MagicBookAm_TG1 by ELI Publishing

an ic er Am

Mariagrazia Bertarini Martha Huber Paolo Iotti

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Teach erâ&#x20AC;&#x2122;s Bo

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Table of contents Introduction

The Magic Book 2

The Magic Book 1

1 2 3 4 5 6

Review unit - Let’s start

118

unit 1 - Benjy is back

124

unit 2 - My classroom

131

unit 3 - My body

139

R 1 2 3 4

unit 4 - My house

147

unit 6 - A party

unit 5 - On a farm

154

Festive occasions

160

Magic Lab

166

Picture dictionary

Benjy’s Alphabet

167

Photocopiable worksheets

168

unit 1 - A new friend

unit 2 - School things

unit 3 - Colors

unit 4 - Toys

unit 5 - Pets

The Magic Book – American English Teacher’s Book 1-2 by Mariagrazia Bertarini, Martha Huber and Paolo Iotti © 2008 - ELI s.r.l. P.O.Box 6 – 62019 Recanati – Italy Tel. +39071750701 – Fax +39071977851 e-mail: info@elionline.com – www.elionline.com

No unauthorised photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI. The pages of this book marked Photocopiable may be photocopied free of charge by the purchasing individual or institution.

Acknowledgements Editorial Project – Sarah M. Howell Art Director and Project Manager – Letizia Pigini Editorial Dept – Gigliola Capodaglio, Beatrice Loreti Production Manager – Francesco Capitano Graphic design by Studio Florio ELI Graphics - Diletta Brutti Illustrated by Sergio Trama, Marco Lorenzetti, Manola Piselli

This book is sold subject to the condition that it shall not, by way of trade or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser.

ISBN 978-88-536-1236-6

Teacher’s Book 1-2 + Audio CD 1-2 + Music CD 1-2 DVD 1-2

The publisher would like to thank all the teachers who have commented on the course at various stages of its development.

ISBN 978-88-536-1224-3 ISBN 978-88-536-1230-4 ISBN 978-88-536-1136-9 ISBN 978-88-536-1138-3

Student’s Book 1 + Activity Book 1 My Special Book 1 + Audio CD Flashcards 1 Story Cards 1

ISBN 978-88-536-1225-0 ISBN 978-88-536-1231-1 ISBN 978-88-536-1137-6 ISBN 978-88-536-1139-0

Student’s Book 2 + Activity Book 2 My Special Book 2 + Audio CD Flashcards 2 Story Cards 2

ISBN 978-88-536-1235-9

Printed in Italy – Tecnostampa - Recanati 08.83.033.0

Introduction The Magic Book is a six-level English course for elementary school children which offers teaching proposals specifically tailored for this age group. Each unit is a learning project in which the English language becomes the vehicle for expressing the functions of daily life; it stimulates curiosity and encourages discovery whereby new experiences blend and interact with the various areas of already acquired experience to enhance and improve the quality of the children’s cognitive progress. The primary aim of the entire work is to create a progressive passage from describing reality by using a new tool and experiencing new situations, to redefining one’s surroundings, adjusting and reorganizing knowledge thanks to the acquisition of a new perspective which enriches the global dimension of the individual. Therefore, there come into play factors which are tied to the reorganization of personal, interpersonal, cognitive, socio-affective and emotional spaces and which take on a fundamental objective significance and create forces which expand the child’s experience in ever-widening, concentric circles. In synthesis, The Magic Book is based on the methodological and didactic principles which state that in each circle all the educational disciplines coexist, connected by a web of networks; thus, it is no longer plausible to explore one area without links to and forays into all of the others, because “each of the specific goals of learning actually follows the principle of the hologram, i.e., that each one in turn refers to the others; they are never, no matter how selfreferential, self-contained, but will always and continually refer back to everything else”. A specific learning goal of one the facets of civil coexistence, therefore, is always also disciplinary and vice-versa; similarly, a specific goal of mathematics is, and must always also be, full of linguistic, historical, geographical, expressive, esthetic, motor and social interests. The same is true for any other specific learning objective. Within the specific discipline, basically, there must always be the search for the inter- and trans-disciplinary link, or, in other words, the part which is tied to the whole and the whole which can only be given as a part. And within each “educational” area there must also be the discipline and both must further the overall education of each individual.

MACRO-AREA PROGRAMMING Linguistic competence can be pursued at various levels, as can also be seen in the Common European Framework of Reference. Regardless of the level, linguistic competence begins to take form when a person is able to satisfy the primary language needs: • perceive himself in a relational situation • express ownership • express an opinion • express a need • utilize these functions at the same time and in a complementary way

These are the five psycho-linguistic macro-areas which include all of the communicative and relational functions. In other words, when I can talk about myself (first macro-area), when I can express ownership or ask whose object it is (second macro-area), when I can express or ask for an opinion on any topic (third macro-area), when I can express a need or ask for permission (fourth macroarea) and finally, when I can comfortably use these areas to understand and communicate (fifth macro-area), in speaking a foreign language, then I can say that I have acquired a competency in the foreign language that is both useful and gratifying for me. As concerns the English language, the following verbs are used as references to the macroareas: I I I I I

am have like can am + I have + I like + I can

The order in which the macro-areas are learned is not strictly defined, except for the first and the last; a positive perception of self in the context of a foreign language (first macro-area) is a fundamental element and from there, the other macro-areas take shape. Likewise, the last macro-area is none other than the awareness of being able to use the skills learned in the other macro-areas in an autonomous fashion. The theory of macro-areas favors language learning based, not on the mnemonic learning of words, but on a gradual development of oneâ&#x20AC;&#x2122;s own psycho-linguistic identity in the foreign language that is being learned. Lists of words are not simply learned by heart, but the lexis and the syntax is understood and learned in relation to real communication needs which increase as the acquired skills increase. The subdivision of the didactic content of the course will be based on a cyclical succession of the macro-areas; this to ensure that the educational goals that have been set will be followed and that language development will take place at the same rate as the natural needs for socio-affective, psychological and cognitive development.

