ADAPTING TEACHING MATERIALS FOR YOUNG LEARNERS IN ENGLISH LANGUAGE TEACHING

Abstract

This article examines the importance of adapting teaching materials in the process of teaching English to young learners. In many cases, course books designed for specific age groups do not fully correspond to students’ actual language proficiency, interests, and real-life experiences. Therefore, teachers need to modify learning tasks to make them more meaningful, engaging, and relevant for learners. The study analyzes two methodological approaches proposed by Cameron and Paul, which emphasize learner-oriented teaching and the importance of addressing students’ needs in the learning process. Special attention is given to task-based learning and the three-stage task framework consisting of preparation, core activity, and follow-up. The analysis shows that adapting teaching materials according to learners’ abilities, interests, and learning goals can significantly increase students’ participation, motivation, and effectiveness of language learning