CLASSROOM

LANGUAGE

EL
LO

Venancio Jurado, Marian

70915956x
Marv0507@hotmail.com
Grado en Maestro de
Educacin Primaria

JOURNAL

1. LESSON 1: STARTING THE LESSON

We are at the start of a new term and, moreover, we are introducing a new
lesson: lesson 1. It is basically about becoming familiar with daily vocabulary
that must be used all along a lesson; I mean, during its start, its development
and its ending.
And so, I will create a chart with all the vocabulary known right now, but I will
gradually add new expressions:
Key
Greeting

Arranging the classroom

Checking attendance

Nursery rhyme or song

Playing a game

Doing question routines

Starting a lesson

Teacher
Good morning

children

Good afternoon

everybody

Children
Good morning
Good afternoon

Hello

boys and girls

Hello

Hi

girls and boys

Hi

1. Lets call the roll

2. Lets take the register

2. Lets check to see who is here

3. Remember to answer Im

here

4. Thankyou everybody

5. So, everybody is here except

So, only two people away

6. Is everybody here?

Miss/Mrs/Mr/Ms
(surname)
(first name)
Teacher

Is anyone away? No-one absent

today? Who is missing?

7.

Lets

all

count

to

see

if

everyone is here girls first, then

boys.

8. Oh good, , youre back. Nice

to see you. Are you all right now?

9. Oh, is away. Who knows

why? Is he ill?

Maybe hes gone to the dentist.

What do you think?

10. So, how many is 13 and 15?

Ok yes? So that is 28 all

together

Is that more than yesterday? Or

ess

than

yesterday?

Or

the

same?
We need some more space for

todays lesson you there- can

you help me move some tables?

One potato, two potatoes, three

potatoes, four. Five potatoes, six

potatoes, seven potatoes, more!

Oh, what do I have here? A ball!

Lets throw it to each other while

you say your name and listen

the important thing: once you

have

thrown

the

ball

to

partner, sit down and prepare

yourself to work!
1. How are you?

2. Have you slept well or bad?

3. Have you had breakfast? Was

t a cup of milk or you ate

biscuits as well? What did you

have for breakfast?

4. How was the morning like?

Was it hot or maybe cold?

Organizing the lesson

1. Ok! Get your books and pencils

Everyday instructions

out!
2. All of you pick your pencils up!
3. Everybody move the tables back
4. and turn your chairs
round to face the chart
5. Put all your things away
6. Please, close the window
beside you.
7. Everybody put your pencils
down!
8. Leave these tables there
9. Leave the windows open

Changing from one activity to Ok, now, put everything away.

Were going to do something else.
nother

Ok now sh sh sh sh

Asking and giving permission

quietly
1. Have you finished? Everybody
finished?
2. What do you want?

Ending the lesson

1. Ok, thats all for now.
2. Right. Weve no time for anything else dont do any more- we dont
have any more time today.
3. Ok just one more time before going out for a short break.
4. Ok, now stop! We havent enough time to finish the monster today.
So, stand up
5. Ok just one more time- and then thats it.

6. Ok, pick up all your things and put the books in the cupboard.
7. Thats all for today. On Monday, therell be more.
8. Ok, children, make a line to say goodbye following the leader. Bye
bye.
9. Ok, its break-time. So you can go out to play. But first line up
quietly by the door.
1.1 RECORDINGS
Moving onwards, it seems obvious that vocabulary remains nothing if it is not
put into practice. Indeed, I am going to open here a recording section where
recordings from lesson one can be found:
1A- Easter http://vocaroo.com/i/s1PfMNgabTpo
1B- Greetings http://vocaroo.com/i/s1sOcIoeQrXE
1C- A question of routine http://vocaroo.com/i/s1oNbANRPpyY

Organizing and ending a lesson http://vocaroo.com/i/s1bRTFufQw4f

1.2 TEACHING TIPS

Finally, I will introduce some useful teaching tips for different purposes and
moments in lessons:
Helping children learn a new language
Use English in class as the Use their mother tongue for

main

language

for support when you do a new

communication.
Use

gestures,

pictures

to

activity
actions

help

or

if

no

one

understands.
and Talk a lot in English to your

children pupils they need to hear

understand.

