english adventure starter a teachers book

usual ~ by means of a flashcard activity_ Pupils are asked 10 look, listl'fl and repeat.. lesson 6 Pupils listen 10 a short conversatk>n between real, English-speaking children.. blue,

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PI ,\[~\()\

L011g11la11

oach';;:;; Book

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;

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~ stil<ling octMI",S There are eight (:Ole teOld\ing ~nits '~Ia<'~ un;!s mtr>4ls k!$sons ~nd poctlJre dicllOO11ry P"II'lS Earn p&g!I 01 the f'lJprl"s Boo~ rep<eserlts""" ",.son

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.,IUII CYIIfVIew 01 the Ian~ taught

on NdI UM 1heov 1M "" M"Y ret'J\lr'lde,

ot IllIIhat t nt I)U piI$ r -1Mmed IIIld

'" Intended lor tlWision i n !he

":" ~ -

-., CD-ROM

Chl/dr8l1 C«1 use the CI>fIOM III the clessrocm

0111 home I I IlICIudH i n191l1oCtiw Ql:IrT"08S WId

actvities 10 practise the key IIIngLJIIIge of each

Pupil ,! BotX unit II a lllO feall es 811 the songs &nd

dltnts no CD-AOM can be used in plraUel th

the PupIl's Boot, 01 101 r,";sian IiIter in the year

, ' _ v I " • "" "

l.~ ""

4>

ACTMTYBOOK The Aaiviry 800Ir pra.;des exercises II'Id pu:ullls to r ~ inf0r08 erod consolidate !he IanO<.ege talIght

aN desognod to Pf :tM x.abuilly

•

" - ,,, • • " ,1: •

• iii ft

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;,

- ~-

-' -

.The TeadleI:' Boot provides Iessoo-b;-Ie.wn !<ladling ootes showing you how 10 , the Pupil's Book and the aw", mal •• Teod>e, ., 8"10'1' an act daSSfClOm wiI t,nd Odo as!of QM!"'!;I mildr8f'110 respond,

-corrvnur>ICate and ""'" l"9"mer, Ead1 ~e ellasson not es r.c !i.Jde.s a t 'MImHIP sctivity and an optiooaI extr~ actMly, should 'f'J'U need mo,,, rTltIl" "! TJaflscriplS of lhe audio maW"I ,,, f'lClWed '" th"lesson not"s

at 1:00 &ppr"Pllll te points ,

••

AI !he bad; el the 76iKh6r' Boo!< 'f'OJJ WI~ find • re&oo.>rc$ bank of

ao(Hional male '~ s These include extra games pholCICOfliabIe leSI:5 and

lMOItsheets re l II"II1O lI1e posters and the videos An owr\Oe'w of a!1 tOO

Do.rev films ~red on tile A i<> ' I~ Book appear on P<>Qes T61>-1OO

AUDIO CDs

AND CASSETTES The CD -.l cassettes oonll,,"

"tori&$, cornpr_nsoon &r;Iiym"" songs and dlaonlS Songs are followed by & fepeM of \he muSIC withoul YOICeS so Pl4lils can.ng It- SOO\IS '<areoi<&-.t., "

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-7 -7 -7 -7 -7 -7 -7 -7 for the teacher

VIDEOS

The 'IId<t<>s to( EngIi$h AIMonr!Ne

$t ~ rt r A and B M<tI OXM'ltBln f<>.J, episoOOs, Eod1 8Proode '$ t>.Jsed "'~nd 8 Disnev d1 ~ 'ac1er or film

and is dMded into !h ," SeCtlOM:

1 1 studio presootation of a SOOg

or !}lime (2) 8 clip of autl>enllc mot "aI ,.Ioled to t he theme of the

""i.ode (3) clip from !he film, .".", Iy te-SC>"1>!~ to suit pupils' comprehotrlSlOO of English TIus Teao'lII':S Book

1 000 00es teadl,ng

notes arod phorocop.able aclMties mal c-n be used IIIongsO:le the

fla.shcards CM be used to present 1l<ac1ise and cooscldate language

IIl r ough • V3rHlty of games

800 1IC! M1Ies

Th" 101M" posters whit:t1 accomjl8Oly EflQlish Ad\.enlUr"

S t 3ft , A are 'ntended 1G prac ~se and ,,,,,,bee what the

pupils haw 1earMd.!I1d Ie pr".,.;,te peimlloont "'''''SIOt>!Iid

for VOill ~ss",om waf I See peg8' n l -T72 !of rotes on how to use tI1ese post"' •

•

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Introduction I

£ngllrh Ad enture

English Adventure is a six-level course for children

learning English Primary W1ooIs It U5eS a range of

~ strategies and maleria1$ jl!'CI'ml to be effective

WIth children in their NrIy)'N!1 of language \earnr.g

EngIjsh AcMnItm> takes the pupils thmlSellles as its

startir.g point: their lear!'ling s¥es the way they interKl

with eac~ othet, the i r nE'eds imd their interesl$

English Adventure aims to motiva t e the ch il dren through

the enterta i ning characters Ihallrtey will meet a long the

way, many of them drawn from the mudl-Ioved

animated mms of the 0Mey studios Pup4ls will Ihlen to

rotoriM play d mtOOITI 9'mes sing SOfI9S communicate

with one another in EngIM Abow al ~ they wil enjeff

Ihoefme~ as they 5et out on U-0'I0YII English

""""~

Pupils' components

Pupil's Book

The PtJpiI'J Book is the central component of English

A !M!fIlure It is used to p resent new IM 5rJ<1ge i tems, and

an be bacl::ed up with fIWlQrds and realia if the tNc;Mf

wishes The PtJpiI's Boot contaim >muM support 0!i11

I IIlgU9 pment.llion communICation activities puzzlf'S ,

1OI'9S and )tories Each PiI9t of the PvpT$ Book

repre5eflts one lesson

Stick e rs

The 5tk ~ ers a t the biKk of t h e Pupil's Book are in t encled

f or oM\ohK~s re i nforcement o f known language

Instructions for using the Sliders un bI' found in !hi!

lesson notes ,mlch follow <P'~ 12 -T~)

CD·ROM

The C[)'ROM whio:h ;J«Ompolmes the PupiI's Boot can be

used i n the dawoom 01: al home II includes inter<Ktive

games and a~, baseo:j on the ~ey lan.g~ of

English Advenrure It also featurt'l a l tM chants and

:iCIflo!l1 from the PupH's Book t o i>fOVid!! edra list e ning

pr actice or ~mply allow th e chlldfel"l t o e njoy theo;e

r ecordll1\lS outside the clawoom

A ctlvl ty Book

The writH"l AcfMty 800It prOYides reinfo<cement and

consoIid.Jlion of the language aught In eadllesson No

n ew language is p~ted in the At;tivity 8ooIt It is

intendE'd a s 11 time-fille r for the 'M"IoN! (!au or for early

no tes <O\ItIing all the ~tion$ o f the course m at erial

Each Iel;~ takes a step-by-step approadl and induoo

ide~ for beginning of-le5S(lf1 warm-ups and optional e~tra iICtivitIts for longer ~~s On pages T6S-T66 of the guide , ~ Will find rMumk of the Di~ frlms

which feature it! the PupiI's Book

At the back of the TNChKs Book is a resoUice bank of

btra ~ iIOd photocopiable ~ts along with instructions for lIS lrtg the posters and the video Audi O CDs and C8ue tt e$

