Teaching english to very young learners

o MAIN PRINCIPLES OF FOREIGN LANGUAGE TEACHING TO YOUNG CHILDREN.. o USING PUPPETS WITH YOUNG LEARNERS.. Involve children in hands-on activities: children's minds are incredibly open

o THE LANGUAGE LEARNING PROCESS: LANGUAGE ACQUISITION & LANGUAGE LEARNING

o MAIN PRINCIPLES OF FOREIGN LANGUAGE TEACHING TO YOUNG CHILDREN

o PLANNING FOR YOUNG LEARNERS

o BEGINNING WITH CLASSROOM MANAGEMENT

o ORGANIZING THE CLASSROOM

o ESTABLISHING DAILY ROUTINES

o CLASSROOM RULES

o CIRCLE TIME FINGER PLAYS ROUTINE SONGS & TRANSITIONS

o REFERENCE CHARTS: WEATHER CHART- CALENDAR- HELPER CHART DAILY

SCHEDULE

o VISUAL AIDS & MANIPULATIVE

o INTERACTIVE BOARDS: FELT BOARD – MAGNET BOARD – POCKET CHART – WORD WALLS

o DRAMATIC PLAY & GAMES

o TPR : TOTAL PHYSICAL RESPONSE

o CRITERIA TO CHOOSE GAMES RESOURCES FOR GAMES

o MATCHING MATS & FILE FOLDER GAMES

o USING & MAKING OUR FLASHCARDS

o HOW TO USE POSTERS WITH LITTLE KIDS

o WORKING WITH REALIA

o USING PUPPETS WITH YOUNG LEARNERS

o WORKING WITH MASKS & HEADBANDS

o RHYMES, POEMS & CHANTS IN THE CLASSROOM

o POEM ACTIVITIES

o USING MUSIC WITH VERY YOUNG LEARNERS

o HOW TO TEACH SONGS TO KIDS

o ACTION SONGS

o STORY TIME: STORY TELLING & STORY READING

o PROCEDURE TO READ A STORY TO LITTLE KIDS

o WAYS TO COMPLIMENT YOUR STORY

o EMERGENT READERS

o PERSONALIZED BOOKS

o USING BIG BOOKS

o IMPLEMENTING LEARNING CENTERS

o A CONFLICT RESOLUTION PROGRAM FOR VERY YOUNG LEARNERS

o ASSESSING STUDENTS’ PROGRESS

o ASSESSING WITH WORD WALLS & PORTFOLIOS

o COMMUNICATING WITH PARENTS

o PARENTS MEETINGS

o SCHOOL-HOME CONNECTION

o OPEN CLASSES

o SOME CONCLUSIONS: REMEMBER HOW CHILDREN LEARN

o THE ROLE OF THE TEACHER

o REFERENCES

o RECOMMENDED WEB SITES & LINKS

MAIN AIM OF LANGUAGE TEACHING IN

KINDERGARTEN AND EARLY PRIMARY GRADES:

From our main aim and principles, we infer that:

TEACHERS:

Teachers are “Facilitators”

They become observers and they interact with their students

Teachers should create a positive learning environment, surrounded by

foreign language print

Expose students continuously to English and don’t translate if it is not

necessary

They demonstrate and model, using body language, gestures, mime,

etc…

They should provide time according to students’ needs, interests,

learning styles: give time to listen, understand and participate

Teachers should provide lots of learning opportunities: practical,

meaningful and purposeful Give same opportunities to everybody

Involve children in hands-on activities: children's minds are incredibly

open and they learn by absorbing ideas and concepts directly

Children need to be actively involved: get students up and out of their

“Pleasant, gradual and effective acquisition and learning

of the English language through interaction and fun

in whole meaningful situations”

How to teach EFL YOUNG Learners:

THINGS CHILDREN LOVE TO DO:

CHANGE YOUR ACTIVITIES every 5-10 minutes: this is vital because young children need variety as they get bored easily and have a very short attention span

VARY THE PACE DURING THE LESSONS: mixing up excitable games with

quiet ones You do not want your children getting bored but you do not want them getting over-excited either, so vary the pace according to the mood

R-R-R: Repeat, review and revise Use short games to review vocabulary and

phrases you have taught If you neglect this, the children will have no recollection

of the language you have covered!

