Being grateful can make you happier.

A simple act like thanking can help

reduce stress, discourage depression
and improve general health and well-being
 Grace Bertolini
Life long Education Director
Directora de Educar para el Bienestar

International Facilitator for Peace Education Foundation (USA)

International Certified Educator for Positive Discipline Association (USA)
Neuro-learning Degree – Universidad de Belgrano
Innovative Education Degree – Universidad Siglo XXI
Teacher Trainer for Asociación Educar de Neurociencias
Eric Jensen
▪ Children’s characteristics
▪ VISUAL AIDS- Manipulative-
▪ How to teach English to Young
Learners. ▪ HAND-MADE RESOURCES

▪ Planning & Topic-based Syllabus. ▪ INTERACTIVE BOARDS: Flannel Board

▪ Using Mother Tongue.
- Magnet Board – Pocket Chart – Chalk
▪ Classroom Management.
▪ CIRCLE TIME Board – Bulletin Board – Wall Chart

▪ Finger Plays & Routine Songs. ▪ THE IMPORTANCE OF PLAY.

▪ REFERENCE CHARTS: Calling the Roll -
▪ TPR: Total Physical response.
Weather Chart – Calendar – Classroom
Rules – Helpers’ Chart – Classroom ▪ GAMES.

Schedule –
 Teaching a child could be defined as
“instructing him in a certain area”.
Educating a child, however, is enabling him to
develop mentally, morally, physically
and socially.
 1st to 6th grade at Primary

2-3-4-5 YEAR OLDS

KINDERGARTENERS
1st - 2nd - 3rd grades at Primary
 “If we think of teaching
as the other side of learning,
then by trying to understand better
how children learn,
we will have more understanding
of how to teach them”
www.kaganonline.com
 The Teacher gives:
1) A question.
2) Think Time

Can you mention some characteristics

of little Kids/ Very Young Learners?

FOR EXAMPLE: Children are energetic.

INDIVIDUAL
 3) The Teacher gives instructions
on HOW students will share.
WHO WILL START?

SO… a) The person closest to

the door will start.
b) He/she will speak for 1
minute about the topic.
PARTICIPANTS… c) The other person
LISTENS.

STAND UP!! IMPORTANT: COACHING:

If one person stops talking,
the other one asks
WALK AROUND!! questions.
Can you mention some characteristics
of little Kids/ Very Young Learners?

FOR EXAMPLE: Children are energetic.

Can you mention some characteristics
of little Kids/ Very Young Learners?

FOR EXAMPLE: Children are energetic.

 CHILDREN'S
CHARACTERISTICS IMPLICATIONS

Children are energetic. They need to move a lot.

You cannot expect a quiet class with
Children are noisy. Very Young Learners.

Children are fun and

enthusiastic. Have fun and be enthusiastic with them

Do not expect too much…

CHILDREN ARE CHILDREN!! everything comes with time!!
MAKE 3 LISTS OF :
For example:
- ACTIVITIES: Bingo Game
- RESOURCES: Puppets
- TECHNIQUES: Story Reading
 ACTIVITIES RESOURCES TECHNIQUES

Bingo Game Puppets Story Reading

CHANGE YOUR ACTIVITIES every 5-10 minutes:
Young children need variety as they get bored easily and
have a very short attention span.
CHILDREN ARE QUICK:
Quick to learn & quick to forget!!

VARY THE PACE DURING THE LESSONS mixing up

exciting games with quiet ones.

Vary the pace according to the mood.

R-R-R: Repeat – Review - Revise:
If you neglect this, children will have no recollection of
the language you have covered!

DO NOT BURDEN YOUR CHILDREN WITH READING &

WRITING. There is plenty of time for that later.

CONCENTRATE ON LISTENING & SPEAKING PRACTICE

AVOID ABSTRACT CONCEPTS:
Concentrate on concrete real items

Include movement so the children learn through the

TOTAL PHYSICAL RESPONSE Method
BE PREPARED:
- Before you go into class have material ready.

- Practice telling the stories, playing games, using

posters, etc…

BE FLEXIBLE:
If something is not working, then change the game or
activity.
 YOUNG LEARNERS
Have a VERY short attention span.
Will forget things quickly.
Develop at very different rates.
 a lot of ideas to keep children’s attention.
real language learning techniques and not just
time fillers to keep the children busy.
to know how to turn games and activities into
language learning opportunities

Teach effectively with the

fun and variety that
young children need!!
 REPEATING: children need to repeat.
PARROTING REPETION is the key to ACQUISITION
They don’t know what they are saying.

