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Teacher’s Book

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AR
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Mady Musiol
Magaly Villarroel © Disney
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Pearson Education Limited

Edinburgh Gate
Harlow
Essex CM20 2JE
England

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and Associated Companies throughout the world.
www.english-adventure.net

© Pearson Education Limited 2005

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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,
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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
Second impression 2007
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ISBN: 978-0-582-79361-3

Set in VAG Rounded Bold 12pt

Printed in China
Cover illustration by Fernando Guell
Cover colour work by Ulkutay & Ulkutay
Cover layout: Confusión
Stories by Nilsa Pereyra
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Teacher’s Book

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Mady Musiol
Magaly Villarroel © Disney
00 EAKGA - Introduction global 21/10/04
> Components
My First English Adventure is an
English course that covers the early
learning stages of Pre-school
education. The three levels Starter, 1,
and 2 offer small children a first
contact with the language. As their
degree of development was taken
into account when writing the
material, each of the three levels can
be used as a starting point. The
children come into contact with the
new language hand in hand with the
delightful Disney characters. Together,
they participate in games and
activities, sing songs, recite chants,
listen to stories based on these same
characters and most of all, they have
fun while learning English.
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Mady Musiol • Magaly
Villarroel
4 My First English Adventure 1
11:50 am Page 4
PUPIL’S BOOK
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The Pupil’s Book consists of six core units, three
consolidation units (Playtime) and three Festivals
units (Christmas, Easter, Birthday). Each unit is
based on different characters and includes a
wide range of colourful activities used to
present and practise the new vocabulary: TPR
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(Total Physical Response), activities to develop
the gross and fine motor skills and hand-eye
coordination, use of different materials and
stickers, etc.
18 Listen, point and chant.
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Pupil’s Book
25
Trace and match.
STICKERS
Stickers are useful tools that help develop the children’s
comprehension, observation and fine motor skills. The two sticker
' Disney
pages include pictures representing some key words of the units, as
well as the Mickey Mouse stickers, used upon completing each unit.
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> > > > > > > > > > > > > > for the child

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Activity
Book

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Mady M
usiol • M
agaly Villarroel ' Dis ney

ACTIVITY BOOK (OPTIONAL)

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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, problem-
solving activities (puzzles) and the interpretation of different codes. Use of the
Activity Book is optional but highly recommended.
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SONG CD (OPTIONAL)
The songs CD, which is also
available in cassette form,
contains all the songs and Songs &
Chants
CD CARDS
chants from My First English ' Disney
The full-colour pushout cards represent the key vocabulary of the core
Adventure 1 for the children to units. Children play different games with them at the end of each unit
enjoy in the classroom and at and in the Playtime consolidation units in order to reinforce what they
home. have learned.

My First English Adventure 1 5

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> Components

UNIT
2 M Y H O US E
LESSON 1

N –STEP
OBJECTIVES: He llo Mi
and find ck ey !
To meet Snow White (A TPR song to gre
’ house
out about the dwarfs et the chil
dren with
To revise • Start the flashcards
through a chant. class wit the puppet acc
Mickey, poin ording to your
colours. To develo
p motor skills song (R-2 h the pup .) instruction MY HO US
activities. chorus and
). Encour pet
age the chil and the Welcom living roo t to the hou
se. Mickey s. Say: E 2
through TPR e m.
wave to dren to join when Mic Encourage the chil , point to when the
Mickey. dren to say the

STEP–BY
• Leave in the key y hear the
: wrong, the does the correc 2 The chil word. Say
TARGET LANGUAGE
the puppet t acti : Yes! dre : Listen and
participate sitting on
his box so Leave the
y say: No!
Do this sev on. If he is when the n mime the action point.
House, living room. in the clas puppet sitti y hear the of
s. he can participate ng on his
eral times. 3 Stop afte chorus. Say sweeping
Teacher’s Book REVISION: Rin g ga
in the clas
s.
box so he
can
r :
repeat the each verse and enc Listen and do.
, green, yes,
me • Presen
t the cha
words. Say our
: Listen and age them to
Red, blue, yellow (An activity your boo nt using repeat.
the CD/cas
to revise
colours.) focus on
k. Encour
age sette and Fla sh ca rd
no. • Take the
chil
the scene. the children to liste
Say: Let’s n and (A game
ga me
UAGE: classroom dren to the play to
RECEPTIVE LANG
8 listen!
. Ask the are The living roo lesson voc practise yes /no
clean the repeat the m to stan a in the m, the abulary.) and consoli
Snow White; Let’s chant unt d in a circ
le and
Let’s clea
n the livin living room date the
sit on the il the ring • Take out

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living room. floor wit is complet [Chorus] g room! the
down. h them wh e.
ile you say Then, as the colo flashcards from

<
Swish, swi ur flashca the lesson
EXTRA MATERIAL:
: Let’s sit sh, swish! children as well
• Place
the English
Swish, swi one by one rds. Show them
ards of the sh, swish! living roo and elicit to the
The puppet. Flashc Point to ma Swish, swi m, red, yell
room. Mickey and t in the centre of sh, swish! flashcards ow, blue
the words
:
house and living the childre ask: Who’s the circle. Let’s clea
n the livin and show , green. Shu House,
four colours. n to reply: this? Enc looking at one to the ffle the
Flashcards of the and iden
tify them Mickey! ourage The livin
g room! it. Ask: Hou class wit
, blue and Point to reply Yes se? hou

<
g room,
Blu-tack . Red, yellow t
® one by one the colours Encour
children the ! or
, one per child. to repeat
. . Encour
age the
Let’s clea
n the livin living room words unt No! If the answe age them to
green cards • Next, [Chorus] g room! il you gue r is no, say
Activity Book cards and ss more
The English mat. give each
child Swish, swi play again. correctly. Then shu
out each
page 6. card, elic a colour card. As Swish, swi
sh, swish! ffle the
it you
Yellow? etc the
. When all colour by asking:
give sh, swish! Go od by
Swish, swi e Mi ck

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ask them
me red.
to follow
the childre
your inst n have a
Red?
card, Let’s clea
sh, swish!
(A TPR son ey !
The ructions. n the livin g to say
and repeat children with red Say: Sho g room! goodbye
cards hold w The livin • To end to Mickey
: .)
Listen, point and
chant. remaining Red! Do the sam g room, the class,
e with the them up Let’s clea the play the
10 colours. The n the livin living room and encour
age the chil Goodbye
change card n
s with the ask the children [Chorus] g room! dren to sing song (R-3)

<
activity. ir neighbo to along.
ur and rep Swish, swi
Ac tiv ity
.
eat the Swish, swi
sh, swish!
Bo ok (p. 6)
strating the actions Ch sh, swish! Match
book with the whole
class while demon
the instructions to an t (p. 10 Swish, swi
sh, swish!
EXTR A ACTIV ITY book / close your ! Vary the pace of ) Let’s clea • The pur
> tions stand up / sit
down / open your
book, please! Close
your book, please (A chant
to presen • Ask the
n the livin
g room!
pose
identify the of this page is for

<
Revise the instruc please! Open your t house
and living help item on the childre
up, please! Sit down, • Ask the room.) Open you ers to hand out the a crayon
they trac
the right
(house). n to
Then say: Stand children
to go bac r book, plea books. Say White mu e over the Then wit
into a game. them the and show se! while : path that h
make the activity flashcard k to their
seats. the childre you do the them say
st take to
reach the Snow
Stick the of the hou Explain the
se and say Show n page 10 action House. house. The
Mady Musiol • Ma ' Disney flas
the flashca hcard on the boa : House! to the dw
scene in
L1: Snow
in your boo
k. n help
galy Villarroel rd of the rd. Then
pre arfs’ hou
se and she White has just got

<
board nex living roo
t to the hou m and stic sent mess in
the is surpris
Adventure 1 living roo se. Say: k it on the Snow Wh living room. Poin ed at the
36 My First English m! Loo ite! Point t to her and
encourage Point to the flashca k! House ... the childre to the roo say:
the childre rds again n to say: m
• Pick up n to say and children Living roo and encourage
the words to repeat m. Encour
the puppet . the word age the
and ask • Play the a few tim
him to poin cha es.
t to the following nt twice more and
activities do one
follow in each tim of the
their boo e:
ks and poin 1 The children
t to the livin
g room

TEACHER’S BOOK
The Teacher’s Book gives step-by-
step teaching instructions for each
core unit in My First English
Adventure 1 as well as for the
Playtime and Festivals units.
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LESSON 1
PL AY TI M E
> > > > > > > >
> > > > >

Point to the big ball.

ST (GEPPETTO): That’s your big ball,

this is my small ball. It’s green.
Point to the small ball.

ST (GEPPETTO): Oh! Here’s the big

Point to the big ball.
ball.
Pinocchio poster

> SONG
I can play
The small drum.
Pom, pom, pom.
I can play,
I can play
The small drum.
My First
English
Adventur
e1
37

Progress sheet
2 M Y HO US E
[
Pom, pom, pom, pom, pom, pom.

]
ST (PINOCCHIO): Where’s the train?
OBJECTIVES: Small drum!
ST (GEPPETTO): Look, here’s the
UNIT red Pom, pom, pom!
To consolidate the train! Choo! Choo!
vocabulary of Small drum!
units 0 and 1. To Move Geppetto to the train.
develop motor Pom, pom, pom!
Point and colour.
skills through games x2
and a TPR Small drum,

Day to day planning: The song. To develop

observation
and fine motor skills.
oral comprehens
To develop
ST (PINOCCHIO): Here’s the blue train.
Blue train, choo, choo! Look out!
Ouch!
Pom, pom, pom!
I can play the small drum.
ion. I can play
introduction includes information TARGET LANGUAGE
REVISION:
/
Put Pinocchio and the blue train
together and move them around the
room, until they bump into Geppetto.
The big drum.
Boom, boom, boom.
Red, yellow, blue, > PINOCCHIO Point to the big teddy bear and the I can play,

on the organisation of class

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green, mum, parts I can play
dad, baby, family, of the body. ST (PINOCCHIO): Ouch! Ouch!
stand up, sit (recording 31) The big drum.
down. Boom, boom, boom, boom, boom,
ST (GEPPETTO): That’s your big teddy ST (GEPPETTO): Sorry! Kiss, kiss.

[
material, teaching methodology ST: Now listen to a story. Geppetto boom!

]
RECEPTIVE LANG bear, this is my small teddy bear.
UAGE: and Pinocchio are playing. ST (PINOCCHIO): Listen! Pom, po-pom.
Look at me. Look at his arms, look at his legs, Big drum!

Limited, 2004
Put Pinocchio in the centre of the My small drum.
room, look at his head. Boom, boom, boom!
near the teddy bear on the floor. Put Put Pinocchio and Geppetto together
and suggestions on how to work EXTRA MATERIAL:
The puppet. Flashc
ards of the
Geppetto near the teddy bear on the
shelf. Put the drum and the ball near
Point to the small teddy bear and
parts of the body.
the with the small drum.
Big drum!
Boom, boom, boom!
Big drum,
x2
family. Colour flashca Figaro and the train in the centre of ST (GEPPETTO): Listen, boom, boo-
rds. Blu-
with young children. Also included

Pearson Education
tack®. The English the Boom, boom, boom!
room. ST: Pinocchio is playing with a boom. My big drum!
mat. ball. I can play the big drum.
It’s a big ball. Point to the big drum.
ST (PINOCCHIO): ook at my big teddy Point to the big ball.

is additional information on the bear. Look at his arms, look at his

legs, look at his head. ST (PINOCCHIO): Look at my ball.
big ball. It’s red!
It’s a
ST (PINOCCHIO): Let’s sing!

ST = Storyteller

Photocopiable ©
Disney characters and their
respective films. Suggestions for My First English Adventure 1 •
Resource Bank
139
16
games, material for assessing Circle and say.

progress, teaching notes and > EXTR A ACTIV ITY

Play Who is it? with

photocopiable activities for use Ask a child to take

Is it dad? Is it red?
different flashcard,
the whole class.

etc. They reply yes

Put the flashcards
a flashcard and stick for the lesson on
it on the board. Turn
or no until you guess
your table: Mum,
around so that you dad, baby, family,
don’t see the flashca red, yellow, blue,
and play again. the correct word. rd. Then, ask the green.

with the posters and videos, all 50 My First English

Adventure 1
Ask another child
to come up to the
children: Is it baby?
board and pick a

appear at the back of the house, living room,

bedroom, bathroo
m.
155
the following rooms: 1 • Resource Bank
ises the house and Adventure
Teacher’s Book. • Identifies and recogn

• Shows interest
in learning English
.
My First English

in the proposed tasks.

• Participates actively

6 My First English Adventure 1

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> > > > > > > > > > > > > for the teacher

STORY POSTERS

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The story posters provide important visual
Class CD support for the storytelling activities. They
focus the children’s attention and help
create a magic atmosphere at story time.
aly Villarr
oel
The Teacher’s Book includes teaching
iol • Mag

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Mady Mus
notes and photocopiable activities to
complement the posters.

AUDIO MATERIAL
The audio CD, which is also available in
cassette form, includes all the stories, songs
and chants (as well as the instrumental
versions).

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VIDEO
The My First English Adventure 1 Video, which is also available in DVD, contains four
FLASHCARDS
Video
episodes. Each episode is based on a Disney film or character belonging to this level
The 32 full-colour flashcards represent the and is divided into two parts: (1) a studio presentation featuring a game or a song; (2) a
key vocabulary of the whole course. In the clip of the Disney film with its own script written specifically for pedagogical purposes.
teaching notes, their use is clearly outlined The Teacher’s Book includes teaching notes and photocopiable activities to complement
for presentation, practice and consolidation the video.
activities as well as for different games.

My First English Adventure 1 7

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> Introduction

OBJECTIVES STRUCTURE OF THE MATERIAL

MY FIRST ENGLISH ADVENTURE 1 centres on the
following objectives:
• To provide a motivating context in which learning English
becomes a stimulating and enjoyable experience for
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My First English Adventure 1 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 (Hello!) and the three Festivals units.
> THE UNIT

children, thus meeting one of the principal aims of this
level, namely fostering a positive attitude towards the
new language.
• Because affectivity plays a fundamental role in the
acquisition of the new language, to involve the children
emotionally through the use of characters, materials and
activities and music that are both attractive and
appropriate for their age.
• To stimulate the development of the children’s social skills
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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 play a 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 unit song.
• Listen to the new language in context through dialogues spoken by native children.

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by presenting experiences that reflect situations that they
are familiar with and that will encourage them to
participate and play actively with their classmates. This in
turn will contribute to their individual development and
help them integrate into the group.
• To provide a global and significant learning experience in
• Do personalisation activities that will allow them to relate the new language to their
own familiar world and experience.
• Consolidate the vocabulary of the unit and do the self-evaluation activity with the

>
Mickey Mouse sticker.

THE LESSON
which the acquisition of the new language becomes an
integral part of the overall process rather than solely an Each lesson is divided into five or six steps and lasts approximately thirty minutes.
end product. In order to achieve this, the children’s Because routines help the children feel more secure, lessons always begin with the
psychological characteristics have been taken into ‘Hello’ routine and end with the ‘Goodbye’ routine. The different steps provide natural
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account. Favourite activities, games and motor exercises changes in the dynamics of the class, an important point when taking into account the
are valuable educational tools which contribute to the children’s limited attention span.
growth of their communicative skills and physical and
There is an extra activity at the end of each lesson in order to allow for greater flexibility
social development.
when dealing with the learning rhythm of different groups and the organisation of each
• To stimulate the use of non-linguistic resources to show school’s scheduled English classes.
understanding and make oneself understood, for
example, physical responses, artwork, miming and acting
out, etc.
• To lay the foundations for future language acquisition
through the use of natural language teaching.

8 My First English Adventure 1

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> > > >
METHODOLOGY
In order to teach the new language in a
natural way, My First English
Adventure 1 emphasises the global
approach.
The aim of the course is to stimulate the
children’s mental, psychological and
social growth while keeping in mind the
learning characteristics of 4-year olds
and their implications in the
development of the lessons.
The starting point for each unit is the
fantasy world and the role 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 teaching
procedures that are appropriate for the
children’s level. By means of these
procedures, both the language and the
activities are recycled throughout the
ARMost are TPR games (Total Physical
school year.
> SONGS AND CHANTS
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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
Along with the songs, chants and
stories, games constitute a natural
means of expression for the child.
Games are particularly important, as
children everywhere play them. In this
way, they interact with their playmates,
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have fun and use language in a natural
and uninhibited way.
The games that appear in My First
English Adventure 1 are motivating,
non-competitive activities that help to
create a pleasant atmosphere in class.
They also help the children improve their
cognitive and social skills and contribute
to the development of oral
comprehension and communication.
Response). This is one of the most
frequently used procedures at this level,
since it allows the children to show that
they understand by means of physical
responses, without the need to use
language. This in turn creates a relaxed
atmosphere in the classroom, as all the
children can participate in the proposed
games. Moreover, these games help to
develop gross motor skills.
> POSTER STORIES
The new language in My First English
Adventure 1 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 children’s involvement.
> > > > > the method
Stories offer the children an authentic acting out the song or story for their
communicative context which they are classmates. At the end of each
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already familiar with in their own performance, encourage the ‘audience’
language, and which they find deeply to clap and say: Very good!
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. EVALUATION AND ASSESSMENT
Stories:
The teacher’s guide contains a section
– Develop oral comprehension. on assessment consisting of a brief
– Exercise the imagination. theoretical introduction and
photocopiable material.
– Help focus attention.
Evaluation is an integral part of the
– Provide repetition. Children love
learning process and it is most succesful
listening to stories over and over
when done through the systematic
again, thus consolidating the
observation of pupils during the course.
language.
Storytelling activities require preparation.
Make sure that you are familiar with the
storyline and audio material. The children
will need to arrange themselves 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.
> DRAMATISATION
In My First English Adventure 1, 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 1 9
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> Introduction
WORKING WITH SMALL CHILDREN
Small children need to learn at their own pace and they
should be encouraged to apply their own learning strategies.
They should listen to as much spoken English as possible,
although they will naturally tend to use their own language.
Remember that they understand a good deal more than
they speak.
Small children need affection and security to learn and to
acquire a positive attitude towards the learning process. As
teachers, we can promote these aims in the following ways
by:
• Guiding them in the activities (and keeping in
mind that they are the protagonists).
• Helping them with the worksheets.
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• Providing consistently positive feedback.
• Respecting their growing process.
• Respecting their need for periods of silence.
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10 My First English Adventure 1
SUGGESTIONS
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2. Suggested routine to greet and say
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> 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 1, 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.
1. Order in the room
Children should learn to keep their
3. Making a ring
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 following 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;
putting up and taking down the
children’s drawings, and so on.
goodbye to the children
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.
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.
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> > > > > > > > > > > working in the classroom
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.
> 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
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advantage of the moment and do
physical activities with them. If they
are tired, a quiet activity is in order.
Keep in mind that the younger the
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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
   
work (thus enhancing its value),
and other corners for specific
activities.
> COORDINATION WITH
THE CLASS TEACHER
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There are different ways of coordinating
the work with the class teacher in order
to foster learning, and it is especially
important to follow a coherent
programme. You should find out and
keep in mind the following points:
– Classroom organisation.
– Routines used in class.
– 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:
– Inform him/her of the topics you are
going to present and work with.
– Plan activities with him/her for
special moments of the school year.
– 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.
> 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
parents, we further support their
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children’s progress.
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) Allowing the child to take home some
of his/her work to show the family.
> 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:
– Store them in appropriate, clearly
labelled containers.
– Use small, safe, easily handled
containers for the children.
– 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
quietly among themselves, either at
their tables or seated in the play
area.
> 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 1 11
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> Introduction

allergies before you use it and avoid they will become familiar with the Let’s be (a fish).

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using any foods that could contain sounds and patterns of the new Look at the (rabbit).
nuts or gluten. Do not let the children language, and this will help them Put the (big drum) on red.
either eat the foods, or touch them improve their general level of Catch the ball.
without your express permission. comprehension. Play with me.
Keep foods other than fruits in their Below is the list of expressions used in Find a (rabbit).

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packaging. For this reason we suggest My First English Adventure 1 that the
using plastic replicas or photos. children will recognise and assimilate at • Games
Systematic use of realia in their own pace: Let’s play Bingo!
class will ensure that the children • Greetings Put your cards on the table, please.
have more fun and learn more. Shuffle the cards, please.
Hello! Count! One, two, three!
It will also foster cooperation, group
Goodbye! Turn one card over.
work and solidarity. You can either ask
the children to bring the objects from
home or ask the class teacher • Instructions
• Communication
to help them prepare what you Open your book, please!
Who’s this?
need. Listen and point.
Like me!
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
AR Listen and repeat.
Touch (mum)!
Let’s chant!
Stand up!
Sit down!
Point to (red)!
This is my (family).
Very good.
Please!
This is my (doll’s house).
My (head).
There’s the (apple)!
norms of acceptable classroom Follow me. What’s this? It’s a (butterfly).
behaviour to them from the very Let’s make a ring. Look, a (train) for me!
beginning in order to avoid accidents. Let’s sit down. This is (red).
Look at me!
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Let’s listen to the song.
> LANGUAGE IN THE CLASSROOM Look and listen!
From the very beginning, the children Show me (dad).
should listen to as much spoken English Touch your (arms)!
as possible. My First English Shake your arms!
Adventure 1 presents clear and short Point to his / her head.
sentences and there is a great deal of Mickey, touch your (legs).
repetition throughout the course to help Jump with me / up and down.
them assimilate this new input little by Turn with me / around.
little. The gradual introduction of new Hop with me / up and down.
expressions enriches this language. The Look at (my mum)!
children won’t immediately understand Mickey, point to the (banana).
everything being said, but with time Give me the (apple).

12 My First English Adventure 1

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NOTES

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> Scope and sequence

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UNIT PRODUCTIVE VOCABULARY RECEPTIVE RECEPTIVE
LANGUAGE LANGUAGE LANGUAGE: TPR*

Hello! Hello. Mickey, red, blue, green, yellow Say hello to me. Say goodbye to Follow me. Let’s make a ring. Let’s

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I’m + name. me. This is Mickey. Abracadabra. listen. Listen and point. Point to
Goodbye. (red). Show me (red).

mum, dad, baby, family, sister, Bambi. Look! Mum ... dad ... baby.
1 My family brother, yes, no This is a family. My (dad) and me.
My brother, my sister and me. Very
good!
Open your book, please. Listen and
repeat. Touch (mum). Stand up. Sit
down. Look at me. Let’s sing.
Look and listen. Put your cards on
the table. Turn one card over.

house, living room, bedroom, Snow White. This is a (bedroom). Point to the (living room). Stand up.
2 My house The bedroom is (yellow). (This is)
my bedroom. bathroom Sit down with me. Oh, please, Sit down. Show me the (house).
stand up and dance with me. This

AR Playtime 1: Revision of units 1 and 2

is my doll’s house. Here’s the
bed/the bath/the sofa.

3 My body My head/legs/arms. head, arms, legs, body Pinocchio. Geppetto. Look at his Touch your (head). Shake your
(head). He’s beautiful! His head, (arms). Point to his (head).
arms and legs. His body. Shuffle the cards, please.
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4 Food One, two, three (biscuits). apple, banana, milk, biscuit, one,
two, three
Winnie the Pooh. Tigger. Piglet.
For you. For me. Look at my
Listen and do. Give me the
(apple). Jump up and down. Turn
mum. She’s got one banana and around. Hop up and down.
milk. Look at me. I’ve got two
apples and milk. Look at my dad.
He’s got three biscuits!

Playtime 2: Revision of units 3 and 4

14 My First English Adventure 1

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UNIT PRODUCTIVE VOCABULARY RECEPTIVE RECEPTIVE
LANGUAGE LANGUAGE LANGUAGE: TPR*

5 Animals One, two, three, four butterflies. fish, butterfly, bird, rabbit, four What’s this? Look at this! Let’s be a (butterfly). Put the

SO
My rabbit. It’s a (fish). Red Rover, let the (rabbit) on (red).
(rabbits) come over. I can (jump) up
and down. Round and round.
Look at the bird. A yellow bird. A
(red) fish. A blue and green
butterfly.

A big teddy bear, a small teddy ball, train, drum,teddy bear, big, A (train) for me. I can play the (big) Move your (arms). Circle the
6 My toys bear ... My teddy small drum. Who’s this? Don’t cry. Here’s (drum). Give me the (big) (ball).
bear/train/ball/drum. your teddy bear. Play with your Put the (big) (drum) on (red).
teddy bear! Dad! Play with me!
Catch the ball!

AR Playtime 3: Revision of units 5 and 6

Christmas Happy Christmas! Christmas tree, ball We wish you a happy Christmas
Happy New Year! and a happy New Year.

An Easter egg! Where are they? Open your eyes

Easter Easter egg
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and look around!

Happy birthday. A surprise for you.

Birthday Cake, present, surprise
It’s my birthday today.
Thank you.

*TPR = Total Physical Response

My First English Adventure 1 15

00 EAKGA - Introduction global 27/10/04 7:37 am Page 16

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> > TEACHING NOTES

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1
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UNIDAD
1 HELLO!
LESSON 1
OBJECTIVES:

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To meet Mickey Mouse through
a song. To learn some simple
greetings in English. To
recognise the colours red and
blue through a chant. To develop

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motor skills through TPR
activities.

TARGET LANGUAGE:
Mickey, hello, goodbye, I’m
(Mickey).

RECEPTIVE LANGUAGE:
Blue, red.

MATERIAL:
The Mickey Mouse puppet (to
make the puppet see pages 128
and 160). A box. A soft ball.
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PE

2 Listen and point.

18 My First English Adventure 1

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HELLO!

STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Put the Mickey puppet inside a box without the
children seeing you. Place the box on your table
(This box will be Mickey’s box). In L1, tell the
children that they are going to meet a good friend
them the soft ball and say: Hello, I’m (Maria). Roll
the ball towards one child and encourage him or
her to reply: Hello, I’m (Ken) while rolling the ball
back to you. Repeat this until all the children have
had a chance to say their name.
Chant (p. 2)
blue! Repeat the activity several times. Finally,
ask the helpers to collect the books.
Goodbye Mickey!
(A TPR song to say goodbye to Mickey.)
• To end the class, pick up the puppet and say:

of yours. Slip your hand inside the box and take
the puppet out very slowly while you say: Hello,
Mickey! Have him reply: Hello, (your name)!
• Invite the children to listen to the puppet. Play or
sing the following song while Mickey waves
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Goodbye Mickey! Encourage the children to
(A chant to present red and blue.)
repeat. Play the Goodbye song and encourage
• Take the children back to their seats. Point to them to wave goodbye to Mickey.
Mickey on his box and say: This is Mickey! Ask
3 Goodbye, goodbye!
the children to say: Hello Mickey!
Say goodbye

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hello. • Ask the helpers to hand out the books. Open Goodbye, goodbye!
your book at page 2 and focus the children’s Say goodbye to me!
2 Hello, hello
I’m Mickey attention on the scene. Point to Mickey and ask [Chorus]
Hello, hello them what is happening in L1. Explain that Goodbye,
Say hello to me! Mickey is a wizard and that he is making the Goodbye,
brooms dance. Point to the buckets and say: Goodbye, goodbye Mickey!
<

[Chorus]
Hello, Look, this is red. This is blue. Goodbye, goodbye Mickey!
Hello, • Present the chant using the CD/cassette and the • Put the puppet back in the box and ‘wave’
Hello, Mickey! book. Encourage the children to listen and look at goodbye to the children. Encourage them to
Hello, hello, hello! the colours while you point in your book. Say: wave back and reply: Goodbye!
<

Let’s listen to Mickey.

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• 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.
4 Abracadabra!
Red, red, red!
Red, red, red!
<

Abracadabra!
• Leave the puppet ‘sitting’ on his box so he can
Blue, blue, blue!
participate in the class.
Blue, blue, blue!
Abracadabra!
Ring game Red, red, red!
<

(An activity to practise Hello, I’m ... ). Red, red, red!

Abracadabra!
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• Take the children to the play area in the Blue, blue, blue!
classroom. Take one child by the hand and ask Blue, blue, blue!
the rest to form a line behind you and join hands Abracadabra! Abracadabra!
<

as you lead them to the play area while reciting

• Play the chant twice more and do one of the
the following chant:
following activities each time: 1 Ask the children
Follow me, follow me. to point to the colours in their books. Say: Listen
Let’s make a ring. and point. 2 They cast the spell with Mickey by
<

waving their hands when they hear:

• Ask them to stand in a circle. Repeat the chant Abracadabra!
until the ring is complete. Then, sit on the floor
with them while you say: Let’s sit down. Show • Ask the children to point to the buckets according
to your instructions. Say: Point to red! Point to

My First English Adventure 1 19

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HELLO!
LESSON 2
OBJECTIVES:

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To revise simple greetings in
English. To learn two new
colours: yellow and green. To
develop fine motor skills by
solving a maze. To develop pre-

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reading and pre-writing skills.

TARGET LANGUAGE:
Blue, red, green, yellow.

REVISION:
Hello, goodbye, Mickey.

RECEPTIVE LANGUAGE:
Crayon; This is (red).

EXTRA MATERIAL:
The Mickey Mouse puppet. Four
balloons or crushed paper balls
(red, yellow, blue and green).
Red, yellow, blue and green
crayons.
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PE

Draw and colour. 3

20 My First English Adventure 1

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STEP–BY–STEP 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.
Ring game
(An activity to present and practise colours.)
• Take the children to the play area in the
classroom following the procedure outlined in
Lesson 1. As you lead them to the play area,
recite the following chant:
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. Then,
sit on the floor with them while you say: Let’s sit
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down. Show them the red balloon and elicit its
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colour by asking: Red? Blue? Encourage them to
reply: Red! Do the same with the blue balloon.
• Show them the yellow balloon and say: Yellow!
This is yellow! Encourage them to repeat. Do the
<
same with the green balloon.
• Show the four balloons at random and encourage
the children to identify the colours. Next, throw
them to different children and elicit their colour
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by asking: Red? Blue? etc. Repeat the activity
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until all the children have had a turn.
Draw and colour (p. 3)
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Step one:
(A TPR activity to practise colours.)
• Ask the children to go back to their seats. Make
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sure there is a box of crayons on each table. Pick
up a red crayon and show it to the class. Say:
Red! Invite the children to do the same. Repeat
the activity with the remaining colours.
HELLO!
• Ask the children to hold up the crayons according • Put the puppet back in the box and wave
to your instructions. Say: Show me red. Show goodbye to the children. Encourage them to
me yellow, etc. Demonstrate the activity so that wave back and reply: Goodbye.
everyone knows what to do.
• In L1, ask the children to decide which is their
favourite colour of the four. They pick up the
corresponding crayon and hold it up when you
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name the colour.
Step two:
(A pre-writing activity to consolidate colours.)
• Ask the helpers to hand out the books. Open
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your book at page 3 and point to the red crayon.
Point to the beginning of the first path and follow
it with your finger right up to the bucket. Say:
Red! Encourage the children to do the same in
their books. Next, ask them to pick up their red
crayons, follow the path to the bucket, and finish
colouring it in.
• Do the same with the remaining three colours.
Go round the classroom in order to help
individual children with the task. Point to the
buckets and ask: Red? Blue?
• Show them the completed page so they can
check their work.
Step three:
(A pre-reading activity to identify colours.)
• As a round-up activity, ask the children to ‘read’
the maze horizontally. Demonstrate the activity by
pointing to the red crayon, path and broom in your
book and saying: Red – red – red. Encourage the
children to do the same in their books. Do the
same with the three remaining colours. Finally, ask
the helpers to collect the books.
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 the Goodbye song (R-3) and
encourage them to wave goodbye to Mickey.
My First English Adventure 1 21
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UNIT
1 MY FAMILY
LESSON 1
OBJECTIVES:

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To meet Bambi, his mum and
his dad through a chant. To
revise simple greetings in
English. To revise colours. To
develop motor skills through TPR

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activities.

TARGET LANGUAGE:
Baby, mum, dad.

REVISION:
Hello, goodbye, red, blue,
yellow, green.

EXTRA MATERIAL:
The puppet. A soft ball. The
English mat (to make the mat
see pages 128 and 160).
Flashcards of baby, mum, dad.
Blu-tack®.
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4 Listen, point and chant.

> EXTRA ACTIVITY

Revise the instructions open your book / close your book with the whole class while doing the actions. Then say: Open your book,
please! Close your book, please! Vary the order and the pace of the instructions to make the activity into a game.

22 My First English Adventure 1

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STEP–BY–STEP 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.
Ring game
(An activity to revise greetings and present the
English mat.)
• 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 with them while
you say: Let’s sit down. Pick up the soft ball and
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roll it towards a child while you say: Hello
(Marisa)! In L1, explain that they have to pick up
the ball, roll it towards another child and say
hello. Repeat the activity until all the children
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have had a turn.
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• Place the English mat in the centre of the circle.
Point to Mickey and ask: Who’s this? Encourage
the children to reply: Mickey! Point to the colours
and identify them one by one. Encourage the
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children to repeat. Next, ask pairs of children to
touch the colours according to your instructions.
Say: (María, Ken, touch red ... touch green! etc.)
Repeat the activity with different pairs of
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children.
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Chant (p. 4)
(A chant to introduce mum, dad, baby.)
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• Ask the children to go back to their seats. Show
them the flashcard of the baby and say: Baby!
Stick the flashcard on the board. Then, present
dad and mum with the corresponding flashcards.
Stick them on the board above the baby, point to
<
the three flashcards and say: Look! Mum ... dad
... baby!
MY FAMILY 1
• Point to the flashcards again in the same order Flashcard game
and encourage the children to say the words.
(A memory game to consolidate the lesson
• Present the chant using the CD/cassette and vocabulary.)
your book. Encourage the children to listen and
• Play the following game with the whole class.
focus on the scene. Say: Let’s listen!
Point to the flashcards and say: Mum, dad, baby.
5 Hello, hello, Encourage the children to repeat the words
Hello, Mum!
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several times.
Hello, hello,
Hello, Mum! • Turn the baby flashcard over and point to the
Hello, hello,
three flashcards again. Ask the children to say
the words one by one: Mum ... dad ... baby (as
Hello, baby!
Hello, hello, you point to the back of the baby flashcard).
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Hello, baby! • Repeat the game a few more times, turning over
Hello, hello, a different flashcard each time.
Hello, Dad!
Hello, hello,
Hello, Dad! Goodbye Mickey!
(A TPR song to say goodbye to Mickey.)
Hello, hello,
Hello, baby! • To end the class, play the Goodbye song (R-3)
Hello, hello, and encourage the children to sing along.
Hello, baby!
Hello, hello, hello!
Hello, hello, hello!
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 4 in your book.
Explain the scene in L1: Bambi is in the forest
with his mum and dad. Point to each character in
turn and say: Mum, dad, baby! Encourage the
children to repeat.
• Play the chant twice more and do one of the
following activities each time: 1 The children
follow in their books and point to each character
as it is named. Say: Listen and point. 2 Stop after
each verse and encourage them to repeat the
words. Say: Listen and repeat.
My First English Adventure 1 23
          

1 MY FAMILY
LESSON 2
OBJECTIVES:

N
To introduce the concept of
family. To reinforce the
vocabulary from lesson 1. To
develop fine motor skills.

