First Friends 2 Teachers book (2nd edition)

Bộ sách “First Friends” của Oxford University Press là một bộ giáo trình tiếng Anh rất thú vị và hữu ích dành cho trẻ em. Teachers book là quyển sách hỗ trợ giáo viên khai thác, hướng dẫn tổ chức các hoạt động phù hợp với sách học sinh

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— OXFORD UNIVERSITY PRESS SAMPLE COPY NOT FOR SALE Teacher’s Book Scope and sequence 2 Introduction 4 Unit 1 Hello! 14 Unit 2 Our School 22 Unit 3 My Feelings 30 Unit 4 | Can Jump! 38 Unit 5 My Home 46 Unit 6" My Room 54 Unit 7 On Holiday 62 Unit 8 Let's Eat! 70 : Unit 9 In The Wild 78 Unit 10 Jobs 86

Progress checks (photocopiable) 94

Extra material (photocopiable) 108

Susan lannuzzi

OXFORD

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Level 2 Scope and Sequence Topics & objectives 1 Hello! ® Talk about the days of the week ® Review the alphabet © Review initial Our School © Ask about and identify people in school ® Ask about and identify places in school ® Talk about feelings © Ask about other people's feelings {Can Jump! ® Talk about abilities 5 My Home * Describe a scene classroom jcold My Feelings catch Vocabulary Sunday Monday Tuesday Wednesday Thursday Friday Saturday friend guitar music room piano playground sandbox school bus seesaw swing teacher happy hot hungry sad scared shy sleepy thirsty tired climb draw jump kick read run sing throw write ‘a bathroom bedroom cooker dining room fridge kitchen lamp living room plant sofa TV Level 2 Scope and Sequence Letters & Values 6 Songs &

Structure phonics Explore Numbers | Projects

What day is it? It’s | Alphabet Explore: my week | 21-22 Lesson 2

(Monday) Revision It's a nice day

Lesson 3 A-Z song

What's this? Alphabet 23-24 Lesson 2

It's (a sandbox) Revision in your school Listen Listen

Whos this? | fove four school)

He's / She’ (a Yes, it's great The

teacher) classroom looks

great

Are you {cold}? | digraph ‘sh’ | Explore: 25-26 Lesson 2

Yes, lam /No, Im | sheep music If you're happy

not shelf and you know it ship

Lesson 3 shoes

fish sh song

† can trun) digraph ‘th’ | Value: being 27-28 Lesson 2 I can't (sing) thick modest | can jump

thin Yours j

throw ours 1s, foo Lesson 3

thumb Good job th song bath Lesson 6 Project: a numbers insect My insect can climb

There is (a digraph ‘ch’ | Value: keeping 29-30 Lesson 2 kitchent chocolate your room tidy Look at my house

There are (five beach :

rooms) kitchen Let's make the bed Lesson 3

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| Toples | Letters & Values & Songs & objectives Vocabulary | Structure phonics Explore Numbers | Projects

6 My Room bed Where is it? CVC with ‘a’ | Explore: 40-50 Lesson 2

location of pillow hat your head objects ina rug mat Lesson 3

room using shelf fat son prepositions | Wardrobe 9 behind next to in on ” "„Ă —

7 On Holiday beach How many (shells) | CVC with 'e’ | Explore: plants and | 60-70 Lesson 2

antit crab are (three shells) | net

quanHy sand wet Lesson 3

` Count the sandcastle pet esong 2 2 2 sea objects in the shell scene spade towel

8 Let's Eat! bread She / He has got Value: respecting | 80-90 esson 2

* Describe what butter (rice), your elders I love food

A

food people “hicken ; Watch me Lesson 3

have fish wig Go ahead, ¡song

milk Now you try

potato Lesson 6

rice Project: grow your

salad own bean plant

soup

Bean plant, bean 9 In The Wild crocodile She/He/Itcan | CVC with ‘o! Explore: pets 100 Lesson 2

abilities hippo giraffe mop top Lesson 3

lion chop ssong „ | monkey parrot snake tiger Seo k ĐỘ 22k kevekeekeeeeeieHieeece m4

10 Jobs builder Is she/he la CVC with ‘u' | Value: being safe =; Numbers | Lesson 2

doctor doctor}? - | bun revision How are you

* Ask about eft ji y peopl le and farmer + Yes she/he is run ver ! Tee are today?

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4

Introduction

Welcome to the course

First Friends is a two-level course for kindergarten or pre- primary children It is an engaging introduction to English which uses a range of activities, games and songs that motivate and help young learners to succeed in English

The course is based on the principle that all children want

to learn and can succeed in learning First Friends provides children with a useful, age-appropriate vocabulary, basic

structures, and the tools to develop solid literacy and

numeracy skills These are presented through entertaining and interesting characters who introduce the children to English through games, songs and stories

Objectives

The key objectives of First Friends are:

* To develop language skills that will give children a solid

foundation in English for their primary education © To develop a basic understanding of and ability to use

English in meaningful, age-appropriate contexts To foster a positive attitude toward learning English

¢ To present the names and sounds of all the English letters so that children become familiar with the English alphabet

Characters

Four lively characters introduce children to the world of English They also model good behaviour

Baz is a four-year-old boy in his first year of kindergarten He is good-natured and kind He does not always do the right

thing, but he tries his best Many of the children will identify

with Baz as he tries to learn new things

Tess is Baz’s sporty and fun older sister She is seven years

old, She is eager to guide Baz and is forgiving of his mistakes Pat and Jig are the children’s stuffed animals They represent

the pretend world of the child When Pat and Jig are with the

characters, they are soft plush toys, but when they are on

their own, they have their own adventures in an imaginary toy world Pat is sometimes a bit naughty, but earnest

Jig keeps 4n eye out for him Through their stories and adventures, Pat and Jig help to develop children’s creativity

and look at the world in a new way

In addition to these four main characters, Tess and Baz’s two-year-old brother Adam appears throughout the course

He is the baby of the family, and both Tess and Baz delight in taking care of him Baz especially enjoys beirig the older brother Towards the erid of the first level, Tess's cousin Mira

is introduced She is quiet and shy She appears in Level 2, along with Baz’s outgoing new friend at school, Sam

introduction

Components

Class Book

The Class Book is colourful, lively and easy to use It is the

main course component It contains the vocabulary, stories,

songs and games that will enable children to achieve the course objectives

Each page of the Class Book corresponds to one lesson There is a small box at the top of each page that indicates

the activities for that page This helps you to see what each

lesson is about Each instruction in the box corresponds to a section in the teaching notes for that lesson The information in this box is not intended for the children

The icon 9) indicates that there is an audio component for that activity, and the number following the icon is the CD

track number

Activity Book

The Activity Book provides practice of the material introduced in the Class Book Each Activity Book page follows up on the material presented in the corresponding Class Book page

The Activity Book is the main pencil and paper practice of the course The Activity Book develops children’s reading, writing, numeracy, language skills and fine motor skills through a variety of fun and motivating activities It also incorporates oral language development as many of the

activities include a‘Say’ component The activities are easy

to do, underscoring the course philosophy that all children

want to and can succeed, Thus the activities may be set up

in class and completed at home

The Activity Book also contains a review lesson for each unit, which consolidates the main literacy, numeracy and

vocabulary content of the unit It may be done in class as

consolidation or preparation for a progress check It may also

be done at home for review

At the back of the Activity Book are some extra resources: at Level 1 there is a Picture Dictionary, cut-outs of the course characters, and a page of all the song lyrics; and at Level 2 there is a numbers spread, a writing grid, a craft activity and a page of ail the Level 2 song lyrics

The Level 1 Picture Dictionary can either be completed

after each letter is introduced, or used for home study, for

example during the holidays

The Level 1 cut-out characters can be used where

appropriate to act out the dialogues in class Children can

either hold up a cut-out (instead of the flashcard of the

character) or you could make some character badges (by sticking the cut-outs onto cardboard and sticking safety pins

on the back) which children could wear during role-plays

The Level 2 numbers spread is used to consolidate numbers 1-20, both numerals and written forms

The Level 2 writing grid can be used for any extra writing practice the children need, for example extra practice of any

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The Level 2 craft activity (making a beach umbrella)

consolidates the colours that children have learnt

The page of song lyrics (both levels) is given as a resource for parents so that they can remind their children of the song lyrics if they wish to This can be used at home, in conjunction with the children’s MultiROM (see below) to sing and enjoy the songs from the course

Maths Book (optional)

The Maths Book provides additional numeracy practice It combines traditional numbers activities, such as counting and writing numbers, with engaging puzzles and games and fun activities

By the end of Level 1, children will be able to: * write the numbers from 1 to 20

* count objects to 20

* carry out simple picture additions and sums © group objects to 20

identify number sequences

By the end of Level 2, children will be able to: ¢ write the numbers from 1 to 100

¢ write the words for numbers from 1 to 30

* count objects to 100 * group objects to 100

¢ carry out sums

¢ identify more complex number sequences

The Maths Book is a flexible and easy-to-use component of First Friends Its lessons may be done at any point in the unit

The Maths Book is also based on the premise that all children can succeed, and therefore offers easy-to-do activities that can be completed in class or at home No new vocabulary

is presented through the Maths Book All counting and number work is done through known vocabulary, with a special emphasis on the vocabulary presented in the corresponding unit of the Class Book There are complete

notes for each Maths Book activity at the end of the main

notes for each unit in the Teacher's Book

Teacher's Book (TB) ˆ

The Teacher's Book is clear and easy-to-use It provides notes to cover up to eight teaching sessions per week (when

all components are utilised fully), but if fewer sessions are available, the material can easily be adapted to fit, for

example by omitting the Maths Book activities

You can see at a glance the objectives and materials needed for each lesson There is always a suggestion for a warm-up

activity, which is followed by notes for the core activities

listed in the Class Book and corresponding page of the Activity Book Most lessons contain an optional activity should you want to give your children more practice or have

extra time Following the six core lessons of the Class Book,

there are notes for the Activity Book Review page of each unit as well as complete notes for the Maths Book The TB also contains a wealth of photocopiable material This consists of progress checks, phonics practice and {at Level 2) numbers practice The photocopiable material augments the material in the Class Book and Activity Book It contains games and other fun activities as well as further pencil and paper practice of key concepts

There is a one-page progress check for each unit (pages 94-103) {n addition, there is a two-page mid-year and two- page end-of-year progress check (pages 104-107)

The phonics practice photocopiables (pages 110-118)

consolidate the letter forrns and sounds in Level 1 through a

variety of games and activities In Level 2, this is expanded to include practice of word families

Page 119 (TB1 only) contains a writing model for the English alphabet, showing the starting points and direction of the pen strokes for each letter

The photocopiable material is clearly labelled and organized by unit so that you know when it is appropriate to use There are also separate teaching notes for using the photocopiable pages (see page 108)

CDs

The Class Audio CD at each level contains all the audio

material for the course, including all the new vocabulary, dialogues, songs and stories, The recordings feature only native speakers of English and expose your children to accurate and authentic models of presentation This CD is for use by the teacher in class

MultiROM

This can be found at the back of the Class Book It is to be used by the individual child at home to consolidate learning

The MultiROM contains:

® audio recordings of all songs (including Phonics and Numbers songs)

* animated review stories

* interactive vocabulary practice activities

iTools

Oxford iTools is software that allows teachers to present and manipulate course content in an interactive way It can be used either on an interactive whiteboard (IWB) or on a projector The Class Book pages can be viewed on screen and are synchronised with their corresponding pages in the Activity Book so that teachers can move easily between them interactive iTools activities include animated stories and vocabulary practice activities, The interactive audio

player also appears on screen

Resource Pack

At each level there is a Resource Pack containing a wealth of

flashcards and posters to support teaching in class:

Flashcards

Flashcards are an important teaching tool, and they are used in the majority of lessons in First Friends They are used to present new vocabulary and letters, to conduct other activities and games, to check answers, and to act out dialogues and songs The lesson notes give advice on how and when to use them Each flashcard is numbered and

each lesson specifies which flashcards are needed

Level 1 has 124 flashcards:

98 Vocabulary flashcards with pictures of all new vocabulary 26 Phonics flashcards with pictures of one of the phonics words for each letter

Introduction 5

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Level 1 flashcard list Vocabulary flashcards: ] CON AU BR Wh 9 10 1 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 Tess Baz Adam Pat Jig chair window clock board door picture cupboard floor bin table teddy bear boat bail bicycle balloon robot car train puzzle doll pen lunchbox crayon pencil rubber pencil box notebook book water bottle circle square heart triangle rectangle star diamond 2 Orange yellow blue red , green brown pink bee flower sun cow horse donkey chicken duck goose goat shirt hat trousers 6 Introduction 62 63 64 65 66 67 68 69 70 7\ 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 Phonics flashcards: 99 100 101 402 103 104 105 106 107 108 109 110 1 112 113 114 115 116 17 118 119 120 121 122 123 124 shoes jumper pyjamas dress skirt shorts socks legs eyes ears head nose arms fingers hair knees toes baby uncle mum dad grandma grandpa sister brother cousin aunt sweet spaghetti pizza juice orange cake banana biscuit ice cream sandwich Aapple Bbird € cat D dog Eegg F fan Ggirl H hand ligloo Jjar Kkangaroo L lion M moon N nose O ostrich P pen Q queen ` Rradio S star T tent Uup V volcano W water X fox Y yogurt Z zero

Level 2 has 110 flashcards:

93 Vocabulary flashcards with pictures of all new vocabulary

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— | Ị ị L Posters

There is a poster dedicated to each of the stories in Levels 1 and 2 of First Friends You may wish to use these posters when you teach the stories You can stick the poster at the front of the room and ask children to describe what is happening in each picture before they listen to the story on the CD Leave the poster for visual support as children act out the story If you prefer, use the posters to decorate your room At Level 1 there is also an attractive alphabet poster, which

can be used to revise the alphabet and vocabulary, or simply

to mark the progression of how many letters have been

introduced so far

Course structure

Each level of First Friends consists of 10 units

Each unit has six core lessons comprised of a Class Book and an Activity Book component The Activity Book offers an additional page of review practice, which can be combined with the Maths Book or photocopiable material

to make a lesson

For additional classroom periods, there are six Maths Book lessons, which can be used at any point during the unit This material is very flexible It can be used in class over one or two lessons or set up in class and assigned for home practice,

