1.

The influence of characteristics of young learners on the teaching methods and

techniques in a FL class.

Knowing and understanding young learners’ characteristics are necessary for young learners’ teachers.
It will influence many aspects in teaching English for young learners in order to have effective
teaching such as teaching style, methods, learning materials, lesson plan, and the way of getting
along with them. Children’s’ characteristics can be distinguished from both biological and social
point of view. In general, biological is to do with children’s inborn characteristics that will grow and
develop, while in social point of view sees children the ones who need any help from knowledgeable
people to expand their knowledge.

Young learners have a great curiosity to try new things and to explore concrete to abstract things.
Children learn from concrete to abstract and also they are naturally curious and develop quickly as
individuals. Therefore, teacher should avoid teaching abstract concepts and focus on concrete items
that children understand and relate to. A teacher can use media or realia in delivering the materials in
order that the students are able to understand easily.

Young learners actively construct meaning from their experiences so giving many experiences for
young learners in learning language is important to do. Young learners get their understanding not
only from explanation but also from what they see and hear, learn when they have a chance to touch
and interact with (experience it). Children in primary or elementary setting generally learn by way of
physical activities (learning by doing). They learn through hands-on experiences and through
manipulation of objects in the environment. In other words, learning will come from the real
experience from the children’s life.

Young learners have a quite short attention span and are easy to get bored so it is highly suggested
for teacher to create interesting, fun, enjoyable and fun lesson for young learners. Unless activities are
extremely engaging, they get bored easily, losing interest after ten minutes or so.

Young learners are active learners and thinkers. Children construct knowledge from actively
interacting with the physical environment in developmental stages. On this notion teachers should
facilitate their students in having many experiences in order that they can construct knowledge through
the experiences. Let them do various activities that enable them to experience many things.

Young learners are keen to talk about themselves, and respond well to learning that uses themselves
and their own lives as main topics in the classroom and the like. This means that children have a
tendency to relate what they are learning to what they are doing by themselves. They love learning
something having relation to their daily life. For this purpose teacher should be able to choose learning
material related to their ‘world’.

Young learners learn best when learning is kept whole, meaningful, interesting and functional
Children should be given opportunity to make their own choices. They will relate these choices with
their personal wants and needs so it will make English learning become meaningful.

2. The types of teaching aids and materials in FLT and examples.

1. visual  puppets
 books  magazines
 pictures  dice
 toys  readers
 realia  maps
 posters
 2. audio 3. audiovisual
 songs  movies
 sounds  interactive toys
 stories  extract of movies
 dialogs  cartoons
 radio programs  youtube programs
 announcement records  drama role plays

3. The use of course books is inevitable in a FL class. Do you agree? Why?

Some textbooks these days are topic-based. In other words, the emphasis of the lessons is on a
subject, a topic or a theme, and the contents of the book are arranged around these topics.
Topic-based teaching is a useful, helpful, practical and exciting way to teach. Ideally you should
decide at the long term planning stage which topics you are going to work on and how long you plan
to spend on each topic. But also may happen that we want to spend more or less lessons on the
particular topic, and this would be decided almost on the spur of the moment. Usually the teacher will
decide which topic to work on, but if the pupils are interested in a particular subject, and you think
they can do it in English, then try to work it into your timetable.
Reasons to use topic-based teaching.

1. When you are concentrating on a particular topic, the content of the lessons
automatically becomes more important than the language itself. This means that it is
easier to relate the lessons to the experiences and interests of your pupils.
2. Working on topics can help the learning process. The children can associate words,
functions, structures and situations with a particular topic. Association helps memory, and
learning language in context clearly helps both understanding and memory.
3. Topic-based teaching allows you to go into a subject in depth and brings out reactions and
feelings in the pupils which are not always covered in the textbook. I
4. Working on topics allows you more easily to give a personal or local touch to materials
which may not have been produced in your country. How you organize your material within a
topic is very personal and is dependent on the particular class that you are teaching at
particular time.
5. Topic-based teaching allows you to rearrange your material to suit what is happening
generally at the time of teaching.
6. The amount of time that you spend on a topic can be as long or as short as you like,
depending on how much interest it arouses, how much language work you think you’re
getting out of it, how much time you have available and how much material you have.
7. Since the emphasis in topic-based work is on content, the work in the classroom naturally
includes all the language skills as well as guided and free activities.

