PowerPoint Presentation

The 21C Coursebook: Unlocking New Competencies

James Hall

IntroductionAbout the SpeakerAbout this Presentation

Teaching English to Very Young LearnersCharacteristic of Very Young Learners10 Tips for Teaching English to Very Young LearnersHow and when do children learn?Rote Learning vs. Meaningful LearningExperiential ApproachStealth Learning

Introduction to Treehouse an English course for very young learners of EnglishClass WalkthroughInteractive Workshop

What are we going to do today?

James Hall has been working with young learners since 2004

English Teacher in Canada & Korea

Teacher Trainer in Canada, USA, Mexico, Egypt, Korea, Japan, China, Thailand, Dubai, Abu Dhabi, Cambodia, & Taiwan

Content Development Professional as a writer and editor for more than twenty publications

Academic Consultant providing course design and curriculum planning to educational institutions

Publisher with Compass PublishingAbout the Speaker: James Hall

VYL are at a pre-school and KG program the first few years of schooling.VYL have a holistic approach to languageThey understand meaningful messages but can not analyze language yetThey have lower levels of awareness about themselves and language learnersThey have lower levels of awareness about the process of learningThey are more concerned with themselves than othersThey have limited knowledge about the worldThey enjoy make believe, fantasy, imaginationThey enjoy movementCharacteristics of Very Young Learners

How and when do children learn??

EnjoyableMeaningfulSupportedSocialPurposefulFull of practiceAs VYL educators we help children learn language when what we ask them to do is

What stops children from learning??

What Stops Children From Learning?Feeling uncomfortable, distracted or under pressure

Feeling confused by abstract concepts of grammar rules and their application which they cannot easily understand

Activities which require them to focus attention for a long time

Boredom

Being over-corrected

Rote Learning vs. Meaningful Learning

Learning & Innovation21C eductation recognizes that learning and innovation skills are important to separate students who are prepared (preparing)for a complex life and work environments

Focus on the 4Cs of 21C education is an important aspect of student learningCollaborationCommunicationCreativityCritical Thinking

We remember____% of what we read____% of what we hear____% of what we see____% of what we see & hear____% of what we see, hear, & discuss____% of what we see, hear, discuss, & practiceExperiential Approach

We remember20% of what we read20% of what we hear30% of what we see50% of what we see & hear70% of what we see, hear, & discuss90% of what we see, hear, discuss, & practice

Experiential ApproachSource: Rutgers Cooperative Research & Extension, 2004

Cone of Learning (Edgar Dale)

TreehouseSeries Concept

What activity is he doing?

What is Daniel-san really learning?

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Stealth LearningLearning through experiential approach with meaningful content

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What is stealth learning?

Stealth learning, coined by Douglas Crockford in 1987, is designed at making a fun game with no overt teaching involved but to have the enjoyment enhanced as you learn more about the subject matter (Falstein, 2005).

It can be argued that learning takes place best in story-based, human-centered circumstances (Cognition and Technology Group at Vanderbilt, 1993).

A cleverly disguised way to introduce learning objectives through non-traditional tools, such as games, to encourage students to have fun and learn.

Students think they are merely playing, but they are simultaneously learning.

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Why use stealth learning?In order to create a memory, an individual needs to have an emotional involvement to the learning, which causes a chemical reaction in the brain.

Children learn in a variety of ways. Play is an important vehicle for developing self regulation and promoting cognition, and social competence. Development and learning advance when children are challenged. Children learn best when they can relate to and care about the content they are learning. Children learn best when they are interested and invested in what they are learning. Children learn best when they are engaged and activated by what they are learning.

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Stealth Learning in TreehouseIn Treehouse, each unit is structured as a story that learners participate in. The learning is disguised as students focus on the plot, setting, and characteristics of the stories which makes learning more enjoyable and effective.

