Anne Worrall Richard northcott Choose Your Favorite Site Then click on the Button to Visit it Teacher's Book COMPONENTS ii INTRODUCTION vi SCOPE AND SEQUENCE xii LESSON NOTES T2 SYNOPSES OF DISNEY FILMS T72 ACTIVITIES FOR PICTURE CARDS T75 OTHER GAMES T77 EVALUATION T78 PHOTOCOPIABLE EVALUATION SHEETS T85 VIDEO NOTES AND WORKSHEETS T93 PUPIL'S BOOK The Pupil's Book is the central component of English Adventure. It is used to present each new language item, and can be backed up with flashcards and realia. The Pupil's Book contains stories, songs, communication activities, reading texts, and games. There are eight core teaching units, review units, festivals lessons and magazine pages.
Each page of the Pupil's Book represents one lesson. 11 ii THE CD-ROM The CD-ROM can be used in the classroom or at home. :t Includes interactive games and activities, using the key anguage of English Adventure. It also features all the chants and songs from the Pupil's Book, to provide extra listening practice or simply allow pupils to enjoy these recordings outside the classroom.
Pupils can use the CD-ROM in parallel with the Pupil's Book or for revision later in the year. ACTIVITY BOOK The ActivitV Book follows the structure of the Pupil's Book and provides reinforcement and consolidation of the language taught in each lesson. Exercises focus on the skills of reading and writing, raising pupils' awareness of Engl ish spelling. Many of the activities are puzzles of the type that pupils will know from comics.
The ActivitV Book can be used in class or for homework. Or yOur grandad. heard o Hos hr got smoll glonts. Hos ,he got whitt shoes? Hos ,hi gal 0 long T-shirt? t.
Look ot Activity 6. Read and motch. No , tht~' rt block Has I'll got (I big hot? No, thl-J'rt big. 10 nit t is PICTURE CARDS The Pupil's Books for English Adventure Levels 1 and 2 include cut out picture cards which correspond to the key vocabu lary of the course.
Each of the eight core teach ing units contains a language-practice or memorisation game using the picture cards. Additional activities using picture cards appear on pages T75-T76 .c~I_' "'Il_'~ IGio!tA.c>''"'9f'II' (OQoI;' ,*",",1 "'cIorowj' AnD r,"~,. ~ot ~"":' OIL""'Ht·,,~,. ~1 ~- Wo~m_u p ' lJM""f"lj<Jh"""""'IIInII1.
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IOII'ItIf<""""'III_IoIbootro.-:,:-- rIO TEACHER'S BOOK The Teacher's Book provides lesson-by-Iesson teaching notes covering all the sections of the course material. Each lesson follows a step-by-step approach, with ideas for warm-ups to begin the lessons, and optional extra activities. Teachers are shown how to present new words and structures, using the simplest of resources. There are also suggestions for language practice routines, which can be used and re-used to consolidate and reactivate.
On pages T72-T73, teachers will find overviews of the Disney films which feature in the Pupil's Book. • • ","WG/k»'!9 Te, 0 4PQonlS e ·pCffllt AUDIO CDs TOTAL: e 3poon'~ TOTAL: AND CASSETTES The CDs and cassettes contain stories, comprehension activities, Photocopiable evaluation material can be found at the back of the songs and chants. Songs are Teacher's Book - a short test for each of the eight core units. There are followed by a repeat of the also photocopiable worksheets to be used in conjunction with the music without voices, so pupils English Adventure video or DVD.
can sing the songs karaoke-style. iv FLASHCARDS - e 46 ashcards correspond to the key ,ocabulary from English Adventure Level 2. The -eacner's Book explains how flashcards can be used 0 present , practise and consolidate a g age throu gh a variety of games and aC,1 It ,es. I VIDEOS AND DVDs The videos for English Adventure Levels 1 and 2 each contain four episodes, Each episode is based around a Disney character or film, and is divided into three sections: (1) a studio presentation of a song or a game (2) a clip of authentic material related to the theme of the episode POSTERS (3) a clip from the film, The six posters which specially re-scripted to suit accompany English Adventure pupils' comprehension of Levels 1 and 2, relate to the English, This Teacher's magazine pages at the back of Book includes teaching the Pupil's Book: 'Our World'.
notes and photocopiable These can be used to extend activities that can be used the language content of the alongside the episodes. course, and to provide new See pages T93-T98. contexts for oral practice. 'Our World' represents a flexible supplementary resource, if teachers need material for extra lessons.
v troduction OBJECTIVES LANGUAGE CONTENT English Adventure Level 2 assumes no previous knowledge of English, though teachers who have worked with English Adventure Starter Levels A and B will find that the vocabulary and structures from those earlier books is systematically recycled. In English Adventure Levels 1 and 2, a wide range of basic communicative functions are presented: exchanging personal information, expressing ideas, opinions and feelings, talking about what is happening at the moment, talking about daily routine, quantity and possessions, describing the surroundings and the w eather, and identifying and saying the days and the seasons. New language is presented by the Disney characters or by the host children, Beth, Harry, Yasmin and Joe. The language skills developed in the Starter levels are reactivated and extended : asking and answering; listening to short passages for gist and for specific information ; expressing immediate needs in the classroom; reading messages and short texts to extract information ; and developing an awareness of rhythm, intonation and stress in oral texts.
