TEYL Ebook 2023 PDF

Teaching English
for Young Learners-Project Based Learning Approach
Sri Lestari
Tri Wahyuni C
CV. AE MEDIA GRAFIKA

Teaching English
for Young Learners-
Project Based Learning Approach
ISBN: 978-623-5516-80-6
First Edition
Copyright © 2022
Author:
Sri Lestari
Tri Wahyuni C
Brigitta Septarini, M.Pd.
Dwi Rosita Sari, M.Pd.
Publisher:
CV. AE MEDIA GRAFIKA
Jl. Raya Solo Maospati, Magetan, Jawa Timur 63392
Telp. 082336759777
email: aemediagrafika@gmail.com
website: www.aemediagrafika.com
IKAPI Member: 208/JTI/2018
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FOREWORD
We thank to God, the Almighty, who has bestowed

guidance, health, fortitude, and patience on us so that the
writing of the textbook: Teaching English for Young Learners-
Project Based Learning Approach is completed.
This book was prepared to provide Teaching English for
Young Learners-Project Based Learning Approach material for
students of the Primary Teacher Education study program. This
book contains material regarding the understanding of English
for Young Learners, English for young learner teachers,
learning styles of young learners, teaching materials and
media, Teaching English using games and songs, Integrated
Technology in TEYL, Teaching Speaking, Teaching Listening,
Teaching Vocabulary, designing lesson plans, TEYL with Project
Based Learning. This book's material and learning activities are
more to develop and encourage the students to learn and
know how to teach English to Young Learners. Students can
directly understand how to teach English to young learners on
a project-based learning basis.
iii
In connection with the completion of the writing of this
book, we would like to thank all parties who have supported it
during its preparation. We realize that this book still has
shortcomings. We look forward to the suggestions, especially
from lecturers, colleagues, and users of this textbook, for
improvement. We hope that this textbook will provide benefits
for learning English, especially for the next teacher who will
teach English to the young learners in Indonesia.
The Writer,
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CONTENTS
CHAPTER 1
English Young Learners .................................................. 1
A. Definition of Young Learners 2 ................................. 1
B. Characteristic of Young Learner 5- to 7-Year-Old ...... 2
C. Other Characteristics of Young Learner ..................... 4
CHAPTER 2
English Young Learner Teachers .................................... 5
A. Definition of Young Learner Teacher ........................ 5
B. The Characteristics of Young Learners Teachers ....... 6
C. The Roles of Young Learners Teachers ...................... 9
CHAPTER 3
Learning Styles of Young Learner ................................... 11
CHAPTER 4
A. Teaching Material.... ................................................. 15
1. Definition of Teaching Material ............................ 15
2. Characteristics of Teaching Material...................... 15
3. Example of Teaching Material ............................... 16
B. Teaching Media .... .................................................... 17
CHAPTER 5
Teaching English Using Games and Songs ...................... 25
v
CHAPTER 6
Integrated Technology in TEYL......................................... 37
A. Website .................................................................... 38
B. Aplication .................................................................. 41
CHAPTER 7
Teaching Reading............................................................. 45
A. Techniques or Activities to Teach Young Learners
at 5–7-year-olds ........................................................ 45
B. Some Techniques to Teach Reading for Young
Learners 8-10 Years Old ............................................ 53
CHAPTER 8
Teaching Speaking ......................................................... 55
CHAPTER 9
Teaching Writing ............................................................ 65
A. Technique and Activities to Teach Writing for Young
Learner at 5-7 Years ................................................... 65
B. Technique and Activities to Teach Writing for Young
Learner at 5-7 Years ................................................... 68
CHAPTER 10
Teaching Listening .......................................................... 71
CHAPTER 11
Teaching Vocabulary ...................................................... 79
A. The Techniques or Activities of Teaching
Vocabulary for 5-7 years ............................................ 79
B. The Teachniques or Activites of Teaching
Vocabulary for 8-10 years .......................................... 82
CHAPTER 12
TEYL with Project Based Learning .................................. 85
REFERENCES ................................................................... 110
BIONOTE ........................................................................ 116
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CHAPTER 1
ENGLISH YOUNG
LEARNERS
A. Definition of Young Learners

Scott and Ytreberg (1990) divide the children into two
primary groups throughout the book: those aged five to seven
and those aged eight to ten. All children aged five to seven
are at level one, the starter level. The eight- to ten-year-olds
may likewise be novices, or they may have been studying the
foreign language for some time; hence, there are both level
one and level two students in this age range.
EYL refers to the acquisition of English in pre-primary
(elementary) school by children for whom English is not their
native tongue (Johnstone, 2019). Then Kasihani (2008) added
that they are elementary school kids who study English as an
elective subject. Besides, Harmer (2007) stated that the term
young learners is typically applied to students between the
ages of two and fourteen. Students are typically defined as
young learners between the ages of five and nine, and very
young learners are typically between the ages of two and five.
In the meanwhile, Ersoz (2007) categorizes young
learners into three subcategories. They consist of very young,
young, and order/ late young learners. Very young learners
are between the ages of three to six, young learners are
[1]
between seven and nine years old, and older/late young
learners are between ten and twelve years old.
However, Young learners in Indonesia begin their
official education in kindergarten, then between the ages of
6/7 to 11/12, they attend elementary school. Therefore,
young learners are divided into two levels: lower level at the
1st—3rd grade (6-9 years old) and upper level at 4th – 6th grade
(10-12 years old).
Table 1. General Categorization and Classification of
Indonesia Young Learners School Education
Ages school Education
Very young learners 3 months – 2 daycare center Informal
years education
2/3 – 4/5 years playgroup
Young learners 4/5 – 6/7 years kindergarten
6/7 – 9/10 years 1st – 3rd grades formal
Older/ late young learners 69/10 – 12/13 4th – 6th grades education
years
(source: Ikawati, 2017)
B. Characteristic YL five to seven year olds

The characteristics of five to seven years old students:
1. They can discuss what they are doing.
2. They can tell you about their experiences or what they
have heard.
3. They can organize activities.
4. They can argue for something and explain why they believe
what they believe.
5. They are capable of using logical reasoning.
6. They have a vivid imagination.
7. They can use a variety of intonation patterns in their native
language.
8. They can comprehend direct human interaction.
[2] Teaching English for Young Learners-Project Based Learning Approach

Other charcteristics of Young Learner
1. They are very logical – what you say first happens first. For
example: we give instruction: Before you turn off the light
and then 2 put your book away.
2. They have a very short attention and concentration span.
3. Young children can have difficulty distinguishing between
fact and fiction. The line between the real world and the
imaginary world is hazy. When reading a story to a class of
five-year-olds in a foreign language, for example: we want
to tell a story: about a 'But, what's this in my pocket? 'I
feel something warm and furry squeaking,' She then took
a toy mouse from her pocket, eliciting gasps from her
pupils. They have no doubt that the mouse escaped from
the book and landed in their teacher's pocket. They simply
thought the teacher was fantastic because she had
discovered the missing mouse!
4. Young children are often happy playing and working alone.
5. The adult world and the child’s world are not the same.
Children are often very self-centered up to the age of six
or seven and ldren are talking about. The difference is that
adults usually find out by asking questions, but children
don’t always ask. They either pretend to understand, or
they understand in their own terms and do what they think
you want them to do.
6. Young children love to play, and learn best when they are
enjoying themselves. But they also take themselves
seriously and like to think that what they are doing is ‘real’
work.
7. Young children are enthusiastic and positive about
learning. We all thrive on doing well and being praised for
Chapter 1. English Young Learner [3]

what we do, and this especially true for young children. It
is important to praise them if they are to keep their
enthusiasm and feel succesful from the beginning. If we
label children failures, then they believe us.
C. Characteristic YL Eight to Ten year old
1. General characteristic
2. Children of five are little children. Children of ten are
relatively mature children with an adult side and a
childish side. Many of the characteristics listed above will
be things of the past.
3. Their basic concepts are formed. They have very decided
views of the world.
4. They can tell the difference between fact and fiction.
5. They ask questions all the time.
6. They rely on the spoken word as well as the physical
world to convey and understand meaning.
7. They are able to make some decisions about their own
learning.
8. They have definite views about what they like and don’t
like doing.
9. They have a developed sense of fairness about what
happens in the classroom and begin to question the
teachers’s decisions.
10. They are able to work with others and learn from others.

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CHAPTER 2
ENGLISH YOUNG
LEARNER TEACHERS
A. Definition of Young Learners Teacher

Teachers of English for Young Learner perform
differently their way of teaching. Teachers are professional
educators with the primary task of educating, directing,
training, and evaluating students, to teach at the early levels,
Patel and Jain (2008) strongly recommends a teacher needs
to have caliber and qualities. Among the qualities they
mentioned are be lover of English; knowledgeable of English
language as well as literature; always take interest in his
student and become soft toward his students; having an
ability of thinking power; having good hand writing; and
having the knowledge of different types of activities and how
to organize all activities.
According to Scott and Ytreberg (1990), young
learners are between five and ten or eleven years old. Young
Learners Teachers is teacher who teach student’s level
between five and ten or eleven years old, that perform
differently way of teaching.
[5]
In the teaching, teachers should hold principle that
young children do not come to the language classroom empty
handed. They bring with them and all ready well establish set
of instinct and characteristic which will help them to learn
language better (Halliwel, 1992). Therefore teachers should
find the appropriate ways to match with their wants and
needs.
In Indonesia Teacher of YL divided into three criteria :
1. Teacher has no background or skill to teach English, but
have a duty given by the headmaster to teach English in
class.
2. Teacher with background in teaching English has no
abilities to teach young learners
3. Teacher has abilities in teaching English for young learners,
and has knowledge about psychology of children.
B. The characteristics of Young Learners Teachers.
A good and conducive classroom will help the teachers
make a classroom atmosphere (a classroom situation) which
supports the success of the teaching of English to young
learners at the elementary school. Therefore, the English
teachers at elementary schools should have things that Scott
and Ytreberg suggest as follows.
1. Abilities
The teachers of English to young learners should be able to
sing songs, tell stories, and organize worksheet so that the
classroom atmosphere seems interesting.
We may not all brilliant music teachers, but most of us can
learn to sing or even play a musical instrument. All music
teachers would agree in any case that every one can sing,
although perhaps not always in tune.
2. Having Having Excellent Oral Fluency.
An EYL teacher should command English very well,
particularly oral mastery, including excellent
pronunciation and lovely voice. This requrement is very
important as she will become the initial model for children,
and maybe the only model.
3. Having Knowledge of Child Psychology.
Knowing child Psychology would be a great asset for an EYL
teacher as he/she would be able to handle young
children’s problem with full of understanding. It much
worthy if a teacher is equipped with plenty of knowledge
of child psychology.
4. Mastering Various teaching Techniques.
By mastering various techniques, an EYL teacher will able
to adjust her teaching with the class situation. He should
be flexible in teaching because children’s behaviour is
unpredictable.
5. Attitudes
Beside having some important abilities, an EYL teacher
should maintain his/her attitude. By respecting our
students and being realistic about what they can manage
at an individual level, our expectation will be realistic too.
As a teacher, we have to show the students that we like
them equally. Children need to know that the teachers like
them.
There are important attitudes that the teacherr must
have, as follows : 1) loving children, 2) thinking like a child, 3)
humorous, and 4) patient.
Chapter 2. English Young Learner Teacher [7]

Here some characteristics of EYL teachers are as
follows (Suyanto, 2007) :
1. As a teacher they must friendly, fun, do not be stingy to
give praise and reward if the kids do the work properly.
2. The teacher should have a high spirit and creative to
cultivate students' interest and sustain a sense of fun,
because the young learners student have high physical
activity and easily bored.
3. The teacher must like humor, clever to make story telling
that can be implemented through customized by age and
language level of students english young learners. It is can
makes students english young learners feel enjoy and relax
along following the lesson.
4. As a young learners teacher should using simple language.
So the students can understand all of the instruction from
a students. Teaching English is very different from the first
language or mother tongue and Indonesian. With the
difference in the structure or grammar, pronunciation,
spelling, stress or intonation, vocabulary, and culture, EYL
teachers need to use language that is simple, concise, and
clear to make it easier to understand the students . In
addition, teachers also use the language classroom
(teacher talk) which is different from social language
outside the classroom.
5. The teacher must be a smart to tell many stories.
Remember, tha the students has a imaginative, so the
proccess of English learning also can be practiced by the
story as appropriate based on the students’ old and
language skill.

