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CLASSROOM LANGUAGE JOURNAL Rocío Fernández García de Prado [email protected] 654 66 33 11

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Page 1: Classroom Language Journal

CLASSROOM LANGUAGEJOURNAL

Rocío Fernández García de Prado

[email protected]

654 66 33 11

Page 2: Classroom Language Journal

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INDEX

1. Lesson Language

1.1 Greetings & Starting the Lesson1.2 Organizing the Classroom1.3 Ending the Lesson

2. Developing Social Skills

2.1 Behaviour Patterns2.2 Feelings2.3 Personal Hygiene & Health2.4 Showing Respect2.5 Sharing & Participating2.6 Tying shoelaces

3. Listen and Do

3.1 Giving Instructions3.2 Listening & Identifying3.3 Listening & Doing – Total

Physical Response3.4 Listening & Performing – Miming3.5 Listening & Responding games

4. Listen and Make

4.1 Listen & Colour4.2 Listen & Draw4.3 Listen & Make

5. Speaking with support

5.1 Using Classroom Phrases5.2 Rhymes & Sons to Practice:

Pronunciation, Stress andIntonation

5.3 Practice New Vocabulary5.4 Playing Vocabulary Games5.5 Practicing Pronunciation of New

Sounds

6. Speaking More Freely

6.1 Cognitive Development &language Learning

6.2 Starting to Speak Freely –Eliciting Personal Information

6.3 Speaking Games6.4 Children Speaking in Groups

7. Reports

Total Physical Response Sample Lesson Classroom Management

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1. LESSON LANGUAGE

When children start school they already have good control of their first language besidestheir short age and can make themselves be understood. Their “expertise” in thelanguage is due to the fact that since they are born they are being exposed to thatlanguage 24/7, this helps them acquire their first language.

So if very young children are able to communicate, meaning this they have successfullyacquired their first language, why not help our students acquire a second language thesame way?

There are similarities in the role parents and teachers when it comes to helping thechildren acquire a language. In both cases the adult is the one who does most of thetalking, much more than the child and they both provide a secure, encouraging andsupportive environment which will make the child feel confident to try out the language.

More specifically teachers will have to take into account that their students will:

Only acquire the language they hear around them. Need to hear a lot of English Look on us, their teacher as their new carer. Listen to us and make sense of what we say. Sound like the people they listen to.

Recording 1A:

Journal Audios\Lesson 1\1A Eliciting.3gpp

• Hear voices from the time they are born.• Respond to the voices of their mother, fathere or carer.• Listen to a lot of sounds.• Play with the sounds and practise making sounds• Begin to assosiate sounds with what they see and

understand.• Begin to use language with others and get what they want

Babies

• Say what they hear others saying.• Pick up the accent of those around them.

YoungChildren

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I. Caretaker talk: Simplified language, sentences and vocabulary in order to helpacquire language naturally. Anyone who interacts with young children willintuitively modify their language. It can come from older siblings too.

Use English in class as the main language for communication. Use gestures actions and pictures to help understand. Children need to talk to learn – Let the use L1 specially to start. Recast in English what they say in their mother tongue. Answer in English as much as possible. Use mother tongue for support when you do a new activity or

if no one understands. Talk about: where things are, what they are doing and what

they will do next, pictures or things they can see….

Out of this we take that in order to help our students acquire English we have to speakEnglish from the very first minute we get to class until the last one. This leads to differentpoints with language we can use depending on the point of the lesson we find ourselvesin: Greetings & Starting the lesson, Organizing the lesson and Ending the lesson.

Caretaker talkfeatures:

Repeat phrasesalready said

Keep child's attentionby asking questions

React positively towhat the child says

Recast, Adds to,Improve what they say

The more English they hear the more they will learn

They will learn gradually. NOT PERFECT START

TEACHERTIPS

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1.1 Greetings & Starting the Lesson

Whether we are class teachers or specialist teachers we always have to say hello to ourstudents when we come into the classroom. Here are some ways in which we can greetand address to our children and ways for them too.

