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Tài liệu English adventure starter a teachers book

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oach';;:;; Book PI ,\[~\()\ L011g11la11 Teacher's Book COMPONENTS II INTRODUCTION VI SCOPE ANO SEQUENCE XII LESSON NOTES T2 OVERVIEW Of DISNEY FILMS T65 GAMES T67 CROSS·CURRICULAR ACTIVITIES T70 POSTER NOTES AND WORKSHEETS T?1 EVALUATION T77 PHOTOCOPIABLE EVALUATION SHEETS T84 VIDEO NOTES AND WORKSHEETS T92 END·Of·VEAR CERTIFICATE T98 ; • PUPIl'"S BOOK The Pupil's Book", the ",,""ral compor>!onru.... ~ os uS8d to pre...nt e.m fltIW .. ~ ~"rn. and can be brds and r"ij~ . The 1'\;j)~:S I3cxik proVides a "'sua! boiSIS for SO!1ijS •• torie3. ~~ and ~ stil4ls k!$sons ~nd poctlJre dicllOO11ry P"II'lS. Earn p&g!I 01 the f'lJprl"s Boo~ rep • iii ft , • • • • • •••• stidfIOM III the clessrocm 0111 home. II IlICIudH in191l1oCtiw Ql:IrT"08S WId act.vities 10 practise the key IIIngLJIIIge of each Pupil,! BotX unit. II alllO feall... es 811 the songs &nd no. dltnts. CD-AOM can be used in plraUel ..... th the PupIl's Boot, 01 101 r,";sian IiIter in the year ACTMTYBOOK The Aaiviry 800Ir pra.;des exercises II'Id pu:ullls to r~ inf0r08 erod consolidate !he IanO<.ege talIght ... MdluM. ~1 """" _..... -- desognod to Pf..:tM .....x.abuilly aN ond~. n. AcrMty BooI:: is imended lor cllsstoom use or "'"- • iii -...:-- =-. """'- - £.::.- -----~- _.---- :;: ~= ~:: ----- ~~--- "::.:;.-- --.-- -- '~;~ff.:..~=- ---__.- '~~='=:::E. '.-..... The TeadleI:' Boot provides Iessoo-b;-Ie.wn !e,. ........, 8"10'1' an act ..... daSSfClOm wiI t,nd Odoas!of QM!"'!;I mildr8f'110 respond, corrvnur>ICate and ""'" l"9"mer, Ead1 ~e ellasson notes r.c!i.Jde.s a t ..... 'MImHIP sctivity and an optiooaI extr~ actMly, should 'f'J'U need rTltIl"""!. TJaflscriplS of lhe audio maW"I .. ,,, f'lClWed '" th"lesson not"s at 1:00 &ppr"Pllllte points, mo,,, •• AI !he bad; el the 76iKh6r'. Boo!< 'f'OJJ WI~ find • re&oo.>rc$ bank of ao(Hional male '~s. These include extra games. pholCICOfliabIe leSI:5. and lMOItsheets rel.II"II1O lI1e posters and the videos. An owr\Oe'w of a!1 tOO Do.rev films ~red on tile ;, A..i<>'I~ Book appear on P<>Qes T61>-1OO. AUDIO CDs AND CASSETTES The CD. ...-.l cassettes oonll,," "tori&$, cornpr_nsoon &r;Iiym"" songs and dlaonlS. Songs are followed by & fepeM of \he muSIC withoul YOICeS. so Pl4lils can.ng It-.. SOO\IS 's to( EngIi$h AIMonr!Ne $t~rt.. r A and B M.J, episoOOs, Eod1 8Proode '$ t>.Jsed ."'~nd 8 Disnev d1~'ac1er or film. and is dMded into Se CtlOM: !h," 111~ studio presootation of a SOOg or. !}lime (2) 8 clip of autl>enllc mot .. "aI ,.Ioled to the theme of the ""i.ode (3). clip f rom !he film, .".",..Iy te-SC>"1>!~ to suit pupils' comprehotrlSlOO of English. TIus Teao'lII':S Book 100000es teadl,ng notes arod phorocop.able aclMties mal c- n be used IIIongsO:le the <:tI) PIl ..... sT92-T97 FlASHCARDS The 46 PICture llashc.vds COIrespond to !he k6V ~ry from Er>gIish M.!Iid for VOill ~ss",om waf I. See peg8' n l -T72 !of rotes on how to use tI1ese post"'• . • 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 $entences: examples in the affirmative a'e followE-d up by negatives and interrogatives. e~ding the pupils· repertoire of senter>Ce-types in careful steps. The language skil ls developed in the Starter levels are prir.cipally: naming thi ngs; asking and answering; describing; counting; following instructions s.poI:en by teacher, such as Point to _._ or Touch ... The thematk contl'flt reflects the interests of children in the early year<; of Primary school: memselves. their classroom, thei r home. Organisation of the material The 5ta rter ~ Pupi/"s 8001<:5 coosist of an introductory unit. then eight core teaching units, punctuated by regu l~r reviews The three festivals lessom !'