Teaching English to Young Learners Standalone MOOC

Syllabus
Fall 2019 [September 9 – December 2, 2019]

Instructor Information
Instructor
Joan Kang Shin, Ph.D.

Course Overview
Description
Teaching English to Young Learners (TEYL) is an exciting Standalone Massive Open Online Course (MOOC) designed to introduce you
to the theory and practice of teaching English as a foreign language (EFL) to young learners 3-10 years old. Through engaging videos
and practical readings, you will explore approaches for teaching English that are not only effective but also fun and engaging for
children. You will learn techniques for teaching new vocabulary and grammar that encourage student participation. In addition, you
will gain new ideas for teaching listening, speaking, reading and writing in a meaningful context. Through participation in this
Standalone MOOC, you will have the opportunity to share ideas with peers and apply course content to your learning environment.
Get ready to learn about TEYL and be part of an international learning community with teachers around the world!

Learning Objectives and Learner Outcomes

By the end of the course, you will be able to:
1. explain the reasons for teaching EFL at early ages.
2. use effective approaches and techniques appropriate for young learners in the EFL classroom.
3. develop appropriate activities for teaching vocabulary, grammar, and the four skills—listening, speaking, reading, and writing to
young EFL learners.
4. describe your learning environment and develop a lesson for young EFL learners in your context.
5. develop yourself professionally in the field of TEYL by participating in an international online learning community and sharing
your new knowledge and skills with other TEYL professionals around the world.

Expectations and Grading

This massive open online course (MOOC) has 5 modules, and it will be open for 12 weeks. You are expected to spend 3-5 hours to
complete assignments of each module. Modules will unlock September 9, 2019 Eastern Time (ET) and close on December 2, 2019
ET. In each module, you will watch videos, read articles, and submit an assignment. You will also be able to access and read many
TEYL activities posted by your classmates. This is an excellent opportunity to learn from your peers!
Through this online learning community, you will gain new knowledge and skills to improve the teaching of English to children. You
are asked to engage deeply with the course content, to take risks in your thinking, and to learn from your classmates. The following
are useful tips to help you be successful in this course.

© 2019 by George Mason University. The AE E-Teacher Program, sponsored by the U.S. Department of State with
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funding provided by the U.S. government and administered by FHI 360. This work is licensed under the Creative
Commons Attribution 4.0 License, except where noted. To view a copy of this license, visit
https://creativecommons.org/licenses/by/4.0/
 • Course Week:
This online course does not have a “fixed” meeting day. You can complete coursework at your own pace anytime during
the 12 weeks that the course is open.
• Log-in Frequency:
Downloadable module packets are available on the first page of each module. You can use these to read articles and
prepare assignments offline, but you will need to get online to submit quizzes and assignments. We recommend that you
actively check Canvas to communicate with peers and to access to course materials as often as possible. You will benefit
more from this course if you log in frequently.
• Workload:
Please be aware that this course is self-paced. All modules will unlock simultaneously on September 9, 2019 ET. You must
meet the final due date December 2, 2019 ET in order to earn a badge and certificate. No assignments will be accepted
after the course close date.
• Technical Issues:
If you have technical issues with the course, contact the AE E-Teacher team by e-mailing mooc@fhi360.org. Technical
support requests include problems accessing the course, problems with your Canvas account, etc.
• Questions about Course Content:
If you have questions about course content, please ask them on the Content Support Discussion Board. MOOC facilitators
will answer content-related questions submitted there.
• Citations:
If you use a quote or reference someone else’s work in your post, make sure you cite it or provide a link to it.
• Netiquette:
The course environment is a collaborative space. Remember that you are not competing with classmates, but sharing
information and learning from each other. Experience shows that even an innocent remark typed in the online
environment can be misunderstood. Always be open to differences in opinion. Be positive in your approach with others,
and keep any criticism of ideas kind and respectful.

