A Piece of Cake 3, Teacher's Guide/Web

Livingstone & Watson

A Piece of Cake 3

A Piece of Cake TEAC HE R’ S GUIDE CO NTA INS : • the pedagogical principles behind the material • page-by-page suggestions for using the material and evaluating learning

T E A C H E R’ S G U I D E

• ideas for extra games and activities • suggestions as to how IT can be exploited

WWW. AL INE A. DK / A PIE CE O FCAK E For the teacher: • Interactive whiteboard flipcharts for the Textbook and the Workbook,

C a ro l Li v i n g sto n e & C a t he r i ne Watson

A Piece of Cake T E A C H E R’ S G U I D E

3

with sound and activities • Sound for classroom use and download • Copy sheets For the learner: • Digital pages with sound • Sound files for download • Interactive activities for PC and the interactive whiteboard

ISBN 978-87-23-03625-4

9 788723 036254

www.alinea.dk

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Carol Livingstone & Catherine Watson

A Piece of Cake 3 Teacher’s guide

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? www.alinea.dk/apieceofcake: For the teacher:

• Interactive whiteboard flipcharts

for the Textbook and the Workbook, with sound and activities

• Sound for classroom use and download

• Copy sheets

For the learner:

• Digital pages with sound • Sound files for download

• Interactive activities for PC

and the interactive whiteboard

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3

Contents INTRODUCTION 7 Pedagogical principles 8 Presentation of the materials 9 Cooperative Learning 12 Evaluation 13 Use of IT 14 Notebooks 15 Portfolios 16 English in 3rd grade 17 The 3rd-grade language learner 17 English as a classroom language 19 LESSON NOTES 22 The English classroom 22 Planning the year 27 Lesson structure 29 Choral work 31 PAGE-BY-PAGE teaching NOTES 32 Introduction to English - first and second lessons 32 Welcome to the World of English! 35 English in the classroom 40 Say it in English! 44 Action songs 48 Colours 51 Numbers 56 Food and drink 63 Favourite food 67 George the very hungry giant 72 George on TV 12 73 Clothes 75 Weather 80 Hobbies and sports 84 Zak goes skiing 89 My week 90 My friends 92 Make a hobby poster 95 Board game 97 Evaluation 98

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4 EXTRA MATERIAL Classroom English 99 Cooperative Learning structures 101 Games 105 Teacher's CD at the back COPY SHEETS PRINTABLE FROM THE A Piece of Cake website Picture and word cards for:

English in the classroom (4 copy sheets)

Colours (4 copy sheets)

Numbers (4 copy sheets)

Food and drink (4 copy sheets)

Favourite food (4 copy sheets)

Clothes (4 copy sheets)

Weather (4 copy sheets)

Hobbies and sports (4 copy sheets)

Joker cards

Zak stories from the Textbook:

Colours, p. 13 (2 copy sheets)

Numbers, p. 14

Food and drink, p. 16

Favourite food, p. 19

People hunt form Question cards for Workbook p. 30-31 (2 copy sheets) Back page/front page picture and word cards Empty memory cards Empty dominoes Letter to the pupils Letter form

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5 Sound tracks Textbook

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Track Page

Text

1

TB 4

Welcome to the World of English: Listen

2

TB 5

Listen and rap: We speak English, yes we do

3

TB 6-7

English in the classroom: Picture and word frieze

4

TB 6

Listen and do: HELLO!

5

TB 7

Listen and do: Point to the window

6

TB 7

Zak

7

TB 8-9

Say it in English! Listen and say

8

TB 9

Zak

TB 10-11

Action Songs:

9

I can click my fingers

10

Kids like to boogie, too

11

Hello boogie

12

Happy and you know it

13

TB 12-13

Colours: Picture and word frieze

14

TB 12

Listen and sing: Red, red, red

15

TB 12

What’s your favourite colour?

16

TB 13

Who is it?

