The act of teaching is essentially a constant processing of options.At every point in each lesson a teacher has a number of options available. He or she can decide to do something, or to do something else, or not to do anything at all. In order to become a better teacher it seems important to be aware of as many options as possible. This may enable you to generate your own rules and guidelines as to what works and what doesn't." (Jim Scrivener) By Grace Bertolini 1 - Getting organized: understanding your course material - Course material - Supplementary Components - What some publishers offer at EFL - Teaching and learning resources – Visual Aids - Manipulative - Home-made resources - Where can I get images and drawings - Printable Patterns - Interactive Boards - Using Commercial Posters as Interactive Boards - Flannel- Felt Boards - Using Felt Boards - Using the Felt Board with the Alphabet - Game Flannel Board – Carpet Flannel Board - Apron Felt Board – Magnet Board - Pancake turners as individual Magnet Boards - Story Tins – Pocket Charts - Pocket Chart matching - Pocket Charts for: Class Jobs, Attendance Time, Poetry Practice - Word Walls - Using your Chalkboard - Bulletin Board - HOME WORK - PRINTABLE PATTERNS P. 3 P. 4 P. 5 P. 6 P. 12 P. 13 P. 14 P. 15 P. 16 P. 17 P. 18 P. 19 P. 20 P. 22 P. 23 P. 24 P. 25 P. 26 P. 27 P. 28 P. 29 P. 32 P. 33 P. 36 P. 38 2 UNDERSTANDING YOUR COURSE MATERIALS: You can find different components in Young Learners Courses: they can vary from publisher to publisher. CORE COMPONENTS Components can be: SUPPLEMENTARY COMPONENTS CORE COMPONENTS: COURSE BOOK or STUDENTS BOOK ACTIVITY BOOK or WORKBOOK TEACHERS’ BOOK or GUIDE CLASS CDS SUPPLEMENTARY COMPONENTS: FLASHCARDS POSTERS EVALUATION PACK PICTURE DICTIONARY VIDEO CUT-OUT-BOOK What questions should we ask when selecting teaching materials? Is the material visually attractive? Is it visually clear (different colors, different fonts) Does the visual material help learners to understand context and meaning? Is it well organized? Will the context be familiar to learners? Will topics be motivating to suit the age, experience and personal interests of your learners? Is it the right level? Does it provide a clear enough context and explanations for learners to understand new language? Does it give learners enough opportunities to use the language? In case you answer “No” to any of these questions, then you may: - Replace the Course book material for supplementary materials. - Adapt the course book materials and make it suitable for Young Learners. 3 THE COURSE BOOK: The Course Book could be the main support of your classroom work. It is usually designed to be used as a reference book (which should not be written in). CONTEN UNITS present new material and contain the basic syllabus of the book. REVISION UNITS are designed to bring together the work you have covered over a number of units and to revise and extend this work into new contexts. THE ACTIVITY BOOK: The Activity Book is usually black and white and is designed to provide support and extension activities for the Course Book. Children are allowed to write, color and often cut out in this book. Most of the activities are for individual work. THE TEACHER’S BOOK: The Teacher’s book usually provides lesson plans of each class. Some of them, contain copies of the Student Book page. SYLLABUS INFORMATION: the teacher’s book should provide teachers with a Syllabus (or map), which will identify the objectives of the year’s work. These objectives will be divided into language items, class procedures and activities. You may also find REFERENCE INFORMATION offering advice. LESSON PLANS: Step-by-step lesson plans suggesting how to exploit the activities in the class. CD- TAPE SCRIPTS for listening work. TESTS to assess students’ progress throughout the year. VOCABULARY LIST. 4 correcting. FLASHCARDS PICTURE DICTIONARY POSTERS VIDEO CUT-OUT STICKER BOOK 5 .YOUR TEACHING BOOK: It is your main tool to use before. performing. during and after the class. Anticipate vocabulary problems: think of synonyms or bring pictures or objects to demonstrate words which are not illustrated. Prepare your listening material before your class: check volume. sit children with hearing difficulties near the front of the class. Plan your timing: explaining. SUGGESTIONS: Read the “LESSON NOTES” and highlight anything you think is important as you are planning your lessons. Check the balance between skills and group dynamics in the lesson. Decide