The act of teaching is essentially a constant processing of options.

At every point in each lesson a teacher has a number of options available. He or she can decide to do something, or to do something else, or not to do anything at all. In order to become a better teacher it seems important to be aware of as many options as possible. This may enable you to generate your own rules and guidelines as to what works and what doesn't." (Jim Scrivener)

By Grace Bertolini

- Getting organized: understanding your course material - Course material - Supplementary Components - What some publishers offer at EFL - Teaching and learning resources Visual Aids - Manipulative - Home-made resources - Where can I get images and drawings - Printable Patterns - Interactive Boards - Using Commercial Posters as Interactive Boards - Flannel- Felt Boards - Using Felt Boards - Using the Felt Board with the Alphabet - Game Flannel Board Carpet Flannel Board - Apron Felt Board Magnet Board - Pancake turners as individual Magnet Boards - Story Tins Pocket Charts - Pocket Chart matching - Pocket Charts for: Class Jobs, Attendance Time, Poetry Practice - Word Walls - Using your Chalkboard - Bulletin Board - HOME WORK - PRINTABLE PATTERNS

P. 3 P. 4 P. 5 P. 6 P. 12 P. 13 P. 14 P. 15 P. 16 P. 17 P. 18 P. 19 P. 20 P. 22 P. 23 P. 24 P. 25 P. 26 P. 27 P. 28 P. 29 P. 32 P. 33 P. 36 P. 38

UNDERSTANDING YOUR COURSE MATERIALS:

You can find different components in Young Learners Courses: they can vary from publisher to publisher. CORE COMPONENTS Components can be: SUPPLEMENTARY COMPONENTS CORE COMPONENTS: COURSE BOOK or STUDENTS BOOK ACTIVITY BOOK or WORKBOOK TEACHERS BOOK or GUIDE CLASS CDS SUPPLEMENTARY COMPONENTS: FLASHCARDS POSTERS EVALUATION PACK PICTURE DICTIONARY VIDEO CUT-OUT-BOOK

What questions should we ask when selecting teaching materials?

Is the material visually attractive? Is it visually clear (different colors, different fonts) Does the visual material help learners to understand context and meaning? Is it well organized? Will the context be familiar to learners? Will topics be motivating to suit the age, experience and personal interests of your learners? Is it the right level? Does it provide a clear enough context and explanations for learners to understand new language? Does it give learners enough opportunities to use the language? In case you answer No to any of these questions, then you may: - Replace the Course book material for supplementary materials. - Adapt the course book materials and make it suitable for Young Learners.
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THE COURSE BOOK:

The Course Book could be the main support of your classroom work. It is usually designed to be used as a reference book (which should not be written in). CONTEN UNITS present new material and contain the basic syllabus of the book. REVISION UNITS are designed to bring together the work you have covered over a number of units and to revise and extend this work into new contexts.

THE ACTIVITY BOOK:

The Activity Book is usually black and white and is designed to provide support and extension activities for the Course Book. Children are allowed to write, color and often cut out in this book. Most of the activities are for individual work.

THE TEACHERS BOOK:

The Teachers book usually provides lesson plans of each class. Some of them, contain copies of the Student Book page. SYLLABUS INFORMATION: the teachers book should provide teachers with a Syllabus (or map), which will identify the objectives of the years work. These objectives will be divided into language items, class procedures and activities. You may also find REFERENCE INFORMATION offering advice. LESSON PLANS: Step-by-step lesson plans suggesting how to exploit the activities in the class. CD- TAPE SCRIPTS for listening work. TESTS to assess students progress throughout the year. VOCABULARY LIST.

YOUR TEACHING BOOK:

It is your main tool to use before, during and after the class.

SUGGESTIONS:
Read the LESSON NOTES and highlight anything you think is important as you are planning your lessons. Anticipate vocabulary problems: think of synonyms or bring pictures or objects to demonstrate words which are not illustrated. Plan your timing: explaining, performing, correcting. Decide which activities you can omit but do not omit Presentation activities! Think about recycling an activity from a previous lesson as an introduction to each class. Check the balance between skills and group dynamics in the lesson. Prepare your listening material before your class: check volume, sit children with hearing difficulties near the front of the class.