English.
Talk about:

Children often need to talk in -where things are

order to learn let children -pictures or things children
use their mother tongue for can see
communication, especially to -what you and your pupils
start with.

are doing in class

-what you want your pupils

Recast

in

English

what to do next

children say to you in their

mother tongue.

Answer children in English as

much as possible.
The more English the children hear, the more they will learn.
They will learn gradually they wont say everything perfectly
to start with. Encourage them by responding positively.
Starting a lesson
Class teachers
Specialist teacher
Do something different so Plan something familiar in
that everyone knows its time English at the beginning of
for English, e.g. sing a special the

lesson

to

make

the

song.
Wear

something

change of teacher easier.

special Use a special name chart to

during

the

e.g.

lesson,

a check whos present.

badge, a hat
Stand in a different place or Prepare
arrange the room differently.

routine

children like, e.g. sing a song

or say a rhyme.

Put up a picture or get out

toys that children associate

that

with English.
Using English for class organization
While preparing your lesson, Encourage your pupils to use
make

list

of

classroom English for routine classroom

language for each activity.

requests

by

praising

any

effort they make.

Prepare to say all of this in Use wall charts or posters to
English during the lesson.

help children remember what

you are doing in the English
class.

Use songs and rhymes when

you change from one activity
to another, e.g. an action
song to start a game.

2. LESSON 2: DEVELOPING SKILLS

2.1 Behavior patterns
Once we know how to manage a classroom in vocabulary terms, it is time to
enhance children to develop their own social skills; more precisely, behavior
patterns. Although hundreds of rules, values, etc. are there to be caught by
everyone, we must start from the very beginning with pupils. And so, it is
advisable to display along the classroom those habits which pupils must know:
in relation to their own behavior inside the classroom together with their
personal development at home. I mean, children are going to learn some skills
that are useful in class, at home and even everywhere; they are worldwide used
skills.
Here you can see some examples of displays about these skills:
Behaviour patterns
Showing respect
For people:
Respect the equality of boys and girls; understand the
importance of avoiding sexist stereotypes 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 peoples personal space.

Key words:
Please
Thank you
You are welcome

Key sentences:
May I,... Please?

Key words:
The first
The last

Key sentences:
Who is first?
Who is the last?
This is my plce.

Key words:
Here
There
Drawer

Key sentences:
Where does it go?
It goes here/ there?
It goes in this drawer.

Ke
y w
o rd s:
Key
words:
Len d
B orro w

Ke
y se
n te n ce s:
Key
sentences:
C a n yo u le n d m e yo u r ...,
p le ase ?
M a y I b o rrow you r..., p le a se ?

K
eywords:
words:
Key
Walk

2.1.1 Videos
Afterwards, here you have some bullet points about two sample lessons, in
order to understand the importance of physical responses and, furthermore, to
learn from others work:
Total physical response
-The teachers role determines the development of the lesson and childrens
response.
- Here, the fact that children learn quite a lot through songs and miming is
proved.
-The teaching of new vocabulary and structures must be done step by step and
through a gradual difficulty.
-It is advisable to improve childrens autonomy. To do so, the teacher, at first,
sings the whole song in order and, then, he varies the sequence.
Classroom management
- Context: a teacher on her first year at work who has a really varied classroom
with children who have a complex background.
-Problem: she feels frustrated because children are lugging behind and her
classroom management is inefficient.
-Experts advice:
1. Create a constant classroom routine for children to know what to do in
each moment.
2. Use physical proximity to head off potential disruptions. E.g. monitor
the classroom or do the one and one strategy.
3. Use individual strategies to target students who act out.
4. Use non-verbal cues to redirect students.

5. Use games and competition to engage students. E.g. bingo.

6. Break down lessons into their smallest component parts.
-Ending: the teacher puts into practice what the expert has told her and a
mentor controls and observes the going on of everything. Consequently, the
teacher starts to see the improvements and benefits of the new classroom
management strategies.
2.2.

Feelings,

personal

hygiene

and

health,

communication

and

participation
Other aspect that must be taken into account when growing up children who
are developing their social skills is the enhancing of their active attitude. They
should be used to talking in class with total freedom, without feeling shy or
embarrassed. In order to achieve it, the teacher must play his/her role and
promote communication in class. Moreover, personal hygiene and health must
be paid attention to as well. To do so, it would be advisable to display along the
classroom some flashcards that can be seen at first sight.

