CHAPTER I

CHILDREN AS YOUNG LEARNERS

A. The Characteristics of Young Learners

Children as young learners here are classified into two categories, the first one
are started from five to six or seven years old and the other one are began from six or
seven years old to eleven or twelve years old. It can be said the first category is on the
level of pre-elementary school and the second one is on the level of elementary or
primary school.
1. Five to six or seven years old
 They can talk about what they are doing
 They can tell a teacher about what they have done or heard
 They can plan activities
 They can argue for something and tell a teacher why they think and what they
think
 They can use logical reasoning
 They can use their vivid imaginations
 They can use a wide range of intonation patterns in their mother tongue
 They can understand direct human interaction

1
 2. Six or seven to eleven or twelve years old
 Their basic concepts are formed. They have very decided views of the world
 They can tell the difference between fact and fiction
 They ask questions all the time
 The rely on the spoken word as well as the physical world to convey and
understand meaning
 They are able to make some decisions about their own learning
 They have definite views about what they like and dislike doing
 They have a developed sense of fairness about what happens in the classroom
and begin to question the teacher’s decisions
 They are able to work with others and learn from others
(Taken from Scott Wendy A. and Lisbeth H. Ytreberg. 2009: 1- 4)

By the general two categories above it can be considered by the teacher who
teaches the level based on the ages of the children as young language learners.

B. Children’s Development

2
 Based on Brazelton and Greenspan (in Linse, 2006: 3) describe there are
several children’s development such as emotional development, moral development,
physical development, and cognitive development. The general attributes of children’s
development can be seen in the following tables:

Attributes of Emotional/Social Development

Is usually in a positive mood
Is not excessively dependent on adults
Has positive relationships with one or two peers
Displays the capacity of humor
Does not seem to be actual lonely
Approaches other positively
Expresses wishes and preferences clearly
Asserts own rights and needs appropriately
Is not easily intimidated by bullies
Expresses frustrations and anger effectively
Gains access to ongoing groups at play and work
Enters ongoing discussion
Take turns fairly easily
Shows interest in others
Negotiates and compromises with others appropriately
Does not draw inappropriate attention to self
Accept and enjoy peers and adults of ethnic groups other than his or her own
Table 1 Attributes of Emotional/Social Development

Attributes of Cognitive Development

Can follow one-step instruction
Can follow one-two instructions
Can follow one-three instructions
Understand the concept of symbols such as numbers and letters
Is interested in academic content
Likes reading or being read to

3
 Likes playing with words, numbers, or abstract symbols
Grasps concrete and/or abstract concepts easily
Can make connection between different concrete concepts
Can make connection between abstract and concrete concepts
Can make connection between different abstract concepts
Comprehend concrete and/or abstract cause and effect relationships
Can recognize patterns
Can follow a sequence of events
Can classify concrete pictures, objects, and/or abstract concepts
Table 2 Attributes of Cognitive Development

Attributes of Physical Development – Fine Motor and Gross Motor Skills

Demonstrates muscle control when using scissor
Demonstrates muscle control when using fat crayons, pencils, or markers
Demonstrates muscle control when holding chop-sticks, spoons, forks, or knives
Demonstrates muscle control when using skinny pencils, markers, or crayons
Demonstrates muscle control when using paintbrushes
Demonstrates the muscle coordination necessary to throw or kick a ball
Demonstrates the muscle and hand-eye coordination necessary to catch a ball
Demonstrates muscle control and foot-eye coordination necessary to kick a ball when rolled
Demonstrates hand-eye coordination necessary to hit a ball when thrown as in tennis or
baseball
Is able to skip, hop, run, jump, and dance or move to music
Table 3Attributes of Physical Development – Fine Motor and Gross Motor Skills

(Taken from McClellan and Katz in Linse, 2006: 4-5)

However the children’s developments are different among others and it does
not in the same rate. Sometimes, it happens children with the high cognitively but low
in emotional/ social development on the other hand it can be happened that the
children in high emotional/ social development but low in cognitively. Or in other
case, it happens that children very well in cognitively but delayed on physical or moral
development. Moreover, the teacher should be aware of the children’s development
and apply methods or techniques appropriately on teaching them.

C. Viewing from Children’s Interest

To know about children’s interests are related to the materials, methods,
techniques, and activities that are used in the classroom. This is very essential because

4
 the learning and teaching process in the classroom can work effectively. There are
several ways for knowing the children’s interests such as:
1. Children treasure ( it can be looked from the children’s most interested stuffs)
2. A simple survey ( it can be taken from giving a simple questionnaire for children)
3. Children’s work ( it can be seen from student’s work that is closed to their favorite
thing)
4. Talking and writing box (it can be taken from the box which contains of their
likely thing)

D. Giving Supporting and Meaningful Input

5
 Support to children as young learner is very essential for their learning
progress. Besides, to encourage their confidence it can really help for their forwarding
progress on their language learning. The supports can be “scaffolding” which is
giving a help while interacting in young learner’s learning process. For instance, when
the child has a difficulty on holding a pencil incorrectly while they are writing, a
teacher should help on holding it properly by giving hand interaction to the child.
Not only “scaffolding” but also “wait time” is can be applied on supporting
children in their learning process. Building the “wait time” in teaching is very
important because the respond of the children as the young language learners are in
variously. This diversity can be shown by the students when they are answering the
questions. Some student or children give answer in quickly but there are also in slowly
answer. Therefore, a teacher should do “wait time”, actually some children can not
answer quickly is not because they are not able to answer but they need a time to
process on searching the answer. Sometimes, a teacher needs give a prompt to the
young learner as much as children needs.

The other of supporting is giving meaningful input for children’s learning

process. They can be such as:

6
1. Providing a bulletin board ( animals, foods, or drinks etc. it can be based on the
lessons)
2. Building a scheme (it can be based on the lessons)
3. Provide variety input (visual, auditory, or tactile input)
4. Making rich-printed environment ( a useful classroom display related to the
lessons)
5. The instruction rule in the classroom (the ways of behaving in the classroom)
6. Making a reward and punishment board (such as smiley icon for a reward and sad
icon for a punishment and it can be counted a weekly)

CHAPTER II
CLASSROOM MANAGEMENT

7
A. Creating the Rules in the Classroom
Discussing about classroom management likes giving a dinner for a guest
it means there are two crucial feelings those are comfortable for the house owner
and the guest. In other words, a teacher should enjoy when he or she is teaching
otherwise, children feel the same. There are several rules that can be created in
managing classroom they are:
1. Establish clear rules at the beginning of the year
2. Teach the concept of appropriate and inappropriate behavior
3. Offer rewards judiciously
4. Plan more than you think you will need
5. Balance activities
6. Provide specific feedback

B. Teacher Should Do in the Classroom

Being a teacher in the classroom sometimes can be a “boss” but sometimes
can be “mother” it means that the managing of the classroom is totally on the
teacher’s hand. So that, there are several teacher should do in the classroom as in
the following:
1. Have sense of humor, open-minded, adaptable, patient, good example etc.

