Eng 2 tenta Del 2. Hela leken Flashcards
T1. F3
Why is it important to use songs, games and drama when teaching young learners?
Using songs can be a good tool to engage pupils when they can’t contribute in the second language.
The important principle is that they have the opportunity to absorb the language before they have to say anything.
Such responses to listening are associated with Total Physical Response (TPR). TPR links learning to physical actions and ensures that learners hear English without having to respond verbally.
Listening to songs can help pupils get used to faster speech, unfamiliar speakers, and different accents.
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T1. F2 (2x)
Describe the four strands (by Paul Nation)
- the thought/theory behind them
- discuss its relevance for the language learning classroom.
Färdigt*
(från PP i “Lectures TEYL” Teaching English in Grades 4-6).
The theory emphasizes that successful language learning requires integrating multiple aspects of language use. This will ensure learners develop fluency, accuracy, and overall competence.
- Meaning-focused input:
- It focuses on understanding and processing language through reading or listening.
- Understanding meaning > Analyzing language.
Some important aspects to make sure input is meaningfull is that content should align with learners’ interests to keep them motivated. For example: Stories for younger learners. Articles or videos about topics they enjoy. Also content should be authentic, ideally, materials are close to what native speakers encounter but simplified as needed to match learners’ levels.
Examples of meaning foucsed input could be, listening to stories and conversations, or reading books and news stories that are enjoyable, of native speakers and mathes pupils language proficiency.
- Meaning-focused output:
- This strand builds on the idea that learners need opportunities to use the language actively in speaking and writing. It focuses on producing language, to communicate their own ideas.
- Expressing meaning > accuracy
Have in mind: Creating a safe environment –> less pressure to make mistakes.
Examples: Having conversations or discussions in English and writing stories, or letters to a recipient.
- Language-focused learning:
This strand involves deliberate attention to the language system, where learners consciously focus on how the language works. This means paying explicit attention to pronunciation and grammar, spelling etc.
Examples: Learning and practicing new vocabulary or grammatical structures or doing spelling exercises.
Have in mind: This strand should be combined with others.
Relevance: Explicit instruction helps clarify rules and structures of the english language. - Fluency development:
This is different from language focused learning (nr.3) its less about learning new words and more about producing language faster, with more flow.
Here it is useful to use activities that help learners use language they already know more quickly and easil - Because this strand focuses on building automaticity. (fluency rather than accuracy.
Relevance: The goal is to build confidence and automaticity in language use without focusing on accuracy or new learning.
T.1 F4 (2x) What does it mean to provide pupils with authentic input and why does it matter?
Färdigt* Taget från gpt + läroplan. Denna är komplett
What does it mean:
Authentic input refers to real world contexts - meaning language that isn’t easily encountered in school textbooks. This could for example be through hearing actual dialogues between to native speakers or reading a text written for another native speaker.
Why it matters:
This exposes them to sentence structures, idiomatic expressions, slang, and cultural nuances, which might be missing in textbook language. This helps learners develop an understanding of different cultures and the social context in which language is used.
Authentic materials can be more interesting and relatable, helping to capture pupils ‘ attention and motivation.
Practicing with authentic input prepares students to process language as it is naturally delivered.
The syllabus LGR22 highlights the importance of understanding cultures where English is spoken and reflecting on how cultural aspects influence communication. Using authentic materials (e.g., songs, films) introduces students to cultural norms, traditions(…) from English-speaking countries, fulfilling this component
T.1 F5. (2x) How can the choice of teaching materials, tools and methods influence and benefit young pupils´language learning?
Färdigt* Från GPT
- Engagement
- Well-chosen materials and tools can spark curiosity and foster a positive attitude toward language learning.
The benefits of using age-appropriate and engaging content, like games, stories, or songs, makes learning enjoyable and memorable, increasing students’ willingness to participate.
- Building Cultural Awareness
Language is effectively learned in context, reflecting real-life use and cultural nuances.
Materials reflecting diverse cultures and contexts broaden pupils’ understanding of the language in real-world scenarios.
Benefit: Exposure to authentic texts (e.g., stories, videos) fosters intercultural competence and provides meaningful contexts for learning.
Argument: Materials that include authentic content expose pupils to natural language usage and diverse cultural contexts, making the language more relatable and meaningful.
Example: A video series like Peppa Pig introduces everyday vocabulary and expressions in a British cultural context, helping pupils connect language with daily routines and social norms
- Work in groups
Peer learning methods encourage interaction in English.
