cher asks pupils to repeat a sound, a sentence after her for pronunciation practice. The teacher goes round listening to the groups, to pairs practicing dialogues. Here she (he) is a monitor. She or he is a counselor when she advises pupils how best to approach a task. The teacher explains new language material and this is case she or he is an informant. The teacher provides material and guidance to enable pupils to work on their own. So, here, she or he is a facilitator.good teacher should be enthusiastic, creative, patient, and understanding towards the many pupils he or she deals with.are some activities, which may be included in the structure of the lessons in the primary school.
1. Developing speaking skills:
a) Help Winnie the Pooh to guess what present is there in the box?
( Forms of work: pairwork, group work, individual work). this activity pupils practice vocabulary, grammar structure В«Is there ...?В», they may suggest their own version.) Help Winnie the Pooh. Say what he should take to the school.) Discussion. Look at the pictures and say what do you like or dislike.may colour the pictures.) Help Winnie the Pooh to colour the picture.activity may be used for developing listening skills. p align="justify"> 2. For practicing (ABC) letters a lot of activities may be used:
a) letter recognition the letter G to find its garage.) Help the little butterfly to fly its flower.
3. For practicing letters and sounds such an activity mat be proposed.
Show the mice the way tom their houses.
4. For developing listening skills and practicing colours such a game may to be used.
Game В«Cat TomВ». is В«Cat TomВ». class in chorus asks him: В«Cat Tom! Cat Tom! What colour do you want? В»Says:В« Mew-mew! В»I wantВ« red В». All the pupils have to touch the red card (or pencil). Who is wrong will be out of the game.are some settle activities, which we may use in our lesson.communicative approach has changed our stereotypes about teaching-learning process. It accents children s participation in the classroom, where the teacher is not the central figure of the lesson. She or he is only the provider of feedback. Most of classtime is spent on speaking activities and only target language is used. Pupils a taught to communicate in non-deliberate way, their errors are corrected in an oblique manner. We should know our little learners, their abilities and their interests. The teacher should know that little children do not come to the classroom empty-handed. They bring with them an already well-establ...
