Listening seed 2 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| Weather

Listening Seed 2: Teacher’s Guide

Unit Objectives:

1 Students will learn about the weather

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 the weather like?

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):

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

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

Exercise C

As with the previous Exercise, have the students look at Exercise C 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, place the students in pairs and have them act out the dialogue

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):

Word Find: Prepare small cards with words and their meanings (separately) in advance Put all the cards in a small bowl

or a hat and have all of the students stand up and pull one card out each Optionally, you can ask the students who get words on one side of the room and students who get meanings on the other side Tell the students that the objective of the game is for them to find the student whose card matches the one they have Prizes and penalties can be given to the first and last pairs to finish

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

Getting Ready p 6

A

1 hot 2 warm 3 sunny

4 raining 5 snowing 6 cold

7 cool 8 cloudy 9 windy

10 foggy

B

1 cloudy 2 raining 3 snowing

4 hot 5 sunny 6 windy

C A What’s the weather like?

B It’s cool and cloudy

Listening Task 1 p 8

A c B 1 windy 2 Nick

Nick Amy, what’s the weather like today?

Amy It’s raining, Nick

Nick Oh, no It’s raining again? Is it cold, too?

Amy Yes And it is very windy So dress warmly

Nick I don’t like cold weather

Amy I don’t like rain I want to play outside

Nick Me, too!

1 It is hot and sunny today

2 It’s snowing, so they make a snowman

3 Is it windy today?

4 What’s the weather like?

5 A It’s cold outside Let’s go inside

B Okay Wow! It’s warm in here

A I miss the hot weather

6 Here’s today’s weather It’s hot and cloudy in Bear Town and Koala City But in Cat City it is raining So take your umbrella

ANSWER KEY: WORKBOOK

Unit 1 Weather p 2

Listening Task 1

Nick Amy, what’s the weather like today?

Amy It’s raining, Nick

Nick Oh, no It’s raining again? Is it cold, too?

Amy Yes And it is very windy So dress warmly

Nick I don’t like cold weather

Amy I don’t like rain I want to play outside

Nick Me, too!

Unit 2| Feelings

Listening Seed 2: Teacher’s Guide

Unit Objectives:

5 Students will learn about feelings

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:

How do you feel?

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):

Team Spelling: Put the class into teams The teacher shows a team a picture of one of the key words, and the team must each write down one letter of that word (without showing their teammates), depending on their position The leftmost student writes down the first letter, the next student the second letter, etc (ex The teacher shows a group of five students

a picture of an apple The leftmost student writes down "a", the next student "p", the next student "p", the next "l" and the rightmost student "e".) Give the students a time limit (depending on their English level) and then have them all reveal the letters they wrote Award one point if the word is correctly spelled, then move on to the next group

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

Exercise C

As with the previous Exercise, have the students look at Exercise C 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, place the students in pairs and have them act out the dialogue

Extra Idea (optional):

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

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):

Speed Game: Prepare small cards with key words and related words in advance Divide the class into two teams (ex Team A and Team B), and have each team choose a captain Each team is given a turn; when it is Team A’s turn show the card to Team A’s captain (make sure none of the other students see it) The team captain is given a time limit to describe each thing on the card using only English The captain cannot say the words on the cards After the time has expired each team is awarded points according to how many correct guesses their team made

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

Getting Ready p 12

A

1 happy 2 sad 3 tired

4 bored 5 excited 6 scared

Nick How do you feel? Are you scared?

Amy No, I’m not I’m excited!

Amy, Nick Ah, we are really tired

Nick It’s today in the gym

Amy Really? How do you feel?

Nick I’m excited And I’m happy, too

Amy I’m excited for you, too What is your song?

Nick It’s “Don’t Worry, Be Happy”

Amy I like that song! Good luck, Nick!

