The teaching of English as a foreign language is now, in many places, expanding into primary (elementary) school settings

Three example lessons

The first lesson: Talking about my room (Using here is / there are / is there…? / are there…?)

Pre-teach or revise items of furniture and right, left, top, bottom and if a teacher hasn't already taught these, «there is» and «there are».
The children should sit in pairs back to back. If this isn't possible the teacher can use large card or their books to 'hide' the individual child's work.
Each child draws their ideal room or favorite room in their house on the top half of a large sheet of paper. They should not show anyone.
On the bottom half of the paper, each child draws an empty 'box'
Children take it in turns to describe their room/ draw their partner's room on the paper.
The teacher then comments on content and does a small amount of correction.
The second lesson: Parents (Using adjectives which describe character / comparatives)
Pre-teach or revise 10 character adjectives e.g. kind, fair, intelligent, honest etc.
Write the list on the board.
Ask the children to decide which 8 qualities are important in a parent (or teacher).
Each child writes their own individual list of 7 in order of importance.
Children then share their lists in pairs and try to agree on one list.
Children can then work in groups of four together and see how similar or different their lists are.
Get group representatives to give feedback to the class.
The teacher can then comment on content and give a small amount of correction if necessary.
The third lesson: Teenage advice (Using: should)
Find or write a simple story about a teenager with a 'problem'. The story should be believable and should include a number of decisions. Leave it open-ended.
Cut the story into four or five separate paragraphs so that at the end of each section there is a decision to be made.
Children then work in groups of four, with a chairperson.
Give out the first paragraph. Children read and decide for themselves what they think s/he should do.
Groups then compare ideas.
Get some brief open class feedback from around the class, but don't correct errors.
Do the same with each paragraph, with feedback after each section. Monitor throughout.
Final feedback on what s/he should do at end of story from group representatives (19).

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