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Stealth Learning in Treehouse

Magic Treehouse = weatherPaper Umbrellas = classroom itemsLost at the Zoo = AnimalsBasketball Robots = Body PartsPizza Planet = FoodCaptains New Clothes = ClothingBuddys Bus = Transportation21

Stealth Learning in Treehouse GamesMany lesson-supporting games are included in the Teachers Guide

Benefits of Using GamesImproved class performance and memoryProvides new and varied learning environmentsActively learn rather than passively learnOffers a more interactive and less linear approach to learningAccommodate various student-learning styles while encouraging complex skills, such as decision-makingMultiple learning opportunities allowing school to become a place to learn rather than a place to teachDevelop social skillsAcademic games improved achievement scores by 20% (Marzano 2009)

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Go Get It!Purpose: To practice reinforcing target lesson vocabulary, enjoyment, intensity, social opportunity, teamworkOrganization: Pair, individual, group, suitable for large classesFocus: VocabularyMaterials: Set of FlashcardsProcedure:Strategically place one set of flash cards around the room Select 2 team captainsTeam captains select 3 additional team membersTeams line up at the starting lineTeacher says or shows the word or flashcard for students to hearTeacher says Go get it! One student from each team runs and tries to grab the correct flash card. Team with the most cards wins

Inspired to teach. Inspired to learn.

Variations: only show or say the word and only pictures of the flashcards are around the room or vice-versa

Additional Reinforcement: Repeat the word, use the word in a sentence, spell the word, etc. 23

Communicative ApproachThe communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language.In the Treehouse series, students do not just learn language and complete practice drills; they use the language they learn to help the story progress. This gives more meaning and purpose to the language students are learning and helps them to comprehend and retain the language better

Magic Treehouse = weatherPaper Umbrellas = classroom itemsLost at the Zoo = AnimalsBasketball Robots = Body PartsPizza Planet = FoodCaptains New Clothes = ClothingBuddys Bus = Transportation24

Word Order Whisper

Purpose: To practice listening, speaking, and reinforcing target lesson vocabulary. Provides enjoyment, intensity, and social interactions. Organization: Group work, suitable for large classesFocus: Vocabulary, speaking, listeningMaterials: Flash cardsProcedure:Have students form two teams and form a line with each teamTeacher shows three flashcards and whispers the three words into one students ear That student must then whisper the three words to the next studentThis continues until the last student says the three words out loud to the teacher

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Lets Take a Closer Look at theTreehouse English Coursebook

A three-level coursebook series for very young learners of English.Learners join our characters, Louie, Monty, and Anna on a different adventure in each unit.Learners are engaged through a variety of fun and exciting activities to help each units story progress.The characters, adventures, and activities help learners develop skill with vocabulary, foundational grammar structures, colors, shapes, numbers, phonics, values, and cross-curricular content.

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Materials forSTUDENTS

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For StudentsWorksheetsActivity BookStudent Book

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For StudentsStudent Book: Story Introduction

Learning ObjectivesTwo-Page Spread IllustrationsAudio TracksTeachers Notes and Icons

StealthLearners become interested in a story about robots playing basketball, but learn about body parts and sports.

Learning Objectives: clearly labeledAudio Tracks: conveniently placed for easy reference Two-Page Illustration: learners are exposed to the units main character, setting, and plot of the storyTeacher Notes & Icons: notes and suggestions assist teachers with the learning points and activities, icons help learners understand what is expected

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Story BoxRather than unconnected learning points, students in Treehouse become part of the storyThe story box shows the story plot for each unitTreehouse connects all the points to make learning meaningful

Learning Objectives: clearly labeledAudio Tracks: conveniently placed for easy reference Two-Page Illustration: learners are exposed to the units main character, setting, and plot of the storyTeacher Notes & Icons: notes and suggestions assist teachers with the learning points and activities, icons help learners understand what is expected

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For StudentsStudent Book: Song, Vocabulary, Structure

Song Page (input)Lyric IllustrationsSong Activity Page (output)Story-Progressing Task

Stealth & CommunicateLearners use the vocabulary and structure learned in the song to build a robot.

What were the first words you learned in English? When you travel, which key phrases do you learn? Why?** Students have a reason to learn this because they will need it. It becomes meaningful. Compared to task-based activities commonly found in young learners coursebooks. Little value/meaning.

