English Adventure 1 - Nyelvkönyvbolt



|[pic] |Syllabus |

English Adventure 1.

LONGMAN

Anne Worral and Elizabeth Kilbey

Márta Nagyné Szöllösi

2006

English Adventure 1.

Anne Worral and Elizabeth Kilbey

Pearson Education Longman (Harlow, England)

Introduction to English Adventure

Who is English Adventure for?

English Adventure has been approved by the Hungarian Ministry of Education for use from the first class in Hungarian primary schools.

This is a six-level course.

English Adventure 1 may be used both with children who have had a first introduction to English / e.g. with English Adventure Starter A and B / or with complete beginners. Starter A has no reading or writing at all whilst Starter B has word-level reading and writing. In English Adventure 1 pupils begin to read and write short sentences. The whole course takes learners from beginner level to pre-intermediate level. It means challenge for pupils with different skills, too.

Does The English Adventure suit the syllabus?

The school curricula require encouraging initiative, independence, imagination, co-operation and the development of useful research skill. English Adventure combines both the fundamental principles of the communicative approach and the values of good education.

English Adventure 1 has been recommended by the local language authority because it follows the official syllabus.

This course length is covered a school year since provides approximately between 70-90 hours of teaching material that is suitable for those classes that have 2 or 3 hours English a week.

English Adventure 1 is adequate to follow, and this not only saves you a lot of work, but also helps ensure that a balance syllabus is covered.

What are the aims of English Adventure?

• To develop a positive attitude to English by providing a context in which learning a foreign language is stimulating and fun.

• To present activities and materials this will allow pupils to explore different topics and concepts while they learn the new language.

• To take the pupils themselves as its starting point: their learning styles, the way they interact with each other, their needs and their interests.

• To motivate pupils through the much-loved Disney characters they meet along the way and to encourage them to take an active role in their learning progress.

• To establish a solid basis on which the pupils can continue to build in their own English Adventure.

What does English Adventure 1 consist of?

1. Pupil’s Book

The Pupil’s Book is the central component of English Adventure. This is a 71 page, full-colour book for use in the classroom. It is used to present each new language item, and can be backed up with flashcards and real objects. The quality of paper is quite thick and durable, the way drawings and pictures are provided is really children-centred. The book contains stories, songs, communication activities, reading texts, and games. There are eight core teaching units, review units, festival lessons and magazine pages. The book also contains colour cut out picture cards, which correspond to the key vocabulary of the course. Each page provides the core material for one lesson. Class activities are indicating by symbols that are suitable for pupils in this age, too.

2. Activity Book

The Activity 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 on the skills of English spelling. The Activity Book can be used in class or for homework.

3. Teacher’s Book

This is fully interleaved teacher’s guide with material from the Pupil’s Book. The Teacher’s Book provides lesson-by-lesson teaching notes covering all the sections of the course material. There are clear, step-by-step lesson procedures, with ideas for warm-ups to begin the lessons, and an optional extra activity which is reduces the teacher’s preparation time. There is also introduction outliving the language content and the organisation of the material, with a very useful description about the mid-primary age group and different types of learner. It contains a section about the teaching methodology and the core activities and resources, too. There are also suggestions for activities for the picture cards and other games and overviews of the Disney films which feature in the Pupil’s Book.

4. Audio CDs and cassettes

The CDs and cassettes contain stories, comprehension activities, songs and chants. Songs are followed by a repeat of the music without voices, so pupils can sing the songs karaoke-style.

5. Flashcards

The 46 flashcards correspond to the key vocabulary from English Adventure Level 1. The Teacher’s Book explains how flashcards can be used to present, practise and consolidate language through a variety of games and activities.

6. Posters

The posters relate to the magazine pages at the back of the Pupil’s Book: Our world!

These can be used to extend the language content of the course if teachers need material for extra lessons.

7. Videos and DVDs

The videos contain four episodes. Each episode is based around a Disney character or film, and is divided into three sections. The Teacher’s Book includes teaching notes and photocopyable activities that can be used alongside the episodes.

8. The CD-ROM

The CD-ROM can be used in the classroom or at home. It includes interactive games and activities, using the key language of English Adventure. It also features all the chants and songs from the Pupil’s Book to provide extra listening practice.

Pupils can use the CD-ROM in parallel with the Pupil’s Book or for revision later in the year.

