EUROPEAN CENTRES FOR QUALITY LANGUAGE SERVICES. ENGLISH PROGRAMME FOR SCUOLA PRIMARIA (sample)

Transcription

1 Scope To present a programme of education in the English Language by qualified mother-tongue English teachers for children at Italian Primary School (ages 6-11). The programme will be detailed generally and on a yearby-year basis, with the learning path and eventual possible outcomes illustrated. Background Children in the age range 6-11 years old require a special kind of didactic input to ensure that they are involved in their learning and that motivation is established and maintained. The didactic methods used are based on a very communicative approach, through games, songs, chants, activities and work in whole class, groups and pairs as well as individual study as the children s confidence and abilities in English develop. Working Approach Starting from the gradual building of basic vocabulary everyday objects (home, classroom), colours, numbers, days of the week, weather, body, food and drink etc, we progress to being able to talk about oneself, the family, the home in the present, talking about likes and dislikes, abilities, interests, pets, gradually incorporating the basic building blocks of grammatical structure and rules. Present and past time will be introduced, and children will learn to describe themselves and their surroundings, talk about their possessions and their daily lives and routine. The objective for the end of the 5-year Scuola Primaria cycle is to reach CEF A1 (Young Learner) level or even more. All four skills areas will be developed (the receptive skills of listening and reading and the productive skills of speaking and writing). A key advantage of having a mother-tongue speaker in the classroom is of course the exposure the children will immediately have to native-speaker pronunciation and intonation, both as training for their listening and as a model for their speaking. The children will receive exposure to English from the mother-tongue teacher throughout the lesson, with the teacher s voice serving as the model for pronunciation, intonation etc. In addition, further listening practice will come from the use of audio CDs as part of the selected coursebook (dialogues, stories, poems, songs etc.) The children will also have the opportunity to come into contact with the cultural elements of Englishspeaking countries, learning about customs, traditions and festivals. As the children s confidence, vocabulary and structural/functional capabilities increase, so the proposed communication activities will become freer. A key objective is the fostering of an English environment in the classroom, with the children being encouraged right from the start to try to communicate in the target language. Mime, gesture and repetition are used to present vocabulary and concepts and didactic tools such as flashcards and real-world objects will be used for vocabulary and concept presentations. Where possible, it is very motivational and useful for the children to see their work displayed on the walls of the classroom, along with didactic charts and posters. At the end of each course of lessons, the children will be assessed orally and (where appropriate) on a written basis to record progress made during the scholastic year and to provide records for their future studies. Building up each child s Linguistic Portfolio is a key objective. Children in the final years of Primary School can be offered the possibility to attempt the Cambridge ESOL Starters and Movers Young Learner Tests (Common European Framework/ALTE level A1 equivalent).

2 CEF levels A1 Language Point levels A1.0 Beginners A1.1 Experts Scuola dell infanzia Hello English! Hello English! 1 Hello English! 2 1 & 2 primaria 3, 4 & 5 primaria Scuola Media 1& 2 Scuola Superiore Primary Junior Lower Secondary P- Stepping up 1 A1.2 P- Stepping up 2 A1.3 P- Stepping up LS-Stepping up 3/4 LS-Stepping up 5 Teens T A1 3, 4 & 5 Scuola Superiore Young Adults Possible Exam Starters Movers A2 6 LS A2 T A2 YA A2 Flyers/ KET B1 B1.1 J-B1.1 LS B1.1 T B1.1 YA B1.1 B1.2 LS B1.2 T B1.2 YA B1.2 PET B2 B2 T FCE YA FCE FCE C1 C1 YA C1.1 C2 YA C1.2 CAE C2 C2.1 YA C2.1

3 1 a. Primaria (6-7) 1. Session (--) By the end of this session the students will have learned language for: numbers, colours,, alphabet, adjectives Adjectives and opposites Music by numbers Describing things Adjectives Alphabet Numbers 1-20 Musical instruments nouns This is my face All around me (5 senses) Move your body! face body what you can see/smell/taste/touch/hear Movement verbs A/an Parts of the face Five Senses (verbs) Action Verbs 3. Session (--) Quickly, slowly, loudly, quietly Emotions Daily routine Describing actions (adverbs) emotions daily routine Emotion adjectives Toys Daily routine (verbs + objects)