Grading
This class is Pass/No Pass. You will automatically receive a final grade as soon as you complete all the required module activities. The
maximum grade is 100%. You will need a final score of 70% or higher to pass the course.
Course activities are weighted out of 100% as follows:

Self-Assessment Quiz (5%)

10% Module 1
Module Reflection Quiz on “A Day in My Life” (5%)
Self-Assessment Quiz (10%)
20% Module 2
Module Reflection Quiz on Activity Share (10%)
Self-Assessment Quiz (10%)
20% Module 3
Module Reflection Quiz on Activity Share (10%)
Self-Assessment Quiz (10%)
20% Module 4
Module Reflection Quiz on Activity Share (10%)
Self-Assessment Quiz (10%)
20% Module 5
Module Reflection Quiz on Lesson Plan (10%)
10% Post-course Assessment (10%)

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FHI 360 and delivered by George Mason University.
Course Policies
Late Assignments:
• Keep in mind that the course will close on December 2, 2019 ET, and no tasks can be completed after that date.
Plagiarism:
Plagiarism is using someone else’s words instead of your own. In this course, you are expected to use your own words and ideas, and
to acknowledge any sources you use to gather ideas. Plagiarism is not allowed in AE E-Teacher courses.

Assignment Descriptions

Self-Assessment Quizzes
Each module has a self-assessment quiz. It will be based on the videos and the readings in the module. You will need to achieve at
least 4 out of 5 points to unlock the next page in Module 1. In Modules 2-5, you will need to earn 7 out of 10 points to unlock the
next pages. You can re-take quizzes until you receive a passing score. Feel free to keep taking the quizzes until you get 100%. Then
you know you have mastered the module content!

Module Reflection Quizzes

At the end of each module, you will submit a reflection to show what you learned. It will be one paragraph, and a template will be
provided for each reflection. Each reflection will require you to read some of your classmates’ posts in that module and apply the
module content as part of your response.

Other Assignments (optional)

All other assignments will be posted on a discussion board for other MOOC participants to read. You will choose one of the following
discussion boards to post in. Grades and ages may vary slightly from country to country, so we have included all grades associated
with primary schools (up to grade 6).
• PK-K: Pre-kindergarten and kindergarten (ages 3-5)
• G1-2: Grades 1 and 2 (ages 6-7)
• G3-4: Grades 3 and 4 (ages 8-9)
• G5-6: Grades 5 and 6 (ages 10 and up)
You will code each post by grade level and size of class. This will allow you to search for key words to find the most relevant activities
for your teaching context. You can even search for classmates’ names and countries, if you identify classmates who share similar
classroom contexts as you. Instructions for coding posts will be included on each discussion board, and are available on the page
titled “Coding and Searching Posts.”

A Day in My Life (Template provided)

Part A. Introduce yourself.
What is your name? Where do you live (city and country)? Where do you work (school or institution)? What age or grade level
are your students?

Part B. Describe your typical day.

You will describe a typical day from start to finish (between waking up and going to bed), including your daily routine in class.

Part C. Describe your students.

You will describe your students. Provide a description about a specific class of young or very young learners that you will focus
on in your MOOC assignments.

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 Part D. Describe your classroom.
You will describe your classroom environment (tables, desks, chairs, walls, windows, etc), books, materials, and technology
(e.g., computer, smartboard, internet access) available to you in your teaching context.

If possible, include photos, videos or samples of students, classroom, school, textbook, and materials.

Activity Share (Template provided)

An "Activity Share" is an opportunity to share activities with your colleagues in this course. The purpose is to share one idea and
receive many others that you can use in the classroom. Hopefully everyone will be able to learn new teaching ideas from each other
and improve their classroom practice. You will have 3 opportunities to share activities on these topics:
• Games and classroom management techniques
• Listening and speaking activities
• Reading and writing activities

Lesson Plan (Template provided)

You will take a lesson plan you have used before and make improvements based on what we have learned in this course so far.
Step 1: Select a lesson plan you have used before.
First, select a lesson plan you have used before. Don't change it. Make sure you keep it exactly the way it was before you took
this online course. If needed, include any relevant textbook pages and materials (not required).
Step 2: Make improvements to your lesson plan.
Next, read your lesson plan and find places where you can improve it. Think about what we learned in the past 5 units. Show at
least 5 improvements you would make to your lesson plan.
Step 3: Briefly describe your thematic unit plan.
Last, describe how your lesson fits into a larger thematic unit plan. Show the topics and target language for 4 lesson plans and
explain how you connect from one lesson to the next. Note: Once you figure out the thematic unit, include your brief
descriptions at the beginning of your document.

