primarymag 2002 4

8/14/2019 primarymag 2002 4

1/161

Bridging the gap p 2

Lang Educational Consultants/Christmas questionnaire p 4

Christmas Bingo p 5

Kids Corner A cool Yule p 6

English World Worksheets p 10

A Christmas Booklet p 12

Brainstorming: what why when how p 14

Class Project p 15

December 2002Issue Twelve

LANG EdizioniPBM Editori Spacorso Trapani, 16 - 10139 TorinoFax 011 75021510per informazioni:uffici di Milano, Tel 02 74823207E-mail: [email protected]://www.langedizioni.com

The past few months have beenquite traumatic for Primary teachers as weall try to take in the implications of theproposed changes to the Italian Educationalsystem. As educational publishers, LANGEdizionieditors and authors seem to be in

never-ending meetings to ensure thatour new publications meet both therequirements described in the variousdocuments published by MIUR and,therefore, the needs of the teachers

and children in the Primary school.

But now Christmas is here.A short period of rest andreflection.Let us all take a deep breath, relax

and enjoy the celebrations ofChristmas and the New Year.

A look at the statistics for theLANGweb site tells us that

many teachers are takingadvantage of theopportunity to downloadprevious issues ofLANGPrimary.This issue includes some

worksheets about Christmasbut many more are availablein the previous issues and

can be found on:www.langedizioni.com.

This issue also includesa stimulating article withideas on Bridging Modulesbetween the Primary andSecondary school,(especiallyuseful

for teachers

in the fifth year).

Index

LA

NG

Pr

imary

LA

NG

Pr

imary

Have a great Christmas!

8/14/2019 primarymag 2002 4

2/16

Children in Italy today are in the wonderful

and privileged position that theireducational system now offers them theopportunity to start learning the English languageat a very early age, in some cases, even as youngas six.This second language learning continues onthrough the scuola media for three more years andfinally finishes in the scuola secondaria withanother two, three or even five years. It seems, infact, that every level is catered for.However, continuity in language learning does notsimply mean that a child can study English in every

year of their academic career.It also involves a continuous progression anddevelopment in that learning. There should be aflowing transition from one level to the next, oneschool year to the next and, very importantly, fromone school to the next.Unfortunately, this transition from one school tothe next or from scuola elementare to scuolamedia can cause difficulties for both the childrenand the teachers.One of the important reasons for this is that the

methodology in the modern Primary school is verydifferent to that used in Secondary schools.In the Primary school, the young learner approachinvolves songs, music and drama. It requires a totalphysical response from the child. There is anemphasis on receptive abilities, oral productionand interaction between the children and verylittle work on written production and grammar.In the Secondary school, however, thecommunicative approach is often limited tooccasional pair work and listen and repeatexercises. The 11-year-old is introduced more

formally to grammar (the structural forms of thelanguage), learning the techniques of translationand is expected to produce language in extendedwritten form.Often the entry test given at the beginning of the

2

LANGPrimaryLANGPrimary

Joanna Carter

Creating real continuity in language learningbetween the Primary and Secondary schools

Secondary school cycle to assess the students

level is essentially a written test.Primary school students, however, are unfamiliarwith this testing technique as they have probablynever been asked to complete a formal writtenEnglish test. The results of this entry test, therefore,do not reflect the childrens competence in theEnglish language and the Secondary teacher oftenfeels that there is no other choice but to start fromthe beginning with the new first year class.The effects of starting again on student motivationcan be devastating.Imagine an 11-year old who has just finished

Primary school with excellent marks. This childhas a large vocabulary range, can easily talk abouthim/herself especially related to daily routine, canuse a bilingual dictionary and may even haveproduced project work in English. On his/her firstday of Secondary school he/she discovers he/shehas to start again, learning numbers 1-10, hellogoodbye and the verb to be!This starting again attitude can have a long-lastingeffect, creating boredom and apathy towards thesubject in general.