REPRODUCTION REPEATING + UNDERSTANDING

REPRODUCING within MEANINGFUL

PRODUCTION CONTEXTS: contextualized
It is not accurate.
 “In order to process Language…
it should be UNDERSTANDABLE”
Dr Stephen Krashen, Berty Segal Cook and Grace
at IFLT Conference July 2012
Brekenridge- Colorado - USA

VISUAL
AUDITORY
INPUT
INPUT

OUTPUT
 Way in which we modify language
to make it comprehensible to the child…
like in Mother Tongue/L1
Simplified and repetitive type of speech, with exaggerated
intonation and rhythm,
often used by adults when speaking to babies

✓ Speak to kids in clear …simple English

✓ Speak slowly and relaxed.
✓ Repeat yourself
 ➢ TEACHERS SHOULD USE:
➢ miming,
➢ acting,
➢ facial expressions,
➢ tone of voice,
➢ body language
➢ VISUAL AIDS

…and any other means to CONVEY MEANING

SIMPLE
KEEP YOUR LANGUAGE NATURAL
AT KIDS’ LEVEL
Should teachers use MOTHER TONGUE?
WHEN…?
FOR EXAMPLE: for safety reasons
❖Teachers need to expose children to L2 – ENGLISH
almost all the time

❖L1/ MOTHER TONGUE should be used only for:

- Safety reasons.
- Emotional necessity: to bond with students and
demonstrate closeness.
- Difficult instructions.
TEACHERS should be very careful when planning:
a) Be prepared to adapt your plans.
b) Estimate how long activities may take.
c) Prepare your materials with time.
 We can divide planning in 3 stages:
1) LONG TERM PLANNING.
2) SHORT TERM PLANNING.
3) LESSON PLANNING.

LONG TERM SHORT TERM LESSON

PLANNING PLANNING PLANNING

ANNUAL MONTHLY THEME

CURRICULUM WEEKLY/DAILY
LESSONS
The annual Curriculum should
provide a meaningful context
for instruction, based on:
- thematic units
- purposeful activities

2) Be designed to include all

children.

3) Be appropriate for the age

and development of the
children.
❖If you are using a textbook,
❖ If you are not using a textbook,
look through the list of
you might decide:
contents and the through the
- What you want to cover during
teacher’s guide.
the year.
❖ You might decide:
- How many topics or units you
- To change the order of
will take (generally, at
different units.
Kindergarten, a unit might take
- To miss out something which
from 2 to 4 weeks, regarding the
isn’t suitable for your group.
amount of English lessons you
have every week).
- How many lessons you will need
for each topic.
When planning your school year, you should take into account:

- At the beginning of the school year: Revise and recycle what your
students have learnt the previous year.

- In the middle of the year: Pay attention to WINTER HOLIDAYS recess

when planning: it will be a very short month!!

- At the end of the year: you will have plenty of things to do!!
PAY ATTENTION TO:
Child’s Day, Family’s Day, Green Week at Spring Time,
Open Classes for the family, End-of-the-year show.
The syllabus is your “COURSE PROGRAM”
MONTHLY PLAN
or TOPIC PLAN:
WEEKLY PLAN:
 WHY ARE ROUTINES SO IMPORTANT
WITH LITTLE KIDS??

FOR EXAMPLE:
Routines give children a sense of security
- give children a sense of security: they allow kids to feel safe.
- help children develop self-discipline.
- teach kids how to constructively control themselves

Children handle change best if it is expected

and occurs in the context of a familiar routine

Kids have no sense of formal time, but

“routines” also help them to know what to expect
and what to do, giving them a notion of “time passing”.

“Once routines are established,

children will only need a PROMPT
to know what to do”
For example: singing a song
 BEGINNING THE LESSON:
Never start with something new!
Revise a few items of vocabulary and add 1 or 2 new ones.

EXTRA MATERIAL:
- Have extra material for those who always finish before the others: a child with
nothing to do is a potential source of trouble!!
FREE CHOICE TIME: KEEP A BOX WITH EXTRA MATERIAL with:

Picture Cards
Memory Games to play with
Pictures to color

Simple colorful
books to look at
Easy Puzzles to
solve
 TIDYING UP:
- It is very important that children learn to
look after their things and tidy up at the end
of the lesson/day.
- Create a Routine Song for this moment:

Clean up!
Clean up!
Everybody…
Let’s clean up!
Clean up!
Clean up!
Put your things away!

From:www. supersimplelearning.com
✓ It is important to establish what you consider to be “acceptable
& unacceptable behavior” at an early stage.

✓ Children need to know where the boundaries and limits lie and
what will happen if they go beyond them.

✓ Is it worth spending time on creating routines and establishing

rules?
The answer is YES!!
Keep it positive!

Praise good behavior!!

Being consistent with the use of RULES facilitates our work!

WE CAN WE CANNOT
AN ACKNOWLEDGEMENT NOTE:
PEACE EDUCATION FOUNDATION

www.peace-ed.org
 Don't loose your voice to get
your students' attention.
Use an ATTENTION GRABBER to help them focus.
Don't speak when children are not listening and ready. Wait.
ESTABLISH A SIGNAL for getting the group's attention
Teacher:
“ONE …
TWO…
THREE…
EYES ON ME!!!”

