Next Stop 1 Teacher Book - 123doc

I first started in 1924, © On Thanksgiving people usually celebrate Lesson 6, after Activity 2 by spending time with their families, eating a In pairs, have the children choose a charact

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EDITION

Unit objectives: Children learn to give their Phomiest sounds /e/,/o/,/h/,/t!

name and identify others Values: Friendliness — Be friendly!

Vocabulary: family members Cross-curricular focus: Social studies

Grammar: What’ your name? My name's .,_ — learn about cowboys and cowgirls

Picture activity

Ask the children to look at the picture ond introduce them to Eddie and Beakie Say Hi, Beakie! Hi, Eddie! and wave Soy Welcome to the USA! holding out your arms Then ask the children to draw one

of the porode characters and label it, e.g

Hi, Garfield, or Hi, Mr Potato Head, or Hi, Drummer Boy

Lesson 1, after Activity 2

Choose three children to represent the characters

in the picture Ask them to come to the front of the class Have the other children wave at them

‘ond say Hi, Garfield! Hi, Drummer Boy! Hi, Mr Potato Head! Then have the three children march oround the class in line os in o parade Each child can stop

‘ond choose someone to say hi Repeat the parade with other children

Lesson 2, after Activity 2

ko 4cá2s441122sx6) In pairs, have the children practice the greetings

from the activity, using the characters from the

@ The picture shows Macy's Thanksgiving parade This parade happens every year in New York in Drummer Boy Hi, Im Mr, Potato Head, unit opener picture, e.g Hello, I'm Garfield Hi, I'm

November I first started in 1924,

© On Thanksgiving people usually celebrate Lesson 6, after Activity 2

by spending time with their families, eating a In pairs, have the children choose a character from

RITE oes ott ile eae sean the picture or another cartoon character In their

‘watching American football on TV Sills thác Cornet the front of the ches ond

introduce their friend, eg This is my friend

Learning objectives: Introduce and

practice greetings, introductions and

farewell forms

New vocabulary: Hello, Hi, Goodbye, Bye

New grammar: In

Warmer

Say Hello to the children and have them

repeat Shake hands with one child, say Hello,

‘and ask the child to reply Wolk around the

loss greeting different children

A D1, Track 2 Ask the children to

describe the pictures, allowing them to

use LI Ask them where Eddie and Beakie

are (At the amusement park) Do they lke

amusement parks? What's their favorite ride?

Play the CD Ask the children to listen

and point to the words Play the CD again

with pauses and have the children repeat

Then practice around the class chorally and individually

Activity extender

In pairs, have the children shake hands and say

Hello or Hi, I'm Then have them wave at each

‘other ond say Goodbye or Bye

By Ask the children to look at the picture of

the children Read out the dialog Then

have the children practice greetings and

introductions in a chain around the class

Each child turns to greet their neighbor

You can also divide the class into two

groups and have the groups stand across

from each other Have one group stand

still and the children from the other

group step slowly; each step they greet a

different friend

2 You can now go back to the unit opener

(Teacher's Edition p.19, Student’s Book p.7)

and do the additional picture activity for

Have the children drow:

@ wall display ond label all the pictures on the:

Point to each picture

and identify the chal

to know nomes ot the!

Wrap up

Use the Goodbye end Sie greens for real

communicoton to Gamims the cise: Soy Goodbye to inciwiduat children amd howe them answer Goodbye or Sir ce iter lexwe

say Hi, Repeat with other children Point

faster and faster to make this more fun

ÂÀ CD 1, Track 3 Ask the children to look

at the pictures and describe in L1 what

they see Play the CD Ask the children

to listen and point to the pictures Play

the CD agoin with pauses and have

the children repeat Write my on the

board Say my and point to yourself Say your, pointing and looking specifically at

one child, Repeat with a few children,

‘emphasizing your as you ask the question

Tell children to look at the grammar box

and allow them to use My name's or tim

when answering the question

A Write the question and answers on card

and stick them randomly on the board

Have children find the question and the two correct answers Ask the children

to match their question and answers in their book Practice the question and answers chorally

‘Moterials: softboll, card paper for question

‘and answer cards, paper for name labels

Answers: I'm Hannah My name's Honnch

of each group Have the children oct the dialogs

‘and change parts

@ You con now go back tothe unit opener

\% (Teacher's Edition p.19, Student’s Book p.7)

and do the additional picture activity for this lesson

Lesson extender

Grammar Stop

Write some English names on the board, e.g Anne, Sue, Katy, Paul, Lee, Dave Elicit any other names the children know Ask the children to choose ø “new”

name Pause for a few seconds to allow children time to think In pairs, have the children ask and

‘onswer about th

Wrap up Say I'm (your name) Bye and wave Ask the children to line up and do the same one by one, as they leave the classroom Wave back

Learning objectives: Introduce the

sounds fl, fal, (hi, // and practice them

through a chant

New phonics sounds: fey, /al, (hi,

New vocabulary: cat, hat, hot, sun

Grammar review: Im

Warmer

Review Hi, I'm from Lesson 1 Write an

example on the board, e.g Hi, Im Tom Clop

the syllables and chant Then repeat using

ames of children in the class Have the

children chant and clap together

BCD 1, Track 4 Pre-teach cat, hat, and hot by acting the words out Play

the CD and ask the children to look at

the pictures, and point Then play the

CD again with pauses and have the

children chant along,

‘Write the chant on the boord Then have the

children say the chant Start quietly and build up

to a loud last line You could use four groups to

choral practice the four lines

A CD 1, Track 5 Ploy the CD ond

‘ask the children to listen and repeat

the sounds and the words Have the

children point to the letters and words

in their book Then practice the words

around the class chorally and individually

A 6D 1, Track 6 Write hot ccross the board as separate letters Play the first Part of the CD and have the children

listen to the sounds Ask one child to

connect the letters on the board with 0

line Then play the CD again and have the

children connect the letters in their book

Answers: 1 hot 2 hat

Activity extender &) Point to the chant on the board and invite

the children to underline the letters o,

©, h, and t Then ask them to underline the letters in their book using a different color for each one

Answers: the, cot hot, hat, hot, 9, hot, cat,

9 hot, her

Phonics Fun Time

‘Ask the children to draw a picture of their foce and

‘2 big hot Have the children color the foce red and label it My hat is hot!

Wrap up Divide the class into two teams Cail out hat

©r hot A child from each team writes a or 0

on the board Give one point for « correct

‘answer Repeat with more words, € cat, cot, Pot, pot, map, mop, tap, top, cap, cop

point to the children and say They're friends

Repeet with another pair and have the class repeat friends out loud

A CD 1, Track 7 Ask the children to

describe what they see in the picture

in ll

Play the CD and ask the children to listen

‘and read Then play the CD again with pauses and have the children repeat

Play the CD again with books closed

and pause after the questions for the

children to answer

& Point to the characters in the story and

‘ask What's your name? Elicit the answers from the children

‘Ask the children to complete the names

in Activity 2 Invite children to write the names on the board

Answers: 1 Ozzy 2 Tìm 3 Anna

Learning objectives: Practice reading

skills and explore the value of friendliness New vocabulary: friends, friendly New grammar: Let’ be

Vocabulary review: Hi, name Grammar reviews Im ., What's your name? My name's

Metertals: card for nome labels

Activity extender

€D 1, Track 7 Ask four children to come to the front of the class Give the children labels with the characters’ names Play the CD ogoin Have the children oct out the story Repeat with different children Encourage them to act out the story with the CD

of themselves with friends smiling together, ond label it Be friendly!

