The Join Us for English course ?· Join Us - Teacher’s Book 3 The Join Us for English course Join…

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  • 3Join Us - Teachers Book

    The Join Us for English courseJoin Us for English is a restructured and fully updated edition of the successful Join In. Thiscourse for young learners provides a motivating and enjoyable way to learn English includingmany new topics, picture stories and songs.

    Join Us for English ties in with Common European Framework guidelines, and includesopportunities for self-assessment, portfolio building and cross-curricular content whichconnects activities with other school subjects. It includes new culture pages, 'Project Time'activities from level 3 onwards, plus a Language Portfolio for each level. 'Look!' sections ineach module highlight key grammar structures.

    MethodologyJoin Us for English is conceptually based on the theory of Multiple Intelligences (Gardner)which tells us that children learn and remember better if the learning process involves all ofthe senses. It centres around the communicative method drawing on childrens natural need tocommunicate and talk about themselves and their world.

    The theory of Multiple Intelligences focuses on the following: Linguistic intelligence (word smart), which develops through specifically linguistic activities

    such as oral pair work, brief dialogues, lexical exercises etc. Logical-mathematical intelligence (number/reasoning smart), used to solve problems,

    calculations and puzzles, to recognise and count the elements of a whole etc. Spatial intelligence (picture smart), which comes into play when learning through images,

    illustrated stories, cartoon strips and diagrams Musical intelligence (music smart), inherent in the ability to listen to and imitate the

    target languages intonation and rhythms, singing songs and reciting strongly rhythmical verses

    Bodily-Kinaesthetic intelligence (body smart), expressed in physical and practicalactivities role-play, games, posters and projects

    Interpersonal intelligence (people smart), expressed through pair work, group work and collective games

    Intrapersonal intelligence (self smart), favouring reflection, introspection and individual work.

    Howard Gardners theories also include the existence of two further types of intelligence naturalistic and existential: Naturalistic intelligence (nature smart) is the ability to recognise the different

    characteristics of the environment, observing and classifying the elements present in nature Existential intelligence (wondering smart) is typical of individuals who like to think and

    reflect on existential themes.

    One of the fundamental concepts of cognitive psychology is that the memory does not residesolely in the brain, but throughout the body. For this reason, many activities in Join Us forEnglish, in particular those where Toby the Tiger invites children to carry out instructions, arebased on TPR or Total Physical Response, as James Asher suggests in Learning AnotherLanguage Through Actions. Asher maintains that L2 learning (in this case English) must reflecta process similar to learning L1 (mother tongue), where listening must be developed beforespeaking. Only in this way will communication develop in a natural, spontaneous way.

    The pupils are placed at the very centre of the learning process. This enables them to learnautonomously in a variety of ways and at different speeds, allowing for the individual abilitiesof each child.

    Introduction

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-68910-6 - Join Us for English Teacher's Book 3Gunter Gerngross, Herbert Puchta and Paola TiteExcerptMore information

    http://www.cambridge.org/0521689104http://www.cambridge.orghttp://www.cambridge.org

  • 4Join Us - Teachers Book

    In addition, the course is easy for the teacher to use and fun for the class. Children will lovejoining in the songs and action stories with Pit and Pat the wizards, Toby the tiger and Magicthe cat.English teaching with Join Us for English: helps all children to create a positive self image helps pupils to understand the foreign language and use it actively encourages meaningful, fulfilling learning through the use of all sensory channels contributes to every childs cognitive and social development based on his or her learning

    style and social skills integrates activities that aim to create a culture open to diversity and the acceptance of

    others.

    Components

    FOR THE PUPILS

    Pupils BookThe topics in the Pupils Book address the interests of children in this age group. At the end of eachbook there is a Diploma to award pupils on completion of the level.

    Activity BookLinked with the Activity Book Audio CD for levels 1 and 2 and with the English with TobyCD-ROM for levels 3, 4 and 5, the Activity Book presents listening and writing activities, pages tocolour and cut out, as well as many lively games which consolidate pupils language knowledge.These activities can be done in class or at home.

    Language PortfolioThere is a Language Portfolio of individual competencies to lead the pupil to self-evaluation and torecord the learning experience of each pupil throughout the primary school years.

