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Success is gauged by the accuracy of the content and accuracy of the text. Accuracy focuses on: 1. Grammar and vocabulary 2. Spelling and punctuation 3. Legibility and appropriate genre conventions Content focuses on: 1. Conveying information successfully to the reader 2. Providing enough detailed information 3. Logically ordering ideas 4. Using appropriate register 5. Think about how you can employ these with your own young learner groups and try them out. Encourage collaboration between young learners and provide opportunities during thought-showering, making notes, planning, revising etc 2.

Provide visuals, or ask the learners to draw their own pictures to provide the content for the tasks 3. Topics should be engaging for your young learners e. Write about what they know e. Look at writing tasks from a different perspective e. Let young learners choose their own characters to write about 6. Set challenging but achievable tasks 7. Have extension activities available for fast finishers 8.

Encourage pride in the presentation of their writing e. Respond to written ideas, not just language Mark positively and give feedback on areas of content as well as language. Encourage learners to value writing.

Using a range of smileys can encourage young learners to record how they feel about different writing tasks. Challenging your learners and exploiting collaborative opportunities all combine to provide a learning environment where writing is both valued and enjoyed. Most of the young learners in your groups cannot read or write yet. Use the picture dictionaries or use the illustrations, but most importantly, use the flashcards.

How do you design your reading classroom for young language learners? How do you design your writing classroom for young language learners? Young Learners. Moon, J. Children Learn English. Scott, A. Teaching English to Children. NewYork: Longman. Description of Course This course discusses the model and strategies in teaching grammar and vocabulary. The five main stage for young leaders to increase their vocabulary inspires some techniques in teaching vocabulary.

Some media are needed to help young learners presenting their new words. Teaching Grammar is related closely to teaching vocabulary and it should be done in a playful and creative way. Learning Outcomes The students are able to comprehend the concept of teaching grammar and vocabulary and implement it in English language classroom. Detail of Material Teaching Vocabulary When designing a course for young learners, the most central questions a teacher has to answer include: 1.

How much vocabulary do children need? How much vocabulary is manageable for them to learn within a 3. How do children learn new words? What vocabulary should be taught and how should it be taught? When teaching foreign language vocabulary to children, the teacher needs to keep in mind that young learners are still building on their first language vocabulary and are still in the process of acquiring and organizing concepts. The first language background needs to be taken into account in order to know what will work and what may be too difficult for children.

It is also common sense that teaching names of animals will go fine with young learners, however, teaching more complex adjectives e. Basic level words are likely to be more appropriate for young learners, while building up more sophisticated, complex and abstract vocabulary should come later and should rely on basic vocabulary. Teachers should also note that learning a new word is not a simple task that is done once and then completed.

Children need to be exposed to words in many different situations, which means that learning a word takes a long time. Brewster, Ellis and Girard explain that children go through five main stages in their efforts to learn new words and attach the words they already know.

The stages they identify are the following: 1. Understanding and learning the meaning of new words 2. Attending to form 3. Vocabulary practising, memorizing and checking activities 4.

Consolidating, recycling, extending, organizing, recording and personalizing vocabulary 5. Developing strategies for vocabulary learning31 The first stage of vocabulary learning introduced by Brewster Ellis and Girard is connected with the introduction of new words and the several different ways of presenting vocabulary. They claim that new words are ideally presented in a context which is familiar to the child and that visual support is very important to help convey meaning and to help students memorize new vocabulary.

They claim that it is helpful to introduce new words in groups, based on certain similarities, e. Lexical sets, e. Rhyming sets, e. Colour sets, e. Grammatical sets, e. Partners or collocations, e. Opposites or male and female, e. Students also need to learn if the word has an irregular plural form e. This stage should involve a lot of listening and repetition as well as organizing and copying. Vocabulary practicing, memorizing and checking activities involve the active participation of students.

Children need to do certain activities with words in order to learn them properly and to make strong memory connections. The more things they do with the new words, the more frequently they use them, the more likely they are to remember them. This stage is interrelated with the stage of consolidating, recycling, extending, organizing, recording and personalizing vocabulary.

The fourth stage of learning vocabulary is based on the very same principle as the third stage, i. However, this stage also underlines the importance of personalizing vocabulary, to help children build up their own vocabulary systems.

