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    Group 3 by Ira Lestari, 17018081

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    The document discusses techniques for teaching vocabulary and language skills to young learners. It covers presenting vocabulary using visual techniques like real objects, pictures, and flashcards. It also discusses verbal techniques such as defining words, explaining, and translation. Techniques for practicing vocabulary include games and repetition drills. Training techniques involve using dictionaries and asking peers for help. The document also provides guidance on teaching listening, speaking, reading and writing skills to young learners, with examples of activities and considerations for each skill.

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    Group 3 by Ira Lestari, 17018081

    Uploaded by

    Ira
    22 views26 pages
    The document discusses techniques for teaching vocabulary and language skills to young learners. It covers presenting vocabulary using visual techniques like real objects, pictures, and flashcards. It also discusses verbal techniques such as defining words, explaining, and translation. Techniques for practicing vocabulary include games and repetition drills. Training techniques involve using dictionaries and asking peers for help. The document also provides guidance on teaching listening, speaking, reading and writing skills to young learners, with examples of activities and considerations for each skill.

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    The document discusses techniques for teaching vocabulary and language skills to young learners. It covers presenting vocabulary using visual techniques like real objects, pictures, and flashcards. It also discusses verbal techniques such as defining words, explaining, and translation. Techniques for practicing vocabulary include games and repetition drills. Training techniques involve using dictionaries and asking peers for help. The document also provides guidance on teaching listening, speaking, reading and writing skills to young learners, with examples of activities and considerations for each skill.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    22 views26 pages

    Group 3 by Ira Lestari, 17018081

    Uploaded by

    Ira
    The document discusses techniques for teaching vocabulary and language skills to young learners. It covers presenting vocabulary using visual techniques like real objects, pictures, and flashcards. It also discusses verbal techniques such as defining words, explaining, and translation. Techniques for practicing vocabulary include games and repetition drills. Training techniques involve using dictionaries and asking peers for help. The document also provides guidance on teaching listening, speaking, reading and writing skills to young learners, with examples of activities and considerations for each skill.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 26

    Method And Technique Of Teaching

    Vocabulary
    And Language Skills To Young Learners

    By: IRA LESTARI


    NIM: 17018081
    Teaching Vocabulary
    What is Vocabulary ?
    Thornbury (2002:14) defines vocabulary as a collection all
    of words in a particular language and has a form in an expression
    that is associated with meaning.

    vocabulary is the basic element of language and 11 important to


    learn, it makes vocabulary need to be taught at school start from
    primary level (Pinter, 2006).

    Source: Thornburry, S. (2002). How to Teach Vocabulary. England: Pearson


    Education
    Limited.
    By having an enough vocabulary of foreign language, it
    will be easy for them to master the four language skills
    (Burton, 1982:98).
    • In speaking, mastering vocabulary
    • In reading, mastering vocabu-
    helps the students engage in com-
    lary helps the students to know
    munication, they understand what
    the meaning of each words writ-
    people say and they know what
    ten and understand the meaning
    they want to say.
    of a context.
    • In writing, mastering vo-
    • In listening, mastering vocabu-
    cabulary helps the students to ex-
    lary helps the students to grasp
    press their ideas in written.
    what they hear from a conversa-
    tion or radio or television.

    Source: Burton, S. H. (1982). Matering English Language. London:


    The Macmillan Press Ltd.
    The vocabulary teaching techniques for young
    learner
    1) Techniques of presentation

    A. Visual techniques. This technique includes the use of realia (real


    objects), pictures, drawings and flashcards. They can function to help
    learners in remembering vocabulary better, because our memory for ob-
    jects and pictures is very reliable (Gairns& Redman, 1986) and visual
    technique can act as cues for remembering words (Takač, 2008).

    1. Using the real objects, is associated with the use of things or real objects to
    teach vocabulary regarding to the contexts.
    2. Using pictures.
    3. Using drawings. It is an easy and quick technique of introducing vocabulary to
    the learners.
    4. Using flashcards, this is the other way to convey the word form and its mean-
    ing through cards within pictures or words which is made by the teacher.
    Source: Gairns, R. & Redman, S. (1986). Working with Words: A Guide to Teaching and
    Learning
    Vocabulary. USA: Cambridge University Press.
    B. Verbal techniques.

