My first english adventure 2 teacher s book

Pearson Educatk n Umited
Edinburgh Ga e
. Harlow '
Essex CM20 2JE
England
and Associated Companies throughout the world .
www.english-adventure.net
© Pearson Education Limited 2005

Disney material © 2005 Disney Enterprises, Inc.
The Winnie the Pooh material © 2005 Disney Enterprises,
Inc. Based on the "Winnie the Pooh" works, by A. A. Milne
and E. H. Shephard
All rights reserved; no part of this publication
may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording,
or otherwise without the prior written permission
of the Publishers.
First published 2005
ISBN 0582 793718
Set in VAG Rounded Bold 12pt
Printed in Spain
Cover illustration by Fernando Guell.
Cover colour work by Ulkutay & Ulkutay
Cover layout: Confusion
Stories by Nilsa Pereyra

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MY FIRST ENGLISH ADVENTURE
COMPONENTS

4

INTRODUCTION

8

SCOPE AND SEQUENCE

14

TEACHING NOTES

17

HELLO!

18

UNIT 1

22

UNIT 2

36

PLAYTIME

50

UNIT 3

54

UNIT 4

68

PLAYTIME

82

UNIT 5

86

UNIT 6

100

PLAYTIME

114

HALLOWEEN

118

CHRISTMAS

120

PARTY TIME

122

THE DISNEY FILMS

124

RESOURCE BANK

126


Components

PUPIL'S BOOK
The Pupil 's Book consists of six core units, three

conso lidation un its (Playtime) and three Festiva ls
un its (Halloween, Christmas, Party Time) . Each
unit is based on different characters and
includes a wide range of colourful activities used
to present and practise the new vocabulary: TPR
(Total Physica l Response), activities to develop
the gross and f ine motor skill s and hand-eye
coordination, use of different materials and
stickers, etc.

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STICKE:R:S~----~;----. . _J

Stickers are usefu l too ls that help develop the chi ldren's
comprehension, observation and fine motor skills . The two sticker
pages include pictures representing some key words of the units, as
well as the Mickey Mouse stickers, used upon completing each unit.

4

My First English Adventure 2

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ACTIVITY BOOK (OPTIONAL)
The Activity Book reinforces the basic language presented in the six core
units through games and activities, Children practise the vocabulary with the
help of observation games, pre-reading and pre-writing activities, problemsolving activities (puzzles) and the interpretation of different codes. Use of the

Activity Book is optional but highly recommended.

SONG CD (OPTIONAL)
The songs CD, which is also
available in cassette form,
contains all the songs and
chants from My First English
Adventure 2 for the children to
enjoy in the classroom and at
home,

-

CARDS
The full-colour pushout cards represent the key vocabulary of the core
units, Children play different games with them at the end of each unit
and in the Playtime consolidation units in order to reinforce what they
have learned.

My First English Adventure 2

5


Components

TEACHER'S BOOK
The Teacher's Book gives step-bystep teaching instructions for each
core unit in My First English
Adventure 2 as well as for the

Playtime and Festivals units .
Day to day planning : The
introduction includes information
on the organisation of class
material, teaching methodology
and suggestions on how to work
with young children . Also incl uded
is additional information on the
Disney characters and their
respective films. Suggestions for
games, material for assessing
progress, teaching notes and
photocopiable activities for use
with the posters and videos, all
appear at the back of the
Teacher's Book.

6

My First English Adventure 2

Progress sheet

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STORY POSTERS
The story posters provide important visua l
support for the storytelling activities . They
focus the children's attEmtion and help
create a magic atmosphere at story time .
The Teacher's Book includes teach ing
notes and photocopiable activities to
complement the posters.

AUDIO MATERIAL
The audio CD, w hich is also ava il able in
cassette form , includes all the stories, songs
and chants (as well as the instrumental
ve rsions) .

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The 32 fu ll-colour flashcards represent the
key vocabulary of the whole course . In the
teachi ng notes, their use is clearly outlined

for presentation , practice and consolidation
activities as w ell as for different games .

VIDEO
The My First English Adventure 2 video, which is also available in DVD, contains four
episodes . Each episode is based on a Disney film or character belonging to this level and
is divided into two parts : (1) a studio presentation featuring a game or a song; (2) a clip
of the Disney film with its own script written specifically for pedagogical purposes. The
TElacher's Book includes teaching notes and photocopiable activities to complement the

video.