8
2. Learn to mime, to sing, to act, to draw etc.
3. Respect the children and be realistic.
4. Think in the equal level or being as the children’s friend as their age
5. Help the children feel secure
6. Create the physical surrounding
7. Arrange the desk properly
8. Grouping the children properly (limit the number of member in the group, pair
work, group work)
9. Use English language in the class room as much as possible

CHAPTER III

HOW TO TEACH LISTENING TO YOUNG LEARNER

9
A. Listening as the first skill
Listening is the first skill that children acquire or learn before speaking,
reading, and writing. Somehow, children’s hearing and listening are different. When
the children hear sounds mean that the process of receiving the sounds directly coming
to their ears. On the contrary, listening is the process of accepting the sounds through
their ears attentively which means needing more focus and concentration for getting
information. These are several points that should be paid attention for the teachers they
are:
1. Remember that sounds that have been said, then it disappear (it must clearly,
repeat, and retell)
2. The listener has a very short attention span (consider the length of time based on
the level and or age)
3. Understand the listening of children not only the end of the exercise but also the
process when the children listen
4. Keep the key as a driver on listening subject or lesson it means a teacher holds the
rule of children behaving in the teaching and learning process.

B. Knowing the Children’s Learning Channels

The essential of knowing learning channels is to apply the properly methods or
techniques in the classroom especially on teaching listening. The learning channels are
classified into three categories they are as follows:
1. Auditory
The children are able to receive listening lesson by their hearing sensory easily. In
other words, children can catch the word from the listening process dominantly.
For instance, students can always remember the information from the teachers’
voice in the period of time.
2. Tactile
The children are able to receive listening lesson by their tactile sensory easily. In
this case, the children can receive the information that is taught when it is provided

10
 by the things which can be felt by the children. For example, during the listening
lesson a teacher provides a miniature of the characters based on the listening
lesson.
3. Visual

The children are able to receive listening lesson by their visual sensory easily. The
visual channel means that while learning listening children are provided by a
visual thing such as pictures. For instance, a teacher gives a listening lesson and he
or she is showing the pictures.

C. Classroom techniques and activities

Teaching listening skill needs a proper technique so that activity in the
classroom can work effectively. Total physical response (TPR) is a method or
technique that can be used on teaching listening properly. This method or technique
really needs children’s respond during the lesson. Probably, for children less than
eight years old need a prompt or demonstration from the teacher when they give
respond. There are several techniques and activities that can be used when teaching
listening skill:

1. TPR (Total Physical Response) with one command at time

By seeing the picture above, it can be seen
that TPR technique is used at one
command at time from the teacher to the
student for instance, a teacher gives an
instruction to the student for doing “jump”
and the student does the instructed
command. In this case, the teacher must
give the material before giving an instruction so that the students have already
known the commands vocabularies.

11
2. TPR (Total Physical Response) songs

In the TPR songs a teacher gives the

material through singing a song and
by listening from the teacher’s song
student can repeat the song altogether
with the teacher. The material can be
in variously such as about new
vocabularies, grammar rules etc.

3. TPR finger-plays

A teacher explains or tells the

story while she is practicing her
finger-plays together with the
students. It is very useful for the
student on focusing their
listening and enjoying the
learning process through a finger-play.

4. TPR storytelling
A story telling is preceded by a
teacher will be more interested if
the teacher can mime and act
based on the story of the story
telling book. Besides, the story
book contains of a big picture
which can entertain the students.

12
 Here, the pictures that are preceded on the book are based on the level of the
students or children. It depends on the necessary of listening lesson target.

5. TPR Yes/No cards

Yes/No cards are used to get

student’s attention on their
listening concentration. A
teacher gives several
instructions to the students
which needs student’s
engagement by giving the answer using Yes/No cards.

6. TPR drawing

A teacher gives an
instruction and the students
respond by drawing based
on the teacher’s
instruction. For instance,
the teacher asks to the
students about the number
of students’ family then the students may answer through their drawing.

7. Syllable clapping
Hap….Py

13
 A teacher teaches a listening material by giving instruction of clapping. For
example, the teacher demonstrate his or her clapping for word “happy” and it can
be separated by two syllables they are on clapping is “hap…” and the second
clapping is “….py”.

8. Rhyming word activities

Fat…….vat….cat
….hat….bat………
.

A teacher teaches the listening material by rhyming the words, therefore, the
students can easily practice the rhyming words altogether with the teacher. Word
Rhyme is an interactive learning game for children, which is designed to help them
learn and practice rhyming words. Children will enjoy this virtual board game as
they cross the board from start to end and learn rhyming words on the way. Word
rhyme is a great way to help children learn new words and expand their
vocabulary. Example:

14
 1. Monday Tuesday Wednesday – Hop!
Thursday Friday Saturday – Shop!
Sunday take a rest and – Flop!

2. She lives in the country

Gonna move to town
Gonna shake and shimmy
Till the sun goes down

9. Minimal pairs

Ship Sheep

In the minimal pair’s way, the children need to be focused on their listening
channel because they have to differentiate the vocabularies pairs. In this term, the
provided picture is recommended. The difficulties of taught is based on the level
of children age or student’s level.

15
 CHAPTER IV

HOW TO TEACH SPEAKING FOR YOUNG LEARNERS

When children begin speaking, they experiment and play with the utterances that are
made to form words and phrases such as bye-bye. Play is a vital and important aspect of a
child’s development and language is a part of that play.

The expectations for speaking for children should be tailored to their development.
Children should not be expected to produce utterances that are beyond their stage of
development. For example the MLU (Means Length of Utterances) for a five-year-old is not
going to be as long as that of 10-year-old. A five-year-old might say, “Do I have to go?”
whereas 10-year-old might say, “Yeah, I know I was supposed to go five minutes ago”.
Sometimes children have difficulty articulating specific phonemes such as /th/ or /r/. Children
also have a tendency to overgeneralize grammar rules when they are learning English as their
native language. One classic example of overgeneralization occurs with the use of past tense.
For example, I seed the movie. I drawed the apple.

