Theoretical Part

1.1 Development and procuring the language

1.1.1 Working with children
1.1.2 Children's inventive use of restricted language resource
1.1.3 Development of talked language
1.2 Who are youthful learners?
1.2.1 rimary training
1.2.2 Why educate !nglish at primary level
1.3 "otivation and imagination
1.3.1 "otivation and the teacher
1.3.2 #ow can teacher improve learner's inspiration?
1.3.3 Creativity
1.3.$ What demotivates young children from learning?
1.$ %rgani&ation of the classroom
1.$.1 'he format of the classroom
1.$.2 (rouping the kids
1.) "ethods utili&ed for teaching children
1.).1 'otal hysical *esponse
1.).2 Communicative +pproach
1.).3 'he +udiolingual system
1., -sing games for dialect teaching
1.,.1 What is a game?
1.,.2 What types of games are .est to use and why?
1.,.2.1 /oung learners and games
1.,.3 !ffective correspondence or accuracy?
1.,.3.1 Code0control diversions
1.,.3.2 Communication diversions
1.,.$ 1earning .y doing
1.,.$.1 *ole0play and dialogues
1.,.$.2 Drama e2ercises
1.,.$.3 *hymes3 chants and melodies
Practical Part
1
Introduction
4n the late years there has .een an enormous e2pand in showing dialects at
schools. !nglish is sought after in schools even in lower essential classes. 'eachers need
to discover intriguing and pleasant courses keeping in mind the end goal to include kids
in effective learning process and upgrade their advancement3 which is for the most part
not a simple task. 'hat is the reason 4 have picked the su.5ect concerning games like
e2ercises. 4 will attempt to manage an in6uiry whether children can take in an outside
dialect less demanding and speedier with the assistance of games. +musements
empower learner's fi2ation and include the component of fun. 'hey are characteristic for
kids and reenact genuine circumstance7 through games nearly all voca.ulary and
punctuation could .e learnt.
+mong various wellsprings of kids' enthusiasm toward the dialect learning
procedure3 games appear to .e e2ceptionally imperative. Clearly3 there are a lot of
different sources3 for e2ample3 pictures and stories. ictures serve as a visual .oost3
while diversions use .oth visual and aural channels and enact dialect generation and3
here and there3 physical development.
Children love to play and they take part in an amusement with more e2citement
and a.ility than in whatever via.le classroom task. /et3 games are fre6uently seen as
enthralling e2ercises. 'here are teachers who neglect to understand the imperativeness
of games3 thinking of them not as an a.undance of different systems and an open door
for true correspondence yet an uncontrolled and loud e2ercise in teaching. %n the other
hand3 kids learn .etter when they are dynamic.
4n the theoretical part of my theory 4 will deal with the meaning of young
learners and 4 will take a look at the important aspects that impact youngsters' learning
procedure3 as inspiration3 association of the classroom and additionally techni6ues and
methods used .y dialect educating dialect. 4 will specify the parts of the teachers and
learners in an !nglish classroom.
4n the practical part 4 am going to present lesson plans arranges that include
aspects and strategies used in the first part. 'hese lesson arrangements could .e used as
supplementary materials as they present fundamental points as '8um.ers'3 '9ody parts'3
'4nstructions'3 etc. 'he larger part of presented lesson plans are focused on my
2
e2perience and learning descri.ed in the theoretical part. "y point is additionally to
show the enthralling method of learning in the practical part.
1.1 Development and procuring the language
4ndividuals start learning language much sooner than ver.al memory creates.
'he ways in which people o.tain language emphatically affect future advancement.
/oungsters are hard0wired to get language from the individuals around them3 whether
any.ody heartily shows them or not3 however parents can decide to give a stronger or
weaker esta.lishment for later achievement.
4nstructing new.orn children to talk can include giving shifted e2periential
chances to learning. 4n !nglish0talking societies3 instructing new.orn children to talk
standard !nglish as their local dialect further reinforces their capa.ility to e2ceed
e2pectations.
+s indicated .y the most recent e2ploration it was discovered that kids secure
dialect considera.ly all the more effectively at their .a.y age. 9y discernment and
listening they take in the dialect characteristically. +s of now the little infants and .a.ies
who are presented to commonplace contact with second dialect o.tain the dialect
conse6uently.
+t the point when the kids .esides have the opportunity to peruse .ooks or
maga&ines for .a.ies3 they get ac6uainted with the composed type of the dialect and
have no issue to manage messages and letters later at school.
'his concerns numerous families3 where the mother talks *omanian and the
father is an outsider. %n the off chance that the kid listens to .oth local and second
dialect consistently at home3 it is common for him:her to learn .oth dialects3 that is to
understand and talk fluidly additionally the second dialect.
4n the event that the parents hold up with dialect training of their kids until they
are more esta.lished3 the learning process and talking gets significantly more
trou.lesome for them.
-ntil the age of seven3 kids have an inaliena.le limit for learning dialects. +s
long as they are presented to a dialect3 they will evaluate the way it works and talk it
generally fluidly. ;even is thought to .e <discriminating age<.
4t is said that at this age the youngsters ought to .egin to take in a remote
dialect on the grounds that after this discriminating minute they are said to lose the
capacity to gain it characteristically.
3
'hat is the reason 4 would recommend parents to e2pose their kids to the
second dialect at the earliest opportunity in their childhood .ecause the younger the
child is3 the easier for him:her is to comprehend and get the dialect and have no issues
with words3 importance3 talking smoothly and without a stress.
1.1.2 Working with kids
#aving the data from the 4nternet3 4 set out say that kids can comprehend the
dialect much prior .efore they start to talk. 'hey are used to the <sounds< of the dialect
and with the assistance of motions3 .ody development or facial declarations they can get
the message.
