www.britishcouncil.mk www.bro.gov.

mk
This manual is aimed at teachers of English with little
or no experience, and for those teachers who have
extensive experience in teaching young learners. The
manual contains a vast number of activities suitable
for learners aged 6 to 11 that will spark their interest,
creativity and enthusiasm.
Fun with English
learnenglishkids.britishcouncil.org
DIGITAL RESOURCES FOR YOUNG LEARNERS
FROM GRADE 1 5
Teachers Manual
www.britishcouncil.mk www.bro.gov.mk
Fun with English






























DIGITAL RESOURCES FOR YOUNG LEARNERS
FROM GRADE 1 5

TEACHERS MANUAL











Skopje 2013

4
CIP -
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373.3.091.3:004.774]:811.111(035)

DIGITAL resources for young learners from grade 1-5 : teachers
manual. - Skopje : British Council, 2013. - 44 . : . ; 20

ISBN 978-9989-2723-8-7

) - -
-
COBISS.MK-ID 93689098
Publisher: British Council Macedonia
Authors: Bushovska Zora
Stojanovska Snezana
Mihajlovska Gordana
Pavlova-Anevska Miroslava
Gugoska Julijana
Kostadinovska Jasminka
Zhezhova Olivija
Zdraveska Dragica

Reviewers: Horvatovikj Vesna
Veteroska Silvana
Design and print: Bomat Graphics
Circulation: 1500
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Published by
Bureau for Development of Education and
British Council Macedonia


The manual is prepared by
Zora Bushovska
Snezhana Stojanovska
Gordana Mihajlovska
Miroslava Pavlova-Anevska
Julijana Gugoska
Jasminka Kostadinovska
Olivija Zhezhova
Dragica Zdraveska
Svetlana Neftenova









