WonderlandWonderland A) Teacher’s Guide yx Scope and Sequence 2 ye Introduction 4 yx Lesson Notes 8 ye Resource Bank 113 © Gares 113 @ Quiz Answer Key 115 © Photocopiable Quizzes 116 © Photocopiable Progress Tests 128 @ Video Notes 136 © Photocopiable Video Worksheets 138 © End of Year Certificate 144Unit Language Topics Pupils’ Book Page The alphabet *& Numbers ‘ey 16 %& Colours h 7 Revision A-Z i233 18-19 (Colours, Numbers) %& What's your name? Introductions 20-24 & What's this? Classroom Language 22-23 @ it's a rhino! Ws a/an.. Isit.? Animals 24.29 It isn't .. @ That's apresent! — This/that, The Toys, Numbers 11-15 30-35 @ Vm Peter Pan! Tam (all persons) Nouns, Adjectives 36-41 Revision I Units 1, 2,3 42-43 @ This is my face These/those The face 44-49 Regular plurals @ Ive got six eyes T/you've got Numbers 16-20 50-55 Have I/you got ..? The head T/you haven't got .. @ She's got my hat! —_He/she's got ~ The body 56-61 Has he/she got ..? He/she hasn't got .. Irregular pluralsUnit Language Topics Pupils’ Book Page %& Revision 2 Units 4, 5, 6 62-63 @ My famity My, your, his, her, its The family 64-69 @ Where's the Genie? Where is/are ..? Rooms, Furniture 70-75 In, on, under @ [can do that! Tean Verbs, Animals 76-81 (all forms, all persons) te Revision 3 Units 7, 8,9 82-83 oO What's he wearing? I'm wearing (all persons) Clothes 84-89 Our, your, their T'm singing Verbs 90-95 (all forms, all persons) @ 1 ike pizza T/you Uke . Food 96-101 Do I/you like .. 2 T/you don’t like .. & Revision 4 Units 10, 11, 12 102-103, % =~ Halloween 104 *& Christmas 105 * = Easter 106 %& End of year play The pretty ugly princess 107-108 *& = Picture dictionary 109-112Wonderland is a new three-level English course which can be used with young leamers who are beginning to learn English. Wonderland uses a wide range of educational strategies and materials suitable for this age group, and takes the pupils themselves as the starting point: their learning styles, the wey they interact with each other, and their needs and interests. Wonderiand aims to motivate pupils as they leam through the Disney characters that they meet in each unit. Along with the Disney characters, pupils listen to stories, carry out activities, games, songs, chants, and above all enjoy learning English For the pupil Pupils’ Book The Junior A Pupils’ Book consists of: an introductory section, which covers the alphabet, greetings and basic classroom language; twelve presentation units and four revision units (with end of unit quizes and progress tests in this Teacher's Guide’; a picture dictionary; a bank of Festivals materials (Halloween, Christmas and Easter) which can be incorporated into the teaching programme as the events arise; and an end of year play. Songs and Stories CD The Songs and Stories CD which accompanies the Pupils’ Book contains all of the songs and stories from Wonderland. The pupils can take it home and listen to and learn the songs at their leisure. Activity Book The Activity Book follows the same structure as the Pupils’ Book and provides reinforcement and consolidation of the language developed in each unit with further activities in motivating formats. ¢D-ROM The CD-ROM can be used either in the classroom or at home. It includes interactive games and activities based on the key language in each unit of Wonderland. It also includes all of the songs and chants from Wonderfand, and some new songs which will help to reinforce the language that pupils have learnt. This provides extra listening practice or simply allows pupils to enjoy these recordings outside the classroom, For the teacher Teacher's Guide This Teacher's Guide offers lesson-by-lesson teaching notes alongside reduced-size Pupils’ Book pages for all lessons. Each lesson takes a step-by-step approach and includes ideas for extra activities (Extension Activities) and Teaching Tips. The Introduction includes information about the organisation of the material and the teaching methodology. Each unit also contains information about the Disney characters and a summary of the story. The Resource Bank at the back of this Teacher's Guide contains twelve Unit Quizzes, four Progress Tests, six Video Worksheets, games and an End of Year Certificate, Audio material The audio cassette and CD contain all of the stories, dialogues, pronunciation activities, songs and chants, from the course. Scripts for those recordings not in the Pupils’ Book can be found at the appropriate part of each unit in this Teacher's Guide. Video The Wonderland video contains six episodes. Each episode is based on a Disney film and is divided into three sections: 1) a studio presentation of a song or @ game; 2) clip from the