> Disney films
THE JUNGLE BOOK
This is the story of Mowgli, a human boy or ‘man-cub’ who
is raised in the jungle by wolves, under the loving care of
Akela and Rama, the chief wolf. There are, however, many
dangers in the jungle. The most fearful of all is Shere Khan,
the tiger who has promised to kill the boy. It is decided that
Mowgli should return to civilisation. Bagheera the black
panther agrees to accompany him on the journey out of the
jungle.
But Mowgli loves life in the jungle and doesn’t want to leave,
especially when he meets Baloo the big, friendly bear who
becomes a close friend. Mowgli also meets King Louie and
his tribe of apes. Both Baloo and Bagheera try to encourage
the boy to return to the ‘man-village’. However, Mowgli is
determined to stay in the jungle and runs away. When he is
alone in the jungle, he faces danger. He meets Kaa, the
enormous python who tries to hypnotise him, and Shere
Khan, who wants to kill him. Fortunately, Mowgli is rescued
by his friends and Shere Khan is defeated. At the end,
Mowgli meets a young girl from the village and is happy to
return to live with other humans.
LADY AND THE TRAMP II: SCAMP’S ADVENTURE
Lady and Tramp now live in a happy and loving home with
the Darling family in New England. They now have a family,
and as well as the three pretty girl puppies – Annette, Colette
and Danielle, the pair are also the proud parents of Scamp –
a mischievous boy puppy who enjoys running, digging and
rolling in mud. Scamp refuses the ‘house rules’ that the
other dogs abide by: he wants to run wild and free ‘like a real
dog’.
One day, Scamp sees the Junkyard Dogs gang escaping
from the Dogcatcher and he runs away from home to join
them. He follows the pretty stray puppy Angel through town
and she takes him to meet the rest of the gang. However, if
he is to be a true gang member, Scamp must pass certain
tests. Firstly, he has to go to face Reggie, a big bully Bull
Mastiff dog. Angel goes to help Scamp but she is caught by
the Dogcatcher. Fortunately, when Reggie attacks the
Dogcatcher’s van and is captured himself, Angel and Scamp
are able to escape.
Scamp’s second test is to steal a chicken from his very own
family as they picnic in the park. Tramp chases after his son
but Scamp returns to the Junkyard Dogs and decides to stay
with them. But Scamp learns his lesson when he is captured
and taken to the ‘dog pound’ and Buster selfishly turns his
back on him. Angel races off to the Darling home for help,
and she and Tramp race back to rescue Scamp from the dog
pound and Reggie. Scamp now realises where his true family
is and returns with Angel to the Darling home.
T65
THE SWORD IN THE STONE
In the churchyard of a cathedral in London is a sword,
magically embedded in a stone. The words on the sword
blade claim that whoever can pull the sword out of the stone
is the true King of England. Many men try but no one can
pull out the sword.
Eleven-year-old Arthur, better known as ‘Wart’, lives in the
castle of Sir Ector where he works as a servant and
apprentice squire. Even though he works hard, Wart still has
time to be taught by the kind wizard Merlin in a nearby dark
forest. There he encounters the evil Madam Mim who fights
a wizard duel with Merlin.
One day, at a tournament in London, Wart forgets his
master’s sword and runs back to get it. When he sees the
sword in the stone, he innocently pulls it and the sword
comes out easily. Wart has to prove to the other knights that
he was the person who achieved this feat, and he is
proclaimed King Arthur of England. Fortunately the nervous
new King Arthur has Merlin close by to guide him with his
wisdom and magic.
101 DALMATIANS
The adventure begins when Pongo the Dalmatian takes his
‘human pet’ Roger out for a walk in the park, where they
meet Perdita, the lady Dalmatian, and her human, Anita. Both
the humans and the dogs soon fall in love and a short time
later, Roger and Anita are married.
Perdita gives birth to fifteen Dalmatian puppies and life is
wonderful until an old school friend of Anita’s arrives. Cruella
de Vil is an evil and selfish woman who wants to buy the
puppies to turn them into fur coats. When Roger and Anita
refuse to sell them, Cruella hires two villains, Jasper and
Horace, to steal the puppies and keep them hidden in
Cruella’s old mansion, ‘Hell Hall’, along with eighty-four other
Dalmatian puppies.
Following coded messages relayed across the country by
barking dogs, Pongo and Perdita succeed in finding the old
house. They have particular help from three animals – a brave
cat called Sergeant Tibs, a horse called Captain and an old
English sheepdog called the Colonel. All ninety-nine puppies
are rescued and begin the long journey back to London,
closely pursued by Cruella and her two assistants. Luckily,