When they later go to the grade school they don't have any more issues in
learning the .asics of the language and they use their capa.ility of correspondence as a
part of all schoolwork.
1.1.2 Children's inventive use of restricted language resource
4n their youth and at the start of their dialect advancement youngsters regularly
make their words and articulations3 which then come into the family voca.ulary. 'his
turns into a key a piece of dialect improvement on the grounds that it .uilds youngsters'
innovativeness and the capa.ility to use the dialect. We can watch this when kids start to
take in their primary language.
=ids3 particularly youthful learners3 have a tendency to make their linguistic
structures or words when they need to say a sentence or interpretation. #owever with
the little information of words they are not fit to e2press the careful significance so we
have to portray it with an alternate compara.le word or they simply attempt to use their
local dialect with an outside stress3 honing the sound and 5oining.
We e2tend our assets as far as possi.le. 'he whole time3 we may well produce
temporarily and ine2act and inept language > in language teaching terminology called
<metalanguage<.
1.1. Development of talked language
$
+t the point when adolescent youngsters land to nature's domain3 they have
encounters with using their local dialect > they can discuss what they are doing or a.out
their last or future e2ercises3 they can let you know what they think or what they need3
they can use consistent thinking and creative a.ility.
+ccording to "yers and 9urnett ?.y the age of three3 children may use
a.out a thousand words. 'his will increase to 2@@@01@ @@@ .y the age of fiveA B2@@$C
2$D.
Eor children it is natural to learn to speak in an environment where the
language is used around them. Erom the moment they were .orn3 they have .een taught
to e2press themselves effectively and speak in a meaningful way. 'hey learn how to use
the language for their purpose.
Children learn a.out language .y interacting with those around them7 using the
conversation3 they grasp the conventions of spoken language and a.sor. the values and
.eliefs through the language used .y people around them.
4n teaching children the most important part is to support their communicative
attempts and the successful development of the language. Eor effective encouragement
"yers and 9urnett recommend the teacher should provideC
F %pportunities for learning language in conte2t7
F %pportunities for children to interact with one another and grown0ups7
F !ffective grown0up models for talking and ensuring that children are
e2posed to a wide range of spoken language7
F +ctivities in which children communicate for their purposes7
F lenty of support and affirmation7
F +n environment that fosters childrenGs continuing interest in language.
B"yers3 9urnett 2@@$C 2)D
)
1.2 Who are !outhful learners"
+dolescent learners should .e youngsters from the first year of formal
educating Bfive or si2 years of ageD to eleven or twelve years old. 9e that as it may3 the
period of youngsters is not critical for how develop they are.
+s for hillips <there are numerous elements that impact youngsters'
developmentC for instance3 their society3 nature Bcity or countryD3 their se23 the desires of
their associates and parents.<
'he author reports that a decent teacher ought to .e mindful of these contrasts
and that is the reason the sorts of e2ercises he:she chooses to use with a class must .e
affected .y his:her learning of their circumstances3 state of mind3 and interests rather
than simply the premiums as opposed to essentially .y the kids' physical age.
4t is individual how rapidly the kids create. 'here is a distinction .etween how
gifted the kids are not relying upon their distinctive ages. ;ome youngsters create later
than others.
+s a rule3 it is accepted that five to seven year old kids are all at the same >
learner level. 'he eight to ten year olds might additionally .e learners3 or they may have
.een taking in the remote dialect for 6uite a while3 so there are .oth level one and level
two students in the eight to ten age groups.
/tre.erg specifies some fundamental aspects of the adolescent dialect learnersC
Children fre6uently have issues to recogni&e this present reality from the
fictional universe. 4t might .e trou.lesome for teachers to adapt to it and to comprehend
their view of reality.
When working or playing they 5ump at the chance to .e went hand in hand
with others. 'he greater part of them don't prefer to work alone.
'hey use dialect aptitudes much sooner than they are mindful of them.
'hey adore to play and the learning itself might .e powerful 5ust on the off
chance that they are living it.
'hey learn .y impersonates3 using motions and .ody developments. 'he
physical world is e2tremely essential and predominant at all times.
'hey have a very short attention and concentration span.
'hey don't generally comprehend the universe of grown0ups.
,
'he teacher needs to use the directions as a part of a fitting way and use the
dialect and e2pressions so that the youngsters can undou.tedly get the message.
+dolescent youngsters are persuaded when they are commended. 4t is
e2ceptionally vital to support their energy from the earliest starting point of learning.
hillips accept that <the more youthful the youngsters are3 the more holistic
learners they will .e. "ore youthful learners react to dialect as indicated .y what it does
or what they can do with it3 instead of treating it as an intelligent diversion or theoretical
framework. 4n any case there are .oth favora.le circumstances and draw.acksC from
one viewpoint3 they react to the significance underlying the dialect used and don't stress
over individual words or sentences7 on the other3 they do not make the e2planatory
connections that more esta.lished learners do. "ore youthful learners have the point of
interest of .eing incredi.le copies3 are fre6uently unselfconscious3 and are normally
ready to en5oy the e2ercises the teacher has ready for them. #ere are a few focuses as
for hillips to consider when teaching youthful learnersC
0the e2ercises should .e straightforward enough for kids to understand what is
normal to them.
0 the activities should .e interesting and inside kids' capacities3 so that the
learners can without much of a stretch achieve their o.5ective.
0 the task should .e empowering and persuading for learners to feel fulfilled .y
their work.
0 written e2ercises should .e used very little. 4n the si2th or seventh year of age
the kids are not yet so great at composing in their native language.