The Magic Book 1 The first volume is divided into six units: 1. A new friend 4. Toys 2. School things 5. Pets 3. Colors 6. A party Each unit begins with a story which sets the scene and introduces language structures and words and ends with a game which uses the linguistic material presented and proposes it as a vehicle for interaction with classmates. Each unit presents lexis and structure through the use of an animated song which involves the children in language and motor activity, but also in listening, comprehension and repetition of the communicative structures. A final section of the textbook is dedicated to festive occasions (which can include traditional holidays such as Christmas, as well as special days like Halloween) and to the Magic Lab arts and crafts section. The following teaching aids are available with the first volume: • Teacher’s Book • Audio CD • Music CD

• Flashcards • Story cards • Benjy hand puppet • DVD

Also available, as a supplement: • My Special Book 1 with Audio CD and Teacher’s guide insert The Magic Book 2 The second volume is divided into six units: Review Unit - Let’s start 3. My body 1. Ben j y i s b a c k 4. My house 2. M y c l a s s r o o m 5. O n a f a r m Level 2 begins with an introductory unit to review the material from the previous year, to make the return to the school routine a positive and relaxed time and to encourage the children’s curiosity and desire to embark on a new pathway to knowledge. The structure of the subsequent units is similar to those in Volume 1. Magic Book 2 also has a final section dedicated to festive occasions and to the Magic Lab arts and crafts section. There is also a story where Benjy, independently of the lexical or structural progression already seen, presents the alphabet; it can be used by the teacher at any time that it is deemed appropriate.

n o i t c u d Intro The following teaching aids are available with the second volume: • Teacher’s Book • Audio CD • Music CD

• Flashcards • Story cards • Benjy hand puppet • DVD

Also available, as a supplement: • My Special Book 2 with Audio CD and Teacher’s guide insert The Magic Book 3 The third volume is divided into six units: Review Unit - Let’s start 3. M y f a v o r i t e c l o t h e s 1. M y f a m i l y 4. School Time 2. M y f a v o r i t e f o o d 5. Safari Park

After an introductory unit to review the vocabulary and material learned the previous year and to reinforce possible weak areas, the next units present a different structure, in line with the overall growth and development of the children. Each unit begins with a photographic image which stimulates curiosity and invites a comparison between what is familiar and what is far away, what is different from one’s own habits, from one’s own experience. The initial description will be graphic and at the end of the unit the child can use the words and expressions he has learned. The next activity is a story to be listened to, read and acted out, presented in a comic strip form to provide a motivating context for introducing the unit and to review expressions that are already known. There will be a page to introduce the new vocabulary and a song to imprint it. The subsequent activities utilize the words learned with communicative expressions, exercises and language games which develop the receptive and productive skills necessary to complete the section entitled This is me. The child talks about himself and about his daily experience which he can then compare to the stories of daily life, culture and traditions of the foreign country presented in the pages on culture and civilization. Each of these sections includes a creativity corner to encourage the child to develop his curiosity, imagination and creativity. As in volumes 1 and 2, each unit ends with a game in which the class can apply what has been learned. The last pages are dedicated to principal holidays and festive occasions. In level 3 grammar strips are introduced for the first time. These strips are fun comics where Fluffy, the cuddly monster from a level 1 story, explains the grammar rules in an easy way for children to grasp.

The following teaching aids are available with the third volume: • Teacher’s Book • Audio CD • Music CD

• Posters • Benjy hand puppet • DVD

Also available, as a supplement: • My Special Book 3 with Audio CD and Teacher’s guide insert The Magic Book 4 The fourth volume is divided into six units: Review Unit – Let’s start 3. School life 1. I ’ m a f r a i d o f . . . 4. Shopping time 2. W e l i k e r e a d i n g 5. The weather This volume begins with a review and individualized re-use of the language elements learned in the previous years. The subsequent units continue to maintain a playful approach but begin a gradual process of formalized language learning. While the structure is intentionally similar to what the children are already familiar with, and therefore does not present any difficulties from a methodological standpoint, the language references become more and more explicit and regular so as to expand the possibilities for communication which allows for a more complex and more gratifying expression of self. Sound corner In the fourth-level book, the parts which were for creative graphic expression are given over to workshops for analysis and experimentation, both for intonation and for pronunciation of certain sounds that are typical of the English language. The circles placed above the accented syllable, the sounds h, t, d, j, s, sh, th, soft and hard, and the short and long vowels are presented through listening and repeating games, so as to gradually allow the children to absorb and distinguish the sounds of the language. The following teaching aids are available with the fourth volume: • Teacher’s Book • Audio CD • Music CD

• Posters • Benjy hand puppet • DVD

Also available, as a supplement: • My Special Book 4 with Audio CD and Teacher’s guide insert

n o i t c u d Intro The Magic Book 5 The fifth volume is divided into eight units: Review Unit – Let’s start 4. 1. W h a t t i m e i s i t ? 5. 2. M y f a v o r i t e T V p r o g r a m s 6. 3. W h a t ’ s t h e m a t t e r ? 7.

Playing outside Where I live Where are you from? In the past

The fifth level book begins with a review and consolidation unit, followed by seven units of progressively more complex study. Here, too, the original structure of the previous books has been maintained, but at this level some important new elements are introduced which were designed and proposed in keeping with the aim of a gradual passage of the child from primary to secondary level education, with reference to the study of a foreign language. The children who learned to understand and communicate in English during the first four years are now given the opportunity to reflect on what they have already learned and to extrapolate some rules relative to sentence structure which they can then apply successfully to everchanging contexts. Again in the fifth level, the sound corner exercises are useful in helping the child to achieve the correct pronunciation of single words and the right intonation of the sentence. The following teaching aids are available with the fifth volume: • Teacher’s Book • Audio CD • Music CD

• Posters • Benjy hand puppet • DVD

Also available, as a supplement: • My Special Book 5 with Audio CD and Teacher’s guide insert The Magic Book 6 The sixth volume is divided into seven units: Review Unit – Let’s start 1. M y f r e e t i m e 4. Future plans 2. W e e k e n d s 5. Y o u m u s t d o t h i s ! Y o u m u s t n ’ t d o t h a t ! 3. W h a t I w o u l d l i k e 6. The green pro ject The sixth volume opens with a review unit to go over the language material learned the previous year; this gives the children the opportunity to strengthen possible weak points. The subsequent six units follow the same structure of the fifth grade book, but offer more room for practice and for looking at the grammar aspects of the language.

