Listening seed 1 teachers guide

After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise A.. After the students have thoroughly listened to and understand

Unit 1| Greetings

Listening Seed 1: Teacher’s Guide

Unit Objectives:

1 Students will learn about basic greetings

2 Students will understand the meaning of new words and be able to use the words in sentences

3 Students will practice listening comprehension skills –identifying main ideas and supporting details

4 Students will learn skills in phonics, key points of expressions, vocabulary and grammar

Key Words and Phrases:

What’s your name?

How do you spell that?

Extra Idea (optional):

Self-Introductions: Introduce yourself to the students in the class Include basic self-introduction comments—name, age, birthday, etc After you have modeled this to the class, call on each student to introduce themselves to the rest of the class For more advanced students encourage the addition of more specific or personal information in their self-introductions (hobbies, family, favorite food, etc.)

Basic Listening

In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises

Exercise A

As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After

a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again

if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

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Exercise B

As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Phonics

As a class, look at the pictures in the Phonics box Ask the students if they know what the pictures are; if they don’t explain to the students what each picture is (for more detail, write the words on the board or if the students are advanced have them spell out the words) Then play the recoding for the students Briefly discuss what was heard in the recording, and play it for the students again Then have the students complete the exercise When complete, go over the answers as a class

Extra Idea (optional):

Phonics Relay: Divide the class into two teams Announce a letter to one group (for example, “The letter is going to be

‘B’.”) Then have each student say a word that begins with that letter If each member of the team successfully names a word that begins with the announced letter, that team gets a point If a member of the team fails to successfully name a word that begins with the announced letter, the other team gets a chance

Listening Tasks

Listening Tasks 1 and 2 are a pair of linked tasks based on dialogues and monologues The first listening of each focuses

on understanding the main idea while the second listening focuses on detail and interpretation

Listening Task 1

A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise A Then go over the answers as a class

B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise B Then go over the answers as a class

Listening Task 2

A) As a class, look at the picture Briefly discuss what can be seen in the picture Then play the recording to the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 2 Exercise A Then go over the answers as a class

B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task 2 Exercise B Then go over the answers as a class

Extra Idea (optional):

Give your students 9 individual cards You can give them a piece of paper and have them cut it into 9 pieces, cut the paper yourself beforehand, or assign it as homework Have the students write down their name on each card You can also have them write down their phone number, address or class number, as well When they are finished writing, the students will stand up and walk around the classroom greeting each other Practice the important phrases before the students move around the room Every time they "meet" another classmate, they will greet each other and exchange cards Students will exchange the cards until they no long have their own name cards, but instead 9 different name cards from their friends

Workbook

Listening Task 1

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

Listening Task 2

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to

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briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

ANSWER KEY: STUDENT BOOK

Getting Ready p 6

A

Tim Hi, I’m Tim

Ella Hello, Tim

Tim What’s your name?

Ella My name is Ella

Tim How do you spell that?

Ella E-L-L-A

Tim Nice to meet you, Ella

Ella Nice to meet you, too!

Basic Listening p 7

A 1 first 2 last B 1 c 2 b 3 a

A 1 My first name is Sue

2 My last name is Fox

B 1 His first name is Bob

His last name is Brown

2 Her first name is Maggie

Her last name is Miller

3 Her first name is Paris

Her last name is Park

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Listening Task 1 p 8

A b B 1 Jackson 2 student

Brenda Hello, I’m Brenda

Peter Hi, Brenda I’m Peter

Brenda Nice to meet you, Peter

Peter Nice to meet you, too What’s your last name, Brenda?

Brenda It’s Smith What’s your last name, Peter?

Peter Jackson I’m a new student here

2 My name is Emily Jones

3 What’s your name?

4 Nice to meet you

5 A Hello! I’m David What’s your name?

B Hi! I’m Angie Jackson

What’s your last name, David?

ANSWER KEY: WORKBOOK

Greetings p 2

Listening Task 1

Brenda Hello, I’m Brenda

Peter Hi, Brenda I’m Peter

Brenda Nice to meet you, Peter

Peter Nice to meet you, too What’s your last name, Brenda?

Brenda It’s Smith What’s your last name, Peter?