TARGET LANGUAGE:

SO
Family.

REVISION:
Mum, dad, baby, hello, goodbye,
red, blue, yellow, green.

RECEPTIVE LANGUAGE:
This is a family.

EXTRA MATERIAL:
The puppet. Flashcards of dad,
mum, baby, family. Blu-tack®.
Crayons.
AR
PE

Colour and say. 5

> EXTRA ACTIVITY

Play Who is it? with the whole class. Put the four flashcards from the lesson on your table: mum, dad, baby, family. Ask a child to take
one flashcard and stick it on the board. Turn around so that you can’t see the flashcard. Then ask the children: Is it baby? Is it dad? etc.
They reply yes or no until you guess the correct word. Ask another child to come up to the board and pick a different flashcard, and play
again.

24 My First English Adventure 1

          

MY FAMILY 1

STEP–BY–STEP 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
• Draw a circle around the family with your finger
and say: Look! Mum, dad, baby ... this is a
family! Encourage the children to repeat.
• Show the children page 5 in your book. Point to
the mum and trace the outline of the frame with
your finger as you say: Yellow. Repeat: Mum ...
yellow! Do the same with dad (red) and baby

N
participate in the class. (blue). Explain to the children that they are going
to colour the frames. Make sure there is a box of
crayons on each table. Say the colours and ask
Flashcard game the children to take out the corresponding
(A game to practise mum, dad, baby, and present crayons.
the concept of family.)

SO
• Go round the classroom while the children are
• Stick the flashcards of mum, dad and baby on working in order to provide any necessary help.
the board while saying the words. Invite the When they finish, show them the completed
children to say hello to each character as you page, draw a circle around the family with your
point to them: Hello (mum)! Repeat the activity a finger and say: Look! Mum, dad, baby ... this is a
couple of times with the whole class. family! Encourage them to repeat.
<

• Ask a child to come up to the board and ask him
/ her to follow your instructions. Say: Touch baby!
and do the action. Encourage the child to do the
same. Then say: Touch mum! and allow the child
<
• Finally, ask the children to point to the characters
as you name them. When you say: Family! they
trace a circle around all three with their finger.
Vary the pace of the instructions to make the

AR
do the action by himself or herself.
• Repeat the activity with different children, varying
the pace of the instructions.
activity into a game.

Goodbye Mickey!
(A TPR song to say goodbye to Mickey.)
<

• Remove the flashcards from the board and pin

up the one of the family. Point to the characters • To end the class, play the Goodbye song (R-3)
and say: Dad ... mum ... baby. Draw a circle and encourage the children to sing along.
around the family with your finger and say: This
is a family! Encourage the children to repeat the
<

word: Family.
PE
Colour and say (p. 5)
(An activity to develop fine motor skills and
<

consolidate the concept of family.)

• Ask the helpers to hand out the books. Show the
children your book open at page 4, point to the
characters and elicit the words: Mum, dad, baby.
<

Play the chant from Lesson 1 (R-5) and

encourage the children to point to the characters
and say hello. Say: Let’s chant.

My First English Adventure 1 25

          

1 MY FAMILY
LESSON 3
OBJECTIVES:

N
To learn some action vocabulary.
To develop observation skills. To
sing the unit song. To develop
motor skills through TPR
activities using the song.

SO
TARGET LANGUAGE:
Stand up, sit down.

REVISION:
Mum, dad, baby, family, red,
blue, yellow, green.

RECEPTIVE LANGUAGE:
Look at me; like me.

EXTRA MATERIAL:
The puppet. Crayons. Sheets of
paper (extra activity). Activity
Book page 2.
AR
PE

6 Look and find. Sing and do.

> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw Bambi and his friend, Thumper. When they finish, collect their
drawings and display them in the classroom.

26 My First English Adventure 1

          
STEP–BY–STEP 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.
Preparation for the song
(A TPR game to present and practise Stand up /
Sit down.)
• Still holding the puppet, give him instructions.
Say: Mickey, sit down! Mickey sits down. Then
say: Stand up! Mickey stands up. Do this several
times.
<
• Next, have Mickey give you instructions. Imitating
his voice, say: (Alicia), sit down! Do the action.
Do the same with: Stand up! and repeat both
actions several times.
<
• Now invite the children to follow Mickey’s
AR
instructions and do the actions.
• In L1, tell them that they are going to play a
game. Teach them the magic word: Please and
<
explain that it is important to be polite and say
please when asking for things. In order to play
the game, they will do the actions only if Mickey
says please. Demonstrate the game with the
puppet. Say: Stand up! to Mickey. He doesn’t
<
move. Repeat: Stand up, please. Mickey
performs the action.
PE
• Play the game with the whole class, giving your
instructions slowly until the children recognize
<
them easily, then increase the pace. Leave
Mickey sitting on his box so he can participate in
the class.
Pre-listening activities (p. 6)
<
(Activities to revise colours and develop observation
skills.)
• Ask the helpers to hand out the books. Say:
MY FAMILY 1
Open your book, please! while you do the action Song performance
and show the children page 6 in your book. In L1,
(An opportunity for the children to act out the
tell the children that they are going to play a
song.)
game. Explain that they have to look at the page
and touch something red, blue, green or yellow • Say: Look at me! while pointing to your eyes to
according to your instructions. Demonstrate the explain look and to yourself to explain at me.
game first. Say: Touch red! and touch the red
• Play the song again and encourage the children
N
flowers. Then play with the whole class.
to mime the actions with you.
• In L1, ask the children to look at the page
carefully in order to find Bambi’s dad. Give them
a few moments to look at the illustration and
Goodbye Mickey!
confirm their answer by drawing a circle around (A TPR song to say goodbye to Mickey.)
SO
the dad with your finger. The children then circle • To end the class, play the Goodbye song (R-3)
the character with a crayon. and encourage the children to sing along.
Sing and do (p. 6) Activity Book (p. 2)
(A song to practise Stand up / Sit down.) Match
• In L1, establish what is happening in the scene: • The purpose of this page is for the children to
Bambi’s mum and his friend Thumper are identify baby, mum and dad. Then with a crayon
teaching Bambi to stand up and sit down. they trace the path from Bambi to his mum and
Present the song using the CD/cassette and your to his dad. Finally help them ‘read’ the page by
pointing and saying: Baby – mum – dad.
book. Encourage the children to listen and focus
on the actions as you point to them. Say: Let’s
listen to the song!
6 [Chorus]
Look at me!
Look at me!
Look at me!
Stand up, stand up like me!
Sit down, sit down like me!
[Chorus]
Look at me!
Look at me!
Look at me!
Stand up, stand up like me!
Sit down, sit down like me!
[Chorus]
Look at me!
Look at me!
Look at me!
My First English Adventure 1 27
          

1 MY FAMILY
LESSON 4
OBJECTIVES:

N
To sing the unit song. To
reinforce the concept of family.
To revise the family vocabulary.
To develop observation and fine
motor skills.

SO
TARGET LANGUAGE/
REVISION:
Stand up, sit down, mum, dad,
baby, family, red, blue, yellow,
green.

RECEPTIVE LANGUAGE:
Look at me; like me.

EXTRA MATERIAL:
The puppet. Flashcards of the
four colours. Blu-tack®. Stickers
for the unit. The English mat.
Flashcards of mum, dad, baby,
family. Activity Book page 3.
AR
NOTE:
Ask the children to bring a photo
of their family to the next class.
PE

Stickandsay. 7

> EXTRA ACTIVITY

Stick the flashcards for the unit on the board and play Touch with the whole class. Ask pairs of children to come to the board and give
them instructions. Say: Touch baby. Touch dad, etc. Repeat the activity until all the children have had a turn.

28 My First English Adventure 1

          
STEP–BY–STEP 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.
Song performance
(A TPR activity to revise the unit song.)
• Play the CD/cassette from lesson 3 (R-6) and
encourage the children to perform the actions
and join in the chorus. Say: Let’s sing!
Flashcard game
<
(A game to consolidate the colours.)
• Show the colour flashcards one by one and elicit
the colours. Ask one child to choose a flashcard
and name the colour. Help him or her stick it on a
<
wall. Distribute the remaining three flashcards
AR
around the room in the same way.
• Say: Stand up, please! The children stand next to
their table. Say: Point to (red)! They point to the
<
red flashcard. Vary the pace of the instructions to
make the game more fun. For example, if you
say the instructions slowly, the children also
move slowly, and vice-versa.
<
Stick and say (p. 7)
PE
(An activity to complete two families.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
<
and show the children page 7 in your book.
Explain the scene in L1: we can see Bambi’s
mum and dad, and Thumper’s mum and dad. Ask
them who is missing in order to complete the
<
families (the children). Explain that they are going
to complete each family with the appropriate
sticker.
MY FAMILY 1
• Show the children the sticker page. Remove the
sticker of Bambi and ask them to do the same.
Go back to page 7 and stick Bambi in the frame
with his mum and dad. Follow the same
procedure with Thumper.
• When the children finish, point to each family in
your book and say: Mum, dad, baby ... a family!
N
The children do the same.
Ring game
(An activity to consolidate the vocabulary.)
SO
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
Place the flashcards of mum, dad, baby, family
on the mat, one in each coloured square. While
you do this, say for example: Mum – red. Baby –
blue. Dad – green. Family –yellow. Tell the
children that you are going to name a member of
the family: they will name the colour the
corresponding flashcard is on. Say: Mum! and
encourage them to say: Red! Do the same with
the remaining flashcards.
• Collect the flashcards and shuffle them. Place
them on different areas of the mat and play
again.
Goodbye Mickey!
(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. 3)
Circle
• The purpose of this page is to identify two
families. The children take out red and blue
crayons, circle the cat family red and the dog
family blue, and then ‘read’ the page. Pointing to
each cat in turn, help them say: Baby, mum, dad.
Pointing to each dog in turn, help them to say:
Mum, dad, baby.
My First English Adventure 1 29
          

1 MY FAMILY
LESSON 5
OBJECTIVES:

N
To present real-life families. To
talk about one’s family to the
rest of the class. To extend the
family vocabulary. To develop
motor skills through TPR

SO
activities.

TARGET LANGUAGE:
Brother, sister.

REVISION:
Mum, dad, baby, family, stand up,
sit down, look at me. Colours.

RECEPTIVE LANGUAGE:
This is my family.

EXTRA MATERIAL:
The puppet. A photo of a family
to present brother and sister. A
photo of your own family. The
children’s photos of their families
(collect them before beginning
AR
the class). Other photos of
families or pictures of families
from magazines. The English
mat. Modelling clay and a large
PE
piece of card (extra activity).
Activity Book page 4.

8 Listen and point.

> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of the character they like best in the unit. (It could be Bambi, Thumper
or a member of their own family.) When they finish, help them to identify their character and to put it on the piece of card. Display all
their figures in the classroom.

30 My First English Adventure 1

          
STEP–BY–STEP 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.
Touch game
(A TPR game to consolidate colours.)
• Play Touch red with the whole class. In L1,
explain to the children that you are going to say a
colour and they have to touch something in that
same colour. Say: Stand up, please! Ask them to
move in slow motion. Say: Touch red! and
demonstrate the action. Do the same with the
<
rest of the colours. Repeat the game several
times.
Pre-listening activity
<
AR
(An activity to present real families.)
• Teach the words brother and sister with the help
of a photo. Point to each member in turn and
identify them. Say: Look! This is a family! Mum
<
... dad ... brother ... sister! Point to the photo
again and repeat, emphasising the new words.
• Show the children the photo of your own family.
Say: This is my family! My dad ... my mum ...
<
and me! etc.
PE
• Go round the room showing your photo and
repeating the information.
<
Listen and point (p. 8)
(An activity to identify family members.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
<
and show the children page 8 in your book. Point
to the little girl in the photo and tell the children
that she is going to talk about her family. Use the
CD/cassette and your book to present the
MY FAMILY 1
listening. Say: Look and listen! Point to the Activity Book (p. 4)
different people in the photos.
Trace
7 Girl: • The purpose of this page is for the children to
My dad and me. Yes, my dad and me. identify mum, dad and baby. Then, they trace
My mum and me. Mum and me. over the baby to complete the picture. Help them
My brother, my sister and me. My brother, ‘read’ the page by pointing to each member in
my sister and me. turn. They say: Mum – dad – baby – family.
N
[Repeat]
• Play the CD/cassette again and ask the children
to point to the photos that correspond to what
they hear. Say: Listen and point!
SO
• Finally, say one line from the song and ask the
children to identify the corresponding photo by
calling out the colour of the frame. For example,
say: My mum and me. Mum and me. The
children call out: Blue! Repeat the activity several
times.
Ring game
(A personalization activity to consolidate the
vocabulary of the lesson.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Put the
English mat in the centre of the ring and
encourage them to identify the colours.
• Show the children one of the photos they have
brought to class and encourage the child it
belongs to say: My family! Give the child the
photo and help him or her identify the people, for
example: My mum, my brother, etc. Then, he or
she chooses a colour, says it and puts the photo
down on that area of the mat.
• Do the same with the rest of the photos so that
they are all displayed on the mat.
Goodbye Mickey!
(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.
My First English Adventure 1 31
          

1 MY FAMILY
LESSON 6
OBJECTIVES:

N
To consolidate the vocabulary of
the unit. To develop fine motor
skills by drawing families. To
develop motor skills through TPR
activities.

SO
TARGET LANGUAGE/
REVISION:
The vocabulary of the unit.

RECEPTIVE LANGUAGE:
This is my (dad).

EXTRA MATERIAL:
The puppet. Page 9 with the
drawing completed of your
family. Red, yellow, blue and
green hula hoops (or coloured
chalk). Slow music for the action
game. Crayons. Music, small
pieces of paper and blu-tack®
(extra activity). Activity Book
page 5.
AR
PE

Draw and say. 9

> EXTRA ACTIVITY

Play Find the colour with the whole class. Hand out small pieces of paper and blu-tack® to the children. Play some music and say: Let’s
dance! Stop the music and say: Red! The children stick their paper on any red object they see. Start the music again and play with a
different colour.

32 My First English Adventure 1

          

MY FAMILY 1

STEP–BY–STEP Hello Mickey! books and draw and colour members of their
own family in Mickey’s frame.
(A TPR song to greet the children with the puppet.)
• Make sure there is a box of crayons on each
• Start the class with the puppet and the Welcome
table. Go round the classroom while the children
song (R-2). Encourage the children to join in the
are working in order to provide any necessary
chorus and wave to Mickey.
help. Point to their drawings and ask: Mum?
• Leave the puppet sitting on his box so he can Dad? Brother? etc. Encourage the children to

N
participate in the class. show the class their finished drawings.

Action game Goodbye Mickey!

(A TPR game to consolidate colours.) (A TPR song to say goodbye to Mickey.)

SO
• Divide the class into pairs and take them to the • To end the class, play the Goodbye song (R-3)
play area in the classroom. Place one pair of and encourage the children to sing along.
children in the centre of the play area and place
the four hula hoops around them. (Alternatively, Activity Book (p. 5)
draw red, yellow, blue and green circles of the
same size on the floor with coloured chalk.) Play Match
<

the music and ask all the children to dance on
the spot. Stop the music and say a colour, for
example: Yellow! The pair in the centre hops
inside the yellow hoop. Play again with different
<
• The purpose of this page is for the children to
identify the dads, mums and babies. Then, they
trace the line joining the two roosters with their
finger and say: Dad – dad. With a crayon, they
draw lines to join the two hens (mum) and the

pairs until all the children have had a turn.

Draw and say (p. 9)

Step one:
AR two chicks (baby). Finally, help them ‘read’ the
complete page from left to right by pointing and
saying: Mum – baby – dad – baby – dad – mum.
<

(A game to consolidate family vocabulary.)

• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 8 in your book. Ask
<

them to point to the photos according to your

instructions. Say: Point to (dad)! etc. Repeat the
PE
activity several times, varying the order and the
pace of the instructions.
<

Step two:
(A personalisation activity for the children to draw
their families.)
• Show the children page 9 with the drawing
<

completed of your family. Identify the people you

have drawn, for example: My mum and my
sister. Ask the children to turn to page 9 in their

My First English Adventure 1 33

          

1 MY FAMILY
LESSON 7
OBJECTIVES:

N
To consolidate the key
vocabulary of the unit. To play
Bingo with the children. To
develop motor skills through TPR
activities. To assess progress.

SO
TARGET LANGUAGE:
Yes, no.

REVISION:
The vocabulary of the unit.

EXTRA MATERIAL:
The puppet. Flashcards of mum,
dad, baby and family. Pushouts
of the unit. Envelopes, one per
child. Flashcards of the unit and
lively music (extra activity).
Photocopies of Progress sheet 1
(page 154).
AR
PE

> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the four flashcards from the unit (dad, mum, baby, family) to four children and explain
that they have to pass them on to other children when the music starts. Play the music and say: Let’s dance! The children dance and
pass the flashcards around. Stop the music and say: Show me (mum). The child who is holding this flashcard holds it up for everyone to
see. Start the music again and repeat the game,choosing a different flashcard.

34 My First English Adventure 1

          
STEP–BY–STEP 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.
Flashcard game
(A game to present yes / no, and to consolidate
the vocabulary of the unit.)
• Take out the four flashcards from the unit. Show
them to the children one by one and elicit the
words: Mum, dad, baby, family.
• Shuffle the flashcards and show one of them to
<
the class without looking at it. Ask: Mum?
Encourage the children to nod and say: Yes! or
shake their heads and say: No! If the answer is
no, say more words until you guess correctly.
Then shuffle the cards and play again.
<
Preparation for the card gameAR
(An activity to consolidate the vocabulary and
prepare the cards.)
<
• Show the children the pushouts of the unit and
make sure that every child has them. Ask them
to point to each card as you say the name. Say:
Baby, mum, dad, family.
<
• Show the children how to push the cards out.
PE
Make sure all the sets are complete by saying:
Show me (dad), etc. The children hold up the
corresponding card. Do the same with all the
<
cards.
Bingo
(A game to consolidate the unit vocabulary.)
<
• In L1, explain to the children that they are going
to play Bingo with their pushouts. Say: Let’s play
Bingo! Tell them to place the four cards face up
on the table. Say: Put your cards on the table,
MY FAMILY 1
please while you do the action. Then say: Turn
one card over while you do the action.
• Say the four words at random. The children turn
the cards face down when they hear the words.
As soon as their four cards are face down, they
raise their hands and say: Bingo! Repeat the
game several times.
N
• When the game is over, hand out the envelopes
to the children and help them write their names
on them (or have the envelopes ready with the
children’s names on). Help the children put the
cards in the envelope. When they finish, collect
SO
all the envelopes and store them.
Progress sheet 1
• To assess the children’s progress in this unit see
pages 152 and 154.
Round up
(An opportunity for the children to show that they
have successfully finished the unit.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 9 in your book. Point
to Mickey and tell the children in L1 that he is
happy because they have finished the unit. Tell
them that they are going to stick a sticker there
to celebrate this.
• Show the children the sticker page and remove
one Mickey sticker. Ask them to do the same. Go
back to page 9 and stick the sticker in the
appropriate space.
• Give the thumbs-up signal and exclaim: Very
good! Invite them to do the same.
Goodbye Mickey!
(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.
My First English Adventure 1 35
          

UNIT
2 MY HOUSE
LESSON 1
OBJECTIVES:

N
To meet Snow White and find
out about the dwarfs’ house
through a chant. To revise
colours. To develop motor skills
through TPR activities.

SO
TARGET LANGUAGE:
House, living room.

REVISION:
Red, blue, yellow, green, yes,
no.

RECEPTIVE LANGUAGE:
Snow White; Let’s clean the
living room.

EXTRA MATERIAL:
The puppet. Flashcards of the
house and living room.
Flashcards of the four colours.
Blu-tack®. Red, yellow, blue and
green cards, one per child.
AR
The English mat. Activity Book
page 6.
PE

10 Listen, point and chant.

> EXTRA ACTIVITY

Revise the instructions stand up / sit down / open your book / close your book with the whole class while demonstrating the actions.
Then say: Stand up, please! Sit down, please! Open your book, please! Close your book, please! Vary the pace of the instructions to
make the activity into a game.

36 My First English Adventure 1

          
STEP–BY–STEP 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.
Ring game
(An activity to revise colours.)
• Take the children to the play area in the
classroom. Ask them to stand in a circle and
repeat the chant until the ring is complete. Then,
sit on the floor with them while you say: Let’s sit
down.
<
• Place the English mat in the centre of the circle.
Point to Mickey and ask: Who’s this? Encourage
the children to reply: Mickey! Point to the colours
and identify them one by one. Encourage the
children to repeat.
<
AR
• Next, give each child a colour card. As you give
out each card, elicit the colour by asking: Red?
Yellow? etc. When all the children have a card,
ask them to follow your instructions. Say: Show
<
me red. The children with red cards hold them up
and repeat: Red! Do the same with the
remaining colours. Then ask the children to
change cards with their neighbour and repeat the
activity.
<
PE
Chant (p. 10)
(A chant to present house and living room.)
<
• Ask the children to go back to their seats. Show
them the flashcard of the house and say: House!
Stick the flashcard on the board. Then present
the flashcard of the living room and stick it on the
board next to the house. Say: Look! House ...
<
living room! Point to the flashcards again and
encourage the children to say the words.
• Pick up the puppet and ask him to point to the
MY HOUSE 2
flashcards according to your instructions. Say: when they hear the word. Say: Listen and point.
Mickey, point to the house. Mickey, point to the 2 The children mime the action of sweeping
living room. Encourage the children to say: Yes! when they hear the chorus. Say: Listen and do.
when Mickey does the correct action. If he is 3 Stop after each verse and encourage them to
wrong, they say: No! Do this several times. repeat the words. Say: Listen and repeat.
Leave the puppet sitting on his box so he can
participate in the class.
Flashcard game
N
• Present the chant using the CD/cassette and (A game to practise yes /no and consolidate the
your book. Encourage the children to listen and lesson vocabulary.)
focus on the scene. Say: Let’s listen!
• Take out the flashcards from the lesson as well
8 The living room, the living room as the colour flashcards. Show them to the
Let’s clean the living room! children one by one and elicit the words: House,
SO
[Chorus] living room, red, yellow, blue, green. Shuffle the
Swish, swish, swish! flashcards and show one to the class without
Swish, swish, swish! looking at it. Ask: House? Encourage them to
Swish, swish, swish! reply Yes! or No! If the answer is no, say more
Let’s clean the living room! words until you guess correctly. Then shuffle the
The living room, the living room cards and play again.
Let’s clean the living room!
[Chorus] Goodbye Mickey!
Swish, swish, swish!
(A TPR song to say goodbye to Mickey.)
Swish, swish, swish!
Swish, swish, swish!
Let’s clean the living room!
The living room, the living room
Let’s clean the living room!
• To end the class, play the Goodbye song (R-3)
and encourage the children to sing along.
Activity Book (p. 6)
[Chorus] Match
Swish, swish, swish! • The purpose of this page is for the children to
Swish, swish, swish! identify the item on the right (house). Then with
Swish, swish, swish! a crayon they trace over the path that Snow
Let’s clean the living room!
White must take to reach the house. Then help
• Ask the helpers to hand out the books. Say: them say House.
Open your book, please! while you do the action
and show the children page 10 in your book.
Explain the scene in L1: Snow White has just got
to the dwarfs’ house and she is surprised at the
mess in the living room. Point to her and say:
Snow White! Point to the room and encourage
the children to say: Living room. Encourage the
children to repeat the word a few times.
• Play the chant twice more and do one of the
following activities each time: 1 The children
follow in their books and point to the living room
My First English Adventure 1 37
          

2 MY HOUSE
LESSON 2
OBJECTIVES:

N
To extend and reinforce the
house vocabulary. To develop
fine motor skills.

TARGET LANGUAGE:
Bedroom.

SO
REVISION:
House, living room, Snow White.
Colours.

RECEPTIVE LANGUAGE:
Let’s clean the living room!

EXTRA MATERIAL:
The puppet, flashcards of the
house, living room, bedroom.
Blu-tack®. Crayons. The English
mat.
AR
PE

Colour . 11

> EXTRA ACTIVITY

Play What is it? with the whole class. Put the three flashcards for the lesson on your table: house, living room, bedroom. Ask a
child to choose one of the flashcards and stick it on the board. Turn around so that you don’t see the flashcard. Then, ask the
children: Is it the house? Is it the bedroom? etc. They reply yes or no until you guess the correct word. Ask another child to come
up to the board and pick a different flashcard, and play again.

38 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Flashcard game
(A game to practise the chant and present
bedroom.)
• Play the chant from Lesson 1 (R-8) and
encourage the children to act it out and join in
the chorus. Say: Let’s chant!
• Stick the flashcards of the house and living room
on the board and encourage the children to say:
<
House, living room. Present the bedroom using
the flashcard. Say: Look, a bedroom. Invite the
children to repeat the word. Finally, they repeat
each word as you point to the corresponding
flashcard. Repeat the activity a couple of times
<
with the whole class.
AR
• Ask a child to come up to the board and ask him
or her to follow your instructions. Say: Touch the
house! and do the action. Encourage the child to
<
do the same. Then say: Touch the bedroom! and
allow the child do the action by himself or
herself.
• Repeat the activity with different children, varying
<
the pace of the instructions.
PE
Colour (p. 11)
(An activity to develop fine motor skills and
<
reinforce the word bedroom.)
• Ask the helpers to hand out the books. Show the
children your book open at page 11, point to the
characters and help the children identify them.
Say: Look, Snow White and Dopey. Then, point to
<
the bedroom and say: This is a bedroom.
Encourage the children to do the same.
MY HOUSE 2
• In L1, explain the scene: Snow White is asleep in
the dwarfs’ bedroom and Dopey has just found
her.
• Point to the white wall. Ask the children to
choose a crayon (red, yellow, blue or green) in
order to colour it. Make sure there is a box of
crayons on each table. Name each colour in turn
N
and ask the children to hold up the crayon they
have chosen.
• The children do the task. Go round the classroom
while they are working in order to provide any
necessary help. When they finish, show them
SO
the completed page, point to the wall and say:
Red! The bedroom is red. Encourage them to
repeat.
• Finally, ask the children to show their drawing to
the rest of the class and say: The bedroom is
(yellow).
Ring game
(An activity to consolidate the vocabulary.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
Distribute the flashcards of the house, living
room and bedroom on the mat while saying for
example: House – red. Living room – blue.
Bedroom – yellow. Tell the children that you are
going to say a word; they will name the colour
the corresponding flashcard is on. Say: House!
and encourage them to say: Red! Do the same
with the remaining flashcards.
• Collect the flashcards and shuffle them. Place
them on different areas of the mat and play
again.
Goodbye Mickey!
(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.
My First English Adventure 1 39
          

2 MY HOUSE
LESSON 3
OBJECTIVES:

N
To practise some actions. To
develop observation skills. To
sing the unit song. To develop
motor skills through TPR
activities.

SO
TARGET LANGUAGE/
REVISION:
Stand up, sit down, living room.
Colours.

RECEPTIVE LANGUAGE:
Book; Let’s dance!; Please;
Dance with me!

EXTRA MATERIAL:
The puppet. Crayons. Sheets of
paper (extra activity). Activity
Book page 7.
AR
PE

12 Look and find. Sing and do.

> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw Snow White dancing with or without Bashful. When they finish,
collect their drawings and display them in the classroom.

40 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Preparation for the song
(A TPR game to practise some actions and present
dance.)
• Still holding the puppet, give him instructions.
Say: Mickey, sit down, please! Mickey sits down.
Then say: Stand up, please! Mickey stands up.
Finally, say: Mickey, dance please! Mickey
dances. Repeat these actions several times.
<
• In L1, tell the children that they are going to play
a game. Remind them of the magic word please.
In order to play the game, they will do the
actions only if Mickey says please. Demonstrate
the game with the puppet. Say: Dance! to
<
Mickey. He doesn’t move. Repeat: Dance,
AR
please. Mickey performs the action.
• Play the game with the whole class, giving your
instructions slowly until the children recognize
<
them easily, then increase the pace. Leave
Mickey sitting on his box so he can participate in
the class.
Pre-listening activities (p. 12)
<
(Activities to revise colours and develop observation
PE
skills.)
• Ask the helpers to hand out the books. Say:
<
Open your book, please! while you do the action
and show the children page 12 in your book. Tell
the children that they are going to play a game. In
L1, explain that they have to look at the page and
touch something red, blue, green or yellow
<
according to your instructions. Demonstrate the
game first. Say: Touch yellow! and touch Snow
White’s: dress. Then play with the whole class.
MY HOUSE 2
Finally, ask the children to identify the room. Ask: • Confirm that Bashful doesn’t want to dance and
Bedroom? Living room? Elicit: Living room! asks Snow White to sit down with him. Play the
song again and ask the children to point to the
• In L1, ask the children to look at the page
actions in the picture when they hear them. Say:
carefully in order to find a red book. Make sure
Look and point!
they all understand the word book. Give them a
few moments to look at the picture and find the
book and confirm their answer by drawing a Song performance
N
circle around the book with your finger. The (An opportunity for the children to act out the
children then circle it with a crayon. song.)
• Say: Dance with me! Point to yourself while you
Sing and do (p. 12) dance in order to explain with me.
(A song to practise Stand up / Sit down / Dance.)
SO
• Divide the class into two groups and assign the
• In L1, establish what is happening in the scene: roles. Group A is Snow White who invites
Snow White is dancing and she invites Bashful to Bashful to dance, and Group B is Bashful who
stand up and dance with her. Present the song asks her to sit down. Play the song again and
using the CD/cassette and your book. Encourage encourage the children to do the actions with
the children to listen and find out if Bashful agrees you. If there is enough time, reverse the roles
to dance or not. Say: Let’s listen to the song! and play the song again.
9 Let’s dance!
Let’s dance! Goodbye Mickey!
Stand up and dance! (A TPR song to say goodbye to Mickey.)
Oh, please, stand up
And dance with me!
No, no,
No, no!
• To end the class, play the Goodbye song (R-3)
and encourage the children to sing along.
Activity Book (p. 7)
Sit down, sit down!
Oh, please, sit down,
Trace and colour
Sit down with me!
• The purpose of this page is for the children to
Let’s dance! trace over the dashes and identify the result:
Let’s dance! house. Then they take out their crayons and
Stand up and dance! colour it according to your directions. Say: Show
Oh, please, stand up me yellow. Colour the house yellow. Then help
And dance with me! them to say: House – yellow.
No, no,
No, no!
Sit down, sit down!
Oh, please, sit down,
Sit down with me!
Let’s dance!
Let’s dance!
Stand up and dance!
Oh, please, stand up
And dance with me!
My First English Adventure 1 41
          

2 MY HOUSE
LESSON 4
OBJECTIVES:

N
To sing the unit song. To extend
the house vocabulary. To revise
the vocabulary from previous
lessons. To develop observation
and fine motor skills.

SO
TARGET LANGUAGE:
Bathroom.

REVISION:
House, living room, bedroom,
stand up, sit down. Colours.

RECEPTIVE LANGUAGE:
Bed, bath, sofa.

EXTRA MATERIAL:
The puppet. Flashcards of the
house, living room, bedroom
and bathroom. Blu-tack®.
Stickers for the unit. The English
mat.
AR
NOTE:
Bring pictures of different kinds
of houses to the next class (for
example, a palace, a country
PE
cottage, a kennel, a doll’s house,
etc.).

Stick and say. 13

> EXTRA ACTIVITY

Stick the flashcards for the unit on the board and play Touch with the whole class. Ask pairs of children to come to the board and give
them instructions. Say: Touch the bathroom. Touch the living room. etc. Repeat the activity with other pairs until all the children have had
a turn. If they remember this vocabulary well, add the flashcards from Unit 1 and continue the game.

