Teaching English to Very Young Learners www.gracebertolini.com.ar 2 [613174]

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 2

o THE LANGUAGE LEARNING PROCESS: LANGUAGE ACQUISITION & LANGUAGE
LEARNING.
o MAIN PRINCIPLES OF FOREIGN LANGUAGE TEACHING TO YOUNG CHILDREN.
o PLANNING FOR YOUNG LEARNERS.
o BEGINNING WITH CLASSROOM MANAGEMENT.
o ORGANIZING THE CLASSROOM.
o ESTABLISHING DAILY ROUTINES.
o CLASSROOM RULES.
o CIRCLE TIME. FINGER PLAYS. ROUTINE SONGS & TRANSITIONS.
o REFERENCE CHARTS: WEATHER CHART- CALENDAR- HELPER CHART . DAILY
SCHEDULE.
o VISUAL AIDS & MANIPULATIVE.
o INTERACTIVE BOARDS: FELT BOARD – MAGNET BOARD – POCKET CHART – WORD
WALLS
o DRAMATIC PLAY & GAMES.
o TPR : TOTAL PHYSICAL RESPONSE.
o CRITERIA TO CHOOSE GAMES. RESOURCES FOR GAMES.
o MATCHING MATS & FILE FOLDER GAMES.
o USING & MAKING OUR FLASHCARDS.
o HOW TO USE POSTERS WITH LITTLE KIDS.
o WORKING WITH REALIA.
o USING PUPPETS WITH YOUNG LEARNERS.
o WORKING WITH MASKS & HEADBANDS.
o RHYMES, POEMS & CHANTS IN THE CLASSROOM.
o POEM ACTIVITIES.
o USING MUSIC WITH VERY YOUNG LEARNERS.
o HOW TO TEACH SONGS TO KIDS.
o ACTION SONGS.
o STORY TIME: STORY TELLING & STORY READING.
o PROCEDURE TO READ A STORY TO LITTLE KIDS.
o WAYS TO COMPLIMENT YOUR STORY.
o EMERGENT READERS.
o PERSONALIZED BOOKS.
o USING BIG BOOKS.
o IMPLEMENTING LEARNING CENTERS.
o A CONFLICT RESOLUTION PROGRAM FOR VERY YOUNG LEARNERS.
o ASSESSING STUDENTS’ PROGRESS.
o ASSESSING WITH WORD WALLS & PORTFOLIOS.
o COMMUNICATING WITH PARENTS.
o PARENTS MEETINGS.
o SCHOOL-HOME CONNECTION.
o OPEN CLASSES.
o SOME CONCLUSIONS: REMEMBER HOW CHILDREN LEARN.
o THE ROLE OF THE TEACHER.
o REFERENCES.
o RECOMMENDED WEB SITES & LINKS.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 3MAIN AIM OF LANGUAGE TEACHING IN
KINDERGARTEN
AND EARLY PRIMARY GRADES:

From our main aim and pr inciples, we infer that:

TEACHERS:

Teachers are “Facilitators”.
They become observers and they interact with their students.
Teachers should create a positive learning environment , surrounded by
foreign language print.
Expose students continuously to English and don’t translat e if it is not
necessary.
They demonstrate and model, using body language, gestures, mime,
etc…
They should provide time according to students’ needs, interests,
learning styles: give time to lis ten, understand and participate.
Teachers should provide lots of learning opportunities: practical,
meaningful and purposeful. Give same opportunities to everybody.
Involve children in hands-on activities: children's minds are incredibly
open and they learn by absorbing ideas and concepts directly.
Children need to be actively involved: get students up and out of their
chairs and moving around.
“Pleasant, gradual and effectiv e acquisition and learning
of the English language through interaction and fun
in whole meaningful situations”

