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ELCMUENOTALRAESACKTIM PRIEUD E LOLL ’ IAN F AN Z IAETraadnitd ionalySmeosngsRhIncludingMusicalScoresChristmas Joy to you all!December 2001Year Two - Issue FourMariemAzoFr ancesc ulaya GiulianiCICCNIPSSLANGPrimaryLANG EdizioniPBM Editori Spacorso Trapani, 16 - 10139 TorinoFax 011 757 383per informazioni:uffici di Milano, Tel 02 74823207E-mail: PIL’SBOOKThis is the eighth issue of LANGPrimary and celebrates the endof our second year of publication.Many thousands of Primaryteachers now receive LANGPrimary every few months and,judging by the continuous flowof letters, find the materials usefulin their teaching.We have chosen to put the sameChristmas tree on the front pageas we used for the December2000 issue.The Christmas season is a timeof traditions. Some details whichsurround the traditions maychange each year; the food weeat, the people we celebrate with,the different (hopefully!) presentswe receive, but certain featuresremain constant. These arethe foundations of the traditions.Let our Christmas tree bethe element of tradition in LANGPrimary.The contents of this Christmasissue are very different from lastyear. Teachers lucky enough tohave saved their December 2000issue will have a wealth ofmaterial to use in classes.Christmas would not bethe same without presents!As a Christmas thoughtfor you, we have includeda special poster in this issue.Continued on page 20IndexUsing drama in the classp2Christmas from Sunshinep4Teacher Support Networkp5English World Worksheets – Christmasp6Circle time – Language and movementp8Kids’ Cornerp9Carol singingp 13English World Worksheets – Christmasp 14Bambini seduti? No, thank youp 16Making Personal Wordbooksp 18Class and Teacher Projectsp 191

LANGPrimaryUsing Drama in the ClassCynthia Gilmore AlstonIf you had lived in London in 1599, you might havehad the opportunity to attend the openingperformance of Shakespeare’s romantic comedy AsYou Like It, at the newly built Globe Theatre.Before entering the theatre you would have seen apainted sign on its facade depicting Herculesbearing the world on his shoulders with theinscription Totus Mundus agit Histrionem andduring the second act of the play you would haveheard the character Jacques translate the Globe’smotto into English “All the world’s a stage”.Yes, all the world’s a stage and we all love to perform. William Shakespeare used acting and the theatreto communicate to his public. The use of creative dramatics could be the means to help obtain successfulcommunicative competence in the second language classroom. It is common knowledge thatcommunication in any language is not only verbal - words, phrases and sentences – but also non-verbal– eye contact, facial expression and body language. So why not transform your classroom into a miniatureGlobe Theatre and let your students get on stage and start communicating.By using creative drama in the classroom you willallow more direct involvement in the learningprocess on the part of your students. You will offerthem discovery of self and a positive social,emotional and intellectual stimulation which isnecessary for your students’ growth anddevelopment. Classroom barriers will be brokendown and higher levels of oral communicativecompetence will be “magically” achieved.Creative dramatics e.g. plays, songs, music,puppetry, pantomime, improvisation or any activitythat involves the imagination, raise students’ selfesteem, encourage spontaneity and allow studentsto get in touch not only with their own feelings butthose of others. Creative dramatics are a source ofmotivation, interest and enjoyment for bothstudents and teachers and should become anessential part of the curriculum – not just a timefiller.Don’t expect your young actors and actresses toperform a Shakespearean play in their first year ofEnglish. You have to guide them slowly. You are thedirector and have to allow them to discover orrediscover their creative nature. Here are somewarm-up creative drama techniques that can helpyou start.2StatuesAsk your students for a list ofdifferent animals e.g. snake,kangaroo, dog, cat, monkey.Write the list on the boardand then YOU choose oneand ask your students to guesswhich animal your bodyis representing.The student who guessescorrectly will selectanother animal from thelist and transformhis/her body into thechosen animal.This activity not only reinforces vocabulary butallows your students to get in touch with theirbodies.