Skopje 2013



Teaching children is tremendously rewarding. The time spent on
preparing classes that reflect their interests and needs is time well
spent, as, perhaps more than with other groups of learners, children
respond wholeheartedly to your efforts. They know instinctively
whether you enjoy working with them and whether your lessons are
thoughtfully prepared: if so, children will respond with similar effort.
Groups of children absorbed in a task or a display, the nerves, the
excitement that accompany a class performance, or a thoughtful
piece of reflection, are all signs that a class is working well, both on
the part of the children and their teacher
Young Learners - Sarah Phillips, Oxford University Press, 1993
12 13
INTRODUCTION
We have put this manual together because we believe that teachers
play an important role in language learning. It is primarily the
teacher whose task is to motivate the learners, inspire them and
provoke their interest. Only in this way learners will develop their
love for the language that will lead to successful language learning.
WHO IS THIS MANUAL FOR
This manual is aimed at teachers with little or no experience, and
for those teachers who have extensive experience in teaching
young learners. The manual contains a vast number of activities
suitable for learners aged to 11 that will spark their interest,
creativity and enthusiasm. We believe that the recommended
activities for each grade will lead to a high degree of motivation and
make the English classroom an enjoyable and stimulating
environment for everyone, including the teacher.
6
THE LEARNERS
We are all aware that young children have a short attention span,
and therefore need shorter activities that will keep their interest. It is
for this purpose that the manual contains activities that will require
colouring in, cutting with scissors, singing songs, playing games
and activities that are not too demanding in the early stages of
learning the language. Grade one primarily focuses on Total
Physical response (TPR), which is an extremely useful and
adaptable teaching method. With TPR learners listen to their
teacher telling them what to do, and then do it. Instructions tend to
range from very simple sentences to more complex ones. However,
bear in mind that children tend to understand much more than they
can produce. As we progress further, we have suggested activities
and tasks that are relevant, more challenging, practical, motivating
and at the same time enjoyable.
WHAT IS THE PURPOSE OF THE MANUAL
This manual aims to assist teachers in the language classroom. It is
not merely a compendium of methods, links, and tasks, but it is a
resource that will help teachers introduce Information and
Communication Technologies in the learning process from grade 1
to 5.
The main purpose of the manual is to:
Provide teachers with support when using IT technology
Aid teachers in accessing resources from British Councils
Learn English Kids portal
Provide teachers with links and various communicative
tasks, songs, stories and games
Help teachers help their students develop the four skills
listening, speaking, reading and writing
Provide teachers with fun activities
HOW TO USE THE MANUAL
The manual is designed so that it gives a brief overview of what can
be found in each grade, starting from Grade one to Grade five. It is
divided in two sections. The first section illustrates the types of
activities, tasks, songs, stories and games that can be used with the
learners in each grade, with a few illustrations that will guide you.
The second section gives you the digital content, i.e. links that have
been mapped to the national curriculum for each grade plus
additional resources that will help you build on the existing gained
knowledge. All of these activities may be used in your classroom
and make the learning process more stimulating and motivating for
your learners.
14
INTRODUCTION
We have put this manual together because we believe that teachers
play an important role in language learning. It is primarily the
teacher whose task is to motivate the learners, inspire them and
provoke their interest. Only in this way learners will develop their
love for the language that will lead to successful language learning.
WHO IS THIS MANUAL FOR
This manual is aimed at teachers with little or no experience, and
for those teachers who have extensive experience in teaching
young learners. The manual contains a vast number of activities
suitable for learners aged 5 to 11 that will spark their interest,
creativity and enthusiasm. We believe that the recommended
activities for each grade will lead to a high degree of motivation and
make the English classroom an enjoyable and stimulating
environment for everyone, including the teacher.
THE LEARNERS
We are all aware that young children have a short attention span,
and therefore need shorter activities that will keep their interest. It is
for this purpose that the manual contains activities that will require
colouring in, cutting with scissors, singing songs, playing games
and activities that are not too demanding in the early stages of
learning the language. Grade one primarily focuses on Total
Physical response (TPR), which is an extremely useful and
adaptable teaching method. With TPR learners listen to their
teacher telling them what to do, and then do it. Instructions tend to
range from very simple sentences to more complex ones. However,
bear in mind that children tend to understand much more than they
can produce. As we progress further, we have suggested activities
and tasks that are relevant, more challenging, practical, motivating
and at the same time enjoyable.
WHAT IS THE PURPOSE OF THE MANUAL
This manual aims to assist teachers in the language classroom. It is
not merely a compendium of methods, links, and tasks, but it is a
resource that will help teachers introduce Information and
Communication Technologies in the learning process from grade 1
to 5.
The main purpose of the manual is to:
Provide teachers with support when using IT technology
Aid teachers in accessing resources from British Councils
Learn English Kids portal
Provide teachers with links and various communicative
tasks, songs, stories and games
Help teachers help their students develop the four skills
listening, speaking, reading and writing
Provide teachers with fun activities
HOW TO USE THE MANUAL
The manual is designed so that it gives a brief overview of what can
be found in each grade, starting from Grade one to Grade five. It is
divided in two sections. The first section illustrates the types of
activities, tasks, songs, stories and games that can be used with the
learners in each grade, with a few illustrations that will guide you.
The second section gives you the digital content, i.e. links that have
been mapped to the national curriculum for each grade plus
additional resources that will help you build on the existing gained
knowledge. All of these activities may be used in your classroom
and make the learning process more stimulating and motivating for
your learners.
15
TEACHING ENGLISH AS A FOREIGN LANGUAGE TO YOUNG LEARNERS
English is a compulsory course in the nine-year elementary
education in the Republic of Macedonia. It is taught from grade 1 to
grade 9 of the primary education. As in many other European Union
countries where there have been tendencies to introduce English in
the education systems from the first year of the primary education,
a lot of emphasis has been placed on learning the language in
Macedonia as well.
Namely, with the new school reform for the Concept of Primary
education (introduced in 2007) our children enter school at the age
of 5.8 months earliest. This is a very early age for learning and the
pedagogical and methodological approaches vary immensely, for
example between grade 1 and grade 5. All teachers need to take
into account students physical and psychological characteristics in
all 5 grades. Therefore, teachers need to ask themselves the
question: What can my students do at this particular level?
It is with this idea that the Macedonian Bureau for Development of
Education and the British Council in Macedonia initiated this project
that will help teachers enrich the English language curriculum.

TECHNOLOGY AS AN INSTRUMENT OF CHANGE
Making use of Information and Communication Technologies (ICT)
when learning a language at the beginning of the 21
st
century is, for
most members of affluent societies, an obvious, normal course of
action. Just as technology has become woven into the fabric of
everyday life, so language study has come to rely on forms of
technological enhancement, from audio and video recordings to
World Wide Web (www) resources. - ICT and Language learning
From print to the mobile phone, Marie Madeleine Kenning,
Palgrave Macmillan, 2007
As stated in the quote, the use of Information and Communication
Technology (ICT) such as Internet applications, CD-ROMs, Power
Point presentations, video technology and various computer
attachments and software programs have caused many changes in
society. These changes have also impacted the way we live our
daily lives.
The use of ICT has also changed teaching in a number of ways.
Teachers can now create their own material and thus have more
control over the material used in the classroom. In addition, the use
of ready-made web resources can enhance and complement the
teaching process. Therefore, we can say that ICT certainly
contributes to education by:
Improving the quality of learning by motivating and engaging
students in the learning process and
Enhancing the quality of teaching
The Law on Primary education requires teachers in the public
school system to use the IT technology. This manual will enable all
teachers who teach from grade 1 to 5 in Macedonia to incorporate
ICT in their teaching process with ease, as the recommended digital
resources are suitable for the age that you teach and are in
accordance with the topics taught.
We hope you enjoy working with the manual!
A FINAL WORD
Education technology is not, and never will be, transformative on
its own computers cannot replace teachers teachers are the
key to whether technology is used appropriately and effectively
Carlson and Gradio, 2002

