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THE JUNIOR COURSE STUDENT’S BOOK. LET’S LOOK AT A COMPLETE JUNIOR COURSE UNIT. A lively song introduces the unit theme and related language. Students use language in context. A sticker activity engages students’ tactile and kinesthetic learning modes.

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the junior course student s book
THE JUNIOR COURSESTUDENT’S BOOK

LET’S LOOK AT A COMPLETE JUNIOR COURSE UNIT

slide2

A lively song introduces the unit theme and related language.

Students use language in context.

A sticker activity engages students’ tactile and kinesthetic learning modes.

slide3

Language in the Real World engages students in meaningful communication.

Target vocabulary and grammar are presented in a real-world context.

slide4

Grammar is presented in a chart as modelled language.

Students practice grammar in communicative “chunks”.

slide5

Students listen for the main idea and details in varied listening activities.

A chant reinforces key vocabulary and structures while providing practice in stress, rhythm, and intonation.

Icon shows when to use the new Sound + Spelling Handbook.

slide6

A citizenship lesson related to the theme gives students a chance to apply the language they’ve learned.

Projects reinforce content and language and allow students to personalize their learning.

slide7

At the end of the unit, students have a chance to show what they have learned.

Students tick the star to acknowledge their progress in English.

junior course
JUNIOR COURSE

CLASS

DEMONSTRATION

1 ) Read the lesson and analyze the materials.

2 ) Write down a plan for the class.

  • Divide the class into as many parts as there are members in your group, and decide who will be responsible for teaching each part.
  • When your turn comes, teach this class to another group, as if it were a real class.
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PHONICS

WHY DO WE TEACH IT?

And think of GOOSE and yet of CHOOSE

Think of COMB and TOMB and BOMB

DOLL and ROLL and HOME and SOME

And since PAY is rhymed with SAY

Why not PAID with SAID I pray?

Think of BLOOD and FOOD and GOOD;

MOULD is not pronounced like COULD.

Why is DONE, but GONE and LONE

Is there any reason known?

To sum it up, it seems to me

That sounds and letters don’t agree.

When the English tongue we speak

Why is BREAK not rhymed with WEAK?

Won’t you tell me why it’s true

We say SEW, but also FEW?

And the maker of a verse

Cannot rhyme his HORSE with WORSE?

BEARD is not the same as HEARD

CORD is different from WORD

COW is COW, but LOW is LOW

SHOE is never rhymed with FOE

Think of HOSE and DOSE and LOSE

slide11

PHONICS PROGRAM

What is Phonics?

Why do we teach Phonics?

  • Introduce ONE sound per class
  • Link sounds to a picture (context)
  • Teach:

* Name of the letter ( ex: “s” =/ess/)

* Sound of the letter ( ex: / sss / )

* A word with the letter ( ex: six )

  • Objective is to introduce the sound, not the word
  • Pronunciation must be perfect!!!
      • Be clear and accurate
      • American or British English?
      • Exaggerate the sounds!
slide12

PHONICS A

PHONICS A + JUNIOR 1 – 80 LESSONS

Classification of consonants: consonants in PHONICS A are classified by Manner of Articulation – order which is biologically easier for a child to pronounce a sound.

PLOSIVES (sounds that explode): P – B – T – D – K – C – G

FRICATIVES (sounds made by friction): F – V – S – Z

NASALS: M – N

RETROFLEX: R

LATERAL: L

AFFRICATES (explosion and friction): G – J

SEMI-VOWELS (sound of vowels): W – Y

Others: H – X

slide13

PHONICS A

PHONICS A + JUNIOR 1 – 80 LESSONS

A

Short sound: apple

Long sound: ape

  • Classification of vowels:
  • Short vowels – Phonics A
  • Long vowels – Phonics B
  • Examples of short vowels – Phonics A:
  • Letter A - / æ / - apple, cat, hat
  • Letter E - / e / - egg, ten, pen
  • Letter I - / ɪ / - igloo, in, image
  • Letter O - / ⍺ / - on, off, octopus
  • Letter U - / ʌ / - under, ugly, up

E

Short sound: elephant

Long sound: even

I

Short sound: igloo

Long sound: idea

O

Short sound: octopus

Long sound: open

U

Short sound: umbrella

Long sound: universe

slide14

PHONICS B

PHONICS B + JUNIOR 2 – 80 LESSONS

Classification of vowels: 5 vowels and 20 different sounds

FRONT VOWEL SOUNDS:

