Classroom Language Journal

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

Transcript of Classroom Language Journal

INDEX

CLASSROOM LANGUAGEJOURNAL

Rocío Fernández García

de Prado

[email protected]

654 66 33 11

Classroom Language Journal

1. Lesson Language

1.1 Greetings & Starting the Lesson

1.2 Organizing the Classroom

1.3 Ending the Lesson

2. Developing Social Skills

2.1 Behaviour Patterns2.2 Feelings2.3 Personal Hygiene &

Health2.4 Showing Respect 2.5 Sharing & Participating2.6 Tying shoelaces

3. Listen and Do

3.1 Giving Instructions3.2 Listening & Identifying 3.3 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 Phrases

5.2 Rhymes & Sons to Practice: Pronunciation, Stress and Intonation

5.3 Practice New Vocabulary

5.4 Playing Vocabulary Games

5.5 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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•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.Young Children

Classroom Language Journal

1. LESSON LANGUAGE

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

So if very young children are able to communicate, meaning this theyhave successfully acquired their first language, why not help ourstudents acquire a second language the same way?

There are similarities in the role parents and teachers when it comesto helping the children acquire a language. In both cases the adult isthe one who does most of the talking, much more than the child andthey both provide a secure, encouraging and supportiveenvironment which will make the child feel confident to try out thelanguage.

More specifically teachers will have to take into account that theirstudents 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.

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Caretaker talk

features:

Repeat phrases already said

Keep child's attention by

asking questions

React positively to what 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

TEACHER TIPS

Classroom Language Journal

Listen to us and make sense ofwhat we say.

Sound like the people they listento.

Recording 1A:

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

I. Caretaker talk : Simplified language, sentences andvocabulary in order to help acquire language naturally. Anyonewho interacts with young children will intuitively modify their

language. It can come from older siblings too.

Use English in class as the main language forcommunication.

Use gestures actions and pictures to helpunderstand.

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GREETINGS- Good morning,

- Good afternoon,- Hello,

WAYS OF ADDRESSING

Children Everybody

Boys & girls / Girls & boys

TEACHER

GREETINGS- Good morning,

- Good afternoon,- Hello,

WAYS OF ADDRESSING

Miss/Mrs/Mr/Ms + surname.

First name.Teacher.

CHILDREN

Classroom Language Journal

Children need to talk to learn – Let the use L1specially to start.

Recast in English what they say in their mothertongue.

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 thingsthey can see….

Out of this we take that in order to help our students acquire Englishwe have to speak English from the very first minute we get to classuntil the last one. This leads to different points with language we canuse depending on the point of the lesson we find ourselves in:Greetings & Starting the lesson, Organizing the lesson and Ending thelesson.

1.1 Greetings & Starting the Lesson

Whether we are class teachers or specialist teachers we always haveto say hello to our students when we come into the classroom. Hereare some ways in which we can greet and address to our children andways for them too.

Greeting Language:

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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.

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 absenttoday?Who is missing?

Let’s all count to seeif everyone is here –girls first, then boys

Oh good……., you’reback.Nice to see youAre you all rightnow?

Oh…… is away. Whoknows why? Is he/she ill?

So, how many is ….And ….?

Maybe he’s gone tothe dentist. What doyou think?

Is that more thanyesterday? Or Lessthan yesterday? Orthe same?

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Check attendance take the registerSay a rhymeSing a song:Hello, weather donsg, days of the week..Play a gameDo question routinesRearrange the classroom

TEACHER TIPS

Classroom Language Journal

Ok… Yes?So that is ….altogether

Ways of Starting a Lesson Langugae

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.

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Close th

e window/ le

ave …

open

Leave

these

/your…

…. h

ere

Put

your

pen o

r pen

cils

dow

n

Take your…. out.

Tidy u

p y

our

desk

TEACHER TIPS

Classroom Language Journal

1.2 Organizing Your Classroom

Everyday Instructions Language:

1.3 Ending the Lesson

Ending Lesson Language:

Make a list of classroom language for each

activity.

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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 theleader. Bye bye.

6. Just one more thing beforeyou go to break.

7. Ok, pick up all your things-and put the book in thecupboard.

8. Just one more time and thenthat’s it.

9. It’s break-time, but first lineup quietly.

Classroom Language Journal

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.

1.4 Very Young Learners & YoungLearners

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Very young learners

Introduce English slowly with enjoyable activities.Support with gestures, movements, facial expresssions.Help the children feel secure.Repeat in English possible L1.Use a puppet that "doesn't understand Spanish".Drawings and photos.Tell lots of stories using pictures.

