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In level 3, Bud and Holly's adventures in Treetops Town offer students the opportunity for more extended reading and listening work. The stories and topics . test z unitu 1 i 2 Treetopsa 3 by diana TEST Unit 1and 2 Treetops 3. Uploaded by Diana Download as DOCX, PDF, TXT or read online from Scribd. Download Treetops On Holiday. Student S Book. Per La 3 Classe Elementare. Con CD-ROM PDF. Reading in spare time is not enough for you? Want to read.

Treetops 3 Pdf

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Introduction by Dr. Cristina Banfi, Methodology and Teaching Ideas by Silvia Ester Ronchetti, and Planificaciones by Corine Arguimbau PLANIFICACIONES 3 . New Treetops Livello 3. Sarah Howell e Lisa Kester-Dodgson. Seconda edizione di Treetops, il corso d'inglese per la Scuola Primaria più venduto in Italia. New Treetops 3 Teacher's Book Pack Seconda edizione di Treetops, il corso d' inglese per la Scuola Primaria più venduto in Our discounted price list (PDF).

Reading in spare time is not enough for you? Want to read whenever you have chance but dont know how? Then we introduce ebook to you. Download Treetops On Holiday. Student S Book. Per La 3 Classe Elementare.

She Argentina , an M. She has also organized and participated in The Learner in the Wider Context, for the Diploma in English international conferences, published numerous papers and Teaching of the University of London; and former English edited journals. Cristina Bani People are more and more aware of the importance Characteristics of the child of English in the context of increasing globalization.

When teaching young children, it is essential to consider For many people, English has become an essential their particular characteristics, especially when taking requirement for educational and professional into account the limited accumulated knowledge of development.

This means that there is a greater demand teaching them foreign languages. Young children are for English language tuition, both formally and more naturally curious.

This curiosity enables them to become informally. There are many advantages to this: These activities should accompany the cognitive learning a foreign language, the more successful they development of the child. In Treetops, the initial stages will be at it. Their interest in the world of foreign language, their performance appears to be fantasy is at its most intense at this stage and it is crucial free of the grammatical errors caused by the inluence for it to have the opportunity to develop.

It is essential of the mother tongue. For best results, certain basic conditions need to in reading. Treetops incorporates the narrative form both be met. Key among these conditions is teachers with the through the main characters that appear throughout necessary resources to face the challenges of teaching the series, Holly and Bud, and through the inclusion of very young learners.

The children will be familiar with some of these stories As well as attention to global trends, there is an in their mother tongue and others will provide new increasing focus on local needs and characteristics. Localization emphasizes the importance of taking into Lastly, children enjoy playing above all else. It is clearly not the same warn against current trends in keeping children as busy to teach English to a Mexican immigrant child in the and safe as possible, thus limiting their playtime.

Pre- USA, as French to an English-speaking child in Quebec, school is perhaps the environment where play still retains Hawaiian to an English-speaking child in Hawaii, or a privileged status but, as children move up into primary English to a Spanish-speaking child in Argentina.

Unfortunately, some teachers seek Argentine specialists, has been produced to accompany to eradicate playing in the classroom and conine it to the international textbook series, Treetops, which break-time. This is clearly a mistake: The challenge is precisely to devise ways in language teaching. This booklet contains two main which children can play more and learn better.

Language sections: This section, written and board games. This section, written by Corine children poses challenges. Even though primary foreign Arguimbau, provides unit-by-unit lesson plans to language teacher training programmes have existed for guide teachers when using Treetops with their pupils. This Bani, C.

Novedades Educativas. Ideally, PreSchool Education: Another useful tool for the Crystal, D. A guide to where they can share their experiences. Where forecasting the popularity of the English language in the appropriate, teachers should supplement their initial and 21st century, London: British Council.

Personal reading plans that Ioannou-Georgiou, S.

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Oxford University Press. Oxford growth. University Press. Characteristics of the teaching setting Phillips, D. The interaction between children and their teachers Slattery, M. This setting includes the physical Tonucci, F. In some cases, the classroom where English Oxford: Wright, A. In other cases, the English language teacher has only temporary control over it. Other variables such as time allocation tend not to be under the control of individual teachers but are rather the decision of school or even government authorities.

This does not mean, however, that these issues should be disregarded. The integration of different curricular areas, the expansion of inter-disciplinary approaches, the incorporation of content areas into language teaching e. CLIL , emphasize the need to work collaboratively within the school.

This means that teachers should work cooperatively in the planning and delivery of the instructional programme. Treetops offers a number of links to different subject areas, e. Another feature relevant to the setting is the coverage of the cultural diversity between different English-speaking countries.

