Full superkids 4 teachers guide

For example, give out Picture Cards or Reduced Picture Cards of the items in the chant and have Ss raise the cards when they hear the words in the chant.. Practice: Place the Phonics Car

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The follo{ring pages, however, may be photocopied by a school or teacher for use in a classroom: pp 29-31, "._ 39-4I,49-51,541-55,58-59,67-69,77-79,87-89,92-93,96-97, 105-107, lI5-117, 125-127, I3f131,134-135,

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Publisher: Christienne Blodget

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Aclcrowledgements

I wish to express my thanks to my students, who taught me everything I have learned about them, to my

mother, L€ona, who always knew I would write a book and whose encouragement led me to try And my \_,:l

gratitude to lesley, without whom this would not be

AledaKrause

Writing a children's course is a team effort I wor:ld like to thank all of the editors and the enttre SuperKids

team at Pearson Education for making the new edition of SuperKids a reality I also want to thank my

believed in me I dedicate this book to my mother, Jewel.

GregCossu

The Publishers would like to thank the following people for their contribution to the course;

Christine Choi Susan Bainbridge Kathryn Burder Mary L Burkitt

Daphne Chen Florencia Chen Dorothy Chiu Cho, fin-Hee

Lee SeungEun Sharon Eun Daniel Fllarn Allen Gilman

Gu, Eun-Young Yumi Hamanaka Kazuko Kameyama Hiroko Kashimoto

Kim, Sun-Young Kim,Young-Soon Jessie Un Tim Lvon

Mark McTamney Ichizo Murakami Mari Nakamura Kaoru Naritomi

Rie Noguchi Samuel Oda Ayako Ozasa Song, Na-Young

Suh, Yoon-Ii Chizuko Takai Hideko Takasu DerekY Takeda The

ShinichiTanaka ShellyThies-ltoh NathanToleman NaokoWatanabe publishe/s

paper manufactured from sustainable lorests

Course Description ^ Page 2

Unit 1: Countries (includingTRs l, 2 atd3) Page 22 Unit 2: In My Backpack (includingTRs 4, 5 and 6) Page 32 Unit 3: Animals inAustralia (includingTRs 7, 8 and g) Page 42 Recycle it! 1 (includingTRs 10 and 11) Page 52 Discoverit! 1: Australia (includineTRs 12 and 13) Page 56 Unit 4: Souvenirs in Iapan (including TRs 14, 15 and 16) Page 60 Unit 5: AFamilyin Mexico (includingTRs 17, 18 and 19) Page 70

Unit6: PlacesinNewYork (includingTRs20,2land22) Page 80

Discoverit!2: The U.S (includingTRs 25 and 26) Page 94

UnitT: SightseeinginKorea (includingTRs27,28 and29) Page 98 Unit 8: Fun Day in the U.K (including TRs 30, 3l and 32) Page 108

Unit 9: lVtratWe Did (includingTRs 33, 34 and 35) Page 118

Discoverit!3: The U.K (includineTRs 38 and 39) Pase 132

Culturel: ChristmasAroundtheWorld (includingTR40) Page 136 Culture2: HolidaysAroundtheWorld (includingTR4l) Page 140

SuperKids is a six-level course for elementary school

SuperKids is based on the following philosophies

Voriety of methods

No one particular English teaching methodology works

approaches are used Detailed suggestions are provided in

each lesson plan Approaches used include Total Physical

Response (TPR) in Levels I and 2, Whole Language

Learning, and the Communicative Approach, all of which

have been proven successftrl with children

Conlexluol leorning

Language is introduced contextually and in categories

Children are able to learn and remember related

these are introduced in a common context Familiar

themes and situations from children's lives are used in

order to ma-ke the task of learning English more

Listening firsl

Many children studying in EFL siruations do not hear

spoken English outside the classroom and have no other

base for their attempts to communicate in English In

SuperKids, children hear and respond to language

receptively before being required to produce it, that is

they listen, then speak The CDs give maximum e)q)osure

to native speaker competence

Speoking needs proclice

Children learn to speak English by saying things they

want to say in meaningful contexts SuperKids proides

activities and games that encourage children to speak out

Four skills

SuperKids yystematically progresses through the four

skills of listening, speaking, reading and writing with each

emphasis is on listening and speaking (the natural order

of language acquisition) so that children can immediately

begin communicating orally in English

Modeling

The CD is used to model the language items and tasks

before expecting children to speak or complete a task

Children feel less threatened and more successful when

way

Review ond recycling

In EFL situations, review of language is ver5, irnpelanl.

The language in SuperKids is carefully recycled within

each level and between levels

Fun

Learning is made enjoyable through games and

task-based activiti es SuperKids aims to help children develop

a positive attitude towards learning English

Components

Sludenl Book

The Student Book includes:

1 A storyline with familiar characters to stimulate

student interest and to provide a sense of continuity

2 Nine theme-based units with colorful double-pagespreads

3 Three Rerycle it! units to reinforce and expand onpreviously taught language

4 Three Discover it! units to introduce cross-curricular

topics

5 Two double-page Culture units to introduce different

events of universal interest to children, making

6 At least one song or chant per unit to help children

practice and remember gr.rmmar points and dialogs

lesson

8 A gradual introduction to reading and wdting Soundsthat have similar mouth positions are taught together

learn to differentiate between them

They are also able to

make statements andask / answer questionsabout themselves andothers In Level 4, theseskills are furtherdeveloped Children

learn to write short

answers to questions after reading short passages, answeryes or no questions and spell key phonics words

In Unit 1, the SuperKids are talking about their plansfor summer vacation School will be out soon and theSuperKids are going on a class trip They are introduced to

stimulating

Level 4 focuses on:

2 Vocabulary building ofnouns and verbs

3 Nine structures to provide a strong foundation inEnglish grammar

4 The phonics sounds and spellings of commonconsonant and vowel blends

5 Practice filling in blanks of sentences with words,

passages and writing phonics n'ords

Sludenl Book CD

The Student Book CD includes:

l Models for all the vocabulary-items, dialogs, and

grammar points

3 Lively and rhythmic chants for Units l-9.

4 Models for the phonics sounds

5 The stories and listening actMties in the Rerycle it!

units

in the Discover it! units

crossword and word

search puzzles and

craft activities

lesson in Units l-9

and one page for

every Recycle it!, Discover it! and Culture unit

4 A Iistening activity on each page as well as another

activity to practice reading and writing words and

sentences

Activity Book CD

l All the instructions necessary to complete the listening

tasks

the CD should be paused so children can complete the

3 Audio scripts and

answer keys for the

Student and Activity

Books

4 Placement tests / assessments with answer keys

5 Photocopiable supplementary activities

There is also one card for eachSuperKids character in Level 1 ThePicture Cards can be used to teachand reviewvocabulary words as

well as practice the dialogs

Detailed suggestions on how to usethe cards are provided in eachlesson plan

Student Book 4 unit description

Tolk qbout it!

(Vocobulory functionol diologs, grommor diolog)Each unit opens with a double-page spread showing the

l Target vocabulary items underneath the four

dialog and one review substitution dialog

3 The unit's target grammar dia.log outlined in red

4 Numbered dialogs so that Ss will know which dialog tofocus on when listening to the CD

5 Some pictures of the phonics words for the targetphonics sounds in the unit.

6 Humorous elements to add to the enjoyment of

learning

7 A hidden snake for Ss to find

General teaching method

VocabularyThere is one Picture Card and one Reduced Picture Cardfor each vocabulary item on these pages

l Use Picture Cards, real objects or pictures to teach thevocabulary items under the main scenes Hold up andname each card or object Have Ss repeat

2 Have Ss open their books:

a Play the CD Have Ss listen and point to eachvocabulary item under the main scenes

b Play the CD again Have Ss listen and repeat the items

c Play the next track on the CD Have Ss listen, findthe words and write the numbers in the boxes

3 Practice: Some vocabulary items sometimes appear in

point to the corresponding items in the main scenes

Guide

2 Have Ss open their books:

a Play the CD Have Ss listen to the story and point to

the people or objects in the main scenes as they are

b Play the next track on the CD Have Ss first listen to

the dialog and point to the characters who are

speaking, and then repeat the dialog

3 Practice: Divide the class into groups or pairs Have

groups A and B (or Sl and 52) say alternate lines of the

dialog Have Ss change roles

I

SOy il! (Review recycled vocobulory)

The review substitution dialog is used to review

built upon and e:ganded from a similar dialog found in a

previous level

This lesson includes:

2 Four to six different vocabulary words leamed in

previous levels for substitution into the dialog plus a

3 The Chant-a-gram

General teaching method

Dialn g and recy cla d u o cabulnry

l Review the dialog as suggested in the Teacher's Guide

2 Have Ss opentheirbooks:

a Play the CD Have Ss listen and repeat the dialog

b t\rt Ss into pairs and have them practice the dialog

using the different recycled vocabularywords

Chant-a-gram

This is a short grammar chant which introduces the

grammar point in each unit Ss can hear, understand and

absorb the grammar pattems before being required to

produce them The Chant-a-gramis on the CD

lesson It serves as a preview of the grammar point to be

taught in the next lesson The chant should be taught in

detail in the next lesson

Teacher's Guide

2 Play the CD Have Ss listen

3 Play the CD again and have Ss follow alongwith the

chant For example, give out Picture Cards or Reduced

Picture Cards of the items in the chant and have Ss

raise the cards when they hear the words in the chant

Ss should not chant in this lesson

Build il! lorommory

Grammar is practiced in the foim of statements, dialogs and

substitution exercises using illustrations

This lesson includes:

I The statement forms of the unit's grammar point

2 Simple statement form practice exercises

t

3 The dialog forms of the unit's grammar point

4 Simple dialog practice exercises

General teaching method

Grammar

Picture Card of the vocabulary item to be used in thestatement Say the statement Have Ss repeat

a Hold up the Picture Card of the vocabulary item to

be used in the question

b Ask a question, e.g Areyou goingto the U.K.?Have

Ss repeat

c Nod and answer the question, e.g.Yes, we are Have

Ss repeat

cards as cues Have Ss change roles

3 Have Ss open their books:

a Play the CD for partA" Have Ss listen and repeat

b Have Ss do the fo'rr Listen Say exercises in pairs

c PIay the CD for part B Have Ss listen and repeat

d Have Ss do the fotlr Listen.Ask.Answerexercises in

2 Play the CD Have Ss listen

3 Divide Ss into pairs or groups to chant different parts

of the chant

4 Have pairs or groups change roles and chant again

Reod il! lrnonrcs sounds)Phonics is an integral part of each level Level 4 teaches

and vowel blends Ss can listen to and repeat the phonics

sounds, and practice recognizing and writing the letters.This lesson includes:

I Words with target phonics sounds or spellings clearlyillustrated

phonics sounds after listening to the passage

words after listening to the sentences, and matching

the sentences to the correct pictures

Pronunciation table

Read it! section of each unit

Symbols KevwordsConsonants p pen

2 Show Ss the Phonics Cards of words with that phonics

sound Point to and read each word, emphasizing thetarget phonics sound Have Ss listen Ask Ss which

sound is the same Have Ss answer

in the same way

4 Practice: Place the Phonics Cards on the board, point

to them in random order and have Ss name them

5 Have Ss open their books and look at part A:

a PIay the CD Have Ss listen and Point to each picture

b Play the same track on the CD Have Ss listen andrepeat

6 Have Ss look at the box of review words Have Ss namethem

7 Practice: Have Ss find and name pictures of words in

have just learned

Writing l.etter of sourtds

l Have Ss open their books and look at part B:

a Play the CD Have Ss listen and Ell in the blanks

as a word bank More advanced Ss can cover up part

A to increase the challenge

b Have Ss read the passage or have individual Ss readeach sentence

Writingwords

1 Have Ss open their books and look at part C:

a Play the CD Have Ss listen and fill in the blanks withphonics words, and match the sentences with thecorrect pictures

Prsctice it!

