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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.

1

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.

2

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.

3

English Adventure 1.Syllabus

HELLO!

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons

Language items Functions and topics Vocabulary Songs, games and activities

1

1

1

1-2

Hello,

I’m (+name)

What’s your name?

Numbers 1-15

Greeting

Introducing Yourself

Asking someone’s nameCounting

Hello, I’m…

What’s your name?

Numbers 1-15

Throw the ballEmpty boxesNumber chant

2 3

What colour is it?

Who is it?

How old are you?I’m (+age)

Colours

Identifying a personTalking about age

Red, yellow, blue, green, black, white, purple, brown, pink, orange

Touch the colour

Calling out colours and numbers- board game

4

2

3

2

4

What colour is my (pencil)?

Plural-s

Word order: a red ruler etc.

What is it?

How many…?

Asking about colours

Regular plural nouns-s, -es

Adjectives of colours

Identifying classroom itemsAsking about number

Computer, pencil, pen, ruler, book, bag

What’s missing

4 5

Days of the weekToday is…

My favourite… is..;My best friend is…

What’s your favourite colour/ day?

Who’s your best friend?

Extending vocabulary for days of the week

Introducing yourself

Asking for information

Days of the week; favourite; best friend; today; Happy Birthday;

Throw the ball;Playing with picture cards;Watching the video;Counting 1-10Face and body colours

5

UNIT 1 TOYS

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


3

5 6-7

It’s a (toy)

It’s big/small

Look at (the cowboy)

Is it (big)?It isn’t big.

Draw a small dinosaur

Naming common toys.Adjectives of sizeCommands

Asking and answering about size

Dinosaur, cowboy, spacemanYes, No, Look! Help! Toy(s)Draw, big, small

Looking through binoculars-vocabulary game;Touch the colour;Guessing classroom items;Acting out the story

3

6 8

What’s your favourite (toy)?

My favourite toy is …

It’s a (ball),It’s (green)

My (toys)

Is it a …?Is it (green)?

Identifying common toys

Singing a song about toys

Asking for information

Doll, car, cowboy, teddy, bear, dog, ball, big, my, Point

What is it?- game Singing the ’My toys song’Picture card gameFeelie bag

6

4

7 9

What is it?Is it a…?Is it (big)?It isn’t…

Matching pictures to a listening textDescribing toys, picturesLinks between letter and their sounds ’p’ ’b’

Big, small Game: I’m spy with my little eye…

8

4

10

Is it (the dog)?

What is it?

Matching pictures and sentences to a listening text

Asking questions beginning Is it a …Describingdrawings

Revision of toy vocabulary

Drawing: toy puzzle

Guessing game: a Blind folded child guessing identityPicture dictation in pairs

5

9 11

What’s your favourite toy?

Where’s…?Here it is;Is it (a car)? Yes/No

Talking about toys

Listening and reading a dialogueActing out the dialogue

Extending vocabulary for toys

Classroom display: This is my favourite toy. It’s a …

10 12-13

It isn’t a …It isn’t…What is it?This is my favourite…

Revision of toysWritingcaptions for picturesMatching pictures to speech bubblesCarrying out the end of unit evaluation

Well done; thing; bike; computer game

Game: What’s behind my back?Memory game: Adding a second sentence

5

7

UNIT 2 MONSTERS

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


6

11 5 14-15

I’ve got …;You haven’t got …

How many …?Plural –s;

Word order: big ear

Revision of colours and toysListening to a story and readingAsking about numberRegular plural nouns –s, -es;Acting out the dialogue

Eyes, ears, teeth, mouth, monster

Touch something…Team game: drawing monstersActing out the dialogue

12 6 16

How many (eyes)?I’m a scary monster, …

Ask and Playing with picture cardsSinging a songMatching words to the faceExplaining the distinction between ’a’ and ’an’

Chin, scary, face, hair Touch your...Simon says..Singing it ’I’m a scary monster’ song

8

7

13 17-18

I’m a (monster);I’m…I’ve got…Find the monster

Counting the number of objects in a pictureListening to description of picturesDescribing picturesLinks between letters and their sounds [i:]Drawing a picture to illustrate descriptions

Revision of colours

Find the monster

Look at me;

Three green teeth

Simon says...Guessing gameDrawing

14

7

19

What’s missing?I haven’t got…

Comparing pictures to a listening textPossession: I’ve got checking statements to reinforce conceptsPicture dictation

Right, wrong, what’s missing?

