![]() family, friends, pets, favourite foods, pastimes) elements of colloquial speech which make little dialogues possible (e.g.parts of the body, colours, every-day activities ( eating, washing, dressing).rhythmical and practical counting exercises ( cardinal numbers).“Go to the blackboard”, “Look out of the window”) These are my eyes and these are my toes …) verses, songs and movement games (e.g.This, however, can only be the case if everything has been thoroughly practised through constant repetition. For the learning process in the primary, middle and high school this plays an important role.īy the end of class one the majority of the children should have a firm hold of everything that was covered in the course of the year. they develop a capacity for gist understanding. In this way they can develop the ability to understand the essentials of a story, i.e. Through the inner activity of listening the children learn to ease themselves into the stream of the foreign language. Of great importance too is the activity of storytelling. The children get completely involved in them, and thus also with the verbal activity that goes with them. Through the use of formulaic expressions the children can be led, from very early on, into participating in little dialogues.Ī very important role in the primary school is filled by games. The other, which is in place right from the start, is every-day language. Poetic language – with rhythm and rhyme – forms one of the main pillars of the lessons. As soon as possible the children should have the opportunity to speak in groups, and even singly. Foreign language teaching takes advantage of this given capacity for imitative identification, basing everything upon choral speaking and singing, mostly accompanied by lively movement and gesture. ![]() ![]() In class one the children take in everything in a spirit of wide-eyed sympathy and openness. Notes and suggestions on content and method ![]()
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