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

All about me

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

Begin by welcoming them in to the classroom.

Be ready before your lesson begins to enable you to stand by the door in the place of being stuck behind a desk shuffling papers.

  • The very first sentence
    You may have a welcome phrase that you utilize for every single lesson such as for example ‘Good morning. How are you currently?’ You will see that after a couple weeks the kids will begin to repeat back once again to you the exact same sentence so that it’s important to keep the same opening expression. You are able to of course have two so that you don’t seem like a parrot. You will need to prompt the response of ‘Fine, thanks’ but after they have heard it once or twice they’ll be saying it back again to you with a smile that is big. This will let them have a sense of achievement as soon as they cross the classroom threshold. It will likewise result in the classroom that is‘English a special place whereby they require a brand new language to type in, just like a password. It’s essential that you welcome each young child individually. They need to feel welcome and noticed.
  • The hello song
    Primary children as a whole love to sing also it’s important to own a welcome song that you can easily sing at the start of each lesson. It really is an interactive routine that signals the start for the lesson.Use a song that has a straightforward to keep in mind melody with lots of repetition; the simpler the lyrics the better. If this has actions as well then not only will your learners think it is much easier to understand, the quieter children will be more inclined to participate. Here is a niche site for pre-schoolers however with songs that are suitable for young learners in an EFL class: http://www.preschooleducation.com/shello.shtml. You have got many to choose from but this is certainly one of my favourites:
    Start your day with a grin (sung to The Mulberry Bush)
    This is basically the way we begin the day,
    Start your day, begin the day.
    This the way in which we start the
    So at the beginning of the morning.
    First we smile and shake a hand,
    Shake a hand, shake a hand.
    First we smile and shake a hand,
    So early in the
    Then we take a seat quietly,
    Quietly, Quietly
    Then we sit back quietly,
    So early in the morning.
    We listen very Carefully,
    Carefully, Carefully.
    We listen very carefully,
    So early in the morning.

I like that one because it also encourages the children to calm down and be ready to start the class although it has the excitement of a song. A golden rule is of course that you ought to never start the class or an activity until everyone is quiet and listening. This song also allows children to have connection with both you and one other children aided by the ‘shake a hand’ part. That is a step that is first making them feel associted with a group.

Learning Names
It’s imperative that you quickly get to know everyone’s names. This makes 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 better.

  • The name game
    Everyone stands in a circle. They should have the ability to see one another. One individual needs to say their name and do an action during the same time. This might be waving their hand or taking a bow etc. It doesn’t matter what but make clear that all action has to be different. This you do by correcting the first copied action until it is different things. It’s natural that they will all might like to do the same nonetheless they will begin to understand that here they require their own action. 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 individual you choose then must say someone name that is else’s perform some action that goes with it. This continues until everyone’s name has been said.
  • Extra tip
    I find it hard to remember names, particularly when you have many different classes starting in the time that is same. What I do is photocopy the register and also make personal notes next to each kid such as ‘long dark hair’ or ‘wears pink glasses’. These prompts quickly certainly become redundant but assist in the start.
  • The name song
    Here’s another song through the same website that is pre-school. This one deals specifically with learning names. I would personally demonstrate with everyone after which split the class into two do my homework groups otherwise it might take a long time for you to get round every child. It is possible to say the verse that is first set one group off and then move over to group two to create them off. Create your way from a single group to another to concentrate in and learn their names.
    Glad to see you (sung to Frere Jacques)
    Teacher:
    I’m Ms. (name); I’m Ms. (name).
    That’s my name. That is my name.
    Glad to see you here
    Glad to see you here.
    What’s your name? What is your name?
    Child:
    I am (name), i will be (name).
    That’s my name, that’s my name.
    I am glad to be around,
    I am glad to be here.
    At school today. At school today.

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 children to connect with the topic. Use easy but language that is useful they are able to learn in one lesson. They ought to leave the classroom feeling as if they usually have achieved something.

  • Self-portraits
    Take a large piece of paper and draw a picture of yourself with a large face that is smiley. Do that ahead of the lesson to save time. Write your name underneath your picture. Give away sheets of A5 paper to your children and have them to draw a photo of themselves also to write their name underneath their drawing. Provide them with a time 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. Them your picture again and say ‘My name is ___’ when they have finished, show. Then go across the class and acquire them to hold their picture up. Ask the question: ‘What’s your name?’ They can use your model to answer ‘My name is ___’. Then once they have practised this for a time underneath your picture you can write your actual age: simply the numbers. You say ‘I’m ___ years of age’. Go around the class and have a couple of children ‘How old are you?’ Then ask everyone to publish how old they are on their picture. You move on to asking everyone’s age and lastly 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. In the event that you don’t have the room to keep small boxes for all make use of large envelopes. They should be big enough for the young children to stay their self-portraits onto the front. It is possible to gradually build the contents up associated with box. When it comes to very young learners it may be pictures of these families, drawings of the favourite toy, a label cut from their favourite cereal packet, etc. This will obviously be spread over a few lessons, be kept going up to Christmas or is able to see you through the whole year. It requires a little forward planning in the start but as soon as you’ve integrated it into the class routines the youngsters will look forward to it and expect you’ll add something not used to their ‘All About Me’ box.