The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Neurolinguistic Approach (NLA) to learning language builds networks in the brain that allow learners to develop their language skills naturally. Five principles support the NLA and the approach requires a lot of oral work. Learners are provided with models of sentences (at the beginning, fairly simple sentences) that they need, so that they may communicate in the language in authentic, real, situations (adapted from Netten and Germain, 2012).
Implications of the 5 Principles
The five principles of the NLA have implications for teaching. Learners must do most of the talking (work) in order for their brains to develop the patterns. Quiet listening is not enough.
The Bear Went Over the Mountain
Back to Songs and Videos
How to Use This Video?
Pre-viewing Activity:
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Introduce and practise vocabulary before watching the video:
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Animals: bear and other familiar animals
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Landforms: mountain, hill
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Actions: go, climb, look, see
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Location words: over, up, down, other side
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Use animal figures, pictures or classroom objects to demonstrate movement over a mountain or hill.
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Pre-teach questions:
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Where is the bear going?
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What does the bear see?
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What is on the other side?
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Watch The Bear Went Over the Mountain to reinforce familiar vocabulary, action words and location words through repetition, gestures and song.
Encourage students to participate by copying the actions demonstrated in the video. Pause and repeat sections to allow students to practise the words and movements in the Indigenous language being taught.
Extend the Learning by:
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Using a toy bear and a model mountain or hill, have students demonstrate the bear going over, up and down.
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Playing a movement game where students act out travelling over a mountain, around a tree or across a river.
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Using different animal figures to change the song. For example, have a moose or rabbit go over the mountain.
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Asking students to predict what the bear might see on the other side.
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Creating a simple classroom landscape using blocks, fabric or natural materials and having students describe where the animals are moving.
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Connecting the activity to the local environment by discussing familiar hills, mountains and other landforms in the community.