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The art of Storytelling p 2Sunny Days are here! p 4English World Worksheets – Easter p 6Using Reward stickers p 8Kids’ Corner p 9English World Worksheets – Easter p 13Famous British Ghosts p 15 Seminar programme for 2002 p 16Graphic Organizers p 17Five minute fillers p 18Class and teacher projects p 19

March 2002Issue Nine

LANG EdizioniPBM Editori Spacorso Trapani, 16 - 10139 TorinoFax 011 75021510per informazioni: uffici di Milano, Tel 02 74823207E-mail: info@langedizioni.comhttp://www.langedizioni.com

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FREE REWARDSTICKERS!

For LANG Edizioni this is a special year. SUNNY DAYS, the new course for the third, fourth and fifth years of thePrimary school has just beenpublished. SUNNY DAYS is thefinal part of a project for the Primary school whichbegan in 2001 with SUNSHINE 1and 2. This exciting project draws on a wealth of experiencein the Italian Primary school. Some details of the materials can be found on pages 4-5.Other new publications includeCHEESE, PLEASE!, three storybooks specifically designed to teach and practice aspects of English pronunciation; SUPER MINI CLUB for the secondyear of the Primary school and CHILDREN IN ACTIONa new resource book for teachers -full of language practice activities for the Primary school student. So there are lots of newpublications with a wealth of fresh ideas!In this issue we have included a sheet of Rewardor Encouragement stickerswhich are very popular in schools in Great Britain. Some ideas for using these stickerscan be found on page 8.

Index

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There are many very persuasive arguments for storytelling and using traditional storieswith classes of young learners.

GENERALLY SPEAKING

Stories can be used to create a positive learningenvironment. Through story books the teachercan enter the children’s world, communicatewith them on their level and teach languageconcepts in a context that they can understandand that is relevant and interesting to them. Reading a story to the class becomes a sharedsocial experience. It can provoke communalresponses such as laughter, sadness, wonder orexpectation and therefore help to promotepositive group dynamics and encourage co-operation.

The Art of Storytelling and Using Traditional Story Books in the EFL Classroom

Joanna Carter

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PRACTICALLY SPEAKING

On a language learning level storybooks offeran occasion for well integrated skills work.Predominantly the children practice listeningand reading comprehension but with extensionactivities based on the book they can alsopractice speaking and writing.Story books also provide an ideal opportunityfor the teacher to introduce or revise vocabularyand language structures in a clear visualcontext. For example the story of ‘Snow Whiteand the Seven Dwarfs’ could be used to teachvocabulary for emotions and feelings. Firstlythrough the names of the dwarfs- Grumpy,Sleepy, Happy and Bashful. Then through theevents in the story – the Queen becomes jealousand then angry. The dwarfs are happy thenfrightened and sad. The story could also be usedto concentrate on descriptions of people- SnowWhite is beautiful with dark hair, Doc is shortand fat with glasses, and so on.The story of ‘Goldilocks and the Three Bears’could be used to introduce family members,furniture, or names of the rooms in a house. Itcould also be used for language of extremes –too big, too small, too hot, too cold etc.Shared reading also allows children to seefunction words ( an, that, which etc.) in ameaningful context – words that are otherwisevery difficult to explain and understand.

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Some ideas could be:

• having pictures and words from the story thathave to be matched together or put in thecorrect sequence,

• making a written gap filling exercise aboutthe story to practise key vocabulary,

• acting out the story with the children takingthe parts of the different characters,

• extending the story itself so that morevocabulary can be incorporated. For example ifusing ‘Goldilocks and the Three Bears’,create the whole bear familyincluding sister bear, brotherbear, uncle bear and auntiebear.

Don’t just open the book and read the story!

• Choose a book that has clear illustrations that support the text asthis will obviously help comprehension.

• Consider the level, ability and already acquired languageknowledge of the children and if necessary adapt or simplify the textto make it more accessible.

• To generate interest and understanding before you start reading,get the class to predict the story from the front cover or first page.

• Involve the children throughout the story by stopping and askingthem questions. This will also help check comprehension.

• Whilst reading, repeat key words and phrases and encourage thechildren to join in with you.

• Throughout the reading, use different voices for differentcharacters, make the noises of things such as cars and animals or thereactions of characters – crying laughing etc.