which activities you can omit but do not omit Presentation activities! Think about recycling an activity from a previous lesson as an introduction to each class. A Play Mat for children to use during Story time and Circle time.A Teacher’s Book for the Pupil’s Book and Busy Book with plenty of photocopiable materials . .38 full-colour Busy Book Flashcards . press-outs and a free Multi-ROM full of songs and activities for each unit and festivals. put them at ease during the class and introduce and revise language through games and activities .A Cheeky Monkey Puppet for the teacher to greet children. It provides a tactile point of reference which helps to focus the children’s attention . Cheeky Monkey focuses on storybased learning with songs.MACMILLAN CHEEKY MONKEY: AUTHORS: Kathryn Harper and Claire Medwell DESCRIPTION: Cheeky Monkey is a flexible two-level course for pre-primary which adapts to different teaching situations and styles.A Pupil’s Book with: 6 story-based units with 7 lessons each.A Busy Book offers extra worksheets and extension for schools with more hours of English. TPR (Total Physical response) KEY FEATURES: . Festival units are also included Stickers. chants. .Full-colour A4 Story cards .Class Audio CDs 6 . designed for Level 3 of the Pockets course. The new edition of Pockets has :Values Curriculum .New project pages encourage children to use English as they consolidate learning and produce crafts related to the theme of the unit. interactive exercises students can use for extra practice in and out of the classroom.Explanations for the use of all components . five-step pedagogy that supports language acquisition and skills development.Progress assessment activities. each CD-ROM features fun. 7 .Methodology and working suggestions . age-appropriate values through engaging activities. Hands-on Projects . this workbook can be used to extend classroom activities in reading and writing Student CD-ROM .Opportunities to exploit Disney films . KEY FEATURES: Reading and Writing Workbook.PEARSON: POCKETS AUTHORS: Mario Herrera – Barbara Hojel DESCRIPTION: POCKETS is a three-level course for children aged three to five features an easy-to-use. MY FIRST ENGLISH ADVENTURE AUTHORS: José Luis Morales – Mady Musiol – Magaly Villarroel DESCRIPTION: My First English Adventure offers teachers all they need to achieve high goals: Lesson-by-lesson full colour teaching notes .New values pages present pre-school. Fun.Now in Student Books 2 and 3. Practical and attractive package including Cookie puppet.the tear-out worksheets develop pre-reading and pre-writing skills as well as language learning. CD-ROM. interactive Lulu poster. The incredible resources.CDROM . _________________________________________________ OXFORD COOKIE AND FRIENDS AUTHORS: Vanessa Reilly . but help you to establish classroom routines. flashcards and video Classbook with colourful tear-out worksheets to develop pre-reading and pre-writing skills 8 . take-home little books fostering reading and learning. including posters. KEY FEATURES: Classbook . tasked-based activities with songs. a puppet. Plus . Cookie and Friends is a threelevel.Kathryn Harper DESCRIPTION: British English Course for Pre-primary.Class Audio CD .Play Pack .BUTTONS AUTHORS: Bárbara Hojel DESCRIPTION: Buttons help students develop coordination and critical thinking skills through familiar themes. story-based course with a rich package of resources that are practical and fun: perfect for the very young (3-6 year olds). flashcards. The delightful stories are brought to life through the beautiful A4 story cards.Teacher's Book . CD-ROM and Audio CD are not only fun for your students. story cards. The carefully researched phonics program gives you lessons that are ideal for children who don't use the Roman alphabet. KEY FEATURES: Class Book with Audio CD Teacher's Book.Jane Cadwallader 9 . and teaches family values. and stories RICHMOND ENGLISH WITH ELLIE AUTHORS: Alison Blair .FIRST FRIENDS AUTHORS: Susan Iannuzzi DESCRIPTION: First Friends is a fun two-level beginner's course that develops vocabulary. chants. and practice phonics. A regular unit cycle and engaging support resources help you create a positive learning environment where children can develop confidence. build vocabulary skills. practices phonics.Teacher's Resource Pack Activity Book Class Audio CD Student's Audio CD with songs. enriching learning environment where even the youngest children will be able to communicate in English from the onset. It