CEFR 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: 978-1-4737-6376-0 Bringing the world to the classroom and the classroom to life Teacher’s Guide NGL.Cengage.com/ELT A Pa rt of Cengage www.frenglish.ru 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: 978-1-4737-6376-0 Compositor: Mei Hui Zhao National Geographic Learning 20 Channel Center Street Boston, MA 02210 USA Cover Image: Jodi Cobb/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 Jobs 34 Unit Food 48 Unit My week 62 Unit My favorite season 76 Unit Let’s travel 90 Unit Wild animals Unit My hobby Unit Our class 104 Celebrations 118 Self-evaluation 120 Certificate of completion 122 Photocopiable resources 123 www.frenglish.ru TG3-U1-01-19.indd 2017/8/10 上午11:07 Unit Scope and Sequence Topic My hobby To talk about your hobby To talk about how often you something To talk about things other people like doing To recognize the long vowel—a To learn the names of wild animals To describe the appearance and habits of animals To talk about animals using superlatives To recognize the long vowel—e To learn the names of jobs and places of work To talk about jobs people To ask someone about his / her job To recognize the long vowel—i Wild animals Learning objectives Unit Jobs Food My week My favorite season Let’s travel Our class Celebrations To order in a restaurant To learn the names of food To describe and prepare dishes To recognize the long vowel—o To learn the names of the days of the week To talk about your schedule To talk about morning and evening routines To recognize the long vowel—u To learn the names of the seasons To compare the weather in different seasons To talk about your travel plans To recognize diphthongs To learn words and expressions related to traveling To talk about what you need to travel To talk about the time, in full and half hours To recognize r-controlled vowels To learn the names of school subjects To talk about your school trip To talk about your plans To recognize consonant digraphs Halloween and Valentine’s Day www.frenglish.ru TG3-U1-01-19.indd 2017/8/10 上午11:07 Vocabulary Phonics Language Long vowel: e Zebras are black and white Red foxes can swim and jump What is the tallest animal? A giraffe is the tallest animal Long vowel: i A nurse helps a doctor Chefs work in restaurants What does a vet do? He / She helps animals What firefighters do? They help people Long vowel: o Can I have a sandwich / some cheese, please? Here you go Let’s make cookies! Bake the cookies for ten minutes The days of the week Daily routines Long vowel: u What you on Tuesdays? I ride my bike with my friends on Tuesdays When you your homework? I my homework in the evenings The names of the months The names of the seasons Diphthongs What’s the weather like in winter? It is cold and often rains in winter It is colder in winter than it is in fall R-controlled vowels Are you going to the mountains? Yes, I am I am going to the mountains No, I’m not I’m not going to the mountains Where is the camera? It’s in my backpack Where are our passports? They’re in my bag Consonant digraphs What are you doing tomorrow? I am playing the violin We are doing a karate show What’s your favorite subject? I like science What’s his / her favorite subject? He / She likes math Wild animals Jobs Places Hobbies Numbers Long vowel: a I sometimes play the piano on the weekend He / She often plays the piano on the weekend Do you like baking? Yes, I No, I don’t Does he / she like baking? Yes, he / she does No, he / she doesn’t Food Drinks School subjects Transportation www.frenglish.ru TG3-U1-01-19.indd 2017/8/10 上午11:07 Unit Unit Language objectives The learner: knows the names of various activities, can chant and mime to practice naming hobbies and activities, knows expressions of frequency ●● My hobby ●● ●● Language Ride a bike, swim, play soccer, play the guitar, read books, dance, run in a gym, listen to music, go roller skating, jump, every day, often, on the weekend, sometimes Materials required Student Book, pages 6–7; CD Warm-up If you already know your students, greet them and ask: How are you, (name)? If you have new students or a completely new class, greet them by introducing yourself and asking: Hello! What’s your name? Look through the Student Book with the students, and make sure they are familiar with the structure of the units, where things are and what to expect ●● ●● Teaching tip Be sensitive about what children may or may not have In this instance, some students may not have a bike and that may make them feel embarrassed or upset If this is the case, consider not personalizing the topic and simply more general work about the topic Riding a bike is a great hobby Listen and say Recording 1/2 We often ride our bikes Riding a bike is a great hobby! What are your other hobbies? I swim on the weekend I play soccer every day And I sometimes play the guitar ●● ●● ●● ●● ●● ●● ●● ●● Listen