1. ELT Educational Links to Mediate
EFL in Primary School Education
By Professor Sandra Araya
www.guapilesenglishadvisory.blogspot.com

2. Introduction
• In today’s complex world, children’s
futures are determined by their
ability to master English as their
second Language. Using these links
can help teachers to support and
reinforce the 4 skills and at the same
to be social responsible for what we
teach them.

3. Links
www.english-4kids.com
This link offers Printable ESL Worksheets, Games
for ESL Classrooms, EFL Videos, PPT Lessons
Videos, Interactive Kids Vocabulary & Grammar
Quizzes, PowerPoint for English teaching and
learning.
www.playkidsgames.com
This link provides a web site that parents and kids
can use to learn basic skills while having fun.
www.educational-freeware.com
A great website called Learn English Kids with
plenty of stories, songs, games, exercises and
other activities for kids learning English as a
second language.
www.tolearnenglish.com A funny way to learn English through games and
worksheets.

4. Links
www.syvum.com
This link offers online English activities to
enhance children’s vocabulary, spelling and
grammar skills.
www.learninggamesforkids.com
This link provides online learning games and
songs for kids. It teaches important skills for
preschool and elementary school kids and
they're free.
www.vocabulary.co.il
Here you can find vocabulary games that
include an online word search, an online
crossword puzzle, and hangman online (our
version is called HangMouse)

5. Links
www.go4english.com On this page you can find lots of games that revise
vocabulary from songs and stories.
www.2flashgames.com/lea
rning_english_games.htm
This link provides a web site where students can
play games and learn English at the same time.
www.marks-english-
school.com/games.html
It provides free games for students - grammar
games, vocabulary games, and phonics programs.

6. Quotations from Principles of Effective
Materials Development
• Tan(2020b:5-6) stresses how corpus-based materials can achieve the important
criterion of providing real contextualised examples of written and spoken
language.
• Tomlinson(2003c) In the process of developing materials for specified target
learners, the universal criteria need to be combined with the local criteria derived
from what is known about the learners, their teachers, and their context of
learning.
• (Krasen 1985, 1993,1999; Long 1985) A prerequisite for language acquistion is that
the learners are exposed to a rich, meaningful, and comprehensible input of
language in use.
• (Arnold 1999; Tomlison 1998b, 1998d) In order for the learners to maximine their
exposure to language in use, they need to be engaged both effectively and
cognitively in the language experience.

7. Quotations from Principles of Effective
Materials Development
• (Tomlinson 2007a) The teaching should be designed to help learners to achieve
language development and not just language acquisition.
• (McKay 1992; Tomlinson 2006) The teacher needs to be able to personalize and
localize the materials and to relate them in different ways to the needs, wants,
and learning-style preferences of individual learners.
• (Arnold 1999; Tomlinson 1998d) Language learners who achieve positive affects
are much more likely to achieve communicative competence than those who do
not.
• (Tomlinson 2009) There are still gaps between what we do and what we know and
between what we know and what we « tell » our learne
• rs.

8. Quotations from Priorities for Evaluating
Instructional Materials: Research Update
• According to Mestre, teachers tend to fall into the trap of « teaching to the test »,
and students learn hot to « get the right answer ». This means that instructional
time is spent learning « a collection of definitions and isolated bits of
information » rather than how to analyze and use knowledge for solving
problems(p.9).
• Teachers make a difference in student learning and materials with effective
learning startegies can support or impede their impact.
• Once learned, it is hard to « unlearn »
• Students decrease effort when learning tasks seem too easy or impossibly difficult.
• Instructional materials must include guidance and support to help students safety
and successfully become more independent learners and thinkers.