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Net Languages English for Very Young Learners — CircusPedagogical guide for teachers TOC \o "1-3" \h \z \u A: Course description PAGEREF _Toc62720196 \h 31.Introduction PAGEREF _Toc62720197 \h 32.Level PAGEREF _Toc62720198 \h 33.Objectives PAGEREF _Toc62720199 \h anisation and content PAGEREF _Toc62720200 \h anisation of units PAGEREF _Toc62720201 \h 56.Course features PAGEREF _Toc62720202 \h 57.Mode of use PAGEREF _Toc62720203 \h 78.Evaluation PAGEREF _Toc62720204 \h 7B: Course outline PAGEREF _Toc62720205 \h 8C: Unit-by-unit guide for tutors PAGEREF _Toc62720206 \h 131.Unit features PAGEREF _Toc62720207 \h 132.Approach to use in the classroom PAGEREF _Toc62720208 \h 143.Unit-by-unit guide PAGEREF _Toc62720209 \h 15Unit 1 – Names PAGEREF _Toc62720210 \h 15Unit 2 – Numbers PAGEREF _Toc62720211 \h 16Unit 3 – Colours PAGEREF _Toc62720212 \h 17Unit 4 – The Classroom PAGEREF _Toc62720213 \h 17Unit 5 – Parts of the Body PAGEREF _Toc62720214 \h 18Unit 6 – Time for Lunch PAGEREF _Toc62720215 \h 18Unit 7 – Animals PAGEREF _Toc62720216 \h 19Unit 8 – Photos PAGEREF _Toc62720217 \h 19Unit 9 – Clothes PAGEREF _Toc62720218 \h 20Unit 10 – Parties PAGEREF _Toc62720219 \h 20D: Flash cards PAGEREF _Toc62720220 \h 211.Flash cards – Unit 1 PAGEREF _Toc62720221 \h 212.Flash cards – Unit 2 PAGEREF _Toc62720222 \h 223.Flash cards – Unit 3 PAGEREF _Toc62720223 \h 244.Flash cards – Unit 4 PAGEREF _Toc62720224 \h 265.Flash cards – Unit 5 PAGEREF _Toc62720225 \h 286.Flash cards – Unit 6 PAGEREF _Toc62720226 \h 307.Flash cards – Unit 7 PAGEREF _Toc62720227 \h 338.Flash cards – Unit 8 PAGEREF _Toc62720228 \h 359.Flash cards – Unit 9 PAGEREF _Toc62720229 \h 3910.Flash cards – Unit 10 PAGEREF _Toc62720230 \h 41A: Course descriptionIntroduction?The?English for Very Young Learners?–?Circus?course materials constitute a bank of?online, interactive resources?that are designed for young learners between the ages of 4 and 7?with no previous knowledge of English. The course aims primarily at introducing the first English words,?phrases?and sentences in a fun, highly visual play environment, encouraging learners to recognise and respond to spoken and written English.??2255520282511500Children discover the magical world of Circus and learn their first words in English with Anna and Ravi, the two bears Betty and Bobby, Pixel the magic rabbit?and Ping the mechanical bird. They sing songs, play games?and watch videos of the amusing adventures of Bubble and Squeak. At the end of each?unit, activity worksheets can be printed out for even more English learning fun.???Level??The course is?targeted at complete beginner level for learners from 4 to 7?years old.???Objectives??To provide alternative opportunities for exposure to English, either in the home or in a class environment.?To provide opportunities for learners to learn either independently or under the supervision of an adult or older child.?To motivate learners and to instil a positive attitude to the learning of a second or another language through exposure to easy, attractive and enjoyable materials.?To develop basic computer-literacy skills in English through regular use of computers and experience with a variety of standard IT processes (typing, clicking, clicking and dragging, etc.?as well as following instructions in English).???Organisation and content??The course?consists?of the following components:??Each of the course's 10 theme-based units corresponds to approximately 60 minutes of?study time. The materials are designed to encourage young learners to use the materials again and again, as their familiarity with the setting, characters, exercise types and language increases. These visually attractive materials, consisting of a wealth of exercise types, audio and video material, songs and hands-on "make and do" worksheets?and colourful flash cards, help to make learning English with Net Languages an engaging,?meaningful?and fun experience.?The course content has been designed to complement thematic and?linguistic areas typically covered in other published learning materials for this level and age group.????List of topics??The following topics and vocabulary areas covered in the 10 units are:?1 names? 