English Adventure 1.

Syllabus

|HELLO! |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|1 |1 |1 |1-2 |Hello, |Greeting |Hello, I’m… |Throw the ball |

| | | | | | | |Empty boxes |

| | | | |I’m (+name) |Introducing Yourself | |Number chant |

| | | | | | | | |

| | | | |What’s your name? |Asking someone’s name |What’s your name? | |

| | | | | |Counting | | |

| | | | | | | | |

| | | | |Numbers 1-15 | |Numbers 1-15 | |

| |2 | |3 |What colour is it? |Colours |Red, yellow, blue, green, black, white,|Touch the colour |

| | | | | | |purple, brown, pink, orange | |

| | | | |Who is it? | | |Calling out colours and numbers- board |

| | | | | |Identifying a person | |game |

| | | | |How old are you? |Talking about age | | |

| | | | |I’m (+age) | | | |

|2 |3 |2 |4 |What colour is my (pencil)? |Asking about colours |Computer, pencil, pen, ruler, book, |What’s missing |

| | | | | | |bag | |

| | | | |Plural-s | | | |

| | | | | |Regular plural nouns | | |

| | | | | |-s, -es | | |

| | | | |Word order: a red ruler etc. | | | |

| | | | | |Adjectives of colours | | |

| | | | |What is it? | | | |

| | | | | | | | |

| | | | | |Identifying classroom items | | |

| | | | |How many…? |Asking about number | | |

| |4 | |5 |Days of the week |Extending vocabulary for days of the |Days of the week; favourite; best |Throw the ball; |

| | | | |Today is… |week |friend; today; Happy Birthday; |Playing with picture cards; |

| | | | | | | |Watching the video; |

| | | | | |Introducing yourself | |Counting 1-10 |

| | | | |My favourite… is..; | | |Face and body colours |

| | | | |My best friend is… | | | |

| | | | | | | | |

| | | | |What’s your favourite colour/ day? | | | |

| | | | | |Asking for information | | |

| | | | |Who’s your best friend? | | | |

|UNIT 1 TOYS |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|3 |5 | |6-7 |It’s a (toy) |Naming common toys. |Dinosaur, cowboy, spaceman |Looking through binoculars-vocabulary |

| | | | | |Adjectives of size |Yes, No, Look! Help! Toy(s) |game; |

| | | | | |Commands |Draw, big, small |Touch the colour; |

| | | | |It’s big/small | | |Guessing classroom items; |

| | | | | | | |Acting out the story |

| | | | |Look at (the cowboy) |Asking and answering about size | | |

| | | | | | | | |

| | | | |Is it (big)? | | | |

| | | | |It isn’t big. | | | |

| | | | | | | | |

| | | | |Draw a small dinosaur | | | |

| | |3 | | | | | |

| |6 | |8 |What’s your favourite (toy)? |Identifying common toys |Doll, car, cowboy, teddy, bear, dog, |What is it?- game |

| | | | | | |ball, big, my, Point |Singing the ’My toys song’ |

| | | | |My favourite toy is … |Singing a song about toys | |Picture card game |

| | | | | | | |Feelie bag |

| | | | |It’s a (ball), | | | |

| | | | |It’s (green) | | | |

| | | | | | | | |

| | | | |My (toys) | | | |

| | | | | |Asking for information | | |

| | | | |Is it a …? | | | |

| | | | |Is it (green)? | | | |

|4 |7 | |9 |What is it? |Matching pictures to a listening text |Big, small |Game: I’m spy with my little eye… |

| | | | |Is it a…? |Describing toys, pictures | | |

| | | | |Is it (big)? |Links between letter and their sounds | | |

| | | | |It isn’t… |’p’ ’b’ | | |

| |8 |4 |10 |Is it (the dog)? |Matching pictures and sentences to a |Revision of toy vocabulary |Drawing: toy puzzle |

| | | | | |listening text | | |

| | | | |What is it? | | |Guessing game: a Blind folded child |

| | | | | |Asking questions beginning Is it a … | |guessing identity |

| | | | | |Describing | |Picture dictation in pairs |

| | | | | |drawings | | |

|5 |9 | |11 |What’s your favourite toy? |Talking about toys |Extending vocabulary for toys |Classroom display: This is my favourite|