Greeting Language:

Recording 1B: Journal Audios\Lesson 1\1B Greetings.3gpp

Recording 1C: Journal Audios\Lesson 1\1C-A Question of Routine.3gpp

After saluting we can start our lesson in many different ways. We can use some fix

activities such as checking attendance and combine them with rhymes,

songs and games to wake them up and get them moving or just

to get their attention.

GREETINGS- Good morning,

- Good afternoon,- Hello,

WAYS OF ADDRESSINGChildren

EverybodyBoys & girls / Girls & boys

TEACHERGREETINGS

- Good morning,- Good afternoon,

- Hello,

WAYS OF ADDRESSINGMiss/Mrs/Mr/Ms +

surname.First name.

Teacher.

CHILDREN

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Checking attendance Language:

Let’s call the rollLet’s take the registerLet’s check to see who is here.

Remember to answer with “I’m here”

Thank you, everybody.

So, everyone is here except….So, only two people are away.

Is everybody here?

Is anyone away?No-one is absent today?Who is missing?

Let’s all count to see ifeveryone is here – girlsfirst, then boys

Oh good……., you’re back.Nice to see youAre you all right now?

Oh…… is away. Who knowswhy?Is he/she ill?

So, how many is …. And ….?Ok… Yes?So that is …. altogether

Maybe he’s gone to thedentist. What do youthink?

Is that more thanyesterday? Or Less thanyesterday? Or the same?

Ways of Starting a Lesson Langugae

Checkattendance

take theregister

Say a rhyme

Sing a song:Hello, weatherdonsg, days of

the week..

Play a game

Do questionroutines

Rearrange theclassroom

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1.2 Organizing Your Classroom

Everyday Instructions Language:

CLASS TEACHER SPECIALIST TEACHER

Do something different so they know

it’s time for English

Plan something familiar in English at the

beginning of the lesson – easier teacher

change

Wear something special during the

lesson: badge ….

Use a special name chart to check

attendance

Stand in a different place or arrange

the room differently.

Prepare routine that the children like:

songs rhymes.

Put up pictures or get out toys

children will associate with English.

TEACHERTIPS

Move thetables back

Put all yourthingsaway

Turn back toface the

front

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1.3 Ending the Lesson

Ending Lesson Language:

Make a list of classroom language for each activity.

Prepare to say all of this in English during the lesson.

Use song & rhymes when you change activity

Encourage pupils to use English for routine classroom

requests by praising any effort they make.

Use wall charts/ posters to help remember what they are

doing in the English class.

1. Ok, that’s all for now2. We’ve no time for anything else –

don’t do anymore3. Now stop! We haven’t enough time to

finish… So stand up4. That’s all for today. On Monday

there’ll be more5. Children, make a line to say good bye,

following the leader. Bye bye.

6. Just one more thing before you go tobreak.

7. Ok, pick up all your things- and put thebook in the cupboard.

8. Just one more time and then that’s it.9. It’s break-time, but first line up quietly.

TEACHERTIPS

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1.4 Very Young Learners & Young Learners

Very younglearners

Introduce English slowly withenjoyable activities.Support with gestures,movements, facial expresssions.Help the children feel secure.Repeat in English possible L1.Use a puppet that "doesn'tunderstand Spanish".Drawings and photos.Tell lots of stories using pictures.

Young learners

Adapt the approaches udes withVYL and:Explain in L1 why usin English inthe lesson.Teach the class useful phrasesabout language use.Plan for success and positiveexperience.alk about own experiences.

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2. WORKING SOCIAL SKILLSIt’s necessary to develop social skills in children in order to build a certain profile person

as we will be trying to create a community. By using this displays with classroom ruleswe will be creating habits with the remember to caption.

2.1 Behaviour Patterns1. 2.

3. 4.

5. 6.

7. 8.

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Self-control: My indoor voice

2.2 Showing Respect

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2.3 Feelings

Thins song will help feelingswith young students.

Feelings song.mp4

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2.4 Personal Hygiene & Health

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2.5 Sharing & Participating

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2.6 Tying shoes

Shoelace video rhyme.mp4

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3. LISTEN AND DO

By using listening and do activities we are promoting an active and enjoyable acquisitionof the English language and will help us maintain our students’ attention and engagedtowards the activities and therefore the learning of the language.

