First friends 1 teachers book

Bộ sách “First Friends” của Oxford University Press là một bộ giáo trình tiếng Anh rất thú vị và hữu ích dành cho trẻ em. Teachers book là quyển sách hỗ trợ giáo viên khai thác, hướng dẫn tổ chức các hoạt động phù hợp với sách học sinh

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OXFORD UNIVERSITY PRESS

SAMPLE COPY NOT FOR SALE i

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2 My Classroom

@ Ask about and identify things

® Identify possessions

4 My Things

age

5 Shapes and Colours

Pat

Tess

bin board chair clock cupboard door floor picture table window

ball

balloon bicycle boat

car dolf

puzzle robot teddy bear tran

book crayon lunchbox |, notebook

‘pen pencil pencil box rubber water bottle

blue, brown, green, orange, pink,

red, yellow circle diamond heart rectangle

How are you?

I'm fine, thank you

Point to, Stand

up, Sit down,

Wn or —

it's a (blue) (triangle)

Nice to see you,

foo

Listening to the : teacher

Please put away

your books and come here

Miss

Sharing

Let's share

Here you are

Here you go

Taking care of your things

Take care of your

Being neat and tidy

Clean up

Let's work together

Numbers

1 {one} - 2 {two}

Lesson 3 Letter song Lesson 5 Number song Lesson 3 Letter song Lesson 5 One two, three, four

Lesson 3 Letter song Lesson 5 Doll and teddy bear

Lesson 3 Letter song Lesson 5 How many pencils?

Lesson 6 Project: a number collage

Count with me

Lesson 3 Letter song Lesson 5 Ten birds

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horse

sun

7 My Clothes | dress

and describe | jumper

clothes by pyjamas

colour shitt

shoes

shorts skirt socks

trousers

8 My Body arms

count parts | eyes

of the body | fingers

hair head knees legs

grandpa

mum

| sister uncle

10 My Party banana

tikes and cake dislikes ice cream

juice

orange

pizza sandwich

Ww /w/

watch,

water

X-ray, fox Yy⁄/

yogurt, yo-yo

Helping out at home

After you

Waiting your turn

Is it my turn?

Just a minute, please

Lesson 3 Letter song Lesson 5

How many gloves?

Lesson 3 -16 Letter song

(twenty) Lesson 5

Happy birthday

to you

Lesson 6 Project: an

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| n†roduction

Welcome to the course

First Friends is a two-level course for kindergarten or pre-

primary children It is an engaging introduction to English which uses a range of activities, games and songs that

motivate and help young learners to succeed in English

The course is based on the principle that all children want

to learn and can succeed in learning First Friends provides children with a useful, age-appropriate vocabulary, basic structures, and the tools to develop solid literacy and numeracy skills These are presented through entertaining and interesting characters who introduce the children to English through games, songs and stories

Objectives

The key objectives of First Friends are:

* To develop language skills that will give children a solid

foundation in English for their primary education

To develop a basic understanding of and ability to use English in meaningful, age-appropriate contexts

To foster a positive attitude toward learning English

To present the names and sounds of all the English letters so that children become familiar with the

English alphabet

Characters

Four lively characters introduce children to the world of English They also model good behaviour

Baz is a four-year-old boy in his first year of kindergarten, He

is good-natured and kind He does not always do the right

thing, but he tries his best Many of the children will identify

with Baz as he tries to learn new things

Tess is Baz’s sporty and fun older sister She is seven years old She is eager to guide Baz and js forgiving of his mistakes

Pat and Jig are the children’s stuffed animals They represent

the pretend world of the child When Pat and Jig are with the characters, they are soft plush toys, but when they are on their own, they have their own adventures in an imaginary toy world Pat is sometimes a bit naughty, but earnest

Jig keeps an eye out for him Through their stories and

adventures, Pat and Jig help to develop children’s creativity

and look at the world in a new way

In addition to these four main characters, Tess and Baz’s

two-year-old brother Adam appears throughout the course

He is the baby of the family, and both Tess and Baz delight

in taking care of him Baz especially enjoys being the older

brother Towards the end.of the first level, Tess’s cousin Mira

is introduced She is quiet and shy She appears in Level 2,

along with Baz’s outgoing new friend at school, Sam

Introduction

Components

Class Book

The Class Book is coiourful, lively and easy to use It is the

main course component It contains the vocabulary, stories, songs and games that will enable children to achieve the course objectives

Each page of the Class Book corresponds to one lesson

There is a small box at the top of each page that indicates the activities for that page This helps you to see what each lesson is about Each instruction in the box corresponds to a

section in the teaching notes for that lesson The information

in this box is not intended for the children

The icon #) indicates that there is an audio component for

that activity, and the number following the icon is the CD track number

Activity Book

The Activity Book provides practice of the material introduced in the Class Book Each Activity Book page follows up on the material presented in the corresponding Class Book page

The Activity Book is the main pencil and paper practice of the course The Activity Book develops children’s reading,

writing, numeracy, language skills and fine motor skills

through a variety of fun and motivating activities It also incorporates oral language development as many of the activities include a ‘Say’ component The activities are easy

to do, underscoring the course philosophy that all children want to and can succeed Thus the activities may be set up

in class and completed at home

The Activity Book also contains a teview lesson for each unit, which consolidates the main literacy, numeracy and vocabulary content of the unit It may be done in class as consolidation or preparation for a progress check It may also

be done at home for review

At the back of the Activity Book are some extra resources: at

-Level 1 there is a Picture Dictionary, cut-outs of the course

characters, and a page of all the song lyrics; and at Level 2

there is a numbers spread, a writing grid, a craft activity and

a page of all the Level 2 song lyrics

The Level 1 Picture Dictionary can either be completed after each letter is introduced, or used for home study, for example during the holidays

The Level 1 cut-out characters can be used where

appropriate to act out the dialogues in class Children can either hold up a cut-out (instead of the flashcard of the character) or you could make some character badges (by sticking the cut-outs onto cardboard and sticking safety pins

on the back) which children could wear during role-plays

The Level 2 numbers spread is used to consolidate numbers

1-20, both numerals and written forms

The Level 2 writing grid can be used for any extra writing practice the children need, for example extra practice of any letters they are having difficulty with

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The Level 2 craft activity (making a beach umbrella)

consolidates the colours that children have learnt

The page of song lyrics (both levels) is given as a resource

for parents so that they can remind their children of the

song lyrics if they wish to This can be used at home, in

conjunction with the children’s MultiROM (see below) to

sing and enjoy the songs from the course

Maths Book (optional)

The Maths Book provides additional numeracy practice It

combines traditional numbers activities, such as counting

and writing numbers, with engaging puzzles and games and

fun activities

By the end of Level 1, children will be able to:

¢ write the numbers from 1 to 20

* count objects to 20

* carry out simple picture additions and sums

* group objects to 20

* Identify number sequences

By the end of Level 2, children will be able to:

¢ write the numbers from 1 to 100

¢ write the words for numbers from 1 to 30

¢ count objects to 100

* group objects to 100

® carry out sums

The Maths Book is a flexible and easy-to-use component of

First Friends \ts lessons may be done at any point in the unit

The Maths Book is also based on the premise that all children

can succeed, and therefore offers easy-to-do activities that

can be completed in class or at home No new vocabulary

is presented through the Maths Book, All counting and

number work is done through known vocabulary, with

a special emphasis on the vocabulary presented in the

corresponding unit of the Class Book There are complete

notes for each Maths Book activity at the end of the main

notes for each unit in the Teacher's Book

Teacher's Book (TB) *

The Teacher's Book is clear and easy-to-use It provides notes

to cover up to eight teaching sessions per week (when

all components are utilised fully), but if fewer sessions

are available, the material can easily be adapted to fit, for

example by omitting the Maths Book activities

You can see at a glance the objectives and materials needed

for each lesson There is always a suggestion for a warm-up

activity, which is followed by notes for the core activities

listed in the Class Book and corresponding page of the

Activity Book Most lessons contain an optional activity

should you want to give your children more practice or have

extra time Following the six core lessons of the Class Book,

there are notes for the Activity Book Review page of each

unit as well as complete notes for the Maths Book

The TB also contains a wealth of photocopiable material

This consists of progress checks, phonics practice and `

(at Level 2) numbers practice The photocopiable material

augments the material in the Class Book and Activity Book

It contains games and other fun activities as well as further

pencil and paper practice of key concepts,

There is a one-page progress check for each unit (pages 94-103) In addition, there is a two-page mid-year and two- page end-of-year progress check (pages 104-107)

The phonics practice photocopiables (pages 110-118) consolidate the letter forrns and sounds in Level 1 through a

variety of games and activities In Level 2, this is expanded to

include practice of word families

Page 119 (TB1 only) contains a writing model for the English

alphabet, showing the starting points and direction of the

pen strokes for each letter

The photocopiable material is clearly labelled and organized

by unit so that you know when it is appropriate to use There are also separate teaching notes for using the photocopiable pages (see page 108)

CDs

The Class Audio CD at each level contains all the audio

material for the course, including all the new vocabulary, dialogues, songs and stories The recordings feature only

native speakers of English and expose your children to

accurate and authentic models of presentation This CD is for use by the teacher in class

MultiROM

This can be found at the back of the Class Book It is to be

used by the individual child at home to consolidate learning

The MultiROM contains:

* audio recordings of all songs (including Phonics and Numbers songs)

* animated review stories

¢ interactive vocabulary practice activities iTools

Oxford iTools is software that allows teachers to present and manipulate course content in an interactive way It can

be used either on an interactive whiteboard (IWB) or ona projector The Class Book pages can be viewed on screen and are synchronised with their corresponding pages in the Activity Book so that teachers can move easily between therm, Interactive iTools activities include animated stories and vocabulary practice activities The interactive audio player also appears on screen

Resource Pack

At each level there is a Resource Pack containing a wealth of

flashcards and posters to support teaching in class:

Level 1 has 124 flashcards:

98 Vocabulary flashcards with pictures of all new vocabulary

26 Phonics flashcards with pictures of one of the phonics

words for each letter

Introduction 5

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Level 2 has 110 flashcards:

Level 1 flashcard list 62 shoes

Vocabulary flashcards: 63 jumper 93 Vocabulary flashcards with pictures of all new vocabulary

1 Tess 64 pyjamas 17 Phonics flashcards with digraphs / consonant — vowel -

2 Baz 65 dress consonant patterns

3 Adam 66 skirt -

4 Pat 67 shorts Level 2 flashcard list 56 beach

5 he 68 socks Vocabulary flashcards: 57 sandcastle

6 chair 69 legs 1 classroom 58 umbrella

7 window 70 eyes 2 music room 529 crab

9 board 72 head 4 seesaw 61 bucket

10 ‘door 1 nose arms 5 swing s sane owel

5 ros 76 hair 8 guitar 65 butter

14 bn 77 knees 9 friend 66 milk

15 ‘bl 78 toes 10 piano : 67 cheese table 79 baby 11 teacher 68 fish

18 ball ¡ 2 mụn 82 dad 13 happy 14 hot 71 chicken 70 potato

20 balloon 84 grandpa y 23 sou

21 robot 5 16 scared p

aunt 20 shy 77 elephant

50 on Bo sweet 21 cold 78 hippo

2 92 juice 24 catch 81 lon

oe pene 93 orange 25 sin 82 snake

30 rubber 34 cake 26 climb 83 monkey

ay Pen box 25 banaria 27 draw 84 teacher

33 book 27 Ice cream 29 An 86 farmer

x mater bottle 98 sandwich 30 kick 87 taxi driver

xo pure 99 Aapple 32 bedroom 89 police officer

x heart 100 Bbind 33 lamp 90 pilot

41 diamond hoa reo 36 living room 93 firefighter

42 orange : 105 Gait ,38 sofa 37 TV Phonics flashcards: 94 sheep

44 yellow tov hand 39 kitchen 95 shoes

46 green’ 109 K kangaroo ining room 97 thumb

47 brown 10 Llion 42 fridge 98 bath

48 pink 111 Mmoon 43 bed 99 chocolate

49 bee 112 Nnose 44 shelf 100 beach

54 donkey 117 Sstar sọ behi 4 105 big

55 chicken 118 Ttent ; chin 106 fig

56 duck 119 Uup 1 on 107 mop

57 goose 120 V volcano 52 under 108 top

60 hat 123 Yyogurt 55 shell

61 trousers 124 Z zero Introduction

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Posters

There is a poster dedicated to each of the stories in Levels

1 and 2 of First Friends You may wish to use these posters

when you teach the stories You can stick the poster at the

front of the room and ask children to describe what is hap-

pening in each picture before they listen to the story on the

CD Leave the poster for visual support as children act out the

story If you prefer, use the posters to decorate your room

At Level 1 there is also an attractive alphabet poster, which

can be used to revise the alphabet and vocabulary, or simply

to mark the progression of how many letters have been

introduced so far

Course structure

Each level of First Friends consists of 10 units

Each unit has six core lessons comprised of a Class Book

and an Activity Book component The Activity Book offers

an additional page of review practice, which can be

combined with the Maths Book or photocopiable material

to make a lesson

For additional classroom periods, there are six Maths Book

lessons, which can be used at any point during the unit

This material is very flexible It can be used in class over one

or two lessons or set up in class and assigned for home

practice

In addition, most lessons offer an optional activity The notes

for the optional activity are at the end of each lesson in the

Teacher's Book The optional activities provide extra practice

and consolidation of what has been taught in the main

Class Book / Activity Book lesson They do not present new

language or vocabulary They can be used if you have extra

time or if you feel your children need extra practice on a

particular language item

+

Topics

First Friends is a topic-based course Each unit is centred

ona different topic This reduces the cognitive load on

children since vocabulary is presented in meaningful groups

or word families

The topics chosen are relevant to kindergarten children

and reflect their lives As a result, they reassure, interest and

motivate the children in the classroom

Level 1 includes topics such as toys, clothes, food, family and

the body Level 2 includes topics such as school, feelings,

actions, home, furniture, holidays, jobs and wild animals

Cross-curricular features

The benefits of English instruction can be maximized by

linking it with other parts of the curriculum First Friends

connects to other curricular areas in many ways In both

levels, children do cross-curricular craft projects which link

with nature, social sciences, art and maths In Level 2, Explore

reading texts are introduced which familiarize the children

with a range of fun cross-curricular topics through the

medium of English

Creative links are also promoted through the development

of musical skills, including awareness of melody, rhythm

and rhyme

Values and Everyday English

First Friends tecognizes that language instruction presents

an opportunity to reinforce values such as cooperation, teamwork, health and respect for others The photographic values pages present useful, functional language within the context of social values These lessons model good social behaviour in situations that are relevant and familiar to young children, The dialogues, stories and illustrations also provide opportunities to address such values