In addition, most lessons offer an optional activity The notes for the optional activity are at the end of each lesson in the Teacher's Book The optional activities provide extra practice and consolidation of what has been taught in the main Class Book / Activity Book lesson They do not present new language or vocabulary, They can be used if you have extra time or if you feel your children need extra practice on a particular language item

+

Topics

First Friends is a topic-based course Each unit is centred on a different topic This reduces the cognitive load on children since vocabulary is presented in meaningful groups

or word families “

The topics chosen are relevant to kindergarten children and reflect their lives As a result, they reassure, interest and motivate the children in the classroom

Level 1 includes topics such as toys, clothes, food, family and the body Level 2 includes topics such as school, feelings, actions, home, fufniture, holidays, jobs and wild animals

Cross-curricular features

The benefits of English instruction can be maximized by linking it with other parts of the curriculum First Friends connects to other curricular areas in many ways In both levels, children do cross-curricular craft projects which link with nature, social sciences, art and maths, In Level 2, Explore reading texts are introduced which familiarize the children with a range of fun cross-curricular topics through the medium of English

Creative links are also promoted through the development of musical skills, including awareness of melody, rhythm and rhyme

Values and Everyday English

First Friends recognizes that language instruction presents

an opportunity to reinforce values such as cooperation,

teamwork, health and respect for others The photographic values pages present useful, functional language within the context of social values These lessons model gocd social behaviour in situations that are relevant and familiar to young children The dialogues, stories and illustrations also provide opportunities to address such values

Unit structure

The simple and reliable unit structure makes First Friends an ideal course for experienced and novice teachers alike Novice teachers can build confidence and rest assured that

they are developing sound teaching skills while using the

material Similarly, more experienced teachers who are more confident and adept in the classroom can expand upon the

solid framework provided

Each unit has a one-page-per-lesson format, and each page / lesson has a specific role in the unit This format is consistent across Levels 1 and 2

Class Book structure

The first two pages of each unit of the Class Book depict a lively scene involving the course characters These pages are used to present the target vocabulary and structure in context They provide two lessons of material

Lesson 1 is devoted to vocabulary, where there are typically ten new words for children to produce Lesson 2 presents the key language structure of the unit in a dialogue format The dialogue uses the structure in a natural way and is humorous so that children remain engaged as they are exposed to the new language

Lesson 3 of each unit is for Phonics, and it provides material for literacy development, the alphabet in Level 1 and further

phonics practice in Level 2 First Friends is carefully crafted so that children are not overwhelmed by too many new letters or phonic activities at once There are never more than three new letters presented in any one unit of Level 1 Similarly, in Level 2, there is never more than one core word family See page 8 for a description of word families and the phonics approach

Lesson 4 focuses on values and everyday English A dialogue using everyday English models good social behaviour and is illustrated photographically Functional language related to the unit topic is presented and practised here

Lesson 5 of each unit is devoted to numeracy, which is presented in Level 1 in conjunction with a song Children learn the numbers from 1 to 20 Level 2 presents the numbers up to 100 and focuses on basic Maths skills such as

pattern practice and sums

Lesson 6 is the story lesson Each story is a simple four- frame story which features the course characters or other characters in humorous, creative or thoughtful situations The story text appears in speech bubbles; children are not expected to read all the words, but their

appearance raises children’s comfort with the written word

in preparation for the reading of simple sentences, which is encouraged in Level 2 Children do not encounter any new language in these stories

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8

Activity Book structure

The Activity Book mirrors the transparent structure of the Class Book The first and second pages reinforce the vocabulary,

and where possible, the structure introduced in the unit In some cases, further phonics practice is provided to prepare for the next lesson The third page provides written practice of the letter or letters introduced in the Phonics pages The fourth page reinforces the values taught in the unit, and the fifth page provides written practice of the numbers of the unit The sixth page has activities which enable the children to practise the language and concepts of this and previous units before the review of the main literacy and numeracy concepts on the seventh page

The four skills

First Friends develops the four language skills of speaking, listening, reading and writing

Speaking

Children speak in every lesson Speaking activities represent a wide range of formats, including listen and say, question and answer, role plays and communicative speaking Pronunciation is also addressed through songs and the Phonics pages Attention is also given to techniques for pronouncing specific sounds that present problems for speakers of various languages, e.g p and b

First Friends uses the International Phonetics Alphabet for pronunciation models See page 9,

Listening

Listening is an important skill for young children, and itis likely that a number of your children will begin to understand with confidence before they are able to speak with confidence

From the outset of First Friends, children’s listening skills are developed Children listen to the dialogues and stories in each unit The teaching notes always give suggestions

for questions to ask your children about what they hear

Children are more likely to pay attention and focus if they

know you will ask thern about it

Reading

First Friends teaches reading primarily using the phonics method See below for an explanation of phonics

In Level 1, children will:

¢ learn the left to right progression of English

« learn the sounds of the letters of the alphabet

e learn to recognize the letters of the alphabet in both

lower case and capital letter forms

¢ learn the names of the letters -

* learn to identify the starting sounds and letters of words

learn to read high frequency words (e.g colours) through

the ‘Look and say’ method

¢ learn to read and identify the digraph sounds represented

by th, sh and ch

learn to blend simple phonic words in families with CVC (consonant - vowel - consonant) patterns

Introduction

¢ learn to identify vowels ao

¢ learn to read high frequency words (e.g numbers and

additional colours) through the ‘Look and say’ method ¢ gain experience in following written text as it is heard

Writing

Writing is very controlled in First Friends A controlled approach to writing helps to ensure that children’s handwriting is neat and legible It also helps to ensure that children form letters correctly at the print stage so that they are able to make the transition to joined-up handwriting

easily, Writing is limited to the letters of the alphabet and

simple words

* do activities which reinforce the left-to-right direction of English writing

* do activities which develop fine motor control * learn to write the lower-case and capital forms for all

letters of the alphabet * learn to write simple words In Level 2, children will:

* practise writing the letters of the alphabet ¢ learn to write simple words

¢ develop further their pencil control and fine motor skills

Literacy development: phonics and ‘Look and say’

First Friends adopts a phonics approach to literacy development

The phonics approach is based on the letter / sound correspondence, In other words, each letter has a primary sound which enables the reader to decode or read the word

For example, the word cat consists of three letters (c, a, t) and three sounds (/k/ /ee/ /t/) If the reader understands the

correspondence of the letters and the sounds, he or she is

able to decode or read cat Thus, knowing the letter sounds

is extremely important, and is more important than the letter name, However, in many countries, letter names are also important There are parental and cultural expectations that children should know the names as well as the sounds of the letters As a result, First Friends teaches both the letter name and the letter sound

In order to make the learning process easier and more enjoyable, First Friends uses a phonics song, The phonics song is used for each letter and it sets the letter name, its sound, and the phonics exemplar words to a memorable

tune Children only need to learn the song melody once so

that they can focus on the letter in future

In Level 2 the phonics instruction is expanded to include word families Word families consist of simple consonant- vowel-consonant words that have the same vowel and

final consonant, e.g cat, hat, mat, Pat Children apply the

letter sounds learnt in Level 1 to read these words There is one word family for each of the five vowels (-at, -et, -ig, -op, -un) Word families also provide an opportunity to develop thyming skills, which can help children to become more

attuned to the sounds and patterns of English

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a are set to a memorable tune, and the same melody is used

for each word family Again, children only need to learn

the song melody once so that they can focus on the word families more easily

Although the phonics method can provide a solid foundation in decoding words, it does have disadvantages Some words cannot be decoded simply by blending their constituent sounds, e.g blue, one, two, the, etc For this reason, First Friends also uses the ‘Look and say’ (or'Whole word’) method In the ‘Look and say’ method, children are shown the word and are taught to associate it with its meaning An example of this in First Friends is the teaching of the colours

Children are shown the flashcard for b/ue and its written

form, They are taught to recognize the word and associate it with its meaning Phonetic key A - fe/ - apple N—/m/~ nút B-/b/- bird O -/p/ - octopus C-/k/ - cat P —/p/ — pink D -/d/ - dog Q-/kw/ - queen E-/e/-egg R-/r/ — rabbit F-/#/- fan S -/s/—sun G -/g/ - goat T-/t/-ten H -/h/- hand U~/A/ - umbrella |-/t/ - insect V-/v/-van J = /d8/ - jump W — /w/ — water K-/k/- kite X —/ks/ - box L- ñ/ - lemon Y -/j/ - yellow M - /m/- moon Z~1z/- zebra

Level 2 reviews all sounds learnt in Level 1 The emphasis in Level 2 is on word families with the same vowel and final consonant: feet/ — cat fet/ - jet fig! - dig /np/ - mop /An/ - sụn

Level 2 also introduces digraphs These are letter combinations that have their own sound: th -/0/ - thumb ` sh -/f/- sheep ch -/tf/ — chair Characteristics of young learners Intellectual development

Kindergarten-age children are beginning to use logic to

understand things they have experienced, seen or heard However, they are not able to understand abstract rules

or logic As a result, abstract concepts and grammar are not taught overtly at this stage Terms such as singular or plural are not used, and you will not find instructions to give grammar rules in the teaching notes For example, when plurals are introduced in Unit 4 of Level 1, the notes avoid

instructions such as ‘to change a word from singular to

plural, add the letter ~s to the end: The concept of plurals is taught using real objects, e.g pens, and drawing children’s attention to the difference in the way the words pen and pens are said

Attention span

Young children have very short attention spans They focus on here-and-now activities that are lively and fun Their attention span can be maximized when visual stirnulus is present With

this in mind, First Friends often recommends that flashcards be

stuck to the board and remain there for support

In order to keep the children engaged, do not spend too much time on any one activity, It may be beneficial to leave an activity unfinished in order to maintain class attention

You may also find that slowing down the pace or

quickening the pace of your lessons will add variety and keep children interested

Sensory input

Everyone has a different learning style or preferred way of learning Auditory learners prefer listening to the CD or the teacher Visual learners prefer looking at pictures Tactile learners take in new information by touching and doing

First Friends has a variety of activities that address the

learning preferences of all children There are opportunities to listen to stories and songs on CD, talk about pictures and posters, and act out role plays

Fine motor skills development

Fine motor skills are still developing in young children They are just beginning to use their hands and fingers for activities such as writing and drawing These actions require coordination and control, which most young children typically do not possess As a result, the handwriting and drawing of young children is often larger or malformed It is important to recognize that such characteristics are a normal part of all children’s development

To assist in the development of fine motor skills, First Friends includes numerous tracing and drawing opportunities Activities which require children to trace lines as they reinforce their new language skills are an important part of their coordination Similarly, colouring activities help children to control their pencils

Itis very important to encourage children in their writing, tracing, copying and drawing Do not worry if children are unable to trace, write, draw or colour neatly These skills will emerge during their primary years

Affective developmental factors

Not all children will be able to respond to you from the

beginning of the year Some may need a silent period in which they acclimatize to the new experience and absorb the language around them without being required to produce it

Do not push children to speak if they do not feel

comfortable Some activities involve calling children to the

front to sing or act Choose children who are willing and

eager to perform in front of the whole class

Furthermore, young.children flourish with praise It raises their confidence and gives them positive reinforcement

Therefore, always praise correct responses and avoid harshly criticizing incorrect ones You may simply say, ‘That's almost right Try again:

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10 a General teaching procedures Introducing language

The teaching notes give suggestions as to how to introduce all new language in each unit However, you may wish to introduce language in other ways, for example, using real

objects, pictures from magazines, or other means

Teaching Phonics activities

The lesson notes contain step-by-step instructions for

introducing each letter

Level 1: Letters and sounds

The general procedures are as follows:

¢ Introduce the letter with a word beginning with that letter using a flashcard, a real object, etc,

e Write the letter on the board Point to it and say the letter

name, its sound, and the name of the exemplar word * Children repeat the word chorally and individually ¢ Repeat with the capital letter

* Tell children that they are going to learn how to write the letter

¢ Stand with your back to the class as you use your finger to ‘write’ the capital form in the air Write the letter exactly as it is presented in the Class Book (you may also wish to refer to TBI page 119),

* Tell children to copy your action and write the capital letter

in the air Check that they are forming the letter correctly ¢ Repeat the procedure for the lower case letter

¢ Tell children to practise tracing over the letters in their

books with their fingers Level 2: Word families

¢ Introduce the word family with a word from the family using a flashcard, a real object, etc

¢ Ask children to tell you the first-sound of the word Write it on the board

¢ Repeat with the sécond and third sounds of the word

¢ Introduce another word from the family Repeat the procedure

¢ Underline the vowel and final consonant in each word to

draw children’s attention to the similarity

Teaching handwriting

Children need to be introduced gradually to handwriting Tracing in the air and in their books with their fingers is a valuable exercise The lesson notes contain step-by-step instructions for teaching each letter

¢ Draw writing lines on the board (you may wish to refer to TB page 109 for a model) Put dots on the lines to show the starting point(s) for forming the capital letter, Write the letter on the lines exactly as it is presented in the Class Book (you may also wish to refer to TB page 119)

* Tell children to practise tracing over the letters in their

books with their fingers

Introduction

¢ Children trace and write the letters with their pencils Check that they are holding their pencils correctly and forming the letters correctly

« Repeat the procedure for the lower case letter

¢ Draw more writing lines on the board Call children to the board to write capital and small forms on the lines Correct

as necessary

There is a photocopiable page of writing lines on TB page 109 so that you can give your children extra practice in

handwriting

Using stories

Pretending and playing are extremely important for young children Stories encourage and facilitate pretending and playing They enable children to use their imagination,

make sense of the world, and express their feelings and

thoughts Stories also give a natural context for introducing

and practising language Each unit of First Friends includes a dedicated story lesson In addition, Lesson 2 of every unit uses a little story to present the unit's key structure

How to teach stories and presentation dialogues

There are step-by-step notes tailored to each story and dialogue The general procedures are as follows:

¢ Establish the context for the story or dialogue by asking children questions about the pictures

e Ask questions which give key information These questions typically begin with: Who? Where? What? and Why?

