My first english adventure 2 teacher s book

Pearson Educatk n Umited Edinburgh Ga e Harlow ' Essex CM20 2JE England and Associated Companies throughout the world www.english-adventure.net © Pearson Education Limited 2005 Disney material © 2005 Disney Enterprises, Inc The Winnie the Pooh material © 2005 Disney Enterprises, Inc Based on the "Winnie the Pooh" works, by A A Milne and E H Shephard All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers First published 2005 ISBN 0582 793718 Set in VAG Rounded Bold 12pt Printed in Spain Cover illustration by Fernando Guell Cover colour work by Ulkutay & Ulkutay Cover layout: Confusion Stories by Nilsa Pereyra >< W Q Z - MY FIRST ENGLISH ADVENTURE COMPONENTS INTRODUCTION SCOPE AND SEQUENCE 14 TEACHING NOTES 17 HELLO! 18 UNIT 22 UNIT 36 PLAYTIME 50 UNIT 54 UNIT 68 PLAYTIME 82 UNIT 86 UNIT 100 PLAYTIME 114 HALLOWEEN 118 CHRISTMAS 120 PARTY TIME 122 THE DISNEY FILMS 124 RESOURCE BANK 126 Components PUPIL'S BOOK The Pupil 's Book consists of six core units, three conso lidation un its (Playtime) and three Festiva ls un its (Halloween, Christmas, Party Time) Each unit is based on different characters and includes a wide range of colourful activities used to present and practise the new vocabulary: TPR (Total Physica l Response), activities to develop the gross and f ine motor skill s and hand-eye coordination, use of different materials and stickers, etc 29 say 000 (J 27 STICKE:R:S~ ~; _J Stickers are usefu l too ls that help develop the chi ldren's comprehension, observation and fine motor skills The two sticker pages include pictures representing some key words of the units, as well as the Mickey Mouse stickers, used upon completing each unit My First English Adventure - ',{\.:>', - '~;~- ~"'.:,,.: " ~ - - , -';~,~' -7 -7 -7 -7 for the ::.~~, ' ~~iltl~~~ :-, _ :.:~_, , ', 'h~;;rJfi1 ACTIVITY BOOK (OPTIONAL) The Activity Book reinforces the basic language presented in the six core units through games and activities, Children practise the vocabulary with the help of observation games, pre-reading and pre-writing activities, problemsolving activities (puzzles) and the interpretation of different codes Use of the Activity Book is optional but highly recommended SONG CD (OPTIONAL) The songs CD, which is also available in cassette form, contains all the songs and chants from My First English Adventure for the children to enjoy in the classroom and at home, - CARDS The full-colour pushout cards represent the key vocabulary of the core units, Children play different games with them at the end of each unit and in the Playtime consolidation units in order to reinforce what they have learned My First English Adventure Components TEACHER'S BOOK The Teacher's Book gives step-bystep teaching instructions for each core unit in My First English Adventure as well as for the Playtime and Festivals units Day to day planning : The introduction includes information on the organisation of class material, teaching methodology and suggestions on how to work with young children Also incl uded is additional information on the Disney characters and their respective films Suggestions for games, material for assessing progress, teaching notes and photocopiable activities for use with the posters and videos, all appear at the back of the Teacher's Book My First English Adventure Progress sheet - =:~ n ""4IPI'IF~oI"" ~oIltIe ~8k :::,n u " STORY POSTERS The story posters provide important visua l support for the storytelling activities They focus the children's attEmtion and help create a magic atmosphere at story time The Teacher's Book includes teach ing notes and photocopiable activities to complement the posters AUDIO MATERIAL The audio CD, w hich is also ava il able in cassette form , includes all the stories, songs and chants (as well as the instrumental ve rsions) FlASHC~A~R~D~S~iiiiiii ~.I!' The 32 fu ll-colour flashcards represent the key vocabulary of the whole course In the teachi ng notes, their use is clearly outlined for presentation , practice and consolidation activities as w ell as for different games VIDEO The My First English Adventure video, which is also available in DVD, contains four episodes Each episode is based on a Disney film or character belonging to this level and is divided into two parts : (1) a studio presentation featuring a game or a song; (2) a clip of the Disney film with its own script written specifically for pedagogical purposes The TElacher's Book includes teaching notes and photocopiable activities to complement the video My First English Adventure Introd uction STRUCTURE OF THE MATERIAL OBJECTIVES My First English Adventure consists of six core units, each based on a centre of ~ interest that corresponds to the children's age; three consolidation units (Playtime), the introductory unit (Hellan and the three Festivals units ~ THE UNIT Each unit comprises seven lessons in which the children will: • Meet the characters through a chant in which the new vocabulary is presented in a simple context • Carry out a number of activities and playa variety of games (TPR, joining, drawing and colouring, sticking) to learn and consolidate the new vocabulary and to develop their mental, psychological and social skills • Learn and act out the un it song • Listen to the new language in context through dialogues spoken by native children • Do personalisation activities that will allow them to relate the new language to their own famil iar world and experience • Consolidate the vocabulary of the unit and the self-evaluation activity with the Mickey Mouse sticker ~ THE LESSON Each lesson is divided into five or six steps and lasts approximately thirty minutes Because routines help the children feel more secure, lessons always