Tài liệu English adventure 1 teacher book

ff FrtJ +re+rrqd .: -r- '+{r'-E dl n * r --]-l 1q i€ ru-."at * I -*.*- i tF J v J Sff .. Na)Y- t N w'rr , Wl 11 Anne Worratt EtizabethKitbeg *Co'm nts o"_,.**lJffi O !e&-.. \-zl-=i.,,1 v{ f, O PUPIUS BOOK Ihe Pupil'sBookis the centralcomponentof EnglishAdventure.lt is used to presenteachnew languageitem, and can be backedup with flashcardsand realia.ThePupil'sBookcontainsstories,songs,communication activities, readingtexts,and games.Thereare eight coreteachingunits,reviewunits, festivalslessonsand magazinepages.Eachpage of rhe Pupil'sBook represents one lesson. ii "'. hko.d::" I= THE CD-ROM The CD-ROMcan be used in the classroomor at home. lt includesinteractivegamesand activities,usingthe key languageof EnglishAdventure.lt alsofeaturesall the chants and songsfrom the Pupil'sBook,to provideextra listening practiceor simplyallow pupilsto enjoythese recordings outsidethe classroom.Pupilscan use the CD-ROMin parallel with the PupilbBookor for revisionlaterin the year. ACTIVITYBOOK fhe Activity Book follows the structure of the PupilbBook and providesreinforcementand consolidationof the languagetaught in eacft lesson.Exercisesfocus on the skillsof reading of English and writing,raisingpupils'awareness spelling.Many of the activitiesare puzzlesof the type that pupilswill know from comics.The Activity Book can be used in class or for homework. AorMilaoor f2,\A @ r#s ,ffi,ffi.o \i4 (a ,/-\- 6€Y & . *\\H' \aY/ ) fl " KI *7<-\ /a\ v-,i \!t/'/ '' fta.- ffi qe5, Gr(c/n o( yv bff PICTURE CARDS The Pupilb Bookslor EnglishAdventure Levels 1 and 2 include cut out picturecardswhich correspondto the key vocabularyof the course.Eachof the eight core teachingunits containsa language-practice or memorisationgame usingthe picturecards. Additionalactivitiesusing picturecardsappearon pagesTT5-T76. ||l ru* ;' kry6E' Q f' r.*arn,.rr.16, H"Tffi,ffiL r* h d h 5 b | E n F* a h F4 turrdd*_ 4---- Eq ||*ti k h F. q , . . D i , h ??.:*n nt F".ffiffiffi qr6h klk ryrhEc FA& 'E$*.s:r.3g* ff*-" ffi#H:T .bl6tEbtur ffiffi 'ffiw #liH-ffi q, Ctbd* --tr Sil[e*:,.-*,. ba e b.-dd 'ff:tr".,*ffiP#r;, 'Hffi;::w,Jy*ft a I b 2 b , b .& ib Fffiffiffi#5 ffiffi,nffi:" s.i'r e#5ta ffiffi *lffi ffiffi TEACHER'SBOOK The Teacherb Bookprovideslesson-byJesson teadringnotescoveringall the sectionsof the coursematerial.Eacfilessonfollowsa stepby-step approach, with ideasfor warm-upsto beginthe lessons,andoptionalextra activities.Teadrersare shownhow to presentnew wordsandstructures. usingthe simplestof resources. Therearealsosuggestions for language practiceroutines, whicficanbe usedandrs.usedto consolidate and reactivate.On pagesTT2-T73, teacherswill find overviewsof the Disney films whichfeaturein the PupilbBook. _" _ ^'*.--... "_ '_-_ Or.-oa ffdffiP .'fl,l.ff*l-:_* atbtod ---:- o*.*r-**; Go n \/ H .-.i-.ryr..,(./-...d4|lhld&' Lft*.rhrb. ;----afttl*---^ 'e&dtbil4 -, ;------'*.? lOe*.qa.,. tuPaqur !t "1 :--",-*t l ..,.....,...,...,...,..,.._..' g*;;'"c,* ,,c-:=* materialcanbe foundat the backof the Photocooiable evaluation TeacherbBook- a shorttest for eachof the eightcoreunits.Thereare worksheets to be usedin conjunction alsophotocopiable with the EnglishAdventurevideoor DVD. TY AUDIO CDs AND CASSETTES TheCDsandcassettes contain stories,comprehension activities, songsandcfrants.Songsare followedby a repeatof the musicwithoutvoices,so pupils cansingthe songskaraoke-style. I I I I I I I I I I I I I I I I FLASHCARDS The46 flashcards correspond to the key vocabularyfrom EnglishAdventureLevel1.The Teadter'sBookexplainshow flashcardscanbe usedto present,practiseandconsolidate language througha varietyof gamesand activities. POSTERS Thesix posterswhich accompanyEngIish Adventure Levels1 and2. relateto the pagesat the backof magazine the Pupil'sBook'OurWorld'. Thesecanbe usedto extend the language contentof the course,andto providenew contextsfor oralpractice.'Our World'represents a flexible resource, if supplementary teachersneedmaterialfor extralessons. VIDEOSAND DVDs Thevideosfor English AdventureLevels1 and2 eacfr Eacfr containfourepisodes. episodeis basedarounda Disneycharacter or film,andis (1)a dividedintothree'sections: studiopresentation of a songor a game(2)a clipof authentic materialrelatedto the themeof the episode (3)a clipfrom the film, re'scripted specially to suit pupils'comprehension of English. ThisTeadterb Bookincludesteaching notesandphotocopiable activities that canbe used alongside the episodes. SeepagesT93-T98. )l OB.