🔙 Quay lại trang tải sách pdf ebook Tiếng Anh 1 Family And Friends National Edition – Teacher"s Guide Ebooks Nhóm Zalo TRẦN CAO BỘI NGỌC (Chủ biên) – TRƯƠNG VĂN ÁNH TIẾNG ANH Family and Friends National Edition Teacher’s Guide Classroom Presentation Tool Teacher’s Guide Teacher’s Website 4 "#$ %!& '()*+ ,()* -)$ ./ 0(# )$) #-#$0 1.) 2+ 3456 $ 7# 1)&(+ 8#$# )9 %* #&0. + 3456 $ :!)$ '()$(+ 42*0. *$ ,(*#/+ 3456 = ; > ? = '(* A*- (!$ + %* #&0. + 8*) %*$( 42!&)0*.$ 5!B9*@(*$ C# D*&# EC,+ 3456 - '(* A*- F)$(+ C0)$2*$ #-B# + C0## *$ ,.--*00## ./ 42!&)0*.$ ,! *&!9 !"+ 8#$# )9 %* #&0. + 5(!.$ )- 42!&)0*.$ %#D#9.G-#$0 )$2 H$D#@0-#$0 EC ;IJ > ? = - ' * '(*#$+ 4$ 9*@( CG#&*)9*@0 - !"#$ 1). .&+ 4$ 9*@( CG#&*)9*@0+ 5(! (!)$ %*@0 *&0 %#G) 0-#$0 ./ 42! + 6, , $ '(* 6.$ 3*#$+ 4$ 9*@( '#)&(# + ' )$ 6!$ %). 5 *-) " C&(..9+ %*@0 *&0 K+ 6, ()$( A*- 6.)$ + 4$ 9*@( '#)&(# + ')- '(.* 5 *-) " C&(..9+ 6.& .$ %*@0 *&0+ 9 1.) 2 ./ L. #* $ 7)$ !) #@+ 8*) %*$( 42!&)0*.$ 5!B9*@(*$ C# D*&# EC,+ 3456 TRẦN CAO BỘI NGỌC (Chủ biên) – TRƯƠNG VĂN ÁNH TIẾNG ANH Family and Friends National Edition Teacher’s Guide Scope and sequence 2 Introduction 4 Integrated component overview 8 Classroom language 11 Tour of a unit 12 Starter Unit 21 Unit 1 27 Unit 2 33 Unit 3 39 Fluency Time! 1 45 Unit 4 47 Unit 5 53 Unit 6 59 Fluency Time! 2 65 Culture 67 Games bank 75 Word list 78 Audioscripts 80 Workbook answer key 90 Sample Curriculum 93 1 Scope and sequence Rosy Tim Billy Words Grammar and songSounds and letters Numbers Skills (Student Book and Workbook) Starter: Hello! p. 4 Character names Greetings Classroom language What’s your name? I’m Rosy. Listen to the teacher. Aa apple, Annie Bb boy, bat 1, 2 Listening & Speaking • Listening to and repeating sounds and words • Listening to and repeating a simple chant, song, and story Values: Greeting people Reading & Writing • Left-to-right progression • Letter recognition • Drawing matching lines • Tracing letters and numbers • Completing shapes 1 What color is it? p. 10 Colors What color is it? It’s green. Cc cat, car Dd dog, duck 3, 4 Listening & Speaking • Listening to and repeating sounds and words • Listening to and repeating a simple chant, song, and story Values: Be clean and tidy Reading & Writing • Left-to-right progression • Letter recognition • Finding the odd-one-out • Reading a simple story • Drawing matching lines • Tracing letters and numbers 2 What’s this? p. 16 School things What’s this? It’s a notebook. Ee egg, elephant Ff fish, farm 5, 6 Listening & Speaking • Listening to and repeating sounds and words • Listening to and repeating a simple chant, song, and story • Asking short questions Values: Play respectfully Reading & Writing • Left-to-right progression • Letter recognition • Reading a simple story • Drawing matching lines • Tracing letters and numbers 3 Is it a plane? p. 22 Toys Is it a plane? Yes, it is. No, it isn’t. Gg girl, guitar Hh hat, horse Ii insect, ill 7, 8 Listening & Speaking • Listening to and repeating sounds and words • Listening to and repeating a simple chant, song, and story Values: Be kind to others Reading & Writing • Left-to-right progression • Letter recognition • Recognizing patterns • Reading a simple story • Drawing matching lines • Tracing letters and numbers Fluency Time! 1 p. 28 Everyday English: jump, sing, write, count; Let’s … CLIL: Science: eyes, ears, mouth; Look! Listen! Say! Use Summative Test 1 from the Printable Resources 4 They’re bears! p. 30 Animals plurals with s What are they? They’re bears. Jj jug, juice Kk kangaroo, key Ll lion, lollipop Mm man, mango 9, 10 Listening & Speaking • Listening to and repeating sounds and words • Listening to and repeating a simple chant, song, and story • Asking short questions Values: Be kind to animals Reading & Writing • Letter and word recognition with pictures • Reading and completing simple sentence patterns • Reading a simple story • Tracing letters, numbers, and words • Guided word writing 2 Scope and sequence Words Grammar and songSounds and letters Numbers Skills (Student Book and Workbook) 5 This is my nose! p. 36 My body This is … These are … Initial sounds: a b c d e f g h End sounds: b d f g Review 1–5 Listening & Speaking • Listening to and repeating sounds and words • Listening to and repeating a simple chant, song, and story • Describing body parts Values: Take care in the sun Reading & Writing • Letter and word recognition with pictures • Reading and completing simple sentence patterns • Reading a simple story • Guided word writing 6 Lunchtime! p. 42 My lunchbox I have a pear. I have my lunchbox. Initial sounds: b d f g i j k l m End sounds: b d f g k l m Review: Aa to Mm Review 6–10 Listening & Speaking • Listening to and repeating sounds and words • Listening to and repeating a simple chant, song, and story • Identifying key words and letters • Describing food Values: Share with others Reading & Writing • Letter and word recognition with pictures • Reading and completing simple sentence patterns • Reading a simple story • Using a and an • Guided word writing Fluency Time! 2 p. 48 Everyday English: Here you are. Thank you. CLIL: Math: Shapes: circle, square, triangle Use Summative Test 2 and the End of Year Test from the Printable Resources Culture p. 50 Countries and flags: Viet Nam, Canada, Australia, Japan, the U.K., Cambodia Objectives: to recognize six national flags, and talk about their colors; to learn six names of countries, and say where you are from Culture 1 p. 52 Birthdays in Canada: cake, candle, gift, party, happy birthday Objectives: to learn words associated with birthdays; to learn how birthdays are celebrated in Canada; to make a card Culture 2 p. 53 Dance in Viet Nam: dancer, ao dai, fan, music Objectives: to learn words associated with dance; to talk about dance in Viet Nam; to make a fan Culture 3 p. 54 Soccer in the U.K. ball, T-shirt, kick, score a goal Objectives: to learn words associated with soccer; to say what your favorite sport is Culture 4 p. 55 Children’s Day in Japan: fish, bird, flower, frog Objectives: to learn words associated with animals and flowers; to talk about Children’s Day Culture 5 p. 56 Fruit in Cambodia: mango, papaya, pineapple, watermelon Objectives: to learn some fruit found in Cambodia; to design a menu Culture 6 p. 57 Bondi Beach in Australia: sand, sea, shell, sun Objectives: to learn some words about a beach in Australia; to read a postcard Picture dictionary p. 58 Word list p. 62 Write in your notebook. Say. Stick a sticker. XX Audio track available. Video available. Scope and sequence 3 Introduction Tiếng Anh Family and Friends National Edition is an updated version of the successful and much-loved Family and Friends series. This new edition maintains the engaging content, language, and activities of Family and Friends Special Edition but has been adapted to meet the requirements of the new curriculum from the Ministry of Education and Training, focusing on communicative competence and whole-child development. The course caters to teachers who prefer a traditional coursebook with modern content to motivate and interest students. Its grammar-based curriculum, working in conjunction with parallel syllabi in skills and phonics, enables children to develop the confidence and competence to communicate effectively in English, as well as understand and process information from a wide range of sources. The course combines the most effective literacy techniques used with native English speakers with proven techniques for teaching English as a foreign language to children. Improvements to the National Edition Content A thorough review of the original content reinforced the strong pedagogical value of the Family and Friends Special Edition content. As such, those familiar with the course will find that much of this high-quality content has been retained, including the main characters, topics, and themes. The review also resulted in activity-level improvements to the listening and speaking skills, as well as the addition of a Fluency Time! section, accompanied by videos from Grades 3 to 5, and the systematic inclusion of CLIL (Content and Language Integrated Learning) content. Furthermore, vocabulary and grammar has been amended to reflect the Ministry of Education and Training’s curriculum specifications as well as international standardized examination requirements. The revised and expanded content accounts for the increasing range in children’s English ability as extra curricular lessons and exposure to English rise. Curriculum and exam preparation The new National edition meets the Ministry of Education and Training’s curriculum and, from Grade 3, prepares children for success in the Cambridge English exams, the TOEFL, and now, the Pearson Test of English. This edition features updated exam-type activities to correspond with the most recent Cambridge English examinations. It also now prepares children for the Pearson Test of English through ample practice worksheets. Although the course still includes the same attention to English as a skill, it includes more support for test-taking in general as today’s academic and professional worlds require more testing. Teacher support New to this edition is this full-color Teacher’s Guide, providing step-by-step instructions for each activity in the Student Book. This strengthened support for teachers will help them to maximize children’s potential. 4 Introduction Tiếng Anh Family and Friends National Edition recognizes that children have different learning styles and the teacher’s notes provide a range of suggestions for addressing these differences. Some learn better by seeing (visual learners), some by listening (auditory learners), some by reading and writing, and some with movement (kinesthetic learners). The teacher’s notes use all these approaches to help every child realize his or her potential. Differentiation Support and extension material There is a wealth of support and extension material available to Tiếng Anh Family and Friends National Edition students, offering additional practice in skills, vocabulary, and grammar. The Oxford Skills series and Grammar Friends provide plenty of reinforcement for less confident students and further practice for confident students. Further reinforcement of the students’ learning can be achieved by follow-up activities using the Oxford Children’s Picture Dictionary for learners of English (see www.oup.com/elt). Recommended Readers can be used to draw upon themes and language found in the Student Book and provide extra exposure to the language in a new context. Find out more at: www.oup.com/elt/recommendedreaders. Mixed ability classes Most classes contain students with mixed abilities. Tiếng Anh Family and Friends National Edition provides support for children who are above or below the average level of the class. Each lesson contains a differentiated-instruction suggestion for at least one main activity. It provides suggestions on how to make activities easier for children who require more support, or more challenging for those who need more independence. This ensures that all children remain confident and motivated throughout their lessons. Classroom tips for mixed ability classes: • Think about where children are sitting. Place less confident children closer to you, so that you can address any issues. • Some confident children may enjoy being helpers. This will allow confident children to revise new language while helping others to learn it. • Give simple, clear instructions so that children of all levels can understand you easily. Use hand gestures as well as words to explain the activities. Ask children to repeat activity directions back to you with the gestures to confirm their understanding. • Don’t simplify your language as much when talking to confident children or those with higher-level English skills. They will benefit from the additional natural language input, and one-on-one interactions will encourage them to explore language further. • Set goals for each lesson to help the children to focus. The goal can be different according to the children’s abilities, but reaching the goals will give the same sense of achievement to all. The Teacher’s Guide is supplemented by the Teacher’s Site (free registration required), which includes the Printable Resources, offering assessment and materials to support the core content. The Printable Resources include exam preparation worksheets from Grade 3 onwards. Teacher’s notes for the worksheets are also included. The Teacher’s Site is accessed at: www.oup.com/elt/teacher/fafnationalvietnam Tiếng Anh Family and Friends National Edition component offerings: • Student Book • Workbook • Teacher’s Guide delivered on the Teacher’s Site • Printable Resources delivered on the Teacher’s Site to supplement course materials, including: • Over 80 pages of worksheets and tests • Teacher’s notes for worksheets • Exam Preparation worksheets (from Grade 2) • Online Play delivered on the Friends website (new for this edition) • Audio files delivered on the Audio CD, the Friends website and the Teacher’s Site • Classroom Presentation Tool consolidation through their Workbooks. The syllabus resembles that used with children who are native English speakers, laying a solid foundation for expressing more complex and abstract thoughts clearly. Phonics Phonics teaches the relationship between letters / letter combinations and the sounds they make. The study of phonics enables children to decode new words, thereby improving reading skills and helping them to grasp spelling and pronunciation patterns quickly. Tiếng Anh Family and Friends National Edition draws on the principles of synthetic phonics, in which sounds and letters combine to form whole words (i.e. synthesis). Every unit of the course contains a phonics lesson. In Grade 1 and Grade 2 the alphabet letters are reviewed with their most common sound values (/æ/ for A, /b/ for B, etc.). Children see the relationship between the shapes of upper- and lowercase letters, the letter names, and the sounds they make. In Grades 3 and 4, children learn that letters can be combined to form new sounds. They learn the consonant digraphs sh, th, and ch. They then progress to learn how to construct simple CVC (consonant-vowel-consonant) words: a (as in cat), e (bed), i (pin), and u (rug). Children then learn to pronounce and spell common • Flashcards • Phonics cards • Posters Sample Curriculum delivered on the Friends website and the Teacher’s Site consonant blends at the beginning and ending of words and then see how vowels are combined to form long vowel sounds. By the end of the course children will be able to identify and spell all of the most common sounds in the English language, and recognize that many sounds can be Please see the Sample Curriculum on page 93. This course provides material to fulfill the 70 periods a year as required by the National Curriculum. There are also supplementary materials available in the Printable Resources. Methodology Words and grammar New words are introduced in relation to each unit’s topic or theme. They are presented in the Student Book with support from the flashcards and recordings, and are then practiced through chants, songs, and motivating classroom games and activities. The children are first exposed to the new grammar items in the second lesson of the main units. They then move on to focused grammar practice, which is reinforced through the story in lesson six. This language is recycled throughout the course. Skills From Grade 3 to Grade 5, each unit of Tiếng Anh Family and Friends National Edition contains two pages dedicated to the development of reading, listening, speaking, and writing skills. The reading texts in this section expose children to a balance of both familiar and new language. With a range of different text types of increasing complexity, children develop the confidence to recognize and use the language they know in a wide range of situations. They develop the skills of reading and listening for gist and detail, both of which are essential for complete communicative competence, higher-level academic work, and success in examinations. The writing skills section provides a complete course in English punctuation, syntax, and text structuring. Children complete writing activities in their notebooks with further spelled in different ways. Stories Every unit contains a story which provides a fun and motivating context in which the new language appears. In the early grades we meet a happy extended family and see the amusing adventures of Rosy, her mischievous brother Billy, and their cousin Tim. As children grow and their world of interest develops, the circle of characters expands and includes international characters as well. The stories also provide ideal scenarios for practicing and reviewing language structures and keywords in a cyclical manner. Animated versions of these stories can be found on the Classroom Presentation Tool, the Friends website and the Teacher’s Site. They offer an effective way of presenting the story and target language in class, or can be used at home to consolidate what children learn in the first two lessons of each unit. Review units After every three units there is a Review unit, which can also be accessed on the Classroom Presentation Tool. These are shorter units of exercises which provide additional practice of the vocabulary and structures presented in the three preceding units. No new material is presented or practiced in these units. They can be used as a progress test to check that children have remembered what they have learned. Picture dictionary In Grade 1 to Grade 3, a picture dictionary is provided for children to refer to whenever necessary. A suitable point to use the Picture dictionary would be at the end of each unit. Introduction 5 Songs and chants Every unit in Tiếng Anh Family and Friends National Edition contains a song for children to practice the new language, as well as vocabulary and phonics chants. Melody and rhythm are an essential aid to memory. By singing, children can overcome fears and shyness while practicing language in a joyful and harmonious way together. Songs and chants are also fun and motivating activities that can add movement to the lessons, creating meaningful opportunities for children with different learning styles. Games Games provide a natural context for language practice and are very effective for teaching children. Games promote the development of wider cognitive skills such as memory sequencing, motor skills, and deductive skills. If required due to large classes or limited space, games in Tiếng Anh Family and Friends National Edition can take place at the children’s tables or desks with a minimum of classroom disruption. There is a Games bank at the end of the Teacher’s Guide, which is referred to where a game is suggested in the teacher’s notes. Classroom management Children learn best when the atmosphere in the classroom is relaxed, happy, and well-ordered. Success is a great motivator. Try to make every child feel successful and praise their attempt enthusiastically. Children should be familiar with expression such as, Good work! Good job! Excellent try! You did that very well! Errors need to be corrected but use positive and tactful feedback so that children are not afraid of making mistakes. If a child makes a mistake say Good try. Try again, then model the correct answer for the child to repeat. Avoid using words such as No or That’s wrong, as these can create negative associations to learning. Establish a clear and consistent set of classroom rules and ensure that all children know what to expect. Always praise good behavior so that bad behavior does not become a means of gaining attention. Assessment Students’ progress can be evaluated through formal testing, ongoing assessment, and self-assessment. For formal testing, there are seven unit tests, two summative tests, and one end-of-year test provided in the Printable Resources on the Teacher’s Site. Together, these cover the target language from the course. Before each summative test, students should complete the Review pages which revise the language from the preceding units. Ongoing and self-assessment tests are also available on the Teacher’s Site. These allow teachers the possibility of continuously assessing students’ progress, and provide feedback for teachers on areas that need further practice. Fluency development A sense of achievement and a sense of autonomy are essential ingredients in promoting communicative competence and fluency. The Fluency Time! lessons in Tiếng Anh Family and Friends National Edition give learners the opportunity to personalize the language they learn and to practice speaking together in pairs and groups, to play games using the new 6 Introduction language and to create their own dialogues, and to help boost their confidence and motivate them in the classroom. It is important for language in the classroom to be meaningful and functional, so that learners can see how the language they are learning can be applied to everyday life. When learners are able to use the language they learn to communicate in a realistic situation, or to interact socially with others, they feel a sense of purpose in their learning. Fluency Time! Syllabus The syllabus for the Everyday English phrases is based, in part, on the Cambridge English Examinations syllabus. Other useful phrases, which reflect daily life, have also been included. For learners who are preparing for the Cambridge exams, this will provide additional preparation and practice for the speaking parts of the exam, but for those not taking the exams, the Everyday English phrases will be equally useful and applicable to the situations they may face in the future. Each of the Fluency Time! lessons in Tiếng Anh Family and Friends National Edition consists of an Everyday English page followed by a CLIL lesson. • The Everyday English pages teach phrases through mini stories in Grades 1 and 2, and videos in Grade 3 to Grade 5, in a meaningful context, and provide practice of the new language through a listening activity and a speaking activity, providing gradual transition from receptive to productive skills. • CLIL (Content and Language Integrated Learning) refers to teaching subjects (such as science, math, art, geography) through a foreign language. CLIL increases motivation by presenting language in natural, real-life contexts, which interests students and encourages them to communicate. The CLIL lessons in Tiếng Anh Family and Friends National Edition enable students to learn cross-curricular content and English simultaneously. All of the CLIL lessons in Tiếng Anh Family and Friends National Edition focus on a school subject. The content areas are carefully chosen to be interesting to students, while at the same time not overwhelming them with too much new information. Students are introduced to the subject topic and new vocabulary is pre-taught through a vocabulary presentation activity, supplemented by flashcards. The students read a text based on the lesson topic and complete a comprehension activity. A critical thinking activity is always included so that students can personalize the topic and the new language. The CLIL worksheets in the Printable Resources provide further practice of the new language through reading, writing, listening, and speaking activities, ensuring that the students have plenty of practice of the new language and all content in all four skills. Whole-child development Tiếng Anh Family and Friends National Edition promotes positive whole-child development through the inclusion of 21st century learning, culture, values throughout the materials and the promotion of parental involvement. 21st Century Learning As our world becomes increasingly interconnected, today’s young students must develop strong skills in the four Cs: creativity, collaboration, communication, and critical thinking. Creativity Creativity is an essential 21st Century Skill. Students who exercise and demonstrate creativity are better prepared to make changes, solve the problem, and express themselves clearly. Creativity can be fostered through project work and other arts-based hands-on experiences. However, creativity is also about thinking processes. Creative thinking can be encouraged through asking students interesting questions and having them ask their own questions using different techniques to approach problem solving also helps students to internalize meaning in a personal way. Tiếng Anh Family and Friends National Edition encourages creativity through the use of interesting texts which stimulate personal responses and projects which require them to problem solve and express themselves. Collaboration Collaboration requires direct communication between students, which strengthens the skills of listening and speaking and the associated skills of turn-taking, clarifying, explaining, and discussing. Students who work together often achieve better results, as they benefit from each other’s strengths. But they also develop a sense of team spirit and pride throughout the process. Tiếng Anh Family and Friends National Edition offers opportunities for collaboration in every unit. Whether it is through project work, group games, or team discussions, students are sharing ideas, expressing personal opinions, and developing important social skills. Communication Communication forms an important part of collaboration. Students need to learn the skills of listening, speaking, reading, and writing to effectively take part in an age of rapid change. As our world becomes increasingly interconnected, today’s young students must develop skills that allow them to communicate in a variety of ways, including oral and written skills but also digital communication skills. Critical Thinking Students in the 21st Century need to do more than acquire information. They need to be able to analyze the information by making sense of it critically. Critical thinking skills help students to determine facts, prioritize information, understand relationships, solve problems, and deal with an ever changing world. Tiếng Anh Family and Friends National Edition encourages children to think about language, to focus on meaning and to react to the world of English in a personal way. Subject areas are introduced so that students can make connections between content and language, interesting facts are presented, and children are invited to be curious and questioning. Culture Tiếng Anh Family and Friends National Edition presents culture content from Viet Nam and a variety of other countries. Learning about different cultures helps students to enrich their knowledge of other countries and appreciate the values of their own and other cultures. Values Values, which can also be called civic education, are a key strand in Tiếng Anh Family and Friends National Edition. Teaching values is important as it focuses on the whole child, not just language skills. It improves children’s awareness of good behavior and how their behavior and attitudes can impact on the people around them and their environment. Areas for values teaching include helping children to understand about: • Community, e.g., agreeing and following school rules, understanding the needs of people and other living things, understanding what improves and harms their environment, contributing to the life of the class and school. • Health and hygiene, e.g., understanding the basics of healthy eating, maintaining personal hygiene, rules for keeping safe around the house and on the road. • Interacting with others, e.g., listening to other people, playing and working co-operatively, sharing, identifying, and respecting the differences and similarities between people, helping others in need. Values are reinforced in the Values worksheets in the Printable Resources – one per unit. Involving parents Learning involves a co-operative relationship between home and school, it is important to establish clear communication with parents to encourage home support. The following are suggestions about possible ways of doing this: • Keep parents informed about what their children