Classroom language journal
- 2. 2 INDEX 0. INTRODUCTION: ORAL COMMUNICATION …………………………. 3 1. LESSON 1: TEACHING YOUNG LEARNERS ……………………….….. 3 1.1 First Language – Second Language …………………..……………..…. 3 a. Caretaker ………………………………………………………...…. 3 b. Teaching Tips: Helping children learn a new language ………..…... 5 1.2 Starting your lessons in English ……………………………………….. 6 a. Teaching Tips: Class Teachers/ Specialist Teachers ……………..... 7 1.3 Organizing your classroom ……………………………………………. 8 a. Teaching Tips : using English for Class Organization …….………. 9 1.4 Ending your lessons ……………….…………………………………… 9 1.5 Very Young Learners (VYLs) and Young Learners (YLs) ……………10 2. LESSON 2: DEVELOPING SOCIAL SKILLS …………………………... 12 a. Behavior Patterns …………………………………………………. 17 b. Showing Respect ………………………………………………….. 18 c. Feelings ……………………………………………………...……. 18 a. Personal Hygiene and Health …………………………………...… 19 2.1 “New teacher survival guide”: Classroom management …………..… 19 3. LESSON 3: LISTEN AND DO ………………………………………….….. 20 3.1 Giving Instructions in English ………………………………….….…. 20 3.2 Listening and Identifying ………………………………………….…... 21 A. For Vocabulary Development …………………………………..... 21 B. For Grammatical Awareness ……………………………………... 21 C. Being Good – Positive Approach to Discipline Language …….…. 21
- 3. 3 3.3 Listening and Doing – Total physical response ……………………… 22 3.4 Listening and Performing – Miming ……………………………….… 22 A. Miming ……………………………………………………………. 23 B. Miming to Rhymes and Chants ………………………………...…. 23 C. Physical Break Chants ………………………………………..…… 23 3.5 Listening and Responding Games ………………..…………………… 23 A. Teaching Tips …………………………………………………...… 24 4. LESSON 4: LISTEN AND MAKE ………………………………………… 25 4.1 Listen and Colour ……………………………………………………... 25 4.2 Listen and Draw ……………………………………………………….. 26 A. Teacher Tips ………………………………………………………. 26 4.3 Listen and Make ………………………………………………………. 26 A. Making Greeting Cards …………………………………………… 27 B. Materials and where they are kept Language …………………...… 27 5. LESSON 5: SPEAKING WITH SUPPORT …………………………….… 28 5.1 Using Classroom Phrases ………………………………………….…... 28 A. What learners need to Say and Ask …………………….…………. 29 5.2 Rhymes and Songs to Practice: Pronouns, Stress, Intonation …………. 29 A. Teaching Tips ……………………………………………………... 30 B. How Loud? ………………………………………………………... 30 5.3 Practicing New Vocabulary …………………………….……………… 30 A. Teaching Tips ……………………………………………………… 31 5.4 Playing Vocabulary Games ……………………………………………. 31 A. Instructions for Games ……………………………………………. 32 B. Teaching Tips ……………………………………………………... 33 5.5 Practicing Pronunciation of New Sounds ……………………………… 33 A. Teaching Tips ………………………………………………….….. 33
- 4. 4 ORAL COMMUNICATION Oral communication it’s one of the most important skills that children must acquire in this long process of learning their second language, English. Our purpose is to encourage our children to use English in an active way, expressing themselves orally so they get to use this language constantly. In order to achieve this goal, we must create a positive learning environment for our children, giving them a safe classroom atmosphere where they can express themselves comfortably without embarrassment, obtaining as a result an increment of their self-esteem and a growing sense for the meaning of language. The techniques and methods required by the teacher to obtain the best possible result will be reflected in this journal. LESSON 1 TEACHING YOUNG LEARNERS 1. FIRST LANGUAGE-SECOND LANGUAGE Children start to learn English as the same time they are improving and developing their abilities and skills in their first language. For this reason, it’s important to know how they’re learning their first language so we can use the procedures that children are familiar with. Young children are used to say what they hear others saying and picking up the accent of those around them. We can take advantage of this and giving them exposure to English as much as we can so they will be able to experiment with language, build up their fluency, motivation and confidence. 1.1 CARETALKER One way to help the development of the children’s language is to make use of the caretaker talk. This means we are talking in a caring way, as if we were their parents.