ClayAsk your students to name some commoneveryday actions e.g. driving a car, eating pasta,reading a book, etc. Write the actions on the board.Then ask a student to come to the front of theclassroom and gently model his/her body torepresent one of the actions from the list. Askstudents to guess what you are doing. The studentwho guesses correctly will then choose anotherstudent and select an action from the list and modelthe other student’s body to represent the action.The remaining students have to guess which actionwas performed. This exercise develops a positiveinter-group relationship and allows the students tounderstand and relate to their peers.Oh, MaryAsk your students for adjectives that describedifferent emotional states e.g. happy, sad, angry,worried, surprised, bored, loving, confused,nasty, etc.Write the adjectives on the board. Tell them thatyou are going to use your voice to communicatean emotion by saying only two words “Oh,Mary”.The student who guesses the right emotion willthen choose a different emotion and by usinghis/her voice will get the others to guess whichemotion he/she is expressing. This activity helpsstudents reduce their anxieties about communicating in the second language.Some other activities which are productive and fun are: Take your students to the theatre, arrange for them to go backstageand meet and talk not only to the actors but also to members of thelighting crew, to the make-up artists, to the scenery director, to thescript writers, etc. Have them study and “build” the famous theatres of the world. Mime when you read stories. Get students to mime when you read stories. Watch films without the audio and let them create the dialogues. Listen to music and let students mime the lyrics. Write ballads and set them to music. Have a puppet show. Let students write the scripts, make the scenery and costumes andperform scenes about historic events e.g. Christopher Columbusdiscovering America. Have them create their own versions of well known fairy tales e.g.Little Red Riding Hood.Creative drama activities work well in the English language classroom for they create not only a bonding,a sense of trust in the teacher and in the students but increase the students’ sense of personal commitmentto learning the English language. And that is worth an Academy Award!!!3

LANGPrimaryCHRISTMAS Sunshine!Here are some Christmas activities from Sunshine, the new coursefor children who study English in the first two years of the Primaryschool.Make Christmas gift tags.Busy BeeActivityThe children can also usethe tree to make Christmascards!Ask the children to colour and repeat these greetings.MERRYCHRISTMAS!4HAPPYNEW YEAR!

Teacher Support NetworkLANG Edizioni has established a Teacher Support Network to work side-by-side with English languageteachers in schools in Italy.The objective of the Teacher Support Network is to give teachers who are using, or would like moreinformation on, LANG Edizioni teaching materials an immediate contact with our publishing house throughexperts in our publications.All contacts will be dealt with either directly or referred to other departments for immediate action.The Network of Educational Consultants and Trainers covers all sectors of the Italian Educational System fromthe Nursery, to Primary and Secondary schools.The details of the Network given below are specific to Nursery and Primary schools.The new magazine LANG MATTERS, for teachers in the Italian Scuola Media Inferiore and Superiore,contains full details of the Network for teachers in those schools.The Network is divided into:National Co-ordinator for scuola Maternaand ElementareTim PriesackPBM SpAVia Archimede 2320129 Milano02.74823207Email: tpriesack@langedizioni.comEducational ConsultantsHeather BedellLombardia, Piemonte,Valle d’Aosta02.9065472Email: heabed@tiscalinet.itRoger CrosslandEmilia Romagna, Toscana,Canton Ticino, Sardegna051.227523 - 328.4126478Email: roger.c@flashnet.itSarah M. Howell*Marche, Abruzzo, Umbria,Lazio, Sicilia348.0701250Cecilia PerilloPuglia, Molise, Basilicata,Calabria, Campania349.6720152Email: scina@libero.itTracey SinclairVeneto, Friuli-Venezia-Giulia,Trentino Alto Adige, Liguria045.8030526Email: tsinclair@tin.itLANG TrainersThe programme of seminars for teachers in the Primaryschool will be expanded in 2002 (we held over 80 during2001). The seminars will be organised through our localagents who will have up-to-date information on datesand locations.A large group of expert native English speaking trainers,together with the Educational Consultants, will holdseminars throughout the school year.Teachers can also contact their Educational Consultantfor information on seminars for Primary school teachersas well as queries, comments or suggestions regardingLANG Edizioni publications.The dates and locations of the seminars will also be putonto our web site at: www.langedizioni.comEmail: howell@marcheonline.net* Sarah M. Howell is also National NetworkCo-ordinator for Scuola Media Inferiore and Superiore.5