helps make pre-school students’ first contact with the language fun. This brand new series creates a fantastic.DESCRIPTION: English with Ellie is a highly flexible three-level course for children learning English in kindergarten. exciting and meaningful. It also helps students build other developmental skills appropriate to their age. such as gross and fine motor skills. Levels: 3 levels -Ages: 3 to 5 KEY FEATURES: o o o o o Student's Book + Stickers + Audio CD Activity Pad Teacher's Guide + Class CDs Teacher's Cut-outs Big Book 10 . It immerses children in authentic English and relies on their natural learning abilities to acquire a foreign language. Levels: 3 levels -Ages: 3 to 5 KEY FEATURES: o o o Student's Book with stickers + Cut-outs + Songs CD Teacher's Book + Class CDs Teacher's Resource CD ROM SPRINKLES AUTHORS: Rebecca Williams Salvador DESCRIPTION: Sprinkles is an original three-level series ideal for pre-school children. visual and auditory discrimination as well as pre-reading and writing skills. It provides a simple but steady development of new language through a carefully graded syllabus and features engaging characters that will appeal of pre-school age. speaking and pre-writing/ pre-reading skills of Young Learners through art. music and movement.Virginia Evans DESCRIPTION: Happy Hearts is a three-level course for 3 to 6 year old children. 11 .EXPRESS PUBLISHING HAPPY HEARTS AUTHORS: Jenny Dooley . Children are exposed to the English alphabet gradually and meaningfully as they learn the letters phonetically and through everyday words. which ensure that children have fun while learning. The course develops the listening.Kenny the cat puppet – Interactive Poster – Tear-out activity worksheets – Story Cards – Stickers – Cd – DVD- SUPPLEMENTARY MATERIAL: Letterfun is an innovative approach to alphabet teaching for young learners of English. Their competency is enhanced by the use of traditional songs and rhymes and colourful illustrations. KEY FEATURES: Student Book – Activity Book – Teacher’s Book . As part of language practice. .Provide a meaningful context for the activity. .To present a new topic. VISUAL AIDS are TEACHING RESOURCES that teachers can use to support a learning activity AS A VISUAL AID YOU CAN USE: YOURSELF FLASCARDS THE CHALK BOARD INTERACTIVE BOARDS REALIA: real objects PICTURES POSTERS CHARTS GAMES PUPPETS WHY USE VISUAL AIDS? VISUAL AIDS: .Teachers can use VISUAL AIDS to teach a Language to children.Provide a source of information for teachers to consult when assessing child’s progress.When reviewing language that was presented earlier. . HOW CAN WE USE VISUAL AIDS: . 12 . They give sense of progress and achievement.Help reach students whose learning styles are often ignored (for example: kinesthetic. to organize information. They provide variety to the class activity. grammar structures They are easy to make. tactile styles) . 13 . .Get the students’ attention. WHY USE MANIPULATIVE? MANIPULATIVE develop the child’s autonomy and identity.Offer richness and texture (not available in textbooks) HOW CAN WE USE MANIPULATIVE? MANIPULATIVE can be used in a variety of ways: To introduce. .Children learning a Language need hands-on learning experiences with concrete objects. They can reflect the needs of the class. They are cheap: they do not require expensive materials.Children can use MANIPULATIVE to learn a language MANIPULATIVE are: .A way that students can physically interact with their learning. to drill speaking activities. to teach vocabulary. . to process. to review. . MANIPULATIVE: . They provide an excellent opportunity for the children to learn by doing something enjoyable.Objects that can be touched or moved by students to reinforce a concept. . They are achievable by all the children in the class. to recall.Empower students to process and organize information at their own pace. NOTE: All resources must be specially ordered and stored.Add “novelty” to the classroom. . All Allkinds kindsof ofpaper paper Transparent Transparent Protection ProtectionMaterial Material Scissors ScissorsPuncher Puncher Stapler Stapler Paper PaperPlates Plates Yarn Craft Yarn Craftsticks sticks Labels Labels Envelopes Envelopes Paper PaperBags Bags Scotch/Masking Scotch/MaskingTape Tape MARKERS MARKERS PENCILS PENCILS BRUSHES BRUSHES GLUE GLUE PAINT PAINT CHALK CHALK PROTECTING MATERIALS: .HOME-MADE RESOURCES: Should be: . . .Velcro for Flannel Boards .Transparent self-adhesive plastic.Carefully prepared. Protect it with wide scotch tape. accordingly to the board: .VISUAL AIDS & MANIPULATIVES should be protected through: . Protect it with transparent contact paper or wide scotch.Safe.tape. BACKING for our Manipulative: You choose the backing of your Picture Cards & your Cut-outs. . CUT OUTS: Draw the character/item on cardboard.Good quality.COLD LAMINATING SHEETS. Color it. Cut out edges.HOT LAMINATING MACHINE. 