Full superkids 3 teachers guide

Practiie: Place the Phonics Cards on the board, point to them in random order and have Ss name them.. To make the activity more challenging, you maywant to cut offthe words / phrases fro

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@ Pearson Education Asia Limited 2005

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted

in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the Publishers.

The following pages, however, may be photocopied by a school or teacher for use in a classroom: pp Zg-Zl,

Publishing Manager: Gregg Schroeder

Publisher: Christienne Blodget

Managing Editor: Marie Webster

Editor: Hoi Kin Chiu

Designers: Iunko Funaki, Tonic Ng

Illustratr.rr: Bernd Wong

Acknowledgements

I wish to e-xpres! my thanks to my students, who taught me everything I have learned about them, to my

editors, whose dedication and professionalism are responsible for all that is good in this edition, and to my

mother, Leona, who always knew I would write a book and whose encouragement led me to tr), And my gratitude to Lesley, without whom this would not be

-Aleda Krause

Writing a children's course is a team effort I would like to thank all of the editors and the entire SuperKids

team at Pearson Education for makirig the new edition of.SuperKids a reality I also want to thank m-y

co-author, Aleda Krause, for her support and encouragement Lastl1,, I r,r,ant to thank my friend Leslev who

believed in me I dedicate this book to my mother, Jewel

Christina KeKim, Young-SoonIchizo Murakami

Samuel OdaChizuko Takai

' ShellyThies-Itoh

EvaZawadzka

Kath4m Burder

Dorothy Chiu Daniel FlynnKazuko Kamevama

Greg Kennerlyjessie Lin Mari NakamuraAyako Oz-a5a

Hideko TakasuNathan Toleman

MaryL Burkitt

Cho, Jin-Hee AIIen Gilman Hiroko Kashimoto Kim, Soo-Kyeong

Tim Lyon Kaoru Naritomi

Song, Na-YoungDerekY Takeda The

Naoko \vatanabe policy Publishe/s

is to use paper manuractured

trom sustainable loresls

Unit2: Favorite Sp-tt (i".t.rdi"gTRi +, S an{O) page S?

Unit3: Lunch (includingTRs 7, B and 9) Page 42

Pagg_E

Unit4: Months (includingTRs 14, 15 qqd 19), Pqgq 62

Unit 6: His and Her (includingTRs 20,21and22) Page 82

Discover it!2: Dates (includingTR 26) Page 9q

U"it gr AroundTovrn (includingTRs 33, 34 and 35) Page L22

Discoverit!3: Vacations (includingTR39) Page 138

C"rt'fi."rc rf C"*pletion Bsse Eq ActivityBookAnsWe-rKey _ Page 154

SuperKids is a six-level course for elementary school

children learning English as a Foreign Language (EFL)

SuperKids is based on the following philosophies

Voriety of methods

No one particular English teaching methodology works

for all children in aII classes Techniques from various

approaches are used Detailed suggestions are provided in

each lesson plan Approaches used includeTotal Physical

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

Learning, and the Communicative Approach, all of which

have been proven successful with children

Conlexluol leorning

Language is introduced contextually and in categories

Children are able to learn and remember related

vocabulary simple dialogs and structures more readily if

these are introduced in a common context Familiar

themes and situations from children's Iives are used in

order to make the task of learning English more

interesting and Iess intimidating.

Listening first

Many children studying in EFL situations do not hear

spoken English outside the classroom and have no other

SuperKids, children hear and respond to language

receptively before being required to produce it, that is

they listen, then speak The CDs give maximum exposure

to native speaker competence

Speoking needs proctice

Children learn to speak English by saying things they

want to say in meaningful contexts SrzperKids provides

activities and games that encourage children to speak out

SuperKids systematically progresses through the four

skills-of listening, speaking, reading and writing with each

skill formally introduced and then practiced The

emphasis is on listening and speaking (the natural order

of language acquisition) so that childien can immediately

begin communicating orally in English

Modeling

The CD is used to model the language items and tasks

before expecting children to speak o1 complete a task

Children feel less threatened and more suicessful when

working with new Ianguage or completing tasks in this

way

Review ond recycling

In EFL situations, review of language is very important

The language in SuperKids is carefully recyiled within

each Ievel and between levels

Fun

Learning is made enjoyable through games and

task-based activities SuperKids aims to help children develop

a positive attitude towards learning English

Components

Student BookThe Student Book includes:

l A storyline with familiar characters to stimulate

student interest and to provide a sense of continuity

2 Nine theme-based units with colorful double-pagespreads

3 Three Recycle it! units to reinforce and expand on

previously taught language

4 Three Discover it! units to introduce cross-curricular

topics

5 Two double-page Culture units to intoduce different

events of universal interest to children, makinglearning English an international experience

6 At least one song or chant per unit to help children

practice and remember grammar points and dialogs.

7 Pictorial icons on each page to identify the focus of thelesson

8 A gradual introduction to reading and writing Sounds

that have similar mouth positions are taught together

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

Student Book 3

Level 3 is based on the

premise that children

can read andunderstand short

sentences in English,and fill in blanks to

complete words Theyare also able to makestatements and ask /

answer questions about

themselves and others,

In Level 3, these skills

are ftuther developed

Children learn to fill in

blanks of sentences withwords and spell key phonics words

In Unit 1, Toni meets a new friend and neighbor,Sandy Sandy is later introduced to the rest of the

SuperKids and the children interact throughout the book

making learning enjoyable and stimulating.

Level 3 focuses on:

L Eighteen functional dialogs that are useful in daily life

2 Vocabulary building of nouns and verbs.

3 Nine structures to provide a strong foundation inEnglish grammar

4 The phonics sounds and spellings of two-letterconsonant and vowel digraphs

5 Practice filling in blanks of sentences with vvords andwriting phonics words

Studenl Book CD

The Student Book CD includes:

1 Models for all the vocabulary items, functional dialogs,and grammar statements and dialogs

2 A narration of the storvline to add special interest.

3 Lively and rhythmic songs and chants for each unit.

2 Course Description

4 Ivlodels for the phonics sounds.

5 The stories and listening activities in each Recycle it!

unit

6 The vocabulary dialogs and songs from each Discover

it! and Culture unit.

crossword and 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

activity to practice reading and writing words and

sentences

Activity Book CD

The Activity Book CD includes:

1 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

Placement tests / assessments with answer keys

Photocopiable supplementary activities

An Activity Bank of activities to supplement each

lesson

Reproducible Reduced Picture Cards for each unit and

Phonics Cards for Units 3-9

Note that throughout the Teacher's Guide, srudenrs is

abbreviated to Ss.

Picture CordsThere are 72-103 Picture Cards PerIevei One side is a color picture

while the other side shows thecorresponding word There is onecard for each vocabulary item

There is also one card for eachSuperKids character in Level 1 ThePicrure Cards can be used to teachand review vocabulary words as

well as practice the dialogs

Detailed suggestions on how to usethe cards are provided in eachlesson plan

Student Book 3 unit descriPlion

Tolk obout it!