Peter Jackson I’m a new student here

Listening Task 2

Hi, my name is Green My last name is Seed I go to Tree Elementary School I have a pet He is a cat He is cute His name is Lewis His last name is Seed He is part of my family!

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Listening Seed 1: Teacher’s Guide

Unit Objectives:

5 Students will learn about colors and shapes

6 Students will understand the meaning of new words and be able to use the words in sentences

7 Students will practice listening comprehension skills –identifying main ideas and supporting details

8 Students will learn skills in phonics, key points of expressions, vocabulary and grammar

Key Words and Phrases:

What color is it?

What shape is it??

B) As a class look at the picture Briefly discuss what can is happening in the picture Then play the recording for the students (for weaker students, play the recording more than once) Then have the students number each item according to the recording When completed, go over the answers as a class

Extra Idea (optional):

Fly Swatter: divide the class into two teams Provide each of the teams with a fly swatter, and an array of colors and shapes spread out on the floor Call out a color or a shape and see who can swat it first For more of a challenge, prepare colored shapes for the students to swat

Basic Listening

In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises

Exercise A

As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After

a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow

along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again

if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Exercise B

As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Phonics

As a class, look at the pictures in the Phonics box Ask the students if they know what the pictures are; if they don’t explain to the students what each picture is (for more detail, write the words on the board or if the students are advanced have them spell out the words) Then play the recoding for the students Briefly discuss what was heard in the recording, and play it for the students again Then have the students complete the exercise When complete, go over the answers as a class

Extra Idea (optional):

The End Game: One person starts by saying a word (the teacher) The next person must stay a word that starts with the sound at the end of the first word This continues until someone cannot think of a word

Listening Tasks

Listening Tasks 1 and 2 are a pair of linked tasks based on dialogues and monologues The first listening of each focuses

on understanding the main idea while the second listening focuses on detail and interpretation

Listening Task 1

A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise A Then go over the answers as a class

B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise B Then go over the answers as a class

Listening Task 2

A) As a class, look at the picture Briefly discuss what can be seen in the picture Then play the recording to the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 2 Exercise A Then go over the answers as a class

Extra Idea (optional):

Picture dictation: Divide the students into pairs In this game, one student describes a picture to another student, who must draw it The drawer can ask questions about the picture, but is not allowed to see it while drawing

Workbook

Listening Task 1

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

Listening Task 2

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

ANSWER KEY: STUDENT BOOK

A 1 It’s a pink circle

2 It’s a red square

Ella Tim, look This is a robot!

Tim A robot? Umm… what color is it?

Ella It’s pink! It has so many shapes!

Tim What shapes do you see?

Ella I see one rectangle, one square and four circles!

Tim That’s not a robot! Those are my cookies! Don’t eat them, Ella!

A The cheese is a yellow triangle

The bread is a brown circle

The chocolate bar is a black rectangle

The book is a blue square

B The cheese is a yellow triangle

The bread is a brown diamond

The chocolate bar is a white rectangle

The book is a blue square

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ANSWER KEY: WORKBOOK

Colors and Shapes p 3

Listening Task 1

Ella Tim, look This is a robot!

Tim A robot? Umm… what color is it?

Ella It’s pink! It has so many shapes!

Tim What shapes do you see?

Ella I see one rectangle, one square and four circles!

Tim That’s not a robot! Those are my cookies! Don’t eat them, Ella!

Listening Task 2

Colors make colors! Red and yellow make orange I draw and color three orange circles! Blue and yellow make green! I draw and color one green triangle Look! What do I have? It’s an ice cream cone!

Unit 3| Body Parts

Listening Seed 1: Teacher’s Guide

Unit Objectives:

9 Students will learn about body parts

10 Students will understand the meaning of new words and be able to use the words in sentences

11 Students will practice listening comprehension skills –identifying main ideas and supporting details

12 Students will learn skills in phonics, key points of expressions, vocabulary and grammar

Key Words and Phrases:

Does he have big eyes?