42 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Song performance
(A TPR activity to revise the unit song.)
• Play the CD/cassette from lesson 3 (R-9) and
encourage the children to perform the actions
and join in the chorus. Say: Let’s sing!
Flashcard game
(A game to consolidate the vocabulary from the
<
unit and present bathroom.)
• Show the flashcards from this unit one by one
and elicit the words: House, living room,
bathroom. Stick them on the board and add the
<
flashcard of the bathroom. Say: Look, a
AR
bathroom! Ask the children to repeat the words,
emphasising the new word bathroom.
• In L1, tell the children that they are going to play
<
a memory game. Point to the flashcards one by
one and say the words: House, living room,
bedroom, bathroom. Do this at least three times
without varying the order in which you point.
Encourage the children to repeat the words
<
several times. Say: Listen and repeat.
PE
• Remove one flashcard. Point to the flashcards
again, including the space of the missing one and
encourage the children to say the words.
<
Remove another flashcard and repeat the
procedure. Do this until you have removed all
four flashcards. At the end of the game, the
children should be able to remember the four
words in the correct order.
<
MY HOUSE 2
Stick and say (p. 13) • Collect the flashcards and shuffle them. Place
them on different areas of the mat and play
(An activity to associate furniture with the
again.
corresponding room.)
• Ask the helpers to hand out the books. Say: Goodbye Mickey!
Open your book, please! while you do the action
and show the children page 13 in your book. (A TPR song to say goodbye to Mickey.)
N
Point to the rooms and elicit the words: • To end the class, play the Goodbye song (R-3)
Bedroom, bathroom, living room. Ask the and encourage the children to sing along.
children to identify the colour of the frame
around each picture. Then say: Bedroom. They
reply: Red! Do the same with the other two
rooms.
SO
• In L1, tell the children that they are going to find
stickers of furniture and stick each one under the
room in which it belongs. Show them the sticker
page. Remove the sticker of the bed and ask
them to do the same. Go back to page 13 and
stick it under the picture of the bedroom. Say:
Bed – bedroom. Do the same with the others.
• When the children finish, point to each room and
their respective stickers and say: Bed – bedroom.
Bath – bathroom. Sofa – living room. Repeat and
ask them to point to the rooms when they hear
the words.
Ring game
(An activity to consolidate the vocabulary.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
Distribute the flashcards of the house, living
room, bedroom and bathroom on the mat while
saying for example: House – red. Living room –
blue. Bedroom – green. Bathroom – yellow. Tell
the children that you are going to name a room;
they will name the colour the corresponding
flashcard is on. Say: Bedroom! and encourage
them to say: Green! Do the same with the
remaining flashcards.
My First English Adventure 1 43
          

2 MY HOUSE
LESSON 5
OBJECTIVES:

N
To present different types of
houses in the real world. To
revise the house and family
vocabulary. To develop motor
skills through TPR activities.

SO
TARGET LANGUAGE/
REVISION:
House, living room, bedroom,
bathroom, mum, dad, baby,
family. Colours.

RECEPTIVE LANGUAGE:
Look! This is my doll’s house;
Here’s the bed; Here’s the bath;
Here’s the sofa.

EXTRA MATERIAL:
The puppet. Pictures of different
kinds of houses, for example, a
palace, a country house, a
kennel, a doll’s house, etc.
Flashcards of the house, living
AR
room, bedroom, bathroom,
family, mum, dad, baby. The
English mat. Modelling clay and
PE
a large piece of card (extra
activity). Activity Book page 8.

14 Listen and point.

> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of their favourite character from the unit (it might be Snow White or
one of the dwarfs.) When they finish, help them to identify their figure and to put it on the piece of card. Display their models in the
classroom.

44 My First English Adventure 1

          
STEP–BY–STEP 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.
Correct Mickey!
(A game with the puppet to practise the house
vocabulary.)
• Show the children the flashcards of the unit and
elicit the words: House, living room, bedroom,
bathroom. Put them down on your table, pick up
Mickey and say: Mickey, give me the (bedroom).
He gives you the wrong flashcard. Say: No, no
<
Mickey! Ask a child to come up to your table to
help Mickey by picking out the correct flashcard.
Repeat the game until all the children have had a
turn.
<
Pre-listening activity AR
(An activity to present real houses.)
• Show the children the pictures of the houses you
<
have brought to class. Hold them up one by one
and say: Look, this is a house! In L1, ask them
who lives in each one, for example, the king in
the palace, the doll in the doll house, etc. Ask the
children to provide more examples. Finally, make
<
a poster with the different pictures and display it
PE
in the room. (It will come in handy to practise
colours.)
<
Listen and point (p. 14)
(An activity to identify rooms in a house.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
<
and show the childen page 14 in your book. Point
to the little girl and tell the children that she is
going to talk about her doll house. Use the
CD/cassette and your book to present the
MY HOUSE 2
listening. Say: Look and listen! Point to the Activity Book (p. 8)
different rooms as they are named.
Match and draw
10 Girl: • The purpose of this page is for the children to
Look! This is my doll’s house. join each of the two items of furniture to the
The bedroom, room where it belongs and identify the two
the bathroom rooms. Then they complete each room by
and the living room. drawing the piece of furniture they have joined to
N
Here’s the bed, it in the blank space.
here’s the bath
and here’s the sofa.
[Repeat]
• Play the CD/cassette again and ask the children
SO
to point to the rooms according to what they
hear. Say: Listen and point!
• Name the rooms and ask the children to point to
them and repeat the words. Do the same with
the bed, bath and sofa. Repeat the activity
several times.
Ring game
(An activity to consolidate the house and family
vocabulary.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Put the
English mat in the centre of the ring and
encourage them to identify the colours.
• Show the children the family and house
flashcards one by one and elicit the words.
Spread the flashcards out on the mat and say:
Mum – living room. Pick up these two flashcards
and place them on one of the coloured squares
on the mat. Do the same with the rest, for
example: Dad - bedroom, baby - bathroom, family
– house. Then say: Dad. The children say the
corresponding room: Bedroom. Change the
flashcards around and repeat the activity.
Goodbye Mickey!
(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.
My First English Adventure 1 45
          

2 MY HOUSE
LESSON 6
OBJECTIVES:

N
To consolidate the vocabulary of
the unit. To develop fine motor
skills. To develop motor skills
through TPR activities.

TARGET LANGUAGE/

SO
REVISION:
The vocabulary of the unit.

RECEPTIVE LANGUAGE:
This is my (bedroom).

EXTRA MATERIAL:
The puppet. Page 15 with the
drawing completed of a house.
Flashcards of the house, living
room, bedroom and bathroom.
Blue tack®. Slow music for the
ring game. Crayons. The English
mat. Activity Book page 9.
AR
PE

Draw and say. 15

> EXTRA ACTIVITY

Play Find the colour with the whole class. Hand out small pieces of paper and Blu-tack® to the children. Play some music and say: Let’s
dance! Stop the music and say: Red! The children stick their paper on any red object they see. Start the music again and play with a
different colour.

46 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Ring game
(A TPR game to consolidate the unit vocabulary.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
• Hand out the house flashcards to four children
and ask them to stand in the centre of the circle.
<
In L1, play the music and tell them they are going
to dance until the music stops. When you stop
the music tell one child to put their flashcard
down on the colour you tell them. Say: House –
red. The child holding this flashcard puts it on the
<
red square and repeats: House – red. Play the
AR
music again and do the same with the rest of the
flashcards. Repeat the game until all the children
have had a turn.
<
Draw and say (p. 15)
Step one:
(A game to consolidate the vocabulary of the unit.)
<
• Ask the helpers to hand out the books. Say:
PE
Open your book, please! while you do the action
and show the children page 14. Ask them to
point to the rooms according to your instructions.
<
Say: Point to (the living room)! etc. Repeat the
activity several times, varying the order and the
pace of the instructions.
<
MY HOUSE 2
Step two:
(A personalisation activity for the children to draw
their bedrooms.)
• Show the children page 15 with the drawing
completed of your house, for an example see
page 155. Point to the bedroom and say: This is
my bedroom. My bedroom is blue. Do the same
N
for the other rooms. Ask the children to turn to
page 15 in their books and to draw and colour
their house in the space provided.
• Make sure there is a box of crayons on each
SO
table. Go round the room while the children are
working in order to provide any necessary help.
Point to their drawings and encourage them to
say: My bedroom. Ask: Red? Blue? etc. and
encourage them to reply.
• Ask them to show the class their finished
drawings.
Goodbye Mickey!
(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. 9)
Colour and say
• The purpose of this page is for the children to
identify the rooms (living room, bedroom,
bathroom). Then they take out yellow, green and
blue crayons and do the colour dictation. Say:
Colour the living room yellow. Colour the
bedroom green. Colour the bathroom blue.
Finally, help them ‘read’ the page by pointing and
saying: Living room – yellow. Bedroom – green.
Bathroom – blue.
My First English Adventure 1 47
          

2 MY HOUSE
LESSON 7
OBJECTIVES:

N
To consolidate the key
vocabulary of the unit. To play
Bingo with the children. To
develop motor skills through TPR
activities. To assess progress.

SO
TARGET LANGUAGE:
Yes, no.

REVISION:
The vocabulary of the unit.

EXTRA MATERIAL:
The puppet. Flashcards and
pushouts of the unit. Envelopes.
Lively music (extra activity).
Photocopies of Progress sheet 2
(page 155). AR
PE

> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the four unit flashcards (house, living room, bedroom, bathroom) to four children and
explain that they have to pass them on to other children when the music starts playing. Play the music and say: Let’s dance! The
children dance and pass the flashcards around. Stop the music and say: Show me (the house). The child who is holding this flashcard
holds it up for everyone to see. Start the music again and repeat the game, calling out a different flashcard each time.

48 My First English Adventure 1

          

MY HOUSE 2

STEP–BY–STEP Hello Mickey! please while you do the action. Then say: Turn
one card over while you do the action.
(A TPR song to greet the children with the puppet.)
• Say the four words at random. The children turn
• Start the class with the puppet and the Welcome
each card face down when they hear the word.
song (R-2).
As soon as their four cards are face down, they
• Leave the puppet sitting on his box so he can raise their hands and say: Bingo! Repeat the
participate in the class. game several times.

N
• When the game is over, the helpers hand out the
Flashcard game envelopes. Help the children put the cards in the
(A flashcard game to consolidate the vocabulary of envelope. When they finish, collect all the
the unit.) envelopes and store them.

SO
• Show the children the flashcards for this unit and
elicit the words: House, living room, bedroom, Progress sheet 2
bathroom. Cover one flashcard with a piece of • To assess the children’s progress in this unit see
paper and move the paper around slowly to pages 152 and 155.
reveal different parts of the flashcard. As soon as
the children recognise the picture, they call out Round up
<

the word. You can repeat the game showing the

covered flashcard upside down to make it more (An opportunity for the children to show that they
challenging. have successfully finished the unit.)
• Ask the helpers to hand out the books. Say:
<

Preparation for the card game Open your book, please! while you do the action

prepare the cards.)

AR
(An activity to consolidate the vocabulary and

• Show the children the pushouts of the unit and

and show the children page 15 in your book.
Point to Mickey and tell the children in L1 that he
is happy because they have finished the unit. Tell
them that they are going to stick a sticker there
<

make sure that every child has them. Ask them to celebrate this.
to point to each card as you say them. Say:
• Show the children the sticker page and remove
House, living room, bedroom, bathroom.
one Mickey sticker. Ask them to do the same. Go
• Show the children how to push the cards out. back to page 15 and stick the sticker in the
<

Make sure all the sets are complete by saying: appropriate space.
Show me the (house), etc. The children hold up
PE
• Give the thumbs-up signal and exclaim: Very
the corresponding card. Do the same with all the
good! Invite them to do the same.
cards.
<

Bingo Goodbye Mickey!

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

• In L1, explain to the children that they are going

to play Bingo with their pushouts. Say: Let’s play
Bingo! Tell them to place the four cards face up
on the table. Say: Put your cards on the table,

My First English Adventure 1 49

          

PLAYTIME
LESSON 1
OBJECTIVES:

N
To consolidate the vocabulary of
units 0, 1 and 2. To develop
motor skills through games and
a TPR song. To develop
observation and fine motor

SO
skills. To develop oral
comprehension.

TARGET LANGUAGE/
REVISION:
Red, yellow, blue, green, mum,
dad, baby, family, stand up, sit
down.

RECEPTIVE LANGUAGE:
Look at me.

EXTRA MATERIAL:
The puppet. Flashcards of the
family. Colour flashcards. Blu-
tack®. The English mat.
AR
PE

16 Circle and say.

> EXTRA ACTIVITY

Play Who is it? with the whole class. Put the flashcards for the lesson on your table: Mum, dad, baby, family, red, yellow, blue, green.
Ask a child to take a flashcard and stick it on the board. Turn around so that you don’t see the flashcard. Then, ask the children: Is it baby?
Is it dad? Is it red? etc. They reply yes or no until you guess the correct word. Ask another child to come up to the board and pick a
different flashcard, and play again.

50 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet on his box so he can
participate in the class.
Song performance
(A TPR activity to revise the song from unit 1.)
• Play the CD/cassette from unit 1, lesson 3 (R-6)
and encourage the children to perform the
actions and join in the chorus. Say: Let’s sing!
Flashcard game
(A game to consolidate the colours.)
<
• Show the colour flashcards one by one and elicit
the words: Red, blue, yellow, green. Stick them
on the board.
<
• In L1, tell the children that they are going to play
AR
a memory game. Point to the flashcards one by
one and say the words. Do this at least three
times without varying the order in which you
point. Encourage the children to repeat the
<
words several times. Say: Listen and repeat.
• Remove one flashcard. Point to the flashcards
again, including the space of the missing one and
encourage the children to say the words.
<
Remove another flashcard and repeat the
procedure. Do this until you have removed all
PE
four flashcards. At the end of the game, the
children should be able to remember the four
words in the correct order.
<
Ring game
(An activity to consolidate the family vocabulary.)
• Take the children to the play area in the
<
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
Place the flashcards of the family on the mat
PLAYTIME
while saying for example: Mum – red. Touch game (p. 16)
Dad – blue. Baby – green. Family – yellow. Tell
(A game to consolidate the vocabulary from the
the children that you are going to say a word;
unit.)
they will name the colour the corresponding
flashcard is on. Say: Dad! and encourage them to • Ask the children to look at the page carefully. In
reply: Blue! Do the same with the remaining L1, explain that they are going to touch the
flashcards. characters according to your instructions.
Demonstrate the game first. Say: Touch baby!
N
• Collect the flashcards and shuffle them. Place
and touch one of the babies. Encourage the
them on different segments of the mat and play
again.
children to do the same. Then ask the children to
do the actions by themselves. Say: Touch mum!
Name more characters and colours on the page.
Circle and say (p. 16) Increase the pace of the instructions as the
SO
(An activity to identify family members following game progresses.
oral instructions.)
• Ask the helpers to hand out the books. Say: Goodbye Mickey!
Open your books, please! while you do the (A TPR song to say goodbye to Mickey.)
action and show the children page 16 in your
• To end the class, play the Goodbye song (R-3)
book. In L1, explain the scene and ask the
and encourage the children to sing along.
children when they go to the park, and who they
go with. Encourage them to reply: Mum, dad,
brother, sister.
• Make sure there is a box of crayons on each
table. The children will need red, blue and green.
Name the colours and ask them to show you the
crayons. Say: Show me (red).
• In L1, explain the task to the children. They are
going to circle the characters on the page
according to your instructions. Demonstrate the
task by tracing the red circle around the mum
and baby with your finger. Say: Red – mum and
baby. Point to each of the two characters in turn
and circle them again.
• Ask the children to listen carefully in order to
complete the task. Say the following phrases,
repeating each one a couple of times: Blue – Dad
and baby; green – mum and dad. Pause after
each one to give the children time to circle the
right part of the picture.
• To check the task, show the children your book,
say the phrases again and point to the
characters.
My First English Adventure 1 51
          

PLAYTIME
LESSON 2
OBJECTIVES:

N
To consolidate the vocabulary of
units 0, 1 and 2. To play Bingo.
To develop motor skills through
TPR games and activities.

TARGET LANGUAGE/

SO
REVISION:
Red, yellow, blue, green, mum,
dad, baby, family, house, living
room, bedroom, bathroom,
stand up, sit down.

RECEPTIVE LANGUAGE:
Let’s dance!; Please; Dance with
me!

EXTRA MATERIAL:
The puppet. Flashcards from
units 1 and 2. Pushouts for units
1 and 2. Envelopes. Lively music
to dance to (extra activity).
Activity Book page 26.
– BAMBI POSTER: Photocopies
AR
of Poster worksheet 1 (page
140).
– VIDEO 1: Photocopies of
PE
Video worksheet 1 (page 146).

Listenandplay. 17

> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the eight flashcards from the unit (dad, mum, baby, family, house, living room, bedroom,
bathroom) to eight children and explain that they have to pass them on to other children when the music starts. Play the music and say:
Let’s dance! The children dance and pass the flashcards around. Stop the music and say: Show me (mum). The child who is holding this
flashcard holds it up for everyone to see. Start the music again and repeat the game, calling out a different flashcard each time.

52 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Song performance
(A TPR activity to revise the song from unit 2.)
• Play the CD/cassette from unit 2, lesson 3 (R-9)
and encourage the children to perform the
actions and join in the chorus. Say: Let’s sing!
Flashcard game
(A game to consolidate the vocabulary of the units.)
<
• Take out the flashcards of the house and of the
family. Show them to the children one by one
and elicit the words: Dad, mum, baby, family,
house, living room, bedroom, bathroom. Cover
<
one flashcard with a piece of paper and move the
AR
paper around slowly to reveal different parts of
the flashcard. As soon as the children recognise
the picture, they call out the word. You can repeat
the game showing the covered flashcard upside
<
down to make it more challenging.
Preparation for the card game
(An activity to consolidate the vocabulary and
<
prepare the cards.)
PE
• Ask the helpers to hand out the envelopes with
the pushouts. The children take out the pushouts
of the family and the house. Make sure that
<
every child has them. Ask them to hold up each
card as you name them. Say: Show me mum,
dad, baby, family, living room, bedroom,
bathroom, house.
<
PLAYTIME
Card game (p. 17) • When the game is over, the helpers hand out the
envelopes to the children. Help the children put
(A game to consolidate the unit vocabulary.)
the cards in the envelope. When they finish,
• Ask the helpers to hand out the books. Say: collect all the envelopes and store them.
Open your book, please! while you do the action
and show the children page 17 in your book. Goodbye Mickey!
Point to the colour board and explain in L1 that
(A TPR song to say goodbye to Mickey.)
N
they are going to play a card game on this board.
Point to the colours and elicit the words. • To end the class, play the Goodbye song (R-3)
• Ask the children to put their cards on the board and encourage the children to sing along.
according to your instructions. Say: Mum – red
and tell them they can put their card down on Activity Book (p. 26)
SO
either red square. Do the same with the rest of
Match
the cards until there is a card on each square:
• The purpose of this page is for the children to
House – blue, dad – green, living room – yellow,
identify the three members of the family: mum,
etc.
dad, baby and the three rooms: living room,
• Then, say a word and encourage the children to bathroom, bedroom. Then, they do the maze in
tell you which square the corresponding card is order to join each character to the corresponding
on. For example, say: House. The children reply: room. Finally, help them ‘read’ the page by
Blue. Do the same with the rest of the cards. pointing and saying: Mum – living room. Dad –
Repeat the activity a couple of times. bathroom. Baby – bedroom.
Bingo Bambi poster
(A game to consolidate the vocabulary of units 1
and 2.)
• In L1, explain to the children that they are going
• This poster story is a fun way to reinforce the
language learnt in units 1 and 2. See pages 134,
135 and 140.
to play Bingo with their pushouts. Say: Let’s play
Bingo! Tell them that they are going to play with Video 1
both sets (a total of eight cards). Ask them to
choose any 6 cards and place them face up on
• This video is a fun way to reinforce the language
learnt in units 1 and 2. See pages 143 and 146.
the colour board on page 17 in the Pupil’s Book.
They can place them in any order they like. Say:
Put your cards on the page, please! while you do
the action. Then say: Turn one card over while
you do the action.
• Say the eight words at random. The children turn
each card face down as they hear the word. As
soon as their six cards are face down, they raise
their hands and say: Bingo! Repeat the game
several times.
My First English Adventure 1 53
          

UNIT
3 MY BODY
LESSON 1
OBJECTIVES:

N
To meet Pinocchio and Geppetto
through a chant. To recognise
and name parts of the body. To
develop motor skills through TPR
activities.

SO
TARGET LANGUAGE:
Head, arms, legs.

REVISION:
House, living room, bedroom,
bathroom, stand up, sit down.

RECEPTIVE LANGUAGE:
Pinocchio, Geppetto; Look at his
head; He’s beautiful!

EXTRA MATERIAL:
The puppet. Flashcards
of the head, arms and legs.
House flashcards. Blu-tack®.
The English mat. Activity Book
AR
page 10.
PE

18 Listen, point and chant.

> EXTRA ACTIVITY

Divide the children into pairs and ask them to follow your instructions. Demonstrate the activity first with a pair of children. Say: Head
–head. The pair puts their heads together. Do the same with arms and legs. Then switch the pairs around and repeat the activity, varying
the pace of the instructions to make it into a game.

54 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Ring game
(An activity to revise colours and house vocabulary.)
• Take the children to the play area in the
classroom. Ask them to stand in a circle 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.
• Place the English mat in the centre of the circle.
<
Hand out the four house flashcards to four
children and ask them to identify their flashcard
as you give it to them. Ask: Living room?
Bedroom? in order to elicit the words. Then, ask
them to follow your instructions. Say: Show me
<
the (bedroom). The child with this flashcard holds
AR
it up and repeats the word. Say: Put the bedroom
on red. The child puts the flashcard on the red
square of the mat. Say: Bedroom – red. Follow
the same procedure with the rest of the
<
flashcards.
• Collect the flashcards and repeat the activity until
all the children have had a turn.
<
Chant (p. 18)
PE
(A chant to present head, arms and legs.)
• Ask the children to go back to their seats. Show
<
them the flashcards of the body one by one and
present the words: Head, arms, legs. Stick the
flashcards on the board and say the words again.
Encourage the children to repeat.
<
• Present the chant using the CD/cassette and
your book. Encourage the children to listen and
focus on the scene. Say: Let’s listen!
MY BODY 3
11 Look at his head, Touch your legs. The children obey the
his head, his head instructions only if they are preceded by the
Look at his arms, words: Mickey says. Repeat them and include
his arms, his arms some more such as: Stand up, Sit down, Open
Look at his legs, your book, Close your book.
his legs, his legs
He’s beautiful!
He’s beautiful! Goodbye Mickey!
N
Look at his head,
(A TPR song to say goodbye to Mickey.)
his head, his head • To end the class, play the Goodbye song (R-3)
Look at his arms, and encourage the children to sing along.
his arms, his arms
Look at his legs,
Activity Book (p. 10)
SO
his legs, his legs
He’s beautiful! Match
He’s beautiful! • The purpose of this page is for the children to
identify the parts of the body on Pinocchio and
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action his shadow: Head, arms, legs. Then, they trace
and show the children page 18 in your book. the line joining his head to its shadow with their
Explain the scene in L1: Geppetto has just finger and say: Head – head. With a crayon, they
draw lines to join the arms and the legs. Finally,
finished making Pinocchio. Point to the puppet
and say: Pinocchio! Point to his dad and say: help them ‘read’ the page by pointing to the
Geppetto. In L1, ask the children what they know parts of Pinocchio’s body and the corresponding
parts of his shadow and saying: Head – head.
about Pinocchio. Confirm that Geppetto is a
woodcarver who has just made Pinocchio. In this
scene, he is happy at the results and talking
about his puppet.
Arms – arms. Legs – legs.
• 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 Pinocchio’s
head, arms and legs when they hear the words.
Say: Listen and point. 2 They imitate Pinocchio
and touch their head, arms and legs when they
hear the words. Say: Listen and do. 3 Stop after
each line and encourage them to repeat the
words. Say: Listen and repeat.
Mickey says
(A TPR game to consolidate the vocabulary.)
• Play Mickey says with the whole class (an
adaptation of Simon says). The aim of this game
is for the children to recognise and execute
simple instructions. Pick up the puppet and say,
for example: Touch your head. Touch your arms.
My First English Adventure 1 55
          

3 MY BODY
LESSON 2
OBJECTIVES:

N
To reinforce and extend the
vocabulary of the body. To
develop fine motor skills.

TARGET LANGUAGE:
Body.

SO
REVISION:
Head, arms, legs. Colours.

EXTRA MATERIAL:
The puppet. Flashcards of the
head, arms, legs and body. Blu-
tack®. Crayons. The English mat.
Music for the Ring game.

AR
PE

Trace and colour. 19

> EXTRA ACTIVITY

Show the flashcards for the lesson to the whole class one by one. Do this a couple of times while saying: Head, arms, legs, body.
Remove one and ask the children to tell you which one is missing. Then shuffle the four cards and play again.

56 My First English Adventure 1

          

MY BODY 3

STEP–BY–STEP Hello Mickey! • Tell the children to choose one colour to finish
the head. Go round the room while they are
(A TPR song to greet the children with the puppet.)
working in order to provide any necessary help.
• Start the class with the puppet and the Welcome When they finish, ask then to colour the arms
song (R-2). and then the legs.

• Leave the puppet sitting on his box so he can • Show them the completed page, point to the
participate in the class. clown and say: Look! His head, arms and legs.

Flashcard game
(A game to practise the chant and present body.)
• Stick the flashcards of the head, arms and legs
N
Encourage them to repeat as they point in their
books.
• Finally, draw a circle around the clown with your
finger and say: His body! The children do the
same and repeat.

SO
on the board and elicit the words. Present body
with the help of the flashcard. Say: Look, this is a
body. Invite the children to repeat the word. Ring game
Finally, they repeat each word as you point to the (An activity to consolidate the vocabulary.)
corresponding flashcard: Head, arms, legs, body.
• Take the children to the play area in the
Repeat the activity a couple of times with the
<

classroom and stand in a circle with them. Play

whole class.
• Ask the children to stand and follow your
instructions. Say: Touch your head! and do the
action. Encourage the child to do the same. Then
<
some music and ask them to dance. Stop the
music and say: Touch your head! Ask them to
remain like statues with their hand on their head.
Play the music again and say: Touch your arms!

say: Touch your arms! Touch your legs! Touch Touch your legs! etc. Repeat the activity several
AR
your body! Repeat the activity several times,
varying the pace of the instructions.

Trace and colour (p. 19)

times.

Goodbye Mickey!
<

(A TPR song to say goodbye to Mickey.)

(An activity to develop fine motor skills and
• To end the class, play the Goodbye song (R-3)
reinforce the body vocabulary.)
and encourage the children to sing along.
• Ask the helpers to hand out the books. Show the
<

children your book open at page 19, point to the

character and help the children identify it. In L1,
PE
confirm that it is a clown. Then point to the clown
and encourage the children to identify the
unfinished body parts. Confirm their answer as
<

you point to: Head, arms, legs. Tell the children

they are going to finish the clown.
• Make sure there is a box of crayons on each
table. The children will need red, blue, green and
<

yellow crayons. Name the colours and ask them

to show you the crayons one by one. Say: Show
me (red).

My First English Adventure 1 57

          

3 MY BODY
LESSON 3
OBJECTIVES:

N
To develop observation skills. To
sing the unit song. To revise the
unit vocabulary. To develop
motor skills through TPR
activities.

SO
TARGET LANGUAGE/
REVISION:
Head, arms, legs, body, stand
up, sit down.

RECEPTIVE LANGUAGE:
Touch your arms!; a blue pencil;
a yellow pencil.

EXTRA MATERIAL:
The puppet. Crayons. Sheets of
paper (extra activity). Activity
Book page 11.
AR
PE

20 Look and find. Sing and do.

> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw one of the three characters in the song. When they finish, collect
their drawings and display them in the classroom.

58 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Preparation for the song
(A TPR game to practise some actions.)
• In L1, tell the children that they are going to play
a game. Remind them of the magic word please.
In order to play the game, they will do the
actions only if Mickey says please. Demonstrate
the game with the puppet. Say: Dance! to
Mickey. He doesn’t move. Repeat: Dance,
please. Mickey performs the action.
<
• Play the game with the whole class, giving your
instructions slowly until the children recognize
them easily, then increase the pace. Use the
following actions: Touch your legs! Touch your
<
arms! Touch your head! Stand up! Sit down!
participate in the class.
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Leave Mickey sitting on his box so he can
Pre-listening activities (p. 20)
<
(Activities to revise the parts of the body and
develop observation skills.)
• Ask the helpers to hand out the books. Say:
<
Open your book, please! while you do the action
and show the children page 20 in your book. Tell
PE
the children that they are going to play a game. In
L1, explain that they have to look at the page and
touch something red, blue, green or yellow
<
according to your instructions. Demonstrate the
game first. Say: Touch yellow! and touch
Pinocchio’s shirt. Then play with the whole class.
• In L1, ask the children to look at the page
<
carefully in order to find a blue and a yellow
pencil. Make sure they all understand the word
pencil. Give them a few moments to look at the
illustration and find the pencils and confirm their
MY BODY 3
answer by drawing a circle around the pencils Goodbye Mickey!
with your finger. The children then circle them
(A TPR song to say goodbye to Mickey.)
with a crayon.
• To end the class, play the Goodbye song (R-3)
Sing and do (p. 20) and encourage the children to sing along.
(A song to practise the parts of the body.)
Activity Book (p. 11)
N
• In L1, establish what is happening in the scene:
Draw and say
Pinocchio is singing with his new friends. Ask the
children which part of the body each character is
• The purpose of this page is for the children to
identify the parts of the body on the first clown.
touching (Pinocchio – arm, cat – legs, fox – head.)
Then, they identify the missing parts on the
• Present the song using the CD/cassette and your second and third clowns, and complete them to
SO
book. Encourage the children to listen. Say: Let’s look like the first clown. Finally, they ‘read’ the
listen to the song! page, pointing to each clown in turn and saying:
Head, arms, legs.
12 Touch your legs,
your legs, your legs,
Touch your legs,
your legs, your legs.
Touch your arms,
your arms, your arms,
Touch your arms,
your arms, your arms.
Touch your head,
your head, your head,
Touch your head,
your head, your head.
• Play the song twice more and and do one of the
following activities each time: 1 The children
follow in their books and point to the actions in
the picture when they hear the words. Say: Listen
and point! 2 The children perform the actions
when they hear them. Say: Listen and do!
Song performance
(An opportunity for the children to act out the
song.)
• Divide the class into three groups and assign the
roles. Group A is the Cat touching his legs. Group
B is Pinocchio touching his arms and Group C is
the Fox touching his head. Play the song again
and encourage the children to do the actions with
you. If there is enough time, change the roles
and play the song again.
My First English Adventure 1 59
          

3 MY BODY
LESSON 4
OBJECTIVES:

N
To sing the unit song. To revise
the body vocabulary. To develop
observation and fine motor
skills.

TARGET LANGUAGE/

SO
REVISION:
Head, arms, legs, body. Colours.

RECEPTIVE LANGUAGE:
Touch your head.

EXTRA MATERIAL:
The puppet. Flashcards of the
head, arms, legs and body. Blu-
tack®. Stickers for the unit. The
English mat. Modelling clay and
a large piece of card (extra
activity).
AR
PE

Stick and say. 21

> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of Pinocchio using red, blue, green and yellow plasticine. Tell them to
use different colours for the head, arms and legs. When they finish, help them identify their figure and the colours they have used. Place
them on the piece of card and display them in the classroom.

60 My First English Adventure 1

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MY BODY 3

STEP–BY–STEP Hello Mickey! • In L1, tell the children that they are going to
complete the picture with stickers. Show them
(A TPR song to greet the children with the puppet.)
the sticker page. Remove the sticker of the head
• Start the class with the puppet and the Welcome and ask them to do the same. Go back to page
song (R-2). 21 and stick it in the appropriate space. Do the
same with the arm and the leg.
• Leave the puppet sitting on his box so he can
participate in the class. • When the children finish, point to Jiminy’s head,

N
arms, legs and body and say the words. Repeat
them and ask the children to repeat and point in
Song performance their books.
(A TPR activity to revise the unit song.)
• Play the CD/cassette from lesson 3 (R-12) and Ring game

encourage the children to perform the actions
and join in the chorus. Say: Let’s sing!
Flashcard game
(A game to consolidate the body vocabulary.)
<
SO
(An activity to consolidate the vocabulary.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.

• Show the children the flashcards for the unit one
by one and elicit the words: Head, arms, legs,
body. Ask four children to stick them on different
walls. Repeat the words and ask the children to
<
Distribute the flashcards of the head, arms, legs
and body on the mat while saying for example:
Head – red; arms – blue; legs – green; body –
yellow. Tell the children that you are going to

point to the corresponding flashcards. name a part of the body and they will name the

AR
• In L1, tell them that they are going to play a
game. Call on a pair of children and say, for
example: (María and Bill), touch arms. The
colour the corresponding flashcard is on. Say:
Head! and encourage them to say: Red! Do the
same with the remaining flashcards.
• Collect the flashcards and shuffle them. Place
<

children run to the flashcard of the arms and

touch it. (If you do not want them running in the them on different areas of the mat and play
room, ask them to walk over slowly.) Repeat the again.
activity until all the children have had a turn. You
can also say two words, for example: Touch head Goodbye Mickey!
<

and legs. (A TPR song to say goodbye to Mickey.)

PE
• To end the class, play the Goodbye song (R-3)
Stick and say (p. 21) and encourage the children to sing along.
(An activity to complete Jiminy Cricket.)
<

• Ask the helpers to hand out the books. Say:

Open your book, please! while you do the action
and show the children page 21 in your book.
Point to the character and elicit his name: Jiminy
<

Cricket. Ask the children to identify the three grey

areas on Jiminy’s body: Head, arm, leg.

My First English Adventure 1 61

          

3 MY BODY
LESSON 5
OBJECTIVES:

N
To present real-life children doing
different actions. To revise the
vocabulary of the unit. To
develop motor skills through TPR
activities.

SO
TARGET LANGUAGE/
REVISION:
Head, arms, legs, body.

RECEPTIVE LANGUAGE:
Shake your arms!

EXTRA MATERIAL:
The puppet. Flashcards of the
head, arms, legs and body. A
tambourine or a pair of maracas.

NOTE:
Ask the children to bring a doll
or a teddy bear to the next
class. Activity Book page 12.
AR
PE

22 Listen and point.

> EXTRA ACTIVITY (Mickey says)

Play Mickey says with the whole class (an adaptation of Simon says). The aim of this game is for the children to recognise and execute
simple instructions. Pick up the puppet and say, for example: Touch your head. Touch your arms. Touch your legs. The children obey the
instructions only if they are preceded by the words: Mickey says. Repeat the instructions and include some more such as: Stand up, Sit
down, Open your book, Close your book.