and chant Say: Open your book to page Look at the photo Ask: What can you see? Elicit known vocabulary, e.g., girl, boy, bikes, helmet, trees, street/road, red shirt, blue shorts Ask: Who has a bike? Raise your hands! Have the students ask each other what color their bikes are and how old their bikes are (I have a blue bike It’s two years old.) Write the words hobby–hobbies on the board and make sure the students understand them Say: Listen to the recording carefully Play the recording all the way through Ask: What other hobby does the girl have? What hobbies the boys have? Write: often, every day, on the weekend, sometimes on the board Ask questions about the children in the photos and have the students answer using the frequency words you wrote on the board Say: Listen and repeat Play the recording again, pausing after each sentence for the students to repeat chorally and individually Recording 1/3 I ride my bike, I dance and swim I play the guitar and run in a gym Hobbies are great, hobbies are cool I read books and play football at school I listen to music, I draw and play I go roller skating and jump every day Hobbies are great, hobbies are cool I read books and play football at school ●● ●● ●● ●● Decide on a series of actions and/or gestures with the class to represent the hobbies mentioned in the chant: ride a bike, dance, swim, play the guitar, run, read, play football, listen to music, draw, go roller skating, jump Say: Listen to the chant carefully Play the recording all the way through Have the students stand in a circle if you have the space, or in the aisle next to their desks Say: Listen to the recording and mime Play the recording again, pausing after each action for the students to mime Play the recording all the way through again and encourage the students to mime each action as it is mentioned www.frenglish.ru TG3-U1-01-19.indd 2017/8/10 上午11:08 My hobby Notes: You will learn: ✹ to talk about your hobby ✹ to talk about how often you something ✹ to talk about things other people like doing ✹ phonics rules: long vowel—a Listen and say Listen and chant 1/2 1/3 ●● Additional activity Put the students into groups of five or six and have them take turns miming a hobby while the others guess Consider letting each group mime together for other groups to guess Homework ●● Ask the students to practice the chant with the recording www.frenglish.ru TG3-U1-01-19.indd 2017/8/10 上午11:08 Unit My hobby Language objectives The learner: can read and use the words: ride a horse, favorite, take a photo, karate, play the piano, write stories, can follow and understand the details of a simple story, can complete sentences with the correct words or phrases to describe activities Lesson I ride a horse ride a horse karate ●● ●● Listen and say Listen and read ●● Language Ride a horse, favorite, take a photo, karate, play the piano, write a story / write stories I ride my horse every day favorite play the piano take a photo write stories 1/4 1/5 I karate on the weekend! Materials required Student Book, pages 8–9; CD; Workbook, pages 4–5 scissors Warm-up Say the chant with actions from the previous lesson (Recording 1/3) ●● I often play the piano These are photos of our hobbies I take photos Listen and say Recording 1/4 ride a horse, favorite, take a photo, karate, play the piano, write stories Say: Open your book to page Look at the words in the box Listen to the recording carefully Play the recording all the way through Say: Listen and repeat Play the recording again, pausing after each word/expression for the students to repeat chorally and individually Decide on a series of actions and/or gestures with the class to represent the hobbies mentioned in the recording: e.g., ride a horse, take a photo, karate, play the piano, write stories Whisper the name of a hobby to the student who then has to stand up to mime the hobby The others have to guess what the hobby is When the students have guessed, whisper a different hobby to another student, and so on ●● ●● ●● ●● ●● Listen and read Sometimes I write stories Frame These are photos of our hobbies I take photos, Chatty rides her horse, Kate does karate, Snap plays the piano, and Honey writes stories Do you have a hobby? ●● ●● ●● Recording 1/5 Frame Hi Fred I ride my horse every day It’s my favorite hobby Frame Hii-ya! I karate on the weekend! It’s my favorite hobby Help! I’m falling off my horse Frame I take photos every day Can I take a photo of you, Snap and Honey? OK, Fred I’m learning how to play the piano I often play the piano on the weekend Listen Very nice, Snap! Sometimes I write stories This story is about a cat Do you have a hobby? ●● ●● ●● ●● Say: Look at the pictures in activity Say: Listen to the recording and follow the story Play the recording all the way through Say: Listen to the recording and read Play the recording again, pausing after each sentence for the students to read