My first english adventure 2 PDF 3

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Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world www.english-adventure.net

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

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The Pupils Book consists of six core units, three consolidation units (Playtime) and three Festivals units (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 Physical Response), activities to develop the gross and fine motor skills and hand-eye

coordination, use of different materials and stickers, etc actiVi list Th aS

Stickers are useful tools that help develop the children’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

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ñ 6 ñ 41 6H H8 4d d6 HH HHHHHHDHHñĐ3 A BOOK (OP L)

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, problem- solving activities (puzzles) and the interpretation of different codes Use of the

Activity Book is optional but highly recommended

) (OPTIONAL) The songs CD, which is also available in cassette form,

contains all the songs and chants from My First English

Adventure 2 for the children to enjoy in the classroom and at

home

have learned

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

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Ẳ someones | 7 3 BOOK

The Teacher's Book gives step-by- step teaching instructions for each

core unit in My First English Adventure 2 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 included

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 con 5S

—_—

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M8fäÄ 8ä bã AUDIO MAT

The audio CD, which is also available in

cassette form, includes all the stories, songs and chants (as well as the instrumental

versions)

The 32 full-colour flashcards represent the

key vocabulary of the whole course In the

teaching notes, their use is clearly outlined

for presentation, practice and consolidation activities as well as for different games

create a magic atmosphere at story time The Teacher's Book includes teaching

notes and photocopiable activities to

complement the posters

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

‘Teacher's Book includes teaching notes and photocopiable activities to complement the

video

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OB.JECTIVES

8 My First English Adventure 2

STRUCTURE OF THE MATERIAL

My First English Adventure 2 consists of six core units, each based on a centre of

he childr age; three consolidation units (Playtime), the e three Festivals units st that corresponds t introductory unit (Hello! a => THE UNIT h 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 play a 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 unit 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 familiar world and experience

Consolidate the vocabulary of the unit and do the self-evaluation activity with the y Mouse sticker JE LESSON sson is divided into five or six steps and lasts approximately thirty minutes

Because routines help the children fee! 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

dren'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

LERERERRRARARARAROAAHAA

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“MWÚW HH H4 4 NHHHHHHHHHHäHB METHODOLOGY

In order to teach the new language in a natural way, My First English

Adventure 2 emphasises the global approach

The aim of the course is to stimulate the

children’s mental, psychological and

social growth while keeping in mind the

learning characteristics of 5-year olds

and their implications in the

development of the lessons

The starting point for each unit is the

fantasy world and the role 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 teaching

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

> 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

Along with the songs, chants and

stories, games constitute a natural means of expression for the child 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 games that appear in My First English Adventure 2 are motivating,

non-competitive activities that help to create a pleasant atmosphere in class They also help the children improve their

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 children to show that

they understand by means of physical responses, without the need to use language This in turn creates a relaxed

atmosphere in the classroom, as all the

children can participate in the proposed games Moreover, these games help to develop gross motor skills

> POSTER STORIES

The new language in My First English Adventure 2 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 children’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

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

Storytelling activities require preparation Make sure that you are familiar with the

storyline and audio material The children will need to arrange themselves in such

@ way that they can see and hear clearly It is probably best to have them sitting in @ semi-circle around you

> 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

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

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

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'WORKING WITH SMALL CHILDREN

10 wyr: English Adventur:

SUGGESTIONS

=> ROUTINE

Routine helps to structure the les: Since small children have no sense time, class routines signal the different steps and give them a notion of passing time, while organising the group and increasing its autonomy

In My First English Adventure 2, you

\ the lessons feature an

indications can help you improve

classroom organisation and thus help the children ter Order in the room Childr dent Show e different als, and or system helpers Thi done ir manner Sine the children are generally divided into

groups identified by colours, animals,

name a different group each ek and explain the tasks clearly to

for example: handing

the books and

playing cards; passing out boxes of crayons, sheets of paper and glue-s ering the plants

putting up and taking down ti

children’s drawings, and so on

2 Suggested routine to greet and say

goodbye to the children

If you walk into the room and the children are already there, alwa\

greet them in the same manner, Say:

Hello, and encourage them to reply You can come to an agreement with

their class teacher to have them

sitting and waiting for you on the mat in the play area or in any other

2 spot in the room Establish

the hello routine by playing and

singing the welcome song with the help of the puppet

(0 end the lesson, encourage the children to sing the goodbye song with the Mickey Mouse puppet Before doing this, make sure they put their

things away and the room is tidy

» Making a ring

Take the children to the play are

the classroom Take one child by the

hand and ask the rest to hold hands and line up as yo id them to the play a while reciting the following chant

" ‘ollow me, follow me

Let's make a ring

Help them form a ring and repeat

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PRRERRERERRRRHUHERERERERAR SA 4 Strategies for carrying out the different activities

Always demonstrate the activities to the class For example, if you are playing a song or chant for the first time, point to the significant details in your book while the children look on

Then they do the same in their own books

Make sure that all the children follow your step by step instructions to do any activity Do not go on to the next

step until they have all finished the

previous one

> ORGANISING

THE CLASSROOM

* Timing

The attention span of small children is short so there is a vital need for variety during the lesson If

they are full of energy, take advantage of the moment and do physical activities with them If they

are tired, a quiet activity is in order

Keep in mind that the younger the

children and/or the larger the class, the more time you will need to carry out the activities

* Space

In order to help you control the timing, activities are balanced

between seated work and work in other areas of the classroom

You can put the different spaces in

the room to a variety of uses, such

as a display corner for the children’s

work (thus enhancing its value), and other corners for specific activities

—> COORDINATION WITH

THE CLASS TEACHER

There are different ways of coordinating

the work with the class teacher in order

to foster learning, and it is especially important to follow a coherent

programme You should find out and

keep in mind the following points:

— Classroom organisation - Routines used in class

— Characteristics of the children and

special-needs pupils

— Available materials, and storage

facilities for materials that will be used by the teacher only

Invite the class teacher to participate in your teaching plan:

— Inform him/ner of the topics you are going to present and work with

— Plan activities with him/her for

special moments of the school year

~ Share materials, for example

photos, toys, cutouts, etc

— Ask for your own English Corner in

the room, where you can display the children’s work

—> PARENTAL INVOLVEMENT

The home and family are main sources

of attention, care and support for small

children and are closely associated with

their life experiences By involving

parents, we further support their

children’s progress

We can keep parents informed by:

1) Periodically showing them their child's Pupils Book

2) Showing them the child’s Progress

Sheet after each unit

3) Allowing the child to take home some

of his/her work to show the family

—> CLASSROOMTECHNIQUES

Presentation, practice and

consolidation of the new language also contribute to the development of

fine motor skills such as using modelling

clay, playing with cards, using finger

paints and so on Using these additional

materials requires care and organisation In order to handle them correctly, we

suggest following these simple

guidelines:

