1. Subproject 03: Training the trainers and teachers to implement the program of learning English Using the “Magic Book” – 3 rd year primary class Marina Mattheoudaki (Assistant Professor) & Thomais Alexiou (Lecturer)

2. ● 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

3. 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

4. Workshop Activity 1 Watch the video techniques on Video #1. 4

5. 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

6. Activity 2 Presentation techniques Watch the Video excerpt (#2), identify any of the following presentation techniques and tick them. 6

7. 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. 7

8. Activity 3 Practising techniques Watch the video excerpt (Video #3), identify any of the following practising techniques and tick them. 8

9. 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-1 st 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). 9

10. 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

11. 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). 11

12. 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. 12

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15. 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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17. Watch an example which elaborates on the particular task (Video #4). 17

18. 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 2 nd and 3 rd 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. 18

19. 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 19

20. 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 20

21. 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 21

22. Children learn by head, hand and heart. J. Pestalozzi 22

23. http://rcel.enl.uoa.gr rcel@enl.uoa.gr Το έργο υλοποιείται από το ΚΕΝΤΡΟ ΕΡΕΥΝΑΣ ΓΙΑ ΤΗ ΔΙΔΑΣΚΑΛΙΑ ΞΕΝΩΝ ΓΛΩΣΣΩΝ ΚΑΙ ΤΗΝ ΑΞΙΟΛΟΓΗΣΗ ΓΛΩΣΣΟΜΑΘΕΙΑΣ