| | | | | | | |toy. It’s a … |

| | | | |Where’s…? |Listening and reading a dialogue | | |

| | | | |Here it is; |Acting out the dialogue | | |

| | | | |Is it (a car)? Yes/No | | | |

| |10 | |12-13 |It isn’t a … |Revision of toys |Well done; thing; bike; computer game |Game: What’s behind my back? |

| | | | |It isn’t… |Writing | |Memory game: Adding a second sentence |

| | | | |What is it? |captions for pictures | | |

| | | | |This is my favourite… |Matching pictures to speech bubbles | | |

| | | | | |Carrying out the end of unit evaluation| | |

| | |5 | | | | | |

|UNIT 2 MONSTERS |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|6 |11 |5 |14-15 |I’ve got …; |Revision of colours and toys |Eyes, ears, teeth, mouth, monster |Touch something… |

| | | | |You haven’t got … |Listening to a story and reading | |Team game: drawing monsters |

| | | | | |Asking about number | |Acting out the dialogue |

| | | | | |Regular plural nouns –s, -es; | | |

| | | | | |Acting out the dialogue | | |

| | | | |How many …? | | | |

| | | | |Plural –s; | | | |

| | | | | | | | |

| | | | | | | | |

| | | | |Word order: big ear | | | |

| |12 |6 |16 |How many (eyes)? |Ask and |Chin, scary, face, hair |Touch your... |

| | | | |I’m a scary monster, … |Playing with picture cards | |Simon says.. |

| | | | | |Singing a song | |Singing it ’I’m a scary monster’ song |

| | | | | |Matching words to the face | | |

| | | | | |Explaining the distinction between ’a’ | | |

| | | | | |and ’an’ | | |

|7 |13 | |17-18 |I’m a (monster); |Counting the number of objects in a |Revision of colours |Simon says... |

| | | | |I’m… |picture | |Guessing game |

| | | | |I’ve got… |Listening to description of pictures | |Drawing |

| | | | |Find the monster |Describing pictures |Find the monster | |

| | | | | |Links between letters and their sounds | | |

| | | | | |[i:] |Look at me; | |

| | | | | |Drawing a picture to illustrate | | |

| | | | | |descriptions |Three green teeth | |

| |14 |7 |19 |What’s missing? |Comparing pictures to a listening text |Right, wrong, what’s missing? |Playing: What’s missing? |

| | | | |I haven’t got… |Possession: I’ve got checking | |Throw the ball- practising possession |

| | | | | |statements to reinforce concepts | |Writing captures to monster picture |

| | | | | |Picture dictation | |cards |

|8 |15 | |20-21 |I’m a … |Checking statements |That’s great mask |Role play |

| | | | |(scary monster) |Role playing descriptions | |Making a mask |

| | | | |I’ve got |Making masks for giving descriptions | |Watching the video: Face and body |

| | | | |My name is.. |beginning ’’I’ve got’’ | | |

| |16 |8 |22 |I’ve got no…(hairs/ears) |Talking about masks and identifying |Head; I’ve got no |Drawing faces and labelling |

| | | | |I’ve got; |Matching pictures of some mythical |Revision of parts of face |Describing their faces |

| | | | |I haven’t got |monsters to a reading and listening | |Project: Legends of famous monsters |

| | | | |I’m… |text | | |

| | | | | |Writing description of a dinosaur | | |

| | | | | |Carrying out the end of unit evaluation| | |

|Review Units 1 and 2 |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|9 |17 |8 |23 |Revision of Toys; |Revising and consolidating language |Revising |Board game |

| | | | |Colours; |from previous units |What’s your name? |Feely bag |

| | | | |Classroom objects; | |How old are you? |Watching the video and completing the |

| | | | |Numbers 1-15 | |What’s your favourite toy? |video worksheet |

| |18 | |24-25 |Revision of parts of the face; |Revising and consolidating language |I’ve got a/an … |Simon say |

| | | | |Toys |from previous units |I haven’ got a/an … |Board game |

| | | | | | | |Playing Bingo game |

| | | | | | | |Playing musical flashcards |

| | | | | | | |Singing the scary monster song |

| | | | | | | |Completing the video worksheet 2. |

|UNIT 3. Everyone is different |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|10 |19 |9 |26-27 |He’s got; |Revision of I’ve got…Word order (big |Revising parts of the Body |Drawing pairs of objects |