¢ Children listen to the story or dialogue as they look at the

pictures in their books

¢ Call children to the front to act out the story Use props, e.g flashcards, real objects, etc to make it more fun If you feel your children are able to, have them hold the cut-outs from AB1 page 77 as they act out stories with the course

characters

Teaching songs

Children enjoy songs, rhythms and melodies As a result, these are an effective tool for teaching and practising language In addition to the phonics song, First Friends features at least ¬_ go : :

oñ additional song in almost all units At Level 1, many of these songs support the teaching of numbers

There are step-by-step notes tailored to each song The

gerieral procedures are as follows:

* Establish the context for the song by asking children

questions about the pictures

¢ Present any new language using real objects, flashcards, magazine pictures, drawing on the board, miming, ete ¢ Children listen to the song as they look at the pictures

in their books, You may find that it is easier to present the actions as children listen This often helps children to remember the language more easily

¢ Children sing along as they listen again

¢ Call children to the front to do the actions and lead the

Trang 12

Doing arts and craft

Arts and crafts are important for young children They encourage creativity and they also help to develop fine motor skills

Many teachers are reluctant to do arts and crafts because

they feel they are difficult to manage effectively To help

with this, First Friends includes craft activities that are easy to prepare for and do in the classroom The following are

general procedures to teach arts and crafts:

Try the craft activity before class so that you are clear about the materials and the procedures

¢ Before class, prepare for the craft activity by cutting out, measuring or grouping as many of the materials as you can Cover all work surfaces with paper or plastic ¢ During the lesson, give the instructions for each step of

the craft activity before you give the materials for that step to the children This will help children to focus on the instructions before they begin working

¢ Don't hesitate to modify the activity to suit your children’s

needs or the time available in the lesson

Assessment

First Friends provides for the continuous assessment of children’s language performance in that each unit has a photoecopiable progress check (see TB pages 94-103) In addition, there is a photocopiable mid-year progress check, covering Units 1-5 (see TB pages 104-105), and a final progress check, covering Units 6-10 (see TB pages 106-107) Assessment helps you:

more attention

* to monitor and follow the progress of individuals * to monitor the effectiveness of your instruction

* to give feedback to children, parents and other teachers

The progress checks are traditional paper and pencil

worksheets that cover the letters and numbers concepts of

each unit You can use the progress checks in different ways Children can do them silently on their oWn, as a more formal assessment, or you may allaw children to take them horne

and work on them over a period of several days

Regardless of the way you choose to use them, model the first item of each activity with the class Use one of the modelling procedures described in the unit notes, e.g copying an item on the board, etc

Although the progress checks are a good resource, you can

assess your children in other ways as well You can assess

their understanding and ability to speak English You may

also want to assess letter and number understanding orally

The First Friends photocopiable assessment form (see page 12) is intended for use in all units No two First Friends classrooms are the same, so the assessment form can be tailored to each teacher's needs

The lesson objectives are given at the start of the teaching notes for each lesson, Choose the objectives you wish to assess and write them in the box at the bottom of a

photocopy of the assessment form For example, for Unit 5,

Lesson 1, you may decide that the first two lesson objectives (to identify basic shapes and to identify colours) are the ones you would like to assess, Write this information in the box

at the bottom of the form Write the children’s names in the

first column (You may find it useful to write the children’s names on a photocopy, and then copy this again before filling in any objectives, so that you have a ready-made template for future assessment.) Each form allows you to assess up to eight objectives You can either use one form per unit, or copy an extra form if you wish to assess more than eight objectives in any one unit

You may not want to tell the children that they are being assessed as this may cause them to feel anxious

Assessment at the kindergarten level is informative rather than evaluative As such, children should not be given marks denoting excellence or poor performance The following marking system is suggested:

O = OK The child has met the objective,

E = Emerging The child has partially met the objective

N=Notat this time The child has not met any aspect of

the objective

How to carry out assessment in the classroom:

* Assess your selected objectives using procedures children

are familiar with, e.g hold up a flashcard and ask a child

What's this? The child responds It’s a triangle Snow the

child three different shapes Point to the triangle Ask /s ita

triangle? The child responds Yes it’s a triangle

* Vary the procedures slightly so that children do not repeat what the previous child has done However, be sure

that the procedures are consistent, i.e, they all require

production, or they all require receptive understanding * Inthe column for each objective next to the child’s name,

indicate the child's performance

* OnTB page 13 there is a photocopiable achievement certificate to give to pupils at the end of the year, or whenever they have performed well in class

oxfordparents

Help your child with English &

Oxford Parents is a new website where your students’ parents can find out how they can help their child

with English They can find lots of activities to do in the home or in everyday life, Even if the parent has little or no English, they can still find ways to help We have lots of activities and videos to show parents how to do this

Studies have shown that practising English outside

the classroom can really hep children become more confident using the language if they speak English with

their parents, they will see how English can be used in

real-life situations and this can increase the students’

motivation

Parents can help by practising stories, songs, and

vocabulary that the students have already learned in the classroom Tell your students’ parents to visit www.oup.com/elt/oxfordparents and have fun helping

their children with English!

Trang 13

Assessment form: Unit Assessment Key

O =OK The child has met the objective

E = Emerging The child has partially met the objective N = Not at this time The child has not met any aspect

of the objective

Name 1 2 3 4 5 6 7 8

¿

1 Lesson _ Objective: 5 Lesson Objective:

2 Lesson _ Objective: 6 Lesson _ Objective:

3 Lesson _ Objective: 7 Lesson _ Objective:

4 Lesson_ — Objective: 8 Lesson _ Objective:

12 Introduction ce © Oxford University Press

Trang 15

Lesson 1 Vocabulary = ceacse-s,ssrnccs

‘Lesson objectives os

To recognise and say the days of the week in order

To practise greetings and introducing someone _

To recognise English sounds and spoken words

To develop fine motor control

To write one’s name

Vocabulary: Welcome back Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

Materials: CD tracks 1~2; (optional) glue, buttons, beads,

dried beans or sand Class Book ‘eraces 4-5

Warm-up

® Ask children what they remember about the characters

frorn First Friends Level 1 (Baz, Adam and Tess are brothers and sister Jig is a rabbit, and Pat is a cat)

¢ Ask if they can remember the teacher's name (Mrs Woodward)

Listen and say @ 1

¢ Tell children to look at the picture on pages 4 and 5 Ask

children which character they recognise (Baz) Ask what

they think is happening (Baz and the class are meeting a

new boy) Play the CD once to check the answer

¢ Play the CD again, pausing after each phrase Children

repeat the phrases chorailly and individually

Transcript & 1

Listen and say

Mrs Woodward Hello, everyone Welcome back! Class Hello, Mrs Woodward!

Mrs Woodward Baz, this is Sam Baz Hello, Sam! I'm Baz

Say and do

¢ Ask children how Mrs Woodward greeted the class (Hello) * Ask if they can remember what Mrs Woodward said after

that (Welcome back) Present Welcome back

« Call a child who was at the school last year to the front

Say Hello, (child's name) Welcome back Explain to children

that the child is corning back for another year of school

* Calla child who is new to the school to the front to join the first child Act out the dialogue with the children using their own names Take this opportunity to introduce the new child to the class

« Repeat with other new children so that everyone is introduced

Listen and say @ 2

¢ Tell children to look at pages 4 and 5 in their books Direct their attention to the word on the board in the classroom Explain that this is the day of the week for Baz

Unit 1

¢ Tell children that they are going to learn the words for the

days of the week Write the days of the week on the board Point out that the first day of the week is Sunday

¢ Play the CD, pointing to each day of the week on the board as it is said, Pause after each word so that children can point to the word in their books

e Play the CD again, pausing after each word Children repeat the words chorally and individually

Transcript @ 2

Listen and say

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday

Activity Book 4+4

1 Trace and colour

® Tell children to took at page 4

e Ask children the names of the characters (Baz and Sam) ¢ Model the activity Write the name Baz on the board Point

to each letter and ask children to say its name and sound

¢ Ask children if they know what kind of letter Bis at the

beginning of Baz’s name (a capital letter) Tell children that names in English always begin with capital letters e Trace the name Baz on the board as children trace in their

books with their fingers Be sure to use the directions for the letters given in Class Book 1 (see also Teacher's Book 1 page 119 for a reference model of how to form the letters) Tell children to trace the names in their books with their pencils and then trace the lines on the characters to complete the pictures, before colouring them

2 Draw yourself Write and say

Tell children to look at the bottom of the page Explain that they should draw a picture of themselves in the frame and write their name in the speech bubble ¢ As children are drawing, write their names on the board,

Point to each child’s name and have that child stand up and say his or her name

¢ Children write their names next to the picture

Call a few children to the front to share their pictures and

say Ím (name)

Optional activity

the first letter of their name in the centre of the paper

(remind them that it needs to be a capital letter) Tell them to make the letter very large

¢ Help children to glue buttons, beads, dried beans or sand to the shape of the letter

Trang 16

Lesson 2 Structure § cpscs4-s,asraces

Lesson objectives: "¬-

To talk about days of the week To practise capital letters

To develop fine motor skills

Structure: What day is it? It's (Monday) - Materials: CD tracks 3-4; (optional) a calendar

Class Book

Warm-up

* Ask children to say the days of the week

¢ Ask them how many days there are in a week (seven)

CB PAGES 4-5

« Ask them what the first day of the week is (the answer will vary depending on your location)

Listen and say © 3

* Tell children to look at the picture on pages 4 and 5 © Ask children to say who the characters are (Mrs Woodward,

Baz and Sam),

* Ask if any children can rernember the day of the week written on the board Remind them that it is Monday ¢ Tell children that they are going to listen to a conversation

between Mrs Woodward and Baz

® Play the CD, pausing after each phrase Children repeat

the phrases chorally and individually

¢ Check understanding by asking /s it Saturday? Shake your head and encourage the class to say No, it isn’t Ask Is it Monday? Smile and encourage the class to say Yes, itis

Transcript ® 3

Listen and say

Mrs Woodward What day is it? Is it Saturday? Baz No, it isn't!

Mrs Woodward What day is it, Baz? Baz It's Monday

Mrs Woodward That's right!

Listen, sing and do â 4

đ Tell children that they aré going to learn a special song for the days of the week

e Play the CD Tell children to listen to the song * Play the CD again and pause after each line Sing the

line and tell children to repeat after you When you hear the word nice, smile and !ook happy to demonstrate the

meariing,

¢ Tell children to point to the days of the week in their books as they sing them,

* Point out that the song is about the schoo! day for Baz It's Monday in that picture /

¢ Play the CD again and ask children to sing the song

Transcript @ 4

Listen, sing and do

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday It's a nice day!

It's Monday

Activity Book races

1 Trace and say Draw

* Tell children to look at page 5

¢ Say Sunday Emphasise the first sound Ask children the

name of the letter (S)

¢ Trace the capital 5 at the beginning of the word as children trace it with their fingers in their books ¢ Ask children to write the letter Sat the beginning of

Sunday with their pencils ¢ Children complete the activity

e Check by writing the days of the week on the board with the first letter in dotted form Call children to the front to

trace the letter and say the day

¢ Ask children to choose their favourite day of the week,

and to draw something to illustrate it on the right side

of the calendar (for example, if they go swimming on Wednesday, they could draw themselves swimming, etc.) * Call on a few children to share their drawings with the

whole class

Optional activity

¢ Split the children into seven groups Prepare seven large sheets of paper with one of the days of the week written on each

* Give each group one of the sheets of paper

¢ Ask each group to work together and draw something

that they typically do on that day

* Say the days of the week as each group stands and

shows its pictures Ask children to describe them

Trang 17

Lesson 3 Phonics = cracco,as races ‘Lessonobjectives: -

To say al nd recogn ise letters Aa-Zz

To recognise and say the sounds /œ/-/z/

Vocabulary: apple, bird, cat, dog, egg, fan, girl, hand, insect, jar, kite, lion, moon, nose, octopus, pen, queen, radio, star,

tent, umbrella, van, water, fox, yogurt, zebra

Materials: CD track 5

Class Book = races

Warm-up

* Write the names Adam, Baz and Tess on the board, Point to the first letter in each name, and ask children to name the letter Sound out the letters a /ze/, b /b/, and t /t/, and encourage the class to repeat

¢ Ask children to think of other words that start with the same letters, e.g apple, ball, Tuesday

Look and say

* Tell children to look at page 6 in their books

* Review the letters of the alphabet Write the letters Aa-Zz on the board

* Say the name and sound of the first etter (a, /ae/), Point to it on the board, and ask children to point to it in their

books Check they are pointing to the correct letter

¢ Say the name and sound of the second letter (6, /b/) Point

to it on the board, and ask children to point to it in their

books Check that they are pointing to the correct letter e Continue in this way until you reach the letter Zz

Listen and sing @ 5

® Say g, feel, apple Children repeat chorally and individually

¢ Call on children to give the name and sound for Bb (0, /b/)

Look at the picture and elicit the word bird

¢ Play the CD Tell children to listen to the song

* Play the CD again, and pause after each line Sing the line,

and tell children to repeat after you Tell children to point to the letters in their books as they sing

¢ Play the CD again, and ask children to sing the song

Transcript @ 5

Listen and sifg

Ale! apple N/n/ nose

Bib/ bíd O/p/ octopus

Cik/ cat Pip! pen

Did/ dog Q/kw/ queen Efef egg R/r/ radio F// (an S/S/ Star G/g/ gil Tit/ tent H/h/ hand Ufal umbrella

HH insect Vivi van

JiB/ jat Wiwi/ — water

K/k/ kite X/ks/ fox

L/W tion Yj/ yogurt

M/m/ moon Zizi zebra

Unit 1

Find and say

® Say Ask children to tell you the sound for ¢ (/k/, cat) Make a miaow sound and say cat to reinforce the meaning

¢ Ask children to find the letter c on the page and point to it Check they are pointing correctly

* Say f Ask children to tell you the sound for / (/l/, lion) Make a roaring sound and say fion to reinforce the meaning ¢ Ask children to find the letter /on the page and point to it

Check they are pointing correctly

¢ Repeat with other letters Aq-Zz Mime the words or draw pictures to reinforce the words and their meanings ¢ Vary the activity by saying a word and asking children to

say, then find the letter

Activity Book races

1 Say and circle

¢ Tell children to look at page 6

e Explain that children should circle the initial letter for each

word,

* Look at the example Say the word date, then the sound for the inititial letter (/d/)

* Children circle the correct letter d with their pencils, Check that they are holding their pencils correctly

Optional activity

* Tell children they are going to play a game to review

the sounds and names for letters Aa-Zz,

¢ Quickly remind children of yes and no by repeating the words and using appropriate gestures (nodding / shaking your head, etc,)

* Write the letters Aa—Zz on the board Point to the letter f and say /f/ Ask Yes? Children should say yes

