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TEACHING GUIDELINES MY LITTLE ISLAND

TEACHING GUIDELINES MY LITTLE ISLAND - раздел Философия, Teaching Guidelines...

TEACHING GUIDELINES

MY LITTLE ISLAND

 

Course for pre-school children

Author:Anna Burda

Editor:Natalia Baskanova

Unium

Dear teacher!

It’s a great responsibility to become their first guide into the world of English. Their future motivation for learning the language depends on you.… The most sincere, honest and energetic audience is waiting for you! For just a… Be open to your little students and their pure emotions. They are your best guides throughout the whole course. Listen…

Introduction

The key features of the course are: Child-centered themes develop the cognitive, emotional, and social skills of the whole learner. Links to… Total Physical Response (TPR): Children learn to attach meaning to the new… Rich Vocabulary Development: Each unit’s target vocabulary is presented in a scene, along with a thematic song…

That’s very important. Always bear it in mind!

  1. Realities of the child's world must be at the core of the program and the basis for materials chosen.
  2. A learner who is engaged will learn better.
  3. Each child is unique in personality, interests, and learning styles and will benefit from materials that reflect this.
  4. Successful learning only occurs when skills presented build on each other and are reviewed meaningfully.
Visit My Little Island Companion website and find a variety of materials that have been designed especially for the course http://www.pearsonlongman.com/mylittleisland/

We also have the Unium English teachers group in a popular social network vkontakte - http://vk.com/uniumenglishteachers. There you can also find current information, useful materials, make posts on our subject.

Peculiarities of work with pre-school children

Children's early phase of language learning can create positive attitudes and a lifelong interest in the language if it is done appropriately. So… · activity-based · based on the here and now use of concrete materials

Course structure

· PUPIL'S BOOK WITH CD-ROM Eight thematic units follow, and include presentation and practice of the new… · ACTIVITY BOOK WITH AUDIO CD

Course objectives

Phonics

My little island takes a gradual approach to phonics, beginning with phonemic awareness (becoming aware of sounds in words) and practicing them in real life.

Pre-writing

My little island reinforces the development of pre-writing skills as an important part of a child’s early development. The course helps children to develop gross motor skills through movement, songs and games, and fine motor skills, as well as hand-eye-coordination, trough a variety of activities. There is a wide range of activities that help in children’s development such as colouring, painting, and drawing, connecting dots, tracing, matching, manipulating cutouts and stickers and making projects.

Pre-reading

Before children read the printed word they learn basic literary concepts, such as left-to-right directionality and holding a book in the appropriate orientation. Picture stories prepare young learners to read simple stories with words later on. Here they are invited to follow along with the pictures and listen to the audio for the story.

Assessment

Portfolios are also an excellent way of keeping track of children’s progress. Portfolios are to include the children’s works collected throughout… Informal assessment is on-going. Watching and listening to children as they do…  

The best assessment for a child is your smile. Never forget about it!

 

 

Every unit consists of 8 pages. They are

 

Dear teacher!

Before you start every lesson, please make sure that you and your students are working at the following learning aims. And when you’re finishing a unit, make sure that all the goals that were set are achieved.

Good luck! J



 


 

 


By the end of the course students should know

Lesson structure

  How to…

How to use stories

Children love to hear the language of stories. This language can enhance the oral English they have been using in the classroom. The pictures and your expression help children to understand the vocabulary and the story. Children can see and hear the English they've learned come alive through storybook characters.

For each storybook, try some of these suggestions before, during, and after you read the story. Children will learn many new reading skills as they watch you model the process. Reread the story often. Each time you reread the story, stop on a different page, talk about the picture, and ask questions.

Before the story

Practice reading the story before you read it to students.
  • Think of a different voice you can use for each character.
  • Practice the intonation. For example, if the child in the story is sad, make your voice sound sad.
  • Use the cover of the storybook to help children learn to predict what the story will be about.
  • As you read the title and run your finger under it, ask children to think what the story will be about. Ask for their predictions. Write some of their predictions on the board.
 

During the story

Hold the book so children can see the pictures on the pages.
  • Read the story to them in a fun way, using different voices and showing that you are enjoying it. Go back to check children's predictions.
  • Talk about the pictures and show children how looking at the pictures helps them understand what is happening.
  • When you get to a part that says "He said" or "She said," point to the character who is speaking to help children understand who is talking.

