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

What a teacher should account in his work

Personalization
Instead of talking about a fictional picture in a course book, children are creating their own meanings. We all like to talk about ourselves and our lives. This makes the lesson transcend the level of 'practice phase' and move into the realms of 'real communication.'
The children will relate to the teenage problem, as it's likely to be one that they or their friends have had. It allows them to deal with personal issues in a safe context, as they're talking about someone else.
Creating the need to communicate
The activities should involve an element of information gap and demand that the children interact in order to complete the tasks. In the first lesson, which is describing in the practical part, children have to communicate because they can't see each other's drawing, the only way to get the information is to speak. The ordering exercise in the second lesson also helps them to focus. If the children are engaged, they are striving or 'pushing' to communicate. Any potential frustration when they find the 'gaps' in their language skills is offset by the intrinsically interesting and engaging nature of the tasks.
Quality of teacher feedback
As always, it's essential to give feedback on content as well as language. Otherwise, the message we're giving to our children is that only the language element is important.
What will you do about correction of the 'form'? It's unlikely that the children will get everything right first time. The teacher tries to select one element to correct immediately, for example pronunciation of 'schwa', and then decide to review at another time.
It's important for elementary children to go beyond simple repetition and manipulation of form. They sometimes need to get away from mere 'language practice' and to strive to communicate meaningfully about topics which really concern them. This will inevitably mean mistakes, and sometimes frustration. Both these are part of language learning and shouldn't be avoided. If as teachers we give good quality feedback on content as well as language, we will encourage the children to strive to create their own meanings through English (5).

5.