digitalni resursi.pdf

www.britishcouncil.mk www.bro.gov.mk

This manual is aimed at teachers of English with little or no experience, and for those teachers who have extensive experience in teaching young learners. The manual contains a vast number of activities suitable for learners aged 6 to 11 that will spark their interest, creativity and enthusiasm.

Fun with English

learnenglishkids.britishcouncil.org

DIGITAL RESOURCES FOR YOUNG LEARNERS FROM GRADE 1 – 5

Teacher’s Manual

www.britishcouncil.mk www.bro.gov.mk

Fun with English

БИРО ЗА РАЗВОЈ НА ОБРАЗОВАНИЕТО

DIGITAL RESOURCES FOR YOUNG LEARNERS FROM GRADE 1 – 5 TEACHER’S MANUAL

Skopje 2013

БИРО ЗА РАЗВОЈ НА ОБРАЗОВАНИЕТО

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CIP - Каталогизација во публикацијаНационална и универзитетска библиотека “Св. Климент Охридски”, Скопје 373.3.091.3:004.774]:811.111(035) DIGITAL resources for young learners from grade 1-5 : teacher’s manual. - Skopje : British Council, 2013. - 44 стр. : илустр. ; 20 см

ISBN 978-9989-2723-8-7

а) Англиски јазик - Основно образование - Наставни методи со веб страни - ПрирачнициCOBISS.MK-ID 93689098

Publisher: British Council Macedonia

Authors: Bushovska Zora Stojanovska Snezana Mihajlovska Gordana Pavlova-Anevska Miroslava Gugoska Julijana Kostadinovska Jasminka Zhezhova Olivija Zdraveska Dragica

Reviewers: Horvatovikj Vesna Veteroska Silvana

Design and print: Bomat Graphics

Circulation: 1500

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ПРЕДГОВОР

Почитувани наставници,Во наставниот план за деветгодишното основно воспитание и образование донесен во 2007 година, изучувањето на англискиот јазик е предвидено од прво, па сè до деветто одделение. За првпат во рамките на основното образование во Република Македонија започна да се изучува еден странски јазик како задолжителен предмет, започнувајќи од прво одделение, односно за децата на возраст од пет и пол до шест и пол години.Ваквата определба претставува голем исчекор во изучувањето на англискиот јазик, меѓутоа, донесе и големи предизвици пред стручните институции и пред наставниците, пред сè заради потребата од примена на методи и техники за рано изучување на странски јазик.Низ сите овие поминати години, Бирото за развој на образованието, како стручна институција, спроведе редица семинари и обуки со цел унапредување на наставата по англиски јазик од 1 до 5 одделение. Овој прирачник за наставниците е токму резултат на една од ваквите заеднички заложби на Бирото за развој на образованието и Канцеларијата на Британски совет во Македонија.Поаѓајќи од фактот дека раното изучување на странскиот јазик е стожерна основа, како и заради сè поголемата вклученост на информатичката технологија во процесот на наставата, идентификувавме извори кои содржат едукативни електронски содржини за примена во наставата по англиски јазик од 1 до 5 одделение, упатства за наставникот за изборот на активности, како и примери на најдобри пракси со цел нивно интегрирање во реализацијата на наставата. Секако, незаобиколен дел се обуките на наставниците.Верувам дека меѓу наставниците ќе се развие позитивна клима за успешна примена на овој прирачник што ќе резултира со квалитетна настава по предметот англиски јазик од прво до петто одделение во основното образование.

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Би сакала да искажам посебна благодарност кон Канцеларијата на Британскиот совет во Македонија со чија стручна и финансиска поддршка се реализира проектот и се изготви овој прирачник.