TEACHING ENGLISH AS A FOREIGN LANGUAGE TO YOUNG LEARNERS
English is a compulsory course in the nine-year elementary
education in the Republic of Macedonia. It is taught from grade 1 to
grade 9 of the primary education. As in many other European Union
countries where there have been tendencies to introduce English in
the education systems from the first year of the primary education,
a lot of emphasis has been placed on learning the language in
Macedonia as well.
Namely, with the new school reform for the Concept of Primary
education (introduced in 2007) our children enter school at the age
of 5.8 months earliest. This is a very early age for learning and the
pedagogical and methodological approaches vary immensely, for
example between grade 1 and grade 5. All teachers need to take
into account students physical and psychological characteristics in
all 5 grades. Therefore, teachers need to ask themselves the
question: What can my students do at this particular level?
It is with this idea that the Macedonian Bureau for Development of
Education and the British Council in Macedonia initiated this project
that will help teachers enrich the English language curriculum.

TECHNOLOGY AS AN INSTRUMENT OF CHANGE
Making use of Information and Communication Technologies (ICT)
when learning a language at the beginning of the 21
st
century is, for
most members of affluent societies, an obvious, normal course of
action. Just as technology has become woven into the fabric of
everyday life, so language study has come to rely on forms of
technological enhancement, from audio and video recordings to
World Wide Web (www) resources. - ICT and Language learning
From print to the mobile phone, Marie Madeleine Kenning,
Palgrave Macmillan, 2007
As stated in the quote, the use of Information and Communication
Technology (ICT) such as Internet applications, CD-ROMs, Power
Point presentations, video technology and various computer
attachments and software programs have caused many changes in
society. These changes have also impacted the way we live our
daily lives.
The use of ICT has also changed teaching in a number of ways.
Teachers can now create their own material and thus have more
control over the material used in the classroom. In addition, the use
of ready-made web resources can enhance and complement the
teaching process. Therefore, we can say that ICT certainly
contributes to education by:
Improving the quality of learning by motivating and engaging
students in the learning process and
Enhancing the quality of teaching
The Law on Primary education requires teachers in the public
school system to use the IT technology. This manual will enable all
teachers who teach from grade 1 to 5 in Macedonia to incorporate
ICT in their teaching process with ease, as the recommended digital
resources are suitable for the age that you teach and are in
accordance with the topics taught.
We hope you enjoy working with the manual!
A FINAL WORD
Education technology is not, and never will be, transformative on
its own computers cannot replace teachers teachers are the
key to whether technology is used appropriately and effectively
Carlson and Gradio, 2002

16
TEACHING ENGLISH AS A FOREIGN LANGUAGE TO YOUNG LEARNERS
English is a compulsory course in the nine-year elementary
education in the Republic of Macedonia. It is taught from grade 1 to
grade 9 of the primary education. As in many other European Union
countries where there have been tendencies to introduce English in
the education systems from the first year of the primary education,
a lot of emphasis has been placed on learning the language in
Macedonia as well.
Namely, with the new school reform for the Concept of Primary
education (introduced in 2007) our children enter school at the age
of 5.8 months earliest. This is a very early age for learning and the
pedagogical and methodological approaches vary immensely, for
example between grade 1 and grade 5. All teachers need to take
into account students physical and psychological characteristics in
all 5 grades. Therefore, teachers need to ask themselves the
question: What can my students do at this particular level?
It is with this idea that the Macedonian Bureau for Development of
Education and the British Council in Macedonia initiated this project
that will help teachers enrich the English language curriculum.

TECHNOLOGY AS AN INSTRUMENT OF CHANGE
Making use of Information and Communication Technologies (ICT)
when learning a language at the beginning of the 21
st
century is, for
most members of affluent societies, an obvious, normal course of
action. Just as technology has become woven into the fabric of
everyday life, so language study has come to rely on forms of
technological enhancement, from audio and video recordings to
World Wide Web (www) resources. - ICT and Language learning
From print to the mobile phone, Marie Madeleine Kenning,
Palgrave Macmillan, 2007
As stated in the quote, the use of Information and Communication
Technology (ICT) such as Internet applications, CD-ROMs, Power
Point presentations, video technology and various computer
attachments and software programs have caused many changes in
society. These changes have also impacted the way we live our
daily lives.
The use of ICT has also changed teaching in a number of ways.
Teachers can now create their own material and thus have more
control over the material used in the classroom. In addition, the use
of ready-made web resources can enhance and complement the
teaching process. Therefore, we can say that ICT certainly
contributes to education by:
Improving the quality of learning by motivating and engaging
students in the learning process and
Enhancing the quality of teaching
The Law on Primary education requires teachers in the public
school system to use the IT technology. This manual will enable all
teachers who teach from grade 1 to 5 in Macedonia to incorporate
ICT in their teaching process with ease, as the recommended digital
resources are suitable for the age that you teach and are in
accordance with the topics taught.
We hope you enjoy working with the manual!
A FINAL WORD
Education technology is not, and never will be, transformative on
its own computers cannot replace teachers teachers are the
key to whether technology is used appropriately and effectively
Carlson and Gradio, 2002

