequently Asked Questions FAQs

Mario Herrera has gathered here some FAQ's about teaching English to
young children, with suggestions and tips.
Q: What should my main role be when teaching?
A: Your role in a young child's class is very special. Your enthusiasm for
English and for having fun in the language is transmitted to the children,
who in turn decide they love being in school and learning English! Be
prepared to do silly things the children enjoy - like putting your hands on
your head to make rabbit ears and inviting everyone to hop around the
room while saying, "I'm a rabbit. I like to hop, hop, hop." As a teacher of
young children learning English, it's important to demonstrate new
vocabulary, either by showing the children realia or pictures or actually
doing an action. By watching and listening to your modeling, the child
understands what he or she must do and say. By seeing the word in action,
the child understands what that 'strange' English word is all about. Modeling
is the most important technique or strategy to use when teaching a new
language. Kids watch and listen, copy and learn. Do it often!
Q: What should the pace of the English class be?
A: Young children's attention spans vary; therefore, the pace in class
should be lively! If you keep an activity short, children will want to get back
to it soon. Young children like to do activities over and over again. Feel free
to repeat activities as long as the children are still interested.
Q: It's easy to get a young child's attention, but how do I keep his or
her attention throughout the English class?
A: Plan a variety of activities that practice target vocabulary and sentences.
Songs, TPR activities, working with picture cards, games that promote
conversations, asking children to answer questions as they cut and paste,
asking children to listen and follow directions, pantomiming and doing
actions are all good ways of keeping children's attention. Change the pace
of the class quickly. Moving, chanting and singing help your children stay
interested in the class! Using materials that are appealing to children also
helps to maintain children's attention. Use different things: toys, puppets,
masks, pictures, cutouts, their drawings, and cards to hang around necks,
cards to play games with a partner, cards to hold up and put somewhere
while listening to what you say. Use paper of different sizes, colors and
textures when you make materials. Use crayons, markers and paints. Cover
54
cards with clear plastic paper to protect them from little hands. This way
they can be used from year to year. The key to maintaining children's
attention is planning activities in which they will be participating actively
(holding up cards, coloring, pointing), and doing different things (acting out,
singing, miming, moving). Children naturally enjoy participating and learn as
they do! Let them feel the roundness of a circle by tracing a hoop with their
hands, or walk through the hoop to better understand the word through.
Such activities allow children to communicate in a very natural way.
Q: Why are songs and chants a good way to motivate young children
in the English classroom?
A: Children live in a musical, rhythmic world. Sounds, patterns and
movement are all around them. The most spontaneous way to introduce
children to language and make them feel comfortable is to involve them in
music and chanting. The combination of words with the beat of a chant or
song is a powerful way to help children remember the language. You can
even make your own songs and chants by:
1. Choosing key phrases and vocabulary
2. Using a familiar or simple tune or rhythm.
3. Repeat phrases where possible to make a chorus
4. Add actions to the words for added fun.
Q: What is TPR, or Total Physical Response, and why is it important in
teaching young children?
A: Children like to be active. TPR lets you put their natural energy to use to
learn English! This approach, developed by James J. Asher, is ideal for
young learners whose verbal abilities are still undeveloped. TPR provides
intense listening practice of basic language as children physically respond
to commands. Even the shyest children like TPR because there is no
speaking involved. They just show they understand the action by doing the
action. This allows children to feel successful in English from the very
beginning!
Q: Why is giving feedback to young children important?
A: Children need to know if they are doing something right or wrong. Catch
them doing something right and give them lots of praise! Correct children in
a way that won't hurt their feelings (for example, ask everyone to practice
the pronunciation of a word rather than just one child). Most of all, repeat
the correct version, sometimes overemphasizing so they get the correct
way of saying it.
55
Q: How do I teach large class sizes of young children?

