For the second lesson, build directly on Lesson 1 rather than introduce too much new English. The children already know hello, names, how are you, numbers, stand up, sit down, look, listen.

A very good next topic is:

Length: 45–60 minutes
Level: Beginner / A1
Main goal: Children can name simple colours and ask/answer “What is this?”

New words

Colours:

• red
• blue
• green
• yellow
• black
• white

Objects:

• book
• pen
• pencil
• bag
• chair
• table

New sentences:

What is this?
It is a book.
What colour is it?
It is red.

---

1. Hello Review — 5 minutes

Start exactly like Lesson 1.

Teacher: Hello!
Children: Hello!

Teacher: Good morning!
Children: Good morning!

Teacher: How are you?
Children: I am fine.

Then ask 3–4 children:

“What is your name?”

They answer:

“My name is …”

This gives the children confidence because they already know the language.

---

2. Introduce Colours — 10 minutes

The teacher needs six coloured objects, pictures, or pieces of paper.

Hold up something red.

Teacher: Red.

Children:

Red!

Hold up blue.

Teacher: Blue.

Children:

Blue!

Continue:

red
blue
green
yellow
black
white

Game: Touch the Colour

Put the colours around the classroom.

Teacher:

“Touch red!”

Children run/walk to something red.

Then:

“Touch blue!”

This is excellent for beginner children because they hear → understand → act.

---

3. Colour Game — 5 minutes

The teacher holds up a colour.

Children shout the colour.

Then make it more difficult.

Teacher holds up red but says:

“Blue!”

Children should not repeat the teacher. They should say:

“Red!”

This can become very funny.

---

4. Introduce Classroom Objects — 10 minutes

Use real objects whenever possible.

Hold up a book.

Teacher: Book.

Children:

Book!

Hold up a pencil.

Pencil!

Then:

pen
bag
chair
table

Don’t teach all the words at once. Repeat them several times.

Then ask:

“What is this?”

Children:

“A book.”

For very weak beginners, initially accept:

“Book!”

Then gradually model:

“It is a book.”

---

5. Dialogue — What Is This?

Teacher and child:

Teacher: Hello!
Child: Hello!

Teacher: What is this?
Child: It is a book.

Teacher: What colour is it?
Child: It is red.

Teacher: Very good!

Then change the object.

Teacher: What is this?
Child: It is a pencil.

Teacher: What colour is it?
Child: It is yellow.

---

6. Pair Work — 10 minutes

Give each pair two or three objects.

Student A asks:

“What is this?”

Student B answers:

“It is a book.”

Student A asks:

“What colour is it?”

Student B:

“It is blue.”

Then change roles.

Simple dialogue card

A: What is this?
B: It is a __________.

A: What colour is it?
B: It is __________.

---

7. Exercise — Match

Match the words.

1. red
2. blue
3. green
4. yellow
5. black
6. white

a. 🟩
b. ⬛
c. 🟨
d. 🟥
e. ⬜
f. 🟦

---

8. Exercise — Complete

Use:

book / red / pencil / blue / bag

1. It is a __________.
2. It is __________.
3. It is a __________.
4. It is __________.
5. It is a __________.

The teacher can show pictures or objects so the children know the answers.

---

9. Listening Game — 5 minutes

The teacher gives instructions:

“Show me your book.”

Children hold up their books.

“Show me your pencil.”

Children hold up their pencils.

“Touch your bag.”

Children touch their bags.

“Touch the table.”

Children touch the table.

This also introduces useful classroom English naturally.

---

10. Final Challenge

Choose one child.

The child picks an object.

For example, a green pencil.

The child says:

“It is a pencil.”
“It is green.”

Another child asks:

“What is this?”

The first child answers.

Then another child asks:

“What colour is it?”

---

Lesson 2 — What the children should be able to do

By the end, ideally the children can:

1. Name six colours

red, blue, green, yellow, black, white

2. Name six classroom objects

book, pen, pencil, bag, chair, table

3. Ask

“What is this?”

4. Answer

“It is a book.”

5. Ask

“What colour is it?”

6. Answer

“It is blue.”

A useful progression

I would structure the first lessons like this:

Lesson	Main topic	Main language
1	Greetings & names	Hello. My name is… How are you?
2	Colours & objects	What is this? It is a… What colour is it?
3	Numbers & age	How old are you? I am eight.
4	Family	Who is this? This is my mother.
5	Body	This is my head/hand/eye.
6	Food	I like… / I don’t like…
7	Animals	What is it? It is a cat.
8	Daily actions	I get up. I eat. I go to school.

For the second lesson, I would build directly on Lesson 1 rather than introduce too much new English. The children already know hello, names, how are you, numbers, stand up, sit down, look, listen.

A very good next topic is:

Lesson 2 — Colours and Classroom Objects

Length: 45–60 minutes
Level: Beginner / A1
Main goal: Children can name simple colours and ask/answer “What is this?”

New words

Colours:

• red
• blue
• green
• yellow
• black
• white

Objects:

• book
• pen
• pencil
• bag
• chair
• table

New sentences:

What is this?
It is a book.
What colour is it?
It is red.

---

1. Hello Review — 5 minutes

Start exactly like Lesson 1.

Teacher: Hello!
Children: Hello!

Teacher: Good morning!
Children: Good morning!

