MA_pr

1 je didaktični komplet za otroke, ki se prvič srečajo z angleškim jezikom.

V njem se učenci odpravijo na zanimivo pustolovščino s Petrom in Lolo ter z njunimi živalskimi prijatelji. didaktičnem kompletu so: učbenik delovni zvezek z avdio CD-jem, nalepkami in izrezovankami priročnik za učitelja z avdio CD-jem DVD z animiranimi zgodbicami in pesmicami e-gradivo za interaktivno tablo na spletu slikovne kartice slike k zgodbi diploma

k didaktičnemu kompletu za zgodnje učenje angleškega jezika

Hans Mol

DVD

Hans Mol in Niki

Hans Mol

1

Joseph

1

1 Hans Mol

UČITELJE PRIROČNIK ZAangleške ga jezika

UČBENIKučenje angleškega jezika

za zgodnje učenje

za zgodnje

DELOVNI ZVE

za zgodnje

1

ZEK

učenje angle

škega jezika

Hans Mol

Avdio CD k priročniku za učitelje

1

Hans Mol

Avdio CD za učence

14,20 EUR ISBN 978-961-271-052-1

9

789612 710521

Založba Rokus Klett, d. o. o.

Stegne 9 b, 1000 Ljubljana Telefon: 01/513 46 00 Faks: 01/513 46 99 E-pošta: rokus@rokus-klett.si www.rokus-klett.si

1 PRIROČNIK ZA UČITELJA

1

MAGIC ADVENTURE

V • • • • • • • •

Hans Mol in Niki Joseph

Priročnik za učitelja

1

Hans Mol in Niki Joseph

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

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

Vse knjige in dodatna gradiva Založbe Rokus Klett, d. o. o. dobite tudi na naslovu www.knjigarna.com

Prva izdaja: 2010 © 2010 Založba Rokus Klett, d.o.o. Vse pravice pridržane.

Brez pisnega dovoljenja založnika so prepovedani reproduciranje, distribuiranje, javna priobčitev, predelava ali druga uporaba avtorskega dela ali njegovih delov v kakršnem koli obsegu in postopku, kot tudi fotokopiranje, tiskanje ali shranitev v elektronski obliki. Takšno ravnanje pomeni, razen v primerih od 46. do 57. člena Zakona o avtorskih in sorodnih pravicah, kršitev avtorske pravice.

CIP - Kataložni zapis o publikaciji Narodna in univerzitetna knjižnica, Ljubljana 37.091.3:811.111(035)

Založba Rokus Klett, d. o. o.

Stegne 9 b, 1000 Ljubljana telefon: 01 513 46 00 telefaks: 01 513 46 99 e-pošta: rokus@rokus-klett.si www.rokus-klett.si

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

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Unit 1

LET’S MEET

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Unit 2

FAMILY

29

Unit 3

COLOURS

39

Unit 4

PETS

49

Unit 5

MY BODY

59

Unit 6

MY TOYS

69

CHRISTMAS

79

BIRTHDAYS

80

EASTER

81

PHOTOCOPIABLE SECTION

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Unit 1

L E T ’S M E E T This is the first unit and the children will meet the characters.

Make sure that you have made the paper stick puppets for this unit!

Language the children will use

Hello., Hi., How are you?, Fine, thanks.

I’m ...

Recycled language Receptive language

Who are you?

How many?

Communicative skills

I can greet people.

I can identify the characters.

I can count to 5.

Socio-cultural aspects

developing an interest in English learning to follow a routine developing a positive attitude to language learning working together in pairs and groups thinking about own learning

Materials that the teacher needs for the lesson (including anything s/he needs to make/prepare in advance)

Flashcards Story cards Exercises that the children can do alone

• name cards for all the children • number cards (1–5) that the children can hang round their necks • puppets (AB, page 59) to show the children an example, dice, counters for game, soft ball, lollipop/pencil sticks for the stick puppets • mini-fl ashcards (TG, pages 89–90) Peter, Lola, Pal, T1, Gina, Belinda, Max, Susie, Peppi, 1, 2, 3, 4, 5 1, 2, 3, 4 AB, pages 6, 8, 9

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Lesson 1 PB, pages 6–7

THE LESSON • Pick up Tricks again and encourage him to go round the class as you greet the children saying Hello and asking How are you? Nod your head enthusiastically and tell the children I’m fine. Stronger children will mimic and imitate you – this is great and you will be able to use this so that as you go round the class with the puppet and ask How are you? they will be able to reply I’m fine, thank you. Don’t worry too much if they don’t as you are now going to play the Hello song. Encourage the children to join in the song.