LANGPrimaryCHRISTMAS Card and GreetingsGet your children to make this funny threedimensional Christmas card of Father Christmascoming down the chimney.They can send it to their friends and family.1234Give the children sheets of card (A4).Ask them to: Fold the card in half to find the centre Draw two parallel lines 3 cms. on either sideof the centre Fold along these lines to make a triangularshape to be attached at the top.On one side cut out a rectangular shape tomake the opening of the fireplace.Decorate the front to make it look like afireplace: Draw bricks, Christmas stockings, holly,decorations etc. Paint the inside of the card black or brown Draw, colour and cut out Father Christmas’legs and glue them to the inside of thefireplace. Glue the top of the card together.Get the children to write Christmas greetingson the back of the card.Some suggestionsHappy ChristmasMerry Christmas and a Happy New YearSeason’s GreetingsBest wishes at Christmas6

CHRISTMAS StarsAsk your children tomake a Christmas star todecorate the classroomor their homes. Photocopy this shape and askthe children to colour it silverand/or gold. Cut along the lines of circle Aand B to make the ring. Cut out the remaining starshape. Hang the star by a threadinside the ring so that it can turn. Attach some thread to thering so that it can hang on theChristmas tree. Complete the decoration withsilver, gold and glitter.Make a mobile with your stars and angels (see page 15).Hang them from two metal coat hangers attached at right angles andcovered with silver and gold ribbon.7

LANGPrimaryCircle TimeLanguageand MovementChildren welcome any opportunity tomove from behind their desks in theclassroom. They spend most of the daysitting immobile listening, speaking,reading or writing in exactly the sameposition and will jump at the chance ofescaping from this position.Active role play, games, dancing andmovement in general are activities thathave become part of the methodologyused when teaching English.It is generally accepted that associatinglanguageandmovementhelpsmemorisation of language. A child ismore likely to recall an expression linkedto a body movement than an expressionlearned by rote learning or directmemorisation.The co-ordinated movements are greatlyenjoyed by the children and it is notuncommon to see small circles ofchildren outside the classroom singingand repeating the actions.It is sometimes very complicated toexplain the actions the children have toperform in writing. To help children andteachers understand exactly what actionsare suggested to accompany the variousCircle Time activities we are arranging fora group of children to be filmed doing allthe activities in both Books 1 and 2.The film of the children will be includedon the new SUNSHINE video cassetteswhich will be available in December2001 and free for all teachers who areusing one of the course books.There are many dances and bodymovement activities that can be used inthe classroom.C IR C L E T Learn.IM E A CT IV ITTwo littlebirdssitting on a wall.In SUNSHINE, the new course for veryyoung learners, these activities are calledCircle Time. During Circle Time activitiesthe children generally sit or stand in acircle or circles and either sing a song orrecite a rhyme, simultaneously movingparts of their bodies such as hands, armsor legs.Hello,Peter.Hello,Paul.Stand up, Peter.Stand up, Paul.Goodbye, Peter.Goodbye, Paul. Colour. Complete.H812LOGODYIE S

