UNIT 1.

TEACHING ENGLISH TO VERY YOUNG LEARNERS

1. Differences between young and adult Learners

If you haven’t taught young learners (or adults) before, think about yourself as a language learner. In the sentences from the handout
select between 'adults' or 'young learners'.

2. What children can do …

As new teachers starting out with our first young learner classes, it's important to be clear about the abilities of the children. In other
words, what they can and what they can't do without our help.

The table from the handout shows things that young learners do in class. Read through and decide at what age they are able do these
things on their own. Think of an average child rather than a 'gifted' child.

If you have no idea, try to think of a young child you know - a niece or nephew, etc. and think about what age they were when they
were able to do these things. You may wish to keep a note of your answers so you can compare them with your classmate’s.

3. Children development …

4. The advantages of beginning early

• Still using innate language-learning strategies to acquire their own language – they apply them to the new language
• Same innate language-learning strategies throughout life
• Better pronunciation and feel for the language and culture – less self-conscious
• Have time to learn /acquire the language through play-like activities
5.Second language acquisition theories
There are several theories and hypotheses as to how people acquire language. These theories are closely related to other disciplines
such as psychology, linguistics, sociolinguistics, or education, to name but a few…

6. Learning styles

7. Pre-primary School Education Areas

8. Pre-primary/Primary School Education Competencies

9. Pre-primary School Education Objectives -LOMCE

1-. ………………………………………………………………………………..

1. Orally express feelings and ideas.

2. Understand intentions and messages from other people.
3. Understand and reproduce some traditional rhymes, songs and stories
4. Be interested in the written language as a means of communication.
5. Be interested and appreciate their own artistic work as well as others’.
6. Use the different types of representation and expressions to tell real or imaginary situations.
7. Use representation and expression techniques to increase their communicative possibilities.
8. Use linguistic and extra linguistic means to reinforce the meaning of messages.
9. Use mathematical representations to describe objects and situations of their environment.
2-. ……………………………………………………………………………………….

1. Have a positive image of him/herself.

2. Identify his/her own abilities and limits.
3. Show a respectful attitude in front of other people.
4. Learn his/her own abilities and limits.
5. Acquire the coordination and control of their own body.
6. Develop more and more eye-hand coordination.
7. Identify and communicate their own feelings and needs, respecting those of others.
8. Be responsible for taking the initiative, plan and cooperate with other people in daily routines.
9. Develop attitudes of help and cooperation with others.
10. Acquire habits related to well-being, personal hygiene and health.
11. Develop their affective skills

3-. ………………………………………………………………………………………..

1. Work in groups taking into account the other members of the group.
2. Be aware of the social behaviour and establish balanced links with others
3. Be able to move and act independently in their usual surroundings.
4. Observe and explore their physical and social environment.
5. Know the most frequent ways of organizing human lives, and valuing their use.
6. Value the importance of the natural environment and show attitudes of respects and care. 7. Establish some relationships between the physical
environment and the different forms of life.
8. Observe changes in elements of their surroundings.
9. Show interest and curiosity towards the physical and social environments, developing spontaneity and originality.
10. Observe changes in elements of their surroundings.

PRE-PRIMARY SCHOOL EDUCATION OBJECTIVES - LOMLOE

1. To know their own body and that of others, as well as their action possibilities, and learn to respect the differences.
2. Observe and explore their familiar, natural and social environment.
3. To become progressively autonomous in their daily activities.
4. Develop their affective capacities.
5. Interact with others with equity and progressively acquire basic habits of coexistence and social relationships. Train themselves in empathy and the
resolution of conflicts, thus avoiding all kinds of violence.
6. Develop communicative activities in different languages and expressions.
7. Be introduced to logical-mathematical skills and literacy, as well as to movement, gestures and rhythm.
8. Promote, apply and develop the social norms that promote gender equality.
11. Teaching VLS to think.