• Finally when you have finished reading the story, go back throughit by looking at the illustrations and re-eliciting the events from thechildren themselves.

The story does not have tofinish with the reading but

can be used for the basis of awhole lesson or series of lessonsif it is then followed up withextension activities.

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Sunny Days, Student’s book 3

Mini Club, Pupil’s book

Sunshine, Activity book 2

Sunshine, Activity book 1

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SUNNY DAYS are here!The new English language course for the 3rd, 4th and 5th

years of the Primary school is now available from LANGagents and we recommend that you take a copy homeand examine it carefully.SUNNY DAYS completes the project for the ScuolaElementare which began with SUNSHINE for the first twoyears which was published in 2001.Full details are available in the new 2002 LANGEdizioni catalogue and we have listed below someof the features that make SUNNY DAYS a veryspecial and complete English language course forchildren.

SYLLABUSThe syllabus follows level A1 of the CommonEuropean Framework of Reference Levels whichare part of Progetto Lingue 2000. The units ofeach level are divided into Modules to give thechildren short term language learning objectives.

Welcome

All the language skillsEach unit includes language corners withspecific development of listening, reading andwriting and oral communication skills.Dialogues, songs, games, a short exercise onpronunciation and a page dedicated to aspects ofcivilità in Great Britain and America completethe units.

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SUNNYDAYSDramatisation Each unit of the Student’s Books includes one actof a play as a listening/reading task. These pagesgive the teacher the option of organising a schoolplay at the end of each school year. The plays;Snow White and the Seven Dwarfs, The Wizard ofOz and The Canterville Ghost have been speciallyadapted to practice the language introduced ineach unit.

External CertificationDuring the three-year course the children will beasked to complete exercises based on the format ofthe Cambridge Starters Test. There is at least oneexercise of this type in every unit.

My Porfolio DossierEach student receives a personal Porfolio Dossierwith instructions in Italian for collecting,organising and registering their best work in a ringbinder Dossier. This Dossier follows the frameworkof the European Language Portfolio for learnerspromoted by the European Commission.

Teacher’s ResourcesThe Teacher’s Resources for SUNNY DAYS areavailable in English or Italian in a ring binder sothat they can be supplemented both by the teacherand the authors with extra material in the comingyears.

Activity BooksEach Activity Book, generally used for extrahomework activities, includes an audio cassettewith the recordings of all the songs from theStudent’s Book. The children have the opportunityto listen and sing the songs outside the classroom.

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A C T I V I T Y S H E E T

Easter Eggs everywhere!

1.1. There’s an egg _________ the tree. It’s yellow.

2.2. There’s an egg _________ the tree. It’s pink.

3.3.There’s an egg _________ the flowers. It’s blue.

4.4. There’s an egg _________ the sheep. It’s green.

5.5.There’s an egg ________ the rabbit’s head. It’s orange.

6.6.There’s an egg _________ the house. It’s purple.

onunderinbetweenbehindin front of

Look at the picture, choose the words, then colour the eggs.

M A K E T H I S F U N

Easter chick1.1. Copy the four parts A, B, C

and D onto yellow card andcut out. Make holes whereindicated and cut out the slitnear the tail.

2.2. Put a piece of thread throughone of the holes in eachwing and tie it, leaving along piece hanging down.

3.3. Attach the wings to the bodywith paper fasteners. Put thelever through the slit front toback.

4.4. Attach the threads on thewings to the lever with tape.When the lever is pulled thewings flap up and down.

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This issue of LANG Primary offers teachers a sheet of 34 Rewardstickers, sometimes called Encouragement stickers.Reward stickers are very popular with Primary teachers andchildren in the United Kingdom and are used to encourage andmotivate children to take that little extra care when they are doingclass work or homework that requires concentration and precision.The little extra care can be rewarded with a sticker which is put ontothe written or visual work.

The Reward stickers can be used in several ways.

• The teacher can choose the best homework exercise eachweek and give a sticker to the winner.

• A sticker can be put on a particularly good exercisecompleted during a lesson.

• The teacher can ask the children to read exercises completedby the class and elect a winner each week.

• The teacher can use the stickers not only to reward a childwho has completed a language task efficiently but also toencourage a child who has made a special effort to do well.

• The teacher should try to give at least one sticker to everychild during the scholastic year.

