TKT Yl Young Learners Part 1 Children As Language Learners and Developing Children S Learning Strategies PDF

TKT: YL (Young Learners) Part 1: Children as language learners
and Developing childrens learning strategies Trainers notes

Description
This activity focuses on children as language learners and how they learn language.
Childrens needs and different activities which support them are looked at through a
matching activity. Participants also consider ways of developing childrens learning
strategies. There is also a sample task.
Time required:
Materials
required:
50 minutes
Participants worksheet 1 (one copy for each group of three
participants)
Participants worksheet 2 (one copy for each group of three
participants, cut into strips)
Sample Task (one copy for each participant)
Aims:
to discuss children as language learners and YL classroom activities

to consider ways of developing their learning strategies
to share classroom knowledge and experience
to practise a 1-1 matching task
Procedure
1. Before the session copy Participants worksheets 1 and 2 so there are enough for
each group of three participants. Cut up Participants worksheet 2 into strips. Copy
the Sample task so there is one copy for each participant.
2. Remind or elicit from participants:
TKT: YL focuses on children from 612 years
Part 1 focuses on children as language learners and how language learning can
help young learners to develop learning strategies, cognitive strategies and
communication strategies.
This session focuses on children as language learners and ways of developing
their learning strategies.
3. (5 minutes) In groups of three, participants talk together about the types of classroom
activities that young learners between 6 and 12 years enjoy e.g. songs and chants,
whole class games.
Put the heading Activities in the young learner classroom on the board and
brainstorm ideas from the whole group (see Key below). Point out:
in TKT: YL tasks focus on classroom practice
UCLES 2009. This material may be photocopied (without alteration) and distributed for classroom use provided no charge is made. For further
information see our Terms of Use at http://www.teachers.cambridgeESOL.org/ts/legalinfo
TKT: YL (Young Learners) Part 1: Children as language learners and Developing childrens learning strategies
Trainers notes
www.teachers.cambridgeesol.org
Page 1 of 8
tasks may focus on young children, older children or on a range of

ages between 6 and 12 years
all classroom practice has to consider that young learners are developing
physically, emotionally and cognitively, which makes classes very
different to those of older students
4. (10 minutes) Give out Participants worksheet 1 to groups of three participants.
Working together, participants read some teachers comments about young learner
characteristics and activities. They discuss whether they agree with the comments
and would consider using the activities in class. Feed back with whole group.
5. (10 minutes) Give out Participants worksheet 2, cut into strips, to each group of
three participants. They should match the activities to the comments on
Participants worksheet 1.
6. Feed back with whole group to check answers and share opinions (see Key below).
Point out:
this exercise is similar to the 1:1 matching tasks used in TKT:
YL
they have less than 10 minutes to do similar tasks in the test
7. (10 minutes) Review the session so far, which has discussed children as language
learners and activities that are suitable for them. Explain that you will now move on to
discuss different ways in which children learn English. Write the following ways
children learn on the board:
Memorising Words and Phrases
Reviewing Work
Brainstorm other ideas from participants, writing them on the board (see Key below).
Point out:
TKT: YL Part 1 tests candidates knowledge of ways of developing
childrens language learning strategies through language learning
Test items are objectively tested and put into young learner
classroom contexts. There are examples of this on
Participants worksheet 1 and 2 and also in the Sample task.
8. (10 minutes) Give out Sample Task. Participants work individually to complete the
task. Allow no more than 6 minutes for this (candidates have an average of 1 minute
per question in the TKT: YL exam.) They then compare answers with a partner.
9. Check answers together (see Key below). Point out:
In the test there a total of 80 questions to complete in 1 hour 20 minutes
10. (5 minutes) Round up to review and summarise points covered. Ask participants:
Which part of TKT: YL have they covered? (two areas of knowledge
for Part 1: Childrens characteristics as language learners (theoryfocused) and Developing childrens learning strategies through
language learning)
Trainers notes
Page 2 of 8
Which task type have they practised? (1-1 matching)

What have they learned about this area of the syllabus and how
confident do they feel about doing test tasks on it?
How can they prepare for this part of TKT: YL? (Participants can:
look at the language demands of their own lessons and decide what type
of support is needed so that learners can understand and produce the
language in spoken and written English.
note any strengths and problems children have in their own classes in
understanding and using key language.)
Additional Information
For information on the other three parts of TKT: YL, see the TKT: YL handbook at
http://www.cambridgeenglish.org/exams-and-qualifications/tkt/how-to-prepare/
Participants can do the Teaching Resources activities for TKT: Task types 1 4,
and TKT: YL Part 1 Developing childrens cognitive and communication strategies
for more information on the test format and content.
https://www.teachers.cambridgeesol.org/ts/teachingresources
Trainers notes
Page 3 of 8

and Developing childrens learning strategies answer keys
Key to procedure step 3
Young learner classroom tasks and activities include:
songs and chants
telling stories
whole class games such as I spy

with my little eye
handicrafts e.g. making finger

puppets
making finger puppets
using flashcards
memory games with picture/word

cards
drawing and colouring
picture/word dominoes
stirrers (arousing activities) or settlers

