English for Kids: Basic Level Volume 1

 

This book contains of worksheets for children. The topics are 

1. All about Me 
2. Alphabet
3. Number
4. Greetings 
5. Five Senses 
6. Body Parts 
7. Clothes 
8. Time of the Day 
9. Daily Routines  
10. Color and Shapes 
11. Fruits and Vegetables 
12. Family Members 
13. Classroom Objects 
14. Jobs 

You can download worksheet here 

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Helpful Websites for Listening Practice

In this post, I will review https://elllo.org/. This website really helps me when I teach listening for my students. Elllo.org focusses on listening practice for beginner, intermediate, and advanced lessons.  ELLLO has over 3,000 free listening lessons for all levels! Most lessons have audio or video, a transcript, vocab support and interactive quizzes.

This websites contains of Audio lesson, Video Lessons, Levels, and search. 

1. Audio lesson offers a collection of over 1500 free listening lessons from elllo over the last 15 years. These English listening lessons are a great way to hear real, natural English! Most listening lessons are between 3 and 5 minutes. Each lesson comes with a script, audio, a quiz and audio support. 
2. Video lessons are firstly English speakers from around the world answer a basic question, secondly all videos come with a script and quiz, and last, most videos are less than 60 seconds long.
3. Levels. Teachers and students can find lessons based on level. The lessons are listed by difficulty in grammar and vocabulary.
4. Search. You can find listening practice that you want based on your topic, country, level, and Media 

I hope that Elllo.org can help you to find listening practice based on your students lessons 

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Vocabulary Challenge Games for Young Learners

Laurie Thain – Canada

Age: 6-10

Time: 20 minutes

Large classes: No

Mixed level: Yes

Materials: Flashcards.

Organization : Whole class activity.

Aim: To learn new vocabulary.

Description: In this game the class have to guess what is on a card chosen by one of the children.

Preparation: You will need to make flashcards of the new vocabulary items (we use furniture here). There should be one card for each child in the class.

Procedures

1. Ask the children to sit in a circle. Teach the children the words on the flashcards. There are lots of ways you can do this. We suggest the following: show each card and say the word. Children repeat. Show the cards again in a different order and ask the children to say the correct word. Help them if necessary. Then give each child a card. The children show the cards one-by-one and the class says the word. The children can then put cards face down in front of them and the teacher asks, ‘What card does Mary have/has Mary got?’ and the children have to remember. If they are right, the card is turned face up.
2. When all the cards have been learnt, you can play the game. Choose one leader and one helper. The helper gathers all the cards and the leader chooses one which they put face down on the floor. The helper holds the remaining flashcards. The children take turns asking the leader questions. For example, if the vocabulary set is domestic animals, the children might ask, ‘Do you have the chair?’ The leader answers, ‘Yes I do’ or ‘No I don’t’. If ‘Yes’, the lucky guesser becomes the leader and chooses a new card to turn face down and there is a new helper assigned. If ‘No’, the helper turns up the ‘cat’ so all can see it. Then children take it in turns to ask a question until someone guesses correctly and becomes the leader

Notes

You can play lots of rounds of this game or just a few – it is up to you! It is also a really useful activity for revising vocabulary previously taught.

Alternatives

• The teacher can be the leader. If a child guesses the card correctly, they keep it. At the end of the game, when all the cards have been collected, the children take it in turns to say what they have, for example, ‘I have a chair, a table and a cupboard’.
• Hatice Elif Kalaycioglu (Turkey) suggests the following alternative: instead of sitting in a circle, the children stand in a circle. The teacher plays some music and the children walk round the cards. When the music stops, the teacher calls out the item of vocabulary. The children have to point to the correct picture card. If you want to make this into a competition, the last child to point and any children who points to the wrong card can be ‘out’, until only one child remains. She also suggests putting the pictures on the board. The children can be divided into two teams, A and B. The teacher calls out one item of vocabulary and the first member of the team has to go to the board and either take the correct picture or point at it. The first child to do so wins the point.
• The same activities can be used to practise sound/spelling associations. Instead of pictures, write the words on the cards, or use a mixture of picture and word cards. The children have to collect both the correct picture and word cards.
• Ask the children to cut pictures out of magazines, newspapers etc and stick them on card (laminate them if you can). Over time, you can build up a class collection of picture cards that can be used for a number of different activities.