The children will be very proud of the stickers they receive and willcertainly show them to their families. Encourage the children tokeep the exercises with Reward stickers in their Portfolio Dossiers ora place where they normally keep special work.

If you would like to use Reward stickers more frequently contactyour local LANG agent. We have sent a limited supply of stickers toevery agent and they will be distributed on a first come, first servedbasis, while stocks last.

A black and white version of the stickers can be found in Childrenin Action by Carmen Argondizzo (LANG Edizioni, 2002). They canbe photocopied and given to the children who can then colourthem.

Using

Reward Stickers

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Easter – A Humpty DumptyEaster – A Humpty DumptyInteractive Egg Display!!!Interactive Egg Display!!!

Interactive displays

Creating an interactive display for a young learners classroom can be a very rewardingand memorable experience both for children, teachers and parents. The children’s workand contributions along with a “hands on” approach to learning new language arecentral to the display and provide many opportunities for interactive learning.

First of all we should pick a theme for our displayand with Easter drawing near why not choose oneof the main symbols for Easter – the egg! It iscertainly a favourite with children.

Kids’CornerSarah M. Howell

Making an Interactive “Humpty Dumpty Egg Display”

The craft activities in this display are for 3-7 year olds and can bemade with material found around the home/class like cardboard,paper, boxes, string, crayons, paint, glue, etc.The projects for creating the display have been divided into six stepsand should be adapted according to the teacher’s/parents’ andchildren’s ideas, contributions and creative input – your displayshould be unique with the process being valued as much as the finalproduct.

The instructions for Step 1 include a simplified version of the rhymeHumpty Dumpty. The original version can be found in SUNSHINEPupil’s book 1 page 74.

Learning objectivesTo learn a traditional English Nursery Rhyme by heart, recognise keywords in a rhyme and explore the rhythm. To learn about the shapeand feel of eggs and how fragile they are. To observe the growingprocess.

The Easter Egg

Kids’Corneris a special section dedicated

to very young learners.

Step 1The Nursery Rhyme

Step 2Individual cardboardHumpties /pictures

Step 3A Class Humpty

Step 4Egg head Humpties

Step 5Assembling the display

Step 6Presentation to parents/otherclasses/teachers

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Now tell the children the Nurseryrhyme or play it to them oncassette, (the original versionincludes the past tense). Showthem the storycards while youare telling them. Next, tell the rhyme again and getthem to listen and repeat eachline. Do this a few times untilthey are able to remember therhyme and repeat it by looking atthe storycards as prompts. In a gymnasium, or large openspace, the children can also actout the rhyme with HumptyDumpty style falling and rollingmovements from sitting on thefloor. They can also gallop acrossthe room like “the King’s men”.

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Start by telling the story of Humpty Dumpty – a very unfortunate egg.Get all the children sitting around you on the floor. Show them a realegg. Bring some egg shells from home and pass them round thegroup. Ask the children to hold the shells in their hands and pressslightly. They will feel the egg shell break. Teach the word fragile.

Well, one day Humpty Dumpty – our egg – sits on a wall. Show them storycard 1. Can you see him? Can you draw an egg inthe air with your fingers?

Humpty Dumpty has a great fall. Show them storycard 2 of Humpty falling and point to the broken egg and shell in the bowl. Ask thechildren, (they can answer in their own language), if they can remember having a great fall. Can you tell the class what happened and who helped you?

Show them storycard 3. These are the King’s horses and men. Can you see the king? He has a crown onhis head.Show them the crown and let them try it on. Can you see his horses?Show them the plastic horses. Can you see his men?Show them the plastic soldiers. Well, all the King’s horses and all the King’s men cannot stick Humptytogether.

Show them storycard 4. Poor Humpty!

Step 1 – The Nursery Rhyme – Humpty Dumpty

NB: the storycardscan be enlargedand coloured for use in class.

You need:An egg, a bowl, some empty eggshells (possiblyone for each child),

some chocolate eggs, paper and crayons, a king’s crown (in yellow card), a plastic horse(s), a plastic soldier(s).

Humpty Dumpty

Humpty Dumpty sits on a wall,Humpty Dumpty has a great fall,All the king’s horses and all King’s men,Cannot stick Humpty together again.

