Fly high 1 teachers guide

• a 'Hello' lesson introducing the characters to the children • 14 topic-based, four-page units • 9 'My Alphabet' spreads • 3 Jungle Fun revision spreads • a 'Goodbye' lesson • two Festi

Trang 1

PEARSON

Trang 2

Choose Your Favorite Site Then click on the Button to Visit it

Trang 3

yellow, blue, red, green

Plurals: bees, bananas, etc

teacher, des , chair, book, door

bag, pencil, crayon, rubber

sit down stand up, clap, turn around

mum, dad, brother, sister, me

train, plane, bike, guitar

pink, black, orange, white

six, seven, eight, nine, ten Plurals

Hellol I'm (name)1 What's your name?

I'm (Cabu) I'm a (lion)

Look, (a banana) / (flowers)

Look, it's (yellow)

Is it (gree )? Yes No three (bees)

five (yellow bananas) Hello! I'm your teacher

Here's your (desk)

What is it? It's a (pen)

I've got a (yellow) (train)

My favourite toy is my (yellow) (plane)

I can see a (pink) (bird)!

My favourite colour is (black)

six (pencils) How old are you? I'm

Trang 4

pets, cat, hamster, snake

ice cream, chips, salad, burger, pizza

fly,jump, swim, run

Here's a (white flowerl

Goodbye!

present, Father Christmas, stocking

Easter Bunny, egg, basket

I've got a (nosel / (two eyesl

Have you got a pet?

Yes, I've got a (catl /

Yes, I can / No, I can't

Review

Merry Christmas I Here's your present

Thank you I've got (three) eggs!

Trang 5

Introduction

Fly High is a motivating and charismatic four-level course for

young learners aged between 6 and 10 It is intended for

children who are being taught at a faster pace, and aims to give

them a sound base in English and to maximize their potential by

providing the appropriate level of support and challenge

While progressing through the Fly High course, young learners

will build up a solid bank of useful vocabulary and the ability

to apply grammatical structures appropriately They will

also develop and refine their reading, writing, speaking and

listening skills

Fly High is based on the principle that children learn best

when they are using engaging materials that appeal to their

imagination and build their confidence The course provides a

set of lovable characters, humourous stories and an element

of fun The wide variety of activities caters for children with

different learning styles: visual, auditory, kinaesthetic, musical

and interpersonal

Aims of Fly High 7

Fly High 7 is for children learning English at the start of the

school system At this early stage of learning, it is especially

important that the English language classroom is enjoyable

and non-threatening A key aim of Fly High 7 is to develop

a positive attitude to English through the use of motivating

activities, including games, TPR activities, songs and chants,

and ple ty of personalisation

Units 1-6 of Fly H igh lfocus on listening and speaking skills

The children are not expected to read actively Thus, they are

not hampered by having to cope with the sounds as well

as the written code of the new language simultaneously

for at least a term The alphabet is introduced after Unit 6,

along with basic word recognition and an introduction to

reading and literacy skills The Activity Book provides activities

to practise motor skills, handwriting, word and phrase

recognition, tracing and finally, some simple copying and

writing tasks

Methodology

Fly High 7 contains 14 four-page units, each focusing on a topic Each unit has a clear communicative aim: the children learn words and structures and then put them to use in games and personalisation activities

In Lesson 1 of the unit 4-5 new words are presented through simple pictures The new words are recorded so that children can hear and repeat them The new words and the target structures are then contextualised in a humourous, self-contained cartoon story featuring the Fly High 7 characters The main characters are three friends, Trumpet a young elephant Cabu, a lion cub and Paco, a parrot The stories are all set in thejungle, but in contexts that reflect the children's own world Trumpet, Cabu and Paco play in thejungle, go

to thejungle school introduce their families, learn numbers, learn about pets, eat in thejungle restaurant and in general lead the kind of life that young children can easily relate to Through the stories, the children get to know and identify with the characters, and share their adventures The children can act out the stories before moving on to practice activities This helps to reinforce the new language in a fun and non-threatening way

Lesson 2 of the unit normally begins with a song, which consolidates the language of Lesson 1 The tunes are easy to learn and sing Songs are one of the best ways for children

of this age to learn and remember language Singing songs helps to build confidence in the language through repetition, and promotes musical skills and development of rhythm Many songs in Fly High 7 have accompanying actions, which also supports kinaesthetic learners

The new language is practised through a variety of activities, including some pencil-to-paper tasks, e.g Draw and colour

Then say

Every unit ends with a game or personalisation activity Most units have two games Games provide motivating and meaningful ways of practising the new language in a genuinely communicative context, and are very popular with children There is a further list of games on page v of this Teacher's Guide

Trang 6

The Activity Book provides pencil-to-paper practice activities

to consolidate the new language These may be allocated for

homework, but can often also provide the opportunity for quiet

time in the classroom The teacher's notes offer suggestions

for when an activity may be used in class

Review and evaluation

There are three Jungle Fun sections in Fly High 7 These revise

the language which the children have learnt, in a different

context Jungle Fun 1 for example is a simple board game

These sections can be used at the end of a term

At the end of each Jungle Fun section in the Activity Book,

there is a My English feature This gives the teacher the

opportunity to encourage the children to evaluate their own

progress The children can then decide if their work has been

Very good / Good / OK and circle the appropriate picture

• a 'Hello' lesson introducing the characters to the children

• 14 topic-based, four-page units

• 9 'My Alphabet' spreads

• 3 Jungle Fun revision spreads

• a 'Goodbye' lesson

• two Festival lessons: Christmas and Easter

• a Picture Dictionary illustrating all the key words

• full colour stickers for use with the sticker listening tasks

• For Units 1-6, there are two pages of follow-up practice

in the Activity Book: comprising a language consolidation activity and an activity to develop motor skills, e.g tracing shapes, following a maze, etc

• For Units 7-14, there are four pages of follow-up practice including word recognition and reading development exercises, and tracing and writing development exercises

• For each 'My Alphabet' section, handwriting practice

At the back of the Activity Book, there are a number of cutouts, including character masks for Cabu, Trumpet and Cabu, and cutouts for the Christmas and Easter lessons Suggestions on how to use these cutouts are given in the relevant lessons

Trang 7

Teachers Guide

The Teacher's Guide contains:

• this Introduction, which includes a list of additional ideas for

games Isee page vi and a list of flashcards Isee page vi)

• detailed lesson-by-Iesson teaching notes for the Pupil's

Book and Activity Book

• photocopiable word cards Isee page 91-98)

The lesson-by-Iesson notes are presented together with a

reduced black and white facsimile of the Pupil's Book spread,

for easy reference Lesson objectives, target language,

recycled language and a list of materials required for the

lesson are given at the beginning of each lesson spread

The photocopiable word cards are provided for use in

activities to develop word recognition Detailed suggestions

are given in the lesson notes from Unit 7 onwards

Class Audio CDs

The Class audio CDs contain all the audio material in the

Pupil's Book, including the cartoon stories, listening tasks and

songs Complete audioscripts for the recordings which are not

included on the pages of the Pupil's Book can be found in the

lesson notes

Flashcards

There are 72 vocabulary flashcards for the key items

presented in the Pupil's Book A complete list of the flashcards

is provided on page vi of this Introduction The flashcards

reproduce the vocabulary pictures from each unit of the Pupil's

Book For teachers who want to practise word recognition,

there are 72 photocopiable word cards at the back of this

Teacher's Guide A separate pack of Alphabet flashcards is

also available

Active Teach C~-ROM for Interactive Whiteboard

Fly High Active Teach is designed for use with any Interactive

Whiteboard IIWBI It can also be used with a computer

and projector It contains all the Pupil's Book lesson pages

in digital form, together with the class audio material In

addition, it provides:

• an additional interactive activity for each of Units 1-14 and

Jungle Fun 1-3

• interactive flashcards-for all the vocabulary in the Pupil's

Book, accessible by topic or in alphabetical order

• printable/photocopiable Teacher's Resources

Unit and lesson structure

Each of the 14 units of the course consists of two spreads Each spread is treated as a lesson However, in teaching situations with fewer hours available, it is possible to extend the unit over four teaching periods The Activity Book provides additional material that can be used in class for quiet time in the classroom

The first spread ILesson 1) presents new language through the cartoon story The children act out the story and then further listening and speaking practice is provided The second spread ILesson 2) normally starts with a song It consolidates the language from the first lesson in a new context, and as the book progresses it recycles more of the language taught in earlier lessons Occasionally a new communicative structure is introduced The second lesson always ends with a game and/

or a personalisation activity allowing the children to activate the language and relate it to themselves

Warm-up - getting started

It is a good idea to signal the beginning of the lesson clearly and start with a warm-up activity that is enjoyable and involves the whole class The step-by-step teaching notes suggest a variety of warm-up activities

Procedure for presenting vocabulary

The new words for each lesson are always presented in Picture Dictionary style at the top~of the Pupil's Book page, and recorded on the audio CD

• Use flashcards or classroom objects to present the new words and their meaning IRelating the new words to tangible objects in t e classroom also helps to make the words more memorable for the children.)

