Full superkids 2 teachers guide

Choose the correct picture n,hile listening to vrords and structures and vocabular\' r Listen to u'ords and identifv letters at the beginning of n'ords except x rt'hich is presented as t

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@ Pearson Education Asia Limited 2005

All rights resen ed; no part of this publication may be reproduced, stored in a retrieval system, or transmit

The follor,r,ing pages, however, may be photocopied by a school or teacher for use in a classroom: pp 2 'o

Publishing Manager: Gregg Schroeder

Publisher: Christienne Blodget

Managing Editor: Marie Webster

Editor: Richard \Vhitbread

Designers: Iunko Funaki, Tonic Ng

Acknowledgements

I wish to express my thanks to mv students, n ho taught me ever-\'thing I have learned about them, to m1,

editors, nhose dedication and professionalism are responsible for all that is good in this edition, and to mother, Leona, who always knew I would r,ririte a book and rthose encouragement led me to try And mv -

gratitude to Lesley, r,vithout rir,hom this r,r,ould not be

Aleda Krause

\Vriting a children's course is a team effort I nould like to thank all of the editors and the entire SuperKfd.s

team at Pearson Education for making the new edition of SuperKids a reality I also rrr,ant to thank

ffi),co-author, Aleda Krause, for her support and encouragement Lastlll I u:ant to thank ml,friend Lesley n,irobelieved in me I dedicate this book to m\r mother, Ien,el

Greg Cossu

The publislrer rtould like to thank rhe follou,ing

Christine Choi Susan Bainbridge

Daphne Clren Florencia Chen

Lee Seung Eun Sharon Eun

Gu, Eun-\br.rng Yunri Hamanaka

Katsuko Kato Christina Ke

Kim, Sun-\bung Kim, young-Soor-r

\lark N4cTamnev Ichizo Murakarni

Rie Noguchi Samuel Oda

Sult, \bon-li Chizuko Takai

Shittichi I anaka Shellv Thies-lroh

Noriko Yosh jo Eva Zau,adzka

people for their contributiolt to the course:

I athryn Burder

Dorothi'Chiu

Daniel FlynnKazuko KantevamaGreg Kennerh'

Jessie Lin

N4ari NakanruraAJ,ako Ozasa

l-iideko Takasu

Nalhan Tolernan

N,lan, L Burkitt

Cho, Jin-HeeAllen Giln-ran

Kim, Soo-Kr,eongTim Lyon

iiaoru Naritomi

- Song, Na-YoungDereky Takeda The

Na0ko\{atanabe PUblisher'r

poficy is tc L

PaPer manulac

Toble of Contents

Course Description Page

Student Book 2 unit description Page

Unit 1: Feelings (including teacher replodqcibles (TRs) 1, 2 and 3) Page

Unit 2: OurHgup_e_ (incJudEBJRla-:5 and 6) Page

Unit 3q Weathgl 0l_.J".4FgTRs-I, B ?nd e) Page

Recygle illt (inglgdiqgTRg 10, 1] an{ 12) Page

Discover it! 1: Seasons (includingTR 13) Page

Unit 4: TellingTime (includingTRs 14, 15 and 16) Page

Unit 5: In a Toy Store (including TRs 17, 18 and 19)

2 2 2 3

7

9

10_

L2 13

Z2 32

42

Q"_gt_U4i"gJR*0r ?r_ap,!_zl) _

Recycle it!2 (includingTRs 23,24 and 25)

Discover it! 2: Foods Around theWorld (includingTR 26)

Unit 7: Art Class (includingTRs 27, 28 and29)

L":f-.-lCI!-_s _q!9!g4i!sT$s ! Q, _3 J 11q 3_B)

Discover it! 3: More Numbers (includingTR 39)

Culture 1: Mother's Day I Father's Day (includingTR 40)

Culture 2: Valentinels Day (inglgdingTR I)

I can do it!

How to Make and Use a Mini-book

Rewards

Activity Book Answer Key

Test Script and Answer Key

P3g"

Page

52 58

60

70

BO

90 96 98

108

Unit B: ffier School (includingTRs 30, 31 and 32) Page

Unit 9: Class Party (includingTRs 33, 34 and 35) Page 118

,.

ciipffih "rrrJ PhilosophY

SuoerKiclsis a six-level course for elenlelltarl'school :

.irifO*t leartring English as a Foreigu Language (EFL)' ;

SupcrKids is based on the follort'ing philosophies' '

Voriety of methods

No one particular English teacl.ring methodologl'works

for all children in all classes Tecl.rniques from various

upprou.f,.t are used' Detailed suggestiotrs are provided in

.uih l.rton plan Approaches used include Total Phvsical

Response (TPR) in Levels I and 2, Wlrole Language

-i irirg,

and the Conlnrunicative Approacir' all of rt'hicl.r

have been proven successful lT'ith cl-rildren'

Contextuol leorning

Language is introduced contextuall-v and in.categories'

Chiiirei are able to learn and remember related

*."U"i"fu, simple dialogs and structures m-ore readill' lf

these are introduced in a common context' Familiar

,l-,"n'r" and situations from children's lives are used in

order to make the task of learning Englisll more

interesting and less illtimidating'

Listening lirst

Ir,Ianv children studying in EFL situations do not hear

.potl" English outiide the classroom atrd have no other

base for their attempts to communicate in English' In

SttlterKids, children hear and respond tolanguage

receptively before being required to p ''oduce it, that is

tl'reljlisten, then speak' The CDs give moiimum exposure

to native sPeaker competence

Speoking needs Proctice

Chiidren learn to speak Englisl'r by saf ing things they

\{ant to sa-v in mi:aningful contexts' SuperKids provides

activities and games that encourage children to speak out'

Four skills

Des

Su p e rKi ds systenraticallll progresses through.the four

stitls of listening, speaking, reading and rt'riting vr'ith each

skill formally introduced and then practiced' The

emphasis is on listening and speaking (the natural order

of language acquisition) so that children can immediatelv

beginiommunicating orally in English'

Modeling

The CD is used to model the lal.rguage items and tasks

before expecting childrell to speak or cotnplete a task'

Children ieel less threatened and nrore successful r"'l-ren

r,r,orking n,ith nel,r language ol completing tasks in tl-ris

\\ra\r

Review ond recycling

Itr EFL situations, revievr'of langtrage is ven' importanl'

The language in Srrpcr'/{id.s is carefullt'r'c'ct'clctd u'ithin

each level and benn'c'etr levels'

Fun

l.t:arnilrg is t-tlade cniovable throtrgll gatrles qrd

task-trasccl ai'tiviritrs Strpcr(ir/-s ait.tls 1o help children tlt'r't'lo1i

l posit ivt' ittti1u(l(' 1ou'itrtls lcarlling En glish'

" a , r I-)cc-inlirtn

1 : i '+ ir: r-;r :

a.;1', l

Studenl Book

The Student Book includes:

1 A ston,line n'ith familiar characters to stinlulatestudent interesl and to provide a sellse of continuitr"

2 Nine theme-based units n'ith colorful double-pagespreads

3 Tl.rree Recl'cle itl units to reinforce and expand orr

previousl-v tau glrt language

4 Three Discover itl units to introduce cross-curriculartoPics

5 Trr,o double-page Culture units to introduce differentevents of universal interest to cl-rildren, m,akingIearning English an international experience'

6 At least one song or chant per unit to help childrenpractice and remember grammar points and dialogs'

7 Pictorial icons on each page to identify the focus of tl.re

lesson

B A gradual introduction to reading and rT'riting' Sounds

thit have simiiar mouth positions are taught together

so children can acquire the sounds more easilv andlearn to differentiate between them'

Student Book 2

Level 2 is based on thepremise that childrenare able to make shortstatements and ask /answer questions aboutthemselves and others

They are able to fill in

blanks to comPletewords, but theY are not)Iet expected to read hl

I-evel 2 the letters of thealphabet and their

sounds are taught as then-riddle or last sounds of

rvords Text on the Pages

serves as a reference for teachers and also helpsfamiliarize children n'ith the Roman alphabet'

ln Unit 2, the SuperKids meet Iupiter and Pluto, nvoaliens who arrive by spaceship' The children and thealiens interact throughout the book, making learning

en jovable and stimulatin g'Level 2 focuses on:

Eigl.rteerr functional dialogs tlrat are useful irl dailv life

\iocabulan, building of nouns'

\jocabular)' building of verbs using the TPR method.Nirre simple structures to provide a strong foundation

in basic English granllllar.

l\liddle and final phonics sound of the letters of thealpl.rabet

Iiccr-rgnizing altd rt'ritillg all the letters atld phot'ricssounds

Student Book CD

'l lrt'Stutlent liook Cl) includes:

l \lotlt'ls lirr lrll lirt'r'ocltbtrlitrl itcltls' l'uttciional dialogs'

lut rtl gt'lttlttltllt slLtl('ll)('ll I s alrcl ti ialogs'

:::l-j,;:: !,

2 r\ narration oi the storvline to add special interest

l) Lively and rhvthmic songs and chants tbr each unit

.1 Nlodels for the phonics sounds

5 The stories and listening actirities in each Recycle it! unit

ti The vocabulary, dialogs and songs from each of the

Discover it! and Culture units

children, e.g word

search puzzles and

craft activities

3 One page for every

lesson in Units 1-9

and one page for

every Recycle it!, Discover it! and Culture unit

4 A listening activity on each page as well as another

activify to practice reading and writing words and

sentences

5 Letter writing and tracing activities in Levels I and 2

Later levels develop more advanced skills such as

reading and writing words, simple phrases, sentences

and short passages

Activity Book CD

The Activity Book CD includes:

I All the instructions necessary to complete the listening

tasks

2 Instructions followed by abell sound signaling where

the CD should be paused so children can complete the

3 Audio scripts and

answer keys for the

Student and Activity

Books

4 Placement tests / assessments with answer key

5 Photocopiable supplementary activiries.

6 An Activity Bank of activities to supplbment each

7 Reproducible Reduced Picture Cards foreach unit

8 TPR card reproducibles for each unit.,

Note that throughout the Teacher's Guide, srrrrlenrs is

one card for each vocabulary item

The Picture Cards can be used toteach and review vocabularywords as well as the dialogs

Detailed suggestions on how to

use the cards are provided in eachlesson plan

Student Book 2 unit description

Tolk obout it!

(Vocobulory, lunciionol diologs, grommol diolog)

Each unit opens with a double-page spread showing thefollowing in an illustrated context:

1 Target vocabulary items underneath the illustratedscenes

2 Two functional dialogs or expressions

3 The unit's target grammar dialog outlined in red

4 Numbered dialogs so that Ss will know which dialog tofocus on when listening to the CD

5 Some of the phonics words for the target phonicssounds in the unit

6 Humorous elements to add to the enjol'rnent of learning

7 A hidden iguana for Ss to find.

2 Have Ss open their books:

a Play the CD Have Ss listen and point to eachvccabulary item under the main scenes

b Play the next track on the CD Have Ss listen andrepeat the items

c Play the next track on the CD Have Ss listen, find

the words and write the numbers in the boxes

3 Praclice: All vocabulary items appear in the main

scenes Name items in random order Have Ss

point to the corresponding items in the main scene

4 PIay the story on the CD and have Ss listen The storieshelp to reinforce the vocabulary and provide a contextfor them

Dialogs

l Introduce the dialogs as suggested in the Teacher'sGuide

2 Have Ss open their books:

a Play the CD Have Ss listen to the srory and point tothe people or objects in the main scene as they are

mentioned The story helps to reinforce thevocabulary and provide a context for it

Course Description 3

b Play the next track on the CD Have Ss first Iisten to

the dialog and point io the characters u'ho are

speaking, and then repeat the dialog

3 Practice: Divide the class into groups or pairs Have

Sroups A and B (or SI and 52) sav alternate lines of the

dialog Have Ss change roles

Do il! gnnl

Vocabulary building ofverbs is done at all levels Levels I

and 2 teach verbs using rhe l'PR teaching method wherebl'

Ss learn English through a ph5'sical response to English

commands TPR activities in the lesson plans and in the

Actirriry Bank consist of both receptive and productive

acti\rities Once Ss are familiar n ith responding to the

commands (receptive), tlrev can practice giving the

commands (productive).'l-he productivc acti\ities act as

review or consolidation ol'tlre language learned

General teaching method

TPR verbs

t Tell Ss (in theirnative language if necessary) that it is

uot necessar)'to repeat the comt-Irallds Thelr should

only do the actions

2 lntroduce one command:

a Sa1'one command and do the action

b Repeat the command Have Ss do the action nith

you

3 II Ss respond confidently', introduce the next command

in the same wa1, If not, repeat step 2 Repeat until all

the commands have been introduced

4 Play the CD and have Ss listen to the commands and

point to the pictures

5 Play ths CD again and have Ss listen and do the actions

G Shuffle the TPR Cards and give the commands in the

random order of the cards Have Ss point to the

pictures in their books

7 Use the TPR cards to say the commands in randon.r

order again and have Ss do the actions

Sing-a-grant

This is a short grammar song n hich introduces the

grammar point in each unit Ss can hear, understand and

absorb the grammar patterns before being required to

produce them The Sing-a-grant is on the CD

Ss should only be introduced to the song in this lesson

It serves as a preview of the grammar point to be taught in

the next lesson The song should be taught in detail in the

next lesson

l Introduce tbe Sittg-a-gra,r? as suggested in tl.re

Teacher's Guide

2 Play the CD Have Ss listen and point

3 Play the CD again and have Ss follou' along n,ith the

solrg or do actions as suggested in the Teacher's Guide

For example, give out Picture Cards or Reduced Picture

Cards of the items in the song and have Ss raise the

cards r,"hen the-v hear the u,ords in the song Ss should

not sing tlre song in tlris lesson

Build it! lorommor;