the villains crash their car on an icy road and the dogs make
it safely back home. Their humans, Roger and Anita, are so
happy to see the dogs that they decide to keep the
Dalmatians – all 101 of them!
> > > > > > > > > > > >
THE LITTLE MERMAID
Ariel is a beautiful young mermaid who loves to dream about
the human world above the surface of the ocean, despite the
warnings from her father, King Triton. In her fascination, Ariel
falls in love with a human, Prince Eric, and even saves his life
in a storm. Her father remains worried about his daughter
and sends Sebastian the crab to look after her, with her best
friend, Flounder.
Ariel is the youngest of six mermaid sisters and has the
most beautiful voice of all of them. It is her lovely voice that
Ariel exchanges for human legs, so that she can be with her
true love, Eric. But Ursula, the wicked sea witch, takes away
the mermaid’s voice as part of the spell and Ariel becomes
mute. Soon, Eric too is tricked by the witch and because Ariel
can no longer speak, she cannot warn him of the danger.
By the end of the story, Ariel and Eric manage to defeat the
evil Ursula and save King Triton’s undersea kingdom.
PETER PAN
In the home of Mr and Mrs Darling, upstairs in the nursery,
Wendy Darling tells bedtime stories to her younger brothers,
John and Michael, about her hero Peter Pan – a boy who can
fly and who never grows old. But Mr Darling decides that
this is Wendy’s last night in the nursery. It’s then that the real
Peter Pan arrives with his friend the fairy, Tinker Bell, and
offers to take Wendy and her brothers to Never Land – a
magical land where you never grow up to be adults.
In Never Land, Wendy and her brothers meet Peter’s band of
Lost Boys – a gang of young orphans who are devoted to
him. The children also meet Peter’s great enemy, Captain
Hook, a mean pirate who is always plotting against Peter. He
wants revenge because a long time ago Peter cut off his
hand and threw it to the Crocodile.
Hook and his clumsy assistant, Mr Smee, kidnap the Indian
Chief’s daughter, Tiger Lily, and later even Tinker Bell, Wendy
and the Lost Boys, in attempts to trap Peter. But Peter Pan
rescues Tiger Lily and Tinker Bell manages to escape in time
to save Peter from Hook’s time bomb. Peter then rescues
the children and defeats Captain Hook, who is left to be
eaten by the ever-hungry Crocodile!
Peter asks Wendy to stay and be a mother to the Lost Boys,
but she feels that she and her brothers should now leave
Never Land and return home. So Peter takes them back to
England and they sail home in Hook’s pirate ship.
BEAUTY AND THE BEAST
Belle is a beautiful, polite and clever girl who loves to read
and dream. Gaston is a vain but determined man who lives in
the same town and wants to marry Belle. She ignores him
and spends her time looking after her father, Maurice, an
eccentric inventor.
One day, her father is lost in the woods and comes across an
enchanted castle where all the servants have been magically
changed into household objects. He meets Lumiere the
French candelabra, Cogsworth the clock, Mrs Potts the
teapot and Chip, her teacup son.
Although the servants do their best to make Maurice
welcome, he is soon imprisoned in the dungeon by their
master, the Beast. He is a frightening and bad-tempered
creature who can only break the powerful magic spell he is
under if he can learn to love another and be loved in return.
Belle comes to rescue her father from the dungeon and
agrees to remain in the castle with the Beast if her father is
set free. The Beast feels that Belle could be the person to
break the spell he is under, but he has trouble controlling his
terrible temper. At the same time, Belle misses her father so
much that, in the end, the Beast reluctantly allows her to go
home.
When Belle returns to the town, Gaston decides to gather
together the townsfolk to attack the Beast in his castle. Belle
now realises that she loves the Beast and rushes back to the
castle to warn him of the danger. She arrives just in time: the
spell is broken and the Beast is turned back into a handsome
prince.
LILO AND STITCH
Lilo is a lonely little girl who has lived with her big sister Nani
ever since their parents died. She lives on the tropical island
of Hawaii and dreams of finding her own special friend.
Stitch is an alien – the result of a dangerous experiment by a
mad scientist named Jumba Jukiba, who calls his creation,
‘Experiment 626’. Stitch has been sent to earth, which is
now an environmentally protected planet. Lilo adopts Stitch
as a pet and thinks that he is a dog. In truth, this small,
six-legged creature was created to be an indestructible
fighting machine, programmed to destroy.
The alien hunters, Jumba and Pleakley, come to Earth to