    FOR THE TEACHER

    Teachers BookThere is a Teachers Book for each level of the course. Each Teachers Book contains a detailed andpractical introduction to the course methodology, plus lesson plans which include many ideas andsuggestions to help teachers carry out the best possible English lessons. There are also pages tophotocopy for the Project time activities.

    Songs CDSongs are available in both sung and karaoke versions which students can follow on the Video or onthe Songs Audio CD.

    VideoThe videos contain both karaoke and sung versions of the songs. For levels 35 these are combinedwith Listen and mime animated Action Stories.

    Introduction

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-68910-6 - Join Us for English Teacher's Book 3Gunter Gerngross, Herbert Puchta and Paola TiteExcerptMore information

    http://www.cambridge.org/0521689104http://www.cambridge.orghttp://www.cambridge.org

  • 5Join Us - Teachers Book

    KEY

    = Audio CD

    = Tapescript

    T1 = Track number for Audio CD

    Songs CD T1 = Track number for Songs CD

    = Video

    = Look! Grammar focus

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-68910-6 - Join Us for English Teacher's Book 3Gunter Gerngross, Herbert Puchta and Paola TiteExcerptMore information

    http://www.cambridge.org/0521689104http://www.cambridge.orghttp://www.cambridge.org

  • 6Join Us - Teachers Book

    Topic

    Greetings,introductionsand numbers

    Useful expressions forsimple interactions learning to greet eachother, asking theirclassmates names andages and giving theirown, introducing afriend and asking howpeople are.

    Lexical areas objects,colours and numbers150.

    Hello! Good morning!Bye-bye!

    English is easy.

    Whats your name?Im Mike. This is Emma.Shes my friend.How old are you?Im eight.

    Is Mr Brown yourteacher?Yes, he is. No, he isnt.Whos your best friend?Shes in my class.

    Whats in the box? How many?

    snails, prize

    black, blue, brown,green, orange, pink, red,white, yellow

    cinema, clown, cowboy,hamburger, hot dog,jeans, pullover,sandwich, snack bar,superstar, taxi, Walkman

    one, two, three, four,five, six, seven, eight,nine, ten, eleven,twelve, thirteen,fourteen, fifteen,sixteen, seventeen,eighteen, nineteen,twenty, thirty, forty, fifty

    Tell me your names,please.

    Lets sing a song.Great!Come on and join in.

    Lets begin.

    Are you ready, kids?

    Well done, everybody.

    See you tomorrow.

    lollipops, pencils, balls

    Guess the number.

    Thank you.

    Specific learningobjectives Active language Receptive language

    Syllabus

    Unit 1 - Hello friends!

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-68910-6 - Join Us for English Teacher's Book 3Gunter Gerngross, Herbert Puchta and Paola TiteExcerptMore information

    http://www.cambridge.org/0521689104http://www.cambridge.orghttp://www.cambridge.org

  • 7Join Us - Teachers Book

    Summary of activities

    Learning simple expressions for greetings, introductionsand socialising.

    Singing a song to revise vocabulary.

    Understanding personal questions by listening to andreading mini-dialogues.

    Understanding and practising English structures(pronouns he and she).

    Understanding numbers 1 to 50 and practising sayingand writing them.

    Asking and answering personal questions.

    Learning to answer Yes or No to Is ...? questions.

    Understanding a picture story by listening to it andlooking at the pictures.

    Revising the unit vocabulary with a craft activity.

    Learning/revising the numbers 150 with a game.

    Checking learning through consolidation activities.

    Socialdevelopment

    Learning toco-operate toachieve a sharedobjective(acting out).

    Learning how toestablish positiverelationships withclassmates,expressingfriendship andexchangingpersonalinformation.

    Cross-curricularlinks

    Music: learningto recognise andreproduce arhythm.

    Maths:identifying thenumber of itemsin a group andcounting them.