14 .Colorful. .word on cardboard (square shape 10 cm x10 cm) Color it.Magnets for Magnet Boards.Wide Scotch Tape MANIPULATIVE: PICTURE CARDS: Draw the picture.Durable. . . pictures. brochures. PATTERN BOOK CHARACTERS: From craft stores. • Keep your own “FILE OF PICTURES”: • Save pictures of children. etc… FROM OLD CATALOGS. newspapers. landscapes. food or any other Young Learner topic. seasons. catalogs. simple patterns. • Start your own collection with pictures from magazines. FROM THE INTERNET. FROM COLORING BOOKS: Ideal . recognizable patterns in outline forms. • NOTE: Remember that International Oral Exams are based in describing pictures…so start working with them when they are very young!! 15 . animals. FROM OLD MAGAZINES: get characters. Memory Games: You will need 2 sets of each pattern: One set: prepare one set as Manipulative: print.Print your pattern. IDEAS WITH PRINTABLE PATTERNS : Choose What You Want To Make. The other set: glue it to the File Folder: Children play matching Manipulatives to the File Folder. . IMPORTANT: Save your patterns in a CD: if one gets damaged or lost.USING PUPPETS: Make Stick Puppets: Print patterns.With Mats.4. Store Manipulatives in an envelope at the back of your File Folder. you can just print out another! 16 . cut and laminate the patterns.Glue it on heavy construction paper for durability. NOTE: Get excellent PRINTABLE PATTERNS at: www.PRINTABLE PATTERNS: Free download printable patterns from Kindergarten & Young Learners’ Web Sites from the Internet.Laminate the patterns.With File Folder Games.childcarleand.Make Several Different Activities From Each Pattern. Magnet Board. Alphabet / Number Chart.3. cut them out. .2.com . etc… . PROCEDURE: 1. Give Each Child A Stick Puppet and Play “Who Has”….Cut them out. Pocket Chart. For Example “Who Has The Letter A?” … “Who Has The Letter B?” . laminate them and attach a craft stick.With your INTERACTIVE BOARDS: Felt Board. Give children an opportunity to: • Manipulate charts with drawings and print in a correct way. We can use INTERACTIVE BOARDS: – To display more complex visual information. like a series of pictures that tell a story – To organize tables of structures or related vocabulary (like verb forms) – To diagram how something works 17 . Prepare a Board with a colored construction paper. Add some strips of masking tape for the Manipulatives. Laminate it with a sheet of acetate. Protect them with transparent contact paper. 18 . You can use it as a “background” of your activity. You can use a brush and paint drawings or write words with paint and erase it with water.Use pictures or commercial posters of a landscape. TAPE: In an emergency.. Use lightweight cut outs. . • VELCRO RECTANGLES: Self.stick Velcro rectangles are great for attaching characters made of paper. INSTRUCTIONS: Cut out a rectangle of flannel or felt and stick it to hard construction paper. - 19 . foam. etc. light wood.Excellent device for CIRCLE TIME – STORY TIME and manipulation of objects.FELT BOARDS are really easy to make.Sets can be for teaching use or for children's use. .. rolled tape will hold characters in place for a short time. .Children Love Felt Board Stories And They Love The Repetition Of Them.After Completing A Story Ask Children Simple Questions Like: . 20 . cut out pieces and laminate them.“How Many …?” . TO RETELL A STORY: “The Napping House” TO RETELL A STORY: “Ten little monkeys jumping on a bed” 1) You can use Printable Patterns: print. .Be Animated When Doing The Felt Board Stories. 2) You can design Felt cut-outs and glue them on construction paper to make them durable..Have Them Count And Tell Colors. Red Fish .. 6... put up all the other fish and say "I see all of the different colored fish looking at me"... 8. When you are on the last color fish.. 10 ALTERNATIVE to “TEN LITTLE FISH”: Another story you can do is a modified version of “Brown Bear... Can you count them with me? (Put up fish one at a time and have children count with you) “1 .. 7..... Continue until you have done all of the colors of the fish.TEN LITTLE FISH Teacher: “I see ten little fish swiming in the sea. What do you see?" "I see a Blue Fish looking at me" ... 