No Resources

Flashcards do not have to be of professional quality. Basic drawings on scrap paper are fine.

Reference

Crazy Animals and Other Activities for Teaching English to Young Learners PDF

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How to Manage Classroom for Young Learners

One of the biggest challenges facing teachers of young learners is classroom management. On one hand, we want to be friendly and kind for our students. It means that we want to be their friends. On the other hand, we want to maintain in order our classroom so that instruction can take place. Creating both environments are not as easy as we think. According to Linse (2005), to solve this, we will look at some classroom management that will provide an environment that is conducive to learning.

1. Establish Clear Rules at the Beginning of the Year

There are 2 kind of rules that I will stated in this article. The rules are class rules and schools’ rules. Firstly, the class rules means that the teacher and students make the rules together in order that a classroom becomes conducive during learning and teaching process. Secondly, school rules are regarding to schools’ policies. Your supervisor should be able to tell you if a set of rules exist. They may also be a list of rules as in the teachers’ handbooks because one set of rules may have updated. Whenever possible, the rules should be consistent among different teachers. The consequences for breaking the rules should be consistent among the member of students.

Children appreciate knowing what our expectations are. It is important to have rules that are stated in positive terms and establish what the children are expected to be clearly. At the beginning of the school year, and whenever you feel the students need to review the rules, demonstrate or point out expected behavior. You can also see 7 activities for welcoming students back to school.

It is also important to communicate the rules to learners a swell as their parents. The list of rules can be sent home to students in their native language. However, you shouldn’t assume that the parents have taken time to go over the rules with their children. Therefore, you should also read and explain the rules to your students. I personally like demonstrate in English with hand-drawn pictures to illustrate them.

2. Teach the Concept of Appropriate and Inappropriate Behavior

The terms good behavior and bad behavior are relative and can be problematic. When you tell children that they often internalize it that they are bad children and not that their behavior at the moment could be interpreted as bad. As a teacher of young learners, you need to monitor yourself to make sure you comment on appropriates of your learners’ behavior and not on the children themselves.  For your learners, it’s important that you spend time discussing the concept of appropriate and inappropriate behavior. For example, you may to teach children that is inappropriate to shout and run in the classroom, whereas it can be very appropriate to shout and with their friends outside on the playground.

3. Offer Reward Judiciously

Often teachers will give children rewards for good work. Unwittingly, by misusing rewards, teachers can contribute to an atmosphere of competition that is unhealthy. It is important to instill in your learners some sense of pride in their own accomplishments rather than a reliance on external gratification. Having said this, there are times when rewards are in order. If a child has gone from consistently not finishing her work during the allotted time to finishing it on time, then you might want to let her select a special sticker to attach to her paper. Personally I am concerned about the use of candy as a regular reward 

4. Plan More Than You Think You Will Need

Always be sure to have enough activities to keep children engaged, paying attention, or on task. Nothing leads to chaos more quickly than children who don’t have anything to do. You may want to prepare a set of back up activities that you or substitute teacher can use at a moments’ notice. It is easier to not get to all your planned activities than to come up with an engaging task while a class full of fidgeting students is eagerly looking at you and you and asking “what’s next

You can also find the article about differentiated instructions for young learners (6-12 years old)

5. Balance Activities

Most children do not have very long attention spans. Also not every child is going to enjoy or learn the same type of activities. In order to keep children engaged, you will want to include a balanced I mean that you want some noisy activities and some quiet ones, some large-group activities mixed with some group or individual activities.

These are 5 things that teachers should be aware how to manage classroom for young learners

References

Linse, T Caroline, A. 2000. Practical English Language Teaching to Young learners. New York. McGraw-Hill ESL/ELT

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Effective Strategies to Teach English to Young Learners

Every teacher has different ways to teach English to her/his class. Before we teach students, we have to know who we teach and what are their characteristics in learning language. Therefore, we will provide learning design in our class. Here some considerations which you should know about your students

1. Children are often enthusiastic and lively as learners
2. The children are lose interest more quickly and are less able to keep themselves motivate don task they find difficult 
3. Children use their new language in conversation (talking to someone) without focusing on grammar 
4. Adults tend to be worry of using foreign language because they think that the language they use is correct or not based on grammar or structure they learn. 
5. Children often seem less embarrassed than adults at talking in a new language, and their lack of inhibition seems to help them to get a more native-like accent.