Post-course Assessment
In the “Complete the TEYL MOOC” module, you will take the Post-course Assessment. You can see how much you have learned in
this MOOC. You will need to achieve at least 70% on this assessment in order to pass this MOOC. You can re-take it until you receive
a passing score—70% or higher. Feel free to keep taking the assessment until you get 100%.

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Course Schedule
Module Topic Learning Objectives Resources Activity and Assignments Time
1 Introduction to • To develop a rationale for starting Video lectures with scripts 1.1 Watch 3 videos: 30 minutes
Teaching English English as a foreign language • Characteristics of Young Learners
to Young instruction earlier in a learner’s life • How Children Learn
Learners (TEYL) • To describe the characteristics of • How Children Learn a Foreign
young learners and distinguish Language
“young learner” vs. “very young
learner” Two articles 1.2 Read 2 articles: 1 - 2 hours
• To explain how children learn and • Ten Helpful Ideas for • Ten Helpful Ideas for Teaching
how children learn language Teaching English to Young English to Young Learners
• To describe what kind of Learners • Creating a Visually Rich Classroom
classroom environment and • Creating a Visually Rich
activities are appropriate for Classroom
young learners based on their 1.3 Complete Self-Assessment Quiz. 30 minutes
characteristics and how they learn
language A Day in My Life 1.4 Complete the “A Day in My Life” 1 - 1.5 hours
• To examine your classroom and • Assignment Template: “A assignment (optional).
teaching materials Day in My Life”
• Assignment Example: “A
Day in Juan’s Life”
1.5 Complete Module Reflection Quiz. 30 minutes

2 Classroom • To describe the various ways Video lectures with scripts 2.1 Watch 2 videos: 30 minutes
Management teachers are managers in the • Classroom Management Tips
classroom • Routines to Start the Day
• To create a classroom
environment that is conducive to Two articles 2.2 Read 2 articles: 1 - 2 hours
learning English • Involving Students in Classroom
Routines and Processes

5
This is a program of the U.S. Department of State administered by
FHI 360 and delivered by George Mason University.
 • To develop a class structure plan
that implements classroom
routines and rules
• To manage the use of English and
the native language in the
classroom
• To share ideas for game and
classroom management
techniques that are appropriate
for young learners of different
ages
• Involving Students in • Using a Daily Routine as Language
Classroom Routines and Practice
Processes
• Using a Daily Routine as
Language Practice
2.3 Complete Self-Assessment Quiz. 30 minutes
Activity Share #1 2.4 Complete the “Games and 1 - 1.5 hours
• Activity Share Template Classroom Management Techniques”
• Activity Share Example 1: assignment by sharing your favorite
“Alice’s Favorite classroom management technique or
Classroom Management game (optional).
Technique”
• Activity Share Example 2:
“Jina’s Favorite Game”