16
Some of the techniques and activities in teaching speaking to young learners are;

a. Audiolingual Method (ALM)

The ALM to language teaching is based on the notion that one can learn language by
developing habits based on the patterns of language (Celce-Murcia, 2001). There are two
important features of ALM, drill with choral response and dialogues.
b. Dialogues
Dialogues provide learners with grammatically controlled scripts that they use in real life.
c. Using puppets to introduce dialogues
Puppets can easily model different dialogues for children to practice with their classmate.
It shows children how to work with a partner or in small group.

d. Fishbowl technique
Fishbowl is one specific technique which helps children learn how to work with a small
group.
e. Communicative Language Teaching (CLT)
CLT is an approach and a philosophical orientation that connects classroom-based
language learning with the language learners need in order to communicate outside the
classroom (Nunan, 2003). It is necessary to connect classroom learning to real-life child –
focused situations where children use language.
f. Games
Game is a purposeful activity and games are a part of playing. Games are a very
appropriate teaching technique in the young-learner classroom.
g. Talking and Writing Box
Talking and writing box as a way to learn about children’s development and interests.
The talking and writing box is made of pictures that children have self-selected and are
interesting to them.
h. Teaching pronunciation
Tongue twisters are a fun way to teach pronunciation to children learning English as a
second or foreign language. Two of the most famous and popular tongue twisters are
Sally sells seashells at the seashore and Peter Piper picked a peck of pickled peppers. If

17
 Peter Piper picked a peck of pickled peppers, where’s the peck of pickled peppers that
Peter Piper pick? (or) how many peppers did Peter Piper pick?

Error Correction
As caregivers, teachers of young learners must spend time correcting not only behavior but
also errors. Teachers must correct every single error that children make.

Managing the noise level

During a speaking activity, the noise level can quickly escalate and disturb other classes.
Children can be taught a number of signals to become quiet. Do not try to shout over children.

CHAPTER V
HOW TO TEACH READING YOUNG LEARNERS

According to Linse, reading is a set of skills that involves making sense and deriving
meaning from the printed word. Learn how readers integrate these facets to make meaning
from print. For second-language learners there are three different elements which impact
reading:
a. The child’s background knowledge
b. The child’s linguistic knowledge of the target language, and
c. The strategies and techniques the child uses to tackle the text

In order to read, we must be able to decode (sound out) the printed words and also
comprehend what we read. The aim of reading is comprehension. Some individuals equate
decoding with reading. Just because a learner knows how to pronounce written words
correctly, doesn’t mean that he can read.

Reading comprehension refers to read for meaning, understanding, and entertainment.

There are two main reasons that people read:

1. Reading for pleasure

18
 Think about how much fun it is to read or listen to a good story. Stories provide
enjoyment for readers of all ages. Children are unaware that they listen to a story being
read aloud, they are being introduced to the idea that reading can be used as a form of
entertainment. As a teacher, we must encourage parents to read to their children as much
as possible. If a student know that she/he can get pleasure from reading stories in her own
language, she/he may be able to make connection that reading in general can provide
pleasure.
2. Reading for information
Reading for information can be as simple as reading a menu at a restaurant. As a new
teacher to the EFT profession or an experience teacher that wanting to learn how to teach
the young learners, we are reading in order to get the latest information on how to teach
young learners.

Some of the techniques and activities in teaching reading to young learners are:
a. Phonics
Phonics is one of the primary building blocks of reading. Without an understanding of
the relationship between letters and sounds, reading cannot occur. One of the easiest
ways to begin phonics instruction is by introducing sounds and letters that are
associated with specific nouns. Some teachers believe that children should be taught
then letters and sounds of alphabet in alphabetical order.
b. Predictable stories and pattern books
One type of story that is prominent in English- language programs is the predictable
story. The predictable story contains repetitive phrases and predictable language.
Predictable storybook, also called pattern books, contain illustrations that help to
clarify or support the word, sentence, or pattern that is repeated in the text.
c. Sight words
Sight words are high frequency words children can recognize on sight without having
to decode the letters. The, all, an, and I are all sight words.
d. Names

19
 Children’s names can be sight words. Children enjoy reading their own names. An
alternative way to call attendance is to print each child’s name on a different card.
e. Print-rich environment
In English language classroom, print rich environments contain English-language
environmental print prevalent in countries where English is the main language of
communications. Environmental print is the print that is seen all around us. It is the
print on signs, labels, billboards, etc. As teacher we should try to create a print rich
environment in the classroom.
f. Learning centers
Learning centers are stations or place within a classroom where children can work
alone, in pairs, or in small groups.
g. Language experience approach
It is used to help native English speaking, ESL, and EFL children develop beginning
literacy skills. It can be a meaningful and pleasurable group literacy experience.
Learners participate in a group activity and then describe what happened in their own
words.
h. Own words
It helps young learners acquire English literacy skills. As teacher, we could ask the
children to write down the word they would like to learn which related to the topics
they are currently studying or words they would just like to know.
i. Questioning techniques
Since comprehension is the aim of reading, you should provide students with focused
instruction on comprehending written texts. During a reading lesson, questions should
be used to check comprehension and to help children think to pique their interest. The
judicious use of questions is very important. It is used to check comprehension and to
help children thinks about what they are reading.
j. Comprehension strategies
The importance of teaching children strategies or techniques is to help them on the
meaning represented by the words.
k. Context clues and print conventions

20
 Learning how to use context is an invaluable tool in comprehension. It helps the
teacher on teaching young learner understanding the reading material.
l. Graphics organizers
Are tools to help learners visually organize the information that they have read or will
read. A wide variety of graphic organizers can be used to help learners tackle and
comprehend challenging texts.

CHAPTER VI
HOW TO TEACH WRITING FOR YOUNG LEARNERS

When you are teaching writing to children who are four to seven years old, you
must consider two separate areas of development. First, do your student have the fine
motor or physical skills necessary to hold a pencil firmly in their hands and from
letters on paper? Second, do they have cognitive skills necessary to formulate ideas
and write them onto paper?

Writing process

Process writing helps native English-speaking children as well as EFL or ESL

young learners develop English language writing skills. Process writing is especially
appropriate for ESL or EFL young learners because one of the prominent features is
an emphasis on fluency.

The writing process approach involves the process- steps necessary to produce
a good quality final fierce of writing. As a teacher of writing, You need to balance the
role of the process and the importance of the product. The process begins by thinking

21
about what is going to be written (choosing a topic) and a collecting idea both
formally and informally. (See figure 2 for a list of the steps of the writing process).
The final step is to publish. A piece of writing is published when it’s put it into a form
which can be formally shared with others.

