1. Magic book! Παρουσίαση του βιβλίου της Γ’ Δημοτικού
Θωμαή Αλεξίου & Μαρίνα Ματθαιουδάκη
Μέλη ΔΕΠ, Τμήμα Αγγλικής Γλώσσας, Α.Π.Θ.

2. 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

3. Contents Pre-unit: Magic letters Units 1-8
6 thematic areas which may be covered in 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)

4. 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.

5. 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.
(in order not to overwhelm them

6. Sample pre-unit

7. 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

8. Sample Alternative assessment

9. Rationale of the book Pedagogically oriented Child-centred
Process based
Meaning-focused
Story based framework

10. 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

11. Methodology Eclectic approach: Elements of various teaching approaches
Features of Lexical Approach
Elements of Total Physical Response
Task based
Content-based elements

12. 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
The use of well-known fairytales allows the teacher to expand on a story if s/he or the children wish to as children are already familiar with its plot. Also, the fairytale itself (e.g. Pinochhio) may inspire teachers and/or the class to make a whole project on it.

13. 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.

14. 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.
Although translation into Greek seems to be the fastest and simplest way to teach these chunks, it is worth allowing learners the time to discover the meaning themselves. This is part of the discovery learning procedure learners are invited to follow through the book

15. 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.

16. 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

17. 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.

18. Embrace the different and never be indifferent…
Thank you very much!