TRƯỜNG ĐẠI HỌC SƯ PHẠM HÀ NỘI 2

NGUYỄN THỊ HỒNG NHẬT (Chủ biên)

NGUYỄN THU HƯƠNG - ĐẶNG THỊ HƯƠNG THẢO
NGUYỄN THỊ MINH PHƯƠNG - LƯU THỊ HƯƠNG

Giáo trình

ENGLISH LANGUAGE TEACHING FOR

VERY YOUNG LEARNERS

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 ACKNOWLEDGEMENTS

The authors of this book would like to express our gratefulness

to the Management Board of the National Foreign Languages
Project for their financial support.
We would like to extend special thanks to our institution Hanoi
Pedagogical University 2 for their support and encouragement.
Our special thankfulness also goes to the students of the
Pre-school Education Faculty and Faculty of English who have
sent us inquiries related to pedagogy and practice of English
language teaching for very young learners. These inquiries and
questions inspired us to write this textbook to prepare them
better for their career development. This is our effort in response
to the growing demand by educational authorities, institutions,
and the labour market around the world for more effective
English language teachers for very young learners.
Our heartfelt appreciation to our colleagues who always
motivated us, reviewed the writing work, and gave us constructive
critiques.
Most importantly, we would like to express our deepest
gratefulness to our loving and considerate family, for their endless
love and limitless support.

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 PREFACE

“Every student can learn. Just not on the same day or in

the same way.”
George Evans
This book is our response to the growing demand by
educational authorities, institutions, and the labour market for
more effective English language teachers for very young learners
around the world in general and in Vietnam particularly. In this
book ‘very young learners’ refers to children whose age is from
3-4 (Pre-kindergarten) to 5 (Kindergarten) and 6 (Grade 1). The
children may be going to state or private nursery schools or
kindergartens, and they study English as a foreign or second
language.
This monograph is written specifically for English Language
Teaching for Very Young Learners course at Hanoi Pedagogical
University 2 and the target students are pre-service teachers
who are in the process of being trained to teach English for early
learners or to use English as a medium of instruction. In addition
to this group of teachers, this book can be employed by many
English teachers who were trained to teach adults and teenagers
and want to take professional development training to modify
their teaching methodology when teaching very young learners.
The book is divided into ten units and the contents of each
unit are illustrated with real-life and interactive tasks which
deepen students’ understanding and application of theories into
practice. With extensive experience in teaching English for
very young learners, the authors of this book offer practical
guidelines, advice and ideas for English teachers for pre-school
age children. We hope that it can be a useful resource for
English educators and teachers to pre-school age children in
Vietnam and worldwide.

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 TABLE OF CONTENTS

ACKNOWLEDGEMENTS .......................................................... 3
PREFACE ...................................................................................... 4
UNIT 1: HOW CHILDREN LEARN FIRST AND SECOND
LANGUAGE ................................................................................ 11
1.1. Characteristics of young learners ....................................... 12
1.1.1. Children have no reason for learning English ............ 13
1.1.2. Children can’t manage their own behaviour .............. 13
1.1.3. Children focus on meaning, not words ....................... 14
1.1.4. Children can learn from direct experience and
activity .................................................................................. 14
1.1.5. Picking up language chunks ....................................... 15
1.1.6. Using language creatively .......................................... 16
1.2. Learning styles ................................................................... 17
1.2.1. Visual learning style ................................................... 17
1.2.2. Auditory learning style ............................................... 18
1.2.3. Kinesthetic learning style ........................................... 18
1.2.4. Reading/Writing ......................................................... 18
1.3. First language - second language ....................................... 19
1.4. Teaching tips ...................................................................... 20
UNIT 2: THE CREATIVE CLASSROOM............................... 23
2.1. Lesson planning ................................................................. 24
2.1.1. Lesson plans ............................................................... 24
2.1.2. Writing lesson objectives ........................................... 25
2.1.3. Sequencing activities .................................................. 27
2.2. Organization of the classroom ........................................... 31
2.3. Classroom language ........................................................... 33
2.4. Reflections ......................................................................... 38

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UNIT 3: CLASSROOM MANAGEMENT ............................... 39
3.1. Reasons why we need to manage the classroom well ........ 40
3.2. Stirring and settling activities ............................................ 43
3.2.1. Settling activities ........................................................ 45
3.2.2. Stirring activities ........................................................ 47
UNIT 4: STORYTELLING ........................................................ 51
4.1. Advantages of using stories in the classroom .................... 52
4.2. Techniques for storytelling ................................................ 55
4.2.1. Choosing and preparing.............................................. 55
4.2.2. Activities that you can do ........................................... 58
UNIT 5: MOVEMENT AND GAMES ...................................... 62
5.1. Advantages of using games in the classroom .................... 63
5.2. Strategies for incorporating games into the classroom ...... 65
5.3. Suggested games ................................................................ 66
5.3.1 Games to play outside the classroom .......................... 66
5.3.2. Games to play inside the classroom ........................... 70
UNIT 6: SONGS, CHANTS AND POEMS ............................... 78
6.1. Advantages of using songs, chants and poems in the
classroom .................................................................................. 79
6.1.1. Psychological/Affective resource ............................... 80
6.1.2. A cognitive resource ................................................... 81
6.1.3. A cultural resource ..................................................... 82
6.1.4. Linguistic resources .................................................... 83
6.1.5. A social resource ........................................................ 85
6.2. Types of songs, chants and poems ..................................... 86
6.3. Strategies of incorporating songs into the classroom......... 87
6.3.1. When and how to use songs, chants and rhymes? ...... 87
6.3.2. Ways to use songs, chants and poems ........................ 88

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UNIT 7: VOCABULARY AND GRAMMAR .......................... 93
7.1. Principles of teaching vocabulary and grammar to very
young learners ........................................................................... 94
7.1.1 Principles of teaching vocabulary ............................... 94
7.1.2. Principles of teaching grammar .................................. 95
7.2. Activities to teach vocabulary ............................................ 98
7.2.1. Flashcard ideas ........................................................... 98
7.2.2. Vocabulary networks ................................................ 101
7.2.3. Guess the words........................................................ 101
7.2.4. Odd words out .......................................................... 102
7.3. Activities to teach grammar ............................................. 104
7.3.1. Poker Face ................................................................ 104
7.3.2. Jumping the Line ...................................................... 105
UNIT 8: TEACHING SPEAKING FOR VERY YOUNG
LEARNERS................................................................................ 108
8.1 Principle of teaching very young children speaking ......... 109
8.1.1. What is Speaking? .................................................... 109
8.1.2. Background to The Teaching of Speaking ............... 110
8.1.3. The Development of Speaking Skills ....................... 111
8.2. Classroom Techniques and Activities .............................. 114
8.2.1. Audio-lingual Method (ALM).................................. 114
8.2.2. Communicative Language Teaching (CLT) ............. 115
8.2.3. Other Techniques and Activities .............................. 116
8.3. Managing Speaking Activities ......................................... 121
UNIT 9: ARTS, CRAFTS AND DISPLAYS ........................... 123
9.1. Arts, crafts and displays ................................................... 124
9.2. Advantages of using arts, crafts and displays in an English
classroom ................................................................................ 125

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 9.2.1. Fun language learning experience ............................ 125
9.2.2. Language recycling opportunity ............................... 125
9.2.3. Cross-curricular exposure......................................... 126
9.2.4. Individual language production ................................ 126
9.2.5. Interaction and communication with families .......... 126
9.3. Strategies of incorporating arts, crafts and displays into the
classroom ................................................................................ 127
9.3.1. Pre-art, -craft and -display activities ........................ 127
9.3.2. During art, craft and display activities ..................... 128
9.3.3. Post art, craft and display activities .......................... 129
9.4. Classroom language for arts, crafts and displays ............. 131
9.5. Things to consider when using arts, crafts and displays in a
language class ......................................................................... 133
9.5.1. Group size................................................................. 133
9.5.2. Planning .................................................................... 133
9.5.3. Simplicity ................................................................. 134
9.5.4. Purpose and modeling .............................................. 134
9.5.5. Time.......................................................................... 135
9.5.6. Praise and encouragement ........................................ 135
UNIT 10: LESSON STUDY ...................................................... 138
10.1. Purposes and steps of lesson study ................................ 139
10.2. Observing lessons .......................................................... 140
10.3. Analysing lessons using lesson evaluation forms .......... 141
10.4. Applying the results of lesson study into daily lessons . 146
SUGGESTED ANSWERS ........................................................ 151
REFERENCES .......................................................................... 153
APPENDICES ............................................................................ 159

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 LIST OF FIGURES

Table 2.1. Six-step Lesson Plan Template (Shin, 2022) Six-step

lesson plan template ....................................................................... 28
Figure 2.2. Types of classroom language ..................................... 33
Figure 8.1. The challenge of teaching children .......................... 113
Figure 10.1. Steps of lesson study (Saito, 2020) ........................ 140
Table 10.1. A sample of lesson evaluation form......................... 142

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 UNIT 1
HOW CHILDREN LEARN FIRST
AND SECOND LANGUAGE

Objectives:
By the end of the unit, learners will be able to:
 understand the characteristics of very young learners;
 distinguish different types of learning styles;
 know how children acquire their first language and
help them to acquire English as a second language.

Lead-in
1. What makes very young learners different from other
learners?
2. What should teachers be considered when teaching English
for pre-school children?
Introduction
“Knowledge of how children within a given age span typically
develop and learn provides a general framework to guide
teachers in preparing the learning environment, considering
curriculum, designing learning experiences, and teaching and
interacting with children. Also important for educators to know
are the sequences in which children gain specific concepts,
skills, and abilities, building on prior development and learning….

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Familiarity with known learning sequences should inform
curriculum development and teaching practice.” – Developmentally
Appropriate Practice in Early Childhood Programs Serving
Children Birth to Age 8, NAEYC Position Statement (2009).
Teachers cannot create successful lessons without understanding
how children acquire a language. It’s essential for them to
distinguish the different learning styles of very young children
to choose appropriate teaching methods to motivate them in
learning lessons. In fact, very young Vietnamese learners can
be divided into two groups based on their ages: children of
nursery age and children of preschool age. The former group
consists of children aged from 3 months to 36 months, and the
latter consists of children aged from 3 years to 6 years. They
have different characteristics and learning styles to acquire
second languages. All these things will be mentioned clearly in
the following parts.
1.1. Characteristics of young learners
Understanding how young learners learn is necessary because
it helps teachers find the best way to teach them. According to
Piaget (1970), children are active learners and thinkers. Children
actively engage with their physical surroundings to build knowledge
in the developmental stages. They gain knowledge from their acts
and exploration. In fact, they are easy to lose their motivation
and concentration if the activities need to be more interesting.
They also have a limited attention span of no more than 10
minutes. They are curious about things around them. Vygotsky
(1962) mentioned that children learn through social interaction.
Through engagement with adults and other people, children
build their knowledge. Adults/teachers and children actively

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participate in the Zone of Proximal Development (ZPD). In
addition, Burner (1983) found that children learn effectively
through adult scaffolding. J. Moon (2000) also mentioned six
following main characteristics of children:
1.1.1. Children have no reason for learning English
Children do not have their reasons for learning English.
The decision to learn English is taken for children by a local
education authority or by parents on behalf of children. The
child may need to learn what language learning means. By
contrast, adults know what it means to learn a language. They
usually have apparent reasons and a need to learn a language.
For children, teachers have to motivate them so that they
want to participate in activities to use the new language. Children
are initially motivated to learn English because they like their
teacher or because of exciting activities. As children get older
(9 onwards), they become more aware of the importance of
English and begin to find their own reasons for wanting to learn
English.
1.1.2. Children can’t manage their own behaviour
Unexpected methods in which children lose interest in what
they are doing are standard. They appear involved for a moment,
and then all of a sudden, they appear to be disinterested. They
differ from teenagers and adults because of this. Children will
rapidly demonstrate to the teacher that they are bored by acting
restless, moving around in their chairs, distracting other kids,
and other behaviours. An enjoyable exercise can cause children
to become overly excited, and it is simple for teachers to lose
control.

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 Although they have learnt to control their emotions and
behaviour, adults may also feel bored or frustrated with specific
components of their language learning session. They are also
willing to make an effort regardless of how they feel since they
decided to be there. Children struggle to understand why they
are in school and cannot control their emotions or behaviour
the way adults can. Because of this, when kids are engaged in
activities in pairs or groups, they will require significantly more
careful management than adults. However, kids will eventually
learn to control their behaviour and emotions as they progress
through school.
1.1.3. Children focus on meaning, not words
Children frequently pay more attention to a situation’s meaning
than the words used to convey it. They may quickly determine
what is happening using contextual or situational cues and their
understanding of people’s motives. Children typically pay less
attention to the words themselves than adults do.
Children’s innate ability to understand meaning is crucial
for language development because it allows them to make sense
of situations even before they have learned many words. Teachers
should capitalize on this ability. It is simpler for kids to start
connecting particular words with the meanings in that circumstance
once they understand what is taking place better. Teachers must
be encouraging even if a youngster expresses their attempts to
make sense of the world incorrectly. Although accuracy is
crucial, it may be dealt with after they understand the message.
1.1.4. Children can learn from direct experience and activity
Children have a strong instinct to explore and engage with
their surroundings from the moment they are born. Young

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children like playing and touching various objects. They will
either jump over or splash in puddles if they see them. They
want to press whatever switches or buttons they come across.
Thanks to this powerful propensity, they can learn about the
world and deepen their understanding of the one where they
live. The language used when youngsters are completing
activities is strongly tied to their physical actions. Children can
deduce the meaning of the words from the context and the
physical action. They acquire some of the language connected
with the activity quite instinctively (without realizing it)
through participating in such activities.
Children are significantly more likely to learn/acquire crucial
vocabulary or grammatical structures (such as past tense) when
engaged in recreational or communicative activities. In these
circumstances, the specific grammatical structures organically
develop from engaging in the activity; there is no intentional
emphasis on the grammatical forms.
1.1.5. Picking up language chunks
In the beginning stages of language learning, children often
pick up pre-made phrases or bits of language, such as I do not
know, Shut up, and Hello. They can participate in conversations
thanks to this even before they have mastered many languages.
Children learn them as a whole; they do not learn words one by
one, which is why they are known as chunks. Cartoons and
participation in music, games, rhymes, theater, and storytelling
help students learn these concepts in context. Children typically
employ them in appropriate circumstances. A student screamed
“Finished” as a lesson’s activity finished.

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 According to some data, kids eventually separate these chunks
into independent words, which they recombine with other words
(see creativity). If teachers want to see children’s language
development, they must encourage this recombining.
A child might learn the phrase “I don’t know” as a chunk,
but you would know they were breaking it down if you heard
them say something like, “I don’t know his name, I don’t know
dancing, We don’t know, or he *don’t know.”
This demonstrates that the young child is starting to understand
how language fragments can be combined to create a variety of
new phrases.
1.1.6. Using language creatively
Children build the sentences or words they require for
communication using the English they already know. In order
to generate new words and phrases, kids combine terms they
already know, such as “a flower’s stick” (the child does not
know the word “stem”). Such expressions have yet to be taught
to them. Although their language is not considered “proper” by
adult standards, we may still understand what they mean.
As they are experimenting with their language knowledge,
such attempts are helpful for language learning. They are enlarging
their vocabulary and splitting language into individual words.
Due to such endeavours, they can receive feedback on their
internal theories about how the language functions. Typically,
they need to be made aware of this procedure.
Teachers must provide students with the chance to use
language creatively and to go beyond what they have been taught.
Teachers must encourage children when they use language in

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unique ways while simultaneously teaching them how to speak
the term or phrase in a standard way, such as “little brother”
(half a brother).
Task 1: Watch two demos and take notes.
1. What do you notice about children’s behaviour?

Demo 1 Demo 2

Observation sheet 1
2. How does children’s behaviour change in the second
demo? Why?
1.2. Learning styles
1.2.1. Visual learning style
People who prefer to study by using visual aids such as
maps, graphs, diagrams, and charts are known as visual learners.

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They require information utilizing alternative visual aids, such
as patterns and forms, and do not always respond well to pictures
or films.
The most outstanding technique to present to visual learners
is visually illustrating the connections between various concepts.
For instance, a flow chart can explain a scientific procedure.
1.2.2. Auditory learning style
Aural learners absorb knowledge better when it is heard or
communicated in an auditory style. Instead of considering thoughts
before speaking, they frequently organize them after speaking.
Since doing so aids in their comprehension, they speak things
out loud.
The best ways to teach information to auditory learners are
through talking-based methods like lectures and group discussions.
They can gain by listening to lectures again, having lecture
recordings available, and participating in group activities that
force peers to share thoughts.
1.2.3. Kinesthetic learning style
People with kinesthetic learning styles favour active learning.
They like practical learning. They typically need tactile experience
to understand anything better because they are more in tune
with reality and linked to it.
Personal experience, practice, examples, or simulations work
best when learning new material to a kinesthetic learner. For
example, they can recall an experiment by performing it again.
1.2.4. Reading/Writing
Reading and writing students benefit most from the knowledge
verbally presented, either through writing it down or reading it.

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They view writing as having greater persuasive power than any
visual or auditory representation of a concept. In most cases,
these people excel in written assignments.
There are various strategies for getting a reader or writer to
pay attention to and comprehend a particular lesson. For instance,
it would be preferable to give them written assignments, have
them take written quizzes on the material, or have them describe
charts and diagrams in written comments.
Task 2: Watch a video clip and find out children’s learning
styles.

Learning styles Evidence

Observation sheet 2
1.3. First language - second language
Teaching children a second language can be easier if we
know how they acquire their first language. When they enter
school, all kids can communicate in at least one other language.
Consider how kids pick up this first language. Consider newborns
and young children. The majority of women communicate a lot
with their kids. Children begin hearing voices as soon as they
are born. They react to their parents or caregivers’ voices: Take
in many audios, and experiment with sounds and practice
producing them. They start connecting what they hear to what
they can see and understand. They start interacting with others
and using language to get what they want.
Young children speak only what they overhear others say
and listen for accents coming from those around them.

