Introduction Introduction for trainers and tutors on courses1: Teaching young learners1.1: First language - second languagelanguage focusCaretaker talkpronunciation pointSyllables1.2: Starting your lessons in Englishlanguage focusGreetings and forms of addressChecking attendanceWays of starting lessons1.3: Organizing your classroomlanguage focusEveryday instructions - organizingthe classroom1.4: Ending your lessonslanguage focusEnding lessonsPhrases with elseWord quiz1.5: Very young learners (VYLs) and young learners (YLs)language focusTelling the class what you are doingAsking questionstopic talkIntroducing yourself2: Listen and doIntroduction2.1: Giving instructions in Englishlanguage focusSitting down and standing upMoving around2.2: Listening and identifyingFor vocabulary developmentFor grammatical awarenesslanguage focusBeing good - a positive approach to disciplinepronunciation point2.

3: Listening and doing - Total Physical ResponseFollow the leaderTopic-based TPRTPR routinesTPR for arranging the classlanguage focusRecalling routines: what do we do when.topic talkSports and hobbies2.4: Listening and performing - mimingRevising and consolidating topic words through mimeMiming to rhymes and chantslanguage focusTurn-giving2.5: Listening and responding gamesRight or wronglanguage focusInstructions for true/false activitiesSimon saystopic talkClothes3: Listen and MakeIntroduction3.1: Listen and colourlanguage focusExplaining and demonstratingAsking for helpers and giving things outtopic talkThe circus3.2: Listen and drawlanguage focusPhrases describing positionDrawing gameslanguage focusUseful phrasesAsking who wants a turn3.3: Listen and makeMaking greetings cardslanguage focusLanguage for demonstrationMaking an Easter cardlanguage focusCutting things outWhat do you keep where?pronunciation pointtopic talkFestivals and celebrations4: Speaking with supportIntroduction4.1: Using classroom phraseslanguage focusWhat learners need to say and ask4.

2: Saying rhymes and singing songs to practisepronunciation, stress, and intonationlanguage focusHow loud?topic talkSpiders, beetles, and small creatures4.3: Practising new vocabularylanguage focusFive ways of eliciting languagepronunciation point4.4: Playing vocabulary gameslanguage focusInstructions for gamesWhat can you do with cards?4.5: Practising pronunciation of new soundstopic talkAnimals5: Speaking more freelyIntroduction5.1: Cognitive development and language learningChildren as learnersChildren as language learners5.2: Starting to speak freely - eliciting personal talklanguage focusInitiations and follow-up movestopic talkFamilies5.3: Speaking gamesPass the balllanguage focusInstructions for ''Pass the ball''Extra phrases for ball gamesGuess the mimelanguage focusAsking children to guess or remembertopic talkRooms5.4: Children speaking in groupsPersonal presentationslanguage focusSetting up pairs and groupspronunciation pointConnected speech6: Reading in EnglishIntroduction6.

1: Beginning readingLook and sayPhonicsActivities to help children connect sounds with letterslanguage focusLetter and word recognition6.2: Speaking to reading - helping sound and word recognitionlanguage focusEncouraging learner participationAsking children to guess the wordSummary of pre-reading activitiestopic talkHolidays/Vacations6.3: Helping children recognize phraseslanguage focusMaking phrases or sentencespronunciation point6.4: Reading independently - finding informationlanguage focusChunking; Finding the place7: Writing in EnglishIntroduction7.1: Practising the alphabetlanguage focusPoliteness phrasesA writing racelanguage focusIntonation and stress for meaningpronunciation point7.2: From speaking to writing and from reading to writingFrom speaking to writing: making memorygames and quizzesFrom reading to writing: making listslanguage focusReading and talking with expressionUseful phrases for group writingSpellinglanguage focusPhrases with spelltopic talkParties7.3: Writing with other childrenlanguage focusStory questionsStory summary7.4: Children writing freelyWriting about peopleHaving fun making a bookWriting to penpalstopic talkFood8: Reading and telling storiesIntroductionThe value of stories8.

1: Telling a new storylanguage focusIntonation and actionsStory questions and promptsTelling and performing a story with very young learners8.2: Reading a story to very young learnersListening to a story and looking at the pictureslanguage focusStory questions and promptsMoving away from the textTalking about what is happeningLanguage focusTelling and talkingpronunciation point8.3: Ways to retell a storylanguage focusInstructions when retelling a story8.4: Retelling a story as a classRetelling from memoryRetelling from a different point of viewlanguage focusStress on key wordsStory time9: Story ActivitiesIntroduction9.1: Things to do after retelling a storyAdapting a storyA ''make and do'' activity based on the storylanguage focusReading with feeling; Starting a feedback chat9.2: Getting children to add to a storylanguage focusFrom speaking to story writingpronunciation pointClusters / st / / sn / / sl / / str /9.3: Making up a storylanguage focusStory structure9.4: Using stories for project workA favourite story project9.

5: Correction and project worklanguage focusUseful expressions for correcting and improving children''s languagePlanning for effective use of English in the classroomIntroduction10.1: Helping children learn and improveUsing the mother tonguelanguage focusResponding to mother tongue talklanguage focusWhen and how to correct10.2: Using your coursebook as a resourceUsing a coursebook topiclanguage focusRevision of classroom language functionsUsing text-based activitieslanguage focusUseful phrases with common words and patternspronunciation pointSilent letters10.3: Planning your lessons1: Before the course2: General lesson preparation3: Specific language planning for a lessonOver to youKey to unitsContents of the CDResourcesAbout the teachersGlossary Index.