• Tell the children to open their books and look at the

, pictures Play the CD; the children point, listen and repeat

• Hold up the flashcards again in random order and elicit the words

You can also present the vocabulary on a Whiteboard, using the Flashcards on the Active Teach CD-ROM

Trang 8

Procedure for cartoon stories

• Invite the children to look at the pictures Use Ll to ask

questions about the pictures and prompt discussion

• Play the CD; the children listen and point to each character

as they are speaking Ask simple questions in Ll/English to

check understanding

• Play the CD again, pausing after each line for the children

to repeat

• Divide the class into groups, and give each group the role

of a character Play the CD again; the children repeat their

parts Encourage them to copy the characters' voice and

intonation and to mime some of t~e actions

• Let the children practise in groups Invite a group or

groups to perform for the class

Practice

The practice stage of the lesson involves a variety of different

activities, including further listening activities, speaking

activities and games Simple heads-down, pen-to-paper

activities are also included, such as drawing and colouring

There is an additional interactive practice activity on the Active

Teach CD-ROM

Procedure for games / role plays

• Ask the children to look at the photo in their Pupil's Book

and describe in L 1 what is happening Elicit what they think

the children are saying

• Demonstrate the game with a child or group, until

everyone knows what to do

• Let the children play the game in groups or pairs, if they

are able to do so If you feel that they are not ready for

pair work, play the game as a team game, or with pairsl

groups in front of the class

Procedure for teaching songs

• Invite the children to look at the picturels) and talk about

what they can see, saying who the characters are and

what they are doing

• Play the CD The children to listen and follow in their books

They can also clap the rhythm

• Recite the lines of the song rhythmically like a chant Say each line and ask the children to repeat Demonstrate the movements if the song lends i~~lfto action

• Play the CD Ask the children to Sing along and make the movements

• Some songs involve sticker activities The stickers can be found at the end of the Pupil's Book Help the children to find the stickers Pause the CD to give them time to place their stickers in the right position on the picture

• For some of the songs, you can divide the class into groups and give them a part to sing

• Use the Unit flashcards and hold them up as the words are heard in the song

Ending the lesson

Always end the lesson on a positive and cheerful note The step-by-step teaching notes suggest a variety of round-up activities

Procedure for 'My Alphabet' lessons

Each Alphabet spread presents three letters in initial position

in three words, e.g apple, ball car Before the children open their Pupil's Books, follow these stages to present the alphabet words and letters for the lesson

• Word presentation Use the Alphabet flashcards, picture

side up, to present the alphabet words for the lesson

• Letters and sounds presentation Introduce the letters

and their names and sounds using the board

• Word recognition Use the Alphabet flashcards, word side

up, to practice whole word recognition Demonstrate each activity in the Pupil's Book using the board

as necessary, until the children are used to the activity types

At the end of each lesson, the children sing the alphabet chant until finally they can chant the entire alphabet

The corresponding spread in the Activity Book provides practice in forming lower-case and capital letters and developing handwriting skills Again, demonstrate each activity first until children understand what they have to do

Trang 9

Classroom games

Flashcard games

1 Say the word Hold up pairs of flashcards Say a word

The children point to the correct card or say the word

2 Where's the word? Display flashcards in different parts of

the classroom Say a word Ask the children to point to the

correct flashcard

3 Guess the word (1) Display a flashcard and then cover it

Slowly reveal the card The children guess the word

4 Guess the word (2) Invite a child to come to the front and

give him/her a flashcard The class have to guess what

it is by asking e.g.: Is it a (pencil}?The child who guesses

correctly takes the next turn

S Can you remember? Display a set of flashcards on the

board and number them Ask: Whars Number 7? Whars

Number 5?etc For each correct answer, turn the flashcard

over When all the flashcards are hidden, repeat the

questions Turn the flashcard over to check the answer If the

answer is correct remove it and continue You can play this

as a team game Teams win a point for each correct answer

Word and picture games (word recognition)

1 Matching (1) Put picture flashcards and corresponding

word cards face up on the board Say a word and ask a

child to come to the board and find the matching picture

and word cards You can play this as a team game Divide

the class into teams Ask two children from Team 1 to

come to the front Say a word One child finds the correct

flashcard, the other finds the correct word card The team

gets a point for each correct choice Continue with Team 2

2 Matching (2) Divide the board into two Write the same

words in random order on each side Divide the class

into two teams Invite a child from each tea'm to come to

the board Hold up a flashcard The first child to find the

matching word wins a point for their team

3 Pelmanisn Put picture flashcards and corresponding

word cards on the board face down in random order Ask

individual children to come to the board and turn over two

cards The aim is to match a picture card with the correct

word card If the cards don't match, replace them in the

same position If they match, take the cards off the board

Miming games

1 Mime the word Invite a child to come to the front of the

doss and give him/her a flashcard The child then has

to mime the word in some way for the class to guess the word Whoever guesses correctly takes the next turn You can also play this as a team game

2 Simon says Use this game to review actions and classroom instructions The children have to follow instructions and do as they are told when they hear Simon

says (or you can use Trumpet says) but do nothing when an instruction is not preceded by these words Every time a child makes a mistake, they miss a turn After three mistakes, they are 'our and have to stop playing You can play this as a team game The team with the fewest missed turns or the group with most children still in the game wins

In an alternative version of the game, carry out the instructions yourself as you say them, but make some mistakes Children who copy you miss a turn

Other games

1 Picture dictation Picture dictation can be used to review words that are easy to draw Give each child a piece of blank paper Say for example: Draw a pencil Draw a rubber Draw a (yellow) bag The children draw a picture of the word they hear

2 Memory game Put a number of objects or flashcards on your desk or a big table Invite the children to stand around the table and name the objects Give them a minute or two

to memorise them Then cover the objects with a cloth Ask children to name the objects they remember

3 Bingo Bingo can be used to revise simple objects, colours and numbers Prepare multip' e A4 size photocopies of a Bingo grid with six or eight squares and give each child a copy Display flashcards of the words you want to review There should be more flashcards than squares on the Bingo grid Tell the children to draw a different picture or colour in each squa.e on their grid, or write a number, depending on what set you are reviewing Then call out the words at random When the children hear a word that

is on their grid, they cross it out The first child to cross out all their words is the winner

4 Guess the oQject (feeIie-bag) Put various objects into

a large cloth bag or a pillow case that the children have learned the names of, e.g a pen, pencil, an apple Gather the children round your desk or walk round the class Invite

a child to put his/her hand in the bag, take hold of an object and try to guess what it is by touch The child should say the name, then show the object If the child has guessed correctly, he/she takes the bag and leads the game

Trang 10

Ust of Flashcards

F f fish

Easter Bunny

•

Trang 11

Hello!

Objectives: to greet and introduce yourself, to get to

know each other

language: Hello, I'm (name) What ' s your name?

Materials: Unit 1 character flashcards (lion (Cabul

elephant (Trumpetl parrot (Pacol boy, girn ; Class CD 1

Warm-up

• Greet the children as they come in Say: Hello and smile

Encourage them to say Hello in response

• Point to yourself and say I'm [name) Ask children around

the class What's your name? Encourage them to say I'm

[name) Then answer: Hello, [child ' s name)

• Encourage the children to do the same in pairs

Lead-in

• Hold up the character flashcards one at a time and say the

name of each character: Cabu (the lion cubl Trumpet (the

elephantl and Poco (the parrot!