Steps of the writing process involve:

1. Pre-write
2. Write
3. Revise
4. Edit
5. Publish

Classroom technique and activities

Several technique and activities for implementing different aspects of writing process
are discussed in this section.
 Writing Models
Good writers are readers, and good writers read both fiction and
nonfiction. Thus, you want to provide reading material that will model the type
of writing your young learners will produce. By reading and exposing children
to a variety of good fiction and non fictions, you are helping them become
better writers.

 Grouping writing
Children can work collaboratively a writing project, but it needs to be
carefully organized on the part of the teacher. You can show children how
different members of the class contribute to a group story by writing the child’s
initials next to each line he contributed. You can also have young learners
create a group book. And young learners can also work in small group to create
different pieces of written text.

22
 Talking and Writing Box
The talking and writing Box describes on page 11 can be used as part
of your writing program. The correction of the box is a prewriting activity is
and of itself. Writing centers.

 A writing center
A writing center can be set up in most classrooms. A writing center
with brightly colored pens and papers will often inspire children to write. The
writing center can be used to inspire learners at every steps of the writing
process, as well as to help them develop the fine motor skills necessary to
produce neat and legible writing.

 Writing conference
One common and very useful way to help children with revising is with
writing conferences. There can be one conference per piece of writing, or there
can be series of conferences for a specific piece of writing.

 Inventive spelling
Invented spelling refers to student’s attempts at spelling word based
on their developing cognitive and literacy skills. Invited spelling can reveal
valuable information about the child’s English-language literacy development
(Tompkins, 2000).

 Word walls
World walls are lists of word that the children have encountered in their
reading and that can be used in writing. these lists should be posted on the
walls of your classroom-hence their name.

23
 Writing in the classroom for young learner under the age of five emphasize is often
placed on the formation of the letters themselves. For older learners, content area
course books designed for native English speakers are used more often in ESL or EFL.

CHAPTER VII
ASSESSMENT

Assessment is gathering of information for a specific purpose. Two concepts are

important in assessment, they are validity and reliability. You might want to assess if
five – year-olds can correctly pronounce the /m/ sound. A valid assessment would be
whether the children who have been taught the song “Do you know the muffin man?”.
Can accurately pronounce /m/ as they sing the words muffin and man. An assessment
tool is reliable if the results are consistent over a period of time. This means that for a
test to have reliability, the results should be consistent when different teachers
administer the tests and/or different teachers score them. The test results should also be
consistent if they are given on different days.

Teachers Assessing Students

24
 Assessment of performance can be explicit when we say That was really good,
or implicit when, during a language drill for example, was pass on the next student
without making any comment or correction (there is always the danger, however, that the
student may misconstrue our silence as something else).

There are a number of ways in which we can assess our students’ work:

 Comments: commenting on student performance happens at various stages both in

and outsides the class. Thus we may say good, or nod approvingly, and these
comments (or actions) are a clear sign of a positive assessment. When we wish to
give a negative assessment we might do so by indicating that something has gone
wrong or by saying things such as That’s not quite right or Your invitation language
was a bit mixed up. When we make comments about our students’ written work we
can write speaking-like comments at the end of a piece of writing such as You’ve
written a very interesting composition, or Paragraph 2 is confusing because the
sequence of events is not clear.

 Marks and grades: when students are graded on their work they are always keen to
know what grades they have achieved. Awarding a mark of 9/10 for a piece of
writing or giving a B+ assessment for a speaking activity are clear indicators that
students have done well.

When students get good grades their motivation is often positively effected
provided that the level of challenge for the task was appropriate. Bad grades can be
extremely disheartening. Nor is a grading always easy and clear cut. When we grade a
homework exercise (or a test item) which depends on multiple choice, sentence fill-
ins, or other controlled exercise types, it will be relatively easy for students to
understand how and why they achieved the marks or grades which we have given
them. The same is less obviously true with more creative activities where we ask
students to produce spoken or written language to perform a task. In such cases our
awarding of grades will necessarily be somewhat more subjective. It is possible that
despite this our students will have enough confidence in us to accept our judgement,

25
 especially where it coincides with their own assessment of their work. But where this
is not the case-or where they compare their mark or grade with other students and do
not agree with what they find-it will be helpful if we can demonstrate clear criteria for
the grading we have given, either offering some kind of marking scale or some other
written or spoken explanation of the basis on which we will make our judgement.

Awarding letters grades is potentially awkward if people misunderstand what

letters mean. In some cultures success is only achieved if the grades is ‘A’,whereas for
people in other education systems a ‘B’ indicates a good result. If, therefore, we wish
to rely on grades like this our students need to be absolutely clear about what such
grades mean-especially if we wish to add plus and minus signs to (e.g C++or A-).

 Reports: at the end of a term or year some teachers write reports on their students’
performance either for the students, the school, or the parents of that student. Such
reports should give a clear indication of how well the student has done in the recent
past and a reasonable assessment of their future prospects.
It important when writing reports to achieve a judicious balance between
positive and negative feedback, where this is possible. Like all feedback students have
a right (and a desire) to know not only what their weaknesses may be, but also what
strengths they have been able to demonstrate.

26
 CHAPTER VIII

ISSUES IN TEACHING YOUNG LEARNERS

Special Needs

Many learners in classrooms have special needs that require some sort of intervention.
These needs range from visual and hearing impairments to other specific problems which will
impact learning. Teachers of young learners are more likely to encounter special needs in the
classroom than teachers of older learners for two reasons. First, the vast majority of children
in the world-unless they have severe disabilities-attend school. Unfortunately, older learners
with learning disabilities may have dropped out of school. Second, young learners with
special needs may not yet have developed or been taught the strategies necessary to tackle
academic subject.

27
 While children with severe special needs will probably not be in your class without
their own caregiver, you may have a child who is visually or hearing impaired. In addition,
you may have students who have dyslexia, or an attention deficit disorder. As a teacher, not
a medical professional, you cannot and should not even attempt to make a diagnosis of either
of these conditions. However, you can tell the appropriate educators at your school if you
sense that a learner may have a special educational need. Once a diagnosis is made, you can
work with a specialist to developed a repertoire of strategies that can be used to help the
learners with the special needs.

Dyslexia

Dyslexia is a learning disability that impacts children learning their native language as
well as learning EFL or ESL. One of the most famous people to suffer from dyslexia is the
actor Tom Cruise. Historically referred to as word blindness, the term dyslexia is based on the
Greek language meaning difficulty with words. The cause of dyslexia is not known but there
are known links to heredity and to early hearing loss. There is both mild and severe dyslexia.
For example, a student with dyslexia may confuse left and right. It should be noted that if a
child is left-handed, that in and of it self is not related to dyslexia. Another example of
dyslexia behavior may be a students who is able to read a word in one paragraph, but when
the word appears in a subsequent paragraph, the student is at a complete loss.