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 Task 3: Analyze the transcript
Now, read this transcript of a mother talking to her little
child of 16 months. Notice how much language she uses and
how she talks about what is happening to the child.
How many phrases does she actually say? And how many
words does the child say?
MOTHER: Now we’re nearly dressed... OK now over your
head... good boy... put in your other hand... now shoes. Where
are your shoes?
CHILD: Sus...
MOTHER: Yes. Your shoes. Where are they?!
(Both look around for the shoes.)
MOTHER: Oh there. Look... your shoes... on the chair.
CHILD: Sus. Sus.
MOTHER: Yes, shoes.
(Adapted from English for Primary Teachers, 2014)
Caretaker talk refers to the language parents use to support
their children’s language development. Schoolteachers can do
the same thing with their students. Consider how young kids
who attend school learn English as a second language. Young
children only pick up the language they hear around them,
therefore they need to hear a lot of English. They look up to
you, their instructor, as their new caregiver. They listen to you
and attempt to understand what you say.
1.4. Teaching tips
From all the things about very young learners, some teaching
tips can be suggested as following:

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 ✔ Helping children learn a new language.
✔ Use English in class as the primary language for communication.
✔ Use gestures, actions, and pictures to help children understand.
✔ Children often need to talk to learn – let them use their
mother tongue for communication, especially to start with.
✔ Recast in English what children say to you in their mother
tongue.
✔ Answer children in English as much as possible.
✔ Use their mother tongue for support when you do a new
activity or if no one understands.
✔ Talk a lot in English to your pupils – they need to hear
English.
✔ Talk about:
− where things are
− pictures or things children can see
− what you and your pupils are doing in class
− what you want your pupils to do next.
In fact, the more English the children hear, the more they
will learn. They will learn gradually – they will not say everything
perfectly to start with. Please encourage them by responding
positively. When teaching English to very young students, teachers
should:
− Introduce the language gradually while engaging them
in exciting activities.
− Use gestures, actions, movements, and facial expressions
to support your words.

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 − Repeat routine activities, such as songs and rhymes,
might help the kids feel secure.
− Repeat what very young learners say in English when
they speak in their own tongue.
− Speak to a puppet in English. Inform the kids that the
puppet can only speak English. Thus they must talk with the
puppet in English. You can recast the puppet and converse with
it if a child uses their native tongue.
− Use images and drawings.
− Use photos to complement your stories and tell many of
them.
Summary
All the young children’s characteristics are mentioned
clearly so teachers can have a deeper understanding about
pre-school children. Furthermore, they find out the differences
among their learning styles and how they acquire English.
With this knowledge, teachers can design good lesson plans to
meet their needs.
Reflections
1. How many characteristics of very young children should
teachers know? Why?
2. How do very young children learn English as a foreign
language?
3. Choose two children’s learning styles and design classroom
activities for an imagined lesson, and explain why you choose
those.

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 UNIT 2
THE CREATIVE CLASSROOM

Objectives:
 By the end of the unit, learners will be able to:
 write specific, measurable, short-term, observable
lesson objectives;
 develop fun, engaging, and communicative lessons
for young learners;
 employ different ways to organize the classroom;
 use classroom language effectively in lessons.

Lead-in
1. What is the most important part of a lesson plan?
2. How many stages are there in a common lesson?
3. What characteristics of a well-written objective?
Introduction
This unit first gives you a general understanding about
lesson planning and techniques for writing effective lesson
objectives and lesson plans. In the second section, ways to
organize the classroom for young children are examined. In the
third section, language classroom is presented with detailed
examples of phrases and expressions for different purposes.

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2.1. Lesson planning
2.1.1. Lesson plans
Task 1: Talk to your partner about your understanding
of lesson planning.

Write down some key words to answer the question:

The development of lesson plans is very important for

teachers and the teaching process. According to Richard (1998,
p. 103), lesson plans help teachers plan lessons in advance to
“solve problems and difficulties, model lessons, and provide
“road maps” for teachers, and provide a means to record what
has been taught.”
A lesson plan is a detailed description of the goals, resources,
and learning materials, the process of organizing teaching
activities on a topic or lesson to help learners meet the stated
objectives. In other words, a lesson plan is a teaching scenario
designed by teachers stating the contents, teaching methodologies,
activities of teachers and students in the teaching process and
methods of assessment to help students acquire knowledge and
competence. There are three types of lessons, i.e., the one that
teachers prepare before actual teaching; the one that teachers

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actually teach and the one that teachers revise after the actual
teaching.
Planning lessons is important for teachers as it has many
benefits, including four main following reasons:
● Firstly, lesson planning is a way that teachers develop
expertise. By writing the plans, teachers can think about content,
materials, sequencing and timing in light of who their students
are and their objectives.
● Secondly, preparing lesson plans enables teachers to
confidently sequence the lessons, concentrating on teacher’s
and student’s activities in the class.
● Thirdly, having lesson plans helps teachers become
more organized. Lesson plans not only provide structure to
lessons but also allow teachers to track student progress and
adjust their instruction accordingly. Without a lesson plan, it
would be impossible for teachers to know if their students
understand the materials.
● Finally, lesson plans can be helpful guides for substitute
teachers. These plans are useful when a teacher is absent, and
another teacher has to take over the class.
2.1.2. Writing lesson objectives
A “lesson objective” is a statement about what the student
must show, demonstrate, and do after the lesson. To write
effective objectives, teachers need to base on:
● Learning outcomes of the lesson;
● The current levels, qualities, competences and needs of
the students in the class;

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 ● The contents, methods and techniques, facilities, and modes
of teaching.
Lesson objectives should be written from the perspectives of
students rather than the perspectives of teachers. Lesson objectives
should begin with this phrase:
By the end of the lesson, the students will be able to
(SWBAT)…
Objectives of lessons should be specific, measurable, short-
term, and observable. Therefore, this phrase “By the end of the
lesson, the students will be able to…” should be followed by a
concrete verb and the learning outcomes. Here is an example of
a good objective for a lesson on the topic Houseboat:
By the end of the lesson, students will be able to say at least
five things about the houseboats.
Bloom’s taxonomy offers associated action or performance
verbs for teachers to write lesson objectives (see Figure 2.1).
Figure 2.1. Bloom’s taxonomy (Armstrong, 2010)

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 Task 2: Let’s do a quick quiz. Which of the following
objectives are well written?

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

a. learn about different kinds of animals, i.e., dogs, cats,
horses, birds and goats.
b. understand dogs, cats, horses, birds and goats.
c. state the name of animals when shown a picture card.
2.1.3. Sequencing activities
The ways teachers sequence activities in a lesson are influenced
by many different interconnected elements together such as the
teachers’ philosophy of learning and teaching, contexts, audience,
and skills. For example, if a lesson focuses on listening skills,
it may consist of a warm-up, pre-listening, while-listening and
post-listening. A grammar lesson may have three stages, i.e.,
presentation, practice, and product. However, a task-based lesson
has pre-task, task, report, and language analysis.
A typical lesson plan can include 6 steps as the following:
1. Warm-up
2. Presentation
3. Practice
4. Application
5. Wrap-up/Assessment
6. Follow-up
Lessons can start with activities to engage students to the
topic and then present students with new knowledge or skills.

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After practicing from more controlled to less controlled activities,
students are gradually scaffolded to master the knowledge or
skills and will be able to independently use the acquired knowledge
and skills. See Table 2.1 for a template of a 6-step lesson:
Table 2.1. Six-step Lesson Plan Template (Shin, 2022)
Lesson title
Description of your students (e.g. age, grade,
1. Student profile
proficiency level,
2. Skills to be Listening, speaking, reading, or writing
emphasized
3. Language *Grammar
focus *New vocabulary
By the end of the lesson, students will be able
4. Objectives
to…
5. Materials Materials needed for lesson activities
Lesson plan
The teacher starts the lesson with activities
that create interest and excitement for the
1. Warm-up lesson, link the day’s lesson with previous
lessons, and activate background knowledge
about the content and the new language.
The teacher presents the relevant vocabulary
and language structures in a meaningful
2. Presentation context, like a story or a song, and checks
comprehension. Usually this input is presented
through listening or reading.
The teacher gives students the opportunity to
practice new language through controlled
3. Practice
activities. Students practice using new
language in predictable ways through post-

28
 listening or post-reading activities that include
speaking and writing.
The teacher gives the students the opportunity to
practice new language through free or
independent activities. Students use the new
4. Application
language more independently to communicate
(Production)
something that is meaningful to them.
Application activities almost always involve
speaking or writing.
The teacher presents a final activity that reviews
5. Wrap-up /
what was learned in class and assesses if
Assessment
learners have achieved the lesson objectives.
The teacher may assign homework or connect
6. Follow-up
today’s lesson to the next lesson.
The terms used in the table can be flexibly replaced with
the similar terms, e.g. presentation, production, wrap-up can be
used interchangeably with new knowledge development; manipulation;
consolidation respectively.
Another template for lesson plans used in Vietnam is guided
by the Ministry of Education and Training in the Official
Dispatch 2345/BGDĐT-GDTH on building and organizing the
implementation of the school’s educational plan (MOET,
2021). The following template provides details of a lesson plan,
together with some considerations concerning some must-have
fundamental contents. However, lesson structures and organizations
may vary, thereby resulting in the diversity in the titles of steps
in lesson plans. While preparing lesson plans, teachers can
utilize this template as a source of reference to suit the classroom
reality, subject attributes, educational activities and conveniences
scientifically, flexibly and effectively (see Appendix 2.1 for an
example of a lesson plan for very young learners).

29
 LESSON PLAN TEMPLATE
Teacher: ………………………………………………………..
Lesson/Topic: ....……………..………………………………...
Subject: ……...........................; Class: ............. Period: ………
Date: …………………………………………………………..
1. Objectives: Specify what students can do; how they can
manipulate the acquired knowledge to resolve real-life problems;
what qualities and competencies students can develop and absorb
after the lesson.
2. Teaching aids: Specify the teaching aids and materials that
will be used during the lesson in order to hold activities helping
the teacher to fulfill the objectives.
3. Procedures (varied and versatile in accordance with the lesson
attributes, subject features: New lesson or review)
Activity 1: Warm-up
Activity 2: New knowledge development (experience, explore,
analyze new knowledge)
Activity 3: Practice
Activity 4: Manipulation
4. Lesson experience (if any)
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………
……………………………………………………………………

30
 Task 3: Find a lesson plan published in American English,
English Teaching Forum 2007, Volume 45, Number 2.
Link: https://americanenglish.state.gov/resources/english-
teaching-forum-2007-volume-45-number-2#child-779
● Read it carefully;
● Match the content of each part in the lesson plan with
the relevant section in the template;
● Discuss your answers with a partner.
2.2. Organization of the classroom
Task 4: Do a search online to find pictures of how classrooms
for very young children are usually organized. Share with
your partner(s) what you find.
You can start from this link:
https://www.pinterest.com/pin/500251471086994385/

Write down some key words to answer the question:

31
 Classroom organization for very young children usually
have these following features:
● Tables and chairs are arranged flexibly to allow collaboration
among students;
● The furniture is movable and encourages imagination
and exploration;
● There is natural light from the windows;
● There is a large area for large group activities or whole-
class activities such as storytelling or active games;
● There are small areas for quiet/individual/small group
activities such as reading or colouring;
● There is a place where the children’s work can be displayed
such as crafts;
● The overall environment is calming;
● There are special corners for different activities according
to students’ preferences such as toys area, picture-books areas,
fashion areas.
Task 5: Watch the video via https://www.youtube.com/watch?
v=dMoGMWA1_F0 and note down what you like about the
classroom organization shown in the video and what you
would like to change for your own/imagined classroom.
What I like What I want to do differently

32
2.3. Classroom language
Classroom language is the routine language that teachers
and students use every day in the classroom. They include
expressions for greetings and introductions, warm-up activities,
commands, requests, praising, clarification, feedback, etc. (see
Figure 2.2). The normal day-to-day routine classroom language
is a rich English resource for learners to pick up and they can
be taught through teachers’ talks. Teachers are encouraged to
use classroom language in English from the beginning even
when their learners use their native language. Gradually, children
will pick up the classroom language because they learn it from
meaningful contexts.
Figure 2.2. Types of classroom language

Here are some useful phrases:

Greetings and introductions
− Hello/ Hi everyone.
− Good morning, class.
− Good afternoon, everyone.

33
 − Good morning/ afternoon/ evening.
− Good/ Nice to see you again.
− I’m glad/ happy/ pleased to see you.
Introducing yourself
− Can/ May I introduce myself? My name’s Peter.
− Let me introduce myself. My name’s … .
− I’d like to introduce myself. I’m … .
− I don’t think we’ve met. I’m … .
− My name is Mr/ Mrs/ Ms Kim. I’m your new IT teacher.
− I’ll be teaching you computer science this year.
− I’ve got five lessons with you each week.
Introducing someone else
− Can/ May I introduce a good friend of mine? This is … .
− Have you met …?
− I’d like you to meet … .
− I want you to meet … .
Goodbye phrases
− Goodbye/ Bye/ See you/ See you then.
− See you later.
− See you tomorrow.
− See you next week.
− Goodbye, everyone.

34
− See you next Wednesday.
− Stand up so we can all say goodbye.
− See you in room C1.3 after break.
Commands
− Open the window.
− Close your books.
− Don’t write this down.
− Don’t look at the answers.
− Alison, you try number 2.
− Answer it, somebody.
− Come on, everybody.
− Don’t help him, Mark.
− Don’t anybody move.
− You will have to write this out again.
− You must have this finished by Monday.
− You should write your name at the top.
Disciplines
− Please listen/ Listen to me.
− Please be quiet/ Keep silent please.
− Please stop talking.
− Stand up/ Sit down, please.
− Please take turns.
− Please pay attention.

35
 − Please get to work.
− Please put up/ raise your hand.
− Please look at your own paper.
− Please come to the board once at a time.
Taking attendance
− Let’s take the register.
− Let’s check to see who is here.
− Where is Phuong?
− Is everyone here?
− Is Minh here today?
− Who’s absent today?
− Who’s not here today?
− Remember to answer ‘I’m here’.
− Please say “here” when I call your name.
− Raise your hand when I call your name.
− Is everybody here?/ Is anyone away?
− No one absent today?
Getting students’ attention
− OK!
− All right.
− Please listen.
− Please pay attention.
− Attention, please!
− Can you pay attention, please.

36
 Moving to a new activity
− Let’s get started.
− Let’s look at the picture.
− Now, let’s move on to the next activity.
− We will now start with different activity.
− Now, we will learn something new.
Praising
− Well done!
− Very good.
− That’s a nice picture.
Requests (pupils)
− Can I have a ...?
− Can I go to the toilet?
− Can I borrow a ...?
− Can I clean the board/ give out the papers/ collect the
papers?
Clarification (pupils)
− What’s [hermano] in English?
− I don’t understand.
Summarizing lesson
− What did we learn today?
− I want to go over what we learned today.
− Let’s review what we learned today.

37
 − Today we talked about words for rooms.
− Let’s look at that vocabulary again.
2.4. Reflections
After learning this unit:
1. Share with a colleague/friend about challenges you may
have in writing lesson plans to teach young learners and how
you can address those challenges.
2. Write lesson objectives: Choose a topic related to your
background knowledge and write objectives for an English
lesson for very young children.

Lesson Plan
Your Name:
Date:
Age:
Subject:
Objectives:
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
3. Design a warm-up activity for an imagined lesson for
very young learners and practise the teaching in class. Remember
to integrate classroom language in your teaching.

38
 UNIT 3
CLASSROOM MANAGEMENT

Objectives:
By the end of the unit, learners will be able to:
 be aware of the importance of classroom management;
 apply settling and stirring activities in managing the
class effectively.

Lead-in

1. What do teachers often do to manage the class?

2. What are the difficulties in classroom management?
Introduction
It’s very necessary for teachers to create a successful and
smooth learning environment, so classroom management plays

39
an important role in the teaching process. The use of effective
classroom management creates a highly structured learning
environment that guarantees the accomplishment of all learning
objectives. If teachers have good classroom management,
they’ll be a better teacher in completing syllabus in time,
having a better understanding of students’ characteristics, and
engaging students in learning. Classroom management should
be flexible to be appropriate to the real teaching and learning
environment so teachers need to know its importance and
different techniques to control classrooms effectively.
3.1. Reasons why we need to manage the classroom well
The activities will typically be whole class, choral-type
work guided by the teacher or done individually because
children of this age are not used to pairwork or group work.
However, kids this age must learn how to work together.
It is challenging to put young children into a cohesive
group. Most of the time in many preschool classrooms is spent
on unstructured or partially-structured play, with only a tiny
amount of time allotted for whole-group activities like storytelling
or singing. While the teacher attends to one or two students or
small groups, helpers frequently organize the remaining students.
However, the reality is significantly different in the majority
of institutions. Because of the size of the classes, teachers
frequently need support. English teachers may have one or
more sessions with the kids each week, lasting from 15 minutes
to an hour or longer, which implies that several tactics will need
to be used according to the circumstance. Due to the school
environment and the requirement to introduce the kids to the
target language as soon as possible, most instruction will tend

40
to be teacher-centered, and opportunities for free play will be
few.
While part of the activity will involve the entire class, such
as choral work, question and answer sessions, chanting, and
singing, other activities, like crafts, will need the kids to work
alone. If there is a mix of ages or abilities, it might be necessary
to divide the class into smaller groups based on their developmental
age and work with them separately. This way, for example,
while one group is coloring and cutting, another group is listening
to a story or practicing a particular language. Although it may
be tricky to set up, it is better than making some kids perform
things they are not ready for or boring the ones ready to go on
to more complex activities.
Designate one or more of the corners of the classroom as a
unique space with toys, games, picture books, old magazines,
and catalogs. If some kids finish their task fast, they can play in
one of the corners for a while. When most kids finish an exercise,
they can participate in something else, such as a tale or a song,
giving the others time to finish their work.
Children occasionally want to refrain from participating. It
is best not to raise concerns when this occurs. They can be
famished, worn out, or worried about a particular facet of the
activity. They typically want to join in when they observe
others having a good time. If possible, enlist the assistance of
parents willing to participate, assist kids with bathroom needs,
and set up craft projects. Even some people might be happy to
learn English.
If you think an activity needs to be fixed, feel free to switch
things up and do something you know the kids will enjoy. On

41
another day, when the kids are more responsive, you can
always return to the original activity. Naturally, there will be
some noise, especially when the kids are excited during an
energetic game. Play some games on the school field or playground,
if you can.
It is only possible to expect young children to sit still for a
short time because they need to move around a lot. They get an
opportunity to move around while directed by the teacher and
with a specific linguistic goal in mind by participating in an
engaging activity.
On the other hand, sitting down and focusing on a task is
crucial for their growth and is required for their future academic
endeavors. Therefore, when preparing a lesson, teachers of this
age group must keep a balance between the two. Teachers
should use a variety of activities to engage them in the lessons.
Here are some suggested stirring and settling down activities
teachers can use in the class. Teachers need to know how to use
these activities appropriately.
To make classroom management more effective, teachers
should consider the following points:
Manage the Pace of the Class: Wait Time: 3-5 seconds
The teachers presumably have a lesson that has been thoroughly
laid out. You already know what you’re going to do and ask
during each class section. However, the time you must wait for
your students to respond to a question is probably not something
you have prepared for. Do not immediately respond to a
question with an answer before moving on. Although it may
seem like a long time, the kids need time to respond.