Kids’CornerSarah M. HowellA r ed-nosed ChristmasChristmas is probably one of the most excitingholidays for young children with a wealth of thingsto stimulate all the senses.You see children stopping and staring at beautifulbright lights, decorations and Christmas trees.Parents and grandparents tell them stories aboutFather Christmas and the birth of Christ. They learncarols at school and hear Christmas music andbells all around them. Then there are the smells ofChristmas candles and incense burning in thechurches, fir trees and pine cones giving off alovely wintry scent in people’s homes and, ofcourse, wonderful smells coming from the kitchen.Last but not least, if they are lucky enough to havea white Christmas with crisp, white, crunchy snowchildren can make a snowman or have a snowballfight with the family and friends.The activities in this Kids’Corner are intended tohelp bring some of the Christmas magic into yourEnglish language lessons through a series ofactivities that stimulate all the senses mentionedabove.The activities are purposely not related to theChristian theme of Christmas but to populartraditions in English speaking countries thusrespecting religious diversity within your class.Let’s start by telling the children a story1. First of all, show the children the story cards on page 10 (enlarge and colour) and ask them if they canguess what happens in the story.2. Pre-teach the children the following key-words: reindeer, Christmas Eve, nose, glows, laughs, foggy,Santa (Claus), sleigh.3. Slowly tell the children the story in English with the help of the story cards and mime, stopping at thekey words so they can tell you.4. Ask the children if they can tell you in Italian what they have understood and help them with anydifficult pieces, then tell them the story again in English.5. Do this for a few lessons and slowly get the children to substitute the story cards with mime. Then, inthe last couple of lessons, tell the story in English only with the children miming.9

LANGPrimaryThe storyof a very special reindeer,Rudolph the Red-NosedReindeerDo you know who Santa Claus is?(get children to answer in Italian)Well Santa has reindeer to pull his sleigh.Their names are Dasher, Dancer, Prancer,Vixen, Comet, Cupid, Donner, Blitzenand RudolphRudolph is a special reindeer.He has a big, shiny, red nose. In the dark itglows.The other reindeer laugh at Rudolph’s bigred nose.Rudolph can’t play reindeer games withthem.It is Christmas Eve and oh? no it isfoggy! Do you like fog?“It is time to give the children theirpresents!”, says Santa.“Rudolph with your big red nose, guide mysleigh in the fog!”The reindeer are very happy and loveRudolph very much.“Rudolph the red-nosed reindeer is a veryclever reindeer”The lyrics to the song Rudolph the Red-NosedReindeer can be found on page 13. You’ll find thesecond verse quite easy for children to pick up andthey could even act it out in front of the parents.10

Let’s have fun in the classroom!Reindeer antlers1. Cut a strip of card for each child, measure it round the child’shead and cut it to size.Fix it with staples. Write the child’s name inside.2. Get the children to do handprints with the brown paint on thewhite card and cut these out (a less messy option is to cut outsome antlers and get them to paint them).3. Fix these to the headbands as antlers.For eachDark br child you needown pain:tA sheetof whiteDifferencardboat cordhead ba loured card forndsThe Reindeer Cokey (sung to the tune of “The Okey Cokey”)This is an easy action song thechildren can do whilst wearingtheir antlers. You can bring in aclown’s red nose and they cantake turns being Rudolph or geteach of the children to bring one.You put your antlers inYour antlers outIn out, in outShake them all aboutYou do the Reindeer CokeyAnd you turn aroundThat’s what it’s all about.Oh, the Reindeer Cokey,Oh, the reindeer cokey,Oh, the reindeer cokey,Knees bend, necks stretch,Ra, ra, raYou can see childrensinging and dancing thetraditional version of thissong “The Okey-Cokey”on SING ALONG! Video(LANG Edizioni 2000)(the children put their headsforward)(they pull their heads back)(forwards, backwards)(they shake their heads)(the children join hands)(the circle moves round)(the circle stops all the childrenput their hands in the air, stilljoined and go towards thecentre of the circle, then backagain)(repeat action)(repeat action)(the children bend their knees,stretch their necks like reindeer)(clap hands 3 times)Other possible verses:You put your four hooves inYou put your fluffy tail inYou put your whole self in11