Wrap up

‘Ask one child to walk oround the class introducing himself/herself Children con shake hands and practice What's your name? I'm ., Let's be friends! Repeat with

other children

Learning objective: Present family

members

‘New vocebularys brother, mom, dad,

grandpa, sister, grandma

New grammar: you, Í

Vocabulary review: Hello

‘Moteriotss your family pictures, pictures

of family members from the lesson, letter size

oper, and scissors for game (optional)

Warmer

Show the children some pictures of your

family saying, e.g This is my sister/brother

Repeat the encourage the children to repeat

ofter you

A CD 1, Track 8 Play the CD and ask

the children to listen and point to the

fomily members Play the CD again with

pauses and have the children repeat Then

practice saying the words around the

class chorally and individually

BCD 1, Track 9 Write sister / brother on

the board Say brother and demonstrate

circling brother Then play the CD and

ask the children to listen and circle the

correct word Then check answers orally

Answers: 1 brother 2 mom 3 grandma

4 sister

Activity extender

Divide the class into two teams and ask them to

close their books Draw sketches of the family

‘members from the lesson The first team to say the

‘correct family word wins @ point

A CD 1, Track 10 Stick the pictures of

grandma, grandpa, mom, and dad on the

wall around the room Play the CD and

have the children point to the correct

femily member Play the CD again and

have the children sing olong Ask the

children to sing their own verse of the

song, changing the family member and

adding their name

te, Mom

(eke

Give each child a piece of fetter size poper ond show them how to fold it twice to make four spaces Each child draws mom, dad ¢ grandma,

‘and a grandpa Then have them cut up thei four pictures In poirs, with their eight cards face down, children take turns matching their pictures to their portner’s They should say the word each time they flip over a card When a match & made, those

‘cards are kept by the child

Wrap up Play “Hands on head” say family words and get the boys to repest brother dad, and grandpa and the girls to repeat the female vocabulary words For the words that they don't repeat, the children have to put their hands on their head Repect many times and faster to make it fun! Ask the children to bring some family pictures for the next class

Warmer

Soy family words from Lesson 5 and ask

the children to draw the member in their

notebook Monitor and praise their drawings

AX 6D}, Track 11 Play the CD and ask

the children to read and point to Eddie's

family members Play the CD again and

have the children repeat Then have the

children present their family members

from their family picture in groups of four

Monitor and make sure they use This is

my correctly Explain that when we

present our family in English, we say This

is my Invite pairs of children to stand up

‘and imagine they are presenting a family

member saying This is my

Activity extender

Draw your family tree on the board Ask the

children to draw their family tree in their notebook

‘They con moke their fomily tree using the pictures

they have brought

Grammar review: my Materials: pictures/family pictures, Teacher's Resource Kit CD ROM printout (optional), poster (optional)

A Distribute the printout to each child or

have them use their notebook Ask them

to draw pictures of their family and circle the correct word Then in pairs, have the iren present their family members to each other

2

} You can now go back to the unit opener

(Teacher's Edition p.19, Student's Book p.7) and do the additional picture activity for this lesson

Poster Time

Put the Unit 1 poster on the board Invite children to point to an item in the poster and

‘choose another child to say the word Correct

‘ony pronunciation mistakes Then ask the children

to say two sentences using the grammar ond vocabulary learned in the unit, e.g Ths is my mom

Wrap up Invite children in pairs to stand up in the front, ready to leave Ask them to present each other by saying This is my friend, (child's name), wave goodbye, and leave the classroom

Learning objectives: Learn about a

family in the USA and find out about cowboys

New vocabulary: cowboy, famous for,

hamburger, look! Delicious! fries, hot dog

Vocabulary reviews brother, sister, hello, hi

Grammar review: Ïm , Thisis ,

Write the chant on the board and have the

children chant together: 5, 4, 3, 2, 1 ~ Let's

have fun! Let’ explore the USA!

A Ask the children to look at the picture

‘ond point to the hamburger Read the

speech bubbles with the children Point to

the picture of Greg and ask a child What's

Aland Helen

By Write the sentence halves on the board in

random order Invite a child to draw a line

matching one sentence half to another

Then ask the children to connect the

words in Activity 2

Answers: 1 I'm Greg, 2 The USA is famous

for hamburgers 3 This is my sister

Stop and reflect

Reflect back on what the children have learned

about the USA Pause for ten seconds to allow

children time to think Ask: What is Thanksgiving?

Why is it important? What holidays do you celebrate?

What is the USA famous for? Encourage children to use

English but if they use LI that’s fine, too

Learning objectives: Focus on famous

things from their own country and make ø new friend

New vocabulary: country, fine New grammar: How are you?

Vecebulary reviews famous for, hamburgers, hello, hi

Grammar review: I'm , What's your name? My name's

‘Materials: pictures of foodiplaces from their

‘own country (optional), colored pencils, cowboy hat (optional)

Activity extender

Write the words from: What's your name? How ore you? Tim fine on the board in jumbled order Invite children to connect the words and make sentences

Lesson extender

Warmer

Ask individual children to draw something More New Friends

the USA is famous for on the board, e.g a hamburger, a cowboy, a hot dog Have other children guess what itis

cowboy or cowgirl friend from the USA Ask the children to give him/her a name Have one child come to the front to act out the cowboy/cowgirl A> Ask the children in LI what their own ‘wearing the hat Have other children ask questions

country is famous for Talk about food, from the dialog in Activity 2

activities, places Use magazine pictures

as prompts and help with new words Sang Hove children draw pictures of typical Have the children ask the question How are things from their country Then they you? to a partner of their choice The partner complete and say the sentence My ‘onswers I'm fine asks another partner, and

country is famous for so on Ask the children to bring pictures of

Pas csvearsek Childreniecan cnuwere: family members for the Your World Poster

B Ask children to complete the dialog

Divide the class into two groups and have them choral practice the questions and answers In pairs, have the children practice with their own names Change the pairs and have children work with a different partner to make a new friend

Answers: Children's own answers

Tang

Learning objective: Review grammor

‘and/or vocabulary from Unit 1

Vocobulary reviews name, brother, sister,

mom, dad, grandma, grandpa

Grammar reviews What’s your name?

My name's .,.'m , This is my

‘Meterials: poster (optional), magazine/

newspaper pictures (optional)

Warmer

Have a child stand up Ask What's your name?

‘ond have the child answer My name's

(name) Repeat with different children

Then invite children to ask the question

Ay Write What's your name? on the board

with My name's This is my sister under

it Ask the class which is the correct

answer to that question Now ask the

children to look at Activity 1, pointing

‘out that number 2 is ø girl and number 3 is a boy Have them read and check the

correct box Monitor end check with

the class

‘Answers: 1 My nome’s Beokie 2 I'm Anno

3 This is my brother

B Soy words from the activity, e.g This,

sister, name's and ask the children to point

in their book Point to What's your and ask

the children to connect the words

Answers: 1 What's your name? 2 This is my

sister 3 My name’s Rob

Display the unit poster Call out words from the

Unit and ask the children to point to the correct

items Have the children describe the items further, 3 color, number, etc, (depending on language

known) Then children lobel the pictures they

brought in (or drew) and stick them on the Your World part of the poster

Hove the child say This is my and the class call out who they think it i, e.g, brother, dad

NT Congratulate your children on completing Unit 1 Explain to them the difference between excellent, good, and OK Throw your arms up in the air for

‘excellent do thumbs-up and smile for good and shrug your shoulders for OK Ask them to check

‘a box about Unit 1 depending on how easy, ifficult or interesting it wos

Grammar: What is it? It’s a/an ., Is it

clan ? Yes, itis./No, it isn't

Phonies: sounds /n/, /ki, /mí, /d/

Values: Care ~ Be carefull Cross-curricular focus: Arts ond crafts

= Traditional costumes Country focus: Chino

Culture Connection

© The picture shows pandas, found in the snowy

mountainous areas of China

© Pondas are an endangered species because of

their diet of bamboo Only about 1,600 exist in

the wild Young pandas are especially playful

a child to draw another panda on the board Ask children to think of a name for the baby panda Practice His/Her name's Write suggestions on the board and ask children to vote for the best name

Lesson 1, after Activity 1

‘Ask the children to act out being the mommy panda in the picture and to eat some bamboo

‘Ask them to choose other animals from Activity

1 and to act them out eating their food

In pairs, have the children practice Its a by pointing at the mommy or baby panda in the picture

‘ond soying It's a mommy panda I's a baby panda

Lesson 5, after Activity 3

CD 1, Track 19 Ask the children to sing and oct

‘out the song again This time they move as if they were the mommy panda in the picture (ie on all fours)

New grammar: indefinite article ofan

Grammar review? This s

Materials: pictures of animals (from

Activity 1), Teacher's Resource Kit CD-ROM

printout (optional), paper for each child

Warmer

Show a smoll part of each animal picture ond

‘sk the children to call out the animal (L!)

