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CLASSROOM
LANGUAJE
JOURNAL
Elisabet García
Hernández
07/03/1996
elisabet.garcia@usal.es

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INDEX
0. INTRODUCTION: ORAL COMMUNICATION …………………………. 3
1. LESSON 1: TEACHING YOUNG LEARNERS ……………………….….. 3
1.1 First Language – Second Language …………………..……………..…. 3
a. Caretaker ………………………………………………………...…. 3
b. Teaching Tips: Helping children learn a new language ………..…... 5
1.2 Starting your lessons in English ……………………………………….. 6
a. Teaching Tips: Class Teachers/ Specialist Teachers ……………..... 7
1.3 Organizing your classroom ……………………………………………. 8
a. Teaching Tips : using English for Class Organization …….………. 9
1.4 Ending your lessons ……………….…………………………………… 9
1.5 Very Young Learners (VYLs) and Young Learners (YLs) ……………10
2. LESSON 2: DEVELOPING SOCIAL SKILLS …………………………... 12
a. Behavior Patterns …………………………………………………. 17
b. Showing Respect ………………………………………………….. 18
c. Feelings ……………………………………………………...……. 18
a. Personal Hygiene and Health …………………………………...… 19
2.1 “New teacher survival guide”: Classroom management …………..… 19
3. LESSON 3: LISTEN AND DO ………………………………………….….. 20
3.1 Giving Instructions in English ………………………………….….…. 20
3.2 Listening and Identifying ………………………………………….…... 21
A. For Vocabulary Development …………………………………..... 21
B. For Grammatical Awareness ……………………………………... 21
C. Being Good – Positive Approach to Discipline Language …….…. 21

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3.3 Listening and Doing – Total physical response ……………………… 22
3.4 Listening and Performing – Miming ……………………………….… 22
A. Miming ……………………………………………………………. 23
B. Miming to Rhymes and Chants ………………………………...…. 23
C. Physical Break Chants ………………………………………..…… 23
3.5 Listening and Responding Games ………………..…………………… 23
A. Teaching Tips …………………………………………………...… 24
4. LESSON 4: LISTEN AND MAKE ………………………………………… 25
4.1 Listen and Colour ……………………………………………………... 25
4.2 Listen and Draw ……………………………………………………….. 26
A. Teacher Tips ………………………………………………………. 26
4.3 Listen and Make ………………………………………………………. 26
A. Making Greeting Cards …………………………………………… 27
B. Materials and where they are kept Language …………………...… 27
5. LESSON 5: SPEAKING WITH SUPPORT …………………………….… 28
5.1 Using Classroom Phrases ………………………………………….…... 28
A. What learners need to Say and Ask …………………….…………. 29
5.2 Rhymes and Songs to Practice: Pronouns, Stress, Intonation …………. 29
A. Teaching Tips ……………………………………………………... 30
B. How Loud? ………………………………………………………... 30
5.3 Practicing New Vocabulary …………………………….……………… 30
A. Teaching Tips ……………………………………………………… 31
5.4 Playing Vocabulary Games ……………………………………………. 31
A. Instructions for Games ……………………………………………. 32
B. Teaching Tips ……………………………………………………... 33
5.5 Practicing Pronunciation of New Sounds ……………………………… 33
A. Teaching Tips ………………………………………………….….. 33

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ORAL COMMUNICATION
Oral communication it’s one of the most important skills that children must acquire in
this long process of learning their second language, English.
Our purpose is to encourage our children to use English in an active way, expressing
themselves orally so they get to use this language constantly. In order to achieve this
goal, we must create a positive learning environment for our children, giving them a
safe classroom atmosphere where they can express themselves comfortably without
embarrassment, obtaining as a result an increment of their self-esteem and a growing
sense for the meaning of language.
The techniques and methods required by the teacher to obtain the best possible result
will be reflected in this journal.
LESSON 1
TEACHING YOUNG LEARNERS
1. FIRST LANGUAGE-SECOND LANGUAGE
Children start to learn English as the same time they are improving and developing their
abilities and skills in their first language. For this reason, it’s important to know how
they’re learning their first language so we can use the procedures that children are
familiar with.
Young children are used to say what they hear others saying and picking up the accent
of those around them. We can take advantage of this and giving them exposure to
English as much as we can so they will be able to experiment with language, build up
their fluency, motivation and confidence.
1.1 CARETALKER
One way to help the development of the children’s language is to make use of the
caretaker talk. This means we are talking in a caring way, as if we were their parents.

