Language useful in an L2 primary class.

1. Sara​ ​Barahona​ ​Alonso
Primary​ ​Education

2. Lesson​ ​1:​ ​Getting​ ​started
About​ ​the​ ​way​ ​in​ ​which​ ​the​ ​teacher​ ​​role​​ ​and​ ​​aims​​ ​in​ ​class:
Context​ ​of​ ​communication We​ ​want​ ​them​ ​to​ ​speak
The​ ​role​ ​model Correct​ ​use​ ​of​ ​the​ ​language
Recast​ ​in​ ​English​ ​what​ ​they​ ​say​ ​in​ ​spanish,​ ​in​ ​a​ ​natural​ ​way.
We​ ​want​ ​them​ ​to​ ​be​ ​articulate.
Do​ ​not​ ​punish​ ​mistakes​ ​we​ ​want​ ​them​ ​to​ ​speak​ ​and​ ​feel​ ​confidence.
About​ ​the​ ​​method​​ ​to​ ​be​ ​used:
Pictures​ ​on​ ​the​ ​board No​ ​graphical​ ​support
Anything​ ​happening​ ​in​ ​class​ ​must​ ​be​ ​carried​ ​out
Phonological​ ​awareness Nursery​ ​rhymes
Total​ ​physical​ ​response
About​ ​the​ ​​communication​:
Must​ ​be​ ​authentic. Non​ ​stop​ ​using​ ​of​ ​the​ ​language.
Speaks​ ​naturally Linguistically​ ​supporting
Precise​ ​language Meaningful​ ​words
MAIN​ ​LANGUAGE:

3. START​ ​THE​ ​LESSON
Good​ ​morning​ ​children Is​ ​everybody​ ​here?
Let´s​ ​take​ ​the​ ​register Remember​ ​to​ ​answer​ ​“I'm​ ​here”
So,​ ​everyone​ ​is​ ​here​ ​except... ls​ ​that​ ​more​ ​than​ ​yesterday?
ORGANISE​ ​THE​ ​LESSON
Get​ ​your​ ​books​ ​and​ ​pencils​ ​out. Pick​ ​your​ ​pencils​ ​up.
Move​ ​the​ ​tables​ ​back. Turn​ ​your​ ​chairs​ ​round​ ​to​ ​face​ ​the​ ​wall
chart.
Put​ ​all​ ​your​ ​things​ ​away. Close​ ​the​ ​window​ ​beside​ ​you.
Put​ ​your​ ​pencils​ ​down Turn​ ​back​ ​to​ ​face​ ​the​ ​front.
Leave​ ​these​ ​tables​ ​here. Leave​ ​the​ ​windows​ ​open.
END​ ​THE​ ​LESSON
OK,​ ​that's​ ​all​ ​for​ ​now.
Right.We've​ ​no​ ​time​ ​for​ ​anything​ ​else​ ​don't​ ​do​ ​any​ ​more-we​ ​don't
have​ ​any​ ​more​ ​time​ ​today.
OK-just​ ​(​one)​​ ​more​ ​time​ ​before​ ​going​ ​out​ ​for​ ​a​ ​short​ ​break.
OK,​ ​now​ ​stop!​ ​We​ ​haven't​ ​enough​ ​time​ ​to​ ​finish​ ​the​ ​(​monster)​​ ​today.
So​ ​stand​ ​up...
OK​ ​just​ ​one​ ​more​ ​time​ ​and​ ​then​ ​that's​ ​it.
OK,​ ​pick​ ​up​ ​all​ ​your​ ​things​ ​and​ ​put​ ​the​ ​books​ ​in​ ​the​ ​(​cupboard.)
That's​ ​all​ ​for​ ​today.​ ​On​ ​​(Monday)​,​ ​there'll​ ​be​ ​more.
OK,​ ​children,​ ​make​ ​a​ ​line​ ​to​ ​say​ ​goodbye.​ ​Bye​ ​bye.
OK,​ ​it's​ ​break​ ​time.​ ​So​ ​you​ ​can​ ​go​ ​out​ ​to​ ​play.​ ​But​ ​first​ ​line​ ​up​ ​quietly​ ​by
the​ ​door