|ECTIVES IANGUAGECONTENT EnglishAdventureLevel 1 assumesno previous knowledgeof English,thoughteacherswho haveworked with EnglishAdventureStarterLevelsA and B will find that the vocabulary and structuresfrom those earlier recycled. booksis systematically ln EnglishAdventureLevels1 and2, a wide rangeof functionsare presented: basiccommunicative personalinformation,expressingideas, exchanging opinionsandfeelings,talkingaboutwhat is happening at the moment,talkingaboutdailyroutine,quantityand possessions, describingthe surroundings andthe weather,and identifyingand sayingthe daysand the seasons. New languageis presentedby the Disneycharacters or by the host children,Beth.Harry,YasminandJoe. The languageskillsdevelopedin the Starterlevelsare reactivated and extended:askingand answering; listeningto short passagesfor gist and for specific information;expressingimmediateneedsin the classroom;readingmessagesand shorttexts to extract information;and developingan awarenessof rhythm, intonation andstressin oraltexts.In addition, the skills of readingand writingnow playa more prominentrole. The language andskillswork is basedaroundtopics which havebeenchosento reflectthe interestsof childrenin the middlePrimaryschoolyears.Wheretopics from the Starterlevelsare revisited,new languageand contextsare presented. ORGANISATION OFTHEMATERIAL At Levels1 and2, the Pupil'sBookconsistsof an introductoryunit,then eightcore units,punctuatedby regularreviews.Thethreefestivalslessonscan be incorporated into the teachingprogrammeat the appropriatepointsin the schoolyear.At the backof the PupilbBooka magazinesection,Our World,is intended to develoosocio-cultural themes relatedto the units. ) conerEAcHtNG uNtrs The eight coreteachrngunitsof the Pupil'sBookconsist of six lessons,eachbasedon a recurringcycleof presentation, practiceandextension: . LessoruI Presentation of key languagethrougha cartoon sequencebasedon a Disneyfilm.All the cartoon to demonstrate storieshavebeenwritten specifically points,usinga minimumof the keylanguage vocabulary. Synopses of the originalDisneyfilms can be found on pagesTT2-T73of this TeacherbBook. . Lessoru2 Presentation of furthervocabularythrougha songor a chant.This is followedby a communication activity usingthe picturecardsto practisethe new language. . Lesson3 providesa basisfor listening illustration A double-page Thelessonalsoincludesoronunciation activities. work. problematic focusingon potentially sounds. . Lessoru4 Furtherexploitationof the double-page illustrationin a varietyof speakingactivities,focusingon key structures. . Lessotrt5 Consolidation and extensionof key languagein a short cartoonstripfeaturingBethand Harryandtheirfriends. The story can be usedfor simpleclassroomrole-play. . Lessoru6 More extendedreadingpracticethroughFun Facts:a non-fictiontext relatedto the unit tooic.Teachers can for personalisation. The use the text as a springboard PupilsBookunitendswith a projectusingsimple materials.Projectscan be startedin the classroomand completedat home,if necessary. The Activity Bookis structuredto follow lhe Pupil'sBook basis.lt providesreading on a page'for-page practice comprehension anda varietyof language with the emphasison readingandwriting. activities, Whereverthe opportunityarises,pupilsare encouraged to write abouttheir own livesand opinions,or to write creatively.EachActivity Book unit ends with a selfactivity,in which pupilsare askedto reflecton evaluation how well theyhaveassimilated the targetlanguage f unctions. ) THELESSoNSTRUcTURE Eachlessonhas beendesignedfor a durationof betweenforty-fiveminutesand an hour,and followsa basicpattern.The lessonbeginswith a 'Warm-up' activitywhich presentsno significantchallengebut is intendedratherto put the classin an Englishframe-ofmind. Next,the 'Presentation' sectionsuggestsways in which new language itemscanbe presentedusingflashcards, realiaor othertechniquesthat do not involveIhe Pupil's Book.lnthisway,pupilsencounterthe soundsof words and phrasesbeforethey see the writtenforms which are not alwaysindicativeof pronunciation. In Lesson1 of eachunit,we see a variationof this pattern.Here,the 'Presentation' servesto introducethe theme of the new unit. Pupilsare invitedto leafthrough the Pupil'sEookunit to find a jigsawpiecewhichwill givethem a visualclueto the new topic. After 'Presentation', the pupilsturn to the relevantPupil's Bookpageto listento a story,sing a song,or communicatewith the teacheror with eachother throughgames,ask-and-answer activities,etc.The corresponding ActivityBookpageoffersfurtherpractice and reinforcement. ActivityBookactivitiesmay be givenfor homework,so longas pupilsunderstandexactlywhat they haveto do. lf necessary, they shouldwrite an instructionin their own language. When homeworkis given,we recommendthat teachersgo throughthe whole exercise orallywith the class.then askpupilsto write it properly at home. The 'Endingthe lesson'sectionpresentsa fun activity for the lastfew minutesof the lesson.lt is an easy, whole-classactivity,intendedto finishthe lessonon a note of cooperationand success. The 'Optionalactivity'whichendseachpageof the lessonnotesis an ideafor furtherpracticethrougha contrastedactivitytype. lt can be usedwith faster classes,or simplyas an alternativeto other practice activities. vtl AGEGROUP THEMID-PRIMARY Teacherswho used the EnglishAdventureStarterbooks of approachin Levels1 and2, will noticedifferences whichtakeaccountof the pupils'personalandcognitive years(aged7-9 In the mid-Primary development. have new needsand interests, children approximately), andthey learnin differentways: . Theyare moreautonomousanddependfar lesson the teacher. o Theycontinueto be inquisitive and receptive,are easilymotivated,and stillshow an uninhibited in classactivities. attitudetowardsparticipation . Theirinterestsare lessfocusedon the hereand now.Theyareableto concentrate for greaterlengths of time. . Theirlearningcontinuesto be more intuitivethan analytical. Repetition, recyclingand patientbuilding on earlieracguisitions stillplaya keyrole. . Theystill