FLASHCARDS PICTURE DICTIONARY

POSTERS

VIDEO CUT-OUT STICKER BOOK

MACMILLAN

CHEEKY MONKEY:
AUTHORS: Kathryn Harper and Claire Medwell DESCRIPTION: Cheeky Monkey is a flexible two-level course for pre-primary which adapts to different teaching situations and styles. Cheeky Monkey focuses on storybased learning with songs, chants, TPR (Total Physical response) KEY FEATURES: - A Pupils Book with: 6 story-based units with 7 lessons each. Festival units are also included Stickers, press-outs and a free Multi-ROM full of songs and activities for each unit and festivals. - A Busy Book offers extra worksheets and extension for schools with more hours of English. - A Teachers Book for the Pupils Book and Busy Book with plenty of photocopiable materials - A Cheeky Monkey Puppet for the teacher to greet children, put them at ease during the class and introduce and revise language through games and activities - A Play Mat for children to use during Story time and Circle time. It provides a tactile point of reference which helps to focus the childrens attention - 38 full-colour Busy Book Flashcards - Full-colour A4 Story cards - Class Audio CDs

PEARSON:

POCKETS
AUTHORS: Mario Herrera Barbara Hojel DESCRIPTION: POCKETS is a three-level course for children aged three to five features an easy-to-use, five-step pedagogy that supports language acquisition and skills development. The new edition of Pockets has :Values Curriculum - New values pages present pre-school, age-appropriate values through engaging activities. Fun, Hands-on Projects - New project pages encourage children to use English as they consolidate learning and produce crafts related to the theme of the unit. KEY FEATURES: Reading and Writing Workbook, designed for Level 3 of the Pockets course, this workbook can be used to extend classroom activities in reading and writing Student CD-ROM - Now in Student Books 2 and 3, each CD-ROM features fun, interactive exercises students can use for extra practice in and out of the classroom.

MY FIRST ENGLISH ADVENTURE

AUTHORS: Jos Luis Morales Mady Musiol Magaly Villarroel DESCRIPTION: My First English Adventure offers teachers all they need to achieve high goals: Lesson-by-lesson full colour teaching notes - Methodology and working suggestions - Explanations for the use of all components - Opportunities to exploit Disney films - Progress assessment activities.

BUTTONS
AUTHORS: Brbara Hojel DESCRIPTION: Buttons help students develop coordination and critical thinking skills through familiar themes, tasked-based activities with songs, take-home little books fostering reading and learning.

_________________________________________________ OXFORD

COOKIE AND FRIENDS

AUTHORS: Vanessa Reilly - Kathryn Harper DESCRIPTION: British English Course for Pre-primary. Cookie and Friends is a threelevel, story-based course with a rich package of resources that are practical and fun: perfect for the very young (3-6 year olds). The incredible resources, including posters, flashcards, a puppet, CD-ROM and Audio CD are not only fun for your students, but help you to establish classroom routines. The delightful stories are brought to life through the beautiful A4 story cards. Plus - the tear-out worksheets develop pre-reading and pre-writing skills as well as language learning. KEY FEATURES: Classbook - Teacher's Book - Play Pack - Class Audio CD - CDROM - Practical and attractive package including Cookie puppet, CD-ROM, interactive Lulu poster, story cards, flashcards and video Classbook with colourful tear-out worksheets to develop pre-reading and pre-writing skills
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FIRST FRIENDS
AUTHORS: Susan Iannuzzi DESCRIPTION: First Friends is a fun two-level beginner's course that develops vocabulary, practices phonics, and teaches family values. A regular unit cycle and engaging support resources help you create a positive learning environment where children can develop confidence, build vocabulary skills, and practice phonics. The carefully researched phonics program gives you lessons that are ideal for children who don't use the Roman alphabet. KEY FEATURES:

Class Book with Audio CD Teacher's Book- Teacher's Resource Pack Activity Book Class Audio CD Student's Audio CD with songs, chants, and stories