This volume is enriched by a number of pages on foreign culture and civilization dealing with topics of interest to children of this age; it ends with a few pages dedicated to traditional holidays such as Thanksgiving. The Magic Book 6 gradually brings the child towards the achievements of the Common European Framework of Reference skills in level A2. In addition, it is a valid tool for the preparation of children for English certification exams (Trinity, Cambridge, Toefl) for elementary school levels. The following teaching aids are available with the sixth volume: • Teacher’s Book • Audio CD • Music CD

• Posters • Benjy hand puppet • DVD

COMPONENTS OF THE COURSE Student’s Book with Activity Book and Portfolio The Student’s Book for each level is presented as a single volume which includes the Activity Book and language Portfolio. The first part, the Student’s Book proper, is described in the previous section. The Activity Book is divided into two sections. The first section contains review and consolidation exercises for the lexis and structures presented in the Student’s Book. The activities are closely tied to those presented in the textbook and follow the same subdivision into units; they are gradual, practical and often presented as a game that allows the child to try to do the work by himself. The second section contains a personal Portfolio and leads the child toward self-evaluation and meta-cognitive awareness. For each corresponding unit of the book there is an activity to check the level of competence achieved and there is also space provided for the child to express a personal opinion on his own work and on the activities which were proposed. My Special Book The Special Books focus on Civics and on the interdisciplinary links between the English language and other disciplines such as Music, Art, Physical Education and Sports, as a first approach to CLIL (Content and Language Integrated Learning). They may be used as supplemental teaching aids to expand on the course outlined in The Magic Book as well as independently.

n o i t c u d Intro The topics covered in each workbook follow current teaching guidelines relative to each age level. They include social skills, road safety, the environment, health and nutrition, as well as art, music and physical education. The Magic Lab at the close of each special section aims to stimulate creative processes and give new input to expand the use of the foreign language both within the school environment and beyond. Each workbook provides a teacher’s guide insert and an Audio CD for listening exercises. The Teacher’s Book Three Teacher’s Books are available: one for levels 1-2, one for levels 3-4 and one for levels 5-6. They are full of suggestions, photocopiable material and extra activities which can be used to reinforce, review and check what has been learned in each unit. The Teacher’s Books also contain all of the links among the various components of the course. Audio CD Produced with the most sophisticated technology, the CD proposes authentic material recorded in English-speaking countries. Music CD In addition to the Audio CD, this CD contains the songs and the music bases presented in the Student’s Book. DVD The course includes three DVDs: one for levels 1-2, one for levels 3-4 and one for levels 5-6. The first DVD shows an animated version of the songs and presents the lexis in an interactive way for the child. The second and third DVD, besides the animated songs and the interactive presentation of the lexis, also contain cartoon versions of the story presented as a comic strip in the book. In level 6, short documentaries help to review interesting civilization sections. Story cards The Magic Book 1 and 2 each have a set of 32 story cards. Each unit of the books starts from a story which provides the impetus and the context for the language material proposed. Each teacher can then decide to either have the children listen to the recorded stories on the CD or to tell the story himself/herself, enlivening it with the story cards. Mini flashcards The Magic Book 1 comes with a set of mini flashcards depicting the words learned in the various units. Each child will have his own set to use in games and activities described in the Teacher’s Book.

Flashcards The flashcards, for the first two levels, serve the purpose of introducing or reinforcing new words. Instructions are provided for their use during specific activities suggested from time to time. Posters Starting with level 3, class posters are provided to be used for games, for additional material on culture and civilization and as backup material for some of the more important topics. The Benjy hand puppet The Benjy hand puppet stays with the children to guide them through all six years and he provides the teacher with an excellent way to establish a socio-affective relationship with the class on various levels which facilitates and encourages linguistic expression. CHARACTERISTICS OF THE COURSE For gradual overall growth The macro-area theory which places the child, his growth and his special and unique individual being at the center of the entire teaching process is both an implicit and an explicit statement of great respect for the particular characteristics of every individual and in The Magic Book this theory finds its practical application in the gradual approach to teaching. The contexts, the lexis, the sounds, the songs, the syntax, the kinds of language games that are proposed all begin with familiar input which reassures and puts the child at ease, creating an atmosphere where even the linguistic risk, so fundamental to learning a language, becomes a fun challenge and where self-evaluation and correction become an opportunity for new discoveries. The principle of gradualness which underlies linguistic exploration is evident in certain aspects of the course, such as, the stories, the graphics, the type of illustrations, the socio-affective pathways, the grammatical approach, the use of songs and the meta-cognitive reflections. Graphics and illustrations Benjy Bear and a happy bunch of kids, each with his or her own personality, are the stars of the multitude of adventures that provide the recurring themes in the units. The graphics change slightly from one level to another, just as children do from one year to another. The layout of the books is also modified as the levels progress, slowly adapting to the changing tastes of the students. The presentation of the first pages of each unit goes from being a drawing to a photograph, from magic to discovery of reality.