12.Principles for Teaching English to VYL (Puchta & Eliott)

1. Provide optimal input

2. Develop thinking skills
3. Go beyond an input-output model of learning
4. Teach grammar without 'teaching' grammar
5. See errors as a sign of learning
6. Take the child's own language seriously
7. See the teacher's role as educator and facilitator of learning
13. Methods & Techniques for Young Learners (Richards)

1. Build teaching around activities and physical movement

2. Build lessons around linked activities
3. Build lessons around tasks
4. Provide scaffolding.
5. Involve students in creating resources that support their learning.
6. Build lessons around themes
7. Choose content children are familiar with
8. Use activities that involve collaboration
9. Create a supportive learning community in the classroom
10. Use enjoyable activities that children can accomplish without frustration
11. Provide rich language support.
12. Give clear goals and feedback.
13. Use English for classroom management
14. Use the mother tongue when needed
15. Bring speakers of English to class
14. Compare & Contrast …

15. Approaches & Methods for L2 Teaching

A selection of the Approaches & Methods to L2 teaching for VYLS…

• TBL = Task-Based Learning
• CLIL = Content & Language Integrated Learning
• The Natural Approach
• CLL = Community Language Learning
• Suggestopedia
• The Silent Way
• TPR = Total Physical Response

TBL (Task Based Learning)

CLIL (Content & Language Integrated Learning)

The Natural Approach

The Silent Way

CLL = Community Language Learning

De-Suggestopedia

Total Physical Response

 UNIT 2.1. CLASSROOM MANAGEMENT

.1. Classroom Management – A working definition

Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly,
focused, attentive, on task, and academically productive during a class
.2. Classroom Management – STATIC or DYNAMIC?
Teachers complain about many things which affect the success of their lessons. Some of these things they can change but others they
cannot.
• DYNAMIC: we can change or alter them in some way
• STATIC: there is nothing/little we can do about them

CAUTION: There are many different practices that are used for good classroom management.

As with all classroom management practices, adapt what you like to your classroom, taking
account the age, ethnicity, and personality of the class as a group, and of you as a teacher.
3. Classroom Management - General considerations

4. PERSONAL RELATIONSHIPS & CLASS CLIMATE - The Teacher

4.1 Creating a warm and trusting community of learners

ON THE PART OF THE TEACHER: Remember...

1. Get off to a good start. The first "honeymoon" encounter between the a) Be a role model.
teachers and the ss is when they formulate their impressions of the T • Teachers are powerful behavioural role models for their
students
2. Establishing Rules. Discuss the rationale of these rules with the ss to ensure • Teachers shape student behaviours by their own
they understand and see the need for each rule. Keep the list of rules short. example,
teachers should hold themselves respect that they expect
3. Over-planning Lessons. "Overplan" the lessons for the first two weeks. It is of
important for the T to impress on the students from the outset that s/he is their students.
organised and confident of their ability to get through the syllabus.
b) Put together a classroom crisis plan.
4. Be Firm and Consistent. A teacher can be firm yet still be supportive and • No teacher likes to imagine that a crisis will occur in his
friendly with ss (an environment where the ss feel safe / secure). or
her classroom
5. Effective teacher commands. Teachers frequently dilute the power of their
classroom commands: commands are brief, stated as directives, time to
comply
 4.2. Top tips for giving effective instructions

Be direct: Make statements rather than asking questions: “Please sit down,” as opposed to “Are you ready to get out your
homework?”
Be close: Give instructions when you are near the child, rather than calling out from across the room.
Use clear and specific commands: Instead of “Go ahead,” say, “Please go start your assignment.”
Give age-appropriate instructions: Speak to your child at a level he will understand. If your child is younger, keep things simple and
use words you know he knows: “Please pick up the ball.” With older children, who are so often keenly aware of not being “babies
anymore” it’s important to be clear without being patronizing.

