The document provides guidance for teaching English to young learners. It discusses using gestures, actions, and pictures to help children understand; allowing children to use their mother tongue for communication; and recasting what children say in English into proper English. It also recommends introducing English slowly with enjoyable activities, repeating familiar routines, and using drawings and pictures. Classroom management techniques include using proximity, developing relationships with students, and explaining expected behaviors in a positive way.

1. 1.- TEACHINGYOUNG LEARNERS
1.1.- FIRST LANGUAGE-SECONDLANGUAGE
If we knowhowchildrenlearntheirmothertongue,we willhelpushow toteacha second
language.
 Babies:Theylistenalotof sounds,respondfamiliarvoices,associatesoundswithwhat
theycan understandandsee,begintouse language tointeractwithothers,etc.
 Young children:Theysaywhattheyhearand pickup the accent of those aroundthem.
CARETAKERTALK: Adultstalkwitha little childrentohelpthe developmentlanguage.
Thissituationisexactlythe same atschool whenYounglearnersare learningasecond
language.
HELPING CHILDREN LEARN A NEW LANGUAGE
1. Use Englishinclassforcommunication.
2. Use gestures,actionsandpicturestohelpchildrenunderstand.
3. Let childrenuse theirmothertongue forcommunication.
4. Recastin Englishwhatchildrensaytoyou intheirmothertongue.
5. AnswerchildreninEnglishasmuchaspossible.
6. Talk a lotin Englishtoyourpupils.
1.2.- STARTINGYOUR LESSONSIN ENGLISH
The most importantthingisto speakEnglishineachsituationbecause childrenare goingto
acquire Englishbetterandfaster.
We have to diferenciate twokindsof teachers:
 Classteacher:A classteacherteacheseverysubject.
 Specialistteacher:ThisteacheronlyteachesEnglish.Youworkwithpupilsof different
agesand levels.

2. FIRST ANDSECOND
LANGUAGE
YOUNG
CHILDREN
BABIES
HELPING CHILDREN LEARN A NEW LANGUAGE
Use English in class
for communication.
Use gestures, actions and
pictures to help children
understand.
Let children use
their mother
tongue for
communication
Answer children
in English as
much as posible.
Talk a lotin English
to yourpupils.
Recast in English what
children say to you in
their mother tongue.

3. GREETINGS ANDFORMS OFADDRESS
Whenyouarrive to your school,youshouldtosay:
 Good morningchildren!
 Helloboysandgirls!
 Good afternoon everybody!
Andyour studentsshouldanswerwithsimilarsentences,butwithalittle diference.
 Good morningteacher!
 Helloorgood afternoonMiss,Mrs, Mr, Ms (firstname orsurname).
CHECKINGATTENDANCE
 Let´s take the register.
 Let´s checkto see whoishere.
 Is everybodyhere?
 Who ismissing?
 Let´s countto see if everybodyishere.
GOOD MORNING CHILDREN!
HELLO BOYS AND GIRLS!
GOOD AFTERNOON EVERYBODY!
GOOD MORNING TEACHER!
HELLO MR HERRERA!
GOOD AFTERNOON, ÁLVARO!

4. WAYS OF STARTINGLESSONS
CHECK ATTENDANCE REARRANGETHE CLASSROOM
SINGA SONG DO QUESTION ROUTINES
TAKE THE REGISTER
PLAY A GAME
LET´S COUNT IF EVERYBODY IS
HERE! COUNT WITH ME!

5. CLASS TEACHER
SPECIALIST TEACHER
WEAR SOMETHING
SPECIAL DURING THE
LESSON
DO SOMETHING
DIFFERENT SO
THAT EVERYONE
KNOWS IT´S TIME
FOR ENGLISH
PUT UP A
PICTURE THAT
CHILDREN
ASSOCIATE WITH
ENGLISH
STAND IN A
DIFFERENT PLACE

6. 1.3.- ORGANIZINGYOUR CLASSROOM
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!

7. 1.4.- ENDING YOUR LESSONS
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 THE NEXT DAY,
THERE WILL BE MORE!
OK, CHILDREN, MAKE A LINE TO SAY GOODBYE,
FOLLOWING THE LEADER!!
OK, IT´S BREAK TIME. SO YOU CAN GO OUT TO PLAY.
BUT FIRST, LINE UP QUIETLY BY THE DOOR!

