They are knowledgeable users of their mother speech and in this connection, they are conscious of the major system of sentence structure. They can understand abstract, systematise. The teachers of foreign languages base on it; however, it is taken into reflection that not each young person has a quantity of sort of language consciousness and readiness, which they bring with them into the foreign language classroom.
Immature students can:
- converse about what they are doing,
- tell about what they have done or heard,
- play activities,
- argue for something,
- use logical reasoning,
- use their vivid imagination,
- tell the difference between fact and fiction,
Children need to expand balance, spatial responsiveness, and fine control of certain strength with the purpose of performs everyday actions. Less imperative is the improvement of their collective manners. Children’s collective development is seen as an important precondition to their learning capabilities: “Socially, children need to develop a series of characteristics to enable them to fit into the society they live in, to become aware of themselves in relation to others, to share and co-operate, and to be assertive without being aggressive.
The primary language teachers need to tolerate in mind the schooling of the whole youngster and the fact that the progression and content of the language class should contribute towards the general educational development of the learner.
The reasons for cross-curricular approach are as follows:
- The greatest way to arrange children for their adult life is to give them what they need as offspring.
- Children are entire people who have feelings, ideas and relationships with others, and who need to be physically, psychologically, ethically, and spiritually healthy.