needactivitiesinvolvingphysicalmovement and coordination. . Thevare growingmoresecureemotionally. The develooment of socialrelationsin the classtakeson a greaterimportance. . Theaffectiveaspectsof teachingcontinueto be of importancefor them. o Theyare stillreceptiveto the world of fantasyand imagination. . Theycan now communicatein theirown language by readingandwriting.Consequently, in theirwork in the foreignlanguage, the four skillscanbe developedin a morebalanced and integratedway. r Theyare reachingan agewhen they canobjectify theirwork in school.Theycanreflecton how they learnbest andassesstheirown progress. DIFFERENTWPES OF LEARNER Mucfihasbeenwrittenin recentyearsaboutthe whichcan existbetweenpupilsin a single differences class:differentlevels,differentwaysof learning,different attitudes,differenttypes of motivation.English Adventureaddressesthis diversitythroughthe varietyof Variedwaysof workingactivitytypes presented. v||r projects,movement,roleplay,etc.- enableeacl'rpupilto developtheirabilities to the maximum. Research showsthat to optimiselearning,it is important to engageboth hemispheres of the brain.Forthis reason,the techniquesandstrategiesproposedin EnglishAdventurecater not only for learnerswith a rightbraindominance- thosewho work well with movement, feelings,etc.- but alsothosewith a left-brain dominance: thosewho work well with logicand sequencing tasks. EnglishAdventureis foundedon an underlying awarenessthat childrenhavedifferenttalents,all of whichneedto be giventhe opportunityto succeed. Further,manyof the lessonsinvolvethe childrenin activitieswhere languagelearningis not the sole objective:activitieswhichmayalsobringinto play powersof logicanddeduction,observation, memorisation, etc.Thisprovidesthe childrenwith a broadframeworkwithinwhicl'rthey can makeprogress andfeelconfident. Finally, by particlpating in the numerouspairworkand groupactivitieswhich featurein EnglishAdventure, pupilswill get to knowtheirclassmates and learnto work together,thus developing their interpersonal and socialskills. ACTIVELEARNING ln EnglishAdventure,the pupilsare encouragedto play as activea roleas possibleso that they will feel more important,theirmotivationand interestwill increase, and theirlearning will be moremeaningful. Developing an activerolein the learningprocessfostersa senseof promotesconfidencein responsibility andcooperation, the pupil'sown capacityto learna new language, and teachesa numberof skillsand strategiesnecessary for a moreautonomous type of learning. EnglishAdventurealsotakes into accountthe interests and needsof the pupils,thus fosteringa positiveattitude to learning. The Teacher s Bookincludesdetailed teachingnotesto helppromotethis way of workingin the classroom. THETEACHINGMETHODOIOGY ) l coMMuNrcAnvEAPPRoAGH At this stageof their learning,the pupilscan expectnot just to learnEnglishreceptively, but alsoto use the languageto expressthemselvesand exchange information.ln EnglishAdventureLevels1 and 2, the focus is on communicationas well as knowledgeof the language.lt is this instrumentalaspectof language learningwhich makesthe classroomnot just somewhere to learn,but alsothe placewhere pupilscome to learn aboutthemselvesand the world aroundthem, where they sharethis knowledgewith others,where they developcognitiveskillsand matureas individuals. THE FOURSKILLS ln EnglishAdventureLevels1 and 2, the four language skillsplaya more equalrolethan they did in the Starter levels. Listening:Thelisteningmaterialincludesa wide variety of songs,cfiants,dialogues,stories,gradedlistening activities.In listeningactivities, texts and pronunciation pupilsare encouragedto listenfor general to listenfor specificinformation,and to comprehension, listenin orderto becomefamiliarwith the rhvthmand stresspatternsof the new language.Speaking: English Adventureoffers many opportunitiesto practiseand developspeakingskills.In Lesson5 of eachunit,they are invitedto do role playsbasedon cartoonstories.In Lesson6, they havethe opportunityto personalise the languagethey havelearntand to talk aboutthemselves. The pronunciation activitiesin Lesson3 are a lightheartedway for pupilsto practisesoundsthey may be The pronunciation unfamiliarwith in their own language. modelsallowfor work on stressand intonation. Reading:The readingtexts in EnglishAdventureare chosenfor their appealto the age group.Eachhas been Accompanying editedfor easeof understanding. illustrations and photosguidethe lessconfidentreader. It is importantfor the childrento recognisethat they don't needto understandeveryword in the text to be ableto follow it.Theyare encouragedto readfor an overallunderstanding, and to extractspecificinformation in orderto answerquestions.Wdting: ThroughEnglish AdventureLevels1 and 2, the pupils move from writing simplewords and sentencesto producingtheir own shorttexts basedon a structuredframework.Most writing is done inthe Activity Book Notebookscan be usedfor initialdrafts.Duringwritingactivities,the teachershouldcirculateand monitor.Involvepupilsin correctingtheir own work: pointto mistakesand help them to reachthe correctversionthemselves. SOCIO.CULTURALASPECTS ln EnglishAdventureLevels1 and 2, teacherswill notice an increasedfocus on the socieculturalaspectsof a language is a complex language learning.Learning