introduce myself

learn my students' names

I ask my students to take out the books and materials they are to use during   the whole term. I introduce the books one by one by holding them up and presenting   their titles. For instance, for a workbook I would say: " Look, this is   your workbook," and have them repeat the word "workbook" after   hearing it a couple of times. This activity goes on until all the books are   introduced and can be recognized by all the students. So, when I say, "Take   out your textbook," they know which book they will be working on.

write their names and last names on their belongings, particularly   their books and notebooks

tell them how we do the roll call and that each student should say "present"   once s/he hears his/ her name. I ask the students to say "absent"   when a student I call is not present.

introduce and/or review some classroom objects and classroom language

 

book, pen, ruler,   board, notebook, eraser, pencil case, door, pencil, sharpener, desk, window,   chalk, marker

Some other useful terms are:

     

teacher, quiz, student,   report card, homework

  Classroom language may include some of the following:

                                   

Listen.	Answer.
Repeat.	Write.
Come to the board.	Read.
Go to your seat.	May I go out?
Be quiet.	May I come in?
Stand up, please.	Please sit down.

It Works in Practice: A Puppet, a Ball or a Bottle?

What did you talk to your son about when he was   six years old?"

At this age, pupils are supposed to be able to function in useful, daily situations,   responding to questions such as:

 

 
- What's your name?
  - How old are you?
  - How many people are in your family?
  - How old is your sister? What's her name?
  - What's your favourite colour?
  - Have you got a pet? name? colour? favourite food?
  - Are you hungry? What would you like to eat? etc.

children learn best through playing   games

how do we teach them?

Games hold children's interest and motivate them to speak. Here are three   ways of challenging young learners to start talking about themselve:

 
a. a puppet – Use a puppet to ask children simple questions.   Children's imaginations help them to communicate with puppets easily.
  b. a ball – Ask a question, throw a ball to a child, and he   or she catches it, he or she answers the question.
  c. a bottle – Ask a question, spin a bottle, and when it stops,   it points to a child who answers the question.

teaching young learners is repetition.

The   aim of this activity is to teach the children how to speak about themselves.   It is a drawing dictation.

Some children may have   already started using didn't in negative utterances without knowing   that did is an auxiliary that carries tense and that therefore, the   main verb has to take the infinitive form.

The main purpose of our job is to educate children.