Book 1A WE ARE TEACHING VERY YOUNG CHILDREN.

WE ARE NOT TEACHING ENGLISH.

OVERVIEW

This four book series is designed for very young learners between the ages of 3 and 4. It is an introduction to English that follows a natural approach to acquiring a second language and is a part of a three years’ series. It is fun, colorful, simple and progressive. The order is: blue, pink, green and yellow.Since this age range is rapidly learning more and more in their first language, the teaching approach initially focuses on students developing listening skills by imitating the textbook language without understanding with the goal, by the end of this four books series, for students to imitate the textbook language with understanding. The textbook layout introduces the topics before introducing the vocabulary. This may appear backwards to a more traditional approach. However, the latest trends for teaching very young learners emphasize learning the big picture before breaking it down into smaller learning concepts. I hope this guide will not only give suggestions for lesson planning but will also serve as training manual on the way very young learners process new material presented to them. Our daily mantra, “We are teaching very young children, not English.” Let’s explore some of the things we know about the very young learner.

GENERAL THINGS ABOUT THE VERY YOUNG LEARNERHere are some things we know about young students. • They learn very quickly. • They have a lot of fun with learning. • They have incredible energy. • Everything is new to them.• They are active learners, processing new experiences, asking questions, trying things out, experimenting, practicing over and over until they master new skills.• They are active language learners too which means they practice/play with the new sounds they hear just like they practice/play with a ball.• They can easily make the transition from imitation without understanding to imitation with understanding when conditions are optimal. • Encouraging and building confidence to experiment and practice are the keys to a positive beginning in learning a second language.

CHARACTERISTICS OF THE VERY YOUNG LEARNERLet’s talk a little bit more about the characteristics of the very young learner.

• They are still settling into kindergarten: therefore, they need to feel safe and secure. For some children, this is the first time to be around other children. • They have a short concentration span. • They need hands-on, concrete experiences in order to learn effectively. • They also need practical contexts and concrete references in order to understand new learning. The topics and material should relate to things they are experiencing.• They need multi-sensory experiences. • Their first language is still developing rapidly. • Little boys tend to be somewhat less advanced in linguistic skills, fine motor skills and concentration. Some studies suggest that they may lag behind by up to one year in these specific aspects.• They may not be ready for co-operative play or pair/group work, preferring to engage in 'parallel play' or side-by-side activity • They find it difficult to sit still. • They need and enjoy lots of repetition. We see this particularly at story time, song time and when they are in the process of mastering new skills. • Much language development in both first and second languages is inner i.e. they understand more than they say. • They may not be ready for certain structures and complexities in either first or second language and teachers should never try to 'force the pace' before they are ready.

IMPLICATIONS – THE BIG 10Book 1A takes into consideration the ideas and characteristics of the very young learner.

1. INTERESTS. We usually find that very young children are interested in themselves, their families, food, animals, toys and the immediate environment. These interests were selected as topics to motivate and engage the student and are presented throughout this textbook and the entire series.

2. MEMORIES. Please ensure that the students’ memories of their early encounters with English are positive. Studies in Emotional Intelligence show how those early vivid memories both positive and negative, influence future learning. Your lessons should be playful, fun, fast and active.

3. PLAY. It is vital to ensure ... that the links between play and the basic curriculum are made explicit. Let us not think of play as frivolous or as 'relief from work'. Instead, we need to remember that play is the young child's natural way to learn. Think of the relaxed but focused state we enter into when we are engrossed in play. The healthiest way to teach children is to motivate them from within.How can we use play in learning a language? All children enjoy the humor of funny and unusual words. Very often this important aspect of the young learner is forgotten. Many of the songs and chants included in the textbook use humor and “funny” words. “Five little pumpkins” is an example.Have fun with songs such as the ‘Goodbye Song’ and enter into the fun with them. All the researchers in this field seem to agree that play with words is associated with pleasurable states in the child, so if we want early experiences in using English to be linked with positive memories, it is logical to build on this predisposition to experiment with language. Book 1A deliberately includes opportunities to play with words.

