English in ActionLesson 2 · Movement, TPR + Vocabulary Through Play

English for nursery teachers · Inglese per la scuola dell’infanzia

English in Action: a practical reference guide

Practical ideas, bilingual language banks and classroom examples for nursery teachers. Explore eight topics covering classroom English, games, songs, stories, resources and professional vocabulary.

Italian support / Supporto italiano

Idee pratiche, repertori linguistici bilingui ed esempi per insegnanti della scuola dell’infanzia. Otto argomenti: lingua in classe, giochi, canzoni, storie, risorse e lessico professionale. Non è necessario aver frequentato un corso.

Lesson 1 · Practical reference

Getting Started + Classroom English

Greetings, visible choices, simple instructions, movement and praise provide a starting point for classroom English. This bank brings that language together for everyday use. Responses can include a look, gesture, action or word.

Greet→Show→Do→Close

Core language bank

Classroom English

EnglishItalian supportMake meaning visibleRendere visibile il significato

Everyday language repertoire

Language by purpose

A small, familiar set of phrases can be reused with the same gesture, picture or object.

Differentiation

Adapt the response, not the welcome

Lesson 2 · Practical reference

Movement, TPR + Vocabulary Through Play

TPR means Total Physical Response: children show understanding by moving, pointing, touching or choosing before they are expected to speak. The six picture banks and eight game references bring together the vocabulary and movement approaches used in vocabulary play.

Show→Move→Repeat→Recall

Six topic banks

Vocabulary reference banks

Each bank connects to all eight game references.

A

Colours

Teacher language

Eight ways to play

Choose a topic inside each game. Its vocabulary and examples update together.

Language at a glance

Classroom prompt maker

Reusable classroom examples, organised by topic and game.

Say to children

Show me red.

Mostrami il rosso.

Lesson 3 · Practical reference

Songs, Chants + Rhythm

Familiar action songs connect rhythm, meaning and participation. This reference brings together their purposes, useful language and variations for classroom use.

Experience→Notice→Adapt→Teach

Reference · Purpose

What can songs help children do?

Songs are grouped by the communication or participation they support.

Reference · Song bank

Songs / Canzoni

Each song reference includes a classroom example, possible variations and ways children can participate. Ogni scheda riunisce un esempio d’uso, possibili variazioni e modi di partecipare.

Reference · Useful language

Lead the group with short English

Say to childrenSupporto italianoTeacher action

Lesson 4 · Practical reference

Storytelling in Simple English

Pictures, gestures, repeated phrases and character voices make a story accessible. The language and examples below recap how a familiar story can support recognition, participation and retelling.

You do not have to read every word. The goal is for children to follow, participate and enjoy the story in English.Non è necessario leggere ogni parola. L'obiettivo è che i bambini seguano, partecipino e si divertano con la storia in inglese.

Build the story

This is...Questo/a è...
There is a...C'è un/una...
One day...Un giorno...
Look!Guardate!
Then... Next...Poi... Dopo...
Suddenly...All'improvviso...
He goes / sees / finds...Va / vede / trova...
Finally...Infine...
They go home.Vanno a casa.
The end!Fine!

Involve the children

What is it?Che cos'è?
Where is the...?Dov'è...?
Big or small?Grande o piccolo?
Happy or sad?Felice o triste?
What can you see?Che cosa vedete?
What is he doing?Che cosa sta facendo?
What happens next?Che cosa succede dopo?
What do you think?Che cosa pensate?

Character and sound language

Hello! Ciao!Help! Aiuto!Stop! Fermati!Come here! Vieni qui!Let's go! Andiamo!Wait! Aspetta!I'm hungry! Ho fame!I'm scared! Ho paura!Oh no! Oh no!Wow! Wow!
Sound effects / Effetti sonori
Knock, knock! Toc, toc!Bang! Bang!Splash! Splash!Whoosh! Fiuuu!Grrr! Grrr!Roar! Ruggito!Woof! Bau!Achoo! Ecciù!

Use direct speech: Bear says, “I'm hungry!” Voice, face and sound communicate meaning before translation.Usate il discorso diretto: L'orso dice: “Ho fame!” Voce, espressione e suoni comunicano il significato prima della traduzione.

Simplify a difficult book

Original / Originale

The enormous creature crept cautiously through the dark and mysterious forest.L'enorme creatura avanzava cautamente nel bosco buio e misterioso.

→
Tell it / Raccontatelo così

Look! A monster! Guardate! Un mostro!

He is BIG! È GRANDE!

He walks in the forest. Cammina nel bosco.

Walk... walk... walk... Cammina... cammina... cammina...