Students:
“ONE …
TWO…
EYES ON YOU!!!”
 "GIVE ME FIVE":
This is a yoga technique used for attention getting.

1) The teacher stands and says "Give me five!" and

holds up a fist.

2) Students breathe in for five counts while each

finger is raised for each count, and breathes out
for five counts while each finger is brought back
to a fist for each count.

3) Students aren't able to talk because they are busy

breathing and calming their energy.
 "IF YOU CAN HEAR MY VOICE":

1) In a loud voice, say "If you can hear my voice, clap once".
2) After that say in a normal voice "If you can hear my voice,
clap twice."
3) In a whisper voice, say "If you can hear my voice, clap three
times".
4) By the third time, you should have everyone's attention.
 CIRCLE TIME
is when everyone sits together as a group for an activity.

AT CIRCLE TIME:
Teachers should have a clear plan:

➢ To get children’s attention.

➢ To greet children.
➢ To call the roll.
➢ To check weather conditions.
➢ To choose Classroom Helpers.
➢To talk about the Agenda.
➢To review a topic.
used as "spots"
for Circle Time.
FINGERPLAYS are a surefire way:
- to capture children’s attention.
- to focus the action on yourself.
- to develop Fine Motor skills.
This is DADDY, he's quite tall.
This is MUMMY, she's quite small.
This is BROTHER, he is taller.
This is SISTER, she is smaller.
And this is BABY,
He is tiny…and he's fast asleep…
Shhhhhhh!! (forefinger on lips)
Goodnight! (whisper)
Start with the thumb and
work round the fingers.
 Hello, Hello,
Hello, how are you?
Hello, Hello,
Hello, how are you?

I’m good
I’m great
I’m wonderful!!

I’m tired
I’m hungry
I’m not so good!
From: www.supersimplelearning.com
 www.preschoollearningonline.com
www.activityschoolbus.com

Tune: “The grand old Duke of York”

HELLO TO EVERYONE
AND HOW ARE YOU TODAY?
WE COME TO OUR CIRCLE TIME
TO LAUGH AND SING AND PLAY.

AND WHEN YOU ARE UP…YOU ARE UP

AND WHEN YOU ARE DOWN…YOU ARE
DOWN
AND WHEN YOU ARE ONLY HALF WAY UP
YOU ARE NEITHER UP NOR DOWN.

SO ROLL YOUR HANDS SO SLOWLY

AND ROLL THEM SO SO FAST
GIVE YOUR HANDS A CLAP, CLAP, CLAP
AND FOLD THEM IN YOUR LAP…
TAP, TAP.
 From: www.supersimplelearning.com

Make a Circle
Big, big, big…
Small, small, small...
Big, big, big…

Make a Circle
Small, small, small...
Hello, Hello, Hello!

Make a Circle
Round and round,
Round and round,
Round and round
Make a Circle
Round and round,
Hello, Hello, Hello!

Make a Circle
Up, up, up…
Down down,
down…
Up,up, up…
Make a Circle
Down, down,
down…
Now sit down!!
 Think about:
Key phrases
Suggestions
Permissions.
Vocabulary being taught.

Identify a familiar tune:

for example: “Arroz con leche” To get children’s attention
To line up.
Match the language with the rhythm.
To sit in a circle.
Check Grammar!!! To be ready for the snack.
Use TPR. To put things away.

Use props.
TO CLEAN THE CLASSROOM:
(Tune: Arroz con leche)
“It’s time to clean,
To tidy up…
Put everything in order,
tomorrow we come back!
 TO MAKE A LINE:
(Tune: Andar en tren)
“Traveling by train…
It’s the best way,
The driver says…
All aboard the train!”
 SNACK TIME: TEA TIME, TEA TIME,
(Tune: A guardar…a guardar)

“Tea-time, tea-time,
It’s time for tea…
Everybody waits,
everybody sits.
Tea-time, tea-time,
It’s time for tea…
A cookie for you,
And a cookie for me…
One…two…three!!
 From: www.supersimplelearning.com

Walking, Walking
Walking, Walking
Hop, Hop, Hop…
Hop, Hop, Hop…
Running, Running,
Running…
Running, Running,
Running
Now we stop,
Now we stop!

Tip-toe, Tip-toe,
Tip-toe, Tip-toe,
Jump, Jump, Jump…
Jump, Jump, Jump…
Swimming, Swimming,
Swimming
Swimming, Swimming,
Swimming
Now we’ll sleep
Now, we’ll sleep
TEACHING TIP:
Use Kids’photos to call the roll
1) Place the NAME CARDS on a table.
2) As students enter the classroom each
day they find their own name card
3) They place it in the corresponding
pocket on the chart.
From: www.pre-kpages.com
 ✓Children love looking at photographs of themselves
✓It helps build self-esteem and a sense of community.

