1. Classroom language

Hello everyone! In this page I will give you some tips and advices on what kind of language we have to use in our English class to increase the motivation and narrative of the class.

Classroom management advices 

 Developing social skills

•       Behaviour patterns
•       Feelings
•       Personal hygiene and health 
•       Sharing and participating
•       Showing respect

Useful language

Greetings and forms of address	Checking attendance	Everyday instructions – organizing the classroom	Ending your lesson
Good morning,          children Good afternoon,        everybody Hello,                        girls and boys	Let´s call the roll Let´s take the register Let´s check to see who is here. Remember to answer “I´m here”. It´s everybody here? Who is missing?	Pick up your pencils up Put all your things away Turn back to face the front Move the tables back Get you books and pencils out Turn your chairs around to face the wall chart	OK, that´s all for now OK, just more time before going out for a shot break That´s all for today. On Monday , there will be more. Ok, it´s break time.

STARTING THE CLASS

		Good morning	How are you?	Introduction	Time to begin
Some examples	Good morning everybody Hi guys! Good morning. Hello, everyone!		How are things with you? How are you today? How are you getting on?	My name is Ana and I will be teaching you English this year. I´m your new English teacher	It´s everybody ready to start? I hope you are all ready for an English lesson. Let´s begging our lesson now.
One of them said by me		http://vocaroo.com/i/s0sJp0VFVx3y	http://vocaroo.com/i/s1MP4YuDbHId	http://vocaroo.com/i/s19uT3GsNTxn	http://vocaroo.com/i/s0eGjMReEXO3

Starting the class	Organising the class	Ending the class
Tap you nose, tap your nose, tap tap tap Fold your arms, fold your arms, fold fold fold Back straight, back straight, back back back And close you mouth, close your mouth, shh shh shh	Without making noise, stand up behind the chairs.	Good job. Where are we going now?
Hello good morning, hello good morning, how are you? How are you? I´m fine, thank you.	Sit down without making noise
Monday, Tuesday, Wednesday, happy happy day Thursday, Friday, Saturday happy happy day Sunday, Sunday let´s finish now.	Sit down again
January, February, Mars, April, May, June, July, August, September, October, November, December, twelve months in a year!
What´s the weather like today? It´s sunny and warm. What´s the weather like today? It´s sunny and warm. It´s sunny and warm. Today is sunny and warm Take of you hat and coat and boots and come outside to play.

Starting the lesson resume

1.Saying hello

2. Song or rhyme

3. Questions/ golden rules

•Sleep

•Shower

•Breakfast

4. Rearrange the classroom

5. Review vocabulary

6. Starting the activity/ game

NURSERY RHYMES TO START THE CLASS

USEFULL VOCABULARY LINKED WITH MATERIALS AND TIME

-          Get the pencils out/ Put things away

-          Pick your pencils up/ put your pencils down

-          Rodrigo is not in class. Does anyone know about him? No notice?

-          Ten minutes to go. Time is running out. Time is over

Tie your shoes rhyme and tips

   I have pick up one rhyme and one song to learn children tying their shoes.

RHYME:

Bunny ears, Bunny ears, playing by a tree.
Criss-crossed the tree, trying to catch me.
Bunny ears, Bunny ears, jumped into the hole,
Popped out the other side beautiful and bold.

                  I have chosen this rhyme because I think it will motivate our children to complete successfully their task. It is because they love bunnies, and they love to rhyme and to chant, so we are linking all these things together to complete our aim: tie their shoes. Furthermore, it has a very simple language, so we can work first with the vocabulary, so they can understand the entire rhyme. 

After looking for a proper tying song, I have pick this up. It no perfect, but it can help us learning the word and increasing motivation. The tune, voice and language is very appropriate, also it repeats a lot the word shoelaces so children it´s going to know how the have to say it, but the procedure of tying the shoe is a bit complicated. I can´t understand what he does, so we will use the tune and some of the lyrics.

LANGUAGE

                  This task, as the other ones we have done before, are built in a language context, so we have to promote communications with them. One necessity that children need to supply is learning how to tie their shoes. Because of that, they will be motivated and looking for reach the aim. We also can support them with the rhymes and songs we have seen before.

                  The language that we would work with this task could be:

-          Comparative: bigger-shorter than…

-          Vocabulary: shoelaces, bow, tie, tight, …

-          Directions: going inside- outside, around something, …

Giving instructions in English

Teacher	Pupils
Tells the pupils what to do	Listen carefully to the instructions
Uses clear pronunciation and natural intonation	Enjoy doing the actions
Helps them understand by gestures or by doing the actions	Do not have to speak
	Understand because the movement and language go together

LISTEN AND MAKE TEACHING TIPS

•How to prepare for "Listen and make" activities

•Prepare what to tell

•Collect all the thing you need

•Practise the explanation wth gestures

•think on how to recast in English

•How to se up "Listen and make" activities

•Introduce the topic

•Esplain in English what they are going to do

•Repeat the instructions to big and small groups

•Monitor the activity

EXPLAINING AND DEMONSTRATING 

LANGUAGE

Today we are going to	Do some colouring Do some drawing Do some painting So dome 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

MATERIALS Pencils, crayons, fel-tipped pens, markers, rulers, paints, paint brushes, scissors, glue, plasticine, play-dough, paper, coloured paper, large sheets of paper, card, cleaning cloths, sponges, paper towels, ...

PLACES

On the shelf, son the top/bottom, middle shelf, in the cupboard, on top of the cupboard, in the painting corner, in the book corner, near the rubbish bin, on the tray in the corner…

TOOLS

In boxes, in jars, in packets, in envelopes, in plastic tubs, in folders…

Let children become familiar with all the names they need for drawing

Let them take charge of materials

Let children find materials in the places where you keep them

Talk to small groups or individuals while they work

SAYING RHYMES AND SINGING SONGS TO 

PRACTISE PRONUNCIATION, STRESS, AND 

INTONATION

•Start with very shorts rhymes or chants

• Look for songs and chants that have topics your children are learning about.

•Make sure the children generally understand what they are saying

• Use songs and rhymes to play with sounds: speaking softly - shouting loudly.

•Use simple instruments to add to the rhythm, such as tambourine, bell,drum, cymbal.

•Encourage your pupils to say them for family and friends outside school.

PLAYING VOCABULARY GAMES

•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 afteryou have introduced them so that the children learn to use them actively.

USEFUL PHRASES:

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 Wiil you	give them out? deal them out? share them round? mix them up? put them face down on your table?	You should have three each. Each pair should have six, Check you have eight 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 outl 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.		Ca n you pick it u p? Can you reach it? Who hasn't got all six? Who's got one missing? Who's got one extra?

COGNITIVE DEVELOPMENT AND LANGUAGE 

LEARNING

Learners need:

• -          To hear clear pronunciation and intonation
• -          To feel successful when using English
• -          Plenty of opportunities to communicate
• -          To enjoy their efforts at speaking in English
• -          To know they have achieved something worthwhile.

You as the teacher can

• -          Speak a lot of English and repeat children's words or phrases when you are answering them
• -          React to the meaning of what they are trying to say
• -          Encourage them by showing that what they are saying is more important than your correction
• -          Wait until they finish speaking before you repeat and rephrase
• -          Show your approval for all your pupils' speaking
• -          However short it maybe
• -          Provide activities that are fun and that have a purpose or a goal, and that have an end-product that they can feel proud of.

STARTING TO SPEAK FREELY - ELICITING PERSONAL 

TALK

                                      The games can be teacher-led.

o   Pass the ball

o   Guess the mime