- 5. 5 Actually it makes sense, because we become a new protective and caring figure for them in the moment they enter into the school. By doing this we are talking in a familiar way for them, sounding like the people they usually listen. The similarities between a mother talk and a teacher talk are the following ones: Examples of caretaker talk that take place in different situations in the classroom will be shown in the next recordings: 1A _ Thinking about the Easter Bunny and eliciting the phrase chocolate eggs: https://vocaroo.com/i/s1mnA65P7W0L 1B _ Greetings: https://vocaroo.com/i/s0MTagwo3Okb 1C _ A question of routine: https://vocaroo.com/i/s13oB2yblzln 1D _ Calling the role in English: https://vocaroo.com/i/s1KHZDnKjbIb 1E _ Starting with a song: https://vocaroo.com/i/s1y5ckjDnw0r 1F _ Arranging the classroom: https://vocaroo.com/i/s0IJjykZBB3v 1G _ Changing from one activity to another: https://vocaroo.com/i/s08CAQMvhea5 1H _ Asking and giving permission: https://vocaroo.com/i/s0d6sL5gXUAi 1I _ Ending a lesson: https://vocaroo.com/i/s0h30qPIwTG1 CARETAKER TALK Repeat phrases said earlier. React positively to what children say even if words are not complete or perfectly pronounced. Add to or improve what children say. Keep children's attention by asking them questions.
- 6. 6 1J _ Finishing up: https://vocaroo.com/i/s13GsRVnFQ7L 1K _ Very young learners listening to a story: https://vocaroo.com/i/s1Sw4Hrzb4H2 1L _ https://vocaroo.com/i/s1c9HiwbCAis 1.2 TEACHING TIPS: HELPING CHILDREN LEARN A NEW LANGUAGE Use English in class as the main language for communication. Use gestures, actions, and pictures to help children understand. Children often need to talk in order to learn – let children use their mother tongue for communication, especially to start with. Recast in English what children say to you in their mother tongue. Answer children in English as much possible. Use their mother tongue for support when you do a new activity or if no one understands. Talk a lot in English to your pupils. The more English the children hear, the more they will learn. They will learn gradually – they won’t say everything perfectly to start with. Encourage them by responding positively.
- 7. 7 2. STARTING YOUR LESSONS IN ENGLISH Is everybody here? Is anyone missing? OK, so let’s start. Check attendance “Five little speckled frogs” Sing a song Is today Monday? Do question routines Remember to answer “I’m here”. Jonathan, Call the role We need some more space. Can you help me move some tables back? Rearrange the classroom “Miss Polly had a dolly who was sick sick sick” Say a rhyme Physical response Play a game WAYS OF STARTING LESSONS
- 8. 8 Examples of starting lessons: Greetings: https://vocaroo.com/i/s0MTagwo3Okb A question of routine: https://vocaroo.com/i/s13oB2yblzln Calling the role in English: https://vocaroo.com/i/s1KHZDnKjbIb Starting with a song: https://vocaroo.com/i/s1y5ckjDnw0r 2.1 TEACHING TIPS: CLASS TEACHERS/ SPECIALIST TEACHERS Class Teacher Specialist Teacher Do something different so that everyone knows it’s time for English, e.g. sing a special song. Plan something familiar in English at the beginning of the lesson to make the change of teacher easier. Wear something special during the lessons, e.g. badge, a hat… Use a special name chart to check who’s present. Stand in a different place or arrange the room differently. Prepare a routine that the children like, e.g. sing a song or say a rhyme. Put up a picture or get out toys that children associate with English.
- 9. 9 3. ORGANIZING YOUR CLASSROOM Examples of organizing classroom: Arranging the classroom: https://vocaroo.com/i/s0IJjykZBB3v Changing from one activity to another: https://vocaroo.com/i/s08CAQMvhea5 Asking and giving permission: https://vocaroo.com/i/s0d6sL5gXUAi ORGANISING THE CLASSROOM Talk in short chunks, one phrase at a time. Use the correct intonation. Repeat and rephrase the instructions. "Have you finished? Eveybody finished?" Call your children's attention before giving instructions. "OK, eveybody listen" Suit your language to the children's language level.