    1. Meaning definition, to define a word means to show or explain the mean-


    ing. Presented by meaning definition, students may be more cognitively
    engaged because they do mental work a little harder to understand a word
    meaning (Thornbury, 2002).

    2. Explaining, this technique is done by teacher explaining the words to the


    learners.

    3. Translation, is a quick and easy way to present the meaning of words.


    Thus, it can save time of the teaching and learning process.The use of
    mother tongue is helpful for both teachers and the students in acquiring
    the meaning of words.

    Source: Thornburry, S. (2002). How to Teach Vocabulary. England: Pearson


    Education
    Limited.
    2) Techniques of practice

    1. Vocabulary games. This technique has shown the advantages in learning vocabulary
    in various ways.
    2. Repetition Drill. Students repeat what the teacher utters as quickly as possible and
    the teachers are not allowed to do mistakes because the teacher is a model or exam-
    ple for the students.

    3) Techniques of training

    1. The use of dictionary. It is an important tool in the teaching and learning of vocabu-
    lary.

    2. Asking for others. This technique means the learner are grouped by the teacher in
    order to they could work on a task together.
    What is a language games?

    Language games are a healthy challenge to a child’s analytical thought. The rule of
    the game set clear limits within which the children’s natural
    decision-making processes must function.
    The introduction of games in an English class should be done with clarity, purpose
    and dignity. There are five purposes of playing English games to be:
     The students should learn new vocabulary as a result of playing the game.
     They should also learn new, useful English expressions while playing.
     Students should be able to think in English during the game.
     The playing of the game should promote English interaction among students.
     Students should demonstrate good manners to each other and the teacher while playing.
    TEACHING LANGUAGE SKILLS TO
    YOUNG LEARNERS

    1. Teaching Listening to Young Learners

    Actually, listening is as a foundation for other skills. By listening, children are pre-
    paring to replicate the sounds when they speak. By developing good listening skills, chil-
    dren are able to match the sounds with the corresponding symbols when they decode
    words. In addition, listening comprehension skills can prepare children to develop reading
    comprehension skills.
    Some considerations for classroom listening

    Give the children confidence.

    Explain why the children have to listen.

    Help children develop specific strategies for listening.

    Set specific listening tasks.

    Listening does not have to rely on the availability of a cassette or prere-

    corded material. Most listening is teacher talk.


    What we do to be more comprehensible in teaching listening

    Keep sentences short and grammatically simple

    Use exaggerated intonation to hold the child's attention

    Emphasize key words

    Limiting the topics talked about to what is familiar to the child

    Frequently repeating and paraphrasing


    Listening – Instructions

    Writing out instructions as part of your lesson plan will really


    help you to notice what language you are using with your
    young learners.

    Imagine yourself as a beginner learning a new language and see


    if what you say is too difficult to follow. You may need to mod-
    ify what you say.
    Listening - Class management

    Don’t panic if you don’t speak the children’s first language. This won’t
    prevent a bond forming between you and the children. If they know you as
    the person who only speaks English then they will always want to com-
    municate with you as much as possible in English.
    Discipline can be easily understood by young children through your fa-
    cial expressions and smiley/cross faces drawn on the board.
    Feedback can also be understood clearly when you use your face to help
    express whether or not you are pleased with the work they produce.
    Listening - Using a song

    Prepare the learners before they listen to anything.


    Show them pictures of characters from the song.
    If it’s a song about teddy bears then bring in some teddy bears to show
    them.
    Use actions as much as possible to accompany songs (it is what we
    called fingers play) so that the children can participate. This will help
    build their confidence, increase their enjoyment and give them extra clues
    as to the meaning of the words they are listening to.
    They should predict, ‘imagine’, what they are going to hear.
    When they are listening they should always have something to do. They
    need a reason for listening.
    Use the same song again and again. Listening is a difficult skill so build-
    ing their confidence is vital at all stages of language learning. Listening to
    a song you know and like is always an enjoyable experience. Familiarity
    helps children feel secure.
    TEACHING LANGUAGE SKILLS TO
    YOUNG LEARNERS

    2. Teaching Speaking to Young Learners

    Speaking is the process of building and sharing meaning through the use of verbal
    and non-verbal symbols, in a variety of contexts. Developing speaking skills definitely
    deserves a closer look and the article provides a few guidelines to keep all the students in-
    volved and interested.
    TEACHING LANGUAGE SKILLS TO
    YOUNG LEARNERS