17

TB 13

Listen and say: What’s your favourite colour, Fred?

18

TB 13

Zak

19

TB 14-15

Numbers: Picture and word frieze

20

TB 14

Listen and rap: Number 1 – yellow sun

21

TB 14

Ask and answer

22

TB 14

Zak

23

TB 15

How many: Listen and rap

24

TB 16-17

Food and drink: Picture and word frieze

25

TB 16

Listen and rap: I like potatoes

26

TB 16

Zak

27

TB 17

Listen and say: A sandwich, please

28

TB 18-19

Favourite food: Picture and word frieze

29

TB 18

Listen and say: What do you have for breakfast?

30

TB 18

What’s your favourite food?

31

TB 19

Zak

32

TB 20-21

George the very hungry giant

33

TB 22

George on TV 12

34

TB 24-25

Clothes: Picture and word frieze

35

TB 24

Listen and rap: Put on your shoes

36

TB 26-27

Weather: Picture and word frieze

37

TB 26

Listen and say: Look out the window

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6 38

TB 26

Look out the window. What’s the weather like?

39

TB 27

Listen and say: Shorts, sandals

40

TB 27

Listen and say: What do you wear in summer, George?

41

TB 27

Zak

42

TB 28-29

Hobbies and sports: Picture and word frieze

43

TB 28

Listen and rap: Music, riding, swimming

44

TB 30-31

Zak goes skiing

45

TB 32-33

My week: What a lot to do!

46

TB 33

Listen: What’s your favourite hobby?

47

TB 34-35

My friends: Picture and word frieze

48

TB 34

Listen and rap: Blue eyes, nice smile

Workbook Track Page

Text

49

WB 10

Colours: Listen and colour

50

WB 12

Numbers: Listen and write

51

WB 13

Dot to dot: Listen and connect the dots

52

WB 14

Food and drink: What does Lucas like?

53

WB 16

Clothes: Listen and colour the clothes

54

WB 18

Weather: Listen and match

55

WB 20

Hobbies and sports: Listen and match

56

WB 24

Friends: Which 3 girls are described?

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7

Introduction Welcome to A Piece of Cake – a complete English course which ­develops learners’ English speaking skills and strategies from 3rd grade through to the school leaving examination in 9th grade.

In A Piece of Cake, IT is an integral element in the teaching and learning process. If you have the book, you also have access to the A Piece of Cake Website, giving both teachers and learners direct use of tailor-made interactive whiteboard flipcharts, sound and copy sheets.

A Piece of Cake 3 consists of: • Textbook including Student’s Web Resources • Workbook • Teacher’s Web Resources including printed Teacher’s Guide Learners are introduced to a basic beginner vocabulary and communicative phrases and are given opportunities to practise and develop their skills in using this language. There is an emphasis on creative and activating forms of learning, including the use of songs, rhymes and games.

The main focus is on oral communication within a framework that ­recognises the interdependence of the five language skills that are specified in the national curriculum for English: speaking, oral inter­ action, listening, reading and writing.

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8 Pedagogical principles A Piece of Cake 3: 1 Makes IT an integral element in the teaching and learning process 1 Sets clear aims 1 Uses rhymes, songs and games to support the learners’ language

development 1 Builds up a basic vocabulary within everyday topics, enabling

l­ earners to begin communicating about themselves and subjects which interest them 1 Motivates learners to use the language from the very start 1 Encourages the use of English as a classroom language 1 Uses Cooperative Learning structures and other interactive oral

­activities to give maximum talking time for each learner 1 Focuses on speaking and listening, but also introduces simple

­reading and writing activities 1 Develops learners’ communication and learning strategies 1 Ensures differentiation through open communication activities

and small projects 1 Introduces English as a language that is fun to learn and use

ENJOY!

