https://padlet.com/danisanpedro/oackbv3gpowtxapn en-us 2023-06-09 14:32:34 UTC 2025-10-05 11:16:46 UTC hello@padlet.com danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619394902 A) With this approach, children are not learning language for its own sake. Language is clearly related to context. If these contexts are directly relevant to the children’s experiences and interests, the language becomes more meaningful to them and so language is more likely to be retained and form an active part of the children’s active knowledge. Many young learners’ courses are divided into several of these. Each one will probably cover 3 or more lessons. Through one of these, children can perform a variety of tasks and perhaps carry out a project to help them experience and learn different lexis and structures. Examples are: monsters, the environment, food, hobbies etc.

]]> 2023-06-09 14:33:21 UTC https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619394902 danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619396777 B) For most children, language is not intrinsically interesting; it’s what you do with it that matters. There’s little point in studying grammar, words, or sentences for their own sake. Children communicate with language to find out more, share information and feelings or to achieve something. This type of learning helps children perform certain activities and provides them with the language relevant to help them do so. Hopefully, therefore, through this approach, there is a genuine purpose for learning and using language in the classroom. Some examples could be: playing a game, finding out students’ ages to produce a graph, writing a story-book etc.

]]> 2023-06-09 14:35:43 UTC https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619396777 danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619397219 C) This is a body of work with an obvious beginning, middle and end. Children participate in a variety of (hopefully) stimulating activities, which are linked together to a particular theme and go towards achieving an end-product, which can be shown to other colleagues, teachers, parents or the general public. This approach can be used to help nurture a variety of skills that children are developing in other school subjects and during their time out of school, such as citizenship skills, intellectual skills, physical/motor skills, as well as learner independence and emotional and personal development. In addition, they learn about planning, research and presentation. It’s also useful for mixed ability classes because each student can make a worthwhile contribution to the final result.

]]> 2023-06-09 14:36:12 UTC https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619397219 danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619397637 D) This approach involves the child as a whole on a visual, auditory and physical level. Many children will not successfully learn language just through completing written exercises and going through a series of rote oral substitution drills. Language has a greater chance of being understood and retained if the children can experience language, not just through their brains, but through the whole body.]]> 2023-06-09 14:36:39 UTC https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619397637 danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398233 E) These offer a significant and constant source of language experience for children. They have a universal appeal, and allow for natural and enjoyable repetition of words and phrases. As well as providing a lot of fun and an excuse to exercise children’s imaginations, they can be a means of conveying simple morals or of encouraging children to explore moral dilemmas for themselves. The language teacher can incorporate a variety of other ‘spin-off’ activities, such as play-acting, games and other language work.

]]> 2023-06-09 14:37:23 UTC https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398233 danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398391 F) This approach takes account of the fact that many children enjoy learning by doing: they are kinaesthetic learners. Movement and acting out can be enjoyable activities. Getting students to act out a scene from a coursebook story, giving students a short play to rehearse and act out and developing a mini-play from visual aids are all ways in which children can physically as well as verbally participate in the language learning process. Indeed, it is often actions that accompany language that help us to remember and recall words and their meanings.

]]> 2023-06-09 14:37:36 UTC https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398391 danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398577 G This is probably the most widely-used means of teaching language in the world today. It is the means by which students are often assessed. A typical beginner’s syllabus will consist of the verbs ‘to be’ and ‘have got’, present simple, present continuous, adjectives and nouns. There is nothing intrinsically wrong with this approach to language teaching and learning; in order to be able to form meaningful sentences, students need to know how different parts of speech work together. A problem arises when children cannot relate to this type of language work. As a result, this approach can present difficulties for young learners and can be one they find uninspiring. Also, many learners under the age of 7/8 would not be able to grasp this approach to learning.

]]> 2023-06-09 14:37:50 UTC https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398577 danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398752 H) It can be argued that with adult teaching, the emphasis is often on language development. With children’s classes, the students are still developing as people, so the teacher will not simply be teaching language, but using language to teach the children valuable life skills. Examples are classifying, matching, perceiving patterns, promoting concentration, developing logical thought, cutting and sticking skills, handling equipment (pens, scissors), kinaesthetic awareness, cooperating with peers etc. With teenage classes, the language teacher can help develop the students’ organisational skills, their critical thinking, long-term planning skills (i.e. for project work or exam preparation), logic, as well as their ability to understand patterns and ways of categorising things.

]]> 2023-06-09 14:38:05 UTC https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398752 danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398938 I) This is becoming increasingly recognised within both public and private sectors of education as a useful means of promoting language learning. Learning about other things in English helps children to learn English. So a teacher could integrate aspects of geography, (comparing the students’ country to England/The United States etc.), maths (adding up or subtracting in English), history (learning about the Inuit in Canada), music (identifying different musical instruments from an internet recording) or logic skills (lateral thinking games).

]]> 2023-06-09 14:38:18 UTC https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619398938 danisanpedro https://padlet.com/danisanpedro/oackbv3gpowtxapn/wish/2619399123 J) This involves teaching a curricular subject through the medium of a language other than that normally used. The subject can be entirely unrelated to language learning, such as history lessons being taught in English in a school in Spain.  It is often seen as an umbrella term covering aspects of bilingual education, cross-curricular teaching, content-based teaching, and ESP. It requires the teacher both to focus on content and to provide the language support required to fully comprehend the subject within a lesson, and might therefore be better described as a meeting point of content and language.

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