are learning and their progress. Parents might benefit from receiving newsletters listing what children are now able to do, which words and phrases they are studying, which songs or stories they know, and the types of exam practice they have done. • Organize a concert or parents’ afternoon where the children can perform the unit stories, plays, and the songs that they have learned, along with their actions. oxfordparents Help your child with English Oxford Parents is a website where your students’ parents can find out how they can help their child with English. They can find lots of activities to do in the home or in everyday life. Even if the parent has little or no English, they can still find ways to help. We have lots of activities and videos to show parents how to do this. Studies have shown that practicing English outside the classroom can help children become more confident using the language. If they speak English with their parents, they will see how English can be used in real-life situations and this can increase the students’ motivation. Parents can help by practicing stories, songs, and vocabulary that the students have already learned in the classroom. Tell your students’ parents to visit www.oup.com/elt/oxfordparents and have fun helping their children with English! Introduction 7 Integrated component overview Student Book The Student Book contains 6 units. Each unit presents vocabulary and grammar with opportunity to practice both with a focus on all four skills. Fluency Time! pages provide functional language practice (Everyday English) and content based learning (CLIL). Workbook The Workbook is designed to give students extra practice of the language and structures taught in class. Online Play Online Play is the place for children to explore the language they are learning through fun games and activities. It includes the story Audio 71 All the audio for the Student Book and Workbook is on the CDs provided with the Student Book and Workbook, and on the Friends website. Recommended Readers Family and Friends readers draw upon themes and language found in the Student Book. They provide extra exposure to the language in a new context. For the Student animations, class audio, and online games. Online Play is delivered on the Friends website. www.oup.com/elt/friendsvietnam Recommended Dictionary Oxford Children’s Picture Dictionary for learners of English. A topic-based dictionary for young learners. This beautifully illustrated dictionary helps young learners to practice over 800 words for 40 topics taught in school, including People at Work, My Body, and What’s the Time? 8 Integrated component overview Teacher’s Guide The Teacher’s Guide is a useful tool for all aspects of the course. It contains teacher’s notes for all units as well as Fluency Time! and Culture lessons. Plus it includes information about the course features and how best to exploit the teacher’s resources. The notes are full-colour with Student Book images for easy reference. For the Teacher Friends website The Friends website (www.oup.com/elt/ friendsvietnam) contains links to all course resources, including class audio, Online Play, and the Teacher’s Site. On the Teacher’s Site (free registration required), you can access the following resources: Teacher’s Guide, Printable Resources, class audio, flashcards, phonics cards, posters, story animations, self-assessment tests, lesson plans, full syllabus, and professional development resources. www.oup.com/elt/teacher/fafnationalvietnam Classroom Presentation Tools (CPTs) The CPTs are interactive versions of the Student Book and Workbook and can be used on a digital whiteboard or a projector. The CPTs include extra songs, interactive games, review pages, and all audio and video features. Printable Resources This comprehensive classroom support pack, delivered on the Teacher’s Site, contains more than 80 pages of worksheets, tests, supporting teacher’s notes, and tests audio. See page 10 for full contents. www.oup.com/elt/teacher/ fafnationalvietnam Integrated component overview 9 Printable Resources The Tiếng Anh Family and Friends National Edition Printable Resources contain a wide range of materials to support and supplement the course. The Printable Resources are available on the Teacher’s Site. Sample Curriculum An example of how the Student Book material and the Printable Resources can be integrated together to provide the curriculum. Unit worksheets Supplementary worksheets for each unit, covering the target vocabulary and grammar. Unit Test, Summative Tests and End of Year Tests Tests are available as ongoing assessment tools at the end of each unit. Summative tests are provided to check progress after every three units. The End of Year Test reviews the language learned from the complete grade. Exam preparation worksheets While there is plenty of practice of exam task types in the Workbook, from Grade 3 there are extra worksheets specifically for exam preparation (Cambridge English, Pearson Test of English and TOEFL) in the Printable Resources. CLIL worksheets These worksheets extend the Student Book CLIL topic and provide an opportunity to consolidate and expand on the language and concept the children have learned in this lesson. They also have the opportunity to produce a piece of work to demonstrate their understanding of the topic. Values worksheets Values, which can also be called civic education, are a key strand in Tiếng Anh Family and Friends National Edition. These worksheets help reinforce the importance of values to improve children’s awareness of good behavior and how their behavior and attitudes can impact on the people around them and their environment. Teacher’s notes and audio There are full teacher’s notes, audio files, and answer keys to support the material from the Printable Resources. 10 Integrated Component Overview Classroom language Saying what you are going to do at the beginning of a unit, lesson, or activity Showing children how to do something Giving instructions for moving around and helping in class Giving encouragement and praise Asking for recall of words, phrases, and activities Encouraging good behavior Setting up pairs and groups Today we’re going to… Now we’re going to… do some listening / speaking / coloring / writing. listen and point. sing a song. play a game. listen carefully. We’ll… We can… start like this. do it this way. point to the… I’m going to show you… Let’s do some together first so you’ll see… what I mean. what to do. how to do it. Everybody,… Now everyone,… I want you to… (name / names), can you… (name / names), would you… stand up, please. come out here to the front, please. stand beside your desks / tables. go back to your places. hold this flashcard? Good work, (name)… That’s very good, (name)… Excellent, (name)… you’re really good at this! you know the first letters of ten words. your picture is really neat. That’s… very nice. very neat work. really good. great! Now, who can… show me the cat? tell me what this is? Let’s see. Can you remember… what Billy says? who / what this is? what happens next? what happened last time? What’s… this? his / her name? Can you… do the actions and sing the song? see Tim climbing the tree? count the oranges? tell me what Rosy says? help me tell the story? remember six things? Quiet everyone,… settle / calm down. that’s good, (name / s). thank you, (name / s). Are you ready? You’re going to do this… OK, everyone. You’re going to work… in pairs / in twos. in small groups. in groups of three / four. We’re going to… play this together. make four groups. share the coloring pencils. Classroom language 11 Tour of a unit Lesson One Words Lesson 1 teaches and practices the new vocabulary set. It reinforces this new vocabulary through a simple chant and a 6 Lunchtime! 6 Lunchtime! sticker activity. Lesson One Words Lesson One Words The children listen and point to the pictures. They then listen again and repeat the words. 1 Listen, point, and repeat. 71 1 Listen, point, and repeat. 71 This is reinforced with flashcard activities. 2 Listen and chant. 72 2 Listen and chant. 72 Amend artwork: Amend artwork: FAFVN1SB042c FAFVN1SB042c New artwork: New artwork: FAFVN1SB042f FAFVN1SB042f 26 x 29mm 26 x 29mm lunchbox sandwich drink banana cookie pear lunchbox sandwich drink banana cookie pear 3 Point and say. Stick. 3 Point and say. Stick. The children practice the words with a lunchbox lunchbox rhythmic chant. sandwich sandwich The children complete a sticker activity and say the new words. drink drink banana banana cookie cookie pear pear New artwork: New artwork: FAFVN1SB042g FAFVN1SB042g 141 x 195 mm 141 x 195 mm Unit 6 lunchbox, sandwich, drink, banana, cookie, pear 42 42 Unit 6 lunchbox, sandwich, drink, banana, cookie, pear Teaching the words Words • Play the recording and hold up the flashcards. The children repeat the words. Review any words from previous lessons that are related to this vocabulary set. • Show the flashcards randomly and ask the class to say the words. You can hide the cards behind your back. • Ask the children to look in their Student Books. Play the recording while they listen and point to the pictures. Play the recording again and have children repeat the words as they point. • Teach the chant. You can ask children to perform actions as they chant, for example eating a banana or drinking. Stickers • Prepare the children for Exercise 3 by having them find the stickers. Point to the pictures in the Student Book and say the words, encouraging the children to say the words with you. Do an example with the class. Point to the first picture and ask the children to say the word. Hold up the sticker and stick it on the caption. Allow the children to work independently while you go round the class checking and helping as necessary. • Check answers with the whole class. Highlight how the words are spelled as you do so. 12 Tour of a unit Workbook The children practice recognizing and writing the new words from the lesson. Lesson Two Grammar and song Lesson 2 teaches and practices the grammar points for the unit. The children also learn a song which includes the grammar. The children study the grammar structure for the unit. The children learn a song which includes the target grammar and vocabulary. The children practice saying the grammar structure. The Let’s talk! feature provides further speaking practice. Teaching the grammar and songs Grammar • Ask the children to look at the Let’s learn! section in their Student Books and read the grammar examples. The class repeats chorally. • Use flashcards of the vocabulary in the grammar examples and have the children repeat again. Use other flashcards to substitute new words. The children will see how the grammar structure works with different words. The children repeat the new sentences. • Have individual children say a sentence for the class. Song • Point to the pictures in the Student Book for the song. Play the recording and sing along, encouraging the children to listen. Do the actions for the words learned in the previous lesson. • Play the recording again and ask the children to point to the pictures in the book and also do the actions. • Finally, play the recording again for the children to join in with singing and actions. • Show the children Exercise 3 and read the speech bubbles. Hold up a flashcard and make a complete sentence using the grammar point. The children repeat chorally. Use other flashcards to make different sentences until the children are confidently repeating. Invite individuals to say sentences. • Point to Let’s talk! and read the sentence together. The children work in pairs to make sentences. Workbook The children practice recognizing and writing the new grammar points from the lesson. Tour of a unit 13 Lesson Three Sounds and letters Lesson 3 teaches the relationship between sounds and letters. The children will learn how to recognize upper- and lowercase letters plus which sounds they are associated with. The children learn the new sounds and letters along with the key words. They listen Lesson Three Sounds and letters Lesson Three Sounds and letters Lesson Three Sounds and letters and point then repeat. 1 Listen, point, and repeat. 75 1 Listen, point, and repeat. 75 1 Listen, point, and repeat. 75 Ii Ii Ii Jj Jj Jj Kk Kk Kk Ll Ll Ll Mm Mm Mm ink ink ink jelly jelly jelly kite kite kite lion lion lion mom mom mom 2 Listen and chant. 76 2 Listen and chant. 76 2 Listen and chant. 76 Look at the ink, i, i, ink. Look at the jelly, j, j, jelly. Look at the ink, i, i, ink. Look at the jelly, j, j, jelly. Look at the ink, i, i, ink. Look at the jelly, j, j, jelly. The children see the words in sentences and Look at the kite, k, k, kite. Look at the lion, l, l, lion. Look at the kite, k, k, kite. Look at the lion, l, l, lion. Look at the kite, k, k, kite. Look at the lion, l, l, lion. This is my mom, m, m, mom. This is my mom, m, m, mom. learn a chant. This is my mom, m, m, mom. 3 Listen, point, and repeat. 77 3 Listen, point, and repeat. 77 3 Listen, point, and repeat. 77 k k k l l l m m The children learn new key words with New artwork: New artwork: m FAFVN1SB044f New artwork: FAFVN1SB044f Maximum area FAFVN1SB044f Maximum area Maximum area some sounds from Exercise 1 in word-ending available available 30 x 45 mm available yak positions. yak yak 30 x 45 mm 30 x 45 mm ill ill ill mom mom mom 4 Read and point to the sounds i, j, k, at 4 Read and point to the sounds i, j, k, at 4 Read and point to the sounds i, j, k, at the start of the words. Point to the sounds the start of the words. Point to the sounds Let’s talk! Let’s talk! Let’s talk! the start of the words. Point to the sounds The children do an activity to practice k, l and m at the end of the words. k, l and m at the end of the words. k, l and m at the end of the words. identifying the new sounds. The lion, the yak, and The lion, the yak, and Look at the kite. Look at the kite. Look at the kite. New artwork: New artwork: New artwork: FAFVN1SB044i FAFVN1SB044i The lion, the yak, and mom have lunch. mom have lunch. mom have lunch. The lion has some jelly. The lion has some jelly. The lion has some jelly. 49 x 51 mm FAFVN1SB044i 49 x 51 mm 49 x 51 mm The yak has some ink. The yak has some ink. The yak has some ink. The yak feels ill. The yak feels ill. The yak feels ill. Oh no, the kite! Oh no, the kite! Oh no, the kite! Unit 6 Initial and end sounds Unit 6 Initial and end sounds 44 44 44 Unit 6 Initial and end sounds The children do further speaking practice to develop fluency. Teaching phonics • Introduce the new sounds and their letters. Show the class the phonics cards for this lesson. Play the recording for children to repeat and point to the pictures. Play it again for them to repeat. • For new alphabet letters, draw the letters on the board in both the upper- and lowercase form. Trace the letters with your finger and ask children to do the same in their Student Books. • Display the phonics cards in the classroom. Play the chant, asking the children to point to the cards as they hear the words with those sounds. Play the chant again, pausing after each line, for children to repeat. Play the chant once more for children to join in. Encourage them to point and chant at the same time. • Write the key words on the board and circle the target sounds at the start of each word. Then write the words from Exercise 3 on the board, circling the target sounds which appear at the end of the word. Play the recording and point to the letters that end the words. Play the recording again, asking the children to point in their Student Books. Play once more and repeat the words, emphasizing the word-ending sounds. • For Exercise 4, do an example as a class. Ask the children to point to one of the sounds, then write the word and draw a circle around the letter on the board. Allow the 14 Tour of a unit children to complete the exercise then check answers as a class. • Point to Let’s talk! and read the sentence together. Invite the children to change words in the sentence for other words they know with the key sounds. Workbook • The children practice recognizing the letters and writing the words containing the target sounds from this lesson. Lesson Four Numbers Lesson 4 teaches numbers. Children will build up their knowledge and, by the end of the level, be able to count up to 10 and recognize the corresponding words. The children listen and point to the numbers. They listen again and repeat. The children do a matching activity, joining the numbers to the number words. The children do counting activities to practice the numbers further. The children do further speaking practice to develop fluency. Teaching numbers • Review the numbers that the children already know, using images on the board or items to count. Write the numbers on the board and practice counting in sequence together. • Introduce the new numbers. Ask children to look at their Student Books and to listen as you play the recording. The children listen and point. Play the recording again and have them repeat the words. Count together. • Use one or two of the suggestions in the lesson notes to consolidate the numbers further, including the review numbers if possible. • Introduce the number words by pointing to Exercise 2 and reading both the numbers and the words, encouraging the children to repeat. Show the children what to do by pointing to the first number and saying it. Point to the corresponding word and have them draw a line between the two. • Look at the picture in Exercise 3 together, asking the children to identify what they can see. Point to the first word and the example in the speech bubble. Do this together by asking the children to find the items, counting as you do so. Repeat for the other items, counting aloud each time. • The children practice saying the numbers with another speaking activity. • In the Let’s talk! feature, the children practice using numbers more freely and develop fluency. Workbook The children practice recognizing and writing the numbers and number words. Tour of a unit 15 Lesson Five Sounds and letters Lesson 5 introduces more sounds and letters to help the children develop their reading, or reviews the ones they already know. The children listen and point, then listen and repeat the sounds and key words. The children learn a chant. The children do further practice activities to help consolidate the sounds and letters. They practice recognizing the sounds. The children develop their fluency via Let’s talk! Teaching phonics • Review the letters and sounds from Lesson 3 and previous units, using the phonics cards and playing the chants. Encourage the children to join in. See the lesson notes for more ideas on reviewing the sounds. • Show children the letters and sounds in Exercise 1 in their Student Books. Point out the letters in upper- and lowercase, then also highlight the words and the sounds at the beginning and end of the words. • Play the recording and point to the letters and the words, with the children doing the same. • Play the recording again and have the children repeat the words. • Play the chant. The children can follow in their Student Books, pointing to the words as they listen. Play the chant again, pausing for the children to repeat the lines. Then finally play the chant through, encouraging the children to join in. • Ask the children to look at Exercise 3. Read the question and then highlight the letters. Point to a letter and ask children what the sound is. Do this with a few letters. Tell the children to follow the sounds they hear. Play the recording and check that the children are pointing to the letters as they hear the sounds. After the recording has finished, ask the question again. The letters lead up to the answer. Check the answer with the class and repeat the recording together if necessary. 16 Tour of a unit • Exercise 4 looks at specific letters and sounds. Write the letters on the board and say them together. Point to the sentences in Exercise 4 and do an example with the class, looking for the first letter and pointing out where it appears. Check the children are pointing to the correct letter and say the word together. The children do the same for the other letters. • Finally, look at the Let’s talk! feature together. Ask the children to look for any letters in the example that they have been learning and where they appear, at the start of a word or at the end (or both). Practice making similar sentences. Workbook The children practice writing the letters and words from this lesson. Lesson Six Story Lesson 6 provides a review of the unit via a story. The story includes the words and grammar from the unit, and the children get the opportunity to act it out. The children listen to a recording of the story or watch the video. The children practice reading the story text. The children listen again to the recording and repeat. They work on their pronunciation before then acting out in small groups. Teaching the story • Prepare the children for the story. Talk about each frame with the class. Ask simple questions such as Who’s this? Where are they? What’s this? • Play the recording or watch the video the whole way through. • Play the story again. The children point to the pictures as they hear the text. Ask some comprehension questions about the story. • Ask the children to look in their Student Books and read the story text together. • Play the recording or video again, pausing after each sentence for the children to repeat. • Divide the class into groups, with each child having a different role in the story. Play the recording and prompt the children in each group to say the lines of their characters all together. Encourage the children to perform actions as they speak. • Once they have practiced a few times, act out the story again without the recording or have individual groups act it out to the class. Workbook • The children do further practice in their Workbooks to consolidate the unit language. Values • In this lesson the children will discuss the Values theme for the unit. They consolidate this via the Values worksheet in the Printable Resources, which also makes use of the unit language. Assessment • Students are now ready to complete the Unit Test in the Printable Resources. Tour of a unit 17 Fluency Time! Lesson One Everyday English The Fluency Time! lessons come after Unit 3 and Unit 6. They focus on developing fluency. The Everyday English lesson provides practice of new language used in functional situations through listening and speaking. The Everyday English is presented via pictures in the Student Book. The children listen and point to the pictures. Then they listen and repeat the phrases. The children look at the picture and listen to the recording. They point to parts of the picture to show understanding of the new language. The children practice speaking in pairs, using the Everyday English phrases, in a context that is similar to the listening and speaking activities above. Teaching Everyday English Everyday English • Focus on the pictures. Ask children to say where the people are (at home / in a bedroom) and what they think is happening in each picture. Ask children what they can see in the picture, point to items they know such as toys, colors, etc. • Play the recording for children to listen and follow in their Student Books. • Play the recording again, pausing if necessary, for children to repeat the phrases. • Children practice the dialogue in pairs or groups. • Ask groups of children to act out the conversation for the class. Comprehension • Show children Exercise 2. Explain that they need to listen to the dialogue and point to the correct part of the picture. • The recording contains examples of the Everyday English in context. Remind the children that they don’t need to understand every word. • Play the recording for the children to listen and point to the correct part of the picture. • Check the answers as a class. Ask individual children to play the part of the people in the picture and say the Everyday English phrases. 18 Tour of a unit Speaking • Ask children to work in pairs. • Ask two children to read out the example dialogue. • In pairs, children read the example dialogue, then point to the part of the picture in Exercise 2 it refers to. Have children practice together, choosing a part of the picture to talk about and then saying the dialogue. • Monitor children’s performance. Ask some pairs to act out their dialogues in front of the class. Fluency Time! Lesson Two CLIL The subject lessons focus on teaching content through English (CLIL). The lesson introduces new language related to the subject and reinforces it with lots of speaking practice. The children look at the pictures and listen and point to the new language. They listen and repeat the new words. The children practice using the new language in an activity that checks comprehension. Exercise 3 offers further practice and a chance to personalize the subject language by making it relevant to the children. Teaching CLIL • Tell the children they are going to do some subject work in English. Draw their attention to the page in the Student Book and explain which subject it is. • Use the flashcards to introduce the new words. Play a flashcard game to practice saying the new words. • Ask the children to look at the pictures. Play the first part of the recording for the children to listen and point to the pictures. • Play the second part of the recording for the children to repeat the words. • Play the recording all the way through again for the children to listen and point and then repeat the words. • Show the children Exercise 2 and explain they are going to practice using their new subject words. Ask what they can see, for example, What is it? What colors can you see? Read out the sentence in the example speech bubble and check if it is correct with the class. Invite the children to make more sentences like this. Check each sentence together. • Tell the children they are going to use the language for themselves. They write the new words in their notebooks and draw the shape for each. They then look around the classroom to find items in those shapes. They can draw or write the item and then a sentence to describe its shape. They can work in small groups or in pairs for this activity. Printable Resources There is further practice of the CLIL topic in the Printable Resources worksheets. Children practice reading and writing the new language and make something to show understanding of the concept. Review pages After each of the Fluency Time! lessons, there are Review pages for completion. The printed Workbook includes these Review pages. For the Student Book Review pages, see the Classroom Presentation Tool. These pages provide practice for students in preparation for the summative test. Tour of a unit 19 Culture The Culture lessons focus on developing knowledge and understanding of other cultures by learning about sports, traditions, and special festivals. The lessons introduce new language and provide reading and speaking practice. The children listen and point to the pictures. They then listen again and repeat the words. This is reinforced with flashcard activities. The children look at a picture and point to the images. The children make something related to the Culture topic. They use this to do speaking practice and to personalize the topic. Teaching Culture • Introduce the Culture topic. Use the Student Book page to ask the children what they can see and what they think the lesson will be about. • Tell the children they will learn some new words to talk about the topic. First they listen and point to the photos. Then they listen and repeat the words. Use the images and ask more questions, such as How many … can you see? What color is …? Point and repeat the new words. Invite the children to make actions to perform as they say the words. • Highlight the picture in Exercise 2 and ask children to find and point to the new words. • Explain that the children will make a craft related to the Culture topic. Show them the example in Exercise 3 and ask questions, such as What is it? What color is it? etc. Point to the speech bubble and say the sentence together. Show the children an example you have made and say a similar sentence to describe it. • The children make their own crafts using the materials you provide. After they have finished, have each child show their craft and make a short sentence to describe it. The crafts can be displayed in the classroom or taken home to share with families. 