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9 Presentation of the elements TEXTBOOK

The Textbook introduces all vocabulary within relevant everyday themes such as clothes, friends, school and spare time activities. Each chapter contains songs, rhymes, dialogues and small communicative a­ ctivities that practise the new language. There are some small interactive ­pro­­jects that revise the language that has been introduced and practised in the previous chapters. There are also a number of short stories, which are mostly intended for entertainment, and which make use of already introduced language and can, for example, be dramatised.

Most chapters in the Textbook include a frieze of illustrated words.

The frieze provides a key to the essential vocabulary of the chapter.

The words can be used as an introduction to the theme concerned, and they are important as support for the learners when they use the language actively. For example, all the illustrated words are printable from the A Piece of Cake website and can be made into cards for a variety of ­vocabulary games. See the unit-to-unit guidelines for specific ­suggestions.

At the back of the Textbook (pages 38-39), there is a table which shows the learners what they have the opportunity to learn within each theme area. In the page-to-page teaching notes (page 32 in this book), each theme is introduced with a presentation of the language covered by the theme.

Also at the back of the Textbook (page 40), there is a step-by-step ­description in Danish of the Cooperative Learning structures that are used in the Textbook.

The A Piece of Cake Website gives both teacher and learners easy access to the Textbook’s sound files. Touch-sensitive areas provide the oppor­ tunity to focus listening and, for example, pronunciation practice on text sections or individual illustrated words if learners need to be­ ­reminded of their pronunciation. Tailor-made interactive whiteboard flipcharts make it possible for the teacher to work separately with the many Textbook illustrations, e.g. when introducing new vocabulary ­areas, the Zak stories and so on. Furthermore, the learners have direct PC and interactive whiteboard access to activities.

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10 WORKBOOK

The Workbook supports the work in the Textbook through structured listening and speaking activities and through vocabulary practice ­activities and games that help the learners to remember words and put them into meaningful personal contexts.

The emphasis is on authentic communication and game-like activities that will motivate the learners to take active part in the learning process. For example, there are small dialogue and interview activities, mostly entirely spoken but sometimes also involving a very limited degree of writing. On the games front, there are, for instance, crosswords, word grids, word snakes, anagrams, bingo, join-the-dots, oddman-out and a board game at the end of the Workbook.

The last few pages of the Workbook focus on learners’ self-evaluation.

The first two evaluation pages ask learners to think about which words they have learned from the various themes throughout the book.

Here, learners have the opportunity to evaluate themselves three times during the school year. The next double page requires them to reflect on which questions they are able to ask and answer in connection with the book’s themes.

These self-evaluation pages are very simple. Their intention is to begin a process in 3rd-grade learners of becoming gradually more aware of their own learning processes. They will, of course, be supplemented by other evaluation activities implemented by the teacher.

The Workbook also offers opportunities for use with the interactive whiteboard, for example for introducing activities and checking answers to exercises. Moreover, the learners can listen to texts for understanding and pronunciation purposes both in class and on their own PCs. A PIECE OF CAKE WEB RESOURCES

Give you and your learners direct access to a wide range of web resources to compliment and supplement every lesson.

• Teacher’s Web Resources give the teacher access to guided interactive whiteboard activities, to all the sound files on mp3 and to printable copy sheets. In addition, the printed Teacher’s Guide explains the pedagogical principles behind the material and makes page-by-page suggestions for planning, teaching and evaluating the material in the Textbook and Workbook. There are also ideas for extra games and

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11 activities, and suggestions as to how IT can be exploited to supplement the material.

• Student’s Web Resources give the learners access to all the sound files in mp3, easy to download, and to digital activities.

All the texts in the Textbook and the listening exercises in the Workbook are recorded by native speakers.

We hope you enjoy working with A Piece of Cake 3.

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12 Cooperative Learning As mentioned above, A Piece of Cake 3 makes use of Cooperative Learning in order to activate the learners in the construction of their own receptive and productive knowledge of the English language.