Young learners

Adapt the approaches udes with VYL and:Explain in L1 why usin English in the lesson.Teach the class useful phrases about language use.Plan for success and positive experience.alk about own experiences.

Classroom Language Journal

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Classroom Language Journal

2. WORKING SOCIALSKILLS

It’s necessary to develop social skills in children in order to build acertain profile person as we will be trying to create a community. By

using this displays with classroom rules we will be creating habits withthe remember to caption.

2.1 B ehaviour Patterns

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1. 2.

3. 4.

5. 6.

7. 8.

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Self-control: My indoor voice

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2.2 Sho wing

Respect

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2.3 Feelings

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Thins song will help feelingswith young students.

Feelings song.mp4

Classroom Language Journal

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

3. LISTEN AND DO

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SITTING DOWN & STANDING UP

Come in please and sit down.

Sit down now please

Seat down at your tables/over there.

Turn round and face the front.

Stop talking now and listen carefully.

Please stand up, and don't make too much

noise.Everybody up! Stand

still!Stay in your places! Stay were you are.

MOVING AROUND

..... can you come here please?

Come out here to the front of the classGet into a line. Stand in a line

I wnat you to make 2 lines, along here. Nice

and straight!One behind the other.

Move up a bit. Come

forward a bit.A bit further apart, not

too close.Can you make a circle? Nice and

round.Now go back to your

places

Classroom Language Journal

By using listening and do activities we are promoting an active andenjoyable acquisition of the English language and will help usmaintain our students’ attention and engaged towards the activitiesand therefore the learning of the language.

Using the language for a purpose, we will be using real language thestudent will be able to use as well in any situation outside the Englishclassroom. It will also help him t better and absorb sounds patternsmore naturally for a future better pronunciation.

When we ask our students in English to do something we are givingthem opportunities to show they are understanding each time theyfollow the instructions given as at first they might not be able tospeak in English and they are preparing to do so when they are ready.They also use non-verbal clues to interpret our message.

3.1 Giving InstructionsBasic everyday instructions like the ones used in between activitiesand when we are organizing our children are important as they areeasy to learn and it’s a way to start off teaching them English. At firstwe can use gestures instead of translating to their mother tongue, butthey will quickly learn what it means and will not need them.

Ways of organizing children in the classroom

language:

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TEACHER TIPS

Classroom Language Journal

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 ofvocabulary and to initiate 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 tothe object they have in their hands. Later, once they areconfident in this association level, we can make themrepeat 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 basicgrammatical concepts such as distinguishing singular andplural, gender pronouns and even adjective position inEnglish sentences. Little by little they will acquire a feeling

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Listen carefully to instructions.Enjoy doing the actions.Groups or individually.

TEACHER Do not have to

speak.Understanding because movement and language go together.

PUPIL

Classroom Language Journal

of what is grammatically accurate without the need of aformal explanation.

Being good- Positive approach to disciplinelanguage:

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 PhysicalResponse

Total Physical Response is a great approach to start using English.Children learn English by being exposed to the language and learnit its learnt best when the it is accompanied by doing thingsphysically. The first stage is for comprehension and taking in thelanguage, 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

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TEACHER TIPS

TEACHER TIPS

Classroom Language Journal

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

3.4 Listening & Performing – MimingMiming means acting silently without speaking. We can introduce thisactivity when students are familiar with the vocabulary of a specifictopic. As it requires this previous knowledge from them, miming ismore complex than a normal TPR activity.

FREEDOM PROMOTE CREATIVITY

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TOTAL PHYSICALRESPONSE

TPR WITH BIGCLASSES

The first time we canexplain in theirmother tongue,before starting theactivity.Simple actions

Divide the class intogroups dependingon the space.Groups waiting willbe watchinglistening andlearning too.

MIMING One instruction at

a time Pretend you are… Increase nº of

instructions asthey progress

Activities can besimple or morecomplex

Using real thingsmakes it morerealistic

Statues game. Use mime as a

speaking activityto describe whatit is happening.

Groups orindividually andthe rest mustguess.

Classroom Language Journal

Miming to Rhymes and Chants:

Listening and miming helps children understand during the process oflearning rhymes and chants.

Physical Break Chnts

Use picture to helpremember the meaning ofthe words

Use movements to helpunderstand

Use big gestures to helpenjoy the chant

Once they understandsome words pictures canbe gradually removed

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:

Everybody all of you….Ready?