Benefit: Pupils develop teamwork and social skills, while using the language in authentic, communicative contexts.
For example: A role-play activity, such as a shopping experience, allows pupils to use target vocabulary (e.g., “How much does this cost?”) and practice conversational skills collaboratively.
T.1 F6. What is important to think about when teaching grammar to young learners
kolla pinter, ordsök grammar
T.1 F6. What is important to think about when teaching grammar to young learners
kolla pinter, ordsök grammar
- Promote active learning
- Encourage social interaction
- Make input comprehensible
- Scaffold students’ learning
- Take a learner-centered, meaning focused approach to grammar.
- Teach grammar in context,
2) Teach grammar with the objective of improving communication skills,
3) Minimize direct explanation and maximize practice time,
4) Only teach relevant grammar,
5)Create a nurturing learning environment
I pinters bok:
- Grammar learning is a messy and non-linear process, requiring meaningful practice, recycling, and error acceptance
- The text notes that younger learners focus on meaning and function rather than formal analysis of grammar. As children grow, their ability to analyze language develops, makxing it more appropriate to introduce explicit grammar teaching.
- Deliberate practice and recycling of grammar in fun ways are essential to help learners internalize and automatize grammatical structures.
Examples:
- Activities such as storytelling, contextualized sentence building, and collaborative writing are suggested as effective ways to teach grammar to young learners.
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T.1 F8. How can you keep your learners motivated?
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T.2. F2.Describe the role of motivation for young language learners
Färdigt* Baserat på Gpts tolkning av Pinter:
Baserat på Gpts tolkning av Pinter:
Why should they be motivated?
Motivated learners are more likely to actively participate in classroom activities, engage with new material, and practice their language skills outside of formal lessons.
Intrinsic motivation: arises from internal desires, such as the enjoyment of learning a new language, curiosity about other cultures, or personal goals. This type of motivation often leads to deeper and more sustained learning.
Extrinsic motivation: comes from external rewards, such as praise, good grades, or tangible incentives. While it can be effective in the short term, fostering intrinsic motivation is key to long-term language acquisition.
Young learners are often motivated by social interaction. Group activities, pair work, and opportunities to use the language in authentic communicative contexts (e.g., speaking with peers or performing skits) can strengthen their desire to learn.
What can i do?
1. Establish a classroom atmosphere that is supportive, enjoyable, and welcoming. A pleasant environment can make learning more engaging for students.Also promote a culture where students work together and support each other. This fosters a sense of shared achievement.
Plan activities that are interesting, stimulating, and suited to students’ levels and interests. Vocabulary learning, for example, has been identified as motivating by young learners.
Help students understand the value of learning English and set achievable goals. Talking about the practical uses of English for their future can also boost motivation over time.
Encourage students to believe in their abilities and provide tasks that promote success. This helps them stay engaged and feel capable in their learning journey.
Turn evaluations and feedback into positive experiences. When students face setbacks, guide them to reflect constructively, learn from their mistakes, and maintain a growth mindset.
Let students be involved in planning lessons and topics to cater to their interests. Incorporate tasks where students share their hobbies, favorite music, or games in English, or even teach their classmates new vocabulary
3p svar:
Motivation is crucial for a successful learning environment. A key element in maintaining student motivation is establishing a classroom atmosphere that is supportive, enjoyable, and welcoming. A pleasant environment encourages engagement and allows students to feel comfortable participating and learning. Promoting a culture of collaboration where students support one another is equally important, as it fosters a sense of shared achievement.
To keep students motivated, I would plan activities that are not only stimulating and interesting but also tailored to their levels and interests. For example, many young learners find vocabulary learning motivating, so I could design activities like word games or creative projects that involve using newly learned vocabulary. By aligning tasks with students’ interests, I can make the learning experience more meaningful and enjoyable.
It is also important to help students see the value of learning English by discussing its practical uses for their future. Setting achievable goals and celebrating milestones can further motivate them by showing clear progress. For instance, I could encourage students to imagine scenarios where their English skills might benefit them, like traveling or engaging with international media.
Additionally, I aim to help students believe in their abilities by providing tasks that promote success and gradually increasing their complexity. This approach allows students to build confidence and stay engaged in their learning journey. Finally, evaluations and feedback should always be framed as positive opportunities for growth. When setbacks occur, I would guide students to reflect on what went wrong, learn from their mistakes, and adopt a growth mindset. In my future classroom, maintaining a motivating environment will be a central focus through these strategies.