62 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Ring game
(An activity to consolidate the vocabulary.)
• Take the children to the play area in the
classroom and ask them to form a circle. In L1,
tell them they are going to do some exercises to
the rhythm of your instrument. Take out the
tambourine or maracas and give them
instructions while beating out the rhythm of the
actions with your instrument. Say and
<
demonstrate the following actions: Shake your
legs (tch, tch, tch, tch) Shake your arms (tch, tch,
tch, tch) Shake your head (tch, tch, tch, tch)
Shake your body (tch, tch, tch, tch). Repeat the
<
actions several times varying the rhythm with the
help of the instruments.
Pre-listening activity
AR
(An activity to practise the vocabulary of the unit.)
<
• Pick up the Mickey puppet and ask him to follow
your instructions. Say: Mickey, touch your head.
Mickey touch your legs. Encourage the children
to say: Yes! when Mickey does the correct
<
action. If he is wrong, they say: No! Do this
PE
several times.
Listen and point (p. 22)
<
(An activity to present children doing some actions.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 22 in your book.
<
Point to the children in the photo and in L1, tell
the children that they are doing some exercises
following their teacher’s instructions. Use the
MY BODY 3
CD/cassette and your book to present the Activity Book (p. 12)
listening. Ask them to listen to the teacher. Say:
Circle
Look and listen! Point to the different actions as
• The purpose of this page is for the children to
they are named.
identify the parts of the fairy’s body. They take
13 Teacher: out red, green and blue crayons and circle
Touch your head. Touch your head. according to your instructions. Say: Circle the
Touch your arms. Touch your arms. head green. Circle the arms blue. Circle the legs
N
Touch your legs. Touch your legs. red. Then help them ‘read’ the page by pointing
and saying: Head – green. Arms – blue. Legs –
[Repeat]
red.
• Play the recording again and ask the children to
point to the children on the page according to
what they hear. Say: Listen and point!
SO
• Next, perform the actions yourself and ask the
children to point to them on the page as you do
them. Then, tell the children to perform the
actions. Repeat the activity several times.
Please game
(A TPR game to consolidate the vocabulary of the
unit.)
• Tell the children that they are going to play a
game. Remind them of the magic word please.
In order to play the game, they will do the
actions only if Mickey says please. Demonstrate
the game with the puppet. Say: Mickey, touch
your legs! to Mickey. He doesn’t move. Repeat:
Touch your legs, please! Mickey performs the
action.
• Play the game with the whole class, giving your
instructions slowly until the children recognize
them easily, increase the pace. Use the following
instructions: Touch your legs! Touch your arms!
Touch your head! Stand up! Sit down!
Goodbye Mickey!
(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.
My First English Adventure 1 63
          

3 MY BODY
LESSON 6
OBJECTIVES:

N
To consolidate the vocabulary of
the unit. To develop fine motor
skills. To develop motor skills
through TPR activities.

TARGET LANGUAGE/

SO
REVISION:
The vocabulary of the unit.

RECEPTIVE LANGUAGE:
My (head); Shake the head;
Point to his/her head.

EXTRA MATERIAL:
The puppet. Page 23 with the
drawing completed of yourself.
Flashcards of the head, arms,
legs and body. A doll or a teddy
bear. Crayons. The English mat.
Activity Book page 13.
AR
PE

Draw and say. 23

> EXTRA ACTIVITY

Divide the children into pairs and encourage them to show each other their finished drawings. They take it in turns to point and say: My
head, my arms, my legs, my body. First demonstrate the activity with one pair of children.

64 My First English Adventure 1

          

MY BODY 3

STEP–BY–STEP Hello Mickey! Step two:

(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
(A personalisation activity for the children to draw
themselves.)
• Show the finished page 23 of yourself in your
book and say: Look! My head, my arms, my
legs, my body. Ask the children to turn to page

Ring game
(A TPR game to consolidate the unit vocabulary.)
• Collect up the children’s dolls and teddy bears.
N
23 in their books and to complete the drawing in
the same way. Make sure there is a box of
crayons on each table. Go round the classroom
while the children are working in order to provide
any necessary help. Point to their drawings and
encourage them to say: My head, my legs, etc.

SO
Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and Goodbye Mickey!
encourage them to identify the four colours. (A TPR song to say goodbye to Mickey.)

• Distribute the dolls and stuffed toys on the • To end the class, play the Goodbye song (R-3)
<

English mat. Then ask the children to pick up their and encourage the children to sing along.
toy and identify the colour of the square it was
on. Make sure they all have either a doll or a Activity Book (p. 13)
teddy bear.
Trace
<

• Tell them they are going to make the toys move • The purpose of this page is for the children to
AR
according to your instructions. Say: Shake the
head! Shake the legs! Shake the arms! Shake
the body! Repeat the instructions several times.
identify the parts of the doll’s body. With a
crayon, they trace over each part according to
your instructions. Say: Draw the head. Draw the
arms. Draw the legs. Then help them ‘read’ the
<

• Ask the children to leave their toys on the English

page by pointing and saying: Head – arms – legs.
mat, naming the colour they leave them on. They
Body!
can collect them at the end of the class.

Draw and say (p. 23)

<

Step one:
PE
(A game to consolidate the unit vocabulary.)
• Ask the helpers to hand out the books. Say:
<

Open your book, please! while you do the action

and show the children page 22 in your book. Ask
them to look at a boy in the picture and follow
your instructions. Demonstrate the actions while
saying: Point to his head. Point to his arms. Do
<

the same with legs and body. Repeat the

instructions for the children to do the activity by
themselves. Then give instructions for the little
girl.

My First English Adventure 1 65

          

3 MY BODY
LESSON 7
OBJECTIVES:

N
To consolidate the key
vocabulary of the unit. To play a
card game with the children. To
develop motor skills through TPR
activities. To assess progress.

SO
TARGET LANGUAGE/
REVISION:
The vocabulary of the unit.

RECEPTIVE LANGUAGE:
What’s this?; Shuffle the cards!

EXTRA MATERIAL:
The puppet. Lining paper or a
piece of paper large enough to
draw the outline of a child on.
Pushouts of the unit. Envelopes.
Photocopies of Progress sheet 3
(page 156).
AR
PE

> EXTRA ACTIVITY

Take the children to the play area in the classroom. In pairs, they take it in turns to stand in front of the mirror and follow your
instructions while watching themselves in the glass. (If you don’t have a mirror you could get the children to stand opposite each other
and be mirrors to each other.) Say: Point to your legs! Shake your legs! etc.

66 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Ring game
(An activity to revise the parts of the body.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Say:
Let’s sit down.
• Place the lining paper in the middle of the circle
and ask a child to lie down on it, arms and legs
outstretched. Outline his or her head with a
<
crayon and while you ask the rest of the children:
What’s this? Encourage them to reply: Head. Do
the same with the arms, legs and body. When
you finish, write the child’s name on the paper
and stick it on the wall. Use this silhouette to
<
Preparation for the card game
AR
revise the parts of the body with the children.
(An activity to consolidate the vocabulary and
<
prepare the cards.)
• Show the children the pushouts of the unit and
make sure that every child has them. Ask them
to point to each card according to your
<
instructions. Say: Point to the head! Point to the
legs! etc.
PE
• Show the children how to push the cards out.
Make sure all the sets are complete by saying:
<
Show me the (arms), etc. The children hold up
the corresponding card. Do the same with all the
cards.
<
MY BODY 3
Card game Goodbye Mickey!
(A game to consolidate the unit vocabulary.) (A TPR song to say goodbye to Mickey.)
• In L1, explain to the children that they are going • To end the class, play the Goodbye song (R-3)
to play a card game. Say: Let’s play a card game! and encourage the children to sing along.
Ask them to shuffle their cards. Say: Shuffle the
cards, please! while you do the action. Then ask
N
them to pick a card without looking at it.
• Shuffle your cards, pick one and show it to the
class. Say what it is, for example: Head! and ask
the children to look at their card. If it is the same as
yours, they hold it up and say: Head! Then they put
SO
in face up on the table. If they had a different card,
they put it back in the pack. Ask the children to pick
another card. Play until all the children’s cards are
face up. Repeat the game several times.
• When the game is over, the helpers hand out the
envelopes. Help the children put the cards in the
envelope. When they finish, collect all the
envelopes and store them.
Progress sheet 3
• To assess the children’s progress in this unit see
pages 152 and 156.
Round up
(An opportunity for the children to show that they
have successfully finished the unit.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 23 in your book.
Point to Mickey and tell the children in L1 that he
is happy because they have finished the unit. Tell
them that they are going to stick a sticker there
to celebrate this.
• Show the children the sticker page and remove
one Mickey sticker. Ask them to do the same. Go
back to page 23 and stick the sticker in the
appropriate space.
• Give the thumbs-up signal and exclaim: Very
good! Invite them to do the same.
My First English Adventure 1 67
          

UNIT
4 FOOD
LESSON 1
OBJECTIVES:

N
To meet Winnie the Pooh and
his friends through a chant. To
recognise and name some
foods. To develop motor skills
through TPR activities.

SO
TARGET LANGUAGE:
Apple, banana, biscuit, milk.

REVISION:
Colours.

RECEPTIVE LANGUAGE:
For you!; For me!

EXTRA MATERIAL:
The puppet. Flashcards of the
apple, banana, biscuit and milk.
Plastic food items: an apple, a
banana, some biscuits and a
small carton of milk, a bag (not
transparent) and a plastic plate.
Blu-tack®. Activity Book page 14.
AR
PE

24 Listen, point and chant.

> EXTRA ACTIVITY

Place the plastic toy food items on a plastic plate. Show them to the children one by one. Do this a couple of times while saying the
words. Ask the children to close their eyes. Remove one of the food items and ask the children: What’s missing? Encourage them to tell
you which item is missing. Repeat several times.

68 My First English Adventure 1

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FOOD 4

STEP–BY–STEP Hello Mickey! 14 One biscuit, Goodbye Mickey!

One apple,
(A TPR song to greet the children with the puppet.) One banana, (A TPR song to say goodbye to Mickey.)
• Start the class with the puppet and the Welcome And milk • To end the class, play the Goodbye song (R-3)
song (R-2). For you! and encourage the children to sing along.
One biscuit,
• Leave the puppet sitting on his box so he can One apple,
participate in the class. One banana, Activity Book (p. 14)

N
And milk Match
Ring game For me! • The purpose of this page is for the children to do
One biscuit, the maze to join each character to the tray that
(An activity to present some food items.)
One apple, belongs to him. Then they identify the food on
• Take the children to the play area in the One banana, each tray. (Pooh: 3 apples, a biscuit. Tigger: A

SO
classroom. Ask them to stand in a circle and And milk banana, two biscuits, a glass of milk.)
repeat the chant until the ring is complete. Then, For you!
sit on the floor with them while you say: Let’s sit One biscuit,
down. One apple,
One banana,
• Show the children the bag with the food in it. Tell
And milk
<

them you have just been to the supermarket and

For me?
in L1, invite them to guess what you have
bought. Take the items they guess correctly out For you!
of the bag and present them in English. Say: This For me?
is (a banana), (an apple), (a biscuit), (milk). The For you!
<

children repeat each word.

Chant (p. 24)

AR
(A chant to practise words for food.)
For me!

• Ask the helpers to hand out the books. Say:

Open your book, please! while you do the action
and show the children page 24 in your book.
<

Explain the scene in L1: Winnie the Pooh is

• Ask the children to go back to their seats. Show
serving breakfast to his friends Tigger and Piglet.
them the food flashcards one by one and say: A
Encourage the children to identify what they are
banana, an apple, a biscuit, milk. Stick the
having: Biscuits, apples, bananas and milk.
flashcards on the board and say the words again.
<

Encourage the children to repeat. • Play the chant three more times and do one of
the following activities each time: 1 The children
PE
• Take Mickey and ask him to follow your
follow in their books and point to the apples,
instructions. Say: Mickey, point to the banana.
bananas, biscuits and milk when they hear the
Mickey, point to the biscuit. Encourage the
words. Say: Listen and point. 2 Stick the food
<

children to say: Yes! when Mickey does the

correct action. If he is wrong, they say: No! Do
this several times.
• Present the chant using the CD/cassette and
<
flashcards in different parts of the room. The
children point to them when they hear the
corresponding words. Say: Listen and do. 3 Stop
after each line and encourage them to repeat the
words. Say: Listen and repeat.

your book. Encourage the children to listen and

focus on the scene. Say: Let’s listen!

My First English Adventure 1 69

          

4 FOOD
LESSON 2
OBJECTIVES:

N
To reinforce the vocabulary of
lesson 1. To develop fine motor
skills.

TARGET LANGUAGE/
REVISION:

SO
Milk, banana, apple, biscuit.

RECEPTIVE LANGUAGE:
For me!; For you!

EXTRA MATERIAL:
The puppet. Flashcards of the
apple, banana, biscuit and milk.
Blu-tack®. Plastic food items:
an apple, a banana, some
biscuits and milk. A bag.
Crayons. AR
PE

Trace and match. 25

> EXTRA ACTIVITY

Show the flashcards for the lesson to the children one by one. Do this a couple of times while saying: Apple, biscuit, banana, milk.
Remove one, show them the ones that are left and ask the children to tell you which one is missing. Then shuffle the four cards and play
again.

70 My First English Adventure 1

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FOOD 4

STEP–BY–STEP Hello Mickey! table. The children will need red and yellow.
Name the colours and ask them to show you the
(A TPR song to greet the children with the puppet.)
crayons. Say: Show me (red).
• Start the class with the puppet and the Welcome
• Ask the children to colour the apple red and the
song (R-2).
banana yellow. Go round the room while they are
• Leave the puppet sitting on his box so he can working in order to provide any necessary help.
participate in the class.

N
• Show them the completed page, point to the
pictures and say: Look! Milk, apple, banana.
Flashcard game Encourage them to repeat as they point in their
(An activity to practise the chant from lesson 1.) books.

• Play the chant from Lesson 1 (R-14) and

Ring game

SO
encourage the children to join in and act it out.
Say: Let’s chant! (An activity to consolidate the vocabulary.)

• Stick the food flashcards on the board and elicit • Take the children to the play area in the
the words: Apple, banana, biscuit, milk. Ask the classroom and ask them to form a circle. Place
children to repeat each word as you point to the the food items in the bag. In L1, tell them they
<

corresponding flashcard. Repeat the activity a
couple of times with the whole class.
• Ask different children to stand and follow your
instructions. Say: Touch the apple! Encourage the
<
are going to play a game. They will identify food
items by touch without looking at them. Ask a
child to put his or her hand into the bag. Say:
Give me the apple. The child touches the items
and takes out the apple. Say: There’s the apple!

child to do the action. Then say: Touch the milk! and show it to the rest of the class. Repeat the
AR
Touch the banana! Touch the biscuit! Repeat the
activity with more children, varying the pace of
the instructions.
activity several times so that as many children as
possible can have a turn.

Goodbye Mickey!
<

Trace and match (p. 25)

(An activity to develop fine motor skills and
reinforce the food vocabulary.)
<
(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.

• Ask the helpers to hand out the books. Show the

children your book open at page 25, point to the
PE
food items and elicit the words. Point to the
glass of milk and in L1 explain that they have to
join the dots to complete the outline of the glass.
<

Then, with your finger, trace the line that joins

the glass to the cow and encourage them to tell
you why they are joined. Confirm that milk
comes from cows.
<

• Do the same with the apple and the banana. Ask

the children to join the dots and then join the
fruits to the tree they come from.
• Make sure there is a box of crayons on each

My First English Adventure 1 71

          

4 FOOD
LESSON 3
OBJECTIVES:

N
To develop observation skills. To
sing the unit song. To count to
three. To develop motor skills
through TPR activities.

TARGET LANGUAGE:

SO
One, two, three.

REVISION:
Apple, banana, biscuit, milk.

RECEPTIVE LANGUAGE:
Jump with me; Jump up and
down; Turn with me; Turn
around; Hop with me; Hop up
and down.

EXTRA MATERIAL:
The puppet. Flashcards of the
apple, banana, biscuit and milk.
Crayons. Sheets of paper (extra
activity). Activity Book page 15.
AR
PE

26 Look and find. Sing and do.

> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw one of the three characters in the song. When they finish, collect
their drawings and display them in the room.

72 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Correct Mickey!
(A game using the puppet to practise the food
vocabulary.)
• Show the children the flashcards of the unit and
elicit the words: Apple, banana, biscuit, milk. Put
them down on your table, pick up Mickey and
say: Mickey, give me the (apple). He gives you
the wrong flashcard. Say: No, no Mickey! Ask a
child to help Mickey by picking out the correct
<
flashcard. Repeat the game until all the children
have had a turn.
Preparation for the song
<
AR
(A TPR activity to practise counting to three.)
• Tell the children that they are going to count to
three on their fingers. Say: One, two, three!
while showing them how you are counting on
<
your own fingers. Do this several times and
encourage them to repeat and count on their
fingers. Then count different classroom objects to
three with them, for example chairs, books,
windows, etc.
<
PE
Pre-listening activities (p. 26)
(Activities to present some actions and develop
observation skills.)
<
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 26 in your book. Tell
the children that they are going to play a game. In
<
L1, explain that they have to look at the page and
touch something red, blue, green or yellow
according to your instructions. Demonstrate the
FOOD 4
game first. Say: Touch red! and touch Winnie the Hop up and down
Pooh’s t-shirt. Then play with the whole class. Hop up and down
Hop, hop,
• In L1, ask the children to look at the page Hop, hop.
carefully in order to find a banana. Give them a One, two, three
few moments to look at the picture and confirm Hop with me!
their answer by drawing a circle around the
banana with your finger. The children then circle it • Play the song three more times and do one of
N
with a crayon. the following activities each time: 1 The children
follow in their books and point to the actions
when they hear the words. Say: Listen and point.
Sing and do (p. 26) 2 They perform the actions when they hear the
(A song to practise some actions.) words. Say: Listen and do. 3 They count on their
fingers when they hear the numbers.
SO
• In L1, establish what is happening in the scene:
Winnie the Pooh is singing and doing some
actions with his friends Tigger and Piglet. Point to Song performance
each character and identify the action: Tigger – (An opportunity for the children to act out the
Jump up and down. Piglet – Turn around. Winnie song.)
the Pooh – Hop up and down.
• Divide the class into three groups and assign the
• Present the song with the CD/cassette and your roles. Group A is Tigger who jumps, Group B is
book. Encourage the children to listen to the Piglet who turns around and Group C is Winnie
three friends. Say: Let’s listen to the song! the Pooh who hops up and down. Play the song
15 again and encourage the children to do the
Jump, jump,
Jump, jump.
One, two, three,
Jump with me
Jump up and down
Jump up and down
actions with you. If there is enough time, change
the roles and play the song again.
Goodbye Mickey!
Jump, jump, (A TPR song to say goodbye to Mickey.)
Jump, jump.
• To end the class, play the Goodbye song (R-3)
One, two, three and encourage the children to sing along.
Jump with me!
Turn, turn,
Turn, turn. Activity Book (p. 15)
One, two, three, Find and colour
Turn with me • The purpose of this page is for the children to
Turn around identify each item in the key: Banana, apple,
Turn around biscuit. Then, they take out yellow, green and red
Turn, turn, crayons to do a colour dictation. Point to the
Turn, turn, items in the key and says: Colour the banana
One, two, three yellow. Colour the apple green. Colour the biscuit
Turn with me! red. Then they look for these items in the puzzle
Hop, hop, and colour them according to the key. Finally,
Hop, hop. help them ‘read’ the page by pointing and saying:
One, two, three, Banana – yellow. Apple – green. Biscuit – red.
Hop with me
My First English Adventure 1 73
          

4 FOOD
LESSON 4

1
OBJECTIVES:

N
To sing the unit song. To revise
the unit vocabulary. To develop
observation and fine motor
skills.

TARGET LANGUAGE/

SO
REVISION:
One, two, three, banana, apple,

2
biscuit, head, arms, legs.
Colours.

RECEPTIVE LANGUAGE:
Jump with me; Jump up and
down; Turn with me; Turn
around; Hop with me; hop up
and down.

EXTRA MATERIAL:
The puppet. Flashcards of the
AR
3
apple, banana, biscuit and milk.
Blu-tack®. Stickers of the unit.
The English mat. Modelling clay
and a large piece of card (extra
activity).
PE

Count and stick. 27

> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of their favourite food (milk, apple, banana or biscuit). When they
finish, help them identify their items, place them on the piece of card and display them in the classroom.

74 My First English Adventure 1

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STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Song performance
(A TPR activity to revise the unit song.)
• Play the CD/cassette from lesson 3 (R-15) and
encourage the children to perform the actions.
Say: Let’s sing and do!
Ring game
(A game to consolidate the vocabulary.)
<
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
<
Distribute the lesson flashcards on the mat while
AR
saying for example: Milk – red; apple – blue;
banana – yellow; biscuit – green. Tell the children
that you are going to say a word and they will
name the colour the corresponding flashcard is
<
on. Say: Milk! and encourage them to say: Red!
Do the same with the remaining flashcards.
• Collect the flashcards and shuffle them. Place
them on different areas of the mat and play
<
again.
PE
Preparation for the count
and stick
<
(A TPR game to practise counting to three.)
• Count different objects up to three with the
whole class. Then put several children together
and count their heads, arms and legs up to three.
<
Encourage everyone to say: One, two, three
heads! One, two, three arms! One, two, three
legs! while they touch their partners’ heads,
arms and legs.
FOOD 4
Count and stick (p. 27)
(An activity to count food items.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 27 in your book.
Point to the numbers and encourage the children
to identify them and say their colour: One – red,
N
two – yellow, three – blue. Ask them to count
the grey circles next to the numbers and help
them say: One. One, two. One, two, three.
• In L1, tell the children that they are going to
SO
complete the page with stickers. Show them the
sticker page. Remove the sticker of the apple and
ask them to do the same. Go back to page 27
and stick it in the appropriate space. Do the
same with the bananas and the biscuits.
• When the children finish, point to the apple, the
bananas and the biscuits. Say: One apple. One,
two bananas. One, two, three biscuits. Ask the
children to point to the items and count them
aloud.
Flashcard game
(An activity to consolidate the vocabulary.)
• The aim of this game is to have the children
remember sequences of flashcards. Show them
the food flashcards one by one and elicit the
words. Repeat the words in the same order
several times, then ask the children to repeat
them. Show them the flashcards in order to
confirm their answers.
• Collect the flashcards, shuffle them and play
again.
Goodbye Mickey!
(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.
My First English Adventure 1 75
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4 FOOD
LESSON 5
OBJECTIVES:

N
To present a real-life family
having a snack. To revise the
vocabulary of the unit. To
develop motor skills through TPR
activities.

SO
TARGET LANGUAGE/
REVISION:
Apple, banana, biscuit, milk,
mum, dad.

RECEPTIVE LANGUAGE:
Look at my (mum)!; She’s got
(one banana); I’ve got (two
apples); He’s got (three biscuits).

EXTRA MATERIAL:
The puppet. Flashcards of the
apple, banana, biscuit and milk.
Three plastic plates, with plastic
food; one with three biscuits,
one with two apples and milk
and one with milk and a banana.
AR
Sheets of paper (extra activity).
Activity Book page 16.

NOTE:
PE
Ask the children to bring pictures
(cut out from magazines) of
apples, bananas, biscuits and
milk to the next class. 28 Listen and point.

> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw one of the food items they have seen in the unit. When they finish,
collect their drawings and display them in the classroom.

76 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Ring game
(An activity to consolidate the vocabulary.)
• Take the children to the play area in the
classroom and ask them to form a circle. In L1,
tell them they are going to play a game: they will
pass the food flashcards around on the count of
three. Hand out the flashcards to four children
and ask them to identify their flashcard as you
give it to them.
<
• Ask the whole class to count: One, two, three.
The children holding the flashcards pass them
along. Everyone counts again and the children
pass the cards on again until you say: Stop!
<
Show me the milk! The child holding the
AR
appropriate flashcard holds it up. Do the same
with the other cards, repeating the game enough
times for all the children to have a turn.
<
Pre-listening activity
(An activity to practise the vocabulary of the unit.)
• Put out the three plates with the snacks. Point to
<
the first one with the three biscuits and say:
One, two, three biscuits. Point to the one with
PE
the two apples and the milk and say: One, two
apples, and milk. Show the last one with the
banana and milk and say: A banana and milk.
<
• Place the three plates in different areas of the
classroom. Give instructions and ask the children
to point to the corresponding plate. Say: Point to
the three biscuits. Do the same with the other
<
two plates and repeat the activity several times.
FOOD 4
Listen and point (p. 28) whole class, giving your instructions to different
children.
(An activity to present a real-life family having a
snack.)
Goodbye Mickey!
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action (A TPR song to say goodbye to Mickey.)
and show the children page 28 in your book. • To end the class, play the Goodbye song (R-3)
Point to the dad and ask: Mum? Dad? Elicit the
N
and encourage the children to sing along.
answer. Do the same with the mum. In L1,
explain that they are eating a snack. Invite the
children to listen to the little boy talking about Activity Book (p. 16)
what they are having. Circle the differences
• The purpose of this page is for the children to
SO
• Use the CD/cassette and your book to present
identify the food items in the first picture and
the listening. Say: Look and listen! Point to the
then in the second one. They compare the two
different snacks as they are named.
and circle the differences in the second picture.
16 Boy: Then help them ‘read’ the differences by pointing
Look at my mum. to the first and the second picture and saying:
One apple – two apples. Two biscuits – three
She’s got one banana and milk. Yes, one
banana and milk. biscuits.
Look at me.
I’ve got two apples and milk. I’ve got two
apples and milk. Mmm...
Look at my dad.
He’s got three biscuits! Three biscuits!
[Repeat]
• Play the CD/cassette again and ask the children
to point to the snacks on the page according to
what they hear. Say: Listen and point! Then play
the recording again and pause it after each
phrase for the children to repeat.
Please game
(A TPR game to consolidate the vocabulary of the
unit.)
• Tell the children that they are going to play a
game. Remind them of the magic word please.
In order to play the game, they will do the
actions only if Mickey says please. Demonstrate
the game with the puppet. Put the food you have
brought to class on a plate. Say: Mickey, give me
an apple! to Mickey. He doesn’t move. Repeat:
Mickey, give me an apple, please! Mickey
performs the action. Play the game with the
My First English Adventure 1 77
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4 FOOD
LESSON 6
OBJECTIVES:

N
To consolidate the vocabulary of
the unit. To develop fine motor
skills. To develop motor skills
through TPR activities.

TARGET LANGUAGE/

SO
REVISION:
The vocabulary of the unit.

RECEPTIVE LANGUAGE:
Look!

EXTRA MATERIAL:
The puppet. Page 29 with the
drawing completed of a snack.
Flashcards of the apple, banana,
biscuit and milk. Crayons. The
English mat. Additional pictures
of apples, bananas, biscuits and
milk (cut out from magazines).
Activity Book page 17.
AR
PE

Draw and say. 29

> EXTRA ACTIVITY

Divide the children into pairs and encourage them to show each other their finished drawings. They take it in turns to point and say:
Look, one banana, two biscuits and milk. First demonstrate the activity with one pair of children.

78 My First English Adventure 1

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FOOD 4

STEP–BY–STEP Hello Mickey! • Ask the children to complete the drawing in the
same way with the foods that they prefer. Make
(A TPR song to greet the children with the puppet.)
sure there is a box of crayons on each table. Go
• Start the class with the puppet and the Welcome round the classroom while the children are
song (R-2). working in order to provide any necessary help.
Point to their drawings and encourage them to
• Leave the puppet sitting on his box so he can say: One, two bananas, milk. etc.
participate in the class.

N
Goodbye Mickey!
Ring game
(A TPR song to say goodbye to Mickey.)
(A TPR game to consolidate the unit vocabulary.)
• To end the class, play the Goodbye song (R-3)
• Take the children to the play area in the and encourage the children to sing along.

SO
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours. Activity Book (p. 17)
Trace
• Hand out the pictures of the food items to the
• The purpose of this page is for the children to
children and ask them to show you the one they
<

identify the food items in the first picture and to

have, according to your instructions. Say: Show
complete the second one. Then, help them ‘read’
me (bananas).
each one from top to bottom by pointing and
• Then put a picture of a banana on the yellow saying: Apple, bananas, biscuits, milk and from
square and say: Banana – yellow. All the children bottom to top: Milk, biscuits, bananas, apple.
<

holding pictures of bananas place them on the

colour. AR
yellow square while repeating the name and the

• Do the same with the rest of the foods until they

<

have all been classified on the different areas of

the mat. Finally, call out colours so that the
children can name the items in the corresponding
square. When you finish, collect the pictures for
use in the next class.
<

Draw and say (p. 29)

PE
(A personalisation activity for the children to draw
food themselves.)
<

• Ask the pupils to hand out the books. Say Open

your book, please! while you do the action and
show the children page 29 in your book with the
drawing completed of a snack, e.g. two apples,
<

three biscuits, a banana and milk. Say, for

example: Look! One, two apples. One, two,
three biscuits. One banana and milk. Repeat
while you point to each item.

My First English Adventure 1 79

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4 FOOD
LESSON 7
OBJECTIVES:

N
To consolidate the key
vocabulary of the unit. To play a
card game with the children. To
develop motor skills through TPR
activities. To assess progress.

SO
TARGET LANGUAGE/
REVISION:
The vocabulary of the unit.

EXTRA MATERIAL:
The puppet. Lining paper or a
piece of paper large enough to
make a poster. Pushouts of the
unit. Envelopes. The pictures of
apples, bananas, biscuits and
milk from the last lesson. Music
and food flashcards (extra
activity). Photocopies of
Progress sheet 4 (page 157).
AR
PE

> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the four flashcards (banana, apple, biscuit, milk) to four children and explain that they
have to pass them on to other children when the music starts. Play the music and say: Let’s dance! The children dance and pass the
flashcards around. Stop the music and say: Show me the (biscuit). The child who has this flashcard holds it up for everyone to see. Start
the music again and repeat the game, calling out a different flashcard.

80 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Ring game
(An activity to revise food items.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Say:
Let’s sit down.
• Place the paper in the middle of the circle and
pick up a picture of a banana, an apple, a biscuit
and some milk. Show them to the children, say
<
the words and stick the pictures on the paper.
• Hand out the rest of the pictures to the children.
They take it in turns to identify the item and stick
it on the paper. When they finish, display the
<
poster in the classroom.
Preparation for the card game
AR
(An activity to consolidate the vocabulary and
<
prepare the cards.)
• Ask the children to go back to their seats. Show
the children the pushouts of the unit and make
sure that every child has them. Ask them to point
<
to each card according to your instructions. Say:
Point to the milk! Point to the banana! etc.
PE
• Show the children how to push the cards out.
Make sure all the sets are complete by saying:
Show me the (biscuit), etc. The children hold up
<
the corresponding card. Do the same with all the
cards.
<
FOOD 4
Card game Goodbye Mickey!
(A game to consolidate the unit vocabulary.) (A TPR song to say goodbye to Mickey.)
• In L1, explain to the children that they are going • To end the class, play the Goodbye song (R-3)
to play a card game. Say: Let’s play a card game! and encourage the children to sing along.
Ask them to shuffle their cards. Say: Shuffle the
cards, please! while you do the action. Then ask
N
them to pick a card without looking at it.
• Shuffle your cards, pick one and show it to the
class, saying, for example: Apple! Ask the
children to look at their card. If it is the same as
yours, they hold it up and say: Apple! Then they
SO
put it face up on the table. If they had a different
card, they put it back in the pack. Play until all the
children’s cards are face up. Repeat the game
several times.
• When the game is over, the helpers hand out the
envelopes. Help the children put the cards in the
envelope. When they finish, collect all the
envelopes and store them.
Progress sheet 4
• To assess the children’s progress in this unit see
pages 153 and 157.
Round up
(An opportunity for the children to show that they
have successfully finished the unit.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 29 in your books.
Point to Mickey and tell the children in L1 that he
is happy because they have finished the unit. Tell
them that they are going to stick a sticker there
to celebrate this.
• Show the children the sticker page and remove
one Mickey sticker. Ask them to do the same. Go
back to page 29 and stick the sticker in the
appropriate space.
• Give the thumbs-up signal and exclaim: Very
good! Invite them to do the same.
My First English Adventure 1 81
          

PLAYTIME
LESSON 1
OBJECTIVES:

N
To consolidate the vocabulary of
units 3 and 4. To develop motor
skills through TPR games and
activities. To develop observation
and fine motor skills. To develop

SO
oral comprehension.

TARGET LANGUAGE/
REVISION:
Head, legs, arms, body, apple,
banana, biscuit, milk. Colours.

RECEPTIVE LANGUAGE:
Look at his head; He’s beautiful!

EXTRA MATERIAL:
The puppet. Flashcards of the
body. Food flashcards. Blu-tack®.
The English mat.
AR
PE

30 Trace and say.

> EXTRA ACTIVITY

Play What is it? with the whole class. Put the lesson flashcards on your table: Body, head, arms, legs, banana, apple, biscuit, milk. Ask a
child to take one of the flashcards and stick it on the board. Turn around so that you can’t see the flashcard. Then ask the children: Body?
Arms? Biscuit? etc. They reply yes or no until you guess the correct word. Ask another child to come up to the board and pick a different
flashcard, and play again.