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 4How to teach EFL YOUNG Learners:
THINGS CHILDREN LOVE TO DO:
CHANGE YOUR ACTIVITIES every 5-10 minutes: this is vital because young
children need variety as they get bored eas ily and have a very short attention
span .
VARY THE PACE DURING THE LESSONS: mixing up excitable games with
quiet ones. You do not want your children getting bored but yo u do not want them
getting over-excited either, so vary the pace according to the mood.
R-R-R: Repeat, review and revise . Use short games to review vocabulary and
phrases you have taught. If you neglect this, the childre n will have no recollection
of the language you have covered!
MAKE YOUR LESSONS PLAYFUL and full of physical movement . Children
will enjoy them more, be more motiva ted and remember the language better.
Teach in a relaxed and fri endly atmosphere with plenty of encouragement.
AVOID COMPETITION: It can be stressful and overwhelm them. Play games
where everyone wins , or where you do not single out a winner. Everyone plays
and takes part in harmony.
ENCOURAGE AND SUPPORT YOUR YOUNG LEARNERS: Never tell
them they cannot do it, they are no good at it or that they have failed.
USE PUPPETS: Bring in puppets and have the puppet introduce the new
vocabulary for the lesson. If you do not have a puppet you can make one from a
paper bag, or by sewing a c ouple of buttons on a sock.
USE A LOT OF CHANTS RHYMES AND SONGS . These are great for
movement and frequent repetiti on of vocabulary and phrases.
Do not burden your children with readin g and writing. Preschoolers are still
learning to write in their own language. Ther e is plenty of time for that later.
LANGUAGE SKILLS: Concentrate on list ening and understanding, building
vocabulary and the acquisition of short phrases.
Concentrate also on speaking practice , starting with single words and short
phrases, and gradually moving onto longer sentences and questions.
AVOID ABSTRACT CONCEPTS and concentrate instead on concrete real items
that the children understand and relate to . For example start with familiar topics
such as colors, numbers, greetings, animals, fruit, food and drink, families, body
parts, shapes, clothing, the weather, days of the week and short everyday sentences
and phrases.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 5
BE POSITIVE: Use please and thank yo u. Rather than telling kids what not to do
focus on positive behavior .
BE PREPARED: practice telling the stories, playing games, using posters, etc…
before you go into class and have your pictur e flashcards and mate rials ready. This
will allow you to be relaxed and to enjoy the class and the children rather than
frantically trying to organize your materi als while the children become restless and
bored.
Mix up active participation and listening. If the children become restless do
something active.
BE FLEXIBLE: If something is not wo rking then change the ga me or activity.
INVOLVE SHY CHILDREN TOO: give them a central role and help them come
out of their shell.
USE REALIA& PROPS: Bring in real objects when you can, such as clothes to
dress up in, or props for acting out little plays or stories.
When you cannot bring in real items use whatever objects are available in your
class, and use colorful pictures of real items in the games.
USE STORIES: Stories are a fabulous resource for young kids, who will want to
hear the same stories told over and over again.
You can use games and activities to teach the key words in the story, inspire the
children with colorful illustrations to help them understand , and act out parts of
the stories or the whole story afterwards with role plays, games and make believe.

ESTABLISHING DAILY ROUTINES

ROUTINES are established patterns of behavior, and teache rs should have a clear
plan:
– For Circle Time.
– To get children’s attention.
– To greet children and the Flag.
– To call the roll.
– To check weather’s conditions.
– To choose Classroom’s Helpers.
– To schedule activities for the lesson/day.
– To practice activities which involve movement (TPR / Action songs)
– To give out & collect classroom materials.
– To start and to stop “written activities”.
– To tidy up.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 61- BEGINNING THE LESSON:
– Always begin the lesson with the same routine (a song, a chant) that make your
students realize that “the English lesson” has begun. Nev er start with something
new!
– Then revise a few items of vo cabulary and add 1 or 2 new ones.
– Check that everybody has got all the materials n eeded before starting.
2- EXTRA MATERIALS:
– Have extra materials for those who always finish before the others:
a child with nothing to do is a potential source of trouble.
FREE CHOICE TIME: KEEP A BOX WITH EXTRA KEEP A BOX WITH EXTRA
MATERIALS MATERIALS with:
Extra pictures
to colorEasy puzzles
to solvePicture cards
to play with
Simple colorful
books to look at Word searchesMemory games
CrosswordsPuzzles

3- BRINGING WORK TO AN END:
– If children are working on something an d the lesson is soon going to end, warn
them.
4- TIDYING UP:
– It is very important that children learn to look after th eir things and tidy up at the
end of the lesson/day.
– have specific shelves and boxes for different things.
– Create a Routine Song for this moment:

SONG FOR TIDYING UP
(Tune: Arroz con leche)

“It’s time to clean,
To tidy up…
Put everything in order, tomorrow we come back!