recapture Stitch and take him to a distant asteroid prison. But
Stitch believes that as long as he can pretend to be Lilo’s
family pet he will not be caught. The problem is that Stitch
has no idea of how a pet should behave and he destroys
everything he finds! However, over time, he grows to love
Lilo since she gives him the one thing that he has never
known before: a family and the ability to care for someone
else.
T66
prev next
> Games
> GAMES WITH
PUPPETS
A puppet or soft toy can be useful for
teaching a language to young
children. Use the puppet exclusively
for English lessons. Put it away at
other times.
1. SAY AND ACT OUT
Hold the puppet and use it to ask
the pupils to say a word or act out
simple instructions: Say a colour. Say
an animal. Point to red. Stand up.
Turn around. Pick up a rubber, etc.
2. QUESTIONS
Use the puppet to ask the pupils
simple questions, such as: What’s
your name? What colour is it? What’s
your favourite toy? Have you got a
pencil, please? Do you like cheese?
3. CAN I HAVE IT, PLEASE?
Distribute one or two sets of
flashcards. Ask the pupils to say the
words as you hand them out. Then
use the puppet to ask: Can I have
the (kite), please? The pupils give the
corresponding flashcards back to the
puppet.
4. PASS THE PUPPET
If possible, ask the pupils to sit in a
circle. Play a song you want to
revise and ask the pupils to pass the
puppet around the circle as they
listen. Pause the song and ask the
pupil who is holding the puppet to
say a word or a line from the song.
Play the song again.
T67
> GAMES WITH
THE FLASHCARDS
1. CLAP HANDS
Go through a set of flashcards with
the pupils and encourage them to say
the words with you. Then show them
a flashcard without looking at it
yourself (hold it above your head so
that the pupils can see it but you
can’t). Say a word. If the word
corresponds to the picture on the
flashcard, the pupils clap their hands.
If not, they shake their heads.
Continue saying words from the
flashcard set until you guess the right
one.
2. FLASH FLASHCARDS
Show a flashcard very quickly and
ask: What is it? The aim of the game
is for the pupils to guess what the
flashcard is as quickly as possible.
Show it again, for longer if necessary,
until the pupils guess what it is.
3. STAND UP
Distribute a set of flashcards to a
group of pupils, e.g. toys. Call out the
flashcard words in random order and
ask the pupils to stand up when they
hear the word that corresponds to
their flashcard.
4. ODD ONE OUT
Stick five flashcards on the board,
four from one topic and one from
another. Ask the pupils: Which is the
odd one out? They identify the
flashcard that doesn’t belong in the
group as quickly as possible.
Confident pupils can take your role
and select the flashcards
themselves; the rest of the class
can identify the odd one out.
5. NUMBERS
Stick five flashcards on the board
and invite some pupils to the front
of the class. Ask them to write a
number under the flashcard you
name. Say, e.g. The (pencil) is
number (one). When each flashcard
has a number, get the class to
identify the flashcards, asking:
What’s number (three)?
6. MEMORY
Show the pupils a set of ten
flashcards and go through the
words as you do so. For each
flashcard ask: What is it? Elicit It’s a
(boat).Then play a memory game.
Stick the flashcards face down on
the board and write a number from
1–10 under each one. Divide the
class into two teams. Call out one
of the words, e.g. chicken, and ask
the first team to guess which
number it is. Turn the flashcard over.
If the card corresponds to the word,
the team wins two points. If not,
the second team can answer, and
receives one point if correct. The
teams take turns until all the cards
are turned over.
7. MIME
Play some music and pass a set of
flashcards around the class. Stop
the music and ask the pupils who
are holding the flashcards to stand
up. Ask them (L1) to mime an action
> > > > > > > > > > > >
that could be done with the picture
on the card (for example, if the
picture on the flashcard is a banana,
they mime peeling or eating a
banana). The rest of the class
guesses what the word is.
8. SEQUENCES
Choose four flashcards from the
same lexical set and stick them on
the board. Ask some volunteers to
look at them and say the words.
Now ask them to memorise the
flashcards in the order that they
appear on the board. Turn the
flashcards over and ask the pupils to
tell you the sequence of flashcards
from memory.
9. CATEGORIES
Using the flashcards, revise two
topics, e.g. colours and classroom
objects. Show the flashcards and go
through the words with the class.
Then divide the class in two groups
and ask each group to say as many
words as they can remember from
one topic. Give the teams one point
for each correct word. Give two