| | | | |She’s got |teeth) |Long, short, beast, boots, very, oh, |Writing a speech for the beast |

| | | | | |Revision and introduction of sizes |no!; your | |

| | | | | |big/small, long/short | | |

| | | | | |Introducing the story theme: Beauty and| | |

| | | | | |the Beast | | |

| | | | | |Describing the Beast | | |

| |20 | | |Keep moving everyone! |Extending vocabulary for body parts |Finger, toe, foot |Singing ’Keep moving’ song |

| | | | | |Expressions in a song |Revision of parts of faces |Doing actions from the song |

| | | | | |Matching picture cards to listening |Keep moving everyone |Playing with picture cards: spinner |

| | | | | |text | |game ’Mirror’ game in pairs |

|11 |21 |10-11 |28-29 |Right or wrong? |Revising questions learned so far |Hair, right, wrong |Simon says |

| | | | |He’s got… |Understanding the expressions | |Singing ’The scary master’ song |

| | | | | |He’s/she’s | | |

| | | | | |Comparing pictures and a listening text| | |

| | | | | |Correcting descriptions | | |

| | | | | |Phonics of [h] | | |

| |24 | | |Everyone’s different! |Extending vocabulary for describing |blond |Sing the ’Keep moving’ song |

| | | | |Describing people |people | |Playing a guessing game |

| | | | | |Matching pictures to a listening text | |Watching the video: Face and body |

| | | | | |Describing their friend | | |

| | | | | |Carrying the end of unit evaluation | | |

|UNIT 4. It’s magic |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|13 |25 |12 |34-35 | |Introducing the story theme: Aladdin |Genie, lamp, box, magic; I want; Don’t |Playing: Touch the colour game |

| | | | | |Extending numbers 16-20 |stop! Oh no! In; Well done! |Playing a movement game to practice |

| | | | |Numbers 16-20 |Matching words to numerals | |numbers |

| | | | |How many? |Introducing the topic rooms and | |Playing a guessing game about numbers |

| | | | | |furniture | | |

| |26 | |36 |Where’ the …? |Revising numbers 16-20 |Lamp, carpet, box, cupboard, in, on, |Playing with picture cards: „Where’s |

| | | | |There is/ there are |Introducing vocabulary relating to the |under, table, chair, bath, bed, |the genie?” |

| | | | | |song and prepositions |computer |Singing „The spider in the box” song |

| | | | | |Describing scenes | |Playing: hiding game |

| | | | | |Matching reading | | |

| | | | | |Sentences to pictures | | |

|14 |27 |13 |37 |Where’s the …? |Introducing rooms, listening to |Living room; bedroom; bathroom, |Drawing game: drawing a house and |

| | | | | |descriptions of the rooms, practising |kitchen; |furniture then describing |

| | | | | |prepositions |Revising vocabulary from previous | |

| | | | | |Links between letters and their sounds |lessons | |

| | | | | |/th/ | | |

| | | | | |Labelling pictures of rooms | | |

| |28 | |38 |Where’s the …? |Listening and matching |Revision of rooms, colours, furniture |Playing a simple drawing game: Where’s |

| | | | | |Making decisions true or false |and prepositions |the spider |

| | | | | |Specifying location: in… | |Playing a movement games: Hiding |

| | | | | |Describing scenes | |objects |

| | | | | | | |In the classroom and touching the |

| | | | | | | |correct flashcards |

|15 |29 | |39 |I’m a magician |Reading a listening text aloud |Magician, magic, ring, cup, table, |Repeating the coloured pencils activity|

| | | | |Is it ..? |Describing and identifying scenes |Look! , hat, one, two, three |Making a magic trick |

| | | | |It’s magic |Further practice of there’s/ there are | |Playing Pelmanism with picture cards, |

| | | | | | | |Doing a four-part picture dictation |

| |30 |14 |40-41 |What is it? |Demonstrating different prepositions by|Boat, room, big, small, |Making a project: My room and unusual |

| | | | |Where’s the …? |toys and classroon items |I live…(on a boat) |houses |

| | | | |There’s a …(rooms furniture) |Talking about a photo and listening | |Watching the video: Magic |

| | | | | |Further practice of describing scenes | | |

| | | | | |Carrying the end of unit evaluation | | |

|Review UNITS 3 and 4 |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|16 |31 |14 |42-43 |My room |Revision and consolidating language |House, flat, wall, window, plan, |Playing: Where’s the ring |