T.1 F9 Describe how the teacher plays an essential role in the language learning classroom.
Färdigt*
- An essential role is played especially for young learners, due to their responsibility in creating a safe, interactive, and communicative learning environment.
Example: A teacher implements “English-only zones” during lessons but reassures students that mistakes are part of the process, even sharing their own experiences learning a foreign language.
Argument: A positive and safe environment encourages students to take risks in language use. Without the teacher’s active efforts, fear of failure might inhibit participation.
- Teachers can offer constructive specific feedback on performance, helping learners recognize strengths and areas for improvement.
Example: A student writes a short essay, and the teacher marks it with specific comments, such as, “Good use of adjectives here!” and “Remember, we say ‘many people,’ not ‘much people.’”
Argument: Feedback is a powerful learning tool. A teacher not only corrects errors but explains why they occur, helping students internalize the rules.
- Teachers provide rich, meaningful exposure to the language and fostering opportunities for students to interact and make educated guesses in the target language.
- Teachers should use holistic, multisensory, and communicative approaches that align with young learners’ interests and real-world experiences.
- Teachers serve as models for accurate language use. By demonstrating proper pronunciation, grammar, and vocabulary, they give students an example to emulate.
Example: The teacher reads aloud from a storybook, emphasizing proper intonation, pronunciation, and rhythm. Students listen and later mimic the teacher’s model in small reading groups.
Argument: Language learners, especially beginners, need access to accurate models. A teacher provides this in ways no app or automated tool can fully replicate, offering instant clarification when pupils struggle.
T.1 F10 (2x) How do you promote language learning awareness and why is it important?
Färdigt*
Allt är taget från PP :)
- Raising awareness about the learning process.
- Considering the role of affective factors
- Developing language learning strategies
- Giving students some freedom of choice - involvement, excitement, motivation
Language learning awareness strategies:
- Help pupils understand what it means to learn a language.
- How long it takes to learn
- Setting expectations and goals
- Why certain activities are important to facilitate language learning.
- Raise awareness about the ups and downs of the language learning process and how we all make mistakes
Social and affective strategies:
- Teacher: role model and source of motivation.
- Vital to create a positive learning environment.
- Raise awareness about affective factors influencing learning such as emotional states, feelings and other affective variables:
Ex. Teacher led discussions, listening activities, turn taking, controlling shyness or anxiety, praise, positive feedback, document progress
Metacognitive strategies:
1). Learning to reflect through planning, monitoring and evaluating.
2). Important that students understand the reasons for doing various activities .
3). To reflect on your own learning, how you learn and why you prefer certain activities :
- Which activities did they like/did they not like and why.
- Metacognitive cycle (plan do review)/learning tree (older learners).
Direct or cognitive strategies:
1). To deal with linguistic information in effective ways: Ex. organize, categorize, memorize
2). Younger learners can do:
- Rehearsal strategies
- Predicting, using clues for understanding
T.1 F11What kind of feedback do the pupils need and how would you work with feedback?
Färdigt* All info taget från: s.158,162 Keaveney. Summerats av Gpt
Definition:
Feedback gives pupils guidence on where they are in their learning process, where they need to go (their learning goals), and how to get there.
- What kind of feedback do the pupils need
Feedback should be individualized, meaning it should be based on pupils indivual performances, directly after the task in question is completed. This gives pupils a better chance to understand where they did roght or wrong in the learning process. The feedback also is more relevant for the pupil then.
Feedback should be clearly connected to the language skills and goals being taught.
It should also be given regularly, helping them see their progression and areas for improvement.
Feedback should be focused on lifting posivites, to raise self-esteem and willingness to participate in language learning. This is important to make learning an enjoyable process, which further motivates them to take risks.
Feedback must be clear, to help learners understand WHAT exactly they need to reach their goals. This includes giving concrete steps/ideas for improvement.
- How would you work with feedback?
I would use feedback continuously, by using evidence gathered during a learning activity. This is important to address the pupils needs in real-time.
I could use feedback to identify gaps in learning and modify lessons to address these areas.
I would begin feedback with positive reinforcement to build confidence and self-esteem.
And follow this with specific and actionable suggestions for improvement, modeling ways to enhance performance. This ensures that pupils understand HOW to go about their ways to achieve progress.
T.2. F8
Describe the National test in English in year 6.
a. What is tested?
b. For whom and why do we have national tests?
x
How can you prepare the pupils for national tests in a way that i’snt giving away any answers or clues?
x