4. Sample​ ​lessons:
1B:​ ​​https://vocaroo.com/i/s0P87PEbkGZg
1C:​ ​​https://vocaroo.com/i/s0NVeTCJZafC
1D:​ ​​https://vocaroo.com/i/s02y7DXVQwEL
1E:​ ​​https://vocaroo.com/i/s1gcqfHjw9Oc
Lesson​ ​2:​ ​Developing​ ​social​ ​skills.
Promote​ ​self-control
Rules​ ​and​ ​habits​ ​in​ ​class
Framework​ ​on​ ​how​ ​to​ ​behave
Posters​ ​to​ ​develop​ ​ideas
We​ ​need​ ​a​ ​social​ ​skill​ ​display

5. Lesson​ ​3:​ ​Classroom​ ​management.
In​ ​the​ ​video​ ​about​ ​a​ ​teacher​ ​in​ ​the​ ​USA.
Set​ ​routines
Physical​ ​proximity
Individual​ ​strategies
Non-verbal​ ​cues
Games​ ​and​ ​competition
Break​ ​down​ ​the​ ​class​ ​into​ ​the​ ​smallest​ ​detail
Whole​ ​class​ ​strategies
In​ ​the​ ​chapter.
Low-Key​ ​Management​ ​Techniques
One-minute-talk Proximity
Rapport​ ​with​ ​“difficult”​ ​or​ ​reluctant​ ​students Circulate
Nonverbal​ ​cues Anticipate​ ​misbehavior
I-messages,​ ​your​ ​expectations Positive​ ​descriptions​ ​of​ ​expected​ ​behavior
How​ ​misbehaviors​ ​personally​ ​affect
“Stepping-on-my-last-nerve”,​ ​nonverbal,​ ​as
far​ ​as​ ​you​ ​can​ ​go
Making​ ​Smooth​ ​Transitions
As​ ​brief​ ​as​ ​possible All​ ​materials​ ​ready
Reinforce​ ​rules Reinforce​ ​procedures
Plan​ ​more​ ​material Efficient​ ​movement

6. Daily​ ​schedule Clarify​ ​instructions
Time​ ​limit​ ​for​ ​the​ ​transition Plan​ ​for​ ​down​ ​time
Help​ ​a​ ​Straggler
Why​ ​the​ ​student​ ​is​ ​behind Reassess​ ​the​ ​needs
Reinforce​ ​partial​ ​completions Prioritized​ ​list
Individual​ ​or​ ​small-group​ ​tutorials Barter​ ​contract
Seat​ ​the​ ​straggler​ ​close​ ​to​ ​a​ ​faster​ ​student Giving​ ​the​ ​straggler​ ​an​ ​older​ ​student​ ​buddy
Directions​ ​have​ ​been​ ​given,​ ​move​ ​to​ ​the
straggler
Parents​ ​informed
Defuse​ ​a​ ​Power​ ​Struggle
Write​ ​or​ ​illustrate​ ​how​ ​he​ ​feels Speed​ ​walk
Imagine​ ​blowing​ ​a​ ​balloon​ ​up​ ​with​ ​his​ ​anger Pre-established​ ​time-out​ ​area
Eye​ ​contact​ ​and​ ​a​ ​calm​ ​voice Proximity​ ​to​ ​the​ ​student
If​ ​necessary​ ​take​ ​a
time-out​ ​yourself
Accompany​ ​you​ ​outside
Avoid​ ​statements​ ​as​ ​“I​ ​know​ ​how​ ​you​ ​feel,”
Describe​ ​the
situation​ ​as​ ​you​ ​see​ ​it
Random​ ​Groups
Odds​ ​&​ ​Evens Alphabet​ ​Awareness
Sweet​ ​Talk Shakes
Words Silent​ ​Signals
Happy​ ​Families Sing-a-long
Switcheroo Q/A
Sample​ ​lessons:​ ​“Listen​ ​and​ ​do”

