About the Author
Mary Slattery is a Teacher and freelance teacher trainer. She began her Career in the 19705 Teaching English and Spanish in Dublin, Ireland. In the 19805 she started to teach English as a foreign language. She has taught Children and Adults at all levels and has written articles on various aspects of teaching.
For the past 12 years she has designed and worked on short English Language training courses for non-mother Tongue primary Teachers at the Applied Language Centre in University College Dublin and has given workshops in Europe. She works on Certificate and Diploma teacher development programmes and on short courses for international Groups of teachers of English.
Mary is particularly interested in second language learning through storytelling and Arts activities. One of the main influences on her teaching was her Mother who taught her through Irish and English. She is married and has three sons.
Jane Willis began her career teaching French and English in Africa, and for the next 20 years she taught English and trained teachers in many different overseas countries. On returning to Britain she worked as a writer and freelance teacher trainer and consultant, often going overseas to run workshops for non-native speaker teachers.
She has written many articles on ELT and several Books for teachers, two of which have Won prizes : Teaching English Through English (Longman) and A Framework for Task-based Learning (Longman).
In 1991 she joined the Language Studies Unit of Aston University, Birmingham, England, where she works with practising teachers of English at all levels, world-wide, on Distance Learning programmes leading to a Masters in TESOL/TESP.
Jane is married (to another English teacher!) and they have two daughters and several grandchildren. Her pastimes include walking in the mountains, sailing, and being entertained by her grandchildren.
Contents
Introduction
Introduction for Trainers and Tutors on Courses
I. Teaching YOUNG LEARNERS :
1. First Language-Second Language :
i. Language Focus :
a. Caretaker Talk
ii. Pronunciation Point :
a. Syllables
b. Sounds/∫/and/∫/
2. Starting your Lessons in English :
i. Language Focus :
a. Greetings and forms of Address
b. Checking Attendance
iii. Ways of Starting Lessons
3. Organizing your Classroom :
i. Language Focus :
a. Everyday Instructions-Organizing the Classroom
4. Ending your Lessons :
i. Language Focus :
a. Ending Lessons
b. Phrases with Else
c. Word Quiz
5. Very Young Learners (VYLs) and Young Learners (YLs) :
i. Language Focus :
a. Telling the Class what you are Doing
b. Asking Questions
ii. Topic Talk :
a. Introducing Yourself
II. LISTEN AND DO :
Introduction
1. Giving Instructions in English :
i. Language Focus :
a. Sitting Down and Standing up
b. Moving Around
2. Listening and Identifying :
i. For Vocabulary Development
ii. For Grammatical Awareness
iii. Language Focus :
a. Being Good-a Positive Approach to Discipline
iv. Pronunciation Point :
a. Sounds /s/, /k/, and /∫/
3. Listening and Doing-Total Physical Response :
i. Follow the Leader
ii. Topic-based TPR
iii. TPR Routines
iv. TPR for Arranging the Class
v. Language Focus :
a. Recalling Routines : What do we do when
vi. Topic Talk :
a. Sports and Hobbies
4. Listening and Performing-miming :
i. Revising and Consolidating Topic Words through Mime
ii. Miming to Rhymes and Chants
iii. Language Focus :
a. Turn-giving
5. Listening and Responding Games :
i. Right or Wrong
ii. Language Focus :
a. Instructions for True/False Activities
b. Simon Says
iii. Topic Talk :
a. Clothes
III. LISTEN AND MAKE :
Introduction
1. Listen and Colour :
i. Language Focus :
a. Explaining and Demonstrating
ii. Asking for Helpers and Giving things out
iii. Topic Talk :
a. The Circus
2. Listen and Draw :
i. Language Focus :
a. Phrases Describing Position
b. Drawing Games
ii. Language Focus :
a. Useful Phrases
b. Asking who Wants a Turn
3. Listen and Make :
i. Making Greetings Cards
ii. Language Focus :
a. Language for Demonstration
b. Making an Easter Card
iii. Language Focus :
a. Cutting things Out
b. What do you Keep where?
iv. Pronunciation Point :
a. Sounds /θ/and /ő/
v. Topic Talk :
a. Festivals and Celebrations
IV. Speaking with Support :
Introduction
1. Using Classroom Phrases :
i. Language Focus :
a. What Learners Need to Say and Ask
2. Saying Rhymes and Singing Songs to Practise Pronunciation, Stress, and Intonation
i. Language Focus :
a. How Loud?
ii. Topic Talk :
a. Spiders, Beetles, and Small Creatures
3. Practising New Vocabulary
i. Language Focus :
a. Five Ways of Eliciting Language
ii. Pronunciation Point :
a. Sounds/f/and /d3/
4. Playing Vocabulary Games :
i. Language Focus :
a. Instructions for Games
b. What can you do with Cards?