This section contains a task-based speaking activity for

pairs or small groups, designed to allow Ss to use thelanguage they have learned

General teaching method Practice it!

1 Have Ss open their books and look at the Practice it!activity

2 Review the statement or dialog illustrated at the top ofthe page

4 Explain the rules of the activity (see lesson plan for

Lesson 6 ofthe unit).

5 Have Ss complete the activity in pairs or SrouPs

Recycle it! lnev:ew ol three uniis)After every three units, there is a Recycle it! unit which

serves to ieinforce and expand on previously studied

language items Included are an illustrated, humorous

story and review exercises

General teaching method

Story

l Review the dialogs and vocabulary found in the stor1,.

2 Have Ss open their books to the story section and look

at part A

3 Review the characters and items in the pictures

4 Play the CD Have Ss listen and point to the

corresponding pictures

5 Play the same track on the CD Have Ss listen and

rePeat

practice the dialogs Give them props as necessary

7 Have volunteer groups perform the story in front of the

class

Reuiewqcrcises

l Have individuat Ss read the dialogs in part A again

2 Have Ss open their books to the review exercises and

look at part B

3 Play the CD Have Ss listen to the questions and circle

the answers

4 Check the answers as a whole-class activity

5 Have Ss look at part C

6 Have individual Ss read the words in the box

7 PIay the CD Have Ss listen and fill in the blanks with

the phonics words

8 Check the answers as a whole-class activity

2 Have Ss open their books and look at part A

3 Play the CD Have Ss listen and point to the pictures

4 Play the CD again Have Ss listen and repeat

5 Play the next track on the CD Have Ss listen to the

2 Play the CD Have Ss listen to the questions and write

the answers by referring to the readings in part A

3 Check the answers as a whole-class activity

Song

l Have Ss look at part C

2 Play the song on the CD Have Ss listen

3 Play the CD again Have Ss sing along

4 Do the wrap-up activity suggested in the lesson plans

Culture

The Culture units introduce holidays enjoyed by children

around the world Each unit provides an opportunity for

General teaching method Introductian

Notes about the holiday are included in the lesson plans.Show Ss pictures ofthe holiday

Vocabulary

pictures, or use t}re pictures in the Student Book Notesabout the vocabulary are included in the lesson plans

c Name the vocabularywords in random order Have

Ss find and point to the items in the main scenes

3 Practice the vocabulary items with a game or activity.Suggestions are in the lesson plans

ReadingsHave Ss open their books Play the CD Have Ss listen andread along

QttcstionsPlay the CD Have Ss answer the questions orally by

referring to the readings

Extcnsion

Do one or more of the optional activities (to help Ss

understand the holiday) or any of the reproducible

activities

Activiiy Book

At the beginning of Activity Book4 is anAlphabet Chartfor Ss to fill in phonics words for review and extrawritingpractice,

There is oneActivity Book page for each lesson in Units

l-9 ofthe Student Book, and one page for each Recycle it!,Discover it! and Culture unit.

exercise The second exercise usually focuses on readingand writing skills

General teaching method

l Have Ss open their books

2 Have Ss look at exercise A:

a Play the CD Have Ss listen and follow along in theirbooks

b Pause the CD at each bel/ sound for Ss to completethe tasks

c Check Ss' answers and correct vr,here necessan'

3 Have Ss lookat exercise B:

a If it is another listening activity, follow the

demonstrate how to do the activity

b Give Ss time to complete the activily

c Check Ss' answers and correct where necessary,

after explaining to Ss how to do the exercises in class

Alternatively, do exercise A in ciass and assign exercise

B for homework, or vice versa

5 Have Ss color the appropriate spaces on the Reward!

page at the back of the Activity Book on completion of

each unit Have Ss use t}le color indicated in the

ActMty Book for that unit.

newlanguage items 30-32 minutes

Course liming ond schedule

Suggested liming for one lesson plon 50- to 60-minute class

One-yeor schedule

homework during the following class

30-minute class

new language items 15 minutes

3 Recycle it! units x 2 classes each 5 classes

3 Discover it! units x 2 classes each 6 classes

2 Culture units x 2 classes each 4 classes

3 Recycle it! units x 2 classes each 5 classes

3 Discover it! units x I class each 3 classes

2 Culture units x 2 classes each 4 classes

3 Rerycle it! units x 2 classes each 6 classes

3 Discover it! units x I class each 3 classes

2 Culture units x I class each 2 classes

Class Page title In class ActivityBook

t Talk about it!

3 Say it! Review previous lesson's review substitution dialog Practice dialog with

Build it!

5 Read it! Review previous unit's phonics sounds Teach and practice new phonics

sounds and words

Read it!

6 Practice it! Review the unit's grammar statement and dialog Do the task-based

practice Review the unit.

Practice it!

Suggested scheduling for one unii

Lesson plans in the Teacher's Guide follow this schedule

I TaIk about it!

Practice the review substitution dialog using recycled vocabulary

Do the Chant-a-gram Introduce the grammar statement and dialog

I Talk about it!

(Vocabulary)

Teach and practice newvocabulary Introduce dialogs Talk about it!

(Vocabulary)

2 Talk about it!

(Dia]ogs) / Say itl

Review previous lesson's vocabulary Teach and practice dialogs

Practice the review substitution dialog using recycled vocabulary

Talk about it!(Dialogs) / Say it!

Lesson plonning

Teachers should plan each lesson carefully with specific

goals and objectives in mind It is always better to plan

more activities than necessary in case one activity does

not work according to plan

Explonotion of lesson plqns in the

Teocher's Guide

There is one complete lesson plan for each Student Book

page However, ifyou need to teach two Student Book

pages in one lesson, you can do so byimplementing one

of the suggested schedules on p 8.

Success requires planning, and planning takes

time-something the busy teacher of children often has too little

of The lesson plans in the Teacher's Guide have been

designed to help the teacher cover all the material in

SuperKids in at organized manner with minimal

planning A brief look at the Activity Bank before class will

often give you that one extra idea that boosts an average

class to a great class Each suggested lesson plan has been

divided into the following sections

Warm-up / review

Each lesson begins with a fun warm-up in order to review

material previously learned and motivate Ss to use

English during class

Each warm-up / review section practices language

items from the previous lesson or ftom the previous unit

Activity Book (check homework)

Systematic review is key to the retention of new language

Further review of the previous class' materid is built into

the lesson in the form of the homework check

Introduction of newlanguage items

Newlanguage items are inuoduced in this section

so Ss hear language before producing it themselves

Suggestions are given in each lesson plan on how to

use Picture Cards or real objects to introduce the

material

Openthebook

Ss open their books and listen to and practice the new

language items Detailed suggestions on how to involve Ss

Afterthebook

Practice is essential ifSs are to internalize the new

language items Detailed suggestions on how to further

practice the language items are provided in each lesson

plan

Wrap-up

Beginning and ending each class in an enjoyable way is

essential to instilling in children a love of English Each

lesson plan has suggestions for activities to finish each

class and send children home feeling good about the

lesson and themselves

OptionsEach lesson plan suggests further activities to be used,either as part of each lesson or in place of suggestedactivities This section usually suggests tasks or activities

Note: Materials needed for optional activities are not

ActivityBook

class Exercises may be done in class or at home

Materials for the next lesson

If any materials are needed for the next lesson or for any

of the optional activities in the next lesson, the teacher is

next lesson

Unit and title Topic andvocabulary Grammar

I Courlries Countries: Australia, Japan, Mexico, the U.S.,

Korea, the U.K., Brazil, China, Spain, Taiwan

We're goingto the U.K /

Are they going to Brazil? / No, they're not

2 InMy

Bockpock

Ttavel items: suitcase, toothbrush, camera,

fl ashlight, journal, passport, ticket

Possessive pronouns: mine, his, hers

It's not mine It's hers

Is this your suitcase?

No, it's not It's hers / Yes, it is

3 Animols in

Austrolio

Animals: kangaroo, koala, platypus, crocodile,wombat, emu

Comparative adjectives: big/bigger, small/

A kangaroo is fast, but an emu is faster

Is a kangaroo fast? / Yes, it is, but an emu isfaster

Rrycle it! I Reviewof Units l-3

Discover it! I

Auslrolio

dry, animals, kookaburra, worm, centimete!

laugh, marsupials, pouch, baby, gum tree

4 Sowenirs in

Jopon

Souvenirs: fans, key chains, postcards, T-shirts,sweatshirts, wallets, mugs

Prepositions: in front ol behind, above

The fans are behind the key chains

Where are the fans? /They're behind the key chains

5 A Fomily in

Mexico

Family members: grandma, grandpa, aunt,uncle, cousin

C-omparative adjectives: tall/taller, short/ shorter,

My brother's stronger than my cousin.Who's stronger, your brother oryou cousin? /

My brother's stronger

6 Ploces in

New York

drugstore, hospital, police station, movietheater, candy store, gift shop

I was in the candy store / She was in the

hospitd

Where were you? / I was in the candy store.Where was she? / She was in the hospital.Recycle it! 2 Review of Units 4-6

Discover it! 2

The U.S.

river, North America, black bear, mountains,

She doesntwant to take a boat ride / He wants

to play cards

Does Toni want to take a boat ride? /

No, she doesn't She wants to see a show.Does Chip want to play cards? / Yes, he does

8 Fun Doy in the

U.K.

