1. Teaching Adolescent EFL Learners Andrew Tweed United States Senior English Language Fellow National Institute of Education, Phnom Penh, Cambodia
Maybe I could start with something fun or intersting. Get in line according to birthday. Mention that this is communicative because of information gap. Then I could use it to arrange people in new seats. Could also do swat activity to review key words from yesterday. Could show them backs to board, too.

2. Session objectives Today we will learn…
what makes young and adolescent learners unique from adults;
why having good rapport with adolescents is important.

3. Characteristics of Young and Adolescent EFL Learners

4. Names for different age groups
Very Young Learners (under 6 years old); pre-school and kindergarten
Young Learners (about 6-11 years old); primary school
Adolescents/teenagers (about yrs. old); secondary school
Adults (18 and over)

5. 1) Motor skills development 2) Social skills 3) Cognitive ability
How are Adults (18 and over) and Young Learners (6-11) different? How do you think these differences affect how we teach them?
1) Motor skills development
2) Social skills
3) Cognitive ability
4) Behavior
5) Learning environment
6) Energy levels and moods
7) Motivation
Look at the list. Consider adult and young learners. How are these things different when teaching adults and teaching children. Wrap up by saying that teenagers, in general, are somewhere in between these two extremes.

6. Characteristics of teenagers
Finish these sentences with your own ideas about
teenage English students.
Teenagers are…
Teenagers have…
Teenagers can/can’t…
Teenagers like/want…
Teenagers need…
From IHCYLT course, session 19, Teaching Adolescents, Handout 1
Brainstorm ideas to finish sentences.

7. Compare your ideas and discuss
Look at the handout and compare in your group.
Did you think of any of the same ideas?
Are there any ideas here that you don’t think apply to Cambodian teenagers? Which ones? Why?
Which ideas do you think are most important? How do they influence the way you teach adolescents?

8. Developing Rapport with Adolescent Learners

9. Rapport What is rapport?
How can having good rapport help you teach and manage your students more effectively?
What are some possible consequences of having bad rapport with your students?

10. Rapport
Definition:
relation; connection, especially harmonious or sympathetic relation:
a teacher trying to establish close rapport with students

11. Rapport
Look at the list of guidelines on the handout for maintaining good rapport with teenagers.
Decide if you think these are helpful guidelines for your students or not. Are there any that you would add? Explain your thoughts with your group.
NEEDS TO BE APPLICABLE TO Yls TOO.

12. Classroom management- rapport with adolescent EFL learners
1. Treat teenagers with respect, and avoid talking down to them.
2. Don’t try to be a teenager.  
3. Be patient and understanding.  
4. Use humor appropriately.
5. Praise and encourage students when they do well.
6. Make students responsible for their actions.
THERE IS A HANDOUT FOR THIS.

13. Like/dislike dictation
NEED TO DECIDE HOW I WANT TO DO THIS. THINK OF LOW LEVEL STUDENTS. WORKS WELL W NEW CLASS. Nice dictation activity for lower levels practicing language of like and dislike. Get participants to copy the table with happy face on the left and sad face on the right.
Tell them that you are going to say a list of things you either like or dislike and they have to look at you and guess what is true and write the words either under the happy or sad face. (They don’t know you, but it doesn’t matter – it is just a guessing activity).
Read out a list of stuff you either like or dislike (eg. carrots/teenagers/Tom Cruise/cheese/reading/Johnny Depp/loud music)
After you’ve finished put the participants into pairs and tell them to share their lists and that they have to ‘negotiate’ one list between them and agree on what they think you like and dislike.
Then go through the list and tell them which ones you like and dislike and see if anyone guessed right.
The follow up in class would be to put students into groups and they make their own lists and run the activity in small groups.

14. Questions?

15. References
Harmer, Jeremy. The practice of English language teaching. Pearson-Longman, 2007.
International House Certificate in Teaching Young Learners and Teenagers.
Lewis, Gordon. Teenagers. Resource books for teachers. Gordon Lewis. Oxford University Press, 2007.
Puchta, Herbert and Schratz, Michael. Teaching teenagers. Longman, 1993.

16. Thank you!