2 numbers? 3 colours? 4 objects in a school bag?? 5 parts of the body? 6 food? 7 animals? 8 family? 9 clothes? 10 a birthday party??Organisation of units??Each unit?is thematically related.??Each unit?includes a vocabulary focus (relevant to the theme) and a variety of activities, including?songs, games and a comic video episode incorporating the?unit?focus in an entertaining context.?Each?unit?consists of nine?interactive tasks, including?matching, identifying, listening, singing,?colouring,?etc. – all enhanced with visuals, sounds, animations and music. The activities are logically sequenced within a unit?and follow a progression from recognition to achievable manipulation of the target language.??Tasks are mainly receptive, involving reading and listening, and including identification, recognition and discrimination tasks. Feedback is given in a stimulating and fun way.??Each?unit?contains focus on written and spoken?forms, and?encourages learners to respond to instructions?and feedback?in English.??Course features?English for Very Young Learners – Circus is responsive on all Android and iOS devices. A variety of exercise types are used in each unit. For example: Look and listen flash cardsRecognising first wordsListen and paintFun puppet videosListen and chooseMatching gamesSong animationsPrintable worksheets?Mode of use??Learners can work either individually or in groups, monitored or unmonitored.??The material is self-sufficient and self-explanatory.??A picture menu of?units is provided, and learners can select what they wish to focus on.???Evaluation??All tasks give learners automatic feedback on completion.B: Course outline UNITTITLEVOCABULARYPHRASESACTIVITIESINSTRUCTIONSWORKSHEETSFLASH CARDS1What’s Your Name?Circus, here, name, my, yourAnna is here. What's your name?My name's ____. Hello, everybody.Song: “Circus is here (Ravi is here)”Look and listenMatchingVideo: "Bubble and Squeak meet"MemoryListen. Sing.Look. Listen.Listen. Click.Listen. Choose. Watch. Listen.Click. Match. Trace the wordMake finger puppetsSong lyricsSing with puppetsRavi, Anna, Pixel, circus2NumbersCircus, here, name, myNumbers 1 to 5Ball, red, blueBobby is here. What's your name?My name's ____. Hello, everybody.I have three balls, two are red and one is blue.is, arePaint the (thing) (colour).Song: “Circus is here (Bobby is here)”Look and listenMemoryVideo: "Bubble and Squeak count"MatchingSong: “I have one ball”Paint the numbersListen. Sing. Listen. Click.Look. Listen.Listen. Choose. Watch. Listen. Click. Match.Listen. Paint. Trace the wordMake a rocketCircle the numberSong lyrics: Listen and colournumbers 1 to 53Coloursred, blue, yellow, green, whiteNumbers 1 to 5have, make, ball, two blue balls, etc. My name's ____. I have ____.is, are Yellow and blue make green.Paint the (thing) (colour).MatchingLook and listenSong: “Colours”Video: "Bubble and Squeak mix colours"Paint the robotMemoryListen. Choose.Look. Listen.Look. Choose.Watch. Listen.Listen. Sing.Listen. Paint.Click. Match. Trace the wordColour the wordsFind the coloursSong lyricsgreen, red, white, blue, yellow, ball4The Classrooma pencil, an eraser, a crayon, a sharpener, a notebook, a bagred, blue, yellow, green, whiteI have a ____ in my bag.Hello. A pencil, please.Can I have a pencil, please?Not an eraser.That's three dollars, please.Thanks.Goodbye.Paint the (thing) (colour).Look and listenMatchingMemorySong: “I have a pencil in my bag”Video: "Bubble and Squeak shopping"Paint the classroom objectsLook. Listen.Listen. Choose.Listen. Click.Listen. Sing.Watch. Listen.Click. Match.Listen. Paint.Trace the wordColour and cut outWord searchMatchingSong lyrics: Listen and put the things in the baga pencil, an eraser, a crayon, a sharpener, a notebook, a bag5Parts of the Bodyalienhead, ear, nose, eye, mouth, arm, leg, footred, blue, yellow, green, whiteI am an alien.My ____ is/are (colour).Sing with me.Who is it?It has a ____.yes, noPaint the (thing) (colour).Find the hand.Look and listenMatchingMemorySong: “I am an alien”Video: "Bubble and Squeak see an alien" Paint the alienListen. Choose.Look. Listen.Look Choose.Watch. Listen.Listen. Sing.Listen. Paint.Click. Match. Trace the wordMake an alienSong