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4. PHYSICAL. -We can't expect the very young learner to sit still for very long. We will make life much easier for them and for ourselves by tuning into their need to move around. Ensure that you build in 'brain breaks'- opportunities to stretch, do some Tai Chi or just get out of the chair. Songs and rhymes included in the book or activities such as the following can be used whenever we notice the class getting a little restless. So instead of scolding the very young learner for being restless all we need to say is,

"Airplane. Let’s do airplanes. Are you ready? Here we go! 1, 2, 3, 4.” (Teacher sits with hands placed next to his/her knees. After prepping to begin, everyone starts on a low pitch sounding the vowel sound “oo”. As the pitch rises, the teacher and students also raise their hands sustaining the sound for as long as you can before “taking off.”)

5. LISTENING. Do we really listen well to children? Researchers have discovered that teachers often listen only for what we want to hear (i.e. our pre-set agenda). When we listen to the young student, let's remember that s/he is still developing first language skills and confidence so we need to be supportive by modeling the correct form, extending their utterances and try to understand the content of what they are trying to express (as well as the structure). Correction should be made by modeling and repeating correctly not scolding.It is also important to give students time to think and to grapple with the demands of expressing themselves. On average, teachers wait for only one second for an answer before intervening or asking another pupil!

6. INPUT. -When we observe effective teacher student interaction we see that the teacher’s input is just a little more complex than the student's. For example:T: Do you see a red bird?S: Red bird.T: That’s right. I see a red bird. Can you say, “I see a red bird.”S: I see red bird.T: Very good. I see a red bird. I see a blue bird.S: I see red bird blue bird.T: Yes. I see a red bird. I see a blue bird.These are some of the most effective strategies we can use when we are interacting with our very young students. Most importantly, beware of long-winded, abstract, complex sentences. If they do not understand these in their first language, they will be totally bewildered in English. As Gordon Wells often says when interviewed: "Just listen and be a courteous conversationalist."

7. FLEXIBLE MOMENTS. As we have identified, the very young leaner’s attention span is very short. Therefore if we have, say, 40 minutes with them, we will need lots of different activities, brain breaks arid a variety of tasks to keep them engaged. We also need-

8. CLASSROOM ROUTINES. As any parent knows, young children thrive within the security of routine and predictable structures. Try to incorporate a pattern into your lessons. Incorporate little rituals (such as the ‘Good Morning’ song to start the lesson, reciting numbers and counting, plan-do-review, the ‘Goodbye’ song, etc.). Also, use English within everyday procedures such as lining up, raise your hand, etc.. Keep these simple and use the same language daily.

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9. ACTIVITY! ACTIVITY! ACTIVITY! These need to be planned carefully if the learning outcomes are to be worthwhile. The key question is: What will the very young learner get from doing this activity? 10. ARTS. Don’t forget the wonderful role that the Arts can play in introducing the young student to English. The contents of Book 1A are bright, jolly and fun, and we were intentional with that. But the Arts (music, dance, painting, drawing, drama) all have a role in helping us to communicate with the child in a very special way. When we work through and with the Arts, we reach the sensitive, aesthetic and spiritual aspects of the child and turn our lessons into something special which stays with the child for the rest of his/her life.

The best way to summarize the Big 10:I hear and I forget,

I see and I remember, I do and I understand.

BOOK 1A The Book 1A series has bright, simple images that will provide visual stimulation for the very young learner. However, many young children would rather put the books in their mouths rather than hold it in their hands therefore the use of the book in class should be kept to a maximum of five minutes each lesson. Eventually, students will get used to holding a book and following your instructions. Please keep in mind with this age level, the material should be taught by rote using short comprehensible phrases. Playing games with the lexis, singing songs using the vocabulary, incorporating finger plays and following simple instructions is more important than “reading” the book. However, we want to help the students to find connections from the printed page to everyday objects in the classroom to help link the lexis in the books with what students see in real life.Generally, the textbook follows this pattern: picture including vocabulary and simple sentences and/or instructions without labels followed by the picture words or flashcards; big picture then breaking it down. This is intentional. When beginning a new “unit”, first introduce the topic by singing songs, role playing, finger plays and simple repetitions and drills. Once you have introduced the topic, introduce the textbook picture using the classroom posters. Point out the words on the poster you introduced. Don’t forget to use phrases such as “I see a blue butterfly.” (page 1, Blue Book) when you point out objects on the poster.When speaking in class, use a higher-pitched, expressive voice but not baby talk. Speak slowly and clearly, enunciating each syllable so the students can hear the different sounds of the language. Researchers have found that young learners prefer and learn best from a singsong, exaggerated tone, just like your parents used when communicating with you when you were a toddler. Later, teachers should adjust their voices to be more age appropriate but at this very initial stage, it is important to speak like you would to a toddler in your home country.After introducing the lexis using the picture poster, songs and games, you can have students open their books. Remember your goal at this point is for students to imitate you. When they do successfully imitate you, be positive, affirming and over-the-top happy so the students know they have done well. As you progress through the curriculum, the language becomes more complex but continues age-appropriate topics and learning concepts with the goal for students to imitate with understanding what they hear and say. Book 1B introduces conversation by allowing students to substitute words in sentences, answering teacher questions and volunteering to speak in class. However, Book 1A does not focus on conversation at this point. You are teaching very young children, not English. Please keep that in mind.