Just this row

…..Team… you start,then….

…..Team your turn next

You two, then you twonext.

……. Your turn.

Anybody else? Handsup..

One at a time… don’tshout out

Class… this half first

Back row, then front row

Second, third….

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TEACHER TIPS

Classroom Language Journal

3.5 Listening & Responding games

If we want to extend practicing listening skills, we can play games that will demand attention 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 you speaking English.

We could play the following:

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 it more persona and motivate them. It is a great game as they must listen very carefully to find out whether theyshould respond or stay still. It can be played standing up or sitting down depending on the instructions “Simon” gives.

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If it’s false, not true / I’m wrong

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

If it’s true / I’m right:

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

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 the instructions.

Listening activities need action as a response to check understanding

Classroom Language Journal

4. LISTEN AND MAKE

Listening and making activities help interaction in English betweenteachers and students and it is a perfect way for children to absorbmore real language that they will be able to use in their everyday life.There are so many activities that they are suitable for all levels too.They involve children in a more creative process in which:

Children have to make decisions. There is more time to think andcomment

Opportunities for co-operationbetween learners

They have something to takehome at the end.

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Ho

w t

o

pre

pa

re

Prepare what to say about the topic or theme.

Collect things needed

Practice explaining in English: what & how

Gestures to support understanding

How to recast possible mother tongue.

Ho

w t

o s

et

up

Introduce the topic or theme.

Explain in English and show them what they have to do.

Repeat your instructions:1. Whole class2. Small groups3. Individually

Move around while they work and comment on their work.

TEACHER TIPS

Classroom Language Journal

4.1 Listen & Colour

Make sure students have all the materials they need beforestarting.

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Let them help giveout and organizematerials.

DISPLAY allchildren’s work

POSITIVE comments:That’s lovely! Ilike…..!

Plain flashcards tocolour

Animals, food,clothes that can becut out

More challenging:- 2 pictures, 2

instructions- Give alternatives.- 2 halves different

instructions each.

Classroom Language Journal

Today we are going to

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 going to

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

Over the next few lessons weare going 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, so you’ll see.

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

Explaining and Demonstrating Language:

Asking for Helpers and Giving Things OutLanguage:

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

Who’d like to help? You three? Fine.

Can you pass round these sheets of paper? so everyone has one?

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

………., you can help me. Hand these back down your rows.Can you find the boxes of crayons

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TEACHER TIPS

Classroom Language Journal

and give them out?Can you collect in the cards? Thanks.

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

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After drawing let them compare pictures and colour quietly.

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

Personal

EventsSchoo

lEvent

sFestiv

als Special days

Classroom Language Journal

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, such as plasticine, clay, paper and card…. Special occasions like celebrations and festivals are great to do these things which children love making.

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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 envelopsIn plastic tubs, in folders

On the shelf, on top of the cupboardOn the top/bottom/ middle shelf in the painting cornerIn the cupboard in the book cornerOn the tray in the corner near the rubbish bin

Classroom Language Journal

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:

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TEACHER TIPS

Classroom Language Journal

Can you get the ________ out? Do you know where it is/ theyare?

Can you put the________ away? Do you know where it goes/they go?

Yes, on the……

Demonstration Language:

We’re going to do itthis way….

One between twodesks…

No…... Ok I’ll showyou...

Now look… see theline…

Look, cut like this.Only cut that bit….

Ok, fold it like that…

Cutting: round, up, down, on

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MAKING THINGS

Let children: Become familiar

with names of material.

Take charge of materials

Find materials where they are kept

Talk to small groups while they work

The more English they listen, the better:Actively Learning

Acquiring: understanding meaningAbsorbing: pronunciation and intonation

Classroom Language Journal

5. SPEAKING WITHSUPPORT

Our aim now is to get our students responding and speaking in English and gradually leaving aside their mother tongue. To do this weneed to encourage them by praising all their efforts to communicate in English and listening carefully: not interrupting all the time to correct their errors.

So again:

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

What Learners Need to Say and Ask Language:

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REPEATING leads to:Getting used to saying English sounds

Practising intonation patternsGaining confidence.

TEACHER TIPS

Classroom Language Journal

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 youhelp me?

Please Miss! Is thisright?

I don’t know what todo!

Please can I ask inSpanish?

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?Never mind.

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 to know?

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

Rhymes and songs are an excellent for initiating children into a newlanguage as they will listen them and try to sing them by imitatingthe sounds they here the best they can. This will give them a sense ofachievement. 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/smallgroups, different volumes, pitches, and this will offer plenty of newlanguage.

