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This unit is about the differences in teaching and learning in terms of two very distinc groups of students based on age and level. Group one being composed of five to nine years old and group two being composed of nice to thirteen years old. Then it goes into the methadologies within the scope of teaching and learning. First being maturation theory in which simply put, as the child matures, it gains more cognitives skills and therefore can learn efficiently regardless of other stimuli. The second one is the enviromental theory. This theory emphasises that the enviroment is the cause of the behaviour and not some pre-programmed code. The next theory is called contructivism, in which combines elements of enviromental and maturation theory. Lastly, there are other theories, one being called cofnitive developmentalists, which advocates that there are stages of intellectual development. Then it goes into some methadologies for each group (one and two). For Group one, the lesson is in english and the lessons are student centered with speaking being the highest aim, which will need drilling and repetition. In contrast, group two should be approach in a communicative maner and with instruction with the teacher more than group 1 while the lesson still being stundent centered. The teacher is a faccilitator instead of drilling. Student talk time still main target but the content is different with variety of activities and worksheets to cover the basis. After that, it goes into classroom arregements again. Lastly, it talks about Skills. The rubric system for both group 1 and two is very useful not only to use but to compare and have an idea about a standard way to measure growth and lack there of.
