young learners

Tweaking my young learner teaching

I start my PGCEi next month. I’m really looking forward to having an extra reason to reflect on my classroom practice, overall approach, etc, and delving into research about how children learn and develop.

I’m focusing on primary level learners during the course. I have experience teaching ‘upper’ primary age groups (aged 9-11), but I’d love to learn more about teaching younger primary learners. I felt a bit out of my comfort zone teaching younger learners during the CELTA YL extension course a few years ago. With this in mind, the PGCEi is a perfect opportunity to gain more experience and understanding of YL teaching and child development. (more…)

Book review: ELI Vocabulary in Pictures

This week I received a huge box of resources from ELI Publishing. The first book that caught my eye was ELI Vocabulary in Pictures, which looks like a useful and good value resource.

Vocabulary in Pictures (VIP) is a picture book aimed at A1-A2 level young learners. It introduces more than 1000 words (nouns, verbs, adjectives and prepositions) through various thematic situations. It has a digital component, which includes audio recordings for each word plus some interactive activities for learners. (more…)

Lesson idea: Introducing inventions (2)

My Primary students (aged 11) are studying technology and inventions at the moment. I used this activity to introduce the topic – it worked well. This idea could be used for generating interest, sharing personal responses, developing schematic knowledge, revising comparatives, developing spoken fluency, and much more… It’s amazing what a few images can too – it’s fairly low-prep.

  1. Students work in pairs or groups. Give each group some images of inventions (like above). Do a ‘name the invention’ mini whiteboard challenge, or some variation. Use word scrambles for support (e.g. theelonep = telephone). Check and drill the invention names
  2. Instruct students to put the images in order – which was invented first?

Give them process language to help, e.g.

A: I think _______________ was invented before ____________

B: I agree / maybe / hmmm, I’m not sure. I think….

Etc. (more…)

Book review: Classroom Community Builders

I’ve just received a copy of the latest book from Alphabet Publishing. Walton Burns is following up last year’s ’50 Activities for the First Day of School’ with a new cookbook of ideas for building a classroom community.

Burns states this book is a natural continuation to his previous offering, which was a compendium of icebreaking activities. Having considered the role of icebreakers more, he reflects that these types of activity aren’t always used effectively in lessons. Many icebreakers encourage teamwork, and are best used when they are a) relevant to the content of the class, and b) give learners the feeling of accomplishment. With this in mind, he offers a range of activities that go beyond simple rapport builders – aiming instead to build a culture of collaboration and community from day one.

The book is organised in four sections:

  • Set Your Expectations
  • Working Together
  • Getting To Know You
  • Getting to Know Your Teacher

(more…)

Supporting young learners

Young learner classes at our school are mostly organised by age. This means there can be quite a range of abilities, and differentiation* is an important part of planning.  I generally find that our materials can be a bit on the tough side for my class, so I’m used to providing more support rather than extension tasks.

Here’s an example of how I supported my young learners in class last week. We were studying celebrations. I produced lots of short reading texts about different festivals/events and displayed these around the room. I’d made a couple of words in each text bold. Students did a vocabulary matching task, here’s part of it…

support

Note the HELP box. If students felt they needed more help they could move the box. There was a clue underneath telling them which text the word appeared in (e.g. ‘Text A’). This meant their choice was narrowed down to two words. (more…)

Workstations for reviews (young learners)

I saw my boss use a simple workstation activity during a peer observation. It was a really good way to prepare students for their final task. I often include a quick 10-15 minute workstation activity in my YL classes now. Here’s an example from the other day.

The task was for my teens to produce a doctor/patient dialogue. During the lesson we reviewed vocabulary for illnesses, listened to a model conversation, identified important language (e.g. giving advice), and so on. As a pre-task students worked in groups of 4 and completed a short review task at various stations around the room:

workstation1

At station 1 students listed target language or other useful phrases that might help them when writing their dialogues.

workstation2

At station 2 students reviewed a dialogue from the lesson. They put the dialogue in the correct order and practiced reading it (text from Beyond A2+ published by Macmillan).

workstation3

Note: thanks to Rabia Ahmad who pointed out the spelling error in the above dialogue!

At station 3 students practised saying chunks of language, with a focus on how they sound in connected speech. During the activities this was the station I monitored as students required clear modelling of each phrase. On reflection, using a pronunciation task at one of the stations was problematic (classroom management-wise) but still useful.

At station 4 (the interactive whiteboard) students reviewed useful vocabulary by playing a game on Quizlet.

I could have used various different tasks during the workstations. The review game proved to be a bit of a distraction on a couple of occasions, but it was a fun feature to include. The activity at station 1 was probably the most useful as students had some good ideas to refer to while creating their dialogues.

Learning points

  • During the CELTA YL extension course we had an input session on workstations. Most of the workstation tasks seemed much longer or more substantial. However, there’s no reason why workstations can’t just be a short and snappy way to review learning and provide a change in classroom dynamic.

If you want to try something like this…

  • If you use the same set up then make sure each task is ‘stand-alone’. You can’t have one task as a prerequisite for another in the way I’ve arranged it here, but you could make some tweaks if you want that to happen.

Feature image: Puzzle by Davo Sime from the Noun Project