4.3. Top tips for giving effective instructions

Give instructions one at a time:

Especially for kids who have attention challenges, try to avoid giving a series of instructions: “Please put on your sneakers, get your
lunch off the kitchen counter, and meet me in the front hall.
Keep explanations simple.
Giving a rationale can increase the likelihood children will listen to a command, but not if the commands get lost in it. For instance:
“Go get your coat on because it’s raining, and I don’t want you to catch a cold.” Instead, try: “It’s raining, and I don’t want you to catch
a cold. Go get your coat on.”
Give kids time to process.
After you give an instruction, wait a few seconds, without repeating what you said. Children then learn to listen to calm instructions
given once rather than learning that they don’t need to listen because the instructions will be repeated. Watching and waiting also
helps keep adults from doing what we’ve requested of our kids for them.

4.4. Top tips to deal with inappropriate classroom behaviours

Correcting errors: give brief, specific statements when a pupil displays an undesired behaviour. State the observed behaviour and
inform the pupil of the correct behaviour that is required of them in the future.

Giving performance feedback: help pupils to visually analyse changes in their behaviour to get them to understand what a situation
might be like if they behaved differently. Specify a certain behaviour target for pupils to meet, with a reward if the target is met.

Planned ignoring withhold attention from a pupil when they are exhibiting undesired behaviour.

Time out: remove the pupil from the situation, such as displaying inappropriate behaviour when playing with friends, to a different
environment, such as an empty classroom, following an undesired behaviour.

Group reinforcement: set expectations for the whole class to influence either the behaviour of the whole class or a particular group
of pupils within the class
5. PERSONAL RELATIONSHIPS & CLASS CLIMATE - The Students

5.1. Common behaviours in class

FOLLOWERS--These students readily answer questions and participate, but usually only at the instigation of one of the leaders.

NON-PARTICIPANTS--These students never offer information unless asked; they never volunteer for anything. However, they normally
will do whatever task is assigned to them.

LEADERS--These students "run" all facets of the group, and initiate virtually all dialogue between members.

5.2. Types of Leadership

TASK LEADERSHIP:
The student is concerned with the process--keeping others on task, getting supplies, etc.

INTELLECTUAL LEADERSHIP.
The student offers a new idea to the group.

SOCIAL/EMOTIONAL LEADERSHIP
The student gives praise or encouragement to a member of the group.

COERCIVE LEADERSHIP.
A student gives negative feedback, or creates off-the-topic humour to disrupt the process, even momentarily.

6. CLASS CLIMATE: THE CLASSROOM AS A MULTISENSORY ENVIRONMENT

6.1. The classroom as a multi-sensory environment

Essential components necessary for meeting the demands of learning based schools:

1. Size, Shape and Scale. The larger the room the more flexibility; the smaller, the more intimate.
2. Acoustical Quality and Noise Control: Learning is hampered when the T or ss do not have a common language or when students
are unfamiliar with
a strange concept if the spoken words are not heard or clearly enunciated.
3. Illumination and Views: Because daylight varies with the season, time of day, weather and position of glazing, controls are necessary
for its admission into the interior. Electric light sources are more easily controlled.
4. Temperature, Humidity and Ventilation: Several studies indicate that Ts rather than ss are more upset by temperature fluctuations
within a classroom.
5. Material Finishes, Textures and Colours: Since much of the work displayed within a classroom is student work, ease of display is
extremely important. Surface colours must be non-competing with exhibited work.

6.2 Bulletin boards

DRESS UP THE WALLS
• Interesting and attractive visual aids. E.g. bulletin boards and posters

IMPORTANT:
• Be Colourful, appealing and relevant to current classwork
• They should be rotated and refreshed frequently
• Be sure to think about student’s cultural backgrounds. Try to represent your
students' diversity.
• Set aside a section of the bulletin board to be your designated "Student Work
Museum" and post students’ work. Make sure that each student's work is
displayed often.
• Post daily schedules. This accessibility of the classroom schedule can help students grow comfortable with class routines.
DESIGNING YOUR “LABELED” CLASSROOM ENVIRONMENT

• Effective classroom labels support the (bi)literacy development of young (dual) language learners. These labels serve as visual
references and also help keep the classroom structured by assisting young children in identifying where to find materials, where to
put them away, and how to keep the environment organised.
• Labels may be placed in different places and on resources throughout the classroom to create a print-rich environment that
stimulates reading and writing:
- labels on learning centres and materials
- labels on furniture, objects, supplies, work areas and
- a variety of interactive activities.

