TEACH ESL TO YOUNG LEARNERS

Teaching English as a Second Language (ESL) can sometimes be challenging, and even more so when teaching children. While adults may immediately understand what they have to gain by acquiring a second language, children will often need you to motivate them by making learning English a fun and rewarding experience. Using games, songs, and fun reading activities can help young learners develop the four basic communication skills: reading, speaking, listening and writing.

INSTRUCTION

1. Plan your lesson carefully. While lesson planning is essential when teaching all age groups, it is absolutely crucial when teaching children. Poor lesson planning may force you to drag out activities, which in turn will cause children to become bored and restless. Children tend to have a shorter attention span than adults, therefore try to plan several short activities rather than a couple of long ones.

2. Start your lesson with a warm-up activity, such as a quick and fun game. Games like "hangman" or "I spy" can allow your students to review the vocabulary you have taught them during the previous lesson.

3. Introduce new vocabulary using flash cards or realia. Flash cards are simply pictures of the object or concept you want to teach, while realia is a real physical object. For example, when teaching the word "banana," use either a picture of a banana or a real banana so that your students can easily grasp the meaning of the word.

4.Put the new vocabulary or grammar into practice. You can do this using either worksheets or a speaking exercise. For example, if you have been teaching the names of various fruits, you could either give your students a fruit-related worksheet such as a crossword or a word search, or you could organize a role-play activity where students have to buy fruits at the local grocery store.

5. Ask your students to either read a text from an age-appropriate book or listen to a recording. Since listening and reading exercises tend to require a lot of concentration, it is usually better to perform one or the other during every lesson, but not both. Then ask your students questions to check their understanding of the text or the recording. At this point, you can also get your students to practice their writing skills by asking them to write a short paragraph on the story they have just heard or read.

6. Finish the lesson by playing another quick game or fun activity to review the notions you have just taught them. Physical activities such as singing or "Simon says" work best with younger children, while older children usually prefer quizzes or board games.



source :http://www.ehow.com/how_8146923_teach-colors-young-learners.html

BEGINNER ESL VOCABULARY

Teaching vocabulary is the foundation for learning English, especially for students learning English as a second language. Memorizing a large list of vocabulary words is the only way to progress to the next step of learning English, which is to put those words together into sentences. Teaching and learning vocabulary can actually be one of the areas that is more enjoyable to the students. Interactive games, videos and props are all involved in cementing these words into your students' minds.

Worksheets

Find worksheets that ask your students to match the correct English word with a picture. Committing a visual image to memory is one of the most effective ways to memorize new vocabulary. Other helpful worksheets -- many of which can be found for free online -- are crossword puzzles, word web games and hangman. Assign your students a variety of worksheets each week as homework to further cement vocabulary words away from class.


Props

Bring a variety of props to each class as a way to introduce new words. Focus on a group of words at a time. For example, bring a large basket filled with fruits and vegetables. Also bring in pasta, crackers, bread, milk, meat and other food items. Seeing and holding the actual item can create a more vivid image in your student's mind surrounding each individual vocabulary word. The next week, bring in clothing items.


Video

Play video slides, which are available online, to cover vocabulary words that may otherwise be more difficult to illustrate, such as rooms of the home and occupations. Introduce one video each week and have it correspond or reinforce vocabulary concepts you have already covered. Show a restaurant menu video on the same day as you bring in food props, for example.


Interactive Computer Games

Many websites offer free interactive computer games ESL students. Matching games, hangman, speed word, every-other-letter games, opposites and quizzes are available. Give your students time during each class to practice their skills in a fun and engaging way. Games are tailored to all skill levels, so once your students have mastered the beginner level, move them up to intermediate.

TEACH COLORS TO YOUNG LEARNERS

By 18 months, most children begin to realize that the world is a colorful place. You can begin to teach your children their colors as soon as they demonstrate an awareness that some things look differently than others. By the time your child enters preschool, he should have at least a basic grasp of different colors and their names.


