Table of Contents

Module 1: Overview ....................................................................................................................... 2

Module 1: Task 1 – Video Lecture .................................................................................................. 4
Video 1 Script ............................................................................................................... 6
Video 2 Script ............................................................................................................... 7
Video 3 Script ............................................................................................................. 10
Module 1: Task 2 – Read Articles ................................................................................................ 12
Article 1: Ten Helpful Ideas for Teaching English to Young Learners ......................... 13
Article 2: Creating a Visually Rich Classroom ............................................................. 20
Module 1: Task 3 – Self-Assessment Quiz ................................................................................... 24
Module 1: Task 4 – Assignment: A Day in My Life ....................................................................... 25
Module 1: Task 4 – Discussion Board ................................................................................ 26
Assignment Template................................................................................................. 29
Assignment Example .................................................................................................. 31
Module 1: Task 5 – Module Reflection Quiz ................................................................................ 32
Module 1: Wrap-up ...................................................................................................................... 33

© 2019 by George Mason University. Module 1 Packet for the AE E-Teacher Program, sponsored by the U.S.
Department of State and administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0
License, except where noted. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

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Module 1: Overview
Introduction to Teaching English to Young Learners (TEYL)
"Who dares to teach must never cease to learn" - John Cotton Dana
We are all here because we dare to teach! And we are participating in this online course
because we want to keep learning. Some of us have been teaching for many years. Some of us
might be new to teaching English to children. Either way, we have so much to learn from each
other, and everyone's perspective is valuable to our exploration of TEYL. With that in mind, let's
start Module 1!

"Joan Kang Shin with very young learners in Turkey" via Google by Murat Yilmaz is licensed under CC BY 4.0

The purpose of this module is to introduce you to the field of TEYL and the advantages of an
early start to foreign language learning. You will learn about the different characteristics of
young learners, how children learn, and how children learn language. Finally, you will examine
your own English teaching context and reflect on your classroom environment and teaching
materials.

Module 1 Dates: April 15 - April 21, 2019

Objectives:

By the end of the module, you will be able to

• develop a rationale for starting English as a foreign language instruction earlier in a

learner’s life
• describe the characteristics of young learners and distinguish “young learner” vs. “very
young learner”
• explain how children learn and how children learn language

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 • describe what kind of classroom environment and activities are appropriate for young
learners based on their characteristics and how they learn language
• examine your classroom environment and teaching materials.

Module 1 Task List:

The module should take 3.5 - 5 hours to complete. Do the following tasks in this order by the
end of the week:

Task 1: Watch Module 1: Video Lecture (30 minutes)

Task 2: Read two articles (1-2 hours)

Task 3: Take Self-Assessment Quiz (30 minutes)

Task 4: Submit Module 1: Assignment - A Day in My Life (1-1.5 hours) (optional)

Task 5: Take Module Reflection Quiz (30 minutes)

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Module 1: Task 1 – Video Lecture (30 minutes)
The video lecture has been divided into 3 parts:

• Video 1: Characteristics of Young Learners

This video will help you identify the characteristics of young learners and show you how to
apply that to your teaching.

• Video 2: How Children Learn

This video will introduce you to how children learn. This is based on the work of Jean Piaget,
Lev Vygotsky, and Jerome Bruner. You will learn some tips for how to support your young
learners in the English classroom.

• Video 3: How Children Learn a Foreign Language

This video is about how children learn language. It will introduce how children learn English
as a foreign or additional language. It will answer the question: How important is teaching
grammar to young learners of English?

Video 1: Characteristics of Young Learners

Link to YouTube

Click here for a PDF of the script for Video 1.

Video 2: How Children Learn

Link to YouTube

Click here for a PDF of the script for Video 2.

Click here for a Supplemental Video Resource called "TEYL Stages and Approaches" for more
details.

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Video 3: How Children Learn a Foreign Language
Link to YouTube

Click here for a PDF of the script for Video 3.

Additional video resources (optional):
Here are some additional videos with picture card activities to engage your young visual and
kinesthetic learners.
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of
this course. It is not Public Domain or Creative Commons-licensed, and therefore not for public
use. Please do not save a copy for your personal use, and do not use it after the course ends.
Playing Picture Card Games with Very Young Learners
Picture cards are a great instructional resource that can add an element of fun and excitement
to your class. Picture card games can help you check comprehension of words and give your
learners a chance to practice using the words.
Strategy: Picture card game called "Stop!

Practicing Vocabulary with Picture Cards

This is a sample of vocabulary lesson. Watch how this teacher reinforces a vocabulary lesson
using the picture cards. Get ideas for recapping your vocabulary lesson, practicing the new
words, and pulling it all together to end the lesson.
Strategy: Picture card guessing game

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 Module 1: Task 1 – Video 1 Script
Video 1 – Characteristics of Young Learners

Hello, English Teachers! Do you teach young learners? Then you know that teaching
children is a challenge. But it is also rewarding! Anyone who has children or teaches
children knows that it takes a lot of energy and patience. When I taught children, I was
always sweating at the end of class. I was moving around while singing songs or playing
games. I often used big gestures to keep students’ attention and to show the meaning of
words. What about you? Do you have the same experience?

Why does it take so much energy to teach children? Let’s think about the characteristics
of young learners. It’s time for a brainstorm! I am going to give you 15 seconds to write
down ideas on a piece of paper. Write down as many words as you can. Write down
words… that describe young learners. I’m going to write mine down in a word web.
Ready? Go! Now, if you need more time, just pause the video.

What words are on your paper? Here are some of the words I wrote down in my web:
active, energetic, spontaneous, can’t sit still, and touches things. Young learners are
what we called kinesthetic learners. They like to move and wiggle their bodies. You can’t
expect them to sit still in class all day. They also learn well through movement and
gestures. They are tactile in their learning style. They love to touch and play with objects.
So if you want to teach students what a ball is, give them a ball to bounce and throw.

As you can see, understanding children’s characteristics can help us make an effective
classroom. Your activities and approaches should be “developmentally appropriate.”
This means your teaching is based on how children develop and learn. It should be
“appropriate” for their characteristics. The goal?
Effective learning in your classroom! For example, if my young learners are kinesthetic
learners, then I should prepare activities that encourage them to get out of their seats
and move around. I could play Simon Says. Let’s try it! Stand up. Ready? Simon says,
Touch your head! Simon says, Touch your shoulders! Touch your nose! Did you do it?
Simon didn’t say!

Now look at your paper. Do you have other words? Maybe you think young learners are
imaginative and curious. Yes, they are! Use stories like fairytales for your imaginative
young learners. Or take a walk outside and look for bugs for your curious young learners.
Maybe you wrote easily distracted or short attention. That may be true! Then use
activities they like, such as games or videos and don’t stay too long on any activity. Keep
the pace of your class quick and exciting.

Think about the characteristics of your young learners and always make your activities
and approaches match those characteristics.

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 Module 1: Task 1 – Video 2 Script
Video 2 – How Children Learn

Hello, English Teachers! Let’s talk about how children learn. It is helpful to know what experts
like Jean Piaget, Lev Vygotsky, and Jerome Bruner say about how children learn. First, let me
start with a question. If you want to teach a child what scissors are, what would you do? Read
them a definition from the dictionary? Explain of the purpose of scissors and how to hold
them? No! You give them a pair of scissors and have them use them! But be careful, scissors are
sharp!

So how do children learn? They learn by doing! Jean Piaget helped us understand that children
are active learners and thinkers. Children learn by interacting with their environment. So when
you are teaching English, you should bring in realia, or real objects. It’s like the scissors. If you
are teaching your young learners about toys, bring in toys for them to touch and play with.
Even better, have your students bring in their favorite toy to share and talk about.

Children also learn through social interaction. Vygotsky helped us understand that we learn
through interaction with others. For example, children learn to walk and talk with guidance
from their parents. For your students, the interaction with you, the teacher, is extremely
important. Your students need a guide to learn new things. The younger your students are, the
more they depend on you to help them learn. This bring us to the next point.

Children learn effectively through scaffolding by adults. Bruner’s work showed us some
effective ways to scaffold instructions for young learners. But first, do you know what the word
scaffolding means? In this picture, you can see scaffolding. It is the frame that construction
workers stand on to repair or build something. In this picture, the men are standing on the
scaffolding to construct a big building. As English teachers, we are the scaffolding for our
students. You have to hold your students up as they build their understanding of language.

How can we scaffold or support our learners in the classroom? We can apply some of the
practices that Bruner suggested in our classrooms.

Create interest in the task. On important note: If the task is not interesting to children, you
are going to have a difficult time making them interested in it. If the task is to copy
sentences from the board into a notebook, I am not sure you can create interest in it!
However, you can create interest in a storytelling activity, a song, or a game. Use these types
of activities to teach language, and you will have your students’ attention.

Break the task down into smaller steps. This is so important. Remember when you plan your
activities: break the task down into achievable steps. For example, don’t start class by asking
your students to Show and Tell their favorite toy. First, review the names of all the toys. Doll.
Ball. Car. Then teach students to answer the question “What is it?” by saying “It’s a…” and have
them fill in the blank when you hold up a toy. What is it? It’s a doll. What is it? It’s a ball. Great!

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Then you can give students a model for their Show and Tell. “This is my favorite toy. It’s a doll.”
Then help students during the Show and Tell. Remember, you are trying to set your learners up
for success—step by step.

Model your expectations. I cannot emphasize this enough. Model model model! You have to
show them what you expect them to do. As we just saw, if you give students a model and show
them what to say, they will be more successful. Remember: Don’t just tell your young learners
what to do, show them how to do it.

Remind students of the purpose of the activity. Make sure they know what they are doing and
why. Of course, this means your activity should actually have a purpose or goal for
communication. Maybe it is a short dialog about meeting someone for the first time or making
an invitation to a class party. Or sharing a toy with a friend. Be sure your activity is meaningful
and relevant to your young learners.

Control frustration during the task. Sometimes children become frustrated or stop working on
the task. To be honest, as a teacher I found that when my students were frustrated and not
behaving, it was usually because I did not scaffold my students’ learning effectively. There was
always less frustration when I created interest, broke it down into smaller, achievable steps,
modeled my expectations, and had a task with a real or relevant purpose.

So to review: How do children learn? Let’s see if you remember:

Children are ______ learners and thinkers. [Pause] Right! Children are active learners and
thinkers.

Next, children learn through social ______. [Pause] Right! Children learn through social
interaction.

Last, children learn effectively through ______ by adults. [Pause] Correct! Children learn
effectively though scaffolding by adults.

Great job! So based on how children learn, what can you do to be more successful with young
learners in the classroom?

You can promote active learning, encourage social interaction, and scaffold students’ learning.
Remember to bring in materials and activities that make learning meaningful and interesting for
children. Teach them step by step and model, model, model to set them up for success. And
most of all, make English fun! If they love it, they learn it!

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 TEYL Stages and Approaches
Supplemental Video Resource
This table is a helpful summary of Piaget’s (1963) stages of child development, Egan’s (1997) layers of educational
development, and Curtain and Dahlberg’s (2016) approaches for teaching a foreign language.

Stages of Cognitive Layers of Educational

Approach to Teaching a Foreign Language
Age Development Development
Curtain & Dahlberg (2016)
Piaget (1963) Egan (1992)
2-4 Preoperational Stage The Mythic Layer (4-5 to 9-10) Preschool Students (2-4)
years (2-7) - vivid imaginations (animals can - Absorb languages effortlessly
old - are extremely talk, magic is real) - Adept imitators of speech sounds
egocentric - Are very emotional and focus on - Self-centered, do not work well in groups
- develop memory and how they feel - Respond well to concrete experiences
imagination and large motor involvement in language
- do not think logically learning
5-7 Primary Students (5-7)
years - Learn best with concrete experiences and
old immediate goals
- Learn new concepts and vocabulary
better when presented as pairs of binary
opposites
- Like to name objects, define words, and
learn about things in their own world
7-11 Concrete Operations - Learning through oral language; can
years Stage (7-11) develop good oral skills, pronunciation,
old - show intelligence and intonation with good models
through logical and The Romantic Layer Intermediate Students (8-10)
organized thought (8-9 to 14-15) - Begin to understand cause and effect
related to concrete - Begin to separate the world - Can work well in groups; may not like to
objects around them from their internal partner with opposite sex
- can reverse their world; developing a sense of their - Need context for language learning; can
thinking through own identity bring together vocabulary and functional
reasoning - Like learning about special chunks learned in earlier years and can
qualities that overcome the apply them in more complex situations
11 and Formal Operations frightening world (courage, Early Adolescent Students (11 and up)
up Stage (11 and up) genius, ambition, energy, - Are undergoing major development
- show intelligence creativity) changes on widely differing timetables
through logical use of - Like collecting things (stamps, or - Need encouragement to develop positive
symbols related to amazing facts about a country) self-image
abstract concepts Story form still important (with - Respond well to opportunities to learn in
- can hypothesize & use emphasis on realistic detail and exhaustive detail about subjects that
deductive reasoning real life heroes and heroines) interest them
References:
Curtain, H., & Dahlberg, C. A. (2016). Languages and learners: Making the match. Boston, MA: Pearson.
Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. Chicago, IL: University of Chicago Press.
Piaget, J. (1963). The language and thought of the child. New York, NY: W. W. Norton.

