CEFR Pre-A1 AMERICAN ENGLISH Powered by National Geographic photographs and videos, All Together weaves the skill-building, grammar and phonics young learners need into content-rich lessons and projects • National Geographic photography and videos motivate learners by bringing the world to the classroom All Together Teacher’s Guide • Step-by-step language development gives learners essential skills, phonics and grammar for real-world practice • Wonderful World projects teach 21st century skills—communication, collaboration, critical thinking and creativity Teacher’s Guide • Classroom eBook lessons put class structure and fun-filled activities at the teacher’s fingertips ISBN-13: 978-1-4737-6374-6 Bringing the world to the classroom and the classroom to life Teacher’s Guide NGL.Cengage.com/ELT a a A P rt of Ceng ge www.frenglish.ru Te a c Teacher’s Guide David A Hill Michael Gough Australia • Brazil • Mexico • Singapore • United Kingdom • United States www.frenglish.ru All Together Teacher’s Guide David A Hill Michael Gough Publisher, Asia ELT/School: Edward Yoshioka Managing Editor: Andrew Jessop Associate Development Editor: Rayne Ngoi Senior Editor: Karen Liang Editor: Percy Chang Editorial Administrative Executive: Bettina Liu Senior Production Executive: Evan Wu Copyright © 2017 National Geographic Learning, a Cengage Learning Company This edition is adapted from Hopscotch, for sale in Asia only ALL RIGHTS RESERVED No part of this work covered by the copyright herein may be reproduced or distributed in any form or by any means, except as permitted by U.S copyright law, without the prior written permission of the copyright owner “National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society ® Marcas Registradas For technology assistance, contact us at Cengage Learning Asia Technology Support, asia.techsupport@cengage.com For permission to use material from this text or product, submit all requests online at cengageasia.com/permissions Further permissions questions can be emailed to asia.permissionrequest@cengage.com Creative Manager: Melvin Chong ISBN: 978-1-4737-6374-6 Compositor: Mei Hui Zhao National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA Cover Image: Greg Dale/National Geographic Creative Cengage Learning Asia Pte Ltd 151 Lorong Chuan, #02-08 New Tech Park Singapore 556741 National Geographic Learning, a Cengage Learning Company, has a mission to bring the world to the classroom and the classroom to life With our English language programs, students learn about their world by experiencing it Through our partnerships with National Geographic and TED Talks, they develop the language and skills they need to be successful global citizens and leaders Locate your local office at international.cengage.com/region Visit National Geographic Learning online at NGL.Cengage.com/ELT Visit our Asia website at cengageasia.com Printed in Taiwan Print Number: 01 Print Year: 2017 www.frenglish.ru Contents PAGE 20 Unit Animals 34 Unit Places 48 Unit Clothes 62 Unit Free time 76 Unit Sports 90 Unit My room Unit Family and friends Unit This is me! 104 Celebrations 118 Self-evaluation 120 Certificate of completion 122 Photocopiable resources 123 www.frenglish.ru TG2-U1-01-19.indd 2017/7/5 下午10:28 Contents Unit Topic Learning objectives Family and friends To say where you are from and ask others To say how old you are and ask others To talk about family and friends To recognize r-blends My room Animals To describe animals To learn the names of farm animals To describe the actions of animals To recognize s-blends To advise someone how to cross the street To suggest doing something together To learn the names of places in town To recognize the short vowel—a Places To say what you are wearing To ask about quantity To say what you are doing at any time To count to fifteen To recognize the short vowel—e Clothes Free time To talk about your favorite sport To ask others about their favorite sport To talk about winter sports To recognize the short vowel—o Sports This is me! Celebrations To talk about your free time To ask about everyday routines and talk about them To count to twenty To recognize the short vowel—i To describe your room To talk about things you can To ask about things others can To recognize l-blends To ask how others feel To say how you feel To talk about your birthday party To