- 10. 10 3.1 TEACHING TIPS : USING ENGLISH FOR CLASS ORGANIZATION 4. ENDING YOUR LESSONS While preparing your lesson, make a list of classroom language for each activity. Prepare to say all of this English during the lesson. Use songs and rhymes when you change from one activity to another, e.g. an action song to start a game. Encourage your pupils to use English for routine classroom request by praising any effort they make. Use wall charts or posters to help children remember what you are doing in the English class. Ending Lesson Children staying in the same room. "That's all for today. On Monday, there'll be more". Children going to another lesson in a different room. "OK, pick up all your things and put the books in the cupboard". Children having a break. "OK, it's break time. So you can go out to play". Children gooing home. "OK, children, make a line to say goodbye".
- 11. 11 Examples of ending lessons: Ending a lesson: https://vocaroo.com/i/s0h30qPIwTG1 Finishing up: https://vocaroo.com/i/s13GsRVnFQ7L 5. VERY YOUNG LEARNERS (VYLS) AND YOUNG LEARNERS (YLS) – TEACHING TIPS Very Young Learners Young Learners Introduce English slowly with enjoyable activities. Adapt the approaches you use with VYLs, and in addition: Support what you say with gestures, actions, movements and facial expression. Explain in mother tongue on the first day why you are using English during the English lesson. Help the children feel secure by repeating familiar activities, e.g. songs and rhymes. Teach the class useful phrases about language use, e.g. Can I use… (mother tongue)? What’s… in English? Repeat in English what children say to you in their mother tongue. Plan for success and a positive experience. Use a puppet to talk to in English. Tell the children the puppet can only speak English so they have to speak in English to the puppet. If a child speaks in his/her mother tongue to the puppet, you can recast and speak to the puppet. Talk about your own personal experiences, e.g. What you like/dislike. This is like telling stories. Using drawings and photos. And above all, have fun! Tell lots of stories using pictures for support.
- 12. 12 Examples of language used with VYLs and VLs: Very Young Learners listening to a story: https://vocaroo.com/i/s1Sw4Hrzb4H2 Young learners guessing from visual clues: https://vocaroo.com/i/s1c9HiwbCAis
- 13. 13 LESSON 2: DEVELOPING SOCIAL SKILLS DEVELOPING SOCIAL SKILLS Class routines Enjoy participating in a story. Enjoy listening to each other in the group situation. Show a willingness to tidy up and pleasure in helping. Not shout in class. Realise the importance of switching off lights, turning off taps, flushing the toilet, putting paper in the bin, etc. Greetings and goodbyes Say good morning, good afternoon, hello and goodbye. How are you? Fine, thank you. Feelings Express feelings: happy, sad, cross, angry, hungry, frightened, scared, surprised, and shy. Express love for family and affection. Value the friendship and help of others. Have positive self-esteem, actively participate in class and enjoy seeing displays of their own work and that of their peers. Play different roles and express emotions using dramatisation (puppets, soft toys…). Participate with pleasure at parties and celebrations. Personal hygiene and health Understand that sweets cause tooth decay. Have an awareness of the importance of a balanced diet. Understand and respect dining-room rules 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.
- 14. 14 Be able to dress and undress themselves. Behaviour patterns Understand and respect dining-room rules like “Don’t throw food”, “Don’t annoy your friends when they are eating”. Take pleasure in listening. Learn to choose, make thoughtful decisions. Say “please”, “thank you” and “sorry”. Promote positive behaviour patterns in the school, in the classroom and in the playground. Accept the concept of losing/winning when playing a game. Recognise difference between people, avoid discrimination. Have developed a helpful and co-operative attitude during playing time. Promote basic organisational habits: constancy, attention, effort, initiative... Be aware of the importance of a job well done, and be able to take on board the idea that correcting errors is part of “doing something better”. Appreciate clean and tidy surroundings. Sharing and participating Realise that the classroom equipment belongs to everyone. Share classroom equipment, and take turns to use things. Enjoy tidying up, and know where to put things. Help in class and in the home, 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.