They can make their own sets of vocabulary, colour cards, flashcards and vocabulary bags or even create a class dictionary or sets of words. Children also need to develop their own strategies for vocabulary learning so that they can memorize words more effectively.

They need to be actively involved in the learning process and become more and more independent in learning new words. The most frequent ones are the following: Realia — Bringing the things the words represent into the classroom e. The teacher holds up the object or points to it, says the word and then gets students to repeat it.

Pictures — Bringing a pen into the classroom is not a problem. Bringing in a car, however, is. One solution could be bringing in pictures board drawings, wall pictures, charts, flashcards or magazine pictures.

They can illustrate concepts such as above and opposite, clothes, parts of the body, forms of transport, etc. Visual support is extremely important for young learners. Mime, action and gesture — Action is probably better explained by 39 mime, especially with young learners: e. The teacher can establish a common gesture for a certain concept, e.

Contrast — It means presenting the meaning of a word by contrasting it with its opposite, e. Enumeration — It is a great and creative way of presenting meaning by enumerating or listing various items: e. Explanation — It can be very difficult, especially with young learners, at beginner and elementary levels. It is more suitable for older and intermediate students; however, if it is done with care, it can be effective even with younger children. The teacher can combine explanation with miming or even acting.

Translation — It is a quick and easy way to present meaning, but not without problems. Pointing, touching, tasting, feeling, smelling — It is about getting children using their senses. It helps memorize words and understand their meanings. Using digital technology — Using the Internet, the interactive whiteboard, tablets and smartphones. All of the above presentation techniques either singly or in combination are useful ways of introducing new words.

What must be remembered with vocabulary presentation, too, is that pronunciation is just as important here as it is for structural material. We should not introduce words without making sure that students know how they are said: they must know how to use the words in speech. Worksheets Design some activities based on the material above to teach grammar and vocabulary and you may use some activities in teaching vocabulary and grammar.

However, you have to make sure that you are using them effectively to teach English. Here is one way to organize a lesson using a song. Use this page to take notes after watching a demonstration of a lesson. References Brewster, J.

New Edition. Harlow: Pearson EducationLimited. Kega Gank Project Putra, J. Proceeding Teflin 2 Shin. Learning Outcomes The students are able to understand on how to implement teacing English to young learners by optimalize their physical, mental and spiritual aspects. Moreover, the students also can develop young language learner language development and motivate them to learn English through stories, games and songs.

Stories offer a whole imaginary world, created by language that children can enter and enjoy, learning language as they go. Themes begin from an overarching topic or idea that can branch out in many different directions, allowing children to pursue personal through the foreign language.

Stories bring into the classroom texts that originate in the world outside school. Theme organize content and activity around ideas or topics that are broader than the organizing ideas in most day-to-day classroom language learning, and that might be found structuring events outside the classroom such as television documentaries or community projects.

Bringing the world in to the classroom by using stories and themes has to work from the theme or story to make the content accessible to learners and to construct activities that offer language learning opportunities, and in doing so needs many of the skills and language knowledge of the text book writers. In continuing to develop a learning- centered perspective to teaching foreign languages to children, we will emphasize the need for teachers to plan classroom work with clear language learning goals in mind.

Stories are frequently claimed to bring many benefits to young learner classrooms, including language development Wright Garvie The power attributed to stories, which sometimes seems to move towards the mystical and magical, is probably generated by their links into poetries and literature in another.

Stories can serve as metaphors for society or for deepest psyche Bettelheim , and parent-child story reading can be rich and intimate events that contrast sharply with the linear aridity of syllabus and some course books Garton and Pratt The Discourse Organization of Stories Story telling is an oral activity, and stories have the shape they do because they are designed to be listened to and, in many situations, participated in.

The first, obvious, key organizing feature of stories is that events happen at different point in time. They occur in a temporal sequence. There is some central interest factor theme that changes over the timescale of the story. Difficulties or evil are overcome, or a major event is survived. Very often the thematic structure of a story can be characterized as resolution of a problem Hoey A narrative does not need a thematic structure other than the unfolding of time, but is then a kind of commentary rather than a story.

And the second the structure of typical stories was analyzed by Propp and many of the same features have been found in analyses of how people tell stories in their conversations Labov Prototypical features of stories that will be found in most versions are: a.