Playing: What’s missing?Throw the ball- practising possessionWriting captures to monster picture cards

8

15 20-21

I’m a …(scary monster)I’ve gotMy name is..

Checking statementsRole playing descriptionsMaking masks for giving descriptions beginning ’’I’ve got’’

That’s great mask Role playMaking a mask Watching the video: Face and body

16 8 22

I’ve got no…(hairs/ears)I’ve got;I haven’t gotI’m…

Talking about masks and identifyingMatching pictures of some mythical monsters to a reading and listening textWriting description of a dinosaurCarrying out the end of unit evaluation

Head; I’ve got noRevision of parts of face

Drawing faces and labellingDescribing their facesProject: Legends of famous monsters

9

Review Units 1 and 2

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


9

17

8

23

Revision of Toys;Colours;Classroom objects;Numbers 1-15

Revising and consolidating language from previous units

RevisingWhat’s your name?How old are you?What’s your favourite toy?

Board gameFeely bagWatching the video and completing the video worksheet

18 24-25

Revision of parts of the face;Toys

Revising and consolidating language from previous units

I’ve got a/an …I haven’ got a/an …

Simon sayBoard gamePlaying Bingo gamePlaying musical flashcardsSinging the scary monster songCompleting the video worksheet 2.

10

UNIT 3. Everyone is different

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


10

19

9 26-27

He’s got;She’s got

Revision of I’ve got…Word order (big teeth)Revision and introduction of sizes big/small, long/shortIntroducing the story theme: Beauty and the BeastDescribing the Beast

Revising parts of the BodyLong, short, beast, boots, very, oh, no!; your

Drawing pairs of objectsWriting a speech for the beast

20

Keep moving everyone! Extending vocabulary for body partsExpressions in a songMatching picture cards to listening text

Finger, toe, footRevision of parts of facesKeep moving everyone

Singing ’Keep moving’ songDoing actions from the songPlaying with picture cards: spinner game ’Mirror’ game in pairs

11

11

21

10-11

28-29

Right or wrong?He’s got…

Revising questions learned so far Understanding the expressions He’s/she’sComparing pictures and a listening textCorrecting descriptionsPhonics of [h]

Hair, right, wrong Simon saysSinging ’The scary master’ song

22 30-31

He/she hasn’t got… Making true and false sentences about pupils beginning with He’s got/ He hasn’t got etc.Matching pictures to a reading text Gap-filling exercises

Blond hairRevision of sizes, colours and parts of the body

Playing guessing game called „Guess Who?”

12

23

32-33

He/She has got;He/She hasn’t got

Acting out a dialogueDescribing drawings and completing sentences relating to the drawingWriting sentences describing the funny reflection

Revision of sizes and body

Playing the mirror game and a memory gameDrawing a distorting picture

24

Everyone’s different!Describing people

Extending vocabulary for describing peopleMatching pictures to a listening textDescribing their friendCarrying the end of unit evaluation

blond Sing the ’Keep moving’ songPlaying a guessing gameWatching the video: Face and body

12

UNIT 4. It’s magic

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


13

25

12

34-35

Numbers 16-20How many?

Introducing the story theme: AladdinExtending numbers 16-20Matching words to numeralsIntroducing the topic rooms and furniture

Genie, lamp, box, magic; I want; Don’t stop! Oh no! In; Well done!

Playing: Touch the colour gamePlaying a movement game to practice numbersPlaying a guessing game about numbers

26 36

Where’ the …?There is/ there are

Revising numbers 16-20Introducing vocabulary relating to the song and prepositionsDescribing scenesMatching readingSentences to pictures

Lamp, carpet, box, cupboard, in, on, under, table, chair, bath, bed, computer

Playing with picture cards: „Where’s the genie?”Singing „The spider in the box” songPlaying: hiding game

13

14

27

13

37

Where’s the …? Introducing rooms, listening to descriptions of the rooms, practising prepositionsLinks between letters and their sounds /th/Labelling pictures of rooms

Living room; bedroom; bathroom, kitchen;Revising vocabulary from previous lessons

Drawing game: drawing a house and furniture then describing

28 38

Where’s the …? Listening and matchingMaking decisions true or falseSpecifying location: in…Describing scenes