After we know students, we start to design teaching strategies. Wulandari, Ratminingsih, and Putu Ramendra (2020) found 5 strategies in teaching English for young learners

• Listen and Repeat

These strategies focuses on enriching young learners vocabulary. Young leaners will imitate the word which they listen and repeat the word. This activity is aimed to help students memorize the vocabularies easily.

• Listen and do 

The teachers will give instruction to students. The instruction contains of a few sentence and ask young learners to do what the teacher say.

• Question and Answer 

The teachers will ask a question and the students answer the question. Young learners can write in a book and whiteboard, and directly answer the questions. 

• In Pair

The teacher asks young learners to make groups in pair.  Afterwards, the teacher gives several tasks related to pair activity.  

• Cooperative Learning 

This strategy is group strategy. Young learners will try learn a new vocabulary in a group. They will try to learn it in a community and When you learn something together, you'll likely spend more time with each other, understand different perspectives and accommodate different work styles. It's an effective strategy for team building and collaboration

• Games 

Every young leaner like studying through games. They will enjoy, relax classroom, and play while studying. 

According to lestari, Asrori, and Sulistyawati (unkown year), They stated some strategies to teach English to young learners.

1. Icebreaking
2. Recalling Memory 
3. Brainstorming
4. Discussion 
5. Game
6. Listen and Read 
7. Listen and Match 
8. Draw and Write
9. Write Paragraph
10. Filling the blank
11. Vocabulary Writing 
12. Concluding Material
13. Police of English 
14. Reading Time
15. English Camp 
16. Assembly 

Based on my teaching experiences, I have some strategies to build young learners understanding the material taught.

1. Identifying Students' learning styles
2. Visible Thinking Routines (VTR)
3. Differentiated instructions 
4. Ice Breaking and games 

References 

Journal of Educational Research and Evaluation  Volume 4, Number 3, Tahun 2020, pp. 235-241;

Strategies Implemented in Teaching English for Young Learners in Primary School by Ni Luh Putu Titin Wulandari, Ni Made Ratminingsih, and D. P. Ramendra (2020)

Journal of The English Teaching Strategies for Young Learners in An International Primary School in Surakarta by Ria Puji Lestari, Muhammad Asrori, Hefy Sulistyawati

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7 Activities for Welcoming Students Back to School (A New Academic Year)

 

Who doesn't like having long holiday? Both teachers and students like this time, so do I. When I have holiday, I just want to stay for long time. I also believe that my students enjoy having their holiday and based on my experience, I still find some of them add some days for their holiday. Therefore, as a teacher what we have to welcome back to our students to school in order that they will be ready to study in the classroom. Here I list some activities for welcoming students back to school; 

• Decorate you classroom door. (Welcoming Door)

 This is my routine every new academic year. I start to make welcoming door. I'll make it before my students back to school. We have to try to create atmosphere that the students will get excited to back to school and enjoy it in their a new class.

• Outdoor Activities

The activities we design for one or two days. We can do Gym, play traditional games, make up, karaoke, or other fun activities. The activities are not only for your class but also for whole school member. below is the example

• Class Rules for students  

In another day, After doing outdoor activities, we discuss class rules with our students. The students will understand what is appropriate and what is not and what should they do or don't. Class rules help the teacher to maintain class routines and student expectations for classwork and behaviors. Clear classroom rules create a framework that provides choices to students and helps teach them to self-manage their classroom behaviors. Moreover, we can also discuss about the consequences if they break the rules. 

• Getting to know. 

This activities help us to know them. We ask the students to write who they are. They will write everything about themselves. You can find the example below

• Birthday Chart. 

After we know our students and they introduce themselves in front class, the students will make birthday chart. Birthday chart displays chart bulletin board including everything you need to recognize and celebrate birthdays with your students. Why do we make the birthday chart? because It builds a sense of community, appreciate students' specialness, and gives them one day in which they can feel prized.