The audio CDs and cassettes r:ontain all tho! chints, dialogues storie5 and songs ~ ali! ~ followed

by a n!pe<1t of the music WIthout voices so {hjt pupils

un 5ing the songs Itaraol::t-SI)ie, ooce they hrIe l eamed

the words

p n e l'S

The eight posters whid1 accompany English Adventure

Stdnef A and B are intend!!<l to prilClise and reinforce what the pupils have learned and to provide a permdnent revision 3id for t he dassrOOrll wall SftI pctgeS

T7t-T7l l or notes on how to use Ihese ~ters

Fl u h ,rds

The 46 pict\R fI~ ~ to the key voc:abulary ffQfTl El"O!iiVr ~ture Stanel A iIOd 9 The

lesson notes explain how flashcards un be used to

~eo;ent practise afld consohdate l anguage through,

variety of games and ac:tMties

Vi d e o s a n d OVOs The video!; for Eng/i$h Ad.w!~ Startef A and B !ach contain four episodes Each episode is b.J5ed around a 0Mey d>aracter or film, and IS dMOed i nto It,,"

sections;

1 a studio presentation of a song or a game

2 a dip 01 a thentic materialll'lated to the theme of the -

3 i dip from the film, sptd6Ily ~script ed t o sui t pupils'

This ~ Bock ifldudes INChing notes and

photocopiable acWities {hjt c be used alongside m

~~pagesT92-T97

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Objectives

The ~ey objectives of English Adv!>nrure are~:

1 To develop a positiwo attitude to English by providing a

context in which ~arning a f~ign language is

~ ti mulating and fWl -a context whkh offer.; the

maximum opportunity lor !iUCCes5_

2 To present activities and mater",1s which will allow

pupils to explore differeflt topics and concepts while

they learn the new language

l To cater to the ~aried learning sMes of pupils" through

the wide range of activitfes and materials induded All

types of learner should find something to capture "nd

maintain their interest

4 To encourage pupils to take an acti~e role in their

ie<Jrniflg and to reflect on their progress

S To establish a \01ic! basis on which the pupls can

continue to build in following yeaf5_

Language syllabus

English Adventure Starter A assumes no previous

know1edge of English, mough teachers mo have

wor1<ed wim My Fim English Adv!>nture will find that

vocabulary and phrases from the earlier cour>!'b00k5 are

s)'ItelTldtically recy<led

New kox!s is introdi.>Ced in groups of 6-8I'1'Ofds, using

flashcards realia Of blackboard activities_ Vocabulary is

always presented in thematic groups, and practi5ed

through a sequence of ~aried activities and games As

the unit pnxeeds the class wiH hear the words pliICed in

short $entences: examples in the affirmative a'e followE-d

up by negatives and interrogatives e~ding the pupils·

repertoire of senter>Ce-types in careful steps

The language skills developed in the Starter levels are

prir.cipally: naming things; asking and answering;

describing; counting; following instructions s.poI:en by

teacher, such as Point to _._ or Touch

The thematk contl'flt reflects the interests of children in

the early year<; of Primary school: memselves their

classroom, thei r home

Organisation of the material

The 5tarter ~ Pupi/"s 8001<:5 coosist of an introductory

unit then eight core teaching units, punctuated by

regu l~r reviews The three festivals lessom <rt t he end of

the b:cl: can be incorporated into the teaching

programme at the appropriate points in the school year

The Pupi/"s f100k also indu<les cut-outs to be used al

dffferent points in the (our>!' and picture dictionary

pages for reference and revisk>n

Core teaching units

The eight coo teaching units of the Pt;pil'5 Book consist

of six lessons, each ba5ed on a recurring cycle 01

pre:;entation, practice and extension:

\ Introduc:tlon !

l s so n 1 Pfesentatk>n of new IangwgI! usual ~ by means of a flashcard activity_ Pupils are asked 10 look, listl'fl and repeat Then they lislen 10 Ihe new languagl! items in a

rhythmic chant, chanting and pointing to the cOfresponding PKtures in thei, books

l e non 2 The new language items are ~i 5ed a d piactisedRejated vocabulary may be presented At Starter B level the written form of the new vocabu""ry is given

~no~

l esson 4 The ceI1trepiece of lil"SSOrl 4 is a song linked to the unit topic At Starter B level the lesson al$O includes a simple reading actiYity based on single-woo:! recognition

Le non 5

Pupils f olkJw a cartoon story and listl'flto the accompanying diaK>gue on the CO or cassette The story features the key language of the unit and may be used

for claSS/"OClfl1 acting-out lesson 6

Pupils listen 10 a short conversatk>n between real, English-speaking children This provides a model fOf their own communication Then a drawing activity allows pupils to personalize what they have iearned

At the end of the unit the teacher recapitulates what has been learned The pupils stick in the Donald Oi.>Ck

·thumbs up· sticker, by way of a prize_

The Activity Book offef5 additional activities (drawing, matching etc.) which can be used wherever the teacher5 choose to place them, once the target ""ngoage of the

unit has been assimilated The lesson structure Each lesson has been designed for a duratk>n of 30-45 minutes Lessons always begin with a Warm-up' activity which presents no significant challen\je but is intended rather to put the class in an Eflglish frame-of·mind

vii

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I ntroduction '

The 'Presentatlon' section suggestS w.1I)'S which new

laroguq Items can be presented using llasllcards realia

or other techniques that do not illYO~ the Pvpil's Book

Even at Starter 8 Ievfol when written English is

i ntroduced the pupils ' first enc:oonter with new words is

a l ways by listening

AnI!< ·Pmentation· the pupils turn to the ~nt Pupi/'I

Book page to listen chant, sing 01 communicate WIth the

te~cher or WIth e.Kh othef dwoogh games ,

ask-and-answer iICtI'VitIo3 etc The <1(tiYitin wh<h folow" iIrI'

intendtd to guide to pupils from II$lening and re~ating

towards me::« autoroomo16 prodUctlClrI

The 'End i ng the lesson' se<:tlOll presents a fun activity t o

bring the dass to a dose It I s an easy whole·etass

ac t llllty intendW to fini!.h the lesson on a not e of

cooperation and SU(CI">5

The 'OpllOnal «tMtll'S' which end ead1 page of the

lesson noteS <In! ideas lor further priKtic e tbruugh a

con trasted activity-type They (¥1 be used with faster

classes or SMTlPtv as an alternative to othel" practic:e

actIVities

The ear~ Primary years ale cru(loll,n determining

ct1ild,en~ attitude towards themseiws as le a rneno and

towilds school In English as in other subje<ts it is

i f11PO(tant to ioste( fee M ogs of confidence and sucteSS In

the ~ PrirNry years ( qd 5-6 appratim<I~ chikl~

have p¥l icu lar needs and interests and they may learn in

a ViII'ltty of ways The prioipal chafacteristlCS of koarneno

o this 0Ige group are as tolJ0w5:

viii

1 They depend heavi~ on the teac:her 101 dirKtlons i n

lessons They a r e not a u t onomous

2 They are inquisitive and receptive easily motivated

and show an uninhibited attitude towalds

participation in da<;s actMtie$

1 Their i nterests are focused on the here and now

They are not able 10 concentrall! for long

Their l earn,"g is intuitive rather than ana¥iul

RepetItion, recycling "nd patien t build i ng on earlier

IKquisi ti ons playa key role

S 1 hey need actjvit~ i rwolving physKal movement ~nd

coorcIinatioo

Ii Soaal relation<; are loose friendships ~re largely ~

matter of who children h.Jpptn to be p/.Jying wr.n or

SltbOg next to

1 The affectIVe ~spKtS of teachmg are i mportaot fOf

"'m

8 T hey ~re rece p tive to t he world of f an t asy and

imagina ti on

9 They are 0I11y jU5t beginn i l'l9 to read and 'Mite in

their CNIfl language (L t) 10.l\OCl4d I nterference

between languages th@y shoI.IId not be expected to

read Of wnte in Eng l ish exapt at the sinlpIest It¥eI, I.g sirlglE-word rKOgAlbOn

