2. LISTEN.
Lesson1,“TeachingYoung
learners”
All children can speak at least one language when they come to the school. So as teacher
what we have to do is to think about how they learn this first language, as much babies as
young children, a great reason is because mothers talk a lot to their children.
In consequence, knowing how they learn the first language, can help us teach a second
language, the differences between the first and second language in babies and young
children are the following:
Babies Young children
- Hear voices from the time they are
born and respond them.
- Listen to a lot of sounds.
- Play with sounds and practice making
sounds.
- Begin to associate the sounds with
what they can see and understand.
- Say what they hear others
saying.
- Pick up the accent of those
around them.
- Look on you -their teacher-
as their new carer.
- Need to hear a lot of English.
Name:Beatriz.
Surname: Izquierdo Pacheco.
E-mail:beatrizizquierdo@usal.es
Phonenumber: 633520402
3. An example of a conversation between a mother and her little son:
https://vocaroo.com/i/s1QNKcgyISSg
Here, with the example of the shoes we can see what we talk at the top. The mother is
repeating the word for associate the sounds of the word with what he can see and
understand. This kind of talk is called caretaker talk, parents as carers talk to help the
development of their child's language.
Now, listen the example of a teacher talking to her class about a Christmas Festival of
Easter.
A1: https://vocaroo.com/i/s1G9Pxn2xDuS
Here the teacher do the same as the other example with the shoes, these caretaker talk
can help learners acquire new language naturally.
Teaching tips.
But you can`t forget that how more English the Children hear, the more they will learn.
They will learn gradually they won't say everything perfectly to star with. And our role
as teachers in to encourage them by responding possibility.
•English in class as the main
language for communication.
•Gesture, actions and pictures.
•For start, let your children use
their mother tonge.
•Recastin English, if they answer
you in their mother tonge.
•Answer in English as much as
possible.
For helping
children to learn
a new language
- Use the language for interact with
others and get what they want.
4. Language focus.
Starting your lessonin English:
Examples:
Greetings and forms of address.
1B https://vocaroo.com/i/s1CBdwLnXdH4
1E https://vocaroo.com/i/s1Jb42kmJJF3
Checking attendance.
1D https://vocaroo.com/i/s0sQFtDos0dg
Ways of starting lessons.
1C https://vocaroo.com/i/s0OO3p7sUkW3
Teaching tips.
Class teachers Specialist teachers
Starting
your lesson
in English
Greetings
and forms
of address
Checking
attendance
Ways of
starting
lessons
5. - Do something different so that
everyone know it´s time for
English.
- Wear something special during
the lesson.
- Stand in a different place or
arrange the room differently.
- Put up a picture or gets out toys
that children associate with
English.
- Plan something familiar in
English at the beginning of the
lesson to make the change of the
teacher easier.
- Use a special name chart to check
who´s present.
- Prepare a routine that the children
like, as a song, rhyme…
Organizing your classroom:
Everyday instructions-organizing the classroom.
1F https://vocaroo.com/i/s0NUg4FHasRm
1H https://vocaroo.com/i/s1dY93z61ub9
Ending your lessons:
1I https://vocaroo.com/i/s1ziaKsNwBTk
1J https://vocaroo.com/i/s1Ra5DFX2NJ4
Teaching tips.
6. Very young learners and young learners:
Telling the class what you are doing.
1L https://vocaroo.com/i/s1k8whAVugYo
Teaching tips.
Very young learners Young learners
- Introduce English slowly with
enjoyable activities.
- Support what you say with
gestures, actions…
- Help the children feel secure by
repeating familiar activities.
- Repeat in English what children
say to you in their mother tongue.
- Use a puppet to talk to in English.
- Use drawings and photos.
- Explain in mother tongue on the
first day why you are using
English during the English
lessons.
- Teach the class useful phrases
about language use.
- Plan for success and a positive
experience.
- Talk about your own personal
experiences.
Using English for class organization
•Whilepreparingyour lesson make a list
of classroomlanguagefor each activity.
•Say all of this in English duringthe
lesson.
•Use song and rhymes when you change
the activity.
•Encourage children to use English for
routine classroomrequest, by praising
any effort they make.
•Use wall charts otposters to help
children remember what you are doing.
7. - Tell lots of stories using pictures
for support.
Lesson2,“Developingsocialskills”.
The development of social skills is an essential part of the daily routine in Infants.
These are already taught as an integral part of the Spanish curriculum and should be
included in classroom planning for the English part of the curriculum. Particular aspects
are concentrated on through different topic areas.