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-68910-6 - Join Us for English Teacher's Book 3Gunter Gerngross, Herbert Puchta and Paola TiteExcerptMore information

    http://www.cambridge.org/0521689104http://www.cambridge.orghttp://www.cambridge.org

  • 8Join Us - Teachers Book

    Unit 2 - At school

    Topic

    Theclassroomandclassroomobjects,colours

    Useful expressions forsimple interactions learning how to ask forand give something,understandinginstructions andfollowing them writinga simple text byfollowing a model.

    Lexical areas theclassroom, commonobjects and colours.

    Discovering culturaldifferences in thecontext of school.

    board, ceiling, chair,cupboard, desk, door,floor, glue, light, scissors,wall, window

    one, two, three, four,five, six, seven, eight,nine, ten, eleven, twelve

    black, blue, brown,green, orange, pink,purple, red, white,yellow

    book, glue, pen, pencil,pencil case, rubber,scissors

    A pen, please.Here you are.

    Whats in the greenbox? What colour is it?

    OK. / No, try again.

    Good morning.Good night.

    Are / is

    I play tricks on ...

    I like to ...eat, play, sleep a lot

    Let me show my tricksto you.

    Come here, please.

    Stand up. Stretch.Stand back to back.Stand nose to nose.Stand arm in arm.Clap your hands.

    Specific learningobjectives Active language Receptive language

    Syllabus

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-68910-6 - Join Us for English Teacher's Book 3Gunter Gerngross, Herbert Puchta and Paola TiteExcerptMore information

    http://www.cambridge.org/0521689104http://www.cambridge.orghttp://www.cambridge.org

  • 9Join Us - Teachers Book

    Summary of activities

    Learning and practising words for the classroom andclassroom objects.

    Revising the names of colours and learning the colourpurple.

    Listening to and singing a song.

    Understanding a picture story by listening to it andlooking at the pictures.

    Learning to ask for and give something politely.

    Listening to identify colours and classroom words.

    Playing a guessing game with classroom objects andcolours, using visual memory.

    Writing simple sentences about the classroom andthinking about English structures (is/are).

    Understanding instructions in English and followingthem.

    Listening to and identifying the order of a seriesof instructions.

    Consolidating learning through a game.

    Writing a list of objects in the pupils own classroom.

    Checking learning through consolidation activities.

    Socialdevelopment

    Learning toco-operate toachieve a sharedobjective(acting out).

    Developinglisteningbehaviour andpositiverelationships withclassmatesthrough play.

    Learning abouteducation inother cultures.

    Cross-curricularlinks

    Music: learningto recognise andreproduce arhythm.

    Motor skills andsports science:identifyingpersonal abilitiesin motor andphysical activities.

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-68910-6 - Join Us for English Teacher's Book 3Gunter Gerngross, Herbert Puchta and Paola TiteExcerptMore information

    http://www.cambridge.org/0521689104http://www.cambridge.orghttp://www.cambridge.org

  • 10Join Us - Teachers Book 2

    Syllabus

    Topic

    The family,feelings,parts of thebody

    Useful expressions forsimple interactions thepupils learn tounderstand questionsand follow instructions.

    Lexical areas family,feelings and partsof the body.

    Becoming aware ofrhythm and intonationas important waysof expressing andcommunicatingemotions.

    Mum, Dad, sister,brother, Grandma,Grandpa

    happy, tired, angry, sad,thirsty, hungry

    hair, ears, legs, foot/feet,nose, toes, hands, face,mouth, tooth/teeth,eyes, arms

    big, small

    Shes got / Hes got ...

    My brothers nameis Peter. Thats my family.

    Ive got a new game /another game. This game is stupid. Im sorry. Lets play the game.

    Hi, Im Patty the parrot. This is Priscilla thepirate.

    Shake your hair. Touch your ears. Shake your legs. Touch your feet. Touch your nose. Touch your toes. Shake your hands. Touch your face. Open your mouth. Show your teeth.

    Specific learningobjectives Active language Receptive language

    Unit 3 - About me

    Cambridge University Press www.cambridge.org

    Cambridge University Press978-0-521-68910-6 - Join Us for English Teacher's Book 3Gunter Gerngross, Herbert Puchta and Paola TiteExcerptMore information

    http://www.cambridge.org/0521689104http://www.cambridge.orghttp://www.cambridge.org