Teaching English to Young Learners: Teaching ESL Essay

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Teaching ESL: Teaching English to Young Learners

Jack and the Beanstalk: Teaching Outline (4 lessons)

A teaching outline presents the specific strategies that the teacher intends to use to teach a particular aspect or instill a particular skill in children.

Teaching New Words (45 minutes): the teacher will begin the lesson by pre-teaching the keywords, which will include castle, beanstalk, giant, horse, and bean. The teacher will hang up images and pictures of the identified main words on the board to help the children connect the same to the world, and consequently, remember the meaning later on in the storytelling session. Actions will also be used to some extent - for instance, when illustrating the sizes of both Jack and the giant.

Action Game (20 minutes): the teacher will sing the 'I am a Little Bean Song' three or four times as the children listen, using mimes, gestures, and action as illustrated below:

I am a little bean, small and round,

(Curl up on the floor - to represent Jack's small size)

Bury me deep in the ground,

(Sing in a low voice)

Sprinkle on some water,

(Act out watering can)

Some sunshine too,

(Hands out wide)

Watch me grow as tall as you

(Stretch to the sky - represent the tall giant)

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She will encourage the children to join in singing and miming, and then leave them to repeat the same on their own. In order to make sure that the children understand the song, and can link it up effectively with the main words through actions, the teacher will sing two to three times and have the children depict the actions. Once it is apparent that the children have memorized the key words and their actions and can sing and perform actions on their own, the teacher will divide the children into several groups, and have different children act out different parts to ensure each one can coordinate their actions and words effectively.

Essay on Teaching English to Young Learners: Teaching ESL Assignment

Storytelling (25 minutes): Home-made props and visuals will be used to not only make the story more memorable, but also link up the complex details of the story with more familiar objects that children interact with on a daily basis. Different-sized drums will, for instance, be used to depict and differentiate the giant's footsteps from those of Jack; and a slide whistle will be used to depict Jack ascending and descending the beanstalk. The teacher will ask the children to mark rhythms of rhymes and words using rhythm sticks, and also use the main words of the story (in groups) to develop new lyrics to common tunes such as 'Twinkle Little Star' and 'London Bridge is Falling Down', and 'Row Your Boat'. This will help her assess the children's understanding of the key words, and how they ought to be used (Watts, 2013).

Practical Task (45 minutes): for the practical task, the children will carry out two measuring activities -- one estimating and measuring the size of the giant's hand and the other their foot. For the first activity, the teacher will draw an image of a super-large hand and have a copy of the same distributed out to each of the children. The children will measure the size of the giant's hand by estimating the number of bean seeds that could possibly fit therein; and then they will trace an outline of their own hands at the back of the sheet of paper, and again estimate the maximum number of seeds that could fit therein. For the second activity, the teacher will draw out and photocopy the image of a super-large boot (the giant's boot), and distribute two shoe prints to each child. The children will measure the length of the giant shoe print using cubes, and record the number of cubes taken up, and then they will draw an outline of their own boot inside the giant shoe print, and again take note of the number of cubes used up.

Language Focus (15 minutes): comparative and superlative forms of adjectives

The teacher will begin by explaining the concept of comparative and superlative adjectives. She will compare a number of items in the classroom, for instance, two windows, two boxes, a window, and the door in terms of size. She will convert the same into comparative forms; this window is smaller than that window, the door is longer than the window, and so on. She will make it clear that some adjectives get their comparative form by adding 'er' and others by… [END OF PREVIEW] . . . READ MORE

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