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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.

GOLDEN RULE: Always sounds first

Classroom Language Journal

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?

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

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 studentsknow how to read it is always preferable they remember the soundsof the word first and then learn the spelling. With this we will be tryingto avoid our students start reading as if it were their L1.

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

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TEACHER TIPS

Classroom Language Journal

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

5.4 Playing Vocabulary Games

Playing vocabulary games is useful to aid children in the process ofbecoming familiar and memorizing the new vocabulary, in a fun andattractive way.

In our games, we can use objects, pictures and actions to get themanaged. When we explain how the game works they are listeningEnglish that is being used for a real purpose of their everyday life as itis playing and they will be able to use.

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

with topics they are familiar with.

Finding pairs:Cards are facing down, they

have to pick up two cards with the same picture.

Shopping games:Act put as shop assistants and

custoers in different shops.

Happy families:Card game, in groups of 3/4

they have to colletct 4 cards of the same family or topic.

TEACHER TIPS

GOLDEN RULE: Active use of NEW vocabulary

Classroom Language Journal

Instructionfor GamesLanguage:

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?

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.

Don’t show them to anyone else.

Don’t look at anyone else’s.

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VOCABULARYGAMES

Show children how to play the game and give instructions in English meanwhile.

New words/phrases need to be used a lot after being introduced:

Use lots of different games but use the same vocabulary.

TEACHER TIPS

Classroom Language Journal

Spread them out so you can see them all.

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?

5.5 Practicing Pronunciation of NewSounds

Pronunciation and Intonation are acquired naturally y listening to thelanguage e absorb the sounds but they will not produce perfectsounds at first. They will need to try out the language, by mimickingand playing with it, with its sounds to achieve a good pronunciation.So, the younger they start the better. They will be also in the firststages of acquiring their mother tongue, therefore it will be easier forthem to absorb the sounds and get their mouths used to the differentpositions for a natural pronunciation.

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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.

Classroom Language Journal

6. SPEAKING MOREFREELY

This section is about how to help students speak for a longer time andmore fluently. To do 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

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Classroom Language Journal

6.1 Cognitive Development andLanguage Learning

Children as learners.

It is fundamental we think of the child as a whole, get to know theirinterests and what they already know to be able to build on andextend that knowledge, promoting curiosity. This will help theircognitive 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

6.2 Starting to Speak Freely – ElicitingPersonal Talk

Children enjoy very much talking about themselves: hobbies,families…and listening to their peers do the same.At first, we can start with teacher led ativities and onces they areconfident we can follow asking the children to ask questions to eachother. So normally the initiation and follow up moves are these:

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

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TEACHER TIPS

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

TEACHER TIPS

Classroom Language Journal

6.3 Speaking Games

Learning and using English doesn’t necessarily have to be boring. Wecan make it attractive to students with games that involve interaction.

Pass the Ball

To play this game we need a ball and some music. Children can standup or remain seated while playing. They have to pass the ball one toeach other, it has to keep moving until the music is stopped. Then thechild who’s got the ball must answer a question or talk about apicture. If the child doesn’t want to talk he can pass.

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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:

Use words or phrases from a topic the children are familiar with.

Use a story the children know well and: Ask questions about

characters What will happen next.

TEACHER TIPS

Classroom Language Journal

Guess the Mime

To play this game we need pictures of people doing things, childrencan work in pairs, choose any picture and perform the mimetogether… The rest of the class has to try to guess which activity theyare miming.

Asking Children to Remember or GuessLanguage:

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?

6.4 Children Speaking in Groups

All our students are different. They have different personalities andlanguage levels. Working in smaller groups has many advantageswhen trying to promote speaking:

Get more opportunities to speak

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Ask the children to remember what their classmates have been miming

TEACHER TIPS

Classroom Language Journal

Ask an answer questions Learn a lot from each other Those who are shy and less confident will feel

more comfortable speaking more privately ratherthan to the whole class.

Settingup 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.

Children in Pairs and Groups Language:

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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.

Classroom Language Journal

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 yellow crayon 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.

7. REPORTS

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Classroom Language Journal

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

TIPS

Establish Consistent

Classroom Routins

Breackdown lessons into the

smallest components

Strategies to redirect

Physical Proximity - Avoid

distruptions

Individual strategies - Feel

teachers support.

Group Strategies - Possitive Narration

Non verbal cues

Games that involve competition

and get them ENGAGED

Classroom Language Journal

CLASSROOM MANAGEMENT

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