PLAYING WITH LABELS – INTERACTIVE ACTIVITIES

• Letter search through labels. Find all the different types of letters; such as lower and upper case letters; find all the words that
begin with the same letter; end with the same letter.

• Hunt for labels. Read all the words that rhyme with sock (children might say “clock”); words with the same initial sound as their
name; words that are synonyms or antonyms of a called out word, words that have two vowels; labels that have ______number of
syllables; labels that have _____number of consonants; etc.

• Guessing games with labels Encourage children to guess a word found in the classroom that has the same amount of letters as
their name or more letters than their name. For example: “I’m thinking of a word that has the same amount of letters as in María”.
The responses could be “pen”, “chair”, or “pencil” depending on the labeled resources found in the classroom and the students’
names.

•Label literacy walk in language of the day Provide children with a pointer (ie. a fly swatter or a “magic wand”) and involve them in
walking around the classroom and reading all the labels. In case you have labels for both English & Spanish, it could be on one day
playing with English labels and another day on Spanish labels.

•Alphabetising the labels Allow children to get five words/labels from their classroom environment and take them to an area of their
choice where they can manipulate the cards as they try to place them in alphabetical order.Give children a clipboard with paper and
ask them to choose 5 words found in their classroom and write them in alphabetical order.

•Graphing the labels Give children a paper with three columns that include the numbers two, four, and six. They will walk around
the classroom and identify words with two, four, and six syllables. They will then graph their labels according to the size of the word.

• “I Spy” word labels Give children magnifying glasses and encourage them to be detectives as they find word labels around the
classroom environment that are described by the teacher or another student. For example: “I spy a three-dimensional model of the
earth”; what is it? Children may respond, “Globe” (“Veo, veo, un modelo tridimensional de la tierra”; ¿Qué es? Children may
respond “Es un globo terráqueo”.)

• “Classroom of Silly Stories” Ask half of the children to walk around their classroom and randomly choose five words. They will sit
with a partner and create a silly story using the words chosen. For example, “Once upon a clock, there was a talking pencil, a walk-
ing chair and an enormous shelf in search of a classroom broom...” Keep in mind the diverse needs of your students when
considering the number of words to play with as they create their silly stories. The stories can be shared orally or written on a paper.
Children always have a good time as they start hearing each other’s stories!
 6.3 Seating arrangements
• Half-circle or circle arrangement. Desks or tables in a circle or half- circle promote community and encourage all students to
participate. Everyone sits in the front row

• Group seating/Clusters. Desks or tables in small groups work especially well for classes that include collaborative activities or
coopertaive work. This arrangement also allows the teacher to group together students with similar needs, which makes
individualized instruction easier.

• Traditional rows. With a small number of rows, this arrangement can be very effective for teachers who frequently use boards or
overhead projectors.

• Pairs. Having the students sit in pairs seating arrangement is when the two student’s desks are together and spaced away from
other pairs. This arrangement allows the teacher to walk around the classroom and monitor all the students. Previous the seating
arrangement the teacher needs to decide which students can be paired together and not misbehave or lower their academic
stamina. Pairs allow the students to work together and independently

PIECE OF ADVICE: Seating arrangement clearly depends on the type of students and the teaching/learning philosophy the teacher
uses and the type of activities carried out in each moment. Not one situation is better then another (take into account ss’
behaviour). When designing your classroom, start by figuring out how many boys and girls you have in class. It seems to me that the
desks in cluster formations are more likely to succeed. For the first week, let the students sit where they want. Tell them that they
will be given a seating chart and you will be arranging the seats during the course of the year. Watch the students interact with each
other and watch their behaviour amongst themselves and with yourself. Then make up a seating chart.