Teacher: How are you?
Children: I am fine.

Then ask 3–4 children:

“What is your name?”

They answer:

“My name is …”

This gives the children confidence because they already know the language.

---

2. Introduce Colours — 10 minutes

The teacher needs six coloured objects, pictures, or pieces of paper.

Hold up something red.

Teacher: Red.

Children:

Red!

Hold up blue.

Teacher: Blue.

Children:

Blue!

Continue:

red
blue
green
yellow
black
white

Game: Touch the Colour

Put the colours around the classroom.

Teacher:

“Touch red!”

Children run/walk to something red.

Then:

“Touch blue!”

This is excellent for beginner children because they hear → understand → act.

---

3. Colour Game — 5 minutes

The teacher holds up a colour.

Children shout the colour.

Then make it more difficult.

Teacher holds up red but says:

“Blue!”

Children should not repeat the teacher. They should say:

“Red!”

This can become very funny.

---

4. Introduce Classroom Objects — 10 minutes

Use real objects whenever possible.

Hold up a book.

Teacher: Book.

Children:

Book!

Hold up a pencil.

Pencil!

Then:

pen
bag
chair
table

Don’t teach all the words at once. Repeat them several times.

Then ask:

“What is this?”

Children:

“A book.”

For very weak beginners, initially accept:

“Book!”

Then gradually model:

“It is a book.”

---

5. Dialogue — What Is This?

Teacher and child:

Teacher: Hello!
Child: Hello!

Teacher: What is this?
Child: It is a book.

Teacher: What colour is it?
Child: It is red.

Teacher: Very good!

Then change the object.

Teacher: What is this?
Child: It is a pencil.

Teacher: What colour is it?
Child: It is yellow.

---

6. Pair Work — 10 minutes

Give each pair two or three objects.

Student A asks:

“What is this?”

Student B answers:

“It is a book.”

Student A asks:

“What colour is it?”

Student B:

“It is blue.”

Then change roles.

Simple dialogue card

A: What is this?
B: It is a __________.

A: What colour is it?
B: It is __________.

---

7. Exercise — Match

Match the words.

1. red
2. blue
3. green
4. yellow
5. black
6. white

a. 🟩
b. ⬛
c. 🟨
d. 🟥
e. ⬜
f. 🟦

---

8. Exercise — Complete

Use:

book / red / pencil / blue / bag

1. It is a __________.
2. It is __________.
3. It is a __________.
4. It is __________.
5. It is a __________.

The teacher can show pictures or objects so the children know the answers.

---

9. Listening Game — 5 minutes

The teacher gives instructions:

“Show me your book.”

Children hold up their books.

“Show me your pencil.”

Children hold up their pencils.

“Touch your bag.”

Children touch their bags.

“Touch the table.”

Children touch the table.

This also introduces useful classroom English naturally.

---

10. Final Challenge

Choose one child.

The child picks an object.

For example, a green pencil.

The child says:

“It is a pencil.”
“It is green.”

Another child asks:

“What is this?”

The first child answers.

Then another child asks:

“What colour is it?”

---

Lesson 2 — What the children should be able to do

By the end, ideally the children can:

1. Name six colours

red, blue, green, yellow, black, white

2. Name six classroom objects

book, pen, pencil, bag, chair, table

3. Ask

“What is this?”

4. Answer

“It is a book.”

5. Ask

“What colour is it?”

6. Answer

“It is blue.”

A useful progression

I would structure the first lessons like this:

Lesson	Main topic	Main language
1	Greetings & names	Hello. My name is… How are you?
2	Colours & objects	What is this? It is a… What colour is it?
3	Numbers & age	How old are you? I am eight.
4	Family	Who is this? This is my mother.
5	Body	This is my head/hand/eye.
6	Food	I like… / I don’t like…
7	Animals	What is it? It is a cat.
8	Daily actions	I get up. I eat. I go to school.

Keep this principle throughout:
one small language target per lesson,
lots of repetition,
real objects and movement,
and very little grammar explanation.

##################

##################

Please use the box below
to write your feedback.
Only I can read it.
It is not public.

Please tell me:

• Are the texts and exercises OK?
• Are the topics OK?
• Is the level OK?
• Is it too easy or too difficult?
• Do you want texts about other topics?

Thank you! I appreciate your feedback.

##################

##################

##################

Remember how babies
learn a language:

Babies learn a language by listening.
They use their ears to hear sounds.
Their brain remembers these sounds.
Babies connect sounds with people and things.
They listen to their parents.
Then they copy the sounds they hear. They imitate words.
Slowly, babies learn to speak.

So,
LISTEN, LISTEN, LISTEN, LISTEN……………

SMFrockZ@gmx.at

First English Session

Age: about 7–12
Level: absolute beginner to A1
Length: 45–60 minutes

1. Hello! — 5 minutes

The teacher stands at the front and smiles.

Teacher says:

“Hello!”

Children:

“Hello!”

Teacher:

“My name is Anna. What is your name?”

Point to one child and help:

“My name is …”

Do this with 4–5 children.

Then everybody says:

“Hello, my name is …”

Important: Don’t explain grammar. Just demonstrate.

