Listening seed 3 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

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Unit 1| Sports

Listening Seed 3: Teacher’s Guide

Unit Objectives:

1 Students will learn about sports

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 sports do you 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):

Vocabulary Grab Bag: Divide the class into groups of 2-4 students Assign everyone a vocabulary word Have each student write their word out with each letter on a separate small sheet of paper Place all the letters in a bag Students take turns taking one letter out of the bag at a time If the letter is one found in their word, they keep it and give the bag to the next student If the letter they select is not one of the letters in their word, they put it back in the bag and give it to the next student For example, say S1 has CAT as their word, S2 has DOG, and S3 has COW If S1 draws C from the bag (even if

it is not the C that they wrote), they keep it and give the bag to S2 S2 draws a W, puts it back in the bag, and gives it to S3, etc The first student to spell their word wins.)

Basic Listening

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

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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

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

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

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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

Freeze: Place a set of vocabulary cards in the middle of the circle and teach the children that they are to throw the ball to any person in the circle When the teacher yells, "Freeze!," everyone must stop moving The person with the ball must draw a card and say the word For advanced learners, challenge students to use the word in a sentence

Workbook

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

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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

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ANSWER KEY: STUDENT BOOK

1 They play basketball

2 They play table tennis

3 They play soccer

4 They swim

5 They play badminton

6 They play volleyball

7 They play tennis

Basic Listening p 7

A 1 basketball 2 volleyball

B 3, 1, 2 C a

A 1 He likes to play basketball

2 He likes to play volleyball

B 1 He likes to play baseball

2 She likes to play tennis

3 She likes to swim

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C A What sports do you like to play?

B I like to play badminton

Listening Task 1 p 8

A c

B 1 swims 2 tennis 3 watch

Anna What sports do you like to play, Jake?

Jake I like to swim I swim every day My mom says I’m a fish

Anna Oh, really? I don’t like to swim very much

Jake Well, what sports do you like, Anna?

Anna My favorite sport is badminton But I also like to play tennis a lot

Jake I like to play tennis, too

Anna You like everything, Jake! What sports don’t you like?

Jake I don’t like to play soccer But I like to watch it on TV!

A a B 1 a 2 a

Three school sports teams played games last weekend The soccer team played first They did not win, but they played well They scored two goals Good job, soccer team! The basketball team played second They did not play very well But they will play well next time Cheer up, basketball team! Lastly, the baseball team played very well They won their game! Yay, baseball team! Way to go, sports teams!

Unit Test p 11

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

1 They like to play soccer

2 He plays tennis in the morning and basketball in the evening

3 What sports do you like to play?

4 Do you like to play badminton?

5 A Do you like baseball?

B Yes, I do

A Let’s play baseball after school

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B Well, I like to watch baseball But I don’t like to play it

A Oh, I see

6 I played soccer with my friends I scored a goal, and my team played well The score was 3 to 2, and we won the game

We were very excited

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ANSWER KEY: WORKBOOK

Unit 1 Sports p 2

Listening Task 1

Anna What sports do you like to play, Jake?

Jake I like to swim I swim every day My mom says I’m a fish

Anna Oh, really? I don’t like to swim very much

Jake Well, what sports do you like, Anna?

Anna My favorite sport is badminton But I also like to play tennis a lot

Jake I like to play tennis, too

Anna You like everything, Jake! What sports don’t you like?

Jake I don’t like to play soccer But I like to watch it on TV!

Listening Task 2

Three school sports teams played games last weekend The soccer team played first They did not win, but they played well They scored two goals Good job, soccer team! The basketball team played second They did not play very well But they will play well next time Cheer up, basketball team! Lastly, the baseball team played very well They won their game! Yay, baseball team! Way to go, sports teams!

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Unit 2| Describing People

5 Students will learn about describing different people

What does he look like?

Fly Swatter: Write the unit’s key words and phrases on the board in any random order Place two chairs in front of the board with a fly swatter on each chair Divide class into two equal teams Have one student from each team sit in the chairs with their backs to the board Say one of the vocabulary words on the board Students stand and find the word on the board Students get one swat and the first student to hit the word with their fly swatter gets one point for their team If neither student hits the right word, the next students are up and no points are awarded Repeat until everyone has had at least one turn Use pictures for young students who haven't learned the alphabet

Basic Listening

Exercise A

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Exercise B

Exercise C

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

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

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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

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

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Getting Ready p 12

A

1 young 2 old 3 short

4 tall 5 fat 6 thin

7 curly 8 straight 9 long

10 blond

B

1 She has curly hair

2 She is short and old

3 She has straight hair

4 He is tall and young

5 He is old and fat

Basic Listening p 13

A 1 blond 2 fat

B 3, 1, 2 C c

A 1 She has curly blond hair

2 He is old and fat

B 1 She has red hair and blue eyes

2 She is old and has gray hair

3 She has long black hair

C A What does he look like?

B He has straight brown hair

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A c

B 1 sister 2 short and thin 3 hair

Jake Hi, Molly, what’s wrong?