processinvolvingcognitive,affectiveand socialfactorsall of which determinethe child'sprogress.The pupils don't simplylearna language:they alsoencounterwith a whole new way of seeingthe world.Thisaspectof languagelearningcan becomemore enrichingfor the childrenwhen they startto comparethis new cultural realitywith life in their own country. ln the magazine section- OurWorld- pupilsare presentedwith customs,traditions,types of organisation which may differ and personaland socialrelationships from thosethey havegrown up with. The aim is to nurturea curiosityfor othercultures,to encouragean open attitudetowardsspeakersof other languages,and to preparethe pupilsto functionin a culturally heterogeneous environment. EVALUATION Evaluation can provideimportantinformationnot only on the performanceof the childrenbut alsoon teaching The evaluationmaterialincluded methodsand materials. in EnglishAdventurehas been designedto analyse pupils'progress,with the aim of reinforcingthe positive aspectsand identifyingareasfor improvement. Forfomative evaluation, it is advisablethat both the pupils'workand the classroomactivities(methodology, materials,etc.)are monitoredon an ongoingbasis.To this end, an activityrecordsheet is providedon pageTT9 tx the faceof the unknown,andso promotelearning. . The languagecontentof the storiesis variedand stimulating:idealmaterialfor developingreceptive and productive skills. . Takentogetherwith the follow-upexploitation, the storiesoffera more holisticapproachto teachingand learning, in whichthe fourskillscombineas in few otherclassroomactivities. . Storiesoften presentpupilswith socio-cultural parallelsand otherways of understanding reality, helpingthem to reflecton theirown culture. . Storiescan promotepositivelearninghabits,most notablyextensivereading. of the TeachersBook.Thiscan be photocopiedand allowing completedat keypointsin the pupils'learning, teachersto comparedifferentactivitiesin terms of suitabilityand effectiveness. To carryout summative evaluation,teacherswillfind evaluation sheetson pagesTSFT92 eight photocopiable of the TeachersBook,corresponding to eachof the core units.As traditionaltests cangive riseto stress,with for pupils'motivation,the negativeconsequences EnglishAdventuretests are made up of activitytypes with whichpupilswill alreadybe familiar. Pupilscan be involvedin correctingevaluation sheets,to makethem awareof theirprogress. As we move up the levelsof EnglishAdventure,seftThe pupils evaluationassumesincreasingimportance. progress, evenif are now moreableto thinkabouttheir fashion. To helppupils and intuitive onlyin a generalised the finalitem in eachunit of assesstheir performance, the ActivityEookprovidesan opportunityfor pupilsto assesstheir knowledgeof the keyfunctionstaught. Pupilsusecoloursratherthannumerical scoresto representtheirachievements. ) SONGSANDcHANTS Songsand chantsare includedin eachunit of English AdventureLevels1 and2, to developlisteningand oral skills.Childrengenerally enjoysinging,so songsand chantshelpcreatea positivelearning environment. Their repetitivestructuremakesthem easyto understandand retain.Theyalsoprovidea good modelfor intonationand stresspatterns. The lessonnotesprovideplentyof suggestionsfor workingwith songsand chants. AND RESOURCES COREACTIVITIES ) sroRles Storiesare amongthe most motivatingof languageappealing as theydo to children's teachingresources, imagination and emotions.In EnglbhAdventureLevels1 and2, eachunitbeginswith a specially scriptedstory featuringDisneycharacters, whichservesto present some of the keylanguageof the unit.The storiesare andhighlyvisual.Therecordedmaterial, self-contained with its varietyof voicesand soundeffects,ensuresthat with new itemsof language is the pupils'firstencounter properlycontextualised. Theseopeningstoriesofferseveraladvantages: o Thevpresentlanguagewithina narrative structureof a typepupilswill be familiarwith throughfilmsand television.lf they knowthe relevantDisneyfilm, they will recognisethe characters and probablyremember the story.Thisfamiliaritycan helpto reduceanxietyin x + GAMES Gamesare partof everydayexperiencefor childrenof this age group,and theirvaluecanoften exceedthat of practising point.Gamesare included a specificlanguage in eachunit of EnglishAdventureLevels1 and 2.They canbe playedin pairsor in groups. Theimportance of gamesin the PrimaryEnglish classroomcannotbe overstated: . Theyfacilitate authenticcommunication, in whichthe pupilsarefocusedon achieving an extralinguistic objectiveratherthan on practisinglanguageforms. r Theygiveteachersthe opportunityto circulateand evaluate of theirpupils, the progressanddifficulties in a relaxedcontext. o Theymay be competitiveor cooperative. Competition is stimulating for the pupilsif usedin a controlledway.Cooperation can be promotedby settingup a finalgoalfor whole-classgames,or by T I I I I I I I I I I I I I I I I I I I I I I I I I I I I within smallergroupsof encouraging cooperation pupilsplayingtogether. Eachteactingunit hasa corresponding set of picture games. for language The TeadterbBook cardsintended includesextraideasfor usingthe cards.See pages r75-176. ) nnraruDGRAFTWoRK Artisticand creativeactivitiesare includedin all the units as partof the main lessonprocedure,or in the Theseactivitieshave