4. Supplementary materials in teaching a FL to young learners.

Supplementary materials are books and other materials we can use in addition to the coursebook
include skills development materials, grammar, vocabulary and phonology practice materials,
collections of communicative activities and teacher’s resource materials.
Teachers usually use classic ones : story books for primary learners, alternative coursebooks, board
games created by teachers, crossword puzzles, songs, hand – outs summarizing grammar information,
information gap worksheet,books of conversation topics, graded readers, practice tests, etc.
Modern times have brought us some new and exciting resources of supplementary materials. Most of
them can be easily found on the Internet. They are: websites for practice activities on grammar,
vocabulary and pronunciation practice, websites for games, puzzles and quizzes to provide extra fun
activities. Also very popular are newspapers and magazines, and articles on the Internet, for authentic
reading texts.
There are jokes and proverbs, short stories and anecdotes, cartoons and caricatures, newspaper articles
and public speeches, television programs and films, discussions and debates. Such materials, which
are not designed for instructional purposes, reflect the authentic and real use of the target language.

5. The criteria for selecting teaching materials and aids in teaching a FL.

We will frequently decide how and when to have students study language form and use on the basis of
the syllabus and/or the coursebook since it may offer and explanation and an exercise that we are
happy to use almost unchanged. However, learners, and may thus need adjusting or replacing in some
way. We may want to try out new activities, or be concerned no to go on using the same kind of
activity day after day. How then do we make such decisions?
1. Following planning principles.
We need to bear general planning principles in mind. This means that we have to think about activities
which the students do before and after this study session so that we do not simply repeat the same kind
of activity again and again. We need to offer a varied diet of exercises.
2. Assessing a language study activity for use in class.
When assessing an activity designed for the study of language form we need to decide how effective it
will be when we take it into class. We can measure activities according to ‘efficiency’ and
‘appropriacy’ factors.
3. Evaluating a study activity after use in class.
We need to evaluate the success of an activity which focuses on language form, whether we do this
formally or informally. That is the reason why we should keep records of our classes and why we
should conduct our own action research. Evaluation of an activity answers questions such as whether
or not exercise helped students to learn the new language, whether it was clear, whether it took more
or less time anticipated, whether students were engaged by it, and whether or not we want to use it
again.

6. The values of telling stories to children while teaching a FL.

1. Understanding cultures: Stories can be used to keep the children connected to their roots and
make them understand their own history and traditions. Stories, like cultures, vary from one
land to another. Stories from the homeland and foreign places will make the child appreciate
the diversities existing in this world.
2. Improves listening skills: To enjoy the story thoroughly, one must pay attention to the
narrator so that nothing is missed out. A good session of storytelling can improve a child’s
listening skills.
3. Inspires curiosity: Pausing a story when it gets most interesting makes the listener eager to
know what happens next. It makes the children curious and encourages them to ask questions,
which also helps in their learning, growth, and development.
4. Improves concentration: Listening to stories helps improve the attention span and
concentration levels too.
5. Introduces new vocabulary: When you include new terminology every time you narrate a
story, children learn them and try to understand the meanings of these unfamiliar words. This
helps them improve their vocabulary.
6. Enhances the learning process: Stories have a unique way of improving the learning process,
both at an academic and personal level too. Storytelling can engage the children in a creative
learning process that makes understanding even the toughest of topics easy.
7. Improves communication: When your imagination and thinking are clear, they reflect in
communication. Listening and understanding the stories can enhance communication at
different levels.
8. Makes academic learning easier: Certain academic subjects have a direct or indirect
connection to various stories. This is one of the many ways in which stories can make
academic learning easier for children. The creative thinking ability that they develop by
listening to stories also makes academic learning effective.
9. Encourage a budding storyteller: Listening to intriguing stories may inspire children to one
day pen down their own narrative or become a storyteller themselves.

7. The types and advantages of games in a FL class.

Language games are divided into two types: linguistic and communicative games. Linguistic
games focus on accuracy, such as supplying the correct antonym. Communicative games
presuppose successful exchange of information and ideas.

