Page 142 - Teaching English at Primary Level: From Theory into the Classroom

Inside the Language Classroom

Figure 9.1
Classroom Routines
on a Table Cloth

Routines are especially valuable in lower grades where establishing pre-
dictable patterns of behaviour represents one of the most important instruc-
tional goals. Familiar routines, such as greeting the children, taking the reg-
ister, starting and ending activities and tasks, moving around the classroom,
collecting and returning homework, going to the toilet, tidying up and oth-
ers have several positive effects.
Children feel confident about what they are expected to do in the class-
room, they are encouraged to cooperate with their classmates in different
situations and thus develop a sense of belonging to a community. In addi-
tion, establishing routines in an FL setting is related to the communicative
goals of using as much of the target language as possible. By relying on daily
routines teachers can maximise the exposure to English and promote its use
by pupils.
Classroom communication is characterised by a high frequency of activi-
ties, such as turn-taking, giving instructions, maintaining discipline, as well
as a wide range of other routine practices and characteristic communica-
tion patterns, allowing for an almost unlimited repertoire of repetitions. This
constant and natural exposure offers a vast intrinsic potential in FL instruc-
tion. Aside from familiar routines which are characteristic of everyday class-
room interaction, there are several other routine-like activities and situations
which can be exploited for teaching purposes, such as following the calen-
dar, telling the time, reporting on the weather, and celebrating birthdays and
holidays. Teachers can make the most of such events and situations by intro-

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