Bridging THE GAP

LANGPrimaryLANGPrimarykeeping the teacher informed

8/14/2019 primarymag 2002 4

3/163

I Creating a BridgeSo, how can we overcome this break in continuityand bridge the gap in learning between the scuolaelementareand the scuola media?One solution is to improve communicationbetween the two schools. This can be achieved bysetting up teams of Primary and Secondaryteachers working together especially those whoteach in the final year of the primary and first yearof the Secondary.Ideas can be exchanged on each others teachingmethodology and aims and objectives can becompared.There should be discussions on the possiblebenefits for students in the adoption of similarapproaches at higher or lower levels.Teachers from both schools should have copies ofall the materials at both levels, including theteachers resources. Obviously, the Primary

teacher cannot directly use materials from theSecondary course but could imitate the activitytypes with the children in the final year of thescuola elementare.For example, an introduction to grammar exercisescould be very stimulating.The success of a project of this kind betweenscuola elementareand scuola media depends onthe complete co-operation and involvement of theteachers to create a working team.

I Bridging Modules

Once the working team has been established, thenext step is to build continuity between the twoschools through the development and applicationofbridging modules.

These modules can be designed in two steps. The first step is for the Primary teacher to useduring the last school term of the fifth year. In otherwords it is a preparatory module for the Secondaryschool including revision, remedial andconsolidation activities.There should also be an introduction to the

Secondary school style and format of activities andthe formative assessment which the children willencounter when they begin the new school. The second step is for the Secondary teacher touse as a starter module during the first month oflessons in the scuola media.

The acquisition of a second language is a very longprocess and different teachers are involved duringthe learners journey.The teacher in the scuola elementare sows theseedsof learning;the teacher in the scuola media takes over theliving seedlingsand plants them into firm soil.The student moves up to the scuola superiorewhere the plants blossomand the learner is able to

consume the fruits of learning throughout adultlife.This whole growing process will only work withcomplete co-operation and communicationbetween schools and teachers.

Basic Frameworkfor a Bridging Moduleto be used in the Primary school

TitlePreparing for the scuola media

Pre-requisitesIt is important to set out what the studentcan already do. The can do statements for level A1of the Council of Europe Framework of levels (CEF)are very useful at this stage.

Learning ObjectivesTeachers from both schools should work on theseusing the CEF as a reference.

Contents/StepsThe Primary teacher then develops the contentsof the module selecting from his/her current coursebook and adding materials from photocopiableresources for the Secondary school.

Learning ObjectivesTogether the teachers from the Primaryand Secondary schools should agree the learning

objectives for this first step of the module.These objectives become the pre-requisites for thesecond step or starter module for the scuola media.

AssessmentAssessment plays a key role as it gives the Secondaryschool teacher essential information about thestrengths and weaknesses of each student, an insightinto what they really can do.Assessment at the beginning of the scuola mediashould include self-assessment, portfolio checksand an opportunity for children to illustratethe oral/aural competencies they acquiredin the Primary school.

8/14/2019 primarymag 2002 4

4/164


LANG Educational ConsultantsThe LANG Educational Consultants are at your service for any educational questions orsuggestions related to our materials.

Richard Brown

Sardegna, Sicilia

Tel 095 7451864

E-mail: ec@omnilog .com

Joanna Carter

Lombardia, Piemonte,Valle dAosta

Tel 349 2916424

E-mail:[email protected]

Sarah M. Howell

(National Co-ordinator)

Marche, Abruzzo, Umbria, Lazio,Emilia Romagna, Toscana, Canton TicinoTel 348 0701250

E-mail: [email protected]

Cecilia Perillo

Puglia, Molise, Basilicata,Calabria, Campania

Tel 349 6720152

E-mail: sc ina@libero. i t

Tracey Sinclair

Veneto, Friuli-Venezia-Giulia,Trentino Alto Adige, Liguria

Tel 045 8030526

E-mail: t s inc la ir@t in. i t

CHRISTMAS questionnaire for you

(Answers on page 15)

3 What do children in England putat the end of their beds on the nightof 24th December?

4 What special event happens at 3 oclockin the afternoon on 25th December?

5 What is a Christmas carol?

6 What is a Christmas cracker?

1 What are the names of these days? 24th December ................................................... 25th December ................................................... 26th December ................................................... 31st December ................................................... 1st January ...................................................

