Introduction | |
Introduction for trainers and tutors on courses | |
Teaching young learners | |
First language - second language | |
language focusCare | |
taker talk | |
pronunciation point | |
Syllables | |
Starting your lessons in English | |
language focus | |
Greetings and forms of address | |
Checking attendance | |
Ways of starting lessons | |
Organizing your classroom | |
language focus | |
Everyday instructions - organizing | |
the classroom | |
Ending your lessons | |
language focus | |
Ending lessons | |
Phrases with else | |
Word quiz | |
Very young learners (VYLs) and young learners (YLs) | |
language focus | |
Telling the class what you are doing | |
Asking questions | |
topic talk | |
Introducing yourself | |
Listen and do | |
Introduction | |
Giving instructions in Englishlanguage focus | |
Sitting down and standing up | |
Moving around | |
Listening and identifying | |
For vocabulary development | |
For grammatical awareness | |
language focus | |
Being good - a positive approach to discipline | |
pronunciation point | |
Listening and doing - Total Physical Response | |
Follow the leader | |
Topic-based TPRTPR routines | |
TPR for arranging the class | |
language focus | |
Recalling routines: what do we do when...topic talk | |
Sports and hobbies | |
Listening and performing - miming | |
Revising and consolidating topic words through mime | |
Miming to rhymes and chants | |
language focus | |
Turn-giving | |
Listening and responding games | |
Right or wrong | |
language focus | |
Instructions for true/false activities | |
Simon saystopic talk | |
Clothes | |
Listen and Make | |
Introduction | |
Listen and colourlanguage focus | |
Explaining and demonstrating | |
Asking for helpers and giving things outtopic talk | |
The circus | |
Listen and draw | |
language focus | |
Phrases describing position | |
Drawing games | |
language focus | |
Useful phrases | |
Asking who wants a turn | |
Listen and make | |
Making greetings cards | |
language focus | |
Language for demonstration | |
Making an Easter card | |
language focus | |
Cutting things out | |
What do you keep where? | |
pronunciation point | |
topic talk | |
Festivals and celebrations | |
Speaking with support | |
Introduction | |
Using classroom phrases | |
language focus | |
What learners need to say and ask | |
Saying rhymes and singing songs to practise | |
pronunciation, stress, and intonation | |
language focus | |
How loud? | |
topic talk | |
Spiders, beetles, and small creatures | |
Practising new vocabulary | |
language focus | |
Five ways of eliciting language | |
pronunciation point | |
Playing vocabulary games | |
language focus | |
Instructions for games | |
What can you do with cards? | |
Practising pronunciation of new soundstopic talkAnimals | |
Speaking more freely | |
Introduction | |
Cognitive development and language learningChildren as learners | |
Children as language learners | |
Starting to speak freely - eliciting personal talk | |
language focus | |
Initiations and follow-up movestopic talkFamilies | |
Speaking games | |
Pass the ball | |
language focus | |
Instructions for ''Pass the ball''Extra phrases for ball games | |
Guess the mime | |
language focus | |
Asking children to guess or remember | |
topic talkRooms | |
Children speaking in groups | |
Personal presentations | |
language focus | |
Setting up pairs and groups | |
pronunciation point | |
Connected speech | |
Reading in English | |
Introduction | |
Beginning reading | |
Look and say | |
Phonics | |
Activities to help children connect sounds with letters | |
language focus | |
Letter and word recognition | |
Speaking to reading - helping sound and word recognition | |
language focus | |
Encouraging learner participation | |
Asking children to guess the word | |
Summary of pre-reading activities | |
topic talkHolidays/Vacations | |
Helping children recognize phrases | |
language focus | |
Making phrases or sentences | |
pronunciation point | |
Reading independently - finding information | |
language focus | |
Chunking; Finding the place | |
Writing in English | |
Introduction | |
Practising the alphabet | |
language focus | |
Politeness phrases | |
A writing race | |
language focus | |
Intonation and stress for meaning | |
pronunciation point | |
From speaking to writing and from reading to writing | |
From speaking to writing: making memory | |
games and quizzes | |
From reading to writing: making lists | |
language focus | |
Reading and talking with expression | |
Useful phrases for group writing | |
Spelling | |
language focus | |
Phrases with spelltopic talk Parties | |
Writing with other children | |
lan | |
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