suggestionsfor extraactivities. designed, requiring minimalpreparation beenrealistically andthe simolestof materials. ) uuronruATroN ANDcoMMUNtcATroN (rCTl TECHNOLOGY We now facethe challengeof teachingour pupilsto use andas a means ICI as a learning tool in the classroom of accessinginformationoutside.Eachlevelof English Adventureincludesan optionalCD-ROM,on whichthe languageof the coreteachingunitsis reinforcedthrough interactiveexercises. The activitiesrun oarallelto the teachingunitsand providean opportunityfor learning, in the classroom autonomous or at home. XT F UNIT o Hello! o Toys o NEWVOCABUIARY NEWSTRUCTURES RECYCLED LANGUAGE . . . . . l'm (Beth).Whatsyour name? . l'm (9).How old are you? . My favouritecolour/ dayis... Numbers 1-15 Colours Classroom items Daysof the week o ball, caL cowboy, dinosauc dog, doll, spaceman, teddy bear, toy . big, small a O a Itb, lt isn't... ls it a (dofl? ls it (purple)? What'smy favourite toy? . Colours RECEPnVE LANGUAGE c What is it? Where's ,.' ? t bike,computer game Monsiers o dtin, ean eye, face, hair; mouth, nose, teeth . monstel scary o I've got (big ears). I haven'tgot .. . . Colours . Numbers o . arm, bodv foot, feet, fingeq hair, hand, head, leg c long, short . He/Shebgot... . He / Shehasn't got .. . l'vegot... . big, small r Faceparts . Everyoneb different. . beast, boots, hat, lots of c in, on, under . bathroom, bedroom, kitchen, living room . Furniture o genie, spider r Numbers16-20 . Where's ... ? . lt's .. boat, cup, genie, hat, magic lamp, magician, ring, spider Everyone's difiercnt! @ lfs mogic! xtl a a Lookat me! Thatb great! UNIT NEWVOCABUIARY NEWSTRUCTURES RECYCLED IANGUAGE RECEPTIVE I.ANGUAGE o . climb, dance, flr1,hide, jump, ride, run, swim, walk . Wildanimals c l can/ can't .. . . lt can ... . Canyou ... ? . big, long, smalL short . I'm t You'rea .. . . Be careful. o fast, grass, horse, juggle, jungle, scooteL sticky, tree, walls I cqn do fhot! o I like spoghetli o o lots of healthy food, lundt box . We're hungry. t lfeel si*. o banana,bread, dteese, &icken, chocolate, fish, ice cream, milk,pizza,peas, salad, sandwidt, spaghetti . mum, dad,brothef sistef grannq grandad,baby . Haveyougota...? . Here you are. . boots, dress, glasses,hat, ieans,scarf, shitt, shot'ts,skitt, sweateL trainers, trousers, T-shirt,shoes . What are you wearing? . Colours . I'm / He's/ Sheb wearing... . apple, ghost, Halloween,hat, lantern, mask, witch, wizard . HaveI got... ? ftly tomily o Whcfs he weoting? o o o . can t Heb/ Shesgot ... o Partsof the body . big band, cra^/, the same, tall, twin, wiggle, write, fingerprints, footprints, handprints . . . . . . mV your clothes onTV Let me see. Very funny! Be careful. lts late. . I'vegot..., l'm .. l-lolloween Chdslrnos Eosfer . candle,card, Christmas, Father Christmas,present, reindeenstal tree . dlocolate egg, flower, rabbit, sweets, treats, wall . Colours . How many... ? . Wheres... ?, How many... ?, Whos got... ? x|ll dJo LESSON 1 Newtarget language Hello,I'm (+ name).What's your name? 'l-15 Numbers Presentotion . Beginthe lessonby smilingand wavingto the class. Pointto yourselfand say:Hello,I'm... . followedby your name.Encouragepupilsto replyHello. . Shakehandswith individuals and introduceyourself them to replywith theirown name, again.Encourage them to greettheir e.g. Hello,I'm Paolo.Encourage in the sameway. neighbours . Finally,say:Hello,I'm ... .to the whole classand them to chorusthe reply,all sayingtheir encourage own namesat the sametime. 1io P B p o s e s 2 o n d 3Q L i s t e n o n d p o i n t . Pupilslookat the pictureon pages2 and 3. Ask them (in L1)what theycan see.What do theythink is (Bethand hertwo brothersare movingin happening? next door to Yasmin.) . Playthe recording. Pupilslistenand pointto the as they speak.Playthe recordingagainand characters askpupilsto follow the wordsin the bookwith their fingers. . Dividethe classinto four groupsand giveeachgroup a role:Yasmin,Harry,Bethand Joe.Playthe recording againand askpupilsto speakwith theircharacter. Changethe rolesand playthe dialogueagain.Havethe four groupsreadthe partsagain,thistime withoutthe recording. Proctice . Ask pupilsto chainaroundthe classHello,I'm Mario. What'syour name?Hello, I'm Nina.What'syour name? Pointto pupilsat randomto continuethe chain,so that everyoneis readyto answerat any time. pB poges2 ond 3 @ Listen ond count . Playthe recording. Pupilspointto the numbersasthey hearthem. Playthe recordingagainand askpupilsto join in with the chant. Proctice . Giveeachpupila pieceof paper.Askthem(in Ll)to choosea numberbetween1 and 15 and to write it them down. Collectup the papersand redistribute randomly. . In English, between1 and 15 at calloutnumbers randomand askpupilsto standup when they hear theirnumber,holdingup theirpaperso you cancheck. Wheneveryoneis standing,callout numbersagainand havethem sit down. . Redistribute the numbersand repeat,but thistime ask a pupilto takeyour placeand callout the numbers. AB pose2 O Reod ond motch . Pupilsdrawlinesto linkthe faceswith the correct speechbubble.Theycanreferto pages2 and3 of the Pupil3Book. AB pose2 e, Look ond motch . Pupilsmatchthe wordswith the correctnumerals. Ending the lesson . Havethe pupilssit in a bigcircle. Holda ballandsay: Hello,l'm ... . What'syourname?Throwthe