6.4 COOPERATIVE WORK

PAIRWORK

“Thinking TWINS” Working in pairs to carry out different routines, activities, or assessment...
POSSIBLE ROLES

SIX THINKING HATS

7 A POSSIBLE WAY TO STRUCTURE THE EFL HOUR…

 7.1 MORNING MEETINGS COMPONENTS
1. Greetings: Greeting sets a positive tone for the classroom and the day. Being greeted provides a sense of recognition and
belonging which meets a universal human need. Greeting helps children learn and use each other’s names. Greeting gives children a
chance to practice the art of offering hospitality.

2. Sharing:Helps develop the skills of caring communication and involvement with one another. Sharing extends the knowing and
being known that is essential for the development of community and forindividuals’ sense of significance. Sharing encourages habits
of inquiry and thought, important for cognitive growth. Sharing provides practice in speaking to a group in a strong and individual
voice. Sharing strengthens vocabulary development and reading success.

7.2 MORNING MEETINGS PURPOSES

They set the tone for respectful learning

They establish a climate of trust between participants

They motivate children because they satisfy two human needs:

- the need to feel that you belong

- the need to have fun

They combine social, emotional and intellectual learning

7.3 WHY MORNING MEETINGS (RATIONALE)

It is important to develop social skills as well as academic skills

The way in which children learn is as important as the content they learn

If learning takes place in social interaction, there will more cognitive and language development

Some skills are important for academic and social success and children need to develop them

7.4 SKILLS THAT CAN BE EXPLORED THROUGH THE “DAILY ORAAL LANGUAGE”
Capital letters (name, beginning of sentences)
Alphabet (letters and syllables)
What is a sentence/question/exclamation (order of the elements)
Applying phonetic skills
Spelling
Calendar skills (days of the week, months, yesterday-today-tomorrow)
Daily schedule vocabulary
Academic vocabulary
Math vocabulary/activities
Math word problems
Current topics of study

7.5 EXAMPLES OF “DAILY ORAL LANGUAGE”

WHAT DATE IS TODAY?

WHAT Ś YOUR NAME? MY NAME IS...
WHAT’S THE WEATHER LIKE?
HOW OLD ARE YOU? I AM...
WHAT DID YOU HAVE FOR BREAKFAST TODAY?
WHERE DO YOU LIVE? I LIVE IN...
I HAD CHOCOLATE MILK, BISCUITS, MUFFINS, CEREAL,
WHAT Ś YOUR MUMMY Ś NAME? MY MUMMY Ś NAME IS...
TOAST WITH BUTTER AND COOKIES...
WHAT Ś YOUR DADDY Ś NAME? MY DADDY Ś NAME IS...
RAISE YOUR HAND IF YOU HAD CEREAL FOR BREAKFAST TODAY!
WHAT TIME DID YOU GET UP TODAY?
 7.6 MORNING ROUTINES: STAR STUDENT OF THE WEEK

7.7 MORNING ROUTINES: LANGUAGE FUNCTIONS

The communicative meanings that learners need in order to express themselves and understand effectively.
The pragmatics of communication.
Some basic examples in Pre-Primary Education:

Greeting
Expressing likes and dislikes
Making requests
Making and accepting offers
Apologising
Expressing opinions
Complaining

7.8 LITERACY DEVELOPMENT

 7.9 TOPIC DEVELOPMENT
The stage in which students work on different tasks related to the central topic/theme of the teaching unit for that day.

7.10 PLENARY
As teachers, we are forever being told how important the plenary is, since it means the wrapping of the whole lesson.

Sometimes though, thinking of that short exercise to wind up a lesson successfully is difficult.

Some possible ideas...