(Vocobulory funclionol diologs, grommqr diolog)

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

l Target vocabulary items underneath the fourillustrated scenes

2 Two fuqctio-nai di-alo-gs o1 expressions

3 The unit's target grarnmtlr dialog outlined in red

4 Numbered dialogs so that Ss will know which dialog to

focus 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 enjoyment oflearning

7 A hidden bird for Ss to find' General teaching method

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

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

c Play the next track on the CD Have Ss listen, findthe words and write the numbers in the boxes

3 Practice: Some vocabulary items sometimes appear inthe main scenes Name items in random order' Have Sspoint to the corresponding items in the main scenes'

Dialogs

l Introduce the diaiogs as suggested in the Teacher'sGuide

2 Have Ss open theirbooks:

the people or objects in the main scenes as they arementioned 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 listen to

the dialog and point to the characters who are

speaking and then repeat the dialog

3 Practice: Divide the class into groups or pairs Have

groups A and B (or Sl and 52) say altemate lines of the

dialog Have Ss change roles

Soy it! (Review recycted vocobulory)

The review substitution dialog is used to review

vocabularywords leamed in previous levels The dialog is

built upon and expanded from a similar dialog found in a

previous level

This lesson includes:

1 One illustrated scene containing the review

substitution dialog from the previous lesson

2 Six to twelve different vocabulary words learned in

previous levels for substitution into the dialog

3 The Sing-a-gram

General teaching method

D ialo g and re cy cle d a o c ab ulary

L Review the dialog as suggested in theTeacher's Guide

2 Have Ss open their books:

a PIay the CD Have Ss listen and repeat the dialog

b Put Ss into pairs and have them practice the dialog

using the six to twelve different recycled vocabulary

words

Sing-a-gram

This is a short grammar song which introduces the

grammar point in each unit Ss can heag understand and

absorb the grammar patterns before being required to

produce them The Sing-a-gram 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

1 Introduce the Sing-a-gra,m as suggested in the

Teacher's Guide

2 Play the CD Have Ss listen

3 Play the CD again and have Ss follow along with the

song For example, give out Picture Cards or Reduced

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

the cards when they hear the words in the song Ss

should not sing the song in this lesson

Build it! lorommorl

Grammar is practiced in the form of statements, dialogs and

substitution exercises using illustrated scenes These scenes

show the context in which each grammar point is used

This Iesson includes:

1 Two scenes illustrating the context of the grammar

point

2 The statement form of the unit's grammar point

outlined in red

3 Simple statement form practice exercises,

4 The dialog form of the unit's grammar point also

outlined in red

5 Simple dialog practice exercises

6 A listening exercise to practice the grammar point

statement Say the statement Have Ss repeat

2 Lntroduce the grammar dialog:

a Draw a large question mark on the board

b Hold up the Picture Card of the vocabulary item to

be used in the question

c Point to the question mark, then the card, and ask a

question, e.g What day is it today? Have Ss repear

d Answer the question, e.g It's Sunday Have Ss

repeat

e Divide the class into two groups

f Hold up Picture Cards one at a time Have group Aask the question and group B answer, using the

cards as cues Have Ss change roles

3 Have Ss open their books:

a Play the CD for partA Have Ss listen and repeat

b Have Ss do the four Listen Say exercises in pairs

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

d Have Ss do the four Listen Ask Ansa.rer 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 with natural spoken English

Sing- a - gram o r Chant - a - grarn

l Have Ss look at the Sing-a-gram or Chant-a-gram inthe previous lesson

2 Play the CD Have Ss listen

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 il! lRnonics sounds)

Phonics is an integral part of each level Level 3 teachesthe phonics sounds and spellings of two-letter consonantand vowel digraphs Ss can listen to and repeat the

phonics sounds, and practice recognizing and writing theIetters

This lesson includes:

1 Words with target phonics sounds or spellings clearly

illustrated

2 Matching simple sentences that contain the phonics

words with a corresponding picture in part B

3 Writing practice of the phonics sounds or words in part

C

Pronunciation table

The following symbols are used to indicate the

pronunciation of the phonics sounds introduced in the

Read it! section ofeach unit.

sound is the same Have Ss answer

3 Introduce the other target phonics sounds or spellings

in the same way

4 Practiie: Place the Phonics Cards on the board, point

to them in random order and have Ss name them

5 Introduce the sight words (if any) by writing them on

the board, reading them and having Ss repeat SiShtwords appear in sentences, but are not vocabulary

words that Ss have learned They are introduced to

allow Ss to read complete sentences from an earlystage

6 Have Ss open their books and look at partA:

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

7 Practice: Have Ss find and name pictures of words in

the main scenes that contain the phonics sounds they

- have jus( I,earrled

Readingsentences

1 Have Ss open their books and look at part B:

b Have Ss point to the corresponding picture for thatsentence and draw a line

c Have Ss read and match the remaining sentences inpairs or individually

Writingleners orwords

l Have Ss open their books and look at part C:

the letters of the target phonics sounds, or circle thecorrect picture andwrite the word in the blank'

Proclice il!

This section contains a task-based speaking activity forpairs or small groups, designed to allow Ss to use thelanguage they have learned

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

General teaching method

3 Put Ss into pairs or small grcups

4 Explain the rules of the activity (see lesson plan forLesson 6 of the unit)

5 Have Ss complete the activiry in pairs or groups

Course Description 5

l Play the song / chant on the CD Have Ss listen

Z flal tle song / chant again Have Ss sing / chant aiong

(or follow the other suggestions providei in the lessori

plans)

After every three units, there is a Recycle it! unit which

serves to reinforce and expand on previouslv studied

language items Included are an illustrated, irrmorow

story review exercises and a board game

General teaching method

Story

l Review the dialogs and vocabulary found in the story

2 Have Ss opentheir 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 same track on &e CD 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

Reui.ew it!

1 Have Ss open their books to the Reviewjrl section and

look at part A

2 Have individual Ss read the words at the top of the page

3 PIay the CD Have Ss Iisten and fill in the blanks with

the words

Check the answers as a whole-class activity

Review the target phonics sounds taught in the

previous three units

Have Ss look at part B

Play the CD Have Ss listen and fill in the blanks with

the letters of ttre phonics sounds Have Ss,r,r*Lu tfre

pictures at the bottom of the page to match the woras.

Check the answers as a whole-class activity

!-":!lo"r.d game is slightly different The game is color

coded and each color represents a differen-t language

pattem to be practiced Read the Iesson plans f8r details.

1

If"y" Ssopen their books to the ptay itlsection and

Iook at the board game

2 Point to the first space in each colored section and

!uy." t*o Ss say the dialog according to the language

pattern

3 Put Ss into pairs and give each pair one coin and two

markers

n

1T::I each pair take turns tossing the coin and

movmg around the same board, sayirig the aialogs

according to the lan"guage patterns

2 Have Ss open their books and look at part A

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

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

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

Dialng

1 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 &e dialog

Chant

l Play the chant on the CD Have Ss listen.

2 Play the CD again Have Ss chant along.

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

The Culture units introduce holidays enjoyed by children

in many English speaking countries Each uniiirovides

an opportunityfor further content_based learning, as well

as for a fun break from more serious lessons

General teaching method

Introduction

Introduce the.holid_ay in Ss, native language, ifpossible.

:lo]"::Poyl the holiday are included in thl lesion plans.show Ss pictures ofthe holiday

Vocabulary

1 Introduce the vocabulary items with your ownpictures, or use the pictures in the Student Book Notesabout the vocabulary are included in the Iesson plans.

Have Ss open their books:

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

b Plhy the same track on the CD Have Ss listen and

repeat the items

c Name the vocabulary words in random order Have

Ss find and point to the items in the main scenes.

3 Practice the vocabulary items with a game or activirySuggestions are in the lesson plans '

Put Ss into pairs and have them practice the dialogs

with the song or chant

Extension

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

understand the holiday) or any of the reproducible

activities

Activity Book

At the beginning of Activity Book 3 is an Alphabet Chart

for Ss to fill in phonics words for review and extra writing

practice

There is one Activity Book page for each lesson in Units

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

Discover it! and Culture unit.