Gramntar is practiced in the form o[staten]el'lts, dialogs

and srrbslTtulicln exercises using pictures Thc,st, scel)es

shun, tlte cor'r1ex1 in u4tich cach grantntar point is rrst,tl

4 Course DescriPlion

This lesson includes:

l Tno scenes illustrating the colttext of the grarnnrar poir.rt

2 The statement form of tl.re unit's grammar pointoutlined in red

3 Simple statenrent form practice exercises

4 The dialog form of the unit's gramnlar point alsooutlined in red

5 Simple dialog practice exercises

6 A listening exercise to practice the grarnmar point

General teaching method Gramntar

l Introduce the grammar statement Hold up the PictureCard or real object ofthe vocabularf item to be used inthe statement Say the statement, e.g These are kites.Have Ss repeat

2 Introduce the grammar dialog:

a Draw a large question mark on tlre board

b Hold up the Picture Card of the rrocabularJ, item to

be used in the question

Divide the class into two groups

Hold up Picture Cards one at a time Have group A

ask the question and group B answer, using the .

cards as cues Have Ss change roles

3 Have Ss open their books:

a PIay the CD for part A Have Ss listen and repeat

b Have Ss do the four Listen Sa-y exercises in pairs

c Play the CD for part B Have Ss listen and repeat

d Have Ss do the four Listen Ask Answer exercises inPairs

e Play the CD and do the listening exercise in part C.

Note: Contracted forms are used in all levels in order to

be consistent n ith natural spoken English

Sing-a-grant

1 Have Ss look at the Sri?g-a- gram in the previous lesson

2 Play the CD Have Ss listen, point and do any acrior"rs,

speaking or singing as suggested in the Teacher's Guide

3 Divide Ss into pairs or groups to sing different parts of

the song

4 Have pairs or groups change roles and sing the songagain

Reod it! lenonics sounds)

Phonics is an integral part of each level, beginning rt'irh

initial phonics sounds in Level l Ss can listen ro andrepeat the phonics sounds, and practice recognizir.rg andrvriting the letters is given in Level 2 En.rphasis is onvou,els as rr-redial sour:ds and nrost of the consonants as

the final sounds in rt,ords

'lhis lesson includes:

I \\,ords u'ith target phonics sounds clearlt' illustrared

2 I\4alchirrg sinrple senlc'r'rces that contain ihe lthonics

rr,orcls n'ith a corresl-rortding picture irr part B.

ii '[iirr:ilrg and tlrcn rr'riting practice ol'eac]r of tht, l;hor-ricssorrrrtls irr piirt O.

I-he tbllorving svmbols are usetl to indicate the

pronunciation of the phonics sounds introduced in the

Bcarl lr-l section of each unit

General teaching method

Phottics sottnds

l [ntroduce the tirst word ending:

a Write the target ending on the board, e.g ar

b Have Ss say the sound oi each letter individually,e.g.4, t

c Read the letters as one word, e.g af Have Ss repeat

2 Introduce the phonics rvords with real objects orpictures

3 Say the sound of the first letter, the two-lettercombination, then the whole word, e.g c-at, cat.Have

6 Have Ss open theirbooks:

a Play the CD Have Ss listen and point to each picture

b Play the next track on the CD Have Ss listen andrepeat

7 Practice: Have Ss find pictures of items in the mainscene on the first two pages of each unit that beginwith the target phonics sounds

Readingphrases

1 Focus Ss'attention on part B:

a lVrite the three sentences on the board and read one

l Focus Ss'attention on part C:

a Write each of the three target phonics sounds on theboard and have Ss point to the picture with therelevant phonics sound

b Say each lvord and have Ss repeat

c Point to the phonics sound on the board and thenthe blanks on the page

d Play the CD Have Ss listen and fill in the blankswith the letters of the target phonics sounds

e Write the word on the board leaving blanks for thephonics sounds and then fill in the blanks

Proctice it!

This section contains a task-based speaking activity lor

pairs or small groups, designed to allolv Ss to use thelanguage they have [earned immediatel-v

Sing it! / Chonl it!

This section contains an enjoyable song or chant to wrap

up each unit These are also included on the Student BookCD

Course Description 5

General teaching method

1 Have Ss open their books Focus Ss' attention on the

Practice irl exercise

the top of the page

3 Put Ss into pairs or small groups

4 Explain the rules of the particular activity (see lessor.r

plans for Lesson 6 of the unit).

5 Have Ss complete the actir,ity in pairs or groups

6 Follou,up u'ith the activity detailed in the lesson plan

Singit! / Charxt it!

l Play the song / chant on tl're CD Have Ss listen

2 Play the song / chant again Have Ss sing / chant along

(or follorv the other suggestions provided in the lesson

plans)

RecyCle il! lneview of three units)

After every three units, there is a Recycle itl unit which

serves to reinforce and expand on previously studied

language items lncluded are an illustrated, humorous

story, review exercises and a board game

Story

story

2 Have Ss open their books to the story section

3 Review the characters and items in the pictures

4 Play the CD Have Ss listen and point to the

corresponding pictures

5 Play the CD again Have Ss listen and repeat

6 Put Ss into pairs or small groups and have them

practice the dialogs Give them props as necessary

7 Have volunteer groups perform the story in front of

the class

Reuiew it!

l Have Ss open their books to the ReuieuL irl section and

look at part A

2 Give the different commands and have Ss find and

point to the correct picture

3 Play the CD Have Ss listen and write the numbers of

the commands in rhe boxes above the pictures

4 Check the ansr,r,ers as a whole-class actit ity

5 Have Ss look at part B

6 Point to each letter and have Ss say the Ietter name

and the sound

,

:::ilJ: a picture and ask v1mt's rftis? Elicit the

B Model how to do the exercise or r,r,rite the letter under

the picture

9 Give Ss time to complete the exercise \Valk around to

cl-reck for accurac\,

10 Check the ansrryers as a n hole-class activit\,

Each boarC game is slightly different The game is colorcoded and each color represents a different languagepattern to be practiced Read tl.re lesson plans for details

l Have Ss open their books to the P/d1, rrl section andlook at the board game

2 Revierr the dialogs for each color-coded section

3 Point to the firsr space ir.t eacl'r colored section andhave ftvo Ss sa1,1hs dialog according to the languagepattern

4 Put Ss into pairs and give eaclr pair one die l-lar,e

pairs use their erasers as markers

5 Have Ss in each pair take turns rolling the die andmoving around the game board, saying the dialogsaccording to the language patterns

2 Have Ss open their books and look at part A

3 Play the CD Have Ss Iisten and point to the pictures.

4 Play the next track on the CD Have Ss listen andrepeat

5 Point to the vocabulary items in random order andhave Ss name them

Dialog

l Introduce the dialog as suggested in the lesson plans

2 Play the CD Have Ss listen and repeat

3 Put Ss into pairs and have them practice the dialog

Songorchant

I Play the song or chant on the CD Have Ss listen

2 Play the CD again Have Ss singor chant along

3 Do the wrap-up activity suggested in the lesson plans

Culture

The Culture units introduce holidays enjoyed by children

in many English-speaking countries Each unit provides

an opportuniry for further content-based learning, as lt ell

as for a fun break from more serious lessons

General teaching method

Introductiott

lntroduce tlie holiday in Ss'native language, if possible.Notes abour the holidav are included in the lesson plans.Shon' Ss pictures of the holidal

llocabulary

I Introduce the vocabularY items rvith your ownpictures, ol'use the pictures in the Student Book Notc,s

about the vocabulan are included in the lesson plans

2 Ilave Ss open their books:

a Plat'the CD Have Ss listen and point tcl eachvocairularv itenr under the nrair-r scenes

6 Course Description

r:,:i :

:tiilllill

b Play the same track on the CD Hirve Ss listcu rnrl

repeat the items

c Name the vocabularv items in randonr order FIav(.1

Ss find and poini to the itetns in rhe main scenes.

3 Practice the vocabulary items ivith a game or activitv

Suggestions are in the lesson plans

Dialogs

l lntroduce the dialogs and commands as suggested in

the lesson plans

2 Have Ss open their books Play the CD Have Ss first

listen to the dialog and point to the characters lvho are

speaking, and then repeat the dialog

3 Put Ss into pairs and have them practice the dialogs

Play the CD Have Ss first listen, then sing or chant along

with the song or chant

Extension

Do one or more of the optional activities (to help Ss

understand the holiday) or any ofthe reproducible

activities

Activity Book

At the beginning of Activiry Book 2 is an Alphabet Chart

for Ss to ftll in the letters of the alphabet for review and

extra writing practice

There is one Activiry Book page for each lesson in Units

1-9 ofthe Student Book, and one page for each Recycle it!,

Discover itl and Culture unit.

The first exercise on each page is always a listening

exercise The other exercises are either listening, reading

or writing activities.

I Have Ss open their books

2 Have Ss look at exercise A:

a Play the CD Have Ss listen and follow along in their

books

b Pause the CD at each bell sound for Ss to complete

the tasks

c Check Ss' answers and correct where necessary

3 Have Ss look at exercise B:

a If it is another listening activity, follow the

instructions above If it is a writing activiry

demonstrate how to do the activity

b Give Ss time to complete the activity

c Check Ss' answers and correct where necessary

4 The Activity Book may also be assigned for homework

after explaining to Ss how to do the exercises in class

Alternatively, do exercise A in class and assign B for

homework, or vice versa

5 Have Ss color the appropriate spaces onthe Reward!

page at the back of the Activity Book upon completion

of each unit Have Ss use the color indicated in the

Activity Book for thar unit ,

lVarm-up / review t0-13 minutes Activiry Book check* (5-7 minutes) Introduce and practice

new language items 30-32 minutes Activity Book assignment* (5-7 minutes)

Course timing ond schedule

Suggested timing lor one lesson plon

One-yeor schedule

70 classes per yezrr

* Assign homework after every other class and check thehomework during the following class

Warm-up / review 5 minutes Activity Book check* (5 minutes) Introduce and practice

new language items 15 minutes Activity Book assignment* (5 minutes)

9 units x 6 classes each 54 classes

3 Recycle itl units x 3 classes each 9 classes

3 Discover it! units x I class each 3 classes

2 Culture units x 2 classes each 4 classes

58 classes per yezrr

Q trnifc w 4 nlaccoc oa^L / ( ^l^ ^

3 Recycle it! units x 2 classes each 6 classes

3 Discover it! units x I class each 3 classes

2 Culture units x 2 classes each 4 classes

47 classes per ye.rr

9 units x 4 classes each 36 classes

3 Recycle it! units x 2 classes each 6 classes

3 Discover it! units x I class each 3 classes

2 Culture units x I class each 2 classes

Course Description 7

Suggested scheduling lor one unit

6 classes per unit (72 classes per year)

Lesson plans in the Teacher's Guide follor+, this schedule

5 classes per unit (60 classes per year)

4 classes per unit (49 classes per year)

I Talk about it!

Ilevierv dialogs Revier,r, previous unit's TPR verbs Teach and practice

5 Read it! Review previous unit's phonics sounds Teach and practice new

phonics sounds and words

2 Talk about it!

(Dialogs) Review previous lesson's vocabulary Teach and practice dialogs. Talk about (Dialogs) it!

3 Do it! /

Sing-a-gram /

Build it!

Teach and practice newTPR verbs receptively Do the Sing-a-gram

Introduce new grammar

Review prerrious lesson's vocabular)' Teach ar-rd practice dialogs

Teach and practice nerv TPR verbs receptively

Talk about itl

Lesson plonning

Teachers should plan each lesson carehrlly with specilic

goals and ob1'ectives in mind It is allvavs better to plan

n'rore activities tltan necessar-v in case one activity does

not rvork according to plan

Explonotion of lesson plons in ihe

Teocher's Guide

There is one complete lesson plan for each Student Book

page However, ifyou need to teach nvo Student Book

pages in one lesson, you can do so by implementing one

ofthe suggested schedules on p B.