Using the language for a purpose, we will be using real language the student will be ableto use as well in any situation outside the English classroom. It will also help him t betterand absorb sounds patterns more naturally for a future better pronunciation.

When we ask our students in English to do something we are giving them opportunitiesto show they are understanding each time they follow the instructions given as at firstthey might not be able to speak in English and they are preparing to do so when they areready. They also use non-verbal clues to interpret our message.

3.1 Giving InstructionsBasic everyday instructions like the ones used in between activities and when we areorganizing our children are important as they are easy to learn and it’s a way to start offteaching them English. At first we can use gestures instead of translating to their mothertongue, but they will quickly learn what it means and will not need them.

Ways of organizing children in the classroom language:

SITTING DOWN &STANDING UPCome in please and sit

down.

Sit down now please

Seat down at yourtables/over there.

Turn round and face thefront.

Stop talking now and listencarefully.

Please stand up, and don'tmake too much noise.

Everybody up! Stand still!

Stay in your places! Staywere you are.

MOVING AROUND..... can you come here

please?Come out here to the front

of the classGet into a line. Stand in a

lineI wnat you to make 2 lines,along here. Nice and

straight!One behind the other.

Move up a bit. Comeforward a bit.

A bit further apart, not tooclose.

Can you make a circle? Niceand round.

Now go back to your places

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3.2 Listening & IdentifyingListening activities can help:

Practice basic language skill – LISTENING Make sense of English words and phrases. Develop the children’s vocabulary Acquire meaning and sound together.

This type of activities can be used to promote the development of vocabulary and toinitiate the students in grammatical awareness.

For Vocabulary Development

We can use the following: The child can see: charts, displays, pictures, flashcards… Cuisenaire rods, colored bricks Objects they can bring: toys, food… Objects they can draw or create with craft material.

There are two stages to these activities:

1. Talking about the thing we want them to learn2. Asking them to point or show the thing when we name them.

We want them to associate the phrase we are saying to the object theyhave in their hands. Later, once they are confident in this association level,we can make them repeat and eventually they will say it on their own.

Repeat a lot. Keep everything moving quickly. Change the language as when asking the children for

different things.

For Grammatical Awareness

With this type of activity, we can focus on basic grammatical concepts suchas distinguishing singular and plural, gender pronouns and even adjectiveposition in English sentences. Little by little they will acquire a feeling ofwhat is grammatically accurate without the need of a formal explanation.

TEACHERTIPS

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Being good- Positive approach to discipline language:

Please stop talking now – Calm down…. Much better

No more talking for a while.

Good you lot. Nice and quiet.

We need to be quieter to hear….

Lots of hands raised. Excellent.

3.3 Listening & Doing – Total Physical ResponseTotal Physical Response is a great approach to start using English. Children learnEnglish by being exposed to the language and learn it its learnt best when the it isaccompanied by doing things physically. The first stage is for comprehension andtaking in the language, it is called silent period and then they produce.

Here are some examples of Total Physical Response activities:

Follow the leader: See & Understand together.

Topic based: Vocabulary practice

TPR Routines: Wake them up or have a break

TPR for Arranging the class: Get them used to directions.

Listen carefully toinstructions.Enjoy doing theactions.Groups orindividually.

TEACHER Do not have tospeak.Understandingbecause movementand language gotogether.

PUPIL

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3.4 Listening & Performing – MimingMiming means acting silently without speaking. We can introduce this activity whenstudents are familiar with the vocabulary of a specific topic. As it requires this previousknowledge from them, miming is more complex than a normal TPR activity.

FREEDOM PROMOTE CREATIVITY

TOTAL PHYSICALRESPONSE

TPR WITH BIG CLASSES

The first time we canexplain in their mothertongue, before starting theactivity.Simple actions

Divide the class intogroups depending on thespace.Groups waiting will bewatching listening andlearning too.

MIMING One instruction at a

time Pretend you are… Increase nº of

instructions as theyprogress

Activities can be simpleor more complex

Using real thingsmakes it more realistic

Statues game. Use mime as a

speaking activity todescribe what it ishappening.