    Teaching Speaking by Using Songs, poems, rhymes and Chants

    Using songs, poems, rhymes, and chants is a wonderful way of making students
    sing/talk at the same time (unconsciously) work at their grammar, vocabulary, pronuncia-
    tion. By using songs and chants in class gives the children a chance to listen and repro-
    duce the language they hear. They are working on the sounds, rhythm and intonation.
    TEACHING LANGUAGE SKILLS TO
    YOUNG LEARNERS

    Further suggestions to your speaking class

     Vary the types of speaking activities you do


     For different levels in the same class you can ask them to listen for different things
     To make one activity suit all levels ask them to practice saying between five and ten
    sentences
    TEACHING LANGUAGE SKILLS TO
    YOUNG LEARNERS

    3. Teaching Reading to Young Learners

    “Reading is a fundamental skill for learners, not just for learning but for life”,
    (Traves, 1994). “Reading is the ability to draw meaning from the printed page and inter-
    pret this information appropriately”, (Grabe & Stoller, 2002).
    TEACHING LANGUAGE SKILLS TO
    YOUNG LEARNERS

    Strategies to explore reading with young learners

    • Phonemic awareness (grapho-phonics)


    • Decoding
    • Semantics
    • Syntactics
    TEACHING LANGUAGE SKILLS TO
    YOUNG LEARNERS

    Some Activities in Teaching Reading to Young Learners

     Focusing on reading fluency may include timed repeated reading


     Running dictation
     Creating backstories for character in a puppet family
     Motivation
     Extensive reading
     Ask questions
     Be a good (reading) example
     Incorporate multiple domains of development
     Classify the genre
     Word families
     Sight words
    TEACHING LANGUAGE SKILLS TO
    YOUNG LEARNERS

    3. Teaching Writing to Young Learners

    Writing can be an engaging, interesting, and inspiring activity for young learners.
    Writing is a complex skill to develop and master, focusing on both the end product and
    the steps to arrive there. Writing skills only develop when young learners are taught how
    to write and are given opportunities to practice these skills and startegies.
    Theories to Consider

    Writing as a process involves:

     Thought- showering or ‘brainstorming’ notes, ideas, words and phrases

    about a topic

     Categorizing and ordering the ideas according to the task requirements

     Writing a first draft

     Revising the first draft by improving content and accuracy

     Implementing the improvements in the re-written text


    Consideration for Classroom Writing

     Encourage collaboration between young learners and provide opportunities during


    thought-showering, making notes, planning, revising, etc.
     Provide visuals, or ask the learners to draw their own pictures
     Topics should be engaging for your young learners
     Let young learners choose their own characters to write about
     Set challenging but achievable tasks
     Have extension activities available for fast finishers
     Respond to written ideas, not just language
     Mark positively and give feedback on areas of content as well as language
     Give clear and simple criteria and encourage self/peer correction of written tasks
     Include presentation of learners’ work
    Activities in Teaching Writing

     Creative writing

     Peer writing

     Journal diaries and storytelling

     Book projects
    Some tips to encourage young learners to write

     Make writing meaningful

     Invite young writers to write freely, without worrying about correctness

     Ask young learners to write about their own lives and experiences

     Engage young writers in short bursts of writing

     Encourage writers to keep journals or diaries

     Give writers the chance to revise

     Always let the children know you are proud of their writing
    REFERENCES

    Syafei, An Fauziah Rozani (2016) Teaching English to Indonesian Young Learners.


    In: Teaching English to Indonesian Young Learners. Kencana, Jakarta, pp. 1-213.
    ISBN 978-602-422-125-6

    Burton, S. H. (1982). Mattering English Language. London: The Macmillan Press


    Ltd.

    Gairns, R. & Redman, S. (1986). Working with Words: A Guide to Teaching and
    Learning Vocabulary. USA: Cambridge University Press.

    Pinter, A. (2006). Teaching Young Language Learners. Oxford: Oxford University


    Press.

    Takac, V. P. (2008). Vocabulary Learning Strategies and Foreign Language Acqui-


    sition. Series Editor: David Singleton, Trinity College, Dublin, Ireland. Toronto:
    Multilingual Matters Ltd.

    Thornburry, S. (2002). How to Teach Vocabulary. England: Pearson Education


    Limited.
    THANK YOU

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