¢ Point to the letter g and say /b/ Ask Yes? Children should

say no Ask them to tell you the sound for the letter g (/g/), Repeat with other letters,

Trang 18

CB PAGE 7, AB PAGE 7 Lesson 4 Explore ‘Lesson objectives” _ To begin to understand the re and meaning

To begin to develop decoding skills in order to eventually

become an independent reader - To use English to learn about weekly routines To write simple words

Vocabulary: week, school, home

Materials: CD tracks 4 and 6; (optional) a sheet of paper

for each child

Class Book <Bpace7

Warm-up @ 4

* Sing the song for the days-of the week from Lesson 2

Look and listen @ 6

girl in the first picture? (about 6), Where is she? (at school), Where is the man in the second picture? (at home), What is he doing? (working on his computer), Who are the people in the third picture? (grandparents), Where are they? (their home or someone's home)

Tell children they are going to listen to the information

about a week in the life of the girl in the first picture

¢ Play the CD Pause after the text for each picture to help focus children’s attention and give them time to look at the pictures Transcript © 7 Look and listen My week It's Monday I'm at school My dad is at home It's Sunday

My grandma and grandpa are here

Listen and read @) 7

® Tell children they are going to listen again and try to read along with it „

¢ Ask children if they can recognise any of the words on the page, for example the days of the week Write any of these

words on the board so that all the children can locate

them on the page

¢ Reassure children that they are not expected to be able to

read the text entirely on their own Point out that you will pause the CD after each picture so that they can catch up if necessary

¢ Encourage children to run their fingers under the words as they hear them

* Play the CD while children read along using their fingers to guide them Remember to pause after the text for each picture

Read and say

¢ Call on volunteers to read any parts of the text they fee! comfortable reading Praise all attempts, even if a child can only recognise one or two words

© Ask children questions about the text that cannot be easily determined from the pictures, e.g What day of the week is it in the first picture? (Monday), Who is the man in the second picture? (the girls dad), What day is it in the third picture? (Sunday), Who are the elderly people? (the girt’s grandma and grandpa), Are the grandparents in their own home? (No, they are at the girl's house)

Activity Book 48Pace7

1 Trace and draw

¢ Ask children which two days of the week are printed on the page (Tuesday, Saturday)

¢ Model tracing the words on the board for children

Encourage them to trace in their books, first with their fingers and then with their pencils

¢ Tell children to look at the two sentences on the page

Copy them on the board

se Read them aloud as you run your finger under each word * Model tracing the words school and home for children

Encourage them to trace in their books, first with their fingers and then with their pencils

@ When children have finished, prompt them to tell you

which day they are at school, Tuesday or Saturday

Optional activity -

¢ Write another day of the week on the board, e.g Sunday

® Give each child a sheet of paper Ask them to copy the

word on the paper Tell them to draw something that they usually do on that day

Trang 19

18

Lesson 5 Numbers cracesasraces

Lesson objectives

To identify, write and use numbers 21 and 22

To write numbers twenty-one and twenty-two

Vocabulary: numbers 21-22

Materials: a large poster with 21 circles and 22 circles

Class Book = «races

Warm-up

e Review the numbers ffom 1 to 20

¢ Lead the children in reciting the numbers in order from 1 to 20, chorally and individually

* Repeat by having the children say the numbers in order

from 20 to 1 Learn the numbers

* Before the class, prepare a poster with separate groups of 21 circles and 22 circles respectively Arrange the circles in

two rows or columns of 10 with the remaining circles on a separate line

¢ Tell children they are going to learn to count in English Ask children to look at page 8 in their books Explain

that the number line at the top of the page shows many

numbers, but that they will only be learning the two

numbers in the box today

¢ Write the numbers 21 and 22 on the board Write the numbers exactly as they are presented in the Class Book Point to the 21 and say twenty-one

e Put the poster you made of the circles on the board Point to each circle as you count to 21, Then direct children’s attention to the two groups of 10 circles and count ten, twenty Continue counting to 21 as you point to the remaining circle

¢ Repeat with 22

¢ Tell children to look at the numbers 21 and 22 with the dotted lines and arrows on the page

* Stand with your back to the chidren as you use your

finger to‘write’ number 21 in the air

¢ Tell children to copy you and write 21 in the air Check that

they are forming the number correctly,

¢ Repeat the procedure for number 22

* Tell children to practise tracing over the numbers in their books with their fingers, then with their pencils

Count

* Direct children’s attention to the picture Ask what they

can see (a train) Tell children not to worry about the

numbers on the carriages at this time

Demonstrate as you hold your book up * Give children time to count Help as necessary Look and find

* Direct children’s attention to the numbers on the train carriages

* Ask children to say the numbers they can see Unit 1

carriage in the upper left Ask What’s the number? Children respond 17 Move your finger to the next carriage and repeat the question Continue until you come to the first carriage with the number 21,

¢ Children continue the activity on their own, identifying numbers 21 and 22

numbers in their books, Depending on the level of your

class, you may want to ask How many 215? (3); How many

225? (4)

Activity Book asracte

1 Trace and write Count and match

° Draw writing lines on the board, Put a dot on the lines to show the starting point for forming the number 21 Write the number on the lines exactly as it is presented in the Class Book

¢ Teil children to practise tracing over the numbers in their books with their fingers

¢ Children trace and write the numbers with their pencils Check that they are holding their pencils correctly and forming the numbers correctly

* Repeat the procedure for the number 22

¢ Draw more writing lines on the board Call children to

the board to write 21 and 22 on the lines Correct as necessary

* Ask them to tell you the names of the things in the

pictures (rubbers, pencils)

* Explain that children are going to count the number of each item and then match the box to the correct number, * Lead children in counting the rubbers, Ask How many

rubbers? Children respond 22 Tell children to draw a line from the rubbers to the model of 22

* Ask children to count and match the pencils on their own

2 Say, trace and write

¢ Ask children to look at the second activity Explain that

these are the words for 21 and 22

¢ Write the word twenty-one on the board Ask children to

trace the word in their books with their fingers

¢ Check that children are tracing over the letters correctly

and from left to right

¢ Children trace and write the word with their pencils

Check that they are holding their pencils correctly and

forming the letters correctly,

* Tell children to write the number 21 in the box to the

right of the line, Check that they are forming the numbers correctly

¢ Repeat the procedure for twenty-two

Trang 20

Lesson 6 Story <srices,aspaces

{Lesson objectives coe

To follow the left-to- Tight sequence ‘of English To develop listening and reading skills in English

To understand and enjoy a story

To understand sequencing

To revise and consolidate language introduced in the unit

Vocabulary: Let's play, Give me , kick, ball

Materials: CD track 7, a bail, a calendar {in English if

possible); (optional) a piece of paper for each child

(BPAGE9

Class Book

Warm-up

¢ Hold up a ball or draw a picture of a ball on the board Ask

What's this? Children respond A ball

* Review the word kick by pretending to kick a ball

* Review the word give by asking Give me your book Give me your pencil, etc

e Review the days of the week using a calendar Point to each day as you say its name

Look and say

Teil children to open their books at page 9

¢ Remind children that English stories are presented from

left to right Hold up your book and point at the frames in

order

© Say Point to picture 1 Check that children are pointing to the picture with the 1 in the corner Say Point to picture 2 Check that children are pointing to the picture with the 2 in the corner Repeat with pictures 3 and 4

© Ask children questions about the story: Who are the children? (Tess, Baz and Adam), What day of the week is it? (Saturday), What are the children doing? (They are playing with a ball), Are they playing nicely with their little brother? (Yes, they are}, Why is it important for older children to include their younger brothers and sisters in their games? (It is kind It teaches the younger children about different games, etc)

Listen @ 7

¢ Tell children that they are going to listen to the story Explain that all the sentences they hear are on the page, in the speech bubbles

Play the CD and pause between each frame Don't ask

children to repeat at this stage of the lesson

e Ask children to tell you what they understood Play the CD

again if necessary

Transcript © 7

Listen It's Saturday! Tess It’s Saturday! Baz Let's play Baz Give me the ball Tess Kick, Adam Kick!

Listen and act @ 7

Tell children they are going to hear the story again Tell them to run their fingers under each word as they listen Play the CD again, pausing after each frame Children repeat the sentences chorally and individually as they point to the words

Teil the class that they are going to act out the story Call three children to the front to mode! the story with you Give the child playing Tess the calendar and help him or her find Saturday You may want the children to simply hold the ball and pretend to kick it

Call other children to the front to act out the story Help children to perform by prompting the lines and telling them to repeat and point to the props

Activity Book 4srsct

1

Match

Tell children to look at page 9

Ask children what is happening in the first picture (Baz is running towards a ball)

Ask children what they think will happen next Accept all answers (Baz might kick the ball: he might pick up the ball; he

might fall on the ball, etc)

Ask children to look at the pictures in the right column Ask them which picture is the best match for what happens to Baz and the ball next (the picture of Baz kicking

the ball)

Telt children to trace the line between the two pictures Children complete the activity Ask children to say the characters’ names quietly to themselves as they do the matching (Baz, Sam, Adam, Tess)

Check by asking children to describe the matching pictures (Sam is about to open a door Sam is walking

through the open door; Adam is walking up to Tess with a

ball Tess has the ball; Tess is running up a hill Tess is on top of

the hill)

Optional activity

® Give each child a sheet of paper

¢ Ask them to draw two pictures The pictures should show a sequence Give some examples: a child throwing a ball /a child catching a ball; a child with a full plate of food / a child with an empty plate of food,

etc

Trang 21

20

Unit 1 Review mo

Lesson objectives (os

Te review the days of the week and their order To begin recognizing and reading simple words To practise categorizing Materials: crayons or coloured pencils Activity Book se Warm-up ¢ Tell children that they are going to play a game Ask them to stand up

* Say a day of the week, and then call ona child to say the day that comes next

e That child then says a day at random, and another child

says the day that comes next

® lfa child gives an incorrect answer, he / she sits down

1 Say and group

home) Ask what is at the bottom of the page (a school) * Ask what the words in the centre of the page are (the days

of the week) Point out that the days are not in the correct order,

e Explain that children are going to group the days of the week that are spent at home and the days of the week

that are spent at school

e Explain that they are going to draw a circle in one colour around the picture of the home and the days of the week

that children are at home, and draw a different coloured

circle around the picture of the school and the days of the week that children are at school

¢ Write the days of the week on the board in order Point to each word and ask children to read it, or say the word Children repeat the words after you

* Children complete the activity on their own Tell them to refer to the list on the board to’help them While children are working, copy the words and simplified pictures of a home and school onto the board

e Check the answers by grouping the words and the pictures on the board with two coloured circles

Progress check 1 (photocopiable) (TB page 94) ¢ Follow the procedure described on page 11 of the Introduction Unit 1 MathsBook mm: PAGE4

To write the words for numbers 1 to 7

_ Trace, match and write

Write the numbers 1 to 7 vertically on the board Point to each number as children say the word

Ask children to count from 1 to 7, chorally and individually Write the words for each number on the board next to the digit Run your finger along each word as children say it Point to the number words in random order and prompt

children to say the words

Tell children to open their books at page 4 Explain that they are going to trace each number and then match it to the box that has the same number of circles Then they will write the word for the number

Do the example as a class Hold up the book and say 7 Trace the number with your finger

« Point to the box with one circle Go over the tracing line with your finger Point to the word in the right of the box Children complete the activity on their own Walk around

and check that they are forming the numbers and letters

correctly

Check by copying the correct number of dots on the board next to each number and word

PAGE 5

‘Lesson objectives .ss

To count from 8 to 14

To write the words for numbers 8 to 14

1 Trace, match and write

¢ Follow the same procedure as for page 4

* Write the numbers 8 to 14 vertically on the board Point to

each number as children say the word

¢ Ask children to count from 8 to 14, chorally and

individually

* Write the words for each number on the board next to the

digit Run your finger along each word as children say it ¢ Point to the number words in random order and prompt

children to say the words

* Tell children to open their books at page 5 Explain that they are going to trace the number and then match it to the box that has the same number of circles Then they will write the word for the number

« Doan example as a class Hold up the book and say 8

Trace the number with your finger

e Children complete the activity on their own Check that

they are forming the numbers and letters correctly

¢ Check by copying the correct number of dots on the

board next to each number and word

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PAGE 6 Lesson objectives: PAGES Lesson objectives:

To count from 15to2”

To write the words for numbers 15 to 20 1 Trace, match and write

* Follow the same procedure as for page 4

Write the numbers 15 to 20 vertically on the board Point

to each number as children say it

Ask children to count from 15 to 20, chorally and individually

Write the words for each number on the board next to the

digit Run your finger along each word as children say it

Point to the number words in random order and prompt children to say the words

Tell children to open their books at page 6 Do an example

as a class Hold up the book and say 75 Trace the number with your finger

°

Point to the box with fifteen circles Trace a line between

them with your finger Point to the writing lines in the box and ask them to copy the word from the board

Children complete the activity on their own Check that they are forming the numbers and letters correctly Check by copying the correct number of dots on the

board next to each number and word PAGE?

Lesson objectives:

To practise counting and writing the numbers 21 and 22

To recognise the words twenty-one and twenty-two

= Trace, count and say

Ask the children which numbers they see at the top of the page (27, 22)

Draw writing lines on the board, Model writing the

number 21 on the board exactly as itis shown on the Maths Book page, while children trace the number with their fingers in their books

Children trace and write the number with their pencils Tell children to count the number of hearts aloud in English (One, two, three, twenty, twenty-one) Repeat with the 22 diamonds

2 Trace, write and circle

e Write the number 21 on the board Write the word twenty-

one next to It Run your finger under the number and the word as you say then,

¢ Repeat with 22 and the word twenty-two

® Tell children to look at the bottom of the page Tell them

to trace and write the number 21 on the first line Check

that children are forming the number correctly

* Tell children to circle the word twenty-one in the first tine © Repeat with 22 e Ask children to hold up their books to check quickly _ = To count and recognise numbers and words for 1 1,12, 21, 22

To develop left-to-right scanning habits

Find and circle

Write the numbers 11, 12,21 and 22 on the board Point to each number as children say it, Explain that these numbers look similar, so it is important to practise them Tell children to look at page 8

Hold up your book and show them the column of numbers in the column on the left Explain that they are

going to find the same number or number word in each row

Model the activity Copy the first row on the board Point to each number as children say it

Point to each number again and then back to the 21 at the beginning of the row Ask Same?