• Class duty in the class 

Class duty in the class make them responsible about what they do. By teaching your students to be responsible in the classroom, we’re also teaching them to be responsible at home and in their communities. This is a life skill that they will need to practice throughout their lives. The class duties include class captain, teacher assistant, whiteboard monitor, table and chair monitor, and clean up the classroom. You can also vary your class duty depending on your classroom condition. 

• Set a goal

I called it " a wish tree" . We make tree poster and give a leave to each student and ask the student to write their goal or what they wish during this academic year. Put the leaves on a tree that we have already made it before. 

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English Worksheet for Grade 6

English worksheets for grade 6 contain of some materials. The materials are listed below:

Grammar Worksheet 

1. Simple Present Tense Worksheet 
2. Simple Past Tense Worksheet
3. Present Continuous Worksheet 
4. Present Perfect Worksheet 
5. Pronoun Worksheet
6. Preposition of Place Worksheet 
7. Preposition of Time Worksheet
8. Conditional Sentence Type 1 Worksheet 
9. Direct and Indirect Sentence Worksheet

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Download Pronoun Worksheet for Grade 6

Pronoun is a word that takes a place a noun. Pronoun are divided into 9, but this post focusses on three kinds. They are as follows: 

1. Personal Pronoun 
2. Possessive Pronoun 
3. Reflexive Pronoun 

You can find practice of the kinds pronoun below and this worksheet focusses on grade 6 students. 

Download Pronoun Worksheet for Grade 6

1. Download Personal Pronoun Worksheet 
2. Download Possessive Pronoun Worksheet 
3. Download Reflexive Pronoun  Worksheet 

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English Worksheet for Young learners

 

A worksheet is a sheet of a paper containing students' practices. A teacher should design an attractive practice to make students understand about the material. Here, You can find English worksheets that you can use in your classroom based on the grade you teach especially young learners (kindergarten-grade 6). Click which grade you want to find the worksheet.

1. English Worksheet for Kindergarten 
2. English Worksheet for Grade 1 
3. English Worksheet for Grade 2
4. English Worksheet for Grade 3
5. English Worksheet for Grade 4
6.  English Worksheet for Grade 5
7. English Worksheet for Grade 6 

Note: I am still working on this worksheet, so I will gradually update the content. 

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Differentiated instruction for young learners (6-12 years old)

According to Tomlinson, Differentiation is an organized yet flexible way of proactively adjusting teaching and learning to meet kids where they are and help them to achieve maximum growth as learners.

Differentiated instruction is adapting instruction and assessment in response to differing interest, learning preferences and readiness in order to promote growth in learning.

It is not individualized instruction; it is responding to varying student strength and needs by providing a balance of modelled, shared, guided and independent instructional strategies.

When we need respond to student need, we differentiate, to some extent, some of time, for optimal success, we need to be aware of the decisions that we make and take deliberate action to meet the needs of all learners. Ultimately, our aim is to shape the learning experience so that it is appropriate to the learning preferences, interest and or readiness of each students.

Why the teachers should differentiate their instruction in the classroom?

1. To help all students learnt
2. To increase students motivation and achievement
3. To connect with adolescent learners
4. To help  adolescent become independent learners
5. To increase teacher satisfaction and efficacy

Before we differentiated instruction, teachers and students work together to know students’ readiness, learning preferences, and students interest so students come to know themselves better. Students who have clearer understanding of themselves are prepared to make more informed choices when differentiated options are available. Students who know themselves as learners are better to advocate for their learning need

Students readiness

Readiness is a student’s proximity to the learning goals at a specific point in time (Tomlinson, 2014); it is where the student is relative to where the learning goals say the student should be.

There are several sources that teachers can use to gauge student readiness:

a.      Classroom-based informative assessments.

b.      Results from standardized assessments.

c.       Prior performance.

d.      Other student characteristics.

Pre-assessment: Gauging Readiness before Instruction

Pre-assessment is the process of gathering evidence of students’ readiness and interests prior to beginning a unit or series of related lessons and then using that evidence to plan instruction that will better meet learners’ needs (Doubet & Hockett, 2015). Pre-assessment gives teachers both a big picture view of where a group of students is relative to goals as well as insights about individual student’s thinking, skills, and preferences.