Park rides: merry-go-round, bumper cars,Ferris wheel, roller coaster, cable cars

9 WhorWe Did Past-tense rracation activities: saw a platypus, climbed

a mountain, made a new friend, ate tacos, went to a party, rode a roller coaster, went to a museum, had a

picnic, took a boat ride, bought some souvenirs

We rode a roller coaster

What did you do in the U.K.? / We rode a

I con do it! Assessment for Level 4

Functional dialogs Review substitution dialog Phonics

School's out in three days i I can't

summer vacation / I can't either

lvait [or

Our class trip is in June / Where are you

First, we're going to Australia

going? /

This is lvlr Cray / Is he a rour guide? /

Yes, he is / Nice to meet you /Nice to meet you, too

br: Brazil, brown, brushgr: green, grapes, gray

Did you bring.vour flashlight? / Yes, I did / No, I

didn't I forgot mine

May I see your ticket and passport, please? / Here

they are

Excuse me Where's the restroom? /It's over there, next to the telephones

Thank you / You're welcome

pr: pretzels, present, printerfr: fruit, Friday, friend

cr: crackers, ice cream,crayons

That'sAyers Rock.We call it Uluru / Wow /

We can't climb it i Why not? / It's too dangerous

Did you see a wombat? / No, I didnt, but I saw a

platypus

Can I use your camera? I forgot mine /

Sure Go ahead / Thanks

pl: platypus, plane, playfl: flashlight, flag, flowers

Hi I m Sandy / I'm lchiro / Where are you from? /

sw: sweatshirt, sweater,swm

st: stickers, stapler, fastersl: slippers, slide, sleepyThese tacos are delicious! / Thank you / My aunt

made them

Look at the dancers! Your uncle is good /

Yes, but my father is better

It's really hot and sunny today /

Yeah, I know / I like this weather /

Me, too

o: mothet brother, glovesou: cousin, younger,

country

u: uncle, sunny, lunch

We can't find Toni / Did you look in the arcade? /

Yes, but she's not there

There she is /What's she doing? / She's eating

some candy

How much are the sweatshirts? /

one.125 dollars, please / Hereyouare

or: store, passport, moming

ar: arcade, car, starur: purple, turtle,

hamburger

What should we do now? i Let's buy some

souvenirs / OK Then let's go to the aquarium

Could you take our picture, please? / Sure Smile!

What's the date today? I It's Iune 23rd

/ Is today Monday? / No, it's Sunday

igh: sightseeing, night,

firefighter

y: fly, my, IulyThis amusement park is great! / Look at all those

rides / That roller coaster looks scary

Can we go on the merry-go-round now? / OK, but

come right back

I'mreally hungry / Do you want to gersome corn dogs? / That's a great idea

I'm thirsty, too / lvle, too Let's go

au: August, sausage,Santa Claus

a: ball, walnut, watero: corn dog, foggy, songHow was your trip? / It was fantasticl

We took a boat ride / What else did you do? / We

bought some souvenirs

I got this in Australia It's for you

What is it? / It's a boomerang /Thanks

oo: book, cookies, woodoo: boomerang,kangaroos, school

Syllobus I1

kvel Listening Speaking Reading Writing

I o Choose the correct picture

structures and vocabularY

o Listen to words and identify

letters at the beginning of

words (except x which is

presented as the last letter

of words)

Repeat simple statements,questions and answerswhen given a model

o Ask and answer simple

presented as the last Ietter

dialogs and TPR commands

o Listen to words and identify

the sounds of most letters

sounds ofwords

o Ask and answer questionsabout themselves andothers

Say the sounds of most

letters as the medial or

o Read and understand

words and short

3 o Choose a picture or word

after listening to statements

and dialogs

o Recognize the sound of

vowel digraphs

o Make statements and askand answer questionsabout themselves andothers

o Saythe sounds of

o Fill in blanks to

complete words

and sentences

4 Choose yes or no answers

after listening to questions

Recognize the sounds of

vowel blends

o Answer yes or noquestions

o Say the sounds of

vowel blends

o Read and understand

dialogs and short

passages

completesentences

o Write short

Ernswers to writtenquestions after

reading short

Passages

5 o Recognize the sounds of

and differences between

common blends,

landr

o Answer questions after

short passages

o Take part in dialogs,asking, answering andmaking statements about

themselves and others

statements about

themselves and others

o Create simple role-playswhen given a model

o Read and understand

passaSes

Write short email

messages andpostcardsWrite questionsand answers about

passages

50-ChangeChoose a cardCircle statementsLying countdown

Ivly choiceNever mindPass it aroundQuestion on cueSay it fast!

Sentence memory

Student-teacherTake a step backThrow the die

73 \Arhat's the word?

74 Write it! Relay

Proclice it! / Recycle it!

75 Buzz

76 Clue bingo

78 Find it and swat it!

79 Follow the path

80 I spi,

81 Lotto

82 Ivlime it! Relay

83 Monkey in the middle

84 No Sorry (Go fish)

102 \tVhat I learned today

103 liVhere was it?

Note: To make activities using

Reduced Picture Cards

(Teacher's Guide PP f 68-f 78)

more challenging, You maY

phrases from the cards before

using them

Worm-up / Review

I AllpickituP!

Give each student a set ofReduced

Picture Cards of words You want to

2 Cards in order

Place Picture Cards to be reviewed

on the table (with the picture sides

showing) Name a few of the cards in

Name the cards faster and in a

in groups using Reduced Picture

Caids Have each grouP trY to be the

correct order and name them.

3 HowmanYcanYouname?

Have one student in each grouP act

as the secretary or artist' Give groups

five minutes to list or draw, from

memory as manYvocabulary items

When the time is up, have SrouPs

take turns naming one item from

board

Student Book

4 Name it! RelaY

in two lines Use Picture Cards or real

items of review words Hold uP a

card Have Sls in each grouP try to

name the card The first Sl to name it

is given the card That Sl goes to the

end of her line; the other 51 staYs in

he goes to the back of the line

5 PartnersearchUse two or three identical sets ofReduced Picture Cards ofwords to bereviewed Give each student a cardmaking sure that at least two Ss havethe same card Have Ss search for the

by saying the name of their card in a

may not show anYone their cards'WhLn they lind their Partners, have

come to You, and name their cards'

6 PickituP!

Play with Picture Cards Put the

Piciure Cards on the floor (with the

d

namc) Repeat this with other Ss'

Have Ss take the teacher's role if

possible

7 PicnrresearchingUse magazine pictures of vocabulary

words to be reviewed or use ReducedPicture Cards Cut each picture inhalf Give one half to each student'

Have Ss search for the student withthe other half of their picture Ss maynot show their Picture to the other

Ss Have Ss walk around the

classroom describing their half of the

koala-8 Repeatafterme

real object to be reviewed Point toS1 and have her name ttre card orobject Have the rest ofthe Ss repeatafter SI.If Sl makes a mistake or

carlnot name the card, name the

time

9 Run to it!

Put six to eight Picture Cards of

e.g Run to (T'shirts) Have Sls in

and name it.Varywith other familiarcommands, e,g Point to

-,Walk

fo

-

Have Ss then go to the back

have had a chance

10 TouchandsaYPlace I to 10 Picture Cards of reviewwords on the table (with the picture

sides showing) Name one of thecards Have Ss try to be the first one

oone setgroup

11 What'smissing?

Place 8 to 10 Picture Cards or

classroom items on the table Have

Ss study them for 15 seconds, then

close their eYes Remove one card'Have Ss open their eYes and try to

Increase the difEculty by removingtwo cards or rearranging them Let

the student who first answerscorrectly take on the role of theteacher and remove a card the next

groups of four and PlaYwithReduced Picture Cards

Tolk obout it! UocobulorYl

12 All in orderUse I to 10 Picture Cards to bereviewed Choose 8 to 10 Ss and give

up and make a line in the givenoider The rest of the Ss are the "jury"and check whether tJre Ss arestanding in the correct order Namethe cards again, faster and in a

in the given order RePeatwith

play in $ouPs of I to 10 and useiteduced Picture Cards Give eachstudent a card and have $ouPS try to

be the first to line uP in the correct

order

13 Bestinten

Reduced Picture Cards DMde Ss

SaYSfoPI-set of cards each time

14 Charades

Show Sl one ofthe Picture Cards to

be reviewed Have S1 act out the

word or phrase uslng gestures and

sound effects only' Have the rest of

first student to correctly name the

card acts out t}te next card

15 Circle it! Relay

Divide the class into two groups

standing in wvo lines Divide the

board in half, one half for each

group On each half, write four or

more vocabulary lvords to be

practiced Say one of the words

Have Sls from each group run to the

board and try to be the first to circle

the word, say it, hand their chalk /

marker to S2s and go to the back of

their lines

16 CooperativePicasso

Picture Cards Divide Ss into groups

of four to six Give each group a set

of cards and some paper Place the

cards face down in a pile At your

sigaal, have Sls in each group pick

up the top cards in their piles and,

draw the item on the paper Have

other Ss in the groups try to guess

what it is As soon as the group

guesses correctly, have 52 pick up

the next card and begin to draw it

Have groups try to be the first to

correctly guess all the cards

17 Fourcorners

Place four pictures of countries in

the four corners of the classroom

Call out an item that would usually

be associated with one of the

countries Have Ss run to the correct

card In large classes, have Ss point

to the card instead

18 Hot or cold

Show Sl one of the Pictue Cards or

Reduced Picture Cards to be practiced

and have him leave ttre classroom

Hide ttrat card somewhere in the

classroom Have Sl retum to the

classroom and askWere is / are my

(item on that card)? Have S I walk

around the classroom and try to find

the card Have the rest of the Ss say

Warm!wher Sl walks nearthe card,

Cool,when he walk away from the

card, and Coldlwhen he walks very far

away from the card.'When Sl locates

the card, have another student leave

the room and hide another card

19 HotspotDivide Ss into two or three groups

Have Sls from each group sit in thefront o[ the room, tacing their groupmembers Use Picture Cards of theitems to be practiced Show the saniecard to a]l Sls Have Sls take turnsgiving a clue to their group members,

groups try to be the first to guess theitem Remind Ss to listen to the cluesgiven by other groups Example cluesfor post office are stamp,letter,postcarcls Continue until all Ss havehad a turn at the front of the room

20 MymistakeHold up Picture Cards to bepracticed and name the vocabularywords incorrectly Have Ss try tocorrect your mistakes For example,

say Koala Have Ss say No, it's a

kangaroo

21 NamebynumberDivide Ss into group A and group Band have them line up in two lines in

on the board in random order (with

the picture sides showing) Number

the cards from l-10 CaIl out anumber from l-10 Have Sls in each

card Have SIs then go to the back of

had a chance to play

22 PassthecardHave Ss sit in a circle Hold up a

Picture Card and name it Hand thecard to the student sitting next to you

Have the student name it and pass it

to the next student, who names it and

so on When the card returns to you,repeat the process with another card

Start two or more cards in oppositedirections for greater challenge

Ensure that Ss with differen! cardstake rurns to name them

statements about the card instead of

sightseeing for the sightseeing card

23 PicassoChoose 5 to 10 Picture Cards Divide

lines Show Sls the same card HaveSIs run to the board and draw that

the item Have Sls then go to theback of their lines, and continue theactivity with the next Ss in line

Divide Ss into two or moie grouPs of

a number, using the same numbersfor all groups Ifnecessary give onestudent [wo numbers Call out a

vocabulary word and a number, e.g.

Ferris wheel,Two Have Ss who arenumber two run to the board, write

Ferris wheel or draw a picture of it,and sit down again Have Ss try to be

task

Note: This activity can also be doneusing the phonics words in the Readirl sections by having Ss write thewords you say.