— Store them in appropriate, clearly

labelled containers

Use small, safe, easily handled

containers for the children — Have plastic plates to catch drips, etc — Make sure the children understand

your instructions before they start — Feel relaxed enough so that you can

attend to each child individually, while asking the rest to wait their

turn

'

— Ask the class helpers to help you

clear up when the activity is over

— In the meantime, have the rest of

the children sing or recite or talk

quietly among themselves, either at their tables or seated in the play á

area

—> TECHNIQUES FOR SPECIFIC MATERIALS

First cover the tables with

newspaper Put a plate of finger paint

‘on each table and demonstrate the

technique with a child: help him/her

dip his/her fingers in the paint and dab the colour on the sheet

When the children finish, wipe their

hands clean with absorbent paper

(Show them a completed page so that they know exactly what

to do.)

Modelling clay

First cover the tables with newspaper

Put plastic plates on each table and

hand out the modelling clay Children roll small pellets of modelling clay and put them on the plates When they

are ready to carry out the activity,

they pick up the pellets and flatten them on the page where indicated

Realia

These are objects that you or the children bring to class They can include photos, plastic food, toys and

so on

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=>

allergies before you use it and avoid using any foods that could contain nuts or gluten Do not let the children

either eat the foods, or touch them without your express permission

Keep foods other than fruits in their

packaging For this reason we suggest using plastic replicas or photos Systematic use of realia in class will ensure that the children have more fun and learn more It will also foster cooperation, group work and solidarity You can either ask the children to bring the objects from home or ask the class teacher

to help them prepare what you

need

You will also need the following

materials on a regular basis: chalk,

Blu-tack® and crayons or colour

pencils Children should be taught

how to use each item, no matter how simple, and you should explain the

norms of acceptable classroom behaviour to them from the very

beginning in order to avoid accidents

> LANGUAGE INTHE CLASSROOM

From the very beginning, the children

should listen to as much spoken English

as possible My First English

Adventure 2 presents clear and short sentences and there is a great deal of repetition throughout the course to help them assimilate this new input little by little The gradual introduction of new

expressions enriches this language The

children won't immediately understand everything being said, but with time

12 = My First English Adventure 2

they will become familiar with the sounds and patterns of the new language, and this will help them

improve their general level of

comprehension

Below is the list of expressions used in My First English Adventure 2 that the children will recognise and assimilate at

their own pace: * Greetings: Hello! Goodbye! See you soon Happy (Halloween) * Instructions: Open/close your book, please! Show me (blue) Look, a (butterfly) Follow me

Let's make a ring

Let's sit down Touch (red)

Touch (the trousers)

Point to (your mouth) Let's listen (to the song)

Listen and point Listen and repeat

Listen and do

Let's sing

Look and listen Look and point ‘Stand up Sit down

Give me the (coat) Put on your (hat) Put the (bedroom) on red Jump on (blue)

Circle (two chairs)

Count (three chairs) Stop!

Turn around

Let's play a card game

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PRODUCTIVE LANGUAGE Hello, I'm + name Goodbye VOCABULARY red, blue, green, yellow, orange, pink RECEPTIVE LANGUAGE

How are you?

¢ Fine, thank you ° We're fine RECEPTIVE LANGUAGE: TPR* Listen and point © Show me (orange) © Stand up/Sit down My (nose), my (hair) face, nose, mouth, eyes, ears, hair

® Look at your face

* | can touch my (legs)!

¢ I'ma boy

* Touch (green) * Listen and do

* Touch (your face) ¢ Look and

point © Point to (the red nose) Om, room (This is) my Fshirt My bedroom This is my bed My bed is (red)

(In the) bedroom

Fshirt, trousers, coat, hat, skirt,

shoes

bed, chair, table, picture, door,

window, one, two, three, four,

five, six

Let's tidy up! Where's my hat?

® Put on (your coat) e I'm very, very cold

¢ A coat and shoes for you!

* This is fun! Mum, look!

® Knock on the (window) * Come in

I'm cold!

Touch the (trousers) Put on your (coat)

* Give me the (coat) please! * Move your (head)

* Touch the (window)

Look and count

Point to the (door) © Circle (two chairs)

0 Lunchtime My lunch: (fish, bread and banana)

This is my lunch

14 My First English Adventure 2

water, bread, cheese, cake, fish,

chicken, seven, eight, nine, ten * Good afternoon! ¢ Lunchtime ¢ A glass of (water) ¢ (Chicken)

is very good ¢ | like (chicken) ¢ Show me the (fish)

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88888888888

HRäãääRHHñäh

(Milk) for the (cat)

horse ® This is a happy face © The (horse) is happy Give me (a dog) Touch the (frog) and the (butterfly) It's a (bedroom)

My bed and my (teddy bear) Wash your face Brush your teeth

Put on your pyjamas Wash

your ears Wash your hands Go to bed * Good night! Look at my head Touch your hands It's you! * Close your eyes Turn around Touch (Go to bed)

@ Halloween Happy Halloween! Halloween, pumpkin Here's our pumpkin! * Let's listen to the song Our big orange pumpkin! ¢ Look and point Happy Halloween!

oO Christmas Jingle bells! Christmas tree, bell * Jingle bells! © Point to the (bells)

¢ Jingle all the way

@ Party Time I'm a (clown) pirate, clown, princess Look at my (coat)! I'ma pirate Let's listen to the song

“TPR = Total Physical Response

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LESSON 1 OBJECTIVES: Mickey Mouse through To revise simple gs in English To revise

colours through a chant To

develop motor skills through TPR activities TARGET LANGUAGE: Mickey, Hello! Goodbye I'm (Mickey) LANGUAGE (REVISION): Red, yellow, blue, green RECEPTIVE LANGUAGE: How are you? Fine, thank you; We are fine!; Mickey, look! Flowers all around; A bee behind me!; See you soon

EXTRA MATERIAL:

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STEP-BY-STEP NY ⁄ Ỷ Ỷ⁄ à v Hello Mickey!

(ATPR song to greet the children with the puppet.)

Put the Mickey puppet inside a box (further on, this box will be Mickey's box) without the children seeing you Place the box on your table In L1, tell

the children that they are going to meet a good

friend of yours Slip your hand inside the box and

take the puppet out very slowly while you say: Hello, Mickey! Have him reply: Hello, (Emma)! Invite the children to listen to the puppet Play

the following song while Mickey ‘waves’ hello

2 | Hello, children Hello, children

How are you? How are you? Hello, children Hello, children

How are you? How are you?

