~~Communicative activities are tasks or activities that involve the learners using the target language to communicate with each other.
The point is for learners to be using the language themselves to try to mimic realistic exchanges they could have in the real world. Communicative activities should be learner centred as opposed to drilling activities which require the teacher keeping more of a focal role. Obviously at this age it is difficult to produce genuinely authentic language but as far as possible we should try to set up activities that mimic real life uses of English.
For young learners any activity where the learners communicate directly with each other and not the teacher can be a communicative activity. Even a simple game like Whispers is a communicative activity for young learners.
Below are some communicative activities.
• Role plays – children could act out dialogues based on real scenarios and could then either adapt the dialogues or ‘write’ new ones to personalize the ...
‘Always do a warmer’ is a standard part of the EFL mantra, but why should we do them and what type of activity should they be?
The rationale for doing a warmer:
* The ice breaker. Often recommended with new students and classes but it actually applies to all students. People will communicate more easily if they feel familiar and comfortable with the person they are talking to. For new classes, warmers provide the chance to get to know their new classmates, to find something out about them. For existing classes, students often have no contact with each other outside of class so they will still feel a little awkward when suddenly forced back together in the lesson. Warmers give a chance for people to get to know the other people they will be communicating with.
* Lowering the affective filter. The affective filter refers to the mental barrier that we often put up which can often block or slow down the learning process. If we are happy and relaxed then we are more receptive to learning, ...
~~Context, function and form give learners the essential where, why and how of the language (or skill) being taught. A lesson needs all three to make it clear and engaging.
Context – the where and why of the language situation.
Function – the intent (or the why) of the language used, its purpose
Form – the structure of the language
When devising contexts you should consider where the language is being used, by whom and for what purpose. It should be connected to real life and to the learners. A good context clarifies meaning and function and gives learners a reason to communicate and use what is being taught.
A good context also motivates and engages learners by showing them how the language is meaningful to them and allows them to build connections with the language and where and how it can be used. Context establishes a basis for everything in the lesson and makes the lesson flow smoother.
One clear and relevant context needs to be set at the start of every class. Switching ...
~~What should I teach?
The first thing a teacher needs to decide is WHAT they want to teach. What do children need to learn?
• Vocabulary - These should be concrete items in the children’s environment, grouped by category, as vocabulary is easier to remember that way.
• Functional Dialogues - Things children say every day.
• Listening - Children learning a foreign language can understand more than they can say.
• Grammar - Simple, useful structures that children can substitute vocabulary items into and make their own sentences. It is important to include statements as well as questions and answers.
• Phonics/Reading/Writing - Children learning English need lots of support, reading and writing are hard skills to master and require patience and practice.
The Lesson Plan
A basic lesson plan makes planning easier. Lesson plans are needed by the learners in order to provide structure and routine to their learning, the parents need one in order to have confidence in the teacher.
Below is a ...
~~Talking about the future in English can be difficult as technically there are no future tenses in English. The future is not fixed – it does not exist yet. So in English we use a number of forms and structures to express the future. It is usually the degree of certainty about the future decides our choice of structure or tense. But the distinction between choices is not always clear.
Native speakers of English vary their future forms depending on:
* variety, to avoid repetition
* formality, use “will” instead of “going to”
* type of text, “will” is generally used to make weather predictions
Ways of talking about the future in English.
For unplanned future events/instant decisions – I’ll get it!
For expectations/predictions that are not based on present or past evidence – England will win the match
To make promises – I’ll see you tomorrow
* Going to (be + going to + verb)
For predictions based on past or present evidence - She’s going to have a baby
For pre-meditated ...