Groups or individuallyand the rest mustguess.

TEACHERTIPS

TEACHERTIPS

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Miming to Rhymes and Chants:

Listening and miming helps children understand during the process of learning rhymesand chants.

Physical Break Chnts Use picture to help remember the

meaning of the words Use movements to help

understand Use big gestures to help enjoy the

chant Once they understand some

words pictures can be graduallyremoved

Change the chant by: Putting in different animals or

things to mime Making it shorter or longer Letting individual children do

actions.

Turn giving language:

3.5 Listening & Responding games

If we want to extend practicing listening skills, we can play games that will demandattention and careful listening to understand the instructions and how the game goes.With these games children are having fun are the same time they are listening to youspeaking English.

We could play the following:

Everybody all of you…. Ready?

Just this row

…..Team… you start, then….

…..Team your turn next

You two, then you two next.

……. Your turn.

Anybody else? Hands up..

One at a time… don’t shout out

Class… this half first

Back row, then front row

Second, third….

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Right or Wrong / True or False: Instruction Language:

Simon SaysWe can change the word “Simon” to “teacher” or the name of a pupil to make itmore persona and motivate them. It is a great game as they must listen verycarefully to find out whether they should respond or stay still. It can be playedstanding up or sitting down depending on the instructions “Simon” gives.

If it’s true / I’m right:

Clap once Nod your head Shout out YES Put one hand up

If it’s false, not true / I’m wrong

Clap twice Shake your head Shout out NO Put both hands up

TEACHERTIPS

Explain in their mother tongue before starting andthen again in English.

Once they get good at it make instructions morecomplicated.

Children can give the instructions.

Listening activities need action as a response to check understanding

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4. LISTEN AND MAKE

Listening and making activities help interaction in English between teachers and studentsand it is a perfect way for children to absorb more real language that they will be able touse in their everyday life. There are so many activities that they are suitable for all levelstoo. They involve children in a more creative process in which:

Children have to make decisions. There is more time to think and comment

Opportunities for co-operation betweenlearners

They have something to take home at theend.

4.1 Listen & ColourMake sure students have all the materials they need before starting.

How

to p

repa

re

Prepare what to sayabout the topic ortheme.

Collect things needed

Practice explaining inEnglish: what & how

Gestures to supportunderstanding

How to recast possiblemother tongue. Ho

w to

set u

p

Introduce the topic ortheme.

Explain in English andshow them what theyhave to do.

Repeat your instructions:

1. Whole class2. Small groups

3. Individually

Move around while theywork and comment ontheir work.

Let them help give out andorganize materials.

DISPLAY all children’s work POSITIVE comments:

That’s lovely! I like…..! Plain flashcards to colour Animals, food, clothes that

can be cut out

More challenging:- 2 pictures, 2 instructions- Give alternatives.- 2 halves different

instructions each.

TEACHERTIPS

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Explaining and Demonstrating Language:

Asking for Helpers and Giving Things Out Language:

Today we are goingto

do some colouring.do some drawing.do some paintingdo some sticking.

Look, like this…

Look at what we are going to make.

Next, we are goingto

make a monster. Here’s one Class 3 made.Look, here’s a picture for you to colour.

Over the next fewlessons we aregoing to

make an Easter Card.colour some animals.make a farmmake 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, soyou’ll see.

what I mean,what it might be like.What to do.How to do it.

I need two helpers, please. So, can you give out these pictures? Oneeach.

Who’d like to help? You three? Fine. Can you pass round these sheets of paper? soeveryone has one?

………., can you help me? Can you give out the cards? Three for eachtable.

………., you can help me. Hand these back down your rows.Can you find the boxes of crayons and givethem out?Can you collect in the cards? Thanks.

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4.2 Listen & DrawChildren can draw without instructions but that is not what we are looking for. Once

they have drawn we can:

Talk about things in them to the whole class Put 2 up on the wall and ask about the differences

¿How many differences can you find? Make up a story about what is happening or might happen.