42
 Climate: Brain Breaks
You should alter the classroom’s atmosphere or attitude
during the lesson. Taking a Brain Break is the most effective
approach to modifying your mood. This entails conducting a
transitional activity that encourages students to unwind or alters
the tone of the classroom. You can play enjoyable music for
one minute and have a dance party for one minute.
Manage the Language Used in Class: English Speaking
Environment
It would be best if you established an English-speaking
environment in the classroom when instructing young students.
As a result, you ought to only use the original tongue as a resource
when it is necessary. Perhaps there is complex language present,
such as an idiom or gaming rules. You swiftly explain complex
expressions on the tongue. Use class time to have students
practice speaking and listening in English at their level.
3.2. Stirring and settling activities
When instructing young students, teachers must adopt a
balanced approach that incorporates various activities frequently
referred to as stirrers or settlers. Students are encouraged to be
active and dynamic through stirrers, which might involve standing,
hopping, strolling, and sprinting. The opposite of stirrers is
settlers. It requires students to sit down calmly.
It might be difficult for some young learners to adjust to
their new environment and parental separation. A teacher should
try to familiarise them with the surroundings to ease their
transition. They can show their independence if they feel protected
and comfortable.

43
 Provide young students with a good learning environment
where they can choose their activities, and the teacher can add
or remove resources as needed.
Allowing the children to enter the classroom and quickly
settle down in small groups will help establish a regulated
environment from the start (for instance, if a class has 15
students, making a group of five in each will do so). To assist
them in getting to know their peers, ask them to introduce
themselves individually.
Engage them in movement-based games, dance-related
activities, or warm-up exercises to increase their physical activity.
Physical activity is helpful for calming young students.
Use hand gestures to improve communication, such as
giving the teacher the thumbs up to signal attention or raising
both hands to signal that everyone needs to settle down. Once
young learners are accustomed to hand gestures, it will be
simple to use them to calm children.
Make sure young students are familiar with the processes
and routines to ensure fewer classroom management concerns.
Teach students to stretch, breathe deeply, conduct yoga, or
engage in exercise-related activities.
Allow young students to color or draw in their worksheets
or drawing books while you read a short narrative in the background,
then ask the pupils whether they have been listening.
Consider a recent class you delivered, and consider the
structure and symmetry of the material. The graph should have
a horizontal axis and a vertical axis. After listing your activities
with the class on the bottom axis, plot the noise and activity

44
level. Keep in mind that not all noise is terrible! The graph is
then analyzed. Are there any areas of the lesson that still need
to be “stirred” or “settled”? This method will help you assess a
lesson you could have been happier with and identify the areas
you need to plan more carefully.
3.2.1. Settling activities
Activities known as “settlers” are meant to calm students
down and help them establish routines. As a condition for
learning, it is crucial to create fundamental classroom procedures
and administration. Ensure the kids are aware of the expectations
for the class, such as coats off, books out, and files or folders
on the desk or under the chair. This is particularly crucial in
extensive courses or confined workspaces to prevent the loss of
crucial instructional time.
Make sure they understand the signal you are using to grab
their attention. Instead of just shouting at the students, try using
hand gestures, the board rubber, a signal phrase, and holding up
the hand.
Vocabulary categorising or brainstorming activities
For instance, ask kids to classify 12 words that were distributed
randomly throughout the board. Update commonly used vocabulary
sets, such as those for clothing, color, numbers, and animals, or
reaffirm the subject you are now teaching. Invite kids to add
more lexical items.
Mammals Reptiles Birds Insects

45
 Wordplay activities
Use word searches, crossword puzzles, jumbled sentences,
missing letter games, matching exercises with images and words
or phrases, anagrams, and definition games. Children enjoy
puzzles, so câu chưa hoàn thành

Whole-class listening activities or games

Try dictating a simple picture to kids and asking them to draw
something silly or fun. You may use a monster or extraterrestrial
to practice body parts or color with very young students. With
more experienced students, you may create an absurd setting
and practice all the prepositions.
Read and draw activities
Give children a short reading text, e.g. description and ask
them to draw what they read about.
Stories or storybooks
Develop storytelling skills! If you can, change your classroom
for “story time.” To use illustrations and communicate meaning,
small groups of very young learners can sit in a semicircle
around the teacher on the floor. When teaching bigger groups,
prepare photocopies and enlarged photos of the people and
places in the story to display on the board.
Arts and crafts activities
This kind of activity takes careful planning! A broad
spectrum of learners can be catered for by including creative
and design components. Give them clear directions to begin the
work and settle into it. Make a class book, mini-projects, wall
displays, or other cut-and-stick projects.

46
 Task 1: Design a settling activity for an imagined lesson,
and explain why you choose that

Components Detail description

Name of the activity

Level of learners

Objectives of the activity

Time

Procedure

3.2.2. Stirring activities

Allow as much movement among your students as you can.
This will require some planning in extensive courses with a lot
of furniture. Affix random numbers to pairs and groupings to
create variety. Create “Home” groups in large classes so that
students automatically enter these for group projects.
Teachers encourage learners to move whenever they can.
They should add the option for kids to put their responses on
the board in front of the class, add variation and do interesting
exercises.
Mingles or surveys
If you have the space, encourage kids to interact with many
people by using games. Drilling exercises can be done in a fun
approach by asking, “Find someone who…”. Try out the game:
Ads with animals. Each child should have a sticker with the
name of an animal that they can wear on their backs. Children
explore them.

47
 Action/ Movement games
Playing word circle activities, such as tossing the ball to
review vocabulary or interchanges, is an excellent way to get
the kids up and active. Larger classes may benefit from clapping
and clicking games since they encourage movement without
requiring too much effort. Running to the board team games is
incredibly motivating since they involve competition. Playing
mime games is another effective technique to get kids moving.
Total Physical Response (TPR)
TPR uses physical movement to respond to verbal input in
order to teach language or vocabulary topics. The method
lowers stress levels in students and replicates how very young
children learn their first language. TPR is a useful technique for
keeping children engaged and attentive in class. It often works
best for action words. TPR helps children remember words
better because they have to link language with action. Teachers
can use TPR as a standard component of routines and activities
in the classroom. For instance, in listening exercises: When you
hear..., raise your hand! In addition, teachers can also use
songs, chants and raps to stimulate kids. These activities are
inclusive and cater to learners of all skill levels. Then increase
the speed of your song or chant delivery to get their attention.
The traditional song “If you’re happy and you know it” from
the Learn English for Kids website is a practical illustration of
this. Alternately, assign parts to each group in your class and
have them sing in a round.
Task 2: Watch the video clip and take notes how the
teacher use TPR in the lesson
(https://www.youtube.com/watch?v=CwDO73LKEWw)

48
 Drama/ Acting out
Puppets or masks can bring alive a dialogue, role-play or
story. Making simple masks or puppets can bring a dialogue,
role-play, or tale to life. Create straightforward character masks
out of paper plates. Bring props and realia so that kids may use
them to act out stories, like money and a shopping bag. A
dressing-up box with essential items, such as hats and glasses,
is available. Even the most monotonous discourse can be
entertaining using puppets or finger puppets, mainly if amusing
voices are employed.
Task 3: Design a stirring activity for an imagined lesson,
and explain why you choose that

Components Detail description

Name of the activity

Level of learners

Objectives of the activity

Time

Procedure

Summary
This chapter focuses on classroom management which is
essential for every successful lesson. All the reasons for its
importance are mentioned clearly to help teachers have proper
attitudes toward classroom management. In addition, many
activities are suggested for teachers to get students’ attention
and motivation during the learning process. All the mentioned
things create effective lessons.

49
 Reflections
1. Why is classroom management important?
2. Do classroom management systems work for all students?
3. Why are classroom management systems effective in
managing student behavior and learning?
4. Which activities can teachers apply in your own teaching
contexts? What are their advantages and disadvantages?
5. Observe two English lessons and fill in the following
observation sheet.
OBSERVATION FORM
Lesson Lesson
In which lesson did the teacher…
1 2
Name of the lesson
Level of the students
Numbers of activities used in the lessons
Sequence of settling and stirring activities
Settling activities and their procedures
Stirring activities and their procedures
Suggestions for changing (if necessary)

50
 UNIT 4
STORYTELLING

Objectives:
By the end of the unit, learners will be able to:
 know the advantages of using stories in teaching
English;
 understand strategies of storytelling.

Lead-in
1. Why should I use storytelling in a language class?
2. What are strategies for teaching English?
Introduction
Children love stories. Stories take the children to another
world with emotion, and ideas. Children learn many things
from stories. When we were small, we were told stories by our
grandmother and mother. Children have meaningful moments
when telling stories or being told stories. They can make
children laugh, cry, jump with fright and then comfort them
with a happy ending. Children not only learn many lessons
from stories but they also have an entertaining time with stories.
Therefore, storytelling is a method of teaching foreign languages.
It is used in teaching a foreign language as a mixture of reading
and storytelling to help students learn a foreign language in a

51
classroom setting. It is considered a useful way for students to
express themselves freely and creatively in an authentic way.
Storytelling is a uniquely powerful linguistic and psychological
technique in the hands of a language teacher that she/he can use
with people of any culture (though the story needs to be
culturally appropriate) and with people of virtually any age.
The power of storytelling lies in the fact that the teacher is in
direct communication with the class, she is not dealing with
‘third person’ text, by telling a story she makes it her own.
4.1. Advantages of using stories in the classroom
According to Ellis and Brewster (1991, p.1) in The Storytelling
Handbook:
Stories are motivating and fun; they create a deep interest
and a desire to continue learning. The students are attracted to
the content and characteristics of the stories. Listening to stories
can develop important skills such as predicting, guessing,
hypothesizing, and message decoding. In addition, students can
foster listening skills as they have to listen attentively to a story,
which helps to develop listening skills, one of the most
important skills in learning a foreign language.
Stories can be used in foreign language learning to teach
the language, to entertain and to explain the culture. When using
stories in classes, teachers should consider the importance of
stories, the characteristics of good stories and types of stories
which are suitable for young children. Teachers can use stories
to teach language and to introduce other subjects such as
culture and society. Stories around the world are excellent to
use in the classroom, but the teacher also needs to use stories
from the students’ own culture and heritage. When the teacher

52
uses local or national stories, the students will know the background
culture and may already know the stories. Through storytelling,
students can acquire cultural literacy to make their language
learning meaningful.
Children can be creative and develop imagination when
they are involved in the stories. Besides, storytelling can provide
the students with valuable cultural input. Children can empathize
with unfamiliar people/places/situations. Children can visit
different places in the world through stories. Stories are
considered to be a useful way to link fantasy and imagination
with the child’s real world; they provide a way of enabling
children to make sense of their everyday life. They can learn
about various traditions and cultures from all over the world.
According to Harmer & Puchta (2018), as described in their
book “Story-based Language Teaching”, stories motivate students
and they create a special classroom atmosphere in which
students can connect emotionally better to the learning content
and new vocabulary. Probably it is exactly this emotional link
why stories also have an impact on how much students can
remember from the lesson. As the popular saying goes: “People
don’t remember facts and figures, they remember the stories.”
The teacher can use stories as a way to teach vocabulary
and grammar. Everybody loves a good story, especially children.
They are already familiar with stories in the mother tongue, and
the use of stories in the English classroom offers an effective
way of introducing a new language in a meaningful and memorable
context. Stories increase children’s exposure to English and
help them build their vocabulary, involving them directly in
their learning process.

53
 Eads (2006:12) summarizes the advantages of storytelling
by saying “Telling stories can reduce the stress in the classroom,
promote literacy, speaking and listening skills, help children to
develop thinking strategies and promoting their social and
emotional development – and all while they engage in a
rewarding and enjoyable activity.” Slattery and Willis (2001)
also mention the important role of stories in language acquisition
as they say, “Young learners acquire language unconsciously.
The activities you do in class should help this kind of acquisition.
Stories are the most valuable resource you have. They offer
children a world of supported meaning that they can relate to.
Later on, you can use stories to help children practice listening,
speaking, reading, and writing.” (p.96) Cameron (2001:159)
states that stories use a holistic approach to language teaching
and learning as “stories offer a whole imaginary world, created
by language that children can enter and enjoy, learning language
as they go.”
Storytelling gives students a chance to practice oral fluency
and extended discourse. They improve pronunciation and listening
skills. Students become aware of the rhythm, intonation, and
pronunciation of the language.
Stories introduce language in a comprehensible and meaningful
way. Children are encouraged to share thoughts and feelings.
They foster positive interpersonal attitudes and develop intercultural
awareness as they are also a source of cultural content thêm dấu
chấm
Stories nurture students’ love for reading. Reading broadens
children’s world. Children not only feel relaxed when reading
stories or being told stories but they also get knowledge and
maintain a good reading habit for themselves. Especially, in the

54
time of the internet where there is a lot of information, reading
habit plays an important role in life.
There are many sources for the teacher to take stories from.
First, you can take stories from your life and student life.
Stories may also come from printed materials such as books,
magazines, comics, Reader’s Digest, newspapers, and pictures.
Third, the teacher can use folk stories, fairy tales, local stories,
and legends. Fourth, the teacher can use the internet to create
stories with words and pictures.
4.2. Techniques for storytelling
4.2.1. Choosing and preparing
There are an infinite number of stories to tell. Authentic or
“real” storybooks are preferable to adapted stories as they offer
a rich source of authentic input. They are also highly motivating
and challenging. Children do not need to understand every
single word, because pictures, gestures, and intonation will
help them to understand the main gist, providing a strong sense
of achievement. Children’s literature is rich and teachers can
choose stories that are already familiar to children in their
mother tongue, such as traditional stories and fairy tales (Ellis
and Brewster, 2002). Some other genres and types of storybooks
are picture books, folktales, fables, myths and legends, poetry,
nursery rhymes, alphabet books, counting books, rhyming
books, animal stories, picture stories with no text, humorous
stories, and many others. Picture books are children’s and
teachers’ favorites because of the colorful and clear illustrations
that tell the story and provide extra information to explore.
Mourão (2010) defines picture books by saying, “What makes

55
a picture book different is the way the illustrations and the
words combine in a book format. A true picture book tells the
story both with words and pictures. The two narratives are
important and the total format reflects the meaning of the story.
An illustrated book usually includes illustrations as extensions
of the words, where the pictures are not necessary for its
interpretation. A decorated book includes small pictures or
designs, often at the beginning or end of a chapter. These
decorations do not usually enrich or extend the story, merely
decorate the pages.” (p.1) This means that in a picturebook,
pictures and text work together: pictures show, and words tell.
We can have simple picture/word dynamics or complex
picture/word dynamics. In simple picture/word dynamics,
pictures confirm the words and tell similar information. In
complex picture/word dynamics, there are gaps between
pictures and words and pictures add different information.
When choosing a story, we need to carefully select “authentic
storybooks that are accessible, useful and relevant for children
learning English” (Ellis & Brewster, 2002:8). Here are some
criteria for selecting the right story for your pupils (Ellis &
Brewster, 2002; Mourão: 2009). The theme – the story should
deal with topics children are learning about in English class.
There is a picture book for practically every possible theme.
Appropriate language level – the language should be accessible,
but rich, authentic, and expressive as well. Children should be
familiar with about 75% of the language (Mourão: 2009). A
clear storyline – children understand the story. Plenty of repetition
– if children are exposed to repeated chunks of language, they
will immediately pick them up. (Mourão: 2003) – Content – it
should be interesting, fun, motivating, and memorable and

56
should encourage participation while developing imagination
and arousing curiosity. Helpful illustrations – it should have
high-quality illustrations, which synchronize with the text; a
good visual aid provides a supportive context for language
learning and helps children understand the story. Opportunities to
learn new things in addition to language across the curriculum
(maths, history, geography, arts and crafts, etc.) We also need
to know our students as Harmer (2006:308) points out: “we
need to consider several crucial factors such as the language level
of our students, their educational and cultural background, their
likely levels of motivation, and their different learning styles.”
Also very important is to choose a story we like. As Davies
(2007) refers, “The best advice for any storyteller is to enjoy
the tale. If you have fun with it, so will your audience. No
amount of fancy presentation skill can cover up the fact that
you don’t like the tale, and if you don’t like it, you can’t expect
anyone else to.” (p.10)
Preparing
Pre-reading activities
− Show the cover and the title and talk about them
− Predict what is going to happen through the title or a picture
− Pre-teach vocabulary
− Ask questions
− Play games
While-reading activities
− Predict what is going to happen next / Guess the ending

57
 − Repeat and mime vocabulary
− Hold up cards
− Sequence parts of the story
− Yes/ No questions
Post-reading activities
− Order pictures/sequence events
− Choose another title
− Make a mini-book, a collage, a poster
− Play games
− Read or act out the story
− Sing a song
− Make puppets/masks and retell the story
− Project work
4.2.2. Activities that you can do
Sharing personal life stories. Get students to divide a
sheet of paper into four boxes and then get them to draw
pictures about one of the following or similar topics:
− My life story
− My family story
− My last holiday
The students then tell each other their story based on the
pictures they have drawn. This works well if you model this on
the board by drawing your pictures and telling your story first.

58
 Tell a short funny story, joke, or anecdote. Try this at the
beginning of class as a warm-up and ask the students if they
have any funny stories or jokes that they would like to tell you.
Stories and pictures. Get students to bring in cut-out
magazine pictures of their favorite stars. Then write different
words on the board, such as love, jealousy, fame, travel, murder,
marriage, luxury hotel, boat, fast car, money, big, dark house,
family, friends, accident, disappearance, theft, adventure,
suspicious, secretive, treasure, jewels, fortune,… Then tell the
students they have 10-15 minutes to make up an interesting
story about their favorite stars. Tell the students they can use
any vocabulary or grammar that they want to but that they must
use at least five words from the board. Students then make up
their stories and tell them to the rest of the class or other groups.
Tell the students a simple urban legend or a ghost story.
Then get them to tell you one that they know. Using pictures to
help you tell a story is always a good idea even if it is just stick
figures drawn on the board as you are telling the story.
Give students a picture of someone or a picture of a face
from a magazine. Write various questions on the board for
students to discuss in pairs or groups. Afterward, students can
introduce and present their character to another pair or group.
What does this person look like?
What do you think their name is?
Do you think they’re happy? Why?
What do you think they’re doing now? Why?
What kind of house do you think they live in?
What kind of lifestyle do you think they lead?