My First English Adventure 2

7


Introd uction

STRUCTURE OF THE MATERIAL

OBJECTIVES

My First English Adventure 2 consists of six core units, each based on a centre of ~
interest that corresponds to the children's age; three consolidation units (Playtime), the
introductory unit (Hellan and the three Festivals units.

~ THE UNIT
Each unit comprises seven lessons in which the children will:
• Meet the characters through a chant in which the new vocabulary is presented in a

simple context.
• Carry out a number of activities and playa variety of games (TPR, joining, drawing and
colouring, sticking) to learn and consolidate the new vocabulary and to develop their
mental, psychological and social skills.
• Learn and act out the un it song .
• Listen to the new language in context through dialogues spoken by native children.
• Do personalisation activities that will allow them to relate the new language to their
own famil iar world and experience.
• Consolidate the vocabulary of the unit and do the self-evaluation activity with the
Mickey Mouse sticker.

~ THE LESSON
Each lesson is divided into five or six steps and lasts approximately thirty minutes.
Because routines help the children feel more secure, lessons always begin with the
'Hello' routine and end with the 'Goodbye' routine. The different steps provide natural
changes in the dynamics of the class, an important point when taking into account the
children's limited attention span .
There is an extra activity at the end of each lesson in order to allow for greater flexibility
when dealing with the learning rhythm of different groups and the organisation of each
school's scheduled English classes .

•

8

My First English Adventure 2


METHODOLOGY

-7

In order to teach the new language in a
natural way, My First English
Adventure 2 emphasises the global
approach .

Along w ith the songs, chants and
stories, games constitute a natural
means of expression for the ch ild.
Games are particularly important, as
children everywhere play them . In this
way, they interact with their playmates,
have fun and use language in a natural
and uninhibited way.

The aim of the course is to stimulate the
children's mental, psychological and
social growth while keeping in m ind the
learning characteristics of 5-year olds
and their implications in the
development of the lessons.
The starting point for each un it is the
fantasy world and the ro le of the
Disney characters is to present the
new language . Next come the activities
that will help the children relate
this new language to their own
experience .
The method uses different teach ing

procedures that are appropriate for the
children's level. By means of these
procedures, both the language and the
activities are recycled throughout the
school year.

-7

SONGS AND CHANTS

Songs and chants are important for the
development of oral comprehension and
production because they motivate
children and help create a pleasant
atmosphere in class. They are repetitive,
and this makes them easy to
understand and memorise. They also
provide good models for pronunciation
practice . While the children listen to the
songs and chants, they are encouraged
to participate by miming and doing
different actions .

GAMES

The games that appear in My First
English Adventure 2 are motivating,
non-competitive activities that help to
create a pleasant atmosphere in class .
They also help the children improve thBir

cognitive and social skills and contribute
to the development of oral
comprehension and communication .
Most are TPR games (Total Physical
Response) . This is one of the most
frequently used procedures at this level,
since it allows the ch ildren to show that
they understand by means of physica l
responses, without the need to use
language. This in turn creates a re laxed
atmosphere in the classroom, as all the
children can participate in the proposed
games . Moreover, these games help to
develop gross motor skills.

-7

POSTER STORIES

The new language in My First English
Adventure 2 is consolidated through
stories that develop around the Disney
characters found in the Pupil's Book. They
have been written specifically for this
course. The posters and corresponding
cutouts of the characters provide visual
support for the storytelling activities while
stimulating the chi ldren's involvement.

Stories offer the children an authentic

communicative context which they are
already familiar with in their own
language, and which they find deeply
satisfying. Stories also help them
assimilate the new language in a
significant context and this in turn
encourages them to participate in the
storytelling activities .

acting out the song or story for their
classmates. At the end of each
performance, encourage the 'audience'
to clap and say: Very good!

EVALUATION AND ASSESSMENT

Stories :
- Develop oral comprehension .
- Exercise the imagination.
- Help focus attention .
- Provide repetition . Children love
listening to stories over and over
again, thus consolidating the
language.

The teacher's guide contains a section
on assessment consisting of a brief
theoretical introduction and
photocopiable material.
Evaluation is an integral part of the

learning process and it is most succesful
when done through the systematic
observation of pupils during the course.

Storytelling activities require preparation.
Make sure that you are familiar with the
storyline and audio material. The children
will need to arrange themse lves in such
a way that they can see and hear clearly.
It is probably best to have them sitting in
a semi-circle around you .