2 Which of the following expressionsis not used?I Happy Christmas!I Merry Christmas!

I Merry New Year!I Happy New Year!

8/14/2019 primarymag 2002 4

5/165

CHRISTMASPreteach the words on the Bingo Board andmake sure the children understand their

association with Christmas. You could

enlarge the pictures and cut them out to

make flashcards. Give a copy of the BingoBoard to each child and ask them to colour

the blank squares any colour they want. Call

out a word or colour. The children cover this

word or picture with a small piece of paper.

Whoever manages to cover 5 squares either

horizontally or vertically, shouts out BINGOand wins.

snowman

star

candle

stocking holly Santa Claus

mistletoe

sleigh bell

angel present candy

Christmas tree

reindeer

lights

Bingo

8/14/2019 primarymag 2002 4

6/166


A Cool YuleA Cool Yule

H

o-Ho-Ho and a Merry Christmas! Tis theseason, and just one reason to give

presents and play some festive holidaygames.Yes, Christmas is just around the corner, so here aresome fresh ideas for you to use in the classroom.Before we put them into practice, lets just thinkabout the style or approach to teaching we usewithin the classroom.First of all, lets look at the traditional approach toteaching in the EFL classroom. The content of a textbook is usually taught to all the children at thesame time for the same purpose, at the same level.This makes the teachers job easier but it doesnt

take into account the needs of the individual child.Young children need a reason to use language.In an average class of twenty-five children there isa wide range of abilities, interests and motivation.Children learn all languages as a whole, not infragments: using fragmented language activitiesjust for the sake of teaching language is perhaps notthe best way for them.The usual language-based course we would giveadults is less appropriate for children. It is moreproductive to encourage the children to acquire

language through an activity-based curriculum,using their real interests and exposing them to awide range of language in the form ofinstructions, descriptions and commentsrelated to the given activity or moment.

In this way, children will absorb the language andstructures in their own time and at their own pace;without the pressures of being constantlymonitored by the teacher. Using language innatural situations gives the children the feeling thatthe language they are learning actually hasmeaning!It is important to remember that the product (theEnglish language) is not our most importantobjective: rather, how we obtain it, by creating alearning environment that allows the children totake part in their own learning process. This can beby using daily greetings, practical tasks, songs,stories, rhymes, craft, that are as natural and

enjoyable as possible and that would also be validactivities for the children in their own language.All these apparently small steps are not just fillers,rewards or back up activities but, in fact, givechildren the opportunity forsuccess. When a child feels thathe/she is succeeding inpractical tasks, he/shebecomes more confident andbegins to take greater risks, inorder to be successful with the

language that isrequired in thosetasks.

KidsCornerJohn Batty

KidsCorner

isaspecialsection

dedicatedtovery

younglearn

ers.

8/14/2019 primarymag 2002 4

7/167

Activity 1: Papier MchAngel

What you do: Mix the wallpaper paste, water and a little flour in the bowl. Make a ball of rolled up newspaper. Push the ball of rolled up newspaper into the neck of the

bottle and secure it with masking tape. Cut/tear remaining newspaper into strips and dip them

into the mixture in the bowl. Cover the entire model (including the head) with three layers of the wet newspaper,

remembering to allow each layer to dry thoroughly before putting on the next. Cut out a large card triangle (the wings) and stick it on the back of the container. When dry, paint and decorate with tinsel and glitter.

Activity 2: Rudolph Dash

What you do: Cut out one red circle for child. Divide class into teams. Put Vaseline on their noses and then stick on the

red circles. Race to the finish with each person adding their

red nose to the teams score.

If the nose falls off, the children have to start again.

Comments:This is a good warmer/presentation for the Rudolphstory in Sarah Howells article in LANG PrimaryDecember 2001 issue. They could also make and thenwear Rudolphs antler described in the same issue.

Activity 3: Christmas card

What you do: Fold the A4 card in half. Cut out and colour the Christmas trees. Fold the bottom left and right-hand

corners up (Christmas tree). Fold the Christmas tree in half, lengthways. Glue the corners and stick them on the card so

the tree pops up when the card is opened.