Hello, children Hello, children

How are you? How are you?

Fine, thank you! Fine, thank you!

We are fine We are fine

Hello, Mickey Hello!

How are you? Hello!

Hello, Mickey Hello! How are you? Hello! Hello, Mickey Hello! How are you?

I'm fine too!

* Explain the expressions: How are you?

Fine, thank you Play the song twice more and do one of the following activities each time: 1The

children wave their hands when they hear the

word hello 2 Encourage the children to join in the

chorus Leave the puppet ‘sitting’ on his box so

he can participate in the class

Ring game

(An activity to practise Hello, I'm )

® Take the children to the play area in the classroom Take one child by the hand and ask

the others to form a line behind you and join

hands as you lead them to the play area while reciting the following chant:

Let's make a ring

Ask them to stand in a circle and join hands

Repeat the chant until the ring is complete When they have done this, sit on the floor with

them while you say: Let’s sit down! Turn to the child on your left and say: Hello, I’m (Emma)

Encourage him or her to reply: Hello, I’m (Maria) Ask Maria to say hello to the classmate on her left and encourage him or her to answer Do this

until all the children have had a chance to say

their name

Finally, say hello to children at random and encourage them to respond by saying: Hello! Chant (p 2)

(A chant to revise colours.)

* Take the children back to their seats Point to

Mickey on his box and say: This is Mickey! Ask the children to say: Hello Mickey!

Ask the class helpers to hand out the books Open your book at page 2 and focus the

children’s attention on the scene Point to Mickey and Minnie and ask them what is happening in L1 Explain that Minnie is admiring the flowers

while Mickey is being chased by a bee Point to the flowers and say: Look! Red, blue, yellow Point to the grass and say: Look! Green! Say the colours again and encourage the children to

repeat the words

Present the chant using the CD/cassette and the book Encourage the children to listen and look at

the colours Say: Let's listen to Mickey and Minnie Mickey, look! | Flowers all around! | | Red and blue And yellow! Mickey, look! Flowers all around! Flowers, flowers! Mickey, look! Flowers all around! Minnie, look! A bee behind me! | | Run! Run!

® Play the chant twice more and do one of the

following activities each time: 1 Ask the children

to point to the colours in their books Say: Listen and point 2 Hand out the red, blue and yellow

flower cut-outs Ask the children to hold them up

when they hear their colour Finally, ask the class

helpers to collect the books

Goodbye Mickey!

(ATPR song to say goodbye to Mickey.) © To end the class, pick up the puppet and say:

Goodbye Mickey! Encourage the children to repeat Play the Goodbye song and encourage them to ‘wave’ goodbye to Mickey

Goodbye, children, | Goodbye, children, See you soon See you soon

Goodbye, children, | Goodbye, children,

See you soon See you soon Goodbye, children, | Goodbye, children, See you soon See you soon Goodbye Mickey Goodbye Mickey

See you soon See you soon

Goodbye Mickey you soon Goodbye! Goodbye!

Goodbye Mickey Goodbye! `

See you soon Goodbye!

Goodbye Micliey Coodbyel

See you soon bye!

goodbye to the children Encourage them to

wave back and reply: Goodbye

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@ HELLO:

LESSON 2

OBJECTIVES:

To revise simple greetings in

English To learn two new

colours: pink and orange To

develop fine motor skills To

develop pre-reading and pre- writing skills TARGET LANGUAGE: Pink, orange REVISION:

Red, green, blue, yellow,

butterfly, one, two, three, four

RECEPTIVE LANGUAGE:

How are you? Fine, thank you We are fine!; Mickey, look!

Flowers all around; a bee behind

me!; See you soon

EXTRA MATERIAL:

The puppet Red, blue and

yellow flower cut-outs (one per

child)

Blue, green, orange and pink crayons, Page 3 with the

drawing completed

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STEP-BY-STEP nf W Ỷ Ỷ ⁄ Ỷ Hello Mickey!

Start the class with the puppet and the Welcome

song (R-2) Encourage the children to join in the chorus and wave to Mickey Leave the puppet sitting on his box so he can participate in the

class

Chant performance

(ATPR activity to revise the unit chant.)

* Hand out the flower cut-outs and ask the children

to hold them up according to your instructions

Say: Show me (blue), etc Play the chant from

lesson 1(R-4) and encourage the children to hold up their flowers when they hear their colours

Look and colour (p 3)

Step one:

(ATPR activity to present pink and orange.) * Show the children a pink crayon and say: Look,

this is pink Encourage them to repeat the word Do the same with orange Make sure there is a box of crayons on each table Pick up a pink

crayon and show it to the class Say: Pink Invite

the children to do the same Repeat the activity with green, blue and orange crayons

Ask the children to hold up the crayons according to your instructions Say: Show me pink Show me orange, etc Demonstrate the activity so that everyone knows what they have to do

In L1, ask the children to decide which is their

favourite colour of the four They pick up the

corresponding crayon and hold it up when you

name the colour

Step two:

(A pre-writing activity to consolidate colours and

numbers.)

¢ Ask the class helpers to hand out the books

Open your book at page 3 and point to the

of the butterfly with your finger while you repeat

the word Encourage the children to do the same in their books

Next, ask them to look at the splodges of colour

at the top of the page Point to each one, say the number and elicit the colour Say: One The

children reply: Green Do the same with the

remaining three colours Then repeat the activity ‘saying the colour first and eliciting the number

Tell the children they are going to colour the

butterfly according to the colour code Go round the room while the children are working in order to provide any necessary help

Show them the completed page and say: Look! The butterfly is yellow, green, blue, orange and pink Invite them to say the colours while

pointing to them on the butterfly

Finally, ask the class helpers to collect the books

Goodbye Mickey!

(ATPR song to say goodbye to Mickey.) * To end the class, pick up the puppet and say:

Goodbye Mickey! Encourage the children to

repeat Play the Goodbye song (R-3) and

encourage them to wave goodbye to Mickey © Put the puppet back in the box and wave

goodbye to the children Encourage them to wave back and reply: Goodbye

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ụY FACE

LESSON 1

OBJECTIVES:

To introduce Pinocchio and his friend Jiminy Cricket through a

chant To revise greetings To

recognise and name the parts of

the face To develop motor skills

through TPR activities

TARGET LANGUAGE: Face, nose, mouth, eyes REVISION:

Red, yellow, green, blue, pink, orange, body, head, arms, legs

RECEPTIVE LANGUAGE:

Hello, how are you?; I'm fine, thank you; Look at your face!

