MODULE 1: INTRODUCTION TO TEACHING ENGLISH TO

YOUNG LEARNERS (TEYL)

Table of Contents
Module 1: Overview ..................................................................................................................................................... 2
Module 1: Task 1 – Video Lecture (30 minutes) ...................................................................................................... 4
Module 1: Task 2 – Read Articles (1-2 hours) ........................................................................................................ 12
Module 1: Task 3 – Self-Assessment Quiz (30minutes) ......................................................................................... 24
Module 1: Task 4 – Assignment: a Day in My Life (1-1.5 hours)(optional) ............................................................ 25
Module 1: Task 5 – Module Refelction Quiz (30 minutes) ..................................................................................... 35
Module 1: Wrap-up................................................................................................................................................ 36

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© 2024 by George Mason University. Teaching English to Young Learners Module 1 Downloadable
Packet for the Online Professional English Network (OPEN), sponsored by the U.S. Department of
State with funding provided by the U.S. government and administered by FHI 360. This work is
licensed under the Creative Commons Attribution 4.0 License, except where noted. To view a copy
of this license, visit http://creativecommons.org/licenses/by/4.0/
Module 1: Overview
Introduction to Teaching English to Young Learners (TEYL)
"Who dares to teach must never cease to learn" - John Cotton Dana
We are all here because we dare to teach! And we are participating in this online course because we want to keep
learning. Some of us have been teaching for many years. Some of us might be new to teaching English to children.
Either way, we have so much to learn from each other, and everyone's perspective is valuable to our exploration of
TEYL. With that in mind, let's start Module 1!

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

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

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

• develop a rationale for starting English as a foreign language instruction earlier in a learner’s life
• describe the characteristics of young learners and distinguish “young learner” vs. “very young learner”
• explain how children learn and how children learn language
• describe what kind of classroom environment and activities are appropriate for young learners based on
their characteristics and how they learn language
• examine your classroom environment and teaching materials.

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Module 1 Task List:

The module should take 3-5 hours to complete. Do the following tasks in this order by the end of the module:

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

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

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

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

Task 5: Take Module Reflection Quiz (30 minutes)

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MODULE 1: TASK 1 – VIDEO LECTURE (30 MINUTES)
The video lecture has been divided into 3 parts:

• Video 1: Characteristics of Young Learners

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

• Video 2: How Children Learn

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

• Video 3: How Children Learn a Foreign Language

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

Video 1: Characteristics of Young Learners

Link to YouTube

If you are having trouble viewing the video, or if you would like to download it, click here.
Click here for a PDF of the script for Video 1.

Video 2: How Children Learn

Link to YouTube

If you are having trouble viewing the video, or if you would like to download it, click here.
Click here for a PDF of the script for Video 2.
Click here for a Supplemental Video Resource called "TEYL Stages and Approaches" for more details.

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

If you are having trouble viewing the video, or if you would like to download it, click here.
Click here for a PDF of the script for Video 3.

Additional video resources (optional):

Here are some additional videos with picture card activities to engage your young visual and kinesthetic learners.

This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. It is not
Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save a copy for your
personal use, and do not use it after the course ends.

Playing Picture Card Games with Very Young Learners

Picture cards are a great instructional resource that can add an element of fun and excitement to your class. Picture
card games can help you check comprehension of words and give your learners a chance to practice using the
words.

Strategy: Picture card game called "Stop!

Practicing Vocabulary with Picture Cards

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

Strategy: Picture card guessing game

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Remind students of the purpose of the activity. Make sure they know what they are doing and why. Of course, this
means your activity should actually have a purpose or goal for communication. Maybe it is a short dialog about
meeting someone for the first time or making an invitation to a class party. Or sharing a toy with a friend. Be sure
your activity is meaningful and relevant to your young learners.
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Control frustration during the task. Sometimes children become frustrated or stop working on the task. To be
honest, as a teacher I found that when my students were frustrated and not behaving, it was usually because I did
not scaffold my students’ learning effectively. There was always less frustration when I created interest, broke it
down into smaller, achievable steps, modeled my expectations, and had a task with a real or relevant purpose.

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

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

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

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

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

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

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 TEYL Stages and Approaches

Supplemental Video Resource

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

Stages of Cognitive Layers of Educational

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

References:
Curtain, H., & Dahlberg, C. A. (2016). Languages and learners: Making the match. Boston, MA: Pearson.
Egan, K. (1997). The educated mind: How cognitive tools shape our understanding. Chicago, IL: University of Chicago Press.
Piaget, J. (1963). The language and thought of the child. New York, NY: W. W. Norton.