Extra Idea (optional):

Scrambled Letters: Write up eight words with their letters shuffled (e.g eicscen for science) on the board When the teacher says 'go', the students, individually or in pairs, endeavor to untangle the words as quickly as they can—the first student or pair, to do so wins The teacher can then quickly run through each of the scrambled letter groups on the board, eliciting information about each word or concept Tip: Don't make them too difficult

Basic Listening

In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises

Exercise A

As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After

a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again

if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

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Exercise B

As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Phonics

As a class, look at the pictures in the Phonics box Ask the students if they know what the pictures are; if they don’t explain to the students what each picture is (for more detail, write the words on the board or if the students are advanced have them spell out the words) Then play the recoding for the students Briefly discuss what was heard in the recording, and play it for the students again Then have the students complete the exercise When complete, go over the answers as a class

Extra Idea (optional):

Telephone: Divide the class into 2 teams or play as one large team Whisper the word to the first student Then that student must whisper the word to the next student, and so on The last student must write the word they hear on the board

Listening Tasks

Listening Tasks 1 and 2 are a pair of linked tasks based on dialogues and monologues The first listening of each focuses

on understanding the main idea while the second listening focuses on detail and interpretation

Listening Task 1

A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise A Then go over the answers as a class

B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise B Then go over the answers as a class

Listening Task 2

A) As a class, look at the picture Briefly discuss what can be seen in the picture Then play the recording to the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 2 Exercise A Then go over the answers as a class

B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task 2 Exercise B Then go over the answers as a class

Extra Idea (optional):

Back Writing: Have students sit in a circle for a smaller class or make team lines for a larger class Choose a letter or word from the unit’s key words and phrases and have children trace it in the air together Next, have students trace the letter onto the back of the person in front of them Observe the students and correct where necessary Repeat using new letters Use words or sentences for higher levels

Workbook

Listening Task 1

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

Listening Task 2

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

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ANSWER KEY: STUDENT BOOK

Body Parts

A

1 head 2 eye 3 ear

4 nose 5 mouth 6 neck

7 shoulder 8 arm 9 finger

10 hand 11 knee 12 leg

13 foot 14 toe

Basic Listening p 19

A 1 head 2 eyes B 2, 1, 3

A 1 He has a big head

2 She has beautiful eyes

B 1 I have four arms

2 I have five legs

3 I have eight fingers

Mr Smith Children, welcome to the Seed Elementary School Mask Festival!

Ella Hi, Mr Smith! I’m Ella

Mr Smith Oh, hi, Ella You have two big ears

Ella Yes, I do You have a big mouth

Mr Smith Yes Where is Tim? Does he have three eyes?

Ella Yes, that’s him!

I have small eyes

I have a big nose

I have a small mouth

Ray

I have big eyes

I have a big nose

I have a big mouth

Sue

I have big eyes

I have a small nose

I have a big mouth

Unit Test p 23

1 a 2 c 3 b 4 a 5 b 6 c

1 It has two big ears

2 It has a big nose

3 Do you have a small mouth?

4 Does he have long legs?

5 A What’s that?

B It’s a toy doll It has three ears

A Oh, it has five arms, too

6 This is my dog He has big ears and short legs He is very cute He is my best friend!

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ANSWER KEY: WORKBOOK

Body Parts p 4

Listening Task 1

Mr Smith Children, welcome to the Seed Elementary School Mask Festival!

Ella Hi, Mr Smith! I’m Ella

Mr Smith Oh, hi, Ella You have two big ears

Ella Yes, I do You have a big mouth

Mr Smith Yes Where is Tim? Does he have three eyes?

Ella Yes, that’s him!

Listening Task 2

Hello! My name is Boo This is my friend Ba We are from Mars I have one eye I have four toes My friend Ba has a big head And he has three eyes and five legs We are different from you But we want to be your friends

Unit 4| Family

Listening Seed 1: Teacher’s Guide

Unit Objectives:

13 Students will learn about family

14 Students will understand the meaning of new words and be able to use the words in sentences

15 Students will practice listening comprehension skills –identifying main ideas and supporting details

16 Students will learn skills in phonics, key points of expressions, vocabulary and grammar

Key Words and Phrases:

B) As a class look at the picture Briefly discuss what can is happening in the picture Then play the recording for the students (for weaker students, play the recording more than once) Then have the students number each item according to the recording When completed, go over the answers as a class

Extra Idea (optional):

