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Hans Mol in Niki Joseph

1 PRIROČNIK ZA UČITELJA k didaktičnemu kompletu za zgodnje učenje angleškega jezika

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Hans Mol in Niki Joseph

Magic Adventure PRIROČNIK ZA UČITELJA k didaktičnemu kompletu za zgodnje učenje angleškega jezika Uredniški pregled: Mojca Urankar Počkaj, Petra Bizjak Jezikovni pregled: Helen Asher Ilustracije: Franfou Strokovni pregled: Mojca Hojski Tkavc, Urša Ilovar, Dominika Pirjevec, Tanja Pogorelčnik, Mateja Todorovski Direktor produkcije: Klemen Fedran Izdala in založila: Založba Rokus Klett, d. o. o.

Za založbo: Maruša Kmet Oblikovna zasnova in izvedba: Jasna Karnar Tisk: Mond grafika d. o. o.

1. izdaja Naklada: 1000 izvodov Ljubljana, 2010

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JOSEPH, Niki Magic adventure 1. Priročnik za učitelja k didaktičnemu kompletu za zgodnje učenje angleškega jezika / Hans Mol in Niki Joseph ; [ilustracije Franfou]. - 1. izd. - Ljubljana : Rokus Klett, 2010 ISBN 978-961-271-052-1 252216576

C O N TE N T S INTRODUCTION

8

Unit 1

LET’S MEET

17

Unit 2

FAMILY

29

Unit 3

COLOURS

39

Unit 4

PETS

49

Unit 5

MY BODY

59

Unit 6

MY TOYS

69

knjigarna.com swis721 CHRISTMAS

79

BIRTHDAYS

80

EASTER

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PHOTOCOPIABLE SECTION

81 83

Magic Adventure 1 – Syllabus UNIT

LEARNING AREAS

Topics

Grammar

I can (Common European Framework statements) I can understand what the teacher is asking me to do.

Classroom language¹

1

Let’s meet

Characters Numbers 1–5

I am /I’m

I can greet people.

I can identify the characters of the book.

I can count to 5.

2

Family

Family members

This is (my) ...

They are ...

I can introduce people and say who they are.

3

Colours

knjigarna.com swis721 Colours

It’s ...

Is it ...?

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I can describe objects, people and animals, and say what colour something is.

Primary vocabulary

Classroom language and phrases1

Secondary vocabulary2

Real world link

How are you today?

I’m fine.

Meet my friends!

Where are we going?

We’re going on an adventure!

Where is s/he?

Here s/he is!

It’s me!

I’m here!

telephone clock car lift sign mobile phone

Numbers on things we know

Where are we?

Who’s this?

I’m back!

Say hello.

I’m hungry.

Here you go.

animal(s) best big

Animal and human families

Come in.

Sit down. Stand up.

Open/Close your book.

Look!

Listen, please.

Quiet, please.

Names of the characters: Peter Lola Tricks Pal T1 Max Mouse Susie Snake Gina Giraffe Peppi Pelican Belinda Butterfly Numbers 1–5 Hi Hello How are you?

Fine, thanks! daddy mummy sister brother granny granddad girl boy baby red yellow pink blue orange purple green brown black white

knjigarna.com swis721 (It’s) beautiful!

(It’s) nice!

(It’s) lovely!

(It’s) great!

Wow! Look at that!

sky toes hair here/there caterpillar pupa eggs

The life cycle of a butterfly

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1 Classroom language and phrases are taught before the units start.

These additional phrases are used in the audio. We’re not suggesting that they are taught but we do suggest you use them a lot, whenever you can, as classroom language. Children will use them spontaneously.

2 Secondary vocabulary is not the core vocabulary of the unit but these are words that are also used in dialogues, songs or games.You don’t have to teach these words. Children will pick them up spontaneously through singing or by hearing you use them and will repeat them.

Magic Adventure 1 – Syllabus UNIT

I can (Common European Framework statements)

LEARNING AREAS

Topics

Grammar

4

Pets

Pets/animals

What’s that?

It’s a ...

There is a ...

This is my ...

I can say where something is and ask what it is.

5

My body

The body

I’ve got You’ve got ...

I can talk about my body and say what I feel.

6

My toys

My room and toys

Have you got ...?

How many have you got?

I’ve got a/two ...

I like ...!

I love ...!

I can say what I have, and say what I like.

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Festivals

Christmas Easter Birthdays

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Classroom language and phrases1

Secondary vocabulary2

Real world link

Look out!

