Program Map Unit 8
Subject : English
Code :
Credits : 3
Lecturer*) :
University*) : Universitas Muhammadiyah Malang
URL e-learning Address**): bingpgsdumm.blogspot.com
Standard Competency : The teachers will be exposed to practical tips on how to use language
Basic Competencies :
1. Students are able to identify the principles of teaching English to young leraners.
2. Students are able to identify the principles of teaching each language skill for young learners using various media.
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Rabu, 19 Oktober 2011
(1. General characteristics of Young Learners) 1. Young Learners Characteristics
Young learners are the learners between five to ten (Scott and Ytreberg, 1990). Five to seven year olds are in level one of beginner stage and eight to ten year olds are in level two of beginner stage. In level two the children may have been learning the foreign language. Scott and Ytreberg (1990) continues that in teaching English to young learners, words are not enough. The children will be more benefited by the involvement of movement and senses.
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(1. General characteristics of Young Learners) 2. Classroom Atmosphere and Management
We are all affected by the environment. It affects how we feel, how comfortable we are, how comfortable we are, how we relate to others, and how sucessfully we accomplish what we set out to do. In learning, both children and adults are affected by the environment. Of course, environment here means the classroom. That is the reason why classroom must be the environment where the learners are happy to study. Are your students happy being in your class? What do you understand about classroom atmosphere and management? The folowing explanation gives you insight about classroom atmosphere and management.
Classroom atmosphere is related to the conditon that support the students’ learning. In classrooms for young learners, atmosphere which links the learning materials and real life is important. It includes the seating arrangement, classroom arragement including decoration arragement, and classroom members interaction. In EYL classroom, seating arragement must be made based on the skills. For listening class, teathre seating arrangement is appropriate because it give similar opportunity to the students to get what they have listened. Besides, it is also appropriate for the other skill-writing-because the students need to concentrate to the paper and pencil in front of them without comprehensive discussion with friends. Meanwhile, U-shape is appropriate for speaking and reading class. It is appropriate for those two skills because they need to have discussion. Because the students and teachers can see each other, they can listen every information clearly. To know different seating arrangement, check this seating arrangement. The other way to set a class for young learners is using circle time in class.
Meanwhile, classroom management is related to the process how the teacher conduct the lesson smoothly with the students cooperation. It includes how to motivate the students to learn and how to discipline them. If English is the foreign language for young learners, the teacher need to motivate the students in learning English so that they will easily learn English. Once children feel secure and content in the classroom, they can be encouraged to become independent and adventurous in the learning of the language. Furthermore, disciplining the students in EYL class can be done by doing daily routines. The students understand their roles if they are conditioned with daily routines. In these routines, the students are drilled to use language without any burden.
Classroom atmosphere is related to the conditon that support the students’ learning. In classrooms for young learners, atmosphere which links the learning materials and real life is important. It includes the seating arrangement, classroom arragement including decoration arragement, and classroom members interaction. In EYL classroom, seating arragement must be made based on the skills. For listening class, teathre seating arrangement is appropriate because it give similar opportunity to the students to get what they have listened. Besides, it is also appropriate for the other skill-writing-because the students need to concentrate to the paper and pencil in front of them without comprehensive discussion with friends. Meanwhile, U-shape is appropriate for speaking and reading class. It is appropriate for those two skills because they need to have discussion. Because the students and teachers can see each other, they can listen every information clearly. To know different seating arrangement, check this seating arrangement. The other way to set a class for young learners is using circle time in class.
Meanwhile, classroom management is related to the process how the teacher conduct the lesson smoothly with the students cooperation. It includes how to motivate the students to learn and how to discipline them. If English is the foreign language for young learners, the teacher need to motivate the students in learning English so that they will easily learn English. Once children feel secure and content in the classroom, they can be encouraged to become independent and adventurous in the learning of the language. Furthermore, disciplining the students in EYL class can be done by doing daily routines. The students understand their roles if they are conditioned with daily routines. In these routines, the students are drilled to use language without any burden.
(1. General characteristics of Young Learners) 3. simulation
After understanding the theory of applying circle time in teaching English to young learners, please plan a circle time with My Feelings.
