1. Babies/Young Children
Knowing how children learn their first language can help us teach them a second language
Babies (4/6):
Hear sounds and voices from the time they are born
Associate the Sound object and concept they hear
Practice making sounds and using language
See page 10 (a): CARETAKER TALK
Young Children (7/12):
Say what they hear others saying
Accent

2. CARETAKER TALK
Parents – carers: they talk to help the development of their child’s language
Teachers can do the same with their learners
Teachers (p A)
Similar conversation: Ex. B (at home)

3. TEACHING TIPS Always use English Repeat words, phrases Ask questions
React always positively
Add and improve
Use gestures, actions and pictures
Let use mother tongue
Use mother tongue
Recast in English
Encourage to learn gradually

4. STARTING A LESSON IN ENGLISH
Speak English from the beginning
Examples: p. 12/13
1B: greetings
1C: days of the week
1D: roll
1E: song
Introducing yourself :Topic Talk (p. 19)

5. SONG Head, shoulders, knees and toes (See File)

6. What's The Time Mr Wolf? Age: 4+ How to play:
                                                
Age: 4+
How to play:
One child stands apart with his back to the other children.
He or she is Mr Wolf.
The group calls out "What's The Time, Mr Wolf?"
He replies with a time - for example, ""It's 2 o'clock"
The group then takes 2 steps forward, towards Mr Wolf, and asks again, "What's The Time, Mr Wolf?"
This time he might say "It's 10 o'clock", in which case the group would take 10 steps forward.
The group is attempting to reach Mr Wolf without him first catching them. When Mr Wolf senses that somebody is close, he can call out, instead of a time like before, "It's Dinner Time!", at which point he can finally turn around and see where everybody is, then try to catch somebody before they can make it back to the starting line. There is usually much screaming and excitement at this point!
Hints:
Make sure everybody gets a turn to be Mr Wolf.
Children will tend to vary between those who take great big steps to try to reach Mr Wolf first, and those that take very small steps so that they can run back to safety when he calls Dinner Time!
It may be best if an adult is the first "Mr Wolf" to show the children how to play.

7. ENDING A LESSON IN ENGLISH
Ex: p. 16 – 1I/1J
Language focus: P (1-9)
Teaching tips (P. 18)

8. TOPIC TALK/FURTHER IDEAS
Further Ideas: p /4

9. THE FOUR SKILLS We divide language ability into 4 skills:
– LISTENING, SPEAKING, READING, WRITING
• Listening and reading are RECEPTIVE (they relate to understanding)
• Speaking and writing are PRODUCTIVE (they relate to meaning creation)
• When people learn languages they understand more than they can produce
– This is true for learners of ALL AGES
– This is true for ALL LANGUAGES (mother tongue included)

10. LISTENING
• Some things to remember about listening – When we listen, we tend to remember the general idea but not the details – We usually have to listen several times in order to remember details – When we listen, we focus on key words and expressions, not on every word – When we listen, we rely on context, gesture and facial expressions to understand

11. LISTEN AND DO CHAPTER 2 Listening and identifying
Listening and pointing
Listening and doing (Total Physical Response)
Listening and performing – miming
Listening and responding games

12. WHY LISTEN AND DO?
Purpose
Making sense of English language

13. 1) LISTENING AND IDENTIFYING
Page 22 – 2A: children are identifying what she is calling out
She asks the children to show her different things
She repeats a lot

14. 2) LISTENING AND POINTING
Page 22 – 2B:
Grammar awareness
To associate the pronouns he and she with gender
To absorb color adjectives

15. 3) LISTENING AND DOING TOTAL PHYSICAL RESPONSE (TPR)
Listen and follow a whole sequence of instructions, doing what the teacher says.
TPR ACTIVITIES:
Follow the leader: p. 24 – 2C
Vocabulary practice: p.24 – 2D (clothes)/2E (body)/2F (pointing)

16. 4) LISTENING AND PERFORMING - MIMING
Acting silently, without speaking
When children are familiar with the vocabulary used for a particular topic
Examples:
P. 27 – 2H (morning routine)
Statues
Different people or animals
P. 61 – 5C: Guess the mime

17. 5) LISTENING AND RESPONDING GAMES
P. 29 – 2J: true or false
P. 29: SIMON SAYS: action game
P. 30 – 2K-2L: please