Success requires planning, and planning takes

tirne-something the busy teacher of children often has too little

of The lesson plans in the Teacher's Guide have been

designed to help the teacher cover all the material in

SuperKids in an organized manner with minimal

planning A brief look at the Activity Bank before class will

often give you that one extra idea that boosts an average

class to a great class Each suggested lesson plan has been

divided into the following sections

Warm-up / review

Each lesson begins with a fun lvarm-up in order to review

material previously learned and motivate Ss to use

English during class

Each warm-up / review section practices language

items lrom the previous lesson or from the previous unit.

Activity Book (check homework)

Systematic review is key to the retention of new language

Further review of the previous class'material is built into

the lesson in the form of the homework check

Introduction of newlanguage items

New language items are introduced in this section

without the aid of the book The focus is on the teacher,

so Ss hear language before producing it themselves

Suggestions are given in each lesson plan on how to use

Picture Cards or real objects to introduce the material

Ss open their books and listen to and practice the new

language items, Detailed suggestions on how to involve Ss

while listening to the CD are provided in each lesson plan

After the book

Practice is essential ifSs are to internalize the new

language items Detailed suggestions on how to further

practice the language items are provided in each lesson

plan

Wrap-up

Beginning and ending each class in an enjoyable way is

essential to instilling in children a love of English Each

lesson plan has suggestions lor activities to finish each

class and send children home feeling good about the

lesson and themselves

Options

Each lesson plan suggests tlrther activities to be used,either as part of eacl'r lesson or in place of suggestedactivities Tl.ris section usually sLlggests tasks or activitiestbr [urther practice

Note: Materials needed for optional activities arc notincluded in the materials box of each lesson plan

ActivityBook

The Activity Book serves to reinforce what was taught in

class Exercises may be done in class or at home

Materials for the next lesson

If any materials are needed for the next lesson or for any

of the optional activities in the next lesson, the teacher is

informed ahead of time to bring / prepare these for thenext lesson

Course Description 9

Unit and title Topic and vocabulary Grammar

scared

l'm scared

Are you scared? / Yes, I am /

No, I'm not

hall, bedroom, bathroom, closet, \,ard

Joey is in the bathroom

\\lhere's loey? / Hes in thebathroom

3 Weother Weather: sunn),, cloudy,, nind)', rainy, snowy, foggy,

Seasons: winter, spring, summer, fall

1 0:00, I I :00, 12:00, 12:15, 12l'30, 12:45

It's I2:00

What time is it? / It's 12:00

comic books, yo-yos, balloons, rockets

These are yo-yos / Those are kites.What are these? / They're yo-yos.What are those? I They're kites

noodles, fruit, soup

I want noodles / We want soup.What do you want? / I wantnoodles / We want soup

dogs,

rice balls,

7 Art Closs Art supplies: scissors, paintbrushes, paints, stickers,

pinsPrepositions: in, on, under

The scissors are in the box.Where are the scissors? / They're

in the box

8 After School After-school activities: English class, math class,

calligraphy class, swimming class, dance class,

soccer practice, judo practice, baseball practice

I'm going to judo practice.Where are 1,ou going? / I'm going

to judo practice

the drums, watching a D\D, reading a book, feedingthe hamster, painting a picture, drawing a map

He's dran'ing a map

\Vhat's Mojo doing? / He's drau'ing

Functional dialogs TPR verbs Phonics

FIi, Beth How are voui' / I'rn OK .\nd yotri /

['m great, thanks

Whats that? / I don't knrrrv

(ioing to a friend's house: knock on the cloor,o[)en the door, sil\', "FIello.", sa1', "Comt: itr.",

go inside, close the door

Initial sounds revier'v

i\-L

Hi I'm Beth \,!hat's your name? / Nlv names

Pluto

How old are voui / I'm 10.

Cleaning up the house: hang up vour coat,make the bed, rvash the dishes, lvipe the table,vacuum the carpet, rake the leaves

Initial sounds reviewM-\,V y and ZFinal sound X

This is my friend, Lisa / Nice to meet vou

I'm Iupiter

Let's go to the park / Good idea

Going out on a rainy day: put on vourraincoat, put on your boots, open yourumbrella, walk in the rain, jump in thepuddle, close your umbrella

at: cat, hat

an: can, van

ad: sad dad

\A/hat's your lavorite season? / I like summer

I like your watch / Thanks

It's time to eat lunch / Don't forget your hat

Doing daily activities: get up at 6:30, go toschool at B:15, eat lunch at 12:00, do homework

at 4:30, take a bath at7:45, go to bed at 9:00

ot: dot, pot

ox: fox, boxock: clock sock

\,t/hich toy car do you want? / The red one

May I have that comic book, please? /

Here you are

Playing a board game: put your marker onStart, throw the dice, count the dots, moveyour marker, go forward 3 spaces, go back 2

spaces

S: yo-yos, balloonsbooks, kitespaintbrushes,witches

s:

CS:

I'm really hungry / Me, too

Can you use chopsticks? / No, I can't Can you?

Ordering at a fast food restaurant: get in line,choose your food, take your food, find a seat,eat your lunch, throw away the trash

ed: red, bed

en: pen, ten

eil: bell, spell

Do you like tacos? / Yes, we do / These are

greatl

What's your favorite class? / Art class

How do you spell fox? / f-o-x

Drawing a picture of a fox draw a head and a

body, draw 2 ears and a tail, draw 4 legs, draw 2

under the picture

Uh-huh Let's go

Bye See ycu at soccer practice / See irou then

Leaving school and getting ready for baseballpractice: put your books in your bag, put on your

jacket, say goodbye to Vour teacher, put on Vouruniform, run to baseball practice, loin your team

This is for you / A soccer ball Thanks

Cleaning up the classroom: pick up the toys,

put away the toys, sweep the floor, wipe the

desks, erase the board, turn off the lights

ame: name, gameake: cake, make thebed

ase: pencil case, vase

How many yellow fish can you see? /

I can see 13.

Happy lvlothers Day, NIom These are for you /

Ooh! Flowers Thank you

lVhat are you doing? / We're making breakfast

It's a new tie Thanks a lot / Happy Father s Da-v.

lVhat are vou doinq? / We're washing the car

\,Vhat are you making? / A card How about

you? / Ivle, too

HappyValentines Day, Beth / Happy

Valentine's Da_v, Peter

Have some candv hearts? / Thank vou

I Choose the correct picture

n,hile listening to vrords and

structures and vocabular\'

r Listen to u'ords and identifv

letters at the beginning of

n'ords (except x rt'hich is

presented as the last letter

of rryords)

Repeat simple statements,questions and ansr,r,ers

rthen given a model

o Ask and ans\rrer simplequestions aboutthemseh,es vr,hen given a

nrodel

r Sa),the sounds ofall

letters as the first Ietters ofrtords (except x n'hich is

presented as the last letter

o liace and n'rite allupper and Ion'er

case letters onstaves

o \\Irite their on'nlrames in English

2 o Choose a picture r,r'hile

dialogs and TPR commands

Listen to words and identifu

the sounds of most letters

as the medial or final

sounds of rt'ords

o Ask and ans\{er questioltsabout themselves andothers

o Say the sounds of mostletters as the medial orfinal sounds of n,ords,including final -s

o Read and saY thesound of most letters

as the medial or finalsounds ofrvords,including final -s

o Read and underslandwords and shortsentences

o Recognize commonsight words

Write ke1'n,ords

on staves whengiven a modelFill in letters tocomplete nrords

J o Choose a picture or r,r,ord

after listening to statements

and dialogs

o Recognize the sound of

two-letter consonant and

vowel digraphs

e Make statements and ask

and answer questionsabout themselves andotl'lers

Sa), the sounds Ietter consonant andvowel digraphs

oftruo-o Read and understandsentences

\{rite key nrordsand recognize thatthe same soundmay be spelleddifferent rvaysFill in blanks tocomplete r,rrords

and sentences

4 Choose yes or no answers

after listening to questions

Recognize the sounds of

common consonant and

o Answer yes or noquestions

Say the sounds ofcommon consonant andvowel blends

Read and understanddialogs and short

passages

r Fill in blanks tocompletesentences

r Write short

questions afterreading shortpassages

5 o Recognize the sounds of

and differences betn'een

common blends,

diphthongs, and initial

landr

r Atrsrter questions after

listening to dialogs and

shorl passages

r Take part in dialogs,asking, ansrvering andmaking statements aboulthemselves and others

o Say the sounds ofcommon blends,diphthorrgs, and ir.ritial

model

o \Airite ans\.vers toquestions aboutslrort passages

6 e Anss'er questions after

listenir-rg to conversatiolrs

and passages

o Distinguish sinrilar sountls

r Take part ir.r

conversations, askirrg,artsu'ering ancl nrakingstaterlrents aboLllthemselves arrd otltct's

r (lreale sinrplt' rolr'-plavsu'hen givr.tt rt troclcl

o lit,ad and understand

pass0ges

\Vrite short emailmessages andpostcards

\\Irite questionsand ansu,ers abotrl

i)assages

12 Course Gools

+ Activity Bonk Contents List

7 Reduced picture cards bingo

B Find it and srvat it!

9 On the table

I0 Say it! Bingo

I l Say itl Lotto

Tolk obout it! (Vocobutory)

12 Pick it upl

13 All pick it up!

14 Touch and say

30 Uncover the color

Tolk obout it! (oiologsl

36 Pass the puppets

37 Toss the animal

48 Choose and tell

49 Throw and tell

.50 Dratv and tell

51 Look and tell

52 Tell your partner

65 Take a step back

66 Call our number

73 Write it! Relay

74 What's the word?

SoloLine by line

.,, .

Activity Bonk Contents Lisl 13

Worm-up / Review

Have Ss look at the first trvo pages of

each unit Have Ss point to and name

items in the main scene

2 Slowmotion

Place a Picture Card ir.r an envelope

or bag Pull it out slortll', revealing

only a small part of the picture at a

time The student u'ho first identifies

the item can now plav the role of

teacher

3 Fast motion

Cover a Picture Card u'ith a piece of

paper Hold up the covered card

Quickly remove the paper, then

cover it again, so Ss catch only a

glimpse of the picture The student

nho first identifies the item can take

on the role of the teacher

4 Memorylist

Have Ss sit in a circle Have SI saY a

short sentence, e.g I haue a pencil

Have 52 repeat what Sl said and add

another short sentence, e.g I haue a

pencil I can surim Continue around

the circle until the list is too long for

Ss to remember Start again

Use B to l0 Picture Cards to be

reviewed Choose B to l0 Ss and give

them a card each Name the cards in

random order Have those Ss stand

up and make a line in the given

order The rest of the Ss is the "jury"

and checks whether the Ss are

standing in the correct order Name

the cards again, faster and in a

different order Have Ss again stand

in the given order Repeat with

different Ss.

Variation: In large classes, have Ss

play in groups of B to I0 and use

Reduced Picture Cards (Teacher's

Guide pp 170-179) Give each

student a card and have groups tr-y to

be the first to line up in the correct

order

14 Activity Bonk

Use two or three identical sets of

Reduced Picture Cards ofwords to be

revier.r,ed Give each student a card,making sure that at least t$'o Ss havethe same card Have Ss search for theother student(s) with the same card

by saying the name of their card in a

loud voice as they walk around Ss

may not show an1r611s their cards

\\hen they find their partners, theyraise their hands together, come toyou and name their cards

7 Reduced picture cards bingo

Prepare Reduced Picture Cards and

TPR Cards for each student Have Ss

mix the Reduced Picture Cards and

TPR Cards together and plage themface up in front of them in thepattern of a 3 x 3 (for nine cards)grid Name one card at a time b-Y

reading out the commands for the

TPR Cards and the sentences with

that word for the Reduced PictureCards Have Ss turn over the cards as

they are named When a student hasturned over three cards in a row(donn, across, or diagonal), havethat student say Bingo

B Find it and swat it!