25 Sayiton4!

Start a I 2 3 4 rhythm Have Ss Pat

hands twice After the rhythm isestablished, hold up the PictureCards showing items to be reviewedone by one Have Ss name the cards

as they clap the second time Begin

together, then have indMdual Ss

name the cards If a student cannot

name a card or misses the beat, start

again with that student Graduallyincrease the pace to make theactivity more challenging

26 Stand up and say it!

Choose a few Picture Cards of reviewwords Have Ss stand up Show Sl acard and ask a simple question about

the card, e.g What's rlrtt? If Sl

answets correctly, she remainsstanding If oot, have her sit down.Ask the same question about thesame card to another student If Sl isable to answer corectly on her next

for five minutes or until everyone isstanding again

27 Teache/sguessUse Picture Cards of new vocabularyitems Hold up one of the cards and'

asking Is this (a)

yourself, as well, e.g grandma Have

on the board Have Ss sit or stand in

a circle Start a I 2 3 4 5 6rhythm.

Have Ss slap their thighs twice and

then clap their hands four times On

the third and fourth claps, call out

your word and a student's vr'ord

respectively, e.g (slap) (slap) (clap)

(clap) grandma (clap) cousin (clap)

Have the student whose word is

cousin then take his turn: (slaP)

(slap) (clap) (clap) cousin (clap)

uncle (clap), and so on Continue in

this way until a student misses the

again with that student Gradually

increase the Pace.

the Read irl secticins in the Student

Book rather than vocabulary words

29 Uh-huh.Yes

Show Sl one ofthe Picture Cards to

be practiced Have the rest of the Ss

try to identiff the card bY asking

questions, e.g Is it

-?

Have Sl

reply llh-huh lyes or llh-uh I no.The

shown the next card

30 Uncover the color

Select Picture Cards of review words

Have more cards than Ss Place

Picture Cards on the table (with the

card and give Ss l0 seconds to

memorize their locations Have a

cards Have Ss cover a Picture Card

Cards should be covered Have Ss

then, in turn, name a color and point

to a card and try to identify the

Picture Card under it lf a student

correctly identifies the card, have her

take it Replace this Picture Card with

another one and cover it with a color

card This student continues until

she fails to identify the card

Whenever a student fails to identify

the card, play continues with

another student

31 What's different?

Place six to eight Picture Cards on

showin$ Have Ss look at them for a

few seconds and then close their

eyes Change the position of one or

more cards Have Ss open their eyes

Ss name the card(s) that was moved

Tolk obout it! (oiologsl /

Soy it!

32 Beep

Say a dialog, substituting B eep forone of the words Have Ss supply thereplacement word For example, say

home Conlinue with different

dialogs, substituting B eeP for

33 ChangepartnersDivide Ss into group A and grouP B

Have group A form an outer circle

and group B form an inner circleinside the group A circle Have Ss inthe two circles face each other andstand so that they are directlYopposite a student in the other

circle Have all Ss in group A say line

one of a dialog and their partners ingroup B line two Say Change-Have

Ss in group A take two stePs to the

two steps to the left so all Ss havenew partners Do the same for eachnew dialog Monitor Ss and help

when necessary

34 Highdrama

act out the dialogs using different

voices, e.g a loud voice, a sleepyvoice, a computer-like voice Havesome Ss say their dialogs in front ofthe class

35 Musical chairsPlace sets of two chairs or two

pillows in a line in the middle of theroom Make sure that there are as

many chairs as there are Ss, minus

two chairs, e.g if there are tenstudents, there should be eight

chairs (or four sets of two chairs)

Have Ss walk in a circle around t}techairs as you play some music (the

another student when the music

stops, say the target dialog, and then

sit down on a set of chairs The pair

left standing is "out" and can take

classes where the class has an odd

and have two Ss ask the question and

36 Myowndialog

Use dialogs that vr,ill allow Ss to

Put Ss into pairs Have pairs

role-play the dialogs, substituting

some pairs perform their dialogs in

Have Ss stand in a circle Set a timer

for about one minute Hand the timer

to Sl and say line one of the dialog.Have Sl respond with line two, sayline one again, then hand the timer to

52 Have 52 respond with line two, sayIine one again and so on Continue

each pair say alternate lines of adialog Time how long it takes pairs

to say the dialog Have Ss

congratulate the fastest pair It isimportarrdrat Ssspeakclearly eventhough they are speaking fast Playagain with a different dialog

longer dialogs

39 Role-play

pairs or goups say dialogs using

emotions and gestures Provide them

goups say their dialogs in front ofthe class

40 Sayinhalves

Have Ss look at a dialog Have groupssay alternate lines of the dialog Havegroups change roles

41 Sayinpartners

altemate lines of a dialog Have Ss

change roles It is important that Ss

Iook at their partners when speaking

Have Ss stand in a circle Toss astuffed animal to Sl and say line one

of a dialog Have Sl respond withline two, say line one again, then tossthe animal to 52 Have 52 respondrr'.ith line two, say line one again and

43 Uh-huh.Uh-uh

Have Ss turn to the first two pages ofone of the units Give them 20seconds to studythe picture Have

Ialse statements about the main

scenes Have Ss answer Uh-huh il

l6 Activity Bonk

they think your statement is true and

Ilh-ult if they think your statement is

false

Variation: Ask yes / no questions

instead of making true / false

statements

44 Whatcanyousay?

Have Ss look at the first tlvo pages of

each unit Have Ss point to and make

statements about the items in the

main scenes, e.g The fans are

45 Whispers

Divide Ss into two groups standing in

two lines Whisper a line of a dialog to

SIs in each line On the count of

three, have Sls whisper the word or

sentence to S2s who whisper it to S3s

and so on Have the last student in

each line run to you and whisPer the

sentence Have Sls then go to the

back of their lines before continuing

with another word or sentence

46 Who saidit?

voice Have Sl respond with line two

of the dialog, then try to guess who

said line one

lines one and two Have the

speakers

Build it!

47 s0/s0

Divide Ss into group A and group B.

Hold up Picture Cards and say the

grammar dialog For example, hold

up the gift shop card and say Where

wereyou? I was in the gifr shop

Have Ss repeat Hold up another

card Have group A ask the question

and group B answer according to the

card Do the same for the remaining

cards Have Ss change roles

48 Call our number

Assign each student a number Call

out any two numbers Have those

tlvo Ss do the target dialog using the

Picture Cards you hold up

49 Change

Place Picrure Cards or classroom

items in various locations in the

classroom Have Ss circulate in pairs,

asking and answering questions

about the different cards / objects

\iVhen you say Change, have Ss stoPspeaking and quickly move toanother card / object Keep the pace[ast

50 Choose a c:rrdPlace Picture Cards to be reviewed

on the table (with the picture sidesshowing) Have any student choose a

card and use the word / phrase onthe card to say the target statement

or question, or first line of a dialog to

be practiced If the statement,question or dialog is correct, have

him keep the card Ifnot, have him

another student's turn

51 Circle statements

large cards so that you have four

Place pronoun cards and PictureCards in the middle of the circle

Point to a pronoun card and aPicture Card Have Sl make astatement using that pronoun, that

grammar, e.g It's (his) (suitcase)

Have the next student in the circlemake a statement using the same

the same pronoun but a different

(camera).Have Ss continue making

statements in the same way until all

Ss have had a turn

52 LyingcountdownPlace Picture Cards to be practiced

on the table (with the picture sidesshowing) Have Sl point to one of thecards, name it incorrectly or make a

false statement about it, and then

say Let's go on the Fenis wheel 7,2,

correct the mistake before 51 reachesl0 by saying Let's go on the rollercoaster The student who correctsthe mistake first will be the nextstudent to make a lalse statement or

corrects the mistake before Sl

reaches 10, have Sl name the cardcorrectly or make a true statementabout it, then continue with a newstudent and a new card

53 MychoiceHave Ss use the target grammar

dialogs using previously learned

vocabulary Teach classroomlanguage such as Hotudoyousay

-

in English? so that Ss can usewords they do not know in English inthe statements or dialogs

54 Nevermind

using the target Srammar Point

Have S2s answer Have S3s answer

S3s then dispute the answer Forexample, have Sl askAre theY going

to the U.K.?Have 52 answer No,they' re not Have 53 answer Yes, they

the dispute until Sl shouts Neuer

55 PassitaroundHave Ss stand or sit in a circle SaY

the target dialogwhile holding uPthe relevant Picture Card Have Ss

repeat Have S1 ask the student on

his Ieft (S2) the question Have 52answer Repeat the Procedure with

circle Say a different answer to thequestion and repeat the Procedure,this time reversing the direction sothat roles are reversed

56 Question on cue

Draw a large question mark on theboard Point to the question markand say the target question Havegroup A repeat Hold uP the PictureCard to be used in the answer andsay the answer Have group B repeat.Continue with different PictureCards, but elicit the questions from

group A and the answers from grouP

B Have groups change roles

57 Sayitfast!

Quickly flash one pronoun card (seethe activity Circle statements above)

in your right hand and one noun or

verb phrase Picture Card in your lefthand Have individual Ss make astatement using the wo cards,

e.g show hls and ntkerand have Ss sayIt's his ticket.lf Ss make an incorrectstatement, flash the cards again Dothe same for the remaining cards,using different combinations eachtime For negative statements, draw an

"X" on tire board Point to the "X" andflash the cards quickly Have Ss make a

negative statement using the twocards you hold up Alternate betweenaffirmative and negative statements

Activity Bonk L7

58 Sentencememory

Have Ss sit in a circle Say a target

statement from one of the Build it!

sections, e.g We (took a boat ride)

Have Ss repeat Then have Sl make a

vocabulary word or phrase , e.g We

sentence and then make another

SI's and S2's statements and make

another one Have Ss keep going

around the circle until Ss cannot

remember all the statements or

c:rnnot come up with another new

statement Start again with the

In large classes, divide Ss into groups

of six to eight, each supported by

three or four others who help them

remember

statements, e.g She wonts to see a

boat rid.e, rather then just varying

59 Student-teacher

Have Sl stand in front of the other Ss

as the "teacher" and ask a question

Sit in the student's seat while SI is

asking the question Have other Ss

answer Have a few Ss take on the

role of the teacher

60 Takeastepback

stand in two parallel lines facing

each other, one arm's length apart

Have Sls in each pair ask a question

using the target question form and

S2s answer Have both lines then

take one step back Hold up the next

Picture Card This time, have S2s ask

the questiorr and SIs answer Have

taking one step back each time This

activity "forces" Ss to speak loudly

speaking simultaneously

61 Ihrowthedie

Put Ss into pairs and have them open

section Give each pair a die Have

Sls in each pair throw the die, and

either say the statement (part A) or

number If Sls asked a question,

have S2s answer Then ii's S2s'turn

five, they should make two

statements or ask two questions

When they throw a six, they skip a

turn.

Reod it!