begin with the 'Hello' routine and end with the 'Goodbye' routine The different steps provide natural changes in the dynamics of the class, an important point when taking into account the children's limited attention span There is an extra activity at the end of each lesson in order to allow for greater flexibility when dealing with the learning rhythm of different groups and the organisation of each school's scheduled English classes • My First English Adventure METHODOLOGY -7 In order to teach the new language in a natural way, My First English Adventure emphasises the global approach Along w ith the songs, chants and stories, games constitute a natural means of expression for the ch ild Games are particularly important, as children everywhere play them In this way, they interact with their playmates, have fun and use language in a natural and uninhibited way The aim of the course is to stimulate the children's mental, psychological and social growth while keeping in m ind the learning characteristics of 5-year olds and their implications in the development of the lessons The starting point for each un it is the fantasy world and the ro le of the Disney characters is to present the new language Next come the activities that will help the children relate this new language to their own experience The method uses different teach ing procedures that are appropriate for the children's level By means of these procedures, both the language and the activities are recycled throughout the school year -7 SONGS AND CHANTS Songs and chants are important for the development of oral comprehension and production because they motivate children and help create a pleasant atmosphere in class They are repetitive, and this makes them easy to understand and memorise They also provide good models for pronunciation practice While the children listen to the songs and chants, they are encouraged to participate by miming and doing different actions GAMES The games that appear in My First English Adventure are motivating, non-competitive activities that help to create a pleasant atmosphere in class They also help the children improve thBir cognitive and social skills and contribute to the development of oral comprehension and communication Most are TPR games (Total Physical Response) This is one of the most frequently used procedures at this level, since it allows the ch ildren to show that they understand by means of physica l responses, without the need to use language This in turn creates a re laxed atmosphere in the classroom, as all the children can participate in the proposed games Moreover, these games help to develop gross motor skills -7 POSTER STORIES The new language in My First English Adventure is consolidated through stories that develop around the Disney characters found in the Pupil's Book They have been written specifically for this course The posters and corresponding cutouts of the characters provide visual support for the storytelling activities while stimulating the chi ldren's involvement Stories offer the children an authentic communicative context which they are already familiar with in their own language, and which they find deeply satisfying Stories also help them assimilate the new language in a significant context and this in turn encourages them to participate in the storytelling activities acting out the song or story for their classmates At the end of each performance, encourage the 'audience' to clap and say: Very good! EVALUATION AND ASSESSMENT Stories : - Develop oral comprehension - Exercise the imagination - Help focus attention - Provide repetition Children love listening to stories over and over again, thus consolidating the language The teacher's guide contains a section on assessment consisting of a brief theoretical introduction and photocopiable material Evaluation is an integral part of the learning process and it is most succesful when done through the systematic observation of pupils during the course Storytelling activities require preparation Make sure that you are familiar with the storyline and audio material The children will need to arrange themse lves in such a way that they can see and hear clearly It is probably best to have them sitting in a semi-circle around you -7 DRAMATISATION In My First English Adventure 2, we suggest that the children participate in the acting out of the chants, songs and stories Dramatisation provides an enjoyable way to stimulate oral expression while respecting the different rhythms of learning All the children can take an active part in the dramatisation activities, and they love to see that they are able to produce something in English After they become confident enough, they can form groups and take turns My First English Adventure Video worksheet L!) 0 N G' "0- 'E :.:J c =:I '.j:; co () ::l "0 W C en m cf :;:a @ Q) :0 co '0 Q () 0 c: Cl Find and colour My First English Adventure • Resource Bank 147 • Video worksheet LO o o N -0 ~ E :::i c 0;o ::; ro u ~ -0 W C oCJ) ro cf @ Q) :0 ro 06 o u o o c Q Match, say and colour 148 My First English Adventure • Resource Bank • Video worksheet L!') o o N -6 'E ~ c o '~ L -~~ ~~~~=-~~ ~ ill C o ~ co cf @ Q) taoD~D@ Q :0 ~D ~D co 'n ou o o L CL oD~D@D~D ~D Say, find, tick and colour My First English Adventure • Resource Bank 149 Assessment CLASS: _ _ _ _ _ _ ACTIVITIES: OBJECTIVES: I . -' PUPIL' S NAME COMMENTS PUPIL' S NAME 01 14 02 15 03 16 04 17 05 18 06 19 07 20 08 21 09 22 10 23 11 24 12 25 13 26 150 My First English Adventure Resource Bank COMMENTS UNIT: _ LESSON : _ _~ PUPIl'S NAME: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ CLASS: _~ (!' Q 0 (!' UNIT 1: MY FACE z I (!' Q I Z fii I en w fii en w a: > a: (!' > CL w (!' > a: w a: UNIT 4: LUNCHTIME > Identifies