(calming activities)
listen and do e.g. TPR activities
class surveys
mime
circle games
Key to Participants worksheet 2

I always plan whole class activities as an integral part of the lesson as children respond
positively and learn quickly while they are having fun. Playing TPR games
Children learn language in context through their own understanding and experience so I
always try to activate this knowledge when starting new themes. Brainstorming
activities
Children are at different stages of emotional and social development and so I plan
lessons so they feel relaxed and safe as soon as they come into the classroom.
Developing classroom routines
Its interesting how children are able to use whole language chunks such as Have a
good weekend! without knowing any grammar rules. Using classroom language
posters
I always plan further activities to challenge children who finish quickly and may be more
advanced than others in their development. Planning follow-up activities
As each child has their own characteristics such as learning style or previous learning
experience, I always review language in different ways throughout the course to support
these differences. Reviewing language
answer keys
Page 4 of 8
Key to procedure step 7

self-correcting during speaking activities, pair games or chants
practising English outside the classroom
setting goals
self-assessment tasks e.g. checklists with Can Do statements
organising learning
choosing what to do
using reference resources such as dictionaries and the internet
comparing/contrasting
planning learning
reviewing learning
remembering language or information about language
developing hypothesis about language rules
Key to Sample Task
1. F
2. E
3. D
4. A
5. C
6. G
answer keys
Page 5 of 8

and Developing childrens learning strategies Participants
worksheet 1
Childrens characteristics as language learners
Look at these comments by teachers about young learners. Discuss the activities and
characteristics, in particular:
Do you agree with the comments?
Would consider using these activities in your classes?
1. I always plan whole class activities as an integral part of the lesson as children
respond positively and learn quickly while they are having fun.
2. Children learn language in context through their own understanding and experience
so I always try to activate this knowledge when starting new themes.
3. Children are at different stages of emotional and social development and so I plan
lessons so they feel relaxed and safe as soon as they come into the classroom.
4. Its interesting how children are able to use whole language chunks such as Have a
good weekend! without knowing any grammar rules.
5. I always plan further activities to challenge children who finish quickly and may be
more advanced than others in their development.
6. As each child has their own characteristics such as learning style or previous
learning experience, I always review language in different ways throughout the
course to support these differences.
Participants worksheet 1
Page 6 of 8

and Developing childrens learning strategies Participants
worksheet 2
Playing TPR games: The class sit on chairs in a circle and the teacher gives commands
such as Change places if you have got a brother/ are wearing a watch etc. One chair is
removed after each change and the child who loses their chair gives the commands.
Brainstorming activities: On introducing the topic Pollution the teacher asks the class for
vocabulary which is linked to it and writes key words/sentences on the board.
Developing classroom routines: The teacher welcomes the class, organizes the room,
and takes the register. Ten minutes before finishing, the children finish their work, put away
materials and the teacher reviews learning.
Using classroom language posters: At the start of term children prepare posters for the
notice boards which review short phrases and sentences used in everyday classroom
language. Children use them throughout the course.
Planning follow-up activities: Children know what to do when they finish a task. This might
include doing a worksheet, playing a memory game to review language or helping a friend to
finish.
Reviewing language: Children can practise language over several weeks through songs,
chants, games and reading stories.
Participants worksheet 2
Page 7 of 8

and Developing childrens learning strategies Sample Task
For questions 1 6, match the teachers comments on her approach to learning with the
young learner needs and characteristics listed A G.
Mark the correct letter (A G) on your answer sheet.
There is one extra option which you do not need to use.
Young learner needs and characteristics

Young learners like to have:
A
routines in the classroom
personalised feedback on their language
opportunities to respond to and use language creatively
chance to have fun as a whole class
help with underlying language patterns
physical movement/activity
enough time to complete their work
Teachers comments
1
Theyre often sleepy in the afternoons so we generally do some group project work where
theyre measuring or doing something like a science experiment.
They worry about their spelling so, each week, we choose a vowel sound and brainstorm
all the words we can think of. Then we look at how theyre spelt and categorise them.
One of the things my pupils like most is to learn a chant and then try to say it faster and
faster but still keep in time. That parts really hard!
At the start of the lesson, two pupils give out the books and another writes the date on the
board.
We often do visualisations. They close their eyes and I ask them questions about a story:
Whos in it? Where are they? What happens? Then they draw a picture and write a few
sentences about it.
Ive got a bank of worksheets at the back of the room for fast finishers so that they dont
get bored waiting for everyone else.
Sample Task
Page 8 of 8

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What are some activities mentioned that young learners enjoy?

What are some activities mentioned that young learners enjoy?

What are some ways mentioned that children learn English?

What are some ways mentioned that children learn English?

TKT: YL (Young Learners) Part 1: Children as language learners

and Developing childrens learning strategies Trainers notes

to discuss children as language learners and YL classroom activities

tasks may focus on young children, older children or on a range of

In the test there a total of 80 questions to complete in 1 hour 20 minutes

Which task type have they practised? (1-1 matching)