---

2. Hello Song / Actions — 5 minutes

Use very easy actions:

Hello! 👋 — wave
Good morning! 🙋 — hands up
How are you? — point to the children
I am fine! 👍 — thumbs up

Repeat several times.

The teacher can say:

“Hello!”
“Good morning!”
“How are you?”
“I am fine!”

Children copy the actions and words.

---

3. My Name Is… — 10 minutes

Teach only these three sentences:

My name is Siti.
I am Siti.
What is your name?

Teacher demonstrates with a child.

Teacher: “What is your name?”
Child: “My name is Budi.”

Then children work in pairs.

A: “What is your name?”
B: “My name is …”

Change partners.

This gives the children real communication, not just repetition.

---

4. Numbers 1–10 — 10 minutes

Teach:

one, two, three, four, five, six, seven, eight, nine, ten

Use fingers.

Teacher:

“One!”

Children:

“One!”

Then make it a game.

Teacher says:

“Three!”

Children show three fingers.

Then:

“Seven!”

Children show seven fingers.

Then reverse it: teacher shows fingers and children say the number.

No writing is necessary yet.

---

5. Classroom English — 5 minutes

Teach only four expressions:

Stand up.
Sit down.
Listen.
Look.

Teacher demonstrates each one.

Then play a Simon Says-type game:

“Stand up!”

Children stand.

“Sit down!”

Children sit.

“Look!”

Children look at the teacher.

This is particularly good for teachers with limited English because their actions explain the meaning.

---

6. A very small speaking game — 10 minutes

Put children in a circle.

Teacher points to a child:

“What is your name?”

Child:

“My name is …”

The whole class:

“Hello, …!”

Next child.

Make it fun by adding a ball if available. The teacher rolls or passes the ball to a child and asks:

“What is your name?”

The child answers and passes it on.

---

Final 5 minutes: Review

The teacher asks:

“What is my name?”

Children:

“Anna!”

Teacher:

“What is your name?”

Children answer.

Then:

“One, two, three…”

Children count.

Finish with:

“Goodbye!”

Children:

“Goodbye!”

And everybody waves.

---

The most important rule for the teachers

Do not try to explain English in English.

If the teacher is only A1–A2, they should use:

English + gesture + demonstration + repetition

rather than long explanations.

For example, don’t say:

“Today we are going to learn how to introduce ourselves and ask somebody for their name.”

That is far too difficult.

Simply say:

“Hello!” 👋
“My name is Lina.”
“What is your name?”

Then demonstrate.

What I would NOT teach in the first lesson

Avoid:

• grammar explanations
• alphabet
• long vocabulary lists
• worksheets with lots of writing
• complicated instructions
• translation of every word
• “What do you understand?”
• grammar terminology such as subject, verb, pronoun

The children should leave the first lesson able to say three or four things confidently.

The success target for Lesson 1:

“Hello.”
“My name is …”
“What is your name?”
“I am fine.”
“One–ten.”
“Goodbye.”

That is already a very successful first English lesson.

################

################

A ready-to-use set of very short dialogues and exercises =>

1. Dialogue: Hello

Teacher: Hello!
Child: Hello!
Teacher: Good morning!
Child: Good morning!
Teacher: How are you?
Child: I am fine.
Teacher: Good!
Child: Thank you.

Exercise 1 — Complete the dialogue

Choose: Hello / Good morning / fine

Teacher: __________!
Child: Hello!
Teacher: How are you?
Child: I am __________.
Teacher: __________!
Child: Good morning!

---

2. Dialogue: What Is Your Name?

Teacher: Hello!
Child: Hello!
Teacher: What is your name?
Child: My name is Rina.
Teacher: Hello, Rina!
Child: Hello!

Exercise 2 — Put the dialogue in the correct order

Write 1–5.

___ My name is Budi.
___ Hello!
___ Hello, Budi!
___ What is your name?
___ Hello!

Answer: 1 Hello! → 2 Hello! → 3 What is your name? → 4 My name is Budi. → 5 Hello, Budi!

---

3. Dialogue: Two Children

Sari: Hello!
Dina: Hello!
Sari: What is your name?
Dina: My name is Dina.
Sari: My name is Sari.
Dina: Hello, Sari!
Sari: Hello, Dina!

Exercise 3 — True or False

1. Sari says hello.
2. Dina’s name is Sari.
3. Sari asks, “What is your name?”
4. Dina says, “My name is Dina.”
5. Sari and Dina say hello.

Answers:

1. True
2. False
3. True
4. True
5. True

---

4. Dialogue: Three Children

Teacher: Hello! What is your name?
Ali: My name is Ali.
Teacher: Hello, Ali!
Ali: Hello!

Teacher: What is your name?
Maya: My name is Maya.
Teacher: Hello, Maya!
Maya: Hello!

Teacher: What is your name?
Budi: My name is Budi.
Teacher: Hello, Budi!
Budi: Hello!

Exercise 4 — Who?

Answer with Ali, Maya, or Budi.

1. Who is the first child? __________
2. Who is the second child? __________
3. Who is the third child? __________
4. Who says “My name is Maya”? __________
5. Who says “My name is Budi”? __________

---

5. Dialogue: How Are You?

Rani: Hello, Tono!
Tono: Hello, Rani!
Rani: How are you?
Tono: I am fine.
Rani: Good!
Tono: How are you?
Rani: I am fine.