5.. 7.. Blue Fish. 10 I see ten little fish swiming in the sea. (put blue fish on board and take red one down) ...... 2. 3........ Can you count them with me? (Take down fish one at a time and have children count with you) 1 .. ALTERNATIVE STORY: “RED CAR.. (Put white fish up and take blue one down).... Put the RED FISH on the felt board and start with "Red Fish . 4. RED CAR…What do you see?””: 21 ... 3.... 2. 4. Brown Bear”....... 6. 8. 9.... What do you see?" I see a White Fish looking at me".. "Blue Fish.. 5... 9. . put up letter B). 1) Start by putting the grass on the bottom of the felt board and the caterpillar head on the upper left corner of the felt board. (children shout out letter B .. ALPHABET CATERPILLAR: “What letter comes next?” This FELT BOARD Activity can be done in a couple of different ways: 1) The teacher hangs on all circle letters on the board.. 5) Continue this way until all of the letters are on the felt board. 2) If you are holding the alphabet circles start by asking the children "Do you want to help me build a caterpillar?" (The children say yes)... Sing the Alphabet Song while pointing to each letter When finished tell the children "Thank you for helping my build a caterpillar".. put up letter C) .. What letter comes next?" (children shout out the letter C .. "What letter comes next?" .. 22 ... 3) "Let's start with the letter A" (put up letter A next to caterpillar head) . 2) The teacher passes out the letters to the children and they work at the Felt Board.Lots of fun for learning and reviewing letters.. 4) "Our Caterpillar is growing! Let's make him bigger . Make individual boards for your children!! TO RETELL A STORY: “I know an old lady who swallowed a pie” 23 .Don’t throw away the old game boards !! (Chess – Monopoly) Cover them with felt to make an easy-to-carry and store Flannel Board! TO RETELL STORIES: “Brown Bear…Brown Bear…what do you see?.. Looking at me!” Small pieces of flat indoor. I see a …………..outdoor carpeting can be used as a substitute. numbers. Sew a green felt square to suggest a “grass foreground”. MAGNET SOURCES: You can buy commercial magnets: self-stick magnetic strip or sheet. letters..Light blue for the sky. To make an “indoor background” . Add a self-stick paper background : . 24 .Green for the grass. cut out shapes.Make a simple story apron out of an inexpensive apron.TRAY MAGNET BOARDS: Use a Non aluminum tray or a tin baking sheet. etc.. simply sew on beige and yellow felt squares at the back of the same apron. BAKING-SHEET . You can ask Free magnets used for advertising purposes: Cut small strips of magnet and attach to the back of pictures. cards. . Sew one light -blue felt square onto the apron to suggest a “sky background”. 25 . They can also use it with letters to form words. Have the children hold up the appropriate character when it is mentioned in the story.This is a classic counting story that is about about frogs eating bugs!! - Give one to each child while you attach a story character to each one. portable.Large metal food-cookies tins can make a fun surface for Magnet Story Time. 26 . .Cover the tin with self-stick paper or paint it with acrylics.etc.Prepare several tins with different backgrounds.Shapes. • • • POCKET CHARTS: They are versatile.Numbers. Have pocket charts of different sizes. Use an Extra Long Pocket Chart with 20 pockets for Sentence Strips Make up all different kinds of cards that will fit in the pocket chart such as: LettersColors. . and easy to use..Sight words. POCKET CHART MATCHING: You will need to make two sets of the cards you are going to use and make sure they are laminated.colors -shapes -numbers . For younger children place the first set of cards in the pocket chart and then the children match the second set to the first set by placing the individual cards directly in front of the card it matches in the pocket chart. place the first set of cards in the pocket chart and then the children match the second set to the first set by placing the individual cards directly in front of the card it matches in the pocket chart. 27 .letters . -For younger children. Make up all different kinds of cards that will fit in the pocket chart such as: . Older children can place the first set of cards in the pocket chart by themselves and then match the second set to the first set in the pocket chart.You will need to make two sets of the cards you are going to use and make sure they are laminated. 