With very young learners much of whatever they do into the classroom revolves around them.

With very young learners much of whatever they do into the classroom revolves around them.

All about me

Before school they are usually the centre of ‘their’ universe so starting school can sometimes be a little of a shock.

Start with welcoming them in to the classroom.

get ready before your lesson begins to enable you to the stand by position the entranceway rather than being stuck behind a desk shuffling papers.

  • The first sentence
    You might have a welcome phrase that you use for every single lesson such as for example ‘Good morning. How are you currently?’ You will see that after 2-3 weeks the children will start to repeat back again to you the exact same sentence therefore it’s important to steadfastly keep up the same opening expression. You can of course have two to make sure you don’t seem like a parrot. You will need to prompt the response of ‘Fine, thanks’ but when they be aware it once or twice they will be saying it back again to you with a big smile. This may give them a feeling of achievement the moment the classroom is crossed by them threshold. It will result in the ‘English classroom’ a special place whereby they require a new language to enter in, just like a password. It’s important that you welcome each child individually. They have to feel noticed and welcome.
  • The hello song
    Primary children as a whole like to sing plus it’s important to have a welcome song that you are able to sing at the start of each lesson. It is an routine that is interactive signals the start regarding the lesson.Use a song which have a straightforward to keep in mind melody with a lot of repetition; the easier the lyrics the better. Then not only will your learners find it easier to understand, the quieter children will be more inclined to participate if it has actions as well. Here is a website for pre-schoolers however with songs that are ideal for young learners in an EFL class: http://www.preschooleducation.com/shello.shtml. You have many to select from but it is certainly one of my favourites:
    Start the afternoon with a grin (sung to The Mulberry Bush)
    This is the way we begin the day,
    Start your day, begin the day.
    This the way in which we start the
    So at the beginning of the morning.
    First we smile and shake a hand,
    Shake a hand, shake a hand.
    First we smile and shake a hand,
    So at the beginning of the morning.
    Then we take a seat quietly,
    Quietly, Quietly
    Then we sit down quietly,
    So early in the
    We listen very Carefully,
    Carefully, Carefully.
    We listen very carefully,
    So at the beginning of the morning.

I like this 1 because it also encourages the children to calm down and be ready to start the class although it has the excitement of a song. A rule that is golden of course that you ought to never start the class or a task until everyone is quiet and listening. This song also allows children to have contact with you and the other children using the ‘shake a tactile hand’ part. This really is a first step towards making them feel associted with a group.

Learning Names
It’s vital that you quickly become familiar with everyone’s names. This will make the learners feel as you know them and care about them. It also helps for organizing activities and discipline. The quicker you learn their names the better.

  • The name game
    Everyone stands in a circle. They should manage to see each other. One person has to say their name and do an action in the same time. This could be waving their hand or taking a bow etc. It does not matter what but make clear that every action has to be different. This you will do by correcting the first action that is copied it’s something different. It’s natural that they will all want to do exactly the same thing however they will begin to recognize that here they need their own action. You go across the circle with everyone saying their name and doing their action. When you yourself have been round the circle twice after this you say someone else’s name and attempt to remember the action. The person you decide on then must say someone else’s name and perform some action that goes along with it. This continues until everyone’s name has been said.
  • Extra tip
    I find it difficult to remember names, especially when you have lots of different classes starting in the same time. What I do is photocopy the register and then make personal notes close to each young one such as ‘long dark hair’ or ‘wears pink glasses’. These prompts quickly become redundant but certainly help in the beginning.
  • The name song
    Here’s another song through the same website that is pre-school. This 1 deals specifically with learning names. I might demonstrate with everyone after which split the class into two groups otherwise it could take a long time to get round every child. You can say the first verse and set one group off and then move over to group two to set them off. Make your way in one group to the other to pay attention in and learn their names.
    Glad to see you (sung to Frere Jacques)
    I’m Ms. (name); I’m Ms. (name).
    That’s my name. Which is my name.
    Glad to see you here
    Glad to see you here.
    What’s your name? What’s your name?
    I am (name), I am (name).
    That’s my name, that’s my name.<br I am glad to be here.
    I will be glad to be around Today/>At school. Today at school.

All About Me
when they are starting to feel at ease in an English classroom you are able to move on your first topic. Keeping it personal helps the young children to connect with the topic. Use easy but language that is useful they could learn in a single lesson. The classroom should college homework helper be left by them feeling as if they have achieved something.

  • Self-portraits
    Take a sizable piece of paper and draw a photo of yourself with a large face that is smiley. Do this ahead of the lesson to save lots of time. Write your name underneath your picture. Hand out sheets of A5 paper to the children and have them to draw an image of themselves also to write their name underneath their drawing. Provide them with a time limit so that it does not develop into a form of art class as they will probably be pleased with their drawings and take their time. Don’t rush them but don’t allow it to drag on either. Them your picture again and say ‘My name is ___’ when they have finished, show. Then go round the class to get them to keep their picture up. Ask the relevant question: ‘What’s your name?’ They could make use of your model to answer ‘My name is ___’. Then when they have practised this for a time underneath your picture you are able to write your age: just the numbers. You say ‘I’m ___ years old’. Go around the class and have a couple of children ‘How old are you?’ Then ask everyone to write their age to their picture. You move on to asking everyone’s age and lastly they stick the pictures onto their envelopes or boxes described below.
  • My box
    This can be a one-off activity you can also develop it into an on-going project. You could use large envelopes if you don’t have the space to store small boxes for everyone. They must be large enough for the young children to stick their self-portraits on the front. You are able to gradually build the contents up regarding the box. A label cut from their favourite cereal packet, etc for the very young learners it can be pictures of their families, drawings of their favourite toy. This will obviously be spread over a number of lessons, be kept going up to Christmas or can see you through the whole year. It needs only a little planning that is forward the beginning but as soon as you’ve integrated it into the class routines the youngsters will appear forward to it and expect to add something not used to their ‘All About Me’ box.
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