Treetops includes sections on different regions within the UK. In addition, sections on festivities such as Halloween and Christmas allow for the exploration of similarities and contrasts between the way these are traditionally celebrated in Argentina and in other countries.

We hope you ind this material helpful in supporting your teaching practice — adopting the best features of global trends but always bearing in mind local circumstances. At this level, they rewarding. In the early stages of their education children will need to express doubt and conirmation, so it is require a great deal of personal attention and careful important that you voice reasonable doubt and use organization of class work routines, but they are curious expressions of agreement in the target language for and ready to learn from any kind of stimulating activities.

Miming and body language are As they progress into their third or fourth year of highly effective tools to get meaning across, reinforce schooling, learners will have developed new learning understanding and consolidate memory. They will have learners need familiar scenarios and teaching materials, also gained valuable experience in social and cognitive and to work in an organized environment with clear skills and can cope with longer, more complex tasks. In the early some important aspects of class management skills and stages it is important to demonstrate performance before the rationale behind core procedures in the teaching of getting the learners to work more autonomously.

It is English to learners between 8 and 10 years of age. As changing tutors and shifting languages can be fourth year at school, one of your roles is to help your threatening, it is necessary to standardize the learning pupils develop effective learning styles and routines. Manageable tasks auditory listening to stimuli , visual looking at stimuli As with younger learners, tasks must be short and varied and kinaesthetic responding to stimuli by moving and to increase active participation and promote enthusiastic manipulating things.

Learning materials designed for engagement. Short activities are simpler, thus promoting young learners therefore contain a great variety of visual enthusiastic engagement.

They allow learners to and auditory activities, which should be combined with experience immediate achievement; and if there are movement and action-orientated activities. This problems, they can be quickly addressed. The pupils are how language items can be practised in different still asked to draw and match or complete pictures as situations; it caters for different abilities and learning they respond to instructions and descriptions, either styles and it multiplies the chances of success.

But now the tasks require further interpretation and choice, are a bit more Variety may be provided in topic choice, different open-ended and require new strategies, more awareness contexts of language use, the strategies and skills of language form and patterns and greater learner engaged, the resources used textbook material, personal involvement, especially in Treetops 4.

You can train the learners to do so as well — we communicate consolidate a particular structure or vocabulary set concepts, intentions and values through our whole through some of these options, moving briskly along bodies, not just appropriate language. Young children and thus keeping boredom away from repetitive practice.

Reiterating talking about their own interests. Sharing is a highly exercise types and activities will not only provide a safe social strategy and develops values such as responsibility, learning environment but it will also save time and effort respect while listening to others, taking an interest in as the learners get in and out of tasks more quickly and topics and tasks, making relevant contributions and eficiently.

Though 8 to 10 year-olds can be too young for completely unguided Making connections joint collaboration, with proper teacher supervision they New information is made sense of through previous may gradually begin to build these values through simple knowledge and experience and, once processed, it is group work activities.

You should help them along this incorporated back into this cognitive-emotional network. It is necessary learner autonomy and social skills. Although you may to integrate vocabulary, structures, content and facts, take a step aside to let your pupils work independently, strategies and procedural skills thoroughly. Exploit you should never abandon your role as a monitor.

As the graphics in Treetops, or any other equivalent everybody is engaged in their task you should circulate resources such as pictures and ilms, which are both around the different groups watching over their work, familiar and attractive to your pupils, to go beyond making yourself available to clear up doubts, guiding, the speciic language focus; bring back vocabulary suggesting or just showing approval and satisfaction and structures from previous units and tasks, especially over their achievement.

Referring back to local Carrying out manual tasks will also grant the individual information will certainly increase their motivation learner a strong sense of personal achievement and because it will not only show that you care but that their autonomy. When the items are made in class, you should contributions are truly signiicant.

This is an important interact with individual pupils about their work, and signal to foster more spontaneous participation, the kind when the inal product is ready, they can share their that develops autonomy and makes the target language achievement with other pupils. Looking at the work of a valid tool for real communication. In order to foster independence the target language. They knowledge and experience to facilitate and integrate may also work with encyclopaedias, websites, school further learning.

Together with this, making new manuals and other more comprehensive resources as items and concepts manageable is certain to increase they gather information for a particular project or as part conidence and fuel motivation all round. The successful teacher should build up a sense of Personalizing tuition autonomy in the learners. Remember to showing genuine interest and enthusiasm about their keep the degree of dificulty in check to preserve learner performance, both in terms of language use and of conidence and self-satisfaction.