RICHMOND

ENGLISH WITH ELLIE

AUTHORS: Alison Blair - Jane Cadwallader

DESCRIPTION: English with Ellie is a highly flexible three-level course for children learning English in kindergarten. It helps make pre-school students first contact with the language fun, exciting and meaningful. This brand new series creates a fantastic, enriching learning environment where even the youngest children will be able to communicate in English from the onset. Levels: 3 levels -Ages: 3 to 5 KEY FEATURES:
o o o

Student's Book with stickers + Cut-outs + Songs CD Teacher's Book + Class CDs Teacher's Resource CD ROM

SPRINKLES
AUTHORS: Rebecca Williams Salvador DESCRIPTION: Sprinkles is an original three-level series ideal for pre-school children. It immerses children in authentic English and relies on their natural learning abilities to acquire a foreign language. It also helps students build other developmental skills appropriate to their age, such as gross and fine motor skills, visual and auditory discrimination as well as pre-reading and writing skills. Levels: 3 levels -Ages: 3 to 5 KEY FEATURES:
o o o o o

Student's Book + Stickers + Audio CD Activity Pad Teacher's Guide + Class CDs Teacher's Cut-outs Big Book

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EXPRESS PUBLISHING

HAPPY HEARTS
AUTHORS: Jenny Dooley - Virginia Evans DESCRIPTION: Happy Hearts is a three-level course for 3 to 6 year old children. The course develops the listening, speaking and pre-writing/ pre-reading skills of Young Learners through art, music and movement. It provides a simple but steady development of new language through a carefully graded syllabus and features engaging characters that will appeal of pre-school age. KEY FEATURES: Student Book Activity Book Teachers Book - Kenny the cat puppet Interactive Poster Tear-out activity worksheets Story Cards Stickers Cd DVD-

SUPPLEMENTARY MATERIAL: Letterfun is an innovative approach to alphabet teaching for young learners of English. Children are exposed to the English alphabet gradually and meaningfully as they learn the letters phonetically and through everyday words. Their competency is enhanced by the use of traditional songs and rhymes and colourful illustrations, which ensure that children have fun while learning.
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Teachers can use VISUAL AIDS to teach a Language to children.

VISUAL AIDS are TEACHING RESOURCES that teachers can use to support a learning activity
AS A VISUAL AID YOU CAN USE:

YOURSELF FLASCARDS

THE CHALK BOARD

INTERACTIVE BOARDS

REALIA: real objects

PICTURES

POSTERS

CHARTS

GAMES

PUPPETS

WHY USE VISUAL AIDS?

VISUAL AIDS: - Provide a source of information for teachers to consult when assessing childs progress. - Provide a meaningful context for the activity. HOW CAN WE USE VISUAL AIDS: - To present a new topic. - As part of language practice. - When reviewing language that was presented earlier.

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Children can use MANIPULATIVE to learn a language MANIPULATIVE are: - Objects that can be touched or moved by students to reinforce a concept. - A way that students can physically interact with their learning. - Children learning a Language need hands-on learning experiences with concrete objects. WHY USE MANIPULATIVE? MANIPULATIVE develop the childs autonomy and identity. They give sense of progress and achievement. They are achievable by all the children in the class. They provide an excellent opportunity for the children to learn by doing something enjoyable. MANIPULATIVE: - Empower students to process and organize information at their own pace. - Help reach students whose learning styles are often ignored (for example: kinesthetic, tactile styles) - Get the students attention. - Add novelty to the classroom. - Offer richness and texture (not available in textbooks) HOW CAN WE USE MANIPULATIVE? MANIPULATIVE can be used in a variety of ways: To introduce, to process, to drill speaking activities, to review, to recall, to organize information, to teach vocabulary, grammar structures

They are easy to make. They are cheap: they do not require expensive materials. They can reflect the needs of the class. They provide variety to the class activity.
NOTE: All resources must be specially ordered and stored.

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HOME-MADE RESOURCES: Should be:

- Safe. - Good quality. - Carefully prepared. - Colorful. - Durable.