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 Module 1: Task 1 – Video 3 Script
Video 3 – How Children Learn a Foreign Language

Hello, English Teachers! I know that teaching children English as a foreign or additional language
can be challenging. You may live in a country or context where English is not spoken outside of
the classroom. How can your young students learn English if it is not used in their daily lives?
Let’s look at how children can effectively learn a foreign language.

First, let me ask you a question: How important is teaching grammar to young learners of
English? Is it Very important, Somewhat important, Not very important, or Not important at
all. I’ll give you five seconds to think about it. (5-4-3-2-1). What do you think?

Of course grammar is important! Grammatical structures are the building blocks of language,
but the approach to teaching grammar should match the way students learn. Your approach
to teaching grammar should be “learning-centered,” which Lynne Cameron (2003) describes
as “… meaningful and interesting, require active participation from learners, and will work
with how children learn and what they are capable of learning” (p. 110).

Children do not learn language as effectively through grammatical explanations. Young learners
gain an understanding of the grammar through repetition and recycling language in different
contexts. You need to provide a meaningful context to teach language. Children will be able to
see how grammar works within a story, song or cartoon. In short, your approach to teaching
grammar should be learning-centered and meaning-focused, and it should avoid grammatical
explanations.

For example, children won’t learn language when you explain what the imperative mode is.
They learn what it is when you give commands. You say, “Sit down” and students sit down. You
say, “Write your name” and they write their name on the paper. Through the context and
through meaningful repetition, they learn the grammar.

You can help them by creating an English-speaking environment in your classroom. You have
to present English in authentic and meaningful ways. Real communication puts language in
action and promotes interaction.

If you present language through communication and meaningful context, your students will
need some scaffolding. You should use different techniques to make the language
comprehensible. Children need concrete ways to understand language. You can use visuals
like pictures and flashcards to help make new words comprehensible. Gestures, body
movement, and realia can help teach language effectively to our young kinesthetic learners
and keep them engaged in class. You can also help young learners organize ideas by using
graphic organizers like Venn diagrams or tables. These techniques engage young learners
while helping them understand new language effectively.

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Your young learners may not have many chances to hear English or use English in their daily
lives. They begin learning the language by listening to you. It is important to scaffold their
language learning through your own language.

You may need to make some adjustments. Be sure you pronounce words clearly and speak
slowly. But be careful and don’t speak unnaturally. Keep a natural flow to your speaking. If
students do not understand what you are saying, then you can repeat and even rephrase. Try
to use shorter and simpler sentences and phrases. Don’t forget to be a model for your young
learners. Before they speak, show them what you want them to say. And sometimes, you may
need to translate difficult words into students’ native language. However, you want to provide
plenty of opportunities for your young learners to hear and practice English, so translating
should happen only when necessary. You can use other techniques like visuals, gestures or
realia instead!

Now, let’s review what we learned. What kind of approach should we take to teach young
learners English as a foreign language? Which lesson would be more effective?

The storytelling lesson will be more effective with young learners because it takes a learning-
centered, meaning- focused approach to grammar. You can make it more effective by using
visuals, gestures, and adjusting your speaking to make the language in the story
comprehensible. This will help you build an English-speaking environment in your classroom.
Try it, and you’ll see!

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Module 1: Task 2 – Read Articles (1-2 hours)

"Woman with blue nails reading ipad" by Anna Demianenko is licensed under CC0

Read two articles published by American English:

Article 1: Ten Helpful Ideas for Teaching English to Young Learners by Joan Kang Shin
Teaching young learners is challenging! This article has 10 practical tips for engaging young
learners of English from 5-12 years old. There are ideas for using visuals, movement, stories,
classroom routines, and more!
Source: Shin, J. K. (2006). Ten helpful ideas for teaching English to young learners. English Teaching Forum, 44(2),
2-7, 13. Retrieved July 27, 2017,
from https://americanenglish.state.gov/files/ae/resource_files/joan_kang_shin_ten_helpful_ideas_for_teaching_e
nglish_to_young_learners.pdf

Article 2: Creating a Visually Rich Classroom

Young language learners need visual support. It helps make new language comprehensible. Plus
using visuals like pictures, posters, and realia (real objects) can make your class more fun and
interesting.
Source: Creating a Visually Rich Classroom. (n.d.). Retrieved July 27, 2017,
from https://americanenglish.state.gov/files/ae/resource_files/sept_week_1_visually_rich_classroom_final.pdf

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Module 1: Task 3 – Self-Assessment Quiz (30 minutes)
This Self-Assessment Quiz is a great way to review what you have learned in Tasks 1 and 2. You
will be asked questions about the video(s) you watched as well as the readings. You can take
the quiz as many times as you want. Don't worry if you do not get a perfect score the first time.
You can just take it again! The goal is to help you review some of the important points from the
video(s) and readings.

You must earn 7 out of 10 points to unlock the next page in the module.

Note: The Self-Assessment Quiz can only be completed in Canvas. Please log in and answer the
questions there.

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Module 1: Task 4 – Assignment: A Day in My Life (1-1.5 hours)(optional)
Module 1 Assignment Topic: "A Day in My Life"

Once you have explored Tasks 1-3, you are ready to participate in an optional discussion board
activity. We have created four different discussion boards for you to select from based on
the primary grade level that you teach. You will post on only one discussion board. To start,
please click on the link below that matches your grade level and carefully read/follow
the directions on that discussion board.

• Click here if you primarily teach grades PK-K

• Click here if you primarily teach grades 1-2
• Click here if you primarily teach grades 3-4
• Click here if you primarily teach grades 5-6

This assignment will not appear in your grade records.

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Module 1: Task 4 – Discussion Board
Choose one discussion board to post: Grades PK-K, 1-2, 3-4, or 5-6

Let's get to know each other! You will introduce yourself to the class. Write about a typical day
in your life. Include information about your class and classroom.

"Classroom in Mexico" by Joan Kang Shin is licensed under CC BY 4.0

In this MOOC, unlimited participants will share a number of ideas in discussion boards. In order
to help everyone access relevant activities and information, you must code your MOOC
discussion board posts.

When you post about your typical day:

Provide information about your students’ grade and classroom size. Use these codes to help
your colleagues find classrooms similar to them easily on the discussion board and vice versa.

Grade
GPK, GK, G1, G2, G3, G4, G5, G6

Class Size
Small Class: 15 or less students

Medium Class: 16-30 students

Large Class: 31 or more students

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Instructions:

1. Write your introduction called "A Day in My Life".

Name:
Country:
Grade(s):
Class Size:

Part A: Introduce yourself.

Answer the following questions in your first paragraph:

• What is your name?

• Where do you live (city and country)?
• Where do you work (school or institution)?
• What age or grade level are your students?

Part B: Describe your typical day.

The following should be included in your second paragraph:

• From start to finish (between waking up and going to bed)

• Include your typical day in class (describe some of your activities)

Part C: Describe your students.

The following should be included in your third paragraph:

• Describe your students (number of students per class, age, gender, level of English
proficiency).
• How many days per week do you meet with your students? How many minutes/hours
per day are students in your English class?
• What opportunities do your students have to hear or use English outside the classroom?
• Describe the characteristics of your students.

Part D: Describe your classroom.

The following should be included in your fourth paragraph:

• Describe positive aspects of your classroom environment/teaching materials.

• Describe challenging aspects of your classroom environment/teaching materials.

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See the template for more instruction:
Module 1 - A Day in My Life Template.docx

Module 1 - A Day in My Life Template.pdf

See the example for a model:

Module 1 - A Day in My Life Example.pdf

2. Post your introduction. You can either attach the file you created using the template or copy
and paste what you have written directly into the discussion post. If you attach the file, you will
need to copy and paste your header (with the codes) into the discussion post itself. If possible,
post a picture of yourself and/or your classroom. You can take a selfie in your classroom with
your students.

3. Search the discussion boards to learn about a day in the life of your classmates. You can
search by country or by grade level to find teachers who have things in common with you.
Please note: You will use what you find in Task 5 for your module reflection quiz.

Click here for a PDF of the Coding and Searching Posts instructions.

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 Module 1: Task 4 – Coding and Searching Posts

Coding Posts

In this MOOC, unlimited participants will share a number of ideas in discussion boards. In order
to help everyone access relevant activities, you must code your MOOC discussion board posts.

When you share your classroom activities:

Provide information about your students’ grade and classroom size. Use these codes to help
your colleagues find your activity easily on the discussion board and vice versa.

Grade (G)
Codes: GPK, GK, G1, G2, G3, G4, G5, G6

Key:
GPK: Pre-kindergarten (age 3-4)
GK: Kindergarten (age 5)
G1: Grade 1 (age 6)
G2: Grade 2 (age 7)
G3: Grade 3 (age 8)
G4: Grade 4 (age 9)
G5: Grade 5 (age 10)
G6: Grade 6 (age 11)

Class Size
Codes: Small Class, Medium Class, Large Class

Key:
Small Class: 15 or less students
Medium Class: 16-30 students
Large Class: 31 or more students

Examples:
Example 1: If you teach a 5thgrade class with 20 students, code your post like this:
Grade: G5
Class Size: Medium Class

Example 2: If you taught a kindergarten class with 32 students, code your post like this:
Grade: GK
Class Size: Large Class

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Searching for Posts

In this MOOC, unlimited participants will share a number of ideas in discussion boards. In order
to help you find activities relevant to you, search the MOOC discussion board posts using the
codes.

When you want to search the discussion board posts for classroom activities:

Put the codes that match your context in the search box at the bottom of each module’s Task 4
page.

For example, if you search for “G4 Small Class”, you will see posts for grade 4 and small classes.
This will allow you to find all the posts with those codes. You could also simply search “G4” if
you wanted to find all of the 4thgrade teacher posts regardless of the size of their class.

You can also search for other terms such as country names, in case you want to see what other
teachers in your country or region have posted. Or, you can even search for a participant’s
name if you noticed that someone else has ideas you particularly like.

It’s up to you! Use the “Search” tool and the codes given to find activities that are relevant to
you.

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 Module 1: Task 4 – Assignment Template
“A Day in My Life”

Name:
Country:
Grade(s):
Class Size:

Part A: Introduce yourself.

In your first paragraph, answer the following questions:
• What is your name?
• Where do you live (city and country)?
• Where do you work (school or institution)?
• What age or grade level are your students?

Part B: Describe your typical day.

In your second paragraph, include the following:
• From start to finish (between waking up and going to bed)
• Include your typical day in class (describe some of your activities)
• If you want, use this format to write your paragraph.

On a typical day, I do many things. First, I _____________________________________

______________________________________________________________________________
______________________________________________________________________________

Part C: Describe your students.

In your third paragraph, provide a description about a specific class of young or very young
learners that you will focus on in your MOOC assignments. Include the following:
• Describe your students (number of students per class, age, gender, level of English
proficiency).
• How many days per week do you meet with your students? How many minutes/hours
per day are students in your English class?
• What opportunities do your students have to hear or use English outside the classroom?
• Describe the characteristics of your students.

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 I have (number) _____ of students per class. They are (age) ____ years old. (Information
about gender and language proficiency) ______________________. I meet with them (number)
_____ days per week for (number) _________ minutes/hours per day. They have few/many
chances to hear and use English outside of the classroom because ________________________.
My students are (describe using what you learned in Module 1) __________________________
______________________________________________________________________________
Part D: Describe your classroom.
In your fourth paragraph, describe your classroom environment (tables, desks, chairs, walls,
windows, etc), books, materials, and technology (e.g., computer, smartboard, internet access)
available to you in your teaching context.

• Describe positive aspects of your classroom environment/teaching materials.

• Describe challenging aspects of your classroom environment/teaching materials.

I think my classroom environment is great for my young learners because

______________________________________________________________________________
______________________________________________________________________________
However, sometimes it is challenging to build an effective classroom environment for my young
learners because ________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 Module 1: Task 4 – Discussion Example
“A Day in Juan’s Life”

Name: Juan
Country: Mexico
Grade(s): G3
Class Size: Medium Class

My name is Juan. I live in Mexico. I am an English teacher, and I teach young learners in a state
school. My students are in grade 3. On a typical day, I do many things. First, I wake up at 5:30
am. Then I take a fast shower and go to buy some bread for breakfast. I usually help my wife to
make breakfast and brush my daughter’s teeth. I go to my school by 7:30 am. Classes start at
8:00, but I like to be early to prepare my classroom. First, I check my students’ homework.
While I am checking homework, I ask my students some questions such as how are you? What
did they do the previous day? Or ask if they have any problem. Then I teach the lesson for the
day using my textbook. I go back home at 2 pm and then eat lunch. After that I write my lessons
and prepare some teaching materials for the next day. In the evening, I help my daughter with
her homework and relax with my family.

I have 25 students per class. They are 8-10 years old. I have 13 male and 12 female students.
They are beginning learners of English. I meet with them 3 days per week for 40 minutes per
day. They have few chances to hear and use English outside of the classroom because we are
away from the city. My students are energetic and curious to learn. They are very sweet and
cute, too! Some students are shy about speaking in English, but I try to model the speaking
activity as much as I can with them. This has really helped so far and I can see them breaking
out of their shyness.
I think my classroom is good for young
learners because It has many windows on
one side, so we always have nice sunlight. I
have a big white board at the front of the
class, a desk, and a CD player. I like to use
songs to teach English, so I can play CDs
and my students like to sing along.
However, sometimes it is challenging to
build an effective classroom environment
for my young learners because I can’t make
it “print rich.” I can’t put up posters on the
"Classroom in Mexico" by Joan Kang Shin is licensed under CC BY 4.0 wall because another teacher uses the
room. Also the desks and seats are
attached to each other in rows, so I can’t
arrange them for effective group work.

