Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs.

Professor: Mara Laura Garca Student: Cynthia Southwell.

BOOK ANALYSIS

TITLE: Incredible English 1 AUTHOR: Sarah Phillips, Michaela Morgan, Mary Slattery. PUBLISHER: Oxford University Press YEAR: 2006

TYPE: main course INTENDED AUDIENCE Age-range: 6-7 years old (1st form) School: primary bilingual schools Location: worldwide

COMPONENTS: Class book, Activity Book, Teachers Book, Audio CD, Teachers

Resource pack (puppet, flashcards, story frames book, photocopy masters book), DVD, song & chants CD, portfolio. TOTAL ESTIMATED TIME: one school year. DESIGN AND LAYOUT Class book: four-colour. Teachers book: two-colour. Activity book: two-colour. DISTRIBUTION Teacher X X X
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a. Material Audio Audio script Answer keys

Learners

Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs. Professor: Mara Laura Garca Student: Cynthia Southwell.

Guidance on use of the material Methodology guidance Extra practice Tests b. Access Syllabus overview Wordlist

X X X X

X X

X X

ROUTE THROUGH MATERIALS: specified. SUBDIVISION: 9 units + two extra sections. Each unit starts with a scenario (the school, a park), a 2-page comic strip, then exercises of listening and find, listening and say, find and say that are related to the story, then a song or a chant. Each unit also interacts with other subjects such as Math, Art, Science. At the end of each unit, there is a page of revision and also a craft to work on. The extra sections are called Festivals and Children around the world , which integrate vocabulary seen throughout the book.
There is also a page for Language summary with some of the words and

expressions seen in each unit and a song and chants section with the lyrics of the songs and chants used in the book.

Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs. Professor: Mara Laura Garca Student: Cynthia Southwell.

UNIT ANALYSIS
UNIT: 6 TOPIC: At the farm N OF TASKS: 10

TASK 1: first, learners are expected to do an individual work by looking at the picture and say what they see in it. Since the task is too vague, the teacher will guide them by asking about the characters that appear in the picture, what they are doing, and what animals they see. For further understanding, the teacher will have to explain to the students where the characters are. After that, learners are expected to listen to a dialogue played by the teacher and find the animals that are mentioned in it. The teacher will have to pause each time to check if students have found the animals in the picture and students are expected to repeat the words. The focus of this task is in meaning (the acquisition of new vocabulary). TASK 2: the learners are expected to listen to a song (to which lyrics are in the appendix song and chants) and sing along. As a further activity, the teacher will put some flashcards on the blackboard and will ask the students to help her put them in order according to the song. The focus is still in meaning, but this time in recognising the animals that appear in the song and putting them in order of appearance. Input: aside from
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Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs. Professor: Mara Laura Garca Student: Cynthia Southwell.

vocabulary, the structure Ive got to indicate possession. Output: still meaning (recognition of new vocabulary).

TASK 3: learners are expected to listen to the dialogue of the comic strip. In addition to that, the teacher will ask them what they can see in the picture, which characters are there and what they are doing. Focus: vocabulary and structure. Input: new structure I like I dont like. Output: Recognition of animals, students to be capable of starting to use the new structure to talk about the animals they like and dont. TASK 4: learners are expected to find those pictures in the comic strip and say the action the character is performing or what they are saying in that moment. The teacher will encourage them to look back through the story to find the exact same picture. Focus: meaning. Input: skill of scanning. Output: recognition.

Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs. Professor: Mara Laura Garca Student: Cynthia Southwell.

TASK 5: learners are expected to listen to the characters speaking, recognise who is speaking and say their names. In addition, teacher could ask the students which are the animals that appear in those pictures. Focus: meaning. Input: structure I like I dont like. Output: recognition.

TASK 6: learners are expected to listen to the song and sing along. In addition, the teacher will talk to them about taking care of animals and will ask students to look at the pictures in the book and say what is happening in each of them. While they sing along, the teacher
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Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs. Professor: Mara Laura Garca Student: Cynthia Southwell.

will encourage them to mime the actions mentioned. Focus: vocabulary use. Input: structure Lets + verb. Output: use of the vocabulary and learnt structures.

TASK 7: learners are expected to look at the pictures and say the name of the baby animals they see. Focus: vocabulary. Input: vocabulary related to baby animals. Output: students should be able to identify the baby animals of the unit. TASK 8: learners are expected to listen to an audio and find the animals are mentioned according to the description given in the audio. The teacher will pause the audio each time to check answers and ask about the pictures. Focus: vocabulary and description. Input: description of different animals. TASK 9: learners are expected to do a craft (from a photocopy of the photocopy master book provided by the teacher) about the animals they have learnt about in the unit. They should colour the pictures and fold the book in zigzag. Teacher will explain to them how to do it guided by the pictures in the book and will help students. Focus: vocabulary, follow instructions. Input: imperative tense. Output: follow instructions, patience.

Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs. Professor: Mara Laura Garca Student: Cynthia Southwell.

TASK 10: Revision. Learners are expected to look carefully at the pictures and say which animals are missing from each of them. Focus: vocabulary, pronunciation, identification. Input: none. Output: revision and identification of the animals seen throughout the unit.

ANALYSIS OF VISUALS IN THE UNIT

Since this book is aimed at young learners in a beginners level, 90% of the visuals are cartoons used with the purpose of illustrating what is going on in each unit. Most of the images take up the whole page. The only texts that are in the pages are the tasks (which only take a line). PAGES OF TEXT: none. COLOUR DRAWINGS: 32 B&W DRAWINGS: none COLOUR PHOTOS: 9 B&W PHOTOS: none DECORATION: the picture of the toucan in page 44, footprints in pages 48 and 49,

USE: almost all of the pictures of the unit are either for the students to look at and do some task related to those pictures or as guidance (like the sequence in page 49).
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Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs. Professor: Mara Laura Garca Student: Cynthia Southwell.

WEBSITE ANALYSIS
WEBSITE: Incredible English at Oxford University Press. LINK: http://elt.oup.com/student/incredibleenglish/?cc=

Main menu of the website. It shows the different levels of the series.

Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs. Professor: Mara Laura Garca Student: Cynthia Southwell.

Instituto de Enseanza Superior en Lenguas Vivas Juan Ramn Fernndez. Material Designs. Tuesdays 18 to 22hs. Professor: Mara Laura Garca Student: Cynthia Southwell.

LABELS

AND DESCRIPTION:

almost all the labels correspond to what they title. The label

Characters does not show a description of the characters of the book but a submenu of other crafts you can download and do with the students such as calendar, masks, wallpapers, and greeting cards, among others. The stories section does not work properly. There is no sound. ACTIVE
LINKS:

all the links work perfectly fine. There are no links to other websites or to

authentic material. SPEED: a bit slow sometimes. SYSTEM COMPATIBILITY: Works with any computer that has Internet connection.

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