STICK PUPPETS
NECKLACES
• To check how many kids there are in the classroom.
• A rope with hangers at the bottom of the Chalkboard
• Cut outs/ Figurines of children.
• Use a cut-out shape from
cardboard, simulating a
window with curtains to open
and check the weather:
• Place symbols on it:
• SUN : It’s a sunny day
• CLOUD: It’s a cloudy day
• UMBRELLA: It’s a rainy day

Use ZIPLOG BAGS

to store cut outs
• Put a cut out of A CLASS MASCOT (Boy/Girl, etc…) on a
display.
• Have children dress the mascot according to the
weather each day.
• You will need a supply of clothing cut outs to fit the
figure.
Using a CALENDAR CHART with Young Learners helps them develop
concepts of time and it is a great way to introduce and become
familiar with days, dates, months, years.
 Give children the
responsibility for doing
practical jobs in the
classroom:
- checking the
“Weather Chart”
- giving out sheets of
paper and markers,
- watering plants,
- helping with “Snack
Time”.
 The two helpers are responsible
for all of the Classroom Jobs:
- Line Leader,
- Snack Helper,
- Monitor,
- etc.
Just write each students name on
a cutout of a hand and hang the
hands on the wall and flip the
hands each day.
 ✓Circle Time.
✓ Snack Time
✓Lunch Time
✓ Free Choice Time
✓ Rest time.
✓ Clean Up
✓ Departure.

LEARNING CENTERS:
✓Block Area,
✓Dramatic Play
✓Book Area
✓Arts & Crafts.
✓ Music & Singing PLAY TIME:
✓ Video & Computers - Outside Play
✓ Story Time. - Inside Play
AS A VISUAL AID YOU CAN USE: YOURSELF

THE CHALK BOARD INTERACTIVE BOARDS

FLASHCARDS REALIA: real objects

POSTERS CHARTS GAMES

PICTURES PUPPETS
VISUAL AIDS:
- provide a meaningful context for the activity.
- help teachers when assessing child’s progress

Use Visual Aids to present…to practice…to review

Objects / Pictures: CONCRETE MATERIAL that can be
touched or moved by students to reinforce a concept.
A way in which students can physically interact with
their learning.
Manipulate as they speak

Children learning a
Language need
hands-on learning
experiences
with concrete objects.
 MANIPULATIVE:

✓Develop the child’s autonomy.

✓Give sense of progress and achievement.
✓Provide an excellent opportunity for the children
to learn by doing something enjoyable.
✓Add “novelty” to the classroom.
✓Offer richness and texture (not available in
textbooks)
They are easy to make.
They are cheap: they do not require expensive material.
They can reflect the needs of the class.
They provide variety to the class activity.
All resources must be specially ordered and stored.

They should be:

Safe.
Good quality.
Carefully prepared.
Colorful.
Durable.
We can use INTERACTIVE BOARDS:
To display visual information, like a series of pictures to retell a story
To organize vocabulary
You can use it as a “background” of your activity.
Protect them with transparent contact paper.
Add some strips of masking tape for the
Manipulative.

THE CITY THE COUNTRY

Prepare a Board with a colored construction paper.
Laminate it with a sheet of acetate.
You can use a brush and paint drawings or write words
with paint and erase it with water.
From: www.littlestorybug.com
From: www.littlestorybug.com
Use a tin tray or a baking sheet.
…and the importance
of “PLAY”
…& “GAMES”
WHAT IS THE DIFFERENCE BETWEEN
“PLAY” and “GAMES”??
 Dominant form of play
SENSO-MOTOR PLAY during the 1st two years
in life.

“AS IF PLAY”
SYMBOLIC PLAY “IN PARALEL PLAY”

CONSTRUCTION PLAY Playing with blocks.

GAMES WITH RULES

 REMEMBER:
PLAY is learning for children!!

• Observe children while playing

- Evaluate if they can:
Play with others.
Make contact.
Solve problems.
Take turns.
 ADJUST:
Space available.
Amount of time needed.
The choice of materials.
Rules.

- Children will not use EFL spontaneously.

Do not overwhelm children with “too much learning”

 MIME SONGS
HYMES

MIMING SONGS

CHANTS
CHANTS
RHYMES

PUPPETS ACTIVITIES
SIMULATION SIMULATION
ACTIVITIES

ROLE-PLAYS
Start with easy guided activities to gain confidence.

Use

TOTAL PHYSICAL RESPONSE Activities are

an excellent way to Dramatizing.

Children respond to language with their bodies.

 FROM: www.righttoplay.com/canada

Do…do…do…as I do!
Just do it!

Clap…clap…clap, as I clap!
Just do it!

Roc, rock, rock, as I rock!