• Hold up the Fly High Pupil's Book 1 and point to the

characters on the cover Explain in Ll that Cabu, Trumpet

and Paco live in the jungle Cabu is a lion, Trumpet is an

elephant and Paco is a parrot The children will get to know

them and the other two characters (the two gorillasl during

their English lessons

• Tell the children to open their books at page 4 Open your

own book and hold it up to demonstrate Give them time to

look at the characters Then ask them to tell you who they

can see in Ll Elicit the names Cabu, Trumpet and Poco

Usten and say ~ 1 Track 02

• Tell the children to listen to the CD and point to the

characters Play the CD all through Hold up your book

and point to the characters while the CD is playing, to

demonstrate for the children

• Point to each character again and elicit the names Repeat

the names for the children if necessary: Jim and Fiona

• Play the CD again section by section Pause the CD after

each section and invite the children to repeat

• Divide the class into two Play the CD again One half of

the class repeats the first line, the other half repeats the

second line, and so on

CD 1 Track 02 Cabu: Hello I'm Cabu What's your name?

Paco: Hello I'm Poco What ' s your name?

Jim: I'm Jim

Miss Maru: Hello I'm Miss Maru

Trumpet: Hello 1'111 Trumpet What's your name? What's your name?

Trang 12

Act out

• Hold up the flashcard for Cabu Say to one of the children:

Hello I'm Cabu What's your name? and encourage the

child to say I'm {name] Answer: Hello , {child 's name]

Do the same with the flashcards for Trumpetand Paco

• Ask two children to stand up Give one of them a

flashcard, and encourage them to act out the dialogue

Continue with other pairs around the class, using different

flashcards

Extra activity

• Invite three children to come to the front of the class Give

each of them a character flashcard Invite them to go

round the classroom introducing themselves

Activity Book pages 71-76

• Ask the children to open their Activity Books at page 71

Open your own book and hold it.up to demonstrate Show them the masks of Cabu, Trumpet and Paco

• Tell the children that they are going to use these masks in

the next lesson and again in later lessons They should cut them out at home, stick them on card, and stick a ribbon to the sides of each mask so they can tie them on

• They can colour them at home or in the next class

• Hold up the character flashcards one at a time Say:

Goodbye , Cabu', Goodbye , Trumpet', Goodbye, Pacol

Wave your hand each time and put the flashcard down on

the desk Do this again and ask the children to repeat and wave goodbye to the characters

• Say: Goodbye, class' and wave your hand Ask the children

to repeat Goodbye , {your name] You can do this at the end

of every class

Trang 13

thejungle

Objectives: to introduce yourself, to say who and what

you are

Vocabulary: lion, elephant, parrot, boy, girl

language: Hello I'm (name) I'm a {/ion / boy / gir/) o

What's your name?

Materials: Unit 1 flashcards (/ion (Cabu)' elephant

(Trumpet), parrot (Paco), boy, girn; Class CD 1; coloured

character masks which children made for homework

(Activity Book pages 71-76)

Warm-up

• Ask children around the class: What ' s your name? Elicit: I'm

[name] Then answer: Hello , [child ' s name)

• Hold up the three character flashcards one at a time and

elicit the names Cabu, Trumpetand Poco

• Practise the dialogue: Hello I'm Cabu What ' s your name?

I'm [child ' s name) Hello , [child's name)

CD Usten and point Then say 1 Track 03

• Use the flashcards to present the new vocabulary items

lion , elephant, parrot, boy, girl Hold them up one by one,

say the words and ask the children to repeat

• Ask the children to open their books at page 6 Open your

own book and hold it up to demonstrate Tell them to look

• Hold up each flashcard again in random order and elicit

the word from individual children

CD 1 Track 03

lion , elephant, parrot, boy, girl

@ Look and listen 1 Track 04

• Ask the children to look at the pictures of the story

Encourage them to point and name characters

• Ask them to tell you what is happening in the story (Ll)

• Play the CD; the children listen to the story and point to

Trumpet: Hello l I'm Trumpet What's your name?

Cabu: I'm Cabu I'm a lion

Paco: And I'm Paco I'm a parrot

CD Usten again and say 1 Track 05

3 to repeat Paco's line Play the CD again

• Act out the story with yourself and two children

• Put the children into groups of three to act out the story

• Invite some groups to come to the front of the class to act out the story

Trang 14

4 LIstan and point ~

o Draw and say

• Ask the children to get out the mq~ks they prepared for homework Tell them to colour the masks if they haven't done so at home

• Ask them to look at the photo in Exercise 5 Play the CD

The children listen and repeat

• Put the children in pairs Tell one child in each pair to put

on a character mask Ask several pairs to stand up and demonstrate the dialogue for the class Present I'm a girl

for the girls

CD 1 Track 07 Cabu : Hello I'm Cabu I'm a lion What's your name?

Tom : I'm Tom I'm a bo y

• Draw a face on the board Point to it and say your name

• Ask the children to look at the outline and the photo Ask them to draw their face in their book

• Ask some of the children to stand up, hold up the picture they have drawn and say: Hello I'm [name) I'm a (boy/gir/)

Activity Book page 2

CD 1 Track 05

See Track 04 in Exercise 2

• Ask the children to look at the pictures of the three

characters in Exercise 4

• Tell them to listen to the CD and point to the characters

Play the CD Hold up your book and point to the characters

while the CD is playing, to demonstrate for the children

• Play the CD again Pause after each character speaks

Hold up a character flashcard and prompt the children to

shout Yes if it is the correct character or No

CD 1 Track 06

Cabu: Hello I'm a lion

Poco: Hello I'm a parrot

Trumpet: Hello I'm an elephant

Note: You can use this activity in class after Exercise 3 or 4 Or you can tell the children to do it for homework and check their work in the next lesson

• Ask the children to open their Activity Books at page 2 Open your own book and hold it up to demonstrate Elicit the names of the characters

• Tell them to colour the pictures using the correct colours for each character, as in their Pupil's Book

• When they have finished, hold up your book, point at each character, and elicit: Hello I'm (Cabu) I'm a (lion)

• Ask individual children to stand up, hold up their book and

point to a character Prompt Hello I'm (Cabu) I'm a (/ion)

• Hold up the character cards and encourage the children to say and wave goodbye to the characters

• Say: Goodbye , class! and wave your hand Ask the children

to repeat Goodbye, [your name]!

Trang 15

Lesson 2

Objectives: to name objects and animals

Vocabulary: banana, flowe r, bee, ippo

Language: Look, (a banana)/ (f/owers)

Review: Hello I'm , What's your name?

Materials: Unit 1 flashcards Ilion (Cabu), elephant

(Trumpet), parrot(Paco), boy, girl , banana, flower, bee,

hippo) ; Class CD 1

Warm-up

• Holding one of the character flashcards, walk around the

class and say to individual children: Hello I'm Trumpet I'm

an elephant What' s your name? Encourage the children to

respond: Hello, Trumpet I'm [name] I'm a (boy/gir/)

® Usten and point Then say 1 Track 08

banana, flower, bee , hippo Hold them up one by one, say

the words and ask the children to repeat

CD 1 Track 08

banana , flower, bee, hippo

® Look and listen 1 Track 09

Encourage them to point and name characters and

objects

• Ask them to tell you what is happening in the story (LlI

• Play the CD; the children listen to the story and point to the

characters and objects

7 Ustan and point Then say ~

Narrator: In the jungle

Cabu: Look, a banana!

Trumpet: Ouch!