10 They are OOt yet matu r e enoJgh to 5l'i! error itS a

~tage of lea rn i ng They may be upse t if they are t o ld they are wrong Ac t iv i ties ne-ed to b e set up so as to allow evel)'Ot'lf' 10 sllCCeed

Much ha5 been written in recent ye.1r<; about the differences which CMt exist between pupils in a single

d ass : different levels diff_n w~ of learning, diffe<efll attitudes, different types of m::>\Nat lon Eng/ish AcWentul"! addrewl'5 t his dive<slty through the variety o f actrvity

types pr ese nted Var i ed ways o f wo ri d n g - pr ojects , movement, r ole play etc - enable e ach pupil t o develop thell abi li ties t o the maximum

Rese.lrch :;hews that to OPUllllst te.Jrnlll9 it is ~t

to engage both hembpheres of the brilln for thIS reason,

the te<hniQUl'S and strategies proposed in EngJish

Ado.E<l/lHe cater not 0fI1y fOf learners with a righ\·br,w, domin , in(£> - those who ~ well with fI"IOYet1"Ien\

feelings, etc - but also those with a left-brain dom i narKe, who show an aptitude for logic:, sequencing tasks, etc

Englisil Adventure is founded on 8n u derlying awareness that children have differen l la lents, all of v.t1 ich need to be gIVen the opportunity to wcceed Further, many of the le5Ol'lS inYoI'Ie the children in actMtoes where language learning is not the sole obtectivt: activities v.t1ich may iIIso bring Into play powtrs

of logic: and dedUction, ob5ervation, memorisation, et( This provides \t1e pup i ls with I flam~ within which they (iIIl milke progress and f eel conlident

AMlly by p.midpating in the many pairwork and grou p IKtMties wIlich fl'ilture in English Iv:JvMture, Il'Jpils will

get to kllCM' their dawnates and kolin 10 war\( together, thus deo.oeIoping tllto ' n terpe!SOna l and 5O(iaI sII: ~ ls Active leorning

In English Ado.E<lture, the pupils are eftCOUlaged to play

as lKtive a role as possible so that they will feel more

importarlt, theIr motNation and inte re st wil l i ncreast, ~nd

IMelr learning win be more meaningful Developing an

active role in tMe l earning prIXI!"Ss fosters a sense of responsibility a nd cooperation, promoles confidenc:t in

the pupi l' s own Up;liClty to learn a new language , i!I1d te.Khrs a number of skill and straleg~ nKtSSary for a more autallOOTlOUl type dlearning

Engfish Ac:M>nture also t.)kes i nto account the i nte<ests

~nd needs of the pupils, thus fostering a positive Ittitude

to learn;"g The T eacher) Book includes deta i led t e Khir.g notes to help pn:!mo1e thIS way of working in the

clawoom

Trang 10

Th e teaching m eth odology : a

commu ni c at ive approac h

If pupils all' to assim H ~te \tie foreign language properl'j,

they need to be ITIOIl! than simply receptNot 1Nmers The

~ im 0( EngIis/I AdI«IrUfl! is 10 make pupils active

communicators using \tie IangIJilge to ~

~ and exchMge infonnabon It IS mrs

imtrumen~ aspect of languq on.ng which make

the dawoom not just somI! e 10 learn, but also the

~ where pupils come to INrn about WmsfflH and

thI' world around them, where thry sholre this tnowIedge

with o~ when! thry deYeIop (ognibW skills ~nd

mature as ond"Mduilis

Th e rour skills

E nglish Ad'.oentufe Starter A olnd B locus on the skills 01

listen;ng and speaking Reading ~I SIfIgIf-word level is

introduced in Star t er B

listening

The l'sterling material indudes a wide variety o f songs

ch an ts di~ogue-s and stories Pupils should not feel

un der pr ess u re to understand m~t they hear at first

listelling Teachers $Ilould play th a t ape, Il' pe at it

themselves t he n encourage the Oass to !'tpeat along

with them Always use Il ashcard$ or mime to underline

meaning, belore resorting to L1 trMSlatloo,

Speaking

Chefa l ~titioo is more use f ul with this ~p than

spotlight'ng individuals and asking them to speak

Sentl'llCe myt/v"l1ls as impot'tant as the pronunc:r.auoo of

~ngIe words

If puprls Il'spond , ~r own language, accept theor

cootrb.nioo but repeat it In English Using a ~ or

~ft toy to sir questions can be a good w~ to keep the

(~\Ion in [nglish fstabliV'l from !hi! beginning that

the puppet cannot ~ in \tie pupils' mother~

In Lesson 5 of each Unit, puprls are invited 10 60 role

plays ~ 00 CMtoon storie$ In l.es$on 6, they ~ the

owonunity to ~Iise the I¥rguage they haw INfnt

and to talk about t hemselYes

Read i ng

AI Startef B level, teao:her.i can make thi!ir own word

cards to present wrinen forms Word calOs can be used

in cQr'junction with \tie f~ards f or matching ac:tMt0es

l!1( MO«' detai'ed ins tr uctrons for ir'1troducing written

forlTG can be found in \tie Ieuon notes,

Writ i ng

Pu pils will not be e ~pect ed to write in Englfsh until

English Ad\<enfUre level 1, Prepar~tiorr fOf writing can

ta ~e !hi! form o f troKing O'<'l'f words, circling the (One<t

word, adding the f roalletttr t o ~ word ett

The prob~ of interi~rente Wll n the pupils' L1 has

IntroduCtion J

a lready bei!n touched upon If the pupils' mothef toogut

uses an alptlabet other than Roman, $O.Ich OIS Cyrilli<: it WIll pro/:labIy be counterptt>dr.lctill to el!peCl !hem to do

allY wnting in English at 5tartef~, Evaluation

Evaluation can proYide important i n formation not only on the perlOflflolllCe of !hi! dlildrM but also on {eilChlng metl10ck and materials_ The evalwtion matenal included

in [ng/i!itr A dVf!nture hon '-n designed to analyse pupils' progress, with the aim 01 reinforcing the posiWt aspt(ts and idenhlying areas for ft'rproYement