Unit structure ;

The simple and reliable unit structure makes First Friends

an ideal course for experienced and novice teachers alike, Novice teachers can build confidence and rest assured that they are developing sound teaching skills while using the material Similarly, more experienced teachers who are more confident and adept in the classroom can expand upon the solid framework provided

Each unit has a one-page-per-lesson format, and each page / lesson has a specific role in the unit This format is consistent across Levels 1 and 2

Class Book structure The first two pages of each unit of the Class Book depict a lively scene involving the course characters These pages are used to present the target vocabulary and structure in context They provide two lessons of material

Lesson 1 is devoted to vocabulary, where there are typically ten new words for children to produce, Lesson 2 presents the key language structure of the unit in a dialogue format

The dialogue uses the structure in a natural way and is

humorous so that children remain engaged as they are

exposed to the new language

Lesson 3 of each unit is for Phonics, and it provides material for literacy development, the alphabet in Level 1 and further phonics practice in Level 2 First Friends is carefully crafted so that children are not overwhelmed by too many new letters

or phonic activities at once There are never more than three new letters presented in any one unit of Level 1 Similarly, in Level 2, there is never more than one core word family See page 8 for a description of word families and the phonics approach

Lesson 4 focuses on values and everyday English A dialogue using everyday English models good social behaviour and is illustrated photographically Functional language related to the unit topic is presented and practised here

Lesson 5 of each unit is devoted to numeracy, which is presented in Level 1 in conjunction with a song Children learn the numbers from 1 to 20 Level 2 presents the numbers up to 100 and focuses on basic Maths skills such as

pattern practice and sums

Lesson 6 is the story lesson Each story is a simple four- frame story which features the course characters or other characters in humorous, creative or thoughtful situations The story text appears in speech bubbles;

children are not expected to read all the words, but their appearance raises children’s comfort with the written word

in preparation for the reading of simple sentences, which is encouraged in Level 2 Children do not encounter any new language in these stories

Introduction 7

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Activity Book structure

The Activity Book mirrors the transparent structure of the Class Book The first and second pages reinforce the vocabulary, and where possible, the structure introduced in the unit In some cases, further phonics practice is provided to prepare for the next lesson The third page provides written practice of the

letter or letters introduced in the Phonics pages The fourth

page reinforces the values taught in the unit, and the fifth page provides written practice of the numbers of the unit

The sixth page has activities which enable the children to practise the language and concepts of this and previous units

before the review of the main literacy and numeracy concepts

on the seventh page

The four skills

First Friends develops the four language skills of speaking,

listening, reading and writing

Speaking

Children speak in every lesson Speaking activities represent

a wide range of formats, including listen and say, question and answer, role plays and communicative speaking

Pronunciation is also addressed through songs and the Phonics pages Attention is also given to techniques for pronouncing specific sounds that present problems for

speakers of various languages, e.g p and b

First Friends uses the International Phonetics Alphabet for

pronunciation models See page 9

Listening

Listening is an important skill for young children, and

it is likely that a number of your children will begin to understand with confidence before they are able to speak with confidence

From the outset of First Friends, children’s listening skills are developed Children listen to the dialogues and stories

in each unit The teaching notes always give suggestions for questions to ask your children about what they hear

Children are more likely to pay attention and focus if they know you will ask them about it *

Reading

First Friends teaches reading primarily using the phonics

method See below for an explanation of phonics

In Level 1, children will:

learn the left to right progression of English

e ‘learn the sounds of the letters of the alphabet

¢ learn to recognize the letters of the alphabet in both

lower case and capital letter forms

* learn the nares of the letters

* learn to identify the starting sounds and letters of words

¢ learn to read high frequency words (e.g colours) through the ‘Look and say’method

in Level 2, children will:

¢ learn to read and identify the digraph sounds represented

* gain experience in following written text as it is heard

Writing

Wtiting is very controlled in First Friends A controlled approach to writing helps to ensure that children’s handwriting is neat and legible It also helps to ensure that children form letters correctly at the print stage so that they are able to make the transition to joined-up handwriting

easily Writing is limited to the letters of the alphabet and

simple words

¢ do activities which reinforce the left-to-right direction of English writing

¢ do activities which develop fine motor control

¢ learn to write the lower-case and capital forms for all

letters of the alphabet

e learn to write simple words

* practise writing the letters of the alphabet

¢ learn to write simple words

¢ develop further their pencil control and fine motor skills

Literacy development: phonics and ‘Look and say’

First Friends adopts a phonics approach to literacy development

The phonics approach is based on the letter / sound correspondence In other words, each letter has a primary sound which enables the reader to decode or read the word For example, the word cat consists of three letters (c, a, 0) and three sounds (/k/ /eo/ /t/) If the reader understands the correspondence of the letters and the sounds, he or she is able to decode or read cat Thus, knowing the letter sounds

is extremely important, and is more important than the

letter name However, in many countries, letter names are

also important There are parental and cultural expectations that children should know the names as well as the sounds

of the letters As a result, First Friends teaches both the letter name and the letter sound

In order to make the learning process easier and more

enjoyable, First Friends uses a phonics song The phonics song is used for each letter and it sets the letter name, its

sound, and the phonics exemplar words to a memorable tune Children only need to learn the song melody once so that they can focus on the letter in future

In Level 2 the phonics instruction is expanded to include word families Word families consist of simple consonant- vowel-consonant words that have the same vowel and

final consonant, e.g cat, hat, mat, Pat Children apply the letter sounds learnt in Level 1 to read these words There is

one word family for each of the five vowels (-at, -et, -ig, -op, -un) Ward families also provide an opportunity to develop

rhyming skills, which can help children to become more attuned to the sounds and patterns of English

As with Level 1, there is a phonics song, but for word families rather than individual letter sounds The exemplar words

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|

a

are set to a memorable tune, and the same melody is used

for each word family Again, children only need to fearn

the song melody once so that they can focus on the word

families more easily

Although the phonics method can provide a solid foundation

in decoding words, it does have disadvantages Some words

cannot be decoded simply by blending their constituent

sounds, e.g blue, one, two, the, etc For this reason, First Friends

also uses the ‘Look and say’ (or‘Whole word’) method

in the ‘Look and say’ method, children are shown the word

and are taught to associate it with its meaning An example

of this in First Friends is the teaching of the colours

Children are shown the flashcard for blue and its written

form They are taught to recognize the word and associate it

with its meaning

Level 2 reviews all sounds learnt in Level 1 The emphasis in

Level 2 is on word families with the same vowel and final

Level 2 also introduces digraphs These are letter

combinations that have their own sound:

Kindergarten-age children are beginning to use logic to

understand things they have experienced, seen or heard

However, they are not able to understand abstract rules

or logic As a result, abstract concepts and grammar are

not taught overtly at this stage Terms such as singular or

plural are not used, and you will not find instructions to give

grammar rules in the teaching notes For example, when

plurals are introduced in Unit 4 of Level 1, the notes avoid

instructions such as ‘to change a word from singular to

plural, add the letter —s to the end! The concept of plurals is

taught using real objects, e.g pens, and drawing childrer’s

attention to the difference in the way the words pen and

pens are said

Attention span

Young children have very short attention spans They focus on here-and-now activities that are lively and fun Their attention span can be maximized when visual stimulus is present With this in mind, First Friends often recommends that flashcards be stuck to the board and remain there for support

In order to keep the children engaged, do not spend too much time on any one activity, It may be beneficial to leave

an activity unfinished in order to maintain class attention

You may also find that slowing down the pace or quickening the pace of your lessons will add variety and keep children interested

Sensory input

Everyone has a different learning style or preferred way of

learning, Auditory learners prefer listening to the CD or the teacher Visual learners prefer looking at pictures, Tactile learners take in new information by touching and doing

First Friends has a variety of activities that address the learning preferences of all children, There are opportunities

to listen to stories and songs on CD, talk about pictures and posters, and act out role plays

Fine motor skills development

Fine motor skills are still developing in young children

They are just beginning to use their hands and fingers for activities such as writing and-drawing These actions require coordination and control, which most young children typically do not possess As a result, the handwriting and

drawing of young children is often larger or malformed It is

important to recognize that such characteristics are a normal part of all children’s development

To assist in the development of fine motor skills, First Friends includes nufnerous tracing and drawing opportunities

Activities which require children to trace lines as they reinforce their new language skills are an important part of their coordination Similarly, colouring activities help children

to control their pencils

Itis very important to encourage children in their writing, tracing, copying and drawing Do not worry if children are unable to trace, write, draw or colour neatly These skills will emerge during their primary years

Affective developmental factors

Not all children will be able to respond to you from the

beginning of the year Some may need a silent period in which they acclimatize to the new experience and absorb the language around them without being required to produce it

Do not push children to speak if they do not feel comfortable Some activities involve calling children to the front to sing or act Choose children who are willing and eager to perform in front of the whole class

Furthermore, young children flourish with praise It raises their confidence and gives them positive reinforcement

Therefore, always praise correct responses and avoid harshly criticizing incorrect ones You may simply say, 'That’s almost right Try again:

Introduction 9

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Teaching Phonics activities

The lesson notes contain step-by-step instructions for introducing each letter

Level 1: Letters and sounds The general procedures are as follows:

Introduce the letter with a word beginning with that letter

using a flashcard, a real object, etc

¢ Write the letter on the board Point to it and say the letter name, its sound, and the name of the exemplar word,

¢ Children repeat the word chorally and individually

e Repeat with the capital letter

* Ask children to suggest a few cormmon names that begin with the sound English names are also given in the notes

Tell children that they are going to learn how to write

the letter

* Stand with your back to the class as you use your finger

to'write the capital form in the air Write the letter exactly

as it is presented in the Class Book (you may also wish to

refer to TB page 119)

in the air Check that they are forming the letter correctly

¢ Repeat the procedure for the lower case letter

* Tell children to practise tracing over the letters in their

books with their fingers

Level 2: Word families

The general procedures are as follows:

* Introduce the word family with a word from the family using a flashcard, a real object, etc

* Ask children to tell you the first seund of the word, Write it

on the board

¢ Introduce another word from the family Repeat the procedure

« Underline the vowel and final consonant in each word to draw children’s attention to the similarity

Teaching handwriting

Children need to be introduced gradually to handwriting

Tracing in the air and in their books with their fingers is a valuable exercise The lesson notes contain step-by-step instructions for teaching each letter

The general procedures are as follows:

* Draw writing lines on the board (you may wish to refer to

TB page 109 for a model) Put dots on the lines to show the starting point(s) for forming the capital letter Write the fetter on the lines exactly as it is presented in the Class Book (you may also wish to refer to TB page 119)

® Tell children to practise tracing over the letters in their books with their fingers

Introduction

« Children trace and write the letters with their pencils

Check that they are holding their pencils correctly and forming the letters correctly,

¢ Repeat the procedure for the lower case letter

« Draw more writing lines on the board Call children to the board to write capital and small forms on the lines Correct

as necessary

There is a photocopiable page of writing lines on TB page 109

so that you can give your children extra practice in handwriting

Using stories

Pretending and playing are extremely important for young children Stories encourage and facilitate pretending and playing They enable children to use their imagination, make sense of the world, and express their feelings and thoughts Stories also give a natural context for introducing and practising language Each unit of First Friends includes

a dedicated story lesson In addition, Lesson 2 of every unit

uses a little story to present the unit's key structure

How to teach stories and presentation dialogues

There are step-by-step notes tailored to each story and dialogue The general procedures are as follows:

¢ Establish the context for the story or dialogue by asking

children questions about the pictures,

¢ Ask questions which give key information These questions typically begin with: Who? Where? What? and Why?