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

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

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

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

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

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

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

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

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

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

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

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

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MODULE 1: TASK 2 – READ ARTICLES (1-2 HOURS)

"Woman with blue nails reading ipad" by Anna Demianenko is licensed under Unsplash license.

Read two articles published by American English:

Article 1: Ten Helpful Ideas for Teaching English to Young Learners by Joan Kang Shin

Teaching young learners is challenging! This article has 10 practical tips for engaging young learners of English from
5-12 years old. There are ideas for using visuals, movement, stories, classroom routines, and more!

Source: Shin, J. K. (2006). Ten helpful ideas for teaching English to young learners. English Teaching Forum, 44(2),
2-7, 13. Retrieved July 27, 2017,
from https://americanenglish.state.gov/files/ae/resource_files/joan_kang_shin_ten_helpful_ideas_for_teaching_e
nglish_to_young_learners.pdf

Article 2: Creating a Visually Rich Classroom

Young language learners need visual support. It helps make new language comprehensible. Plus using visuals like
pictures, posters, and realia (real objects) can make your class more fun and interesting.

Source: Creating a Visually Rich Classroom. (n.d.). Retrieved July 27, 2017,
from https://americanenglish.state.gov/files/ae/resource_files/sept_week_1_visually_rich_classroom_final.pdf

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MODULE 1: TASK 3 – SELF-ASSESSMENT QUIZ (30MINUTES)

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

You must earn 4 out of 5 points to unlock the next page in the module.

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MODULE 1: TASK 4 – ASSIGNMENT: A DAY IN MY LIFE (1-1.5
HOURS)(OPTIONAL)

Module 1 Assignment Topic: "A Day in My Life"

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

• Click here if you primarily teach grades PK-K

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

This assignment will not appear in your grade records.

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 Module 1: Task 4 – Discussion Board

Choose one discussion board to post: Grades PK-K, 1-2, 3-4, or 5-6
Let's get to know each other! You will introduce yourself to the class. Write about a typical day in your life. Include
information about your class and classroom.

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

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

When you post about your typical day:

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

Grade
GPK, GK, G1, G2, G3, G4, G5, G6
Class Size
Small Class: 15 or less students
Medium Class: 16-30 students
Large Class: 31 or more students

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Instructions:

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

Name:
City/Region:
Grade(s)/Age:
Class Size:

Part A: Introduce yourself.

Answer the following questions in your first paragraph:

• What is your name?

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

Part B: Describe your typical day.

The following should be included in your second paragraph:

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

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

Part C: Describe your students.

The following should be included in your third paragraph:

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

Part D: Describe your classroom.

The following should be included in your fourth paragraph:

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

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

See the template for more instruction:

Module 1 - A Day in My Life Template.docx
Module 1 - A Day in My Life Template.pdf

See the example for a model:

Module 1 - A Day in My Life Example.pdf

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2. Assess your assignments. You can assess your assignments based on this checklist and guidelines.

In my discussion board post, ...

I followed the template and introduced myself.

I followed the template and described my typical day.

I followed the template and described my students.

I followed the template and described my classroom.

Here are the recommended guidelines for your checklist result:

• Exemplary: You checked all boxes.

• Acceptable: You checked more than two boxes.
• Fair: You checked less than two boxes.

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

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

5. Feel free to respond to one or more of your classmates' posts.

See the example for a model:

Module 1: Task 4 - Discussion Board Response Example

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

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 Module 1: Task 4 – Coding and Searching Posts

Coding Posts

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

When you share your classroom activities:

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

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

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

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

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

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

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

Searching for Posts

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

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

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

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

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

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

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 Module 1: Task 4 – Assignment Template
“A Day in My Life”
Name:
City/Region:
Grade(s)/Age:
Class Size:

Part A: Introduce yourself.

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

Part B: Describe your typical day.

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

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

_____________________________________________________________________________________________
_____________________________________________________________________________________________.

Part C: Describe your students.

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

I have (number) _____ of students per class. They are (age) ____ years old. (Information about gender and
language proficiency) ______________________. I meet with them (number) _____ days per week for (number)
_________ minutes/hours per day. They have few/many chances to hear and use English outside of the classroom
because ________________________. My students are (describe using what you learned in Module 1)
_____________________________________________________________________________________________

Part D: Describe your classroom.