Introduction of characters c. Description of the setting d. Introduction of problem e. A series of events f. That lead to g.

The resolution of problem h. A moral: which may or may not be explicitly stated? Language Use in Stories a. Parallelism This repeated pattern, or parallelism, creates a way into the story for the active listeners, as well as providing a natural support for language learning b. Rich vocabulary Because stories are designed to entertain, writers and tellers choose and use words with particular care to keep the audience interested.

Children will pick up words that they enjoy and in this way stories offer space for growth in vocabulary. Alliteration Alliteration is the use of words that have the same initial consonants. Contrast Stories for children often contain strong contrasts between characters or actions or setting.

For language learning, the lexical items that are used in connection with each idea will also form contrasting set that may help understanding and recall. Metaphor Bettelheim suggests that our early experiences with fairly stories map subconsciously on to our real world experiences, and become a kind of script for our lives.

Inter-textuallity This term used to describe making references within one text to aspects of other texts that have become part of shared cultural knowledge. When children begin to writer their own stories, or little dramas, they may just as adult writers do, involve familiar characters or pieces of language from stories they know. This appropriation of the voice of writer is an integral part of first language development Bakhtin , and can help in foreign language learning too.

However, stories that appeal more than others, and that remain favorites with children and parents over many years, do demonstrate some common features that can be identified as characterizing quality. Quality stories have characters and a plot that engages children, often the art work is as important as the text in telling in the story, and they create a strong feeling of satisfaction when the end is reached.

However, not all good stories will be automatically good for language learning, and we now move to think about what is involved in choosing and using stories not just for pleasure, but for pleasurable language learning.

Real books or specially written ones? Waterland The questions that follow can be applied to any story book that is being considered for use in the foreign language classroom. Will the content engage the learners? A good story for language learning will have interesting characters that children can empathize with, who take part in activities that the learners can make sense of.

The plot will be clear, but may have a surprise or twist at the end. The role of the pictures in combination with the text to form the story as a whole should be considered. If the pictures are indispensable, as is often the case, then somehow there will need to be enough copies or they will need to be made big enough for everyone to see.

Are the values and attitudes embodied in the story acceptable? Story can help children feel positive about other countries and cultures, and can broaden their knowledge of the world. However, stories should be checked for values and attitudes that may not be appropriate. How is the discourse organized? Stories with a structure close to the prototypical format set out in section are likely to be most accessible to children.

There will be a clear plot, with an initial formulation of a problem. How is language used? The built-in repetition of words and phrases is one of the features of stories that is most helpful for language learning. Careful analysis of the language of the text will reveal whether the repeated phrases and vocabulary will help a particular class. There may be some phrases used in the dialogue that children can appropriate for their own language use.

What new language is used? In planning the use of a story, the teacher can identify language use and make three rough groupings: a. Language that children have already met, and that will be recycled.

New language that will be useful for all children to learn from the story. Once it was all about learners being passive and listening in the classroom, but today learners are usually much more active in the classroom, and what better way to be active than by playing games Sugar, p. The national curriculum in foreign languages in talks about the importance of keeping teaching methods diverse in order to light and sustain interest amongst students.

A more specific way that teachers can use in order to keep diversity within the classroom is to not be afraid of using games as a teaching method along with other methods. According to the national curriculum games can be a good teaching method and games, such as role playing games, imitation games, theatrical expression and problem solving activities are especially fitting for all stages of language learning.

Gardner, who theories that humans have eight intelligences, claims that when exploring a certain topic in school it can, and should, be approached in 6 different ways in order to maximize the chances of reaching all students in the classroom. In addition, Armstrong suggests board games as a teaching strategy that might suit students with interpersonal intelligence because they provide an excellent setting for interaction between students. Why Games? There are a number of reasons that games deserve a place in the language classroom.

First of all, they are fun, which is extremely important, because they can help activate students who may have been inactive before, due to lack of interest. Keeping students active is vital because teachers will never be able to actually teach students anything unless they can get them to participate in their own learning process. Second, games also play a big part in helping participants build relationships, and to feel equal.

Games can be a very good way to practice this skill because they can easily be used to reenact various situations from real life and provide students with practice in their fluency. Also, by using games in the classroom the teacher is giving his students a bigger role, and he himself is stepping out of the frontline which is a positive thing because it allows students to take on more responsibility.