‘Show the pictures again and say the animal

words for the children to repeat Show the

pictures again and encourage children to say

the animal word

AY CD 1, Track 12 Ploy the CD and have

the children point to the pictures Play

the CD again with pauses and have the

children repeat Point to animals for

children to call out the word

You can now go back to the unit opener

(Teacher's Edition p.29, Student's Book p.17)

and do the additional picture activity for

this lesson

A iovite the children to look at the picture

and identify the onimals Then ask them

to check the box if they see the animal in

the picture and cross it if they don't see it

Answers: 1X 2V 3V 4X 5X 6V

Activity extender

‘Ask the children to drow their own picture

‘containing three animals In pairs, have the children

{quess which animals ore in their partner's picture

Bd Distribute the printout or a piece of

LỘ), P29 to cệch chị, Hoye them draw

D pictures of the animals in the circles Ask

fast finishers to add an extra animal of

their choice on the back of their printout

of on another page in their notebook

In pairs, have children talk about their

200, e.g This is a monkey

Gemma A Listen ond point Then soy

A Loote atthe picture and check (¥) oF cross 0)

Guess the zoo animal

Choose six children and allocate secretly 700

‘onimal to each child Tell the class you are visting the 200 Walk around and ask the six children to tact out their animal together After a few seconds ask them to stop and encourage the rest of the class to say what each child's cnimal was Repeat with diferent children as z00 animals

Wrap up Play a guessing game Secretly choose an

‘animal from Activity 1 and ask children to guess your animal using This is alan Invite children to come to the front of the class and choose an animal for the class to guess

=) BA Len od ead Then sy

Hold an animal card secretly and ask What

is it? Have children guess the answer os fast

{9s possible Then have children choose an

‘animal card for other children to guess

AX CD 1, Track 13 Ask the children where

Beakie and Eddie are (in a hot air balloon)

Play the CD and sk the children to listen

and point Then play the CD again with

pauses and ask them to repeat Write an

+ 0, ¢,/, 0,u on the board, Explain that in

English we use an with these five letters

In pairs, have the children practice, e.g

What is it? les a monkey / It’ an elephant

B Write tts a ond its an on the board

Give children animal word cards to stick

under the correct column Then have

them connect the words in their book to

moke sentences Check answers orally

Answers: It’s a panda/monkey It’s an

cctopusielephant,

You can now go back to the unit opener

(Teacher's Edition p.29, Student’s Book p.17)

cand do the additional picture activity for

‘to exaggerate the @ and an sounds; open their mouths for a, and show their teeth for an, Practice with more words, ¢.9 apple, book, window, etc

&) Paine to the children playing the animal

game in Activity 3 Divide the class in

groups of three Children take turns

‘acting out an animal, asking What is it?

‘and answering It’s alan (animal) Monitor

and make sure alan are used correctly

Grammar Stop

Play a memory game with afan and the animal vocabulary Begin withthe sentence At the 200 there is (2 monkey) Have a child repeat and add nother animal, e At the z00 there is @ monkey and

«an elephant Continue oround the class f children

‘make a mistake with a or an they are out!

Wrap up Divide your class into groups of six and hand

‘out a piece of poper to each team Call out

‘animal words with a/an A different child from each team writes the word Award a point for the first correct answer and an extra point for good teamwork

Learning objectives: Identify the sounds

Jal, Iki, Imi, ki! and practice them through

a chant

New phonies seunds: /4/, /k/, /m/,/d/

New vocabulary: hut, in, with

Vocabulary review: mom, dad, cat

Materials: alphabet cards, cards with

words from the lesson

Warmer Hold up alphabet cards for the letters u, ¢

m, d, and say the letters for the children to repeat Stick the cards on the board and invite the children to point to the letters as you say them Do this fast to make it fun!

ACD 1, Track 14 Point to the picture

and say hut Then play the CD and ask the children to listen Play the CD again with pauses and have them repeat Then practice the chant with the children and clap along

& CD14, Track 15 Ploy the CD and have

the children listen and repeat the sounds

and words Ask the children to point to

the letters and words in their book Then Practice saying the words around the class chorally and individually

Pyotr err

QA Write the chant on the boord ond invite

children to underline the letters u, c, m, and d Then ask them to underline the letters in their book using different color for each one Go around and check the children’s work

Answers: cat, mom, dad

B61, Track 16 Ploy the CO and ask the children to look, listen, and point Then

‘ask the children to listen and draw lines

to connect the letters and make a word

Pause the CD and check with the class ofter each word

Answers: 1 mom 2 dad 3 cat 4 hut Etat

ty extender

In pairs, have the children dictate a word letter

by letter for their partner to write in histher

‘notebook Children can choose words or you

can give them a word card

Give each child a piece of leter size poper and ask them to drow a hut ond o cat inside i Distribute

‘another piece of paper to stick on as the door

= preferably a different color Encourage the children to label the picture A cat in o hut

Wrap up Divide the class into two teams Write words randomly on the board, e.g mom, cat, hut, hat, hot Call out ø word Children from each team toke turns touching the correct word

Give one point for the first correct answer

Aa Read the story agen Then circle

Warmer:

Play “Animol actions.” Stand up and act out

‘elephant with the children (use an arm for the trunk!) Act out monkey by waving arms around and panda as o big slow animal Call

‘our the animals randomly and have the children act them out

A D1, Track 17 Play the CD and osk

the children to listen and read Ask the children to describe what they see in the pictures in LI Play the CD again with pauses and have them repeat and explain the story Read out the story and have the children act it out

By Choose different groups of four children

to read the parts of girl, Mom, boy and traffic police Ask the children in LI what problems they can find in the story (gir about to step on a cat, car about to hit the boy) ond circle them Ask them in LI if they have ever had any similar problems

Learning objectives: Practice reading skills

ond explore the value of being careful

New vocabulary: Stop! Sorry, cor,

please, alert!

Vocabulary review: Bye, Mom, cot, Hi

Grammar review: its

‘Materials: whistle

Activity extender

Divide the children into groups of five Allocate the roles (Mom, girl, cat, David, traffic police) and ask the children to practice the story Invite arowps 2 perform the story for the class Encourage children

to imitate their character's voice and intonation

1 Think! 2 Stop! 3 Use your eyes and ears! 4 Wait until safe to cross! 5 Look and listen! 6 Arrive safe! Repeat the six steps for the children to act out

Wrap up Make space in the classroom Ask children to stand up and follow your instructions Blow the whistle and call out commands: Walk!