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Actually it makes sense, because we become a new protective and caring figure for
them in the moment they enter into the school. By doing this we are talking in a familiar
way for them, sounding like the people they usually listen.
The similarities between a mother talk and a teacher talk are the following ones:
Examples of caretaker talk that take place in different situations in the classroom will be
shown in the next recordings:
 1A _ Thinking about the Easter Bunny and eliciting the phrase chocolate eggs:
https://vocaroo.com/i/s1mnA65P7W0L
 1B _ Greetings: https://vocaroo.com/i/s0MTagwo3Okb
 1C _ A question of routine: https://vocaroo.com/i/s13oB2yblzln
 1D _ Calling the role in English: https://vocaroo.com/i/s1KHZDnKjbIb
 1E _ Starting with a song: https://vocaroo.com/i/s1y5ckjDnw0r
 1F _ Arranging the classroom: https://vocaroo.com/i/s0IJjykZBB3v
 1G _ Changing from one activity to another:
https://vocaroo.com/i/s08CAQMvhea5
 1H _ Asking and giving permission: https://vocaroo.com/i/s0d6sL5gXUAi
 1I _ Ending a lesson: https://vocaroo.com/i/s0h30qPIwTG1
CARETAKER
TALK
Repeat phrases
said earlier.
React positively to what
children say even if
words are not complete
or perfectly pronounced.
Add to or improve
what children say.
Keep children's
attention by asking
them questions.

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 1J _ Finishing up: https://vocaroo.com/i/s13GsRVnFQ7L
 1K _ Very young learners listening to a story:
https://vocaroo.com/i/s1Sw4Hrzb4H2
 1L _ https://vocaroo.com/i/s1c9HiwbCAis
1.2 TEACHING TIPS: HELPING CHILDREN LEARN A NEW LANGUAGE
 Use English in class as the main language for communication.
 Use gestures, actions, and pictures to help children understand.
 Children often need to talk in order to learn – let children use their mother
tongue for communication, especially to start with.
 Recast in English what children say to you in their mother tongue.
 Answer children in English as much possible.
 Use their mother tongue for support when you do a new activity or if no one
understands.
 Talk a lot in English to your pupils.
 The more English the children hear, the more they
will learn.
 They will learn gradually – they won’t say
everything perfectly to start with. Encourage them
by responding positively.

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2. STARTING YOUR LESSONS IN ENGLISH
Is everybody here?
Is anyone missing?
OK, so let’s start.
Check
attendance
“Five little
speckled frogs”
Sing a
song
Is today
Monday?
Do question
routines
Remember to
answer “I’m
here”.
Jonathan,
Call the
role
We need some more
space. Can you help me
move some tables back?
Rearrange the
classroom
“Miss Polly
had a dolly
who was sick
sick sick”
Say a
rhyme
Physical
response
Play a
game
WAYS OF
STARTING LESSONS

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Examples of starting lessons:
Greetings: https://vocaroo.com/i/s0MTagwo3Okb
A question of routine: https://vocaroo.com/i/s13oB2yblzln
Calling the role in English: https://vocaroo.com/i/s1KHZDnKjbIb
Starting with a song: https://vocaroo.com/i/s1y5ckjDnw0r
2.1 TEACHING TIPS: CLASS TEACHERS/ SPECIALIST TEACHERS
Class Teacher Specialist Teacher
 Do something different so that
everyone knows it’s time for English,
e.g. sing a special song.
 Plan something familiar in English at
the beginning of the lesson to make
the change of teacher easier.
 Wear something special during the
lessons, e.g. badge, a hat…
 Use a special name chart to check
who’s present.
 Stand in a different place or arrange
the room differently.
 Prepare a routine that the children
like, e.g. sing a song or say a rhyme.
 Put up a picture or get out toys that
children associate with English.