Exercise 5 — Complete

Use:

Hello / fine / Good / are

Rani: __________, Tono!
Tono: Hello, Rani!
Rani: How __________ you?
Tono: I am __________.
Rani: __________!

---

6. Dialogue: Numbers

Teacher: Look!
Children: One!
Teacher: Good! Look!
Children: Two!
Teacher: Three!
Children: Three!
Teacher: Four!
Children: Four!
Teacher: Five!
Children: Five!

Exercise 6 — Match

Match the number with the word.

1. 1 → ___
2. 2 → ___
3. 3 → ___
4. 4 → ___
5. 5 → ___

a. five
b. two
c. four
d. one
e. three

Answers:
1-d, 2-b, 3-e, 4-c, 5-a

---

7. Dialogue: Count Together

Teacher: One!
Children: One!
Teacher: Two!
Children: Two!
Teacher: Three!
Children: Three!
Teacher: Four!
Children: Four!
Teacher: Five!
Children: Five!

Then:

Teacher: One, two, three, four, five!
Children: One, two, three, four, five!

Exercise 7 — What Comes Next?

1. One, two, __________
2. Two, three, __________
3. Three, four, __________
4. Four, five, __________
5. Five, six, __________
6. Seven, eight, __________
7. Eight, nine, __________
8. Nine, ten, __________

---

8. Classroom Dialogue: Stand Up

Teacher: Stand up!
Children: Stand up!

Teacher: Sit down!
Children: Sit down!

Teacher: Stand up!
Children: Stand up!

Teacher: Sit down!
Children: Sit down!

Exercise 8 — Do the Action

The teacher says the words. The children do the action.

• Stand up.
• Sit down.
• Stand up.
• Sit down.

Then make it faster.

---

9. Classroom Dialogue: Look and Listen

Teacher: Look!
Children: Look!

Teacher: Listen!
Children: Listen!

Teacher: Look!
Children: Look!

Teacher: Listen!
Children: Listen!

Exercise 9 — Teacher Says

The teacher says one sentence.

Children must do the correct action.

Look! → 👀 Look at the teacher.
Listen! → 👂 Listen to the teacher.
Stand up! → Stand.
Sit down! → Sit.

---

10. Mixed Dialogue

This combines almost everything from Lesson 1.

Teacher: Good morning!
Children: Good morning!

Teacher: Hello!
Children: Hello!

Teacher: What is your name?
Child: My name is Siti.

Teacher: How are you?
Child: I am fine.

Teacher: Good! Stand up!
Children: Stand up!

Teacher: One, two, three!
Children: One, two, three!

Teacher: Sit down!
Children: Sit down!

Teacher: Goodbye!
Children: Goodbye!

---

11. Pair Work

Put the children into pairs.

Student A

Ask:

“Hello!”
“What is your name?”
“How are you?”

Student B

Answer:

“Hello!”
“My name is ______.”
“I am fine.”

Then change roles.

Exercise 11 — Speaking Practice

A: Hello!
B: Hello!

A: What is your name?
B: My name is __________.

A: How are you?
B: I am __________.

A: Goodbye!
B: Goodbye!

---

12. Fill in the Missing Words

Use:

name / Hello / fine / Goodbye / morning

1. __________!
2. Good __________!
3. What is your __________?
4. I am __________.
5. __________!

---

13. Choose the Correct Answer

1. Someone says: “Hello!”

You say:

a. Goodbye!
b. Hello!
c. Sit down!

2. Someone asks: “What is your name?”

You say:

a. My name is Lina.
b. I am fine.
c. Good morning.

3. Someone asks: “How are you?”

You say:

a. My name is Budi.
b. I am fine.
c. Goodbye.

4. The teacher says “Stand up!”

You:

a. sit down
b. stand up
c. say your name

5. The teacher says “Sit down!”

You:

a. sit down
b. stand up
c. run

---

14. Teacher–Class Game

The teacher says one of the four commands:

Stand up!
Sit down!
Look!
Listen!

The children must do the correct action.

Then the teacher can make a mistake.

For example, the teacher says:

“Stand up!”

but sits down.

The children should say the correct action:

“Stand up!”

This makes the lesson fun without needing difficult English.

---

15. Final Speaking Challenge

At the end of the lesson, each child speaks to another child:

Hello!
What is your name?
My name is ______.
How are you?
I am fine.
Goodbye!

If a child can do this without help, the teacher can say:

“Very good!”

For the first lesson, I would concentrate on speaking and listening rather than writing. The teachers can use these dialogues repeatedly, changing only the children’s names. This gives teachers with weak English a safe script they can follow while the children get lots of real speaking practice.

##################

##################

Please use the box below
to write your feedback.
Only I can read it.
It is not public.

Please tell me:

• Are the texts and exercises OK?
• Are the topics OK?
• Is the level OK?
• Is it too easy or too difficult?
• Do you want texts about other topics?

Thank you! I appreciate your feedback.

##################

##################

##################

Remember how babies
learn a language:

Babies learn a language by listening.
They use their ears to hear sounds.
Their brain remembers these sounds.
Babies connect sounds with people and things.
They listen to their parents.
Then they copy the sounds they hear. They imitate words.
Slowly, babies learn to speak.