n o i t c u d Intro Socio-affective pathways Two icons introduce and develop an emotional and socio-affective pathway which will accompany the children throughout the six-year course. Gradually, the children will talk about themselves in the most simple and natural way, through drawings in the first year, through simple words in the second and finally in the This is me pages in the upper grades. The heart denotes a place reserved for the children to express their feelings, their wishes and their dreams. The mirror denotes a place where the children can talk about everything that is part of their daily lives and the real world. Strips The strips contain grammar notions and feature the fun-loving monster, Fluffy, who appears in one of the first stories at the beginning of the course. Although the communicative structures must necessarily be understood at an intuitive level only in the early years, the Teacher’s Book for Level 2 already contains some worksheets which present some of the grammar structure in a formalized way. Fluffy will be the star character in large, fun comic strip tables which can be hung in the classroom as a reference and learning aid during games and activities. These tables provide a gradual introduction to a more serious grammar focus in the third level, where Fluffy is the main character in a series of funny grammar strips which the teacher may or may not use, depending on his/her own teaching method. In the fourth, fifth and sixth levels the grammar rules will be explicitly presented in tables with the ever-present image of Fluffy. Magic Labs and Corners Building the projects proposed in the Magic Labs, on the pages dedicated to holidays and festive occasions and carrying out the activities suggested in the Corners at the end of the units in the third level book, are activities which develop and stimulate not only the child’s creativity, but also knowledge and skills which significantly contribute to his overall growth. Doing and building, producing something requiring graphic and manual skills requires intense metacognitive activity or, in other words, a reflection on one’s own cognitive processes which can correctly foresee, in a tangible fashion, the meta-cognitive phases of linguistic interaction. In fact, manual activity is the visible reflection of a process which involves: – understanding an oral or illustrated text (instructions) – formulating a hypothesis (if I do this, I’ll get this) – foreseeing intermediate and final results – constant adaptation to the situation with relative problem-solving and developing of creativity (I need a stopper to make a wheel, but if I don’t have a stopper, what can I use?) – reorganizing one’s skills and knowledge and optimizing the procedures (in order to achieve this result I used to do these things, but now I know I can do it a shorter and simpler way) – checking one’s work in terms of functionality (it works… or it doesn’t work… where did I go wrong?) – evaluating the result in terms of attractiveness, personal satisfaction and pleasure (am I happy with the final result?)

The Magic Book and the Common European Framework of Reference Here follows the description of the competence levels as outlined in the Common European Framework of Reference (cf. European Framework Ch. 8.4.3, table 6)

Basic User

Independent User

Proficient User

Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce him/herself and others and can ask and answer questions about personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc. Can deal with most situations likely to arise while traveling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.

Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.

Can understand with ease virtually everything heard or read. Can summarize information from different spoken and written sources, reconstructing arguments and accounts in a coherent presentation. Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations.

i b a l l y s Course

The Magic Book 1

unit 1 A NEW FRIEND

unit 2 SCHOOL THINGS

unit 3 COLORS

Specific learning objectives

Greetings. Expressions for asking someone’s name and giving own. Simple instructions related to classroom tasks or games. Affirmative and negative statements. Expressing emotions.

Simple instructions related to classroom tasks or games. Vocabulary relative to school objects. Expressing thanks.

Simple instructions related to classroom tasks or games. Vocabulary relative to school objects and colors.

Communicative Structures

Hello! Bye-bye! What’s your name? I’m… Sit down! Yes. No. Hurray!

What is it? It’s a… Thanks.

What color is it? It’s… A big ball.

Lexis

Hello, bye-bye, name, magic, bear, sit down, stand up, jump, turn around, hurray.

Backpack, pencil, eraser, pencil case, crayon, pen, book, thanks, present.

Red, pink, blue, green, orange, yellow, big, little.

Links to other disciplines and educational areas

Civics. Social skills. Music. History. Art. Technology & Design. Physical education & Sports.

Civics. Social skills. Road safety. Music. History. Mathematics. Art. Technology & Design. Physical education & Sports.

unit 4 TOYS

unit 5 PETS

Simple instructions related to classroom tasks or games. Vocabulary relative to toys and to numbers from one to six. Expressing ownership. Apologizing.

Simple instructions related to classroom tasks or games. Vocabulary relative to pets, colors and numbers from seven to ten. Expressing likes and dislikes.

Simple instructions related to classroom tasks or games. Vocabulary relative to food, parents and relatives. Expressing preferences. Telling age. Expressing wishes.

What is it? It’s a…. What color is it? It’s… My… Sorry.

What is it? It’s a…. What color is it? It’s… …plus…is… I like…

I’m (six). Happy birthday! Yummy! Yuck!

Train, plane, car, ball, doll, teddy bear, brown, one, two, three, four, five, six, sorry.

Cat, dog, rabbit, turtle, fish, mouse, bird, black, white, purple, brown, seven, eight, nine, ten, plus.

Happy birthday, cake, orange juice, lollypop, sandwich, potato chips, popcorn, yummy, yuck, Mommy, Daddy, Grandma, Grandpa.

Happy Halloween, ghost, monster, witch, pumpkin, spooky, up, down, trick, treat, Merry Christmas, ring bells, Happy Easter, rabbit, egg, Easter Bunny.

Civics. Social skills. Music. History. Mathematics. Art. Technology & Design. Physical education & Sports.

Civics. Social skills. Music. History. Mathematics. Science. Art. Technology & Design. Physical education & Sports.

Civics. Social skills. Nutrition. Health. Music. History. Mathematics. Technology & Design. Physical education & Sports.

Civics. Social skills. Music. Art. Technology & Design. Physical education & Sports.

unit 6 A PARTY

Festive occasions and Magic Lab Simple instructions related to classroom tasks or games. Vocabulary relative to festive occasions and party materials. Expressing feelings. Expressing wishes.

i b a l l y s Course

The Magic Book 2

Review unit LET’S START

unit 1 BENJY IS BACK

unit 2 MY CLASSROOM

Specific learning objectives

Greetings. Expressions for asking someone’s name and giving own. Simple instructions related to classroom tasks or games. Vocabulary relative to colors, numbers 1-10, commonly used objects and pets. Expressing likes and dislikes.

Useful expressions for simple interactions: understanding instructions, saying hello/goodbye and answering, expressing feelings. Second language sounds.

Useful expressions for simple interactions: understanding instructions, asking about and saying where something is, saying what one can and cannot do. Second language sounds.

Communicative Structures

Review of the structures introduced and learned in the first year.

Good Morning! How are you? I’m… happy/sad/tired/ angry.

Where is…? On/in/under/behind the… Can you…? Yes, I can. No, I can’t.

Lexis

Review of the lexis introduced and learned in the first year.

Back, I can, fly, good morning, good afternoon, good evening, good night, happy, sad, tired, angry.