17
GRADE 1
According to the Grade 1 curriculum, students are expected to
develop positive attitude towards language learning and to
understand basic spoken language.
There are a multitude of approaches, methods, principles, and
techniques used in foreign language teaching. Needless to say,
none of them is the right and the most appropriate method. The
teacher herself/himself must decide on the method she wants to
use in teaching her students.
Methodological approaches in the first grade, and when teaching
very young learners, in general, are based on the so-called TPR
Method (Total Physical Response). This method emphasizes
listening as a skill as it exposes students to the target language.
Language production comes at a later stage, when the child is
ready. However, as time progresses, learners gain more confidence
as they can understand and do what they have been asked.
British Councils free Learn English Kids website offers a variety of
songs, games and other activities that learners can do at this
particular level. To choose songs and different activities, go to the
Learn English Kids website at learnenglishkids.britishcouncil.org/en
Songs are very motivational when it comes to little children. They
can be a lot of fun, can produce excitement and have a positive
effect in their development. Using songs to learn about something
helps the learners remember it quicker.

http://learnenglishkids.britishcouncil.org/en/songs/brush-bus (linkot
da go nema)
18
GRADE 1
According to the Grade 1 curriculum, students are expected to
develop positive attitude towards language learning and to
understand basic spoken language.
There are a multitude of approaches, methods, principles, and
techniques used in foreign language teaching. Needless to say,
none of them is the right and the most appropriate method. The
teacher herself/himself must decide on the method she wants to
use in teaching her students.
Methodological approaches in the first grade, and when teaching
very young learners, in general, are based on the so-called TPR
Method (Total Physical Response). This method emphasizes
listening as a skill as it exposes students to the target language.
Language production comes at a later stage, when the child is
ready. However, as time progresses, learners gain more confidence
as they can understand and do what they have been asked.
British Councils free Learn English Kids website offers a variety of
songs, games and other activities that learners can do at this
particular level. To choose songs and different activities, go to the
Learn English Kids website at learnenglishkids.britishcouncil.org/en
Songs are very motivational when it comes to little children. They
can be a lot of fun, can produce excitement and have a positive
effect in their development. Using songs to learn about something
helps the learners remember it quicker.

http://learnenglishkids.britishcouncil.org/en/songs/brush-bus (linkot
da go nema)
http://learnenglishkids.britishcouncil.org/en/songs/the-busy-elf
Children learn through play and often are not aware that they are
learning if they are enjoying the game. Games, apart from being
motivating and educational, help children be more creative. The
visual and the sound effects only further enhance learning. A
sample game is Paint it where children can visualise the animals
and paint them with the required colour, thus revising already
learned vocabulary.

http://learnenglishkids.britishcouncil.org/en/word-games/paint-it/pets
Stories, like songs, develop the childs fluency. They are
additionally inspiring and meaningful. Again, learning is facilitated
with the visual and the sound input. Unlike the traditional listening
and reading of the story, with the ICT input children get visual
support which makes it more interesting.

http://learnenglishkids.britishcouncil.org/en/short-stories/my-dad











19
http://learnenglishkids.britishcouncil.org/en/songs/the-busy-elf
Children learn through play and often are not aware that they are
learning if they are enjoying the game. Games, apart from being
motivating and educational, help children be more creative. The
visual and the sound effects only further enhance learning. A
sample game is Paint it where children can visualise the animals
and paint them with the required colour, thus revising already
learned vocabulary.

http://learnenglishkids.britishcouncil.org/en/word-games/paint-it/pets
Stories, like songs, develop the childs fluency. They are
additionally inspiring and meaningful. Again, learning is facilitated
with the visual and the sound input. Unlike the traditional listening
and reading of the story, with the ICT input children get visual
support which makes it more interesting.

http://learnenglishkids.britishcouncil.org/en/short-stories/my-dad











20
GRADE 2
Learners in grade 2 have been exposed to some listening and
speaking activities in grade 1. Although they understand basic
classroom language, exposure to language is crucial at this level.
Besides word games, students will be exposed to the target
language by doing a variety of different tasks and activities ranging
from listening and watching short stories, acting out stories, singing
songs and some hands-on activities. Teachers can print materials
to use in class.

http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-old-
macdonald-had-a-farm-worksheet-final-2012-10-22.pdf - linkot ke
go nema


Topics can be found on the right-hand side of the screen or go to
http://learnenglishkids.britishcouncil.org/en/topics

In the Make section, teachers can find ready-made materials that
they can use with their students in class. They can find arts and
crafts worksheets which can also be downloaded. All of these
activities are accompanied by videos which actually show how
these things are made by children.