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The teacher draws a large round egg shape on each piece of card anda line across the middle. Ask the children to cut out the egg shape(they may need help depending on age).Explain to them that they are going to paint one half of their Humptyone colour and one half another colour (give them one colour at atime). Leave them to dry. Then get the children to stick on the eyesmouth and bow tie.Pin them up on the “wall” poster. Get the children (in groups) to paint the large sheets of card brown.When dry, the teacher can paint on the black lines to define thebricks.After school without the children – draw 6 simple puzzle shapes ontothe back of each humpty, cut them out and put the child’s initials oneach piece. Put each “Humpty puzzle” into its own freezer bag and write theirnames on the front with a marker pen.The next day at school, tell the Children that their Humpties fell offthe wall during the night! Now they must try to stick them backtogether again. Let the children play with their puzzle Humpties and see if they canre-assemble them (they may need help).You can either leave them as puzzle games to take home or get themto stick him back together again on a piece of backing paper.

Step 2 – Individual cardboard Humpty puzzles

Step 3 – A Class Humpty

Step 4 – Egg head Humpties

Cut out an enormous egg shape from the card. Draw a line across horizontally to divide Humpty’s head and body. Cut out 4 strips of card for the arms and legs and two hands and feet.

The following can be done in 4 groups (or stages in small classes):Group 1: paint Humpty’s head an eggshell colour. When it is dry,paint on eyes, mouth and nose.Group 2: paint the bowtie bright blue and stick the buttons on itwhen it is dry.Group 3: paint Humpty’s arms and legs, hands and feet and stickthem together.Group 4: stick the pieces of coloured paper onto Humpty’s body.

Attach the arms and legs and stick the class Humpty on the “wall”poster and then finally in the centre of the display on the backing paper.

Clean eggshells and dry them gently (parents could bring these in). To give the eggshell a solid base, glue a small square of card to the bottom.Using tempera paint or markers (light colours), decorate theeggshells. Let the paint dry.Draw on Humpty’s face with a black marker pen.

You need:A4 sized pieces of card (one for each child), paint, cut out eyes, mouth and bow tie fromcoloured paper, plastic freezer bags (one for each child), Wall poster prepared in advance(see below)

You need:2 large poster sized sheets of card, scissors, paint,

pieces of colourful crepe/tissuepaper, brightly coloured buttons, glue, arms and legs, bow tie.

You need:eggshells, cotton wool, cress seeds, paint or felt tipcolouring pens, white glue, a small square ofcard (or egg cup)

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Put cotton wool in the eggshells (fill a little over half way). Add manycress seeds. They will sprout in a couple of days. Sprinkle lightly with water.When the seeds sprout, put the tiny plant pot in a sunny spot andenjoy watching Humpty’s hair grow.Put the Egg-heads on the display table and let the children take themhome at Easter.

The final display should be ascreative and original as possible.It is a good idea to make a roughsketch of how you would like thedisplay to look.Children and parents should beencouraged to bring things in forthe display – thus creatingimportant links between schooland home for the child. A sectionof the classroom or assembly hallshould be chosen for the displaywhere it is possible to put sometables together and stick up somebacking paper. Here are someideas to get started!

• Sheets of bright coloured backing paper• The “wall” poster • The class Humpty• Tape recorder with tape of children saying the rhyme• A large sheet of card with the words of the nursery rhyme written

or printed (for the parents to see)• Labels for all the objects in the display with the English names in

large capital letters e.g. Horse, King, Easter egg, egg heads,Humpty Dumpty, etc. (for parent participation)

• A banner with the title of the display e.g. Our Humpty DumptyEaster Egg Display

• Plastic horses, and soldiers and King (children’s own from home)• Card crown • Humpty Egg heads• Chocolate eggs (one for each child for the last day of school)• Plastic eggs, real eggs• Children’s pictures of the Nursery Rhyme (these can be done at

school or home)• A video of all the stages of preparation and the children acting out

the rhyme• Anything else the children or parents might like to contribute to

the display

Although in the introduction Isaid the process of making adisplay is as important as the finalproduct we shouldn’t forget thatthis display is interactive andtherefore the learning experiencedoes not end with the finalproduct.There are lots of ways you can getthe children to interact with thedisplay and here are just a coupleof ideas.You could invite the parents (orother classes) for a HumptyDumpty event and the childrencould act out and recite the

