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engelsk på mellomtrinnet

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engelsk på mellomtrinnet

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Omslagsillustrasjon: Antony Ashton Omslagsdesign: Antony Ashton Layout: Laboremus Oslo AS Illustrasjoner: Antony Ashton (s. 42, 109, 150, 177, 202, 203, 208, 225, 243, 287, 320, 326) Figurer: David Keeping (s. 70, 154, 300, 301, 370) Sats: have a book Brødtekst: Minion Pro 10,5/15 pkt Papir: 90 g Amber Graphic Trykk: Opolgraf, Polen 2021

Alle henvendelser om boken kan rettes til Gyldendal Akademisk Postboks 6730 St. Olavs plass 0130 Oslo

www.gyldendal.no/akademisk akademisk@gyldendal.no

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Materialet er vernet etter åndsverkloven. Uten uttrykkelig samtykke er eksemplarfremstilling, som utskrift og annen kopiering, bare tillatt når det er hjemlet i lov (kopiering til privat bruk, sitat o.l.) eller avtale med Kopinor (www.kopinor.no).

Utnyttelse i strid med lov eller avtale kan medføre erstatnings- og straffeansvar.

Alle Gyldendals bøker er produsert i miljøsertifiserte trykkerier. Se www.gyldendal.no/miljo

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To Hannah and Hanna This second edition is dedicated to Anne-Line.

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Acknowledgements

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When I set off to write the first edition of this book, I thought back over the many conversations I have had with colleagues, students and pupils over the years. I also revisited what other people have written about teaching and learning English, on the lookout for advice and research relevant to teaching English at mellomtrinnet in Norwegian schools. And I thought through what I have learnt through my own experience as a teacher and teacher educator, and all the hundreds of times I have watched and talked to children as they explored the English language. All of this grew into the chapters in this book. When they were as good as I could make them, I sent each of them off to an expert. They have all helped make this a better book. This second edition includes amendments to the original text, and, most importantly, a thorough update based on the revised national curriculum and on relevant research published since the writing of the first edition. Some of the chapters have again benefitted from the constructive criticism of my colleagues. Any remaining mistakes or follies or errors of judgement are my responsibility alone. I am very grateful to present and past colleagues at Inland Norway University of Applied Sciences: Knut Øystein, who started out on this project with me, and commented in detail on two chapters; Susan and Anne-Line, who each read several chapters and answered hundreds of questions and cheered me on; 7

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acknowledgements

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Angela, Tom, Astrid G., Lars, Nina, Sylvi, Joke, Andreas, Åsne, Anne, Siri, Barry, Gjertrud, Heidi and Hege, who have each read and commented on a chapter, or parts of one, and Karianne, who proofread the reference list for the first edition. I would also like to thank teachers Jon, Kristin and Geir who shared their classroom experience with me. Thanks to Ruth for numberless conversations about the art of teaching. Thanks to Jørn for all those cups of tea. Thanks to Vilde and Emma for keeping me company on the island of Træna in the final hectic weeks of completing this second edition. Thanks to Tony for keeping me laughing with his zany illustrations. Especial thanks to Frale who made time to scrutinise each chapter of the first edition and suggest linguistic improvements. Thanks to my hard-working editor at Gyldendal Akademisk Johanne Stende for her careful and constructive reading of the two most revised chapters in this second edition. I am grateful to Inland Norway University of Applied Sciences for being a supportive employer. Thanks to Fagforfatterforening for a grant that allowed me to take time off to write the first edition, and to the AFP system that gave me the economic space and time to revise this second edition. And thank you to everyone who reads this book, which means that you have either borrowed or bought it. Thank you for caring about teaching and learning in primary school and for recognising that there is always more to learn about Engelsk på mellomtrinnet.