INSTRUCTION

1. Sing songs about colors to your child. Point to colorful objects around the room as you sing so your child learns not only the name of each color, but what it looks like.

2. Eat colorful foods. Designate one week as "colorful food week," and focus on one color each day. The majority of your food that day should match the color you're learning about. For example, on "yellow" day, your family could eat bananas, pancakes, pineapple and yellow cake. Use food coloring throughout the week to add extra color to ordinary foods. You can make scrambled eggs turn blue, for example, on "blue" day.

3. Show your child color flash cards. Use flash cards that only show a color or, pick flash cards that show colorful items. Review the cards with your child when you're waiting for the bus, at the doctor's office or before bedtime.

4. Focus on different shades of the same color. Some children find it difficult to understand that two objects of different color shades can really be the same color. If something is royal blue, for example, and another item is pale blue, the child may think they are completely different colors. To illustrate your point, take your child to a home improvement store and pick up several paint sample cards, which show different shades of the same color. Alternatively, use watercolor to paint a picture with your child. First, add only one or two drops of water to the paints, which makes the color deep and dark. After your child paints for a while, add more water to lighten the color of the paint.

The History of Kite

This text Include Narrative text


The sun shone brightly and the west breeze blew. The kite was flying this way and that way tied to her string.
Suddenly the string snapped. The kite was free. She soared high in the air until she could see far, far away.
The kite followed some parrots who took her to see the rainforests. The air was cool and the kite got wet.
The kite followed some crocodiles who took her to see the rivers. The air was misty and the kite caught a fish.
The kite followed some wallabies who took her to see the deserts. The air was hot and the kite got tired.
So the kite followed the sun who took her back home, right to her string


Note on Narrative Text
The example of Narrative above is taken from Jeany Eather. We see that Narrative will be a narrative if the text include any complication among the characters. Narrative is mainly to tell a story. Telling a story is intended to entertain as well teach certain moral values.
From the narrative example above, we can see the specific generic structure which actually makes this text different from other text types
The first paragraph is setting the scene. This scene set up will include information of who, what, when and where. This is actually what we know as Orientation to introduce the participant in the text, kite and information near it.
The second paragraph is introducing a problem as complication set which is followed by other three paragraphs as series of event.
The last paragraph is the resolution to end the story. Resolution can be good or bad.


Vocabulary List

shone=bersinar
brightly=cerah
flying=terbang
tied=diikat
free=lepas/bebas
snapped=bunyi keras
soared=melambung
parrot=beo
crocodiles=buaya
misty=berkabut

Answer the following Question based on the text above!
1. What is the most text probably about?
2. What is the conclussion the text?
3. how many animals that the kite follow?
4. What happened in the end of the text?
5. Why the kite stop following wallabies?

PINGUIN IN THE PARK

This text include spoof text




Once a man was walking in a park when he across a penguin. He took it to a policeman and said; "What should I do?" The policeman replied; "Take it to the zoo!".
The next day, the policeman saw the man in the same park. The man was still carrying the penguin. The policeman was rather surprised and walked up to the man and asked; "Why are you still carrying the penguin? Didn't you take it to the zoo?" The man replied; "I certainly did. And it was a great idea because the penguin really enjoyed it. So, today I am taking it to the movie".


Analyzing the Text
Generic Structure Analysis
Orientation;introducing participants: "He" and Penguin. They were in the park
Event1; The man tended to take the penguin to the park
Event; The following day, the man were still carrying the penguin
Twist; Even, finally the man would take the penguin to the movies


Language Feature Analysis
Focusing on certain certain participants; He, penguin, policeman
Using action verb; carry, walk up
Using adverb of time and place; once, in the park
Told in chronological order; chronological order by days, the next day

Vocabulary List

walking=berjalan
took=mengambil
should=seharusnya
replied=membalas
zoo=kebun binatang
policeman=polisi
park=taman
carry=membawa
enjoy=menikmati


Answer the Question Below about text pinguin in the park
1. What is the text about?
2. Why the next day the man still carrying the pinguin?
3. Where is the man will take the pinguin after the zoo?
4. Why the man want to take the pinguin in the movie?
5. Really enjoy it, (the Last sentences),it refers to ..........