Also that allows students to do more on their own, and that can very well result in an increase in their confidence level. Fourth, language students need to be exposed to the language in a variety of situations, which is a need games can fulfill. Language students also need to be ready to take on the experience, keeping their minds open and being willing participants Again, games make this possible.

Fifth, language students need to be emotionally involved, meaning they need to feel something while they are exposed to the language. Strong emotions, such as happiness, excitement, amusement and suspense allow students to feel positively about their learning situation and are therefore likely to have a positive effect on language learning. Sixth, games are good for shy students and students with low confidence, and that applies specifically when playing takes place in smaller groups because then they get a chance to speak in front of fewer audience instead of having to express themselves in front of the whole class.

Also it is sometimes easier to open up and forget the shyness when playing a game because the atmosphere is not as serious and more emphasis is put on fluency rather than grammatical correctness. Seventh, games can be a good strategy when teaching various subjects because they are very likely to spark interest amongst students. Even though games are usually started with the aim of having fun, they can sometimes end badly, for example if someone gets carried away with all the fun and says or does something that hurts someone else or his feelings.

When games are used in the classroom the teacher must keep this in mind and control the game in the right way. Also he or she must make sure that every participant has a positive experience because the classroom must not become a place where students feel vulnerable or picked on in.

Another thing that is important to acknowledge is the fact that not all games fit the classroom environment, or all groups of students, and that it can be hard finding the right game. In fact, it is good to keep in mind when selecting a game that a recipe for a good educational game is one that balances both fun and challenge Sugar, p.

Another point teachers need to keep in mind is to choose wisely when it comes to selecting a game to use in the classroom because; although one game might be perfect for one teacher or a particular group of students it can be terrible for another teacher or group of students Sigurgeirsson, p. First of all, the teacher has to look at the group that will be participating in the game and he or she then has to set out a goal for the group which the game should aim towards Jones, p.

During the game it is important for the teachers to observe and be ready to help, but without unnecessarily interrupting the flow of the game because that might affect the fluency, which could result in discouraging students from participating. It is important for teachers to know that augmenting a game is allowed and can certainly be necessary in some cases. More difficult games can be made easier so they become a challenge instead of to hard for less skilled or younger students and vice versa Hadfield, p.

Although games can usually be modified to suit students of various ages, there are certain characteristics in games that appeal to children within specific age groups. For children age repetition is very common in games, rules are often few, and the games usually do not take a very long time.

When it comes to children age they have patience for longer games, which often include much more suspense. Also when children reach this age they start to be able to augment the games themselves, for example to bend the rules to make the game more suited for their group. Games and the Four Areas a. Writing Writing is a skill that, even in the native language, is learnt and not acquired.

That fact could explain in part why writing is often considered to be difficult, or even boring in the target language. One possible reason why writing can be viewed as being difficult is because the writer does not get an immediate feedback similar to what happens during conversations, and as a result the writer could feel more insecure about his work.

Games can be a good way to prevent this because not only are games fun but they can provide writers with a reason to write and it is obvious that writing will become easier when there is a clear reason instead of just having to write because the teacher said so.

Another thing that games can provide for writers is an audience. Listening Most people remember training their listening skill mainly by doing listening activities when they were in school.

Listening activities might very well be an effective way of training that particular skill but teachers need to remember to keep the activities versatile or their students might get bored. By combining listening with games, teachers might prevent their 16 students from getting bored, and by keeping them interested they are increasing the chances of the students achieving their goals. This game can also be used to train any vocabulary.

Speaking According to the national curriculum, teaching communication is very important because of the fact that it plays such a big part of knowing a language. The curriculum also claims that since communication is unpredictable in real life, students must get the chance to practice exactly that and not just to read premade conversations.

Students look up to their teachers and when they do not use the target language inside the language classroom it should not come as a surprise that many students do not use it either. Games could be helpful in solving this problem because they call for communication, and they emphasize fluency instead of accuracy, which should encourage students to communicate because when the emphasis is on fluency students usually do not receive much criticism although they might make errors.

Fluency is an important skill to practice because it is what is needed in the real world, and in that sense it could be said that games provide a necessary connection between the classroom and the real world Hadfield, p.