Activity 4: Pin the nose on Rudolph or Snowman

What you do: Put the picture of Rudolph or a snowman on a wall. Divide the children into teams. Blindfold a player and spin him/her round. Give thirty seconds for each child to stick

his/her nose or carrot in the right place. The teams can help by shouting out directions.

The team with the most carrots or nose nearthe right place wins.

Whatyouneed:LargeplasticbottleSand

NewspaperWallpaperpasteFlourBowlCard

ScissorsPaint

Tinsel/glitterMaskingtape(paperstickytape,youcanbuythisinadecorating/paintshop)

Whatyouneed:RedcardVaseline

Whatyouneed:PhotocopyofaChristmastreeCard(A4)ColouringpensGlueScissors

What you need:

Two large pictures of Rudolph or a snowman (thiscould be prepared by the teacher and the children

colour it in, but remember to leave out the nose!)A red circle or orange carrot shape, one for eachchild with their name on it (the children couldmake these)

Bluetack A blindfold

8/14/2019 primarymag 2002 4

8/168


Activity 5: Santa Says Please

How to play: Similar to Simon Says. The teacher is Santa and gives instructions. When Santa says Santa says stand up, pleasetheclass must do as he says. If Santa says Santa says stand up (withoutplease), the children must not move. If someonestarts an action when Santa doesnt say please,he/she is eliminated. The student left at the end isthe winner.

Comment:

A good way of teaching manners, well, at least, theuse of please!When the children are familiar with the game, achild can be invited to be Santa.

Activity 6: Freeze

How to play: Begin playing themusic, everyone moves and dances until the musicstops and then they must freeze in whateverposition they happen to be in. If a child moves when the music has stopped,he/she is eliminated.

Variation:The teacher or the child who controls the musiccould try and make the children move by pulling

faces or asking simple quesitons. If they move theyare eliminated.

Comment:Activities 5 and 6 are good activities for calmingthe children down when you want to change froma competitive/dynamic activity to something a littlemore passive.

Activity 7: Snowflakes

What you do: Fold paper circles in half and then half again.(The paper can be folded many times butremember that the more it is folded, the moredifficult it will be for the children to cut out theshapes. Practise before asking the children to foldthe paper.) When the paper has been folded ask thechildren to cut out different shapes around theedge, making sure that a space is left between theshapes.

Open the paper out and see the snowflake. Stick it onto the coloured card.

Variation 1:Instead of sticking them onto card get some paintand use them to print snowflake shapes on yourclass Christmas mural.

Variation 2:Stick the snowflakes onto card, cut off the excesscard and make a small hole near the edge.Then, get the children to make large cloud shapes

from grey card, making small holes at the bottomof the cloud.Take some thin string and tie the flakes (at differentlengths) to the clouds and hang from the ceiling.The more mobiles, the better the effect.

What you need:

Christmas music (possibly

the songs the childrenalready know)

What you need:

ScissorsPaper circlesColoured card(blue)

8/14/2019 primarymag 2002 4

9/169

Activity 8: Song. Variations to the song We wish you a merry Christmas

1 Lets all do a little clapping, (clap hands)Lets all do a little clapping,Lets all do a little clapping,For Christmas is here.

2 Lets all do a little shivering, (wrap arms around body and shiver)

3 Lets all do a little stamping, (stamp feet)

4 Lets all do a little dancing, (take partners arm and twirl)

Activity 9: Happy families (card game)

What you do:Before presenting the vocabulary ask the childrento colour code the cards and flashcards, forexample, a red nose for Rudolph, a blue nose forPrancer, a green nose for Dancer and so on.There are four sets of cards. Write the names of thesets on the board: Reindeer Elves Santas family Christmas objects

Hold up the flashcards (the larger version of the

cards) and elicit the names and colours.Stick the flashcards on the blackboard in their setsunder the headings of the sets.

Ask the children general questions using Have got. Have you got a dog/cat? Yes, I have. No I havent.

Get the children to ask YOU Have gotquestions.Divide the children into groups of four.Give each group one set of cards. One childshuffles and deals the cards face down, (give ademonstration with one group)The children look at their cards.Explain that the winner is the first to collect all five

cards from one set.To collect the cards the children have to ask each otherfor the cards they havent got using Have you got?