* Children listen to the story or dialogue as they look at the pictures in their books

* Children listen again and repeat chorally

¢ Call children to the front to act out the story Use props,

eg flashcards, real objects, etc to make it more fun Ifyou

feel your children are able to, have them hold the cut-outs from AB1 page 77 as they act out stories with the course characters

There are step-by-step notes tailored to each song The general procedures are as follows:

Establish the context for the song by asking children

questions about the pictures

¢ Present any new language using real objects, flashcards, magazine pictures, drawing on the board, miming, etc

* Children listen to the song as they look at the pictures

in their books You may find that it is easier to present

the actions as children listen This often helps children to

remember the language more easily

¢ Children sing along as they listen again

* Call children to the front to do the actions and lead the

song Use props, eg flashcards, to make it more fun

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Doing arts and craft

Arts and crafts are important for young children They

encourage creativity and they also help to develop fine

motor skills

Many teachers are reluctant to do arts and crafts because

they feel they are difficult to manage effectively To help

with this, First Friends includes craft activities that are easy

to prepare for and do in the classroom The following are

general procedures to teach arts and crafts:

¢ Try the craft activity before class so that you are clear

about the materials and the procedures

* Before class, prepare for the craft activity by cutting out,

measuring or grouping as many of the materials as you

can Cover all work surfaces with paper or plastic

¢ During the lesson, give the instructions for each step of

the craft activity before you give the materials for that

step to the children This will help children to focus on the

instructions before they begin working

* Don't hesitate to modify the activity to suit your children’s

needs or the time available in the lesson

Assessment

First Friends provides for the continuous assessment of

children’s language performance in that each unit has a

photocopiable progress check (see TB pages 94-103) In

addition, there is a photocopiable mid-year progress check,

covering Units 1-5 (see TB pages 104-105), and a final

progress check, covering Units 6-10 (see TB pages 106-107)

Assessment helps you:

* to determine children’s strengths and weaknesses

* to determine what the class have learnt and what needs

more attention

¢ to monitor and follow the progress of individuals

* to monitor the effectiveness of your instruction

* to give feedback to children, parents and other teachers

The progress checks are traditional paper and pencil

worksheets that cover the letters and numbers concepts of

each unit You can use the progress checks in different ways

Children can do them silently on their oWn, as a more forrnal

assessment, or you may allow children to take them home

and work on them over a period of several days

Regardless of the way you choose to use them, model

the first item of each activity with the class Use one of

the modelling procedures described in the unit notes, e.g

copying an item on the board, etc

Although the progress checks are a good resource, you can

assess your children in other ways as well You can assess

their understanding and ability to speak English You may

also want to assess letter and number understanding orally

The First Friends photocopiable assessment form (see page

12) is intended for use in all units No two First Friends

classrooms are the same, so the assessment form can be

tailored to each teacher's needs

The lesson objectives are given at the start of the teaching

notes for each lesson Choose the objectives you wish

to assess and write them in the box at the bottom of a

photocopy of the assessment form For example, for Unit 5,

Lesson 1, you may decide that the first two lesson objectives

(to identify basic shapes and to identify colours) are the ones

you would like to assess Write this information in the box

at the bottom of the form Write the children’s names in the first column (You may find it useful to write the children’s names on a photocopy, and then copy this again before

filling in any objectives, so that you have a ready-made

template for future assessment.) Each form allows you to assess up to eight objectives You can either use one form per unit, or copy an extra form if you wish to assess more than eight objectives in any one unit

You may not want to tell the children that they are being assessed as this may cause them to feel anxious

Assessment at the kindergarten level is informative rather than evaluative As such, children should not be given marks denoting excellence or poor performance The following marking system is suggested:

O = OK The child has met the objective

E = Emerging The child has partially met the objective

N= Not at this time The child has not met any aspect of

the objective

How to carry out assessment in the classroom:

¢ Divide the children.into small groups Assess one group at

a time The other groups should do a quiet activity such as colouring, drawing or writing

¢ Assess your selected objectives using procedures children are familiar with, e.g hold up a flashcard and ask a child

What's this? The child responds It’s a triangle Show the

child three different shapes Point to the triangle Ask fs ita triangle? The child responds Yes It’s a triangle

¢ Vary the procedures slightly so that children do not repeat what the previous child has done, However, be sure that the procedures are consistent, ie they all require production, or they all require receptive understanding

¢ In the column for each objective next to the childs narne, indicate the child’s performance,

® On TB page 13 there is a photocopiable achievement certificate to give to pupils at the end of the year, or whenever they have perforrned well in class

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 practising English outside the classroom can really 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 practising 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

Trang 13

12

O=OK The child has met the objective

E = Emerging The child has partially met the objective N= Notat this time The child has not met any aspect

Trang 15

14

Lesson 1 Vocabulary œ5; 5:

Lesson objectives

To identify the course characters

To recognise English sounds and spoken words

To prepare to write in English by practising the left to

right pencil movement

Vocabulary: Adam, Baz, Jig, Pat, Tess

Materials: CD tracks 1-2, flashcards 1-5, cut-out of Baz

(from AB p77) Class Book = pacts4-s Warm-up

® Tell children to look at the picture on pages 4 and 5

Ask the following questions: How old are the children in the picture? (6, 4, and 2 years old), What's their relationship?

(brothers and sister)

Listen and say @) 1

e Tell children that they are going to meet the course characters

¢ Play the CD, holding up the flashcard of the character as its name is said Pause after each name so children can point to the character in their books Check children are

pointing to the correct character :

* Play the CD again, pausing after each name Children repeat the names chorally and individually

Tr anscript @ 1 Listen and say

Tess, Baz, Adam, Pat, Jig

Listen and find @) 2

e Tell children that you are going to say a character's name

and they should point to that character in their books

® Say the charactershames at random, e.g Baz, Tess, Pat, Jig, Adam As you say each name, you may like to hold up the flashcard of the character to give children visual support

* Check children are pointing to the correct character in

their books

* Play the CD and pause after each name, Children listen -and point to the character in their books

Transcript @ 2 Listen and find, Baz, Pat, Tess, Adam, Jig

Look and say

¢ Hold up the flashcard of Tess and ask the children to look and say the name Tess Do the same for the rest of the characters

* Put the flashcards on the board Point to them randomly,

and ask the children to look and say the names

Unit 1

1 Match and say

* Tell children to look at page 4

¢ Children name the characters they can see Explain that the same character is on both sides of the line

¢ Model the activity Stick the cut-out of Baz fram the back of the Activity Book on one end of the board and the flashcard of Baz on the other Move your finger in a straight line from the cut-out on the left to the flashcard

¢ Explain that Jig is a rabbit and he has got long ears

* Show children how to make the shape of a rabbit with their fingers by putting their first two fingers on the tip

of their thumb as they point their ring and little fingers upwards to make Jig's ears

* Tell children to repeat the action while holding their pencils between their fingers Help children as

Trang 16

CB PAGES 4-5, AB PAGES Lesson 2 Structure

Lesson objectives

“To introduce oneself in English co

To greet and say goodbye in English

To learn to ask How are you? and respond politely to the

question

To prepare to read in English by practising moving the

eye from left to right

To develop fine motor control

Structure: How are you? I'm fine, thank you

Vocabulary: !’m This is Hello Hi Bye

Materials: CD tracks 3-4, flashcards 1-5

Class Book cpPaces4-s

Warm-up

¢ Tell children that they are going to play a game

¢ Say the name of a course character and hold upa

character flashcard at the same time If the two match,

children say Yes If the flashcard and the name are

different, children say No

Point and say

* Tell children to look at the picture cn pages 4 and 5

¢ Tell the children to look at the characters in the picture

Say Point to Baz Children point to Baz in their books and

say the word

Listen and say @ 3

* Ask children to guess what they think the characters are

doing (Baz is greeting Pat and Jig, and Tess is leaving and

saying goodbye), Play the CD once to check the answer

¢ Play the CD again, pausing after each phrase Children

repeat the phrases chorally and individually

Transcript © 3

Listen and say

Baz Hello, Pat! I'rn Baz This is Adam

Tess Hi, Baz! Hi, Adam!

Baz Look, Adam, It’s Tess!

Tess Bye, Jig! Bye, Pat! Bye, boys!

Sing @4

* Tell children that they are going to learn a greeting song

in English Explain that it is polite to ask a person how

they are

e Present the phrase How are you? by holding up the

flashcard of Baz and looking at it Say Hello, Baz How

are you? Answer in Baz’s voice Say /'m fine, thank you

Encourage individual children to repeat the exchange

with Baz

¢ Play the CD Tell children to listen to the song

¢ Play the CD again and pause after each line Sing the line

and tell children to repeat after you

* Play the CD again and ask children to sing the song

Transcript @ 4

Sing

Jig Hello, Pat! How are you?

Pat Hello, Jig! I'm fine, thank you

Baz Hello, Adam! How are you?

Adam Hello, Baz! I'm fine, thank you

Activity Book races

1 Find and circle

¢ Tell children to look at page 5

¢ Tell children to put their finger on Baz’s picture on the left Tell them to move their finger to the right and name the characters they touch (Tess, Baz, Adam) Explain why there

is a circle around Baz's picture (because it matches the picture on the left) `

* Tell children to do the same with the other characters’

pictures, saying the names as they touch them For each set of characters, ask children which they should circle

¢ Children complete the activity by circling the correct characters Check the answers

2 Draw and colour

e Use your finger to show children how they are going to trace the outline of the fence in their books

Tell children to practise tracing the outline of the fence

with their fingers before tracing it with their pencils

Optional activity

* Ask the children to draw a picture of Jig or Pat Encourage them to look carefully at the pictures in their Class Book

to help them draw the character

* Ask children to come to the front of the class and hold

up their pictures Prornpt the children to identify the character and say Hello, (Pat)!

Unit 1 15

Trang 17

16

Lesson objectives

To ‘say, recognise and write the letters Aa and Bb

To recognise and say the sounds /ee/ and /b/

To develop fine motor control Vocabulary: ant, apple, bag, bird

Materials: CD track 5, flashcards 1-5 and 99-100;

(optional) dried macaroni or dried beans, paper, glue Class Book races

Warm-up

¢ Remind children of the instructions stand up, sit down and clap Say these at random and ask children to do the correct action for each one Vary the order and the speed

« Now repeat the game, but this time ask the children to repeat the instructions with you as they do the actions

Learn the sounds

¢ Hold up the flashcard of the apple Say apple Children repeat the word in chorus and individually Put the card

on the board,

¢ Hold up the flashcard of Adam Say Adam Children repeat the word in chorus and individually Put the flashcard of Adam next to the apple on the board

* Tell children to listen again to the first sound of apple and

Adam Explain that the first sound is the same in each

word

¢ Write the letter a on the board under the apple Write the letter exactly as it is presented in the Class Book (see also

TB page 119) Point to it, and say /ae/ apple Write a capital

A under Adam Say /ee/ Adam Explain that the letters have

the same sound

* Remind children that we use capital letters for names and lower-case letters for other words

* Explain that although the sound of the letter is /ae/, the name of the letter is a Ask children to repeat the letter name and letter sound, along wath the words, several times

* Present the sound /b/, repeating the steps above using

the flashcard of the bird and the flashcard for Baz

* Tell children that they are going to learn how to write the letters Aa and 8b Tell ther to look at page 6, and look at the letteS with the dotted lines and arrows

* Stand with your back to the children as you use your

“finger to'write’a capital A in the air

* Tell children to copy you and write a capital A in the air

Check that they are forming the letter correctly

* Repeat the procedure for the lower case a and for Bb

* Tell children to practise tracing over the letters in their books with their fingers They then trace over the letters with their pencils,

* Play the CD again and ask children to sing the song

Transcript @ 5 Sing

aaa b,b,b Teel, fel, lec/ Ibi, fol, fb/

feel apple, /ee/ apple /b/ bird, /b/ bird

Tel, feel, feel Ibi, fbf, /b/

Find and say

¢ Tell children to find the letter a in the alphabet at the top of the page Point out that a is the first letter of the alphabet

se Tell them to look at the main picture on the page Say Point to Adam Check that they are pointing to Adam

* Say apple Check that they are pointing to the apple

* Repeat with the letter 6 Explain that it is the second letter

of the alphabet Say Point to Baz Check that they are

pointing to Baz, Say bird Children point to the bird,

e Ask children to identify other things in the picture that begin with @ and 6 For the objects which are labelled on the picture, write the word on the board Run your finger under the word as you say it Ask children to point to the pictures of the objects as you say the words