EXTRA MATERIAL:

The puppet A soft ball The

English mat (to make the mat see pages 128 and 160)

Flashcards of the face, nose,

eyes, mouth, orange and pink

Blu-tack® Activity Book page 2 —> extRA ACTIVITY 22 My First English Adventure 2

Do the following activity to revise the parts of the face and body Divide the children into pairs and ask them to follow your instructions Demonstrate the activity first with one pair Say: Nose - nose The pair point to each other's noses Do the same with face, eyes,

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2 L kK ú > a A LH ie W uy : ` „ „ y Hello Mickey!

(ATPR song to greet the children with the puppet.) © Start the class with the puppet and the Welcome

song (R-2) Encourage the children to join in the

chorus and wave to Mickey Leave the puppet sitting on his box so he can participate in the class

Ring game

(An activity to revise greetings and colours.) * Take the children to the play area in the classroom

Ask them to stand ina circle and join hands Repeat the chant until the ring is complete Then, sit on the floor with them while you say: Let's sit down! Pick up the soft ball and roll it towards a child while you

say: Hello (Katie) How are you? Encourage the child to reply: I’m fine, thank you In L1, ask them to pick up the ball, roll it towards another child, say hello and ask how he or she is Repeat the activity until

all the children have had a turn

Place the English mat in the centre of the circle

Point to Mickey and ask: Who's this? Encourage

the children to reply: Mickey! Point to the colours

and elicit each one Next, ask pairs of children to

touch the colours according to your instructions Say: (Maria, Peter), touch red touch green!, etc Repeat the activity with other pairs

Finally, revise pink and orange by holding up the

flashcards and eliciting the words Place them on different squares and ask the children to name the colour of the square and of the flashcard that is on it

Chant (p 4)

(A chant to present face, eyes, mouth, nose.) ® Ask the children to go back to their seats Show

them the flashcards of the face one by one and

present the words: Face, eyes, mouth, nose

Stick the flashcards on the board and say the

words again Encourage the children to repeat © Pick up the puppet and ask Mickey to point to

the flashcards according to your instructions Say: Mickey, point to your (eyes)! Encourage the

children to say: Yes! when Mickey does the correct action If he is wrong, they say: No! Do

this several times

your book Encourage the children to listen and

focus on the scene Say: Let's listen! 5 | Hey! Hey!

Look at your face, Look at your face,

(BL5) your face, your face! your face, your face!

Hey! Hey!

Look at your face, Look at your face, your face, your face! _your face, your face!

Two eyes, A nose, ‘Two eyes Oh, no!

Yes, my two eyes! My nose!

Hey! Hey!

Look at your face, Look at your face, your face, your face! _your face, your face!

Hey! Hey!

Look at your face, Look at your face,

your face, your face! your face, your face!

A mouth, A mouth

Yes, my mouth!

* Ask the class helpers to hand out the books Say: Open your book, please! while you do the action and show the children your book open on page 4

Explain the scene in L1: Pinocchio is shocked to see

how his nose has grown We can also see his Fairy

Godmother and Jiminy Cricket Point to the

characters and say: This is (Pinocchio), etc Ask the

children why Pinocchio’s nose is now so long

Play the chant three more times and do one of

the following activities each time: 1 The children follow in their books and point to the parts of

Pinocchio’s face when they hear the words Say: Listen and point 2 They point to their own nose, mouth and eyes when they hear the words Say:

Listen and do 3 Stop after each verse and ask as

you tell them to repeat the words Say: Listen

and repeat

lines, use the backward build-up technique to

help them For example: A nose Oh, no! My nose! Children: Nose! Children: My nose! Children: No! My Teacher: Nose! Teacher: My nose! Teacher: No! My nose! nose! Teacher: Oh, no! Children: Oh, no! My nose! My nose! Teacher: A nose, Oh, no! Children: A nose,

My nose! Oh, no! My nose!

Mickey says

(ATPR game to consolidate the vocabulary.) Play Mickey says with the whole class (an

adaptation of the Simon says game) The aim of this game is to recognise and execute simple

instructions Pick up the puppet and say, for

example: Touch your mouth! Touch your legs! The children obey the instructions only if they are preceded by the words: Mickey says Repeat

them and include others such as: Stand up, Sit

down, Open your book, Close your book

Goodbye Mickey!

(ATPR song to say goodbye to Mickey.) © To end the class, play the Goodbye song (R-3)

and encourage the children to sing along

Activity book (p 2)

Colour and say

© The aim here is for the children to identify the parts of Pinocchio's face and recognise the numbers They take out blue, orange and red crayons and colour the circles as you dictate Say: One - orange Two - blue Three - red Then they colour the face using the key Help them to

‘read’ the page, pointing and saying: Nose -

orange Eyes - blue Mouth - red Finally, elicit the parts of the face by saying the corresponding

colour Say: Orange and they reply: Nose, etc My First English Adventure 2 23

Trang 24

@ wiv Face

LESSON 2

OBJECTIVES:

To present the words ears and

hair To reinforce the vocabulary of the preceding lesson To

develop fine motor skills To

become aware of one's body TARGET LANGUAGE: Ears, hair REVISION: Face, nose, mouth, eyes Colours RECEPTIVE LANGUAGE: Look at your face!; Pinocchio's fairy godmother EXTRA MATERIAL:

The puppet Flashcards of the face, eyes, mouth, nose, ears,

hair Blu-tack® Crayons Sheets

of paper (extra activity)

—> EXTRA ACTIVITY

Hand out a sheet of paper to each child Draw a circle on the board and add a pair of eyes Say: Eyes Ask the children to do the same on their paper Repeat the process for the rest of the face (mouth, nose, ears, hair) The children do the same and then colour their

Trang 25

ak Lu ee xi > a ja Lu - SA) w * Ny Vv ⁄ Ỷ Hello Mickey!

Start the class with the puppet and the Welcome song (R-2) Encourage the children to join in the

chorus and wave to Mickey Leave the puppet sitting on his box so he can participate in the

class

Chant performance

(An activity to revise the unit song.)

Say: Listen and do!

Flashcard game

(A game to practise the parts of the face and present ears and hair.)

Touch your face, mouth, eyes and nose Say: Look! My face, my mouth, my eyes, my nose Repeat the actions and encourage the children to imitate you Then touch your hair and your ears and

present the new words Ask the children to repeat Show the children the flashcards one by one and

elicit the words: Face, mouth, eyes, nose, ears,

hair Shuffle the flashcards and show one of them to the class without looking at it Ask: Hair?

Encourage the children to nod and say: Yes! or

shake their heads and say: No! If the answer is

no, say more words until you guess correctly Then shuffle the cards and play again

Trace and colour (p 5)

(An activity to develop fine motor skills and reinforce the lesson vocabulary.)