‘top! Run! Stop! Wolk like a: monkey! etc

Learning objective: Recognize classroom

objects and instructions

New vocabulary: classroom objects,

actions

New grammar: imperative

Grammer reviews What is it? It’s alan

‘Materials: word and picture cards from the

lesson (optional) card for labels

Warmer

Point to classroom objects from the lesson

‘ond say It’s a desk, pencil case, etc Have

the children repeat each word a few times

Then point to the objects again and say a

correct or an incorrect It's a sentence The

children say yes or no accordingly

ACD 1, Track 18 Play the CD and ask

the children to point to the pictures in

Activity 1 Play the CD again and have the

children repeat Then point to pictures

cand ask children to say the word chorally

and individually

B Ask ewo children to read the dialog

and point to the correct object in the

classroom In pairs, have children take

turns pointing to classroom objects

Moke sure they ask and answer about the

objects correctly with What is it? I's a

Ai CD 1, Track 19 Wave and say wave

Play the CD and ask the students to wave

when they hear the word Then play

the CD again and have the children sing

long Teach the children the actions for

each line Play the CD again and have the

children act and sing

rs

ity extender

Play “Simon says” with the instructions from

‘the song, Play foster and foster to keep up pace, make it fun, and avoid lots of children being out

for along time Choose different children to give

this lesson

hi

“Snap”

Give the children some small pictures and word

cards of the classroom objects In pairs, have the

children play a game of “Snap.” One child hos word

‘cards and the other has pictures They shout Snap!

when the word and picture match,

®

Wrap up Ask the children to make some label/word cards of the classroom objects and stick them

on the real objects around the class

Loot ot Activity 1 and circle the correct answer,

Bitter geessing gore

Warmer

CD 1, Track 19 Play the song again from

Lesson 5, Activity 3 Divide the class into two

groups Group 1 sings the first verse while

group 2 acts it out and vice versa for the

second verse Regroup and repeat

AX 6D 1, Track 20 Play the CD and ask the

children to look at the picture and read

Play the CD again with pauses and have

them repeat Write Is it a ? Yes, it is./No,

it isn’t on the board Point out that in the

question first we say is and then it Then

point to objects in the classroom, ask

the question and have the children

reply together

B, Reed aloud the two questions and point

to the two numbered objects in Activity

1 Ask the children to look at the picture

in Activity 1 again and circle the correct

answer Ask the questions and elicit the

answer from the children In pairs, have

the children ask questions and answer

pointing to classroom objects

Answers: 1 No, itisn't 2 Yes, itis

Grammar review: Ita

Materials: picture/word cards of classroom objects (optional), poster (optional), scarf for game

A Ask one child to cover his/her eyes Point

to a classroom object or hold up a picture

‘or word card Prompt the child to guess

what it is Have the whole class respond

Yes, it is or No, it isn’t In pairs, have

children play the game

Poster Time

Put the Unit 2 poster on the board Invite children to point to an item in the poster and choose another child to say the word Correct

‘ony pronunciation mistakes Then ask the children

‘0 say two sentences using the grammar and vocabulary learned in the unit, e.g Is it @ pencil? Yes, itis

Wrap up Play “Blind man’s but

se a scarf to cover

‘one child's eyes Ask the child to turn around three times then walk the child slowly and carefully to a classroom board The child asks Isita ? and the whole class reply

Learning objectives: Learn about pandas

and traditional costumes fram China

New vocabulary: dragon, China, real,

traditional, costume

Vocabulary review: panda

Grammar review: What is i? It’s a

Isito ? Yes, itis ts name is

Moterialls: word cards of panda text,

for masks: card paper or paper plates, coloring

pencils, straws, tape (optional)

Warmer

Write the chant on the board and have the

children chant together: 5, 4, 3, 2, 1 — Lers

hhave fun! Let's explore China!

Ad Point to the first picture and elicit panda

from the children Point to the dragon

and say dragon for the children to repeat

Explain that it is a costume Ask the

children to read the texts Ask (LI):

What's the panda’s name? (Cong Cong), Is

the dragon real? (No)

Ask the children to close their books

Write the panda text on the board and

erase some words See if the children can

remember the words

BD Have the children read the text in

Activity 1 again and then do Activity 2

Children read and write p for panda or d

for dragon Choose children to read the

sentences and say panda or dragon

Answers: 1p 2d 3d 4p

Reflect back on what the children have learned

‘about China, Pause for ten seconds to allow

children time to think Ask in LI: Where do pandas

live? What do pandas eat? Why do we need 200s?

Encourage the children to use English but if they

use LI, that's fine, too

Arts and crafts

Use o paper plate or ask children to draw a large panda or dragon face on letter size paper:

Cut them out and stick them onto a card paper

Fasten a straw to the back of the mask Use the masks for acting out simple dialogs, e.g What's your name? My name is Cong Cong

Wrap up Play “Who's the dragon?” Give each child secretly a panda or dragon word card (In a large class have two or three dragons.) Play ø chain game around the class One child asks

Is ita dragon? and chooses another child to answer Yes, itis or No, it isn't according to hishher card Continue until you find all the dragons The “dragons” stand up and roar

CD-ROM homework, Unït 1

Warmer Bring in some pictures of traditional costumes from the children’s country Discuss with the children when they wear these clothes and

‘what they like about them,

By Ask the children to look at the picture of

the Chinese costume and say if they like it

or not Put the pictures of local traditional

costumes on the board Ask the children

to draw and color a costume from their

‘own country in Activity 1

Answers: Children’s own answers

Activity extender

‘Ask the children to show their drawing of the

‘costume to the class Discuss with the class when these are worn and who wears them

By Reod the phrases of the conversation and

ask the children to repeat In pairs, ask the children to stand up and shake hands, saying Nice to meet you!

Learning objectives: Focus on traditional

‘costumes from their own country and make a new friend

New vocabulary: Nice to meet you!

Vocabulary review: traditional costume, country, brother, sister, friend

Grammar review: This is ., His!Her name's ., 'm

Materials: pictures of traditional costumes (eptional), colored pencils

Have the children circle brother, sister

or friend, his or her, and complete the conversation Invite pairs to act out their dialog,

Answers: Children's own answers

Lesson extender

More New Friends

Divide the class into groups of four to say and perform the conversation The children can introduce each other ond shake hands If you have time, ask the children to invent new characters

‘ond extend the dialog Give them some help with

‘suggestions for English names, e.g girls’ names:

kelly, Katy, Emma; boys’ names: Lee, George, Sam

Wrap up Review the unit's vocabulary (zoo animals and classroom objects) with a “Hangman”

gome on the board Ask the children to bring

‘magazine/newspaper pictures of classroom objects and animals for the Your World Poster

Stop and Check

Learning objective: Review grammar

and/or vocabulary from Unit 2

Vocabulary review: panda, tiger, fish,

elephant, octopus, window, clock, dragon

Grammar review: Its alan , Isita ?

Yes, itis.INo, it isnt

Materials: pictures / mini-flashcards /

plastic animals for game, poster (optional),

‘magazine/newspaper pictures (optional)

Warmer

Play “What isi

”" Draw part of an animal

‘on the board, e.g an elephant’s trunk, and

9sk children to guess what itis Invite a child

to write elephant on the board Repeat with

different animals and school objects

Ay Use pictures of animals to review It’s

alan with the children Stick the

pictures on the board in two groups ond

ask children to label one group A and the

groupe Thơ de gượm 0 nợ i came Sacer cds bese sockeye" and cover his/her ears Allocate secretly

circle @ or an in Activity 1 00 onimals to four children Have the

Answers: 1 o2 an 3o4o 5 an 6e children act out their animals and have the

a sa “zookeeper” quess Set a time limit (30

B Look at the pictures in Activity 2 with the children Choose children to read 0 question without answering it Then ask eee 2 lepeot vich đí ` hil

Wrap up

‘Check answers with the class ‘Congratulate your children on completing Unit 2

Answers: 1 No, ic isnt 2 Yes, itis 3 Yes, ic | Remind them of the difference becween excellent

i @ No, eine b Yea, ete g0od, and OK Ask them to check a box about Unit 2 depending on how easy dificult or