0 the e2ercises should .e simple enough so that the children understand them.
8owadays learners are <over0.urden< .y the measure of data and encounters.
Eor teachers of young kids it is in some cases e2ceptionally hard to keep their
concentration. 4t could .e disrupted .y numerous components. When all is said in done
one can see that the kid can't focus on one specific thing3 su.5ect or action more than
few minutes. 'he teacher should choose the e2ercises to keep kids' interests. 4t is good
to divide the lesson into shorter tasks .ecause the children like the moment of surprise
and they do not know what they e2pect ne2t. 'eachers should keep the amount of new
language items introduced to a sensi.le level and should present and practice new
language su.5ects in various distinctive ways.
+s young children grow and mature they .ring more learned3 motor3 and social
aptitudes to the classroom3 and also a more e2tensive learning of the world. 'he focus
H
should continue on .eing on dialect as a way of communication and not on the sentence
structure3 however the capacity of older kids to make logical links and deductions could
.e e2ploited.
'he teacher can give such assignments to them in which they can find simple
grammatical rules7 their consideration could .e centered around the structure of the
language to help them figure an 'inside punctuation' of their own.
'he types of e2ercises that work well are games and tunes with movements3
complete physical reaction e2ercises3 tasks that include coloring3 cutting and sticking3
simple stories and repetitive speaking activities that have an o.vious communicative
value.

1.2.1 Primar! training
hillips assumes the years at grade school as <to a great degree essential for
youngsters' educated person3 physical3 enthusiastic and social advancement. 'hey
e2perience an arrangement of stages3 continuously getting aptitudes that are thought
vital .y the general pu.lic they live in. + num.er of these a.ilities are related3 and if one
has not .een sufficiently created3 the securing of an alternate may .e hindered.
%n the physical side3 young children need to develop .alance3 spatial
awareness and fine control of certain muscles in order to play sports and perform
everyday actions such as dressing themselves3 cleaning their teeth3 coloring3 drawing
and composing.
;ocially3 young learners need to create a series of attri.utes to empower them
to fit into the general pu.lic they live in3 to get mindful of themselves in connection to
others3 to share and co0work and to .e confident without .eing forceful. 'hey should
have the capacity to accept criticism and get self0critical3 to .e aware of how they learn
and to e2plore different learning styles3 to arrange their work and to .e open and
interested in all that surrounds them.
1.2.2 Wh! educate #nglish at primar! level"
'o help kids ac6uire !nglish3 let them hear and e2perience the dialect since
they are little. 4t is known the fact that young children learn a new language easily than
older people. Despite this fact we can 6uestion whether kids can learn more effectively
I
than grown0ups. 4n any case3 it depends generally on teachers how they can help
learners to progress 6uickly at any level of educating.
4n any case3 9rumfit3 "oon and 'ongue assume various reasons3 why showing
!nglish is fundamental not 5ust inside educating and instructive frameworkC
the need to e2pose youngsters from an early age to an understanding of outside
societies with the goal that they grow up tolerant and thoughtful to others7
'he need to link communication to the understanding of new concepts7
'he need for ma2imum learning time for important languages > the earlier you
start the more time you get7
'he advantage of starting with early second language instruction so that later
the language can .e used as a medium of teaching.
+s 4 said .efore3 there is the in6uiry3 whether kids are preferred learners of
dialects over grown0ups. 'here may .e numerous reasons why is it so. 1et me offer
some of themC
Children have more opportunities and more time for learning than adults7
'hey don't have any stresses over disappointment or they don't have the
inclination of o.ligation7
eople around 5unior learners as are their instructors3 parents or their friends
can help them with their learning7
'hey need to learn the dialect that individuals around them talk. 'he
achievement is certain3 when the kids can hear the second dialect consistently. 'he
social weight urges them to use the dialect for accomplishment of their points. =ids
invest more of a chance .y learning than the grown0ups and they <need< to learn7
'hey are .etter at learning languages if they get e2posed to them naturally and
long0term7
'he .rain is capa.le to a.sor. much more information .efore and during
pu.erty than after and children ac6uire the language in a natural way7
1earning a dialect is 5oined with the true correspondence and nature impacts it.
Children have no negative encounters with foreign language and culture than
grown0up learners do and that is the reason they are .etter persuaded in learning.
J
1. $otivation and imagination
+ccording to #armer3 motivation can .e defined as ?Ksome kind of internal
drive that encourages some.ody to pursue a course of actionA B2@@HD.
-r reports two separate sorts of motivationC intrinsic motivation > which
.rings the motivating force of the learner to take part in the learning action for it
purpose B-r3 pg 2H,D. 'his motivation is made in the classroom and it could .e affected
.y educator's systems3 the e2ercises that learners participate in or their view of their
prosperity or disappointment. -r further mentions e%trinsic motivation > motivation
which is derived from e2ternal incentives7 children already come to the classroom with
this type of motivation.
-r further discriminates .etween 'glo.al'3 <situational< and <task<
motivation B1JJ1C 2H,D. We talk a.out glo.al motivation when concerning the learner's
eagerness to learn outside dialect overall. ;ituational motivation need to do with
classroom conditions3 climate or sort of work or the nature. 4t considers likewise the
way the learner approaches the particular task.
1..1 $otivation and the teacher
'he teacher can hence the motivation and interest of pupils .y giving further
interesting and attractive information and activities concerning the language and its
.ackground.
