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Undervisningsopplegg
- 1. USING PICTURE BOOKS INTHE CLASSROOM A LESSON PLAN FOR PUPILS IN YEAR TWO
- 2. TOPIC QUESTION • Howcan I teach my pupils in Year two English by using only English in the classroom?
- 3. THE IMPORTANCE OFTEACHING YEAR 1 - 4 • There are almost a quarter of a million pupils in Year 1 – 4 in Norway today, so how well they are taught English is a matter of considerable importance (Munden & Myhre). • Norwegian pupils do not learn enough English in Year 1, and many teachers do not speak enough English during the English lessons (Vulchanova, 2015). • Children learn languages more easily the younger they are. • Learning by exposure – imitate and try the language out. • English is best taught in small doses of five to ten minutes in the early years (Munden & Myhre).
- 4. EARLY START 12 PRINCIPLESFOR LANGUAGE LEARNING • Teaching English through English • English now and then • Show what words mean • Learning by doing • Learning by playing • Languages in chunks • Repetitions and routines • The learning spiral • Transparency • English here and there • Motivation matters • Smiles and praises Munden & Myhre, 2015
- 5. CHOICE OF BOOK •Correct language level • Transparent words • Colourful illustrations as a visual back- up • Repeated language patterns • The book uses a small number of frequently repeated words • Introduces key story words on the first page • Large font • Includes a digital resource Munden & Myhre, 2015 Taylor, G & Ruttle, K., 2016
- 6. COMPETENCE AIMS ANDLEARNING OBJECTIVES Competence aims Language learning: • use digital resources in experiencing the language Oral communication • listen to and understand words and expressions in English nursery rhymes, word games, songs, fairy tales and stories Culture, society and literature • express own experiences from English nursery rhymes, word games, songs, fairy tales and stories Learning objectives • I can say and write a «I can …» sentence • I can listen (and interact) to a book my teacher reads • I can say and write a «It is …» sentence • I can act and say lines in a roleplay LK06, 2017
- 7. LESSON PLAN –YEAR 2 FOUR 20- 30 MIN. LESSONS (60 MIN. CROSS-CURRICULAR) Lesson Activity Why? Time Learning objective 1. Simon says - Total Physical Response Learning by playing and doing. Learning chunks: I can ……. 20 minutes I can say and write a «I can …» sentence Ticket out the door To asses learning 10 minutes 2. Read the book Listen, interact and learn new words 15 minutes I can listen (and interact) to a book my teacher reads Ipad – Storybook app Read, listen and speak 15 minutes 3. Simon says - Total Physical Response Learning by playing and doing. Learning chunks: It is ……. 20 minutes I can say and write a «It is …» sentence Ticket out the door To assess learning 10 minutes 4. Retelling of the book Repeated learning 10 minutes I can act and say lines in a roleplay Introduction and Roleplay Learning by doing 20 minutes A main focus on learning by playing and doing (Munden & Myhre, 2015, p. 32)
- 8. VOCABULARY LISTS ANDCHUNKS Nouns • Bear • Bed • Chair • Porridge Verbs • Walk • Eat • Sleep • Sit Adjectives • Hot • Cold • Soft • Hard • Broken Chunks • I can …. • It is ………
- 9. SIMON SAYS -TPR Total physical response • Learning by doing • Listening, looking, reading, speaking, moving and doing. • Preteaching • Learning new vocabulary • Repetition • Language input in the «silent period» • Instruction language Munden & Myhre, 201
- 10. READING THE STORY •Preteaching • Introducing the book • Talk about the books cover (predict) • Reading the story • Learn the story by heart • Bring objects • Use TPR/signs • Repeat and point • Ask questions • Count • Can you find the … Munden & Myhre, 201
- 11. DIGITAL SKILLS Ipad • App– Read it yourself • Listen • Read • Record • Explore • Differentiate (Itunes, 2017)
- 12. ROLEPLAY • The storyis known to the pupils and is adaptable • Encourage my pupils to play, explore and experiment with the English language • Develop listening skills and creativity • Ensure involvement • Each group will get props and cards with lines from the play Munden & Myhre, 2015
- 13. TICKET OUT THEDOOR Assessment • Test your pupils in a non-test situation • Write sentences: • «I can …» • «It is …» • Differentiate by letting your pupils copy sentences from the blackboard or simply saying the sentence aloud A checklist when assessing your pupils • Is the lesson coherent? • Do the pupils know what they are supposed to learn? • Are the pupils active? • Are they attentive and involved? • Is the mood supportive and positive? • Did they learn something new? • Differentiate • Round up in a coherent way Munden, 2014
- 14. BIBLIOGRAPHY • Holdhus Sjursen,LR. (2015). Engelsklærere kan for lite engelsk. Forskning.no. Retrieved from:28.05.17 http://forskning.no/sprak-pedagogiske-fag-skole-og-utdanning/2015/02/engelsklaerere-kan-lite- engelsk • Itunes. (2014, 13.11). Read it Yourself with Ladybird: Interactive reading practice for beginner readers. Retrieved from: 28.05.17 https://itunes.apple.com/gb/app/read-it-yourself-ladybird-interactive- reading-practice/id658289382?mt=8 • LK06: (2017) English Subject Curriculum: ENG1-03: Basic skills. Retrieved from: 26.05.2017 https://www.udir.no/kl06/ENG1-03/Hele/Grunnleggende_ferdigheter?lplang=eng • LK06: (2017) English Subject Curriculum: ENG1-03: Competence aims after year 7. Retrieved from: 26.05.2017 https://www.udir.no/kl06/ENG1-03/Hele/Kompetansemaal/competence-aims-after-year- 2?lplang=eng • Munden, J. (2014). Engelsk på mellomtrinnet: A teacher’s guide. Oslo: Gyldendal. • Munden, J & Myhre, A. (2015). Twinkle Twinkle. Oslo: cappelen Damm Akademiske. • Taylor, G & Ruttle, K (2016). Goldilocks and the three bears. London: Ladybirds Books Ltd
Editor's Notes
- #6 Picture books are fun and motivational. They can lead to extensive reading. Books that might seem childish in Norwegian is not so in English. The story is also familiar to my pupils.
- #7 The aims and learning objectives include four of the basic skills: digital, oral, reading and writing. My main focus will be on oral activity.
- #8 Should number 2 and 3 switch places? Shorter lessons because it is recommended from Munden and Myhre. English in smaller portions. The remaining time of the original 60 minute lesson can be used to make props for the roleplay. We can bowls of paper mache, ears and tail, and paint/ draw scenery. I as a teacher can continue speaking English while my pupils work with arts and craft. Shapes, colours, verbs, nouns and prepositions. For home work they can retell the story to someone at home and rehearse lines. Hand out the whole plan. No one will be forced to say lines in the play. We must respect the silent period (Minden and Myhre).
- #9 I have compiled a list of words to use while teaching. I also have a pupil that is hearing impaired so I will use signs on a daily basis. This will be helpful for the rest of the class. The words and chunks will be posted on the English wall.
- #11 Alternative post-reading activities: Workstations: Make illustrations, Learning vocabulary, Match words with pictures, Say the words in different voices, Guided reading, Board race Read the book in a small group of 10-11 pupils.
- #12 The pupils will use headphones and work/explore on their own.
- #13 We will ned props like: bowls, wodden spon, chairs, beds and costumes.
- #14 Post-it or oral.