document

Hans Mol in Niki Joseph

PRIROČNIK ZA UČITELJAk didaktičnemu kompletu za zgodnje učenje angleškega jezika

11

knjigarna.com swis721CMYK

10/100/90/0

CIP - Kataložni zapis o publikacijiNarodna in univerzitetna knjižnica, Ljubljana

37.091.3:811.111(035)

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

ISBN 978-961-271-052-1

252216576

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.

Založba Rokus Klett, d. o. o.Stegne 9 b, 1000 Ljubljanatelefon: 01 513 46 00telefaks: 01 513 46 99e-pošta: [email protected]

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

Hans Mol in Niki Joseph

Magic AdventurePRIROČNIK ZA UČITELJA k didaktičnemu kompletu za zgodnje učenje angleškega jezika

Uredniški pregled: Mojca Urankar Počkaj, Petra BizjakJezikovni pregled: Helen AsherIlustracije: FranfouStrokovni 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 KarnarTisk: Mond grafika d. o. o.1. izdajaNaklada: 1000 izvodov

Ljubljana, 2010


10/100/90/0

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

CC TTOO SSNN TT NNEE

CHRISTMAS 79

BIRTHDAYS 80

EASTER 81

PHOTOCOPIABLE SECTION 83

INTRODUCTION 8


10/100/90/0

UNIT LEARNING AREAS Topics GrammarI can (Common European Framework statements)

Classroom language¹

I can understand what the teacher is asking me to do.

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 Colours It’s ...Is it ...?

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

Magic Adventure 1 – Syllabus


10/100/90/0

Primary vocabularyClassroom language and phrases1 Secondary vocabulary2 Real world link

Come in. Sit down. Stand up. Open/Close your book. Look!Listen, please. Quiet, please.

Names of the characters: PeterLola Tricks PalT1Max MouseSusie SnakeGina Giraff ePeppi PelicanBelinda Butterfl y

Numbers 1–5HiHelloHow are you?Fine, thanks!

How are you today?I’m fi ne.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!

telephoneclockcarliftsignmobile phone

Numbers on things we know

daddymummy sister brother granny granddad girlboybaby

Where are we?Who’s this?I’m back!Say hello.I’m hungry.Here you go.

animal(s)bestbig

Animal and human families

redyellowpinkblue orange purple green brown blackwhite

(It’s) beautiful!(It’s) nice!(It’s) lovely!(It’s) great!Wow! Look at that!

skytoeshairhere/therecaterpillarpupaeggs

The life cycle of a butterfl y

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.


10/100/90/0

UNIT LEARNING AREAS Topics GrammarI can (Common European Framework statements)

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 gotYou’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.

Festivals ChristmasEasterBirthdays

Magic Adventure 1 – Syllabus


10/100/90/0

Primary vocabularyClassroom language and phrases1 Secondary vocabulary2 Real world link

dogcatrabbitbirdfish mouse

Numbers 1–10

Look out!You’re a ...What about me?Let’s count on (y)our fi ngers!Come in! I love my ...That’s so cute!I want one!

cleanloveyummygarden

How to take care of a pet (dog)

noseeyesearsmouthleg(s)arm(s)hand(s)hairheadfeettummy

That’s funny.Next, please.Come on!What’s the matter? Let’s see.Ouch!

clapstamp wavejumpturn (around)singbig longshortsmall

The doctor’s waiting room

dollballpuzzlecargametrainbookboatplanesoft toy

Prepositions:oninunder

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 ... awaytidyshelftableshow

A toy department store (Hamley’s of London)

It’s your birthday!Happy birthday!How old are you?I’m (eight)!

presenteggfl owerstar

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.


10/100/90/0

Introduction

Welcome to

MAGIC ADVENTURE 1

The components of Magic Adventure 1 are:

• Pupil’s Book

• Activity Book with stickers and cut-outs

• Pupil’s Audio CD

• Class Audio CD

• 70 Flashcards

• Story cards for every story

• Interactive whiteboard materials

• DVD

• Comprehensive Teacher’s Guide with a photocopiable resource section

Magic Adventure 1 is a fully comprehensive course for children in their fi rst

year of English, aged 6/7 years. At this age, the most important feature of

language learning is the spoken word and as the children are not yet learning

how to read and write in their own language, this aspect of language is not

addressed in this fi rst level. Magic Adventure 1 provides 90–120 hours of

work.

Magic Adventure 1 is the story of two friends, Peter and Lola, who have a time

machine called T1, and their alien friend Pal. Pal has animal friends and each

animal takes us to their world for a unit.

In Unit 1 we meet Tricks; in Unit 2 Gina Giraffe takes us to meet her family;

in Unit 3 Belinda Butterfl y takes us to her world of colours; in Unit 4 we see

the world from a mouse hole which is where Max Mouse lives; Unit 5 is Susie

Snake’s world and, fi nally, Pal is the guide for the fi nal unit.

It’s important to note that the words the children hear may not be the ones

that we want them to produce. The children are being exposed to more than just

the target words and structures. Magic Adventure 1 encourages the teacher

to teach his/her classes in English. This way the children will hear even more

language.

We hope you will enjoy working with Magic Adventure. Work the magic!

Niki Joseph and Hans Mol

8


10/100/90/0

How the teacher’s notes are organisedThere 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.

ROUTINES

Children need and appreciate routines for learning. So we suggest that you begin each lesson with the Hello song, that you involve the fi nger 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!

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 fi nd these on the audio CDs.

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

When thinking about our lessons and our classes it is important to remember that children have diff erent 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!

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

9


10/100/90/0

• 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 fl ashcards. The stories, too, are available on the story cards. We encourage you to show and tell!

• Auditory Songs, stories and chants are a signifi cant 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.

‘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 fi nd ways of exploiting these pages into speaking activities in class.

HOW TO ...

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

... INTRODUCE THE LANGUAGE

The children always meet the new words in context. The key words are presented to the children through the brightly coloured fl ashcards. 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

they produce the words individually. A fi nal 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.

... PLAY FLASHCARD GAMES

With all of these games, as the children become more confi dent, 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. 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 fi rst time and it needs to be right!

2. Close your eyes Ask the children to close their eyes; remove one of

the fl ashcards. Ask the children to open their eyes and to tell you which one is missing.

3. Chain drill Put about six cards on the board. With the children

drill the words. Then, remove the fi rst 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 fl ashcards on the board. You will see that the children will remember the words that were there!

10


10/100/90/0

document

Documents