59
 What do you think their family is like?
What do you think their job is?
Do you think they like their job?
What do they do in their free time?
Do they have any secrets?
What would a typical day in their life be like?
Story dominoes. Students work in small groups. Write a
selection of keywords onto a set of cards (one word per card)
and give each group a set of cards. Tell them to divide the cards
evenly amongst the group. The activity aims to tell a story in a
domino fashion.
Student A puts down a card and starts the story. Then
student B puts down one of their cards and continues the story.
Then student C continues, and so on until all the students have
used all their cards and the story is complete.
Students then re-tell their stories to another group and listen
to other groups’ stories.
You can easily make up your story dominoes on other
topics such as sci-fi, urban life, football, Harry Potter, etc., or
if you are artistic you can even draw pictures on your dominoes
instead of words. This set is for a fantasy story:
ring witch white horse dragon
knight wolf broom storm
dark forest princess castle sword
wizard queen treasure mountain
envelope magic carpet cave bear
sea boat giant army

60
 Modern children’s tales. Write the names of popular
children’s stories on the board such as Goldilocks and the three
bears, Peter Pan, Little Red Riding Hood, Jack, and the
beanstalk, etc., and ask if the students know these stories and
can tell them to you.
Once the students have told you the rough outline of the
stories, put them into pairs or small groups. Now tell the
students that they have 10 - 15 minutes to recreate one of these
stories in a different genre, for example, a horror story, a
detective story, a love story, an adventure story, etc.
Tell the students they are free to add in new characters or
events if they want to and that at the end of the activity they
will vote on the most original and creative story.
Summary
Storytelling is one of the important ways to appeal students
in learning a foreign language. Students can not only develop
language skills such as listening, speaking, reading and writing
but they also enhance their understanding about various cultures
from all over the world.
Reflections
After learning this unit:
1. Share with a colleague about the challenges you might
have in applying storytelling into teaching a foreign language.
2. Share with your colleagues stories and/or techniques
that you find the most interesting.

61
 UNIT 5
MOVEMENT AND GAMES

Objectives:
By the end of the unit, learners will be able to:
 have general background information about movement
and games in language classes;
 know the advantages of using games in the classroom;
 apply strategies for incorporating games into the
classroom.

Lead-in
1. Why should we use movement and games in classes?
2. What are the criteria for choosing games?
3. How do I set up a game?
Introduction
Children are energetic. Involving movement and games in
your language activities is one of the effective teaching methods
and it is also a very natural and direct way of teaching English
meaningfully. Very young learners have characteristics as
follows:
− Children respond to language well through concrete things
(visual things) rather than abstract things.

62
 − Children need physical movements and real activities to
stimulate their thinking.
− Children will be enthusiastic if they are taught using fun
activities or being involved in activities.
− Children love to play and learn best when they are enjoying
themselves.
− Children learn well through something close to their
culture.
− Children like to work together.
If the teacher understands the characteristics of very young
learners and uses movement – a gesture or a mine – children
will be able to make sense of the language intuitively. Children
love imitating so movements and games are encouraged to be
used in classes.
Movement and games are considered to be tools to make
interesting lessons for very young learners with fun activities.
Taking part in games will help to develop sensory channels in
children’s brains. This emotional and sensory involvement
makes language memorable for children.
5.1. Advantages of using games in the classroom
Using games is a necessary tool that helps language teachers
to add colors to their classrooms by providing challenges and
entertainment. They are especially valuable for very young
learners as a source of cognition that helps them adopt sounds
and rhythms and comprehend the foreign language. There are
certain advantages of using games in the classroom.
Games in the language classroom help children to see learning
English as enjoyable and rewarding. Learners feel stressed

63
because they have to master the target language that is unknown
to them. In addition, students feel anxious about making mistakes
and being criticized and punished by their teachers. Therefore,
games help to reduce anxiety, increase positive feelings and
improve self-confidence.
Playing games in the classroom develops the ability to
cooperate, compete without being aggressive, and be a good
loser. Young children enjoy competing with their peers and
introducing a game element is a way of livening up any material.
Children cannot pay attention for too long to a language activity
because they cannot remember new words and expressions of
a language for the first time and which is not their mother
tongue. Games in the language teaching-learning process help
build a good relationship with the new language. They do not
just relax from serious learning but they reinforce the new
vocabulary as well.
Language and activity are an authentic combination for
learners. Children learn through activities. Games are learner-
centered as the fact is that the student always focus on games.
The language used in games is repetitive and/or uses basic
structures. Therefore, games create a meaningful context for
language use and they promote communicative competence.
Games increase learning motivation as students can learn
through interesting games which motivate them a lot.
Games integrate different linguistic skills. For example, the
students can use listening, speaking, reading, and writing at the
same time in one game.

64
 Games also create a cooperative and friendly learning
environment.
5.2. Strategies for incorporating games into the classroom
According to Roth Genevieve, choosing a suitable game in
teaching language skills is important. There exist some criteria
for choosing a game:
The game should be relevant linguistically. Every language
activity has its purpose and the teacher should care for the
linguistic element when choosing a game.
It should be simple to explain, set up, and play as very
young learners find it difficult to understand complex games so
the teacher should choose simple games.
Everyone should be able to participate in it.
It should be fun to attract all the students to the activity.
There are some tips for playing games:
Model the games with a clear explanation so that the students
have a better understanding of how to play the game.
If you play games with cards, ask the students to sit around
you in a circle on the floor so that they can see the cards clearly
while you explain and model.
Let the children have some trials before they start the games.
Try to give each student a chance to play so that the
competitive students will not be upset and you can maintain the
game for longer.
You can have two or three children be the winners in a
game as a fact that there are some highly competitive children.

65
 In case students hurt themselves, supply them with a sympathetic
pat on the shoulder and send them off to play.
5.3. Suggested games
5.3.1 Games to play outside the classroom
5.3.1.1 Run, run!
Purpose: This game is to teach action verbs, adverbs, and
lexical sets.
Procedure:
− Take the students to a spacious place.
− Shout “Run, run, run!”.
− Do the action while shouting to model.
− When the students recognize the action, just say without
the action.
− In the beginning, say each verb three times then once.
− After each new order, say Stop and clap your hands then
say another word.
Extensions:
− Let children play the role of the teacher and say the words
− Add adverbs or adverbial phrases to the orders. For
dấu chấm
example: Run quickly
For example:
− Add nouns after the verbs: Drive a car dấu chấm
− Use verbs that sound the same to develop the listening.
chấm than
For example: Sing! Swim! Swim
− Use the negative form. For example: Don’t sing! Dance.

66
 Useful verbs:
Ride a Watch
Run Walk Jump Play Eat Swim Swing Fight
bike TV
Throw Catch
Drink Shout Kick Climb Dance Sing Swim Fly
a ball a ball

5.3.1.2 Go to….
Purpose: This game is to teach vocabulary and basic questions
such as “Where are you going? Where are you? Where were you?”
Procedure:
− Teach the vocabulary.
− Ask the students to stand in a line, one beside the other,
facing the teacher.
− Turn around to face a wall or a board, so the teacher’s
back is facing the students. Say: “One, two, three, stop!”.
− Meanwhile, the students run towards the teacher, trying
to get as close to the teacher as possible. When the teacher says
“Stop” the students have to stop and stay completely still.
− As soon as the teacher says “Stop”, turn quickly around
and see if anyone is moving. If someone is moving, ask a
question. For example, “What’s your name?”. The student
answers the question and goes back to the starting line.
− Turn around to face the wall again and repeat the procedure.
The game finishes when a student touches the wall before the
teacher sees him. That student takes the teacher’s place while
the teacher helps him with the new language involved.
Extensions:
− Make the number sequence longer or change the questions.
For instance: “One, two, three” the first time, “Four, five, six”
the second time, …

67
 − Change the question. For example: “Where were you?”
5.3.1.3 Crocodile
Purpose: This game is to teach the use of “Can” and “can’t”
for asking for, granting, and refusing permission, “I am / we
are”, action verbs, …
Procedure:
− Ask the students to stand in two
lines, facing each other.
− The teacher stands between two
lines. The teacher is the crocodile, stretch
out your arms above the other with palms
facing each other, so your arms are like a
crocodile’s big mouth.
− Clap your palms together and say rhythmically I-AM-
A-CROCODILE!
− The students have to ask “Can I go?”, the teacher answer
“Yes, you can” or “No, You can’t”.
− When the teacher, the crocodile says “Yes, you can”, the
students have to run past him to the opposite side (exchange
places with the other line) without getting caught.
The student who gets caught by the crocodile becomes a
crocodile and has to help catch the others. All the crocodiles
make crocodile mouths with their arms and chant with you “We
are crocodiles! We are crocodiles!”. The other students ask to
go again and the game continues until there are two students
left. They are the winner.

68
 Extensions:
− Ask the students to ask permission to go to a specific
place. For example: Can I go to the movie? (the teacher can
show a picture of the movie)
− Ask them to make longer questions
− The crocodile mines the action and the students ask
questions. For instance: “Can I go to the movie?”
− In your answer, say the means of transport. For example:
Class: Can I go to the movie?
Teacher: Yes, you can go by bicycle.
5.3.1.4 Whose is it?
Purpose: This game is to teach the questions “Whose
(hand) is it? Whose (shoes) are they?” and the apostrophes for
possession dấu chấm

Procedure:
− Hang a sheet on a washing line
and make a few pupils go behind it.
− Ask the students to lift their arms,
one after the other, so that the other
students, in front of the sheet can only
see their hands dấu chấm

Teacher: Whose hand is it?

Student: It’s Jane’s hand.
When a student guesses correctly, he or she will take the
place of the person who held up his hand.

69
 Extensions:
− Ask “Whose shoes are they?”.
− Draw some funny icons on the sheet and cut out a little
hole where the nose should be. The students behind the sheet
fit their noses into different holes and the question then becomes
“Whose nose is it?”
5.3.1.5. There are two in your group?
Purposes: This game is to teach “there is / there are” and
numbers.
Procedure:
− Get the students to walk around, then suddenly say
“There are (two) in your group”.
− Go to each group and ask how many
there are in each group. Each group has to
answer using the structure “There is/are…”
− Any students who are not in a group
will be out.
− When there are not the correct number
of students in a group, and no one leaves, you
say “There are (two) in your group” so the
students separate in groups of two.
Repeat until there are only two or three students left.
5.3.2. Games to play inside the classroom
5.3.2.1 Touch something
Purpose: This game is to teach color, certain adjectives,
and other lexical sets.

70
 Procedure:
− Say the word (for example: blue) and the students have
to touch something blue.
− Keep doing that.
Extensions:
You can use this game to teach definite and indefinite articles.
For example: Touch the floor / touch a window.
5.3.2.2 The number game
Purpose: This game is to teach and revise numbers, days
of the week, months,…
Procedure:
− Say the first number in a series one and point to a child
in the class who has to say Two. Then point to another who has
to say Three.
− Do this more and more quickly until somebody makes a
mistake or doesn’t answer quickly enough. That pupil is ‘out’.
Everybody says You — are — out!.
− Continue until there are only one or two pupils left. Of
course, the pupils who are ‘out’ can also shout You — are —
out! when somebody makes a mistake.
− Help slower children by saying the beginning of the
word while you stand in front of them or by giving them the
beginning sound. However, don’t make it into a habit or they
will learn to depend on your signal.
5.3.2.3 Thumbs up
Purpose: This game is to teach “is” and “has got”.

71
 Procedure:
− Invite some students to stand in front of the class
− The other students put their heads down on their desks,
close their eyes and put their fists on the desk, with each thumb
up.
− The children standing at the front of the class silently go
to the other pupils, touch their thumbs and go back to the front
of the class.
− When you give the signal, the pupils at their desks open
their eyes. One by one, they have to guess who touched them.
They do this by describing them.
For example, she is a girl. She has got a blue sweater.
− When everybody has described the person they think
touched them, ask the ‘touchers’, “Who did you touch?”. They
answer “I touched Hera and Bruno. I touched Martin.”.
− If a pupil has guessed correctly, he goes to the front of
the class and takes the place of the pupil who touched him.
Extensions
− Ask the pupils for longer descriptions. e.g. “She is the
girl with the blue sweater.” or “She is beautiful. She has got
blue eyes”...
− Ask the pupils to use prepositions in their descriptions.
e.g. “She is a girl. She is next to Mary. She has got a blue sweater.”
5.3.2.4 Writing on backs
Purpose: This game is to teach vocabulary, the letters of the
alphabet, spelling short words, and/or listening to and giving
orders.

72
 Procedure:
− Ask the children to stand in a circle,
one behind the other so that each child is
looking at the back of another. Each child
‘writes’ a number or letter, or ‘draws’ a
simple picture on the back of the pupil in
front of him, using just his finger.
− Each child guesses what was written
or drawn on his back. For example, “It’s
number five. It’s a house.”
Extensions:
− Make the game into a chain activity in which a whole
picture (e.g. a face or monster) is drawn on the board.
− Stand the children in a line, with the front of the line near
the board.
− The pupil furthest from the board (pupil 1) draws a circle
on the back of the child in front of him (pupil 2). Pupil 2 says
to the pupil at the front of the line, nearest the board “Draws a
circle.” This pupil obeys by drawing a circle on the board.
− Pupil 2 then draws another part of the face (e.g. three
eyes) on the back of the pupil in front of him (pupil 3). Pupil 3
says “Draw three eyes” and the pupil nearest the board obeys.
This continues until the picture is finished.
5.3.2.5 What number have I got
Procedure:
Purpose: This game is to teach numbers on hidden flashcards
− “What number is it?”.

73
 − Write the number from 1-10 on the board in random
order. As you are writing, ask “Procedure:
− Hold some flashcards so that the students can’t see them.
Ask them to guess the number.
− When a student guesses correctly, they come to the
board and tick the number on the board. Show the flashcard and
say “That’s right. It’s number (six)”.
− The student who guessed then chooses the next flashcard
and hides it while the rest of the class guesses the number.
Extensions:
You can play this game with picture flashcards to practice
vocabulary sets.
5.3.2.6 Number line-up
Purpose: This game is to teach numbers.
Procedure:
− Show the number of flashcards in order. Ask the student
“What number is it?” Practice the number with the class.
− Ask the student to line up one behind the other.
− Shuffle the number of flashcards and give one to each
student. Ask the student not to show anyone.
− Ask “Who’s got number one?” The one with the number
one moves to the front of the line. Continue in this way, ask
“who’s got number two?”. Encourage the students to count with
you while they line up.
− Ask the students to say their number when they are lined
up in order.

74
 − Collect the flashcards quickly and repeat the game.
Extensions:
− Ask the students to line up with the largest number at the
front (start with “Who’s got number ten?” so they learn to count
in both directions. đóng ngoặc đơn

− If you have a large class, play this as a team game with

two sets of number flashcards.
5.3.2.7. What’s in the bag?
Purpose: This game is to teach objects which are hidden
in a bag
Procedure:
− Hold up the bag with items inside and ask the students
to close their eyes and take something out of the bag, feel the
object for a while with eyes closed, and guess: “Is it a….?” The
class says “Yes” or “No”.
− Finish the game when the bag is empty.
5.3.2.8. Stealing crab game
Purpose: This game is to review vocabulary.
Procedure:
− Put some cards with individual words on the table.
− The teacher divides students in two teams, then each
student of the team takes turns to play the game. They listen to
the teacher to read out the word, and the students use their ten
fingers to knit together then re-grasp, just let two fingers stretch
straight to make the crabs. When they listen to the teacher read

75
out a word, they pick up the card with the word. Which team is
quicker will get points.
5.3.2.9. Blind man’s bluff
Purpose: This game is to review vocabulary by topics.
Procedure:
− Teacher prepares objects of the same theme then puts
them in a box.
− Teacher calls a student to blindfold and asks the other
students to ask: “What’s that?”
− The blindfolded student must catch an object, touch,
then guess and answer: “It’s…”
5.3.2.10. Rock paper scissors
Purpose: This game is to distinguish which team can play
first and which team can play later.
Procedure:
Divide the class into two teams, the leader of each team
will play rock-paper-scissors game, whoever wins will play the
next game first.
5.3.2.11. Capture the flag
Purpose: This game is to review words, phrases, sentence
patterns.
Procedure:
− Divide the class into two teams, each team has five or
six people standing at the starting line of their team.

76
 − The teacher counts in order from one to six; each student
has to remember his number. When the teacher calls a number,
that number of the two teams quickly runs to the circle and
captures the flag placed in the circle.
− In the flag can be words, phrases, sentence patterns that
the teacher wants to review.
− The team with more flags will win.
Summary
Games are always considered to be one of the most effective
and interesting method in teaching a language as the fact that all
learners from different ages love playing games. The lessons will
become more appealing with games. There are many games that
the teacher can flexibly apply into teaching.
Reflections
After learning this unit:
1. Share with your colleagues about some games that you
often apply to your teaching.
2. Share with your colleagues some problems you might
have when you use games in teaching English and solutions to
these problems.

77
 UNIT 6
SONGS, CHANTS AND POEMS

Objectives:
By the end of the unit, learners will be able to:
 identify the importance of using songs, chants and
poems for very young English learners;
 recognize strategies of incorporating songs, chants
and poems into the classroom;
 implement songs, chants and poems into the classroom.

(Image credit: Floral set under CCO Licence – no copyright

required.)
Lead-in
1. What songs and chants in English for preschooler do you
know? Do you like them?
2. Have you ever taught them to your preschooler?