© Ask the class helpers to hand out the books Show the children your book open at page 5, point to the fairy and ask the children in L1 to tell you what they know about her Confirm that she is Pinocchio’s fairy godmother Point to her face and say: Look! Face, mouth, nose, eyes Trace the

‘outline of the hair with your finger and say: Hair

Tell the children they are going to finish the

picture by joining up the dots and colouring the

fairy godmother's hair Make sure there is a box

of crayons on each table Show them a yellow crayon and say the colour Then tell them to complete the activity Go round the room while they are working in order to provide any

necessary help

Show them the completed page, point to the fairy’s face and say: Look! Her face, her eyes, her mouth, her nose, her hair Encourage them to repeat as they point in their books

Finally, ask the children to point to her face

according to your instructions Say: Point to her (mouth) Vary the pace of the instructions to make the activity into a game

Goodbye Mickey!

(ATPR song to say goodbye to Mickey.)

My First English Adventure2 25,

Trang 26

MY FACE LESSON 3 OBJECTIVES: To revise the face and body vocabulary To develop observation skills To sing the unit song To revise the vocabulary from the unit To

develop motor skills through TPR

activities

LANGUAGE (REVISION):

Face, eyes, nose, mouth, ears,

hair, body, legs, arms, dad, teddy

bear, train, ball, drum Colours RECEPTIVE LANGUAGE: I can touch my (legs)!; | ama boy

EXTRA MATERIALS:

The puppet Crayons, Sheets of paper Flashcards for the unit

(extra activity) Activity Book

page 3

= EXTRA ACTIVITY

, Show the flashcards for this lesson to the children one by one Do this a couple of times while saying: Face, eyes, mouth, nose, ears,

hair Remove one and ask the children to tell you which one is missing Then shuffle the flashcards and play again

Trang 27

8 Lu Ke É > 3 ae ae i Ư Mã Vv Vv NY NY Ỷ Hello Mickey!

song (R-2) Encourage the children to join in the chorus and wave to Mickey

Preparation for the song

(ATPR game to practise the face and body vocabulary.)

Pick up the puppet and say: Mickey, touch your legs, please! Mickey performs the action Say: Mickey, touch your face, please! Mickey performs the action Then say: Mickey, touch

your nose! Mickey doesn’t move Repeat the

order a couple of times and then explain to the children that you did not say please Remind them to use this magic word when asking for things Finally, say: Mickey, touch your nose, please! Mickey touches his nose Repeat these

actions several times with other parts of the

body

Next, imitating Mickey's voice, give the children instructions using the face and body vocabulary

Speak slowly until the children recognize them easily, then increase the speed Leave Mickey sitting on his box so he can participate in the

class

Pre-listening activities (p 6)

(Activities to revise colours and toys and develop

observation skills.)

* Ask the class helpers to hand out the books

Say: Open your book, please! while you do the

action and show the children page 6 in your

book Tell the children that they are going to play

a game In L1, explain that they have to look at the page and touch something red, blue, green, yellow, orange or pink according to your instructions Demonstrate the game first Say: Touch orange! and touch the bedspread Then

play with the whole class

carefully in order to find a toy Give them a few

moments to look at the picture and find it

Confirm their answer by drawing a circle around the teddy bear with your finger The children then circle it with a crayon Say: A teddy bear! Ask

them what other toys they can say in English

Encourage them to say: Ball, train, drum

Sing and do (p 6)

(A song to practise the parts of the face and body.)

Pinocchio is with Geppetto (remind the children

of the word dad) and he is happy because he has become a real boy Present the song using the

CD/cassette and your book Encourage the children to listen and look at the actions while

you point to them Say: Let's listen to the song! 6 | Dad, dad, ‘Touch, touch, Dad, dad 1 can touch my legs! Dad, dad, Touch, touch, Dad, dad I can touch my arms! Dad, dad, ‘Touch, touch, Dad, dad I can touch my face! Dad, dad, Touch, touch, Dad, dad, I'm a boy!

following activities each time: 1 The children follow in their books and point to the actions when they hear the words Say: Look and point 2 They close their eyes and tap their table lightly with their hand when they hear the word dad

Say: listen and do

Song performance

(An opportunity for the children to act out the song.)

Play the song and demonstrate the actions one

by one Then invite the children to imitate

Pinocchio Say: Let's be Pinocchio! Play the song

again and encourage the children to do the *

actions with you Say: Listen and do!

Goodbye Mickey!

* To end the class, play the Goodbye song (R-3)

Activity book (p 3)

Draw and say

parts of the face and complete the pictures They

begin by naming the parts of the frog's face: Face, eyes, mouth Then, they identify what is

missing from the other two frogs and complete the pictures using the first frog as a model Next,

they do the same with the rabbit's face, saying:

Face, eyes, nose, mouth, and follow the same

procedure to complete the other two rabbits,

Finally, they ‘read’ the parts they have drawn:

Eyes, mouth, mouth, nose

Trang 28

@ my Face

LESSON 4

OBJECTIVES:

To sing the unit song To revise

the vocabulary they have learnt so far To develop observation

and fine motor skills

Eyes, nose, mouth, ears, hair,

face, head, legs, arms, body Colours RECEPTIVE LANGUAGE: | can touch my (legs)!; |am a boy EXTRA MATERIAL:

The puppet Flashcards for the

unit Blu-tack® The stickers for

the unit The English mat

—> extra activity

Play Mickey Says with the whole class Pick up the puppet and say, for example: Touch your mouth! Touch your face! Touch your legs! The children obey the instructions only if they are preceded by the words: Mickey says Repeat them and include some more, such as: Stand up Sit down Open your book Close your book

Trang 29

oO ee) na “ > % ae ae be Wn : ụ ụ 7 y r Hello Mickey!

song (R-2) Encourage the children to join in the chorus and wave to Mickey Leave the puppet sitting on his box so he can participate in the

class

Song performance

(A TPR activity to revise the unit song.)

the children to perform the actions Say: Let's

sing!

Action game

(ATPR game to consolidate colours.)

Play Touch red with the whole class In L1, explain to the children that you are going to say a colour and they will have to touch something of

that colour Say: Stand up, please! Ask them to

move in slow motion Say: Touch red! and

demonstrate the action Do the same with the

other colours (blue, green, yellow, orange and pink) Repeat the game several times

Stick and say (p 7)

(An activity to complete Geppetto's face.)

to the character and elicit his name It is Pinocchio's dad, Geppetto Ask the children to

identify the parts of his face that are missing

(eyes, nose, mouth, ear) Tell them that they are going to complete the face with stickers

Show them the sticker page Remove the sticker of the eyes and ask them to do the same Go back to page 7 and stick it in the appropriate space Do the same with the nose, mouth and ear

mouth, ear, hair, face Circle the head with your

finger and say: Head Repeat all the words and encourage the children to do the same

Ring game

(An activity to consolidate the vocabulary of the

unit.)

