Universidad de Salamanca

1. Classroom Language Journal
Oral Communication in Early Language Learning Environments
PAULA GOÑALONS VIDAL
41511770 J
Year 2017-2018
Mención en Inglés
Grado en Maestro en Educación
Primaria

2. 2
LESSON 1: Teaching Young learners.
1.1 First language- Second language
a) How many phrases does she actually say? And how many word does
the children say?
She actually says twelve phrases and the children tries to say 3 words.
Caretaker talk:
 The adult talks a lot more than the children do.
 They provide a secure and supportive environment and this situation
gives confidence to the children to try out language.
Young children learning English as a Second Language will:
 Only acquire the language they hear around them
 Need to hear a lot of English
 Look on you as their new carer
 Listen to you and try to make sense of what you say
 Sound like the people they listen to
b) Look at the table below. Find examples of four other similarities and
complete the table.
What the teacher/parent
does
Mother-child Teacher-child
Repeats phrases said
earlier.
M: Now shoes…Yes
your shoes. Look… your
shoes.
T: Do you like chocolate
eggs? : Do you like
chocolate eggs? I love
chocolate eggs.
Keeps children’s
attention by asking them
questions.
M: Yes. Your shoes.
Where are they?
T: And he brings what?
He brings? He brings?
Reacts positively to
what children say even
if words are not
complete or perfectly.
CH: Sus-Sus
M: Yes, shoes
T: Chocolate? Uh uh
chocolate. Eh,
chocolate…ice-crem?
CH: No
T: No, no it’s not
chocolate ice-cream.
Eh… chocolate…eggs?

3. 3
Adds to or improves
what children say.
CH: Sus. Sus.
M: Yes shoes.
CH: Chocolate eggs.
T: Do you like chocolate
eggs?
Helping children learn a new language
 Use and answer children in English as much as possible.
 Use gestures, actions and pictures.
 Let the children use their mother tongue at the beginning.
 Recast in English what children say to you in their mother tongue.
 Use their mother tongue for support.
 Talk a lot in English to your pupils.
*The children will learn gradually. Error is needed to learn a language.
Pronunciation point:
2. Say the word chocolate. How many syllables are you pronouncing
in this word? Chocolate has 3 syllables pronounced.
Some words, like chocolate, have syllables the are written but are
often dropped when people speak.
What about these words?
Every: 2 syllables pronounced.
Different: 3 syllables pronounced.
Favourite: 3 syllables pronounced.
Comfortable: 4 syllables pronounced.
Vegetable: 4 syllables pronounced.
2. Which of the underlined sounds in these words is the odd-one-out?
Chocolate, children, shoulders, teacher, picture.
How the teacher can help to the children to learn a new language:
 Use English as the main language for communication.
 Use gestures, actions and pictures.
 Children often need to talk in order to learn (Let children use their mother
tongue)
 Recast in English what children say in their mother tongue.
 Answer in English.

4. 4
 Use their mother tongue for support.
 The more English the children hear, the more they will learn.
1.2 Starting your lesson in English
*The teacher has to speak in English from the beginning of each English
lesson.
Greetings and forms of address
Good morning,
Hello,
Children.
Everybody.
Boys and girls.
Checking attendance
Let’s call the roll.
Let’s take the register.
Let’s check to see who is here.
Remember to answer, “I’m here”
Thank you, everybody.
So everyone is here except…
So, only two people away.
Is everybody here?
Is anybody missing today?
Is anyone away?
No-one absent today?
Ways of starting lessons
 Check attendance
 Rearrange the classroom
 Say a rhyme
 Play a game
 Do question routines
 Take the register/call the roll
Class Teachers

5. 5
 Do something different so that everyone knows it’s time for English.
 Wear something special
 Stand in a different place or arrange the room differently.
Specialist Teachers
 Plan something familiar in English
 Use a special name chart to check who’s present.
 Prepare a routine.
C) For each instruction, find one which has the opposite meaning. There
are five pairs of opposites.
1. Get you books and pencils out.
2. Pick your pencils up.
3. Move the tables back.
4. Turn your chairs round to face the wall chart.
5. Put all your things away.
6. Close the window beside you
7. Put your pencils down.
8. Turn back to face the front.
9. Leave these tables here.
10. Leave the windows open.
1.3 Using English for class organization
 While preparing your lesson, make a list of classroom language for each
activity.
 Use songs and rhymes.
 Encourage your pupils to use English.
 Use wall charts or posters to help children remember what you are doing
in the English class.
TEACHING TIPS:
Very young learners
 Introduce English slowly with
Young learners
Adapt the approaches you use with
VYLs, and in addition
 Explain in mother tongue on the