7. USEFUL​ ​LANGUAGE
GIVING​ ​INSTRUCTIONS
Sitting​ ​down​ ​and​ ​standing​ ​up Moving​ ​around
Come​ ​in​ ​please​ ​and​ ​sit​ ​down.
OK-​ ​sit​ ​down​ ​now​ ​please.
Sit​ ​down​ ​together​ ​at​ ​your​ ​tables.
OK-​ ​everyone​ ​-​ ​sit​ ​down​ ​-​ ​quietly.
Ana​ ​-​ ​sit​ ​down​ ​over​ ​there​ ​-​ ​with
yourfriend.
Right,​ ​Taro,​ ​can​ ​you​ ​come​ ​here,​ ​please?
OK,​ ​come​ ​out​ ​here​ ​to​ ​the​ ​front​ ​of
the​ ​class.
OK,your​ ​group,​ ​come​ ​up​ ​to​ ​the​ ​front.
Right,​ ​now,​ ​you,​ ​you​ ​and​ ​you​ ​...​ ​come
over​ ​here.
Midori,​ ​turn​ ​round​ ​and​ ​face​ ​the​ ​front.
OK,​ ​everybody,​ ​stop​ ​talking​ ​now​ ​and
listen​ ​carefully.
Now,​ ​get​ ​into​ ​a​ ​line.​ ​Stand​ ​in​ ​a​ ​line.
I​ ​want​ ​you​ ​to​ ​make​ ​two​ ​lines,​ ​along
here​ ​...
Like​ ​this​ ​...​ ​one​ ​behind​ ​the​ ​other.
Let's​ ​see...​ ​move​ ​up​ ​a​ ​bit...​ ​good...
that's​ ​nice​ ​and​ ​straight!
OK,​ ​please​ ​stand​ ​up.​ ​And​ ​don't​ ​make​ ​too
much​ ​noise.
Everybody​ ​up!​ ​That's​ ​right!
Can​ ​you​ ​make​ ​a​ ​circle?​ ​A​ ​nice​ ​round
circle.​ ​Good!
Not​ ​too​ ​close​ ​.​ ​.​ ​.​ ​a​ ​bit​ ​further​ ​apart​ ​..​ ​.
step​ ​back​ ​a​ ​bit,​ ​that's​ ​better!
Suresh​ ​...​ ​come​ ​forward​ ​a​ ​bit...​ ​Yes,
that's​ ​it.
Stand​ ​still!​ ​Don't​ ​move.
Stay​ ​in​ ​your​ ​places!​ ​Stay​ ​where
you​ ​are.
OK​ ​,​ ​thank​ ​you.​ ​Now​ ​go​ ​back​ ​to
your​ ​places.
LISTENING​ ​AND​ ​IDENTIFYING
A​ ​​ ​positive​ ​approach​ ​to​ ​discipline
Please​ ​stop​ ​talking​ ​now.​ ​No​ ​more​ ​talking​ ​for
a​ ​bit.​ ​Good,​ ​you​ ​lot.That​ ​is
nice​ ​and​ ​quiet.You​ ​others​ ​.​ ​.​ ​.​ ​sh​ ​..​ ​.​ ​sh.
Calm​ ​down​ ​now,​ ​OK.That's​ ​better.
OK​ ​we​ ​need​ ​to​ ​be​ ​quieter​ ​to​ ​hear​ ​what
everyone​ ​is​ ​saying.These​ ​two
groups​ ​are​ ​doing​ ​an​ ​excellent​ ​job.Thank
you​ ​for​ ​being​ ​quiet.​ ​And​ ​now
we​ ​are​ ​waiting​ ​for​ ​..