| | | | |What’s in the classroom |from previous units |classroom |Complete a crossword |

| | | | |A plan of my bedroom |Extending vocabulary for rooms | |Sing the „ Spider’s in the box „ song |

| | | | | |Talking about Harry’s room | |Making a plan about their room |

| | |15 | | | | | |

| |32 | |44 |A picture of me |Revision and consolidating language |Revision of parts of the face, parts of|Singing songs; |

| | | | |Who is it? |from previous units |the body |Playing well-known games: |

| | | | | |Grammar revision prepositions | |- What’s in the box |

| | | | | | | |- Head, Body, Legs, Feet |

| | | | | | | |- Pictures games |

| | | | | | | |- „ Odd Body „ |

| | | | | | | |Watching the video: House |

|17 |33 | |45-46 |Revision lesson |Revision and consolidation from the | |E.g. selecting add words; |

| | | | | |half course | |Organising words into sets according to|

| | | | | |Grammar and vocabulary revision | |topic etc. |

| | | | | | | |Practising language through games and |

| | | | | | | |activities |

| | |16 | | | | | |

| |34 | |47 |Revision lesson |Revision of key language through | |Watching video and completing tasks |

| | | | | |watching video, playing games and | | |

| | | | | |singing songs | | |

|UNIT 5 I CAN DO THAT |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|18 |35 |16 |48 |Can you (dance)? |Talking about ability |Dance, jump, climb, run, |Simon says |

| | | | |I can … |Introducing the story theme: Jungle |A monkey can dance |Chinese whispers |

| | | | |You can … |book |Monkey, bear, | |

| | | | | |Dictating sentences |Revision of It’s a … It isn’t a big, | |

| | | | | |Introduce action verbs |small | |

| |36 |17 |49- 50 |I can …(action verbs) |Extending vocabulary for action verbs |Walk, swim, hide, fly, ride, sing too; |Singing the ’I can’ song |

| | | | | |and miming |So can you |Miming verbs |

| | | | | |Practising of key language trough the |Revising action |Playing with picture cards |

| | | | | |song |Word from the previous lesson | |

| | | | | |Acting out the song | | |

| | | | | |Writing captions for characters in | | |

| | | | | |magazines | | |

|19 |37 | |51 |Actions; |Practising action verbs; |Tiger, monkey, bear, fish, elephant, |Simon says |

| | | | |I can/ I can’t |Matching pictures to a listening text |bird, snake |Miming game: animals |

| | | | | |Sequencing sentences |I’m … |Watching the video: Can you dance? |

| | | | | |Phonics practice [dz] |Tree, grass | |

| | | | | |Writing a description o fan animal |What’s is it? | |

| | | | | | |juggle | |

| |38 |18 |52 |I can/ I can’t (Animals) |Reading descriptions about animals and |Revising colours, animals |Playing a guessing game: |

| | | | | |sequencing | |-by pretending to be an animal |

| | | | | |Talking about abilities of animals | |- and by reading a description |

| | | | | | | |- Gap-filling |

| | | | | | | |- making a classroom |

| | | | | | | |Display of the animal pictures |

|20 |39 |18 |53 |Can you fly? (Actions) |Listening, reading and acting out a |Scooter, ride a horse, walk on your |Singing a song |

| | | | | |dialogue /Can you?/ |hands, climb a tree, be careful |Playing with picture cards: Can you? |

| | | | | |Carrying out a survey of what children | |Making a display of I can |

| | | | | |can do Asking for information | | |

| |40 | |54-55 |It can/ can’t |Extending vocabulary of animals |Revising actions, |Playing a guessing game writing three |

| | | | |It’s got … |Matching pictures to a reading and |Amazing, sticky, walls |Can you questions on a ship of paper |

| | | | |It hasn’t got |listening text | |Video: Worksheet 3 |

| | | | |Amazing animals |Talking about animals | | |

| | | | | |Writing about children's ability | | |

| | | | | |Carrying the end of unit evaluation | | |

| | |19 | | | | | |

|UNIT 6. I LIKE SPAGHETTI |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|21 |41 |19 |56-57 |What’s your favourite food? |Making statements about individuals |Bread, cheese, chicken, fish |Drawing pictures of pupils’ favourite |

