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LINKING THE BOOKS
Having linked the planning of the two
levels implies the careful use of the textbooks given to the children.
I decided to use also in this two-level class the coursebook "I Love
English", chosen among the textbooks actually on the market, because
likely suitable to the second and third level classes syllabuses and enough
clear in its inputs and langauge-culture prompts.
The problem consists in the fact that the children of the fourth year
own a second-level issue, and the beginners a first-level one, it is moreover
impossible change the books at this point of the year. Another reason
of this choice is that this year is the first time children can have books
freely provided from the local institution and we cannot avoid to exploit
them because there are no other funds reserved to the FL teaching and
we must make the best of what we have.
The textbooks are a powerful resource of material: I need to use them
because there is lack of structured material, above all of audiovisual
prompts. Without any doubt the coursebook helps in several ways the work
of the teacher because provides:
-sequenced units of work;
-structured and ready-to-use material;
-scope for independent and autonomous learning;
-visual and audial references;
- ...
I think it will be very useful to adapt these books to my children needs
and to exploit them in the best way I can because children usually need
visual and aural support of a text in order to understand it, along with
reharsal of some of the most important language for communicating their
ideas.
I found in these books that the work-units are interesting, contextualised
and proposeful, staged at the appropriate linguistic and cognitive level,
have a clearly defined goal and allow participants to adopt specific interactional
role, thus are likely to succeed, both in producing meaningful language
and in ensuring that the children are supported in contributing to classroom
activities.
Children could share the two different books and work in pairs when listening
the enclosed cassettes or when following the instructions given by the
book to start the activities, they could also use the books as reading
material when they are early finishers, or exchange the books to have
some other homeworks to do: all this has to do also with the strong effort
our administration is doing to improve the reading skills and the love
for the books and among the italian children and adults.
Will follow the linking scheme of the two books:
I LOVE ENGLISH 1 I LOVE ENGLISH 2
PAGES UNITS STRUCTURES INTEGRATION
4,5 1 Hello!
6-9 1 I'm
10,11 1 Good morning
10,11 1 Come in/ Help me! 4
12,13 1 This is
14-17 4 Who's this?
Miss/Mrs/Mr 3
My name is..
18,19 1 What's your name? 2
20,23 1 Please! Stand up!
Sit down, Please!
This is...
24-29 36,37 3 Numbers 7
24,25 1 Say it again,please
Shut the door, please
30,31 3 How old are you?
I'm...
Happy birthday!
38,43 4 What colur is it?
It's +colours 10
This is a/an
44,45 1 Give me
46,47 5 What's this? 2 - 3
It's
48-53 5 Is it...?
Yes, it is/No, it isn't
54,55 6 I'm on/under 5
It's on/under
56-59 6 Where's...?
In/out
60-73 6 on the left/right 6
74-77 7 What's your favourite? 8
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