F o r mativ e e vaiulition for lormatiY@e'IIaiuation it is iIdvIs.:Ible ttwt both the pupils' wort: and the cLassroom ~ (methodology materials etc ) ;l<e monitored 00 an ongoing basis To

this end, an activity record sIlH t is provodtd on p;lge T78

of the T€ocher 'l8oolc This can be pt>otoc:opied and completed at key pornts in the pupils'learning allowing teildJer.; to COlTlpilll' different actr.;\ies I n terms 01

su i ta bility and effectiveoess

Summative evaluation

To carry out summa~ e'IIa l uatioo teachers will f nd

@ ignt photocopiable e'llaluation sheets on pageos T 84-T9 1

of the Teadler'l Book, (Olfesponding to@oKholthecO«' unitS k; traditOoaI tes ts can give rise to stress WIth neg<r~ COfI5eQuences for pupils' motivation, the Engiis/l

AdYMfUre t ests are made up of activity types with whidl pupils will already be familiar

Pupils can be ~ in correctV\g ev~ sheets to make them ilWare of theor progrt"ls

S e lf -e nluation The end of each uM is a I)OOd moment to help pupil reflect on the work of the last 5ix lessons Ask them (in

L 1) v.tral English words they haw learned and what they lhint !hey wi ferr", rbeo'_ Use llashcaftls and other prompts to jog !hell memOI ies E nsure ~t the unit Mds

on a note of pride and success Coogratulate the class on theif work Tell them they deseMo 10 stick iII"I

adIieYernent stiner on the I.nt P9 of !hi! UM, WIth Donald Dud: giving them the thul'l'lbwp iII"Id saying Well donel '

Core activities and r esourc es Song s and chanu

Songs and chan ts ar e induded in e«h unit of English Adventure Slane!" A and B to develop lis t ening and oral sl:;ills, Childre<1 genefally e!ljoy 5ingill\!, 50 SOf19S and

c h ants ~p <reate a positive l e <lrn i ll9 erMfOI1ment Thei r Il'petit i~e stNCIu[@ma kest hemf asy t o ul'lde<'SUfrld arld [@tain, They a lso provide a good model for ~tooation and SIleo; paufrns

The k-;son notes provide plenty 0 1 suggestions working WIth songs and chants

I

Trang 11

Introduc:tion J

flashcard activities

The flashcards a.e the prime resource for pr.-sentirlg and

re<>etivating vocabulary Initially, pupils look, listen and

repedt Then they Cdn chorus sequences of \'\OOIm while

the tea<:her poin~ to the carm

For rec;ding, you can $imply hold up flashcards al'ld olSi<

'YV!1at's this,', b t other activities will probably engaoge

children more effectively 'Spot the deliberate m;';ta~ e ' is

usually popular Hold up a flashcard and '><Iy, for e~amp!e,

'~'s a dog, Yes or no?' Make plenty of mistakes and

play-<>et being sUrj)l'ised when the dass say<; that you are

w~,

~ pages T67-T70 for further iKlMtie5 using flashcards,

and page ~ i for a list of flasrtcards

Pairwork and groupwork

Pai.wor\:: and groupwor\:: are used frequently in the later

levels of English Ad.-enrure The advantage of such

activities is that they give vilriety to the ~sson and 9i~ all

p pils the opportunity to speak They also allow the

teacher to circulate and listen to pupils individually,

The~:;.son notes for Starter A and B ifl(lude ideas for

simple pairwork and g'oupwork It may be helpful to

familiarise pupils with this wiYf of working, el'(>n if they

are too young to WOO'k entirely unsupervisffi

Demonstrate paifWQrk actrvities with volunteers Try to

put you I'Olunteer into the te<>eher's role, so mat it flOt

alway<; you that aSKI the qUl'ltioos

fix a time limit for me activity Ensure the class

understands that for the next Sii¥Y five minutes you want

them to pr<>etise in pairs while you circulate and linen

Games

Games are part of everyday experience for chidren of

mis age group, and me;r value can often exceed lnat of

priictfsing a specific language poin Games are included

in each u it of Engli5h Adventure Starter A and B Thl')'

can be played in pairs or in groops

The importance of!jCIme'i in the Primary English

clasvoorn CilflflOt be o.erstatl"d:

1 They facilitate aumentic communication, in which the

pupils are lowse<! on <>ehieving an e)(\ralingu'stic

objective rdther than on practising language forms

2 They give teachen the opportun;ty to arculate and

evaluate the progr= and diHirulties of meir pupils in

a relaxed context

3 They may be competitive or cooperative Competiboo

is stimulating fl)( the pupils if used in a cootrolk!d wiYf_

Cooperation can be promoted by setting up a final

goal for whoJ e -d~ss g;;omes, I)( by encouraging

cooperatioo within smaller group$ of pupils playing

key !.Jnguage of me unit The stories are self-cOfllain«! and highly viwal The recorded material wim i ~ variety

of V(lio:es and SOIJnd eHl'Cts ensures that me target language items are propeny contextualised_

Art and craftwork Artistic and creative actrvities are ifl(luded in ~ I I the units

as part of the main lesson procedure or in the suggestiorlS for extra activities These activities have been fe~ l istical ly design«!, requiring minimal preparatioo and the simplest of matll'fJals

Information and Communication Technology {l en Each Ie.ej of Eng/,Sh Adrt>nture includes an optional CD-ROM, on which the language of the core teaching units

is reinforced through interactive exercises The activities run parallel to the teaching u its and provide an owortun;ty for autonomous learning, in me dassroom or

at home

Trang 13

• CoIcu or Iduckllbluel

• Sl¥Id "P • WIG' rholl INs is _

• -ro m 'JOtI " • ~ CIObs it ~I

• Clop your , • WIll _

Trang 14

• WiI'~ got lorI<1gtol

• Fat/\« ow,tmt$, ~ $III, - • I :;;IWI' ~~ 0;

-btl! 0visItras CI<d slOdaoog • _ _ F_a

~ S>ng • ~ song

• o.nc aond oIcit'Ig •

xiii

Trang 16

Hello!

2

Trang 17

Materials Donald DU(~ puppet

A small soft !);Ill (for

optiorliol <lC\Mty)

• Welcome tJw pupils in Engl!!.h: He/Jo, fm (n,lmEo)

Encourage them to answer HeIIo I Greet indMdual

pupib : Hello, I'm (n,Jme) Pupils answer : Hello,

I'm Then ask indil.idl1al pupils to stand up and wy;

Hello I'm The class ans~r: Hello, (name) ,

Pr es e ntation

• Put the Donald Dud puppet 00 your hand and

introduce him ro the class /Uk (L 1) if anyone ~

the character and what his I'Io)I'I'Ie is In their language

Then make 11M! puppet Slfj He/IQ rm DoniJId Duck

Encourage 11M! class to answef HeIIoI

• Hold up II Pupil's Book and '>itj : Open your books af

~ 1 LooI: at the pdure WIth the class, Usil'l9l1M!