Phrases Describing Position Language:

On the left

In the middle, a bit to the left

In the corner, at the front

At the top of the tree

At the back

Next to the tree

Right at the front of the picture

Behind the tree

On the right

In the middle, a bit to the right

In the corner, at the back

Under the tree

At the front

By the bus stop

In the background, far away

In front of the tree

TEACHERTIPS

After drawing let them compare pictures andcolour quietly.

Go round and talk to students in English asthey colour and comment on their work.

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Asking Who Wants a Turn Language:

Who wants to start? Hands up!

Whose go is it?

Whose turn is it to do a mime?

One more go. Who wants the las

go?

……. team? But you started last time.

……...again? But you’ve just had a

go.

Who has still not had a turn?

Who still wants a go?

Which group has not been?

4.3 Listen & Make

There are so many things children can make and with so many different materials, suchas plasticine, clay, paper and card…. Special occasions like celebrations and festivals aregreat to do these things which children love making.

PersonalEvents

SchoolEvents

FestivalsSpecial

days

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Making greeting cards.

Very popular in English speaking countries in special days:

Christmas Valentine’s Day Mother’s Day Father’s Day Easter Birthdays

Materials & Where they are kept Language:

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……

Pencils, crayons, felt-tipped pens, markers,

Rulers, paints, paint-brushes, scissors,

Glue, plasticine, play-dough, paper,

Card, cleaning cloths, sponges…In boxes, in packets

In jars, in envelops

In plastic tubs, in folders

On the shelf, on top of the cupboard

On the top/bottom/ middle shelf in the painting corner

In the cupboard in the book corner

On the tray in the corner near the rubbish bin

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Demonstration Language:

We’re going to do it thisway….

One between two desks… No…... Ok I’ll show you...

Now look… see the line… Look, cut like this. Only cutthat bit….

Ok, fold it like that…

Cutting: round, up, down, on

MAKING THINGS Let children: Become familiar with

names of material. Take charge of

materials Find materials where

they are kept

Talk to small groups whilethey work

TEACHERTIPS

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5. SPEAKING WITH SUPPORT

Our aim now is to get our students responding and speaking in English and graduallyleaving aside their mother tongue. To do this we need to encourage them by praising alltheir efforts to communicate in English and listening carefully: not interrupting all thetime to correct their errors.

So again:

5.1 Using Classroom PhrasesThe best thing we can do is introducing useful classroom phrases in situations wherethey are normally used. We will be creating a context in which those phrases can beused and therefore helping the child’s memorizing process.

What Learners Need to Say and Ask Language:

CHILDRENI haven’t got…

I’ve lost…

I’ve forgotten…

Look i’ve got….

….my pencils.

… my coulours.

… my book.

a new bag/pencil case.

some new felt tips.

Excuse me! Can you helpme?

Please Miss! Is this right?I don’t know what to do!

Please can I ask in Spanish?

TEACHER

Has anyone seen___’s ___?

Can someone lend____ a___?

Who’s got a spare____?

Don’t worry I’ve got s

spare____.

Did you leave it at home? Nevermind.

Here’s one. Here you are.Go and get one from my table___ can __ look at your book?

Can he share with you?That’s lovely. Who gave you that?

Yes, Of course, justcoming.

Wait a moment, I’mhelping___. Yes, what do

you need?That’s fine like that.

Yes… What do you need toknow?

The more English they listen, the better:

Actively Learning Acquiring: understanding meaning Absorbing: pronunciation and intonation

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5.2 Rhymes & Songs to practice: Pronunciation,Stress, Intonation

Rhymes and songs are an excellent for initiating children into a new language as they willlisten them and try to sing them by imitating the sounds they here the best they can. Thiswill give them a sense of achievement. As teachers, we should take advantage of theirwillingness to sing, move, participate and learn new songs.

We can work with songs in many ways: the whole class, in big/small groups, differentvolumes, pitches, and this will offer plenty of new language.

How Loud? Language:

1. Now say it very slowly and quietly.

2. Ok, everybody whisper it! Just whisper!

3. Each person/group can take turns to shout their part.

4. Normal voices, nice and clear. Not too loud, not too soft.

5. Can you say it quietly, but very fast?

REPEATING leads to:

Getting used to saying English sounds Practising intonation patterns Gaining confidence.

