Page 19 - Our World 1 (2nd Edition AmE demo)

TEACHING WITH OUR WORLD

OUR WORLD CONTENT Although these characteristics can make and they’re good at working with their hands. Critical Thinking Skills
teaching Young Learners challenging and even They understand directions for activities more Critical thinking is a higher order of thought
difficult at times, they can also make the Young easily when they can see, hear, and physically carry

Global Citizenship Learner classroom joyful and rewarding. By using them out. They need to release tension through that involves analyzing, evaluating, and
To empower Young Learners for the 21st century, developmentally appropriate activities that cater movement and will look for ways to do so—going synthesizing information. In many young learner
classrooms, teachers’ questions are limited to basic
teachers of English as a Foreign Language must to their learning profiles, Our World keeps Young to the pencil sharpener or trash basket several comprehension questions (What is the story about?

understand the global importance of English, as well Learners active and engaged. times, for example. Kinesthetic learners do well with Is it a happy or sad story?) and to display questions
as what it means to be a global citizen. Total Physical Response (TPR) activities, charades, (Is it hot or cold?). Even though children under the
Our World uses real-world and multicultural content Learning Styles role-plays, puzzles, and board games. age of ten have not yet developed analytical abilities,
to help Young Learners grow up to become successful Young Learners tend to process information teachers can nevertheless encourage and model
global citizens. Dramatic photos and content from about the world primarily through their senses. SKILLS AND STRATEGIES simple forms of predicting, classifying, comparing,
National Geographic spark curiosity and broaden The principal sensory learning styles are visual, contrasting, ranking, sequencing, and summarizing.
students’ perspective by exposing them to multiple auditory, tactile, and kinesthetic.
cultures and ideas. Learning Strategies

• Visual learners notice the details of their Strategies are generally defined as behaviors that CREATING SUCCESSFUL LESSONS
Home and Cultural Connections surroundings and use color, shape, and position to learners use to understand and complete a task. Effective teaching begins with a lesson plan. A
help them learn and remember information. They Instruction in the use of learning strategies can lesson is like a road trip that requires a map: the
It’s important to encourage Young Learners to tend to understand instructions for activities better benefi t Young Learners as well as adults. Strategies

connect to their home cultures while in the English when they’re shown rather than told what to do. generally fall into three categories: metacognitive, final destination or goal cannot be reached without
language classroom. Making connections to the local Visual learners respond well to board work, and cognitive, and social-affective. carefully planning each stop along the way. A lesson
culture helps Young Learners relate personally to to activities involving photos, drawings, flashcards, plan is the map. The steps in a lesson plan help

the content and build a stronger understanding of posters, video, arts and crafts, murals, projects, • Metacognition is “thinking about thinking.” For learners reach lesson objectives, which are the final
themselves and their place in the world. In addition, puzzles, and board games. Young Learners, this means helping them plan destination of the trip teachers and students are
learning to express aspects of their own culture before doing a task. They need to think about taking together, successfully.
in English is another step toward effectively using • Auditory learners learn and remember the purpose of the task, what information is most A good lesson plan has many benefi ts. It helps
English as a global language. information through sound and rhythm. They important, how they will use the information, what teachers prepare for class and includes gathering or
memorize information easily and can repeat back the best way to do the task is, and how much they creating the materials needed to make the activities
Global Values the text of stories, role-plays, and song lyrics after understand about the task. successful. It lays out step-by-step instructions that
listening only once or twice. They understand oral provide a guide for every moment in class. But most
Each unit in Our World Starter Levels 1–6 has a directions for activities and may be willing to act • Cognitive strategies include accessing prior importantly, it requires teachers to define objectives

National Geographic Value or Mission page that them out or repeat them for other students. They knowledge about a topic, seeing how new for the lesson, and plan activities in a sequence that
connects to the real-world content presented in the do well with listening and pronunciation activities, information connects to the material the student will ensure student success.
unit. These pages promote universally recognized and enjoy discussions, sound tracks, video and already knows, identifying where more information
values for students, bring real-world content to the computer games, songs, and chants. could be accessed, thinking of good ways to
classroom, and inspire Young Learners to develop organize the material, and identifying ways to Stages of a Lesson
their curiosity and to value their own cultural • Tactile learners use touch and the manipulation remember the new information. Our World uses six basic steps recognized as the
traditions as well as those of others. of objects to help them process and remember standard for effective language instruction: Warm
information. They depend on their physical and • Social-affective strategies are especially useful in Up, Present, Practice, Apply, Extend, and Wrap Up.
material surroundings for cues. For example, when language classes, as language is social by nature.
CHARACTERISTICS OF trying to concentrate, they may flip pencils or While using English, Young Learners can ask for • Warm Up These activities help English language

YOUNG LEARNERS play with their hair. To understand instructions, explanations from teachers and classmates, find learners switch from their native language to
they need to see, hear, and physically carry them out how and when they can ask for help, discuss English, help them remember material from earlier
In general, Young Learners are energetic and out. Tactile learners do well with arts and crafts, how they can work together with classmates, and lessons, and help them begin class feeling confident

spontaneous. They don’t like to sit still for long flashcards, puzzles, board games, and realia. discuss how they can get and give feedback. about what they know. Warm-up activities create

periods of time, and they have relatively short interest and excitement about the topic and
attention spans. They can be easily distracted, but • Kinesthetic learners process and remember prepare learners for the new language input. In
are curious and will pay attention if the topic is information through physical movement. Like Our World Starter, students transition from their
interesting or if the activity is engaging. tactile learners, they touch and manipulate objects, native language to thinking in English using the
16 English Time chant. 17

OW_LP_starter_FM_CP2.indd 16 19/08/2019 09:25 OW_LP_starter_FM_CP2.indd 17 19/08/2019 09:25