8. Quiet​ ​please!​ ​Settle​ ​down​ ​now​ ​and
listen.That´s​ ​​ ​good,​ ​Eva.​ ​Thank​ ​you,Emilio.
Now​ ​who​ ​can​ ​tell​ ​me​ ​the​ ​name​ ​of​ ​the​ ​book.
Lots​ ​of​ ​hands​ ​raised.​ ​Excellent.
Everyone​ ​is​ ​sitting​ ​really​ ​nicely...​ ​except​ ​for
Tom!​ ​Tom,could​ ​you​ ​sit​ ​down​ ​like​ ​the​ ​others
please?​ ​Thank​ ​you.​ ​OK​ ​.​ ​.​ ​.
TPR
What​ ​do​ ​we​ ​do...
when​ ​we​ ​are​ ​learning​ ​a​ ​new
song?
when​ ​we​ ​are​ ​having​ ​a​ ​story?
when​ ​we're​ ​reading​ ​a​ ​big
book?
when​ ​we're​ ​going​ ​to​ ​play
'follow​ ​the​ ​leader'?
after​ ​cutting​ ​out​ ​and
sticking?
at​ ​the​ ​end​ ​of​ ​the​ ​lesson?
everybody​ ​stand​ ​up come​ ​up​ ​and​ ​sit​ ​on​ ​the​ ​mat
come​ ​and​ ​stand​ ​round​ ​the
board
everyone​ ​come​ ​out​ ​here​ ​to​ ​the
front
clear​ ​everything​ ​up​ ​nicely line​ ​up​ ​-​ ​one​ ​behind​ ​the​ ​other
get​ ​our​ ​/​ ​your​ ​bags
line​ ​up​ ​in​ ​rows​ ​beside
our/your​ ​tables
push​ ​the​ ​front​ ​desks/tables
back
line​ ​up​ ​quietly​ ​by​ ​the​ ​door
Tips
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:​ ​​Six​ ​pupils​ ​go​ ​first,​ ​then​ ​six
more.
The​ ​group(s)​ ​waiting​ ​will​ ​be
watching​ ​the​ ​activity,​ ​listening,​ ​a​ ​nd
trying​ ​to​ ​understand,​ ​so​ ​will​ ​still
be​ ​learning.
MIMING
Turn​ ​giving

9. Everybody-all​ ​of​ ​you!​ ​Ready?
Just​ ​this​ ​row.
Maria,​ ​your​ ​turn.
OK,​ ​this​ ​group​ ​now...
Anybody​ ​else?​ ​Hands​ ​up...
one​ ​at​ ​a​ ​time​ ​...​ ​don't​ ​just
shout​ ​out.
Blue​ ​team​ ​-​ ​you​ ​start.Then​ ​red,
then​ ​yellow.
OK,yellow,your​ ​turn​ ​next. Right,now​ ​boys​ ​and​ ​girls...
all​ ​together.
Class​ ​-you're​ ​in​ ​two​ ​halves...
OK,this​ ​half​ ​first.
Back​ ​row,then​ ​front​ ​row.
Second​ ​row,​ ​then​ ​third​ ​row.
OK,you​ ​two,then​ ​you​ ​two,​ ​next.
Tips
Use​ ​pictures​ ​to​ ​help​ ​the​ ​children
remember​ ​the​ ​meaning​ ​of​ ​the
words.
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.
LISTENING​ ​AND​ ​RESPONDING​ ​GAMES
Instructions​ ​true/false​ ​activities
lf​ ​it​ ​is​ ​true
clap​ ​once,​ ​like​ ​this.
lf​ ​l'm​ ​right
nod​ ​your​ ​head,​ ​like​ ​this​ ​...
shout​ ​out'​ ​yes'.
put​ ​one​ ​hand​ ​up.
lf​ ​it​ ​is​ ​not​ ​true
clap​ ​twice​ ​-two​ ​claps.
lf​ ​l'm​ ​not​ ​right
shake​ ​your​ ​head,​ ​like​ ​this.
lf​ ​l'm​ ​wrong