4n no way3 shape or form teacher assumes e2ceptionally critical part in
actuating youngsters' inspiration and there are numerous factors that impact the learner's
determination. 'eacher ought to give fascinating materials that are appealing for kids3
full of pictures and energetic activities. +s far as materials are concerned it is .etter to
.ring more additional materials to class3 so that children do not .ecome .ored with 5ust
one .ook. +lso praising and rewarding can help. !ach child in its early age wants to
please the teacher or parents3 do its .est and achieve the goals successfully. 9y offering
pri&es to youngsters they will .e elated in doing different assignments. +s for -r3
intrinsic motivation is more vital and profita.le than e2trinsic motivation. When the
child is interested in the learning activity3 mostly the success in learning is guaranteed.
'he elements of success are intensified .y incorporating speech or movement activity
B-r 1JJ1C 2IID. 4t can .e very difficult for teacher to keep up their motivation. Children
1@
often want to find or discover something so it should .e provided such activities that
e2cite their curiosity and provoke their participation. 'he level of challenge must .e
considered so that the tasks are neither too difficult nor too easy.
1..2 &ow can teacher improve learner's inspiration"
'eacher should .e aware of particular states of every youngster. 4n which family
does the kid grow up3 what kind of friends and people is the child surrounded3
additionally natural condition should .e looked into. +ll these factors have an incredi.le
impact on learner's inspiration. 'eacher can raise the kids' wish to work .y .ringing
things that identify with children' close environment. Eor youngsters such a lesson will
.e considera.ly all the more fascinating and fortifying. Eor e2ample3 any distraction the
kid has could .e fused into an !nglish lesson B-nderwood 1JIHC 2HD.
Eor e2ample children can tell the rest of the class a.out their favourite things
B toys or pets D3 they can also write a.out them. ;uch a discussion or descri.ing a thing
could form the .asis of practice for ad5ectives3 comparatives3 superlatives3 6uestion
forms3 and so on.
What children truly like and is intriguing for them are pictures3 stories and
recreations. ictures are .eautiful and pull in the eyes > they are somewhat visual
stimulus. 9oth visual and also aural stimuli give stories. Children can either read them
themselves or they can 5ust listen to the teacherGs voice. +ccording to my e2perience
games are the most favourite activities. Children use .oth visual and aural channels and
moreover they need to speak and come to an understanding with others in order to get
what they want. 9ody movements and physical activity are essential when incorporating
playing games.
'o have the capacity to manage an assignment or a movement effectively kids
need to master suita.le aptitudes and learning. =ids need to see the purpose .ehind
doing an action3 e.g. to find a .it of data to evaluate the sense3 set up a riddle together to
discover a hidden message or to perform a story to show the truth. 'he end product of
such activity is very motivating and supports children in their further work Bfor further
information see hillips 1JJ3C 3ID.
4n agreement with -r3 ?e2trinsic motivation is that which derives from the
influence of some kind of e2ternal incentiveA B1JJ1C 2HJD.
+s it was said until now3 youngsters can upgrade the e2traneous inspiration .y
11
the wish to please folks or teachers. +t any rate the teacher can influence learner's
inspiration .y numerous ways3 e.g. he:she can compensate learners who effectively
satisfied the task. 9esides succeeding in an action makes e2citement and e2ertion for the
following work.
8o one wants to fail when trying doing the .est. Disappointment all in all is
seen as something undesira.le. 1earners ought to .e aware that they are failing if they
have not done something very well than they could have done it.
+nyway learners can .e similarly motivated .y teacher pressure. 'hey want to
do their .est .ecause they were told to. #owever3 nowadays the older learners are not as
afraid of teacherGs reprehension as the younger children do.
Written or oral testing is a skilled approach to propel learners to study.
;omehow3 they are compelled to do that in light of the fact that the resultant point is
vital for them. "oreover3 they will think a.out more carefully than if they have .een
told to learn it.
Children will often .e motivated to do their .est in order to .eat their
opponents in a competition. 4f the competition is not taken too seriously Bit can have
negative effect and .e stressful for learners3 who are not very good at languageD3 and if
scores are at least partly a result of chance3 so that anyone might win3 positive
motivational aspects are enhanced and stress lowered.
1.. Creativit!
Creativity is an attri.ute .elonging to the significant features not only of the
teacher .ut also of the learner and the whole learning process. 'o manage a creative
classroom activity learners should .e offered enough time and space so that they can
make the .est of their imagination and originality. 'he principal is that children should
feel free when solving the task and they should .e aware of many valua.le solutions
possi.le.
'he teacher should not interfere in the learning process as a power > if that is
possi.le > or should rather .ehave as a helper.
1earning activities provided to children must .e purposeful. 1anguage should
.e used as a tool of communication .y means of which the activity o.5ectives should .e
achieved.
!valuation is an important element of creativity. 'he more varied it is the more
12
stimulating and formative it is for children.
1..' What demotivates !oung children from learning"
?ChildrenGs motivation and enthusiasm can .e raised .y selecting interesting
activities3 for e2ample it can .e lost easilyC monotonous3 apparently pointless activities
6uickly .ore and demotivate young learners. 4 would .e more accurate to say that
younger learnersG motivation is more likely to vary and is more suscepti.le to
immediate surrounding influences3 including the teacher7 that of older learnersG tends to
.e more sta.leA (Ur 1991: 288).
%n the other hand3 there are different components3 which can impact learners
on the path to their misfortune of inspiration3 for instance3 improper decision of
e2ercises3 that don't keep youngsters' enthusiasm for 6uite a while and they get to .e
effectively e2hausted. 'he environment in which kids use an e2tensive piece of the day
and in addition the class e6uipment should offer charming conditions so that the
learners do not feel uncomforta.le3 occupied or under pressure. 'he tasks and e2ercises
must .e easy to understand .ecause feeling confused .y theoretical ideas of language
structure principles can discourage learners from attempting to solve the issues.
