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This Teachers Manual should be used in close conjunction with the Teachers Guide. The Teachers Guide contains vital information on the nature, objectives and structure of Pingus English in addition to providing suggestions for the use of the materials, conduct of the classroom and tips for helping children achieve their full potential. This Teachers Manual contains stage-by-stage unit notes and lessons plans for each class type for every unit of Pingus English. The Pingus English system offers flexibility in the numbers and types of classes taught. However, we recommend the following structure to begin with. The session length can be tailored to the requirements of your school and learners, but it should be remembered that the attention span of very young children is not great. In our recommended system each session lasts one hour. Each unit of Pingus English is split into 4 distinct class types: CLA SS TYPE 1 : IN TRO DUC TIO N CLA SS TYPE 2: EXPA NS IO N CLA SS TYPE 3: CON SO LIDA TIO N (up to 3 classes) CLA SS TYPE 4: RE VIE W A N D A SS ES S MEN T We recommend that at least one session of each class type is given for each unit. There is enough material for up to 3 Consolidation Classes per unit, making a total of 6 hours (6 classes) per unit, which we would suggest are spread over 2 weeks, so one level of 12 units lasts 24 weeks. Six hours per unit gives a total teaching time of 72 hours per level. You may however find that some children will need more introduction or expansion, in which case you should use these lesson plans as a guide and split them up according to the way your children work best. The different class types provide many different kinds of practice and repetition of the new language for each unit and also allow for children who have missed a class to catch up on the new language. The different activities and exercises within each class draw on a range of learning styles because children learn in different ways. Please refer to the Teachers Guide for more information about the way we make the most of different learning styles.
September 2008
OVERVIEW
BASIC STRUCTURE OF CLASS TYPE 1: INTRODUCTION
The children will need their Study Books and pencils or felt tips. You will need to show the DVD to the whole class, so you will need access to a player and screen, or a computer that plays DVDs and a projector. Each Introduction Class lesson plan will contain the following elements:
- Warm up
Every lesson plan will provide you with simple warm up and introductory suggestions to get the children settled and ready to watch the DVD. The following sections for each unit are in distinct chapters on the DVD for ease of navigation:
- Pingu Episode
The first part of the DVD is the original Pingu television episode without narration. As an introduction to each unit, children watch the episode, without looking at their books, to get an idea of the context and to get used to the characters and the story.
- Language Presentation
The key language for the unit is then presented using on-screen flashcards. The children should not be looking at the Study Time tasks in the Study Book until prompted to do so by the DVD. Use the "Pause" button () to stop the DVD if you need to deal with any queries or problems. The whole episode then plays again with American English narration using the key language.
- Song Time 1
Song Time 1 introduces the children to a simple song in English that relates to the Pingu episode they have seen and the language they have met. They will usually hear just the first two verses and the refrain. You should encourage children to sing along if they can. See the Teachers Guide for more advice on the introduction and use of songs.
- Study Time
This section of the DVD contains various listening and speaking exercises. The teaching material is presented on the DVD and used alongside the numbered exercises in Lesson 1 in the Study Book. Each exercise in the book has its own chapter on the DVD and there may be between 3 and 6 exercises in the book for each unit. The English narration on the DVD will guide the children through the tasks. Many of the tasks involve responding to some spoken English on the DVD. Encourage the children to join in when prompted by the DVD to speak (they will probably feel happier doing this as a group rather than as individuals at first). The children will need their Study Books open at the relevant page, and you will need your copy to hold up to show them what they should be doing. The Lesson Plans in this Manual give instructions for each exercise to show you how to guide the children through them, and what tasks you should try to get the children to perform. The narration script for each exercise is printed in the DVD script boxes for your reference. If your children need more time to complete any of the tasks you can use the "Pause" button () on the DVD remote. You can also replay the material if they need to hear it again.
- Writing Time
After the Study Time exercises in the Study Book, the DVD presents some letter and number formation tasks. At first, these are simple lines and curves, but they are steadily developed through the units and levels until all the numbers and letters are learned. There will be a related activity in the Study Book for the children to practice themselves. Children watch the DVD and then trace, and later draw the lines and letters and numbers. Additional writing practice is often built into the Expansion and Consolidation Classes. Make sure that the children are holding their pencils correctly. Many young children may need individual attention to get the pencil grip right. Make sure they are tracing from left to right. Please see the section in the Teachers Guide for further advice on writing skills and for extra help for left-handed children.