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BOOK 1A – BLUE BOOKThis book can be divided into four units, one unit each week:Week 1 pages 1 – 4; Week 2 pages 5-8; Week 3 pages 9 – 12; Week 4 pages 13 – 16

Purpose of Blue Book:Purpose is to develop listening skills by distinguishing different colors and quantity (up to five) of learned objects and to greet and take leave with the teacher. This is an important step for young learners as they begin to study English.

Week One – Blue Book

Objective: Students will learn the difference between morning and night and will begin to understand the simple sentence, “I see a ……” and follow simple instruction, “Point to the …….”Students will begin to identify and say simple objects: cat, bird, window, tree, star, butterfly

Songs: Good Morning Song Twinkle, Twinkle Little Star

Finger plays: (Also known as brain breaks)“Butterfly, butterfly in the sky. Butterfly, butterfly flying by.”Hook your thumbs together and have your hands face your body. Move your hands up and down like a butterfly. “Fat cat, fat cat running by. Fat cat, fat cat saying hi.”Cross your hands and place on your cheeks like cat whiskers then wave. Airplane: Teacher sits with hands placed next to his/her knees. After prepping to begin, everyone starts on a low pitch sounding the vowel sound “oo”. As the pitch rises, the teacher and students also raise their hands sustaining the sound for as long as you can before “taking off.”

Games:Flashcard games, run and touch, run and hit, hide the flashcard,

Simple phrases: Climb a tree.Look out the window.Star in the sky.

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Week Two – Blue Book

Objective: Students will learn numbers 1 to 5 in sequence.Students will begin to identify red, blue and yellow objects. Students will continue to understand, “I see a…..” and “Point to the…….”Review of Week One

Songs: Five Little Monkeys Jumping on the Bed

Finger Plays:“I see five cats.” Have five cats (students with whiskers) stand in front of the class. Count them.“I see five butterflies.” Same as five cats.

Games: Flashcard games Say and put the flashcard numbers in order (most students at this point cannot associate the spoken number with the written number nor can they say the numbers out of sequence.)

Simple phrases:Let’s count, ok?Point to something [color].

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Week Three – Blue Book

Objective: Students will repeat simple greetings with the teacher. Students should be able to understand and do “Point to the [color][object].”Students should be able to understand and say, “I see a [color][object].” Count to five. Students will begin to identify and say simple objects: car, rabbit, book, apple, cloud, fish, teacherReview of weeks one and two

Songs:Hello SongGoodbye Song

Finger Plays:“Fish, fish swimming by.” Have students place hands on each side of their faces and move them back and forth like fish fins. Have students follow you around the room repeating, “Fish fish swimming by.”

Games: flashcard gamesrole play hello and goodbye

Simple phrases:Hello Teacher.Goodbye Teacher.I see a [color] [object].

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Week Four – Blue Book

Objective:REVIEW of first three weeksIntroduce orange, green and purple. Students should be able to understand and do, “Point to [quantity][color][object]”. (Point to three yellow fish.) Students should be able to understand and say, “I see a [color][object].”

Lesson Plans for this week should be designed to make sure students can imitate (echo) what you say, distinguish six colors, count to five and say basic greetings to the teacher.

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BOOK 1A – PINK BOOKThis book can be divided into four units, one unit each week:Week 1 pages 1 – 4; Week 2 pages 5-8; Week 3 pages 9 – 12; Week 4 pages 13 – 16

Purpose of Pink Book:Purpose is to develop listening skills by distinguishing different colors and quantity (up to ten) of learned objects and to greet and take leave with the teacher and to introduce more complex pronunciation to begin developing music retention for English sounds. This is an important step for young learners as they begin to study English. Teacher also introduces Halloween, a step towards understanding culture and its importance in language learning.