Classroom, door, window, desk, chair, board, cupboard, bin, in, on, under, behind, open, close, read, write, take, give, word.

Links to other disciplines and educational areas

Civics. Social skills. Nutrition. Music. History. Mathematics. Art. Physical education & Sports.

Civics. Social skills. Music. History. Art. Physical education & Sports.

unit 3 MY BODY

unit 4 MY HOUSE

unit 5 ON A FARM

Festive occasions and Magic Lab

Useful expressions for simple interactions: understanding instructions, following directions. Vocabulary relative to parts of the body. Second language sounds.

Useful expressions for simple interactions: understanding instructions, expressing likes and dislikes, asking and understanding those of others. Vocabulary relative to rooms in the house and food. Second language sounds.

Useful expressions for simple interactions: understanding instructions, following directions. Vocabulary relative to pets and numbers 11-20. Second language sounds.

I have….

Do you like? Yes, I do. No, I don’t.

Review of the structures introduced so far.

Eyes, nose, mouth, ears, hand, feet, hair, arms, legs, long, short, blond.

House, kitchen, living room, bedroom, bathroom, duck, salad, tomato, ham, chicken, ice-cream, yogurt, fish, cheese, apple, banana.

Farm, tractor, chick, pig, hen, cow, frog, sheep, duck, horse, tail, wings, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty.

Halloween, trick or treat, smell, eat, scary. Merry Christmas, balls, tree, candles, star, angel. St. Valentine’s Day, blow, kiss, send, hug. Happy Easter, funny.

Civics. Social skills. Health. Music. History. Mathematics. Art. Physical education & Sports.

Civics. Social skills. Nutrition. Music. History. Mathematics. Art. Physical education & Sports.

Civics. Social skills. Music. History. Science. Mathematics. Physical education & Sports.

Civics. Social skills. Music. Art. Technology & Design. Physical education & Sports.

Useful expressions for simple interactions: understanding instructions, following directions, expressing feelings, expressing wishes. Vocabulary relative to festive occasions and party materials.

i b a l l y s Course

Review unit LET’S START

unit 1 MY FAMILY

unit 2 MY FAVORITE FOOD

Specific learning objectives

Second language sounds. Useful expressions for simple interactions: Asking for and giving something, understanding questions and instructions, following directions. Vocabulary relative to feelings, school objects, colors, parts of the body, food, animals, actions. Numbers 11-20.

Second language sounds. Useful expressions for simple interactions: introducing self and others, asking and telling own age and age of 3rd person. Follow simple instructions, carry out orders. Vocabulary relative to family members, numbers 10-50.

Second language sounds. Useful expressions for simple interactions: asking for and giving information on food preferences and saying what a 3rd person likes. Follow simple instructions, carry out orders. Vocabulary relative to food. Perceive rhythm and intonation as communicative elements.

Communicative Structures

Review of the structures introduced and learned in the second year.

Hello, Hi, Good morning, Nice to meet you. This is (my Mom) (Her) name is Lynn She’s/he’s… How old is he/she? He/she is… How old are you? I’m…

Do you like (eggs)? Yes, I do/No, I don’t. Here you are. Maria/he/she likes… Maria/he/she doesn’t like... What’s your favorite food? I love… My favorite food is… Paula’s/William’s her/his favorite food is…

Lexis

Review of the lexis introduced and learned in the second year.

Mom, dad, sister, brother, grandma, grandpa, me, numbers from 20 to 50.

Water, bread, rice, pasta, pizza, sandwiches, chocolate cookies, fish and chips, plums, pears, potato chips, eggs, meat, sausages.

Civics. Social skills. Music. History. Mathematics. Art. Physical education & Sports.

Civics. Social skills. Music. Mathematics. Art. Physical education & Sports.

Civics. Social skills. Nutrition. Health. Music. Mathematics. Art. Technology & Design. Physical education & Sports.

Links to other disciplines and educational areas

The Magic Book 3

unit 3 MY FAVORITE CLOTHES

unit 4 SCHOOL TIME

unit 5 SAFARI PARK

Festive occasions

Second language sounds. Useful expressions for simple interactions: expressing own feelings, expressing wishes. Understand instructions, follow directions. Vocabulary relative to Halloween, Christmas and Easter. Perceive rhythm and intonation as communicative elements.

Second language sounds. Useful expressions for simple interactions: asking and giving information on ownership, also relative to 3rd person, identify and describe own clothing and that of others. Vocabulary relative to clothing. Perceive rhythm and intonation as communicative elements.

Second language sounds. Useful expressions for simple interactions: expressing what one can and cannot do, also relative to 3rd person, identify and describe places and objects in the school. Follow simple instructions, carry out orders. Vocabulary relative to the school environment. Perceive rhythm and intonation as communicative elements.

Second language sounds. Useful expressions for simple interactions: describing characteristics of wild animals, asking and giving information on countable items. Follow simple instructions, carry out orders. Vocabulary relative to wild animals. Perceive rhythm and intonation as communicative elements.

Do you have your (scarf)? Yes, I do. No, I don’t. I have… He/she has…

Can you (play volleyball)? Yes, I can. No, I can’t. I can (paint a picture). I can’t (play the piano). He/she can… He/she can’t…

How many (lions) are there? There is/are… Where are (the tigers)?

Sweater, jeans, socks, shoes, coat, sneakers, shirt, skirt, gloves, boots, scarf, T-shirt, baseball cap. A pair of… Long, short, old, new, large, small.

Paint a picture, eat lunch, use the computer, play the piano, play volleyball, read a book in English, lunchroom, gym, computer lab, music room, library, art room, drop mosquito, top, lip, tongue, flat.

Lions, snakes, elephants, monkeys, giraffes, crocodiles, tigers, hippos, bears, zebras.

Pumpkin, spoon, candle, knife, crayon, snow, fog, Santa, reindeer, Christmas cheer, Easter Parade.

Civics. Social skills. Music. Art. Technology & Design. Physical education & Sports.

Civics. Social skills. Music. Mathematics. Art. Technology & Design. Physical education & Sports.

