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Английский язык

Developing school children’s foreign language communicative competence

1.

Developing school children’s foreign
language communicative
competence
Anna Kashcheeva

3.

Introduction
Trainings on Teaching Exam Classes
Trainings on Teaching Young Learners
TKT 3 Modules preparation course
TKT YL preparation course
Cambridge CELTA
[email protected]
[email protected]

4.

Have you ever taken a teacher
training course in English?
When was it?
Where was it?
Was it useful?

Aims of the course
to highlight and raise awareness of
• some basic principles of teaching English using
communicative approach
• young learners’ characteristics
• ways of motivating young learners
• how analyse and evaluate materials
• some practical ideas for teaching young learners

6.

Aims of the first session
to highlight and raise awareness of
• sources of motivation and learning environment
• age groups and young learners’ characteristics
• the art of lessons planning for different age groups
• developing learner autonomy

7.

https://www.google.ru

8.

9.

Harmer, J. (2001). The Practice of English Language Teaching. Essex: Pearson Education Limited

10.

Harmer, J. (2001). The Practice of English Language Teaching. Essex: Pearson Education Limited

11.

https://www.google.ru

12.

_______________
motivation is when you engage in
an activity in order to reach a
certain goal

13.

Extrinsic
motivation is when you engage in
an activity in order to reach a
certain goal

14.

Intrinsic
motivation comes from within the
individual.

15.

16.

17.

18.

19.

How can we influence learners’ motivation?
https://www.google.ru

20.

How can we influence
learners’ motivation?
Ur, P., A Course in English Language Teaching, CUP, 2012

21.

Motivation
What do we have to do to motivate young learners?

22.

Motivation
What do we have to do to motivate young learners?
•Grab their attention
•Get them interested
•Make them feel challenged
•Keep them engaged
•Praise them
•Use a variety of activities

23.

How to grab kids’ attention?

24.

How to grab kids’ attention?
a visual aid
a piece of music, a song or a
chant
a question
a story
a word or phrase

25.

AGE GROUPS

26.

Characteristics of Young Learners

27.

Characteristics of Young Learners
https://www.google.ru

28.

Characteristics of Young Learners
•still developing cognitively, linguistically, socially,
emotionally and physically
•often have no obvious reason for learning English
•may not always have well-developed literacy
skills to support their learning of English
•may often learn slowly and forget quickly
TKT YL, Handbook for teachers

29.

Does it refer to kids or older students?
https://www.google.ru

30.

31.

How do children learn their first language?

32.

How do children learn their first language?
a) by imitating adults
b) by experimenting and trying out hypotheses
about how the language works
c) both of the above

33.

How do children learn their first language?
a) by imitating adults
b) by experimenting and trying out hypotheses
about how the language works
c) both of the above

34.

How important is motivation in successful
language learning?
a) not really important
b) the most important factor
c) an important factor but not the only one

35.

How important is motivation in successful
language learning?
a) not really important
b) the most important factor
c) an important factor but not the only one

36.

ASSUMPTIONS ABOUT AGE AND LANGUAGE
LEARNING
1. Younger children learn languages better than older
ones; children learn better than adults.
2. Foreign language learning in school should be
started at as early an age as possible.
3. Children and adults learn languages basically the
same way.
4. Adults have a longer concentration span than
children.
5. It is easier to interest and motivate children than
adults.

37.

Behaviourist view and audio-lingual approach

38.

Behaviourist view and audio-lingual approach
imitation, practice and habit formation;
repetition in the form of drills,
accuracy and the avoidance of errors;
positive reinforcement and praise
Skinner B.F., Verbal behaviour, 1957

39.

What can we do at the very beginning of the lesson
when we work with primary school children?

40.

What can we do at the very beginning of the lesson?
https://www.google.ru

41.

https://www.youtube.com/watch?v=CSqVcTcQ_pc

42.

How are you?
I’m happy

43.

How are you?
I’m sad

44.

How are you?
I’m tired

45.

How are you?
https://www.google.ru

46.

- How are you?
- I’m ...

47.

Analysis
Why do we teach emotions?
What other routines might we use in class?

48.

Analysis
Why do we teach emotions?
What other routines might we use in class?

49.

Reward Chart

50.

Lesson structure
for primary school children

51.

Lesson structure
for primary school children

52.

Lesson structure
for primary school children
Hello circle

53.

Lesson structure
for primary school children
Hello circle
https://www.google.ru

54.

Lesson structure
for primary school children
Hello circle
Revision
https://www.google.ru

55.

Lesson structure
for primary school children
Hello circle
Revision
https://www.google.ru

56.

Lesson structure
for primary school children
Hello circle
Revision
New Language
https://www.google.ru

57.

Lesson structure
for primary school children
Hello circle
Revision
New Language
https://www.google.ru

58.

Lesson structure
for primary school children
Hello circle
Revision
New Language
Music and movement
https://www.google.ru

59.

Lesson structure
for primary school children
Hello circle
Revision
New Language
Music and movement
https://www.google.ru

60.

Lesson structure
for primary school children
Hello circle
Revision
New Language
Music and movement
Focused task
https://www.google.ru

61.

Lesson structure
for primary school children
Hello circle
Revision
New Language
Music and movement
Focused task
https://www.google.ru

62.

Lesson structure
for primary school children
Hello circle
Revision
New Language
Music and movement
Focused task
Story
https://www.google.ru

63.

Lesson structure
for primary school children
Hello circle
Revision
New Language
Music and movement
Focused task
Story
https://www.google.ru

64.

Lesson structure
for primary school children
Hello circle
Revision
New Language
Music and movement
Focused task
Story
Homework, goodbye
https://www.google.ru

65.

Characteristics of juniors and teens

66.

Characteristics of juniors and teens
According to Brewster (2004: 27) juniors and teens:
• are still in the process of learning their L1;
• learn more slowly and forget things quickly;
• can easily be distracted;
• are self-oriented;
• are very energetic and enthusiastic;
• can be disruptive or over-active;
• are very emotional and can get bored easily;
• can be focused for a significant time if interested.
Brewster, J., Gail, E., Girard, D. (2004). The Primary English Teacher’s Guide. Essex: Pearson Education Limited

67.

Characteristics of juniors and teens
Although Penny Ur suggests that teenage students are in fact
overall the best language learners (1996:286), there is a belief
that teenagers are often less motivated than both younger
children and adults (Puchta 1999: 4).
Puchta, H., Schratz, M. (1999). Teaching Teenagers. Model activity sequences for humanistic language learning. Essex: Pearson Education Limited
Ur, P. (1996). A Course in Language Teaching. Cambridge University Press

68.

Characteristics of juniors and teens
According to Harmer (2001:39), young learners need
individual attention and approval from the teacher, whereas
peer approval might be essential for adolescents. Also,
children usually have a low awareness of the social skills
basic to cooperative interaction. What is more, they might
present outright discipline problems being apathetic and
unruly.
Jeremy Harmer, The Practice of English Language Teaching, Pearson, 2001

69.

Teacher’s role

70.

Teacher’s role
• find ways how to motivate students
• cater for different learning styles
• provide varied interesting activities
• create and exploit opportunities to personalise and go at
learners' pace
• have clear rules
• encouraging learners to perform better in class
• promote learner autonomy