September 2008
OVERVIEW
- Language Review
The Language Review section on the DVD practices all the new and reviewed language. This is a good time for teachers to see which children may need some additional help or encouragement. Dont expect too much from the children at first, Pingus English recycles language throughout the units so there are plenty of opportunities to pick things up later on. The most important thing is that the children are enjoying the course and start to join in.
- Song Time 2
The children will already be familiar with the song from Song Time 1 but this is the first time they hear it in full. You should teach all the words with the actions as shown in the Lesson Plans and make this a fun and lively activity for the whole group. Many children enjoy learning songs and often pick them up quickly. Many children feel very proud that they are able to sing songs in English and you will be impressed too! Encourage them with lots of praise whenever you hear them singing their new English songs. The words for each unit song are available as subtitles in karaoke style on the DVD and are also printed in each of the unit Lesson Plans, as well as in the Song Book. If you want to utilize the song in other classes, you can use the DVD or the Song CD, which also features a music only version to enable you to vary your use of the songs. Each Introduction Class lesson plan will also contain the following elements:
- Warm up
Every lesson plan will provide you with simple a warm up and introductory suggestions to get the children settled and ready to practice the language they met in Class 1: Introduction. Flashcard language warm up/Review You may want to use the flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Activity areas. Each lesson plan will give you specific suggestions on how to elicit the unit language using the flashcards.
September 2008
OVERVIEW
- Lesson 2 Time
There will be four or five exercises in Lesson 2 in the Study Book for each unit. The children will need their Study Books open to the relevant page, and you will need your copy to hold up to show them what they should be doing. The Lesson Plans in this Manual give you instructions for each exercise to show you how to guide the children through them, and what tasks you should try to get the children to perform. Some of the exercises may include suggestions for extension and personalization: Extension Suggestions for other ways to stimulate childrens production and practice of the key language from the exercise. Personalization Suggestions for ways to stimulate childrens transference of the key language from talking about the Pingu episode to talking about themselves and their lives.
- Play in Pinguland
Games are a good way to include all children and to practice some of the language from the lessons at the same time as providing fun. The Pinguland Mat provides a context for the children to use the language from the unit, and having figurines that they can actually hold involves them physically in the language. Suggestions are given in the lesson plans for appropriate games, which will practice the key language from the unit. You may not always need the Pinguland Mat for this, but it helps to give context. If you dont have time to do this Activity in the Expansion Class there will be the opportunity to repeat it in the Consolidation Class (Pinguland Mat and Figurines).
- Sing a song
It will usually be suggested that you sing the song again at the end of class using the DVD or the Song CD. This brings the children together at the end of the class.
September 2008
OVERVIEW
Organization of Work Stations
For each Consolidation (and Review and Assessment) Class you will have to prepare the classroom in advance, giving thought to the particular activities that will be going on in each session. There should be no more than four childrens tables ready for specific work station activities in addition to the Pinguland Mat and Figurines, which should be on the floor, and the computer area which is available for children to do Computer Time. The activities you choose for each session will depend on the number of children in the group, the resources in your classroom and the members of staff you have available to supervise. Children must be able to move freely from one work station to another, and should be encouraged to do so. You should refer to the work stations menu at the start of each lesson plan to decide which skills you want your children to practice and therefore which work stations you want to set up. As children move to different work stations, make a note of where each child goes so that by the end of the unit all children have visited each work station at least once.
- Warm up
Every lesson plan will provide you with simple warm up and introductory suggestions to get the children settled and ready to practice the language they met in Class 1: Introduction. Flashcard language warm up/Review You may want to use the flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Activity areas. The lesson plans will give you specific suggestions on how to elicit the unit language using the flashcards.
From Level 1 Unit 6 onwards, each Consolidation Class Lesson Plan will end with a suggestion of some sort of practice that your pupils could do at home using the Letters and Numbers DVD.
OVERVIEW
BASIC STRUCTURE OF CLASS TYPE 4: REVIEW AND ASSESSMENT
Each Review and Assessment Class will contain the following elements: - Warm up Every lesson plan will provide you with simple warm up and introductory suggestions to get the children settled and ready to practice the language they met in Class 1: Introduction. - Language Review You may want to use the flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Activity areas. The lesson plans will give you specific suggestions for how to elicit the unit language using the flashcards. - Assessment Work Stations Now ask children to go to one of the work stations you have set up. Monitor where they are going and how they are progressing on individual record sheets. Say Hello to each child and encourage them to say Hello back to you as you move around the stations. When each child has finished say Bye-bye and encourage them to say it back to you. - Bringing a class to a close Always formally bring the class to an end and praise the children for their efforts. Suggestions will often be given in the lesson plans for how to encourage use of the key language, or for how the children can use or practice the language at home between lessons.