Activity Book *sPaccs

1 Trace and write

© Draw writing lines on the board (see TB page 109 for a model), Put dots on the lines to show the starting points for forming the capital A Write the letter on the lines exactly as it is presented in the Class Book

* Tell children to practise tracing over the letters in their books with their fingers

* Children trace and write the letters with their pencils

Check that they are holding their pencils correctly and forming the letters correctly

* Repeat the procedure for the lower case a

* Draw more writing lines on the board Call children to the board to write A and a on the lines Correct as necessary

2 Trace and say Colour

* Tell children to look at the pictures and say the words

¢ Children trace over the first letter of each word with their

pencils Check that they are forming the letters correctly

¢ Tell children to trace the big letters in the pictures with their fingers, and then colour them

Tell children to colour the rest of the pictures They should try not to colour outside the lines

Optional activity

® Write the letters A and B on the board Give children a

sheet of paper and tell them to write one of the letters

onto it as large as they can

¢ Show children how to apply glue to their letters and to

stick macaroni or dried beans onto it

Trang 18

CB PAGE 7, AB PAGE 7 Lesson 4 Values

Lesson objectives oo

To consider the importance of being friendly

To understand everyday language used to be friendly

To greet others appropriately

Everyday English: Nice to see you Nice to see you, too

Materials: CD tracks 4 and 6

Class Book = pace7

Warm-up @ 4

¢ Ask the children if they can rernember the Hello song

(from Lesson 2) Play the CD (track 4) and encourage them

to sing along

« Sing the song again, but this time substitute the children’s

nares for the characters’ names

Listen and say @6

¢ Tell the children to look at page 7

¢ Ask questions about the photo: Who is the girl? (a student),

Who is the woman? (a teacher), What are they doing? (saying

hello), Are they happy? (yes)

¢ Tell the children that it is important to be friendly to

others, including adults, such as teachers and friends’

parents

* Explain that they are going to listen to the teacher, Miss

Page, and the girl, Hannah,

* Play the CD The children listen carefully

¢ Play the CD again Pause after each line, and ask the

children to repeat it

Transcript @6

Listen and say

Miss Page Hello, Hannah Nice to see you

Girl Hello, Miss Page Nice to see you, too

Say and do

* Repeat the conversation with the clags in chorus Say the

first line and prompt the children to respond

e Walk up to a child and say Hello, (child’s name) Nice to

see you

* Prompt the child to respond If necessary, remind him or her

to add too to the end of the sentence: Nice to see you, too

¢ Repeat with other children

* Vary the activity by allowing the children to pretend to be parents or other adults

Activity Book m?Aer?

1 Trace and say

¢ Tell the children to look at page 7

e Ask them questions about the picture: Who is the boy?

(a student), Who is the woman? (a teacher), What are they doing? (saying hello), Are they happy? (yes)

e Tell the children to trace the line around the boy's hand in their books Ask What is he doing? (saying hello)

¢ Read the text in the speech bubble aloud (Hello, Miss Lee)

Prompt the children to repeat it

2 Trace and colour

* Point to the activity at the bottom of the page

* Explain that they should look at the small picture and see whether it shows good behaviour or bad behaviour

¢ Ask what kind of behaviour the smail picture shows (good behaviour) Ask what kind of mouth is on the face (smiling)

® The children trace the smile They then colour the picture

Optional activity

¢ Ask the children to draw a picture of a child being friendly

to an adult Encourage them to choose a different situation, for example, greeting a friend’s mother or father, being friendly to the school bus driver, etc

Unit 1 17

Trang 19

To identify, write and use numbers1and2 ~

Vocabulary: numbers 1-2, count, for you

Materials: CD track 7

CB PAGES

Warm-up

Review the words for ant and bird

Ask children to look at the picture at the bottom of page 8

Ask them to identify as many things in the picture in

English as they can

Learn the numbers

Tell children they are going to learn to count in English

Ask them to look at page 8 in their books

Explain that the number line at the top of the page shows

many numbers, but that they will only be learning the two

numbers in the box

Write the numbers 1 and 2 on the board Write the

numbers exactly as they are presented in the Class Book

Hold up one finger, point to the 1 and say one Prompt

children to hold up one finger and say one as you point to

the number on the board Repeat with 2

Write the word one under the written number | on the

board Point to it and say one Repeat with the word two

Call a child to the front Say one / two Encourage the child

to point to the correct number and word.,

Point to the picture of the ant Say One ant Repeat with the

birds, saying Two birds

Tell children that they are going to learn how to write the

numbers 1 and 2 Tell them to look at the numbers with

the dotted lines and arrows on the page

Stand with your back to the children as you use your

finger to‘write’'a number 1 in the air

Tell children to copy you and write a1 in the air Check

that they are forming the number correctly

Repeat the procedure for number 2

Tell children to practise tracing over the numbers in their

books with their fingers, then with their pencils

Find and count

Draw an ant, an apple, a bird and a bag on the board

_ Point to each and prompt children to say the words

Tell children to look at the picture at the bottom of the

page Ask them find the items in the picture

Find the ant with them as an example Hold up the book

and point to the ant Write the number 1 next-to the

picture of the ant on the board

Ask children to count the number of bags and birds, then

the number of apples on each tree Elicit the answers and

write the numbers on the board next to the pictures

Sing @7

Ask children to tell you what the children are doing in the

picture (A boy is holding a bag and the girls are collecting

apples)

Unit 1

e Wiite numbers 1 and 2 on the board,

¢ Check that children can identify the numbers and pictures Say Point to the apple Check that children are pointing to the apple Repeat with bag and the numbers

¢ Tell children they are going to learn a song with numbers

1 and 2

* Play the CD Tell children to listen to the song

* Play the CD again and pause after each line Sing the line and tell children to repeat after you Tell children to hold

up one and then two fingers as they sing Count one and

Count one and two

One for me, Two for you

Count one and two

One bag for me, Two apples for you

Activity Book 8racea

1 Count and circle

Tell children to look at page 8

¢ Ask them to tell you the names of the things in the

pictures (ig, Pat, bird, apples) Do not worry about the plural forms at this time

¢ Model the activity Draw two squares on the board Write the numbers 1 and 2 under them Point to the squares and ask One? Encourage the children to say No

¢ Continue pointing to the squares Ask Two? Encourage the children to say Yes Circle the number 2 Count the

squares, saying One, two

¢ Ask children to do the activity Tell them to count the objects as they decide which number to circle Check that children circle the correct number

2 Trace and write

* Draw writing lines on the board Put a dot on the lines to

show the starting point for forming the number 1 Write

the number on the lines exactly as it is presented in the Class Book

¢ Tell children to practise tracing over the numbers in their books with their fingers

¢ Children trace and write the numbers with their pencils

Check that they are holding their pencils correctly and forming the numbers correctly

e Repeat the procedure for the number 2

* Draw more writing lines on the board Call children to the board to write 1 and 2 on the lines Correct as necessary

Trang 20

To follow the left-to-right sequence of English

To develop listening skills in English

To understand and enjoy a story

To revise and consolidate language introduced in the unit

Vocabulary: Sit down, Stand up, Clap

Materials: CD tracks 4 and 8, flashcards 1-5

Class Book = paces

Warm-up @)4

® Tell children that they are going to sing the song they

learned in Lesson 2 Choose four children to hold

flashcards of Pat, Jig, Tess and Baz Each child should

stand in a different part of the room holding up his or her

flashcard

¢ Play the CD and ask children to sing the song, Children

point to the correct character as they sing

Look and say

the correct character in their books Repeat for all the

characters in the story

* Explain that English stories are presented from left to right

Hold up your book and point to the frames in order

® Say Point to the first picture Check that the children are

pointing to the picture in the upper left-hand corner Say

Point to the second picture Check that they are pointing to

the picture in the upper right-hand corner Repeat with

the third (bottom left corner) and fourth (bottom right

corner) pictures

* Ask children questions about the story: Who can you see in

the pictures? (Pat, Jig and Baz), What are Jig and Pat doing?

(playing and clapping), What happens at the end of the

story? (Baz opens the door so Pat and Jig have to quickly sit

down and not move}

Listen @ 8

* Tell children that they are going to listen to the story

* Play the CD and pause between each frame Don't ask the

children to repéat the text at this stage of the lesson

* Ask them to tell you what they understood Play the CD

again if necessary

Transcript © 8

listen Sit down, Jig

Jig Hello, Pat! Stand up!

Jig Clap, Pat, clap!

Pat It's Baz! Sit down, Jig!

Baz Hello, Pat! Hello, Jig!

Listen and act, @)8

* Play the CD again, pausing after each frame Children repeat the sentences in chorus and individually

¢ Say Stand up The children listen and do the action Repeat for Clap and Sit down

® Tell the class that they are going to act out the story Call

three children to the front of the class and give each of

them a flashcard showing Baz, Pat or Jig Each child will take the rote of the character on his / her card

¢ Help them perform by prompting the lines and telling them to repeat and do the actions

¢ Ask other groups of children to act out the story

Activity Book 48paces

1 Match and say

® Tell children to look at page 9

¢ Ask children to identify the characters in the picture halves,

¢ Draw a dotted wavy line on the board Move your finger from left to right along the line

* Tell children to copy your action and move their fingers along an imaginary wavy line in the air

* Children practise tracing the lines in their books with their fingers Check that they are moving their fingers from left

to right

® Tell children to trace the lines with their pencils and say the characters’ names quietly to themselves,

Optional activity

¢ Play a game using the instructions children have learnt

Explain to the class that they need to follow your instructions very quickly, and if they are too slow they will

be out of the game

s Call out Stand up! The child that is last to stand up is out

of the game

* Continue with other instructions: sit down and clap

Eliminate one or two children each time until you have a

winner

Unit 1 19

Trang 21

To review the letters and sounds for Aa and Bb ˆ

To develop fine motor control Materials: flashcards 2, 3, 99, 100

Activity Book 4setio

Warm-up

Tell children that you are going to whisper the sound /ze/

or /b/ They should watch your mouth carefully and say

the sound you are whispering

Whisper /ze/ Exaggerate the movement of your mouth as you do so Children identify the sound

Repeat with the sound /b/, and continue as a game

Find and circle

Write the letter @ on the board Point to it and say a /a/

Write the letter b next to it Say b /b/

Write the capital letters A and 8 on the board Point and say a fee/ and 6 /bi

Remind children that we use capital letters for names Ask

children to tell you some names that begin with /ee/ or /b/

Tell children to look at page 10 in their Activity Books

Children put their fingers on the blue letter ø on the left

Tell them to say a /ee/

Tell children to move their fingers to the right and say the

name and sound of each of the black letters they touch

Explain why the black letter ais circled

Tell children to do the same with the other rows of letters

They should say the name and sound of each letter as they touch it For each row of letters, ask children which they should circle

Children complete the activity by circling the correct

letters Check the answers

2 Match and colour

Write the letters A and a on the board Say a /e/

Stick the flashcard for Adam under the lower-case a Ask children if this is correct Explain that it is not correct because Adam's name doesn't begin with a small a

Hold up the flashcard for Adam under the capital A Ask children if this is correct Explain that it is correct because Adam bégins with a capital A

Tell children to look at activity 2 Ask children to call out the sounds and names of the letters, and the words for

the pictures (Baz, Adam, apple, bird)

Ask children which picture begins with a capital A (Adam)

Tell children that they are going to draw a line from the

letter A to the picture of Adam

Children draw lines from each of the letters to the correct picture Check the answers by sticking the flashcards on the board, Children can then colour the pictures

Progress check 1 (photocopiable} (TB page 94)

¢ Follow the procedure described on page 11 of the Introduction

Trace and colour

Ask children to identify the characters (Baz and Tess)

Tell children to trace over the lines with their fingers, starting at the top left of Baz’s T-shirt and working their

way across

Check that children are tracing from top to bottom and

from left to right

Children complete the activity by tracing over the dotted

lines with their pencils, When children finish, they should colour the pictures

PAGE 5

Lesson objectives

Trace and colour

Ask children to point to the picture and say the words for apple and ant

Draw on the board the apple tree, with dotted lines for the trunk, and one of the fallen apples, as they appear in the book

Use your finger to demonstrate how children should trace the dotted vertical lines with their fingers

Connect the dotted lines on the board Children trace with their pencils Check they are moving from top to bottom

Repeat with the horizontal lines for the ant trails at the bottom of the page

PAGEG

To practise counting and writing the numbers 1and2

To recognise the words one and two

Trace, count and say

Hold up the book and point to the bag Say Bag Children

repeat

Tell children to count the number of bags aloud (7)

Draw writing lines on the board Put a dot on the lines to

show the starting point for forming the 1 Model writing

the number 1 on the board exactly as it is shown on the

Maths Book page, while children trace the number with

their fingers in their books

Children trace and write the number with their pencils Repeat with the number 2 and the ants

Trang 22

2 Trace, write and circle

e_ Wiite the number 1 on the board Say One Write the word

one next to it Point to it and say One

e Repeat with 2 and the word two

¢ Point to one of the numbers or words at random and

prompt the children to say it

¢ Tell children to look at the bottom of page 6 Tell them to

trace and write the number 1 on the first line Check that

they are forming the number correctly,

* Tell children to circle the word for one in the first line

« Repeat with 2

¢ Ask children to hold up their books to check quickly

PAGE?