6. 6
enjoyable activities.
 Support what you say with
gestures and actions.
 Help the children feel secure.
 Repeat in English what
children say in their mother
tongue.
 Use a puppet to talk in
English.
 Use visual support.
 Tell lots of stories using
pictures for support.
first day why you are using
English.
 Teach the class useful phrases.
 Plan for success and positive
experience.
 Talk about your own personal
experiences.
Recordings:
1A: https://vocaroo.com/i/s0KZ1XK4fqRR
1B: https://vocaroo.com/i/s1WOshN5nlDQ
1C: https://vocaroo.com/i/s0NVhi9RFSqS
1D: https://vocaroo.com/i/s1FXXZrXTRtc
1E: https://vocaroo.com/i/s19jKDNG0iz0
1F: https://vocaroo.com/i/s0CpaCHDnOXY
1G: https://vocaroo.com/i/s17VPYJkFYDS
1H: https://vocaroo.com/i/s0Nsjw60u1B2

7. 7
1I: https://vocaroo.com/i/s1i4XNRqV847
1J: https://vocaroo.com/i/s0Mboud0Ps76
1K: https://vocaroo.com/i/s0uJjLIF8aAt
1L: https://vocaroo.com/i/s1kYuZxZwCHx
LESSON 2: Developing Social Skills
.1 Main social skills we need to work in class
The children by the end of Infants should be able to do the following:
Class routines:
 Enjoy participating in a story.
 Enjoy listening to each other.

8. 8
 Show a willingness to tidy up and pleasure in helping.
 Not shout in class.

9. 9
 Realise the importance of switching off lights, turning off taps, using the
toilet, putting paper in the bin, etc.
Greetings and goodbyes
 Say good morning, good afternoon, hello and goodbye.
 How are you? Fine, thank you.
Feelings
 Express feelings: happy, sad, cross, angry, hungry, frightened, scared,
surprised, and shy.

10. 10
 Express love for family and affection.
 Value the friendship and help of others.
 Have positive self-esteem, actively participate in class and enjoy seeing
displays of their own work and that of their peers.
 Play different roles and express emotions using dramatisation (puppets,
soft toys...).
 Participate with pleasure at parties and celebrations.
Personal hygiene and health
 Understand that sweets cause tooth decay.
 Have an awareness of the importance of a balanced diet.
 Understand and respect dining-room rules.
 Enjoy eating fruit.
 Understand daily routines related to hygiene and dress.
 Be able to dress and undress themselves.
https://www.youtube.com/watch?v=Pd4WnsXwdqw

11. 11
https://www.youtube.com/watch?v=eUXkj6j6Ezw
https://www.youtube.com/watch?v=oPo77rZW58M
Behaviour patterns
 Understand and respect dining-room rules.
 Take pleasure in listening.
 Learn to choose, make thoughtful decisions.
 Say “please”, “thank you” and “sorry”.
 Promote positive behaviour patterns in the school, in the classroom and
in the playground.
 Accept the concept of losing/winning when playing a game.
 Recognise difference between people, avoid discrimination.
 Have developed a helpful and co-operative attitude during playing time.
 Promote basic organisational habits: constancy, attention, effort,
initiative...
 Be aware of the importance of a job well done, and be able to take on
board the idea that correcting errors is part of “doing something better”.
 Appreciate clean and tidy surroundings.

12. 12
Sharing and participating
 Realise that the classroom equipment belongs to everyone.
 Share classroom equipment, and take turns to use things.
 Enjoy tidying up, and know where to put things.
 Help in class and in the home.
 Be interested in contributing towards a frieze, decorating the class for
Festivals, collecting items for a display, bringing things from home.
 Take pleasure in giving presents (birthday, Christmas) and giving thanks.
 Take turns and follow the rules in a game.
 Enjoy celebrations and parties.
Showing respect
 For people:
 Respect the equality of boys and girls; understand the