Revision of rooms, colours, furniture and prepositions

Playing a simple drawing game: Where’s the spiderPlaying a movement games: Hiding objectsIn the classroom and touching the correct flashcards

15

29 39

I’m a magicianIs it ..?It’s magic

Reading a listening text aloudDescribing and identifying scenesFurther practice of there’s/ there are

Magician, magic, ring, cup, table, Look! , hat, one, two, three

Repeating the coloured pencils activityMaking a magic trickPlaying Pelmanism with picture cards,Doing a four-part picture dictation

30 14 40-41

What is it?Where’s the …?There’s a …(rooms furniture)

Demonstrating different prepositions by toys and classroon itemsTalking about a photo and listeningFurther practice of describing scenesCarrying the end of unit evaluation

Boat, room, big, small, I live…(on a boat)

Making a project: My room and unusual housesWatching the video: Magic

14

Review UNITS 3 and 4

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


16

31

14

42-43

My roomWhat’s in the classroomA plan of my bedroom

Revision and consolidating language from previous unitsExtending vocabulary for roomsTalking about Harry’s room

House, flat, wall, window, plan, classroom

Playing: Where’s the ringComplete a crosswordSing the „ Spider’s in the box „ songMaking a plan about their room

15

32 44

A picture of meWho is it?

Revision and consolidating language from previous unitsGrammar revision prepositions

Revision of parts of the face, parts of the body

Singing songs;Playing well-known games:- What’s in the box- Head, Body, Legs, Feet- Pictures games- „ Odd Body „Watching the video: House

15

17

33 45-46

Revision lesson Revision and consolidation from the half courseGrammar and vocabulary revision

E.g. selecting add words;Organising words into sets according to topic etc.Practising language through games and activities16

34 47

Revision lesson Revision of key language through watching video, playing games and singing songs

Watching video and completing tasks

16

UNIT 5 I CAN DO THAT

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


18

35 16 48

Can you (dance)?I can …You can …

Talking about abilityIntroducing the story theme: Jungle bookDictating sentencesIntroduce action verbs

Dance, jump, climb, run,A monkey can danceMonkey, bear,Revision of It’s a … It isn’t a big, small

Simon saysChinese whispers

36

17

49- 50

I can …(action verbs) Extending vocabulary for action verbs and mimingPractising of key language trough the songActing out the songWriting captions for characters in magazines

Walk, swim, hide, fly, ride, sing too;So can youRevising actionWord from the previous lesson

Singing the ’I can’ songMiming verbsPlaying with picture cards

19 37 51

Actions;I can/ I can’t

Practising action verbs;Matching pictures to a listening textSequencing sentencesPhonics practice [dz]Writing a description o fan animal

Tiger, monkey, bear, fish, elephant, bird, snakeI’m …Tree, grassWhat’s is it?juggle

Simon saysMiming game: animalsWatching the video: Can you dance?

17

38 18 52

I can/ I can’t (Animals) Reading descriptions about animals and sequencingTalking about abilities of animals

Revising colours, animals

Playing a guessing game:-by pretending to be an animal- and by reading a description- Gap-filling- making a classroomDisplay of the animal pictures

20

39

18

53

Can you fly? (Actions) Listening, reading and acting out a dialogue /Can you?/Carrying out a survey of what children can do Asking for information

Scooter, ride a horse, walk on your hands, climb a tree, be careful

Singing a songPlaying with picture cards: Can you?Making a display of I can

40 54-55

It can/ can’tIt’s got …It hasn’t gotAmazing animals

Extending vocabulary of animalsMatching pictures to a reading and listening textTalking about animalsWriting about children's abilityCarrying the end of unit evaluation

Revising actions,Amazing, sticky, walls

Playing a guessing game writing threeCan you questions on a ship of paperVideo: Worksheet 3

19

18

UNIT 6. I LIKE SPAGHETTI

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


21

41 19 56-57

What’s your favourite food?Do you like?My favourite food is …

Making statements about individualsIntroducing the story theme: The sword in the stoneIntroducing the topic: foodExtending vocabulary for foodExpressing a preference: My favourite foods

Bread, cheese, chicken, fishCome back!We’re hungry.Revision of: table, cupboard, colours and prepositions

Drawing pictures of pupils’ favourite food

Feely bag: fruit and vegetable

42 20 58

I like …I don’t like …What is it?Do you like?