ballto a pupil.Thatpupilmustreply:Hello,I'm ... . What'syour child. name?andthenthrowtheballto another Continue untilallthe pupilshavespoken. On the board,draw three empty boxes.In the first box,write: I and elicit one. Pointto the secondbox,elicit two. Pointto the third box, elicit three.Rubout the numbersand write, e.g. 7 in the middlebox. Pointto the first box and elicitsr'xthen the third box and elicit erght. Repeat,writing different numbersin the first, secondor third boxes,until all the numbersfrom 1 to 15 havebeenpractised. Presentotion . tuk (in L'l) if anyoneknowshow to count in English. pupilsto encouraging Begincountingslowlyin English, countwith you if theycan.Countslowlyon your fingersas far as ten. T2 LESSON 2 New target language red,yellow,blue, green, black,white,purple,brown, pink,orange l'm (+ age).Howold areyou? Recycledtarget language Numbers 1-15 Receptivelanguage Whois it? Whatcolouris it? Worm-up . Encourage pupils to introduce themselves to their neighbours andasktheirname,e.g.Hello,I'm Nina. What'syourname? Presentotion o Pointto redobjectsaroundthe classroom (clothes, pens, word: red. After etc.) and say the a few bags, pupilsto repeatredafteryou. examples, encourage Proceed in the samewaywithyellowandb/ue. . Trypointing blueandaskingRedZPupils to something maycorrectyou,if theydo not,say:No,blue.Pointto yellowandask:Yellow? Confirmby saying: something yellow.Asksimilar questions Yes, usingallthree colours. ai o PBpose3 O Listen ond point. Then sog o Playthefirstpartof the recording. Pupils listenand pointto the wordsastheyhearthem. . Playthe secondpartof the recording (Nowsay)Pupils repeatthe words. 4 RECORDING Red,yellow,blue,green,black,white,purple, brown,pink,orange. Now say- Red.Yellow.Blue.Green.Black.White. Purple.Brown.Pink.Orange. . Before the lesson, maketencolourflashcards: simple of card,eachcoloured a singlecolour.Holdup squares the flashcards oneby oneandelicitthe correctcolour, asking:Whatcolouris it? 1r: . Playthe recording. pointto eachchildasthey Pupils hearthemspeak. . Playthe recording aftereachlinefor the again,pausing pupilsto repeat.Encourage themto answerHarry's question with theirownages. o Askindividual pupils: Howoldareyou?Elicitfull replies l'm eight.Pupilsthenchainaroundthe classHowold areyou?l'm nine.Howold areyou?etc. I o AB pose3 O Listen ond write . Playthe recordingand havepupilswrite the correct agesin the speechbubbles.Theycan referto page2 for the spellings. KEY 1. seven2. eight 3. nine 4. six RECORDING 6 YASMTN Hello. l'm Yasmin.l'm 7. BETH Hello. l'm Beth. l'm 8. HARRY Hello. l'm Harry.l'm 9. JoE Hello.l'm Joe.l'm 5. AB pose3 O Read ond cotour . Eachpupilwill needa setof tencoloured pencils in the readthewordsandcolourthe Pupils targetcolours. Whiletheyareworking,walkround starsaccordingly. theclass andchecktheirwork.Pickup different pencils coloured andaskthemto saythecolour. Ending the lesson . PlayTouchthecolour. Pointto eachpupilandsaya in anyorder.Whenpupils colour. Thencallout colours heartheircolour, theymustfindandtouchsomething thatcolour. Stickthe colourflashcardson the board.Nextto eachcolour,stickone of the numberflashcards. Callout a numberor a colour,and askpupilsto call out the corresponding colouror number. After a while, changethe numbersso that all fifteen havebeenused. PBposeI O Listen ond point. Then onswer . Tellpupils(inLl)that theyaregoingto learnhowto givetheiragein English andto askotherpeoplehow old theyare. . Lookat the pictures of thefourchildren andelicittheir names: holdup yourbook,pointto eachpicturein turn,and ask:Whois it? T3 r RECORDING8 LESSON3 New target langupge computet;pencil,pen,r9tle4 book,bag Plural-s.Wordorder:a red ruler etc. Whatcolouris my (pencil)? Recycled target language Numbers language Whatisit?Howmany... ? Receptive PRESENTER 1 BETH PREsENTER 2 yAsMrN l'm Yasmin.What colour is my pen? It's black. What colour is my ruler? lt's red. PRESENTER 3 HARRv Worm-up o Revise greetings(Hello,I'm Maria.What'syour name?) Howold areyou?Thenholdup andaddthe question andelicitthewordsfor different colourflashcards Finally, asktheclass to countfrom1 to 15 in colours. chorus. Presentotion . Tellpupils(inL1)thatin thislesson theyaregoingto learnwordsfor thingstheyusein theclassroom. . Holdup a schoolbagandsay:a bag.Encourage pupils to to repeat.Ask:Whatis it? andaskindividuals Promptthemif necessary: a bag. answeryourquestion. . Takea penout of the bagandsay:a pen.Proceed as WhatisitTFinally takea bookout of for bag,asking: it in the the bag,say:a book,andaskpupilstoidentify sameway. . Pointto thethreeitemsrandomly andask:Whatis it? al o pB poset @ Listen ond point. Then sog . PlayRecording 7 andaskpupilsto pointto eachitem again.Pause after asit isnamed.Playtherecording eachnumberandelicitthe correctwordfromthe class. ai o PBposeI @ Listen ond sog . Askthe pupils(inL1)to lookat theclassroom picture andtellyouwhattheycansee.Whentheyofferideas, e.g.bag ask:WhatcolourrsftZModelthe phrase a redbagandwriteit on the board. . Say'.Howmanybags?One,tvvo,fhree.Write:three bagson the board.Drawpupils'attentionto the -s at theendof pluralnouns. . PlayRecording 8, askingpupilsto pointto the items in chorus. Be mentioned, thenanswer thequestions whilepupilsfindthe readyto pausethe recording differentitemsanddecideon