Keep pictures + plotMantenete immagini + trama→Shorten sentencesAccorciate le frasi→Add gesture + repetitionAggiungete gesti + ripetizione→Ask + involveDomandate + coinvolgete

Adapt the story response

Starting out · Words, sounds, actionsPrimo approccio · Parole, suoni e azioni

Bear! Big bear! Walk, walk, walk. Children point, move and make sounds.Orso! Grande orso! Cammina, cammina, cammina. I bambini indicano, si muovono e fanno suoni.

With support · Sentences and choicesCon supporto · Frasi e scelte

The bear is hungry. Is he happy or sad? Children choose and repeat short phrases.L'orso ha fame. È felice o triste? I bambini scelgono e ripetono frasi brevi.

More independent · Prediction and retellingPiù autonomia · Previsione e racconto

What happens next? Children sequence pictures, answer, predict and retell a small part.Che cosa succede dopo? I bambini mettono in ordine le immagini, rispondono, prevedono e raccontano una piccola parte.

Classroom examples to reuse

A three-picture story

Use bear, apple and home pictures. Say “This is Bear. Bear is hungry. Look! An apple. Bear eats. Bear goes home.” Repeat with gestures. Pause for children to point to the apple, mime eating or say “hungry”.

Usate tre immagini: orso, mela e casa. Raccontate con frasi brevi e gesti. Fate una pausa per indicare, mimare o dire una parola.

Return to the story

First retell with your pictures. Next, let children choose the next picture. Later, invite a child to voice Bear or tell one part. Keep the story familiar while changing the response.

Riprendete la storia con le immagini, poi lasciate scegliere la figura successiva. Invitate una voce o una breve parte senza forzare la risposta.

Adapted from the English in Action teacher help sheets. Practical examples for classroom use.

Lesson 5 · Practical reference

Interaction + English Across the Nursery Day

Real moments across the nursery day provide a context for English. The phrase banks and interaction ladder recap how noticing and responding can support a short, meaningful exchange.

English can live across the nursery day. Use a short phrase in a real moment, wait for any response, then add just one small step.L'inglese può vivere durante tutta la giornata. Usate una frase breve in un momento reale, aspettate qualsiasi risposta, poi aggiungete un solo piccolo passo.

Welcome + feelings

Good morning! How are you?Buongiorno! Come stai?
Happy, tired or sad?Felice, stanco/a o triste?
Show me with your face.Fammi vedere con il viso.
I can see a big smile.Vedo un grande sorriso.
Would you like to join us?Vuoi unirti a noi?
You can watch first.Puoi prima guardare.

Play + discovery

What are you making?Che cosa stai facendo?
Tell me about it.Raccontami.
Which one do you need?Quale ti serve?
Can I play too?Posso giocare anch'io?
What happens if...?Che cosa succede se...?
Let's try together.Proviamo insieme.

Care routines + transitions

It's time to wash our hands.È ora di lavarci le mani.
Roll up your sleeves.Tira su le maniche.
Would you like some water?Vuoi un po' d'acqua?
More or finished?Ancora o hai finito?
First tidy, then story.Prima riordiniamo, poi la storia.
Who is ready to help?Chi è pronto ad aiutare?

Use the interaction ladder

CommentCommentateWaitAspettateAcceptAccoglieteModelDate un modelloExtend one stepAmpliate di un passo
Example / Esempio
Child points to a tower Il bambino indica una torre“A tower!” “Una torre!”Wait 3-5 seconds Aspettate 3-5 secondi“Yes - a big tower.” “Sì - una torre grande.”“What colour is it?” “Di che colore è?”

Language across the day

Everyday moments and reusable teacher phrases / Momenti quotidiani e frasi riutilizzabili
ArrivalIngresso

Good morning. How are you?

Free playGioco libero

What are you making?

SnackMerenda

More or finished?

Outdoor timeAll'aperto

What can you see?

Tidy-upRiordino

Where does it go?

StoryStoria

What happens next?

Getting readyPreparazione

Put on your coat.

GoodbyeUscita

What did you enjoy?

Classroom examples to reuse

Respond during block play

Child points to blocks → “A tower!” → wait 3–5 seconds → accept the point → “A big tower.” Offer “Red or blue?” if the child is ready. A question is optional; a shared comment can be enough.

Il bambino indica le costruzioni: commentate, aspettate, accogliete e date un modello. Ampliate con una sola parola o una scelta, se è pronto.

A snack-time exchange

Show water and milk. Ask “Water or milk?” Accept pointing. Model “Water, please.” Give the drink and say “Here you are.” Repeat the same exchange on another day; speaking is optional.

Mostrate acqua e latte. Accettate il gesto, date il modello e ripetete lo scambio nei giorni successivi. Parlare è facoltativo.

Adapted from the English in Action teacher help sheets and Lesson 5 workshop deck. Practical examples for classroom use.

Adapt the response

Starting out · Notice and respond

Use one short phrase and a visible gesture or two pictures. Accept watching, pointing, reaching or moving.