Regardless of the degree of dyslexia, early diagnosis of the problem and focused
instructions are key. EFL teachers may find it inappropriate to provide learners with English-
language literacy instructions until they have mastered literacy skills in their native language.
If, for example, a child a having trouble mastering symbols-such as letters or characters in his
own language-it doesn’t make sense to load him with an additional set of symbols before the
original ones have been mastered.

Unfortunately, many EFL teachers may find themselves in a country where most
primary school teachers have had little formal training to effectively meet the needs of
dyslexic learners. Or they may feel that there are no resources available to help learners who

28
may be dyslexic. If this happens to you, chances are once you start talking to teachers who
specialize in teaching reading to young learners, you will find someone or a group of people
who are aware of dyslexia and may even have resources to help.

If a child has several of these indications, further investigation should be made. The
child may be dyslexic or there may be other reasons.

1. Persisting factors

There are many persisting factors in dyslexia, which can appear from an early age. They
will still be noticeable when the dyslexic child leaves school. These include:

 Obvious ‘good’ and ‘bad’ days, for no apparent reason

 Confusion between directional words, e.g, up/down, in/out
 Difficulty with sequence, e.g. with days of the week or numbers
 A family history of dyslexia/reading difficulties

2.Pre-school ( 5 and under)

 Has persistent jumbled phrases, e.g. “cobbler’s club” for “toddler’s club”
 Use of substitute words e.g. “lampshade” for “lamppost”
 Inability to remember the label for known objects, e.g. “table”, chair’
 Difficulty learning nursery rhymes and rhyming words, e.g. “cat, mat, sat “
 Later than expected speech development.

Pre-school non-language indicators

 May have walked early but did not crawl-was a “ bottom shuffler” or “tummy wriggler”
 Persistent difficulties in getting dressed efficiently and putting shoes on the correct feet.
 Enjoys being read to but shows no interest in letters or words
 Is often accused of not listening or playing attention
 Excessive tripping, bumping into things, and falling over
 Difficulty with catching, kicking, or throwing a ball, hopping and/or skipping
 Difficulty with clapping a simple rhythm

29
3. Primary school age (5 years old to 12 years old)

 Has particular difficulty with reading and spelling

 Puts letters and figures the wrong way round
 Has difficulty remembering tables, alphabets, formulae, etc.
 Leaves letters out of words or puts them in the wrong order
 Still occasionally confuses b and d and words such as no/on
 Still needs to use fingers or marks on paper to make simple calculations
 Poor concentration
 Has problem understanding what he/she has read
 Takes longer than average to do written work
 Problems processing language at speed


Primary school age non-language indicators

 Has difficulty with tying shoelaces, tie, dressing

 Has difficulty telling left from right, order of days of the week, months of the year, etc
 Surprises you because in other ways he/she is bright and alert
 Has a poor sense of direction and still confuses left and right
 Lacks confidence and has a poor self-image
Indications of dyslexia (British Dyslexia Association, 2005)

Attention Deficit Disorder (ADHD) /Attention Deficit Hyperactivity Disorder (ADHD)

If a child is diagnosed with ADD or ADHD, you need to work with the specialist
provided by the school to develop a plan to meet the child’s needs, yet at the same time, you
do not want to disrupt the rest of your learners. Figure 4 will help you recognize signs and
symptoms of ADD and ADHD as well as become familiar with strategies to help the learners
in your classroom.

30
Signs and Symptoms of ADHD and ADD
 Fails to give close attention to details or makes careless mistakes
 May have poorly formed letters or words or messy writing
 Has difficulty sustaining attention in tasks or play activities
 Does not follow through on instructions and fails to finish schoolwork or chores
 Avoids or strongly dislikes tasks (such as schoolwork) that require sustained mental effort
 Forgetful in daily activities
 Has difficulty organizing tasks and activities
 Loses things necessary for tasks or activities (pencils, assignments, tools)
 Shows difficulty engaging in leisure activities quietly
 Acts as if “driven by a motor “ and cannot remain still
 Blurts out answers to questions before the questions have been completed, often interrupts
others .

Strategies for Children with ADHD and ADD

 Allow a child to change work sites frequently while completing homework or studying
 Assign tasks involving movement such as passing out papers, running errands, watering
plants
 Use music as a tool for transitioning from one activity to another
 Vary tone of voice : loud, soft, whisper
 Stage assignments and divide work into smaller chunks with frequent breaks
 Teach students to verbalize a plan before solving problems or undertaking a task
 Permit a child to do something with hands while engaged in sustained listening : stress ball,
worry stone, paper folding, clay
 Use inconspicuous methods such as a physical cue to signal a child when she or he tunes
out

31
 Provide opportunities for student to show divergent, creative, imaginary thinking and get
peer recognition for creativity
 Employ multi-sensory strategies when directions are given and lessons presented

(Adapted from learning Disabilities Association of America, 2005)

Multiple intelligences

Howard Gardner has indentified seven original areas of intelligence: mathematical-

logical, inter-personal (understanding others), intra-personal (understanding one’s self),
bodily kinesthetic, verbal linguistic, musical, and spatial. Subsequently, an additional
intelligence, naturalist (ability to discern patterns in nature), has been added to the core list.

Gardner’s theory of multiple intelligences is very important for teachers working with
young learners because it provides a framework for looking at children’s strengths, It is very
sad if a child is saddled with a laundry list of all of the things that she can’t do before she even
has a full set of teeth. With Multiple Intelligence theory, teachers can look at build upon
learners’ strengths.

You will want to include activities in your day-to-day lesson planning that stretch
each child to excel and feel success. For instance, you may want to include a logic-
mathematical intelligences. For instance, you may want to include a logic puzzle with
geometric shapes for students who have logical-mathematical intelligences. For intrapersonal
students, you might create learning station where they can work alone. For children with
verbal intelligence, you might want to make sure that they have sufficient time to spend at the
writing center. For bodily kinesthetic learners, you might want to have them dance to English-
language songs. For students with verbal linguistic intelligence, you might want to provide
them with extra English language books to read or give them word puzzles to do. For students
with interpersonal intelligence, you may want to include activities which require them to work
with partners or in small groups. For students with naturalist intelligence, you may want to
include science books about nature.