-7

DRAMATISATION

In My First English Adventure 2, we
suggest that the children participate in
the acting out of the chants, songs and
stories. Dramatisation provides an
enjoyable way to stimulate oral
expression while respecting the different
rhythms of learning. All the children can
take an active part in the dramatisation
activities, and they love to see that they
are able to produce something in English .
After they become confident enough,
they can form groups and take turns

My First English Adventure 2

9


Introduction

WORKING WITH SMALL CHILDREN
SUGGESTIONS

putting up and taking down the
children's drawings, and so on .

2. Suggested routine to greet and say
goodbye to the children

-7

ROUTINE

Routine helps to structure the lesson.
Since small children have no sense of
time, class routines signal the different
steps and give them a notion of passing
time, while organising the group and
increasing its autonomy.
In My First English Adventure 2, you
will find that all the lessons feature an
established routine . The following
indications can help you improve
classroom organisation and thus help

the children learn better.

If you walk into the room and the
children are already there, always
greet them in the same manner. Say:
Hello, and encourage them to reply.
You can come to an agreement with
their class teacher to have them
sitting and waiting for you on the mat
in the play area or in any other
suitable spot in the room. Establish
the hello routine by playing and
singing the welcome song with the
help of the puppet.
To end the lesson, encourage the
children to sing the goodbye song with
the Mickey Mouse puppet. Before
doing this, make sure they put their
things away and the room is tidy.

1. Order in the room
Children should learn to keep their
work area tidy, as this will help them
become more independent. Show
them where to store the different
classroom materials, and organise a
system of class helpers. This can be
done in the fol lowing manner. Since
the children are generally divided into
groups identified by colours, animals,

etc ., name a different group each
week and explain the tasks clearly to
those in charge, for example : handing
out and collecting the books and
playing cards; passing out boxes
of crayons, sheets of paper and
glue-stick; watering the plants; .

10

My First English Adventure 2

3. Making a ring
Take the children to the play area in
the classroom . Take one child by the
hand and ask the rest to hold hands
and line up as you lead them to the
play area while reciting the following
chant:
Follow me, follow me
Let's make

a ring.

Help them form a ring and repeat
the chant until the ring is complete .
When they have done this, sit on the
floor with them while you say: Let's
sit down.

~

4. Strategies for carrying out the
different activities
Always demonstrate the activities to
the class . For example, if you are
playing a song or chant for the first
time, point to the significant details in
your book while the children look on .
Then they do the same in their own
books.
Make sure that all the children follow
your step by step instructions to do
any activity. Do not go on to the next
step until they have all finished the
previous one.

work (thus enhancing its va lue),
and other corners for specific
activities .

-7

COORDINATION WITH
THE CLASS TEACHER

There are different ways of coordinating
the work with the class teacher in order
to foster learning, and it is especially

important to fo llow a coherent
programme. You should find out and
keep in mind the following points:
- Classroom organisation .
- Routines used in class.

-7

ORGANISING
THE CLASSROOM

• Timing
The attention span of small
children is short so there is a vital
need for variety during the lesson . If
they are full of energy, take
advantage of the moment and do
physical activities with them. If they
are tired, a qu iet activity is in order.
Keep in mind that the younger the
children and/or the larger the class,
the more time you will need to carry
out the activities .

• Space
In order to help you control the
timing, activities are balanced
between seated work and work in
other areas of the classroom .
You can put the different spaces in

the room to a variety of uses, such
as a display corner for the children's

- Characteristics of the children and
special-needs pupils .
- Available materials, and storage
facilities for materials that will be
used by the teacher only.
Invite the class teacher to participate in
your teaching plan:

~

working in the classroom

We can keep parents informed by:
1) Periodically showing them their child 's
Pupil's Book .
2) Showing them the child's Progress
Sheet after each unit.
3) Al lowing the child to take home some
of his/her work to show the family.

-7

CLASSROOM TECHNIQUES

Presentation, practice and
consolidation of the new language
also contribute to the development of

fine motor skills such as using modelling
clay, playing with cards, using finger
paints and so on . Using these additional
materials requires care and organisation .
In order to handle them correctly, we
suggest following these simple
guidelines:

- Inform him/her of the topics you are
going to present and work with.

- Store them in appropriate, clearly
. labelled containers.

- Plan activities with him/her for
special moments of the school year.

- Use small, safe, easily handled
containers for the children .

- Share materials, for example
photos, toys, cutouts, etc.
- Ask for your own English Corner in
the room, where you can display
the children's work.

-7

PARENTAL INVOLVEMENT

The home and family are main sources
of attention, care and support for small
children and are closely associated with
their life experiences. By involving

quietly among themselves, either at
their tables or seated in the play
area .

parents, we further support their
children's progress.