Place 10 to 20 Picture Cards on thetable or floor (with the picture sidesshowing) Have Ss gather around thecards Sa1, one of the cards Have Ss

find it and slap it The first handdown wins the card Using fly

svr'atters instead of hands increasesthe fun In large classes, divide Ss

into groups of four to six and use one

set of Reduced Picture Cards pergroup

Divide Ss into groups of three orfour Make sets of l5 to 20 TPRCards Give a set of cards to eachgroup Say a command Have groupstry 16 5" the first to pick up the carddepicting that command, then runand put it on the table

Cards to use Have Ss place themface up in front ofthem in thepattern of a x3 (for 9 cards) or 4 x 4

(for 16 cards) grid Name one card at

a tinre Have Ss turn o\rer the cards as

thev are named \Arhen a student hasturned over three (9-card game) orfour (16-card game) cards in a rott'(donn, across or diagonal), have thatstudent say Bitrgo Have him nameall the cards turned over

Ss could be asked to name the cards

Tolk obout it! Uocobulory|

12 Pickit up!

Hold up Picture Cards to be rer.iewedone by one Name each card andhave Ss listen Put the Picture Cards

on the floor (n'ith the picture sidesshovving) Say Pick up (card name),

(51's name) and have Sl pick up thecard Then instruct himto Put dowrr(card name) Repeat this with other

Ss Have Ss take the teacher's role if

simultaneously follorv thecommands

Place 8 to 10 Picture Cards of revier,r,

u,ords on the table (rr'ith the picturesides shou'ing) Name one of thecards Have Ss try to be the first one

to touch tl're card and name it Inlarge classes, divide Ss into groups offour or fi'r,e and use one set ofReduced Picture Cards per group.Variation: To make the actititv ntorechallenging, )rou may u'ant to cut olf

llre rt,ords / phrases from tlre cardsbelirre using thenr

15 Stand up and sayit!

Choose a lew Picture Cards of revierv

rvords Have Ss stand up Show Sl a

card Sl should name the card or ask

and answer a question about the

card, e.g happy or Are you happy?;

spaghetti or What do you uant? If Sl

correctly names the card or correctly

asks and answers the question, she

remains standing If not, she should

sit down until her next turn If Sl is

able to name the card or ask and

answer the question on her next

turn, she may stand up again PIay

lor five minutes or until everyone is

standing again

16 Drawaline

Draw a picture of a review word on

the board, one Iine at a time Have Ss

try to guess what it is using /s ir (aJ

-3The

first student to guess

correctly draws the next picture

Have Ss sit in a circle Hold up a

Picture Card and name it Hand the

card to the student sitting next to

you Have the student name it and

pass it to the next student, who

names it and so on When the card

returns to you, repeat the process

with another card Start two or more

cards in opposite directions for

greater challenge Ensure that Ss

with different cards take turns to

name them

Divide Ss into two teams standing in

two lines Whisper a word Ss know to

Sl in each line On the count of three,

have Sls whisper the word to S2s who

whisper it to S3s and so orr, Have the

last student in each line run to you

and whisper the word Have Sls then

go to the back of their lines before

continuing with another word

Use some Picture Cards of new

vocabulary items Hold up one of the

cards and, without looking, guess

what it is by asking Is this (a) _?

Have Ss answer Yes, it is or No, if

isn? Keep guessing until Ss answer

Yes, it is Allow individual Ss to take

on the role of the teacher and guess

to identifv the missing card or item

Increase the difficulty by removingtlvo cards / classroom items orrearranging them Let the student

',vho first answers correctly take onthe role of the teacher and remove a

card or item the next time

Place six to eight Picture Cards onthe table (with the picture sidesshorving) Have Ss look at them for afer,v seconds and then close their

eyes Change the position of one ormore cards Have Ss open their eyes

and ask themWhat's dffirent?Have

Ss name the item on the card(s) thatwas moved

22 Run to it!

Put slx to eight Picture Cards of

review words on the board Divide Ss

into two teams Give Ss a command,

e.g Ru.n to (toy cars) Have Sl oneach team run to the card, touch it

and name it Vary with other familiar

commands, e.g Point to

-,Walk

to

23 Name it! Relay

Divide Ss into two teams standing intwo lines Use Picture Cards of

review words Hold up a card HaveSls on each team try to name thecard The first S1 to name it is giventhe card Have that Sl go to the end

of his line; the other S 1 stays in front

and has one more chance If he is notthe first to name the next card, he

goes to the back of the line

24 Behindyourback

Have Sl stand up with his handsbehind his back Place an object inhis hands and ask What's thk? Have

Sl respond with lt's a _ If he is

correct, have him sit down If not,have SI turn around to show theother Ss the item Have him ask theother Ss What's this? Have Ss answer

as a group

25 Ficasso

Choose 5 to l0 Picture Cards Divide

Ss into two teams standing in twolines Show Sls the same card HaveSls run to the board and draw thatitem Have their teams try to guessthe item Have Sls then go to theback of their lines, and continue theactivity with the next Ss in line

26 Thumper

Have each student choose a numberfrom I to 20 Choose a numberyourself, as well, e.g B Wrire eachstudent's number, along with yourown, on the board, but not in order.Have Ss sit or stand in a circle Have

Ss slap their thighs twice, clap twice,then call out your number and a

student's number while snappingyour fingers, first with your righthand and then with your left, e.g

(slap) (slap) (clap) (clap) I (snap) 5(snap) 55 then takes his turo: (slap)(slap) (clap) (clap) 5 (snap) 6 (snap),and so on Continue until eachnumber has been practiced a fewtimes Increase the pace each time tomake the activity more challenging.Variation: Use vocabulary wordsrather than numbers

Stand four cards of the samecategory to be reviewed in the fourcorners of the classroom, one in eachcorner Call out the name of anobject or do an action that wouldusually be associated with one of thecards, e.g for toy cards, you coulddemonstrate actions done with thosetoys; for food cards, you coulddemonstrate actions used wheneating those kinds of food Ss shouldrun to the correct card and stand in

that corner (ln large classes, have Sspoint to the card.)

Put Ss into pairs Prepare I0 to 20

Reduced Picture Cards lor each pair.Have Ss place the cards face down inrows or piles Say Go Have Ss in eachpair take turns turning the cards overand naming them Ss can "pass" and

go on to the next card if they are notable to name it, then return to thatcard later

Activity Bonk i5

29 Grids

Drawa big3 x3 or4 x 4 grid on a

sheet of paper and rn'rite a number or

' letter in each square Make one copy

for each student Have Ss form pairs

Give each student a grid and have

pairs sit back-to-back so that they

cannot see their partner's grid

Prepare the same 9 or l6 Reduced

Picture Cards for each student Have

Sl in each pair ask Vrhat\ I (or A)?

Have 52 place one ofhis cards in that

square and tell Sl rthat it is, e.g' If 's a

(fish).Have Sl then place the same

card on his grid Have Sl and 52

continue to ask and answer

questions until all their cards have

been placed on the grids Have Sl

and 52 then check their grids to see if

they are identical Have Ss in each

pair change roles and PlaY again

Select Picture Cards of review words

Have more cards than Ss Place one

Picture Card for each student on the

table (with the picture sides

showing) Name each card and give

Ss 10 seconds to memorize their

locations Have a variety of colored

cards Give Ss the color cards Have

Ss cover a Picture Card with their

color card All Picture Cards should

be covered Have Ss then, in turn,

name a color and point to a card and

try to identi8/ the card under it' If the

student correctly identifies the card,

have her take it Replace this Picture

Card with another one and cover it

with a color card This student

continues until she fails to identify

the card Whenever a student fails to

identily the card, play continues n'ith

another student

Tolk obout it! (Diologsl

31 Repeat in halves

Divide Ss into group A and group B.

Say the dialog line by line with the

appropriate emotion and gestures

Have group A repeat line one and

group B line two, copying the

emotion and gestures Have groups

change roles

32 Repeatinpartners

Put Ss into pairs Sa1, the dialog using

appropriate emotion and gestures

Have SI in each pair repeat line one,

52 repeal line ln'o lt is important

that Ss look at tlreir partners r,r'hetr

speaking Ilave Ss in each pair

change roles

i6 Activity Bonk

Divide Ss into group A and grouP B.

Have Ss look at a dialog Have grouP

A say line one of the dialog andgroup B say line two Have groupschange roles

34 Sayinpartners

Put Ss into pairs Have Sls in eachpair say line one of a dialog and S2s

say line two Have Ss change roles It

is important that Ss look at their

partners when speaking

Give two Ss in the circle a PuPPet

Have Ss perform the dialog, thenhand the puppets to tlvo other Ss

rvho perform the same dialog

37 Toss the animal

Have Ss stand in a circle Toss a

stuffed animal to a student (Sl) and

say line one of a dialog Have S1

respond with line t!vo, say line oneagain, then toss the animal toanother student (S2) Have 52

respond with line two, sa), line oneagain and so on Prompt Ss u,hennecessary

39 Who said it?

Blindfold Sl Have S2 say line one of

a dialog u,hile trying to disguise hervoice Have Sl respond u,ith line trn,o

of the dialog, then tr1' to guess n hosaid line one

Varv b)' having nvo different Ss sa)'

lines one and tn'o Have thc'blindfolded student guess bothspeakers

Note: If a dialog has three lines, dothe activity in the same vvay but haveSls say lines one and three, not onlvline one

41 Change p:rrtners

Divide the Ss into circle A and circle

B with one circle within the other

Have Ss in the two circles face eachother and stand so that they aredirectly opposite a student in theother circle Have circle A say lineone of the dialog and their partners

in circle B say line two Say Change

Ss in one circle take tr,r,o steps to theright and the Ss in the other movetwo steps to the left so that all Ss

have new partners Repeat theprocedure Monitor the Ss and help

r,r,hen necessary

42 lnthe corner

Divide Ss into four groups Give eachgroup and each corner of the room a

number from 1 to 4 Have group 1

line up against the wall starting atcorner 1 Do the same with groups

tn o, three and four respectively Thefour Sls who are standing in the fourcorners say the target dialog with theSls standing across from them Use

Picture Cards as cues For example,hold up the happy card and have Sl

in corner I say Areyou happy?Have

Sl in corner 3 answer Yes,I am, Hold

up the kitchen card and have Sl incorner 2 say Where's slze? Have Sl incorner 4 answer She's in the kitcheruHave these four 51s then go to theback of their lines and the next four

Ss move into the corners

Note:

If a dialog has three lines, do theactivities in the same r,r,ay but haveSls say lines one and three, notonly line one

Do it!

Have Ss listen to the CD or listen tovou reading the script Have Ss point

to the pictures in their books as thevhear tlrem To make this activitY morechallenging, read the comrnands inrandom order so that Ss cannotanticipate tire uext command

44 Draw and do

tJse'l'PR Cards to rv[.rich Ss can

corriider.rtlv respond Place tlte cards

face dorvr-r on the table Have SI cir:arv

a card and hand it to you rvithout

looking at it Give the cornmand on

the card Have Sl do the action

within five seconds If he does the

action within the set title, give him

the card If not, or if he does the

incorrect action, return the card to

the table Continue with anv other

student

45 Teacher says (Simon says)

Use TPR Calds to r,vhich Ss can

confidently respond Have Ss stand

such as Teacher says or Please before

some of them Have Ss do only those

actions preceded by the phrase If

the phrase is not used, Ss do not

move To make the activity more

game-like, have Ss who make a

mistake sit down You could use

negative commands to make the

activiry more challenging As Ss

become more experienced, have one

of them take on the role of the

teacher

46 Do as I say, not as I do

Give commands and model them

NIodel some commands incorrectly,

e.g say Open the d,oor, but model

closing the door Have Ss do the

actions you say, not the ones you do

Ss need to listen to what you say as

opposed to simply copying your

actions

Nlake copies ofTPR Cards of one

unit Divide Ss into groups of three

or four and give one set ofcards to

each group Say the commands in a

chain, at first in the same order as in

the book, then later in random order

Have groups put the cards in the

given order

48 Choose and tell

Use six to eight TPR Cards to which

Ss can confidently respond Place the

cards face up on rhe table Have

volunteers choose and give

commands to otlter Ss using the

cards as cues

\,lakc l large die r'vith a nrilk carton

or carclboard Write contnrancls onthe six taces ol ttre die Have tr

student thror,v the clie and give therrther Ss the command depicted onthe top of the die

Choose l0 to 12 TPR Cards of

commands to which Ss can respondcontidently Place the cards in a pilelace dorvn on the table Divide Ss

into two groups standing in twolines Have Sl in each line take a cardand give that command to 52 Have

S2s do the action Have Sls go to theback oltheir lines, and S2s take thenext cards and so on

51 Lookandtell

Stand at the back of the room so Ss

cannot see you Have S I go to thefront of the class and face you andthe other Ss Have Sl watch you do

an action, then instruct the other Ss

to do the same action Have Sl sitdown and have 52 go to the front

each pair change places and roles

Hold up another card and repeat theprocedure

Choose TPR Cards to which Ss canconfidently respond Place the cards

on the table (with the picture sides

chnrrrinal Llarra el nhnnca

^ 1 Jrrvrrrrrb/i

without showing it to anyone Have

SI act out the card by doing theaction on the card Have other Ss trv

to guess the command The firststudent who guesses correctlv actsnext

Build it!

Put Ss into pairs Have SI be the

"questioner", 52 the "ansrverer"

llodel the dialog Have SIs repeatthe questions and S2s repeat theansrvers Have Ss change roles

tbrm is the same as thecorresponding statemeltt ibrm, e.g.

statement torm: We Luant (nooclles)

dialog form: Wltut clo you tuant? We

ruant (noodles) Do this acriviry after

Ss have learned the statement ibrm.Ask the question on the relevantBuild it! section Elicit the answer byprompting Ss to use the statementform they have already learned andthe pictures on the page as cues

Divide Ss into group A and group B.