Take the children to the play area in the

classroom and ask them to sit in a circle Place the English mat in the centre of the circle and

encourage them to identify the four colours Place the flashcards of the face, hair, eyes, ears, mouth and nose on the mat while saying for example: Face - red, hair - blue, eyes - green, ears - yellow Tell the children that you are going

to say part of the face and they have to name the colour the corresponding flashcard is on Say:

Face and encourage them to say: Red Do the same with the remaining flashcards

Collect the flashcards and shuffle them Place

them on different areas of the mat and play

again

Goodbye Mickey!

Trang 30

LESSON 5

OBJECTIVES:

To present some real-life

children wearing fancy-dress costumes To talk about physical

characteristics To develop motor

skills through TPR activities

Hair, face, eyes, mouth, nose,

ears, body, legs, arms, head, big, small, Colours

RECEPTIVE LANGUAGE:

Look! A clown, a princess and a wizard

EXTRA MATERIAL:

The puppet The English mat

Modelling clay and a large piece

of card (extra activity) Activity Book page 4 8 (er, Sisten'and point EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of a clown's face using different colours, especially pink and orange

When they finish, help them identify the parts of their clown’s face by saying the colour of each one Place their models on the piece of card and display them in the classroom

Trang 31

STEP-BY-STEP * W v ⁄ Ni * Hello Mickey!

(ATPR song to greet the children with the puppet.) Start the class with the puppet and the Welcome song (R-2) Encourage the children to join in the chorus and wave to Mickey Leave the puppet sitting on his box so he can participate in the

class

Action game

(An activity to consolidate the vocabulary from the

unit.)

Do the following activity with the whole class to revise the parts of the face and body Divide the children into pairs and ask them to follow your

instructions Demonstrate the activity first with

one pair Say: Hair - hair The pair puts their hair

together Do the same with face, eyes, nose,

arms, head, legs and body Then switch the pairs

around and repeat the activity, varying the pace

of the instructions to make it into a game

Pre-listening activity (p 8)

(An activity to practise the vocabulary from the

unit.)

Ask the class helpers to hand out the books Say:

Open your book, please! while you do the action

and show the children page 8 in your book Point

to the children in the photo and say: Look! A

clown, a princess and a wizard Point to the clown’s nose and say: Look! A red nose A big

nose and green hair Do the same with the other two children, emphasising the colour of the hair Ask the children to follow your instructions Say: Point to the red nose! Point to the pink hair! Point to the orange hair! Point to the yellow face! Repeat the activity several times, varying the pace of the instructions to make it into a game

Listen and point

(An activity to present children in fancy dress.) Point to the children in the photo and tell the children in L1 that they are going to hear about

the way they look Use the CD/cassette and your

book to present the listening Point to the

different children as they speak Say: Look and listen!

7 | Boy: Look at my nose, my red nose And

look at my yellow face Ha, ha, ha! Girl: Leok at my hair — it’s pink! Pink hair! My mouth is red Pink hair and a red

mouth

Boy: Abracadabra! My hair is orange! Look at my orange hair Orange, orange, orange!

[Repeat]

* Play the CD/cassette again and ask the children

to point to the children on the page according to

what they hear Say: Listen and point

the class to point to the corresponding child

Repeat the activity several times

Ring game

(A game to consolidate the lesson vocabulary.)

@ Take the children to the play area in the

classroom and ask them to sit ina circle Place the English mat in the middle of the circle and

encourage them to identify the colours Hand out the flashcards for this unit to six children © Explain that you are going to name one flashcard

and one colour The child holding this flashcard has to get up and place it on the appropriate

colour Say, for example: Face - blue Do the

same with the remaining flashcards Repeat the game until all the children have had a turn Then collect the flashcards, shuffle them and play

again

Goodbye Mickey!

Activity book (p 4)

Circle 3

etc Then they do the same for the second Next, they compare the two pictures and circle the

differences on the second pirate, compared to the first Help them to ‘read’ the differences while they say: Big nose - small nose Two eyes - ‘one eye One leg - two legs (pointing to one pirate and then the other)

Trang 32

@ my Face

LESSON 6

OBJECTIVES: Ỉ

To consolidate the vocabulary

from the unit To develop fine motor skills To develop motor

skills through TPR activities Ị

Ị

LANGUAGE (REVISION): j

The vocabulary from the unit |

EXTRA MATERIAL: j

The puppet Page 9 with the Ỉ

drawing completed of your face i The English mat Crayons i Flashcards of the colours and

face Flashcards or magazine |

pictures of the following: body,

head, arms and legs Activity Book page 5 > EXTRA ACTIVITY

Play the Touch Game Show all the flashcards for the lesson (colours, parts of the face and body) and ask a few children to stick them on different walls Then, say the words and ask the children to point to the corresponding flashcards Next, call on a pair of children and say,

for example: (Rosa and Angel), touch the (hair)! The children run to the flashcard of the hair and touch it (If you do not want them running

in the room, ask them to walk over slowly.) Repeat the activity until all the children have had a turn You can also say two words each time

Trang 33

STEP-BY-STEP Ny Ny NY Ỷ Ny N Hello Mickey!

(ATPR song to greet the children with the puppet.) Start the class with the puppet and the Welcome song (R-2) Encourage the children to join in the chorus and wave to Mickey Leave the puppet

sitting on his box so he can participate in the class

Ring game

(ATPR game to consolidate the vocabulary of the

unit.)