10. shout​ ​out​ ​no'.
put​ ​both​ ​hands​ ​up,​ ​two​ ​hands​ ​up.
Tips
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,​​ ​e.​ ​g.Stand
up​ ​and​ ​comb​ ​your​ ​hair.
​ ​Later​ ​on​ ​the​ ​children​ ​can​ ​give​ ​the
instructions​ ​in​ ​the​ ​action​ ​games.
● 2A:​ ​​https://vocaroo.com/i/s0uPWmmT3Erl
● 2B:​ ​​https://vocaroo.com/i/s153Nwa5kNpb
● 2C:​ ​​https://vocaroo.com/i/s0mEYiGIaG8K
● 2D:​ ​​https://vocaroo.com/i/s09oabOKZPJO
● 2E:​ ​​https://vocaroo.com/i/s11vW9E4JUJV
● 2F:​ ​​https://vocaroo.com/i/s06RgAvh3zF8
● 2G:​ ​​https://vocaroo.com/i/s0rxpdkRzfZE
● 2H:​ ​​https://vocaroo.com/i/s0yV580AtxcY
● 2I:​ ​​https://vocaroo.com/i/s1pV9gal14P2
● 2J:​ ​​https://vocaroo.com/i/s0iGY8MpDFGX
● 2K:​ ​​https://vocaroo.com/i/s0d5xmvPoyOZ
● 2L:​ ​​https://vocaroo.com/i/s1a9bUM2oN5K
Sample​ ​lessons:​ ​“Listen​ ​and​ ​make”
USEFUL​ ​LANGUAGE
LISTEN​ ​AND​ ​COLOUR
Explaining​ ​and​ ​demonstrating
Today​ ​we​ ​are​ ​going​ ​to… Look,​ ​like​ ​this​ ​.​ ​.​ ​.

11. do​ ​some​ ​colouring.
do​ ​some​ ​drawing.
do​ ​some​ ​painting.
do​ ​some​ ​sticking.
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​ ​and​ ​give
them​ ​out?
Can​ ​you​ ​collect​ ​in​ ​the​ ​cards?​ ​Thanks.
Tips
​ ​Let​ ​the​ ​children​ ​help​ ​you​ ​organize​ ​and​ ​give
out​ ​the​ ​materials​ ​for​ ​colouring.
​ ​Display​ ​all​ ​the​ ​children's​ ​work-​ ​on​ ​a​ ​wall
chart​ ​or​ ​on​ ​the​ ​walls.
Comment​ ​positively​ ​on​ ​each​ ​child's​ ​work​ ​as
you​ ​take​ ​it​ ​and​ ​put​ ​it​ ​up​ ​on​ ​the​ ​wall,​ ​e.g.​ ​Ih
Use​ ​plain​ ​flashcards​ ​for​ ​colouring​ ​-​ ​children
can​ ​use​ ​this​ ​set​ ​of​ ​cards​ ​later​ ​for​ ​word

12. at's​ ​lovely!​ ​t​ ​like​ ​hís​ ​black​ ​nose! games.
Use​ ​drawings​ ​of​ ​animals,food,​ ​clothes
which​ ​can​ ​later​ ​be​ ​cut​ ​out. Make​ ​the​ ​activity​ ​more​ ​challenging
LISTEN​ ​AND​ ​DRAW
Phrases​ ​describing​ ​position
on​ ​the​ ​left
on​ ​the​ ​right
in​ ​the​ ​middle​ ​-​ ​a​ ​bit​ ​to​ ​the​ ​left
in​ ​the​ ​middle-a​ ​bit​ ​to​ ​the​ ​right
in​ ​the​ ​corner,​ ​at​ ​the​ ​front
​ ​in​ ​the​ ​corner,​ ​at​ ​the​ ​back
at​ ​the​ ​top​ ​of​ ​the​ ​tree
under​ ​the​ ​tree
at​ ​the​ ​back
at​ ​the​ ​front
behind​ ​the​ ​tree
in​ ​front​ ​of​ ​the​ ​tree
right​ ​at​ ​the​ ​front​ ​of​ ​the​ ​picture next​ ​to​ ​the​ ​tree
by​ ​the​ ​bus​ ​stop in​ ​the​ ​background,far​ ​away
Asking​ ​who​ ​wants​ ​a​ ​turn
Who​ ​wants​ ​to​ ​start?​ ​Hands​ ​up! Maria​ ​again?​ ​But​ ​you've​ ​just​ ​had​ ​a​ ​go
Whose​ ​go​ ​is​ ​it.
Whose​ ​turn​ ​is​ ​it​ ​to​ ​do​ ​a​ ​mime?
​ ​Who​ ​has​ ​still​ ​not​ ​had​ ​a​ ​turn? One​ ​more​ ​go.Who​ ​wants​ ​the​ ​last​ ​go?
​ ​Blueteam?​ ​But​ ​you​ ​started​ ​last​ ​time Who​ ​still​ ​wants​ ​a​ ​go?
Which​ ​group​ ​has​ ​not​ ​been?
Tips
​ ​After​ ​drawing​ ​let​ ​children​ ​compare​ ​pictures
and​ ​then​ ​colour​ ​them​ ​quietly.
​ ​Go​ ​round​ ​and​ ​talk​ ​to​ ​them​ ​in​ ​English​ ​as
they​ ​colour,​ ​and​ ​comment​ ​on​ ​their​ ​work​ ​like
this​ ​teacher:
LISTEN​ ​AND​ ​MAKE
Language​ ​for​ ​demonstration
We're​ ​going​ ​to​ ​do​ ​it​ ​this​ ​way... Look,​ ​cut​ ​like​ ​this.​ ​Only​ ​cut​ ​that​ ​bit​ ​.​ ​.
​ ​Now​ ​look​ ​...​ ​see​ ​the​ ​line​ ​... No​ ​Pat.​ ​OK​ ​I'll​ ​show​ ​you​ ​.​ ​.​ ​.
One​ ​between​ ​two​ ​desks​ ​... OK,​ ​fold​ ​it​ ​like​ ​that​ ​...