an d recognises colours: red, yellow, green, blue, orange, pink Identifies and recognises food items: chicken, bread, water, fish, cake, cheese Identifies and recognises parts of the face : face, nose, eyes, mouth, ears, hair Recognises the numbers and counts to ten Shows interest in learning English Shows interest in learning English Participates actively in the given tasks Participates actively in the given tasks UNIT 2: MY CLOTHES UNIT 5: ANIMALS Identifies and recognises clothes : Coat, skirt, trousers, T-shirt, hat, shoes Identifies and recognises animals: Goose, cat, frog, dog, horse, mouse Shows interest in learning English Recognises the numbers and counts to ten Participates actively in the given tasks Shows interest in learning English a: (!' a: CL Participates actively in the given tasks UNIT 3: MY ROOM Counts to six UNIT 6: GOOD NIGHT! Identifies and recognises items of furniture: bed, chair, window, picture, door, table put on your pyjamas, wash your hands, go to bed, brush your teeth Shows interest in learning English Shows interest in learning English Participates actively in the given tasks Participates actively in the given tasks Identifies and recognises actions: Wash your ears, wash your face, My First English Adventure • Resource Bank 151 PROGRESS SHEET UNIT PROGRESS SHEET UNIT My face My clothes • OBJECTIVES: To assess the ch ildren's recogn ition of the vocabulary of this unit: the colours and parts of the face • OBJECTIVES: To assess the ch ildren's recogn ition of the vocabu lary in th is unit: clothes • LANGUAGE: Hat, coat, T-shirt, trousers, skirt, • LANGUAGE: Red, yellow, blue, green, orange, pink, shoes o o Place the following crayons on your table : red, green, yellow, blue, pink and orange Ask the children to point to them according to your instructions Say: Point to (orange) Show the correct crayon and give the necessary instructions to complete the task: Red - nose Pink - hair Green - eyes Yellow- face Blue - ears Orange - mouth 152 My First English Adventure • Resource Bank • PROCEDURE: The purpose of this page is to have the children follow your instructions First they w ill point to the clothes and then colour them o o UNIT My room • OBJECTIVES: To assess the children's recognition of the vocabu lary of th is unit: f urn iture items To count to six • LANGUAGE: Table, chair, bed, picture, door, face, ears, mouth, nose, eyes, hair • PROCEDURE: The purpose of th is page is to have the children follow your instructions First they will point to the crayons, depending on their colour, and then they circle, using the correct colour, parts of the face PROGRESS SHEET As k the children to point to t he clothes Say: Point to the (coat) Show the correct crayon and give the necessary instructions to complete the task Te ll the children to make a dot on each item with the correct colour in order to colour the page later Girl: Green : skirt Orange: T-shirt Pink: hat Boy: Blue: coat Red: trousers Blue: shoes Orange: hat window Numbers - • PROCEDURE: The purpose of this page is to have the children count to six and then join items to t heir outline o o o Ask the children to count to six on thei r fingers Say: Let's count One, two, The children point to the items of furniture according to your instructions Say: Point to the (window) The children match the drawings to their respective outlines PROGRESS SHEET UNIT PROGRESS SHEET UNIT PROGRESS SHEET UNIT Lunchtime Animals Good night! • OBJECTIVES : To assess the child ren's recognition of the vocabu lary of this unit: food items To count to ten • OBJECTIVES : To assess the chi ldren's recognition of the vocabulary of this unit: animals To count to ten • OBJECTIVES : To assess the chi ldren's recognition of the vocabulary of this unit: actions • LANGUAGE: Bread, cake, water, cheese, fish, • LANGUAGE: Goose, frog, mouse, dog, cat, horse • LANGUAGE: Wash your ears, Wash your face, Put chicken Numbers - 70 • PROCEDURE: The pu rpose of this page is to have t he chi ldren follow your instructions First they point to the food items as the teacher names them They then count the items of food and w rite the number in t he centre of each plate o o o As k the children to point to the food items according to your instructions Say: Point to the (chicken) Write the numbers from to 10 and encourage the children to identify them Point to each plate, ask the ch ildren to count the items and then write t he number in t he ce ntre of each plate Numbers - 70 • PROCEDURE: The purpose of th is page is to have the children follow your instructions First the children point to the animals, they then count them and circle them in the appropriate colour o o Ask the children to point to the an imals according to your instructions Say: Point to the (horses) Show the appropriate crayons and give the fo llowing instructions : Red - Count and circle five geese Blue - Count and circle seven cats Green- Count and circle eight frogs Yellow- Count and circle tw o dogs Orange- Count and circle four horses Pink - Count and circle one m ouse on your pyjamas, Wash your hands, Brush your teeth, Go to bed • PROCEDURE: The purpose of th is pa ge is to have the children follow your instructions First the children point to the actions, as the teacher names them They then put them in order and number them, depending on what they before going to bed Finally, they colour their favourite action o o o As k the children to point to the actions according to your instructions Say: Point to (Wash your ears) The children order and number the action s according to what they before going to bed They colour the action they like best My First English Adventure · Resource Bank 153 UNIT MY FACE Progress sheet # LD o o N -6 ~ E ::i c o '+=i co U ~ -0 W C o