LANGPrimaryA gift to take home - Making a Rudolph1.2.3.4.Trace around the child’s foot on brown paper.Trace both hands on a different shade of brown paper.Cut out (younger children will need your help)The foot becomes the reindeer’s face, the hand tracings areattached at the top for antlers.5. Cut out the eyes, noses and mouths and get the children to colourthem. Eyes and mouth: black, nose: red.These are a great keepsake for parents and if the children make themthe following year they can see how much they’ve grown.You can pin them all together on a large sheet of card to make awhole herd and keep them safe until the last day of term.A winter senses cornerHere is a list of just a few things you could include:Fir tree branches, pinecones and mossHolly and mistletoeNuts, figs, mandarinsItalian Christmas cakes (panettone, panforte, etc.)A Christmas clove orange decoration (see below)Wrapping paperChristmas Tree baublesChristmas lightsCotton wool for snow (or real snow if it snows!)CandlesChristmas music on tapeA Christmas Clove OrangeIn Victorian Britain they used to make Clove Oranges at Christmas asdecorations. They are very simple to make and give off a wonderfulwintry scent.Here is how to make one for your classroom.1. Cut two long strips of ribbon and tie them around the orange asyou would a present, leaving four quarters of the orange exposed.Leave the ribbon tails loose for now.2. With the children stick the cloves into the orange peel until youcan’t see any more of the orange peel.3. Tie two of the ribbon ends together to form a bow and knot theother two ends together as a long loop for hanging it.Well that’s it for this issue and remember Christmas is a time forpeace, loving and sharing so enjoy yourselves whatever you do!Have fun and do send us some photos of what you do – we wouldlove to see them.Happy Christmas to you all.12Let’s smell Christmas and winterin the classroom!Of course Christmas wouldn’t beChristmas without the wonderfulcolours and smells of the winter.Why not set aside a special tablein a corner of the classroom fordifferent wintry things for thechildren to touch look at andsmell.You can ask each child which ishis/her favourite wintry thing andperhaps the children could eachbring something wintry in toschool.You needAn oran :geA jar ofwTartan hole clovesor red ribbonScissorsLots oflittle helpers

CAROL SINGINGVisitors to England between the middle of October andChristmas are bombarded by Christmas carols on thetelevision, radio and on the streets of towns and villageseverywhere. A carol is the name given to religious and somenon-religious songs which are only sung during theChristmas season. Some traditional carols have their originsin Europe and the United States and many English Carolshave been translated and are popular abroad.Here are the words for some of the most popular carolsthat can be taught to and sung by your children.The carols printed in blue can also be seen on the videoSING ALONG! (LANG Edizioni 2000). The Video CompanionWorkbook also contains some exercises on the songs.sed reindeerRudolph, the red-no d reindeerRudolph, the red-nosehad a very shiny noseand if you ever saw it glows.you would even say it erAll of the other reinde him namesused to laugh and call dolphThey never let poor Ru mes.play in any reindeer gatmas eveThen one foggy ChrisSanta came to say: se so bright,“Rudolph with your noeigh tonight?”won’t you guide my sl loved himThen all the reindeer ith glee,as they shouted out w reindeer,Rudolph the red-nosedory!you’ll go down in histWe wish you a merryWe wish you a merry ChristmasWe wish you a merry Christmas,We wish you a merry Christmas,And a happy New YeaChristmas,r.Good tidings, we bring,To you and your kin,We wish you a merryAnd a happy New YeaChristmas,r.Silent NightSilent night,Holy night,All is calm,All is bright,Round yon virgin,Mother and child,Holy infant so,Tender and mild,Sleep in heavenly peacSleep in heavenly peac e,e.Jingle bellsJingle bells, jingle bells,Jingle all the way,Oh, what fun it is to riIn a one-horse open sl de,eigh.Jingle bells, jingle bells,Jingle all the way,Oh, what fun it is to riIn a one-horse open sl de,eigh.White Christmas Christmas,I’m dreaming of whiteed to know.Just like the ones I us isten,Where the tree tops glAnd children listen, the snow.To hear sleigh bells in Christmas,I’m dreaming of white card I write.With every Christmas ry and bright,May your days be mer istmases be white.And may all your ChrAway in a mangerAway in a manger,No crib for a bed,The little lord Jesus,Lay down His sweet heThe stars in the bright ad.Looked down where H sky,The little lord Jesus, e lay,Asleep in the hay.13