82 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Song performance
(A TPR activity to revise the song of unit 3.)
• Play the CD/cassette from unit 3, lesson 3 (R-12)
and encourage the children to perform the
actions and join in the chorus. Say: Let’s sing!
Flashcard game
(A game to consolidate the parts of the body.)
<
• Show the flashcards of the body one by one and
elicit the words: Body, head, arms, legs. Stick
them on the board.
<
• Tell the children in L1 that they are going to play a
AR
memory game. Point to the flashcards one by
one and say the words. Do this at least three
times without varying the order in which you
point. Encourage the children to repeat the
<
words several times. Say: Listen and repeat.
• Remove one flashcard. Point to the flashcards
again, including the space of the missing one and
encourage the children to say the words.
<
Remove another flashcard and repeat the
procedure. Do this until you have removed all
PE
four flashcards. At the end of the game, the
children should be able to remember the four
words in the correct order.
<
Ring game
(An activity to consolidate colours and the food
vocabulary.)
<
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
PLAYTIME
the English mat in the centre of the circle and Point and count game (p. 30)
encourage them to name the four colours. Place
(A game to consolidate the vocabulary and count.)
the flashcards of the food on the mat while
saying for example: Banana – red. Apple – blue. • Ask the children to look at the page carefully. In
Biscuit – green. Milk – yellow. Tell the children L1, explain that they are going to point to and
that you are going to say a word: they will name count the food items according to your
the colour the corresponding flashcard is on. Say: instructions. Demonstrate the activity first. Say:
Milk! and encourage them to say: Yellow! Do the Point to the apples! Count! One, two, three!
N
same with the remaining flashcards. while you do the action. Encourage the children
• Collect the flashcards and shuffle them. Place
to do the same. Then say: Point to the bananas!
Count! One, two, three! while they point by
them on different segments of the mat and play
themselves. Finally, say: Biscuits. The children
again.
point to the biscuits and count them. Increase
SO
the pace of the instructions as the game
Trace and say (p. 30) progresses.
(An activity to identify the parts of the body and
food items following oral instructions.) Goodbye Mickey!
• Ask the helpers to hand out the books. Say: (A TPR song to say goodbye to Mickey.)
Open your books, please! while you do the
• To end the class, play the Goodbye song (R-3)
action and show the children page 30 in your
and encourage the children to sing along.
book. In L1, explain the scene: there are three
jugglers on the page who are incomplete. Ask
the children to identify the parts they have to
complete: arms in the first, head in the second
and legs in the third.
• Make sure there is a box of crayons on each
table. The children will need red, blue and yellow.
Name the colours and ask them to show you the
crayons. Say: Show me (red).
• In L1, explain the task to the children. They are
going to complete the three jugglers according to
your instructions. Demonstrate the task by
pointing to the first one and saying: Arms – red.
Trace the outline with your finger.
• Ask the children to listen carefully in order to
complete the task. Say the following sentences,
repeating each one a couple of times: Head –
blue. Legs – yellow. Pause after each one so the
children can trace the outlines.
• To check the task, show them your completed
page, say the sentences again and point to the
characters.
My First English Adventure 1 83
          

PLAYTIME
LESSON 2
OBJECTIVES:

N
To consolidate the vocabulary of
units 3 and 4. To play Bingo. To
develop motor skills through TPR
games and activities.

TARGET LANGUAGE/

SO
REVISION:
Head, legs, arms, body, apple,
banana, biscuit, milk. Colours.

RECEPTIVE LANGUAGE:
Jump with me; Jump up and
down; Turn with me; Turn
around; Hop with me; Hop up
and down.

EXTRA MATERIAL:
The puppet. Flashcards of units
3 and 4. Pushouts of units 3 and
4. Envelopes. Lively music (extra
activity). Activity Book page 27.
– FOOD POSTER: Photocopies
of Poster worksheet 2 (page
AR
141).
– VIDEO 2: Photocopies of
Video worksheet 2 (page 147).
PE

Listen and play. 31

> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the eight unit flashcards (head, legs, arms, body, apple, banana, biscuit, milk) to eight
children and explain that they have to pass them on to other children when the music starts. Play the music and say: Let’s dance! The
children dance and pass the flashcards around. Stop the music and say: Show me the (body). The child with this flashcard holds it up for
everyone to see. Start the music again and play again, calling out a different flashcard.

84 My First English Adventure 1

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PLAYTIME

STEP–BY–STEP Hello Mickey! Card game (p. 31) Goodbye Mickey!

(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
(A game to consolidate the vocabulary of the unit.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 31 in your book.
Point to the colour board and explain in L1 that
(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. 27)

Song performance
(A TPR activity to revise the song from unit 4.)
• Play the CD/cassette from unit 4, lesson 3 (R-15)
N
they are going to play a card game on this board.
Point to the colours and elicit the words.
• Ask the children to put their cards on the board
according to your instructions. Say: Body – green
and tell them they can put their card down on
Circle the pairs
• The purpose of this page is for the children to
identify all the items in the grid. Then they
identify the pairs. They take out red, blue, yellow
and green crayons and circle matching objects in

and encourage the children to perform the
actions and join in the chorus. Say: Let’s sing!
Flashcard game
(A game to consolidate the vocabulary of the units.)
<
SO
the green square. Do the same with the rest of
the cards until there is a card on each square:
Milk – blue, arms – red, apple – yellow, etc.
• Then say a word and encourage the children to
tell you which square the corresponding card is
the same colour. (Two colours will be repeated.)
Then they ‘read’ the pairs by pointing and saying:
Bananas – bananas – yellow, etc.
Food Poster

on. For example, say: Milk. The children reply:

• This poster story is a fun way to reinforce the
• Take out the flashcards of the parts of the body Blue. Do the same with the rest of the cards.
language learnt in units 3 and 4. See pages
and the food. Show them to the children one by Repeat the activity a couple of times.
136,137 and 141.
one and elicit the words: Head, legs, arms, body,
apple, banana, biscuit, milk. Cover one flashcard
Bingo Video 2
<

with a piece of paper and move the paper around

AR
slowly to show different parts of the flashcard.
As soon as the children recognise the picture,
they say the word. You can repeat the game
showing the covered flashcard upside down to
(A game to consolidate the vocabulary of units 3
and 4.)
• In L1, explain to the children that they are going
to play Bingo with their pushouts. Say: Let’s play
• This video is a fun way to reinforce the language
learnt in units 3 and 4. See pages 143, 144 and
147.
<

make it more challenging. Bingo! Tell them that they are going to play with
both sets (a total of eight cards). Ask them to
Preparation for the card game choose any 6 cards and place them face up on
the colour board. They can place them in any
(An activity to consolidate the vocabulary and
<

order they like. Say: Put your cards on the page,

prepare the cards.)
PE
• Ask the helpers to hand out the envelopes with
the pushouts. The children take out the pushouts
of the body and the food. Make sure that every
<
please! while you do the action. Then say: Turn
one card over while you do the action.
• Say the eight words at random. The children turn
the cards face down when they hear the words.

child has them. Ask them to hold up each card As soon as their six cards are face down, they
according to your instructions. Say: Head, legs, raise their hands and say: Bingo! Repeat the
arms, body, apple, banana, biscuit, milk. game several times.
• When the game is over, the helpers hand out the
<

envelopes. Help the children put the cards in the

envelope. When they finish, collect all the
envelopes and store them.

My First English Adventure 1 85

          

UNIT
5 ANIMALS
LESSON 1
OBJECTIVES:

N
To meet Bambi and his friend
Thumper through a chant. To
recognise and name some
animals. To develop motor skills
through TPR activities.

SO
TARGET LANGUAGE:
Fish, butterfly.

REVISION:
Colours.

RECEPTIVE LANGUAGE:
What’s this?; Look at this!; It’s (a
butterfly).

EXTRA MATERIAL:
The puppet. Flashcards of the
butterfly and fish. Blu-tack®. The
English mat.

NOTE:
AR
Ask the children to bring one of
the following toy animals to the
next class: a rabbit, a fish, a
butterfly, a bird.
PE

32 Listen, point and chant.

> EXTRA ACTIVITY

Take the children to the play area in the classroom and ask them to sit in a circle. Say: Let’s sit down. Place the English mat in the centre
of the circle. Hand out the animal flashcards to two children and ask them to identify their flashcard. Ask: Fish? Butterfly? Tell them to
follow your instructions. Say: Show me the (fish). The child with this flashcard holds it up and repeats the word. Say: Put the fish on
blue. He or she puts the flashcard down on the appropriate square. Say: Fish - blue. Do the same with the rest of the flashcards. Repeat
the game until all the children have had a turn.
86 My First English Adventure 1
          

ANIMALS 5

STEP–BY–STEP Hello Mickey! What’s this? Goodbye Mickey!

Look at this!
(A TPR song to greet the children with the puppet.) What’s this? (A TPR song to say goodbye to Mickey.)
• Start the class with the puppet and the Welcome It’s a fish • To end the class, play the Goodbye song (R-3)
song (R-2). A fish, a fish and encourage the children to sing along.
It’s a fish
• Leave the puppet sitting on his box so he can
A fish and a butterfly.
participate in the class.

N
A butterfly and a fish.
A fish and a butterfly.
Ring game A butterfly and a fish.
(An activity to present some animals.) • Ask the helpers to hand out the books. Say:
• Take the children to the play area in the Open your book, please! while you do the action

SO
classroom. Ask them to stand in a circle and and show the children page 32 in your book.
repeat the chant until the ring is complete. When Explain the scene in L1: Thumper is teaching
they have done this, sit on the floor with them Bambi the names of some animals. Encourage
while you say: Let’s sit down. the children to identify them.

• In L1, ask the children if they have pets and give • Play the chant three more times and do one of
<

them some time to talk about them. Tell them
you have brought the pictures of two animals to
class. Invite them to guess what they are. When
they guess correctly, show them the flashcards
and ask the children if they would like to have
<
the following activities each time: 1 The children
follow in their books and point to the butterfly
and the fish when they hear the words. Say:
Listen and point. 2 Stick the flashcards in
different parts of the classroom. The children

point to them when they hear the corresponding

AR
them as pets. Present them in English and stick
the cards on the board. Say: This is a (fish). This
is a (butterfly). The children repeat each word.

Chant (p. 32)

words. Say: Listen and do. 3 Stop after the
chorus and encourage them to repeat the words.
Say: Listen and repeat.
<

Action game
(A chant to present fish and butterfly.)
(A game to consolidate the vocabulary.)
• Ask the children to go back to their seats. Show
them the flashcards of the fish and the butterfly, • Ask the children to mime being butterflies,
<

say the words again and encourage the children moving their arms up and down and pretending
to repeat. they’re flying. Demonstrate the activity and say:
PE
One, two, three. Let’s be a butterfly. Do the
• Present the chant using the CD/cassette and same with the fish, telling the children to move
your book. Encourage the children to listen and their arms as if they were swimming. Say: One,
<

focus on the scene. Say: Let’s listen! two, three. Let’s be a fish. Repeat the activity
17 What’s this? several times.
Look at this! • Finally, divide the class into two groups and
What’s this? assign a role to each one. Group A is a butterfly
<

It’s a butterfly and group B a fish. Play the chant again and ask
A butterfly, a butterfly the children to do the actions when their animal
It’s a butterfly is named. Say: Listen and do.

My First English Adventure 1 87

05 EAKGA - Unit 5 global 22/10/04 8:25 am Page 88

5 ANIMALS
LESSON 2
OBJECTIVES:

N
To reinforce the vocabulary of
lesson 1. To recognise and name
two more animals. To count to
three. To develop fine motor
skills.

SO
TARGET LANGUAGE:
Bird, rabbit.

REVISION:
Fish, butterfly, one, two, three.
Colours.

RECEPTIVE LANGUAGE:
What’s this?; Look at this!; It’s (a
butterfly).

EXTRA MATERIAL:
The puppet. Flashcards of the
fish, butterfly, rabbit and bird.
Blu-tack®. Toy animals: a fish,
a butterfly, a rabbit and a bird.
A bag. Crayons. Activity Book
AR
page 18.
PE

Circle, count and trace. 33

> EXTRA ACTIVITY

Show the lesson flashcards to the children one by one. Do this a couple of times while saying: Bird, rabbit, fish, butterfly. Remove one
and ask the children to tell you which one is missing. Then shuffle the four cards and play again.

88 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Let’s count
(A TPR activity to practise counting to three.)
• Show the children three crayons and encourage
them to count with you. Say: One, two, three!
Show them three books and do the same. Then
count different classroom objects to three with
them, for example, chairs, windows, etc.
• Collect the toy animals the children have brought
<
to class. Form groups of three butterflies and
three fishes. Place them on your table and ask
the children to identify and count them. Say:
Fishes: one, two, three. Butterflies; one, two,
three. Finally, call on different children to come
<
Flashcard game
AR
up to your table and count groups of toy animals.
(An activity to practise the chant and present bird
<
and rabbit.)
• Play the chant from Lesson 1 (R-17) and
encourage the children to join in and act it out.
Say: Let’s chant!
<
• Stick the flashcards of the fish and butterfly on
PE
the board and elicit the words. In L1, tell the
children that you have brought two more animals
to class and ask them to guess what they are.
<
When they guess, show them the flashcards,
stick them on the board and say the words: This
is a rabbit. This is a bird. Ask the children to
repeat.
<
• Finally, they repeat each word as you point to the
corresponding flashcard. Repeat the activity a
couple of times with the whole class.
ANIMALS 5
the rabbit! and show it to the rest of the class.
• Stick the flashcards on different walls in the
classroom. Ask the children to count to three Repeat the activity several times so that all the
with you and then point to the flashcard you children can have a turn. Store the toys for use in
indicate. Say: One, two, three. Point to the (fish). the next class.
Repeat the activity several times, varying the
pace of the instructions.
Goodbye Mickey!
(A TPR song to say goodbye to Mickey.)
N
Circle, count and trace (p. 33)
• To end the class, play the Goodbye song (R-3)
(An activity to develop fine motor skills and count to
and encourage the children to sing along.
three.)
• Ask the helpers to hand out the books. Show the
children your book open at page 33, point to the
Activity Book (p. 18)
SO
animals and elicit the words. Circle
• The purpose of this page is for the children to
• Make sure there is a box of crayons on each identify three animals on the page. They take out
table. The children will need blue and green. red, blue and yellow crayons and circle the
Name the colours and ask them to show you the animals according to your instructions. Say: Circle
crayons. Say: Show me (blue). the butterfly red. Circle the fish yellow. Circle the
• Point to the butterfly and in L1, explain why there rabbit blue. Then help them ‘read’ the page by
is a circle around it. Point to the red box with the pointing and saying: Butterfly – red. Fish – yellow.
Rabbit – blue. Finally, elicit the names of the
butterfly and the number 1. This box shows how
animals by saying the colour: Red … and the
many butterflies there are in the picture.
children reply: Butterfly, etc.
• Tell the children that they are going to do the
same with the birds, drawing a blue circle around
the ones they see, counting them and tracing
over the number 2 in blue in the appropriate box.
Use the same procedure with the rabbits using
the green crayon. Show the children the
completed page, point to the scene and say:
Look! One butterfly, One, two birds. One, two,
three rabbits. Encourage them to repeat as they
point in their books.
Ring game
(An activity to consolidate the vocabulary.)
• Take the children to the play area in the
classroom and ask them to form a circle. Place
the toy animals in the bag. In L1, tell them they
are going to play a game. They will identify
different animals by touch and without looking.
Ask a child to put his or her hand into the bag.
Say: Give me a rabbit, please! The child touches
the toys and takes out the rabbit. Say: There’s
My First English Adventure 1 89
          

5 ANIMALS
LESSON 3
OBJECTIVES:

N
To develop observation skills. To
revise the vocabulary of the unit.
To sing the unit song. To develop
motor skills through TPR
activities.

SO
TARGET LANGUAGE/
REVISION:
Butterfly, bird, rabbit, fish, arms,
head, legs, one, two, three.
Colours.

RECEPTIVE LANGUAGE:
I can fly, round and round; I can
jump, up and down.

EXTRA MATERIAL:
The puppet. Flashcards of the
fish, bird, butterfly and rabbit.
Toy animals. Crayons. Activity
Book page 19.
AR
PE

34 Look and find. Sing and do.

> EXTRA ACTIVITY

Ask the children to close their eyes, listen to the song again very carefully and tap on their table when they hear the words butterfly,
rabbit and bird. Encourage them to join in the chorus.

90 My First English Adventure 1

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ANIMALS 5

STEP–BY–STEP Hello Mickey! Demonstrate the game first. Say: Touch the red I can fly.
flowers! as you touch them. Then ask the I can fly,
(A TPR song to greet the children with the puppet.) Round and round,
children to count the clump of red flowers with
• Start the class with the puppet and the Welcome you. Do the same with the blue and the yellow Round and round.
song (R-2). flowers. [Chorus]
Round and round,
• Leave the puppet sitting on his box so he can • In L1, ask the children to look at the page
Round and round.
participate in the class. carefully in order to find a green butterfly. Give Round and round,

N
them a few moments to look at the picture and
Red Rover Game confirm their answer by drawing a circle around
the butterfly with your finger. The children then
(A traditional game to practise the names of the circle it with a crayon.
animals.)
Round and round and round.
• Confirm that the order is: Butterfly, rabbit, bird.
Play the song twice more and do one of the
following activities each time: 1 The children
follow in their books and point to the animals

• Hand out a toy animal to each child. Take the
children to the play area in the classroom and ask
them to stand together on one side. Stand on
the opposite side and tell them in L1 that you are
going to name an animal. Those holding that
animal run (or walk) over to your side.
<
SO
Sing and do (p. 34) when they hear them. Say: Look and point. 2
(A song to practise some actions and the animals.) They perform the actions when they hear the
words. Say: Listen and do.
• Encourage the children to identify the animals in
the picture: Butterfly, bird, rabbit. Tell them that
they are going to listen to a song about these Song performance

Demonstrate the action while saying: Red Rover, animals. (An opportunity for the children to act out the
Red Rover, let the (rabbits) come over. The song.)
• Present the song using the CD/cassette and your
children holding rabbits go over to your side. Call
book. Encourage the children to listen and find • Divide the class into three groups and assign the
out another animal, and keep playing until all the
out the order in which the animals appear. Say: roles. Group A is the rabbit jumping up and
<

children are on your side. Then switch sides and

Let’s listen to the song!
start the game again.

Preparation for the song

AR
(A TPR game to practise some actions and parts of
18 I’m a butterfly,
I can fly.
I can fly,
down, Group B is the butterfly flying around and
Group C is the bird flying around. Play the song
again and encourage the children to do the
actions with you. If there is enough time, change
<

Round and round, the roles and play the song again.
the body.) Round and round.
• In L1, tell the children they are going to play a [Chorus] Goodbye Mickey!
game. Ask them to stand and tell them to follow Round and round, (A TPR song to say goodbye to Mickey.)
your instructions. Say: Move your (arms), up and Round and round.
<

down. Move your (arms) round and round. Do Round and round, • To end the class, play the Goodbye song (R-3)
the same with legs and head.
PE
Round and round and round. and encourage the children to sing along.
I’m a rabbit,
Pre-listening activities (p. 34) I can jump. Activity Book (p. 19)
<

I can jump,
(Activities to practise the unit vocabulary and Match
Up and down,
develop observation skills.) • The purpose of this page is for the children to
Up and down.
identify the four animals and their silhouettes.
• Ask the helpers to hand out the books. Say: [Chorus]
Open your book, please! while you do the action They do the joining task and then help them
Up and down, ‘read’ the page by pointing and saying: Fish –
<

and show the children page 34 in your book. Tell Up and down.
the children that they are going to play a game. In fish, etc.
Up and down,
L1, explain that they have to look at the page and Up and down, up and down.
touch the flowers according to your instructions.
I’m a bird,

My First English Adventure 1 91

05 EAKGA - Unit 5 global 20/10/04 9:19 am Page 92

5 ANIMALS
LESSON 4

1
OBJECTIVES:

N
To sing the unit song. To revise
the unit vocabulary. To develop
observation and fine motor
skills. To count to four.

TARGET LANGUAGE:

SO
2
Four.

REVISION:
One, two, three, fish, rabbit,
bird, butterfly. Colours.

RECEPTIVE LANGUAGE:
I can fly, round and round; I can

3
jump, up and down.

EXTRA MATERIAL:
The puppet. Flashcards of the
fish, bird, butterfly and rabbit.
Blu-tack®. Stickers of the unit.
The English mat. Toy animals. A
plastic bag. Modelling clay and a
large piece of card (extra
AR
activity).
PE

Count and stick. 35

> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of their favourite animal (fish, rabbit, butterfly, bird). When they finish,
help them name their animals, place them on the piece of card and display them in the classroom.

92 My First English Adventure 1

05 EAKGA - Unit 5 global 21/10/04 3:12 pm Page 93
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Song performance
(A TPR activity to revise the unit song.)
• Play the CD/cassette from lesson 3 (R-18) and
encourage the children to perform the actions.
Say: Sing and do!
Ring game
(A game to consolidate the vocabulary.)
<
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
<
AR
• Place the toy animals in a bag. In L1, tell them
they are going to play a game. They will identify
different animals by touch and without looking.
Ask a child to put his or her hand into the bag.
<
Say: Give me a rabbit, please! The child touches
the toys and takes out the rabbit. He or she says:
A rabbit! and shows it to the rest of the class.
• Invite the child to put the rabbit on the mat. Say:
Put the rabbit on red. Do the same with bird –
<
blue, etc. Repeat the activity until all the animals
PE
have been classified on the different areas of the
mat.
<
Preparation for the count
and stick
(A TPR activity to count to four.)
<
• In L1, tell the children that they are going to
count to four on their fingers. Say: One, two,
three, four! while counting on your own fingers.
Do this several times and encourage them to
ANIMALS 5
repeat and count on their fingers. Then count Goodbye Mickey!
different classroom objects to four with them, for
(A TPR song to say goodbye to Mickey.)
example, crayons, chairs, books, etc.
• To end the class, play the Goodbye song (R-3)
Count and stick (p. 35) and encourage the children to sing along.
(An activity to count animals.)
N
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 35 in your book.
Point to the numbers and encourage the children
to identify them and say the colour: One –
yellow, two – blue, three – red, four – green. Ask
SO
them to count the grey circles next to the
numbers and help them say: One; One, two;
One, two, three; One, two, three, four.
• In L1, tell the children that they are going to
complete the page with stickers. Show them the
sticker page. Remove the sticker of the fish and
ask them to do the same. Go back to page 35
and stick it in the appropriate space. Do the
same with the rest of the stickers
• When the children finish, point to the fish, the
rabbits, the birds and the butterflies and say: One
fish. One, two rabbits. One, two, three birds.
One, two, three, four butterflies. Ask the children
to point to the animals and count them aloud.
Flashcard game
(An activity to consolidate the vocabulary.)
• The aim of this game is to have the children
remember sequences of words. Take out the
animal flashcards, show them one by one and
elicit the words. Repeat the words in the same
order several times, then ask the children to
repeat them in the order in which you said them
without looking at the flashcards. Show them the
flashcards in order to confirm their answers.
• Collect the flashcards, shuffle them and play
again.
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5 ANIMALS
LESSON 5
OBJECTIVES:

N
To present some children talking
about their drawings. To revise
the vocabulary of the unit. To
develop motor skills through TPR
activities.

SO
TARGET LANGUAGE/
REVISION:
Butterfly, bird, rabbit, fish, one,
two, three, four. Colours.

RECEPTIVE LANGUAGE:
Look at the (rabbit); A green and
blue butterfly.

EXTRA MATERIAL:
The puppet. Flashcards of the
animals. Toy animals. Sheets of
paper (extra activity). Activity
Book page 20.
AR
PE

36 Listen and point.

> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw one of the animals they have seen in the unit. When they finish,
collect their drawings and display them in the classroom.

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STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Ring game
(An activity to consolidate the vocabulary.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Put the
English mat in the middle of the circle. In L1, tell
them they are going to play a game: they will
pass around the animal flashcards on the count
of four. Hand out the flashcards to four children
and encourage them to name the animal as you
<
give it to them.
• Ask the whole class to count: One, two, three,
four. The children holding the flashcards pass
them on and everyone counts again until you
<
say: Stop! Then say: Put the (rabbit) on (red). The
AR
child holding the appropriate flashcard puts it
down on the red square. Do the same with the
rest of the flashcards so that each animal ends
up on a different square. Collect the flashcards
<
and repeat the game until all the children have
had a turn.
Listen and point (p. 36)
<
(An activity to present some children talking about
PE
their drawings.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
<
and show the children page 36 in your book.
Point to the animals and elicit the words: Rabbit,
bird, fish, butterfly. Point to the fishes and elicit
the colour. Encourage them to say: A blue fish, a
green fish, a yellow fish, a red fish.
<
• Invite the children to listen to the children in the
picture talking about their drawings. Use the
CD/cassette and your book to present the
ANIMALS 5
listening. Say: Look and listen! Point to the Activity Book (p. 20)
different animals as they are named.
Circle and count
19 Girl • The purpose of this page is for the children to
Look at the rabbit. Look! Look at the identify the animals on the page and count them.
rabbit. They circle the rabbits, count them and trace
Boy over the 2 in the box containing the key. They do
Look at the bird. A yellow bird. the same with the birds and the number 3. Ask
N
Girl the children to point to the key with you and help
Look! A blue fish, a green fish, a yellow them ‘read’ the number and the animal: One
fish and a red fish! fish. Two rabbits. Three birds.
Boy
Look! A butterfly! A blue and green
SO
butterfly.
[Repeat]
• Play the CD/cassette again and ask the children
to point to the animals on the page as they hear
them. Say: Listen and point! Then play the text
again and pause for the children to repeat.
Please game
(A TPR game to consolidate the vocabulary of the
unit.)
• Tell the children that they are going to play a
game. Remind them of the magic word please.
In order to play the game, they will do the
actions only if Mickey says please. Demonstrate
the game with the puppet. Put the toy animals
on your table. Say: Mickey, give me two rabbits.
He doesn’t move. Repeat: Mickey, give me two
rabbits, please. Mickey does the action.
• Play the game with the whole class, giving your
instructions to different children.
Goodbye Mickey!
(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.
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5 ANIMALS
LESSON 6
OBJECTIVES:

N
To consolidate the vocabulary of
the unit. To develop fine motor
skills. To develop motor skills
through TPR activities.

TARGET LANGUAGE/

SO
REVISION:
The vocabulary of the unit.

RECEPTIVE LANGUAGE:
Tail, cotton.

EXTRA MATERIAL:
The puppet. Page 37 with the
drawing completed. Flashcards
of the animals. Toy animals.
Cotton wool and glue-stick.
Crayons. Bits of green paper.
Activity Book page 21.
AR
PE

Trace, stick and say. 37

> EXTRA ACTIVITY

Hand out bits of green paper so they can stick them under the rabbit to make the grass. Finally, divide the children into pairs and
encourage them to show each other their finished drawings. They take it in turns to point and say: Look, my rabbit! First demonstrate
the activity with one pair of children.

96 My First English Adventure 1

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ANIMALS 5

STEP–BY–STEP Hello Mickey! • Show your page again and point to the tail. Tell
the children that you have glued cotton wool
(A TPR song to greet the children with the puppet.)
there to complete the tail: Cotton on the tail.
• Start the class with the puppet and the Welcome Hand out the cotton wool and ask the children to
song (R-2). prepare tufts of cotton to fill in their rabbit’s tail.
When they have done this, show them how to
• Leave the puppet sitting on his box so he can put glue-stick on the rabbit’s tail and stick the
participate in the class. tufts onto it. Go round the classroom while the

N
children are working in order to provide any
Ring game necessary help.
(A TPR game to consolidate the vocabulary of the • The children finish colouring their rabbit any
unit.) colour they like.

• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
• Hand out the toy animals to the children and ask
<
SO
Goodbye Mickey!
(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.

them to show you the one they have according

to your instructions. Say: Show me the (birds).
Then put a toy bird on the yellow square and say: Activity Book (p. 21)
Bird –yellow. All the children holding birds place Trace and count
them on the yellow square while repeating the • The purpose of this page is for the children to
<

animal and the colour.

AR
• Do the same with the rest of the animals until
they are all classified according to the colour
code. Finally, call out colours so that the children
identify the animals and numbers on the page.
They trace over the outline of the bird, then of
the butterfly and then of the two fish to
complete the series. Finally, they point and
count: One rabbit. One, two birds. One, two,
<

can name the animals on the corresponding area

three butterflies. One, two, three, four fish.
of the mat.

Trace, stick and say (p. 37)

<

(A personalisation activity for the children to

complete the picture of a rabbit.)
PE
• Ask the helpers to hand out the books. Say Open
your book, please! while you do the action and
<

show the children page 37 in your book. Point to

the rabbit and tell them they are going to
complete it and then show them the finished
page in your book. In L1, explain that they are
going to do the head first. Say: Head! while
<

tracing the outline with your finger. Make sure

there is a box of crayons on each table. Go round
the classroom while the children are working in
order to provide any necessary help.

My First English Adventure 1 97

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5 ANIMALS
LESSON 7
OBJECTIVES:

N
To consolidate the key
vocabulary of the unit. To play a
card game with the children. To
develop motor skills through TPR
activities. To assess progress.

SO
TARGET LANGUAGE/
REVISION:
The vocabulary of the unit.

EXTRA MATERIAL:
The puppet. Pushouts of the
unit. Envelopes. Sheets of paper.
Toy animals. Music and
flashcards of the unit (extra
activity). Photocopies of
Progress sheet 5 (page 158).
AR
PE

> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the four unit flashcards (rabbit, fish, butterfly, bird) to four children and explain that
they have to pass them on to other children when the music starts. Play the music and say: Let’s dance! The children dance and pass
the flashcards around. Stop the music and say: Show me the (bird). The child with this flashcard holds it up. Encourage the children to
say what it is and pretend to be the animal. Start the music again and repeat the game, calling out a different flashcard.

98 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Ring game
(An activity to revise animals.)
• Take the children to the play area in the
classroom and ask them to sit in a circle. Say:
Let’s sit down. Place the English mat in the
centre of the circle and encourage them to
identify the four colours.
• Hand out the toy animals to the children and ask
<
them to identify them one by one. Then they take
it in turns to roll their animal onto the mat to see
which coloured square it lands on. Encourage
them to say the animal and the colour, for
example: Rabbit – red. Repeat the activity until all
<
Preparation for the card game
AR
the children have had a turn.
(An activity to consolidate the vocabulary and
<
prepare the cards.)
• Ask the children to go back to their seats. Show
the children the pushouts of the unit and make
sure that every child has them. Ask them to point
<
to each card according to your instructions. Say:
Point to the fish! Point to the bird! etc.
PE
• Show the children how to push the cards out.
Make sure all the sets are complete by saying:
<
Show me the (butterfly), etc. The children hold up
the corresponding card. Do the same with all the
cards.
Card game
<
(A game to consolidate the vocabulary of the unit.)
• In L1, explain to the children that they are going
to play a new card game. Say: Let’s play a card
ANIMALS 5
game! Ask them to place the four cards face up Goodbye Mickey!
on the table. Hand out sheets of paper, one to
(A TPR song to say goodbye to Mickey.)
each child. Help the children fold them twice in
order to make four squares. Ask them to open up • To end the class, play the Goodbye song (R-3)
the piece of paper again and help them number and encourage the children to sing along.
the squares while saying: One, two, three, four.
• Tell the children to put the paper next to their
N
cards and ask them to follow your instructions.
Say: Rabbit – three! and explain that they have to
place the rabbit card on square number three. Do
the same with all the cards. Finally, say one
animal and elicit the corresponding number.
SO
Repeat the game several times.
• When the game is over, the helpers hand out the
envelopes. Help the children put the cards in the
envelope. When they finish, collect all the
envelopes and store them.
Progress sheet 5
• To assess the children’s progress in this unit see
pages 153 and 158.
Round up
(An opportunity for the children to show that they
have successfully finished the unit.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 37 in your book.
Point to Mickey and tell the children in L1 that he
is happy because they have finished the unit. Tell
them that they are going to stick a sticker there
to celebrate this.
• Show the children the sticker page and remove
one Mickey sticker. Ask them to do the same. Go
back to page 37 and stick the sticker in the
appropriate space.
• Give the thumbs-up signal and exclaim: Very
good! Invite them to do the same.
My First English Adventure 1 99
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UNIT
6 MY TOYS
LESSON 1
OBJECTIVES:

N
To find out about Pinocchio’s
toys through a chant. To
recognise and name some toys.
To develop motor skills through
TPR activities.

SO
TARGET LANGUAGE:
Drum, teddy bear, ball, train.

REVISION:
Colours.

RECEPTIVE LANGUAGE:
Look, a (train) for me!

EXTRA MATERIAL:
The puppet. Flashcards of the
drum, teddy bear, ball and train.
Toy train, drum, teddy bear and
ball. A bag. Blu-tack®. The
English mat (extra activity).
Activity Book page 22.
AR
NOTE:
Ask the children to bring one of
the following toys to the next
class: a drum, a teddy bear, a
PE
ball or a train.

38 Listen, point and chant.

> EXTRA ACTIVITY

Take the children to the play area in the classroom and ask them to sit in a circle. Say: Let’s sit down. Place the English mat in the
middle of the circle. Hand out the toy flashcards to four children and ask them to identify their flashcard. Ask: Drum? Teddy bear? Tell
them to follow your instructions. Say: Show me the (drum). The child holding this flashcard shows it and repeats the word. Say: Put the
drum on blue. He or she puts the flashcard down on the appropriate coloured square. Say: Drum - blue. Do the same with the rest of
the flashcards. Repeat the game until all the children have had a turn.
100 My First English Adventure 1
          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Ring game
(An activity to present some toys.)
• Take the children to the play area in the
classroom. Ask them to stand in a circle and
repeat the chant until the ring is complete. Then,
sit on the floor with them while you say: Let’s sit
down.
• Place the toys inside the bag. In L1, tell the
<
children you have brought some toys to class and
invite them to guess what they are. Take the toys
out of the bag when the children guess correctly
and present them in English. Say: This is (a
drum), (a teddy bear), (a ball), (a train). The
<
Chant (p. 38)
AR
children repeat each word. Leave the toys on
your table.
<
(A chant to practise the toys vocabulary.)
• Ask the children to go back to their seats. Show
them the toys again, say the words again and
encourage the children to repeat.
<
• Ask Mickey to point to the toys according to your
PE
instructions. Say: Mickey, point to the drum.
Mickey point to the train. Mickey point to the
teddy bear. Mickey point to the ball. Encourage
<
the children to say: Yes! when Mickey does the
correct action. If he is wrong, they say: No! Do
this several times.
• Present the chant using the CD/cassette and
<
your book. Encourage the children to listen and
focus on the scene. Say: Let’s listen!
MY TOYS 6
20 A train, a train! Give your instructions slowly at first and then
Look, a train for me! gradually speed up.
A ball, a ball! • Finally, play the chant again and ask the children
Look, a ball for me!
to point to the toys when they hear the name.
A drum, a drum!
Look, a drum for me!
A teddy bear, a teddy bear!
Goodbye Mickey!
N
Look, a teddy bear for me! (A TPR song to say goodbye to Mickey.)
A train, a train!
• To end the class, play the Goodbye song (R-3)
Look, a train for me! and encourage the children to sing along.
A ball, a ball!
Look, a ball for me! Activity Book (p. 22)
SO
A drum, a drum! Colour and say
Look, a drum for me! • The purpose of this page is for the children to
A teddy bear, a teddy bear! identify each toy on the page: Train, ball, teddy
Look, a teddy bear for me! bear, drum. They take out yellow, green, blue and
red crayons and do a colour dictation. Show each
• Ask the helpers to hand out the books. Say: colour and say: Colour the train blue. Colour the
Open your book, please! while you do the action ball red. Colour the teddy bear yellow. Colour the
and show the children page 38 in your book. drum green. Then help them ‘read’ the page by
Explain the scene in L1: Pinocchio is showing his pointing and saying: Train – blue. Ball – red. Teddy
toys to Jiminy Cricket. Encourage the children to bear – yellow. Drum – green.
name them.
• 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 toys when
they hear the words. Say: Listen and point. 2
Place the toys in different parts of the classroom.
The children point to them when they hear the
corresponding words. Say: Listen and do. 3 Stop
after each verse and encourage them to imitate
the sound each toy makes. Say: Listen and
repeat.
Action Game
(A game to consolidate the vocabulary of the unit.)
• Stick the flashcards of the toys in different parts
of the room in the following order: A train, a ball,
a drum, a teddy bear. Ask the children to stand
up and point to the toys according to your
instructions. Say: Point to the train. Point to the
ball. Point to the drum. Point to the teddy bear.
My First English Adventure 1 101
          

6 MY TOYS
LESSON 2
OBJECTIVES:

N
To reinforce the vocabulary of
lesson 1. To develop observation
skills by identifying similar toys.
To develop fine motor skills.