Nick Thanks! See you later

Listening Task 2 p 15

A a B 1 b 2 b

Hello, I’m Jack I’m at the playground with my friends But I’m sad We can’t play baseball because it’s raining Chris is angry and Ed looks bored Oh, now it’s sunny! We can play baseball! Everyone is happy now Kate is the batter Wow, a home run! My friends are excited

Unit Test p 17

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

1 The kid wins a prize, so he is happy

2 They have a fight and look angry

3 Are you tired?

4 How do you feel now?

5 A Hey, Sue I’m bored Let’s go to the zoo!

B Sorry, Ben But I don’t like animals

A Then let’s go swimming! I’m excited

B Sorry I’m really tired

6 Hi, I’m Amy Today is my mom’s birthday My brother and I are making a round pink cake for her My mom is surprised and happy

ANSWER KEY: WORKBOOK

Unit 2 Feelings p 3

Listening Task 1

Amy Hi, Nick When is the singing contest?

Nick It’s today in the gym

Amy Really? How do you feel?

Nick I ’m excited And I’m happy, too

Amy I’m excited for you, too What is your song?

Nick It’s “Don’t Worry, Be Happy”

Amy I like that song! Good luck, Nick!

Nick Thanks! See you later

Listening Task 2

Hello, I’m Jack I’m at the playground with my friends But I’m sad We can’t play baseball because it’s raining Chris is angry and Ed looks bored Oh, now it’s sunny! We can play baseball! Everyone is happy now Kate is the batter Wow, a home run! My friends are excited

Unit 3| Nationalities & Languages

Listening Seed 2: Teacher’s Guide

Unit Objectives:

9 Students will learn about different nationalities and languages

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:

Where are you from?

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 match each item according to the recording When completed, go over the answers as a class

Extra Idea (optional):

Hot Seat: Divide the class into Teams A and B Team A sits in a group on one side of the classroom, Team B sits on the other side Bring two chairs to the front of the room so that when seated, a student is facing his or her respective team and their back is to the blackboard or white board One member from each team sits in their team's chair The teacher writes a word, phrase, or sentence on the board The students in the chairs mustn't see what's written on the board Once the teacher yells 'go', the teams have one minute, using only verbal clues, to get their seated teammate to say the item written

on the board The only rule is that they MUSTN'T say the item written on the board, in full or part The first student in the hot seat to utter the word scores a point for their team When the round is over, two new team players are rotated into the hot seat and a new item is written up The first team to score X number of points wins

Basic Listening

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

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

Exercise C

As with the previous Exercise, have the students look at Exercise C 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, place the students in pairs and have them act out the dialogue

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

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):

Blackout: Prepare six flashcards (numbered 1-6) for each group Each flashcard should have a picture/clue on it Give each player a paper cup, a standard die, and 6 chips/pieces of the same color (squares of paper, etc.) Students place the die in their cup, shake it up and roll the die If they roll a 1, they place their marker on card #1 Students must say the word indicated by the flashcard If they are answer correctly, they leave their chip on the card The first player to have a chip on all 6 flashcards is the winner Have more advanced students say a full sentence using the structure or vocabulary indicated

on the flashcard Make a dialog with 6 lines and have flashcards represent lines 1-6

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

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

Getting Ready p 18

A

1 Canada 2 America 3 Mexico

4 England 5 Spain 6 France

7 Korea 8 China 9 Japan

10 Australia

B

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

7 e 8 a

1 America – American – English

2 Mexico – Mexican – Spanish

3 Spain – Spanish – Spanish

4 England – English – English

5 China – Chinese – Chinese

6 Korea – Korean – Korean

7 France – French – French

8 Australia – Australian - English

B 1 She is from China

2 They are from America

3 He is from Japan

C A Where are you from?

Listening Task 1 p 20

A a B 1 American 2 Spanish

Amy Hi, I’m Amy Nice to meet you

Antonio Hi, my name is Antonio Nice to meet you, too

Amy Do you know Ella?

Antonio Yes She is my friend

Amy Where are you from?

Antonio I’m from Mexico Are you American?

Amy Yes, I am Can you speak Spanish, Antonio?