nursery rhyme. Then individualchildren could explain what thereis in the display. If you have videorecording facilities, you couldrecord the children for a minuteor so during each step and showthe parents what they have beendoing. This is very rewarding forthe children to see and gives theparents more of an opportunityfor discussing things with theirchildren later on at home.Alternatively, parents could beinvited to come alongindividually with their child andthe child can talk them through

the display and tell their parentswhat he/she did, learnt, etc. Thisis a particularly good activity forshy children where they feelmuch freer without an audienceand it gives the child anopportunity to relate a sequenceof events that are central tohis/her own learning experience.The teacher also has anopportunity to explain to theparents the process involved increating the display and suggestother activities parents couldcontinue with their child outsideschool.

Step 5 – Assembling the display

Step 6 – Presentation to parents/other classes-teachers

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Easter Bunnies

Say and act out this rhyme

with very young learners.

Make copies of this sheet. Get the children to colour in the 5 rabbitsin the circles and cut them out. Get them to stick the circles on theirthumb and fingers with scotch tape. At the end of each verse of therhyme they bend down thumb and fingers one at a time, until thelast verse when all the fingers stand up again.

Five little rabbitsOn Easter Day

One finds an eggAnd runs away.

Four little rabbitsOn Easter DayOne finds an eggAnd runs away.

Three little rabbits…

Two little rabbits…

One little rabbitOn Easter DaySays “Come back,

rabbits! Come and play!”

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H C R A M T S L R P Z N

N F F L A I P C H I C K

D L D O R B K T V X A B

K O J Q R B S U I C H E

L W P V W A X A B H G F

M E O S P R I N G O Z A

C R E F L O P K N C R P

L S M C H P O N L O T R

V A N A R S B M A L S I

G R E E N I M O K A T L

M I W O H A I N E T V B

E A S T E R E G G E Z I

A C T I V I T Y S H E E T

Find these spring and Easter

words.

LAMB

CHICK

GREEN

FLOWERS

CHOCOLATE

EASTER EGG

MARCH

RABBIT

APRIL

SPRING

Word puzzle

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Haunted Castles in Great BritainPeter Wilson

In Great Britain, churches, monuments, theatres and, above all,castles often have their own ghosts. They are usually famous ghostswho appear again and again in the same locations; like the ghost ofKing Henry VIII, who has been seen wandering the corridors ofWindsor castle, the largest inhabited castle in the world and one ofthe main royal residences. Here is an exercise for your children about haunted castles in GreatBritain.

FFaammoouuss

BBrriittiisshh GGhhoossttss

Read and number the ghosts. Then colour the drawings.

1. There is the ghost of an African boy at Glamis Castle.2. There is the ghost of a black dog at Okehampton Castle.3. There is the ghost of a brown and white bear at Verdley Castle.4. There is the ghost of a tall thin father with short white hair at Conwy Castle.5. There is the ghost of a tall lady with long black hair at Boverton Castle.6. There is the ghost of a little old lady in a blue dress in Dunraven Castle.7. There is a ghost of a man in armour at Ruthin Castle.8. There is the ghost of a fat woman on a white donkey at Herstmonceux Castle.

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Seminars for teachersThe Teacher Support Network for teachers in the Nursery and Primary schools is at your service.The Educational Consultants and Teacher Trainers have begun holding seminars for Primary schoolteachers on aspects of teaching English to children in many towns throughout Italy.Here are the abstracts of the seminars for 2002.

Seminar 1Storytelling in the PrimaryEnglish class

Storytelling can be one of themost effective resources we havefor developing children’slanguage and literacycompetence in a foreignlanguage.During this seminar, storytellingwill be discussed as a uniqueresource for English teachers atPrimary level and a wide range ofsimple yet active techniques willbe demonstrated to help teachersinclude storytelling in theirlanguage lessons.

Seminar 2Using creative dramatics in the Primary English class

For many teachers “drama”implies the use of props,costumes, scenery, a stage andindeed even a script. It doesn’thave to be like that. This seminarwill explore a wide range ofsimple yet effective techniques forintroducing drama into languagelessons at Primary level.

