The Course faces a set of problems in teaching/training students in Primary School. It will be necessary to change students' attitude, who often come from a background in which English was taught through a traditional method. Together with attitude change, it is necessary to provide useful tools to face an inclusive didactic, in which the written word comes at the end of a training process that starts from ear/mouth and goes to the head.
Course Content - Last names M-Z
The Course faces a set of problems in teaching/training students in Primary School. It will be necessary to change students' attitude, who often come from a background in which English was taught through a traditional method. Together with attitude change, it is necessary to provide useful tools to face an inclusive didactic, in which the written word comes at the end of a training process that starts from ear/mouth and goes to the head.
Material provided by the professor (Podcast and recordings).
Learning Objectives - Last names A-L
During the first year, the main aim is to make sure students acquire a proper attitude concerning how to be in a class and how to behave in front of students. This will regard exercises and practical ideas, rather than theory, provided to the students and that guarantee the development of an almost "physical" modus operandi, in which the L1 (Italian) and the written word are not considered (at least at the beginning and especially in the first two years of Primary School). It doesn't mean that the written word will be left out during the following years, but it should be introduced at the end of a circular learning process, that goes from listening and speaking to familiarisation, to chunking, and to help the student understand that the word won't be written as pronounced (L1-L2 interference).
During the first year, the student has to be half a basic scaffolder and half trainer/coach. It means the student should acquire essential ideas, such as patience and empathy towards the student/athlete, and understand that during this first stage intellect/talent is not as important as training.
Learning Objectives - Last names M-Z
During the first year, the main aim is to make sure students acquire a proper attitude concerning how to be in a class and how to behave in front of students. This will regard exercises and practical ideas, rather than theory, provided to the students and that guarantee the development of an almost "physical" modus operandi, in which the L1 (Italian) and the written word are not considered (at least at the beginning and especially in the first two years of Primary School). It doesn't mean that the written word will be left out during the following years, but it should be introduced at the end of a circular learning process, that goes from listening and speaking to familiarisation, to chunking, and to help the student understand that the word won't be written as pronounced (L1-L2 interference).
During the first year, the student has to be half a basic scaffolder and half trainer/coach. It means the student should acquire essential ideas, such as patience and empathy towards the student/athlete, and understand that during this first stage intellect/talent is not as important as training.
Prerequisites - Last names A-L
A-2 CEFR
Prerequisites - Last names M-Z
A-2 CEFR
Teaching Methods - Last names A-L
Lectures.
Some of the methods are TPA (Total Physical Approach), role-play, exercises, false friends or a demonstration of other kinds of codes that could be used before showing the written word.
Teaching Methods - Last names M-Z
Lectures.
Some of the methods are TPA (Total Physical Approach), role-play, exercises, false friends or a demonstration of other kinds of codes that could be used before showing the written word.
Further information - Last names A-L
6 4-HOUR LESSONS
Further information - Last names M-Z
4 6-HOUR LESSONS
Type of Assessment - Last names A-L
During lessons, the professor can orally check student's knowledge concerning prononciation of single words and group of words (chunks). Whereas, a part of the final oral exam regards prounciation, while the other part regards acquired knowledge concerning how to conduct a lesson (equals first step towards lesson planning).
Type of Assessment - Last names M-Z
During lessons, the professor can orally check student's knowledge concerning prononciation of single words and group of words (chunks). Whereas, a part of the final oral exam regards prounciation, while the other part regards acquired knowledge concerning how to conduct a lesson (equals first step towards lesson planning).
Course program - Last names A-L
In the syllabus there are 100 key-words, that are introduced through different codes: mimic, visual (drawings) and pseudo-written, before reaching the proper written word. Afterwards, these 100 key-words will be combined in chunks, and then in complete sentences. Later, some "didactic games" will be played and they will include "cards" (concerning the visual part), "pencils" (concerning grammar and fluency of the sentence), "child actors" (concerning a direct engagement of the child) and "fingers" (concerning immediate correction of errors).
List of key-words to use applying the codes listed above.