C. The roles of Young Learners Teachers.
The roles of the teacher is very important in the world
because the role of education in addition to transferring
knowledge to learners, teachers are also required to provide
character education and character examples good for the
students. Teachers are people who work in the field of
education and teaching are partly responsible in helping
children achieve each maturity.
As a teachers is important to know who the students
are, and their characteristic backgrounds such as their age,
sex, nationality, social background, economic background,
and interest as Neil, John and Wiles (1990) state “A good
beginning for teachers is to find out some general information
about their students (for example : ethnic and family
background, family status, parents’ level of schooling,
religious orientations, and soon …”. The analysis is useful for
teachers. Its will help teachers make a number of planning
decisions, group students, decide strategies and activities,
and capitalize on students’ strength and motivations.
Therefore, in the first few days of school as Airisian
(1990) proposes, the classroom teacher is responsible for:
1. Observing abound range of information about individual
pupils and the class as a group.
2. Abstracting useful and relevant data from all the stimuli
available.
3. Acombining these with his or her own expectations,
beliefs, and attitudes.
4. Arriving at the judgment about individual pupils, the class,
and approaches which will form the classroom society and
allow instruction to begin.
Chapter 2. English Young Learner Teacher [9]

Between make an analysis about the students, teacher
also has some roles to teach young learners. Here some roles
of EYL teachers are as follows (Suyanto, 2007):
1. Teacher as a executor and guidance who has a good
relationship with the students. So, they can create a fun
and comfortable learning situations.
2. Teacher as a helper, English Young Learners teachers are
ready to help trouble students. If students feel no difficulty
in accepting the teaching materials, teachers will help find
a way to out from these problems.
3. Teacher as a model, the teacher gave an example in using
the English language. To that end, EYL teachers should
have the right English speaking skills in grammar,
intonation, pronunciation, and word choice.
4. As a facilitator, the teacher facilitates what students need
in the process of learning English. So, teacher not only
teach but also facilitates students.
5. As decision makers. Teachers not only teach , but also they
took the decision what the most appropriate methods for
their students, what is learning to give. Teachers as
decision makers for teachers facing students, teachers also
know what is best for them. A good EYL teachers
understand what, how, and when they have to do
something.
[ 10 ] Teaching English for Young Learners-Project Based Learning Approach

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CHAPTER 3
LEARNING STYLES OF
YOUNG LEARNER
Putra and Sulaiman (2018) stated that The ability of

teachers to 1) keep learners' motivation high or generate
energy to learn in class, 2) handle the problem of giving
rewards and punishment, 3) establish rapport, and 4) use
specific teaching techniques is part of their teaching style. The
physical classroom environment includes the seating
arrangement, classroom walls, and board. The use of the
learners' native language deals with the consideration of
when and when not to use it. Ten Helpful Ideas for Teaching
English to Young Learners Joan Kang Shin
Teaching English to Young Learners (TEYL) is a rapidly
expanding field around the world, and English education is
becoming more prevalent at the primary level. However,
starting earlier is not always the best way to produce better
English speakers. So, what can EFL teachers of young learners
do to take advantage of the adaptability of young minds and
the malleability of young tongues in order to develop better
English speakers?
[ 11 ]
1. Supplement activities with visuals, realia and movement
Young learners tend to have Use brightly colored visuals, toys,

short attention spans and a lot puppets or objects
of physical energy. In addition,  Create a―Visuals and Realia
children are very much linked Bank
to their surroundings and are  Use Total Physical Response
more interested in the physical (TPR) by James Asher (1977)
and the tangible. As Scott and  Use TPR Storytelling by Blaine
Ytreberg (1990) describe, Ray
―Their own understanding
comes through hands and eyes
and ears. The physical world is
dominant at all times.‖
2. Involve the students to making visuals and realia
Young learners have short Students draw different

attention spans. For ages 5–7, characters for a story or make
Keep activities around 5 and 10 puppets, masks, play-do
minutes long. For ages 8–10, sculptures
keep activities 10 to 15  Collaborate with the art teacher
minutes long. Scott and to make the visuals you need for
Ytreberg (1990) suggest you activities
creating a balance between  Students contribute their own
the activities in the column on toys for the lesson (―Show and
the right side tell‖)
3. Move from activity to activities
Young learners have short  Quiet/noisy exercises

attention spans. For ages 5–7,  Different skills: listening/
Keep activities around 5 and 10 talking/ reading/ writing
minutes long. For ages 8–10,  Individual/ pairwork/
keep activities 10 to 15 groupwork/ whole class
minutes long. Scott and activities
Ytreberg (1990) suggest  Teacher-pupil/ pupilpupil
creating a balance between activities
the activities in the column on
the right side.

4. Teach in themes
A thematic unit, a series of Common themes for YLs: animals,

lessons on the same topic or friends, family, environment,
subject, can create broader citizenship, shopping, or units
contexts in which to teach revolving around a storybooks, e
language, recycle language websites, celebrities, or movies
from lesson to lesson, and students lik.
allow students to focus more Themes based on curricula from
on content and students‘ other subjects are also
communication than on effective (Haas 2000)
language structure.
5. Using stories and contect familiar with the student
Use of stories and contexts in  Take a favorite story in the L1

home country or culture can and translate it into English
help YLs connect English with
 Allow students a chance to
their background knowledge,
personalize content every
which is limited because of
lesson
their young age and
inexperience.
6. Establish classroom routine in English
YLs function well within a  Clap short rhythms for students

structured environment and to repeat.
enjoy repetition of certain  Start the lesson with song or
routines and activities. Having chant
basic routines in the classroom  Add classroom language to the
can help to manage young routines as well
learners.
7. Use L1 as resource as necessary
Use L1 in the classroom as a  Quickly make a difficult

resource for forwarding the expression comprehensible by
learning process without translating into L1
becoming too reliant on it.  Use L1 for complicated
Concentrate on building directions for activities
communicative skills. Save
Chapter 3. Learning Styles of Young Learner [ 13 ]

your time for the target
language actually within
students‘ reach
8. Bring in helpers from the community
9. Collaborate with other teachers in your school.
10. Communicate with other TEYL professionals

Joan Kang Shin University of Maryland, Baltimore County
jshin2@umbc.edu 17

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CHAPTER 4
TEACHING MATERIAL
AND MEDIA
A. TEACHING MATERIAL
1. DEFINITION OF TEACHING MATERIAL
Teaching materials “is a generic term used to describe
the resources teachers use to deliver instruction.” (Teacher
college record vol.62 no.1, 1960, p.92-92).
Teaching materials can help students learn more
effectively and achieve more success. Ideally, the teaching
materials will be tailored to the content being taught, the
students in the class being taught, and the teacher. Teaching
materials come in all shapes and sizes, but they all have one
thing in common: they can help students learn.
2. CHARACTERISTICS OF TEACHING MATERIAL
a. Simple grammar
example: she gets up, my name is dede, etc.
b. The type and completeness of vocabulary should be
given
example : adjective (beautiful, bad, fat, thin, etc),verb
(cook, sleep, play,etc), adverb (school, kitchen, garden,
etc).
c. Limited vocabulary is about 500 words
[ 15 ]
d. The materials need pictures
example : the colours (red, yellow, blue, green, etc)
e. Students need pronunciation in repeatedly
example : family (mother, father, son, sister, daughter,
brother, etc)
f. The teaching materials should be easy to understand
and varied
example : eat, drink, etc.
g. Vocabulary in use and simple everyday language for
communication
example: good morning?, how are you?, open the door
please, etc.
3. EXAMPLES OF TEACHING MATERIAL
There are a table about example kind of material
for English Young Learner.
Skill Material Form
Listening Pronounciation drills, songs, Recorded
pattern practices, news, Tape Script
dialogues,report, text, stories,etc.
Speaking  Dialogs (about children activity,  Recorded

daily life)  Written
 Reports (event report, the
activity students with their
friends)
 News
 Songs (easy and interesting
song)
Reading  Text or passage (interesting  Written
contents text)
 Articles (tour article)
 Stories (fabel, legend)
 Poems (nature condition, daily
activities)
Skill Material Form
Writing  Letters  Written
 Poems (happiness expression,
view)
 Stories (fairy, legend, fabel)
 Poster (life area, children day)
B. TEACHING MEDIA
The word media comes from the Latin "medius" which
means "middle". In general, all forms of media is the
intermediary for the spread, carry or convey something to the
recipient of messages and ideas.
Teaching media can be broadly defined as follows:
"Any person, materials, equipment or events that establish
the condition of the students acquire knowledge, skills and
attitudes (Achsin, 1986). In this sense, teachers, books,
computers, image and environment is the media.
According Gerlach and Ely (1971) suggested that the
media in the learning process tends to mean the tools
graphic, photographic or in electronically to capture, process
and reconstruct the visual or verbal information.
Furthermore, Heinich, et al (1985) Learning Media is media
that carry messages or information contained bertuajuan
learning or teaching purposes. Martin and Briggs (1986)
revealed that the instructional media includes all resources
necessary to communicate with the learner. This can include
hardware and software used on the hardware.
According to Malik (1996) instructional media is
anything that can be used to transmit messages (study
materials), so that it can stimulate perforation, interests,
thoughts and feelings in the learning and learning activities to
achieve certain learning goals.
Chapter 4. Teaching Material and Media [ 17 ]
Historically, the first time the media called a visual
teaching-education (teaching aids of view), then became an
audio-visual aids (teaching materials), further developed into
an audio-visual communication (communication of view
heard), and subsequently transformed into educational
tecnology (educational technology ) or teaching technology
(Arsyad & Sujaini, 2004).
Generally, media is classified become three kinds:
 Visual Media
It means that students can see and touch the material.
For example: photo, picture, real object, maps, and etc.
 Audio Media
The meaning is media that the content is recorded and
heared. This media is used to observe and understand oral
discourse.
For example: casette, recorder, and CD.
 Audio Visual Media
It means that visual and audio media is media that can be
seen and heared. Most of EYL class used this media to
show stories, events, and condition in the other place. For
example: TV and film.
Using media as a means of teaching English to young
learners helps the teachers create classroom situations to
be more alive. The media also help the teachers render
materials and help the students comprehend the given
materials.

Example of Teaching Media
1. Puppet
Some years ago until today, puppet very popular for
children.It makes the show very interesting and students get
happy feelings. Puppet is made from fabric or paper. There
are three kind of puppet on EYL class: a) Finger puppet. It’s
size is small and have little holes to place our fingers. Finger
puppet is given for children that have small group. It used to
tell or some words group. b) Hand or Glove puppet. The size
likea palm, so the our palm can entry and play it. c ) Stick
puppet. There are a stick in your puppet to easy the
movement.
2. Big Books
This is one of favorite media for children. It has simple
discourse, big letters, and given pictures that coloured. When
the teacher telling the story, they are also can look the picture
so the using more communicative. The aim of this media is to
introduce vocabulary and structure that covered on story.

3. Circular Cards
A set of circular card
consist of two piece thin paper
circle form and have two ear to
hold on. First piece divide 6 or
8 parts, that each part is used
to show the picture. Second
piece is cuten 1/6 or 1/8 to
look the picture. Those piece is
bundled by give a stick. This media can use by turn part that
has been cuting to see the arrangement activity or things that
will be seen one by one. I have the purpose to introduce new
vocabulary or new structure or more understanding material
that be given.
4. Flip Cards
This made from paper and used for all the class
activity. The size about 60 X 30 cm, it fold become 2 parts ( 30
X 30 ). Make a hole in the middle of first part, then some
picture on the second side. If the paper fold from the hole,
only looks one picture to teach singular concepts. If the fold
is open will looks many of pictures to teach plural concepts.
Beside, it can use to introduce a lot of and a few concept.

5. Flash Cards
We can get the picture from brocure, magazine, and
internet. There are some point that must give pay attention
on hold on and move the picture. The picture must be clear
and move it quickly from the back into front. Purpose of using
this media is introduce new vocabulary, pronounce, and
accustomed. The students it hoped can remember the new
vocabulary.

