TEACHING ELEMENTARY CHILDREN

ENGLISH

Researched by Nguyen Van A

 TABLE OF CONTENTS

I. Key points for teaching English

to Elementary children
II. Lesson plans
III. Relevant activities
I. KEY POINTS FOR TEACHING
ENGLISH TO
ELEMENTARY CHILDREN
 1. VERBAL AND PHYSICAL
DEVELOPMENT
o From the perspective of children at this age, Vietnamese –
their first language is a foundation for further knowledge. In
the class, students can often use Vietnamese, therefore keep
talking in English with them combining with using body
language and other tools to make them understand what you
teach.
o Keep activities/ exercises

fun and short because the

students have short attention
spans and are easily distracted.
2. USE OF FLASH CARDS CORRECTLY IN THE
CLASSROOM

o When teaching with flash cards: repeat 5 times, choral

drill, individual repetitions, final repetition.
o Flash cards is A5 – size, clear, colorful, interesting, letters
are in lower case.
o At the end of the class, have the children lined up at the
door and as each child exits the classroom have he/she
repeat one vocabulary from a flash card taught in the day
lesson.
o Use appropriate flash card for activities that can be played
such as run to the flash cards, picture word match race,
memory/matching pairs, making sentences, snap, quick
peek, jump on it, etc.
3. ACADEMIC DEVELOPMENT

 Children in this age group might learn better ways to

describe experiences and talk about thoughts and
feelings
 Going to school allows your child to build on the
skills they have already started developing at home
 Language development in children can also be
enhanced by activities at school.
 As children improve their language skills and English
is the second language, they tend to understand more
than they can say.
4. COGNITIVE SKILLS DEVELOPMENT
 Cognitive skill development in children involves the
progressive building of learning skills, such as attention,
memory and thinking.
 It’s hard to force students to pay attention without any
activities, therefore keep students busy by activities is
the best way to get their attention.
 Students who have difficulty with working memory
often forget what they are doing while doing it, so
teacher should give directions or showing something
new in multiple formats, repeat many times until they
can use them. Visual aids, audio and video tapes are all
useful for their memory.
 5. ACTIVITIES TO ENHANCE LEARNING

There are a wide range of

activities used both inside and
outside the classroom that
promote active learning and get
the students engaged in the
classroom. In order to
encourage everyone to
participate, it is important
to make the lessons relaxed and
fun. Games, role-plays and
group activities motivate
students and enhance learning .
Warm-up activities are also
necessary for pre-teaching
and create energy to
students.
6. TEAM WORK AND PREPARATION IN THE
CLASSROOM
 Working as part of a team will strengthen
children’s social and emotional skills, help
develop their communication skills, and can
improve confidence.
 Encourage students to work together to be a
good team-player, make sure no one gets too
competitive though.
 There are many activities can be done in pairs or
group by using flashcards, worksheets,etc.
 Try to control the class because it will be really
noisy
7. UNDERSTANDING PROFESSOR
RASSIAS METHODOLOGY FOR
CHILDREN
 When teaching new vocabulary, have the students repeat
words several times and practice in context.
 Keeping the students’ enthusiasm toward the lessons by
combining some techniques such as: flashcard games,
worksheets, pair work, etc.
 Rassias method uses of big gestures and have the
students sit in a circle rather than the traditional
classroom setup.
 Encourage students to speak English without
feeling of embarrassment.
 8. ACTIVITY BASED METHODOLOGY
ACTIVITIES FOR ALL SKILLS
 Itis a method in which the child is actively involved in
participating mentally and physically.
 Use some techniques to intergrate 4 language skills