. and picture dictionary pages for reference and revisk>n. Pfesentatk>n of new IangwgI!. usual ~ by means of a flashcard activity_ Pupils are asked 10 look, listl'fl and repeat. Then they lislen 10 Ihe new languagl! items in rhythmic chant, chanting and pointing to the cOfrespond ing PKtures in thei, books. a l e non 2 The new language items are ~i5ed and piactised. Rejated vocabulary may be presented. At Starter B level. the written form of the new vocabu""ry is given. lesso n] Practice and extension: additional language items are taught, to be used in combination with those presented in Lesson 1. Stickers are u$ed to cOfl5Olidate key language. Pupils should only stil:k in the stkkers under instruct ions from the teacher, as paft of a ijstening comprehension activity. The procedure is described in the ~no~. l esson 4 The ceI1trepiece of lil"SSOrl 4 is a song. linked to the unit topic. At Starter B level. the lesson al$O includes a simple readi ng actiYity based on single-woo:! recognition. Le non 5 Pupils folkJw a cartoon story and listl'flto the accompanying diaK>gue on the CO or cassette. The story features the key language of the unit and may be used for claSS/"OClfl1 acting -out. lesson 6 Pupils listen 10 a short conversatk>n between real, English-speaking children. This provides a model fOf their own communication. Then a drawing activity allows pupils to personalize what they have iearned. At the end of the unit the teacher recapitulates what has been learned. The pupils stick in the Donald Oi.>Ck ·thumbs up· sticker, by way of a prize_ The Activity Book offef5 additiona l activities (drawing, matching. etc.) which can be used wherever the teacher5 choose to place them, once the target ""ngoage of the unit has been assim ilated. The lesson structure Each lesson has been designed for a duratk>n of 30-45 minutes. Lessons always beg in with a Warm-up' activity which presents no sign ificant challen\je but is intended rather to put the class in an Eflglish frame-of·mind. Core teaching units The eight coo. teach ing units of the Pt;pil'5 Book consist of six lessons, each ba5ed on a recurring cycle 01 pre:;entation, practice and extension: vii Introduction' The 'Presentatlon' section suggestS w.1I)'S ... which new laroguq Items can be presented using llasllcards. realia or other techniques that do not illYO~ the Pvpil's Book. Even at Starter 8 Ievfol. when written English is introduced. the pupils' first enc:oonter with new words is always by listening. AnI!< ·Pmentation·. the pupils turn to the ~nt Pupi/'I Book page to listen. chant, sing 01 communicate WIth the te~cher or WIth e.Kh othef dwoogh games, ask-andanswer iICtI'VitIo3. etc. The <1(tiYitin wh5. Much ha5 been written in recent ye.1r<; about the differences which CMt exist between pupils in a single d ass: different levels. diff_n w~ of learning, diffe\Natlon. Eng/ish AcWentul"! addrewl'5 this dive - those who ~ well with fI"IOYet1"Ien\. The 'Ending the lesson' se<:tlOll presents a fun activity to bring the dass to a dose. It Is an easy. whole·etass actllllty. intendW to fini!.h the lesson on a note of feelings, etc - but also those with a left-brain dom inarKe, who show an aptitude for logic:, sequencing The lower Primary age group The ear~ tasks, etc. Primary years ale cru(loll,n determining ct1ild,en~ attitude towards themseiws as learneno. and towilds school. In English as in other subjenture also t.)kes into account the intedr.lctill to el!peCl !hem to do allY wnting in English at 5tartef~, Evaluation Evaluation can proYide important information not only on the perlOflflolllCe of !hi! dlildrM but also on {eilChlng metl10ck and materials_ The evalwtion matenal included in [ng/i!itr AdVf!nture hon '-n designed to analyse pupils' progress, with the aim 01 reinforcing the posiWt aspt(ts and idenhlying areas for ft'rproYement. Formative evaiulition for lormatiY@e'IIaiuation. it is iIdvIs.:Ible ttwt both the pupils' wort: and the cLassroom ~ (methodology. materials. etc.) ;lotoc:opied and completed at key pornts in the pupils'learning. allowing teildJer.; to COlTlpilll' different actr.;\ies In terms 01 suitability and effectiveoess. Summative evaluation To carry out summa~ e'IIaluatioo. teachers will find @ignt photocopiable e'llaluation sheets on pageos T84-T9 1 of the Teadler'l Book, (Olfesponding to@oKholthecO«' unitS. k; traditOoaI tests can give rise to stress. WIth negetivating vocabu lary. Initia lly, pupils look, listen and repedt. Then they Cdn chorus sequences of \'\OOIm while the tea<:her poin~ to the ca rm. For rec;ding, you can $imply ho ld up flashcards al'ld olSi< 'YV!1at's th is, ', but other activities will probably engaoge children more effectively. 