Christmas Joy To All Our Readers! Times

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Christmas joy to all our readers!A warm welcome to one and all to this tenthDecember issue of Primary Times. Ten issues full ofteaching ideas for exploiting the theme ofChristmas. Many of the photocopiable worksheetswe have published in previous issues are nowdownloadable from the festivities page which canbe found by clicking on the IMPAROFACILEONLINE logo on our home page atwww.lang-longman.it. The festivities page includesworksheets, cut and paste activities, extendedreading texts as well as songs with the theme ofChristmas.This issue of Primary Times includes very interestingarticles on the teaching of pronunciation andreading skills as well as an overview of the mostprominent external English language tests for children.CLIL and festivity worksheets complete this issue.The class projects continue their extraordinarysuccess with, literally, thousands of childreninvolved in each project. We have created lots ofnew gadgets to send to the children whoparticipate by sending their personal work to us.Full details of the new project are on page 23. Theremay still be time to get your children to take part inthe previous project described in the October issue.Entries for this project have to posted to us before15th December.From all of us in the LANG-Longman Primary TeamOur very best wishes for an enjoyableand peaceful Christmas to you and yourchildren.IndexWhat does the ear hear?CLILWorksheet – Christmas songWorksheet – Christmas treeKids’ CornerIt’s Christmas!Panic! I need more exercisesDeveloping reading skillsYoung learner tests and examinationsClass projectp. 2p. 5p. 7p. 8p. 9p.13p.16p.17p.20p.23IN CASO DI MANCATO RECAPITO INVIARE AL CMP/CPO DI STRADA CEROSA 5, SETTIMO T.SEPER LA RESTITUZIONE AL MITTENTE PREVIO PAGAMENTO RESIRI 6161 00103 MPrimary TimesDecember 2009Issue 341

Primary TimesWhat does the ear hear?Matilde GaglianoPronunciation is a hot topic both for the students and the teachers who are not native speakers of thelanguage. Even more so if the language in question is English.Some consider that the main aim of learning a language is to be able to communicate and, as long as weattain a certain degree of fluency, it does not really matter whether the pronunciation is accurate. However,an excessive dissimilarity from received pronunciation can hamper understanding. Others argue thatmastering the written language is the principle objective. Researchers often develop only reading andwriting skills, but even they might need to use spoken English – at international conferences, for example.Honestly, can you really say you know a language if you cannot speak it?Languages in schools are sometimes taught using the traditional method of focusing more on the writtenlanguage skills: teachers using this method are often unable to teach acceptable pronunciation and cannever expect their students to be proficient in the language.On the other hand, many teachers agree that pronunciation plays an important role in the whole languageacquisition process. Having a better understanding and awareness of pronunciation can help children toremember vocabulary and to acquire fluency. It is true that to a certain extent this is an innate gift:students with good hearing can reproduce sounds and intonations more easily.A little exercise, though, can be helpful for everybody.A key issue in the field of second language acquisition is the question of whether or not there is a criticalperiod for second language learning. In other words, does the nature of second language acquisition changeif the first exposure to the new language comes after a certain age?This question is closely linked to the question of whether first language (L1) acquisition and secondlanguage (L2) acquisition are essentially the same process, or different processes. Some studies havesuggested that as the brain matures, the prospect of acquiring a second language becomes much moredifficult. This is because plasticity and the capabilities of the brain are thought to be at their greatest duringchildhood. It is widely believed that the earlier children start to develop a physical skill, the better they willbe at that skill. This appears to be true for children who start to learn another language or study a musicalinstrument at a very young age. The child learns to develop and control dozens of muscles and speechorgans such as the tongue, lips, throat and mouth. This helps them attain native-like or naturalpronunciation. It is after puberty that people often experience more difficulty in acquiring a secondlanguage and a natural or native-like accent and in overcoming foreign accents.This is why primary school teachers play a crucial role in the language acquisition process of the student.Exposure to the correct models and continual practice are essential as the children are at the best age toacquire new sounds and intonation.2

English pronunciation is, for Italian learners, quite difficult for various reasons: The presence of sounds that do not exist in Italian, such as the much dreaded /th/ or, the even worse /thr/,and the excruciating aspirate /h/. The fact that there is a wide number of vowel sounds in English as opposed to only five in Italian and alsothe further complication that the vowel sounds are more than the vowel letters. Not to mentiondiphthongs. This creates great confusion, especially for the parents who try to help their kids at home,who come to you and ask questions like: ‘Maestra, do you pronounce black with an /a/ or with an /e/?’ The non-correspondence between written and spoken English which creates all sorts of problems when itcomes to reading and spelling words. The presence of silent letters such as /b/ in comb or /t/ in listen. The wide variety of accents and models to refer to; for example the difference between British andAmerican English that is between the audio material children are exposed to in the classroom and whatthey hear at home if they watch American cartoons. Homonyms (words that are spelled the same but pronounced differently, e.g. tear/tear, record/record) andhomophones (words that are pronounced in the same way but have a different spelling, e.g. witch/which). The fact that English is a stress-timed language, unlike Italian that is a syllable-timed language, makes itdifficult for Italian speakers to produce the right intonation and sentence stress patterns. Contractions (I am/I’m) and assimilation (when we link two words together pronunciation changes, e.g. inGood girl /d/ sounds like /g/). And finally, to make everything worse, the fact that there are no rules for pronunciation.However, as people say; where there is a will there is a way, we must try to make the most of our student’sphonological skills. Here are a few ideas to help children with difficult words and sounds:the /th/ soundWe have all experienced frustration when trying to show our students how topronounce the ’th’ cluster, especially the voiceless /θ/ sound. No matter howmuch saliva comes splattering out of our distorted face, they just don’t seem to getit. You might try instead this simple approach: take the words thin, thirteen orThursday, for example. Tell the students to put a finger on their lips while they saythe words. If the tongue touches the finger they are pronouncing the soundcorrectly. Tell them to check that their fingers are wet.The /h/ soundTo practise the aspirate /h/ tell the children to put a tiny piece of paper on theirpalm and keep their hand next to their mouth while they pronounce words likehorse or hen. If the paper flies up in the air, they are doing it right. Show themfirst and you will see in a couple of seconds paper flying everywhere. The onlyproblem about this activity is that the kids tend to get carried away and thecaretaker will not be happy about it.3