LANGPrimaryACHRISTMAS StoryAsk the children what they know about Santa Claus – where he lives, what he wears etc. Then pre-teachsome of the vocabulary from the story such as North Pole, reindeer, Santa Claus etc. Read the story to theclass. Get the children involved by asking questions. Get them to repeat the words. Divide the class intogroups and give them copies of the story with the words and pictures mixed up. Ask the children to colourall the pictures. The children then put the pictures and words in the correct order. Then they retell the story.14This is Santa’s house at theNorth Pole.On December 24th Santa getsup very early.He puts on a red jacket, redtrousers and black boots.He wakes up the reindeer andgives them breakfast.He prepares the presents for thechildren.He puts the presents in hissleigh.He flies all over the world in hissleigh.He climbs down the chimneyand puts presents under thetree.On Christmas Day the childrenfind wonderful surprises.

CHRISTMAS AngelMake this Christmas angel (or a whole choir of them!) to hangfrom the Christmas tree.1. Photocopy and distribute to the children.Ask them to: Cut out the circle. Cut along the lines A, B and C. Cut along the line of the three-quarterinner circle.2. Ask them to look at thephotograph of the angel. Getthem to draw a face anddecorate the body and wings ofthe angel using gold and silverpens and glitter.CBA3. Wrap the paper round and fit slotA into slot B to form the wings.The body of the angel is now a coneand the circle in the middle the head.Bend the head and fix a thread to theback so that you can hang the angel onthe tree or in the classroom. 15

LANGPrimaryBambini seduti?No, thank youCarmen Argondizzo *Children initiate the long and difficult process ofsecond language acquisition with the aim ofeventually being able to communicate with adultsand peers. The need for pragmatic competence,therefore, anticipates and supports the long processof language acquisition and encourages children tocreate the strategies they will have to employ inorder to cope with the sociolinguisticcommunicative challenges in everyday life(Argondizzo 1991). To a great extent, languageacquisition occurs through social interaction beingin itself, as Berko-Gleason (1977) put it, the firststep towards the learning of how to makeconversation. Certainly, the dialogic nature ofhuman life and the human mind (Little 2001)encourages children to express and develop theirautonomy in interaction with parents, siblings andothers in the environment in which they grow up.Vygotsky (1978, 1986) strongly supported thisargument by highlighting the notion that children’shigher cognitive functions are internalised fromsocial interaction, and that their learning arisesfrom supported task performance.Classroom activities that primary school teachersdaily plan for children attending their classesshould draw on both research and practicalexperience with the aim of offering youngerstudents a systematic approach to classroomteaching. Through enjoyable teaching activitieswhich enhance children’s dialogic nature andthrough appropriate task performance teachersshould aim at capturing the exuberance of thechildren. Yet, it will, be necessary to createa way of constructing a purposeful learningcurriculum for children, one which developstheir competence in a systematic way rather thanhaphazardly presenting them with excitements,however attractive(Candlin 1992: IX).Thus, on one side, teaching at primary school levelshould put great emphasis on learning by doing,16and, as many scholars have taught us, on learningwith heart, head and hand; whereas, on the otherside, a staged and planned curriculum will beextremely important for children because theirprimary-school experiences will set the foundationsfor their later learning. As Candlin reminds uswhen the learners enter the mainstream of formaleducation they will have already established thebases for language learning and not lost thatinnocence, that enthusiasm, which characteriseschildren and which, so much, formal teachingoften dispels(ibid.: X).Generally speaking, language activities shouldfocus on major interrelated areas from whichchildren should never be separated: socialisation(e.g.: the way of naturally interacting with others),play (e.g.: a way for enhancing fantasy,imagination, creativity), content-area languageinstruction (e.g.: a way for gradually achievingworld knowledge), creative thinking (e.g.: theopportunity of focusing on reading and writingpurposeful tasks). Activities should be structured sothat they can easily be chained into a sequence forparticular learning groups and, at each stage,teachers should be offered opportunities for actionresearch to carry out with their own learners inorder to explore the effects of a particular activitychoice.Bearing in mind these premises, resourcefulactivities should be created through a combinationof theoretical principles and practice in order toallow primary school teachers to developthemselves as reflective practitioners.