Draw a large question mark on theboard Point to the question mark,then model the target question Havegroup A repeat Hold up the card to

be used in the answer, and modelthe answer Have group B repeat

57 Passitaround

Have Ss stand or sit in a circle IVIodel

the target dialog, holding up PictureCards as cues Have Ss repeat Have

S I ask the student on his left (S2) rhequestion Have 52 answer Repeatthe procedure with 53 and 54 andcontinue around the circle Model a

different ans\,ver to the question andrepeat the procedure, this timereversing the direction so that theroles are changed

Divide Ss into group A and group B.

Hold up Picture Cards and say thegrammar dialog For example, hold

up the sunny card and say What's theweather lilce? It's sunny, Have Ss

repeat Hold up another card Havegroup A ask the quesrion and group

B answer according to the card Dothe same for the remaining cards

Have Ss change roles

Have S I stand in front of the otlter Ss

as the "teacher" and ask a question.Sit in the student's seat rvhile Sl is

asking the qr.restion Have other Ss

answer Have a fer.v Ss take on therole ol the teacher

Place Picture Cards or classroomiterns in various locations in theclassroom Have Ss circulate in pairs,asking and anslvering questionsabout the different cards / objects.When vou say Chattge, have Ss rnove

to another card / object

Activity Bonk 17

61 Throwthedie

Put Ss into pairs and have them open

tl.reir books to the relevant Build it!

section Give each pair a die Have

Sls in each pair throrv tlre die, and

either sav the statement (section A)

or ask the question (section ts) of

that number lf Sls asked a question,

have S2s ans\{er Then it's S2s' turn

to thro',r'the die \{iren Ss throw a

five, have them make t\\'o statements

or ask n,*'o questions \\rlren they

thro\\'a six, have them skip a turn

62 Grammarmemory

Have Ss sit in a circle Model the

target grammar statement Have Ss

repeat Point to other pictures on the

relevant Build it! section in your

book and elicit the statements Have

Sl then make a statement using the

target grammar point Have the

student on the left of Sl repeat SI's

statement and make another

statement using the same target

grammar point Continue around the

circle until the list is too long for Ss

to remember or until a student

makes a mistake Start again with the

student r,r,ho last said the chain of

statements correctly

Have Ss use the target grammar

point to make original statements or

dialogs using previously learned

vocabularl, Teach classroom

language such as Howdoyou say

-in Englislt? so that Ss can use r,r,ords

they do not know in English in the

statements or dialogs

64 Outofthehat

Prepare slips of paper making sure

that there is one slip of paper for

each student Number each slip of

paper in order starting from l Put all

the slips of paper into a hat Drart,

two slips of paper from the hat Have

Ss ltith those two numbers do the

target dialog Put the slips ofpaper

back in the hat and drar,r'trt,o more

As a variation, have Ss take turns

draruing the slips of paper front the

hat

65 Take a step back

Put Ss into pairs and have themstand in tu,o parallel lines facingeach other, one arm's length apart

Hold up one of the Picture Cards

Have Sls in each pair ask a questionusing the target question form andhai,e S2s ans\\fer Have both linestlren take one step back Hold up thenext Picture Card This time, have

SZs ask the question and Sls answer

Have both lines again take a stepback Continue in the same n,a_v rt ith

Ss taking one step back each time

This actirdt,v "forces" Ss to speakloudly and listen carefull), as man-v

Ss are speaking simultaneousl),

Assign each student a number Callout anv trvo numbers Have those

Picture Cards you hold up as cues

Place Picture Cards on the table

Place the cards face up Have anystudent choose a card and use it as a

cue to say the target statement orquestion, or as the first line of a

dialog to be practiced If thestatement, question or dialog is

correct, have him keep the card If

not, have him return the card to thetable It is then another student'sturn

Place some chairs or pillovvs in a line

in the middle of the room Make surethat there are half as many chairs as

there are Ss, minus one chair, e.g if

there are ten students, there should

be four chairs Have Ss walk in a

circle around the chairs as you ,1.,,

some music (the Sing-a-grant w,illdo) Have Ss grab another studentwhen the music stops, say the targetdialog, and then botlr sit don'n onthe same chair The pair lefi standing

is "out" and can take turns operatingthe CD pla1,er In classes r,',ith an oddnumber of Ss three Ss rvill be leftstanding in tl're first round Havethose three Ss be "out"

Reod it!

On the board, drart, two to fir,epictures of items or vsrite the rt,ordswith the phonics sounds to bereviewed Number each picture oru'ord Name one of the piclures orread one of the rt,ords Have Ss hold

up lhe number of fingerscorresponding to that picture oru,ord For example, have Ss hold upone finger ifthe rvord corresponds topicture or u,ord l.

are The student r,r,ho guesses

correctll'draws the next \ryord

71 Brainstorm it!

Have Ss think of as man1, words as

they can containing the phonicssound Drart, pictures of these n,ords

on the board or n rite the r,r,ords.

Have Ss then name each picture orread each r,t,ord

Put Ss into pairs Give each pair a

ball or beanbag Write the endingphonics sounds on the board Have

Sl in each pair sa1'one ofthem andtoss the ball to 52 Have 52 saY a

u,ord containing that sound, ihen sav

another ending phonics soundbefore tossing the ball back to Sl,

e.g Sl: -ar (toss) S2: (catch) Ca.t, -ad(toss) Sl: (catch) Sad, -an (toss)

Divide Ss into t\{ro groups and havethem stand in trvo lines \\rhisper one

ofthe target phonics vvords to Sls ineach line Have Sls rvhisper the rvord

to S2s in their lines, n'ho thenu,hisper it to 53s, and so on Have thelast student in each group run ro theboard and r','rite tlre n'ord

lB Activity Bonk

74 What's the word?

Drarv one line lor each letter in a

phonics word on the board, e.g.

for pencil Have Ss draw

the head of an alien with six facial

parts (two eyes, a mouth, a nose and

two antennae) Have Ss call out

letters they think may be in the r,vord

Write the letter in its correct position

above the line for each correct guess

For each incorrect guess, write the

letter somewhere else on the board

and have Ss erase one feature from

the face Have Ss try to guess the

word before the face is erased Allow

Ss to take on the role ofthe teacher

once they are used to the game

Give each student or pair a set of

blank cards, one card for each word

in the sentences from section B.

Have Ss write each word from each

sentence on a separate card, using

their books as a reference Have Ss or

pairs then arrange their cards in the

correct order, and read them

Proclice it! / Review it! /

Ploy it!

76 Snap!

Give a set of Reduced Picture Cards

to each student Put Ss into pairs

Have pairs put down one card each

on their desks, saying the words on

the cards at the same time If they

say the same words, they try to be

first to call out Snap! Continue until

all the cards are used

Divide Ss into groups of four to six

standing in lines Write the letters of

a phonics word, in scrambled order,

on the board Have Sls on each team

run to the board and try to be the

first to write the letters in the correct

order Have the other Ss help by

calling out the letters or words Have

Sls then go to the back oftheir lines

Write another scrambled word or

command on the board and repeat

the procedure with S2s.

ir:i1rrl ;:;;iiw;;;i:lLii

[Jse around i5 Picture Cards to bereviewed Prepare empq/ grids of

3 x 3 squares Give each student a

grid Show Ss the 15 cards you lvill be

using Have Ss choose any nine of

these cards and draw a simplepicture ofeach in any square on theirgrid Once Ss have filled up theirgrids with the nine pictures, playbingo in the usual way, crossing out

or placing markers on the pictures

Use Reduced Picture Cards to makeone deck of cards containing 5 to I0pairs ofidentical cards Place all thecards face down on the table Have

Ss try to find matching pairs byturning over any two cards If the twocards match, have the student namethe pair of cards before taking them

If the two cards do not match, havethe student turn over both cardsagain (in their original positions) andthe next student turns over rlvocards

Make one set of cards using l0 to 12sets of four identical cards from theReduced Picture Cards Deal out allthe cards among Ss Have Ss try tocollect sets of four identical cards

Have S1 ask 52, (52's name),

-,

please (Or Do you have a

-?

OrCan I haue a

-.al

If 52 has thatcard, have her give it to Sl Have Slcontinue asking different Ss or thesame student until someone doesnot have the card requested Havethis student answer i1/o Sorry It is

then the next student's turn When a

student has a set offour identicalcards, have her place them on thetable For larger classes, play in smallgroups using one set of cards pergroup

Bl Oldmaid

Divide Ss into groups of three to six

Nlake one deck oIcards for eachgroup using l0 to 20 pairs of

Reduced Picture Cards Add an oddcard, the Old Nlaid card, to each set

Have a student in each group dealout ail the cards among the Ss in hisgroup Have Ss with pairs of identicalcards put them down and namethem Have the student with themost pairs (Sl) then draw a cardfrom the student on his left (S2) If

the card Sl draws pairs up with one

ofhis cards, have him place the pair

on the table and name it If the card

Sl draws does not pair up with any

of his cards, then have 52 draw a cardfrom the student on his left Thegame continues clockwise with thenext student either putting down a

pair or drawing a card from thestudent on his left lVhen onestudent is out of cards, he is out of

the game The student left with theodd card is the Old Maid

82 Followthe path

Place 15 to 20 Picture Cards on thetable (with the picture sidesshowing) in a straight line, circle orother pattern Choose one place to

be Start and one to be Finish Eachstudent places a marker on Start

Have Sl roll a die, move her markerthat number of cards, and name thecard on which she lands If Sl cannotname the card, she goes back towhere she started The gamecontinues with Ss in each grouptaking turns to roll the die until

everyone reaches Finish This is

more fun if the more challengingcards are towards Finish

Divide Ss into group A and group B

and distribute different markers toeach group Place nine Picture Cards

of items to review on the table (withthe picture sides showing) in theshape ofa tic-tac-toe board (a nine-square grid) Have group A turn over

a card and try to name it If they are

able to do this, have them put one oftheir markers on the card If theycannot do it, have them turn the cardoveragain Have group B chooseanother card If they name it

correctly, have them put one oftheir

markers on the card Have groups trv

to be the first to have markers onthree cards in a rorv

Activity Bonk 19

84 Monkeyinthemiddle

(Fruits basket)

Use Picture Cards of review words In

a small class, use one of each card In

a larger class, use multiples of the

same card Give each student one

card Have all except one student sit

in chairs in a circle Have the student

rt'ith no chair stand in tl.re middle He

is Ir4onkey Have Monket' name two

cards at a time Have Ss vr,ith those

cards stand up and tr),to sit in the

empty chairs, but thel' cannot sit in

the chair that they originally sat in

Monkey also tries to sit in an empq'

chair Have the student n'ho is left

standing become MonkeY \A/hen

Ir4onkey say s M onkey Time!, hav e all

Ss stand up and change seats

85 Tiddlywinks

Give eacl'r student fir,e coins Place 10

to l5 Picture Cards and a Pile of

coins (or flat markers) in the middle

ofthe table Any Sl tosses a coin,

tr1,in* to aim it at one of the cards If

her coin lands on a card, she names

it and reads the words on it If Sl can

do this, she takes back her coin, Plus

a bonus coin from the pile in the

middle If the coin lands on a card

but Sl cannot name it, she should

put her coin on the pile If her coin

does not land on a card, she should

put her coin on the pile, and lose a

turn Continue u,ith 52

Have Ss make a circle Specify a

number from I to10 to be the buzz

number, and a grammar statement

to be the buzz statement For

example, if the buzz number is 5 and

the buzz statement is / /ille

-,

have

Ss begin counting, in turns, around

the circle: SI says l, 52 saYs 2, and so

on When the buzz number is

reached, that student should saY a

sentence using the buzz statement,

but not the buzz number Have the

next student then continue n ith the

next number, e.g S1: I., 52:2., 53:3.,

54: 4., 55: I want (nood.les), 56: 6.' S7:

7., and so on up to I0, then start at I

again If a student makes a mistake

or says thebuzz number, she is out

Continue ut'ltil onh' one student is

lefi

87 Team spelling

Divide Ss into two groups Makethree or four sets of alphabet cardsand place them face up on the floor

Call out a revien, phonics word Have

Ss on each team determine hon,manv letters that word has, thenhave that number of Ss from eachteam run to the cards Have those Ss

tr1'to be the first to select the correctletters from the alphabet cards andstand in order to form that word

Each student should take one letteronly

89 Sing and do

Have Ss stand in a circle lt ith

classroom items or Reduced PictureCards of items named in the song

Have Ss hold up the classroom items

or cards when they hear the n'otds in

the song or chant

90 Singit!

Have Ss sing the song once or t\^'ice

There should be no movement here,

as they need to focus on the lyrics

91 Solo

Assign specific rvords or phrases toindir.idual Ss to sing as a solo Haveother Ss sing all parts of the songthat are not sung by the soloist

Instruct the class and soloist tt hen tostart and stop singing Vary b1' givingthe solo part to a duet or trio

Assign different lines of the song todifferent groups ofSs Ifthe song hasquestions and ansners, assign tlrose

to differerrt groups Have groups sit.tg

onll'their assigned lines lnslrucl Ss

u'hen to start singing

93.In a round

Dir,ide Ss into two or thret' gror.rps

Have groul.l A begin singing lirre ottt'

Have group B llegin singing lint ttto

u'hen group A rcaches thc end ol lineonc and so ort Ilrslrttct Ss n ltt'n trr

stan sir-rging

20 Activity Bonk

Have pairs or snrall groups of Ss

choose words to replace originallyrics Provide relevant Picture Cards

or classroom items as reference Playthe lead-in music of the song, tl.tenstop the CD Instruct groups \^,hen tobegin singing

Prepare two toy microphones and set

up an imaginary stage Have trvo Ss

sing tlre song together using thesame melody as in the original song,but different lyrics (based on thevocabular-v the1,have learned in thatunit)

Listening

Before checking Ss' ansrt ers, pla-v tire

CD again Have Ss confirm tl.reiranswers and make any changes the5,

think are necessary

Before checking Ss' answers, harre

them exchange books r,r,ith a partner.Play the CD again Have Ss confirmtheir partner's answers and consultwith each other on any changes the-v

think are necessar)'

Read the script, leaving out theanswers Have Ss suppl-v the answersfrom the pictures For example, say

I'rn

-

Have Ss sa1, scared

Encourage all attempts to supphr ananswer in English

99 Expandit!

EIicit different responses from those

in the Student Book Read the script,leaving out the answers Have Ss

supply the answers from PictureCards or classroom items You holdup

Wrop-up

Shou,individual Ss Picture Cards ofiterns 1o be practiced Have Ss nanretlre cards before they Ieave Corrc,clnristakes If thev cannot do rhis, havelhenr repeat the u'ords belbre thel

Ieave

l0l Do it!

