Teaching English to young learnersinvolveslearners understanding of spokenlanguage, using spoken language, reading the printed words and writing in language.The purpose of teaching is young learners who are able to use the language to communicate and express thoughts. They can learn through their senses, curiosity, experience, imitation andrepetition.With this in mind, the teacher plans his/her lesson involving visual, audio and kinesthetic activities.In planning, I would use the opportunity to predict the outcome and alsoconsider the solution. Planning to make sure the lesson is balanced and appropriate for theclass.

Story-based approach is a popular and effective way to teach English to the young learners. I would choose stories which provide memorablechild, center contexts, help young learners to develop understanding of different language structures and text genres. We can develop young learner'sreading and writing skills, creativity and vocabulary, listening andspeaking skill, and develop grammar. For example, I choose the storybook which is “Goldilocks and the 3 bears ". It can help young learners learn words which are small, big and biggest. These words can be used for comparing and also in sequence. I would set up activities to practice and reaffirm the targeted lesson. The adjective words are small, big and biggest. I would give the young learners 3 different sizes of bears, chairs or beds to cut out from the printed paper. In this activity, it helps the children to remember the experiences they go through while cutting the different sizes of paper. After cutting out the papers, the teachers ask students to paste them according to sizefrom small to big. This is also a learning the sequence of things.

Storytelling and reading stories are always playingan important part in young learner's education. It trains young learners to listen and share ideas.After the storytelling, I would ask the students to form into small group of 2 to 4 students. Then, the students need to writea story. I gave some color papers according to the students’numbers; some magazine cut-out each group. Then, students needed to paste on the color paper. Every student did one color paper. After that, Iasked student to write something on the page, and teacherswent around each group to help them write. At this stage, the learners did not know manywords. With this activity, the students were motivated in writing a story of their own.

I would also use role-play as activities to enhance the languagelearning.Role-play provides the opportunity for natural and authentic communicationand develops learner physically, intellectually and socially. For example, as in “Goldilocks and the 3 bears", I would use the role-play to play out the bear character. Each student chooses a character as in: father, mother or baby bear. Then, they choose the size of a chair, a bed and a bowl of rice porridge in picture cards according to their character's size, as in father bear for the biggest bed, mother bear forthe big bed and baby bear forthe small bed.

Songs and music canalso develop awareness in rhythms anda pattern of language, especially in learning phonics.In Hsinchu, we have a very good story-telling program in English. This programconducts once a month on a Saturday morning in different Hsinchu elementary school. This program contains story-telling which is play out by teachers, teaching songs,vocabulary, Q & A session and craft which are related to the story. The whole program is conducted by the Foreign Teachers of Hsinchu School District.

(Figure 1, Involving students to sing – the wheel of the bus)

The lesson plan of the story-telling:

• 1.Start the program:Ask students to sing some songs. (e.g.,the wheel of the bus ormonkeys fell off the tree.)
• 2.Teach vocabulary of the story: Students read out the word. (e.g., old man, old woman, cat, duck, and fox.)
• 3.Teach repetitive phrases in the story. (e.g., as of story - The Gingerbread man, " run as fast as you can! You cannot catch me, I am the gingerbread man.")

(Figure 2, gingerbread man and the fox)

• 4. Story-telling time: One teacher will read out the story as other teachers play out the characters in the story, and involve the students to say the phrases during the play.
• 5. Singing time: Teach song with the repetitive phrases.Students and parents learn to sing the song separately, and then they sing together.
• 6. Q & A time: Teacher selects student to answer question which are regarding the story. (e.g., teacher may ask“Who make the gingerbread man? What animal eats thegingerbread man? Do you remember how many animals are in this story?) In Q&A, the students can choose to answer in Chinese or English. We are able to find out the abilities of the students.
• 7. Reward all participated students.
• 8. Craft time: Teacher gives instruction and demonstrates the craft activity. Students participate in cutting and gluing little craft items which arerelate to the story. (e.g., Students glue paper button to the gingerbread man paper cutting. Students can bring home their little craft item to remember thestory.

(Figure 3, craft time)

In this lesson, it created a fun and motivated learning environment for the young learners. It involved students and parents participate togetherin the learning process.Learning should be fun for young learner.

(Figure 4, Involving parents to attend English Learning Activity)