lyrics: Listen and colourhead, ear, nose, eye, mouth, arm, leg, foot6Time for Lunchsalami, egg/s, chicken, pizza, rice, pasta, lettuce, tomato/es, cheese,orange/s, banana/s, apple/sTime for lunch!I like ____ (food).Cheese, please.Certainly.Betty likes apples.Paint the (thing) (colour).Look and listenMemoryMatchingVideo: "Bubble and Squeak in a restaurant"Paint the foodSong: “We love cheese”As aboveTrace the wordsFind the foodMake a pizzaSong lyricssalami, egg, chicken, pizza, pasta, rice, lettuce, tomato, cheese, orange, banana, apple7Animalsa rabbit, a bear, a mouse, a bird, a dog, a cat, a horse, a cowNumbers 1 to 5red, blue, yellow, green, whiteIs it a ____? It's a ____ (animal)!yes, noLook! A rabbit!I can see a bird. Paint the (thing) (colour).Watch and listenListen and chooseMatchVideo: "Bubble and Squeak play the animal picture game"Listen and matchListen and paintSong: “Animals that I can see”As aboveTrace the wordFind and colour the animalsCircle the wordSong lyricsrabbit, bear, mouse, bird, dog, cat, horse, cow8Photosbrother, sister, mother, fathergrandfather,grandmother,family,moonnumbers 1 to 10.photos, salamis,sisters, eggs, notebooks, tomatoesThis is me.And this is my ____ (person in family).Say cheese!This is me with my ____ (person in family). We're in ____ (place).Oh, nice!Paint the (thing) (colour).Watch and listenListen and chooseLook and listenVideo: "Bubble and Squeak look at holiday photos"Listen and matchListen and paintSong: “A circus family”As aboveTrace the wordMatch numbers and objectsColour and cut to make the familySong lyricsbrother, sister, mother, father, grandfather, grandmotherNumbers 6 to 109Clothestrousers, shorts, a skirt, a T-shirt, shoes, socks, a banana, a pencil, notebook, a salami, cheese, a ball, a sharpener, a suitcaseTwo pairs of ____.That's all.It’s a yellow T-shirt. They are white socks.yes, noPaint the (thing) (colour).Watch and sing Look and listenListen and chooseListen and paintLook and matchVideo: "Bubble and Squeak pack a suitcase"Song: “Clothes”As aboveTrace the wordAdd and write the numberColour the clothesSong lyricstrousers, shorts, skirt, T-shirt, shoes, socks10Partiesa present, balloons, a birthday cake, candles, an ice cream, a birthday cardNumbers 1 to 10Happy birthday!What is it?Is it ____?yes, noThere is a cake.There are six candles. Paint the (thing) (colour).Look and listenMemoryListen and chooseRead and matchVideo: "Bubble and Squeak open a birthday present"Listen and paintSong: “Anna’s birthday party”As aboveTrace the wordColour by numbersSong lyricspresent, balloons, birthday cake, candles, ice cream, birthday cardC: Unit-by-unit guide for tutorsUnit featuresEach unit has a carefully selected theme relevant to children’s daily lives and/or interests, such as making friends, counting, painting and school.There are nine exercises in each unit that are all closely related to the unit theme.Each unit is clearly staged, with each exercise building on the previous one. Units start by teaching lexis connected to the theme, and then the students are engaged in a variety of interactive tasks to practise the target language.Each unit features an entertaining video that focuses on the unit theme and follows the adventures of the recurring characters Bubble and Squeak.The majority of exercises in each unit have a listening component, providing the children with frequent exposure to correct native-speaker pronunciation of the target language, instructions and responses (for example, Well done!, Correct!, etc.).The language used is graded appropriately for the level.Children using the course learn language in context, rather than analysing grammar. This is appropriate to the learning style and cognitive development of very young children.The activities are varied and include matching, identifying, remembering, singing and painting. All tasks are closely related to the topic and use the lexis and expressions in the unit. Most tasks feature the recurring characters and contain an element of humour.The language presented is implicitly recycled in tasks in other units.3260090674814500Each unit has printable worksheets with extension activities and revision tasks.There is a set of printable colour flash