Cabu: Look , flowers'

~ Trumpet: And bees

Paco: Stop! Look, hippos

® Usten again and say 1 Track 10

• Play the story again Pause after each line for the children

to repeat

• Divide the class into three groups Give each group the role

of one character They listen and repeat the lines of their character Invite them to use their character masks Play the CD again

Encourage them to use their masks

• Invite some groups to come to the front of the class to act out the story

CD 1 Track 10

Trang 16

J() Listan and drde ffi)

[ Look , all elephant and a bee ? -~- '

• Ask the children to look at the pictures in Exercise 10 and

name as many as items as they can remember

• Point and say: Look , a banana! Look, a parrot' Look,

flowers! etc Repeat in a different order and ask the

children to point to the correct pictures

• Tell the children to listen and pOint Play the CD

• Tell the children to listen again This time they should

circle the pictures Play the CD again Pause after Look, a

banana' and point to the example Pause after each line to

give the children time to circle

• Ask a child to choose a picture and say, e.g Look, lions'

The rest of the class listen and point Repeat with different

Look , lions!

• Ask the children to look at the pict!-!.res and name objects and animals: flower, bee , parrot, Cabu, etc

• Play the CD; the children listen and point to the pictures

• Play the CD again and encourage the children to sing along

CD 1 Track 12 Narrator: In the j ungle

Children: Look , an elephant and a bee

Look , an elephant and a bee

In the jungle

Look , a parrot and a lion

In the jungle

Look , a parrot and a flower

In the jungle

Note: You can use this activity in class after Exercise 9 or 10, or you can tell the children to do it for homework and check it in the next lesson

• Ask the children to look at the part completed pictures and name the objects/animals if they can Tell them to complete the drawings by tracing over the dotted lines

• When they have finished, elicit: Look, a {f/ower:l for each item

E ndi n g the l esson

Go round the class showing children a flashcard from Lesson

1 or 2 and eliciting Look , a banana / bee/etc each time Prompt

the first few times if necessary

Trang 17

Objectives: to learn four colours

Vocabulary: yellow, blue, red, green

Language: Look , it's blue

Review: banana, flower, bee , hippo

Materials: Unit 1 and 2 flashcards; Class CD 1

Warm-up

• Stick flashcards for Cabu, Paco and Trumpet, and banana,

flower, bee and hippo on the board

• Ask some children to come to the front and stand in line

Point to a flashcard and ask the first child to say the word,

e.g hippo He/She sits down Repeat with the rest of the

children

• If a child cannot remember a word, he/she goes to the

end of the line and tries again if they want to

yellow, blue, red, green Hold them up one by one, say the

words and ask the children to repeat

at the pictures

• Play the CD; the children point to the pictures as they listen

• Play the CD again Stop after each word; the children repeat

the word from individual children Repeat faster to make

it fun

CD 1 Track 13

yellow, blue , red , green

Encourage them to point and name the characters and

colours they see

• ay the CD; the children listen and point to the characters

Poco: No , Trumpet Stop t's yellow!

Trumpet: Huh? Oh , yes , yellow!

Cabu: Trumpet Look It's blue

Trumpet: Uhmm

Poco: Look , Cabu, a flower

Cabu: Thanks , Raco It ' s red

Trumpet: Look, Cabu, green It ' s green

green

to repeat

of one character Ask them to listen and repeat the lines of their character Invite them to use their character masks

Play the CD again

Trang 18

4 Ustan and colour e:J

CD Point and say

o Play

It's yellow

look , its blue

~

look , it's red

Encourage them to use their masks

• Invite some groups to come to the front of the class to act

out the story

CD 1 Track 15

name as many items as they can You can teach grass for

Number 1, if you wish

• Tell the children to listen and point to the correct pictures

Play the CD

• Tell the children to listen again and colour the pictures Play

the CD again Pause after each line, elicit the colour, and

give the children time to colour

Answers

1 grass - green 2 banana - yellow 3 flower - red

4 parrot - blue

CD 1 Track 16

It ' s yellow It ' s green It ' s blue It ' s red

• Ask the children to point to each picture in Exercise 4 and say the colour, e.g It's red

• Walk round the classroom and point at different objects,

items of clothing, etc and say: Look , it's Ired / yellow / blue /

green) Then, point at something, Say: Look , it ' s and elicit the colour from the children

• Ask the children to look at the photo in Exercise 6 Ask them what they think the children are saying

• Encourage individual children to stand up, point at something and say the colour They can continue in pairs

or small groups

CD Colour, point and say

Note: You can use this activity in class after Exercise 5 or assign it for homework and check it in the next lesson

Open your own book and hold it up to demonstrate

• Ask them to name the objects/animals in the picture

• Tell them to look at the coloured pictures in their Pupil's Book and colour the items in their Activity Book the same way

• When they have finished, ask individual children to stand

up, hold up their book, point to the items in the picture and say: Look , it's (green)

• Put the colour flashcards face down on the board Point to

a flashcard and ask children to guess the colour You can play this as a team game

•

Trang 19

Lesson 2

Objectives: to practise colours

language: It 's red and y ello w I s it (y ellow )? Y es '/ N o

Review: red , yellow, green, blu e, banana , flowe r,

bee, parrot

Materials: Unit 2 flashcards; coloured pencils/crayons;

Class CD 1

Warm-up

• Put the colour flashcards on the board Ask the pupils to

tell you the colour as you point to each flashcard

• Ask the children to look at the flashcards on the board and

memori e where each colour is

• Now turn each flashcard over and put it back in the same

place, face down

• The children have to say the colours in the right order as

you point to each flashcard

• Ask the children to look at the picture of the parrot in

Exercise 7 Ask them what colours they can see Then hold

up your book, point to the different parts of the parrot and

elicit the colour

• Tell the children to listen and point to the colours Play the

CD Demonstrate by holding up your book and pointing to

the colours while the CD is playing

• Tell the children to listen again and sing along Play the CD

again

• Divide the class into two One half of the class sings Look ,

a parroti and the other half sings Red and yellow / Green

and blue They all sing the chorus Play the CD again

CD 1 Track 17

Look , a parrot!

Red and yellow

Look , a parrot!

Green and blue

Red , yellow, green and blue

7 Ustan and point Then sing

® Colour and say [ It ' s red and yellow ?

Lesson 2

• Ask the children to look at the four balls in Exercise 8

• Point at the brushstrokes Ask the children to name each colour and hold up the appropriate crayon or marker

• Let them colour the balls in their book Move around as they colour and make sure they use the correct colours

• Point to the first picture and elicit red and yellow Do the same with the rest of the pictures,

Trang 20

9 Ustan and answer yes or no !!)

@ Play

name the items and colours Model and elicit: Look , a

banana It's yellow Look, a flower It's red etc

• Point to number 1 Say: Look, a banana Is it yellow? Elicit

the answer: Yes Ask the whole class to answer, then ask

individual children around the class Each time, respond:

Yes It's yellow

• Point to number 3 Say: Look, a bee Is it green? Elicit the

answer: No Repeat with the whole class and individual

children Each time, respond: No It's yellow

• Tell them to listen to the CD They should listen to each

question, point to the picture and answer Yes or No Play

the CD

• For further practice, play the CD again and ask the children

to listen and repeat

CD 1 Track 18

Look , a banana Is it yellow? (PAUSE) Yes Look , a flower Is i t red? (PAUSE) Yes Look , a bee Is it green? (PAUSE) No Look , a flower Is it yellow? (PAUSE) No Look , a parrot Is it green? (PAUSE) Yes

Answers

1 Yes 2 Yes 3 No 4 No 5 Yes

• Ask the children to look at the photo in Exercise 10

Elicit what they think the children are saying

• Demonstrate the game Put some coloured pencils or

crayons on your desk, pick one up and hide it behind your back Try not to let the children see it Ask a child: Is

it yellow? The child has to guess and say Yes or No Show

the pencil If the guess is correct, he/she comes to the

front, takes another pencil/crayon from your desk, hides it

behind his/her back and asks a question to another child

in the class Continue round the class

• You can let the children play the game in pairs using their own pencils/crayons

Note: You can use this activity in class after Exercise 8 or assign it for homework and check it in the next lesson

• Ask them to look at Cabu and trace the line from Cabu

to the banana with their finger Hold up your book to demonstrate Ask the children to colour the banana yellow

Then elicit: It's a banana It's yellow

• Tell them to draw lines through the maze from Paco and

Trumpet, and colour the other pictures

• When they have finished, ask individual children to stand

up, hold up their book, point to the items and say: It's a (parrot) It's (green)

• Point to different objects and ask the children: Is it (red)?