13. 13
importance of avoiding sexist stereo-types in games, songs,
classroom activities, stories and use of language.
 Realise the importance of taking it in turns to speak.
 Have an appreciation of people who help us in our daily lives.
 Show an interest in other places, cultures and people speaking
other languages.
 Have respect for other people’s personal space.
 For things:
 Take care of classroom equipment.
 Use different areas of the class correctly.
 For the environment:
 Appreciate plants and animals.
 Be interested in looking after plants and animals.
 Show curiosity about the immediate environment.
 Know about traditions such as Christmas and other festivities.
 Have an awareness of road safety.
LESSON 3: Classroom Management (55 Teaching Dilemmas, pg. 61)
3.1 Using Low-key Management Techniques
1. Use the “one-minute-talk” technique.
2. Use proximity.
3. Develop a rapport with “difficult” or reluctant students.
4. Circulate when students are working.

14. 14
5. Use nonverbal cues.
6. Anticipate misbehavior and deal with it inconspicuously.
7. Use I-messages when explaining your expectations.
8. Make positive descriptions of expected behaviours.
9. Explain how misbehaviors personally affect you or make you
feel.
10.Adopt the “stepping-on-my-last-nerve” technique.
3.2 Making Smooth Transitions
1. Keep all transitions as brief as possible and plan ahead for
them.
2. Always have all materials ready before class.
3. Establish and reinforce rules for entering, leaving, and
beginning a class.
4. Establish and reinforce procedures for routine tasks.
5. Plan more material than you think you need.
6. Arrange the classroom for efficient movement of desks,
students, and equipment.
7. Create and post a daily schedule and review it.
8. Complete and clarify instructions before relinquishing student
attention.
9. Provide and stick to a time limit for transition.
10.Always plan for down time.
3.3 Aiding Struggling Strangglers.
1. Solve the mystery (why).
2. Reassess the needs of the particular student.
3. Reinforce “partial completions”.
4. Make a prioritized list of all the areas or tasks in which the
student is behind.
5. Offer individual or small-group tutorials at a regular time and
place every week.
6. Use a barter contract. Come to an agreement.
7. Seat the straggler close to a faster student, and encourage
them to help each other.
8. Consider giving the straggler an older student buddy.

15. 15
9. As soon as direction have given, move to the straggler.
10.Keep parent informed of your efforts to help the straggler, but
avoid burdening them with numerous areas in which the
straggler is behind.
3.4 Defusing a Power Struggle.
1. Invite him to write or illustrate how he feels.
2. Invite the student to take a speed walk either to a specific
location.
3. Invite the student to imagine blowing a balloon up with his
anger.
4. Suggest us of a pre-established time-out area, and indicate
how long the time-out should be.
5. Maintain eye contact and a calm voice when speaking to the
student.
6. Maintain proximity to the student.
7. If you feel too irritated or angry to deal with the situation right
then, take a time-out yourself.
8. Invite the students to accompany you outside for a few minutes
of fresh air.
9. Avoid making such statements as “I know how you feel,” which
the student may find patronizing.
10.In the heat of the moment, quickly remind to yourself that you
are the adult and will act like one, no matter how upset you
may be. Describe the situation as you see it.
Time-Out Procedure
1. Establish where the time-out area will be.
2. Ensure the time-out has a desk or table and chair and other things.
3. Establish for how long at a time a student can use the area.
4. Emphasize that the time-out area is for emergency use only.
5. Have a sign-out sheet posted beside the door for students to record
the time of leaving the class.
6. Teach the students how to use the time-out area appropriately.

16. 16
7. Every time student uses the time-out area, keep a permanent record
of who, when and for how long.
8. For debriefing, be sure to meet with a student who has used the time-
out area sometime that same day.
3.5 Forming Random Groups
1. Odds & Evens
2. Alphabet Awareness
3. Sweet Talk
4. Shakes
5. Words
6. Silent Signals
7. Happy Families
8. Sing-a-long
9. Switcheroo
10.Q/A
Effective Group Functioning
Two types of groups: casual and instructional.
1. Teach students rules for group behavior.
2. Decide whether you want homogeneous groups or heterogeneous
groups, and how many students per group.
3. Plan the manner in which you want students to form groups.
4. Establish your expectations.
5. Plan the work area and materials before letting the students get into
groups.
6. Before groups are formed, provide clear direction, both orally and in
written form, set timelines for choosing roles within the group and
brainstorming, and establish evaluation procedures for groups and
individual group members.
7. If students will play individual roles, explain the roles and the way in
which they will be determined before group form.
8. Once groups are working, circulate and provide reinforcement.