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 7USING A BEHAVIOR CHART:
Young children often need visual aids to help them judge their behavior.
Behavior charts can be quite effective.

A COLOR CODED CHART: is a favorite fo r small children.
1- Each child has a pocket or hook containing three cards.
2- Use green, yellow, and re d, as these are easily recogni zable symbols of go, slow
down, and stop.
3- Students will receive one verbal warning, and if negative be havior continues,
the child will be asked to chan ge his/her color to yellow.
4- This is an opportunity for the child to change negative behavior. It also allows
the child to see his/her be havior in contrast to th e rest of the class.
5- Finally, if inappropriate be havior continues, a child w ill change the color to red
and the appropriate con sequences will ensue.

NOTE:
By physically changing
the color themselves,
students are taking
responsibility for their
actions, as well as
processing the effects
of positive and negative
behavior.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 8

Young children often need “visual aids”
to help them judge their behavior.
•BEHAVIOR CHARTS can be effective visual aids!1

CIRCLE TIMECIRCLE TIME is when everyone sits together as a
group for an activity.
The activities can include games, music, movement,
stories, puppets and finger plays.
Generally, the same type of activities are done in the
same order each day.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 9

FINGERPLAYS are a surefire way:
– to capture children’s attention.
-to focus the action on yourself.focus the action on yourself.
–to develop Fine Motor skills.to develop Fine Motor skills.
–To help kids develop fing er control, and hand stretch. To help kids develop fing er control, and hand stretch.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 10
Where is Thumbkin? Where is Thumkin?
(Hide hands behind back)
Here I am! Here I am!
(Show L thumb, then R thumb)
How are you today, sir?
(Wiggle L thumb)
Very well, I thank you.
(Wiggle R thumb)
Run away, run away.
(Hide LH behind back, then RH)
2. Where is Pointer?….
3. Tall man?….
4. Ring man?….
5. Little man (or Pinkie)?….
6. Where is family? Where is family?….
(Hide hands behind back)
Here we are! Here we are!
(Show LH, fingers erect, then RH)
How are you today, sirs?
(Wiggle fingers of LH)
Very well, we thank you,
(Wiggle fingers of RH)
Run away, run away.
(Hide LH behind back, then RH)

CREATE YOUR OWN ROUTINE SONG:
Think about: Key phrases / Vocabulary being taught.
• Suggestions / Permissions.
• Identify a familiar tune: for example: “Arroz con leche”
• Match the language with the rhythm.
• Check the grammar!!!
• Use TPR.
• Use props.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 11ROUTINE SONGS for:
• To get children’s attention
• To line up.
• To sit in a circle.
• To be ready for the snack.
• To put things away.

ROUTINE SONGS FOR CIRCLE TIME:

TO MAKE A CIRCLE:
(Tune: Tres cocineritos)
“Come…let’s make a circle,
a circle…a circle…
Come let’s make a circle
a circle with me.
A big one… a big one…
A small one…a small one…
Come let’s make a circle,
A circle with me!” TO SIT DOWN:
(Tune: Mary had a little lamb)
“Everybody sitting down,
Sitting down,
Sitting down.
Everybody sitting down
On the floor! ”
TO BE IN SILENCE
( Tune: Twinkle, twinkle)
“Flying, flying
Little clip,
It goes quickly
To my lips…CLIP!”
TO CLEAN UP:
(Tune: Arroz con leche)
“It’s time to clean,
To tidy up…
Put everything in order,
tomorrow we come back! SNACK TIME:
(Tune: A guarder…a guardar)
“Tea-time, tea-time,It’s time for tea…
Everybody waits, everybody sits.
Tea-time, tea-time, It’s time for tea…
A cookie for you and a cookie for me…
One…two…three!!
TO MAKE A LINE:
(Tune: Andar en tren)
“Traveling by train…
It’s the best way,
The driver says…
All aboard the train!”