All Allkinds kindsof ofpaper paper Transparent Transparent Protection ProtectionMaterial Material Scissors ScissorsPuncher Puncher Stapler Stapler Paper PaperPlates Plates Yarn Craft Yarn Craftsticks sticks

Labels Labels Envelopes Envelopes Paper PaperBags Bags Scotch/Masking Scotch/MaskingTape Tape MARKERS MARKERS PENCILS PENCILS BRUSHES BRUSHES
GLUE GLUE PAINT PAINT CHALK CHALK

PROTECTING MATERIALS:
- VISUAL AIDS & MANIPULATIVES should be protected through: - HOT LAMINATING MACHINE. - COLD LAMINATING SHEETS. - Transparent self-adhesive plastic. - Wide Scotch Tape

MANIPULATIVE:
PICTURE CARDS: Draw the picture- word on cardboard (square shape 10 cm x10 cm) Color it. Protect it with wide scotch tape. CUT OUTS: Draw the character/item on cardboard. Color it. Protect it with transparent contact paper or wide scotch- tape. Cut out edges. BACKING for our Manipulative: You choose the backing of your Picture Cards & your Cut-outs, accordingly to the board: - Velcro for Flannel Boards - Magnets for Magnet Boards.

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 FROM COLORING BOOKS: Ideal , simple patterns. PATTERN BOOK CHARACTERS: From craft stores, recognizable patterns in outline forms. FROM OLD MAGAZINES: get characters, pictures, landscapes, etc FROM OLD CATALOGS. FROM THE INTERNET.

Keep your own FILE OF PICTURES: Save pictures of children, animals, seasons, food or any other Young Learner topic. Start your own collection with pictures from magazines, newspapers, catalogs, brochures. NOTE: Remember that International Oral Exams are based in describing picturesso start working with them when they are very young!!

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PRINTABLE PATTERNS:
Free download printable patterns from Kindergarten & Young Learners Web Sites from the Internet. IDEAS WITH PRINTABLE PATTERNS : Choose What You Want To Make. - Make Several Different Activities From Each Pattern. PROCEDURE: 1- Print your pattern.2- Glue it on heavy construction paper for durability.3- Laminate the patterns.4- Cut them out. NOTE: Get excellent PRINTABLE PATTERNS at: www.childcarleand.com

- With your INTERACTIVE BOARDS: Felt Board, Magnet Board, Pocket Chart, Alphabet / Number Chart, etc - USING PUPPETS: Make Stick Puppets: Print patterns, cut them out, laminate them and attach a craft stick. Give Each Child A Stick Puppet and Play Who Has. For Example Who Has The Letter A? Who Has The Letter B?

- With File Folder Games. - With Mats. Memory Games: You will need 2 sets of each pattern: One set: prepare one set as Manipulative: print, cut and laminate the patterns. The other set: glue it to the File Folder: Children play matching Manipulatives to the File Folder. Store Manipulatives in an envelope at the back of your File Folder. IMPORTANT: Save your patterns in a CD: if one gets damaged or lost, you can just print out another!
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Give children an opportunity to: Manipulate charts with drawings and print in a correct way.

We can use INTERACTIVE BOARDS:

To display more complex visual information, like a series of pictures that tell a story To organize tables of structures or related vocabulary (like verb forms) To diagram how something works

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Use pictures or commercial posters of a landscape. You can use it as a background of your activity. Protect them with transparent contact paper. Add some strips of masking tape for the Manipulatives.

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.

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Excellent device for CIRCLE TIME STORY TIME and manipulation of objects. - FELT BOARDS are really easy to make. - Sets can be for teaching use or for children's use. INSTRUCTIONS: Cut out a rectangle of flannel or felt and stick it to hard construction paper. Use lightweight cut outs.

VELCRO RECTANGLES: Self- stick Velcro rectangles are great for attaching characters made of paper, light wood, foam, etc... TAPE: In an emergency, rolled tape will hold characters in place for a short time.

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- Children Love Felt Board Stories And They Love The Repetition Of Them. - Be Animated When Doing The Felt Board Stories. - After Completing A Story Ask Children Simple Questions Like: - How Many ? - Have Them Count And Tell Colors.

TO RETELL A STORY: The Napping House

TO RETELL A STORY: Ten little monkeys jumping on a bed

1) You can use Printable Patterns: print, cut out pieces and laminate them.

2) You can design Felt cut-outs and glue them on construction paper to make them durable.

