Classroom Resources for Teaching English to Children
We must utilize the classroom language that has already been used to repeat structures and known vocabulary. Have the instructions prepared in English with some flashcards that indicate and remind us of the action: “fold…, cut…, glue…”. What we must not forget is that the activity itself is not the objective of the task, but rather the language that is being used while it is being carried out.
It is important to display the children’s work around the classroom and for them to take it home. In the activities, it is advisable to anticipate that their completion will take longer.
Regarding the timing of each session, the most striking materials will serve to attract the students’ attention when commenting, without forgetting the welcome and greeting routine. The materials that aid comprehension would fit into the central moment, leaving the farewell routine for the end, possibly also linking to the next session.
The material or resources that the children are going to use must be prepared in advance. Resources are any type of object or instrument that serves to facilitate learning in the classroom context. Once those materials have been organized based on certain criteria, we have a resource bank suitable for use in an educational stage.
Before acquiring material resources, the teacher should consider questions such as: Is it difficult to develop this material in the classroom? Can it be recycled? Is it durable? Will it have continuous use? Can students use it independently? Does it encourage group work? Is it appropriate for the age of the students? Does it comply with safety regulations? Is it attractive to students?
Key Sources for Selecting English Teaching Resources
1. Information and Communication Technologies as Resource Sources for Developing Children’s Communication in English
The importance of information and communication technologies and their current incorporation into the functioning of society advise that children identify the role that these technologies have in their lives, becoming interested in their knowledge and initiating their use.
2. Children’s Literature in English: Classroom Library
Some interesting stories to use in the classroom are:
The Very Hungry Caterpillar by Eric Carle
A green baby caterpillar hatches from an egg, and from birth, he experiences a perpetual craving for food. He eats through fruits on five days, one piece on the first, two on the second, and so on up to five, then experiments with a wider variety of foods. Soon enough, he eats too much and nauseates himself. After recovering, he spins a cocoon in which he remains for the following two weeks. Later, the caterpillar emerges as a bright, colorful butterfly with large, gorgeous, multi-colored wings.
The Gruffalo by Julia Donaldson
The protagonist of The Gruffalo is a mouse. The story of the mouse’s walk through the woods unfolds in two phases; in both, the mouse uses cunning to evade danger.
On his way, the mouse encounters several dangerous animals (a fox, an owl, and a snake). Each of these animals, clearly intending to eat the mouse, invites him back to their home for a meal. The cunning mouse declines each offer.