Aims of English for Iraq 1st Primary The aims listed below fall into two categories. The first three are designed to create the right kind of learning atmosphere. Pupils will be curious and enthusiastic about starting to learn English, and it is important that they remain enthusiastic if they are to make progress in the language. The other aims are more specific language-learning objectives. For pupils in their first year at school, these must be limited and realistic. The aims are to: 1 engage the pupils in learning the language so that they enjoy it and want to continue learning it; 2 give them the confidence to participate; 3 provide them with opportunities to communicate in English; 4 introduce the pupils to the sound of English through recorded material, and take advantage of their ability to imitate spoken language; 5 enable them to identify and name people and objects in English; 6 expose them to simple sentences and utterances, allowing them to acquire these at their own pace; 7 introduce basic reading skills using phonics and whole word recognition; 8 develop the first steps in handwriting with the introduction of the letters individually and in the context of words and simple sentences. camscanne ips paa — |=) de jas] gogo The aims are to: 1 engage pupils in learning the language so that they enjoy it and want to continue learning it: 2 give them the confidence to participates 3 provide them with opportunities to ° icate in English; 4 introduce pupils to the sound of English through recorded material, and take advantage of their ability to imitate spoken languages 5 enable them to identify and name people and objects in English; 6 expose them to simple sentences and utterances, allowing them to acquire these at their own pace; 7 introduce basic reading skills using phonics and whole-word recognition S develop the first steps in handwriting with the introduction of the letters individually and in the context of words and simple sentences. Advice to teachers Teaching English to young children I is important for teachers to be aware of some of the characteristics of a seven-year-old child that Educational characteristics: Seven-year-olds generally lack self-consciousness, and as a result they begin to develop self- confidence. Provide challenges where pupils are prepared to take risks and try new experiences. Children need recognition and acceptance from adults; at the same time, peer group recognition is beginning to become important to them. Attempt to understand pupils’ behaviour as they ‘experience these conflicting emotions. ‘There may be a tension in pupils between the need to belong and a desire for independence. Be aware thar this can cause opposing behaviour patterns. ‘Some pupils can be self-critical and afraid of failure. They have a need for reassurance and a sense of progress, 80 try to provide this when necessary Pupils who struggle with reading and writing in their first language may encounter difficulties acquiting literacy skills in a second language. This results in a wide variety of abilities across the class. Pupils will require a clear context, as they operate at a conerete, rather than abstract level of understanding. affect teaching and learning, These have heen taken Pupils start to show an increasing interest in gto account in the design of this course. factual information. ‘+ Seven-year-olds will begin to make use of reading Characteristics and how to respond to them: material as a source of information * Pupils can become over-excited and distracted * Children’s natural ability to produce a native-like from learning. They need a regular change of pronunciation may begin to diminish. activity to remedy this. * Pupils will pay more attention to vocal patterns ‘= Pupils of this age like to talk about themselves: than to word order as a source of understanding and compare themselves with others. Ensure that * Each child will learn at his/her own individual ‘you show interest in what they have to say, and pace. Pupils can do some work independently at give ample opportunities for pairwork and group _this stage. work. © Regular recycling of language is vital for children © Children may question the reasons behind things, _in this age group. Aims and objectives should always be made clear. * Pupils will compete more effectively in a group + The majority of pupils like to help and are able rather than as individuals. to do so. Try to involve class members by '* Children become more able to understand rules allocating useful jobs, e4g., handing out books, and play organized games. cleaning the board, etc. ‘+ Dramatic play and role-playing activities become more enjoyable. * Developing motor skills enable pupils to make significant contributions to project work, as well as to written activities. * Children start to enjoy collecting and tegorizing, object English for Iraq Teacher’s Book 2nd Primary: Introduction 9 lp] oS pauls] zaqgo © cal abgare ply gu) agar quam camscanne ips pa—— ee ‘+ disease and use’a Strategy for stopping the class {egos ‘T, 20 3, eyes on met"); ‘give children responsibilities (eg. collecting resources, tidying up}; ‘praise children for behaviour and effort as well as ability and achievesnent; «make sure children know what they have to dos * signpost clearly when one activity has finished and you are moving to another Aim: The aims of the course fall into two caregorics. As in Years 1 and 2, the first three are designed to create the right kind of learning atmosphere. Ir is important that pupils remain enthusiastic if they are ro make progress in the language. The other aims are more specific language-learning objectives, Once again, for pupils in their third year av school, the language-learning objectives must be limited and realistic, The aims are to: © engage pupils in learning the language so chat they enjoy it and wane continue learning ‘give pupils the confidence ro participate; * provide