Another calendar 2014 - Latvia

A kalendaars 11 gr from ritenitis

Calendar 2014 - Latvia

I kalendars 7gr from ritenitis

Methodology - Poland

Methodology poland from ritenitis

2nd meeting in Spain

Happy teacher's Day, Media conference about Lifelong Learning Project in Cocuk Ksabasi, Turkey

                                         About Lifelong Learning Project in local newspaper

                                                              Happy teacher's  Day

Media conference about the second project meeting in Spain

Interview with project coordinator in Turkey

TIME FOR PLAYING AT SCHOOL- ITALY

KINDERGARTEN'S MONTORO INFERIORE- ITALY



                              ACTIVITY:  IT'S TIME FOR PLAYING AT SCHOOL

ACTIVITY LESSON: AUTUMN- ITALY

Kindergarten's Montoro Inferiore- ITALY

                     Activity Lesson: Autumn 

Cocuk Kasabasi kindergarden Turkey, Kocaeli

Time to cook))

Swiming

Funny time at english lessons 

Bed room

Kid's restaurant 

Library. Time to read books

                                                  Celebration of independence day of Turkey

English lesson activities in Kid's Town, Turkey

                                  Learning weekdays in Kid's Town, turkey

PROGRAMMING- L2- ENGLISH- PRE-SCHOOL CHILDREN- PRIMARY CLASS 1B- ITALY

COMPREHENSIVE INSTITUTE OF  MONTORO INFERIORE- ITALY

PROGRAMMING -L2- ENGLISH- PRE-SCHOOL CHILDREN - PRIMARY CLASS 1

INTRODUCTION

     The English language learning takes place in a gradual manner through the acquisition of the four skills’: listening, speaking, reading, writing .

     We start by listening and reading is introduced only at a later time, to meet  the educational needs of reading and writing in L1, without interfering in the learning of both languages.

     The centrality given to listening is also extremely useful for the acquisition of a correct pronunciation, not misled by the written word.

     There are also many songs, simple and fun, which facilitate memorization of vocabulary and structures, as well as additional games  fact sheets and supplementary photocopiable sheets, which are a valuable complement to the activities.

     All recordings are made ​​by native speakers.

     At  beginning of each core theme there is  a planning activity, with the linguistic objectives , materials needed , vocabulary to learn, and the timing for each activity  .

METHODOLOGY

The strategies are useful :

• Story time (the child hears the story and through the  listening not understand the general meaning, she builds on their experiences and storing the keywords buy the facilities to communicate their needs, emotions and wishes);
• game time (the game allows players to facilitate the storage and real communication breaking down the emotional barriers such as shyness, fear of judgment and of  mistake, which prevent the ability to speak in another language;
• activity time (listening, pre-calculation and pre-writing  exercises, recording, data, and activities manuals);
• sing and dance time (move to the music);
• Making time (through the creation of a concrete object to put on display the child acquires the language used during the process of construction);
• story - cards (used to teach a story);
• flash - cards (used to understand the meaning of a word without the need for translation into the mother tongue);
• Say it in English (speaking in English the most  frequently as possible using simple expressions to give commands, instructions and suggest corrections).

UNIT  LEARNING

UNIT 1
Words-                                     Structures                                                         Functions
Greetings-                               What's your name / surname ?                      recognizing and naming
school –objects                      My name is ...
parts of the day                     This is ...
                                                  How are you?
                                                  I've got .. .
                                                  Good ...

UNIT 2
Words                                       STRUCTURES                                        Functions

Colours                                     What color is it? It’s…..                       ask the color of an object
Identify colours                                                                                       say  what color is an object

                                        
UNIT 3
Words                                        Structures                                  Functions
Numbers                                    What number is it?                  identify the numbers from 1 to 10
                                                     It 's number ...
Count in English                        ... plus ... is ... do simple addition
geometric shapes                                                                         It's a ... identify geometric shapes

UNIT 4
Words                                         Structures                                     Functions
Pets                                          
It's a ... identify an animal       What is it ?                                    ask what is
                                                                                                             I'd like to talk about what pet

UNIT 5
Words                                          Structures                                     Functions

Identify clothing                         I'm wearing ...                              say what you wear
                                                      Where is the ... ?                         ask where something is
                                                      The ... is in the ...                         indicate the position ' in '
                                                      adjectives old / new                    say if something is old or new

     Other important strategies in the teaching of foreign language are rhymes and nursery rhymes, not only for the strong cultural value, but also because the children get used to the sound of the language in a natural and effective amusing.
     Each rhyme is accompanied by tips for gestures and movements, which are useful to develop psychomotor skills and expressive of the child.
     Although, initially the children will have some difficulty in remembering and repeating rhymes , are sure to perform the actions associated with them, and with each subsequent repetition will be more aware of the meaning of what you recite.
     During the lessons you are using, also, commonly used expressions, so that children become familiar and get used to using them.