20 Tour of a unit Workbook The children practice reading and writing the new words from the Culture lesson. STARTER Hello! Lesson One Words SB page 4 WB page 4 Objectives To introduce the book characters and common greetings To practice the character names and common greetings in the context of a chant Language Language focus: speaking, listening Vocabulary: Rosy, Tim, Billy, hello, goodbye Extra vocabulary: everyone, English, fun, teacher, friends Resources and materials Audio Tracks 01, 03–04; Flashcards 1–5; Stickers Warmer • Play the Hello song as children come into the classroom. • Then, say Hello to the children and encourage them to say Hello to you. Ask children to say Hello to the children next to them. • Play the Hello song again, pausing after each line so that children can repeat the words. Practice the song together. • Hold up Flashcard 4 and say Hello for children to repeat as a class. Smile and wave as you say Hello. • Hold up Flashcard 5 and say Goodbye for children to repeat as a class. Wave goodbye and move away as you say Goodbye, to differentiate this action from the hello action. • Alternate holding up Flashcards 4 and 5 to practice Hello and Goodbye quickly. Encourage children to do the correct action as they say the word. Lead-in • Show Flashcards 1–3 one at a time and say the names Rosy, Tim, and Billy for children to repeat in chorus. • Model Hello Rosy! etc and the children repeat. • As you bring out each flashcard, children respond with Hello, Tim! etc. 1 Listen, point, and repeat. e 03 • Ask the children to look at the characters. • Play the first part of the recording. Children listen and point to the pictures. • Play the second part of the recording for children to repeat the names in chorus. • Play the recording all the way through. Children point to the pictures and repeat the names again. • Hold up the flashcards one at a time to practice again. 2 Listen and chant. e 04 • Play the recording. Repeat a few times for children to say the words. • Encourage them to mime the actions for Hello and Goodbye as they say the words. Repeat as necessary. 7 • Below level: Put children into pairs. Have them wave and greet each other, using their classmates’ names. • At level: Assign a character’s name to each member of the class, so that there are several Rosys, Tims, and Billys. • Play the chant again. When children hear “their name,” they stand up and wave. • Above level: Say the chant slowly and help the class memorize it. • Repeat the chant quickly and encourage the class to say it with you at a faster pace. • Continue in this way until the chant is so fast that children can’t keep up. 3 Point and say. Stick. • Point to each character and encourage the children to say their names with you. • Say Let’s stick! Hold up the sticker of Tim and place it on the picture of Tim and say Tim. • Repeat with the stickers of Billy and Rosy. • Ask the children to do the same with their stickers, encouraging them to say the character names as they put down the stickers. Further practice: Workbook p. 4; Classroom Presentation Tool Starter 21 Lesson Two Grammar and song SB page 5 WB page 5 Objectives To greet people To ask the question What’s your name? To sing a song To understand simple classroom instructions Language Language focus: listening, speaking Vocabulary: What’s your name? I’m (Tim). Listen to your teacher, stand up, sit down, raise your hand, line up Review: Hello, Goodbye Resources and materials Audio Tracks 04–07; Flashcards 1–5 Warmer • Say Hello and encourage children to reply Hello and then to greet each other in pairs. • Do the chant from Student Book page 4. Lead-in • Hold up each of the Hello Flashcards 1–3 for children to say the names. Model any names they don’t know. • Point to each flashcard again and say Hello (Rosy) and wave. Children repeat in chorus, and then individually. 1 Listen and repeat. e 05 • Put Flashcard 1 on the board. Turn toward the flashcard and say What’s your name? Take the flashcard and hold it up in front of yourself. Say I’m Rosy. • Play the recording several times for children to repeat the words when they’re ready. 2 Listen and sing. e 06 • Point to the picture of Rosy and say What’s your name? Say I’m Rosy. Point to the characters one at a time and repeat. Practice with the class. • Say Let’s sing! And play the recording for the children to listen to. At verse 3, pause the recording to remind children that Billy is only a baby and he can’t speak yet. Tell them to copy the sounds Billy makes when they sing the song. • Play the recording again and sing along. Hold up Flashcards 1–5 as you sing the words and encourage the children to do the actions for Hello and Goodbye. 7 • Below level: Display the flashcards of Rosy, Tim, and Billy in different places around the room. • Play the song again and tell children to point to the correct flashcard as they sing the line with the name. • At level: Ask three children to come to the front. Play the song again and this time replace the character names with the names of the children at the front of the class. • Above level: Put Flashcards 1–5 on the board. • Demonstrate an action for each one: Rosy (stand up), Billy (clap), Tim (tap the desk), Hello, (wave), Goodbye (wave and turn away). Practice the actions with the class. • Play the song again for children to do the actions as they sing the song. 3 Listen, point, and repeat. e 07 • Say Look at the pictures. • Play the first part of the recording for the children to listen and point. • Play the recording several times while demonstrating the actions and encouraging the children to copy you. • Play the second part of the recording for the children to listen and repeat, and mime the actions, too. Let’s talk! • Ask students to look at the picture and speech bubble. Say Raise your hand. • Now mime the other four actions and elicit the command from the students. • Have students work in pairs and take turns saying the commands and doing the actions. Further practice: Workbook p. 5; Classroom Presentation Tool 22 Starter Lesson Three Sounds and letters SB page 6 WB page 6 Objectives To recognize and trace the uppercase and lowercase forms of the letter a and associate them with the sound /æ/ To pronounce the sound /æ/ on its own and at the beginning of words To be familiar with the letter name for a Language Language focus: listening, speaking, writing Vocabulary: apple, Annie Extra vocabulary: has, an Resources and materials Audio Tracks 06, 08–09; Flashcards 1–5; Phonics cards 1–2; Stickers Warmer • Play the song from page 5. • Play What do I have? (see Teacher’s Guide page 75). Lead-in • Draw dotted outlines of the uppercase A and lowercase a on the board. • Facing the board, draw A and a in the air as you say the sound /æ/. Children draw the letters in the air with you. • Then connect the dotted lines to complete A and a. • Draw more dotted examples on the board and ask different children to come to the board and connect the dots. 1 Listen, point, and repeat. Write. e 08 • Play the first part of the recording for the children to listen and point to the letters and the pictures, as described in the Tour of a Unit. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity. Note: • Explain to the children that in English, people’s names begin with a capital letter. • Point to the uppercase A on the Annie phonics card to show this visually. 2 Listen and chant. e 09 • Point to the picture of Annie holding the apple and say Annie has an apple. • Play the recording for children to listen to the chant. • Put Phonics cards 1–2 in different places around the room. Play the chant again for children to point to the cards. • Play the chant again, pausing for children to repeat. 7 • Below level: Divide the class into two groups: “apple” and “Annie.” • Play the chant again. Each group should stand up and sit down again when they hear their word. • At level: Divide the class into two groups: “apple” and “Annie.” • Play the chant again. The “apple” group draws the lowercase a in the air as they say the word, and the “Annie” group draws the uppercase A when saying the word. • Switch groups and repeat. • Above level: Ask the class if they know any other names starting with /æ/. Elicit ideas and write the correct ones on the board (for example, Alfie, Abby, Adam, Alex, Andy). • Play the chant but use a new name to practice each time. 3 Point to the letter Aa. Stick. • Say Let’s find letter a. Demonstrate the task by following the top row with your finger and stopping at the first letter A. Hold up the corresponding sticker and place it in the correct positon, saying /æ/ – apple as you do. • Say Now your turn! and have children copy you. • Encourage children to say /æ/ – apple as they place the stickers in their books. Further practice: Workbook p. 6; Classroom Presentation Tool Starter 23 Lesson Four Numbers SB page 7 WB page 7 Objectives To recognize and say the numbers 1 and 2 To introduce the concept of counting and plurals Language Language focus: listening, speaking, writing Vocabulary: 1, 2, one, two Review: apple(s) Resources and materials Audio Tracks 09–11; Phonics cards 1–2 Warmer • Use Phonics cards 1–2 to review the letter sound /æ/. • Play the chant again on page 6. Lead-in • Write numbers 1 and 2 on the board, modeling the words for children to repeat. • Draw one apple, one pen, and one flower on the board. Point to each picture at a time and say one. • Draw a second apple, pen, and flower next to the first. Point to each and say two. • Draw dotted outlines of the numbers 1 and 2 on the board and demonstrate how to write them. Children draw the numbers in the air. 1 Listen, point, and repeat. Write. e 10 • Play the first part of the recording and point to the pictures. Point to a different apple each time you hear the crunching sounds. • Play the recording again and mime eating an apple as you hear the apple crunch, and mime eating an apple from each hand as you hear the two apple crunch sounds. • Play the recording several times for the children to practice repeating the words, sounds, and actions. • Invite children to trace and write the numbers. 2 Point and sing. e 11 • Point to the picture of the first apple and say one apple. Point to the picture of two apples and say two apples. • Encourage the children to repeat after you. • Play all of the song for the children to listen to and point to the pictures as they hear the words. • Play the song several times for the children to join in with. 7 • Below level: Ask children to hold up either one hand or two hands accordingly, as they listen to the song. • At level: Follow the instructions for Exercise 2, as described above. • Above level: Demonstrate some actions for children to do when they sing the numbers in the song: one (stomp one foot), two (clap both hands). • Play the song again. Children do the actions as they sing. 3 Count and say. • Ask children to look at the pictures of the apples. • Point to the first picture. Point to each of the two apples and count them. Say one … two … two apples. You can emphasize the sound of the plural ‘s’. • Point to the second picture and elicit the answer one apple. • Point to the third picture and elicit the answer two apples. • Call on individual students to describe the three pictures. 4 Point, match, and say. • Point and say the numbers on the left. • Look at the first pictures and say One apple. Then model how to match the first picture with the number one. • Repeat for the second picture, encouraging children to copy you. Let’s talk! • Ask students to look at the picture and speech bubble. Say One. Hold up several other items (such as a pen and a book) and say One. • Do the same with two items, such as two books, and say Two. • Have students work in pairs and take turns holding up an item, or two, and saying the correct number. Further practice: Workbook p. 7; Classroom Presentation Tool 24 Starter Lesson Five Sounds and letters SB page 8 WB page 8 Objectives To recognize and trace the uppercase and lowercase forms of the letter b and associate them with the sound /b/ To pronounce the sound /b/ To be familiar with the letter name for b Language Language focus: listening, speaking, writing Vocabulary: boy, bat Extra vocabulary: with Resources and materials Audio Tracks 11–13; Phonics cards 3–4; Flashcard 3; Stickers Warmer • Listen and sing the numbers song from the previous lesson. • Draw lots of numbers one and two on the board, in different sizes and styles. Call in different children to come to the board and circle a number one and a number two. Lead-in • Introduce the sound /b/ and the letters B and b in the usual way by drawing dotted letters on the board and modeling the letter formation in the air. 1 Listen, point, and repeat. Write. e 12 • Play the first part of the recording for the children to listen and point to the letters and the pictures. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally model the writing activity. Note: • Remind the children that in English, people’s names begin with a capital letter. Review A and Annie from Lesson 3, to reinforce this. • Hold up Flashcard 3 and say B is for Billy to give another visual example of capital letters. 2 Listen and chant. e 13 • Point to the picture and say A boy with a bat. • Play the recording for children to listen to the chant. • Play the chant again, holding up Phonics cards 3 and 4 when you hear the words. • Play the chant several times for children to join in with. 7 • Below level: Before playing the chant for the children to join in with, drill the line A boy with a bat slowly, and several times, for the children to repeat after you. • At level: Split the class into two groups. The first group chants the lines A boy with a bat, with the audio, while the second group chants the sounds /b/, /b/, /b/. Then swap the groups. • Above level: After practicing the chant, demonstrate some actions for children to do when they say the words boy and bat: boy (mime throwing and catching the ball in your hand, as seen in the picture); bat (mime hitting a ball). • Play the chant again for children to do the actions as they say the chant. 3 Point to the letter Bb. Stick. • Hold up your book and point to the picture of the boy holding the bat. Point to the lowercase b and elicit /b/. • Say Let’s stick! Hold up the b sticker and show the children how to place it on their books in the correct position and say /b/ – boy as you do so. • Say Now your turn! and have the children copy you and stick their sticker while saying /b/ – boy as they stick. • Repeat with bat. Further practice: Workbook p. 8; Classroom Presentation Tool Starter 25 Lesson Six Story SB page 9 WB page 9 Objectives To understand a short story To review and consolidate language introduced in the unit Language Language focus: listening, speaking Vocabulary: review of the unit Extra vocabulary: Mom, Miss Bell Resources and materials Audio Tracks 2, 6, 14; Flashcards 1–3 Values Greeting people Warmer • Play the song from Lesson 2 to review the vocabulary for this lesson. Lead-in • Use Flashcards 1–3 to review the structure for this lesson. • Give each card to a different child. Say the words one at a time. The child with the card stands up and shows the card to the class. Encourage the class to say What’s your name? with you. The child with the card answers I’m (Rosy) etc. • Children then take turns answering with their real names. 1 Listen to the story. e 14 r • Say Let’s look at the story. Point to the three children in frame one for children to say their names. • Introduce Mom and Miss Bell in this frame. • Ask the children to look at the other frames to find out what happens in this story. Invite them to share their ideas in L1. • Ask the children to look at the story in their books and point to each character as they listen to the story. • Ask comprehension questions: Where are the children? Who is going to school? Can Billy say his name? 2 Listen and act. e 14 • Play the story again, pausing each line to demonstrate some actions for the story. (See below for suggestions.) • Divide the class into groups of five to play the parts of Rosy, Tim, Billy, Miss Bell, and Mom. If the class doesn’t divide exactly, some children can play more than one character. • Children practice acting out the story with the help of the recording. • If you wish, ask one or two groups to come to the front of the class to act out the story. Story actions Picture 1: Miss Bell holds her arms outstretched as she welcomes Tim to class. Tim waves as he introduces himself. Picture 2: Miss Bell holds her arms outstretched as she welcomes Rosy to class. Rosy waves as she introduces herself. Picture 3: Miss Bell bends down as she says hello to Billy. Billy laughs and waves his rattle. Picture 4: Rosy, Tim, and Miss Bell wave goodbye to Billy and Mom. Mom waves goodbye and Billy waves his rattle. 7 • Below level: Divide the class up into groups of five, as in exercise 2, but instead of using actions in activity 2, ask the children to stand up when their character speaks. • Remind children to sit down again once their character has finished speaking. • At level: Children act out the story as described. They can swap roles if there’s time. • Above level: As well as miming their actions, children can say their characters’ words along with the audio. Closing the unit • Play the Goodbye song to end the lesson. Encourage the children to wave goodbye to you and their classmates. • Play the song again, pausing after each line for the children to repeat the words. • Play several times for the children to join in and sing and wave. Further practice: Workbook p. 9; Classroom Presentation Tool; Values worksheet; Starter Unit Test 26 Starter 1 What color is it? 1 Listen, point, and repeat. e 15 • Ask children to look at the picture. • Play the first part of the recording, while you point to the pictures in time with the audio. • Play the audio again for children to listen and point to the pictures with you. • Play the second part of the recording while you say the new words in time with the audio. • Play this part again for children to repeat the colors. • Call out a color for children to point to objects in the room that are the same color. • Reverse the activity. Point to different objects in the room for children to call out the color. 2 Listen and chant. e 16 • Play the recording for children to listen to the chant. • Divide the class into groups of five. Give each child in the group a colored pencil/crayon. • Tell the children to hold up their pencil or crayon each time they hear their word. • Practice the chant several times before handing out the colored pencils or crayons. Lesson One Words SB page 10 WB page 10 Objectives To identify five colors To use the color words in the context of a chant Language Language focus: listening, speaking Vocabulary: red, green, blue, black, yellow Resources and materials Audio Tracks 1, 15–16; Flashcards 6–10; Crayons (red, green, blue, black, yellow); Stickers Warmer • Play and sing the Hello song to start the unit. • Play Freeze (see Teacher’s Guide page 75). Lead-in • Use Colors Flashcards 6–10 to introduce the vocabulary for this lesson. • Hold them up one at a time and ask What color is it? • Say the words for children to repeat in chorus. • Once children have learned the words, go around the class practicing with individual children. 7 • Below level: Practice the chant several times before handing out the colored pencils or crayons for children to hold up. • At level: Demonstrate an action for each color: red (clap), green (stamp one foot), blue (jump), black (wave), yellow (turn in a circle). • Split the class up into groups of five and give everyone a color. • Play the chant again for the children to do their action when they hear the color. • Above level: Demonstrate the action for each color as above. Play the chant again and ask everyone to do the action for each color. Practice several times. 3 Point and say. Stick. • Point to the picture of the bedroom. Point to the colored bricks in the picture to elicit the color words. • Say Let’s stick! and demonstrate sticking the blue sticker, while saying blue. • Say Now your turn! and invite the children to copy you. • Encourage them to say the color word when they stick. Further practice: Workbook p. 10; Classroom Presentation Tool Unit 1 27 Lesson Two Grammar and song SB page 11 WB page 11 Objectives To ask and answer What color is it?, It’s (green). To sing a song Language Language focus: listening, speaking Vocabulary: What color is it? It’s (red). Review: red, black, green, blue Extra vocabulary: lots of, me, you Resources and materials Audio Tracks 17–18; Flashcards 6–10; Crayons (red, green, blue, black, yellow) Lead-in • Elicit the 5 color words using colored pencils or crayons. Then hand the pencils or crayons around the class. • Children take turns standing up and showing the class their crayon and saying the word. The child with that colored pencil holds it up and repeats that color. Repeat with all the colors. 1 Listen and repeat. e 17 • Hold up Flashcard 6 (red) and say What color is it? Point to it and say It’s red. • Play the track and say the words with the audio. • Play the track again for children to repeat the words. 2 Listen and sing. e 18 • Point to the pictures. Say What color is it? as you’re pointing to a leaf, and say It’s green. • Repeat the question with the other parts of the picture (an apple, the sky, the paint pots) to elicit the four colors in the song. (Note: yellow is not in the song). • Tell the children to point to the colors in the picture as they hear them, then play the song all the way through. • Play the song again for the children to sing along. • Stick the flashcards 6–9 around the room, and have children point to the correct flashcard as they sing the line with the color. They can also point to themselves and a partner for the last lines of the verses. 7 • Below level After singing the song, stick a flashcard on a wall for children to point to, and continue sticking up one card at a time (and in order) each time they sing the whole song. • At level: Complete Exercise 2 as described above. • Above level: Hand out Flashcards 6–9 to children in different places around the room. The children stand up with their card when they hear their color. • Children hand the flashcards to other students around the class and sing again. Repeat as many times as you wish. 3 Trace the lines and say. • Point to the red color patch. Say What color is it? • Follow the path of the dotted line until you reach the red block below. Say It’s red. • Repeat with the next color, but this time encourage the children to follow the dotted line with you. Then, elicit the answer (It’s black.) by asking What color is it? • With the next color, elicit the question What color is it? from the children, too. • Repeat with the blue color patch, so that the children say both the question and the answer and trace the lines, too. Let’s talk! • Ask students to look at the picture and speech bubble. • Have two students demonstrate the question in the speech bubble and the answer in the picture. (It’s green.) • Have students work in pairs to ask and answer the question. Tell them to point to other colors on the page. Further practice: Workbook p. 11; Classroom Presentation Tool 28 Unit 1 Lesson Three Sounds and letters SB page 12 WB page 12 Objectives To recognize the upper- and lowercase forms of the letter c and associate them with the sound /k/ To pronounce the sound /k/ on its own and at the beginning of words To be familiar with the name of the letter c Language Language focus: listening, speaking, writing Vocabulary: cat, car Extra vocabulary: in, a Resources and materials Audio Tracks 18–20; Flashcards 6–10; Phonics cards 5–6 Warmer • Play track 18 and sing the color song from the previous lesson. Lead-in • Introduce the sound /k/ and the letters C and c in the usual way by drawing dotted letters on the board and modeling the letter formation in the air. 1 Listen, point, and repeat. Write. e 19 • Play the first part of the recording for the children to listen and point to the letters and the pictures, as described in the Tour of a Unit. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity. 7 • Below level: Complete activity 1 as described above. • At level: Play track 19 again. Divide the class into two groups; ‘cats’ and ‘cars.’ • When the ‘cats’ hear the word cat, they pretend to be a cat stroking its ears with its paws. When the ‘cars’ hear the word car, they pretend to drive, using their hands on the steering wheel. • Then swap groups and practice again. • Above level: Play track 19 again. Follow the instructions for ‘At level’ but instead of dividing the class into two groups, have everyone do both mimes for the ‘cat’ and the ‘car’. • The children can also draw the letter c in the air when they hear the /k/ sound each time. 2 Listen and chant. e 20 • Point to the picture and say A cat in a car. • Play the recording for children to listen to the chant. • Put Phonics cards 5–6 in different places around the room. Play the chant again for children to point to the cards. • Play the chant again, pausing for children to repeat. • Play the chant several times for the children to join in with. 3 Connect the letter Cc. Stick and say. • Say Let’s connect the letters! Follow the example connecting line in blue, saying /k/ at each letter. • At the next column, point to the letter c and the letter B and ask the children Is it /k/? for each. Encourage the children to choose the correct option by nodding when you point to letter c and shaking your head when you point to letter B. • Continue in this way, eliciting the sounds from the children for each letter option until you have reached the end. • Practice again if necessary. • Then say Let’s stick. Hold up the c sticker and model placing it in the book in the correct position, while saying /k/. Then tell the children to copy you with their stickers and encourage them to say /k/ as they stick. ANSWERS Bottom row, top row, top row, bottom row, bottom row Further practice: Workbook p. 12; Classroom Presentation Tool Unit 1 29 Lesson Four Numbers SB page 13 WB page 13 Objectives To recognize and say the numbers 3 and 4 To use the numbers 3 and 4 in the context of a song Language Language focus: listening, speaking, writing Vocabulary: 3, 4, three, four, white, count Review: 1, 2, one, two, boy, bat, cat(s), car(s), colors Resources and materials Audio Tracks 21–22; Phonics cards 1–6; Paper and pencils Warmer • Use Phonics cards 1–6 to review the letter sounds /æ/, /b/, and /k/. • Stick the cards on the board. Point to each one for children to call out the correct sound. Continue this, getting faster and faster as you point to the cards in a different order. Lead-in • Write numbers 1 and 2 on the board. Pause and then write 3 and 4. Count the numbers in sequence and model the new words for children to repeat. • Draw dotted outlines of the numbers 3 and 4 on the board and demonstrate how to write them. Children draw the numbers in the air. 1 Listen, point, and repeat. Write. e 21 • Play the track and point to the pictures in the usual way. • Encourage the children to count along with you. • Play the track several times for the children to practice. • Invite children to trace and write the numbers. 