5. Practising Pronunciation of New Sounds :
i. Topic Talk :
a. Animals
V. SPEAKING MORE FREELY :
Introduction
1. Cognitive Development and Language Learning :
i. Children as Learners
ii. Children as Language Learners
2. Starting to Speak Freely-eliciting Personal Talk :
i. Language Focus :
a. Initiations and Follow-Up Moves
ii. Topic Talk :
a. Families
3. Speaking Games :
i. Pass the Ball
ii. Language Focus :
a. Instructions for ‘Pass the ball’
b. Extra Phrases for Ball Games
c. Guess the Mime
iii. Language Focus :
a. Asking Children to Guess or Remember
iv. Topic Talk :
a. Rooms
4. Children Speaking in Groups :
i. Personal Presentations
ii. Language Focus :
a. Setting up Pairs and Groups
iii. Pronunciation Point :
i. Connected Speech
ii. Sounds/D/and/A/
VI. Reading in English :
Introduction
1. Beginning Reading :
i. Look and Say
ii. Phonics
iii. Young Learners
iv. Activities to Help Children Connect Sounds with Letters
ii. Language Focus :
a. Letter and Word Recognition
2. Speaking to Reading-helping Sound and Word Recognition :
i. Language Focus :
a. Encouraging Learner Participation
b. Asking Children to Guess the Word
c. Summary of Pre-reading Activities
ii. Topic Talk :
a. Holidays/Vacations
3. Helping Children Recognize Phrases :
i. Language Focus
a. Making Phrases or Sentences
ii. Pronunciation Point :
a. Sounds/D:/and/a:/
4. Reading Independently-finding Information :
i. Language Focus :
a. Chunking; Finding the Place
VII. Writing IN ENGLISH :
Introduction
1. Practising the Alphabet
i. Language Focus :
a. Politeness Phrases
b. A Writing Race
ii. Language Focus :
a. Intonation and Stress for Meaning
iii. Pronunciation Point :
a. Sound /e/
b. Sounds/i:/and/I/
2. From Speaking to Writing and from Reading to Writing :
i. From Speaking to Writing : Making Memory Games and Quizzes
ii. From Reading to Writing : Making Lists
iii. Language Focus :
a. Reading and Talking with Expression
3
iv. Language Focus :
a. Useful Phrases for Group Writing
b. Spelling
v. Language Focus :
a. Phrases with Spell
vi. Topic Talk :
a. Parties
3. Writing with other Children
vii. Language Focus :
a. Story Questions
b. Story Summary
4. Children Writing Freely :
i. Writing about People
ii. Having fun Making a Book
iii. Writing to Penpals
iv. Topic Talk :
a. Food
VIII. READING AND TELLING STORIES :
Introduction
The Value of Stories
1. Telling a New Story
i. Language Focus :
a. Intonation and Actions
b. Story Questions and Prompts
c. Telling and Performing a Story with very Young Learners
2. Reading a Story to very Young Learners :
i. Listening to a Story and Looking at the Pictures
ii. Language Focus :
a. Story Questions and Prompts
b. Moving Away from the Text
c. Talking about what is Happening
iii. Language Focus :
a. Telling and Talking
iv. Pronunciation Point :
a. Sounds /t/,/d/, and /Id/
3. Ways to Retell a Story :
i. Language Focus :
a. Instructions when Retelling a Story
4. Retelling a Story as a Class :
i. Retelling from Memory
ii. Retelling from a Different Point of View
iii. Language Focus :
a. Stress on Key Words
b. Story Time
IX. STORY ACTIVITIES :
Introduction
1. Things to do after Retelling a Story :
i. Adapting a Story
ii. A 'make and do' Activity Based on the Story
iii. Language Focus :
a. Reading with Feeling; Starting a Feedback Chat
2. Getting Children to Add to a Story
i. Language Focus :
a. From Speaking to Story Writing
ii. Pronunciation Point :
a. Sound /S/
b. Clusters/st/, /sn/, /sl/, and /str/
3. Making up a Story :
i. Language Focus :
a. Story Structure
4. Using Stories for Project Work :
i. A Favourite Story Project
5. Correction and Project Work :
i. Language Focus :
a. Useful Expressions for Correcting and Improving Children's Language
X. PLANNING FOR EFFECTIVE USE OF ENGLISH IN THE CLASSROOM :
Introduction
1. Helping Children Learn and Improve :
i. Using the Mother Tongue
ii. language Focus :
a. Responding to Mother Tongue Talk
iii. Language Focus :
a. When and how to Correct
2. Using your Coursebook as a Resource :
i. Using a Coursebook Topic
ii. Language Focus :
a. Revision of Classroom Language Functions
b. Using Text-based Activities
iii. Language Focus :
a. Useful Phrases with Common Words and Patterns
iv. Pronunciation Point :
a. Silent Letters
3. Planning your Lessons :
i. Before the Course
ii. General Lesson Preparation
iii. Specific Language Planning for a Lesson
Over to you
Key to Units
Contents of the CD
Resource
About the Teachers