Table Of Content

,a, a.a Teacher's Book COMPONENTS ii INTRODUCTION vi SCOPE AND SEQUENCE xii LESSON NOTES T2 SYNOPSES OF DISNEY FILMS T72 STORY OUTLINES T74 EVALUATION T75 PHOTOCOPIABLE EVALUATION SHEETS T82 OTHER GAMES T98 VIDEO NOTES AND WORKSHEETS T100 0~'c> Pocahantf1J . l'I Hen Gnd read. \) i:!{~ listen,Chant • Cnd ans. .... er. rhereareI/toPS. " - [ .. I .J There is a town PUPIL'S BOOK The Pupils Book is the central component of English Adventure. It is used to present each new language item, and can be backed up with demonstration by the teacher. The Pupils Book contains stories, songs, communication activities, reading texts, and games. There are eight core WtluirlHlOu.Iml: )llri{w,tts ,ahll mIt,n will teaching units, review units, festival lessons and magazine pages. Each Wh(ltU.tx'u\ NlnQund !-.ddie? page of the Pupils Book represents one lesson. \'vh<l[t' do you live? Il ii I • Food festivals READER The lemon fntivAl in Trance \'Vl!don'tusuol\yl11ceeotmgl"I1l<.>f',$ l:><.!cuu,..,thCY'ff'S()lIr.'A'e:)()m~!"n~ drink l",mon iu\(~ with sugar. On a hm ao)" \\!tllon At Levels 3 and 4, the Pupils Book jll;(:r. with ~1l0(!1()11(iwtllerlSf("'I()stjC. (\,;'H'uHhyt<lC lt~ ~ct Vhum)n C contains a pUll-out Reader, providing Ttwpo;opleof Menlon li1cel~mon.~" .. r; much. Ml.'nton15<1. more extended reading practice than town ilt F""<1n ..... 'n'~r~ r;",\l()\S(lI\~mt)t1,(lnJ the pupils have encountered so far in Cl!UllgeS In th~ rC!)jun of Mcmon. Ln~ry the course. Each section of the Reader yFeo<lI-I,. . othle rTeh 0e5 ,0." "l<rm" 1ol) parlles.u:d/!:o:!woris. covers a different topic, each relating rh ... !! i~ (] l,~g pnrwle You ccm scct>ig to a theme in the Pupils Book but ~TtMaturCt~'M Ine lIlhwo upwmn\(! ls oflemon~otld taking it in a new direction. ~;~t~~~ ~;~~~ mCldc ofrruit } t r I f THE CD-ROM ----- -------------- ------ The CD-ROM which accompanies the Whl'rl·tk'yuulivc1 Pupil's Book can be used in the 12 classroom or at home. It includes interactive games and activities, based ACTIVITY BOOK on the key language of English -~e ActivitV Book follows the structure of the Pupils Book and Adventure. It also features all the chants :::'ovides reinforcement and consolidation of the language taught in and songs from the Pupil's Book, to ~ac'l lesson. Activities are designed to centre on the skills of provide extra listening practice or simply '''GO 9 and writing, and to widen children's awareness and allow the children to enjoy these _ ~;Jerstanding of the new language and its structures. The ActivitV recordings outside the classroom. =:::::J< also offers additional listening activities. iii ~ Components - - I!!! TEACHER'S BOOK .-~. The Teachers Book provides lesson-by-Iesson teaching notes covering all the sections of the course material. Each lesson takes - a step-by-step approach and includes ideas for beginning-of-Iesson warm-ups and optional activities. I@ The Resource Bank at the end of the Teachers Book contains a range of supplementary materials: photocopiable evaluation -.. sheets, key and notes; photocopiable video worksheets and notes; Disney films synopses and additional games and cross-circular activities. LESSON I A '0 c \:::) \C} cydin9 painting Make six more sentellCes. rcoding c c - We have Maths on Monday We have Maths 011 Mo"d~y lESSON I O le!o look, listen and read. - ,,- Read and answer. I Whtllhn1ehlunch7 2 Whor day is Art~ . 3 Whot lime i.~ llJglbh on Woouesd.:l 4 WhQl tjm('i~Sdl'n«'on T y? S What time is il now? U~ay? '0 - no -- iv en9.~~ Time Zones ..1 :)·J4 · Kebab Game ~-'-"-tne Great Australian fruit ~~~ AUDIO COS AND CASSETTES The audio CDs and cassettes contain all the stories, dialogues, pronunciation activities, songs and chants from English Adventure, plus the listening activities from the Activity Book. Songs are always followed by a repeat of the music without voices, so that pupils can sing the songs karaoke POSTERS style, once they have learned the words. The six posters which accompany English Adventure Levels 3 and 4, relate to the socio-cultural magazine pages, Our World. They are designed to support and extend the language content of the course, and to provide new contexts for oral practice. Our World represents a flexible supplementary resource, if teachers need material for extra lessons. The posters provide a basis for cross-curricular project work and discussion. VIDEO (ALSO AVAILABLE ON DVDj The English Adventure 3 video contains four episodes. Each episode features a Disney character or film from this level, 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; (3) a clip from the film, specially scripted to match the level of the pupils. The Teachers Book includes photocopiable activities to be used alongside the video/DVD. v troduction OBJECTIVES LANGUAGE CONTENT English Adventure Level 3 builds on the language acquisitions of the earlier levels of the course. Recycling activities have been included as part of the teaching sequence, since it cannot be assumed that pupils g:: remember all that they learned the previous year. The language syllabus of Levels 3 and 4 reflects the pupils' growing maturity. The focus widens to take in not only the pupils themselves but more of the world around them. For example, they will talk about the town in which they live (using there is and there are), about their daily routine (using the Present Simple tense) and about the subjects they study at school. They will also encounter the Past Simple tense, and use it to talk about famous people in history. The language skills developed in the earlier levels are reactivated and extended. Communication and the exchange of information remain central to the lesson. Pupils will ask and answer; express their opinions; describe places, people and animals. They will listen to recorded material to extract specific information and for overall understanding. They will read longer texts than they have been used to so far, and will