'eachers should .e careful of over0correcting pupils so that the children do not
lose the interest to e2press themselves.
+s #armer claims ?however much we do to foster and sustain student
motivation3 we can only3 in the end3 encourage .y word and deed3 offering our support
and guidance. *eal motivation comes from within each individual3 from the students
themselvesA B2@@HC 2@D.
1.' (rgani)ation of the classroom
8ot 5ust the teacher3 learners or the types of e2ercises help successful
learning procedure3 it is also very important to create a cosy atmosphere for children3 an
environment in which they feel like home. 4n this section3 4 deal with the methods for
classroom formats and seating game plan.
4 agree with 9urnett and "yers3 that <in every instructive setting3 kids3
help staff and teachers re6uire a physical space and the fundamental furniture and
assets. Eor staff and youngsters3 this gives significantly more than essentially a space for
13
learning. 4t has an impact a.out how they feel a.out themselves3 their learning and their
associations with others3 the e2ercises that happen and their part in the earth. +ll
included ought to feel great3 secure and inspired3 imparting a feeling of ownership and
pride in its mind and advancement.
'he use of space3 the selection and presentation of educational materials and
childrenGs work3 the arrangement of furniture and resources all carry messagesA
B9urnett3 "yers 2@@$C 1J)D.
Eor young learners3 charming and well known surroundings are more
satisfactory. 4t is great when the classes or rooms where kids play are enriched with their
own works3 .right pictures or any sorts of intriguing items. Children can also grow
plants or have animals in the class in accordance to create personal relationship to their
educational environment. 4n spite of these suggestions there must .e left enough space
for teacherGs performance. B-nderwood 1JIHD.
1.'.1 The format of the classroom
hysical setting of the class has a huge impact on the learning procedure itself.
'he association of the class should give enough space to .oth teacher and learners.
'a.les and seats might .e arranged in various perspectives7 in any case3 working in sets
or gatherings manages a successful seating game plan. 4n addition when the work areas
are set in gatherings3 kids have enough space to turn out to the .oard or to move around
the classroom.
8ow and then there is no space in the classroom to move the furniture. 'eacher
can .rainstorm such e2ercises and gathering the youngsters to use all the accessi.le
space as a part of the classroom. /oungsters may sit on the floor3 cushions or on the
.anks3 which can result in surprising conditions for adapting yet3 in the meantime3 such
association is useful for performing or recreations3 where physical movement is
re6uired. 4t is essential for the teacher to see all the characteristics of youngsters so that
the an2ious ones can't .other. 9y making surprising setting in the class the learning
methodology could .e considera.ly more powerful and the teacher can use it to his:her
advantage.
%ne of the most ordinary seating courses at schools worldwide is sitting in
orderly rows. +t the front of the classroom stands the teacher. ;tudents normally sit in
front of the wooden desk3 which they can put their .ooks on.
1$
Contrary3 #armer proposes such seating courses of action where the kids sit
around or in little gatherings and are working in diverse parts of the room. ;uch
association allows teacher to colla.orate with all his:her pupils and to see their faces and
so he:she might control the class. 'here are some more possi.ilities of the arrangement.
;ometimes the desks are placed in a horseshoe around the teacher. 4t looks like the
teacher was a part of learning process B#armer 1JJIC 1ID.
4 might want to get a few points of interest and also disadvantages of some
diverse courses of action of seats and ta.les Bsee the picture underneath7 #armer 1JJIC
1ID.
'raditional rowsC this sort of seating course of action is e2tremely helpful for
the instructor as he could see all the understudies and they can see the teacher .ecause
they are looking at him:her. Eor the most part of the lesson the teacher can see and
cooperate with the entire class. 4t is likewise suita.le for pair work .ecause children can
1)
instantly form pairs .y turning themselves to the schoolmate. 'raditional rows are
generally the main result when there are numerous pupils in class. Eor teacher it is less
demanding to keep up eye contact thus keep every.ody included. 4t is also useful when
learners are involved in certain kinds of language practice. 4f all the pupils are focused
on a task3 the whole class gets the same messages. Working independently is not
e2ceptionally sufficient as far as speaking activity concern.

Circles and horseshoesC this seating plan is mainstream .y numerous teachers
and learners. +ll the class can see the teacher3 the .oard and different classmates and
they can energetic 5oin in talking e2ercises. 'hat is why such an organisation is good in
smaller classes. 4n case of a very large class having one horseshoe inside another and
using dou.le rows can achieve a similar effect.
'he circle framing is suita.le for some diversions3 discourses in gatherings and
inviting students at the start of the lesson3 doing the register and truly conversing with
learners. 'eacher can take a seat in the middle of the circle having the role of facilitating
speaking e2ercises. With the learners sitting around3 there is a far greater feeling of
uniformity than when the teacher stays out at the front. 'his does not concern the
horseshoe game plan where the teacher .asically takes focal position. +t any rate even
here the teacher has a great chance to stay in contact with pupils.
;eparate ta.lesC when children are seating individually it is easier for teacher to
go round the class and check their work. 'he teacher can counsel kids in the event that
they e2perience issues and give a suita.le 5oining connections. 'here is a pro.a.ility for
young children to sit in little gatherings at individual ta.les. 'his sort of classroom
association gives space to front class e2ercises. upils can offer ear to the teacher and
after that work independently and separately. +lso pair work is very suita.le for this
kind of layout as the pupils can turn their face to the classmate without moving any
furniture.
8ested ta.les in groupsC they are helpful for little gathering work and pro5ect
work. ;tudents can work independently and alongside with them the teacher can move
around the class and help the children fulfilling their tasks and giving directions. 'his
sort of seating course of action gives learners an inclination of having a place with a
specific gathering as they face in towards one another. +ll the materials re6uired and
1,
additionally .ooks they can put in the core of the gathering so every.ody can use it.