Elicit Yes or No as appropriate

•

Trang 21

Objective : to learn to count from 1-5

Vocabulary : numbers 1-5

Vocabulary review : red, yellow, green, blue

language : Look , 3 bees

Materials: flashcards: Unit 3 (numbers 1-51, Unit 1

(bananal, Unit 2 (colours!; Class CD 1

• Sing the song from Unit 2, Lesson 2 to revise the colours

• Play the game in Unit 2, Lesson 1, Exercise 6

• Use the flashcards to present the numbers 1-5 Hold them

up one by one and say the words Count on your fingers

for each number Ask the children to repeat and to hold up

the correct number of fingers each time

CD 1 Track 19

one, two , three, four, five

Encourage them to point and name the characters

and objects

• Play the CD; the children listen to the story and point to the

correct objects

CD 1 Track 20 Narrator: In thejungle

Trumpet: Paco, look' 1, 2 , , 4 5 bananas'

Cabu: Trumpefl Bees' 1, 2, 3 bees!

Paco: 4 bees

Cabu: Look' 5 bees!

,

to repeat

• Put them into three groups and invite them to use their

character masks and act out the story Play the CD again Ask them to hold up the correct number of fingers for each number they hear

CD 1 Track 21

Trang 22

4 Uslan and circle ~

~ Draw and colour Then match

• Ask the children to look at the pictures in Exercise 4 Point

to each picture and say: Three bees, Two parrots, etc Say:

Listen and point Repeat in a different order and ask the

children to point to the correct pictures

• Tell the children to listen to the CD and point Play the CD

• Tell the children to listen again This time they should circle

the pictures Play the CD again Pause after one lion and

point to the example Pause after each line to give the

children time to circle

CD 1 Track 22

one lion, two parrots , three bees, four bananas , five

flowers

• Ask children to point to each picture in Exercise 4 and say

three bees, two parrots, etc Encourage them to work in

pairs or in groups of three

• Ask the children to look at the pictures Elicit what they can see: two hippos, three parrots, etc

• Tell them to complete all the drawings by tracing over the dotted lines If time is short, tell them to colour the pictures for homework

• Now ask the children to listen to you and complete Say:

Two and elicit: hippos Tell them to follow the example

line from the picture to the number 2 Now say: Four

Elicit flowers and tell the children to draw a line to the

number

• Let them finish individually

Note: You can use this activity in class or assign it as

homework and check it in the next lesson

• Point to the small pictures on the left and ask the children

to name the pictures: a hippo, a parrot, an elephant,

a flower, a lion

• Now tell them to look at the big picture Ask them to count how many hippos they can see Elicit the number 1 Point to the example, which has a circle round the number l

• Explain that they have to count the other animals in the picture and circle the correct number

• Check answers when they have finished Ask: How many fparrots/?to elicit the answers

Answers

4 parrots; 3 elephants; 5 flowers; 2 lions

• Set up a chain Say one and ask another child to continue

counting Continue counting with different children until number 5 Start again asking each child to say the correct number when it's his/her turn Keep it fast to make it fun!

Trang 23

Lesson 2

Objectives: further practice of counting from 1-5

language: five yel/ow bananas , four yel/ow bananas

Review: Look, a banana'

Materials: flashcards: Unit 3 (numbers 1-51, Unit 1, Unit

2 (colours); song stickers, Class CD 1

Warm-up

• Hold up the flashcards and elicit the numbers, colours

or words from the children Repeat, this time faster to

make itfun!

• Ask the children to look at the pictures in Exercise 7 Elicit

the character's names Tell them to look at picture 1 Ask:

other pictures

• Tell the children to find the stickers for this activity at the

back of their Pupil's Book Hold up your book at the correct

page to help them

• Play the CD Pause after each verse The children find the

correct sticker and stick it on the picture Walk around

checking and helping if necessary

• Ask: 7 How many bananas? Elicit: Five bananas Repeat for

the other pictures

• Play the CD again and encourage the children to sing along

CD 1 Track 23

Five yel/ow bananas

Look! Look!

Look , it's Cabu!

Four yel/ow bananas

Look! Look'

Look, it's Trumpet'

Look! Look!

Look , it's Paco!

Two yel/ow bananas

Look'Look!

Look, it's Cabu!

Look! Look!

Look , it's Trumpet!

7 Usten and stick Then sing !:J

Lesson 2

® Look and count Then match and say

• Ask the children to look at the picture in Exercise 8

Ask: How many parrots? ~Iicit: Four parrots Point to the example: trace the line from the small picture of the parrot

to the number 4

• Let the children do the exercise in pairs

• Check answers when they have finished Ask: How many

(bees)? etc and elicit the answers,

Answers

1 bee; 2 elephants; 3 lions; 5 hippos

Trang 24

1 2 3 4 5

® Play

• Ask the children to look at the photo in their book

Encourage them to stand by the board in the same way

• Stand opposite the children and start walking heel to toe

as you count your steps Stop at 5

• Invite the children to do the same, one at a time

Encourage them to count aloud as they take steps in

your direction

2 Colour, circle and say

Note: You can use this activity in class, for example after

Exercise 8 or assign it as homework and check it in the

next lesson

• Point to the numbers under the puzzle picture and ask the

children to say the numbers

• Point to the shaded area in the puzzle picture Explain that

it is shaded because it has dots in it Ask if they can identify

the number Ask: Is it two? Elicit: No Is it four? Elicit: Yes

• Explain that they have to colour the other sections with dots

in order to find the other numbers in the puzzle picture

• When they have finished, ask inc:lividual children to point to

a number and say the word

• Divide your class into two or more groups Ask the children

in every group to take five steps towards you counting from 1 to 5 as they do so Mark on the floor with a coloured chalk or tape the farthest spot that a member of each group reached The group whose member managed to get closest to you with a maximum of five steps wins

•

Trang 25

classroom

here ' s your book

doorj, Unit 3 (numbers 1-5); Class CD 1; glasses, a scarf

and necklace for the game (optional)

teacher, desk , chair, book and door Hold them up one by

elicit the words

CD 1 Track 24

teache r, desk , chair, book , door

Ll: Where are Cabu , Trumpet and Poco? Present the words

school and classroom Point to Miss Maru and ask: Whos

that? Elicit: teacher Ask them what other things they can

What happens in the last picture? (Trumpet is too heavy

a d he has broken his chair.)

It G) Us1en and point Then say t;)

and objects as they are speaking

CD 1 Track 25

your chair and ere's your book

to repeat

chair Tell them to sit down again

Trang 26

4 LIstan and drde

See Track 25 from Exercise 2

say the words

• Play the CD; the children listen and point to the correct

pictures

• Play the CD again Pause after each line to give the

children time to circle the correct picture

CD 1 Track 27

Here ' s your desk

Here ' s your chair

Here's your teacher

Here's your book

Here's the door

CD Point and say

• Ask the children to point to the pictures in Exercise 4 and say: Here's your book etc

of the other children to line up at the door of the classroom

• The 'teacher' should take each child to their desk and say:

Here ' s your desk Here ' s your chair Change the role of the

teacher and act out with other children

CD Find, circle and say

Note: You can use this activity in class after Exercise 3 or assign it as homework and check it in the next lesson

• Explain that they have to find the differences between each pair of pictures

Demonstrate using the example Point to the first picture and say: one book Then point to the second picture and elicit:

End i ng the l esson

• Place the lesson flashcards in different parts of the classroom Say a word Ask the children to point to the correct flashcard Keep it fast to make it fun

Trang 27

Lesson 2

Objectives : further practice and consolidation

Vocabulary review : numbers 1-5, desk, chair, book ,

door, teacher, banana , flower

Materials: Class CD 1; coloured character masks [Cabu,

Trumpet, Paco)

Warm-up

• Revise numbers 1-5 Hold up one finger and ask the

children to shout the number Continue up to five

• Do this again as a team game The team that shouts the

number first wins

® Usten and point Then sing 1 Track 28

• Ask the children to look at the pictures in Exercise 7 Ask in

Trumpet is pointing at a chair, 3 Cabu is pointing at a book.)