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TEN LITTLE FISH

Teacher: I see ten little fish swiming in the sea... Can you count them with me? (Put up fish one at a time and have children count with you) 1 ... 2... 3... 4... 5... 6... 7... 8... 9... 10 I see ten little fish swiming in the sea... Can you count them with me? (Take down fish one at a time and have children count with you) 1 ... 2... 3... 4... 5... 6... 7... 8... 9... 10

ALTERNATIVE to TEN LITTLE FISH: Another story you can do is a modified version of Brown Bear, Brown Bear. Put the RED FISH on the felt board and start with

"Red Fish ... Red Fish ... What do you see?" "I see a Blue Fish looking at me" ...
(put blue fish on board and take red one down) ...

"Blue Fish... Blue Fish... What do you see?" I see a White Fish looking at me".
(Put white fish up and take blue one down). Continue until you have done all of the colors of the fish. When you are on the last color fish, put up all the other fish and say

"I see all of the different colored fish looking at me".

ALTERNATIVE STORY: RED CAR, RED CARWhat do you see?:

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Lots of fun for learning and reviewing letters. ALPHABET CATERPILLAR: What letter comes next?
This FELT BOARD Activity can be done in a couple of different ways: 1) The teacher hangs on all circle letters on the board. 2) The teacher passes out the letters to the children and they work at the Felt Board.

1) Start by putting the grass on the bottom of the felt board and the caterpillar head on the upper left corner of the felt board. 2) If you are holding the alphabet circles start by asking the children "Do you want to help me build a caterpillar?" (The children say yes). 3) "Let's start with the letter A" (put up letter A next to caterpillar head) ... "What letter comes next?" ... (children shout out letter B ... put up letter B). 4) "Our Caterpillar is growing! Let's make him bigger ... What letter comes next?" (children shout out the letter C ... put up letter C) ... 5) Continue this way until all of the letters are on the felt board. Sing the Alphabet Song while pointing to each letter When finished tell the children "Thank you for helping my build a caterpillar".

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Dont throw away the old game boards !! (Chess Monopoly) Cover them with felt to make an easy-to-carry and store Flannel Board! TO RETELL STORIES: Brown BearBrown Bearwhat do you see?... I see a . Looking at me!

Small pieces of flat indoor- outdoor carpeting can be used as a substitute. Make individual boards for your children!! TO RETELL A STORY: I know an old lady who swallowed a pie

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Make a simple story apron out of an inexpensive apron. Sew one light -blue felt square onto the apron to suggest a sky background. Sew a green felt square to suggest a grass foreground. To make an indoor background , simply sew on beige and yellow felt squares at the back of the same apron.

BAKING-SHEET - TRAY MAGNET BOARDS:

Use a Non aluminum tray or a tin baking sheet. Add a self-stick paper background : - Light blue for the sky. - Green for the grass.

MAGNET SOURCES: You can buy commercial magnets: self-stick magnetic strip or sheet. You can ask Free magnets used for advertising purposes: Cut small strips of magnet and attach to the back of pictures, cards, cut out shapes, letters, numbers, etc...
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This is a classic counting story that is about about frogs eating bugs!!

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.

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- Large metal food-cookies tins can make a fun surface for Magnet Story Time. - Cover the tin with self-stick paper or paint it with acrylics. - Prepare several tins with different backgrounds.

POCKET CHARTS: They are versatile, portable, and easy to use. Have pocket charts of different sizes, Use an Extra Long Pocket Chart with 20 pockets for Sentence Strips

Make up all different kinds of cards that will fit in the pocket chart such as: LettersColors- Shapes- Numbers- Sight words- etc.
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POCKET CHART MATCHING:

You will need to make two sets of the cards you are going to use and make sure they are laminated. For younger children place the first set of cards in the pocket chart and then the children match the second set to the first set by placing the individual cards directly in front of the card it matches in the pocket chart. Older children can place the first set of cards in the pocket chart by themselves and then match the second set to the first set in the pocket chart.

Make up all different kinds of cards that will fit in the pocket chart such as: - letters - colors -shapes -numbers

- You will need to make two sets of the cards you are going to use and make sure they are laminated. -For younger children, place the first set of cards in the pocket chart and then the children match the second set to the first set by placing the individual cards directly in front of the card it matches in the pocket chart.