Cooperative Learning approaches learning as a social process. The method’s fundamental view of learning is that learners construct and develop their own knowledge of themselves and the surrounding world. They do this through dialogue with others and interdependence within a group. This social constructivist process enables learners to achieve learning that they would not normally be able to achieve alone.

This means implementing activities in the classroom that activate learners, are collaborative and ensure that learners take responsibility for their role in the outcome of the task in hand. Cooperative Learning does this through the use of sets of activities called “structures”. These function as a kind of scaffolding for learners’ work with the material that forms the content of their study.

One of the advantages of this approach in English teaching is that all learners are active at the same time. In other words, in contrast to more “traditional” approaches, the opportunity for active learner talking time is maximised, something that we know is important for learners’ ability to test and develop their internal language knowledge.

A Piece of Cake 3 does not use Cooperative Learning for all language work, but makes use of four structures: Mix-N-Match, Mix-Pair-Share, Quiz-Quiz-Trade and People Hunt. Flashcard Game is also recommended in the page-by-page teaching notes. A detailed description of these structures can be found on page 101, and a Danish version on page 40 of the Textbook.

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13 Evaluation A Piece of Cake 3 emphasises the use of informal, day-to-day evaluation.

This is something that most teachers already do constantly, sometimes almost without being conscious of it. It normally involves using the observation of ordinary daily teaching activities to assess learners’ learning and to support the planning of future class work and indivi­ dual learners’ development. See the page-by-page teaching notes for specific suggestions as to how this can be done.

In addition, A Piece of Cake 3 encourages the development of learners’ own self-evaluation. This is achieved through the Workbook. Here, learners both personalise the learned language and thereby become increasingly aware of its uses, and also directly reflect on how much of the language (e.g. how many words) they think they have learned.

Ideas for how and when to evaluate can be found in the page-by-page teaching notes.

We also suggest the use of learners’ and/or a class portfolio as a way of recording work done and evaluating progress. See page 16.

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14 Use of IT A Piece of Cake website

A Piece of Cake 3 offers the opportunity for a varied use of IT, depending on the technology that is available at the individual school. As mentioned above there are web resources that can be used with the whole class together and other web resources, where learners can listen individually and work on their own PCs. Although the interactive whiteboard gives a wide range of possibilities for varied work patterns and use of online facilities, we have used the word “board” to mean either a traditional black/white board or a digital board.

Here are a few examples of how an interactive whiteboard can be used in connection with A Piece of Cake 3: 1 The IWB flipcharts make it possible to show the illustrations with-

out the text. The teacher might make use of this when introducing a chapter in order to find out how much vocabulary learners already know in relation to the theme concerned.

1 The IWB flipcharts and digital pages include touch-sensitive ­areas/

hotspots. This allows the teacher or learners to listen (perhaps several times) to sections of text or particular words in the picture friezes that they want to focus on. This could be done for pronunciation purposes or to practise understanding the spoken language.

Even if you have access to a digital board, we still advocate use of ­“paper and pen” classroom posters for collecting new words and ideas.

Posters which hang on the walls for a period are easy to refer to, and provide peripheral learning as learners “see” them the whole time.

Mobile phones

Even in schools with limited technological equipment, most learners have access to a very useful electronic tool: their mobile phones.

Learners can use their mobiles to take photographs and record short sequences of film or sound which can constructively be used to support work on the topics that A Piece of Cake 3 introduces. For instance, photographs of friends, family and spare-time activities can form the visual element of a presentation in Photo Story 3 for Windows.

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15 Notebooks Learners will need an English notebook in which they can write new words and phrases and other information. These can be ordinary ­exercise books or be part of a loose-leaf ring file (see portfolio below).

Encourage learners to make a nice cover for their notebook, and to illustrate and keep it neatly. Help learners to organise their notebook, for example by encouraging them to collect words and phrases in topic pages which correspond to the material in their text and Workbooks.

