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If you are from listening to their recordings, from trying things not satisfied, you can always erase your recording and out in class, or ideas gained from reading or talking try again. You can note down words Keep the recordings that you are happy with, and, and phrases you need to practise. Also, write any after completing each unit, play them back and listen questions you have after each unit. Every two or again. This is good revision and will help you recall three units, go back over and read what you have useful expressions.

To help you identify what you written, taking note of significant comments. You have recorded, record the unit and section number may even find answers to your own questions. How can you as teacher help them? For each unit, put into a folder or file ideas for new - Make learning English enjoyable and fun- activities, materials for new stories with visual aids , remember you are influencing their attitude to sample lesson outlines, and reports oflessons where language learning.

You could also add an - Don't worry about mistakes. Be encouraging. At the end of your - Use a lot of gestures, actions, pictures to course, you can select a number of your best pieces of demonstrate what you mean. This final portfolio can be used things they can see. You can answer a mother tongue question in English, and sometimes recast in English what Website they say in their mother tongue. Go to http: The activities suggested in the book are for a variety Teaching children under seven of ages and levels.

Teaching situations differ all over the world, and children start English at different ages If you are teaching a second language to children in different places, so we often suggest ways that under seven, remember that very young learners: English, in much the same way as they acquire their first language.

What are children like as learners? So have fun playing with - are not able to understand grammatical rules and words and phrases, for example, singing them, explanations about language exaggerating your expression.

Often non-verbal clues they will not even realize that they are learning a - talk in their mother tongue about what they foreign language. They simply see it as having fun! Introduction 5 Teaching children between seven and twelve Children from 7 to 12 - are learning to read and write in their own language - are developing as thinkers - understand the difference between the real and the imaginary - can plan and organize how best to carry out an activity - can work with others and learn from others - can be reliable and take responsibility for class activities and routines.

When you are teaching year olds you can - encourage them to read in English stories, comics, reading games - encourage them to work meanings out for themselves - explain things about language, but only very simple things , - use a wider range oflanguage input as their model for language use - encourage creative writing and help them to experiment with language - explain your intentions and ask them to help with organization of activities.

There will be more on these aspects in Unit 1.

We hope that you enjoy using this book and that you will gain satisfaction from experimenting with new ideas and trying out new language. Please let us know via the Website or publishers how you get on with this book, and if you have any suggestions for improvements or additions. We wish you and your learners well.

Ideas for what to focus on each time are We recommend that all tutors and teachers begin given in the section itself and there are more ideas in by reading carefully through the Introduction, as t his the main Introduction.

Participants might profit from gives insights into how the book was planned and som e choral repetition of short chunks and phrases, to advice on how to approach each section. Recommendations for training sessions In the Language Focus sections we have focused on certain aspects oflanguage used in the lesson extract. There are some activities which would be best done Participants could, however, analyse other aspects of in group sessions.

Many activities denoted by the an extract. Then in of their level of English, and who hesitate to speak pairs or groups they can English in front of the whole group. Working in pairs - suggest situations in their classes where such tips increases the opportunities they get for spontaneous might help, and say how they m ight actually carry speech, and helps them develop their fluency them out and confidence.

Starting a new section After this, ask some pairs to report their best idea to Begin each new section by letting participants the class. Give the whole group time to prepare what read the rationale for the activity type, and then to say, if they are asked. As you progress through the reading or writing activities. Note that some of the teachers idea to the class. Again, give the whole class time to contributed several lessons at different levels. You prepare what to say. Encourage participants to similar to each other.

Reassure them that the actors - add to and adapt the language in the tables had heard the original tapes and kept as close as explaining to each other in what context their possible to the original. Because playing with each other, and building on the this constitutes a more 'public' performance, there examples a little more. Encourage them to will be a natural urge to be as accurate and as - exaggerate the intonation and expression they use organized as possible.

During this planning time, they can ask a without looking back at the book trainer if they are not sure of a language point, or - choose the most useful language and tell the class check in a dictionary or with their co-participants.

Participants can choose what bit to play - pairs decide what ideas to present to the whole group to the class, and have their cassettes wound back, - efforts made to plan appropriate language that is ready to play, at the start ofthe session.

