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Enchantment book asas t G T an e aa atad , a Gssa, ..T.
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Enchantment book!. Pilot stage: Feedback is essentialBlack and white variant (kids can appreciate shading it)Team projectDeveloped for kids who have or have not yet got any English direction/who may live in urban communities or confined towns, with or without access to the web. Substance . Pre-unit: Magic letters 6 topical regions which may be secured in 6 - 12 lessons (hues, creatures, nourishment, cl
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Magicbook! Παρουσίαση του βιβλίου της Γ’ Δημοτικού Θωμαή Αλεξίου & Μαρίνα Ματθαιουδάκη Μέλη ΔΕΠ, Τμήμα Αγγλικής Γλώσσας, Α.Π.Θ.
Magic book! • Pilot stage: Feedback is essential • Black and white version (children can enjoy colouring it) • Team project • Developed for children who have or have not yet received any English instruction/who may live in cities or isolated villages, with or without access to the internet
Contents • Pre-unit: Magic letters • 6 thematic areas which may be covered in 6 - 12 lessons (colours, animals, food, clothes, toys, body parts) • Units 1-8 • 3 lessons each • Duration: Each lesson of the main part of the book (units 1-8) is estimated to take up to three teaching sessions-be flexible and adapt • Special Days (Halloween, Children’s Rights, Christmas, Earth Day, Easter, Summer holidays)
Special features of Magic Book • Magic Letters (pre-unit): Alphabet is taught thematically NOT sequentially • Alternative assessment: • Self-assessment and Project • Special Days: Separate part of the book; it’s both flexible and versatile.
Magic letters • Pre-reading and pre-writing skills are promoted; words are in thematic groups for easy retention and retrieval; Letter tracing, letter recognition, word recognitionand then production. • Only 3letters/sounds and words are introduced per lesson with lots of colouring activities. • Emphasis on familiarization; Not on memorization. • Same format of tasks is adopted in order to facilitate first steps and ensure that children feel safe.
Alternative Assessment • Self assessment:Teachers get feedback on an individual basis about what children know as well as about their own perception of their strengths and weaknesses • Projects help children consolidate the theme of the unit and personalize it • Teachers may use them as suggested by teacher’s book or modify them according to their learners’ needs
Rationale of the book • Pedagogically oriented • Child-centred • Process based • Meaning-focused • Story based framework
Rationale of the book • Discovery learning & Multi sensory approach • Features of Multiple Intelligences Theory: caters for different learning styles and intelligences • Individual learning differences and pace of learning
Methodology • Eclectic approach: Elements of various teaching approaches • Features of Lexical Approach • Elements of Total Physical Response • Task based • Content-based elements
Learning through stories • Each story has a different plot and includes an element of surprise. • The stories are usually based on well-known fairytales with well-known characters (e.g., Pinocchio) so that children feel familiar with the plot. • Four main characters throughout the book: they are used to introduce the story in every unit
Why story-based teaching? • Stories are appropriate for children; they are familiar with story-telling from their mother tongue. • Narration and story-telling are powerful techniques appropriate for this age. • Story-based teaching may be nicely combined and enriched with arts and crafts, games and songs. • Stories allow children to focus on meaning, not on structure.
Why lexical approach? • The acquisition of lexical chunks (e.g. Let’s see, you’re back home) allows children to become fluent in the use of language without worrying about the structure. • All chunks are contextualized and should not be explicitly taught • Chunks are practised through activities; not through drilling. • Grammatical structures are not explicitly taught.
Material • Variety of stories with a moral • A lot of songs and chants which allow language practice • Variety of activities from one lesson to another (although there is a homogeneous structure throughout the book) • Playful activities appropriate for their age, e.g., mazes, decoding games, problem solving activities, puzzles.
Skills development • Focus on receptive and productive skills: gradual transition of emphasis from receptive to productive skills • oracy skills are prioritized (especially listening ) • gradual introduction to writing
Building on transition… • Cross-curricular features: • links with Greek language textbooks (topics, stories, heroes) • include global issues and sensitize students to them (environment, poverty, charity, human rights) • Cultural elements: found in the stories, the Special Days section (e.g., Halloween, children’s rights)as well as in songs and chants.
Embrace the different and never be indifferent… Thank you very much!