Poster Time: Your World interesting it was

Display the unit poster Call out words from the

Unit and ask the children to point to the correct items Hove the children describe

the items further,

‘e.g: color, number, ete (depending on language

known) Then children label che pictures they

brought in (or drew) and stick them on the |

Your World part of the poster )

Unit3 EFVIC

Unit objectives: Learn numbers one to ten,

say their age and identify classroom objects

Vocabulary: numbers one to ten, pencil, pen,

ack, ruler, eraser, book

Grammar: How old are you? Im

© The picture shows a set of Russion nesting

dolls chat fit inside each other The outside doll

is often a Babushka or an old woman and the

dolls inside traditionally become younger and

younger with each layer

© Russia is also fomous for decorative eggs,

particularly the intricate designs of jeweled

Faberge eggs

Phonies: sounds /e/, 1, /p/, /b/

Values: Generosity ~ It’s good to shore Cross-curricular focus: Moth and

‘counting Country focus: Russia

in their notebook Ask different children

to count their dolls or toys

Picture activities for Unit 3

Lesson 1, after Ac! ity 2

Ask the children to look at the unit opener picture

‘and count the dolls in different ways (whispering, singing, loudly, silent)

Lesson 5, after Activity 3

Distribute the drawing poper Ask the children

to draw either two or three Russian dolls and to color them in, Allow children to draw a different toy, if they wish,

Lesson 6, after Activity 2

As a.class, look ot the unie opener picture Point

to the dolls one at o time and say One doll, two dolls, three dolls, etc., to count all the dolls Exaggerate the sound of the plurals,

Learning objectives: introduce and

practice numbers one to ten

New vocabulary: one, two, three, four, five,

six, seven, eight, nine, ten Materials: pictures of z00 animals from

Unit 2 (optional) musical instruments

Warmer

Drow s large box on the board Draw pictures of the zoo animals they know in the box, eg two elephants, three pandas Count the cnimals and encourage children to count along

ACD 1, Track 21 Play the CD and ask the

children to point to each number as they

heor it Play the CD again with pauses ond have children repeat Then practice

around the class chorally and individually

l4

ty extender

Clap your hands three times slowly Ask the

children to count and say the number Repeot with

‘other numbers from one to ten Challenge them by

loping foster!

BCD 1, Track 22 Play the CD and pause

after the three drum beats Say Two? and licit three from the children Play the

CD and pause after the sounds for the

children to call out the numbers

Answers: 1 three 2 two 3 six 4 eight 5 four

6 ten 7 one 8 seven 9 five 10 nine

® You can now go back to the unit opener

(Teacher's Edition p.39, Student's Book p.27) and do the additional picture activity for this lesson

Bd Write on the boord: 6 + 4 =? Ask the

children to figure out the number Repeat with different sums, this time orally Pause for ten seconds to allow the children

to think

c=

@© A Une ond point Then soy

“ĐÁ teen má co Then 09 the rember

A Poy make ten gome

Paired number game

Divide the class into teams of ten, Give each child

in eoch team @ number to remember Check they know what their number is by counting around the class Call out a number at random, e.g shout Five! The fastest child to stand up gets 0 point for their team

Wrap up Play “Bingo” Ask the children to choose six numbers from one to ten and write them in their notebook in a grid Demonstrate on the board Call out numbers for the children to cross out The first child to cross out all the numbers shouts Bingo! and wins

A Number the words to make 2 question ond answer,

Ad ond onswer with your friends

Warmer

Show a number card and ask Is it number five?

Elicit from the children Yes, itis or No, it isn't

Repeat many times with different numbers

Then invite

and ask iren to choose a number

A 601, Track 23 Ask children to describe

the picture in LI Play the CD and have

the children listen and read Play the

CD again with pauses and have children

repeat Choose children to act out the

story Write old_— you?onthe

board Ask the children to call out the

missing words (how, are) Point out that

we answer I'm (six)

B, Write How old are you? I'm five on the

board in jumbled order Ask children to

order the words on the board Remove

the question and answer from the board

and ask the children to number the

words in Activity 2 Call out one to six for

children to say the correct word

‘answering questions about age Learning objectives: Practice asking ond

New grammar: How old are you? I'm

Vocabulary review: numbers one to ten Mater Resource Kit CD-ROM printout (optional), \umber cards one-ten, Teacher's

paper for each child

Children note down their friends’ age

AX Distribute the printout to each child or have them draw three children on a piece

Q oF puper, Have the children color the pictures in the worksheet Walk around asking How old are you? about children's pictures In pairs, have them point to the pictures, and ask and answer

Answers: Children’s own answers

Wrap up Call out I'm nine! I'm six!, etc Each time have the children put up the correct number of fingers Do this faster to make it fun! Invite the children to call out I'm (eight)

Learning objectives: Recognize the

sounds /e/,//, (pl, /b and practice them

through a chant

New phonics sounds: /e/, /), /p/, /b/

New vocabulary: pin, bed, bin

Materials: word cards for chant (optional),

letter size paper and scissors

Warmer

Write some sums on the board (3 + 3, 2 +

5,1 +5,6 +1, etc, all with answers six or

seven Ask the children to say the sums and

the answers Write six and seven on the board

and stress the sounds /i/ and /e/

Ad CD 1, Track 24 Point to the picture and

say bed, pin, bin, Play the CD and have

the children listen and point Play the CD

‘again with pauses and have the children

chant Then write the chant on the board

and practice each line chorally Have the

children clap along with the chant

A CD14, Track 25 Ploy the CD and ask

the children to repeat the sounds and

the words Then practice sounds and

words around the classroom chorally

b Then ask them to underline the letters

in their book using a different color for each one

Answers: seven, in, bed, pin, in, bin

CONES

‘Write pen, pin and Ben, bin in two columns on the

board Label the columns 1 and 2 Call out a word

The children call out one or two as they identify

the sound

ÂN CD 1, Track 26 Write pin across the

board as separate letters Ask a child

to connect the letters as you say them

Then play the CD and hove the children

connect the letters of the three words

Write words on the board to check

with class

Answers: 1 pin 2 bed 3 seven 4 bin

Phonics Fun Time

Give each child « piece of letter size paper: Ask them to draw a large letter p or b and color it, then cut it out, Ask them to turn the letter over

‘and upside down and see what letter it makes!

Call out p or b and have the children turn their letter the correct way up

Wrap up Put the children in pairs One child asks How old are you? and the other child draws a number from one to ten on the first child’s back The first child has to call out the correct number Then they swap roles

How old are you? and elicit I'm (five) Draw

five candles on the cake Invite different

pairs of children to ask and answer with

By Hove the children read the story again

Then ask them to connect the words

Write the correct sentences on the board for children to check Then have the children read the story again in groups

Answers: 1 Thank you 2 It’s my birthday cake 3 Happy birthday & How old are you?

Learning objectives: Practice reading

skills ond explore the value of generosity New vocabulary: Happy Birthday, cake, thank you

Vocabulary review: numbers one to ten Grammar review: What is it? How old are you? I'm , It's ., his

Activity extender

Put the children in pairs with only one book open

‘One child holds the Book ond says a word from the left column ond the other child completes the sentence from memory Then they swap roles

Encourage them to help each other

Lesson extender

Value Your Values:

Generosity -

‘Ask children why itis important to share things

‘with each other and do things together Allow the children to answer in LI to help them betser understand the importance of the value Ask Do you prefer having things on your own or sharing? Ask the children to draw a picture of a delicious coke ond then pretend sharing their coke with a friend Go around saying to pairs It's good to share!

