English for Primary Teachers with Audio CD
by Slattery, Mary; Willis, JaneFormat: Paperback
Pub. Date: 2002-11-07
Publisher(s): Oxford University Press
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Summary
This book is clear, easy-to-use introduction to teaching English to children in elementary grades. It contains advice and practical teaching tips. A free audio CD gives examples of language from actual classrooms.
Table of Contents
| Introduction | |
| Introduction for trainers and tutors on courses | |
| Teaching young learners | |
| First language - second language | |
| language focusCare | |
| taker talk | |
| pronunciation point | |
| Syllables | |
| Starting your lessons in English | |
| language focus | |
| Greetings and forms of address | |
| Checking attendance | |
| Ways of starting lessons | |
| Organizing your classroom | |
| language focus | |
| Everyday instructions - organizing | |
| the classroom | |
| Ending your lessons | |
| language focus | |
| Ending lessons | |
| Phrases with else | |
| Word quiz | |
| Very young learners (VYLs) and young learners (YLs) | |
| language focus | |
| Telling the class what you are doing | |
| Asking questions | |
| topic talk | |
| Introducing yourself | |
| Listen and do | |
| Introduction | |
| Giving instructions in Englishlanguage focus | |
| Sitting down and standing up | |
| Moving around | |
| Listening and identifying | |
| For vocabulary development | |
| For grammatical awareness | |
| language focus | |
| Being good - a positive approach to discipline | |
| pronunciation point | |
| Listening and doing - Total Physical Response | |
| Follow the leader | |
| Topic-based TPRTPR routines | |
| TPR for arranging the class | |
| language focus | |
| Recalling routines: what do we do when...topic talk | |
| Sports and hobbies | |
| Listening and performing - miming | |
| Revising and consolidating topic words through mime | |
| Miming to rhymes and chants | |
| language focus | |
| Turn-giving | |
| Listening and responding games | |
| Right or wrong | |
| language focus | |
| Instructions for true/false activities | |
| Simon saystopic talk | |
| Clothes | |
| Listen and Make | |
| Introduction | |
| Listen and colourlanguage focus | |
| Explaining and demonstrating | |
| Asking for helpers and giving things outtopic talk | |
| The circus | |
| Listen and draw | |
| language focus | |
| Phrases describing position | |
| Drawing games | |
| language focus | |
| Useful phrases | |
| Asking who wants a turn | |
| Listen and make | |
| Making greetings cards | |
| language focus | |
| Language for demonstration | |
| Making an Easter card | |
| language focus | |
| Cutting things out | |
| What do you keep where? | |
| pronunciation point | |
| topic talk | |
| Festivals and celebrations | |
| Speaking with support | |
| Introduction | |
| Using classroom phrases | |
| language focus | |
| What learners need to say and ask | |
| Saying rhymes and singing songs to practise | |
| pronunciation, stress, and intonation | |
| language focus | |
| How loud? | |
| topic talk | |
| Spiders, beetles, and small creatures | |
| Practising new vocabulary | |
| language focus | |
| Five ways of eliciting language | |
| pronunciation point | |
| Playing vocabulary games | |
| language focus | |
| Instructions for games | |
| What can you do with cards? | |
| Practising pronunciation of new soundstopic talkAnimals | |
| Speaking more freely | |
| Introduction | |
| Cognitive development and language learningChildren as learners | |
| Children as language learners | |
| Starting to speak freely - eliciting personal talk | |
| language focus | |
| Initiations and follow-up movestopic talkFamilies | |
| Speaking games | |
| Pass the ball | |
| language focus | |
| Instructions for ''Pass the ball''Extra phrases for ball games | |
| Guess the mime | |
| language focus | |
| Asking children to guess or remember | |
| topic talkRooms | |
| Children speaking in groups | |
| Personal presentations | |
| language focus | |
| Setting up pairs and groups | |
| pronunciation point | |
| Connected speech | |
| Reading in English | |
| Introduction | |
| Beginning reading | |
| Look and say | |
| Phonics | |
| Activities to help children connect sounds with letters | |
| language focus | |
| Letter and word recognition | |
| Speaking to reading - helping sound and word recognition | |
| language focus | |
| Encouraging learner participation | |
| Asking children to guess the word | |
| Summary of pre-reading activities | |
| topic talkHolidays/Vacations | |
| Helping children recognize phrases | |
| language focus | |
| Making phrases or sentences | |
| pronunciation point | |
| Reading independently - finding information | |
| language focus | |
| Chunking; Finding the place | |
| Writing in English | |
| Introduction | |
| Practising the alphabet | |
| language focus | |
| Politeness phrases | |
| A writing race | |
| language focus | |
| Intonation and stress for meaning | |
| pronunciation point | |
| From speaking to writing and from reading to writing | |
| From speaking to writing: making memory | |
| games and quizzes | |
| From reading to writing: making lists | |
| language focus | |
| Reading and talking with expression | |
| Useful phrases for group writing | |
| Spelling | |
| language focus | |
| Phrases with spelltopic talk Parties | |
| Writing with other children | |
| lan | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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