17. 17
9. To keep the idea of getting into groups fresh, constantly try innovative
ways to accomplish this.
10.Add a competitive element to forming groups.
Video: Techniques used by the teacher after her visit to Columbia
University expert.
1. Establish routines so the students know exactly what is expected of
them. Create a consistent classroom routine.
2. Use physical proximity to prevent potential disruptions.
3. Develop individual strategies to redirect students who act out.
4. Use non-verbal cues to redirect students.
5. Use games and competitions to keep students engaged and the lesson
will be more smoothly and with much more participation.
6. Break down lessons into their smallest component parts.
7. Using positive narration to engage the whole class instead of focusing
exclusively on individuals.
LESSON 4: Listen and do
2. Introduction
If you ask children to do something you are:
- Using language for a purpose
- Giving them the opportunity to show they understand
Each time the teacher speaks in English, the puppils have the opportunity
to:
- Adquire the language
- Absord the sounds and patterns of the language naturally.
2.1. Giving instructions in English
The teacher can use gestures and demonstrate what he wants to do. After a
few days, the children will understand without the teacher gestures, and they
will have learnt a lot more English.
2.2 Listening and identifying

18. 18
With “listen and identify” activities the children are:
- Practising a basic language skill-listening
- Making sense of English words and phrases
- Developing their vocabulary
- Acquiring meaning and sound together.
For vocabulary
development
For “listen and identify” you can use:
 The classroom and all the things the children can
see.
 Cuisenaire rods or coloured bricks or blocks for
colour words or size words
 Objects that you/children bring in
 Objects the children draw or make.
2 stages:
 Talk to the children about the things you want
them to learn the names of
 Ask the children to point to or show you the things
when you name them.
For grammatical
awareness:
When you use “listen and identify” activities, you can use
them to distinguish between:
- Singular and plural, by pointing to cards with one
or more items on.
- Gender pronouns, by pointing at cards with
different people on them.
- …
2.3 Listening and doing- Total Physical Response
The teacher The pupils
- Tells the pupils what to do - Have to listen carefully

19. 19
- Uses a clear pronunciation
and natural intonation
- Helps them understand by
gestures or by doing the
actions.
- Enjoy doing the actions
- Can do the actions all together
or on their own
- Do not have to speak
- Understand because the
movement and language go
together
TPR activities:
 Follow the leader: good activity for young learners starting to learn
English.
 Topic-based TPR: you can use TPR activities for vocabulary practice.
 TPR routines: You can use it to wake children up if they are feeling
sleepy, or let the children have a break when they have been
concentrating on another activity.
 TPR for arranging the class: Helps children to get used to direction in
English.
TEACHING TIPS
TPR TPR with big classes
 The first time you use TPR you
can explain in the mother tongue
before you start. Do simple
actions and say what you are
doing.
 If you have a large class, divide it
up into groups depending on the
space you have.
The group(s) waiting will be
watching the activity, listening,
and trying to understand, so
will still be learning.
2.4 Listening and performing-miming
Revising and consolidating topic words through mime
When children are familiar with the vocabulary used for a particular topic, can
be introduced mime.
The children:

20. 20
- Have to listen carefully when you describe what they have to mime
- Have to decide how to perform what you describe
- May need some thinking time for this
- Move and act but do not have to speak.
TEACHING TIPS
Miming
 Give very young leaners one instruction at a time.
 With VYLs you can say pretend you are squirrel.
 Increase the number of instructions in a sequence as learners progress.
 Make the activities simpler or more complicated.
 Using real things you can make the mime more realistic. Let the children
use things.
 Play a game like statues.
 Later, use mime as a speaking activity and let the children describe what is
happening.
 Groups or individual children can mime different people or animals. The
others guess what or who they are miming.
Miming to rhymes and chants
Listening and miming helps children understand when they are learning rhymes
and chants.
TEACHING TIPS
Physical break chants
 Use pictures to help the children remember the meaning of the word.
 Use movements to help them understand.
 Use big gestures to help them enjoy the chant.
 Later once they understand some of the words, you can gradually
remove the pictures.
You can change the chant by:
 Putting in different animals or things you want the children to mime
 Making it shorter or longer