To prepare to read and sequence numbers in English by

practising moving the eye from left to right

1 Find and circle

Tell children to put their finger on Tess's picture at the top

left of the page

* Tell them to move their finger to the right, look at the

pictures, and stop when they come to a picture which is

exactly the same Explain that this picture has a dotted

circle around it because it is exactly the same Ask children

to trace the circle

¢ Tell children to do the same with the pictures of Baz,

Adam, Pat and Jig For each set of pictures, ask children

which one they should circle,

* Children complete the activity by circling

* Check the answers,

PAGES

Lesson objectives - _

To count 1 and 2

1 Say and circle

* Children name the objects they can see on the page

* Copy the first line of the activity on the board as it appears

in the book

* Point to the firSt picture of the ant Say One Then point to

the second picture of the ants Say Two Point to the third

picture Say One,

* Point to the first and third pictures and say One Circle the

third picture: Encourage children to tell you that these

two pictures are the same

¢ Children complete the activity

PAGES

Lesson objectives _

To recognise numbers 1 and 2

To recognise words one and two Find and circle

Write the numbers 1 and 2 on the board Paint to each so children can say the numbers

Write the words one and two under the numbers Point to each so children can say the words

Copy the first line on the board as it is on the page, with one number, a gap, and then three more numbers

Point to the number 1 on the left and then each of the

numbers in turn as children say them

Call a child to the front to circle the number 1 in the row

of three numbers

Provide another example using the first row of words in

the bottom half of the activity

Children do the activity on their own

Check the answers

Unit 1 21

Trang 23

2

Lesson 1 Vocabulary œ+eeø-n nen

‘Lesson objectives _ _

To identify common classroom objects

To recagnise English sounds and spoken words

To practise the left-to-right pencil movement To'recognise parts of the whole

Vocabulary: bin, board, chair, clock, cupboard, door, floor,

picture, table, window

Materials: CD tracks 9-10, flashcards 6-15 Class Book ceraces 10-11

Warm-up

¢ Tell children to look at the picture on pages 10 and 11 Ask

the following questions: Who is the boy in the picture? (Baz),

Where is he? (at school), What is Baz giving his teacher? (a picture), What is it a picture of? (a bird)

Listen and say @) 9

¢ Tell children that they are going to learn the words for some of the things in Baz’s classroom

¢ Play the CD, holding up the flashcard for each object as its

name is said Pause after each word so children can point

to the object in their books Check children are pointing

to the correct object

¢ Play the CD again, pausing after each word Children repeat the words chorally and individually

Transcript @ 9

Listen and say

chair, window, clock, board, door, picture, cupboard, floor, bin, table

Listen and find © 10 “

¢ Tell children that you are going to say a word and they should point to that object in their books

word, you may like to hold up the flashcard of the object

to give children visual support

* Check children are pointing to the correct object in their

~ books

¢ Play the CD and pause after each word Children listen and point to the object in their books

Transcript © 10 Listen and find

cupboard, window, table, clock, door, picture, floor, bin, board, chair

Unit 2

Look and say

¢ Put the classroom flashcards on the board Point to them randomly and ask the children to look and say the names

Activity Book ‘sracen

1 Match and say

* Children name the objects they can see parts of in the left column Explain that the other part of the object is in the right column

* Model the activity Draw the left half of the table on the top left corner of the board and the right haif of the table

on the lower right corner of the board Move your finger ina straight line from the part on the left to the part on the right

® Children practise matching the parts of the objects in their books with their fingers Check that they are moving their fingers from left to right Ask children to say the words for the objects as they match

¢ Tell children to match the parts of the objects with their pencils, saying the words for the ® objects as they do so

e Repeat with other objects in your classroom

If there is time, call a child to the front to give the commands to the class

Optional activity 2

Do not teach the other letters at this time If children ask

about them, praise them for their interest and tell then they will learn those letters soon

¢ Repeat with the flashcard for board

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Lesson 2 Structure œ%-n ni:

‘Lesson objectives _

“To practise greetings

To ask and say what something is

To thank someone

To identify common classroom objects

Structure: What’ this? ita

Vocabulary: Thank you

Materials: CD track 11, flashcards 6-15

Class Book = cepaces 10-11

Warm-up

¢ Tell children that they are going to play a game

e Say the name of a classroom object and hold up a

flashcard of a classroom object at the same time If the

two match, children say Yes If the flashcard and the name

are different, children say No

Point and say

¢ Point around the classroom to various items and name

them, such as chair, table, bin, etc Children point with you

and repeat

* Now point to the classroom items in a random order and

encourage the children to point and say the words

¢ Tell children to look at the picture on pages 10 and 11

Say Point to the window Children point to the window in

their books and say the word Do the same with the rest of

the items

Listen and say @ 11

¢ Tell children to look at the picture Ask children to say

what they think the characters are doing (Baz is giving his

teacher a picture) Play the CD once to check the answer

¢ Tell children the teacher's name is Mrs Woodward

Transcript @ 11

Listen and say

Mrs Woodward Hello, Baz

Baz Hello, Mrs Woodward

Mrs Woodward What's this?

Baz it’s a picture

Mrs Woodward It's a big bird!

Baz It's for you

Mrs Woodward Thank you, Baz

* Ask children how Baz and Mrs Woodward greeted each

other (Hello)

® Ask if they can remember what Mrs Woodward said after

Baz gave her the picture (Thank you) Present thank you

* Calla child to the front of the class and give him / her

the flashcard of the picture Say Hello, (child’s name)

Encourage the child to greet you by name

and give it to you

° Asyou take the picture, say Thank you, (child's name)

¢ Remind children that it is good manners to say thank you when somebody gives you something

e For extra practice, hold up the flashcard of the chair and ask What’ this? Look confused, as if you don’t know what

it is Encourage the children to say /t’s a chair

* Repeat with other flashcards

¢ Touch a chair in the room, and ask What’ this? Again, look confused as if you don’t know what it is Have individual children answer the question with it’s a chair

* Repeat with other known classroom objects available

Activity Book = srace2

1 Draw and say

¢ Ask children to try to identify the objects in the activity (window, door, clock, cupboard)

¢ Model the activity by drawing a dotted square on the board and tracing it

¢ Children practise tracing the objects in their books with their fingers Ask children to say the words for the objects

as they trace

¢ Tell children to trace the objects with their pencils, saying

the words for the objects as they do so

2 Draw and colour

* Copy part of the floor onto the board

¢ Use your finger to show children how they are going

to trace the lines of the floor in their books Tell children

to practise tracing the line of the floor with their fingers before tracing it with their pencils

¢ Tell children to colour the picture when they have

finished

Optional activity

¢ Tell children that they are going to play a gare

¢ Stick one of the classroom abject flashcards on the

board and cover it with a large sheet of paper

a child correctly guesses the object Say Very good and reveal the flashcard to the class

¢ Repeat with flashcards for other objects

Unit 2 23

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24

Lesson 3 Phonics = ?acc12,aspace13

_Lesson objectives

To say, recognise and write the letters Cc and Dd

To recognise and say the sounds /k/ and /d/

To develop fine motor contro!

Vocabulary: cat, coai, date, dog Materials: CD track 12, flashcards 101-102

CB PAGE 12

Class Book Warm-up

« Review the sounds and forms of letters a and 6, Write the lower-case letters on the left of the board and the capital letters on the right

¢ Calla child to the front of the class, Ask him or her to match the lower-case and capital letters for Aa Correct

if necessary

* Call other children to the front of the class to do the same

for Bb

Learn the sounds

* Hold up the flashcard of the cat Say cat Children repeat the word in chorus and individually, Put the card on the board

¢ Write the letter con the board under the cat Write the letter exactly as it is presented in the Class Book, Point to it

and say /k/ cat

¢ Write a capital C on the board Rernind children that we use capital letters for nares and lower-case letters for

other words ,

* Explain that although the sound of the letter is /k/, the name of the letter is ¢ Have children repeat the letter name and letter sound, along with the word, several times (c, /k/, cat)

* Present the sound /d/, repeating the steps above using

the flashcard of the dog

* Tell the class that they are going to learn how to write the letters Cc and Dd Tell them to &pen their books to page 12

and look at the letters with the dotted lines and arrows

* Stand with your back to the class as you use your finger to

‘write’a capital Cin the air

* Tell children to copy your action and write a capital Cin the air Check that they are forming the letter correctly

s Repeat the procedure for the lower case ¢ and for Dd

¢ Tell children to practise tracing the letters in their books with their fingers They then trace them with their pencils

Sing © 12

Tell the class that they are going to sing a song to help

them learn the letters Cc and Dd

¢ Play the CD The children to listen to the song

¢ Play the CD again, and pause after each line Sing the line, and tell the children to repeat after you Tell ther to point

to the letters and words in their books as they sing them

« Play the CD again, and ask the class to sing the song

Unit 2

Transcript @ 12

Sing

Iki ki kf /d/,/di, /di

/k/ cat, /k/ cat /d/ dog, /d/ dog

/ki, Iki, [kf Idi, dl, /d/

Find and say

¢ Ask children to find the letter c in the alphabet at the top of the page Explain that c is the third letter of the alphabet

* Tell thern to look at the main picture on the page Say

cat, and ask them to point to the cat Check that they are

pointing to the picture of the cat

* Do the same with the letter ¢ Explain that it is the fourth letter of the alphabet Say dog and ask the children to point

to the dog

* Ask children to identify other things in the picture that begin with c and d For the objects which are labelled on the picture, write the word on the board, Run your finger under the word as you say it Ask children to paint to the pictures of the objects as you say the words

« Now ask the children to find the things beginning with the sounds /e/ (apple) and /b/ (bird) in the picture

Activity Book se:

1 Trace and write

« Draw two sets of writing lines on the board Put a dot

on the lines to show the starting points for forming the capital letter C and the lower case c Write the letters on the lines exactly as they are presented in the Class Book

Tell the class to practise tracing the letters in their books

with their fingers

¢ The children trace and write the letters with their pencils

Check that they are holding their pencils correctly and

forming the letters correctly

¢ Repeat the procedure for the letters Dd

« Draw more writing lines on the board Call children to the

board to write Cc and Dd on the lines, Correct as necessary

* Tell children to look at the pictures and say the words

"« They trace the first letter of each word with their pencils Check that they are forming the letters correctly

* Ask them to trace the big letters in the pictures with their

fingers, and then colour them,

* Ask children to colour the rest of the pictures They should

try not to colour outside the lines

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To respond appropriately to your teacher

Everyday English: Please put away your books and come

here Miss

Materials: CD track 13

Class Book

Warm-up

other people in the last unit (Hello Nice to see you,)

* Say Hello Nice to see you to one of the children Prompt

him or her to respond Nice to see you, too

CB PAGE 13

Listen and say @ 13

* Tell the children to open their books on page 13

* Ask questions about the picture: Where are the children?