http://learnenglishkids.britishcouncil.org/sites/kids/files/make-make-a-
spider-mobile_0.pdf - linkot ke go nema

Old MacDonald had a farm

1. Whats the order?
Listen to the song and put the animals in order.
1
2. Match them up!
Match the animals and their noises.
duck moo
cow quack
dog oink
pig woof
3. Sing a song!
Think of another farm animal. What noise does it make? Here are some ideas.
Cats say meow! Horses say neigh! Goats say maa!
Now sing the song again with
your animal!
GRADE 2
Learners in grade 2 have been exposed to some listening and
speaking activities in grade 1. Although they understand basic
classroom language, exposure to language is crucial at this level.
Besides word games, students will be exposed to the target
language by doing a variety of different tasks and activities ranging
from listening and watching short stories, acting out stories, singing
songs and some hands-on activities. Teachers can print materials
to use in class.

http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-old-
macdonald-had-a-farm-worksheet-final-2012-10-22.pdf - linkot ke
go nema


Topics can be found on the right-hand side of the screen or go to
http://learnenglishkids.britishcouncil.org/en/topics

In the Make section, teachers can find ready-made materials that
they can use with their students in class. They can find arts and
crafts worksheets which can also be downloaded. All of these
activities are accompanied by videos which actually show how
these things are made by children.


http://learnenglishkids.britishcouncil.org/sites/kids/files/make-make-a-
spider-mobile_0.pdf - linkot ke go nema

21
There are lots of games and videos on Learn English Kids to help
teach children vocabulary and encourage speaking.

In the Listen and watch section, teachers will find stories and
songs that they may use to consolidate the new language. The
stories and songs have worksheets that can be downloaded and
used in the classroom.

The grammar section also offers videos with Gran that can be
used to teach or revise certain grammatical points. Even at this age
there are videos that can help young learners learn, for example,
prepositions of place. The available worksheets that go along with
the video will allow learners to practice this area of grammar.


http://learnenglishkids.britishcouncil.org/sites/kids/files/Grammar
_worksheet_prepositions_of_place_gwg_heros_adventure_final
.pdf (aktivnost br 2)




GRADE 3
Third grade students are already at the age when cognitive learning
emerges and when they not only recognise but, compare, share,
and analyse things. They are able to recognize letters and copy and
recognize words.
Suitable sections with these students are the Read and write
section.
In grade 3 students are slowly and gradually introduced to the
reading and writing skill.
Activities of the kind label the picture will help students first
recognise the written word visually. Students can practice moving
the words and labelling objects in the house/bedroom. They get to
see the score which is very motivational.
Although this is early stage for beginning reading, teachers can
probe or tap into students reading recognition and comprehension.




Prepositions of place



Watch the grammar video here:
http://learnenglishkids.britishcouncil.org/en/grammar-videos/heros-adventure




1. Make it right!
Find the mistake, underline it and write the correct word.

a. Gran last saw Hero next to the lamp. __front door____
b. Hero was behind the wardrobe. ___________________
c. Kitty looks under the bed. ___________________
d. Theres a cat under the wardrobe. ___________________
e. Gran is between the pillows. ___________________




2. Whats the word?
Wheres Hero? Write the word under the pictures.

in on behind under











Make a spider mobile










1. Cut out the spiders.
2. Make holes in the spiders.
3. Attach thread of different length to the spiders.
4. Cut a paper plate into a long strip.
5. Make holes in the plate and attach the spiders.
6. Hang up your mobile.
GRADE 2
Learners in grade 2 have been exposed to some listening and
speaking activities in grade 1. Although they understand basic
classroom language, exposure to language is crucial at this level.
Besides word games, students will be exposed to the target
language by doing a variety of different tasks and activities ranging
from listening and watching short stories, acting out stories, singing
songs and some hands-on activities. Teachers can print materials
to use in class.

http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-old-
macdonald-had-a-farm-worksheet-final-2012-10-22.pdf - linkot ke
go nema


Topics can be found on the right-hand side of the screen or go to
http://learnenglishkids.britishcouncil.org/en/topics

In the Make section, teachers can find ready-made materials that
they can use with their students in class. They can find arts and
crafts worksheets which can also be downloaded. All of these
activities are accompanied by videos which actually show how
these things are made by children.


http://learnenglishkids.britishcouncil.org/sites/kids/files/make-make-a-
spider-mobile_0.pdf - linkot ke go nema

22
There are lots of games and videos on Learn English Kids to help
teach children vocabulary and encourage speaking.

In the Listen and watch section, teachers will find stories and
songs that they may use to consolidate the new language. The
stories and songs have worksheets that can be downloaded and
used in the classroom.