Civics. Social skills. Music. Environment. Art. Technology & Design. Physical education & Sports.

i b a l l y s Course

The Magic Book 4

Review unit LET’S START

unit 2 WE LIKE READING

Specific learning objectives

Asking for and giving something, understanding questions and instructions, following directions. Making introductions, talking about favorite things. Vocabulary relative to rooms in school, sports, holidays, likes & dislikes, abilities. Numbers 10-50.

Functions for: saying goodbye, describing and identifying people, places and things; asking and answering questions about people, places and things; asking and giving personal information; expressing own fears and telling classmates about them. Lexis relative to frightening things or situations. Aspects of the language: present simple of the verb “to be”, subject pronouns. Civilization: Magical places: Uluru in Australia, Stonehenge in England, Niagara Falls in Canada and the USA.

Functions for: describing and identifying people, books and favorite literary genres; asking and talking about likes and dislikes; asking and giving personal information. Lexis relative to literary genres and rooms in the house. Aspects of the language: present simple of the verb “to like”, possessive adjectives, question words (what, where, how), adverbs of frequency. Civilization: Flags of the English-speaking World: U.K., USA, New Zealand, Jamaica, Australia, Canada, India, South Africa.

Communicative Structures

Review of the structures introduced and learned in the third year.

See you tomorrow/Bye-bye I’m (she/he is) afraid of… What are you (is she/he) afraid of…? Are you afraid of…? Yes, I am/no, I’m not. Is she/he afraid of… Yes she/he is. No she/he isn’t. You’re/we are/they’re…

Do you like reading books? What kind of book do you like reading? I/you/we/they like… He/she likes… I/ you/we/they don’t like… He/she doesn’t like… I prefer… Where do you like reading? How often do you read (in the kitchen)?

Lexis

Review of the lexis introduced and learned in the third year.

Spiders, monsters, thunderstorms, thieves, snakes, the dark, ghost, fire. Strong, brave. Tall, short, fat, thin, old, young.

Scary stories, mystery, wildlife, sports, comics, thrillers, love stories, science fiction books, kitchen, garden, living room, bedroom, always, often, sometimes, never.

Social skills. Music. History. Mathematics. Art. Physical education & Sports.

Civics. Social skills. Music. Mathematics. Art. Technology & Design. Physical education & Sports.

Civics. Social skills. Music. Art. Technology & Design. Physical education & Sports.

Links to other disciplines and educational areas

unit 1 I’M AFRAID OF...

unit 3 SCHOOL LIFE

unit 4 SHOPPING TIME

unit 5 THE WEATHER

Festive occasions

Functions for: talking about the school timetable; asking and talking about favorite subjects; asking and talking about scholastic performance. Lexis relative to the days of the week, subjects, computers. Aspects of the language: present simple of the verb “to have". Civilization: Great little inventions: the ballpoint pen, the pencil sharpener, post-it notes.

Functions for: saying goodbye, thank-you, asking/telling how much something costs, describing and identifying people, places & things, asking for and giving permission, asking and talking about likes and dislikes, asking/giving personal information. Lexis relative to numbers up to 100, timetable, American monetary system, food and drink. Aspects of the language: present simple of the verb “can”, possessive adjectives, qualifying adjectives. Civilization: Different means of transportation for going to school.

Functions for: asking and talking about the weather, asking and talking about likes and dislikes, asking/giving personal information. Lexis relative to the weather, months and seasons. Aspects of the language: demonstrative adjectives, qualifying adjectives. Civilization: Traditional holidays and seasons.

Functions for: asking and talking about likes and dislikes, asking/giving personal information. Lexis relative to principal traditions, holidays and cultural characteristics. Civilization: Christmas and Easter traditions in the E.S.W.

What’s your favorite subject? My favorite subject is… My favorite subjects are… I/you/we/they have… he/she has… Can you guess my favorite subject? I have it on (Monday and Wednesday)

Where can we buy a cake/some cheese? Can I have a cake, please? Here you are. How much is it? Can she/he/they buy…? Yes, she/he/they can. No, she/he/they can’t.

What’s the weather like today? What’s your favorite month? And your favorite season?

Wish a Merry Christmas. Make your Christmas card. Which symbol do you prefer? Easter egg hunt. Here we go!

English, Math, Science, Music, Computer studies, Art, Geography, History, P.E. Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday. Excellent at, very good at, good at. Keyboard, tower, speakers, printer, monitor, scanner, mouse.

The bakery, the supermarket, the book store, the toy store, the pet store, the clothing store, ten, twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred. Penny, nickel, dime, quarter, dollar.

It’s cloudy, raining, snowing, sunny, foggy, windy, hot, warm, cold. January, February, March, April, May, June, July, August, September, October, November, December. Winter, Spring, Summer, Autumn.

Christmas tree, angels, candles, snow, on, under, in, behind, kitchen, chair, living room, door, bedroom, bed, garden, tree.

Civics. Social skills. Nutrition. Music. History. Mathematics. Art. Computer Studies. Physical education & Sports.

Civics. Social skills. Music. Geography. Mathematics. Art.

Civics. Social skills. Music. Art. Technology & Design. Physical education & Sports.

Civics. Social skills. Art. Technology & Design.

i b a l l y s Course

The Magic Book 5

Review unit LET’S START

Specific learning objectives

Expressions to talk about self, own opinions, skills, ownership. Lexis relative to own fears, family, age, school, town/city, the weather, the physical characteristics of people.

Communicative Review of the Structures structures introduced and learned in the previous years.

Lexis

Review of the vocabulary introduced and learned in the previous years.

Links to other Social skills. Music. History. disciplines and Art. P.E. & Sports. educational areas

unit 1 WHAT TIME IS IT?

unit 2 MY FAVORITE TV PROGRAMS

Functions for: asking and telling time, describing and identifying people and jobs, asking/giving personal information. Lexis relative to daily routine and some jobs. Aspects of the language: present simple of the verb “to be", (affirmative, negative, interrogative forms). Civilization: Theme Parks.