Activities

Listing Listing, name a thing

Ordering/ sorting Sequencing, classifying

Comparing Matching, finding similarities/ differences

Creative Puzzles, jigsaws
9. TEACHING PRONUNCIATION SKILL

 Very young children make effort to imitate the

way the teacher says the words they are learning.
 Pronunciation should be intergrated into normal
lessons like learning new vocabulary, or learning a
new structure.
 Starting with the ABCs with basic vocabulary and
phonemic
 There are some games that students can play to
improve pronunciation by using flashcards,such as:
Slap that word, Minimal pairs, catching cards,etc.
10. TEACHING LISTENING SKILL
 Methods for teaching listening
- Respond by movement: TPR,

listen to and follow instructions

- Respond by drawing: listen to and follow
instructions
- Respond by speaking: listen to questions and
respond appropriately
- Respond by writing: write answer to question,
dictation
 Choose listening activities that suit to
listening purposes
 11. TEACHING SPEAKING
SKILL

Approaches to use:
Task based approach: students work in pairs or groups

Audio visual lingual approach: show video clips to

students and then have them repeat
Natural approach: have students feel free to speak

Techniques to use:
Auditory: jazz chants

Tactile: boar games, last letter ball activity

Kinaesthetic: role play

 12. TEACHING READING SKILL
Early reading includes the direct teaching of words and sounds. Children
must be able to distinguish between different sounds of oral language for
the purposes of achieving understanding. They also need basic
knowledge about the written alphabet, sound-symbol relationships, and
concepts of print
Starting with the ABCs with basic vocabulary and phonemic

Before reading a story in class, teach pre-selected vocabulary words by

using flashcards, gestures, showing real objects, pointing to pictures, doing
quick drawings on the board, etc.
Using big book with clear colourful pictures

Reading out loud to the students

Have the students to retell the story they heard through dramatic
retellings; or use picture cards to put the story's events in sequence
 13. TEACHING WRITING SKILL
There are some activities which can develop writing skills to children:
Tracing: trace shapes, letters or words

Put a flash card on the board and students have to write down the
word and then show the word they have written.
Word snakes: Get students to make their own with groups of
vocabulary, swap the word snakes and complete them.
Give students one minute to write as many words as they can from a
given category.
Word ordering activities: have the students reorder a sentence.
 14. TEACHING GRAMMAR SKILL

Students learn English grammar through fun activities, they will retain
the lessons in their memory and they may be inspired to learn more
about the topics. There are some games that can be applied when
teaching grammar:
The Sentence Matching Game: prepare index cards, students race to
get into their groups to make the right sentence
Parts of Speech Racing: prepare a book, call out the name of a part of
speech and give students two minutes to find a sentence in their books
with the most example of that part of speech. For example, if you call
out "Preposition!" they find the sentence with the most prepositions in it
that they can find.
Silly sentence makers: have the students make up funny sentences
which still make grammatical sense.
Reorder a sentence: put the words in the correct order
 15. LESSON PLANNING
 Topic: familiar topic such as greetings, family, animals, colours, etc.
 Level: beginner

 Age: 6 to 11 years old

 Length: 45/60/90 minutes

 TESOL Methodology: Total Physical Response Approach,

Communicative Approach, Task-Based Approach
 Language Skills: Speaking – Writing – Reading – Listening

 Lesson objectives: depends on the topic, ensure suitable outcomes.

 Resources: course book, flashcards, worksheets, real objects,

videos,etc.
 16. PHILOSOPHY OF TEACHING
Every child has the right to learn and get a quality education,
and to children, learning should be fun and exciting. The
environment for teaching them should be full of nurturing and
enriching. Applying various approaches to the teaching
process is very necessary, as well as guided individual
instruction are all important to provide an environment where
children will use self-discovery, curiosity and a hands-on
approach to learning. I am well aware of my own growth and
use reflective practices to monitor and improve my teaching
skills to be an effective teacher. In general, learning can and
should be fun for children and adults of all ages.
17. MUSIC AND SONG USED
APPROPRIATELY IN THE
CLASSROOM
Using songs and music is one of the tools a teacher can use
to teach English and to make learning fun and exciting.
There are some activities used with music and song:
Warm-up/ Ice - breaker
To Teach Academic Vocabulary
Group singing
Review previously vocabulary or grammar
Limit the time: Play a song and when the song ends
students have to listen to the instructions to change tasks.
Play games
Use background music when students draw and inspire
creativity
18. DRAMA USED IN THE CLASSROOM
 Read an easy story that can be dramatized. Have children
participate and recreate the story. They can make up the lines or
teacher can reread or tell it as they act it out.
 Puppets/Puppet show: Using puppets to play a short story
 Mirroring
 Pantomime: use body language and facial expression
 Pretend to be in slow motion. Imagine that you are under water or
in space.
 Show facial expression by PRETENDING to: TOUCH (A hot
stove , Sharp tacks ...), TASTE (A sour lemon, Their favorite
candy, chilli...), HEAR (A singing bird, a whistle), SEE (A car
coming far away and towards you, a giant, a big black spider...),
SMELL (a flower, perfume, onions...)
19. USING WORKSHEETS IN THE ELEMENTARY
CLASSROOM