The grammar section also offers videos with Gran that can be
used to teach or revise certain grammatical points. Even at this age
there are videos that can help young learners learn, for example,
prepositions of place. The available worksheets that go along with
the video will allow learners to practice this area of grammar.


http://learnenglishkids.britishcouncil.org/sites/kids/files/Grammar
_worksheet_prepositions_of_place_gwg_heros_adventure_final
.pdf (aktivnost br 2)




GRADE 3
Third grade students are already at the age when cognitive learning
emerges and when they not only recognise but, compare, share,
and analyse things. They are able to recognize letters and copy and
recognize words.
Suitable sections with these students are the Read and write
section.
In grade 3 students are slowly and gradually introduced to the
reading and writing skill.
Activities of the kind label the picture will help students first
recognise the written word visually. Students can practice moving
the words and labelling objects in the house/bedroom. They get to
see the score which is very motivational.
Although this is early stage for beginning reading, teachers can
probe or tap into students reading recognition and comprehension.

There are lots of games and videos on Learn English Kids to help
teach children vocabulary and encourage speaking.

In the Listen and watch section, teachers will find stories and
songs that they may use to consolidate the new language. The
stories and songs have worksheets that can be downloaded and
used in the classroom.

The grammar section also offers videos with Gran that can be
used to teach or revise certain grammatical points. Even at this age
there are videos that can help young learners learn, for example,
prepositions of place. The available worksheets that go along with
the video will allow learners to practice this area of grammar.


http://learnenglishkids.britishcouncil.org/sites/kids/files/Grammar
_worksheet_prepositions_of_place_gwg_heros_adventure_final
.pdf (aktivnost br 2)




GRADE 3
Third grade students are already at the age when cognitive learning
emerges and when they not only recognise but, compare, share,
and analyse things. They are able to recognize letters and copy and
recognize words.
Suitable sections with these students are the Read and write
section.
In grade 3 students are slowly and gradually introduced to the
reading and writing skill.
Activities of the kind label the picture will help students first
recognise the written word visually. Students can practice moving
the words and labelling objects in the house/bedroom. They get to
see the score which is very motivational.
Although this is early stage for beginning reading, teachers can
probe or tap into students reading recognition and comprehension.

23
http://learnenglishkids.britishcouncil.org/en/word-games/label-the-
picture/bedroom
At this stage, learners have the opportunity to register on the site.
They can create their own avatars, write comments which are
published and read comments from other learners of English. All
comments are moderated by site editors to ensure a safe online
environment. Recently published comments are featured in the
Your comments box on the home page for the world to see, which
can be very motivating for learners. Pupils can also participate in
polls to vote on various issues.
Quizzes and other fun drag and drop activities can be used to help
students practise vocabulary. These activities can be done online.
In addition, much of the vocabulary is presented through
flashcards.

http://learnenglishkids.britishcouncil.org/en/little-kids-word-games -
linkot ke go nema
In order to practise grammar structures in a fun and motivational
way, teachers may wish to listen to songs and do some additional
vocabulary activities. The sound effects and the authenticity of the
language make the song memorable for the students, whereas its
rhythm and the visual support also make an impact on learning.

http://learnenglishkids.britishcouncil.org/en/songs/i-can-run

http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-i-can-run-
worksheet-final-2012-10-22.pdf - linkot ke go nema
24
http://learnenglishkids.britishcouncil.org/en/word-games/label-the-
picture/bedroom
At this stage, learners have the opportunity to register on the site.
They can create their own avatars, write comments which are
published and read comments from other learners of English. All
comments are moderated by site editors to ensure a safe online
environment. Recently published comments are featured in the
Your comments box on the home page for the world to see, which
can be very motivating for learners. Pupils can also participate in
polls to vote on various issues.
Quizzes and other fun drag and drop activities can be used to help
students practise vocabulary. These activities can be done online.
In addition, much of the vocabulary is presented through
flashcards.

http://learnenglishkids.britishcouncil.org/en/little-kids-word-games -
linkot ke go nema
In order to practise grammar structures in a fun and motivational
way, teachers may wish to listen to songs and do some additional
vocabulary activities. The sound effects and the authenticity of the
language make the song memorable for the students, whereas its
rhythm and the visual support also make an impact on learning.

http://learnenglishkids.britishcouncil.org/en/songs/i-can-run

http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-i-can-run-
worksheet-final-2012-10-22.pdf - linkot ke go nema

I can run
1. Match them up!
Draw a line to match the picture and the word.
run jump swim hop skip
2. Draw a picture!
What can you do? Draw a picture!
I can ............................................................. and .............................................................!
25
GRADE 4
These students are able to read and write, each child at their own
speed and knowledge. The complexity of language learning is very
much present and obvious here. Students are guided towards
autonomy, however slowly.
By carefully selecting activities and taking the same activities
sometimes from previous levels, teachers can make the
requirements for the song, story or game more difficult by letting
students have the text in front of them (there is also a Text off
option).
Since reading and writing are considered to be more complex
mental activities, teachers need to gradually introduce each novelty.

