Talk,talk,talk!

Wehavewaysofmakingyoutalk!

Mostchildrenlovetalkingsoit’sjustaquestionofgettingthemtodoitintherightlanguage!Funpronunciationpracticeandstructuredspeakingactivitiesforeffectivecommunication.

Whystartnow?Younglearnersare:

• receptive• goodimitators• usuallyless-selfconscious

Whatproblemsdochildrenhave?• L1interference

pronunciation vocabularyandstructure(falsefriends)

• Motivation• Confidence(fearofmakingmistakes)

Classroomenvironment

• Createafundynamicand‘safe’environmentwherechildrencanexpressthemselves.

• Breakthebarrierofself-consciousnesstobringouttheshyerones.• Createbonds:Youngstudentsliketoknowaboutyouandyour

interests.Includepersonalitemsinyourclassroom.Classroomlanguage

• Usethereallifesituationoftheclassroomtofomentauthenticcommunication.

• Teachandremindwithposters.Motivation

• Centraltolearning:Intrinsic:mystudentswanttolearnEnglishandExtrinsic:thedesireorneedtopassexams

• Usefunactivitieswhicharelevelandage-appropriate.• Fomentapositiveearlylearningexperience.

Phonicsandpronunciation

• Reproducingindividualsoundsaccurately• Comparingandcontrastingsounds.• Workingonindividualsoundsandrelatingthemtotheirspelling.

Communicationshouldbe:

• personal• real• structuredandfun

Organization

• Activitiescanbeorganizedinpairs,smallgroupsorasawholeclass.Roleplay

• A‘dressrehearsal’forlife.• Acquisitionofreallifeskills.• Usevisualandphysicalpromptswhereverpossible.

Communicationforcollaboration

• Beforeplayinganygamesmakesuretherulesareclear.• Learnersshouldknowallthelanguagetheyneedtobeabletoenjoy

theactivity.

FairplayGameplayingcanfoment:

• Co-operationandcollaboration• Respectforrules• Pupilautonomy• Abetterunderstandingofturntaking

This workshop has drawn upon material from the Second Edition of the Primary series Kid’s Box as well as from the Cambridge Copy Collection titles, Primary Pronunciation Box and Primary Communication Box, published by Cambridge University Press.