Feelings
Express feelings:

happy,

sad,

cross,

angry,

hungry,

frightened, scared, surprised, and shy.

Express love for family and affection.
Value the friendship and help of others.
Have positive self-steem, actively participate in class and
enjoy seeing displays of their own work and that of their
peers.
Play

different

roles

and

express

dramatization (puppets, soft toys).

emotions

using

Participate with pleasure at parties and celebrations.

Key phrases:

-How are you?

-I am... because...

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 like: Wash
your hands before you eat, Brush your teeth after
eating.
Enjoy eating fruit.
Realise the importance of protection from the sun in
summer and the cold in winter.
Understand daily routines related to hygiene and dress.
Be able to dress and undress themselves.

Key words
Play
Exercise
Key sentences
Do exercise
Have fun

Key words
Brush
Clean
Teeth
Key sentences
Brush your teeth
keep clean

Key words
Wash
Hands
Eat
Key sentences
Wash your hands before eating

Key words
Drink
Water
Key sentences
May I drink water?

Key words
Eat
fruit
Healthy food
Key sentences
Eat fruits and healthy food.

Sharing and participating

Realize

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, i.e. set the table at home,
have class monitors.
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.

Furthermore, daily routines help children to improve their socialization such as

tying up their shoes, washing their teeth after every meal, etc. Here you have
an example of tying up the shoes:
There is a song which goes step by step in the process of tying up shoes. It
would be advisable to play it in class and pause it in each step. The teacher
should help the children to follow the song and to do the process.

Afterwards, we will turn into a high

doc. Tie my shoes)

activity in which the

AUIBygC#imgrc=_58d-GUO0KYPM%3A

technology

(see

teacher

will

uncover

step

by

step

picture

a
with

the process of tying up shoes. In

this way, children can sing the song
they have previously learnt while
they
making the most of themselves.

are

watching

pictures

and

3. LESSON 3: LISTEN AND DO

Here we get into one of the essential strategies in an English classroom: Listen
and do activities which help children to:
-Acquire English by listening to instructions
-Be active and enjoy doing things in English
-Use non-verbal clues to interpret meanings
-Get used to understanding general meaning
-Prepare for spoken interaction
-Absorb good pronunciation and intonation patterns
Nevertheless, the base of everything is speaking in English as much as we
can.

3.1 Giving instructions in English

Teaching tips
-The aim is to teach English.
-Use gestures while speaking.

Sitting down and standing Moving around

up
*Come

in

please

and

sit *Right, Taro, can you come

down.

here, please?

OK sit down now please.

OK, come out here to the

Sit down together at your front of the class.

tables.

OK, your group, come up to

OK- everyone sit down the front.

quietly.

Right, now, you, and you and

Ana sit down over there you come over here.

with your friend.

*Now, get into a line. Stand in

*Midori,

turn

around

and a line.

face the front.

I want you to make two lines,

OK, everybody, stop talking along here

now and listen carefully.

Like this one behind the

other.

*OK, please stand up. And Lets see move up a bit

dont make too much noise.

good

thats

nice

and

Everybody up! Thats right!

straight!

*Stand still! Dont move.

*Can you make a circle? A

Stay in your places! Stay nice round circle. Good!

where you are.

Not too close a bit further

apart step back a bit, thats
better!
Suresh

come

forward

bit Yes, thats it.

*Ok, thank you. Now go back
to your places.

3.2 Listening and identifying

Teaching tips
When children do listen and identify activities they 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
Use the classroom and all the things the children can see,
such as wall charts, pictures, and picture cards.

Use Cuisenaire rods or coloured bricks or blocks for colour

words or size words.
Use objects that you/children bring in, for example, things
to eat such as fruit, biscuits, sweets; sets of farm animals,
other small toys.
Use objects that children draw or make from paper,
plasticine, or other craft materials.
Stages
1. Talk to the children about the things you want them to
learn the names of.
2. Ask the children to point to or show you the things when
you name them.
Teachers role
-Change the language
-Repeat a lot
-Sing some phrases
-Keep everything moving quite fast
For grammatical awareness
Teachers can help old learners 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.
For young learners, teachers should:
focus on basic concepts such as singular/plural gender to
improve students accuracy in grammar. To do so, it would be
advisable to use fun pictures of cartoon characters or
pictures from storybooks.

