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Introduction I
£ngllrh Ad ... enture
English Adventure is a six-level course for ch ildren
learning English ... Primary W1ooIs. It U5eS a range of
~ strategies and maleria1$ jl!'CI'ml to be effective
WIth children in their NrIy)'N!1 o f language \earnr.g.
EngIjsh AcMnItm> takes the pupils thmlSellles as its
startir.g point: their lear!'ling s¥es. the way they interKl
with eac~ othet, their nE'eds imd their interesl$.
English Adventure aims to motivate the ch il dren through
the enterta ining characters Ihallrtey will meet along the
way, many of them drawn from the mudl-Ioved
animated mms of the 0Mey studios. Pup4ls will Ihlen to
rotoriM. play d mtOOITI 9'mes. sing SOfI9S. communicate
with one another in EngIM . Abow al~ they wil enjeff
Ihoefme~ as they 5et out on U- 0'I0YII English
""""~.
Pupils' components
Pupil's Book
The PtJpiI'J Book is the central component of English
A!M!fIlure. It is used to present new IM 5rJ<1ge items, and
an be bacl::ed up with fIWlQrds and realia if the tNc;Mf
wishes. The PtJpiI's Boot contaim >muM support 0!i11
IIIlgU9 pment.llion. communICation activities. puzzlf'S,
1OI'9S and )tories. Each PiI9t of the PvpT$ Book
repre5eflts one lesson.
Stick ers
The 5tk~ers at the biKk of the Pupil's Book are intencled
for oM\ohK~s reinforcement of known language.
Instructions for using the Sliders un bI' found in !hi!
lesson notes .,mlch follow fOVid!! edra listening
practice or ~mply allow the chlldfel"l to enjoy theo;e
recordll1\lS outside the clawoom.
Actlvlty Book
The writH"l AcfMty 800It prOYides reinfoaracter or film, and IS dMOed into It,,"
sections;
1
.-
a studio presentation of a song or a game
2 a dip 01 authentic materialll'lated to the theme of the
3 i dip from the film, sptd6Ily ~scripted to suit pupils'
~
'-Is rr Engli5h.
This ~ Bock ifldudes INChing notes and
photocopiable acWities {hjt c.... be used alongside
~~pagesT92-T97.
m.
\ Introduc:tlon!
l t sso n 1
Objectives
The
~ey
objectives of English Adv!>nrure
are~:
1 To develop a positiwo attitude to English by providing
a
context in which ~arning a f~ign language is
~timulating and fWl - a context whkh offer.; the
maximum opportunity lor !iUCCes5_
2 To present activities and mater",1s wh ich will allow
pupi ls to explore differeflt topics and concepts while
they learn the new language.
l
To cater to the ~aried learning sMes of pupils" through
the wide range of activitfes and materials induded. All
types of learner should find something to capture "nd
maintain their interest.
4 To encourage pupil s to take an acti~e role in the ir
ienture will find that
vocabulary and phrases from the earlier cour>!'b00k5 are
s)'ItelTldticall y recyCed in groups of 6-8I'1'Ofds, using
flashcards. realia Of blackboard activities_ Vocabulary is
always presen ted in thematic groups, and practi5ed
through a sequence of ~aried activities and games. As
the unit pnxeeds. the class wiH hear the words. pliICed in
short $entences: examples in the affirmative a'e followE-d
up by negatives and interrogatives. e~ding the pupils·
repertoire of senter>Ce-types in careful steps.
The language skil ls developed in the Starter levels are
prir.cipally: naming thi ngs; asking and answering;
describing; counting; following instructions s.poI:en by
teacher, such as Point to _._ or Touch ...
The thematk contl'flt reflects the interests of children in
the early year<; of Primary school: memselves. their
classroom, thei r home.
Organisation of the material
The 5ta rter ~ Pupi/"s 8001<:5 coosist of an introductory
unit. then eight core teaching units, punctuated by
regu l~r reviews The three festivals lessom