62 Backwriting

Have S2s write that word on Sls'

backs with their fingers Have SIs try

to guess the word

63 FiUintheblanks!

Photocopy the Phonics Cards foreach student Have Ss cut out the

cards and place tJrem on their desk

words, one by one, in random order,Have Ss repeat the words, find the

the letters oftarget sounds

64 Igotonel

Write the letters of the phonics

sounds to be reviewed on the board,e.g pr Have Ss ta.ke tums drawing

guess what they are The snrdent

who guesses correctly draws the nextword

65 Phonics ooncenrationMake a photocopy of one page of the

Phonics Cards for each pair ofSs Put

Ss intopairs Have Ss cut each card,separating the words from thepictures Spread all cards face down

overlap) Have Ss take turns trying to

find a matching pair (word and

the tv,ro match, have Ss name the

cards before taking them If the two

cards do not match, have Ss turnover both cards again in their

original positions

66 Phonicstoss

sounds to be reviewed on the board

Have SI in each pair say one ofthesounds and toss the ball to 52 Have

52 say a word containing that sound,

before tossing the ball back to S1 and

so on, e.g Sl: o (toss), 52: (catch)

u (toss), etc

67 Quickflash

Photocopy Phonics Cards Makeenough sets so that each student hasone set of cards Say one of the

sounds Have Ss hold up a card ofa

card, e.g say sf and have Ss hold up

the stapler card Continue until allsounds have been practiced

68 Separate the sentences

sentences from part B ofthe Build it!sections in Units ,l-9 of the StudentBook on separate cards Put Ss intopairs or groups Make one set ofcards for each pair or group, andplace each set in an envelope Giveone envelope to each pair Have each

sentences Have groups then take

69 Soundrelay

standing in lines Drawvertical linesdown the board to divide it intocolumns, one column for eachgroup In each column, write

target phonics sounds missing,e.g m-ther, c-

- sin, -nclc,

y-

-nger, l-nch, gl-ues Say a

and fill in the missing letters HaveSIs go to the back of their lines andhave S2s go next

70 Teamspelling

tlree or four sets of alphabet cardsand place them on the floor (with the

review phonics word Have Ss ineach group determine howmanyletters that word has, then have that

the cards Have those Ss try to be the

the alphabet cards and stand inorder to form that word Eachstudent should take one letter only

71 Unscrambleifl

standing in lines.Write the letters of

a phonics word in scrambled order

on the board Have Sls in each group

run to the board and try to be the

order Have the other Ss help by

Sls then go to the back of their lines

word on the board and repeat the

procedure with S2s.

72 Vanishing sentences

Write a sentence from part B or part

C of the Read it!page in Units 4-9 of

the Student Book on the board Read

each sentence two or three times

Erase one or two words from the

sentence Have Ss look at the board

and read the sentence again, adding

the same way until the whole

sentence ha3 been erased and Ss are

73 What'stheword?

Draw one line for each letter in a

phonics word to be reviewed on the

board, e.g

- - - for sfore Draw

the side view of a bird on the board

(two circles for the head and body,

one eye, one beak, two feet and two

wings) Have Ss call out letters they

the line for each correct guess For

each incorrect guess, write the letter

somewhere else on the board, then

erase one body part of the bird Have

Ss try to guess the word before the

take on the role of the teacher once

they are used to the game

74 Write it! Relay

Divide Ss into two groups standing

in two lines.Whisper one of the

taryet phonics sentences to Sls in

each line Have Sls whisper the

sentence to S2s in their lines, who

then whisper it to S3s, and so on

Have the last student in each group

run to the board and write the

sentence

Proclice it! / Recycle it!

Have Ss form a circle Specify a

number from I to10 to be the buzz

number, and a grammar statement

to be the buzz statement.For

example, if.the buzz number is 5 and

the buzz statement is I was in the

-,

have Ss begin counting, in

turns, around the circle: Sl says l, 52

says 2, and so on When the buzz

should say a sentence usingthe buzz

statement but not the buzz number

Have the next student then continue

with the next number, e.g Sl: I., 52:

2., 53:3., 54:4., 55: I was in the(candy store), 56: 6., 57: 7., and so on

up to 10, then start at I again Ifastudent makes a mistake or says the

until only one student is left

challenging and to practice thebigger numbers, have Ss count uP to

20 or above and say a sentence withthe buzz stalement each time thebuzztumber or a number

reached (e.g if the buzz number is 5,

Ss should also say a sentence on 15,

25, etc.)

76 Clue bingoGive Ss 9 or 16 Reduced Picture

face up in front of themselves in the

calling out the cards, give cluesabout the items on the cards Forexample, for the kangaroo card,instead of saytgKangaroo, saY Big,

them At first, allow Ss to call out thecard when theyte guessed it, buthave them play quietly later When astudent has turned over three (9-cardgame) or four (16-card game) cards

in a row (down, across or diagonal),have him shout BingolThen have

him name all the cards in that row

77 ConcentrationUse Reduced Picture Cards to makeone deck of cards containing 5 to I0pairs of identical cards Place all thecards face down on the table Have

Ss try to find matching pairs bY

cards match, have the student namethe pair of cards before taking them

If the two cards do not match, havethe student turn over both cardsagain (in their original positions) andhave the next student turn over twocards

Have Sls in each pair turn over onecard, e.g the Australia card, point toanother card and askAre we goingto

card Sls are pointing to If it is a

matching card, have S2s answer feg

we are and hand Sls the pair ofcards If the cards do not match,have S2s say No, we aren't Sorry It isthen S2s' turn

78 Find it and swat it!

Place t0 to 20 Picture Cards on thetable or floor (with the picture sidesshowing) Have Ss Sather around thecards Say one ofthe cards Have Ss

down wins the card Using flYswatters instead of hands increases

set of Reduced Picture Cards Pergroup

79 Follow the pathPlace 15 to 20 Picture Cards on thetable in a straight line, circle or other

showing) Choose one Place to beStart and one to be Finish Have eachstudent place a marker on Start

Have Sl roll a die, move his marker

goal, and make a sentence which

includes the name the card on which

he lands If Sl cannot make asentence, he goes back to where hestarted The game continues in turn.This is more fun if the more

challenging cards are towards Finish

80 Ispy

Have Ss open their books to the firsttwo pages of a unit SaY I sPY

items on those pages that fit the

passport)? I'nswer fes, it is or No' try

colors, other adjectives, the letters ofphonics sounds (e.g.I spy something

that starts with p) or other

you eat or I spy somethingYou Put

Ss take on the teacher's role

81 LottoGive each student one set ofReduced Picture Cards Have Ss

choose any four cards and Place

the cards from the set in random

order Have Ss turn over the cardsyou name Have the first student

sentence which includes the name

on each of his cards Have Ss choose

another round,

82 Mime it! RelayUse Picture Cards ofabout l0 reviewitems Divide Ss into grouP A andgroup B Have Sls from both grouPs

go to you Show them one of the

Picture Cards Have SIs return to

act out the words until their group

guesses it Have S2s then go to you to

83 Monkeyinthemiddle

Use Picture Cards of review words In

a small class, use one of each card In

a larger class, use multiples of the

same card Give each student one

card Have all except one student sit

in chairs in a circle Have the student

is Monkey.Have Monkey name two

cards at a time Have the Ss with

those cards stand up and try to sit in

the empty chairs, but they cannot sit

in the chair that they originally sat

in Monkey also tries to sit in an

empty chair Have the student who is

left standing become Monkey.When

Monkey says MonlceyTime!, have all

Ss stand up and change seats

84 No Sorry (Go frsh)

Make one set of cards using l0 to 12

sets of four identical cards from

Reduc'ed Picture Cards Deal out all

the cards among Ss Have Ss try to

collect sets offour identical cards

Have Sl ask 52, (52's name),

-,

please (Or Do you have a

-?

OrCan I haue a

-l)

If 52 has thatcard, have her give it to S1 Have Sl

same student until someone does

not have the card requested This

snrdent answers No Sorry It is then

the next student's turn.When a

student has a set offour identical

cards, have her place them on the

table For larger classes, play in small

groups using one set ofcards per

group

85 Oldmaid

Make one deck of cards for each

group using l0 to 20 pairs of

Reduced Picture Cards Add an odd

card, t}re Old Maid card, to each set

Have a student in each group deal

out all the cards among the Ss in her

group Have Ss with pairs of identical

cards put them down and name

them Have the student with the

most pairs (SI) then draw a card

the card Sl draws pairs up with one

ofhis cards, have him place the pair

on the table and name it If the card

SI draws does not pair up with any

ofhis cards, then have 52 draw a card

Same continues clockwise with the

next student either putting down a

one student is out of cards, he is out

of the game The student left with the

odd card is the Old Maid

86 ParrotsHave Ss stand up Make true or falsestatements using the target grammar

repeat the true statements andremain silent for the falsestatements Have Ss who make amistake sit down

87 Sayit! BingoGive Ss 9 or 16 Reduced PictureCards to use Have Ss place them

face up in front of them in the

they are named.When a student has

(down, across or diagonal), have that

the three cards that make up her

bingo

88 Snap!

Give a set ofReduced Picture Cards

to each student Put Ss into pairs

Have pairs shuffle their cards and

put down one card each on theirdesks, saying the words on the cards

at the same time If they say thesame words, they try to be first to call

out Sr?aplContinue until all the

cards are used

89 Tic-tac-toe

each group Place nine ReducedPicture Cards of items to review facedown on the table in the shape of a

grid) Have group A turn over a cardand try to name it If they are able to

do this, have them put one of theirmarkers on the card If they cannot

do it, have them turn the card overagain Have group B choose another

card If they name it correctly, have

card Have $oups try to be the first

to have markers on three cards in a

row

90 TiddlywinksGive each student five coins (or flat

markers) Place l0 to 15 PictureCards and a pile of coins in the

coin, trying to aim it at one of thecards If his coin lands on a card,have him try to name the card If Sl

can do this, he takes back his coin,plus a bonus coin from the pile in

card, but Sl cannot name it, have

card, have him put his coin on the

52 and so on

statement with the word / phrase on

the card rather than just naming it.

91 VocabularychaseHave Sl be /r Have the rest of the Ss

sit in a circle Quickly review the

Choose anyword to be the chaseword Have SI walk around the circleand tap each student on the

shoulder, saying one ofthe target

a shoulder.When Sl taps a shoulder

and says the chase word, have that

Sl around the circle and try to catchher before she can sit down in S2's

seat If SI can sit down before she iscaught, have 52 be Ir next If S1 iscaught by 52 before she can sit down,have her be Iffor another round

rather than just saying words, e.g We

92 Word race

Reduced Picture Cards for each pair.Have Ss place the cards face down inrows or piles Say Go Have Ss in each

go on to the next card if they are notable to name it, then return to that

card later

Chont-o-grom

93 ChantanddoHave Ss stand in a circle withclassroom items or Reduced PictureCards of items named in the chant.Have Ss hold up the classroom items

or cards when they hear the words inthe chant

95 In around

Divide Ss into trvo or three groups

Have group A begin chanting line

one Have group B begin chanting

line nvo when group A reaches the

end olline one and so on Instruct Ss

rvhen ro start chanting

96 Karaoke

Prepare two toy microphones and set

up an imaginary stage Have tlvo Ss

chant together

97 Linebyline

Assign diffprent lines of the chant to

has questions and answers, assign

those to different groups Have

groups chant only their assigned

lines Instruct Ss when to start

chanting

98 Nlychant

Have pairs or small groups of Ss

choose words to replace the words in

the chant Provide relevant Picture

Cards or classroom items as

reference Play the lead-in music of

the chant, then stop the CD Instruct

groups when to begin chanting

99 Point along

Use Student Books, Picture Cards or

classroom items Have Ss listen and

items when they hear the words in

the chant

100 Solo

Assign specilic words or phrases to

other Ss chant all parts that are not

chanted by the soloist Instruct the

class and soloist when to start and

stop chanting Vary by giving the solo

Wrop-up

l0l Bye-byegame

Show individual Ss Picture Cards of

items to be practiced Have Ss name

the cards before they leave Correct

mistakes [f they cannot do this, have

them repeat the words before they

leave

or questions rather than just saying

lvords

102 lVhat I learned todayHave Ss think o[ five things (can bewords, dialogs, phonics sounds,chants, etc.) thev learned during thelesson, then share one oI them lviththe rest of the class

103 Where was it?

Choose nine review Picture Cards

Place them on the table in a 3 x 3

grid Have Ss study the pictures for

20 seconds and then cover them with

a large cloth AskWhere was the

is completed (Teacher's Guide p, 186)

lO5 RewardcardsGive Rewards (TR 42: Teacher'sGuide p 146) to Ss for participation

or good behavior Encourage Ss tocollect as many cards as they can

106 VerbalpraisePraise Ss often, e.g GreatlWay to go!

Good joblWarm smiles have a great

impact

Activity Bonk 2L

@ Open lhe book

@ Tok obout it! (vocobutory!

