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1、The English-only PuppetBy Vanessa Reilly, co-author of Very Young Learners in the Resource Books for Teachers series.Young children are extremely imaginative and fantasy is very much a part of their world. Use this to your advantage by introducing an English-only puppet into your classroom. Many tea
2、chers of young learners have been using an English-only puppet in their classes for a long time.The teacher introduces the puppet to the class and tells them that it only speaks English. Having someone in the class that only communicates in English can provide a need for the children to speak in the
3、 L2, which is especially useful in classes where students know their teacher speaks their mother tongue.Your English-only puppet can be any character. You can use any cuddly toy, e.g. a teddy.1. Before introducing the puppetSend a postcard/letter from the puppet to the children to raise their curios
4、ity.2. Introducing the English-only puppet to the childrenHello. Bye. Bye.Show the children the puppet and say: Hello, getting the children to copy you. Walk around the class letting the children stroke the puppet and encouraging them to say Hello to the puppet. Make the puppet disappear behind your
5、 back and say: Bye. Bye. To practise and elicit the different greetings make the puppet appear and disappear by hiding him under the desk, in your bag, in a childs bag/desk.a. Let them choose a name for him. (From now on well call the puppet Robbie).b. Show the children where Robbie is from using a
6、map of England/the States/Australia or another English-speaking country.c. Decide when his birthday is. Have a birthday party for him. Make cards and let the children write them in English.d. When you go somewhere, take Robbie with you. Take a photograph and send a card to school from him.e. Use him
7、 to get the children quiet. Say: Robbie doesnt like noise. Hes frightened.f. Children who have been particularly well-behaved or have tried hard to speak in English can take Robbie home. The next day they can tell the class in their LI what Robbie had for dinner, what time he went to bed, if he was
8、well-behaved, etc.IN CLASS3. Warm-upRobbie can be used for a general warm-up. At first he can just ask their names but you can start to integrate more complicated language as the children learn more Whats your favourite colour/number?, Do you like.?, Can I have a.? etc.4. Giving instructionsThe pupp
9、et can do the actions for most classroom instructions: Stand up. Sit down. Colour. Cut. Draw. It is a good idea for the puppet to model the instructions using classroom objects at first so the children can see exactly what they need to do.5. Puppet DayOn one occasion, you could ask the children to b
10、ring a puppet or any other soft toy from home to the next class. In the class they introduce their toy: My namesN.B. If you plan this for later in the course, the children could practise more language by giving further information about their puppet, e.g. I like bananas and pizza. My favourite colou
11、r is.GAMES6. What is Robbie thinking about?Place some flashcards of words you want to practise on the blackboard. Using the puppet, tell the children that he is thinking about one of the words and that they must guess which one. The puppet goes round eliciting the answers and shaking/nodding its hea
12、d depending on whether the answer is right or not. If a child guesses correctly, give him/her the flashcard to hold.7. Pass RobbieTell the children that you are going to play some music and they must pass Robbie from one child to the next, round the class until the music stops. When the music stops,
13、 the child holding Robbie puts him on his/her hand. They can say anything in English or ask a question in English to Robbie or whoever they like in the class. Start the music again to continue the activity.8. Robbie says.Play Simon says but insert the name of your puppet instead so that it is giving
14、 the instructions for the children to follow.WHERES ROBBIE?9. Yes/No.Show Robbie to the class. Choose a child, who has to turn his/her back. Hide the puppet somewhere in the class. Tell the child to turn back round and ask him/her: Wheres Robbie? The other children direct him/her to the puppet sayin
15、g: No until the child is close, when they say: Yes. Alternatively, you could repeat the above activity only the children use: Hot/cold, to guide the child to the puppet. Cold = they arent close, Hot = they are very close.10. Traffic lightsRepeat the above procedure only using the traffic light colou
16、rs to direct the child.Explain to the children that Green = Go! Yellow = Slow down! and Red = Stop! The child starts walking round the class. Say: Green until the Green child is close to the puppetThen say: Yellow so that the child slows down. When the child is right next to the puppet say: Red, so
17、that the child stops and looks for the puppet. The game continues with another child. The children can give the instructions and even hide the puppet.Vanessa Reilly is currently training primary EFL teachers at Canterbury Christ Church University College. Before that she taught children in Spain for
18、 over ten years and also ran courses for teachers.She has an M.A. in ELT (with distinction) from University of Warwick, specialising in young learners. Vanessa is co-author of Very Young Learners, a resource book for teachers of English in pre-school and early primary and author of the childrens coursebooks Cool!, Starter and My Friends 1 and 2.