33
Module 1: Task 5 – Module Reflection Quiz (30 minutes)

Read some of your classmates' posts in Task 4. Then write a one paragraph reflection on
Module 1 (150-200 words). You will receive 10 points for successful completion and submission
of this module reflection quiz.

Note: The Module Reflection Quiz can only be completed in Canvas. Please log in and answer
the questions there.

Write a one paragraph reflection on Module 1 (150-200 words). Use the following as a template
and fill in the blanks. You can copy and paste the template into the text box below.

I read about "A Day in the Life of (classmate’s name) ________________" from

(classmate’s country) _____________________. It was interesting/surprising to read that

__________________________________. What impressed me the most about his/her day was

_________________________________________________________________. I could see

that our students are similar/different because (apply Module 1 content) __________________

__________________________________. I could see our learning environments are

similar/different because (apply Module 1 content) ___________________________________.

Module Reflection Example

I read about “A Day in the Life of Victor” from Peru. It was interesting to read that even if
the school doesn't provide him teaching materials it doesn't stop his efforts to teach his
students well. What impressed me the most about his day was the time and effort he put into
creating materials to make his young learners more interested in English. I could see that our
students are similar because they have a lot of energy and need to be engaged through
movement and fun activities. I could see our learning environments are similar too because we
don’t have many books and resources given to us by our school. Like him, I have to buy
materials like colored paper or make copies from books using my own money. Victor
mentioned that he creates illustrated posters to create a more visually rich classroom. I think
that’s a great idea. Next week I am teaching about animals, so I can create a poster with
different animals that I can cut out from magazines. I was inspired by Victor’s passion and
enthusiasm for teaching children. I look forward to learning more from him during this MOOC!

34
Module 1: Wrap-up
This is the end of Module 1! I hope this was a good introduction to TEYL. I am sure you learned
a lot about the characteristics of young learners and how children learn. Look at the checklist
below, and make sure you completed all of the assignments for this week.

Checklist:

I watched three videos.

I read two articles.
I took the Self-Assessment Quiz.
I submitted my assignment called “A Day in My Life.” (optional)
I took the Module Reflection Quiz.

In Module 2, you will learn about classroom management. Now that you know about the
characteristics of young learners, you can apply this knowledge to managing the classroom. Get
ready for another exciting module!

35
 Table of Contents

Module 2: Overview ....................................................................................................................... 2

Module 2: Task 1 – Video Lecture .................................................................................................. 4
Video 1 Script ............................................................................................................... 6
Video 2 Script ............................................................................................................... 8
Module 2: Task 2 – Read Articles ................................................................................................. 10
Article 1: Involving Students in Classroom Routines and Processes .......................... 11
Article 2: Using a Daily Routine as Language Practice ................................................ 13
Module 2: Task 3 – Self-Assessment Quiz ................................................................................... 19
Module 2: Task 4 – Activity Share #1: Games and Classroom Management Techniques ............ 20
Module 2: Task 4 – Discussion Board ................................................................................ 21
Activity Share Template ............................................................................................. 24
Activity Share #1 Example 1 ....................................................................................... 25
Activity Share #1 Example 2 ....................................................................................... 27
Module 2: Task 5 – Module Reflection Quiz ................................................................................ 28
Module 2: Wrap-up ...................................................................................................................... 29

© 2019 by George Mason University. Module 2 Packet for the AE E-Teacher Program, sponsored by the U.S.
Department of State and administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0
License, except where noted. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

1
Module 2: Overview

Classroom Management
"Every student can learn. Just not on the same day or in the same way" - George Evans
Keep this quote in mind when you are teaching. As we have learned in Module 1, children may
develop at different rates, and they are not all the same. Remember: they can learn, but you
have to create the right environment for learning. When students are not behaving well in
class, ask yourself these questions: Are the rules of my classroom clear? Were the activity
instructions clear? Do my students need a different type of activity to learn? Do my students
need a short break before the next activity? This module will help you manage these aspects of
the learning environment. The result will be a classroom where children can learn English
successfully. Keep these questions in mind, and let's start Module 2!

"Classroom Management Challenges" by Joan Kang Shin is licensed under CC BY 4.0

The purpose of this module is to explore various aspects of classroom management for young
learners. You will learn how to manage the pace of the class, student behavior, classroom
atmosphere, and the language used in class. You will learn about tips for managing not just the
learners but also the learning process in the EYL classroom. This includes developing a class
structure that involves building routines and establishing classroom rules.

Module 2 Dates: April 22 - April 28, 2019

2
Objectives:

By the end of the module, you will be able to

• describe the various ways teachers are managers in the classroom

• create a classroom environment that is conducive to learning English
• develop a class structure plan that implements classroom routines and rules
• manage the use of English and the native language in the classroom
• share ideas for game and classroom management techniques that are appropriate for
young learners of different ages

Module 2 Task List:

The module should take 3.5-5 hours to complete. Do the following tasks in this order by the
end of the week:

Task 1: Watch Module 2: Video Lecture (30 minutes)

Task 2: Read two articles (1-2 hours)

Task 3: Take Self-Assessment Quiz (30 minutes)

Task 4: Post Module 2: Assignment - Activity Share #1: Games and Classroom Management
Techniques (1-1.5 hours) (optional)

Task 5: Take Module Reflection Quiz (30 minutes)

3
Module 2: Task 1 - Video Lecture (30 minutes)

The video lecture has been divided into 2 parts:

• Video 1: Classroom Management Tips

This video will help you understand the different ways teachers are managers of a
classroom. It gives some useful tips, such as wait time, brain breaks, and building an English
speaking environment.

• Video 2: Routines to Start the Day

This video will give you some useful suggestions for building routines to start every class.
These include greeting, taking attendance, establishing the date, and presenting the lesson
objective(s).

Video 1: Classroom Management Tips

Link to YouTube

Click here for a PDF of the script for Video 1.

Video 2: Routines to Start the Day

Link to YouTube

Click here for a PDF of the script for Video 2.

4
Additional video resources (optional):
Here are some additional videos with classroom management ideas to help you keep the
attention of your young learners.
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of
this course. It is not Public Domain or Creative Commons-licensed, and therefore not for public
use. Please do not save a copy for your personal use, and do not use it after the course ends.
Keeping the Attention of Very Young Learners
Strategy: Use a Talking Stick - This strategy helps very young learners learn how to take turns
talking.
Direct video link

Tips for Managing the Young Learner Classroom

Strategies: Turn off lights, blow a whistle, clap rhythms, and raising hand to get students'
attention.
Direct video link

5
 Module 2: Task 1 – Video 1 Script
Video 1 – Classroom Management Tips

Hi, English Teachers! Let’s talk about classroom management. It takes a lot of energy and
patience to teach young learners. Sometimes children misbehave because they are playful and
have short attention spans. Sometimes they have been sitting in a chair too long and just need
to move around. As the teacher, you need to keep students' attention and focus them on
learning.

Before we begin, let’s warm up our minds and think about the concept of “classroom
management.” Let’s look at it another way. What are the different ways teachers are managers
in the classroom? Think about all the different ways you are a “manager” in your classroom.
Take out a piece of paper, and fill in this blank: “Teachers are managers of ______________.”
I’ll give you 10 seconds.

Time’s up! If you need more time, just pause the video. Here are some ways I think teachers are
managers. Teachers are managers of...

• Time
• Activities
• Transitions
• Student behavior
• Conflict with and among students
• Atmosphere in the classroom
• Student feelings and emotions
• Students’ use of native language
• Teacher’s use of native language

Wow, you are a manager of so many different aspects of the classroom. Did you realize this? As
a skilled teacher, you should be able to…

• Manage behavior with routines and rules

• Manage the pace of class
• Manage the classroom climate
• Manage the language used in class

Here are a few tips to improve your ability to manage these aspects.

Manage the Pace of the Class: Wait Time: 3-5 seconds

As teachers you probably have a very carefully planned lesson. You know what you will do and
what questions you will ask during each part of the lesson. However, you probably don’t plan
the time you have to wait for your students to answer a question. This is called “Wait Time.”
Young learners of English need enough time to process their answers in English. After you ask a

6
question, don’t quickly give the answer and move on. Wait at least 3-5 seconds. Count it in your
head. Let’s try: “Class, do you have any brothers or sisters?” [Timer counts 1-2-3-4-5]. Did that
seem like a long time? It may feel like a long time, but your students will need time to give an
answer.

Manage the Classroom Climate: Brain Breaks

During the class you may need to change the climate or mood of the class. Maybe students
have been working hard on writing sentences or have been sitting coloring or drawing for a
while. The best way to change the mood is to take a Brain Break. What is a brain break? Well, it
is a break for the brain! This means doing a transition activity that helps students relax or
change the mood of the class. For example, if your students were writing or drawing for a
while. You can do this: “Class, put your pencils down. Stand up! Shake your hands up high! To
the side! To the right! To the left! Now let’s play a vocabulary game.” This will help shake out
their hands after writing a lot and get them energized again to start a new activity. You can
have a 1-minute dance party and play fun music for a minute. Then have students freeze when
the music stops and sit down. You could also play a quick round of hangman or sing a song
students love. In all these examples, you are still using and practicing English while taking a little
break from the lesson.

Manage the Language Used in Class: English Speaking Environment

When teaching young learners, you should create an English-speaking environment in your
classroom. Therefore, you should only use the native language as a resource when necessary.
Maybe there is difficult language, like an idiomatic expression or instructions for a game. This
language might be too difficult to make comprehensible in English. Don’t waste your time in
class trying to get your students to understand it. In these cases, use your native language to
explain difficult expressions quickly. Use the time in class for students to practice listening to
and using English language at their level.

Some teachers like to use fun tools to keep students speaking in English. Watch this teacher use
a “magic stone” to encourage students to speak in English.

I hope these tips are useful for classroom management. Try to find your own classroom
management activities that work in your teaching environment. After all, you are the manager
of your own classroom.

7
 Module 2: Task 1 – Video 2 Script
Video 2 – Routines to Start the Day

Hi, English Teachers! As you know, young learners function best in class when they have
routines. It helps them know what to expect at every moment of the class. Be sure you
establish routines from the first day of class, and keep them consistent.

At the start of every class, you can have a Four-Step Routine:

Step 1: Start class with a greeting

You could greet students at the door as they arrive and give each a High Five. They have to
greet you in English before the High Five:

Good morning, Julio!

Good morning, Teacher!
How are you?
I’m great!
(High Five)

You could even have a special High Five or handshake for each student to make them feel
special. Or if you have too many students to do an individualized greeting, you can start the
class with a greeting song, chant, or with fun movements. Take a look at this teacher, and his
fun way to start class.

Step 2: Take attendance

You can call each students’ name and have them say “Here” or “Present.” Or, if your students
are old enough, you can ask for a student helper to do this. You can add more language to the
interaction, and have the student helper ask “Is Jina here?” and then students answer “I’m
here!” Young learners love to help out in class, and this will give students more practice with
English.

Step 3: Establish the day and date

Make sure you ask students the day and date every class, and write it on the board as they say
it. “Class what day is it? Right, it’s Friday. What is the date? Right, it is September 15, 2017.”
[Write it on the board] If you have students who can write, you can ask for student helpers to
write the day and date on the board. After you establish the routine, they can ask “What day is
it? What is the date?”

Step 4: Present the objectives with SWBAT

Before you start the lesson, be sure you tell students what the class objective is. For young
learners, you may have just one objective for the day. Make sure you start with SWBAT, which

8
stands for “Students will be able to” [Write on the board]. For example, By the end of the class,
students will be able to… talk about their family.” [Point to the board]

Make sure you have students say the objective out loud and personalize it.

Class, what will you be able to do?

I will be able to talk about my family.

Now you are ready to start the lesson! Routines like this will help your young learners be ready
to start your lesson. Choose routines that work for your young learners, and make sure you
always start the day in a fun and positive way.

9
Module 2: Task 2 - Read Articles (1-2 hours)

"Woman with blue nails reading ipad" by Anna Demianenko is licensed under CC0

Read two articles published by American English :

Article 1: Involving Students in Classroom Routines and Processes

Most EFL teachers would agree that establishing and maintaining classroom routines is
essential to good classroom management. Classroom routines can increase student confidence
and comfort levels since learners know what is expected of them in different situations. This
article will give your ideas for promoting students' involvement and responsibility in class
routines.
Source: Involving Students in Classroom Routines and Processes. (n.d.). Retrieved July 27, 2017, from
https://americanenglish.state.gov/files/ae/resource_files/topic_1_-_students__class_routines_final.pdf

Article 2: Using a Daily Routine as Language Practice

Routines not only provide structure to your classroom but also give students more language
practice. The repetition of the daily routines provides a meaningful way to practice authentic
language. This article provides helpful ideas for building routines using a monthly calendar,
weather chart, and a daily schedule/agenda.
Source: Using a Daily Routine as Language Practice. (n.d.). Retrieved July 27, 2017, from
https://americanenglish.state.gov/files/ae/resource_files/sept_week_2_daily_routine_final.pdf

10
11
12
13
14
15
16
17
18
Module 2: Task 3 – Self-Assessment Quiz (30 minutes)
This Self-Assessment Quiz is a great way to review what you have learned in Tasks 1 and 2. You
will be asked questions about the video(s) you watched as well as the readings. You can take
the quiz as many times as you want. Don't worry if you do not get a perfect score the first time.
You can just take it again! The goal is to help you review some of the important points from the
video(s) and readings.