Reading Reading is an important skill to possess especially when learning the English language. First of all it is important because of the fact that to be able to write people need to know how to read.

Secondly it is important for people if they plan to visit the country where the language is spoken because then they will have to be able to read, for example, various directions, menus, and tourist brochures.

Thirdly, knowing how to read is important if students are planning on getting an education beyond elementary school because that requires reading Harmer, p. Because of how important the skill reading is it is crucial that teachers seek appropriate means in order to keep students interested.

As with the other skills, games can provide diversity and help keep subjects fun and interesting. Examples on Games to Teach English Learners If teachers are still uncertain of what kind of game to teach English learners, teachers may want to use or how to go about making students work in the classroom, perhaps the following examples may help.

Tic-Tac-Toe British Naughts and Crosses is altered slightly to accommodate for team play, but the traditional objective of three-in- a-row remains the same. Students must work together to correctly answer questions in order to gain a chance to place an X or O based on their team and each person on the team gets a chance to answer for their group.

Questions can be in the form of pictures which match vocabulary, to creating a sentence using grammar points, or whatever you choose to review with the students. Concentration is a game to teach English learners that uses cards to match vocabulary or grammar points and is best played in circle- groups so that everyone can see the cards.

The students can help you by making pairs of cards so that they get extra practice. Each student takes a turn by flipping two cards face-up. If they match, the student wins those cards. If they do not match, the student must flip them face-down again and continue to pay attention so that they can make a match on their next turn. Students will help each other decide when a match is made, but you will want to monitor as well and perhaps have each student share their pairs at the end of the game for extra review.

The Clothesline is a game to teach English learners of building sentences using different words each time. Have many different options for each part of speech, including punctuation, in piles. Students take turns in teams or individually changing the words in order to create sentences.

The student or team with the most points at the end of the round wins. Oral Matching can be a fun way for English learners to mingle and practice conversation. For more fun, use a dialogue or story to create your question and answer slips. Once each student has found his or her matching pair s , you can have the students put it back together in the original order and read it together.

Scrambler is more of a puzzle type of activity that can be fun for English learners as a break from traditional worksheets. Create a target word that you wish the students to discover this can be an answer to a key question as well, if you wish.

Use various vocabulary words that contain letters to be used in the target word. Then, scramble the vocabulary words so that the students must discover from each scrambled word the vocabulary to go letter-by- letter in the boxes behind it.

The target word can then be placed in a vertical fashion using those letters from the vocabulary. The highly adaptable, flexible nature of games means that they can be molded to suit a variety of learning settings and environments, such as Blackboard, this can add another layer of interactivity and facilitate distance learning students.

The number of game frames or models available is extensive, so no matter what discipline you teach in, there is a game model you can use. Apart from inviting students to learn curriculum content in a fun and relaxed manner, games also expose students to other skill development during game play via sequential, verbal, visual and kinetic and other game based activities.

Teaching English through Songs The singing games and chants are the embodiment of symbolic play and imitation. These activities help the children to move from sensor motor experience to a symbolic transformation of it Isenberg, Music helps children develop cognitive skills, as well as enhances language skills, by singing song; children learn language appreciation, vocabulary and rhyme Shipley, Thus, through this paper, the writer wants to explain how teachers can use songs to enhance skills to young learners, such as listening, speaking and writing skills.

When the songs are introduced; the first skill that the children learn is listening. The activities include detailed listening comprehension, listening for summarizing or writing, listening to isolated vocabulary and listening for word order Griffee, Listening Activities through Song There are some activities to learn English using songs.

In categorized, they are activity in listening comprehension, activity in providing the children a paraphrased version of the song, and activity in sing a song to learn fun.

First activity is listening comprehension. This activity is especially good to introduce songs that tell stories because it gives children the story line before they listen to the actual song. The activity goes like this; the teachers read the paraphrased version of the song to the children. Old MacDonald Had a Farm consists of several animals.

The animals are chicken and duck. After the children listen to the paraphrase, they listen to the song. And on that farm he had some chicks, ee-i,ee-i-oh! With a chick — chick here, chick — chick there Here chick, there chick, everywhere chick — chick Old MacDonald had a farm , ee-i,ee-i-oh! Old MacDonald had a farm , ee-i,ee-i-oh!