Usate una frase breve con un gesto o due immagini. Accettate sguardo, indicazione o movimento.

With support · Choose and name

Offer two familiar choices. Model one word or a short phrase and leave time to respond. Repetition is optional.

Offrite due scelte note. Date un modello e tempo per rispondere. Ripetere è facoltativo.

More independent · Combine and lead

Invite a short exchange, a sequence or a child-led turn when ready. Keep pointing or choosing available for every child.

Invitate uno scambio breve, una sequenza o un turno guidato dal bambino. Mantenete sempre la possibilità di indicare o scegliere.

Lesson 6 · Practical reference

Creating + Adapting Resources

Clear resources support choosing, requesting, describing and sequencing. These examples and quality checks bring together the resource-design principles for clear, reusable materials.

A useful resource helps children understand and communicate. It does not need to be elaborate: one clear purpose, one visible choice and language the teacher can reuse.Una risorsa utile aiuta i bambini a capire e comunicare. Non deve essere elaborata: un obiettivo chiaro, una scelta visibile e lingua che l'insegnante può riutilizzare.

Communicative purposes

ChooseScegliere

Which one? This one, please.

RequestChiedere

Can I have the blue one?

DescribeDescrivere

It is big and red.

SequenceMettere in ordine

First... then... finally...

Ask before designing / Prima di creare
What will children do? Che cosa faranno?What language will help? Quale lingua servirà?Can it be reused? Si può riutilizzare?

Features of clear visual resources

□ One image or idea per cardUn'immagine o idea per carta
□ Large, high-contrast imageImmagine grande e contrastata
□ Little or no written textPoco o nessun testo scritto
□ Familiar, inclusive examplesEsempi familiari e inclusivi
□ Consistent colour or symbol systemColori o simboli coerenti
□ Durable and easy to handleResistente e maneggevole
□ Visible from the children's positionVisibile dalla posizione dei bambini
□ Teacher language on the backLingua per il docente sul retro

One resource, different response levels

Starting out · Notice + respond

Two cards. Point, touch, match or move.Due carte. Indicare, toccare, abbinare o muoversi.

Teacher: Show me the cat.

With support · Choose + name

Three or four cards. Choose and add one word.Tre o quattro carte. Scegliere e aggiungere una parola.

Teacher: Cat or dog? - Dog!

More independent · Combine + explain

Use cards to build a phrase, sequence or reason.Usare le carte per creare una frase, sequenza o motivazione.

Child: I choose the dog because...

A reusable resource kit

Feeling faces Faccine delle emozioniAction cards Carte delle azioniRoutine sequence Sequenza della routineChoice board Tabella delle scelteStory characters PersonaggiWeather wheel Ruota del meteoMystery bag Sacchetto misteriosoReal objects Oggetti reali
Useful teacher language / Lingua utile
Look at the pictures.Guardate le immagini.
Choose one.Scegline una.
Put it here.Mettila qui.
What comes next?Che cosa viene dopo?

Resource quality checklist

A relevant contextUn contesto pertinenteA clear purposeUno scopo chiaroA small, manageable visual setUn piccolo insieme di immagini gestibileReusable teacher phrasesFrasi riutilizzabiliVisibility and usabilityVisibile e utilizzabile dalla posizione dei bambini

Classroom examples to reuse

A choice board for play

Use two familiar pictures, such as blocks and a puzzle. Ask “Which one?” Accept pointing and model “Blocks, please.” Add more choices only when children can see and use the first two confidently.

Usate due immagini note. Accettate l’indicazione e date un modello breve. Aggiungete scelte quando le prime due sono chiare.

A handwashing sequence

Use pictures for sleeves, water, soap and drying. Model “Roll up. Wash. Dry.” Children point, order the pictures or act. Put the teacher phrases on the back and use the sequence beside the sink.

Usate immagini per maniche, acqua, sapone e asciugatura. I bambini indicano, ordinano o agiscono. Scrivete le frasi sul retro.

Adapted from the English in Action teacher help sheets and Lesson 6 workshop deck. Practical examples for classroom use.

Lesson 7 · Practical reference

From Activity to Mini-Lesson

A familiar song, game, story or routine can form a short learning sequence. The six-part structure and worked examples recap how purpose, modelling and participation fit together.

A mini-lesson is short, active and purposeful. Children meet useful English, understand it through action, use it with support and finish successfully.Una mini-lezione è breve, attiva e intenzionale. I bambini incontrano lingua utile, la capiscono attraverso l'azione, la usano con supporto e concludono con successo.

The six-part mini-lesson

1. Connect
Saluto o richiamo noto
2. Introduce
2-4 parole utili
3. Model
Mostrare, non spiegare
4. Participate
Fare insieme
5. Communicate
Scelta o scambio
6. Close
Ripresa + successo

Example: The Weather Window

Connect

Hello, weather watchers!