78
 Introduction
This unit first gives a general understanding about the
advantages of using songs, chants and poems for preschooler in
the English classroom. In the next section, types of songs, chants
and poems which are appropriate for young students are also
examined in details. In the last section, strategies of incorporating
songs into the classroom are presented with detailed examples.
Task 1: Work in pairs and list some songs, chants and
poems preschooler can learn easily with the teachers’ guide.
6.1. Advantages of using songs, chants and poems in the
classroom
Task 2: Cover the next section. Think of at least three
reasons why using songs, chants and poems is useful for
teaching young children a language. Then check with the
reasons given below.
Songs, chants, and poetry are commonly utilized in early
childhood education. Children like singing, chanting, and dancing,
and these activities give a good foundation for their youthful
energy. Simultaneously, songs, chants, and poetry play a significant
role in developing language abilities for preschooler.
Generally, songs, poems, and chants help children learn
language with Joy and hence they can absorb the language
more easily. Children do not have to worry about making
mistakes or forgetting since they participate in a group activity,
and even if they do not sing, chant, or read, they can still listen
to others and join in the movements. Furthermore, rhythm-based
activities are memorable, and children can recall a string of

79
words from a song, chant, or poetry more easily than they do
when they merely read or listen.
Songs, chants, and poetry are essential instruments for teaching
young children a language for the reasons listed below.
6.1.1. Psychological/Affective resource
Because of the nature of songs, chants, and poetry, they motivate
youngsters to pay attention while also being entertaining. As a
result, the youngsters will believe that what they are doing is
not frightening and that the learning activities which might not
look or be felt they are fun. Positive attitudes toward the new
language, which are critical to learning, will be built and developed
in turn. The youngsters eventually adopt the vocabulary of the
song on their own.
Songs, chants, and poems create safe environments. Children
who are timid and hesitant when they are away from their parents
can feel safe in them, especially if they have the opportunity to
sing together in groups or in class. When youngsters can sing,
chant, read and finish it, especially in front of other children or
adults, they acquire a sense of accomplishment. A sensation
that is required in language acquisition undoubtedly assists
teachers in teaching the new language. Songs, chants, and poetry
assist children in becoming acquainted with chunks of language.
Songs, chants, and poetry, by the virtue of their very nature,
push children to pay attention while simultaneously engaging
them. As a consequence, the children will believe that what
they are doing is not terrifying and that the learning activities,
which may not appear or feel joyful, are. Positive attitudes

80
toward the new language, which are essential for learning, will
be created in turn. The children gradually learn the song’s lyrics
on their own.
Songs, chants, and poetry help to establish safe spaces.
When children are away from their parents, they might feel
comfortable, especially if they have the opportunity to sing
together in groups or in class. When children can sing, chant,
read, and finish a song, especially in front of other children or
adults, they feel accomplished. A necessary feeling in language
learning surely aids teachers in teaching the new language.
Songs, chants, and poems help children become acquainted
with sections of language.
6.1.2. A cognitive resource
The song and lyrics, which are pleasing to the ears, pique
the curiosity of youngsters. Their children attention leads to focus,
which, given to their nature as young beings, is difficult to
achieve. By singing a song which they enjoy children over and
over repeat the lyrics which have the pronunciation of each
sound, some of which might be strange and difficult to imitate
at first. Repetition allows learners to anticipate what language
will come and to combine linguistic pieces as a whole.
The actions taken help learners to get seriously interested
in the language. It encourages children to learn because they
learn best when they are emotionally, intellectually, socially,
and physically challenged. When teaching children, the teacher
needs to consider their learning styles because their immaturity
makes it difficult for them to adjust to any instructional activity.
As a result, singing or listening to songs may benefit children

81
with diverse learning styles, given that rhythm-based activities
for children resemble any other child-friendly everyday activity.
Using songs, chants, and poetry will undoubtedly provide
diversity to our teaching. It is simply because they have the
ability to establish or modify the ambiance of the class, as well
as the rhythm of instruction.
6.1.3. A cultural resource
Real and culturally rich language is used in songs, chants,
and poetry. Krashen (1985) claimed that linguistic input with such
qualities provides the intelligible input necessary for acquisition.
The cultural content of rhythms informs young English learners
about the genuine value of the language. Young learners with
little global knowledge will not only learn language but also
learn language in a more meaningful way.
Young learners who learn through culturally rich language
input might benefit from exposure to cultures other than their
own. As a result, pupils have a better understanding of the
world through language learning. They will also learn about the
distinctions so that they may compare and contrast their own
culture with the English culture.
The more memorable and compelling rhythm-based activities
are, the better children will recall the language. They will remember
not just single words, but full string of words. Lexical chunk
are clusters of words that are stored in the brain as entire units.
play
If children learn to say, for example, “Let’s the part of a firemen”,
and their instructor gives them several opportunities to practice
and apply this chunk in a variety of contexts, they will remember
“Let’s play the part of a firefighters” as an item rather than a

82
collection of distinct sentences. They will find it simple to use
the phrase while stating things like “Let’s play a game.”
6.1.4. Linguistic resources
Songs, chants and poems are particularly good for English
language components.
Pronunciation
Songs, chants, and poetry are very effective for training
pronunciation. This encompasses individual sounds and sounds
in linked speech, but more significantly, stress, rhythm, and
intonation aspects. They are important for demonstrating what
occurs to sounds in linked speech, such as how particular
sounds run together: “No more monkeys leaping on the bed.”
Speaking
Singing and chanting are great techniques to practice public
speaking. Children may begin to employ language chunks
(groups of words typically encountered together, such as ‘good
morning’) in real-life interactions as they acquire confidence
and retain them. In terms of speaking abilities, children are
often eager to learn how to experience with newly-taught sounds,
which may need a significant amount of practice. Young
toddlers might benefit from songs, chants, and rhymes to help
them acquire a new sound without growing bored. They all
have a natural rhythm with a beat that repeats itself, similar to
spoken English stress patterns. Some songs, chants, and poems
can be used to train rhythm and tension as a result of these
patterns.
Listening
In terms of listening skills, youngsters may become bored
if they are repeatedly exposed to a story or conversation while

83
attempting to acquire the new words or phrases’ meaning in
context. Repeatedly listening to a rhythm-based composition,
on the other hand, may look less tiresome owing to the rhythm
and melody. Some songs, including How are you, have frequent
phrases in them and make for fantastic listening exercises. For
instance, the teachers may sing the song’s opening two lines
while the pupils respond with the song’s closing two lines.
“Good morning. Good morning.
Good morning. How are you?
I’m fine. I’m fine. I’m fine.
Thank you.”
Songs, chants, and poems can also help children improve
their listening skills by exposing them to various forms of
rhythm and intonation. Because English has a rhythm, they can
aid in the development of emotions.
Grammar
Grammar can also be practiced through songs, chants and
poems. To illustrate, the go + V-ing can be memorized by
practicing the chant repeatedly: The ants go marching one by
one. It is much more efficient to have them meet and practise
the target grammar in a meaningful and fun context. This can
be explained by the fact that young children acquire language
in chunks and cannot analyze them yet.
e. Vocabulary
Children should be given a chance to encounter new words
in a variety of settings and practice them frequently - see them,
write them, hear them, and pronounce them. Song-based activities

84
play a significant role for meaningful and memorable practice.
“Head, Shoulders, Knees and Toes”, for example, could be
used to learn body parts or “I see something blue” might be
useful for learning colors.
6.1.5. A social resource
People that gather for a social activity may converse, dine,
or sing together. Singing and chanting in a group gives children
valuable social experiences that aid in their development. A
shared song may teach children a lot since they can talk about
the rhythm, the music, the meaning, and the language. Shared
social interactions help children. It may be used to engage
anyone, especially the shy. Singing and chanting together will
also aid in the development of a feeling of class and group
identity.
When children learn something, they, like adults, want to
show it to others, especially those who are really close to them,
such as parents or close relatives. As a result, teachers should
prepare children for school occasions that need performances,
such as the end of the school year. The most responsive
audience would surely be parents. Songs, chants, and poetry
can be coupled with dances or plays to give youngsters the
feeling that they are performers for the rest of their lives. This
will make the children’s English learning experience more
enjoyable.
Task 3: Fill in the blanks with correct words in the box.
natural rhythm activity memory melody brain accepted fun

1. Songs, chants and poems may influence the class mood

and the _______ of our lesson.

85
 2. Songs, chants and poems are well _______ by children
and they are fun.
3. They have been shown to improve _______.
4. Because of the rhythm and _______, listening to a song
over and over again can seem less monotonous.
5. When singing and chanting, young learners practise a
much more _______ English.
6.2. Types of songs, chants and poems
There are types of some songs, chants and poems that can
be used to teach English for young learners:
Mathematics
It is likely that a majority of children like learning numbers
and counting. The teacher can teach them such as “Ten in a
Bed”, “When I Was One (chant)”, etc.
Science
Science-related songs, chants and poems can be more active
for learners. They can be about animal songs, seasons, the body,
food, plants, color: “Itsy Bitsy Spider”, “Days of the Week
chant”, “I’m a Little Teapot (Poem)”, etc.
Social Studies
Young learners also need experience which is important in
their society and environment. The teacher can give them
songs, chants such as “The Whisper Song”, “Birthday chant”,
“See you the next class chant”, “Stop That Noise (chant)”,
“Peace, Love, Hope (Poem)”, etc.

86
 Language arts
The language and music are interwind. Music is an effective
way to teach language since connect with words and phrases:
“Twinkle, Twinkle, Little Star”; “Alphabet Chant”, “Persona
Poems”, etc.
Task 4: In groups, discuss the challenges of using songs,
chants and poems to teach English for very young learners.
6.3. Strategies of incorporating songs into the classroom
6.3.1. When and how to use songs, chants and rhymes?
Songs, chants, and poems may be used at the beginning, in
the middle, or at the end of any lesson. Teachers may use them
in the language classroom for a variety of goals, such as quick
warm-ups to start the sessions, new language introduction,
review and language rehearsing, the ambiance alternatives, or
capture of everyone’s attention. When using music in the English
classroom, teachers must choose songs that are suitable for the
age group being taught, as well as indicate the linguistic element
that will be practiced or reinforced (pronunciation, grammar,
vocabulary, spelling, etc.). Before working with songs, chants,
and rhymes, it is essential that the following procedures are
undertaken:
● Playing the song or rhyme for the students to hear.
● Singing the song or rhyme with the whole class, utilizing
mime, gestures, or visual aids to depict high frequency phrases
or expressions (flashcards, images, mime, puppets).
● Reading and singing with the whole class.

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6.3.2. Ways to use songs, chants and poems
There are many ways to use songs in teaching English to
children. The proposal of exploiting them in the following categories.
Starting school may be a scary experience for a child. The
strange overpowering monster known as the teacher who insists
on making the children do this and that must be a novel, but not
always joyful experience for the child, yet the child has no
choice but to confront this thing all day. As a result, a plan to
mitigate the impact on children must be established. Songs, rhymes,
and chants can be used in some or all of the classroom management
procedures to create child-friendly classroom management and
to present the new language in an interesting way.
To line up the children in Chanting: “Let’s go in, let’s
entering the class go in, let’s go in”
To warm up Rolling rolling
To greet the children Good morning to you
To present new language
What’s your name?
functions
To present new vocabulary on
You can ride a bike
transportation
To present number Ten in the bed
To present body’s parts Bath Song
To present the vocabulary of
Old MacDonald had a farm
animals
Task 5: Work with a partner and add more songs, chants
and poems to the list.
Task 6: Are the following sentences True or False?
1. Teachers should choose songs, chants and poems that
have simple, easily understood lyrics.

88
 2. Songs, chants and poems for very young learners are
easy to hear and fast.
3. Songs chosen should link with a topic or vocabulary that
children are studying in class.
4. Teachers have to make sure the key vocabulary is understood,
after introducing the song/chant/poem.
5. Teachers should think of suitable movements to go with
the song/chant/poem.
6. Songs, chants and poems can be used in every step of the
teaching and learning procedure. For example, greetings, classroom
management or the end of the lesson.
7. Songs, chants and poems are very rich learning resources
for they are loaded with values and culture making the English
learning more fun and meaningful.
8. There are a few songs, chants and poems for all children’s
activities which can be used to design learning activities.
9. The activities are meant to promote meaningful interaction
in the learning process which will make the lessons.
10. Songs, chants and poems are not useful for more academic
learning programmes.
Task 7: Pair work
1. Look at the following chants. Underline the words which
you would act out in this chant.
2. Can you write another short chant? Practice chanting
with your partner.

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 thêm phẩy
I can jump I can jump,
I can hop thêm phẩy I can hop,
I can clap thêm phẩy I can dance,
And I can stop! And I can stop!

I can jump, I can jump,

I can hop, I can hop,
I can run, I can sit,
And I can stop! And I can stop!
Task 8: Group work
1. Look at the following activity. In groups, role play this
activity.
2. Design a learning activity for the following song.
“Little sunny water, sleeping in the corner
Wake up, wake up
Wash your face and make a bumble shake
Oh, shake it to the right, and shake it to the left
Point to the east and point to the west
Point to the one whom you like best”
Summary
This chapter has looked at numerous benefits of incorporating
rhythm-based activities in English teaching for preschooler.
Clearly selected and adapted, songs, chants and poems can
offer a rich source of language input.
Reflections
After learning this unit:

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 1. Discuss with a colleague/friend about the challenges of
incorporating art, crafts and displays into language classroom
for preschooler.
2. Build up a repertoire to develop a wide range of songs,
chants and poems that are suitable for the age group you teach
and the context you work in. For example:
Cultural
Language curriculum,
Title Age group
focus topic or story
link
“Head,
Parts of the Drama
shoulders,
body Physical 3-5 years old
knees and
Conjunctions education
toes”

3. Based on the following example, design your own activity

using songs, chants or poems.
Part of the body
Head, shoulders, knees and toes
Head, shoulders, knees and toes, knees and toes.
And eyes, and ears, and mouth, and nose.
Head, shoulders, knees and toes, knees and toes.
Actions: the children touch the parts of the body in the song.

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 DESCRIPTION
Level All
Age group 2-5 years
Time 10-20 minutes
Linguistics: to link words with actions, to internalize
the sounds and rhythms of English
Aims
Others: to foster a feeling of rhythm, to love music,
and to provide an outlet for the children’s energy
As the children listen to and sing songs, they do
Description
actions accordingly.
Materials Speakers, video
Listen to the song beforehand and practice doing
Preparation
the actions
The basic rules for performing action songs in
class are as follows.
1. Play or sing the song once or twice while the
kids are only watching, so they may start to pick
up the rhythm and tone.
2. Repetition of the song should now be performed
or sung, and you should ask the audience to clap in
In-class
time and hum along.
3. Invite them to join the activity with you.
4. Request them explain the song’s meaning to you
based only on the actions.
5. Repeat the song. The kids participate in the
activities and, if they want, sing along with the
lyrics.

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 UNIT 7
VOCABULARY AND GRAMMAR

Objectives:
By the end of the unit, learners will be able to:
 understand the principles of teaching vocabulary
and grammar to very young learners;
 create some vocabulary and grammar activities;
 raise teachers’ awareness about how children’s a
vocabulary/grammar develops.

Lead-in
1. How do very young learners acquire vocabulary?
2. How do we teach very young children grammar?
Introduction
According to Pinter (2006), It takes a lot of practice,
recycling, and direction from the teacher to help students
acquire grammar, which is a difficult process. It’s not easy to
teach children grammar so teachers should find the best ways
to make it meaningful, interactive, and fun. The more important
thing is grammar should be linked and recycled. Furthermore,
teaching vocabulary for preschool children is a challenge for
teachers because they learn for fun so teachers must find fun
and exciting ways to introduce vocabulary. To teach grammar

93
and vocabulary effectively, teachers must understand the principles
of teaching them and choose the appropriate activities to meet
children’s demand.
7.1. Principles of teaching vocabulary and grammar to very
young learners
7.1.1 Principles of teaching vocabulary
Young children pick up the language quickly but take
longer to pick up the structure. This may be due to the fact that
structures are less obviously beneficial than words, as “Pencil!”
frequently yields the same response as “Can I have a pencil?”
pena also appear to acquire words holistically; for instance,
“I’ve got” (laivgot) was something I learned as a whole rather
than breaking it down into its component pieces. Therefore, to
teach young children structures, we must repeatedly use the same
structures in various meaningful settings while employing a
range of terminology. This recycling of structures may already
be present in some of the more recent course books. However,
if it is not, teachers must create it by returning to earlier chapters
or adding supplementary material.
Older kids are better able to break down and analyze the
language they hear and see in its elements. They can combine
components of expressions they have already learned to create
new ones. The explicit teaching of grammar is in and out of
fashion; teaching grammar for its own sake can be very dry and
only sometimes results in being able to use the language
effectively. On the other hand, understanding the structure of a
language within meaningful contexts is a powerful tool for
children to use to communicate effectively.

94
 The best way to learn vocabulary is when the meaning of
the word or words is demonstrated, such as by an image, an
action, or a real object. The word(s) should then be used with
the youngsters to “fix” them in their minds - this aids in the
relationship between the words and other terms.
7.1.2. Principles of teaching grammar
Children cannot be taught grammar directly because the
rules are too complex to comprehend. However, by providing
kids with suitable opportunities to practice and use language,
we may aid them in developing their internal grammar. We can
assist them in recognizing the language and linguistic patterns.
Children need knowledge of what, why and how they learn
grammar. To find the best ways to teach preschooler grammar,
teachers should consider three big questions: Why, how, and
what.
Teachers should provide young learners with various
opportunities to use grammar in a meaningful and purposeful
way. Three main grammar components must be considered:
meaning, use, and form.
● Meaning
● Use of the new items
● Form
In addition, it is necessary to know why preschooler need to
learn grammar. Suppose children understand the meaning of the
new language item or structure and see an exciting purpose in
their activities. In that case, they are more likely to be interested

95
and fully engage with the activity. This will help them to pick
up the new language quite naturally, if and when they are ready.
Knowing about the form of a new item of grammar, e.g.
how the past tense is formed, is important but only one part of
learning grammar. If children only know about form, their
knowledge is passive and will not be available for use in
communication.
Furthermore, teachers should introduce preschooler to the
new language in a situation that will aid in their comprehension and
usage. Additionally, they need to understand why using the
language is interesting. Teachers can create gripping / funny
situations / dialogues with children or puppets / realia through
stories, mini-dramas, TPR (action chains), role-play activities,
and pictures. Preschooler can learn better when activities involve
their experience. Here are some examples of setting the context
for grammar lessons.
E.g. Today is Cindy’s birthday. We are going to listen to a
story about her birthday party. Find out how many people came
to the birthday party. Find out what gifts they bring.
Deliberate Practice (Focus on form and meaning).
Children need to remember the new language items, learn
to say them accurately and pronounce them correctly. Do this
through lots of supported practice activities. This requires much
repetition, but it has to be done in exciting ways, or children
will get bored. Teachers should use various activities to keep
their motivation during lessons - chain drill, but with attention
to meaning.