MAKE YOUR LESSONS PLAYFUL and full of physical movement Children

will enjoy them more, be more motivated and remember the language better

Teach in a relaxed and friendly atmosphere with plenty of encouragement

AVOID COMPETITION: It can be stressful and overwhelm them Play games where everyone wins, or where you do not single out a winner Everyone plays

and takes part in harmony

ENCOURAGE AND SUPPORT YOUR YOUNG LEARNERS: Never tell

them they cannot do it, they are no good at it or that they have failed

USE PUPPETS: Bring in puppets and have the puppet introduce the new

vocabulary for the lesson If you do not have a puppet you can make one from a paper bag, or by sewing a couple of buttons on a sock

USE A LOT OF CHANTS RHYMES AND SONGS These are great for

movement and frequent repetition of vocabulary and phrases

Do not burden your children with reading and writing Preschoolers are still

learning to write in their own language There is plenty of time for that later

LANGUAGE SKILLS: Concentrate on listening and understanding, building vocabulary and the acquisition of short phrases

Concentrate also on speaking practice, starting with single words and short

phrases, and gradually moving onto longer sentences and questions

AVOID ABSTRACT CONCEPTS and concentrate instead on concrete real items

that the children understand and relate to For example start with familiar topics such as colors, numbers, greetings, animals, fruit, food and drink, families, body parts, shapes, clothing, the weather, days of the week and short everyday sentences and phrases

BE POSITIVE: Use please and thank you Rather than telling kids what not to do focus on positive behavior

BE PREPARED: practice telling the stories, playing games, using posters, etc…

before you go into class and have your picture flashcards and materials ready This will allow you to be relaxed and to enjoy the class and the children rather than frantically trying to organize your materials while the children become restless and bored

Mix up active participation and listening If the children become restless do

something active

BE FLEXIBLE: If something is not working then change the game or activity INVOLVE SHY CHILDREN TOO: give them a central role and help them come

out of their shell

USE REALIA& PROPS: Bring in real objects when you can, such as clothes to

dress up in, or props for acting out little plays or stories

When you cannot bring in real items use whatever objects are available in your class, and use colorful pictures of real items in the games

USE STORIES: Stories are a fabulous resource for young kids, who will want to

hear the same stories told over and over again

You can use games and activities to teach the key words in the story, inspire the children with colorful illustrations to help them understand, and act out parts of

the stories or the whole story afterwards with role plays, games and make believe

ESTABLISHING DAILY ROUTINES

ROUTINES are established patterns of behavior, and teachers should have a clear

plan:

- For Circle Time

- To get children’s attention

- To greet children and the Flag

- To call the roll

- To check weather’s conditions

- To choose Classroom’s Helpers

- To schedule activities for the lesson/day

- To practice activities which involve movement (TPR / Action songs)

- To give out & collect classroom materials

- To start and to stop “written activities”

- To tidy up

1- BEGINNING THE LESSON:

- Always begin the lesson with the same routine (a song, a chant) that make your students realize that “the English lesson” has begun Never start with something new!

- Then revise a few items of vocabulary and add 1 or 2 new ones

- Check that everybody has got all the materials needed before starting

2- EXTRA MATERIALS:

- Have extra materials for those who always finish before the others:

a child with nothing to do is a potential source of trouble

FREE CHOICE TIME: KEEP A BOX WITH EXTRA

3- BRINGING WORK TO AN END:

- If children are working on something and the lesson is soon going to end, warn them

4- TIDYING UP:

- It is very important that children learn to look after their things and tidy up at the end of the lesson/day

- have specific shelves and boxes for different things

- Create a Routine Song for this moment:

SONG FOR TIDYING UP (Tune: Arroz con leche)

“It’s time to clean,

To tidy up…

Put everything in order, tomorrow we come back!

USING A BEHAVIOR CHART:

Young children often need visual aids to help them judge their behavior Behavior charts can be quite effective

A COLOR CODED CHART: is a favorite for small children

1- Each child has a pocket or hook containing three cards

2- Use green, yellow, and red, as these are easily recognizable symbols of go, slow down, and stop

3- Students will receive one verbal warning, and if negative behavior continues,

the child will be asked to change his/her color to yellow

4- This is an opportunity for the child to change negative behavior It also allows the child to see his/her behavior in contrast to the rest of the class

5- Finally, if inappropriate behavior continues, a child will change the color to red and the appropriate consequences will ensue

NOTE:

By physically changing the color themselves, students are taking responsibility for their actions, as well as processing the effects

of positive and negative

behavior

Young children often need “visual aids”

to help them judge their behavior.

• BEHAVIOR CHARTScan be effective visual aids!1

 CIRCLE TIME is when everyone sits together as a group for an activity

The activities can include games, music, movement,

stories, puppets and finger plays

Generally, the same type of activities are done in the

same order each day.

FINGERPLAYS are a surefire way:

- to capture children’s attention.

- to focus the action on yourself.

- to develop Fine Motor skills.

- To help kids develop finger control, and hand stretch.

Where is Thumbkin? Where is Thumkin?

(Hide hands behind back)

Here I am! Here I am!

(Show L thumb, then R thumb)

How are you today, sir?

(Wiggle L thumb)

Very well, I thank you.

(Wiggle R thumb)

Run away, run away.

(Hide LH behind back, then RH)

2 Where is Pointer?

3 Tall man?

4 Ring man?

5 Little man (or Pinkie)?

6 Where is family? Where is family?

(Hide hands behind back)

Here we are! Here we are!