recognize the short vowel—u New Year and Mother's Day www.frenglish.ru TG2-U1-01-19.indd 2017/7/5 下午10:28 Family members Countries Language r-blends l-blends There is a computer on the desk Can you play chess? Yes, I can No, I can’t 20 s-blends The dog has a short tail Bears have brown fur The pig is running The ducks are swimming 34 Short vowel: a Turn left! / Don’t turn right! / Be careful! Are there any parks in your city? Yes, there are No, there aren’t 48 Short vowel: e How many jackets you have? I have thirteen jackets Are you wearing jeans? Yes, I am No, I’m not 62 Short vowel: i What you on the weekend? I listen to music a lot Do you watch TV every day? Yes, I No, I don’t 76 Short vowel: o I like basketball / I don’t like soccer Do you play soccer? Yes, I No, I don’t 90 Short vowel: u How are you? I’m OK I’m smiling / He’s smiling / They’re smiling 104 Feelings Activities Sports Hobbies Habits Clothes Traffic signs Places Farm animals Page What’s your name? My name is Yoko Where are you from? I’m from Japan Furniture Abilities Phonics Vocabulary www.frenglish.ru TG2-U1-01-19.indd 2017/7/5 下午10:28 Unit Unit Language objectives The learner: can read and use the words: mommy, family, grandma, baby, and knows how to identify them when depicted, can introduce herself/himself to others and greet each other ●● Family and friends ●● Language Family, mommy, daddy, sister, brother, grandma, grandpa, baby, friend This is my mommy This family is big/small I have one sister What’s your name? My name is … Nice to meet you How are you? I’m fine, thank you How old are you? I’m seven Materials required Student Book, pages 6–7; CD; photocopies of the grandpa and grandma masks from the Teacher’s Guide, page 123 and the rhyme cards from the Teacher’s Guide, page 133; flashcards: mommy, daddy, sister, brother, grandma, grandpa, from Level 1; teacher to make corresponding word cards Warm-up If you are teaching a new class, introduce yourself and ask the students: What’s your name? Give out the photocopies of the rhymes, and teach the class the ‘Welcome rhyme’ by saying their part and having them repeat it several times chorally: ●● ●● Hello, children! How are you today? Students: Hello, Teacher! We’re fine We’re OK You: Remind the students of the adjectives: big/small Use a couple of examples in the classroom (e.g., big/small book/ window/picture) Then say: This family is … and elicit: big Say: Look at the picture and listen to the recording carefully Play the recording all the way through Say: Listen to the recording and point to the people Play the recording again, pausing after each statement to check which person the students are pointing to Say: Listen to the recording and repeat Play the recording, pausing after each sentence for the students to repeat chorally and individually ●● You will be able to use these rhymes from time to time in the future, but not every lesson or it will become dull and repetitive Ask the students (in the mother tongue) how they spent their holidays, and whether they had a chance to use their English and/or learned any new English words Say: Open your book to pages 6–7 Look at the picture Ask: What you think you will learn about in Unit 1? ●● ●● ●● ●● ●● Listen and say ●● ●● This is my mommy Yes I’m grandma I’m daddy My family is big! Hold up the flashcards for mommy, daddy, sister, brother, grandma and grandpa one by one, and have the students say what they can see Put the pictures on the board Have the students say each word chorally Say: Look at the picture in the book again Ask: What can you see? Elicit: a family, friends, mommy, daddy, grandma, baby, brother, sister Point to individuals in the picture and ask: Who’s this? Elicit suggestions about the relationships between the people Listen and play Recording 1/2 This is my family Hello! This is my baby Recording 1/3 Hi grandma This is my friend Good morning, nice to meet you What’s your name? Good morning My name is Tom Nice to meet you, too This is my sister, Lucy Hi Lucy, how are you? Hi Tom I’m fine, thank you How are you? Fine thanks www.frenglish.ru TG2-U1-01-19.indd 2017/7/6 上午10:53 Family and friends ●● Give out the photocopies of the rhymes, and teach the class the ‘Goodbye rhyme’ by saying their part and having them repeat it several times chorally: You: Students: You: Student: ●● Additional activity Have a