points if they say more complete
sentences, e.g. It’s a green pencil.
10. BOX GAME
Put a selection of flashcards in a
box. Call on individual pupils to
come to the front of the class, pick
out a flashcard from the box and
name it. Each pupil continues until
they come to a flashcard that they
can’t name. Count the total number
of flashcards named and give the
pupil a point for each. The winner is
the pupil who can name the highest
number of flashcards.
> CLASS GAMES
1. LABELS GAME
Give each pupil a label (or a piece of
paper) and ask them to draw an
element from a topic you want to
revise, e.g. food. Collect the labels (or
pieces of paper) and stick or fix one
on each pupil’s back. Pupils should
not see what is on their back. The
aim of the game is for pupils to
guess the word on their back by
asking, e.g. Is it (a banana)? Invite the
pupils to walk around and ask
questions or answer them.
2. CHINESE WHISPERS
Divide the class into two groups and
ask each group to stand in a row (the
first pupil in each row should be next
to the desk). Display two sets of
flashcards (one per group, e.g. food
and animals) on the desk. Choose a
different word for each group (e.g.
bread and cat) and whisper it to the
last pupils at the end of the row. Say:
Start! Then the pupils pass the word
along the row by whispering. The
first pupil in the row (standing next
to the desk) picks up the flashcard
corresponding to the whispered
word and shows it. The group gets a
point for every correct flashcard they
pick up.
3. BOARD GAME
Divide the class into two groups. Ask
them to choose a symbol Circle or
heart? Fix nine flashcards on the board
in three rows. Ask the first team to
name a card. If the word is correct,
trace a circle around the flashcard for
the ‘circle’ group. Now ask the second
team to name a card. If the word is
correct, trace a heart around the
flashcard for the ‘heart’ group. The aim
of the game is to obtain a row of three
symbols (three circles or three hearts)
in vertical, horizontal or diagonal
direction, like in the ‘noughts and
crosses’ game. The first team to get a
row is the winner.
4. FISH
Draw ten fish and a crab on a piece
of cardboard (alternatively ask a pupil
to do it). Cut them out and put them
into a cloth bag. Ask individual pupils
to pick out the fish and count them,
e.g. One, two, three, ... They stop
when they pick out the crab, say:
Crab, and go back to their seat. The
winner is the pupil who can count the
highest number of fish.
5. YELLOW BANANAS
Cut out pictures from magazines
relating to topics covered in Starter A
and place them in an envelope which
you have decorated with yellow
bananas. Ask the pupils to pass the
envelope as they listen to a song.
Stop the song and ask the pupil who
is holding the ‘yellow bananas’ to open
it as if peeling a banana and to take
out (without looking) one of the
pictures. Ask the child to name the
T68
prev next
> Games
picture. As the year goes on you may
like to encourage the pupils to
produce simple sentences, e.g. It’s a
cat. It’s a big cat. It’s a white cat.
6. BINGO
Make simple picture cards by dividing
an A4 sheet into eight squares and
drawing a vocabulary item in each
square. Photocopy as many sheets
as you need for the class and cut out
the cards. Ask the pupils to choose
four cards from their set and place
them face up on their desks. Call out
vocabulary items. If you call out a
card they have, the pupils have to
turn it face down. The pupil who first
turns down all their cards, says
Bingo! Check the cards by asking the
pupils to name their cards.
7. MEMORY
Divide the pupils into pairs. Use the
Bingo cards from 6 above.
Demonstrate the game with a pair of
pupils. Shuffle two sets of picture
cards (use one topic only at the
beginning) and place them face down
on the table. A child turns two cards
over and says the words, e.g. chicken
– apples. If the cards make a pair, the
pupil keeps the cards. If not, the
second pupil turns two cards over.
The winner is the pupil who collects
the most pairs of matching cards.
8. WHAT IS IT?
Use the Bingo cards from 6 above.
Organise the pupils into pairs. Each
pupil has a set of picture cards. The
first pupil looks at the first card in his
or her set without showing it and
T69
asks: What is it? The second pupil
has to guess (three attempts). If the
second pupil guesses the word they
win the card; otherwise it is placed at
the back of the set. The pupils
alternate. The winner is the pupil who
wins the highest number of cards.
9. TALKING LINE
Use the Bingo cards from 6 above.
Ask the pupil to choose four picture
cards. Divide the class in half and ask
them to sit facing each other in two
lines. They form pairs with the pupil
sitting opposite them. They alternate
showing each other the cards they