This is a good both fluent and accurate. Here we would like to encourage teachers to Topic Talk and Storytelling continue in their own personal self-development.

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These are best done in small groups, to increase Many of the ideas ask teachers to look back again at opportunities for teacher talk. Topic Talk sections specific activities and language, to listen again to are set up differently in each unit on purpose to extracts, and then to plan, work out, and write down give teachers experience of a variety of types of ideas for lessons.

Then finally teachers can try out interaction and activity.

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See the main Introduction their ideas, teach, and record their own classes. You may well wish to change or Teachers could keep a record in their journals of supplement these topics to suit your local syllabus. Using journals helps trainees and opportunities for sustained talk, ask them to structure their own learning and become more prepare a simple story on a familiar topic, to tell in aware of their specific needs. They can do this even before You might find it useful to make notes on some of they get to the units on storytelling.

You can set a the things you learn from looking at their journals, if one-minute time limit to begin with. Sometimes they you have agreed beforehand that you can read them. If they are shy, they can tell or play their story in small groups of three or four. Introduction for trainers and tutors on courses 9 Organizing teaching practice activities with a focus Recommendations for individual study during on classroom language a course Th'e following pattern has proved useful for a in preparation for course sessions, as practising classroom language in training sessions.

It could be used with the activities or situations - read the Introduction to the book illustrated in a classroom extract, or suggested in a - read the outline contents and introduction Teaching Tips or Extension Ideas section. As teachers they may see in intonation using the CD advance the point of activities and may do what - record themselves and play back their they know is required, not just what the recordings 'teacher'says.

Some groups could use a tape recorder if conditions c for preparing class activities and teaching allow this. When the activity is finished each group can analyse - prepare new activities to try out in class or in their performance in terms of language used with the group sessions help of a form like the following: Language What was What was How to used for clear and unclear and improve activity why why At the end of the course Encourage teachers to form local support groups so Each time you do this let different participants role- they continue to have the opportunity to compare play the teacher, the children, and language secretary.

After When all the groups have finished they can pool their the training session they may arrange to meet findings and see what they have learnt occaSionally or regularly, and to share ideas This kind of group activity should help teachers and materials.

Contact time on training courses is often limited. You may want to ask course participants to read and study some parts of each unit on their own. They can write down in their own language notebook any new language they see or questions they have, to ask you in class. Teaching young learners This unit looks at 1. Think about how they learn this first language. Think about opportunities for using English when starting lessons, changing activities, babies and young children.

Most mothers talk a lot to their children. Checking attendance Notice how much language she uses and how she talks about what is Ways of starting lessons happening to the child. Where are your shoes? Your shoes. Where are they? Phrases with else Both look around for the shoes. Yes shoes. Teachers in school can do the same with their learners.

Think about young children learning English as a second language when they go to school. Young children will - only acquire the language they hear around them - need to hear a lot of English -look on you - their teacher - as their new carer - listen to you and try to make sense of what you say - sound like the people they listen to.

It is important in many Western countries. Children have eliciting the phrase chocolote eggs holidays and get chocolate eggs. And it's a holiday, isn't it? And on Easter Sunday he to find two similarities. Uh uh chocolate. Eh, chocolate No, no it's not chocolate ice- Caretaker talk cream.


The conversation between the mother and the young child and classroom Chocolate eggs. DOYou like chocolate eggs?

Yum yumyum,yes? Yes, yes. Chocolate eggs. And he brings? He brings? CH I LD: Repeats phrases said earlier. Now shoes Yes your shoes. Do you like chocolate eggs? I love Look Keeps children's attention 2 T: And he brings us what? Clara with eight to nine year olds. Reacts positively to what CH: Sus -Sus 3 children say even if words are M: Yes, shoes not complete or perfectly pronounced.

Adds to or improves 4 CH: These features of caretaker talk can help learners acquire new language naturally. So they are very good things for teachers to do when teaching English in class. Which ofthem do you do already? How many syllables are you pronouncing in this word? Some words,li ke chocolate, have syllables that are written but are often dropped when people speak.

What a bout these words? Encourage them by responding positively. Good morning. Very well. How are you? What you say then will, of course, depend on Clara with eight to nine year olds.