nice day, children! And the same to you! Bye bye for now! Goodbye! See you soon! As with the ‘Welcome rhyme’ above, you will be able to use this rhyme from time to time in the future, but not in every lesson or it will become dull and repetitive You will learn: ✹ to say where you are from and ask others ✹ to say how old you are and ask others ✹ to talk about family and friends ✹ phonics rules: r-blends Listen and say Listen and play Notes: 1/2 1/3 Grandpa, this is my friend, Zoe Hello, Zoe It’s nice to meet you It’s nice to meet you, too How old are you, Zoe? I’m seven ●● ●● ●● ●● ●● Say: Listen to the recording carefully Play the recording all the way through Divide the class into groups of three, to play the characters in each of the three scenes Give each group the grandma and grandpa masks to take turns wearing The other students are the grandchild/ introducer, sister Lucy and the friend (Zoe or Tom) Have the students decide on their roles for the first dialogue Play the recording and get them to act out the dialogue without speech Then play it again and have them talk along with the recording Third time through, they should the dialogue alone Circulate and help them Repeat the process with the other two dialogues You can the whole thing several times, with the students changing roles within each group www.frenglish.ru TG2-U1-01-19.indd 2017/7/5 下午10:28 Unit Family and friends Language objectives The learner: can read and use the words: daughter, son, aunt, uncle, and knows how to identify them when depicted, can follow and understand the details of a simple story, can write the names of family members on a four-line stave Lesson I’m your aunt daughter son aunt uncle ●● Listen and say Listen and read ●● ●● 1/4 1/5 Dad, this is my friend Where are you from? Nice to meet you I’m from Japan Language Mom, dad, grandpa, grandma, daughter, son, aunt, uncle This is my friend Nice to meet you What’s your name? I'm … I’m your uncle You’re my friends Materials required Student Book, pages 8–9; CD; Workbook, pages 4–5; flashcards: daughter, son, aunt, uncle; teacher to make corresponding word cards; photocopies of the mom, dad, male crocodile and female crocodile masks from the Teacher’s Guide, pages 125, 127 and 129 I’m your uncle Warm-up Have the students review the dialogue learned in the previous lesson (Recording 1/3) Tell the students that they will learn the names of more family members ●● ●● You’re my friends! I’m your aunt Listen and say Recording 1/4 daughter, son, aunt, uncle ●● ●● ●● ●● ●● ●● ●● Listen and read Say: Open your book to page Look at the pictures at the top of the page Ask: Who can you see? Elicit some known vocabulary, e.g., mom, dad, baby Say: Look at the pictures and listen to the recording carefully Play the recording all the way through Say: Listen to the recording and repeat Play the recording, pausing after each word for the students to repeat chorally and individually Ensure that the students understand what these family names mean Hold up the flashcards for daughter, son, aunt and uncle one by one, and have the students say what they can see Put the pictures on the board Give volunteers the word cards one by one and ask them to put them under the correct pictures Have the students say each word chorally Workbook, page 5, activity Say: Find the family words and circle them then read them to your partner Recording 1/5 Frame Hello, daughter! Dad, this is my friend Hello, what’s your name? I’m Yoko Nice to meet you Nice to meet you too, Yoko Frame Hello, son! Mom, this is my friend, Yoko Hello, Yoko Where are you from? I'm from Japan Nice to meet you Frame Hello, Snap Umm … Hello? I’m your uncle I’m your aunt Frame I’m Honey! I’m Chatty! You’re my friends! www.frenglish.ru TG2-U1-01-19.indd 2017/7/5 下午10:28 Lesson uncle daughter Read and match mom ●● aunt son dad ●● Trace and read ? ●● Additional activity Make photocopies of the masks on pages 125, 127 and 129 Put the students into groups of three and give each group a set of masks (mom, dad, male crocodile, female crocodile) Ask groups to decide who has which role in each frame Then play the recording, and have individuals say their character’s lines along with it Then ask them to it without the recording Circulate and check their production Then change roles and it again Read and match mom Say: Open your book to page