 Sorting, ordering, or arranging games. For example, students have a set of cards with
different products on them, and they sort the cards into products found at a grocery store and
products found at a department store.
 Information gap games. In such games, one or more people have information that other
people need to complete a task. For instance, one person might have a drawing and their
partner needs to create a similar drawing by listening to the information given by the person
with the drawing
 Guessing games. These are a variation on information gap games. One of the best known
examples of a guessing game is 20 questions, in which one person thinks of a famous person,
place, or thing. The other participants can ask 20 yes/no questions to find clues in order to
guess who or what the person is thinking of.
 Search games. These games are yet another variant on two-way information gap games, with
everyone giving and seeking information. Find Someone Who is a well-known example.
Students are given a grid. The task is to fill in all the cells in the grid with the name of a
classmate who fits that cell, e.g. someone who is a vegetarian. Students circulate, asking and
answering questions to complete their own grid and help classmates complete theirs.
 Matching games. As the name implies, participants need to find a match for a word, picture,
or card. For example, students place 30 word cards, composed of 15 pairs, face down in
random order. Each person turns over two cards at a time, with the goal of turning over a
matching pair, by using their memory.
 Labelling games. These are a form of matching, in that participants match labels and pictures.
 Board games. Scrabble is one of the most popular board games that specifically highlights
language.
 Role play games/dramas. Role play can involve students playing roles that they do not play
in real life, such as dentist, while simulations can involve students performing roles that they
already play in real life or might be likely to play, such as customer at a restaurant. Dramas are
normally scripted performances, whereas in role plays and simulations, students come up with
their own words, although preparation is often useful.
Advantages:

 Skill-Building (e.g. map reading)

A lot of games contain certain aspects which help children with specific skills. For example, a lot
of mystery and adventure games contain maps which children will have to read. This obviously
helps their map reading skills and practical thinking. Moreover, there are games, such as football
management games, which introduce children to managing finances and general project
management.
 Games help the teacher to create contexts in which the language is useful and
meaningful.
 Games are effective as they create motivation, lower students’ stress, and give
language learners the opportunity for real communication.
 Games promote learners’ interaction. Interaction comprises the nature of classroom pedagogy
and classroom behavior. Pair or group work is one of the main ways to increase cooperation.
Many games can be played in pairs or in small groups, thereby providing an opportunity to
develop their interpersonal skills such as the skill of disagreeing politely or the skill of asking
for help. In the classroom learners will definitely participate in the activities. Therefore, in
groups or in pairs, they are more willing to ask questions, communicate and discuss topics
with their partners and think creatively about how to use foreign language to achieve their
goals. The competition in the games gives students a natural opportunity to work together and
communicate with each other a lot.
 Games improve learners’ language acquisition. Thanks to the motivation and interaction
created by games, students can acquire knowledge faster and more effectively than by other
means. Games can stimulate and encourage students to participate in the activity since they
naturally want to win. Apart from having fun, students are learning. They acquire a new
language. Students begin to realize that they have to use the language if they want others to
understand what they are saying.
 Games increase learners’ achievement. Games can involve all the basic language skills, i.e.,
listening, speaking, reading, and writing, and a number of skills are often involved in the same
game.