6. Realia
Realia is three dimention object that can we bring into
the class to help teaching learning, such us: cup, circle, and
plastic object (fruite, doll, and car). Students can change and
put realia on the floor or table when they learn preposition.
For example we put the a cup on the box. We can ask to the
students: Where is the cup? They will reply that the cup on
the box. Realia also a correct media to teach students
describe an objects. Teacher bring some object on the box,
and asked them to describe it. Fore example: there are a car
toy, students must descrice what the color, how about the
size, and etc.
7. Tape Recorder
It is use a casette to
record. Many advantages that
we get: it can bring or change
between one class to others
and can used if there are not
electricity. By using casette

record teacher can teach pronounciation, structure, and
intonation. If the teacher can not nice sing, they can play the
record before. Students can hear the record and then imitate
what the speaker said together. Most of students have radio
or tape recorder in their home, but hey can’t interest to learn
English by it. Teacher can ask them to make a report about
what they have been heared from the radio. They can do it by
peer work or group work, but this activity better do for fifth
and sixth class.
8. Board Games
Older children ( and children ) can make up all sorts of
board games. Not only are board games usefull for relaxation
and/or language work, but the making of them presents a real
challenge. Most children have played board games of some
sort at home, and you can get wonderful language work out
of making up the rules. You can make board games for almost
any subject. For example, you can make up obstacle board
games on topics like ‘travelling through the jungle’ or ‘a
fantastic birthday’:
9. Word / Sentence Cards

Word cards are useful for displays and for work on the
flannelgraph. Sentence cards should only be used for the
beginers and only with sentences which are used a lot. If you
want toget full use out of your collection, you should work out
a system of classification. Here are couple of suggestions of
display systems for word card and sentences which you can
make yourself:
Word Card Display (Flexible Order) Word Display (Inflexible Order)
10. Calendar
Your calendar should show the date, the day, the
weather and birthdays/special days.
11. Clock
Very simple clocks with movable hands are invaluable
in the language classroom, not only for telling the time, but
also for setting the scence and changing time from the here
and now.




CHAPTER 5
TEACHING ENGLISH USING

GAMES AND SONGS
Teaching English through Games as a Teaching

Method Teaching today has changed a lot over the past years.
Once it was all about learners being passive and listening in
the classroom, but today learners are usually much more
active in the classroom, and what better way to be active than
by playing games (Uberman, 1998). The national curriculum
in foreign languages talks about the importance of keeping
teaching methods diverse in order to light and sustain interest
amongst students. Teachers can help sustain diversity in a
variety of ways, for example by using activities that require
students to be creative in thinking and by emphasizing
individual learning and cooperative learning equally.
A more specific way that teachers can use in order to
keep diversity within the classroom is to not be afraid of using
games as a teaching method along with other methods.
According to the national curriculum games can be a good
teaching method and games, such as role playing games,
imitation games, theatrical expression and problem solving
activities are especially fitting for all stages of language
learning. Gardner, who theories that humans have eight
intelligences, claims that when exploring a certain topic in
[ 25 ]
school it can, and should, be approached in 6 different ways
in order to maximize the chances of reaching all students in
the classroom. One of these ways is ―the personal way‖,
where the ultimate goal is to see if it is possible to approach
a specific topic by using, for example, role play, or other
interactions (Holmes and Gardner, 2006). In addition,
Armstrong (2000) suggests board games as a teaching
strategy that might suit students with interpersonal
intelligence because they provide an excellent setting for
interaction between students.
Why Games? There are a number of reasons that
games deserve a place in the language classroom, as follows:
a. Implementing games are fun, which is extremely
important, because they can help activate students who
may have been inactive before, due to lack of interest.
Keeping students active is vital because teachers will never
be able to actually teach students anything unless they can
get them to participate in their own learning process.
b. Implementing ames also play a big part in helping
participants build relationships, and to feel equal. Playing
games in the classroom can also help create a friendly and
positive atmosphere where seat arrangement can differ
from game to game, and thus cause diversity from the
norm which can be extremely helpful in keeping an
exciting learning environment
c. Implementing games can be a very good way to practice
this skill because they can easily be used to reenact various
situations from real life and provide students with practice
in their fluency.

d. By using games in the classroom, the teacher is giving
his/her students a more prominent role, and he himself is
stepping out of the frontline which is a positive thing
because it allows students to take on more responsibility.
Also, that allows students to do more on their own, and
that can very wellincreasen their confidence level (Langran
& Purcell, 1994)
e. Playing games is part of experiential learning.
f. Games have a positive effect on language learning
whether language students need to be emotionally
involved, meaning they need to feel something while they
are exposed to the language. Strong emotions, such as
happiness, excitement, amusement, and suspense, allow
students to feel positive iheir learning situation and are
therefore likely to have a positive effect on language
learning.
g. Games are good for shy students and students with low
confidence, and that applies specifically when playing
takes place in smaller groups because then they get a
chance to speak in front of fewer audience instead of
having to express themselves in front of the whole class.
Also it is sometimes easier to open up and forget the
shyness when playing a game because the atmosphere is
not as serious and more emphasis is put on fluency rather
than grammatical correctness. (Langran & Purcell, 1994).
h. Games can be a good strategy when teaching various
subjects because they are very likely to spark interest
amongst students. They can be used with students of all
ages, and when they are used with other teaching methods
they create diversity which is ideal for schoolwork
(Sigurgeirsson,1999) .
Chapter 5. Teaching English Using Games and Songs [ 27 ]

How to Use Games? Even though games are usually
started with the aim of having fun, they can sometimes end
badly, for example if someone gets carried away with all the
fun and says or does something that hurts someone else or
his feelings. When games are used in the classroom the
teacher must keep this in mind and control the game in the
right way. Also he or she must make sure that every
participant has a positive experience because the classroom
must not become a place where students feel vulnerable or
picked on in. Another thing that is important to acknowledge
is the fact that not all games fit the classroom environment,
or all groups of students, and that it can be hard finding the
right game. In fact, it is good to keep in mind when selecting
a game that a recipe for a good educational game is one that
balances both fun and challenge (Sugar, 1998).
Another point teachers need to keep in mind is to
choose wisely when it comes to selecting a game to use in the
classroom because; although one game might be perfect for
one teacher or a particular group of students it can be terrible
for another teacher or group of students (Sigurgeirsson in
Sigurðardóttir, 2010). First of all, the teacher has to look at the
group that will be participating in the game and he or she then
has to set out a goal for the group which the game should aim
towards (Jones&Compton, 1998). Selecting an appropriate
game for a specific group of students who are working
towards a specific goal can be tricky because, for example,
they need to make sure that the game is relevant to the
subject, that it fits their students‟ age and, teachers must
remember not to select a game that is too complicated
because that might result in a loss of interest amongst the
students, or even defeat.

Also teachers must make sure they explain the rules
of the game in detail and that all instructions are clear before
starting the game. During the game it is important for the
teachers to observe and be ready to help, but without
unnecessarily interrupting the flow of the game because that
might affect the fluency, which could result in discouraging
students from participating. After the game, it is a good idea
to have some sort of a follow up activity planned because it
gives the student‘s time to reflect upon the game and how it
turned out (Langran & Purcell, 1994). It is important for
teachers to know that augmenting a game is allowed and can
certainly be necessary in some cases. More difficult games
can be made easier so they become a challenge instead of to
hard for less skilled or younger students and vice versa
(Hadfield, 1990). Although games can usually be modified to
suit students of various ages, there are certain characteristics
in games that appeal to children within specific age groups.
For children age 6-8 repetition is very common in games, rules
are often few, and the games usually do not take a very long
time. When it comes to children age 9-11 they have patience
for longer games, which often include much more suspense.
Also when children reach this age they start to be able to
augment the games themselves, for example to bend the
rules to make the game more suited for their group.
Games and the Four Areas
a. Writing.
Writing is a skill that, even in the native language, is
learnt and not acquired. That fact could explain in part why
writing is often considered to be difficult, or even boring in
the target language. Another explanation could be that it is
often assigned as homework, and many students don‘t like

homework. One possible reason why writing can be viewed
as being difficult is because the writer does not get an
immediate feedback similar to what happens during
conversations, and as a result the writer could feel more
insecure about his work. Games can be a good way to prevent
this because not only are games fun but they can provide
writers with a reason to write and it is obvious that writing
will become easier when there is a clear reason instead of just
having to write because the teacher said so. Another thing
that games can provide for writers is an audience.
b. Listening
Most people remember training their listening skill
mainly by doing listening activities when they were in school.
Listening activities might very well be an effective way of
training that particular skill but teachers need to remember
to keep the activities versatile or their students might get
bored. By combining listening with games, teachers might
prevent their 16 students from getting bored, and by keeping
them interested they are increasing the chances of the
students achieving their goals. An example of a good listening
game is the famous game ―Simon says‖ where one
participant plays the role of Simon and gives the others
direcWons, for example by saying: ―Simon says jump‖, or
―Simon says stop jumping‖ and then everybody would have
to do that. If Simon only says ―everybody jump‖ and does
not aXach the phrase ―Simon says‖ at the front then the
other participants are not be supposed to follow the
direction. Because of this, students need to listen carefully in
order to know when to follow Simon‘s directions and when to
ignore them. This game can also be used to train any
vocabulary.

c. Speaking
According to the national curriculum, teaching
communication is very important because of the fact that it
plays such a big part of knowing a language. The curriculum
also claims that since communication is unpredictable in real
life, students must get the chance to practice exactly that and
not just to read premade conversations. Students look up to
their teachers and when they do not use the target language
inside the language classroom it should not come as a surprise
that many students do not use it either. Games could be
helpful in solving this problem because they call for
communication, and they emphasize fluency instead of
accuracy, which should encourage students to communicate
because when the emphasis is on fluency students usually do
not receive much criticism although they might make errors.
Fluency is an important skill to practice because it is what is
needed in the real world, and in that sense it could be said
that games provide a necessary connection between the
classroom and the real world (Hadfield, 1990)
d. Reading
Reading is an important skill to possess especially
when learning the English language. First of all it is important
because of the fact that to be able to write people need to
know how to read. Secondly it is important for people if they
plan to visit the country where the language is spoken
because then they will have to be able to read, for example,
various directions, menus, and tourist brochures. Thirdly,
knowing how to read is important if students are planning on
getting an education beyond elementary school because that
requires reading (Harmer, 2009). This last point applies
especially in Iceland where the majority of textbooks for
university are in English. Because of how important the skill
reading is it is crucial that teachers seek appropriate means in
order to keep students interested. As with the other skills,
games can provide diversity and help keep subjects fun and
interesting.
Examples on Games to Teach English Learners If
teachers are still uncertain of what kind of game to teach
English learners, teachers may want to use or how to go about
making students work in the classroom, perhaps the following
examples may help.
a. Tic-Tac-Toe (British Naughts and Crosses) is altered
slightly to accommodate for team play, but the traditional
objective of three-ina-row remains the same. Students
must work together to correctly answer questions in
order to gain a chance to place an X or O (based on their
team) and each person on the team gets a chance to
answer for their group. Questions can be in the form of
pictures which match vocabulary, to creating a sentence
using grammar points, or whatever you choose to review
with the students.
b. Concentration is a game to teach English learners that
uses cards to match vocabulary or grammar points and is
best played in circlegroups so that everyone can see the
cards. The students can help you by making pairs of cards
so that they get extra practice. Once you‘ve shuffled each
set of cards, they should be laid face-down in the middle
of the circle. Each student takes a turn by flipping two
cards face-up. If they match, the student wins those cards.
If they do not match, the student must flip them face-

down again and continue to pay attention so that they can
make a match on their next turn. Students will help each
other decide when a match is made, but you will want to
monitor as well and perhaps have each student share
their pairs at the end of the game for extra review.
c. The Clothesline is a game to teach English learners of
building sentences using different words each time. Have
many different options for each part of speech, including
punctuation, in piles. Students take turns (in teams or
individually) changing the words in order to create
sentences. Students read the sentence they‘ve created
upon completion, and points are awarded for correct use
of vocabulary, grammar and punctuation. The student or
team with the most points at the end of the round wins.
d. Oral Matching can be a fun way for English learners to
mingle and practice conversation. Each student is given a
slip of paper with either a question or an answer on it (for
more variety, they can have one of each, so long as they
don‘t match!) and they are to read their questions and
answers to their fellow students in order to decide which
ones go together. For more fun, use a dialogue or story to
create your question and answer slips. Once each student
has found his or her matching pair(s), you can have the
students put it back together in the original order and
read it together.
e. Scrambler is more of a puzzle type of activity that can be
fun for English learners as a break from traditional
worksheets. Create a target word that you wish the
students to discover (this can be an answer to a key
question as well, if you wish). Use various vocabulary

words that contain letters to be used in the target word.
Then, scramble the vocabulary words so that the students
must discover from each scrambled word the vocabulary
to go letter-byletter in the boxes behind it. The target
word can then be placed in a vertical fashion using those
letters from the vocabulary. If you are using a key
question, be sure to leave a blank so that the students can
re-write the target word from the boxes once they‘ve
discovered the answers to all the scrambled words.
Listening Activities through Song
There are some activities to learn English using songs.
In categorized, they are activity in listening comprehension,
activity in providing the children a paraphrased version of the
song, and activity in sing a song to learn fun.
First activity is listening comprehension. Before being
introduced to the songs, the children are given several
quesWons, for example, ―Is this song going to be happy or
sad?‖ ―Who do you think is the singer, a girl or a boy?‖ and
―Do you think you will like the song?‖ AYer answering the
questions, the teachers play the song, and followed by other
quesWons. The teacher might ask these quesWons: ―How do
you feel when you listen to the songs?‖ ―What words do you
remember?‖ ―Do you like this song?‖ ―Why or why not?‖
Second activity is by providing the children a
paraphrased version of the song before they listen it. This
activity is especially good to introduce songs that tell stories
because it gives children the story line before they listen to
the actual song. The activity goes like this; the teachers read
the paraphrased version of the song to the children. This is an
example from the song Old MacDonald Had a Farm. Old
MacDonald Had a Farm consists of several animals. The
animals are chicken and duck. After the children listen to the
paraphrase, they listen to the song. The lyrics of the song of
Old MacDonald Had a Farm:
“Old MacDonald had a farm , ee-i,ee-i-oh! And on that farm