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 12

Make a simple circular chart with a
spinning arrow and a selection of weather symbols
Use a large paper plate, place symbols
(sun, clouds, rain clouds, wind, etc) around the outside of the circle.
Make an arrow shape half the width of
the overall circle, and fix to the centre with a paper fastener, allowing for easy movement around the whole chart.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 13

–

AS A VISUAL AID YOU CAN USE: VISUAL AIDS are TEACHING RESOURCES
that teachers can use to support a learning activity
YOURSELF THE CHALK BOARD
REALIA: real objectsINTERACTIVE BOARDS
PICTURES FLASHCARDS
POSTERSPUPPETS GAMES CHARTS

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 14

BAKINGBAKING –SHEET SHEET –TRAY TRAY
MAGNET BOARDS:MAGNET BOARDS:
 Use a Non aluminum tray or a tin baking sheet.
 Add a self-stick paper background :
– Light blue for the sky.- Green for the grass.
__
______

MIME
RHYMESSONGS
CHANTS
SIMULATION ACTIVITIES
MIMEMIME SONGSSONGS
PUPPETSPUPPETSCHANTSCHANTS
ROLE-PLAYSROLE-PLAYSSIMULATION
ACTIVITIESSIMULATION
ACTIVITIESRHYMESRHYMES

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The game should:
-Be relevant linguistically.relevant linguistically.
-Have an aim and purposeaim and purpose .
-Be simple to explain.
-Easy to set up and play.
-Easy to carry out .
-Everyone should be able to participate in it.
-It should be FUN !!!!!!!

1) Seat all the players in a circle, close together.
2) A player walks quickly around the outside of the
circle gently tapping th e seated players on the
head saying “DUCK" each time until he or she
decides to switch to “GOOSE!"
3) At this point, the child chosen as “The Goose”
gets up and chases the child who tapped him round the circle, trying to catch him before he
does a complete circle and sits down in the
“Goose's" spot.
4) The “GOOSE" now beco mes the “DUCK" and
repeats the game as described above.
TEACHING TIP: Every few rounds change the
vocabulary, so if sticking to the animal theme
play with : “Tiger, tige r, snake!” – “Cow, cow,
pig!”, etc…

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Use paper platespaper plates to prepare different activities to
revise vocabulary, concepts,
poems, chants, etc…

MATCHING STICKS are very easy and inexpensive to make
and they can be used for many developing skills.
You will need: craft sticks (these can be found in any crafts
store)- white paint
markers. The first step is to pa int the craft sticks white and let
them dry.
Then use a marker to write on the skills you are working on.
Use MATCHING STICKS for: Letters- Colors – Shapes –
Numbers- Sight words
Addition- Name recognition, etc.
Children are given the sticks to match and they can sit on the
floor or at the table and match the sticks together. You can also
but velcro on the back and use on a felt board or magnets and
use on a magnet board.

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Matching Mats are desi gned to build visual
discrimination skills in child ren ages 3 to 6 years of age.
They are perfect for group an d individual use in either
structured or free play.
Each matching mat has 12 squa res that are to be matched
with the identical square piece.
_________________________ _________________________ __

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 18a) Make a listMake a list of the flashcards.
b) Use good qualitygood quality cards.
c) Make all the flashcards the same size.same size.
d) Make sure that they are big enoughbig enough to be
seen by all children in the class.
e) Draw big and bold picturesbold pictures
f) ColorColor them.
g) Write the nameWrite the name of each word on the back
and front of the flashcards.
h) ) ProtectProtect the cards with transparent contact
paper or wide scotch tape.

Materials from the “real world” brought into the
classroom for practice!!!
The word REALIAREALIA means using real itemsusing real items found in the world around us
to help teach English.
Using Realia, helps to make English lessons memorablemake English lessons memorable , creating a link
between the objects, and the word or phrase they show.

________________________________ ____________ ______________

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 19FOR CROSSFOR CROSS –CURRICULAR ACTIVITIES :CURRICULAR ACTIVITIES :
Puppets can be used in most topics of the syllabus.
TO TEACH VOCABULARYTO TEACH VOCABULARY
Eg: parts of the face / clothes
TO TEACH LANGUAGETO TEACH LANGUAGE
Commands when making puppets: Color the…
FOR MOTIVATIONFOR MOTIVATION
Children try to speak without inhibition

PUPPETS are a fun medium for teachin g Very Young Learners different
skills.
The most commonly used form of teach ing with puppets is using them with
literature units.