Numbers:
1) from 0 to 9 ; 2) plus ; 3) minus ; 4) divided by ; 5) times ; 6) equals
Wh- Questions:
1) what ; 2) what colour ; 3) how ; 4) when ; 5) where ; 6) who ; 7) how old ; 8) how many ; 9) what time ; 10) whose ; 11) question mark
Body:
1) hair ; 2) long ; 3) short ; 4) curly ; 5) coloured ; 6) nose ; 7) eye ; 8) arm ; 9) hand ; 10) leg ; 11) foot ; 12) feet ; 13) knee ; 14) tall ; 15) chubby ; 16) thin ; 17) neck ; 18) finger ; 19) freckles ; 20) fit
Food:
1) ice cream ; 2) orange ; 3) water bread ; 4) cheese ; 5) pasta ; 6) banana ; 7) apple ; 8) slice of pizza ; 9) ham sandwich ; 10) biscuit ; 11) lemonade ; 12) chips ; 13) orange juice ; 14) coke ; 15) a ; 16) an ; 17) some ; 18) any
Places:
1) in ; 2) on ; 3) over ; 4) under ; 5) next to ; 6) behind ; 7) between ; 8) opposite ; 9) near here ; 10) school ; 11) ice-cream shop ; 12) cash point ; 13) cafè ; 14) main square ; 15) toy shop
Kindness:
1) nice ; 2) please ; 3) here you are ; 4) thank you ; 5) you are welcome ; 6) of course
Activities:
1) play football ; 2) listen to music ; 3) go swimming ; 4) play volleyball ; 5) sport ; 6) dance ; 7) basketball
Verbs:
1) I ; 2) you ; 3) he ; 4) she ; 5) it ; 6) we ; 7) you ; 8) they ; 9) am ; 10) is ; 11) are ; 12) do ; 13) does ; 14) have got ; 15) has ; 16) meet ; 17) heart card ; 18) not ; 19) point to ; 20) see ; 21) touch ; 22) show me ; 23) go to ; 24) give me ; 25) can I have ; 26) can I open ; 27) can I close ; 28) can I go to ; 29) can I speak to ; 30) can I sit down ; 31) want ; 32) drink ; 33) eat ; 34) close ; 35) open ; 36) switch on/off ; 37) spell ; 38) highlight ; 39) underline ; 40) cut and copy ; 41) click ; 42) get up ; 43) have breakfast ; 44) go ; 45) study ; 46) have lunch ; 47) live ; 48) watch TV ; 49) read and write ; 50) -ing
Possessive Adjectives:
1) my ; 2) your ; 3) her ; 4) his ; 5) its ; 6) our ; 7) your ; 8) their ; 9) mine
Animals:
1) dog ; 2) fish ; 3) giraffe ; 4) horse ; 5) duck ; 6) mouse ; 7) cow ; 8) big ; 9) small ; 10) fur ; 11) tail ; 12) pet
Objects:
1) fork ; 2) spoon ; 3) napkin ; 4) knife ; 5) slide ; 6) flower ; 7) tree ; 8) watch ; 9) bike ; 10) keyboard ; 11) mouse pad ; 12) screen ; 13) teddybear ; 14) by bus
Time:
1) clock ; 2) at ; 3) quarter ; 4) half ; 5) past ; 6) to ; 7) Tuesday ; 8) Thursday ; 9) afternoon ; 10) days of the week ; 11) month
Course program - Last names M-Z
In the syllabus there are 100 key-words, that are introduced through different codes: mimic, visual (drawings) and pseudo-written, before reaching the proper written word. Afterwards, these 100 key-words will be combined in chunks, and then in complete sentences. Later, some "didactic games" will be played and they will include "cards" (concerning the visual part), "pencils" (concerning grammar and fluency of the sentence), "child actors" (concerning a direct engagement of the child) and "fingers" (concerning immediate correction of errors).
List of key-words to use applying the codes listed above.
Numbers:
1) from 0 to 9 ; 2) plus ; 3) minus ; 4) divided by ; 5) times ; 6) equals
Wh- Questions:
1) what ; 2) what colour ; 3) how ; 4) when ; 5) where ; 6) who ; 7) how old ; 8) how many ; 9) what time ; 10) whose ; 11) question mark
Body:
1) hair ; 2) long ; 3) short ; 4) curly ; 5) coloured ; 6) nose ; 7) eye ; 8) arm ; 9) hand ; 10) leg ; 11) foot ; 12) feet ; 13) knee ; 14) tall ; 15) chubby ; 16) thin ; 17) neck ; 18) finger ; 19) freckles ; 20) fit
Food:
1) ice cream ; 2) orange ; 3) water bread ; 4) cheese ; 5) pasta ; 6) banana ; 7) apple ; 8) slice of pizza ; 9) ham sandwich ; 10) biscuit ; 11) lemonade ; 12) chips ; 13) orange juice ; 14) coke ; 15) a ; 16) an ; 17) some ; 18) any
Places:
1) in ; 2) on ; 3) over ; 4) under ; 5) next to ; 6) behind ; 7) between ; 8) opposite ; 9) near here ; 10) school ; 11) ice-cream shop ; 12) cash point ; 13) cafè ; 14) main square ; 15) toy shop
Kindness:
1) nice ; 2) please ; 3) here you are ; 4) thank you ; 5) you are welcome ; 6) of course
Activities:
1) play football ; 2) listen to music ; 3) go swimming ; 4) play volleyball ; 5) sport ; 6) dance ; 7) basketball
Verbs:
1) I ; 2) you ; 3) he ; 4) she ; 5) it ; 6) we ; 7) you ; 8) they ; 9) am ; 10) is ; 11) are ; 12) do ; 13) does ; 14) have got ; 15) has ; 16) meet ; 17) heart card ; 18) not ; 19) point to ; 20) see ; 21) touch ; 22) show me ; 23) go to ; 24) give me ; 25) can I have ; 26) can I open ; 27) can I close ; 28) can I go to ; 29) can I speak to ; 30) can I sit down ; 31) want ; 32) drink ; 33) eat ; 34) close ; 35) open ; 36) switch on/off ; 37) spell ; 38) highlight ; 39) underline ; 40) cut and copy ; 41) click ; 42) get up ; 43) have breakfast ; 44) go ; 45) study ; 46) have lunch ; 47) live ; 48) watch TV ; 49) read and write ; 50) -ing