м-р Весна Хорватовиќдиректор на Бирото за развој на образованието

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РЕЦЕНЗИЈА

Прирачникот е наменет за наставата по англиски јазик од прво до петто одделение во основното образование. Тој содржи голем број активности во форма на дигитални содржини кои можат да се користат во реализацијата на наставaта по англиски јазик. Содржините кои се нудат во прирачникот се соодветни на возраста на учениците од прво до петто одделение и на содржините на наставните програми по англиски јазик од прво до петто одделение.Содржината на прирачникот е организирана во два дела.Првиот дел од прирачникот содржи информација за тоа за кого е наменет, за придобивките на учениците во усвојувањето на содржините од прирачникот, за неговата цел, упатства за наставникот за користење на прирачникот, неколку аспекти за изучувањето на англискиот јазик за ученици на помала возраст, за улогата на информатичката технологија како инструмент за промени во реализацијата на наставата по англиски јазик и како да се користи во реализацијата на дигиталните содржини. Сето ова е претставено на многу едноставен и лесно прифатлив и разбирлив јазик за наставниците-реализатори на содржините од прирачникот. На наставниците кои ќе го користат овој прирачник им се дадени аргументи за предноста од користењето на дигиталните содржини во наставата по англиски јазик со цел подигнувањето на нејзиниот квалитет. Составен дел на првиот дел на прирачникот се и дидактичките насоки за наставникот, односно посочени се методски приоди и активности за реализација на понудените содржини од прирачникот.Во тој контекст е водено сметка за правилно дозирање на содржините и на примената на педагошките и методолошките приоди во наставата по англиски јазик, согласно возраста и можностите на учениците.Во изборот е водено сметка да бидат застапени содржини од сите компоненти во изучувањето на јазикот и тие се проследени со илустрации кои ги мотивираат учениците од

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1-во до 5-то одделение за поуспешно разбирање и усвојување на дигиталните содржини.Дидактичките насоки и активности кои се нудат за секое од петте одделенија на основното образование, во контекст на понудените дигитални содржини, се усогласени со возраста, со интересите и со можностите на учениците во усвојувањето на јазикот.Во контекст на наведеното, за прво одделение се понудени активности од типот на боење, сечење, пеење песнички и играње игри кои соодветствуваат на барањата на наставната програма за прво одделение на основното образовaние каде што е ставен акцент врз развивањето на мултисензорните способности на учениците, а не на когнитивните, а со цел да се мотивираат учениците за понатамошно изучување на англискиот јазик.Сите понудени активности и методски пристапи за реализацијата на дигиталните содржини за наредните одделенија на основното образование, односно од второ до петто одделение, се усогласени со активностите и со методите посочени во наставните програми по англиски јазик од второ до петто одделение на основното образование, согласно компонентите на изучување на јазикот.Треба посебно да се истакне реализацијата на дигиталните содржини кои третираат обработка на граматички содржини. Граматичките структури се реализираат на многу експлицитен начин (на пр. со користење на граматички игри и активности).- Вториот дел на прирачникот содржи табеларен приказ на мапирањето на дигиталните содржини, согласно компонентите и содржините на наставните програми по англиски јазик според одделенија, односно за секое одделение е даден посебен табеларен приказ.Покрај лоцираните дигитални содржини кои се обработени во овој прирачник треба да се истакне дека после секоја табела во која се претставени дигиталните содржини, согласно структурата на наставните програми односно согласно компонентите на изучувањето на јазикот (составен дел на