/ i: / - feel, sea

/ ɪ / - ship, trip

/ eɪ / - pain, page

CENTRAL VOWEL SOUNDS:

/  / - problem, method

/ ɒ / - hot, stop. calm

/ ʌ / - cut, country

/ З: / - bird, fur

BACK VOWEL SOUNDS:

/ u: / - June, food

/ Ʊ / - book, cookie

/Ʊ/ - home, coast

Classification of compound

Consonants:

FRICATIVES (made by friction):

SH – TH – S

AFFRICATES (explosion and friction):

CH

NASALS:

NG

slide15

PHONICS PROGRAM

LET’S SEE A PHONICS LESSON!

  • LESSON 6 Letter D - / d / ( Stops or Plosive )
  • Start the class by reviewing letters B and P from last class. Bring the flashcards to class and ask the children for the sound and a word that begins with it.
  • Pronunciation: this letter is difficult to be pronounced correctly, because it is a sound that doesn’t exist in the Portuguese language. When you say a word in Portuguese beginning with D, usually the sound becomes “DG”. In English, the sound of letter D in obtained by making the tip of your tongue touch the upper part on your mouth right behind your upper teeth. It is an explosive, but soft sound. Exaggerate the sound so that the children can see and hear it clearly. Ask them to repeat after you. The more ridiculous your exaggeration is, the more fun the children will have trying to imitate you.
  • Show them a word beginning with D and ask them if they know any others. Repeat the word. Ask the students to help you find more words beginning with D.
  • Phonics A & B Teacher’s Manual – page 22
slide16

PHONICS PROGRAM

The Sound and Spelling lessons teach recognition and production of specific sounds in English (Levels 1-3 only).

slide17

THE KIDS CLUBBILINGUAL PROGRAM

INTERNATIONAL SCHOOL

X

BILINGUAL SCHOOL

X

BILINGUAL PROGRAM

X

ENGLISH SCHOOL

WHAT’S THE DIFFERENCE???

slide18

THE KIDS CLUBBILINGUAL PROGRAM

  • INTERNATIONAL SCHOOL:
        • ONLY ONE LANGUAGE – a foreign language
        • Follows a FOREIGN SCHOOL PROGRAM and CALENDAR
  • BILINGUAL SCHOOL:
        • TWO LANGUAGES with equivalent exposure
        • students learn ALL 4 SKILLS in both languages
        • students learn IN English

THIS IS WHAT THE KIDS CLUB OFFERS!

  • BILINGUAL PROGRAM in a regular Brazilian school:
        • ENGLISH CLASSES EVERY DAY
        • the students learn ALL 4 SKILLS in both languages
        • students learn ENGLISH
  • ENGLISH SCHOOL:
        • IT’S AN EXTRA CURRICULAR COURSE
        • English classes once or twice a week
slide19

THE KIDS CLUB’S BILINGUAL PROGRAM

ENGLISH

EVERY

DAY!!!

  • What does THE KIDS CLUB offer?
    • English classes every day
    • Extended version of the courses
    • Extra activities:
      • arts, crafts, cooking, computer class, outside games, drama, reading, etc...
    • Up to 12 hours of English per week:
      • Every day, one-hour classes = 5 hours a week
      • Every day, two-hour classes = 10 hours a week
      • Three times a week, four-hour classes = 12 hours a week
slide20

BILINGUAL PROGRAM

Example of Bilingual Calendar for daily 1-hour classes:

slide21

BILINGUAL PROGRAM

Example of Bilingual Calendar for daily 2-hour classes:

slide22

BILINGUAL PROGRAM

Example of Bilingual Calendar for 4-hour classes, three times a week:

slide23

PEARSON TEST OF ENGLISH

PEARSON TEST OF ENGLISH (PTE) – specialized in English proficiency exams

PTE YOUNG LEARNERS – proficiency exams for children from 7 to 12 years old. THE KIDS CLUB is the pioneer in offering proficiency exams for children. The exams are leveled in this order:

  • FIRSTWORDS – level 1, recommended for students who have completed Junior 1 and Junior 2 successfully.
  • SPRINGBOARD - level 2, recommended for students who have completed Junior 1, 2 and 3 successfully.
  • QUICKMARCH - level 3, recommended for students who have completed Junior 1, 2, 3 and 4 successfully.
  • BREAKTHROUGH - level 4, recommended for advanced students who have passed QUICKMARCH.
slide24