• Tell the children to listen and point to the appropriate

pictures Play the CD Demonstrate by holding up your

book and pointing to the pictures while the CD is playing

They should point at Miss Maru and Paco when Paco sings

• Tell the children to listen again and sing along Play the CD

again Encourage them to mime as they sing

• Divide them into three groups Give each group the role of

one character They sing and mime their part Invite them

to use their character masks Play the CD again

CD 1 Track 28

Cabu: Look! Look! Look!

Look'

Paco: Look! Here's the

Trumpet: Look! Look! Look! Paco: Look' Here ' s the

Look! Here's the teacher

Lesson 2

® Point and say

• Ask the children to look at the photo Elicit what the child with Paco's mask is sayin~ to 'Trumpet'

• Demonstrate the activity with three children, one from each

of the three groups in Exercise 7 at the front of the class

• Ask other children to come and act out for the class

,

Trang 28

9 find and count Then S4'f

& Draw and colour Then say [It'S a desk Its green and yellow ?

9 Find and count Then say

• Ask the children to look at the picture in Exercise 9 and

name the objects they can see

• Tell them to work in pairs and count the objects

• When they are ready, ask: How many (bananas)? and

elicit: (Five bananas.) etc

Answers

1 door; 1 chair; 2 desks; 3 books; 4 flowers; 5 bananas

® Draw and colour Then say

• Ask the children to look at the pictures in Exercise 10

Elicit the names of the objects Point at the desk Ask: Is

it red? and elicit: No It ' s green and yellow Repeat for the

other objects

• Tell the children to complete the pictures by tracing over the dotted lines Then they should finish colouring them using the same colours as the Pupil's Book

When they are ready, ask the children to describe the pictures: It's a desk It's green and yellow

® Find and trace Then count and circle

Note : You can use this activity in class or assign it as

homework and check it in the next lesson

• Ask them to name the objects at the top of the page (door, flower, book , chair, banana! Explain that they have to find these objects in the big picture and trace them Then they have to count the objects and circle the correct number

Point to the example

• Check answers when they have finished Ask: How many (flowers)? etc to elicit the answer

Answers

3 flowers; 5 books; 1 chair; 2 bananas

• Point to different objects and items of clothing in the classroom Ask: Is it (green)? and elicit Yes l No

•

Trang 29

I things

Objectives: to ask and answer about classroom

objects

Vocabulary: bag , pencil, crayon , rubber, Stop!, Look!

Language: What is it? It's a (penJ

Review: teacher, chair, desk , book

Materials: classroom objects (bag, pencil , crayon ,

rubber, book) ; flashcards: Unit 5 (bag , crayon , pencil ,

rubber) , Unit 4 (teacher, desk , chair, book); Class CD 1;

objects wrapped up in tissue paper (optional); coloured

character masks (Cabu, Trumpet, Paco)

W a rm-up " 1 Track 28

• Play the song from Unit 4, Lesson 2 Divide the children

into three groups as before Each group takes the role of

one character They sing and mime their part using their

character masks

• Use classroom objects to present the new vocabulary

Point to a bag and say: bag Ask the children to repeat

Do the same with pencil, crayon and rubber

• Ask the children to open their books at page 22 and look

at the pictures

• Play the CD Stop after each word and ask the children to

repeat

• Hold up the vocabulary flashcards and elicit the words

from individual children

CD 1 Track 29

bag, pencil , crayon, rubber

Encourage them to point and name characters and

objects Remind them of the place, i.e jungle

• ay the CD; the children listen to the story and point to the

octers and objects that they hear

o Us1en and paint Then say t!J

bag pencil c ra yo n rubber

® Look and listen ~

lesson 1

CD 1 Track 30 Narrator: In thejungle by the river

Poco: Stop! Look! What i 5>i t?

Cabu: What is it?

Poco: A bag It's a bag!

Trumpet: What is it?

Poco: It's a pencil

Cabu: What is i tf

Trumpet: It's a crayon

Poco: and a rubber

to repeat Invite individual children to repeat again

of one character They listen and repeat the lines of their character Invite them to use their character masks Play the CD again

Trang 30

4 Listan and cirde ~

4

5 Point and say ~ It's a bag 1 ~ ~

' , 2

Ask and answer ~ What is it ? It ' s a

• Act out the story with yourself and two children Use a real

bag and real objects

• Invite some groups to come to the front of the class to act

out the story

CD 1 Track 31

4 Usten and circle C!!J) 1 Track 32

name the items

• Tell the children to listen and point to the correct pictures

Play the CD

• Play the CD again and pause after What is it? It's a pencil

Point to the example Pause after each line to give them

time to circle

CD 1 Track 32

What is it? It ' s a pencil

What is it? It's a rubber

What is it? It's a crayon

What is it? It's a bag

• Ask the children to look at the photos Point to the partial

photo of a bag and ask What is it ? Prompt the children to say It's a bag Repeat with all the photos

• Now point to each photo in random order Elicit: It's a book

etc Prompt the answer Yes or No

• Tell the children to continue in pairs They should take turns

Answers

1 bag 2 pencil 3 rubber 4 crayon 5 book

• Demonstrate the activity using objects you have wrapped

up in paper as in the photos Hold up a wrapped item Ask: What is it? and encourage the children to answer, e.g It's a pencil / rubber, etc

• Give one of the objects to a child Prompt the child to ask:

What is it? and invite other children to answer Continue

with other children

• Ask the children to look at the photos in Exercise 6

Demonstrate the activity with a child, then with open pairs Then let the children continue in closed pairs

Answers

1 crayon 2 rubber 3 bag 4 pencil

Note: You can use this activity in class after Exercise 3 or 5 or assign it as homework and check it in the next lesson

• Point to the pictures of whole objects and ask: What is it? to

elicit: It ' s a (chair, desk , bag , pencil , rubber, crayon!

• Ask them to look at the magnified pictures in the middle and try to decide which object they come from Tell them to draw lines to match them, as in the example

magnified pictures and ask: What is it?

• Use the flashcards from Units 4 and 5 Hold up a flashcard and ask the children to pOint to the corresponding object in the classroom You can do this as a team game to make

it fun

Trang 31

Lesson 2

Objectives: further practice and consolidation,

drawing, colouring

Language: Is it a pencil? Yes'/No

Vocabulary review: bag , pencil, crayon , rubber

Language review: What is it? It's a It ' s (blue)

Materials: song stickers; Class CD 1

Warm-up

• Revise the vocabulary from the previous lesson using

mime Demonstrate by miming writing something with a

pencil Ask: What is it? and elicit answers from the children

Then show individual children a flashcard and invite them

to mime the object, g rubbing something out for rubber,

reading a book for book, etc The rest of the class tries to

guess the object

• Revise colours by pointing at different objects and asking:

What colour is it?

•

• Ask the children to look at the picture in Exercise 7 and

name the characters and objects

• Play the CD Tell the children to listen and point to the

pictures They can hum to the tune if they want

• Now tell them to find the stickers for this activity at the back

of their Pupil's Book Hold up your book at the correct page

to help them

• Play the CD again Pause after each question and answer

The children find the correct sticker and stick it on the

picture Walk around checking and helping if necessary

• Play the CD again and encourage the children to sing

along You can divide them into groups: one group sings

the questions, the other group sings the answers The

whole class sings the chorus

® Draw and colour Then say [ Its a pencil It ' s blue ~

Lesson 2

CD 1 Track 33 Paco, Trumpet, Cabu:

What is it? What is it?

A pencil! A pencil!

What is it? What is it?

A book! A book!

A pencil and a book ,

A pencil and a book,

A crayon and a rubber,

A pencil and a book, AND A BAG!

• Ask the children to look at the pictures in Exercise 8 and complete the first picture Then ask: What is it? Elicit: It's

Trang 32

Listan and circle t!J

~ Point, ask and answer ~ Is it a pencil? 1 ~

:iD Play

Answers

1 pencil 2 book 3 crayon 4 rubber 5 bag

• Ask the children to look at the picture of Cabu and Trumpet

in Exercise 9 Explain in L1 that Cabu is drawing pictures

They can see them on the sheets of paper Trumpet is

asking Cabu about her pictures

• Tell the children to listen and circle the correct picture Play

the CD Ask: Is it a pen? Is it a pencil? and elicit: No!lYes!