Hamar, November 2020 Juliet Munden

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Table of Contents

introduction .................................................................................................... 15 PART ONE

THE BIGGER PICTURE .................................................................................. 21

chapter 1 teachers and tweens .............................................................. 22

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English teachers ...................................................................................................... 22 Tweens ..................................................................................................................... 25 Tweens in school ..................................................................................................... 28 Gender and family background ............................................................................ 30 From primary to lower secondary school ........................................................... 34 Including all tweens ................................................................................................ 35 Learners with ADHD ........................................................................................ 36 Blind and visually-impaired tweens ............................................................... 37 Deaf and hard-of-hearing tweens ................................................................... 38 English icebreakers ................................................................................................. 40 How to get tweens talking ..................................................................................... 43 How to organise the learning space ..................................................................... 45

chapter 2 kunnskapsløftet 2020 .......................................................... 49 Introducing LK20 ..................................................................................................... 49 The subject English plan ......................................................................................... 52 The relevance and central values of subject English ........................................... 53 Core elements .......................................................................................................... 53

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table of contents Interdisciplinary topics ............................................................................................ 54 Citizenship and democracy .............................................................................. 55 Health and life skills .......................................................................................... 55 Basic skills ................................................................................................................. 57 Competence aims .................................................................................................... 58 Digital skills .............................................................................................................. 60 Language learning ................................................................................................... 63

chapter 3 english: world language and school subject ....... 68

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Some useful terms .................................................................................................. 69 Describing English in the world and in Norway .................................................. 70 Explaining the position of English in the world and in Norway ........................ 72 English teaching traditions ..................................................................................... 75 Using English to teach English ............................................................................... 80 Alternatives to the Norwegian state school ........................................................ 84 English in Steiner/Waldorf schools ................................................................ 85 English in Montessori schools ......................................................................... 86

chapter 4 planning ...................................................................................... 89

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For and against lesson plans ................................................................................... 90 Keeping track of plans ............................................................................................ 93 A learning sequence in five parts .......................................................................... 95 How to write a lesson plan .................................................................................... 102 Homework .............................................................................................................. 107 Five-minute activities ............................................................................................. 112 Physical activity and subject English .................................................................... 114 Cross-curricular learning ....................................................................................... 116

chapter 5 assessment .................................................................................. 120

Assessment for learning, of learning, and accountability ................................. 121 Teachers assess themselves ................................................................................... 123 Teaching traps ......................................................................................................... 125 Assessment for learning: the teacher’s perspective .......................................... 127 Pupils assess their own learning ........................................................................... 129 CEFR ......................................................................................................................... 133 National tests .......................................................................................................... 136

chapter 6 being a culture teacher ..................................................... 143 What is culture? ...................................................................................................... 143 Why should tweens learn about culture? ........................................................... 145 Intercultural competence ...................................................................................... 146 An intercultural perspective ................................................................................. 148

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table of contents Exploring everyday life and traditions in societies in the English-speaking world and in Norway ............................................................................................. 151 Reflecting on identity and cultural belonging .................................................... 160 Storyline ................................................................................................................... 162 Diwali, a religious tradition ................................................................................... 165

chapter 7 being a grammar teacher ................................................... 170

PART TWO

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What is grammar? .................................................................................................. 170 Grammar in LK20 ................................................................................................... 173 A portrait of three grammar teachers ................................................................. 177 Grammar in theory ................................................................................................ 180 Noticing ................................................................................................................... 182 Six principles for grammar teachers .................................................................... 185 1. Pedagogical rules ......................................................................................... 185 2. Don’t start by making grammar scary ..................................................... 187 3. Provide a context ........................................................................................ 188 4. Choosing and using metalinguistic terms ............................................... 188 5. Testing irregular verbs ................................................................................ 189 6. Less is more ................................................................................................. 190 What grammar should we teach? ........................................................................ 191

ZOOMING IN ON THE BASIC SKILLS ................................................ 197 chapter 8 grammar in practice ............................................................. 198