The first exercise on each page is always a listening

and writing skills

General teaching method

1 Have Ss open their books

2 HaveSs look at exercise A:

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

books

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 activity,

demonstrate how to do the activity

b Give Ss time to complete the activity

c Check Ss' arnswers 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 assiga exercise

B for homework, or vice versa

5 Have Ss color the appropriate spaces onthe Reward!

page at the back of the Activity Book on completion of

each unit Have Ss use the color indicated in the

Activity Book for that unit.

i Course liming ond schedule

Suggesled timing for one lesson plon

Warm-up / review 10-13 minutes

Activity Book check* (5-7 minutes)Introduce and practice

newlanguage items . 30-32 minutesActivity Book assignment* (F7 minutes)

30-mfunute class

ActivityBook check* (5 minutes)Introduce and practice

newlanguage items 15 minutesActivity Book assignment* (5 minutes)

9 units x 6 classes each 54 classes

3 Rerycle it! units x 3 classes each 9 classes

3 Discover it! units x 1 class each 3 classes

2 Culture units x 2 classes each 4 classes

58 classes peryear

9 units x 5 classes each 45 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 2 classes each 4 classes

47 classes peryear

9 units x 4 classes each 36 classes

3 Rerycle it! units x 2 classes each 6 classes

3 Discover it! units x 1 class each 3 classes

2 Culture units x I class each 2 classes

Course Description 7

Suggested scheduling for one unil

6 classes per unit (70 classes peryear)

Lesson plans in the Teacher,s Guide follow this schedule.

Review previous unit,s vocabulary fua.tr urra po.ti.;;;;;ffit

Talk about it!

(Dialogs) Review previous lesion,s vocabulary f"""f, una practice diaGS

Rwiew previous lesson s r"ui"* rrb.iffi

substitution exercises, using vocaburury r""yAuaE;;;.;;;i;i;il "

Introduce the Sing-a-gram J - -r :

Reviewthe unit's vocabulary items u"a@

grammar statement and diarog with substitution exercises Teach andsing the Sing-a-gram

Build it!

Review previous unit,s phonics .oroO@

sounds and words

practice Do the final song / chant Review tfre ririt.

5 classes per unit (SS classes per year)

vocabulary Teach and praciice

newvocabulary-Review previous lesson,s vocabulary T@

Say itl /

Sing-a-gram /

Build it!

Practice the review suUrtitrtio, aiao@

Do the Sing-a-gram Introduce the grimmairi"tu*u.rt and dialog.

felgh

1nd qractice the grammar statement and d;lrtR"ril pr"r,"*

unit's phonics sounds Introduce new phonics

sounds and words

Do previous unit,s final song / chant;@

vocabulary Introduce dialogs. Talk about it!

(Vocabulary)

Review previous lessont uo.ubutury@

Practice the review substitution diufog

Review the dialogs Do the_ sing-a gm

grammar statement and dialog Introduce new phonics sounAs anA

words

Teach and practice new phonics roffi

practice Review the unit. Read it! /

Practice it!

B Course Descriplion

Lesson plonning

Teachers should plan each lesson carefully with specific

goals and objectives in mind It is always better to plan

irore activities than necessary in case one activity does

notwork according to Plan

Explonolion ol lesson Plons in the

Teqcher's Guide

There is one complete lesson plan for each Student Book

page However, ifyou need to teach two Student Book

pa[es in one lesson, you can do so by implementing one

ofthe suggested schedules on P B.

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

of The les son plani in the Teacher's Guide have been

designed to heip the teacher cover all the material in

SupirKids inan organized manner with minimal

planning A brief ldok at the Activity Bank before class will

btten give you that one extra idea that boosts an average

divided into the following sections

Warm-up / review

Each lesson begins with a fun warm-up in oider to review

material previously Iearned and motivate Ss to use

English during class

Each warm-up / review section practices language

items from the pievious 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

New language items are introduced in this section

withoutihe;id 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 Pi-ciure Cards oi real objects to introduce the

material

Open the book

Ss open their books and listen to and practice the new

language items Detailed suggestionson hory t9 involve Ss

whije liitening to the CD are provided in each lesson plan'

Afterthebook

Practice is essential if Ss are to internalize the new

language items Detailed suggestions on how to further

pr"iti.i the language items are provided in each lesson

plan

Wrap-up

Beginning and ending each class in an enjoya-ble way is

essintialio instillingin children a love of English' Each

lesson plan has sug[estions for activities to finish each

lesson and themselves

Options

Each lesson plan suggests further activities to be used,either as pari of eachlesson or in place of suggestedactivities This section usually suggests tasks or activitiesfor further practice

Note: Materials needed for optional activities arc not

included in the materials box of each lesson plan'

ActivityBook

The Activity Book seryes to reinforce whatwas taught in

Materials for the next lesson

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

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

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

Course DescriPiion I

Unit and title Topic andvocabulary Grammar

I Doys Days: Sunday, Monday, T[esday, Wednesday,

Thursday, Friday, Saturday

It's Monday

What day is it today? / It's Monday

2 Fovorite Sporh Sports: ping-pong, socce6 volleyball,

gymnastics, badminton, hockey, running,

tennis

She likes tennis / He doesnt like tennis.Does Peter like tennis? / No, he doesnt.Does Sandy like ping-pong? / Yes, shedoes

3 Lunch Food: pizza, cheese, watermelon, pretzels,

grapes, potato chips, crackers, peanuts

He has some pizza / She doesnt have any

piru.

Does she have any pizza? I No, she doesnt

Does he have any potato chips? / Yes, he does.

Discover if! I

Big Numberc

Bignumbers: 20-30, 40, 50, 60, 70, 80, 90, 100

Iune, July, August, September, October,November, December

My birthday's in November

November

5 Cqreers Iobs: vet, teacher, baseball player, magician,

pilot, doctor, police ofEcer, firefighter

She's a vet / He's a pilot

Is he a police officer? / No, he isnt He's

a pilot

lunchbox, baseball cap, key, his, her

\tWrose lunchbox is this? / It's his lunchbox

English, watch / watched DVDs, bake / baked cookies,

paint / painted pictures, brush / brushed the dog;

didnt

8 My Doy Irregularverbs: make / made a poster, see / saw a

They saw a movie

What did they do today? / They saw amovie

9 Around Town Locations: restaurant, bookstore, pet shop, toy

store, museum, bakery supermarket, library

Where's Donny going? / He's going to thepet shop

Discover it! 3

Vocolions

Vacations: camping, to the beach, to Paris, to

my grandparents'farm, train, car, plane, bus

Cutture I

Eoster

Easter: Easter Bunny, eggs, basket, chocolate

beans

Culture 2

Birthdayparty: ice cream, birthday cake,

birthday card, soft drink, milkshake, candles,presents, cupcakes

10 Syllobus

Functional dialoss Review substitution dialo g Phonics

Hi Myname'sToni / Hi I'm

thanks And you? / I'm fine

Review: at, an, ad, ock, ox,

ot, un, up, um

Where do you live? / Next door

Do we have school on lvlonday? / Yes, we do' See you

then

to meetYou / Nice to meet You, too

Whatt ybur favorite sport? / My favorite sport is soccer'

I can luggle Can You? / No' Ican't

Review: it, in, ig, ell, ed'

en, ame, ake, ase

Can I sit here? / Uh-huh

Do youwant some'prezels? / Sure, thanks'

What time is it? / It's 1:00 /

sh: shoe, shirt, fish

ph: photo, phone, elePhant

How much is that rocket? / It's 50 dollars / OK' I'U take it'

The music festival is in May- / I can't wait!

You're good at singing / Thanks.You, too'

What's the weather like inMay? / It's warm and sunnY

ay: May, plaY, SundaYai: rainy, paint, wait

a-e: plate, taPe, baseball

Tt it i N{tJ."g She's avet / Good morning, everyone' /

Good moming, Ms Long

I want to be a baseb4! p!4y-qr $orv aboqly,ou?

1l-ryqr-tl,-to be a magician

That's mY father / Oh, reallY! th: thirsty, three, teeth

th: this, that, mother

s: sick, salad, seven

On your mark, get set, gol / Come on, Chip'You can do

it!