The teacher writes up 10 words, phrases and/or expressions on the board Each student chooses any 5 of the items from the board and writes them down The teacher then selects one of the items at random (bits of paper from a hat, for example) and offers a brief definition or synonym of the item but does not say the word itself If a student thinks they have the word the teacher described, they tick it When a student ticks all of their words, they shout BINGO!! The first student to shout BINGO wins the round Additional rounds can be played with different sets of words

Basic Listening

In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises

Exercise A

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As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After

a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again

if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Exercise B

As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Phonics

As a class, look at the pictures in the Phonics box Ask the students if they know what the pictures are; if they don’t explain to the students what each picture is (for more detail, write the words on the board or if the students are advanced have them spell out the words) Then play the recoding for the students Briefly discuss what was heard in the recording, and play it for the students again Then have the students complete the exercise When complete, go over the answers as a class

Extra Idea (optional):

Speed Reading: Write a number of words on the board If necessary, go over the pronunciation of each word Then read through a list of the same words at a good speed leaving out only one of the words The students should be listening to you read the list of words while following along on the board After you are finished, they tell you which word (words) you didn’t read out This activity can be targeted for a higher level by adjusting the vocabulary used, the speed you read, the number of words you leave off, or by doing additional tasks (e.g., like telling you which word you read wasn’t on the board)

Listening Tasks

Listening Tasks 1 and 2 are a pair of linked tasks based on dialogues and monologues The first listening of each focuses

on understanding the main idea while the second listening focuses on detail and interpretation

Listening Task 1

A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise A Then go over the answers as a class

B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise B Then go over the answers as a class

Listening Task 2

A) As a class, look at the picture Briefly discuss what can be seen in the picture Then play the recording to the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 2 Exercise A Then go over the answers as a class

B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task 2 Exercise B Then go over the answers as a class

Extra Idea (optional):

Pictionary: Divide the class into two teams Call on 1 student at a time to draw on the board Each student is permitted only to draw on the board in front of the class They cannot use any symbols, numbers or letters in what they draw The rest of the team should shout out any answers that come to mind If the team is able to guess the word within the designated time, they score a point If after two minutes the team has not guessed the word correctly, the other team gets one chance to guess the word If they are correct, they score a point and then continue with their turn Continue playing until you run out of time or you run out of words The team with the higher score at the end of the game wins

Workbook

Listening Task 1

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

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Listening Task 2

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

ANSWER KEY: STUDENT BOOK

B 1 She has a grandfather and a grandmother

2 She has a sister

3 She has an uncle

Phonics

Bill Hi, Jane Do you have any brothers or sisters?

Jane Yes I have one younger brother How about you, Bill?

Bill I have three older sisters

Jane Really? Do you play together a lot?

Bill Yes We love to play house!

Jane Wow! My younger brother and I love to fight!

Listening Task 2 p 27

A b B 1 a 2 b

Hi, I’m Linda This is my family photo There are seven people in my family: my grandparents, my parents, a younger sister, an older brother and me We have a special power! It’s a magic power My grandparents love to water flowers with magic My mother always cooks with magic We are a happy magic family!

ANSWER KEY: WORKBOOK

UNIT 4 Family p 5

Listening Task 1

Bill Hi, Jane Do you have any brothers or sisters?

Jane Yes I have one younger brother How about you, Bill?

Bill I have three older sisters

Jane Really? Do you play together a lot?

Bill Yes We love to play house!

Jane Wow! My younger brother and I love to fight!

Listening Task 2

Hi, I’m Linda This is my family photo There are seven people in my family: my grandparents, my parents, a younger sister, an older brother and me We have a special power! It’s a magic power My grandparents love to water flowers with magic My mother always cooks with magic We are a happy magic family!

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Listening Seed 1: Teacher’s Guide

Unit Objectives:

17 Students will learn about time

18 Students will understand the meaning of new words and be able to use the words in sentences

19 Students will practice listening comprehension skills –identifying main ideas and supporting details

20 Students will learn skills in phonics, key points of expressions, vocabulary and grammar

Key Words and Phrases:

What time is it?

