INTRODUCTION 1. General Objectives. IV 1. The Three Pigs |. Happy Days’ Components V2. Pinocchio 1M, General Techniques V3. New Clothes IV. Specific Techniques vil 4. Cinderella. XI 5. Snow White Introductory Lesson V. Pedagogical Proposals 6. Animals of Bremen 2 46 7. How to make your own booy* 30 Crafts: Seasons 5 44 Progress Reports 1158 VL Glossary .. @ = 19g Introduction ——————— HAPPY DAYS teaches English to children in the first years of school, in an amusing and interactive way setting out the most suitable con- cepts, procedures and attitudes according to their ages. In HAPPY DAYS English learning is based on a contextual acquisition of the language by means of stories, games, songs, chants, crafts and projects. Activities are related to the main topic of each unit and Children learn to extract principal ideas in the context of these subjects, The authentic language makes children's interaction easier in role plays and communicative situations. |. General Objectives With HAPPY DAYS 1, children will develop the ability to: « Understand easy oral and written texts related to already known situations. «Use Englsh to communicate in usual activities and situations created for this particular aim, showing a respectful attitude towards basic norms «Appreciate Engish communicativity through stories, songs and games, and recognize each one’s capacity for using it, showing ‘an attitude of comprehension and respect. A. Activity Pack. evaluation activities. B. Teacher's Guide. requirements C. Cassettes. HAPPY DAYS’ resources are of simple and easy application: ‘Activity Pack, Teacher's Guide and Cassettes. This activity book presents six pedagogi topics of the course (See Basic Contents, and worked through classical stories, ‘The Teacher's Guide for Happy Days is organized so as to provi cof each unit, card by card. It offers proposals for activities and suggestions for the presentation of the story and the basic vocabulary, exploitation of interactive games and physical response, includes ideas for reinforcement, extension and evaluation, « Stories. Children lear better when the contents are pres within a global context which appears to be familar “entertaining. Ths is why HAPPY DAYS introduces the language ther important values, taking as a starting point tradtiona stogg which are familiar to children in their own mother tongue « Topics. The global context offered by each tale relates to aman topic that serves as framework fr all the activities inthe uit tobe felated to one another. The familar story helps children to achieve 2 significant English leaning, joining previous knowledge: Le. te {ale and the topic, to the new concepts: Le. the activities inthe uni. # Understand and use linguistic and non-linguistic English soca conventions (greetings, presentations) to make communication easier and fluid in learning English, previous knowledge and experen- + Employ, to progressively develop strategies for ces from other languages, independent learning. + Use physical expressions (gestures, postures, ats & crafts.) to understand and be understood by means of English usage. * Make use of English to communicate ideas, preferences and aspects concerning the personal environment. cal units lasting a trimester each which develop the ‘pages Il and Ii ofthis Guide). Items are introduced ilustrated cards, crafts, mini-projects, games and ide the teacher the planning ngs, role-play mathematical concepts and crafts. The Guide to adjust Teatning to children’s Hapey ‘DAYS brings three cassettes. The first and second ones include all the stories, Songs: chants and bale voeabuary. They bo pede pronuncaton pattems forte teach The third cassette contains only stories, songs, chants and songs for reinforcement. Therefore, easier make a quick selection of these contents to use them appart from the unit's “MW. General Techniques 0 A. English in the classroom ‘The functional language favours easy conversations which draw children’s attention. It Te actor anaes fer ae and every dys angus ed elie Te 2, which is also transcribed in the Introductory Lesson, pattems the way in which a chant can be exploited. Topic Based Pages .Topic Based Pages “These two cards present typical things from various communities. By means of the activities the children identify the elements from their own environment and any other that they ma recognize, ‘The cards are exploited in five basic steps: 1. The topic is introduced by teaching ne\ vocabulary: for example, craft, castle... 2. The children are asked if they recognize any obje AS characteristic of their own environment: Can you see a craft from our environment?, ar the object is identified or its colour is described, 3. As an extension, all the new elements a presented by means of the recorded activity Look at... Point fo... Say... 4. A mini-proj { proposed: the children contribute with objects or photographs as examples of the topic, in'My favourite. card, the children identify their favourite element and they represen with a drawing or a picture. These cards are also used for the Personal Books and decoration for the classroom. Toure D. Development of activities. Since the first lesson of Happy Days, the children develop comprehension and oral pression. Each unit includes at least one oral comprehension activity like Listen and Cir Listen and Colour...for them to practice oral comprehension. Activities such as Look and Colour and Say develop oral production. Although in the first level of HAPPY DAYS chil are not taught to read and write in English, they are trained for future reading and wr ‘activities with exercises such as Look and Match, Match and Draw... For this reason, HA DAYS collects, in written, the words of the basic vocabulary.E, Craft of the Unit. onsttute personalized procedures of great flexibility which easy adap Y tige. Each unit of HAPPY DAYS includes one craft eevigney todas L vary fats calls an o encourage ering ough action: making «pup ee | 4 et of dominoes or cuting ou and sticking, a. nose on Piccho' face. opener - Cratt individual knowles any out the crafts, its necessary to have the card from the unit, scisors and Craft's ection inthe taal chart ofes a Ist of those mates Listening in Eng ‘he 4) trclons forthe production ofthe eat the dildren enlarge eal comprehen? Be interpretation ofthe petograms. They reinforce the cross-curiclar topc theme sje Education: the importance of tidying, up thelr work area, ing Cralts of the trimester, One caf is offered for each