Circle the 21 in the middle of the row, Prompt children to do the same in their books

Repeat with the row for 11 and the words eleven, twelve and twenty-one

Children complete the activity on their own

Check the answers

PAGES

g

To recognise parts of the whole

Look, draw and colour

Ask them to describe the difference between the pictures (the kite is missing the numbers and the boy has got only one eye, one hand and one leq in the second picture)

Tell children to complete the second picture so that it matches the first one Tell them to draw the items as carefully as they can in the correct places

Ask children to colour the kites, Remind them to stay inside the lines as best as they can

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22

2 Our School

Lesson 1 Vocabulary | « paces t0-11,rsrcen

Lesson objectives

To identify people, places and things at schoo!

To recognise English sounds and spoken words

To associate written words and their pictures

Vocabulary: classroom, friend, guitar, music room, piano,

playground, sandbox, school bus, seesaw, swing, teacher Materials: CD tracks 8-9, flashcards 1-11; (optional) glue, a piece of paper for each child and some sand

Class Book CB PAGES 10-11

Warm-up

* Tell children to look at the picture on pages 10 and 11 * Ask the following questions: Who are the boys in the

picture? (Baz and Sam), Where are they? (at school), What are they doing? (looking into the music room)

Listen and say @ 8

¢ Tell children that they are going to learn the words for

some of the people, places and things at Baz’s school ¢ Play the CD, holding up the flashcard for each person,

place or thing as its name is said, Pause after each word so

that children can point to the picture in their books Check

that children are pointing to the correct part of the picture ¢ Play the CD again, pausing after each word Children

repeat the words chorally and individually

Transcript @ 8

Listen and say

classroom, music room, school bus, seesaw, swing, sandbox, playground, guitar, friend, piano, teacher

Listen and find @ 9 im

¢ Tell children that you are going to say a word, and they

should point to that person, place or thing in their books ® Say the words at random, e.g music room, teacher,

playground, sandbox, friend, school bus, classroom, seesaw

As you say each word, you may want to hold up the

flashcatd to give children visual support

¢ Check that children are pointing to the correct person, ˆ_ place or thing in their books

* Play the CD and pause after each word Children listen and

point to the picture in their books, Transcript © 9

Listen and find

piano, classroom, friend, music room, guitar, playground, sandbox,

school bus, swing, seesaw, teacher

Unit 2

Look and say

Activity Book 4sracen 1 « Be sure to model writing each letter of the word Stick the flashcards for the vocabulary on the board in random order

Point to the flashcard for seesaw Children say seesaw Point to another flashcard Children say the name of the object

Quicken the pace of the point-and-say activity so that children have to say the names more quickly

Vary the activity by having children whisper the names or say them very loudly

Call a child to the front to lead the pointing Repeat with

other children leading the activity

Match and say

Tell children to look at page 11 |

Explain that each row has two pictures and two words Tell children they are going to match the words and their pictures

Model the activity, Put the flashcards for sandbox and music room on the board, Write the words music room and

sandbox between them

Point to the picture of the sandbox Ask What's this? Children respond A sandbox Repeat with music room,

Point to the word sandbox on the board Say the word as you move your hand under it slowly Point to the first letter Ask children what the first letter’s name and sound it (5, Is)

Ask children which picture begins with s (sandbox) Draw a line from the word sandbox to the picture,

Ask children if they can hear any other letter sounds in the

word sandbox, e.g the x (/ks/) at the end of the word, etc

Praise them for identifying sounds correctly

Repeat with the word and picture for music room Children complete the activity, sounding out the first letter of each word as a guide Ask children to say the words quietly to themselves as they do the matching

Check by putting the flashcards and words on the board

and calling different children to the front to match them

Optional activity

® Give each child a piece of paper Ask them to draw a sandbox in the playground on it

® Help the children to glue some sand to their pictures

* Write the word sandbox on the board Ask children to

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Lesson 2 Structure «paces 10-17, a8 pace 12

-Lesson objectives

To ask and say what something is To ask and say who someone is To introduce someone To followa sequence oe : To recognise sounds and associate them with their English words

Vocabulary: boy, friend, listen -

Structure: What's thịs? ÍtS Whos this? Hes / SheS

Materials: CD tracks 10-11, flashcards 1-11; {optional) a triangle or a small drum

Warm-up

Tell children that they are going to play a game * Write one of the school words on the board Hold up a

flashcard of one of the school people, places or things |f the word and the picture match, children say yes If they

are different, children say no Help children to recognise

the letters within the words

Listen and say @ 10

* Ask children to say who they think the characters are

meeting (the music teacher) Play the CD to check * Tell children that the music teacher's name is Mrs Brown,

Teach the word friend by going up to a child and shaking

his or her hand

¢ Play the CD again, pausing after each phrase Children repeat the phrases chorally and individually

¢ You may want to point out that What's this? is used to ask about things, and Who’ this? is used to ask about people ¢ Point out how Baz describes Sam as his friend Ask

children why it is important to have friends (they can play with us, keep us company, teach us things, cheer us up when

we are sad, give us advice, etc.)

Transcript @ 10

Listen and say Sam What's this? Baz It's the music room

Mrs Brown Hello, boys Who's this? Baz He's Sar He's my friend

Mrs Brown Hello, Sam I'm Mrs Brown I'm the music teacher

Say and do

¢ Ask children how Mrs Brown greeted the boys (Hello,

boys) Ask if they can guess the meaning of boys Say (Name of child) is a boy, and (hame of child) is a boy

* Put the flashcard of the music room on the board Call two

children to the front to play the parts of Sam and Baz You can play the role of Mrs Brown

® The children act out the dialogue, using their own names * Calla girl to the front Say He or she? and look puzzled Say

Yes, she She's (name of child), Remind children that we use

he to talk about boys or men and she for girls or women

Listen, sing and do @ 11

Tell children they are going to learn a song about some of the people and places in the school

Tell children they are going to listen to the song first before singing along Play the CD Elicit the word fisten by cupping your hand to your ear

Play the CD again, pausing after each line Sing the line, and tell children to repeat after you

Give children tirne to guess the sound before you play the line that gives the answer

The children sing the song through without stopping Distribute the flashcards for school bus, playground, music room and teacher Explain that the class is going to sing the song, and then one child is going to step forward, hold up a flashcard and make the corresponding ‘sound effect’ Alternatively, he or she can play the drurn /

triangle The class has to sing the correct final line of the verse,

Explain that you are going to choose the order, and it will not be the same as they have just sung

Repeat with other children holding cards Transcript @ 11 Listen, sing and do Listen Listen What's this? What's this? lt Listen Listen What's this? What's this? It Listen Listen What's this? What's this? ‘s the school bus! (x2} It's the playground! (x2)

Listen Listen What's this? What's this? ‘s the music room! (x2) It's the teacher! (x2)

Activity Book seo

1 Find and match

Ask children what they see in the first row (pictures of Mrs Woodward and a swing) Explain that there is a pattern in each row and they have to work it out

Tell them to look at the first row and put their finger on

the first picture Children say Mrs Woodward Tell them

to move their finger to the next picture and say swing

Children continue until the end of the row,

Ask children what picture should come next (swing) Ask

them to tell you why (because the pattern is Mrs Woodward

/ swing / Mrs Woodward / swing) Tell children to trace the

line from the first row of pictures to the swing Children complete the activity

Ask the class to tell you the pattern in each row Answers: seesaw > sandbox > seesaw > sandbox

school bus > classroom > school bus > classroom guitar > piano > guitar > piano

Optional activity

* Review classroom words from Level 1, e.g pencil, etc * Hold up a water bottle Ask What’ this? Children

respond A water bottle

® To motivate children, you may put them in teams and give points for correct answers

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24 a Lesson 3 Phonics = crace1,aspaces ‘Lesson'objectives To revise the letters of the alphabet and their sounds To revise vocabulary To recognise the sounds of basic vocabulary

Vocabulary: letters, boy, coat, star, goat, jar, kangaroo, nut, quilt, rabbit, volcano, yo-yo

Materials: four cards showing the numbers 1-4;

(optional) CD track 5

Class Book cepacet2

Warm-up

* Review the numbers 1 to 10 using your fingers Hold up a certain number of fingers and children say how many * Say a number and ask children to hold up that many

fingers

e Repeat with children leading the exercise Look and say

* Write the letter a on the board Point to it and say the fetter name and its sound, a /e/

¢ Repeat with the other letters of the alphabet ¢ Point to a letter at random and ask children to say its

name and sound

¢ Repeat with other children

e Vary the activity by saying only a letter name and

prompting the children to say the sound Look and find

¢ Tell children to open their books at page 12

® Check that the children remember the words for all of the

items in the game

* Call out the words for boy, coat, goat, jar, Kangaroo, nut,

quilt, rabbit, star, volcano and yo-yo in tum, Ask children to

point to the correct picture on the page

* Once you have gone through all the words in the order

they appear in on the page, call out different words in random order and ask children to point to the correct picture,

* Check that children know the name of each picture and its initial letter name and sound

Play

¢ Put children into groups of three or four players, Make sure that each child has a coin or rubber to use as their

counter on the board Children decide in which order they will play

* Hold up a number card between 1 and 4 The first player should move this number of squares on the board and land on a letter or a picture

¢ Ifa player lands ona letter, they must say a word beginning with this letter, e.g if a player lands on e, e, they could say egg or elephant

Unit 2

*® Ifa player lands ona picture, they must say the name and

sound of the initial letter, e.g if a player lands on boy, they must say 6 /b/

¢ Ifa player lands ona star, he or she can choose a word and say the sound and name of its initial letter, for

example, fig, £ /f/

* Children play the game in groups as you hold up the

number cards for them to move Walk around as you

hold up the cards, checking children’s answers and

encouraging groups of players to check each other * Ifa player is incorrect, they move back one square Ifa

player is correct, they stay on their square and move forward from there when it is their turn to play again

Activity Book 4sracei3

1 Say and write

® Tell children to look at page 13

¢ Ask children to identify the pictures in the book as you hold up the book and point to each one

¢ Model the activity Put the flashcard of the seesaw on the

board Draw writing lines under it

* Point to the seesaw and ask What’ this? Children respond A seesaw Ask children to tell you the first letter of the word (5)

e Write the capital and lower-case letters $5 on the board Ask children which one is needed (lower-case — 5) Write lower-case s on the lines Be sure to form the letter according to the directions in Class Book 1 (see also Teacher's Book 1 page 119 for a reference model of how to form all the letters in the English alphabet)

¢ Children complete the activity Remind them that capital

letters are needed for names (Pat and Tess)

¢ Check by pointing to each picture in the book and asking

children to come up to the board and write the capital or

lower-case letter

Optional activity @ 5

¢ Sing the phonics song from Unit 1 again

e if your class is quite confident, put flashcards for some known words around the classroom Elicit the first letter of each word

* Play the song again When children hear the letter that the word begins with, they point to the relevant

flashcard

Trang 26

Lesson 4 Values = cepacess,aseace1s

Lesson objectives Sec Ha ái

To consider the importance of maintaining a good

learning environment

To understand and use everyday language to express

pride in your school

Everyday English: / /ove (our school) Yes, it’s great!

The classroom looks great _

Materials: CD track 12, a large banner; (optional) paper and colouring pencils for each child

Class Book = crace13

Warm-up

¢ Ask children to tell you how to ask for help using everyday language (Can you help me?}

and ask some children Can you help me? Prompt them to

respond appropriately and help you collect the crayons

Listen and say @ 12

¢ Ask children questions about the pictures: Where are the children? (at school), What are they doing? (painting), Are the children happy? (yes), What did they make? (a banner), Is the teacher happy? (yes)

in the classroom and the school One way they can take

pride in their classroom or school is to decorate it nicely ¢ Play the CD Tell children to listen

¢ Play the CD again Pause after each line, and ask children

to repeat it

Transcript @ 12

Listen and say Boy | love our school Girl Yes, it’s great!

Teacher The classroom looks great Girland Boy Thanks!

Say and do

* Conduct the conversation with the class chorally Say the first line, and prompt children to respond

® Calla child to the front Say the first part of the

conversation with him / her Then give the child a picture or drawing to hang on the wall Continue the conversation

* Repeat with other children

Act

¢ Tell the class that they are going to act out the situation ¢ If possible, create a large poster or banner for the

classroom or the hall You can trace the sentence We

love our school Then let children decorate the poster or banner

¢ Hang the banner in the hall or the classroom Help

children to say the conversation as they admire their banner

Activity Book 48pace1

1 Look and choose Draw * Tell children to look at page 14,

¢ Explain that the circle with two dots represents a face Explain that children should look at each picture and decide whether it shows good behaviour or bad behaviour

¢ Tell them to draw a smiling mouth for good behaviour or a frowning mouth for bad behaviour Dernonstrate by drawing a smiling face and a frowning face on the board * Tell children to look at the first of the small pictures Ask

what kind of behaviour they think it shows (good) Ask

Why? Children respond that the classroom is neat and

clean, and the teacher is happy

¢ Tell children you are going to read the text in the speech bubbles Ask them to look at the text as you read * Ask children if the behaviour is good or bad (good) Tell

children to draw the smiling face under the picture

* Repeat the procedure with the other picture

Optional activity

¢ Ask children to draw a picture that welcomes others to their school or classroom Encourage them to be creative, for example, showing smiling children waving

in front of the school or from the windows

* Display the pictures in the room or hall

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26

Lesson 5 Numbers | coacess.agpaceis

Lesson objectives: ce coe:

_To write numbers twenty-three and twenty-four Vocabulary: numbers 23-24 - TS Materials: a large poster with 23 circles and 24 circles _ CB PAGE 14 Class Book Warm-up

¢ Review the numbers up to 22 Ask children to count

chorally and individually

¢ Put children in groups Give each group 21 or 22 small objects, for example paper clips, rubbers or pencils

¢ Ask each group to count their objects and tell the class how many they have of that item

Learn the numbers

¢ Before the class, prepare a poster with separate groups of 23 circles and 24 circles respectively, Arrange the circles in two rows or columns of 10 with the remaining circles on a separate line

¢ Write the numbers 23 and 24 on the board Point to the 23 and say twenty-three

circle as you count to 23 Direct children’s attention to the two groups of 10 circles and count ten, twenty Continue counting to 23 as you point to the remaining circles « Repeat with 24