8. Why sing songs with children in a FL class? Discuss the stages of introducing a
song.
 Children love to sing and teachers naturally use songs to teach them concepts and language in
a fun way. Some of the significant characteristics of songs are that they are fun and can keep
the students excited. However, the most important feature of songs is repetition. They contain
language patterns, but also develop listening skills, pronunciation and rhythm, and provide a
fun atmosphere.
 They can be used at any stage of a lesson and there are many ways to incorporate them into a
lesson. Sometimes, they are used just as gap fillers and warm-ups, sometimes as the main part
of a lesson, but sometimes they are there to provide a fun atmosphere.
 For young learners, songs, such as popular pop-rock songs, traditional and educational songs,
rhymes and chants, present an excellent source of language.
 Songs serve as a good source of pronunciation, intonation, and accent practice, but also as a
practice of listening skills and vocabulary development.
 Children easily absorb and reproduce the language of songs. They serve as an excellent
memory tool. The repetition of words, language structures, and rhythm enhance learning and
they stick easily in learners’ minds.
 1. CHOOSE THE (KARAOKE) SONGS THAT BEST SUIT YOUR LEARNERS’ NEEDS
The main idea is to focus on the songs in which you can easily understand the lyrics. Of course, a
few idioms can be fun, but make sure they don't make it difficult for your students to understand
the overall meaning of the song.
2. ANALYSE THE (KARAOKE) SONGS
Listen to the song, read the lyrics and try to identify to which of your learners’ needs it might
address: Vocabulary? Listening? Reading? Other?
3. SET A GOAL FOR YOUR LESSON
This is the moment when teachers need to decide exactly what do they want their students to learn
from the song, as songs might focus on different aspects of the teaching – learning process.
4. CREATE YOUR OWN TEACHING MATERIALS AND RESOURCES
If not the most important, this step requires the most of your teaching experience and efforts.
Starting from the goals you set for your lessons, design a number of teaching activities and
materials that will help your students learn the knowledge they need. The activities and materials
should be designed from simple (for the first times the song is used) to complex in a structured
manner so as to ensure learners’ progress and not to de-motivate them.
Depending on the song chosen, teachers could create a long list of types of exercises: fill in the
gap, multiple choice, matching, writing tasks; they can bring in texts with a theme related to the
songs’ theme and analyse it or can imagine scenarios where learners create their own lyrics for a
particular song etc.
5. INTRODUCE THE (KARAOKE) SONG IN YOUR CLASS
Before actually playing the song, teachers could initiate warm-up discussions with their students
so as to focus their attention on what they will actually see and listen to. A guided discussion
about the song’s general theme is a prerequisite for better learning results. Teachers could tell
them the title of the song and students could afterwards guess what the song is about. The list of
possible pre-listening activities is very generous and any language teacher could add their own
items; this is just to stress on the importance this step plays in the strategy the partnership of the
project designed.
6. PLAY THE (KARAOKE) SONG
This is the moment when teachers should bring the song in the classroom. The song should be
listened to without interruption the first time. It can be also replayed, as learners need some time to
‘see’ the song as a whole. Once teachers are sure the students are familiar with the song, they can
focus on more specific or detailed approach of their teaching and address specific learning tasks.
7. DO THE TEACHING / LEARNING ACTIVITIES
It is now the appropriate time to use the teaching materials and resources created at Step 5. It is
important that you include them in the teaching and learning process from the easier to the more
complex ones. The activities that are carried out at this stage should be selected so as to be in close
connection with the images and text, which thus provide immediate support to learners in case
they experience any major difficulties. Do not move to Step 9 until your students were exposed to
the whole range of issues you planned them to learn.
8. GET IN DEPTH
At this step it is time to use the most complex activities and resources you created introduce the
complex grammar tasks, the difficult vocabulary. Consolidation should be also included at this
step. It is now that you can divide and separate the teaching techniques and instruments according
to your students’ individual learning styles.
9. ALWAYS MAKE SURE YOU MAKE LEARNING FUN
Songs and karaoke is fun, so you always need to make sure you make their use in the foreign
language class fun and exciting as well.
 9. The stages of teaching receptive skills (reading or listening) in a FL class.

a. Lead-in - revision of vocabulary, introduction.

b. Task - for general understanding and for specific information.
c. Listening (or reading) - tape must be ready, in silence, always at least twice.
d. Feedback - compare answers (peer feedback), whole group feedback, feeling of
success, information for teacher.
e. Follow-up (text related task) - it doesn’t required listening again.

10. The stages of teaching speaking to young learners in a FL class.

1. Introducing new language (controlled, accuracy)

The introduction of new language is frequently an activity that falls as the ‘non-communicative’ end
of our continuum. Often, here, the teacher will work with controlled techniques, asking students to
repeat and perform in drills. At the same time we will insist on accuracy, correcting where students
make mistakes. Although, these introductions stages should be kept short, and the drilling abandoned
as soon as possible, they are nevertheless important in helping the students to assimilate facts about
new language and in enabling them to produce the new language for the first time.
2. Practice (controlled, semi-controlled, accuracy and fluency)
Practice activities are those which fall somewhere between two extremes of our continuum. While
students performing them may have a communicative purpose, and while they may be working in
pairs, there may also be a lack of language variety, and the materials may determine what the students
do or say. During practice stages the teacher may intervene slightly to help guide and to point out
inaccuracy. Practice activities, then, often have some features of both non-communicative and
communicative activities.
3. Communicative activities (free, fluency)
Communicative activities are those which exhibit the characteristics at the communicative end of our
continuum. Students are somehow involved in activities that give them both the desire to communicate
and a purpose which involves them in a varies use of language. Such activities are vital in a language
classroom since here the students can do their best to use the language as individuals, arriving at a
degree of language autonomy.