What you need:

Sets of home-made playing cardsphotocopied onto card

A set of cards enlarged andphotocopied onto A4 paper(teachers flashcards)

Santa Mrs Santa Johnny Santa Angela Santa Snowy

Rudolph Dancer Prancer Vixen Comet

Christmas tree stocking snow flake angel present

Bushy Skinny Pepper Alabaster Sugar Plum

We wish you a merry Christmas,We wish you a merry Christmas,We wish you a merry Christmas,and a happy New Year.

8/14/2019 primarymag 2002 4

10/1610


Make a

Photocopy this reindeer face. Ask the children to cut out the pieces and colour them in on BOTH sides.Make sure he has a red nose! Attach pieces of cotton thread to the eyes and nose and attach the otherends to the hair. Hang him up and watch him spin!

Rudolph the ReindeerMobile!

1.

2. 3.

4.

attach thread

attachthread

8/14/2019 primarymag 2002 4

11/1611

What do you doat CHRISTMAS?

Pre-teach the words Christmas tree, present,Christmas card, song, mountainsusing flashcards.Elicit and practise which verbs go with the words.Practise the questions by asking the children whatthey do at Christmas (Do you? Yes. I do No.I dont). Photocopy the sentences and cut themup. Divide the class into groups of four. Give themthe mixed up sentences and ask them to match thetwo halves. Get them to ask and answer thequestions together and complete the chart.

Do you eat panettone?

Do you go to the mountains?

Do you write Christmas cards?

Do you have a Christmas tree?

Do you sing Christmas songs?

Do you open your presents on 25th?

Questions Me My friend

8/14/2019 primarymag 2002 4

12/16


12

16

SantaC

lauslivesattheNorthPole.He

spends

allyearmakingtoysfor

children

withthehelpofelves.Thenon

Christm

asEvehedeliversthemina

sleighp

ulledbyreindeer.

3

FRONT

15

2

AtChristmastimewemakeChristmas

cookiesshape

dlikestars,angels,

candycanes,C

hristmastreesandlots

ofothershapes.

Everyyear

onChristmas_________,

am

annamed

_______

___________

co

mesdown

the_________

andfills

childrens_____

with_________.

MyCh

ristmaswish

in2002:

W

ORDS:

SantaClaus

chimney

gifts

stockings

Eve

BACK

4

A Christmas Booklet Carmelina Rotundo, a Primary teacher in Florence, sent us acopy of a sixteen page booklet she prepared with her childrenusing just two sheets of paper.

1

BOOK

2002

by_________

My

CHRISTMAS

MMeerrrryy

CChhrriissttmmaass

14

13

Another

Christmastraditionistomakea

Christmaswish.T

hisChristmaswishisnot

foryou,

itisawishtomakesomeoneelse

happy.

Maybethisyearyouwillwishthatsomeone

youknowwhoissickgetbetter.

Ormaybe

youwill

wishthatchildreninpoorpartsof

theworld

willhaveenoughfoodthisyear.Or

maybeyourwishisthattherewillbepeace

allovertheearth.

Rememberthatthiswishisnotforatoyorgift

fromSantaforyourself,thisisawishfor

someoneelse.

WhatsyourChristmaswish?

WHITEC

HRISTMAS

Imdreamingo

fawhiteChristmas

Justliketheon

esIusedtoknow.

Wherethetree

topsglisten,

Andchildrenlisten,

Tohearsleighbellsinthesnow.

Imdreamingo

fawhiteChristmas

WitheveryChristmascardIwrite.

Mayyourdaysbemerryandbright

Andmayallyo

urChristmasesbewhite.

8/14/2019 primarymag 2002 4

13/1613

FRONT

BACK

1

1

6

5

12

Christmasisacelebrationoffamily,

peace,love,and

happiness.

Buttherearem

anydifferentChristmas

traditions.

Thisis

whatChristmas

m

eanstome:

AtChristmastime,weliketosingsongs.