Don~1d Dud: puppet , make him 1004< at til(> page a nd

say: Look/I'm £>oniJ1d Duck

• Talk about the pictae in Lt Ask ~ Donald is

( on a fairpround rld!!) Discuss pupils' experieocH of

failground rides in L 1

Tell pupils they are goir19 \0 listen to a D"Ig

Sly: listen Play the Hello ~ on the recording and

mime the Ktions f'upils listen and follow

• ""aa~ greetings with a HeHo game Ask a volunteer

to come to the front of the dass Het5he st.J,no;js

looking INlay from the class

o Individual pupils mnd up and cal out HelD, (rIiJfTIe of

pupil a t the front) Tht pupil listens to the YDice and answet""S b.ld Hello, (rICIffle) If the pupil at the hont guesses the name CQf~tIy ~ M another turn If

~eIshe getS it wrong, ¥lDtI1ef pupil comes to the front

Ending the lesson

• Introduce the woo:! goodbye Go to the door as if you

<Ire about to tNI'!! WIlW! af'ld ~ Goodbye/ Pvpi~

wave back (!lid ~ Goodbyel

• PIIy the Goodbye !iOO\I on the rKOrding and rrume the O<tion>

RECORDING 3

Goodbyel Goodbyel Goodbye! Goodbye!

Goodbyel Goodbye1 Goodbye, everyo~

!Song is ~red twkd

(Mime waving goodbye)

• Play the song ~n Pupols JOWl in with the words and 1ICt~ Then dismiss the class Pupils say goodll)ot to you as they INI'!!

A baIL game

You need iii smaIL soft ball Ask eight pupils to

form a cirde at the front of the dass

Demonstrate t~ lICtivity Say : He llo (name of

popil) ar>d throw t~ ball gently to the pupil

They catch it and rep/)': Hello (rour rtilme)

They then throw the 11:111 gently to a new

pupil, saying: Hello, (rtilffle o{ pupil) Repeat the lKIivity with another group of eight pupils

T2

Trang 18

o 0 Chant Then colour

Trang 19

Matching and colouring

Colours: red blue, yellow,

A.ashcards: red blue, yellow,

,-Donald DlKk; puppet

Coloured pencils or crayons

(red, blue, yellow, green)

o Greet individual pupils, saying; Hello, (namE'}

Encourage pupils to reply Sing the Hello song again

Presentati o n

• lntrOOuce the colours Shaw'the red flashcard and say:

Red f'upils repeat af\E-r you Then attach the card to

the board Point to things around the classroom that

are red, and ask pupils to say the colour Red

o Re~t w~h bWe, yellow and grPE'fI Attach the

flashcards to the board in the order red, blue, yellow

and g reen S<Iy : Point to red Point to the red flashCilr<:l

you~lf Repeat with Point to bluelyellowtgreen Then

give the instructions in a different order Point to yellow

Point to green, etc

• Lea~ the flashcards on the board in the order red,

blUl', yellovv, green

ri3 P P"ge J 0 Chant

Pl ay the colour Ch n and say : Listen Point to the colours

on the board as they

<Ire mentioned

RECORDING 4

Red, blue, yellow, green

Red, blue, yellow, g r een

Red blue yellow gr e en

Red, blue, yellow, green

o Play the chant again until pupils are chanting happily

HetlO! I

PB p ge l 0 Then coLour

• Make the Donald Dud< puppet say: Mello rm Donald

t:>trl Therl rn.lke rum say: Open your books at page 3

Remind ~Is (1.1) of v.tlere [lor.aId is (at fhe fairgrowld) Ask them 10 look at the game he is playing (/'look fhe dud:) As!:: (Ll) if anyone has played this t>etore

• Point to Donald's fishing rod5, and elicit the colours

red , yellow, blue and green Read the rubfic Ch ant then coIoor, and demonstrate the activity Hold your

f'upii', Book up Fil'>d Dona'd~ led rad and follow the line Irom it to the dlKk that is half coloured in red Say:

C%ur the duck red Repeat fOf the blue, yellow and

green rods

• Ma<e sure each pupil has access to coloured cr ayon ~ or

pencils Help a'> necessary (hed: by saying Point to the

red dud:, etc

PB po ge l A palrwark game

• Demonstrate me game wim a pupil Point to a duck on page 3 The pupil say.; the COlour Then swap roI5-

the pupil pOints to a dlK and you say the colour

• f'upils ptay in pairs Help as necl'S5ill)' f'upils can also

use the items coloured in red, blUl', yellow and g,een

on page 2 of their f'upil's Soak

Ending the lenan

• Play the Goodbye sang from L esson 1 ag<lin, and

Items (a toy car, rubber, etc-I

( " II out the colours in a sequence Yellow, blue,

green, red Pupis listen and put their coloured items in the cor ect order Repeat the activity with a differern colour sequerKe,

I

T3

Trang 20

o 0 C o Chant

4

Trang 21

learning parts 0 1 th e body

DoIng an ilCtion chan t

hands, feet head, body

Donald Duo PlJ p pet

• Sing the Hello song Then grHt individual p upils

wying : Hello, I'm (fIdme) Encoorilge them to respood

Th~ pupHs g r eet each other

Presentation

• T ell pupils ( l I) to loo k th r ough Un i t 1 to lind the magIC

word on the jigSilw pie(e Use the OoniI l d Duo )KIppet

to ask : INfIaI"S the magic word? and teach the word

feer Pupils guess (t 1) what the theme of the linn i!o

(my-• Touch your head, your hands an d your IH t , saying t hl!

Eng li stl words as you do so Witch me My head, my

/lands, my feet Then indic a te J'O'I r whole body a nd

51Iy: M y body

• Mk pup ils t o stilnd u p and t ouch their heads bodi e s

h<!nds and f eet with you Stand up My head My body ,

etc Repeat until pupils are confidenl wilh the iKtions

Vary the p«e i f)'OO wish

~ , po,_" 0 Chant

• Hold up a Pupil 's 8004: and say: 0peiI jQ!r books a t

page 4 Draw a large 4 on t he bo.Jrd

• Poi n 1 0 the Disney char a cters from T h e Jung le Book

~ il pu pils k l'\ClV"i t hem (l l J If you wish, intro d ce

them II'l Eflg lish This is Mowgli 11li1 is King Louie

As.k pupils 10 poxl \ 10 Valious parts of the bodies in

their pictur e , e g Point 10 Mowgli"s feel

, ExpIi in tha I pu p ils are goong to list en to a chant Say:

Listen (Cu p your hand beh i nd your e r.) Play the chant

Encourage P\lpils to dap or beat 01.0 1 t h e rh yt hm as

(Chant is repealed twice)

• Play t he cha nt a ga io demonst r ating t he a<:t i ons (lis t ed

i n italics)

• Play ilgai n , €l">Coo ra g,ng p upils to io i n i n with )'O'J f irsl

Wl l h ju s l !h e ilCtioos, theo with the ac tions and the

Consolidati o n game

• PrilCtM the nti!"N boctt parts by playiflg a l ourn game I'IJt your hands on your head and sJf: Touch your head Repeat wit h body, hands ~ nd feel The n cal l

oul i os truc tio ns f or pup i ls to follow wi t hout you del'l'lOnStr ati n

• Make this more dIa l leng4ng by sayiog a sequeoce of

imtrOOIOOli Touch )QK head Tovch)Wr feel Touch

your body And /OtI(h your h.Jnds Pupils pe rlomr them

In the right ordef Ending th e lesson

• ~V t h e Goodb ye 'lOng and dism i ss the class

Activity Book page 2

P!.rp il s draw a l ioe t o matcn the t naractetl w i tn their heads, nands and fefl

hlrwork gam e

Olvide pu pi ls i nto pairs Oistribute a piece of

paper to eath pa i r of pupils Pup i l A draws a hea d on the paper He/she t"eo folds the pa pe r Oll er so that the head i s hidden, and ooly the

o ee k i s show i ng Pupil a then draws a body ont o

the oedt and fo l d s t p.pe r o ver so that the body is h i ddeo Pupil A then d raws a pa ir o f l egs

a n d funny feet onto t h e picture Pupils then open the paper up and look at the peopl e they

have drawn

T4

Trang 22

o , Chant Then match

3

4

5

Trang 23

LE S S ON 1

Lesson aims

New target language

Recycled target

Tooch (your heiJd)