Functions for: asking/telling about likes and dislikes, asking/giving personal information, asking and telling time. Lexis relative to different TV programs. Aspects of the language: present simple of the verb “to like", (affirmative, negative, interrogative forms), possessive adjectives, question words (why, what), adverbs of frequency. Civilization: Universal Studios.

Functions for: goodbye/ thank-you, describing people/places/ objects, talking about health. Lexis relative to being well/sick. Aspects of the language: present simple of “to have” in aff/neg/int. forms, qual. adjectives, poss. adjectives, question words (why, what, when, how). Civilization: Healthy eating habits.

What time do you go to bed? At …o’ clock. I go to bed at (9,30). What time is it? It’s a quarter past nine/ a quarter to five/…o’clock. It’s half past …

What’s the matter? Why are you so sad? Because …. What do you watch on TV? I always/ often/ sometimes/ never/ watch (sports programs).

I have a…. tummy ache/ headache... My… hurts. Her/his dad is a doctor. When I grow up I want to be… What do you want to be?

I get up, have breakfast, go to school, finish school, have lunch, do my homework, have dinner, watch television, go to bed at… Mechanic, teacher, student, musician, housewife, salesperson.

Nature/ sports/ music program, quiz show, science fiction/ detective/ romantic film, cartoon, news. Always, often, sometimes, never.

Tummy ache, backache, earache/headache, toothache, a cold/cough, temperature/sore throat. Maybe, worried, nervous. Dentist, doctor, nurse, vet.

Civics. Social skills. Nutrition. Music. Art. Geography. Mathematics.

Civics. Social skills. Music. Art.

Civics. Social skills. Health. Music.

unit 3 WHAT’S THE MATTER?

unit 4 PLAYING OUTSIDE

unit 5 WHERE I LIVE

unit 6 WHERE ARE YOU FROM?

Functions for: describing people/places/objects, asking for/giving permission, asking for/giving personal information, making comparisons. Lexis relative to describing people/ places/animals, what they normally do/ what they are doing at this moment. Aspects of the language: use present simple / present continuous. Poss./demon./ qual. adjectives. Comparatives and superlatives. Civilization: Sports: American football, soccer, baseball.

Functions for: describing people/ places/objects, asking for/giving directions to places of interest in a city/ country. Lexis relative to describing people, places & food, road safety. Aspects of the language: present of “be/have/ can”, common verbs in present simple and present cont.; subject pronouns; poss./ demon./ qual. adjectives; question words; adv. time / frequency. Civilization: The London Eye.

Functions for: saying hello, beginning/ ending a letter or e-mail; describing people/ places/ objects, asking for/giving personal information (age, where from, family, interests, hobbies…) Lexis relative to describing people & places. Countries in the world where English is spoken. Aspects of the language: the verbs “be/ have/ can”, common verbs; subject pronouns; poss./ dem./qual. adjectives; question words. Civilization: Children in the ESW.

Functions for: asking and giving information on places, situations, events, people and objects in past and present. Lexis relative to physical/ emotional feelings and physical characteristics of people. Aspects of the language: past simple of “be”; comparatives and superlatives of some adjectives. Civilization: Famous people: Wilbur and Orville Wright.

Functions for: identifying objects; making Christmas gifts; organizing an Easter Egg Roll game. Lexis relative to describing the phases necessary to make something and to organize a game. Civilization: Christmas, Easter.

What are you doing? We’re making… to go to the Moon. I’m putting on… They’re taking off. Can we play with you? Where’s…Can we help you? I usually go/John’s going to school; have /having lunch; do/ doing…; read/reading Fast/faster/the fastest. Expensive/more exp./ the most expensive.

What are you doing? I’m going… Excuse me, where’s…? Excuse me, can you tell me where the park is? Turn left, turn right, opposite, next to, go straight.

I’m from (Canada). I’m (11). I speak (English and French). What’s her/his name? Where does she/he live? How old is she/he? How many brothers and sisters does he/she have? Does (he) like soccer?

I/he/she/it/was/wasn’t. Was I/he/she/it…? Yes, I/he/she/it was No, I/he/she/it/ wasn’t You/we/they were/ weren’t… Were you/we/they …? Yes, you/we/they were No, you/we/they weren’t. Who/where was he? Who/where were they? Old/older/the oldest. Boring/more boring/ the most boring.

Make a Christmas present. Organize a game; play it with your friend. Draw, stick, fix, organize.

Putting /sitting on, taking off, going to, walking, flying back. Playing (piano/flute), dancing, leaving; helmet/spaceship/ moon. Strong, comfortable. Elephant, giraffe, hummingbird, ostrich, whale.

Post office, church, greengrocer’s, statue, swimming pool, library, bus stop, station, park. Safety rules, whizz, cycle lane, follow, protection, direction, single file, before, cross the road.

Australia, Canada, India, Jamaica, Malta, UK, USA, New Zealand, S. Africa/Spain-Spanish/ Britain-British /BrazilBrazilian / FranceFrench/Greece-Greek/ Italy-Italian/ USAAmerican/ ChinaChinese/ GermanyGerman

Sad, happy, scared, brave, tired, full of life, angry, tall, strong, bright, short, thin, old, fat, young, expensive, boring, difficult, dangerous, intelligent, interesting.

Antlers, nutshell, bow, dough, lollypop stick, Easter egg roll, newspaper.

Civics. Social skills. Music. History. Mathematics. Art.

Civics. Social skills. Music. Geography Art. Technology & Design.

Civics. Social skills. Music. History. Geography. Art.

Civics. Social skills.

Civics. Social skills. Art. Technology & Design.

unit 7 IN THE PAST

Festive occasions

i b a l l y s Course Specific learning objectives

The Magic Book 6

Review unit LET’S START

unit 1 MY FREE TIME

Expressions to talk about self, to express opinion/ ability/ ownership. Lexis relative to feelings, moods, TV programs, free time, where you live, the country you’re from. Comprehension and use of present simple, present continuous and past simple.