You must earn 7 out of 10 points to unlock the next page in the module.

Note: The Self-Assessment Quiz can only be completed in Canvas. Please log in and answer the
questions there.

19
Module 2: Task 4 – Activity Share #1: Games and Classroom
Management Techniques (1-1.5 hours) (optional)
Module 2 Assignment Topic: "Games and Classroom Management Techniques"

Once you have explored Tasks 1-3, you are ready to participate in an optional discussion board
activity. We have created four different discussion boards for you to select from based on
the primary grade level that you teach. You will post on only one discussion board. To start,
please click on the link below that matches your grade level and carefully read/follow
the directions on that discussion board.

• Click here if you primarily teach grades PK-K

• Click here if you primarily teach grades 1-2
• Click here if you primarily teach grades 3-4
• Click here if you primarily teach grades 5-6

This assignment will not appear in your grade records.

20
Module 2: Task 4 – Discussion Board
Choose one discussion board to post: Grades PK-K, 1-2, 3-4, or 5-6

An "Activity Share" is an opportunity to share activities with your colleagues in this course. The
purpose is to share one idea and receive many others that you can use in the classroom.
Hopefully everyone will be able to learn new teaching ideas from each other and improve their
classroom practice.

"Group Discussion" by Ricinator via Pixabay is licensed under CC0

In this MOOC, unlimited participants will share a number of ideas in discussion boards. In order
to help everyone access relevant activities, you must code your MOOC discussion board posts.

When you post about your activity:

Provide information about your students’ grade and classroom size. Use these codes to help
your colleagues find your activity easily on the discussion board and vice versa.

Grade

GPK, GK, G1, G2, G3, G4, G5, G6

21
Class Size

Small Class: 15 or less students

Medium Class: 16-30 students

Large Class: 31 or more students

Instructions:

1. Write a 200-500 word activity description:

Activity Share #1 Title: "My Favorite Game" or

"My Favorite Classroom Management Technique"

• Choose your favorite game or classroom management technique.

• It should be a game or technique you use as a routine.
• Be sure you include the following:

Name:
Country:
Grade(s):
Class Size:

Activity Name:

Activity Description (200-500 words):

This activity is effective because...

Here are some steps to help you use this activity in your classroom:

Step 1:

Step 2:

Step 3:

Use the template to write your activity description.

Activity Share Template (PDF)
Activity Share Template (docx)

22
See two examples for a model:
Module 2: Activity Share #1 Example 1 - "Alice's Favorite Classroom Management Technique"
Module 2: Activity Share #1 Example 2 - "Jina's Favorite Game"

2. Post your game or classroom management technique. You can either attach the file you
created using the template or copy and paste what you have written directly into the discussion
post. If you attach the file, you will need to copy and paste your header (with the codes) into
the discussion post itself. If possible, post a picture or video of your game/technique.

3. Search the discussion boards to learn about the games/techniques of your classmates. You
can search by country or by grade level to find teachers who have things in common with you.
Please note: You will use what you find in Task 5 for your module reflection quiz.

Click here for a PDF of the Coding and Searching Posts instructions.

A Word About Plagiarism:

Plagiarism is using someone else’s words instead of your own. In this course, you are expected
to use your own words and ideas, and to acknowledge any sources you use to gather ideas. You
must document all of your source material. If you take any text from somebody else, you must
make it clear the text is being quoted and where the text comes from. You must also cite any
sources from which you obtain numbers, ideas, or other material.

23
 Module 2: Task 4 – Activity Share Template

Name:
Country:
Grade(s):
Class Size:

Activity Name:

Activity Description (200-500 words):

This activity is effective because…

Here are some steps to help you use this activity in your classroom:

Step 1:

Step 2:

Step 3:

24
 Module 2: Task 4 – Activity Share #1 Example 1
“Alice’s Favorite Classroom Management Technique: Reflect, Ready, Go!”

Name: Alice
Country: Ukraine
Grade(s): G6
Class Size: Medium Class

Activity Name: Reflect, Ready, Go! (10 minutes before the end of the school day)

Activity Description: This activity is effective because at the end of every school day, we can
help our students to reflect on the day’s activities and learning. It will bring a sense of
responsibility and closure. Not only that, it will prepare them mentally and physically for the
next school day.

Here are some steps to help you use this activity in your classroom:

Step 1: Ask the students to reflect on your day by asking “What did I learn?”.
It can be anything from academic contents, discoveries from various activities, character
building experience, etc. Older students can write a couple of sentences in an agenda book.
Younger students can jot down one sentence into their notebook or even draw smiley faces
and ask themselves “How was my day?”. Sentence starters such as “My day was ___________,
because _____________”, and “I learned about ____________ and I liked it because
____________” can help students express their feelings and enhance social skills. At the end,
they can share out their reflections with a peer nearby. One person (by rotation each day) will
share out.

Step 2: Students can get ready for homework.

Students can get ready for homework by writing down the assignments of the day in their
agenda book or notebooks. They can also write down what is needed for tomorrow’s class.
Then, classmates can check one another’s notes. For younger students, they can verbally tell
two classmates what they need to complete for after school and what they need to bring or
prepare for tomorrow.

Step 3: Before they are dismissed to go home, students will be asked to tidy up their areas.
Younger students can sing the clean-up song. For older students, fun songs in English can be
selected for each week and students can sing along. Each class can be divided into six groups
– front left, front right, upper left side, upper right side, lower left side, lower right side, back
left, and back right. To entrust ownership and build a sense of responsibility, two students
will be do the final check and report to the teacher on readiness to go!

Just as in any establishment of classroom routines, consistent practice is necessary from the
very beginning of the school year. At first, it may take longer than fifteen minutes to learn this
routine. Also, depending on the cognitive age of the learners, this activity can be simplified or

25
can be more rigorous than the steps provided above. Also, teachers can choose to complete
just one of the steps each day, if modification is necessary.

26
 Module 2: Task 4 – Activity Share #1 Example 2
“Jina’s Favorite Game: I Spy with My Little Eye”

Name: Jina
Country: China
Grade(s): G4
Class Size: Large Class

Activity Name: I Spy with My Little Eye

Activity Description: This activity is effective because it helps students practice using
vocabulary. It emphasizes identifying, or describing common objects around the room. You can
also use picture cards and put them around the room. It is also fun! My students love playing
this game.

Here are some steps to help you use this activity in your classroom:

Step 1: The teacher chooses one student to be the Spy.

Step 2: The Spy looks around the room and selects an object. Then the Spy whispers the
name of the object to the teacher. The Spy makes sure other students cannot hear the
name of the object.

Step 3: The Spy says, “I spy with my little eye something…” Depending on the
vocabulary you are practicing, the Spy can describe the object using color, size, shape,
etc.

Step 4: Students take turns guessing using the question: “Is is a…” or “Is it the…”

Step 5: The Spy answers: “Yes, it is” or “No, it isn’t.”

Step 6: Whoever guesses correctly becomes the next spy.

Tip: The teacher can also put picture cards or realia of new vocabulary around the room.

27
Module 2: Task 5 – Module Reflection Quiz (30 minutes)

Write a one paragraph reflection on Module 2 (150-200 words). Read through some posts in
the Module 2: Task 4 Activity Share. Choose your favorite activity that you would like to use in
your classroom. Write one paragraph about the activity and why you would like to use it.

You will receive 10 points for successful completion and submission of this module reflection
quiz.

Note: The Module Reflection Quiz can only be completed in Canvas. Please log in and answer
the questions there.

Write a one paragraph reflection on Module 2 (150-200 words). Use the following as a template
and fill in the blanks. You can copy and paste the template into the text box below.

I found one new activity in Module 2 that I will use in my class. It is called (activity title)

___________________. This activity was posted by (classmate’s name) _______________ from

(classmate’s country) _____________________. This activity is designed for children in grade(s)

________. I like it because (apply Module 2 content) _________________________________.

28
Module 2: Wrap-up
This is the end of Module 2! I hope that you had a great opportunity to explore various aspects
of classroom management for your young learners. Look at the checklist below, and make sure
you completed all of the assignments for this week.

Checklist:

I watched two videos.

I read two articles.
I took the Self-Assessment Quiz.
I submitted my assignment called "Games and Classroom Management Techniques."
(optional).
I took the Module Reflection Quiz.

You have learned about young learners’ traits and classroom management so far. Now, it is
time to focus on language teaching. In Module 3, you will learn about teaching listening and
speaking. Get ready for another exciting module!

29
 Table of Contents

Module 3: Overview ....................................................................................................................... 2

Module 3: Task 1 – Video Lecture .................................................................................................. 4
Video 1 Script ............................................................................................................... 6
Video 2 Script ............................................................................................................... 8
Module 3: Task 2 – Read Articles ................................................................................................. 10
Article 1: Incorporating Opportunities for Interaction and Sharing ........................... 11
Article 2: Get Up and Sing! Get Up and Move! Using Songs and Movement with Young
Learners of English ..................................................................................................... 14
Module 3: Task 3 – Self-Assessment Quiz ................................................................................... 26
Module 3: Task 4 – Activity Share #1: Listening and Speaking Activites ...................................... 27
Module 3: Task 4 – Discussion Board ................................................................................ 28
Activity Share Template ............................................................................................. 31
Module 3: Task 5 – Module Reflection Quiz ................................................................................ 32
Module 3: Wrap-up ...................................................................................................................... 33

© 2019 by George Mason University. Module 3 Packet for the AE E-Teacher Program, sponsored by the U.S. Department
of State and administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0 License, except
where noted. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

1
Module 3: Overview

Teaching Listening and Speaking

"A mouse saved her young from a ferocious cat by barking 'bow-wow.' After the cat ran away, the
mouse said to her offspring 'See, children, it pays to know a second language.'" - Efstathiadis

What a great story! It shows the power of being able to speak another language. Even if you only
know one word, you can achieve your goal if you speak that word correctly in the right context.
We want to inspire our young learners to build oral communication skills in English. We can start
with fun activities like storytelling and singing that will build their listening and speaking skills.
Eventually we want to encourage real communication. The goal is to help our young learners be
good listeners and speakers in English. Let's start Module 3!

"Untitled" by Tim Gouw via Unsplash licensed under CC0

The purpose of this module is to look at some basic principles behind the teaching of listening and
speaking as well as specific techniques and activities for young learners. You will explore activities
that provide a meaningful context in which new language, content, and culture can be taught,
including TPR, songs, rhymes, chants, and storytelling. You will also look at ways to make input
comprehensible and check comprehension. In addition, you will learn aspects of vocabulary
building and pronunciation work while building communicative abilities of students.

Module 3 Dates: April 29 - May 5, 2019

2
Objectives:

By the end of the module, you will be able to

• describe the ways in which we communicate orally and the different skills involved with
speaking and listening
• discuss ways in which the teacher can make listening input comprehensible as well as how
to check comprehension through various techniques
• describe the rationale behind the use of songs, rhymes, chants, and storytelling to teach
listening and speaking to YLs
• share different listening and speaking activities/strategies that work well with young
learners
• develop effective activities for teaching vocabulary and pronunciation

Module 3 Task List:

The module should take 3.5-5 hours to complete. Do the following tasks in this order by the end
of the week:

Task 1: Watch Module 3: Video Lecture(30 minutes)

Task 2: Read two articles (1-2 hours)

Task 3: Take Self-Assessment Quiz (30 minutes)

Task 4: Submit Module 3: Assignment - Activity Share #2: Listening and Speaking Activities
(1-2 hours) (optional)

Task 5: Take Module Reflection Quiz (30 minutes)

3
Module 3: Task 1 - Video Lecture (30 minutes)

The video lecture has been divided into 2 parts:

• Video 1: Keep Listening Active

This video will help you understand the listening process and importance of keeping listening
active. It will give you ideas for listening tasks to keep your young learners active while listening.

• Video 2: Get Young Learners Talking

This video will give you some useful suggestions for encouraging your young learners to talk more
in class. These include avoiding explicit error correction and teaching them to use classroom
language.

Video 1: Keep Listening Active

Link to YouTube

Click here for a PDF of the script for Video 1.

Video 2: Get Young Learners Talking

Link to YouTube

Click here for a PDF of the script for Video 2.

Additional video resources (optional):

These videos will provide you more teaching ideas for promoting listening and speaking in the
young learner classroom.
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this
course. It is not Public Domain or Creative Commons-licensed, and therefore not for public use.
Please do not save a copy for your personal use, and do not use it after the course ends.

Using Puppets with Very Young Learners

Strategies: Encouraging speaking and interaction with very young learners.
Link to YouTube

4
The Peanut Butter and Jelly Song
Strategies: Teaching vocabulary with realia, singing with movement, American culture
Link to YouTube

The Weather Song

Strategies: Singing with movement, practice vocabulary through meaningful repetition
Link to YouTube

Tips for Using Songs to Teach English

This webinar provides many tips for using songs to teach English, such as using recyclable
materials to make instruments and using gestures effectively to teach the language in songs.
Link to YouTube

5
 Module 3: Task 1 – Video 1 Script
Video 1 – Keep Listening Active

Hi, English Teachers! Let’s talk about teaching listening. Before we begin, let’s warm up our minds
and think about how much listening we do. Do you think you listen more than you speak? Do you
listen more than you read or write? What do you think?

According to Morley, “On average, we can expect to listen twice as much as we speak, four times
more than we read, and five times more than we write.” In our lives, listening is an important skill
that we need to focus on.