9

наставните програми), понудени се дополнителни упатства и извори на дигитални содржини, согласно компонентите во изучувањето на англискиот јазик и согласно одделението во кое се реализираат содржините.Во контекст на наведеното може да се констатира дека овој прирачник нуди можности за примена на посовремен методолошки пристап во реализацијата на наставата по англиски јазик, а со самото тоа и подигнување на нејзиниот квалитет. Можноста која им се нуди на наставниците да користат дополнителни извори, методи и активности покрај оние кои им се нудат во рамките на наставните програми ја прават реализацијата на наставата поатрактивна за учениците и помотивирачка за усвојување на англискиот јазик.Користењето на информатичката технологија во наставата е една од приоритетните заложби на Владата на Република Македонија. Со самото тоа, на наставникот во реализацијата на наставата му се дава можност да користи посовремени и поатрактивни методи и активности.Со овој прирачник на наставникот му се дава можност и слобода да ги избере најсоодветните методи и активности за работа и да ги прилагоди во склад со можностите и со интересите на учениците каде тој/таа ја реализира наставата.Согласно сите досега наведени согледувања кои се однесуваат на содржината на Прирачникот, на мислење сме дека тој ќе биде позитивно прифатен од страна на наставниците. Доколку правилно се следат насоките кои се однесуваат на организацијата и реализацијата на содржините од прирачникот, тој ќе има позитивни рефлексии врз квалитетот на учењето на учениците и врз нивната мотивација за понатамошно совладување на содржините од англискиот јазик.

м-р Весна Хорватовиќдиректор на Бирото за развој на образованието

Силвана Ветероскасоветник за наставата по англиски јазик

10 11

Published by Bureau for Development of Education and

British Council Macedonia

The manual is prepared by

Zora Bushovska

Snezhana Stojanovska

Gordana Mihajlovska

Miroslava Pavlova-Anevska

Julijana Gugoska

Jasminka Kostadinovska

Olivija Zhezhova

Dragica Zdraveska

Svetlana Neftenova

Skopje 2013

“Teaching children is tremendously rewarding. The time spent on preparing classes that reflect their interests and needs is time well spent, as, perhaps more than with other groups of learners, children respond wholeheartedly to your efforts. They know instinctively whether you enjoy working with them and whether your lessons are thoughtfully prepared: if so, children will respond with similar effort. Groups of children absorbed in a task or a display, the nerves, the excitement that accompany a class performance, or a thoughtful piece of reflection, are all signs that a class is working well, both on the part of the children and their teacher”

Young Learners - Sarah Phillips, Oxford University Press, 1993

12 13

INTRODUCTION

We have put this manual together because we believe that teachers play an important role in language learning. It is primarily the teacher whose task is to motivate the learners, inspire them and provoke their interest. Only in this way learners will develop their love for the language that will lead to successful language learning.

WHO IS THIS MANUAL FOR

This manual is aimed at teachers with little or no experience, and for those teachers who have extensive experience in teaching young learners. The manual contains a vast number of activities suitable for learners aged to 11 that will spark their interest, creativity and enthusiasm. We believe that the recommended activities for each grade will lead to a high degree of motivation and make the English classroom an enjoyable and stimulating environment for everyone, including the teacher.

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THE LEARNERS

We are all aware that young children have a short attention span, and therefore need shorter activities that will keep their interest. It is for this purpose that the manual contains activities that will require colouring in, cutting with scissors, singing songs, playing games and activities that are not too demanding in the early stages of learning the language. Grade one primarily focuses on Total Physical response (TPR), which is an extremely useful and adaptable teaching method. With TPR learners listen to their teacher telling them what to do, and then do it. Instructions tend to range from very simple sentences to more complex ones. However, bear in mind that children tend to understand much more than they can produce. As we progress further, we have suggested activities and tasks that are relevant, more challenging, practical, motivating and at the same time enjoyable.

WHAT IS THE PURPOSE OF THE MANUAL

This manual aims to assist teachers in the language classroom. It is not merely a compendium of methods, links, and tasks, but it is a resource that will help teachers introduce Information and Communication Technologies in the learning process from grade 1 to 5.

The main purpose of the manual is to:

• Provide teachers with support when using IT technology

• Aid teachers in accessing resources from British Council’s Learn English Kids portal

• Provide teachers with links and various communicative tasks, songs, stories and games

• Help teachers help their students develop the four skills – listening, speaking, reading and writing

• Provide teachers with fun activities

HOW TO USE THE MANUAL

The manual is designed so that it gives a brief overview of what can be found in each grade, starting from Grade one to Grade five. It is divided in two sections. The first section illustrates the types of activities, tasks, songs, stories and games that can be used with the learners in each grade, with a few illustrations that will guide you. The second section gives you the digital content, i.e. links that have been mapped to the national curriculum for each grade plus additional resources that will help you build on the existing gained knowledge. All of these activities may be used in your classroom and make the learning process more stimulating and motivating for your learners.