Week One – Pink BookObjective: Students will learn basic body parts and be able to point to them.Introduce the concept of names especially English names.

Songs:If You’re Happy and You Know ItHead and Shoulders Knees and Toes

Games:Flashcard GamesPoint to the teacher/puppet’s nose, eyes….Body Part Musical Chair. Sing Head and Shoulders and stop singing on a particular body part. Students need to run to the flashcard or touch their own body with the body part sung when you stopped singing. i.e. Eyes and ears STOP. Students must touch their ears or run to the ears flashcard.

Finger Plays:Five FingersFive fingers on this hand (show one hand) five fingers on that (add the other hand)A dear little nose (point to nose) and a mouth like a rose (point to mouth)Two cheeks so tiny and fat (pinch cheeks) two eyes (point to eyes) two ears (point to ears)And ten little toes (point to toes)That’s the way we all grow (extend body up and very straight)

Simple Sentences:Point to your nose. [etc.]Let’s sing, ok?What’s your name?Week Two – Pink Book

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Objective:Students count to ten in sequence.Introduce new colors. Students should be able to say red, blue, yellow, green, orange and purple.Students should be able to understand and do, “Point to the [color][object].Review Blue Book and Week 1 of Pink Book

Songs:One Little Two Little Three Little Chopsticks

Finger Plays:Ten Little FingersI have ten little fingers (show fingers) and they all belong to me. (thumb points to your heart.)I can make them do things (wiggle them randomly) would you like to see? (hand above eyes.)I can shut them up tight (make a fist) I can open them wide (open up fist)I can put them together (intertwine fingers) and I can make them all hide (put hands behind your back)I can put them up high (wave hands above head) I can put them down low (wave hands down low)I can fold them together (prayer hands) and hold them just so. (keep them in folded position)

Games:Flashcard gamesNumber recognition and counting games

Sentences:How many [objects]? (Always count and start with one)What color is it?

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Week Three – Pink Book

Objective:Students introduced to pumpkins, candy/sweets, and Halloween.Imitate or echo Five Little Pumpkin Poem.Students should be able to understand and do, “run”.Students will begin to identify and say simple objects: pumpkin, banana, peach, candy, house, strawberry and understand and say the color of each object.Students will learn devil, witch, Happy HalloweenReview Blue Book and Week 1 and 2 of Pink Book

Songs:I like Candy

Finger Plays:Five Little Pumpkins

Games:Role play Trick or Treat and prepare to Trick or Treat toward the end of the week if the school allows

Simple Sentences:I like [object].Happy Halloween.

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Week Four – Pink Book

Objective:If English names have not been given to students yet, please give them names and write them on page 15. (Please note: students cannot write yet and this is simply for reference for parents.)Review of Weeks 1, 2 and 3

Students should be able to:Students should be able to understand and do, “Point to [learned body part].”Students should be able to point to the nine colors learned.Students should be able to count from 1 to 10.Student should be able to understand and say, “Happy Halloween.”Students should be able to understand and say, “I like [object].” (Please note: the object in this sentence should be pluralized. Please do not teach plurals but simply repeat the students statement correctly i.e. “I like bananas.” “I like candy.” Lesson Plans for this week should be designed to make sure students can imitate (echo) what you say, distinguish nine colors, count to ten and say “I like [object].”

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BOOK 1A – GREEN BOOKThis book can be divided into four units, one unit each week:Week 1 pages 1 – 4; Week 2 pages 5-8; Week 3 pages 9 – 12; Week 4 pages 13 – 16

Purpose of Green Book:This book is an important book as it begins to add action words to the lexis. It also introduces the concept of morning, afternoon, evening and night. While some three year olds can understand these concepts, we introduce them later in this series to make sure that listening skills have begun to mature and the student can handle a little more information. It is easy to point to any object and name it and describe the color. It is more challenging for students to understand what an object can do. Care needs to be taken that this is not rushed and that students not only understand and do but can begin to imitate with understanding these concepts. Students will begin to address their classmates using English names and begin to sort by comparing sizes big and small. Christmas is introduced to add a cultural element.