A positive approach to discipline (settle down and listen)

*Please stop talking now. No more talking for a bit. Good,
you lot. That is nice and quiet. You othersshsh. Calm
down now, OK. Thats better.
*Quiet please! Settle down now and listen. Thats good,
Eva. Thank you, Emilio.
*Everyone is sitting really nicely except for Tom! Tom,
could you sit down like the others please? Thank you.
OK
*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
*Now who can tell me the name of the book. Lots of
hands raised. Excellent.

3.3

Listening

and

doing

Tot al

Response
Teaching tips
Total Physical Response (TPR) is when children listen
and follow a whole sequence of instructions, doing what
the teacher says.
Ways to start:

P hysic al

Teacher

Pupils

-tells the pupils what to do

-have to listen carefully to the

-uses

clear

pronunciation instructions

and natural intonation

-enjoy doing the actions

-helps them understand by -can

gestures or by doing actions

do

the

actions

all

together on their own

-do not have to speak (but
often do!)
-understand

because

the

movement and language go

together
Total Physical Response

TPR with big classes

The first time you use TPR If you have a large class,
you can explain in the divide it up into groups
mother tongue before you depending on the space you
start. Do simple actions have: six pupils go first, then
and say what you are doing.

six more.

The group(s) waiting will be

watching
listening,

the
and

activity,
trying

to

understand, so will still be

learning.
TPR activities
Follow the leader (for young learners)
Children copy the teacher and listen to what she says.
Topic-based TPR
Vocabulary practice (clothes, jobs, animals,)
TPR routines
Routines to wake children up if they are feeling sleepy or
let

them

have

break

when

concentrating on another activity.

TPR for arranging the class

they

have

been

Recalling routines
What do we do
When

we

learning

are Everybody

stand

new up

song?
Come up and sit
When

we

are on the mat

having a story?
Come
When

and

stand

were round the board

reading a book?
Everyone come out
When were going here to the front
to play follow he
leader?

Clear

everything

up nicely
After

cutting

out

and sticking?

Line

up-

one

behind the other

At the end of the
lesson?

Get our/your bags

Line

up

beside

rows

our/your

tables
Push

the

front

desks/tables back
Line up quietly by
the door

3.4 Listening and performing-miming

Miming means acting silently, without speaking.

Children must:
-listen carefully when you describe what they have to mime.
-decide how to perform what you describe.
- need some thinking time for this.
-move and act but dont speak.
Teaching tips
Miming
-Give very young learners one instruction at a time.
-With VYLs you can say pretend you are a squirrel.
-Increase the number of instructions in a sequence as
learner progress.
-Make the activities simpler or more complicated.
-Using real things can make the mime more realistic. Let
children use things they make or bring in.
-Play a game like statues. The children mime an activity
to music and then stand still like statues when the
music stops. Anyone who moves after the music stops is
out.
-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.
Physical break chants
-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.
-You can change the chant by:
*putting in different animals or things you want the
children to mime.
*making it shorter or longer
*letting individual children do the actions
Language focus
Turn-giving
1. Everybody all of you! Ready?
2. Just this row.
3. Maria, your turn.
4. Ok, this group now
5. Anybody else? Hands up one at a time dont just shout
out.
6. Blue team you start. Then red, then yellow.
7. Ok, yellow, your turn next.
8. Right, now boys and girls all together.

9. Class youre in two halves OK, this half first.

10. Back row, then front row.
11. Second row, then third row.
12. Ok, you two, then you two, next.

3.5 Listening and responding games

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 the same time. E. g. Stand up and comb your
hair.
-Later on the children can give the instructions in the
actions games.

3.6 Recordings
A http://vocaroo.com/i/s06PjCzAMYm6
B http://vocaroo.com/i/s02cQDCMDHEV
C http://vocaroo.com/i/s0hqgLpTQYKX
D http://vocaroo.com/i/s0vq3lvBWGhL
E http://vocaroo.com/i/s1uyKwZ2klCn
F http://vocaroo.com/i/s1EEAmw1S4Rq
G http://vocaroo.com/i/s0ZZQWdg4OjF

H http://vocaroo.com/i/s1NUedtOADVe
I http://vocaroo.com/i/s1T7GzGznc8U
J http://vocaroo.com/i/s1dipptY8zCC
K http://vocaroo.com/i/s1QBJm9jH7eL
L http://vocaroo.com/i/s1OjX72u5KPV