ThesesongsarecalledCHRISTMAS

CAROLS.Peoplegofromhousetohouse

singing

thesesongs.Thesepeopleare

calledcarolers.Herearethewordsto

oneofth

emostpopularChristmassongs

inAmerica.

ChristmasCoo

kieRecipe:

SugarC

ookies

150gra

msbutter

200gra

mssugar

2eggs

1teaspoonfulvanilla

330gra

msflour

1teaspoonfulsalt

1/3packetbakingpowder

mix

butter,sugar,eggs,vanilla

add

thedryingredients

leav

etochillinrefrigerator

forat

least1hour

roll

outandcutintoshapes

bakeat200Cfor6to8minutes

ona

ngreaseproofpaper

ENJOY!

10

My

Christmas

T

radition:

We have redrawn the artwork so that teachers can enlarge and

photocopy it or use it as a model for their children.

Decoratet

heChristmastree:

Findthe1

8Christmaswor

ds

hidden

below:

R

T

PE

A

C

E

JQ

T

R

S

E

IKO

O

C

R

E

LC

D

TO

Y

S

A

EO

L

E

G

N

A

T

D

E

V

E

M

A

Z

A

O

I

B

E

L

L

S

X

P

C

T

SNO

W

V

BM

K

I

TU

R

F

G

O

H

I

O

F

RA

T

SW

SN

N

ITC

A

R

IN

G

Z

G

BY

E

LV

E

S

angel

peace

cookies

tree

tradition

toys

stocking

joy

love

bow

carol

gifts

elves

star

eve

snow

bell

family

Christmas

lights

stringsofbeads

star

gifts

snowman

wreath

bow

gingerbread

man

Christmas

ball

ItsChristmasEve,

whopu

llsSantassleigh

throughthesky?

__

_____

__

______

__

_______

__

______

__

______

____

__

______

__

______

__

__________

7

9

8

8/14/2019 primarymag 2002 4

14/1614


English language dictionaries give very differentmeanings to the verb to brainstorm althoughthe word is used both as a verb and asan adjective (a brainstorming activity)to describe a very importantlanguage learning activity used bymany teachers immediately before

presenting new language.

The basic framework of abrainstorming activity is to dividechildren into small groups and askthem to make lists of words they knoweither within a restricted lexical set orrelated to a topic.

Brainstorming: whatwhywhenhow

What is a small group?It is important that all the children can hear each

other: Depending on the layout of the desks in aclassroom, six children is probably an optimumnumber. After dividing the children into groups, theteacher should give them the task as well as a timelimit for the activity.

What is the function of the exercise?

Restricted lexical set

Before teaching, for example, colours or familyrelationships the teacher needs to find out whichcolours or family relationships the children alreadyknow.The teacher divides the children into groups andasks them to list all the words they know in the sets.

Words related to a topic

When a teacher decides to teach, for example, theexpression Where do you go for your holidays?together with the answer I go to the . He/she needs to be sure that the

children know/remember the words in English forall the possible places they can go.Therefore, before teaching the question and answerthe teacher can ask the children to brainstorm allthe possible places they can go for their holidays.

What advantages do brainstorming activities bringto teaching and learning?

Brainstorming activities encourage the children to: listen and understand when other children speak

in English; write lists of words/expressions in English; improve interpersonal relationships as they work

within a group; teach each other, as individuals contribute new

words; motivate learning through competition between

groups; organise themselves to work within a time frame.

When the teacher stops the activity, each childshould have produced a list of words/expressions.The teacher can either ask each group to read theirlist or extend the activity and mix the groups.

Mixing groupsIf there are four groups of six children, ask threechildren from each group to work with othergroups and compare their lists.In this way the children read their own lists andlisten/understand and add any words they have not

listed.The teacher can then ask the groups to read theirlists and discover exactly what language thechildren already know before moving into thepresentation of the new language item.

8/14/2019 primarymag 2002 4

15/1615

All projects should be received by 15.02.2002We may publish extracts from some of the projects in futureissues ofLANG PrimaryLANG Primary.