cards for each unit, which can be used to present and recycle language in a classroom or home environment.Approach to use in the classroomWorksheetsThe worksheets are designed to reinforce the language presented and practised in each unit. The worksheet exercises are self-explanatory and can be done in class or at home. Children work on their fine motor skills – which are vital for learning to write proficiently – by tracing, drawing, colouring, cutting and sticking. Song lyrics are included in the worksheets for use by parents or teachers.Flash cardsThe flash cards can be used to present, practise and recycle vocabulary from the course. The teaching notes for each unit give details on how to use specific flash cards for each theme. Below is a list of flash card activities that can be used in class whenever appropriate. Early finishers can play with the cards in small groups once students have become familiar with some of these activities. Word cards can be introduced in conjunction with flash cards when children are at reading age.The following are ideas that can be used at different stages of all units. See below for a unit-by-unit list of teaching ideas.3126740461962500Classroom activities with flash cardsAction activitiesRun and touchStick flash cards around the room. Give instructions (and help by demonstrating the type of movement) Run to the tomato / Hop to the cake / Swim to number 6. Make it more complicated by saying: Run to the tomato and then run to the cake.Stand upDivide the class into two teams down the middle of the class. Stick five flash cards on the left of the board for the "left" team and five on the right for the "right" team. Say the words in random order and have the groups stand up as fast as they can if the word is on their side of the board.Quick!Put the flash cards in different places around the classroom. Ask two students to stand up. Say a word and the students run to get the corresponding flash card (for example, if you say "Dog!" then students run to get the dog flash card). The first one to touch it keeps the card. Repeat with two more students and another word.Calmer activitiesSlowlySelect the cards that you are going to use and have an extra one turned over with the blank side showing. Hold up each flash card one by one completely covered by the blank card. Reveal the image underneath slowly and encourage students to put up their hands and guess what it is.Lip readingStick some flash cards on the board. Choose one and say the word silently to the class. Have the children say the word back to you out loud.Memory2498090360045000Display some flash cards on the board or on the floor. Elicit the names of the items. Give students 30 seconds to remember the position of the cards. Turn the cards face down. Ask one student to come to the front of the class. Say a word and tell the student to touch the right card. Turn over the card. If it’s correct the student can keep it. If not, turn it face down again. Continue with another student and a different word.What’s missing?Stick some flash cards on the board. Elicit the names of the items. Tell the children to close their eyes (and demonstrate how to do it). Remove one of the cards. Students open their eyes and call out the name of the missing item.Unit-by-unit guideUnit 1 – NamesWarm-up1. Introduce the children to Ravi, Anna, Pixel, Bubble and Squeak by showing them these five flash cards and saying This is Ravi. This is Anna. etc. 2. Stick the flash cards around the room and say Point to Ravi. Point to Anna. etc. Demonstrate "point to" if necessary. 3. Collect the cards and then show them one by one to the class, asking Is this Ravi? Is this Anna? etc. Encourage the children to answer yes or no. 4. Finally, hold up the cards and ask Is this Ravi or Anna? Encourage the children to answer with the correct name.Activity1. Demonstrate the following dialogue to the class using the finger puppets from the worksheet: Anna: Hello. My name’s Anna. What’s your name?Pixel: My name’s Pixel.2. Go round the class acting out the same dialogue with different students and different finger puppets. Drill the dialogue using two finger puppets. Have the students act out the dialogue using the finger puppets in pairs.Unit 2 – NumbersWarm-up1. Introduce the numbers 1 to 5 to the children by showing the flash cards in order and saying the number. 