21. 21
 Letting individual children do the actions.
Later on, the children can say and do the action rhymes on their own.
2.5 Listening and responding games
Right or wrong:
Ask children to listen carefully.
Explain that you are going to tell them something. It might be right or wrong.
If you are wrong, they must clap twice and if you are right, they clap once.
Simon says:
If possible, have a space where all the pupils can stand up
With big classes choose actions that children can do sitting down
Stand in front of your pupils
Tell them they can only move when you say “Simon says”
Explain that if you don’t say “Simon says”, they must keep still
Tell them if they move when you do not say “Simon says”- they are out
Tell them thath, when they are put, they have to sit and wait for the next game.
TEACHING TIPS
Listening and responding
 Explain in mother tongue before you start a new game and then
explain again in English.
 When children get good at this, make the instructions more
complicated by asking the children to do two things at a time.
 Later on the children can give the instructions in the action game.
“Listening and doing” activities need action as a response. This let you check
immediately and you know instantly if the children understand or if they don’t.
Recordings:
2A: https://vocaroo.com/i/s0CLpB36fevg
2B: https://vocaroo.com/i/s1tbWCZFh7tw
2C: https://vocaroo.com/i/s1KYhVs8WeYT
2D: https://vocaroo.com/i/s0WJavXhjf6X

22. 22
2E: https://vocaroo.com/i/s0Tiqf7EZzKd
2F: https://vocaroo.com/i/s11NL047VYpn
2G: https://vocaroo.com/i/s1tt2OjVxLJD
2H: https://vocaroo.com/i/s1nt06KPb1eo
2I: https://vocaroo.com/i/s0Mk10MZ8T4J
2J: https://vocaroo.com/i/s1unQzFFaWVk
2K: https://vocaroo.com/i/s0EO1GkSkWzM
2L: https://vocaroo.com/i/s1JUsdNJ1XKH
LESSON 5: Listen and make
3. Introduction
“Listening and making” involves children in a more creative
process.
- The children have to make more creative process.
- There is more time to think and comment
- There are opportunities for co-operation between learners.
- The children have something to take home at the end of the class.
How to prepare for “Listen and make” activities
Before the lesson:
- Prepare what to tell
- Collect the things you need
- Practice explaining in English what they have to make and how
they have to make it
- Think of gestures and actions
- Prepare and practise phrases
- Think of things children might say to you in their mother tongue
and plan how you will recast their questions and comments in
English.
How to set up “Listen and make” activities
- Begin by introducing the topic and talking a little abou it.
- Explain to the class in English what they are going to door make.
*Use gestures and actions
- Repeat your instructions to the whole class, to small groups or to
individual children.

23. 23
- While they are colouring or making their things, go around and
comment in English on what they are doing.
3.1 Listen and colour
Make sure that all the children have the material they need to do the
activity.
Prepare your learners for the activity by doing some “Listen and identify”
activities. (Revise colours and names).
Give out a picture to each child. They have to listen you. Tell them what
colours to use and what to colour.
TEACHING
TIPS
Let the children help you organize and give out the
materials for colouring.
Display all the children's work
Comment positively on each child's work as you
take ot and put it up on the wall.
Use plain flashcards for colouring.
Use drawings which can later be cut out.
Make the activity more challenging:
• Give out 2 pictures, one of a girl and one of a boy,
and give two instructions at a time.
• Give children alternatives
• Divide the class in two and give different intructions
to each group. Later use these pairs of different
pictures for games like "Spot the difference".

24. 24
LANGUAGE FOCUS:
Explaining and demonstrating:
Today we are going to Do some colouring.
Do some drawing.
Do some painting.
Do some sticking.
Look, like this…
Look at what we are
going to make.
Next, we are going to Make a monster Here’s one Class 3
made.
Look, here’s a picture
for you to colour.
Over the next few
lessons we are going to
Make an Easter Card.
Colour some animals
Make a farm.
Make a circus picture.
Here’s a sticker sheet
for you to share- one
between two.
We’ll start like this…
You can all choose a
different animal.
Let’s do some together
as a class first, so you’ll
see
What I mean.
What it might be like.
What to do.
How to do it.
Asking for helpers and giving things out
I need two helpers, please. So, can you give out these pictures?
One each.
Who’d like to help? You three? Fine. Can you pass round these sheets of
paper? So everyone has one?
Sachiko, can you help me? Can you give out the cards? Three
for each table.
Ann and Pat- you can help me. Hand these back down your rows.
Can you find the boxes of crayons

25. 25
and give them out?
Can you collect in the cards? Thanks.
3.2 Listen and draw
Your aim is to get them to listen to some instructions in English.
Describe a very simple picture with objects children know. The children
listen and draw what they hear you describe.
Extension ideas:
Choose 3 or 4 pictures the children have drawn and show them to the
class.
- Talk about things in them to the whole class.
- Put two up on the board and talk abou the differences or ask the
children to spot the difference.
- Make up a story about what is happening or talk about what might
happen later.