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 Use (Focus on Fluency)
Children need opportunities to use the language in appropriate
situations to communicate with others, to personalize the language,
to use it for playful or imaginative purposes through activities like:
● Information gap / Communication activities
● Games
● Quiz
● Creating dramas / role play
● Giving and following instructions to do and make things
● Project work
● Creating funny rhymes, songs and poems
Attention to Form (Focus on Accuracy)
Children do not naturally notice the form of the language.
We need to draw their attention to it at some point in the lesson,
so they become more aware of the language and how it is said
or written accurately. However, we do this only after they have
understood the meaning and used the language in a context.
Attention to form will only make sense to children if it is
based on their use of the language in context. If you begin with
attention to form, you make it hard for children to use their
meaning-making instincts. They will not be motivated to participate.
You can draw attention to form through some games. Teachers
can use written activities, e.g. sentence completion, worksheet,
filling in the gap, and rearranging words to make sentences or
dialogues, which make children pay attention to meaning and

97
form. In addition, awareness raising activities are exciting, e.g.
What is similar about these sentences?
He is walking. She is sitting. He is running.
Dealing with Errors
Preschooler may make some mistakes during the time they
learn grammar. However, they are too young to understand
complicated things, so teachers should be tolerant of errors as
they provide valuable evidence of learning.
If children are involved in a communicative activity, do not
interrupt. Make a note of errors and give feedback later. When
children practice with a focus on form, correct and encourage
self-correction. Language lessons need to provide opportunities
to develop the following:
bỏ bớt 1 space
Fluency: use language quickly and without hesitation
Accuracy: use the language correctly / accurately without
error
Complexity: help children’s internal grammar grow, e.g.
a pen  a black pen  a pen with a striped top
7.2. Activities to teach vocabulary
7.2.1. Flashcard ideas
The activity can be used to present and revise vocabulary,
drill structures and actions to help children relate words to
images.
Flashcards (picture cards) are an invaluable way of introducing
and revising vocabulary and can also be used to drill simple
structures and functions.

98
 Teachers can prepare in different ways, as follows:
1. Get your children, colleagues, friends, and acquaintances
to bring you colour med bring you colour magazines of all
types, women’s magazines, etc.
2. Go through them from time to time and cut out any pictures
that you think could be useful, for instance, to illustrate topics,
nouns, verbs, adjectives, structures, situations, or functions.
3. Put the pictures into categories.
4. When you use the pictures, stick them on thin cards and,
if you use them a lot, cover them with sticky-backed plastic or
a thin plastic bag.
After the preparation, teachers can apply this in the class:
1. Show the children a flashcard with a picture on it. Say
the English word clearly, and then they repeat it all together.
Go on to the next card.
2. When you have shown them about ten cards (the number
depends on the age of the children and the difficulty of the words),
go back to the beginning and hold up the first card again.
3. This time, wait and see if anyone can remember the
word. There is usually at least one child who can more or less
say the word; give this child encouragement and help with
pronunciation, then use him or her as a model for the rest of the
class. Continue with the rest of the cards. This technique
encourages the children to listen to you carefully and stops
them from being simply passive absorbers (or non-absorbers!).
In addition, there are some follow up with this kind of
activity:

99
 Follow-up 1:
Prepare a set of word cards to go with the pictures you want
to work on. Stick the word cards on the board, give out the
pictures. and ask the children to stick them on the board beside
the word they go with.
Follow-up 2
Give each child a flashcard which illustrates something
easy to mime. They should not let anyone else see it. Ask the
children in turn to mime what is on their to the class. The rest
of the class has to guess the English word.
Follow up 3
Prepare a set of cards with two pictures of each object. Give
out the cards to the class and ask each child to find another with
the same object by asking questions such as “Have you got a
(cat)?”
Follow up 4
Use the cards as cues for structures or functions. For example,
a swimming pool could be the cue for “She’s swimming, She
can swim, or Let’s go swimming.”
Pairs of cards can be used to practise comparatives, for
example. This car is more extensive than that car, or to find
something that both cards have in common, for example, “They
are both red, or a difference. This car has four doors, and that
car has two doors.”
You could also draw your own flashcards or copy pictures
from books if you need more confidence in your drawing ability.
(Adapted from Young learners by Alan Maley)

100
7.2.2. Vocabulary networks
This activity can be used to present and practice groups of
related words. It often lasts for 20 to 30 minutes. It is excellent
to present groups of words.
1. Give out copies of a diagram or draw it and get each child
to copy it onto paper.
thêm dấu chấm sau
số thứ tự
2 Write the topic in the middle circles in English and then
ask each child to put a word in their language (related to the
thêm
topic) on the dấu chấm
bottom linesau
of each of the outer circles.
số thứ tự
3 Then, either in groups or letting the children ask freely
around the class, get them to try the top lines of the outer circles.
As they run out of ideas let them turn to dictionaries, and if all
thêm dấu
else fails, allow chấm
them to sau
ask you.
số thứ tự
4 Finally, ask them to draw a picture of the word in each
circle.
It is generally accepted that vocabulary is best learned (and
taught) in groups of related words. Such groups are sometimes
referred to as ‘lexical sets’ or ‘word families. For more ideas,
see the Further Reading section at the end of the book. As
always, with translation and dictionaries, you need to be careful
that the translation is appropriate.
(Adapted from Young learners by Alan Maley)
7.2.3. Guess the words
This activity is used to present vocabulary, to practise
guessing meaning from the context in 25 minutes.
The children read a text that is mostly in their first language
but has some English words mixed into it. They use the context
to guess the meaning of the English words.

101
 Preparation
1. Find or invent a suitable text for your children, if possible,
with an illustration that will help the children’s comprehension.
2. Select the words that will be in English (the context should
make their meaning clear).
3. Rewrite the text with the English words and make copies
for the children.
In class
1. Write the text’s title on the board and get the children to
look at the picture. Ask them what they think the text is about
and to me words, both in English and their first language, that
suggest some words, both in English they think will be in the
text.
2. Tell them the text in their language but that you have
hidden some English words. Give out the copies and ask them
if they can tell you the English words.
3. They reread the text and, in pairs, try and work out what
the English words mean. You can make this easier by giving
them the translations in a box and asking them to pick out the
most suitable one.
This activity only introduces the words, and then the children
should be given a chance to use them in context.
(Adapted from Young learners by Alan Maley)
7.2.4. Odd words out
This activity is used to help students to learn about word
families. The children are given sets of words and have to
decide which words do not fit in the set.

102
 Preparation
dấu nháy

1. Make about ten sets of four or five words, with one ‘odd
word out in each set. The words may be ‘odd’ for several reasons,
for example:
thematic: cat, fish, flower, dog
sound: cat, dog, hat, fat
grammatical: jump, think, swim, fast
shape/size: mouse, ant, frog, elephant.
At first, the ‘odd’ word should be obvious, but as the children
get used to doing this kind of task, you can make the ‘odd’ word
more subtle.
You will often find that the children come up with perfectly
reasonable suggestions that you have yet to think of, for example,
in strawberries, apple, cabbage, banana.
You could say the odd one was the cabbage because it is a
vegetable, or the banana because it is not round, or because it
is tiny! All are pretty acceptable, as the children can justify their
answers.
2. Write out the sets of words and photocopy them, write
them on the board, or make a poster.
In class
1. Write a set of words on the board and ask the children to
identify the odd one. Make sure they explain them to you in
English or their first language.
2. When they have understood the concept, give them the
sets of words.

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 3. They can work individually or in pairs - working in the
pairs can result in a valuable exchange of ideas.
4. As they finish, get them to compare their answers with
another child or pair, and then go through the answers with the
whole class, asking the children why they chose particular answers
This is a straightforward activity, but it requires the children
to use the concepts of categories and criteria. It is helpful to
make a series of sets of words and keep them in the folder in
class to give to children who finish another activity and eat
Task 1: Design one vocabulary activity for an imagined
lesson

Name of the activity

Vocabulary topic

Level of learners

Time

Numbers of learners

Procedures of the activity

7.3. Activities to teach grammar

7.3.1. Poker Face
Each child has four cards showing an object. Player A
holds up one card with the picture facing him so B cannot see.
A: I have got a dog. (the picture shows a cat)
B: No you haven’t.

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 Player B is correct in her guess, so she puts down one of
her cards on the table. It is now her turn.
B: I’ve got an orange. (picture) (holds up a picture of orange
so that A cannot see)
A: Yes, you have.
A is correct in his guess, so he can put down one of his
cards.
If a player makes a wrong guess, he cannot put a card down,
but the other player can.
The winner is the one to get rid of his/her 4 cards first
Note: Children get lots of repetition in using the
question-and-answer pattern, but it is done in a game-like way,
so children are not aware of the repetition.
7.3.2. Jumping the Line
Language focus: Singular and plural forms of countable
nouns
Level: elementary
Procedure
1. Draw a line on the floor in the classroom where there is
space or do it outside
2. One side of the line is for ‘one thing’ and the other side
of the line is for’ more than 1’.
3. The teacher stands in front of the learners. Children stand
on one side of the line facing the teacher.
4. When the teacher says ‘cat’, children stay where they are.
Children must jump to the other side when teacher says ‘dogs’.

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 5. Learners who are on the wrong side are out.
6. Learners who are out can take turns to be the teacher.
Note: In large classes, jumping the line can be substituted
by standing up or down or facing forwards, facing backwards
Task 2: Work in groups, and list all grammar points
should be taught for preschooler

Grammar Activities and

Learners’ age Reasons
points Procedures

Summary
Teaching grammar and vocabulary for preschooler is a big
challenge for teachers. If teachers understand their principles,
they will find the best ways to teach pre-school students. There
are various activities which teachers can use to make lessons
more interesting and motivate young learners to participate
actively. The reason is that it might be difficult to inspire children,
especially preschooler, to study grammar. Asking children to sit
down and explaining the rules are not a good choice. Children
should be put in an environment where language is all around
them. The setting and the manner teachers communicate with
students help them acquire English better. They have enough
time to analyze the language they hear and comprehend. They
start to utilize it to express themselves once they are ready.

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 Reflections
1. How important is it to teach grammar to young children?
2. What are some fun ways to teach vocabulary in English
for very young learners?
3. What do we need to do to teach preschooler grammar?
4. Apply some grammar and vocabulary activities in your
own teaching context, and explain why you choose those?

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 UNIT 8
TEACHING SPEAKING FOR VERY YOUNG
LEARNERS

Objectives:
By the end of the unit, learners will be able to:
 understand the principle of teaching speaking for
very young learners;
 develop fun, educational speaking activities for very
young learners.

Lead-in
1. What is the most important aspect of teaching very young
children to speak another language?
2. Have you taught very young children speaking lessons?
How did you approach teaching them?
3. What characteristics of a good speaking lesson for very
young children?
Introduction
This unit will help you understand the principle of teaching
speaking for very young learners. The first section will explore
the theory behind teaching speaking for preschooler. The second
section will discuss activities to teach this skill for children.

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8.1 Principle of teaching very young children speaking
8.1.1. What is Speaking?
Speaking is a productive skill. Theoretically, according to
O’Grady (1996), it is a mental process. This means that it is a
psychological process by which a speaker puts a mental concept
into some linguistic form, such as word, phrases, and sentences
used to convey a message to a listener. So the speech production
is the process by which the speakers turn their mental concept
into their spoken utterances to convey a message to their listeners
in the communicative interaction.
Much recent work on optimal conditions for the teaching
of speaking in second and foreign language classrooms has
been grounded in educational psycholinguistics or in cognitive
and social psychology. Theoretical constructs for language
pedagogy have been drawn extensively from empirical studies,
underpinned by the central notions of second language acquisition:
communicative competence (Canale & Swain 1980); comprehensible
input (Krashen, 1985), negotiated interaction (Ellis, 1990; Gass
& Varonis, 1994; Long, 1983; Pica, 1989), input processing
(VanPatten and Cadierno 1993), developmental sequences and
routes of acquisition (Meisel & Pienemann, 1981), and communication
strategies (Faerch & Kasper, 1983). Such constructs are widely
taught in teacher preparation programs in second and foreign
language teaching and clearly have relevance to oral language
instructional practice.
Speaking, as it relates to very young learners, is one way
for them to play, in this case, playing with words and sounds.
According to Cook (2000) in Linse (2005), there are many
different ways that children play with words and language,
beginning with the tickling rhymes that they hear as babies and

109
continuing with other sorts of play which involve both the form
and meaning of language. Play is a vital and important aspect
of a child's development and language is part of that play.
Children also experiment with the language when they are with
their parents, family, siblings, and friends. They experiment
and play with the utterances that are made to form words and
phrases, such as “bye bye” and integrate these words and
structures into their real and imaginary play. Children are good
interpreters. They learn the power of their spoken words. They
observe how a word can impact an adult’s feeling and how they
respond to that kind of words. They learn that, although they
may be physically small and weak, their words can be used to
provide joy, and also the opposite. A child learns that a simple
utterance such as “I love you, Mommy” can delight a parent.
They also learn that some words can cause hurt feelings and
bruised egos, and they use it as a weapon. Therefore, if their
adults pay more attention to them when they speak bad words
than when they speak a good one, as they will use it as a weapon
to get attention.
8.1.2. Background to The Teaching of Speaking
Speaking is equally important in children’s overall language
development. It is the first output after the first input (Listening),
long before they can write. Teachers who work with preschooler
recognize how important it is for children to develop strong
speaking skills. Speaking is the way they communicate about
what they feel or what they need, and also the way their adults,
such as parents and teachers, to communicate what is good and
what is bad. If a child tends to do something bad or has an
aggressive behavior, such as bullying his or her friends, maybe
that is because she or he cannot communicate well enough to
tell what she or he feels or needs.

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8.1.3. The Development of Speaking Skills
Preschooler, since they are “young” and their speaking
equipment has not yet developed perfectly, will probably have
limitations in speaking. Young children learning English as a
foreign language do not develop English Language skills more
readily than older learners. However, they have a clear advantage
when it comes to pronunciation if they begin learning English
as a foreign or second language at an early age (Birdsong,
1999). Nevertheless, there are some phonemes which children
have difficulty with. Sometimes the cause of difficulty can be
as simple as baby teeth that have fallen out and are not yet
replaced by adult teeth, or a child may have just received dental
braces and may be slightly struggling with different phonemes
because of this. So, teachers sometimes need to carefully look
at children’s mouths when they are having trouble pronouncing
different sounds. Also, teachers need to consider Mean Length
of Utterances (MLU) and overgeneralization of errors to avoid
unrealistic expectations. The expectations for children learning
English should not be greater or more demanding than the
expectations for children learning to speak in English as their
native language.
8.1.3.1. Mean Length of Utterances
Mean length of utterances (MLU) are the number of
morphemes found in sample of a child’s utterances. A morpheme
is the smallest unit of a meaning in a word. There is some
debate about what the MLU is for children of different ages.
However, it is widely accepted that preschooler produce MLUs,
which are shorter than older children. The expectations for
speaking for children should be tailored to their development.

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8.1.3.2. Overgeneralization of Errors
Children, once again, are very good at interpreting meanings
and they can see the patterns that occur in a sentence. According
dấu phẩy
to Brown (2000) in Linse (2005), children have a tendency to
overgeneralize grammar rules when they are learning English.
Generalization is a vitally important aspect of human learning
and involves inferring and deriving a rule, or law. For example:
I seed a movie, I buyed an apple. Overgeneralization can also
occur when a learner takes rules from his or her first language
and applies them to a second or foreign language. For example,
a Vietnamese - speaking child learning English might say,
“Door green”, or “The house big”.
When teaching children to speak a second or foreign language,
it is important to keep in mind the development of their skills
in their native language. Time should be spent at home or at
school helping children to develop skills in their native language
because becoming proficient in any language requires attention
to the process. ESL and EFL instructions should not be an
expense of first language development.
Task 1: Use these words to fill in the boxes in Figure 8.1:
Enjoyable - Full of practice - Meaningful - Purposeful - Social -
Supported
1.
2.
3.
4.
5.
6.

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 Figure 8.1. The challenge of teaching children

Task 2: Talk to your partner about your understanding

of the principle of teaching speaking to young learners and
what to avoid.

113
 Write down answer to the question:

8.2. Classroom Techniques and Activities

There are many techniques and activities the teachers can
choose for their very young learners. The choice should be based
on the aims of the program coupled with the learners’ stage of
development. Brown (2001) stated 7 principles for designing
speaking techniques:
1. Use techniques that cover the spectrum of learners' needs,
from language-based focus on accuracy to message-based focus
on interaction, meaning, and fluency.
2. Provide intrinsically motivating techniques.
3. Encourage the use of authentic language in meaningful
contexts
4. Provide appropriate feedback and correction.
5. Capitalize on the natural link between speaking and listening.
6. Give students opportunities to initiate oral communication.
7. Encourage the development of speaking strategies.
8.2.1. Audio-lingual Method (ALM)
This method is based on the notion that one can learn language
by developing habits based on the patterns of language

114
 dấu phẩy

(Celce-Murcia, 2001 in Linse, 2005). There are two important

features of ALM which can easily be adapted for the young
learner classroom: drill with choral response and dialogues.
According to Prator and Celce-Murcia (1979), in Brown (2001),
the characteristics of the ALM may be summed up in the
following list:
1. New material is presented in dialogue form.
2. There is dependence on mimicry, memorization of set
phrases, and over-learning.
3. Structures are sequenced by means of contrastive analysis
and taught one at a time.
4. Structural patterns are taught using repetitive drills.
5. There is little or no grammatical explanation.
6. Vocabulary is strictly limited and learned in context.
7. Great importance is attached to pronunciation.
8. Very little use of the mother tongue by teachers is permitted.
9. Successful responses are immediately reinforced.
10. There is a great effort to get students to produce error-free
utterances.
8.2.2. Communicative Language Teaching (CLT)
It is an approach from spirited 1970s and a philosophical
orientation that connects classroom-based language learning
with the language that learners needing order to communicate
outside the classroom (Nunan, 2003). The primary goal of this
language teaching is enabling students to use the language to
communicate. Communication involves using language functions

115
as well as grammar structures, so it is necessary to connect
classroom learning to the real-life child–focused situations
where children use language. CLT with children is slightly
different from CLT with adults in part because children often
enjoy playing the role of an adult or grown-up. In CLT, the
focus is on getting the message across and helping children
acquire fluency. In some cases, the language will need to be
adjusted to meet the language level of the young learners. In
other cases, the communicative task will require language that
the children have not yet learned.
8.2.3. Other Techniques and Activities
There are many other techniques and activities that teachers
can use for their speaking classroom. We live in, what Professor
Kumaravadivelu describes as, post method era, where there is
no such a thing as the best method. It is the teachers’ decision
to determine which kind of method that suits their students
most. The teachers can take a little bit of ALM and combine it
with a little bit of CLT and create a new method, such as
described below.
a. Games
Play is a purposeful activity and games are a part of playing.
Games are a very appropriate teaching technique in the young
learner classroom. There are many kinds of games the teachers
can create. The examples are Memory games, This and That,
Role play, Guess games, etc.
b. Talking and Writing Box
Teachers can experiment with this kind of method. They
can put the pictures or topics in the box and the students can

116
choose one that is interesting to them, or teachers can do it like
the example below: The teachers can show a funny picture, the
funnier the better, and give students some multiple choices
relating to the language focus and also give them choice to give
their own opinion.
Example:
What do you think the boy is doing?
a. He is singing
b. He is dancing
c. He is crying
d. What is your suggesting
c. Tongue Twisters
This method can be used to teach pronunciation in a fun
way. Children may have trouble pronouncing certain English
language sounds. For example, children who speak some Asian
language may have difficulty pronouncing the English –
language sounds /r/ and /l/ because of the way that they occur
or their absences in their native languages. Sometimes, the
difficulty also occurs because children often do not know how
to form their lips and mouth in such a way as to correctly
articulate the sounds.
Children adore tongue twisters because they perceive saying
the sounds as agama or challenge. Tongue twisters generally
have the same phoneme repeated over and over again, which is
quite hard. The examples of tongue twisters are:
Sally sells seashells at the seashore
If Peter Piper picked a peck of pickled peppers, where’s the
peck of pickled peepers that Peter Piper picked?