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Most classrooms have systems where students participate in Class Jobs so that teachers can delegate tasks that need to be done while simultaneously teaching responsibility.

Pocket Charts for Class Jobs

are great: write down names of jobs and students onto sentence strips, move them around as you need to throughout the school year.

POCKET CHART FOR ATTENDANCE NAME:

1- Create a laminated name tag for each student in your class. 2- Attach a small piece of velcro onto the back of each card. 3- Attach another small piece of velcro onto each child's desk. 4- Place the cards into the pockets of a pocket chart. 5- Instruct students to find their names, remove them and attach them to their desks each morning. 6- At the end of the day, the students can return their cards to the pockets as they line up to leave. NOTE: This is a good way to learn names at the beginning of the year. It also helps you to see who is absent. The students benefit by practicing name recognition and following directions.

POCKET CHART FOR WORD BUILDING & SORTING CARDS:

You should include: letter cards, rhymes, chunks, blends, endings

POCKET CHART FOR POETRY PRACTICE:

Have students pick out the sounds they want to rhyme, starting with a word from a Word Family or moving on to words that sound similar but have different spelling patterns. Figuring out the rhyming words first will help your students figure out the rest of the poem.

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WORD WALLS:
A WORD WALL is a literacy tool composed of an organized collection of words which are displayed in large visible letters on: a wall, a Bulletin Board, or other display surface, usually in a classroom. ... List of words are used: - for reference during writing, - to tie writing and reading together, - to reinforce vocabulary.

Kindergarten Word Wall List it and said big the in is a my at she I was like are see he to you This word wall is an alphabetically arranged list of sight words that Kindergarteners frequently use in their beginning reading and writing. This word wall will start off by using all the students' names and will progress to these basic sight words. The words are reviewed weekly, and students may refer to the wall any time they need help spelling a basic sight word.

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A TRC Word Wall Collection is really a DICTIONARY ON THE WALL Designed by Sheron Brown, reading specialist, it contains the high frequency writing words students need in their everyday writing activities.

- Organized alphabetically - With the individual word wall cards located under their beginning sounds. - It grows by five new words every week, - 5 to 10 minute practice each day.

- CONSONANTS : b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z - BLENDS: bl, br, cl, cr, dr, fl, fr, gr, pl, pr, sk, sl, sm, sn, sp, st, str, tr - DIAGRAPHS: ch, sh, th, and wh and letter combinations: wr, kn, qu, ph - PHONOGRAMS: ack, ail, ain, ake, ale, ame, an, ank, ap, ash, at, ate, aw, ay, eat, ell, est, ice, ick, ide, ight, ill, in, ine, ing, ink, ip, it, ock, oke, op, ore, ot, uck, ug, ump, unk - CONTRACTIONS: cant, dont, isnt, wont, didnt, its - HOMOPHONES: to, two, too; there, their, theyre; no, know; one, won - COMMON PRIMARY WRITING WORDS: colors, number words, family members, words about school

- Time for reviewing all that children have learned. - Small groups of children have a chance to interact with the words. - Students use the words in sentences, talked about their favorite words, and drew pictures for some of the words.

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DRILLS: Show the word Say the word Snap and clap, Write the word Touch and check

By involving all of the learning modalities (visual, auditory and kinesthetic), you will help all of your students learn to write their word wall words quickly and correctly.

WALL WORD ACTIVITIES:

1- SHOW THE WORD: Begin by showing the word card to your class. While holding the word card, slide your finger under the text, saying the word aloud. Adding the card to the word wall with the children (it helps them recognize the cumulative growth of their visual dictionary). 2- SAY THE WORD: After the word is added under the appropriate letter card, say the word while pointing to it on the word wall with a pointer. Students repeat the word. 3- SNAP & CLAP THE WORD: - Students snap their fingers as they name each letter (l-i-k-e) while the teacher (or a student) taps the letters on the word with a pointer. - Children then clap their hands together and say the word aloud. Say, Which word did we snap and clap? Students answer, ___. 4- WRITE THE WORD: Say: Write _____ on line 1. 5- TOUCH & CHECK ALL THE WORDS: -After the children have written all five words, have them touch and check each word. -They first say the word and then touch each letter of the word with their pencil points as the entire class spells the word out loud. First model this procedure by touching and checking word wall words on the overhead projector or chalkboard.
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The most used classroom aid !!! - Use colored and white chalk. - Walking up to the chalkboard is a change-of-pace activity ! Use individual chalkboards for: - Listening - Checking comprehension - Physical-response activities

1st rule

BE BIG !!