28 .Place the cards into the pockets of a pocket chart. 3. Figuring out the rhyming words first will help your students figure out the rest of the poem. 2. It also helps you to see who is absent.Create a laminated name tag for each student in your class. POCKET CHART FOR ATTENDANCE NAME: 1. POCKET CHART FOR WORD BUILDING & SORTING CARDS: You should include: letter cards. 6. remove them and attach them to their desks each morning. rhymes. NOTE: This is a good way to learn names at the beginning of the year.Attach a small piece of velcro onto the back of each card. endings POCKET CHART FOR POETRY PRACTICE: Have students pick out the sounds they want to rhyme. The students benefit by practicing name recognition and following directions. blends. 5. the students can return their cards to the pockets as they line up to leave. move them around as you need to throughout the school year. Pocket Charts for Class Jobs are great: write down names of jobs and students onto sentence strips. 4.Attach another small piece of velcro onto each child's desk. starting with a word from a Word Family or moving on to words that sound similar but have different spelling patterns.At the end of the day.Instruct students to find their names. chunks.Most classrooms have systems where students participate in Class Jobs so that teachers can delegate tasks that need to be done while simultaneously teaching responsibility. . The words are reviewed weekly. and students may refer to the wall any time they need help spelling a basic sight word. 29 . Kindergarten Word Wall List it and said big the in is a my at she I was like are see he to you This word wall is an alphabetically arranged list of sight words that Kindergarteners frequently use in their beginning reading and writing. usually in a classroom.to tie writing and reading together. This word wall will start off by using all the students' names and will progress to these basic sight words..to reinforce vocabulary..for reference during writing. or other display surface.WORD WALLS: A WORD WALL is a literacy tool composed of an organized collection of words which are displayed in large visible letters on: a wall. List of words are used: . a Bulletin Board. . . aw. at. ill. st. number words. . eat. 30 . ot.BLENDS: bl. dr. f. . m. q.With the individual word wall cards located under their beginning sounds. fr. x. an. th. ing.Small groups of children have a chance to interact with the words. there.HOMOPHONES: to. ine. one. ay.PHONOGRAMS: ack. k. ick. didn’t. ump. cl. kn. op. . ock. no. fl. sh. ip. talked about their favorite words. won . ank.CONTRACTIONS: can’t. ale. it’s . . two. oke. and drew pictures for some of the words. ice. cr. it contains the high frequency writing words students need in their everyday writing activities. sm. ame. ash.5 to 10 minute practice each day. uck. in. br. str. they’re. y. ail. don’t. won’t. qu.COMMON PRIMARY WRITING WORDS: colors. p. s. ink. c. ide. ate. d. too.It grows by five new words every week. pl. know. family members. . t. their. gr.CONSONANTS : b. sp.Students use the words in sentences. sn. ore. tr . and wh and letter combinations: wr. w. reading specialist. it.DIAGRAPHS: ch. ph . ap. pr. h. sl. j. words about school . l. unk . ake.Time for reviewing all that children have learned. sk. ight. n. v. ell. z . ug. .A TRC Word Wall Collection is really a “DICTIONARY ON THE WALL” Designed by Sheron Brown. ain. est. isn’t. g.Organized alphabetically . r. Children then clap their hands together and say the word aloud.” 4.Students snap their fingers as they name each letter (“l-i-k-e”) while the teacher (or a student) taps the letters on the word with a pointer. -They first say the word and then touch each letter of the word with their pencil points as the entire class spells the word out loud. “Which word did we snap and clap?” Students answer. say the word while pointing to it on the word wall with a pointer. First model this procedure by touching and checking word wall words on the overhead projector or chalkboard. Adding the card to the word wall with the children (it helps them recognize the cumulative growth of their visual dictionary). “___.“TOUCH & CHECK ALL THE WORDS”: -After the children have written all five words. 31 .“WRITE THE WORD”: Say: “Write _____ on line 1. have them “touch and check” each word. . 2.“SAY THE WORD”: After the word is added under the appropriate letter card.” “Write the word” “Touch and check” By involving all of the learning modalities (visual. 