'vVhere's my towel? / Here it is

Look at ChiP He's haPPY /

Yeah!

er: father, water, tiger

le: bottle, juggle, Paddle

rvVhen's Halloween? / It's October 31st

Valentine's Day is February 14th / I cant waitl

Did you have a good weekend? / Yeah Did you? /

Uh-huh It was great

My brother likes to paint pictures / I do, too'

Are those your new sneakers? /

Yes, they ar'e / TheY're nice'

ed: played, opened, closed

ed: watched, baked,

practiced

ed: painted, added, counted

What should we do now? / Let's go to the park' / Good

idea

Do vou want to see mY rabbit? /

Sure VVhere is it? / In the Yard.

ew: drew, new threw

oo: food, pool, moon

ue: blue, glue, TuesdaY

ftrantyou ve* much / You're welcome' Have a nice

day / You, too

Is the toy store next to the library? / No, it isnt' It's next

to the pet shop

Where are myballoons? IThey're over there

ee: green, feet, bee

ea: sneakers, peanuts,teacher

y: library bakery sleePY

What are you doing this summer? / We're going camping'

How are you getting there? / We're going by car'

Can I use your scissors? / Sure

Hi, foey Do you want to dYe eggs? / OK'

How many chocolate eggs does she have? / She.has 15'

These jely teans are yummy / So are these ma$hnallow chicks'

How old are you todaY? / I'm 10.

Open your presents!

Blow out the candles!

rdy'hen's your birthday? / lt's February I lth'

Syllobus 11

I,evel Listening Speaking Reading Writing

I o Choose the correct picture

while listening to words and

structures and vocabulary

r Listen to words and identify

letters at the beginning of

words (except x which is

presented as the last letter

of words)

o Make simple statements,questions and answerswhen given a model

r Ask and answer simple

questions about

themselves when given a

model Saythesounds ofall

letters as the first letters of

words (except x which ispresented as the last letter

r Trace and write all

upper and lower

dialogs and TPR commands

o Listen to words and identify

the sounds of most letters

as the medial or final

sounds ofwords

r Ask and answer questionsabout themselves andothers

Say the sounds of mostletters as the medial orfinal sounds ofwords,including final -s

o Readand saythe

sounds of most letters

as the medial or finalsounds ofwords,including final -s

words and short

3 r Choose a picture or word

after listening to statements

and dialogs

o Recognize the sounds of

two-letter consonant and

vowel digraphs

o Make statements and askand answer questionsabout themselves andothers

Say the sounds of letter consonant andvowel digraphs

two-o Read and understand

sentences

oWrite key words

and recognize that

the same soundmay be spelled

different ways

o Fill in blanks to

complete wordsand sentences

4 o Chooseyes orno answers

after listening to questions

o Recognize the sounds of

common consonant and

vowel blends

r Answer yes or no

questions Say the sounds ofcommon consonant andvowel blends

Read and understand

dialogs and short

passages

o Fill in blanks tocomplete

5 Answer questions after

listening to dialogs and

short passages

r Recognize the sounds of

and differences be&veen

blends, diphthongs, andinitial I and r

o Perform role-plays after

listening to dialogs

o Read and understandpassages

o Write sentenceswhen given a

model

r Write answers toquestions about

statements about

themselves and others Create simple role-playswhen given a model

e Read and understand

passages

o Write short emailmessages andpostcards

Write questionsand answers aboutpassages

12 Course Gools

Pass the card

Stand up and say it!

Teacher's guess

Thumper

Pick it up!

All pick it up!

Touch and say

Uh-huh.Yes

Run'to itl

Name it! Relay

Circle it! Relay

50 Circle statements ! ,r My song

51 Student-teacher - i gO faraokJ

52 Lyingcountdown i

53 Sentence memory :s4 Mychoice ! WfOp-Up

55 Callournumber i gZ Bye-byegame

56 Elicit the answer i Se Wiere wis ita

57 Out of the hat i Sg What I learned today

: Sing-o-grom / Sing it! /

Activity Bonk Contents List 13

Worm-up / Review

1 Cards in order

Place Picture Cards to be reviewed

on the table (with the picture sides

showing) Name a few of the cards in

random order Have Ss, as

individuals or in pairs, take turns

lining up the cards in the order in

which you name them Have them

then name the cards in that order

Name the cards faster and in a

different order each time

Variation: This can be done with Ss

in groups using Reduced Picture

Cards (Teacher's Guide pp f 75-184)

Have each $oup try to be the first to

line up the cards in the correct order

and name them To make the activity

more challenging, you maywant to

cut offthe words / phrases from the

cards before using them

Divide the class into small groups

Have one student in each group act

as the secretary or artist Give groups

five minutes to list or draw, from

memory as many vocabulary items

from the previous unit (or words that

Ss have learned to date) as possible

When the time is up, have groups

take turns naming one item from

their lists Write each item on the

board

Variation: Have Ss list phonics words

from the Read it! sections in the

Student Book

3 What'smissing?

Place B to 10 Picture Cards or

classroom items on the table Have Ss

study them for 15 seconds, then close

their eyes Remove one card Have Ss

open their eyes and try to identi$r the

missing card or item Increase the

difficulty by removing two cards or

rearranging them Let the student

who first answers correctlytake on

the role of the teacher and remove a

card the next time In large classes,

put Ss into groups offour and play

with Reduced Picture Cards.

4 Repeat after me

Hold up one of the Picture Cards or a

real object to be reviewed Point to Sl

and have her name the card or object

Have the rest ofthe Ss repeat after SL.

If Sl makes a mistake or cannot name

the card, name the card yourself, have

Sl repeat after you, and Lave the rest

ofthe Ss repeat after Sl Have

different Ss try to name the cards or

objects each time

Use two or three identical sets of

Reduced Picture Cards ofwords to bereviewed Give each student a card,

making sure that at least two Ss havethe same card Have Ss search for the

other 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 anyone their cards

When they find their partners, have

them raise their hands together,come to you, and name their cards

Note: To make the activity more

challenging, you maywant to cut offthe words / phrases from the cardsbefore using them

6 More partner searching

Use magazine pictures of vocabulary

words to be reviewed or use ReducedPicture Cards Cut each picture in

half Give one half to each student

Have Ss search for the student withthe other half of their pictures Ss

may not show their pictures to theother Ss Have Ss walk around the

classroom describing their half of thepictures, e.g This b akitchen, I have

order Have Ss turn over the cardsyou name Have the first student

who turns over all his cards name his

cards Have Ss choose different cards

from the set and play another round

Note: To make theactivity morechallenging, you maywant to cut off

the words / phrases from the cardsbefore using them

Tolk obout it! (Vocobutsry)

Use B to 10 Picture Cards to bereviewed Choose I to l0 Ss and give .

them a card each Name the cards in

random order Have those Ss stand

up and make a Iine in the givenorder The rest of the Ss are the "jury"

and check 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 withdifferent Ss.

Variation: In large classes, have Ss

play in groups of8 to 10 and useReduced Picture Cards Give each

student a card and have groups try to

be the first to line up in the correct

order

9 Whispers

Divide Ss into two groups standing

in two lines Whisper a word or a line

of a dialog to Sls in each line On the

count ofthree, have SIs whisper theword or sentence to S2s who whisper

it to S3s and so on Have the laststudent in each line run to you andwhisper the word or sentence HaveSIs then go to the back of their linesbefore continuing with another word

or sentence

10 Passthecard

Have Ss sit in a circle Hold up aPicture Card and name it Hand thecard to the student sitting next to

you Have the student name it andpass it to the next student, who

names it and so on When the cardreturns to you, repeat the processwith another card Start two or morecards in opposite directions forgreater challenge Ensure that Ss

with different cards take turns to

name them

Variation: Have Ss make simple

statements about the card instead of

just naming it, e.g It's Tuesday for

the Tiresday card

I l Stand up and sayit!

