Pearson Educatk n Umited Edinburgh Ga e. Harlow ' Essex CM20 2JE England and Associated Companies throughout the world .net © Pearson Education Limited 2005 Disney material © 2005 Disney Enterprises, Inc. The Winnie the Pooh material © 2005 Disney Enterprises, Inc. Based on the "Winnie the Pooh" works, by A.
Shephard 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 Stories by Nilsa Pereyra >< W COMPONENTS MY FIRST ENGLISH ADVENTURE 4 Q INTRODUCTION 8 Z - SCOPE AND SEQUENCE TEACHING NOTES HELLO! 14 17 18 UNIT 1 22 UNIT 2 36 PLAYTIME 50 UNIT 3 54 UNIT 4 68 PLAYTIME 82 UNIT 5 86 UNIT 6 100 PLAYTIME 114 HALLOWEEN 118 CHRISTMAS 120 PARTY TIME 122 THE DISNEY FILMS 124 RESOURCE BANK 126 Components PUPIL'S BOOK The Pupil 's Book consists of six core units, three conso lidation un its (Playtime) and three Festiva ls un its (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 Physica l Response), activities to develop the gross and f ine motor skill s and hand-eye coordination, use of different materials and stickers, etc.
_J Stickers are usefu l too ls that help develop the chi ldren'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. 4 My First English Adventure 2 - , ',{\. - - '~;~- ~ -7 -7 -7 -7 for the ~~iltl~~~.
'h~;;rJfi1 ACTIVITY BOOK (OPTIONAL) 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. SONG CD (OPTIONAL) The songs CD, which is also available in cassette form, contains all the songs and CARDS chants from My First English The full-colour pushout cards represent the key vocabulary of the core Adventure 2 for the children to units, Children play different games with them at the end of each unit enjoy in the classroom and at and in the Playtime consolidation units in order to reinforce what they home, have learned. My First English Adventure 2 5 Components TEACHER'S 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 Progress sheet 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 incl uded is additional information on the =:~ .""4IPI'IF~oI"" ." 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. 6 My First English Adventure 2 STORY POSTERS The story posters provide important visua l support for the storytelling activities.
They focus the children's attEmtion and help create a magic atmosphere at story time. The Teacher's Book includes teach ing notes and photocopiable activities to complement the posters. AUDIO MATERIAL The audio CD, w hich is also ava il able in cassette form , includes all the stories, songs and chants (as well as the instrumental ve rsions). VIDEO FlASHC~A~R~D~S~iiiiiii.I!' The My First English Adventure 2 video, which is also available in DVD, contains four episodes.
Each episode is based on a Disney film or character belonging to this level and The 32 fu ll-colour flashcards represent the is divided into two parts : (1) a studio presentation featuring a game or a song; (2) a clip key vocabulary of the whole course. In the of the Disney film with its own script written specifically for pedagogical purposes. The teachi ng notes, their use is clearly outlined TElacher's Book includes teaching notes and photocopiable activities to complement the for presentation , practice and consolidation video. activities as w ell as for different games.
My First English Adventure 2 7 Introd uction OBJECTIVES STRUCTURE OF THE MATERIAL My First English Adventure 2 consists of six core units, each based on a centre of ~ interest that corresponds to the children's age; three consolidation units (Playtime), the introductory unit (Hellan and the three Festivals units. ~ THE UNIT Each 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 playa 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 un it 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 famil iar world and experience. • Consolidate the vocabulary of the unit and do the self-evaluation activity with the Mickey Mouse sticker. ~ THE LESSON Each lesson is divided into five or six steps and lasts approximately thirty minutes.
Because routines help the children feel 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 children'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. • 8 My First English Adventure 2 Stories offer the children an authentic acting out the song or story for their METHODOLOGY -7 GAMES communicative context which they are classmates.