Give one, t',vo or three commands to

Ss Have them do the actions before

leaving

102 Make aletter/number

Put Ss into pairs Have all pairs stand

up Call out the name of a letter

Pairs should try to form that letter

with their bodies To make this

activity more challenging, add blg for

uppercase or lirrle for lowercase

before the letter name This activity

can be done with numbers instead of

letters

103 Ispy

Think of a review word visible in the

room It can be a Picture Card, an

object in the room, or an object in a

specific color Sayfspy Have Ss ask

- questions to try to guess the word,

e.g Is it red? Is it a ball?Have ttle

student.who guesses correctly be the

next to say fspy

104 Parrots

Have Ss stand up Make true or false

statements using the target grammar

points or vocabulary items Have Ss

repeat the true statements and

remain silent for the false

statements Have Ss who make a

mistake sit down

Rewords

105 Rewardcards

Give Rewards (TR 42: Teacher's

Guide p 147) to Ss for particiation or

good behavior Encourage Ss to

collect as many cards as they can

106 Verbalpraise

Praise Ss often, e.g Great! Way to go!

Good joblWarm smiles have a great

impact

107 Certificate of completion

Give a certificate of completion to

each student when the Student Book

is completed (Teacher's Cuide p 188)

108 Warm fuzzies

A simple warm touch from you can

be a great reward for Ss A hug goes a

long way

Activiiy Bonk 2l

@ Totk obout it! (vocobutory!

Torget

Ss can point to and narne happy, sad, sleepy, angry,

sick, hot, cold and, scared

Moteriols

Picture Cards l-8, CD

O Before the book

Greet Ss as they come in the room Sa1'Hr, (S's rmnre)!

Have Ss say Hi, (T's nanre)! Model it first and encourage Ss

to repeat Have Ss greet each other in pairs Have Sls sav

Hi, (52's nante)! and S2s say Hi, (SI's rmme)!

lntroduce vocabulary

Hold up, nanre and minre each feeling for ])icture Cards

I -8 For example, snrile broadly for happr,, girre a big 1,au'n

for sleept', and n'ipe ),our bron'for hot Have Ss repeal,

copi,in g vorrr aclions

Have Ss turn to Student Book pp 6-7 and look at thepictures at the bottom of the pages Play CD track Al .

Have Ss listen and point to the feelings

@A, Listen and point.

sad (2x) ltot (2x)

sleepl, Qx) cold (2x)

Play CD track 42 Have Ss listen and repeat

@A Lkten and repeat.

(Sante a^s altot)e, but eaclt word is said ottly once u,itlt a

pause for Ss to rcpeat.)

PIa1, gp track 43 Have Ss listen and nun.rber the feelir-rgs.

B Listen artd tttfinber.

Nurnlter l sick (2x)Ntrtttbcr 2 ltnTtpl' Qx)Nrtutbtr 3 utld (2.r.)

Nrttrrbar 1 nrrgn' i3.t)

Nuntber 5 ltot (2x)Nuntber 6 scared (2x.)

Ntrtttber 7 snd (2x)Ntuttber B sleepv et.)

22 Unit l, Lesscn I

(llteck Ss' ausrvers br.'saling cacit rrocabrrlarV lvot.tl rrrrtl

har.'irrg Ss lind ancl point to rhc characte rs irr thc rrrairr

scl'ne r,vho shrlr,r,tliis t'eeling poirrt to tllc picturos ill

nrntlorn order and lrave Ss sar: tlte r or.ds.

Have Ss look for the hidden iguana in tlte rnairr scerrc

(;\r-rslver: Its on tlte right-lrand greell curtain in thc

bedroorn.)

O After the book

Place Picture Cards 1-B o11 rhe floor (rvirh the picture

sides showing) Act the ieeling on each card Have Ss

gtress the feeling by pointing ro tltar card and narning it

Continue with other Ss using the remaining picture Carcls

Try to give all Ss a chance to act and name the feelings

Put Ss into pairs Have Sls act one of the feelings ancl

have S2s trv to name it

o Getting to know you (TR 1: Teacher's Guide p 29)

o Stand up and say it! (Teacher's Guide p 15)

Activity Book p 4 can now be assigned for homework or

used in class See ans\,ver key, Teacher's Guide p l48

/A

@ Tolk obout it! (Diotoss)

Torgefs

Ss can greet each other using FIi How are

you? and respond with I'm OK And you? Ss can

answer using I'm great, thanks

Creet Ss as they come in the room Say Hi (S,s nante)

Hotu are you? Have Ss say lii (T's nante) How are you?

Introduce dialogs

Dialog l: Point to individual Ss and say Hl, (Sb name)

Horu are you? Elicit /',r? OK Repeat rvith other Ss Have

another student (SI) greet you by saying.Ifi, (T,s name)

How are you? Say I'm OK And you? Repeat with other Ss.

Have another student (S2) greet you This time, smile ancl

say I'm great, thanks Repeat with other Ss.

Dialog 2: Hold up a familiar classroom item, e.g a

pencil and ask a srudenr (Sl\ What's tltis? Elicit lt,s a

pencil Repeat with other familiar classroonr iterns point

to alr untantiliar classroonr itern, e.g chalk and ask a

strrclcrrt $I) lVlmt's tlnt? Encourage studcnt to shrugthcir slrorrlders Sav Irlon'f kttotu ?Iave Ss repeat

(lrlntinue lvith other uniirrniliar classroour items.

Diirlog 3: Hold up Picrure- Card B and ask Are you,

scared? Siry Yes, I am Have Ss repeat Repeat with otherpictrrres Have Ss say No, I'nt tzot irs i,vell, for practice

Have Ss turn to Student Book pp 6-7 Introduce the mainscene by ptaying CD track A4 Have Ss listen and poinr ro

the people, animals or items as tl.rev are mentioned

(Note: In the first three units, the main scene is

presented as a series of panels, not one whole illustration.These panels represent different scenes in different parts

ol the house, not necessarily in a time sequence.)

C Listen to the story

The SuperKids are at Peter and Tbni\ house Tbni is in bed

The dog is sad There's Peter ancl his friend Beth peter isltappy Beth is hot Donny and Chip are on the sofa Theysee something strange in the yard.ltWat is it? Look at Mojo

the mouse He's sleepy loey and Lisa are in the bedroom

Peter Beth, Donny and Chip are looking out the doorl/f'lxat

do they see? It's a spaceship Donny is scared.

Point to Peter and askWho's he? Elicit peter point to Bethand ask Who's she? Elicit Beth Continue with the rest of

the SuperKids in the same way

Say Let'slisten.Play CD tracks A5-A7 For each dialog,have Ss first listen and point to the character speaking

and then repeat the dialog

D Dialog I.

Listen and point.

Peter: Hi, Beth How ate you?

Beth: I'm OK And yotr?

Peter: I'm great, thanks

Now listen and repeat

(Same as aboue, but each line is saicl once Luitlt a pause

for Ss to repeat.)

D Dialog2.

Listen and point.

Donny: What's tltat?

Chip: I don't know

Notu listen and repeat

(Same as abot'e, but ecLclt litre is sctitl once utitlt a patLse

for Ss to repedt.)

D Dialog3.

Listen and poirtt.

Beth: Are yoLt scared?

Donrty: l'es, I ant

Unit l, Lesson 2 23

Notp listert attd rcpeat.

(Satrte as abote, but eat'lt lirtt, is said ortt'c u'illt o l)tnts(

.fc'r S.s lo rapear.)

Pr-rt Ss into pairs artd have thern praclice tlrc clialogs

@ Afier the book

:''

iialc Ss practice dialog I irr pairs using their o\{'lr nanres

I Iave Ss practicc' dialog 2 in pairs I']lace Picture Cards I -u

on the board Nou'revien'thc rrords hungrv and tl-rirstr,

\\1.ite hungrv on the board Ilub vour stomach and sa1,/hr

Ittutgrl, \\'rite thirstv on the troard Hold vour throat and

sav I'rn rlrirsn,.Have Ss practice dialog 3 in pairs, using tht'

nerv vocabulart, ar-rd hungn' and thirstr' Har,e confident

student pairs go 1o the fronl of the rootr-r to pcrlbrrl the

dialogs

I'm fine!

Introduce additional phrases to answer the I/ou

are you? question, e.g Not too bad, Not so good,

Have Ss stand up Demonstrate the dialogwith SI

first by saying IIi (57's name) How are you? Have

Sl say I'm fine, tha nkr,- And you? Say I'm great,

tlmnks.Tell Ss they should use their own names

and can use any ofthe phrases in place off'nr

ftne Give Ss 2*3 minutes and have them talk to as

many other Ss as possible

r Act with feelings

Demonstrate dialog 2 using the feelings that Ss

have learned Say e.g Scared Have Ss practice the

dialog in pairs using facial expressions, body

language and tone ofvoice that show they are

scared Have some pairs act out the dialog in front

of the rest of the Ss and have other Ss guess what

feeling they are performing

Activitv Br.rok p 5 can nort be assigned for hontett,ork or

tusctl ir-r class See ans\^,er ke1,, Teacher's Guide p i48

Torget

Ss can understand and respond to commands to

Knock an tlrc door Open the doon Say,,,Hello.,,,5a1,,

"Come in.'i Go inside and Close the door

Moteriols

'il)ll Cards Unir I (l'lt

2:'lL:acher's Grriric 1: :i0), CD,

ktock ott the doon Have Ss do tl.re action along r,tith 1,ou.Repeat as above tlr.th Opett tlte door Give the commands

Krrock ort tlrc door and Opert tlrc doorn ithout doing tlreactions Have Ss do the actions Introduce the rest ofthe

commands in the same vr.a\, Use the TPR Cards to give thecommands in random order Have Ss do all the actions

g Open ihe book

Do it!

llave Ss turr"r 1o Studenl Book p B Plav CD track AU Ilave

Ss liste'n to the c:ontntarrds and point to the pictures

Listen and Ttoirtt.

l r\lriock orr tltt'dorr i3.r')

l'ltrr tlrc (.1) aglrin trrttl Iravt'Ss iistt'n arrr-1 rlt-r llte aitions

Slrv t'ornrrxnrrls irr riurtlottt ordcr usirre ilrc'l'I)li (l:riris

i li+i'i.Ss poiru lo titt,picturt's irt tlrtir booiis

I lst,tlrt, l l'}li (,lrlls 1o sltr tlrc i'rrtrtt'xrrrii irt nintlorlr l,r'ii,'

;r,-:l;:t :t!lri l1;ri sr i!{,i:l( :1, ii,':1

Cro!c the oro:

Yes I om Yes.1 om

{Reoeoi hoi i colil

Opea h.r doolllkti ilffi

.l<t

-7-Go rn!!aie

.\n

jl Unil l, Lesson

Introduce the Sing-a-gram

Use Picture Cards I and 2 to elicit ha1tpy ancl sazl put

Picture Cards I and 2 on the board (rvith the picture sitJcs

shorving) Play CD trackAg Have Ss listen arrd point to

tlre leelings on the page (Note: The Sing-tt-grant lvill be

revierved and taught in more detait in Lesson 4.)