Draw a face on your clenched fist
By moving the thumb up and
down you have a mouth to speak !
Draw a face on each finger

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 20

Gardening gloves or colored gloves:Gardening gloves or colored gloves:
– Glue Velcro fasteners onto the tips of both gloves.-C r e a t e story charactersstory characters out of felt
and glue Velcro circles onto their
backs

Slide your hand inside a sock.
Poke the end of the sock into the hollow
between your extended fingers and thumb
Spread your fingers wide to make the
puppet smile, move thumb and fingers
together and away from each other to
close and open the "mouth".
Glue construction paper or felt facial features to the sock.
Add some yarn hair.

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Print the pages.
Color and cut them apart.
Staple them to a popsicle stick and use as puppets to
retell the story.

Nonsense rhymes, funny words and sounds repetitive Nonsense rhymes, funny words and sounds repetitive
patterns and rhythmspatterns and rhythms are wonderful for young kids
to start working with “Poetry ”.
A POEMA POEM is language in verse form with a clear emphasis on rhyme.
A RHYMEA RHYME is a group of words ending in the same sound.
A CHANTA CHANT is a short rhyme focused on particular aspects of
grammar, vocabulary, pron unciation, structure,
or functions of English.

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1) Say the Rhyme yourself.
2) Demonstrate the actions.
3) Ask children if they can guess what it means .
4) Practice saying the Rh yme with a ll the class.
5) Explain difficult words on the board, with pictures.
6) Copy the Rhyme on a POSTER (“Rebus Sentences”).
7) Teach the actions.
8) Ask students to do the ac tions as you/they say the
Rhyme/ Chant/ Poem.
When you use songs that can be taught through gestures ,
very little pre-teaching is necessary.
Teachers can seat the students in a circle, teach some very
simple gestures , and then play the music while everyone
gestures along.
Most kids will sing along right away, but even the kids who
aren't ready to sing will be able to participate with
gestures .

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Place chairs in a circle facing out.
Putmusical instrumentsmusical instruments on each chair.
HOME-MADE: Shakers/Drums/ Bells/
Horns/ tambours
Turn on music, each ch ild selects an instrument
Begin marching around the chai rs playing with the marching around the chairs playing with the
music and singing a wellmusic and singing a well –known song.known song.

Two groups: gardeners
and plants.
Act out the song:Act out the song: to sow,
to water, to weed, to grow.
Tune: “Old Mac Donald”
SONG
“Iwill plant a garden green
Then I’ll watch it grow…
I’ll dig some holes here in the
dirt
In a nice straight row.
I’ll dig one here
I’ll dig one there
Here a hole, there a hole,
Everywhere a hole, hole
I will plant a garden green
Then I’ll watch it grow.”
(in the hole I drop a seed)
(I’ll water each plant one by
one)

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Add a meaningful context for language.
Promote children ’s interest in learning to read.
Provide a home connection.

STORY READING WITH LITTLE KIDS:

TECHNIQUES to use wi th Young Learners:
– PREDICTION
– ANTICIPATION
STORIES SHOULD BE:

– Predictable.
– Simple.
– Age-appropriate

STORIES SHOULD HAVE:
– A good plot.
– Wonderful pictures. – Repetitive patters wi th rhythm & rhyme.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 251)1)Select theSelect the appropriate bookappropriate book ..
2) Discuss the book coverbook cover : : Ask about what they see in
the cover.
3) Point out the title and ask them to predict the story.predict the story.
4) Point out the author, illustrator and dedicationauthor, illustrator and dedication (a gift
the author does).
5) At the beginning, point to each wordpoint to each word
-progression from left to right.
-page sequence.