TARGET LANGUAGE/

SO
REVISION:
Ball, train, drum, teddy bear,
legs, arms, head. Colours.
Numbers one to four.

RECEPTIVE LANGUAGE:
A (train) for me!

EXTRA MATERIAL:
The puppet. Flashcards of the
drum, teddy bear, ball and train.
Toys: a train, a ball, a teddy bear
and a drum. A bag. Blu-tack®.
Crayons.

NOTE:
Prepare the following toys for
AR
the next class: drums, teddy
bears, trains and balls (one big
and one small of each).
PE

Find, circle and say. 39

> EXTRA ACTIVITY

The aim of this game is for the children to remember sequences of words. Take out the lesson flashcards, show them one by one and
elicit the words. Repeat the words in the same order several times, then ask the children to repeat them in the same order without
looking at the flashcards. Show them the flashcards again in order to confirm their answers. Collect the flashcards, shuffle them and play
again.

102 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Let’s exercise!
(A TPR activity to practise counting and the parts of
the body.)
• Tell the children they are going to do some
exercises. Ask them to stand up and follow your
instructions. Say: One, two, three. Move your
(arms), up and down. One, two, three. Move
your (arms) round and round. One, two, three.
Shake your (arms). Do the same with legs and
<
head.
Flashcard game
(An activity to practise the chant.)
<
AR
• Play the chant from Lesson 1 (R-20) and
encourage the children to join in and act it out.
Say: Let’s chant!
<
• Stick the flashcards of the toys on the board.
Point to them one by one and elicit the words: A
drum, a teddy bear, a ball, a train. Do this a
couple of times with the whole class.
<
• Stick the flashcards on different walls in the
room. Ask the children to count to three with you
PE
and then point to the flashcard you indicate. Say:
One, two, three. Point to the (drum). Repeat the
activity several times, varying the pace of the
<
instructions.
Find, circle and say (p. 39)
(An activity to develop fine motor skills and identify
<
toys that are similar.)
• Ask the helpers to hand out the books. Show the
children your book open at page 39, point to the
toys and elicit the words.
MY TOYS 6
• Make sure there is a box of crayons on each
table. The children will need red, green and blue.
Name the colours and ask them to show you the
crayons. Say: Show me (blue).
• Point to the ball with the circle around it and
explain in L1 that it is Pinocchio’s ball. Tell the
children to look at the preceding page again and
N
check that they are the same.
• The children look at the remaining toys and
decide which ones belong to Pinocchio. In order
to do this ask them to find the drum on page 38
and find the same one on the next page. Once
SO
they have done this, they circle it with the green
crayon. Say: Circle the drum green!
• Do the same with the teddy bear (red) and the
train (blue). Show the finished page to the class,
point to the toys and say: Look! A ball, a train, a
drum, a teddy. Encourage the children to point in
their books and repeat.
Ring game
(An activity to consolidate the vocabulary.)
• Take the children to the play area in the
classroom and ask them to form a circle. Place
the toys in a bag: a ball, a teddy bear, a train and
a drum. In L1, tell them they are going to play a
game. They will identify different toys by touch
and without looking at them. Ask a child to put
his or her hand into the bag. Say: Give me a ball,
please! The child touches the toys and takes out
the ball. He or she says: A ball! and shows it to
the rest of the class. Repeat the activity several
times so that all the children can have a turn.
Store the toys for use in the next class.
Goodbye Mickey!
(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.
My First English Adventure 1 103
          

6 MY TOYS
LESSON 3
OBJECTIVES:

N
To learn the sizes big and small.
To develop observation skills. To
develop aural skills. To develop
motor skills through TPR
activities using the song from

SO
this unit.

TARGET LANGUAGE:
Big, small.

REVISION:
Drum, ball, teddy bear, train.

RECEPTIVE LANGUAGE:
I can play the small drum; I can
play the big drum.

EXTRA MATERIAL:
The puppet. Flashcards of the
drum, train, ball and teddy bear.
The following toys, a big and a
small one of each: drums, teddy
bears, trains and balls. Sheets of
AR
paper (extra activity). Activity
Book page 23.
PE

40 Look and find. Sing and do.

> EXTRA ACTIVITY

Hand out a sheet of paper to each child and ask the children to draw two toys, one big and one small. When they finish, collect their
drawings and display them in the classroom.

104 My First English Adventure 1

          

MY TOYS 6

STEP–BY–STEP Hello Mickey! Sing and do (p. 40) • Confirm that the order is: Small drum, big drum.
Play the song twice more and do one of the
(A TPR song to greet the children with the puppet.) (A song to differentiate between the sounds of a
following activities each time: 1 The children
big drum and a small drum.)
• Start the class with the puppet and the Welcome follow in their books and point to the drums
song (R-2). • Show the children the big drum and ask them when they hear them. Say: Look and point. 2
how they think it sounds. Encourage them to They mime big and small when they hear the
• Leave the puppet sitting on his box so he can words. Say: Listen and do.
say: Boom! Boom! Boom! Show them the small
participate in the class.

Preparation for the song
(A TPR game to present big and small.)
• Place the toys you have prepared on your table.
N
drum and ask them how it sounds. Encourage
them to say: Pom, pom, pom! Tell them that they Song performance
are going to listen to a big drum and a small
drum in the song. (An opportunity for the children to act out the
song.)
• Present the song using the CD/cassette and your
• Divide the class into two groups and assign the

SO
Put the big ball next to the small ball. Point to the
big one and say: Look, a big ball. Encourage the
children to mime big by opening their arms wide.
Then point to the small ball and say: Look, a
small ball. The children mime small with their
hands. Do the same with the rest of the toys.
<
book. Encourage the children to listen and find
out the order in which the drums sound. Say: roles. Group A mimes Jiminy Cricket playing the
small drum and Group B mimes Pinocchio
Let’s listen to the song!
playing the big drum. Play the song again and
21 I can play encourage the children to do the actions with
The small drum. you. If there is enough time, change the roles
Pom, pom, pom.

and play the song again.

I can play,
• Next, point to the toys at random. The children
I can play
mime the size and say big or small accordingly. Goodbye Mickey!
The small drum.

[ ]
Do this several times. Pom, pom, pom, pom, pom, pom. (A TPR song to say goodbye to Mickey.)
<

• Finally, call a child up to your table and say: Give Small drum!

AR
me the big ball, please. Place the big ball at one
end of the table. Then ask for the small one: Give
me the small ball, please. Place the small ball at
the other end. Call up different children and do
Pom, pom, pom!
Small drum!
Pom, pom, pom!
Small drum,
x2
• To end the class, play the Goodbye song (R-3)
and encourage the children to sing along.

Activity Book (p. 23)

<

the same with the rest of the toys so that they Pom, pom, pom!
Find and colour
end up in two groups according to their size. I can play the small drum.
• The purpose of this page is for the children to
I can play identify each item in the key: Teddy bear, ball,
The big drum.
Pre-listening activities (p. 40) Boom, boom, boom.
train. Then, they take out yellow, blue and red
<

crayons and do a colour dictation. Point to the

(Activities to practise the vocabulary of the unit and I can play,
toys in the key and say: Colour the teddy bear
develop observation skills.) I can play
PE
yellow. Colour the ball green. Colour the train red.
The big drum.

[ ]
• Ask the helpers to hand out the books. Say: Next, they look for these items in the puzzle and
Boom, boom, boom, boom, boom, boom!
Open your book, please! while you do the action colour them according to the key. Finally, help
Big drum!
<

and show the children page 40 in your book. In them ‘read’ the page by pointing and saying:
Boom, boom, boom!
L1, ask the children to look at the page carefully Teddy bear – yellow. Ball – green. Train – red.
Big drum!
in order to find a train. Give them a few
Boom, boom, boom! x2
moments to look at the picture and confirm their
Big drum,
answer by drawing a circle around the train with Boom, boom, boom!
<

your finger. The children then circle it with a I can play the big drum.
crayon.

My First English Adventure 1 105

          

6 MY TOYS
LESSON 4
OBJECTIVES:

N
To sing the unit song. To revise
the vocabulary of the unit. To
develop observation and fine
motor skills.

TARGET LANGUAGE/

SO
REVISION:
Drum, teddy bear, ball, train, big,
small.

RECEPTIVE LANGUAGE:
I can play the big drum; I can
play the small drum.

EXTRA MATERIAL:
The puppet. Flashcards of the
drum, ball, teddy bear and train.
Flashcards of the animals. Blu-
tack®. Stickers for the unit. The
English mat. The big and small
toys from lesson 3. Modelling
clay and a large piece of card
(extra activity).
AR
NOTE:
Ask the children to bring one of
the following toys to the next
PE
class: a drum, a teddy bear, a
ball or a train.

Stick and say. 41

> EXTRA ACTIVITY

Hand out the modelling clay and ask the children to make a model of their favourite toy (drum, teddy bear, ball and train). When they
finish, help them name their toys, place them on the piece of card and display them in the classroom.

106 My First English Adventure 1

          
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Song performance
(A TPR activity to revise the unit song.)
• Play the CD/cassette from lesson 3 (R-21) and
encourage the children to perform the actions
and join in the chorus. Say: Sing and do!
Ring game
(A game to consolidate the vocabulary.)
<
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
<
AR
• Place the big and small toys in a bag. In L1, tell
them they are going to play a game. They will
identify different toys by touch and without
looking. Ask a child to put his or her hand into the
<
bag. Say: Give me the big drum, please! The
child touches the toys and takes out the big
drum. He or she says: The big drum! and shows
it to the rest of the class.
<
• Invite the child to put the big drum on one of the
coloured squares on the mat. Say: Put the big
PE
drum on red. Repeat the activity until all the toys
have been classified on the different areas of the
mat. Finally, say a colour and encourage the
<
children to identify the toy and its size.
Preparation for the stick and say
(A TPR game to complete series of big and small
<
objects.)
• Place the toys on your table alternating the big
and small ones. While you do this, encourage the
MY TOYS 6
children to say: Big – small – big – small – big – reply Yes! or No! If the answer is no, say more
small. words until you guess correctly. Then shuffle the
cards and play again.
• Collect all the toys and ask a pair of children to
place them according to your instructions. Say:
Put a big drum. Put a small drum. Call on Goodbye Mickey!
different pairs to continue the series. Say: A big (A TPR song to say goodbye to Mickey.)
train, a small train. A big teddy bear, a small
N
teddy bear. A big ball, a small ball. Repeat the • To end the class, play the Goodbye song (R-3)
activity until all the children have had a turn. and encourage the children to sing along.
Stick and say (p. 41)
(An activity to complete series.)
SO
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 41 in your book.
Point to the teddy bears and encourage the
children to identify them and say the size: A big
teddy bear, a small teddy bear, a big teddy bear.
Focus their attention on the silhouettes of the
two remaining teddy bears. In L1, tell them that
they are going to complete the series with
stickers. Show them the sticker page. Remove
the sticker of the small teddy and ask them to do
the same. Go back to page 41 and stick it in the
appropriate space. Do the same with the big
teddy.
• When they finish, point to the balls and follow
the same procedure in order to complete the
series. Finally, point to the completed series in
your book, ‘read’ them and invite the children to
do the same: A big teddy bear, a small teddy
bear, a big teddy bear. A small ball, a big ball, a
small ball…etc.
Flashcard game
(An activity to consolidate the vocabulary.)
• Take out the toy flashcards as well as the animal
flashcards. Show them to the children one by
one and elicit the words: Train, teddy bear, ball,
drum, rabbit, fish, butterfly, bird. Shuffle the
flashcards and show one to the class without
looking at it. Ask: Train? and encourage them to
My First English Adventure 1 107
          

6 MY TOYS
LESSON 5
OBJECTIVES:

N
To present two families talking
about toys. To revise the
vocabulary of the unit. To count
to four. To develop motor skills
through TPR activities.

SO
TARGET LANGUAGE/
REVISION:
Train, drum, ball, teddy bear,
dad, mum.

RECEPTIVE LANGUAGE:
Don’t cry!; Here’s your teddy
bear; Play with your teddy bear;
Play with me; Catch the ball.

EXTRA MATERIAL:
The puppet. Flashcards of the
toys. The children’s own toys.
Sheets of paper (extra activity).
Activity Book page 24.
AR
PE

42 Listen and point.

> EXTRA ACTIVITY

Hand out a sheet of paper to each child. Show the children how to fold them in half and help them number each half. Ask them to draw
according to your instructions. Say: Number one: draw a drum. Number two: draw a ball. They colour their drawings as they like. When
they finish, collect them and display them in the classroom.

108 My First English Adventure 1

          

MY TOYS 6

STEP–BY–STEP Hello Mickey! • Invite the children to listen to the children and take out green and red crayons to do the maze.
their parents. Use the CD/cassette and your book Ask them to trace the first path in red and the
(A TPR song to greet the children with the puppet.)
to present the listening. Say: Look and listen! second one in green to join each character to
• Start the class with the puppet and the Welcome Point to the different toys as they are named. their toys. Then they identify each set of toys by
song (R-2). saying: Red – drum – ball. Green – teddy bear –
22 Boy:
train.
• Leave the puppet sitting on his box so he can [Crying] Mum!
participate in the class. Mum:

N
Don’t cry. Here’s your teddy bear. Play with
your teddy bear!
Ring game
Girl:
(An activity to consolidate the vocabulary.) Dad! Dad! Play with me! Catch the ball!
• Take the children to the play area in the [Repeat]

SO
classroom and ask them to take their toys with
• Play the CD/cassette again and ask the children
them. Make sure they each have one. Tell them
to point to the toys on the page according to
to form a circle and place the English mat in the
what they hear. Say: Listen and point! Then play
centre of the circle. In L1, tell them they are
the recording again and pause between phrases
going to play a game: they will pass around the
for the children to repeat.
toys on the count of four. Before beginning, ask
<

each child to identify his or her toy. Encourage

them to say: Drum, teddy bear, ball, train. Please game
• Ask the whole class to count: One, two, three, (A TPR game to consolidate the vocabulary of the
four. The children pass on their toys and everyone unit.)
<

counts again until you say: Stop! Then say: Put

AR
the (drums) on (red). The children holding drums
put them down on the red square. Do the same
with the rest of the toys so that they are all
classified on the different squares. Collect the
• Tell the children that they are going to play a
game. Remind them of the magic word please.
In order to play the game, they will do the
actions only if Mickey says please. Demonstrate
<

the game with the puppet. Put the toy animals

toys and repeat the activity. on your table. Say: Mickey, give me two drums.
He doesn’t move. Repeat: Mickey, give me two
Listen and point (p. 42) drums, please. Mickey does the action. Play the
game with the whole class, giving your
(An activity to present two families talking about
<

instructions to different children.

toys.)
PE
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
Goodbye Mickey!
and show the children page 42 in your book. (A TPR song to say goodbye to Mickey.)
<

Point to the photos and ask the children to • To end the class, play the Goodbye song (R-3)
identify the toys. Confirm that the little boy has and encourage the children to sing along.
got a drum, a ball and a teddy bear; the little girl
has got a train, a ball and a teddy bear.
Activity Book (p. 24)
<

• Then point to the mum and ask: Who’s this?

Match
Mum? Dad? Elicit the reply: Mum. Do the same
• The purpose of this page is for the children to
with dad.
identify the toys that go with each character. They

My First English Adventure 1 109

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6 MY TOYS
LESSON 6
OBJETIVOS:

N
To consolidate the vocabulary of
the unit. To develop fine motor
skills. To develop motor skills
through TPR activities.

TARGET LANGUAGE/

SO
REVISION:
The vocabulary of the unit.

EXTRA MATERIAL:
The puppet. Page 43 with the
drawing completed of your
favourite toy. Flashcards of the
toys. The children’s own toys.
Crayons. Activity Book page 25.

AR
PE

Draw and say. 43

> EXTRA ACTIVITY

Divide the children into pairs and encourage them to show each other their finished drawings. They take it in turns to point and say:
Look, my (teddy bear). First demonstrate the activity with one pair of children.

110 My First English Adventure 1

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MY TOYS 6

STEP–BY–STEP Hello Mickey! Goodbye Mickey!

(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
(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. 25)

N
Match
Action game • The purpose of this page is for the children to
identify the teddy bears, balls and drums. Then
(A TPR game to consolidate the vocabulary of the
they draw a line to join the big and small teddy
unit.)
bears. Help them say: Big teddy bear – small

SO
• Stick the toy flashcards on different walls in the teddy bear. They do the same with the balls and
room. Ask the children to stand next to their the drums. Finally, help them ‘read’ the complete
tables and point to the flashcards as quickly as page from left to right by pointing and saying: Big
they can when you say the corresponding drum – small teddy bear – small ball, etc.
words. Vary the speed of the instructions in
order to make the activity more fun. For
<

example, if you speak slowly, they move slowly

and viceversa.

Draw and say (p. 43)

<

their favourite toy.) AR

(A personalisation activity for the children to draw

• Ask the helpers to hand out the books. Say:

Open your book, please! While you do the action
<

and show the children page 42 in your book. Ask

them to point to the toys according to your
instructions. Say: Point to (the drum)! Etc. Repeat
the activity several times, varying the order and
the pace of the instructions.
<

• Show the children page 43 with the completed

PE
drawing of your favourite toy, for example, a
teddy bear. In L1, tell them you have drawn your
favourite toy and say what it is. Ask them to turn
<

to page 43 in their books and to draw their

favourite toy in the space provided. Make sure
there is a box of crayons on each table. Go round
the room while the children are working in order
to provide any necessary help and ask them to
<

identify their drawings.

My First English Adventure 1 111

          

6 MY TOYS
LESSON 7
OBJECTIVES:

N
To consolidate the key
vocabulary of the unit. To play a
card game with the children. To
develop motor skills through TPR
activities. To assess progress.

SO
TARGET LANGUAGE/
REVISION:
The vocabulary of the unit.

EXTRA MATERIAL:
The puppet. The English mat.
Pushouts of the unit. Sheets of
paper. Envelopes. Toys. Music
and toy flashcards (extra
activity). Photocopies of
Progress sheet 6 (page 159).
AR
PE

> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the four unit flashcards (drum, teddy bear, ball, train) to four children and explain that
they have to pass them on to other children when the music starts. Play the music and say: Let’s dance! The children dance and pass
the flashcards around. Stop the music and say: Show me the (drum). The child with this flashcard holds it up for everyone to see. Start
the music again and play again, calling out a different flashcard. You can also use real toys (big and small) and ask the children to show
you, for example: A big teddy bear, a small ball, etc.
112 My First English Adventure 1
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MY TOYS 6

STEP–BY–STEP Hello Mickey! game! Ask them to place the four cards face up Goodbye Mickey!
on the table. Hand out sheets of paper, one to
(A TPR song to greet the children with the puppet.) (A TPR song to say goodbye to Mickey.)
each child. Help the children fold them twice in
• Start the class with the puppet and the Welcome order to make four squares. Ask them to open • To end the class, play the Goodbye song (R-3)
song (R-2). up the piece of paper again and help them and encourage the children to sing along.
number the squares while saying: One, two,
• Leave the puppet sitting on his box so he can three, four.
participate in the class.

N
• Tell the children to put the piece of paper next
Ring game to their cards and ask them to follow your
instructions. Say: Drum – two! and explain
(An activity to revise toy vocabulary.) that they have to place the drum card on
• Take the children to the play area in the square number two. Do the same with all the

SO
classroom and ask them to sit in a circle and cards. Finally, say one toy and elicit the
repeat the chant until the circle is complete. Say: corresponding number. Repeat the game
Let’s sit down. several times.

• Place the English mat in the centre of the circle • When the game is over, the helpers hand out the
and encourage them to identify the four colours. envelopes. Help the children put the cards in the
<

Hand out the toys to the children and elicit the envelope. When they finish, collect all the
words from each child in turn. They take it in turns envelopes and store them.
to roll their animal onto the mat to see what square
it lands on. Encourage them to say the toy and the
colour, for example: Teddy bear – red. Repeat the Progress sheet 6
<

Preparation for the card game

AR
activity until all the children have had a turn.

(An activity to consolidate the vocabulary and

• To assess the children’s progress in this unit see
pages 153 and 159.

Round up
<

prepare the cards.)

(An opportunity for the children to show that they
• Ask the children to go back to their seats. Show
have successfully finished the unit.)
the children the pushouts of the unit and make
sure that every child has them. Ask them to point • Ask the helpers to hand out the books. Say:
<

to each card according to your instructions. Say: Open your book, please! while you do the action
Point to the drum! Point to the ball! etc.
PE
and show the children page 43 in your book.
• Show the children how to push the cards out. Point to Mickey and tell the children in L1 that he
Make sure all the sets are complete by saying: is happy because they have finished the unit. Tell
<

Show me the (teddy bear), etc. The children hold them that they are going to stick a sticker there
up the corresponding card. Do the same with all to celebrate this.
the cards.
• Show the children the sticker page and remove
one Mickey sticker. Ask them to do the same. Go
Card game
<

back to page 43 and stick the sticker in the

(A game to consolidate the unit vocabulary.) appropriate space.

• In L1, explain to the children that they are going • Give the thumbs-up signal and exclaim: Very
to play a card game. Say: Let’s play a card good! Invite them to do the same.

My First English Adventure 1 113

          

PLAYTIME
LESSON 1
OBJECTIVES:

N
To consolidate the vocabulary of
units 5 and 6. To develop motor
skills through TPR games and a
song. To develop observation
and fine motor skills. To develop

SO
oral comprehension.

TARGET LANGUAGE/
REVISION:
Fish, bird, butterfly, rabbit, train,
drum, ball, teddy bear, big,
small. Colours.

RECEPTIVE LANGUAGE:
I can fly, round and round; I can
jump, up and down.

EXTRA MATERIAL:
The puppet. Flashcards of the
animals. Toy flashcards. Toys.
Crayons. Blu-tack®. The English
mat. Activity Book page 28.
AR
PE

44 Circle and say.

> EXTRA ACTIVITY

Play What is it? with the whole class. Put the flashcards for the lesson on your table: Rabbit, butterfly, fish, bird, drum, train, teddy bear,
drum, ball. Ask a child to choose a flashcard and stick it on the board. Turn around so that you can’t see the flashcard. Then ask the
children: Butterfly? Bird? etc. They reply yes or no until you guess the correct word. Ask another child to come up to the board and pick a
different flashcard, and play again.

114 My First English Adventure 1

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STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Song performance
(A TPR activity to revise the song from unit 5.)
• Play the CD/cassette from Unit 5, Lesson 3
(R-18) and encourage the children to perform the
actions and join in the chorus. Say: Let’s sing!
Flashcard game
<
(A game to consolidate the animals.)
• Show the flashcards of the animals one by one
and elicit the words: Rabbit, bird, fish, butterfly.
Stick them on the board.
<
AR
• Tell the children that they are going to play a
memory game. Point to the flashcards one by
one and say the words. Do this at least three
times without varying the order in which you
point. Encourage the children to repeat the
<
words several times. Say: Listen and repeat.
• Remove one flashcard. Point to the flashcards
again, including the space of the missing one and
encourage the children to say the words.
<
Remove another flashcard and repeat the
PE
procedure. Do this until you have removed all
four flashcards. At the end of the game, the
children should be able to remember the four
words in the correct order.
<
Ring game
(An activity to consolidate colours and the toys
vocabulary.)
<
• Take the children to the play area in the
classroom and ask them to sit in a circle. Place
the English mat in the centre of the circle and
encourage them to identify the four colours.
Distribute the flashcards of the toys on the mat
while saying for example: Train – red. Ball – blue.
Drum – green. Teddy bear – yellow. Tell the
children that you are going to say a word: they
will name the colour the corresponding flashcard
is on. Say: Train! and encourage them to say:
Red! Do the same with the remaining flashcards.
N
• Collect the flashcards and shuffle them. Place
them on different segments of the mat and play
again.
SO
Circle and say (p. 44)
(An activity to recognize big and small and the toys
vocabulary.)
• Place the big and small toys you have prepared
on your table. Put the big ball next to the small
ball. Point to the big one and say: Look, a big ball.
Encourage the children to mime big by opening
their arms wide. Then point to the small ball and
say: Look, a small ball. The children mime small
with their hands. Do the same with the rest of
the toys. Then repeat the words and encourage
the children to say: A big / small (ball). Next, point
to the toys at random. The children mime the size
and say big or small accordingly. Do this several
times.
• Ask the helpers to hand out the books. Say:
Open your books, please! while you do the
action and show the children page 44 in your
book. In L1, explain the scene: a child is playing
with his toys. Ask the children to find the rabbit
on the page. Say: Find a rabbit! Check the task
by pointing to the rabbit in your own book. Then
point to the rest of the toys and elicit the words:
A big drum, a small drum, a big teddy bear, a
small teddy bear... etc.
• Make sure there is a box of crayons on each
table. The children will need yellow, blue and
green. Name the colours and ask them to show
you the crayons. Say: Show me (yellow).
• In L1, explain the task to the children. They are
going to circle some toys according to your
PLAYTIME
instructions. Demonstrate the task by pointing to
the example in your book. Say: Red – the small
drum. Trace the circle with your finger.
• Ask the children to listen carefully in order to
complete the task. Say the following sentences,
repeating each one a couple of times: Yellow –
the small teddy; Blue – the big drum; Green – the
big train
• To check the task, say the sentences again and
point to the completed task in your book.
Point and say game (p. 44)
(A game to consolidate big and small and the toys
vocabulary.)
• Ask the children to look at the page carefully. In
L1, explain that they are going to point to the
toys according to your instructions. Demonstrate
the activity first. Say: One, two, three! Point to
the big teddy bear! while you do the action.
Encourage the children to do the same. Then say:
One, two, three! Point to the small ball! so they
can point and repeat. Give more instructions
increasing the pace of the instructions as the
game progresses.
Goodbye Mickey!
(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. 28)
Circle the pairs
• The purpose of this page is for the children to
identify all the items in the grid. Then they
identify the pairs. They take out red, blue, yellow
and green crayons and circle the matching
objects in the same colour. (Two colours will be
repeated.) Then they ‘read’ the pairs by pointing
and saying: Ball – ball – blue, etc.
My First English Adventure 1 115
          

PLAYTIME
LESSON 2
OBJECTIVES:

N
To consolidate the vocabulary of
units 5 and 6. To play Bingo. To
develop motor skills through TPR
games and activities.

TARGET LANGUAGE/

SO
REVISION:
Fish, bird, butterfly, rabbit, train,
drum, ball, teddy bear, big,
small. Colours.

RECEPTIVE LANGUAGE:
I can play the small drum; I can
play the big drum.

EXTRA MATERIAL:
The puppet. Animal and toy
flashcards. Animal and toy
pushouts. Envelopes. Lively
music (extra activity).
– PINOCCHIO POSTER:
Photocopies of Poster
worksheet 3 (page 142).
AR
– VIDEO 3: Photocopies of
Video worksheet 3 (page 148).
– VIDEO 4: Photocopies of
PE
Video worksheet 4 (page 149).

Listen and play. 45

> EXTRA ACTIVITY

Tell the children they are going to dance. Hand out the eight unit flashcards (fish, bird, butterfly, rabbit, train, drum, ball, teddy bear) to
eight children and explain that they have to pass them on to other children when the music starts. Play the music and say: Let’s dance!
The children dance and pass the flashcards around. Stop the music and say: Show me the (teddy bear). The child with this flashcard
holds it up for everyone to see. Start the music again and play again, calling out a different flashcard.

116 My First English Adventure 1

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STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Song performance
(A TPR activity to revise the song of unit 6.)
• Play the CD/cassette from unit 6, lesson 3 (R-21)
and encourage the children to perform the
actions and join in the chorus. Say: Let’s sing!
Flashcard game
(A game to consolidate the vocabulary of the units
<
5 and 6.)
• Take out the flashcards of the animals and toys.
Show them to the children one by one and elicit
the words: Fish, bird, butterfly, rabbit, train, drum,
<
ball, teddy bear. Cover one flashcard with a piece
AR
of paper and move the paper around slowly to
reveal different parts of the flashcard. As soon as
the children recognise the picture, they say the
word. You can also repeat the game showing the
<
covered flashcard upside down to make it more
challenging.
Preparation for the card game
<
(An activity to consolidate the vocabulary and
PE
prepare the cards.)
• Ask the helpers to hand out the envelopes with
the pushouts. The children take out the pushouts
<
of the animals and the toys. Make sure that
every child has them. Ask them to hold up each
card according to your instructions. Say: Fish,
bird, butterfly, rabbit, train, drum, ball, teddy bear.
<
PLAYTIME
Card game (p. 45) Goodbye Mickey!
(A game to consolidate the unit vocabulary.) (A TPR song to say goodbye to Mickey.)
• Ask the helpers to hand out the books. Say: • To end the class, play the Goodbye song (R-3)
Open your book, please! while you do the action and encourage the children to sing along.
and show the children page 45 in your book.
Point to the colour board and explain in L1 that
Pinocchio Poster
N
they are going to play a card game on this board.
Point to the colours and elicit the words. • This poster story is a fun way to reinforce the
• Ask the children to put their cards on the board
language learnt in units 5 and 6. See pages 138,
139 and 142.
according to your instructions. Say: Fish – blue
and tell them they can put their card down on
Video 3
SO
either one of the two blue squares. Do the same
with the rest of the cards until there is a card on • This video is a fun way to reinforce the
each square: Rabbit – green, drum – yellow, etc. language learnt in units 5 and 6. See pages
144,145 and 148.
• Then say a word and encourage the children to
tell you which square the corresponding card is
Video 4
on. For example, say: Fish. The children reply:
Blue. Do the same with the rest of the cards. • This video is a fun way to reinforce the language
Repeat the activity a couple of times. learnt during the whole of My First English
Adventure 1. See pages 145 and 149.
Bingo
(A game to consolidate the vocabulary of units 5
and 6.)
• In L1, explain to the children that they are going
to play Bingo with their pushouts. Say: Let’s play
Bingo! Tell them that they are going to play with
both sets (a total of eight cards). Ask them to
choose any 6 cards and place them face up on
the colour board. They can place them in any
order they like. Say: Put your cards on the page,
please! while you do the action. Then say: Turn
one card over while you do the action.
• Say the eight words at random. The children turn
the cards face down when they hear the words.
As soon as their six cards are face down, they
raise their hands and say: Bingo! Repeat the
game several times.
• When the game is over, the helpers hand out the
envelopes. Help the children put the cards in the
envelope. When they finish, collect all the
envelopes and store them.
My First English Adventure 1 117
         

6 CHRISTMAS
LESSON 1
OBJECTIVES:

N
To celebrate Christmas. To
consolidate the colours. To
develop oral comprehension. To
sing a song.

LANGUAGE:

SO
Christmas tree, ball.

REVISION:
Red, yellow, blue, green.

RECEPTIVE LANGUAGE:
We wish you a happy Christmas
and a happy New year.

EXTRA MATERIAL:
The puppet. Colour flashcards.
Paper circles to decorate a
Christmas tree (one per child).
Glue-stick. A Christmas tree cut
out of card or paper. Activity
Book page 29.
AR
PE

> EXTRA ACTIVITY

Hand out the paper circles to the children, one per child, and ask them to decorate them as they like. When they finish, they stick their
decorations on the Christmas tree that you have prepared and displayed in the room. Then they sing the Christmas song again.

