Four ways to keep kindergarten ESL students focused all day

Heath Pulliam
A teacher sat in a classroom with a child, sharing crayons with eachother and smiling
Reading time: 5 minutes

Heath Pulliam is an independent education writer with a focus on the language learning space. He¡¯s taught English in South Korea and various subjects in the United States to a variety of ages. He¡¯s also a language learning enthusiast and studies Spanish in his free time.

Those who have taught children anywhere between the ages of 4 and 8 know that one of the biggest challenges of getting through to them is keeping your presentation style interesting. As someone who taught ESL in South Korea to kindergarteners, there are a few factors that make keeping students engaged a challenge. In countries where students learn English, students often have a heavy courseload and high expectations. As a first-year teacher, I learned a lot about what worked and what didn¡¯t through trial and error. These are four methods that I consistently used to keep my students interested and engaged all day.

Students are quick to lose focus at such a young age. You¡¯re not speaking their mother tongue and some parts of an ESL curriculum are less than exciting. With young students, you can¡¯t lecture your way through the material all day. Kindergarteners have a small window of focus and it must be capitalized on. The following methods are ones that worked for me and can be modified to cover any topic you¡¯ll run into in an ESL curriculum.

Activities to engage pre-primary ESL students all day
Play
Privacy and cookies

By watching, you agree ÃÛÌÒapp can share your viewership data for marketing and analytics for one year, revocable by deleting your cookies.

1.?The wheel of names

Don't let the simplicity of this tool fool you. The Wheel of Names, which is exactly what it sounds like, is a very simple tool that you can put the names of your students on to randomly (or not) select a student. The Wheel of Names crushes hand-raising and it¡¯s a constant struggle to get everyone raising their hands. (We can¡¯t let the quiet ones just slip through the cracks!)

The beauty of the Wheel of Names is the guaranteed excitement on every spin. They¡¯re kindergarteners. The nature of randomizing who¡¯s going to answer the question, come up to the board, or go first in a game is so exciting to them. Use it however you want. The suspense has kids excited to see who will be chosen and has them cheering on whichever classmate gets chosen.

I used this tool mostly during review sessions to choose students to answer questions. It can also be used for creating small groups, making sure everyone gets a chance to speak during activities and seeing who¡¯s going to get to do the next fun thing in the classroom. You¡¯re teaching kindy, have fun with it.

2.?Team-based review game

We never came up with a good name for this game, but we used it a lot. Every Friday, during our chapter review, this was undoubtedly the best compromise between fun and effectiveness for reviewing material. It also fosters speaking, one of the most important parts of learning a language.

Here¡¯s how it works. The class is separated into two teams. (For a little extra fun, use the wheel of names or a cup of popsicle sticks with students¡¯ names on them to select the teams.) The teacher has a set of review questions or vocabulary words. On each turn, one person from each team has a chance to answer the question. You can do hand-raising or a randomization method to pick who answers.

If the student representative from the team gets it right, they earn a point. If they get it wrong, the opposing team gets a chance to answer for a point. Alternating between each team, the first to a certain number of points wins. A simple game, but at this age many students are just getting used to team-based activities.

This game is so effective because it makes use of children¡¯s natural competitive spirit. When one student is up, the rest of their team cheers them on. Learning material is important, but a big part of teaching young students is teaching them social skills, too. This game gets everyone excited and gets the material to stick. It also teaches them the importance of teamwork and how to win and lose gracefully. (Not everyone can win every time).

3.?Creating super sentences

At the end of the year, the students in my class ended up being the best writers in their respective age groups. I think this activity, making ¡®Super Sentences¡± a few times a week was a big contributor to that. Inspired by a textbook we had, here¡¯s how this activity works.

We¡¯d create sentences with this formula:

Who or what ¨C The owl

Did what ¨C hunted for mice

Where ¨C in the forest

When ¨C at night

The owl hunted for mice in the forest at night.

Before students got to work on their own, We¡¯d fill out a little table on the board as a class that looked something like this ¨C but changed every time.

Who or what?

(noun)

Did what? (verb)

Where?

(prepositional phrase)

When?

(prepositional phrase)

The dog

The raccoon

Joey

Mr. Heath

Chloe

The thief

Ran

Slept

Attacked _______

Found _________

Learned to ________

sneaked

On top of __________

Under __________

Through the ________

Next to the? ________

Inside of the _______

Behind the ________

At sunset

At 4:00 PM

In the middle of the day

In March

In the evening

After this, students can get to work making their own sentences and drawing what is happening below. After a few times, many students began to make up their own nouns, verbs and prepositions that were not listed on the board. And when everyone gets comfortable writing sentences, you can add a ¡®Why?¡¯ section at the end.

This activity is one of my favorites because it helps bring out children¡¯s natural creativity. In an ESL curriculum, there¡¯s a lot of material that¡¯s less than exciting, so any way to give the kids a little freedom can be a game-changer. It¡¯s also great for vocabulary, grammar and writing practice.

To finish off the activity, have each student read their sentence and have the class vote on their favorite for a prize!