he had some chicks, ee-i,ee-i-oh! With a chick – chick here,
chick – chick there Here chick, there chick, everywhere chick
– chick Old MacDonald had a farm , ee-i,ee-i-oh!
Old MacDonald had a farm , ee-i,ee-i-oh! And on that farm he

had some ducks, ee-i,ee-i-oh! With a quack – quack here,
quack – quack there Here quack, there quack, everywhere
quack - quack Old MacDonald had a farm , ee-i,ee-i-oh! “
Third activity is singing a song to learn fun. This skill

that the children can learn through songs is speaking skills.
Singing a song, however simple, is a pleasing achievement.
After the children listen to the song, they would attempt to
sing it. Moreover, since the words in the refrain are repeated
several times, they are easily memorized. As Rixon (2000) says
that one of the most popular formats for songs is that the
refrain (a rhythmic section) is repeated many times, and has
often been observed to result in spontaneous ‗joining in‘ by
the young audience. Teacher of young learners of a language
experienced that this exposure to rhythmic utterances
benefits retention of words in memory. Griffee (1992) also
states that the children practice saying the words in the same
way they sing the songs, the children can repeat the words in
rhythmic word groups. Thus, the exposure and the repeated

words from the songs make it easier for the children to
remember the words as a result the children can produce or
utter the words. The songs need to be sing able, but the
teacher can use only part of the songs, for example, one or
two verses of the whole song. The teacher can also consider
the children‘s songs, folk songs, or other reality songs. The
teachers then write all the spoken dialogues to introduce and
connect the story line, and ask the children to perform in front
of the class. Another activity is rhyme after rhyme. This
activity practices rhyme and gives the children a chance to
make up rhymes of their own.
Worksheets Stories, games and songs are motivating and fun;
they create a deep interest and a desire to continue learning.
How do you develop your young language learners skill
through stories, games and songs? Describe the activities in
the classroom.




CHAPTER 6
INTEGRATED
TECHNOLOGY IN TEYL
According to Bauer and Kenton (2005), many teachers

are aware that technology can be used to expand educational
opportunities. However, the most significant barrier to
successfully incorporating technology into a language
curriculum is instructors' lack of expertise and understanding
in deploying technology, as well as their inability to
comprehend its capabilities (Blake, 2007). According to
Warschauer (2000), the most difficult challenges with
integrating Internet technology into the foreign language
curriculum are misbeliefs and phobias about technology.
Administrators and teachers, for example, frequently assume
that using computers is detrimental and ineffective
(Thelmadatter, 2007). As a result, we must evaluate the
critical role of instructors in the successful adoption of
technology in the classrooms of young learners. Here is the
websites and applications that can be used in teaching.
[ 37 ]
A. Websites
1. Learn English Kids British council
Link: https://learnenglishkids.britishcouncil.org/
LearnEnglish Kids provides a large selection of free online
games, songs, stories, and activities for kids. For parents, it
also has articles on how to help their children learn English,
videos on how to use English at home, and information
about English classes for children.

2. Elllo
Link: https://elllo.org/
ELLLO is an abbreviation for English Listening Lesson
Library Online, and it offers realistic English courses with
quizzes and vocabulary training.
Chapter 6. Integrated Technology in TEYL [ 39 ]

3. Lets’read Asia
Let's Read envisions a world in which interested and
educated readers form thriving civilizations. Let's Read
leverages the Asia Foundation's 18 regional offices and
significant community relationships to create an
unprecedented digital collection of relatable, local
language literature accessible to all children. Let's Read
promotes reading habits that allow children to attain
critical developmental milestones, families to share stories
that validate their culture, and communities to thrive and
grow inclusively.
Link: https://www.letsreadasia.org/

B. Application
1. Podcast
Podcasts provide language learners with real-world
and realistic material samples (Thorne&Payne,2005). Abdous
(2009) evaluated the academic benefits of adding podcasts
into the curriculum and using them as a supplement/review
tool. According to the study, podcast technology has the
potential to give more benefits if used for more than just
reviewing. Also, Podcasting provides authentic, constructive
tools for transformative student learning by focusing on
project production, thinking, collaboration, and management
(Sadik, 2008).

2. Learningapps
LearningApps.org facilitates learning and teaching
processes through the use of short interactive, multimedia
tasks. The workouts can be readily produced and used online.
There are other templates available (assignment exercises,
multiple choice quizzes, and so on). The exercises do not
constitute whole learning units. They are designed for
practicing and honing abilities (for example, in foreign
language teaching) and are not appropriate for presenting
complex concepts. The quality of exercises submitted by
users varies and should be reviewed before being utilized in
class.
Link: https://learningapps.org/




CHAPTER 7
TEACHING READING
In this five to seven years old, children haven’t able to

read clearly especially in foreign language. We as a teacher
should have a good method to teach them. Obviously, if there
were just one proper approach for teaching all children to
read, there would only be one method.
A. Techniques or Activities to Teach Young Learners at 5-7
year olds
Literacy in L1 leads to a knowledge of L2 literacy
growth. Reading develops on oral language levels, and major
variables influencing the development of (L2) reading skills
include the ability to comprehend and employ both listening
and speaking skills, because you must:
a. Listen to a word before you use it.
b. Say one word before you can read it.
c. Words must be read before they can be written (Linse
2005)
This shows that young learners need a strong
foundation in listening and speaking before they can read and
write well in ANY language. When a child learns to read and
then write, they have to connect what they have heard or
been told to what they can see (read) and make (write).
[ 45 ]
Cameron (2001) provides a very useful list of
suggestions for building a "literate environment in the
classroom," as this may be the only location where young
language learners see printed materials in the target
language. This list contains:
a. Labels - labeling children's trays, desks, coat hooks, as well
as classroom and school furniture and things.
b. Posters — posters featuring a learned rhyme or promoting
an activity (e.g., reading, brushing teeth) are particularly
eye-catching if they are colored.
c. Messages - for homework or 'Remember to bring...'
d. Reading aloud — by a teacher or older child
Additional source of teaching reading strategies:
https://www.youtube.com/watch?v=_MS-5k-yj2w
1. Reading Storybook
In reading aloud English-speaking teachers need to
change how they read storybooks. Educators of young
children can reach these kids effectively by using the
following ideas:
a. Choose three to five key words and a phrase that you can
use repetitive.
1) Give clear instructions for learning the most important
words before and while the storybook was being read.
Ask where something is ("Where is ?""What is he or she
doing?"),
2) point to pictures, show objects, use gestures, give
children chances to say the words out loud, and tell the
kids what the words mean (Collins 2005).
3) Before you tell the story, use the key words to
introduce a photograph. What is a picture walk?

4) the teacher takes the kids through the story and point
to the pictures without first reading it. Try the phrase
used over and over again all day when doing different
things in the classroom.
b. Help kids learn vocabulary by using props, pictures,
gestures, and facial expressions (Gersten & Geva 2003).
Ask the kids to be involved in the story by having them
show objects or pictures to the group at the right time in
the story.
c. Use the children's native language to help them
understand the story and learn new words in English. If you
speak more than one language or know a little bit of the
children's home language, read the story first in their
language and then in English (Lugo-Neris, Jackson, and
Goldstein, 2010).
d. After the kids have heard the story a few times, ask them
to tell it again or act it out. This gives kids a chance to
practice using the new words and helps them understand
the story better.
e. Use the ideas in the book to make other activities for the
classroom. Using the core vocabulary words in other
learning centers in the classroom gives the kids more
chances to use these words in different situations.
Here is the sample of storynook-reading lesson plan
Chapter 7. Teaching Reading [ 47 ]

(Source:https://elma.unipma.ac.id/pluginfile.php/124683/mod_re
source/content/1/gillanderscastro-NAEYC.pdf )
2. Using Pictures book

The teacher gives
the students a picture
book and asks them to
read the book. The
students read together the
book if there are mistakes
the teacher will correct
and ask the students to
read again.

3. Look and say
This method is based on words and phrases, and it
involves a lot of flashcards with words like these:
A Pencil A Book A Dog
It is customary to begin instruction using vocabulary

that children are already familiar with. Children are repeating
the term. This occurs multiple times per word. At this stage, a
variety of word recognition games can be played, such as
matching words with pictures or pointing to the object on the
card. This strategy promotes the awareness of a variety of
words and phrases prior to reading text.e.
4. Language experience approach
This reading method is founded on the child's spoken
language. The teacher composes a phrase for the student to
read based on what the student has stated.
Example:
This is a book My sister is beautiful

5. Introducing new books
There are various methods for introducing new
literature to students. At the age of five to seven, the teacher
should ideally read all new books to the entire class, but this
is rarely possible. Nevertheless, a new book should not simply
materialize; the teacher can:
a. Show the students the new book and describe its content.
b. Examine the book's cover and try to determine with the
students what the book is about.
c. Read them a humorous or engaging passage from one of
the books.
B. SOME TECHNIQUES TO TEACH READING FOR YOUNG

LEARNERS 8-10 YEARS OLDS.
The majority of eight- to ten-year-olds can already
read in their native language. And the majority appear to have
little trouble translating their reading skills to English. This
means that you can devote far less effort to teaching the
mechanics of reading and focus more on the content.
Children whose mother tongue is not based on the roman

alphabet will still need to spend more time on the mechanics
of reading, but because they understand what reading is, the
process will be accelerated.
1. Reading a story from a book or reading a text
Young learners are passionate and optimistic
regarding learning. This allows teachers to spend less time
instructing reading mechanics and more time focusing on the
content. Reading stories is a fascinating activity. Some of the
stories that the teacher reads aloud will be the ones that the
student reads.
Example:
Source:
https://learnenglishkids.britishcouncil.org/index.php/reading-
practice/holi-diary

Source:
https://learnenglishkids.britishcouncil.org/sites/kids/files/attachm
ent/reading-practice-holi-diary-worksheet.pdf
2. Silent Reading
Reading aloud can be a beneficial ability in the

classroom, and teachers make good use of it; yet, silent
reading is the skill that most people carry with them for the
rest of their lives. We cannot guarantee that all of your
students will enjoy reading, but a positive outlook on books
and reading from the start will assist. Make the most of your
English corner by having print everywhere, posting jokes on
the bulletin board, giving your students written messages,
trying to give them their own books, even if it's just a sheet of
paper folded over four times, providing them with books, and
listening to what they have to say about their reading.
3. Silly Matching
On one stack of flash cards, write adjectives and attach
them to a clothes line with clothes pins. Make another stack
of flashcards with simple nouns written on one side. Put the
noun cards in a pile with the words face down. Take turns
drawing a noun card, reading it out loud, and then choosing
an adjective that could describe that noun. The noun and
adjective combination could be funny or weird: the child just
has to read each word out loud and explain why they go
together. If he reads each word correctly, he gets to keep the
pair. The winner is the player who has the most cards at the
end of the game.
4. Reading Aloud
In this activity, the teacher is expected to teach reading
with correct spelling and good pronounciation. Look and say
technique is usually used in reading aloud. The purpose of using
this technique is children will be able to spell words, frases and
sentences correctly. The teacher must pay attention to
intonation and spelling while applying it. As the model, teachers
must have good skills in english. Usually, teacher will give an
example by reading words then frases or sentences. Next step is
teachers give example how to read short paragraph. Students
pay attention while teacher gives example, then strudents have
to repeat after the teacher. Teacher can ask students to read
individually if students are well-learned.
5. Independent Reading and Summarizing
Read a section or chapter of a book with a child for
around 10 minutes. Sit alongside the child, looking at the text
as the child reads aloud, so that it is clear you are reading
together. If you are in a group, the children can take turns to
each read a sentence aloud. Afterwards, discuss what has
happened in the section that you read. Talk about events and
characters and how you both felt about them. Then invite the
child to read a similar length section alone. Pay attention as it
is read aloud, but don't follow the text as before, so that it is
clear the child is reading independently. Afterwards, invite
the child to describe what happened. Ask questions to elicit
information, but as if you are unaware of events and
characters. This exercise encourages analysis and overall
comprehension.
There are tips for improving your students' reading ability:
1) Read daily with and to your students.
2) Teach children how to read slowly by teaching them their
name and assisting them with the process.
3) comprehend that letters create words.
4) Employ phonics to increase phonetic acuity (that letters
represent sounds).
5) Be patient.
6) Play with them, engage in catch, take them to the park,
and name things as you go.
7) Allow them to select the books they would like to read
with you.
8) As you read with them, first read the phrases aloud and
then have them repeat them.
9) Acknowledge your kids' progress; a little praise goes a
long way.