- Have plastic plates to catch drips, etc.
- Make sure the children understand
your instructions before they start.
- Feel relaxed enough so that you can
attend to each child individually,
while asking the rest to wait their
turn.
- Ask the class helpers to help you
clear up when the activity is over.
- In the meantime, have the rest of
the children sing or recite or talk

-7

TECHNIQUES FOR SPECIFIC
MATERIALS

• Finger paints

First cover the tables with
newspaper. Put a plate of finger paint
on each table and demonstrate the
technique with a child: help him/her
dip his/her fingers in the paint
and dab the colour on the sheet.
When the children finish, wipe their
hands clean with absorbent paper.
(Show them a completed page
so that they know exactly what
to do.)

• Modelling clay
First cover the tables with newspaper.
Put plastic plates on each table and
hand out the modelling clay. Children
roll small pellets of modelling clay and
put them on the plates. When they
are ready to carry out the activity,
they pick up the pellets and flatten
them on the page where indicated.

• Realia
These are objects that you or
the children bring to class . They can
include photos, plastic food, toys and
so on.
WARNING : Be very careful when
dealing with food. Make sure that the
children in the class have no food

My First English Adventure 2

11


Introduction

allergies before you use it and avoid
using any foods that could contain
nuts or gluten . Do not let the children
either eat the foods, or touch them
without your express permission.
Keep foods other than fruits in their
packaging . For this reason we suggest
using plastic replicas or photos.
Systematic use of realia in
class will ensure that the children
have more fun and learn more .
It will also foster cooperation, group
work and solidarity. You can either ask
the children to bring the objects from
home or ask the class teacher
to help them prepare what you
need.
You will also need the following
materials on a regular basis : chalk,
Blu-tack® and crayons or colour
pencils . Children should be taught
how to use each item, no matter how

simple, and you should explain the
norms of acceptable classroom
behaviour to them from the very
beginning in order to avoid accidents .

-7

LANGUAGE IN THE CLASSROOM

From the very beginning, the children
should listen to as much spoken English
as possible. My First English
Adventure 2 presents clear and short
sentences and there is a great deal of
repetition throughout the course to help
them assimilate this new input little by
little. The gradual introduction of new
expressions enriches this language . The
children won't immediately understand
everything being said, but w ith time

12

My First English Adventure 2

they w ill become fam iliar with the
sounds and patterns of the new
language, and this will help them
improve their general level of
comprehension .

Below is the list of expressions used in
My First English Adventure 2 that the
children will recognise and assimilate at
their own pace :

• Greetings:
Hello!
Goodbye!
See you soon.
Happy (Halloween) .

• Instructions:
Open/close your book, please!
Show me (blue).
Look, a (butterfly).
Follow me.
Let's make a ring.
Let's sit down.
Touch (red).
Touch (the trousers).
Point to (your mouth).
Let's listen (to the song).
Listen and point.
Listen and repeat.
Listen and do.
Let's sing.
Look and listen.
Look and point.
Stand up.
Sit down.

Give me the (coat) .
Put on your (hat).
Put the (bedroom) on red.
Jump on (blue).
Circle (two chairs).

Count (three chairs).
Stop!
Turn around.
Let's playa card game.
Shuffle the cards, please.

• Communication:
I'm (Mickey).
How are you?
We are fine.
Fine, thank you.
Very good!
My (skirt) is (yellow).
It's hot/cold.
This is (my bed)
Is this (cheese)?
I like (fish).
The (cat) is happy
It's big/small.


NtlTES

-----

- - ----

-

My First English Adventure 2

13


ope and sequence

PRODUCTIVE
LANGUAGE

VOCABULARY

RECEPTIVE
LANGUAGE

RECEPTIVE
LANGUAGE: TPR*

Hello.
I'm + name.
Goodbye.

red, blue, green, yellow, orange,
pink

• How are you?
• Fine, thank you.
• We're fine .

• Listen and point.
• Show me (orange).
• Stand up/Sit down .

O Myface

My (nose). my (hair) .

face, nose, mouth, eyes, ears,
hair

• Look at your face .
• I can touch my (legs)!
• I'm a boy.

• Open/close your book.
• Touch (green) . • Listen and do.
• Touch (your face). • Look and
point. • Point to (the red nose).

G Myciothes

(This is) my T-shirt.