a. Structure:
A header containing general information / the
lesson context.
Clear instructions.

The exercise itself, including illustrations,

highlighted points and spaces for students to
complete the task.
Possibly additional exercises, each with their
own instructions.
 Pictures should be clear and colourful
19. USING WORKSHEETS IN THE ELEMENTARY
CLASSROOM

b. Activities with worksheets

Matching

Colouring

Drawing

Crossword

Join the dots

Fill in the blanks

Uncramble words

Uncramble letters
20. APPROACHES AND METHODS IN THE
ELEMENTARY CLASSROOM
a. Approaches
oTPR approach– Total physical response is the most widely

adopted and effective approach in the elementary classroom.

Children learn words and language patterns in combination with
either singing, music or physical movement and activities or any
combination of these methods
oTask based approach: children learning based on activities and

using english that is linked to behavior, actions and the

classroom context. Tasks such as drawing a picture from oral
instructions or working in pairs or groups and sequencing a
series of pictures to complete a story are effective with children.
20. APPROACHES AND METHODS IN THE
ELEMENTARY CLASSROOM
b. Methods
oVisual: posters, wall displays, flash cards, realia, display

of students’ work, graphic organisers, etc

oAuditory: songs, jazz chants, videos

oKinaesthetic: games, role-plays

oTactile: art and crafts, cards and board games, projects

21. BEHAVIOR MANAGEMENT IN THE
CLASSROOM
 Children are usually active, therefore in the classroom we
should vary activities and use many games to keep them move
as well as give them praise and rewards regularly. All can help
your class not be out of control.
 Activities ideas:
- Action songs, rhymes
- Run to the flashcards
- Slap the board
- Simon says
- Read picture books
- Board activities: scrabble, guess who
- Watch short animated films
22. UNDERSTANDING STUDENTS
LEARNING NEEDS
- Students in urban learn English earlier than ones in rural,
they can be sent to some foreign language centers or
bilingual kindergartens when they are just 2 or 3 years
old.

- Vietnamese parents nowadays aware of the importance

of English, it is understandable that parents tell their kids
to learn English. Moreover, in Vietnam, English is a
compulsory subject at school, the majority of students
have to learn English to pass the exam.
 REFERENCES
 AIT Manual Course book
 ESL Activities and Mini – book for every classroom
(Kamma Einhorn)
 www.teachingenglish.org.uk

 www.macmillanenglish.com

 www.wikipedia.org

 www.busyteacher.org

 www.fluentu.com
 1.
Topic: Fruit Level: Beginner / Age: 6-8
Length: 45 minutes Language Skills: Speaking – Writing -
Reading - Listening
TESOL Methodology:
Total Physical Response Approach
Communicative Approach
Task-Based Approach
Lesson Objectives:
oHave the students name and pronounce 5 different fruits: APPLE,
BANANA, PINEAPPLE, STRAWBERRY, WATERMELON
oGrammar teaching: “What fruit do you like” – “I like/ I don’t like”
Resources:
 Flashcard • Worksheet
 Plastic fruits  Box
Pre-task: Have the plastic fruits put on the box
Warm – up:
oSing “Hello Song”
Have the students sit in a circle and sing along to the song
oExercise activity
Teacher give the commands, students do the action: “Stand up” (teacher
stands and so does everyone else), “Hands up, Hands down” (x 3-5 times),
“jump (x 3-5 times), “Run/Stop” (x 3-5 times), “Turn left/ Turn right” (x 3-5
times), Turn around/ Stop (x 3-5 times), finally “Sit down”.