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Are you a specialist teacher? Is today A class teacher teaches every A specialist teacher only teaches Monday? Your pupils are classes. Or maybe Tuesday? Or listening to you, the class teacher, pupils of different ages and levels. Oh I wish it was Sunday. OK, your English lessons.

Write down children in these different classes what day is it today?

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English next. Calling the roll n English Look at the things you have written down. OK,let's check the roll. Now, Do any of these teachers remember to answer, 'I'm here'. I'm here. Pause after any useful phrases and silence repeat them, paying special attention to the intonation. Not here. What about Jonathan. Then is he? Can you say that? OK, everyone's here except Jonathan. What happens in your country? Practise some suitable phrases from this table. Can you stand up now? OK, Amanda can you stand up too?

Thank you. OK,let's sing a song. Teacher Children But do you remember howto put your Good morn ing, children. Like this. Good afternoon, everybody. Good afternoon, [surname]. Teacher puts his hands on his head. Hello, boys and girls. Hello, [first name].

OK, doyou remember this girls and boys. Head and shoulders, knees and toes All sing together Checking attendance Juan with eight to nine year olds. Practise, using the tables below and then add to these conversations by using the ideas under the tables.

R Eco R 0 Record two possible conversations. Let's call the roll. Thank you, everybody. Let's take the register. Let's check to see who is here.

Remembertoanswer'l'm here'. So, everyone is here except So, only two people away. Is everybody Oh good, Paula, you're back. Nice to see you. Are you all right now? Is anyone away? Oh,John's away. Maybe he's gone to the No-one absent Who knows why? What do you today? Is he ill? Who is missing? Let's all count to So, how many is 13 and 15?

Is that more tha n yesterday? Or less than yesterday? Choose some of the things you might do, and write in the bubble what you might say. Two examples have been done for you. Add more ideas if you can. Practise saying them out loud, slowly then quickly.

O id'! V' Wear something special during the V' Use a special name chart to check lesson, e. V' Stand in a different place or arrange V' Prepare a routine that the children the room differently. V' Put up a picture or get out toys that children associate with English.

Write down three or four of these sentences in English, for example, Turn your chairs around and face the clock. Listen to extracts IF to IH. Notice how the teachers talk in short chunks, one phrase at a time. Listen for the key word s in each phrase - the words that carry the main stress.

These words carry the main message. Now,you four Peter, Paula, teacher's part, using the same intonation. Tony, and Ann. Move the tables back without making a noise. OK,leave these five tables here at the top.

OK, everyone listen, listen, don't move these desks, OK Cristina with nine to ten year olds. OK, now, now put everything away.

We're going to do something else. OK now.. Jane with seven to eight year olds. Have you finished? Teacher, Teacher What doyou want Daniel? May I go to the toilet two teachers rephrase a part of their in structions? Now read the following ten instructions out loud. Yes,OK, but no one else. Waitforthe break. Get your books and pencils out.

Eml with eleven to twelve year olds. S Turn back to face the front. There are five pairs of opposites. Read these out loud with a slight stress on the adverb, and notice the similarities in rhythm. For example, OK, all ofyou, get your books and pencils out. To get some ideas, look at the classroom extracts in the boxes above and below.

Practise saying your longer versions out loud, as if you were in front of a class. For example Put all your things back in your bags. Right, can you put everything away now? You don 't need to move these desks; they are fine as they are. Practise saying your new in structions as if to learners of different ages or levels.

Do they - stay in the same room? How do you normally fi nish your lessons? What might you say? Write down three things. Right, we have no time for c t Listen again and imitate their intonation patterns. Repeat any phrases anything else. Don't do any more. We you find u seful. Cristina with seven to eight year olds. That's al l for today.

OK, on Mond ay th ere w ill be more. OK, OK, now chi ldren , now, make a line to say good bye.. They all come from real lessons. We've no time for anything else - don't do any more - we don't have any more time today. Teachingyoung learners '7 3 OK - just one more time before going out for a short break. We haven't enough time to finish the monster today. So stand up On Monday, there'll be more.

Bye bye.