2. Show and say the numbers again for the students to listen and repeat.3. Hold up the number 2 card and count the rabbits as a class. Hold up the number 3 card and count the rabbits as a class, etc. Activity1. Take one of the flash cards and show it very quickly to the children, so that students find it difficult to see it clearly. Then ask what it was.2. Demonstrate how to use the completed rocket from the worksheet to do a countdown and then shout "Lift off!" followed by a rocket noise. Repeat as a class.Unit 3 – ColoursWarm-up1. Introduce the colours blue, red, white, yellow and green by showing the flash cards and saying the colour. 2. Stick the cards on the board and have individual children come up and touch different colours. 3. Collect the cards and then show them one by one to the class asking Is this red? Is this blue? etc. Encourage the children to answer yes or no. Activity1066805384801001319405052641540042125345526415300342227505461005005111315554610020021. Do a colouring dictation. Draw five balls on the board with a number from 1 to 5 in the middle, as below. Have students colour ball number 1 red, ball number 2 yellow, and so on.2. After the dictation, say a number and have the children tell you what colour they coloured that ball. For example: Teacher: Five.Children: Green.3. Repeat this with two children at the front of the class. Have students repeat the activity in pairs.Unit 4 – The ClassroomWarm-up1. Play "What’s in my bag?" using real objects (bag, pencil, eraser, crayon, sharpener, notebook) or the classroom object flash cards. Show the children your bag (a plastic carrier bag will do) and take out the objects/flash cards and say the name one by one. 2. Stick the cards on the board and ask What colour is the pencil? etc.Activity1. Do a "Put the things in the bag" dictation using the worksheet cutouts. Say Put the pencil in the bag, and indicate that the children should put the pencil cutout on top of the bag cutout. Continue with the other classroom objects.Unit 5 – Parts of the BodyWarm-up1. Show two or three body parts flash cards, say the names and put them on the floor. Show just the corner of the next one – maybe the children can predict what’s coming next in their L1. Continue like this until you have all the cards on display on the floor. Drill the names.2. Ask individual students to bring you different body parts; for example, Bring me a leg. Place the cards back on the floor until everyone has had a turn.Activity1. Draw an alien on the board with extra body parts, for example: two heads, five eyes. Count the body parts aloud as a class. 2. Draw just an alien torso on the board and tell individual children to add bits, for example: Draw three noses.4. Sing "Head, shoulders, knees and toes".3. Play a revision game with sets of cards from units 1–5. Stick the cards around the room, and then give instructions: Run to the pencil, Run to number 4, Run to the green ball, etc. Unit 6 – Time for LunchWarm-up1. Show the food cards one by one and say either I like ____ – yum, yum or I don’t like ____ – yuck!2. Stick the cards on the board. Point to different foods and say (and demonstrate) Hands up if you like ____. Activity1. Do a pizza dictation using the pizza and ingredients from the worksheet. Say My pizza has banana, rice and salami and demonstrate putting the ingredients on the pizza. Give other pizza topping descriptions and have the children put the corresponding ingredients on their pizzas.2. Ask for volunteers to come to the front and give a pizza dictation to the class.3. Use the character flash cards from unit 1 and the food cards from this unit. Hold up the Anna card and the salami card and say My name’s Anna. I like salami. Hold up the Pixel card and the chicken card and elicit My name’s Pixel. I like chicken. Prompt the children by saying My name’s ____, and then I like ____. Continue with more character and food cards.4. Read a book with the class that includes numbers, colours and food (The Very Hungry Caterpillar is a good example).Unit 7 – AnimalsWarm-up1. Show