By the end of Infants the children should be aware of, or be able to do
the following:
Class
routines
Enjoy
participating in
a story
Enjoylistening
each otherin
the group
situation
Show a
willingnessto
tidyup and
pleasure in
helping
Not shout in
class
Realise the
importance of
switching off
lights, flushing
the toilet, etc.
10. Daily routine:
Personal
hygiene
and
health
Understand
that sweets
causetooth
decay. Have an
awareness of
the
importance of
a balanced
diet.
Understand
and respect
dining-room
rules
Enjoy eating
fruit
Realise the
importance of
protection from
the sun in
summer and the
cold in winter
Understand
daily routines
related to
hygiene and
dress
Be able to
dress and
undress
themselves
11. Behaviour
patterns
Understand
and respect
dining-room
rules Take pleasure
in listening
Learn to
choose, make
thoughtful
decisions
Say “please”,
“thank you”
and “sorry”
Promote
positive
behaviour
patterns in the
school
Accept the
concept of
losing/winning
when playinga
game
Avoid
discrimination.
Have
developed a
helpful and co-
operative
attitude
Promote basic
organisational
habits
Be awareof
the
importance of
a job well
done,
Appreciate
clean and tidy
surroundings.
• Realise that the classroom equipment
belongs to everyone
• Share classroom equipment, and take
turns to use things
• Enjoy tidying up
• Help in class and in the home,
• Be interested in contributing towards a
frieze, decorating the class, etc.
• Take pleasure in giving presents and giving
thanks.
• Take turns and follow the rules in a game
• Enjoy celebrations and parties
Sharing and
participating
12. Showing respect
For people For things For the environment
- Respect the equality
of boys and girls;
understand the
importance of
avoiding sexist
stereotypes.
- 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.
- Take care of
classroom equipment.
- Use different areas of
the class correctly.
- 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.
Lesson3,“Classroom management”.
There is no doubt that more learning occurs in a well-managed classroom than in an
unruly one, and of course the challenge of achieving good classroom management never
ends.
13. By taking proactive measures, a good teacher can avoid some classroom management
problems that may accompany, for instance, changing from in-class mathematics to in-
gym physical education. Suggestions for making low-key responses, and also for defusing
the proverbial power struggle, should it arise, have been included.
We can avoid it and create a well-management classroom following some steps that can
help us to get it. These are the following:
Other procedure is the time-out area, all students should be taught about it and the
appropriate way to use it. It might be a corner, a carrel, an office, the hall, or a peer’s
classroom. Location is dependent on the cooperation of other staff as well as the
seriousness of the negative behavior. For instance, time-out for a “fight” would be best
Steps for
create a well-
management
classroom
Using Low-
Key
Management
Techniques
Making
Smooth
Transitions
Aiding
Struggling
Stragglers
Defusing a
Power
Struggle
Forming
Random
Groups
14. spent in the office. We have to establish for how long at the time a student can use this
area, for five minutes is usually enough.
you have to ensure that the time-out area has a desk or table and chair and any of the
following: soothing music (headphones); a fish tank; a grudge jar (an empty container
into which the student can place angry, written thoughts that are later reviewed with the
student and either the teacher or counsellor); a tape recorder with a blank tape for
recording thoughts…
I think it is a good way for children to think about something wrong they have done.
In the video about Lilia´s classroom we can see the example of we have explained
previously. I think it is really interesting to see the change in the children´s behavior by
changing the classroom management. It is a difficult thing because, in some case, at the
first year of teaching it may be more difficult to teach your students, you have to take the
class control.
What Lilia do in her classes is to use physical proximity to prevent potential disruptions,
it is one of her strategies, other one is develop individual strategies to redirect student
who act out, she also use non-verbal cues to redirect students. After watching Lilia’s class
Jackie offers her some specific feedback, as use games for motivate the children, because
they like games and it create a competitive game structure what keep them engage and
where everybody can be a winner.
Jackie also has recommended her to use group strategies like positive narration to modify
behavior of the entire class.
Lilia followed all Jackie´s feedbacks and she achieved a good classroom management,
with the games the children were more motivated and increase their own interest for the
lessons.
In my opinion, all teachers know that it is difficult to keep a well-managed classroom but
we have to do it and there are some steps as we have seen that we can follow for do it,
15. one of the most important things is to establish daily routines in the classrooms and create
a good environment that motivate the students.
Lesson4,“Listenanddo”.