So,
LISTEN, LISTEN, LISTEN, LISTEN……………

SMFrockZ@gmx.at

1. Mistakes Are Normal

When children start learning English, they will make many mistakes.

This is normal.

They may say:

“I goed to school.”

instead of:

“I went to school.”

They may say:

“He have a dog.”

instead of:

“He has a dog.”

They may say:

“Two cat.”

instead of:

“Two cats.”

They may also say a word with the wrong sound.

This does not mean that the child is bad at English.

It means the child is learning.

A beginner needs to try, make mistakes, hear the correct English, and try again.

The teacher should therefore see mistakes as part of learning.

---

2. Never Laugh at a Mistake

One of the most important rules is:

Never laugh at a child because of an English mistake.

The other children should not laugh either.

Imagine a child says:

“She are happy.”

Other children laugh.

The child may feel bad.

The child may think:

“My English is bad.”

Next time, the child may not speak.

This is a problem because speaking is very important when learning a language.

The teacher can say:

“It’s OK.”

“Good try.”

“Let’s try again.”

Then help the child say:

“She is happy.”

The child can repeat:

“She is happy.”

Teacher:

“Good!”

The child learns the correct English without feeling bad.

---

3. Do Not Say Only “Wrong!”

A teacher should not always say:

“Wrong!”

This word can make a beginner afraid.

The child may think:

“I don’t want to answer again.”

Instead, use positive words.

Say:

“Good try.”

“Almost.”

“Try again.”

“Listen again.”

“Let’s do it together.”

Then give the correct answer if the child needs help.

For example:

Teacher:

“What is this?”

Child:

“It are a book.”

Teacher:

“Good try. Listen: It is a book.”

Child:

“It is a book.”

Teacher:

“Yes! Very good!”

---

4. First Understand the Mistake

Not every mistake is the same.

Sometimes the child knows the answer but says it badly.

Sometimes the child does not know the answer.

Sometimes the child does not understand the question.

Sometimes the child knows the answer but is shy.

The teacher should first think:

What is the problem?

For example:

Teacher:

“What colour is the bag?”

Child:

“Blue.”

This is correct.

But if the child says:

“Book.”

The child may not understand the question.

The teacher should not simply say:

“Wrong!”

Instead, show the bag and say:

“Colour?”

Then:

“Blue.”

The child can understand the question.

---

5. Give the Child Another Chance

A mistake is often a chance to try again.

For example:

Teacher:

“What is this?”

Child:

“Dog.”

Teacher:

“Look again.”

The teacher points to a cat.

Child:

“Cat.”

Teacher:

“Yes! Good!”

The child gets a second chance.

This is very useful for beginners.

They learn:

“I can make a mistake and try again.”

This helps them become more confident.

---

6. Use the Correct Answer Naturally

You do not always need to explain the mistake.

Sometimes the best way is simply to say the correct sentence.

Child:

“He go to school every day.”

Teacher:

“Yes, he goes to school every day.”

The teacher says the correct English.

The child hears it.

If useful, the teacher can ask:

“Can you say it?”

Child:

“He goes to school every day.”

Teacher:

“Good!”

This is simple and clear.

---

7. Do Not Correct Every Small Mistake

Beginners make many mistakes.

If the teacher corrects every word, the lesson can become difficult and slow.

The child may also become afraid to speak.

For example, a child says:

“Yesterday I go school and I see my friend and we play football.”

There are several possible mistakes.

The teacher does not need to correct everything.

The most important thing may be:

“Yesterday I went to school.”

The teacher can let the child continue speaking.

The main goal is communication.

Too many corrections can stop children from speaking.

---

8. Correct Important Mistakes

Some mistakes should be corrected because they are important for the lesson.

For example, if the lesson is about:

He / She

and the child says:

“She is a boy.”

The teacher should help.

Say:

“Look at the picture. He is a boy. She is a girl.”

Then ask:

“Boy?”

Child:

“He.”

Teacher:

“Girl?”

Child:

“She.”

This makes the correction part of the lesson.

---

9. Use Repetition

Repetition is one of the easiest ways to correct beginners.

Teacher:

“He have a car.”

Child:

“Yes.”

Teacher:

“He has a car.”

Child:

“He has a car.”

Teacher:

“Good.”

The child hears the correct sentence and says it again.

There is no need for a long grammar explanation.

For absolute beginners, hear → repeat → use is often easier.

---

10. Help Without Giving the Answer Too Quickly

Sometimes the child needs only a little help.

Teacher:

“What is this?”

Child:

“…”

Teacher:

“It is a …”

Child:

“Dog!”

Teacher:

“Yes! It is a dog.”

The teacher gives part of the answer.

The child finishes it.

This is better than giving the whole answer immediately.

The child has a chance to remember the word.

---

11. Use Pictures and Actions

A picture can help more than a long explanation.

For example, the teacher shows a picture of a boy running.

Teacher:

“What is he doing?”

Child:

“Run.”

Teacher:

“Good. He is running.”

Child:

“He is running.”

Teacher:

“Very good!”

The picture helps the child understand the correction.

You can also use actions.

Teacher runs.

Teacher:

“What am I doing?”

Child:

“Run!”

Teacher:

“Running.”

Child:

“Running.”

Teacher:

“Yes!”

---

12. Help a Very Shy Child

Some children know the answer but do not want to speak.

