Classroom Language Journal

CLASSROOM LANGUAGE
JOURNAL
Rocío Fernández García de Prado
rociofgp2013@usal.es
654 66 33 11

Classroom Language Journal
1
INDEX
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 Patterns
2.2 Feelings
2.3 Personal Hygiene & Health
2.4 Showing Respect
2.5 Sharing & Participating
2.6 Tying shoelaces
3. Listen and Do
3.1 Giving Instructions
3.2 Listening & Identifying
3.3 Listening & Doing – Total
Physical Response
3.4 Listening & Performing – Miming
3.5 Listening & Responding games
4. Listen and Make
4.1 Listen & Colour
4.2 Listen & Draw
4.3 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 Games
6.4 Children Speaking in Groups
7. Reports
 Total Physical Response
 Sample Lesson
 Classroom Management

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1. LESSON LANGUAGE
When children start school they already have good control of their first language besides
their short age and can make themselves be understood. Their “expertise” in the
language is due to the fact that since 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 they have successfully
acquired their first language, why not help our students acquire a second language the
same way?
There are similarities in the role parents and teachers when it comes to helping the
children acquire a language. In both cases the adult is the one who does most of the
talking, much more than the child and they both provide a secure, encouraging and
supportive environment which will make the child feel confident to try out the language.
More specifically teachers will have to take into account that their students 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.
 Listen to us and make sense of what we say.
 Sound like the people they listen to.
Recording 1A:
Journal AudiosLesson 11A Eliciting.3gpp
• 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

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I. Caretaker talk: Simplified language, sentences and vocabulary in order to help
acquire language naturally. Anyone who interacts with young children will
intuitively modify their language. It can come from older siblings too.
 Use English in class as the main language for communication.
 Use gestures actions and pictures to help understand.
 Children need to talk to learn – Let the use L1 specially to start.
 Recast in English what they say in their mother tongue.
 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 things they can see….
Out of this we take that in order to help our students acquire English we have to speak
English from the very first minute we get to class until the last one. This leads to different
points with language we can use depending on the point of the lesson we find ourselves
in: Greetings & Starting the lesson, Organizing the lesson and Ending the lesson.
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

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1.1 Greetings & Starting the Lesson
Whether we are class teachers or specialist teachers we always have to say hello to our
students when we come into the classroom. Here are some ways in which we can greet
and address to our children and ways for them too.
 Greeting Language:
Recording 1B: Journal AudiosLesson 11B Greetings.3gpp
Recording 1C: Journal AudiosLesson 11C-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.
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

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 Checking attendance Language:
Let’s call the roll
Let’s take the register
Let’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 absent today?
Who is missing?
Let’s all count to see if
everyone is here – girls
first, then boys
Oh good……., you’re back.
Nice to see you
Are you all right now?
Oh…… is away. Who knows
why?
Is he/she ill?
So, how many is …. And ….?
Ok… Yes?
So that is …. altogether
Maybe he’s gone to the
dentist. What do you
think?
Is that more than
yesterday? Or Less than
yesterday? Or the same?
 Ways of Starting a Lesson Langugae
Check
attendance
take the
register
Say a rhyme
Sing a song:
Hello, weather
donsg, days of
the week..
Play a game
Do question
routines
Rearrange the
classroom

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1.2 Organizing Your Classroom
 Everyday Instructions Language:
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.
TEACHER
TIPS
Move the
tables back
Put all your
things
away
Turn back to
face the
front

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1.3 Ending the Lesson
 Ending Lesson Language:
 Make a list of classroom language for each activity.
 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. Ok, that’s all for now
2. We’ve no time for anything else –
don’t do anymore
3. Now stop! We haven’t enough time to
finish… So stand up
4. That’s all for today. On Monday
there’ll be more
5. Children, make a line to say good bye,
following the leader. Bye bye.
6. Just one more thing before you go to
break.
7. Ok, pick up all your things- and put the
book in the cupboard.
8. Just one more time and then that’s it.
9. It’s break-time, but first line up quietly.
TEACHER
TIPS

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1.4 Very Young Learners & Young Learners
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.

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2. WORKING SOCIAL SKILLS
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 the remember to caption.
2.1 Behaviour Patterns
1. 2.
3. 4.
5. 6.
7. 8.