Such an activity should have a clear backgroundorganisational lay out of the kind shown below:ACTIVITY 331-2-3-4. FREEZE! Activity type:counting Language:numbers, freeze Presumed knowledge:numbers Time:20-25 minutes Classroom setting:children standing in a line and facing the leader Age:6-11 Level:beginner and elementary Aim:counting, recognising the word freeze, having fun,using formulaic expressionsThe different phases in which the activity unfoldsshould see the children active and meaningfullyinvolved: PreparazioneInforma i bambini che questo è un gioco molto conosciuto dai bambini di età compresa tra i sei e gliotto anni e che vivono in paesi diversi. In classeIl leader: scegli un bambino o bambina che faccia da leader. Invitalo auna parete per contare:1-2-3-4 FREEZE!5-6-7-8 FREEZE!9-10-11-12 FREEZE! ecc.mettersi con il viso rivolto versoOgni volta che il leader dice FREEZE, si gira verso gli altri bambini e controlla se qualcuno si sta muovendo. Quelli sorpresi in movimento devono tornare indietro nella posizione iniziale.Gli altri bambini: mentre il leader conta, gli altri possono camminare andando verso di lui, ma devono fermarsi non appena sentono la parola FREEZE. L’obiettivo è quello di raggiungere la postazione del leader.Chi raggiunge per primo la postazione occupa il suo posto e ha il diritto di ricominciare, nel suo nuovoruolo di leader, il gioco. Durante il gioco usa queste espressioni per introdurre nuove parole in L2:He is moving!Out! You are out!He is out!Next turn, sorry!You play next turn!Who’s the leader now?I’m the leader now!In other words, with clear teaching objectives inmind, children should be encouraged, throughouttheir language instruction, to be in action as oftenas possible. This will be necessary in order to avoidlack of motivation and feelings of frustration ontheir side. When a sensitive Ispettore Didattico wasasked, during a teacher training seminar, to give hisopinions on the work carried out in a primaryschool he cleverly and sadly commented: “Ibambini di quella scuola? Ma sono dei bambiniseduti!” So please, young (and older) teachers, letus reflect: “Bambini seduti in your classrooms?”“NO, thank you!”.References Argondizzo, C. 1991. Research on child secondlanguage development and ESL classroom teaching:should we start the connection? In Perspectives. AJournal of TESOL Italy. Volume XVII, Number 2, 33-46. Berko-Gleason, J. 1977. “Talking to children: somenotes on feedback”. In C. Snow and C. Ferguson (eds.),Talking to Children: Language Input and Acquisition.Cambridge, Mass.: Harvard University Press. Candlin, C. 1992. Preface. In C. Argondizzo, Childrenin Action. New York and London

Get your children to make this funny three dimensional Christmas card of Father Christmas coming down the chimney. They can send it to their friends and family. 6 LANGPrimary Some suggestions Happy Christmas Merry Christmas and a Happy New Year Season’s Greetings Best wishes at Christmas CH

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