‘* Take the children to the play area in the

classroom and ask them to sit in a circle Place the English mat in the centre of the circle and

encourage them to identify the four colours

words: Red, blue, green, yellow, orange, pink Tell them these are the colour flashcards Next, show them the flashcards of the body and elicit the

words: Body, head, arms, legs Tell them these are the body flashcards Finally, show them the

flashcards of the face and elicit the words: Eyes, nose, mouth, ears, hair, face Tell them these are the face flashcards

Shuffle all the flashcards together and show one of them to the class without looking at it Ask:

Colour? Encourage the children to say: Yes! or

No! If the answer is no, ask: Body? If it is still no, ask: Face? until you guess the correct lexical set Then say words belonging to that set until you

guess the flashcard Once you have identified it, place it on one of the coloured squares of the

mat Play again until you have classified all three sets of flashcards

Draw and say (p 9)

(A personalisation activity for the children to draw their own faces.)

their own faces Ask the class helpers to hand out the books Say: Open your book, please!

while you do the action and show the children page 9 in your book Point to the face and ask:

What's this? Elicit the answer: A face Make sure

there is a box of crayons on each table The children draw and colour their face including all

the features

* Go round the room while they are working in

order to provide any necessary help Point to

their drawings and say: Point to the (eyes), etc When they finish, encourage them to show their drawings to their classmates

Goodbye Mickey!

and encourage the children to sing along,

Activity book (p 5)

Draw and say

© The aim of this page is for the children to complete two series of pictures First they name the parts of the face in the first row: Eyes, nose, mouth, eyes Then, they complete the series, pointing to the two empty squares and saying:

Nose, mouth Then they draw in the missing

parts They repeat the same process with the

second row Finally, help them to ‘read’ the

series by pointing and saying: Eyes, nose, mouth,

eyes, nose, mouth, etc

Trang 34

LESSON 7

OBJECTIVES:

To consolidate the key vocabulary of the unit To play a

card game with the children To

develop motor skilis through TPR

activities To assess progress LANGUAGE (REVISION):

The vocabulary from the unit es

EXTRA MATERIAL:

The puppet The English mat

Pushouts of the unit Envelopes to store the cards Music for the extra activity Photocopies of Progress sheet 1 (page 154)

EXTRA ACTIVITY

Tell the children they are going to dance Hand out the six unit flashcards (face, eyes, ears, nose, mouth, hair) to six children and tell them to pass them on to other children when the music starts Play the music and say: Let's dance! The children dance and pass the flashcards around Stop the music and say: Show me the (mouth) The child with this flashcard holds it up and the class says the word Start the music again and continue the game, with a different flashcard each time (You can also play with the body pictures.)

Trang 35

Oo ea i i > ® ee Lu _ Ww Ỷ NZ Ỷ NY * % Hello Mickey!

Start the class with the puppet and the Welcome song (R-2) Encourage the children to join in the chorus and wave to Mickey Leave the puppet

sitting on his box so he can participate in the class

Ring game

(An activity to revise the parts of the face.)

classroom and ask them to sit in a circle Say:

Let's sit down

Place the English mat in the middle of the circle

and elicit the colours Hand out the face

flashcards to six children and ask them to identify

the one they've been given Then, tell them to

put their flashcard down on whichever colour

they like Encourage each child to say the word

and the colour, for example: Face - red Do the

same with all the flashcards Repeat the game

Until all the children have had a turn

Preparation for the card game (An activity to consolidate the vocabulary and prepare the cards.)

* Ask the children to go back to their seats Show them the pushouts of the unit and make sure that every child has them Ask them to point to

each card according to your instructions Say:

Point to the nose Point to the hair, etc

Show the children how to push the cards out Make sure all the sets are complete by saying: Show me

the (eyes), etc The children hold up the

corresponding card Do the same with all the cards Card game

(A game to consolidate the vocabulary from the

unit.)

* InL1, explain to the children that they are going to play a card game Say: Let's play a card game!

Ask them to shuffle their cards Say: Shuffle the

cards, please, while you do the action Then ask

them to pick a card without looking at it

Shuffle your cards, pick one and show it to the

class Identify it, for example: Hair, and ask the

children to look at their card If it is the same as

yours, they hold it up and say: Hair Then they put

it face up on the table If it's a different card, they

put it back in the pack Play until all the children’s cards are face up Repeat the game several

times

When the game is over, the class helpers hand out the envelopes Help the children put the cards in the envelopes When they finish, collect all the envelopes and store them

Progress sheet 1

* To assess the children’s progress in this unit see pages 152 and 154

Round up

(An opportunity for the children to show that they

have successfully finished the unit.)

Ask the class helpers to hand out the books Say: Open your book, please! while you do the action and show the children page 9 in your book Point to Mickey and tell the children in L1 that he is happy because they have finished the unit Tell

them that they are going to stick a sticker there to celebrate this

Show the children the sticker page and remove

one Mickey sticker Ask them to do the same Go

back to page 9 and stick the sticker in the

appropriate space

Give the thumbs-up signal and exclaim: Very good! Invite them to do the same

Goodbye Mickey!

(ATPR song to say goodbye to Mickey.) * To end the class, play the Goodbye song (R- 3)

Trang 36

MY CLOTHES

LESSON 1

OBJECTIVES:

To meet Goofy through a chant

To learn the names of some

clothes To develop the sense

of touch To develop motor skills through TPR activities TARGET LANGUAGE: Trousers, Tshirt, coat, hat REVISION: Red, blue, yellow, green, pink, orange RECEPTIVE LANGUAGE: Let's tidy up!; Where's my hat? EXTRA MATERIAL:

The puppet Flashcards of the

trousers, coat, Tshirt and hat

Blu-tack® Real clothes (a coat,

a Tshirt, trousers and a hat)

A bag Activity Book page 6

10 eo listen, point and chant

>» EXTRA ACTIVITY

Stick the lesson flashcards in different parts of the room Ask the children to stand next to their table and point to them according to your instructions Say: Point to the (coat)! Vary the order and the pace of the instructions to make the activity into a game

Trang 37

ek ee | lì > a a LlI rp) Ỷ Ỷ x NY SY Ỷ Hello Mickey!

song (R-2) Ring game

(An activity to present some clothes.)

classroom Ask them to stand in a circle and repeat the chant until the ring is complete When they have done this, sit on the floor with them as

you say: Let's sit down!

Place the English mat in the centre of the circle

Point to the colours and elicit the words

Show the children the bag with the

clothes inside and tell them that you have brought some clothes to dress up a scarecrow

Invite the children to guess what they are in L1 Take the items they guess correctly out of the bag as they say them and present them in English Say: Look! Trousers, a coat,

a Fshirt and a hat! The children repeat each word,

Put the clothes back in the bag Ask a child to close his or her eyes, take something out of the

bag and identify it by touch and without looking

Ask: A Fshirt? A coat?, etc Repeat the activity

until all the children have had a turn

Chant (p 10)

(A chant to present some clothes.)

them the clothes flashcards one by one and say

the words Stick them on the board, point to them

and encourage the children to say the words

your instructions Say: Mickey, point to the Fshirt! Mickey, point to the coat! Encourage the children

to say: Yes! when Mickey points to the correct

flashcard If he is wrong, they say: No! Do this

several times Leave the puppet sitting on his box

so he can participate in the class

Ask the class helpers to hand out the books Say:

Open your book, please! while you do the action

and show the children page 10 in your books

Explain the scene in L1: Goofy is tidying up and putting away his clothes A horse is chewing up

his straw hat Point to the clothes and say: Look! Trousers, a Fshirt, a coat, a hat Encourage the

children to repeat the words several times

Present the chant using the CD/cassette

Encourage the children to listen and focus on the scene Say: Let's listen!