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CHAPTER 8
TEACHING SPEAKING
Scott and Yteberg (1990) classify young language

learners as level one, or starter, aged 5 to 7 years, and level
two, aged 8 to 10 years (suyono: 2008). Around 5 to 7 years
old, children enter kindergarten and first and second grade of
primary school. Children at this age like naming items,
defining words, and learning about things in their own world.
They also have powerful imaginations and respond positively
to fantasy fiction. They must understand how they feel about
something in order to effectively learn it. Oral language is the
method of instruction for students in elementary school.
When kids have a good model, they can develop good speech
skills, pronunciation, and intonation.
In grades 3 through 5 of primary school, children in
grades 8 to 10 are categorized as intermediate students.
Students in the intermediate grade are most receptive to
persons and situations that differ from their own. A global
focus is particularly crucial for these youngsters because it
allows them to work with information about countries from
all around the world. As intermediates acquire the cognitive
features of the concrete operations level, they begin to
comprehend cause and effect. Intermediate-level students
can work well in groups. They can begin a more methodical
[ 55 ]
approach to language learning, but they continue to require
firsthand, tangible experiences as a foundation and to benefit
from contextualized learning.The techniques of teaching
speaking for young learners 5 - 7 years old
1) Listen and repeat
Listen and repeat activity start with ask
to the students to repeat what the
teacher’s say. For the first ask to repeat
a word, then a phrase and next repeat
a full sentence. This activity can
support by using flashcard, colorful picture or real object.
Example:
Teacher : orange
Students : orange
Teacher : an orange
Students : an orange
Teacher : an orange on the table
Students : an orange on the table
2) Question- Answer
Question and answer technique is familiar technique in all
level, but different way to apply it. For the beginner,
teacher starts with give example question and the
answer. Then, students repeat it. After that, teacher give
question and student answer it. Apply special structure,
for example with familiar question:
Q : Are you sleeping?
A : no, I’m not
Q : Are you studying?
A : yes, I’m

3) Facial expression/ act out
Without picture or drawing, you can make a simple thing
to stimulate the student to speak up. You can show facial
expression as a question. For example you express
laughing, crying etc or you can also imitate voice of
animal. Not only express, teacher also can act out some
activity. For example “nyam nyam nyam”, the student will
guess the activity is eating.
4) Role play/ Dialogue
For students 5 – 7 year old you can give them a model first
by acting out the dialogue with Teddy, and getting
students to repeat the sentence after you.
Example, dialogue between Teddy and Panda:
Teddy : hello Kitty, what are you doing?
(students repeat)
Panda : I am coloring a picture
(students repeat)
Teddy : what is the picture?
(students repeat)
Panda : Flower picture
(students repeat)
5) Whisper game
- Students make a circle
- Teacher whisper a word to first student
- The first student continues to whisper the word from
teacher to her/ his friend beside her/ him. It do
continuously until last student
- Make sure that student just whisper the sentence only
one time
Chapter 8. Teaching Speaking [ 57 ]

- Then, the last student tells what he/she hear. Say the
word loudly and match it with what the first student
says
6) Song: Let’s count and jump
This technique does with singing. Teacher give example
sing the count song and student have understood, this
activity can do together.
“one, two, three, four, five, Jump!”
“six, seven, eight, nine, ten, Jump!”
7) Good Morning Balls
- Teacher has three different coloured balls
- Get the class to make a circle.
- Then give three people a ball.
Example:
a. Red Ball - Good Morning
b. Green Ball- How are you?
c. Blue Ball - Fine thank you and you?
- The class members pass or gently throw the balls and
the person who receives them says the answer of
greeting that written in ball all of students repeat the
statement
The techniques of teaching speaking for young learners 8 –
10 years old
1. Question-answer
Question and answer in this level is more complex
than beginner. If for the beginner, student copy or repeat the
teacher’s says, in this level you can give oral question. But,
remember to give the simple question with simple answer
that you have given the material before.

Example : “what are you doing?”
“what is your hobby?”
You may use picture for media to ask the question. Example:
“what is the name of this fruit?”,
“what is the color?”
“what is the boy doing?”
2. Questioning and inquiry

Question can come when student inquiring something
and they want to get more information. Students in this level,
usually like to ask anything and want to get the detail
information.
This activity can do individually or group. Firstly,
students do simple observation and then analyze. The object
of observation is anything around school. For example trees,
flowers, posters etc. students observe it and get information
with answer question:
Example observes a big tree in school:
What tree is this? = mango tree
Does it have fruit? = yes

3. Giving information
For students 8 – 9 year old, giving information with
pair work. Pair work can teach student to have solidarity with
their partner. The students are facing each other with their
partner. Then, student A show a map to student B and tell
something in the map, “ the hospital is in front of school” and
student B ask question about the map, “where is fire
station?”.
A : the hospital is in front of school

B : where is fire station?
A : fire station is beside prost offic
4. Find differences
Give two picture that almost same, ask students to
discuss in group the differences the two pictures and tell in
front of class.

5. Describe picture
You can ask student to make picture by themselves or
take picture from textbook, then ask student to discuss what
is in the picture and tell in front of class.
Can you describe
this picture with
your friends? Tell
it in front of
class!

6. Role play / dialogue
In role play, student present to be someone else like a
teacher, a gardener, police, etc. in this activity, the language
come from the pupil’s themselves, so your pupils will have to
be familiar with the language needed before you can do role
play itself with them. You may give an example to make sure
that the children understand.
Example:
• Students as ice cream seller and buyer
A : good morning, can I help you?
B : yes, I want to buy ice cream
A : chocolate or vanilla
B : I like vanilla
• Students as librarian and student
A : good morning, can I help you?
B : yes, I want to borrow a comic
A : what is the title?
B : Doraemon
7. Whisper game
a. Students make a circle
b. Teacher whisper a sentence to first student
c. The first student continues to whisper the sentence
from teacher to her/his friend beside her/him. It do
continuously until last student
d. Make sure that student just whisper the sentence only
one time
e. Then, the last student tells what he/she hear. Say the
sentence loudly and match it with what the first
student says.

8. Words Beginning with a Given Letter
a. The teacher chooses a letter from the alphabet.
b. Then each student must say a word that begins with
that letter.
c. If a student repeats a word that has already been said,
then he/ she is out of the game.
d. The game ends when only one student remains. That
student is the winner.
9. Guessing Games
Guessing game can do with give a mistery box and students
guess what is something in the mistery box.
Students : Is it a fruit?
Teacher : yes, it is
Students : Is it red?
Teacher : no, it isn’t
Then, the another way is with gives students some clue and
students guess what is something that teacher means.
Example : guess what animal!
Teacher : it is big. Has long nose and small eyes
Students : it is an elephant
Teacher : it is small.it like to eat sugar
Students : it is an ant
Guessing game can do in group. So, it like a competition to get
right answer.
10. Chain work
Chain work uses picture card. Put all the cards face
down in a pile. Student 1 picks up a card that picture for
example banana. The student 1 say to student 2, “do you like
banana?”. Student 2 picks up next card that picture is apple

and then says, “I don’t like banana, I like apple”. Next student
2 say to student 3, “do you like apple?”, and so on
11. Crazy Story
This is an activity that will make your students speak
in class and be creative.
a. Ask students to write a word on a piece of paper and tell
them not to show anyone. This word should be a verb (or
whatever you'd like to rewiew).
b. The teacher starts telling a story, then stops and chooses a
student.
c. That student will continue the story and must use his/her
word. This student then chooses the next student to
continue the story.
d. The last student must end the story.
After the story is over, the students then try to guess
what words each student has written on his/her paper. The
student who guesses the most words wins the game.


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
CHAPTER 9
TEACHING WRITING
A. Technique and Activities to Teach Writing for Young

Learner at 5-7 Years
1. Copying
In the subject of Teaching English for young learner
devided into two level. The first is level one (5-7 years old)
and then the second is level two (8-10 years old). Into level
one there are simple technique to match for young Learner at
5-7 years old. It is copying.
According to Kasihani K.E. Suyanto (2007:69) copying
is an activity that is usually done for lower classes, especially
for beginner.
Wendy A. Scott (2003:70) state that copying is a fairly
obvious starting point of writing. s an activity which gives the
teacher the chance to reinforce language that has been
presented orally or thrugh reading.
It’s mean that copying is used to help the student to
learn writing student can copy the material that is prepared
by the teacher. The student also learn how the pronounce a
simple word before they copy or write down in thier book.
Young learners at 5-7 years old have problem of
learning writing. Copying techniques is easy techniques for
them. Because sometimes they get problem to start writing.
In this case, teacher and student pronounce a word and then
the copy.
[ 65 ]
 The activity :
1) Pronounce a word and copy
2) Teacher and students pronounce a simple word and
then the students copy.
Example : w-i-n-d-o-w  window
b-o-o-k  book
s-h-o-e-s  shoes
b-a-g  bag
2. Straight Copying
Wendy A. Scott (2007:70) state that copying is a fairly
obvious point for writing. It is an activity.
 The activity :
- The teacher write some word and the translation on the
white board.
- Teacher read the word and ask the student to repeat it.
- Teacher ask the student to copy the word into their
book.
Example : Book  Buku
Pencil  Pensil
Bag  Tas
Table  Meja
Chair  Kursi
3. Delayed Copying
Delayed copying is fun to do in class, for training short
term visual memory. Write a short. Familiar sentence on the
board, give the pupils a few seconds to look at it, and then rub
it out and see if the pupils can write it down ( Wendy A. Scott,
2007:70).
 The activity
- The teacher write some senteces based on the fact, like
name, fruit colour or other familiar sentence around them.
- Give the student a few seconds to look at it.
- Rut it out and she if the student can write it down
Example : I like fruit
I have a book
It is table
4. Game
a. Crossword
Typically, a crossword puzzle consists of a square or
rectangular grid of white and black shaded squares. The
objective is to fill the white squares with letters to form words
or phrases by deciphering hints that lead to the solutions. In
languages that are written from left to right, the answers are
placed in the grid from left to right and top to bottom. The
squares with shading serve to separate the words or
phrases.The activity
- The teacher gives a picture about crossword to students.
- The teacher explains how to do the games.
- The teacher asks students to answer the question on the
crossword with teacher’s guiding.
- The students answer the question.
-
Chapter 9. Teaching Writing [ 67 ]

b. Worksheet
 The activity
- The teacher asks the students to add a letter from
the picture or fulfill the missing word with teacher’s
guiding.
What animal?
C__t
D__g
A__t
B. Techniques or Activities to Teach Writing for Young

Learner at 8-10 Years Old
1. Guided writing
Guided technique can be a text or short dialog with
some of missing part. This activities also called fill- in exercise
(Scott and Ytreberg, 2003). This activity to do with dictation.
Dictation is very safe type of exercise if you can keep the
language elementary and simple, and because you, the
teacher, are providing the actual language as well as the
context.
 The activity
- The teacher to dictation some sentences and students
asked to filling the blank with own sentence.