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INTRODUCTION

We have put this manual together because we believe that teachers play an important role in language learning. It is primarily the teacher whose task is to motivate the learners, inspire them and provoke their interest. Only in this way learners will develop their love for the language that will lead to successful language learning.

WHO IS THIS MANUAL FOR

This manual is aimed at teachers with little or no experience, and for those teachers who have extensive experience in teaching young learners. The manual contains a vast number of activities suitable for learners aged 5 to 11 that will spark their interest, creativity and enthusiasm. We believe that the recommended activities for each grade will lead to a high degree of motivation and make the English classroom an enjoyable and stimulating environment for everyone, including the teacher.

THE LEARNERS

We are all aware that young children have a short attention span, and therefore need shorter activities that will keep their interest. It is for this purpose that the manual contains activities that will require colouring in, cutting with scissors, singing songs, playing games and activities that are not too demanding in the early stages of learning the language. Grade one primarily focuses on Total Physical response (TPR), which is an extremely useful and adaptable teaching method. With TPR learners listen to their teacher telling them what to do, and then do it. Instructions tend to range from very simple sentences to more complex ones. However, bear in mind that children tend to understand much more than they can produce. As we progress further, we have suggested activities and tasks that are relevant, more challenging, practical, motivating and at the same time enjoyable.

WHAT IS THE PURPOSE OF THE MANUAL

This manual aims to assist teachers in the language classroom. It is not merely a compendium of methods, links, and tasks, but it is a resource that will help teachers introduce Information and Communication Technologies in the learning process from grade 1 to 5.

The main purpose of the manual is to:

• Provide teachers with support when using IT technology

• Aid teachers in accessing resources from British Council’s Learn English Kids portal

• Provide teachers with links and various communicative tasks, songs, stories and games

• Help teachers help their students develop the four skills – listening, speaking, reading and writing

• Provide teachers with fun activities

HOW TO USE THE MANUAL

The manual is designed so that it gives a brief overview of what can be found in each grade, starting from Grade one to Grade five. It is divided in two sections. The first section illustrates the types of activities, tasks, songs, stories and games that can be used with the learners in each grade, with a few illustrations that will guide you. The second section gives you the digital content, i.e. links that have been mapped to the national curriculum for each grade plus additional resources that will help you build on the existing gained knowledge. All of these activities may be used in your classroom and make the learning process more stimulating and motivating for your learners.

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TEACHING ENGLISH AS A FOREIGN LANGUAGE TO YOUNG LEARNERS English is a compulsory course in the nine-year elementary education in the Republic of Macedonia. It is taught from grade 1 to grade 9 of the primary education. As in many other European Union countries where there have been tendencies to introduce English in the education systems from the first year of the primary education, a lot of emphasis has been placed on learning the language in Macedonia as well.

Namely, with the new school reform for the Concept of Primary education (introduced in 2007) our children enter school at the age of 5.8 months earliest. This is a very early age for learning and the pedagogical and methodological approaches vary immensely, for example between grade 1 and grade 5. All teachers need to take into account students’ physical and psychological characteristics in all 5 grades. Therefore, teachers need to ask themselves the question: “What can my students do at this particular level?”

It is with this idea that the Macedonian Bureau for Development of Education and the British Council in Macedonia initiated this project that will help teachers enrich the English language curriculum.