8. USING ENGLISH FOR CLASS ORGANIZATION
PREPARE TO SAY ALL OF
THIS IN ENGLISH
USE WALL CHARTS OR
POSTERS TO HELP
CHILDREN

9. INTRODUCE ENGLISH SLOWLY
WITH ENJOYABLE ACTIVITIES.
SUPPORT WHAT YOU SAY WITH
GESTURES, ACTIONS, MOVEMENTS
AND FACIAL EXPRESSION.
REPEATING FAMILIAT ACTIVITIES.
REPEAT IN ENGLISH WHAT THEY
SAY IN THEIR MOTHER TONGUE.
USE DRAWINGS AND PICTURES.

11. https://vocaroo.com/i/s0kzdu5kpAgH
https://vocaroo.com/i/s0J04vz2qzZv
https://vocaroo.com/i/s0qBUoT1Uz0p
https://vocaroo.com/i/s0rSj1zqiXtM
https://vocaroo.com/i/s12LYnacORn6
https://vocaroo.com/i/s1426rTsXqaS
https://vocaroo.com/i/s0YK2uySs2Qn

12. UNIT 2.- DEVELOPING SOCIALSKILLS
DEVELOPING SOCIAL SKILLS
CLASS ROUTINES
GREETINGS AND
GOODBYES
 PARTICIPATEIN A STORY
 NOT SHOUT
 IMPORTANCEOF SWITCHINGOFF
LIGTHS, THROWING PAPERIN THE
BIN AND OTHER GOOD MANNERS
 TRYING TO TIDY UP ANDHELP
 SAY GOOD MORNING,
AFTERNOON,HELLO,ETC.
 HOW ARE YOU? I´MFINE,
THANKYOU
PERSONAL HYGIENE
AND HEALTH
FEELINGS
 SWEETS = DECAY
 IMPORTANCEOF BALANCEDDIET
 RESPETING DININIGRULES
 EAT FRUIT
 PROTECTION FROMTHE SUN
 DRESS THEMSELVES
 DAILY ROUTINESABOUT HYGIENE
 EXPRESSLOVE FOR FAMILY
 EXPRESSFEELINGS: SAD,HAPPY,
SHY, ETC.
 PLAY DIFFERENTROLES AND
EXPRESSEMOTIONS
 VALUE THE FRIENDSHIP
 HAVEPOSITIVESELF-ESTEEM

13. DEVELOPING SOCIAL SKILLS
BEHAVIOUR PATTERNS SHARING AND PARTICIPATING
 LEARN TO CHOOSE
 LISTEN CAREFULLY
 SAY PLEASE,THANKS,SORRY…
 ACCEPTTHE CONCEPTOF LOSING
ANDWINNING
 AVOIDDISCRIMINATION
 PROMOTE HABITS: EFFORT,
ATTENTION,CONSTANCY…
 CORRECTINGERRORS IS PARTOF
IMPROVING
 HELP AND COOPERATE
 SHARE CLASSROOMEQUIPMENT
 ENJOYTIDIYING UP
 HELP IN CLASSANDIN HOME
 TAKE PLEASURE IN GIVINGPRESENTS AND
GIVINGTHANKS
 FOLLOW THE RULES IN A GAME
 ENJOYPARTIES
SHOWING RESPECT
FOR PEOPLE
 IMPORTANCEOF TAKINGTURNS
TO SPEAK
 AVOIDSEXISTSTEREO-TYPES
 INTEREST IN OTHER CULTURES,
PEOPLES,PLACES…
 HAVERESPECT FOR OTHER
PEOPLE´S PERSONALSPACE
FOR ENVIRONMENT
 APPRECIATEPLANTSANDANIMALS
 LOOK AFTERLIVINGTHINGS
 BE AWARE OF ROADSAFETY
 KNOWTRADITIONSSUCH AS CHRISTMAS
 SHOW CURIOSITY ABOUT ENVIRONMENT
FOR THINGS
 TAKE CARE OFCLASSROOMEQUIPMENT
 USE DIFFERENTAREASOF THE CLASS
CORRECTLY

21. CLASSROOMMANAGEMENT
USING LOW-KEY MANAGEMENT TECHNIQUES
 Use the “one-minute-talk”
technique.
 Use proximity.
 Developagoodrelationship
withyourunwilling
students.
 Move aroundthe
classroom.
 Use gestures.
 Anticipate
misbehavior.
 Adoptthe steppingon
my lastnerve
technique.
 Explainthat
misbehaviorisa
harmful way.
 Make positive descriptionsof expectedbehaviors.