Provide SIMPLE PUPPETS SIMPLE PUPPETS representing each
character of the story.
CREATE BIG BOOKSCREATE BIG BOOKS reproductions.
Create a new story (ALTERNATIVE BOOKS)(ALTERNATIVE BOOKS)
-with different characters, setting, etc…
-substitute nouns, verbs, adjectives, etc…

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Printable Emer gent Readers are a cost effectiv e and a powerful
tool to teach beginning reading skills.
These MINI-BOOKS are quite simple with images that should
appeal to young children and simple, repetitive words that children
in Preschool through Grade 1 should be able to read themselves.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 27Use INDIVIDUAL DRY ERASE BOARDS for each kid for:
– Listening.
– Checking Comprehension.
– Physical-respo nse activities.
There are many activities children can do with these INDIVIDUAL
BOARDS:
Children can:
• draw pictures on them and retell what is happening in the pictures.
• practice writing letters … numbe rs … shapes … simple words.
• copy or complete a patt ern from the blackboard.
• make a certain number of objects, for example "draw five circles" or
"write three letters"
• NOTE: To erase it: clean it off w ith just a dry paper towel …and
continue drawing!!

MATERIALS:
-Muffin tins in either six or
twelve muffin cups per tray.
-Foam sheets with different
colors.
INSTRUCTIONS:
1) Cut out a circle that is large
enough to fill the bottom of
each tray (a different color
for each muffin space).
2) Cut twenty-five small
squares of each color.

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Time for reviewing and assessing all
that children have learned.
Small groups of children have a
chance to interact with the words.
Students:
-use the words in sentences ,
-talk about their favorite words,
-draw pictures for some of the words.

“SHOW THE WORD”:
Begin by showing the word card to your class.
While holding the word card, slide you r finger under the text, saying the
word aloud.
Adding the card to the word wall with the children (it helps them
recognize the cumulative growth of their visual dictionary).

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Through open communicationopen communication , a partnershippartnership among
teachers and parents can be established to support and support and
encourage your students learning program.encourage your students learning program.
Give parents an article (in Spanish) describing how
children acquire the 2nd language .
DONDON ’’T FORGET THE FAMILY!!T FORGET THE FAMILY!!

““A CLASS PHOTO JOURNALA CLASS PHOTO JOURNAL ””::
take pictures of the ch ildren involved in various
classroom activities and send the album home.

““OUR MAIL BOXOUR MAIL BOX ””:Write a letter or postcard to
another family.
““OUR CLASSROOM NEWSPAPEROUR CLASSROOM NEWSPAPER ””::Write news,
jokes, add pictures, etc…

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 30Plan and rehearse a SPECIAL class with:
-CIRCLE TIME ACTIVITIES: Hello Song,
Weather Song, Classroom Helpers, Daily Schedule, etc…
-A Game,
-A Parade, a simple Role-Play,
-Word Wall Activities.
-Reading a Story
-Retelling of the Story
-A “written” / Arts & Crafts activity together with
Parents,
-Etc…

SOME CONCLUSIONS:

ALWAYS REMEMBER HOW KIDS LEARN!!

CHILDREN:
Naturally acquire oral language by listening, imitating and
repeating (like babies do).
They learn in a global way: from the general to the specific,
from the whole to the part.
They need instruction in all modes of communication:
listening, speaking, reading, wr iting, observing, illustrating,
experiencing, modeling: Children learn by doing!
Children should be actively involved in meaningful
functional language experiences.
They progress through appropriate stages.
Children learn in different ways , at different rates: learning a
language takes time and practice