TECHNOLOGY AS AN INSTRUMENT OF CHANGE

“Making use of Information and Communication Technologies (ICT) when learning a language at the beginning of the 21st century is, for most members of affluent societies, an obvious, normal course of action. Just as technology has become woven into the fabric of everyday life, so language study has come to rely on forms of technological enhancement, from audio and video recordings to World Wide Web (www) resources”. - ICT and Language learning – From print to the mobile phone, Marie – Madeleine Kenning, Palgrave Macmillan, 2007

As stated in the quote, the use of Information and Communication Technology (ICT) such as Internet applications, CD-ROMs, Power Point presentations, video technology and various computer attachments and software programs have caused many changes in society. These changes have also impacted the way we live our daily lives.

The use of ICT has also changed teaching in a number of ways. Teachers can now create their own material and thus have more control over the material used in the classroom. In addition, the use of ready-made web resources can enhance and complement the teaching process. Therefore, we can say that ICT certainly contributes to education by:

• Improving the quality of learning by motivating and engaging students in the learning process and

• Enhancing the quality of teaching

The Law on Primary education requires teachers in the public school system to use the IT technology. This manual will enable all teachers who teach from grade 1 to 5 in Macedonia to incorporate ICT in their teaching process with ease, as the recommended digital resources are suitable for the age that you teach and are in accordance with the topics taught.

We hope you enjoy working with the manual!

A FINAL WORD

“Education technology is not, and never will be, transformative on its own… computers cannot replace teachers – teachers are the key to whether technology is used appropriately and effectively”

Carlson and Gradio, 2002












A FINAL WORD



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A FINAL WORD



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GRADE 1 According to the Grade 1 curriculum, students are expected to develop positive attitude towards language learning and to understand basic spoken language.

There are a multitude of approaches, methods, principles, and techniques used in foreign language teaching. Needless to say, none of them is the right and the most appropriate method. The teacher herself/himself must decide on the method she wants to use in teaching her students.

Methodological approaches in the first grade, and when teaching very young learners, in general, are based on the so-called TPR Method (Total Physical Response). This method emphasizes listening as a skill as it exposes students to the target language. Language production comes at a later stage, when the child is ready. However, as time progresses, learners gain more confidence as they can understand and do what they have been asked.

British Council’s free Learn English Kids website offers a variety of songs, games and other activities that learners can do at this particular level. To choose songs and different activities, go to the Learn English Kids website at learnenglishkids.britishcouncil.org/en

Songs are very motivational when it comes to little children. They can be a lot of fun, can produce excitement and have a positive effect in their development. Using songs to learn about something helps the learners remember it quicker.

http://learnenglishkids.britishcouncil.org/en/songs/brush-bus (linkot

da go nema)

18

GRADE 1 According to the Grade 1 curriculum, students are expected to develop positive attitude towards language learning and to understand basic spoken language.

There are a multitude of approaches, methods, principles, and techniques used in foreign language teaching. Needless to say, none of them is the right and the most appropriate method. The teacher herself/himself must decide on the method she wants to use in teaching her students.

Methodological approaches in the first grade, and when teaching very young learners, in general, are based on the so-called TPR Method (Total Physical Response). This method emphasizes listening as a skill as it exposes students to the target language. Language production comes at a later stage, when the child is ready. However, as time progresses, learners gain more confidence as they can understand and do what they have been asked.

British Council’s free Learn English Kids website offers a variety of songs, games and other activities that learners can do at this particular level. To choose songs and different activities, go to the Learn English Kids website at learnenglishkids.britishcouncil.org/en

Songs are very motivational when it comes to little children. They can be a lot of fun, can produce excitement and have a positive effect in their development. Using songs to learn about something helps the learners remember it quicker.

http://learnenglishkids.britishcouncil.org/en/songs/brush-bus (linkot

da go nema)

http://learnenglishkids.britishcouncil.org/en/songs/the-busy-elf

Children learn through play and often are not aware that they are learning if they are enjoying the game. Games, apart from being motivating and educational, help children be more creative. The visual and the sound effects only further enhance learning. A sample game is ‘Paint it’ where children can visualise the animals and paint them with the required colour, thus revising already learned vocabulary.