the correctcolour. l'm Beth. What colour is my bag? It's green. What colour is my book? lt's blue. l'm Harry.What colouris my pencil? It'syellow. What colouris my computer? It'sblue. . Asktheclass e.g.What to repeatoneof thequestions, that everyone understands colouris my ruler?Ensure the meaning of my. AB poge4 O Look, count ond write . Working countthe booksin the withthewholeclass, pictureandreadtheexample. Askpupilsto readaloud five books. . Workingin pairs,pupilscountthe itemsnamedin the andnounson the lines. box,andwritenumbers two bags; KEY(inanyorder)five books;onecomputer; two rulers; sevenpens;ninepencils. Ending the lesson o Holdup somesomeobjectof yourownwhichthe pupilswill beableto name,e.g.a pencil.Ask:What colouris my pencil? . Pupils question a similar aboutan shouldprepare in the classandlistento objectof theirown.Circulate pronunciation. monitoring theirquestions, . lnvitepupilsto holdup theirobjectandputtheir ouestion to the restof the class. PlayWhat'smissing?Put a numberof classroom objectson a tray.Makesurethat allthe children canseewhat'sthere.Askthem (in Ll) to look carefullyat the objectsfor a few momentsand try to memorisethem. Coverthe tray with a cloth and, without pupils seeing,removeone of the objects.Takeoff the cfoth and ask:WhatSmissing?Thefirst pupil to answercorrectlytakesoveryour role. Youcan makethe gamemore challengingby removingtwo objects.Takethe opportunityto modefthe word and, e.g. the ruler and the pen. T4 RECORDING 1O LESSON 4 Newtarget language Daysof the week;My favourite... is ... ; My best friendis ... . Recycled target language Colours r Receptivelanguage todayis ... ; HappyBirthday; What'syour favouritecolour?; What'syour favouriteday?; Who'syour bestfriend? Worm-up . Holdup setsof classroom e.g.threepencils. objects, Say:Threepencils.Yesor NoZElicitYes.Repeatwith andobjects. Startmakingdeliberate othernumbers Four mistakes, e.g.holdingupthreerulersandsaying: rulers.Yesor No?ElicitNo,andaskpupilsto giveyou the correctversion. 1f o PBposes O Listen ond point . Askthechildren (inL1)whatistheirfavourite dayof the week.tuk themwhy.Askif anyof themalready lf theydo, knowthe daysof the weekin English. themanddo not themto tell you.Praise encourage pronunciation. worryaboutcorrecting . Playthe recording andhavepupilspointto the daysas Playthe recording againandask theyarementioned. pupils to joinin. . Booksclosed. Playthe recording andaskpupilsto join following written text. in without the Word cords . Beforethe lesson, makesevenbigwordcardsshowing the daysof the week. . Say:Today r ... . (whatever dayit is)andstickthat wordcardon the board.Askpupilsto saythe Stick followingsixdaysof the weekin sequence. differentwordcardson the board,elicitthe day,and askpupilsto recitethe sixdaysthat follow NARRAToRHello. What's your name? BErH Beth Cook. NARMToR How old are you? BETH l'm 8. NARRAToRWhat's your favourite colour? lt's yellow. BETH NARMToR What's your favourite day? ltt Thursday. BETH o Choosepupilsand interviewthem in the sameway. Ask the samequestions. AB poge 5 O Look, write, drow ond circle . Pupilscompletethe page,usingPupil'sBookpage5 as a model.Theywrite their nameand draw a pictureof themselves. Thenthey write their age and draw the numberof candleson the cake.They corresponding circletheir favouritecolourand colour in the splash accordingly. Thenthey circletheir favouriteday. Ending the lesson . Hideone of the daysof the week word cardsbehinda pull it out to revealthe word. Pupils book.Gradually callout the correctword. Repeatwith the other word cards. o Invitesevenchildrento cometo the front and hold the word cardsup in the correctorder,starting with Monday. Pupilssit in a circle.Holda ball and saya day, Throwthe ball to a pupil.Theysay e.g. Tuesday. Wednesday then they throw the ballto another pupil.Continueuntilthe seventhpupil has reachedTuesdayagain. AB pose+ @ Find ond write . In classor for homework, pupilscomplete the daysof fromthe wordbox. the week,choosing answers ai o PBpcaes O Listen ond point r Pointto the pictureof Bethandask:WhoisitT Pointto the birthdaycakeand ask:Howold is she? . Playthe recording with Beth.Pause of the interview the recording aftereachquestion andelicitBeth3replies. Pupilsshouldpointto the answers astheysaythem. T5 REX wooDY REX LESSON I Newtarget language dinonur, cowboy,spaceman It'sa (toy); lt's(big);small, Recycledtarget brg,[coloursl;No;Yes language language Look!;Lookat (the Receptive cowboy);Help!;ls it (big)?; It isn't (big);toy(s);Drawa big dinosaur;Drawa small dinosaur Worm-up . Beginchantingthe daysof the weekand encourage pupilsto join in. Ask individuals: What'syour favourite day? and What'syour favouritecolour? . Ask pupils(in Ll) to lookthroughUnit 1 of the PupilS Bookand find the jigsawpiece.(lt'son page10.)Ask themto guesswhat the themeof the unit is.Show pupilssometoysor the toy flashcards, and modelthe word toys. Presentotion . Stickthe cowboy,spaceman and dinosaurflashcards on the board.Say:look at the toys.Pointto the spaceman and say:lt's a spaceman.Repeatwith cowboyand dinosaur. e Turnthe flashcards them on the overand rearrange board.Pointto eachin turn and ask:What rsit? Turn overto check.Repeat. the flashcards . Mimelookingthroughbinoculars: makecircleswith the thumband forefingerof eachhandand holdthem up. in the sameway. Tellthe pupilsto makebinoculars . Stickthe cowboy,dinosaurand spaceman flashcards on differentwalls.Say:Lookat the cowboyand checkthat arepointingthe rightway.Say:Lookat the binoculars ... the spaceman . Lookat the dinosaurRepeata few the rhythm. times,accelerating ".