tify"> s metalinguistic awareness learning to learn first two aims are the most important ones. Developing children s basic communication abilities in English means teaching children to talk about themselves and their immediate environments, to understand and respond to basic English instructions, and to communicate about topics of interest with a partner. The second main aim refers to the need to make English an attractive school subject to children so as to foster their motivation and encourage them to learn languages ​​in the future.
Teacher factors
The primary class teacher who has a good knowledge of the children, their special needs as well as the target language is in the best position to succeed. Since the teacher is main source of the language, the way the teacher speaks is of great importance. The teacher should answer the questions with a full sentence. Children thus get used to hearing patterns of English. Since children understand things in a more holistic way than adults and concentrate much more on the totality of the message itself and not on the message s individual components, there is no need for the teacher to slow his speaking speed.play a key role because their decisions can make a real difference with regard to the success of a particular programme.
2.2 Teaching Vocabulary to Children
materials
Children pick up new words at an amazing pace in both their first and second language and they can understand the concept of words well before the concept of grammar. They are interested in the meaning and function of the new language more holistically, in order to play a game, sing a song, or act out a story. The teacher, therefore, should present the vocabulary as varied as possible. He can first introduce things children can see, feel, play with, touch, and experience every day. Meaning can be made apparent without the use of the first language. Teachers can use toys, such as dolls to present parts of the body, or puppets to act out a dialogue. They can also use classroom objects such as the desks, the pictures, and posters. When appropriate, teachers can bring in real objects such as apples, carrots, baskets, bags, hats, bottles, and cups. Pictures and picture cards are often supplied with young learners course books together with a set of games and exercises for use. These can also be made at home or teachers can ask children help to make them.
Techniques of explaining the meaning of new words to children
By demonstration or pictures
. using an object
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