| | | | |Do you like? |Introducing the story theme: The sword |Come back! |food |

| | | | |My favourite food is … |in the stone |We’re hungry. | |

| | | | | |Introducing the topic: food |Revision of: table, cupboard, colours | |

| | | | | |Extending vocabulary for food |and prepositions |Feely bag: fruit and vegetable |

| | | | | |Expressing a preference: My favourite | | |

| | | | | |foods | | |

| |42 |20 |58 |I like … |Acting out the picture story |Spaghetti, peas, salad, ice cream, |Singing the ’I like spaghetti’ song |

| | | | |I don’t like … |Extending vocabulary for food |milk, bananas |Playing with picture cards |

| | | | |What is it? |Describing pictures of foods |with |Changing words in the song |

| | | | |Do you like? |Talking about the song | | |

|22 |43 | |59 |Names of food |Expressing likes and dislikes |Sandwich, pizza, chocolate |Playing a guessing game: miming eating |

| | | | |I like … |Matching pictures to a listening text | |one of the foods |

| | | | |I don’t like |Phonics practice [ts] | |Playing food bingo |

| |44 | |60 |Do you like? |Brainstorming food vocabulary |Revision of food vocabulary |Playing a Memory game |

| | | | | |Expressing likes and dislikes | |Making picture cards of food items |

|23 |45 |21 |61 |It’s my favourite food |Listening, reading and acting out a |Milkshake please |Singing: ’I like spaghetti’ |

| | | | |Do you like …? |dialogue about eating in a café |I feel sick; |Playing with picture card in pairs |

| | | | | |Doing a survey of foods class likes and|Lots of |Designing a café menu |

| | | | | |doesn’t like | |Role-play in a café |

| |46 | |62-63 |Healthy food |Doing a survey of healthy food children|Excellent; |Drawing: What’s in your lunchbox? |

| | | | | |like and don’t like |Eat more fruit salad; | |

| | | | | |Talking about food |Oh dear! | |

| | | | | |Sequencing healthy and unhealthy foods |lunchbox | |

| | | | | |Carrying the end of unit evaluation | | |

|REVIEW UNITS 5. AND 6. |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|24 |47 |22 |64-65 |Extending and revising vocabulary of |Revision and consolidating language |Eat fire |Playing a board game |

| | | | |action verbs, animal names, abilities, |from previous units | |Simon says |

| | | | |like, don’t like | | |Singing the ’ I can walk’ song |

| |48 | |66 |Extending and revising vocabulary of |Revision and consolidating language | |Singing: ’I like spaghetti’ song |

| | | | |action verbs, animal names, abilities, |from previous units | |Playing with picture cards learned in |

| | | | |like, don’t like |Grammar revision | |Units 1-6 |

| | | | | | | |Role play: two animals meeting in the |

| | | | | | | |jungle |

| | | | | | | |Guessing game-miming an animal |

|UNIT 7 MY FAMILY |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|25 |49 |23 |67-68 |Have you got a brother/ sister? |Brainstorming animal words |Mum, dad, brother, sister, family, |Doing a picture dictation describing |

| | | | |I haven’t got a (brother) |Introducing the theme families |king, princess |Parents or a complete family |

| | | | | |Listening to a picture story from The |Revision of parts of the body | |

| | | | | |Lion King | | |

| |50 | |69 |My family’s crazy |Introducing the various skills from the|Granny, granddad, baby brother |Singing the ’Crazy family’ song |

| | | | | |song |Wiggle her nose |Playing with picture cards and |

| | | | | |Extending vocabulary for family members|Write with his toes, walk on her hands,|flashcards |

| | | | | | |Juggle with fish | |

| | | | | | |Crazy, big band | |

|26 |51 |24 |70 |She is (my mum) |Revision of family members Phonics [I] |Revision of family members |Making a classroom display drawing and |

| | | | |She’s got … |Matching pictures to a listening text | |writing about a member of the family |

| | | | | |Talking about a photo your family | |Playing a memory game: My sister’s got |

| | | | | |Dictating a description | |a doll and a … |

| | | | | | | | |

| |52 | |71 |He’s got (big, white teeth) |Understanding the order of adjectives |Revision of feet, ears, family members |Picture dictation of a monster on the |

