cambridge young learner

Young learner needs and characteristic

They often sleepy in the afternoons so we generally do some group project work where they're measuring or doing something like a science experiment.

• Routines in the classroom

• Personalised feedback on their language

• Opportunities for physical movement/activity

• Opportunities to respond to and use language creatively

Young learner needs and characteristic

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 they're spelt and categorized them.

• The chance to have fun as a whole class

• Personalised feedback on their language

• Opportunities for physical movement/activity

• Opportunities to respond to and use language creatively

Young learner needs and characteristic

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 part's really hard!

• The chance to have fun as a whole class

• Personalised feedback on their language

• Help with underlying language patterns

• Opportunities to respond to and use language creatively

Young learner needs and characteristic

At the start of the lesson, two pupils give out the books and another writes the date on the board.

• Routines in the classroom

• Personalised feedback on their language

• Help with underlying language patterns

• Opportunities to respond to and use language creatively

Young learner needs and characteristic

We often do visualisations. They close their eyes and I ask them questions about a story: who's in it? where are they? what happens? Then they draw a picture and write a few sentences about it.

• Routines in the classroom

• Personalised feedback on their language

• Opportunities to respond to and use language creatively

• Enough time to complete their work

Young learner needs and characteristic

I've got a bank of worksheets at the back of the room for fast finishers so that they don't get bored waiting for everyone else.

• Enough time to complete their work

• Personalised feedback on their language

• Opportunities to respond to and use language creatively

• Opportunities to respond to and use language creatively

Main cognitive strategies

Look at the monsters in these pictures. Which one's naughty? How do you know?

• Categorising

• Predicting

• Ranking

• Inferring

Main cognitive strategies

Listen to these people's voices. Which person sounds happy?

• Categorising

• Predicting

• Ranking

• Inferring

Main cognitive strategies

Look at these letters and then try to find the animal word I'm thinking of. Are you ready? First word: D-O ..., Next word: S-N- ..., next one: C-A ...

• Categorising

• Predicting

• Ranking

• Inferring

Main cognitive strategies

Cut out the five pictures of food. Stick your favorite one here at the top and write the name under it. Then put your next favorite one under it, and so on

• Categorising

• Predicting

• Ranking

• Inferring