Song PageLearners are introduced to new vocabulary and the grammar structure for the first part of the story with a fun song IllustrationsIllustrations are clearly placed on the page to help learners easily comprehend new vocabulary words and sing the students part of the song Song Activity PageThe song activity page promotes communicative language practice Story-Progressing TaskLearners complete a task using the new vocabulary and the grammar structure to help the story progress

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For StudentsStudent Book: Chant, Vocabulary, Structure

Chant & Animation (input)TPR Dance SuggestionsChant Activity Page (output)Story-Progressing Task

Stealth & CommunicateLearners chant key action verbs and then use them to teach the robots what to do in the basketball game.

** The best way to know if you understand something well, is to teach it. In this instance, the learners are teaching the robots what to do; jump, throw, bounce etc.

Chant PageLearners are introduced to new vocabulary and the grammar structure for the second part of the story with an exciting chant ActivityDance suggestions are clearly labeled at the bottom of the song and chant pages to help teachers engage students with a fun activityChant Activity PageThis page promotes communicative language practice and gives students a chance for additional listening practiceComplete a TaskLearners complete a task using the new vocabulary and grammar structure to help the story progress even further

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Shoot and ScoreExtension Activity

Purpose: To practice reinforce target letters & vocabularyOrganization: Group work, suitable for large classesFocus: Vocabulary Materials: Two or three baskets, a ball, and flashcardsProcedure:Have students form two teams.Have students form lines and the teacher stands at the front of the class.The teacher presents a flashcard and the first student to speak the correct name of the letter/vocabulary gets a chance to shoot the ball into the basket.The closer basket it worth one point and the basket further away is worth two points.Give students a chance to participate two or three times.Then total up the score and see which team is the winner.

1 Point5 Points3 Points

(Write on Index Cards & Use Compass bags)

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For StudentsStudent Book: Motor Skills, Phonics

Practice Writing ShapesActivate Prior KnowledgeComplete LettersListen and Speak

Stealth & CommunicateLearners listen to the story progression then trace. Next, a phonics sticker activity and it progresses in the AB and WS.

Simple tracingSticker activity with the same tracing movement. Scaffolds the phonics to be learned; Robot, Red

Motor Skills PageLearners develop fine motor skills by practicing writing necessary shapes for the letter in each unit Listen, Trace and SpeakLearners listen to the audio track and when they hear the names of the objects on the page they trace the dotted line while speaking aloud the vocabularyPhonics PageLearners practice the phonetic sound while learning big and small alphabet lettersListen and SpeakLearners listen to the audio track giving them additional practice of sounds and then they can add stickers from the back of the book to complete the letters

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Vocab Sock TossPurpose: : Identifying letters, initial sounds, wordsOrganization: Group work or pairs, suitable for large classesLanguage Focus: Phonics and VocabularySkills Focus: Speaking, listeningProcedure:Print each letter of the alphabet on a separate A4 sheet. (If possible, laminate these for prolonged life).Create bean bags by filling old socks with dried beans, rice, sand, etc., then tie them shut.Place letters scattered out in an area.Divide the class into teams, or play individually.Students then stand at an assigned line and toss a bean bag onto the playing area.Points are rewarded as follows:Dont know anything = 0 points, Only know the name of the letter = 1 pointKnow the name of the letter and the phonemic sound = 2 pointsKnow the name of the letter, the phonemic sound, and a word that starts with the letter = 3 pointsKnow the name of the letter, the phonemic sound, a word that starts with the letter, and can make a sentence with the word = 4 points*Remove the flashcard after the bean bag to avoid students continuously tossing the bean bag on the same letter

For StudentsStudent Book: Numeracy, Story

Number KeyLearn a New Number and ColorSticker ActivityReview Vocabulary and Structures

Stealth & CommunicateLearners count the colored robots then finish their story with a sticker activity.

Can be a listening activity in where learners listen to the audio and then place the appropriate sticker. Teachers can also have learners choose their own stickers to complete the story and then share with the class.