Week One – Green Book Objective: Students are introduced to big and small. Students will begin to identify and say animal names: turtle, panda, tiger, dog, monkey (NOTE: fish is repeated here since that is an easy word for young children to pronounce and this gives the teacher a learned word to help demonstrate big and small without students struggling with learning new animal names too.)

Songs:The Name Song (This is added to reinforce students learning their classmates’ names) Big Fish, Small Fish This Is Big and This is Little (TUNE: Twinkle Twinkle Little Star.)This is big and this is littleThis is big and this is littleBig, little, big, little,big, little, big little,This is big and this is littleThis is big and this is little

Games:Play sorting games where students sort objects by size, big and small.“I spy with my little eye, something that is big.” Students can either name a big object or they can run and touch it.

Simple Sentences:[size][object] i.e. Big strawberry. Small strawberry. (PLEASE NOTE: this is done in order to prepare for the sentence next week, “I see a [size][object].”

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Week Two – Green Book

Objective:Introduce six action words: sit, stand, walk, jump, turn and clapStudents should be able to understand and do these actions.Review of Week 1 including the sentence, “I see a [size][animal].”

Songs:I Want To StandTeddy BearTeddy Bear, Teddy Bear turn around.Teddy Bear, Teddy Bear touch the ground.Teddy Bear, Teddy Bear turn out the light.Teddy Bear, Teddy Bear say, “Good night.”

Games:Flashcard gamesCommand game: Simon SaysRole play big and small animals. Teacher says, “I see a big cat.” Student acts it out.

Finger Plays:Two little feet go walk, walk, walk (walk in place)Two little hands go clap, clap, clap.(clap hands)A quick little jump up from my chair, (stand up quickly)Two little arms reach high in the air.(stretch arms high)Two little feet go jump, jump, jump,(jump)Two little fists go thump, thump, thump.(pound fists)One little body goes turn, turn, turn,(twirl around)And one little child sits quietly down.(sits down)

Simple Sentences:I want to [action word].

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Week Three – Green Book

Objective:Introduce various times of day and corresponding greetings. This is not an easy concept to teach so one week is devoted to this concept.

Song:Good Morning Song

Game:Role play greetings. Teacher and a student walk towards each other. Teacher says a greeting and the student repeats. This is done like they met on the street. After a few days of doing this, have a student be the first one to greet the teacher.Using flashcards from Book 1B, have students put various daily routines in the appropriate time of day. You can have baskets for each time of day or draw squares on the board. If your class is slower, only do two time of days to begin with and add another time of day once students get the hang of it. I.E. Brush teeth flashcard is put in the morning basket or square.

Finger Plays:What do you say in the Morning Morning: indicate sunriseAfternoon: drink teaEvening: indicate sunsetNight: indicate going to sleepI AM the SunI am sun, shining hot and bright. (arms over head)When I go to sleep, day turns into night. (rest hands on head)When I wake up, I stretch and yawn, (stretch and yawn)And turn the darkness into dawn. (arms over head)

Simple Sentences:Greetings. Good [time of day].What do you say in the [time of day]?

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Week Four – Green Book

Objective:Review weeks 1, 2 and 3 of Green BookIntroduce Christmas.Students should be able to say and understand all greetings including, “Merry Christmas.”Students should be able to describe an object either big or small. Students should be able to understand, do and say the action words: sit, stand, jump, turn, clap, walk.Students will begin to identify and say simple Christmas objects: Santa, deer, sleigh, tree, gifts and snow

Songs:Jingle BellsO Christmas TreeWhere is Santa? (TUNE: Frere Jacques)Where is Santa? Where is Santa?Here I am. Here I am.Merry, Merry Christmas. Merry, Merry Christmas.Ho, Ho, Ho. Ho, Ho Ho.

Games:Flashcard games.Command game. Santa says. Model this by wearing a Santa cap. Then student volunteer wears cap and gives command.

Finger Plays:See all the gifts under the tree (hands in a sweeping motion.)Some for you (point to students) and some for me (Point to self.)Big ones (indicate big) and small ones too. (indicate small)And some for Santa (hands on fat belly) and one that’s blue. (nod head up and down)

Simple Sentence:Merry Christmas.I want to [action word].Where is [name of student]?