Choose a few Picture Cards ofreviewwords Have Ss stand up Show Sl a

card and ask a simple question about

the card, e.g Whatb thk? or Who\she?If Sl answers correctly, sheremains standing If not, have her sit

down Ask the same question about

the same card to another student If

Sl is able to answer correcfly on her

next turn, she may stand up again.Play for five minutes or until

everyone is standing again

12 Teachet'sguess

Use Picture Cards of newvocabulary

items Hold up one of the cards and,without looking, guess what it is by

asking Is this (a) (d.ocnil?Have Ss

answer Yes, it is or No, it isn't Keepguessing until Ss answer Yes, it is.Allow individual Ss to take on therole of the teacher and guess

14 Aclivity Bonk

13 Thumper

from I to 20 Choose a number

yourself, as well, e.g 8 Tb helP Ss

iemember their numbers, write the

numbers next to Ss' names on the

board, along with Your own name

and number, but not in order Have

Ss sit or stand in a circle Start a 1 2 3

a 5 6 rhythm Have Ss slaP their

thighs twice and then claP their

hands four times On the third and

fourth claps, call out Your number

and a student's number respectively,

e.g.6lap) (slap) (clap) (clap) I (clap)

5 (clap) Have 55 then take his turn:

(slap) 6lap) (clap) (clap) 5 (clap) 6

(clap), arfi so on Continue in this

way until a student misses the

rhythm or makes a mistake Start

increase the pace

Variation: Use vocabularywords or

phonics wordsfuomthe Read it!

sections in the Student Book rather

than numbers

14 Pickitup!

Hold up Picture Cards to be reviewed

one by one Name each card and

on the floor (with the Picture sides

showing) Say PickuP (cardname),

(Slb name) and have 5L Pick uP the

(card name).Repeat this with other

Ss Have Ss take on the teacher's role

if possible

15 Allpickitup!

A similar activity to Pick it up!, but

*ris time give each student a set of

Reduced Picture Cards ofwords You

want to introduce Give the same

commands as in the Pick it uP!

activity for each card, and have Ss

simultaneously follow the

commands

Note: To make the activitY more

challenging, you maywant to cut off

the words / phrases from the cards

before using them

16 TouchandsaY

words on the table (with the picture

to touch the card and name it In

large classes, divide Ss into $oups of

four or five and use one set of

Reduced Picture Cards Per group

Note: To make the activity more

challenging, you may want to cut off

the words / phrases from the cardsbefore using them

17 Uh-huh.Yes

Show S1 one of the Picture Cards to

be practiced Have the rest of the Ss

try to identify the card bY askingquestions, e,g Is it (Pizzo) ? Have 51

reply Uh-huhlyes or Uh-uh I no-The

firit student to identify the card isshown the next card

18 Runtoit!

Put six to eight Picture Cards ofreviewwords on the board Divide Ss

into two grqups.Give Ss a command,

group run to the card, touch it and

name it Vary with other familiarcommands, e.g, Point to (graPes),Walkto (grapesl

19 NameitlRelaY

Divide Ss into two grouPs standing

in two lines Use Picture Cards or realitems of reviewwords Hold uP a' card HaVe Sls in each grouP try toname the card The first S1 to name it

is given the card That Sl goes to the

end of her line; the other 51 staYs in

front and has one more chance If he

is not the first to name the next card,

20 Circle it! RelaYDivide Ss into two grouPs standing

in two lines Divide the board in hall

one halffor each grouP On eachhalf, draw the same Pictures of four

or more vocabulary words to bepracticed (you may also put ReducedPicture Cards on the board ratherthan drawing) Name one of thepictures Have Slsfrom each grouPiun to the board arnd trY to be the

first to circle the Pictrue, name it,hand their chalk / marker to S2s and

go to the back of their lines

Variation: To make the activity morechallenging, write the words on theboard instead of drawing pictures

21 Charades

Show Sl one ofthe Picture Cards to

be reviewed Have 51 act out the

word or phrase using gestures andsound effects onlY Have the rest of

the Ss try to identiry the card Forexample, have Sl act out hitting aball with a bat for the play baseballcard The first student to correctly

name the card acts out the next card

22 Picasso

Choose 5 to 10 Picture Cards Divide

Ss into tlvo grouPs standing in twolines Show Sls the same card HaveSls run to the board and draw thatitem Have their grouPs try to guessthe item Have Sls then go to *te

back of their lines, and continue theactivity with the next Ss in line

23 Before and after

Draw one arrow Pointing left(representing before) and one arrowpointing right (representing after) on

ihe board Use Picture Cards I-7

(days of the week) or Picture Cards24-35 (months of theyear) Hold uP

a Picture Card and Point to t}re afierarrow Have SS name the daY ormonth after the one on the card

Then point to the before arrwt artd

have Ssname the daY ormonth

before the oneon the card Hold uPthe remaining Picture Cards in quick

'

succession, alternating between thebefore and after arrows'

Variation: Use Picture Cards from

units that teach the simple past tense

to elicit the past tense ofverbs / verbphrases with the before attow

24 HotorcoldShow Sl one of the Picture Cards orReduced Picture Cards to bepracticed and have him leave theilassroom Hide that cardsomewhere in the classroom- Have

51 return to the classroom and askWhere ls / aremY (item on that

card)?Have Sl walk around theclassroom and try to find the card-Have the rest of the SssaY Warm!

when S1 walks near the card, Hot!

when he walks very near the card,Coolwhen he walks awaY from thecard, and Coldlwhen he walks very

far away from the card When 51

locates the card, have another

student leave the room and hide

Hold up Picture Cards to bepractic;d and name the vocabulary

words incorrectly Have Ss try to

correct your mistakes For example,

Activity Bonk 15

hold up the card for Monday and say

Thursday Have Ss sayNo, irb

Mond,ay

27 Uncover the color

Select Picture Cards of review words

Have more cards than Ss Place

Picture Cards on the table (with the

picture sides showing) Name each

card and give Ss l0 seconds to

memorize their locations Have a

variety ofcolor cards Give Ss 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 identify the

Picture Card under it Ifa 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 identify

the card, play continues with

another student

28 What's different?

Place six to eight Picture Cards on

the table (with the picture sides

showing) Have Ss look at them for a

few seconds and then close their

eyes Change the position ofone or

more cards Have Ss open their eyes

and askthem Whatb different?Have

Ss name the item on the card(s) that

was moved

Tolk obout it! (oiotogsl/

Soy it!

This activityworks best with longer

sentences Say the entire sentence,

repeat the last word, i.e Shop.Have

Ss repeat the last word Say the last

ovo words, i.e Pet shop Have Ss

repeat Continue in this way, adding

one word at a time until Ss are

fluently repeating the entire

sentence This activity helps to keep

the intonation more natural

Divide Ss into group A and group B

Have Ss look at a dialog Have groups

say alternate lines of the dialog Have

groups change roles

Put Ss into pairs Have pairs say

alternate lines of a dialog Have Ss

change roles It is important that Sslook at their partners when speaking

32 Toss the animal

Have Ss stand in a circle Toss a

stuffed animal to Sl and sayline one

of a dialog Have Sl respond withline two, say line one again, then tossthe animal to 52 Have 52 respondwith line two, say line one again and

so on Prompt Sswhennecessary

33 Pass it quick!

Set a timer for about 30 seconds to

one minute This activity is similar to

Toss the animd, but have Ss pass thetimer instead Continue until thetimer goes off

34 Whosaidit?

Blindfold S1 Have 52 say line one of

a dialog while trying to disguise her

voice Have Sl respond with line two

of the dialog, then try to guess who

said line one

Variation: Have two different Ss saylines one and two Have the

blindfolded student guess both

speakers

35 Changepartners

Divide Ss into group A and group B

Have group A form an outer circle

and group B form an inner circleinside the group A circle Have Ss in

the two circles face each other andstand so that they are directly

opposite a student in the other

circle Have all Ss in group A say lineone of a dialog and their partners ingroup B line two Say Change.Have

