Magic book!

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Magic book!
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 recognition and then
production.
• Only 3 letters/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.
Sample pre-unit
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
Sample Alternative assessment
Rationale of the book
•
•
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•
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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!
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