Antonio Yes We speak Spanish in Mexico

Listening Task 2 p 21

A a B 1 c 2 b

Hi, my name is Jennifer I’m from Canada Canada is next to America I live in Canada with my parents But my mother

is from France She speaks French to me sometimes So, I can speak English and French I like the Canadian flag It has a red maple leaf in the middle I love maple syrup, too!

2 They are Chinese dolls

3 Where are you from?

4 Can you speak Spanish?

5 A Where are you from?

B I’m from Australia

A Do you speak English in Australia?

B Yes, we do But I can speak Korean and Spanish, too

6 I’m Yuki Mao I’m Japanese My best friends are Marie and Jack They are from France and Canada I speak with them

in English

ANSWER KEY: WORKBOOK

Unit 3

Nationalities & Languages p 4

Listening Task 1

Amy Hi, I’m Amy Nice to meet you

Antonio Hi, my name is Antonio Nice to meet you, too

Amy Do you know Ella?

Antonio Yes She is my friend

Amy Where are you from?

Antonio I’m from Mexico Are you American?

Amy Yes, I am Can you speak Spanish, Antonio?

Antonio Yes We speak Spanish in Mexico

Listening Task 2

Hi, my name is Jennifer I’m from Canada Canada is next to America I live in Canada with my parents But my mother

is from France She speaks French to me sometimes So, I can speak English and French I like the Canadian flag It has a red maple leaf in the middle I love maple syrup, too!

Unit 4| Daily Routine

Listening Seed 2: Teacher’s Guide

Unit Objectives:

13 Students will learn about a daily routine

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:

What do you do after dinner?

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):

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

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

Exercise C

As with the previous Exercise, have the students look at Exercise C 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, place the students in pairs and have them act out the dialogue

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):

Stand and Spell: Make list of words for students to spell Write students' names on the board Give each student one letter

to be and write it next to their names Call out a word to be spelled Students stand next to each other to spell the word

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

Getting Ready p 24

A

1 get up 2 go to school

3 have lunch 4 take a shower

5 brush my teeth 6 do my homework

7 go home 8 go to bed

B

d – c – a – b

Anna What do you do after school, Nick?

Nick I usually play outside with my friends What about you, Anna? Anna I always do my homework first

Then I read books

Nick Really? Come on, let’s play together

Basic Listening p 25

A 1 homework 2 teeth

B 2, 3, 1 C b

A 1 She does her homework

2 He brushes his teeth

B 1 He has lunch at noon

2 She goes to school with her friends

3 He goes to bed at 10

C A What do you do before dinner?

B I usually take a shower

Listening Task 1 p 26

A a

B 1 do her homework

2 listens to music

Amy Hello, Mr James

Mr James Hi, Amy Come on in What’s the matter?

Amy Mr James, I’m very busy I can’t do my homework

Mr James What do you do after school?

Amy I usually ride my bike or watch TV before dinner

Mr James What do you do after dinner?

Amy I always listen to music Then I go to bed

Mr James Amy, I think you play too much

Listening Task 2 p 27

A b B 1 b 2 b

Ben usually gets up early But he gets up late on Sundays He washes the dishes with his mom after breakfast He doesn’t have class, but he often goes to the school playground He plays basketball with his friends Sometimes he goes to the park and rides his bike He always gets tired on Sundays, so he goes to bed early

Unit Test p 29

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

1 The girl gets up early

2 He listens to music before bed

3 What do you do after school?

4 Do you do your homework before dinner?

5 A What do you do before dinner?

B I usually read comic books

A What do you do after dinner?

B I usually play badminton with my sister

6 On Saturdays, I get up late I ride my bike after breakfast I go to the park after lunch In the evening, I watch TV

ANSWER KEY: WORKBOOK

Unit 4 Daily Routine p 5

Listening Task 1

Amy Hello, Mr James

Mr James Hi, Amy Come on in What’s the matter?

Amy Mr James, I’m very busy I can’t do my homework

Mr James What do you do after school?

Amy I usually ride my bike or watch TV before dinner

Mr James What do you do after dinner?