Handmade number flashcards: 1-5

• Sing the Hello 5OIl9 Then use the Donald Du<:k puppet

to YJelcome the pupils ~ng HfJ/Io, (~ ~ncOUfage

them to answer

• Use the puppet to play a game 01 Donald says Make

the puppet call out instructions DonakIJ<I)i3' tooch}«'r

head Pupis listen and carry out the instructions

II you give an instruction wrthout Donald l'ol)i3', they

don't do it TO(I(h your feet (pupils don't move)

• Introduce number.; one to fIVe Ask live pupils to come

to the front of the da~ Count them with the cIa~

One , MO, three, tour five Repeat with other sets of

flYe pupil~

• Write the numbers 1-5 on the board Count them with

the pupils, po4nting to the numbef5 on the board as

l'OO do so

• P!.Jy the number ¢1ant Pupils listl!n and dap thl!ir

hands to the rhythm

R EC ORDING 6

One (Clap)

TWo (aap, 00p)

Four (aap, 00p, cla p, &p )

Five (Clap, 00p, cla p, c lap, clap)

One, two, three, four, five

• Play again and efl(outag>e pupils to join in with the

• Tell pupils: 0pen)(JUf book s at ~ 5 Look at the

numbers on the page and encourage pupils to say

them aloud Then ask pupils to count the ba n;r.;; in

each row on the page with you (one, MO, th ree )

• Poinllo the n mber 1 Show pupis how to trace a line with their linger 10m the JlUmber 1 to the single banana Repeat with numbers 2-5 Then asl:: pupils to m.ltch the Jlumbers and bananas by driIWing lifl\!S

Check the answer; by drawing the numbers and

baJlan.l5 on the board

• Ask pupils to stand up and perform a number eXM;;se

routiJle They listen and do the actions one, touch your

~ two touch your body; three, touch }OO' fee r

foor; touch your body; fiv\!, touch your h\!ad

• Repeat until pupils are confident Then just say the numbers and see if pupiJs can remembe, the correct

""""'

Ending th e l e ss o n

• Play the Goodtlyc song and dismiss thl! dass

Activity B()()k page 3 Pupils colour in the sediol15 marked with" dot

to find the hidden numbers

What number game Draw" number (from 1-5) with your finger on a pupil's back He/she gues~ the number PupiJs

can also play this in pairs Alternatively, tap a pupil on the back with a Jlumber of fiJlgers (from

1-5) He/she guesses the number of fingt'rs

T5

Trang 26

Learning some action verbs

Rnding the correct stickers

to complete a picture

fkllo/goodbye Hands, feEt /lwd, body

Numbers 1-5

Red, bJve, yellow; green

Touch (your hedd)

Gap your hands

S tamp your feet

Take the s tickers out

Handmade number

flashcards: 1-5

• G[ ~ the Children and ask: What's the m~ word?

(feet) Pupils touch their feet Then repeat the body

chant from LeS$On 1

Presentoti o n

• Mime and introduce the actions Clap yDlJf hands and

Stamp your feet

• P1ay an instructions game, using G ap your ~nljs

Stamp )Our feet and Touch your (head) Pupils listen

and follow the instructions Vary the Older and speed

of the inSlructons to make the game more fun

n pO lles 6-7 e Stick

• Say: Open your books al ~s 6" and 7 Ask (L 1) who

the pupils can 5ee (Mowgll ~ Baloo and K ing Louie)

whele they are (in the jung le ) and what they are doing

(dancing) Use the Disney characters· names in Ll or in

Englsh, as you prefer

• Explain (L 1) that IDme p i ~es 01 the colour picture are

missin Ask pupils to point to the grey parts 01 the

picture e.g they point to 8.Jloo"!; hei!d and say: Heitd

Expl.lin that they are going to use stickers to complete

the picture

• Show them the stickers page at the back of the Pupil"!;

Book Say: T" k e t he stid<er.; our Call out ead! sticker

and ask the pupils to hold it up Say: Point to Mowgli"s

hands Point to Baloo·s head Point to Mowg li's feet

• Pupils then stick the stickers in the corred place For

each sticker, ask pupils to hold the ticKer up l rst

Check that pupils know where the slicker goes and go

round the class I1elping them

• When the pictures are linished look at them again with

the pup i l~ Encourage pupils to stand up in their places

and have fun doing the adions w~h you Say: Clap

your hands, touch your heads stamp your feet, eK

• Ask five pupils to come to the front of the class Grve

each pupif a number flashcard CaU out the number words from one to li~ As you count the pupil with the cOffesponding fklshcard holds it up

• Now ask the IiVi'" pupils to turn their flashcard over in

order to hide the numbers The class has to remember each pupil's number, e.g U nda, MO II the guess ;s

correct the pupif show:; the flashcard to the dass

Continue until all the numbers have been lound

• Repeat the game with another group of five pupils

• Find different object5 in the classroom for pupils to count aloud with you e.g hold up five pencils, and

count One, MO rhree four five Then hold up four

books and count to lour, etc

Activity Book page"

Pupils find and colour Mowgli's body parts in a light colour and Ba100·5 body parts in a darker

colour

Numb",fS and actions Make up an exercise routine combining numbe~

and actions One - touch YO(Jr head, two - ltllmp

your fee t, etc Pupi1slisten and perform the

routine

T

Trang 27

Hands, feet head, body

Numbers 1-5

Red, blue, yellow green

Clap your hand:;, stamp your

feet (ouch.,

Bananas

Flashcards: red blue J'I?I/ow, g~

Doflilld Duck puppet

• Revise actions Invite a confident pupil to the front

Whisper an action to them, e.g Clap your hands The

pupil carr>es out the action, and the rest of the cia'»

join in Repeat with other actions

(!] PI I"'!l<' 1 0 S Ing

• Say: Open your book5 at pages 6 and 7 Point to the

characters and ask: Who's this? Pupils can answer with

the charact~rs' names in II or in English (Mawgli,

Baioo King loo~) Say: Point to Mowgli's (hwd), etc

Ask: How IIJdny ba nana.s can you see? (5)

AS' pupis to listen to the song Mime the actions Oisted

in italics) as they listen

• Play the song again and ask pu ils to do the actions

Then p~y it again asking pupils to sing_ Repeat until all

pupils are Singing along happily Vary the activity by

asking pupils to sing loudly and qU>eIIy_

• Point to Pupil ~ Book page 7 Coont the flowers in th~

pKture with the pupils_ For each flower ask: What

coloor is it? Pupils teU you the coloors of the liovfflrs (red, yellow and blue)