Acting out the picture storyExtending vocabulary for foodDescribing pictures of foodsTalking about the song

Spaghetti, peas, salad, ice cream, milk, bananaswith

Singing the ’I like spaghetti’ songPlaying with picture cardsChanging words in the song

19

22

43 59

Names of foodI like …I don’t like

Expressing likes and dislikesMatching pictures to a listening textPhonics practice [ts]

Sandwich, pizza, chocolate

Playing a guessing game: miming eating one of the foodsPlaying food bingo

44 60

Do you like? Brainstorming food vocabularyExpressing likes and dislikes

Revision of food vocabulary

Playing a Memory gameMaking picture cards of food items

23

45

21

61

It’s my favourite foodDo you like …?

Listening, reading and acting out a dialogue about eating in a caféDoing a survey of foods class likes and doesn’t like

Milkshake pleaseI feel sick;Lots of

Singing: ’I like spaghetti’Playing with picture card in pairsDesigning a café menuRole-play in a café

46 62-63

Healthy food Doing a survey of healthy food children like and don’t likeTalking about foodSequencing healthy and unhealthy foodsCarrying the end of unit evaluation

Excellent;Eat more fruit salad;Oh dear!lunchbox

Drawing: What’s in your lunchbox?

20

REVIEW UNITS 5. AND 6.

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


24

47

22

64-65

Extending and revising vocabulary of action verbs, animal names, abilities, like, don’t like

Revision and consolidating language from previous units

Eat fire Playing a board gameSimon saysSinging the ’ I can walk’ song

48 66

Extending and revising vocabulary of action verbs, animal names, abilities, like, don’t like

Revision and consolidating language from previous unitsGrammar revision

Singing: ’I like spaghetti’ songPlaying with picture cards learned in Units 1-6Role play: two animals meeting in the jungleGuessing game-miming an animal

21

UNIT 7 MY FAMILY

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


25

49

23

67-68

Have you got a brother/ sister?I haven’t got a (brother)

Brainstorming animal wordsIntroducing the theme familiesListening to a picture story from The Lion King

Mum, dad, brother, sister, family, king, princessRevision of parts of the body

Doing a picture dictation describingParents or a complete family

50 69

My family’s crazy Introducing the various skills from the songExtending vocabulary for family members

Granny, granddad, baby brotherWiggle her noseWrite with his toes, walk on her hands,Juggle with fishCrazy, big band

Singing the ’Crazy family’ songPlaying with picture cards and flashcards

22

26

51

24

70

She is (my mum)She’s got …

Revision of family members Phonics [I]Matching pictures to a listening text Talking about a photo your familyDictating a description

Revision of family members

Making a classroom display drawing and writing about a member of the familyPlaying a memory game: My sister’s got a doll and a …

52 71

He’s got (big, white teeth)

Understanding the order of adjectivesListening and matching: Describing an animalInventing an ending

Revision of feet, ears, family members

Picture dictation of a monster on the blackboardPlaying Guess who?

27

53 72

Family photographs Listening, reading and acting out a dialogue of family photosReading and watchingWriting about family members

Here you are Playing with picture cards ’Happy families’ singing a song

54 25 73-74

Twins Reading and listening about twinsDescribing physical appearanceIdentify similarities and differencesMixing true and false sentencesCarrying the end of unit evaluation

The same straight, curly,Twins, twinSister, handprints, footprints, fingerprints

Making Right or wrong exercise about family membersWatching a video: Family Adjectives

23

UNIT 8 WHAT’S HE WEARING

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


28

55 75-76

What’s he wearing? Reactivating vocabulary from earlier unitsListening to a picture story about toys and introducing the theme: clothesTalking about what children are wearing

Hat, boots, on TV, Let me see, Be careful, Very funny!Revising: ToysHe’s a …He isn’t a …

Drawing a TV outline and playing a vocabulary game

26

56 77

What are you wearing?I’m wearing …

Presentation of further vocabulary by real object (clothes)Reinforcing vocabulary through the song

Hat, T-shirt, sweater, dress, scarf, jeans, shirt, shorts, trainers, bootsRevising colours

Activities with picture cardsPlaying a game of guess whoWriting what their partner is wearing

24

29

57 78

He’s /She’s wearing Matching pictures of the double-page illustration to the listening text and correcting the textPhonics[sh] soundDescribing magazine photos

Trousers, shoes, glasses, shortThat’s wrong

Guessing game with magazinesPlaying clothes bingoProducing posters from magazine pictures with a written description

58

27

79

What’s he/she wearing?He’s/ She’s wearing …

Listening and identifying ’who is it?’Practicing the dialogueReading and identifyingTalking about magazine pictures

Revising clothesTop end colours

Playing a mime gameDrawing a picture of a boy or a girl and discuss: what’s he/she wearing?