Wrap up Find out if anyone in the class has a birthday that week, has just had a birthday, or has @ birthday coming up (L) Sing a birthday song and include their name in the song

Vocabulary review: numbers one to ten

Grammar review: What is it? It’s alan

Materials: drawing poper for each child,

plastic bog, school objects (pen, pencil, ruler,

eraser, book, bag)

Warmer

Review school objects from Unie 2 (desk, pencil case, board, door, window, clock) with a pointing game Call out a word and ask all the children to point to the item in the class Coll

‘out words faster and faster Repeat this with individual children pointing,

AD 1, Track 28 Play the CD and ask

the children to listen and point to the

pictures Play the CD again with pauses

and have the children repeat Then

practice around the class chorally and individually

B Walk around the class and point to

objects belonging to the children Ask What is it? and hove them reply It’s a

Then have the children practice in pairs Using the pictures in Activity 1 or real classroom objects

Activity extender

Extend Activity 2 with other recycled vocabulary

from Unit 2 Walk around the class pointing to

objects (board, door, clock, etc.) asking What i it?

Then ask individual children to do the same

AX CD 1, Track 29 Call out Pick up a pencil,

and demonstrate Ask the children to

pick up their pencil and count ten pencils around the class Play the CD and ask

the children to listen and point to the

pictures Play the CD again and have the children sing and perform the actions

@ A Usten and pone Then soy

A Look at Activey 1 Point, os and ansver,

@A Sing ond oct it out

a= atte

—

You can now go back to the unit opener

y (Teacher's Edition p.39, Student's Book p.27) and do the additional picture activity for this lesson

Lesson extender

What’s in the bag?

Put some classroom objects into 6 plastic bag

‘Ask individual children to close their eyes and pull

‘out one object The class asks Whot is it? while the child tries to identify it

Wrap up Ask the children to stand up Call out instructions for children to follow, e.g Pick up 4@ pencil Pick up two pens Pick up @ pencil and a book Make this more fun by adding more and more objects quickly

DA Listen ond reod Then say

A Look ot Activity 1 Circle Tive oF False

A Look ot Acie 1 Play @ counting ome

Warmer

Put all the school objects on a table Ask the children to look carefully Ask one child to

‘come out to the table and close his/her eyes

Take away one book Ask What's missing? and

‘sk the child to guess (One book) Repeat with other children

A CD 1, Track 30 Ask the children what

they see in the picture Play the CD ond

ask them to follow in their book Play the

CD again and have the children count

along, Write one book — two bookS on the board, Circle two and the s Explain that

when we have two or more books, we

add the s Hold up three fingers and elicit three books exaggerating the /s/ sound

Repeat with more numbers up to ten

By Point to Activity 1 and call out two pens

Invite the children to say true or false

Repeat with other numbers and school

ms, Then have the children look at the picture in Activity 1 and circle the correct answer

Answers: 1 False 2 True 3 True

Vocabulary review: school objects, numbers one to ten

Materials: school objects, poster (optional)

You can now go back to the unit opener (Teacher's Edition p.39, Student’s Book p.27)

‘and do the additional picture activity for this lesson

Ask the children to look at the picture in Activity 1 again Call out school objects ond ask children to count along with you Then ask the children to close their books and count from memory!

Activity extender

In pairs, have the children ploy the guessing game One child places school objects on the desk, e.g three pencils The other child covers histher eyes and quesses the object and the number,

eg, Three pens No Three pencis! Yes! Demonstrate the activity with one pair of children

Tag

Poster Time

Put the Unit 3 poster on the boord Invite children to point to an item in the poster and choose another child to say the word Correct

‘any pronunciation mistakes Then ask the children

to say two sentences using the grammar ond vocabulary learned in the unit, e.g How old

‘re you? I'm sx,

Wrap up

Do a picture dictation Say Five pens Three

erasers Six pencils Have the children draw

‘and label the pictures

traditional things from Russia and practice

math (sums, counting)

New vocabulary: Ii from ., eggs,

beautiful, colored

Vocabulary review: numbers one to

ten, dolls

Grammar review: I'm (six years old)

Materials: ten ready egg cutouts,

colored paper

Warmer

Write the chant on the board and have the

children chant together: 5, 4, 3, 2, 1 — Let's

have fun! Let's explore Russia!

A Ask the children to look at the picture

of Alex and read the text Ask a child

to stand up at the front of the class and

pretend to be Alex Ask questions directly

to the child What's your name? Where are

you from? How old are you? Encourage the

class to help “Alex” answer the questions

Then have the children look at the

pictures of the Russian eggs and dolls

Count them along with the class

B Have the children look at the pictures of

the eggs and dolls Count them and clap

along with the numbers Then ask the

children to complete the numbers in

their books Ask children to write an

answer on the board

Answers: ten, seven

Rene cc Reflect back on what the children have learned

‘about Russia, Pause for ten seconds to allow

children time to think Ask: What is special about

Russian dolls? Do you ike the Russian eggs? Encourage

the children to use English but if they use LI,

that’s fine, too,

‘and give answers to the sums Then give children

‘apiece of letter size poper Ask them to cut out

‘ond color ten paper eags Have children practice

‘counting and sums in pairs Wrap up

Haye ơ counting race Use numbers from ten to one (and zero if you like!) Chant the numbers with the whole class Then ask children to chant as fast os they con Chant backwards for more fun!

Stop and Check

Learning objective: Review grammor

and/or vocabulary from Unit 3

Vocabulary review: book, pencil, eraser,

ruler, backpack numbers one to ten

Grammar review: How old are you?

Tm pharal +

Materials: poster (optional), magazine!

newspaper pictures (optional)

Ad Ask the children to look at the first

picture and count the candles Repeat

with all the pictures, Then ask the

children to write the numbers in their

book Point to the pictures and have

children say I’m sixInine/twolseven

Answers: 1 six 2 nine 3 two 4 seven

By Ask the children to look at the pictures

Have them count the objects orally Then ask the children to circle the correct answer Check answers with the class

Answers: 1 one book 2 one ruler 3 two backpacks 4 seven pencils 5 one eraser

Poster Time: Your World

Display the unit poster Coll out words from the

tunit and ask the children to point to the correct

items Have the children describe the items further,

eg color, number, etc (depending on language

known) Then children label the pictures they

brought in (or drew) and stick them on the

Your World part of the poster

am Stop and Check

Wrap up Have a spelling race with the numbers and classroom objects Divide the class into two teams Call out a word Have children from each team take turns to come to the front

Of the class and write the word quickly

Give one point for the first correctly spelled answer

eee

‘Congratulate your children on completing Unit 3 Remind them of the difference between excellent, (good, and OK Ask them to check a box about Unit 3 depending on how easy, difficult or interesting it wos

Unit objectives: Learn to identify people

ond occupations

Vocabulary: teacher, actor, doctor, farmer, cook,

dancer, singer, taekwondo instructor, engineer, artist,

seventor, soccer player

Grammar: He’/She's alan ., He'Sh= == alan, Is helshe .? Yes, helshe is.INo, hefehe #S% Phonics: sounds /s/, /J, (li, /ks!

Values: Forgiveness — Accept apologies!

Cross-curricular focus: famous people:

Country focus: Spain

© The picture shows Spanish flamenco dancing,

that is often part of fiestas in the south

of Spain,

© Avery famous fiesta is the onnual “Tomatina”

in Valencia, where people throw tomatoes at

each other

© Spain also has a rich ortistic heritage, producing

famous artists such as Picasso, Joan Miré, Goya,

to repeat Say Look A dancer and ask the children to repeat Divide the class into two groups One group says Eddie's speech bubble and the other says Beakie's speech bubble

Picture activities for Unit &

Lesson 1, after Activity 1

In poirs, have the children look at the unit opener picture They point to the picture and act out the dialog between Eddie and Beckie

Lesson 2, after Activity 2

‘Ask some girls to come to the front of the class Have them take turns posing like the dancer in the unit opener picture Exch time, have the class point to.a girl and soy She's a dancer

Lesson 6, after Activity 1

In pairs, have the children ask and answer about the woman in the picture, e.g Is she a dancer? Yes, she is.