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BOOK 1A – YELLOW BOOKThis book can be divided into four units, one unit each week:Week 1 pages 1 – 4; Week 2 pages 5-8; Week 3 pages 9 – 12; Week 4 pages 13 – 16

Purpose of Yellow Book:This book is an important book as students are encouraged to make vocabulary choices by answering the question, “What’s this?” Students are encouraged to speak in short phrases such as, “It’s a [object].”, “under the bed” and “on the table” . Students will add numbers 11 and 12 and will learn clothing, toys and simple furniture items. New Years Day is introduced to add a cultural element.

Week One – Yellow Book

Objective:Students will learn two location prepositions: on and under and should be able to identify where objects are located either on or under. Students will begin to identify and say: pillow, bed, table, doll, teddy bear and ball.

Songs:Toy Song Teddy Bear Song

Games:Flashcard games.Where is it? On or under.Sort objects: have students put toy flashcards in one pile and furniture flashcards in another pile.What’s this? Using already learned vocabulary, hold of flashcards and ask the question. Students should answer, “It’s a banana.”

Finger Plays:Under your China (Needs to be modeled by the teacher)Round and round the classroom, (student marches round the classroom)like a teddy bear. (student acts like a teddy bear)One step, two step (student takes one step then another step)Tickle you under there. (tickles under chin)

Simple Sentences:Where is it? It’s [location] the [bed or table].

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Week Two – Yellow Book

Objective:Students should answer and identify objects in a sentence, “It’s a [object].”Students will count to 12 in sequence.Students will begin to identify and say: sofa, lamp, chair, hat, coat, clock

Games:Flashcard Games.Sorting games. Put objects in categories.

Finger Plays:Hickory, Dickory, DockHickory, Dickory, Dock, (move hands like a clock)The mouse ran up the clock, (run two fingers up your arm)The clock struck one, (hold up one finger)The mouse ran down, (run two fingers down your arm) Hickory, Dickory, Dock. (move hands like a clock

Simple Sentences:What’s this? It’s a [object].

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Week Four – Yellow Book

Objective:Students should be able to distinguish different colored similar items. “I see a red hat.” “I see a blue hat.”Students should be able to identify locations. “on the sofa”, “on the chair”Students will continue to answer the question, “What’s this?” “It’s a [object].Students should be able to use a clock to count from 1 to 12. Students should be able to identify numbers 1 to 12 out of sequence.

SongsTick TockHat and Coat

Games:Flashcard games.Put on the red hat. Teacher has a collection of different colored hats. Students follow instructions. This can be played with several sets of hats and with teams.Location game. Using flashcard, hide the flashcard on or under various objects in the classroom. Have students say, “on” or “under”.Role play the hands of a clock with one hand always straight up as if it is pointing to 12 and have the opposite hand move to one o’clock, two o’clock…. This is not for telling time but for reinforcing the pronunciation of the numbers. Play “What number is it?” Teacher positions arms like clock hands. Students guess the number Finger Plays:

Simple Sentences:Where is it? It’s [location] the [object].What’s this? It’s a [object].What’s this? It’s a [color][object].How many? [number]

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Week Four – Yellow Book

Objective:Review weeks 1, 2 and 3 of Yellow BookIntroduce New Years DayStudents should be able to say and understand all greetings including, “Happy New Year.”Students should be able to tell the location of an object either “on” or “under”. Students should be able to count from 1 to 12 and recognize these numbers out of sequence.Students will begin to identify and say simple New Year objects: dumpling, orange, TV, firecracker, firework and table.

Songs:Firecracker PoemHappy New Year

Games:Flashcard games.Let’s count game.Sorting games.

Simple Sentences:Happy New Year!

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WHAT TO DO WHEN YOU FINISH ALL FOUR BOOKS

Teachers should spend time reviewing all four books. Students should be able to do the following before moving on to Book 1B:

1. Identify all the objects taught.2. Identify six actions.3. Identify nine different colors.4. Count to 12 and recognize numbers out of sequence.5. Give simple greetings and leave taking.6. Know locations “on” and “under.”7. Be able to use, understand, do and say, “I see a [color][object].” “Point to the [color][object].”

‘What’s this?” “It’s a [color][object].8. Students should be able to distinguish big and small.9. Students should know the difference between Halloween, Christmas and New Years.10. Students should be able to sort animals, furniture, clothing, fruits.

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