as a general rule, it can be noted that the way children learn English depens on their development stage.

according to Philips (1995:7) younger learners respond to languange according to what it does or what they can do with, rather that treating it as an abstract system.

children are still learning about their environment. younger children may ask questions all the time and may talk about what they are doing while older children can tell the difference betweenb fiction and fact. the teacher him/herself who is aware of the learner's charecteristics and take them into account in his/her teaching. in this case, according to Scott and Ytreberg (1995), the teacher can only pay his/her atention to the charesteristics of the average child which are relevant for languange teaching. some characteristics of young learners are: they learn by doing they can talk about what they have done or heared they can argue for something they understand situation more quickly they have a very short attention and concentration span they often happy and playing and working alone they are able to work with adult. They learn english by using it Children learn best when they are relevant to them (pahin & power, 1990:8)

a list of some dos and don'ts for the teacher (adapted from pahin & Power, 1990) start learning the children's names from first day set the class rules from the beginning use the mother tongue to give instruction, if they are very complex encourage children to use English as much as possible change the activity to ensure children remain interested vary pairs and groups so that children do not always work with best friends

go around the class helping the children, checking languange and monitoring the progress of the activity don't be afraid to let children move about select the materials and the activities properly make learning english a joyful activity, to develop a positive attitude to languange learning let the students sing, play games and fun give clear instruction so that they are sure what to do provide plenty of repetition and drills use media, especially pictures, real, puppets, etc be organized, know exactly what you are going to do be creative, plan for a smooth running class, with plenty of variety. some points to bear in mind all activities should be simple the activities should be largely orally based the task should be within their abilities activities can be games and songs with actions, total physical respone activities, tasks that involve coloring: cutting and sticking, simple repetitive stories.

1.4 questions and activities 1. mention some other characteristic of young learners ! 2. think back to when you started learning a foreign language. was it good or bad experience ? can you draw any conclusions from it about what you should or should not do in your language class 3. dos 4. don'ts

integrated language skills

objective : upon the completion of the unit, the student are expected knowledge and skill in presenting integrated language skills materials (listening, speaking, reading, and writing )

no body speeds his/ her whole lesson listening,speaking, reading, and writing. it is not suggested that language skill is taught in isolation. in reality language skills are taught as an integrated activity. two or more language skill activities can be prepared in one lesson.

the division into four haedings is simply an easy way of presenting the materials for course.

listening children start to learn a foreign language through listening, when a teacher is talking / reading, his / her students are listening. it is important to say things clearly, slowy, and repeat them. once you have said someting, your oral statement or message disappears. the students cannot listen again, except if you repeat what you said.

listening skill can be practiced through giving instruction, story-telling or reading, and dictation. it is important not to give the student too much material when you are working in listening activities. some listening activities will wake your student up, make them move about, and create movement or noise (scott & ytreberg).

Speaking speaking is the most demanding sill for the techer to teach (scott and ytreberg, 2000). in EFL classes, the students are working with guided activities because we want them to work and to produce correct english.

dialogues and roles play are very useful in EYL class. these activities encourage the students to participate because they have to answer the questions or they to tell their experience to others. helping the students to speak english will take time, patience, and the taecher need to have sufficient english proficiency so that he /

she can be model first then ask student to repeat, to respond or to do something else. speaking class can be done through different activities, such as "question - answer, interviewing, and reporting. the use of media will make the actuvity more interesting. visual media, eg. picture, will help students understanding the concept better

reading elementary school children have laerned how to read in bahasa indonesia which is linguistically different ways to approach the introduction of reading in english (scott & ytreberg, 1990:49). 1. letter & sound teach the student the letters of alphabet and the combination of letters. using a song ABC song can be very helpful

a teacher teaching EYL has to be a model. he / she has to pronounce the english alphabet correctly.

2 look & say the teaching of reading is based on words and phrases. everyday words or familiar things around the students. the use of flash cards, picturre and real objects is recommended. the teacher shows or points to the picture or object, says it and the students repeat.

it's a ...................... this is a .............

3. whole sentence reading the teacher shows the whole phrases and sentence. the words ate presented as sentence and thez have meaning. reading for meaning is encouraged as soon as possible, e.g.

I like ice cream This house is beautiful

in indonesia we use alphabet which is based on Roman script. English has the same alphabet but different sound. Students can start teaching ''words'' or ''phrases'' then ''sentences''. Most of the EYD reading class is reading aloud. Reading aloud is used to train or to check rhythm and pronunciation.

Reading a dialog aloud in pairs or small groups is an efficient activity. The teacher reads sentence and the the students repeat or read in chorus. This kind of reading is done especially for the beginners.

Writing writing english is not easy for indonesia students. What thez write is different from what they read. teacher needs to introduce the letters of alphabet and their sounds. he/she should guide the students, especially the beginners, to do the writing activity. copzing is the frist step for writing. the teacher ask the student to read pronounce loudly to them selves when they are copying the words. student (the 1, year ) who just start to lear english can start by traching words, copying can be followed bz some others activities such as - matching pictures and texts - organizing words into a sentence - substituting - copying a text, a story etc

Dictation is another kind of activity for writing. for young learners, dictation should be short, having a purpose and read at normal speed bz the teacher. a teacher can read a text but some words are missing The he asks the students to complete This is called the ''Guided written activities'' Scott (1990) stated that '' fillin exercises ''are useful activities, especially at the beginner stage.

Dictation can be given for certain vocabularz items (words), phrase, and sentences. the teacher can dictate onlz a part of sentence. then he asks the students to complete in their own way. for example I like ..... I don't like .................. Later the teacher maz ask his students' own language (free writing activities ). in this case the teacher should help the students while they are still working on it. Question and activities 1. identifz some topic for listening activity ............................................................... ............................................................... 2. what is the difference between reading a story and telling a story ? ........................................................... ....................................................... 3. list some possible mistakes in writing activity ! .......................................... ..........................................