have chosen and naming the words.
After 1 or 2 minutes, clap your hands
and ask the pupils in one line to
move one place to the left. Continue
until all the pupils who have moved
have returned to their original places.
10. MIME
Play one of the stories from Lesson 5
of any unit. Ask for some volunteers
to mime the story as they listen to it.
Call on a new group of pupils, in
order to involve the whole class in
miming the story. Try not to use the
recording and ask the class to help
the miming group by reproducing the
sound effects or by telling the story.
11. TELL THE STORY
Play the story you want to revise.
Ask the pupils to look at the story in
their books. Then play the recording
again and stop at each scene. Ask
the pupils to tell you the line from
the following scene. Play the
recording to check. Ask a pair of
volunteers to tell the story by looking
at the pictures in their books.
> GAMES WITH
THE SONGS AND CHANTS
1. SING AND ACT
Walk among the class and give each
pupil a word to remember (the
words should be included in the
song or chant you want to revise).
Then play the song and ask pupils to
stand up, turn around and sit down
when they hear their word.
2. SING AND ORDER
Take the flashcards which are
named in the song you want to
revise. Ask a group of pupils to
come to the front of the class and
hand the flashcards over to them.
Ask the pupils to listen and arrange
themselves in the order that they
hear the flashcards mentioned.
3. SING NEW LINES
Invite pupils to add new lines to a
song or chant by changing one or
two words in a line or the chorus.
4. SHOW
Select a number of songs or chants.
Prepare simple costumes or scenic
elements with the pupils. Choose
simple actions to accompany the
songs and encourage the pupils to
prepare a performance for their
parents or other classes.
> > > > > > > > > > > >
> EXTRA IDEAS
FOR CROSS-CURRICULAR
ACTIVITIES
UNIT 1
Try making a hands and feet poster.
Ask pupils to work in pairs. Pupils
place their hands on a piece of paper
and their partners trace a line around
them. They do the same for feet then
they swap roles. Ask pupils to cut out
their handprints and footprints,
decorate them with colours and write
their names on them. Collect all the
hands and feet and glue them on a
poster to make a class display.
UNIT 2
Organise the class into groups and
invite them to make ‘families’ with
objects in the class: plastic bottles,
plastic glasses, pencils, rubbers,
bottle-tops, coloured pens. Invite
them to draw faces of their family
members’ faces on pieces of paper,
colour them, cut them out and stick
them onto their objects. Then invite
each group to introduce their
families to the class.
UNIT 3
You need pictures of classroom
objects from magazines (or you
could ask pupils to draw them). Glue
them onto pieces of cardboard and
cut the pictures into simple shapes
like a puzzle. Put the pieces of each
picture in an envelope. Distribute the
envelopes to the pupils and invite
them to reconstruct the object and
name it.
UNIT 4 different colours and shapes. Let the
Discuss some ways of organising prints dry and display them on the
animals into groups with the class: classroom walls.
animals divided by the numbers of
UNIT 8
legs, farm animals vs. home animals,
animals who eat meat, grass or Prepare a large piece of card. Give
seeds, scary/non scary animals. each child a small piece of paper and
Divide the students into groups. ask each pupil to draw, colour and
cut out an illustration of a word they
Each group chooses a category and
draws a diagram showing the animals have learned and that they love to
say in English. Ask them to prepare
in that group. Then they present their
work to the whole class. a ‘spring’ by gluing the end of a thin
strip of paper to their picture and
UNIT 5 folding it back and forth. Ask each
pupil to come to the front of the
Invite the pupils to bring shells,
sand, or whatever they may have class, say their word and fix their
picture onto the big card.
collected on a beach, to school.
Recreate a sea scene and complete
it by adding photos or pictures.
UNIT 6
Prepare a poster consisting of a bar
chart with pictures of toys along the
bottom and numbers at the side.
Ask each pupil: Have you got a
(kite)? If they have this toy at home,
let the pupils colour in a square on
the chart in the column
corresponding to the named toy.
Repeat for each toy. Add new
columns if the pupils want to add
some different toys.
UNIT 7
Divide the pupils into small groups.
Give each group some paper and
some fruit and vegetables (apples,
pears, carrots, potatoes,…) cut in
half to make ‘prints’. Ask the pupils
to dip the food in paint and print
decorative patterns on their paper.
Encourage them to combine
T70
prev next
> Posters > > > > > > > > > > > >

