Молодой учёный Международный научный журнал

Establishing classroom routines in English
Young learners function well within a structured envi-
ronment and enjoy repetition of certain routines and ac-
tivities. Having basic routines in the classroom can help to 
manage young learners. For example, to get students» at-
tention before reading a story or to get them to quiet down 
before an activity, the teacher can clap short rhythms for 
students to repeat. Once the students are settled down, 
the teacher can start the lesson by singing a short song 
that students are familiar with, such as the alphabet song 
or a chant they particularly enjoy. Here is the example of a 
chant with that the teacher can get students ready to begin 
the class.
Reach up high! (Children reach their arms up in the air)
Reach down low! (Children bend over and touch their 
toes.)
Let's sit down and start the show! (Children sit down.)
Look to the left! (Turn heads to the left.)
Look to the right! (Turn heads to the right.)
Let's work hard and reach new heights [2. P. 27–29].
Using the target language as a resource when neces-
sary
Because many interpretations of various communicative 
approaches try to enforce the «English only» rule, teachers 
sometimes feel bad when they use the first language. 
Teachers these days are mostly encouraged to teach English 
through English, especially at the younger ages. One reason 
is to give students the maximum exposure to the English lan-
guage. Why not use the first language?

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53
“Young Scientist”
. 
# 24.2 (158.2)
. 
June 2017
Спецвыпуск
It is one quick, easy way to make a difficult expression 
such as «Once upon a time» comprehensible. After the 
teacher quickly explains a difficult expression like that in L1, 
students will recognize the expression in English every time 
it comes up in a story. Since the teachers usually have a lim-
ited amount of time with students in many classroom situa-
tions, that time is too precious to waste. If it is more efficient 
to use L1 for a difficult expression or word, it is normal just to 
use it. For words that students can figure out, the teacher can 
rely on visuals, realia, and gestures [3].
In addition, some students who have very low proficiency 
can easily become discouraged when all communication in 
the classroom must be in English. Sometimes these stu-
dents can express comprehension of English in their native 
language, and this can be acceptable for lower level students. 
However, whenever possible, take the answers in L1 and re-
cast them in English. In addition, directions for many activ-
ities can be quite complicated when explained in the L2, so 
consider using L1 when it is more important to spend time 
doing the activity rather than explaining it. In short, the 
teacher can use L1 in the classroom as a resource for for-
warding the learning process without becoming too reliant 
on it [3]. These are general principles that the teacher should 
take in account while teaching young learners.
References:
1. Haas, M. 2000. Thematic, communicative language teaching in the K — 8 classroom. ERIC Digest EDO-FL-00- 
http://www. cal. org/ resources/digest/0004thematic. html
2. Pinter, A. 2006. Teaching Young Language Learners. Oxford: Oxford University Press, p. 23–32.
3. Rixon, S. 2005. Optimum age or optimum conditions? Issues related to the teaching of languages to primary age 
children. http://www. british council. org/english/eyl/article01/html.