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

What a teacher should use in his work

At first a teacher should know what a child learn by. There are some points. Children learn by:

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  Having more opportunities to be exposed to the second language
  
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  Making associations between words, languages, or sentence patterns and putting things into clear, relatable contexts
  
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  Using all their senses and getting fully involved; by observing and copying, doing things, watching and listening
  
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  Exploring, experimenting, making mistakes and checking their understanding
  
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  Repetition and feeling a sense of confidence when they have established routines
  
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  Being motivated, particularly when their peers are also speaking/learning other languages
  

Children have three main and important sources of interest in the classroom. They are pictures, stories and games: the first being obviously mainly a visual stimulates the second both visual and aural; and the third using both visual and aural channels as well as activating language production and sometimes physical movement (pic. 3).



Pic. 3. Three very important sources of interest for children

There is an importance of these sources:

Pictures
Lack of aural stimulus is relatively easy to tolerate: even young learners will work for a while in silence without searching for something to listen to. This, however, is not true of the visual, which is a very dominant channel of input: so much so, that if young learners are not supplied with something to look at that is relevant to the learning task in hand they will find and probably be distracted by something that is not.
The most obvious type of visual material for children is the picture: and the more clearly visible, striking and colourful the better. On the whole, professionally drawn pictures or photographs are used: those in the textbook, or coloured posters, or pictures cut from magazines. But there is also a place for the teacher's own quick sketches on the board (however unprofessional and untidy!); and of course for the children's own drawing.
Stories
Young children love having stories told to them (even adults continue to enjoy it!); and older ones begin to read for themselves. Moreover stories – in contrast to pictures or even games – are pure language: telling a story in the foreign language is one of the simplest and richest sources of foreign language input for younger learners.
The most effective combination in teaching is pictures and stories together: and the success of use of picture-books with young learners has been attested by many.
Games
Games are essentially recreational 'time out* activities whose main purpose is enjoyment; language study is serious goal-oriented work, whose main purpose is personal learning. Once you call a language-learning activity a 'game' you convey the message that it is just fun, not to be taken too seriously: a message I consider anti-educational and potentially demoralizing. Very occasionally we do play real games in the classroom, (at the end of a course, for example, or as a break from concentrated work); but to call something a game when our goal is in fact serious learning may harm the learning – and/or, indeed, spoil the 'game'! – as well as being dishonest.
There are some more sources of interest for children: physical movement (dancing, gymnastics, aerobics); drama (mime, role play, putting on plays); projects (exploring a topic and making booklets or displays on it); doing decorative writing or other graphic design.
Two further dangers are: first, the tendency of some teachers to call activities 'games' for the sake of raising initial motivation, when they are not in fact games at all ('Let's play a game: I'll give you a word, you tell me how it is spelt!'); second, the danger that the obvious activity and enjoyment caused by a game may obscure the fact that its contribution to learning is minimal.
However, another definition of 'games' ignores the implication of non-serious recreation and concentrates rather on their quality as organized action that is rule-governed, involves striving towards a clear goal through performance of a challenging task, and provides participants and/or onlookers with a feeling of pleasurable tension. Children in general learn well when they are active; and when action is channeled into an enjoyable game they are often willing to invest considerable time and effort in playing it. If we design our games in such a way that they are productive of language learning they become an excellent, even essential, part of a programme of children's learning activities.
So as you can see the most important thing in teaching children is to include game-like activities, especially while teaching speaking. There are some games in the practical part of the work (20).

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