CLASS ProjectIn the last issue we offered freeLANG T-shirts to all thechildren who took part in theunusual class photographproject. The prize was so

popular that we are givingaway more free T-shirts for thismonths project.We send the T-shirts in twosizes and two colours, whiteand grey, so that teachers caneasily divide the children intotwo teams for other activities.Some teachers have asked usabout the significance of thenumber one on the design ofthe T-shirt.

We, at LANG, wanted tocelebrate the fact that for thisschool year in the scuolaelementare, more bookspublished by LANG Edizioniwere adopted by schools inthe primo and secondo ciclothan those published by anyother Italian or internationalpublisher.LANG has therefore become

the number one publisher inthe Italian Primary market.So, now you know!

More free LANG T-shirtsfor the children

December 2002 issue

All the materialssubmitted become theproperty of ParaviaBruno Mondadori Editoriand reproduction rightsare reserved.

Answers to CHRISTMAS questionnaire (page 4)

1 Christmas Eve, Christmas Day, Boxing Day, New YearsEve, New Years Day

2 Merry New Year.

3 A special sock called a Christmas stocking.

4 A radio and television broadcast of the Queens Christmasmessage to the Commonwealth.

5 A folk and/or religious song associated with Christmas.6 A container wrapped in coloured paper with a joke, a toy

and a paper hat, used only at Christmas.The crackers, that make e loud noise, are pulled and thepaper hats are worn during Christmas lunch.

The theme for the project for your children to organise as a class orin smaller groups is:

Favourite Italian dish

The class or groups should prepare materials describing theirfavourite Italian dish. They should include a description ofhow the food is grown and the steps ofcooking. The materials can be in posterform or on sheets of paper and caninclude drawings, photographs anddescriptions in English.The cross curricular nature of thisproject can also involve workduring lessons other than English.

When the project is complete, please sign it as work produced byyour class (include the number of students who have contributed)and send it to:

LANG PrimaryIssue 12 ProjectPBM spaCorso Trapani 1610139 Torino

8/14/2019 primarymag 2002 4

16/16

Contributors to this issue:John BattyJoanna Carter

Tim PriesackCarmelina Rotundo

EditorTim Priesack

Assistant editorsBarbara BacchelliImmacolata Marsaglia

Layout and GraphicsStudio Aqaba

Quality ControllerMaurizio Lavezzi

IllustrationsAlessandra Maggioni

Printed

Grafiche Mek, Milano

School name and address

city CAP

Course book used

This is the first issue of LANG Primary I have read Yes

No

I would like a LANG agent to visit me at school Yes No

Name _________________________________________________________________________

Home address __________________________________________________________________

city CAP

E-MAIL

08647Z

Ai sensi della Legge 675/96, con la presente vi autorizzo esplicitamente al trattamento dei miei datipersonali unicamente ai fini amministrativi per linvio di materiali di Lang Edizioni al mio indirizzo.

2

This issue also includes up-to-date information on theLANG Teacher Support Network. Our five EducationalConsultants are at your service and cover the whole ofItaly. The Educational Consultants together with a largegroup of expert LANG Trainers will be holding seminarson aspects of teaching English to young childrenthroughout the year.

Teachers using LANG courses should have received theirfree school year diaries through our agents. Do you preferthe new larger format with one page per day or thesmaller version we used last year with one page perweek? We are planning the 2003-4 diary now so that we

can distribute it earlier next year. We would be veryinterested to receive your comments.

At the same time as we are putting together this issue ofLANG Primary we are also looking ahead to the nextwhich will be published in March 2003. Not only will itinclude information on our new publications but it willalso include a special present for all subscribers to themagazine. So, if you havent already sent for your freesubscription, now is a good time to do so, to ensure youreceive future issues.

All the contributors and editorial staff at LANG Primary

wish you and your children a very, very happy Christmasand a peaceful and prosperous New Year.

Below is the coupon to register for future issues ofLANGPrimary. You need only return the form once to receivefuture copies.

If you have already sent in your details, only use thisform when you need to change/amend your address. Ifyou wish to comment on the articles in LANG Primary,please do not hesitate to write to us.

CERTIFICAZIONE DI QUALIT

UNI EN ISO 9001

News from LANG
http://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htmhttp://www.langedizioni.com/varie/tsn/index.htm

primarymag 2002 4

Documents