Pre-Assessment Strategy Examples

·         KWL

·         Agree or Disagree

·         Coming Soon

·         Rank It

·         Performance-Based Task

 Formative Assessment: Gauging Readiness during Instruction

Formative assessment (sometimes called ongoing assessment) is the ongoing process of taking regular and varied snapshots of students’ learning during or after a lesson (or series of lessons) to inform next steps in instructional planning (Doubet & Hockett, 2015).

Formative Assessment Strategy Examples

·         Frayer Models

·         Entry/Exit Tickets

·         Quick Quizzes/Check-Ups

·         White boards

·         Sticky notes

·         Spotlight method

·         Concept sort

·         Classroom  Response Systems and online tools

·         Face time

·         Hand signal

Students' interest 

Interest refers to the passions, kinships, and affinities that can motivate a student to learn (Tomlinson, 2014). In a differentiated classroom, leveraging students’ interests is one secret to making learning both more cognitively and affectively engaging and more joyful.

Interest strategy

·         Jigsaw

·         RAFT (Role, Audience, Format, and Topic)

·         Choice Grid

·         Learning Menu    

Students' learning Profile 

A learning profile refers to how students seem learn to best, how they process what they need to learn, or how they think about, remember, and prefer to use what they learn (Tomlinson & Sousa, 2011). Learning profile is best thought of as a set of preferences, not as inherent characteristics or traits of a student.

·         Learning style

·         Intelligence preference

·         Culture-and gender-influenced preference:

To analyze students learning style, I used helpful website for my grade 6 students. The students will answer some question and we will know their learning style. However, you have to make sure they answer based on their personal preferences

You can use this website personalitymax.com 

Learning profile strategy

·         Entry points

·         Tri-mind example

·         Thinking caps

·         Visual/Auditory/Kinesthetic-Tactile (VAK)

·         Multiple intelligence

 

Portions derived from the following sources:

Tomlinson C.A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. (2nd ed). Alexan dria, VA: ASCD.

Doubet, K.J., & Hockett, J.A. (2017). Differentiation in Elementary Schools: Strategies to Engage and Equip All Learners. Alexandria, VA: ASCD.

Tomlinson, C.A., & Sousa, D. (2011). Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom. Solution Tree.

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Simple Present Tense

The simple present tense is one of several forms of present tense in English. It is used to describe habits, unchanging situations, general truths, and fixed arrangements. The simple present tense is simple to form. Just use the base form of the verb: (I take, you take, we take, they take) The third person singular takes an -s at the end. (he takes, she takes)

The simple present tense is used:

• Habits and Routines 

Habits : I always go to school 

• General Truths 

London is a large city 

• Timetable Event 

The train arrives in London at 3:45pm

• Permanent States 

They live in London

Download practice for simple present

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Diversity in Language Development of Young Learner

Do you find that your students have the differences in their language development? How does the language develop from one child to other children?  These questions refers to both nature and nurture factors to influence young learners’ language development. Nature means that language is a natural biological process whereas nurture is that language instead is a process that depends on the stimulation offered by the environment.
In nature factors, commonly children shows a remarkable natural ability to learn a language. For instance, all children will exhibit the following language behaviors during the first two years of life:

1. Babbling at about 3 to 6 months of age; 
2. Uttering the first words and using single words at about 10 to 13 months of age—especially  those that refer to animals, body parts, and toys (Bornstein et al., 2004); 
3. Combining nouns with verbs to produce two-word speech at approximately 18 to 24 months of age.

According to Bloom (1998), children quickly grow to learn how to produce complete sentences between 2 and 3 years of age and into the elementary school years.  Young learner also  develop the ability to produce sentences of increasing complexity to effectively communicate with others and also slowly develop meta-linguistic awareness, the knowledge of language that allows children to think about their language (Berko Gleason, 2005). For example, during elementary school, children will start becoming aware of when sentences are grammatically correct or not (Bowey, 1986).
In nature factor, the environment plays important roles in language development of young learner. For example, mothers who teach letters to their babies, talk out loud to them, and read books to them regularly and consistently are much more likely to have children with well-developed vocabularies. When parents are consumed by financial or emotional pressures, their children will be less to understand the vocabularies.  The teacher also gives a big influence to young learners’ language because the students will copy and be stimulated by using the teacher’s language.
Therefore if your students are differences in producing the language, you have to try to provide the activities that cover all diversity. It takes time I think to plan the lesson, however, the students will together smile and have a fun in your class.

