TABLE OF CONTENTS

1. INTRODUCTION ..........................................3

2. YOUNG ENGLISH LANGUAGE LEARNERS ..........................3

2.1. SCAFFOLDING ...........................................4

2.2. CRITICAL PERIOD HYPOTHESIS .............................. 5

3. YELL MOTIVATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

3.1. CLASSROOM MANAGEMENT ...............................7

4. TASK BASED LEARNING .....................................9

5. YELL MATERIALS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

5.1. ADAPTING COURSE BOOKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

5.2. SUPPLEMENTING WITH STORY BOOKS . . . . . . . . . . . . . . . . . . . . . . . . 13

6. CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16-17