TEACHERTIPS

Short rhymes at first. Related to topics they are learning. They should understand the general meaning. Play with sounds Simple instruments Encourage practicing them outside school.

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5.3 Practicing New VocabularyWhen we introduce new vocabulary, we can help our learner become familiar with itby:

Making them repeat it. Use gestures and the senses. Coloring pictures of the new word. Use those words in a context.

What this golden rule is trying to sum up is that even if our students know how to read itis always preferable they remember the sounds of the word first and then learn thespelling. With this we will be trying to avoid our students start reading as if it were theirL1.

Eliciting Vocabulary Language:

1. Wh- questions: What’s this?

2. Questions using intonation only: A dog?

3. Questions using inversion: Is this an elephant?

4. Unfinished sentence questions with rising intonation: this was a____?

5. Either/or questions: Is this an elephant or a kangaroo?

GOLDEN RULE: Always sounds first

TEACHERTIPS

Class DISPLAYS and memory aids Prepare to teach in a meaningful way, linking with topics

they are familiar with.

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5.4 Playing Vocabulary GamesPlaying vocabulary games is useful to aid children in the process of becoming familiar andmemorizing the new vocabulary, in a fun and attractive way.

In our games, we can use objects, pictures and actions to get the managed. When weexplain how the game works they are listening English that is being used for a realpurpose of their everyday life as it is playing and they will be able to use.

Finding pairs:Cards are facing down, they have to

pick up two cards with the samepicture.

Shopping games:Act put as shop assistants and custoers

in different shops.

Happy families:Card game, in groups of 3/4 they haveto colletct 4 cards of the same family

or topic.

VOCABULARY GAMES

Show children how toplay the game and giveinstructions in Englishmeanwhile.

New words/phrasesneed to be used a lotafter being introduced:

Use lots of differentgames but use the samevocabulary.

TEACHERTIPS

GOLDEN RULE: Active use of NEW vocabulary

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Instruction for Games Language:

Here are somecards.

These are picturecards.

These are wordcards.

Here are some cardswith phrases on.

Here are some cardswith actions on.

Can you…

Will you…

…. give them out?

…. deal them out?

…. share themround?

…mix them up?

…put them facedown on your owntable?

Yous should have___ each.

Each pair shouldhave____.

Check you have____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?

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?

Shopping game: Advanced LearnersCan I help you? What colour?

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5.5 Practicing Pronunciation of New SoundsPronunciation and Intonation are acquired naturally y listening to the language e absorbthe sounds but they will not produce perfect sounds at first. They will need to try out thelanguage, by mimicking and playing with it, with its sounds to achieve a goodpronunciation. So, the younger they start the better. They will be also in the first stagesof acquiring their mother tongue, therefore it will be easier for them to absorb the soundsand get their mouths used to the different positions for a natural pronunciation.

TEACHERTIPS

IN THE CLASSROOM: You can arrange pictures of words with the

same sound. If they can read, add the written word

underneath Use actions to help children remember face

movement that produces the sound.

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6. SPEAKING MORE FREELY

This section is about how to help students speak for a longer time and more fluently. Todo this we can:

Support & Encourage while they speak. Showing them how to ask and elicit. Playing games that encourage interaction. Using topic vocabulary, they are familiar with. Teacher led activities Pair work Group work

6.1 Cognitive Development and Language LearningChildren as learners.

It is fundamental we think of the child as a whole, get to know their interests and whatthey already know to be able to build on and extend that knowledge, promoting curiosity.This will help their cognitive and educational development.

Children as language learners.

LEARNERS NEEDS: TEACHER CAN: Hear clear pronunciation and intonation. Feel successful. Plenty of opportunities to communicate. Enjoy efforts made to speaking English. Know they have achieved something

useful.

Speak a lot of English React to the meaning of what they are

trying to say. Encourage by showing them that what

they are saying is important. Approval of all pupil’s speaking Fun activities that have a GOAL and END

PRODUCT to feel proud of

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6.2 Starting to Speak Freely – Eliciting Personal Talk

Children enjoy very much talking about themselves: hobbies, families…and listening totheir peers do the same.At first, we can start with teacher led ativities and onces they are confident we can followasking the children to ask questions to each other. So normally the initiation and followup moves are these:

Initiation: question from the teacher Response: comes from the children Follow up: feedback from the teacher

6.3 Speaking GamesLearning and using English doesn’t necessarily have to be boring. We can make itattractive to students with games that involve interaction.