In English classes for young learners there is an enormous amount of listening. It is the main
source of communication for instruction between teacher and young learners. In fact, the main
source of listening input is the teacher with instructions and demonstrations. Therefore, teachers
of young learners have to be very conscious about their approach to giving students listening
input.

Also keep in mind, children are not only learning to listen but also listening to learn. Not only do
they need to prepare for the listening activities in the book or materials they use in class. They
have to prepare all the language they will use. This means classroom language.

We do not always take the time to prepare our classroom language carefully. We should prepare
our speech very carefully for our young learners. Prepare your instructions or explanations in
short, understandable language. Use simple words and phrases, and always be ready to repeat
and rephrase when needed.

Sometimes people think listening is a passive skill. You can’t see if someone is listening by looking
at them. However, there is nothing passive about listening! It is an interpretive skill. As language
teachers, we have to find ways to make listening active in the classroom and be sure our students
understand what they are listening to and find ways to check their comprehension.

So, how can we make children’s listening more active? One way is to check comprehension with a
variety of response types.

Let’s brainstorm! Get a piece of paper and a pen to write down your ideas. So, what can young
learners do to show their comprehension during or after listening? I’ll give you 10 seconds to
write some ideas down.

Time’s up! If you want more time, just pause the video. Here is what I wrote down.

Listen and…
• point
• move
• raise your hand
• perform actions
6
 • color
• draw
• make

For example, you are teaching the parts of the body. Students can listen and point to a body part.
“Point to your feet, Point to your eyes. Point to your head.” Sometimes you can make it more fun
by giving students a partner, and they can point to their partner’s body parts. “Point to your
friend’s head. Point to your friend’s feet!” You could also have students listen and draw a crazy
animal. You can say “Draw a small square body. Draw a big round head. Draw one big eye. Draw
two big arms. Draw 4 small legs. Draw one small mouth.” Then have students show you their
picture. It’s a fun way to make listening active.

Remember: Always give your young learners a listening task. Every listening activity should give
young learners a purpose for listening and better yet, a task to complete. All too often teachers
will say “Listen to this,” and then sing a song or play a tape without giving learners a task or a
reason to listen. Young learners have short attention spans and can’t always focus themselves on
a learning activity. Instead teachers should say “Listen and …” then fill in the blank with an
appropriate task.

For example, a teacher could ask students to listen, then point to the correct picture with three
pictures of different contexts to choose from. If the students know they must point to the correct
picture after listening, then they will pay attention to the listening in order to figure out which
picture is right. It will focus them on the listening and make them more active in the listening
process.
Now you know how to keep listening active. Always give your young learners a task. Remember
to tell them to listen and… do something to show they understand. And don’t forget, prepare
your classroom language carefully. Your students are not just learning to listen. They are listening
to learn.

7
 Module 3: Task 1 – Video 2 Script
Video 2 – Get Young Learners Talking

Hi, English Teachers! Do you want your students to talk more in English? They have to feel
comfortable and confident first. If not, it will be very difficult to encourage them to speak out.
The key is to make your classroom atmosphere fun, interesting, and motivating for them. For very
young learners under 7 years old, you can use songs, chants, and simple games to encourage
them to practice speaking. As young learners get older, you may have to help them become more
confident to use English in the classroom.

Here is a question for you about promoting good oral communication. True or False: Teachers
should correct students’ errors explicitly. For example, a student says: “Yesterday I goed to the
zoo.” You correct him by saying, “Not goed! Went! Repeat after me: Yesterday I went to the zoo.”
So True or False? Teachers should correct students’ errors explicitly.

It's false! It is not good to correct individual young learners explicitly. It can be embarrassing, and
it is not effective if you want to promote more speaking in class. Speaking activities should be
meaning-focused, and teachers should create a comfortable atmosphere that encourages
students to speak out. One useful tip is: Don’t correct students’ errors explicitly.

Another tip is to promote student use of classroom language. You can teach students useful
chunks of language that they can use often in class. For example,

• I don’t understand.
• Can you repeat that?
• What page is it?
• I have a question.
• I need help, please.
• What does that mean?
• How do you say ____ in English?

In order to encourage students to use more classroom language, you can make posters with the
expressions you want them to use. Then when the situation comes up in class, you can point to
the poster and show them the phrase.

For example, maybe the students asked you to repeat the instructions in your native language.
You can say, “Please ask me in English.” Then point to the poster. You can say, “Can you repeat
that please?” Or maybe a student wants to know how to say a word in English. Maybe they want
to know the English word for “Por favor.” Then say, You can ask How do you say “Por favor” in
English?

Teaching classroom language will help your students talk more in English. You can make a few
posters and put them on your classroom wall. If you don’t have you own classroom, you can put
them up at the beginning of class and then take them down at the end.

8
These two tips can help you make a comfortable English speaking environment in your classroom.
Don’t correct errors explicitly and teach your students to use classroom language. Your young
learners will become more confident to speak out. Try it, and you’ll see!

9
Module 3: Task 2 - Read Articles (1-2 hours)

"Woman with blue nails reading ipad" by Anna Demianenko is licensed under CC0

Read two articles published by American English:

Article 1: Incorporating Opportunities for Interaction and Sharing

The attention span of young learners is a lot shorter than that of older students. Young learners
need frequent opportunities to move around, take breaks, and interact. They also love to share
information about their lives and experiences. This article introduces simple ways to incorporate
interaction to your young learner lesson. The strategies described are Turn and Talk, Think-Pair-
Share, and Stand Up/Sit Down. They keep young learners moving and talking!
Source: Incorporating Opportunities for Interaction and Sharing. (n.d.). Retrieved July 27, 2017,
from https://americanenglish.state.gov/files/ae/resource_files/sept_week_3_interaction_and_sharing_final.pdf

Article 2: Get Up and Sing! Get Up and Move! Using Songs and Movement with Young Learners
of English by Joan Kang Shin
Children love singing songs. They love saying chants in rhythm. They enjoy repeating phrases that
rhyme. They enjoy moving to the rhythm, clapping their hands, tapping their feet, and dancing to
the beat. Music and movement naturally connect to children's hearts, minds, and bodies.
Source: Shin, J. K. (2017). Get up and sing! Get up and move!: Using songs and movement with young learners of
English. English Teaching Forum, 55(2), 14-25. Retrieved July 27, 2017,
from https://americanenglish.state.gov/files/ae/resource_files/etf_55_2_p14-25.pdf

10
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Module 3: Task 3 – Self-Assessment Quiz (30 minutes)
This Self-Assessment Quiz is a great way to review what you have learned in Tasks 1 and 2. You
will be asked questions about the video(s) you watched as well as the readings. You can take
the quiz as many times as you want. Don't worry if you do not get a perfect score the first time.
You can just take it again! The goal is to help you review some of the important points from the
video(s) and readings.

You must earn 7 out of 10 points to unlock the next page in the module.

Note: The Self-Assessment Quiz can only be completed in Canvas. Please log in and answer the
questions there.

26
Module 3: Task 4 - Activity Share #2: Listening and Speaking Activities
(1-1.5 hours) (optional)
Module 3 Assignment Topic: "Listening and Speaking Activities"

Once you have explored Tasks 1-3, you are ready to participate in an optional discussion board
activity. We have created four different discussion boards for you to select from based on
the primary grade level that you teach. You will post on only one discussion board. To start,
please click on the link below that matches your grade level and carefully read/follow
the directions on that discussion board.

• Click here if you primarily teach grades PK-K

• Click here if you primarily teach grades 1-2
• Click here if you primarily teach grades 3-4
• Click here if you primarily teach grades 5-6

This assignment will not appear in your grade records.

27
Module 3: Task 4 – Discussion Board
Choose one discussion board to post: Grades PK-K, 1-2, 3-4, or 5-6

An "Activity Share" is an opportunity to share activities with your colleagues in this course. The
purpose is to share one idea and receive many others that you can use in the classroom.
Hopefully everyone will be able to learn new teaching ideas from each other and improve their
classroom practice.

"Group Discussion" by Ricinator via Pixabay is licensed under CC0

In this MOOC, unlimited participants will share a number of ideas in discussion boards. In order
to help everyone access relevant activities, you must code your MOOC discussion board posts.

When you post about your activity:

Provide information about your students’ grade and classroom size. Use these codes to help
your colleagues find your activity easily on the discussion board and vice versa.

Grade

GPK, GK, G1, G2, G3, G4, G5, G6

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Class Size

Small Class: 15 or less students

Medium Class: 16-30 students

Large Class: 31 or more students

Instructions:

1. Write a 200-500 word activity description:

Activity Share #2 Title: "My Favorite Listening Activity" or

"My Favorite Speaking Activity"

• Choose your favorite listening and/or speaking activity.

• It should exemplify the important aspects of teaching listening and speaking learned in
this module.
• Be sure you include the following:

Name:
Country:
Grade(s):
Class Size:

Activity Name:

Activity Description (200-500 words):

This activity is effective because...

Here are some steps to help you use this activity in your classroom:

Step 1:

Step 2:

Step 3:

29
Use the template to write your activity description:
Activity Share Template (PDF)
Activity Share Template (docx)

2. Post your listening and/or speaking activity. You can either attach the file you created using
the template or copy and paste what you have written directly into the discussion post. If you
attach the file, you will need to copy and paste your header (with the codes) into the discussion
post itself. If possible, post pictures or videos that go with your activity.

3. Search the discussion boards to learn about the listening and/or speaking activities of your
classmates. You can search by country or by grade level to find teachers who have things in
common with you. Please note: You will use what you find in Task 5 for your module reflection
quiz.

Click here for a PDF of the Coding and Searching Posts instructions.

A Word About Plagiarism:

Plagiarism is using someone else’s words instead of your own. In this course, you are expected
to use your own words and ideas, and to acknowledge any sources you use to gather ideas. You
must document all of your source material. If you take any text from somebody else, you must
make it clear the text is being quoted and where the text comes from. You must also cite any
sources from which you obtain numbers, ideas, or other material.

30
 Module 3: Task 4 – Activity Share Template

Name:
Country:
Grade(s):
Class Size:

Activity Name:

Activity Description (200-500 words):

This activity is effective because…

Here are some steps to help you use this activity in your classroom:

Step 1:

Step 2:

Step 3:

31
Module 3: Task 5 – Module Reflection Quiz (30 minutes)
Write a one paragraph reflection on Module 3 (150-200 words). Read through some posts in
the Module 3: Task 4 Activity Share. Choose your favorite activity that you would like to use in
your classroom. Write one paragraph about the activity and why you would like to use it.

You will receive 10 points for successful completion and submission of this module reflection
quiz.

Note: The Module Reflection Quiz can only be completed in Canvas. Please log in and answer
the questions there.

Write a one paragraph reflection on Module 3 (150-200 words). Use the following as a template
and fill in the blanks. You can copy and paste the template into the text box below.

I found one new activity in Module 3 that I will use in my class. It is called (activity title)

______________. This activity was posted by (classmate’s name) __________ from (classmate’s

country) _________. This activity is designed for children in grade(s) ________. I like it because

(apply Module 3 content) ________________________________________________________.

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Module 3: Wrap-up
This is the end of Module 3! I hope that you learned some basic principles behind the teaching
of listening and speaking as well as specific techniques and activities for young learners. Look at
the checklist below, and make sure you completed all of the assignments for this week.

Checklist:

I watched two videos.

I read two articles.
I took the Self-Assessment Quiz.
I submitted my assignment called "Listening and Speaking Activities." (optional)
I took the Module Reflection Quiz.

In Module 4, you will learn about teaching reading and writing. Let’s move on! Get ready for
another exciting module!

33
 Table of Contents

Module 4: Overview ....................................................................................................................... 2

Module 4: Task 1 – Video Lecture .................................................................................................. 4
Video Script ............................................................................................................................ 5
Module 4: Task 2 – Read Articles ................................................................................................... 7
Article 1: Literacy Instruction for Young EFL Learners: A Balanced Approach ....................... 8
Article 2: Using Concept Mapping to Teaching Young EFL Learners Reading Skills.............. 14
Module 4: Task 3 – Self-Assessment Quiz ................................................................................... 21
Module 4: Task 4 – Activity Share #3: Reading and Writing Activities ......................................... 22
Module 4: Task 4 – Discussion Board ................................................................................ 23
Activity Share Template ............................................................................................. 26
Module 4: Task 5 – Module Reflection Quiz ................................................................................ 27
Module 4: Wrap-up ...................................................................................................................... 28

© 2019 by George Mason University. Module 4 Packet for the AE E-Teacher Program, sponsored by the U.S.
Department of State and administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0
License, except where noted. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

1
Module 4: Overview
Teaching Reading and Writing
"The more than you read, the more things you will know. The more that you
learn, the more places you'll go." - Dr. Suess

We should empower our children with literacy! Reading in English can open up the world to
young learners. Writing in English can help young learners reach out to the world with their
thoughts and ideas. Unlike oral communication skills, reading and writing are skills that cannot
be acquired. They must be learned in your native language as well as in a second language. As a
teacher, you already know that it is not easy to learn to read in English. Let's start Module 4!

"Student work in Mexico" by Joan Kang Shin is licensed under CC BY 4.0

The purpose of this module is to look at some basic principles of teaching reading and writing as
well as specific techniques and activities for teaching young learners. You will explore literacy
practices for both L1 (native language) and L2 (English) and learn about different bottom-up
and top-down skills and strategies necessary for young learners to make meaning from print
and create text. You will learn how to take a balanced approach to English language literacy and
scaffold young learners’ ability to read and write in English effectively.