2 Point and sing. e 22 • Introduce the song as usual, by pointing to the pictures and counting the items for the children to repeat after you. • Practice the lines of the song without the music first, then play the track for children to join in with. 3 Count, circle, and say. • Ask the children to look at the pictures in the box. • Point to them one at a time and say them with the class: boy, apple, car, bat, cat. • Point to the main picture and point to the two boys. Say one … two … two boys. Encourage the children to count and circle with you. • Point to the apple in the box and then point to and circle the apple in the main picture. Say one … one apple. • Continue this, until you have counted the number of cars, bats, and cats in the picture. Encourage the children to count and circle with you. ANSWERS two boys, one apple, four cars, three bats, two cats 7 • Below level: Complete activity 3 as above, but after counting each item draw it and write the number on the board next to it for visual support. • At level: Complete as above with drawings of the items and their number on the board. Then encourage the children to draw the number answers in the air each time you have finished counting. • Above level: Ask the children to ‘draw’ their answers. So, they will draw two boys’ faces, one apple … etc. Then, encourage the children to say what they have drawn, so two boys, one apple, … etc. Let’s talk! • Ask students to look at the picture and speech bubble. Say Three. Ask Three what? to elicit the answer Three cars. • Have students work in pairs and take turns saying the number. Tell them to point to the things in their books, and use other numbers and words they know. Further practice: Workbook p. 13; Classroom Presentation Tool 30 Unit 1 Lesson Five Sounds and letters SB page 14 WB page 14 Objectives To recognize the upper- and lowercase forms of the letter d and associate them with the sound /d/ To pronounce the sound /d/ on its own and at the beginning of words To be familiar with the name of the letter d Language Language focus: listening, speaking, writing Vocabulary: dog, duck Extra vocabulary: and Resources and materials Audio Tracks 23–24; Phonics cards 7–8 Warmer • Review the numbers learned by clapping your hands three times. Say What number? Encourage the class to shout out three. • Do the same for one, two, and four in random order. • Invite children to clap a number for the class to guess. Lead-in • Introduce the sound /d/ and the letters D and d in the usual way by drawing dotted letters on the board and modeling the letter formation in the air. 1 Listen, point, and repeat. Write. e 23 • As described in the Tour of a Unit, play the first part of the track for the children to listen and point to the letters and the pictures. • Play the second part of the track for the children to repeat the sounds and words as they hear them. • Finally model the writing activity. 2 Listen and chant. e 24 • Start with the picture in the usual way and say A dog and a duck. • Play the recording for children to listen to the chant and point to Phonics cards 7–8. • Play the chant again for children to join in with. 7 • Below level: Stick the phonics cards on opposite sides of the room and ask children to point to the correct one when they hear the different words as they chant. • At level: Demonstrate some sounds for children to make instead of the words dog and duck. For example, for dog, say woof, woof, woof; for duck say quack, quack, quack. • Play the chant again for children to say the sounds in instead of dog, dog, dog and duck, duck, duck. • Practice the chant with the new sounds several times. • Above level: Teach the same sounds as mentioned above to replace dog, dog, dog and duck, duck, duck in the chant. • In addition, ask the children to trace the letter d in the air when they hear the lines /d/ /d/ /d/ in the chant. • Practice the new sounds and the letter tracing in the chant several times. 3 Stick and say. • Point to the pictures one at a time and elicit the words duck, cat, dog and car from the children. • Pointing to the letters, say /d/ – duck, then /k/ – cat, then /d/ – dog, and finally /k/ – car. Encourage the children to say the sounds and words with you. • Say Let’s stick! Hold up the d sticker. Say the sound /d/. • Put the sticker on the letter d under the picture of the duck and say /d/ – duck. Children copy you by sticking and repeating the sound and word. • Repeat with the three remaining pictures, eliciting the correct sound from the children each time. ANSWERS d, c, d, c Further practice: Workbook p. 14; Classroom Presentation Tool Unit 1 31 Lesson Six Story SB page 15 WB page 15 Objectives To understand a short story To review and consolidate language introduced in the unit Language Language focus: integrated skills Vocabulary: review Structures: review Resources and materials Audio Tracks 2, 18, 25; Flashcards 6–10 Values Be clean and tidy Warmer • Play Musical cards (see Teacher’s Guide page 75) using the song from Lesson 2 and Flashcards 6–10. Lead-in • Use Flashcards 6–10 to review the structure for this lesson. • Put the flashcards on the board. Point to a card and ask What color is it? Elicit the answer It’s (green). • Ask individual children to come to the board, point to a card, and ask the question. • The first child to say the correct answer comes to the board and asks the next question. 1 Listen to the story. e 25 r • Say Let’s look at the story. Point to the characters in the story and ask Who’s this? Point to the colors and ask What color is it? • Ask the children to look and find out what happens in this story. Invite them to share their ideas in L1. • Ask the children to look at the story in their books and point to each color as they hear it in the story. • After listening, ask comprehension questions, such as: Why is Rosy happy? Why does Mom say “Oh Billy?” 2 Listen and act. e 25 • Begin as usual, by demonstrating the story actions with the audio (see below). • Divide the class into groups of four children and encourage children to act out their story with the audio. • If you wish, ask one or two groups to come to the front of the class to act out the story. Story actions Picture 1: Rosy and Tim are drawing and coloring in their books. Billy is painting with a paintbrush. Picture 2: Tim is leaning toward Billy. Rosy is raising her arm in the air. Picture 3: Rosy is looking at the paint on his paintbrush. Rosy and Tim are leaning toward Billy. Picture 4: Billy is holding both his hands to the side as though covered with paint. Mom is wiping his face. Rosy and Tim have their hands over their mouths and they’re laughing. 7 • Below level: After demonstrating the actions with the whole class and assigning roles to the children, have them work in groups according to these roles. So, all the ‘Rosys’ will work together and help each other with their actions first, before carrying out their actions with the other characters. • At level: Complete Exercise 2 as described above. • Above level: As well as practicing the actions with the class, you can practice the words, too. Before dividing the children into groups, ask them to repeat each line of the story after the recording. You might want to practice this several times. • When the children are practicing the story in their groups you can play the recording a couple more times for them to practice with, before they try to say the words and do the actions without the audio. Closing the unit • Play the Goodbye song for children to sing and do the actions. Further practice: Workbook p. 15; Classroom Presentation Tool; Values worksheet; Unit 1 Test 32 Unit 1 2 What’s this? Lesson One Words SB page 16 WB page 16 Objectives To learn five school words To use the school words in the context of a chant Language Language focus: listening, speaking Vocabulary: desk, chair, crayon, pencil, notebook Resources and materials Audio Tracks 1, 26–27; Flashcards 11–15; Stickers; Various classroom objects (crayons, pencils, notebooks, desks, chairs) Warmer • Play and sing the Hello song to introduce the lesson and start the unit. • Play Do it! (see Teacher’s Guide page 75) with the color words. Lead-in • Use Flashcards 11–15 to introduce the vocabulary for this lesson. • Hold the flashcards up one at a time and ask What’s this? Say the words for children to repeat in chorus. • Once children have learned the words, put the flashcards in different places around the room. Turn to the class and say a word. Children point to the card and repeat the word in chorus. • Repeat with all the words. 1 Listen, point, and repeat. e 26 • Have children listen and point in the usual way. • Play the second part of the recording for children to repeat the classroom words. • Call out a classroom object word for children to find and point to in the room. • Reverse the activity. Hold up different classroom objects in the room for children to call out what it is. 2 Listen and chant. e 27 • Play the track for children to listen to the chant. • Play the chant a second time for children to point to the five classroom object words. • Demonstrate actions for each word: crayon (wave), pencil (hop), notebook (clap), desk (tap desk), chair (stamp foot). • Divide the class into groups of five. Give each person in each group a word from the chant. Note that notebook is repeated. • Say the chant with the class. Each person says his/her word and does the correct action. 7 • Below level: First assign the children one of the five words and ensure that each student has the classroom item to match their word. • Instead of teaching the actions described above, ask children to hold up, or point to, the correct classroom object when they hear their word in the chant. For example, all the children who have been assigned the word crayon need to hold up a crayon when they hear that word. • At level: Complete Exercise 2 as described above. • Above level: Practice the chant and the actions described in activity 2 together, so that the children try to do all the actions for the chant, not just one. 3 Point and say. Stick. • Point to the picture of the classroom. Point to the classroom objects in the picture to elicit the sticker words. • Say Let’s stick! and demonstrate sticking the crayon sticker, while saying crayon. • Say Now your turn! and invite the children to copy you. • Encourage them to say the school words when they stick. Further practice: Workbook p. 16; Classroom Presentation Tool Unit 2 33 Lesson Two Grammar and song SB page 17 WB page 17 Objectives To ask and answer What’s this? It’s a (notebook). To sing a song Language Language focus: speaking, pre-writing skills Vocabulary: What’s this? It’s a (desk). Vocabulary review: chair, crayon, desk, pencil, notebook Resources and materials Audio Tracks 28–29; Flashcards 11–15 Lead-in • Hold up your notebook and say notebook. If children have a notebook, encourage them to hold it up as they say the word. • Elicit the other classroom words in the same way. 1 Listen and repeat. e 28 • Hold up Flashcard 11 (desk) and say What’s this? Point to it and say It’s a desk. • Play the track and say the words with the audio. • Play the recording again for children to repeat the words. 7 • Below level: Use the flashcards 11–15 to drill the questions and answers with the class in chorus. • At level: Split the class in half down the middle and have the two halves facing each other. • Tell the children that one half will ask the question and the other half will answer. • Use the flashcards to elicit the question and answers, or have children repeat after you if they need support. • Above level: Choose five pairs of children. Give one child in each pair one of the flashcards (Flashcards 11–15) and tell them to hold it in front of themselves. • Child one asks the question What’s this? Child two gives the answer It’s a (chair). Repeat with five different pairs of children. 2 Listen and sing. e 29 • Point to the picture and say What’s this? Elicit the answer It’s a desk. Repeat with the other three objects in the picture. (Note: there isn’t a notebook). • Play the song all the way through for the children to listen to. Point to your chair and desk, and hold up your crayon and pencil as you say the words. • Play the recording again and encourage the children to copy you by pointing to or holding up the objects as they hear the words. • Practice several times singing and doing the actions. 3 Help Rosy and Tim. Trace the lines and say. • Point to Rosy and Tim and look confused, like the characters. • Follow Tim’s dotted line until you reach the picture of the desk. Say It’s a desk. Point to the notebook and ask What’s this? to elicit It’s a notebook. • Repeat and this time get the class to trace the line and say the question and answers with you. • Repeat the same procedure with Rosy. Let’s talk! • Ask students to look at the picture and speech bubble. Ask the question What’s this? to elicit It’s a notebook. • Have several pairs of students demonstrate the question and answer to the class. • Have students work in pairs to ask and answer the question. Tell them to use other vocabulary words on the page, too. Further practice: Workbook p. 17; Classroom Presentation Tool 34 Unit 2 Lesson Three Sounds and letters SB page 18 WB page 18 Objectives To recognize the upper- and lowercase forms of the letter e and associate them with the sound /e/ To pronounce the sound /e/ on its own and at the beginning of words To be familiar with the name of the letter e Language Language focus: listening, speaking, writing Vocabulary: egg, elephant Extra: Ellie, has Resources and materials Audio Tracks 29, 30–31; Flashcards 11–15; Phonics cards 1–8 (optional), 9–10; Stickers Warmer • Play and sing track 29 from the previous lesson. • Play Listen, point, and say (see Teacher’s Guide page 75). Lead-in • Introduce the sound /e/ and the letters E and e in the usual way by drawing dotted letters on the board and modeling the letter formation in the air. 1 Listen, point, and repeat. Write. e 30 • As described in the Tour of a Unit, play the first part of the recording for the children to listen and point to the letters and the pictures. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity. 7 • Below level: Complete activity 1 as described above. • At level: Play phonics matching to review the phonics sounds the children have learned so far. • Display Phonics cards 1–8 on the board. Place the phonics picture cards on a table or desk. • Call children to come to the front to match the picture cards to the correct sounds on the board. • Above level: On the board write lots of capital and lower case letters from a–e. Have an equal amount of capital and lowercase. • With a different color, draw a line to match a capital letter with its corresponding lowercase letter, as an example. • Invite children up to the board to match other letters, one at a time, and say the sound and the corresponding word. 2 Listen and chant. e 31 • Point to the picture and say The elephant has an egg, and play the track as described in the Tour of a Unit. 3 Connect the letter Ee. Stick and say. • Say Let’s connect the letters! Follow the example connecting line in blue, saying /e/ at each letter. • At the next column, point to the letter c and the letter e and ask the children Is it /e/? each time. Encourage the children to choose the correct option by nodding when you point to letter e and shaking your head when you point to letter c. • Continue in this way, eliciting the sounds from the children for each letter option until you have reached the end. • Practice again if necessary. • Then say Let’s stick. Hold up the e sticker and model placing it in the book in the correct position, while saying /e/. Then tell the children to copy you with their stickers and encourage them to say /e/ as they stick. ANSWERS Top row, bottom row, bottom row, top row, bottom row, bottom row Further practice: Workbook p. 18; Classroom Presentation Tool Unit 2 35 Lesson Four Numbers SB page 19 WB page 19 Objectives To recognize and say the numbers 5 and 6 To use the numbers 5 and 6 in the context of a song Language Language focus: listening, speaking, writing Vocabulary: 5, 6, five, six Vocabulary review: 1–4, count, crayons, pencils Resources and materials Audio Tracks 32–33; Flashcards 11–15; Sounds and letters poster Warmer • Play Sounds and letters poster (see Teacher’s Guide page 75). Lead-in • Write numbers 1 and 2 on the board. Elicit 3 and 4 from the class before writing 5 and 6. • Continue with the numbers presentation as described in the Tour of a Unit. 1 Listen, point, and repeat. Write. e 32 • Play the track and point to the pictures in the usual way. • Encourage the children to count along with you. • Play the track several times for the children to practice. • Invite children to trace and write the numbers. 2 Point and sing. e 33 • Introduce the song by pointing to the pictures and counting the items for the children to repeat after you. • Practice the lines of the song without the music first, then play the track for children to join in with. 3 Follow and count. • Say Let’s follow and count! as you point to the notebooks. • Ask the children to look at the left-hand row and count the books. Say Three notebooks! when you have finished. Then do the same for the chairs and say Three chairs! when you have finished. • Then count the chairs on the right-hand row saying Two chairs! at the end. Do the same with the books saying Three books! in chorus at the end. 4 Count, circle, and say. • Point to the items in the picture and ask What’s this? • Elicit the answers notebook, crayon, and pencil from the children and with each answer stick the relevant flashcard 13–15 on the board. • Point to the crayons and say How many crayons? • Count the crayons as you circle them. Encourage the children to count and circle with you. Say six and write the number next the appropriate flashcard on the board. • Repeat the same steps with the pencils and notebooks. ANSWERS Six crayons, one pencil, four notebooks 7 • Below level: Complete Exercise 4 as described. Practice counting the objects in the picture several times. • At level: Once Exercise 4 is complete, call on individual children to answer your question and count the items in the picture. • Repeat with as many children as you wish. • Above level: Put the children in pairs. Check that all the children have at least six pencils and crayons. Hand out extras if not. • Demonstrate with a child at the front of the class. For example, you say four pencils and the child counts out four pencils and holds them up. • Now tell the children to work in their pairs; one child gives a command and the other counts and then holds up the correct amount of pencils. Then they swap roles. Let’s talk! • Ask students to look at the picture and speech bubble. Say Five. Ask Five what? (Five pencils.) • Have students work in pairs and take turns saying the number. Tell them to point and say other numbers on the page. Further practice: Workbook p. 19; Classroom Presentation Tool 36 Unit 2 Lesson Five Sounds and letters SB page 20 WB page 20 Objectives To recognize the upper- and lowercase forms of the letter f and associate them with the sound /f/ To pronounce the sound /f/ on its own and at the beginning of words To be familiar with the name of the letter f Language Language focus: listening, speaking, writing Vocabulary: fish, farm Extra vocabulary: at Resources and materials Audio Tracks 34–35; Phonics cards 1–10, 11–12; Stickers Warmer • Play Find your partner (see Teacher’s Guide page 75). Lead-in • Introduce the sound /f/ and the letters F and f in the usual way by drawing dotted letters on the board and modeling the letter formation in the air. 1 Listen, point, and repeat. Write. e 34 • As described in the Tour of a Unit, play the first part of the track for the children to listen and point to the letters and the pictures. • Play the second part of the track for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity. 7 • Below level: Practice tracing the letters F and f in the air in different ways; big, small, quickly, slowly, on the desk, on the board. Have fun with this activity and encourage children to say the sound /f/ each time. • At level: Write fish and farm on the board. Write the letter f in dotted lines under both words. • Hold up Phonics card 11 (fish) and 12 (farm) one at a time. Invite a child to come to the front of the class and trace the letter f under the correct word – either with their finger or a pen. • Draw a new dotted letter f and repeat with as many children as possible. • Above level: Follow the ‘At level’ activity as described above. • Add other words and dotted letters from previous lessons to the board. • Continue the activity as before, by showing a phonics picture card and inviting children to trace the corresponding letter. 2 Listen and chant. e 35 • Start with the picture in the usual way and say A fish at the farm. • Play the recording for children to listen to the chant and point to phonics cards 11–12. • Play the chant again for children to join in with. 3 Stick and say. • Point to the pictures one at a time and elicit the words fish, egg, farm, and elephant from the children. • Pointing to the letters, say /f/ – fish, then /e/ – egg, then /f/ – farm, and finally /e/ – elephant. Encourage the children to say the sounds and words with you. • Say Let’s stick! Hold up the f sticker. Say the sound /f/. • Put it on the letter f under the picture of the fish. Say /f/ – fish. Children copy and repeat in chorus. • Children put the e and f stickers on the correct letter under each picture. Encourage them to say the sound and the word each time. ANSWERS f, e, f, e Further practice: Workbook p. 20; Classroom Presentation Tool Unit 2 37 Lesson Six Story SB page 21 WB page 21 Objectives To understand a short story To review and consolidate language introduced in the unit Language Language focus: integrated skills Vocabulary: review Structures: review Resources and materials Audio Tracks 02 (optional), 29, 36; Flashcards 11–15; Blank paper, colored pencils or crayons, and glue (optional) Values Play respectfully Warmer • Play the song from Lesson 2 to review the vocabulary for this lesson. Lead-in • Play Slow reveal with Flashcards 11–15 to review the structure What’s this? for this lesson. • Put a flashcard on the board and cover it with paper or card. • Slowly move the paper to reveal the picture, little by little. • Ask What’s this? The first child to guess correctly comes to the front to choose the next card. Repeat with other cards. 1 Listen to the story. e 36 r • Say Let’s look at the story. Point to the characters in the story and ask Who’s this? Point to the pictures and ask What’s this? (It’s a crayon, It’s a notebook, It’s a pencil.) • Ask the children to look and find out what happens in this story. Invite them to share their ideas in L1. • Play the track for children to look at the story in their books and point to the three classroom objects as they hear them. • Ask comprehension questions, such as: What does Billy want? What does he make? 7 • Below level: While the children are listening to the story, pause once in frames 1, 2, and 3 just before the target words: It’s a … (crayon), It’s a … (notebook) and My … (pencils). • Children guess and shout out the missing words. Point to the picture, if necessary. Then continue with the audio to check if they were correct. • At level: Follow the ‘Below level’ activity as described above to elicit the classroom objects seen in the story – but without pointing to the pictures. • When they have guessed the correct word they repeat the full sentence in chorus. • Above level: After practicing the three sentences as described above, continue this activity by pausing every line in the story before the last word, for the children to guess and shout out this missing word. • This activity should be fun, so there’s no need to correct the children if they get the word wrong. Just continue with the audio so that they can self-check. 2 Listen and act. e 36 • Begin as usual, by demonstrating the story actions with the audio (see below). • Divide the class into groups of three children and encourage children to act out their story with the audio. • If you wish, ask one or two groups to come to the front of the class to act out the story. Story actions Picture 1: Rosy and Tim are sitting by the table. Billy is pointing to Tim. Picture 2: Rosy is showing Billy a notebook. Billy is pointing to it. Picture 3: Rosy and Tim look puzzled when Rosy’s pencil case goes missing. Rosy looks in her bag, and Tim looks at the table. Picture 4: Rosy and Tim are laughing. Billy is waving his arms to show them his train. Closing the unit • Play the Goodbye song for children to sing and do the actions. Further practice: Workbook p. 21; Classroom Presentation Tool; Values worksheet; Unit 2 Test 38 Unit 2 3 Is it a plane? Lesson One Words SB page 22 WB page 22 Objectives To learn five toy words To use the toy words in the context of a chant Language Language focus: listening, speaking Vocabulary: plane, puppet, robot, balloon, teddy bear Extra vocabulary: It’s OK, bad Resources and materials Audio Tracks 01, 37–38; Flashcards 16–20; Stickers Warmer • Play and sing the Hello song to introduce the lesson and start the unit. • Play Simon says (see Teacher’s Guide page 75) using the commands Hold up or Point to and the words from previous lessons, such as something green, a notebook. Lead-in • Use Flashcards 16–20 to introduce the words in this lesson. • Hold them up one at a time and ask What’s this? Say the words for children to repeat in chorus. • Give the flashcards to five children. Say a word for the rest of the class. The child with the card holds it up and the other children shout out this word. 1 Listen, point, and repeat. e 37 • Have children listen and point as described in the Tour of a Unit. • Play the second part of the recording for children to repeat the toy words. • Put the toy flashcards around the room. Call out a toy word for children to find and point to it. 7 • Below level: Provide extra practice of the words by giving the flashcards to individual children to hold up for the rest of the class to call out the word. When all the words have been called out the children give their cards to other members of the class. • At level: Tell the class that you are going to set up for play time, but there are some very playful thieves who want to steal the toys. Put Flashcards 16–20 on the board for the children to say what toys you have for play time. • Ask the children to close their eyes (and put their heads down on the desk). Remove one flashcard and rearrange the others. Tell children to open their eyes and ask the class to tell you what the playful thieves have taken. • Repeat this several times, removing a different card each time. • Above level: Practice the game as described above but take away two flashcards each time. 2 Listen and chant. e 38 • Play the chant for children to listen to. • Play the chant a second time for children to point to the five toy words. • Demonstrate actions for each word: plane (put both arms outstretched like wings), puppet (move floppy arms up and down), robot (move stiff arms up and down), balloon (draw a circle in the air), teddy bear (mime a hug). • Divide the class into groups of five. Give each group a line from the chant. • Say the chant with the class. • Each group says their line and does the correct action. 3 Point and say. Stick. • Point to the toy pictures one at a time and say the words. • Repeat and encourage the children to point to the pictures and say the words with you. • Say Let’s stick! Take the plane sticker and show it to the class. Place the sticker on the picture of the plane and say plane. • Children copy you and place all the stickers in the correct places. Encourage them to say the word each time. Further practice: Workbook p. 22; Classroom Presentation Tool Unit 3 39 Lesson Two Grammar and song SB page 23 WB page 23 Objectives To ask and answer Is it a plane? Yes, it is. No, it isn’t. To sing a song Language Language focus: listening, speaking Vocabulary: Is it a (balloon)? Yes, it is. No, it isn’t. Review: plane, car, robot, puppet, balloon, teddy bear Resources and materials Audio Tracks 39–40; Flashcards 16–20; Phonics card 6 (Cc car); One of the toys on the vocabulary list Warmer • Play Slow reveal (see Teacher’s Guide page 76). Lead-in • Bring in one of the toys on the vocabulary list to class. Before you come to class put the toy in a bag. • Show the bag to the class so that they can’t see what’s inside. • Turn to the class, look inside the bag, and say It’s a toy! Encourage the children to ask you questions Is it a …? 