| | | | | |Listening and matching: Describing an | |blackboard |

| | | | | |animal | |Playing Guess who? |

| | | | | |Inventing an ending | | |

|27 |53 | |72 |Family photographs |Listening, reading and acting out a |Here you are |Playing with picture cards |

| | | | | |dialogue of family photos | |’Happy families’ singing a song |

| | | | | |Reading and watching | | |

| | | | | |Writing about family members | | |

| |54 |25 |73-74 |Twins |Reading and listening about twins |The same straight, curly, |Making Right or wrong exercise about |

| | | | | |Describing physical appearance |Twins, twin |family members |

| | | | | |Identify similarities and differences |Sister, handprints, footprints, |Watching a video: Family Adjectives |

| | | | | |Mixing true and false sentences |fingerprints | |

| | | | | |Carrying the end of unit evaluation | | |

|UNIT 8 WHAT’S HE WEARING |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|28 |55 | |75-76 |What’s he wearing? |Reactivating vocabulary from earlier |Hat, boots, on TV, Let me see, Be |Drawing a TV outline and playing a |

| | | | | |units |careful, Very funny! |vocabulary game |

| | | | | |Listening to a picture story about toys|Revising: Toys | |

| | | | | |and introducing the theme: clothes |He’s a … | |

| | | | | |Talking about what children are wearing|He isn’t a … | |

| | |26 | | | | | |

| |56 | |77 |What are you wearing? |Presentation of further vocabulary by |Hat, T-shirt, sweater, dress, scarf, |Activities with picture cards |

| | | | |I’m wearing … |real object (clothes) |jeans, shirt, shorts, trainers, boots |Playing a game of guess who |

| | | | | |Reinforcing vocabulary through the song|Revising colours |Writing what their partner is wearing |

|29 |57 | |78 |He’s /She’s wearing |Matching pictures of the double-page |Trousers, shoes, glasses, short |Guessing game with magazines |

| | | | | |illustration to the listening text and |That’s wrong |Playing clothes bingo |

| | | | | |correcting the text | |Producing posters from magazine |

| | | | | |Phonics[sh] sound | |pictures with a written description |

| | | | | |Describing magazine photos | | |

| |58 |27 |79 |What’s he/she wearing? |Listening and identifying ’who is it?’ |Revising clothes |Playing a mime game |

| | | | |He’s/ She’s wearing … |Practicing the dialogue |Top end colours |Drawing a picture of a boy or a girl |

| | | | | |Reading and identifying | |and discuss: what’s he/she wearing? |

| | | | | |Talking about magazine pictures | | |

|30 |59 | |80 |What are you wearing? |Simple classroom role-play about |My, your |Activities with picture cards |

| | | | |I’m wearing |clothes |Where’s … |Making a new dialogue and role-play it |

| | | | | |Reinforcing key vocabulary by picture |It’s late | |

| | | | | |cards |Quick! | |

| |60 |27 |81-82 |Clothes in granny’s time and today |More extended reading practice through |Grey, clothes, in granny and granddad’s|Watching a video: clothes |

| | | | | |clothes in the past and today |time, today |weather |

| | | | | |Making a project about children like |Revising clothes and colours |colours |

| | | | | |wearing and dislike |I like … |Organising a fashion show |

| | | | | |Carrying the end of unit evaluation |I don’t like … | |

| | | | | | |favourite | |

| | |28 | | | | | |

|REVIEW 7. AND 8 |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|31 |61 |28 |83-84 |Revision and consolidating language |Describing people’s appearance with has|Revising clothes and family members |Singing the song: ’My family’s crazy’ |

| | | | |from previous units |got | |Playing with picture cards |

| | | | | |Matching pictures to listening text | | |

| |62 |29 |85 |What’s Harry wearing? |Listening and identifying |Carnival |Making a display about photos of |

| | | | | |Describing a person in the photo |I’m/He’s/She’s wearing |children when they were babies |

| | | | | | |He’s/ She’s got |Playing a guessing game- Name the baby |

| | | | | | |Parts of the face colours |competition |

|FESTIVALS |

|These lessons are designed to be taught at the appropriate points in the school year |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|32 |63 |29 |86 |Halloween |Learning language associated write |Halloween |Playing Bobbing for apples |

| | | | | |Halloween |Wizard, ghost, apple, witch, hat, mask,|Drawing a Halloween character and write|