4 2 a. Primaria (7-8) 1. Session (--) By the end of this session the students will have learned language for: numbers, colours,, alphabet, adjectives Adjectives and opposites Music by numbers Describing things Adjectives Alphabet Numbers 1-20 Musical instruments nouns This is my face All around me (5 senses) Move your body! face body what you can see/smell/taste/touch/hear Movement verbs A/an Parts of the face Five Senses (verbs) Action Verbs 3. Session (--) Quickly, slowly, loudly, quietly Emotions Daily routine Describing actions (adverbs) emotions daily routine Emotion adjectives Toys Daily routine (verbs + objects)

5 3 a. Primaria (8-9) 1. Session (--) Introductions. Gradual development of the communicative capabilities of the students. By the end of this session the student should be able to: introduce herself, introduce other people, talk about age, talk about family and pets, describe herself. Introductions Colours & Numbers Hallowe en Parts of the Body Family Greetings Asking someone s name Introducing yourself Introducing others age Describing people colours Personal pronouns (subject and object) Adjectives Possessive adjectives Plurals Genitive Alphabet Numbers 1-20 Family members Progression into freer communication activities in whole class, group and pairs. By the end of this session the student should be able to: talk about possessions, classroom, clothes and location of objects What is it and whose is it? Where is it? Do this do that! (imperative) Easter possession Commands Identifying things Counting Naming common objects ability A /an The/this/that/these/those Some There is/are Question words Prepositions of place Classroom objects Toys Jobs Food + drinks Clothes Common adjectives 3. Session (--) Freer communication activities (role-play, plays, games) in groups and pairs. By the end of this session the student should be able to: talk about abilities, free time, likes/dislikes, describe actions happening now. I can (tell the time etc.)! Do you like swimming? What am I doing? Asking for information likes and dislikes Can/can t / ability / request / permission Simple present do/does? Present continuous Conjunctions or, and Time Sport Free time activities

6 4 a. Primaria (9-10) 1. Session (--) Revision and continuation of language to date (see 3a. Primaria). By the end of this session the student should be able to: talk about herself, talk about likes and dislikes, talk about time Me, Myself, I Hallowe en Where is it? Days, Months oneself Introductions location time (clock and days/months) food/drink Asking about number Counting Numbers Prepositions of time Prepositions of place Days Months Countries Progression into freer communication activities in whole class, group and pairs. By the end of this session the student should be able to: talk about the weather, understand command forms and action verbs, count and order objects, talk about small quantities, describe the daily routine The Weather / seasons The daily routine Walk, don t run! Quantity Easter Describing the weather Commands (and negative) small quantities daily routine Present continuous and negative Irregular plurals Ordinal numbers Some (countable/uncountable) Present simple (daily routine) of frequency Action verbs Weather Seasons Common objects Common adjectives 3. Session (--) Freer communication activities (role-play, plays, games) in groups and pairs. By the end of this session the student should be able to: talk about likes and dislikes, talk about present activities, talk about the past (be/have) Now Likes & Dislikes When I was little Review & Test/Exam likes and dislikes Describing present activities the past using be and have Like + -ing Past simple of be Past simple of have Food & drink (revision) Sport Music (revision)

7 5 a. Primaria (10-11) 1. Session (--) Revision and continuation of language to date (see 3a. & 4a. Primaria). By the end of this session the student should be able to: talk about herself, likes and dislikes, abilities Me (body, likes, can) Hallowe en Family and Friends School subjects oneself likes and dislikes ability Asking for and giving personal information time and dates Introductions and greetings daily and school routine Can Be A lot of Any Possessive pronouns Zero article Prepositions of time Body Family Appearance Music Sport School subjects Food and drinks Progression into freer communication activities in whole class, group and pairs. By the end of this session the student should be able to: talk about the home and personal appearance, describe location Clothes and furniture Activities What I did last weekend How much does it cost? Compare & Contrast Describing clothes and rooms Expressing preferences Describing people Describing location Comparing things/people price Past simple of regular and irregular verbs Go +-ing (activities) Adjectives (revision) Comparatives Superlatives Prepositions of place Shapes Rooms & Furniture Clothes Time Prices Food & drinks Countries 3. Session (--) Freer communication activities (role-play, plays, games) in groups and pairs. By the end of this session the student should be able to: give instructions and directions; Rules & Instructions When and How Often? Revision/Exam Giving instructions Giving directions reason Must/mustn t (modal) Have to (revision) of time & frequency Relative clauses and relative pronouns Infinitive of purpose Revision of all