1) WORDS ARE NOT ENOUGH
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Movimento +
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Sensi +
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Oggetti +
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Immagini +
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...
2) PLAY WITH LANGUAGE
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Rhymes
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Songs
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Nonsense: “Blue eyes, blue pies” - “Let's
go, pets go!”
3) LANGUAGE AS LANGUAGE
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Per reading + writing: ci vuole tempo... (810 anni)
4) VARIETY
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Di attività
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Di “andatura”
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Di organizzazione
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Di tono della voce
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...
5) ROUTINES
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Rules
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Systems
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Plans

...
6) COOPERATION NOT
COMPETITION
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Evitare premi, gare, ecc.
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Valorizzare esperienze condivise
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Atmosfera di collaborazione, unità, non
ansia
7) GRAMMAR
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Quanto sai di una lingua non dipende da
quante regole sai...
8) ASSESSMENT
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Correzione e valutazione inibiscono la
comunicazione: scegli momento adeguato!
Take care of group formation
and the learning community
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
Abbassare le barriere affettive!
Prendere tempo per creare atmosfera
(English corner; class language, etc.)
La comunicazione avviene se le
facciamo spazio...

Alcune riflessioni

Consideriamo 3 tipi di lezione e cerchiamo
di trovare
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- STRONG POINTS

- WEAK POINTS
LESSON PLAN A
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Draw a snail on the board. Identify the main parts of
the snail. Get the children to repeat after you.
When finished give the children word cues and get
them to say the complete sentences.
When the class is confident choose individual
children to say the sentences.
Pairwork: Ask them to repeat the activity in pairs.
Go around and listen for mistakes. Correct them if
necessary.
Writing: write sentences on the board, ask the
children to copy them. Or: leave gaps in the
sentences and ask the children to complete them.
LESSON PLAN B
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
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Give the children instructions to draw a snail. “Start
at the center of the page, draw a very small circle...”
Describe the snail and ask the children to repeat
after you.
Repeat the activity until they are confident. Ask
them to describe the snail.
Ask questions about the snails.
Pairwork: ask them to ask and answer questions
about the snail they have drawn.
Writing: ask children to write down 5, 6 questions
about the snail
LESSON PLAN C
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Organise the class into a semicircle. Show
pictures of different type of snails. Describe
them. Use lots of gestures and mime to help out.
Underline differences in colour, size, shape, etc.
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Organise the class in groups of 4 or 5;
they are going to create a monster snail,
they can use any colours they want, they
can make it the shape they want.
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Appoint a tidy monitor
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Appoint a noise controller
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When the children finish ask them to
display the snail
Ask the children to describe snail. Give
them examples.
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
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Choose a pupil to stand by his or her snail an
to point to parts of the model while you and
the class describe the parts several times.
Organise the class into new groups of 4, 5.
Each group stands beside the snail. Appoint a
teacher for each group. The teachers points
to parts, the children have to describe them.
Leave the group, leave them time to practise.
Encourage them to write 5, 6 sentences on
their snails. Allow errors in the first draft.

STRONG POINTS ARE: ....

A

B

C

WEAK POINTS ARE: ....

A

B

C
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Ci sono molti
tipi di
insegnanti!
First page, first lessons
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
QUALI ATTIVITA' SONO PIU' APPROPRIATE ALL'INIZIO?
Discutine in gruppo:
1) in coppia si pratica “Hello, my name is..., what is your
name?”
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2) insegnare alfabeto inglese
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3) unire coppie di parole (Incy > spider)
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4) fare una lista di parole che già conoscono


5) mettiti una maschera da ragno, presentati alla classe,
chiedi nomi
6) bingo con nomi di animali
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7) roleplay: ognuno sceglie un animale e si
presenta per nome e azione
8) scrivi frasi simili a quelle della prima pagina
del libro
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9) TPR activity
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10) canzone con animali
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11) insegnare colori e numeri
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12) prendere una cartina e indicare i paesi dove
si parla inglese
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13) disegnare animale preferito

14) creare un pupazzo a forma di animale

15) ...
You don't have to start with
“Hello!”...but if you want to...

http://www.youtube.com/watch?v=8I9gz5_h60&feature=PlayList&p=574DDA4C8B11
0ACB&playnext_from=PL&index=40&playne
xt=9
Let's make a spider!
Prepare a set of instructions
to build a spider mobile
TPR activities

Little Miss Muffet...

...sits on a bucket...



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...eating her chocolate
icecream...
...along comes a spider...
...and sits down beside
her...
...and makes little Miss
Muffet scream!
TPR activities
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Form a web

Sing the song:

“One little elephant went out to play
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in a spider's web one day.
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She had such enormous fun,

she asked for another elephant to come”
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

WHAT CAN WE DO WITH...
http://www.britishcouncil.org/kids-storiesanansi.htm
LISTA DI TECNICHE