1 Listen and repeat. e 39 • Hold up the balloon flashcard and ask Is it a balloon? Point to it and nod your head up and down. Say Yes, it is. Hold up the puppet flashcard and ask Is it a balloon? Shake your head from side to side. Say No, it isn’t. • Play the track and say the words in time with the audio. • Play the track, pausing for children to repeat each line. • Repeat with Flashcards 16–20 to practice all the words and both short answers. 2 Listen and sing. e 40 • Point to any toy in the picture and say Is it a (plane)? Say Yes, it is or No, it isn’t, depending on the picture. • Repeat with all the pictures and practice with the class. • Play the song all the way through for the children to listen to. Demonstrate an action for each toy. Do the same actions you made in the chant in the previous lesson (see Lesson 1, Exercise 2). • Play the song again and sing along doing the actions for the different sounds in the song. Encourage the children to join in with the actions. • Have the children practice singing the song with the actions several times. 7 • Below level: Instead of teaching all the actions to the whole class, split the class into four different groups and give each group a verse and an action of the song. • Play the song again and encourage each group to sing their verse, and do their actions. • At level: Carry out Exercise 2 as described above. • Above level: Practice the song and the actions. Then, pause the audio after Yes in the second line and elicit the rest of the answer from the class. • Do the same for the second line in the next three verses, by pausing after No or Yes, and eliciting the rest of the line. 3 Match, ask, and answer. • Point to the two rows of pictures. Explain that the pictures on the top row are small parts of the toys below. • Point to the top picture and say Is it a plane? Elicit No, it isn’t. Say Is it a teddy bear? and elicit the same answer. Ask Is it a balloon? Nod your head to encourage children to say Yes, it is. It’s a balloon. • Repeat the same procedure with the rest of the pictures. ANSWERS balloon, car, robot, teddy bear Let’s talk! • Ask students to look at the picture and speech bubble. • Have two students demonstrate the question in the speech bubble and the answer (No, it isn’t. It’s a teddy bear.). • Have students work in pairs to ask and answer the question. Tell them to use other toy words on the page. Further practice: Workbook p. 23; Classroom Presentation Tool 40 Unit 3 Lesson Three Sounds and letters SB page 24 WB page 24 Objectives To recognize the upper- and lowercase forms of the letter g and associate them with the sound /g/ To pronounce the sound /g/ on its own and at the beginning of words To be familiar with the name of the letter g Language Language focus: listening, speaking, writing Vocabulary: girl, guitar Extra vocabulary: with Resources and materials Audio Tracks 40–42; Flashcards 16–20; Phonics cards 13–14; Stickers Warmer • Play and sing the song from the previous lesson. Lead-in • Introduce the sound /g/ and the letters G and g in the usual way by drawing dotted letters on the board and modeling the letter formation in the air. 1 Listen, point, and repeat. Write. e 41 • As described in the Tour of a Unit, play the first part of the recording for the children to listen and point. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity. 2 Listen and chant. e 42 • Point to the pictures and say girl and guitar and then say A girl with a guitar. • Encourage the children to point and say the words and phrase with you. • Play the chant for children to listen to. Place the phonics cards 13 and 14 in different places in the room for children to point to when they hear the words. • Pause the chant after each line for children to repeat. • Play the chant several times for children to join in with. 7 • Below level: Encourage the children to repeat the chant line by line several times before they practice chanting with the audio. • At level: While playing the chant, demonstrate two actions for the children to do when they hear the words: girl (wave with both hands), and guitar (mime playing guitar). • Children chant and do the actions when they hear the appropriate words. • Above level: Teach and practice the actions as mentioned above. • Children chant and act at the same time, but now they also need to drum on their desks when they hear and say the /g/ sound in the chant. • Have children drum to the /g/ sound first with one hand, then with the other, then with both hands. 3 Connect the letter Gg. Stick and say. • Say Let’s connect the letters! Follow the example connecting line in blue, saying /g/ at each letter. • At the next column, point to the letter A and the letter G and ask the children Is it /g/? each time. Encourage the children to choose the correct option by nodding when you point to letter G and shaking your head when you point to letter A. • Continue in this way, eliciting the sounds from the children for each letter option until you have reached the end. • Practice again if necessary. • Then say Let’s stick. Hold up the g sticker and model placing it in the book in the correct position, while saying /g/. Then tell the children to copy you with their stickers and encourage them to say /g/ as they stick. ANSWERS Top row, bottom row, bottom row, top row, bottom row, bottom row Further practice: Workbook p. 24; Classroom Presentation Tool Unit 3 41 Lesson Four Numbers SB page 25 WB page 25 Objectives To recognize and say the numbers 7 and 8 To use the numbers 7 and 8 in the context of a song Language Language focus: listening, speaking, writing Vocabulary: 7, 8 Review: 1–6, one – six, count, cars, balloons Extra vocabulary: How many? Resources and materials Audio Tracks 43–44; Flashcards 16–20; Phonics cards 9–10 Warmer • Play Whispers (see Teacher’s Guide page 76) to revise the words from Lesson 1. Lead-in • Review numbers 1–6 by unfolding your fingers and counting them. Encourage the class to count with you. • Unfold two more fingers in sequence for 7 and 8 and model the new words for children to repeat. • Ask eight children to come to the front of the class and stand in line. Each child has a number from 1 to 8, which they say in sequence to the class. • Draw dotted outlines of the numbers 7 and 8 on the board and demonstrate how to write them. Children draw the numbers in the air. 1 Listen, point, and repeat. Write. e 43 • Play the track and point to the pictures in the usual way. • Encourage the children to count along with you. • Play the track several times for the children to practice. • Invite children to trace and write the numbers. 2 Point and sing. e 44 • Point to the picture of the cars. Count them slowly and encourage the children to count with you. Say one… two… … seven… seven cars! Do the same with the balloons. • Play the song for the children to listen and point. • Sing the words of the song with the class without the music. Sing each line and ask children to repeat. • Play the recording again for the children to sing and do actions for beep (pushing the car horn with the palm of the hand) and pop (popping a balloon with an imaginary pin). • Play the song again for the children to make the beeping and popping sounds as well as singing and doing actions. 3 Count, circle, and say. • Say How many balloons? Circle each balloon and encourage the children to count them with you. Elicit seven balloons from the class. Say Seven balloons. • Repeat with the other toys; cars, teddy bears, robots, planes ANSWERS balloons 7, cars 8, teddy bears 4, planes 5, robots 2 7 • Below level: Complete Exercise 3 as described. Practice counting the objects in the picture several times. • At level: Ask children to trace answers in the air as well as saying them aloud. • Above level: Ask children to count the cars, planes, robots, and teddy bears. Tell them to count quietly on their own. • Go through the answers with the class and write them on the board next to a flashcard of each toy. • Ask individual children to stand up and show the answers by counting on their fingers for the class. Let’s talk! • Ask students to look at the picture and speech bubble. Say Seven. Ask What is the boy holding? (Seven balloons) • Have students work in pairs and take turns saying the number. Tell them to point to other items in their book so they can use other numbers they know. Further practice: Workbook p. 25; Classroom Presentation Tool 42 Unit 3 Lesson Five Sounds and letters SB page 26 WB page 26 Objectives To recognize the upper- and lowercase forms of the letters h and i and associate them with the sounds /h/ and /ɪ/ To pronounce the sounds /h/ and /ɪ/ on their own and at the beginning of words To be familiar with the names of the letters h and i. Language Language focus: listening, speaking, writing Vocabulary: hat, horse, insect, ill Extra vocabulary: look at Review: it’s Resources and materials Audio Tracks 45–46; Flashcards 16–20; Phonics cards 15–18; Stickers; Flashcards from all previous units (optional) Warmer • Play Jump (see Teacher’s Guide page 76). Lead-in • Introduce the sounds /h/ and /ɪ/ and the letters H and h and I and i in the usual way by drawing dotted letters on the board and modeling the letter formation in the air. 1 Listen, point, and repeat. Write. e 45 • As described in the Tour of a Unit, play the first part of the track for the children to listen and point. • Play the second part of the track for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity. 2 Listen and chant. e 46 • Start with the first picture in the usual way and say a horse with a hat. Point to the insect and say an insect… it’s ill. • Play the track for children to listen to the chant and point to Phonics cards 15–18. • Play the chant again for children to join in with. 7 • Below level: Ask four children to come to the front and give each child a phonics card (15–18). The child at the front jumps up when his/her word is said. • At level: Teach actions for each of the four words: horse – raise your head and hands as if rearing, hat – put a hand to your head, insect – flap hands like wings, ill – put hands to stomach and look unhappy. • Divide the class into four groups and assign each group a word and action. Tell groups to do their action when they hear and say their word. • Above level: Practice the actions above with the whole class and encourage them to do all the actions when they say the chant. 3 Stick and say. • Point to the pictures one at a time and elicit the words guitar, horse, and insect. • Point to the letters under the guitar and say /g/ – guitar. Then elicit the /h/ sound for the next picture and the /ɪ/ for the last picture. • Say Let’s stick! Hold up the h sticker. Say the sound /h/. • Put it on the letter h under the picture of the horse. Say /h/ – horse. Children copy and repeat in chorus. • Children repeat with the g and i stickers. ANSWERS g, h, i Further practice: Workbook p. 26; Classroom Presentation Tool Unit 3 43 Lesson Six Story SB page 27 WB page 27 Objectives To understand a short story To review and consolidate language introduced in the unit Language Language focus: integrated skills Vocabulary: review Resources and materials Audio Tracks 02 (optional), 40, 47; Flashcards 16–20 Values Be kind to others Warmer • Play the song from Lesson 2 to review the vocabulary for this lesson. Lead-in • Use Toys flashcards 16–20 to review the vocabulary for this lesson. • Hold the cards face down so that only you can see them. • Children take turns asking questions Is it a (plane)? for you to answer Yes, it is. or No, it isn’t. to find out the word. 1 Listen to the story. e 47 r • Say Let’s look at the story. Point to the characters in the story and ask Who’s this? • Point to the teddy bear in frame 1 and ask Is it a teddy bear? Elicit the answer Yes, it is. Point to the robot in frame 4 and ask Is it a balloon? Elicit No, it isn’t. • Ask the children to look and find out what happens in this story. Invite them to share their ideas in L1. • Play the track and ask the children to look at the story in their books and point to the two toys as they hear them. • Ask comprehension questions, such as: What does Billy want? What does the robot say? Why is Billy happy at the end? 7 • Below level: Play the story again and ask children to point to the different characters as they speak. Pause the audio after each line if necessary. • At level: Choose a line of dialogue and say it to the class. Children identify who says it by shouting out the name of the person. For example, you say I’m Zozo. I’m a robot! Children say Robot! • Above level: After practicing the above activity with a couple of lines, split the class into teams of four and turn the guessing game into a competition. Make a note of the score each time. 2 Listen and act. e 47 • Play the recording once all the way through. • Divide the class into groups of four to play the parts of Mom, Dad, Tim, and Billy. If the class doesn’t divide exactly some children can play more than one character. (Note that Mom doesn’t have a speaking part.) • Play the recording again. Demonstrate some actions for the story. (See below for suggestions.) • Children practice acting out the story along with the audio. • If you wish, ask one or two groups to come to the front of the class to act out the story. Story actions Picture 1: Dad is giving a present to Tim. Tim is taking it. Mom is looking at Dad and Tim. Billy is holding a teddy bear. Picture 2: Tim is shaking his present to try and find out what’s inside. Dad is shaking his head from side to side. Billy is looking at it. Picture 3: Billy is on top of a big box. Tim is pointing to Billy as if to say the present is his. Picture 4: Tim is holding the robot and pressing its button. Billy is moving his arms up and down like a robot. Mom and Dad are laughing. Closing the unit • Play the Goodbye song for children to sing and do the actions. Further practice: Workbook p. 27; Classroom Presentation Tool; Values worksheet; Unit 3 Test 44 Unit 3 Fluency Time! 1Everyday English SB page 28 Objectives To use everyday English expressions in the classroom Language Language focus: listening and speaking Vocabulary: count, write, sing, jump Review vocabulary: 1, 2, 3, 4, 5 Resources and materials Audio Track 48; Flashcards 16–20 Warmer • Play Do it! with the toys flashcards to review the previous unit’s vocabulary and pre-teach some of the new action words for the lesson (see Teacher’s Guide page 76). Lead-in • Play Simon says…! with the new action words (count, write, sing, jump). For example, say Simon says write your name in the air! Model doing this for children to copy. Say Simon says Sing the Hello song. and make sure everyone starts singing. Then say Count to three, without saying Simon says first, to see which children follow the instruction. • Continue with more instructions to find out who is listening well. 1 Listen, point, and say. e 48 • Look at the pictures and ask children what they can see. • Play the first part of the track for children to point to the correct part of the pictures. • Play the second part of the track for children to point and repeat the words. 2 Look and say. • Point to the first picture and say Let’s sing! then repeat this and encourage children to copy you. • Continue in this way with the next three pictures (Let’s write!, Let’s jump!, and Let’s count!) • Then point to the pictures in a random order, and elicit the phrases again from the students. 3 Say and do. • Read the first line of text and then the speech bubble and ask the children to follow the words with their fingers. • Call on different individuals to count to four. • Read the next line of text together. And again call on different individuals to come to the board and write their name. • Repeat this with the last two instructions. 7 • Below level: Model the four actions for the class to copy. Practice all the actions with the whole class several times. • When the class is ready, call on individuals to do the actions. • At level: After completing Exercise 3 as described, put the class into pairs and tell one student to say the actions and the other to do them. Call on a confident pair of students to demonstrate the paired activity to the rest of the class. • Ensure that the children swap roles and have them change partners for more practice. • Above level: After children have practiced saying and doing the actions in pairs as described above, elicit some more ideas for new actions. • Tell the children they can say Count to three. Or Count to five. • Invite them to suggest other ideas, such as Write the word car, Sing the Goodbye song. For the last action jump, ask the children if they know any other action words they can do as well as jump, e.g. jump and sit down, jump and clap, jump and point… • Have the children work in different pairs to practice their new actions. Further practice: Classroom Presentation Tool Fluency Time! 1 45 CLIL: Science SB page 29 WB page 29 Objectives To understand and use some simple classroom instructions Language Language focus: listening and speaking Vocabulary: eyes, ears, mouth, Look! Listen! Say! Resources and materials Audio Tracks 46, 49; Flashcards 21–26, Large paper and colored pens and pencils Warmer • Play and sing the Phonics chant on page 26. Lead-in • Teach the new words eyes, ears, mouth, Look! Listen! Say! using the flashcards. • Put the flashcards on the board for everyone to see and then repeat the words. • Turn all the flashcards over, so that nobody can see them. Ask the class to remember where each card is and say Where are ears? • Call on a child to come to the front and turn over the card they think shows ears. If the child is correct, they turn the card over and they can choose the next child to come and turn a card over – once you have said which card you want. • Repeat several times, and change the order of the flashcards after a few times. 1 Listen, point, and repeat. e 49 • Look at the pictures and ask children what they can see. • Play the first part of the track for children to point to the pictures. • Play the second part of the track for children to point to the pictures and repeat the words. 2 Match. Point and say. • Look at the picture together and ask what the children can see. • Point to the teacher and then the three speech bubbles, in turn, and say Look, … listen, … say. • Then say Let’s match! and show how you trace a line from the speech bubble showing Look! to the girl’s eyes, and then say Eyes, while pointing to the speech bubble text. • Repeat this with Listen! and Say! speech bubbles encouraging the children to copy you doing the tracing, and to repeat the answers Ears, and then Mouth. 7 • Below level: Draw simple stick figure of a teacher on the board. Point to the eyes, ears, and mouth and drill the words Look! Listen! and Say! at the same time. • Stick the flashcards on the board around the picture • Point to the teacher’s eyes then draw a line with your finger to the flashcard. Say Eyes. Repeat with ears and mouth. • Have the students do the exercise in their books. • At level: After completing Exercise 2 as described, teach the following actions for these words: Look! – put your hand above your eyes, Listen! – cup your ear, and Say! – open and close your hands near your mouth. • Do the actions and elicit the words. Then say the words for the children to do the actions. • Above level: Practice the actions and the ‘At level’ activity. • Put the children into pairs. One child says, for example, Look! and does the action, and the partner says Eyes. • The pair practice several times and then swap roles. 3 Look, point, and say. • Look at the first picture together and ask what they see. • Have all the class repeat after you Ears. Listen! • Look at the other two pictures in turn and elicit a phrase for each: Mouth. Say! and Eyes. Look! Practice in pairs. 4 Make a poster for your classroom. • Give everyone a large sheet of plain paper and some colored pens and tell children to make a poster for their English lessons. • Encourage them to draw pictures and use the words they have learned in the lesson. 5 Look and color. • Children color the smiley faces depending on how well they feel they understand what they have learned in Starter Unit, Units 1, 2, and 3, and Fluency Time! 1. Further practice: CLIL worksheet; Workbook pp. 28, 29; Classroom Presentation Tool pp. 66, 67; Summative Test 1 46 Fluency Time! 1 4 They’re bears! 1 Listen, point, and repeat. e 50 • Ask the children to look at the pictures. • Play the first part of the recording, while you point to the pictures in time with the audio. • Play the audio again for children to listen and point to the pictures with you. • Play the second part of the recording while you say the new words in time with the audio. • Play the second part of the recording again for children to repeat the words in chorus. • Play the recording all the way through. Children point to the pictures and repeat the words again. • Hold up the flashcards one at a time to practice again. 2 Listen and chant. e 51 • Play the chant for children to listen to, while you point to the words and pictures. • Play the chant a second time for children to point, too. • Demonstrate an action for each word: bird (flap arms), bear (make claws), hippo (snap teeth together), crocodile (snap arms together), tiger (do pouncing actions). • Divide the class into groups of six. Give each group a word from the chant. • Say the chant with the class and do the actions for children to copy. • Play the chant and have the children join in with the Lesson One Words SB page 30 WB page 30 Objectives To learn animal words To use animal words in the form of a chant Language Language focus: listening, reading, speaking Vocabulary: bird, bear, hippo, crocodile, tiger Resources and materials Audio Tracks 01, 50–51; Flashcards 27–31; Stickers Warmer • Play and sing the Hello song to introduce the lesson and start the unit. • Play Do it! (see Teacher’s Guide page 76). Lead-in • Use Flashcards 27–31 to introduce the words for this lesson. • Hold them up one at a time and ask What’s this? Say the words for children to repeat in chorus. • Hide the flashcards behind your back. Bring them out one by one so that children see only the back of the card. Children guess the word and shout out suggestions. Turn the card around when they have guessed correctly. words. They do the appropriate action when they hear their animal. 7 • Below level: Instead of teaching the actions above, ask the different groups to stand up when they hear their word. • At level: Complete Exercise 2 as described above. • Above level: Teach the actions as described but ask the whole class to do all the actions in time with the chant. • Repeat this several times to chant and do the actions. 3 Point and say. Stick. • Point to the tiger and say tiger. • Repeat and encourage the children to point to the pictures and say the words with you. • Say Let’s read the words! and follow the letters with your finger as you say the word tiger slowly. Say the individual sounds in the word first, and then speed up so that you say the word tiger naturally. • Say Let’s stick! Take the tiger word sticker and show it to the class. Place it on the caption box and say tiger. • Repeat the procedure with each word and have children copy you, placing the stickers and saying the word each time. Further practice: Workbook p. 30; Classroom Presentation Tool Unit 4 47 Lesson Two Grammar and song SB page 31 WB page 31 Objectives To ask and answer What are they? They’re (bears). To recognize plurals with s To sing a song Language Language focus: listening, speaking, reading Vocabulary: What are they? They’re (bears). Resources and materials Audio Tracks 52–53; Flashcards 27–31; A sheet of paper for each child and some crayons (optional) Warmer • Play Whispers (see Teacher’s Guide page 76). Lead-in • Teach some sound words to go with the animals and practice with the class: tiger (roar), bird (tweet), hippo (chomp chomp), bear (grrr), crocodile (snap, snap). 1 Listen and repeat. e 52 • Hold up your pencil and say What’s this? Elicit It’s a pencil. Hold up two pencils and say What are they? Say They’re pencils. • Practice the plural form using other classroom objects. Get the children to really emphasize the plural s. • Point to the hippos and say What are they? They’re hippos. • Play the track for children to listen and point to the pictures. • Play the track again, pausing for children to repeat each line and follow the words in their books with their fingers. 7 • Below level: Bring out a flashcard, e.g., tiger. Hold up one finger and say tiger. Hold up three fingers and elicit three tigers. • Pretend you can’t hear the s. Put your hand behind your ear and make the children shout the word, emphasizing the s. • Repeat with different numbers and all the flashcards. • At level: Carry out Exercise 1 as described above. • Above level: Have two children come to the front of the class and stand back-to-back so that the class can only see one child. • Whisper to them which animal they will mime, e.g., bear. • The first child mimes being a bear, the class answers bear. • The second child turns around and both children mime. • The class responds with the plural form, bears. • Repeat with different children and animal mimes. 2 Listen and sing. e 53 • Point to the tigers and ask What are they? Elicit the answer from the children. (They’re tigers.) • Play the song while you repeat the sounds from in the Lead-in activity. • Play the song again, sing along, do the actions, and make the sounds. Encourage the children to do the actions. • Say the words of the song, without the recording. Ask children to repeat after you one line at a time. • Play the song again for the children to sing the song, do the actions, and make the sounds. • Children practice singing with the actions several times. 3 Ask and answer. • Point to the hippos in the top left side of the picture and ask What are they? Elicit They’re hippos. Repeat with different groups of animals in the picture. • Then cover up a group of animals with your hand or some paper, and elicit the question What are they? from the class. Remove your hand and answer their question. • Repeat with all the animals in the picture. Let’s talk! • Ask students to look at the picture and the words in the speech bubble. Ask What are they? (Two bears.) • Have two students demonstrate the question in the speech bubble and the answer in the picture. • Students work in pairs to ask and answer the question. Tell them to use other words they know in the picture. Further practice: Workbook p. 31; Classroom Presentation Tool 48 Unit 4 Lesson Three Sounds and letters SB page 32 WB page 32 Objectives To recognize the upper- and lowercase forms of the letters j and k and associate them with the sounds /dʒ/ and /k/ To pronounce the sounds /dʒ/ and /k/ To be familiar with the names of the letters j and k Language Language focus: listening, speaking, writing Vocabulary: jug, juice, kangaroo, key Extra vocabulary: in, has Resources and materials Audio Tracks 53–55; Phonics cards 19–22; Sounds and letters poster; Stickers Warmer • Play and sing the song from the previous lesson. Lead-in • Introduce the sounds /dʒ/ and /k/and the letters J and j and K and k in the usual way by drawing dotted letters on the board and modeling the letter formation in the air. • Draw more dotted examples on the board and ask children to come to the board and connect the dots. 1 Listen, point, and repeat. Write. e 54 • As described in the Tour of a Unit, play the first part of the recording for the children to listen and point. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity. 7 • Below level: Practice the words and sounds again by handing out the phonics cards to four different children. They must stand up with their card when they hear their word. • Change children and repeat several times. • At level: Have children work in pairs, and stand one behind the other. • Invite one child in each pair to trace a letter (j or k) on their partner’s back. The other child guesses the letter. • Above level: Continue with the ‘At level’ activity but encourage children to add in other letters they know. 2 Listen and chant. e 55 • Point to the pictures and say jug and juice and then say Juice in a jug. Then point and say kangaroo, key and the kangaroo has a key. • Encourage the children to point and say the words and sentence with you. • Play the chant for children to listen to. Place the phonics cards 19 to 22 in different places in the room for children to point to when they hear the words. • Pause the chant after each line for children to repeat. • Play the chant several times, for children to join in with. 3 Stick and say. • Point to the pictures one at a time and elicit the words kangaroo and jug. • Point to the letters under the kangaroo and say the sound /k/ – kangaroo. Then elicit /dʒ/ – jug for the next picture. • Say Let’s stick! Hold up the k sticker. Say the sound /k/. • Put it on the letter k under the picture of the kangaroo. Say /k/ – kangaroo. Children copy and repeat in chorus. • Children repeat with the j sticker. Further practice: Workbook p. 32; Classroom Presentation Tool Unit 4 49 Lesson Four Numbers SB page 33 WB page 33 Objectives To recognize and say the numbers 9 and 10 To use the numbers 9 and 10 in the context of a song Language Language focus: listening, speaking, writing Vocabulary: 9, 10, nine, ten Review: 1–8, one–eight, count, lions, birds Extra vocabulary: panda Resources and materials Audio Tracks 56–57; Flashcards 27–31, Phonics cards 23, 31 Warmer • Have the children practice tracing the numbers 1–8 in the air. Call out numbers in a random order for them to trace. Lead-in • Write 1 to 8 on the board, pausing each time, so that the children can supply the words for you. Elicit the next two numbers and write 9 and 10 on the board. • Draw dotted outlines of the numbers 9 and 10 on the board and demonstrate how to write them. Children draw the numbers in the air. 1 Listen, point, and repeat. Write. e 56 • Play the track and point to the pictures in the usual way. • Encourage the children to count along with you. • Play the track several times for the children to practice saying the numbers and making the sounds. • Invite children to trace and write the numbers. 2 Point and sing. e 57 • Point to the picture of the lions. Say Let’s count the lions. Encourage the children to count with you. • Elicit the answer Nine lions! Repeat this for the next picture showing the birds. • Play the song for the children to listen and count the pictures. • Sing the words of the song with the class without the music. Sing each line and ask children to repeat. • Play the track again for the children to sing along with and clap as they count. 3 Count, circle, and say. • Look at the picture together and point at the animals as you say the words … bears… hippos. Use Phonics card 23 (/l/ lion) to teach lion and Phonics card 31 (/p/ panda) to teach panda. • Point to the word pandas and say How many pandas? Circle each panda one at a time and count. Encourage the children to count and circle with you. Say Six pandas. Point to the speech bubble and repeat the answer at the same time. Encourage the children to say and point, too. • Now ask How many bears? in the same way. Count together and get children to repeat the answer. • Continue with lions and hippos. ANSWERS pandas 6, bears 9, lions 10, hippos 7 7 • Below level: Stick the four flashcards and four phonics cards on the board for activity 3. (Note there isn’t a flashcard for panda.) Write the answers next to each animal as a figure, not a word. • At level: Also use the flashcards and phonics cards for activity 3. Write the answers next to each animal as a word. • Above level: Follow the instructions for ‘At level’ and then ask children to come to the board and write the number next to the word. Let’s talk! • Ask students to look at the picture and speech bubble. Say Nine. Ask What is on the picture? (Nine bears.) • Have a student read the number and ask the class to follow the word with their finger. • Have students work in pairs and take turns saying the number. Ask them to point and say other numbers they know. Further practice: Workbook p. 33; Classroom Presentation Tool 50 Unit 4 Lesson Five Sounds and letters SB page 34 WB page 34 Objectives To recognize the upper- and lowercase forms of the letters l and m and associate them with the sounds /l/ and /m/ To pronounce the sounds /l/ and /m/ To be familiar with the names of the letters l and m Language Language focus: listening, speaking, writing Vocabulary: lion, lollipop, man, mango Resources and materials Audio Tracks 58–59; Phonics cards 23–26; A sheet of paper and crayons for each child (optional); Stickers Warmer • Play Forwards and backwards (see Teacher’s Guide page 76). Lead-in • Introduce the sounds /l/ and /m/ and the letters L and l and M and m in the usual way by drawing dotted letters on the board and modeling the letter formation in the air. 1 Listen, point, and repeat. Write. e 58 • As described in the Tour of a Unit, play the first part of the track for the children to listen and point to the pictures. • Play the second part of the track pausing after each line for the children to repeat the sounds and words. • Practice this several times, so that the children can repeat and point to the pictures at the same time. • Finally, model the writing activity. 7 • Below level: Practice repeating the words and sounds several times and have children point to the phonics cards in different places around the room. Change position of the cards each time. • At level: Teach actions for each of the four words: lion – open mouth to roar, lollipop – hold and put an imaginary lollipop into your mouth, man – stand up straight, mango – make the shape with your hands. • Divide the class into four groups and assign each group a word and an action. Tell groups to do their action when they hear their word. • Above level: Practice the actions above with the whole class and encourage them to do each one when they hear each word. 2 Listen and chant. e 59 • Start with the first picture in the usual way and say A lion has a lollipop. Point to the second picture and say A man has a mango. • Play the track for children to listen to the chant and point to Phonics cards 23–26. • Play the chant again for children to join in with. 3 Stick and say. • Hold up the phonics cards Ll and Mm and say Let’s find the letters! • Read the first sentence slowly, following the words with your finger. Point to the letter m, and hold up the Mm phonics card. • Ensure that everyone is pointing to the first letter m in the sentence and then say Let’s stick! • Hold up the m sticker, say /m/ – man and place it in the correct position. Ask children to stick their sticker, too. • Read the word man aloud and encourage everyone to copy you. • Ask children to copy you and follow the words in the book with their finger as you read aloud, and to put up their other hand when they see a letter l or m. • Call on a student with his/her hand up and ask What letter is it? If they are correct, everyone sticks the second sticker. • Drill the sound and the word again, saying /m/ – mango . • Repeat the procedure together with the second sentence. Further practice: Workbook p. 34; Classroom Presentation Tool Unit 4 51 Lesson Six Story SB page 35 WB page 35 Objectives To recognize and identify words To understand a short story To review and consolidate language introduced in the unit Language Language focus: integrated skills Vocabulary: review, grandma Resources and materials Audio Tracks 02 (optional) 53, 59, and 60; Flashcards 27–31 Values Be kind to animals Warmer • Song: Play the song from Lesson 2 to review the vocabulary for this lesson. Lead-in • Use Flashcards 27–31 to review the structure What are they? They’re (bears). • Display the flashcards face up on the board. Give the class five seconds to look at the cards. Then turn all the cards over so that they are face down. • Point to a card and ask What are they? The children try to remember the position of the card and answer. Then turn over the card to check. 1 Listen to the story. e 60 r • Say Let’s look at the story. Point to the characters in the story and ask Who’s this? Teach grandma. • Point to the animals and ask What are they? Elicit answers. • Play the track and ask the children to look at the story in their books and point to the animals as they hear them. 2 Read and say. • Write the three animal words across the bottom of the board. Read them out slowly. • Write They’re … . and put the crocodile flashcard next to it. • Encourage the class to read the sentence as you point to each word. Then finish it together: They’re … crocodiles. • Say Point to the crocodile. When children point to the correct word on the board, replace the flashcard with the written word to complete the sentence. Read it again. • Continue in this way with all the animal words. • Point to the sentence below picture 1 and read it with the class. Repeat with all the sentences. 7 • Below level: On the board write only the three animals which are from the story. • Help the children to complete the sentence They’re … by adding the first initial letter. Read the animal words with them and point out the initial letters to help them decode the correct word. • At level: Complete Exercise 2 as described above. • Above level: Ask children to think about how to complete the sentence but not to call out the animal words. • Invite individuals to complete the sentence on the board by writing the initial letter of the animal. 3 Listen again and repeat. Act. e 60 • Play the story again pausing after each line for children to listen and repeat the sentences. • Continue as described in the Tour of a Unit. Story actions Picture 1: Tim is pointing to the crocodiles. Billy is making a snapping action with his hands. Grandma is pushing Billy’s stroller. Rosy is smiling. Picture 2: Billy is flapping his arms like a bird. Rosy is pointing to the birds. Tim and Grandma are smiling. Picture 3: Billy is making claws with his hands like a tiger. Rosy is looking at Billy. Tim is pointing to the tigers. Grandma is looking at the tigers. Picture 4: Billy is waving to the boys (he thinks they’re tigers). Rosy and Tim are laughing. Grandma is looking at the boys. Closing the unit • Play the Goodbye song for children to sing and act. Further practice: Workbook p. 35; Classroom Presentation Tool; Values worksheet; Unit 4 Test 52 Unit 4 5 This is my nose! at a time and ask What’s this? or What are these? Model any words that children don’t know. Follow up using Flashcards 32–37. • Say the word legs, and then model the sentence Point to your legs. (Make sure children are pointing to both legs for the plural word.) Repeat with the rest of the new words. 1 Listen, point, and repeat. e 61 • Ask the children to look at the pictures. • Play the first part of the recording, while you point to the pictures in time with the audio. • Play the audio again for children to listen and point to the pictures with you. • Play the second part of the recording while you say the new words in time with the audio. • Play the second part of the recording again for children to repeat the words. • Play the recording all the way through. Children point to the words and repeat them with the audio. • Point to the relevant parts of your body to practice again. Lesson One Words SB page 36 WB page 36 Objectives To identify different parts of the body To use the words in the context of a chant Language Language focus: speaking and reading Vocabulary: arms, nose, face, legs, fingers, hands Pronunciation tip: Make sure children pronounce /z/ when they say nose, legs and /s/ when they say face, let’s. Resources and materials Audio Tracks 01, 61–62; Flashcards 32–37; Pencils and paper Warmer • Play and sing the Hello song to introduce the lesson and start the unit. • Tell children that in this lesson they will be learning the names of some parts of the body. Tell them that they will practice “warming up” their bodies at the start of the class. • Model some simple instructions, e.g., stand up, sit down, turn around as children follow your lead. Call out different directions as children respond by their seats. Lead-in • Point to your arms, nose, face, legs, hands, and fingers to elicit the vocabulary for this lesson. Point to them one 7 • Below level: After teaching the words, have children work individually, to draw a monster. For example, children can draw four noses, eight arms, two faces, and one leg. Have them draw and color the monster. • Display the completed pictures in the classroom. • At level: Complete the monster pictures as above but invite children to point to their monster and talk about it, e.g. two noses, five arms. • Above level: Follow the first two activities above and then put students in pairs to point to the monsters and talk about them. 2 Listen and chant. e 62 • Play the chant for children to listen to. • Play the chant a second time for children to point to the correct part of their own body when they hear it. • Play the chant again for them to say the words. Repeat (more than once if necessary). 3 Point and say. Stick. • Point to the arms and say arms. Repeat and encourage the children to point to the pictures and say the words too. • Say Let’s read the words! and follow the letters with your finger as you say the word arms slowly. Say the individual sounds in the word first, and then speed up each time to finally say the word at natural speed. • Say Let’s stick! Take the arm word sticker and show it to the class. Place it on the caption box and say arms. • Repeat the procedure with each word and have children copy you, placing the stickers and saying the word. Further practice: Workbook p. 36: Classroom Presentation Tool Unit 5 53 Lesson Two Grammar and song SB page 37 WB page 37 Objectives To say sentences with this and these To complete sentences with this and these To recognize the difference between singular and plural forms of nouns Language Language focus: listening, speaking, reading Vocabulary: parts of the body, This is my nose. These are my arms. Resources and materials Audio Tracks 63–64; Word cards: arm, arms, leg, legs, nose, face (one set per group); Realia: whistle, bell, tambourine Warmer • Play Simon says … (see Teacher’s Guide page 77). Lead-in • Hold up one arm and say one arm. Hold up two arms and elicit two arms. Repeat again with your fingers and legs, eliciting the answers from the children and emphasizing the plural –s. 1 Listen and say. e 63 • Hold up a pencil and say This is a pencil. Then hold up three pencils and say These are pencils. Repeat with notebooks. • Play the track for children to listen and point to the pictures. • Play the track again, pausing for children to repeat each line and follow the words in their books with their finger. 2 Listen and sing. e 64 • Point to the pictures and elicit the parts of the body. • Play the song for the children to point to the six new words as they hear them in the song. • Play the song again and sing along. Encourage the children sing with you. • Say the words of the song, without the recording. Ask children to repeat after you one line at a time. • Children practice singing and pointing to their relevant body parts several times. 7 • Below level: Encourage children to stand up and do the actions (e.g. point to the relevant body part) along with the music and to join in with the singing when they are ready. • At level: Pause the song at the end of each line, before the last word, so that the children have to finish the line themselves. • You can point to the relevant body part to help them the first time you do this. But next time see if they can do it themselves. • Above level: Children can practice the ‘At level’ activity first. • Then write the words of the song on the board with blanks for the body parts. Elicit the missing words from the children and complete the song on the board with the audio. • Listen and sing again. 3 Point and say. • Read out the speech bubble text as you follow it with your finger. Say Look! What are the children saying? • Point to the first picture and say This is my nose. Drill the sentence with the class. • Call on individuals to point to the other pictures and say a sentence, using This is my … or These are my … Let’s talk! • Ask students to look at the picture and speech bubble. Say These are my arms and follow the words with your finger. • Have a student read the sentence (These are my arms). • Have students work in pairs and take turns saying the sentence. Tell them to make new sentences, using other pictures and words on the page. Further practice: Workbook p. 37; Classroom Presentation Tool 54 Unit 5 Lesson Three Sounds and letters SB page 38 WB page 38 Objectives To learn the names of the letters a, b, c, d To review the upper- and lowercase forms of the a, b, c, and d and associate them with their corresponding sounds To pronounce the sounds /b/ and /d/ at the ends of words Language Language focus: listening, speaking, writing Vocabulary: apple, bat, cat, dog, tub, bird Resources and materials Audio Tracks 65–67; Phonics cards 1, 4, 5, 7, 32, 33 Warmer • Play Tracing on backs (see Teachers Guide page 77). Lead-in • Hold up Phonics cards 1, 4, 5, 7 one at a time. Elicit the words and sounds from children. • Teach the corresponding letter name for each. 1 Listen, point, and repeat. Write. e 65 • As described in the Tour of a Unit, play the first part of the recording for the children to listen and point to the letters and the pictures. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity. 2 Listen and chant. e 66 • Play the recording for children to listen to the chant. • Put Phonics cards 1, 4, 5, 7 in different places around the room. Play the recording again for children to point to the cards as they hear the words. • Play the chant once more, pausing the recording after each line for children to repeat. Repeat, and encourage children to follow the words in their book as they chant. 3 Listen, point, and repeat. e 67 • Ask children to look at the letters and words as you say them. Point out the b and the d at the end of the words and contrast them to bat and dog. • Play the two parts of the track for the children to listen, point, and then repeat. 4 Look and point to the sounds b and d. • Look at the picture and ask the children what they can see. • Hold up the corresponding phonics cards and say Let’s find the letters! • Read the sentence, point to the letter b and hold up the Bb phonics card. Say /b/ – bird and have the children repeat after you. • Tell the children to follow the words in the book with their finger as you read aloud, and to put up their other hand when they see the letters b and d at the end of the words. 7 • Below level: Write the words with the key letters at the start or the beginning on the board. (cat, bat, dog, apples, bird, tub). • Say the key sound in each word (e.g. the /k/ in cat) and ask individuals to come to the board to find and point to it. • At level: Complete Exercise 4 as described above. • Above level: Teach these actions for the sounds: /æ/: clap your hands; /b/: tap your desk; /k/: stamp your feet, and /d/: jump. Let’s talk! • Ask students to look at the picture and speech bubble. Say This is a cat. Have a student read the sentence. • Have students work in pairs and take turns saying the sentence. Tell them to say more sentences using other words on the page. Further practice: Workbook p. 38; Classroom Presentation Tool Unit 5 55 Lesson Four Numbers SB page 39 WB page 39 Objectives To review the numbers 1 to 5 To associate the numbers 1 to 5 with the words one to five. Language Language focus: listening, speaking, reading, writing Vocabulary: one, two, three, four, five Resources and materials Audio Track 68 Warmer • Ask five children to come to the front and stand in a line. • They each call out the numbers 1 to 5 in order. • The rest of the class points to each child and gives them a different number (from 1 to 5). • The five children put themselves into order and they call out their new number. Repeat with other children. Lead-in • Write the numbers 1 to 5 on the board. • Stand with your back to the class and demonstrate how to write the numbers in the air. Children copy you and draw the numbers in the air, too. 1 Listen, point, and repeat. Write. e 68 • Play the track and point to the pictures in the usual way. • Play the track again and point to the words. • Encourage the children to copy you. • Play the track several times for the children to practice repeating the numbers. • Finally, model the writing activity. 2 Match and say. • Point to the number words and ask children to follow them while you read each one. • Repeat and ask children to say the words with you. • Point to the number 1 above, and say One. Say Let’s match! Match it with the word one. • Repeat with the other numbers and words ensuring that the children match and say the numbers. 7 • Below level: Support the children by pointing to the initial letter of each word to help them match. • Write four and five on the board and sound out the words. • At level: Complete Exercise 2 as described above. • Above level: Copy the exercise on the board, and ask individuals to come to the board to draw matching lines between the numbers and the words. • Rub out the initial letters of each word and ask individuals to complete the words. 3 Count and say. • Point to the word apples and say How many apples? Point to each apple one at a time and count. Encourage the children to count with you. Say four apples. • Repeat with the two other images. 4 Count, circle, and say. • Point to the smaller pictures, eliciting the words from the class. • Point to the bigger picture and say Let’s count the apples! Point, count, and circle the apples in the bigger picture, encouraging the children to join in with you. Then get the children to repeat the answer Five apples! • Repeat with the other three items in the image. ANSWERS 5 apples, 2 hats, 1 dog, 4 ducks Let’s talk! • Ask students to look at the picture and speech bubble. Say Two. Ask What can you see on the picture? (Two bears) • Have a student read the number. • Have students work in pairs and take turns saying the number. Tell them to point and say other numbers on the page. Further practice: Workbook p. 39; Classroom Presentation Tool 56 Unit 5 Lesson Five Sounds and letters SB page 40 WB page 40 Objectives To learn the names of the letters Ee, Ff, Gg, and Hh To review the upper- and lowercase forms of the letters e, f, g, and h and associate them with their corresponding sounds To pronounce the sounds /f/ and /g/ at the ends of words Language Language focus: listening, speaking, writing Vocabulary: fig, goat, leaf Extra Vocabulary: I have Resources and materials Audio Tracks 69–71; Phonics cards 7, 9, 15, 27, 28, 34 Warmer • Write the uppercase and lowercase forms of the letters a–h on the board in random order for the children match. • Ask individuals to draw a matching line between two forms. Lead-in • Hold up Phonics cards 7, 9, 15, 34 one at a time. Elicit the words and sounds from children. • Teach the corresponding letter name for each, saying, for example, letter /i:/ is sound /e/ – egg. 1 Listen, point, and repeat. Write. e 69 • As described in the Tour of a Unit, play the first part of the recording for the children to listen and point. • Play the second part of the recording for the children to repeat the letter names, sounds, and words with the audio. • Finally, model the writing activity. 2 Listen and chant. e 70 • Play the recording for children to listen to the chant. • Put Phonics cards 9, 15, 27, 28 around the room for children to point to the cards as they hear the words. • Play the chant once more, pausing the recording after each line for children to repeat. Repeat, and encourage children to follow the words in their book as they chant. 3 Listen, point, and repeat. e 71 • Ask children to look at the letters and words as you say them. Point out the f and the g at the end of the words and contrast them to fig and goat. • Play the two parts of the track as described above in activity 1 for the children to listen, point, and repeat. 4 Look and point to the sounds f and g. • Look at the picture and ask the children what they can see. • Hold up the phonics cards and say Let’s find the letters! • Tell the children to follow the words in the book with their finger as you read aloud, and to put up their other hand when they see the letters f and g. 7 • Below level: Write the words with the key letters at the beginning or the end on the board (fish, hat, dog, goat, leaf, elephant). Say the key sound in each word (e.g. the /f/ in fish) and ask individuals to come to the board to find and point to it. • At level: Complete Exercise 4 as described above. • Above level: Teach these actions for the sounds: /e/: jump; /f/: wave; /g/: fist in the air, and /h/: clap your hands. • Say all the words from this lesson. Children do the appropriate action for each word. Let’s talk! • Ask students to look at the picture and speech bubble. Say I have a hat. Have a student read the sentence. • Have students work in pairs and take turns saying the sentence. Tell them to say more sentences using other words and pictures on the page. Further practice: Workbook p. 40; Classroom Presentation Tool Unit 5 57 Lesson Six Story SB page 41 WB page 41 Objectives To recognize and identify words To understand a short story To review and consolidate language introduced in the unit Language Language focus: integrated skills Extra Vocabulary: Let’s, put on, now, that’s right, sunscreen Resources and materials Audio Tracks 02 (optional), 72; Flashcards 32–37 Values Take care in the sun Warmer • Play Freeze (See Teacher’s Guide page 77). Lead-in • Use Flashcards 32–37 to review the structure This is/ These are my nose/arms. • Then point to six different body parts, saying the relevant sentence each time. Encourage the children to copy you and say the sentences too. 1 Listen to the story. e 72 r • Say Let’s look at the story. Ask Who can you see? • Focus attention on the first picture. Point to the various parts of the body (Rosy’s arms / legs / nose, Billy’s face / legs / arms) and elicit the words. • Talk about each frame with the class. Ask What’s happening? • Play the story again as children point to the pictures in their books. • Ask comprehension questions, e.g., Does Rosy put sunscreen on her arms? Does Rosy put sunscreen on her nose? What’s happening? 2 Read and say. • Write the six body words across the bottom of the board. Read them out slowly. • Write These are my … on the board and put the arms flashcard next to it. • Encourage the class to read the incomplete sentence as you point to each word and the picture. • Say Find the word … arms. Ask children to read the words on the board to find the word arms. Call on an individual to come to the board and point to the correct word. • Write the next sentence on the board and repeat the same procedure. • Write the third sentence on the board and use the four remaining flashcards to elicit four correct sentences from the children. • Read the final sentence in the story together. 