Pass the Ball

To play this game we need a ball and some music. Children can stand up or remain seatedwhile playing. They have to pass the ball one to each other, it has to keep moving untilthe music is stopped. Then the child who’s got the ball must answer a question or talkabout a picture. If the child doesn’t want to talk he can pass.

TEACHERTIPS

Support children’s early efforts by: Waiting for their responses Repeating what they say in your response Summarizing what different pupil say.

Give children lots of opportunities to speak: Don’t put pressure on them to speak if

they are not ready.

GOLDEN RULE: Silent children are still likely to be listening and learning.

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Guess the Mime

To play this game we need pictures of people doing things, children can work in pairs,choose any picture and perform the mime together… The rest of the class has to try toguess which activity they are miming.

Asking Children to Remember or Guess Language:

Who can guess what…...?

Can you say/ask them what…...?

Hands up if you can guess what…...?

Can you remember what…...?

…. they are doing?

…. They are going to do next?

____ and____ were doing?

TEACHERTIPS

Use words or phrases from a topic thechildren are familiar with.

Use a story the children know well and: Ask questions about characters What will happen next.

TEACHER TIPS

Ask the children to rememberwhat their classmates have beenmiming

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6.4 Children Speaking in GroupsAll our students are different. They have different personalities and language levels.Working in smaller groups has many advantages when trying to promote speaking:

Get more opportunities to speak Ask an answer questions Learn a lot from each other Those who are shy and less confident will feel more

comfortable speaking more privately rather than to the wholeclass.

Setting up Pairs and Groups Language:

Are you ready?

Ok everyone,

So now everybody,

Quiet please!

Listen carefully,

You are going to do this….

You are going to work….

You will be playing this….

…. in pairs.

…. in twos

…. in threes.

…. in groups of three or four.

Here are two pictures, but

don’t look at them yet.

Keep them face down!

You must not show them to

anyone else.

Keep them like this!

You can look at them both/

all together.

So, you two together.

You two and you three.

Go and sit with____ please

and make a pair.

TEACHERTIPS

Make your instructions very clear. Show the children irst what you want them to do. Help them acquire phrases to use when talking to each

other. Give them planning time. Let them rehearse if they are going to speak to the class.

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Children in Pairs and Groups Language:

Child 1 Child 2

Who wants to start?

Whose turn is it?

Who’s next?

You’re next/I’m next!

Me! /Not me!

Mine! Yours! Ana’s!

Me! Ana!

OK

I’ll draw and you colour, OK?

I’ll ask and you answer, OK?

You first and then me, Ok?

Have we/you finished?

Yes

All right

Yes! /No, you first!

Yes! /Not yet! /Just a minute!

Can you pass me a blue pencil/a yellowcrayon please?

Can I have the rubber/the eraser please?

Oh, I need the ruler/the scissors.

Who’s got the red marker?

Here you are.

Here it is!

Here you are/ Oh! Wait a minute.

Me! Here you are/ Here it is.

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7. REPORTS

TOTAL PHYSICAL RESPONSE

Everyone standing up at the front of the class, around the teacher.

Thanks to miming and visual support on the board the students understand

the meaning of the phrases. Memory aid.

At first order is important but soon they can do the actions in any order and

on their own.

The advantage of it is that they learn the sentences quickly thanks to the

association they make of the sentence with the movement. Linguistically

useful.

Motivating, catches the children’s attention

Physically occupied, mentally engaged

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CLASSROOM MANAGEMENT

CLASSROOMMANAGEMENT

TIPS

Establish ConsistentClassroom Routins

Breackdown lessonsinto the smallest

components

Strategies to redirect

Physical Proximity -Avoid distruptions

Individual strategies -Feel teachers support.

Group Strategies -Possitive Narration

Non verbal cues

Games that involvecompetition and get

them ENGAGED