B) As a class look at the pictures Briefly discuss what can is happening in the pictures Then play the recording for the students (for weaker students, play the recording more than once) Then have the students fill in each blank with the correct response according to the recording When completed, place the students into pairs and have them act out the conversation

Extra Idea (optional):

Memory Challenge: Put the students into pairs or small groups Give them a time limit (e.g 3 minutes) and ask them to write down as many words, phrases, and/or expressions as they can from the last lesson on topic X The pair or group that can remember the most items wins

Basic Listening

In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises

Exercise A

As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After

a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow

along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again

if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Exercise B

As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Phonics

As a class, look at the pictures in the Phonics box Ask the students if they know what the pictures are; if they don’t explain to the students what each picture is (for more detail, write the words on the board or if the students are advanced have them spell out the words) Then play the recoding for the students Briefly discuss what was heard in the recording, and play it for the students again Then have the students complete the exercise When complete, go over the answers as a class

Extra Idea (optional):

Missing Sound: Draw or show an image on the blackboard Beside the image, write all but one of the sounds For example, there is a picture of a dog on the board, you write ‘og’ beside it and the students have to provide you with the missing sound, not the letter This can be made into a group contest or a simple whole-class exercise where you would give the class time to think of the answer and get everyone to say the answer at the same time

Listening Tasks

Listening Tasks 1 and 2 are a pair of linked tasks based on dialogues and monologues The first listening of each focuses

on understanding the main idea while the second listening focuses on detail and interpretation

Listening Task 1

A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise A Then go over the answers as a class

B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise B Then go over the answers as a class

Listening Task 2

A) As a class, look at the picture Briefly discuss what can be seen in the picture Then play the recording to the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in

Extra Idea (optional):

Word Tennis: Divide the class into 2 teams Write the team names on either side of the board at the top Leave a space in the middle of the board to write a list of categories Write the first category [for example, animals] Have the students read this to you, if they can't read it yet, you can read it to them Repeated exposure to the category names will help them recognize them Point quickly to the first student The student must respond with an animal name within a few seconds Then the 'ball' bounces to the other team, and the first student quickly gives the name of another animal Then the second student on the other team answers This game must be done quickly, and without any repetition of vocabulary When a student cannot answer, a point is given to the opposing team, and a new category is written on the board The whole process is then repeated Ideally this game should be a fast review of vocabulary items

Workbook

Listening Task 1

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

Listening Task 2

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

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ANSWER KEY: STUDENT BOOK

Getting Ready p 30

A

1 three o’clock 2 twelve o’clock

3 six fifteen 4 seven fifteen

5 four thirty 6 eight thirty

7 three forty-five 8 five forty-five

B

b - c - a - d

Tim Mom, what time is it now?

Mom It’s six o’clock

Tim Mom, what time is it now?

Mom It’s eight thirty

Tim Oh, no! I’m late for school!

Basic Listening p 31

A 1 5:15 2 9:30 B 2, 3, 1

A 1 It’s five fifteen

2 It’s nine thirty

B 1 It’s five o’clock

2 It’s two thirty

3 It’s ten oh five

Listening Task 1 p 32

A a B 1 4:00 2 his soccer game

Ella Good afternoon, Tim

Tim Hi, Ella Good afternoon What time is it now?

Ella It’s 3:30

Tim 3:30? I have a soccer game at 4 o’clock!

Ella Oh, no! You’re late! Run, Tim!

Tim Okay Ella See you tomorrow!

Listening Task 2 p 33

A

B 1 a 2 c

Hi, I’m Beth Today is a very busy day I have a baseball game at 10 o’clock in the morning I have a piano lesson at 3:30

In the evening, I have plans It is my grandmother’s birthday Her party is at 6 o’clock I have a special gift for her It is a birthday song! Unit Test p 35

1 b 2 a 3 b 4 a 5 c 6 c

1 It is two twenty now

2 My school starts at 9 o’clock

3 What time is it now?

4 What time do you get up?

5 A What time do you have your piano lesson?

B I have it at two forty-five

6 I have lunch at twelve

I have a baseball game at one fifteen

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I get home at three fifty

ANSWER KEY: WORKBOOK

UNIT 5 Time p 6

Listening Task 1

Ella Good afternoon, Tim

Tim Hi, Ella Good afternoon What time is it now?

Ella It’s 3:30

Tim 3:30? I have a soccer game at 4 o’clock!