7 • Below level: On the board write only the four body words which are from the story. • Help the children to complete the sentence These are my … by supplying the first initial letter a. • Read the four words with them and point out the initial letters to help them decode the correct word. • At level: Complete Exercise 2 as described above. • Above level: Ask children to think about how to complete the sentence but not to call out the words. • Invite individuals to complete the sentence on the board by writing the initial letter of the missing word each time. 3 Listen again and repeat. Act. e 72 • Play the story again pausing after each line for children to listen and repeat the sentences. • Continue as described in the Tour of a Unit. Story actions Picture 1: Rosy puts the sunscreen on her arms. Billy holds out his arms. Picture 2: Rosy puts some sunscreen on her nose. Billy points to his nose. Picture 3: Rosy passes the sunscreen to Billy without looking at him. Picture 4: Rosy is looking at Billy and she looks shocked. Closing the unit • Play the Goodbye song for children to sing and do the actions. Further practice: Workbook p. 41; Classroom Presentation Tool; Values worksheet; Unit 5 Test 58 Unit 5 6 Lunchtime! Lesson One Words SB page 42 WB page 42 Objectives To identify different foods in a lunchbox To use the words in the context of a chant Language Language focus: listening, speaking, and reading Vocabulary: lunchbox, sandwich, drink, banana, cookie, pear Extra vocabulary: lunch, lunchtime, choose, some Resources and materials Audio Tracks 01, 73–74; Flashcards 38–43; Real food items from the vocabulary list (optional) Warmer • Play and sing the Hello song to introduce the lesson and start the unit. Lead-in • Use Flashcards 38–43 (or real food items) to elicit the vocabulary for this lesson. Hold the flashcards/foods up one at a time and ask What’s this? Model any words children do not know. • Hold the flashcards/foods up in a different order and repeat. 1 Listen, point, and repeat. e 73 • Ask the children to look at the pictures. • Play the first part of the recording, while you point to the pictures in time with the audio. • Play the audio again for children to listen and point to the pictures with you. • Play the second part of the recording while you say the new words in time with the audio. • Play the second part of the recording again for children to repeat the words. • Play the recording all the way through. Children point to the words and repeat them with the audio. 7 • Below level: After teaching the words, draw the outline of a large lunchbox on the board. Invite individual children to come to the front of the class and fill it with different things. Say, e.g., A banana for the child to draw. Continue until the lunchbox is full. • Point to the different foods in the box for children to say them aloud, e.g., a banana, a sandwich • At level: Follow the instructions as above, but make it more challenging by giving instructions such as Draw two drinks. Draw three sandwiches. • Point to the foods in the box for the children to say aloud. • Above level: Have children work in pairs. They each draw a lunchbox and then take it in turns to give instructions to each other about what to draw in the lunchbox. For example, one child says Draw two apples for the other child to draw. • When the lunchbox is full, the child drawing the food describes what they can see. • Have the children swap roles. 2 Listen and chant. e 74 • Play the chant for children to listen to. • Play the chant a second time for children to say the words. • Put the flashcards around the room. This time children can point to the correct flashcards as they say the words. • Repeat (more than once if necessary). 3 Point and say. Stick. • Point to the lunchbox and say lunchbox. Repeat and encourage the children to point and say the words, too. • Say Let’s read the words! and follow the letters with your finger as you say the word lunchbox slowly. Say the individual sounds in the word first, and then speed up each time to finally say the word at natural speed. • Say Let’s stick! Take the lunchbox word sticker and show it to the class. Place it on the caption box and say lunchbox. • Repeat the procedure with each word and have children copy you, placing the stickers and saying the word. Further practice: Workbook p. 42; Classroom Presentation Tool Unit 6 59 Lesson Two Grammar and song SB page 43 WB page 43 Objectives To make sentences with have To recognize difference between a and an Language Language focus: listening, speaking, and reading Vocabulary: I have a banana / two sandwiches. Resources and materials Audio Tracks 75–76; Phonics cards 1 and 9; Flashcards 38–43; Optional food; an apple, a pear, an (hardboiled) egg, and a banana all in a bag. Warmer • Play Snap! (see Teacher’s Guide page 77). Lead-in • Hold up your bag containing your food items (a pear, a banana, an apple and an egg). You can put Flashcards 43 and 41 and Phonics card 1 and 9 in the bag instead. • Pull out each item, or card, from the bag and say I have a pear, I have an apple, etc. 1 Listen and say. e 75 • Hold up an apple and say I have an apple. • Play the track, pausing for students to repeat each line. • Focus attention on the first picture. Emphasize an apple but a pear (because “apple” begins with a vowel). 7 • Below level: Use your bag and the flashcards or food items to drill more sentences using have. • Put an apple in the bag and show the open bag to the class, and say I have an apple. Have students repeat after you. • Do the same with some classroom objects. • At level: Place Flashcards 38–43, along with Phonics cards 1 and 9 around the room. • Say sentences with these food items and phonics words using I have … Tell children to point to, or go to, the correct card if you have the item, but not to point, or to stay seated, if you don’t have the item. • Have the children repeat the sentence after you each time. • Above level: Practice the ‘At level’ activity with the class first. • Ask individual students to come to the front to say sentences for the rest of the class to point to the correct cards. 2 Listen and sing. e 76 • Look at the pictures and elicit the food words as you point. • Play the song for the children to point to the six new words as they hear them in the song. • Say the words of the song, without the recording. Ask children to repeat after you one line at a time. • Play the track and have children sing the song. 3 Point and say. • Read the speech bubbles together. Point to the first picture in the song artwork above and say I have a sandwich. • Call on individuals to point to the other pictures and say a sentence. Let’s talk! • Ask students to look at the picture and speech bubble. Say I have a banana and follow the words with your finger. • Have students work in pairs and take turns saying the sentence. Tell them to make new sentences, using other pictures and words on the page. Further practice: Workbook p. 43; Classroom Presentation Tool 60 Unit 6 Lesson Three Sounds and letters SB page 44 WB page 44 Objectives To learn the names of the letters i, j, k, l, m To review the upper- and lowercase forms of the letters and associate them with their corresponding sounds To pronounce the sounds /ɪ/, /ʤ/, /k/, /l/, /m/ at the beginning of words and /k/, /l/, /m/ at the end of words Language Language focus: listening, speaking, writing Vocabulary: ink, jelly, kite, yak Review: ill, lion, mom Resources and materials Audio Tracks 77–79; Phonics cards 23, 29, 30, 31 36, 37, 38 Warmer • Start to write the letters of the alphabet on the board and ask children to say the letter names (up to m). • Ask them to say a word beginning with each letter. • Play Do it! (see Teacher’s Guide page 77). Lead-in • Point to Ii, Jj, Kk, Ll, Mm on the board, say the letter name and the sound and ask children to repeat. • Below the letters, write the corresponding words ink, jelly, kite, lion, mom. Circle the first letter of each word and say the sounds. 1 Listen, point, and repeat. Write. e 77 • As described in the Tour of a Unit, play the first part of the recording for the children to listen and point to the letters and the pictures. • Play the second part of the recording for the children to repeat the sounds and words as they hear them. • Finally, model the writing activity. • Jelly is the American English term to describe a fruit preserve that can be spread on bread or toast. The word jam can be used as an alternative. 2 Listen and chant. e 78 • Play the recording for children to listen to the chant. • Put Phonics cards 23, 29, 30, 31, 38 around the room. Play the chant again for children to point to the cards. • Play the chant once more, pausing the recording after each line for children to repeat. Encourage them to follow the words in their book as they chant. 3 Listen, point, and repeat. e 79 • Ask children to look at the letters and words as you say them. Point out the k, l and the m at the end of the words. • Play the two parts of the track for the children to listen, point, and then repeat. 4 Look and point to the sounds k, l, m. • Look at the picture and ask the children what they can see. • Hold up the phonics cards and say Let’s find the letters! • Tell the children to follow the words in the book with their finger as you read aloud, and to put up their other hand when they see the letters k, l and m. 7 • Below level: Write the words with the key letters at the start or the beginning on the board (lion, yak, mom, jelly, ink, ill, kite). • Say the key sound in each word (e.g. the /l/ in lion) and ask individuals to come to the board to find and point to it. • At level: Complete Exercise 4 as described above. • Above level: Teach these actions for the sounds: /ɪ/: touch your head; /ʤ/: clap; /k/: stand up, and /l/: punch the air, /m/: turn around. • Say all the words from this lesson. Children do the appropriate action for each word. Let’s talk! • Ask students to look at the picture and speech bubble. Say Look at the kite. Have a student read the sentence. • Have students work in pairs and say the sentence and then say more sentences using other words on the page. Further practice: Workbook p. 44; Classroom Presentation Tool Unit 6 61 Lesson Four Numbers SB page 45 WB page 45 Objectives To review the numbers 6 to 10 To associate the numbers 6 to 10 with the words six to ten Language Language focus: listening, speaking, reading, writing Vocabulary: six, seven, eight, nine, ten Resources and materials Audio Track 80; Extra pencils, crayons, books (optional) Warmer • Ask ten children to come to the front and stand in a line. • They each call out their numbers 1 to 10 in order. • The rest of the class points to each child and gives them a different number (from 1 to 10). • The ten children put themselves into the correct order and they call out their new number. Repeat with other children. Lead-in • Write the numbers 6 to 10 on the board. • Stand with your back to the class and demonstrate how to write the numbers in the air. Children copy you and draw the numbers in the air, too. 1 Listen, point, and repeat. Write. e 80 • Play the track and point to the pictures in the usual way. • Play the track again and point to the words. • Encourage the children to copy you. • Play the track several times for the children to repeat. • Finally, model the writing activity. 2 Match and say. • Point to the number words and ask children to follow them while you read each one. • Repeat and ask children to say the words with you. • Point to the number 6 above, and say Six. Say Let’s match! Follow the example matching line to the word six. • Repeat with the other numbers and words ensuring that the children match and say the numbers. 3 Count, circle, and say. • Point to the word lions and say How many lions? Circle each lion one at a time and count. Encourage the children to count and circle with you. Say six lions. • Repeat with the birds, hippos, and bears. ANSWERS 8 birds, 10 bears, 9 hippos 4 What’s in your desk? Count and say. • Point to the smaller pictures, eliciting the words from the class. Point to the bigger picture and say What’s in your desk? • Demonstrate the activity with a student’s desk and hold up and count the pencils, crayons, and books. Encourage the children to count along with you. 7 • Below level: Demonstrate Exercise 4 several times, before calling on individuals to count and say what is in his/her desk. • At level: Call on individuals to count and say what is in his/her desk before putting students in pairs to talk to each other about their desks. • Above level: Repeat Exercise 4 with children working in pairs. Have them change partners for further practice. • Ask children to draw their desk with the pencils, crayons, and books inside, and to write the correct number next to each item. Let’s talk! • Ask students to look at the picture and speech bubble. Say Eight. Ask What is on the picture? (Eight cars.) • Have a student read the number. • Have students work in pairs and say the number, and then point to and say other numbers on the page. Further practice: Workbook p. 45; Classroom Presentation Tool 62 Unit 6 Lesson Five Sounds and letters SB page 46 WB page 46 Objectives To review the names of the letters learned so far (a to m) To review the upper- and lowercase forms of the letters learned so far (a to m) and associate them with their corresponding sounds To recognize letters at the ends/beginnings of words and pronounce their sounds appropriately ( /b/, /d/, /f/, /g/, /k/, /l/, /m/ ) Language Language focus: listening, speaking, writing Review Vocabulary: phonics words Resources and materials Audio Tracks 81–83; Phonics cards 4, 8, 23, 32–35, 37–38 Warmer • Say the chant from Lesson 3 in this unit. • Play Jump (see Teacher’s Guide page 77). Lead-in • Write the 13 key words from the book on the board in random order. Read out the words slowly encourage the class to join in. Use your finger to follow each letter. • Circle the letter bs in bat and tub and then draw a line to match the two words. • Call individuals to the board to circle and match. 1 Listen, point, and repeat. Write. e 81 • As usual, play the first part of the track for the children to listen and point to the letters and picture in their books. • Play the second part of the track for the children to repeat the letter names, sounds and words with the audio. • Finally, model the writing activity. 2 Listen and chant. e 82 • Play the recording for children to listen to the chant. • Play the chant once more, pausing the recording after each line for children to repeat. 3 Listen to the sounds. Connect the letters. e 83 • Point to the picture of the cat and say What does the cat have? Point to and say a hat or some jelly. • Say Let’s listen and connect! Play the first two sounds on the audio, repeat them and point to the letters in the book, showing how you start with letter d and then move to e. • Play the track to the end and ask What does the cat have? again to elicit the answer (jelly). 7 • Below level: After each sound on the audio, pause and say the two sound options in the book and then have the children choose the correct sound. • Ensure children are following the letters with their fingers. • At level: Complete Exercise 3 as described above. • Above level: Practice Exercise 3 again, by reading out the sounds yourself, but not always the same ones as on the audio. • Have the cat reach the hat this time. 4 Look and point to the sounds b and k. • Look at the picture and ask the children what they can see. • Hold up the phonics cards and say Let’s find the letters! • Tell the children to follow the words in the book with their finger as you read aloud, and to put up their other hand when they see the letters b and k at the end of a word. Let’s talk! • Ask students to look at the picture and speech bubble. Say This is my mom. Have a student read the sentence. • Have students work in pairs and take turns saying the sentence. Tell them to say more sentences using the other words and pictures on the page. Further practice: Workbook p. 46; Classroom Presentation Tool Unit 6 63 Lesson Six Story SB page 47 WB page 47 Objectives To recognize and identify words To understand a short story To review and consolidate language introduced in the unit Language Language focus: integrated skills Resources and materials Audio Tracks 02 (optional) 76, and 84; Flashcards 38–43 Values Share with others Warmer • Play the song from Lesson 2 to review the vocabulary for this lesson. Lead-in • Use Flashcards 38–43 to review the structure I have (two sandwiches). • Say some sentences, holding a flashcard, to describe what you have. • Hand the cards to students, who make a sentence. 1 Listen to the story. e 84 r • Say Let’s look at the story. Ask Who can you see? • Point to the food items and the lunchbox and ask What’s this? • Talk about each frame with the class. Ask What’s happening? • Play the story and ask the children to look at the pictures in their books and point to the food items as they hear them. • Ask some comprehension questions, e.g. Where are Rosy and Tim? Does Rosy have her lunchbox? Who helps Rosy? 2 Read and say. • Write the six lesson one words across the bottom of the board. Read them out slowly. • Encourage the class to read the incomplete sentence as you point to each word. Then finish it together: I have two … sandwiches. • Say Find the word … sandwich. Ask children to look at the board to find the word sandwich. Call on an individual to come to the board and point to the correct word. • Point to the sentence below picture 2 and read it with the class. Repeat with all the sentences. 7 • Below level: Help the children to complete the sentences by adding the first initial letter to each of the missing food words. • Read all the words with them and point out the initial letters to help them decode the correct word and choose the missing word correctly. • At level: Complete Exercise 2 as described above. • Above level: Ask children to think about how to complete the sentence but not to call out the food words. • Ask individuals to complete the sentence by writing the initial letter of the missing word next to the sentence. 3 Listen again and repeat. Act. e 84 • Play the story again pausing after each line for children to listen and repeat the sentences. • Continue as described in the Tour of a Unit. Story actions Picture 1: Miss Jones reaches her arm toward the class. Rosy is looking in her school bag, looking sad. Picture 2: Tim passes a sandwich to Rosy. Rosy takes it. Picture 3: A girl holds an apple in one hand and a banana in the other with her arms reaching toward Rosy. Rosy points to the apple. Picture 4: Rosy stands up and extends both arms to show that the table is covered with food. Closing the unit • Play the Goodbye song for children to sing and do the actions. Further practice: Workbook p. 47; Classroom Presentation Tool; Values worksheet; Unit 6 Test 64 Unit 6 Fluency Time! 2Everyday English SB page 48 Objectives To learn the value of being polite To use everyday English expressions to be polite Language Language focus: listening and speaking Vocabulary: (Black), please. Here you are. Thank you. Resources and materials Audio Tracks 85–86; Flashcards 6–10; Crayons Warmer • Bring some different crayons to class. Play What’s missing? using these crayons (see Teacher’s Guide page 77). Lead-in • Tell children they are going to learn some useful language for being polite. Ask children how they should ask for something nicely (please). Ask children how they thank someone (thank you). Ask children why we say please and thank you. (Because it is polite and makes people happy.) • Invite individual children to ask for a crayon, or flashcard, using the correct color, e.g., (Red, please). As the teacher hands the crayon, say Here you are. Encourage children to respond politely. (Thank you.) 1 Listen, point, and say. e 85 • Look at the pictures and ask children what they can see. • Play the two parts of the track for children to first point, and then repeat. • Invite confident pairs of children to act out the dialogue for the class. 2 Listen and point. e 86 • Point to the picture. Ask the class what they can see. (balloons, notebooks, bears and apples, etc.) • Say Let’s point! Play the track for children to point at the correct part of the picture. • Pause after each to make sure each child is pointing at the correct picture. 3 Point and say. • Read the speech bubbles and ask the children to follow the words with their fingers. • Hold up a green crayon or flashcard. Elicit the expression from the children. Green, please. And you reply with Here you are. The children reply, Thank you. Repeat with two to three more colors. 7 • Below level: Drill the mini-dialogue several times with the class, before calling on individual pairs to act out the dialogue with a colored pencil. • At level: After practicing the different mini-dialogues with the whole class, ask a confident pair to model the mini-dialogue, using a colored pencil. • Say Now it’s your turn! Have students work in pairs to practice being polite using different colored pencils. • Ensure that the children swap roles. • Above level: After practicing the mini-dialogues in pairs, hand out the school things, food, and toys flashcards to the children to use in their conversations. Hand out extra classroom objects (e.g. notebooks, books) if you don’t have enough flashcards • Remind students to say a robot, or a drink, but an apple. • Ask children to swap pairs and flashcards and practice again. Further practice: Classroom Presentation Tool Fluency Time! 2 65 CLIL: Math SB page 49 WB page 49 Objectives To talk about shapes Language Language focus: listening and speaking Vocabulary: circle, square, triangle Review vocabulary: numbers 1–10 Resources and materials Audio Track 87; Flashcards 44–46, colored pencils and crayons, plain paper Lead in • Teach the new shapes using the Flashcards 44–46. • Say a shape and have the children use their fingers to make the shape. • Then, you make the shapes and the children call out the correct word. 1 Listen, point, and repeat. e 87 • Play the track the first time for children to listen to and point to the words in the book. • Play the track a second time for children to say the words, whilst following them with their finger on the page. • Play again if necessary. 2 Look and say. • Point to the picture and ask the children what they can see. Elicit as many words as possible, not just the shape words. • Point to the picnic blanket and say What is it? to elicit the answer. • Model the answer yourself while following the speech bubble with your finger. Have the children copy you. • Repeat this with another item, the plate, for example. • Ask individuals to point to other items and say the shape. • Put the class in pairs to continue the activity. 3 What shapes can you see? Draw. • Hold up some classroom items, e.g., a pencil case or eraser, and point to others, e.g., a window, or a light, and ask what shape the items are. • Tell the children to look around the classroom and draw things that are triangles, circles, or squares in their notebooks (or on plain paper). • Have children choose one color for each shape, and then color the objects they have drawn. 7 • Below level: Carry out Exercise 3 as suggested above. Give lots of examples before the children start to draw. • At level: When the children have finished drawing and coloring their shapes. Ask them to write about three of the shapes. • Draw an object on the board, e.g., window, and write It’s a square. underneath as an example. • Tell the children to look in their books to help them write the words. • Above level: Instead of drawing objects in the classroom, invite children to think of their own picture to draw. 4 Look and color. • Children color the smiley faces depending on how well they feel they understand what they have learned in Units 4, 5, and 6, and Fluency Time! 2. Further practice: CLIL worksheet; Workbook pp. 48, 49; Classroom Presentation Tool pp. 68, 69; Summative Test 2; End of Year Test 66 Fluency Time! 2 Culture Culture Countries and Flags SB pages 50, 51 WB pages 50, 51 Objectives To recognize six national flags, and talk about their colors To learn six names of countries, and say where you are from Language Language focus: listening and speaking Vocabulary: I’m from … Viet Nam, Canada, Australia, Japan, the U.K., Cambodia Resources and materials Audio Track 88; Flashcards 47–52; A large map Lead-in • Tell the class they are going to learn the names of some countries and what their flags look like. Invite children to tell you any names they know of countries in English. • Use a large map to teach the six new countries, starting with Viet Nam. Stick the map on the board and point to each country in turn saying its name. • Stick the relevant country’s flag on, or next to, each country on the map. Say each country as you stick and point. 1 Listen, point, and repeat. e 88 • Play the first part of the track for children to listen and point to the flags. • Play the second part of the track for children to point to and repeat the words. • Play several times if necessary. 2 Read, match, and say. • Say What flags can you see? and invite the children to point to each flag and tell you the country it represents. • Point to the first boy and the flag together, encourage the children to say Japan. • Follow the words with your finger as you read the sentence out. Have the children copy you. Elicit the end of the sentence from the class. • Continue with all the sentences in this way. Culture 67 7 • Below level: Have children repeat each sentence after you to help with pronunciation and reading. • Say the first part, e.g.: Hello. My name’s Daiki, for everyone to repeat, followed by the I’m from … part. • At level: After completing Exercise 2, provide further practice of the new words and phrases. Say the first sentence about each child (e.g. Hi I’m Jenny.), and elicit the second sentence from the class (e.g. I’m from Canada.) • Continue with all the sentences in this way, first in the order of the book, and then out of order. • Above level: You can practice the ‘At level’ activity with the class first. • Then hold up each flashcard for the class to say both sentences in Exercise 2, e.g. Hello. I’m Henry. I’m from Australia. Repeat with all the flags • Hand the flag flashcards to individuals. Have each child say the sentences about that flag, as above. • When all six children have spoken, they can give their flashcard to somebody else. 3 Look and say the colors. • Stick the Japanese flag on the board and elicit Japan. • Ask the children what color the flag is, and elicit It’s red and white. Point to the speech bubble in the book, and model this again. • Hold up all the flag flashcards in turn and have children say sentences about the colors of each flag. Further practice: Workbook pp. 50, 51; Classroom Presentation Tool 68 Culture Culture 1 SB page 52 WB page 52 Objectives To learn words associated with birthdays To learn how birthdays are celebrated in Canada To make a card Language Language focus: listening and speaking Vocabulary: cake, candle, gift, party, happy birthday Resources and materials Audio Track 89; Flashcards 53–57; Card and color pencils Warmer • Have the class choose their favorite song or chant and play it. Encourage children to join in with the words and actions. Lead-in • Use the flashcards to teach the new words. • Have children repeat the words several times then display them on the board. • Ask children to turn around while you remove one of the flashcards. • Ask the children to turn back and look at the cards. You ask What’s missing? • When the children have identified the missing card, shuffle all of them and repeat the procedure. 1 Listen, point, and repeat. e 89 • Play the first part of the track for children to listen and point to the pictures. • Play the second part of the track for children to repeat the words. • Play several times if necessary. 