http://learnenglishkids.britishcouncil.org/en/word-games/paint-it/pets Stories, like songs, develop the child’s fluency. They are additionally inspiring and meaningful. Again, learning is facilitated with the visual and the sound input. Unlike the traditional listening and reading of the story, with the ICT input children get visual support which makes it more interesting.

http://learnenglishkids.britishcouncil.org/en/short-stories/my-dad

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http://learnenglishkids.britishcouncil.org/en/songs/the-busy-elf

Children learn through play and often are not aware that they are learning if they are enjoying the game. Games, apart from being motivating and educational, help children be more creative. The visual and the sound effects only further enhance learning. A sample game is ‘Paint it’ where children can visualise the animals and paint them with the required colour, thus revising already learned vocabulary.

http://learnenglishkids.britishcouncil.org/en/word-games/paint-it/pets Stories, like songs, develop the child’s fluency. They are additionally inspiring and meaningful. Again, learning is facilitated with the visual and the sound input. Unlike the traditional listening and reading of the story, with the ICT input children get visual support which makes it more interesting.

http://learnenglishkids.britishcouncil.org/en/short-stories/my-dad

20

GRADE 2 Learners in grade 2 have been exposed to some listening and speaking activities in grade 1. Although they understand basic classroom language, exposure to language is crucial at this level. Besides word games, students will be exposed to the target language by doing a variety of different tasks and activities ranging from listening and watching short stories, acting out stories, singing songs and some hands-on activities. Teachers can print materials to use in class.

http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-old-macdonald-had-a-farm-worksheet-final-2012-10-22.pdf - linkot ke go nema

Topics can be found on the right-hand side of the screen or go to http://learnenglishkids.britishcouncil.org/en/topics

In the Make section, teachers can find ready-made materials that they can use with their students in class. They can find arts and crafts worksheets which can also be downloaded. All of these activities are accompanied by videos which actually show how these things are made by children.

http://learnenglishkids.britishcouncil.org/sites/kids/files/make-make-a-spider-mobile_0.pdf - linkot ke go nema

Old MacDonald had a farm

1. What’s the order? Listen to the song and put the animals in order.

1

2. Match them up! Match the animals and their noises.

duck moo

cow quack

dog oink

pig woof

3. Sing a song! Think of another farm animal. What noise does it make? Here are some ideas.

Cats say meow! Horses say neigh! Goats say maa!

Now sing the song again with your animal!






21

There are lots of games and videos on Learn English Kids to help teach children vocabulary and encourage speaking. In the Listen and watch section, teachers will find stories and songs that they may use to consolidate the new language. The stories and songs have worksheets that can be downloaded and used in the classroom. The grammar section also offers videos with Gran that can be used to teach or revise certain grammatical points. Even at this age there are videos that can help young learners learn, for example, prepositions of place. The available worksheets that go along with the video will allow learners to practice this area of grammar.

http://learnenglishkids.britishcouncil.org/sites/kids/files/Grammar_worksheet_prepositions_of_place_gwg_heros_adventure_final.pdf (aktivnost br 2)

GRADE 3 Third grade students are already at the age when cognitive learning emerges and when they not only recognise but, compare, share, and analyse things. They are able to recognize letters and copy and recognize words.

Suitable sections with these students are the Read and write section.

In grade 3 students are slowly and gradually introduced to the reading and writing skill.

Activities of the kind “label the picture” will help students first recognise the written word visually. Students can practice moving the words and labelling objects in the house/bedroom. They get to see the score which is very motivational.

Although this is early stage for beginning reading, teachers can probe or tap into students’ reading recognition and comprehension.

Prepositions of place

Watch the grammar video here: http://learnenglishkids.britishcouncil.org/en/grammar-videos/heros-adventure

1. Make it right! Find the mistake, underline it and write the correct word.

a. Gran last saw Hero next to the lamp. __front door____

b. Hero was behind the wardrobe. ___________________

c. Kitty looks under the bed. ___________________

d. There’s a cat under the wardrobe. ___________________

e. Gran is between the pillows. ___________________

2. What’s the word? Where’s Hero? Write the word under the pictures.

in on behind under

Make a spider mobile

1. Cut out the spiders. 2. Make holes in the spiders. 3. Attach thread of different length to the spiders. 4. Cut a paper plate into a long strip. 5. Make holes in the plate and attach the spiders. 6. Hang up your mobile.