Example : My name......... My birthday on........
I live on..........................................
My hobbies is...........I like........and......
- Write a letter to classmate
Example :
Dear...,
Hiii Mia? How are you? Do you have holiday for........?
Join wtih my family going to the............I hope you.................
Love..........
And then the answer

Dear ...,
I’m great......i’m so sorry i can’t go to the........
Thanks
Love.............
2. Substitution Writing
This technique is a activity to write a sentence or text,
but there are some part that can be changed with a same
thing according real situation. Their vocab can be increase
with this technique specially in social knowledge.
 The activity
- Activities of sentence write or read again,but there are
some of part to changed and must releted with real
situation. It can many add vocabulary.
Example :
Toba is a beautiful Lake.
It is in North Sumatra.
3. Free writing
Kasihani (2007) say that free writing is the activity that
is needed mastery enough of vocab and structure. Beside that
this activity also give opportunity to student that they learn
before. Although this acticity is free writing, but the teacher
Chapter 9. Teaching Writing [ 69 ]

need give some instruction and help suitable for their
developing of English.
 The activity
- Teacher gives a write model or picture about interesting
topic for students ( teacher can give first sentence and
then previous by students)
Example :
Holiday
Last week, my family went to the pusat grosir solo (PGS).
There my mother and I bought..........,and then my family
went to......
4. Matching
Teachers can very straight copying by asking pupils to
match pictures and texts, or to choose which sentences they
want to write about the pictures.
 The activity
Pupils might choose from the three choice.
Write one sentence:
 It is a duck
 It is a dog
 It is a bug

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
CHAPTER 10
TEACHING LISTENING
Listening is a language skill which is learned at the first

time by the children before they learned to read. Listening is
one of the important elements of English Teaching.
Techniques of Teaching Listening
A. For 5-7 Years Old
1. Instruction
The most obvious ‘listen and do’ activity which we can
and should make use of from the moment we start the English
lessons is giving genuine instructions. Most classroom
language is a type of ‘listen and do’ activity. Communication
is two way, and you can see very easily if your pupils have
understood the message or not.
Example:
 Get in, please
 Come out to the board, please
 Give this to Nadia, please
2. Moving About
There are also numerous "listen and do" activities that
you may undertake with your children that require them to
physically move. The younger your students are, the more
physical activity they will require. Children require physical
activity and movement, therefore you should take advantage
[ 71 ]
of this whenever feasible. In addition to the typical classroom
activities that involve movement, you can ask students to do
all sorts of bizarre things, such as "stand on your head by the
door" or "hop five times on your left foot." The more language
the students learn, the more you can ask them to do, such as
"count to ten and then walk to the blackboard and back."
With this form of activity, it is immediately apparent whether
or not the youngsters have grasped the material. You can
examine classroom vocabulary, movement terms, counting,
and spelling, among other things. Students learn from one
another. If they did not comprehend the first time, they will
still be able to do the task by seeing the others. As students
improve their language skills, you can allow them to assume
the role of "teacher" - they are excellent at it!
3. Put Up Your Hand
You will almost probably have to utilize a "raise your
hand"-style exercise at some point. When the students are
learning the sound system, for instance, you might ask them
to raise their hands when they hear the sound /d3/.
Alternatively, you may want students to raise their hands
when they hear a particular word. Or, to calm them down a
bit, whisper the numbers one through twenty and ask them
to raise their hands when you omit one.
4. Mime Stories
In a mime narrative, the teacher narrates as the
students and teacher do the actions. Again, it promotes
physical activity and allows the teacher to play with the
students.

Example:
'We're sitting in a boat, a small rowing boat. Let's row.
We row and row. Now what's that? A bird. A big bird flying
over the water. Now it's gone. We keep rowing. Can we see
the bird? No, no bird. This is hard work. Row, row. We're tired.
We row slowly. There's the shore. Let's go home now. We're
so tired we're dragging our feet. We're tired. We want to go
to sleep. We lie down on our beds. We close our eyes, and …
shhhh … we're asleep'
5. Listen and Color
Children enjoy coloring
in pictures, and this activity can
easily be turned into a listening
activity. Any image that the
students have in their
workbook may be used. Make
it into a language activity rather
than just letting them color it
on their own.
Example:
Tape script:
The girl's trousers are brown, and she's wearing a yellow
sweater. Her little boy has a white sweater and green
trousers. The man reading the newspaper has a grey suit on,
a blue tie and a black hat.
6. Rhymes
Every child enjoys rhymes and enjoys hearing them
repeated over and over. Here, you are free to employ both
conventional and contemporary rhymes, and grading is not a
major concern. In addition to being repeating and having a
Chapter 10. Teaching Listening [ 73 ]
natural rhythm, rhymes also have a playful, enjoyable quality.
Children engage in language play in their native tongues,
making this a familiar aspect of their environment and one
that is crucial to their educational development.
Example:
• I love coffee
• I love tea
• I hate the dentist
• And the dentist hates me
B. For 8-10 years old
1. Listen and repeat
This activity can be game and fun for students.
Students can stand make a rows then teacher asks the first
student to listen the sentences from the teacher and the first
student will deliver to the second student and till the last. And
the last teacher will ask the last student is thesentences same
or not.
2. Listen and match
Teacher speaks the sentences about the clue, “Andy,
slice the onion. He needs knife, and after that he need
pan to fry those onion.” In the book of students there is
answer that only place like dining room, bath room, garage,
and kitchen. Student should match what the teacher said or
clue from the teacher, with the answer in the book.
3. Listening to the music
Teacher plays music and student isten. Teacher asks
student to take the meaning from some words or meaning
of the song.

4. Listening stories
Teacher read the stories loudly and students should
listen well. After the teacher finish the story, teacher ask
students orally or by the question in writing.
5. Fill in the blanks
Teacher can prepare the paper that conclude the
paragraph but some words are missing or the dialogue
but some of the sentences are missing from the text.
6. Listen for The Mistake
You can include the illustration in your book, but if you
read the text incorrectly, students will have to listen carefully
to catch the errors. Although it takes a little longer to prepare,
the same thing may be accomplished with the right text and
the incorrect image. The activities can be done as follows:
• Students listen the teacher carefully
• Teacher reads some texts or paragraphs
• When the teacher’s reading, the teacher should make
some mistakes in the text
• The students correct the mistakes
7. Putting Things in Order
Students have a lot of illustrations of a text in front of
them. The images are not arranged correctly. The pictures are
arranged incorrectly. Students listen to the text and arrange
the images in the order they believe is correct. The example
of activities are as follows:
• Teacher gives some random pictures and alphabets
• Students should arrange the pictures and alphabets into a
correct arrangement based on the teacher’s instruction.

Teaching English to young learners is full of fun, but
there are some difficult ways to teach them well. These
activities below are some activities which can be applied to
teach young learners for eight to ten years old.
8. Drawing
"Listen and draw" is a popular form of listening activity
in nearly every class, but bear in mind that painting takes
time, so keep the pictures simple. In listen and draw exercises,
the teacher or a student instructs the other students on what
to draw. You can create a picture or describe one that is in
front of you. This practice is especially excellent for reviewing
object terminology, prepositions, colors, and numbers. It is
not as good for actions, as most of us find it difficult to sketch
individuals performing tasks.
Example:
9. Identifying Exercises
Identifying exercises is an activities that will lead
young learners to listen and choose thing that match with
the speaker, by identifying.

Example:
"Has anyone seen this boy? He has dark hair and big ears. He
is wearing rubber boots and carrying a football. He has a
striped jersey and short trousers. Put a cross by the right
picture."
10. Questionnaires
You, can have a questionnaire type exercise which
involves a little bit of writing or the filling in of numbers like
this one, which is about how much television pupils watch.
Questionnaires are very useful type of language exercise
which we have taken up again in the chapter.

11. Filling in Missing Information
Pupils can fill in the missing words of a song or a text
or a timetable.
Example:




CHAPTER 11
TEACHING
VOCABULARY
A. The Techniques or Activities of Teaching Vocabulary for

5-7 years
Many techniques can be used for teaching vocabulary
for young learners, 5-7 years, there are :
1. Listen and Repeat
The Listen and Repeat activity can be completed by
using flash cards, especially to recognize new vocabulary. For
example:
 What’s name of this fruit?
In this activity, the teacher uses 6-8 pieces of flash
cards with fruit pictures. While pointing the pictures, the
teacher says the vocabulary and the student will listen it
carefully. After that, the teacher says it again and the student
must repeat it.
Teacher : “ It’s an apple”
Student : “ It’s an apple”
Teacher : “It’s a watermelon”
Student : “It’s a watermelon”
[ 79 ]
2. Listen and Follow Instructions
In this activity, the teacher says some sentences or
imperative sentences then the student listen it carefully and
they have to do it correctly. The student will response with do
it. The activity is application of Teaching English as Foreign
Language method, called TPR ( Total Physical Response ).
 Do it
Teacher : “ Stand up, please “
Student : ( Stand up)
Teacher : “ Sit down, now “
Student : ( Sit down)
Teacher : “ Open your book!”
Student : ( Open the book)
Teacher : “ Put your pencil under the book!”
Student : ( Put the pencil under the book), etc
a. Chain of events
Write the first thing to do, like "Clap your hands," on the
board. Add a second action under the first one, like "Put
your right foot on your left knee," after the students
have rushed to do the first one. When you say "Ready,
steady, go," the students race to do those two things in
the right order while saying what is written on the
board. It can keep going until there are 10–15 actions
on the board. The last steps of this game can be done
through action songs or other classroom activities.
b. Simon Says
In this well-known variation, they only do what they are
told if they hear certain words. For example, they might
ignore "Touch your head" but quickly put their chin on
their shoulder when Simon says so. You can replace
"Simon says" with better phrases for the classroom, like
"You should..." or "The teacher says..."
c. Run your whole body and touch
This is another well-known game that you can play with
a slight change to add body vocabulary. In reality, the
students try to be the first ones to touch something on
the whiteboard or in the classroom, like "Touch a
chair!" You can do the same thing when you tell them
to "touch the table with your knees," "touch the
window with your nose," etc.
d. Listen and Match
In this activity, the teacher provides some picture cards.
Next, the teacher reads a sentence and the student
have to connect the correct picture with a sentence
which is spoken by the teacher. The students have to
match it correctly.
e. Whispering Game
This game can makes the atmosphere in the class will
be more interesting, especially when the students learn
vocabulary.
The teacher have to divide the students into some
groups and asks to each of
groups to stand up and make
rows suitable with their groups.
After that, the teacher
whispers a word to the first
student, the first student have
to whisper the word to the
Chapter 11. Teaching Vocabulary [ 81 ]

second student, the second student have to whisper the
word to the third student, and it will continues until the
last student. Finally, the last student must says about
what the word is.
f. Numbering Section
In this activity, the teachers recognize
the students about number 1-10 by
TPR method. While counting number,
the teachers practice it with their
fingers to show how much the number
is. So, the students will accept it fast in their memories.
B. The Techniques or Activities of Teaching Vocabulary for
8-10 years
Many techniques can be used for teaching vocabulary
for young learners, 8-10 years, there are :
1. Fill in the Blank
In applying this technique, the teacher deletes one
part of sentence and asks to the student to fill it. The teacher
can use media such as flashcards, flipcards, poster, or realia
object. The most important thing is the teacher have to use
simple sentences which is spoken clearly.
• For the example, the teacher writes a sentence in the board,
“ It is…” and beside the sentence given picture as the answer
so the student will guess the picture to fill the sentence.
2. Group Discussion
Group discussion activity for training students in order
that they can appreciate each other, learn to listen other
opinion’s people, and present their opinion to their group. In
this activity, the teacher give some problems for the group to

mention the related words with the word which is given by
the teacher.
• Mention It!
The teacher give problem for the group to mention all of
related words about something. For example the teacher
gives problem about “ Elephant ” and shows the
Elephant’s picture in the class. Next, the students will
disscuss with their group to do the task. After that, each of
group will present their tasks in front of the class.
• Find It!
The teacher gives problem for the group to mention all of
things in some places. For example, in the class. The
teacher asks to the student to mention all of things in the
class. After that, each of group will present their tasks in
front of the class.
3. Guess It!
In this activity, the teacher will give some clues to the
students and they have to guess it correctly. Exactly, the
student feel so enjoy to do this activity because of their
curiosity.
• Whose body?
• The teacher tells or writes about
animals, mostly by talking about
their body parts, and asks the
students to guess which animals
are being talked about. This is most fun when the teacher
hides a flashcard or plastic animal from the students and
gives them clues that aren't immediately clear, like "It has
four legs."
Chapter 11. Teaching Vocabulary [ 83 ]

• To discourage random shouting out of answers, you could
take away one point for each wrong guess. The animals
that you choose to use in this game should have at least
one distinctive point about their body that can be the final
clue, e.g. “It’s got eight legs” (spider or octopus), “Its tail is
a circle and it’s got two long teeth” (rabbit) or “It’s got a
long neck” (giraffe). The same game is possible with
specific characters the students know such as monsters
(e.g. Pokémon), robots, cartoon characters or
superheroes.
4. Substitution
In applying this technique, the teacher have to delete
one part of a sentence and ask the students to change it with
another word. The structure of the sentence must be simple.
Example : Rani eats rice
mango
5. Chain Words
This game is effective to increase the vocabulary of
young learners. First, the teacher writes a word in the board
and the students must make a new word from the last letter
of the word which is written before and likes that
continuously until the teacher stops them.
Example: The teacher writes “Star” in the board. Because the
last letter from the word is “R”, so the students must make a
new word begun by the letter “R” likes Run, River, etc.
6. Let’s Count!
This technique use pictures as media. The teacher can
draw some pictures in the board and the students how much
the pictures are, so they can count in English easily.