After the story

Quickly review what happened in the story. Then ask children questions about things that happened in the story, to check their understanding.

After you read the story for the first time, go back to check the children's predictions.

Invite the children to show their understanding through drawing, acting out the story, or doing an art project. Give them time to talk about their projects or drawings. Ask them if they ever did anything that was like something that happened in the story.

How to adapt the language

Children will use mother tongue when speaking to each other, except during language practice activities. Children will use their mother tongue to speak to the teacher until they are ready to use English. In exceptional circumstances (such as when comforting a child who is crying) the teacher will use mother tongue to speak to an INDIVIDUAL child.

Do you agree with these statements?

Of course, our aim is to have a classroom in which the teacher and the children speak English all the time. This is our destination. But the route to achieve that destination is somewhat different.

Starting out

You can conduct entire lessons in English with very young children but your use of English must be consistent from the very first lesson.

When you meet your class for the first time, introduce yourself in English. Say, "I'm [YOUR NAME]," and point to yourself. Repeat this two or three times. Write your name on the board and get the children to repeat your name.

Who speaks English?

Don't pretend that you can't speak or understand the mother tongue. It's just that you are an English teacher, so you speak in English.

Don't force the children to speak to each other in English except during language practice activities. If the children speak to you in their mother tongue, understand what they are saying and respond in English. When the children have some ability in English, you might respond by asking them to try to ask their question in English but never REFUSE to understand them in their mother tongue.

If you are a native speaker of English, it will help to learn at least the basics of the children's mother tongue.

Can I maintain discipline in English?

Communicate your disapproval or anger with your voice, your eyes and your posture. You don't need to use mother tongue.

What should I do if my English is not very good?

Learn some basic phrases for organizing the class with the help of the following Classroom language

 

 

You will discover that the children learn this classroom language very quickly because they will hear you saying it so frequently!

Conclusions

If you follow the advice above, you will find that the children's comprehension of spoken English will develop rapidly. At the same time, they will become more confident in their own ability to understand. You will soon reach your target of a classroom in which both teacher and children use English nearly all the time!

How to check students’ comprehension

2. Use familiar wordsUse mainly words which the students already know, or cognates - words which have a similar sound and meaning in their mother… 3. Use familiar topicsRefer to topics which are familiar to the students from… 4. Lower the cognition levelAvoid topics or concepts which students would find difficult to understand even in their…

How to talk to parents

· When we call the parents · The main stages of the talk · Some useful tips

Games

Games with flashcards

The games with flashcards are to be used during the introduction and revision of the new vocabulary. At the same time, it is great opportunity to bring some more fun into the classroom.

Correct order
Invite 6 children in front of the classroom and give each a unit flashcard. Then call out the names of the cards in a certain order and ask the children, in turn, to arrange the cards in order you called them. Repeat with others.

Guess the card
Cut a small square hole in the middle of a sheet of paper about the same size as a flashcard, only allowing the children to see a little bit of the picture through the hole. Ask the children to guess what it is.

Echo
Model for the children what an echo is with Sammy. Say a unit vocabulary word and then make Sammy repeat the word gradually fading out. Then tell the children that you will say a word and they will be your echo. Show them a flashcard and say a word/ask someone to say it. Encourage the children to echo it by repeating it several times, becoming quieter and quieter. Vary the game by asking volunteers to choose a flashcard and say the word for the class to echo.

Collect the cards
Hold up any flashcard that the children know. Ask for a show of hands for children to identify the card by naming the item. Let the first child to correctly identify and keep it. Announce the winner as a child who has the most cards at the end.

Memory
Tape four to six flashcards in a row. Encourage the children to memorize them. Then place sheets of paper the same size as the cards over them and invite the children to name the items. Remove the sheets of paper to confirm.

Snap
Say a word from a unit’s flashcard. Show flashcards for a word along with several others, one by one. Encourage the children to call out: Snap! When they see the flashcard you named.

Name it!
Arrange the class in two teams and tell them to line up in two rows. Ask the first child in each row to come up and turn their backs to you. Hold up the flashcard and count to three and say: Turn around. Give a point to a team of the first child to turn around and correctly name the card. Continue with all the children.

Who’s the fastest?
Arrange the class in two teams and tell them to line up in two rows, facing the board. Put a group of familiar flashcards on the board. Call out the name of the flashcard and let the first child in each line race to touch the right card. Give a point to the fastest child’s team. Continue this way until all the cards are used.