| | | | | |Listening and matching people to the |lantern |a caption |

| | | | | |descriptions than reading |I’ve got |Play Halloween bingo |

| |64 | |87-88 |Christmas |Learning language associated with |Christmas, card, star, reindeer, |Saying the Christmas chant |

| | | | | |Christmas |candle, tree, Father Christmas, |Making Christmas cards |

| | | | | |Talking about celebrating Christmas |present, Happy Christmas | |

| | | | | |Saying the chant |Has …got a …? | |

| | | | | |Asking about number | | |

| | |30 | | | | | |

|33 |65 | |89 |Easter |Learning language associated with |Easter, chocolate egg, wall, sweets, |Easter-egg hunting |

| | | | | |Easter |rabbit, flower, Easter treats |Saying the Easter-chant |

| | | | | |Revising prepositions |How many …? |Doing a picture dictation exercise |

| | | | | |Listening, reading and saying the chant|Who’s got …? | |

|OUR WORLD |

|The lessons are intended to develop socio-cultural themes related to the units |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|33 |66 |30 |90-92 |Pets |To ask and answer about what pets |Pet, bird, cat, dog, fish, hamster, |Doing a class survey about their pets |

| | | | |What’s your favourite pet? |people keep |mouse, rabbit |Making a poster of animals |

| | | | |Have you got a …? |To revise words for pets, to look at |Like (v.) parrot |Guessing game |

| | | | |Animal home |the world from a pet’s point of view | | |

| | |31 | | | | | |

|34 |67 | |93-94 |Letters |To write a letter about oneself |Glasses, freckles, letter, letters |Picture dictation |

| | | | | |Revision of parts of the face |page, all day, internet, fast |Making a display of letters and photos |

| | | | | |He’s/ She’s got … |Are you like …? | |

| | | | | |I’ve got … | | |

| | | | | |I’m wearing … | | |

| | | | | |I can | | |

| | |32 | | | | | |

| |68 | |95-96 |Food pyramid |To raise awareness of the importance of|Words for food and drink |Singing: ’I like spaghetti’ song |

| | | | | |healthy eating |Do you like …? |Drawing their perfect lunch and talking|

| | | | | | |I like … |about |

| | | | | | |I don’t like … |Making a diagram |

| | | | | | |My favourite food is … | |

| | | | | | |Healthy | |

|35 |69 |33 |97-99 |Houses |To compare houses in Brittan with |Garden, flat, I live in a flat/house |Simon says |

| | | | | |houses in the pupil’s own country |Where do you live? |Picture dictation |

| | | | | | |Window, boxes, strange |Drawing and labelling their own house |

| | | | | | |Do you live in a house or a flat? |Making a Wall-display about houses |

| |70 |34 |100-103 |The Village |To talk about things one can see in a |Shops and building sin a village |Drawing a town plan and labelling |

| | | | | |village or town |I can see … house | |

| | | | | |Collecting town vocabulary and the |It’s got … | |

| | | | | |village |It hasn’t got … | |

| | | | | |Describing the poster | | |

| | | | | | | | |

|REVISION AND CONSOLIDATION OF LANGUAGE FROM THE COURSE |

| |

|Week |A |Week |B |Language items |Functions and topics |Vocabulary |Songs, games and activities |

| |week / | |week / | | | | |

| |2 lessons | |3 lessons | | | | |

|36 |71 |35 |104-106 |Containing: |

| | | | |Revision of key language through story reviews and role-plays |

| | | | |Revision of key language through songs and chants |

| | | | |Grammar revision (with the CD ROM*) |

| | | | |Handing out the course certificates |

| | | | | |

| | | | |english- |

| | |36 | | |

| |72 | |107-108 | |

*English Adventure 1 includes an optional CD-ROM, on which the language of the core teaching units is reinforced through interactive exercises. It provides an opportunity for autonomous learning and revision of language from the course.

I’m particularly interested in second language learning through reading and telling stories. Young learners acquire language unconsciously. The activities we do in class should help this kind of acquisition. Stories are the most valuable resource we have. They offer pupils a world of supported meaning that they can relate to writing and provide an ideal introduction to the foreign language as they present language in a familiar and memorable context. This course is for any teacher who is –or will be- teaching English to young learners and is interested in using stories, games and songs their core materials.

I hope you enjoy using English Adventure as much as I have enjoyed teaching from this book.

I wish you and your learners well.

Márta Nagyné Szöllösi

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