Convenient Number Key: easy reference for learners while they reviewNew Color and Number: a new number for each unit and review both the colors and numbers from previous unitsSticker Activity: demonstrate their competency by customizing the conclusion of the storyReview: vocabulary and structures of the unit while finishing the story

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For StudentsStudent Book: Real-World Connection

Content Language Integrated Learning (CLIL) (related to the theme of the unit with vocabulary review)

21st Century Skills (extracted from the Common Core Standards)

CLIL Topics: related to the theme of the unit and helps learners apply aspects of the story to the real world21st Century Skill: develop better social interaction through values which are related to the them of the unit Behavior of the children: Bully, Play Fair, Personal Responsibility, Being Safe, Being Clean

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For StudentsActivity BookExtend the lesson or provide homework

Activities based on YLE test questions, and use a more direct approach compared to stealth learning

Review the units academic vocabulary

Bolster story words necessary for learners to comprehend the story plot

Facilitated different teaching styles

Extend the Unit The first page of the activity book matches with the first two pages of the unit in the student book Vocabulary PracticeLearners are able to get additional vocabulary practice while listening to the units story againListen & ColorPractice the units story introduction by the listening to the audio once more. Then learners can color the pictures

Extend the Unit The second page of the activity book matches with the third and forth page of the unit in the student bookSpeakAfter matching learners have a chance for additional speaking practice by reviewing target vocabularyStick & MatchLearners use the stickers in the back of the activity book by putting them on the correct space

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For StudentsActivity Book

Vocabulary PracticeListen and Color (story words)

SpeakStick and Match (reinforcing 1st vocabulary set and structure)

BASED ON YLE (Young Learners English Test: Oxford)

Extend the Unit The first page of the activity book matches with the first two pages of the unit in the student book Vocabulary PracticeLearners are able to get additional vocabulary practice while listening to the units story againListen & ColorPractice the units story introduction by the listening to the audio once more. Then learners can color the pictures

Extend the Unit The second page of the activity book matches with the third and forth page of the unit in the student bookSpeakAfter matching learners have a chance for additional speaking practice by reviewing target vocabularyStick & MatchLearners use the stickers in the back of the activity book by putting them on the correct space**Showing the vocabulary in a different context so they become familiar with representations of the same thing

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For StudentsActivity Book

Trace and ColorListen (review of shapes) (books 2 and 3, developing patterns)ColorListen and Write (extension of learning the alphabet, phonics, and vocabulary review)

BASED ON YLE

Extend the Unit The third page of the activity book matches with the fifth and sixth page of the unit in the student book Trace & ColorTracing the objects gives learners the chance to practice their motor skills and coloring the pictures is a exciting as wellListenLearners listen to the units song track once again to reinforce the units learning objectives

Extend the Unit The forth page of the activity book matches with the seventh and eighth page of the unit in the student book ColorLearners enjoy coloring the shapes after once theyve finished writing the lettersListen & WriteLearners listen to the audio track and practice writing the letters

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For StudentsActivity Book

Stick & Write Count (number and vocabulary review)

SpeakingGame/Activity (story review) maze, find-the-differences, sticker puzzle

Extend the Unit The third page of the activity book matches with the fifth and sixth page of the unit in the student book Trace & ColorTracing the objects gives learners the chance to practice their motor skills and coloring the pictures is a exciting as wellListenLearners listen to the units song track once again to reinforce the units learning objectives

Extend the Unit The forth page of the activity book matches with the seventh and eighth page of the unit in the student book ColorLearners enjoy coloring the shapes after once theyve finished writing the lettersListen & WriteLearners listen to the audio track and practice writing the letters

**A global review that builds cognitive development

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Identifying DifferencesPurpose: Students describe different versions of an image that has been slightly altered. Organization: Individual, pair work, group workFocus: Speaking, describing objects in detail and accuratelyMaterials: Altered versions of the same photograph or drawingProcedure:Tell the students to describe and compare their images in order to identify differences. Tell the students how many differences there are so that they know when they have finished. You may also decide to give a time limit.Remind students that this activity requires equal participation, that is, both students must describe their image and ask questions of their partner.Remind students to keep their images hidden from each other to discourage peaking. Hint: have students keep their images in their laps. Review any relevant vocabulary or pertinent phrases as well: Is there a dog in your photo? Is the dog next to a man? What color is the dog?