Just do it!
Walk. Walk, walk, as I
walk!
Just do it!
 in Young Learners’ Classroom

Delight in “make-believe”
Play in imaginary worlds.
Can act out a role.
Engage in “pretend activities”.
Dress up.
Become another person.
 SHORT
To activate the Language and have fun!

ACTIVITIES SHOULD
ADAPTABLE TO USEBE:

SHORT
FUN EASY TO SET UP

FUN

WITH SOME LANGUAGE

CONTENT ADAPTABLE
TO USE
MAKE A LIST OF USEFUL “PROPS” FOR
YOUR VERY YOUNG LEARNERS’
CLASSROOM:

FOR EXAMPLE:
▪ Clothing
▪ Doll house
 USEFUL “PROPS” FOR YOUR
VERY YOUNG LEARNERS’ CLASSROOM:

▪ Clothing
▪ Doll house
▪ Furniture
▪ Dolls
▪ Stuffed animals
▪ Toy telephone
▪ Cash register
▪ Toy money
▪ Table setting
▪ Empty food
containers
 PLAY RESTAURANT:
✓ Aprons for the waiters.
✓ Dress shirts for the cooks.
✓ Play food.

NOTE: Choose who is going to be

the cook, waiter, and customers.
 ICE CREAM STORE:
CAMPING:
✓ Ice cream buckets.
✓ A small tent.
✓ Ice cream scoops.
✓ Outdoor cooking utensils.
✓ Play ice cream.
✓ A campfire area with rocks
✓ Ice cream cones.
and small sticks.
✓ Dishes.
✓ Flash lights.
✓ Cash register.
✓ Stuffed animals.
✓ Play money.
✓ A menu of flavors.

PET SHOP:
✓ Stuffed animals.
✓ Cardboard boxes put together to
represent cages.
✓ Containers of pet food.
✓ Pet toys.
✓ Cash register.
✓ Play money.
✓ Books about pets.
AT HOSPITAL:
PLAY BEAUTY SHOP:
✓ Bandages.
✓ An old hair dryer.
✓ Band -aids.
✓ Curling iron.
✓ Masks.
✓ Sponge rollers.
✓ Scrubs.
✓ Large clips.
✓ Cots.
✓ Empty shampoo bottles.
✓ First aid kit,
✓ Pretend make-up.
✓ Stethoscope.
✓ Nail polish.
✓ Dolls.

SHOE STORE:
✓ Variety of used shoes - all sizes.
✓ Cash register.
✓ Play money.
✓ Cardboard boxes to "display" the
shoes.
✓ A chair to sit to try the shoes on.
A: Good morning! Can I help you?
B: Yes, please. I need some apples
A: Here you are.
B: How much is it?
A: Ten pesos.
B: Ok. Thank you.
A: Good Bye!
B: Good Bye!
A: How are you feeling?
B: Oh…I am sick.
A: What’s wrong?
B: I have a stomach ache.
A: Let’s call the doctor!
 SONGS & RHYMES:
Provide a rich source of texts
for acting out.

Are useful in classes with

Young Children who may not
be able to produce much of the
language.
❖Prepare carpet squares or
“PLACE MATS” for each child
❖Children sit on their squares and
follow simple directions:

➢ Stand on your square!

➢ Jump on your square!
➢ Put one foot on your square!
➢ Change squares with a friend!
FOOTPRINT SHAPES
✓ Make COLORED NECKLACES for each one
✓ One person is the caller , who calls out the movements that
everyone else performs.
✓ Children follow the color directions:

“Blues step forward

Then turn round
Walk to your place
And twirl around.
Reds hop to the middle,
And back again
Find the yellows
And shake a leg
Greens turn around,
Clap your hands
Make a sound
And say good-bye!
Children standing in a circle imitate the leader’s actions:
CLAPPING STAMPING FEET TAPPING KNEES
STRETCHING BENDING DANCING MARCHING
Children use ribbons, pieces of bright colored fabric

WORKSHOP: The challenge of teaching Kids

 FROM : www.responsiveclassroom.org

What would you do if a

ROBOT came to tea?

Just look at me and a

robot you will see

Robot says attention

Robot says begin:
Right arm
Left arm
Right foot
Left foot
Head up…head down
Turn around
SIT DOWN!
➢ Prepare a MAYPOLE: tie one
piece of ribbon around a large
Hula Hoop for each child.
➢ Stand in the middle of a circle
with the Hula Hoop and give
each child a ribbon end.
➢ Pretend you are a “maypole”
and the children are the “merry
dancers”.
➢ Sing a song while they turn
around.
❖To talk about playing in the Park
❖Print images from INTERNET

Teach easy ROLE-PLAYS:

❖Play with balls
❖Skip with ropes
❖Play on the swings
❖Play on the see-saw
❖Feed ducks in the pond
❖Eat an ice-cream
➢ Use STUFFED ANIMALS: cat, elephant, snake, bird,
butterfly, mouse.