- 15. 15 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 people’s personal space. For things: - Take care of classroom equipment. - Use different areas of the class correctly. For environment: - Appreciate plants and animals. - Be interested in looking after plants and animals. - Show curiosity about the immediate environment. - Know about traditions such as Christmas and other festivities. - Have an awareness of road safety
- 16. 16 DEVELOPINGSOCIAL SKILLS Class Routines Not shout in class Enjoy listening to each other in the group situation Greetings and goodbyes Say good morning, good afternoon, hello and goodbye How are you? Fine, thank you Feelings Express feelings Value the friendship and help from others Personal hygiene and health Understand daily routines related to hygiene and dress Have an awareness of the importance of a balanced diet Behaviour patterns Take pleasure in listening Say "please", "thank you" and "sorry" Sharing and participating Share classroom equipment Help in class and in the home Showing respect For people For things For the environment
- 17. 17 It’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 rules we will be creating habits with remember to caption. Behavior patterns
- 18. 18 Showing respect Feelings
- 19. 19 Personal Hygiene and health 1. “New teacher survival guide: Classroom management” The teacher needs to control her class in a really difficult situation. She travels to Columbia's University Teacher College (Manhattan) in order to learn some classroom management from an expert. Classroom Management (CM) is about to create a safe and an ordered space. Having visual proof of your job is really useful. The first step is to stablish routines so that the students know what it is expected from them. “The lesson starts the minute they steep through the door”. The teacher walks through the classroom so that she can track the students work. She says that she finds more effective to reconduct their behaviour in a private way instead of speaking with them with the whole class listening. Use non-verbal cues to redirect students. The expert advice the teacher about using games. The experts say that competitive games are very useful in order to keep students engaged. Planning is a key element of teaching. Breaking down lessons into the smallest possible part is vital to make students feel successful. Whole class techniques: The expert suggests using positive narration instead of focusing on individuals. At the end, the teacher used all the techniques the expert suggested her to use. She was successful and the techniques proved to be very effective.
- 20. 20 LESSON 3 LISTEN AND DO By listening and do activities we are promoting an active and enjoyable acquisition of the English language and will help us to maintain our student’s attention and engaged towards the activities and therefore the learning of the language. When we ask the students to do something we are making them using the language for a purpose, giving them the opportunity to show they understand, because they need their knowledge of the language to follow the instructions. Also, by this way the children will absorb the language naturally. 1. GIVING INSTRUCTIONS IN ENGLISH These are basic everyday instructions. We use them to organize our classroom, and they are very easy to learn. We should use gestures in order to be understood by the students instead of using their mother tongue. The children learn very quickly this instructions. SITTING DOWN AND STANDING UP MOVING AROUND Come in please and sit down. Can you come here please? Sit down now please. Come out here to the front of the class. Seat down at your tables / over there. Get into a line. Stand in a line. I want to make two lines, along here. Nice and straight. Turn around and face de front. One behind the other. Stop talking now and listen carefully. Move up a bit. Please stand up, and don’t make too much noise. A bit further apart, not too close. Everybody up! Stand still! Can you make a circle? Nice an around. Stay in your place! Stay where you are. Now go back your places.
- 21. 21 2. LISTENING AND IDENTIFYING When children do listen and identifying activities they are: Practicing a basic language skill – listening. Making sense of English words and phrases. Developing their vocabulary. For Vocabulary Development We can use the following: Charts, displayis, pictures, flashacards… Cuisenaire rods, colored bricks. Objects they can bring: toys, food… Objects they can draw or create with craft material. There are generally two stages to listen and identify activities: a) Talking about the thing we want them to learn. b) Asking them to point or show the thing when we name them. For Grammatical Awareness With this type of activity, we can focus on basic grammatical concepts such as distinguish singular and plural, gender pronouns and even adjective position in English sentences. Little by little they will acquire a feeling of what is grammatically accurate without the need of a formal explanation. Being good – Positive approach to discipline language Please stop talking now – Clam down… Much better No more talking for a while. Good you lot. Nice adnd quiet. We need to be quieter to hear… Lots of hands raised. Excellent.