• Now point to ttle panel t the bottom of the page Explain (ll) that pupils should l nd the >ami' flowers

in the jung~ picture and colour those in the panfl

a«()(d i ng~ Say : Find the fIower.; Check the activity

by >aying Number' _ What colour is it? etc

• Give foor pupils a colour flashcard each Ask them each

to stand in a different corner 01 the room and to hold

their flamcard u

• Pid up a I~d classroom objed and walk to the pupil wittl the red flashcard Say: Red Repeat with other colours

- In";te indMdual (or pairs 01) pupils to do the same Ending the lesson

• Use the Donald Doxk puppet to play Donald says (a, in

l e~ 2) End the game, >aying DorMId say:\" goodbye/

Encourage pupils to wa\le goodbye to him

• Sing the Goodbye song and dismiss the class

The rubber game

Display the number and colour flastlcardS on the

floor Demonstrate ttle game: tak~ a rubber and

gently ttlrow it onto a fla5hcard If it lands on a

number, say the number, e.g Three If it lands on

a colour card, say the (Clour, e.g Blue Divide the

class into teams to play the game Pupils take

turns wittl the rubber, saying ttle numbers and

colours II the rvbb~r lands on ttle lloor without

touching a card, the tvrn passes to the next pupil

(Your wrn/)

Pidure dictionary

Pupils us~ the picture dictional)' on page 79 to

playa game One says a body word or touches a

p rt of hislher body (I1ands, le~t tl ad o r body)

Ttle ottler points to the correct pictvre Then ttley swap roles

T7

Trang 28

A listen

'ill' 0 0

; :

Trang 29

It's 5tOI}' rime

How tndny coconuts com

y005ee?

A cocon ut (op tional )

• Sing the song from ~ 4 Encourage pupOls 10 sing

and do the acticm

P, pall I Story preparotion

• 5ettlf pupils down and wy: It's ~ ritnel Explain (ll)

thaI they are going 10 1is1t'fl1O a Slory in English ~ :

0p!tI your books at ~ 8

• Look at t he story and ta l k about it wilh the delss Ask :

W1l0:S this? (Mowgii/8 aloo ) Poin t t o the ooconU I Iret!

in picture 2 and ask How m;jny coconuts can yoo see?

En.c;our1l\ll! pupils to cou n the cocon u !'I wit h you (one,

I'M;I, th~ four, five Five <:OConut;l) If you have a real

coconut, pa ss It rOlind the dass, encouraging pupils to

IlCIId il a nd feel hCM' hea , il is

• Ask pupils (Ll) 10 tell you nat they think happens in

the Slory

!.J ~ 1"1'.,., 0 linen

• ~ tblM to me stoty Plily the story recording and

fflCouragt pupils t o follow it in Ihe" books Help them

by holding up your book and pointing to the story

frames as they lislen

One , two, three, four five

Five cocon uts!

N o ! Four coconuts One, two, three, four

Her(' ! Owl My headl

you see? One, two, three

coconutsl

• !'LJy the story aga in Pause al pICtures 2, 3 and 6 and asl the pu~ to coun t the coconuts with you

• ~ the story agalfl this ~fN! performing 5imple mime

;xtions lor pupils to CCI!l'i e ,g piClufe 1 point as if at

the (o(Oflut \Tee, Picture 2 count up to I~ on 'fOOl

l ngers Picture 4, mime thl'O'Wlng a cocon ut Picture 5, point 10)'O'Jr head etc Repeat until pupils are happy with the mime actio n s, They can jo i n in with the words

il they li k bu t this jsn·1 tsSefl~ al,

• 'Nhen pupils are confident dIVide the dass i nto three IlfOUPS: Baloo, Mow9li and the moo~ey !'til)' the Story again and encourage pUpils 10 mime thelf charac:tef as they listen

• Oraw ~ 5irnple palm \tfl' on ~ board With f~

coconuts on it AsIc pupils: How lI"WIy coconuts can

JOU~? a nd ask them to count Willi yO\.I from one

to rIVe ,

• Then ask them to dose lhelr ~ flub out two 01 the

coconuts ~ nd ask: How ,""ny coconuts can yoo see? PupilS count again 10 see how m~1l)' the re are, Repeat

by ask i ng thEm to close their ~ again, while you rub out another coconut or drolW ~no t her one in

Individual pupils.:an help)'O\l with the rubbing out and

drawir"IIJ of new coconuu

• Sir"IIJ the Goodbye 5009 and dismiss the class

A numben and colOUrs d ictatio n Or~w an out l ine of numbers 1 - 5 on a p iece of

paper , and make a copy f or each pupil In the

clan Oist ribute the (o p l~ Mak e sure each pupil has access to red, yellow, green a nd blue colou r s

Read out a number and COloo f dictation One Is

red TWo is yel/ow Three Is green et c Pupils

IiSlen and COIOUf the numbers

T8

Trang 30

o r£T 0 Listen

o # Draw and say

9

Trang 31

• Greet pupils and ask: WMt's tile magic word? ~t

Pupils tou<h their feEt_ (II PIlpils have forgotten the

magfc word, ask them to look through Unit 1 again to

lind the jigsaw piece, )

• Use the Donald OI)(X puppe t and play Donald says , eg

Dr:!M1d says clap )OUr hands, stamp )'001 feet eK

8 ' pa pDga ' 0 List e n

• Sa~ Open YJI.Ir 000k5 at page 9 Pupils look at the

photos of the c ildren at the top of the P<lge hpjain

(ll) that they are going to listen to the children

introdu<ing themselves,

• ~y the first part of the recording, Pupils listen and

look at the photos,

RECORDING 9

ADAM Hello I'm Adam,

AMY Hello, I'm Amy,

MAX Hello, I'm

MaK-KIM Hello, I'm Kim,

All Hellol

• Play the second part 01 the recording_ Pupils listen and

point to the part of the bocly mentioned each time

Then play "9ain, Pupils point to the pilrU of their own

, p g ' 0 Draw and say

• Draw a simple picture of )'OUrse'" on the board Point

10 it and sa~ Look! My head, my body, my har>Cti and

• u~ the DonaJd Duck puppet to tell P<lPils: WeI! done/

E)(J)iain (L 1) that PIlPiis have finish!'d Unit " S~nd a bit of time looking at the work they have done

• Ask pupils (11) if they've en;eyed the iesSOllS, Emphasise a the things they have learned: number1

colours, the body, greetings, etc Use the Donald Duck

puppet to ask: Can YJI.I count to five? Can you say t~

colours? Can you say hello? Gm)OU rouch YJI.II hwd?

etc Pupils answer Of do the <>etions,

• Praise P<lpils and show them the evaluation stickers at

the hac~ of the Pupil's Book_ Pupils take a sticker and stiCk it into the space providEd

Ending the lenon

• Ask P<lPils to choose their favourite game or song from the unit and play this a~in

Activity 8QQ~ page 5 Pupils follow the lines through the maze and draw the correct number of bananas (or other

objects) in each box

Number an (cross-curricular a tivity)

Provide each pupil with a piece of card Ask them

to draw a large number on the card and to choose a colour for their number (red, blue, yellow or green) They cut out pictures from magazines in the (Clour they fle(!d and glue them onto their number to create a mosai<

effect, Invite pupils to show their work to each other My three is yellow, etc,

T

Trang 32

0 0 0 Chant

Trang 33

Hew Ulrget language mum d¥J mt9'; brother me

Re<y< I ~ target Hello , I'm

• Ask pupils to Ioo~ through Unit 2 to find the m~g ic

word u~ the Donald DU(~ puppet to icl: I#lat 'l !he

IN9ic wcxd? P!OI'I'lpt the answer Mum I'\Jpi~ l) 0JeSS

what the topic of Unit 2 is ( famiy)

• IntlOduce the family vocabulary using the fIa5hcard5

mum dMi, sister brolher Say the family words and gel

pupils to fept,u them

d ~ " pas _ to 0 Chant

• Hold UP)'Ol.lf Pupil's Book and say: Open your books at

PIge 10

o Pomt to the pictures o tile ch¥acters from the Disney

film I.8dy AM "The Tramp' - ~'S Adven l ~ AQ:

(1,1) if <11l)C11l1' has SoI'efl the film Inlroducl' and point 10

the chlIract~ Sump (the boy PIJP9Y )

• AQ: pupils t o look a M pOInt t o the other ch¥.xteI'S

Say: This is 5ca/11fl's family Point to his mum Point 10

il'! the picture How many fIower3 Coirl you 5ef!? lMJaf

coJoor lYe they?