2.5 Complete Module Reflection Quiz. 30 minutes

3 Teaching • To describe the ways in which
Listening and people communicate orally and
Speaking the different skills involved with
speaking and listening
• To discuss ways in which the
teacher can make listening input
comprehensible as well as how to
check comprehension through
various techniques
• To describe the rationale behind
the use of songs, rhymes, chants,
and storytelling to teach listening
and speaking to young learners
• To share different listening and
speaking activities/strategies that
work well with young learners
Video lectures with scripts
Two articles
• Incorporating
Opportunities for
Interaction and Sharing
• Get Up and Sing! Get Up
and Move! Using Songs
and Movement with
Young Learners of English
Activity Share #2
• Activity Share Template
3.1 Watch 2 videos: 30 minutes
• Keep Listening Active
• Get Young Learners Talking
3.2 Read 2 articles: 1 - 2 hours
• Incorporating Opportunities for
Interaction and Sharing
• Get Up and Sing! Get Up and
Move! Using Songs and
Movement with Young Learners
of English
3.3 Complete Self-Assessment Quiz. 30 minutes
3.4 Complete the “Listening and 1 - 1.5 hours
Speaking Activities” assignment by

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 • To develop effective activities for sharing your favorite listening or
teaching vocabulary and speaking activity (optional).
pronunciation
3.5 Complete Module Reflection Quiz. 30 minutes

4 Teaching • To describe how young learners Video lecture with script 4.1 Watch 1 video: 30 minutes
Reading and learn to read and write in L1 and • Early Literacy
Writing L2
• To recognize the difference Two articles 4.2 Read 2 articles: 1 - 2 hours
between bottom-up and top-down • Literacy Instruction for • Literacy Instruction for Young
reading skills and how to devise Young EFL Learners: A EFL Learners: A Balanced
strategies for both when teaching Balanced Approach Approach
reading to young learners • Using Concept Mapping • Using Concept Mapping to
• To explain the movement from to Teaching Young EFL Teaching Young EFL Learners
spoken to written word and Learners Reading Skills Reading Skills
strategies young learners can use
to gain meaning from text 4.3 Complete Self-Assessment Quiz. 30 minutes
• To share different reading and
writing activities that are effective Activity Share #3 4.4 Complete the “Reading and Writing 1 - 1.5 hours
for young learners and evaluate • Activity Share Template Activities” assignment by sharing your
the activities suggested in the favorite reading and writing activities
readings (optional).

4.5 Complete Module Reflection Quiz. 30 minutes

5 Thematic Unit • To develop an effective unit plan Video lectures with scripts 5.1 Watch 2 videos: 30 minutes
and Lesson for young learners that is • Writing Good Objectives
Planning developmentally appropriate and • Sequencing Activities
teaches language through
meaningful context One article 5.2 Read 1 article: 1-2 hours
• To design effective lesson plans for • Developing Dynamic Units • Developing Dynamic Units for
young learners using the following for EFL EFL
steps: warm up, presentation,
practice, application, and wrap up A collection of unit plans Choose and read 1 or more unit
• To use textbook, ancillary • Trees plans:
materials, and other relevant • Fun with Weather • Trees

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 sources to develop an effective
young learner lesson appropriate
for your learning environment
• Amazing Animals • Fun with Weather
• A Tale of Two Animals • Amazing Animals
• Health and Fitness • A Tale of Two Animals
• Houseboats • Health and Fitness
• Houseboats

5.3 Complete Self-Assessment Quiz. 30 minutes

5.4 Complete the “Lesson Plan” 1 - 1.5 hours

Lesson Plan
assignment by improving a lesson plan
• Lesson Plan Template
you have used before (optional).
• Lesson Plan Example:
“School Items”
5.5 Complete Module Reflection Quiz. 30 minutes

Additional Information and Resources

Suggested Videos: Note: These resources are not CC BY 4.0. This content is copyrighted, and cannot be adapted in any way, or distributed after the end of this course. They are not
Public Domain or Creative Commons-licensed, and therefore not for public use. Please do not save copies for your personal use, and do not use them after the course ends.

Playing Picture Card Games with Very Young Learners The Weather Song
Practicing Vocabulary with Picture Cards Tips for Using Songs to Teach English
Keeping the Attention of Very Young Learners Literacy Instruction for Young EFL Learners
Tips for Managing the Young Learner Classroom Introducing a New Unit
Using Puppets with Very Young Learners Presenting Vocabulary
The Peanut Butter and Jelly Song Reflective Teaching

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