32
 LESSON PLAN

A. Why We Do Need Lesson Plan?

A lesson plan is necessary to give us guidelines for conducting learning activities.
However, it is only a plan and should be carried out in a flexible manner to allow for
changes depending on the contributions from learners.
A plan is prepared for each topic. A plan may be for a single session or for a series of
them. We can use and develop each topic based on our necessary.
Generally, the lesson plan can be used:
1. To give the lesson a framework, an overall shape
2. To remind teachers what they intended to do, especially if they get distracted or
momentarily forget what they had intended (Graves, 2000).

33
 Figure 1

B. Preparing Lesson Plan

The WIPPEA Model is a lesson plan model that represents a continuous teaching cycle in
which each learning concept builds on the previous one, serving as an instructional
roadmap for instructions. The WIPPEA lesson plan model is adapted from the work of
Hunter, 1982 (TEAL, 2010:1). There are six-steps cyclical lesson planning:

1. Warm-up
Assesses prior knowledge by reviewing previous materials relevant to the current
lesson. In this session: introduce an activity that reviews previously learned content
and it includes an activity that focuses on the topic to be taught.
2. Introduction
Provides a broad overview of the concepts to be taught and focuses the learners’
attention on the new lesson.
In this session: introduce the purpose of the lesson by stating and writing the
objectives for the learners and discussing the lesson content and benefits relating the
objective to learners’ own lives.
3. Presentation
Teaches the lesson content and concepts.

34
 In this session: create an activity to introduce the concept or skill and then introduce
information through a variety of modalities using visual, realia, description,
explanation, and written text.
4. Practice
Models the skills and provides opportunities for guided practice.
In this session: introduce a variety of activities that allow learners to work in group, in
pairs, or independently to practice the skill.
5. Evaluation
Assesses each learners’ attainment of the objectives. Include oral, written, or applied
performance assessments.
6. Application
Provide activities that help learner apply their learning to new situations or contexts
beyond the lesson.

Steps for Preparing a Lesson Plan

Below are six steps to guide us when we create the first lesson plans. Each step is
accompanied by a set of questions meant to prompt reflection and aid us in designing our
teaching and learning activities.
1. Outline learning objectives
The first step is to determine what you want students to learn and be able to do at the
end of class. To help you specify your objectives for student learning, answer the
following questions:
 What is the topic of the lesson?
 What do I want students to learn?
 What do I want them to understand and be able to do at the end of class?
 What do I want them to take away from this particular lesson?

2. Develop the introduction

35
 Design the specific activities we will use to get students to understand and apply what
they have learned. Because we will have a diverse body of students with different
academic and personal experiences, they may already be familiar with the topic.
Develop a creative introduction to the topic to stimulate interest and encourage
thinking. Use a variety of approaches to engage students (e.g., personal anecdote,
historical event, thought-provoking dilemma, real-world example, short video clip,
practical application, probing question, etc.). Consider the following questions when
planning your introduction:
 How will I check whether students know anything about the topic or have any
preconceived notions about it?
 What are some commonly held ideas (or possibly misconceptions) about this topic
that students might be familiar with or might espouse?
 What will I do to introduce the topic?

3. Plan the specific learning activities (the main body of the lesson)
Prepare several different ways of explaining the material (real-life examples,
analogies, visuals, etc.) to catch the attention of more students and appeal to different
learning styles. Estimate how much time will spend on each. Build in time for
extended explanation or discussion, but also be prepared to move on quickly to
different applications or problems, and to identify strategies that check for
understanding. These questions would help us design the learning activities we will
use:
 What will I do to explain the topic?
 What will I do to illustrate the topic in a different way?
 How can I engage students in the topic?
 What are some relevant real-life examples, analogies, or situations that can help
students understand the topic?
 What will students need to do to help them understand the topic better?

4. Plan to check for understanding

36
 Now that we have explained the topic and illustrated it with different examples, we
need to check for student understanding – how will we know that students are
learning? Think about specific questions we can ask students in order to check for
understanding, write them down, and then paraphrase them so that you are prepared to
ask the questions in different ways. Try to predict the answers your questions will
generate. Decide on whether we want students to respond orally or in writing. To
generate some ideas we can also ask ourselves these questions:
 What questions will I ask students to check for understanding?
 What will I have students do to demonstrate that they are following?
 Going back to my list of learning objectives, what activity can I have students do
to check whether each of those has been accomplished?

5. Develop a conclusion and a preview

Go over the material covered in class by summarizing the main points of the lesson.
We can do this in a number of ways: we can state the main points ourselves (“Today
we talked about…”), we can ask a student to help us summarize them, or we can even
ask all students to write down on a piece of paper what they think were the main
points of the lesson. We can review the students’ answers to gauge their understanding
of the topic and then explain anything unclear the following class. Conclude the lesson
not only by summarizing the main points, but also by previewing the next lesson.

6. Create a realistic timeline

The instructors also agree that they often need to adjust their lesson plan during class
depending on what the students need. Our list of prioritized learning objectives will
help us make decisions on the spot and adjust our lesson plan as needed. Having
additional examples or alternative activities will also allow us to be flexible. A
realistic timeline will reflect our flexibility and readiness to adapt to the specific
classroom environment. Here are some strategies for creating a realistic timeline:
 Estimate how much time each of the activities will take, then plan some extra time
for each

37
 When prepare a lesson plan, next to each activity indicate how much time expect it
will take
 Plan a few minutes at the end of class to answer any remaining questions and to
sum up key points
 Plan an extra activity or discussion question in case we have time left
 Be flexible – be ready to adjust the lesson plan to students’ needs and focus on
what seems to be more productive rather than sticking to original plan

Figure 2

PRACTICE

Answer the questions below!

1. Think of a child you know. The child may be a student you have now or someone
in your family. Describe one or more of the children with their physical, cognitive
and social/emotional development!
2. Write down the kinds of rules that can be created in managing classroom!
3. What should the teachers do to manage the classroom?

38
4. When you were a child between the ages of 5 and 12, what things did you talk
about with your family? Who did you talk to?
5. What was one of your favourite books as a child? Was it fiction or nonfiction?
Why did you like it?
6. When you were a child, what was your favorite story? Was it a story that was read
to you or was it one that you read yourself? Who were the main characters?
7. Write down three or four words that were important to you when you were a child!
Think about why these words were important!
8. For a young learner, what do you think is the hardest part of writing? Do you think
it is holding the pencil or do you think it is getting the ideas formulated and put
down on paper?
9. Write down the steps of the writing process!
10. Teachers are not the only people who help children to learn. When you were a
child, who, besides your teachers, helped you learn? What did they help you to
learn?
11. Why we do need a Lesson Plan as one of preparing to teach? Explain it with your
own words.
12. Create by yourself a Lesson Plan based on the Steps for Preparing a Lesson Plan!