See ideas for organising and using chosen vocabulary in the page-bypage teaching notes below. Ideas for making and playing word games can be found on page 105.

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16 Portfolios A portfolio gives learners and the class a record of work done and shows progression in learning. Having a record of your own work can help you to evaluate your own work and plan your learning process.

Portfolios can be used to show the learner’s work at parent-teacherlearner meetings, and when in discussion with the individual learner in order to plan further work together.

A learner’s portfolio can be in digital form or it can be a file of some kind (ring file, a magazine box or similar). Choose whatever seems most realistic and practical in your situation. It should be easily accessible, but the learners need not take it home, so size is not an issue.

The portfolio will typically contain the learner’s actual products ­(including material recorded/videoed in class), comments on his/her own work, and notes (see also notebooks, above). Group and class ­performances of songs, rhymes and dialogues are good additions to portfolios.

Learners can also collect relevant “English” things from the world around them for their portfolio. Postcards from holidays, photos, ­copies of CDs, advertisements and other items which help the learners to relate English to their daily lives, and which give them an insight into English-speaking culture will help to maintain learners’ motivation for learning and using the language. They will also provide “real” background for discussing with the teacher or classmates which items should remain in their portfolio. It is the learner himself/herself, with help from the teacher, and perhaps classmates or family, who chooses what is to be included in their portfolio, and who revises his/her ­portfolio from time to time so it includes only work he/she wishes to show others.

Get learners used to sticking a ”post-it” on each product in the port­ folio with the date and a couple of words (which can be in Danish) as to why the item has been chosen.

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17

English in 3rd grade The 3rd-grade language learner Familiar topics

Learners in 3rd grade are at a stage in their cognitive development where language learning should be based on concrete, familiar ­subjects and experiences. The link between the language studied and the purpose for which it is to be used should be explicit.

3rd-graders are not beginner language learners

English is new to the learners as a school subject in 3rd grade. ­However, it is important to remember that the learners are not ­language beginners. In terms of English, many – although not ­necessarily all – learners will have been exposed to English and start English classes with at least some receptive knowledge of the ­language. In addition, learners are experienced in the learning of their first, and perhaps also a second language. They are already familiar with skills such as listening, speaking, conversing and, to a lesser extent, with reading and writing. A Piece of Cake 3 encourages the ­natural, integrated use of all five skills where appropriate. It allows for learners’ varying experience in English by providing many activities which can be carried out at different levels.

Practical, creative activities

3rd-graders are still young children and English classes should take ­account of this. For example, in A Piece of Cake 3 there is an emphasis on practical and creative activities, language games, simple communicative activities and activities that encourage movement. Learners learn and practise language in the form of single words and mostly unanalysed “chunks”. These are phrases learned as blocks of language for communicative purposes without the learners yet being aware of their grammatical structure. At this level, they do not learn about language in a very conscious way. The familiar chunks acquired as ­vocabulary can later be used as a basis for finding out how the structures of English work.

In 3rd grade, learners still enjoy taking part in rhymes, chants, raps and songs, and these are a prominent feature in A Piece of Cake 3. They are of course partly provided for their enjoyment and cultural value,

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18 but they are equally important for their focus on pronunciation, stress and intonation.

Self-confidence

It is important that the learners build up their self-confidence in speaking English at this stage. There should therefore be an emphasis on creating a natural relationship with the language, where mistakes should be seen as a positive element in the learning process rather than a problem. A Piece of Cake 3 also makes it clear for the learners from the start how much English they actually already know and integrates the development of a classroom language that should make it natural to use English in the classroom from the very first lesson.

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19 English as a classroom language An important aspect of the development of oral communication skills is the establishment from the beginning of English as the language of communication in the classroom. This does not necessarily mean that the learners’ first language is never used. However, it means that there should be a high degree of awareness of when it is appropriate to choose to use the first language rather than English.

Why English in the classroom?

There are a number of good reasons for planning to use English as much as possible as the language of the classroom.