CLASSROOM ENGLISH

• Stand up !
• Sit down!
• Go to your places !
• Let's start the lesson .
• It's time to start .
• Take out your books / pencil cases / scissors ...
• Open your books at page ...
• Close your books!
• Turn to page ...
• Look at the pictures on page ...
• Look at the blackboard .
• Read page ...
• Come to my desk !
• Go back to your desk !
• Return to your place .
• Show me your ...
• Close your books!
• Put your books away .
• Repeat after me.
• Repeat it again .
• Listen to the tapes.
• Draw ...
• Write ...
• Quiet please !
• Be quiet!
• Listen carefully.
• Pay attention to ...
• Do exercise ... on page ...
• It's your turn.
• Let 's take turns.
• Get into a circle .
• Put everything away .
• Let's queue .
• Good / very good / excellent work .
• Excuse me.
• I'm sorry .
• Thank you .
• You're welcome .
• May I go to the toilet ?
• Have a nice weekend.

 

TYPICAL ENGLISH LESSON -ITALY

TYPICAL   ENGLISH  LESSON - ITALY

 Unit 1

Words                                                Structures                                                            Functions

Greetings                                  What's your name / surname ?                                 introduce
school objects                                       My name is ...
 parts of the day                                     This is ...
                                                               How are you?

                                                                 I've got .. .                                         recognizing and naming
                                                                  Good ...                                                some school objects

 1. Listen.

Begin the lesson by listening to the introductory song . Explain in Italian the function “ English is fun”. They  have listen to the song a few times .

Song:

English  is fun . English is fun .
Englis is fun with Spooky and friends .
It's time to sing and work together .
English is fun with Spooky and friends .

2 . Listen, point and repeat .

Introduce yourself to the class saying: My name is ... and to do the same to each student .

If you want, can be attributed to each student an English name, translating his name if you can, otherwise choosing a similar name.

W hen everyone has had a chance to tell  your name, introduce the question: What's your name ? To listen to the recording and invite pupils to repeat the names of the characters .

Rhime

Hello , boys and girls . My name is Spooky .
Hello , my name is Minny .
Hello children ! My name is Charlie .
Hello everybody! My name is Lilly .
Hello! My name is Roger .

At a later time you can teach: What's your surname ? My surname is ... Make sure that everyone understands the difference between name and surname . List both the names and surnames of the children and invite them to say name if they hear a name and surname if they feel a surname.

3. Draw yourself.

Point out to students that on a space everyone can draw with its own directory.
Explain that folder in English we say schoolbag.

4. Listen and answer.

Explain to the students that have to listen to the two questions and answer in chorus .
You can repeat the exercise several times indicating the pupils who have to respond. Invite pupils to ask questions to each other.

Tapescript

What's your name ?
What's your surname ?

5. Listen and repeat.

Make simple drawings on the blackboard for introduce the names of the parts of the day : morning , afternoon , evening , night . To repeat together with the registration .

If you believe appropriate and if the class is at a good level, you can teach you the actions depicted for each part of the day : I get up in the morning , I play in the afternoon . I have dinner in the evening .

Next, teach greetings: good morning , good afternoon , good evening ,good night .
Use the appropriate greetings at the beginning of each lesson and encourage pupils to do equally .

Tapescript

listen
morning – afternoon- evening- night

6. Draw yourself .

Point out to students that everyone can  draw what it normally does in this part of the day . If you want, you can I teach go to bed  or I sleep at night .

QUESTIONS AND ANSWERS

Ask the question to the students . In a later , have the class into pairs and invite students to contact each other , the three questions they have learned : What's yourname ? What's your surname ? How are you?

8. Listen, repeat and do the actions.

Teaching the following expressions: sit down, stand up, touch your toes / nose. Fostering sentences with relative actions to facilitate understanding . impart commands to individual pupils and invite them to perform actions. When they learned of these expressions invite them to accompany the rhyme with actions .