Ss in group A take two steps to the

right and have Ss in the group B

move two steps to the left so all Ss

have newpartners Do the same foreach newdialog Monitor Ss andhelp when necessary

36 Uh-huh.Uh-uh

Have Ss turn to the first two pages of

one of the units Give them 20seconds to studythe pictures Have

them close their books Make true /

false statements about the main

scenes Have Ss answer Ilh-huhit

they think your statement is true and

Uh-uh if they think your statement isfalse

Variation: Askyes / no questions

instead of making true / falsestatements

37 Race the clock

Put Ss into pairs Have Sls and S2s ineach pair say alternate lines of a

dialog Time how long it takes pairs

to say the dialog Have Sscongratulate the fastest pair It isimportant that Ss speak clearly even

though they are speaking fast play

again with a different dialog

Note: This activityworks best withlonger dialogs

38 Highdrama

Put Ss into pairs or groups Have Ss

act out the dialogs using different

voices, e.g a loud voice, a sleepyvoice, a computer-like voice Have

some Ss say their dialogs in front of

the class

39 Beep

one of the words Have Ss supply thereplacement word For example, say

I like to beep Have Ss say Run.Continue with different dialogs,

substituting Beep for different words.

40 Musical chairs

Place sets of two chairs or twopillows in a line in the middle of the

room Make sure that there are as

many chairs as there are Ss, minustwo chairs, e.g if there are ten

students, there should be eight

chairs (four sets of two chairs) Have

Ss walk in a circle around the chairs

as you play some music (rhe

Sing-a-gamwill do) Have Ss grab another

student when the music stops, saythe target dialog, and then sit down

on a set of chairs The pair leftstanding is'but" and can take turnsoperating the CD player In classes

with an odd number of Ss, use sets of

three chairs and have two Ss ask thequestion and one student answer or

one student ask the question and

corners Have Sls from each grouP

move to the centre of the classroom

and say a dialog with the Sls who

were in the opposite corner

Continue until all Ss have had a turn

Build it!

43 Takeastepback

Put Ss into pairs and have them

stand.in two parallel lines facing

each other, one arm's length aPart

Hold up one of the Picture Cards'

Have Sls in each pair ask a question

using the target question form and

S2s answer Have both lines then

take one step back Hold up'rhe next

Picture Card This time, have S2s ask

the question and Sls answer Have

both lines again take a steP back

Continue in the same waYwith Ss

taking one step back each time This

activity "forces" Ss to speak loudly

and listen carefullY as manY Ss are

speaking simultaneously

Divide Ss into groups of three Have

Sls in each group ask a question

using the target grammar Point

Have S2s ans$Ier Have S3s answer

differently from S2s Have S2s and

S3s then dispute the answer For

example, have Sl askls thisYour

pen?Have 52 answerNo, itisn't.

Have 53 answer Yes, ir rs Have 52

then answer againNo, itkn't.Have

52 and 53 continue the dispute until

51 shouts Neuer mind! Have Ss

change roles

45 Throw the die

Put Ss into pairs and have them oPen

their books to the relevant Build it!

section Give each pair a die Have

Sls in each pair throw the die, and

either say the statement (part A) or

ask the question (part B) of that

number If S1s asked a question,

have S2s answ-er Then it's S2s'turn

to throw the die When Ss throw a

five, they should make two

statements or ask two questions

When they throw a six, they skip a

turn

Place Picture Cards to be reviewed

on the table (with the picture sides

showin$ Have anystudent choose a

card and use the word / phrase on

the card to say the target statement

or question, or first line of a dialog to

be practiced If the statement,

a*d;,;61-6.j:i:d;i}idaii*!i{:

question or dialog is correct, have

him keep the card Ifnot, have himreturn the card to the table It is then

another student's turn

47 Change

invarious locations in the classroom

answering questions about thedifferent cards / objects When you say

Chattge,have Ss stop speaking andquickty move to another card / object

48 50/50

DMde Ss into group A and grouP B

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

up the Saturday cardandsaYWhat

day k it today? It's SaturdaY.Have

Ss repeat tlold up another card

Have group A ask the question and

group B answer according to thecard Do the same for the remaining

cards Have Ss change roles

49 Sayit fasfl

'Ntite he, she, his and her on fourlarge cards so that you have fourpronoun cards Quickly flash one

pronoun card in your right hand andone noun or verb phrase PictureCard in your left hand Have

individual Ss make a statement using

the two cards, e.g show his andkeYand have Ss say fr's hls key If Ss

make an incorrect statement, flashthe cards again Do the same for the

remaining cards, using differentcombinations each time Fornegative statements, draw an "X" on

theboard.Pointto andflash

the cards quickly Have Ss make anegative statement using the two

cards you hold up Alternate between

affirmative and negative statements

50 Circle statements

Have Ss sit in a circle Place pronoun

cards (see previous activitY) andPicture Cards in the middle of thecircle Point to a pronoun card and a

Picture Card Have SI make a

statement using that Pronoun, that

word / phrase and the targetgrarrmar, e.g It's (his) Aacket) Havethe next student in the circle make a

statement using the same word /

phrase but a different pronoun, e.g

It'sh* jacket, or the same pronoun

but a different word / phrase, e.g Ifb

hk (lunchbox) Have Ss continue

making statements in the same way

until all Ss have had a turn

51 Student-teacher

Have Sl stand in front of the other Ss

as the "teacher" and ask a question

Sit in the student's seat while Sl isasking the question Have other Ss

answer Have a few Ss take on therole of the teacher

52 Lyingcountdoum

Place Picture Cards to be practiced

on the table (with the picture sidesshowing) Have Sl point to one of thecards, name it incorrectly or make afalse statement about it, and then

count to 10 For examPle, have Slpoint to the wrote a story card and

Have the rest of the Ss try to correctthe mistake before Sl reaches 10 bY

saying We wrote a story The student

who corrects the mistake first will bethe next student to make a falsestatement or incorrectly name a

card If no one corrects the mistakebefore St reaches 10, have S1 namethe card correctlY or make a true

statement about it, then continue

sections, e.g He pl,ayed baseball

Have Ss repeat Then have 51 make a

similar statement using a differentvocabularyword or Phrase, e.g Heplayed soccer, He baked cookias

Have 52 repeat SI's sentence andthen make another similar

statement Have 53 rePeat S1's and

S2's statements and make another

one Have Ss keep going around thecircle until Ss cannot remember all

the statements or cannot come uPwith another new statement Startagain with the student who wasunable to continue In large classes,

have six to eight speaking Ss eachsupported by three or four otherswho help them remember.'Note:Where applicable, have Ss varytheir sentences with differentpronouns and affirmative or negativestatements, e.g He has some Pizaa,

She d,oesn'thaue any piz,za, rathet

then just varying the vocabulary

words or phrases

Have Ss use the target grammar

point to make original statements or

dialogs using previously leamedvocabulary Teach classroomlanguage such as How do you saY

-

in English? so that Ss can use

Activity Bonk L7

words they do not know in English in

the statements or dialogs

55 Callournumber

Assign each student a number' Call

out any two numbers Have those

two Ss do the target dialog using the

Picture Cards you hold up

56 Elicit the answer

Do this activity after Ss have learned

the grammar statement Ask the

grarnmar question from the relevant

Build it! section Have Ss answer

using the statement form theY have

alreadylearned and the Picture

Cards you hold up

57 Outofthehat

Prepare slips of paper, making sure

that there is one slip of papr-;r for'

each student Number each sliP of

paper in order starting from 1 Draw

two slips of paper from the hat Have

Ss with those two numbers do the

target dialog: Put the slips of paper

back in the hat and draw two more

Variation: Have Ss take turns

drawing the slips of paper from the

hat

Have Ss stand or sit in a circle SaY

the target dialog while holding up

the relevant Picture Card Have Ss

repeat Have 51 ask the student on

his left (S2) the question Have 52

answer Repeat the procedure with

53 and 54 and continue around the

circle Say a different answer to the

question and repeat the procedure,

this time reversing the direction so

that the roles are reversed

Divide Ss into group A and group B

Draw a large question mark on the

board Point to the question mark

and say the target question Have

group A repeat Hold up the Picture

Card to be used in the answer and

say the answer Have group B repeat

Continue with different Picture

Cards and answers

Reod it!