the animal flash cards, say the name and have the children make the corresponding animal noises.2. Show the cards individually and ask Is this a cat? Is this a horse? etc. Encourage the children to answer yes or no. Activity1. Play the animal guessing game that Bubble and Squeak played in the unit 7 video. Draw an animal bit by bit on the board. Prompt the children to guess what it is by saying Is it a cat? Is it a dog? etc.2. Sing "Old Macdonald Had a Farm".3. Read a story featuring animals such as "Where’s Spot?" or "Dear Zoo".Unit 8 – PhotosWarm-up1. Using the family members flash cards, tell the children that this is a typical family. Stick them on the board in family tree arrangement, saying the name as you display each one. 2. Drill the vocabulary and then turn the cards over, keeping them in the same position on the board.3. Point to the cards one by one and have the children say the name. Turn the card over to check.4. Introduce the numbers 6 to 10 to the children by showing the flash cards in order and saying the number. Show and say the numbers again for the students to listen and repeat. Hold up the number 6 card and count the rabbits as a class. Hold up the number 7 card and count the rabbits as a class, etc. Activity1. Talk about the family photo from the worksheet. Ask Is this the mother? Is this the father? etc. Encourage the children to answer yes or no. 2. Stick the numbers 1 to 10 flash cards on the blackboard. Divide the students into two groups. Have each group stand in a line. Whisper a number to the first two students at the same time. Each child has to whisper the word to the next student in their row. When the last students hear the word, they have to run and take the appropriate number from the board. The group that takes the card first gets 1 point.Unit 9 – ClothesWarm-up1. Draw a washing line on the board. Show the clothes flash cards one by one to the children, say the names and stick the cards on the board as if they are hanging on a washing line.2. Point to different clothes and say (and demonstrate) Hands up if you are wearing ____.Activity1. Mime putting on different clothes. Have the children put their hands up to say which item you are putting on.2. Use exercise 3 on the worksheet for a colouring dictation. Say Colour the skirt red, etc.Unit 10 – PartiesWarm-up1. Show the party items flash cards, say the name and stick the cards on the board. Ask the children questions about the pictures, for example: What colour are the candles? (Red? Yellow?) How many candles are on the cake? (One, two ...) What colour are the balloons? What colour is the birthday card? How many candles are there on the card? (One, two, three ...) Do you like ice cream?2. Display the cards on the floor. Ask individual students to bring you different party items, for example: Bring me a cake. Place the cards back on the floor until everyone has had a turn.Activity1. Revise vocabulary for units 1–10. Draw a vertical line on the board and choose a few cards from each unit to stick on both sides of the line. Draw an imaginary line (starting from the bottom of the line on the board if possible) dividing the classroom in half. Say the name of an item on the board and demonstrate that the children should stand on the corresponding side of the line. Say a word from the other side of the board and have them jump over the imaginary line to the correct side. Continue saying different words from the board and have children stand in/jump to the correct place. Children can take turns being the teacher.D: Flash cardsFlash cards – Unit 1Flash cards – Unit 2Flash cards – Unit 2 (continued)Flash cards – Unit 3Flash cards – Unit 3 (continued)Flash cards – Unit 4Flash cards – Unit 4 (continued)Flash cards – Unit 5Flash cards – Unit 5 (continued)Flash cards – Unit 6Flash cards – Unit 6 (continued)Flash cards – Unit 6 (continued)Flash cards – Unit 7Flash cards – Unit 7 (continued)Flash cards – Unit 8Flash cards – Unit 8 (continued)Flash cards – Unit 8 (continued)Flash cards – Unit 8 (continued)Flash cards – Unit 9Flash cards – Unit 9 (continued)Flash cards – Unit 10Flash cards – Unit 10 (continued) ................
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