T-shirt, trousers, coat , hat, skirt,
shoes

•
•
•
•
•

• Touch the (trousers).
• Put on your (coat).
• Give me the (coat) please!
• Move your (head).

UNIT

•

Hello!

Let's tidy up!
Where's my hat?
Put on (your coat).
I'm very, very cold .
A coat and shoes for you!

Playtime 1: Revision of units 1 and 2

O Myroom

o

lunchtime

My bedroom .
Th is is my bed.
My bed is (red) .
(In the) bedroom .

bed, chair, table, picture, door,
window, one, two, three, four,
five, six

My lunch: (fish, bread and banana).
This is my lunch.

water, bread, cheese, cake, fish,
chicken, seven, eight, nine, ten

• This is fun! Mum, look!
• Knock on the (window).
• Come in.
• I'm cold!

• Touch the (window) .
• Look and count.
• Point to the (door) .
• Circle (two chairs) .

• Good afternoon! • Lunchtime .
• A glass of (water) . • (Chicken)
is very good. • I li ke (chicken).

• Show me the (fish).
• Give me the (apple) .
• Put the (water) on (blue) .

a¥time 2: Revision of units 3 and 4

14

My First English Adventure 2


PRODUCTIVE
LANGUAGE

VOCABULARY

RECEPTIVE
LANGUAGE

RECEPTIVE
LANGUAGE: TPR*

Animals

This is my (cat) .
(Milk) for the (cat) .

cat, dog, goose, frog , mouse,
horse

• Here's a (cat).
• This is a happy face.
• The (horse) is happy.

• Let's be cats!
• Give me (a dog) .
• Touch the (frog) and the
(butterfly) .

Good night!

It's a (bedroom) .
My bed and my (teddy bear).

• Wash your face . Brush your
teeth.
• Put on your pyjamas . Wash
your ears . Wash your hands.
Go to bed .

• Good night!
• Look at my head.
• Touch your hands.

• Close your eyes.
• Turn around.
• Touch (Go to bed!) .

UNIT

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Halloween

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Playtime 3 : Revi'b ion of units 5 and 6
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• It's you!

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Happy Halloween!

Halloween, pumpkin

• Here's our pumpkin!
• Our big orange pumpkin!
• Happy Halloween!

• Let's listen to the song.
• Look and point.

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•

Christmas

Jingle bells!

Christmas tree, bell

• Jingle bells!
• Jingle all the way.

• Point to the (bells) .

•

Party Time

I'm a (clown) .

pirate, clown, princess

• I'm a pirate.
• Look at my (coat)!

• Let's listen to the song .

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I,
,

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*TPR

=Tot al Physical Response

My First English Adventure 2

15


NOTES

-----------------------------------------------------

My First English Adventure 2

16


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ELLO!
LESSON 1
OBJECTIVES:
To greet Mickey Mouse through
a song . To revise simple
greetings in English. To revise
colours through a chant. To
develop motor skills through TPR

activities.

TARGET LANGUAGE:
Mickey, Hello! Goodbye. I'm
(Mickey).

LANGUAGE (REVISION):
Red, yellow, blue, green.

RECEPTIVE LANGUAGE:
How are you? Fine, thank you;
We are fine!; Mickey, look!
Flowers all around; A bee behind
me!; See you soon.

EXTRA MATERIAL:
The Mickey Mouse puppet (to
make the puppet see pages 128
and 160). Red, blue and yellow
flower cut-outs (one per child).

18

My First English Adventure 2


HELLO! •

Hello Mickey!
(A TPR song to greet the children with the puppet.)

• Put the Mickey puppet inside a box (further on,
this box will be Mickey's box) without the children
seeing you. Place the box on your table. In L1, tell
the children that they are going to meet a good
friend of yours. Slip your hand inside the box and
take the puppet out very slowly while you say:
Hello, Mickey! Have him reply: Hello, (Emma)!
• Invite the children to listen to the puppet. Play
the following song while Mickey 'waves' hello.

2

Hello, children
How are you?
Hello, children
How are you?
Hello, children
How are you?

Hello, children
How are you?
Hello, children
How are you?
Hello, children
How are you?

Fine, thank you!
We are fine.

Fine, thank you!
We are fine.

Hello, Mickey
How are you?
Hello, Mickey
How are you?
Hello, Mickey
How are you?

Hello!
Hello!
Hello!
Hello!
Hello!

I'm fine too!

• Explain the expressions: How are you?
Fine, thank you. Play the song twice more and do
one of the following activities each time: 1 The
children wave their hands when they hear the
word hello. 2 Encourage the children to join in the
chorus. Leave the puppet 'sitting' on his box so
he can participate in the class.

