Magic book!

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
• 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
• Only 3 letters/sounds and words are
introduced per lesson with lots of colouring
• Emphasis on familiarization; Not on
• 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
Pedagogically oriented
Process based
Story based framework
Rationale of the book
• Discovery learning & Multi sensory
• Features of Multiple Intelligences
Theory: caters for different learning
styles and intelligences
– Individual learning differences and pace
of learning
• Eclectic approach: Elements of
various teaching approaches
– Features of Lexical Approach
– Elements of Total Physical
– 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
Why story-based teaching?
• Stories are appropriate for children; they are
familiar with story-telling from their mother
• 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
• 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
• 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
• Cultural elements: found in the stories,
the Special Days section (e.g., Halloween,
children’s rights) as well as in songs and
Embrace the different and never be
Thank you very much!
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