Listen and point Sing

Girl: Are you hot?

Boy: Yes, I am-Yes, I am

Girl: Are you cold?

Boy: No, I'm not No, I'm not

Girl: Are you hot?

Boy: Yes, I am

Girl: Are you cold?

Boy: No, I'm not

Girl: Are you hot?

Boy: Yes, I am.Yes, I am

Play the CD again and have two Ss go to rhe front to drar,v

happy or unhappy faces above the picture Cards

according to the lyrics

@ Afler lhe book

Give all commands in order a few times Have Ss do the

actions Start slowly and gradually increase the pace Mix

up the TPR Cards and give the commands in random

order Have Ss do the actions as a class or individually

Give rwo commands in a row Have Ss listen first, then do

both actions

(Simon says) (Teacher's Guide p 17)

Activity Book p 6 can now be assigned for homework or

used in class See answer key, Teacher,s Guide p, I48

@ Buitd it! @ sins-o-srom

Torgets

i

Sr .* *"Le a statement about feelings using.Im

o Ss can ask and answer about feeHlrgs usingAre you

-?Yes,

I am / no, I'm not ;

Ss can singthe Are you happy? iang.

0 rlm Usten Ask Answer.

O Before the book

Keep holding Picture Card I and shake your head SayNo,

I'm not Have Ss repeat Continue as above using theremaining cards

Divide Ss into group A and group B Hold up pictureCards l-8, one at a time Have group A say Are you,

(happy)? Have group B Ss answer yes, I am / no, I,m not

according to their fleelings Have groups change roles

A Open lhe book

A

Have Ss turn to Student Book p 9 and look at part A Notethat the contraction I'm (I am) is used to be more consistentwith natural spoken English Play CD track AI0 Have Sslisten and repeat

Unit l, Lesson 4 25

and

repeat-I'm scared (pause)

Sa-v the number of each picture in part A Have individual

Ss say the sentences Say numbers I-4 in random order

Have Ss sa)'the sentence for each number

B

Have Ss look at part B' Plal' CD trackAll Have Ss listen

and repeat

B Listen and repeat

Beth: Areyou scared? (Pausel

Mojo: No, I'nt not (Pause)

Put Ss into pairs and have them practice the dialog for

each picture in part B

C

Have Ss look at part C Play CD track Al2 Have Ss listen

and check ("./") the correct pictures

C Listenandcheck.

1.1'm sad (2x)

2 I'm cold (2x)

s

lyy9u angry? Yes, I am le, l

1 e*l

No, I'nt not )

Check Ss' answers by having individual Ss raise their

hands, point to the correct pictures and say the

statements or dialogs

Sing-a-gram

Have Ss look at the Areyou happy? songat the bottom of

p B in the Student Book Play CD trackA9 Encourage Ss

to point to and say the names of the feelings when they

hear the words in the song

Listen and point Sing

Girl; Yes, I am

Boy: Areyou sad?

GirI: No, I'nt rrct

Boy: Areyou ltaPPl,?

Girl: Yes, I ant.Yes, I ant

(See p.25 for optional verse.)

Divide Ss into group A and group B Have group A sing tlre

questions alrd group B sitrg the ans\\'ers Have both

groups sing the Iast lilre Have groups change roles and

sirrg the s<-rttg agailr

26 Unit l, Lesson 5

G@

A Listen

Donny:

O After the book

Have two Ss each choose a picture card and stand at thefront showing the card Sing the song again, using thesubstitutions on the cards Do this a few times withdifferent Ss.

Pass it around (Teacher's Guide p l7)

Musicalchairs (Teacher's Guide p l8)

Activity Book p 7 can now be assigned for home'a,ork orused in class See answer key, Teacher's Guide p 149

{t Belore lhe book

Pla-v CD track 893 Have Ss point to the letters as they sing

'tlrc Alplmbet Song Plav the CD and sing the Sing-a-grun

in trvo groups

Review the letters and sounds

Print the lor,ver case letters a-l as a list on the board Have

Ss name the letters as vou write them (Do not erase the

board so that you can use the letters later.) Show Ss p 10

in your book Point to and name the pictures in order.

Have Ss listen and repeat Point to each picture and ask

What's the first letteri Have Ss answer Remind Ss that

English letters have both a name and a sound point to

each picture and ask What's the firsf soun dl Have Ss

answer Point to the pictures in random order Ask What,s

this? What's the first letter? What,s the first sound.? Have

Have Ss turn to Student Book p l0 and look at part A play

CD track Al3 Fiave Ss listen and point to the pictures

A Lkten and repeat

(Same as aboue, but each item said only once with a

pause for Ss to repeat.)

Play the CD again Have individual Ss repeat each item

lSl: a a alligator.l ISZ: b b bird.l Conrinue Name the

pictures in random order and askWhat,s thefirst letter?

or What's the first sound? Have Ss answer Say the initial

sound or letter name of each picture Elicit the name of

the pictures Have Ss turn to Student Book pp 6-7 and

look at the main scene Have them find and- name o.,y

items with the sounds they have just reviewed (Answers:

alligator, bird, dog, (hidden) iguana).

B

Remind Ss that English letters can be written as upper

case letters or lower case letters Use the lower case letters

on the board and have individual Ss name each one Have

Ss look at part B on Student Book p 10 Point to picture I.

Ask What's rhrt? Elicit Hapw.Write _appy on the board

@ After the book

Point to each letter on the board Have Ss say the sound orletter name Have individual Ss write the correspondingupper case letter under each letter Look around theclassroom Have Ss find and name any items beginningwith the Ietters a-l Elicit any English words Ss know thatbegin with the letters a-l.Write the words or drawpictures of them on the board

to be the firstto write B orU onitre'bodrd,l,,

'Cbntinue with the ijttrer letters (Variation: Add, big (representing Fppg5,qasel or little .

(representing lower case) to your instructions,

e.g big d,5 SSs write D on the board.)

Activity Book p B can now be assigned for homework orused in class See answer key, Teacher's Guide p 149.

@ Proctice it! @ Chont it!

Ss can understand and produce this unitb target

Hr 'ji How ore you?

I'm sleepy And you?

I'm OK lhonks.

,q

ur,

$ riow ore voul

I m hungry And you?

I m OK lhonks.

O Before the book

Sing the Sing-a-gram rogerher

Play Reduced picture cards bingo (Teacher's Guide

p l4) using Reduced Picture Cards l-B (Teacher,s Guide

Put Ss into pairs Have pairs turn to Student Book p l l.

I|ryg on9 pair demonstrate the dialog lSt: Areyoi cod?)

lS?:Yes,I am,l Point to ,,Me,' on the t|p ror,,, Say l,lt ask

tjtlluestlons.If yes, write a check If io, i,rite an,,X,,

rornt to rhe picture of cold Say Are youcold?Have Ss

write a check ("/ ,,)

or an ,,X,,.'Continue r,r,ith the rest of

the pictures put Ss into group, oiii-ri." Hare them ,n.ite

tlreir partners' names in ihe iriend I and Friend 2 spaces

Ilave Ss ask their nartners the same questions and write

"/" or'X" Walk aiound the classroom and check Ss,

progress

Re'ierr- the diarogs from the Tark ab.utirl sections Ha'e

irrdividual Ss act"out trre aiarols i;[i, crj ,rr.t A] 6 Have

Ss listen and point to the pictJre,

"ir"ri,'ciip and perer

as their names are chanted

GE

Listen and point Chant.

Beth: Hi, Toni Hortt are yotr!,

ZB Unii I, Lesson

Toni: I'rn great Atlfl y6y!

Beth: I'nt OK, tlmrtks

Totti: Hi, Cltip Hou, are J,ou?

Chip: I'tn sleepy And you?

Torti: l'tn OK, tlnnks.

Chip: Hi, Pet.er HotLt are ),ott?

Peter: I'ttt ltuttgn lltd y611t

Cltip: I'nt OK, thanks

Play the CD again Have Ss chant along vvith the CD put

Ss into pairs and have them chant using their otvn names

O After the book

Put Ss into pairs and give a set ofReduced picture Cards

l-B (Teacher's Guide p 170) to each pair Have Ss, inturns, pick a card and mime the feeling using the bodyIanguage

-and facial expressions Have ihe partn"r, gu"rswhat the feeling is by asking A re you (sleepy)?

Concentration (Teacher's Guide p 19)

Guide p.20)

Activity Book p 9 can novr, be assigned for homework orused in class See answer key, Teachers Guide p l4g Nowthat Ss have completed Unit l, they can go to the Reward!page, Activitv Book p 70 and colornumber I blue

Getling to know you

Nome

Iom

Teachet's instructions Prepare photocopies for each student in advance Hand out the ivorksheets Help Ss clralv

a picture of themselves in the box and write their name on the line Have Ss copy their age on to tl're line provided Have

Ss copy their names on to their nametags and the picture of themselves into the space provided Have Ss cut out their

nametags, fold them along the dorted line and then place them on their desks

I

I I l

; I I

TPR Cords UnitI

+ 8,-Ja2

i open the door I

Knock on the door.

mm

G

a

Close the door.

30 Unit l, Teocher Reproducible 2 O Peorson Eciucolion Asic irmiied

Teacher's instructions See mini-book instructions on Teacher's Guide p I46.

Unit l, Teocher Reproducible 3 31

Ss canpoint to and name kitche,n, lifi.ngroom, dining

room, hall, bedroom, bathroom,, closet andyard

@ Open the book

Have Ss turn ro Student Book pp l2-13 and look at tlre

pictures at the bottom of the pages play CD track Al7.

Have Ss listen and point to the rooms

'3@A Listen and poittt.

kitclrcn (2x) bedroom (2x)lirtirtg roont (2x) bathroont (2x)d.irting roont (2x) closet (2x)

lmll (2x) yard (2x)Play CD track AtB Ilave Ss Iisren and repeat

@

A Listen and repeat

(Sanrc as abot,e, but each word is said otrly ottce tlirh a

pause for Ss to repeat.)

Play CD track A19 Have Ss listen and number tlre locations

B Lislen and nurnber

Nuntlter l.batltrrnnt (2.r)

Ntunber 2 lit,ittg roont (2t)

Nttrttlx'r li bcdroorn (2x)

Ntortber 5 kircltett (2x)Ntttnber 6 closet (2x)

\ttntbcr 7 dirtirtg roont (lt)

Nuntber B ltall ex)

32 Unit 2, Lesson I

Nt.ttttbar 4.wtrrl

(.lrt:ck Ss' iins\\'ers ltv saving each rocaltular\,,,"vorrl urrtl

Iravins Ss find and poini t,l'ihe ruorns in thc rnuiu sccr.tc

I)oint to tlte pictures irr randon-r rtr-der.and have Ss siiv tltc

lvolds

Ha','e Ss loot tbr the hidden iguana in the rnain sccnc

('\nsrver: lt's on the tloor ol the closet in the lterlrurtur.)

O Afier lhe book

Place Picture Cards g-16 on the iloor lwith the picture

sides showing) Sa,v to a student (Sl) Run to the yarcl

picture, pick it up and say it Have S I run to the yard card,

pick it up, sav Yard and then put ir back dolvn Conrinue

with other Ss using different cards

Whispers (Teacher's Guide p 15)

Activiry Book p 10 can now be assigned for homework or

used in class See answer key, Teacher's Guide p 150

@ Tolk obout iil (Diotogs|

Torgets

Ss.can greet each other usingFli I'm

-tMhat's

your name? Ss can answer with My name's _.

o Ss can ask and answer How old are you? I'm

-Moteriols

Picture Cards 9-16, CD

@ Open tlre book

Flavc Ss turn to Student Book pp l2-13 [ntroduce the rnain

scene bv ptaying CD trtrck A20 Llave Ss listen and poir-rt tothe people, animals or iterns as tllev ale mentioned

C Listert to tlte stoty

Look Betlt artcl Dontty at'e in tlrc y6yfl Beth is ailking toPltrto Dorttty is talkittg to Jrtpiter Pluto and Jupiter arealietts Tltey haue a blue spaceship Point to the liuittgroottr.lVho's in the liuing room? Nlojo the mouse Hello,

Nlojo Lisa is in the hall Lisa's father is itt tlrc bedroom.Poittt to the closet loey's in the batht-oom He's brushing

his teeth.Wo's irt the diningroom? Peter antl his tnotherLook at the kitclrcn.ltVlmt color is the kitchen? It's g-een

Point to Beth and askWho's she? Elic\t Beth, Continuewith the rest of the SuperKids in the same !vay Point ro

Pluto and say She's Plttto Introduce Iupiter in the sameway'

Say lef 's listen PLatl CD tracks A21-A23 For eachdialog, have Ss first listen and point ro the characterspeaking and then repeat the dialog

D Dialog 1.

Lbten andpoint.

Beth: Hi, I'm Beth.Wltctt's your name?

Pluto: N[y nante's Pluto

Notu lkten and repeat

(Same as aboue, but each line is said ortce witlt (t pausefor Ss to repeat.)

