Introduction Chapter I. Teaching basic speaking skills in English to Young Learners

Revising , or editing is usually the least favorite stage of the writing process, especially for beginning writers. Critiquing one’s own writing can easily create tension and frustration. But as you support your young writers, remind them that even the most celebrated authors spend the majority of their time on this stage of the writing process. Revising can include adding, deleting, rearranging and substituting words, sentences, and even entire paragraphs to make their writing more accurately represent their ideas. It is often not a one-time event, but a continual process as the paper progresses. When teaching revision, be sure to allow your child time to voice aloud the problems they see in their writing. This may be very difficult for some children, especially sensitive ones, so allow them to start with something small, such as replacing some passive verbs in their paper with more active ones.

Proofreading – This is a chance for the writer to scan his or her paper for mistakes in grammar, punctuation, and spelling. Although it can be tempting for parents to perform this stage of the writing process for the child, it is important that they gain proofreading skills for themselves as this improves a student’s writing over time. And because children want their writing to be effective, this can actually be the most opportune to teach some of the standard rules of grammar and punctuation. When students learn the rules of mechanics during the writing process they are much more likely to remember to use them in the future.


Conclusion
In conculusion to develope basic skills to young learners in English language.
Most young learners do not decide to sign up for English, their parents make this decision for them. What we seek to do as their teachers therefore is to create a welcoming, positive, stimulating and of course safe classroom environment in which they would opt to spend their time, if they had the power to choose. Young learners respond best to those teachers who they identify as genuinely interested in them and enthusiastic about joining them in their world. If they are running down the corridor to get to your classroom and tell you about their day, then this is the dynamic we are aiming for. It is vital to create relationships of trust with your students so that they know you care about and understand them. If you would like to feel better informed about the social, affective, cultural, emotional and physical needs of particularly VYLs (3-6 year olds), FutureLearn offers a free, online course here.
There are also excellent books available which will help you better understand the wonderful world of Young Learners – see the References section below.