4. Lesson 4. Listen and make

Listening and making is a methodology in which children are in a creative
process where they must make decisions, cooperate between them, do
homework, etc.
In this case, the language used in classroom is the reason for the lesson. In
this way, teachers, before the lesson, should:
-

Prepare what to tell about the topic

Collect the things needed
Practise explanations in English
Think of gestures that can be used
Prepare and practice useful phrases
Plan possible recasting situations

Moreover, and, in order to set up Listen and make activities, teachers might
follow this procedure:
1. Introduce the topic
2. Explain what children are expected to do with the help of gestures and
actions
3. Repeat the instructions to the whole class first and, then, to small groups
4. Monitor

4.1 LISTEN AND COLOUR

Teaching tips
Let the children help you organize and give out the
materials for colouring.
Display all the childrens work on a wall chart or on
the walls.

Comment positively on each childs work as you take it

and put it up on the wall. E.g. Thats lovely I like his
black nose!
Use plain flashcards for colouring children can use
this set of cards later for word games
Use drawings of animals, food, clothes which can later
be cut out
Make the activity more challenging:
-give out two pictures, one of a girl and one of a boy, and
give two instructions at a time. E.g. Colour his hair
brown and her hair black, etc.
-give children alternatives. E.g. Colour his hair either
red or yellow.
- Divide the class in two and give different instructions
to each group. Later use these pairs of different pictures
for games like Spot the difference

Today

we

going to

Explaining and demonstrating

are Do some colouring. Look, like this
Do some drawing.

Look at what we
are going to make-

Do some painting.

Next,
going to

we

Do some sticking.
are Make a monster

Heres one Class 3

made.
Look,

heres

picture for you to

Over the next few Make

lessons we are Card.
going to

an

colour.
Easter Heres

sticker

sheet for you to

share

Colour

one

some between two.

animals.
Well
Make a farm.
Make

start

like

this
circus You can choose a

picture.
different animal.
Lets do some together as a class What I mean.
first, so youll see

What it might be
like.
What to do.
How to do it.

Asking for helpers and giving things out

need
two So, you can give Look, like this

helpers please

out these pictures?

One each.

Look at what we
are going to makepass Heres one Class 3

you
to Can
help? You three? round these sheets made.
of
paper?
So
Fine.
everyone has one? Look,
Whod

like

heres

picture for you to

Sachiko, can you Make
Card.
help me?
Colour

an

colour.
Easter Heres

sticker

sheet for you to

share
some between two.

one

animals.
Well
Make a farm.
Make

picture.
Ann and Pat you can help me.

start

like

this
circus You can choose a
different animal.
What I mean.
What it might be
like.
What to do.
How to do it.

4.2 LISTEN AND DRAW

The aim is to get them to listen to some instructions in English.
Teaching 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: Ah, Meli,
so you have coloured your birds red and green, like
parrots. Very prettymmmm. Thats a nice green tree,
Eng Soon but wheres your cat? Oh, I see him, hiding
behind the tree.
Language focus
1. on the left

Phrases describing position

a. in the background, far

2. in the middle a bit to the away

left

b. under the tree

3. in the corner, at the front

c. at the front

4. at the top of the tree

d. in the corner, at the back

5. at the back

e. in the front of the tree

6. next to the tree

f. on the right

7. right at the front of the g. in the middle a bit to the

picture

right

8. behind the tree

h. by the bus stop

4.3 LISTEN AND MAKE

Teaching 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 the cupboardin the painting corner.
Talk to small groups/individuals while they work.
Cut out shapes of all the same 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.

4.4 RECORDINGS
A http://vocaroo.com/i/s0jPCY9zTETq
B http://vocaroo.com/i/s1bmAH6RI9ji
C http://vocaroo.com/i/s12QdBN8QaEw
D http://vocaroo.com/i/s079YcgBT2sN
E http://vocaroo.com/i/s1JVJXgC68qz

5. Lesson 5. Speaking with support

The aim of this unit is to support children when they are starting to speak
English by:
-using English as a caretaker talk.
-encouraging all the efforts children make to speak English, no matter how
small.
-listening carefully when they speak and not interrupting to correct small
errors.