Stories Reading/Listening/Speaking
Before doing the actual listening/reading, teachers may wish to do
some pre-reading tasks. These tasks will help pupils approach any
story with confidence. Meaning for them becomes clear from the
context. Apart from developing learners pronunciation skills,
intonation and rhythm, teachers can go on to any further activities.
To practise speaking, learners may even act out the story or be
involved in role playing activities on the same topic.


http://learnenglishkids.britishcouncil.org/en/short-stories/santas-
little-helper

Writing
Initially, teachers may wish to encourage learners to create words
out of given letters. The sounding signal assists the students in the
writing process. The game is very challenging, but very
motivational.

http://learnenglishkids.britishcouncil.org/en/fun-games/wordshake -
linkot ke go nema
In the Make section students can create their own stories, comics
and monsters. Using their hands to create things enhances
students learning.
26
GRADE 4
These students are able to read and write, each child at their own
speed and knowledge. The complexity of language learning is very
much present and obvious here. Students are guided towards
autonomy, however slowly.
By carefully selecting activities and taking the same activities
sometimes from previous levels, teachers can make the
requirements for the song, story or game more difficult by letting
students have the text in front of them (there is also a Text off
option).
Since reading and writing are considered to be more complex
mental activities, teachers need to gradually introduce each novelty.

Stories Reading/Listening/Speaking
Before doing the actual listening/reading, teachers may wish to do
some pre-reading tasks. These tasks will help pupils approach any
story with confidence. Meaning for them becomes clear from the
context. Apart from developing learners pronunciation skills,
intonation and rhythm, teachers can go on to any further activities.
To practise speaking, learners may even act out the story or be
involved in role playing activities on the same topic.


http://learnenglishkids.britishcouncil.org/en/short-stories/santas-
little-helper

Writing
Initially, teachers may wish to encourage learners to create words
out of given letters. The sounding signal assists the students in the
writing process. The game is very challenging, but very
motivational.

http://learnenglishkids.britishcouncil.org/en/fun-games/wordshake -
linkot ke go nema
In the Make section students can create their own stories, comics
and monsters. Using their hands to create things enhances
students learning.
GRADE 4
These students are able to read and write, each child at their own
speed and knowledge. The complexity of language learning is very
much present and obvious here. Students are guided towards
autonomy, however slowly.
By carefully selecting activities and taking the same activities
sometimes from previous levels, teachers can make the
requirements for the song, story or game more difficult by letting
students have the text in front of them (there is also a Text off
option).
Since reading and writing are considered to be more complex
mental activities, teachers need to gradually introduce each novelty.

Stories Reading/Listening/Speaking
Before doing the actual listening/reading, teachers may wish to do
some pre-reading tasks. These tasks will help pupils approach any
story with confidence. Meaning for them becomes clear from the
context. Apart from developing learners pronunciation skills,
intonation and rhythm, teachers can go on to any further activities.
To practise speaking, learners may even act out the story or be
involved in role playing activities on the same topic.


http://learnenglishkids.britishcouncil.org/en/short-stories/santas-
little-helper

Writing
Initially, teachers may wish to encourage learners to create words
out of given letters. The sounding signal assists the students in the
writing process. The game is very challenging, but very
motivational.

http://learnenglishkids.britishcouncil.org/en/fun-games/wordshake -
linkot ke go nema
In the Make section students can create their own stories, comics
and monsters. Using their hands to create things enhances
students learning.
27
GRADE 4
These students are able to read and write, each child at their own
speed and knowledge. The complexity of language learning is very
much present and obvious here. Students are guided towards
autonomy, however slowly.
By carefully selecting activities and taking the same activities
sometimes from previous levels, teachers can make the
requirements for the song, story or game more difficult by letting
students have the text in front of them (there is also a Text off
option).
Since reading and writing are considered to be more complex
mental activities, teachers need to gradually introduce each novelty.

Stories Reading/Listening/Speaking
Before doing the actual listening/reading, teachers may wish to do
some pre-reading tasks. These tasks will help pupils approach any
story with confidence. Meaning for them becomes clear from the
context. Apart from developing learners pronunciation skills,
intonation and rhythm, teachers can go on to any further activities.
To practise speaking, learners may even act out the story or be
involved in role playing activities on the same topic.


http://learnenglishkids.britishcouncil.org/en/short-stories/santas-
little-helper

Writing
Initially, teachers may wish to encourage learners to create words
out of given letters. The sounding signal assists the students in the
writing process. The game is very challenging, but very
motivational.

http://learnenglishkids.britishcouncil.org/en/fun-games/wordshake -
linkot ke go nema
In the Make section students can create their own stories, comics
and monsters. Using their hands to create things enhances
students learning.
To further improve learners writing, teachers can use the Story
Maker that can be found in the Make section. This particular activity
allows students to create their own stories and share them with the
other learners. As an additional task, teachers may wish to give
students a task to write their own simple story.