Seminar 3An introduction to theEuropean Language Portfolio

“What is an ELP?”, do I hear youcry? – Although many teachershave indeed heard of theEuropean Language Portfolio veryfew have actually receivedenough information on how to goabout producing one and theimplications this might have ontheir teaching.What this practical seminar aimsto do is to help teachers defineexactly what the ELP is and offerpractical ideas and advice forgetting ELP projects started withPrimary pupils.

The Network is divided into:

Tim PriesackPBM SpAVia Archimede 2320129 Milano02.74823207

Email: tpriesack@langedizioni.com

Heather Bedell Lombardia, Piemonte, Valle d’Aosta02.9065472

Email: heabed@tiscalinet.it

National Co-ordinator for Scuolad’infanzia and elementare

Educational Consultants

Roger CrosslandEmilia Romagna, Toscana, Canton Ticino, Sardegna051.227523 - 328.4126478

Email: roger.c@flashnet.it

Sarah M. HowellMarche, Abruzzo, Umbria, Lazio, Sicilia348.0701250

Email: howell@marcheonline.net

Cecilia PerilloPuglia, Molise, Basilicata, Calabria, Campania349.6720152

Email: scina@libero.it

Tracey SinclairLiguria, Veneto, Friuli-Venezia-Giulia, Trentino Alto Adige045.8030526

Email: tsinclair@tin.it

Contact your local LANG agent for details of seminars in your area or your Educational Consualtant ifyou have questions or comments on LANG Edizioni publications.

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Spidergrams (webs), semanticmaps, story maps and so on aregraphic organisers which helpretrieve and retain information.The main function of thisimportant teaching and learningtool is to provide a “visual pictureof knowledge” and todemonstrate that knowledge isinterconnected. The benefits of using graphicorganisers in the L2 classroomare infinite. Graphic organiserscan be used to introduce newmaterial, build up on previousknowledge, or merely, organisematerial which has already beentaught. They can also be used toassess what pupils already knowby activating backgroundknowledge. Graphic organisers keep pupilsactively engaged and motivatedbecause they are asked to focustheir attention on key elements.When planning lessons theteacher should remember toencourage the students to referback to previous graphicorganisers and revise and expandthem with new vocabulary andstructures.

How to prepare a vocabulary webWebbing the important vocabulary from a unit is appropriate forany grade level. When developing a webbing activity, place thekey word or phrase in the centre or at the top of the web. On thespokes extending from the key word or phrase, identifyvocabulary words that are in some way related to the key words.

Graphic Organizers: Teaching and Learning Tools

“Students who understand how to create a graphic organiser

have a new and valuable tool for planning, understanding,

remembering and assessing knowledge”.

Bromley, Irwin-DeVitis, Modlo

Fun Club 3

It is amazing the amount of English you can do in five minutes today,followed by five minutes another day and so on – at the end of theschool year these five minute fillers will really make a difference.

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Teachers often finish the materials they haveplanned for a lesson a few minutes before the end-of-lesson bell rings. The question the teacher has toask at this point of time is - What can I do of valueto fill the last five minutes or so of the lesson?I use what I call “five minute fillers”. A five minute filler must be short, quick andsomething that the pupils are already familiar with. Why familiar? I can always remember this little boy in Primary 5 -

his mother was very proud of thefact that he had been studyingEnglish since Primary 1. I asked him -What’s your name? - which caused noproblems but when I asked - How old are you? - hepolitely informed me that he had studied that quitea few years ago (in which case he could not beexpected to remember!).Here are three five minute fillers. I hope you enjoyusing them as much as I do.

11 Aim: to understandinstructions, to revise verbs

Materials required: none

Read aloud the followinginstructions. The pupils have to door mime what you say. stand up • sit down • stand up •don’t sit down • open your book• close your book • point to thewindow • point to the blackboard• listen to me • listen to the radio• wash your face • wash yourhands • eat a hamburger • eat anice-cream • drink a cola • and soonThe teacher chooses the verbsdepending on the learningexperience of the class. If the classhave difficulty the teacher canhelp by miming the actions.

22 Aim: to revise HIS andHER possessive adjectives

Materials required: none

Question and Answer chain One pupil starts the chain byasking the person on his/her rightthe name of the person on his/herleft: e.g. “What’s his/her name?”The person on his right answers“His/her name is _____________”and then continues the chain byasking the person on his/her rightand so on. This activity is motivating as it isvery quick but at the same timethe child has to think whether touse his or her.