Introduction.
•usinglanguage for a porpuse.
•giving them the opportunityto
show theyunderstand.
If you ask children in
English, you are:
•to acquire the language.
•to absorb the sounds and
patterns ofthe language
naturally.
Each time you are
speaking in English
you are giving your
pupils the
opportunity:
•They are about the kind of basic
instructionsyou use every day.
•In between teachingactivities.
•When organizingyourchildren.
The activities called
"Listenand do"
could be part of
almost any lesson
16. The “listen and do” activities help your students to acquire English by listening to
instructions, this activities promote your children to be active and they enjoy doing
things in English, for example using non-verbal clues as gestures, physical responses…
They also have to interpret meanings and get use to understanding general meaning, to
prepare for spoken interaction, to absorb a good pronunciation and the intonation
patterns.
RECORD
- https://vocaroo.com/i/s0aVLVtnPORf
- https://vocaroo.com/i/s1hqdpDO0scs
- https://vocaroo.com/i/s0xYgykC8ehY
- https://vocaroo.com/i/s0RvS56bBf8A
- https://vocaroo.com/i/s0rQ9M3Bx9pm
Listen
and do
Giving
instructions
in inglish
Listening
and
identifying
Listening
and doing:
TPR
Listening
and
performing:
miming
Listening
and
responding
games
17. Lesson5,“Listenandmake”.
Introduction.
“Listening and making” involves children in a more creative process.
Whit this type of activities the children have to make decisions, there is more time to
think and comment, there are opportunities for co-operation between learners and the
children have something to take home at the end of the class
How to prepare for "listening
and make" activities.
•When children aremaking things, the
languagethatyou useis thereasonfor
the lesson. So, before the lesson:
Prepare what to teII the class
about the topic ortheme.
Prepare what to teII the class
about the topic ortheme.
Practise explaining inEnglish
what theyhave to make and
how theyhave to make it
Think ofgestures and actions
that will help them
understandmore clearly.
Prepare and practise phrases
that will be useful while they
are making it.
Think ofthings children
might sayto you in their
mothertongue and plan how
you will recast their
questions andcomments
inEnglish.
18. The activities in this unit go from simple colouring to more complex and more creative
activities:
A good idea for this type of activities is to work about some topics as festivals and
celebrations, how Chinese New Year, Divali/Deepavali (Hindu), Christmas (Christian),
Yom Kippur (Jewish), Eid el Fitr - end of Ramadan (Muslim), Mother`s Day, Father's
How to set up "Listen
and make" activities.
Begin by introducingthe
topic and talkinga little
about it.
Explain to the class in English
and show them what they
are goingto do or make. Use
gestures and actions to help
children understand.
Repeat your instructions to
the whole class and then
later to small groups or to
individual children.
Whilethey arecolouringor
makingtheir things, go
round and comment in
English on what they are
doing.
• Listen and colour
• Listen and draw
• Listen and make
Listen and
make
19. Day ... and you have to prepare to tell your pupils what happens, you can look for pictures
of festivals in books, and plan how you would talk about them.
RECORD
- https://vocaroo.com/i/s0BBqEHgarv2
- https://vocaroo.com/i/s1YLXHNLfGbW
- https://vocaroo.com/i/s07VtNPy84bE
- https://vocaroo.com/i/s1lB8J9yFuBc
Lesson6,“Speakingwithsupport”.
Introduction.
All the listening activities we looked at the others units could lead on to speaking
activities, so in this unit, the focus is on pupils` responding.
• are still actively learning
• are acquiring language and
learning to understand
• are absorbing pronunciation
and intonation
• can repeat what they hear
• can answer or comment in
their mother tongue.
In the last two
units we looked at
how to increase
children's listening
time. The more
children listen, the
better. When they
are listening they:
20. The content what we are going to work in this unit is the following:
RECORD
- https://vocaroo.com/i/s1v1kDmYvIOM
- https://vocaroo.com/i/s06lGj7iJBzA
- https://vocaroo.com/i/s0xLbSF9LEfG
•by using English in the way we
described in Unit r as caretaker talk.
•by encouraging all the efforts children
make to speak English,no matter how
small.
•by listening carefully when they
speak and not interrupting to correct
small errors.
You can
support
children when
they are
starting to
speak English
Content
Using
classroom
phrases
Saying rhymes
and singing songs
to practise
pronunciation,
stress, and
intonation
Practising new
vocabulary
Playing
vocabulary
games
Practising
pronunciationof
new sounds