'Spot the deliberate m;';ta~e' is usual ly popular. Hold up a f lashcard and '>et being sUrj)l'ised when the dass say<; that you are w~, ~ pages T67-T70 for further iKlMtie5 using flashcards, and page ~i for a list of flasrtcards Pairwo rk and g rou pwo rk Pai.wor\:: and groupwor\:: are used f requently in the la ter levels of English Ad.-enrure. The advantage of such activities is that they give vilriety to the ~sson and 9i~ all pupils the opportunity to spea k. They also allow the teache r to circulate and listen to pupils individua lly, The~:;.son notes fo r Starter A and B ifl( lude ideas for simple pairwork and g'oupwork. It may be helpful to familiarise pupils with this wiYf of working, el'(>n if they are too young to WOO'k entirely unsupervisffi. Demonstrate paifWQrk actrvities with volunteers. Try to put you. I'Olunteer into the te<>eher's role, so mat it flOt alway<; you that aSKI the qUl'ltioos. f ix a time limit for me activity. Ensu re the class understands that for the next. Sii¥Y. five minutes you want them to pr<>etise in pa irs while you circu late and linen. Games Games are part of everyday experience for children of mis age group, and me;r value ca n often exceed l nat of priictfsing a specific la nguage poi nt Games are included in each unit of Engli5h Adventure Starte r A and B. Thl')' can be played in pairs or in groops. The importance of!jCIme'i in the Primary English clasvoorn Cil fl flOt be o.erstatl"d: 1 They facilita te aument ic communication, in which the pupils are lowseehieving an e)(\ralingu'stic objective rdther than on practisi ng language forms. 2 They give teachen the opportun;ty to arculate and evaluate the progr= and diHirulties of me ir pupils. in a re laxed context. 3 They may be competitive or coope rative. Competiboo is stimulating fl)( the pupils if used in a cootrolk!d wiYf_ Cooperation can be promoted by setting up a final goal for whoJe-d~ss g;;omes, I)( by encouraging cooperatioo within sma ll er group$ of pupils playing together . • Stories Stories are among the most motivating of languageteaching resources. dppeil lirlg as they do to ch ildren's imilg iflnture includes an optional CDROM, on wh ich the language of the core teaching units is reinforced through interactive exercises. The activities run parallel to the teach ing units and provide an owortun;ty for autonomous learning, in me dassroom or at home. IntncMu.nj Flo.shco.rd list Colours '" "'" ..- ,.,. bo.. train ,..., "'.' pink yo-yo """" "." "'" "'" Flmlly Food ~''''' ~m dod "",,,,, sister Classroom "" .....'" -~ ""'" ... ." ' "'" """'" oranQe . milk ~ . , dog ".,. rabbit The Sea .. ,,,",,, ~ roo 0 .. ,i UNIT -.- "'RASES VOCABULARY . • .0<1. bI"". green. yrIIow · I·m · .......... Hollo! RECEPl1VE LANGUAGE • Listen . . ~ • fbinl_ • CoIcu or.. Iduckllbluel • Sl¥Id "P. .My ......- • -ro..m 'JOtI " . . .. • Clop your.......,.. My body • WIG'. rholl INs is ._ • ~ CIObs it ~I • WIll _ . • Stomp 'JOtI ..... Ill....,. • """"- !Md. grrddIr1 sat..; t>rotI'Mtr. bItl\I. t.niIv My family , ~"s mv""-'ml. • What ooIou" . . till ~I , Run. iu'rClend Nm _nII. """" Animals xii .- • Is it bog (Ir ......, h,* bgl . rabtIil. bid. - . . - . pupp,; If'OIS. .... - . light ..... ten • Draw e CcatI. . ..ump up. ·Sit-.. nom&"lISanvrt,o\. • His UNrr NEW VOCABULAAV NEW STAUCTUflES RECYClED LANGUAGE • 1(5 • I'm (IoIIpp,1. Is t>o{n II'IIPPYI Of IsIdII ~ Hot'!;,/SN's IMdI ~ fIisIi. ~ • N9 " Are • 1~goI'~' tvouI hippy? . ""'11 ""*"'" I~ tbigI OI lsmaml . ~I'CU_ Tho 0 .... it !OJ goulc:loll Jwt.t ' - \'011 gall WOO'! 