> The English Adventure Starter A posters consolidate vocabulary the children have
learnt in the Pupil’s Book in a new context. Each poster is designed to be used after
two units in the Pupil’s Book. The posters also offer an opportunity to extend the
TEN TEACHING TECHNIQUES FOR USING POSTERS IN THE CLASSROOM

1. PREDICTION 16. GUESS

pupils’ vocabulary in familiar topic areas. In order to create some expectation and excitement Tell pupils you are thinking of one item on the poster
before the pupils see the poster, tell them what the and ask them to guess what it is. For more advanced
With each poster, there is a worksheet which has a black and white version of the theme of the poster is before you stick it on the wall. pupils you could give them a description of the item,
same picture. This worksheet can be photocopied for each pupil. Ideas for using the Tell them that they’re going to see a poster about, e.g. e.g. It’s big. It’s got coconuts. What is it? (It’s a bear.)
toys, and ask them to think about what they would
worksheets are given below. expect to see on the poster, e.g. teddy bear, doll, ball, 17. THROUGH THE KEYHOLE
kite, etc. Then stick the poster on the wall and ask Take a large piece of paper and cut a small hole (about
pupils how many of the items they predicted are on the 5–7 cm in diameter) out of the middle of it. Place the
poster. paper over the poster in various positions and ask
children to identify what they can see through the hole.
2. ASK QUESTIONS
Point to items on the poster and ask What’s this? What 18. SING
colour is it? How many (bananas) can you see? Is it a Use a song or chant from the Pupil’s Book which
(doll)? etc. The pupils remain in their seats and give you relates to the vocabulary set in the poster. Play the
the answers. song or chant and call one or more pupils to the front
of the class near the poster. Ask the pupils to point to
3. TOUCH THE POSTER items as they hear them in the song.
Invite individual pupils to come up to the poster and
point to various items, e.g. Point to the (red flowers), 19. WORD LABELS
etc. You could divide the class into two teams to do this.
POSTER 1 POSTER 2 POSTER 3 POSTER 4 Ask a member of one team to come and point to an
Make some word labels by writing single words on
small pieces of paper or Post-It® notes. Say a word
item on the poster. If they do it correctly they win a and ask individual pupils to come up to the poster and
Units 1 and 2 Units 3 and 4 Units 5 and 6 Units 7 and 8 point for their team. If they do it incorrectly or are stick the word label next to the corresponding item.
unable to do it, the other team gets their chance to win Then encourage the whole class to read the word
Target language Family: Target language Target language Toys: Target language Food: a point. If they are able to, pupils can ask each other to aloud. This could also be done as a team game.
mum, dad, brother, Numbers one to ten. doll, kite, boat, train, chicken, bread, cheese, point to items in the poster.
sister. Body: head, Animals: rabbit, dog, bell, yo-yo, teddy bear. eggs, apples, pears, 10. PHOTOCOPIABLE ACTIVITIES
hands, body, feet, clap cat, horse, bird. The sea: shell, crab, oranges, bananas, milk, 4. MEMORY GAME Use the photocopiable worksheets to further
your hands, stamp your Big/small. Colours: blue, starfish, fish. Colours: cake. Sandcastle. Give pupils a time limit of, e.g. 30 seconds. Tell them to consolidate vocabulary. Children can colour these as
feet. Colours: red, red, green, yellow, purple, orange, pink, Colours: red, yellow, look closely at the poster and remember as much as they wish or follow the colouring of the original poster.
yellow, blue, green. black, white. brown. green, blue, black, possible about it. Then cover the poster up or take it off Circulate and ask them questions, e.g. What colour is
the wall and ask individual children to tell you as many the T-shirt? How many blue flowers are there? What’s
Numbers one to five. white, purple, pink, items as they can remember from the poster. You could this? Alternatively, do a colouring dictation, e.g. The
orange, brown. also ask them questions about the poster, e.g. Is the bird is yellow. The mouse is brown, etc. If you wish,
(ball) (big)? What colour is the (kite)? The children pupils can write word labels on the pictures as a record
answer from memory. You can play this as a team of what they have learnt. Pupils can then take these
game: give each team a time limit and see which team home to show their parents, or you can make a class
can remember the most items. display.