• Play the CD again The children repeat each line

• Divide the class into two groups and give them the roles of

Trumpet and Cabu Play the CD again The children repeat

the lines of their character

• Point to the pencil in Exercise 9 and ask: Is it a pencil? Elicit:

Yes Now point to the bag and as.K: Is it a pencil? Elicit: No

• Practise with open pairs, then closed pairs

®Play

• Ask the children to look at the photo Elicit what they think the children are saying

what it is Repeat with other objects

• Invite a pair of children to come to the front Give one child

an object to hide behind his/her back The other child has

to guess what it is

• Put the children in pairs Each child should choose an object to hide behind their back, then take it in turns to guess the object

• You could play this as a class team game

Note: You can use this activity in class after Exercise 9, or assign it as homework and check it in the next lesson

• Point to the small pictures on the right Ask: What is it? to

elicit: It's a (bag) etc

• Point to the first puzzle picture and the shaded area

Explain that it is shaded because it has a dot in it Ask them to colour the other sections with dots to reveal the complete objects

• Now tell them to put a tick next to the small matching picture Ask: What is it? to elicit the object

Answers Items to be ticked: 1 (bag) 3 (desk) 4 (rubber)

• Use a feelie-bag (see Introduction, p v) Invite a child to put his/her hand in the bag and take hold of an object The child feels the object and guesses what it is Children may not peek into the bag nor hold more than one object at a time

Trang 33

Classroom actions

Lesson 1

Objectives : to give and follow instructions

Vocabulary : sit down , stand up , clap , turn around

Language : OK, good

Review : flower, parrot, lion, elephant

Materials: Unit 6 flashcards (sit down , stand up , clap ,

turn aroundl ; Class CD 1a small towel and whistle

(optional)

Warm-up

• Draw part of a flower (two-three petals! a parrot (beak and

lower part of face and neck in profile! an elephant (the

trunk! a lion (pawl

• Invite a child to point to one of the pictures on the board

and ask W hat is it?The other children respond It ' s a flower

or a flower, It's a lion or a lion

• Instead of drawing on the board, you can wrap flashcards

in paper with only part of the picture showing or put them in

envelopes and open the flap to only show part of the object

CD Usten and point Then say ~ 1 Track 35

• Place a chair in front of the class, sit down and then

gesture with your hands outstretched as you stand up

Say stand up a number of times as you act it out Ask the

children to repeat Do the same with sit down, clap and

turn around

• Point to the pictures in Exercise 1 Play the CD; the children

point to the correct pictures and repeat the words

• Hold up the stand up flashcard and elicit stand up from the

children Ask children to repeat each word/phrase Do the

same with the rest of the words/phrases

CD 1 Track 35

sit down, stand up , clap , turn around

® Look and listen 1 Track 36

Encourage them to point and name the characters

Introduce Mr Kuma

• Ask them to tell you what is happening in the story (Lll

Point to the picture and introducejungle gym

Narrator: At thejungle gym

Mr Kuma: OK Sit down Sit down Stand up Stand up , Trumpet' Good Clap! Clap' Clap'

OK Turn around Turn around, Trumpet' Poco!

o Usten again and say 1 Track 37

to repeat

• Act out the story Take the role of Mr Kuma Put the towel and whistle round your shoulders if you have brought

them Give the class instructions like: Stand up, Clap, etc

The class follows your instructions

• Invite a child to come out and take over the role of Mr Kuma Swap roles, so other children can play Mr Kuma

Trang 34

4 Ustan and number ~

o Usten and number 1 Track 38

,

g

• Ask the children to look at the pictures in Exercise 4 Elicit

the word/phrase for each action Trumpet: stand up, Cabu:

sit down, Paco: clap, Mr Kuma: turn around

• Ask the children to listen and point to each character as

they hear the action Play the CD

• Play the first part of the CD again and point to the example

Play the rest of the CD; the children number the pictures in

the correct order Pause after each line to give the children

time to write the number in the box

CD 1 Track 38

One Clap!

Two Stand up!

Three Sit down!

Four Turn around!

CD Point and say

• Point to the pictures in Exercise 4 and choose different children to say the word or phrase, g Clap! Repeat several

times and fast to make it funl

@Play

• Point to the photo and demonstrate the game with a child

• Sit on a chair and tell the child that he/she is the teacher

or Mr Kuma Ask him/her to say words/phrases from the lesson for you to act out

• Put the children in pairs One of them is Mr Kuma or the teacher giving instructions and the other follows the instructions Then they swap roles

CD Match and colour Say and do

• Ask them to look at the first picture of Mr Kuma on the left, and elicit the word/phrase for the action: Clapl

• Draw attention to the line from Mr Kuma to Paco Elicit the action represented by Paco: Clap!

• Ask the children to match the rest of the pictures by drawing lines They can colour the pictures as well

• When they have finished, invite different children to sayan action and perform it

Answers

2 Sit down! 3 Stand up! 4 Turn around!

• Use words and phrases from this lesson (stand up, sit

down, etc.) Ask children to follow your instructions Say the instructions in a different order each time

Trang 35

Lesson 2

Objectives : further practice and consolidation, drawing

and colouring

Language : Up and down

Vocabulary review: stand up , sit down , clap , turn around

Materials: Class CD 1

Warm-up

• Ask four children to stand in front of the board and mime

the actions from the previous lesson Each child mimes

one action The rest of the class has to provide the word/

phrase for each action that is being mimed

• Point to the picture and ask children to name the

characters doing the actions

• Play the CD; the children listen and point

• Play the CD again; the children sing along

• Say: Stand up Play the CD again and sing with the

children Mime the actions and encourage the children to

do the same

CD 1 Track 40

7 LIstan and point 1hen sing fIJ

® Sing and do

C!) Point and say

"

Lesson 2

• Point to each picture in Exercise 9 and elicit the appropriate phrase

• Put the children in pairs Child 1 pOints to a picture and gives the instruction Child 2 carries out the instruction Then they swap roles

<§) Draw and colour Then say

• Ask the children to look at the pictures in Exercise 10 Tell them to complete the pictures by tracing over the dotted lines, then colour them

, • Invite different children to stand up, hold up their books and point to each picture, saying the correct instruction

[

1 clap 2 sit down

Trang 36

10 Draw and colour Then say

1 , \

1(( .J\,~;

® Guess and say

@ Usten and do •

• Ask the children to look at the photo in Exercise 11 Explain

they are going to playa guessing game Demonstrate the

game Use gestures to indicate an action like the ones in

the illustrations in Exercise 9, but don't say anything Ask

the class to call out the action

• Invite individual children to come out Repeat: gesture to

indicate an action, but don't say anything The child has to

say the action, and if he/she is correct he/she performs

the action

• You can invite pairs to the front of the class to play the game

To make it more fun, you can play this as a team game

• Point to the photo in your book Say Trumpet says stand up

and encourage the children to stand up Say Sit down and

as some children start sitting down, rush over and stop

them from doing it Repeat a couple of times if necessary

• Play the CD; encourage the children to say yes if the

instruction is preceded by Trumpet says and is therefore valid or no if the instruction is not preceded by Trumpet says(LlJ

• Play the CD again the children follow the instructions as they listen

• Play the game in class You provide the instructions Each time a child makes a mistake, they miss a turn / an

instruction or stop playing Try to give each child at least three chances (mistakes)

CD 1 Track 41

Trumpet says , stand up Sit down

Trumpet says, sit down

• Elicit the names of the characters on the left: Poco, Jim, Cabu and Fiona

• Elicit the phrase for each of the actions on the right: Stand

up, Turn around , Sit down , Clap

• Use the example to demonstrate the matching activity Point to Paco and trace the line through the maze Encourage children to follow the line with their finger Elicit the phrase for the action at the end of the maze: Sit down

Tell the children to complete the activity in the same way

• Check answers

Answers

Jim - Stand up; Cabu - Clap; Fiona - Turn around

• Play the song from Exercise 7 again The children sing and mime as they leave the classroom

Trang 37

Objectives : consolidation of language learnt in Units

1-6

Vocabulary review : stand up, sit down , clap , turn

around , banana, flower, bee , hippo , parrot, lion ,

elephant, pencil, crayon, book , rubber, bag , numbers

1 - 5 yellow, blue , green , red , Look!