¢ Stand with your back to the children as you use your

finger to’write’ number 23 in the air Write the number exactly as it is presented in the Class Book

¢ Tell children to copy you and write 23 in the air Check that they are forming the number correctly

* Repeat the procedure for number 24

¢ Tell children to practise tracing over the numbers in their

books wjth their fingers, then with their pencils Count

# Ask children to identify the items in each picture (school buses and guitars)

e Ask children to count the number of school buses and the

number of guitars Encourage them to put their finger on each one Demonstrate as you hold your book up ¢ Present the word same by explaining that there are 24

school buses and 24 guitars There are the same number

of each

Unit 2

Circle

* Point to the number 23 in black at the left of the page Ask children to say the number

« Ask children How many school buses? They reply 24, Ask children if the number is the same as the picture (no) * Tell children to circle 23 school buses on the page * Repeat with 24 and the picture of the guitars

Activity Book Asmei

1 Trace and write Count and colour

* Draw writing lines on the board Put a dot on the lines to show the starting point for forming the number 23 Write the number on the lines exactly as it is presented in the Class Book

® Tell children to practise tracing over the numbers in their

books with their fingers

¢ Children trace and write the numbers with their pencils, Check that they are holding their pencils correctly and forming the numbers correctly

* Repeat the procedure for the number 24

* Draw more writing lines on the board Call children to the board to write 23 and 24 on the lines Correct as

necessary

¢ Ask them to tell you the names of the things in the

pictures below (school buses, guitars)

« Explain that children are going to colour the correct number of each item according to the number above it * Say Colour 23 school buses Encourage children to count 23

school buses and then put an’X’ through the two school j buses they aren't going to colour

* Ask,children to colour the school buses, encouraging them to be as neat as possible

¢ Repeat with 24 guitars,

2 Read and match

¢ Write the numbers 23 and 24 on the board Point to each number as children say it

« Write the word twenty on the board Run your finger under it as children say twenty

¢ Write the word three after twenty to form the word twenty-three Run your finger under it as children say it ¢ Repeat with the word twenty-four

e Point to the number 23 and the word twenty-four Ask

Same? Children respond No Point to the number 23 and the word twenty-three Ask Same? Children respond Yes Draw a line between the number and the word * Repeat with the number and word for 24

¢ Tell children to look at the second exercise in their book Tell them to draw lines connecting the numbers and their | words

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Lesson 6 Story CB PAGE 15, AB PAGE 16 ‘Lesson objectives :

To follow the left-to-right sequence of English To develop listening and reading skills in English

To identify the initial letters of ‘known words

To revise and consolidate language introduced | inthe unit Vocabulary: look, cat, friend, Oh no!

Materials: CD track 13, flashcard 8 _

Class Book CB RAGE 15

Warm-up

se Review the days of the week,

Sing the days of the week song from Unit 1 (track 4)

e Ask children what day it is today

Look and say

* Say Point to picture 1 Check that children are pointing to the picture with the 1 in the corner Say Point to picture 2 Check that children are pointing to the picture with the 2 in the corner Repeat with pictures 3 and 4

¢ Ask children questions about the story: Who are the animals? Uig and Pat), Where are they? (They're ina sandbox), What is in the sandbox with them? (a cat), Is ita real cat? (No, it isn’t), How do you know? (It’s made of sand)

Listen © 13 / Tell children that they are going to listen to the story

® Play the CD and pause between each frame Don't ask children to repeat at thìs stage of the lesson,

* Ask children to tell you what they understood Play the CD

again if necessary

Transcript @ 13

Listen My friend Rex

Jig What's this? *

Pat t's a sandbox Jig Look! A cat!

Jig Who's this?

Pat It's my friend, Rex Jig Oh no! Pat!

Listen and act @ 13

* Tell children they are going to hear the story again Tell

them to run their fingers under each word as they listen

* Play the CD again, pausing after each frame Children repeat the sentences chorally and individually as they

point to the words,

¢ Tell the class that they are going to act out the story

* Put the flashcard of the sandbox on the board

¢ Call two children to the front to model the story with you Ask one child to be Pat and the other to be Rex the sand

cat

Prompt the child playing Rex to drop to the floor when you touch him or her

Call other children to the front to act out the story, Help children to perform by prompting the lines and telling them to repeat

Activity Book 4spact16

1

Match and write Colour

Ask them to say the names of the pictures (sandbox, Jig, a seesaw, Pat)

Explain to children that they are going to match each word on the left to the correct picture and then write the word on the line to complete the sentence

Copy the words from the box in a column on the left side of the board

Point to each word, and see if children can read or recognise it If not, say each word, and children repeat Help them to sound out the names Jig and Pat Model the activity by doing the first one Ask children what the first picture is (@ sandbox) Then ask which word in the book is sandbox (the third one), Tell children to draw a line from the word sandbox to the picture

Ask the children to write sandbox on the line

Children complete the activity Walk around and help as necessary with the matching or the writing

When children have finished matching and writing, point to each picture in turn and ask children to say the words

Optional activity

¢ Tell children that they are going to play a game ¢ Explain that you are going to say a sound and the

children should think of a word beginning with that

sound,

® Say c /k/ Children can respond cat, coat, classroom, etc

¢ Repeat with other letters

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28

AB PAGE 17

Unit 2 Review HLessori objectives

Toreview language introduced inthe unit

Jo analyse features in a picture to spot differences

Materials: flashcards 2,6,8,11

Activity Book 8Pace17

Warm-up

¢ Review the words for music room, sandbox, teacher, seesaw,

and school bus using flashcards Hold up each flashcard

and ask What’ this? Children respond Stick the flashcards

on the board

« Review the words for car, violin and drum using mime or

by drawing them on the board

1 Find and say Circle

¢ Tell children to iook at page 17 in their Activity Books * Explain that the pictures are similar, but there are five

differences that children have to find and circle ¢ Ask children to find one difference Call on a child to tell

the class the difference he / she finds Encourage the child

to say In picture 1, there is a (school bus) In picture 2, there is a (car)

Introduce the word but by linking the sentences for the

child Say in picture 1, there is a (schoo! bus), BUT in picture 2,

there is a (car)

® Tell children to circle the school bus in picture 1 and the

car in picture 2

* Give children.time to find the differences and circle them

¢ Check as a class by calling on children to say the sentences for each difference Help them to form the sentences that they may have trouble expressing Answers: in picture 1, there are two windows, but in picture 2,

there is one window

in picture 1, there is a teacher, but in picture 2, there is no teacher in picture 1, there are two seesaws, but in picture 2 there is one seesaw in picture 1, there is a school bus, but in picture 2, there is a car in picture 1, there is a board, but in picture 2, there is no board

Progress check 2 (photocopiable) (TB page 95)

Follow the procedure described on page 11 of the Introduction Unit 2 Maths Book _ seracts 10-15 PAGE 10

1 Look and draw

* Tell children to look at page 10 Explain that there is a pattern in each row and they have to work it out

Model the activity Ask children what they see in the first

row (pictures of a cat and a bird)

Tell them to put their finger on the first picture of the cat

Children say cat Tell them to move their finger to the next

picture and say bird They continue until the end of the row Ask children what picture should come next (bird) Ask them to tell you why (because the pattern is cat > bird > cat > bird) Tell children to trace the bird in the box

Children complete the activity

Ask the class to tell you the pattern in each row Answers: fion > lion > elephant > lion > lion > elephant

date > date > fig > fig > date > date

girl > boy > kite > girl > boy > kite

date > apple > date > apple > date > apple PAGE 11 ‘Lessor objectives Jo recognise numbers 10, 12 15,18,20,2 0 To recognise the words ten, twelve, fifteen, eighteen, twenty, twenty-two

1 Trace and match

* Review the numbers and their words Write the numbers

10, 12, 15, 18, 20 and 22 on the board Write the word for

each number next to it Point to different numbers and words and ask children to name them

Teil children to look at page 11

Explain that children are going to trace the words and numbers and then draw lines linking them

Model the activity for the class using the example given (twenty and 20)

Check the answers

PAGE 12

‘Lesson objectives Bo hn nn 4

To recognise numbers 23 and 2

To recognise the words twenty-three and twenty-four

= Trace, count and say Tell children to look at page 12

Ask the children which numbers they can see at the top of

the page (23, 24)

Draw writing lines on the board, Put a dot on the lines to

show the starting point for forming the 23 Model writing

the number 23 on the board, exactly as it is shown on the Maths Book page, while children trace the number with

their fingers in their books

Trang 30

¢ Children trace and write the number with their pencils ¢ Tell children to count the number of squares aloud in

English (one, two twenty-three)

« Repeat with the number 24 and the triangles

« Write the number 23 on the board, Write the word twenty-

three next to it Run your finger under the number and the word as you say them

Ask Same? Nod your head to show they are the same Repeat with 24,

Point to the number 23 and the word twenty-four Ask Same? Shake your head to show they are not the same Ask children to look at the activity at the bottom of the page Ask which numbers they can see (23, 24) Tell children to trace the numbers and then write them

on the line Check that they are forming the numbers

correctly, Tell children to circle the word for the number on each line Check by asking children to hold up their books PAGE 13 Lesson objectives: 20°

To count in steps of one or two

= Jump 1 and write

Tell children to look at the top of page 14

Ask them what they can see (three rows of numbers, with a rabbit jumping in each one)

Explain that the rabbit Jumps one space and that the

children should write the number the rabbit lands on

across the board Ask children what number the rabbit is

on (one)

Ask children where the rabbit will be after jumping

forward one space (on number 2) Draw a curved line above numbers 1 and 2, ending in an arrow pointing to the 2, and write the number 2 at the end of the row ¢ Children complete the activity

* Check by asking for the answers (14, 79) 2 Jump 2 and write

® Tell children to look at the second activity on page 14 « Ask them what they can see (another three rows of

numbers, with a rabbit jumping in each one)

* Explain that this time the rabbit jumps two spaces and that the children should write the number the rabbit

lands on

across the board Ask children what number the rabbit is

on (five)

¢ Ask children where the rabbit will be after jumping

forward two spaces (on number 7) Draw a curved line

between numbers 5 and 6, then another line between 6

and 7 ending in an arrow pointing to the 7, and write the number 7 at the end of the row

* Children complete the activity

® Check by asking for the answers (13, 24) PÁGE 14 ` ‘Leeson object To count from 1 to 24 - To recognise the words for numbers 21 to24

1 Count and match

* Write the words twenty-one, twenty-two, twenty-three and twenty-four in a column on the left of the board

Point to each word as children say the number

Tell children to look at page 13 Explain that they are going to count the number of each object in the boxes and match it to the correct number on the left Ask children what they can see in each box (umbrellas, seesaws, school buses, zebras)

Do the first one together Lead the children in counting the number of umbrellas (23) Prompt children to draw a line from the word twenty-three to the umbrellas Children complete the activity in their books

Check the answers Ask How many .? for each object

(21 school buses, 24 zebras, 24 seesaws) PAGE 15 ‘Les jective ‘To perform simple addition with the aid of a number line

1 Jump and write

¢ Write the numbers 15 to 24 in a row on the board Tell children to look at page 15

Ask how many numbers lines are on the page (3) Explain that they are going to use the number lines to help them

add some numbers

Model the activity Copy the first sum on the board under the number line

Say the sum aloud: Fifteen and one is .? Point to the number 15 on the number line Explain that you are going to move one space to the right Ask children what number you will land on (76) Write the number 16 after

the equals sign

Children complete the addition sums, starting on the number line at the first number in the sum and moving

the number of spaces to the right according to the

second number

Check by having children give you the answers to the next sum (20+ 1 = 21)

Repeat with row 2, which practises adding by 2, and then

row 3, which practises adding by 3

Check by having children give you the answers to the

sums (15+2=17;18+2=20; 15+ 3= 18 21+3= 24),

Unit 2

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3 My Feelings Lesson 1 Vocabulary enœeu,mneb ‘Lésson objectives Toidentifyfeelings - — - - - To recognise English sounds and spoken words _

To associate written words and pictures

Vocabulary: cold, happy, hot, hungry, sad, scared, shy, sleepy,

thirsty, tired ——- S — /

Materials: CD tracks 14-15, flashcards 12-21, pictures

from the Internet or from magazines illustrating the

feelings

Class Book = ¢ePaces 16-17

Warm-up

Tell children to look at the picture on pages 16-17 e Ask questions about the picture: Where are the children?

(outside), Can you tell how the children feel? (yes), What are

some of the feelings of the children? (sad, happy, hungry,

etc.), How does the cat feel? (sleepy), Why is it important to be aware of other people's feelings? (We can be sensitive to their feelings and help them to feel better)

Listen and say @) 14

¢ Tell children that they are going to learn the words for

some feelings :

® Play the CD, holding up the flashcard for each feeling as

it is said Pause after each word so that children can point

to the person or animal that feels that way in their books

Check that children are pointing to the correct person or animal

¢ Play the CD again, pausing after each word Children repeat the words chorally and individually

Listen and say,

sad, happy, hot, sleepy, scared, thirsty, tired, hungry, shy, cold

Listen and find @ 15

® Teil children that you are going to say a feeling, and they

shouldpoint to the person or animal that feels that way in

their books

“e Say the words at random, e.g thirsty, shy, sleepy, happy,

hungry, cold hot, sad, scared, tired As you say each word, you may want to hold up the flashcard of the feeling to

give children visual support

¢ Check that children are pointing to the corréct person or

animal in their books

¢ Play the CD and pause after each word Children listen and

point to the person or animal in their books

Unit 3

Transcript @ 15

Listen and find

cold, happy, hot, hungry, sad, thirsty, sleepy, scared, tired, shy

Look and say

* Give each group of children one of the pictures from magazines or the Internet Ask them to decide which feeling it shows

* Aska child from each group to stand, show the picture, and say the feeling

¢ Redistribute the pictures, or if you have enough pictures,

give each group a new picture

* Call on a different child from each group to stand, show the picture and say the feeling

Activity Book 48raceis

1 Circle and say

e Put the flashcards of the feelings on the board Point to each flashcard as children say the word

« Write the word for the feeling under the flashcard Run your finger under the word as you say it

¢ Model the activity on the board Point to the flashcard of cold, Erase the word cold from underneath Write the

words tired, cold, happy next to it

¢ Run your finger along each word as you read it with the class Ask children which word matches the picture (cold)

Circle it

¢ Do the activity with the class, writing the words next to each flashcard on the board and reading them aloud with

the children

¢ Calla child to the front to circle the correct words while the other children circle the words in their books Optional activity

¢ Tell children that they are going to play a game Explain that you are going to choose one of the flashcards and then act out the feeling They have to say the word in English

¢ Model the game Choose one of the flashcards, but

don't show it to the class

¢ Act out the word, e.g for cold, shiver and rub your arms;

for hungry, pretend to eat a sandwich, etc ¢ Ask children to guess the word,

e Choose children to come to the front and choose a

flashcard to act for the class

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Lesson 2 Structure = cpsces16-17, a8 pace i9 Lesson objectives : Toidentifyandtalkaboutfeelings = -——- To recognise English sounds and spoken words _

To associate written words and pictures

Structure: Are you (cold)? Yes, !am./No,fmnot - Mocabulary: clap your hands, stamp your feet _

Materials: CD tracks 16-17, flashcards 12-21; (optional) paper and colouring pencils

Warm-up

¢ Review the words for feelings Hold up the flashcard of the

cold child Ask fs she cold? Children respond Yes, she is ¢ Hold up the flashcard of the happy child Ask k he sad?