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3. ORGANIZING YOUR CLASSROOM
Examples of organizing classroom:
Arranging the classroom: https://vocaroo.com/i/s0IJjykZBB3v
Changing from one activity to another: https://vocaroo.com/i/s08CAQMvhea5
Asking and giving permission: https://vocaroo.com/i/s0d6sL5gXUAi
ORGANISING
THE
CLASSROOM
Talk in short
chunks, one
phrase at a
time.
Use the
correct
intonation.
Repeat and rephrase
the instructions.
"Have you finished?
Eveybody finished?"
Call your children's
attention before
giving instructions.
"OK, eveybody listen"
Suit your
language to
the children's
language level.

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3.1 TEACHING TIPS : USING ENGLISH FOR CLASS ORGANIZATION
4. ENDING YOUR LESSONS
 While preparing your lesson, make a list of classroom language for each
activity.
 Prepare to say all of this English during the lesson.
 Use songs and rhymes when you change from one activity to another, e.g. an
action song to start a game.
 Encourage your pupils to use English for routine classroom request by
praising any effort they make.
 Use wall charts or posters to help children remember what you are doing in
the English class.
Ending
Lesson
Children staying in
the same room.
"That's all for
today. On Monday,
there'll be more".
Children going to
another lesson in a
different room.
"OK, pick up all your
things and put the books
in the cupboard".
Children having a break.
"OK, it's break time. So you
can go out to play".
Children gooing
home.
"OK, children, make
a line to say
goodbye".

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Examples of ending lessons:
Ending a lesson: https://vocaroo.com/i/s0h30qPIwTG1
Finishing up: https://vocaroo.com/i/s13GsRVnFQ7L
5. VERY YOUNG LEARNERS (VYLS) AND YOUNG LEARNERS (YLS) –
TEACHING TIPS
Very Young Learners Young Learners
 Introduce English slowly with
enjoyable activities.
Adapt the approaches you use with VYLs,
and in addition:
 Support what you say with gestures,
actions, movements and facial
expression.
 Explain in mother tongue on the first
day why you are using English
during the English lesson.
 Help the children feel secure by
repeating familiar activities, e.g.
songs and rhymes.
 Teach the class useful phrases about
language use, e.g. Can I use…
(mother tongue)? What’s… in
English?
 Repeat in English what children say
to you in their mother tongue.
 Plan for success and a positive
experience.
 Use a puppet to talk to in English.
Tell the children the puppet can only
speak English so they have to speak
in English to the puppet. If a child
speaks in his/her mother tongue to
the puppet, you can recast and speak
to the puppet.
 Talk about your own personal
experiences, e.g. What you
like/dislike. This is like telling
stories.
 Using drawings and photos.
And above all, have fun! Tell lots of stories using pictures for
support.

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Examples of language used with VYLs and VLs:
Very Young Learners listening to a story: https://vocaroo.com/i/s1Sw4Hrzb4H2
Young learners guessing from visual clues: https://vocaroo.com/i/s1c9HiwbCAis

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LESSON 2: DEVELOPING SOCIAL SKILLS
DEVELOPING SOCIAL SKILLS
Class routines
 Enjoy participating in a story.
 Enjoy listening to each other in the group situation.
 Show a willingness to tidy up and pleasure in helping.
 Not shout in class.
 Realise the importance of switching off lights, turning off
taps, flushing the toilet, putting paper in the bin, etc.
Greetings and
goodbyes
 Say good morning, good afternoon, hello and goodbye.
 How are you? Fine, thank you.
Feelings
 Express feelings: happy, sad, cross, angry, hungry,
frightened, scared, surprised, and shy.
 Express love for family and affection.
 Value the friendship and help of others.
 Have positive self-esteem, actively participate in class and
enjoy seeing displays of their own work and that of their
peers.
 Play different roles and express emotions using
dramatisation (puppets, soft toys…).
 Participate with pleasure at parties and celebrations.
Personal hygiene
and health
 Understand that sweets cause tooth decay.
 Have an awareness of the importance of a balanced diet.
 Understand and respect dining-room rules like: “Wash your
hands before you eat”, “Brush your teeth after eating”.
 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.