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Identifying Differences

Ask them to spot the 100 differences. Only kidding.

Handout A and B

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Ask them to spot the 100 differences. Only kidding.

Handout A and B

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Identifying Differences

Ask them to spot the 100 differences. Only kidding.

Handout A and B

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Materials forTEACHERS

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Teachers Guide

Teaching Materials

Learning Objectives

Story Summary

Learner Outcomes

MaterialsMaterials needed for each lesson are clearly indicatedLearning ObjectivesStory Words, target vocabulary, structure, and all other lesson objectives are easily identified Story SummaryThe main characters, setting, and plot are described for teachers as wellLearner OutcomesTeachers can focus in on the learner outcomes of each unit in regards to listening, speaking, reading, and writing 49

For TeachersTeachers Guide

Teaching Tips

Sample Language

Timetable

Extension Activities

White Margins: Notes section to help plan the entire year.

Teaching TipsThe teachers guide provides teachers with effective teaching tips for each page of the unit Sample LanguageTarget language is clearly highlighted scripted for teachers use TimetableEach section is accompanied by a time reference that helps teachers plan their lessons accordingly. Extension ActivitiesClear and detailed extension activities are includedFun, enjoyable, and easy-to-use suggestionsAllows the teacher to extend the teachable hours of the content

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For TeachersSong Posters

Display in the classroom

Mini-song posters available

All lyrics displayed

Tool for teaching structure and vocabulary

In the student book, it only displays the target words. It does not show the entire song. 51

For TeachersInteractive Teaching CD

Interactive material for each page

Activities for students (color, games)

Audio for songs and chants

Animation for songs and chants

Designed to assist the instructor with clear and easy-to-use functions connected with the content.

Most pages have audio with the exception of CLIL and VALUES pages. 52

For TeachersDownloadable Materials

Linked worksheets

Colorful flashcards

Each unit of Treehouse comes with downloadable colorful flashcards Teachers can use flashcards for extension activities and to practice target vocabulary 53

TPR DanceExtension Activity

Additional ACTIVITIES

Missing CardsExtension Activity

Purpose: To help learners remember sight wordsOrganization: Group work, suitable for large classesFocus: Vocabulary and speaking Materials: FlashcardsProcedure:Take a set of 5-10 flashcards and explain to students what each one means.Students repeat the words after the teacher for 10 minutes.Students break into teams and form linesThe teacher removes a flashcard and first team to guess which card is removed first gets a pointStudents can only guess two times, guess more than twice and lose a point!

(Write on Index Cards & Use Compass bags)

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Four SquareExtension Activity

Purpose: Students gain vocabulary recognition by identifying the correct image on the groundOrganization: Teams, pairs, or individualsFocus: Vocabulary and phonetic recognitionMaterials: Flashcards, colored tapeProcedure:Use tape to create four squares on the groundHave students form two teamsPlace flashcards in each squareThe teacher then say the name of one of the flashcardsThe first student to jump in the matching square gets a point

Purpose: For revision of recently studied letters and vocabularyOrganization: Class in Equal TeamsFocus: Motor skills & phonics Materials: Procedure:Have the teams sit down in rows facing the board.Show a different word with the same amount of letters to the last student at the back of each row.The student at the back of each row needs to draw the word, letter by letter onto the back of the person in front of them.The student at the front of each row needs to have a pencil and a piece of paper and write the word correctly.The first team to finish is the winner.

Note:Tapping the shoulder means repeat the spelling.Nodding the head means okay continue.

Back DrawExtension Activity

(Write on Index Cards & Use Compass bags)

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Summary: How Very Young Learners Acquire LanguageChildren learn byHaving more opportunities to be exposed to the target languageMaking associations between words, languages, or sentence patterns and putting things into clear, relatable contextsUsing all their senses and getting fully involved; by observing and copying, doing things, watching and listeningExploring, experimenting, making mistakes and checking their understandingRepetition and feeling a sense of confidence when they have established routinesBeing motivated, particularly when their peers are also speaking/learning other languagesMaking the learning meaningful!

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