(at school), Who is the woman? (their teacher), What are they

doing? (putting away their books), Are the children listening

to their teacher? (yes)

* Tell the children that it is very important to listen to their

teachers

* Explain that they are going to listen to Miss Page instruct

the children in her class to do some things

* Play the CD The children listen

® Play the CD again Pause after each line and ask the

Transcript @ 13

Listen and say

Miss Page Please put your books away and come here

Children Yes, Miss Page

Say and do

¢ Repeat the conversation with the class in chorus, Say the

first line and prompt the-children to respond

* Walk up to a child and say Please put your book away

* Prompt the child to respond Encourage him or her to do

the action

* Stand at the front of the class Turn to one child and say,

Please come here

e Encourage the child to stand and walk to the front of

the class,

Act

Tell the class that they are going to act out the situation

Calla child to the front to perform the role of the teacher

Encourage the other children to respond and do the action,

* Help the children perform by prompting the lines as

necessary

e Repeat with other children

¢ Vary the activity by telling the children to put other objects away, for example, Please put your pencils away

Activity Book asracti

1 Trace and say

¢ Tell the children to open their books on page 14

¢ Ask them questions about the picture: Who are the children? (students), Who is the woman? (a teacher), What is she saying? (Please come here), Are all the children listening to her? (no)

e Ask the children to trace the dotted tine in their books

Remind them to trace in the direction that the arrow is painting

2 Trace and colour

* Point to the activity at the bottom of the page

¢ Ask them to look at the small pictures and decide which

one shows good behaviour and which shows bad

behaviour

e Ask what kind of behaviour is shown in the first small picture (good) Ask what kind of behaviour the boy in the

second picture shows (bad)

« Tell the children to trace the mouths on the faces They

then colour the pictures

Optional activity

¢ Ask the children to draw a picture of children listening

to their teacher Encourage them to choose a different situation, for example, listening to the teacher ona

school trip, in the music room or during lunch

Unit 2 25

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* Hold up the flashcards for bird and dog Call a child to

the front Say This is your bird Here you are Hand the bird flashcard to the child The child responds with Thank you

* Call another child to join you Give the dog flashcard to the first child Explain that he or she should give it to the classmate, using the language you have just modelled

¢ Repeat with several children

Learn the numbers

¢ Tell children that they are going to learn to count further

¢ Draw three squares on the board, Say Three Count One, two, three, Write the number 3 under them, Write the number exactly as it is presented in the Class Book

¢ Draw four squares Point to each square as you say One, two, three, four Write the number 4 under them

¢ Point to the number 3 Say three Write the word three under the three squares Point to it and say Three

¢ Repeat with the word four

e Calla child to the front Say three / four Encourage the child to point to the correct number and word

¢ Tell children to open their books at page 14

¢ Tell them you are going to say a number and they should point to the correct picture, Say Three Check that children are pointing to the cats Repeat with Four

Tell children that they are going to learn how to write the numbers 3 and 4 Tell them to look at the numbers with the dotted lines and arrows on the page

¢ Tell children to copy you and write a 3 in the air Check

that they are forming the number correctly

¢ Repeat the procedure for number 4

® Tell children to practise tracing over the numbers in their

Find and count

* Put the flashcards for apple, bird, cat and dog on the board

Draw a coat, door and window next to them Prompt

children to say the words

¢ Tell children to look at the picture at the bottom of the page Ask them find the iterns in the picture

¢ Find the apple with them as an example Hold up the book and point to the apple Write the number 1 next to the flashcard of the apple on the board

¢ Ask children to count the number of the items on the

board in the picture Elicit the answers and write the numbers on the board next to the flashcards and pictures

Unit 2

Sing 14

* Present the word kneck Say Knock on the door while demonstrating knocking Call a child to the door, and say Knock on the door Encourage the child to do the action

@ Present Come in by having the child go outside and knock

on the door After the child knocks, say Come in If the child

does not come in, open the door and motion for him or her

to come in Repeat until the child comes on his or her own Tell children that they are going to learn a song with all the numbers they now know in English

¢ Play the CD Tell children to listen to the song

Play the CD again and pause after each line Sing the line

and tell children to repeat after you Tell children to count

on their fingers as they sing One, two, three, four and Four, three, two, one

* Encourage them to pretend to knock on a door for the line Knock, knock, knock on the door

e Play the CD again and ask children to sing the song as

they do the actions

e Ask them to tell you the numbers at the top of the page

e Draw another balloon next to the first one Ask Yes?

Children respond Yes

@ Ask children to look at the activity Ask them what number they can see above the first box, and what they can see in the picture Explain that they must draw three apples in the box, etc

¢ Children do the activity Check that they have drawn the correct number of apples and balls

2 Trace and write

¢ Draw writing lines on the board Put a dot on the lines to

show the starting point for forming the number 3 Write the number on the lines exactly as it is presented in the

Class Book

* Tell children to practise tracing over the numbers in their

books with their fingers

® Children trace and write the numbers with their pencils

Check that they are holding their pencils correctly and forming the numbers correctly

¢ Repeat the procedure for the number 4

* Draw more writing lines on the board Call children to the board to write 3 and 4 on the lines Correct as necessary

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Lesson 6 Story cnemmero

:Lesson-objectives ¬

To follow the left-to-right sequence of English -

_To understand and enjoy a story

Vocabulary: bin, chair, dog, door

Materials: CD track 15, flashcards 6, 10, 14, 102;

(optional) a date

Class Book = race1s

Warm-up

¢ Hold up the flashcard of the door and ask What's this?

Children say it’s a door

¢ Stick the flashcard on the board and write the word door

under it

¢ Repeat with chair, bin and dog

* Leave the flashcards on the board

Look and say

Tell children to open their books at page 15

e Remind children that English stories are presented fromm

left to right Hold up your book and point at the frames in

order

the picture with the 1 in the corner Say Point to picture 2

Check that children are pointing to the picture with the 2

in the corner

e Ask children questions about the story: Can you see any

of the things on the board in the pictures? (chairs, door, bin),

What is the girl doing in the last picture? (She's painting a face

on the bin), Where is the dog? (In the last picture It’s made of

the chairs, door and bin)

Listen @ 15

¢ Tell children that they are going to listen to the story

e Play the CD and pause between each frame Don't ask

children to repeat at this stage of the lesson

e Ask children to tell you what they understood Play the CD

again if necessary,

Transcript ® 15

Listen What's this?

Boy What's this?

Girl It's a chair

Boy What's this?

Girt It’s a door

Boy What's this?

Girl It’s a bin

Boy What's this?

Girl {t's a dog! Woof! Woof

Listen and act @) 15 Play the CD again, pausing after each frame, Children repeat the sentences chorally and individually Children should repeat the lines they hear, not the text under the pictures

Tell the class that they are going to act out the story, Calla

child to the front to rnodel the story with you Point to the

flashcards on the board as you begin the story Encourage

the child to act the role of the answering child Point to

the flashcards to prompt his/her answers

Call other children to the front to act out the story

Help children to perform by prompting the lines and telling them to repeat

Activity Book sraceis

Colour the letters C and cc

Tell children to look at the top of page 16

Ask children which letters they can see in the pieces of the picture (Cc etc)

Write the letters C and ¢ on the board Ask children the

name and sound of this letter (c, /k/)

Tell children to colour the pieces of the picture that have the capital C and lower case c Explain that it is very

important that they colour inside the lines

Children colour the pieces of the picture Check that they are staying inside the lines as well as they can

When children have finished, ask them if they can recognise the picture Hold up one of the children’s books and ask What’ this? Children should answer it's a coat

Ask children what sound coat begins with /k/)

2 Colour the D and d dates

Hold up a-date or draw one on the board and ask What's this? Children should respond § a date

Ask children the first letter and first sound of the word date (d, /d/) Write the letter on the board

Tell children to look at the bottom of page 16

Ask children which letters they can see in the dates (A, a, Dd, etc)

Tell children to colour all the dates that have a capital D

or lower case don them

Optional activity

* Give each child a sheet of paper

e Ask them to draw and colour something beginning

with ¢ (coat, cat) or d (dog, date, door)

¢ Tell them to write the letter under the picture

Unit 2 27

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28

:Le$sonobjectives -

To review the unit vocabulary

Warm-up

* Teil the class that they are going to play a game Explain

that you are going to clap and they have to tell you the number of times you clapped

* Clap twice and wait for the children to say two Repeat

with random numbers from 1 to 4

* Aska child to come to the front and clap for the rest of the

class to answer

1 Find, say and circle

Tell children to look at page 17 in their Activity Books

* Ask them to say what they can see in the pictures (chair,

table, bin, door, apple, bird, Tess, etc.)

¢ Ask children to look at the first picture Then ask them to

look at the second picture and find five differences

¢ Model the activity by pointing to the bin in the first

picture and then the two bins in the second picture

The children trace around the extra circled bin with their finger and say bin

® Do the same with the other four differences in the second

picture (the picture of Tess on the board, the picture of the dog on the board, the extra chair, the window)

¢ Children complete the activity by circling the different

items

Progress check 2 (photocopiable) (TB page 95)

Follow the procedure described on page 11 of the Introduction

To practise counting 1 and 2

1 Count and match

¢ Write the numbers 1 and 2 in the centre of the board

* Draw one circle above the numbers Draw two circles below the numbers

Point to the single circle Say Count Children count One

Point to the two circles Say Count Children count One, two,

¢ Draw a line from the number 1 to the single circle

¢ Calla child to the front to draw a line between the two circles and the correct number (2)

¢ Tell children to look at page 10 Ask them to tell you the words for all the objects they can see on the page

line to the correct number Start with the bins

* Ifsome children finish quickly, ask them to colour the pictures

PAGE 11

Lesson objectives ˆ a

To practise counting | and 2

1 Find and colour the picture with 1 dog

¢ Tell children to look at the first activity on page 11

« Explain that there are three pictures, or groups, of animals

Ask them which animals they can see (cat and dog)

¢ Ask them to count the number of dogs in the first picture

(2), Repeat with the second and third pictures

Tell them to colour the picture with one dog

« Check that children have coloured the correct picture

2 Find and colour the picture with 2 cats

¢ Explain that there also are three pictures, or groups, of _ animals in this activity Ask them which animals they can see (cat and dog)

« Ask them to count the number of cats in the first picture (1), Repeat with the second and third pictures

¢ Tell ther to colour the picture with two cats

« Check that children have coloured the correct picture

Trang 30

PAGE 12

‘Lesson objectives | oS co

Toi practise counting and writing the numbers’ 3 and 4

To recognise the words three and four

1 Trace, count and say

* Hold up the book and point to the coats Say Coats

Children repeat

¢ Tell children to count the number of coats aloud (3)

® Draw writing lines on the board Put a dot on the lines to

the number 3 on the board, exactly as it shown on the

* Children trace and write the number with their pencils

« Repeat with the number 4 and the dates

2 Trace, write and circle,

* Write the number 3 on the board, Say Three Write the

word three next to it Point to it and say Three

¢ Repeat with 4 and the word four

¢ Point to one of the numbers or words in random order

and prompt the children to say it

Tell children to look at the bottom of page 12, Tell them to

trace and write the number 3 on the first line Check that

children are forming the number correctly

¢ Tell children to circle the word for three in the first line

¢ Repeat with 4

¢ Ask children to hold up their books to check quickly,

PAGE 13

Lesson objectives

_To practise counting 3 and 4

1 Count and trace

* Draw a balloon on the board Ask What's this? Children say

A balloon

e Draw three more balloons on the board for a total of four

balloons Write the numbers 3 and 4 under the balloons

Call a child to the front to point to the correct number (4)

e Ask the child to trace the number 4 in the air in front of

the number 4 @n the board

® Tell children to count the number of each item and trace

the correct number, first with their fingers and then with

To practise counting 3 and 4 -

_To recognise the words three and four

Count and match

Write the numbers 3 and 4, one above the other, on the board, Point to them and prompt children to say the numbers

Write the words four and three on the board to the right of

the numbers Point to each word and children say it

Children name and count the objects on the left

Tell them to look at the middle column Ask them to draw

a line from the picture to the correct number Then ask

them to draw a line from the number to its word

Check the answers aloud as class

2 Draw

Ask children to look at the bottom of page 14

Point to the pictures on the left and elicit the names of

the items

Explain that they should draw the correct number of these items in the box on the right

Review the number words if necessary

Check by asking children to hold up their books

PAGE 15

‘Lesson objectives

To practise counting from Tto4

Count and write

Write the numbers 1, 2, 3 and 4 in a row across the top of the board, Point to each number as children say it

Tell children to look at page 15 Ask children what they can see in the first picture (cats)

Ask How many cats? Children count aloud 1, 2 Two cats

Tell children to write the number 2 below the cats

Explain that they should complete the activity in this way, writing the correct number below each picture

Check answers by asking How many ants? Children respond Four ants Repeat with tables, doors, windows and bins

Unit2 29

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Lesson 1 Vocabulary CB PAGES 16-17, AB PAGE 18

‘Lesson objectives _To identify toys -

To recognise English sounds and spoken words -

To recognise parts of the whole

Tơ count 1 and 2

Vocabulary: ball, balloon, bicycle, boat, car, doll, puzzle, robot, teddy bear, train /

Materials: CD tracks 16-17, flashcards 16-25;

(optional) real toys

Class Book = 8 PAces16-17

Warm-up

* Tell children to lock at the picture on pages 16 and 17 Ask the following questions: Who is the boy in the picture? (Baz), Wha is the girl? (Tess), What are they doing? (Playing with their toys), Are they playing nicely? (Yes), How do you know?