Ring game
(An activity to practise Hello, I'm ... ).

• Take the children to the play area in the

classroom. Take one child by the hand and ask
the others to form a line behind you and join
hands as you lead them to the play area while
reciting the following chant:

Mickey, look!
Flowers, flowers!
Mickey, look !
Flowers all around!

Follow me, follow me.
Let's make a ring.

• Ask them to stand in a circle and join hands .
Repeat the chant until the ring is complete .
• When they have done this, sit on the floor with
them while you say: Let's sit downfTurn to the
child on your left and say: Hello, I'm (Emma) .
Encourage him or her to reply: Hello, I'm (Maria).
Ask Maria to say hello to the classmate on her
left and encourage him or her to answer. Do this
until all the children have had a chance to say
their name.
• Finally, say hello to children at random and
encourage them to respond by saying: Hello!

Chant (p. 2)

Minnie, look!
A bee, a bee !

Minnie, look !
A bee behind me!
Run! Run!

• Play the chant twice more and do one of the
following activities each time : 1 Ask the children
to point to the colours in their books. Say: Listen
and point. 2 Hand out the red , blue and yellow
flower cut-outs. Ask the children to hold them up
when they hear their colour. Finally, ask the class
helpers to collect the books .

(A chant to revise colours.)

Goodbye Mickey!

• Take the children back to their seats. Point to
Mickey on his box and say: This is Mickey! Ask
the children to say: Hello Mickey!

(A TPR song to say goodbye to Mickey.)

• Ask the class helpers to hand out the books.
Open your book at page 2 and focus the
children's attention on the scene. Point to Mickey
and M innie and ask them what is happening in
L 1. Explain that M inn ie is admiring the flowers
while Mickev is being chased by a bee. Point to
the flowers and say: Look! Red, blue, yellow.
Point to the grass and say: Look! Green! Say the

colours again and encourage the children to
repeat the words.
• Present the chant using the CD/cassette and the
book. Encourage the children to listen and look at
the colours. Say: Let's listen to Mickey and Minnie.

4

Mickey, look!
Flowe!rs, flowers!
Mickey, look!
Flowers all around !
Red and blue
And yellow!
Mickey, look!
Flowers all around!

• To end the class, pick up the puppet and say:
Goodbye Mickey! Encourage the children to
repeat. Play the Goodbye song and encourage
them to 'wave' goodbye to Mickey.

3

Goodbye, children,
See you soon.
Goodbye, children,
See you soon.
Goodbye, children,
See you soon.

Goodbye, children,
See you soon.
Goodbye, children,
See you soon.
Goodbye, children,
See you soon.

Goodbye Mickey
See you soon.
Goodbye Mickey
See you soon.
Goodbye Mickey
See you soon.
Goodbye Mickey
See you soon.

Goodbye Mickey
See you soon.
Goodbye!
Goodbye!
Goodbye!
Goodbye!
Goodbye!
Goodbye!

• Put the puppet back in the box and wave
goodbye to the children . Encourage them to
wave back and reply : Goodbye.

My First English Adventure 2

19


HELLO!
LESSON 2
OBJECTIVES:
To revise simple greetings in
English. To learn two new
colours: pink and orange. To
develop fine motor skills . To
develop pre-reading and prewriting skills.

TARGET LANGUAGE:
Pink, orange.

REVISION:
Red, green, blue, yellow,
butterfly, one, two, three, four.

RECEPTIVE LANGUAGE:
How are you? Fine, thank you .
We are fine!; Mickey, look!
Flowers all around; a bee behind
me!; See you soon.

EXTRA MATERIAL:
The puppet. Red, blue and
yellow flower cut-outs (one per

child).
Blue, green, orange and pink
crayons . Page 3 with the
drawing completed .

look and colour.

20

My First English Adventure 2

3


HELLO! •
Hello Mickey!
(A TPR song to greet the children with the puppet.)

• Start the class with the puppet and the Welcome
song (R-2). Encourage the children to join in the
chorus and wave to Mickey. Leave the puppet
sitting on his box so he can participate in the
class .