(2. Classroom Language) 1. Young Learners Language Development
Young learners are the learners between five to ten (Scott and Ytreberg, 1990). Five to seven year olds are in level one of beginner stage and eight to ten year olds are in level two of beginner stage. In level two the children may have been learning the foreign language.
What the children can do at their own level (between five to seven years old)?
• They can talk about what they are doing.
• They can tell you about what they have done or heard.
• They can plan activities.
• They can argue for something and tell you why they think what they think.
• They can use logical reasoning.
• They can use their vivid imaginations.
• They can use a wide range of intonation patterns in their mother tongue.
• They can understand direct human interaction.
What the children can do at their own level (between eight to ten years old)?
• They can tell the difference between fact and fiction.
• They ask questions all the time.
• They relate language and action to understand meaning.
• They can decide their own learning.
• The can say what they like and don’t like doing.
• The start to ask the teacher decision.
• They like work with others and learn from others.
• They are competent users of mother language.
Furthermore, Oesterreich notes some children language development by the time they start their school as follows.
■ Age 5 to 6
Typical language skills
1. Speaks with correct grammar and word form.
2. Expresses self in pretend play.
3. Writes first name, some letters, and numbers.
4. Reads simple words.
Nurture the child’s language skills
1. Read books with children everyday.
2. Encourage pretend play. Help children create properties from old sheets, cardboard box, and household items. Sho children how label their creations with simple signs like “Shoe Store” or “Tickets.”
3. Encourage children to put on simple plays and shows.
4. Let children help you sort something and cut ads out of the newspaper.
5. Ask the children to help you locate and find grocry items in the grocery store.
6. Check how many store signs recognized by the children.
Try songs and fingerplays
Songs and fingerplays are always interesting to children. Some familiar songs for parents and teachers can be used in their foreign language learning such as “Hokey Pokey”, “Farmer in the Dell”, “If You’re Happy and You Know It”, “Old MacDonald Had a Farm”, and “Five Little Monkeys”. Furthermore, children also delight in fingerplays such as “Two Little Blackbirds”, “One Little Finger”, and “Itsy Bitsy Spider”.
What the children can do at their own level (between five to seven years old)?
• They can talk about what they are doing.
• They can tell you about what they have done or heard.
• They can plan activities.
• They can argue for something and tell you why they think what they think.
• They can use logical reasoning.
• They can use their vivid imaginations.
• They can use a wide range of intonation patterns in their mother tongue.
• They can understand direct human interaction.
What the children can do at their own level (between eight to ten years old)?
• They can tell the difference between fact and fiction.
• They ask questions all the time.
• They relate language and action to understand meaning.
• They can decide their own learning.
• The can say what they like and don’t like doing.
• The start to ask the teacher decision.
• They like work with others and learn from others.
• They are competent users of mother language.
Furthermore, Oesterreich notes some children language development by the time they start their school as follows.
■ Age 5 to 6
Typical language skills
1. Speaks with correct grammar and word form.
2. Expresses self in pretend play.
3. Writes first name, some letters, and numbers.
4. Reads simple words.
Nurture the child’s language skills
1. Read books with children everyday.
2. Encourage pretend play. Help children create properties from old sheets, cardboard box, and household items. Sho children how label their creations with simple signs like “Shoe Store” or “Tickets.”
3. Encourage children to put on simple plays and shows.
4. Let children help you sort something and cut ads out of the newspaper.
5. Ask the children to help you locate and find grocry items in the grocery store.
6. Check how many store signs recognized by the children.
Try songs and fingerplays
Songs and fingerplays are always interesting to children. Some familiar songs for parents and teachers can be used in their foreign language learning such as “Hokey Pokey”, “Farmer in the Dell”, “If You’re Happy and You Know It”, “Old MacDonald Had a Farm”, and “Five Little Monkeys”. Furthermore, children also delight in fingerplays such as “Two Little Blackbirds”, “One Little Finger”, and “Itsy Bitsy Spider”.
(2. Classroom Language) 2. Words and Movement
The following conversations are conversations in the classroom. Pay attention to them.