In your fourth paragraph, describe your classroom environment (tables, desks, chairs, walls, windows, etc), books,
materials, and technology (e.g., computer, smartboard, internet access) available to you in your teaching context.

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

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

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

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

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

Name: Juan
City/Region/Country: Ciudad, Mexico
Grade (Age): G3-G5 (Ages 8-10)
Class Size: Medium Class

My name is Juan. I live in Ciudad, Mexico. I am an English teacher, and I teach young learners at a state school. My
students are in grades 3-5, and are usually 8-10 years old. I also teach teenagers at a private language school in the
evening.

On a typical day, I do many things. First, I wake up at 5:30 am. Then I take a fast shower and go to buy some
bread for breakfast. I usually help my wife to make breakfast and brush my daughter’s teeth. I go to my school by
7:30 am. Classes start at 8:00, but I like to be early to prepare my classroom. First, I check my students’
homework. While I am checking homework, I ask my students some questions such as how are you? What did
they do the previous day? Or ask if they have any problem. Then I teach the lesson for the day using my
textbook. I go back home at 1pm and then eat lunch. After that I write my lessons and some teaching material
because I start my evening classes at 5:00pm. During my class, I try to maximize students’ talking time, giving
them chances to express their thoughts, opinions and points of view. I finish classes at 8:30pm, but my day isn’t
finished yet! Once I am home, I help my kids with their homework. About 10:00 I watch the news while I write
my lesson plans for the next day. This means I sometimes go to bed at 11:30 or midnight.
I think my classroom is good for young learners
because it has many windows on one side, so we
always have nice sunlight. I have a big white board
at the front of the class, a desk, and a CD player. I
like to use songs to teach English, so I can play CDs
and my students like to sing along. However,
sometimes it is challenging to build an effective
classroom environment for my young learners
because I can’t make it “print rich.” I can’t put up
posters on the wall because another teacher uses
the room. Also, the desks and seats are attached to
each other in rows, so I can’t arrange them for
effective group work.

I don’t have many materials made for children, so I try

"Classroom in Mexico" by Joan Kang Shin is licensed under CC BY 4.0
to print out colorful pictures and bring in toys and use
them in class to get students’ attention. It is hard for
me because the school does not give money for materials, so I have to pay for everything myself. But I still try hard
to make my class fun and engaging, so I prepare lots of games. I use my whiteboard to draw or attach pictures for
guessing games, and I let students stand up and move around.

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 Module 1: Task 4 – Discussion Board Response Example
“A Day in My Life Response”

Name: Fatima
Country: Egypt
Grade (Age): G3 (Ages 8-9)
Class Size: Medium Class

Dear Victor,

I enjoyed reading about a day in your life. What a wonderful day of routines! Although you are so busy, you can
manage your time so well. I could feel your enthusiasm and real efforts towards the whole teaching process. I feel
the same way! I am also passionate about teaching young learners. I can also see your effort to improve yourself
and your teaching. I guess this is why we are a part of this course! It's very interesting the way you work because
even if the school doesn't provide you teaching materials it doesn't stop your wish to teach your students well. I
was impressed with the time and effort you put into creating materials to make your young learners interested in
English. I think your students are very lucky to have you as their English teacher. Your story really motivates me.

Thanks for sharing your experience. I look forward to sharing more ideas with you especially about developing a
better curriculum for young learners. See you on the next discussion board.

Best wishes,
Fatima

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MODULE 1: TASK 5 – MODULE REFELCTION QUIZ (30
MINUTES)

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

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

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

_____________________. It was interesting/surprising to read that ______________________________________.

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

I could see that our students are similar/different because (apply Module 1 content) ________________________

__________________________________________________. I could see our learning environments are

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

Module Reflection Example

I read about “A Day in the Life of Ahmed” from Makkah region. It was interesting to read that even if he has
to teach virtually due to the current situation, it doesn't stop his efforts to teach his students well. What impressed
me the most about his day was the time and effort he put into creating materials to make his young learners more
interested in English. I could see that our students are similar because they have a lot of energy and need to be
engaged through movement and fun activities. I could see our learning environments are similar too because we
are teaching our young learners online. Like him, I have to search for materials like interactive online learning
games and it takes time to find suitable resources. Ahmed mentioned that he creates digital posters to promote
classroom language in English. I think that’s a great idea, so I will also create digital posters to support my students
to use more English during my English class. I was inspired by Ahmed’s passion and enthusiasm for teaching
children. I look forward to learning more from him during this MOOC!

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MODULE 1: WRAP-UP

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

Checklist:

I watched three videos.

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

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

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