MY MOTHER

This text include Descriptive text


My mother is a beautiful person. She is not tall but not short, and she has straight hair and brown. Her eyes color are like honey and her color skin color light brown, and she has a beautiful smile. Her weight likes 55 Kg.
She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I love my mom, because she is a good example to me.
She is a very good child, wife and mother. She always takes care of her family. She likes her house to be clean and organized. She a very organized person, and all things in the house are in the right place. She doesn't like messines.
She always has a smile on her face. She is so sweet and lovely. I like when I am going to sleep or went I wake up or when I am going to go to some places, she always give me a kiss, and when the family have a problem she always be with us to helps us and to give us all her love.


Vocabulary List

1. beautiful = cantik
2. straight = Lurus
3. Honey = madu
4. Smile = senyum
5. weight = berat
6. Kind = ramah
7. Lovey = penyayang
8. Patient = sabar
9. Messines = berantakan
10. Always = selalu
11. Sweet = manis

Answer the Questions below according to the text!
1. My Mother is beautiful person,The antonym of ItaLic word is ...........
2. In Line 2, She Refers to ............
3. What is the characterisric of mother in the text above?
4. What does mother Like in her House?
5. She doesn't Like messines The same meaning of Italic word is ..........
6. Why the writer Likes her mother?
7. How many adjectives in the text? mention it!

SHORT FUNCTIONAL TEXT

There are many kinds of short functional text, for example:
A. NOTICE

This text type is the type of text form of marks or writing to inform or warn the public. Usually in public places. From thet caution we know that we are forbidden to smoking



B. GREETING CARD

This type of text in the form of a letter, which generally display a function to congratulate the success of a person, a happy birthday, wedding Etc.



C. POST CARD

Dear Rusdi,
I just got back from Yogyakarta. The weather was nice the whole week, and I really had a great vacation. I walked along Malioboro Street on the first day. The next day I went shopping and bought some batik clothes at Beringharjo Market.
I went to Yogyakarta Palace one day. Guess what? I saw the Sultan.
I enjoyed my vacation. Well, that’s all for now.
Cheers,
Fahmida





Answer the Question below about the short functional text :
A. NOTICE

that caution means ..........






B. GREETING CARD

what is the purpose of the greeting card below?????








C. POST CARD

Answer these question below by reading the post card above:
1. who is the sender of that post card?
2. how many people on the text?
3. what is fahmida talk about?

Teaching Preposition through picture in the house

In the Living room, there are sofa,TV and armchair, next in the bedroom, there are lamp and bed, while in the kitchen, there are chair,table,stove and refrigerator.

Introducing the picture
A. Parts of house:
1. Living room = ruang keluarga
2. Bedroom = kamar tidur
3. kitchen = dapur

B. Preposition
1. in front of=di depan
2. beside=di samping
3. behind=dibelakang
4.above=diatas
5.under=dibawah
6.between=diantara


Answer the question by seeing the picture
1. There are 3 Parts of House:...............
2. The Cat is .......... The tree
3. In front of the living room is .........
4. The stove is ...... The refrigerator
5. The door is .......... sofa and armchair
6. There is ....... Behind the chair
7. The Bed is ..... the lamp

FAMILY

My name is Budi. I live in Jakarta with my father and mother. I have an older brother. His name is Anto. I also have a younger sister. Her name is Wati. My older brother and younger sister also live with us.
Father works at the office everyday. Mother stays at home, cooking food for us. Every day, myself, my older and younger siblings go to school.

