Primary English

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Why Oxford University Press?

• Oxford University Press
• works in partnership with teachers,
• the best authors,
• a specialist team.

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Why our books?

• Our books
• focus on communication
• are interactive, engaging and effective

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Fun with English

• Grades 1 and 2

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Things we need to consider

• the students
• the learning environment
• teaching methods
• teaching materials

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Young learners

• asking questions
• aware of the world around them
• developing confidence
• have problems working with others
• starting to understand patterns

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A good learning environment

• create a relaxed friendly environment
• provide a language-rich environment
• monitor, praise encourage

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Give clear instructions

• Id really like it if you open your books and
  then, find your pencil case and take a pen that
  you like and write your name

Open your books. Write your name.
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Demonstrate activities

• use actions to give instructions
• sit down, turn around, raise your hand
• play a game or do an activity first
• let other pupils watch

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Ask concept questions

• Check understanding
• Do you understand?
• Do I wear a hat on my body?
• On my head?
• Is winter hot?

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Tasks are achievable

• Plan all activities
• Try them yourself
• Is the level too high?

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Use English

• Children dont need to understand every word
• Say daily instructions in English
• The more they hear, the more theyll learn

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Set time limits

• Set the time in advance
• Draw a house
• Draw a house. You have five minutes.
• Count down 5, 4, 3, 2, 1.

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Mark stages clearly

• Let students know what is happening
• Have a clear divide between activities

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Teaching methods

• P presentation
• P practice
• P production

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Presentation
Introducing new vocabulary the sound, meaning
and pronunciation.

• elicit
• drill
• concept check

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Practice
Students try out the new language, closely
monitored by the teacher.

• Controlled practice
• E.g. tell each other what they like from a choice
  of words

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Production
Freer practice - students use the language in
their own way

• ask questions using words of their choice
• give opinions

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Different ways of teaching

• teacher centred
• teacher students
• group work
• pair work
• individual work

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Teacher centred
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Teacher - students
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Group work
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Pair work
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Individual work
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Classroom activities

• Chants and rhymes
• Games
• Surveys
• Songs

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Classroom activities

• Arts and crafts
• World knowledge
• Projects and wall displays

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Chants and rhymes

• Children love chants.
• Practice new vocabulary and pronunciation.
• They can add their own verses too.

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Chants and rhymes

• Grandpa, Grandma,
• I love you.
• Grandpa, Grandma,
• You love me too.

• Tommy, Sunny,

• Tommy, Sunny,

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Games

• create interest and fun
• allow more students to participate
• build group co-operation
  
• revise vocabulary and structures
• encourage students to speak

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Board game I can

• In pairs or groups
• Can offer prizes
• Depends on luck

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Drawing game body parts

• Students enjoy it visually
• Uses listening skills
• My has got
• Can build up to higher levels

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Surveys

• Students can learn something about their
  classmates and teachers.
• Get practice asking and answering questions.

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Can you play?

• Teacher to students
• Student to student around the class
• Students to teacher
• Milling activity with survey sheet

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Survey sheet
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Songs

• Can help children learn vocabulary
• Can reinforce sentence structures
• Develop listening skills
• Improve pronunciation
• Increase students motivation

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How to teach the song

• Teach the song line by line.
• Then put all the lines together.
• Practise before singing along with the music.
• Ask some students to perform.

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Row, row, row your boat

• Row, row, row your boat,
• Gently down the stream.
• Merrily, merrily, merrily, merrily,
• Life is interesting.

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Before listening

• Where?
• River, lake, sea, stream
• Is it boring/interesting/funny?

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While listening

• Circle the correct pictures

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After listening

• Focus on adverbs
• Act out gently rowing
• Replace with others e.g. slowly, quickly
• Mime game

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Leading to freer practice

• Students could work in pairs to think of new
  verses
• E.g. Drive, drive, drive your car,
• Quickly down the road

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Arts and crafts

• Students visualize new words
• Use of a range of vocabulary
• Its fun!
• Changes the pace of classroom activities

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Making an animal mask

• Animal names
• Body parts
• Colours
• Animal noises
• Stationery items
• I am a

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World knowledge
Animal silhouettes

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Animal quiz

• Which D can swim?
• Which E has big ears?
• Which M like bananas?
• Which S do not have legs?

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Projects and wall displays

• Children are becoming good at drawing.
• They get a great sense of achievement from seeing
  what they have created.

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Animal project

• Teachers model
• is big/small
• live in the jungle/on a farm/in my
  house
• .. eat grass/other animals
• .. can fly/walk/swim

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Conclusion
Childrens minds are like a sponge
in the right environment there is no limit to
the knowledge theyll absorb.
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Resources

• www.britishcouncil.org/kids.htm
• www.teachingenglish.org.uk
• www.manythings.org.uk