Listen and sing the Hello song 1

The Hello song

LET’S START • Greet the children. Say Hello! Encourage them to reply with Hello in chorus. Ask them how they are (How are you?) and provide the response (Fine, thanks.).

Ask them what their name is (What’s your name?). As you discover the children’s names, hand out the name cards which the children have in front of them, facing you. This way you can easily see who is who.

• Tell the children (in L1) that they are going to meet a very special animal who is going to help them learn English and that he only speaks English. So they must only speak English to him. Look in your bag in a puzzled way asking Now where are you,Tricks? Come on!

Tell the children that they must be very quiet as he is very shy. Tell the children that the animal won’t come out so they need to say Hello Tricks. Slowly bring the paper stick puppet of Tricks out of your bag with his face to your chest. Tell the children that they need to say Hello again. The children say Hello. The puppet can’t smile but you can tell the children in L1 that he’s very happy: Listen! He’s barking. (See introductory notes on using the puppet.) The Tricks puppet sits at the front and watches the English class. Tell the children his name is Tricks and encourage them to say again Hello Tricks.

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Hello, Hello!

How are you?

I’m fine, I’m fine!

Thank you!

Hello, Hello!

How are you today?

I’m fine, thank you.

• Play the track a couple of times and encourage the children to wave ‘Hello’, make questioning gestures (hands on hips) for ‘How are you?’ and give the thumbs up sign for ‘I’m fine!’ Let Tricks be the example.

• Tell the children that Tricks has got some friends.

Hold the flashcard of Lola and say This is Lola. Hello Lola. Encourage the children to say Hello Lola. Repeat for Peter, Pal and T1.

• Put the flashcards around the room and say Point to Lola. The children will copy you pointing. Do this with all the characters.

Listen and say (PB, page 6) CD Track 7 • Ask the children to open their Pupil’s Books on page 6. Can they see the friends? Tell them that they are going to listen to the friends and that they should point as they hear them. Do an example with them: Hello, I’m Peter. And point to Peter.

• Play CD Track 7. Let the children point to the characters. Monitor the children and check that they are pointing to the correct character.You can do this a couple of times, stopping the CD after each character and checking together.

LET’S FINISH • Say It’s time to finish now. Let’s say Goodbye to Tricks. Play CD Track 2 and sing the Goodbye song. Depending on your classroom situation, you could get the children into a circle for this activity and encourage them to wave in time, or take a bow.

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The Goodbye song 7

Peter: Lola: Pal: Tricks: Time Machine:

Hello! I’m Peter.

Hi! I’m Lola.

How are you? I’m Pal. Woof!

I’m T1.

• Now tell the children that you want them to jump to the flashcards. Demonstrate this yourself.You could then add hop and alternate jumping and hopping. This activity will depend very much on your context and the number of children in your class.

• Take the puppet Tricks round the class and let everyone imagine they are shaking his paw saying Hello Tricks. I’m (Nika), and so on.

That’s the lesson for today.

That is all we have to do.

Thank you. Thank you.

See you again!

Bye bye! Bye bye!

See you again!

EXTENSION ACTIVITY Play some music: the children walk around the class and when you stop the music they turn to the nearest person and greet them.

Listen and sing (PB, page 7) CD Track 8 • Listen to the chant and let the children repeat the lines and chant along. Let them wave and shake hands as they chant.You could perhaps divide the class in half – half sing the first part, the other sing Lola’s part.

The girls will probably want to be Lola!

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The characters song Hello! ... Hello! ... Hello!

Hi! ... Hi! ... Hi! Who ... are ... you?

I’m Lola.

I’m your friend.

Hello! Hello! Hello!

Woof! Woof! Woof!

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Lesson 2 AB, pages 4–5

LET’S START • Greet the children saying Hello! Encourage them to reply Hello. Ask them if they remember the dog’s name. If they do, they should say Hello Tricks to encourage the dog to join the class. Bring Tricks out and make sure that the children know he’s very happy to be back in the class.