Functions for: asking and talking about past actions (yesterday, last week, last summer). Lexis relative to various free-time activities. Aspects of the language: past simple of regular verbs (aff./neg./int. forms). Wh- questions (who/ why/ when/where/ what). Why? – Because… Civilization: Famous sports champions.

Functions for: asking and talking about last weekend; asking for/ giving personal information. Lexis relative to freetime activities and activities related to school life. Aspects of the language: past simple of irregular verbs (affirmative, interrogative, negative forms). Personal pronouns (subject/object). Civilization: The Amish.

Functions for: offering something and to make requests and wishes. Lexis relative to food and drink, free time. Aspects of the language: use of “would” in offers/ requests and to express desires; how much/how many, countable/un-countable nouns, some/any, much/many/ a lot of. Civilization: Tea.

Did Molly enjoy yesterday? What was it like? Why wasn’t...Who is...? What kind of music did they play? How old is...? When was… born? What is... ‘s present for Molly’s birthday? Did you help her? Yes, I did. / No, I didn’t. What happened then? What did you do? She asked me... phoned me. I don’t mind, but…

What did you do last weekend? I/We went to… Who did you go with? I went with… Did you have a good time? Yes, I did. / No, I didn’t. Give (me) that pencil, please. Here you are! Pass (her) your dictionary, please. Sorry, I can’t. I’m using it.

Would you like…? Yes, please. No, thanks. Do you have any pets? Yes, I have a dog/ cat. Is there any bread? No, there isn’t any bread. Are there any….? No, there aren’t any. I’d like to buy (some stickers). Me too. Do you have any money? I’d like some... a piece… an...

I wrote (a song) / I had (a dream) (a great time); I went (to a museum) (to the sports store); We saw (the Egyptian Exhibit); I made (five new friends); I won (this medal); I found (these photos); She bought (me a T-shirt and a cap). School objects.

A cup of… a glass of… a slice of… a piece of… an ice-cream cone. Sandwich, potato chips,ice-cream, fruit, milk, fruit juice, coffee, tea, lemonade, cake, pizza, bread.

Communicative Review of the Structures structures introduced and learned in the previous years.

Lexis

Review of the vocabulary introduced and learned in the previous years.

Watch (watched) cartoons on TV. Play (played) soccer/ basketball /chess. Play (played) the guitar. Collect (collected) stickers. Listen (listened) to music. To laugh, to cry, to share, to care.

Links to other disciplines and educational areas

Civics. Social skills. Geography. Mathematics.

Civics. Social skills. Music. Geography. P.E. and Sports. Art.

unit 2 WEEKENDS

Civics. / Ecology. Social skills. Music. History. Art.

unit 3 WHAT I WOULD LIKE

Civics. Social skills. Food and Nutrition. Music. Geography.

unit 4 FUTURE PLANS

unit 5 YOU MUST DO THIS! YOU MUSTN’T DO THAT!

unit 6 THE GREEN PROJECT

Functions for: expressing an obligation or a prohibition. Lexis relative to game rules, activities related to studying and free time. Aspects of the language: use of “must” and “mustn’t”. Verb/ noun links (drive/driver, play/player). Adjectives /adverbs (good/well; bad/badly). Civilization: Rugby.

Functions for: describing famous places, to discuss environmental problems. Express wishes about environmental projects. Describe last vacation and express hopes and wishes for the next. Lexis relative to environmental matters, vacations. Aspects of the language: simultaneous use of all grammar points presented. Civilization: Famous sights.

Functions for: making Christmas gifts; describing traditional holidays. Lexis relative to principal traditions, holidays and cultural characteristics. Civilization: Christmas, Thanksgiving Day, St. Patrick’s Day.

What did you watch on TV last night? I watched … Did you enjoy it? Yes, I did. It was great! No, I didn’t. It was very boring! You must stop and yield/ not park / yield to other traffic. You mustn’t exceed the speed limit / pass / enter.

(Molly) can you show us your project? What are you going to do with it? Can you help me clean up the world? Why don’t you start by cleaning my desk? I’d like to visit (India).

Each day for a week. One fell down. To give thanks, to spend time... the people we love. It was celebrated... they made friends... they taught... it lasted three days... they ate... Immigrants began observing... it was held.

Niagara Falls, Monument Valley, The Amazon River and Rainforest, The Andes Mountains, Mount Kilimanjaro, The Sahara Desert, Ayers’ Rock (Uluru), Penguins at South Pole, The Mediterranean, Mount Everest. Don’t throw away garbage, recycle, sort, environment, vital, save fuel.

Paper plate, poster board, top edge, candy, sweetness, the red-nosed reindeer, sled (sleigh), nearby, to hunt, to grow, harvest, thankful, roast turkey, pumpkin pie, cranberries, parade, bagpipe, shamrock, leprechaun.

Civics. Social skills. Music. History. Geography. Art.

Civics. Social skills. Art. History. Geography.

Functions for: describing future plans / intentions, asking others for information on their future plans and intentions. Lexis relative to studying, working, playing and free time. Aspects of the language: use of “to be going to” for future intentions and plans. Possessive pronouns. Civilization: Famous detectives.

Are you going to the… (tomorrow)? Yes, I am. Who are you going with? Are your parents going to?… Yes, they are. No they aren’t. What are you going to do when you leave school? I’m going to be... Is it yours? (MP3) No, it isn’t mine, it’s (hers) (his)! I think it’s theirs. It’s not ours. Whose (MP3) is this? I think it’s mine.

Kidnapped, mascot, goat, hoof prints. to be an actor/ pop singers/ a detective/ a computer programmer to travel around the world/ to live in… as soon as possible/ as quick as a wink/ as good as (Miss Griselda)

Civics. Social skills. Music. Geography.

I rode my bike/ called my friend. We caught a bug. I read a book/surfed the net/had a snack with my friends.We played outside. I woke up 8.30. I learned to cook. I stayed up late. Teacher/typist/ cook/soccer player/writer/driver/singer/ cyclist. slow/slowly; fast/ fast; bad/badly, careless/carelessly; good/well, lazy/ lazily, hard/hardly, careful/carefully. Civics. Social skills. Road safety. Music. Geography.

Festive occasions