Pass the flashcard
Choose a group of 6 flashcards and pass them facedown around the room. Ask the children to guess who has the card when you say: Stop and ask: Who has the …(sister) card? Give a point to the child who correctly guesses who has the card. Continue with the rest of the cards.

Countdown
Arrange the class into small groups. Mix flashcards from different units together and divide them into piles, one for each group. Ask the groups to arrange the cards into categories. Announce the first group to finish correctly as the winner.

What’s missing?
Place several flashcards facing upwards on the floor or on the table. Allow the children a few minutes to study them. Tell the children to close their eyes while you remove a flashcard. Ask the children to identify the missing card.

Xs and Os.
Arrange the class in 2 teams: one is X and one is O. Draw a large grid on the board with 9 spaces. Put one flashcard facing the board (so the children can’t see the card) in each space. Ask a child from each team, in turn, to turn one over and identify it. If correct, remove the card and write an X or O. The first team to get 3 in a row wins.

Alternative Bingo
Show unit flashcards and ask the children to draw a simple picture of one item. As they draw write the words on small slips of paper and put them into a bag. Ask the children to stand up. Pull out the slips of paper and read the words. Ask the children who drew this object to sit down. Continue until there’s only one slip of paper in the bag.

Animal farm
Call a child to the front of the class and secretly show him/her a flashcard of an animal (cat) Blindfold the child. Give out several flashcards including the cat, to children around the room. Encourage the children to make the sound of the animal on their flashcards. Ask the child to remove a blindfolder and walk around the room and find his/her animal.

Who has it?
Invite several children to the board and give each one a different flashcard. Ask the children to show their cards to the class. Ask: who has got a nest? The children should answer: Mary has got a nest.

Sponge Toss
Place the unit flashcards on the floor facedown. Let the children take turns tossing a sponge or other soft object and identifying the card it lands on by turning it over and naming it.

Easy or difficult
Divide 20 flashcards into 2 stacks: an easy stack (cards from earlier units) and a difficult one (cards from a recent unit). Divide a class into 2 teams. Award 3 points for each correctly named difficult flashcard and 1 point for each easy flashcard.

Flashcard mime
Invite the child to the front of the class. Show him/her a flashcard while hiding it from the rest of the class. Ask the child to mime the word. Let the child who correctly guesses a chance to mime the next word.

The dice game
Have a dice available. Arrange the class into several teams. Put the flashcards on the board and number them 1-6. Call out a word and have a team say the corresponding number. If it’s correct ask that team to throw the dice and award a number of points to.

Where is it?
Display familiar flashcards in different places around the room. Call out the name of one and ask the children to find it and point to it. Or say a sentence I’ve got … with this word and ask the children to point and retrieve the card.

Hit the card
Display the flashcards on the board. Ask two children to come up to the board and stand a bit away. Call out a word. Announce a winner as a first child to run to the board and hit the correct flashcard.

Tick or cross
Gather flashcards that begin with the initial sound children know. Then write a tick and a cross in the board. Hand out two large squares of paper to each child. Tell the children to draw an X and √. Tell the children that you will show them a flashcard and they will say a word. If the flashcard begins with a right sound, they should hold up the tick card. If it doesn’t – cross card. Make intentional mistakes.

Bluff
Invite several children to the board and ask them to stand in a row. Give each of them a flashcard and tell them not to let the class know which it is. Ask the first child in the row to say a word that might or might not correspond with the flashcard he/she is holding. Have the class guess if the child is bluffing or not. Let the class play the game in teams and award points when teams guess correctly.

Face race
Give each child a number between 1 and 5. Display the face flashcards on the board and draw a picture of a face. Say: number 2 – nose. Encourage the children with number 2 to race to the board and touch the nose.

Same sounds
Choose a beginning consonant sound that children know. Display a flashcard of the word that begins with that sound (puzzle). Now say: pencil, bed, teddy bear, door, doll, sister, kite. The children should say the word with the same initial sound as in puzzle (pencil).

Hop and say
The teacher brings a number of flashcards to class and lines the cards up across the floor in a row. Two teams stand at the extremes of the row. When the teacher orders the game to start, the first student from each team starts to jump on the first card. Every time a student jumps on a card she/he says what is on the card.

Swap seat game
Kids sit in a circle. Prepare flashcards and put them facedown in the middle of the circle. When teacher says SWAP, students have to stand up and run to another seat (change seats). The teacher also tries to find a seat. There will be one student standing. That student will have to pick up a card and name it.