Ella Oh, no! You’re late! Run, Tim!

Tim Okay Ella See you tomorrow!

Listening Task 2

Hi, I’m Beth Today is a very busy day I have a baseball game at 10 o’clock in the morning I have a piano lesson at 3:30

In the evening, I have plans It is my grandmother’s birthday Her party is at 6 o’clock I have a special gift for her It is a birthday song!

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Listening Seed 1: Teacher’s Guide

Unit Objectives:

21 Students will learn about the days of the week

22 Students will understand the meaning of new words and be able to use the words in sentences

23 Students will practice listening comprehension skills –identifying main ideas and supporting details

24 Students will learn skills in phonics, key points of expressions, vocabulary and grammar

Key Words and Phrases:

What day is it today?

B) As a class look at the picture Briefly discuss what can is happening in the picture Then play the recording for the students (for weaker students, play the recording more than once) Then have the students number each item according to the recording When completed, go over the answers as a class

Extra Idea (optional):

Spell Race: Divide the class into 2 teams, and then have 1 student from each team stand in front of the board Say a key word or phrase and the first student from each team has to write it correctly on the board for their team to gain a point Then the next pair of students take a turn and so on

Basic Listening

In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises

Exercise A

As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After

a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow

along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again

if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Exercise B

As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class

Phonics

As a class, look at the pictures in the Phonics box Ask the students if they know what the pictures are; if they don’t explain to the students what each picture is (for more detail, write the words on the board or if the students are advanced have them spell out the words) Then play the recoding for the students Briefly discuss what was heard in the recording, and play it for the students again Then have the students complete the exercise When complete, go over the answers as a class

Extra Idea (optional):

Ball & Cap Game: The students pass around a hat and a ball When the music stops, the student with the hat must take out

a piece of paper with a letter or letters written on it then read out its sound, not the letter name The student with the ball must guess the letter(s) In lieu of music, the teacher can simply have his back turned and call out “stop”

Listening Tasks

Listening Tasks 1 and 2 are a pair of linked tasks based on dialogues and monologues The first listening of each focuses

on understanding the main idea while the second listening focuses on detail and interpretation

Listening Task 1

A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise A Then go over the answers as a class

B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task 1 Exercise B Then go over the answers as a class

Listening Task 2

A) As a class, look at the picture Briefly discuss what can be seen in the picture Then play the recording to the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task 2 Exercise A Then go over the answers as a class

Extra Idea (optional):

Hangman: Think of a word from the unit’s key words and phrases and write dashes onto the board which correspond to the number of letters in the word Students then have to call out letters, with too many wrong answers leading to the completion of the gallows The game can be made harder by spelling out phrases or even full sentences rather than single words

Workbook

Listening Task 1

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

Listening Task 2

Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class

ANSWER KEY: STUDENT BOOK

1 I have a violin lesson on Monday

2 I play baseball on Friday

3 I go to the mall on Saturday

4 I see a doctor on Wednesday

B 1 She plays baseball on Saturday

2 She sees a doctor on Monday

3 She goes to the mall on Wednesday

Phonics

1 /l/ 2 /r/ 3 /r/ 4 /l/

Ella Tim, what day is it today?

Tim Today is Tuesday

Ella Tuesday? What time is it now?

Tim It’s 2:20

Ella 2:20? Oh, no! I’m late for a piano lesson I have a piano lesson at 2: 30 on Tuesday

Tim Hurry up, Ella And don’t forget our soccer game! Our soccer game is at 4:30 today!

Listening Task 2 p 39

A 3, 4 B 1 b 2 a

Hi, I’m Billy Is your week busy? My week is busy, too I go to ballet class on Monday and Wednesday I go to the library

on Tuesday On Thursday, I play soccer and baseball I watch TV on Friday On Saturday, I visit my grandparents I clean

my room on Sunday My week is very busy

Speaking Task p 40 Cindy

Cindy has a piano lesson on Monday

Cindy goes swimming on Wednesday

Cindy plays basketball on Friday Tom

Tom goes swimming on Sunday

Tom has a piano lesson on Wednesday

Tom goes to the mall on Saturday Kate

Kate goes swimming on Sunday

Kate plays basketball on Tuesday

Kate visits her grandparents on Thursday