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 31 REFERENCES:
o Roth, Genevieve. Teaching Very Young Children- Pre-school and Early Primary.
Richmond Publishing.
o House, Susan. An introduction to Teaching English to children. Richmond
Publishing.
o Curtain and Pesola. Languages and children – making the match. Longman.
o Clandfield, Lindsay and Foord, Duncan. The language teacher’s Survival Handbook.
SBS Publishing.
o Richards, Jack C. and Rodgers, Theodore S. Approaches and Methods in Language
Teaching . Cambridge University Press. 2nd edition, 2001.
o Thornbury, Scott. How to teach Grammar. Longman, 1999.
o Amstrong, Thomas. The Multiple Intelligences of Reading and Writing: Making the
Words Come Alive.
o Amstrong, Thomas. Multiple Intelligences in the Classroom, 3rd Ed.
o Marcia Fisk Ong. Teaching English to Young Learners . Compass Publishing.
o Goldish, Meish. “Thematic Poems Songs and Fingerplays”. Scholastic.
o Gnojewski, Carol. “Music and Dramatics at Circle Time”. Totline Publications.
o Mackie, Gill. Super Songs & Activities. New editions.
o Sheldom, Ken. “Sing along and learn ” Scholastic.
o Diane C. Ohanesian – The Big Book of Pre-K Learning Centers. Scholastic.
o Abby Barry Bergman- Learning Centers activities – Full Day Kindergarten. Center
for Applied Research in Education
o Renee Creange- Classroom Routines that really work for Pre-K.
o McGlothlin, J. Doug .1997. A Child's First Steps in Language Learning.
o Science Publishers. Literacy for early childhood: lear ning from the learners. Early
Child -Development and Care.
o House, – Susan. An introduction to Teaching English to children. Richmond
o Curtain and Pesola. Languages and children – making the match. Longman.
o Jack C. and Rodgers. Approaches and Methods in Language Teaching. Richards,
Theodore S Cambridge University Press. 2nd edition, 2001.
o Thornbury, Scott. How to teach Grammar. Longman, 1999.
o Celce-Murcia,M. Teaching English as a Second or Foreign Language . Heinle and
Heinle. United States. 2001
o Railsback, J. Project based Instruction: Creating Exciment for Learning.
o Tom Hutchinson. Project work in Language learning.
o Magdalena Říhová. Project work in ELT with young le arners of mixed ability classes.
o Hutchinson, T. Introduction to Project Work. Oxford University Press.
o Michael F. Opitiz . Learning Centers: Getting Them Started, Keeping Them Going
(Scholastic, 1994)
o Science Poems and Songs for Young Learners (Scholastic, 1996)
o Gardner, Howard. “ Frames of mind: The Theory of Multiple Intelligences”. Powell,
James E. – “Multiple Intelligences-Activating Young Minds” – McGraw- Hill.
o Ulrich Tobias, Cynthia. “How your child learns and succeeds!” – Galahad Books.
o Witkin, Herman and Goodenough, Donald R . “Cognitive Styles: Essence and
origins” – International University Press.
o Bromley, K- Irwin, L- Modlo, M – “50 Graphic Organizers for Reading, Writing
and more” – Scholastic.
o Robb, A- “40 Graphic Organizers that bu ild comprehension during Independent
Reading” – Scholastic.
o

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 32o Nickelsen L- Glasscock, S- “Main Idea & Summarizing” – Scholastic.
o Shaw, D- “Retelling Strategies to improve comprehension” – Scholastic.
o Garvie, E. (1991) "An integrative approach wi th young learners" in Brumfit (1991)
o Williams, M. (1991) "A framework for teaching English to young learners“
o Cameron, L (2003) ‘Challenges for ELT from the expansion in teaching children' in
ELT Journal, April, Issue 57, Oxford University Press
o Fowler, J .“Quick & creative Literature response activities” -Scholastic.
o Emblem, Val. “Learning through story” – Scholastic.
o Wright, Andrew. “ Storytelling with children”
o Muno, Licciardo. “25 terrific Literature Activities” – Scholastic.
o Warren, Jean. “Story time ideas for Circle Time” – Totline Pub.
o Novelli, Joan. “Easy-to-make Books That target Specific Reading needs – Scholastic
o Ellis, Gail. “The Storytelling Handbook for Primary teachers” – Penguin
o Fowler, J .“Quick & creative Literature response activities” -Scholastic.
o Schmidt, Fran. Friedman, Alice. “Peacemaking skills for little kids” Pre K –
o Mades, Miriam. “Helping, not hurting” Teaching I-care Rules through Literature.
o “Peace Scholars: Learning through Literature”
o “Peace Scholars: Creative Conflict Solving”
o Pike, Kathy. Mumper, Jean. Fiske, Alice. “Teaching kids to care & cooperate” –
SCHOLASTIC

RECOMENDED STORIES:
o Carle, Eric. “The very hungry caterpillar”
o Wood, Audrey. “The napping house”
o Tabak, Simms. “There was an old lady who swallowed a fly”- Caldecott Honor Book.
o Martin, Bill Jr. “Brown bear , brown bear…what do you see?”
o Martin, Bill Jr. “Polar bear, polar bear…what do you hear?”
o Unknown author. “The three little pigs”- 1840
o Unknown author. “The mitten”
o Shannon, David. “David goes to school” – Scholastic.
o Brown, Laurie. “How to be a friend” – Little Brown & Company.
o Carle, Eric. “ The grouchy ladybug” – Harper Collins.
o McBratney, Sam. “ I’m sorry” -Harper Collins.
o Vaughan, Marcia. “Hands, hands, hands” – Mondo Publishing.