chorally Ask questions, e.g., Who rides a horse? Who takes photos? Who does karate? Who plays the piano? Who writes stories? What is Honey’s story about? Say: Look at picture Ask: Do you have a hobby? Elicit some replies from the class Put the students into pairs to ask and answer questions about their hobbies Circulate and monitor their production Workbook, page 4, activity Say: Look at the photos and read the sentences Then complete the sentences with the words from the box Have the students check their answers in pairs; then elicit the answers as complete sentences from the class www.frenglish.ru TG3-U1-01-19.indd 2017/8/10 上午11:08 Lesson Read and stick ●● ●● ekend! Additional activity Have the students stand in a circle (or two small circles if you have a class of more than 20) Start the activity by saying your hobby and then asking the student on your right about their hobby, e.g., I ride my bike What about you, (name)? Then the same with the student on your left, with a different hobby In this way, the same question moves in two different directions Tell the students that they must give a different hobby as an answer to each question Homework ●● Read and write rides karate does stories writes the piano takes plays her horse photos ●● hobbies Snap Chatty Kate Honey Fred by? Workbook, page 5, activity Say: Read the sentences and stick the correct stickers Workbook, page 5, activity Say: Draw and color a picture of your favorite hobby in the box Then complete the sentences and read them aloud Notes: Read and stick Say: Open your book to page Find the stickers for activity Ask: What does each character say? Elicit the answers before the students stick the stickers Say: Stick the correct stickers in the speech bubbles Elicit the answers from the class ●● ●● ●● Read and write ●● ●● ●● ●● Say: Look at activity Complete the sentences about the characters using the words from the boxes When the students have completed the sentences, say: Check your answers with your partner Elicit the answers as complete sentences from individuals and then have the class read them chorally Workbook, page 4, activity Say: Listen to the recording and circle the correct words to complete the sentences Then have the students check their answers with a partner Elicit the answers as complete sentences from individuals around the class www.frenglish.ru TG3-U1-01-19.indd 2017/8/10 上午11:08 Unit Our class rld o w l u f r e d n o W Language objectives The learner: can read and use the words: American schools; preschool, elementary school, high school, college, university, knows what type of school is for students in her/his age range, can make a class diary American schools ●● ●● Preschool is for young children aged three and four years old The children enjoy playing and learning They have a lot of fun ●● Language Preschool, elementary school, high school, college, university The children enjoy playing and learning Materials required Student Book, pages 114–115; scissors, glue, colored paper, recycled/lined paper, photos (optional), and a stapler Warm-up Read the dialogue from Lesson with the class (Recording 2/53) Say: Open your book to pages 114–115, and look at the photos Ask: What can you see? Say: Listen carefully and follow the texts Read the four texts aloud Ask some questions, e.g., What types of school are there? How old are the preschool / elementary / high school children? What subjects they learn? Say: Listen and repeat Read the texts, sentence by sentence, for the students to repeat chorally Put the students into pairs and have them read the texts to each other Circulate and monitor their production Read and match ●● ●● Preschool from 14 to 18 years old Elementary school and years old High school after 18 College or university from to 13 years old Read and circle ●● ●● 114 learn play have fun science school math job chemistry college preschool biology elementary school students subjects children teachers ●● Read and match ●● Say: Look at activity Match the types of school to the ages of the students who attend them Have the students check their answers with a partner; then elicit the answers from the class Read and circle ●● ●● ●● ●● ●● Say: Look at activity Read the words in each row and circle the odd one out Have the students check their answers with a partner Elicit the answers from the class Additional activity Have the students talk about the school system in their country, e.g., In my country, preschool is for children aged three to six years old 114 www.frenglish.ru TG3-U8-104-117.indd 114 2017/8/10 上午11:24 Wonderful world In elementary school, children aged from five to thirteen years old study different subjects, such as English, math, science and P.E s Notes: High school is for students aged from fourteen to eighteen years old Students learn many new subjects in high school, such as biology, chemistry and I.T g College or university prepares students