4. Vocabulary bingo

Something to know about teaching ESL in non-English-speaking countries is that often, no time is allowed to be spent not learning. This is definitely the case in South Korea. Even after lunch and towards the end of the day, students are rarely allowed to do anything if it isn¡¯t enriching. Because of this, playing games that are fun and learning-effective is a must.

Now, I¡¯m certainly not the first one to play Bingo. This version however, is slightly modified to be as enriching as possible. We played this version often at the end of the day, because focus runs low around that time.

Essentially, this is just vocabulary bingo with a little bit of charades mixed in. For this activity, make a basic bingo board with some of your current vocabulary words or target language. There are plenty of sites that make this easy.

What makes this version different is that on each turn, rather than telling everyone the word, describe it to the class and try to get them to guess what the word is. So, if the word was ¡®teamwork¡¯, you might say something like ¡°This is what it¡¯s called when everyone works together to help their team win.¡± You can even have a student helper that helps facilitate the game by giving the descriptions.

After the word is guessed, reiterate it to the class and proceed with Bingo as usual.

Conclusion

Part of being an effective teacher, especially with the younger ages, is harnessing kids¡¯ natural excitement, energy and innate curiosity to their own benefit. Instead of suppressing it, it¡¯s essential to adapt your teaching style to work for your students.

Teaching ESL to young children has its own set of challenges. They can hardly sit still for an hour of lecture, let alone a whole day. Make use of, or draw inspiration from these methods and see how they can work for you.

More blogs from ÃÛÌÒapp

  • A group of friends sat outside smiling and talking

    Lesser-known differences between British and American English

    By Heath Pulliam
    Reading time: 5 minutes

    Heath Pulliam is an independent education writer with a focus on the language learning space. He¡¯s taught English in South Korea and various subjects in the United States to a variety of ages. He¡¯s also a language learning enthusiast and studies Spanish in his free time.

    British and American English are two well-known varieties of the English language. While the accent is often the first difference people notice, there are also subtle distinctions in vocabulary, grammar and even style. Many know about how Brits say boot and lift, while Americans would say trunk and elevator, but what about a few lesser-known differences?

    Here, we take a look at a few of the more obscure differences between British English (BrE) and American English (AmE).

    Note: British English is underlined and American English is?italicized.

    1.?Footballer?and?football player

    Along with the well-known difference of how in the U.S., football refers to American football, while football in Britain is what Americans like me call soccer, Americans also use player after the sport to denote someone who plays the sport. In British English, the sport with an added -er suffix is more common, like footballer and cricketer, not football player or cricket player.

    This is not universal, though. For some sports, the -er suffix is used in both dialects. Both Brits and Americans use the term golfer, not golf player. There are also sports where the -er suffix is never used, like for tennis, cycling and gymnastics. Nobody says tenniser, tennis player is used instead.

    People who cycle are cyclists and people who do gymnastics are gymnasts. Sometimes, badminton players are even called badmintonists. Overall, there aren¡¯t really any concrete rules for what to call each player of a sport. Each sport has its own way of calling someone who participates in that sport.

    2.?I ³¦´Ç³Ü±ô»å²Ô¡¯³Ù care less?and?I could care less

    The American version (I could care less) means the same thing. Although technically incorrect, it is still widely used in North America as an idiom and will be interpreted as not caring at all about something. Although popular, both variations can be heard in North America. Regardless, miscommunications do happen surrounding this phrase.

    ¡°I could care less about who Harry Styles is dating right now.¡±

    ¡°Oh, I didn¡¯t know you were interested in tabloid news.¡±

    ¡°I¡¯m not! I just said I didn¡¯t care about it.¡±

    ¡°No, you said that you could care less, meaning that it is possible for you to care less about who he¡¯s dating.¡±

    ¡°Ugh! What I mean is that I ³¦´Ç³Ü±ô»å²Ô¡¯³Ù care less. Happy?¡±

    3. American simplification

    Both British and American dialects are filled with many minuscule differences in spelling and phrasing. For example, the words plough (BrE) and plow (AmE) mean the same thing, but are spelled differently.

    When two words differ, American English generally favors the simpler, more phonetic spelling. Hey, there¡¯s another one! Favour (BrE) and favor (AmE). It¡¯s apparent in pairs like analyse (BrE) and analyze (AmE), and neighbour (BrE) and neighbor (AmE).

    Many of these small spelling differences can be attributed to Noah Webster, author of Webster¡¯s Dictionary, who sought to distinguish American from British English by simplifying many of the words.

    Some of his simplifications to American English are swapping the s for z, (specialised to specialized), dropping the u in words ending in our, (colour to color), and changing words ending in -tre to -ter (theatre to theater).

    4. Courgette and zucchini

    The history of this vegetable, whatever you may call it, tells us why zucchini is used in American English and courgette is used in British English. If you¡¯ve studied languages, you can probably guess what country each name originated from. England was introduced to this cylinder-shaped vegetable in the 19th century by its French neighbors, while Americans were introduced to it in the early 20th century by the large influx of Italian immigrants.