Tapescript

Stand up ! Sit down! Touch your toes!
Stand up ! Sit down! Touch your nose !

 Listen , point and repeat .

Presenting the six school items shown using real objects. Arrange the chair a pen, a pencil, a book, a ruler  an exercise-book, to rubber. To repeat the names in English, both with registration without both.

Ask the students to place on the bench the same objects and to display them as they repeat the recorded words .

Tapescript

Invite one child at a time to list the names objects just learned. In a second time give the command ... Touch! , that children already know, and invite them to touch the named objects .

Sing and draw on the blackboard .

Prior to listen to the song , teach the expression pick up with practical examples.

Give commands such as Pick up your pen  and invite pupils to run them. In a second time , teach put down following the same procedure . To listen to the song and ask pupils to say the name of the object,pencil , which they hear the name , then invite them to illustrate the object drawn on the blackboard book.

To repeat the song a couple of times for easy storage .
When the children will be able to repeatwithout hesitation, invite them to stand up and to place a pencil on the desk. Later, to perform the actions that accompany each line .

Tapescript

Pick up your pencil.
Put down your pencil.
Pick up your pencil and shake it all around.
Now do the classroom twist.
And then sit down.
Now, you're ready for school.
(lifting the pencil)
(put the pencil on the counter)
(lifting the pencil and shake)
(dance the twist)
(to sit at your place)

Propose replacing the song with pencil other school items . Give the possibility to pupils to choose the object.

Listen and draw.

Teach Put the command ... in your ... and invite pupils to run it. Then invite a student to time to issue the command .

REINFORCEMENT MATERIAL

SONG The Hello / Goodbye Song

Teach the following song to the tune of "Frère Jacques" . The children can sing when they meet in the morning and when they take their leave at the end of the day.

Hello friend ! Hello friend!
How are you? How are you?
How are you, today? How are you, today?
Fine, thank you! Fine, thank you!
It's time to go! It's time to go!
I'll see you tomorrow! I'll see you tomorrow!
Here at school ! Here at school !

WORKSHEET

Explain to the students that need to cut out the greetings and place them under the illustrations .
If you want to start the kids to the first approach to writing , encourage them to copy the greetings in the spaces instead of paste . Do color the card at will.

 

 

Halloween -english lesson

Article about 1st partners meeting in Salaspils

English for playtime

SCHOOL DAILY ROUTINE

KINDERGARTEN OF STATE  COMPREHENSIVE SCHOOL “ MONTORO INFERIORE”
 

 SCHOOL  DAILY  ROUTINE

 08:30-09:30                   Entry and acceptance in the classroom

09:30-10:00                 Call the roll and  Conversations and Routine  Activities

10:00-11:00                 Structured activities and not

11:00-11:30                 Activities for disciplines more English

11:30-12:00                 Preparation for the lunch

12:00-13:00                 Lunch

13:00-14:00                 Rest or free play

14:00-15:30                 Structured activities and not

15:30-16:00                 Free play

16:00-16:30                 Exit

  

Activities are targeted based on the age of the children, the goal is common for  all children.

Example: Subject: Autumn.

Children: 3 years: Direct observation of nature, preprinted cards, manipulation of various materials, stories, nursery rhymes, poems.

 

English activity–Subject: greetings: HELLO – GOODBYE (songs – mimes – dramas – and role-play)

Example:  Subjects: Autumn

Children: 4 years: Direct observation of nature, free design, pre-printed cards, the use of various materials for billboards and chores autumn, stories, poems, songs and dramas, physical activities inherent in the sounds, noises and movements (leaves)  of autumn.

 

English activities: Subject:  greetings: Good Morning – Good Night – and  words related to daily routine: stand up – sit down – draw – colour – sing – play – and etc. (songs – mimes-dramas – role – play – drawing cards).

 

Example: Subject:Autumn.

Children: 5 years: Direct observation of nature, free design, pre-printed cards, the use of various materials for billboards and chores autumn, stories, poems, songs and drama, physical activities inherent in the sounds, noises and movements (leaves)  of autumn, list all the elements autumn and begin to write in Italian.

 

English activities: Subject:  greetings: Good Morning – Good Night – and  words related to daily routine: stand up – sit down – draw – colour – sing –  play – go in – go out – and the words related to Autimn (songs – mimes – dramas – role – play – drawing cards)