'his gives the children a feeling of e6uality.
4t offers room to play amusements3 tell stories3 carry on dialogs3 and so
on. Lust a.out any movement might .e completed in this e2ample7 it gives a ton of
chance for colla.oration .etween kids. #owever this seating organi&ation can .e
uncomforta.le for children who have to turn round every time they need to see their
partner or the .oard. B-nderwood 1JIHC )1D.
1.'.2 *rouping the kids
+s 4 pointed a.ove3 there are numerous ways .y which a teacher can use
diverse sorts of classroom association. 4n any case3 it doesn't generally imply that the
customary sitting in organi&ed lines is the .est seating game plan for doing e2ercises. 4t
relies on upon movement itself3 which gathering of children would .e the .est so as to
accomplish the effective learning of the language.
4n the following paragraphs3 4 will descri.e the most common grouping of
childrenC
4ndividual workC
4ndividual work accommodates learner enough time to think up the task. upils
can work at their own speed without .eing pressed .y their classmates or the teacher.
4ndividual work is likewise useful for reading and making things or recording
voca.ulary. 1earners fortify their individual needs and advancement. %ne of the
inconveniences is no space for correspondence as the learner has no one to coordinate
with.
air workC
air work is e2ceptionally suita.le for speaking e2ercises3 for e2ample role
plays3 dialogues3 interviews. upils are separated into pairs and start to discuss some
issue or assignment. 'here is a great opportunity for kids to talk then when the teacher
is working with the entire class and a few people at the .ack of the class do not
cooperate whatsoever. Children can further play communicative games or use self0
access materials. air work is easy to organise for the teacher and at the same time easy
1H
to e2plain the activity and what learners are supposed to do.
(roup workC
(roup work means3 that children usually work in groups of three or more
children. ;o that the work is effective3 the groups should not contain more than five
children.
+ little gathering of pupils are discussing a pro.lem3 doing role play or solving
an issue. Within the kids a feeling of e6uality is valua.le. ;ocial association .etween
children is developed and they can figure out how to get on well with each other. 4n any
case3 some pupils can e2ploit such .igger groups and speak their native language
instead of speaking !nglish. "oreover3 if there are weaker participants in the group they
can .e shy to e2press themselves.
'he most ideal approach to include all the mem.ers is to let every child do the
little piece of the assignment and at the end of the action set up the parts together and let
them control alongside the teacher. While groups + and C are doing one task3 the
teacher can spend some time with group 9 who need special attention.
-sing pair work and group work kids can work freely without .eing over
controlled .y the teacher. 'hey figure out how to .e in charge of their each one own .it
of work7 they can take own learning choices3 how to use the language and what words
to apply to finish a certain task. What is more they can work without the weight of the
entire class listening to what they are stating.
;ometimes3 children need time to get used to working in groups. Working with
some.ody else may .e new for learners as they do not work individually anymore and
the teacher does not control them 'hey figure out how to .e capa.le and now and again
it might .e an issue for some young learners to get accustomed with their new part. 'hat
is the reason it is .etter to .egin working in sets and firmly controlled e2ercises3 and
later start to work with .igger groups and give them freer e2ercises.
'here are always advantages as well as disadvantages regarding .oth group
work and pair work. 'he participants may not like each other or there are 5ust some
weaker children3 who are not a.le to e2press themselves as the other ones. ;ometimes
such kind of work re6uires the teacherGs supervision to raise childrenGs confidence and
also to prevent using their first language.
1I
1.+ $ethods used for teaching children
1.+.1 Total Ph!sical ,esponse
'otal hysical *esponse B'*D is language teaching method .uilt around the
coordination of speech and action3 it attempts to teach language through physical
BmotorD activity.
'* reflects a sentence structure .ased perspective of dialect. + large portion
of the syntactic structure of the target dialect and many voca.ulary things could .e
adapted through '* techni6ue.
arallel to the techni6ues first learned3 the foreign language learner should first
disguise a <cognitive map< of the target language through listening activities. hysical
movement should accompany listening. ;peech and other .eneficial a.ilities should
come later.
4mperative drills are the ma5or classroom activity in 'otal hysical *esponse.
Children in '* have the primary roles of listener and performer. 'hey listen attentively
and respond physically to commands given .y the teacher. 1earners are encouraged to
speak when they feel ready to speak.
'* likewise needs a point .y point lesson plan 0 it is wise to work out the
careful utterances that will .e used and particularly the new guideline .ecause the action
is so fast moving there is generally no time for you to create spontaneously.
4n the classroom the teacher assumes the part of a parent. #e:;he .egins .y
saying a word B'.ounce'D or an e2pression B'take a look at the .oard'D and e2hi.iting an
activity. 'he teacher then says the direction and the learners all do the task. +fter saying
several times3 it is possi.le to .roaden this .y asking the pupils to repeat the e2pression
as they do the activity.
'he teacher has the responsi.ility of providing the .est kind of e2posure to
language so that the learner can internali&e the .asic rules of the target language. 'he
teacher should also allow speaking a.ilities to develop in learners at the learners own
natural pace.
'eachers should cease from too much correction in the early stages and should
not hinder to ad5ust mistakes since this will restrain the learners.
4t is more powerful if the kids are sitting around the teacher and who can even
encourage them to walk around as they do the movement.
1J
Eor a.solute .eginners3 lessons may not o.lige the use of materials since the
teacher's voice3 activities3 and signals may .e a sufficient premise for classroom
e2ercises. 1ater3 the teacher may use .asic classroom articles3 for e2ample .ooks3 pens3
picture3 furniture.
