BACHELOR OF EARLY CHILDHOOLD EDUCATION

JANUARY 2023 SEMESTER 4

HBEC2603

TEACHING ENGLISH TO YOUNG LEARNERS

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TABLE OF CONTENT

1.0 INTRODUCTION…………………………………………………………………2-3

2.0 FOUR COMPONENTS OF LIGUISTIC STRUCTURE.........................................4-8

3.0 CONCLUSION……………………………………………………………………..9

4.0 REFERENCE……………………………………………………………………….10

5.0 LESSON PLAN…………………………………………………………………..11-13

6.0 TEACHING DEMONSTRATION…………………………………………………13

7.0 PARTICIPATE ONLINE CLASS………………………………………………14

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1.0 INTRODUCTION
Structural linguistics was developed by Ferdinand de Saussure between 1913 and
1915, although his work wasn’t translated into English and popularized until the late
1950s. Before Saussure, language was studied in terms of the history of changes in
individual words over time, or diachronically, and it was assumed that words somehow
imitated the objects for which they stood. Saussure realized that we need to understand
language, not as a collection of individual words with individual histories but as a
structural system of relationships among words as they are used at a given point in time,
or synchronically. This is the structuralist focus. Structuralism doesn’t look for the causes
or origins of language (or of any other phenomenon). It looks for the rules that underlie
language and govern how it functions: it looks for the structure.
Verbal-Linguistics is the ability to use words effectively in speaking and writing.
A person with this intelligence is sensitive to the meaning of words and adept at
manipulating them. They can also communicate effectively through listening, speaking,
reading, writing and linking activities. They are also sensitive to the various functions of
language, especially in terms of its ability to stimulate emotions. The most effective way
of learning for this group is to use learning stations and through teaching and oral
explanations and reading aloud to hone verbal and linguistic abilities.
Cognitive development involves the development of human processes thinking
from birth, during childhood and adolescence, and until becoming an adult. Thinking
involves higher mental processes such as classifying, describing, reasoning, creating,
conceptualizing, planning, solving problems, making decisions and remembering. Child
thinking refers to thinking that occurs from birth and until birth until the child is an adult.
Howard Gardner believes that every human being is endowed with different potentials in
his nature. This human potential has eight types of intelligence in them, namely verbal-
linguistic intelligence (skillful in using words), logical-mathematical intelligence
(thinking scientifically, logically and critically to make decisions and solve problems),
visual-spatial intelligence (skillful in managing space effectively), musical intelligence
(skillful in detecting and producing rhythmic sounds), kinesthetic intelligence (skillful in
controlling movement such as dancing and sports), interpersonal intelligence (skillful in
understanding the feelings of others), intrapersonal intelligence (ability to understand

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feelings, weaknesses, strengths and one's own potential) as well as naturalistic
intelligence (skilled in identifying the shape of the environment and sensitive to its
changes). School is a platform for children to improve social interaction. Therefore,
cognitive aspects become an important focus in formal education at school. According to
Suppiah Nachiappan (2015), cognitive development refers to changes in mental processes
and skills according to physiological maturity and experiences experienced since
childhood. Children aged 4-6 years are in the preoperative stage. In this stage they need
continuous experience and direct involvement to help their cognitive, language, social
and physical development process.

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2.0 FOUR COMPONENTS OF LIGUISTIC STRUCTURE
Linguistics is the study of language, its structure, and the rules that govern its
structure. Linguists, specialists in linguistics, have traditionally analyzed language in
terms of several subfields of study. Speech language pathologist study these subfields
of language and are specially trained to assess and treat language and its subfields.
These include morpology, syntax, semantics, pragmatics and phonology.

2.1 MORPHOLOGY
Morphology is the study of word structure. It describes how words are formed out
of more basic elements of language called morphemes, the basic unit of morphology, are
the smallest meaningful unit of language. Thus, a morpheme is a series of phonemes that
has a special meaning. If a morpheme is are individual words (such as `eat` or `water`).
These are known as free morphemes because they can exist on their own. Other
morphemes are prefixes, suffixes, or other linguistic pieces that aren’t full words on their
own but do affect meaning (such as the ’’-s’’ at the end of ``cats`` or the ``re-`` at the
beginning of ``redo``) Because these morphemes must be attached to another word to
have meaning, they are called bound morphemes.

2.2 SYNTAX
Syntax rules differ by language. Speakers of a language do not produce structure
with random and meaningless word order. If they do, speech and language therapy may
be warranted. For example, an English speaker could say, ``He said he was going to come
but didnt’’. Due to syntactic rules, a speaker could not say, ``He going to was said he
didnt but come.``Languages have different syntactic structures. In english, the basic
syntatic structure is subject + verb + object. This structure, usually called ``kernel
sentence``, can also be called the phrase structure or base structure.

