Instructions: Type your answers below the appropriate questions.
Portfolio Task 10.1
Look at the picture on the next page which has been taken from a young learners’ course book. What can it be used to teach?
This picture describes imperative (suggestions and how to make up by using Let, we can see that young learners can memorize new words as a result of learning action verbs belonging to through various action games. They learn “can”by playing game.
Reflective Learning Journal Task 10.2
A colleague asks you the following question.
I’ve got to teach a class of 13 year olds next week and I’ve never taught
teenagers before. How are they different from adults?
What would you say?
Minimum word length of 100 words
Teenagers will have a low boredom threshold so use activities and remember that they will need a sense of achievement, not failure, in order to maintain motivation. Make learning English a rewarding activity to develop a positive approach to language learning, the motto at this age is being fair and friendly. Write neatly. The learners will not be able to make guesses from untidy writing as easily as they can in their own language. Remember that students at this age are very impressionable and will be influenced by your ideas and attitudes.
Small children don’t have a driving motivation to learn languages. Their attention is fuelled by curiosity and imagination. Anything and everything is potentially interesting to a younger child. It takes a lot of energy to teach them, especially full time over the course of a week, but it might be an ideal job for you if you’re creative and enthusiastic. Here are some things to keep in mind when teaching children.
Portfolio Task 10.2
Choose a song and design an activity to go with it. Remember to state level and aims
1. Listen to the song
That’s it – start things off by just listening. It’s important to remember that this is supposed to be a fun activity; don’t make it too serious or boring.
As an alternative, I will show a video clip if I have one – in fact, I strongly recommend it, as it will cater to more learners’ learning preferences.
I will ask learners if they’ve heard it before, and don’t overload them with tasks at this point; simply let them enjoy the music.
Objectives: to introduce the unit topic; to warm up
Play the DVD. Ask the pupils to listen to and repeat the song.
Ask which words they recognised.
DVD script:
It’s my house. It’s my home!
It’s my living room. I watch TV.
It’s my bedroom. I play with my toys.
It’s my bathroom. I wash my teeth.
It’s my kitchen. I have my lunch.
It’s my house. It’s my home.
This time, I give learners the chance to read the lyrics to the song. At this point I might do one or more of the following activities:
Learners can just read the lyrics while they listen. They can possibly highlight unknown words for later discussion.
I make a lyric worksheet as a gap fill; learners fill in the gaps as they listen.
I make cut-out strips of selected missing words and again make a lyric worksheet as a gap fill; this time learners match the word strips to the gaps as they listen.
|