Look at the pictures in activity Ask: Who can you see? Elicit the family names Read them all with the class, chorally and individually Say: Draw lines from the words to the correct people Check the students’ answers by pointing to the people in the pictures and asking: Who’s this? ●● grandpa ●● ●● sister Trace and read s! ●● uncle ●● daughter Say: Look at the words in activity Read them aloud Have the students read the words chorally Say: Trace the five words on the lines The students should be familiar with writing on lines from Level Circulate, checking and helping them Homework Workbook, page 4, activity Say: Read the words and draw a lines to match them to the pictures Trace the words on the lines Then say them aloud Workbook, page 5, activity Say: Draw a picture of your parents Then write the sentences on the lines ●● ●● ●● ●● ●● ●● ●● ●● ●● Say: Look at the pictures in activity Ask: Who can you see? Elicit the character names Say: Look at the pictures and listen to the recording carefully Play the recording all the way through Say: Look at picture Who’s in the mask? (Fred) Repeat for pictures (Kate) and (Honey/Chatty) Divide the class into three groups Group – Kate; Group – Fred (Daddy); Group – Yoko Play the recording for Frame for the students to listen Then play it again for the groups to say their character’s lines chorally along with the recording Repeat Then have them it without the recording Use the same procedure for the other three frames Put the class into groups of three They should decide who has which role in each frame Then play the recording, and have individuals say their character’s lines along with it Then ask them to it without the recording Circulate and check their production Workbook, page 4, activity The students must close their Student Books while doing this activity Play the recording Say: Listen to the recording and number the pictures one to four in the boxes Notes: www.frenglish.ru TG2-U1-01-19.indd 2017/7/5 下午10:28 CERTIFICATE OF COMPLETION STUDENT HAS SUCCESSFULLY COMPLETED ALL TOGETHER TEACHER DATE www.frenglish.ru TG2-U9-118-122.indd 122 2017/7/5 下午11:32 Unit 1, unit opener, activity © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 123 www.frenglish.ru TG2-U10-123-136.indd 123 2017/6/20 上午12:17 124 www.frenglish.ru TG2-U10-123-136.indd 124 2017/6/20 上午12:17 Unit 1, lesson 1, additional activity © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 125 www.frenglish.ru TG2-U10-123-136.indd 125 2017/6/20 上午12:17 126 www.frenglish.ru TG2-U10-123-136.indd 126 2017/6/20 上午12:17 Unit 1, lesson 1, additional activity © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 127 www.frenglish.ru TG2-U10-123-136.indd 127 2017/6/20 上午12:17 128 www.frenglish.ru TG2-U10-123-136.indd 128 2017/6/20 上午12:17 Unit 1, lesson 1, additional activity © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 129 www.frenglish.ru TG2-U10-123-136.indd 129 2017/6/20 上午12:17 130 www.frenglish.ru TG2-U10-123-136.indd 130 2017/6/20 上午12:17 Unit 4, lesson 1, additional activity © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 131 www.frenglish.ru TG2-U10-123-136.indd 131 2017/6/20 上午12:17 132 www.frenglish.ru TG2-U10-123-136.indd 132 2017/6/20 上午12:17 Unit 1, unit opener, Welcome and Goodbye rhymes Welcome Teacher: Hello, children! How are you today? Students: Hello, Teacher! We’re fine We’re OK Goodbye Teacher: Students: Teacher: Students: Have a nice day, children! And the same to you! Bye bye for now! Goodbye! See you soon! Welcome Teacher: Hello, children! How are you today? Students: Hello, Teacher! We’re fine We’re OK Goodbye Teacher: Students: Teacher: Students: Have a nice day, children! And the same to you! Bye bye for now! Goodbye! See you soon! © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 133 www.frenglish.ru TG2-U10-123-136.indd 133 2017/6/20 上午12:17 Unit 1, Wonderful world, activity son daughter dad mom aunt uncle grandma grandpa 134 © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use www.frenglish.ru TG2-U10-123-136.indd 134 2017/6/20 上午12:17 Unit 2, lesson 5, additional activity © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 135 www.frenglish.ru TG2-U10-123-136.indd 135 2017/6/20 上午12:17 Unit 5, unit opener, activity 136 © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use www.frenglish.ru TG2-U10-123-136.indd 136 2017/6/20 上午12:17