ONLINE TESTING
In the Review and Assessment Class pupils should take the online test after every third unit. - Administering the test The tests are designed to help teachers diagnose any problems early on so that additional practice and support can be given. They are available online and are taken in class. The tests are computer-based in order to develop the childrens computer skills and for ease of administration. Computers will need to be available in the classroom for children to access the test. Check that the computer(s) are working and the test is accessible online. The tests should be regarded as a progress assessment and not as a pass or fail exercise. Look at the test yourself first so that you can deal with any queries the children may have. There will need to be at least one teacher or assistant working with the children in the classroom and another teacher or assistant helping the children taking the test. Have ready a list of the childrens names so you can tick them off as they go to the computer(s). They will each have their own individual login for computer tracking purposes, and you should make sure they are logged in before they start the test. You will be able to check their results later. The overall time needed to administer the test depends on the number of computers available at the same time, and the number of children in your class. However, each test itself takes approximately eight to ten minutes per child. While one or more children are taking the online test on computers, the others will be working at work stations similar to those they had in the Consolidation Classes - suggestions are provided in the unit lesson plans. Children do not need to know that they are taking a test, although some children respond very positively to the idea! It may be more productive for more nervous children if they see the activities as an extension of Computer Time. When a child completes a test you can fill in an individual record sheet so that you can provide extra help where it is needed. You will be able to print out a certificate of achievement, which can be taken home, and the child will then be able to put the appropriate sticker on their Height and Progress Chart. If you (or a teaching colleague) need to speak to a parent about a childs test results, make sure you arrange something with them as soon as possible.
September 2008
OTHER LANGUAGE Hi Where is? Bye-bye look a box Here is a rocket wants says no a pancake hungry make a rabbit bounce
Anna Max my name is its in is all please toys I (Im) round and round put now some stop like up down you in too for on home the dishes up and down 2 (two) 3 (three) 4 (four) 5 (five) fly now with doing lets here are more and Thank you good who is? this
FAMILY
yum yum gets number 1 (one) blue take letter go get / got
a boy red blue pink one foot two feet toes hide run away go with a bear a dog a robot sleepy night-night
color many
chase wind: its a windy day (right) away fine round and round happy put children some newspaper the teacher the children laugh
name time to before tells
ENJOYS:
EXCELS IN:
MATERIALS SUPPLIED:
LINGUISTIC (words)
INTERPERSONAL (socialiser)
* doing experiments * figuring things out * asking questions * working with numbers * making friends * talking to people * joining groups * sharing * relating to others * working in teams * interviewing * working alone * reflecting * introspecting
INTRAPERSONAL (individual)
ACTIVITY BOOK COMPUTER TIME SONG BOOK AND SONG CD PINGULAND MAT AND FIGURINES TEACHERS FLASHCARDS PORTFOLIO BOXES ACTIVITY BOOK SONG BOOK AND SONG CD STORY BOOK AND STORY CD TEACHERS FLASHCARDS STUDENTS FLASHCARDS LETTERS AND NUMBERS BOOK ACTIVITY BOOK TEACHERS FLASHCARDS STUDENTS FLASHCARDS PORTFOLIO BOXES PINGULAND MAT AND FIGURINES TEACHERS FLASHCARDS STUDENTS FLASHCARDS PORTFOLIO BOXES COMPUTER TIME LETTERS AND NUMBERS BOOK PORTFOLIO BOXES
MUSICAL (songs/rhythms)
* following rhythm * singing * listening to music and melodies * visualising * using the mind's eye * working with pictures and colours * sorting and classifying content in relation to the natural world * interacting with nature
SPATIAL (visual)
STORY BOOK AND STORY CD LETTERS AND NUMBERS BOOK PORTFOLIO BOXES STORY BOOK AND STORY CD
NATURALIST (sensitive)
* singing/humming/whistling * listening to music * responding to music * playing an instrument * drawing * building * designing and creating things * looking at pictures * going to zoos, farms and forests * observing natural phenomena * learning about planets, stars & space * camping and hiking
* reasoning * recognising patterns * using abstract symbols * problem solving * understanding people * leading others * organising * communicating * understanding self * focusing inwards on * following instincts * setting/pursuing interests and goals * being original * singing * picking out sounds * remembering melodies, pitches and rhythms * thinking in images and pictures * remembering visual details * solving jigsaw puzzles * reading maps and charts * discriminating flora and fauna * understanding natural phenomena
UNIT 1 G R E E TI N GS Pinga. Pingu. Hi Pingu. Where is Pingu? Where is Pingu? Bye-bye Pingu. Hello Pingu. Where is Pingu? Bye-bye Pingu. Where is Pingu? Bye-bye. Where is Pingu? Pingu. Hello Pingu.