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 Be able to dress and undress themselves.
Behaviour
patterns
 Understand and respect dining-room rules like “Don’t throw
food”, “Don’t annoy your friends when they are eating”.
 Take pleasure in listening.
 Learn to choose, make thoughtful decisions.
 Say “please”, “thank you” and “sorry”.
 Promote positive behaviour patterns in the school, in the
classroom and in the playground.
 Accept the concept of losing/winning when playing a game.
 Recognise difference between people, avoid discrimination.
 Have developed a helpful and co-operative attitude during
playing time.
 Promote basic organisational habits: constancy, attention,
effort, initiative...
 Be aware of the importance of a job well done, and be able
to take on board the idea that correcting errors is part of
“doing something better”.
 Appreciate clean and tidy surroundings.
Sharing and
participating
 Realise that the classroom equipment belongs to everyone.
 Share classroom equipment, and take turns to use things.
 Enjoy tidying up, and know where to put things.
 Help in class and in the home, i.e. set the table at home,
have class monitors.
 Be interested in contributing towards a frieze, decorating the
class for Festivals, collecting items for a display, bringing
things from home.
 Take pleasure in giving presents (birthday, Christmas) and
giving thanks.
 Take turns and follow the rules in a game.
 Enjoy celebrations and parties.

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Showing respect
 For people:
- Respect the equality of boys and girls; understand the
importance of avoiding sexist stereotypes in games,
songs, classroom activities, stories and use of language.
- 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.
 For things:
- Take care of classroom equipment.
- Use different areas of the class correctly.
 For environment:
- 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

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DEVELOPINGSOCIAL
SKILLS
Class Routines
Not shout in class
Enjoy listening to each other in the group situation
Greetings and
goodbyes
Say good morning, good afternoon, hello and goodbye
How are you? Fine, thank you
Feelings
Express feelings
Value the friendship and help from others
Personal hygiene
and health
Understand daily routines related to hygiene and dress
Have an awareness of the importance of a balanced diet
Behaviour patterns
Take pleasure in listening
Say "please", "thank you" and "sorry"
Sharing and
participating
Share classroom equipment
Help in class and in the home
Showing respect
For people
For things
For the environment

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It’s necessary to develop social skills in children in order to build a certain profile
person as we will be trying to create a community. By using this displays with
classroom rules we will be creating habits with remember to caption.
 Behavior patterns

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 Showing respect
 Feelings

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 Personal Hygiene and health
1. “New teacher survival guide: Classroom management”
The teacher needs to control her class in a really difficult situation. She travels to
Columbia's University Teacher College (Manhattan) in order to learn some classroom
management from an expert.
 Classroom Management (CM) is about to create a safe and an ordered space.
 Having visual proof of your job is really useful.
 The first step is to stablish routines so that the students know what it is expected
from them. “The lesson starts the minute they steep through the door”.
 The teacher walks through the classroom so that she can track the students work.
She says that she finds more effective to reconduct their behaviour in a private
way instead of speaking with them with the whole class listening.
 Use non-verbal cues to redirect students.
 The expert advice the teacher about using games. The experts say that
competitive games are very useful in order to keep students engaged.
 Planning is a key element of teaching. Breaking down lessons into the smallest
possible part is vital to make students feel successful.
 Whole class techniques: The expert suggests using positive narration instead of
focusing on individuals.
At the end, the teacher used all the techniques the expert suggested her to use. She was
successful and the techniques proved to be very effective.