http://learnenglishkids.britishcouncil.org/en/make-your-own/story-
maker



GRADE 5
The expansion of the reading and writing skills is even more
emphasized in the fifth grade.
Fifth grade students can compare and contrast, and share their
knowledge with the prior knowledge from other courses taught in
school. The skills of reading and writing can be employed and
practiced here in a controlled manner with some student autonomy.
For grade 5 learners, the Learn English Kids website offers texts,
dialogues, twisters, songs, games and videos which can be used
both in the classroom and at home.
Audio and video activities are accompanied by printable worksheets
that can be done in or out of the classroom.
Grammar is taught in a more explicit manner at this level. There are
numerous things which can be done when learning or practising
grammar. Teachers and students can find grammar games,
grammar videos, grammar quizzes and grammar tests at
http://learnenglishkids.britishcouncil.org/en/grammar



28
To further improve learners writing, teachers can use the Story
Maker that can be found in the Make section. This particular activity
allows students to create their own stories and share them with the
other learners. As an additional task, teachers may wish to give
students a task to write their own simple story.


http://learnenglishkids.britishcouncil.org/en/make-your-own/story-
maker



GRADE 5
The expansion of the reading and writing skills is even more
emphasized in the fifth grade.
Fifth grade students can compare and contrast, and share their
knowledge with the prior knowledge from other courses taught in
school. The skills of reading and writing can be employed and
practiced here in a controlled manner with some student autonomy.
For grade 5 learners, the Learn English Kids website offers texts,
dialogues, twisters, songs, games and videos which can be used
both in the classroom and at home.
Audio and video activities are accompanied by printable worksheets
that can be done in or out of the classroom.
Grammar is taught in a more explicit manner at this level. There are
numerous things which can be done when learning or practising
grammar. Teachers and students can find grammar games,
grammar videos, grammar quizzes and grammar tests at
http://learnenglishkids.britishcouncil.org/en/grammar



29
Fun-Games provide opportunities for lots of fun where students
employ their memory.
Learners can also try out the grammar tests section to see how
much grammar they know. They can also read the grammar rule if
they need some help.
http://learnenglishkids.britishcouncil.org/en/fun-games/trolley-dash -
linkot ke go nema








Grammar games and activities are more challenging for this level.
However, they are still fun and motivating. They provide students
opportunities to respond quickly, and guess the right word order in
the sentence. The encouraging sound effect is very supportive and
leading. Grammar videos are also important for this level.
http://learnenglishkids.britishcouncil.org/en/grammar-
games/possessives - linkot ke go nema


Fun-Games provide opportunities for lots of fun where students
employ their memory.
Learners can also try out the grammar tests section to see how
much grammar they know. They can also read the grammar rule if
they need some help.
http://learnenglishkids.britishcouncil.org/en/fun-games/trolley-dash -
linkot ke go nema








Grammar games and activities are more challenging for this level.
However, they are still fun and motivating. They provide students
opportunities to respond quickly, and guess the right word order in
the sentence. The encouraging sound effect is very supportive and
leading. Grammar videos are also important for this level.
http://learnenglishkids.britishcouncil.org/en/grammar-
games/possessives - linkot ke go nema


30
Fun-Games provide opportunities for lots of fun where students
employ their memory.
Learners can also try out the grammar tests section to see how
much grammar they know. They can also read the grammar rule if
they need some help.
http://learnenglishkids.britishcouncil.org/en/fun-games/trolley-dash -
linkot ke go nema








Grammar games and activities are more challenging for this level.
However, they are still fun and motivating. They provide students
opportunities to respond quickly, and guess the right word order in
the sentence. The encouraging sound effect is very supportive and
leading. Grammar videos are also important for this level.
http://learnenglishkids.britishcouncil.org/en/grammar-
games/possessives - linkot ke go nema


The sections Read and Write and Speak and Spell can be used
for ample opportunities of practicing these skills.















http://learnenglishkids.britishcouncil.org/en/read-and-write - linkot
ke go nema

More extensive reading is offered within the stories section that also
allows teachers to download and print worksheets. There is a
possibility to print the text of the stories that may be used in the
classroom while watching and listening to the story. This section
allows for practising of all four skills with the students and there are
a variety of tasks that offer opportunities for extra practice.



http://learnenglishkids.britishcouncil.org/en/short-stories/the-princess-
and-the-dragon - linkot ke go nema
31
The sections Read and Write and Speak and Spell can be used
for ample opportunities of practicing these skills.















http://learnenglishkids.britishcouncil.org/en/read-and-write - linkot
ke go nema

More extensive reading is offered within the stories section that also
allows teachers to download and print worksheets. There is a
possibility to print the text of the stories that may be used in the
classroom while watching and listening to the story. This section
allows for practising of all four skills with the students and there are
a variety of tasks that offer opportunities for extra practice.



http://learnenglishkids.britishcouncil.org/en/short-stories/the-princess-
and-the-dragon - linkot ke go nema
32
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