PEARSON TEST OF ENGLISH

GRADES:

  • A – Pass with distinction
  • B – Pass with merit
  • C – Pass
  • F – fail
  • SKILLS EVALUATED:
  • Reading
  • Writing
  • Listening – Audio CD
  • Speaking – Game (students must be recorded)
slide25

PEARSON TEST OF ENGLISH

  • The objective of the exam for the students is “motivation”, so only students who are prepared should take it.
  • The objective of the exam forTHE KIDS CLUB is to attest the quality of our language teaching.
  • General information:
    • Enrollments: September/October
    • Date of the Exam: 1st week of November
    • Results and Certificates: 10-12 weeks
    • Price: R$ 100,00 per student (2010)

THE KIDS CLUB is the first AUTHORIZED CENTRE to offer PTE YOUNG LEARNERS EXAMS in Brazil.

slide26

AVOIDING DISCIPLINE PROBLEMS IN CLASS

Children usually misbehave for three main reasons:

  • Lack of interest – students are either bored OR tired (the activity is too easy or too difficult)
  • There are no clear limits determined – students are unclear how to behave
  • The teacher is not firm enough – student’s do not respect teacher.
slide27

AVOIDING DISCIPLINE PROBLEMS IN CLASS

TIPS TO HELP YOU AVOID DISCIPLINE PROBLEMS IN CLASS

Be specific – say specifically, not generally, what’s wrong or what you want them to do.

DON’T SAYSAY

Please, stop this mess. Please, stop jumping on the chairs.

Be consistent, establish limits – a rule that has been determined must be respected at all times. “NO” means NO”, even if the students react negatively. If you give in to their pressure once, they won’t respect you.

DON’T SAYSAY

You can’t go out by yourself. I know you want to go outside by

Ok, ok, only today… yourself, but I’m sorry, you cannot.

slide28

AVOIDING DISCIPLINE PROBLEMS IN CLASS

TIPS TO HELP YOU AVOID DISCIPLINE PROBLEMS IN CLASS

Keep yourself out of it – keep in mind that they students are not behaving badly because they want to personally make you feel bad. It has nothing to do with you.

Explain WHY limits are needed and write CLASSROOM RULES – the older the students are, the more effective this is. Explain WHY the can’t something. If they are old enough, have them write down the CLASSROOM RULES with what they can or can’t do.

slide29

AVOIDING DISCIPLINE PROBLEMS IN CLASS

TIPS TO HELP YOU AVOID DISCIPLINE PROBLEMS IN CLASS

Control your emotions – the only thing you can NEVER do in a classroom is loose your temper. Always keep in mind that nothing is personal.

If you feel like you are about to “loose it”, take a deep breath, concentrate, and try to show the students that you have the situation under control.

They can’t notice that you don’t know what to do.

Children are very smart!

slide31

AVOIDING DISCIPLINE PROBLEMS IN CLASS

QUESTION AT A CONGRESS ABOUT THE ENVIRONMENT:

ALL OF US WORRY ABOUT LEAVING A BETTER PLANET FOR OUR CHILDREN…

WHEN WILL WE START WORRYING ABOUT LEAVING BETTER CHILDREN FOR OUR PLANET?

slide32

THE KIDS CLUB

LET’S

PLAY

A GAME!

slide33

EXTRA READING

ÁREA RESTRITA PARA FRANQUEADOS:

www.thekidsclub.com.br/arearestrita

CONTENTS:

  • Things a student wants in a teacher
  • Where does our methodology come from?
  • The Kids Club Methodology
  • Howard Gardner’s Seven Intelligences
  • Multiple Intelligences in Language Learning
  • “Do’s” and “Dont’s” in English Teaching
  • Classroom Management – Discipline
  • Dealing with Young Children
  • 18 ways do avoid Power Struggle (conflicts)
slide34

BEFORE YOU LEAVE...

  • name badge,
  • “Essay”, and
  • “Evaluation” of the training course.

... please hand in your:

THANK YOU!

slide35

THE KIDS CLUB

THANK YOU!!!

Sylvia Helena Palma de Moraes Barros

Diretora Pedagógica

sylvia@thekidsclub.com.br

 (11) 3842-3565 – ramal 20

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