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LESSON 3
LISTEN AND DO
By listening and do activities we are promoting an active and enjoyable acquisition of
the English language and will help us to maintain our student’s attention and engaged
towards the activities and therefore the learning of the language.
When we ask the students to do something we are making them using the language for a
purpose, giving them the opportunity to show they understand, because they need their
knowledge of the language to follow the instructions. Also, by this way the children will
absorb the language naturally.
1. GIVING INSTRUCTIONS IN ENGLISH
These are basic everyday instructions. We use them to organize our classroom, and they
are very easy to learn. We should use gestures in order to be understood by the students
instead of using their mother tongue. The children learn very quickly this instructions.
SITTING DOWN AND STANDING UP MOVING AROUND
Come in please and sit down. Can you come here please?
Sit down now please. Come out here to the front of the class.
Seat down at your tables / over there. Get into a line. Stand in a line. I want to
make two lines, along here. Nice and
straight.
Turn around and face de front. One behind the other.
Stop talking now and listen carefully. Move up a bit.
Please stand up, and don’t make too much
noise.
A bit further apart, not too close.
Everybody up! Stand still! Can you make a circle? Nice an around.
Stay in your place! Stay where you are. Now go back your places.

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2. LISTENING AND IDENTIFYING
When children do listen and identifying activities they are:
 Practicing a basic language skill – listening.
 Making sense of English words and phrases.
 Developing their vocabulary.
For Vocabulary Development
We can use the following:
 Charts, displayis, pictures, flashacards…
 Cuisenaire rods, colored bricks.
 Objects they can bring: toys, food…
 Objects they can draw or create with craft material.
There are generally two stages to listen and identify activities:
a) Talking about the thing we want them to learn.
b) Asking them to point or show the thing when we name them.
For Grammatical Awareness
With this type of activity, we can focus on basic grammatical concepts such as
distinguish singular and plural, gender pronouns and even adjective position in English
sentences. Little by little they will acquire a feeling of what is grammatically accurate
without the need of a formal explanation.
Being good – Positive approach to discipline language
 Please stop talking now – Clam down… Much better
 No more talking for a while.
 Good you lot. Nice adnd quiet.
 We need to be quieter to hear…
 Lots of hands raised. Excellent.

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3. LISTENING AND DOING – TOTAL PHYSICAL RESPONSE
TPR is when children listen and fiollow a whole sequence of instructions, doing what
the teacher says. IT is a good way to star using English for communication in the
classroom.
TEACHER PUPIL
Listen carefully to instructions.
Enjoy the actions.
Grops or individually.
Do not have to speak.
Understanding because movement and
language go together.
Here are some examples of TPR activities:
 Follow the leader: See and understand together.
 Topic based: Vocabulary practice.
 TPR Routines: Wake them up or have a break.
 TPR for Arranging the class: Get them used to directions.
TOTAL PHYSICAL RESPONSE TPR WITH BIG CLASSES
The first time we can explain in their
mother tongue, before starting the activity.
Simple actions.
Divide the class into groups depending on
the space.
Groups waitinf will be watching, listening
and learning too.
4. LISTENING AND PERFORMING – MIMING
When children are familiar with the vocabulary used for a particular topic, we can
introduce mime. Miming means acting silently, without speaking. As it require this
previous knowledge from them, mimming is more complex than a normal TPR activity.

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MIMING
 One instruciton at a time.
 Pretend you are…
 Increase number of instructions as
they progress.
 Activities can be simle or
complex.
 Using real things makes it more
realistic.
 Statue game.
 Use mime as a speaking activity to
describe what ir is happening.
 Groups or individually and the rest
must guess.
Miming to Rhymes and Chants
Listening and miming helps children understanding during the process of learning
rhymes and chants.
Physical Break Chants
 Use pictures to help remember the
meaning of the words.
 Use movements to help understand.
 Use big gestures to help enjoy the
chant.
 Once they understand some words,
pictures can be gradually removed.
 Putting in different animals or things to
mime.
 Making it shorter or longer.
 Letting individual children do actions.
5. LISTENING AND RESPONDING GAMES
If we want to extend practicing listening skills, we can play games that will demand
attention and careful listening to understand the instruction and how the game goes.
With these games children are having fun at the same time they are listening to you
speaking English.