film, specially scripted to match the level of the pupils; and 3) a clip of authentic material related to the theme of the episode. There are Video Worksheets at the back of this Teacher's Guide, which include teaching notes and photocopiable activities to use alongside the episodes. Flashcards A pack of 48 Flashcards represents the key vocabulary from Wonderland Junior A This Teacher's Guide explains how to use the Flashcards to present, practise and consolidate the language through a variety of games and activities. There are further suggestions for Flashcards and games at the back of this Teacher's Guide Objectives Wonderland focusses on the following key objectives: * to develop a positive attitude in young learners towards learning a foreign language by providing engaging topics which will motivate leainers to participate in language-learning activities.* to provide lenguage-learning activities in which the learners take an active role, where they have the chance to use the language alone, in pairs and in ‘groups. * to attend to the different ways in which pupils learn through a wide variety of activity types and materials. In this way, all pupils will find something to capture and maintain their interest, and will experience success in many, if not all types of activity, * to establish a solid linguistic base on which pupils can continue to build, and remain motivated as language leamers in future years of study. The language and skills content ‘All new language in Wonderland is presented through the Disney characters. The language presented includes the main grammatical and functional items. for pupils beginning to learn English, e.g. the alphabet, basic classroom language, exchanging personal information, identifying objects and people, ‘expressing possession, talking about abilities, talking about what is happening at the moment, and likes and dislikes. The language skills developed are focussed on the early stages of reading, writing, listening and speaking. Examples of this are: giving and asking for personal information, listening to and reading short passages for simple details, and writing simple sentences, building up to short texts. Organisation of the material Wonderland Junior A has an introductory section which focusses on the alphabet, the numbers one to ten, colours, personal information and classroom language. This is followed by twelve core units. Each Unit has a regular structure and comprises three lessons: *+ Lesson a presents the key vocabulary, introduces the language point, and practises the vocabulary. * Lesson b provides further language and vocabulary practice and develops listening, reading and speaking skils. * Lasson c provides a grammar summary, further language practice and a Fun Time page which focusses on reading, listening, songs and games. ‘+ There is a review section after every three units. + There is @ picture dictionary, materials for Festivals and an end of year play at the end of the book The lesson structure Each lesson has been designed for a duration of between 45 minutes and one hour and follows a basic pattern. This Teacher's Guide provides step-by- step teaching procedures for each lesson. A warm-up activity provides an introduction to the lesson, or revises previous lessons. Step-by-step guidance is provided on the exploitation of the activities in the Pupils’ Book, plus Teaching Tips with techniques or advice relevant to the lesson, and Extension Actvities, adding a degree of flexibility to be able to attend to the different rhythm and pace of any one class, Pupils at this age and level In racent years, we have become more aware of the differences which exist in the classroom, and that purils in any one class show considerable diversity different levels, different rates of progress, different ways of learning, different attitudes and motivation. Wonderland attends to these differences through the variety of activity types and the variety of materials included. Throughout the course, there is an underlying awareness that pupils have different talents, all of which need to be given the opportunity to flourish. This is taken into account in the choice of activities inclided. Further, many of these activities involve punils in tasks, games, songs and stories where the language itself is not overtly analysed, but which allow the language to emerge naturally, This provides pupils with @ secure framework within which they can make progress and feel confident. Furthermore, it is recognised that: * cupils at this age are inquisitive and receptive, are easily motivated and show an uninhibited attitude towards participating in classroom activities. * heir interests are