w~ite more extensively Pronunciation work continues, specifically in the phonics practice item in Lesson 4 of each unit and more generally through songs, pairwork activities and role plays throughout the course. ORGANISATION OFTHE MATERIAL At Levels 3 and 4, the Pupils Book consists of an introductory unit, then eight core units, punctuated by regular reviews. The three festival lessons can be incorporated into the teaching programme at the appropriate points in the school year At the back of the Pupils Book a magazine section, Our World, is intended to develop socio-cultural themes related to the units. VI to write about their own lives and opinions, or to write CORE TEACHING UNITS creatively. Each Activity Book unit ends with a self The eight core teaching units of the Pupils Book consist evaluation activity, in which pupils are asked to reflect on of six lessons, each based on a recurring cycle of how well they have assimilated the target language presentation, practice and extension: functions. • LESSON 1 -7 THE LESSON STRUCTURE Presentation of key language using the group of host Each lesson has been designed for a duration of children. The scenarios are designed to demonstrate between forty-five minutes and an hour, and follows a the target language items using a minimum of basic pattern. The lesson begins with a short Warm-up vocabulary. The dialogues are written in natural, activity, intended to recycle known language and put the conversational, English much as used by native class in an English frame-of-mind. speakers of this age group. They can be used for classroom acting-out. Next, the Presentation section suggests ways in which new language items can be presented using mime, • LESSON 2 realia or other techniques that do not involve the Pupils Presentation of further vocabulary which pupils can Book. In this way, pupils encounter the sounds of words use to practise target structures. Practice is usually a and phrases before they see the written forms, which in structured pairwork activity, with prompts in the form English are not always indicative of pronunciation. of words or pictures. After Presentation, the pupils turn to the relevant Pupils • LESSON 3 Book page to listen to a story, sing a song, or The cartoon story, featuring Disney characters, puts communicate with the teacher or with each other the target language items in a new context. The story through games, ask-and-answer activities, etc. can be used for acting-out in the classroom. The lesson notes suggest a range of ideas for story exploitation. The section entitled Consolidation in the teaching notes presents a short recapitulation activity, intended to bring • LESSON 4 the class back together after pairwork or individual Active practice of new language through a variety of writing activities. activities, including whole-class work and pairwork. After these come phonics practice: a short rhyme or The corresponding Activity Book page offers further tongue-twister to isolate potentially difficult phonemes. practice and reinforcement. Activity Book activities may be given for homework, so long as pupils understand • LESSON 5 exactly what they have to do. If necessary, they should After a song, the Language Time activity is an write an instruction in their own language. When opportunity to analyse the target structure and homework is given, we recommend that teachers go consider the functions of each different word or word through the whole exercise orally with the class, then group. ask pupils to write it properly at home. • LESSON 6 The Optional activity which ends each page of the lesson More extended reading practice through Fun Facts: a notes is an idea for further practice through a contrasted non-fiction text related to the unit topic. Teachers can activity type. It can be used with faster classes, or use the text as a springboard for personalisation. The simply as an alternative to other practice activities. Pupils Book unit ends with a proJectexpanding on the reading text. Projects can be started in the classroom and completed at home, if necessary. The Activity Book is structured to follow the Pupils Book on a page-for-page basis. It provides reading comprehension and a variety of language practice activities, with the emphasis on reading and writing. Wherever the opportunity arises, pupils are encouraged vii THE UPPER PRIMARY AGE GROUP develop their abilities to the maximum. Research shows that to optimise learning, it is important Teachers who used English Adventure Levels 1 and 2 will to engage both hemispheres of the brain. For this notice differences of approach in Levels 3 and 4, which reason, the techniques and strategies proposed in take account of the Pupil's personal and cognitive English Adventure cater not only for learners with a right development. In the upper primary years (aged 10-12 brain dominance - those who work well with movement approximately), children have new needs and interests feelings, etc. - but also those with a left-brain ' and they learn in different ways: ' dominance: those who work well with logic and • They are more autonomous. Activities in which they sequencing tasks. work alone can last longer. English Adventure is founded on an underlying • They have more sense of their progress over time. It awareness that children have different talents, all of helps if they feel that what they are doing builds on which need to be given the opportunity to succeed. what they have done before. Further, many of the lessons involve the children in • Their interests are less focused on the here and activities where language learning is not the sole now They are able to concentrate for greater lengths objective activities which may also bring into play of time. powers of logic and deduction, observation, • They can probably understand simple concepts of memorisation, etc. This provides the children with a grammar (e.g. parts of speech) and draw