Do not put too much pressure on them.

Start with an easy question.

Teacher:

“What is this?”

The child says nothing.

Teacher:

“Cat?”

The child nods.

Teacher:

“Yes. Cat.”

Then later:

“Can you say cat?”

Child:

“Cat.”

Teacher:

“Good!”

The next time, the child may speak more.

Confidence can grow slowly.

---

13. Praise the Try

A child does not always need to give the perfect answer to receive praise.

For example:

Teacher:

“What is this?”

Child:

“Banana.”

The picture shows an orange.

Teacher:

“Good try! It is an orange.”

This is better than:

“No! Wrong!”

The child made an effort.

The teacher can praise the effort and then teach the correct word.

Useful phrases are:

“Good try.”

“Nice try.”

“Almost.”

“Try again.”

“You are close.”

“Good!”

“Very good!”

---

14. Do Not Compare Children

Never say:

“Look at Anna. She knows the answer. Why don’t you?”

This can make another child feel bad.

Children learn at different speeds.

One child may learn ten words quickly.

Another child may need more time.

Instead, compare the child with their own earlier work.

For example:

“Last week you knew two words. Today you know five words. Very good!”

This gives the child a reason to feel proud.

---

15. When the Whole Class Makes a Mistake

Sometimes many children make the same mistake.

Do not correct every child one by one.

Stop and teach the point again.

For example:

Teacher:

“What is this?”

Children:

“He dog.”

Teacher:

“Listen: It is a dog.”

Children:

“It is a dog.”

Teacher:

“Again.”

Children:

“It is a dog.”

Teacher:

“Good!”

Then ask different children again.

This gives the whole class another chance.

---

16. When Children Copy Each Other

Sometimes one child gives a wrong answer and several children repeat it.

Do not get angry.

Say:

“Let’s listen again.”

Show the picture.

Ask:

“What is it?”

Give the children time.

Then say:

“It is a cat.”

Children:

“It is a cat.”

Now ask one child:

“What is it?”

Child:

“It is a cat.”

Teacher:

“Good!”

The class has learned the correct answer.

---

17. When a Child Keeps Making the Same Mistake

Some mistakes happen again and again.

For example:

Child:

“He have a dog.”

Later:

“He have a cat.”

Later:

“He have a ball.”

Do not become angry.

The child needs more practice.

Use a short activity.

Write:

He has

She has

Then use pictures.

“He has a dog.”

“She has a cat.”

“He has a ball.”

“She has a book.”

Repeat several examples.

The child needs practice, not anger.

---

18. Correct the Mistake and Move On

After you correct a mistake, continue the lesson.

Do not spend five minutes talking about one small mistake.

For example:

Child:

“She are happy.”

Teacher:

“Good try. She is happy.”

Child:

“She is happy.”

Teacher:

“Very good. Next question.”

This keeps the lesson moving.

The child learns the correction but does not feel that the mistake is a big problem.

---

19. Teach Children That Mistakes Are Safe

The teacher can say this often:

“It’s OK to make mistakes.”

“Everybody makes mistakes.”

“Try again.”

“We learn together.”

“You can try.”

“Don’t be afraid.”

These simple sentences can create a safe classroom.

The children learn that English class is a place where they can try.

---

20. The Teacher Is Also a Learner

An A2 teacher may sometimes make an English mistake.

That is also normal.

If the teacher makes a mistake, the teacher can say:

“Sorry. My mistake.”

Then say the correct sentence.

For example:

Teacher:

“He have a dog.”

Teacher stops.

“Sorry. He has a dog.”

The children hear something important:

Even the teacher can make a mistake and try again.

This can make children feel more relaxed.

---

21. A Simple Correction Formula

An A2 teacher can remember this simple formula:

1. Listen

Listen to what the child says.

2. Stay calm

Do not show anger.

3. Praise the effort

Say:

“Good try.”

4. Give help

Say the correct word or part of the sentence.

5. Let the child try again

Give the child another chance.

6. Praise again

Say:

“Good!”

This can be:

Listen → Help → Try again → Praise

This is a very useful method for beginner English classes.

---

22. Example: Vocabulary Mistake

Teacher:

“What is this?”

Child:

“Dog.”

The picture shows a cat.

Teacher:

“Good try. Cat.”

Child:

“Cat.”

Teacher:

“Yes! Cat. Very good!”

The correction is short.

The child learns the word.

---

23. Example: Grammar Mistake

Teacher:

“What does she do every day?”

Child:

“She go to school.”

Teacher:

“Good try. She goes to school.”

Child:

“She goes to school.”

Teacher:

“Very good!”

No long grammar lesson is needed.

---

24. Example: Pronunciation Mistake

Child:

“Tree.”

The child means “three.”

Teacher:

“Three.”

Child:

“Tree.”

Teacher:

“Three.”

The teacher shows three fingers.

“Three.”

Child:

“Three!”

Teacher:

“Yes! Good!”

The action helps the child hear and understand the difference.

---

25. Example: The Child Does Not Know

Teacher:

“What is this?”

Child:

“I don’t know.”

Teacher:

“No problem.”

The teacher shows the picture.

“Apple.”

Child:

“Apple.”

Teacher:

“Good. Apple.”

Later, ask again:

“What is it?”

Child:

“Apple!”