5. TRUE OR FALSE?
Point to various items on the poster and make true and
false sentences about them. For example, point to a
bear and say: It’s a zebra. The pupils say No. Substitute
various animal names until you say the correct one: It’s
a bear; and the pupils reply: Yes.

T71 T72

prev next
> POSTER 1 > POSTER 2

T73 Photocopiable © 2005 Disney Photocopiable © 2005 Disney T74

prev next
> POSTER 3 > POSTER 4 prev ne

T75 Photocopiable © 2005 Disney Photocopiable © 2005 Disney T76

prev next
> Evaluation > > > > > > > > > Evaluation
CLASS: ________________________________ UNIT: ______________ LESSON: _______________
ACTIVITIES:

OBJECTIVES:
Evaluation plays an integral part in the teaching and learning
>

process. It can provide important information not only on

the performance of the children but also on teaching
methods and materials. The evaluation material included in
PUPIL’S NAME COMMENTS
English Adventure has been designed to analyse pupils’
progress, with the aim of reinforcing the positive aspects 1
and identifying areas for improvement. For Formative 2
evaluation, it is advisable that both the pupils’ work and
3
the classroom activities (methodological features, materials
used, etc.) are monitored systematically and on a regular 4
basis. A photocopiable evaluation chart to record classroom 5
activities can be found on page T78.
6
To carry out a Summative evaluation, photocopiable 7
Evaluation sheets which correspond to each teaching unit
8
have been included. As traditional style tests can give rise
to anxiety, the English Adventure tests consist of activity 9
types with which the pupils are already familiar. The children 10
can be involved in correcting the Evaluation sheet to make
11
them aware of their progress in learning. A photocopiable
record sheet for the results can be found on page T79. 12

13
Self-evaluation: At the end of each Lesson 6, ask the
14
children to stick a Donald Duck sticker on the final page of
the unit. Explain that they have reached the end of another 15
unit and congratulate them on what they have learnt about 16
that particular topic in English. At the end of the school year
17
hand out copies of the Donald Duck certificate (see page
T98) for the children to take home to their parents. 18
19
To carry out an oral evaluation, you may wish to bring
small groups of children to the front of the class and 20
evaluate their oral skills by using the flashcards for the unit 21
and asking simple questions.
22

23
24

25

T77 T78

prev next
> Evaluation > > > > > > > > > > > >
INSTRUCTIONS FOR THE EVALUATION SHEETS

1 Evaluation Sheet 2 Evaluation Sheet

UNIT UNIT
EVALUATION SHEET
PUPIL’S NAME 1 2 3 4 5 6 7 8
1

3 1 Listen and colour 1 Listen and circle

Tell the pupils to listen to your instructions and to Tell the pupils to circle the family members they
4
colour the picture accordingly. hear you say. Say each sentence twice.
5 Colour the head blue. Number one. Circle mum.
6 Colour the body yellow. Number two. Circle grandad.
Colour the hands red. Number three. Circle sister.
7 Colour the feet green. Number four. Circle dad.
4 marks
8 6 marks
9
10