Children respond No, he isn't He’s happy ¢ Repeat with the other feelings flashcards

Listen and say @) 16

¢ Tell children to look at the picture on pages 16-17

e Ask children how they think Tess feels Children respond

She’ cold Play the CD once to check the answer ¢ Play the CD again, pausing after each phrase Children

repeat the phrases chorally and individually

Listen and say Baz Are you hot, Sam? Sam Yes, | arn! Baz Are you hot, Tess? Tess No, \'m not I'm cold!

Say and do

* Hold up the flashcard for hot Call a child to the front, and tell him / her to pretend to be hot, Ask Are you hot? Encourage the child to say Yes, fam

* Repeat with other flashcards and othey children

* Once you have been through all the flashcards, call a child

to the front, give him / her the flashcard for hot and ask Are you cold? The child responds No, tm not fm hot

¢ Repeat with the other flashcards, asking about adjectives

not shown on the flashcard z

Listen, sing and do â 17

Â Tell children they are going to learn a song about the

feelings from the lesson

¢ Remind children of the phrase Clap your hands Say Clap your hands, and then the class does the action

* Present the phrase Stamp your feet by saying the phrase and doing the action Say Stamp your feet, and then the

class does the action

¢ Tell children they are going to listen to the song first

before singing along Play the CD

¢ Play the CD again, pausing after each line Sing the line,

and tell children to repeat after you and do the action

e Have children sing the song through without stopping Encourage them to do the actions

Put children into two groups, and name thern Group 1 and Group 2 Assign Group 1 the action Clap your hands, and Group 2 the action Stamp your feet Sing the song and prompt the groups to do their action

Sing the song again, seeing which group can do their action the loudest or the most quietly

Transcript @ 17

Listen, sing and do

!f you're happy and you know it, clap your hands If you're happy and you know it, clap your hands If you're happy and you know it,

And you really want to show it,

If you're happy and you know it, clap your hands IF you're sad and you know it, stamp your feet If you're sad and you know it, stamp your feet If you're sad and you know it,

And you really want to show it,

If you're sad and you know it, stamp your feet

Activity Book 4sers

1 °

Match and write

Tell children to look at page 19,

Ask children to look at the first picture, Ask Is he scared? Children respond Yes, he is

Stick the flashcard for scared on the board Write the word

scared under it

Make sure you write very slowly and follow the directions

for forming the letters from Class Book 1

Tell children to copy the word scared under the picture in their books

Tell children that each line in their books begins with /m, because it is what each child is saying / thinking

Repeat with the other pictures and words (hungry, shy,

tired)

Optional activity 1

¢ Sing the song from the lesson using words for different

feelings, e.g /fyoure tired and you know it, clap your

hands fyou're hungry and you know, stamp your feet

* Give each child a sheet of paper Ask children to draw themselves doing something that makes them happy ¢ Tell children to write the word happy at the top of their

picture Write the word on the board for them to copy * Call a few children to the front to share their pictures,

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32

Lesson 3 Phonics = crace1s,appace20

To say, recognise and write the digraph sh

To recognise and say the sound /f/

Vocabulary: sheep, shelf, ship, shoes, fish _ _

Materials: CD track 18, flashcards 94-96 Class Book cepacia

Warm-up

® Review the sounds and names of the letters s and h Write the letter s on the board, Paint to it as children say its name and sound

¢ Ask children to tell you something beginning with s in English (sandwich, sweets, sing, etc.)

* Repeat with the letter A (hot, hat, happy, etc.)

Learn the sound

¢ Hold up the flashcard of the sheep Say sheep Children repeat the word chorally and individually Stick the

flashcard on the board

¢ Write the digraph sh on the board under the sheep Point to it and say /f/ sheep Write the word sheep under it ¢ Repeat with the flashcard of the shoes, writing the word

shoes under the flashcard

¢ Repeat with the flashcard of the fish, writing the word fish

under the flashcard

* Calla child to the front to underline the digraph sh in each word,

* Explain that although the letters s and h have different

sounds when they are by themselves, they make the sound /f/ when they are together

¢ Tell children to open their books at page 18 and look at

the letters sh with the arrows

* Stand with your back to the class as you use your finger

to ‘write’ sh in the air Write the letters exactly as they are presented in the Class Book

* Tell children to Copy your action and write sh in the air

Check that they are forming the letters correctly

¢ Tell children to practise tracing over the letters in their books with their fingers

¢ Ask children to suggest a few common names that begin with the sound /f/ if children can’t think of any, give some examples of English narnes (Sheldon, Sharon, Shirley, etc)

Sing @ 18

¢ Tell children that they are going to sing a song to help

them learn about the sound /f/

* Play the CD Tell children to listen to the song

* Play the CD again and pause after each line Sing the line and tell children to repeat after you Tell children to point

to the letters and words in their books as they sing them,

¢ Play the CD again and ask children to sing the song Unit 3 Transcript © 18 Sing Sand hare /f/ Sand hare /f/ Put together, they are clever, Sand hare /f/ Sheep, shoes and fish, Sand h are /f/

Find and say

¢ Tell children to look at the picture at the bottom of the page Say sheep, and ask children to point to the sheep Check that they are pointing to the picture of the sheep © Say fish Check that children are pointing to the fish © Say shoes Check that children are pointing to the shoes e Ask children to identify other things in the picture that

begin with the /f/ sound For the objects which are labelled on the picture, write the word on the board Run your finger under the word as you say it, Ask children to point to the pictures of the objects as you say the words

Activity Book 48race20

1 Circle sh Trace and write ¢ Tell children to look at page 20

Stick the flashcards for the sheep and the fish on the

board Point to each picture and ask What's this? Children respond

* Write the words sheep and fish under the pictures on

the board Call a child to the front to circle the sh in each word, Tell children to circle the letters shin their books,

¢ Draw writing lines on the board Put dots on the lines to show the starting points for forming the sh Write the

letters on the lines exactly as in the Class Book

* Tell children to practise tracing over the letters in their books with their fingers

¢ Children trace and write the letters with their pencils

Check that they are holding their pencils correctly and

forming the letters correctly

¢ Draw more writing lines on the board Call children to the board to write sh on the lines Correct as necessary

2 Write and say

¢ Tell children to look at the pictures and say the words

¢ Children trace over the first letters of fish with their fingers

Check that they are forming the letters correctly ® Tell children to write the letters sh at the end of the word

¢ Repeat with shoes Children write the letters at the beginning of the word

e Write the words on the board Ask children to say the

words as you run your fingers under them

| Optional activity

* Tell children they are going to play a game to review

the /J/ sound, Explain that you are going to say a word and the children should clap if they hear the /f/ sound

° Repeat with shirt, fish, sheep, socks, sandbox, school bus

Trang 34

Lesson 4 Explore crac,aspacen ‘Lesson objectives ~ To begin to understand the relationship between text and meaning -

To begin to develop decoding skills in order to eventually become an independent reader

To use English to learn about music concepts To write simple words

Vocabulary: music, violin, drum Materials: CD track 19, flashcard 2

CB PAGE 19

Class Book

Warm-up

e Introduce the words violin and drum using mime, then write both words on the board Mime the instruments, and point to the words as you say them aloud

¢ Review the word music room with the flashcard, Stick the flashcard on the board and write music room under it

Look and listen @ 19

Tell children to open their books on page 19

e Ask children questions about each picture: What room can you see in picture 1? (a school music room), What instrument is in picture 2? (a violin), What instrument is in picture 3? (a drum), What are the children doing in the last picture? (making music)

® Teil children they are going to listen to some information

about music

¢ Play the CD Pause after the text for each picture to help

focus children’s attention and to give them time to look at

the pictures

Transcript ® 19

Look and listen Music This is our music room Look at the violin

Look at the drum It’s big!

We make music Listen!

Listen and read @ 19

¢ Tell children they are going to listen again and try to read

along with it

page, for example the words violin, drum or music room

¢ Reassure children that they are not expected to be able to read the text entirely on their own Point out that you will pause the CD after each picture so that they can catch up

if necessary

* Encourage children to run their fingers under the words as

they hear them

« Play the CD while children read along using their fingers to guide them Remember to pause after the text for each picture

Read and say

Call on volunteers to read any parts of the text they feel

comfortable reading Praise all atternpts, even if a child can only recognise one or two words

Ask children questions about the text that cannot be easily determined from the pictures, e.g Does the child say what colour the violin is? (no), Does the child say the drum is big? (yes), What does the child want us to do at the end of the text? (listen)

ActivityBook me

= Say and trace Match

Draw a violin and a drum on the board

Paint to each and ask What’s this? Children respond with

the name of the instrument

Write the word drum under the flashcard of the drum, Run

your finger along the word as children say it Repeat with violin

Ask what they can see in the top two pictures (a violin and a drum) Ask what words they can see on the left (drum and violin)

Tell children to trace the words with their fingers and

then with their pencils Tell thern to match the words to

the pictures, Remind them to look at the board if they are unsure

Check by asking children to hold up their books

2 Count and say Write

Ask children to look at the second activity in their books

Ask what they can see in the picture (Children are in their music room at school They are playing musical instruments) Teli children to count the number of violins and drums in the picture Encourage then to count systematically, starting at the top left and moving to the right and down the page

Ask children to tell you the number of violins (5) Call a child to the front to write the number $ under the picture of the violin,

Repeat with the drums (6)

Optional activity

and provide the English words for them, e.g piano,

guitar, trumpet

¢ Calla child to the front to mime playing the instruments, and the class guesses what they are

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34

Lesson 5 Numbers ceacez0.as pace 22

Lesson objectives’ - - : "

To write numbers twenty-five and twenty-six Vocabulary: numbers 25-26 Materials: a large poster with 25 circles and 26 circles, flashcards 95 and 96 Class Book = erace20 Warm-up

« Review the numbers up to 24 Ask children to count chorally and individually

* Write numbers up to 24 on the board Point to each number as children say it

¢ Erase some of the numbers Call a child to come to the front and write the missing numbers

* Repeat with other missing numbers and different children

coming to the front Learn the numbers

¢ Before the class, prepare a poster with separate groups of 25 circles and 26 circles Arrange the circles in two rows or columns of 10 with the remaining circles on a separate line * Ask children to look at page 20 in their books Explain that

they are learning the two numbers in the box today * Write the numbers 25 and 26 on the board Point to the

25 and say twenty-five,

¢ Put the poster of the circles on the board Point to each

circle as you count to 25 Direct children’s attention to the two groups of 10 circles and count ten, twenty Continue counting to 25 as you point to the remaining circles * Repeat with 26

¢ Stand with your back to the children as you use your finger to ‘write’ number 25 in the air Write the number exactly as it is presented in the Class Book

* Telt children to copy you and write 25 in the air Check that they are forming the number correctly

* Repeat the procedure for number 26

* Tell children to practise tracing over the numbers in their books with their fingers, then with their pencils

_ Count

¢ Direct children’s attention to the picture at the bottom of

the page Ask ther to tell you what they can see in the picture (fish swimming in a pond; shoes next to the pond) e Put the flashcard for fish on the board Point to it and ask

What's this? Children respond it’s a fish Repeat with shoe ¢ Tell children to count the number of fish in the picture

Encourage them to put their finger on each fish in turn Demonstrate as you hold your book up

* Calla child to the front to write the number 25 next to the flashcard of the fish

¢ Repeat with the 26 shoes

Unit 3

Colour

¢ Tell children they are going to colour all the fish one

colour and all the shoes another colour Allow them to

choose the colours they prefer

* Children count the number of fish and shoes aloud as

they colour each one in turn

Activity Book ssrace2

1 Trace, write and match

¢ Draw writing lines on the board Put a dot on the lines to

show the starting point for forming the number 25 Write

the number on the lines exactly as it is presented in the

Class Book

* Tell children to practise tracing over the numbers in their books with their fingers

« Repeat the procedure for the number 26

* Draw more writing lines on the board Call children to

the board to write 25 and 26 on the lines, Correct as necessary

* Write the word twenty on the board Run your finger under it as children say twenty

¢ Write the word five after twenty to form the word twenty-five Run your finger under it as children say it « Repeat with the word twenty-six

¢ Point to the number 25 and the word twenty-six Ask Same? Children respond No Point to the number 25 and

the word twenty-five Ask Same? Children respond Yes

Draw a line between the number and the word « Repeat with the number and word for 26

* Tell children to look at the first exercise in their book Tell them to draw lines connecting the numbers and their words

2 Read and draw

¢ Write the word star on the board Ask if any children recognise it If no one does, say the word star as you run your finger under it Draw a star above the word * Repeat with the word fish

* Write twenty-five stars on the board Ask children to read it while you run your finger under each word

* Tell children to draw 25 stars in the box on the left at the bottom of the page

* Walk around and help children as necessary Check that children are drawing the correct number of each item

¢ If children are unable to draw stars or fish, you may wish

to have them draw circles, simple lines or anything else they can easily draw

and count the items for the class

Trang 36

Lesson 6 Story | crsce21,aseace2s

Lesson objectives Po oe

To follow the left-to-right sequence of English _

_Jo develop listening and reading skills in English

ounderstand and enjoy astory

To respond to questions in writing = - - To revise and consolidate language introduced in the unit

Vocabulary: hungry, thirsty, hot / Materials: CD track 20, flashcards 12-21

Class Book CB PAGE 21

Warm-up

se Review questions by asking individual children questions about themselves Ask Are you seven? The child responds, No, 'm not Repeat with other children, asking questions such as Are you a boy? Are you a girl?