➢ Ask children to move slowly like a…

➢ “Can you move like a …?”

o Use FLASHCARDS with FEELINGS:
happy, sad, angry, bored, tired.
o One child chooses one word ,
mimes the expression and asks:
“How do I feel today?”

o The rest of the class guesses the

meaning
o In groups: children mingle around
and through mime they find a
partner who feels the same as they
do.
MIME EATING DIFFERENT FOOD: ice cream, pasta,
chewing gum, hot dog, chips, etc.

MIME A MEMBER OF THE FAMILY: mum, dad, baby, sister,

brother, grandfather, great-grandmother, etc.

MIME AN ACTION: close the widow, knock on the door,

sleep, cry, sing, dance, play tennis, play football, etc.
MIME A FEELING: happy, sad, angry, sleepy, dreamy, tired.

MIME A JOB: doctor, nurse, taxi driver, schoolteacher,

footballer, racing driver, farmer, opera singer, actor, clown,
circus acrobat, etc.

MIME A MEANS OF TRANSPORT: with sound effects.

Another miming idea is CHARADES:
1) Divide the group into two.
2) Have a child from the first group pick out a picture,
from a box or a selection you offer.
3) The child shows that picture to his or her group, but
without the other group seeing.
4) The first group then mime whatever is in the picture
and the second group have to guess what it is.
The game should:

- Be simple to explain.
- Easy to set up and play.
- Easy to carry out.
- Everyone should be able to participate in it.
MAKE A LIST OF BENEFITS WHEN
USING GAMES IN CLASS

FOR EXAMPLE:
For REVISION.
To repeat vocabulary words
BENEFITS WHEN USING GAMES
IN CLASS
They involve a lot of repetition, and repetition is
the mother of the skills.

Games lend themselves perfectly to quick

revision.
You can revise a massive amount of vocabulary
and grammar in a few minutes.
Ways of showing children Teachers should use gestures
what to do in a game: and mime to communicate
meaning.
A QUICK
DEMONSTRATION :
❖ Language must be simple.
Play the game with 1 or 2
pupils in front of the class.
❖ Instructions must be short:

A TRIAL RUN: - “Let’s play a game…”

Have a trial run before - “Form groups of…”
starting a new game.
- “Whose turn is it?”” It’s mine!”
- “Time’s up!”
 GIVE THE GAME A CHANCE:
Sometimes a new game does not seem to work (do not be
discouraged!!!!)

Try it again another time.

AVOID HIGHLY COMPETITIVE GAMES:

- Let 2 or 3 be the winners instead of just one.
- Several children can be eliminated at the same time.
CLASSROOM LANGUAGE: FOR CARD GAMES:
A PACK OF CARDS
FOR OUTDOOR GAMES: SHUFFLE THE CARDS
THE PLAYGROUND DEAL OUT THE CARDS
MAKE TWO GROUPS TURN OVER THE CARD
STAND IN THE MIDDLE PUT THE CARD FACE DOWN/UP
DON’ T CROSS THE LINE
FOR BOARD GAMES:
STAND SIDE BY SIDE
THE BOARD
SKIP
A SQUARE
HOP
A COUNTER
TAKE TWO STEPS
ROLL THE DICE
FREEZE!
GO FORWARD TWO SQUARES
IT’S YOUR TURN
GO BACK…
WE ARE ALL WINNERS
MISS A TURN
IT’S A DRAW
IT’ S YOUR TURN
 ✓ CIRCLE TIME is when everyone sits togethe
✓ CIRCLE TIME is when everyone sits together as a
group for an activity.
group for an activity.
✓The activities can include games, music, move
✓The activities can include games, music, movement,
stories, puppets and finger plays. stories, puppets and finger plays.
✓Generally, the same type of activities are✓Generally,
done in the the same type of activities are done i
same order each day. same order each day.
1) Sit all the players in a circle, close together.
2) A player walks quickly around the outside of the circle
gently tapping the seated players on the head saying
“DUCK" each time until he or she decides to switch to
“GOOSE!"
3) At this point, the child chosen as “The Goose” gets up
and chases the child who tapped him round the circle,
trying to catch him before he does a complete circle
and sits down in the “Goose's" spot.
4) The “GOOSE" now becomes the “DUCK" and repeats
the game as described above.

TEACHING TIP: Every few rounds change the vocabulary,

so if sticking to the animal theme play with : “Tiger,
tiger, snake!” - “Cow, cow, pig!”, etc…
1) Sit children in a circle.
2) Whisper a message into someone's ear.
3) This child whispers the message to his/her
neighbour who passes it on, and it travels full way
round the circle.
4) When you reach the start point, the last person to
hear the message repeats it out loud.
5) Everyone then falls about laughing at the nonsense
that comes out.
1) Lay out vocabulary cards around the room, or use
real objects.
2) Say, “I spy with my little eye something that is
orange”.
3) Children look around and name any orange objects
amongst the vocabulary pictures you are revising.
4) Change the color each time.
1) Ask all the children to hop around like bunnies until
you shout out, “Danger!! .. a lion!”
2) Children must freeze.
3) Any child moving will be out and become a judge
with you for one turn before rejoining the game.
4) You then say: “It's OK… danger's gone”.
5) The children hop about again until you call out the
next thing.
1) With your children in a circle, roll A BALL across the
floor to one and ask your question.
2) The child answers and rolls the ball back to you.

