Subproject 03:
Training the trainers and teachers to implement the program of learning English
Using the “Magic Book” –
3rd year primary class
Marina Mattheoudaki (Assistant Professor)
&
Thomais Alexiou (Lecturer)
● Video watching of introduction techniques; Reflection
● Video watching of presentation techniques; Reflection
● Video watching of practice techniques; Reflection
● Models of teaching practice
● Tips and suggestions
2
Organisation of the lesson
● Each unit includes 3 lessons
● All lessons have the same structure
● Each lesson is story-based
● Each story is followed by a number of activities
● There is no pre-teaching of vocabulary
3
Workshop
Activity 1
Watch the video techniques on Video #1.
4
Introduction techniques
● Brainstorming to elicit and expand children’s schematic knowledge about
the topic/concept (fruit, vegetables – whatever they know related to this
topic) with the use of realia, flashcards, objects, etc.
● Presentation of the topic: what do you have for breakfast?
● Establish cross-curricular links (e.g. with Triviza’s story – food and hygiene –
heroes like Pinocchio, the Beauty and the Beast, Aesop’s fables, fairytales,
etc.)
5
Activity 2
Presentation techniques
Watch the Video excerpt (#2),
identify any of the following presentation techniques and
tick them.
6
Presentation techniques
● Listening to the text with their books closed (once ot twice); dramatization
on the part of the teacher (use of body language and gestures, etc.)
● Learners listen to the story with books open (2 or 3 times) and follow the
story; This facilitates decoding of language.
● Teacher puts on board flashcards from the text in a random order; learners
are required to stand up and put them in order while listening to the text.
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Activity 3
Practising techniques
Watch the video excerpt (Video #3),
identify any of the following practising techniques and
tick them.
8
Practising the language
● Teacher acts out the text by using visual aids and body language and
pointing to the pictures in the book.
● Teacher asks learners to identify particular lexical items in the text (e.g.
teeth-1st voc exercise can be used here).
● Teacher puts the flashcards of the story and provides captions for each
picture: learners are given the captions and are required to match them
with the pictures on board (without listening to the text and without
reading it from the book).
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Practising the language
● If the teacher wishes to, s/he may involve all learners in reading aloud the
text but by giving them a purpose, e.g., asking them to play a role, or
organising a chorus reading once loud, once in a low voice, only boys, only
girls, rap style, hip hop style, etc.
● Learners start acting out the dialogue in groups.
10
Tips and suggestions: Teaching the skills
● Skills at this age are presented/practised in the following order:
Listening/reading/speaking/writing
● Listening is prior to reading or speaking; Children should listen to the text
as many times as they think necessary (2, 3, 4 times) before they start
producing (either writing or speaking).
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Tips and suggestions: How to do the activities
● Activities on lexical chunks: we don’t translate the chunks but we make
sure that adequate practice has been provided before in order for children
to acquire them.
● Most of the activities can be done in pairs; Few can also be done in groups.
Encourage pair-working instead of individual.
● We NEVER translate the songs and we don’t explain them; we act them
out.
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13
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Tips and suggestions:Tasks and activities
● Activity a: It’s a task and not a language activity. The end result of the task
will actually indicate the successful comprehension.
● Activity b: This is a task as well. This task might be carried out by using
extra material and by making it more interactive and interesting for
learners.
15
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Watch an example which elaborates on the particular task (Video #4).
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Unit 7: Lesson 2
The lesson starts with a song
Step 1: Introduction
● Teacher starts by eliciting learners’ opinions about the pictures – most of the
vocabulary items are already known (recycling of previous knowledge).
Step 2: Presentation
● Learners listen to the song – this can be acted out and dramatized by the teacher to
help understanding.
● The 2nd and 3rd time learners can copy the teacher and start miming the actions.
Step 3: Practising
● Further listening and singing by taking roles and singing the corresponding lines;
Afterwards, they may reverse roles.
● Then, learners are ready to do the matching or pointing to corresponding pictures
● Elaboration of vocabulary for further practice: Take out the vocabulary items and ask
them to put them in the correct space in the song.
● Mix the verses / sentences and ask them to put them in the correct order as they listen
to the Cd.
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Dictation?
● We don’t encourage dictation in the traditional way
● If teachers insist on assigning such activities; 4-6 words or 2-3 lexical
chunks
● Graded dictation and peer correction
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We don’t…
● Pre-teach vocabulary items out of context
● Drill without a purpose
● Translate everything
● Teach grammar explicitly (e.g. Simple Present for Unit 5)
● Ask learners to read before the practice stage
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We do…
● Encourage teachers to create supplementary materials
● Advise teachers to consult the teacher’s notes on PEAP site
● Recommend multisensory and imaginative activities
● Suggest regular recycling of lexical chunks
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Children learn by head, hand and heart.
J. Pestalozzi
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ΓΛΩΣΣΟΜΑΘΕΙΑΣ
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