(They are sharing)

Listen and say @ 16

¢ Tell children that they are going to learn the words for the

toys

¢ Play the CD, holding up the flashcard for each toy as its name is said Pause after each word so children can point

to the object in their books Check children are pointing

to the correct object

¢ Play the CD again, pausing after each word Children repeat the words chorally and individually

Transcript @ 16

Listen and say

¢ Tell children that you are going to say a word and they should point to that object in their books

* Say the words at random, e.g puzzle, train, bicycle, ball, teddy bedi, doll, robot, car, balloon, boat As you say each word, you may like to hold up the flashcard of the object

“to give children visual support

¢ Check children are pointing to the correct object in their books

e Play the CD and pause after each word Children listen and point to the object in their books

Listen and find

teddy bear, train, ball, car, bicycle, robot, boat, puzzle, balloon, doll

Unit 3

Look and say

* Hold up real toys, or the toy flashcards, and ask the children

to look and name them Hold up the robot The children

look and say robot Do the same for the rest of the toys

¢ Put the toys flashcards on the board (or place real toys on your table) Point to them randomly, and ask children to look and say the narnes

Activity Book 4spaceis

1 Find and colour

¢ Model the activity on the board Draw a simple road scene with two lorries, one car and one bike Above this, ina box, draw another car, and write a / next to it Next to this, draw a lorry in a box and write a 2 next to it

¢ Aska child to;come to the front Point to the car and the number in the box, and ask the child to find and shade the one car in the picture

¢ Ask another child to come to the front Point to the lorry

and the number in the box, and ask the child to find, count and shade that number of lorries in the picture The

child should shade two lorries,

* Ask them to tell you what they can see in the picture at the bottom of the page (a boy playing with his toys)

* Children name the objects they can see in the box at the top of the page (train, puzzle, robot, car, doll, boat, balloon,

teddy bears) Explain that they should look at the big

picture and find one or two of each of the objects shown

in the box, according to the number next to each object

¢ Children locate and colour the objects in the big picture

Tell them to count the objects aloud as they find and

colour them

« Check children’s pictures

Optional activity

¢ Tell children that you are going to play a game

¢ Tell them that you are quickly going to show them pictures of the toys and they have to rernember them

in order

e Ask children to say the names of the things they saw

(teddy bear, car)

* Make the game more challenging by adding to the number of flashcards you show or showing them for a shorter arnount of time

Trang 32

_To develop fine motor control

Structure: This is my/This is your

Vocabulary: Here you are

Class Book (665s16-1z

Warm-up

«Review the names of the toys Hold up the flashcard of the

doll Ask What's this? Children respond It’s a doll

¢ Repeat with the other toy flashcards,

Point and say

¢ Tell children to look at the toys in the picture on pages

16 and 17 Say Point to the boat The children point to the

boat in their books and say the word

* Do the sane with the rest of the toys

Listen and say @ 18

what they think the characters are doing (Tess and Baz are

giving each other their toys) Play the CD once to check the

answer,

* Ask if children can remember what Tess said when she

gave Baz his boat (Here you are)

* Ask if they can remember what Baz said after Tess gave

him his boat (Thank you)

Transcript @ 18

Listen and say

Tess This is my doll This is your boat, Baz, Here you are

Baz Thank you, Tess This is my car “

Say and do ˆ

* Hold up the flashcard of the boat, and ask What’s this?

Children say it’s a boat

* Calla child to the front Say This is your boat, (Samy) Here

you are Give the boat flashcard to the child Encourage

the child to say Thank you

* Ifany children are confident enough, they can take your

role in handing the flashcard to another child and saying

the lines of the dialogue

Activity Book 4sract19

1 Match and say

¢ Point to the first column Explain that these are toys

wrapped up in wrapping paper Point to the first one and ask What’ this? The children must figure out what it is from the shape and answer It’ a train,

¢ Do the same with the rest of the wrapped toys, and see if

the children can identify all of them

* Point to the second column of toys Demonstrate the activity by tracing the line from the wrapped boat in the first column to the boat in the second column Ask children to trace the line with their fingers

* Do the same for the rest of the toys in the first column, finding the matching toy on-the right

* Children complete the activity by drawing lines with their

pencils to match the toys in each column

Optional activity

* Give each child a sheet of paper Ask them to draw

and then colour their favourite toy of the new toys

introduced in this unit

* Calla child to the front with his or her picture Use one

of the flashcards as your toy Hold the flashcard and the

child's picture in your hands, Point to your flashcard, saying This is my (name of toy) Then give the chitd his or her picture, saying This is your (name of toy) Here you are

Encourage the child to say Thank you

¢ Give the child the flashcard and the picture to begin the dialogue

¢ Repeat with other pairs of children performing at the front with their pictures

Unit 3 31

ell

Trang 33

To recognise and say the sounds /e/ and /f/

To develop fine motor control _

Vocabulary: egg, elephant, fan, fig

Materials: CD track 19, flashcards 103-104;

optional) flashcards 10, 17, 20, 22, 25

Class Book = eraceis

Warm-up

* Review the sounds and forms of letters a, b, c and đ,

* Write the lower-case letters a and c Draw writing lines in place of b and d

e Ask children which letters are missing (6 and d)

Learn the sounds

¢ Hold up the flashcard of the egg Say egg The children repeat the word in chorus and individually Put the card

on the board

e Write the letter e on the board under the egg Write the letter exactly as it is presented in the Class Book Point to it and say /e/ egg

* Write a capital E on the board Remind the children that

the letters have the same sound and that we use capital letters for names and lower-case letters for other words

¢ Explain that although the sound of the letter is /e/, the name of the letter is e Have children repeat the letter

name and letter sound, along with the word, several times (e, fe/, egg)

¢ Present the sound /f/, repeating the steps above and

using the flashcard of the fan

* Tell the class that they are going to learn how to write the letters Ee and Ff Tell them to open their books on page 18 and look at the letters with the dotted lines and arrows

* Stand with your back to the class as you use your finger to

‘write’a capital £ in the air

* Tell children to copy your action and write a capital E in the air Check that they are forming the letter correctly

* Repeat the procedure for the lower case e, and for Ff

Sing @ 19

¢ Tell the class that they are going to sing a song to help

them learn the letters Ee and Ff

¢ Play the CD The children listen to the song,

¢ Play the CD again and pause after each line Sing the line and tell children to repeat after you Tell them to point to

the letters and words in their books as they sing them

¢ Play the CD again and ask the class to sing the song,

Unit 3

Transcript @ 19 Sing

lel, lel, lef /t/, f,/t/

/e/ egg, /e/ egg /E/ fan, /[/ fan

lel, lel, lef /f1, fl (f/

Find and say

* Ask children to find the letters e and fin the alphabet at the top of the page

¢ Say fan Check that the children are pointing to the fan (the ceiling fan)

¢ Ask children to identify other things in the picture that begin with e and f For the objects which are labelled on the picture, write the word on the board Run your finger under the word as you say it Ask children to point to the pictures of the objects as you say the words

e Ask them to find the things beginning with the sounds

/b/ (boat) and /d/ (door)

Activity Book 48race20

1 Trace and write,

* Draw two sets of writing lines on the board, Put dots

on the lines to show the starting points for forming the capital F and lower case e, Write the letters on the lines exactly as they are presented in the Class Book

e Ask children to practise tracing the letters in their books with their fingers

* The children trace and write the letters with their pencils Check that they are holding their pencils correctly and forming the letters correctly

* They trace the first letter of each word with their pencils

Check that they are forming the letters correctly

¢ Ask children to colour the rest of the pictures They should

try not to colour outside the lines

Optional activity

® Tell children you are going to say a word, and they have

to tell you the name and sound of the first letter in the

word You may want to use the flashcards as support

doll, balloon and egg

Trang 34

Lesson 4 Values = cepacts,appace2i

‘Lesson objectives 9 _ „

To consider the importance of sharing TT -

To understand everyday language used to share

To respond appropriately in playtime situations

Everyday English: Let's share Here you are Here you go

CB PAGE 19

Class Book

Warm-up

* Review the names of the toys by playing a flashcard game

® Tell the class that you are going to show them a picture of

a toy very quickly, and they should say what it /s

e Flash the picture of the car and then hide it Ask children

to say what they saw Repeat with the other toy flashcards

Listen and say @ 20

* Tell children to open their books to page 19

¢ Ask questions about the photo: Where are the children?

(at home), What are they doing? (playing), What toys are in

the picture? (doll, boat, car, robot, teddy bear)

¢ Present the word share by demonstrating sharing a pencil

or a book with a child in the class Ask children Why is it

nice to share? How do you feel when a friend doesn’t share?

¢ Explain that they are going to {listen to the children talk as

they play

¢ Play the CD The children listen

* Play the CD again Pause after each line and ask.children

to repeat it

Transcript & 20

Listen and say

Boy Let's share Here you are

Girl Thank you Here you go

Say and do

* Repeat the conversation with the class in chorus Say the

first line and prompt children to respond

¢ Walk up to a child and give him or her a pencil Say Let’s

share Here you are

¢ Prompt the child to respond Thank you Encourage him or

her to offer you something, such as a book,

¢ Vary the activity by using objects from the classroom or real toys

Activity Book *8race2

1 Trace and say

¢ Tell children to open their books to page 21

¢ Ask questions about the picture: Where are the children?

(at home), What are they doing? (playing), What toys are in the picture? (a robot, a boat, a car, a ball, dolls), Are all the children happy? (no), Why not? (One girl isn’t sharing)

¢ Ask children to trace the lines in their books Remind them

to trace in the direction that the arrow is pointing

* Read the text in the speech bubble aloud Prompt the children to repeat Let's share

2 Trace and colour

¢ Point to the activity at the bottom of the page

¢ Ask children to look at the small pictures and decide which one shows good behaviour and which one shows

bad behaviour

¢ Ask what kind of behaviour the boy in the small picture shows (good) Ask what kind of behaviour the girl in the small picture shows (bad)

Optional activity

¢ Ask children to draw a picture of a sharing situation

Encourage them to choose a different situation from

the one presented in their books, for example, at snack time, looking at a picture book, etc

Unit 3 33

Trang 35

To identify, write and use numbers 5 and 6

Vocabulary: numbers 5-6, hide

Materials: CD track 21, flashcards 16, 17, 18, 20, 22, 25, 104

CB PAGE 20

Warm-up

Review the words for doll and teddy bear with the flashcards Call a child to the front and give him or her the flashcards Say Give me the doll, please The child gives you the doll flashcard Repeat with teddy bear

Call another child to join you Say to the first child Give (name) the teddy bear, please The first child gives the second child the teddy bear flashcard Repeat

Learn the numbers

Tell children that they are going to learn to count further

Draw five squares on the board Say Five Count One, two,

three, four, five Write the number 5 under them Write the

number exactly as it is presented in the Class Book

Ask How many? Children answer Five

Repeat with 6

Write the word five under the five squares Point to it and say Five Repeat with the word six

Call a child to the front Say Five Encourage the child to

point to the number 5 and word five on the board Repeat

Tell them you are going to say a number and they should point to the correct picture Say Five Check that children are pointing to the correct picture Repeat with 6

Tell children to look at the numbers 5 and 6 with the dotted lines and arrows on the page

Stand with your back to the children as you use your finger to’write’a number 5 in the air

Tell children to copy you and write a 5 in the air Check that they are forming the number correctly

Repeat the procedure for number 6

Tell children to practise tracing over the numbers in their

Find and count

Put the flashcards for car, boat, balloon, fan, ball, doll and

_ teddy bear on the board Draw an elephant next to them,

Point to each one and prompt children to say the words

Tell children to look at the picture at the bottom of the

page Ask them to find the items in the picture

Find the fan with thern as an example Hold up the book and point to the fan Write the number 1 next to the

flashcard of the fan on the board

Ask children to count the number of the items on the board in the picture Elicit the answers and write the numbers on the board next to the pictures

Unit 3

Sing © 21

Ask children to tell you what is happening in the picture (There are lots of toys; the boy is running behind the sofa) Present the word hide Say hide and then hide behind your table, or hide your eyes as if playing peek-a-boo Calla child to the front and say hide Encourage the child to hide behind the table Ask the other children if they can see the child Explain that they can’t because the child is hiding Tell children that they are going to learn a song with all the numbers they now know in English

Play the CD Tell children to listen to the song

Play the CD again and pause after each line Sing the line and tell children to repeat after you Tell children to do the actions as they sing Tell them to hold up their fingers as they sing Count f and 2

Encourage them to clap in time with the music for Clap for you Encourage them to point to the door for the line Point

to the door Encourage them to bend down at their seats,

or cover their eyes, for hide

Play the CD again and ask children to sing the song as

they do the actions

Transcript @ 21 Doll and teddy bear, Count 1 and 2

Doll and teddy bear, Clap for you

Doll and teddy bear, Count 3 and 4

Doll and teddy bear Point to the door

Doll and teddy bear, Count 6 and 5

Doll and teddy bear, Ready to hide

1, 2,3,4,5,6 Hide!

Activity Book 48 Pact2

1 Count and match

Tell them to look at the birds at the top left of the page Say Count Children count to six Tell them to draw a line tothe 6

Ask children to do the activity Tell them to count and say the number of items as they draw their lines

Check that children have matched correctly (5 bicycles,

5 balloons, 6 eggs)

2 Trace and write

Draw writing lines on the board Put a dot on the lines to

show the starting point for forming the number 5 Write

the number on the lines exactly as it is presented in the Class Book

Tell children to practise tracing over the numbers in their books with their fingers

Children trace and write the numbers with their pencils Check that they are holding their pencils correctly and forming the numbers correctly

Draw more writing lines an the board Call children to the board to write 5 on the lines Correct as necessary

Repeat with the number 6

Trang 36

Lesson 6 Story | 5>se21, a pace2s

Class Book

| ight sequence of English

To understand and enjoy a story

To revise numbers 1-4 /

Vocabulary: This is my balloon, car, sit down

Materials: CD track 22, flashcards 20, 22, 104

CB PAGE 21

Warm-up

Review greetings by walking around the class and saying

Hello / Hi to the children Encourage them to say Hello or

Hi to you (You can explain that Hi is another way of saying

Hello to people that you know quite well.)