(Show LH, fingers erect, then RH) How are you today, sirs?

(Wiggle fingers of LH)

Very well, we thank you,

(Wiggle fingers of RH)

Run away, run away.

(Hide LH behind back, then RH)

CREATE YOUR OWN ROUTINE SONG:

Think about: Key phrases / Vocabulary being taught

• Suggestions / Permissions

• Identify a familiar tune: for example: “Arroz con leche”

• Match the language with the rhythm

• Check the grammar!!!

• Use TPR

• Use props

ROUTINE SONGS for:

• To get children’s attention

• To line up

• To sit in a circle

• To be ready for the snack

• To put things away

ROUTINE SONGS FOR CIRCLE TIME:

TO MAKE A CIRCLE:

(Tune: Tres cocineritos)

“Come…let’s make a circle,

a circle…a circle…

Come let’s make a circle

a circle with me

A big one… a big one…

A small one…a small one…

Come let’s make a circle,

A circle with me!”

TO SIT DOWN:

(Tune: Mary had a little lamb)

“Everybody sitting down,

Sitting down, Sitting down

Everybody sitting down

(Tune: Arroz con leche)

“It’s time to clean,

To tidy up…

Put everything in order,

tomorrow we come back!

SNACK TIME:

(Tune: A guarder…a guardar)

“Tea-time, tea-time,It’s time for tea… Everybody waits, everybody sits Tea-time, tea-time, It’s time for tea…

A cookie for you and a cookie for me…

 Make a simple circular chart with a

spinning arrow and a selection of

weather symbols

 Use a large paper plate, place symbols

(sun, clouds, rain clouds, wind, etc)

around the outside of the circle

 Make an arrow shape half the width of

the overall circle, and fix to the centre

with a paper fastener, allowing for

easy movement around the whole

chart.

-

AS A VISUAL AID YOU CAN USE:

VISUAL AIDS are TEACHING RESOURCES that teachers can use to support a learning activity

YOURSELF THE CHALK BOARD

REALIA: real objects

INTERACTIVE BOARDS

PICTURES FLASHCARDS

BAKING-SHEET - TRAY MAGNET BOARDS:

 Use a Non aluminum tray or a tin baking sheet.

 Add a self-stick paper background :

- Light blue for the sky.

- Green for the grass.

MIME

RHYMES SONGS

CHANTS

SIMULATION ACTIVITIES

PUPPETS CHANTS

ROLE-PLAYS

SIMULATION ACTIVITIES

SIMULATION ACTIVITIES

RHYMES

RHYMES

The game should:

- Be relevant linguistically.

- Have an aim and purpose

- Be simple to explain.

- Easy to set up and play.

- Easy to carry out.

- Everyone should be able to participate in it.

- It should be FUN !!!!!!!

1) Seat all the players in a circle, close together

2) A player walks quickly around the outside of the circle gently tapping the seated players on the head saying “DUCK" each time until he or she decides to switch to “GOOSE!"

3) At this point, the child chosen as “The Goose”

gets up and chases the child who tapped him round the circle, trying to catch him before he does a complete circle and sits down in the

Use paper plates to prepare different activities to revise vocabulary, concepts,

poems, chants, etc…

MATCHING STICKS are very easy and inexpensive to make

and they can be used for many developing skills

You will need: craft sticks (these can be found in any crafts store)- white paint

markers The first step is to paint the craft sticks white and let them dry

Then use a marker to write on the skills you are working on Use MATCHING STICKS for: Letters- Colors - Shapes – Numbers- Sight words

Addition- Name recognition, etc

Children are given the sticks to match and they can sit on the floor or at the table and match the sticks together You can also but velcro on the back and use on a felt board or magnets and use on a magnet board

Matching Mats are designed to build visual

discrimination skills in children ages 3 to 6 years of age

They are perfect for group and individual use in either

structured or free play.

Each matching mat has 12 squares that are to be matched with the identical square piece

a) Make a list of the flashcards.

b) Use good quality cards.

c) Make all the flashcards the same size same size.

d) Make sure that they are big enough to be

seen by all children in the class.

e) Draw big and bold pictures bold pictures

f) Color them.

g) Write the name of each word on the back

and front of the flashcards.

h ) Protect the cards with transparent contact

paper or wide scotch tape.

Materials from the “real world” brought into the

classroom for practice!!!

The word REALIAmeans using real itemsfound in the world around us

to help teach English

Using Realia, helps to make English lessons memorable, creating a link

between the objects, and the word or phrase they show

FOR CROSS-CURRICULAR ACTIVITIES :

Puppets can be used in most topics of the syllabus.

Children try to speak without inhibition

PUPPETS are a fun medium for teaching Very Young Learners different skills

The most commonly used form of teaching with puppets is using them with literature units

Draw a face on your clenched fist

By moving the thumb up and

down you have a mouth to speak !

Draw a face on each finger