References
Berko Gleason, J. (2005). The development of language (6th ed.). Boston: Allyn & Bacon.
Bloom, B. (1998). Language acquisition in its developmental context. In W. Damon (Ed.), Handbook of child psychology (pp. 309–370) (5th ed., Vol. 2). New York: Wiley
Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Sung-Yun, P., Pascual, L., Pecheux, M. G., Ruel, J., Venuti, P., & Vyt, A. (2004). Cross-linguistic analysis of vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75, 1115–1140
Bowey, J. (1986). Syntactic awareness and verbal performance from preschool to fifth grade. Journal of Psycholinguistic Research, 15, 285–308.

See also previous post
The Role of Teacher Talk for Young Learner in The Classroom

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The Role of Teacher Talk for Young Learner in The Classroom

A teacher has been defined differently by many scholars. However, all of them argue that a teacher refers to the teaching profession. In Merriam Webster Dictionary (2016), teacher is a person whose job is to teach students about certain subjects. A teacher also defines as an expert who is capable of imparting knowledge that will help learners to build, identify and acquire skills that will be used to face the challenges in life. Therefore, in the young learners’ classes,  the teacher also provides to the learners knowledge, skills and values that enhance development. 

In the concept of learning and teaching process, learning is related to students who acquire or get knowledge of a subject or a skill through study, experience or instruction. Moreover, teaching refers to showing or helping students to do something, giving instruction, guiding in the study, providing with knowledge, and causing to know or understand.
The role of the teachers is related to the use of  teacher talk in the classroom. Teacher talk is the kind of language expressed by the teacher in the classroom for giving explanation or instruction. For this term, Richards (1992: 471) stated that the variety of language sometimes is used by teachers when they are in the process of teaching. In trying to communicate with learners, teachers often simplify their speech, giving it many of the characteristics of foreigner talk and other simplified styles of speech addressed to language learners.
From the definitions, teacher talk is  regarded as a special communicative activity. Its goal is to communicate with students and develops students’ foreign language proficiency. It means that teachers adopt the target language to promote their communication with learners. In this way, learners practice the language by responding to what their teacher says.
In young learners classroom,  the teachers can use some activities related to the role of teacher talk in the classroom.
1. Repeating the word or vocabularies
2. Asking young learner to share the idea based on young question
3. Doing a project based on your instruction
4. Translating  vocabularies
5. Dialouging teaching  material and instructions
6. Retelling the story
References
Merriam Webster Dictionary (2016)
Richards, J. C. (1992). Longman Dictionary of Language Teaching & Applied Linguistics. Beijing: Foreign Language Teaching and Research Press.

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Teaching Strategy to Young learners: See-Think-Wonder

Designing good teaching strategies for teachers is important to engage young learners in learning process. It can make that young learners will become more enjoyable and fun in obtaining new knowledge. One of the strategies to make the students interest and creative in exploring their ideas is see think and wonder.  See is for “ What do you see”. Think is for “what do you think is going on”. Wonder is for “what does it make you wonder?”
Procedures

1. Show the object to young learners. 
2. After showing the picture,  the teachers ask the student to apply  see-think-wonder strategies 
3. See:  young learner will see the object and write all things that they see on the object. You can do this activities about 10 minutes. 
4. Wonder:  young learner will try to think about the object “ what do you think is going on”
5. Wonder: the teacher will ask young learners to make questions about the objects, and young    learner will write all the questions that they have.  

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Lesson Plan: Teaching Conditional Sentence Type 1 to Grade 6

Conditional sentence is divided into three types. They are  type I, II and III. Here, we focus on conditional type I. Conditional sentence type 1 is often called the “real” conditional because it is used for real or possible situations.