117
 d. Error Correction
Teachers of young learners must spend time correcting
not only behavior but also errors. But if teachers correct every
single error that children make, it would be utterly exhausted.
It is not necessary for teachers to respond to all errors, but it is
better to decide which kind of error that is important to be
focused on. Teachers also need to consider the way they respond
to errors because embarrassment and shame are two of the
things that can be potentially damaging to young learners. The
example of how to do error correction is:
T: What does she do at 6.00?
S: She do her math homework at 600.
T: She does her math homework at 6.00. Yes, she does her
math homework at 6.
Task 3: Discuss the following activities with your partners.
Add another speaking activity you can apply in your speaking
lessons for preschooler.

1. Activity : Throw the sticky ball

xoá space trước dấu
Class size: Small
hai class
chấm

Step 1: The teacher will stick pictures of previous lessons’

vocabulary on the walls all around the classroom.
Step 2: The teacher will divide class into 2 or 3 groups.
Step 3: The teacher will read out a phrase or a brief
sentence on the wall, such as “It’s a big blue ball,” and then
the students place sticky balls on the same pictures and

118
repeat the phrase. Whoever completes their task the quickest
will win.
2. Activity: Show and tell
Class size: Medium size
This activity is effective because can help young learners
feel free to share about theirs favorite things / toys. They are
all always so excited to talk about something they really love.
Here are some steps to help you use this activity in your
classroom: xoá space
Step 1: Let them know on Friday weekly, we have “ show
and tell” on schedule, let’s bring an object that you really
love into the class.
Step 2: Young learners show and introduce to all class
about their things / toys that they bring to school.
Step 3: Teachers or other students in class can ask any
questions that they want to know, and the owner will give
answer to all.
3. Activity: Secret Message
xoá 1 space
Class size: Small
This activity is effective because it’s so fun and it can
focus on listening and speaking as well thêm dấu chấm

Here are some steps to help you use this activity in your
classroom:
Step 1: Make two teams and have each stand in a line.

119
 Step 2: Take two students from the front of each line
outside the classroom and whisper a word / phrase / sentence
to them.
Step 3: Then the students come back and whisper the
sentence to the next student, who in turn whispers it to the
next, and so on down the line.
Step 4: The student at the end either writes the correct
word / phrase / sentence on the board or says the sentence to
the teacher.
Step 5: Points are awarded: 2 points for a perfect sentence,
1 point for nearly perfect and a bonus point if the team
finished first and got the sentence right. Then do it again
with two new students. xoá 1 space
Now your turn, write down some key words to answer
the question:

120
8.3. Managing Speaking Activities
Managing learning activities is, sometimes, problematic.
According to Ellis (1997), in Linse (2005), when looking at
language teaching, it is important to consider the technical
knowledge of how people learn language with the practical,
implicit, and intuitive knowledge that is gained through actual
experience. So, it is important to understand the basic theory,
but it is more important to do it and have a bunch of experiences.
It is crucial for teachers to have well planned lessons to
maintain a certain level of control in your classroom. During
the speaking activities, the noise level alone can quickly
escalate and disturb other classes. It is not effective, even
contra –productive, for teachers to shout, “ALL RIGHT
EVERYONE, BE QUIET!”, when they themselves are contributing
to the noise level. Instead, teachers need to find their unique
way to develop a visual cue to get children to be quiet and listen
for the teachers’ instructions.
Summary
In order to teach speaking for preschooler effectively, we
need to understand the principle of teaching speaking for this
age group and then apply these principles into activities for
preschooler to learn speaking. In this chapter, we have learned
that:
Speaking, as it relates to children, is playing with words
and utterances.
− Speaking is equally important in children’s overall
language development, but they still have limitations in MLU
and pronunciation.

121
 − Every method has its own strengths and weaknesses. It
is up to the teachers to choose the most suitable one to be
applied in their classroom.
− It is a must to spend time correcting not only behavior
but also our students’ error. However, we need to select which
one is more important.
− Speaking activities could lead to high noisy level, so
teachers must have their unique way to manage their classroom.
Reflections
After learning this unit:
1. Share with a colleague / friend about challenges you may
have in teaching speaking to very young children and how you
can overcome them.
2. Design a speaking activity for your class using principles
discussed in this chapter. Try it and see how it works.

122
 UNIT 9
ARTS, CRAFTS, AND DISPLAYS

Objectives:
By the end of the unit, learners will be able to:
 identify the importance of using arts, crafts, and
displays for very young English learners;
 recognize strategies of incorporating arts, crafts and
displays into the classroom;
 implement arts, crafts and displays into the classroom.

Lead-in
1. Do you think arts, crafts and displays are useful for every
young English learners?
2. How far do you agree with the view below?
“Art, craft, and display lessons have the potential to include
all students, including those with learning disabilities.”
Introduction
This unit first gives a general understanding about arts,
crafts, and displays. In the second section, advantages of using
arts, crafts and displays in an English classroom are presented.
In the third section, strategies of incorporating arts, crafts, and
displays into the classroom are presented with detailed examples.

123
The last two sections present classroom language for arts, crafts
and displays and things to consider when using them in a
language class.
9.1. Arts, crafts and displays

(Image credit: Teacher and girl doing arts and crafts Licensed
under CCO Licence – no copyright required.)
Teaching English or any foreign language to preschool or
kindergarten-age children can be difficult due to young children’s
short attention spans and they need a variety of activities within
a session. This implies that as a teacher, it is crucial to prepare
with a variety of activities and tools to keep students engaged.
Because children work both independently and as part of a
group, the activities of arts, crafts, and displays frequently generate
periods of harmony in the very young learner classroom. Children
encounter communication in action through examples, demonstration,
and a step-by-step method, which is a crucial element of their

124
learning experience. Just as they have picked up their own
language, they will gradually begin to employ words and pieces
of the language they hear from the teacher and other children
throughout the activity.
Choosing activities of arts, crafts, and displays that are
appropriate for the target age group’s language and fine motor
skills level can assist to maintain the environment fairly peaceful
(or as quiet as it can be when the kids are as busy as bees!). It
is advised to provide an example of a completed image or craft
creation if feasible so that students know what they are going
to do.
9.2. Advantages of using arts, crafts and displays in an English
classroom
9.2.1. Fun language learning experience
Most youngsters like art, craft, and display activities and
take pleasure in their work. When given the opportunity, it is
frequently astonishing how innovative and imaginative youngsters
can be. Arts, crafts, and displays combine language learning
with a joyful activity, incorporate them into the early learner
curriculum, and provide youngsters with a personalized, creative
representation of the English language input from classes.
9.2.2. Language recycling opportunity
It has been discovered that arts and crafts may be used to
recycle words. As a warm-up, the teacher might utilize a wall
display to revise terminology. Students glance at it for 30
seconds before trying to recall what they saw with their chairs
turned around. They will appreciate returning to their crafts to
recycle language and play games. Using impersonal materials

125
is far more intriguing. The young children may also recycle
language while they produce the activities, and they can gradually
develop a collection of the language they have learnt.
9.2.3. Cross-curricular exposure
Arts & crafts are an excellent method to include transdisciplinary
activities in the English teaching process. Students can use
masks they’ve manufactured for role plays to include theater
skills. They can utilize their geographical knowledge to create
flag posters. Printing photos from the Internet for displays
necessitates the use of students’ computer abilities.
9.2.4. Individual language production
It might be difficult to spend one-on-one time with each
student when teaching a group. Craft-based activities enable
teachers to communicate with each individual and provide
them with more opportunities to utilize English. They can ask
for what they need while constructing the activity. Teachers may
also expose them to suggestion, opinion, and praise language.
They can even begin to utilize it to discuss one other’s work.
9.2.5. Interaction and communication with families
Children typically can’t wait to present their creations to
their parents. This undoubtedly aids in informing parents about
the kind of language their kids are developing. The teachers
should go one step further by telling parents about events,
contests, or activities they can participate in with their children
and their craft activities. It is traditional for children to write a
letter or send an email to their family when they bring their
creations home. All of this helps to broaden opportunities for
language study and take English outside of the classroom.

126
 Task 1: Are the following sentences True or False?
1. The project limits the growth of fine motor skills.
2. Linguistically, children are exposed to a wider range of
language and hear repeated repetitions of key concepts such as
colors, polite expressions, recommendations, and praise.
3. Arts, crafts, and displays are a great way to incorporate
extracurricular activities into your English class.
4. It can be easy to spend one-on-one time with every student
when instructing a group of children.
5. By taking part in artistic activities, children can enhance
their connection and communication with their families.
9.3. Strategies of incorporating arts, crafts and displays into
the classroom
Crafts in the classroom, like other parts of educating young
learners, become simpler to include as teaching expertise grows.
However, there are several measures that might be explored at
each level of the activity to make the transition easier.
9.3.1. Pre-art, -craft and -display activities
First and foremost, preparation is essential. Teachers should
make sure they have adequate crayons, glue, scissors, and other
supplies. If they can’t find items quickly, youngsters have to
wait too long. Second, the teacher should show his or her trade
model in a dramatic manner. This may be as simple as checking
inside your folder before the youngsters do and making an
eager facial expression. They may disclose the craft in stages
and have the kids guess what it is, much as with flashcards.
They may put it somewhere unusual, such as a brightly colored

127
mystery box. It does not have to be elaborate, but the more
fascinating teachers make it, the more involved the children
will be. Third, it is critical that the youngsters see what they are
going to make. This gives incentives while also allowing
teachers to review language before they begin. Teachers would
be shocked at how many children want to know who produced
the craft. When I tell them it was me, they are blown away and
want to build their own. Last but not least, the instructor must
direct attention to the target language using the teachers’ model
- if feasible, utilize structures and words that teachers want the
students to learn. To make the best use of English, teachers
should first elicit, pre-teach, and practice the language required
for the activity and for utilizing the completed result.
9.3.2. During art, craft and display activities
Below are some of the activities and techniques that can be
incorporated into the craft stage of English lessons.
− Create a need for request language instead of offering
everything the youngsters require (a need for them to
communicate): Crayons and other creative supplies can be
stored in a different area of the room or by teachers. They must
come to the students for the items they require. At this level,
include the language that teachers want them to learn. For
example, if they’re doing a project that involves them gluing
images of target language things into a mini-book or a scene,
have them ask for each item as they need it. Teachers have
another chance to explain it to them in case they are still unable
to build the language.
− Students should be given responsibility: After they’ve
gotten acclimated to the notion of looking for what they need,

128
teachers may develop other kids monitors for those things. This
does not necessarily have to be the glue monitor or scissors. To
mirror the target language, assign each student a distinct piece
of the craft. For instance, if they are creating a board game
based on our daily routines, one child may have ‘brush my
teeth,’ another ‘go to school,’ another ‘play with friends,’ and
so on. Students may now teach each other the language.
− Include dialogue or roleplay: Is it feasible to include a
class debate in the craft stage? Teachers can conduct a find-
and-stick jungle scene activity with a group of four-year-olds
after reading Walking Through the Jungle. After unveiling the
animal, they went to seek it among a mound of cut-ups placed
on an empty table (again, using tale language). Another group
of pupils rehearses how to place a restaurant order. Making a
menu requires matching and gluing cut-out images of food to
the craft’s written descriptions of the items. To perform this
activity, students work in pairs, with one serving as the client
and the other as the waiter. After gathering the “meal” and
“serving” it to the client, the waiter switches roles.
− Include a gaming aspect: Teachers might have pupils
play games they are acquainted with in pairs or groups. Each
group, for example, may have flashcards or a set of mini-cards
with the target language. They might play spelling games,
mime guessing games, or other flashcard activities. Everyone
in the group can finish that element of their craft after the group
has guessed it.
9.3.3. Post art, craft and display activities
Unquestionably, every craft helps parents utilize the language
outside of the classroom by providing a meaningful visual

129
record of a child’s learning. In addition to this, teachers may do
a number of extension activities in the classroom. Here are a
few suggestions broken down by kind of craft.
Spinners / board games
Play the game / spin the spinner and…
● State the object’s name, for example, “It’s a frog.”
● Indicate the item’s name.
● Move quickly and touch a similar flashcard that is taped
to the board or walls.
● If relevant, describe the activity it does, such as “It swims,
jumps, flies,” etc.
Colouring pages / Find and stick scenes / cards
● Guessing games: The whole class, as well as couples or
groups, may play. In their photo, one youngster chooses an
object. Their companion must make a guess as to what it is.
● Pay attention and take action; for example, “Stand up if
you have a pink monster.” or “Turn around if you have four
eyes.”
● Find the differences and similarities between their pictures,
such as “My frog is in the river, whereas Maria’s is close to the
elephant.”
Stick puppets / Finger puppets / Masks / Headbands /
Marionettes
● Make a display: Make a display in the classroom and use
it to refine the target language in future courses.

130
 ● Create or adapt a new tale or song verse.
● Mini-dialogues: Model a dialogue for the children to act
out, then let them play with their puppets. Experiment with
sharing greetings and basic information, discovering the puppet’s
favorite things and likes/dislikes, discovering whether it can
swim, jump, sing, and so on.
9.4. Classroom language for arts, crafts and displays
Normal classroom objects Craft Supplies
A3/ A4 paper Glitter
Stapler Coloured paper
Envelope Wrapping paper
Stickers Tissue paper
Drawing pin Paint brush
Pencil Photocopies/handouts/
Leads worksheets
Scrap paper Card
Pencil sharpener String/ Thread/ Wool
Set square Cardboard
Compass Paint
Colour pencil
Hole punch
Paper knife
Glue stick
Scissor
Ruler
Rubber/Eraser
A3/ A4 paper
Scrap paper
Paper knife
Hole punch

131
Stapler
Marker
Crayon
Everyday objects that can be Types of art, crafts and
used for crafts displays
Potato Colouring in
Egg box A collage
Macaroni A3 model
Washing up bottle Paper machier
Newspaper A (class/ group) project
A hand puppet/ finger puppet/
sock puppet (and stage)
A poster
Actions Shapes
Draw Triangle
Rip Rectangle
Cut Square
Fold Circle
Shade Egg shape (= Oval)
Staple Diamond
Attach Cube
Colour Tube
Copy Star
Stick (together) Pyramid
Punch (a hole in...) Curve
Screw up Straight line
Useful classroom phrases
“What shape is this?”
“Is this a square?”
“Do you want to use a triangle or a circle (for its nose)?”
“How many legs shall we add?”
“What do we do with scissors? Colour?”

132
 “What’s this?... That’s right, rubbish. Where does rubbish go?...
In the bin”
“Please pick up ... from the floor?”
“Put down … first (to keep the table clean)”
“How can we make a hole (in this)?”
“What can we cut with? With a thêm
stapler?”
space
“Can I have the ...(s) back please?”
“Careful (with the glue/ scissors).”
“No running with scissors.”
“Do you want to try again?”
(Adapted from Useful classroom language for making things
in class (Case, 2010))
9.5. Things to consider when using arts, crafts and displays
in a language class
9.5.1. Group size
This is important when determining which skill to pursue
or even whether it is even feasible to practice a craft! Teachers
should consider whether they will be able to oversee a craft
project if they have a large class, no support, and the kids are
preschoolers or kindergarteners.
9.5.2. Planning
The key to effectively adding arts and crafts into your
language lessons is preparation! It is essential that teachers
complete the project at home in advance so that they are
familiar with how to put it together and how long it will take.
In class, expect it to take longer than they anticipate. Make sure
they have all the materials the children will need, along with a
few extras, and that any templates are ready in advance.

133
9.5.3. Simplicity
Another crucial piece of guidance for crafting with young
children is that simplicity is key! Remember that many young
children still lack strong hand muscles and are learning how to
use scissors. If teachers offer first graders complex forms with
lots of detail to cut out, be prepared to either assist them a lot
or glue the remnants of their efforts together since many of
them struggle with cutting. Additionally, it is advised to make
directions as straightforward as possible. To allow them to
engage in the language acquisition process, this should be done
in English. The faster the children pick up and remember this
terminology, the more often the teachers utilize straightforward
directions like “cut, stick, fold.” Giving instructions in their
own language will not work. However, make sure that everyone
is aware of what has to be done before teachers start. If instructions
are too specific, kids will get distracted and lose focus.
9.5.4. Purpose and modeling
It is crucial that the instructor makes clear at the beginning
of the session what will be done with the completed product
and that the students comprehend the objective of the activity.
Others are made to be taken home or presented to a parent,
friend, or sibling, while others are made to be used in future
classes as a prop for a play, game, or singing session. Some
crafts are made to be used in the classroom or to adorn the
school’s hallways.
By exhibiting the finished craft model, it also helps kids
visualize the final result. Rather than acting as strict criteria that
must be accurately duplicated, models are meant to aid in the
creative process. The teacher had two or three completely
different models of the same craft in order to promote creativity

134
and variety and, most importantly, to transmit the idea that
many diverse final products are acceptable.
9.5.5. Time
Depending on the intricacy of the project and the age and
skill level of the children, a reasonable rule of thumb is to
double the time it takes to make it by two or three. In order to
develop their masterpieces, pupils will likely work more slowly
and need more time. In actuality, there are a few “little perfectionists”
sometimes among the pupils who become irritated when the
given time expires. As a consequence, instructors need to
provide the vast majority of students with enough time to do
their work. Some crafts need two classes. Over time, it becomes
easier for the teacher to estimate how long it will take a group
of young students to complete a project.
9.5.6. Praise and encouragement
It’s crucial to commend youngsters for their efforts while
also motivating them to put forth an effort (“That’s terrific!”,
“Well done!”, “It’s gorgeous!”). If a youngster is cutting or
coloring too quickly, teachers might set an example by going
more slowly and saying “Slowly!” or “Carefully!” Another
crucial ability for young children to learn is concentration and
commitment to a task.
Task 2: Group work. Look at the following activity.
Based on this one, design your own activity.
Drawing activities using reference pictures
Materials: Paper, puzzle blocks or a jigsaw puzzle, cardboard
book, puzzle blocks or a jigsaw puzzle, crayons and colouring
pencils for older children, and jumbo crayons for younger children.

