SurvivalEnglish


 * 1) oral, oral, oral
 * 2) learning by doing (//apprendre en faisant//)
 * 3) repetition
 * 4) basic language
 * 5) small groups
 * 6) independent work (//travail en autonomie//)
 * 7) worksheets (//fiches//)
 * 8) writing (//trace écrite//)
 * 9) topics (//thèmes//)
 * 10) exchange



Oral, oral, oral
 * teach everything orally
 * use visual support (flashcards, pictures) [|mes-english], [|eslflashcards]
 * introduce written forms in later sessions (//séances ultérieures// ; Cycle 3)

learning by doing (//apprendre en faisant//)
 * have the children listen and speak (les élèves écoutent, répètent, parlent)
 * don't teach the whole group from the board all the time (éviter le frontal)
 * don't teach grammar explicitly (pas de cours de grammaire)

repetition
 * allow children to hear and use words many times (in each session, sequence, and year)
 * introduce only 6 to 8 new words per session
 * offer different activities which use the same language

basic language: start with
 * colours
 * numbers 1-10
 * instructions (sit down, don't talk, listen; write, colour, stick) consignes
 * greetings (Hi, how are you? Fine, how are you?)

small groups
 * small groups are less threatening, and allow intensive practice and use of rich materials (board games, realia)
 * rotate groups around different activities in one session. For example, a class of 24 children is divided into three groups of 8 working on 3 activities - 1) computer, 2) worksheet, 3) with teacher. The groups work for 15 minutes on each activity, then move on to the next. The whole session takes 45 minutes; allow time before to set up and after to finish up. Or divide into four groups of 6. The teacher takes two groups together for 30 minutes, while the two groups work for 15 minutes on one activity and 15 minutes on another. It is important to train children to work independently.

independent work: allows children time to reflect, and frees up teacher to work with smaller groups
 * simple worksheets allow children time to consolidate what they have learned
 * beginner picture books or picture dictionaries can offer new or known language
 * listening to a song or listening exercise on mp3 player provides more input
 * web-based computer games or slideshows (with or without sound) provide practice

worksheets [|ToolsforEducators]
 * provides a visual trace of oral work
 * allows teacher to check what has been learned (colouring dictation)
 * should include pictures
 * should require matching (relier), colouring, cutting/sticking rather than writing; if writing, then copying (look, cover, write, check)

writing
 * teach written forms only after oral form is established
 * teach reading before writing, and only write short expressions with models
 * write in English notebook (cahier) at the end of class: date and one or two topics, one new word covered in class.

topics
 * design lessons around topics or stories rather than grammar points
 * find different resources on same topic, then consider what language is required

exchange
 * teaching a foreign language makes sense only in communication with others who don't speak French
 * consider an exchange with an English-speaking class, or class learning English as a foreign language too
 * send postcards and drawings, or set up a virtual exchange