Form

If Simple Present, Simple Future

The example of type I

 “If I am adult, I will be a doctor”

Grade    : 6

Duration: 2 x 40 minutes

Learning  objective

1.  Write  conditional sentence in a sentence
2. Practice the use of conditional sentence in conversation

Material : conditional sentence

Activities

Starting activities (20 minutes)

• A teacher greets the students and asks the students to pray together
• The teacher checks attendance list
• The teacher asks the students to write their dream in a piece of paper
• The teacher asks question  about the material related to a dream that they write
• The students will try to answer and guess what they have already understood
• The teacher tells the students what they are going to study and explain the goal of learning numbers
• The teacher uses teaching strategy:  K-W-L to help students make active their  prior knowledge

Running activities (50 minutes)

Exploration activities

•  The teacher explain about conditional sentence by showing the picture or video 
• The students will listen  a song “smile” by  Charlie Chaplin and “time after time” by   Cyndi Lauper) and they will answer the question 
• They will identify  and underline conditional sentence in the sentence.

2.      Elaboration

•  The students discuss their answer  together
•  The students will make a conditional sentence from the dream that they write in the beginning of the classroom
• The students will play “catch the ball”

3.      Confirmation       

•  The teacher will ask the students about the material that the students do not understand
• The teacher gives feedback about the students’ work

Closing activities

•         The teacher concludes the lesson
•         The teacher closes the meeting and ask one of the students to lead pray

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Teaching Strategy to Young learner: K-W-L Chart

Have you ever used this strategy in your class? this strategy is very helpful for linking the previous knowledge and new material. The  strategy is employed to help  young learners organize information that they obtain in the beginning activity, running activity and closing activity in the classroom. K means “what do you know about the subject”. W means  “what do you want to know about the subject”. Then, L means “what did you learned”  

What are you going to do K-W-L chart. Here is some procedures that you can apply.

1.       Write K-W-L chart in whiteboard or make it with cartoon paper. You can design it beautifully and put it as a poster in the classroom. You can also give handout. It depends on your situation and your students’ needs. However, I suggest to make a poster because young learners like colorful theme.

2.       Sticky paper 1. Start the class with showing object or picture related to learning material. give them three colorful sticky paper in their table. Ask them to write  “what do they know the object or the picture”. Young learners will try recall their memory about the object. This activity will help make active their prior knowledge and organize information.  

3.       Sticky paper 2.  Continued by writing “what do you want to know about the subject”. young learners will write some questions about the object. This activity will make young learners be more creative thinker and explore the subject more deeply. Then ask them to stick the paper 1 and 2 in K and W chart

4.       Sticky paper 3. The objective of lesson is  that the students comprehend the teaching material taught. In the last sticky paper, young learners will write down “what did they learn”. this activity is applied as conclusion time. This helps teachers know that the young learners understand or not about lesson or answer all questions from young learners.  Moreover, you can also asks them to read what they have already written down in their paper.

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Lesson Plan: Teaching numbers to Young Learners

Numbers are divided into two kinds they are cardinal number and ordinal number. In this section, lesson plan that I will explain  is cardinal number. Cardinal number includes one, two, three, four, etc. the numbers that you can use depends on your students’ understanding.

Grade              : 1

Duration          : 2 x 40 minutes

Learning objective

1.   Mention the numbers
2. Draw the numbers
3.  List the number

Material           : Numbers 1-10

Activities        

A.    Starting activities (15 minutes)

1.    .  A teacher greets the students and asks the students to pray together
2.     . The teacher checks attendance list
3.     The teacher shows the pictures of numbers and asks the students about the picture
4.    . The students will try to answer and guess what they have already understood
5.      The teacher tells the students what they are going to study and explain the goal of learning numbers

B.     Running activities (55 minutes)

Exploration activities

1.      The teacher shows the video about the numbers (singing the number)

2.      After showing the teacher ask the students to find the number in the classroom (the teacher have already put the numbers in the classroom

3.      After finding the number, the students sits on their seat

Elaboration activities

1.      The students mention the number that they find

2.      The students list numbers with their pairs and discuss the number on the cartoon paper

3.      After listing the number, the students draw numbers on lined paper

4.      The students report their discussion and show their work

Confirmation activities

1.      The teacher gives a change for students to explain their work and ask questions about what they do not understand

2.      The teacher mentions the number together with her/his students

3.      The teacher lists the numbers and singing the number together with the students

C.    Closing activities (10 minutes)

1.      The teacher concludes the lesson

2.      The teacher closes the meeting and ask one of the students to lead pray

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