pupils with opportunities to ‘sommunicate in Englishs * continue to develop pupils’ exposure to the sound of English through recorded material and take advantage of their ability to imitate spoken language; + enable papils to identify and name objects, communicate with you and their peers to express simple ideas and needs, ask questions, talk about friends and family, routines, ete, in English + expose pupils to longer sentences and urtcrances, allowing them to acquire these at their awn pace; * give pupils plenty of opportunity to uve the language and t0 communicate with their peers and with you during controlled and free practice activities; + build on basic reading shills using phonics and whole-word recognition; + peactise and develop pupils’ confidence and ‘competence in writing and spelling, Language This course presents language as formulaic chunks that childrest use to communicate their daily needs and to express likes and interests, calk about family, friends, daily activities, school, ete. Throughout the course, the language is Functional and the grammar is implicit, Le. there is no focus on abstract grammatical rules and patterns. Activities ‘The matcrials use a variety of child-centred and communicative activiries ro make sure thas lear is fun and meaningful. Each lesson includes a ‘variety of interaction patcerns and supports individual work, pairwork and group work, Activites include: * action songs and rhymes + stories * information gaps » surveys * total physical response (TPR) (e.g. the ‘Salman says’ game —see Unit 1, Lesson 4) role-plays exalts guessing games board games moving games rmatebing games information transfer Advice to teachers Characteristics of eight-year-old Every child's development is unique and complex. Although children develop through a generally predictable sequence of steps and milestones, they may not proceed through these steps in the same way or ar the same rime. * Fight-yearcolds show more highly-developed thinking skills as well as the ability co solve problems with creative strategies. « Bight-year-olds like having the opportunity to solve problems independently. At this age, they ase able to concentrare on tasks for longer periods of time and begin to use their own resources hefore asking for help. They may also ask cheir pects for help sss English for Iraq Teacher's Book 3rd Primary: Introduction 3 camscanne ips paAims As in previous vears, the first three aims are designed to create the right kind of learning atmosphere. It is important that pupils remain enehusiastic if they a fanguage. The orher aims anguage-learning objectives. Once again, for pupils in their fourth year ar schoo}, the language-learning objectives must be realistic te: make progress in che Fe more specific The aims are to: * engage pupils in tearning the tanguage so that they enjoy it and want to continue learning its * give pupils the confidence ro participate: + provide pupils with opportunities to communicate in English; + continue te develop pupils’ exposure to the sound of English through recorded material az rake advantage of their ability to invitare spoken language: + enable pupils to identify and name objects, communicate with you and their peers to express simple ideas and needs, ask questions, talk abour friends and family, school, rules, and things they did and are going ro do, ete lish + expose pupils ro longer sentences and utterances, allowing them ro acquire these at their own pace: + give pupils plenty of opportunity to use the language and ro communicate with their peers and with you during controlled and free practice activities: * build on basic reading skills using phonies and whole-word recognitions + practise and develop pupils’ confidence and competence in weiting and spelling This course prese thar children use to communicate their daily needs and 10 express likes and interests, talk about fa friends, daily acrivisies, school, ete. Throughout the course, the language is functional and the grammar is implicit, i... there is no Focus on abstract s language as formulaic chunks grammatical rules and patterns Activities The materials use a variety of child-centred and communicative activities to make sure that learning is fon and meaningful. Each lesson variety of interaction parrerns and supports individual work, pairwork and group work Activities include: + action songs and rhymes * information gaps + surveys + total physical response (TPR) + role-plays + crafts (making posters} + guessing games + board games = moving + marching games + information transfer + projects Advice to teachers Characteristics of ning-year-oldy Iris imporeant to be aware of some of the teristics of nine- and ten-year-old children that il learning. These have been taken into account in the development of this course. affect teachin, Characteristics and how co respond to thems # Pupils are developing their concentration spans and will be able 10 spend longer on games, reading and writing tasks. However, they may saill be earning, They need a regular change of activity to keep their attention and enjoyment in learning. The teacher's notes are provided to help ome over-ecited or distracted from you plan your lessons and make tiem enjoyabie and stimulating * Children ar this age like te raf abour themselves and compare themselves with others. Make sure that you show interest in what they have 0 say and give plenty of opportunities for pairwork and group work * Children may question the reasons behind things. Therefore, * The majority of pupils like to help and are able rode so. Tr ‘0 involve class members by English for Iraq Teacher's Book 4th Primary: Introduction n ‘conszaner ie ealAims As in previous years, the first three aims are designed create the right kind of leacning atmosphere. It more specific language-learni pjectives. Once again for pupils in their flth year ar school, rhe language The aims are to: # engage