focussed on the here and now, and they are able to concentrate for relatively short Feriods of time, * cupils at this age are quite dependent on the teacher and may not be confident enough to Farticipate autonomously unless given careful reparation and confidence-building by the teacher. * language learning is largely intuitive and not very analytical at this age, and it is important to recycle language from previous units. © in the classroom there is a need for activities vwihere learning takes place through physical movement, arts and crafts, games and puzzles. © upils may feel emotionally insecure in formal learning environments, and may not have very well developed social skills. * pupils are receptive to topics that are related to their immediate social sphere and are able to engage well with the world of fantasy and imagination.* their skills in reading and writing are developing in their first language and the four skills in the foreign language can be developed at a basic level. The teacher and the pupils In Wondertand, the pupils are encouraged to play as active a role as possible. They will therefore feel more important, their motivation and interest will increase, and their learning will be more meaningful (and thus more memorable). Developing an active role in the classroom also fosters a sense of responsibility and cooperation, promotes confidence in the pupil's own capacity to learn a foreign language, and teaches a number of skills and strategies necessary for more autonomous learning. The teaching notes provide guidance for achieving active pupil participation. In addition, the relationship between the teacher and the pupils is critical. Pupils are happy with a secure and predictable framework in lessons, and this is achieved by the set format of each unit. They are likely to make the best progress when they are praised and encouraged, and are made aware that errors are not, ‘bad’ but important in leariing. This can be achieved by sensitive language correction and a lot of positive reinforcement. Evaluation Evaluation is an integral part of the learning process, 2s it allows pupils to revise material previously taught and allows the teacher to plan remedial work. There are twelve end of unit Quizzes so that pupils can test themselves, possibly at home. The four Progress Tests are a more formal way of testing what has been leamt, and include a marking scheme, A photocopiable End of Year Certificate is provided at the back of this Teacher's Guide which can be used at a class awards ceremony, inspiring @ sense of achievement at finishing the course. Encourage pupils to praise themselves and others. The teaching methodology The ‘communicative approach’ is a methodology Which provides meaningful language presentation and practice for learners. It is based on the idea that English language is not an academic subject for study, but a way to communicate with real people in the world outside the classroom. This approach also recognises that pupils do not simply answer ‘questions put by the teacher, but also initiate conversational exchanges. The use of pairwork and group work in class provides ideal rehearsal opportunities for future exchanges outside the lesson Using the materials Working with the Disney presentation stories In line with communicative methodology, the Disney picture stories provide a meaningful context in which new language is introduced, * Look at the pictures first, and discuss and describe the story (the themes and characters, their names, ‘what they are doing, how they are feeling, etc), using L1 where necessary, with pupils. Ask pupils if they know the film, and what happens. * New words can be introduced most effectively through pictures. New vocabulary is recorded and can also be seen in the word box at the top of the page. While you are discussing the picture story you can introduce words and ask pupils to find them in the box or in the pictures. In this way, pupils are prepared for the listening activity. * The new grammar points are embedded in the story dialogue, but there is no need to analyse them at this point. Play the recording, and ask the pupils to follow the story in their books. They can also point at the words in the vocabulary box, or raise their hands when they hear them. ‘Ask the pupils to read the comprehension questions at the bottom of the page, and then play the recording again. Pupils can think about the answers as they listen * Ask the pupils to discuss in pairs what they think the answers are (play the recording again if necessary}, and then to circle or write their answers. Check the answers with the class. * Alter listening to the recording, repetition