001' IlIlIin)1 ~- · 1110 1bI"...,.S;. • I don'! I.... I~ . food ....,- • rm hungr~. • rn1ll<. ng • ~ song. • o.nc. aond ..... oIcit'Ig • • -- xiii Pupil's Book * * * Hello 2 My body 4 My family 10 Review 16 unils I and 2 * * Review unils 5 and 6 44 FOod 46 My holiday 52 Review units 7 and 8 58 My classroom 18 Christmas 60 Animals 24 Easter 62 Review 30 Happy Birthday 64 The sea 32 Cut outs 65 Toys 38 Picture Dictionary 79 unils 3 and 4 Hello! o 2 Sing. Hello! I 5OI"Ig again. Pupils join in with the oKtions. Then play again, er\COurl9l1'19 them to join in -Mth the • Pliy the ~'" C onsolida ti on gome LESSON 1 Lesson .im5 Greetino and taking leave Singu'lg a 5OI1g New III.get language He/IoIgoodbye rm ... Receptive l,m9uage Open yot¥ boob ''''''' Linen Materials Donald DU(~ puppet A small soft !);Ill (for optiorliol . RECORDING 3 Goodbyel Goodbye l Goodb ye! Goodbye! Goodbyel Goodbye1 Goodbye, everyo~ . (Mime waving goodbye) !Song is ~red twkd • Play the song ~n. Pupols JOWl in with the words and 1ICt~. Then dismiss the class. Pupils say. goodll)ot to you as they INI'!!. • Hold up II Pupil's Book and '>itj: Open your books af ~ 1. LooI: at the pdure WIth the class, Usil'l9l1M! Don~1d Dud: puppet, make him 1004< at til(> page and say: Look/I'm £>oniJ1d Duck. • Talk about the pictae in Lt . Ask ~ Donald is (on a fairpround rld!!). Discuss pupils' experieocH of failground rides in L1. ~ • ... poste lOSing Tell pupils they are goir19 \0 listen to a D"Ig . Sly: listen. Play the Hello ~ on the recording and mime the Ktions. f'upils listen and follow. A baIL gam e You need iii smaIL soft ball. Ask eight pupils to form a cirde at the front of the dass. Demonstrate t~ lICtivity. Say: Hello.. (name of popil). ar>d throw t~ ball gently to the pupi l. They catch it and rep/)' : Hello.. (rour rtilme). They then throw the 11:111 gently to a new pupil, saying: Hello, (rtilffle o{ pupil). Repeat the lKIivity wit h another group of eight pupils. RECORDING Z Hello! Hellol Hello! Hello! Hello! Hello! Hello 10 you. (Sotlg IS repeated rMcr!) T2 o 0 Chant. Then colour. HetlO! PB page l LESSON 2 Id~ntifyi ng colours Matching and colouring Lf!$son aims ,- New target language Colours: red. blue, yellow, Recycled ta rget language ""-" """ Hello. I'm Receptive language Point to c_, MaICh ,- A.ashcards: red. blue, yellow, Donald DlKk; puppet Coloured pencils or crayons (red, blue, yellow, green) Warm-up o Greet individual pupils, saying; Hello, (namE'}. Encourage pupils to reply. Sing the Hello song again. Presentation • lntrOOuce the colours. Shaw'the red flashcard and say: Red. f'upils repeat af\E-r you. Then attach the card to the board. Point to th ings around the classroom that are red, and ask pupils to say the colour Red. bWe, yellow and grPE'fI. Attach the flashca rds to the board. in the order red, blue, yellow and green. Strl. Therl rn.lke rum say: Open your books at page 3. Remind ~Is (1.1) of v.tlere [lor.aId is (at fhe fairgrowld). Ask them 10 look at the game he is playing (/'look fhe dud:) As!:: (Ll) if anyone has played this t>etore. • Point to Donald's fishing rod5, and elicit the colours red, yellow, blue and green Read the rubfic Chant then coIoor, and demonstrate the activity. Hold your f'upii', Book up. Fil'>d Dona'd~ led rad and follow the line Irom it to the dlKk that is half coloured in red. Say: C%ur the duck. red. Repeat fOf the blue, yellow and green rods. • Ma necessary (hed: by saying Point to the red dud:, etc PB poge l A palrwark game • Demonstrate me game wim a pupil. Point to a duck on page 3. The pupil say.; the COlour. Then swap roI5the pupil pOints to a dlK. and you say the colour. • f'upils ptay in pairs. Help as necl'S5ill)'. f'upils can also use the items coloured in red, blUl', yellow and g,een on page 2 of their f'upil's Soak. Ending the lenan • Play the Goodbye sang from Lesson 1 ag - Xem thêm -