Divide Ss into gloups of four to six

standing in lines Write the letters of

a phonics word in scrambled order

on the board Have Sls in each group

run to the board and try to be the

first to write the letters in the correct

order Have the other Ss help bycalling out the letters or words HaveSls then go to the back of their lines

Write another scrambled phsnicsword on the board and repeat the

procedure with S2s

Draw one line for each letter in aphonics word to be reviewed on theboard, e.g -fot chicken

Draw the side view of a bird on the

board (two circles for the head andbody, one eye, one beak, two feetand two wings) Have Ss call out

letters they think may be in the word

Write the letter in its correct positionabove the line for each correct guess

For each incorrect guess, write the

letter somewhere else on the board,then erase one body part on the bird

Have Ss try to guess the word beforethe bird is completely erased Allow

Ss to take on the role of the teacheronce they are familiar with the game

Photocopy Phonics Cards Makeenough sets so that each student hasone set ofcards Say one ofthe

sounds Have Ss hold up a card ofa

word with that sound and name the

card, For example, say ay arrd have

Ss hold up the May card Continueuntil all sounds have been practiced

63 Vanishingsentences

Write a sentence from part B of the

Build it! sections in Units rt-9 of the

Student Book on the board Readeach sentence twice or three timeswith Ss Have Ss close their eyes orturn to the back of the classroom

Erase one or two words from thesentence Have Ss look at the board

and read the sentence again, adding

in the missingword(s) Continue inthe same way until the whole

sentence has been erased and Ss are

reciting it from memory Continuewith the other sentences

for each pair or group, and place each

set in an envelope Give one envelope

to each pair Have each pair line up

the cards to form the sentences onthe table Have groups then taketurns reading the sentences

18 Aclivity Bonk

Note: The first word can be

capitalized and the last word canhave a period after it on the cards to

make the task less challenging

Divide Ss into two groups Make three

or four sets ofalphabet cards andplace them face up on the floor Callout a review phonics word Have Ss ineach group determine how many

letters that word has, then have thatnumber of Ss from each group run to

the cards Have those Ss try to be the

first to select the correct letters from

the alphabet cards and stand in order

to formthatword Each studentshould take one letter only

66 IgotoneWrite the letters of the phonics

sounds to be reviewed on the board,

pictures of words containing those

phonics sounds Have other Ss try to

word

67 Write it! Relay

Divide Ss into two groups standing

in two lines.Whisper one of the

target phonics words to Sls in eachline Have SIs whisper the word to

S2s in their lines, who then whisper

it to S3s, and so on Have the laststudent in each group run to theboard and write the word

Put Ss into pairs Write the letters of

the target phonics sounds on theboard Have Sls in each pair say oneofthe phonics sounds Have S2s say

a word with that phonics sound Forexample, have S1 say ch and have 52

change roles and repeat the

procedure a few times

69 Phonics concentration

Make a photocopy of one page of the

Phonics Cards for each pair ofSs Put

Ss into pairs Have Ss cut each card,separating words from pictures.Spread all cards face down on a table

(make sure cards do not overlap).Have Ss take turns trying to find a

matching pair (word and picture) byturning over two cards If the two arematching, have Ss name the cardsbefore taking them If the two cards

do not match, have Ss turn over both

cards again in their originalpositions

70 SoundrelaY

Divide Ss into two or more groups

standing in lines Drawvertical lines

down the board to divide it into

columns, one column for each

group In each column, write

identical sets of words, with the

letters oftarget phonics sounds

missing, e.g-

-icken, ele-ant,

librar-, open-, w-t, Pl-t-.SaY a

word on ihe board Have Sls find the

word in their column on the board

and fill in the missing letters Have

Sls go to the back of their lines and

have S2s go next

Proctice it! / Review it! /

Ploy it!

71 Snapt

Give a set ofReduced 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, have them try to '

be first to call out SnaPt Continue

until all the cards are used

72 Tic-tac-toe

Divide Ss into $ouP A and grouP B

and distribute different markers to

each group Place nine Reduced

Picture Cards of items to review face

down on the table in the shaPe of a

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 of their

markers on the card If theY cannot

do it, have them turn the card over

again Have grouP B choose another

card If they name it correctly, have

them put one of their markers on the

card Have $ouPs try to be the first

to have markers on three cards in a

ro$L

Note:To make the activitY more

challenging, you maywant to cut off

the words / phrases from the cards

before using them

73 Concentration

Use Reduced Picture Cards to make

one deck of cards containing 5 to 10

pairs of identical cards Place all the

cards face down on the table Have

Ss try to find matching Pairs bY

turning over any two cards If the two

cards match, have the student name

the pair of cards before taking them

If the two cards do not match, have

the student turn over both cards

again (in their original positions) and

the next student turns over two

cards

Variation: Have Ss PlaY in Pairs

Have Sls in each Pair turn over onecard, e.g the vet card, and Point toanother card and ask Is this the (uet)card.?Have S2s turn over the card Sls

are pointing to If it is a matching

card, have S2s answer Yes,it is.Hereyou are atdhand Sls the Pair ofcards If the cards do not match,have S2s saY No, ir rsn't Sorry' It isthen S2s'turn

74 Bttzz

Have Ss form a circle SPecifY a

number from I to10 to be the buzznumber, and a grammar statement

to be the buzzstatement Forexample, rf.thebuzznumberis 5 andthe buzz statement is f like

-,

have Ss begin counting, in turns,

around the circle: SI saYs f, 52 saYs

2, and so on.When the buzznumber

is reached, that student should say asentence using the buzz statement

hut not the bwz number Hgle-the

next sfudent then ctiiitinue with the

next number, e.g S1: 1, 52: 2, 53: 3'

57: Z and so on uP to 10, then start

at I again If a student makes amistake or says the buzz number,

student is left

Variation: To make the activity morechallenging and to Practice thebigger numbers, have Ss count uP to

20 or above and saY a sentence with

buzznumber or a numbercontaining th e buzz r:umb er isreached (e.g if the buzz number is 5,

Ss should also saY a sentence on 15,

25, etc.)

Give each student five coins (or flat

markers) Place 10 to 15 Picture Cardsand a pile of coins in the middle ofthe table Have 51 toss a coin, trying

to aim it at one of the cards If his coin

lands on a card, have him try to namethe card IfSl can do this, he takesback his coin, plus a bonus coin from

the pile in the middle If the coin

lands on a card, but 51 cannot name

it, have him put his coin in the pile in

the middle If his coin does not land

on a card, have him Put his coin inthe pile and lose a tum Continue

with 52 and so on

Variation: Have Ss make a grammarstatement with the word / Phrase on

the card rather than just naming it'

76 Parrots

Have Ss stand uP Make true or falsestatements using the target grammar

?oints or vocabulary items Have Ss

iepeat the true statements andremain silent for the falsestatements Have Ss who make amistake sit down

77 No.Sorry (Gofrsh)

Make one set of cards using 10 to 12

Reduced Picture Cards Deal out all

the cards among Ss Have Ss try to

collect sets offour identical cards

Have Sl ask 52, (52's name), aet,

plcase (Or Do You haue a uet? Or

'Can

I have a uet?) lf 52 has that card,have her give it to S1 Have S1

continue asking different Ss or the

same student until someone doesnot have the card requested Thisstudent answers No Sorry It is then

the next student's tum When astudent has a set offour identical

cards, have her Place them on the

.table For larger.classes, play in small -.'

groups using one set of cards Pergroup

78 IspyHave Ss oPen their books to the firsttwo pages of a unit' SaY f sPY

(someihing y ellow) Have Ss searchfor items on those pages that fit the

description and ask Is it (the sun)?