11 2 Point and say 2 Listen and find

12 Tell the pupils to point to the parts of the boy’s Tell the pupils to draw lines from the numbers to
body that are linked to boxes, and name them. the family members.
13 They should tick or colour the square for each part
Number one. Find dad.
14 they can name. Listen to pupils individually if you
Number two. Find sister.
have time.
Number three. Find mum.
15
4 marks Number four. Find brother.
16 Number five. Find granny.
Number six. Find grandad.
17 6 marks
18
19

20
21

22

23
24

25

MARKING CRITERIA: 1 – 3 = Still developing 4 – 6 = Progressing well 7 – 10 = Excellent

T79 English Adventure Starter A

T80

prev next
> Evaluation > > > > > > > > > > > >
INSTRUCTIONS FOR THE EVALUATION SHEETS

3 Evaluation Sheet 4 Evaluation Sheet 5 Evaluation Sheet 6 Evaluation Sheet

UNIT UNIT UNIT UNIT

1 Listen and circle
Tell the pupils to listen to your instructions and
circle the corresponding pictures.
Number one. Circle the small table.
Number two. Circle the big chair.
Number three. Circle the big pencil.
Number four. Circle the small rubber.
Number five. Circle the big pencil case.
Number six. Circle the small book.
6 marks
1 Listen and circle 1 Listen and circle 1 Listen and match
Tell the pupils to listen to your instructions and Tell the pupils to listen to your instructions and Tell the children to listen to your instructions and to
circle the corresponding number of animals. circle the corresponding picture. draw a line to match the girl with the toys.
Number one. Circle seven cats. Number one. Circle the crab. I’ve got a doll.
Number two. Circle nine birds. Number two. Circle the starfish. I’ve got a train.
Number three. Circle six rabbits. Number three. Circle the fish. I’ve got a ball.
Number four. Circle eight dogs. Number four. Circle the starfish. I’ve got a boat.
Number five. Circle five horses. Number five. Circle the shell. I’ve got a yo-yo.
Number six. Circle the happy starfish. I’ve got a kite.
5 marks
6 marks 6 marks

2 Listen and draw 2 Point and say 2 Listen and colour 2 Listen and colour
Tell the pupils to draw the items you describe. Tell the pupils to point to the animals and name them. Tell the children to colour the pictures as you Tell the children to colour the pictures as you
They should tick or colour the square for each animal describe. describe.
Number one. Draw two pencils.
they can name. Listen to the pupils individually if you
Number two. Draw three rubbers. Colour the shell pink. Colour the ball red.
have time.
Number three. Draw four books. Colour the starfish orange. Colour the car pink.
Number four. Draw one chair. 5 marks Colour the fish purple. Colour the boat blue.
Colour the crab brown. Colour the teddy bear brown.
4 marks
4 marks 4 marks

T81 T82

prev next
> Evaluation
INSTRUCTIONS FOR THE EVALUATION SHEETS

7 Evaluation Sheet 8 Evaluation Sheet

UNIT UNIT

1 Listen and draw 1 Listen and circle

Point to the happy face and the sad face. Tell the Tell the pupils to listen to your instructions and to
children that they are going to listen to the find and circle the different items in the picture.
sentences and complete the face accordingly.
Circle the banana.
I like bread. Circle the big shell.
I don’t like bananas. Circle the cat.
I don’t like eggs. Circle the pencil case.
I like chicken. Circle the crab.
I like apples. Circle the pear.
I like cake.
3 marks
I don’t like pears
7 marks 2 Listen and colour
Tell the pupils to listen to your instructions and
2 Point and say colour the different items in the picture
Tell pupils to point to the silhouettes of the food accordingly.
items and name them. They should tick or colour
Colour the ball pink.
the square for each food item they can name.
Colour the bag blue.
Listen to pupils individually, if you have time.
Colour the book orange.
3 marks Colour the apple red.
Colour the starfish green.
Colour the boat yellow.
3 marks

3 Circle
Tell the children to look at the different series of
pictures and to circle the odd one out.
4 marks

T83

prev next
prev next
prev next
 T90

prev next
prev next
prev next
prev next
prev next
ISBN-10: 1405832991

prev