Stages of speaking activity

1. Lead-in - in lead-in we engage students with the topic. Perhaps we ask them what they know
about a certain subject. Examples of lead-in: revision, chat, short listening comprehension,
short story.
2. Task - when we set the task, we explain exactly what students are going to do. At this stage
we may need to demonstrate the activity in some way. We will give the model of the activity.
We will also make sure that students are given all the information they need to complete the
tasks.
3. Monitoring - once the students have started, we will monitor the task. This may mean going
round the class, listening to students working and helping them where they are having
difficulties.
4. Feedback - when the activity has finished, we give task feedback. This is where we may help
students to see how well they have done. We will respond to the content of the task and not
just the language the students used. We will show positive aspects of what they have achieved
and not concentrate solely on their failings. We may provide whole class feedback or pair
feedback.
5. Follow-up (or another task) - finally we may move on from the task with a task-related
follow-up. Follow-up it’s optional. We can present new words or play a guessing game.
 11. What aspects of pronunciation are practiced with children and how?

Good pronunciation comes gradually at the children learn to distinguish different sounds.

 Do not over-correct pronunciation. Instead, focus on a particular sounds and ask the children
to pronounce it one by one. This should help them to really hear it.
 Pay special attention to the English sounds that are problematic for speakers of a particular
language.
 Make sure that your pupils see your lips when you speak.
 It’s perfectly normal for a young child not to be able to pronounce certain sounds in L1 and
the same will occur in English.

12. Presenting and practicing vocabulary techniques in teaching a FL to school

children.

Presenting:

 What it means
It is vital to get across the meaning of the item clearly and to ensure that your students have
understood correctly with checking questions.
 The form
Students need to know if it is a verb / a noun / an adjective etc to be able to use it effectively.
 How it is pronounced
This can be particularly problematic for learners of English because there is often no clear relation
between how a word is written and how it is pronounced. It is very important to use the phonemic
script in such cases so the sts have a clear written record of the pronunciation. Don't forget also to drill
words that you think will cause pronunciation problems for your students and highlight the word
stresses.
 How it is spelt
This is always difficult in English for the reason mentioned above. Remember to clarify the
pronunciation before showing the written form.
 If it follows any unpredictable grammatical patterns
For example, man-men / information (uncountable) and if the word is followed by a particular
preposition (e.g. depend on)
 The connotations that the item may have
Bachelor is a neutral/positive word whereas spinster conjures a more negative image.
 The situations when the word is or is not used
Is it formal/neutral/informal? For example, spectacles/glasses/specs. Is it used mainly in speech or in
writing? To sum up is usually written whereas mind you is spoken. Is it outdated? Wireless instead of
radio.
 How the word is related to others
For example, synonyms, antonyms, lexical sets.
 Collocation or the way that words occur together
You describe things 'in great detail' not 'in big detail' and to ask a question you 'raise your hand' you
don't 'lift your hand'. It is important to highlight this to students to prevent mistakes in usage later.
 What the affixes (the prefixes and suffixes) may indicate about the meaning
For example, substandard sub meaning under. This is particularly useful at a higher level.
 Ways to present vocabulary:
 Visual techniques emphasizes the use of flashcards, photographs, boards, drawing, pictures cut from
magazines, realia
 Illustration
This is very useful for more concrete words (dog, rain, tall) and for visual learners. It has its limits
though, not all items can be drawn.
 Mime
This lends itself particularly well to action verbs and it can be fun and memorable.
 Synonyms/Antonyms/Gradable items
Using the words a student already knows can be effective for getting meaning across.
 Definition
Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not
confident). Remember to ask questions to check they have understood properly.
 Translation
If you know the students' L1, then it is fast and efficient. Remember that not every word has a direct
translation.
 Context
Think of a clear context when the word is used and either describe it to the students or give them
example sentences to clarify meaning further.

13. Teaching grammar to children is not necessary. Do you agree? Why?

Grammar is at the centre of both our spoken and written communications, and allows us to be
clearly understood by others.

Using grammar poorly can result in messages being unclear, which affects our ability to
communicate, and can hinder relationship building – an important skill for youngsters to develop.

Using grammar correctly, on the other hand, makes listening and reading easier for others, making
communication more enjoyable, and positively impacting relationships.

Mistakes
Children should not be told they have made a mistake because any correction immediately
demotivates. Mistakes may be part of the process of working out grammar rules of English or they
may be a fault in pronunciation.