Molly Oh, Jake I’m looking for my little sister Kate I lost her in the library

Jake Oh, no! I can help you What does she look like?

Molly Well, she’s short and thin

Jake What color hair does she have?

Molly She has long black hair like me

Jake Is she wearing a blue T-shirt?

Molly Yes, she is And I think she’s wearing purple pants

Jake I see her! She’s standing over there

Molly Oh, thank you, Jake!

A b, e B 1 b 2 c

My name is Mike There are five people in my family: my mom, my dad, my two sisters and me We do not look alike

My dad is tall and has brown hair My mom is short and has curly red hair My sister Sally has short blond hair, and my sister Rachel has long brown hair My mom, my dad and my sisters have blue eyes But I have straight black hair and brown eyes

Unit Test p 17

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

1 She has long curly hair

2 He is fat, but she is thin

3 Does your brother have blond hair?

4 What does your mother look like?

5 A What does your brother look like?

B He looks like me He has brown eyes And he has red hair like me

A Is he thin like you?

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B Yes, he is

6 My favorite singer is Dave My friend says he looks old But I think he looks young He is short and cute And he has long straight hair

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Unit 2 Describing People p 3

Listening Task 1

Jake Hi, Molly, what’s wrong?

Molly Oh, Jake I’m looking for my little sister Kate I lost her in the library

Jake Oh, no! I can help you What does she look like?

Molly Well, she’s short and thin Jake What color hair does she have?

Molly She has long black hair like me

Jake Is she wearing a blue T-shirt?

Molly Yes, she is And I think she’s wearing purple pants

Jake I see her! She’s standing over there

Molly Oh, thank you, Jake!

Listening Task 2

My name is Mike There are five people in my family: my mom, my dad, my two sisters and me We do not look alike

My dad is tall and has brown hair My mom is short and has curly red hair My sister Sally has short blond hair, and my sister Rachel has long brown hair My mom, my dad and my sisters have blue eyes But I have straight black hair and brown eyes

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Unit 3| Jobs

9 Students will learn about different jobs

What do you want to be when you grow up?

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

Basic Listening

Exercise A

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Exercise B

Exercise C

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

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

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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

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

Workbook

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2 She wants to be a chef

B 1 She wants to be a scientist

2 He wants to be a doctor

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3 She wants to be an artist

C A What do you want to be when you grow up?

B I want to be a police officer

A a

B 1 scientists 2 drawing 3 aliens

Jake What do you want to be when you grow up, Anna?

Anna Hmm I don’t know, Jake My mom and dad are scientists, but I don’t like science

Jake Well, what do you like to do?

Anna Umm… I like to draw and paint a lot

Jake Do you want to be an artist?

Anna That sounds fun What do you want to be when you grow up, Jake?

Jake I want to be an astronaut I love adventure and outer space

Anna Wow! Maybe you can meet some aliens!

Jake I really hope so!

Anna You will be famous one day, Jake!

A b B 1 b 2 a

Hi, my name is Lucy My family has a Mexican restaurant My mother takes care of our restaurant My aunt is a chef and she cooks all the food My brother is a waiter He serves the food to the customers And my father isthe restaurant manager My parents want me to be a chef in the future But when I grow up, I want to be an entertainer I will sing and dance for the customers in our restaurant

Speaking Task p 22

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Step 1

Unit Test p 23

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

1 She wants to be a firefighter in the future

2 They are a chef and an artist

3 What do you like to do?

4 Do you want to be an astronaut?

5 A What do you want to be when you grow up?

B I want to be a teacher like my aunt

A What does she teach?

B Art But I want to teach music

6 My grandfather is a vet He helps sick animals My father is a doctor He helps sick people My mother is a chef She works for a restaurant

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Unit 3 Jobs p 4

Listening Task 1

Jake What do you want to be when you grow up, Anna?

Anna Hmm I don’t know, Jake My mom and dad are scientists, but I don’t like science

Jake Well, what do you like to do?

Anna Umm… I like to draw and paint a lot

Jake Do you want to be an artist?

Anna That sounds fun What do you want to be when you grow up, Jake?

Jake I want to be an astronaut I love adventure and outer space

Anna Wow! Maybe you can meet some aliens!

Jake I really hope so!

Anna You will be famous one day, Jake!

Listening Task 2

Hi, my name is Lucy My family has a Mexican restaurant My mother takes care of our restaurant My aunt is a chef and she cooks all the food My brother is a waiter He serves the food to the customers And my father is the restaurant manager My parents want me to be a chef in the future But when I grow up, I want to be an entertainer I will sing and dance for the customers in our restaurant

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Unit 4| Cooking

13 Students will learn about cooking

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

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

Basic Listening

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Exercise A

Exercise B

Exercise C

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

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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

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

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Getting Ready p 24

A

1 stir 2 pour 3 fry

4 wash 5 peel 6 slice

7 roll 8 bake

B

d – a – b – c

Jake I’m hungry! Let’s make breakfast!

Anna Okay! What do we do first?