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2.3 Pragmatics
Pragmatics is the study of rules that govern the use of language in social
situations. In pragmatics, one focuses on use of language in social context. Pragmatics
places greater emphasis on functions, or uses of language, than on structure. Functions of
language include lebeling/naming, protesing, commenting. anguage context involves
where the utterance takes place, to whom the utterance is directed and what and who are
present at the time. Pragmatic skills also involve the appropriate knowledge and use of
discourse. Discourse refers to how utterances are related to one another it has to do with
the connected flow of language. Discourse can involve a monologue, a dialogue, or even
conversational exchange. When people talk to one another they are engaging in
discourse. Pragmatic skills are important social skills for social, academic and vocational
success.

2.4 Semantics
Semantics is the study of meaning in language. The semantic component is the
meaning. Conveyed by words, phrases and sentences. Semantics includes a person’s
vocabulary or Lexicon. Vocabulary development depends heavily upon environmental
exposure, as well as the individual capacity each child brings to the learning situation.
Important aspects of vocabulary development include knowledge of the following
antonyms, or opposites, synonyms, multiple meanings of words, humir/riddles, figurative
languang (including metaphors, idioms, proverbs), deictic words, or words whose
referents change depending on who is speaking (e.g, this here, that, come,go).

Integrated Skills focuses on the four main English skills such as reading, writing,
speaking and listening - through a “Communicative Language Teaching” methodology.
New grammar patterns are learned in the context of a conversation or a real-life situation.
Students will engage in various activities to practice English including listening tasks,
role playing, and stimulating discussions. There are six available level for Practical
reading and writing tasks and vocabulary studies are presented as well. For Integrated
skills level 1 is This course will help students develop basic language skills in listening,

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speaking, reading and writing English. Students will learn the basic skills they will need
to communicate basic needs in English. They will have a lot of opportunities to practice
in class and will learn skills they will need to communicate with English speakers outside
of the classroom. In this level student will able to ask and respond to simple, routine and
predictable questions about personal information. Communicate some basic needs in
informal conversations. Understand key words, some phrases, simple commands or
directions and short sentences in simple conversations on personal topics. Read a simple
text that is related to daily life and experience routine.Write a few sentences and phrases
about topics that are familiar to the student, family, travel, food, health and they also can
show some control over basic grammatical structures to communicate basic needs.

Next, it will help beginning level students become more confident so they can use
what they learn in class to communicate familiar and basic needs in English with
speakers outside the classroom. Communicate in short routine conversations about needs
and familiar day-to-day topics. In this level student will able to describe a situation, tell a
simple story, and describe the process of obtaining basic goods and/or services using a
variety of short sentences. Read a simple two- to three- paragraph passage about daily life
and experience.Write simple descriptions of events, stories, future plans, or other familiar
topics. Effectively communicate in writing ideas and information about personal
experience and everyday needs.

Games and activities can be useful for supporting students to improve their
speaking and listening. The activities chosen in a classroom must be something that
children may actively involved as we know that children tend to be bored easily. The
activity style and activity should match their learning style. Young learners may prefer
either visual (seeing), auditory (hearing), kinesthetics (moving) or tactile (touching) way
of learning. These learning styles will then lead to different approaches or method used
by teacher in the classroom.Activity should be enjoyable and engaging as students should
want to do the activity again. Creating a positive attitude towards speaking and listening
is essential. In this level students will be able to use the basic language skills they learned
at the beginner’s level courses and expand that knowledge and usage to more

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complicated settings. They will develop skills to effectively use language in increasingly
more complicated and unfamiliar situations. Such as participate in most routine social
conversations and talk about needs and familiar topics of personal relevance. Understand
simple exchanges, short sets of common daily instructions and directions, direct
questions about personal experience and familiar topics, routine media announcements,
Understand the purpose, main ideas and some detail in some authentic two or three
paragraph texts. Effectively convey an idea, opinion, feeling or experience in a simple
paragraph. Use and understand a range of common everyday vocabulary. Use a variety of
simple structures and some complex ones when speaking and effectively communicate
basic needs in a culturally appropriate manner.