At the end of each In order to teach the new language in a Along w ith the songs, chants and already familiar with in their own performance, encourage the 'audience' natural way, My First English stories, games constitute a natural language, and which they find deeply to clap and say: Very good! Adventure 2 emphasises the global means of expression for the ch ild. Stories also help them approach. Games are particularly important, as assimilate the new language in a children everywhere play them. In this significant context and this in turn The aim of the course is to stimulate the way, they interact with their playmates, encourages them to participate in the children's mental, psychological and have fun and use language in a natural storytelling activities.
EVALUATION AND ASSESSMENT social growth while keeping in m ind the and uninhibited way. Stories : learning characteristics of 5-year olds The games that appear in My First The teacher's guide contains a section and their implications in the - Develop oral comprehension. English Adventure 2 are motivating, on assessment consisting of a brief development of the lessons. non-competitive activities that help to - Exercise the imagination.
theoretical introduction and The starting point for each un it is the create a pleasant atmosphere in class. - Help focus attention. fantasy world and the ro le of the They also help the children improve thBir Evaluation is an integral part of the Disney characters is to present the - Provide repetition. Children love cognitive and social skills and contribute learning process and it is most succesful new language.
Next come the activities listening to stories over and over to the development of oral when done through the systematic that will help the children relate again, thus consolidating the comprehension and communication. observation of pupils during the course. this new language to their own language. Most are TPR games (Total Physical Response).
This is one of the most Storytelling activities require preparation. The method uses different teach ing frequently used procedures at this level, Make sure that you are familiar with the procedures that are appropriate for the since it allows the ch ildren to show that storyline and audio material. The children children's level. By means of these they understand by means of physica l will need to arrange themse lves in such procedures, both the language and the responses, without the need to use a way that they can see and hear clearly.
activities are recycled throughout the language. This in turn creates a re laxed It is probably best to have them sitting in school year. atmosphere in the classroom, as all the a semi-circle around you. children can participate in the proposed -7 SONGS AND CHANTS games.
Moreover, these games help to develop gross motor skills. -7 DRAMATISATION Songs and chants are important for the In My First English Adventure 2, we suggest that the children participate in development of oral comprehension and production because they motivate -7 POSTER STORIES the acting out of the chants, songs and children and help create a pleasant The new language in My First English stories. Dramatisation provides an atmosphere in class. They are repetitive, Adventure 2 is consolidated through enjoyable way to stimulate oral and this makes them easy to stories that develop around the Disney expression while respecting the different understand and memorise.
They also characters found in the Pupil's Book. They rhythms of learning. All the children can provide good models for pronunciation have been written specifically for this take an active part in the dramatisation practice. While the children listen to the course.
The posters and corresponding activities, and they love to see that they songs and chants, they are encouraged cutouts of the characters provide visual are able to produce something in English. to participate by miming and doing support for the storytelling activities while After they become confident enough, different actions. stimulating the chi ldren's involvement. they can form groups and take turns My First English Adventure 2 9 Introduction WORKING WITH SMALL CHILDREN SUGGESTIONS putting up and taking down the children's drawings, and so on.
Suggested routine to greet and say goodbye to the children If you walk into the room and the children are already there, always -7 ROUTINE greet them in the same manner. Say: Hello, and encourage them to reply. Routine helps to structure the lesson. You can come to an agreement with Since small children have no sense of their class teacher to have them time, class routines signal the different sitting and waiting for you on the mat steps and give them a notion of passing in the play area or in any other time, while organising the group and suitable spot in the room.
Establish increasing its autonomy. the hello routine by playing and In My First English Adventure 2, you singing the welcome song with the will find that all the lessons feature an help of the puppet. The following To end the lesson, encourage the indications can help you improve children to sing the goodbye song with classroom organisation and thus help the Mickey Mouse puppet. Before the children learn better.
doing this, make sure they put their things away and the room is tidy. Order in the room Children should learn to keep their 3. Making a ring work area tidy, as this will help them become more independent.