TEACHING TIP: As the children become more proficient

at the language have them roll the ball to each other,
and not always back to you, asking the target
question as they roll.
1) You hand out a PICTURE CARD to each child.
2) Children look at their card but keep it face down.
3) You then name, or say a sentence about one of the
items.
4) The child with the picture of that item must show it
to everyone.
1) You give the players instructions which they must follow,
but only if Simon says so.
For example:
- Simon says: “Touch your nose”, (you touch your nose
and the players copy you).
- Simon says: “Touch your feet”, (you touch your feet and
the children do what Simon says)
- “Touch your head”, you touch your head BUT children
must stay still, because Simon did not say to touch your
head.
 CLASSROOM LANGUAGE:

FOR OUTDOOR GAMES:

THE PLAYGROUND
MAKE TWO GROUPS
STAND IN THE MIDDLE
DON’ T CROSS THE LINE
STAND SIDE BY SIDE
SKIP
HOP
TAKE TWO STEPS
FREEZE!
IT’S YOUR TURN
WE ARE ALL WINNERS
IT’S A DRAW
1) Children stand around a sheet and take hold of the edge.
2) Together then move the sheet up and quick into the air.
3) Say a rhyme or sing the verse of a song, and at the end of each
verse everyone whooshes up the sheet.

TEACHING TIP: Put picture cards underneath the sheet and tell a
particular child that when the sheet goes up he or she is to run
underneath. He or she has to run to one picture and name it or
answer a question as he/she runs.
 Get your students to stand in a line one beside the other,
facing you.
Turn around to face a wall (“home”) so your back is facing the
children. Stand up at a certain distance.
Call out: “One, two, three, stop!”
In the meantime, the children run towards you, trying to get as
close to you as possible.
When you say “Stop!”, turn quickly around and see if anyone
is moving. If so, ask: “What’s your name?” : I’m Peter. Go back
Peter! (all) and Peter has to go back to the standing line.
Repeat the procedure.

The game finishes when a pupil touches “home” before you

see him. He can take your place.
 Choose one student to be the traffic light.
All other students are cars.
The traffic light holds up a circle and calls out:
- "Stop!",
- "Be careful!",
- "Go!"
- depending on the color of the circle the traffic light chooses.

When the light is green: students may run around freely.

On yellow: students may move.
When the light turns red: everyone must freeze.
If detecting any movement on red, the player is out.
To use: Can & can’t- I’m - We are- Action verbs- Construction of longer
sentences.
❖Divide the children into two groups and get each group into a line,
facing each other.
❖Stand between the 2 lines: you are the crocodile, so stretch out your
arms, one above the other and with palms facing each other, so your
arms are like a crocodile’s big mouth.
❖ Clap your palms together, chanting rhythmically
“I-AM A– CROCODILE”
❖The children have to ask “CAN I GO ?”
❖The crocodile answers either: “Yes, you can!” or “No, you can’t”
(they have to ask for permission to pass)
❖When the crocodile says “Yes, you can”, the children have to try and
run past you to the opposite side (exchanging places with the other
group) without getting caught.
1) Make a circle holding hands.
2) Choose several people to be inside the circle.
3) The children raise their arms and the teacher says:
“The cat is away… the mice will play!” and children go in
and out underneath the children’s raised arms.
4) The teacher says: “Drop!” and children drop their arms.
5) Anybody “caught in the circle” joins the circle, and the
game continues until all the children have joined the
circle.
6) Then you choose other children to do the same thing
until everybody has had a turn.
❖Children make a circle and the teacher gives out NECKLACES
of the vocabulary she wants to practice.
❖Eg: 3 apples, 3 bananas, etc...

❖One student in the middle calls out one type of fruit and those
who have that card must stand up and rush to change seats.

❖A new person will be in the middle without seat.

❖If the student in the center wants everyone to change seats,

he must call out “FRUIT COCKTAIL!”
Use Masking Tape and make
shapes on the floor for them to:
- Jump in.
- Jump out.
- Hop in/ out (with one foot)
- Dance in.
- Throw bean bags into the
shapes on the floor.
INSIDE GAMES provide another great opportunity
for learning and developing social skills
and usually involve the whole class.
 Use PAPER PLATES to prepare different activities to
revise colors, numbers, vocabulary, concepts, etc…
 Prepare some FISHING RODS and some cut outs with
colored fish.
Children fish the different animals with magnets
 Use a big polypropylene cube and
cover it with colored E.V.A Foam

Stick transparent nylon pockets or ZIP

LOG BAGS to the 6 sides.