You may check on their At this stage of their education, 8 to 10 year-olds may progress, cater for special needs, make suggestions to begin to move into initial levels of primary logic and help with or improve their work, or make comments to abstract thinking, in particular when they are attending recycle known vocabulary or structures.

This monitoring fourth or ifth grade. They are able to gather and provides an ideal opportunity to give extra help to interpret, transform and articulate simple information; those who need it and further input for those who are make generalizations; link up facts and trace longer more advanced and is a useful tool in dealing with sequences of events; engage in prediction; come to a mixed ability classes.

This spontaneous interaction with conclusion and so on. Pupils may also be asked to complete texts that strategies. Effective scaffolding, a didactic way to help summarize information or report on an event; they may the learner to reach higher levels of understanding, be asked to interview characters; to carry out short systematization and performance in the target language surveys; relate and compare things or personal routines.

It is a delicate and professional skill to broaden their knowledge and experience. In this and nothing can replace a perceptive and devoted respect it is important that they learn to view language teacher at work. You can do this by using engaging Stimulating their minds and cheerful intonation, suitable body language Although 8 to 10 year-old learners have grown in terms and appropriate facial expression to show interest, of articulating cognitive, social and emotional skills, they understanding and encouragement.

It is also good are still children and thrive on adventure, variety and practice to move briely away from class work and surprise as their schooling progresses.

It is important delve into their private world to hold a more personal to keep their curious spirit alive and make them guess, conversation and show interest and care. At this age learners start developing the ability to In order to feed their sense of curiosity you should structure knowledge, mainly gathering and grouping include question-making activities about almost information, as well as discovering simple regularities any topic or event that crops up in the classroom or and language patterns.

For example, they can classify around their lives. Asking questions is not only dificult for can work with mind maps, draw charts and complete Spanish-speaking learners at the grammatical level, it fact iles, rank or relate things. However, although is also a dificult strategy to use when a curious and an they have progressed in their cognitive capacity, 8 to inquisitive mind has been allowed to rest too much for 10 year-olds still need the support of familiar contexts lack of proper stimulation.

You should also encourage an attitude of discovery and Teaching materials for this level are more challenging, further learning by extending their reference resources, but they must be kept manageable so that the learners such as consulting encyclopaedias and websites. You may need and so on. You will also need to help them cope with longer The tasks on the cultural topics also arouse curiosity and and more varied text types.

In those cases where the feed the need to ind out more about both cultures. This comparison and transfer of experience and it will grant them a positive sense both of autonomy across cultures will feature highly in your teaching project and belonging within the class and the school project. You may have to do some Mediating research to become better acquainted with the foreign As learners extend their repertoire of language forms cultural scenarios.

As their language competence increases, both in Introduce as much variety as possible to engage their their mother tongue L1 and in the target language curious minds, to keep a dose of challenge and to cater L2 , there may be some conlict between the two. This will keep Knowing the two language systems allows you as them fully active and alert, will make them more lexible teacher to support the learning of the new language and resourceful, will broaden their learning skills and more eficiently.

As a teacher of monolingual classes of improve their education all round. Spanish-speakers, you will be able to predict areas of Older learners should be given greater choice in dificulty deriving from L1 interference, or use features everything they do. This could be in choosing the topics of L1 which will facilitate access to L2 characteristics to talk about or providing information content, in and use.

You have to link up participation indicated otherwise. This should still happen under your across the group and preserve communicative low. You careful supervision and guidance — at times they need may recast comments, add your own bits to bridge gaps to be told what to do and how to go about it.

You As learners progress, they are able to work cooperatively can also preserve language accuracy by rewording and develop new social skills. They engage more readily incorrect performance so that everyone can pick up in pair or group work. They need to develop a new set of the proper forms. As learners mature and progress, they working in groups, to share material things and ideas, perform new roles and develop new social skills.

You to learn other strategies from peers, to organize the way must mediate between particular moods, needs and they participate within a common project whether strategies within your class. One way to achieve this is through individual contributions, or pair work, team ensuring there is plenty of variety: You must help them to content, a sensible amount of personal choice, and your adopt new attitudes and values such as respect, genuine vocation to make room for personal demands.

You becomes more complex, when you are teaching a must model these attitudes and values yourself as you course in a private language school or institute, as the prepare the teaching project, organize materials, guide learners may come from different educational and social their learning, interact with them in different ways, and backgrounds and hold a more heterogeneous set of above all by showing this team spirit and concern in the expectations.

In these cases mediating towards group way you collaborate with the form teacher and other convergence becomes a priority from the very beginning members of the school staff or parents. Treetops 3 and 4 as only group cohesion will provide the energy to sustain include systematic work on social values by including the learning project.

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