Teaching with posters

Posters can play a key role in the English language lesson as they are such a powerful visual tool. They can be a valuable way to focus students’ attention, allowing students to really engage with the topic and also consolidate and extend the language already learned. Tips for working with posters

Stick the poster to the wall in a visible place. In this way, it will remind students of the material they have covered. Predicting In order to create an atmosphere of anticipation and to invoke curiosity in children, give students the title of the poster before you show it to them. Tell students that in a moment they will see a poster with, e.g., toys. Ask students to think about the vocabulary which may be presented in the poster. Encourage them to provide examples of particular words related to this thematic group. In the case of toys, it will be a teddy bear, a doll, a ball, a kite, etc. Then stick the poster on the wall and check together how many words the students predicted correctly. Asking questions Point to the objects, people, colors, etc. presented in the poster and ask questions: What’s this? What color is it? How many (coats) can you see? Is it a (watch)?, etc. Finding and pointing Ask individual students to come to the poster, and find and point to appropriate objects, e.g., Point to the (red cap), etc. You can also divide students into two teams and change finding particular elements into an exciting competition. Ask one person from the team to come to the poster and find a particular object. If he/she does it correctly, the team scores a point. If he/she makes a mistake, another team takes a turn. Students can replace the teacher and give the commands. Memory game Set a specific time limit, e.g., 30 seconds. Tell students to look at the poster carefully and remember as much as they can. Then cover the poster or take it off the wall and ask students one by one about the objects presented in the poster. You can also ask about the features of these objects, e.g., Is the (scarf) (long)? What color is the (backpack)? The students’ task is to answer from memory. You can also conduct this exercise as a team competition, observing the time limit. The team who provides the biggest number of names of objects from the poster wins. True or false? Point to various objects in the poster and make true or false sentences related to them. For example, point to a lion and say It’s a horse. Students answer No. It’s a lion! Quiz Tell students that you are thinking about a certain picture from the poster. The students’ task is to guess which picture you mean. You can describe the object you have in mind for more advanced students, e.g., It’s brown. It’s long. It has holes. What is it? Students answer (It’s a recorder.). Peeping through a keyhole Cut out a hole (5–7 cm wide) resembling a keyhole in the middle of a large sheet of paper. Place the sheet on the poster and ask students what they can see. Move the sheet on the poster so that each time students guess the name of a different object. Placing words on the poster If students can recognize written words, you can ask them to place appropriate picture cards below the pictures in the poster. One by one, students come to the poster and place a card with the corresponding word in the appropriate place. Then you can ask all students to read the words aloud together.

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Progress Chart

Level2

Listening

Welcome Unit1 Unit2 Unit3 Unit4 Unit5 Unit6

I can recognize my words.

I can hear my words in dialogs. I can listen to descriptions and information. I can understand my phrases and sentences in dialogs.

Reading

I can recognize my words.

I can recognize my phrases and sentences in short stories. I can read short stories and descriptions. I can read short stories and notice detailed information.

Speaking

I can say my words and phrases. I can describe people and things. I can ask and answer questions about the world around me. I can talk about myself and my world.

Writing

My Progress Chart

3

I can make marks and write numbers. I can trace and copy my words. I can write my words and phrases. I can write my sentences.

1 I can read and write words about homes and things. 2 I can talk about my home and my things.

3 I can comment on a picture. 4 I can say where things are. 1 I can read and write farm animal words and actions. 2 I can talk about farm animals and actions.

3 I can invite friends to a club. 4 I can accept and politely decline an invitation. 1 I can read and write food and vacation words. 2 I can talk about food and vacation activities.

3 I can ask what people are doing. 4 I can talk about what I want to do.

M01_RS_PST2_98938_portrait.indd 1 LEVEL 2 POSTER © Pearson Education Limited 2021