Learning objective: Learn occupations

New vocabulary: teacher, actor, doctor,

former, cook, artist

Grammar reviews Isit alan ?

Its alan

Warmer

Point to yourself and say I'm a teacher

Pretend cooking and say I'm a cook Pretend painting ond say I'm an artist Repeat the actions and have the children call out teacher, ook or artist accordingly

ÂN CD 1, Track 31 Have the children look

at the pictures and tell you which one

they like the best Play the CD and ask the children to point Play the CD again

and have them repeat Then practice

around the class chorally and individually

You can now go back to the unit opener (Teacher's Edition p.49, Student's Book p.37) and do the additional picture activity for this lesson

A ©D1, Track 32 Play the CD and

pause after the sound effect Ask the

children to guess the occupation

Then play the question and have

the children respond

Audioscript: 1 Is ita farmer or o teacher?

It’s a farmer 2 Is it a cook or a doctor? It's @

vy BIsitan artist or @ cook? Ie’ a Is it an

artist or @ doctor? It’s an .5 Is it a farmer or an

actor? Its an 6 Is ita teacher or a cook?

Itsa

Answers: 1 former 2 doctor 3 cook 4 artist

5 actor 6 teacher

A) Point to the gitl acting out a farmer

Give the children time to choose an

occupation Then ask the children to take

turns acting out and guessing in pairs

Invite children to act out for the rest of

the class to guess

to one of the occupations, e.g a spoon for a cook,

‘paintbrush for an artist The other children guess the occupation

Have a spelling race with the new vocabulary

Divide the class into two teams Coll out an

‘occupation and have a member from each team write the word Give one point for a correct answer

Wrap up Ask the children to write three occupations

in their notebook and illustrate them

Then ask the children to “vote” for the best

‘occupation Which one would they like to do?

t -

A Poine tothe pictures Make true sentences

Warmer

‘Ask two children to come to the board One

mimes an occupation while the other guesses

‘and writes the word on the board Continue

with different pairs and occupations

Ad €D 1, Track 33 Play the CD and have

the children listen and read Play the

CD again with pauses and have children

repeat Write He's a cook and She's a

doctor on the board Explain in LI that

we use He's a to say what Hercule’s

occupation is and She's a for Mary's

occupation Review the use of the

indefinite article Ask the children when

we use a (with consonants) and when an

(with vowels)

Bd Draw a stick man on the board and elicit,

he Draw a stick woman and elicit she

Then ask the children to circle the correct

Vocabulary review: teacher, actor, doctor farmer, cook, artist

Grammar review: His/Her name’

Materials: occupation word cards

® You can now go back to the unit opener

(Teacher's Edition p.49, Student's Book p.37) and do the additional picture activity for this lesson

A) Point to the teacher and say She's a

teacher She isn't a cook Point to the other pictures and elicit sentences from the children Ask them to choose a

picture and make true sentences with

their partner

Activity extender

‘Ask the children to look at Activity 1, Lesson 1

In poirs, they take turns choosing @ person secretly

‘and saying He/She isnt a sentences until their portner guesses the person J

Grammar Stop

In different pairs, ask the children to read the sentences in the grammar box Have one child dictate a He's ofan and He isn't alan sentence

to his/her partner The other child does the same

‘with She is alan and She isn't alan sentences

Moke sure they use a/an correctly Check the sentences orally

Wrap up Give each child ø word card with on occupation Make enough small cards for your class, Call out the different occupations

‘and have children with that card stand up end mime the occupation

Learning objectives: Identify the sounds

&I, il, 0, Iksl ond proctice them through

a chant

New phonics sounds: /s, jf, Iks/

New vocabulary: fax, yes

Vocabulary review: six, sister

Meterials: colored board markers or

chalk (optional), colored pencils

Warmer

Practice counting and clapping one to ten

with the whole class Then write a few sums

‘on the board, all adding up to six Then write

sixon the board ond circle the letters s

‘ond x Practice saying six exaggerating the /s/

‘ond /ks/

ÂN, CD 1, Track 34 Ploy the CD Have

the children listen and point Play the

CD again and have the children chant

along Write the chant on the board and

practice it chorally

Activity extender

Divide the class into groups of seven Invite groups

to be the fox with her six sisters and walk around

the classroom, Say the chant with the rest of the

class When you give the signal, you stop chanting

tnd the “foxes” have to freeze,

Ê\ CD 1, Track 35 Play the CD and ask the

children to listen and repeat the sounds

and the words Have the children point to

the letters and words in their book Then

practice around the class chorally

and individually

A CD14, Track 36 Write sister across the

board as separate letters, Ask a child

to come to the board and connect the

letters as you say them Then play the CD

‘nd have the children connect the letters

of all four words Write words on the

board to check with class

Answers: 1 sister 2 fox 3 yes 4 six

Peet ese

Q\ Point to the chant on the board and invite

children to underline the letters s, yf, and

x Then ask them to underline the letters

in their book using a different color for each one

Invite a group of seven children to stand up and be the fox with her six sisters Say the chant with the est of the class exaggerating the /s! sound Ask the

“foxes” to walk around the room holding hands, Repeat with different “foxes”

Wrap up Divide your class into four teams Call out

a sound (s,y, f) ond ask one child from each team to say a word beginning with the letter, 2g, sister, singer, six, fish, four, farmer, yes, yellow, etc Give one point for the first correct word

Warmer

Write four or five occupations from

Lessons 1 and 2 on the board with the

vowels missing, e.g d_ct_r Ask children to

complete the gaps Then review the mimes

for each occupation

AX 6D 1, Track 37 Ask children to describe

the pictures in LI Play the CD and have

the children listen and read Play the

CD again and have the children act out

the story Then play the CD again with

pauses and have the children repeat

Activity extender

‘Act out the story using some props, if possible

You will need a box, a hat (or yellow paper / cord

paper to make a simple hat) anid o plastic wow Win

‘paper fish Read and practice the dialog a few

times with the whole class, then divide the class

into groups of four to rehearse Finally ask them

+o perform using the props

Unit 4 Lesson &

Learning objectives: Proctce:

‘ond explore the value of forgiveness New vocabulary: engineer, Sorry! its OS yellow, box

Vocabulary review: cook, doctor, hat, fat dad, mom

Grammar review: my Materials: yellow paper / card paper for hat (optional), props for acting the story (box/hat/bow!)

BD Choose three children to act out the two boys and Mom again Then ask what the

boys and Mom say in LI Ask the children

‘to complete the sentences Check and write answers on the board

‘Walk around the class and “accidentally” knock a

pencil off ø desk Say Ooops, sorry! to the child and

have them respond It's OK Repeat by dropping or

‘bumping into things (carefully) Discuss with the

children when they should say sorry, e.g bumping into others, dropping things, soying something

‘unkind Allow the children to answer in LI to help them better understand the importance

of the value

Wrap up Write Oops, Sorry, Look on the board in jumbled order Ask the children to find the words and practice saying them In pairs,

havestharbildsra soy,soery,andt’s OK

New vocabulary: singer, dancer, taekwondo

instructor, inventor, soccer player

Vocabulary review: engineer

Grammar review: He’/Shes a .,

His name's

Materials: Teacher's Resource Kit

CD-ROM printout (optional)

Warmer Pose like the people in Activity 1 Each time

‘ask children to point to the correct person in their book Then point to pictures and have children pose like that person

A CD 1, Track 38 Play the CD ond ask

the children to listen and point to the pictures Play the CD again and have them repeat Then practice around the class chorally and individually

A Have the children look at the silhouette

pictures and identify the occupations

Then ask the children to read the sentences and match them with the correct picture Read the sentences and ask the children to point to the