22. MAKE SMOOTH TRANSITIONS
Simplicity of directions
Consistency of
directions
Organization of
actions
Reinforcement of
behaviors
Exactness of
directions
AIDING STRUGGLING STRAGGLERS
 Try to findwhyyour
studentshave lackof
confidence,physical
fatigue,etc.
 Reassessthe needsof a
student.
 Reinforce partial
completions.
 Make a listof the
importance tasks.
 Offerindividual tutorials.
 Explainthatyouexpect.
 Encourage to helpeach
other.
 Keepparents informedof
your effortstohelpthe
straggler.

23. DEFUSING A POWER STRUGGLE
 Studentsshouldwrite ordrawhow
theyfeel.
 Studentsshouldwalkforalittle time
inorder to calmdown.
 Maintainproximity, eyecontactanda
calm voice whenspeakingtothe
student.
 Invite the studentto take air outside
classroomwithyou.
 Avoidmakingstatementsas“Iknow
how you feel”.
 Take time yourself whenyouare
angry.

24. UNIT 2.- LISTEN AND DO
2.1.- GIVING INSTRUCTIONS IN ENGLISH
You are an Englishteacher,soyouhave to give themthe instructionsinShakespeare´stongue.
Obviously, you can help with gestures and demonstrations.
2.2.- LISTENING AND IDENTIFYING
LISTEN AND IDENTIFYING ACTIVITIES
 Childrenare practisingabasiclanguage skill.
 Acquiringmeaningandsoundtogether.
 Developingvocabulary.
 Making sense of Englishwordsandphrases.

25. For vocabularydevelopment youshoulduse the classroomandall the things that children can
see. Children can draw the objects.
For grammatical awareness you use these kind of activities for distinguishing singular and
plural and gender pronouns. It is useful to make pictures of a storybook.
2.3.- LISTENINGAND DOING,TOTAL PHISYCALRESPONSE
TPR iswhenchildrenfollowasequence of instructionsanddoingwhatthe teachersays.
The teachertellsthe pupilswhattodo,supportingwithactionsandgestures.
The pupils have tolistenthe instructionsandenjoydoingthe actions.
2.4.- LISTENINGAND PERFORMINGMIMING
Mimingismore complex thanTPRactivitiesbecausechildrenhave freedomtobe creative.
Childrenhave tobe familiarwiththe topicthatyouare goingto describe.Mime isgood
strategyfor readingstories.
Theycan work inan individualorgroupway. There are a lot of tasks thatyou can do withyour
studentsthroughmiming.
Physical breakchants:
 Use picturestohelpthe childrenrememberthe
meaningof the words.
 Use movementsandgesturestohelpthemenjoythe
chant.
 You can remove the pictureswhentheyunderstand
some words.

26. 2.5.- LISTENINGAND RESPONDINGGAMES
Playinggamesbuttheyhave tolistencarefully.These gameshelp childrenhave funandmake
themlistenwhilethe teacherisspeaking.
Listeningandresponding:
 Explainthe game inyourmothertongue and afterthat inEnglish.
 Make the instructionsmore complex whentheyare improving.
 Finally,childrencangive the instructionsof the games.
UNIT 3.- LISTEN ANDMAKE
LISTEN AND MAKE
 Childrenhave to
make decisions.
 Theyhave more time
to think.
 Opportunityforcooperation
betweenlearners.
 Theyhave somethingto
take home at the endof
the class.

27. HOW TO PREPARE FOR LISTEN AND
MAKE ACTIVITIES
BEFORE THE LESSON
 Prepare the topic.
 Collectthe things
youneed.
 Clearup inEnglish
whatand howthey
have to make it.
 Thinkof gesturesand
actionthat will help
them.
 Think of thingsthattheyare
goingto say inSpanishand
recast commentsand
questionsinEnglish.
HOW TO SET UP LISTEN AND MAKE ACTIVITIES
 Introducingthe topic.
 Explainwhattheyare
goingto do or make.
Use gesturesand
actionsif you need.
 Repeatthe instructiontothe whole group,
small groupsand individual.
 Go around the classroom, reinforce the
instructionsandcommentwhattheyare doing
or makinginEnglish.