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We could play the following:
 Right or Wrong / True or False
 Simon Says
TEACHING TIPS
 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 instructions.

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LESSON 4
LISTEN AND MAKE
Listening and making activities help interaction in English between teachers and
students, and it is a perfect way for children to absorb real language. They involve
children in more creative process in which:
- Children have to make decisions.
- Opportunities for co-operation between learners.
- There is more time to think and comment.
- They have something to take home at the end.
How to Prepare How to set up
 Prepare what you say about the topic
or theme.
 Introduce the topic.
 Collect things needed.  Explain in English and show them
what they have to do.
 Practice explaining in English: what
and how.
 Repeat your instructions:
1. Whole class
2. Small groups
3. Individually
 Gestures to support understanding.  Move around while they work and
comment on their work.
1. LISTEN AND COLOUR
Make sure students have all the materials they need before starting.
 Let them helping by giving out and
organizing materials.
 Display all children’s work.
 Positive comments.
 More challenging:
- 2 pictures, 2 instructions.
- Give alternatives.
- 2 halves different instructions each.

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SPECIAL
OCCASIONS
School
events
Personal
events
Festivals &
Special days
 Plain flahscards to colour.
 Animals, food, clothes that can be
cut out.
2. LISTEN AND DRAW
Children 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 differences.
- Make up a story about what is happening or might happen.
3. LISTEN AND MAKE
There are so many things children can make with so many different materials, such as
plasticine, paper and card… Special occasions like celebrations and festivals are great to
do these things which children love making.
TEACHER TIPS
 After drawing let them compare pictures and color quietly.
 Go around and talk to students in English as they color and comment on
their work.

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Making greeting cards
Very popular in English speaking countries in special days:
 Christmas
 Valentine’s Day
 Mother’s Day
 Easter
 Birthdays
Materials and Where they are kept Langauge
Pencils, crayons, felt – tipped pens, markers, rulers,
paints, paint-brushes, scissors, glue, plasticine, play-
dough, paper, card, cleaning clothes, sponges…
In boxes,
In jars,
In plastic tubs,
in packets
in envelopes
in folders
On shelf,
On the top/bottom/middle shelf
In the cupboard
On the tray in the corner
on top of the cupboard
in the painting corner
in the book corner
near the rubbish bin

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MAKING THINGS
 Let children:
- Become familiar with names of
material.
- Take charge of materials.
- Find material where they are kept.
 Talk to small groups while they
work.
LESSON 5
SPEAKING WITH SUPPORT
Our aim as teachers is to get our students understanding and speaking in English
gradually leaving aside their mother tongue. To do this we need to encourage them by
praising all their efforts to communicate in English, as well as not interrumting them all
the time when they make mistakes, it is part of the process.
The more English they listen, the better:
 Actively Learning
 Acquiring: uniderstanding meaning
 Absorbing: pronunciation and intonation
1. USING CLASSROOM PHRASES
The best thing we can do is introducing useful classroom phrases in situations where
they are normally used. We will be creating a context in which those phrases can be
used and therefore helping child’s memorizing process.

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What Learners Need to Say and Ask
CHILDREN
I haven’t got…
I’ve lost…
I’ve forgotten…
Look I’ve got…
… my pencils.
… my colors.
… my book.
a new bag/pencil case
some new felt tips.
Excuse me! Can you help
me?
Pelase Miss! Is this right?
I don’t know what to do!
Please can I ask in Spanish?
TEACHER
Has anyone seen__’s__?
Can someone lend __ a __?
Who’s got a spare__?
Don’t worry I’ve got a
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 you book?
Can he share with you?
That’s lovely. Who gave
you that?
Yes, of course, just coming.
Wait a moment, I’m
helping__. Yes, what do you
need?
That’s fine like that.
Yes… What do you need to
know?
2. RHYMES AND SONGS TO PRACTICE: PRONUNCIATION, STRESS,
INTONATION
Rhymes and songs are excellent for initiating children into a new language as they will
listen to them and try to sing them by imitating the sounds they hear. As teachers, we
should take advantage of their willingness to sing, move, participate and learn new
songs.
Repeating leads to:
 Getting used to saying English sounds
 Practicing intonation patterns
 Gaining confidence.