Games with a ball

For a teacher a ball can become a great tool for both revision of the vocabulary and letting children move and relax during the lesson.

Pass the ball Ask the children to sit in a circle. Take a soft ball. Choose a category and let the children pass the ball around. Explain that the… Choose Your Victim This is a great way to make a Q &A session more… Freeze!This game is ideal for practicing the vocabulary with flashcards. First, teach students the meaning of…

Games-energizers

Games-energizers can be used at any time when your students feel tired or lost concentration. The games will shake up the children and help you to win their attention back.

Number groups

Play some lively music and ask the children to perform a specific action (jump, walk) around the room to the music. Stop the music and call out the number 2-5. Ask the children to quickly get together in groups of this number.

Guess the object

Put a familiar object into a bag for the children to guess what it is by feeling it and not looking at it. Continue with other objects.

Sammy says

Give the children instructions but tell them to follow them only if you say: Sammy says. Give the example – if you say: dance, they do nothing. But if you say: Sammy says dance, they are to dance.

Drawing game

Let the children take turns drawing pictures of target vocabulary on the board. Tell them to draw slowly, line by line. Encourage the class to try to guess what the child is drawing before he/she finishes the picture. Let the first child to guess correct draw the next picture.

Grab it!

Ask the children to sit in a circle with their hands behind their backs. Place some realias or flashcards in the middle of the circle. Call out an object and let the children race to find and touch it. Arrange the children into teams and award points to the winners.

Drawing race

Arrange the class in two teams and invite a child from each team to the front of the class. Whisper a vocabulary word to each child and ask them to draw a picture of it. The first team to correctly identify the picture gets a point.

Phonics race

Divide the class in several groups. Copy familiar flashcards and provide each group with a set. Call out a consonant sound that the children know. For a given amount of time, let the children put the flashcards that begin with that sound into a pile. Check whether everybody is right.

Chair race

Arrange the class in two teams. Ask each team to line up behind the chair with another one facing it across the room, a few steps away. Ask a child from each team to sit on the chair at the front of their team’s line. Call out an action (jump). Ask the first child of the team to jump across to the other chair. Explain that the first child to reach the team’s chair after doing the right action should sit on it. Award the point to that team.

Stop!

Arrange the class into two teams. Put sets of familiar flashcards into a large bag along with a few others on which you have taped the stop sign. Ask the children to reach in and take a card without looking and identify it. Explain that if he/she correctly says the word, his/her team wins a point, but if he/she draws a stop sign, the team loses.

Board Game

Draw a large track with a start and finish on the board. Arrange the class into two teams. Use small coloured circles as markers for each team. Show realias or flashcards and ask: what is it? Or show several objects and ask: How many? Ask the children to move ahead in space if they said it correctly. The team to reach the finish first is the winner.

Whoops!

Arrange the class into two teams. Put flashcards into a large bag. Tape a sheet of paper onto several other words with a funny face. Add the cards into the bag. Ask the children from each team to come up to the front of the class and take a card from a bag. They should say a word on the card to get a point. If they don’t name the word correctly or draw Whoops! card, they don’t get any points.

Name the shape

Cut out several familiar shapes from the coloured paper (colours they know). Use sticky tape to accurately place the shape on the child’s clothes. He/she shouldn’t see it. The child is to ask the questions to find out what shape of what colour he/she has got.

Number roll

You will need a dice. Divide the children into teams. Place several flashcards facedown. Ask a child from each team to come up to the cards, draw one, throw a dice and name it that amount of times as he/she sees on the dice. If everything is correct, the team gets a point.

Yes or No?

Bring some realias of different coloures and place them on the table. Tell the children that you will think of 1 object. They are to ask question and you can only answer ‘yes ‘or ‘no’.

Hot seat

With a hot-seat, a student seats with his/her back to the board or to the teacher. The teacher displays a flashcard. Other students describe what is on the card to enable the student guess what it is.

Mallet mallet game

Bring two chairs to the front or center of the class and put them back to back. Split the class into teams. Let students volunteer to come sit back to back. Tell them what the rules are. The students will say words related to a group of words. For example you can tell them to say animal words. When the teacher raises the mallet over a student’s head she/he has to say an animal.When one student says a word the other student cannot say it. Students cannot say a word twice in one sitting of the game.