REFERENCES

Harmer, Jeremy. 2001. The Practice of English Language Teaching, Longman:

Pearson Education Limited.
Kathyjoha. 2009. Minimal Pairs Memory 1. Taken from http://www.eslprintable.com
Lewis, Gordon and Gunther Bedson. 1999. Games for Children, Oxford University
Press.
Linse, Caroline T. 2006. Practical English Language Teaching: Young Learners,
McGraw-Hill.

39
 Stiliana, Milkova.2014. Strategies for Effective Lesson Planning. CLRT: Regents of
the University of Michigan. Taken from http://www.crlt.umich.edu/gsis/p2_5
Teaching Excellence in Adult Literacy. 2010. Effective Lesson Planning. US
Department of Education.

Other sources:
http://www.apples4theteacher.com/mother-goose-nursery-rhymes/#charactersketches
http://www.kididdles.com/lyrics

APPENDIX

LESSON PLAN
1. Lesson Plan A
LESSON PLAN
Class Teacher : Ms. Anna Topic : Transportation

Level/Grade :6 Language Focus : Kinds of Transportations

Time : 90 minutes Skill focus : writing

40
 Objective(s) : 1. Identify kinds of transportation
2. Make sentences using words about transportations
Source : Let’s Study English 6A
Session : 2
Teaching Aids : pictures of transportations and work-sheets

Tim Teacher Focus Student Focus

e

10” Warm-up Students greet

Review: Teacher greets students teacher
T: Good ….. students. How are you …
Ss: Good …. I’m fine
Preview: Teacher asks the students about kind of transportations that
they know.
20” Presentation Students give
Teacher gives students some pictures of transportations attention to teacher
e.g.: T: How do you go to school?
S: I go to school by bicycle
T: Do you have bicycle?
S: Yes, I have one.

Teacher shows the students pictures of transportation such as train,

car, bus, boat, plane, bicycle, and motorcycle.
45” Practice Students do the
Teacher asks students say and write about kinds of transportation task from the
correctly teacher
Teacher asks the students write a sentences using vocabulary/words
such as: train, ship, bus, car, etc.
15” Evaluation/Assesment Teacher assessing
Teacher asks student make question and answer in pairs the students

10” Further Practice Students to

Game: whisper & say name of transportations students

2. Lesson Plan B

LESSON PLAN

Topic : My Body
Sub Topic : Parts of body
Level : 1st Grade of Elementary School
Objectives (s) : 1. Students able to say names of part of body
2. Students able to write names of part of body

41
 Aids : pictures and song

A. Opening Session
 Greetings
“Good morning class? How are you today?”
“ Are you happy today?”
 Do the attendance
T: “Who is absent today?”

B. Topic Session
 Introduce the topic
Ask the students show their parts of body that they know
“Show me where is your eyes?”
“and then where is your hand?”
 Explain the topic
“We can see with our ‘eyes’”
“We can write with our hand”, etc.
 Asks students about the topic
“Diana, show me where is your mouth?”
“What can you do with your mouth?”
 Sing
Sing: HEAD and SHOULDER

C. Closing Session
 Review
“Now, you know names of our part of body”
“What is in English ……”
“What can we do with our hand?
“Ok, good…”

 Closing
- Asks students to sing song Head and Shoulder together by point to each
body part
- Say goodbye.

GAMES

1. Hello Game

Aims Language: Names: basic introductions and greetings.

Age 4+

42
 Group Size 6 – 15
Materials A drum, whistle, or other noise- maker; a soft ball (follow-up 1)
Procedure 1. All the children sit on chairs in a circle. You are in the middle.
2. Go up to a child, shake hands, and say Hello, my name is…..
3. You and the child now introduce yourselves to other children.
Then they stand up and introduce themselves to other children.
4. When all the children are up and moving about make a noise with
your drum or whistle. You and the children must run and find a
seat. There will be one seat too few.
5. The child who doesn’t find a seat goes to the middle and starts the
game again. You sit on a seat like the other children.

Follow up 1 After they have introduced themselves, the children sit in a circle and
one throws a soft ball to another, who has to say Hello, I’m…..
Follow up 2 Child I throws the ball to child 2, calling out child 2’s name. Child 2
says Hello…., how are you? They then change places.

Variation 1 Instead of Hello, you can choose Good morning or good afternoon.
Variation 2 Instead of My name is….. use I’m
Variation 3 The children have to answer It’s nice to meet you or My pleasure.
After each round, the child in the middle can introduce new phrases;

for example, I,m six years old or I live in Rome.

2. First to Say Z

Aims Language: the alphabet or number

Age 8+
Group Size 4- 12
Materials A small soft ball, a scoreboard
Description The object of the game is to be the first to say letter Z. The children
should have a firm knowledge of the alphabet.

43
Procedure 1. The children sit in a circle. The first child hold the ball and starts the
first round. A child may say one, two or maximum three letters of the
alphabet before passing the ball to the next child. For example, child I
says ABC, child 2 says D, child 3 says EFG, child 4 says HI.
2. The child who say the letter Z wins the round and gets a point. He or
she then starts a new round. The game continues until a child has
three points.
Variation 1 Instead of the letter of the alphabet, the children count, saying one, two
or three numbers. The child who says the number 20 wins a point. Try this
version backwards too, counting down from 20 to zero.
Variation 2 Play the game with the months of the year, starting with January. In this
version, the children may only say one or two months. The child says
December, wins a point.
Variation 3 Use the technique of this game to read out a story, say a rhyme or
chant, sing a song, etc. In each case the child saying the last word wins the
round and starts the next one.

3. Simon Says

Aims Language: Listening; imperatives; action verbs; prepositions

Age 6–9
Group Size 6 – 25
Materials Optional: flashcards; small objects (fruit, writing utensils, clothing,
etc,)
Procedure 1. Clear a space in the classroom. The children stand facing you a large
semi-circle with enough space to move comfortably. You stand a few
meters away from them, so that they can all see you.
2. Call out a command such as Simon says: touch your nose.
3. The children must do what you say.
4. Call out a second command, for example clap your hands, this time
leaving out Simon says. If children do the action they are out.
5. The last child left in the game becomes the new caller.

44
 6. Join the children in the semicircle and perform the new caller’s
command. The children will particularly like it if you make mistakes
and get called out, you can monitor the rest of the game.