Have Ss turn to Student Book pp 6-7 and look at the flags

at the bottom ofthe pages Play CD trackAl Have Ss

,4- Lkten, point and repeat,

, World map, Picture Cards l-10, CD

O Before the book

Warm-up / review

Write your name on the board and introduce yourself Ask

all Ss to do the same

Introduce vocabulary

Show Ss a real world map Say Today we are going to learn

somenames of countries around the world Hold up

Picture Cards 1-10 one at a time and say the words Have

Ss repeat

Play the CD againl Have Ss listen and repeat

Play CD trackA2 Have Ss listen and numberthe

theU.K (pause)

Brazil (pause)

China (pause)

Spain (pause)Taiwan (pause)

Nwnber 6 the U.K

NumberT JapanNuniber 8 Australia

Nuntber 9 China

(2x)(2x)(2x)

(2t)

(2x)

Check Ss' answers by sa-ving the numbers and having Ss

sa)' the corresponding vocabularl' rvords Say the

22 Unit l, !_esson I

vocabularywords in random order Have Ss repeat'

Have Ss look for the hidden snake in the main scenes'

(Answer: It's on the wheel of Sandy's wheelchair in scene 4.)

O After lhe book

Place the world map on the board Point to one of the

countries and say What's this country, (57's name)? Have

Sl come to the board and name the country Have Sl

take the teacher's role and ask another student (S2)

Continue until all Ss have had a chance to speak

used in class See answer key, Teacher's Guide p- 147

Next lesson: Bring a calendar and a world map to

review the months of the year and to practice the dialogs

@ Tolk obout it! (Diolossl

O Before the book

Warm-up / review

Review the months of the year using a real calendar Say the

months of the year in order one at a time and have Ss repeat

Have Ss sit in a circle Say Let's say the months of theyear in

to say February Prompt the student next to Sl (S2) to say

Calendar, Picture Cards 1-I0, world map, CD

start again lanuary Continue around the circle

Play Repeat after me (Teacher's Guide p l4) using

Picture Cards 1-10

lntroduce dialogsDialog I: Show the calendar and say excitedly School's out

in three days.Have Ss repeat Have tlvo Ss (Sl and 52) go

to the front Stand next to SI, look at 52 and say I can'twait for summer uacation Have Sl repeat Stand next to

52, look at Sl and say I can't either.Have 52 repeat Have

S1 and 52 say the dialog again on their own Help them by

the rest of the Ss repeat

Dialog 2: Place the calendar and a world mapsomewhere Ss can easily see Point to Iune on thecalendar and say Our class trip is in June Have Ss repeat.Have another two Ss (S3 and 54) go to the front Standnext to 53, look at 54 and say Where are you go ing? Have

53 repeat Stand next to 54, look at 53, point to Australia

Have 54 repeat Have 53 and 54 say the dialog again on

necessary Do it again and have the rest of the Ss repeat.Dialog 3: Point to the U.K on the map and have anotherstudent (S5) go to the front Say Are you going to the U.K?

Have 55 repeat Nod your head and sayYes, we are.Have

the rest of the Ss repeat Hold up different Picture Cards,one at a time Have indMdual Ss askAreyou going toUapan)?Have the rest of the Ss say fes, we are-Dialog 4: Have three more Ss (56, 57 and S8) go to the

Stand next to 57, look at 56 and say Is he a tour guide?

dthe rest of the Ss repeat

@ Open lhe book

Have Ss turn to Student Book pp 6-7 Introduce the mainscenes by playing CD track A3 Have Ss listen and point tothe people or objects as they are mentioned

's out in

eth andlune.Where are they going? First, they're goingrooip

it i'

Australia Donny is pointing to the map Look at the map

and the u,S.Are they going to the U.K too?Yes, they are,

ondon Sandy and Peter arename's Mrs Hall TheY'retour guide.It's going to be agreat class trip!

Play CD tracks A4-A7 For each dialog, have Ss first listen

dialog

D Dialog 1

Beth: School's out in three days

Chip: I can't wait for summer ua.cation

Beth: I can't either

Now lkten and repeat

(Same as above, but each line is said once with a pause

for Ss to repeat.)

D Dialog2.

Listenandpoint

Donny: Ourclnss trip isinlune.

GirI l: Where are you going?

Donny: First, we're going to Australi.a

Now lbten and repeat

(Same as aboue, but each line is said once with a pause

Now listen and repeat

(Same as aboue, but earh line k said once with a pause

for Ss to repeat.)

D.Dialaga.

Listenmtd.point

Mrs.Hall: This is Mn Gray

Sandy: Ishe atour guide?

Mrs HalL Yes, he is

(Same as aboue, but each line is said once with a pause

for Ss to repeat.)

practice the dialogs Have some pairs act out the dialogs

O Affer the book

Play My own dialog (Teacher's Guide p 16) Use dialog 2

hdve S r as[ Sz WEid aliii ".l

circle talk until all Ss have a

24 Unit l, Lesson 3

used in class See answer key, Teacher's Guide p 147

@ soy it! @ chont-q-erom

Note: The Say ifl sections in this level use a dialog in each

levels Vocabulary words from previous levels arereviewed through substitution in the dialog

Picture Cards l-10, CD

O Before the book

Warm-up / reviewReview any occupations Ss know by having Ss namethem Help them with examples, e.g firefightet policefficer.

PIay Pick it up! (Teacher's Guide p 14) using PictureCards 1-10

Wet€ going lo BEil.

Are y@ golng lo Jopon? A16 the/ going io Spoin?

No we'rc rci Yes, lhey 016.

We?e notgoing lo Jopon They?e going to Spoin

Are tiEy going to lGr@?

No, th€y.E mt.

Th€yre nol $rng lo Kq6.

O Open the book

Say it!

Have Ss turn to Student Book p B Have three Ss (Sl, 52

and 53) go to the front Say (51's name) is the teacher'

(52's name) is Sandy and (53's name) is Mr Gray.They're

going to talk about what iobs people do Let's listen Say

This is NIr Gray Have Sl repeat Say Is he a tour guide?

Have 52 repeat Say Yes, he is Have Sl repeat Say Nice to

fixeet yolt Have 53 repeat Say Nlce to meet yott, too Have

52 repeat Have S1, 52 and 53 say the dialog on their ovvn

Do it again and have the rest of the Ss rePeat PIay CD

track A8 Have Ss listen and repeat the dialog

Lktenandrcpeat.

Nlrs.Hall: This is Nh Gray (pause)

Sand.y: Is he a tour guide? (pause)

Mrs Hall: Yes, he k (pause)

Mt Gray: Nice to meetYou (Pausel

Sandy: Nice to meet you, too (Pause)

Have Ss look at the characters next to the dialog scene'

Say Let's have the other characters meet Sandy Have

three Ss (S4, 55 and 56) try the first dialog Have 54 say

This is Mr King Have 55 say Is he a firefighter? Have 54

say fes, he is Have 56 say Nice to fiieet you Have 55 say

Nice to meet you, roo Put Ss into Sroups of three and have

them practice the dialog with the different characters

Have some pairs say their dialogs in front of the class

Introduce the Chant- a- gram

Review the vocabulary words Show Ss Picture CardsT,2,

9 and 5 Say the words and have Ss repeat Show Picture

Card 7 and say Are you going to ., ? to elicit Are you going

("/") andan "X" on the board Place Picture Card 7 under

the check and nod your head and smile Say We're going

"X" and shake your head Say We' re not going to Japan

Have Ss repeat Repeat the procedure for Are they ?

They're They're not Play CD track A9 and have Ss

taught in more detail in Lesson 4.)

Listen

and.chant-Boy l: Are you going to Brazil?

GirI 1: Yes, we are.We're going to Brazil

Girl2: Are they going to Spain?

Boy2: Yes, they are.They're goingto Spain

Boy 2: Are they going to Korea?

Girl 2: No, they're not They're not going to Korea

Play the CD again Have four Ss go to the front and stand

next to a card on the board Have these Ss write a check

(" /") or an "X" above the cards according to the lyrics

O Afier the book

Have 52 in each group introduce Sl

name and occupation on Sl s card

to 53 using SI's realHave Ss change roles

Who saidit? (Teacher's Guide p 17) .:

used in class See answer key, Teacher's Guide p 147

&e yoq going lo lhe U.K?

&e lhsy golng to &ozil?

? J Ym reore : No, were nol

.i Are lhey going lo -u*, ,-**."-i, Ys,lheyore : N,o, lheytenol

{- &eyou going lo i lhe U.K I he U.S.

7 O Before the book

Warm-up / review

Put Picture Cards 1-10 on the board (with the picture

sides showing) Have individual Ss go to the board, pick a

card, name it and turn it over Have the rest of the Ss

repeat the word

PIay Partner search (Teacher's Guide p 14) using

Reduced Picture Cards l-10 (Teacher's Guide p 169)

Introduce grarnmar

Hold up Picture Card l ElicitAasrrafta Bring a student

(Sl) to the front Keep holding the card and say We're

Have two Ss (S2 and 53) come to the front Have them

goingtoAustroliq.Have the rest of Ss repeat Continue

head and elicit Yec we ate Shake your head and elicit No,

we're not Have two Ss come to the front Have them hold

up the card and ask.Are they going to Atrcfralia? Nod your

head and elicit Yes, they are Shake your head and elicit

No, thql re not Continue udth the remaining cards

Divide Ss into group A and group B Hold up Picture

Cards 1-10 one at a time Have group A ask the questions

and have group B answer Have groups change roles later

@ Open the book

A

Have Ss turn to Student Book p 9 and look at part A Play

CD trackA1O Have Ss listen and repeat

A Lbten andrepeal

Toni; We're goingto the U.K (pause)

Boy 1: They're not goingto Brazil (pause)

sentences Say the numbers 1-4 in random order Have

Boy 1: Areyou going to the U.K.? (pause)

Toni; Yes, we ore (pause)

Girl 1: Are they goingto Brazil? (pausel

Boy 1: No, they're not (pause)

Have Ss practice the dialog in pairs for each picture in

C

Have Ss look at part C Play CD trackA12 Have Ss listen

and circle the correct word(s)

26 Unit l Lesson 4

2 They're not going to Spain (2x)

3 Are they going to Mu.ico? a exl

Yes,theyare J'

4 Areyou going to the U.S.? 1 rt.t

No, we're not ) t'4'

Check Ss' answers by having individual Ss raise theirhands and say the statements or dialogs

Chant-a-gramHave Ss look at the Are you going to Brazil? chant at the

have Ss listen

Listen and.clwnt.

