English for Primary Teachers

English for Primary Teachers

Format: Mixed media format
prize graphic icon

Winner of The Frank Bell Prize
Winner of the English-Speaking Union's Duke of Edinburgh Book Competition
Shortlisted for the Ben Warren Prize

A handbook of activities and classroom language for primary teachers.

This pack includes:

  • Teacher's Book
  • Teacher's CD

Key features

  • The book aims to build teachers' confidence in their ability to use English effectively, at the same time as providing advice and techniques for primary English teachers. The book is written in an accessible, easy-to-follow style and encourages a positive attitiude towards using English in the primary classroom.
  • The first unit asks teachers to reflect on the processes of language learning, to examine ways to create effective learning conditions in class, and introduces them to the study methods used in the book.
  • The units follow the processes of natural language acquisition and the pattern of school education, so the order is: listening activities, speaking activities, reading, and writing.
  • There are two units on using stories, with a final unit on integrating coursebook activities and lesson planning.
  • The content of the syllabus is derived largely from English lessons recorded by around 20 different teachers in different countries, to show that the examples and expressions used are real ones that are used by primary teachers the world over.
  • The Language Study syllabus is graded, beginning in Unit 1 with very basic classroom instructions within a typical lesson framework, going on to more specific language relevant to particular activity types, and later to longer stretches of English, such as storytelling.
  • The book encourages teachers to practise the language activities with a colleague and/or record themselves on a personal cassette doing the language practice activities in English.
  • A free CD gives examples of classroom language from real classrooms, with pronunciation exercises.


Introduction for trainers and tutors on courses

1 Teaching young learners

1.1 First language - second language
language focus
Caretaker talk
pronunciation point

1.2 Starting your lessons in English
language focus
Greetings and forms of address
Checking attendance
Ways of starting lessons

1.3 Organizing your classroom
language focus
Everyday instructions - organizing
the classroom

1.4 Ending your lessons
language focus
Ending lessons
Phrases with else
Word quiz

1.5 Very young learners (VYLs) and young learners (YLs)
language focus
Telling the class what you are doing
Asking questions
topic talk
Introducing yourself

2 Listen and do

2.1 Giving instructions in English
language focus
Sitting down and standing up
Moving around

2.2 Listening and identifying
For vocabulary development
For grammatical awareness
language focus
Being good - a positive approach to discipline
pronunciation point

2.3 Listening and doing - Total Physical Response
Follow the leader
Topic-based TPR
TPR routines
TPR for arranging the class
language focus
Recalling routines: what do we do when...
topic talk
Sports and hobbies

2.4 Listening and performing - miming
Revising and consolidating topic words through mime
Miming to rhymes and chants
language focus

2.5 Listening and responding games
Right or wrong
language focus
Instructions for true/false activities
Simon says
topic talk

3 Listen and Make

3.1 Listen and colour
language focus
Explaining and demonstrating
Asking for helpers and giving things out
topic talk
The circus

3.2 Listen and draw
language focus
Phrases describing position
Drawing games
language focus
Useful phrases
Asking who wants a turn

3.3 Listen and make
Making greetings cards
language focus
Language for demonstration
Making an Easter card
language focus
Cutting things out
What do you keep where?
pronunciation point
topic talk
Festivals and celebrations

4 Speaking with support

4.1 Using classroom phrases
language focus
What learners need to say and ask

4.2 Saying rhymes and singing songs to practise
pronunciation, stress, and intonation
language focus
How loud?
topic talk
Spiders, beetles, and small creatures

4.3 Practising new vocabulary
language focus
Five ways of eliciting language
pronunciation point

4.4 Playing vocabulary games
language focus
Instructions for games
What can you do with cards?

4.5 Practising pronunciation of new sounds
topic talk

5 Speaking more freely

5.1 Cognitive development and language learning
Children as learners
Children as language learners

5.2 Starting to speak freely - eliciting personal talk
language focus
Initiations and follow-up moves
topic talk

5.3 Speaking games
Pass the ball
language focus
Instructions for 'Pass the ball'
Extra phrases for ball games
Guess the mime
language focus
Asking children to guess or remember
topic talk

5.4 Children speaking in groups
Personal presentations
language focus
Setting up pairs and groups
pronunciation point
Connected speech

6 Reading in English

6.1 Beginning reading
Look and say
Activities to help children connect sounds with letters
language focus
Letter and word recognition

6.2 Speaking to reading - helping sound and word recognition
language focus
Encouraging learner participation
Asking children to guess the word
Summary of pre-reading activities
topic talk

6.3 Helping children recognize phrases
language focus
Making phrases or sentences
pronunciation point

6.4 Reading independently - finding information
language focus
Chunking; Finding the place

7 Writing in English

7.1 Practising the alphabet
language focus
Politeness phrases
A writing race
language focus
Intonation and stress for meaning
pronunciation point

7.2 From speaking to writing and from reading to writing
From speaking to writing: making memory
games and quizzes
From reading to writing: making lists
language focus
Reading and talking with expression
Useful phrases for group writing
language focus
Phrases with spell
topic talk

7.3 Writing with other children
language focus
Story questions
Story summary

7.4 Children writing freely
Writing about people
Having fun making a book
Writing to penpals
topic talk

8 Reading and telling stories
The value of stories

8.1 Telling a new story
language focus
Intonation and actions
Story questions and prompts
Telling and performing a story with very young learners

8.2 Reading a story to very young learners
Listening to a story and looking at the pictures
language focus
Story questions and prompts
Moving away from the text
Talking about what is happening
Language focus
Telling and talking
pronunciation point

8.3 Ways to retell a story
language focus
Instructions when retelling a story

8.4 Retelling a story as a class
Retelling from memory
Retelling from a different point of view
language focus
Stress on key words
Story time

9 Story Activities

9.1 Things to do after retelling a story
Adapting a story
A 'make and do' activity based on the story
language focus
Reading with feeling; Starting a feedback chat

9.2 Getting children to add to a story
language focus
From speaking to story writing
pronunciation point
Clusters / st / / sn / / sl / / str /

9.3 Making up a story
language focus
Story structure

9.4 Using stories for project work
A favourite story project

9.5 Correction and project work
language focus
Useful expressions for correcting and improving children's language
Planning for effective use of English in the classroom

10.1 Helping children learn and improve
Using the mother tongue
language focus
Responding to mother tongue talk
language focus
When and how to correct

10.2 Using your coursebook as a resource
Using a coursebook topic
language focus
Revision of classroom language functions
Using text-based activities
language focus
Useful phrases with common words and patterns
pronunciation point
Silent letters

10.3 Planning your lessons

1 Before the course

2 General lesson preparation

3 Specific language planning for a lesson

Over to you
Key to units
Contents of the CD
About the teachers