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Word classes ........................................................................................................... 199 The progressive ....................................................................................................... 205 The simple present ................................................................................................. 211 The simple past ....................................................................................................... 214 Formulating questions ........................................................................................... 217 ‘There is’ and ‘There are’ ....................................................................................... 219 ‘Some’ and ‘any’ ..................................................................................................... 222 The passive .............................................................................................................. 223 Some final words of advice and encouragement ............................................... 226

chapter 9 vocabulary ................................................................................ 229 The theory of learning vocabulary ....................................................................... 230 The psychology of learning vocabulary ............................................................... 233 Selecting vocabulary .............................................................................................. 236 Presenting vocabulary ............................................................................................ 240 Vocabulary learning strategies ............................................................................. 241

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table of contents Practising vocabulary – playing with words ........................................................ 245 Vocabulary apps ...................................................................................................... 251 Word lists ................................................................................................................. 251 Vocabulary tests ..................................................................................................... 254 Dictionaries ............................................................................................................. 257 Translation ............................................................................................................... 260

chapter 10 pronunciation ....................................................................... 264

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Phonemes and alphabets ...................................................................................... 264 Intonation, stress patterns, rhythm and accent ................................................. 266 Whose English? ....................................................................................................... 268 Which sounds to focus on ..................................................................................... 273 How to teach pronunciation ................................................................................. 275 Practising pronunciation with poems and rhymes ............................................ 278 Practising pronunciation with games .................................................................. 282 Spelling and pronunciation ................................................................................... 284 Looking ahead ......................................................................................................... 286

chapter 11 talking ......................................................................................... 288

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LK20 and talking ..................................................................................................... 289 What is a communicative approach? ................................................................... 294 Asking and answering questions in group activities .......................................... 298 Learning to negotiate in groups ........................................................................... 303 Information gap activities in pairs ........................................................................ 304 Speaking alone ........................................................................................................ 309 Drama ..................................................................................................................... 312 Role-play .................................................................................................................. 317

chapter 12 listening .................................................................................... 322

LK20 and the importance of listening ................................................................. 322 Listening skills ......................................................................................................... 324 Listening strategies ................................................................................................ 327 Listening to authentic English ............................................................................... 329 Listening support ................................................................................................... 332 Listening-only activities ......................................................................................... 336 Listening to a story ................................................................................................. 338

chapter 13 reading ....................................................................................... 344 The bigger picture .................................................................................................. 345 LK20 and reading printed and digital texts ......................................................... 346 Learning to read English ........................................................................................ 348 Reading strategies .................................................................................................. 352

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table of contents Pre-reading activities ............................................................................................. 355 Smart guesses about meaning .............................................................................. 356 What reading teachers should and shouldn’t do ............................................... 358 ‘Difficult words’ ................................................................................................ 358 Pupils read aloud for the rest of the class ..................................................... 358 Full class Q and A sessions .............................................................................. 360 After reading a text ................................................................................................ 362 Reading books for pleasure ................................................................................... 365 A reading programme ............................................................................................ 368

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chapter 14 encounters with texts ...................................................... 374

Course books .......................................................................................................... 375 Factual texts and critical reading .......................................................................... 377 Multimodal texts .................................................................................................... 382 Graphic novels and picturebooks in subject English ......................................... 387 Gaming and English ............................................................................................... 391 Films ......................................................................................................................... 396 Poems ....................................................................................................................... 401 Pictures .................................................................................................................... 407 Songs ........................................................................................................................ 409

chapter 15 writing ........................................................................................ 417

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The challenges and pleasures of writing in L2 .................................................... 418 LK20 and writing in primary school ..................................................................... 419 Spelling and dictation ............................................................................................ 422 Write coherent texts adapted to the recipient .................................................. 427 What to write about .............................................................................................. 430 Retelling ................................................................................................................... 434 Digital writing ......................................................................................................... 437 Choosing and using sources .................................................................................. 439 Writing in Year 6: My journey to school ............................................................. 440 Starting the lesson ........................................................................................... 441 Generating ideas .............................................................................................. 443 Formative assessment ..................................................................................... 444 Building a paragraph ........................................................................................ 447

appendix 1 the paper bag game ............................................................... 451 appendix 2 ‘native speakers’ only ......................................................... 454 references ........................................................................................................... 456 index ...................................................................................................................... 470 13

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