UNIT 4 FOOD Pingu and Pinga. Mommy. Eggs. The eggs. The milk. Pingu and Pinga are hungry. Mommy is making pancakes. Look Pinga. Here is the bowl. Pingu wants the bowl. Pingu wants the bowl. Look Pingu. Here is the bowl. More milk. Oh! Oh no, no, Pingu! Mommy says no! Look. Mommy is making pancakes. Pinga is making pancakes. Pingu is making pancakes. Where is the pancake? Uh oh. Mommy is making more. More pancakes! Oh Pingu! Mommy is making more. Here is Daddy. Look, Pingu. Here is the pancake. Good job, Pingu! Mommy is hungry. Mommy wants a pancake. Pinga is hungry. Pinga wants a pancake. Daddy is hungry. Daddy wants a pancake. Pingu is hungry. Where is the pancake? Here is the pancake!
UNIT 7 ACTION WO RDS Pinga is playing. Pinga is playing with the rabbit. Pinga likes the rabbit. Pingu. Pingu! Pinga wants the rabbit. Get the rabbit, Pinga! Uh oh. Pingu throws the rabbit. Pinga is crying. Here comes Mommy. Here comes Daddy. Go get the rabbit, Pingu. Oh! Where's the rabbit? Go get the rabbit, Pingu! Pingu gets the rabbit. Pingu throws the rabbit. Now where's the rabbit? Pingu walks and walks and walks and walks. Robby! Robby is bouncing the rabbit. Robby likes the rabbit. Now Pingu wants the rabbit. Robby throws the rabbit. Oh no! Now where's the rabbit? Go get the rabbit, Pingu! Good, Pingu, good. You got the rabbit, Pingu! Pingu is coming home. Here's Pingu and the rabbit! Pinga is playing. Bye-bye rabbit.
UNIT 10 ANIMALS Mommy and Daddy. Daddy is sleepy. Pingu and Pinga are playing. Oh! A monster! Pingu and Pinga go to bed. Night-night. Oh! A monster! A monster! Look Pinga. No monster. Ohhh. It's a shadow. Pingu makes a shadow. Pingu makes a duck. A fish. A duck. A dog. An octopus. A bear. A robot. Make Robby, Pingu. Make a seal. Pingu makes Robby. Pinga makes Robby. Pingu makes a boat. Pinga makes a boat. Look. A penguin. Pingu makes Daddy. Here is Daddy. Daddy has a shadow. Oh, Daddy is here. Daddy is sleepy. Pinga is sleepy. Pingu is sleepy. Night-night, Pingu. Night-night, Pinga. Night-night, Daddy. Here is Mommy. Where's Pinga? Night-night.
UNIT 1 G R E E TI N GS
Lets look at the new words again. Pingu. Pinga. Hello. Where is? Hi. Bye-bye.
UNIT 4 FOOD
Lets look at the new words again. eggs. milk. a bowl. a pancake. hungry. make.
Pingu wants more and more cookies and now Pingu has ? [pause] Pingu has a tummyache. The numbers 1, 2, 3, 4, 5. Lets say them 1 [pause] 2 [pause] 3 [pause] 4 [pause] 5 [pause] Good job everybody! Now its song time.
Daddy, Mommy, Pingu and Pinga are? [pause] Daddy, Mommy, Pingu and Pinga are making pancakes
Lets look at the new words again. cry, play, walk, throw, come home, Robby.
UNIT 10 ANIMALS
Lets look at the new words. a shadow. a penguin. a seal. a fish. a duck. an octopus. a bear. a dog. a robot. sleepy. night-night.