- 22. 22 3. LISTENING AND DOING – TOTAL PHYSICAL RESPONSE TPR is when children listen and fiollow a whole sequence of instructions, doing what the teacher says. IT is a good way to star using English for communication in the classroom. TEACHER PUPIL Listen carefully to instructions. Enjoy the actions. Grops or individually. Do not have to speak. Understanding because movement and language go together. Here are some examples of TPR activities: Follow the leader: See and 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. TOTAL PHYSICAL RESPONSE TPR WITH BIG CLASSES The first time we can explain in their mother tongue, before starting the activity. Simple actions. Divide the class into groups depending on the space. Groups waitinf will be watching, listening and learning too. 4. LISTENING AND PERFORMING – MIMING When children are familiar with the vocabulary used for a particular topic, we can introduce mime. Miming means acting silently, without speaking. As it require this previous knowledge from them, mimming is more complex than a normal TPR activity.
- 23. 23 MIMING One instruciton at a time. Pretend you are… Increase number of instructions as they progress. Activities can be simle or complex. Using real things makes it more realistic. Statue game. Use mime as a speaking activity to describe what ir is happening. Groups or individually and the rest must guess. Miming to Rhymes and Chants Listening and miming helps children understanding during the process of learning rhymes and chants. Physical Break Chants Use pictures 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 gradually removed. Putting in different animals or things to mime. Making it shorter or longer. Letting individual children do actions. 5. LISTENING AND RESPONDING GAMES If we want to extend practicing listening skills, we can play games that will demand attention and careful listening to understand the instruction and how the game goes. With these games children are having fun at the same time they are listening to you speaking English.
- 24. 24 We could play the following: Right or Wrong / True or False Simon Says TEACHING TIPS Explain in their mother tongue before starting and then again in English. Once they get good at it make instructions more complicated. Children can give instructions.
- 25. 25 LESSON 4 LISTEN AND MAKE Listening and making activities help interaction in English between teachers and students, and it is a perfect way for children to absorb real language. They involve children in more creative process in which: - Children have to make decisions. - Opportunities for co-operation between learners. - There is more time to think and comment. - They have something to take home at the end. How to Prepare How to set up Prepare what you say about the topic or theme. Introduce the topic. Collect things needed. Explain in English and show them what they have to do. Practice explaining in English: what and how. Repeat your instructions: 1. Whole class 2. Small groups 3. Individually Gestures to support understanding. Move around while they work and comment on their work. 1. LISTEN AND COLOUR Make sure students have all the materials they need before starting. Let them helping by giving out and organizing materials. Display all children’s work. Positive comments. More challenging: - 2 pictures, 2 instructions. - Give alternatives. - 2 halves different instructions each.
- 26. 26 SPECIAL OCCASIONS School events Personal events Festivals & Special days Plain flahscards to colour. Animals, food, clothes that can be cut out. 2. LISTEN AND DRAW Children 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 differences. - Make up a story about what is happening or might happen. 3. LISTEN AND MAKE There are so many things children can make with so many different materials, such as plasticine, paper and card… Special occasions like celebrations and festivals are great to do these things which children love making. TEACHER TIPS After drawing let them compare pictures and color quietly. Go around and talk to students in English as they color and comment on their work.
- 27. 27 Making greeting cards Very popular in English speaking countries in special days: Christmas Valentine’s Day Mother’s Day Easter Birthdays Materials and Where they are kept Langauge Pencils, crayons, felt – tipped pens, markers, rulers, paints, paint-brushes, scissors, glue, plasticine, play- dough, paper, card, cleaning clothes, sponges… In boxes, In jars, In plastic tubs, in packets in envelopes in folders On shelf, On the top/bottom/middle shelf In the cupboard On the tray in the corner on top of the cupboard in the painting corner in the book corner near the rubbish bin
- 28. 28 MAKING THINGS Let children: - Become familiar with names of material. - Take charge of materials. - Find material where they are kept. Talk to small groups while they work. LESSON 5 SPEAKING WITH SUPPORT Our aim as teachers is to get our students understanding and speaking in English gradually leaving aside their mother tongue. To do this we need to encourage them by praising all their efforts to communicate in English, as well as not interrumting them all the time when they make mistakes, it is part of the process. The more English they listen, the better: Actively Learning Acquiring: uniderstanding meaning Absorbing: pronunciation and intonation 1. USING CLASSROOM PHRASES The best thing we can do is introducing useful classroom phrases in situations where they are normally used. We will be creating a context in which those phrases can be used and therefore helping child’s memorizing process.