parallels broad framework within which they can make progress with their own language. and feel confident. • They still enjoy activities involving physical movement and coordination. Finally, by participating in the numerous pairwork and group activities which feature in English Adventure, • They are growing more secure emotionally. The pupils will get to know their classmates and learn to development of social relations in the class takes on work together, thus developing their interpwsonal and a greater importance social skills. • The affective aspects of teaching continue to be of importance for them. • They are still receptive to the world of fantasy and imagination, but are becoming more interested in the real world around them. ACTIVE LEARNING • Their concept of the written language is stronger In English Adventure, the pupils are encouraged to play than before. Reading and writing are now an as active a role as possible so that they will feel more indispensable element of foreign language important, their motivation and interest will increase and acquisition. their learning will be more meaningful. Oeveloping a~ • Their sense of humour is developing. Jokes are active role in the learning process fosters a sense of becoming an important part of their communication. 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 more autonomous type of learning THE DIVERSITY OFTHE PUPILS English Adventure also takes into account the interests and needs of the pupils, thus fostering a positive attitude Much has been written in recent years about the to learning The Teachers Book includes detailed differences which can exist between pupils in a single teaching notes to help promote this way of working in class: different levels, different ways of learning, different the classroom. attitudes, different types of motivation. English Adventure addresses this diversity through the variety of activity types presented. Varied ways of working - projects, movement, role play, etc. - enable each pupil to viii THE TEACHING METHODOLOGY whole-class work (reading together, discussion), or for individual reading. Writing: Through English Adventure A COMMUNICATIVE APPROACH Levels 1 and 2, the pupils are shown how to produce their own short texts based on a structured framework. I'..t this stage of their learning, the pupils can expect not Most writing is done in the Activity Book. Notebooks can iust to learn English receptively, but also to use the be used for initial drafts. During writing activities, the anguage to express themselves and exchange teacher should circulate and monitor. Involve pupils in nformation. In English Adventure Levels 3 and 4, the correcting their own work: point to mistakes and help focus is on communication as well as knowledge of the them to reach the correct version themselves. 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 they share this knowledge with others, where they SOCIO-CULTURAL ASPECTS develop cognitive skills and mature as individuals. English Adventure Levels 3 and 4 maintain the focus on the socio-cultural aspects of language learning which teachers will have noticed in the earlier levels. Learning a THE FOUR SKILLS language is a complex process involving cognitive, affective and social factors - all of which determine the child's progress The pupils don't simply learn a language: In English Adventure Levels 3 and 4, the four language they also encounter a whole new way of seeing the skills are given equal importance. world. This aspect of language learning can become Listening: The listening material includes a wide variety more enriching for the children when they start to of songs, chants, dialogues, stories, graded listening compare the new cultural reality with life in their own texts and pronunciation activities. In listening activities, country. (,: pupils are encouraged to listen for general In the magazine section especially - Our World - pupils comprehension, to listen for specific information, and to are presented with customs, traditions, types of listen in order to become familiar with the rhythm and organisation and personal and social relationships which stress patterns of the new language. Speaking: English may differ from those they have grown up with. The aim Adventure offers many opportunities to practise and is to nurture a curiosity for other cultures, to encourage develop speaking skills Every lesson includes at least an open attitude towards speakers of other languages, one speaking activity. In Lesson 6, pupils have the and to prepare the pupils to function in a culturally opportunity to personalise the language they have learnt heterogeneous environment and to talk about themselves. The pronunciation activities in Lesson 4 are a light-hearted way for pupils to practise sounds they may be unfamiliar with in their own language. The pronunciation models allow for work on stress and intonation. Reading: The reading texts in EVALUATION English Adventure are chosen for their appeal to the age group. Each has been edited for ease of understanding. Evaluation can provide important information not only on Accompanying illustrations and photos guide the less the performance of the children but also on teaching confident reader. It is important for the children to methods and materials. The evaluation material included recognise that they don't need to understand every word in English Adventure has been designed to analyse in the text to be able to follow it They are encouraged to pupils' progress, with the aim of reinforcing the positive read for an overall understanding, and to extract specific aspects and identifying areas for improvement information in order to answer questions. The pull-out For formative evaluation, it is advisable that both the Reader in the Pupils Book is intended as a stepping pupils' work and the classroom activities (methodology, stone towards real books. The Reader can be used for ix