13. Cutting​ ​things​ ​out
Cut​ ​round​ ​/​ ​up​ ​/​ ​down​ ​/​ ​back​ ​/​ ​on​ ​the​ ​head.
Can​ ​you​ ​get​ ​the_____out?​ ​Do​ ​you​ ​know
where​ ​it​ ​is/they​ ​are?
Can​ ​you​ ​put​ ​the_____away?​ ​Do​ ​you​ ​know
where​ ​it​ ​goes/they​ ​go?​ ​Yes,​ ​on​ ​the​ ​.​ ​.
Tips
​ ​Let​ ​children
become​ ​familiar​ ​with​ ​all​ ​the​ ​names​ ​they
need​ ​for​ ​drawing​ ​and​ ​painting:​ ​crayons,
scissors,​ ​brushes
take​ ​charge​ ​of​ ​materials​ ​such​ ​as​ ​the​ ​paper,
the​ ​colours,the​ ​scissors.
find​ ​materials​ ​in​ ​the​ ​places​ ​where​ ​you​ ​keep
them:​ ​on​ ​top​ ​of​ ​cupboard​ ​.​ ​.​ ​.​ ​in​ ​the​ ​painting
corner.
Talk​ ​to​ ​small​ ​groups/individuals​ ​while​ ​they
work,
Cut​ ​out​ ​shapes​ ​of​ ​all​ ​the​ ​name​ ​sets​ ​children
are​ ​working​ ​with​ ​-​ ​such​ ​as​ ​animals,
monsters,food​ ​and​ ​drinks,​ ​etc.​ ​Keep​ ​them​ ​in
envelopes.You​ ​can​ ​use​ ​them​ ​for​ ​guessing
games​ ​or​ ​for​ ​'mix​ ​and​ ​match'​ ​games​ ​or​ ​to
put​ ​labels​ ​on.
3A:​ ​​https://vocaroo.com/i/s0BUxYZBdEl8
3B:​ ​​https://vocaroo.com/i/s0fM0PtNLlZC
3C:​ ​​https://vocaroo.com/i/s0531HJm2UxI
3D:​ ​​https://vocaroo.com/i/s0kLD1D4zJN9
3E:​ ​​https://vocaroo.com/i/s1KUIhkxIJ4O
Sample​ ​lessons:​ ​“​ ​Speaking​ ​with​ ​support”
USEFUL​ ​LANGUAGE
USING​ ​CLASSROOM​ ​PHRASES
What​ ​learners​ ​need​ ​to​ ​say​ ​and​ ​ask
Children ​ ​Teacher
I​ ​haven't​ ​got
l've​ ​lost
l've​ ​forgotten
my​ ​pencils.
my​ ​colours.
my​ ​book.
Has​ ​anyone​ ​seen
Giorgio's
pencil/book/colours?
Did​ ​you​ ​leave​ ​it​ ​at
home?​ ​OK,​ ​never
mind.