Chant performance
(A TPR activity to revise the unit chant.)
• Hand out the flower cut-outs and ask the ch ildren
to hold them up according to your instructions.
Say: Show me (blue), etc. Play the chant from
lesson 1(R-4) and encourage the children to hold

up their flowers when they hear their colours.

butterfly. Say: Look! A butterfly. Trace the outline
of the butterfly with you r finger while you repeat
the word . Encourage the children to do the same
in their books .
• Next, ask them to look at the splodges of colour
at the top of the page. Point to each one, say the
number and elicit the co lour. Say: One. The
children repl\{: Green. Do the same with the
remaining three colours. Then repeat the activity
saying the colour first and eliciting the number.
• Tell the children they are going to colour the
butterfly according to the colour code . Go round
the room while the children are working in order
to provide any necessary help.

Look and colour (p. 3)

• Show them the completed page and say: Look!
The butterfly is yellow, green, blue, orange and
pink. Invite them to say the colours while
pointing to them on the butterfly.

Step one:

• Fina lly, ask the class helpers to collect the books.

( A TPR activity to present pink and orange.)
• Show the ch ildren a pink crayon and say: Look,

this is pink. Encourage them to repeat the word.
Do the same with orange. Make sure there is a
box of crayons on each table . Pick up a pink
crayon and show it to the class. Say: Pink. Invite
the children to do the same. Repeat the activity
with green, blue and orange crayons .
• Ask the children to hold up the crayons according
to your instructions. Say: Show me pink. Show
me orange, etc. Demonstrate the activity so that
everyone knows what they have to do.

Goodbye Mickey!
(A TPR song to say goodbye to Mickey.)
• To end the class, pick up the puppet and say:
Goodbye Mickey! Encourage the children to
repeat. Play he Goodbye song (R-3) and
encourage them to wave goodbye to Mickey.
• Put the puppet back in the box and wave
goodbye to the children . Encourage them to
wave back and reply: Goodbye.

• In L1, ask the chi ldren to decide which is their
favourite colour of the four. They pick up the
corresponding crayon and hold it up when you
name the colour.

Step two:
(A pre-writing activity to consolidate colours and
numbers.)
• Ask the class helpers to hand out the books.

Open your book at page 3 and point to the

My First English Adventure 2

21


Y FACE
LESSON 1
OBJECTIVES:
To introduce Pinocchio and his
friend Jiminy Cricket through a
chant. To revise greetings . To
recognise and name the parts of
the face . To develop motor skills
through TPR activities .

TARGET LANGUAGE:
Face, nose, mouth, eyes.

REVISION:
Red, yellow, green, blue, pink,
orange, body, head, arms, legs.

RECEPTIVE LANGUAGE:
Hello, how are you?; I'm fine,
thank you; Look at your face!

EXTRA MATERIAL:
The puppet. A soft ball. The

English mat (to make the mat
see pages 128 and 160).
Flashcards of the face, nose,
eyes, mouth, orange and pink.
Blu-tack®. Activity Book page 2.

EXTRA ACTIVITY
Do the following activity to revise the parts of the face and body. Divide the children into pairs and ask them to follow your instructions .
Demonstrate the activity first with one pair. Say : Nose - nose. The pair point to each other's noses. Do the same with face, eyes,
mouth, arms, head and legs. Then switch the pairs around and repeat the activity, varying the pace of the instructions to make it into a
game.

22

My First English Adventure 2


MY FACE
Hello Mickey!
(A TPR song to greet the children w ith the puppet.)
• Start the class with the puppet and the Welcome
song (R-2) . Encourage the children to join in the
chorus and wave to Mickey. Leave the puppet
sitting on his box so he can participate in the class.

Ring game
(An activity to revise greetings and colours.)
• Take the children to the play area in the classroom.
Ask them to stand in a circle and join hands. Repeat
the chant until the ring is complete. Then, sit on the

floor w ith them while you say: Let's sit down! Pick
up the soft ball and roll it towards a child while you
say: Hello (Katie) How are you? Encourage the child
to reply: I'm fine, thank you. In L 1, ask them to pick
up the ball, roll it towards another child, say hello
and ask how he or she is. Repeat the activity until
all the children have had a turn.
• Place the English mat in the centre of the circle .
Point to Mickey and ask: Who's this? Encourage
the ch ildren to reply : Mickey! Point to the colours
and elicit each one. Next, ask pairs of children to
touch the colours according to your instructions .
Say: (Maria, Peter), touch red ... touch green!,
etc. Repeat the activity with other pairs .
• Finally, revise pink and orange by holding up the
flashcards and eliciting the words. Place them on
different squares and ask the children to name tlie
colour of the square and of the flashcard that is on it.