Boy 1: Areyou goingto Brazil?

Boy 1: Areyou goingtoJapan?

Girl 1: No, we're not.We're not goingto Japan

Girl2: Are they goingto Spain?

Boy 2: Yes, thqr are They're going to Spain

Boy 2: Are they goingto Korea?

Girl 2: No, they're not They're not going to Korea

the questions and group B chant the answers Havegroups change roles and chant the chant again

G) Afier the book

Play Never mind (Teacher's Guide p 17) using PictureCards 1-10

used in class See answer key, Teacher's Guide p 148.Next lesson: Bring in a red sock to introduce the

and ,r

@ ,F rrtt"n w,lle br, gr or li R@d.

Our clGs triP is in Jue Were goirg to o)eu'tclio

fiEt.Isn'l thol (z).-at? Were goirg by Pl@ I mri lo

i-

9o to (:1-zil, too I mnt to 54 lhe big gra smk6'

O.3lo usten.wrtte DEwo llf,e.

Have indMdual Ss write the letters of the alphabet (upper

case and lower case) on the board Say the letters and

sounds ofthe alphabet Have Ss repeat Point to the

letters in random order and have individual Ss say the

letters and sounds

Introduce the letters and sounds of b4 gr and tr

Write b and ron the board and say the sounds separately

Review ttre r sound, showing how the tongue curls and does

not touch the roof of the mouth Use a red sock over one

hand to represent the tongre and use the other hand to

represent the roof of the mouth Write br on the board and

model the blending sound Use enlarged Phonics Cards

Point to and read the words emphasizing the brsound Have

Ss listen Say Brazil, brown, bnsh.What sound is the same?

Llave Ss say Br Do the same lor gr and ,r rvords Place all thecards on the board Read the words down the lists,

ernphasizing the lrr: gr and fr sounds, and point to the words

as you read them Have Ss repeat Explain the meaning o[

any words Ss do not understand Point to the cards in

random order and have individual Ss say the words

CD trackAl3 Have Ss listen and point to the pictures

A Listen, point and repeat

br, br (pause) tr, tr (Pause)

bn bn Brazil (pausel tr, tr, trip (pawe)

bn br, brown (pawe) tr, n; Australia (pause)

br, br, brush (pause) t, t, triangle (pause)

gr, Cr (pause)gti gr, green (pause)

gr, gn gray (pause)Play the CD again Have Ss listen and rePeat

Play the CD a third time Have individual Ss repeat theitems

Name the pictures and ask What's the beginning

soand?Have individual Ss answer by circling the letters

on the board and saying the sound Point to the pictures

Have Ss turn to Student Book pp 6-7 and look at themain scenes Have them find and name pictures of wordsthat contain the phonics sounds they have just learned.

(Answers: brown, green, $ay, Australia, triangle.)B

Review the words zebra, hungry great and train Draw a

a zebra Write zebra on the board Rub your stomach and

say I'm hungry Have Ss repeat Write hungry on theboard Smile and say I'm great, thanks, Write great on theboard Draw a picture of a train on the board Say What'sthrs? Elicit lt's a train.Write train on the board Askstudents to match the sounds with the review words onthe board Elicit the answers

Have Ss turn to Student Book p t0 and look at part B.

Focus attention on the missing letters Play CD trackAl4.Have Ss listen and write br gr or fr in the blanks Allow Ss

to use part A as a word bank Have advanced Ss cover uppart A on the page if appropriate

Petet: Otn class trip is in lune We're going to Australiafirst Isn't that great?We're going by plnne I ruant to

go to Brazil, too I want to see the big green snakes.

Check the answers by having individual Ss read the passage

Unit l, Lesson 5 27

Har.,e Ss turn to Student Book p 10 and look at part C.

Have Ss name the items

Play CD trackAl5 Have Ss listen and write the words in

the blanks Have Ss match the sentences to the pictures

C Listen and write.

1 Draw a triangle

2 She has some grapes

3 Whose brush is this? It's mine

Walk around the classroom and check Ss'progress Put Ss

answers with the whole class by having individual Ss write

the sentences on the board and read tlem out

Afler the book

used in class See answer key, Teacher's Guide p 148

Next lesson: Bring some coins to play the game

(2x)(2x)(2x)

r Picture Cards 1-10, Reduced Picture Cards l-10

: (Teacherrs Guide p 169), coins

O Before the book

Warm-up / reviewChant the Chant-a-gram together Put Picture Cards l-10

on the board (with the picture sides showing) Write acheck ("/") or an "X" above each picture Put Ss into goups of three or four and give one of the ReducedPicture Cards l-10 (Teacher's Guide p )OO of each

answering Are you going to (Japan)? Yes, we are / no, we're

Play Snap! (Teacher's Guide p 20) using ReducedPicture Cards 1-10 (Teachert Guide p, 169)

O Open the book

Practice ifl

Have Ss turn to Student Book p 1L Put Ss into pairs Have

and have Ss repeat Demonstrate how to play the gamewith one pair before everyone starts Have Sl ask 52 aquestion about one country on the board, e.g Areyou goingto (Brazil)?Have 52 toss a coin to try to land on the

successfirl Have 52 write his or her initials in that space

space Have Ss take tums asking and answering untilsomeone gets a line of squares horizontally, vertically or

diagonally Give Ss sufficient time to play Walk around

t}re classroom and check Ss'progress The first student

game

O After the book

Play Concentration (Teacher's Guide p 19) using ReducedPicture Cards 1-10 (Teacher's Guide p 169) See Variation

used in class See answer key, Teacher's Guide p 148 Now

page, Activity Book p 70 and color number 1 blue.Next lesson: Bring a passport and a ticket to introduce

the vocabularl,

Country bingo

pairs Have rwo Ss say the sentenc;s utihe top of the page Have Ss circle we or they and yes or no for each country' PlayLingo, making both positive and negative sentences using rue or they Have Ss cross out the matching sentences in

pencil Have the first student to make a line shout " Bingo!" Continue until one student has crossed out all the squares

and haye them shout "Bingo!" again PIay again, this time having Ss taking turns making the sentences

They're not going

hun-y

L-_ _' I

>* \_c

# * P;

H.:<H

d5 >,.q) trU:

Eatt

e a3I H€I=

Unit l, Teocher Reproducible 3 31

OeE udorpotnt-soy @Go r.tsten.tumuor sr-v'Oere ur* Dlqlogs O €LqD urtm- Soy.

@ Tok obout it! (vocobutory|

O Before the book

Show the passport and the ticket and say Today we're

going to talk about things we need to take when we go on

say the words Have Ss repeat

@ Open the book

Have Ss turn to Student Book pp 12-13 and look at the

items at the bottom of the pages Play CD trackA16 Have

A-Lbten, point and repeat

suitcose (pause)toothbrush (pausel

carnera (pause)

flashlight (pause)

journal (pause)

passportticket

minehis

hers

(pause)(pause)(pause)(pausel(pause)

Play CD trackAlT Have Ss listen and number the items

B Lbten and number

Number 1 hersNumber 2 journalNumber 3 passportNumber 4 mineNumber 5 suitcaseNunxber6 ticketNumber 7 toothbrushNumber 8 hisNumber 9 ,ameia

Nuntber 10 flashlight

(2x)(2x)(2x)(2x)(2x)(2x)(2x)(2x)(2x)(2x)Passport, ticket, Picture Cards 1 1-20, CD

32 Unil2, Lesson 'l

Check Ss' answers by saying the numbers and having Ss

say the corresponding vocabulary lvords Sav the

vocabulary words in random order Have Ss repeat,

Have Ss point to and name pictures olvocabulary

lvords they can see in the main scenes (Ansrvers: suitcase,

toothbrush, camera, flashlight, passport, ticket.)

Have Ss look for the hidden snake in the rnain scenes

(Answer: It's on the trolley behind Peter in scene 3.)

O After the book

Encourage Ss to imagine that they're going to take a trip

Have Ss name some items they would bring lvith them

Help Ss with any words they don't know in English

Sayit on4! (Teacher's Guide p 15)

used in class See answer key, Teacher s Guide p 149

@ Tolk obout it! (Diolosst

Torgeils

a Ss can say Excuseme.Whereb the (restroon)? aold,

respond with lth ouer there, next to the telephones

flashlight?Yes, I did or No, I didrtt I forgot mine.

o Ss can ask and answer May I see your ticka and

a Ss can ask and answer /s thisyour (suitcase)? No,

Review the new vocabulary by showing Picture Cards

I l-20 and having Ss name the items

PlayTouch and say (Teachers Guide p l4) using

Picture Cards l1-20

Introduce dialogs

Dialog l: Have a student (Sl) go to the fronr Look at St

and say Excuse me.Where's the restroom? Have the rest of

the Ss repeat Stand ne,xt to Sl and say lf's ouer there, next

to the telephones, using the hand gesture Have Sl repeat

Repeat with other Ss.

Dialog 2: Have three Ss (S2, 53 and 54) come to the

nod your head and say l/es, t ditl.Have 53 repeat Standnext to S.l, look at 52, shake your head and say No, I

say the dialog again on their orvn Help them by

the rest of the Ss repeat

Dialog 3: Spread Picture Cards I l-20 on the table (with

16 and say tVlay I see your ticket and passport, please?

Have Ss repeat Put the cards back on the table Haveanother student (S5) come to the table and look for thecards, pick them up and hand them to you Say Here theyare Have 55 repeat Have the rest of the Ss repeat

Dialog 4: Have two Ss (56 and 57) (a male and a femalestudent) come to the front Hold up Picture Card I I andsay to 56 Is this your suitcase? Have Ss repeat Stand next

to 56, point to 57 and say No, it's not It's hers Have 56repeat Repeat with other Ss.

@ Open lhe book

Have Ss turn to Student Book pp 12-13 Introduce themain scenes by playing CD track AlB Have Ss listen and

story-The SuperKids are at the airport.They're all ready to go!Chip wan* to use the resfioom.Where's the restroom? It'souer there, next to the telephones Mrs- Hall, Beth and

Sandy are here, too Did they bring their flashlights? Beth

Peter are at the airport with their mother, father; theirbrother Joey and their sister Lisa Toni has her ticket and

her passport.lUhere's Peter? There he is.lNhat's he doing?