List of Vocabulary
* adik = younger (brother/sister)
* ayah = bapak = father
* bersama = with
* hari = day
* ibu = mother
* juga = also / too
* kakak = older (brother/sister)
* kerja = work
* laki-laki = male
* makanan = food
* masak = cook
* perempuan = female
* pergi = go
* punya = have
* rumah = home / house
* sekolah = school
* seorang = one person
* setiap = every
* tinggal(*) = stay / live
* untuk = for

Family structure
* Ayah is synonymous with bapak, which means father.You can use it interchangeably when referring to a father (or your father). Note that we call adult males as bapak for courtesy, but we never call them ayah. The word ayah is exclusively for the father-child relationship (whether by consanguinity or by law such as a stepfather).

* Ibu means mother. Here, we don't make any distinction like bapak / ayah.

* • Notice from the vocabulary list that Indonesian words for siblings are gender-free. The word "kakak" is used to describe an older sibling (older brother or older sister). The word "adik" is used to describe a younger sibling (younger brother or younger sister). In order to further distinguish the gender, we use gender words, e.g., "laki-laki" for male or "perempuan" for female. Other gender-free words are made distinct in a similar fashion.

Other Family Members
* Suami = husband
* Istri = wife
* Anak = child / children
* Kakek = grand father
* Nenek = grand mother
* Paman = uncle
* Bibi = aunt
* Sepupu = cousin
* Keponakan = nephew / niece
* Saudara = brother / sister
* Saudara ipar = (brother/sister)-in-law
* Ayah mertua = father-in-law
* Ibu mertua = mother-in-law

Answer these questions below
1. How many members of Budy's Family?
2. Where Does Budy's father works?
3. Daughter from your cousin is your .......
4. Your Father's mother is your......
5. The cousin of your mother is your......
6. The wife of your father is your......
7. your aunt have children, her children is your.......

Fort Rotterdam

This text include past form, so generally have form (S + V2)



Fort Rotterdam is located in the centre of Makassar. It was built in 1555 in the period of Gowa Kingdom. It provided protection for the Makassar Kingdom. It used to be called Benteng Ujung Pandang. When Admiral Cornelius, a Dutch troop leader, occupied Celebes in 1667, he rebuilt it and changed its name to Rotterdam. He made Fort Rotterdam a centre of the government.
The architecture of the buildings at Fort Rotterdam resembles European styles from the medieval era, IV-XVII century. Local people know the fort as Benteng Panynyua. Panynyua means 'turtle'. If seen from the air, Fort Rotterdam looks like a turtle crawling towards the sea.
Fort Rotterdam is now a national archaeological museum. People can see many artifacts and ancient things in the museum. It is called Museum La Galigo.


List of vocabulary

1. fort = benteng
2. built= membangun (v2 from build)
3. provided = menyediakan
4. protection = melindungi
5. goverment = pemerintah
6. occupied = menempati
7. resembles = mirip/menyerupai
8. archeological = purbakala

Answers these questions below

1. Where is fort rotterdam Located?
2. When the fort rotterdam was built?
3. Who eas buil fort rotterdam?
4. Find and mention the verb that use past form !
5. in line 3, He refers to ............
6. What is Fort rotterdam for Now?
7. Why did rotterdam familiar with panynyua?

Why teach English to young children?

these are the reason why teach english to young children :
· The children find it easy to accept a new linguistic code because they are still learning their own.
· They find it easy to pronounce the new sounds for the same reason.
· They don’t feel self-conscious about sounding different.
· If they have a good experience of learning a language at this age, they will remember it with fondness, so will find it easier to learn languages later in life.

Long-term educational aims of teaching languages to young children:
· To encourage open-mindedness by preparing the child for the understanding and tolerance
of different ways of thinking and learning
· To help to improve cognitive development, by offering a further instrument for organising knowledge
· To encourage greater creativity as a consequence of a constant comparison between two different linguistic codes
· To lay the foundations for continuous linguistic education, allowing the formation of a type of education that is not exclusively centred on one’s own mother tongue and that leads to an easier study of foreign languages at higher school levels.