for jobs in the future Class project Class diary • Make a class diary • Describe interesting class ool events in English 115 Class project Say: Look at the bottom of page 115 Ask: What can you see? Elicit answers Read the text and have the students repeat chorally Say: Listen and repeat Tell the students that they are going to make a class diary Make sure the students know what a diary is: A collection of short stories about your life It often includes photos and drawings, too Give each student a sheet of colored paper for the cover It should be designed colorfully and given a title Give the students multiple sheets of lined paper to use as pages for their diaries Consider using the blank side of recycled paper The cover and pages should be stapled together to form a book Have the students complete the first page of their diary Any interesting class event can be discussed The page should be dated and given a title Photos or drawings can also be included ●● ●● ●● ●● ●● ●● 115 www.frenglish.ru TG3-U8-104-117.indd 115 2017/8/10 上午11:24 Unit Our class Viewing Language objectives The learner: can read and use the words: goats, feeding, rehearsal, pet, young, and knows how to identify them when depicted, can follow and understand a simple dialogue and its context, can identify things seen in the DVD and slideshows ●● goats ●● ●● Language End of term, school trip, goat, feeding, reports, prizes, English, maths, show, ballet, rehearsals, invitation The goats are really sweet Can I come to see the show? Materials required next lesson Student Book, pages 116–117; DVD Warm-up Ask the students to give the names of farm animals they know and list them on the board Say: Open your book to pages 116–117 Look at the big photo Ask: What can you see? Elicit whatever the students can say, and ask what they know about goats Read the words next to the photos and discuss the meanings with the students Then have the students repeat the words chorally yo feeding ●● ●● ●● pet rehearsal Watch and match 116 And after that it’s the summer holidays Hooray! ●● ●● ●● ●● ●● Say: Look at the photos in activity Ask: Who can you see? Elicit the answers Point to each word and have the students repeat after you Say: Listen and repeat Say: Watch the DVD and draw lines to match the words to the person who said them Play the DVD all the way through Have the students check their answers with a partner Elicit the answers from the class Video Hooray! It’s nearly the end of the school year! What is your class doing at the end of term, Sam? We’re going on a school trip I can’t wait! We’re going to a farm park to see lots of animals It’s in the countryside I’d like to learn about insects too, such as ants and butterflies My teacher says there are lots of insects at the farm park I have a video of the farm park Look! Here are some children at the farm park They’re visiting the goats The goats are really sweet! There are lots of them The girl looks happy These children are stroking a small goat I think it’s very young Are the goats eating the boy’s clothes? Yes, they are! They’re hungry! The boy is feeding the goat some grass The goat is jumping onto the boy! Naughty goats I hope we see the goats on our trip You’re lucky We’re not going on a school trip You can go to the farm park in the school holidays Yes, you’re right What is your class doing at the end of term? Well, first we get our reports for each school subject, and the best students get prizes Oh! We don’t that at our school What is your best subject? English And I’m good at math too Are you doing something fun at the end of term, too? Yes, we’re doing a school show There’s a ballet performance and a play I’m in the play We’re doing rehearsals twice a week at the moment Can I come to see the show? Of course I have an invitation in my bag Here you are! Great! Thank you! ●● Additional activity Say some sentences from the DVD For example: Are the goats eating the boy’s clothes? Naughty goats I’m in the play At the end of each sentence, ask the class who had said those lines 116 www.frenglish.ru TG3-U8-104-117.indd 116 2017/8/10 上午11:24 Viewing Watch and match Notes: animals farm park prizes reports school play school trip Watch, circle and say The goats are … young big old hungry sweet sick tired naughty young 117 Watch, circle and say ●● ●● ●● ●● ●● Point to each word and have the students repeat after you Say: Listen and repeat Say: Watch the DVD and then circle the words that are used to describe the goats Play the DVD all the way through Have the students check their answers with a partner Elicit the answers as complete sentences from the class Play slideshows 1–3 and say: Watch the slideshows and repeat the words Pause after each word so that the students can repeat chorally and individually ●● Additional activity Remind students of the goats in the DVD: Goats have brown fur The young goats have white fur They eat grass