work is important to build confidence, and pronunciation can be worked on. Finally, acting out the dialogue in pairs or threes allows more repetition to take place with a fun element. Working with Lesson b pictures Most ‘Lesson b’ pages have a distinctive double-page illustration with activities. These pictures are rich and stimulating to pupils and an important key to motivation. It is vital 1o exploit the picture as much as possible before or after doing the activities, Suggestions are given in the teaching notes, or in Extension Activities, but you can always exploit the picture in any way you like. Some possibilities are’ * Questions to revise language points: Ask, How many / much ... are /is there? What colour is/are ... ? What is / are ... doing? What is/are wearing? What has / have ... got? and so on. You ‘can also ask pupils to write their own questions about the picture for their partner to answer in a pairwork activity.* Games: Memory Game Ask the pupils to look at the picture for a minute, and then to close their books. Ask them to say or to write down as many objects from the picture as they can remember. Kim's Game Study the picture as before, close the books, and you write all the characters, or animals fF objects on the board, but miss out one or two. The pupils must tell you what's missing Spy Say, e.g. / spy something beginning with M. Pupils look at the picture and make guesses, ¢.g ‘Man. I they're wrong, they try again until you can say Yes! This can also be played by pupils in pairs. Working with songs and chants ‘The songs and chants are a good way to practise listening, pronunciation and the stress and rhythm of English. It is important to look at or provide visuals to understand the context of the song or chant first. The song should first be played through while pupils listen. They can point at the pictures in the story illustration which they hear in the song. Then play the song a second time, line by line if necessary, encouraging pupils to repeat the lines and slowly build up to the pupils singing the song along with the recording. Many songs can be accompanied by actions which help to reinforce and memorise the language. After many of the songs there is a ‘Now ‘you sing’ section, where there is a karaoke version of the song for the pupils to sing along to, or they can make up their own words to the same music You may find it useful to make song posters to help the class memorise a song. Write the song lyrics on a large piece of paper and stick it on the wall. Pupils can decorate it with illustrations and use it as a prompt for singing the song. Pupils can also make their own song books. Working with games Games are a good way of practising the language in a natural way. The pupils will be focussed on the outcome of the game rather than analysing the grammar. This is also a good wey for you to observe the leamers using the language and to make decisions about remedial work. It is important to set up the game carefully first, by demonstrating exactly what to do with the class or a willing pupil. It is also important to be sensitive to the competitive nature of, games, and to recognise that not all pupils enjoy them. The best games are those which require the pupils to cooperate, There is a selection of games ‘which can be played in class at the back of this Teacher's Guide. Working with arts and crafts ‘Some activities ask the pupils to colour, or to make simple things. This is an excellent way of developing receptive skills (listening and reading), and allows learners with talent in this area to experience success. It is important to set up these activities carefully so that the pupils know exactly what they have to do. Projects At the end of each unit pupils will have the opportunity to carry out a project related to the theme of the unit, e.g. making masks, making animal posters, etc. Pupils can do this work in their own time if you don't have time to do it in class, but they can bring their work to class to show each other. You can make posters or displays of the pupils’ work and encourage them to talk in English about what they have produced, Working with the video material Each video episode focusses on language from the Pupils’ Book, recycled in new situations, Occasionally new words are introduced, with clear references to show their meaning, There are two presenters, Ted and Lucy, who use key language as they talk, sing and play together. Short clips from the Disney and Disney / Pixar films are used to illustrate language. There are three parts to each episode: Song Time, Film Time and Real Time. There is a Video Worksheet for each video episode which helps to consolidate the