Why should we use '* with young learners?
4 encountered a great deal of fun through utili&ing '* e2ercises3 children
delight in them and they are useful for kinaesthetic learners who need to .e dynamic in
the class.
/oung children remem.er e2pressions or words .etter > physical movements
get the meaning effectively so that all the pupils can comprehend and use the target
language. 4t might .e used as a part of large or little classes and in mi2ed a.ility classes
as well.
4 find '* techni6ue e2tremely helpful and compelling. With the assistance of
'* e2ercises numerous things might .e drilledC
classroom language B;it down7 look at the .lack.oard7 open your .ook...D
tenses Bpresent3 past3 future3D
voca.ulary and actions Bslip3 stomach0ache3 smileKD
instructions3 imperatives Btake your pen7 stand upKD
story0telling3 role0plays3 games Bmiming3 descri.ing3 making statues...D
4 typically use '* as a warm0up movement > kids should take after my
directions and developments and 4 perform them. 4 usually use a great deal of signals
and imitates. 4t is a decent fun and kids see and comprehend what to do in the
meantime. '* movement is likewise via.le when kids are sleepy or do not pay enough
attention.
1.+.2 Communicative approach
Communicative method focuses on language as a medium of communication.
4t recognises that all communication has a social purpose > learner has something to say
or find out.
%.5ective of teachers using communicative approach are competent learners >
2@
open a.ility includes having the capacity to use the dialect fitting to a speech
community. 1earners will .e more motivated to study a foreign language if they feel
they are learning to do something useful with the language they study.
1earners get the etymological intends to have the capacity to perform various
types of capacities Blooking for data3 depicting something3 e2pressing likes and
dislikesD3 to manage circumstances in which they may .e a.le to use a foreign language
Basking for directions3 voyaging3 .usinessD3 to manage the points they may need to
discuss Bshopping3 goingD and in addition to use voca.ulary and grammar.
*ichards and *odgers mention the most important features of the role of the
teacher in learning activitiesC
facilitator of studentsG learning
manager of classroom activities
esta.lishment of situations that promote communication
advisor3 answering studentGs 6uestions > monitors their performance
co0communicator > engaging in the communicative activity along with
the students B2@@1C 1,1D.
ractically everything that is carried out is finished with a communicative
intention. Children use the language through communicative activities for e2ample3 role
plays and pro.lem solving task.
*ichards and *odgers further select learning activities according to how well
they engage the learner in meaningful and authentic language use Brather than merely
mechanical practice of language patternsD.
'here are three characteristics of communicative activitiesC
information gap > it happens when one person in an e2change knows
something that the other person does not
choice > what he will say and how he will say it
feed0.ack > helps the speaker to evaluate whether or not his:her purpose
has .een achieved .ased upon the information he:she receives from the listener B2@@1C
1,1D.
1earners should use the native language. +ll the communicative e2ercises and
also teacher's guidelines and clarifying the activities are carried out in the target
language. 'he target language is vehicle for correspondence3 not only an item to .e
studied.
21
1.+. The -udiolingual $ethod
+ccording to *ichards and *odgers3 this approach considers learning a
language as a ha.it formation. ?9y memori&ing dialogues and performing pattern drills
the chances of producing mistakes are minimi&ed. 1anguage is viewed as a ver.al
.ehaviour. 1anguage skills are learned more effectively if the items to .e learned in the
target language are presented in spoken form .efore they are seen in the written form.
'he meanings that the words of a language have for the native speaker can .e learned
only in linguistic and cultural conte2t and not in isolationA B*ichards3 *odgers 2@@1C
)HD.
;ome principles of the +udiolingual "ethodC
1anguage structures happen most commonly inside a setting.
'he language teacher uses only the target language in the classroom.
+ctions and pictures are used to give meaning otherwise.
4t is important to prevent errors. !rrors lead to the formation of .ad ha.its.
'he teacher should correct them immediately.
'he teacher initiates a chain drill in which each student greets another.
'he teacher uses single0slot and multiple slot su.stitution drills.
8ew voca.ulary and structure are presented through dialogs.
'he dialogs are learned through imitation and repetition.
;tudentsG successful responses are positively reinforced.
The role of the teacher
'he teacher is dynamic and has focal and heading part in the lesson. 'he
primary relationship in the class is teacher learner. 'he teacher should talk 5ust the target
language7 learners are not given any materials in the recent past. +ll their work is .ased
on listening and responding to the teacher > the learners play a reactive role .y
responding to the stimuli presented .y the teacher. 'he work of the teacher is very
demanding Baccuracy3 activity3 control of the lessonD.
22
T!pes of learning techni.ues and activities
1. Dialog $emorisation B students memori&e an opening dialog using mimicry
and applied role0playing D.
2. /ackward /uild 0p 1 #%pansion Drill 2C teacher .reaks a line into several
parts3 students repeat each part starting at the end of the sentence and Me2pandingG
.ackwards through the sentence3 adding each part in se6uenceD.
3. ,epetition Drill B students repeat teacherGs model as 6uickly and accurately
as possi.leD.
$. Chain Drill B students ask and answer each other one .y one in a circular
chain around the classroomD.
). 3ingle43lot 3u5stitution Drill B teacher states a line from the dialog then
uses a word or a phrase as a GcueG that students when repeating the line3 must su.stitute
into the sentence in the correct placeD.
,. $ultiple43lot 3u5stitution Drill B same as the single slot drill3 e2cept that
there are multiple cues to .e su.stituted into the line D.
H. 6uestion and -nswer Drill B students should answer or ask 6uestions very
6uicklyD.