SOME VIDEO LINKS IN YOU TUBE:
• TEDDY BEAR, TEDDY BEAR: http://www.youtube.com/watch?v=qMYJCyRhXao
• THE ITSY BITSY MONKEY: http://www.youtube.com/watch?v=MaGTAEFjyp8
• TWINKLE TWINKLE TRAFFIC LIGHTS: http://www.youtube.com/watch?v=cRWSUx2j6B8
• MAKE A CIRCLE: http://www.youtube.com/watch?v=RERqAISUlt8
• WALKING WALKING: http://www.youtube.com/watch?v=nrrA9j51tQ0
• HELLO SONG: http://www.youtube.com/watch?v=8I9gz-5_h60
• SONG FOR CIRCLE TIME: http://www.youtube.com/watch?v=6iWwLTS8IDI
• CLEAN UP: http://www.youtube.com/watch?v=1b4gSs0KhIU

RECOMMENDED WEB SITES:
o www.enchantedlearning.com
o www. preschoollearningonline.com
o www.activityschoolbus.com
o www. glitterfulfeltstories.com
o www.teachers.net
o www.kizclub.com
o www.teachervision.fen.com

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 33o www.kindercrafts.com
o www.sparklebox.co.uk
o www.britishcouncil.org/kids-songs-music
o www.theteachersguide.com/Songs
o www.kididdles.com
o www.freekidsmusic.com
o www.bussongs.com
o www.prekinders.com
o www.ehow.com
o www.esl-galaxy.com
o www.jmeacham.com
o www.vickiblackwell.com

We strongly recommend hands-on learning activities for
Very Young Learners from:

www.childcareland.com
www.earlychildhoodprintables.com
SHELLEY LOVETTS has been creating original learning activities and resources for the early
childhood community since 2000. She has also been working in the field of early learning for the
past sixteen years as both a licensed child care provider and a pre-k teacher.
www.teachingenglishgames.com
SHELLEY VERNON created a method that concentrates on enhancing listening and speaking
skills through Language Games which involve repe tition and through fluency activities which have
genuine communicative value rather than artifici al conversation. She created her best-selling
"English Language Games for Children"
www.supersimplesongs.com

Teachers of Knock Knock Englis h School for Children in Tokyo, Japan. Several award-winning
CDs later, Super Simple Learning materials are being used in classrooms and homes around the
world to help children learn with confidence and a smile.
www.kinderplans.com
ELAINE ENGERDAHL has taught a number of primary grades in her 26 years of
teaching, specializing in the area of Reading Instruction. She created the Program called Early
Learning Solutions that integrates many skills within the reading content books. Enter her web
site and learn about her Full Year of Kinde rgarten and Preschool Curriculum-Based Lesson
Plans and Activities.

“Teaching English to Very Young Learners” www.gracebertolini.com.ar 34“What a child creates through
playful activity is never wrong”
“Tell me and I for get…
Teach me and I remember…
Involve me and I learn !”
Benjamin Franklin.
“Teachers should make a difference in the
lives of children”
“To teach is to touch a soul foreverTo teach is to touch a soul forever ””

E-BOOK: “TEACHING ENGLISH TO VERY YOUNG LEARNERS”
Copyright 2012 By Graciela Bertolini
www.gracebertolini.com.ar

All rights reserved. No part of this E-BOOK may be reproduced or transmitted in any form or by any
means, electronically or mechanically, including photocopying, recording, computer bulletin board
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be sought. Please do not email “TEACHING ENGLISH TO VERY YOUNG LEARNERS” to
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I appreciate your integrity on this point. Thank you!
Grace Bertolini.