2 Look and point. • Look at the picture of the birthday card together, and ask What is it? , What country is it from? Whose birthday is it? How old is he? Ask what else they can see. • Write the text from the card on the board. “Let’s have a party!” and “Happy birthday, George!” and read these aloud as you follow the words with your finger. Encourage the children to copy you. • In L1, talk about birthdays in Viet Nam and if there are any similarities or differences between them and birthdays in Canada. Ask the children if they give gifts or cards, like this one. Ask them if they have a party for their birthday, and if so who with and what they do. 3 Make a card for a friend. Say. • Tell the children that they are going to make a card similar to the one in the book. • They need to decide who the card is for and how old that person is going to be. Elicit some ideas from the class about what could be drawn on the card. Especially praise the ideas said in English, but accept all ideas provided. • Point to the two sentences on the board which you wrote during Exercise 2, and suggest that they include these phrases in their cards. Point out that they need to change the name! Suggest that they add the age of their friend, too. 7 • Below level: Simplify the text that children write on their cards and write Happy birthday! on the board for children to copy on their card. They need only write this message. • At level: Follow Exercise 3 as described. • When children have finished making their cards, they can work in pairs and practice giving their cards to each other. Remind them to say Happy birthday (Phi)! And Thank you! when they give and receive the card. • Above level: Do the ‘At level’ activity, but have children walk around the room, to give their cards and birthday greetings, so that they have a chance to talk to more people. Further practice: Workbook p. 52; Classroom Presentation Tool Culture 69 Culture 2 SB page 53 WB page 53 Objectives To learn words associated with dance To talk about dance in Viet Nam To make a fan Language Language focus: listening and speaking Vocabulary: dancer, ao dai, fan, music Resources and materials Audio Tracks 90–91; Flashcards 58–61, Phonics (all learned so far); Colored paper, glue, and pencils Warmer • Write the phonics words learned so far on the board. • Point to and say the words for children to listen and repeat. • Then hand out the corresponding Phonics cards to different children. Tell them to find the word on the board to match their picture and to stick their card next to the word. • (If you don’t have a way of sticking the card to the board you can ask the children to stand near their word and point to it, while holding up the Phonics card.) • Ask the rest of the children to look at the board and check that the cards match the words correctly. Lead-in • Use the flashcards to teach the new words. • Drill the words with the cards, and after some time speed this up so you get faster and faster! 1 Listen, point, and repeat. e 90 • Play the first part of the track for children to listen and point in the usual way. • Play the second part of the track for children to repeat the words. Play several times if necessary. 2 Listen, read, and point. e 91 • Look at the picture and ask children what they can see. Encourage as many responses as possible. • Play the track for children to listen and follow the words in their books. • Ask questions about the picture and dance in general, e.g. Do you like this dance? Did you see dancers like this? What colors are the ao dai? What are the dancers holding? 3 Make a fan. Say. • Point to the picture of the fan and read aloud the speech bubble whilst the children follow it in their books. • Tell the children that they’re going to make a similar fan. • Hold up and say the things that they need: paper, glue, pencils. • Tell children to draw a design on their paper first. They can draw faces, or other pictures or patterns. • Show the class how to fold the paper carefully. • When the fan is finished, encourage the children to describe its colors. • Start by folding the semi-circle in half, and make narrow folds, turning over each time. • Then unfold the fan and stick a popsicle stick on the back. • When the fan is finished, encourage the children to describe its colors. 7 • Below level: Tell the children to use three colors only – this will make the speaking task easier. • At level: When children have finished making their fans, they can work in pairs and practice showing them to each other, and saying the colors. • Above level: Do the ‘At level’ activity. Then collect all the fans in and display them around the room. Say sentences to describe the colors, and sometimes designs, of the fans for the children to identify and point to. Further practice: Workbook p. 53; Classroom Presentation Tool 70 Culture Culture 3 SB page 54 WB page 54 Objectives To learn words associated with soccer To say what your favorite sport is Language Language focus: listening and speaking Vocabulary: ball, T-shirt, kick, score a goal Extra vocabulary: What’s your favorite sport? Other sports as needed Resources and materials Audio Tracks 92–93; Flashcards 62–65 Lead-in • Use the flashcards to teach the new words. • When the children are ready, hand out the flashcards to different children and play some music which the children will enjoy. • As the music plays, have the children pass the cards to a child next to them. • When the music stops, ask What is it? to every child holding a card to elicit the new words. • Play the music again, and continue in this way. 1 Listen, point, and repeat. e 92 • Play the first part of the track for children to listen and point in the usual way. • Play the second part of the track for children to repeat the words. Play several times if necessary. 2 Listen, read, and point. e 93 • Ask children what sport they can see in the pictures and ask them where the children are from. • Tell children to point to the relevant pictures when they listen to the track for the first time. • Play the track again, and have children follow the words in the speech bubble with their finger while they repeat them. • In L1, talk about soccer in Viet Nam and how it’s similar or different from soccer in the U.K. 3 Ask and answer. • Ask the class Do you like soccer? and invite children to put up their hands. • Say I like soccer. and point to yourself and then say But I really like swimming. • Draw a big love heart on the board, point to this and mime swimming. Then say My favorite sport is swimming. • Point to and follow the two speech bubbles as you read them aloud. Then ask individuals the question What’s your favorite sport? • Help children with the answer in English if they don’t know how to say their favorite sport. • Put children into pairs to ask and answer the question with each other. Then swap roles. Be ready to help anyone translate their favorite sport into English. 7 • Below level: Have children repeat the question after you several times. • Demonstrate the question and answer with a strong student before putting the children into pairs. • At level: Ask children to stand up and walk around the classroom and ask the question to as many people as possible. • When a child finds someone with the same answer as her/him they should walk around the class together, and continue asking the question. • At the end of the activity the class should all be stood in groups of the same favorite sport. • Above level: Ask the question around the class to elicit about 5 popular sports. Write these in a line across the board. • Have children copy the words at the top of their notebooks. • Tell the children that they will walk around the classroom, asking the question. When someone’s answer matches one of the sports written down, tell the children to draw a short line (or check mark) under the correct word. Demonstrate this on the board. • When the children have asked everyone, count up the marks (or check marks) for each sport and write the numbers on the board to find out which sport is the most popular. Further practice: Workbook p. 54; Classroom Presentation Tool Culture 71 Culture 4 SB page 55 WB page 55 Objectives To learn about Children’s Day in Japan Language Language focus: listening and speaking Vocabulary: fish, bird, flower, frog Resources and materials Audio Tracks 94–95; Flashcards 66–69 Warmer • Play a word association game with the whole class. Say a word and invite a child to say another word that is somehow connected to your word. For example, you say soccer, and child 1 says ball, then child 2 can say teddy or robot. • If the next child cannot think of a word, they can start the game again with a new word. Lead-in • Use the flashcards to introduce the vocabulary. Hold them up and say the words for the children to repeat after you. • Give the flashcards to some children in the class. Each child should hold up the card to elicit the words from the rest of the class. • When all the flashcards have been seen, the children holding them can pass them on to other children. 1 Listen, point, and repeat. e 94 • Play the first part of the track for children to listen and point in the usual way. • Play the second part of the track for children to repeat and point to the words. Play several times if necessary. 2 Listen and point. e 95 • Point to the picture and ask what the children can see. Ask which origami animals they can find, and what country the picture shows. • Play the track for children to listen and point to animals as they hear them. • In L1, talk about how children in Japan make origami decorations for Children’s Day. Ask if the children celebrate Children’s Day in Viet Nam and if they make decorations. If so, what decorations do they make? 3 Point and say. • Point to the speech bubble and read it out. • Point to the fish, bird, and flower and have children say what they are. 7 • Below level: Have children work in pairs to help each other to practice Exercise 3. • At level: Follow the instructions suggested above for Exercise 3. • Above level: Before the children do Exercise 3, teach them the question What’s this? and the answer It’s a …, have the class practice this structure several times. • When the children are in pairs, one child asks What’s this? first, and then the other answers It’s a (flower). Further practice: Workbook p. 55; Classroom Presentation Tool 72 Culture Culture 5 SB page 56 WB page 56 Objectives To learn some fruit found in Cambodia To design a menu Language Language focus: listening, speaking, and reading Vocabulary: mango, papaya, pineapple, watermelon Resources and materials Audio Track 96; Flashcards 47–52, 70–73; Plain paper and colored pencils Warmer • Review the countries learned in the Culture Introduction. Put the flashcards 47–52 on the board. Then write up one of the countries as an anagram (e.g. naaJp) and elicit the answer. • Ask a student to come to the front to use the jumbled letters to help her/him write the country correctly. Then choose another student to match this word to the correct flag. • Continue with other anagrams and children. Lead-in • Ask the children to tell you which fruit they know. • Show the flashcards 70–73 and introduce them to the class. Have children repeat the words after you. • Ask Which countries are these fruit from?, pointing to the flashcards. Establish that they are from hot countries like Viet Nam and Cambodia, not a cold country like the U.K. 1 Listen, point, and repeat. e 96 • Play the first part of the track for children to listen and point in the usual way. • Play the second part of the track for children to repeat and point to the words. Play several times if necessary. 2 Read and point. • Point to the picture and ask what the children can see. Ask what country the picture shows (Cambodia). Ask What is the child drinking? Help children with the pronunciation of juice (dʒʊːs). • Say Let’s read the menu! whilst pointing to the menu in the picture. Read aloud while following the words with your finger and have children copy you. • Call on individual children to read the menu. • In L1, talk about fruit in Viet Nam and whether children eat the same fruits as children in Cambodia. 3 Draw your menu. • Tell the class that they will design a menu for a juice stall. • Ask them to think about the fruit from the beginning of the lesson, and call out any they can remember. Write any new fruit words on the board. • Tell the children to draw fruit they like on their menus and write the words next to each picture. Tell them to decorate their menu with other pictures or designs. • When the children have finished drawing, coloring and writing, pair them up so that they can show a partner their menu and say what’s on it. 7 • Below level: If your class isn’t ready for free writing, they can just draw the pictures and not write any words. • At level: Follow the instructions suggested above for Exercise 3. • Above level: When the children have finished Exercise 3, invite them to role play being at a juice stall. • Remind the class they have learned some phrases to be polite and elicit any they can remember. • Demonstrate the role play with a strong student at the front of the class, using her/his menu. Say Mango, please. and the student says Here you are. while pretending to hand over a glass of juice, and then you say Thank you. • Put the class in groups of three; one student sells the juice and the other two buy it. Swap roles so everyone sells. Further practice: Workbook p. 56; Classroom Presentation Tool Culture 73 Culture 6 SB page 57 WB page 57 Objectives To learn some words about a beach in Australia To read a postcard Language Language focus: listening, speaking, reading Vocabulary: sand, sea, shell, sun Extra vocabulary: It’s great! postcard Resources and materials Audio Track 97; Flashcards 74–77, A picture of a beach (optional) Warmer • Play and sing a song from the book that the children enjoy. Lead in • Show your picture of a beach (optional) and ask children if they like going to the beach. Ask what they do there. • Show flashcards and have children repeat the words. • Make up an action for each word with the children. • Do an action and have children guess the word, then say a word and have children do the actions. 1 Listen, point, and repeat. e 97 • Play the two parts of the track in the usual way so that children point to the pictures and then repeat the words. 2 Read and point. • Point to the picture and say Look, it’s a postcard! Ask Where is the postcard from? to elicit Australia. • Point out the word Australia and the koala bear on the stamp. Say These bears are from Australia. • Tell them that the postcard shows a famous beach in Australia called Bondi Beach. • Read the postcard words and tell children to follow them with their finger. • Ask comprehension questions, e.g., Where is Dan? What does he do at the beach? • Explain that Dan is happy and he likes the beach because he writes It’s great! at the end of his postcard. • Read the postcard again and tell children point to the correct part of the picture as they listen. • In L1, talk about beaches in Viet Nam and how they’re similar or different from beaches in Australia. 7 • Below level: Support reading and understanding by writing the text in small phrases on the board. Sound out the words and build on the phonics knowledge they already know. • For example, write The sun is big and mime the sun. • Continue in this way with other short parts of the postcard. • At level: Follow the instructions suggested above for Exercise 3. • Above level: When the children have finished Exercise 3, write the postcard text on the board with some missing words, e.g:, Hi Kim, I’m in ... The ... is big. The ... is blue. The ... is yellow. I have five ... It’s ... ! Love, ... • For each of the missing words provide small lines to replace each letter. • Have children read the text on the board and elicit the missing words. Invite different children to read out the text and say the missing words. • Finally, encourage children to spell the words, helping them when necessary, as you write them on the lines. 3 Look, point, and say. • Model the activity by pointing to the sand in the postcard and say Sand! Do the same with the sea. • Invite children to point to and say the other words. • Call on several individuals to repeat the same activity. Further practice: Workbook p. 56; Classroom Presentation Tool 74 Culture Games bank Starter Lesson 3 What do I have? • Use Flashcards 1–5 and hold up one card so that the class can only see the back of it. • Ask What do I have? for children to make guesses. • When the card has been guessed correctly, put it on the board. • Hold up a second card and repeat the procedure. • Continue until all the cards are on the board. Unit 1 Lesson 1 Freeze • Ask the children to stand at their desks. • Give a series of instructions, e.g., wave, run, jump. Children mime the actions. • When you say Freeze!, the children must stop what they are doing and stand still. • The children who are slowest to stop are out and have to sit down. • Continue the game until there is one winner left standing, or a group of winners if you prefer. Lesson 3 What’s missing? • Display Flashcards 6–10 from the previous lesson on the board. Point to each card one at a time for children to say the words. Give the class a few seconds to look at them. • Ask children to turn around. Remove a card. • Display the cards again and ask What’s missing? • When children have identified the missing card, shuffle the cards again, and repeat the procedure. Lesson 6 Musical cards • Hand out Flashcards 6–10 to different children around the class. • Play some lively music and ask children to pass them around to each other while the music is playing. It doesn’t matter if there is not a flashcard for every child. • Stop the music suddenly and have children stop passing the cards. Ask them to look at the card nearest to them and say what it is. • Play the music and continue in the same way. Unit 2 Lesson 1 Do it! • Assign each child a vocabulary word: desk, chair, crayon, pencil, notebook. • Give instructions, e.g., Desks, jump! Chairs, stamp your feet! Children who have that word assigned to them do the action. Lesson 3 Listen, point, and say • Place Flashcards 11–15 around the classroom. • Call out a vocabulary word, e.g., crayon. The children point to the correct flashcard or object. Alternatively, play the chant from Lesson 1 (Track 26) of the unit. Children point to the correct flashcard when they hear the word. • Now point to the flashcard. The children say the word. Lesson 4 Sounds and letters poster • Use Sounds and letters poster to review the letter sounds /æ/ and /e/. • Children take turns coming to the front of the class. Point to the phonics /a/ and /e/ one at a time for the child to say the sounds. • Alternatively, say a sound and the child points to a corresponding letter. Lesson 5 Find your partner • Give Phonics sound cards 1–10 to individual children around the class. Give the corresponding phonics picture cards to different children. • Ask the children with the sound cards to stand up one at a time and say the sounds on their cards. • The children with the picture cards listen. If the sound is in their word, they stand up, show the card to the class, and say the word. • Continue with other groups of ten children if you wish. Unit 3 Lesson 1 Simon says • Ask the children to stand at their desks. • Explain that you are going to give instructions. If the instruction begins with the words Simon says, children must do as you say. If not, they should stand still and wait for the next instruction. Any child who gets this wrong is out of the game and has to sit down. Games bank 75 • Give an instruction that reviews classroom language, e.g., Simon says point to your desk; Simon says point to something red; Simon says point to your notebook. • Intermittently insert an instruction that is not preceded by Simon says to see if any children follow the instructions, e.g., Sit in your chair. • Continue the game until there is one winner left standing, or a group of winners if you prefer. Lesson 2 Slow reveal • Play with Flashcards 16–20 to review the vocabulary from the previous lesson and to prepare for this lesson’s exercises. • Put a flashcard on the board and cover it with a piece of paper or card. • Very slowly move the paper to reveal the picture, little by little. • Ask What’s this? The first child to guess correctly comes to the front to choose the next card. • Continue the game until you have practiced all of the words from the vocabulary set. Lesson 4 Whispers • Organize children in groups of at least six. Show a flashcard to the first child in each group. This child whispers the word to the child next to him/her. • Children continue whispering the word to the child next to them until the word reaches the final child. • The final child says the word out loud, and the first child holds up the flashcard to see whether the word and the flashcard are the same. • Continue with different flashcards, starting with different children. Lesson 5 Jump • Ask the children to stand by their desks. • Hold up a flashcard from the vocabulary set (Flashcards 16–20) and say a word. • If the word is the same as the flashcard, they jump. If it isn’t, they stand still. • Alternatively, ask children to put their hands up if the word you say and the flashcard are the same. Lesson 6 Listen, point, and say • Place Flashcards 16–20 around the classroom. • Call out a vocabulary word, e.g., puppet. The children point to the correct flashcard as quickly as they can. • Now point to the flashcard. The children say the word. Fluency Time! 1 Everyday English Do it! • Use the Toys Flashcards to review the vocabulary and to energize the class. • Assign each child a word from the vocabulary. • Give instructions for actions specific to the vocabulary. • Hold up a flashcard. Children who have that word assigned to them do the action. Repeat with all of the flashcards. Unit 4 Lesson 1 Do it! • Use Flashcards 27–31 to review the vocabulary from the previous unit and to energize the class. • Assign each child a word from the vocabulary, e.g., bird, bear, hippo, crocodile, tiger, etc. • Give instructions, e.g., Tigers, roar! Bears, growl! • Hold up a flashcard. Children who have that word assigned to them do the action. Repeat with all of the flashcards. Lesson 2 Whispers • Use Flashcards 27–31 to review the vocabulary from the previous lesson. • Arrange children into rows of at least six. • Secretly show a flashcard to the first child in each group. This child whispers the word to the child next to him/her. • Children continue whispering the word to the child next to them until the word reaches the final child. • The final child says the word out loud, and the first child holds up the flashcard to see whether the word is correct. • Continue playing, starting and ending with different children if you wish. Lesson 5 Forwards and backwards • Make sure the children are in rows so that they can count around the class. • Ask the children to start counting, with each child saying the next number. • Before they get to fifteen, say Change! The children then have to start counting backward from whatever number they reached. • Say Change! again and the children start counting forward again. 76 Games bank Unit 5 Lesson 2 Simon says • Ask the children to stand at their desks. • Explain that you are going to give instructions. If the instruction begins with the words Simon says, children must do as you say. If not, they should stand still and wait for the next instruction. Any child who gets this wrong is out of the game and has to sit down. • Give an instruction that reviews parts of the body, e.g., Simon says point to your nose; Simon says point to your legs; Simon says wave your arms. • Intermittently insert an instruction that is not preceded by Simon says to see if any children follow the instructions, e.g., Touch your nose. • Continue the game until there is one winner left standing, or a group of winners if you prefer. Lesson 3 Tracing on backs • Review the previous phonics lesson. Divide the class into groups. • Have each group make a line, with the first child standing near the board and the last child standing near the back of the classroom. • Pass out a phonics card to the last child of each line, but don’t have them look at the card until you say, Go. • Have children “Write” the letter very slowly on their classmates’ backs with their fingers. • The first child goes to the board, writes the letter, and says the sound. The quickest group with the correct letter and pronunciation wins. Lesson 6 Freeze • Ask the children to stand at their desks. • Give a series of instructions, e.g., wave, run, jump. Children mime the actions. • When you say Freeze!, the children must stop what they are doing and stand still. • The children who are slowest to stop are out and have to sit down. • Continue the game until there is one winner left standing, or a group of winners if you prefer. Unit 6 Lesson 2 Snap! • Write one of the items from the vocabulary set on the board, e.g., sandwich. Say the word aloud. • Put the flashcards in a pile and hold them up so that the children can only see the facing card. Reveal the cards one at a time by putting the front card to the back. When children see the sandwich, they shout Snap! • Repeat with the rest of the words in the set. Lesson 3 Do it! • Assign each child a word from Lesson One – lunchbox, sandwich, drink, banana, cookie, pear. • Give instructions, e.g., Lunchboxes, jump! Sandwiches, stamp your feet! Children who have that word assigned to them do the action. Lesson 5 Jump • Ask the children to stand by their desks. • Hold up one of Flashcards 38–43 and say a word. • If the word is the same as the flashcard, they jump. If it isn’t, they stand still. • Alternatively, ask children to put their hands up if the word you say and the flashcard are the same. Fluency Time! 2 Everyday English What’s missing? • Use crayons you have brought from home to play the game. Point to each crayon one at a time for children to say the color words. Give the class a few seconds to look at them. • Ask children to turn around. Remove a crayon. • Display the crayons again and ask What’s missing? • When children have identified the missing crayon, shuffle the crayons again, and repeat the procedure. Games bank 77 Word list Words in bold are core words that children will be able to use actively by the end of each unit. The remaining words are those they will have come across in songs and stories, and in reading and listening passages. Starter unit Annie /ˈæni/ Annie (tên riêng) apple /ˈæpl/ quả/ trái táo bat /bæt/ gậy bóng chày Billy /ˈbɪli/ Billy (tên riêng) boy /bɔɪ/ con trai friends /frendz/ bạn (số nhiều) goodbye /ˌgʊdˈbaɪ/ chào tạm biệt hello /həˈloʊ/ xin chào letter /ˈletər/ chữ cái line up /ˌlaɪn ˈʌp/ xếp hàng listen /ˈlɪsn/ lắng nghe name /neɪm/ tên number /ˈnʌmbər/ số đếm one /wʌn/ một raise your hand /ˌreɪz jər ˈhænd/ giơ/ đưa tay lên Rosy /ˈroʊzi/ Rosy (tên riêng) say /seɪ/ nói sit down /ˌsɪt ˈdaʊn/ ngồi xuống stand up /ˌstænd ˈʌp/ đứng lên stick /stɪk/ dán teacher /ˈtiːtʃər/ giáo viên Tim /tɪm/ Tim (tên riêng) time /taɪm/ thời gian two /tuː/ số 2 Unit 1 black /blæk/ màu đen blue /bluː/ màu xanh dương car /kɑːr/ xe ô-tô, xe hoi cat /kæt/ con mèo color /ˈkʌlər/ màu sắc count /kaʊnt/ đếm dog /dɔːg/ con chó duck /dʌk/ con vịt four /fɔːr/ số 4 good /gʊd/ tốt, giỏi green /griːn/ màu xanh lá cây in /ɪn/ ở trong lots of /ˈlɑːts əv/ nhiều me /miː/ tôi red /red/ màu đỏ three /θriː/ số 3 white /waɪt/ màu trắng yellow /ˈjeloʊ/ màu vàng you /juː/ bạn Unit 2 chair /tʃer/ cái ghế crayon /ˈkreɪɑːn/ bút sáp màu desk /desk/ cái bàn học egg /eg/ quả trứng elephant /ˈelɪfənt/ con voi farm /fɑːrm/ nông trại fish /fɪʃ/ con cá five /faɪv/ số 5 look /lʊk/ nhìn notebook /ˈnoʊtbʊk/ quyển vở pencil /ˈpensl/ viết chì six /sɪks/ số 6 this /ðɪs/ cái này train /treɪn/ tàu hoả, xe lửa Unit 3 balloon /bəˈluːn/ quả bóng bay, bong bóng eight /eɪt/ số 8 girl /gɜːrl/ con gái guitar /gɪˈtɑːr/ đàn ghi-ta hat /hæt/ nón, mũ horse /hɔːrs/ con ngựa hug /hʌg/ ôm ill /ɪl/ bệnh insect /ˈɪnsekt/ côn trùng look at /ˈlʊk ət/ nhìn vào many /ˈmeni/ nhiều no /noʊ/ không open /ˈoʊpən/ mở plane /pleɪn/ máy bay pop /pɑːp/ làm nổ present /ˈpreznt/ món quà puppet /ˈpʌpɪt/ con rối right /raɪt/ đúng robot /ˈroʊbɑːt/ người máy seven /ˈsevn/ số 7 teddy bear /ˈtedi ber/ gấu bông toy /tɔɪ/ đồ chơi yes /jes/ có Fluency Time! 1 count /kaʊnt/ đếm ears /ɪrz/ tai (số nhiều) eyes /aɪz/ mắt (số nhiều) jump /dʒʌmp/ nhảy Let’s /lets/ Hãy Listen! /ˈlɪsn/ Hãy lắng nghe! Look! /lʊk/ Hãy nhìn! mouth /maʊθ/ miệng Say! /seɪ/ Hãy nói! sing /sɪŋ/ hát write /raɪt/ viết Unit 4 bear /ber/ con gấu bird /bɜːrd/ con chim crocodile /ˈkrɑːkədaɪl/ con cá sấu hippo /ˈhɪpoʊ/ con hà mã jug /dʒʌg/ cái bình juice /dʒuːs/ nước trái cây kangaroo /ˌkæŋgəˈruː/ con chuột túi key /kiː/ chìa khóa lion /ˈlaɪən/ con sư tử lollipop /ˈlɑːlipɑːp/ kẹo mút man /mæn/ đàn ông mango /ˈmæŋgoʊ/ quả/ trái xoài nine /naɪn/ số 9 ten /ten/ số 10 they /ðeɪ/ họ tiger /ˈtaɪgər/ con hổ/ cọp 78 Word list