Although most learners are exposed to a great deal of English outside school, it is not the language of the community in which they live in Denmark. The English classroom is therefore one of the main sources of exposure to English interaction and effort should be maximised to ensure that the learners hear and speak as much English as possible.

It is always going to feel rather unnatural – both for learners and their teacher – to communicate with each other in English when it would usually be easier to speak Danish. However, making English the language of the classroom, rather than constantly switching between ­English and Danish, can go some way towards establishing a physical and mental space where the use of English gradually becomes less strange.

For learners whose first language is not Danish, learning English through the medium of their second language (Danish) can be very difficult and risks limiting their progress in English. The use of English in the classroom places these learners on a more equal footing with their Danish first-language classmates.

Learners in 3rd grade are generally less inhibited to use a foreign language in the classroom than learners who are just a few years older. It is therefore advisable to establish English as the language of the classroom before this self-consciousness kicks in.

How to implement English as a classroom language

In practice, it is not always easy to keep to the principle of using English at all times. There is in particular a tendency for teachers to switch back to the first language in a number of specific contexts, for example:

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20 (1) to ensure all learners’ understanding by translating parts of the language used in English activities; (2) to give instructions. (Note that there is a list of useful classroom phrases and instructions on page 99); (3) to maintain discipline; or (4) simply to be able to relate to the learners more easily on a personal level.

The solution would appear to become aware of the contexts in which the teacher switches to the first language and to consider how to maximise the use of English. The main guiding principle must be that any use of the first language should support learners’ acquisition of English.

This does not necessarily mean changing one’s basic approach to English teaching. For example, as mentioned above, a common use of the first language by the teacher is to translate parts of the English language input or activity instructions in order to ensure that everyone understands. This is a constructive use of translation but the risk is that the learners become so used to the teacher’s translation that they stop listening to the original English language. One simple solution to this could be to ask learners to translate language input or instructions for each other in pairs; in order to do this, they have to both listen to the original English and make an effort to understand what it means.

Use of Danish

It is always the teacher’s responsibility to ensure that the language of the classroom returns to English after the first language has been used. For example, the teacher has to have a policy regarding the contexts in which he/she will respond in English to a pupil who speaks their first language and the contexts in which he/she will respond in the first language. It will often be appropriate to try to respond in English when the conversation concerns the content of the English lesson.

However, it might perhaps be more appropriate to respond in the first language for serious issues of discipline.

Certain situations might always be regarded as the domain of the first language, especially in 3rd grade. This might be in talk about learning, e.g. how best to learn new words, or in talk about language, e.g. an explanation of the use of an aspect of English. However, even here, the teacher can gradually introduce simple terminology and phrases in English that can be used in conjunction with the first language ­explanation.

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21 A Piece of Cake 3 encourages the use of English as a classroom language by integrating communication strategies into some of the early units.

For example, learners learn to ask in English for repetition and for the translation of a Danish word and practise using body language to ­express themselves.

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Livingstone & Watson

A Piece of Cake 3

A Piece of Cake TEAC HE R’ S GUIDE CO NTA INS : • the pedagogical principles behind the material • page-by-page suggestions for using the material and evaluating learning

T E A C H E R’ S G U I D E

• ideas for extra games and activities • suggestions as to how IT can be exploited

WWW. AL INE A. DK / A PIE CE O FCAK E For the teacher: • Interactive whiteboard flipcharts for the Textbook and the Workbook,

C a ro l Li v i n g sto n e & C a t he r i ne Watson

A Piece of Cake T E A C H E R’ S G U I D E

3

with sound and activities • Sound for classroom use and download • Copy sheets For the learner: • Digital pages with sound • Sound files for download • Interactive activities for PC and the interactive whiteboard

ISBN 978-87-23-03625-4

9 788723 036254

www.alinea.dk

Om_9788723036254.indd 1

3/2/11 3:02 PM