Variation 1 With large groups or those who tend to be hard to control, children
should not be out of the game when they make a mistake. Just laugh and
keep on playing. Alternatively, have a row of chairs at one end of the
classroom. Children who are out have to sit on a chair, you can sit next to
the noisy children.
Variation 2 Children who are out wear a hat for next round or perform some kind
of fun forfeit. In the next round other children will make mistakes and
no children will be stigmatized as ’losers’.
Variation 3 Turn ‘simon says’ into a team game. The last team with players still in
wins
Variation 4 Call out instructions such as Touch something blue of find a book. The
children scatter throughout the room looking. Children who make a
mistake are out. This option is also helpful for practicing prepositions,
for example, sit under the table or put a book on the teacher’s desk.
Variation 5 When the children are used to the game, start including ‘wilder’
commands to increase the level of fun, for example, simon says; put a
finger in your ear. Hop around the room. Sing old Mc Donald had a
farm.
Variation 6 For the very young (4-6) say please instead of Simon says – the
children should only do the action if you say please.

4.Target Balloon Game

Aims Language: Revising colours.

Other: Recognizing colours.
Age 4–6
Group Size 4 – 10

45
Materials Balloons (various colours); coloured paper in the same colours; a
large box; (for variation) straws.
Preparation Blow up the balloons before the game. Store the balloons in a large
box.
Procedure 1. Show the children a balloon, saying This is a balloon. Ask the
children What Colour’s the ballon?
2.Give each child a balloon, asking for the colour
3. Put the pieces of coloured paper around the room.
4. The children take their balloons to the piece of paper with the
same colour.

Variation Make the game competitive: for example, the children blow the
balloons from one end of the room to the coloured paper at the
other end, without touching them. Try the same variation but
blowing the balloons with straws.

SONGS

1. ABC SONG

46
A         B         C         D         E         F          G

/ei/       /bi:/      /si:/      /di:/      /i:/        /ef/       / dʒi/

H         I           J          K         L          M         N         O         P

/eitʃ/     /ai/       /jei/      /kei/     /el/       /em/     /en/     /əʊ/      /pi:/

Q         R         S         T          U         and     V

/kju:/    /a:/       /es/      /ti:/       /ju:/                  /vi:/

W                    X         Y         Z          you see

/dablju:/          /eks/    /wai/    /zed/

Now I know my A B C
Tell me what you think of me

2. OLd MacDonald Had a Farm

Old MACDONALD had a farm

E-I-E-I-O
And on his farm he had a cow
E-I-E-I-O
With a moo moo here
And a moo moo there
Here a moo, there a moo
Everywhere a moo moo
Old MacDonald had a farm
E-I-E-I-O

Old MACDONALD had a farm

E-I-E-I-O
And on his farm he had a duck
E-I-E-I-O
With a quack quack here

47
And a quack quack there
Here a quack, there a quack
Everywhere a quack quack
Old MacDonald had a farm
E-I-E-I-O

3. IF YOU’RE HAPPY

If you're happy and you know it, clap your hands!

If you're happy and you know it, clap your hands!
If you're happy and you know it,
Then your face will surely show it.
If you're happy and you know it, clap
your hands!

If you're happy and you know it,

stamp your feet!
If you're happy and you know it,
stamp your feet!
If you're happy and you know it,
Then your face will surely show it.
If you're happy and you know it,

stamp your feet!

If you're happy and you know it, shout Hooray!

If you're happy and you know it, shout Hooray!
If you're happy and you know it,
Then your face will surely show it.

48
If you're happy and you know it, shout Hooray!

If you're happy and you know it, do all three!

If you're happy and you know it, do all three!
If you're happy and you know it,
Then your face will surely show it.
If you're happy and you know it, do all three!

4. Twinkle Twinkle Little Star

Twinkle, twinkle little star,

How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle little star,
How I wonder what you are!

4. Rain Rain Go Away

Rain, rain, go away. Come again another day

49
Little children want to play. Rain, rain go away

5. Head and Shoulder

Head and shoulders, knees and toes, knees and toes

Head and shoulders, knees and toes, knees and toes

Eyes and ears and mouth and nose

Head and shoulders, knees and toes, knees and toes

Touch your eyes, touch your ears, touch your mouth, touch your nose

6. The Wheels on the Bus

50
The wheels on the bus go round and round
round and round, round and round
the wheels on the bus go round and round
all through the town

The people on the bus go up and down

up and down, up and down
the people on the bus go up and down
allthrough the town

The wipers on the bus go swish,swish,swish

swish,swish,swish,swish,swish,swish
The wipers on the bus go swish,swish,swish
all through the town

The horn on the bus goes beep, beep, beep

beep, beep, beep,beep, beep, beep
The horn on the bus goes beep, beep, beep
all through the town

7. The Mulberry Bush

51
Here we go 'round the mulberry bush,
The mulberry bush, the mulberry bush.
Here we go 'round the mulberry bush,
So early in the morning.

This is the way we wash our clothes,

Wash our clothes, wash our clothes.
This is the way we wash our clothes,
So early Monday morning.

This is the way we iron our clothes,

Iron our clothes, iron our clothes.
This is the way we iron our clothes,
So early Tuesday morning.

This is the way we mend our clothes,

Mend our clothes, mend our clothes.
This is the way we mend our clothes,
So early Wednesday morning.

52
This is the way we sweep the floor,
Sweep the floor, sweep the floor.
This is the way we sweep the floor,
So early Thursday morning.

This is the way we scrub the floor,

Scrub the floor, scrub the floor.
This is the way we scrub the floor,
So early Friday morning.

This is the way we bake our bread,

Bake our bread, bake our bread.
This is the way we bake our bread,
So early Saturday morning.

This is the way we go to church,

Go to church, go to church.
This is the way we go to church,
So early Sunday morning.

POEMS
53
 Sleep, Baby, Sleep

   Sleep, baby, sleep,

Our cottage vale is deep:
The little lamb is on the green,
With woolly fleece so soft and clean--

 Sleep, baby, sleep.

  Sleep, baby, sleep,
Down where the woodbines creep;
Be always like the lamb so mild,
A kind, and sweet, and gentle child.
  Sleep, baby, sleep

Little Boy Blue

   Little Boy Blue, come, blow your horn!

   The sheep's in the meadow, the cow's in the corn.
   Where's the little boy that looks after the sheep?
   Under the haystack, fast asleep!

The Black Hen

54
Hickety, pickety, my black hen,

She lays eggs for gentlemen;

Gentlemen come every day

To see what my black hen doth lay.

55