3. you will help all of your students learn to write their word wall words quickly and correctly.“SNAP & CLAP THE WORD”: .DRILLS: “Show the word” “Say the word” “Snap and clap. saying the word aloud. slide your finger under the text.” 5.“SHOW THE WORD”: Begin by showing the word card to your class. Students repeat the word. auditory and kinesthetic). WALL WORD ACTIVITIES: 1. While holding the word card. Say. .Listening .Physical-response activities 1st rule BE BIG !! 2nd rule BE BALD use big markers /draw in one line.The most used classroom aid !!! . 3rd rule 4th rule BE QUICK BE SIMPLE 5th rule PRACTISE : have the confidence to draw. 32 .Walking up to the chalkboard is a change-of-pace activity ! Use individual chalkboards for: .Checking comprehension .Use colored and white chalk. Artwork Students Projects News in the classroom OUR CLASSROOM BULLETIN BOARD… Should be changed frequently Should reflect concepts and vocabulary taught. 33 . Can be also in hallways of the school to gain attention.- A BULLETIN BOARD is a display where teachers and learners can staple or tack: Pictures. Should be in the class as an “INTERACTIVE CHART”. .Teachers’ Day.Feelings: “We like. Story tellers.News: A baby brother/sister .” .Keep an ANNUAL CALENDAR with posters: Welcome Poster .Friends’ Day . 34 . work: . .Visits: From professionals ...A new pet at home.Spring Day .Kids’ work:public display area for children’s work.Animals’ Day Book’s Day .Field trips: to the Zoo – Farm – Theatre – Museums ..Winter Holiday -Child’s day . Children retell the story as they walk Rosie and the fox around the farm.After reading a story such as Rosie's Walk by Pat Hutchins: 1. then glue each one onto a piece of card and cut around it.Photocopy Rosie the Hen and the fox.Photocopy the farmyard from the book pages and post on the bulletin board. Place Rosie and the fox onto a piece of string and attach them also.Photocopy the book cover and staple to the board. 2. 4. 35 . 3. TASK 1: Make your own Guideline for choosing and selecting your teaching materials (for example: checking the balance between text and pictures) 12345_____________________________________________________________________ TASK 2: Mention the Course material and the supplementary material you should have in your Young Learners’ classroom (for example: a poster to introduce a new topic) ______________________________________________________________________ TASK 3: What are “Visual Aids”? How can you use them? What are “Manipulatives”? How can children use them? Give an example on how to use “Printable Patterns” at Circle Time? ______________________________________________________________________ TASK 4: Design an activity foe an INTERCTIVE BOARD (Felt Board – Magnet Board. etc…) 36 . “An introduction to Teaching English to children”. . electronically or mechanically.com .copyright and legal action will be sought.gracebertolini.REFERENCES: We are grateful for permission to reproduce material from: . including photocopying. Macmillan Books for teachers.”Teaching Very Young Children. . “Languages and children” – making the match.www.gracebertolini. . or by any information storage retrieval system.com. as I do not want free copies being emailed all over the internet. without written permission of the author. Richmond .Curtain and Pesola.dltk-teach. Teach me and I remember. Internet.com.html . Richmond Publishing. 37 ...com/feltboard. “Teaching English to children”. Genevieve. “Children learning English”.www. will be seen a breach . No part of this course/ publication may be reproduced or transmitted in any form or by any means. Involve me and I learn !” Benjamin Franklin.House.www. recording. REFERENCES: I appreciate your integrity on this point.ehow. Preschool and Early Primary Grades Copyright 2011 By Graciela Bertolini www.html Tell me and I forget.Wendy Scott.kindergarten-lessons.childcareland.ar www. “To teach is to touch a soul forever” ENJOY YOUR TEACHING! Grace B. Please do not email TEK COURSE HANDBOOK to of anyone else...com/rhymes . Longman.com/kindergarten-bulletin-boards.com. [email protected]. Susan.www. Any copying or similar course/ handbook. This legal protection not only applies to the name but also to the format and contents of this course. Longman. computer bulletin board (BBS).Jayne Moon.ar TEK COURSE: Teaching English at Kindergarten. .Pre-school and Early Primary”.ar All rights reserved. Thank you! Grace Bertolini. PRINTABLE PATTERNS 38 . PRINTABLE PATTERNS FOR : “There was an old lady who swallowed a fly” 39 . 40 . 41 .