D Dialog2.

Listen and point.

Donny: Hotu old are you?

lupiter: I'm 10.

Notu lbten and repeat

(Same as aboue, brfi each line is saitl ottce rcitlt a pause

for Ss to repeat.)

€@

D Dialog3.

Listen and point.

Peter: Where's Joey?

lllom: He's itt tlte bathrootn

Notu listen and repeat

(Same as aboue, btff eaclt lirte is sttitl ouce utitlt a pflusefor Ss to repeat.)

Divide Ss into group ,\ and group B point ro each dialog

in the main scene Fiave grotrp A sav line one and group B

sav line trvo Havc grorrps changc'roles

O Affer the book

Have Ss practice clialogs I and 2 in pairs using their orvnnames and ages Hirve confldent student pairs go to the

lront of the room to pertbrm the tliatogs.

O Before the book

your name? Have Ss repeat Say

lvly name's _ Have Ss repeat Repeat r,vith other Ss.

Dialog 2: Ask a student (Sl) Hotu old are you? Have

other Ss repear Have Sl sav I'm (agel.Rspsalr,vith other

Ss.

Dialog 3: Ask another srudent (S2) to stand outside the

classroorn Pretend to be looking for hirn / her and ask

Wtere's

-?

Have Ss ask you and say He,s / she,s in tlrc

lmll Use Pictr-rre Cards 9- t 6 to pracrice ivith other Ss in

ditferent locations Place Picture Cards g-16 around the

roorn Alternate using nrale and tbnrale Ss to elicit FIet /

-.

Unit 2, Lesson 2 33

lntroduce commands

o Repeat in halves (Teacher's Guide p 16)

Repeat in parolers (Teacher's Guide p 16)

Activity Book p I I can norv be assigned for homelryork or

used in class See anstter kel',1uu.n"ta Guide p'150

Torget

Ss can understand and respond to commands to Hang

up your coat, Mctke the bed,Wash the dishes,Wipe tlrc

table,Vacuum the carpet and Rake the leaues

Mqteriols

Picture Cards 9-16, TPR Cards Unit 2 (TR 4: Teacher's

Guide p.39), CD

CD Before the book

Say Hangupyour coat Demonstrate tlre action Repeat

Hangupyour coat.Have Ss do tl.re action along n ith you.Repeat as above with Make the bed Give the commands

Hangupyour coat and Make the bed vr'ithout doing theactions Have Ss do the actions Introduce the rest ofthe

commands in the same u,ay Use the TPR Cards to give thecommands in random order Have Ss do all the actions

2 Make tlrc bed (2x) 5 Vacuurn the carpet

3 Wash the dishes (2x) 6 Rake tlrc leaues

Play the CD again and have Ss listen and do the actions

Say commands in random order using the TPR Cards.Have Ss point to the pictures in their books

Use the TPR Cards to say the commands in randomorder again, and have Ss do the actions

Introduce the Sing-a-gram

Use Picture Cards 13, 9, l0 and 16 to elicit bedroom,

kitchen,liuingroomandyard Put Picture Cards 13, 9, l0

and l6 on the board (with the picture sides showing) Play

CD trackA25 Have Ss listen and point to the pictures of

Toni, Mother, Father and Chip as their names are sung.(Note: The Sing-a-gramvttll be reviewed and taught in

more detail in Lesson 4.)

Listen and point Sittg

Girl: l\4rcre's Torti?

Boy: Sh,e's in the bedroont

Girl: Wrcre's Motlrcr?

Bolt; She's irt tlrc kitclzen

Girl: Were's Fatlrcr?

Bo7,; He's in the liuing room

Girl: Wrcre's Cltip?

Boy: He's itt the )'ard

All: Torti is itt tlrc bedroom

Ir4otlter is itt tlrc kitcltert

Fatlrcr is irt tlrc living roont

Clrip is irt tlrc y6v6l.

Plat,the CD again Have four Ss go to the front and eachhold one of tlre Picture Cards on the board Have thenrraise their cards rvhen thef i.rear the u,ords being sulrg

@ After the book

Give all conrmands in order a fert'times Harre Ss do theactions Start slovlly and gradualll,ittcrease the pace Ir4ix

up tlre TPR Cards and give the cotnmauds in randnnlordcr llave Ss do the actiotts as a class or individualll'.Oivc trto conrr:urnrls itt a rolr' IJave Ss listen first, tl-retr dtrboth actions

-.;.i.r,-;:*l;'r:i;*?**;*ii;il*";:;:4;&i'iiiii"i*i:iililiidl.h".,

lirEB $sten Poinl.

-.-.;.i.t, -,,*l;'r:i;*?**;

*ii;il*";:;:!:i&iiaiiji;.lrjil::ii-,1:, *

-t Do rt!

r-/ -.-.-

.lP Listen.Point.

ffi|.,mfl'#Hong up your cool Moke lhe bed Wosh lhe dishes

&'M,"&Wipe lhe loble Vocuum lhe orp€| , R9k9ll: lmvesl

Look and tell (Teacher's Guide p 17)

Tell your partner (Teacher's Guide p 17)

Activity Book p l2 can now be assigned for homelvork or

r:sed in class See answer key, Teachers Guicle p 150.

@ Buitd i* @ sins-o-grom

Torget

o Ss can make a siatement using (someone,s name) is

in the

o Sscan asilnd answer us *|Wfrer", (someoneb

name)? Heb I she's in the ' , '

o Ss can sing the Where's Toni? song

Ss repeat Continue with the remaining cards Usedifferent Ss each time Hold up picture Card 9 and point

to Sl Ask Wrcre's (Sl's nante)? again Have Ss repeat

Keep holding Picture Card g and say He,s in the kitclrcn.Have Ss repeat Repeat the procedures using a femalestudent to practice s/ze Continue as above using theremaining cards, alternating male and female Ss.

O Open the book

A

Have Ss turn ro Student Book p l5 and look at part A play

CD track A26 Have Ss listen and repeat

€rB

A Listen anclrepeat.

Mother: Joey is in the bathroom (pause)

Say the number of each picture in part A Have individual

Ss say the sentences Say numbers 1-4 in random order.Have Ss say the sentence for each number

BHave Ss look at part B Note that the contraction Where's

(Wltere is) is used to be more consistent with naturalspoken English Play CD track A2Z Have Ss listen andrepeat

€@

B Listen and repeat

Peter: \Ahere's loey? (pause)

Mother: He's in the bathroom (pause)

Put Ss into pairs and have them practice the dialog foreach picture in part B.

CDraw a picture on the board and the letters T / F Make a

statement and have a student circle the T or say,,yes,' if

the statement is true or circle the F or say,,No,, if thestatement is false Have Ss look at the pictures in part C.

Play CD track A2B Have Ss listen and circle T or F.

C Listen ancl circle.

l Mojo is in the liuittg roont

Unit 2, Lesson 4 35

Have Ss look at the l44lere ls Ioni? sor.rg at tl.re bottom of

p l4 in the Student Book Plal'CD trackA25 Encourage

3s to point to and say the names of the characters n'hen

thev hear their names being sung

Listen artd Poirtt Sirtg

Git'l: lVhere's Totti?

Bo1': She's irt tlrc bedroottt'

CirI: l44tere'sMotlter?

Bo1,: She's itt tlrc kitclrcn

Girl: l|4tere'sFatlter?

Bo1': He's itt tlte liYitt€{ rttotn'

Girl: llrltere's ChiP?

Bo1,: He's itt tlrc

Yard-Alt: Toni is in tlrc bcdroottt'

L4other is in tlte kitchen

Father is in tlre liuing roortt'

CttiP is in rhe

Yard-Divide Ss into group A and group B' Have group A sing the

questions and group B sing tlre answers' Have both

groups sing the last four lines Harre groups change roles

and sing the song again

e After lhe book

Put Ss into groups of three Hold up Picture Cards

9-16, one aia time Have St and 52 practice the dialog'

lsls: Mrere's (53'sname)?l [S2s: (He'slslre's) ittthe

(bedroom).1Have Ss change roles so that thel'all have a

chance to speak

Change (Teacher's Guide P' 17)

Throw the die (Teacher's Guide p 18)

Activiry Book p 13 can now be assigned for homer'r'ork or

used in class See ansrver key' Teacher's Guide p I 5 1

Review the letters and sounds

Print the lorver case letters ni-z as a Iist on the board.Have Ss name the letters as -You rvrite them (Do not erasethe board so tl'lat you can use the letters later.) Shorv Ss

p l6 in ),our book Point to and name the pictures inorder Have Ss listen and repeat Point to each pictureand ask l41mt's the first letter?Have Ss answer Remind Ss

that English letters have both a name and a sound Point

to each picture and ask What's th.e first sourtd? Have Ss

answer Point to tlre pictures in ratldom order Ask l\rhat'sthls?Wlut's the first letter?Vlmt\ the first sound? Have

Ss ansrt,er For x, ask Wtat's tlrc last letter / sourtd?

Ilave Ss lunt lo Strtclt't'll Book p 16 and

(lt) track A2t) Ilrn c Ss listen atrd point

look at part A l)lar

to the pictures

A Listen and poittt.

tn tn ntonkey (2-u)

tt tt rrctebook (2x) -ttturtlc (2.r)

rL tL trtnbrella (2-t)

tr u ttiolirt (2-t)tLt tu tttitclt (2.r)

ktu kru questiort (2x)

r r rabbit

s s snake

(2x)

(2x)Play CD trackA30 Have Ss iisten and repeat

€@

A Listen and repeat

(Same as aboue, but each item said ottly once u,itlt a

pause for Ss to repeat.)

Play the CD again Have individual Ss repeat each item

lSl: m m monkey.l lS2: n n notebook.l Continue Name

the pictures in random order and askWmt's thefirst

letter? or What's the first sound? Have Ss answer Say the

initial sound or letter name of each picture Elicit the

name of the pictures Have Ss turn to Student Book pp

12-13 and look at the main scene Have them find and

name any items with the sounds they have just reviewed.

(Answers: notebook, snake, violin, fox, yo-yo)

B

Remind Ss that English letters can be written as upper case

letters or lower case letters Use the lower case letters on

the board and have individual Ss name each one Have Ss

look at part B on Student Book p 16 Point to picture 1 Ask

What's this? Elicit ltb a yard.Write _ard on the board

Have a student write the lettery in the blank Play CD track

A3l Have Ss listen and write the letters on the lines

B Lkten and write.

classroom and check Ss' progress

O After the book

Point to each letter on the board Have Ss say the sound or

letter name Have individual Ss write the corresponding

upper case letter under each letter Look around the

classroom Have Ss find and name any items beginning

with the letters nl-2 Elicit any English lvords Ss know that

begin with the letters m-LU, y, z or that end with r Write

the words or draw pictures of them on the board

r Mini-book Unit 2 (TR 5: Teacher'$ Guide p 40)

o Fingers up (Teacher's Guide p l8)

l

Activiry Book p 14 can now be assigned for homework or

used in class See anslver key, Teacher's Cuide p 151

I'm Chip

Hi t'm Chip Whol's your nome?

My nome s Plulo. #s

How old ore you?

I'm 10 How obout you? Hi I'm Beth Whol s your nome?

Sing the Sing-a-gram together

Play Behind your back (Teacher's Guide p 15)

Hold up Picture Cards 9-16 Elicit Wrcre's (student'snarne)? Elicit He's / she's itt the (kitchen)

O Open ihe book

Practice it!

Put Ss into pairs Have pairs turn to Student Book p 17.

Have one pair demonstrate the dialog LSI: Wtere's Totti?l

lS2: She's in the bathroom.l Say Look at these pictures

Then have Ss cover the pictures Demonstrate the dialog

with individual Ss first Point to Toni s tace underneaththe picture AskWhere'sToni? Elicit She's in the

Unit 2 Lesson 6 37

bathroont Have pairs, in turns, ask and ans\ryer about thepictures.

Cltip: Hout old are J'ou?

Pluto: Iin 10 How about y6Y/

Chip: I'nz 9.

Betb HL I'nt Betlt.Wlwt's )toltr name?

lupiter: My nante's Jupiter

Beth: How old are you?

Jupiter: I'nt 12 Hout about YIYT

Beth: I'tn 9.

Play the CD again Have Ss chant along Put Ss into pairsand have them chant using their own names

O After the book

Place Picture Cards 9-16 on the board Ask eight Ss tocome to the front AskWhere's (51's name)? Have a

volunteer answer using one of the places lS9: (57's nante)

is in tbe (kitclrcn).) Have SI go to the board and stand infront of the corresponding Picture Card Point to one ofthe Ss Elicit the question and answer Repeat the

procedure with different Ss until all eight Ss are standing

in front of the cards

r ' Whereb To-Bi? (TR 6: Teacher's Guide p, 41) ,

newspaper to introduce the different weather icons

38 Unit 2, Lesson 6