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Self-control: My indoor voice
2.2 Showing Respect

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2.3 Feelings
Thins song will help feelings
with young students.
Feelings song.mp4

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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

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3. LISTEN AND DO
By using listening and do activities we are promoting an active and enjoyable acquisition
of the English language and will help us maintain our students’ attention and engaged
towards the activities and therefore the learning of the language.
Using the language for a purpose, we will be using real language the student will be able
to use as well in any situation outside the English classroom. It will also help him t better
and absorb sounds patterns more naturally for a future better pronunciation.
When we ask our students in English to do something we are giving them opportunities
to show they are understanding each time they follow the instructions given as at first
they might not be able to speak 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 Instructions
Basic everyday instructions like the ones used in between activities and when we are
organizing our children are important as they are easy to learn and it’s a way to start off
teaching them English. At first we can use gestures instead of translating to their mother
tongue, but they will quickly learn what it means and will not need them.
 Ways of organizing children in the classroom language:
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 class
Get 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

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3.2 Listening & Identifying
Listening 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 of vocabulary 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 learn
2. Asking them to point or show the thing when we name them.
We want them to associate the phrase we are saying to the object they
have in their hands. Later, once they are confident in this association level,
we can make them repeat 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 basic grammatical concepts such
as distinguishing 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.
TEACHER
TIPS

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 Being good- Positive approach to discipline language:
 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 Physical Response
Total Physical Response is a great approach to start using English. Children learn
English by being exposed to the language and learn it its learnt best when the it is
accompanied by doing things physically. The first stage is for comprehension and
taking in the language, 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
 TPR for Arranging the class: Get them used to directions.
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

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3.4 Listening & Performing – Miming
Miming means acting silently without speaking. We can introduce this activity when
students are familiar with the vocabulary of a specific topic. As it requires this previous
knowledge from them, miming is more complex than a normal TPR activity.
FREEDOM PROMOTE CREATIVITY
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 waiting will be
watching listening and
learning too.
MIMING
 One instruction at a
time
 Pretend you are…
 Increase nº of
instructions as they
progress
 Activities can be simple
or more complex
 Using real things
makes it more realistic
 Statues game.
 Use mime as a
speaking activity to
describe what it is
happening.
 Groups or individually
and the rest must
guess.
TEACHER
TIPS
TEACHER
TIPS

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Miming to Rhymes and Chants:
Listening and miming helps children understand during the process of learning rhymes
and chants.
Physical Break Chnts
 Use picture 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
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:
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:
Everybody all of you…. Ready?
Just this row
…..Team… you start, then….
…..Team your turn next
You two, then you two next.
……. Your turn.
Anybody else? Hands up..
One at a time… don’t shout out
Class… this half first
Back row, then front row
Second, third….

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Right or Wrong / True or False: Instruction Language:
Simon Says
We 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 they should respond or stay still. It can be played
standing up or sitting down depending on the instructions “Simon” gives.
If it’s true / I’m right:
 Clap once
 Nod your head
 Shout out YES
 Put one hand up
If it’s false, not true / I’m wrong
 Clap twice
 Shake your head
 Shout out NO
 Put both hands up
TEACHER
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 the instructions.
Listening activities need action as a response to check understanding

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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 more 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 and comment
 Opportunities for co-operation between
learners
 They have something to take home at the
end.
4.1 Listen & Colour
Make sure students have all the materials they need before starting.
Howtoprepare
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.
Howtosetup
Introduce the topic or
theme.
Explain in English and
show them what they
have to do.
Repeat your instructions:
1. Whole class
2. Small groups
3. Individually
Move around while they
work and comment on
their work.
 Let them help give out and
organize materials.
 DISPLAY all children’s work
 POSITIVE comments:
That’s lovely! I like…..!
 Plain flashcards to colour
 Animals, food, clothes that
can be cut out
 More challenging:
- 2 pictures, 2 instructions
- Give alternatives.
- 2 halves different
instructions each.
TEACHER
TIPS

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 Explaining and Demonstrating Language:
 Asking for Helpers and Giving Things Out Language:
Today we are going
to
do some colouring.
do some drawing.
do some painting
do 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 we are
going to
make an Easter Card.
colour some animals.
make a farm
make 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.
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 and give
them out?
Can you collect in the cards? Thanks.

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4.2 Listen & 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 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
TEACHER
TIPS
 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.