14. Look,​ ​l've​ ​got a​ ​new​ ​bag​ ​/​ ​pencil
case.
some​ ​new​ ​felt​ ​tipped
pens
Can​ ​someone​ ​lend
Giorgio​ ​a
pencil/some
colours?
Who's​ ​got​ ​a​ ​spare
pencil?
Don't​ ​worry-​ ​l've​ ​got
a​ ​spare​ ​one/set
here.
Here's​ ​one.​ ​Here
you​ ​are.
Go​ ​and​ ​get​ ​one​ ​from
mytable.
Leila​ ​-can​ ​he​ ​look​ ​at
your​ ​book?
Can​ ​he​ ​share​ ​with
you?
That's/Those​ ​are
lovely.Who​ ​gave​ ​you
that/those?
Child
Excuse​ ​me!​ ​Can​ ​you​ ​help​ ​me?
Please​ ​Miss​ ​X!​ ​ls​ ​this​ ​right?
I​ ​don't​ ​know​ ​what​ ​to​ ​do!
Please​ ​can​ ​I​ ​ask​ ​in​ ​Spanish?
Teacher
Yes​ ​-​ ​of​ ​course,just​ ​coming.
Wait​ ​a​ ​moment,​ ​Ana,​ ​l'm​ ​just​ ​helping​ ​tre:er'
Yes​ ​...​ ​what​ ​is​ ​it​ ​you​ ​need?
That's​ ​fine​ ​like​ ​that.
Yes​ ​...​ ​What​ ​do​ ​you​ ​need​ ​to​ ​know?
RHYMES​ ​AND​ ​SINGING​ ​SONGS
How​ ​loud
​ ​Now​ ​say​ ​it​ ​very​ ​slowly​ ​and​ ​quietly. ​ ​OK-everybody​ ​whisper​ ​it!​ ​Just​ ​whisper!
Stand​ ​well​ ​apart​ ​from​ ​each​ ​other​ ​-​ ​now​ ​each
person/group​ ​can​ ​take​ ​turns​ ​to​ ​shout​ ​their
part.​ ​But​ ​not​ ​too​ ​loud!
Normal​ ​voices-nice​ ​and​ ​clear.​ ​Not​ ​too​ ​loud,
not​ ​too​ ​soft.
Now,can​ ​you​ ​say​ ​it​ ​fairly​ ​quietly,​ ​​ ​but​ ​very
fast?
Tips
Start​ ​with​ ​very​ ​short​ ​rhymes​ ​or​ ​chants.
​ ​Use​ ​songs​ ​and​ ​rhymes​ ​to​ ​play​ ​with​ ​sounds:
speaking​ ​softly​ ​-​ ​shouting​ ​loudly.
Look​ ​for​ ​songs​ ​and​ ​chants​ ​that​ ​have​ ​topics
your​ ​children​ ​are​ ​learning​ ​about.
Use​ ​simple​ ​instruments​ ​to​ ​add​ ​to​ ​the
rhythm,​ ​such​ ​as​ ​tambourine,​ ​bell,drum,
cymbal..