118 My First English Adventure 1

         
STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Correct Mickey!
(A game with the puppet to practise the colours.)
• Show the children the colour flashcards and elicit
the words: Red, yellow, blue, green. Put them
down on your table, pick up Mickey and say:
Mickey, give me (red). He gives you the wrong
flashcard. Say: No, no Mickey! Ask a child to help
Mickey by picking out the correct flashcard.
Repeat the game until all the children have had a
<
turn.
Preparation for the song
(p. 46)
<
Christmas tree and ball.) AR
(A TPR game to revise the colours and present
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
<
and show the children page 46 in your book. Tell
the children that they are going to play a game. In
L1, explain that they have to look at the page and
touch something red, blue, green or yellow
according to your instructions. Demonstrate the
<
game first. Say: Touch red! and touch Mickey’s
PE
t-shirt. Then play with the whole class.
• Present the words Christmas tree and ball with
the help of your book. Say the words several
<
times and ask the children to repeat while they
point to the corresponding items.
Pre-listening activities (p. 46)
<
(Activities to practise the colours and the Christmas
vocabulary.)
CHRISTMAS
• In L1 encourage the children to identify the two 24 We wish you a happy Christmas!
characters: Mickey and Minnie. Explain what is We wish you a happy Christmas!
We wish you a happy Christmas!
happening in the scene: Mickey and Minnie are
decorating the Christmas tree. Invite the children And a happy New Year!
to listen to them. We wish you a happy Christmas!
We wish you a happy Christmas!
• Present the chant using the CD/cassette and
We wish you a happy Christmas!
your book. Encourage the children to listen and And a happy New Year!
N
find out what our characters are talking about.
Say: Let’s listen to the chant! We wish you a happy Christmas!
We wish you a happy Christmas!
23 A ball, a blue ball, We wish you a happy Christmas!
A blue ball And a happy New Year!
For the Christmas tree!
SO
• Play the song again and pause after each verse
A ball, a yellow ball, for the children to repeat. Encourage everyone to
A yellow ball sing.
For the Christmas tree!
• Finally, divide the class into two groups and play
A ball, a red ball, the song again. Each group takes it in turns to
A red ball
sing to the other group wishing them a happy
For the Christmas tree! Christmas.
Blue,
Yellow,
Goodbye Mickey!
Red.
(A TPR song to say goodbye to Mickey.)
For the Christmas tree,
For the Christmas tree.
• Play the chant again and ask the children to point
to the Christmas tree and the coloured balls
when they hear the words. Say: Look and point.
• To end the class, play the Goodbye song (R-3)
and encourage the children to sing along.
Activity Book (p. 29)
Let’s make a Christmas tree!
Sing and do (p. 46) • The purpose of this page is for the children to
(A song to wish everyone a happy Christmas.) identify the scene (Christmas). They colour the
star yellow and the tree green. They can then
• In L1, tell the children that at Christmas time we stick pieces of coloured tissue paper within the
always wish those around us a happy Christmas.
outline to decorate the tree. Then they point to
Mickey and Minnie are going to teach them a the star and say: Yellow star! They point to the
Christmas song, and they will be able to sing it in tree and say: Green tree! Finally, they sing the
order to wish their family and friends a happy
Christmas song.
Christmas and New Year.
• Present the song using the CD/cassette and your
book. Encourage the children to listen and find
out what our characters are singing. Say: Let’s
listen to the song!
My First English Adventure 1 119
         

6 EASTER
LESSON 1
OBJECTIVES:

N
To celebrate Easter. To
consolidate the colours and
count to three. To develop oral
comprehension. To sing a song.

LANGUAGE:

SO
Easter, Easter egg.

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

RECEPTIVE L,ANGUAGE:
Where are they?; Open your
eyes and look around.

EXTRA MATERIAL:
The puppet. Four oval paper
cutouts, one red, one blue, one
green and one yellow, decorated
to look like Easter eggs. Glue-
stick. Oval paper cut-outs for
decorating, one per child (extra
activity). Activity Book page 30.
AR
PE

> EXTRA ACTIVITY

Hand out the oval cutouts to the children, one per child, and ask them to decorate them as they wish in order to make Easter
decorations. When they finish, they stick their decorations around the classroom. Then they sing the Easter song again.

120 My First English Adventure 1

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STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Let’s count!
(A TPR activity to practise counting to three.)
• Tell the children that they are going to count to
three on their fingers. Say: One, two, three!
while showing them how you are counting on
your own fingers. Do this several times and
encourage them to repeat and count on their
fingers. Then count different classroom objects to
three with them, for example crayons, chairs,
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books, windows, etc.
Preparation for the song
(A TPR game to revise the colours and present the
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Easter vocabulary.)
AR
• Tell the children that they are going to celebrate
Easter. Show them the Easter eggs you have
prepared and say: Look! Easter eggs. Encourage
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them to repeat. Then show the eggs one by one
and elicit the colours: Red, yellow, blue, green.
• In L1, tell the children that they are going to play
a typical Easter game which is usually played
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with chocolate eggs that are hidden and have to
be found.
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• Call four children up to the board. Ask them to
stand with their backs to the class and close their
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eyes. Partially hide the eggs in the room and
encourage the rest of the class to say: One, two
three! Open your eyes and look around! Mime
the actions so that the children can understand
them. They then encourage their four classmates
<
to look for the eggs, saying again: One, two
three! Open your eyes and look around! while
they mime the actions. When the children
EASTER
looking for the eggs find one, help them say: An
Easter egg! (Red!) When they have found the
Sing and do (p. 47)
(An Easter song.)
four eggs, call more children up to the board and
play again. • In L1, tell the children that they are going to learn
a song in order to sing along with Tigger. Present
Pre-listening activities (p. 47) the song with the CD/cassette and your book.
Encourage the children to listen and find out
(Activities to practise the colours and the Easter what Tigger is singing about. Say: Let’s listen to
N
vocabulary.) the song!
• Ask the helpers to hand out the books. Say: 26 Look around,
Open your book, please! while you do the action Look around,
and show the children page 47 in your book. In Open your eyes
L1, encourage the children to identify the two
SO
And look around!
characters: Winnie the Pooh and Tigger. Explain
[Repeat]
what is happening in the scene: Winnie the Pooh
is looking for Easter eggs. Invite the children to • Play the song again and make a pause after each
help him find and count them. Say: Open your line for the children to repeat. Encourage
eyes and look around! Then check the task by everyone to sing.
pointing to the eggs in your book. Say: Look! A
• Finally, divide the class into two groups and play
yellow egg. A blue egg. A red egg. One, two,
the song again. Each group takes it in turns to
three eggs! Finally, ask the children to count the
sing and look for the Easter eggs.
eggs by themselves.
• Present the chant using the CD/cassette and
Goodbye Mickey!
your book. Encourage the children to listen and
find out what our characters are talking about.
Say: Let’s listen to the chant!
25 Easter eggs,
(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.
Easter eggs,
Where are they? Activity Book (p. 30)
Where are they?
Open your eyes and look around! Let’s make an Easter egg!
Open your eyes and look around! • The purpose of this page is for the children to
identify the scene (Easter) and then decorate the
Easter eggs,
egg by colouring it with crayons or finger paint.
Easter eggs,
They can then stick pieces of coloured tissue
Where are they?
Where are they? paper within the outline to complete the
decoration. Finally, they recite the Easter chant.
Open your eyes and look around!
Open your eyes and look around!
• Play the chant again and ask the children to point
to the characters when they speak. Say: Look
and point.
My First English Adventure 1 121
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6 BIRTHDAY
LESSON 1
OBJECTIVES:

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To celebrate a birthday. To learn
some birthday vocabulary. To
develop oral comprehension. To
sing a song.

LANGUAGE:

SO
Happy birthday, cake, present,
surprise.

REVISION:
Red, yellow, blue, green.

RECEPTIVE L,ANGUAGE:
A surprise for you!; It’s my
birthday today!; Thank you.

EXTRA MATERIAL:
The puppet. A poster divided
into the twelve months of the
year. Have a list prepared with
the months the children have
birthdays. Plain stickers for the
children to write their names on.
Paper circles, one per child, and
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a piece of card (extra activity).
Activity Book page 31.
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> EXTRA ACTIVITY

Prepare a giant birthday card. Draw a large cake on the outside and hand out the paper circles to the children. Ask the children to draw a
gift for a friend. When they finish, they stick their gift onto the class card. They can give this card to a classmate who happens to be
celebrating his or her birthday. Encourage them to sing the birthday song again.

122 My First English Adventure 1

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STEP–BY–STEP Hello Mickey!
(A TPR song to greet the children with the puppet.)
• Start the class with the puppet and the Welcome
song (R-2).
• Leave the puppet sitting on his box so he can
participate in the class.
Touch red! (p. 48)
(A TPR game to practise the colours.)
• Ask the helpers to hand out the books. Say:
Open your book, please! while you do the action
and show the children page 48 in your book. Tell
them that they are going to play a game. In L1,
explain that they have to look at the page and
touch something red, blue, green or yellow
according to your instructions. Demonstrate the
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game first. Say: Touch yellow! and touch the
living room wall. Then play with the whole class.
Pre-listening activities (p. 48)
<
AR
(An activity to present the birthday vocabulary.)
• Present the words cake and present using your
book. Say the words several times and ask the
children to repeat while they point to the
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corresponding items.
• In L1, encourage the children to identify the
characters: Donald and his nephews. Explain
what is happening in the scene: it is Donald’s
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birthday and his nephews have prepared a
surprise party for him. Invite the children to listen
PE
to them.
• Present the chant using the CD/cassette and
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your book. Encourage the children to listen and
find out what our characters are saying. Say:
Let’s listen to the chant!
27 Surprise, surprise! A surprise for you!
Surprise, surprise! A surprise for you!
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Happy birthday, happy birthday, happy
birthday!
Happy birthday, happy birthday, happy
birthday!
BIRTHDAY
Hey, hey, hey, it’s my birthday today! and help him or her stick the sticker in the
Hey, hey, hey, it’s my birthday today! corresponding birthday month. When they finish,
Thank you, thank you, thank you! they sing the birthday song again.
Thank you, thank you, thank you!
• This poster will be useful to celebrate the
Surprise, surprise! A surprise for you! children’s birthdays every month. The rest of the
Surprise, surprise! A surprise for you! class will sing the birthday song to them. If you
Happy birthday, happy birthday, happy wish, you can prepare birthday crowns or hats for
N
birthday! those celebrating their birthday.
Happy birthday, happy birthday, happy
birthday!
Hey, hey, hey, it’s my birthday today!
Goodbye Mickey!
Hey, hey, hey, it’s my birthday today! (A TPR song to say goodbye to Mickey.)
SO
Thank you, thank you, thank you!
• To end the class, play the Goodbye song (R-3)
Thank you, thank you, thank you all!
and encourage the children to sing along.
• Explain to the children that it is important to say
thank you. Say: Thank you! and invite them to Activity Book (p. 31)
repeat several times. Play the chant again and
Let’s make a birthday cake!
ask the children to point to the characters when
they speak. Say: Look and point. • The purpose of this page is for the children to
identify the scene (birthday) and decorate the
birthday cake. They colour the cake with crayons
Sing and do (p. 48) or finger paint and decorate it with small pieces
(A song to wish somebody a happy birthday.) of coloured paper. Then they sing the birthday
• In L1, ask the children what they sing at birthday
parties. Tell them that they are going to learn a
similar song in English. Present the song with
the CD/cassette and your book. Encourage the
song.
children to listen and find out what our characters
are singing. Say: Let’s listen to the song!
28 Happy birthday, happy birthday,
happy birthday to you.
Happy birthday, happy birthday,
happy birthday to you.
[Repeat]
• Play the song again and pause after each line for
the children to repeat. Encourage everyone to
sing.
• Finally, present the poster with the months of
the year. Stick it on the wall and tell the children
that they are going to prepare a birthday calendar
with everybody’s birthday on it. Hand out the
stickers and help them write their names in any
colour they like. Call each child up to the poster
My First English Adventure 1 123
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THE DISNEY FILMS

<
> BAMBI > SNOW WHITE AND THE SEVEN DWARFS

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This film is about a lovable fawn, Bambi, who lives in a forest Snow White is a young princess who lives in a castle with
with his mum and dad. He has two good friends, Thumper, a her evil stepmother, the Queen. One day while fetching

<
rabbit and Flower, a skunk, with whom he explores life. The water from a well she meets a handsome prince, but she
film starts sadly with him losing his mother at the hands of runs away out of shyness. The Queen is jealous of Snow
hunters but he goes on to have many happy adventures, and White’s beauty and so she asks a hunter to kill her, but the

SO
to fall in love with Faline. In the end he becomes the Great huntsman does not have the heart to carry out her orders
Prince of the Forest.

<
and lets Snow White escape to the woods. Snow White
meets seven dwarfs who take her into their house. They all
The characters live happily until the Queen discovers that Snow White is
• Bambi is curious, sweet, innocent and very ready to learn alive and, dressed up as an old peddlar woman, persuades
both from life and his friends. Snow White to take a bite of a poisoned apple. Snow White

• Bambi’s mother is full of motherly love, protective and
brave.
• Bambi’s father is strong and supportive.
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falls into a deep sleep that can only be broken by love’s first
kiss. It is the handsome Prince who finally kisses Snow
White and breaks the spell. Together they ride to the
Prince’s kingdom and live happily ever after.

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• Thumper is talkative, cheerful and exuberant.

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• Flower is shy, sweet and romantic. The characters
• Snow White is beautiful, gentle and has a sweet
disposition. She is always full of optimism and kindness.
• The Seven Dwarfs

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– Dopey is the only one who does not talk.
– Grumpy is the complainer, always foreseeing trouble.
– Doc is something of a leader with a paternal attitude.

<
– Bashful is shy and protective towards Snow White.
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– Sneezy is a good-humoured dwarf who sneezes
constantly.
– Happy likes singing and dancing, he is very positive.

<
– Sleepy is always ready for a rest.

<
124 My First English Adventure 1
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THE DISNEY FILMS

<

> PINOCCHIO > WINNIE THE POOH

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Pinocchio is a wooden puppet made and named by Gepetto, There are three (short) films about Winnie the Pooh: Winnie
a woodcarver. Gepetto wishes on the Wishing Star that his the Pooh and the honey tree, Winnie the Pooh and the
<

new puppet were a real boy. The Blue Fairy brings Pinocchio blustery day and Winnie the Pooh and Tigger too, which were
to life, and tells him that if he proves himself brave, honest combined into a feature in a series entitled The many
and unselfish she will turn him into a real boy. She also adventures of Winnie the Pooh.

SO
makes Jiminy Cricket, Pinocchio’s conscience. But Foulfellow,
the Fox and Gideon, the cat lead Pinocchio astray. To teach This unit is mainly based on Winnie the Pooh and the Honey
<

Pinocchio not to lie, the Blue Fairy makes his nose grow each tree. Winnie the Pooh as usual, is on the hunt for honey. He
discovers a tree in which bees are busily making honey. He
time he lies, and Pinocchio soon learns his lesson. He
rolls in mud to look like a rain cloud and floats up the tree
overcomes all his difficulties and redeems himself by saving
holding onto Christopher Robin’s balloon, in an attempt to get
his father from Monstro, the whale. The Blue Fairy rewards
hold of the honey. He can’t deceive the bees and has to flee
<

Pinocchio by turning him into a real boy. without the honey. His stomach is still rumbling when he gets
to Rabbit’s hole where he eats every drop of Rabbit’s honey.
The characters When he tries to leave by the front door, he gets stuck in the
• Gepetto is a lonely woodcarver, a good hearted, loving and hole. After a few days of not eating, he is finally pulled free by

AR
compassionate man. He loves Pinocchio as his own son. his friends.
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• Pinocchio is full of good intentions, but he has a thirst for

adventure as well as a shaky sense of right and wrong. He The characters
is very eager to become a real boy and please his father, • Winnie the Pooh is a bear of very little brain who is always
Gepetto. hungry for honey. He is a good friend to all his friends.
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• Jiminy Cricket is not an average cricket; chosen by the
Blue Fairy to be Pinocchio’s conscience, he tries very hard
to steer Pinocchio onto the right path. He is friendly,
curious, concerned and grateful.
<
• Tigger is so bouncy he sometimes bowls over his friends.
He is a hyperactive, enthusiastic tiger full of curiosity.
• Piglet is a small pig, unsure of himself but very kind. He is
one of Winnie the Pooh’s closest friends in the wood.

PE
• Blue Fairy is fair and compassionate and has great faith in • Rabbit is a practical sort of character who likes everything
the little wooden toy. to be clean, tidy and under control.
• Figaro is Gepetto’s lovable cat who keeps him company. • Christopher Robin is a child who is friend to everyone in
He tries to help Gepetto with his work. the 100-acre wood.
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• John Worthington Foulfellow, the fox and Gideon, the

cat lead Pinocchio down the wrong path. The cunning fox
and his feline companion are only interested in their
personal gain.
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My First English Adventure 1 125

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> Resource Bank
The main objective
of Pre-school education is
the physical, intellectual,
affective and social
development of children.
These pages of extra material
are full of ideas and classroom
activities that will help you
achieve this objective.
PE
126 My First English Adventure 1 • Resource Bank
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N
SO
> GAMES
Flashcard games: Flashcards are used
to present and practise language
through simple games. These help the
children develop their interpersonal or
social intelligence.
Ring games: In general, these are TPR
games that help the children practise
AR the language and develop gross motor
skills. We have also included games that
involve the use of the English mat as a
colour code to identify, associate and
classify words.
TPR games: Action games are used to
exercise corporal expression, rhythm,
miming, spatial orientation and hearing
comprehension.
Games to develop the senses:
Children perceive reality through their
senses and this in turn activates their
intellectual capacities. These games
involve the use of attention and
memory, which then leads to
observation and reasoning.
Card games (Pushouts): Cards are
used to practise the language through
simple games. These in turn help
develop the children’s interpersonal or
social intelligence.
> POSTERS
The benefits of telling stories
Telling stories is well known as a useful,
effective and fun way to teach
languages. It stimulates children’s
imaginations while helping them
understand the new vocabulary in a
context they can relate to. These stories
have been specially chosen to create a
relaxed, magical and entertaining
atmosphere in which the children listen,
understand, absorb and can try to
produce the language used. Telling the
stories with well-known characters, but
in new circumstances, gives them the
possibility to understand and use the
vocabulary learnt in the unit.
Materials
• POSTERS
You can use them on the wall, the
board or on the floor with the children
seated in a ring around them. If you
use them on the floor, you can have
the characters standing up, with the
help of a piece of modelling clay, and
you can move them as if they were
walking.
• CUT-OUTS
On the right hand side of each poster
there are cut-out characters and
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> > > >
objects that help you tell the story.
You should carefully cut out the
whole band, then cut out the people
or objects, leaving a margin of about
0.5 cm round the edge. You can stick
them to the poster with Blu-Tack®‚
and move them when needed.
If you wish to use the poster to
decorate the classroom you can keep
the cut-outs in an envelope stuck
behind it.
• SETTING UP POSTER ACTIVITIES
You can wear some special clothes or
accessory for a story-telling session,
for example, a hat, a scarf, a shawl
etc., to give a touch of magic and to
show the difference between this and
other activities.
• WORKSHEETS
There is a photocopiable worksheet,
PE
created especially for each story. You
can use the worksheet as a revision
activity to consolidate the vocabulary
from the story telling.
Before the story
It is very important to create a relaxed
and enjoyable atmosphere. The children
can sit on a mat or place their chairs in a
semi-circle facing you and the poster.
Make sure all the children have a clear
view. To get the children’s attention
before you start, you can ask them to
   
> > > >
SO
keep quiet with their eyes wide-open
and their hands resting on their laps.
Ask them to do this in the following
way, say: eyes, with your hands round
your eyes. Then say: ears, with your
hands behind your ears. Finally, say:
hands, with your hands on your lap. You
can use the puppet to ask the children
to sit quietly this way.
To introduce the stories, talk about the
illustrations on the posters, showing and
AR naming the characters. Use the
Flashcards and cut-outs to revise key
words they will hear in the story.
Telling the story
To begin, ask if the children are ready,
say: Are you ready? Encourage them to
respond: Yes! Then say: Let’s begin! Act
as if these were the magic words to
begin the story.
You can use the recording or read the
story yourself. As the children listen,
move and place the cut-outs according
to the instructions in the poster notes
which accompany the scripts.
If you use the recording, you can stop
the story using the pause button to ask
the children what happens next, who is
in the story, what colour a specific thing
is, or to ask them to repeat a word.
If you read the story, do so clearly and
slowly. Give them time to think.
> > > >
N
Point to the illustrations. However, vary
the rhythm and speed if the script asks
for it. Use gesture and mime, adapting
your voice to that of the characters. This
will serve to both clarify meaning and
keep the children’s attention.
Encourage the children to participate in
the story. After the first telling ask them
to repeat the vocabulary or some
phrases. In stories with songs,
encourage them to sing.
The children enjoy hearing the same
story many times. This builds their
confidence as they realise they
remember more and more, while also
giving them the challenge of new
vocabulary. Consequently, they will
participate in the story as if were a
game. Therefore, read the story or play
the recording at least three times.
After the story
When you have finished, ask the
children what they most enjoyed about
the story, ask them to name the
characters and to talk about where the
story takes place.
Strengthen their vocabulary by asking
them questions about what they can
see in the posters, e.g. the colour of the
trees or water, how many animals,
flowers or balls there are, what there is
on the shelves, etc.
My First English Adventure 1 • Resource Bank
> Resource Bank
Finish by asking the children to choose a
song or a game to play together.
> VIDEO
Children love watching videos! We can
take advantage of this by using the My
First English Adventure 1 videos to
practise and reinforce the language
presented in the lessons in an attractive
visual context which will help them
improve their listening and
comprehension skills.
There is one video for My First English
Adventure 1 and one for My First
English Adventure 2. Each video is
divided into four episodes which focus
on language from two units and
coincide with a Playtime unit. There is
also one extra episode which contains
language from different parts of the
course.
The video episodes recycle key
language in new situations. There are
two presenters, Ted and Lucy, who use
this language as they talk, sing and play
together, and who use short clips from
the Disney films to illustrate key words
and phrases. Occasionally new words
are introduced, with clear references to
show their meaning.
127
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> Resource Bank
There are two parts to each episode,
Song Time and Film Time.
Song Time:
Through music, pupils develop a
positive attitude towards language
learning, and music helps children to
learn and to remember. In this video
the songs are all TPR songs. Ted and
Lucy perform the actions
and it is easy for the pupils to copy
them while they are listening. The
songs also provide a meaningful
context to reinforce the vocabulary of
the units and allow for excellent
practice of pronunciation, intonation
and rhythm.
Film Time:
The clips are taken from several
delightful Disney films that the children
may be familiar with. These clips feature
well-known characters and amusing
PE
situations. The children are invited to
participate by identifying key words in
the scenes.
How to use the English Adventure
videos with small children
In order to avoid passive viewing on the
part of the children, we need to plan the
sessions carefully and include different
activities. We have divided these
activities into three types: those done
before watching (to help the children
understand the episode); those done
128 My First English Adventure 1 • Resource Bank
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while watching (to stimulate interaction)
and those done afterwards with the
worksheet (to round up the sessions).
• STEP 1
Begin each session with a flashcard
game or a game with realia to help
the children remember the key
vocabulary that will be featured in
each episode.
AR • STEP 2
Watch the first part, Song Time, and
stop viewing before Film Time starts.
Follow the instructions given for each
episode.
• STEP 3
With the children sitting quietly, watch
Film Time. In L1, encourage them to
identify the film and the characters.
Once again, follow the instructions
given for each episode.
• STEP 4
Play the last part of the video and
encourage the children to join in and
act out the song.
• STEP 5 (optional)
Photocopy the relevant worksheet
and complete it with the children
after they have watched the video
episode.
N
> THE MICKEY
MOUSE PUPPET
The Mickey Mouse puppet plays an
important role in the development of the
lesson. It helps the teacher present and
practise the language and establish an
environment where authentic
communication can take place. By
bridging their real and fantasy worlds,
Mickey can interact with the children in
the stories and in many of the
suggested activities. Use your
imagination to make Mickey ‘wave’, ‘sit’
on his box, ‘stand up’ and ‘dance’. You
can make a Mickey puppet using the
template on page 160.
> THE ENGLISH MAT
The English mat is used mainly
in ring activities to focus the children’s
attention, and as a colour code to
classify vocabulary with the help
of flashcards, photos, cutouts,
drawings or realia. It is also used for
TPR games.
To make an English mat: join four large
sheets of paper, card or material of the
four colours (blue, red, green and yellow)
and place a coloured copy of the Mickey
template, page 160, in the centre.
> EVALUATION
AND ASSESSMENT
How should we assess children in
Pre-school education?
Evaluation in Pre-school education
should be global, continuous and
formative. Direct and systematic
observation of the children will
constitute the main technique in the
evaluation process.
Teachers working in Pre-school education
will evaluate the teaching process, their
own teaching practices and the
development of the children’s abilities
according to their targets for this level.
What are the evaluation criteria for
this level?
The following are the most relevant
objectives at this age for the learning of
English.
11. Identify parts of one’s own body,
parts of another child’s body and
parts of a body in an illustration.
12. Distinguish the senses and
identify sensations through them.
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SO
13. Feel confident in one’s ability to The children:
deal with given tasks. • Their participation in activities.
14. Orientate oneself in the
• Their interest in carrying out
environment.
suggested activities.
15. Accept the rules of the game.
• Their attitude towards their
16. Distinguish and identify members classmates and towards their own
of one’s own family and other learning.
families.
• What they produce, drawings,
17. Identify the rooms of the house worksheets, etc.
and their functions.
The teachers:
18. Respect and look after the objects
in one’s environment.
19. Respect and take care of animals
and plants.
10. Interpret illustrations, posters,
photos, symbols and stories.
AR • Their teaching practices.
• Techniques used in the classroom.
• Materials used in the classroom.
• Their attitude towards the children.
We will need to consider all the above
11. Learn how to count correctly. elements to obtain significant valid and
12. Write single numbers. reliable data from which we can
evaluate the whole process. From this
13. Classify elements according to we can reflect on the proposed
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their properties. objectives, examine the results and
14. Identify primary colours and their adapt the process and materials should
combinations. it be necessary to do so.
15. Show interest and respect for one’s
own artwork and for those of others.
16. Memorise songs.
17. Move confidently in the
environment.
What can we evaluate?
There are several factors involved in the
learning process.

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> Games
FLASHCARD GAMES
1. HELP MICKEY!
Show the children the flashcards of a
lexical set and elicit the words. Put them
down on your table, pick up Mickey and
say: Mickey, give me the (arms). He
gives you the wrong flashcard. Say: No,
no Mickey! Ask a child to help Mickey by
picking out the correct flashcard. Repeat
the game until all the children have had
a chance to participate.
2. TOUCH GAME
Show the flashcards of a lexical set one
by one and elicit the words. Ask four
children to stick them on different walls.
Repeat the words and ask the children
to point to the corresponding flashcards.
Next, call on a pair of children and say,
for example: (Maria and Lee), touch the
(house)! The children run to the
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flashcard of the house and touch it. (If
you do not want them running in the
room, ask them to walk over slowly).
Repeat the activity until all the children
have had a chance to participate. You can
also say two words, for example: Touch
the (bathroom) and the (living room).
3. POINT GAME
Stick the flashcards of a lexical set on
different walls in the room. Ask the
130 My First English Adventure 1 • Resource Bank
   
children to count to three with you and
then point to the flashcard you indicate.
SO
Say: One, two, three Point to the (fish).
Repeat the activity several times, varying
the rhythm of the instructions to make
the game more fun. For example, if you
say the instructions slowly, the children
also move slowly, and vice versa.
4. YES/NO GAME
Put the four unit flashcards on your table
and elicit the words. Then shuffle them
and show one to the class without
ARlooking at it. Ask: Is it the (rabbit)?
Encourage the children to say: Yes! or
No! If the answer is no, say more words
until you guess correctly. Then shuffle
the cards and play again.
5. WHAT’S MISSSING?
Play with the four unit flashcards. Show
them to the children one by one. Do this
a couple of times while saying the
words. Remove one and ask the
children: What’s missing? Encourage
them to tell you which flashcard is
missing. Then shuffle the flashcards and
play again.
6. WHO/WHAT IS IT?
Put a lexical set of flashcards on your
table. Ask a child to stick one of the
flashcards on the board. Turn your head
in order not to see the flashcard. Then
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ask the children: Is it the (fish)? Is it the
(rabbit)? etc. They reply yes or no until
you guess the correct word. Ask another
child to come up to the board and pick a
different flashcard, and play again.
7. PASS THE FLASHCARDS
Hand out the flashcards from one or
two lexical sets. Play some music. While
the music is playing, the children pass
their flashcard along. When the music
stops, each child holding a flashcard has
to name it or pay a forfeit, for example
sing a song, perform an action, etc.
Demonstrate this yourself first.
8. SEQUENCE
The aim of this game is to have the
children remember sequences of
flashcards. Take out the flashcards of a
lexical set, show them one by one and
elicit the words. Repeat the words in the
same order several times, then ask the
children to repeat them. Show them the
flashcards in order to confirm their
answers. Collect the flashcards, shuffle
them and play again.
9. ODD ONE OUT
The aim of this game is to recognise
words in the same lexical set. Choose
three flashcards that belong to the
same set and one that doesn’t. Say
these four words slowly and clearly
while showing the children the
corresponding flashcard. They listen
and raise their hands to say which word
is the odd one out.
10. LET’S DANCE!
Tell the children they are going to dance.
Hand out the flashcards of a lexical set to
four children and explain that they have to
pass them on to other children when the
music starts playing. Play the music and
say: Let’s dance! The children dance and
pass the flashcards around. Stop the
music and say: Show me the (arms). The
child who is holding this flashcard holds it
up for everyone to see. Start the music
again and play with a different flashcard.
RING GAMES
Use the following routine to take the
children to the play area in the
classroom. Take one child by the hand
and ask the rest to line up as you lead
them to the play area while reciting the
following chant:
Follow me, follow me.
Let’s make a ring.
Ask them to stand around in a circle and
join hands. Repeat the chant until the
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> > > > > > > > > > > > > > >
ring is complete. When they have done
this, sit on the floor with them while you
say: Let’s sit down.
1. THROW THE BALL
The aim of this game is for the children
to greet each other and introduce
themselves. Show them a cloth ball and
say: Hello I’m (Maria). Roll the ball
towards a child and encourage them to
respond: Hello I’m (Ken) as the child
returns the ball to you. Repeat various
times until all the children have had a
chance to participate.
2. PASS THE FLASHCARDS
Tell the children that they are going to
pass flashcards around at the count of
three. Hand out the flashcards of one or
several lexical sets and elicit the words.
Ask the whole class to count: One, two,
three. The children holding the
flashcards pass them along and
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everyone counts again until you say:
Stop! Show me the (fish)! The child
holding the appropriate flashcard shows
it. Do the same with the rest of the
words and play again so that all the
children have a chance to show a
flashcard.
3. STATUES
The children form a circle. Play some
music and ask them to dance. Stop the
   
music and say: Touch your head! Ask
them to remain like statues with their
SO
hand on their head. Play the music again
and say: Touch your arms! Touch your
legs! etc. Repeat the activity several
times.
4. CHINESE WHISPERS
The children sit in a circle. Hand a
flashcard from a lexical set to the first
child without the others seeing it. The
child whispers the corresponding word
to the next child and so on. The last child
AR in the circle calls out the word and the
first child reveals the flashcard for
verification. Start with a different child
each time.
5. MEET THE ENGLISH MAT
Place the English mat in the centre of
the circle. Point to Mickey and ask:
Who’s this? Encourage the children to
reply: Mickey! Point to the colours and
identify them one by one. Encourage
the children to repeat. Next, ask
different pairs of children to jump on the
colours according to your instructions.
Say: (Maria, Lee), Jump on red! Jump
on yellow! etc. Repeat the activity with
different pairs of children.
6. ENGLISH MAT GAME
Place the English mat in the centre of
the circle and encourage the children to
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identify the four colours. Place the
flashcards of a lexical set on the mat,
one in each coloured segment. While
you do this, say for example: Living
room - red. Bedroom - blue. House -
green. Bathroom - yellow. Tell the
children that you are going to name an
item of clothing: they will name the
colour the corresponding flashcard is on.
Say: Living room! and encourage them
to say: Red! Do the same with the
remaining flashcards. Collect the
flashcards and shuffle them. Place them
on different segments of the mat and
play again.
TPR GAMES
(TOTAL PHYSICAL RESPONSE)
1. MICKEY SAYS
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 head. Touch your arms. Touch your
legs. The children obey the instructions
only if they are preceded by the words:
Mickey says. Repeat them and include
My First English Adventure 1 • Resource Bank
Games
some more such as: Stand up, Sit down,
Open your book, Close your book, etc.
2. PLEASE GAME
Teach the children the magic word:
Please and explain that it is important to
be polite and say please when asking for
things. In order to play the game,
they will do the actions only if Mickey
says please. Demonstrate the game
with the puppet. Say: Touch your head!
to Mickey. He doesn’t move.
Repeat: Touch your head, please.
Mickey performs the action. Play the
game with the whole class, giving your
instructions slowly until the children
recognize them easily, then speed up
the rhythm.
3. LET’S EXERCISE!
This game practises the parts of the
body. Tell the children they are going to
do some exercise. Ask them to stand up
and follow your instructions. Say: One,
two, three. Move your (arms) up and
down. One, two, three. Move your
(arms) round and round. One, two,
three. Shake your (arms). Do the same
with legs and head.
4. TOUCH GAME
a) Play Touch red with the whole class.
In L1, explain to the children that you are
going to say a colour and they will touch
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> Games
something in that same colour. Say:
Stand up, please! Ask them to move in
slow motion. Say: Touch red! and
demonstrate the action. Do the same
with the rest of the colours. Repeat the
game several times.
b) Ask the pupils in charge to hand out
the books. Say: Open your book, please!
while you do the action and show the
page. Tell the children that they are
going to play a game: they
have to look at the page and touch
something red, blue, green or yellow
according to your instructions.
Demonstrate the game first. Say: Touch
red! and touch a red object on the page.
Then play with the whole class. You can
also play this game with different lexical
sets.
5. PET BALLOONS
Bring some balloons and felt-tip pens to
the class. Blow up a balloon for each
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child and invite them to draw and colour
an animal face on it. Go round the class
asking children to tell you about their
animals.
6. LET’S DANCE!
Prepare strips of white paper. Give one
to each child, ask them to colour it using
one of the colours they know (red, blue,
green or yellow) and wear it as an
armband. Play a song from the unit, stop
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the music from time to time and ask
children with a specific coloured band to
SO
carry out an action. Demonstrate this
yourself first.
7. STATUES
The aim of this game is to revise songs
or chants and to end the class on a
happy note. Play one of the
songs/chants the children have learned
and ask them to dance in place. When
ARyou stop the music, they ‘freeze’ and
only start dancing again when the music
starts.
8. RED ROVER GAME
This is a traditional game to practise the
animal vocabulary. Hand out a toy animal
to each child. Take the children to the
play area in the classroom and ask them
to stand together at one side. Stand on
the opposite side and tell them in L1
that you are going to name an animal.
Those holding that animal run (or walk)
over to your side. Demonstrate the
action while saying: Red Rover, Red
Rover, let the rabbits come over. The
children holding rabbits go over to your
side. Call out another animal, and keep
playing until all the children are on your
side. Then switch sides and start the
game again.
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GAMES TO DEVELOP
THE SENSES
1. THE HULA HOOP GAME
The aim of this game is to identify
colours. In order to play this game,
you need four hoops in the following
colours: red, blue, green and yellow.
Divide the class into pairs and take the
pairs to the play area in the classroom.
Place a pair of children in the centre of
the play area and place the hula hoops
around them. (Alternatively, draw
circles of the same size on the floor
with coloured chalk.) Play the music
and ask all the children to dance in
place. Stop the music and say a colour,
for example: Red! The pair in the
centre hops inside the red hoop. Play
again with different pairs until all the
children have had a chance to
participate.
2. FIND THE COLOUR
Play ‘Find the colour’ with the whole
class. Hand out small pieces of paper
and Blu-Tack®‚ to the children. Play
some music and say: Let’s dance! Stop
the music and say: Red! The children
stick their paper on any red object they
see. Start the music again and play with
a different colour.
3. BIG OR SMALL
The aim of this game is to identify the
size of objects by the sound. Take two
toy drums to class, a big one and a
small one. Bang one then the other until
the children are familiar with the sounds.
Then ask the children to close their
eyes. Bang the drums in a random order
and ask the children to say: big drum or
small drum.
4. TOUCH AND GUESS
The aim of this game is to identify
objects by touch. Place objects that the
children know in a bag. Ask a child to
put his or her hand in it and feel an item.
He or she says what it is and then takes
it out of the bag. Ask the rest of the
class to say the word for verification.
5. GIVE ME THE APPLE
Place plastic food items in a bag. Tell the
children that they are going to identify
food items by touch according to your
instructions. Ask a child to put his or her
hand into the bag. Say: Give me the
apple. The child touches the items and
takes out the apple. Say: There’s the
apple! and show it to the rest of the
class. Repeat the activity several times
so that all the children can participate.
You can also play this game with toys
and toy animals.
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3. DICTATION
CARD GAMES
In L1, ask the children to place the four

1. BINGO
In L1, explain to the children that they
are going to play Bingo with their push-
outs. Tell them to place the four cards
face up on the table. Say: Put your cards
on the table, please while you do the
action. Then say: Turn one card over
while you do the action.
Say the four words at random. The
children turn the cards face down when
they hear the words. As soon as their
four cards are face down, they raise
their hands and say: Bingo! Repeat the
game several times.
SO
cards face up on the table. Hand out
sheets of paper, one to each child. Help
the children fold them three times in
order to make four squares. Help them
number the squares while saying: One,
two, three, four.
Tell the children to put the paper next to
their cards and ask them to follow your
instructions. Say: Rabbit - three! and
explain that they have to place the horse
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card on square number three. Do the
same with all the cards. Finally, say one
animal and elicit the corresponding
number. Repeat the game several times.
You can play with different lexical sets.