28. 3.1.- LISTEN AND COLOUR
Theyare goingto do activitieswithcolours,sotheyhave to focusinwhat the teacherisexplain
about the activity and how to use the different colours and materials.
MAIN IDEAS:
 Comment positively on each child´s task.
 Use flashcards for colouring and they can use it for another game.
 Use drawings of living thigs, clothes, food which can be cut out.
 Finally, activities are going to be more challenging.
3.2.- LISTEN ANDDRAW
In these kindof activities,the teacherisgoingtogive themsome instructionsfordrawinga
specificpicture.Thustheyhave topayattentioninwhatwe are sayingandafterthat theyhave
to try to draw it.
Then,theyhave to compare theirpicturesandthe teachermustgo round andtalk to themin
Englishabouthowtheyhave done it.
3.3.- LISTEN ANDMAKE
There are a lotof thingsthatchildrencanmake inclass,such as greetingcars(Valentine´sday,
Christmas,Easter,Mother´sday,etc.).Alsotheycan make some specilal inaclassmate´s
birthday,Spain´sdayor UnitedKigdom´sday,etc.

29. SPEAKINGWITH SUPPORT
In thisunit,we are goingto see howstudentstryto speaksome English.
Teachershave to supportthem:
 By usingEnglishascaretakertalk.
 By listeningcarefullyandnotinterruptingthem.
 By encouraging tospeakinEnglish.
USING CLASSROOMPHRASES
Theyask you questions andtell youthingstheywantyoutoknow.
Theylearnexpressionswhichyouuse duringyourEnglishlesson.

30. Whenchildrenlearntheirmothertongue,theyhearphrasesandunderstandthe general
meaningbefore theyunderstandindividual words.
Onlywrittenlanguage isdividedintowordsandsentences.
Theyhear connectedsoundsbeforetheyseparate themintoindividual words.
Theyhear intonationpatterns,andsoundsorwordsare stressed.These are the soundsthey
will sayfirst.

31. SAYINGRHYMES ANDSINGINGSONGS TO PRACTICEPRONUNCIATION,STRESSAND
ENTONATION.
Childrenlikesingingandperforming,soourjobas a teacherisprovidedthemthese kindof
activitiesinordertolearna real English.
You can use chants, songs,rhymesinyourlesson:
 For enjoyment.
 As part of your teachingplan.
 As a change inactivity.
 To revise vocabulary.
 To connectwithnewor familiartopics.
 For drama and to practise punctuation.
A songor a rhyme should:
 Suityour pupilsage groupandtheirinterests.
 Match theirlevel of English.
 Have a catchy,easyto remembermelody.
Childrencansingandperforma song whentheyare familiarwiththe rhymes.Thiswouldbe a
goodgroup activityandtheywouldworktogether.

32. PRACTISINGNEWVOCABULARY
Whenyou introduce newvocabulary,youcan:
 Encourage themto repeatit.
 Use pictures,soundsandotherresources.
 Use gestures,movementsandactions.
 Repeatnewwordsas oftenasposible anduse themincontext.
SONGS, RHYMES AND CHANTS
Start with short
rhymes and chants
Make sure children
understand the main
idea of the song
Encourage childrentosingthe song
outside school
Look for songs with a
learning topic
Use instruments

33. If your pupilscannotreadyettheyhave to rememberthe wordas a sound.
If theycan read,itis betterif theyfirstrememberthe soundof the wordandthen
learnthe spelling.
PLAYINGVOCABULARYGAMES
Guessinggamesandmemorygamesare useful tohelpchildrenbecomefamiliarwith
new vocabularyina enjoyable way.
Showchildrenhowtoplaythe game andgive instructionsinEnglish.
Use differentkindof games,butyouhave touse the same vocabulary.
Childrenhave touse the newphrasesandvocabularya lot,so youshouldprovide
themthe opportunitiestouse it.
PRACTISINGPRONUNCIATION OFNEWSOUNDS
Childrenacquire pronunciationandintonationnaturallybylisteningtoyou.
In the classroom:
1. You can put inorder picturesof wordswiththe same sound.
2. If the childrencanread, add the writtenwordunderneath.
3. Use actionsto helpchildren.