Put different cards inside the pockets

and play the game.
1) The game consists in hiding
objects in a bag and children
guess what they are and name
them.
2) You will need to make this easy
and that can be done by sticking
to a theme such as all fruits, or
all animals.

TEACHING TIP: If you find the children cannot guess the objects, show
them all the objects first, and then, hide them and let the children
feel and name.
Use a big polypropylene cube
to make a colorful dice
to play floor Board Games
PICTURE CARDS can be:
- Drawings,
- Cut-outs from magazines,
- Photos.
CLASSROOM LANGUAGE
FOR CARD GAMES:
A PACK OF CARDS
SHUFFLE THE CARDS
DEAL OUT THE CARDS
TURN OVER THE CARD
PUT THE CARD FACE DOWN/UP
✓ They allow children to associate
pictures with vocabulary lexis in
isolation.

✓ They can be used in games to

reinforce and consolidate
vocabulary.
1) Place the cards face up on the table.

2) Choose a child to go up to the table.

3) Teacher says: “Please, Give me a … ”.

4) Ask the child to pick up the correct Picture Card and hang it to
you.

5) If the child is correct, ask him to show it to his classmates and

name it.

6) The teacher says: “Thank you!”

❖Give each child a card and say:
“Who has got a dress?
❖The children with dress cards hold them up and say:
“I have got a dress!”

❖After a while
exchange cards among the children.
Give one to each child while you attach a story
character to each one.
Have the children hold up the appropriate character
when it is mentioned in the story.
They can also use it with letters to form words.
1. Spread the cards out (face up) on the table.
2. Say one vocabulary word aloud at a time.
3. Students, upon hearing the word, must repeat it and slap the
corresponding card.
4. The student who slaps the correct card first, keeps it.
CREATE GAMES TO REINFORCE CONCEPTS THAT YOU ARE TEACHING:
Use them for:
- Small groups.
- Whole class activities.
- On the chalk board.
- On the floor.
 CLASSROOM LANGUAGE:

FOR BOARD GAMES:

THE BOARD
A SQUARE
A COUNTER
ROLL THE DICE
GO FORWARD TWO SQUARES
GO BACK…
MISS A TURN
IT’ S YOUR TURN
 Encourage students to use English as they play.

They should:
- count in English,
- use phrases such as “My/Your turn”.

In addition teachers ask questions about the game as

they monitor students’ progress:
“Whose turn is it?
“How many… ?”.
 Pizza or ravioli boxes
are excellent to store game
pieces: label the boxes with
words and pictures so that
children will be able
“to read” the contents
of the boxes.
 FOR DICTATION
&
LISTENING COMPREHENSION:
❖Prepare sets of cards with two drawings on each to
practice the vocabulary learnt

❖Children can play in pairs on their tables, matching

the pictures.
 ❖Place 12 cards face up on the
table as though they were the
numbers of a clock.
❖Put a pencil in the middle of the
circle and ask a child to spin it.
❖ The pencil will stop at a certain
card.
❖ The student has to say what
the picture is.
❖ If he does, he gets a point.

Alternative: Make a big clock with

cardboard an put “Velcro” in the
place of the numbers. Prepare sets of
cards to stick them in that place .
 MATCHING MATS & FILE FOLDERS are designed to
build visual discrimination skills in children ages 3 to 6
years of age.

They are perfect for:

group use
individual use
structured play
free play.
This MATCHING MAT has 12 squares
that are to be matched with the
identical square piece.

www.childcareland.com
File Folder Games that you can bring out to work on
individually with the children and assess them!!
Children try to find the
MATCHING PAGES
An excellent way to build visual discrimination and
cognitive skills.
Display and arrange material
in an attractive way.
Material should be placed in clearly labeled containers or on open
shelves so that children can easily make their selection.

NOTE: label the baskets using both words and pictures.

NUMBERS

NUMBERS
LETTERS
 FROM : www.learningstationmusic.com

We are singing in the rain

Singing in the rain
What a glorious feeling
We are ha-ha-happy again

HANDS UP
WRISTS TOGETHER
A Root Chy Cha-A root Chy Cha
A Root Chy Cha Cha

THUMBS UP
ELBOWS IN
KNEES TOGETHER
BUMS OUT
TONGUE OUT
EYES CLOSED
1) Each group will choose a
resource for a:
• A CARD GAME
• A BOARD GAME
• A MATCHING GAME –
FILE FOLDER GAME
• A FLIP-FLOP GAME A BOARD GAME
A CARD GAME

2) Then, the group designs

an activity with one of
the tools suggested.
NOTE: you should also
choose a topic and
age group.

Groups share the activity

with everybody.
FILE FOLDER GAME A FLIP-FLOP GAME