22















23

http://learnenglishkids.britishcouncil.org/en/word-games/label-the-picture/bedroom

At this stage, learners have the opportunity to register on the site. They can create their own avatars, write comments which are published and read comments from other learners of English. All comments are moderated by site editors to ensure a safe online environment. Recently published comments are featured in the ‘Your comments’ box on the home page for the world to see, which can be very motivating for learners. Pupils can also participate in polls to vote on various issues.

Quizzes and other fun ‘drag and drop’ activities can be used to help students practise vocabulary. These activities can be done online. In addition, much of the vocabulary is presented through flashcards.

http://learnenglishkids.britishcouncil.org/en/little-kids-word-games - linkot ke go nema

In order to practise grammar structures in a fun and motivational way, teachers may wish to listen to songs and do some additional vocabulary activities. The sound effects and the authenticity of the language make the song memorable for the students, whereas its rhythm and the visual support also make an impact on learning.

http://learnenglishkids.britishcouncil.org/en/songs/i-can-run

http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-i-can-run-worksheet-final-2012-10-22.pdf - linkot ke go nema

24

http://learnenglishkids.britishcouncil.org/en/word-games/label-the-picture/bedroom

At this stage, learners have the opportunity to register on the site. They can create their own avatars, write comments which are published and read comments from other learners of English. All comments are moderated by site editors to ensure a safe online environment. Recently published comments are featured in the ‘Your comments’ box on the home page for the world to see, which can be very motivating for learners. Pupils can also participate in polls to vote on various issues.

Quizzes and other fun ‘drag and drop’ activities can be used to help students practise vocabulary. These activities can be done online. In addition, much of the vocabulary is presented through flashcards.

http://learnenglishkids.britishcouncil.org/en/little-kids-word-games - linkot ke go nema

In order to practise grammar structures in a fun and motivational way, teachers may wish to listen to songs and do some additional vocabulary activities. The sound effects and the authenticity of the language make the song memorable for the students, whereas its rhythm and the visual support also make an impact on learning.

http://learnenglishkids.britishcouncil.org/en/songs/i-can-run

http://learnenglishkids.britishcouncil.org/sites/kids/files/songs-i-can-run-worksheet-final-2012-10-22.pdf - linkot ke go nema

I can run

1. Match them up! Draw a line to match the picture and the word.

run jump swim hop skip

2. Draw a picture! What can you do? Draw a picture!

I can ............................................................. and .............................................................!

25

GRADE 4 These students are able to read and write, each child at their own speed and knowledge. The complexity of language learning is very much present and obvious here. Students are guided towards autonomy, however slowly.

By carefully selecting activities and taking the same activities sometimes from previous levels, teachers can make the requirements for the song, story or game more difficult by letting students have the text in front of them (there is also a “Text off” option).

Since reading and writing are considered to be more complex mental activities, teachers need to gradually introduce each novelty.

Stories – Reading/Listening/Speaking Before doing the actual listening/reading, teachers may wish to do some pre-reading tasks. These tasks will help pupils approach any story with confidence. Meaning for them becomes clear from the context. Apart from developing learners’ pronunciation skills, intonation and rhythm, teachers can go on to any further activities. To practise speaking, learners may even act out the story or be involved in role playing activities on the same topic.

http://learnenglishkids.britishcouncil.org/en/short-stories/santas-little-helper

Writing Initially, teachers may wish to encourage learners to create words out of given letters. The sounding signal assists the students in the writing process. The game is very challenging, but very motivational.

http://learnenglishkids.britishcouncil.org/en/fun-games/wordshake - linkot ke go nema

In the Make section students can create their own stories, comics and monsters. Using their hands to create things enhances students learning.