He's hungry He wants some French fries There's Donny

He has his water bottle Is that his suitcase? No, it's not.Whose suitcase is it? See the girl? It's hers

Play CD tracks Al9-A22 For each dialog, have Ss firstlisten and point to the characters speaking and then

repeat the dialog

D Dialog 1.

Chip: Ercuse me.lVhere's the restroom?

Male guartl: It's ouer there, next to the telephones

Now lbten and repeat

(Same as aboue, but eaclt line is saicl once with a pause

for Ss to repeat.)

D Dialog2.

Listen and point.

Mrs Hall: Did you bring your Jlasltlight?

Beth: Yes, I dicl

Sandy: No, I ditltt't I forgot ntine.

Now lkten and repeat

(Same as aboue, but each line is said once tuitlt a pause

for Ss to repeat.)

Unit 2, Lesson 2 33

D.Dialng3.

ListenandpoinL

Airline man: May I see your ticket and passport, please?

Toni; Here they are

Femalc guard: Is this your suitcase?

Donny: Nc fr3 not It\ hers

(Same as aboue, but each line is said once with a pause

for Ss to repeat.)

three where applicable) and group B say line two Have

groups change roles Put Ss into pairs or $oups of three

Have Ss practice dialogs 2 and 4 Have some pairs act out

the dialogs in front of the class

@ Afier the book

Review the words water bottle, key, jacket and video game

Draw a picture of a water bottle on the board Say What\

rhrs? Elicit lrb a water bottle.Write water bottle under the

picture Do the same with key, jacket and video game

Have Ss practice dialog 2 in pairs, using the new

Ask Ss Drdyoubringyour (dictionary)? using the

items that may be in their bags Have Ss answer truthfully

about their belongings Have Ss take turns asking about

items in their bags Have Ss take the role of the teacher

or used in class See answer key, Teacher's Guide p 149

Next lesson: Bring some pictures of different places to

review the vocabulary

@ uen.e*.rm.

a b@lsio.e / lq, sbc ll ty;re r elquont

& rElownl / bokery 3 bokery / boolciore

ls lhis your comero?

ls thb your @m{o?

Ys, ll i8 Ifs mim IIs mine.

16 lhis your nqshlighl?

i,lo, ifs noi ils his Ifs his

Ls this you toolhkush?

No, lfs nol Ifs heE Ifs heE.

Il's mlE lfs his Ifs he6.

Ifs mim Its hb- Ifs h€8.

Soy it! @ Chont-o-grom

O Before the book

Warm-up / reviewReview different places in a town by holding up pictures

and having Ss name them Help them with examples,e.g toy store, library, supermarket

Play Picture searching (Teacher's Guide p 14)

@ open ihe book

Sayit!

Have Ss turn to Student Book p 14 Have two Ss (S1 and

is Let's listen Say Excuse me.Where's the restroom? Have

Sl repeat Say lt's ouer there, nst to the telephones Have

52 repeat Say Thankyou Have Sl repeat Say You'rePictures of different places in a town, CD, PictureCards 1l-20

Luelcome Have 52 repeat Have S1 and 52 say the dialog

repeat Play CD track A23 Have Ss listen and repeat the

dialog

Listen and repeat

Chip: Excuse me.Where's the restroonx? (pause)

Male guard: It's ouer there, next to the telephona (pause)

Chip: Thankyou @ause)

Have Ss look at the different places next to the dialog

scene Say let's have Chip ask where the other places are

Have two Ss (S3 and 54) try the first dialog Have 53 say

Excuse me.Were's the bookstore?HaveS4 say lt's ouer

there, next to the toysiore Have 53 say Thank you' Have

54 say You're welcome Put Ss into pairs and have them

practice the dialog with the different places Have some

pairs say their dialogs in front of the class

Introduce the Chant-a-gram

Review the vocabularywords Show Ss Picture Cards

? and show Picture Card 13 Elicit Is rhlsyour cameta?

Continue with the other cards Draw a check ("/') and an

;'X"

on the board Place Picture Card 13 under the check

and nod your head and smile Say Yes, it is It's mine Have

Ss repeat Place Picture Card 14 underLhe "X" and shake

your head and frown Show Picture Card 14 Say No, irt

not.It's his Have Ss repeat Repeat the procedure for ffb

hers using Picture Card 12 Play CD trackA24 and have Ss

taught in more detail in Lesson 4.)

Listen and.chant

Girl: Is thbyour camera?

Boy: Yes, it k.It's mine It's mine

Girl: Is this your flashlight?

Boy: No, it's not Itb his It's his

Girl: Is this your toothbrush?

Boy: No, it's not It's hers It's hers

All: Itb mine it's his It's hers

It\ mine It's his.It's hers

Play the CD again Have three Ss go to the front and stand

next to a card on the board Have these Ss write a check

("/") or an "X" above the cards according to the lyrics

O Afier the book

by asking where the restroom is in your school

used in class See answer key, Teacher's Guide p 149.

@ Buitd it! @ chont-o-srom

O Before the book

Warm-up / reviewPut Picture Cards l1-20 on the board (with the picture

sides showing) Have individual Ss go to the board, pick a.card, name it and turn it over Have the rest of the Ss

repeat the word

Play Pass it quick! (Teacher's Guide p 16) using PictureCards 11-20

Introduce grarnmarPlace Picture Cards 18-20 (mine, his, hers) on the board'Pick up one of S1's belongings and say frb n ot mine It's

your

-?

Have 53 say Nq it's not It's his I hers, pointing

Unit 2, Lesson 4 35Picture Cards l1-20 CD

to 52 Pick up one of S4's belongings and ask 54 Is thrs

your

-?

Have 54 say Yes, it is

O Open the book

A

Have Ss tum to Student Book p 15 and look at part A PIay

A Listen and repeat

Donny: It's not mine It's hers (pause)

sentences Say the numbers l-4 in random order Have

B

Have Ss look at part B Play CD trackA26 Have Ss Iisten

and repeat

@B Llsten and repeat.

Femalegurd; Isthisyoursuitcase? (pause)

Donnlr

Female guard:

Girl 1:

No, itls not.It's hers (pausel

Have Ss practice the dialog in pairs for each picture in

c

Have Ss look at part C.PIay CD trackA27 Have Ss listen

and circle the correct word

C.Listen and circlc

Nc itb not Itb hers ) \'^/

Check Ss' answers by having individual Ss raise their

hands and say the statements or dialogs

Chant-a-gram

Have Ss look at the Is this your camera? chant at the

and have Ss listen

Listenandchant.

Girh Is thisyour camera?

Boy: Yes, it is Itb mine It's mine

Girk Isthisyourfluhlight?

Boy: No, ir's not It's his It's his

Girl; Is this your toothbrush?

Bolr No, it's not lt's hers It's hers

Alh lt's mine It's his Ifs hers

It's mine It's his It's hers

he book

ements (Teacher s Guide p

t-20.

the questions and group B chant the answers Bothgroups can chant the last line, It's mine It's his It's hers.Have groups change roles and chant again

17) using

used in class See answer key, Teacher's Guide p 150.Next lesson: Bring in a red sock to introduce the

f h@ som (z)-Gt':ds lrly friad P'tcr

,l he som tr!-:cter od Frah fri6'

Write one bf the sounds from the Read it! section in Unit I

on the board and say the sound Have individual Ss come

to the board, write the words with that sound and say the

words Have the rest of the Ss repeat the words Continue

Introduce the letters and sounds of pn ft and cr

Write p and r on the board and say the sounds separately

Review the r sound, showing how the tongue curls and does

not touch the roof of the mouth Use a red sock over one

hand to represent the tongue and use the other hand to

represent the roof of the mouth Write pr on the board and

model the blending sound Use enlarged Phonics Cards

Unit 2 (TR 5: Teache/s Guide p 40) to show Ss the prwords

Point to and read the words emphasizing the pr sound Have

Ss listen Say preEcls, present, printeiWhat sound, is the

same? HaveSs saypE Do the same forf and crwords Place

all the cards on the board B-ead the words down the lists

emphasizing the pr, fr and cr sounds, and point to the words

as you read them Have Ss repeat Explain the meaning of

anywords Ss do not understand Point to the cards in

random order and have individual Ss say the words,

Have Ss turn to Student Book p 16 and look at part A Play

CD trackA28 Have Ss listen and point to the pictures

,L Listen, point and repeat

Play the CD again Have Ss listen and repeat

Play the CD a third time Have individual Ss repeat theltems

Name the pictures and ask What's the beginning

sound?Have individual Ss answer by circling the letters

on the board and saying the sound Point to the pictures

in random order Have Ss point to the pictures or wordsand name them

Have Ss turn to Student Book pp 12-13 and look at themain scenes Have them find and name pictures of wordsthat contain the phonics sounds they have just learned.

(Answers: pretzels, crackers.)

B

Review the words April, practice and French tries Draw a

Have Ss repeat Write April under the picture Draw a

and say soccer practice Have Ss repeat Write soccerpractice under the picture Draw a picture of some Frenchfries on the board Say What are these? Elicit They're

students to match the sounds with the review words onthe board Elicit the answers

Have Ss turn to Student Book p 16 and look at part B.

Focus attention on the missing letters Play CD trackA29

and have Ss write pr; fr or cr in the blanks Allow Ss to usepart A as a word bank Have advanced Ss cover up part A

on the page if appropriate

Beth: Today is Friday.We're at the airport I'm

hungry I have some pretzels My fiend Peterhas some crackers and French fries

Check the answers by having individual Ss read thePassage

CHave Ss turn to Student Book p 16 and look at part C.

Focus Ss' attention on the pictures Have Ss name thepictures Play CD track A30 and have Ss listen and write

the words in the blanks Have Ss match the sentences tothe pictures

C Listen and write.

2 I haue seven crayons (2x)

3.Wewantsomeftuit (2x)Walk around the classroom and check Ss' progress Put Ss

answers with the whole class by having individual Ss write

the sentences on the board and read them out

Unit 2, Lesson 5 37

7 U Afterrhe book

Play I got one! (Teacher's Guide p lB)

used in class See answer key, Teacher's Guide p 150

@ Proctice it!

O Before lhe book

Warm-up / review

Chant the Chant-a-gramtogether Go around the

classroom, asking Ss about ave

Encourage Ss to answer usi it,s

not.It's his I hers.

Play I spy (Teachert Guide p l9).

draw tleir own face in the picture Have each student look

at their picture for 30 seconds b<plain that they shouldremember which items are "mine" and which items are

"his" or "hers" Have Ss cover the pictures Have S2s ask SIsabout the items in Picture A and Sls ask S2s about theitems in Picture B [S l: Is this your notebook?) lS2t No, it,snot Itb his.l Have each partner fill in the blanks Have Ss

uncover the pictues to check the answers.

BHave Ss turn to part B Have Ss look at the modeledquestion Read it aloud and have Ss repeat Have S2s askSls about the items in Picture A and Sls ask S2s about theitems in Picture B Have each partner fill in the blanks.Check the answers by having Ss ask each other about thepictures in partA.

used in class See answer key, Teacher's Guide p 150 Now

page, Activity Book p 70 and color number 2 green

the book

t! (Teacher's Guide p I7)