And on that farm he had some ducks, ee-i,ee-i-oh! With a quack — quack here, quack — quack there Here quack, there quack, everywhere quack - quack Old MacDonald had a farm , ee-i,ee-i-oh! Third activity is singing a song to learn fun. This skill that the children can learn through songs is speaking skills. Singing a song, however simple, is a pleasing achievement.

After the children listen to the song, they would attempt to sing it. Moreover, since the words in the refrain are repeated several times, they are easily memorized.

Teacher of young learners of a language experienced that this exposure to rhythmic utterances benefits retention of words in memory. Griffee also states that the children practice saying the words in the same way they sing the songs, the children can repeat the words in rhythmic word groups. Thus, the exposure and the repeated words from the songs make it easier for the children to remember the words as a result the children can produce or utter the words.

The songs need to be sing able, but the teacher can use only part of the songs, for example, one or two verses of the whole song. The teachers then write all the spoken dialogues to introduce and connect the story line, and ask the children to perform in front of the class. Another activity is rhyme after rhyme. This activity practices rhyme and gives the children a chance to make up rhymes of their own.

Worksheets Stories, games and songs are motivating and fun; they create a deep interest and a desire to continue learning. How do you develop your young language learners skill through stories, games and songs? Describe the activities in the classroom. Further Discussion Visit, download and print the stories one story for each group , an activity in that story, the answer and the character flashcard if it is available.

Description of Course This course illustrates some planning and preparation to create the English for young learners process and create some activities during teaching and learning process.

It also defines some language teaching for young learners. Some suggestion for learning activities leads the students to create their interesting lesson plan. Relevance of Course The students are engaged to interpret the lesson plan which concise, measurable purpose and have specific time frame: all parts of the lesson plan are included.

They should be able to practice the teaching activities in the worksheet of lesson plan. Learning Outcomes The students are able to comprehend the concept of designing language planning for young learners. Detail of Material How To Write a Perfect Lesson Plan Writing a lesson plan will ensure that you are prepared for your class and will make it run more smoothly. It is important to break the material up into several sections and choose activities suitable for each.

Knowing approximately how much time an activity will take is important, but after the first lesson you may need to adjust things accordingly.

It is best to be flexible seeing as different classes will respond to material differently. If at any point students struggle, you will have to dedicate more time to instruction or drilling before moving on to practice activities.

It can get your students thinking about material that will be used later on in the class, review material from a previous class, or simply get your students thinking in English, moving around, or awake.

This activity should only take up a small portion of your lesson, perhaps five minutes. This is the part of the lesson where the teacher does the most talking so try to get students involved and use choral repetition to keep students talking about half the time.

Depending on how complex the topic is or how much new vocabulary there is, the introduction could take some time but in most cases, about ten minutes should be sufficient. Practicing model dialogues, completing worksheets, and doing short activities would be appropriate.

Would you be mine? Could you be mine? Did you know? There are all kinds of wonderful things! There are all kinds of marvelous things! You can ask a lot of questions about the world… And your place in it.

About all kinds of wonderful, About all kinds of marvelous, Marvelously wonderful things. I hope that you are proud and that…. I hope that you are proud of you too. I like to be told. It helps me to get ready for all those things, All those things that are new. Taking good care of you. For once I was very little, too. Now I take care of you. The way you are right now, The way down deep inside you. Every part of you. Your skin, your eyes, your feelings Whether old or new.

Sometimes you feel like holding your pillow all night long. There are lots and lots of people, Who sometimes feel like this. There are lots and lots of people Who sometimes feel like this. But somehow things you like to remember Are often put away. And sometimes you wonder over and over If you should stay inside. When you enjoy a younger toy… You never need to hide. In the long, long trip of growing There are stops along the way, For thoughts of all the soft things, And the look of yesterday.

Some things are scary and sad. Sometimes I even get glad. Why does a dog have to bark? Why does an elephant die? Why, why, why, why, why, why I wonder why. Why are their voices so loud? Mark the letter A, B, C or D to indicate the correct answer to each of the following questions. Mark the letter A, B, C, D on your answer sheet to indicate the sentence that best combine each pair of sentences in the following questions.

He neither goes out nor invites any friends home. He not only goes out but also invites any friends home. He goes out but not invites any friends home. Poverty in many African countries increases the likelihood that people poach animals to earn their living.