• Sing the Hello song (CD Track 1). This may take some time as the children will be trying to remember it from last time so you may need to repeat the steps as in Lesson 1.

THE LESSON

AB, page 6

PB, pages 8–9

• Revise the characters. Hold up the flashcards of the characters and see whether the children can remember their names. Stick them round the room. Repeat the Point to activity from the previous lesson.

• Take a photo! Ask four children to stand up and come to the front. Tell them that they are going to take a photo of the character. Say Take a photo of Lola. The children should run to Lola and take a photo of her. If running is not appropriate in your situation, then the children will need to walk quietly so as not to disturb Lola! To take a photo they need to be still, so this is a mix of musical statues. Let all the children play this game but in small groups. Do not have the entire class standing up at the same time!

Look and match (AB, page 4) • Ask the children to open their Activity Books on page 4. There is a picture of the characters but they are well hidden. Below the picture there are two rows of parts from the pictures.You are going to set up a pair-work activity for the children to do. One of them will point and ask Who are you? and the other child will answer Lola for example. First do an example with the class and check that the children can say Who are you?

You may want to drill this. They should look for the characters. One of the children says Who are you? and the other replies I’m Lola and in pairs say Hello Lola! I can see you! There are two rows so that each child can ask four questions.

Chant (PB, page 8) CD Track 3 Story time • Before each story there is a chant for the children to get into story mode i.e. to sit on the mat and to listen to the stories.

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• First, let the children listen to the Story song. Teach them the song with appropriate gestures and sing this every time before story time. The Story song starts and ends with music that creates expectation.You can also divide the song into two parts – the first part is the teacher’s, the second the children’s. As the children become more familiar with this, then they can take on the teacher’s role.

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One Lola: Peter: Lola and Peter:

Hi, I’m Lola.

Hi, I’m Peter.

We are friends.

Two Pal: Tricks: T1: Female voice:

Hello. I’m Pal. This is Tricks, my dog.

Woof!

Hi, I’m T1.

Hi Pal, Hi Tricks, Hi T1!

Three Pal: Giraffe: Butterfly: Mouse: Snake: Pelican: Giraffe: Butterfly: Snake:

Meet my friends!

I’m Gina Giraffe!

I’m Belinda Butterfly!

I’m Max Mouse!

I’m Susie Snake!

I’m Peppi Pelican!

Stand up!

Come on!

Get in!

Four Lola: Animals:

Where are we going?

We’re going on an adventure!

The Story song Come in. Sit down.

Listen, please. Quiet, please.

Come in. Sit down.

Sit down, please.

It’s time for a story ..., a story, a story.

It’s time for a story, a story ... shhhhh ...

Listen and point (PB, pages 8 and 9) CD Track 9 • Tell the children that Tricks has some friends that he wants them to meet. So they must be very quiet.

Create a sense of suspense/excitement as you bring out the flashcards. Put the cards up the board – and introduce them one by one to the children. Do listen and repeat a couple of times, but don’t dwell on this too much at this point. Make sure that you use the name and the animal name so that the children learn this as a chunk. However, do not expect the children to be able to produce the names at this stage.

Gina Giraffe Max Mouse Peppi Pelican

Belinda Butterfly Susie Snake

• Tell the children that they are going to listen to a story. Ideally you should have the children sitting on the floor around you while you tell the story.

Tell the story with the story cards using as much gesture and mime, and intonation as possible. If the children already know some English you can ask them questions about the cards like What is this? or What colour is this?

• Alternatively you can stick the story cards on the board and play CD Track 9. Ask the children to listen and point to the frames.

• Play the CD again and ask the children to follow the story on pages 8 and 9 in their Pupil’s Book. Ask them to point to the appropriate frame.You should monitor actively ensuring that the children are following the story.

• Retell the story using the flashcards (you will need T1). If you have the space in your classroom, you could create a T1 area, for example draw a chalk circle on the floor which is big enough for all the children to fit into.

Listen and tick (AB, page 5) CD Track 10 • Let the children return to their places and open their Activity Books on page 5. The children will hear the characters saying hello and they need to decide who it is. They should put a tick. Draw a tick on the board so that they understand.

• The names of the characters are written but don’t worry about this if your children cannot yet read and write.You will probably need to repeat this a couple of times. Also beware that the children will not understand all that is said. They will understand from the voice who is speaking. Play CD Track 10.

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