Teaching 1: Teach 5 names of fruit: APPLE, BANANA, PINEAPPLE,

STRAWBERRY, WATERMELON
oShow each flash card and say the word 5 times.
oStudents repeat the vocabulary 5 times together
oChoose random students to repeat the vocabulary individually
oPlace the flash card on the board ask the students to repeat 3 more times.
Task 1: “What’s in the box?”
oPut 5 plastic fruits into a small box before the class.
oOpen the box and pull out a fruit. Ask “What’s this?”
oStudents answer the question by calling out the name of the fruit.
Teaching 2: Grammar teaching: “What fruit do you like” – “I like/ I
don’t like”
oTake out 5 fruits. Take one and say “Yummy, I like (apples)!”. Put it to the
right side
oTake another fruit and do the same. Say “Yuk, I don’t like (banana)!”. Put it
to the left side
Task 2:
oAsk students “What fruit do you like?”.
oEncourage him/her to say “I like...”

Follow - up: “Run to flashcards”

oStick 5 flashcards on the walls around the room.
oModel the game: say “What fruit do you like?”
oRun around the room, touch each fruit
and say "I like ..." – as touching each fruit.
oHave the students stand up and say to them
"What fruit do you like?".
oAllow them to run around the room touching
fruit (encourage them to say "I like ..." as they touch).
Homework: name and colour the worksheet.
2.
Topic: Body parts Level: Beginner / Age: 6-8
Length: 60 minutes Language Skills: Speaking – Writing - Reading
- Listening
TESOL Methodology:
 Total Physical Response Approach
 Communicative Approach
 Task-Based Approach
Lesson Objectives:
•Have the students name and pronounce different parts of body: Head,
Shoulders, Knees, Toes, Eyes, Ears, Mouth, Nose
Resources:
 Flashcards • Worksheet
 A red nose (of clown)
 Video clip of the song “Head, Shoulders, Knees and Toes”
Pre-task: Wear the red nose to catch attention from students.
Warm – up:
oSing “Hello Song”
Have the students sit in a circle and sing along to the song
oExercise activity
Teacher give the commands, students do the action: “Stand up” (teacher
stands and so does everyone else), “Hands up, Hands down” (x 3-5 times),
“jump (x 3-5 times), “Run/Stop” (x 3-5 times), “Turn left/ Turn right” (x 3-5
times), Turn around/ Stop (x 3-5 times), finally “Sit down”.

Teaching 1: Teach 4 names of body part: Head, Shoulders, Knees, Toes

oShow each flash card and say the word 5 times.
oStudents repeat the vocabulary 5 times together and touch their body parts
oChoose random students to repeat the vocabulary individually
Task 1:
oStick the flashcards on the board.
oRandomly touch each card and have the students touch that part of their
body and say the word
Teaching 2: Teach 4 names of body part: Eyes, Ears, Mouth, Nose
oWear the red nose, Show Eyes, Ears, Mouth, Nose on teacher’s face
oStudents repeat the words 5 time together and get the students touch
the parts on their face
Task 2: Practice with flashcard words
oGive flashcards to students (1 card – 1 student)
oShout out a random flashcard word with an action (e.g. Eyes - Hands up)
oStudent with the eyes flashcard have to do that action.

Follow – up: Sing the “Head, Shoulders, Knees and Toes” song
oEveryone sing and do all the action, touching each part with 2 hands
along with the song.
oDo it 2-3 times (slow to faster).

Homework: Drawing and colouring

the clown face
 III. FIVE RELEVANT ACTIVITIES
1. Run to flashcards.
2. “What’s in the box?”
3. Practice with flashcard words:
oGive flashcards to students (1 card – 1 student)

oShout out a random flashcard word with an action (e.g. Eyes -

Hands up)
oStudent with the “eyes” flashcard have to do that action.

4. Sing a song
5. Draw and colouring