In addition, the skills of reading and writing now playa more prominent role. The language and skills work is based around topics which have been chosen to reflect the interests of children in the middle Primary school years. Where topics from the Starter levels are revisited, new language and contexts are presented. ORGANISATION OFTHE MATERIAL At Levels 1 and 2, the Pupil's Book consists of an introductory unit, then eight core units, punctuated by regular reviews.
The three festivals lessons can be incorporated into the teaching programme at the appropriate points in the school year. At the back of the Pupil's Book a magazine section, Our World, is intended to develop socio-cultural themes related to the units. vi CORE TEACHING UNITS THE LESSON STRUCTURE The eight core teaching units of the Pupil's Book consist Each lesson has been designed for a duration of of six lessons, each based on a recurring cycle of between forty-five minutes and an hour, and follows a presentation, practice and extension: basic pattern. The lesson begins with a 'Warm-up' activity which presents no significant cha llenge but is • LESSON 1 intended rather to put the class in an English frame-of- Presentation of key language through a cartoon mind.
' sequence based on a Disney film. All the cartoon stories have been written specifica lly to demonstrate Next, the 'Presentation' section suggests ways in which the key language points, using a minimum of new language items can be presented using flashcards, vocabulary. Synopses of the original Disney films can realia or other techniques that do not involve the Pupil's be found on pages T72-T73 of this Teacher's Book. In this way, pupils encounter the sounds of words and phrases before they see the written forms which are • LESSON 2 not always indicative of pronunciation.
Presentation of further vocabulary through a song or a chant. This is followed by a communication activity In Lesson 1 of each unit, we see a variation of this using the picture cards to practise the new language. Here, the 'Presentation' serves to introduce the theme of the new unit. Pupils are invited to leaf through • LESSON 3 the Pupil's Book unit to find a jigsaw piece which wil l A double-page illustration provides a basis for listening give them a visual clue to the new topic.
The lesson also includes pronunciation work, focusing on potentially problematic sounds. After 'Presentation', the pupils turn to the relevant Pupil's Book page to listen to a story, sing a song, or • LESSON 4 communicate with the teacher or with each other Further exploitation of the double-page illustration in a through games, ask-and-answer activities, etc. The variety of speaking activities, focusing on key corresponding Activitv Book page offers further practice structures. and re inforcement.
• LESSON 5 Activitv Book activities may be given for homework, so Consolidation and extension of key language in a short long as pupils understand exactly what they have to do. carton strip featuring Beth and Harry and their friends. If necessary, they should write an instruction it their own The story can be used for simple classroom role-play. When homework is given, we recommend • LESSON 6 that teachers go through the whole exercise orally with More extended reading practice through Fun Facts: a the class, then ask pupils to write it properly at home.
non-fiction text related to the unit topic. Teachers can The 'Ending the lesson' section presents a fun activity use the text as a springboard for personalisation. The for the last few minutes of the lesson. It is an easy, Pupil's Book unit ends with a project using simple whole-class activity, intended to finish the lesson on a materials.
Projects can be started in the classroom and note of cooperation and success. completed at home, if necessary. The 'Optional activity' w hich ends each page of the The Activitv Book is structured to follow the Pupil's Book lesson notes is an idea for further practice through a on a page-for-page basis. It provides reading contrasted activity type.
It can be used with faster comprehension and a variety of language practice classes, or simply as an alternative to other practice activities, with the emphasis on reading and writing. Wherever the opportunity arises, pupils are encouraged to write about their own lives and opinions, or to write creatively. Each Activitv Book unit ends with a self- evaluation activity, in wh ich pupils are asked to reflect on how wel l they have assimilated the target language functions. vii troduction THE MID-PRIMARY AGE GROUP projects, movement, role play, etc.
- enable each pupil to develop their abilities to the maximum. Teachers who used the English Adventure Starter books Research shows that to optimise learning, it is important will notice differences of approach in Levels 1 and 2, to engage both hemispheres of the brain. For this which take account of the pupils' personal and cognitive reason, the techniques and strategies proposed in development In the mid-Primary years (aged 7-9 English Adventure cater not only for learners with a right- approximately), chi ldren have new needs and interests, and they learn in different ways: brain dominance - those who work well with movement, feelings, etc. - but also those with a left-brain • They are more autonomous and depend far less on dominance:' those who work well with logic and the teacher.
• They continue to be inquisitive and receptive, are English Adventure is founded on an underlying easily motivated, and still show an uninhibited awareness that children have different talents, all of attitude towards participation in class activities. which need to be given the opportunity to succeed. • Thei r interests are less focused on the here and Further, many of the lessons involve the children in now. They are able to concentrate for greater lengths activities whe re language learning is not the sole of time.
objective: activities which may also bring into play • Their learning continues to be more intuitive than powers of logic and deduction, observation, analytical. Repetition, recycling and patient building memorisation, etc. This provides the children with a on earlier acquisitions still playa key role. broad framework within which they can make progress • They still need activities involving physical movement and feel confident.