Module 4 Dates: May 6 - May 12, 2019

Objectives:

By the end of the module, you will be able to

• describe how young learners learn to read and write in L1 and L2

• recognize the difference between bottom-up and top-down reading skills and how to
devise strategies for both when teaching reading to young learners

2
 • explain the movement from spoken to written word and strategies young learners can
use to gain meaning from text
• share different reading and writing activities that are effective for young learners and
evaluate the activities suggested in the readings

Module 4 Task List:

The module should take 3.5-5 hours to complete. Do the following tasks in this order by the
end of the week:

Task 1: Watch Module 4: Video Lecture (30 minutes)

Task 2: Read two articles (1-2 hours)

Task 3: Take Self-Assessment Quiz (30 minutes)

Task 4: Submit Module 4: Assignment - Activity Share #3: Reading and Writing Activities
(1-1.5 hours) (optional)

Task 5: Take Module Reflection Quiz (30 minutes)

3
Module 4: Task 1 - Video Lecture (30 minutes)

Video: Early Literacy

This video will help you understand the concept of literacy for both native language and second
language literacy. You will be encouraged to work on early literacy skills in English for your very
young learners.
Link to YouTube

Click here for a PDF of the script for the video.

Additional video resources (optional):

Here is an additional video that is a webinar about teaching reading and writing to young
learners of English.
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of
this course. It is not Public Domain or Creative Commons-licensed, and therefore not for public
use. Please do not save a copy for your personal use, and do not use it after the course ends.
Literacy Instruction for Young EFL Learners
This is a webinar about literacy instruction for young EFL learners. It includes more details about
effective practices for teaching reading and writing with young learners of English.

4
 Module 4: Task 1 – Video Script
Video – Early Literacy

Hi, English Teachers! Let’s talk about literacy for young English learners. Are you familiar with the word,
‘literacy’? What is literacy? Yes, literacy is the ability to read and write.

Reading and writing is a dynamic process of communication, and this process usually begins in one’s first
or native language. Unlike oral language, which is acquired naturally, literacy needs formal instruction.
Most learners of English as an additional or foreign language are already literate in their first or native
language.

Can children transfer reading and writing skills from their native language to English? Yes! The skills used
in reading and writing in the L1 can transfer to another language and serve as a foundation for literacy in
a new language. The understanding of the relationship between oral and written language and the
strategies for making sense of printed text can be learned in the native language and then applied to
literacy of English as a second or foreign language. In a sense, one only has to become literate once.

What about very young learners who are under 7 years old? They are still building literacy skills in their
native language. True or false? It is detrimental to children to learn to read in their native language and
English at the same time.

It’s false! Children can transfer literacy skills successfully between the two. The transfer of literacy skills
can go from the native language to English, or from English to the native language. The language of
initial literacy does not need to be the native language.

Should children first work on oral language development before starting literacy instruction? No!
Integrating reading and writing can actually help children’s oral language development.

Early Literacy
Very young learners who are under 7 years old are still building literacy skills in their L1. Early literacy
focuses on knowledge, skills, and dispositions that precede learning to read and write in the primary
grades (K-3).

Young children’s grasp of print as a tool for making meaning and as a way to communicate combines
both oral and written language. Children’s early reading and writing learning is embedded in a larger
developing system of oral communication. Early literacy is an emerging set of relationships between
reading and writing.

Content of Early Literacy Instruction

So, what should be taught to enhance early literacy? You must remember the following content of early
literacy instruction. You should teach students what reading and writing can do, to name and writing
alphabet letters, to hear rhymes and sounds in words, to hear rhymes and sounds in words, to spell
simple words, to recognize and write their own names, and to listen to stories for meaning.

The Bingo song is the good example to teach children to name alphabet letters. Shall we sing together?

There was a farmer who had a dog,

And Bingo was his name-o.
B-I-N-G-O
B-I-N-G-O
5
 B-I-N-G-O
And Bingo was his name-o.

There was a farmer who had a dog,

And Bingo was his name-o.
(Clap)-I-N-G-O
(Clap)-I-N-G-O
(Clap)-I-N-G-O
And Bingo was his name-o.

There was a farmer who had a dog,

And Bingo was his name-o.
(Clap)-(Clap)-N-G-O
(Clap)-(Clap)-N-G-O
(Clap)-(Clap)-N-G-O
And Bingo was his name-o.

There was a farmer who had a dog,

And Bingo was his name-o.
(Clap)-(Clap)-(Clap)-G-O
(Clap)-(Clap)-(Clap)-G-O
(Clap)-(Clap)-(Clap)-G-O
And Bingo was his name-o.

There was a farmer who had a dog,

And Bingo was his name-o.
(Clap)-(Clap)-(Clap)-(Clap)-O
(Clap)-(Clap)-(Clap)-(Clap)-O
(Clap)-(Clap)-(Clap)-(Clap)-O
And Bingo was his name-o.

There was a farmer who had a dog,

And Bingo was his name-o.
(Clap)-(Clap)-(Clap)-(Clap)-(Clap)
(Clap)-(Clap)-(Clap)-(Clap)-(Clap)
(Clap)-(Clap)-(Clap)-(Clap)-(Clap)
And Bingo was his name-o.

Here very young learners are learning to name alphabet letters, hear sounds in English words, and spell
a simple word. Through this early literacy instruction, you can expect preschool children to develop
willingness to listen to stories, desire to be read to, curiosity about words and letters, exploration of
print forms, playfulness with words, and enjoyment of songs, poems, rhymes, jingles, books, and
dramatic play.

Let’s make sure literacy is an integral part of your young learner English language program. Learning
how to read and write can assist in oral language development. Don’t forget: Young learners can work
on early literacy in their native language and English. The literacy skills can be transferred from one
language to another. Remember: You only have to become literate once!

6
Module 4: Task 2 - Read Articles (1-2 hours)

"Woman with blue nails reading ipad" by Anna Demianenko is licensed under CC0

Read two articles published by American English:

Article 1: Literacy Instruction for Young EFL Learners: A Balanced Approach by Joan Kang Shin
Literacy instruction should be an integral part of an EFL program for young learners. It should
be meaning-focused and balanced. This article describes five helpful building blocks for an
effective EFL literacy program. It includes activities like read-alouds, think-alouds, big book
shared reading, Language Experience Approach, Readers Theater, and other effective reading
and writing activities.
Source: Shin, J. K. (2017). Literacy instruction for young EFL learners: A balanced approach. American English E-
Teacher Program.

Article 2: Using Concept Mapping to Teaching Young EFL Learners Reading Skills by Adeline
Teo, Yun F. Shaw, Jimmy Chen, and Derek Wang
Many English as a foreign language (EFL) students fail to be effective readers because they lack
knowledge of vocabulary and appropriate reading strategies. This article shows how to use
concept mapping which is the use of visual tools to help readers understand text. Practical
visuals are given with examples that can be used with any storybook geared for young learners.
Source: Teo, A., Shaw, Y. F., Chen, J., & Wang, D. (2016). Using concept mapping to teach young EFL learners
reading skills. English Teaching Forum, 54(2), 20-26. Retrieved July 27, 2017,
from https://americanenglish.state.gov/files/ae/resource_files/etf_54_2_pg20-26.pdf

7
 Literacy Instruction for Young EFL Learners:
A Balanced Approach
Joan Kang Shin, Ph.D.
George Mason University
Fairfax, Virginia, U.S.A.

Literacy instruction should be an integral build reading readiness and phonemic

part of an EFL program for young learners. awareness. Teachers can read big books with
print aloud and use songs and rhymes to focus
Developing literacy skills in a foreign language
on the sounds of English. They can also engage
can begin as early as foreign language
students in writing readiness exercises like
instruction begins. Although some EFL programs
tracing, connecting the dots, and coloring. These
delay literacy instruction for young learners and
are fun and effective activities for building early
only focus on oral language development,
literacy with young EFL learners.
studies have shown that it is not necessary, or
even recommended, to take this approach. First, Integrating literacy instruction can assist in
it is widely known that literacy skills in the native oral language development.
or first language (L1) can be transferred to
Although EFL teachers usually have limited time
reading and writing in a foreign language, such
in class, sometimes only 3-5 hours a week, they
as English. Remember that “One only has to
should incorporate literacy instruction and not
become ‘literate’ once” (Shin and Crandall,
just oral skills development for young learners,
2014, p. 160), so English as a foreign language
especially because learning to read is also
(EFL) teachers can tap into students’
proven to assist in oral language development.
understanding of print and strategies for making
As Dlugosz (2000) states, “…including the
meaning from text that originate in their L1 as a
teaching of reading in language programmes will
starting point for building literacy in English.
benefit all young beginners, including pre-
Even further, research supports that literacy
schoolers, i.e. children who have not yet been
skills can be transferred bidirectionally—that is,
taught to read in their native tongue. Depending
both ways between L1 and L2—and the
on the country, this group will include children
language of initial literacy does not necessarily
below the ages of five, six, or seven. If reading is
need to be the L1 (Dlugosz, 2000; Lenters
emphasized in their curriculum from the very
2004/2005; Verhoeven, 1994). Even preschool-
beginning of their language education, these
age children who are not yet literate in their L1
young children will progress faster not only in
can still engage in early literacy activities that
learning to read, but also in understanding and

© 2019 by George Mason University. Literacy Instruction for Young EFL Learners: A Balanced Approach for the AE E-
Teacher Program, sponsored by the U.S. Department of State and administered by FHI 360. This work is licensed
under the Creative Commons Attribution 4.0 License, except where noted. To view a copy of this license, visit
https://creativecommons.org/licenses/by/4.0/

The AE E-Teacher Program is sponsored by the U.S

Department of State and administered by FHI 360.

8
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Module 4: Task 3 – Self-Assessment Quiz (30 minutes)
This Self-Assessment Quiz is a great way to review what you have learned in Tasks 1 and 2. You
will be asked questions about the video(s) you watched as well as the readings. You can take
the quiz as many times as you want. Don't worry if you do not get a perfect score the first time.
You can just take it again! The goal is to help you review some of the important points from the
video(s) and readings.

You must earn 7 out of 10 points to unlock the next page in the module.

Note: The Self-Assessment Quiz can only be completed in Canvas. Please log in and answer the
questions there.

21
Module 4: Task 4 – Activity Share #3: Reading and Writing Activities
(1-1.5 hours) (optional)
Module 4 Assignment Topic: "Reading and Writing Activities"

Once you have explored Tasks 1-3, you are ready to participate in an optional discussion board
activity. We have created four different discussion boards for you to select from based on
the primary grade level that you teach. You will post on only one discussion board. To start,
please click on the link below that matches your grade level and carefully read/follow
the directions on that discussion board.

• Click here if you primarily teach grades PK-K

• Click here if you primarily teach grades 1-2
• Click here if you primarily teach grades 3-4
• Click here if you primarily teach grades 5-6

This assignment will not appear in your grade records.

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Module 4: Task 4 – Discussion Board
Choose one discussion board to post: Grades PK-K, 1-2, 3-4, or 5-6

An "Activity Share" is an opportunity to share activities with your colleagues in this course. The
purpose is to share one idea and receive many others that you can use in the classroom.
Hopefully everyone will be able to learn new teaching ideas from each other and improve their
classroom practice.

"Group Discussion" by Ricinator via Pixabay is licensed under CC0

In this MOOC, unlimited participants will share a number of ideas in discussion boards. In order
to help everyone access relevant activities, you must code your MOOC discussion board posts.

When you post about your activity:

Provide information about your students’ grade and classroom size. Use these codes to help
your colleagues find your activity easily on the discussion board and vice versa.

Grade

GPK, GK, G1, G2, G3, G4, G5, G6

23
Class Size

Small Class: 15 or less students

Medium Class: 16-30 students

Large Class: 31 or more students

Instructions:

1. Write a 200-500 word activity description:

Activity Share #2 Title: "My Favorite Reading Activity" or

"My Favorite Writing Activity"

• Choose your favorite reading and/or writing activity.

• It should exemplify the important aspects of teaching reading and writing learned in this
module.
• Be sure you include the following:

Name:
Country:
Grade(s):
Class Size:

Activity Name:

Activity Description (200-500 words):

This activity is effective because...

Here are some steps to help you use this activity in your classroom:

Step 1:

Step 2:

Step 3:

24
Use the template to write your activity description:
Activity Share Template (PDF)
Activity Share Template (docx)

2. Post your reading and/or writing activity. You can either attach the file you created using
the template or copy and paste what you have written directly into the discussion post. If you
attach the file, you will need to copy and paste your header (with the codes) into the discussion
post itself. If possible, post pictures or videos that go with your activity.

3. Search the discussion boards to learn about reading and/or writing activities of your
classmates. You can search by country or by grade level to find teachers who have things in
common with you. Please note: You will use what you find in Task 5 for your module reflection
quiz.

Click here for a PDF of the Coding and Searching Posts instructions.

A Word About Plagiarism:

Plagiarism is using someone else’s words instead of your own. In this course, you are expected
to use your own words and ideas, and to acknowledge any sources you use to gather ideas. You
must document all of your source material. If you take any text from somebody else, you must
make it clear the text is being quoted and where the text comes from. You must also cite any
sources from which you obtain numbers, ideas, or other material.

