eclass.uoa.gr · Web viewSecret word contest In the reading texts, there are letters highlighted with a different colour. These letters compose the ‘secret word’. After reading

ΑΓΓΛΙΚΑ Δ΄ΔΗΜΟΤΙΚΟΥΑντιγόνη ΜπρατσόληΕκπ/κος ΠΕ 06 Α΄θμιας Εκπ/σης

Components of the courseThe SB comprises 10 units, each of which

has 3 lessons. The first two lessons present new language, while the last one is the project. At the end of each unit there is a self-assessment test and a mini portfolio section (can do statements). There are six appendices: Appendix I contains differentiated teaching material, aimed at mixed ability classes. Appendix II is a grammar reference section, where the morphosyntactic structures taught in the SB are presented and explained with examples. Appendix III is a thematic glossary of the most important unknown words, the meaning of which is filled in by the learners. Appendix IV contains

maps of the United Kingdom, Europe and a world map. Appendix V contains acknowledgements for sources of texts and photos.

The WB consists of 10 units, each of which comprises 2 lessons. It aims at the consolidation of vocabulary and morphosyntactic structures that appear in the student’s book through closed or open-ended exercises. Appendix I contains differentiated tiered tasks, which are easier versions of some of the tasks in the workbook for less advanced learners.

The TB contains an introduction to the approach to the design of the coursebook, the aims and objectives of the units and lessons and detailed advice as to how the material could be presented and taught. There is a key to the exercises in the SB, the transcripts for the listening tasks and a wealth of information on cultural features and issues presented through the units. There are samples of supplementary material (e.g. extra projects). There are also four appendices. Appendix I contains three revision tests. Appendix II contains the key to the tests in the TB. Appendix III contains the key to the exercises in the WB. Appendix IV contains the key to the ‘Can you do extra work’ differentiated exercises in the SB.

The Crosscurricular approachThe syllabus is based on the Crosscurricular/Crosscultural approach

to EFL teaching and it is aimed at students under the category A1-, Basic User. The Crosscurricular/Crosscultural approach accepts the view that knowledge overlaps across separate school subjects, and engages the learners in using English to communicate knowledge related to subjects such as History, Environmental Studies, Maths, Language, Social Studies and, generally, knowledge of the world around them. The Crosscurricular approach in the 4th grade CB

The crosscurricular feature in the design of the books may take several forms and may be implemented through a variety of activities in the books.

Unit 8, listening exercise Unit 9 , listening exercise

Antigone Bratsoli, “The new EFL textbooks – the authors talk about their books”, UOA, 23/04/2010

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Unit 6 , project

Unit 6 , project

Unit 4 , project

Generally, there are a few innovative features, which differentiate the course from other courses, the most important of them being:

21 games 11 songs Differentiated learning appendix Strategy corner (self awareness strategies) on the cover page

of each unit Mediation activities Grammar tables in every unit “In this unit you will learn” information Self-assessment test Mini portfolio section (can do statements) A children’s story Secret word contest Grammar appendix Glossary appendix Appendix with maps of the UK, Europe and a world atlas

Games


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Games have been used extensively as they possess a number of advantages which render them essential for young learner teaching-learning contexts.

Unit 6, information gap

Student B: Does it live in the Mediterranean Sea?Student A: No, it doesn’t.Student B: Does it live on mountains in Pindos and Rodopi?Student A: Yes, it does.

.......................................................Student B: So, it’s the ........................

SongsSongs with original lyrics but traditional authentic music have been designed as they can assist the ss into developing crosscultural awareness and aid memorization of new language. Unit 3, crosscultural fun“Where is Thumbkin?”

Differentiated Instruction Tiered tasks have been designed, which are graded versions of the same activity offering varying levels of difficulty (differentiation of the process). Tiered tasks are mostly writing activities, since written production is considered especially demanding at this level of learning. In this case, learners can work in groups or individually, selecting the version most suitable for their learning situation.

Differentiated instruction – unit 6


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Differentiated instruction – Can you do extra work?

Strategy awarenessOn the cover page of each unit there is a table, called ‘strategy corner’. Through, their responses to questions that receive a ‘yes’-‘no’ answer, the ss develop


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self-awareness as to the learning strategies they have acquired on a number or areas of learning.

Mediation Some of the reading-writing tasks occasionally engage the learners in a mediation activity, where the learners have to respond in English to stimuli given to them in Greek.

Grammar tables and “In

this unit you will learn” information

The grammar tables present examples of the structures taught and there is information on the cover page of each unit on what the ss will be taught in the unit to help ss with their revision. Self-assessmentSelf assessment is achieved through two-page tests that come at the end of each unit and a mini portfolio section that follows the tests. The tests

constitute a way of helping the learners identify their strengths and weaknesses as well as a way of consolidating new language. The ss can engage in self- or peer- correction. At the bottom of the self-assessment test there is a mini-portfolio section with can do statements which allows the ss to record their achievements and progress. The ss can choose between three faces , or according to the extent they feel they have mastered the new language in the unit.


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A

children’s storyThe story comes as a treat in the final unit and allows the ss to exercise their imagination as they are challenged into creating their own ending before the real ending is revealed. They can then undertake the project to create their own story or take a traditional story for children and change the ending.

Secret word contestIn the reading texts, there are letters highlighted with a different colour. These letters compose the ‘secret word’. After reading the texts, the ss have one minute to find the word (which is always relevant to the topic of the text) and are awarded as many points as the correct letters they have managed to find. At the end of the units the


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ss add their points and the 1st, 2nd and 3rd secret word contest winners are announced.

Glossary and Grammar appendices

In the Grammar appendix all morphosyntactic features taught in the SB are presented and explained with examples. In the Glossary appendix, the ss can find the most important unknown words grouped thematically and fill in their meaning in Greek.

The Workbook The WB is a typical workbook with closed and open-ended writing exercises, reading comprehension tasks as well as mediation activities. There is a differentiated instruction appendix with easier versions of writing production exercises which can be done as classwork or assigned as homework.


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The approach to writingWriting at this level is quite a challenging task, consequently it was decided that the ss would start with simple controlled activities and move on to more complex semi-controlled or open-ended ones. Also, writing should develop from reading, listening and speaking work and opportunities should be created for ss to engage in parallel or guided writing activities. Because ss are in a very self-centred period in their lives, effort was made to involve them in writing about themselves or producing text types that are relevant to them in an attempt to render the tasks more interesting. Finally, more difficult open-ended writing tasks are made easier through differentiated instruction tiered tasks, where the process is simplified by using easier lexis, grammar and/or syntax, providing supportive material (e.g. questions, phrases the ss can use as such).

Unit 1/lesson 1

Unit 1/lesson 1 Unit 5/lesson 2

Unit 5/lesson 2 - tiered task


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Unit 5 – project

What should we not forget when designing writing activities?

Overall aims of the unit and lesson objectives Class organisation Anticipated problems How to plan the pre-, while- and post-writing stages

We should also keep in mind that the rubrics should include…

…the writer’s/reader’s identities and their relationship …the purpose of writing the text …the reader’s relevant knowledge, which will help the choice

of the right level of explicitness …the type of text that is to be written

Creating your own writing activities

Construct a controlled writing activity using this text as input material:SB, Unit 2, lesson 2, p.22


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Construct a guided or an open-ended writing activity using this text as input material:SB, Unit 7, lesson 1, p.82


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eclass.uoa.gr · Web viewSecret word contest In the reading texts, there are letters highlighted with a different colour. These letters compose the ‘secret word’. After reading