Amy I always listen to music Then I go to bed

Mr James Amy, I think you play too much

Listening Task 2

Ben usually gets up early But he gets up late on Sundays He washes the dishes with his mom after breakfast He doesn’t have class, but he often goes to the school playground He plays basketball with his friends Sometimes he goes to the park and rides his bike He always gets tired on Sundays, so he goes to bed early

Unit 5| My House

Listening Seed 2: Teacher’s Guide

Unit Objectives:

17 Students will learn about their houses

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:

How many desks are there in your classroom?

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

Exercise C

As with the previous Exercise, have the students look at Exercise C 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, place the students in pairs and have them act out the dialogue

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 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):

Charades: Divide your class into two teams Individuals will take turns acting out one of the words from the cards that you have prepared They will choose this card randomly on their turns and will have 2 minutes to get their team to guess the word without using books or notes The actor cannot use any sounds but must communicate only through actions 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

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

Getting Ready p 30

A

1 bedroom 2 dining room

3 kitchen 4 living room

A 1 She is in the kitchen

2 He is in the living room

B 1 There is a bathtub in the bathroom

2 There is a refrigerator in the kitchen

3 There is a bed in my room

C A How many bedrooms are there?

B There are three bedrooms in the house

Listening Task 1 p 32

A b

B 1 beautiful 2 window

Nick Hey, Jen Do you like your new house?

Jen Hi, Nick Yes, I do It is a beautiful house

Nick Cool How many bedrooms are there?

Jen There are three bedrooms

Nick Wow How many bathrooms are there?

Jen There’s one bathroom and a kitchen

Nick Do you like your new room, too?

Jen Of course! There is a big window in my room I love it!

Listening Task 2 p 33

A 1 Type B 2 Type A

B 1 a 2 a

Welcome to Sunshine Housing Company We are happy to show you our new apartment There are two bedrooms, a

bathroom and a kitchen In the bathroom, there is a toilet and a bathtub There is a refrigerator, a stove, and a sink in the

kitchen Our refrigerator is very big You can put a lot of food in it!

Unit Test p 35

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

1 They are in the dining room

2 There is a sink and a refrigerator in the kitchen

3 Do you like your house?

4 How many rooms are there in your house?

5 A Do you live in an apartment?

B Yes, I do

A How many bedrooms are there?

B There are three bedrooms One is big and two are small

6 Welcome to my house There is a bathroom, a kitchen and two bedrooms My house is not big But I like my house

ANSWER KEY: WORKBOOK

Unit 5 My House p 6

Listening Task 1

Nick Hey, Jen Do you like your new house?

Jen Hi, Nick Yes, I do It is a beautiful house

Nick Cool How many bedrooms are there?

Jen There are three bedrooms

Nick Wow How many bathrooms are there?

Jen There’s one bathroom and a kitchen

Nick Do you like your new room, too?

Jen Of course! There is a big window in my room I love it!

Listening Task 2

Welcome to Sunshine Housing Company We are happy to show you our new apartment There are two bedrooms, a bathroom and a kitchen In the bathroom, there is a toilet and a bathtub There is a refrigerator, a stove, and a sink in the kitchen Our refrigerator is very big You can put a lot of food in it!

Unit 6| Groceries

Listening Seed 2: Teacher’s Guide

Unit Objectives:

21 Students will learn about groceries

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:

Do you want some vegetables?

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):

Yes/No Chairs: Place one chair at each end of the classroom Stick a piece of paper with 'yes' written on it on one of the chairs, and a 'no' on the other Divide the class into two teams, and ask a yes/no question For example: "Can pigs fly?" To win a point for his/her team, the student must run to the correct chair In this case 'no' and then answer the question correctly: "No, pigs can’t fly." If they get the answer wrong, the other team can answer for the point This game can be adapted to true/false chairs, where students have to determine the truth of various statements Take care, of course, that the statements are within the children's general knowledg

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

Exercise C

As with the previous Exercise, have the students look at Exercise C 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, place the students in pairs and have them act out the dialogue

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):

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

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