Ask them to describe other farm animals they know: cows, ducks, pigs, etc 117 www.frenglish.ru TG3-U8-104-117.indd 117 2017/8/10 上午11:24 Celebrations Celebrations Language objectives The learner: can read and use the words: trick or treat, costume, witch, skeleton, ghost, vampire, can sing a song to practice new vocabulary: trick or treat, witch, skeleton, ghost, vampire Halloween Trick or treat! skeleton costume ghost Va witch vampire ●● Listen and say 2/58 ●● Listen and read Language Trick or treat! Costume, witch, pumpkin, skeleton, ghosts, vampires Here’s a treat for everybody Do you like my costume? I’m a witch It’s a great costume Are there any ghosts or vampires? Happy Halloween! Warm up Ask the students what they know about Halloween Elicit when it is celebrated (31 October) and what people to celebrate Listen and say Recording 2/58 Trick or treat! Costume, witch, skeleton, ghost, vampire Say: Open your book to page 118 Look at the words in the box Say: Read and listen Play the recording all the way through twice Say: Listen and repeat Play the recording, pausing after each word/expression for the students to repeat chorally and individually ●● ●● ●● Listen and sing 118 Listen and sing Recording 2/59 Hello, Mrs Barclay Trick or treat! You’re all good children so here’s a treat for everybody Thanks Yummy! Do you like my costume? I’m a witch I have a bag It’s a pumpkin It’s a great costume I’m a skeleton Your costumes are great! Are there any ghosts or vampires? I’m a vampire! But there aren’t any ghosts this year Goodbye, children Happy Halloween! Goodbye, Mrs Barclay Happy Halloween! ●● ●● ●● ●● Say: Look at the photo in activity Ask: What can you see? Elicit the costumes and what is happening Say: Listen carefully and follow the text Play the recording all the way through Say: Listen and repeat Play the recording, pausing after each sentence for the students to repeat chorally Put the students into groups of four to read the dialogue in the four different roles They should it once, then change roles Circulate and monitor their production Recording 2/60 [chorus] Trick or treat Trick or treat Happy Halloween! (x2) I’m a witch I’m a scary witch Happy Halloween! Happy Halloween! I’m a skeleton I’m a scary skeleton Happy Halloween! Happy Halloween! I’m a vampire I’m a scary vampire, Happy Halloween! Happy Halloween! I’m a ghost I’m a scary ghost Happy Halloween! Happy Halloween! [repeat chorus] ●● ●● ●● Say: Listen to the recording carefully Play the recording all the way through Say: Listen and repeat Play the recording, pausing after each line for the students to repeat chorally Say: Listen to the recording and join in Play the recording and encourage the students to join in 118 www.frenglish.ru TG3-U9-118-122.indd 118 T H T H T H T 2/60 Listen and read Sam: Hello, Mrs Barclay Trick or treat! Mrs Barclay: You’re all good children so here’s a treat for everybody Emma: Thanks Yummy! Do you like my costume? I’m a witch I have a bag It’s a pumpkin Mrs Barclay: It’s a great costume Matt: I’m a skeleton Mrs Barclay: Your costumes are great! Are there any ghosts or vampires? Sam: I’m a vampire! But there aren’t any ghosts this year Mrs Barclay: Goodbye, children Happy Halloween! Children: Goodbye, Mrs Barclay Happy Halloween! Materials required Student Book, page 118; CD ●● 2/59 2017/8/7 上午11:59 e y ring inside perfume I love you! Language objectives The learner: can read and use the words: rose, ring, perfume, card, heart, inside, I love you, can sing a song to practice new vocabulary: Valentine’s Day, rose, heart, chocolates card ●● Listen and say Listen and read 2/61 ●● 2/62 Language Presents, rose, chocolate, ring, perfume, card, heart, inside, I love you I have red roses My heart is yours Valentine’s Day is for me and you Materials required Student Book, page 119; CD Tom: Tomorrow is February 14th It’s Valentine’s Day Dad prepared some presents for Mom Hannah: Look at this beautiful red rose What’s in the box? Tom: I think it’s some chocolate Mom likes chocolate Hannah: Or maybe it’s a ring or perfume Tom: No, I think it’s chocolate Did Mom prepare a present for Dad? Hannah: Yes, she prepared a card for him It’s a red heart Inside, the card says, “I love you!” Tom: That’s nice Listen and sing Listen and read Recording 2/62 Tomorrow is February 14th It’s Valentine’s Day Dad prepared some presents for Mom Look at this beautiful red rose What’s in the box? I think it’s some chocolate Mom likes chocolate Or maybe it’s a ring or perfume No, I think it’s chocolate Did Mom prepare a present for Dad? Yes, she prepared a card for him It’s a red heart Inside, the card says, ‘I love you!’ That’s nice 2/63 119 Say: Look at the photo in activity Ask: What can you see? Elicit the objects and the predominant color of everything (red) Say: Listen to the recording and follow the text Play the recording all the way through Say: Listen and repeat Play the recording, pausing after each sentence for the students to repeat chorally Put the students into pairs to read the dialogue in the two different roles They should it once, then change roles Circulate and monitor their production ●● ●● Warm up Tell the students the legend of Saint Valentine (you will probably need to this in their mother tongue): Valentine was a doctor and a bishop who lived a long time ago The reigning emperor forbade young men to marry, believing that this would make them better soldiers Bishop Valentine disregarded this and continued to perform marriage cermonies for young men and women For this he was thrown into prison, where he fell in love with the blind daughter of his guard Because of Valentine’s love, the girl regained her sight When the emperor heard this he ordered Valentine’s execution On the eve of his execution, he wrote a letter to the girl, signing it: From your Valentine He was executed on 14 February, AD 269 This is the date Valentine’s Day is celebrated ●● Listen and say Recording 2/61 rose, ring, perfume, card, heart, inside I love you! ●● ●● Listen and sing g rose heart a Valentine’s Day Recording 2/63 Valentine’s Day is for me and you Because I love you Yes I love you I have red roses and my heart is yours Valentine’s Day is for me and you (x2) Valentine’s Day is for me and you Because I love you Yes I love you I have some chocolates and my heart is yours Valentine’s Day is for me and you (x2) ●● ●● ●● ●● ●● Say: Open your book to page 117 Look at the words in the box Say: Read and listen carefully Play the recording all the way through Say: Listen and repeat Play the recording all the way through, pausing after each word/expression for the students to repeat chorally and individually ●● Say: Listen carefully Play the song all the way through Say: Listen and repeat Play the song, pausing after each line for the students to repeat chorally Say: Listen and join in Play the recording and encourage the students to join in with the song 119 www.frenglish.ru TG3-U9-118-122.indd 119 2017/8/7 上午11:59 Self-evaluation Celebrations Self-evaluation is a very important element in the entire assessment system, so it is worth ending a lesson or a series of lessons with some reflection on the content Together with students, think about the knowledge and new skills that have been acquired The following questions may be asked: What have you learned in recent lessons? What new words have you learned? What new things can you do? The following table provides can-do statements describing the abilities students have acquired after a series of lessons Students can check each box for self-evaluation Unit Topic Can-do Statements I… My hobby can talk about my hobby can talk about how often I something can talk about things other people like doing can recognize the long vowel—a I… Wild animals can say the names of wild animals can describe the appearance and habits of animals can talk about animals using superlatives can recognize the long vowel—e I… Jobs can say the names of jobs and places of work can talk about jobs people can ask someone about his / her job can recognize the long vowel—i 120 www.frenglish.ru TG3-U9-118-122.indd 120 2017/8/7 上午11:59 Self-evaluation Unit Topic Can-do Statements I… Food can order food in a restaurant can say the names of food can describe and prepare simple dishes can recognize the long vowel—o I… My week My favorite season can say the names of the days of the week can talk about my schedule can talk about morning and evening routines can recognize the long vowel—u I… can say the names of the seasons can compare the weather in different seasons can talk about my travel plans can recognize and say diphthongs I… Let’s travel can use words and expressions related to traveling can talk about what I need to travel can talk about the time, in full and half hours can recognize and say r-controlled vowels I… Our class can say the names of school subjects can talk about my school trip can talk about my plans can recognize and say consonant digraphs 121 www.frenglish.ru TG3-U9-118-122.indd 121 2017/8/7 上午11:59 CERTIFICATE OF COMPLETION STUDENT HAS SUCCESSFULLY COMPLETED ALL TOGETHER TEACHER DATE www.frenglish.ru TG3-U9-118-122.indd 122 2017/8/7 上午11:59 Unit 3, lesson 2, activity © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 123 www.frenglish.ru TG3-U10-123-128.indd 123 2017/8/7 上午9:06 www.frenglish.ru TG3-U10-123-128.indd 124 2017/8/7 上午9:06 Unit 3, lesson 2, activity © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 125 www.frenglish.ru TG3-U10-123-128.indd 125 2017/8/7 上午9:06 www.frenglish.ru TG3-U10-123-128.indd 126 2017/8/7 上午9:06 Unit 4, unit opener, activity © 2017 National Geographic Learning, a part of Cengage Permission granted to photocopy for classroom use 127 www.frenglish.ru TG3-U10-123-128.indd 127 2017/8/7 上午9:06 www.frenglish.ru TG3-U10-123-128.indd 128 2017/8/7 上午9:06