CHAPTER 12
DESIGNING
LESSON PLAN
Students can design their lesson plan of teaching

English for young language learners. Some points to be
considered are: Level, Objective, Material, activies and
Ending the lesson. The sample of Lesson Plan
SAMPLE LESSON PLAN OF ENGLISH
LESSON PLAN
Level : Elementary School/class 1

Skill : Speaking and writing
Duration : 45 minutes
Purpose/
Learning Outcomes : 1. Students can identify the names of
colors in English properly and correctly.
2. Students can say the names of colors in
English properly and correctly.
3. Students can write the name of the
color correctly.
Topic : What color this is ?
Media : Picture
Procedure :
[ 85 ]
A. Opening ( 5 minutes )
Teacher greets student.
Teacher asks the leader of the class to lead praying
Teacher gives Brainstorming by asking several questions about
related topic
B. Main activity/teaching procedure (35 minutes)
1. The teacher introduces color names for students.
2. The teacher shows a picture of fruit and say the color of fruits
3. Students repeated
4. The teacher asks students, what color is the fruit?
5. The teacher asks students to complete the missing letters on
the questions given.
6. The teacher asks students to read the answers in front of the
class.
C. Closing ( 5 minute )
The teacher summarizes the lesson that has been learned by
asking the students to come forward, retelling the material.
Reference: https://www.fredisalearns.com/unit-4-colors/
Evaluation: Students to discuss the types of colors they
understand well and correctly.

Appendix:
A. Material
Color names:
1. Red : merah
2. Blue : biru
3. Green : hijau
4. Yellow : kuning
5. Purple : ungu
6. Black : hitam
7. White : putih
8. Brown : coklat
9. Orange : oranye
10. Grey : abu-abu

11. Pink : merah muda
12. Light blue : biru terang
13. Dark blue : biru gelap
14. Light brown : coklat terang
15. Dark brown : coklat gelap
To ask about colors using a sentence:

A : What color is it ?
B : It is blue
A : What colour is the banana ?
B : The banana is yellow
Chapter 12. Designing Lesson Plan [ 87 ]

B. STUDENTS’ WORKSHEET
Complete the missing letters, so they can form a word !
Example : Example :
This is a banana This is an Aple
This is …………………………… This is ……………………………
This is …………………………… This is ……………………………

This is ……………………………
C. KEY ANSWER
1. yellow
2. red
3. Orange
4. Green
5. Brown
6. Purple
7. Black
D. EVALUATION
Writing: the score of each item question is 1
If students correct 7 items, the score is 7x10/7: 10

TEMPLATE OF LESSON PLAN OF SCIENCE
Name of Group :
Class :
LESSON PLAN
Level : Elementary School
Class/Semester : 5 (Five)/1 (One)
Theme : Ecosytem
Subtheme : Part of Ecosystem
Subject : Science
Duration : 45 minutes
Learning 1. Students can find the main point in text
Outcome correctly.
2. Students can make a question about the
text correctly.
: 3. Students can classify animals based on
their type of food correctly.
4. Students can make a nonfiction text
about classify animals based on their type
of food correctly.
Classification of animals based on their type
Material :
and nonfiction text
Media : Textbook, flash card from pictures of animals.
Procedure : A. Opening (5 minutes);
The teacher greets student.
The teacher asks the leader of the class
to lead praying.
The teacher gives Brainstorming by
asking some questions regarding to the
topic
Teacher tell about the theme will be
discussed is “Ecosystem”.
B. Main activity/teaching procedure (35
minutes);
1. Teacher and students observe two
pictures and find the differences
from pictures it.
2. Teacher give a question about
“Ecosystem” for example :
a. What is ecosystem?
b. What is the role of ecosystem for
living things?
3. Teacher asks the student to read the
text about “Ecosystem”
4. After that, the student can find the
main point from the text.
5. Then, teacher asks the student for
reading text about “Cat”.
6. Teacher asks the students to make
some question from the text.
7. Teacher asks students to make a
group.
8. Teacher show of flash cards and
introduce it.
9. Teacher explain to the students how
to work in group.
10. Student with their group, classify
from flash cards based on their type
of food.
11. Then, the student have to make a
nonfiction text which compares
between two different animals
based on their type of food in three
paragraphs.
C. Closing (5 minutes)
12. Teacher summarizing the lesson that
has been learned, and retelling the
material.
13. Teacher give for the students
observe their pets in home and
describe it.
14. Teacher asks the leader of the class
to lead praying.
15. Teacher greets student

Reference : 1. Buku Guru Tema 5 : Ekosistem Kelas 5
(Buku Tematik Terpadu Kurikulum 2013
Rev.2017, Jakarta: Kementerian
Pendidikan dan Kebudayaan, 2013
Rev.2017).
2. Buku Siswa Tema 5 : Ekosistem Kelas 5
(Buku Tematik Terpadu Kurikulum 2013
Rev.2017, Jakarta: Kementerian
Pendidikan dan Kebudayaan, 2013
Rev.2017).
Evaluation : Attached
APPENDIX 1
APPENDIX 2
A. WORKSHEET 1
Bahasa Indonesia
 Find a main point from a text
Main point is a main idea of a paragraph.
What is an Ecosystem?
The ecosystem is the set of species in a given area that

interact among themselves, through processes such as
predation, parasitism, competition and symbiosis, and with
their abiotic environment to disintegrate and become part of
cycles of energy and nutrients. The species of the ecosystem,
including bacteria, fungi, plants and animals, are dependent on
each other. The relationships between species and their

environment facilitate the flow of matter and energy within the
ecosystem.
The concept of the ecosystem has evolved since its
origin. The term, coined in the 1930s, belongs to British
botanists Roy Clapham (1904-1990) and Sir Arthur Tansley
(1871-1955). It was originally applied to units of diverse spatial
scale; from a weathered piece of tree trunk to a pond, a region
or even the entire biosphere of the planet, the only requirement
being that organisms, physical environment and interactions
could exist within them.
More recently, the ecosystem has had a geographical
focus and has become analogous to formations or vegetation
types, e.g., scrub, pine forest, grassland, etc. This simplification
ignores the fact that the limits of some vegetation types are
indistinct, while the boundaries of ecosystems are not. The
transition zones between ecosystems are known as ecotones.
Make a question from text

Question consists of 5W + 1H:
“What” to ask the contents of the text.

“Who” to ask who was involved of the text.
“When” to ask about time the event occurred.
“Where” to ask for a place the event occurred.
“Why” to ask cause and reason for something to happened.
“How” to ask for method or process from working a something.

Do you ever touch a cat?
Do you have a cat at home?
A cat is one of the mammal animal

which is liked a lion. It is called
small lion. Although they have a
similarity but they are different
much. A cat is categorized as a
tame animal, is a carnivore which
consumes meat, flesh or fish. We can see it everywhere
such as at home, at road, at the cat conservation and
other.
This mammal, has four legs for making it easy to
run so don’t be shocked if you see the fast cat takes your
meal in the dining table. It can run as fast as a dog. It has
paws to protect itself from the enemy, climbing the tree
and danger. It has sharp teeth which is useful to cut the
meal, eat something and bring something. The beautiful
and smooth feather is for protecting form the
unpredicted situation and keeps the important body part.
Every cat has different feather color, such as cream, black,
white, or black-white and other.
It is a tame pet so everybody to take care of it at home, to
protect from the mouse too. But we have to be careful
when we are with it. There are many disease from the cat,
guys.. for example influenza, cough, respiratory error who
can be caused by the cat feather. If you have a cat at
home and you love it so much, please wash your hand
before touching your meal and face, sweep the floor after
it sleeps and also takes a bath it once a day

B. WORKSHEET 2
 Classify animals based on their type of food
There animals based on their type of food is:
1) Herbivore is animals with plant food, for example goat,
panda, etc.
2) Carnivore is animals with food from meat, for example dog,
cat, etc.
Omnivore is animal with all their food, for example pigs, crows,
etc.

 Non-fiction text about classify animals based on their type of
food
Non-fiction text is text made based on reality without making it
up or the right thing happening in life.
APPENDIX III
KEY ANSWER
………………………..
APPENDIX IV
EVALUATION
……………………




CHAPTER 13
TEYL WITH PROJECT BASED

LEARNING APPROACH
The learner is the primary emphasis of project-based

learning; the teacher primarily functions as a facilitator and
motivator. PjBL promotes learner-centered activities that are
typically combined with real-world concerns.
A. Definitions of PjBL
It is defined by Moss and Van Duzer (1998) that PJBL
as an instructional strategy that contextualizes learning by
presenting learners with issues to solve or products to create.
As described in Thomas (2000) project-based learning (PjBL)
is a model that organizes learning around complex tasks
based on challenging questions or problems, requiring
students to engage in design, problem-solving, or
investigative activities; allowing students to work relatively
independently over extended periods of time; and
culminating in realistic products or presentations. Project-
based learning is a dynamic approach to education in which
students investigate real-world problems, issues, and
challenges, are motivated to acquire a deeper understanding
of the subjects they are studying, and are far more likely to
retain the knowledge they acquire through this method than
through traditional textbook-centered learning. In addition,
[ 97 ]
the students gain self-assurance and initiative as they engage
in both team-based and autonomous work. The purpose of
PjBl is that it will improve students' motivation and
enthusiasm, their problem-solving abilities, research skills,
sense of collaboration, resource management skills, longing
for communication and information sharing, and language
use awareness; moreover, such a process of eliciting
students' motivation and enthusiasm, problem-solving
abilities, research skills, sense of collaboration, resource
management skills, longing for communication and
information sharing, and language use awareness promotes
lifelong learning.
PjBL is a flexible paradigm that enables the
development of many abilities in an integrated, relevant,
continuing activity. According to Beckett (2002), projects are
commonly viewed as a long-term (several weeks) activity that
is part of an instructional strategy that encourages the
simultaneous acquisition of language, content, and skills. An
important objective of project-based training is intelligible
output, which typically occurs both throughout the project
and as its ultimate product.
Thomas (2000) suggests five project-based learning
criteria: centrality, driving question, constructive
explorations, autonomy, and realism.
1) PjBL projects are integral to the curriculum, not peripheral.
2) Project-based learning projects are centered on issues or
challenges that "force" students to confront (and battle
with) the fundamental concepts and principles of a topic.
3) Projects require students to conduct meaningful research.
4) The projects are significantly driven by the students.

5) The projects are realistic and not academic. PjBL has
attracted much attention and support from educators,
teachers, and students due to its unique characteristics.
More research has demonstrated its benefits than its
disadvantages. The benefits will be discussed in the
following section.
PjBL provides a number of advantages in second and
foreign language classrooms. According to Fried-Booth (2002),
the process leading up to the completion of a project gives
pupils with opportunity to enhance their confidence and
independence. The pupils exhibit higher self-esteem and
favorable learning attitudes. This procedure, according to
Skehan (1998), it can promote students' autonomy,
particularly when they are actively engaged in project
preparation (e.g. choice of topic). When students assume more
responsibility for their own education, autonomous learning is
encouraged. According to Levine (2004) they can increase their
linguistic skills. Students engage in purposeful communication
to complete authentic activities - tasks with real-world
significance and utility; as a result, they have the opportunity
to use language in a relatively natural context and participate
in activities that demand authentic language use.
The authentic exercises can provide students with the
opportunity to explore the task from a variety of angles,
increase teamwork and reflection, and permit competing
answers and a range of outcomes. PBL provides chances for
the natural integration of all four abilities, reading, writing,
listening, and speaking, as discussed in (Stoller,2007). Also,
students' motivation, engagement, and enjoyment are
increased since project work advances in accordance with the
Chapter 13. TEYL with Project Based Learning Approach [ 99 ]

specific environment and students' interests, as stated in [8].
From a motivational standpoint, projects that consist of
authentic work are more relevant to students, improve their
interest and drive to engage, and can promote learning.
Students are reported to be motivated by PBL since they are
fully involved in the learning task. The fact that classroom
language is not predetermined, but relies on the nature of the
assignment, also contributes to enjoyment and drive. By
utilizing actual methodologies, procedures, and audiences, a
project can be tied to real-world professions. Connections to
the real world may also be made with the world beyond the
classroom via the Internet or through engagement with
community members and experts. As a result, PBL enriches
the lives and experiences of students by requiring them to
build relationships with others beyond their usual network.
In addition, PBL can help students learn numerous
useful abilities. Coleman (1992) outlines a benefit associated
with better social and cooperative skills and group cohesion
among students. Adopting PBL projects in the classroom
helps to strengthen social bonds amongst team members.
PjBL improves collaboration among students, between
students and the teacher, and also among students and other
community members. Thus, PjBL gives opportunity for
students to develop collaborative abilities, such as depending
on the work of their classmates and giving them with
thoughtful comments. In foreign language instruction, it is
typical to have students undertake specific tasks in pairs and
small groups; this approach fosters cooperation and
knowledge sharing among students and encourages
individuals to speak more. Allen (2004) discusses the