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So you can go out to play. Butfirst-line up quietly by the door. Q-" a Find four pairs of phrases that have similar meanings. Read them out loud in pairs. Q-" b In each example, one word or a phrase is underlined. Change or substitute this one word or phrase for another word or phrase, for example, change now to this afternoon.

Phrases with else Q-" C Read 1G, 1H and 11 again and find whole phrases that go with no one else, something else, anything else and practise them. Can you think oftwo other common classroom phrases with else? Think of where they are used, how they are said, what their classroom function is. RECORD Look back at the classroom extracts in this unit and write down and record on your cassette any more useful phrases you could use. While preparing your lesson , make a Encourage your pupils to use English list of classroom language for each for routine classroom requests by activity.

Prepare to say all of this in English Use wall charts or posters to help during the lesson. Use songs and rhymes when you doing in the English class. Are they happy? Yes, they are laughing What are the major differences? List three. Yes, and are they laughing? Laughing, laughing, laughing Now compare how the children react in the next two extracts, Susan with six to seven year olds.

They are making sense of the story with the help of the pictures. Some children are im itating the teacher - repeating naturally what she is saying, and looking at the pictures. CCJ Now listen to the next t each er, Cristina, with a group of eight and nine year olds.

Sh e is slowly taking a drawing out of an envelope. The children can only see a small part of the figure and they are trying to guess what it is. Compared tothe very young learners, they are more aware of answer- ing and recalling the w ords they need when she asks them a question.

Notice how the t eacher allows the children to talk in their mother tongue MT and when she hears a child say something relevant in MT she immediately recasts it in English. Wh at word does she recast in 1L this transcript?

Can anyone t ell me who this is? CHIL D: A small person or a picture very slowly. CH ILD: Sm all OK, this is not a normal or about to do? Read them , then say each one out loud, from memory, person. Who do you th ink it is? Look carefully There is lots of mother tongue talk Can you find five questions and repeat them with the same intonation that as all the children try to guess - one she used?

It's a snowman and look I'm goingto showyou his face. I Look What colour is the carrot? This is a very nice snowman. Very young learners Young learners Now before I take him out, look at his face. Is he a big snowman or a little V' Introduce English slowly with Adapt the approaches you use with snowman? M iddle OK, now listen. V' Helpthe children feel secure by V' Teach the class useful phrases Cristina with eight to nine year olds.

Can I e. V' Repeat in English what children say in English? V' Plan for success and a positive V' Use a puppet to talk to in English. Tell the children the puppet can only V' Talk about you r own personal speak English sothey have to speak experiences, e.

If a child dislike. This is like telling stories. V' Use drawings and photos. V' Tell lots of stories using pictures for su pport. How much you say and what you say will of course depend on who these people are - fellow teachers on a course, or pupils in a class. And the age and level of the pupils also makes a difference. First, think of a possible audience.

Think how you might introduce yourself to them. Select ideas that are suitable for your audience, and adapt and expand them. Practise putting some of them together to make a short personal presentation. Re-record if you want to improve it.

So what are my interests, apart from teaching? Shall I tell you about some of my favourite things? As far as food goes, what I like best is and. Further ideas 1 Buy a note book to use for your private study. You could use this as a diary while you are following this course. Start using them in class. Work out what you can say in English at different stages in the lesson.

Teach the lesson and see how it goes. Write down your reactions. Record the first ten minutes of your lesson. Listen to it two or three times. In your notebook write down what you notice about your class.

Think about the things you said and did. Answer the following questions: When and why? Can you now think of phrases in English that would be suitable? Write these down. Did you miss any opportunities for caretaker talk? Lightbown, Patsy M. How Languages are Learned second edition. Oxford University Press. Listen and do This unit looks at Introduction how 'listening and doing' activities help If you ask children in English to do something you are children - using language for a purpose to acquire English by listening to - giving them the opportunity to show they understand.

Each time you speak in English you are to use non-verbal clues e.

These activities could be part of to absorb good pronunciation and almost any lesson. Intonation patterns. Introduction 2. It is often Vocabulary development easier and quicker. But your aim is to teach them English, not to be quick. Choose the ones you might use in TPR for arranging the class your lessons.