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EPIC Teacher's Guide - Book - Page 18

Group activities can also be done by adapting the games into group competitions. Different
organizing devices for grouping pupils can be used to make sure that there is a mixed ability
population in each group. One good technique is to use colored chips and hand them out to
the pupils, then have them sit in groups according to their chip color.
14. Language Environment
Teachers are encouraged to create a language-rich learning environment in the aural/oral
stage (Guidelines 2020). Surrounding pupils with language-related materials motivates the
learning process and visually exposes them to the language throughout the lesson. Thus,
vibrant classroom posters are provided as part of the Epic program. Along with the posters,
teachers are advised to hang pupils’ work on the wall of the classroom or bulletin board in
order to praise and celebrate the progress they are making.
15. Setting a Pace for Learning
Teaching hours may vary greatly from school to school. Furthermore, there are some classes
that progress more quickly and others more slowly. Thus, it is difficult to generalize how long
each unit will take. Teachers should set their own pace, taking into consideration that pupils
need time to be exposed to the language, to practice it, and internalize it.
16. Information and Communication Technology (ICT)
Twenty-first-century pedagogy demands that EFL students are enabled and challenged to
use a variety of digital tools in their language learning. The Epic program incorporates a
variety of online activities that allow pupils to practice English while interacting with the
digital world. The online activities are fun, colorful, interactive, and motivating, and are
suitable to meet the needs of young English learners. They can be used to enhance the
language learning experience through special features and activities such as interactive
games and exercises, digital storybooks, interactive online vocabulary practice, and more.
17. Assessment
Assessment has various purposes, but in the young learner classroom its main purpose is to
provide information which will benefit the pupil’s learning and inform instruction. To this
end, a formative assessment should be viewed as an ongoing process of collecting
information on the pupil’s abilities, difficulties, and progress, and a summative assessment
to evaluate pupils' achievements. One of the most effective means of obtaining this
information is by observing the pupils in the classroom setting, recording their performance
as they are engaged in activities, reviewing samples of their work over time, and evaluating
performance-based tasks.
A number of assessment tools have been provided to help teachers monitor pupils’ progress
as they develop their language and literacy skills throughout the year.
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