26. 26
LANGUAGE FOCUS:
Phrases describing position:
- On the left
- In the middle – a bit to the left
- In the corner, at the front
- At the top of…
- In the background, far away
- Under
- At the front
- In the corner, at the back
TEACHING TIPS:
Listen and draw
After drawing let
the children
compare pictures
and then colour
them quietly.
Go round and
talk to them in
English as they
colour, and
comment on
their work.

27. 27
- At the back
- Next to
- Right at the front of…
- Behind
- In front of
- On the right
- In the middle – a bit to the right
- By
Drawing games. “Draw the monster”.
Prepare the class for the game. Check to see if the children remember the parts
of the body that is going to be used in this game. Later, check these words
again to make sure the children remember them. Finally, stick the pictures
cards on the board.
Extension ideas:
- Make a wall chart of a monster house and let the children put their monsters
in different rooms.
- Get the children to draw or stick in cut out furniture. Use other fun topics for
drawing, such as witches, ghosts or clowns.
LANGUAGE FOCUS:
Asking who wants a turn:
- Who wants to start? Hands up!
- Whose go is it?
- Whose turn is it to do a mime?
- One more go. Who wants the last go?
- Blue team? But you started last time.
- Maria again? But you’ve just had a go.
- Who has still not had a turn’
- Who still wants to go?
- Which group has not been?

28. 28
3.3 Listen and make
There are many things that the children can make in class: models of modelling
clay, plasticine, play-dough, paper, or card. They can make posters to go on a
wall.
Think of all the occasions you can celebrate with children.
Making greeting cards
- Tell the children what to do and shows them with gestures
- Give them worksheets with drawings
- Ask the children to share the scissors between pairs
- Tell all the children together
- Walk around and help each child.
Making a Easter card
- Talk about Easter
- Talk about what they already know about
- Prepare for the “listen and make” part of the lesson
- Shows the children how to cut out the Easter bunny
- Use words to show where to cut
- Repeat to children in groups or individually.
- Praise their work.
TEACHING TIPS
• After drawing mosnters ask children to colour
them.
• Hold up a picture and describe the mosnter to
the class. You could make this into a Right or
Wrong game

29. 29
Recordings:
3A: https://vocaroo.com/i/s0Tp2pvO5wFv
3B: https://vocaroo.com/i/s0vFDTkkYWX7
3C: https://vocaroo.com/i/s1qfIhD0bXfR
3D: https://vocaroo.com/i/s0chveCeCZen
3E: https://vocaroo.com/i/s0K7iYMonZDl
LESSON 6: Speaking with support
4. Introduction
When the children are listening they:
- Are still actively learning
- Are acquiring language and learning to understand
- Are absorbing pronunciation and intonation
- Can repeat what they hear
- Can answer or comment in their mother tongue
You can support your children when they are starting to speak English
- By using English in the way we described in Unit 1
- By encouraging all the efforts children make to speak English, no
matter how to small
- By listening carefully when they speak and no interrupting to correct
small errors.
TEACHING TIPS:MAKING THINGS
• Let children:
• become familiar with all the names for drawing and
painting
• Take charge of materials such as the paper, the colours
and the scissors.
• Find materials in the places where you keep them
• Talk to small groups/individuals while they work.
• Cut out shapes of all the name sets children are working
with. Keep them in envelopes. You can use them for
guessing games or to put labels on.