advantages of PBL for the development of problem-solving
and higher-order critical thinking skills.
These skills are crucial because they are lifelong and
transferrable to situations outside the classroom. In addition,
PjBL projects are typically conducted in groups, allowing
students to acquire group decision-making and leadership
skills. Participation in PBL projects helps to maximize student
initiative and decision-making because they are required to
make numerous important decisions on their own
throughout the project, ranging from choosing among the
various options available to each team member to design,
production, and presentation choices. As PBL typically
involves projects completed outside of the classroom, these
activities establish connections to the real world. Therefore,
PBL addresses real-world problems and develops abilities that
students will find helpful in the actual world. Employers
typically seek out many of the skills developed through PBL,
including teamwork, the ability to work well with others,
make informed decisions, take initiative, and solve real-world
problems.
B. Steps of PjBL
According to Jalinus et.al (2017) there are seven steps
of PjBL, as follows: (1) figuring out what the expected learning
outcome is; (2) understanding the concept of the teaching
materials; (3) getting skills training; (4) designing the project
theme; (5) making a project proposal; (6) doing the tasks of
the project; and (7) presenting the project report. The study
showed that the seven steps of PjBL were put into practice
and helped students learn how to be more productive. While
Teachers should follow some steps when doing PjBL. In
conducting PjBL, teachers should adhere to certain
procedures. The following steps are drawn from Kriwas
(1999), as mentioned by Bell (2010). They are: 1) Speculation,
wherein teachers choose project topics initially based on
curriculum and discuss them with students; 2) Designing the
project activities, which refers to organizing the structure of
a project activity that includes group formation, role
assigning, concerning methodology decision, information
source, etc.; and 3) Conducting the project activities, wherein
students execute what was planned and designed in the
previous stage. 4) Evaluation, which is "the assessment of
activities by the participants and discussion about whether
the initial goals and aims have been met, how the process has
been carried out, and the final products." Furthermore,
regarding Yamin et.al (2020) here is the stages and activities
in PjBL, as follows: essential question, design a plan, create
schedule, monitor the progress of students’ project, asses,
and evaluate. It is in line with Kim (2021) that the PBL/PjBL
evaluates a paradigm in five steps: a planning phase, design
phase, an implementation phase, a project presentation, and
a reflection phase.
C. Suggested Activities for PJBL In Teaching EYL
This section proposes some suggested English learning
projects which can be used for students of English:
1) Speaking Projects: Speeches and presentations on audio/
video cassettes, oral proficiency interview on audio/video
cassettes, picture talk on audio/video cassettes, songs on
audio cassettes, recorded talk journals, videotaped poster
board presentations or retelling, panel discussions,
debates, class discussions on audio/ video cassettes,
weather reports on audio/ video cassettes, English corner
activities on audio/ video cassettes, drama and play on
audio/ video cassettes, English speech contests on audio/
video cassettes, conference/ business interpretation on
audio/ video cassettes, and newscasts on audio/ video
cassettes, etc.
2) Listening Projects: TV or radio news in American/ British
or Australian English and transcripts, BBC/ VOA news and
transcripts, a recorded cassette and transcripts, the course
lecture summaries and transcripts, paragraph dictation, or
summarized scenarios of a recorded media, etc. *
3) Reading Projects: reading logs, reading responses,
readings about different topics, book reports, lab reports,
newsletters, advertisements, classified advertisements,
reflection papers, published pieces of writings, reading
reviews of a movie/a story/a novel, and newspaper article
writings;
4) Writing Projects: Compositions and drafts, guided
writings, journal entries, diaries, letters to pen-pals, e-mail
correspondence, book reports, lab reports, field trip
reports, newsletters, advertisements, brochure or booklet
writing, story rewriting, academic paper writings,
reflection papers, published pieces of writings, reviews of
a movie/ a story/ a novel, and newspaper article writings,
problem/ solution essay project, etc.
5) Integrated Skills Projects: questionnaire project, listening
and writing project, reading and writing project, etc.
With a PBL project to work on, students can build up
motivation and autonomy, expanding intellectual
development and improving a lot of skills and knowledge

needed for their life. However, the teacher, with the role
of an instructor and facilitator, should provide sufficient
assistance and cooperation so that the students could
fulfill their projects comfortably and motivatedly.
D. Worksheet of PjBL for EYL
1. Designing Lesson Plan, Media, and Teaching Practice
Phase 1: figuring out the expected learning outcome or
starting with essential questions
Please observe in one of Elementary school and observe
the English teaching learning process in one class.
Identify how the teaching learning process and done by
teacher, ask teachers
a. What are the challenges of teaching English at
primary level?
b. What media and method commonly used by
teacher?
c. How are Students’ level ability?
d. What are students’ problem?
Phase 2 (Designing a Plan)
a. Define method, material resources,
b. Create media (traditional or technology based) that
can be used in teaching EYL
Phase 3 (creating schedule)
In a Group, please create timeline and job description
of each member of group. Here is the preparation:

PROJECT MANAGEMENT LOG : TEAM TASKS
PROJECT NAME :
MEMBERS OF TEAM :
WHO IS
TASK DUE DATE STATUS
RESPONSIBLE
https://my.pblworks.org/resource/document/project_management_log_
team_tasks
Phase 4 (monitoring)
Activities and Lecturer’s
Monitoring
progress signature
Week 1
Week 2
Week 3
PROJECT WORK REPORT: TEAM
Project Name:
Members of Date:
Team:
For the Time Day(s):
Period: Week:

During this time 1
period we had
2
the following
goals for 3
project work:
4
During this time 1

period we
2
accomplished…
3
Our next steps 1

are…
2
Our most 1
important
2
concerns,
problems or 3
questions are…
4
https://my.pblworks.org/resource/document/project_work_report_team

Phase 5 (presenting and evaluating)
Project based teaching rubric:
https://my.pblworks.org/system/files/documents/PBL
Works_Project_Based_Teaching_Rubric_v2019.pdf
Here is students’ reflection:
SELF-REFLECTION PROJECT WORK
THINK ABOUT WHAT YOU DID IN THIS PROJECT, AND HOW WELL
THE PROJECT WENT. WRITE YOUR COMMENTS IN THE RIGHT
COLUMN.
Student Name:
Project Name:
Driving Question:
List the major steps of the
project:
About Yourself:
What is the most important thing
you learned in this project:
What do you wish you had
spent more time on or done
differently:
What part of the project did you
do your best work on:
About the Project:
What was the most enjoyable
part of this project:
What was the least enjoyable
part of this project:
How could your teacher(s)
change this project to make it
better next time:
Source: https://my.pblworks.org/resource/document/self_
reflection_on_project_work

2. Design the project for that English class: creating media
and teaching at English class
a. Arrange lesson plan
b. Create media that will be used in teaching
3. Execute the tasks of projects by Teaching practice
(please take video of Teaching process)
4. Presentation of the project report
Scoring rubric for PjBL
Assesment based on Learning steps

Assessment based on Knowledge, Attitude, Skills




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Sri Lestari, M.Pd. is a lecturer of the
Teacher Training and Education Faculty
of Universitas PGRI Madiun, Indonesia.
She received a Master's Degree in
English Education from Universitas
Sebelas Maret in 2013 and now she is
taking a Doctoral Degree in English
Education from Universitas Negeri
Semarang, Indonesia. Her research
focuses on teaching English to young
learners, teachers’ professional
development, using technologies in
teaching, and currently, she is
interested in English as a Medium of
Instruction (EMI) topic. Her research
regarding those interests has been
published in several accredited journals
and proceedings.
Email: lestarisri@unipma.ac.id
Tri Wahyuni C, S.S., M.Pd. is a lecturer

of the Teacher Training and Education
Faculty of Universitas PGRI Madiun,
Indonesia. She received a Master's
Degree in English Education from
Universitas Sebelas February in 2012
and now she is taking a Doctoral Degree
in English Education from Universitas
Negeri Surabaya, Indonesia. Her
research focuses on teaching English to
young learners, teaching writing, and
using technologies in teaching. Her
research regarding those interests has
been published in several accredited
journals and proceedings.
Email: triwahyunu@unipma.ac.id
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Dwi Rosita Sari was born in Madiun,
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Education and Human Potential
Development, National Dong Hwa
University, Taiwan, Republic of China.
He taught English at the elementary
school (SDN Segulung 01) from 2007 to
2011, which then expanded her
teaching and career as an English
lecturer at Universitas PGRI Madiun,
Indonesia. Apart from being a teacher
and researcher on TEYL and TEFL, she is
also an active researcher in the field of
Multicultural Education.
Brigitta Septarini Rahmasari, M.Pd

is a lecture of English Education
Department, UNIPMA. She obtained a
Master degree at the English Education
Study Program, Sebelas Maret
University in 2010 and now she is taking
the Doctoral Program in English
education at UnEsa. She is interested in
teaching reading, TEYL and language
teaching media. She has also published
articles in several accredited journals
and proceedings.
[ 117 ]

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Teaching English

for Young Learners-Project Based Learning Approach

CV. AE MEDIA GRAFIKA

IKAPI Member: 208/JTI/2018

We thank to God, the Almighty, who has bestowed

A. Definition of Young Learners

B. Characteristic YL five to seven year olds

[2] Teaching English for Young Learners-Project Based Learning Approach

Chapter 1. English Young Learner [3]

[4] Teaching English for Young Learners-Project Based Learning Approach

A. Definition of Young Learners Teacher

Chapter 2. English Young Learner Teacher [7]

[8] Teaching English for Young Learners-Project Based Learning Approach

Chapter 2. English Young Learner Teacher [9]

[ 10 ] Teaching English for Young Learners-Project Based Learning Approach

Putra and Sulaiman (2018) stated that The ability of

Young learners tend to have Use brightly colored visuals, toys,

2. Involve the students to making visuals and realia

Young learners have short Students draw different

3. Move from activity to activities

Young learners have short  Quiet/noisy exercises

[ 12 ] Teaching English for Young Learners-Project Based Learning Approach

A thematic unit, a series of Common themes for YLs: animals,

5. Using stories and contect familiar with the student

Use of stories and contexts in  Take a favorite story in the L1

6. Establish classroom routine in English

YLs function well within a  Clap short rhythms for students

7. Use L1 as resource as necessary

Use L1 in the classroom as a  Quickly make a difficult

Chapter 3. Learning Styles of Young Learner [ 13 ]

8. Bring in helpers from the community

9. Collaborate with other teachers in your school.

10. Communicate with other TEYL professionals

[ 14 ] Teaching English for Young Learners-Project Based Learning Approach

Speaking  Dialogs (about children activity,  Recorded

[ 18 ] Teaching English for Young Learners-Project Based Learning Approach

Chapter 4. Teaching Material and Media [ 19 ]

[ 20 ] Teaching English for Young Learners-Project Based Learning Approach

Chapter 4. Teaching Material and Media [ 21 ]

[ 22 ] Teaching English for Young Learners-Project Based Learning Approach

9. Word / Sentence Cards

[ 24 ] Teaching English for Young Learners-Project Based Learning Approach

TEACHING ENGLISH USING

Teaching English through Games as a Teaching

[ 26 ] Teaching English for Young Learners-Project Based Learning Approach

Chapter 5. Teaching English Using Games and Songs [ 27 ]

[ 28 ] Teaching English for Young Learners-Project Based Learning Approach

Chapter 5. Teaching English Using Games and Songs [ 29 ]

[ 30 ] Teaching English for Young Learners-Project Based Learning Approach

[ 32 ] Teaching English for Young Learners-Project Based Learning Approach

Chapter 5. Teaching English Using Games and Songs [ 33 ]

“Old MacDonald had a farm , ee-i,ee-i-oh! And on that farm

Old MacDonald had a farm , ee-i,ee-i-oh! And on that farm he

Third activity is singing a song to learn fun. This skill

Chapter 5. Teaching English Using Games and Songs [ 35 ]

[ 36 ] Teaching English for Young Learners-Project Based Learning Approach

According to Bauer and Kenton (2005), many teachers

[ 38 ] Teaching English for Young Learners-Project Based Learning Approach

Chapter 6. Integrated Technology in TEYL [ 39 ]

[ 40 ] Teaching English for Young Learners-Project Based Learning Approach

Chapter 6. Integrated Technology in TEYL [ 41 ]

Chapter 6. Integrated Technology in TEYL [ 43 ]

In this five to seven years old, children haven’t able to