Introduce

Sunny, rainy, windy, cloudy.

Model

Look outside. It is...

Do

Point, mime and choose.

Communicative outcome / Esito comunicativo
What's the weather like? Che tempo fa?It's windy today. Oggi c'è vento.I need my coat. Mi serve il cappotto.

Teacher language for each stage

Do you remember...?Vi ricordate...?
Let's explore...Esploriamo...
Watch me first.Prima guardatemi.
Let's try together.Proviamo insieme.
Choose and tell your partner.Scegli e dillo al compagno.
Show me what you know.Mostrami ciò che sai.
What did we use today?Che cosa abbiamo usato oggi?
You did it!Ce l'avete fatta!

Ways to participate

Non-verbal

Look, point, touch, move, match.Guardare, indicare, toccare, muoversi, abbinare.

Emerging language

Choose, repeat or complete one word.Scegliere, ripetere o completare una parola.

More independent

Use a short phrase, question or child-led instruction.Usare una frase breve, domanda o istruzione.

Mini-lesson reference checklist

□ One clear communicative goalUn obiettivo comunicativo chiaro
□ 2-4 target words or phrases2-4 parole o frasi chiave
□ A visible modelUn modello visibile
□ More doing than explainingPiù azione che spiegazione
□ More than one way to respondPiù modi per rispondere
□ A calm ending and quick recallChiusura serena e breve ripresa

Classroom examples to reuse

The Weather Window: a complete example

Connect: “Hello, weather watchers!” Introduce 2–4 weather pictures. Model: look outside and choose one. Participate: children point or mime. Communicate: “Sunny or rainy?” / “It’s windy.” Close: recall one picture and say “You did it!” Reuse the same sequence with familiar weather.

Salutate, mostrate 2–4 immagini, date un modello, fate partecipare, offrite uno scambio e richiamate una figura alla fine.

Reuse a familiar game

For Show Me, choose the goal “identify and request a colour”. Connect with familiar cards; model pointing; play together; offer “Red or blue?”; invite “Red, please”; close by recalling a colour. Keep doing time longer than explanations.

Con Show Me, collegate carte note, mostrate, giocate insieme, offrite una scelta e richiamate un colore. Dedicate più tempo all’azione.

Adapted from the English in Action teacher help sheets and Lesson 7 workshop deck. Practical examples for classroom use.

Adapt the response

Starting out · Notice and respond

Use one short phrase and a visible gesture or two pictures. Accept watching, pointing, reaching or moving.

Usate una frase breve con un gesto o due immagini. Accettate sguardo, indicazione o movimento.

With support · Choose and name

Offer two familiar choices. Model one word or a short phrase and leave time to respond. Repetition is optional.

Offrite due scelte note. Date un modello e tempo per rispondere. Ripetere è facoltativo.

More independent · Combine and lead

Invite a short exchange, a sequence or a child-led turn when ready. Keep pointing or choosing available for every child.

Invitate uno scambio breve, una sequenza o un turno guidato dal bambino. Mantenete sempre la possibilità di indicare o scegliere.

Lesson 8 · Professional English

My English toolkit

Describe your space, explain your work and talk with colleagues. Professional English for teachers and colleagues. This bank is for describing your work, rather than language to teach directly to children.

Descrivi il tuo spazio, spiega il tuo lavoro e confrontati con i colleghi. Inglese pratico per te come insegnante.

Find the words you needTrova le parole che ti servono

My space: a description frameworkIl mio spazio: uno schema per descriverlo

A description of your setting can name the items, locate them and explain their purpose. The frames below support conversations with colleagues and visitors.

Per descrivere il tuo ambiente puoi nominare gli oggetti, indicare dove si trovano e spiegarne lo scopo. Queste strutture aiutano il confronto con colleghi e visitatori.

“We keep ___ in ___.” · “We use ___ to ___.” · “I am responsible for ___.”

“Teniamo ___ in ___.” · “Usiamo ___ per ___.” · “Sono responsabile di ___.”

Developing your practice · Sviluppare la propria pratica

Use · Adapt · Evolve

Use

Ideas ready to use in your setting, with a clear reason for keeping them.

Idee già utilizzabili nel tuo contesto, con un motivo chiaro per conservarle.

Adapt

Resources and approaches that benefit from changes for your group or space.

Risorse e approcci da modificare per il tuo gruppo o spazio.

Evolve

Ideas that can develop through experience, observation and sharing with colleagues.

Idee da sviluppare attraverso esperienza, osservazione e confronto con i colleghi.

“My first step will be ___.” · “A person or resource that could help is ___.”

“Il mio primo passo sarà ___.” · “Una persona o risorsa che potrebbe aiutarmi è ___.”