Актуальные научные исследования в современном мире iscience. In. Ua

Familiarity of Content
The vocabulary, language structures and topics, which form the basis of the 
program, should be taken from the child‘s world of daily experiences (such as home 
and family, school, animals etc). By choosing familiar topics, the pupils can relate 
more easily to the language learning experience. The stories provide a natural 

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«MODERN SCIENTIFIC CHALLENGES AND TRENDS»
 
SCIENCECENTRUM.PL 
ISSUE 3 
ISBN 978-83-949403-3-1 
150
context for understanding and using the language. 
Teaching Techniques
In order to accommodate different learning styles and maintain young 
learner‘s interest, the teaching techniques and activities must be varied. In addition, 
the techniques and activities should be appropriate to the learners‘ cognitive level 
as well as take into account the learners‘ affective needs. The techniques used 
should allow students to work at the class level 
–chorale response; read aloud 
together with teacher etc; small group level 
– for negotiating, sharing ideas and 
creating group products; pair work 
– for enabling pupils to engage in dialogues and 
oral interactions and individual level 
– which allow pupils to think about, internalize, 
practice and apply what they have been learning. 
Activities
The activities should provide multiple sources of language input and 
opportunities for reinforcement, internalizing and using the language. The activities 
must be multi-sensory which cater to the needs of pupils with different learning 
preferences 
– singing; arts and crafts; listening to stories; acting out; solving 
puzzles; playing games etc. 
Assessing Young Learners‟ EFL Learning
Assessment has various purposes 
– formative, for assessing progress and 
summative for assessing whether instructional goals have been achieved. It has 
been noted in the literature that young learners may not perform to the best of their 
ability on formal standardized tests due to the time and pressure constraints and 
general lack of experience with this mode of assessment. In addition, the use of 
tests has a strong impact on the self-esteem of young learners particularly on 
whether they perceive themselves as ‗successful‘ or not which will then affect their 
attitudes toward learning the language and future achievements (Wortham, 2000, 
2005). 
In the young learner classroom, the teacher should focus on formative 
assessment activities - 
to provide information, which will benefit the pupils‘ learning 
as well as inform instruction. To this end, assessment should be viewed as an 
ongoing process of collecting information on the pupils‘ abilities, difficulties and 
progress. The most effective means of collecting this information is by observing 
pupils in the classroom setting, recording their performance as they are engaged in 
activities and reviewing samples of their work over time. In addition to on-going 
informal assessments, periodic summative assessment procedures can be used to 
measure achievements and indicate what goals have been achieved after an 
extended period of instruction. 
Following are some techniques for assessing young learners, progress and 
achievements: 
• Checklists: these are easy to use and can be done regularly 
• Self-Assessment Activities: these allow pupils to reflect on their learning 
and express their feelings about their learning. 
• Short Questionnaires which can indicate what pupils like and don‘t like; 
what is easy and what they find difficult 
• Short Assessment Activities, which focus on core elements which 
everyone, should have mastered. 
• Anecdotal Observation sheets 

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