135
 Age: Toddlers and preschool children.
Learning: Improve children’s abilities to draw and paint,
as well as their imaginations.
What you can do:
● Sit in a circle with the youngsters and show them the
board book or photographs of the puzzle blocks or jigsaw puzzles.
Inquire with the kids about what they observe in the graphics
or the cardboard book of the jigsaw puzzles or puzzle blocks.
● Ask the kids to describe the image in detail.
● Ask the kids to give you a narrative about the photo.
● Use crayons and paper to have the youngsters create a
narrative.
Summary
This chapter confirms that arts, crafts, and displays in the
English classroom for very young learners range from basic
activities like cutting and pasting posters to more complex
projects like constructing papier mache maracas for the school
performance. Appropriacy, planning, and clarity of target
language have been shown to promote a successful exercise and
lots of fun in the classroom.

(Image credit: Pain brushes inside clear plastic cups Licensed

under CCO Licence – no copyright required.)

136
 Reflections
After learning this unit:
1. Discuss with a colleague/friend about how to make sure
art, crafts and displays are not a waste of time.
2. List the potential dangers and solutions to these dangers
while doing crafts.
3. Choose an English textbook lesson - it might be a tale, a
poem, or a description.
− Write down your ideas for art or craft activities that might
be incorporated into this lesson with the help of other teachers.
You may seek guidance from art, craft, or drama teachers.
Constructing puppets, sketching or painting sceneries, producing
clay models, and making a collage are some examples.
− Make a list of the English terms you will use in class.
Put these words and phrases into practice.
− Make a list of the English terms you want your pupils to
utilize throughout the class.
− Talk about your thoughts with your partner(s).

137
 UNIT 10
LESSON STUDY

Objectives:
By the end of the unit, learners will be able to:
 state the purposes of lesson study activities;
 explain the benefits of lesson study activities;
 develop competence in studying lessons;
 improve the attribute of a critical friend in evaluating
lessons.

Lead-in
1. What are the steps of lesson study?
2. Why do teachers and managers observe lessons?
3. Should teachers reflect on their own teaching and why?
Introduction
This unit is the last unit of the book, and it presents information
about important practices that teachers have to do after their
teaching, i.e., lesson study. The unit begins with an overview
of the purposes and steps of lesson study. Then, the tips on how
to conduct effective observations are explained. In this section,
a sample of lesson evaluation is introduced which teachers can
flexibly adapt and use for their needs. Finally, the role of

138
reflection on lessons and guided questions for lesson reflection
are presented.
10.1. Purposes and steps of lesson study
Lesson study (Saito, 2020) is an effective form of professional
activity. If organized and implemented properly and effectively,
lesson study can bring many benefits to school teachers and
administrators.
Task 1: What are the purposes of lesson study?

Write down some key words to answer the question:

Lesson study aims to foster and improve professional

qualifications for teachers, meeting the requirements of the new
high school program. Lesson study consists of 4 steps: (1)
designing lessons, (2) implementing lessons and observing
lessons, (3) analyzing lessons, and (4) applying the results of
lesson study to daily lessons (see Figure 10.1).

139
 Figure 10.1. Steps of lesson study (Saito, 2020)

This model is a great effort by educational policymakers in

Vietnam towards practical and effective professional learning at
school with a focus on observing and analyzing student learning
in the classroom. It has transformed the meaning of teaching and
observing lesson activities into less formal and more meaningful
activities for teachers and students.
10.2. Observing lessons
Lessons observing and evaluating activities are conducted
for two purposes.
− Help teachers reflect on their lesson plans and self-assess
their professional capacity, thereby making plans to improve
skills and knowledge.
− Help educational managers evaluate teachers’ lessons
and, on that basis, to develop plans to support, train, and develop
teachers.

140
 Before observing lessons, teachers should read through the
content of the lesson and while attending lessons, they should
pay attention to observe the progress of the lesson and the
effectiveness of each activity for students and the class. After
observing the lesson, teachers should spend time giving feedback
and comments on the lessons.
The focus of evaluating lessons is on competency development.
In other words, evaluating should mainly focus on assessing the
effectiveness of students’ learning activities, including organizing
learning activities for students and assessing students. teacher.
The evaluation should be always student-centred and have to
unintentionally or intentionally avoid comments to individual
teachers. Comments can be accompanied by suggestions to
improve and enhance the quality of the lesson and teaching
activities.
To conduct effective and constructive lesson observation,
observing teachers can use a lesson evaluation form and assign
roles of teacher observers. For example, teacher A focuses on
observing classroom management techniques, teacher B focuses
on the progress of the lesson, teacher C focuses on observing
error correction techniques, etc.
10.3. Analysing lessons using lesson evaluation forms
Lesson evaluation forms are an effective tool that allows
teacher observers to quickly record information about student
achievements compared to the lesson objectives, as well as
comments on lesson progress. The following is an example of
a lesson evaluation form (HPU2, 2022). It should be noted that
the selection of criteria in the lesson evaluation form depends
on the using purpose. The school can decide the form and

141
content of the lesson evaluation form. For example, if the
session is to find information and evidence to discuss classroom
management techniques, then the classroom management
criteria should be the focus of the assessment (see Appendix
10.1 for a lesson evaluation form for online teaching).
Table 10.1. A sample of lesson evaluation form
Lesson Evaluation Form
(For offline teaching)
Name: .................................................................................
Faculty: …………… Course ..............................................
Instructor/ Mentor: .............................................................
Internship school: ...............................................................
Teaching Date: ...................................................................
Lesson: ...............................................................................
Period: ................................................................................
Class: ..................................................................................
1. Evaluation of the lesson
Maximum Rating
Criteria Evaluation Criteria Comments
Score Score
1.1. Writing/setting measurable
1. Goal and attainable lesson objectives
(3 that follow the knowledge
2.0
points) and skills specified in the
program/course.

142
 1.2. Organizing suitable and
purposeful activities, contributing
to achieving the overall 1.0
lesson objectives.

2.1. Selecting and delivering

learning content that is
2.0
diverse, up-to-date, practical
and educational.
2.2. Organizing a variety of
learning activities which
can differentiate students
with different needs, abilities, 2.0
and preferences, hence
stimulating their creativity
for learning.
2.
Method 2.3. Organizing learning
and activities that encourage
process students to connect their
of background knowledge to
1.0
teaching the new topic, so they can
explore the new knowledge,
practice skills and apply
(13 points) them in real-life situations.
2.4. Organizing communicative
learning activities that
provide students with
opportunities to
2.0
communicate, ensuring the
suitability of the activities to
the teaching and learning
context and their flexibility

143
 to achieve the overall lesson
objectives.
2.5. Giving explicit instructions,
clearly articulating the task
1.0
requirements and the
products.
2.6. Student activities during
class:/ Organizing learning
activities that make students:
- Ready to get engaged.
- Active, creative and 3.0
cooperative.
- Motivated to interact, and
join the presentation and
discussion of the tasks.
2.7. Timely recognizing and
dealing with problems that
may arise by using 1.0
differentiated and flexible
learning activities.
2.8. Allocating time
reasonably for each learning
activity, ensuring the total 0.5
amount of time for a period
in class.
2.9. Using teaching aids
0.5
effectively.
3. 3.1. Assessing students’
Rating learning through the use of
(4 flexible and appropriate 1.0
points) assessment tools which may
include teacher’s assessment,

144
 peer-assessment and self-
assessment.
3.2. Giving constructive
feedback on student’s
1.0
process and products to help
them improve.
3.3. Helping/Supporting
students to achieve the 2.0
expected learning outcomes.
Total 20.0

Classification

2. Classification
1. Very Good: 4. Poor:
The average score is from 18 to The average score is from 10
20. to 10.5.
2. Good: 5. Very Poor:
The average score is from 15 to GPA less than 10.
17.5.
3. Average:
The average score is from 11 to
14.5.
AVERAGE POINTS CLASSIFICATION

Note: Point rounded to 1.0

…………., month …… date ……year 20…..
Observer
(Sign, write full name)

145
 Task 2: Work in groups and study a lesson:
− Access the link to watch a recorded lesson.
https://www.youtube.com/watch?v=NIk1-ck4c6Q
− Assign observing roles of each member.
− Evaluate the lesson using the evaluation form.
− Share with the groups your comments and feedback.
10.4. Applying the results of lesson study into daily lessons
Based on the comments and feedback on a lesson and
teachers’ own experience in the lesson, teachers should reflect
on the areas that need to be improved after the lesson to revise
the teaching plan for the following lessons. While reflecting,
they can consider the following questions:
1. As I reflect on the lesson, what did I do to actively engage
the students? How do I know?
2. Did the students learn what I had intended (i.e., were
my instructional goals and objectives met)? Were my instructional
goals and objectives met? What is my evidence?
3. Did I alter my goals, strategies, activities, student grouping
and/or assessment as I taught the lesson? If so, what changes
did I make and why did I make these changes?
4. Were my strategies and activities effective? What is my
evidence?
5. To what extent did the classroom environment (Respect
and Rapport, Culture for Learning, Classroom Procedures,

146
Encouraging Appropriate Student Behavior, and the Physical
Environment) contribute to student learning? What is my evidence?
6. Was my assessment effective and useful to my students
and me? Describe an instance in which my feedback positively
affected a student’s learning.
7. If I had the opportunity to teach this lesson again, what
might I do differently? Why? (Danielson, 1996)
Teachers can use lesson plans from the previous school
year to supplement and adjust for more effective teaching. This
will save time for teachers, respect teachers’ efforts and promote
the spirit of innovation and creativity among teachers.
Summary
Lesson study is a useful professional activity which helps
teachers learn together from the actual learning of students.
Teachers jointly design lesson plans, observe lessons, reflect
and share opinions on the lesson. Lesson study places the emphasis
on student learning. Through observing and discussing what is
happening in the classroom and how students respond to influences,
teachers have a fuller awareness of how students learn and
think, and how students learn. On that basis, teachers can share,
learn from each other, draw experiences and adjust content and
teaching methods into daily lessons effectively.
Reflections
1. Work in groups: Members take turns to teach one activity
and the others observe, using the Lesson Evaluation Form.
2. Reflect on one lesson you taught and answer these following
questions:

147
 1. As I reflect on the lesson, what did I do to actively engage
the students? How do I know?
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
2. Did the students learn what I had intended (i.e., were my
instructional goals and objectives met)? Were my instructional
goals and objectives met? What is my evidence?
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
3. Did I alter my goals, strategies, activities, student grouping
and/or assessment as I taught the lesson? If so, what changes did I
make and why did I make these changes?
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………

148
 4. Were my strategies and activities effective? What is my
evidence?
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
5. To what extent did the classroom environment (Respect
and Rapport, Culture for Learning, Classroom Procedures, Encouraging
Appropriate Student Behavior, and the Physical Environment)
contribute to student learning? What is my evidence?
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
6. Was my assessment effective and useful to my students
and me? Describe an instance in which my feedback positively
affected a student’s learning.
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………

149
 7. If I had the opportunity to teach this lesson again, what
might I do differently? Why?
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………
………………………………………………………………

150
 SUGGESTED ANSWERS

UNIT 6: SONGS, CHANTS AND POEMS

Task 1: Answers vary.
Task 2: Answers vary.
Task 3:
1. rhythm 2. accepted 3. memory
4. melody 5. natural
Task 4: Answers vary.
Task 5: Answers vary.
Task 6:
1. T 2. F fast => not too fast
3. T 4. F before => after
5. T 6. T 7. T
8. F (There are always songs for all children’s activities
which can be used to design learning activities.)
9. T
10. F (Songs can also play the role of a starting point for
more academic learning programmes.)
Task 7:
1. jump, hop, clap (your hands), stop (freeze like a statue),
run, dance, sit down.
2. Use different verbs (e.g. walk, point, eat, drink, swim,
fly, sing, cook…)

151
 Task 8: Students’ own answers.
UNIT 9: ARTS, CRAFTS AND DISPLAYS
Task 1:
1. F (limits => enhances, improves)
2. T
3. T
4. F (easy => challenging/ difficult)
5. F
Task 2: Students’ own projects.

152
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158
 APPENDICES

APPENDIX 1.1. A SAMPLE LESSON PLAN

MY LITTLE FUN – BOOK 1
LESSON 1: MY FAMILY – ACTIVITY 1:
LET’S LISTEN.
1. Objectives:
By the end of the lesson, students will be able to
− Recognize and pronounce words related to the family
tree correctly: father/Dad, mother/Mom, brother, sister
2. Language Focus
− New vocabulary: Mum, Dad, Brother, Sister
− Previous vocabulary: Linda, Nam, Bob, Bessy (characters’
names)
3. Extensive vocabulary:
− Vocabulary: listen, again
− Imperative and classroom communication tool: Hello/Hi;
Goodbye; Great; Good job; Let’s listen; Listen again.
4. Teaching aids and materials:
− Class Book page 6;
− Audio track 4;
− Puppets, situational images of Unit 1;
− Flash cards of the family tree;

159
 − Personal computer with Wi-Fi connection and teacher-
centered MyLittleFun application.
− Audio script (Track 4)
5. Procedures:
Teaching
Timing Students’ Teachers’
Sections aids, Interaction
(Min) activities activities
materials
* Objective: Get
learners prepared
for the new lesson
and review the 4
main characters.
Greet. - Greet, play the
Sing a song. familiar song
Hello.
- Have students
stand up, sing the
song while
Computer applauding.
The
1. Warm-up with Wi-Fi * Objective: Help
4 whole
and review connection students to review
class
and puppets the names of the
characters they
familiarized in the
previous lesson.
Look at the
- Raise the
puppets and say
puppets high and
their names
have students say
the correct name
of every single
character.
- Have students
take their seats.
2. New The * Objective:
Topic
knowledge 1 Class Book; whole Introduce Nam’s
familiarization
development class family member

160
 Teaching
Timing Students’ Teachers’
Sections aids, Interaction
(Min) activities activities
materials
Audio/ - Introduce the
MyLittleFun members of
application; Nam’s family.
Flash cards
Stick the flash
cards presenting
words: mother,
father, brother and
sister, respectively
on the board.
Play the
pronunciation
audio of these
words (Instruct
students how to
listen
linguistically).
Point at the flash
cards and pronounce
The
Observe, listen and repeat words
whole
6 and repeat the on these at the
class and
vocabulary same time.
individual
Say Let’s listen,
play the audio
while pointing at
the flash cards
showing the
corresponding
words.
Say Listen again,
play the audio,
pause and have the
whole class repeat
the vocabulary.
Have some
students to say the
words again.
The * Objective: Help
Class Book; Listen, point
3. Practice 6 whole students to recognize
Audio/ and repeat
class and repeat words

161
 Teaching
Timing Students’ Teachers’
Sections aids, Interaction
(Min) activities activities
materials
MyLittleFun referring to family
application members.
- Instruct
students to open
the book Class
Book on page 6.
- Inform
students that they
will acquaint with
Nam’s family
members.
- Have students
point Nam in the
photo of Nam’s
family.
- Play audio,
pause right after
every word is
pronounced and
have student’s
point at Nam’s
family members.
- Have students
look, listen and
point the words
one more time.
* Objective: Help
students
recognize family
members
Have students sit
4. The
Observe and in a circle, put the
Manipulatio 5 Flash cards whole
say flash cards on
n class
tables.
- Raise the flash
cards high and
have students say
the words.

162
 Teaching
Timing Students’ Teachers’
Sections aids, Interaction
(Min) activities activities
materials
- Have the whole
class repeat the
words.
- Have students
list Nam’s family
members.
5. Computer The - Play the song
Revise and say
Consolidatio 3 with Wi-Fi whole Tạm biệt and
good bye
n connection class incentivize
students to wave
their hands to say
good bye.
- Have students
queue in two
lines.
- Raise the flash
cards of Nam’s
The family members.
6. Extensive whole - Have the first
Flash cards Look and say
activities class/Gro student in each
ups line say the words
and recur the
activity top down.
- Reward students
with stars for each
correct answer.

163
 APPENDIX 10.1
Lesson Evaluation Form
(For online teaching)
Name: ……………………..…………………………..…
Faculty……………… Course…… ……………………..
Instructor/Mentor: ……………………..………………….
Internship school: ……………………..………………….
Teaching date: ……………………………..………….….
Lesson………………..……………………………………
Period:…………………….……………………………….
Class:………….…………………………………………..
1. Evaluation of the lesson

Maximum Rating
Criteria Evaluation Criteria Comments
Score Score

1.1. Writing/setting measurable

and attainable lesson objectives
that follow the knowledge and 2.0
1. Goal skills specified in the program/
(3 points) course.
1.2. Organizing suitable and
purposeful activities, contributing
1.0
to achieving the overall lesson
objectives.

164
 2.1. Selecting and delivering
learning content that is diverse, 2.0
up-to-date, practical and educational.

2.2. Organizing a variety of

online learning activities which
can differentiate students with
2.0
different needs, abilities, and
preferences, hence stimulating
their creativity for learning.

2.3. Organizing online learning

activities that encourage students
to connect their background
2. knowledge to the new topic, so 1.0
Method they can explore the new
and knowledge, practice skills and
process apply them in real-life situations
of
teaching 2.4. Organizing online learning
(13 activities that provide students
points) with opportunities to
communicate, ensuring the
suitability of the activities to 2.0
the teaching and learning
context and their flexibility to
achieve the overall lesson
objectives.

2.5. Giving explicit instructions,

clearly articulating the task 1.0
requirements and the products.

2.6. Student activities during

class:/ Organizing learning
3.0
activities that make students:
- Ready to get engaged.

165
 - Active, creative and cooperative.
- Motivated to interact, and join
the presentation and discussion
of the tasks.

2.7. Timely recognizing and

dealing with problems that may
1.0
arise by using differentiated
and flexible learning activities.

2.8. Timely recognizing and

dealing with problems that may
0.5
arise by using differentiated
and flexible learning activities

2.9. Using teaching aids effectively. 0.5

3.1. Assessing students’ learning

through the use of flexible and
appropriate online assessment
1.0
tools which may include teacher’s
assessment, peer-assessment
3. and self-assessment.
Assessing 3.2. Giving constructive feedback
(4 points) on student’s process and 1.0
products to help them improve.

3.3. Give constructive feedback

on student’s process and 2.0
product to help them improve.

Total 20.0

Classification

166
 2. Classification:
1.Very Good: 4. Poor:
The average score is from 18 to 20. The average score is from 10 to
2. Good: 10.5.
The average score is from 15 to 5. Very Poor:
17.5. GPA less than 10.
3. Average:
The average score is from 11 to
14.5.
AVERAGE POINTS CLASSIFICATION

Note: Point rounded to 1.0

…………., month …… date ……year 20…..
Observer
(Sign, write full name)

167
168