Teaching strategies for young learners

Strategy 2 : Choral Drill – In Choral Drill the children all chant together following along as the teacher leads. It is the repeating of poems, nursery rhymes, the alphabet, an alphabet song, sentence patterns, and vocabulary lists. Children repeat the melody and rhythm. Choral Drill presented speaking aloud and verbatim memorization. This occurred in unison or in the form of echo recitation. The purpose was for transfer to the long-term memory. Current brain research supports the idea of speaking aloud 1Speaking generates more electrical energy in the brain than just thinking about something (Bower, 2003; Perry, 2004). Choral drill is also a powerful way to cause over-learning to occur. Over-learning, that is, continuing to recite after something is memorized, creates deeper memory traces that make for longer retention (Banich, 1997; Ridley Smith, 2004). This poem was heard: School is over, Oh, what fun! Lessons finished, Play begun. Who'll run fastest, You or I? Who'll laugh loudest? Let us try. (Children laughed loudly)

Strategy 3 : Look and Say – Look and Say is the technique of students listening to the teacher and looking at the object or print, then repeating a word or sentence after the teacher. Children either watch as the teacher points to the words on the chalkboard or individually point to the print on a page or in a textbook.

Strategy 4: Pictorial Illustration – Pictorial illustration is the use of blackboard drawings, diagrams, sketches, match-stick figures, photographs, maps, and textbook illustrations. These are used for presenting words and structures that stand for concrete ideas. Strategy 5: Verbal Illustration – Teachers at each level used Verbal Illustration. Sometimes this was simply giving a phrase or sentence that showed the typical use of the word in context, as in «the sky is blue». Strategy 6: Association – Association was used for presenting vocabulary items. Teachers used Association for synonyms, antonyms, and simple definitions. For example, blossom -- flower (synonym) diligent -- hardworking (synonym) fresh -- stale (antonym) lad — means a boy (definition)

Strategy 7: Questioning – Questioning is another strategy that is used in lessons at all levels. It is used in the introduction. The questioning section of the lessons appeared to be for the purpose of developing thinking processes for concept formation. The Questioning strategy resembles the strategies described in the classic work of Hilda Taba (1967), in which she postulates that thinking can be taught. In Taba's inductive thinking model, questioning is used for concept formation, interpretation of data, and application of principle.

Storytelling is effective for early foreign language classes Storytelling can be effective for teaching English to young learners for the following reasons given by Wajnryb (1986): – The purpose of telling a story is genuinely communicative. – Storytelling is linguistically honest. (It is oral language, meant to be heard.) – Storytelling is real!(People do it all the time!) – Storytelling appeals to the affective domain. – Storytelling caters to the individualwhile forging a communityin the classroom. – Storytelling provides listening experiences with reduced anxiety. In addition, conducting lessons with physical activities gives considerably high results in developing language skills comprehensively. Playing games has a significant role in the second language acquisition process. With the help of games children can also learn social skills: sharing, working as a team and helping each other. Playing games in the classroom develops the ability to cooperate, to compete without being aggressive, and to be a good loser. There will be expected that with the help of games and physical response teacher is able to create environmentally friendly atmosphere in language learning and to get students’ attention. Also Schneider and Crombie (2003) announced a motto of multi-sensory techniques that is ‘Hear it, see it, say it, write it, act it out’ and make learning as active as possible. It is not refutable repeating the most effective factor in getting success in learning procedure. In general, children learn better when they are actively involved in lessons. However, in the view of diverse learning styles and preferences children display different results. For this reason properly designed lessons may become efficacious in solving problems related to teaching process.