30

59 80

What are you wearing?I’m wearing

Simple classroom role-play about clothesReinforcing key vocabulary by picture cards

My, yourWhere’s …It’s lateQuick!

Activities with picture cardsMaking a new dialogue and role-play it

6027

81-82

Clothes in granny’s time and today

More extended reading practice through clothes in the past and todayMaking a project about children like wearing and dislikeCarrying the end of unit evaluation

Grey, clothes, in granny and granddad’s time, todayRevising clothes and coloursI like …I don’t like …favourite

Watching a video: clothes weather coloursOrganising a fashion show28

25

REVIEW 7. AND 8

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


31

61 28 83-84

Revision and consolidating language from previous units

Describing people’s appearance with has gotMatching pictures to listening text

Revising clothes and family members

Singing the song: ’My family’s crazy’Playing with picture cards

62 29 85

What’s Harry wearing? Listening and identifyingDescribing a person in the photo

CarnivalI’m/He’s/She’s wearingHe’s/ She’s gotParts of the face colours

Making a display about photos of children when they were babiesPlaying a guessing game- Name the baby competition

26

FESTIVALS

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

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


32

63

29

86

Halloween Learning language associated write HalloweenListening and matching people to the descriptions than reading

HalloweenWizard, ghost, apple, witch, hat, mask, lanternI’ve got

Playing Bobbing for applesDrawing a Halloween character and write a captionPlay Halloween bingo

64 87-88

Christmas Learning language associated with ChristmasTalking about celebrating ChristmasSaying the chantAsking about number

Christmas, card, star, reindeer, candle, tree, Father Christmas, present, Happy ChristmasHas …got a …?

Saying the Christmas chantMaking Christmas cards

30

33 65 89

Easter Learning language associated with EasterRevising prepositionsListening, reading and saying the chant

Easter, chocolate egg, wall, sweets, rabbit, flower, Easter treatsHow many …?Who’s got …?

Easter-egg huntingSaying the Easter-chantDoing a picture dictation exercise

27

OUR WORLD

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

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


33 6630

90-92

PetsWhat’s your favourite pet?Have you got a …?Animal home

To ask and answer about what pets people keepTo revise words for pets, to look at the world from a pet’s point of view

Pet, bird, cat, dog, fish, hamster, mouse, rabbitLike (v.) parrot

Doing a class survey about their petsMaking a poster of animalsGuessing game

31

34

67 93-94

Letters To write a letter about oneselfRevision of parts of the faceHe’s/ She’s got …I’ve got …I’m wearing …I can

Glasses, freckles, letter, letters page, all day, internet, fastAre you like …?

Picture dictationMaking a display of letters and photos

32

68 95-96

Food pyramid To raise awareness of the importance of healthy eating

Words for food and drinkDo you like …?I like …I don’t like …My favourite food is …Healthy

Singing: ’I like spaghetti’ songDrawing their perfect lunch and talking about Making a diagram

28

35

69 33 97-99

Houses To compare houses in Brittan with houses in the pupil’s own country

Garden, flat, I live in a flat/houseWhere do you live?Window, boxes, strangeDo you live in a house or a flat?

Simon saysPicture dictationDrawing and labelling their own houseMaking a Wall-display about houses

7034

100-103

The Village To talk about things one can see in a village or townCollecting town vocabulary and the villageDescribing the poster

Shops and building sin a villageI can see … houseIt’s got …It hasn’t got …

Drawing a town plan and labelling

29

REVISION AND CONSOLIDATION OF LANGUAGE FROM THE COURSE

Week

Aweek /

2 lessons

Week

Bweek /

3 lessons


36

71 35 104-106Containing: Revision of key language through story reviews and role-playsRevision of key language through songs and chantsGrammar revision (with the CD ROM*)Handing out the course certificates

www.english-adventure.net

3672 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.

30

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

31

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