Jake First, wash the fruit

Then, slice it… And put it in a bowl

Next, add cereal and pour milk on top Finally, enjoy!

Basic Listening p 25

A 1 Stir 2 Bake

B 3, 2, 1 C c

A 1 Stir the sauce

2 Bake the bread

B 1 Peel the banana

2 Slice the banana

3 Fry the banana

C A What do we do next?

B Next, we peel the onions

A 4 - 1 - 3 - 2

B 1 rolls 2 slices 3 bake

Anna I really want a vegetable pizza today, Jake

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Jake That sounds good, Anna Let’s make a pizza!

Jake First, we put flour and water in a bowl

Anna That’s easy I’ll do it

Jake Okay Then we mix it together Now, it’s pizza dough!

Anna Oh, I’ll roll the dough into a flat circle

Jake And I’ll spread tomato sauce on top Can you wash and slice the vegetables?

Anna Yes, and I’ll put the cheese on top

Jake Great Now, we can bake our vegetable pizza!

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

Hi, I’m James Tom, Emily and I made curry rice in cooking class We used three kinds of vegetables: onions, potatoes and carrots Tom washed and peeled the vegetables It was not easy to peel the potatoes Emily cut the vegetables She almost cried when she sliced the onions I cooked the vegetables in a pan I added water and curry powder and stirred them Then, we poured the curry over steamed rice and ate it!

Unit Test p 29

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

1 She peels the potato

2 Pour the milk

3 Let’s make chicken pizza

4 Can you bake a cake?

5 A How do you make cupcakes?

B First, mix butter, eggs, flour and sugar

A What do you do next?

B Put them into paper cups Bake them for 20 minutes

6 My brother made fried rice for me First, he fried beef Next, he cooked carrots and peppers Then, he stirred them Finally, he added rice It was delicious

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Unit 4 Cooking p 5

Listening Task 1

Anna I really want a vegetable pizza today, Jake

Jake That sounds good, Anna Let’s make a pizza!

Jake First, we put flour and water in a bowl

Anna That’s easy I’ll do it

Jake Okay Then we mix it together Now, it’s pizza dough!

Anna Oh, I’ll roll the dough into a flat circle

Jake And I’ll spread tomato sauce on top Can you wash and slice the vegetables?

Anna Yes, and I’ll put the cheese on top

Jake Great Now, we can bake our vegetable pizza!

Listening Task 2

Hi, I’m James Tom, Emily and I made curry rice in cooking class We used three kinds of vegetables: onions, potatoes and carrots Tom washed and peeled the vegetables It was not easy to peel the potatoes Emily cut the vegetables She almost cried when she sliced the onions I cooked the vegetables in a pan I added water and curry powder and stirred them Then, we poured the curry over steamed rice and ate it!

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Unit 5| Transportation

17 Students will learn about transportation

How do you go there?

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

Basic Listening

Exercise A

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

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

Exercise B

Exercise C

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

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

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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

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

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Getting Ready p 30

A

1 foot 2 bike 3 boat

4 ship 5 plane 6 car

7 taxi 8 bus 9 train

A 1 They go to school by bus

2 She goes to work by car

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B I go there by taxi

A

B 1 plane 2 plane 3 boat

Luke Where do you usually go for summer vacation, Amy?

Amy Every year I go to Hawaii with my family, Luke

Luke Wow! Hawaii? How do you go there?

Amy Well, Hawaii has many islands First, we go to Oahu by plane Then, we fly to Maui

Luke Do you stay in Maui?

Amy No Next, we take a boat to Lanai Finally, we rent a car and drive around

Luke Oh, my! You travel a lot!

Amy Yes, but then we relax on the beach!

1 He goes to school by bike

2 She goes to Spain by plane

3 How do you go to the library?

4 Where do you usually go for vacation?

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5 A Let’s go to the City Museum

B How can we go there?

A By subway or taxi Or my mom can take us there by car

B Let’s go there by subway

A Okay

6 There’s a park near my house I go there on foot My friend goes there by bike We love to take a walk in the park

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Unit 5 Transportation p 6

Listening Task 1

Luke Where do you usually go for summer vacation, Amy?

Amy Every year I go to Hawaii with my family, Luke

Luke Wow! Hawaii? How do you go there?

Amy Well, Hawaii has many islands First, we go to Oahu by plane Then, we fly to Maui

Luke Do you stay in Maui?

Amy No Next, we take a boat to Lanai Finally, we rent a car and drive around

Luke Oh, my! You travel a lot!

Amy Yes, but then we relax on the beach!

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Unit 6| Directions

21 Students will learn about directions

How do I get to the bakery?

Turn left at the traffic light

Concentration: Divide the class into small groups Each group is given a set of cards which are spread out on the table face-down The sets are made up of two kinds of cards: word cards + definition/picture cards Students in turn pick up a card, turn it over, and try matching it to its corresponding card If there's no match, the cards are returned to their original place on the table and play passes to the next student If a match is made, the student keeps the pair and tries to make another match Once all the cards are matched, the winner is the player who has matched the most number of cards

Basic Listening

Exercise A

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