English Adventure 2 Teacher's Book

115 Pages·2016·43.02 MB·English

by  Worrall Anne

Anne Worrall
Richard northcott
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 English
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.
6 true sentences.
~4.-J--
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.
ther,yourdad ---.
Or yOur grandad.
t . heard
o
Look ot Activity 6. Read and motch.
, No j,'s smoll.
Hos hr got smoll glonts.
Hos ,he got whitt shoes? Yes.
Hos ,hi gal 0 long T-shirt? 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 vocabulary of
the course. Each of the eight core teaching units contains a
language-practice or memorisation game using the picture cards.
Additional activities using picture cards appear on pages T75-T76.
iii
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Components
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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.
2
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Evalualion Sheel
eel
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Te, AUDIO CDs
TOTAL:
e3poon'~ 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 through 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.
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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
weather, 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.
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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 challenge 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 specifically 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. 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. pattern. 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 will
A double-page illustration provides a basis for listening
give them a visual clue to the new topic.
activities. 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 reinforcement.
• 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.
language. 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' which 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.
activities.
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 which pupils are asked to reflect on
how well 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), children have new needs and interests,
brain dominance - those who work well with movement,
and they learn in different ways:
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. sequencing tasks.
• 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.
• Their 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 where 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.
and coordination.
Finally, by participating in the numerous pairwork and
• They are growing more secure emotionally. The'
group activities which feature in English Adventure,
development of social relations in the class takes on
pupils will get to know their classmates and learn to
a greater importance.
work together, thus developing their interpersonal and
• The affective aspects of teaching continue to be of
social skills.
importance for them.
• They are still receptive to the world of fantasy and
imagination.
• They can now communicate in their own language
ACTIVE LEARNING
by reading and writing. Consequently, in their work
in the foreign language, the four skills can be
developed in a more balanced and integrated way. In English Adventure, the pupils are encouraged to play
as active a role as possible so that they will feel more
• They are reaching an age when they can objectify
important, their motivation and interest will increase, and
their work in school. They can reflect on how they
their learning will be more meaningful. Developing an
learn best and assess their own progress.
active role in the learning process fosters a sense of
responsibility and cooperation, promotes confidence in
the pupil's own capacity to learn a new language, and
teaches a number of skills and strategies necessary for a
DIFFERENT TYPES OF LEARNER more autonomous type of learning.
English Adventure also takes into account the interests
Much has been written in recent years about the
and needs of the pupils, thus fostering a positive attitude
differences which can exist between pupils in a single
to learning. The Teacher's Book includes detailed
class: different levels, different ways of learning, different
teaching notes to help promote this way of working in
attitudes, different types of motivation. English .
the classroom.
Adventure addresses this diversity through the vanety of
activity types presented. Varied ways of working -
• viii
THE TEACHING METHODOLOGY Adventure Levels 1 and 2, the pupils move from writing
simple words and sentences to producing their own
A COMMUNICATIVE APPROACH short texts based on a structured framework. Most
writing is done in the Activity Book. Notebooks can be
At this stage of their learning, the pupils can expect not
used for initial drafts. During writing activities, the
just to learn English receptively, but also to use the
teacher should circulate and monitor. Involve pupils in
language to express themselves and exchange
correcting their own work: point to mistakes and help
information. In English Adventure Levels 1 and 2, the
them to reach the correct version themselves.
focus is on communication as well as knowledge of the
language, It is this instrumental aspect of language
learning which makes the classroom not just somewhere
to learn, but also the place where pupils come to learn
about themselves and the world around them, where
SOCIO-CULTURAL ASPECTS
they share this knowledge with others, where they
develop cognitive skills and mature as individuals.
In English Adventure Levels 1 and 2, teachers will notice
an increased focus on the socio-cultural aspects of
language learning. Learning a language is a complex
process involving cognitive, affective and social factors -
THE FOUR SKILLS all of which determine the child's progress. The pupils
don't simply learn a language: they also encounter with a
whole new way of seeing the world. This aspect of
In English Adventure Levels 1 and 2, the four language
language learning can become more enriching for the
skills playa more equal role than they did in the Starter
children when they start to compare this new cultural
levels.
reality with life in their own country.
Listening: The listening material includes a wide variety
In the magazine section especially - Our World - pupils
of songs, chants, dialogues, stories, graded listening
are presented with customs, traditions, types of
texts and pronunciation activities. In listening activities,
organisation and personal and social relationships which
pupils are encouraged to listen for general
may differ from those they have grown up with. The aim
comprehension, to listen for specific information, and to
is to nurture a curiosity for other cultures, to encourage
listen in order to become familiar with the rhythm and
an open attitude towards speakers of other languages,
stress patterns of the new language. Speaking: English
and to prepare the pupils to function in a culturally
Adventure offers many opportunities to practise and
heterogeneous environment.
develop speaking skills. In Lesson 5 of each unit, they
are invited to do role plays based on cartoon stories. In
Lesson 6, they have the opportunity to personalise the
language they have learnt and to talk about themselves,
The pronunciation activities in Lesson 3 are a light EVALUATION
hearted way for pupils to practise sounds they may be
unfamiliar with in their own language. The pronunciation Evaluation can provide important information not only on
models allow for work on stress and intonation. the performance of the children but also on teaching
Reading: The reading texts in English Adventure are methods and materials. The evaluation material included
chosen for their appeal to the age group. Each has been in English Adventure has been designed to analyse
edited for ease of understanding. Accompanying pupils' progress, with the aim of reinforcing the positive
illustrations and photos guide the less confident reader. aspects and identifying areas for improvement.
It is important for the children to recognise that they
For formative evaluation, it is advisable that both the
don't need to understand every word in the text to be
pupils' work and the classroom activities (methodology,
able to follow it. They are encouraged to read for an
materials, etc.) are monitored on an ongoing basis. To
overall understanding, and to extract specific information
this end, an activity record sheet is provided on page T79
in order to answer questions. Writing: Through English
ix