pupils in learning the lnnguage so thae they + give pupils ehe contidence to participate, + provide pupils with opportunities ro cummunicate in English; * continue ro develop pupils’ exposure of English through recorded macerials deni h you andl their peers co expres: © enable pupils « snd name objects, simple ideas and needs, preferences, ask quest talk about friends and family, courines, and chin they did and are going to do, etc. in English # expose pupils ro longer sentences and urverances, allowing them to acquire these ut their own pace + give pup ls pler 5 ite Fopportunsy language and 10 communicate with ¢heie p and with you during controlled and free practiee © hail on basic reading skills using phonies and whole-wordl recognition; and de: * praccise 1p pupils’ confidence and This course presents language as formulaic chunks that children use to communicate their daily needs and to press likes and anterests, ralk about family, friends, ce. The daily activites, past events, ¢ ughour the course, the language is functional and the grammar is implicit, ic., there is na focus on abstract grammatical rules and patterns Additionalty, in S* Primary. as in 4* Primary, pupils are encouraged to think about Activities The materials use a variety of child centeed and communicative activities ro make sure chat leaening is fun and meaninglul. Each lesson includes a variety fF inceraction parcerns and supports individual work + information ga * toral physical response (TPR) * crafts (making posters) + board game + information eransiee Advice to teachers Characteristics of ten-year-olds # Ten-and el yy adept wich physical skills and more support and security, and value and respect pare and teachers’ opinions, though some children may begin to show irritation at adulesimposed In terms of physical development, by the age of cen most child and small muscle have good concrol of both large ine moor skill keen interest in activities chat i J physical skills. Thy ready to learn 10 cross nordina should undertake simple joureys unaccompanied + Increased contcol of hand movements enables mos artwork, and many children enjoy activities such as lrawing, painting, sewing and similar activities © Interms of cognitive and language skills, most hileren hy age ten have almose adult langaag skills in their mother rongue and can held prolonged conversations both with other children English for Iraq Teacher's Book Sth Primary: Introduction 1Aims As in previous years, the first three aims are designed to create the right kind of learning atmospher important that pupils remain enthusiastic if they are to make progress in the language. The other aims are more specific langnage-learning objectives. Once again, for pupils in their sixth year at school, the language- learning objectives must be realistic. Iris ‘The aims are to: * engage pupils in learning the language so that they enjoy it and want to continue learning it; * give pupils the confidence to participaces * provide pupils with opportunities to communicate in English; * continue to develop pupils’ exposure to the sound of English through recorded materials * enable pupils to identify and name objects, ce with you and their peers to express simple ideas and needs, preferences, ask questions, talk about friends and family, routines, and things they did and are going to do, ete. in English; + expose pupils to longer sentences and utterances, allowing them to acquire these at their own pace; * give pupils plenty of opportunity to use the Janguage and to communicate with their peers and with you during controlled and free practice activitiess + build on basic reading skills using phonics and whole-word recognition; + practise and develop pupils’ confidence and competence in writing, and spelling. communi Language This course presents language as formulaic chunks that children use to communicate their daily needs and to express likes and interests, talk about family, friends, daily activities, past events, etc. Throughout the course, the language is functional and the grammar is implicit, i.e, there is no focus on abstract grammatical rules and patterns. Additionally, in 6* Primary, as in 5* Primary, pupils are encouraged to think about language patterns in the ‘Let's check’ and ‘Look’ boxes. Activities ‘The materials use a variety of child-centred and communicative activities to make sure that learning is fun and meaningful. Each lesson includes a variety of interaction patterns and supports individual work, pairwork and group work. Activities include: ‘+ action songs and rhymes © stories * information gaps © surveys projects ‘© total physical response (TPR) * role-play crafts (making posters) © guessing games + board games ‘+ moving games + matching games * information transfer Advice to teachers Characteristics of cleven-year-olds + Eleven- and twelve-year-old children are becoming increasingly adept with physical skills and more mature in their thinking and reasoning, They still support and security, and value and respect parents’ and teachers’ opinions, though some children ‘may begin to show irritation at adult-imposed restrictions. ‘+ In terms of physical development, by the age of eleven most children have good control of both large and small muscles (gross and fine motor skills) and may have a keen interest in activities that require coordinated physical skills. They should now be ready to learn to cross the street alone and may undertake simple journeys unaccompanied Increased control of hand movements enables more legible and even handwriting and more detailed artwork, and many children enjoy activities such as drawing, painting, sewing and similar activities. ‘+ In terms of cognitive and language skills, most children by age eleven have almost adult language skills in their mother tongue and can hold prolonged conversations both with other children English for Iraq Teacher's Book 6th Primary: Introduction "1