Teacher:

“Excellent!”

The child has learned a new word.

---

26. The Main Goal

The goal is not:

“No mistakes.”

The goal is:

“Try to speak English.”

A child who makes a mistake but speaks is learning.

A child who is afraid to speak may not learn as much.

So the teacher should create a classroom where children feel:

“I can try.”

“I can make a mistake.”

“I can try again.”

“I can learn.”

“I can speak English.”

That is one of the most important things an English teacher can give a beginner.

##############

smfrockz@gmx.at

##############

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Thank you! I appreciate your feedback.

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Remember how babies
learn a language:

Babies learn a language by listening.
They use their ears to hear sounds.
Their brain remembers these sounds.
Babies connect sounds with people and things.
They listen to their parents.
Then they copy the sounds they hear. They imitate words.
Slowly, babies learn to speak.

So,
LISTEN, LISTEN, LISTEN, LISTEN………………

– how A2 teachers can help children learn, speak, and feel good in class

For a teacher who teaches absolute beginners, the most important thing is not perfect English. The teacher needs simple ways to motivate children, understand their behaviour, and react calmly.

1. Be friendly first

Children learn better when they feel safe and happy.

Smile when the children come into the room. Say:

• “Hello!”
• “Good morning!”
• “How are you?”
• “Nice to see you!”

Use a friendly voice. Look at the children when you speak.

You do not need difficult English. Use the same simple words every lesson.

For example:

“Hello, Siti!”

“Hello, Budi!”

“How are you?”

“I am fine.”

This helps children learn the same English again and again.

---

2. Do not speak too much

Absolute beginners understand very little English.

If the teacher speaks for five minutes, the children may stop listening.

Use short sentences.

Instead of:

“Today we are going to learn some new words about things that we can find in our classroom.”

Say:

“Today: classroom words.”

Then show a book.

“Book.”

Show a pen.

“Pen.”

Show a chair.

“Chair.”

Let the children repeat.

“Book.”

“Pen.”

“Chair.”

Show things when you speak.

Your hands, face and objects can help the children understand.

---

3. Use the children’s names

Children like to hear their own names.

Use names often.

“Rina, book.”

“Adi, stand up.”

“Budi, your turn.”

“Good, Sari!”

This helps children feel that the teacher sees them.

But do not always choose the same children.

Give every child a chance.

---

4. Praise small successes

Beginners need a lot of encouragement.

A child may know only one English word. That is still a success.

If a child says:

“Apple.”

Say:

“Good!”

“Very good!”

“Great!”

“Good English!”

You can also smile, clap, or give a thumbs-up.

Do not wait for perfect English before you praise a child.

Praise the effort, not only the correct answer.

A child says:

“Book.”

You say:

“Yes! Good!”

A child says:

“Bok.”

You can say:

“Good try. Book.”

Do not make the child feel bad.

---

5. When a child says nothing

Sometimes a child does not answer.

Do not think:

“He does not like English.”

The child may be shy.

The child may not understand.

The child may be afraid of making a mistake.

The child may need more time.

First, smile.

Then repeat the question.

For example:

“What is it?”

Wait.

Then show the answer:

“Book.”

Ask the child again:

“Book?”

The child can say:

“Book.”

Say:

“Good!”

Give the child time

Do not ask a question and give the answer immediately.

Wait a few seconds.

The child needs time to think.

---

6. When children speak Indonesian

This is normal.

They are beginners, so they need Indonesian sometimes.

Do not say:

“No Indonesian!”

Instead, try to use the Indonesian word to help them learn the English word.

For example, a child says:

“Guru!”

You say:

“Yes. Teacher.”

The child:

“Teacher.”

You:

“Good!”

The goal is to move slowly from Indonesian to English.

---

7. When a child says something you do not understand

Do not become nervous.

Say:

“Sorry?”

Or:

“Again, please.”

You can also say:

“Slowly, please.”

If you still do not understand, smile and say:

“Show me.”

The child can point, show something, or use actions.

Remember:

You do not need to understand every word.

---

8. When a child gives a wrong answer

Do not laugh.

Do not say:

“No! Wrong!”

This can make children afraid to speak.

Instead, help them.

Child:

“Dog.”

Teacher:

“Good try. Cat.”

Child:

“Cat.”

Teacher:

“Yes! Cat. Good!”

The child learns the correct word but does not feel bad.

---

9. When children laugh

Children may laugh when someone speaks English.

This can happen because the English sounds funny to them.

Stay calm.

Smile and say:

“English is fun!”

Then continue.

If one child laughs at another child, say:

“Be kind.”

Or:

“We help each other.”

Teach the children that mistakes are normal.

You can say:

“Everybody makes mistakes.”

Then smile.

---

10. When children are very quiet

A quiet class is not always a good class.

Children may be quiet because they are afraid.

Use easy activities.

For example:

Teacher:

“Stand up!”

Children stand up.

“Sit down!”

Children sit down.

“Stand up!”

“Sit down!”

Now the children are moving and using English.

You can also use songs, pictures, games and actions.

Beginners often learn better when they move.

---

11. When children are very active

Sometimes children talk, move around, or play.

Do not shout immediately.

Use a simple classroom signal.

For example:

Teacher:

“Eyes on me.”

Children:

“Eyes on you.”