-3o AB pose 6 O Look ond listen. Then reod . Pupilsopentheirbooksat page6. Letthem studythe cartoonstoryfor a few minutes.Ask questionsin L1 about the pictures,e.g. What toyscanyou see?What are they doing? . Playthe recording, whilethe pupilsfollowin theirbooks. RECORDING11 sroRyrELLERThis is a story about some toys. Look! lt's a toy. REX ls it a cowboy? wooDY No. ls it small? Yes... Oops! ... lt isn'tsmall.lt's big! ... HelP! . Holdup yourbookand pointto the dinosaurin frames 'f and 2. In Ll, ask:What'she lookingaf? Elicita spaceman.Pointto frame 4. Ask:What'swrong? (fhe the wrongway dinosaurwas holdingthe binoculars round.)Pointto frame 6 and ask:Why is he scared? (Seenthroughthe rightend of the binoculars, the again. cowboylookshuge.)Playthe recording Presentotion o Invitea volunteerto cometo the board.Say:Draw a the pupilto draw a huge big dinosaur.Encourage Say: dinosauron the board.Askfor anothervolunteer. Draw a smalldinosaur. . Taketwo books,one big and one small.Holdup the big book and ask:Big or small?Elicitbtg. Hold up the smallbookand elicitsmal/. . Repeatwith other pairsof big and smallobjects. AB poge6 O Reod ond colour . Revisenamesof coloursby playingTouchthe colour. Thenaskpupilsto opentheirbooksat page6. . Pupilscolourthe cowboyaccordingto the key. Circulate and checkthat pupilshavereadthe colour wordscorrectly. AB poseG @ Reod ond circle . Ask pupilsto lookat the picturethey havecoloured. Ask someoneto readsentence1 lt's a toy. Say:Yesor no? Elicityesand pointto the example. . Pupilscompletethe exercise in pairs,then checktheir answers. KEY1. Yes. 2. No. 3. No. 4. No. 5. No. 6. Yes. Ending the lesson . Choosea knownitemfrom the classroom e.g.a book, but don't saywhat it is. Pupilsmusttry to guesswhat it is by askingyou questions - but you canonlyanswer Yesor No. r Demonstrate by askingthe first few questionsls it big? ls it red? ls it a book? etc. Promptas necessary. For the next lesson o Askthe pupilsto bringa largeenvelope for storing theirpicturecards. Invitetwo confidentpupilsto role-playthe story. Readthe text line by line and askthem to repeat,while they mimethe aqtions. T6 AB poge 7 LESSON 2 toy(s); New target fanguage dinosaucspaceman, What'syour favourite(toy)? Recycledtarget language doll, caf cowboy,teddy bear, dog, ball;big; Myfavourite... is; It'sa (ball),lt's (green);my (toys);My favouritetoy is ... . Receptivelanguage ls it a (ball)?;ls it (green)? Worm-up . Hidea toy (ora toy flashcard) in yourbagor behinda largebook.Pullit out slowly,sothat onlya partis Givethe promptlt'sa ... . andletpupilssupply visible. theword. o Repeat to comeand with othertoys.Inviteindividuals takingthe roleof teacher. repeatthe activity, lf o PBpose7 @ Listen ond point. Then sing . Tellthe children to lookat the toy box.Askthemwhat toystheycansee. . Playthe songandaskthemto pointto the correcttoy. the songtextslowlyandcheckthat Playit again.Recite is pointingto the correcttoy. everyone O Recd ond motch . Workingin pairsor individually, pupilslinkthe labelsto thetoys. AB pose7 O Drow, colour ond wr:te . Asktheclass (inL1)which fromthose toy is missing thendrawa shownin Activity3. (lt'sthe ball.)Pupils to andcolourit according ballin the spaceprovided, by the description Theycomplete the description. writingthe wordbal/. Ending the lesson o Youwill needa clothfeeliebagfor thisactivity. Pupils put in toy the seeing, a them sit in a circle.Without feeliebag.Playsomemusicandaskpupilsto passthe baground.Whenthe musicstops,thepupilholding the bagmustfeelandguesswhat'sinside.Elicitfullreplies, e.g./t3 a doll.lf the answeris right, sentence the baground. changethe toy.lf not continuepassing Putthe childrenin pairs.Askthem to draw a toy but keep it secret- tell them to covertheir pictureswith a book (or hand).Tellthemto revealthepicturebit by bit" untiltheir partners guesswhat it is. Encouragethem to askand ansvter ls it a ... ? NolYes. . Holdup yourbook,pointto the firstworddoll and invitethe pupilsto readit. Say:Pointto thedoll. Repeat with allthe words. . Pupils Theytaketurnsto pointwhile workin pairs. reads. theirpartner . Playthesongagainandencourage pupilsto sing andhavethem along.Dividethe classintotwo halves lines. singalternate . Holdup eachtoy flashcard in turn,showit to theclass to elicittheword,thenstickit on the boardwith the picturefacingthe board. . Whenalltheflashcards areon the board,pointto a to answeL cardand ask:Whatrsit7 lnvitea volunteer untilallthe Continue thenturnoverthecardto check. cardshavebeennamed. Picture cords . Pupils cut out the eightpicturecardsof toys.Theylay out theirsetson the table,faceup.Saythe namesof differenttoysa ca4a teddybeat etc.Pupilsholdup the correctpicturecard,asin the photoon PupilSBook page7. . Pupils Theytaketurnsto pointto a card workin pairs. theykeepthe card.At andnameit. lf theyarecorrect, the end,thewinneristhe personwith the mostcards. tellpupilsto puttheircards Whenthegameisfinished, andkeepthemsafe. in theirenvelopes T7