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

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

All about me

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

Begin by welcoming them into the classroom.

Be ready before your lesson begins so that you can the stand by position the door in the place of being stuck behind a desk papers that are shuffling.

  • The first sentence
    You can have a phrase that is welcome you employ for almost any lesson such as for instance ‘Good morning. How are you?’ You will see that after 2-3 weeks the children will start to repeat returning to you the exact same sentence so it’s important to maintain the opening expression that is same. It is possible to of course have two to make sure you don’t sound like a parrot. You will need to prompt the response of ‘Fine, thanks’ but once they have heard it several times they’ll be saying it back again to you with a smile that is big. This may let them have a feeling of achievement as soon as they cross the classroom threshold. It will make the classroom that is‘English a special place whereby they need a unique language to enter in, the same as a password. It’s important that you welcome each child individually. They have to feel noticed and welcome.
  • The hello song
    Primary children generally speaking want to sing and it’s important to own a welcome song that you are able to sing at the start of each lesson. It is an interactive routine that signals the start associated with lesson.Use a song which has had an easy to keep in mind melody with a lot of repetition; the easier the lyrics the higher. If it has actions as well then not only can your learners believe it is simpler to understand, the quieter children could be more inclined to participate. Here is a niche site 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 choose from but it is certainly one of my favourites:
    Start the day with a grin (sung to The Mulberry Bush)
    this is actually the way we start the day,
    Start the afternoon, start the day.
    This the way we start the day,
    So at the beginning of the morning.
    First we smile and shake a hand, Shake />First we smile and shake a hand,
    So early in the
    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 early in the morning.

I like this 1 because though it gets the excitement of a song it also encourages the youngsters to calm down and be willing to start the class. A rule that is golden of course that you need to never start the class or an activity until everybody is quiet and listening. This song also allows children to have connection with you and one other children utilizing the ‘shake a hand’ part. This is certainly a first step towards making them feel associted with an organization.

Learning Names
It’s vital that you quickly get to know everyone’s names. This will make the learners feel them and care about them like you know. It can also help for organizing activities and discipline. The quicker you learn their names the higher.

  • The name game
    Everyone stands in a circle. They have to manage to see one another. One individual has to say their name and do an action at the same time. This may be waving their hand or taking a bow etc. It does not matter what but make clear that every action should be different. This you do by correcting the first action that is copied it’s different things. It’s natural they will quickly understand that here they need their own action that they will all want to do the same thing but. You go across the circle with everyone saying their name and doing their action. You then say someone else’s name and try to remember the action when you have been round the circle twice. The person you select then must say someone name that is else’s do the action that goes along with it. This continues until everyone’s true name has been said.
  • Extra tip
    I find it hard to remember names, particularly when you have http://www.essaywritersite.com/write-my-paper-for-me lots of different classes starting at the same time. The thing I do is photocopy the register while making personal notes next to each child such as for instance ‘long dark hair’ or ‘wears pink glasses’. These prompts quickly become redundant but certainly assist in the beginning.
  • The name song
    Here’s another song from the same pre-school website. That one deals specifically with learning names. I would personally demonstrate with everyone after which split the class into two groups otherwise it might take a time that is long get round every child. You can easily say the verse that is first set one group off and then move over to group two to set them off. Create your way from one group to another to listen in and learn their names.
    Glad to see you (sung to Frere Jacques)
    I’m Ms. (name); i am 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 is your name?
    I am (name), I am (name).
    That’s my name, which is my name.
    I am glad to be here,
    I am glad to be around.
    At school. Today at school.

All they are starting to feel at ease in an English classroom you can move onto your first topic about me once. Keeping it personal helps the young children to relate with this issue. Use easy but language that is useful they can learn in one lesson. They need to leave the classroom feeling as though they will have achieved something.

  • Self-portraits
    Take a large sheet of paper and draw a photo of yourself with a huge face that is smiley. Do that before the lesson to truly save time. Write your name underneath your picture. Hand out sheets of A5 paper towards the young children and inquire them to attract an image of themselves also to write their name underneath their drawing. Give them an occasion limit as they will probably be proud of their drawings and take their time so it doesn’t turn into an art class. Don’t rush them but let it drag don’t on either. If they have finished, suggest to them your picture again and say ‘My name is ___’. Then go across the class to get them to carry their picture up. Ask the relevant question: ‘What’s your name?’ They are able to make use of your model to answer ‘My name is ___’. Then when they have practised this for some time underneath your picture it is possible to write your actual age: just the numbers. You say ‘I’m ___ years old’. Go across the class and have a couple of children ‘How old are you?’ Then ask everyone to write their age on their picture. You move on to asking everyone’s age last but not least the pictures are studied by them onto their envelopes or boxes described below.
  • My box
    This can be a one-off activity or you can develop it into an project that is on-going. If you don’t have the area to keep small boxes for all you could utilize large envelopes. They must be large enough for the children to stick their self-portraits onto the front. You can easily gradually build up the contents of this 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 could obviously be spread over a few lessons, be kept going up to Christmas or can see you through the whole year. It requires just a little planning that is forward the start but as soon as you’ve integrated it into the class routines the children will appear forward to it and be prepared to add something not used to their ‘All About Me’ box.

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