30. 30
4.1 Using classroom phrases
Pupils respond to their teacher. They:
- Ask you questions and tell you things they want you to know
- Often repeat comments and requests
- Can easily learn to repeat the set expressions you use during their
English lesson.
When children repeat set phrases it does not necessarily mean language
acquisition is taking place. But they are:
- Getting used to saying English sounds
- Practicing the intonation pattern
- Gaining confidence, especially if you praise them or show your
approval in other way.
LANGUAGE FOCUS
What learners need to say and ask
Children
I haven’t got
I’ve lost
I’ve forgotten
Look, I’ve got
My pencils.
My colours.
My book.
A new bag/pencil case.
REMEMBER
When the children are learning their first language they hear phrases and
understand the general meaning before they understand individual words
They hear connected sounds before they separate them into individual words.
Only written language is divided into wordas and entences.
Young learners who cannot read hear a flow of sound
They hear intonationa patterns, and sounds or words that are stressed. These are
the sounds they will say first.

31. 31
Some new felt tipped pens.
Teacher
Has anyone seen Giorgio”
pencil/book”colours?
Can someone lend Giorgio a
pencil/some colours?
Who’s got a spare pencil?
Don’t worry – I’ve got a spare one/set
here.
Did you leave it at home? OK, never
mind.
Here’s one. Here you are.
Go and get one from my table.
Leila- can he look at your book?
Can he share with you?
That’s/Those are lovely. Who gave
you that/those?
4.2 Saying rhymes and singing songs to practice pronunciation, stress,
and intonation
As children acquire more English, chants, rhymes, and songs can form a
real part of the learning process. Think about how you could use them in
your lessons:
-
for enjoyment
-
as part of your teaching plan
-
as a change in activity
-
to revise vocabulary
-
to connect with new or familiar topics
-
to practise up-to-date expressions
- or drama and to practise punctuation.
Think about choosing a song or rhyme. A song or rhyme should:
-
suit your pupils' age group and their interests
- match their level of English
- have a catchy, easy to remember melody.
Children often sing a song or say a chant or rhyme all together. However, when
they are very familiar with the rhymes, songs, and chants they can perform
them by singing or saying different parts in groups. This group performance is
very useful with big classes. It helps develop teamwork but ii still allows
everyone to take part.

32. 32
4.3 Practising new vocabulary
When you are introducing new vocabulary and learners want to speak, you can:
- Encourage them to repeat the new items
- Use pictures, sound, and other senses
- use gestures, movement, and actions
- get children to colour pictures of the new things they can name
- repeat new words as often as possible and use them in context
Teachers have different ways of introducing and practicing new words.
-
connecting new vocabulary with what her pupils already know
-
using pictures to help them understand and remember
-
showing her class a small part of the picture first and asking them to
guess the animal (moving from a part to a whole is a good memory aid)
-
teaching meaning and sound first.
TEACHING TIPS: SONGS, RHYMES, AND CHANTS
Start with very short rhymes or chants
Look for songs and chants that have topics your
children are learning about.
Make sure the children generally understand what
they are saying- they do not need to understand
every word but maybe the fist of the lines.
Use songs and rhymes to play with sounds: speaking
softly - shouting loudly.
Use simple instruments to add to the ryhthms, such
as tambourine, bell, drum, cymbal.
Encourage your pupils to say them for family and
friends outside school.

33. 33
Classifying activities is an easy way to extend any activities and it lets children:
- repeat for a purpose
- practise new vocabulary
- consolidate vocabulary they already know.
To help children remember it's a good idea to use new words and phrases
several times in different ways:
- Guessing
- either/or questions
- classifying
REMEMBER
If your pupils cannot read yet they have to
remember the word as a sound.
If your pupils can read it is better if they
first rememeber the sound of the word
and then learn the spelling.

34. 34
LANGUAGE FOCUS:
Five ways of eliciting language:
- Wh- questions: What's this?
- Questions using intonation only: A dog?
- Questions using inversion: ls this an elephant?
- Unfinished sentence questions with rising intonation: This was a... ?
- Either/or questions: Is this an elephant or a kangaroo?
4.4 Playing vocabulary games
Guessing games and memory games are useful to help children become
familiar with new vocabulary in an enjoyable way.
When you show children what to do and at the same time give instructions for
games in English, they are listening to you with a real purpose -to find out how
to play. They are also absorbing new vocabulary and intonation patterns.
GAME 1
Going back over six new words. Taught them to her class earlier using pictures.
The class have repeated and practised the words. Now we want to see if the
children can remember the words without seeing the pictures. They have to
TEACHING TIPS: Teaching new
vocabulary
Make class displays of pictures and
other memory aids to support new
vocabulary.
Prepare to teach new words and
phrases in a meaningful way by linking
with a topic they are familiar with.