In intergrated skills on level 4 is. This course help to designed students solidify
their Intermediate language skills in listening, speaking, reading and writing English.
The course will help students expand and extend their knowledge of English to more
complex and unfamiliar situations. They will be developing skills to use more complex
English constructions. Instructors will direct students to rely less on body language and
to incorporate all the knowledge they have learned in previous courses when speaking,
listening, reading and writing in English or with English speakers. Communicate with
some confidence in casual social conversations and in some less routine situations on
familiar topics of personal relevance. Communicate facts and ideas in some detail.
Follow the main ideas and identify key words and important details in verbal
communication, and in moderately demanding contexts of language use (face to face
formal and informal conversations, audio tapes and radio broadcasts) on relevant topics.

Students will be able challenged to use language in increasingly more complex and
complicated environments. This is intergrated in level 5 successful completion of the
course, students will be able to communicate effectively in most daily practical and social
situations, and in familiar routine work situations, at both concrete and abstract levels.
Participate in formal and informal conversations, involving problem solving and decision
making. Speak on familiar concrete topics at a descriptive level and present a detailed
analysis or comparison. Participate in conversations with confidence. With more

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reinforced activities and repetitions, students will gradually understand the language. In
intergrated skills at level 6 is the course will extend students’ communicative competence
to an advanced level of proficiency, refining the use and understanding of the intricacies
of English. They will have many opportunities to carry out communicative tasks that
require an exchange of information and negotiation of meaning, will extend their oral and
grammatical skills, and will have a lot of opportunities to practice them in authentic
communicative contexts.

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3.0 CONCLUSION
Components of linguistic needs to be applied in teaching and learning because it
supports comprehensive integrated learning in line with the National Education
Philosophy and student needs. In addition, this approach is seen to be able to accept
the similarities and differences between individuals by acknowledging that each
student is unique with different ways of learning. It can also increase self-esteem,
creativity and motivation through fun teaching and learning. In addition, this
approach can create a collaborative learning environment in schools and encourage
innovation and new research in teaching. Playing techniques have a lot of importance
and positive effects on the development of children's cognition. Children not only
have fun and have fun while doing play activities, but they also learn many things and
can help children's physical, mental and emotional development. Teachers should be
more sensitive to the importance of playing techniques when teaching and learning.
Teachers should also play a role by explaining the importance of play to parents,
families and the community because most parents do not understand the concept of
play and the importance of play to the development process of children.

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 REFERANCE
1. https://literariness.org/2018/12/22/structural-linguistics/

2. Awla, H. A. (january 2014). Learning styles and their relation to teaching styles.
International Journal of Language and Linguistics 2(3):241.

3. Oxford, R. (Januari 2021). Language learning styles and strategies: An overview.

4. https://www.skillsyouneed.com/rhubarb/fingerprints-learning-styles.html

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PART 2: LESSON PLAN

Class: Inventors dino

Children’s age group: 6 years old
Focus/ strand: Weather
Date/Time: 20 februari 2023/ 8:30am
Duration: 25 minutes
Learning materials: Flascard, flipcart
Learning objectives: By the ends of the lesson, pupils should be able to:
1) Name and identify different types of weather
2) Explain what cause different types of weather

Time/Step Content Activity Materials

Induction set Who is that? -Teacher hold the teddy TM
(3Min) bear and cover her face -Teddy bear
to surprise the children -Music and speaker
-Teacher sings `one little
finger` songs before start TS
class. Imagination on what
- Students need to guess they want to learn
who behind the Teddy
Bear and teacher will tell MI
what they will do Interpersonal,
-Teacher asks the Verbal linguistic,
children a simple kinaesthetic
question. For example,
have you heard about Value
’weather’ Obey rules

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 Introduction Lets learn about the -Explain that today you TM
(5min) four kind of weather will be observing the Music, speaker
weather.
- Take the class outside TS
to observe the weather. Imagination on what
Help students note what they want to do a
they see by paying movement
attention to the
temperature, wind, etc. MI
Intrapersonal,
Verbal Linguistic,
Kinaesthetic

Value
Obey rules
Learning and -Say the act -Teacher will show the TM
teaching activities -Storytelling picture of 4 kind of Music and sepaker
(15min) weather.
-Teacher will do the TS
action and student need Imagination on what
to tell teacher the name want to do a action
of the weather.
-Teacher will show again MI
picture of 4 kind weather Interpersonal,
and student need to tell Verbal linguistic,
teacher what can we do Kinaesthetic
with the weather.
Value
Memorize
Reinforcement Question and Answer -Teacher asks the TS
and conclusion 1.List the weather children what they learn Answer the question

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 (2min) that you learn in class today. MI
-Children will tell that Intrapersonall,
what they learn today Verbal Linguisti
such as movement
Value
Obey rules

PART 3: TEACHING DEMOSTRATION

Figure 1 show: Recording of teaching demonstration duration 12:42

PART 4: ONLINE CLASS PARTICIPATION

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