You’re a ...

What about me?

Let’s count on (y)our fingers!

Come in!

I love my ...

That’s so cute!

I want one!

clean love yummy garden

How to take care of a pet (dog)

nose eyes ears mouth leg(s) arm(s) hand(s) hair head feet tummy

That’s funny.

Next, please.

Come on!

What’s the matter?

Let’s see.

Ouch!

clap stamp wave jump turn (around) sing big long short small

The doctor’s waiting room

doll ball puzzle car game train book boat plane soft toy

Here we are!

We’re home!

Wait a moment!

Let’s go outside.

Come on!

What’s in it?

What’s there?

pick up put ... on put ... away tidy shelf table show

A toy department store (Hamley’s of London)

Primary vocabulary dog cat rabbit bird fish mouse Numbers 1–10

Prepositions: on in under

knjigarna.com swis721 It’s your birthday!

Happy birthday!

How old are you?

I’m (eight)!

1

present egg flower star

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Classroom language and phrases are taught before the units start.

These additional phrases are used in the audio. We’re not suggesting that they are taught but we do suggest you use them a lot, whenever you can, as classroom language. Children will use them spontaneously.

2 Secondary vocabulary is not the core vocabulary of the unit but these are words that are also used in dialogues, songs or games.You don’t have to teach these words. Children will pick them up spontaneously through singing or by hearing you use them and will repeat them.

Introduction Welcome to NTURE 1 MAGIC ADVE

re 1 are: agic Adventu M of ts en n po The com • Pupil’s Book s and cut-outs k with sticker oo B y it iv ct A • CD • Pupil’s Audio CD • Class Audio s rd ca sh • 70 Fla r every story fo s • Story card ials hiteboard mater n • Interactive w e resource sectio bl ia op oc ot ph a • DVD ide with ve Teacher’s Gu r first • Comprehensi children in thei r fo e rs u co ve t feature of comprehensi most importan re 1 is a fully e tu th n e, ing ve ag d A is ic th t Mag ears. A e not yet learn y ar /7 en 6 dr ed il ch ag e , is not d and as th year of English the spoken wor ct of language pe is as g in is n th ar e, le e ag u rs of languag their own lang es 90–120 hou in id te ov ri pr w 1 d re an tu how to read agic Adven is first level. M th in d se es dr ad have a time work. and Lola, who er et P , ds n ie fr and each o the story of tw animal friends is s 1 ha l re tu Pa n l. ve Pa d Magic A ien friend T1, and their al a unit. ed ll ca e n hi ac m ld for us to their wor her family; animal takes kes us to meet ta fe af ir G a in G it 4 we see colours; in Un icks; in Unit 2 Tr of t ld ee or m w e r w he 1 Susie to In Unit erfly takes us lives; Unit 5 is tt se u B ou a M d in ax el M B in Unit 3 hich is where nal unit. a mouse hole w om fr ld guide for the fi or e w th e is th l Pa , ly and, final e ones Snake’s world may not be th ar he en dr il just ch e sed to more than at the words th po th ex e ot g n in to be t e ar an her dren It’s import urages the teac oduce. The chil co pr en to 1 re em tu th n t even more Magic Adve that we wan ildren will hear and structures. ch e ds th or w ay et w s rg hi ta the glish. T r classes in En to teach his/he agic! language. re. Work the m tu n ve d A ic with Mag enjoy working l il w ou y pe ho We

knjigarna.com swis721 d Niki Joseph an

Hans Mol

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How the teacher’s notes are organised

INTRODUCTION TO THE UNIT As each unit is based on an adventure, there is an opening chant for the unit. The chant for Units 1–4 is the same, as is the chant for Units 5 and 6.You can find these on the audio CDs.

There are six units of work plus the classroom language unit. There are three Festivals units covering Christmas, Easter and birthdays.

TIMING

Each unit is divided into five lessons. The word lesson does not represent a class of a specific number of minutes, for instance 30, 45 or 60. Instead, it refers to a series of classes that are made up of a progression of activities covering pages from the Pupil’s Book and the Activity Book. You will need to work out what you can do in the time that you have available. Whichever way you do that, ensure that you always have a beginning and ending routine.