• Tell pupils that th/!Y are going to lis ten to a chant about

on page 10) is introcluc*>g the fa~ Ask pupils to

Jis tefl iIr.d point to the diff~t family rnernber5

• Ask four pup i ls 10 mme to the f fOl1l of the d;iss Gille

each one a family role: mum , dad, sisler and brothef

PI,,! the chant on the c.me t te gain They (.)1"1 wave

hello at tile da5s or pullheor hand up wN-n Ihfy hear

thei r name mentiOM-d

• If confodenl pupils C¥I IKt ou t the ch¥lt in gro u ps of

l ovr - ~h group with one mum ClIl@dad,onesister MIl ClIl@ brother

Ending the less o n

• Play the Goodbye 5OfI9 arid dismiss the dass

<

Pup i ls compar~ the IWO pictures and c o lou r Ihe

dogs wI1ich a re the s.ame In both

A fl a s h u rd gam e

brother The p upil attaches the cards to the

brother, mum, d a The pu p il r ea r a nges the

no

Trang 34

o , Listen Then match

"

- "

1 1

Trang 35

Who am I}

F "iIy flMhC¥ds: ITI(/I'I\ ditd

sisf'l!!; btorhf!t; gr~

"""""

• t& the flashcards to!l1Vise family voo:abulal)' (mum,

dad, iiisU!f, brotheofl Distribute the fI.Wlc.ards t o 100 '

pupils P1ay the family ~I flQm l.@$5OIl 1 again

P u pi ls with the c.1rds hold up the family members as

they are roontiooed

• Coll ect in the flashalrds and attadl them to the board to

form a fa m i ly tree ~ below) Teach the r\eW words

N : ~:s 1M? Ind teach PlIlr Rej)eat with grA!)ja(j,

omcourilgO-.g the pupils to repeat the words Then attath

the ards to the family u at;o, , the parenl$

(!J 1><' '' II 0 Li ste n Th e n mat c h

• Look a t the picture \h the class s.y : This i$ " fNnily

Point to the gart in tht middle 01 the picture say:

This i$ M;iria Then introdUCI her family This is Maria)

E licit the family words mtN"II, ditd bmther ~

griJt>d.Jd

• Talk about the big pic.ture in 11 ('Mlere is fhe filf1li1y?

Iist6llng actMty Pupilslosten Clod pooo1 to the correa

RECORDING 12

1 (Y>orifll}) Who i1 it? ~ Yes It's rfr'I gr,,""y

2(b;j/I boondf'Ig) Who i11t? (p.JustJ Yes I t' s m~ d ad

3 (book PiIfl6 f1difll}) Who is it? (pause) Yes In m y

grllnd"d

4 (limy dropping into bin) Who Is i 7 (paU!ll1) Yes

S (~ting ~ndtI Who Is I 1 (p,ll«l Yes It"s my mum

• Poin t t o th e shadow pictures at the bottom 01 the

page Pupils guess wtlich cha r oKt.n they "rt Ask:

-

(tied:: by pointing to Ndl shadow pKlUrt and aslung WIIo~ this? Maria~ Pupils ~ broth« etc

• Call out iI"""""~ to repeat with ~ differtflt '" KI~

from !he p.lge The pupil say5: yes or: no, until

~ gu ses conectiy TIM! pupil then has the

ne x t turn

• Asic What's the magic word? (Mum) Pupi ls point to

the picture of the mum on pilge 11 again Then !.log

the GoodtJye o;ong and dismiu the class

Pupils use t he pictures on p;1ge 79 to pl~V'

game of B ingo Ask pupils 10 tlck !hrM of the fllmily pictures Th <m (all o ut tke fam i y n mes i n

"sequence: mum, diId , sister, elc Pupil' Ilnen

and point t o t he p i ctures The l m P" P il to hei r

tIu! three family memb@rs th~ havl! Iidled (ails

T11

Trang 37

and say

3

13

Trang 38

Identifying family members

Finding the correct stkkers

to complete ~ pkture

mum, dad, sistI'!; brother

Coloul'1: red , blue, ~ow

• RI'Vi", family v oc~bu l ary u\ing the f l ~""~ f d\ Then

att.xh the flashcard5 to the board and playa g.lme 01

Whan mis~ ing l Pupils look at the cards and then dose

their eyes Remove one of the cards f.om the board

Ask pupils to open their eyes and ask: What's missing?

Pupils look and tell you: D~, etc Repe~t with other

family members

p, page 12-13 eStick

• Look at the picture with the d<lSS Ask pupil:; to identify

Scamp's bmily Say: Point to Sci1mp Point to Scamp's

mum/dad/sisters

• Expi<lin Ill) t h~t wme pieces of the coIou pkture ~ r e

missing Ask pupils to point to the grey parts of the

picture ~nd ~ the n~me of the f~mily member

(xplain that they are going to usc ~tickers to complete

the picture

• Show the s ticke ~ on page Bl of the Pupil's Book Ask

pupis to find <lnd point to the different 5tickers Point

10 mum'5 body Point to dad's feet Point to the 5ister's

feet ,

• Sdy: Take the stickers OUI Pupils then stick the stickers

in the COffect pla<:e Fo e.xh s t i ~ker check that pupils

know where the stkker goes Go round the class

helping ~s n&esS<lry

• Talk about the picture in L1 (Scamp is pJilying with a

0011 of wool and CQusing 1015 o trQUble, ) Ask pupils

Ill) to follow the ball of wool to see where Scamp hils

been Demonstrate by holding your 000k up and

following the t~ngied line of wool with your finger

Pupils follow the lIne in their own books At earn

family member the wed p.lsses, stop and a~k : WOO's

tllis1 Pupils eply: Sc~mp's r:kHi, et~

• Talk about the picture using as mUCh English as 1XJ'j5ibie How many sisfers? How many fIower;? Whal

coIoo ~r e the flowers? What colour are the cu5hions?

(Point to cushions to demonstrate meaning.) Point to something red, etc

• C~ t egoris ing Use the lI<lShcards from the lIOCabulary groups pupils ha~ learned so fa in the course:

number.;, colour.;, family members, body parts Attach

a the flashcards to the board in a .andom order Pupils

ha~ to help you wrt the ca.ds into the dlflerent

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