language. The Video Worksheets can be found on pages 138 to 143 of this Teacher's Guide. * Step 1: Watch the episode from start to finish. Ask the pupils if they know the Disney film, and elicit any words they remember hearing ‘+ Step 2: Watch the first part only, Song Time. Ask the pupils to follow the words and actions of the presenters. As they become more confident, they can join in with the words and the actions. Play this part as many times as needed * Step 3: Now watch the Film Time part. Elicit key words by asking the pupils who / what they saw. Watch again, pausing to ask questions for the pupils to answer. You can also watch without sound, pausing at key moments to ask questions related to the image. * Step 4: Pupils complete the Video Worksheet for the episode.The alphabet Key Structures Hil Im Vocabulary Focus The alphabet Pupils’ Book (pp. 4-5) Warm-up. To introduce pupils to the book, let them look through it and use Li to talk about the Disney films they «an see. Then talk about the first part of the book - the alphabet. (U1) Ask them to recite their own alphabet, then ask them to open their books to look at the English alphabet. Look at the picture and talk about what can be seen in the picture Introduce Pete and Ruby. Explain that Pete and Ruby wil be helping to teach them English, and that they will occur in every unit. Ask Pupils to repeat the names. Point to the picture of Pete and Ruby and wave your hand and say, bil 'm Pete! while pointing at Pete in the picture, Encourage pupils to repeat after you. Do the same with the picture of Ruby. Introduce yourself to the class in the same way. Then go around the class, asking pupils to introduce themselves, saying, Hi I'm Then get them to introduce themselves to each other. Show pupils the letters on the side Of the train, Say each letter clearly, then ask pupils to repeat. Point to letters at random and ask pupils to say them Do an alphabet chain round the class. The first pupil says a, then ‘everyone claps their hands. The second pupil says (clap). Continue in this way round the class, encouraging pupils to keep up a thythm. If a pupil forgets a letter, encourage the others to prompt them. Once pupils are confident, you can ask them to do this more quickly.Create a sense of excitement, set 2 positive atmosphere in the class ‘and encourage pupils to try to say as much as they can in English. At this stage, this may simply be repeating after you. Encourage ‘pupils to realy fook at the pictures in the Pupils’ Book, and to be inquisitive and interested in knowing the English words for things. * (L1) Look at the picture in the Pupils’ Book again, and talk about the animals in the train. Then, using Flashcards of the hippo, the lion and the zebra, say the animal names clearly in English and ask pupils to repeat them. Ask pupil if they can see these animals in the train, Is there a hippo in the train? (Yes.) Then get pupils to point to the animals in the train and to say ‘their names ‘+ Make a set of alphabet cards. Write each letter clearly on a piece of card and hand some or all of these out to pupils. Call out a letter of the alphabet. The pupil who has the corresponding card should stand up and show the card, and then say the letter. To extend this, call out a sequence of letters, e.g. k, p, 5, a, I. The pupils holding up these letters should come to the front of the class and stand in the correct order.The alphabet Vocabulary Focus apple, bag, cat, dog, egg Pupils’ Book (pp. 6-7) Warm-up * Encourage pupils to chant the alphabet as they did in the first lesson, Tell them that in this lesson they are going to focus on the letters a toe. @ Go Listen, point and say. + Ask pupils to look at the letters and to say them. Then point to the pictures and say the words, one by ‘one. Say the sound of the letter at the beginning of each word and ask pupils to repeat, and to point to the letter. * Play Recording 2, and ask pupils to repeat the letter, the sound of the letter and the word, in the pauses. ‘Ask pupils to point to Pete and Ruby while you say their names. Point to the apple that Pete is holding and ask, What's this? Encourage pupils to say apple. Do the same for the cat. RECORDING 2 Pete A... a... apple Ruby B... b... bag Pete C... C... cat Ruby D...d... dog Pete E... ©. egg Q write. #"Demonstrate the way to write each leter, by writing the letters very large on the board. As you form each letter, count the strokes (2 shown in the Pupis’ Book}. Do this demonstration three or four times for each letter. ‘Ask pupils to write the letters in the air. Monitor progress Ask pupils to write the letters in their books. Go around the class and help. Allow quite