A: With large groups, you may want to invite one group to do a TPR activity
while the others watch. Be sure that children who are watching are involved
by clapping, or saying "yes." Children should not be waiting for their turns!
For example, if you are acting out weather words, some children can
pretend to use umbrellas, others can pretend to be splashing in puddles
and still others can make rainstorm sounds and actions. If possible, divide
children into small groups to play games and into pairs to practice
conversations.
56
57
Innovation in Teaching
What is meant by innovation in teaching?
Are there some genuinely new ways of teaching language? Are there
new technologies - e.g.: the interactive white board -that have
revolutionized how we learn and the way we teach? What innovative
methodologies are of interest to the classroom teacher or educationalist?
Innovations in Teaching comes up with the answers as we look at
challenges and changes in the world of ELT and find ideas for teachers to
take away. Innovation actually means something new, new idea, new
invention or way of doing something. In context of language teaching it
must mean new idea that people have to change things to the better and
often these ideas dont come from the way you are in the moment, from
your classroom practice, they come sudden brain wave a light go on your
head, something different from the outside.
We need innovative ideas, because there are different kinds of
theories and methods on what we teach, and how we teach (we mentioned
some of them in the first section = short notes on methods), have being
used all of them around the world; buy different people in different places;
and combination between some of them. But there is not hundred percent
successful way on what we teach and how we teach. Therefore we just
keep looking and searching and thinking of ways make work better and
better. Really technology affecting on methodology, it changing the way we
see things, but doesnt change the fundamental way we do things.
Technology is a tool, its job to make that thing better not to be ended in
itself.
58
References
Britannica 2006
Encarta 2006
( British Encyclopedia )
( American Encyclopedia )
'Forum' Vol. 35 No 4, October - December 1997 Page 42'Forum' Vol. 36 No 1, January March 1998 Page 20
'Forum' Vol. 35 No 4, October - December 1997 Page 42'Forum' Vol. 36 No 1, January March 1998 Page 20
'Forum' Vol. 33 No 1, January - March 1995, Page 35
English Teaching Forum v41 No.1 2005
Computer Club__ Computer Education Series 2007
Oxford Advanced Learners Dictionary ___ 7th Edition
Website /Wikipedia, the free encyclopedia
http://en.wikipedia.org/wiki/Game_based_learning
BBC world service For teachers - Radio programmes
www.bbc.co.uk/worldservice/learningenglish/radio/
BBC world service _ Action Plan for Teachers
Language Teaching Games and Contests (Resource Books for Teachers of Young Students) by
William Rowland Lee
Games for Language Learning (Cambridge Handbooks for Language Teachers) by Andrew
Wright
Keep Talking: Communicative Fluency Activities for Language Teaching (Cambridge Handbooks
for Language Teachers) by Friederike Klippel
by George P. McCallum
Word Games (Resource Books for Teachers...
Practical Handbook of Language Teaching by David Cross
Laughing Matters: Humour in the Language Classroom (Cambridge Handbooks for Language
Teachers) by Peter Medgyes on page 178, page 234, and Back Matter
Interactive Language Teaching (Cambridge Language Teaching Library) by Wilga M. Rivers on
page 68, and Back Matter
Keep Talking: Communicative Fluency Activities for Language Teaching (Cambridge Handbooks
for Language Teachers) by Friederike Klippel in Back Matter
59
Teaching English as a Foreign or Second Language: A Teacher Self-development and

