MFEA-78 TG - Book - Page 13
Letters for “Hands On ABC” Exercises
“Hands On ABC” exercises appear with the introduction of every letter in the Practice
Pages. Pupils will find the letters of the alphabet, needed for these exercises, in the
back of the Practice Pages Books. These are to be pasted on cardboard, cut out and
stored in an envelope. There are two copies of each consonant and three copies of
each vowel. Suggestions appear throughout the Teacher’s Guide as to when these
exercises can be done.
Grammar in English Adventure
In the English Adventure program grammar is taught, naturally, within the language
structures that are used in context. This is similar to the way children learn
the grammar of their native language. Multiple exposures to language through
conversations, storybooks, songs, games, Activity Book activities , and Practice Pages
exercises, reinforce the language patterns.
There is no need to focus on formal instruction of grammar rules, as throughout the
program, from unit 1 and through unit 8, grammar is imbedded within all of the
classroom activities.
5. Implementation of the Storybook Approach
The storybooks in My First English Adventure were chosen because they suit the unit
topics, as well as the cognitive and interest levels of the pupils.
Stage 1: Preparation for the Story
In order to make the story accessible, pupils are introduced to the major vocabulary,
language structures and language functions that appear in the story before it is read
aloud by the teacher. This provides a minimal base of “content” which enables the
pupil to follow what the story is about and avoids the frustration of having to listen to
something in a foreign language and not understanding anything (in which case the
pupil is apt to “turn off” completely to the language).
Stage 2: Introduction to the Story
Through a series of pre-reading activities, children’s literacy skills are developed and
background knowledge is built: discussing the book cover and title, predicting what
the story will be about, etc.
Stage 3: Reading the Story
The f irst reading of the story is done with exaggerated intonation and gestures, focusing
on the pictures and sequence of the story. Following a discussion, the story is read
a few more times interactively so pupils become progressively more involved in the
storyline. At this stage, discussions revolve around the pupils’ personal and affective
responses to the story as they make connections between the story and their own reallife experiences. They reflect on the story and what they have learned from it.
Stage 4: Acting Out the Story and Role-Playing
In this final stage the pupils put to active use the language they have learned through
g