Answers: 1 middle silhouette

2 left silhouette 3 right silhouette Rea L1

‘Ask the children to choose one of the new

‘occupations and do ø statue mime, similar to the

silhouettes in Activity 2 Ask children to mime on

‘occupation for others to guess Make this fun by

asking them to hold the pose for a few seconds

By Ask the children to look at the girl's

© ‘raving in ther book Distribure the

© printout to each child or ask them to

use their notebook Ask the children to choose two occupations and complete the

them to name the two people and draw

a picture of them while working In pairs, have the children tell their partner about their pictures

Answers: Children's own answers

Tic tac toe

Ploy “Tic toc toe" with the vocabulary Divide your

<class into two teams for X and O Draw a large Tic toc toe grid on the board and write the consononts

‘of occupation words in each square Teams toke it

Jn turns identifying the words Draw on X or O for correct answer in the grid

Wrap up

Write the new occupations on the board in

‘a list Have the children think of a famous

person for as many occupations as possible

Begin with simple examples of soccer players

and singers

Whisper singer to a child and ask him/her

to walk as a singer Encourage the children

to guess saying He's/She's a singer Repeat

with different children and occupations from

Lesson 1 or 5

Ad €D 1, Track 39 Ask the children to

look at the picture and describe it in LI

Play the CD and have the children listen

and read Play the CD again and have the

children repeat Write Is he alan .? and

He is alan n the board Circle both is

and point out its position in the question

‘Ask the question and write the short

answers on the board Elicit the same for

she, Divide your class into two to choral

practice questions and answers

3) You can now go back to the unit opener

(Teacher's Edition p.49, Student’s Book p.37)

‘nd do the additional picture activity for

Yes, helshe is / No, he/she isn't

Vocabulary review: actor, dancer, artist, forme singer, cook, teacher, book

Materials: poster (optional)

ÂN CD 1, Track 40 Look at the pictures

with the children and ask Is he an artist?

Elicit He's o former Point to the tractor

and say tractor

Play the CD for the children to sing long and raise their hand when they

hear tractor and book Then play the CD

‘again and ask the children to mime the

‘occupations as they sing

Activity extender Divide your class into two groups to sing, One

‘group sings the lines with the occupation and the

‘other sings the Yes/No lines

Poster Time

Put the Unit 4 poster on the board Invite children to point at on item in the poster and choose another child to say the word Correct

‘any pronunciation mistakes Then ask the children

to say two sentences using the grammar and vocabulary learned in the unit, e.g Is he a farmer?

Yes, he is

Wrap up Play “Hangman” on the board with the new

‘occupations Invite pairs of children to write

letters and draw the hangman on the board

—

Learning objective: Learn about working

People in Spoin and identify some cultural icons

(football ployers, dancers, actors)

New vocabulary: restaurant, paella, dish,

bai inter, paintings, museum

Vocabulary review: traditional, artist,

cook, famous

Grammar review: HelShe islisn’t

Stop and reflect

Materiols: smoll pieces of paper

Warmer

Write the chant on the board and have the

children chant together: 5, 4, 3, 2, 1 ~ Let

have fun! Let's explore Spain!

Point to the first picture and ask Is he

@ farmer? Elicit No, he isn’t He's a cook

‘s

Ask the children What's his name? Have

the children read the first text ond tell

you what he is cooking (LI) Have the

children read the second text Ask What's

her name? Is she a teacher? Explain the

meaning of famous in LI

Practice the structure Is he a .? aroun d

the class Ask questions about Juan, e.g, Is

he a teacher? Elicit choral responses from

the class to practice Yes, he is or No, h le

isn't In pairs, have the children ask and

‘answer the questions in Activity 2 Check

answers orally as class

Reflect back on what the children have learned

‘about Spain Pause for ten seconds to allow chil do at Tomatina? What is paella? Who was Picasso? idren time to think Ask in LI: What do people

Encourage the children to use English but if they use

u,

®

thot’ fine, too

It's Sticker Timet Children now put their: p Sticker (see sticker sheet) on Student's Book pp.4-5

bon cook He nb rearae, ok chou ola Patina

radon hrm

In moun, Har Sere te Pio Fen emo ia wr foroue si ton Spa,

‘in oe nthe Pe mar aa,

2, Ask and answer with ø friend,

aja enere

Cross-curricular focus:

Famous people Write Pcosso on the board Ask the children

if they know other famous people from Spain

Elicit ony names they know and write them on the board, e.g Rofo Nadal, Femando Torres, Enrique Iglesias, Joaquin Cortes, Antonio Banderas, etc Ask the children to vote on the most famous person;

hhave them write on ø piece of paper, 9, His name's Femando Torres He's « soccer player Collect the Papers and count the votes on the board Circle the name of the winner and clap

Wrap up Have a spelling race Divide the class into

‘two teams, Ask one child from each team to come to the board Call out words from the texts in Activity 1 Begin with familiar words,

4, cook, artist, and move to more difficult vocabulary such as delicious Give one point for the first correct spelling

I 1

Warmer

Show the children some magazine pictures

of famous people from their country Include

an actor, a soccer player, and a singer Ask

children to say their name and occupation

Ad Write the names Antonio Banderas,

Fernando Torres, and Enrique Iglesias on th

board Also write actor, soccer player and

singer randomly Ask children to match

the people with the occupations Elicit

more examples of each occupation from

the children’s own country Then ask

the children to read and complete the

sentences in Activity 1

Answers: Children’s own answers

Activity extender

Invite children to stand up and read their sentences

to the class Elicit more information on the famous

people they have selected (L1)

Learning objectives: Present famous people and dishes from Spain and their

‘own country Vocabulary review: actor, soccer player, singer

Grammar review: HelShe is alan

Materials: magazine pictures of famous people, poster for wall display

By Ask the children to look back at the

picture of the paella on page 44, Talk about what there is in a paella in LI (rice,

seafood, etc.) and ask if they know any

similar dishes in their country Ask the

children to say some traditional dishes

from their country and write them on the

board Then ask the children to draw a

picture and complete the sentence

Answers: Children’s own answers

Focus on famous people

Make a wall gallery of famous people Ask children

to draw a small picture of their famous person;

singer, soccer player, etc and add their name,

‘occupation, and where they are from (country

‘or city) Make a display for the classroom

e

Wrap up

Play “Bingo” with occupations Draw a four-

‘square grid on the board and ask the children

to copy it, then write four occupations Call

‘out occupations and ask the children to cross them off and shout Bingo when they have

a complete grid Ask the children to bring

magazine/newspaper pictures of occupations

—

Learning objective: Review grammar

and/or vocabulary from Unit 4

Vocabulary review: singer, engineer,

cook, soccer player, farmer, doctor, teacher,

inventor, dancer

Grammer review: He's/She’s alan .,

Is helshe alan .? Yes, helshe is.INo, helshe isn't

Materials: word cards of occupations

Warmer

‘Give the doctor card to a boy Ask him to

stand up and show his card Say He's @ doctor

Repeat with

cards Each time have the children say He's!

She's alan

Ad Ask the children to look at the pictures in

Activity 1 and say the occupations Then

ask them to check the correct box

Answers: 1 She's 2 She's 3 He's 4 He's

AB Ask the children to look at the pictures

and choose one to mime Ask other

children to guess, e.g Is he an inventor?

Then ask the children to read and match

the questions and answers

Answers: 1 Yes, he is 2 Yes, she is

3 No, she isn't & No, he isn’t

Ask the children to look at Activity 2

again and circle the correct answers Ask

the questions and encourage the children

to answer chorally

Answers: 1 No, he isn't 2 Yes, she is

3 No, she isn't 4 Yes, he is

Display the unit poster Call out words from the

tunit and ask the children to point to the correct

items Haye the children describe the items further,

eg color, number, etc (depending on language

known) Then children label the pictures they

brought in (or drew) and stick them on the

Your World part of the poster

‘occupation words in jumbled order on the board, e.g noinvter (inventor) In pairs, have the children rewrite the words in their notebook

Unit & is