- 29. 29 What Learners Need to Say and Ask CHILDREN I haven’t got… I’ve lost… I’ve forgotten… Look I’ve got… … my pencils. … my colors. … my book. a new bag/pencil case some new felt tips. Excuse me! Can you help me? Pelase 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 a spare__. Did you leave it at home? Never mind. Here’s one. Here you are. Go and get one from my table. __can__ look at you book? Can he share with you? That’s lovely. Who gave you that? Yes, of course, just coming. Wait a moment, I’m helping__. Yes, what do you need? That’s fine like that. Yes… What do you need to know? 2. RHYMES AND SONGS TO PRACTICE: PRONUNCIATION, STRESS, INTONATION Rhymes and songs are excellent for initiating children into a new language as they will listen to them and try to sing them by imitating the sounds they hear. As teachers, we should take advantage of their willingness to sing, move, participate and learn new songs. Repeating leads to: Getting used to saying English sounds Practicing intonation patterns Gaining confidence.
- 30. 30 We can work with songs in many ways: the whole class, in big/small groups, different volumes, pitches, and this will offer plenty of new language. TEACHING TIPS 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. HOW LOUD? 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? 3. PRACTICING NEW VOCABULARY We are introducing new vocabulary and learners want to speak, we can: - Encourage them to repeat the new items. - Use pictures, sounds, and other senses to support meaning. - Use gestures, movement, and actions. - Get children to colour pictures of the new things that can name. - Repeat new words as often as possible and use them in context.
- 31. 31 TEACHING 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. 4. PLAYING VOCABULARY GAMES Guessing games and memory games are usefuk to help children become familiar with new vocavulary in an enjoyable way. When we show children what to do and at the time give instructions for games in English, they are listening to you with a real pupose, to find out how to play. They are also absorbing new vocabulary and intonation patterns. Finding pairs: Cards are facing down, they have to pick up two cards with the same picrure. Shopping games: Act the parts of shop assistants and customers in different kinds of shops. Happy families: Card game, in groups of 3/a they have to collect 4 cards of the same family or topic.
- 32. 32 INSTRUCTIONS FOR GAMES Here are some cards. These are picture cards. These are word cards. Here are some cards with phrases on. Here are some cards with actions on. Can you… Will you… … give them out? … deal them out? … share them round? … mix them up? … put them face down on your own table? You should have ___ each. Each pair should have __. 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! Whatch out! Careful! Wait a minute! One’s gone in your lap. One’s fallen in your bag. One’s 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?
- 33. 33 5. PRACTISING PRONUNCIATION OF NEW SOUNDS Children acquire pronunciation and intonation naturally by listening to the teacher. When we talk they absorb the sound of the language. But this does not mean that they will produce perfect words or phrases when they begin to speak in English. They need: To try out the sounds. To play with the sounds. The teacher’s help and praise all the time. Young children naturally like playing with language. They can mimic new sounds more easily than older learners. TEACHING TIPS In the classroom - 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. Use other expressions when you are playing the game “I Spy” 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 them actively.
- 34. 34 FINAL REFLECTION The final term of this journey has arrived, and together with it a deep sense of sadness, but at the same time, a feeling of satisfaction for all I have achieved throughout this path. All I want to say is thank you. There is no other expression that comes to my mind. Teacher, thank you for being such a motivating and encouraging guide. With you I have learnt a lot this year and the last. You have given me all the resources and more than plentiful materials to build constructive and meaningful classes for my future children. In the Oral Communication subject I have acquired linguistic knowledge and competence to work confidently in my future Primary classroom. I could plan lessons and activities stablishing specific targets in order to develop the children’s four skills, focusing on provide those moments of interaction, mental engagement, critical thinking and cooperating work, but all of these through the fun of learning a second language. In the Literature and Literacy classes I become familiar with the infant literature, the storytelling and drama techniques. I discovered a wide range of great tools and apps to create activities to work with my children in order to become them into profient readers. The result of all of this is my confidence and willingness to face my future English Primary Classes and prove my efficiency as an English teacher with an innovating teaching approach. I hope one day I can show you what I have achieved as a teacher and what you have made of me. This is not the end, is the beginning. Thank you. Yours sincerely, Elisabet García Hernández
- 35. 35 LINK TO MY BLOG https://learningispossible.wordpress.com/