Upper primary learners are a very tricky kind, aren’t they? We need to respect their childlike needs, abilities, and natural age-related limitations, in order to help them make a successful transition from grades 1-3. But at the very same time we also need to build their linguistic resources so that – in five years’ time – they will be able to face the challenge of the new school-leaving exam. And so we need to gradually ease them into more serious, cognitively demanding mode of language learning. How can we be brainy about such a complex task?
That’s where I’ll try to help out in this session. I’ll offer lots of tips for how to plan English lessons really smartly. I’ll show how to blend engaging, multi-modal, appealing content and in-class activities, with more mature, analytical, focused language study – to help our learners stay on task and really understand how language works. I’ll also argue for systematic, smart (micro)-recycling that will help learners remember a lot more a lot longer.