2. CARD GAME
Ask the children to shuffle their cards.
Say: Shuffle the cards, please! while you
do the action. Then ask them to pick a
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card without looking at it.

Shuffle your cards, pick one and show it

to the class. Identify it, for example:
Baby! and ask the children to look at
their card. If it is the same as yours,
they raise it and say: Baby! Then they
put it face up on the table. If they had a
different card, they put it back in the
pack. Play until all the children’s cards
are face up. Repeat the game several
times.

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> Bambi poster

> TEACHER’S NOTES

> OBJECTIVES
To consolidate the language of
units 1 and 2. To enjoy and
participate in a story. To develop
hearing comprehension.
• STEP 1: BEFORE THE STORY
Put the poster in a visible place. Have
the children sit in a semi-circle facing the
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(page 140). As you show them the page,
say: Look at the worksheets, please! In
L1, talk about the picture. There are two
families, a family of dogs and another of

> LANGUAGE
Father, mother, baby, red, blue,
yellow, hello, goodbye.
> RECEPTIVE LANGUAGE
Look, pretty flowers, that’s a
bird, this is my family, it’s time
to go now, one, two, three.
> EXTRA MATERIAL
Cut-outs from the poster.
Photocopies of Poster
worksheet 1 (pg 140), Blu-Tack®,
stickers of two different colours.
AR characters.
SO
poster. Ask the children to sit quietly chickens. Ask and help the children to
(see pages 126 and 127). In L1, explain put the stickers of one colour on one
that they are going to hear a story about family and the other colour on the other
Bambi. Point to the poster and talk family.
about what the children can see, who
lives in a wood like this, what colours
there are on the poster, who is in the
scene and where the other characters
could be. Show them the cut-outs from
the poster and go over the vocabulary of
the family. Show Bambi’s father and say:
Dad. Do the same with the other

• STEP 2: TELLING THE STORY

In L1, ask for silence and get the

children’s attention. Have the cut-outs
prepared and begin to tell the story.
Move the cut-outs as the story develops.
Tell the story a second time, this time
PE
encouraging the children’s participation,
by asking them to help you. Ask them to
repeat after you, as you name the
colours and say the chant. If you wish,
you can ask them to act out the story
while you help them.

• STEP 3: AFTER THE STORY

Ask the helpers to hand out the

photocopies of the Poster worksheet 1

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ST (DAD): No, Bambi, that’s a bird. A
bird. > CHANT
Move Bambi towards the bird.
Hello, hello,
ST (Bambi): A bird. Hello yellow bird. Hello, Mum!

SO
Put Bambi near the bird. Hello, hello,
Hello, Mum!
ST (DAD): Yes. One, two, three birds. A
yellow bird, a red bird, and a blue
Hello, hello,
bird.
Hello, baby!
Dad points to the birds with his nose.
Hello, hello,
Put him in the centre of the poster.
Hello, baby!
ST (BAMBI): One, two, three, birds.
Look birds, this is my family. Mum, Hello, hello,
Dad and me. Hello, Dad!
Bambi points to his mum and dad.
AR ST (MUM): It’s time to go now.
Goodbye birds.
Take mum off the poster.
ST (BAMBI): Goodbye flowers,
goodbye birds. Goodbye everybody.
Hello, hello,
Hello, Dad!

Hello, hello,
Hello, baby!
Hello, hello,
Hello, baby!
ST (BAMBI): Yes, flowers. Blue flowers. Take Bambi off the poster.
> BAMBI Point to the blue flowers. Hello, hello, hello!
Hello, hello, hello!
(recording 29)
ST (MUM): Look Bambi, red flowers. ST = Storyteller
PE
ST (NARRATOR): Now listen to a story. Red flowers.One, two, three flowers.
Put dad on the poster. Point to the red flowers and count them.
ST (MUM): Hello Dad. ST (BAMBI): One, two, three flowers.
Put (stick) mum on the poster. Bambi counts the flowers with his nose.
ST (DAD): Hello Mum.
ST (DAD): Look, yellow flowers. Yellow
Put Bambi on the poster.
flowers.
ST (BAMBI): Hello Dad, hello Mum. Point to the yellow flowers.

ST (DAD): Look Bambi, flowers. Pretty ST (BAMBI): Dad, look, a yellow flower!
flowers! Point to the bird.

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> Food poster
> OBJECTIVES
To consolidate the language of
units 3 and 4. To enjoy and
participate in a story. To develop
hearing comprehension.
> LANGUAGE
Biscuit, apple, milk, thank you,
hello, one, two, three.
> RECEPTIVE LANGUAGE
Look, three (apples), I’m
hungry, Let’s eat, sit down
please.
> EXTRA MATERIAL
Cut-outs from the poster.
Photocopies of Poster
worksheet 2 (pg 141), glue stick,
different coloured pieces of
paper, Blu-Tack®.
PE
136 My First English Adventure 1 • Resource Bank
   
> TEACHER’S NOTES
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• STEP 1: BEFORE THE STORY • STEP 3: AFTER THE STORY
Put the poster in a visible place. Have Ask the helpers to hand out the
the children sit in a semi-circle facing the photocopies of Poster worksheet 2
SO
poster. Ask the children to sit quietly (page 141). As you show them the page,
(see pages 126 and 127). In L1, explain say: Look at the worksheets, please! . In
that they are going to hear a story about L1, talk about the picture. Encourage
Kirsty, Angus and Duncan. Point to the the children to name the illustrations.
poster and talk about what the children Ask the children to stick little pieces of
can see and who lives in this house. Tell coloured paper on the things that are
them that the people who live there are mentioned in the story.
the two characters in the scene, Angus
the bear, and Duncan the monkey. Show
them the cut-outs from the poster and
go over the vocabulary of the food.
Show the apple and say: apple. Do the
AR same with the other cut-outs.
• STEP 2: TELLING THE STORY
In L1, ask for silence and get the
children’s attention. Have the cut-outs
prepared and begin to tell the story.
Move the cut-outs as the story
develops.
Tell the story a second time, this time
encouraging the children’s participation,
by asking them to help you. Ask them to
repeat after you, as you name the food,
join in with the actions, and say the
chant. If you wish, you can ask them to
act out the story while you help them.
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> > > > > > > > > > > > > > Food poster

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ST (ANGUS): Thank you Kirsty.
ST (DUNCAN): I’m hungry! Let’s eat!
> CHANT
Point to Duncan and rub your stomach One biscuit,
One apple,

AR ST (ANGUS): Sit down, please.
> FOOD
(recording 30)
ST: Now listen to a story. Angus and
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Duncan are waiting for Kirsty.
ST (ANGUS): Come in.
Move Katy towards the poster. Put her
on the poster.
ST (KIRSTY): Hello Angus. Hello
Duncan.
ST (ANGUS): Hello Kirsty.
ST (DUNCAN): Hello Kirsty.
SO
ST (ANGUS): I’m hungry!
Point to Angus and rub your stomach.
ST (DUNCAN): And I’m hungry!
Mmmm! Let’s eat.
Point to Duncan and rub your stomach.
ST (KIRSTY): Look, three apples. One,
two, three apples. Red apples.
Yummy, yummy. Here you are. One
apple for you. One apple for you. And
one apple for me.
Kirsty gives one apple to Angus, one
apple to Duncan, and puts the other
apple on the plate.
ST (ANGUS): Look, three biscuits. One, One banana,
two three biscuits! One biscuit for And milk
you, one biscuit for you, and one For me!
biscuit for me! For you!
Put the cut-outs of the biscuits on the For me!
plate. For you!
For me!
ST (KIRSTY): Thank you Angus.
ST (DUNCAN): Look, three bananas.
Yummy, yummy! One, two, three
bananas! One banana for you, one
banana for you, and one banana for
me! Mmmmm!
Duncan gives one banana to Angus, one
banana to Kirsty, and put the other
banana on the table in front of Duncan.
ST (ANGUS): And milk!
Point to the milk.
ST (KIRSTY): Thank you Angus. Thank
you Duncan.
ST = Storyteller

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> Pinocchio poster
> OBJECTIVES
To consolidate the language of
units 5 and 6. To enjoy and
participate in a story. To develop
hearing comprehension.
> LANGUAGE
Teddy bear, ball, train, drum,
big, small, arms, legs, head,
red, green, blue.
> RECEPTIVE LANGUAGE
Look at, here’s, where’s the...?
Listen, Look out! Ouch! sorry,
kiss.
> EXTRA MATERIAL
Cut-outs from the poster.
Photocopies of Poster
worksheet 3 (pg 142), Blu-Tack®,
modelling clay of two different
colours.
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138 My First English Adventure 1 • Resource Bank
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> TEACHER’S NOTES
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• STEP 1: BEFORE THE STORY • STEP 3: AFTER THE STORY
Ask the helpers to hand out the
Put the poster in a visible place. Have
photocopies of Poster worksheet 3
the children sit in a semi-circle facing the
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(page 142). As you show them the page,
poster. Ask the children to sit quietly
say: Look at the worksheets, please! In
(see pages 126 and 127). In L1, explain
L1, talk about the picture. It is a ball they
that they are going to hear a story about
need to decorate with modelling clay.
Pinocchio. Point to the poster and talk
Ask the children to use one finger to
about what the children can see, who
spread the modelling clay on the ball,
lives in a house like this, what colours
using a different colour for each section
there are on the poster, who is in the
of it. Help them as required.
scene and who could be missing. Show
them the cut-outs from the poster and
go over the vocabulary of the toys.
Show the ball and say: ball. Do the
AR same with the other toys.
• STEP 2: TELLING THE STORY
In L1, ask for silence and get the
children’s attention. Have the cut-outs
prepared and begin to tell the story.
Move the cut-outs as the story
develops.
Tell the story a second time, this time
encouraging the children’s participation,
by asking them to help you. Ask them to
repeat after you, as you name the parts
of the body, to join in with the actions
and to sing the song. If you wish, you
can ask them to act out the story while
you help them. When you finish the
story ask the children to find Jiminy
Cricket on the poster.
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> > > > > > > > > > > > > Pinocchio poster

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Point to the big ball.
> SONG
ST (GEPPETTO): That’s your big ball, I can play
this is my small ball. It’s green. The small drum.

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Point to the small ball. Pom, pom, pom.
I can play,
ST (GEPPETTO): Oh! Here’s the big ball. I can play
Point to the big ball. The small drum.

[ ]
Pom, pom, pom, pom, pom, pom.
ST (PINOCCHIO): Where’s the train? Small drum!
ST (GEPPETTO): Look, here’s the red Pom, pom, pom!
train! Choo! Choo! Small drum!
Move Geppetto to the train. Pom, pom, pom! x2
Small drum,
Pom, pom, pom!

AR Point to the big teddy bear and the parts

ST (PINOCCHIO): Here’s the blue train.
Blue train, choo, choo! Look out!
Ouch!
Put Pinocchio and the blue train
together and move them around the
room, until they bump into Geppetto.
I can play the small drum.
I can play
The big drum.
Boom, boom, boom.
I can play,
I can play
> PINOCCHIO of the body. ST (PINOCCHIO): Ouch! Ouch! The big drum.
Boom, boom, boom, boom, boom,
(recording 31)

[ ]
ST (GEPPETTO): Sorry! Kiss, kiss. boom!
ST (GEPPETTO): That’s your big teddy
ST (PINOCCHIO): Listen! Pom, po-pom. Big drum!
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ST: Now listen to a story. Geppetto bear, this is my small teddy bear.
and Pinocchio are playing. Look at his arms, look at his legs, My small drum. Boom, boom, boom!
Put Pinocchio in the centre of the room, look at his head. Put Pinocchio and Geppetto together Big drum!
near the teddy bear on the floor. Put Point to the small teddy bear and the with the small drum. Boom, boom, boom! x2
Big drum,
Geppetto near the teddy bear on the parts of the body.
Boom, boom, boom!
shelf. Put the drum and the ball near ST (GEPPETTO): Listen, boom, boo-
I can play the big drum.
Figaro and the train in the centre of the ST: Pinocchio is playing with a ball. boom. My big drum!
room. It’s a big ball. Point to the big drum.
Point to the big ball.
ST (PINOCCHIO): ook at my big teddy ST (PINOCCHIO): Let’s sing!
bear. Look at his arms, look at his ST (PINOCCHIO): Look at my ball. It’s a
legs, look at his head. ST = Storyteller
big ball. It’s red!

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> Videos
1 It’s a red house
(Disney film: Snow White)
• OBJECTIVES: To consolidate the language of
units 1 and 2. To enjoy watching a video.
• LANGUAGE: Red, yellow, green, blue,
house, living room, bedroom, bathroom.
Goodbye!
• RECEPTIVE LANGUAGE: It’s a house. It’s red.
It’s a red house. Is it a (chair)? Good night!
Chair, table.
STEP 1: BEFORE WATCHING
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• EXTRA MATERIAL: Flashcards of the colours,
flashcards of the house, photocopies of Video
worksheet 1 (page 146).
• Show the children the flashcards of the colours one
by one and elicit the words: Red, blue, yellow, green.
Then play the Touch game with the whole class,
using the four colours (page 130).
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• Stick the flashcards of the house, living room,
bedroom and bathroom on different walls. Elicit the
words and play the Point game with the
whole class (page 130).
STEP 2: WHILE WATCHING
• Watch Song Time.
• Ask the children what they can see in the clip to elicit
house and any other words they can say. Ask them to
take out four crayons: red, yellow, blue and green.
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Play the segment again and ask them to hold up the
correct crayon when they hear the corresponding
Explain the task: the children identify each item of
furniture and draw a line to join it to the same item in
colour in the song. the corresponding room. Then they ‘read’ the
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worksheet by pointing and saying: Bed –
Song TED: Look! A red house! bedroom; chair – bathroom; table – living room.
LUCY: A red house?
TED: It’s a red house! A red house! • When they finish, they can colour the items that they
have joined.
BOTH: A red house!
LUCY:Look! A yellow house!
TED: A yellow house?
LUCY:It’s a yellow house!
A yellow house!
BOTH: A yellow house!
TED: Look! A blue house!
LUCY: A blue house? 2 Touch your head!
TED: It’s a blue house!
A blue house!
BOTH: A blue house!
STEP 3 AND 4
• Watch Film Time. Present the words chair and table
(Disney film: Pinocchio)
• OBJECTIVES: To consolidate the language of
units 3 and 4. To enjoy watching a video.
• LANGUAGE: Arms, legs, head, one, two, red,
by pointing to the corresponding objects in the room. yellow, green, blue.
• Play the clip again, pausing after the questions for the • RECEPTIVE LANGUAGE: Turn around, hop,
children to answer. Alternatively, watch without the jump. Touch your (head). Dance with me! Look
sound, pausing at key moments and ask the children at me! What is it? Is it a head? Look out! Hand,
to say the words related to the image. You can also foot.
ask questions like those that the presenters ask, e.g.
Who’s this? What’s this? Is it blue? How many? • EXTRA MATERIAL: Photocopies of Video
worksheet 2 (page 147).
• Play the last part of the video and encourage the
children to join in and act out the song.
STEP 1: BEFORE WATCHING
STEP 5: AFTER WATCHING
• Point to your head, arms and legs and elicit the
• Hand out Video worksheet 1. Point to each room and words. Then present hand and foot. Play Mickey says
elicit the words: living room, bedroom, bathroom. with the whole class (page 131).
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> Videos
STEP 2: WHILE WATCHING
• Watch the first part, Song Time. Play the segment
again, and ask the children to do the actions along
with the presenters.
Song LUCY: Touch your arms. One! Two!
TED: Touch your arms. One! Two!
LUCY: Turn around!
LUCY: Touch your legs. One! Two!
TED:Touch your legs. One! Two!
LUCY: Dance with me!
LUCY: Touch your head.
TED:Touch your head.
LUCY: Look at me!
STEP 3 AND 4 AR
• Watch Film Time. Play the clip again, pausing after the
questions: What is it? Is it a (leg)? for the children to
answer. Alternatively, watch without the sound,
pausing at key moments and ask the children to say
the words related to the image.
• Play the last part of the video and encourage the
children to join in and act out the song. Use the English
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mat to play the game Lucy and Ted demonstrate in the
episode. Call on different children and give instructions,
e.g. Arm – yellow; foot – blue; head – green.
STEP 5: AFTER WATCHING
• Hand out Video worksheet 2. Tell the children that the
pictures show Ted and Lucy. Ask them to complete
each outline by tracing over the dotted lines as you
say the words arms, head, legs.
• When they finish, they can colour the pictures.
144 My First English Adventure 1 • Resource Bank
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3 I’m a rabbit
(Disney film: Bambi)
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• OBJECTIVES: To consolidate the language of
units 5 and 6. To enjoy watching a video.
• LANGUAGE: Rabbit, bird, fish, butterfly, big,
small, family, baby, one, two, three, four
• RECEPTIVE LANGUAGE: I’m a (rabbit).
I can (jump). What is it? It’s a (bird). Is it a
bird? What are they? They’re (birds). Birds
can fly. Look a (butterfly)! Where is it going?
Five.
• EXTRA MATERIAL: Flashcards of the animals,
photocopies of Video worksheet 3 (page 148).
STEP 1: BEFORE WATCHING
• Stick the flashcards of the animals on the board
one by one and elicit the words: Rabbit, fish, bird,
butterfly.
• Point to the rabbit and say: I’m a rabbit!
I can jump! Do the action and encourage the
children to imitate you. Then do the same with the
rest of the animals: bird/fly, fish/swim, butterfly/fly.
Next, revise the words big/small by imitating a big
bird and a small bird. Encourage the children to
repeat: I’m a big bird! I’m a small bird! Revise
numbers 1 to 4, and use your fingers or objects to
teach five.
STEP 2: WHILE WATCHING
• Watch Song Time.
Song TED: I’m a bird. I can fly.
I’m a bird. I can fly.
I’m small, small, small, small, small.
LUCY: I’m a rabbit. I can jump.
I’m a rabbit. I can jump.
I’m big, big, big, big, big!
STEP 3 AND 4
• Watch Film Time. Play the clip again, pausing after
the introduction of the bird family. Point to the group
of birds and ask: What is it? Help the children reply:
A family! Help them count the birds. Do the same
with the rabbits. Encourage them to flutter their
hands like small wings when the butterfly appears at
the end of the clip.
• Play the last part of the video and encourage the
children to join in and act out the song.
STEP 5: AFTER WATCHING
• Hand out Video worksheet 3. Ask the children to read
the numbers in the left-hand column. Point to the
number one and follow the line joining it to the baby
with your finger. Say: One baby.
• Point to the number two and ask them to find the
group of two animals. Elicit the word rabbit. Tell them
to draw a line from the two to the rabbits. Do the
same with the three fishes, four butterflies and five
birds. Then they ‘read’ the worksheet by pointing and
saying: One baby, two rabbits, etc.
• When they finish, they can colour the pictures.
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> Videos
4 I’m a clown
(Disney film: Peter Pan, Sleeping Beauty)
• OBJECTIVES: To consolidate the language
learnt in My First English Adventure 1. To enjoy
watching a video.
• LANGUAGE: Princess, prince, clown, pirate.
• RECEPTIVE LANGUAGE: I’m a (clown). It’s a
party! Look at me! Dance with me. Play with
me! They can dance. Is he a pirate? He’s a pirate.
He’s a small pirate. They can play. Let’s play!
• EXTRA MATERIAL: Prepare a pirate’s hat or
scarf, a clown nose and two crowns before the
STEP 1: BEFORE WATCHING
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class, photocopies of Video worksheet 4 (page
149).
• Call four children to the front of the room. Put a pirate’s
hat or scarf on a child and say: Look! A pirate! Put the
clown nose on another child and say: Look! A clown!
Put a crown on a girl’s head and say: Look! A princess!
Finally, put the second crown on a boy’s head and say:
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Look! A prince! Repeat the words several times.
STEP 2: WHILE WATCHING
• Watch the first part, Song Time.
• Divide the class into four groups. Hand the props to
four different children and ask them to stand in front of
their group. Point to each group in turn and say:
You’re pirates! You’re clowns! etc. Play the segment
again, and ask each group to do the actions along with
the presenters according to the song.
 
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Song LUCY: Look at me! I’m a princess!
TED: Look at me! I’m a prince!
LUCY: Dance with me! I’m a princess!
TED: Dance with me! I’m a prince!
TED: Look at me! I’m a pirate!
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LUCY: Look at me! I’m a clown!
TED: Dance with me! I’m a pirate!
LUCY: Dance with me! I’m a clown!
BOTH: Play with me! I’m a princess!
Play with me! I’m a prince!
Play with me! I’m a pirate!
Play with me! I’m a clown!
STEP 3 AND 4
• Watch Film Time. Play the clips again and ask
questions: Who is it? Is it a (pirate)? for the children
to answer. Alternatively, watch without the sound,
pausing at key moments and ask the children to say
the words related to the image.
• Play the last part of the video and encourage the
children to join in and act out the song.
STEP 5: AFTER WATCHING
• Hand out Video worksheet 4. Ask the children what
they can see (prince, princess, clown, pirate) and ask
How many pirates?, etc. The children find the pairs
and draw a line to connect them. Then they ‘read’ the
worksheet by pointing to each pair and saying: Prince
– prince, etc.
• When they finish, they can colour their favourite pair
of characters.
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Find, match, say and colour.

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Trace and colour.

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Find, match, say and colour.

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> Assessment
CLASS: _________________________ UNIT: _________ LESSON: ________

OBJECTIVES: ACTIVITIES:

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01

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13 26

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> > > > > > > > > > > > > Assessment
PUPIL’S NAME: ____________________________________________________________ CLASS: _________________________

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PROGRESSING

PROGRESSING
VERY GOOD!
VERY GOOD!

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UNIT 1: MY FAMILY UNIT 4: FOOD
Identifies and recognises the colours: red, yellow, green, blue. Identifies and recognises the following food: biscuit, apple, banana, milk.

Identifies and recognises the members of the family: mum, dad, baby, family. Can count up to three: one, two, three.

Understands the following instructions: stand up, sit down. Recognises the symbols 1 to 3.

Shows interest in learning English. Shows interest in learning English.

Participates actively in the proposed tasks.

UNIT 2: MY HOUSE
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UNIT 5: ANIMALS
Identifies and recognises the following animals: fish, butterfly, bird, rabbit.
Identifies and recognises the house and the following rooms: house, living Can count from one to four: one, two, three, four.
room, bedroom, bathroom.
Recognises the symbols from 1 to 4.
Shows interest in learning English.
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Shows interest in learning English.
Participates actively in the proposed tasks.
Participates actively in the proposed tasks.

UNIT 6: MY TOYS
UNIT 3: MY BODY
Identifies and recognises the following toys: drum, teddy bear, train, ball.
Identifies and recognises the following parts of the body: head, legs,
arms, body. Identifies and recognises the sizes big and small: big, small.

Shows interest in learning English. Shows interest in learning English.

Participates actively in the proposed tasks. Participates actively in the proposed tasks.

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> Assessment
1 2
PROGRESS SHEET UNIT
My family
• OBJECTIVES: To assess the children’s recognition
of the vocabulary of this unit: the colours, the family
and two actions.
• LANGUAGE: Red, yellow, blue, green, mum, dad,
baby, family, stand up, sit down.
• PROCEDURE: The purpose of this page is to have
the children follow your instructions. First they will
point to the crayons depending on their colour, then
down according to the teacher’s instructions.
1
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they circle, using the correct colour, the people who
appear in the scene. Finally, they stand up or sit
Place the following crayons on your table:
red, green, yellow, blue. Ask the children to
point to them according to your instructions.
Say: Point to (red).
2 As you give the instructions, show the
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corresponding crayon, and ask the children to
circle the people in the scene using the
appropriate colour.
Red: mum, dad and baby.
Blue: dad and baby.
Green: mum and dad.
3 Say: stand up, sit down, various times,
varying the order.
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 
3
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PROGRESS SHEET UNIT PROGRESS SHEET UNIT
My house My body
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• OBJECTIVES: To assess the children’s recognition
• OBJECTIVES: To assess the children’s recognition
of the vocabulary of this unit: the rooms of a house.
of the vocabulary of this unit: the parts of the body.
• LANGUAGE: House, living room, bedroom,
• LANGUAGE: Arms, legs, head, body.
bathroom.
• PROCEDURE: The purpose of this page is to have
• PROCEDURE: The purpose of this page is to have
the children follow your instructions. First they
the children follow your instructions. First they point
identify parts of the robot by pointing, they then
to the house in general, and then the rooms. Finally,
mark the part to be traced in the appropriate colour.
they colour the picture.
Then they trace over the parts of the body.
1 Ask the children to point to the house. Say:
Point to the house. Make sure they realise
you mean the house as a whole. Then ask
them to point to the rooms. Say: Point to the
(living room).
1
2
Ask the children to point to the parts of the
robot according to your instructions. Say:
Point to his (head).
Place the following crayons on your table:
red, green, yellow, blue. As you give the
2 Place the following crayons on your table:
instructions, show the corresponding crayon,
red, green, yellow, blue. As you give the
and ask the children to make a small mark in
instructions, show the corresponding crayon,
each part to be traced.
and ask the children to make a small mark in
each room with the colours. (This will serve Red: head
as a guide to help them in step 3). Blue: arms
Green: legs
Green: bedroom Yellow: body
Blue: bathroom
Yellow: living room 3 Ask the children to complete the different
Red: house parts of the body using the appropriate
colour.
3 Give the children time to colour the picture.
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PROGRESS SHEET UNIT
Food
• OBJECTIVES: To assess the children’s recognition
of the vocabulary of this unit: food. To count from
one to three.
• LANGUAGE: Biscuit, apple, banana, milk, one, two,
three.
• PROCEDURE: The purpose of this page is to have
the children follow your instructions. The children
first point to the food. They then circle it in the
Ask the children to point to the food
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appropriate colour. Finally, they count the quantities
and trace over the numbers under the pictures.
1
according to your instructions. Say: Point to
(milk).
2 Place the following crayons on your table:
red, green, blue. As you give the instructions,
show the corresponding crayon, and ask the
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children to circle the food in the appropriate
colour.
Red: circle the biscuits
Blue: circle the bananas
Green: circle the apples
3 Show the children the pictures with the
quantities of food. Point to the banana, say:
one. Ask the children to count the food on
the tray and trace over the numbers in the
boxes.
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PROGRESS SHEET UNIT PROGRESS SHEET UNIT
Animals My toys
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• OBJECTIVES: To assess the children’s recognition • OBJECTIVES: To assess the children’s recognition
of the vocabulary of this unit: the animals. To count of the vocabulary of this unit: the toys. To distinguish
from one to four. between two sizes: big and small.
• LANGUAGE: Fish, butterfly, bird, rabbit, one, two, • LANGUAGE: Drum, teddy bear, ball, train, big,
three, four. small.
• PROCEDURE: The purpose of this page is to have the • PROCEDURE: The purpose of this page is to have
children follow your instructions. First the children the children follow your instructions. The children
point to the animals, they then circle them in the point to the toys as the teacher names them. They
appropriate colour. Finally, they count each group of
animals and match them to the corresponding
number.
1 Ask the children to point to the animals
according to your instructions. Say: Point to
then circle the toys depending if they are big or
small.
1 Ask the children to point to the toys
according to your instructions. Say: Point to a
(ball).
the (butterflies). 2 Place the following crayons on your table:
red, green, yellow, blue. As you give the
2 Place the following crayons on your table:
instructions, show the corresponding crayon,
red, green, yellow, blue. As you give the
and ask the children to circle the toys with
instructions, show the corresponding crayon
the appropriate colours.
and ask the children to circle the animals in
the scene with the appropriate colour. Red: circle a small teddy bear
Blue: circle a big drum
Red : circle the butterflies
Green: circle a big train
Blue: circle the rabbits
Yellow: circle a small train
Green: circle the birds
Yellow: circle the fishes
3 Point to each group of animals. Ask the
children to count them. Ask the children to
match them to the corresponding number.
My First English Adventure 1 • Resource Bank 153
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UNIT 1 MY FAMILY Progress sheet

Circle.

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Photocopiable © Pearson Education Limited, 2005

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• Identifies and recognises the colours: red, yellow, green, blue. • Understands the following instructions: stand up, sit down.

• Identifies and recognises the members of the family: mum, dad, baby, family. • Shows interest in learning English.

154 My First English Adventure 1 • Resource Bank • Participates actively in the proposed tasks.
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UNIT 2 MY HOUSE Progress sheet

Point and colour.

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Photocopiable © Pearson Education Limited, 2005

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• Identifies and recognises the house and the following rooms: house, living room, bedroom, bathroom.

• Shows interest in learning English.

• Participates actively in the proposed tasks. My First English Adventure 1 • Resource Bank 155
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UNIT 3 MY BODY Progress sheet

Point and trace.

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Photocopiable © Pearson Education Limited, 2005

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• Identifies and recognises the following parts of the body: head, legs, arms, body.

• Shows interest in learning English.

156 My First English Adventure 1 • Resource Bank • Participates actively in the proposed tasks.
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UNIT 4 FOOD Progress sheet

Point, circle, count and trace.

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Photocopiable © Pearson Education Limited, 2005

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1 2 3
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• Identifies and recognises the following food: biscuit, apple, banana, milk. • Shows interest in learning English.

• Can count up to three: one, two, three. • Participates actively in the proposed tasks.

• Recognises the symbols 1 to 3. My First English Adventure 1 • Resource Bank 157

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UNIT 5 ANIMALS Progress sheet

Point, circle, count and match.

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Photocopiable © Pearson Education Limited, 2005

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1 2 3 4
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• Identifies and recognises the following animals: fish, butterfly, bird, rabbit. • Recognises the symbols from 1 to 4.

• Can count from one to four: one, two, three, four. • Shows interest in learning English.

158 My First English Adventure 1 • Resource Bank • Participates actively in the proposed tasks.
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UNIT 6 MY TOYS Progress sheet

Point and circle.

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Photocopiable © Pearson Education Limited, 2005

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• Identifies and recognises the following toys: drum, teddy bear, train, ball. • Shows interest in learning English.

• Identifies and recognises the sizes big and small: big, small. • Participates actively in the proposed tasks.

My First English Adventure 1 • Resource Bank 159

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© 2005 Disney Enterprises, Inc.

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> > > > > INDEX MY FIRST ENGLISH ADVENTURE 1

COMPONENTS 4

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INTRODUCTION 8

SCOPE AND SEQUENCE 14

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TEACHING NOTES 17

HELLO! 18
UNIT 1 22
UNIT 2 36
PLAYTIME 50
UNIT 3 54
AR UNIT 4
PLAYTIME
UNIT 5
68
82
86
UNIT 6 100
PLAYTIME 114
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CHRISTMAS 118
EASTER 120
BIRTHDAY 122

THE DISNEY FILMS 124

RESOURCE BANK 126

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ISBN 0-582-79361-0

www.pearsonELT.com 9 780582 793613