33 Aim:- to revise numbersfrom 1 to 100 or from 100to 200

Materials required: a ball or anempty tin or box

Ask everyone to stand up – in acircle, if possible.Give the ball to one of the pupilsand ask him/her to hand the ballto the next pupil and so on, veryquickly, saying a number. Beginwith one and finish with ahundred. You can begin with ahundred and finish with twohundred – in doing so you arereinforcing a hundred and one.The person who says the lastnumber in the game is the winner. The teacher can also listen to thepronunciation of -teen and -ty. (A variation of this game is thatchildren must leave out numbersdivisible by three or seven (or bedisqualified.)

Sarah Murdoch

Five minute fillers

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CLASS PROJECT - March 2002 issue

All projects should be received by 31.05.2002We may publish extracts from some of theprojects in future issues of LANG PrimarLANG Primaryy.

CLASS AND TEACHER PROJECTS

The Class projects presented in LANG Primarygive teachers the opportunity to encourage thechildren to prepare special materials, usually inthe form of posters or mini-booklets, which aresent to the address below. LANG Edizioni willsend a class set of Prime Readers to the classesthat present the most interesting projects. Once you have introduced the Project to the classdedicate a little time each week to the preparationof the materials.

TEACHER PROJECT - March 2002 issue

The theme for the project for your children toorganise as a class or in smaller groups is :

From Carnival to Easter

The class should prepare materials describingthe Easter season in their towns. The materialscan include descriptions of Carnivalcelebrations as well as the religious aspects ofthe season.

When the project is complete, please sign it aswork produced by your class (include thenumber of students who have contributed) andsend to:

PBM spaLANG Primary Student Project,Corso Trapani 16,10139 Torino

LANG Edizioni will send a class set of PrimeReaders to the classes that present the mostinteresting projects.

All the materials submitted become the property of Paravia Bruno Mondadori Editori and reproduction rights are reserved.

We would like to encourage you to put togethera complete lesson plan you have prepared foryour children. You should describe the lesson indetail and include the various steps in thelesson.

The topic for the Teacher Project this month is:

Introducing adjectives describing objects

The lesson plan should be divided into threephases:•Presentation•Initial practice exercises•Consolidation tasks

When the project is complete, please sign it aswork produced by yourself and send to:

PBM spaLANG Primary Teacher Project,Corso Trapani 16,10139 Torino

LANG Edizioni will send a copy of DAI (dizionario di apprendimento della lingua inglese) or FRIENDLY Italiano-inglese to all teachers who present the project following the instructions described.

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Contributors to this issueJoanna CarterSarah M. HowellSarah MurdochTim PriesackPeter Wilson

EditorTim Priesack

Assistant EditorsBarbara BacchelliImmacolata Marsaglia

Layout and graphicsStudio Aqaba

IllustrationsSimonetta Baldini

Quality controllerLuca Federico

PrintedGrafiche Mek – Milano

Stop Press,latest news from LANG!

School name and address

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Ai sensi della Legge 675/96, con la presente vi autorizzo esplicitamente al trattamento dei miei datipersonali unicamente ai fini amministrativi per l’invio di materiali di Lang Edizioni al mio indirizzo.

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The Watermill Project – progress reportForty Primary schools are taking part in the WatermillProject preparing materials in English on the topic ofwater. The materials sent to us will be taken to Kenyaand exchanged with similar materials the children haveprepared in Primary schools there. Thank you verymuch for your support.

Sunshine 1 and 2The video cassettes for those teachers who are usingeither SUNSHINE 1 or 2 are now available. Animateddialogues, both with and without the words in bubbles,filmed Circle Time activities and special film fromEngland are a few of the features included in thevideos. Contact your local LANG agent for your freecopies.

www.langedizioni.comWe continually receive many requests for back issues of LANG Primary but unfortunately we do not keep large stocks of previous editions.To give new readers the opportunity to consult previousissues, we have put LANG Primary onto the new LANGweb site. Some issues are now on site and the teachingmaterials can be downloaded for use in class!

LANG school year diary 2002-2003We are preparing a diary for the next school year and would appreciate any comments and suggestionsfrom those teachers who received the diary this year. The diary will be sent to those teachers who havesubscriptions to LANG Primary.

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