Language review : Up and down! It's red What's your

name? What is it?

Materials : Unit 1-6 flashcards; a counter for every

child (plastic counters, coins, buttons); slips of paper

numbered 1-5: one set for each pair; a paper bag for

each set (optional)

Warm-up

• Count around the class Say the name of a child Say 1 and

elicit 1 Say the name of another child and elicit 2 Continue

in this way up to 5 Then start again from 1 Go faster and

faster to make it fun

G)Play

• Ask the children to look at the board game on pages

30-31 Explain the aim of the game: to be the first to get

'the lake on the right - point to the lake

1 Each player has a different coloured counter (hold up

has a set of slips of paper numbered 1-5 (hold up a set)

2 The players put their counters on the coloured circles on

the left of the board

•

3 They tak~ turns to pick up a numbered slip of paper

and move their counter forward the corresponding

number of squares

4 If a player lands on a coloured square, he/she says

the colour and points to or names a coloured object in

class, e.g a yellow banana / flower / book/crayon

5 If a player lands on a white square he/she asks the

other player/s a question .g What's your name? or

(pointing to an object or a picture) What is it? or Is it a ?

6 If a player lands on a numbered square, he/she pOints

to and counts an equivalent number of objects in the

classroom or in the book e.g one , two , three crayons

7 If a player fails to say what is required he/she misses a

turn All players carryon until they get to the lake

• Demonstrate the game You can invite the children to stand round your desk or a table and watch Pick a slip of paper,

e.g 2 and move your counter two squares forward to the

red square Say: red and point to a red object or picture,

e.g a red book Put the slip of paper back in the bag or in

the pile Ask one of the children to pick a slip of paper and encourage him/her to move his/her counter forward the corresponding number of squares Then prompt the child

to carry out the required action

• Repeat with another child Repeat as often as necessary until you are happy that all the children are clear about the rules of the game,

• Divide the class into pairs or groups Give each child a counter (Make sure each child in a pair has a different coloured counter.) Give each pair or group a set of slips of paper with the numbers 1-5 You can put them in a paper bag or place them face down on the desk

Ensure they know where to start Ask them to point to the coloured circles on the left of the board

• Move around the class while they are playing, to help and encourage

• Early finishers can be allowed to start a second round

Trang 38

Note: You can assign these exercises as homework or do

them in the next lesson

First, use flashcards to revise vocabulary from Units 1-6 with

the class

Find and count the animals Then say

• Point to the pictures and ask the children to name the

animals they can see

• Then ask them: How many bees?Tell them to find and

count the bees and elicit: 3 bees Continue with the rest of

the animals

CD Find and count the school things Then say

• Follow the same procedure as Exercise 1 This time ask the children to name, then find and count the school things Ask: How many (bags)? etc to elicit the numbers

Answers

CD 1 elephant, 2 lions, 3 bees, 4 parrots

o 1 rubber, 3 pencils, 2 bags, 5 crayons

o Look and draw Then say

• Ask the children to look at Exercise 3 on page 15 Ask them

to say the words in each sequence' of pictures and to name the miSSing item •

• Now tell them to draw the miSSing items

• Check the answers by asking the children to point to the pictures and say the words in each sequence

Answers

1 crayon 2 bag 3 flower

o Choose, draw and colour

• Elicit the names of the items in Exercise 4 Then point to the empty schoolbag and let them choose items to draw and

colour

• Encourage the children to try and guess what their friends have chosen

My English

• Explain that you want the children to think about their

work during the past term Point to the pictures of parrots

and mime Very good , Good and OK Ask the children to assess themselves, then circle the pictures they think best represent their effort and achievement

Trang 39

Objectives: to learn the names and sounds of the

letters a, b C ; to recognise upper and lower case forms

of the letters; to learn and recognise the alphabet words

Materials: Alphabet flashcards a-c; Class CD 1

Warm-up

• Tell the children they are going to start learning the letters

of the alphabet Today they are going to learn the first

three letters, a, band c Ask them to think of words in L1

that begin with a, band c

Word presentation

• Use the alphabet flashcards to present the words apple ,

ball and car Hold them up one by one, showing the picture

side only, say the words and ask the children to repeat

Letters and sounds presentation

• Draw a large lower-case a on the board Say lerl and

explain that this is the formal name of the letter Draw

the upper-case letter A to the left of the lower-case letter

Explain that each letter has two forms Both forms have

the same name and sound Ask the children to repeat the

name of the letter several times

• Draw an apple to the right of the letters Aa, and say I ifl

apple Explain that the letter leII makes the sound lif/

Ask the children to repeat the sound

• Say the letter name, sound and the word as you point

to the letters and picture Ask the children to repeat: lerl

I ifl apple Do the same for ball and car ,

Word recognition

• Put the flashcards, word side up, next to the pictures you

drew on the board, or write the words apple, ball, car

Point to each word and repeat the initial letter sound and

Usten and repeat Then circle

Find and circle

~ ,@_b_c_o_o_c_b_c_o_b_o_c_o_b -, o

I/bIl LJ Lb g,CABCB o _c_b_o _b_b_c_o_b_c_b_o BAABCB CA _b _c B ,

INl LJ L-c_o_c_b_o_c_b_c_o_b_c_c_o_b ~ACBCCACBAACBC -,c A

• Ask the children to open their books at page 32 and look

at the letters and pictures in Exercise 1

• Play the CD and ask the children to point to the letters and the pictures as they listen Then play the CD again pausing after each section for the children to repeat

• Tell the children to look at the words under the pictures in their books and circle the initial letter Mime circling Walk around to monitor

CD 1 Track 42

lerl lifl apple I bi: l l b l ball I si: l l k car

• Point to each word again and invite the class to read them ~ Find and circle

• Rub out the pictures Point to the words in random order

and invite individual children to read them without the help

of the pictures

• Ask the children to look at Exercise 2 in their Pupil's Book Focus on the first row with the letters Aa Explain that they should find and circle every occurrence of the lower-case letter a in the first line and upper-case A in the second line

Then they should do the same for Bb and Cc

• Let the children work individually or in pairs Monitor and help where necessary

Trang 40

• Use the board to demonstrate the exercise Write the

letters a, b, C in one row Write C, A B in a row beneath

• Then put the picture flashcards in a third row Point to a

and A say the sound, and invite the class to say the word

apple Repeat several times in random order

• Invite a child to the board, give him/her a red marker

and ask the child to draw a line from lower-case a to the

matching upper-case letter and picture Repeat for band

c, using blue and green markers

• Tell the children to do the matching task, then complete the

pictures and colour them

• Point to the pictures in Exercise 3 Ask: Is (the apple) red?

Is it yellow? Elicit: Yes or No

• Ask the children to look at Exercise 4 Ask them to colour the

letters and the pictures using the same colours as Exercise 3

• Explain this is the complete alphabet Today they have learnt the letters a, band c, so they are highlighted in red

Elicit the names of the letters: ell I bi:l Isi:i

• Play the alphabet chant on the CD (a, b, c) Encourage the children to point to the highlighted letters as they chant

• Point to the letters and pictures in Exercise 1 and ask the children to say the sound of the letter and the word:

l ce l apple, etc

• Demonstrate on the board how to form each letter, using consistent movement and direction Ask the children to follow the directional arrows in their books

• Invite individual children to follow to the board and trace over the letters you have written

• Tell the children to trace over the dotted letters using the same movement and direction as shown in Exercise l

• Encourage them to form more letters on their own in the space provided

• They then trace the dotted letters in the words

• Elicit the names of the items in the pictures Explain the activity using the example

• Ask the children to match the other items and write the missing letters

• Follow the same procedure with the upper-case letters as for the lower-case letters in Exercise 1

• Follow the same procedure as in Exercise 2

• Explain the activity using the example Explain that the children should write either a lower-case letter or an

upper-case letter in the circles

• The children write the upper-case and lower-case forms of the letters they have learnt in the lesson

Định dạng
Số trang	106
Dung lượng	33,81 MB