15. Make​ ​sure​ ​the​ ​children​ ​generally
understand​ ​what​ ​they​ ​are​ ​saying​ ​-​ ​they​ ​do
not​ ​need​ ​to​ ​understand​ ​every​ ​word​ ​but
maybe​ ​the​ ​gist​ ​of​ ​the​ ​lines.
Encourage​ ​your​ ​pupils​ ​to​ ​say​ ​them​ ​for
family​ ​and​ ​friends​ ​outside​ ​school
PRACTISING​ ​NEW​ ​VOCABULARY
Eliciting​ ​language
Wh-​ ​questions:​ ​What'sthis? Questions​ ​using​ ​intonation​ ​only:​ ​A​ ​dog?
Questions​ ​using​ ​inversion:​ ​lsthis​ ​an
elephant?
Unfinished​ ​sentence​ ​questions​ ​with​ ​rising
intonation:​ ​This​ ​was​ ​a​ ​...​ ​?
​ ​Either/or​ ​questions:​ ​/s​ ​this​ ​an​ ​elephant​ ​or​ ​a
kangaroo?
Tips
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.
VOCABULARY​ ​GAMES
Instructions​ ​for​ ​games
Find​ ​a​ ​pair
An​ ​apple.​ ​Now​ ​I've​ ​got​ ​an​ ​apple,​ ​so​ ​I​ ​need
another​ ​apple​ ​...​ ​I​ ​need​ ​another​ ​apple.​ ​Oh
no!​ ​That's​ ​a​ ​banana.​ ​OK,​ ​l'll​ ​put​ ​them​ ​back.
Now​ ​who​ ​would​ ​like​ ​to​ ​try​ ​to​ ​find​ ​a​ ​pair-two
the​ ​same?
A​ ​shopping​ ​game
Good​ ​morning
Good​ ​morning
l´d​ ​like​ ​a​ ​kitten​ ​please.
Yes,​ ​of​ ​course.
How​ ​much?
Ten​ ​dollars.
Here​ ​you​ ​are.
Thanks.
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.
You​ ​should​ ​have​ ​three​ ​each.
Each​ ​pair​ ​should​ ​have​ ​six,
​ ​Check​ ​you​ ​have​ ​eight​ ​on​ ​each​ ​table.
Put​ ​the​ ​rest​ ​in​ ​a​ ​pile,​ ​face​ ​down.
Can​ ​you…
Will​ ​you...
...give​ ​them​ ​out?
...deal​ ​them​ ​out?
...share​ ​them​ ​round?
...mix​ ​them​ ​up?
...put​ ​them​ ​face​ ​down​ ​on​ ​your​ ​table?

16. 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?
Whoops!
Oh​ ​dear!
Watch​ ​out!
Careful!
Wait​ ​a​ ​minute!
Can​ ​you​ ​pick​ ​it​ ​u​ ​p?
Can​ ​you​ ​reach​ ​it?
Who​ ​hasn't​ ​got​ ​all​ ​six?
Who's​ ​got​ ​one​ ​missing?
Who's​ ​got​ ​one​ ​extra?
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
Tips
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​ ​introduced​ ​them​ ​so​ ​that
the​ ​children​ ​learn​ ​to​ ​use​ ​them​ ​actively.
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.
PRONUNCIATION​ ​OF​ ​NEW​ ​SONGS
Tips
ln​ ​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​ ​arms​ ​for​ ​wide​ ​mouth​ ​sounds-
​ ​Use​ ​other​ ​expressions​ ​when​ ​you​ ​are
playing​ ​the​ ​game​ ​'I​ ​spy'.
I​ ​can​ ​hear​ ​with​ ​my​ ​little​ ​ear​ ​a​ ​word
beginning​ ​with​ ​...
I​ ​can​ ​remember​ ​...​ ​I​ ​can​ ​remember​ ​a​ ​word
beginning​ ​with...
You​ ​can​ ​use​ ​this​ ​little​ ​activity​ ​at​ ​any​ ​time
and​ ​for​ ​one​ ​or​ ​two​ ​words​ ​to​ ​remind​ ​children
of​ ​sounds​ ​and​ ​vocabulary.
4A:​ ​​https://vocaroo.com/i/s0gXrIZjBNlv
4B:​ ​​https://vocaroo.com/i/s05W11Q2HAUx
4C:​ ​​https://vocaroo.com/i/s1RWfz2Mtcvk
4D:​ ​​https://vocaroo.com/i/s17IFTNSjT5g
4E:​ ​​https://vocaroo.com/i/s0gqxm4XTQH9

17. 4F:​ ​​https://vocaroo.com/i/s1PaFfn3Qx1g
4G:​ ​​https://vocaroo.com/i/s0Jj16NNjax1
Blog:​ ​​https://sarasnook.blogspot.com.es/