5.1 Using classroom phrases

Teaching tips
When 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 words and
sentences.
Young learners who cannot read hear a flow of sound.
They hear intonation patterns, and sounds or words
that are stressed. These are the sounds they will say at
first.

Word focus
What children need to say and ask
Children

-My pencils

-I havent got

-My colours

-Ive lost
-Ive forgotten
-Look, Ive got
Teacher

-My book
-A new bag/pencil case
-Some new felt tipped pens.
-Did you leave it at home?
Ok, never mind.

____s -Heres one. Here you are.

-Go and get one from my
pencil/book/colours?
-Can someone lend ___ a table.
-Has

anyone

seen

-Leile can he look at your

pencil/some colours?
-Whos got a spare pencil?
-Dont worry Ive got a
spare one/set here.

book?
-Can he share with you?
-Thats/Those are lovely. Who
gave you that/those?
Teacher

Child

-Excuse me! Can you help -Yes of course, just coming.

-Wait a moment, Ana, Im just
me?
-Please Miss X!
right?

Is

this helping Peter. Yes what is it

you need?

-I dont know what to do!

Please can I ask in Spanish

5.2

Saying

rhymes

-Thats fine like that.

-Yes What do you need to
know?

and

singing

songs

to

practice

pronunciation, stress, and intonation.

Children love singing and performing because it builds up in them a feeling of
confidence and achievement.
Teaching tips
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 gist of the lines.
Use songs and rhymes to play with sounds: speaking
softly shouting loudly.
Use simple instruments to add to the rhythm, such as
tambourine, bell, drum, cymbal.
Encourage your pupils to say them for family and

friends outside school.

Word focus
How loud?
1. Now say it very slowly and quietly.
2. Ok- everybody whisper it! Just whisper!
3. Stand well apart from each other now each person/group
can take turns to shout their part. But not too loud!
4. Normal voices- nice and clear. Not too loud, not too soft.
5. Now, can you say it fairly quietly, but very fast?

5.3 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, sounds, and other senses, e.g. touch and feel materials, to
support meaning
-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
Teaching tips
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 remember
the sound of the word and then learn the spelling.
To help children remember use guessing, either/or
questions or classifying strategies.
Make class displays of pictures and other memory aids
to support new vocabulary.
Prepare to teach new words

and

phrases

in

meaningful way by linking with a topic they are familiar

with.

Word focus
Five ways of eliciting language
1. Wh- questions: Whats 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?

5.4 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 to find out what to do, at the same
time that that they are absorbing new vocabulary and intonation patterns.
Furthermore, finding pairs, memory games and shopping games are also useful
for learning new vocabulary.

Teaching 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
then actively.

 With more advanced learners you can add lines to the

script. Can I help you? What colour? White, please.

Word focus
Instructions for games
Here

are Can you

some cards.

Give

them You

out?

should

have

three

each.
These

are

Deal

picture cards.

out?

These

are Will you

word cards.

Share

them
Each

pair

should

have

them six.

round?
Check

Here

are

some

cards

you

Mix them up? have eight on

each table.

with phrases

Put them face

in.

down on your Put the rest

table?

Here

are

some

cards

with

in a pile, face
down.

actions

on.
Dont look at them yet.

Dont show them anyone else.

Just look at your own.

Dont look at anyone elses.

Spread them out so you can Which ones make a pair?

see them all.
Whoops!

Ones gone in your lap.

Can you pick

it up?

Oh dear!

Ones fallen in your bag.

Can

Watch out!

Ones gone under your chair.

reach it?

you

Careful!

Ones fallen on the floor.

Who

hasnt

got all six?

Wait

a Youve got an extra one.

minute!

Whos got one

You are one short.

missing?
Whos got one
extra?

5.5 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. Nevertheless, in order to
speak in English, they need:
-to try out the sounds
-to play with the words
-your help and praise all the time to encourage them to try again

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 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.

5.5 Recordings
A http://vocaroo.com/i/s0g6HvXdekR6
B http://vocaroo.com/i/s01DJ0Hlk4TC
C http://vocaroo.com/i/s1mxqE2XZakE
D http://vocaroo.com/i/s1Ha0Z7rFhdc
E http://vocaroo.com/i/s1rFasbZzIqh
F http://vocaroo.com/i/s0hgDGNQHYmf
G http://vocaroo.com/i/s1BNXvRl0UsG