25
 Module 4: Task 4 – Activity Share Template

Name:
Country:
Grade(s):
Class Size:

Activity Name:

Activity Description (200-500 words):

This activity is effective because…

Here are some steps to help you use this activity in your classroom:

Step 1:

Step 2:

Step 3:

26
Module 4: Task 5 – Module Reflection Quiz (30 minutes)

Write a one paragraph reflection on Module 4 (150-200 words). Read through some posts in
the Module 4: Task 4 Activity Share. Choose your favorite activity that you would like to use in
your classroom. Write one paragraph about the activity and why you would like to use it.

You will receive 10 points for successful completion and submission of this module reflection
quiz.

Note: The Module Reflection Quiz can only be completed in Canvas. Please log in and answer
the questions there.

Write a one paragraph reflection on Module 4 (150-200 words). Use the following as a template
and fill in the blanks. You can copy and paste the template into the text box below.

I found one new activity in Module 4 that I will use in my class. It is called (activity title)

______________. This activity was posted by (classmate’s name) ________________________

from (classmate’s country) _________. This activity is designed for children in grade(s) _______.

I like it because (apply Module 4 content) ___________________________________________.

27
Module 4: Wrap-up
This is the end of Module 4! Through this module, you learned some basic principles of teaching
reading and writing as well as specific techniques and activities for teaching young learners.
Look at the checklist below, and make sure you completed all of the assignments for this week.

Checklist:

I watched a video.
I read two articles.
I took the Self-Assessment Quiz.
I submitted my assignment called “Reading and Writing Activities.” (optional)
I took the Module Reflection Quiz.

In the next lesson, you will learn about how to create a larger context in which students can
develop listening, speaking, reading and writing proficiency. Get ready for another exciting
module!

28
 Table of Contents

Module 5: Overview ....................................................................................................................... 2

Module 5: Task 1 – Video Lecture .................................................................................................. 4
Video 1 Script ......................................................................................................................... 6
Video 2 Script ......................................................................................................................... 7
Module 5: Task 2 – Read Articles ................................................................................................. 11
Article 1: Developing Dynamic Units for EFL ........................................................................ 12
Article 2: Unit Plan................................................................................................................ 19
Tree ...................................................................................................................................... 19
Fun with Weather ................................................................................................................ 26
Amazing Animals .................................................................................................................. 37
A Tale of Two Animals .......................................................................................................... 47
Health and Fitness ................................................................................................................ 53
Houseboats .......................................................................................................................... 62
Module 5: Task 3 – Self-Assessment Quiz ................................................................................... 67
Module 5: Task 4 – Assignment: Lesson Plan .............................................................................. 68
Module 5: Task 4 – Discussion Board ................................................................................ 69
Lesson Plan Template ................................................................................................. 73
Lesson Plan Example .................................................................................................. 74
Module 5: Task 5 – Module Reflection Quiz ................................................................................ 77
Module 5: Wrap-up ...................................................................................................................... 78

© 2019 by George Mason University. Module 5 Packet for the AE E-Teacher Program, sponsored by the U.S.
Department of State and administered by FHI 360. This work is licensed under the Creative Commons Attribution 4.0
License, except where noted. To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/

1
Module 5: Overview

Thematic Unit and Lesson Planning

"There are three types of lessons: The one we plan to teach; the one we actually teach; and the
one we wish we had taught." - Unknown

Lesson planning is an important part of any teacher's life. We cannot enter the classroom
without a plan for the lesson. For young learners, it is important to connect one lesson to the
next. However, our teaching does not always follow that plan. That is why we have three types
of lessons. A good teacher will reflect at the end of every lesson. What went well? What did not
go well? What could I do better next time? With that in mind, let's start Module 5!

"Writing" via Pixabay is licensed under CC0

The purpose of this module is to learn how to develop an effective lesson plan as well as a
series of lessons connected to a theme. This approach is called thematic unit planning. This
approach will help you create a larger context in which students can learn English. You will learn
how to develop fun, engaging, and communicative lessons that are connected by a theme
appropriate for young learners. You will apply a communicative approach that is
developmentally appropriate for young learners of English and apply what they have learned in
previous modules.

Module 5 Dates: May 13 - May 19, 2019

2
Objectives:

By the end of the module, you will be able to

• develop an effective unit plan for young learners that is developmentally appropriate
and teaches language through meaningful context
• design effective lesson plans for young learners using the following steps: warm up,
presentation, practice, application, and wrap up
• use textbook, ancillary materials, and other relevant sources to develop an effective
young learner lesson appropriate for your learning environment

Module 5 Task List:

The module should take 4-5 hours to complete. Do the following tasks in this order by the end
of the week:

Task 1: Watch Module 5: Video Lecture (30 minutes)

Task 2: Read two articles (1-2 hours)

Task 3: Take Self-Assessment Quiz (30 minutes)

Task 4: Submit Module 5: Assignment - Lesson Plan (1-1.5 hours) (optional)

Task 5: Take Module Reflection Quiz (30 minutes)

3
Module 5: Task 1 - Video Lecture (30 minutes)

The video lecture has been divided into 2 parts:

• Video 1: Writing Good Objectives
This video will help you understand the how to write good objectives. You will learn how to use
"SWBAT" which stands for "Students will be able to" in order to write an effective objective.

• Video 2: Sequencing Activities

This video will give you some useful suggestions for sequencing activities effectively. It presents
some Lesson Planning Rules and a sample lesson plan format that is recommended.

Video 1: Writing Good Objectives

Link to YouTube

Click here for a PDF of the script for Video 1.

Video 2: Sequencing Activities

Link to YouTube

Click here for a PDF of the script for Video 2.

Additional video resources (optional):

Here are some additional videos that will show you the different stages of the lesson, including
reflection after teaching a lesson.
This content is copyrighted, and cannot be adapted in any way, or distributed after the end of
this course. It is not Public Domain or Creative Commons-licensed, and therefore not for public
use. Please do not save a copy for your personal use, and do not use it after the course ends.

Introducing a New Unit

This video shows a teacher introducing a new thematic unit about feelings.

4
Presenting Vocabulary
This video shows the Presentation, Practice, and Apply stages of a lesson. It will give you some
tips, such as using different ways to make new language comprehensible and promoting student
interaction.

Reflective Teaching
Click here for a useful video about Reflective Teaching. It is important to reflect on your lessons
in order to make improvements to help your young learners of English succeed.

5
 Module 5: Task 1 – Video 1 Script
Video 1 – Writing Good Objectives

Hi, English Teachers! Let’s talk about writing a good objective. Objectives are the most important part of
the lesson plan. If your lesson plan is like a recipe for a delicious dish, the objective is the end point. It
represents the delicious dish that comes from following the instructions of the recipe step by step. The
objective represents what students are expected to learn from the lesson. This is why you should always
write your objectives by starting with:

By the end of the lesson, students will be able to… or SWBAT.

For example, you are teaching students to talk about their family. Your objective would be:

By the end of the lesson, SWBAT (or students will be able to) talk about their family.

It is important to have concrete and observable objectives. Avoid using verbs like “understand” or
“know”, because those are not easy to observe. Think about it. How can I see if you understand or know
the words for family members? However, I can observe if you can make a poster with your family
members and talk about them. If the objective is stated as an action that is observable, then you can
assess students’ ability to achieve them. Let’s do a quick quiz. Which of the following objectives are well-
written?

By the end of the lesson, SWBAT…

a. learn about different kinds of weather, i.e., sunny, cloudy, rainy, snowy, and windy.
b. know the different ways to describe weather, i.e., sunny, cloudy, rainy, snowy, and windy.
c. understand sunny, cloudy, rainy, snowy, and windy.
d. say if the weather is sunny, cloudy, rainy, snowy, and windy when shown a picture card or gesture.

Which objective is well-written? Correct! The answer is d. By the end of the lesson, students will be able
to say if the weather is sunny, cloudy, rainy, snowy, and windy when shown a picture card or gesture.
This is a concrete and observable objective. At the end of the lesson, you will be able to assess if your
students have achieved this objective. This is the mark of a well-written objective.

Remember to start with SWBAT and use concrete, observable actions to write a good objective. Then
you should be able to plan your lesson step by step to reach that objective, like a recipe that ends in a
very delicious dish.

6
 Module 5: Task 1 – Video 2 Script
Video 2 – Sequencing Activities

Hi, English Teachers! Let’s talk about sequencing activities in your lesson plan. In order to achieve your
objectives, you should have a lesson plan that scaffolds students’ learning step by step. It isn’t enough to
have developmentally appropriate activities for young learners planned. The order or sequence of your
activities is also very important. You should look at the activities in your textbook as well as other
activities you create yourself and put them in an effective order.

The following are some simple Lesson Planning Rules that can be helpful for you to sequence your
activities:

1. Present new language before asking students to practice it

You should present new language through listening or reading texts and check comprehension before
asking students to practice it.

2. Use receptive tasks before productive tasks

You should encourage students to use receptive tasks, like listening and reading, before you ask
students to complete productive tasks, like speaking and writing.

3. Provide controlled practice before independent practice

You should provide controlled or guided practice exercises before you ask students to produce new
language independently. Young learners need some practice before they can do a freer, more
communicative activity.

Six-Step Lesson
There are different ways to set up a lesson. However, some lesson plans have 6 steps that look similar to
this:
Six-Step Lesson
1. Warm-up
2. Presentation
3. Practice
4. Application
5. Wrap-up/Assessment
6. Follow-up

You can refer to the Lesson Plan Template attached to the video script.

1. Warm-up
In the Warm-up step, the teacher starts the lesson with activities that create interest and excitement for
the lesson, link the day’s lesson with previous lessons, and activate background knowledge about the
content and the new language. If the lesson is about “family,” you might show students a picture of a
family and ask what they see.

7
“Family” by eommina via Pixabay is licensed under CC0

2. Presentation
In the presentation step, the teacher presents the relevant vocabulary and language structures in a
meaningful context, like a story or a song, and checks comprehension. Usually this input is presented
through listening or reading. You could present the language using a picture of your family. “This is my
mother. She is kind. This is my father. He is kind. This is my brother. He is tall. This is my sister. She is
smart.”

3. Practice
In the practice step, the teacher gives students the opportunity to practice new language through
controlled activities, such as fill-in-the-blank, reordering a story through picture cards, or even reading a
story out loud with the teacher. Students practice using new language in predictable ways through post-
listening or post-reading activities that include speaking and writing. In order to practice, you can give
students labels with the family member and ask them to take turns putting the right label on the picture
and say the name out loud. This is a controlled way for students to practice saying the name of the
family members.

4. Application
In the application step, the teacher gives the students the opportunity to practice new language through
free or independent activities. For young learners, some activities could be role playing or projects that
encourage students to communicate something that is meaningful to them. Application activities almost
always involve speaking or writing. In the application step, the teacher can ask students to draw their
family and get ready to present their family to the class.

5. Wrap-up/Assessment
In the Wrap-up or Assessment step, the teacher presents a final activity that reviews what was learned
in class and assesses if learners have achieved the lesson objective. Sometimes teachers use a technique
called “Exit Ticket.” This is always the last activity that students need to complete in order to exit the
classroom. It could be one question or handing in the last activity to the teacher. For the family lesson,
the teacher could ask students to present their pictures to the class and say their family members out
loud. They can hand in their picture before they leave class.

6. Follow-up
Follow-up could be homework or a plan for connecting today’s lesson to the next lesson. Maybe your
objective was “Students will be able to talk about their family” and the follow-up could be a project to

8
make a poster with photos of their family members. You can encourage them to include any pets they
have because the next unit is about animals.

This lesson plan structure will encourage you to present new language through receptive tasks, such as
listening and speaking before asking students to produce speaking or writing tasks. In addition, it
provides more controlled production activities before giving students a chance to produce more
independently. This is how we scaffold language learning for young learners through our lesson
planning. You may have a different type of lesson plan structure in your school, but you can still try to
plan your lessons using these simple rules. Happy planning!

9
 Six-Step Lesson Plan Template

Lesson Title
Student profile Description of your students (e.g., age, grade, proficiency level)
Skills to be emphasized Listening, speaking, reading or writing
Language focus *Grammar:
*New vocabulary:
Objectives By the end of this lesson, SWBAT…
Materials Materials needed for lesson activities
Lesson Plan
1. Warm-up The teacher starts the lesson with activities that create interest
and excitement for the lesson, link the day’s lesson with
previous lessons, and activate background knowledge about
the content and the new language.
2. Presentation The teacher presents the relevant vocabulary and language
structures in a meaningful context, like a story or a song, and
checks comprehension. Usually this input is presented through
listening or reading.
3. Practice The teacher gives students the opportunity to practice new
language through controlled activities. Students practice using
new language in predictable ways through post-listening or
post-reading activities that include speaking and writing.
4. Application (Production) The teacher gives the students the opportunity to practice new
language through free or independent activities. Students use
the new language more independently to communicate
something that is meaningful to them. Application activities
almost always involve speaking or writing.
5. Wrap-up/Assessment The teacher presents a final activity that reviews what was
learned in class and assesses if learners have achieved the
lesson objective.
6. Follow-up The teacher may assign homework or connect today’s lesson to
the next lesson.