    The word zucchini is something of a mistranslation from Italian, however. What Americans use (zucchini) is the plural masculine form of the proper Italian word, (zucchino).

    5.?Anticlockwise?and counterclockwise

    These terms mean the same thing, the rotation against the way a clock runs. In British English, this movement would be called anticlockwise, and in the U.S., they use counterclockwise.?The prefixes?anti- and?counter- mean similar things.?Anti- means against, and?counter- means contrary or opposite to.

    You should use antibacterial soap in order to stop the spread of germs.?Buying cheap clothes that only last you a few months is counterproductive in the long term.

    Can you guess how they described this movement before the invention of clocks with hands and circular faces? English speakers this long ago used sunwise. This direction at the time was considered auspicious and the opposite of the other direction.

    6.?Have?and take

    Have and take are used often before nouns like shower, break, bath, rest and nap.?In the U.S., people?take?showers and?take?naps, while in the U.K., people?have?showers and?have?naps. Another example of this is how Americans?take?a swim and Brits?have?a swim. These are called delexical verbs and we use them all the time in English, both British and American.

    Although often different, both groups of English speakers have arguments, make decisions and take breaks.

    7.?Quite

    This word is spelled the same in both American and British English, but means something different. In the U.S.,?quite?is typically used as an intensifier, like the word?very.?In the U.K., it¡¯s normally used as a mitigator, like the word?somewhat.

    It can also mean completely if it modifies certain adjectives. (e.g., It¡¯s quite impossible to learn a language in one month.)

    American English: That Mexican food we had yesterday was quite spicy.

    Translation: That Mexican food we had yesterday was very spicy.

    In British English, quite means something more on the lines of kind of, or a bit.

    British English: Thank you for the meal, it was quite good.

    Translation: Thank you for the meal, it was somewhat good.

    8. Clothing differences

    The category of clothes is one of the richest, with differences between the two English variants.?How about those pants that people used to only wear at the gym and around the house, but now wear them everywhere?

    Brits call them?tracksuit bottoms?and Americans call them?sweatpants. What about a lightweight jacket that protects from wind and rain??Brits might call this an?anorak?(derived from the Greenlandic word), but Americans would call it a?windbreaker. Both variants also use?raincoat?for this article of clothing.

    9.?Torch?and?flashlight

    As an American, I¡¯ve been confused before when coming across the word torch while reading the work of an English author.

    To Americans, a torch is a piece of wood with the end lit on fire for light.?What Brits are referring to when they use the word?torch?is a?flashlight (AmE), a small, battery-run electric lamp.

    10.?±·±ð±ð»å²Ô¡¯³Ù and don¡¯t need to

    Ah, the English contraction. Many English learners don¡¯t particularly love learning these, but they are an essential and everyday part of the language. ±·±ð±ð»å²Ô¡¯³Ù, however, is one that I don¡¯t think I¡¯ve ever heard another American say.

    In the U.K., this contraction is fairly common. ±·±ð±ð»å²Ô¡¯³Ù, when separated, becomes need not.

    British English: ¡°You needn¡¯t come until Tuesday night.¡±

    Americans would say the relatively simpler don¡¯t need to.

    American English: ¡°You don¡¯t need to come until Tuesday night.¡±

    Don¡¯t be fooled into thinking British English has necessarily more difficult contractions than the U.S., though. Just come to the American South and prepare to hear famous (or infamous) contractions like y¡¯all (you all) and ain¡¯t (am not, is not, are not)!

    Conclusion

    There are hundreds of differences between British and American dialects, we¡¯re only scratching the surface here.?Some of these make more sense than others, but luckily, both Brits and Americans can usually understand the meaning of any English word through context.

    Some people would even say that Brits speak English while Americans speak American.?Although each dialect from across the pond seems very different, they have far more similarities than differences.

  • Three business people stood together in a corridor smiling at eaching and talking

    What level of English do my employees need?

    By Samantha Ball
    Reading time: 3 minutes

    Whether you're hiring new talent or upskilling your current team, understanding the level of English proficiency required for specific roles is crucial. In today's global business environment, effective communication is key to success, and that's where the Global Scale of English (GSE) comes into play.

  • Coworkers sat at a table together, talking and smiling

    Target employees¡¯ English language upskilling with the GSE Job Profiles

    By Samantha Ball
    Reading time: 4 minutes

    Staying ahead requires not just talent but the right talent. For HR professionals, ensuring that employees are equipped with the necessary skills is crucial for maintaining a competitive edge. Enter the GSE Job Profiles¡ªa game-changing tool designed to facilitate role-targeted upskilling by mapping English language skills to specific job roles. This blog post will explore how HR teams can leverage this innovative tool to enhance workforce capabilities efficiently and effectively.

    The GSE Job Profiles utilizes ÃÛÌÒapp¡¯s Global Scale of English and the Faethm by ÃÛÌÒapp skills ontology to provide a detailed analysis of the language requirements for nearly 1,400 job roles. This precise mapping allows HR professionals to make informed talent management decisions, including hiring, training and development, and ensuring that employees are adequately prepared for their roles now and in the future.