26

















27









To further improve learners’ writing, teachers can use the Story Maker that can be found in the Make section. This particular activity allows students to create their own stories and share them with the other learners. As an additional task, teachers may wish to give students a task to write their own simple story.

http://learnenglishkids.britishcouncil.org/en/make-your-own/story-maker

GRADE 5 The expansion of the reading and writing skills is even more emphasized in the fifth grade.

Fifth grade students can compare and contrast, and share their knowledge with the prior knowledge from other courses taught in school. The skills of reading and writing can be employed and practiced here in a controlled manner with some student autonomy.

For grade 5 learners, the Learn English Kids website offers texts, dialogues, twisters, songs, games and videos which can be used both in the classroom and at home. Audio and video activities are accompanied by printable worksheets that can be done in or out of the classroom.

Grammar is taught in a more explicit manner at this level. There are numerous things which can be done when learning or practising grammar. Teachers and students can find grammar games, grammar videos, grammar quizzes and grammar tests at http://learnenglishkids.britishcouncil.org/en/grammar

28

To further improve learners’ writing, teachers can use the Story Maker that can be found in the Make section. This particular activity allows students to create their own stories and share them with the other learners. As an additional task, teachers may wish to give students a task to write their own simple story.

http://learnenglishkids.britishcouncil.org/en/make-your-own/story-maker

GRADE 5 The expansion of the reading and writing skills is even more emphasized in the fifth grade.

Fifth grade students can compare and contrast, and share their knowledge with the prior knowledge from other courses taught in school. The skills of reading and writing can be employed and practiced here in a controlled manner with some student autonomy.

For grade 5 learners, the Learn English Kids website offers texts, dialogues, twisters, songs, games and videos which can be used both in the classroom and at home. Audio and video activities are accompanied by printable worksheets that can be done in or out of the classroom.

Grammar is taught in a more explicit manner at this level. There are numerous things which can be done when learning or practising grammar. Teachers and students can find grammar games, grammar videos, grammar quizzes and grammar tests at http://learnenglishkids.britishcouncil.org/en/grammar

29

Fun-Games provide opportunities for lots of fun where students employ their memory.

Learners can also try out the grammar tests section to see how much grammar they know. They can also read the grammar rule if they need some help.

http://learnenglishkids.britishcouncil.org/en/fun-games/trolley-dash - linkot ke go nema

Grammar games and activities are more challenging for this level. However, they are still fun and motivating. They provide students opportunities to respond quickly, and guess the right word order in the sentence. The encouraging sound effect is very supportive and leading. Grammar videos are also important for this level.

http://learnenglishkids.britishcouncil.org/en/grammar-games/possessives - linkot ke go nema






30






The sections Read and Write and Speak and Spell can be used for ample opportunities of practicing these skills.

http://learnenglishkids.britishcouncil.org/en/read-and-write - linkot ke go nema

More extensive reading is offered within the stories section that also allows teachers to download and print worksheets. There is a possibility to print the text of the stories that may be used in the classroom while watching and listening to the story. This section allows for practising of all four skills with the students and there are a variety of tasks that offer opportunities for extra practice.

http://learnenglishkids.britishcouncil.org/en/short-stories/the-princess-and-the-dragon - linkot ke go nema

31

The sections Read and Write and Speak and Spell can be used for ample opportunities of practicing these skills.

http://learnenglishkids.britishcouncil.org/en/read-and-write - linkot ke go nema

More extensive reading is offered within the stories section that also allows teachers to download and print worksheets. There is a possibility to print the text of the stories that may be used in the classroom while watching and listening to the story. This section allows for practising of all four skills with the students and there are a variety of tasks that offer opportunities for extra practice.

http://learnenglishkids.britishcouncil.org/en/short-stories/the-princess-and-the-dragon - linkot ke go nema

32

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PP

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