Chinese whispers

Split the class into two or more teams. Whisper a word into the ears of the first students in each row. They whisper the word into the next student’s ear in their row until the whisper gets to the last student in the row. The last student in the row has to say out the word. The team or teams that get the pronunciation right scores a point. This game is fun because by the time the word gets to the end of the class it is distorted.

Steal, Swap, Bust & Number Game

NUMBER CARDS : The number cards represent points that the students can get. If a student dips his/her hand into the box and picks out a number card… STEAL CARDS : If a student picks a card with this word, their team will steal… SWAP CARDS: if a student picks a card with this word, their team will swap points with another team. For example, if…

These are a few of my favourite things

Work through possible questions. Give your replies as an example and elicit individual replies for students. Students can illustrate their favourite things or make a collage to describe next lesson. Help with new words for these collages.

Useful links

 

The course site

http://www.pearsonlongman.com/mylittleisland/

Videos

Energising classes

http://www.teachingenglish.org.uk/tips/energising-classes

How to teach pronunciation (young learners)

http://www.teachingenglish.org.uk/tips/stress-timing

Classroom management (young learners)

http://www.teachingenglish.org.uk/tips/classroom-management

How to teach English Using songs

http://www.youtube.com/watch?v=2AcjkLtvBgM

http://www.youtube.com/watch?v=KMPhtVUBM4A&feature=c4overview&list=UUpGyg_swrp18MdGhFkZIPpA

Using Flashcards in the Classroom

http://www.youtube.com/watch?v=AIciRkz3INI

Teaching Kids English Using Right Brain Sequencing Through Drumming

http://www.youtube.com/watch?v=4YCtYgAKlbs

Assessment (motivation, testing without fear, assessment models)

http://www.teachingenglish.org.uk/tips/assessment

Developing critical thinking

http://www.teachingenglish.org.uk/tips/critical-thinking

Warmers

http://www.teachingenglish.org.uk/tips/warmers

Telling the story to young learners

http://www.teachingenglish.org.uk/tips/telling-a-story

Christmas ideas:

http://mond.at/comenius/christmas/

http://www.whychristmas.com/

Methodology

http://www.bbc.co.uk/worldservice/learningenglish/teachingenglish/radio/innovations.shtml

Everything you need to teach pre-school children

https://sites.google.com/site/davidheathfield2/teacher-training … http://www.primaryresources.co.uk/

Lesson plans

Lesson 1

 

Lesson 2

  Time Activity Песня Hello Song (Teacher’s Book T4).Следите за тем, чтобы все ребята повторяли слова…  

Lesson 3

 

Lesson 4

  Time Activity Песня Hello Song (Teacher’s Book T4).Следите за тем, чтобы все ребята повторяли слова…    

Lesson 5

  Time Activity Песня Hello Song (Teacher’s Book T4).Следите за тем, чтобы все ребята повторяли слова…    

Lesson 6

 

Lesson 7

 

Lesson 8

 

Lesson 9

  Time Activity Песня Hello Song (Teacher’s Book T4).Следите за тем, чтобы все ребята повторяли слова…    

Lesson 10

Lesson 11

Lesson 12

Lesson 13

Lesson 14

Lesson 15

 

Lesson 16

Lesson 17

Lesson 18

Lesson 19

Lesson 20

Lesson 21

Lesson 22

Lesson 23

Lesson 24

Lesson 25

Lesson 26

Lesson 27

Lesson 28

Lesson 29

Lesson 30

Lesson 31

Lesson 32

Lesson 33

Lesson 34

 

Lesson 35

Lesson 36

Lesson 37

Lesson 38

Lesson 39

Lesson 40

Lesson 41

Lesson 42

Lesson 43

Lesson 44

Lesson 45

Lesson 46

Lesson 47

Lesson 48

Lesson 49

Lesson 50

Lesson 51

Lesson 52

Lesson 53

Lesson 54

Lesson 55

Lesson 56

Lesson 57

Lesson 58

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Lesson 60

Lesson 61

Lesson 62

Lesson 63

Lesson 64

Lesson 65

Lesson 66

Lesson 67

 

Lesson 68

 

Lesson 69

Lesson 70

Lesson 71

Lesson 72

Lesson 73

 

Lesson 74

   

Lesson 75

    Lesson 76

Lesson 78

   

Lesson 79

Lesson 80

Lesson 81

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