35. 35
guess the picture. This is what happens.
After giving some instructions:
- The teacher takes one of the pictures.She doesn't let the class see it.
- She asks the children to guess what the word is.
- The child who guesses correctly comes up and takes the next picture.
- He does not show it to the other children.
- He whispers the word to the teacher.
- If he forgets the word in English, he can say it in his mother tongue and
the teacher tells him the word in English and the sound.
- The others have to guess what it is.
This vocabulary game continues until all the cards have been guessed and put
on the board.
GAME 2:
The children are adding words to a list and so making phrases. Each child can
add a new word but must also repeat the phrase that went before. The children
are working in groups of four. The others are listening while each group makes
a list.
GAME 3:
FINDING PAIRS: a memory game where children have to pick up two cards
with the same picture or word. (The cards are spread out face-down.)
GAME 4:
SHOPPING GAMES: children act the parts of shop assistants and customers in
different kinds of shops to practice different vocabulary.
GAME 5:
HAPPY FAMILIES: a card game: players in groups of three or four have to
collect four cards from each other from the same 'family' or topic.

36. 36
LANGUAGE FOCUS:
What can you do with cards?
Here are some
cards.
These are picture
cards.
These are word
cards.
Here are some
cards with
phrases on.
Here are some
cards with
actions on.
Can you
Will you
Give them out?
Deal them out?
Share them
round?
Mix them up?
Put them face
down on your
table?
You should have
three each
Each pair should
have 6.
Check you have
eight on each
table.
Put the rest in a
pile, face down.
Don't look at them yet.
Just look at your own.
Spread them out so you can see
them all.
Don't show them to anyone else.
Don't look at anyone else's.
Which ones make a pair?
TEACHING TIPS: VOCABULARY GAMES
Show children how to play the game and give instructions in English
while you are doing this.
Use lots of different games but use the same vocabulary to help
children become familiar with it.
New words and phrases need to be used a lot after you have
introduces them so that the children learn to use them actively.

37. 37
Whoops!
Oh dear!
Watch out!
Careful!
Wait a minute!
One's gone in your lap.
One's fallen in your bag.
One's gone under your chair.
One's fallen on the floor.
You've got an extra one.
You are one short.
Can you pick it
up?
Can you reach
it?
Who hasn't got all
six?
Who's got one
missing?
Who's got one
extra?
4.5 Practising pronunciation of new sounds
Children acquire pronunciation and intonation naturally by listening to you.
When you talk they absorb the sound of the language. But this does not mean
that they will produce perfect words or phrases when they begin to speak in
English. They need:
TEACHING TIPS
When children are familiar with shopping play
routines,you can have two or three shop
assistants and more customers.Then they can
play in groups.
With more advanced learners you can add lines
to the script: Can I help you? What colour?
White, please.

38. 38
- to try out the sounds
- to play with sounds
- your help and praise all the time.
You can play games to encourage them to practise the sounds of English.
- 'I spy with my little eye' is a fun way to get children used to hearing new
sounds. You can play it like this:
- Tell the children 'I spy with my little eye something beginning with 'sh'
[or /ʃ/].
- The children guess.
- The first child to guess correctly comes to the front.
- This child tells you a new word (in their mother tongue- or in English).
- Then you can say the first sound of the word to the child.
- The child waits while the others guess.
Recordings:
4A: https://vocaroo.com/i/s00rqBz5j8cb
4B: https://vocaroo.com/i/s0xG30s0wDFz
4C: https://vocaroo.com/i/s1R3PeAUO6xG
4D: https://vocaroo.com/i/s0ZEXMYCBvRk
4E: https://vocaroo.com/i/s1ffQcnXR3yL
4F: https://vocaroo.com/i/s1BXbtsO4enI
4G: https://vocaroo.com/i/s1sDOyWdVsx4

39. 39
TEACHING TIPS:
In the classroom
you can arrange pictures of words with the
same sound together: blue- shoe -two
if the children can read, add the written word
underneath
use actions to help children remember the face
movement that produces the sound:
Stretch your armsfor wide mouth sounds-
Use other expressions when you are
playing the game't spy'.
You can use this little activity at any time a
nd for one or two wo rds to remind children
of sounds and vocabulary.