8 | Let's tidy up

My trousers and my Tshirt,

(GSS) My coat and my hat

My hat! My hat! Where's my hat?

Let's tidy up

My trousers and my T-shirt,

My coat and my hat

My hat! My hat!

Where's my hat?

Play the chant twice more and do one of the following activities each time: 1 The children follow in their books and point to the clothes when they hear the words Say: Listen and point 2 Encourage them to repeat the words Say:

Listen and repeat If they have trouble

remembering the words, remember to use the backward build-up technique (unit 1, lesson 1)

Flashcard game

(A game to practise the lesson vocabulary.) * Take out the clothes flashcards Show them to

the children one by one and elicit the words:

Coat, Fshirt, trousers, hat Cover one flashcard

with a piece of paper and move the paper around slowly to reveal different parts of the flashcard As soon as the children recognise the picture, they call out the word You can repeat the game showing the covered flashcard upside down to

make it more challenging

Goodbye Mickey!

Activity book (p 6)

Draw and colour

® The aim of this page is for the children to identify

the clothes First they name Goofy’s clothes in

the left-hand picture (hat, Tshirt, trousers) Then they draw Goofy’s clothes on the right-hand picture and colour them however they like (using

the colours that they know) Finally, help them to

‘read’ the page: Hat - red Fshirt - orange Trousers - blue

Trang 38

đồ MY CLOTHES LESSON 2 OBJECTIVES:

To extend the clothes vocabulary To reinforce the

vocabulary from lesson 1

To develop fine motor skills TARGET LANGUAGE: Skirt, shoes REVISION: Tshirt, trousers, coat, hat Colours RECEPTIVE LANGUAGE: Let's tidy up!; Where's my hat? EXTRA MATERIAL: The puppet Flashcards of the Tshirt, trousers, coat, hat,

shoes and skirt Blu-tack® Crayons The English mat

Real clothes (a coat, a Tshirt,

trousers, shoes, a skirt

and a hat) A bag Activity Book page 7 °

Note: Prepare pictures cut out

of magazines of the following clothes for the next class (one

per child): hat, Tshirt, coat, skirt, trousers, shoes > exea activity

Play What is it? with the whole class Put the six lesson flashcards on your table (Tshirt, trousers, coat, hat, skirt, shoes) Ask a child to take one flashcard and stick it on the board Turn round so that you can’t see it Then, ask the children: /s it the hat? Is it the coat? Is it the shoes?, etc They reply yes or no until you guess the correct word Ask another child to come up to the board and pick a different

Trang 39

[ee Lu = Kì > oT oO Lu a œ) Ỷ Ỷ Mã Ỷ % Ni Hello Mickey!

song (R-2) Leave the puppet sitting on his box so

he can participate in the class

Flashcard game

(A game to practise the chant and present skirt and shoes.)

Play the chant from Lesson 1 (R-8) and

encourage the children to join in and act it out

Say: Let's chant!

Stick the flashcards from lesson 1 on the board

and elicit the words Present the shoes and the

skirt with the corresponding flashcards Say:

Look! A skirt and shoes Invite the children to

repeat the words Finally, they repeat each word as you point to the corresponding flashcard:

Coat, Fshirt, trousers, hat, skirt, shoes Repeat

the activity a couple of times with the whole

class

Ask a child to come up to the board and ask him

or her to follow your instructions Say: Touch the

trousers! and do the action Encourage the child

to do the same Then say: Touch the skirt! and allow the child do the action by himself or herself

Repeat the activity with different children, varying

the pace of the instructions

Match, colour and say (p 11)

(An activity to develop fine motor skills and

reintorce the lesson vocabulary.)

® Ask the children to take out the following

crayons: yellow, green, red and blue Ask them to

hold the crayons up according to your instructions Say: Show me (yellow) * Ask the class helpers to hand out the books

Show the children your book open at page 11, point to the example and follow the yellow line

the puzzle match and make up the skirt In L1 tell them to join the remaining pieces and then colour the clothes with the appropriate colours The children do the task Go round the room

while they are working in order to provide any necessary help When they finish, show them

the completed page, point to each drawing and

say: Skirt, Fshirt, shoes, trousers Encourage

them to repeat

Finally, ask the children to show their pages to the rest of the class and say: The skirt is yellow

The Tshirt is green, etc Ring game

(An activity to consolidate the vocabulary.) Take the children to the play area in the

classroom and ask them to sit in a circle Place the English mat in the centre of the circle

and elicit the colours Place the clothes you have brought to class on different areas

of the mat while saying for example: Tshirt -

red Coat - blue Hat - yellow, etc

Next, tell the children that you are going to say

a word and they have to name the colour the

corresponding item of clothing is on Say: Fshirt, and encourage them to say:

Red, Do the same with the remaining clothes Then do the activity the other way around

Say the colour and elicit the corresponding

item

Pick up the clothes, put them on different colours

and play again Finally, ask the children to help

you put away the clothes Say: (Bill) give me the

coat, please!

Goodbye Mickey!

song (R-3) and encourage the children to sing

along

Activity book (p 7)

Find and colour

© The aim of this page is for the children to identify" the clothes and then find them in the puzzle First they name the clothes in the key (Tshift, hat, skirt, shoes) Next they look for these items of clothing in the puzzle and they colour them

with colours they know Finally, help them to,

‘read’ the page by pointing and saying for example: Fshirt - yellow Hat - green Skirt -

orange Shoes - red

Trang 40

LESSON 3

OBJECTIVES:

To develop observation skills To sing the unit song, To revise the vocabulary of the unit To develop motor skills through TPR

activities and acting out the

song

Coat, shoes, skirt, trousers, Tshirt, hat Colours, parts of the face and body

RECEPTIVE LANGUAGE:

Put on (your coat); I'm very, very cold; A coat and shoes for you!

EXTRA MATERIALS:

The puppet Crayons A large

picture of a winter scene A

coat Flashcards of t and coat Pictures cut out of

magazines (one per child) of

hats, Fshirts, coats, skirts,

trousers, shoes, (extra activity) > 40 My First English Adventure 2 CF nh ng EXTRA ACTIVITY

Take out the magazine pictures you have prepared and hand one to each child Elicit the words one by one Then ask them to hold up their pictures according to your instructions Say: Show me the (skirts) The children with a picture of a skirt hold them up Do the same

with all the clothes Ask the children to exchange pictures and repeat the activity When you finish, collect the pictures for use in the

next class

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