10
Module 4: Task 2 - Read Articles (2 hours & 30 minutes)

"Woman with blue nails reading ipad" by Anna Demianenko is licensed under CC0

Read one article and selected unit plans published by American English:

Article 1: Developing Dynamic Units for EFL by Joan Kang Shin

When teaching English as a foreign language (EFL), the classroom has to be a place in which
language is not only taught but also used meaningfully. This article gives ideas for planning
thematic units that help you develop lessons that are meaningful and communicative.
Source: Shin, J. K. (2007). Developing dynamic units for EFL. English Teaching Forum, 45(2), 2-8. Retrieved July 27,
2017, from https://americanenglish.state.gov/files/ae/resource_files/07-45-2-b.pdf

Select one or more unit plan to read: English Teaching Forum Vol. 45, No. 2
After you read the article called Developing Dynamic Units for EFL, select one or more of the
following unit plans to read. All of the unit plans were designed by students of Joan Kang Shin
from the AE E-Teacher Program. The unit plans, author, and countries of origin are listed below:

• "Trees" by Nawal Al-Khaka from Bahrain

• "Fun with Weather" by Rana Yildirim from Turkey
• "Amazing Animals" by Najat Saad Al-Kuwari from Qatar
• "A Tale of Two Animals" by Veronica L. Diptoadi from Indonesia
• "Health and Fitness" by Ghaleb Kharbeche from Tunisia
• "Houseboats" by Shefali Ray from India

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Module 5: Task 3 – Self-Assessment Quiz (30 minutes)
This Self-Assessment Quiz is a great way to review what you have learned in Tasks 1 and 2. You
will be asked questions about the video(s) you watched as well as the readings. You can take
the quiz as many times as you want. Don't worry if you do not get a perfect score the first time.
You can just take it again! The goal is to help you review some of the important points from the
video(s) and readings.

You must earn 7 out of 10 points to unlock the next page in the module.

Note: The Self-Assessment Quiz can only be completed in Canvas. Please log in and answer the
questions there.

67
Module 5: Task 4 – Assignment: Lesson Plan (1-1.5 hours) (optional)

Module 5 Assignment Topic: "Lesson Plan"

Once you have explored Tasks 1-3, you are ready to participate in an optional discussion board
activity. We have created four different discussion boards for you to select from based on
the primary grade level that you teach. You will post on only one discussion board. To start,
please click on the link below that matches your grade level and carefully read/follow
the directions on that discussion board.

• Click here if you primarily teach grades PK-K

• Click here if you primarily teach grades 1-2
• Click here if you primarily teach grades 3-4
• Click here if you primarily teach grades 5-6

68
Module 5: Task 5 – Discussion Board
Choose one discussion board to post: Grades PK-K, 1-2, 3-4, or 5-6

Now it is time to apply what we have learned in Modules 1-5 to your teaching context. Take a
lesson plan you have used before and make improvements based on what we have learned in
this course so far.

"Correcting paper" via pxhere is licensed under CC0

In this MOOC, unlimited participants will share a number of ideas in discussion boards. In order
to help everyone access relevant lesson plans you must code your MOOC discussion board
posts.

When you post about your lesson plan:

Provide information about your students’ grade and classroom size. Use these codes to help
your colleagues find your lesson plan easily on the discussion board and vice versa.

Grade

GPK, GK, G1, G2, G3, G4, G5, G6

69
Class Size

Small Class: 15 or less students

Medium Class: 16-30 students

Large Class: 31 or more students

Instructions:

Follow the step-by-step instructions to complete this assignment. Be sure you include the
following:

Name:
Country:
Grade(s):
Class Size:

Lesson Plan Name:

Thematic Unit Plan Name:

Step 1: Select a lesson plan you have used before.

First, select a lesson plan you have used before. Don't change it. Make sure you keep it exactly
the way it was before you took this online course. If needed, include any relevant textbook
pages and materials (not required).

Step 2: Make improvements to your lesson plan.

Next, read your lesson plan and find places where you can improve it. Think about what we
learned in the past 5 units. Show at least 5 improvements you would make to your lesson plan.

Follow these instructions:

• Label each improvement with a number. For example: "IMPROVEMENT #1"

• Show the improvement in a different color or different size text. For example, you can
use bold blue text or you can use larger bold text. This will enable your peers to
see your improvements (see example).

70
Step 3: Briefly describe your thematic unit plan.

Last, describe how your lesson fits into a larger thematic unit plan. Show the topics and target
language for 4 lesson plans and explain how you connect from one lesson to the next. Note:
Once you figure out the thematic unit, include your brief descriptions at the beginning of your
document (see example).

Use this template to write up your Lesson Plan:

Thematic Unit Plan: [Write the theme name here]

[Brief description of the unit plan theme.]

Lesson 1: [Title]– [Brief description]

Lesson 2: [Title]– [Brief description]

Lesson 3: [Title]– [Brief description]

Lesson 4: [Title]– [Brief description]

[Lesson Title]

1. Student profile: [Grade level, language proficiency level, number of students per class]

2. Skills to be emphasized: [Listening, speaking, reading or writing]

3. Language focus: [Grammar and vocabulary]

4. Objectives: By the end of this lesson, students will be able to: [write objectives]

5. Materials: [List all the materials needed for lesson]

Steps of the lesson

[Describe each step of the lesson. You can use your school’s lesson plan format or use the
recommended steps below]

Warm Up

Presentation

Practice

Application

Wrap Up

71
Use the template to complete the assignment
Module 5 - Lesson Plan Template(PDF)
Module 5 - Lesson Plan Template(docx)

See the example for a model:

Module 5 - Lesson Plan Example

Post your lesson plan. You can either attach the file you created using the template or copy
and paste what you have written directly into the discussion post. If you attach the file, you will
need to copy and paste your header (with the codes) into the discussion post itself.

Search the discussion boards to learn about the lesson plans of your classmates. You can
search by country or by grade level to find teachers who have things in common with you.
Please note: You will use what you find in Task 5 for your module reflection quiz.

Click here for a PDF of the Coding and Searching Posts instructions.

A Word About Plagiarism:

Plagiarism is using someone else’s words instead of your own. In this course, you are expected
to use your own words and ideas, and to acknowledge any sources you use to gather ideas. You
must document all of your source material. If you take any text from somebody else, you must
make it clear the text is being quoted and where the text comes from. You must also cite any
sources from which you obtain numbers, ideas, or other material.

72
 Module 5: Task 5 – Lesson Plan Template
Lesson Plan

Name:
Country:
Grade(s):
Class Size:

Lesson Plan Name:

Thematic Unit Plan Name:

[Brief description of the unit plan theme.]
Lesson 1: [Title] – [Brief description]
Lesson 2: [Title] – [Brief description]
Lesson 3: [Title] – [Brief description]
Lesson 4: [Title] – [Brief description]

[Lesson Title]

1. Student profile: [Grade level, language proficiency level, number of students per class]
2. Skills to be emphasized: [Listening, speaking, reading or writing]
3. Language focus: [Grammar and vocabulary]
4. Objectives: By the end of this lesson, students will be able to: [write objectives]
5. Materials: [List all the materials needed for lesson]

Steps of the lesson

[Describe each step of the lesson. You can use your school’s lesson plan format or
use the recommended steps below]

Warm Up

Presentation

Practice

Application

Wrap Up

73
 Module 5: Task 5 – Lesson Plan Example
Jina’s Lesson Plan: School Items

Name: Carolina
Country: Nicaragua
Grade(s): G2
Class Size: Small Class

Lesson Plan Name: School Items

Thematic Unit Plan Name: Starting School

This is a unit plan for students in Grade 2. It comes at the beginning of the school year or
session.
Student learn basic classroom language and routines.
Lesson 1: Hello and Goodbye – Students learn how to greet the teacher and each other.
Students learn each other’s names. Students learn the song Hello, How Are You?
Lesson 2: Rule and Routines – Students learn important classroom rules and routines, e.g.,
how to ask for permission to use the bathroom, raising hands, etc. Teach 1-2-3 Eyes On Me
attention getter. Students learn the song Time to Go and establish how to leave the
classroom and say goodbye.
Lesson 3: School Items – Students learn about school items they need for everyday use.
Students learn how to ask and answer questions using To Be.
Lesson 4: School Map – Students learn the name of the rooms in the school. Students learn
how to give directions to the bathroom, cafeteria, gym, etc.

Lesson 3: School Items

Student profile Grade 2
Beginner level of English proficiency (CEFR A1)
15 students
Skills to be emphasized Speaking and listening
Language focus *Grammar: Is it a pencil? / Yes, it is. No, it isn’t.
What’s this? / It’s a pencil.
*New vocabulary: school items
*Review vocabulary: numbers
Objectives By the end of this lesson, students will be able to (SWBAT):
* Ask and answer questions to identify school items.
Materials * Flashcards
* PowerPoint slides showing school items
* Realia (student’s own school items)
* A ball
*Prompts on the board

74
 Warm-up
IMPROVEMENT #1: Teacher: Hello! Good morning students!
Start class with routine Students: Good morning, teacher!
Teacher: How are you?
Students: Fine.
Teacher: Let’s sing Hello, How Are You? (Sing Hello, How Are You?)
Teacher: Class, greet your friend.

IMPROVEMENT #2: Write the objectives on the board (before class)

State the lesson objectives Teacher: Class, let’s read the objectives for today. Listen and repeat.
”I will be able to…”
Students: ”I will be able to…”
Teacher: “…ask and answer questions to identify school items.”
Students: “…ask and answer questions to identify school items.”
Catch their attention *Bring in a big pencil.
*Teacher asks, “What is this?”
*The first student to answer gets to use the big pencil.
*Then have students repeat “This is a pencil.”
Connect to prior knowledge Show some school items in a PowerPoint presentation and encourage
students to recognize the ones they recall.
Presentation
Teach school items vocabulary * Write prompts on the board: What’s this? It’s an_____________.
and How to ask questions It’s a ______________.
*Ask the question “What’s this?” and show the flashcard and stick on
the board.
*Make students to repeat the questions and answers.
*Students and teachers ask and answer the questions.
Practice
Check comprehension School items recognition:
*Students use stickers and circle school items in the book.
IMPROVEMENT #3: To get students’ attention after the practice activity, the teacher uses
Use attention getter “Eyes on me”
Teacher: 1-2-3 Eyes on me!
Students: 1-2 Eyes on you!
Controlled practice Flashcard Activity:
*Students work in pairs.
* Each student is given a set of flashcards (4 to five) These flashcards
have the name of school items at the back.
*Students ask each other and answer the question “what’s this?” “It’s
a/an_____”
*If students can’t recall some school items, they can read the name on
the back.
*Students ask and answer the question “what’s this?” “It’s a/an_____”
IMPROVEMENT #4: Modeling + modeling: teachers-student, student-student

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 Application
Game using real school items Simon Says:
*Ask students to show their items. The ones who get confused sit
down.
Teacher: Simon says… Hold up your pencil! Put your pencil down!
Simon didn’t say!
Practice with real school items *Students ask and answer the questions “what’s this?” “It’s a/an_____”
using their own school items.
IMPROVEMENT #4: Modeling + modeling: teacher-student, student-student
Wrap up
Game *Students stand in circle and throw the ball calling out a classmate’s
name.
*The rest runs while the one called out catches the ball and says stop.
*Students stand in circle and throw the ball calling out a classmate’s
name.
*The one who threw the ball asks the called out student “What’s this?”
using a PowerPoint slide.
*The rest pays attention, and if it’s correct. They say: “Correct” if not
“try again”
+ modeling: teacher-student, student-student
Homework Teacher: Open your books page 2. Complete this chart with school
items and draw your schoolbag.
IMPROVEMENT #5: Teacher: Let’s sing Time to Go. (Sing Time to Go)
End class with routine Teacher says goodbye to each student at the door. Each student may
have a special farewell (e.g., high five, handshake, hug, etc.)

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Module 5: Task 5 – Module Reflection Quiz (30 minutes)
Write a one paragraph reflection on Module 5 (150-200 words). Read through some posts in
the Module 5: Task 4 Lesson Plan. Choose your favorite lesson plan that you would like to use in
your classroom. Write one paragraph about the lesson plan and why you would like to use it.

You will receive 10 points for successful completion and submission of this module reflection
quiz.

Note: The Module Reflection Quiz can only be completed in Canvas. Please log in and answer
the questions there.

Write a one paragraph reflection on Module 5 (150-200 words). Use the following as a template
and fill in the blanks. You can copy and paste the template into the text box below.

I found a great lesson plan in Module 5 that I will use in my class. It is called (lesson plan

title) __________ and is a part of a thematic unit called (thematic unit plan title) ___________.

This lesson plan was posted by (classmate’s name) _________ from (classmate’s country)

_________ and is designed for children in grade(s) ________. I like it because (apply Module 5

content) ______________________________________________________________________.

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Module 5: Wrap-up

This is the end of Module 5! Through this module, you learned how to develop an effective
lesson plan as well as a series of lessons connected to a theme. Look at the checklist below, and
make sure you completed all of the assignments for this week.

Checklist:

I watched two videos.

I read two articles.
I took the Self-Assessment Quiz.
I submitted my assignment called "Lesson Plan." (optional)
I took the Module Reflection Quiz.

Congratulations! We have come to the end of the TEYL course. During last 5 weeks, we
explored innovative ways to teach English to young learners. I hope that you found new ways to
enhance TEYL in your classroom and improve English language teaching across the globe
through this course.

Remember this quote from T. S. Eliot:

"We shall not cease from exploration,

and the end of all our exploring
will be to arrive where we started
and know the place for the first time."

Continue to be an explorer in your own classroom. I hope every time you go back to the
classroom and see your young learners, you feel as if you really know them for the first time.
Thank you for all your contributions to this course and to TEYL.

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