Page 22 - Our World 1 (2nd Edition AmE demo)

TEACHING WITH OUR WORLD

Time Classroom Rules and Routines Speaking compound sentences, descriptive words, the parts of

Effective teachers use their class time carefully. They The establishment of rules and routines in the Listening and speaking interactions are the a paragraph, complex sentences with because, and
plan the time it takes to greet students and start the Young Learner classroom is particularly important communicative foundation for language learning. sequence words. In Levels 1 through 3, a page in each
class, the duration of each activity, the time spent because students need clear rules and predictable Question and answer exchanges, whether between Workbook unit provides additional writing practice.
between activities, the time it takes for student breaks, routines in order to function successfully. teacher and student or between student and student, In Levels 4 through 6, older learners are introduced

and the time it takes to assign homework and end the Teachers should communicate rules clearly and play an important part in the classroom. At first, to the concept of paragraph unity, and to different
class. They reserve time to be used as needed during simply and make sure they’re consistent in enforcing Young Learners will rely on modeled language in writing genres such as journal entries, blogs, reviews,
the class. In addition, they keep in mind what is known them with age-appropriate rewards and sanctions. their exchanges, but it is also important to introduce and paragraphs of opinion, of cause and effect,

as “wait time,” the amount of time the teacher waits When possible, allow students to help create the opportunities for personalized, authentic language of contrast, of comparison, of exemplification, of

for a student to answer a question. Some teachers rules and consequences. The teacher and students use as soon as possible. fact and opinion, of persuasion, of classification,
count to ten slowly and silently, while others use a may together come up with rules such as Be quiet Gradually move away from display questions and more. Students are guided step by step in

watch to allow from three to five seconds. This helps when someone is talking; Raise your hand to talk; or (to which students provide already-known answers the Workbook for each writing assignment in the
students formulate better quality responses. Student’s Book. Additional writing tasks are provided
Be kind to others. Work hard, Share, and Cooperate to show their comprehension, such as What color
are other options. Display the rules on a poster on is your hair? and How many animals do you see?) in the Workbook as well.
Activities and Transitions the classroom wall, or provide each student with a to authentic communication (questions to which

It’s important to have all materials needed for each copy to keep in their notebooks. the answers are not yet known, such as Do you VOCABULARY AND GRAMMAR
activity ready before class so that Young Learners Equally important is the establishment of have a brother? and Do you like stories?) The more
don’t have time to get restless. Activity instructions are predictable routines. Young Learners feel most relevant the language is to learners’ lives, the more Our World helps develop vocabulary through a
another area that can require advance planning. To secure when they know what to expect during meaningful and memorable it becomes. variety of activities that encourage communication.
keep students’ attention, it’s a good idea to read all different stages of a lesson. The target vocabulary items in each unit are
activity instructions before class so that there is time to Reading presented in thematically related, meaningful
simplify or modify them if necessary. A unique feature of the Our World series is the contexts, and then recycled several times in different
THE FOUR SKILLS: LISTENING, activities and across different program components.
Moving smoothly from one activity to another use of engaging content from the world-renowned Active vocabulary consists of words necessary to
requires planning transitions. For the youngest SPEAKING, READING, AND WRITING National Geographic archives, incorporated in understand and talk about the unit theme, as well

learners, this could be a clapping chant (“We are Our World provides multiple opportunities nonfiction readings that begin in Level 1. But even as high-frequency, high-utility items used in real
done/That was fun/Now let’s do/Another one.”), for Young Learners to develop all four skills in a students at the Starter level are introduced to communication relevant to the world of the student.

visual cues such as a teacher-held stop sign or balanced and age-appropriate way. simple fictional stories they appreciate hearing and
flipping the light switch on and off three times, repeating. An age-appropriate story is included in For younger learners, many items are related to

or auditory cues such as a whistle or bell. If the each unit, which exposes students to concepts such as the same concepts they are exploring in their first
previous activity has involved movement, a useful Listening reading from left to right, using visuals to understand language, such as colors, shapes, and numbers.
transition to the next activity can be having students Young children learn about other people and context, and story conventions. For older learners, vocabulary items are related to
close their eyes and rest their heads on their hands the world around them primarily through oral their own lives (habits, chores, likes and dislikes), to
for a moment. If the previous activity has been interaction. In the classroom they benefi t from Writing their relationships (as family members, as friends, as
concentrated seat work, a useful transition to the multiple opportunities to listen to and practice members of the community), and to their studies at
next activity can be having students stand by their routine language, vocabulary, basic structures, and At the Starter level, students learn how to shape school (science, health, language arts, social studies,
desks and “shake out” their hands and legs, or patterns. And while practicing listening and speaking the letters of the alphabet and the numbers one sports).
having them jump up and down a few times. together is very important, so is a focus on listening- through ten. Encourage students’ active involvement in
only activities. Some of these activities develop Younger learners are systematically introduced vocabulary learning through the use of pictures,

Transition Chant students’ discrimination of sounds, words, and to writing beginning in Level 1, where they work flashcards, posters, arts and crafts, kinesthetic
sentence boundaries, while others focus on stress, at the word level, gradually move into sentence games, projects, personal dictionaries, word mobiles,
We are done. rhythm, and intonation. Stories and chants are a stems, and finally to one to three simple sentences. and word walls. Younger learners in particular

That was fun. natural and fun way to practice, too. The Workbook Students draw and then write about their drawings. benefi t from visuals and hands-on activities.
includes a variety of listening activities as well. In Level 2, Young Learners are guided to organize
Now let’s do Our World presents grammar in age-appropriate,
and write short paragraphs through answering meaning-based ways. Because their analytical skills
another one. specific questions. In Level 3, students learn about

are not yet fully developed, younger learners gain
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