UNIVERSIDAD DEL ACONCAGUA ESCUELA SUPERIOR DE LENGUAS EXTRANJERAS Didactics I

Characteristics of the young language learner

Objectives of the unit: By the end of this unit, you should…: • • • • • • • • become conversant with different approaches to the concept of development be able to identify some key characteristics of young learners of different ages be able to describe the young learners be able to describe what they can do be able to identify what they like to do be able to identify individual differences be able to understand the implications for ELT be able to plan simple activities for young learners

CHARACTERISITICS OF THE YOUNG LEARNER a) En each bubble write the characteristics of young children that you consider most important.

Cognitive development Physical development

Emotional development Social development

b) After having considered the characteristics in the different domains, state the implications for the ESL class. Development Implications Cognitive development

Physical development

Social development

Emotional development

c) Decide if these activities are appropriate for young learners. State your rationale for your decision. Games taken from: 4kids.com/gamespkwordguess.html Activities Activity 1
First the teacher introduces the vocabulary by showing students the cards one after the other. Then later, holds the cards to the chest, making sure students can't see. Draw a big smiley face above and about 6 small smiley faces below. The big face represents the teacher and small faces represent all the students. Students try to guess what card the teacher is holding to his/her chest. Every time they make a wrong guess, the teacher gets a point. When they make a right guess, the students get a point and the teacher pretends to be disappointed that the students are gaining a point. Keep playing until you have exhausted the cards. The students love to beat their teacher. Lots of fun with this!

http://www.english-

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Activity 2
Skills: Most often used to practice present & continuous tenses with prompting questions like, “What’s he doing?” Or to practice gerunds using questions like, “What does he like doing?” Miming games are also good for lessons about daily routines. For example mime your day and get students to describe what you are miming. How to Play: The teacher starts by miming an action and getting the students to guess what he is doing or what the action describes. • After miming a few actions ask students to take turns miming actions and get the other students to guess. You can go as far as miming a story. This will blend in well with story adlibbing.

Activity 3
Skills: This is a great game communicative vocabulary game.. How to Play: Teacher brings two sets of related flashcards to the class. This is ideal for teaching verb-noun, adjective-noun combinations or associations. The sets of cards could be on a combination like the following: Cook – kitchen Watch-TV Mop- floor Set- table Do- homework

Brush- teeth Play- computer games As in the above example, there is a verb card set and noun card set. The teacher shuffles both sets of cards and puts them in two straight lines face down according to the sets. Students take turns guessing which two cards from each set have a combination. A student taking a turn points to a card from the verb set and another from the noun set which she thinks has a combination. The teacher picks up the two cards and students see if they have a collocation or association. If the cards do, then the student has a point when she makes a sentence with the combination. 

Activity 4
Skills: This is a great game for vocabulary and word guessing. How to Play: Stick a card- Word Guessing Game: With this game the teacher splits the class into two teams and calls up a student from one team to the front of the class. The teacher sticks a card or word on the student’s back. Make sure the other students sitting down know what is on the student’s back, but not the student standing. The student standing has to ask the others many questions to guess what is stuck on his/her back. Needless to say that other the students can’t tell the student directly, what the word is. Also, discourage the use of the mother tongue in helping the student guess. Any student looses a point if they try and tell the student directly or use the mother tongue. Students can help him/her guess the word by giving him/her only verbal clues, but only after the student standing has ask a question. For example if the word PIG was stuck behind a student’s back, s/he should ask questions like this: “Is it a person?”, “Is it an animal?” Then the class says “Yes it is animal.” The student standing can follow up to ask “Is it a farm animal?” The student asks questions until s/he has guessed the word correctly and scores a point for his/her team. Set a time limit if need be.

Title: Learning Shapes Workbook Sample Number Of Printable Pages: 34 This mathematic workbook has 31 sheets focusing on working with shapes. Included are sheets for naming and identifying shapes, doing basic arithmetic with shapes, recognizing patterns, and other skills. They are appropriate for all elementary grade levels.
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A fun way to review counting and ordinal numbers. We have six sets of connect the dots workbooks. In 10, 20-30, and 40-50 dot printables.
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