trimester. Each ofthese cralts matches with atradtonal day signalled n the cultural calendar of English speaking counties: the children make a mop, for Halloween, a Christmas Card for Christmas and an Easter basket for Easter. Well arts & crafts techniques relnfore functional English ofthe instructions Se the explanaton (on pages 89-91 of this Guide, ‘Make your own book. The book has been -and stil is~ the vehicle for written communication of our cutue, Therefore, itis important forthe children to be in contact with books since an early age. Each book has a specific aim and its own organization. The best way to be aware of this Ib ‘means of learning how to make books. To this respect, the suggestions in this Guide off the children the possiblity of making their own books while they learn to communicate iy English. In this way, they participate actively in the creative process, The books to be created in HAPPY DAYS are of two kinds: Personal Books and Class Books. With the projects of Persona/ Books, each child elaborates his or her own book. For example: ‘How to make your own book and The Book of Riddles. With the Class Books, each child partcipates,elaborating a page, or some part of it, in the making of a collective book: The Class Collage Book. This collective book belongs to the whole class and should stay inside the classroom, creating in this way a kind of small information centre. This classroom’s library turns into a common property and its care is shared by the whole class For suggestions about how to make the books suggested in HAPPY DAYS, see pages 86-88 of this Guide. F. The interactive Story. Interactive stories are developed in Tell the Story! pages. They're adapted from the narrated story and contain its most important structures. They recycle elements and basic language In each unit, and they give the children the chance of performing the main characters. Thus boys and girls show the level of oral comprehension acquired, Presentation for the interactive story, "The children ook again a the Interactive story ofthe unit, They colour the balloons in the pictures. Formulate questions to the class about the story in order to revise the basic ‘Pcabulary. For example: What is this?, What is his name?, What colous is this?, etcetera. 2. The children listen to the record eee ae recording of the interactive story Tell the story! while the teacher ind atthe same time they dramatize the characters.G. Games There are two kinds of games in HAPPY DAYS: the unit's game and the games for physical response worked in this Guide. The unit's game is reflected inthe page Let's Play! of each unt. Its board game which revise the vocabulary and basic structures of the unit. Because of its global nature, this game can bbe used for oral evaluation. See section I. Evaluation, page X of this Guide. ‘The games of physical response are collected only inthis Guide. They are useful to develop coral comprehension and expression by means of playing. Some games are specifically related to the unit's tale. Others are good for stimulating oral comprehension and revising basic vocabulary. Games related to the story. Who's talking? The children listen to the tape of the narrative story or of the interactive story, Tell the story! The teacher stops the recording at random and asks: Who's talking? The children identity the character who is speaking at the moment. What's next? This game isa variation of Who's talking? The teacher plays the recording and stops it at random. The children predict the character who is going to speak Which picture? The children listen to the tape recording of the narrative story or of Tell a story! with the books open. When the tape i off, they point to the corresponding drawing, according to what they have already listened to. Vocabulary Games. Point to, This game is useful for introducing vocabulary. The class points to the object or the drawing in the book, indicated by the teacher. For example: Point to the table. Point to the window. What colour is this? Point to an object or drawing and ask: What colour is this? This game can be played in groups or in pats. What's this? Point to an object or drawing and ask: What's this? This game can be played in ‘groups or in pairs. What's missing? This game is used to reinforce vocabulary. The teacher displays a series of objects and drawings. The children observe them for a minute and then they close their eyes. The teacher remioves one object or drawing. and asks: What's missing? The children open their eyes and say which isthe missing one, ‘Memory Game. This game is played within the big group.The children observe a page from the book for two minutes. Then, they close the book and say the words they remember related to that page. The teacher represents the words by means of drawings on the blackboard. Itis convenient to play with the pages ofthe story. This game can be enlarged so as it covers written words instead of drawings, if the teacher is dealing with a more advanced group. Games of physical response. Fairy Says. This game can be played with the whole class or in groups. The teacher gives commands, some of them preceded by Fairy Says... The children carry out all the orders preceded by Fairy Says... They take no notice of the other commands, For example: Teacher: Fairy Says... stand up! (the children stand up). Teacher: Sit down (the children do not obey this order). You do itl. This game is played with the whole cass, in groups or in pairs. The teacher gives commands to the class, For example, to draw on the blackboard or in a sheet of paper, to describe something, to count elements... The children carry out the orders. it can be played in two teams and the teacher assigns points for each well done command. Pinocchio Game. Its played in pairs. A child says a false phrase. His or her mate corrects it him. For example: ‘At. My hair is green! —A2: No! Your hair is brown. Bingo, This game is played with the whole class or in groups. The children prepare a board containing pigoonholes, 3 x 3, ina sheet of paper. The teacher proposes some elements that can be easily drawn: vocabulary of objects, colours or numbers. The children choose nine elements and draw them: one per pigeonhole. The teacher says all the words intially proposed. When the children hear of one of the elements they have chosen, they cross it out or cover it with a square piece of paper. The winner is the first one to cross out all the ‘elements in the board and he or she shouts: Bingo. x