I. 0se of $inimal Pairs B using contrastive analysis3 teacher selects a pair of
words that sound identical e2cept for a single sound that typically poses difficulty for
the learners D.
J. Complete the dialog B selected words are erased from a line in the dialog0
students must find and insertD.
1@. *rammar *ames B different games designed to practise a grammar point in
conte2t3 using lots of repetitionD.
1.7 0sing games for dialect teaching
+mong numerous sources of childrenGs interest in the language learning process3
games seem to .e very important. %.viously3 there are a lot of other sources3 such as
pictures and stories. ictures serve as a visual stimulus3 while games use .oth visual and
aural channels and activate language production and3 sometimes3 physical movement.
Children love to play and they take part in a game with more willingness3
enthusiasm and pleasure than in any other classroom activity. /et3 games are sometimes
perceived as entertaining activities3 playing which children are not really learning. 4n
23
general3 young people learn .etter when they are active. 'hus3 when learning is
channelled into an en5oya.le game3 they are very often willing to invest considera.le
time and effort in playing it. (ames can provide a valua.le learning e2perience in which
the children practice and revise language only if they are carefully chosen3 according to
studentsG styles of learning.
#alliwell implies3 that ?in order to make the most of the creative language skill
the children .ring with them from early childhood3 we therefore have to provide them
with occasions whenC
F the urge to communicate makes them find some way of e2pressing
themselves7
F the language demanded .y the activity is unpredicta.le and is not 5ust
asking the children to repeat set phrases3 .ut is encouraging them to construct language
actively for themselves.
'hat is why games are so useful and so important. 4t is not 5ust .ecause they are
fun. 4t is partly .ecause the fun element creates a desire to communicate and partly
.ecause games can create unpredicta.ilityA B#alliwell 1JJ1D.
4n any case there are lots of games that might .e utili&ed inside a learning
process and could .e 5oined with language teaching. +nyway3 utili&ing games re6uires
prepared teachers who have mastered the semantic part .ut can also include young
learners in playing the game arranged for dialect purposes.
-sing games is one of the most important way to teach efficiently in a language
class. (ames mean everything to children. 8othing is more fun than playing games for
them .ecause they feel happy and free while playing. *emem.er when you were a
child3 you will remem.er the games you played and the happiest moments of your life.
1.7.1 What is a game"
2$
(ames can .e defined as a form of play. + more ela.orate definition tells us that
games are recreational practices su.5ect to certain rules. 9rown B1JJ@D conceives a
game as ?a tool as well as a fundamental element of popular culture3 a serious and
valua.le instrument in the work of educatorsA Bp. 1JID. 'he definition3 however3 most
appropriate for the language learning classroom isC games are activities composed of a
set of rules that descri.e procedures which stipulate specific outcomes for a group of
players that acts individually or cooperatively to attain the goal or o.5ective.
(ames could make a class very en5oya.le B=eith3 1JII7 ol5arevic3 1JJ27
*eimel3 1JJ)D3 encourage many learners to sustain their interest and work as well as
serve to create conte2ts in which the language is useful and meaningful BWright3 et al3
1JI3D. 'hese authors also consider that games should .e central to the teacherGs work as
they can provide intense and meaningful practice of language. 'hey can .e used to
practice the four skills of language learningC listening3 speaking3 reading and writing7
and they are especially useful for developing communicative o.5ectives such as
encouraging3 critici&ing and e2plaining in class BWright3 et al3 1JI3D. 4n this regard3
games provide students with opportunities for active participation for speaking in class
B+lra.aa 1JJ1D.
1.7.2 What t!pes of games are 5est to use and wh!"
While games to teach !nglish learners are indeed a <change of pace<3 they are
also very useful tools for fluency3 as <Children tend to forget they are learning and so
use the language spontaneously.< B*othD 4n our own teaching e2perience3 it seems the
same can .e true for adults. 9asically3 if you are having fun doing something3 you don't
have time to .e .ored or frustrated with it and will get more out of the activity.
(ames to teach !nglish learners can help to make language learning a positive
and e2citing e2perience3 which will .e important and motivating to the students. 4f the
teacher keeps young learners motivated and engaged in the lesson3 the results can .e
incredi.leN (ames can .e relevant3 simple to e2plain3 easy to set up and fun to play7
they can also .e an ice0.reaker or a warm0up activity3 an introduction activity for
teaching grammar or voca.ulary .ut also a review e2ercise at the end of a lesson3
chapter3 or .efore an e2am.
(enevieve *oth makes the following suggestion for presenting the gameC <lay
the game with one or two pupils in front of the class as a demonstration.< 'his will
2)
allow the others to see a model of what is to .e done and how the game is to .e played.
;he also suggests that the students sit in a circle around you as you e2plain. /ou may
decide to act out the game .y playing first one part and then the other for them to see.
+nd finally3 she suggests that you give the game a chance and not .e discouraged3 as it
sometimes takes time for students to understand the game enough to really en5oy
playing it.
!2amples of games to instruct !nglish learnersC 4f you are still uncertain of what
sort of game to educate !nglish learners you may need to use or how to go a.out
making them work for your classroom3 may.e the following e2amples may guide you.
F 'ic0'ac0'oe B9ritish 8aughts and CrossesD is altered slightly to
accommodate for team play3 .ut the traditional o.5ective of three0in0a0row remains the
same. ;tudents must work together to correctly answer 6uestions in order to gain a
chance to place an O or % B.ased on their teamD and each person on the team gets a
chance to answer for their group. Puestions can .e in the form of pictures which match
voca.ulary3 to creating a sentence using grammar points3 or whatever you choose to
review with the students. BEirstien3 )2,D.
2,