SCHOOL OF LIFELONG LEARNING

HBEC 2603
TEACHING ENGLISH TO YOUNG LEARNERS
ROKIAH JAN BT MOHINAMIAH
780830085462001
780830-08-5462
016-5926649
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1*0 TEACHING ENGLISH TO YOUNG LEANERS LEARNERS
Children who are in the process of acquiring a second language utilize a variety of social and cognitive strategies
that help them be successful participants in the classroom. They seek out children who speak the language they
want to learn. They engage in verbally challenging play, such as dramatic play, and they are not shy about using
what they know to communicate. Thus, it is important for teachers to provide rich language environments that
foster spoken language/verbal communication or "talk." Teachers should realize that most of the childrens early
attempts with language are not intentional grammatical errors. They are developmental phases of language
learning. Correcting a childs speech at the sound of a perceived "error" might have negative consequences on the
childs self!esteem and impede the natural developmental process.
"ilingual children can progress through all the stages of language development in two languages with enough
e#posure and opportunities for use. "ut not all children progress at the same rate. "eing encouraged to
communicate using language helps children develop. $reschool teachers warmth and responsiveness can go a long
way in encouraging bilingual childrens speech development in each of their languages.
%hat we know from research about brain development, the importance of early relationships, healthy social!
emotional development and language development will inform teachers and programs curriculum planning and
instruction &'now, "urns, ( )riffin, *++,-.
.arly literacy describes the gradual, ongoing process of learning to understand and use language that begins at
birth and continues through the early childhood years. /uring this period children first learn to use oral forms of
language!!listening and speaking!!and then begin to e#plore and make sense of written forms!reading and writing.
%hat we know from research about brain development, the importance of early relationships, healthy social!
emotional development and language development will inform teachers and programs early literacy planning and
instruction. $roviding children with many opportunities to listen and speak builds one of the important foundations
for reading and writing.
Children who are read to often e#perience the 0oy of reading. .ven though most children come into the world
ready to learn spoken language and, through e#posure to books and listening to stories, become increasingly
interested in literacy, they will need carefully planned instruction to learn to read or make sense of written
language. Thus, children and their families should be seen as contributors to their literacy development and
practices 0ust as they should be seen for their oral communication practices. The benefits of creating positive and
meaningful language and literacy e#periences for young bilingual children are far reaching. "eing biliterate, or
having the ability to read and write in two languages offers numerous intellectual, cultural, economic, and social
benefits.
1ecently, an increasing number of scientifically validated studies conducted primarily with monolingual, .nglish!
speaking school!age children have demonstrated the importance of preschool children being introduced to skills
that are essential for learning to read in early elementary school. 2earning activities that e#pose all preschool
children to vocabulary development, letter knowledge, concepts of print, and basic phonological awareness work
well when they are relatively brief, playful, engaging, multisensory, and purposeful. 3or preschool!age .nglish
learners, opportunities to begin learning these skills give them the foundation they need to learn to read and
support their developing mastery of .nglish.

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5CT898T:
%rite simple words
'T154/ Communication ; .nglish 2anguage
*. %riting skills
84T.)15T./
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$'. <.<.< menun0ukkan semangat dan sifat positif
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"8 =.< writing skills
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"8 =.<.* copy letters of the alphabet correctly in neat, legible print
"8 =.<.= write simple words in neat, legible print
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%riting skills
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3lash Cards %orksheet
$17C./@1.' *. Children sit on their own place..
<. Teacher introduces the names of the foods , e#ample bread, egg,
rice, fruits, vegetables and fish.
A. Teacher then read the flash cards with correct pronounciation.
=. Teacher repeats the words several times.
B. 'tudents start follow what the teacher say and recognize the
types of foods.
C. Then teacher give the children a worksheet and ask the children
to trace the letters and read it with correct pronounciation.
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NAME OF ACTIVITY Shape dough food
STRAND Phys!a" a#d Aes$he$!s % Phys!a" de&e"op'e#$ a#d hea"$h !a(e
1. Pe()e'*a#ga# Mo$o( ha"us
INTE+RATED
STRANDS
,I 1.3.- Ta") a*ou$ fa'"a( e.pe(e#!es/ fa&ou($e $h#gs a#d a!$&$es
a(ou#d $he' 0$h guda#!e
CONTENT
STANDARD
PF1 1.1 Me"a)u)a# )e'ah(a# 'o$o( ha"us
2EARNIN+
STANDARD
PF1 1.1.3 Me#ggu#a)a# $a#ga# u#$u) 'e(a'as 3'.4
PF1 1.1.5 Me#ggu#a)a# $a#ga# u#$u) 'e#gu"
CONCEPTS 6 MAIN
S1I22S
Spea)#g s)""s
,u"d#g (e"a$o#shp
TEAC7IN+
MATERIA2S
P"as$es# a#d p"a$e
PROCED8RES 1. Tea!he( g&e $he !h"d(e# p"as$es# ea!h of $he'.
-. The#/ $ea!he( as) $he !h"d(e# $o 'a)e $he shapes of food
e.a'p"e !u((ypuff/ *s!u$s / *u(ge(/ f(u$s a#d o$he(s.
3. Ch"d(e# $(y $o 'a)e $ 0$h $he( &e0.
5. Af$e( $hey f#sh/ $ea!he( as) ea!h of $he' $o e.p"a# 0ha$
had $hey 'ade.
9. Ch"d(e# $(y $o e.p"a# $.
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456. 73
5CT898T:
Taste the foods
'T154/ 'ciences and Technology
<. >emahiran saintifik
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$'. A.<.A "erkongsi barangan dan peralatan seperti permainan,
makanan
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'T <.A 6embandingkan dan mengelaskan ob0ek
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'T <.A.< 6embandingkan dan mengasingkan makanan mengikut rasa
& manis, masam, masin-
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1eading skills
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65T.1852'
3oods & mango, sweets , asam-
$17C./@1.' *. Teacher divide children into = group.
<. Children sit on a group, and teacher give the sample of food
to each group.
A. Then teacher ask them to taste the food * by *.
=. 5fter tasting the foods they have to tick in the chart given by
reading the correct words given e#ample sour, sweet, salty.
B. They try to recognize the taste correctly and read the words
given.
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5CT898T:
/o not eat sweet foods
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A. >esihatan fizikal
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$6 *B.*.< 6enguruskan diri sendiri tanpa bantuan
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$3> A.* 6en0aga kebersihan diri
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$3> A.*., 6engenal makanan yang boleh merosakkan gigi serta
makanan yang baik untuk kesihatan diri.
C74C.$T' / 6584
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2istening skills
T.5C?84)
65T.1852'
'lide show, tooth brush, tooth paste and a cup of water
$17C./@1.' 1. Children sit on computer room and watching the slide
that p(ese#$ $he .arly $reventive /entistry >ids with an
e#planation.
<. Then, teacher e#plain the inportants to brush teeth at least
A times a day.
A.
I'm a little teapot
Short and stout
Here is my handle
(one hand on hip)
Here is my spout
(other arm out straight)
When I get all steamed up
Hear me shout
"Tip me over
and pour me out!"
(lean over toward spout)
I'm a clever teapot,
es it's true
Here let me show you
What I can do
I can change my handle
!nd my spout
(switch arm positions)
"ust tip me over and pour me out!
(lean over toward spout)