Conversation 1
Pupil 1 : Can I borrow your pencil, please?
Pupil 2 : Yes
Pupil 1 : Thanks
Conversation 2
Teacher : What is this called in English? Anyone know? Guess Juan, do you know?
Juan : Sorry, I don’t know.
Teacher : Okay. Well, it’s called jam.
Conversation 3
Pupil : Can I have a pair of scissors, please?
Teacher : Of course. You know where they are – in the cupboard
Pupil : Thank You.
Conversation 4
Pupil 1 : Whose turn is it to get the books?
Pupil 2 : Elvira’s
Pupil 1 : Your turn Elvira.
Elvira :Okay.
From the conversations we can notice some common expressions used between the teacher-pupil, pupil-teacher, pupil-pupil. To make the conversation in class effective some short and clear expressions are commonly used. Teacher and students can make used of cards containing of common expressions used in a class. The following is the example:
The following are the example of classroom language:
Opening
Good morning everyone.
Who is absent today?
Let’s pray together.
Why were you late?
Main Activities
Repeat after me.
Excellent!/That’s very good!/Well done!
Photosynthesis can be seen in …
Raining is the example of …
Do you understand what I mean?
Get into groups of three.
Any suggestions?
Closing
Time is over.
To sum up, I can say that today we talk about …
Let’s pray together.
Furthermore, students will be easily use and memorize the vocabulary and expressions used in English if there is the balance use of words and movements. For example, instead of yelling to the grade 1students to quiet for starting the class, the teacher can use clap and chant “Good Morning”. Some other chants can be used by the teacher and students in understanding the vocabulary related to the lesson, such as “I’m Happy” for emotions and “If I were” for occupations or ideas. Check the chants, and act them out. See the example of those chants. The other way to attract students attention is moving along music and song. “If You’re Happy and You Know It” is one of children songs that can be used in starting the class for warming up.
To see the activities which relate words and movements in the class, click here.
Conversation 1
Pupil 1 : Can I borrow your pencil, please?
Pupil 2 : Yes
Pupil 1 : Thanks
Conversation 2
Teacher : What is this called in English? Anyone know? Guess Juan, do you know?
Juan : Sorry, I don’t know.
Teacher : Okay. Well, it’s called jam.
Conversation 3
Pupil : Can I have a pair of scissors, please?
Teacher : Of course. You know where they are – in the cupboard
Pupil : Thank You.
Conversation 4
Pupil 1 : Whose turn is it to get the books?
Pupil 2 : Elvira’s
Pupil 1 : Your turn Elvira.
Elvira :Okay.
From the conversations we can notice some common expressions used between the teacher-pupil, pupil-teacher, pupil-pupil. To make the conversation in class effective some short and clear expressions are commonly used. Teacher and students can make used of cards containing of common expressions used in a class. The following is the example:
The following are the example of classroom language:
Opening
Good morning everyone.
Who is absent today?
Let’s pray together.
Why were you late?
Main Activities
Repeat after me.
Excellent!/That’s very good!/Well done!
Photosynthesis can be seen in …
Raining is the example of …
Do you understand what I mean?
Get into groups of three.
Any suggestions?
Closing
Time is over.
To sum up, I can say that today we talk about …
Let’s pray together.
Furthermore, students will be easily use and memorize the vocabulary and expressions used in English if there is the balance use of words and movements. For example, instead of yelling to the grade 1students to quiet for starting the class, the teacher can use clap and chant “Good Morning”. Some other chants can be used by the teacher and students in understanding the vocabulary related to the lesson, such as “I’m Happy” for emotions and “If I were” for occupations or ideas. Check the chants, and act them out. See the example of those chants. The other way to attract students attention is moving along music and song. “If You’re Happy and You Know It” is one of children songs that can be used in starting the class for warming up.
To see the activities which relate words and movements in the class, click here.
(2. Classroom Language) 3.Quiz on Classroom Language
Today you are going to teach your students about My School. Please use classroom language which consist of opening, main activity, and closing.
Opening:
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Main Activities:
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Closing:
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Opening:
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Main Activities:
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Closing:
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Langganan:
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