Methodology Guide by Jerry G. Gebhard in Back Matter
Curriculum Provision for the Gifted and Talented in the Primary School: English,Math, Science,
ICT (NACE/Fulton Publication) by Eyre Deborah on page 62
www.witslanguageschool.com - Full-Time English Courses Leading University in South Africa
Teaching Learn opens new browser window
www.myteflworld.com - Accredited online TEFL course Accessible world wide
How To Teach English (Book with DVD) by Jeremy Harmer
ESL Active Learning Lessons: 15 Complete Content... by Imogene Forte
Easy & Engaging ESL Activities and Mini-Books. by Kama Einhorn
Language Teaching Games and Contests (Reso... by William Rowland Lee
ESL Teacher's Activities Kit: Over 160 St... by Elizabeth Claire
'Games for Language Learning' (2nd. Ed.)
by Andrew Wright, David Betteridge and Michael Buckby.
Cambridge University Press, 1984.
'Six Games for the EFL/ESL Classroom' by Aydan Ersoz.
The Internet TESL Journal, Vol. VI, No. 6, June 2000.
'Creative Games for the Language Class' by Lee Su Kim.
'Forum' Vol. 33 No 1, January - March 1995, Page 35.
'The Use of Games For Vocabulary Presentation and Revision'
by Agnieszka Uberman.
'Forum' Vol. 36 No 1, January - March 1998 Page 20.
'Learning Vocabulary Through Games'
by Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga.
'Asian EFL Journal' - December 2003
'Using Games in an EFL Class for Children'
by Yin Yong Mei and Jang Yu-jing.
Daejin University ELT Research Paper. Fall, 2000.
'Index Cards: A Natural Resource for Teachers'
by M. Martha Lengeling and Casey Malarcher
Stephen Bax, internet and distance learning expert - Teaching With Technology, Programme 7
David Eastment, internet and CALL (Computer Assisted Language Learning) expert - Teaching
With Technology, Programme 7
The Internet TESL Journal, Vol. III, No. 10, October 1997 http://iteslj.org/
60

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Teaching Young Learners

First term 2010

Compiled & Edited by

Checked by English Language Supervisor

Compiled & Edited by Abdelmoneim Hassan Adam

Compiled & Edited by Abdelmoneim Hassan Adam

Compiled & Edited by Abdelmoneim Hassan Adam

1.Grammar Translation Method.

Compiled & Edited by Abdelmoneim Hassan Adam

Short Notes on The Language teaching Methods

Before summarizing some teaching methods let us define some terms:

Approach, Method and Technique

1. Grammar Translation Method :

First Concert - "Active Concert"

Second Concert - "Passive Review"

7. Community Language Learning ( CLL ):

8. Total Physical Response Method ( TPR ) :

In our own experience, beginner learners will learn faster if the

However, the correction of errors in the early stages of a language

Children lose confidence from fear of making mistakes.

Total immersion technique:

This generalized technique in foreign language pedagogy

language on an hourly, daily basis. In essence, the student is being

Compiled & Edited by Abdelmoneim Hassan Adam

Compiled & Edited by Abdelmoneim Hassan Adam

Multiple Intelligences ( MI ) Theory :

The traditional view of intelligence is that it is something we are

1. Word-Smart ( Verbal-Linguistic Intelligence ) :

Compiled & Edited by Abdelmoneim Hassan Adam

2. Number-Smart ( Math-Logic Intelligence ) :

3. Picture-Smart (Visual Spatial Intelligence) :

Compiled & Edited by Abdelmoneim Hassan Adam

4. Music-Smart ( Musical Intelligence ) :

5. Body-Smart (Bodily-Kinesthetic Intelligence):

6. People-Smart ( Interpersonal Intelligence ):

Compiled & Edited by Abdelmoneim Hassan Adam

7. Self-Smart ( Intrapersonal Intelligence ) :

8. Nature-Smart ( Naturalist Intelligence ) :

Many of the activities mentioned above actually overlap in several

What does Multiple Intelligences Theory

Compiled & Edited by Abdelmoneim Hassan Adam

How can we use what we know about MI

Compiled & Edited by Abdelmoneim Hassan Adam

What is meant by Educational Technology?

Compiled & Edited by Abdelmoneim Hassan Adam

Compiled & Edited by Abdelmoneim Hassan Adam

1. Low tech(Low Technology):

students to hear the lyrics clearly. If possible, it should be a song the

Compiled & Edited by Abdelmoneim Hassan Adam

1.Computers and Internet

Compiled & Edited by Abdelmoneim Hassan Adam

Compiled & Edited by Abdelmoneim Hassan Adam

2.Programmed Learning & Computer Assistance Learning (CAL):

3.Interactive White Board ( IWB )

Compiled & Edited by Abdelmoneim Hassan Adam

Compiled & Edited by Abdelmoneim Hassan Adam

Sometimes teachers focused more on the new technology than on

Compiled & Edited by Abdelmoneim Hassan Adam

Compiled & Edited by Abdelmoneim Hassan Adam

Games for Language Learning

They also enable learners to acquire new experiences within a

When We Use Games?