a lot of time for this and alow pupils to get the feel of their pen forming the letters 10 @ Wo Listen, poine and say. Aa apple Bb bag Cc *# Check answers by asking pupils to come to the board and to write each letter correctly. Teaching Tip Help pupils with the pronunciation of the letters, especially the vowels. Teach them the pronunciation of the name of the letter and the phonetic sound, e.g. a ~ Jet! and feel, €~ fil and fe Sanwa Introduce pairwork to pupi after doing Activity 1. Put pupils together and tell them they are all going to speak to each other to practise. Tell them to look at Activity 1, and demonstrate what they have to do. Pupil A chooses a picture, and points at it; Pupil B says, e.g, c, cat. Then they swap roles. Go around the class, listening, correcting pronunciation and helping.Sane a + Make a set of alphabet cards for the letters a to e. Hold up a card and ask pupils to tell you a word beginning with that letter (r, you can say a word beginning with a to e, and ask pupils to tell you which is the initial letter. ‘+ Play a team game. Divide the lass into two teams. You call out a letter from a to e and ask ‘a pupil from each team to come and write the letter on the board. The pupil who does this most quickly and accurately ‘wins a point for their team. * For homework, ask pupils to draw one of the new words that they have learnt. Ask them to bring in their drawings and make a class poster of the new ‘words to put on the classroom wall. Pupils can add to these words as they learn new ones. Activity Book (p. 2) 1 Write. © Check answers. Q match. @ Choose and write. {(L1) Look at the picture with the Look at the pictures and ask pupils class and talk about what pupils to name the objects. ‘can see. Ask them to name the ‘© Ask pupils to match the pictures things they can see in English, with the words, and to write the + Ask pupils to read the words missing letter. Show pupils that aloud. Show them how to do the they can look back at Activity 1 for activity by pointing out the help. example. Key: Dog Bag Egg Cat + Ask pupils to point to a word and a trace their fingers to the Se one ae corresponding picture. They can do this in pairs, discussing and checking with each other to build confidence. Then they can draw lines connecting the words and the pictures. * Check answers, 11The alphabet Vocabulary Focus fish, goat, hat, insect, jelly Pupils’ Book (pp. 8-9) ‘Warm-up + Ask pupils to tell you the letters ‘and words that they can remember learning in the previous lesson. Tell ‘them that they are going to focus ‘on letters f to in this lesson. © Fs Listen, point and say. ++ Ask pupils to look at the letters and to say them. Then point to the pictures and say the words, one by one. Say the sound of the letter at the beginning of each word and ask pupils to repeat, and to point at the letter. + Play Recording 3, and ask pupils to repeat the letter, the sound of the letter and the word, in the pauses. + Ask pupils to point to Pete and to Ruby while you say their names. Point to Pete's hat and say, What's this? Encourage pupils to say hat Do the same for the insect. RECORDING 3 Ruby F... f... fish Pete G...g... goat Ruby H...h... hat Pete 1... i. insect Ruby J... j... jelly O write. * Demonstrate the way to write each letter, by writing the letters very large on the board. As you form each letter, count the strokes (@s shown in the Pupils’ Book). Do this demonstration three or four times for each letter. * Ask pupils to write the letters in the air. Monitor progress. + Ask pupils to write the letters in their books. Go around the class and help, Allow quite a lot of time {or this and allow pupils to get the feel of their pen forming the letters, * Check answers by asking pupils to come to the board and to write each letter correctly 12 © Zo Listen, point and say. Fr = ® fish Gg %)" goat Hh Lid hat li gs insect The pronunciation of some of these letters is problematic for Greek pupils, but accept the Greek equivalents for g and j Pupils may get the names of these letters confused — /dsi:! and /ageu, With h try to get pupils to pronounce it more softly, a5 they will probably substitute the Greek /x/ sound: ask them to hold a piece of paper in front of their mouths and to puff air gently from their throats. The paper should move slightly but there should be no sound made. Then ask them to ‘add at to this, making the word hat. EuHe Mesias Play a dictation game. Say the names of letters to the class, and pupils should write down the letter they hear. They can then play this game together in is good practice for distinguishing g and j. For further challenge, include the letters from the first lesson too.