Review commands Say Stand up Wait for children to

respond Repeat with clap and sit down

Look and say

Remind children that English stories are presented from

left to right Hold up your book and point at the frames in

order

Say Point to picture 1 Check that children are pointing to

the picture with the 1 in the corner Say Point to picture 2,

and so on

Ask children questions about the story: Who are the cat

and the rabbit? (Pat and Jig), What toys can you see? (a car,

a balloon), What is happening in the story? (Pat turns on the

fan and Jig rides in the car)

Listen @) 22

Tell children that they are going to listen to the story

Play the CD and pause between each frame Don't ask

children to repeat at this stage of the lesson

Ask children to tell you what they understood, Play the CD

again if necessary

Transcript @ 22

Listen Jig and the balloon

Jig Hello, Pat!

Pat Hi, Jig! “

Jig This is my balloon

Pat This is my car

Pat Sit down, Jig

Tell the class that they are going to act ouit the story Stick

the flashcard of the car on the board Call two children to

the front to model the story with you One child is Jig and holds the flashcard of the balloon and the other child is Pat and holds the flashcard of the fan

Help the children to say the lines The child playing Jig stands next to the flashcard of the car on the board and the child playing Pat makes a whoosh sound and holds

up the fan The child playing Jig holds up the balloon and moves backwards

Call other children to the front to act out the story

Help children to perform by prompting the lines and telling them to repeat

Activity Book set

Say and count Colour

Point to the first toy in each row and ask What’ this? The children answer (ts a (boat)

Point to the first row and the written number one

Demonstrate counting 7 and pointing to the first boat

in the row, Do the same for the number two, this time counting to two and pointing to the first two dolls in the row Repeat with the rest of the numbers and toys

Ask children to colour the toys in each row according to the number, They colour one boat, two dolls, three cars, etc Check that they colour the correct number for each row

When they have finished, ask them to say the number of

each toy (boat - 1, dolls - 2, cars - 3, balloons — 4, balls — 5)

Optional activity

¢ Write the numbers 1, 3 and 5 on the board Draw

writing lines in place of 2 and 4

¢ Ask children which numbers are missing (2 and 4)

¢ Calla child to the front Ask him or her to write the 2 in

the correct place Call another child to write the 4

Unit 3 3

Trang 37

36

‘Lessori objectives

To review the unit vocabulary

To think critically by identifying what comes next in a sequence _

® Review the toys vocabulary Hold up a flashcard and ask

the children to name the toy

¢ Put three flashcards in a row on the board, The children

name them Take away one from the sequence The children name the missing toy

1 Say and match,

¢ Tell the children to look at page 24 in their Activity Books,

¢ Ask the children to name the different toys they can see

(balloon, boat, car, doll, etc.)

e Point to the first box on the left and model the activity

Draw and name the sarne sequence on the board:

balloon, boat, balloon Ask the children which toy should come after balfoon (boat) Draw a boat

¢ Ask the children to point to the sequence in their books and name the toys They trace the line which joins these

to the picture of the boat on the right

e Point to the next sequence and repeat the procedure,

encouraging the children to name the toys as they look at the sequence

¢ The children complete all the sequences and draw lines to match the pictures

Answers: balloon > boat > balloon > boat train > doll > train > doll

car > car > car > car

balloon > robot > balloan > rebot bicycle > puzzle > bicycle > puzzle

Progress check 3 (photocopiable) (TB page 96)

* Follow the procedure described on page 11 of the Introduction

1 Look and write

¢ Write the numbers 1, 2, 3,4 on the board Point to each one as children say the number

* Point to the numbers in random order, prompting children to say the numbers

¢ Direct children’s attention to the first row Ask which

numbers they can see (7 and 3),

* Copy the row on the board Point to the 1 Children say One

¢ Point to the blank space Prornpt children to say Two Call

a child to the front to write the number 2

* Point to the 3 Children say Three

* Point to the blank space Children say Four Call a different child to the front to write the number 4

¢ Tell children to complete the other rows in the activity on their own

* Check by copying the activity on the board and calling

children to the front to complete the number lines

2 Count and circle

* Draw a balloon on the board Ask What's this?

« Write the numbers 1, 2, 3, 4 under the balloon Call a child

to the front to circle the correct number (7)

¢ Tell children to look at the second activity on the page Tell ther to count the number of each item and circle the correct number

¢ Check the answers,

PAGE 17

‘Lesson objectives

To recognise numbers 1-4 _To develop fine motor control

= Colour 1, 2,3 and 4

Write the numbers frorn 1 to 4 on the board for children

to say the words, Tell children to look at page 17

Ask what they can see inside each shape or space (a /etter ora number) Explain they are going to colour only the pieces of the picture that have one of the numbers on the board in them

Depending on the level of your class, you may wish to assign a specific colour for each number, e.g, 1 = red, etc Tell children to stay inside the lines as best as they can while colouring,

When children finish, ask them to tell you the toy that is

revealed (a robot)

Trang 38

To practise counting and writing the numbers 5 and 6

To recognise the words five and six

1 Trace, count and say

e Tell children to look at page 18

¢ Hold up the book and point to the figs Say Figs Children

repeat

Tell children to count the number of figs aloud (5)

¢ Draw writing lines on the board Put a dot on the lines to

the number 5 on the board, exactly as it is shown on the

¢ Children trace and write the number with their pencils

« Repeat with the number 6 and the eggs

2 Trace, write and circle

¢ Write the number 5 on the board Say Five Write the word

five next to it Point to it and say Five,

* Repeat with 6 and the word six

* Point to one of the numbers or words in random order

and prompt the children to say it

¢ Tell children to look at the bottom of the page Tell them

to trace and write the number 5 on the first line Check

that children are forming the number correctly

Tell children to circle the word for five in the first line

_ Count and colour

Draw six balls in a row on the board Say Count the balls

Children count 7, 2, 3, 4, % 6

Write the number 4 to the left of the balls Cail a child to

the front to circle four balls

e Ask them to tell you what they can see on the page Ask

children to identify the objects in each row

* Explain that, instead of circling, they should colour

the number of items indicated by the number at the

beginning of the line

* Tell children to try to stay inside the lines as best as they

Follow the numbers 1-6

Write the numbers 1 to 6 in a random order around the board

Point to the number 1 Ask children what comes next (2)

Draw a line from the 1 to the 2 Continue calling out the

numbers and joining them in order until you reach six

Ask them to put their fingers on the 1 at the top left of the

page Tell them to move their fingers to the next number (2) Walk around and check that children have their fingers

on the correct number

Tell children to draw a line from the 1 to the 2 with their pencils

Ask children to complete the activity on their own, first with their fingers and then with their pencils

Check the answers by asking children to hold up their books

Ask children to identify the toys they can see in the large picture (train, teddy bear, boat, robot, bicycle, doll)

As children identify the toys, stick the flashcard for that

item on the board If children are not able to identify all the items, tell them to look at the column of pictures on

the right, Ask them to identify them

Explain that children should count the number of each

toy in the large picture

Model the activity Say Trains, Help children to find and count the trains in the picture Children respond Five, Write the number 5 next to the flashcard of the train on

the board, Ask children to trace over the number 5 next to the

picture of the train on the right of the page

Children complete the activity

Check the answers on the board Call children to the front

to write the number of items next to the appropriate

flashcards (7 robot, 2 dolls, 3 teddy bears, 4 bicycles, 5 trains,

6 boats)

Unit 3 37

Trang 39

38

Lesson 1 Vocabulary CRPNGES22~23, RB PAGE 25

Lesson objectives

To identify school things oo

To recognise English sounds and spoken words

To recognise parts of the whole

To develop fine motor control Vocabulary: book, crayon, lunch box, notebook, pen, pencil, pencil box, rubber, water bottle

Materials: CD tracks 23-24, flashcards 26-34

Listen and say @ 23

Tell children that they are going to learn the words for the

children’s school things

Play the CD, holding up the flashcard for each schoal thing as its name is said, Pause after each word so children can point to the object in their books Check children are pointing to the correct object

e Play the CD again, pausing after each word Children repeat the words chorally and individually

pen, lunch box, crayon, pencil, rubber, pencil box, notebook, book, water bottle

Listen and find @ 24

¢ Say the words at random, eg water bottle, pencil box, book, pencil, bag, tunch box, notebook, pen, crayon, rubber As you

say each word, you may like to hold up the flashcard of the object to give children visual support

@ Check children are pointing to the correct object in their books

* Play the CD and pause after each word Children listen and point-to the object in their books

Transcript @ 24 Listen and find

water bottle, crayon, pencil, notebook, book, pen, rubber, lunch box, pencil box

Unit 4

Look and say

Hold up real classroom objects, or the flashcards, and ask children to look and name them Hold up a book Children

look and say book, Do the sare for the rest of the objects,

Put the flashcards on the board, or place classroom objects on your table Point to them randomly, and ask children to look and say the names

Activity Book sraceas

Optional activity

Find and say Colour

Ask children to look at page 25

Ask them to tell you what they can see in the box at the

top of the page (a book, a pencil box, an eraser, a notebook), Put the flashcards for these objects on the board

Point to the flashcard for book Ask children if they can find

a book in the big picture Have them say book after they

find it Tell them to colour the book

Children locate the other objects and say the words as

they find them They then colour the other objects in the

big picture Check that they have coloured the correct items

Ask two children to bring their pencils, books and

rubbers to the front

Model the activity Pick up one child's book Say This is your book Here you are Give it to the child Encourage the child to say Thank you

The children take turns giving each other their pencils

and rubbers

Call other children to the front to perform with other objects, e.g water bottles, lunch boxes, etc

Trang 40

Lesson 2 Structure = spacts22-23, aa pacez6

Lesson.objecUVES_

“To ask and answer about quantity

To ask and answer about age

To notice the final s in regular plurals

To count from 1 to 4

Structure: How many .? How old are you?

e Review the names of the school things Hold up the

flashcard of the bag Ask What’s this? Children respond /t’s

a bag

¢ Repeat with the other flashcards

Point and say

Tell children to look at the school things in the picture on

pages 22 and 23 Say Point to the notebook The children

point to the notebook and say the word

¢ Do the same with the rest of the school objects

Listen and say @ 25

what Baz is doing (pointing at the classroom)

* Tell children that Baz is counting some things Tell them to

listen for the things he is counting (boys and water bottles),

Play the CD once to check the answers

¢ Point out how when you are talking about more than one

boy or water bottle there is a /z/ sound at the end of the

word: boy, boys, water bottle, water bottles Draw a stick

figure on the board, and then draw two stick figures to the

right of this Point to the first picture and say boy Point to

the second picture and say boys Children repeat chorally

and individually Make sure they are pronouncing the final

s for the plural word

plurals for vocabulary from previous units, e.g apple / apples,

bird / birds, dog / dogs, etc

* Play the CD again, pausing after each phrase Children

repeat the phrdses chorally and individually

is Ask children if they can identify that question (How old

are you?)

Transcript @ 25

Listen and say

Mrs Woodward Look, Baz How many boys?

Baz One two three Three!

Mrs Woodward How many water bottles?

Baz One two three four Four!

Mrs Woodward Good, Baz How old are you?

Baz One two three four five I'm five!

Say and do

¢ Hold up a pencil and ask What’ this? The children respond it’s a pencil Calla child to the front of the class This time hold up two pencils and ask How many pencils? Encourage the child to count One, two

count and say /m (five)

¢ Repeat with other items and other children

If any of the children are confident enough, they can take your role in holding up the classroom items and asking the questions,

Activity Book —s8Psce2s

1 Say and match

¢ Hold up a notebook Ask What’ this? Children respond it’s anotebook Hold up one of the children’s lunchboxes

Motion to put the notebook in the lunchbox Ask OK?

Children respond No

¢ Ask children to open their books at page 26 Ask them to tell you the names of the things they can see (apple, pencil, book, crayon, notebook, rubber, bag, lunch box, pencil box)

® Do the first item together Point to the pencil and then the lunchbox Ask OK? Children respond No, Repeat with the pencil box Children respond Yes Tell them to trace the line from the pencil to the pencil box

Optional activity

* Take four water bottles from the class Put ther at the front of the class Ask How many water bottles? Children count One, two, three, four Four water bottles

¢ Repeat with 1-4 rubbers, pencils, books, lunch boxes,

bags or pencil boxes

e Encourage children to pronounce the es ending correctly for pencil cases and lunch boxes Mode! these words several times for children to repeat Don't try to explain plural forms to children in detail, just encourage them to repeat correctly, without criticising them for any errors they may make

Unit 4 39

Tiêu đề	First Friends 1 Teacher's Book
Tác giả	Susan Lannuzzi
Trường học	Oxford University
Thể loại	teacher's book
Thành phố	Oxford

Định dạng
Số trang	121
Dung lượng	7,51 MB