2nd rule BE BALD use big markers /draw in one line. 3rd rule 4th rule BE QUICK BE SIMPLE

5th rule PRACTISE : have the confidence to draw.

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A BULLETIN BOARD is a display where teachers and learners can staple or tack: Pictures. Artwork Students Projects News in the classroom

OUR CLASSROOM BULLETIN BOARD Should be changed frequently Should reflect concepts and vocabulary taught. Should be in the class as an INTERACTIVE CHART. Can be also in hallways of the school to gain attention.
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Keep an ANNUAL CALENDAR with posters: Welcome Poster - Animals Day Books Day - Friends Day - Winter Holiday -Childs day - Teachers Day- Spring Day

- Visits: From professionals , Story tellers... - Field trips: to the Zoo Farm Theatre Museums - Feelings: We like... - Kids work:public display area for childrens work. work: - News: A baby brother/sister - A new pet at home.

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After reading a story such as Rosie's Walk by Pat Hutchins: 1- Photocopy the farmyard from the book pages and post on the bulletin board. 2- Photocopy the book cover and staple to the board. 3- Photocopy Rosie the Hen and the fox, then glue each one onto a piece of card and cut around it. Place Rosie and the fox onto a piece of string and attach them also. 4- Children retell the story as they walk Rosie and the fox around the farm.

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TASK 1: Make your own Guideline for choosing and selecting your teaching materials (for example: checking the balance between text and pictures) 12345_____________________________________________________________________ TASK 2: Mention the Course material and the supplementary material you should have in your Young Learners classroom (for example: a poster to introduce a new topic) ______________________________________________________________________ TASK 3: What are Visual Aids? How can you use them?

What are Manipulatives?

How can children use them?

Give an example on how to use Printable Patterns at Circle Time?

______________________________________________________________________ TASK 4: Design an activity foe an INTERCTIVE BOARD (Felt Board Magnet Board, etc)

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REFERENCES:
We are grateful for permission to reproduce material from: - Roth, Genevieve.Teaching Very Young Children- Pre-school and Early Primary. Richmond - House, Susan. An introduction to Teaching English to children. Richmond Publishing. - Curtain and Pesola. Languages and children making the match. Longman. - Jayne Moon. Children learning English. Macmillan Books for teachers. - Wendy Scott. Teaching English to children. Longman. - www.ehow.com - www.dltk-teach.com/rhymes - www.childcareland.com/feltboard.html - www.kindergarten-lessons.com/kindergarten-bulletin-boards.html Tell me and I forget... Teach me and I remember... Involve me and I learn ! Benjamin Franklin.

To teach is to touch a soul forever

ENJOY YOUR TEACHING! Grace B.

creativeteaching@gracebertolini.com.ar

www.gracebertolini.com.ar

TEK COURSE: Teaching English at Kindergarten, Preschool and Early Primary Grades Copyright 2011 By Graciela Bertolini www.gracebertolini.com.ar All rights reserved. No part of this course/ publication may be reproduced or transmitted in any form or by any means, electronically or mechanically, including photocopying, recording, computer bulletin board (BBS), Internet, or by any information storage retrieval system, without written permission of the author. This legal protection not only applies to the name but also to the format and contents of this course. Any copying or similar course/ handbook, will be seen a breach - copyright and legal action will be sought. Please do not email TEK COURSE HANDBOOK to of anyone else, as I do not want free copies being emailed all over the internet.

REFERENCES:

I appreciate your integrity on this point. Thank you! Grace Bertolini.

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PRINTABLE PATTERNS

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PRINTABLE PATTERNS FOR : There was an old lady who swallowed a fly

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