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We can work with songs in many ways: the whole class, in big/small groups, different
volumes, pitches, and this will offer plenty of new language.
TEACHING TIPS
 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.
HOW LOUD?
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?
3. PRACTICING NEW VOCABULARY
We are introducing new vocabulary and learners want to speak, we can:
- Encourage them to repeat the new items.
- Use pictures, sounds, and other senses to support meaning.
- Use gestures, movement, and actions.
- Get children to colour pictures of the new things that can name.
- Repeat new words as often as possible and use them in context.

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TEACHING TIPS
 Make class displays of pictures and other memory aids to
support new vocabulary.
 Prepare to teach new words and phrases in a meaningful way
by linking with a topic they are familiar with.
4. PLAYING VOCABULARY GAMES
Guessing games and memory games are usefuk to help children become familiar with
new vocavulary in an enjoyable way.
When we show children what to do and at the time give instructions for games in
English, they are listening to you with a real pupose, to find out how to play. They are
also absorbing new vocabulary and intonation patterns.
Finding pairs:
Cards are facing down, they have to pick
up two cards with the same picrure.
Shopping games:
Act the parts of shop assistants and
customers in different kinds of shops.
Happy families:
Card game, in groups of 3/a they have to
collect 4 cards of the same family or topic.

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INSTRUCTIONS FOR GAMES
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?
You should have
___ each.
Each pair should
have __.
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.
Spread them out so you can see them all.
Don’t show them to anyone else.
Don’t look at anyone else’s
Which ones make a pair?
Whoops!
Oh dear!
Whatch out!
Careful!
Wait a minute!
One’s gone in your lap.
One’s fallen in your bag.
One’s 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?

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5. PRACTISING PRONUNCIATION OF NEW SOUNDS
Children acquire pronunciation and intonation naturally by listening to the teacher.
When we talk they absorb the sound of the language. But this does not mean that they
will produce perfect words or phrases when they begin to speak in English. They need:
 To try out the sounds.
 To play with the sounds.
 The teacher’s help and praise all the time.
Young children naturally like playing with language. They can mimic new sounds more
easily than older learners.
TEACHING TIPS
 In the classroom
- 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.
 Use other expressions
when you are playing
the game “I Spy”
TEACHING TIPS
 Show children how to play the game and give instructions in English while
you are doing this.
 Use lots of different games but use the same vocabulary to help children
become familiar with it.
 New words and phrases need to be used a lot after you have introduced them
so that the children learn to use them actively.

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FINAL REFLECTION
The final term of this journey has arrived, and together with it a deep sense of sadness,
but at the same time, a feeling of satisfaction for all I have achieved throughout this
path.
All I want to say is thank you. There is no other expression that comes to my mind.
Teacher, thank you for being such a motivating and encouraging guide. With you I have
learnt a lot this year and the last. You have given me all the resources and more than
plentiful materials to build constructive and meaningful classes for my future children.
In the Oral Communication subject I have acquired linguistic knowledge and
competence to work confidently in my future Primary classroom. I could plan lessons
and activities stablishing specific targets in order to develop the children’s four skills,
focusing on provide those moments of interaction, mental engagement, critical thinking
and cooperating work, but all of these through the fun of learning a second language.
In the Literature and Literacy classes I become familiar with the infant literature, the
storytelling and drama techniques. I discovered a wide range of great tools and apps to
create activities to work with my children in order to become them into profient readers.
The result of all of this is my confidence and willingness to face my future English
Primary Classes and prove my efficiency as an English teacher with an innovating
teaching approach.
I hope one day I can show you what I have achieved as a teacher and what you have
made of me.
This is not the end, is the beginning.
Thank you.
Yours sincerely,
Elisabet García Hernández

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LINK TO MY BLOG
https://learningispossible.wordpress.com/