WORKING WITH SIX-YEAR-OLDS Children at this age have just started school but they are not yet reading and writing. Learning a foreign language for them should be a fun activity as they will not understand the long term reasons for it! Children at this age are learning to be in a classroom and so they need training in classroom routines, for example listening to the teacher and to their colleagues. They are developing their motor skills and so lots of practice is needed in cutting, sticking, colouring and drawing. Children of this age learn holistically. They need to be able to move around, to sing, dance, play, explore and so on. This age group love stories and fantasy. However, six-year-olds are still developing their concentration spans – and so none of the activities should last too long!

LEARNING STYLES

ROUTINES Children need and appreciate routines for learning. So we suggest that you begin each lesson with the Hello song, that you involve the finger puppet who is the guide for the unit in the beginning of each lesson and that you end the lesson with the Goodbye song.

From Unit 2 onwards we suggest you introduce a magic word. The magic word is a word that the children need to remember from one lesson to the next. Tell the children what the magic word for the next lesson is and ensure that they repeat it several times. When the children come to the next class, ask them to line up and whisper the magic word in your ear. If a child can’t remember the word, send him/her to the back of the queue but do let him/her into the class!

When thinking about our lessons and our classes it is important to remember that children have different preferred learning styles. At this age, these styles are developing and so this has implications for teaching. To reach all the children in the class, we should always try to include activities that are visual, auditory and kinaesthetic.

• Kinaesthetic Children love moving around. They learn well by moving, pointing, dancing, singing, drawing, etc. The opening unit chants, the story chants and the songs all lend themselves to choreographies. Encourage the children to help you develop these for your class. That way they belong to them as they have made them up!

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Many of the suggestions in the Teacher’s Guide encourage the children to move around, and to respond physically to instructions (Total Physical Response).

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• Visual Magic Adventure 1 recognises that children learn by seeing and remembering images. When visually oriented children see images it often removes the need for translation. This is why this course is highly visual, and is also accompanied by 70 flashcards. The stories, too, are available on the story cards. We encourage you to show and tell!

• Auditory Songs, stories and chants are a significant part of children’s world and Magic Adventure 1 recognises this. The songs are all original and have been especially written for this course. There is a karaoke version of each song for the children to sing along too. Also the children are encouraged to make up their own versions of songs by substituting key words. There are also listening activities in which the key language on the audio provides a correct model for the children.

they produce the words individually. A final stage is incorporating the word into a structure, e.g. Is it a dog?

Have you got a ball?

As you go through the book, and the children acquire more language, you can recycle the language they already know. So for example, when you are introducing pets, ask about colour, count the number of legs, and so on.

... DRILL THE LANGUAGE Drilling is saying the words and/or structures aloud. It is an important part of the learning process and it gives the children an opportunity to get their tongues around the language. When drilling, for the most part you will be doing ‘listen and repeat’. Use your hands to indicate when the children should repeat and when it’s your turn.

Diversify the ‘listen and repeat’ process by shouting the words, or whispering and so on. See more ideas under Flashcard games.

‘ON MY OWN’ ACTIVITIES A unique feature of Magic Adventure 1 is that all the units have pages that the children will be able to do on their own. This is because they are activities that the children are already familiar with. These activities are particularly useful when you need to work with part of the class. The other members can be quietly doing these activities on their own. In the notes, however, you will also find ways of exploiting these pages into speaking activities in class.

... PLAY FLASHCARD GAMES With all of these games, as the children become more confident, invite them to come to the front to become the teacher. Encourage them to say to the class Good work! if they did it well. For all of the games you will need adhesive tape to display the words on the board or elsewhere in the classroom.

1.

HOW TO ...

In this ‘How to ...’ section we look at easy and effective ways of exploiting the language in the classroom.

Listen and repeat Display the cards one by one and ask the children to listen and repeat the words as you say them. Make sure that you say the words clearly. This is the time when the children will hear and meet the words for the first time and it needs to be right!

2. Close your eyes Ask the children to close their eyes; remove one of the flashcards. Ask the children to open their eyes and to tell you which one is missing.

... INTRODUCE THE LANGUAGE

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The children always meet the new words in context.

The key words are presented to the children through the brightly coloured flashcards. Most units introduce six primary words. This is about the maximum that you can expect this age group to learn. There is more language in Magic Adventure 1, but any additional language is receptive and does not need to be explicitly taught.

First the children need to recognise the words, which is done by pointing or, physically reacting (Stand up if ...). Then they produce the word together. After that

3. Chain drill Put about six cards on the board. With the children drill the words. Then, remove the first one and see if they can remember the word that was there.

Continue with the others. Then remove another one, and so on, until there are no flashcards on the board.

You will see that the children will remember the words that were there!

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