Primary TimesNoughts and crossesI presume that you are not prepared to strike your students’ hands with a stick to make them scream /ai/, sowhy not try to play pronunciation games like battleships, bingo or even noughts and crosses! The latterrequires no preparation and is generally popular with kids: draw a grid to play on the board and write ineach square a number (1-9) and 9 words all containing the vowel /i/ pronounced /ai/ in some of the wordsand /i/ in the others – lion, big, nice, fish, ice cream, sister, I, five, rice for example. Divide the students intotwo teams. They take it in turn to choose a number and to read the corresponding word. If thepronunciation is correct, they get their cross or nought. The winning team is the one that completes a row ofthree 0s or three Xs.Long and short wordsTo make the students aware of something they already know, remind them that some words make yousmile. They have all been told to say cheese when taking a photograph. Explain that there are other wordsthat are pronounced in the same way, like green, cheap, feet, peach, sheep, sleep or bean. Comparingminimal pairs – grin, chip, fit, pitch, ship, slip, bin – can be a useful exercise as Italian speakers tend tooverlook the difference between long and short vowels.Recognising soundsAnother typical problem occurs with words that are stressed in a different way in English but are otherwisesimilar in Italian, such as assistant, Religion, Italian, Japanese. We might try to visualize stress with big dots(stressed syllable) and small dots (unstressed syllable) and clap hands accordingly (louder to mark the stress)while saying the word.Rhymes can be used to help memorize the pronunciation of words. You could play games such as Find aword that rhymes with (fat, lake, night.). In teams or individually, the first who says a rhyming word (e.g.cat, snake, white.) wins a point.Primary Timeskeeping the teacher informedFurther worksheets and audio files for teaching pronunciation can be found onwww.lang-longman.it IMPAROFACILE ONLINE Pronunciationor go direct to ronunciation.htmMatilde Gagliano is a teacher and has been teaching young learners in Messina since 2001. She is currently involved in theorganisation of teacher training courses with the local Tesol group.4

Confident and Clear About CLILJoanna CarterIn recent years there has been a great flurry of interest in CLIL as an approach to teaching and learning languages. Ithas been a prime topic at EFL conferences, it has been advocated in articles in many English teaching magazines, ithas had books written about it and course books dedicated to it.Therefore, most teachers know what the acronym stands for (Content and Language Integrated Learning) and are clearabout the basic concept behind it: content subjects such as Maths or History are taught and learnt in a language whichis not the mother tongue. The students use the L2 as a tool for developing knowledge about a subject and at the sametime develop their linguistic ability in this target language.However, many teachers may still be reticent to fully embrace the idea of using CLIL as they have been led to believe itis a sophisticated and complicated system of teaching and learning that involves a lot of organisation and work thatcould outweigh any benefits to be gained.This misconception may have come about due to the settings in which CLIL, first became popular. It has beensuccessfully developed in the last few years in many ESL (English as a Second Language) situations, for example inCanada and the USA, where it is essential that the learners gain both an education and efficiency in L2 in order tosurvive, thrive and get on in a community. The use of CLIL is also prevalent in bilingual situations, i.e. countries with asecond national language (for example Spain, France and Wales). In these settings, CLIL is very much content drivenand there is a strong commitment to content learning objectives. This naturally requires the teacher to be totallycompetent in the L2 AND the subject being taught. This is not always easy and teacher training may be needed. Inthese situations, usually the entire school is dedicated to the implementation of CLIL, so liaison between teachers andteamwork is essential, which implies extra hours of work. If there is also a lack of appropriate materials, lessonpreparation could be a time consuming task.However, the implementation of CLIL really does not have to be this complicated for the simple reason that differenttypes of CLIL exist. It is a very broad term and in fact any learning situation that incorporates both content and aforeign language can be considered CLIL. As Snow (1919) says; it is a ’method with many faces’.The previous situations described are a very strong form of CLIL, but a much softer approach may be used, or indeedbe more appropriate for an EFL setting or better the primary English language classroom. This could be a kind oftheme-based CLIL where the teacher designs a course of study – a lesson or series of lessons – around a theme chosenfor its interest value to the students. The subject can be anything from another subject on the curriculum (Science,Geography etc.) to simply the students’ favourite film star, sports star or hobby. The teacher really does not have to bean expert but can be guided by the cognitive level of the students and use very general sources on the subject such asbooks aimed at children, magazines and the Internet.Although a more gentle form of CLIL, the benefits of this approach still apply. It lends itself easily to task based learningand collaborative project work. There can be greater exposure to the language and less emphasis on the systematiclearning of grammar which is considered a much more natural way of acquiring a language.To convince teachers on how clear and simple theme-based CLIL can be, I’d like to propose a lesson plan. This is infact a tried and tested CLIL lesson that I did myself with a 5th year class. The theme is simple astronomy and the solarsystem. Some of the materials are taken or adapted from www.enchantedlearning.com and www.learnenglish.or

Pronunciation is a hot topic both for the students and the teachers who are not native speakers of the language. Even more so if the language in question is English. Some consider that the main aim of learning a language is to be able to communicate and, as long as we attain a certain degree of fluency, it does not really matter whether the pronunciation is accurate. However, an excessive .