Chant (p. 4)
(A chant to present face, eyes, mouth, nose.)
• Ask the children to go back to their seats . Show
them the flashcards of the face one by one and
present the words : Face, eyes, mouth, nose.
Stick the flashcards on the board and say the
words again . Encourage the children to repeat.
• Pick up the puppet and ask Mickey to point to
the flashcards according to your instructions. Say:
Mickey. point to your (eyes)! Encourage the

children to say: Yes! when Mickey does the
correct action . If he is wrong, they say: No! Do
this several times .
• Ask the children to point to their own faces as
you tell them . Say: Point to your (mouth)!
• Present the chant using the CD/cassette and
your book. Encourage the ch ildren to listen and
focus on the scene . Say: Let's listen!

5

He,,!
look at your face,
your face, your face!
Hey!
lo()k at your face,
your face, your face!

Hey!
look at your face,
your face, your face!
Hey!
look at your face,
your face, your face!

eyes,
two eyes.
Yes, my two eyes!

A nose,

Oh, no!
My nose!

He1f!
look at your face,
your face, your face!
Hey!
lo()k at your face,
your face, your face!
A mouth,
A mouth.
Yes, my mouth!

Hey!
look at your face,
your face, your face!
Hey!
look at your face,
your face, your face!

TWIt)

0

• If the children are having trouble repeating the ir
lines, use the backward build-up technique to
help them. For example: A nose. Oh, no! My T
nose!
Teacher: Nose!
Teacher: My nose!

Teacher: No! My nose!

Ch ildren : Nose!
Ch ildren : My nose!
Ch il dren : No! My

Teacher: Oh, no!
My nose!
Teacher: A nose, Oh, no!
My nose!

Ch ildren : Oh, no!
My nose!
Children : A nose,
Oh, no!
My nose!

nos~!

M ickey says
(A TPR game to consolidate the vocabulary.)
• Play Mickey says with the whole class (an
adaptation of the Simon says game) . The aim of
this game is to recognise and execute simple
instructions . Pick up the puppet and say, for
example : Touch your mouth! Touch your legs!
The ch ildren obey the instructions on ly if they are
preceded by the words : Mickey says. Repeat
them and include others such as : Stand up, Sit
down, Open your book, Close your book.

Goodbye Mickey!
• Ask the class helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children your book open on page 4.
Explain the scene in L1: Pinocchio is shocked to see
how his nose has grown. We can also see his Fairy
Godmothm and Jiminy Cricket. Point to the
characters and say: This is (PinocciJio), etc. Ask the
children why Pinocchio's nose is now so long .
• Play the chant three more times and do one of
the following activities each time: 1 The children
follow in their books and point to the parts of
Pinocchio's face when they hear the words . Say:
Listen and point. 2 They point to the ir own nose,
mouth and eyes when they hear the words . Say:
Listen and do. 3 Stop after each verse and ask as
you tell them to repeat the words. Say: Listen
and repeat.

(A TPR song to say goodbye to Mickey)
• To end the class, play the Goodbye song (R-3)
and encourage the children to sing along .

Activity book (p. 2)
Colour and say

• The aim here is for the children to identify the
parts of Pinocchio's face and recogn ise the
numbers. They take out blue, orange and red

crayons and colour the circles as you dictate .
Say: One - orange. Two - blue. Three - red. Then
they colour the face using the key. Help them to
' read' the page, pointing and saying : Noseorange. Eyes - blue. Mouth - red. Finally, elicit the
parts of the face by saying the corresponding
colour. Say: Orange and they reply: Nose, etc.

My First English Adventure 2

23


ACE
LESSON 2
OBJECTIVES:

...----

To present the words ears and
hair. To reinforce the vocabulary
of the preceding lesson. To
develop fine motor skills. To
become aware of one's body.

/

I
\

,

\

TARGET LANGUAGE:

,

Ears, hair.

J

/'

I

REVISION:
Face, nose, mouth, eyes.
Colours.

RECEPTIVE LANGUAGE:
Look at your face!; Pinocchios
fairy godmother.

EXTRA MATERIAL:
The puppet. Flashcards of the
face, eyes, mouth, nose, ears,
hair. Blu-tack@ Crayons . Sheets
of paper (extra activity).

Trace aod colour.

EXTRA ACTIVITY
Hand out a sheet of paper to each child. Draw a circle on the board and add a pair of eyes. Say: Eyes. Ask the children to do the same
on their paper. Repeat the process for the rest of the face (mouth, nose, ears, hair) . The children do the same and then colour their
faces. When they finish, collect their drawings and display them in the classroom .

24

My First English Adventure 2