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 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.
Personal
Events
School
Events
Festivals
Special
days

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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:
Can you get the ________ out? Do you know where it is/ they are?
Can you put the________ away? Do you know where it goes/ they go?
Yes, on the……
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 envelops
In plastic tubs, in folders
On the shelf, on top of the cupboard
On the top/bottom/ middle shelf in the painting corner
In the cupboard in the book corner
On the tray in the corner near the rubbish bin

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 Demonstration Language:
We’re going to do it this
way….
One between two desks… No…... Ok I’ll show you...
Now look… see the line… Look, cut like this. Only cut
that bit….
Ok, fold it like that…
Cutting: round, up, down, on
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
TEACHER
TIPS

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5. SPEAKING WITH SUPPORT
Our aim now is to get our students responding and speaking in English and gradually
leaving aside their mother tongue. To do this we need 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 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 the child’s memorizing process.
 What Learners Need to Say and Ask Language:
CHILDREN
I 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 you help
me?
Please 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 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, 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?
The more English they listen, the better:
 Actively Learning
 Acquiring: understanding meaning
 Absorbing: pronunciation and intonation

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5.2 Rhymes & Songs to practice: Pronunciation,
Stress, Intonation
Rhymes and songs are an excellent for initiating children into a new language as they will
listen them and try to sing them by imitating the sounds they here the best they can. This
will give them a sense of achievement. As teachers, we should take advantage of their
willingness to sing, move, participate and learn new songs.
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.
 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?
REPEATING leads to:
 Getting used to saying English sounds
 Practising intonation patterns
 Gaining confidence.
TEACHER
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.

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5.3 Practicing New Vocabulary
When 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 students know how to read it
is always preferable they remember the sounds of the word first and then learn the
spelling. With this we will be trying to 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 a____?
5. Either/or questions: Is this an elephant or a kangaroo?
GOLDEN RULE: Always sounds first
TEACHER
TIPS
 Class DISPLAYS and memory aids
 Prepare to teach in a meaningful way, linking with topics
they are familiar with.

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5.4 Playing Vocabulary Games
Playing vocabulary games is useful to aid children in the process of becoming familiar and
memorizing the new vocabulary, in a fun and attractive way.
In our games, we can use objects, pictures and actions to get the managed. When we
explain how the game works they are listening English that is being used for a real
purpose of their everyday life as it is playing and they will be able to use.
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.
VOCABULARY GAMES
 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
GOLDEN RULE: Active use of NEW vocabulary

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 Instruction for Games Language:
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 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!
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 Learners
Can I help you? What colour?

31
5.5 Practicing Pronunciation of New Sounds
Pronunciation and Intonation are acquired naturally y listening to the language e absorb
the sounds but they will not produce perfect sounds at first. They will need to try out the
language, by mimicking and playing with it, with its sounds to achieve a good
pronunciation. So, the younger they start the better. They will be also in the first stages
of acquiring their mother tongue, therefore it will be easier for them to absorb the sounds
and get their mouths used to the different positions for a natural pronunciation.
TEACHER
TIPS
 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.

32
6. SPEAKING MORE FREELY
This section is about how to help students speak for a longer time and more 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
6.1 Cognitive Development and Language Learning
Children as learners.
It is fundamental we think of the child as a whole, get to know their interests and what
they already know to be able to build on and extend that knowledge, promoting curiosity.
This will help their cognitive 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

33
6.2 Starting to Speak Freely – Eliciting Personal 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 are confident we can follow
asking the children to ask questions to each other. 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
6.3 Speaking Games
Learning and using English doesn’t necessarily have to be boring. We can 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 stand up or remain seated
while playing. They have to pass the ball one to each other, it has to keep moving until
the music is stopped. Then the child who’s got the ball must answer a question or talk
about a picture. If the child doesn’t want to talk he can pass.
TEACHER
TIPS
 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:
 Don’t put pressure on them to speak if
they are not ready.
GOLDEN RULE: Silent children are still likely to be listening and learning.

34
Guess the Mime
To play this game we need pictures of people doing things, children can work in pairs,
choose any picture and perform the mime together… The rest of the class has to try to
guess which activity they are miming.
 Asking Children to Remember or Guess Language:
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?
TEACHER
TIPS
 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.
TEACHE
R TIPS
 Ask the children to remember
what their classmates have been
miming

35
6.4 Children Speaking in Groups
All our students are different. They have different personalities and language levels.
Working in smaller groups has many advantages when trying to promote speaking:
 Get more opportunities to speak
 Ask an answer questions
 Learn a lot from each other
 Those who are shy and less confident will feel more
comfortable speaking more privately rather than to the whole
class.
 Setting up 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.
TEACHER
TIPS
 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.

36
 Children in Pairs and Groups Language:
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.

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7. REPORTS
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
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

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