Or:

Teacher:

“One, two, three!”

Children:

“Look at me!”

Use the same signal every lesson.

The children will learn what it means.

---

12. When a child does not want to take part

Do not force the child immediately.

First, give the child an easy job.

For example:

“Can you hold the picture?”

“Can you give me the pen?”

“Can you point to the cat?”

The child can take part without speaking.

Later, ask for one small English word.

“Cat?”

The child says:

“Cat.”

Teacher:

“Good!”

Small steps can build confidence.

---

13. When one child answers all the time

Some children are very confident.

That is good, but other children also need a chance.

Say:

“Good, Andi. Now, Siti.”

Or:

“Now another person.”

You can also ask children to work in pairs.

Child A:

“What is it?”

Child B:

“It is a cat.”

Then they change.

This gives more children time to speak.

---

14. When children do not listen

Do not speak louder and louder.

Stop.

Look at the children.

Wait.

Then use your simple classroom signal.

For example:

“Hands down.”

“Eyes on me.”

“Listen, please.”

Then start again.

Keep your instructions short.

---

15. Use games

Games can make English fun.

But the game must be very simple.

For example, put three pictures on the board:

🐱 Cat
🐶 Dog
🐟 Fish

Say:

“Touch the cat!”

The children touch the cat.

Then:

“Touch the dog!”

You can make it a team game.

But do not make children feel bad when they lose.

Say:

“Good game!”

“Good try!”

“Let’s play again!”

---

16. Use movement

Young children often like to move.

Use English with actions.

“Stand up.”

“Sit down.”

“Clap.”

“Jump.”

“Turn around.”

“Touch your head.”

“Touch your nose.”

The children hear the English and show that they understand by moving.

This is a very good way to teach beginners.

---

17. Use pictures and real things

You do not need many books or special materials.

Use things in the classroom.

Hold up a pen.

“Pen.”

Hold up a book.

“Book.”

Point to the door.

“Door.”

Point to the window.

“Window.”

Children can touch, point to, or find the things.

This makes English real and easy to understand.

---

18. Repeat, repeat, repeat

Beginners need a lot of repetition.

Do not think:

“We learned this word last week. They should know it.”

They may need to hear it many times.

For example:

Monday:

“Book.”

Tuesday:

“Book.”

Wednesday:

“Book.”

Later:

“What is it?”

“Book!”

Repetition is not boring for beginners.

Repetition helps them remember.

---

19. Make children feel successful

The lesson should have many small successes.

Do not teach ten new words if five words are enough.

For example:

Today:

“cat”

“dog”

“fish”

The children can hear them.

They can repeat them.

They can point to them.

They can play a game with them.

At the end, ask:

“What is it?”

The child says:

“Cat!”

The child feels:

“I can speak English!”

This feeling is very important.

---

20. What the teacher should NOT do

Do not:

• shout all the time
• laugh at mistakes
• make children feel stupid
• speak very fast
• use long sentences
• give too many new words
• ask difficult questions
• compare children all the time
• only praise the best students
• speak English for a long time without actions or pictures

Instead:

• smile
• speak slowly
• use short sentences
• repeat
• show things
• use actions
• play simple games
• praise children
• give every child a chance

---

Simple Teacher English

An A2 teacher can use these sentences every lesson.

Starting the lesson

“Hello, everyone!”

“Good morning!”

“How are you?”

“Are you ready?”

“Let’s start!”

Giving instructions

“Listen, please.”

“Look here.”

“Look at me.”

“Repeat, please.”

“Say it again.”

“Stand up.”

“Sit down.”

“Come here.”

“Go back.”

“Open your book.”

“Close your book.”

“Work with a partner.”

“Your turn.”

“My turn.”

Helping children

“Try again.”

“Take your time.”

“Listen again.”

“Look at the picture.”

“Look here.”

“Show me.”

“Point to it.”

“Say it slowly.”

Praising children

“Good!”

“Very good!”

“Great!”

“Excellent!”

“Good try!”

“Nice!”

“Well done!”

“You can do it!”

When there is a problem

“Please listen.”

“Please stop.”

“Be kind.”

“Wait, please.”

“One at a time.”

“Your turn is next.”

“No problem.”

“Try again.”

---

The Most Important Rule

The teacher does not need to be a perfect English speaker.

The teacher needs to be:

friendly + patient + clear + positive

A beginner may say only one English word today.

Tomorrow, the child may say two words.

After some weeks, the child may say a sentence.

The teacher’s job is to help the child think:

“English is fun. I can do it. I am not afraid to make mistakes.”

That is how motivation starts.

#################

##################

##################

Please use the box below
to write your feedback.
Only I can read it.
It is not public.

Please tell me:

• Are the texts and exercises OK?
• Are the topics OK?
• Is the level OK?
• Is it too easy or too difficult?
• Do you want texts about other topics?

Thank you! I appreciate your feedback.

##################

##################

##################

Remember how babies
learn a language:

Babies learn a language by listening.
They use their ears to hear sounds.
Their brain remembers these sounds.
Babies connect sounds with people and things.
They listen to their parents.
Then they copy the sounds they hear. They imitate words.
Slowly, babies learn to speak.

So,
LISTEN, LISTEN, LISTEN, LISTEN……………

SMFrockZ@gmx.at