• Thinking routines, like for example, “I used to think... Now I think”

• List three things you have learned today
• List three things your neighbour has learned today
• 60 second challenge – sum up
• In pairs, answer this question on a post-it/sheet, stick it on the board and review. Does everyone agree
• Show your work to your neighbour, work in pairs to set targets
• Prediction - what do you think will happen next?
• Show me boards to answer True/False to statements given
• Group ‘show and comment’ on what was learnt
• Feedback to whole class by one or two groups only (use rota or roll of dice)
• Change of role – student as teacher. What questions would you ask the class and why?
• Quick fire oral ‘quiz’ to review/revisit learning
• Students write or draw their own visualisation (could be used for next o/m starter)
• “ Taboo” game – describe a word/key idea from the lesson with/without using
• Questions with alternative answers posted around the walls and students go to the answer they think is correct and explain
why (could give 10 seconds to reconsider)
• Selecting the information required to solve a problem (words, pictorially or numbers)
• Web diagram with false information – students have to select the correct information

.8 SIX ESSENTIAL TIPS FOR MANAGING THE CLASSROOM EFFECTIVELY

 UNIT 2.1. CLASSROOM LANGUAGE: INSTRUCTIONS, ASKING QUESTIONS, ELICITING

1. Classroom Language - A Working Definition

Classroom language is the routine language that is used on a regular basis in classroom like giving instructions of praise, for
example “Take out your books” or “Please sit down”. This is language that teachers are used to teaching and students are used to
learning, but when teaching a language it takes a while to learn this part of the language.

2. Classroom Language - Common Expressions

3. Classroom Language – Practice

Work in pairs and think of other possible classroom expressions for ...

- Starting the lesson - During the Lesson - Ending the lesson - Partners
- Games
- Keeping order
- Praise and encouragement - Thanks & Apologies
- Pupils language
4. Classroom Language - Objects

.5. Classroom Language - Giving Instructions

6. Classroom Language - Attention Grabbers
7. Classroom Language - Instructions Games

SIMON SAYS

Step 1- Start the lesson by asking everyone to stand up. Say, ‘Everyone, stand up.’ Show them what you mean by standing up
yourself and raising your arms.

Step 2- Then say, ‘Everyone, sit down’ and demonstrate in the same way as before. Continue this a few times before introducing
new actions. These should be actions that learners will need to perform throughout the year, such as ‘Put your hand up’, ‘Open your
book’, ‘Close your book’, ‘Open your bag’, etc.

Step 3- Then go back to the original ‘Stand up’ and ‘Sit down’ to introduce Simon Says. Say, ‘Listen’, and put your hand to your ear to
demonstrate this very useful instruction! ‘Simon says stand up!’, then make a show of standing up. Say, ‘Sit down!’ When learners
start to sit down say, ‘No’, and signal for them to stay standing up. Then, emphasising the first two words, say, ‘Simon says sit down!’
and actually do it yourself to demonstrate that it’s now OK for them to sit down too. Continue like this a few times before moving on
to practise with the other actions.

Step 4- Once they have got the idea, play the game. To begin with you can do the actions as well and gradually they can do them
from just hearing you say them. The objective here is not to get a winner but for all the children to get used to these instructions

PICTURE FLASHCARD GAME

Step 1- Put the class into two teams and number each child. Ask the number 1s from each team to come forward. Say, ‘Number 1
come here.’ Point and motion with your hand to the number 1s. Show them a picture flashcard of someone doing one of the actions
introduced in the Simon Says game. You could use the ones from the LearnEnglish Kids website if suitable.

Step 2- The next stage can be done through mime or drawing. They have to either mime or draw on the board the action while the
other children watch. The first person to correctly say the action wins a point for their team.

KIM’S GAME

Step 1- Put an example of each object (a pencil case, some pens in different colours, a glue stick, some scissors, paper, card) used in
the previous stage onto a table or on the floor at the front of the class, where everyone can see. Drill the words as you point to each
object. Depending on what your learners already know, you could add more objects and therefore more words, such as pencil, ruler,
eraser, sharpener, crayons, felt tips, calculator, student book, notebook, etc.

Step 2- Place a cloth or towel over the objects and secretly remove one of them.
Step 3- Take off the cloth or towel and get the class to tell you what’s missing.
Step 4- After a few tries let the first person to say the word correctly come and take over your role.
8. Asking Questions
9. Eliciting