14. The use of puppets and drama in a FL class.

 Puppets are a very versatile resource in the young learners’ classroom. Children use language
while making them, often respond to puppets more readily than to the teacher, and are usually
enthusiastic about manipulating them. The way children respond to puppets is fascinating:
they are willing to suspend belief, and react to the puppet as if it were real.
 This can be a useful way of stimulating learners to produce language: many teachers have a
puppet that only speaks English, and use it effectively to encourage their children to speak in
English throughout the lessons. In addition, puppets promote real communication tasks as
children attempt to discover the names, ages, likes, and dislikes of puppets made by other
learners. When children use a puppet as their mouthpiece, they often lose their reticence and
hide behind it, participating in a way that they would not if they were asked to act out the part
themselves.
  Puppets can be used with songs, chants, dialogues, improvisations, and plays. Puppets allow
you to make elaborate characters, even ghosts, monsters, dinosaurs, and so on, which are
difficult to achieve on stage. They can be used with stories you tell the children to and ones
they invent themselves. They combine the visual, aural, and kinesthetic in a way that is hard to
resist

 Drama is a specific action to make the learning process more active, exciting, communicative
and contextual. Acting is a way of learning by experiencing. Drama techniques integrate
body, mind and emotions and motivate students by allowing them to use their own
personalities and experiences as resources for language production.
 Drama can foster language skills such as reading, writing, speaking and listening by creating a
suitable context.
 Through drama, a class will address, practice and integrate reading, writing, speaking and
listening. Drama also fosters and maintains students' motivation, by providing an atmosphere
which is full of fun and entertainment. In so doing, it engages feelings and attention and
enriches the learners' experience of the language.
 Drama is commonly used in ESL and foreign language classes for developing communicative
competence, especially oral language skills
 Drama has the unique ability to engage many different learning styles, thus facilitating
connections with students and motivating most learners today.

15. Teaching listening comprehension materials and tasks for very young children.

a. Moving about
The younger children, the more physical activities they need. Children need exercise and
movement, and you should mke of this wherever possible. The advantage with this type of
activity is that you know at once if the children have understood. You can check classroom
vocabulary, movement words, counting, spelling, etc.
b. Put up your hand
c. Mime stories
In mime story the teacher tells the story and the pupils and the teacher do the actions. It again
provides physical movement and give the teacher a chance to play along with the pupils.
d. Drawing
This activity is particularly useful for checking objects, vocabulary, colours and numbers. It is not
so useful for actions.
e. Listen and say
f. Listen and colour
Make sure that all children have colours. Then prepare your learners for the activity by doing
some ‘Listen and identify’ activities in order to revise the colours they will need and revise the
names of what they are about to colour. Lets children help you organize. Comment positively on
each child’s work as you take it. Use plain flashcards for colouring. Make the activity more
challenging: - give out two pictures, one of a girl, one of a boy, - give children alternatives, -
divide the class into two .
g. Listen and draw
Your aim is to get them to listen some instructions in English. Go around and talk to them in
English as they colour, and comment on their work. After drawing let children compare pictures
and then colour them quietly.
h. Listen and make
Children can make models out of modelling clay, plasticine, play-dough, or card. They can make
posters to go on wall. And it’s always fun making things for a special occasions.
 With very young learners:

 You could introduce the listening topic and focus attention with puppets. The puppet can talk about a
song or story or point to pictures related to the listening material. Use a simple picture on a stick or
even a sock.
 While children are listening, get them to respond physically to what they hear. They can point to
flashcards on the wall when they hear or see certain characters or words. They could also stand up or
shout out each time they hear certain words – depending on how noisy or active you want the children
to be. As we mentioned earlier, you can invent actions for songs or let the children invent their own,
taking it in turns to be the leader.
 Use flashcards for a ‘run and touch’ activity after listening. You say the word, then learners run (or
hop or swim, etc.) to that flashcard on the wall.
 Bingo

Where can I find listening materials?

 Traditional songs such as ‘The wheels on the bus’ and ‘Incy Wincy Spider’ as well as lots of great
original kids songs. Depending on copyright some are available to download.
 Traditional and original stories to listen to and/or read.
 Tongue twisters to help with pronunciation and have fun practising English.
 Games in the Tricky words subsection of ‘Speak and spell’