Look and say

¢ Say Point to picture 1 Check that children are pointing to the picture with the 1 in the corner Say Point to picture 2 Check that children are pointing to the picture with the 2 in the corner Repeat with pictures 3 and 4

¢ Ask children questions about the story: What is the boy doing in picture 1? (He's eating), What is he doing in picture 2? (He's drinking), Is he cold in picture 3? (No, he isn’t Hes hot), Is he hungry at the end of the story? (No, he isn’t)

Listen @ 20

¢ Tell children that they are going to listen to the story

¢ Play the CD and pause between each frame Don't ask children to repeat at this stage of the lesson

¢ Ask children to tell you what they understood Play the CD

again if necessary

Listen I'm hungry “

Girl 1 Are you hungry? Boy1 Yes, lam Boy 2 Are you thirsty? BoyT Yes,! am Dad Are you hot? Boy 1 Yes, | am Mum Are you hungry?

Boy 1 No, ’m not Thank you

Listen and act @ 20

* Tell children they are going to hear the story again Tell them to run their fingers under each word as they listen e Play the CD again, pausing after each frame Children

repeat the sentences chorally and individually as they

point to the words

¢ Tell the class that they are going to act out the story ¢ Put the flashcards for hungry, thirsty and hot on the board

* Call five children to the front to model the story with you

Ask one child to be the boy and the others to be the other people in the story

¢ Prompt the child playing the boy to stand under each flashcard as it is mentioned in the story

telling them to repeat

Activity Book 4srase23

1 Read and write

* Tell children that there are questions in the first column and the questions are for the boys and girls in the

pictures Explain to the children that they are going to

pretend to be the boys and girls in the pictures and write their answers

* Write the words Yes and No on the board Trace over the

words as children write the words in the air with their fingers

* Model the activity Put the flashcard of cold on the board

Write the sentence Are you cold? next to the flashcard Run your finger under each word as you read the question

¢ Children look at the picture and answer the question (Yes)

Tell children to trace the word Yes in their books ¢ Do the activity as a class, checking answers as you work

(No, Yes, No)

Optional activity

¢ Extend the exercise in the Activity Book to other adjectives,

¢ Stick the flashcard for happy on the board Write Are you

happy? next to the flashcard Point to each word as you

read the sentence

* Calla child to the front to write Yes

Unit 3 35

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36

Unit 3 Review = wesc

Lesson objectives 2 any

To review language introduced in the unit

To match written words and pictures Materials: flashcards 12-21

Activity Book asnorz2

Warm-up

¢ Review the vocabulary for feelings using the flashcards « Hold up each flashcard Prompt children to identify the feeling Stick the flashcard on the board, and write the feeling under it

* Point to the words, and run your finger under them as you say them Leave all the flashcards displayed on the board

1 Find and match Say

to say the words above and below the picture in order from left to right As children say each word, point to the flashcard of it on the board If children are unable

to recognise the words, help them by directing their

attention to the board

¢ Ask children to look at the picture Ask if they can find any

animals that are expressing the feelings (Yes One cat is cold, One cat is scared One bird is hungry Another bird is thirsty.)

¢ Model the activity Hold up your book and make a line with your finger from the scared cat to the word scared

Tell children to do the same, making the line with their

fingers first and then their pencils

¢ Children complete the activity Remind them to say the word and to make the lines first with their fingers and then with their pencils

® Check as a class

2 Lookand say Draw „

® Tell children to look at the second activity

* Ask children to describe the picture as much as they can (The girl has got a present She is happy The boy dropped his

sandwich He is sad)

* Ask children how the girl feels (happy) Tell them to draw a

happy’face on the girl

* Ask children how the boy feels (sad) Tell them to draw a

sad face on the boy

Progress check 3 (photocopiable) (TB page 96)

¢ Follow the procedure described on page 11 of the Introduction Unit 3 Maths Book _ wspsces1s-21 PAGE 16 ‘Lesson objectives _ — Ủ To count from 1 to 24 1 Count and colour

* Tell children to look at page 1ó Ask what they can see in the pictures at the top of the page (bananas, sweets, oranges, sandwiches)

* Write the numbers 20-24 on the board Prompt children to say each number as you point to it

¢ Modei the activity Ask children to count the number of bananas (24) Ask How many bananas?

* Ask children what number is to the left of the bananas

(20) Tell children to colour only 20 bananas

¢ Children complete the activity,

* Check by asking children to hold up their books

2 Count and circle

Tell children to look at the second activity on page 16

Ask what they can see in the two pictures at the bottom

of the page (crayons, pencils)

¢ Tell them to count the number of each item and circle the correct number Check the answers (24 crayons, 23 pencils) PAGE 17 Lesson objectives _ xu To count from 1 to 24

Te recognise missing numbers in a sequence

1 Write the missing numbers,

* Call a child to the front to write the numbers 20 to 24 on

the board

® Tell children to look at the first activity on page 17 Explain that they are going to write the numbers from the board

on the correct line

¢ Doan example by writing 1 3_ 5 on the board Calla child to come and fill in the missing numbers (2 and 4)

numbers on the board for help

2 Look and colour

¢ Write the numbers and words for 23 and 24 on the board ¢ Prompt children to say the numbers and words as you run

your finger along them

Tell children to look at the second activity on the page

¢ Point to one of the sheep and ask What's this? Ask them to read the word next to the picture of the sheep (twenty-

three) Explain that they are going to colour 23 of the

sheep,

* Give children time to count and colour the sheep e Check by asking children to exchange books to check

each other's drawings

Trang 38

PAGE 18

‘Lesson objectives co -

To recognise numbers 25 and 26 -

To recognise the words twenty-five and twenty-six

1 Trace, count and say

¢ Ask the children which numbers they can see at the top of the page (25, 26)

* Draw writing lines on the board, Put a dot on the lines to

show the starting point for forming the 25 Model writing

the number 25 on the board, exactly as it is shown on the Maths Book page, while children trace the number with their fingers in their books

¢ Children trace and write the number with their pencils

* Tell children to count the number of squares aloud in English (one, two twenty-five)

« Repeat with the number 26 and the stars,

¢ Write the number 25 on the board Write the word twenty-

five next to it Run your finger under the number and the word as you say them,

Ask Same? Nod your head to show they are the same

Repeat with 26,

Point to the number 25 and the word twenty-six Ask

Same? Shake your head to show they are not the sarne,

Ask children to look at the activity at the bottom of the

page Ask which numbers they can see (25, 26)

¢ Tell children to trace the numbers and then write them on the line Check that they are forming the numbers correctly ¢ Tell children to circle the word for the number on each line ¢ Check by asking children to hold up their books PAGE 19 ‘Lesson objectives * To understand the concept of bigger than

1 Circle the bigger number

« Write the numbers 5 and 10 on the board

¢ Ask Same? Children respond No

¢ Write the numbers from 1 to 10 on the board Call a child to the front to circle the numbers 5 and 10

Write the number 5 under them To the right of the 5

circles, draw 10 circles Ask children to count them and

write the number 10 under them

¢ Explain that the number 10 fs bigger than the number 5 because 10 circles are more than 5 circles,

¢ Point out that the numbers get larger as we move to the right on the number line as we count

® Tell children to open their books at page 19 Explain that there are two pairs of numbers in each row Tell children that they should circle the bigger number in each pair,

* Direct their attention to the fitst pair of numbers (13 and 23) Elicit which number is bigger Use the example you have just put on the board as support to help explain any

difficulties If necessary, continue the number line on the board up to 23

Children complete the activity Check as a class Ask children to tell you the bigger number in each pair (21, 22, 24, 25, 26, 18, 23) PAGE 20 Lesson objectives ¬ To recognise the words for four, seven, nine, sixteen and — twenty-six To count from 1 to 26

= Match and draw

Ask the children which numbers they can see at the top of the page (4, 7, 9, 16, 26) Write them in a row on the board * Ask children what they can see in the middle (words for

the numbers)

* Write the word for each number in a random place on the board, as in the book Draw lines connecting the numbers and the words

* Point to each number and its word as you say it aloud Encourage the children to repeat chorally

Draw four fish under the word four Say Count the fish Children count aloud

Explain that children should draw that number of fish in the box connected to each number word Some of the items have already been drawn for them

Children complete the activity

Check by asking children to exchange books and count the number of items their partner has drawn

PAGE 21

Lesson objectives

To associate numbers and their words

-~ Look and write

Write the numbers 7, 9, 11, 20, 25 and 26 on the board Point to each number as children say it

Write the word for each number under it Run your finger along the word as children say it

Tell children to look at the box at the bottom of the page

Tell them to write the correct number above each word

Point out that all the numbers are on the kites at the top

of the page

Check by asking children to hold up their books

Trang 39

41 Can Jump! Lesson 1 Vocabulary = rscts22-13, spaces ibesson objectives Toidentifyactions oo To recognise English sounds and spoken words _ To associate written words and pictures

Vocabulary: catch, climb, draw, jump, kick, read, run, sing,

throw, write se co

Materials: CD tracks 21-22, flashcards 22-31 _ Class Book ¢8?AGEs 22-23

Warm-up

¢ Tell children to look at the picture on pages 22-23

¢ Ask the following questions: Who are the animals on the left

of the picture? (Pat and Jig), What are they doing? (watching TY), What is on TV? (children playing outside, doing many

Tell children that they are going to learn the words for the actions the children and animals are doing on the TV

e Play the CD, holding up the flashcard for each action as its

name is said Pause after each word so children can point to the child or animal doing that action in their books

Check that children are painting to the correct child or

animal

* Play the CD again, pausing after each word Children

repeat the words chorally and individually

Listen and say

read, throw, catch, sing, climb, draw, jump, run, kick, write

* Tell children that you are going to say an action, and they

should point to the child or anirnal doing that action in

their books

® Say the actions at random, eg jump, draw, catch, write, run, climb, read, throw, kick, sing As you say each word, you

may want to hold up the flashcard of the action to give

children visual support

animal in their books

¢ Play the CD, and pause after each word Children listen

and point to the children and animals in their books

Transcript @ 22

Listen and find

catch, climb, draw, throw, jurnp, read, run, sing, write, kick

Unit 4

Look and say

« Hold up two or three flashcards so that the class cannot see them

* Calla child to the front to choose one of the flashcards at

random Tell the child to mime the action on the flashcard, 4 and ask the class to guess the action

« Repeat with other children and different flashcards e Vary the activity by having a child choose the flashcard

and say the action The other children do the action at their seats

Activity Book 4sotz

1 Match and say

each one as children say the action

* Write the word for each action under the flashcard Read the words aloud, running your finger under each word as you do so, Children repeat chorally

® Tell children to look at page 25

* Ask them what pictures they can see on the page (children and animals doing the actions)

« Explain that the words for the actions are on the left and

that the children should match the words to the correct

picture on the right

e Ask children to tell you the first word on the page (run)

Tell them to look for that word on the board if they aren't

sure Have them trace the line connecting the word run to its picture

¢ Check by asking children to tell you the words in the order

they appear in the picture column

e Write the words for the actions on the board

¢ Calla child to the front and give him or her one of the action flashcards

* Ask the child to match the flashcard to the word ® Repeat with other children matching other flashcards

and words

Trang 40

Lesson 2 Structure rsccs22-23, aspact 26

Lesson objectives

To talk and write about one's abilities To develop fine motor contro!

Structure: í can (run), /I canT (sing)

Vocabulary: count, hide -

Materials: CD tracks 23-24, fashcards 22-31

€B PAGES 22-23

Class Book

Warm-up

¢ Tell children that they are going to play a game to review the actions Explain that you will say an action, and children should pretend to do it

* Ask children to stand up but to stay in their places Say climb Children should mime climbing Repeat with other actions

Listen and say @ 23

* Tell children to look at the picture on pages 22-23 * Ask children to look at the actions and say the ones that

Jig and Pat can do Ask children to give you their reasons, e.g Pat can’t sing because he’s a cat Accept all answers * Tell children Pat and Jig are talking about the things they

can do Ask children to listen for the action that Jig car’t do, Play the CD once to check the answer Vig can't climb)

¢ Play the CD again, pausing after each phrase, Children

repeat the phrases chorally and individually

Transcript @ 23

Listen and say

Jig Hey! | can catch, and | can jump, too Pat | can catch, !can jump, and ican climb! Jig Oh [can’t climb | can sing!

Say and do

® Say /can draw, and draw a heart shape or a star on the board Look pleased with yourself Say | can’t draw, and draw a very bad heart shape or star orf the board Look

unhappy ˆ

e Call a child to the front Give him / her the jump flashcard

Encourage the child to say /can jump and do the action

them to give true answers Listen, sing and do @ 24

* Fell children they are going to learn a song about some of

the things they can do

@ Remind children of the phrase count to five Say count to five, and then hold up your fingers as you say the numbers Encourage children to join in with you ¢ Remind children of the phrase run and hide Say run and

hide, and then move quickly and hide behind your desk or the door, or hide your eyes as if playing peek-a-boo * Tell children they are going to listen to the song first

before singing along Play the CD

* Play the CD again, pausing after each line Sing the line, and tell children to repeat after you l

+ Have children sing the song through without stopping * Give the flashcards for the actions jump, climb, sing, throw,

kick and catch to six children Explain that they will hold

up their flashcard when they hear the word in the song

down behind the desk for run and hide

¢ Sing the song with the class

¢ Repeat with other children holding the flashcards and doing the actions

1 Write and draw

« Put the flashcards for read, kick, write, catch, throw, jump and climb on the board Write the words under them

* Read each word aloud as you run your finger under it

Children repeat chorally

* Ask them to say the words at the top of the page Point out that they are also on the board Also read the phrases ican and f can’t with the children, and make sure they are clear about the difference between them

picture should show something they can do and the second picture should show something they can't do very well yet Tell them to only use the actions on the board © Children draw their pictures

e When they have finished, tell them to write the word for the action on the line above the picture Help as

necessary

* Call several children to the front to show their pictures and read their sentences

Optional activity

¢ Tell the child to hold up the flashcard and say a true

sentence about himself or herself using fcan or feant ,

* Repeat with other children,

Unit 4 39

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