Answer Yes, it is or No, try again

Continue with different colors, other

adiectives, the letters of Phonicssounds (e.g I sPY somethingthatstarts with p) or other descriptions

s o m ething Y ou Put on) - When the

game is familiar, have Ss take on theteacher's role

79 MonkeYinthemiddle

Use Picture Cards of reviewwords' In

a small class, use one of each card In

a larger class, use multiPles of thesame card Give each student onecard Have all except one student sit

in chairs in a circle Have the studentwith no chair stand in the middle He

is Monkev.Have MonkeY name twocards at i time Have the Ss withthose cards stand up and try to sit inthe empty chairs, but they cannot sit

in the chair that they originally sat

in MonkeY also tries to sit in anempty chair Have the student who isIefrstinding b ecome MonkeY WhenMonkey saYs MonkeY Time!, have all

Ss stand uP and change seats

Activity Bonk 19

80 Vocabularychase

Have SI be It Have the rest of the Ss

sit in a circle Quickly review the

vocabulary words to be practiced

Choose anyword to be the chase

word Have Sl walk around the circle

and tap each student on the

shoulder, sayrng one ofthe target

vocabulary words each time she taps

a shoulder.When Sl taps a shoulder

student (S2) stand up Have 52 chase

Sl around the circle and try to catch

her before she can sit down in S2's

seat If Sl can sit down before she is

caught, have 52 be Irnext IfSl is

caught by 52 before she can sit down,

have her be Ir for another round

Bl Wordrace

Put Ss into pairs Prepare 10 to 20

Reduced Picture Cards for each pair

Have Ss place the cards face down in

rows or piles Say Go Have Ss in each

pair take turns turning the cards over

and naming them Ss can "pass" and

go on to the next card ifthey are not

able to name it, then return to that

card later

Note: To make the activity more

challenging, you maywant to cut off

the words / phrases from the cards

before using them

82 Find it and swat it!

Place l0 to 20 Picture Cards on the

table or floor (with the picture sides

showing) Have Ss gather around the

cards Name one of the cards Have

Ss find it and slap it The first hand

down wins the card Using fly

swatters instead of hands increases

the fun In large classes, divide Ss

into groups offour to six and use one

set ofReduced Picture Cards per

group

Note: To make the activity more

challenging, you maywant to cut off

the words / phrases from the cards

before using them

83 SayitlBingo

Cards to use Have Ss place them

face up in front of them in the

pattern of a 3 x 3 (for 9 cards) or 4 x 4

(for 16 cards) grid Name one card at

a time Have 5s turn over the cards as

they are named When a student has

turned over three (g-card game) or

rour (16-card game) cards in a row

(down, across or diagonal), have that

student say Bingo Have her name

the three cards that make up her

bingo

Note: To make the activity morechallenging, you may want to cut offthe words / phrases from the cardsbefore using them

84 Followthepath

Place 15 to 20 Picture Cards on thetable in a straight line, circle or otherpattern (with the picture sidesshowing) Choose one place to beStart and one to be Finish Have eachstudbnt place a marker on Start

Have Sl roll a die, move his markerthat number of cards towards thegoal, and name the card onwhich helands If Sl cannot name the card, he

game continues in turn This is more

fun if the more challenging cards aretowards Finish

85 Gridbingo

Use around 15 Picture Cards to bereviewed Prepare empty grids of

grid Show Ss the 15 cards you will beusing Have Ss choose any nine ofthese cards and draw a simplepicture of each 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

86 Oldmaid

Divide Ss into groups of three to six

Make one deck of cards for eachgroup using 10 to 20 pairs of

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

Have a student in each group dealout all the cards among the Ss in her

group Have Ss with pairs of identical

cards put them down and name

them Have the student with themost pairs (Sl) then draw a cardfrom the student on his left (s2) Ifthe card Sl draws pairs up with oneofhis cards, have him place the pair

on the table and name it If the card

SI draws does not pair up wi& anyofhis cards, then have 52 draw a

card from the student on her left

The game continues clockwise withthe next student either putting down

a pair and naming it, or drawing a

card from the student on her left

When one student is out of cards, he

is out of the game The student leftwith the odd card is the Old Maid

87 Best in ten

Use multiple sets of identical

Reduced Picture Cards Divide Ssinto groups ofthree and give each

group a set of cards Have Sls in eachgroup be the "namer" and have S2s

and S3s be the judges Place thecards face up on the table Say GolHave SIs name as many cards as

possible in l0 seconds Say Sroplwhen the time is up Have the judges

count the number of cards the Sls

correctly named and write down the

score Have Ss change roles andrepeat the procedure Use a different

set of cards each time

Note: To make the activity morechallenging, you may want to cut off

the words / phrases from the cardsbefore using them

88 Mime it! Relay

Use Picture Cards ofabout 10 reviewitems Divide Ss into group A andgroup B Have Sls from both groups

go to you Show them one ofthe

Picture Cards Have SIs return totheir groups and, without speaking,act out the words until their group

see another card

Sing-o-grom /

Chont-o-grom I Slngitl I Chont it!

Use Student Books, Picture Cards or

classroom items Have Ss listen and

point to the pictures or classroom

items when theyhear the words in

the song or chant

Have Ss stand in a circle with

classroom items or Reduced Picture

Cards of items named in the song.Have Ss hold up the classroom items

or cards when they hear the words in

that are not sung by the soloist

Instruct &e class and soloist when tostart and stop singing Vary by giving

the solo part to a duet or trio

ll;.,20, Aclivity Bonk

93 Linebyline

Assign different lines of the chant to

different groups ofSs Ifthe chant

has questions and answers, assign

those to different grouPs Have

goups chant only their assigned

lines Instruct Ss when to start

chanting

94 Inaround

Divide Ss into two or three grouPs

Have gto-up A begin ainghg line one

Have group B begin singing line 6Yo

when group A reaches thb Cnd of line

one and so on Instruct Sswhen to

start singing

95 Mysong

choose word$ to rePlace orignal

lyrics Ptwide relevaqt Pictue Cards

or clas$oom ilems a!;.gference Play

the lead-in music of the song, then

stop the CD Instrubt grouPs when to

begin singing

96 Karaoke

Prepare two toy microphones and set

up an imaginary stage Have two Ss

sing the song together using the

same melody as in the original song,

but different lyrics (based on the

vocabulary they have learned in that

unit)

Wrop-up

97 Bye-byegame

Show individual Ss Picture Cards of

items to be practiced Have Ss name

the cards before they leave Correct

mistakes If they cannot do this, have

them repeat the words before theY

leave

98 Wherewasit?

Choose nine reviewPicture Cards

grid Have Ss study the pictures for

20 seconds and then cover them with

a large cloth AskWhere was the

Qibrary) cardSHave Ss tryto

remember and answer If pas net to

the (pet shop) card.Have the first

student who answers correctlY ask

the next question

99 What I learned today

Have Ss think of five things (words,

dialogs, phonics sounds, songs, etc.)

they learned during the lesson, then

share one of them with the rest of the

class

Give Rewards (TR 42: Teacher'sGuide p 152) to Ss for participation

or good behavior Encourage Ss to

collect as manY cards as theY can

f01 Ve&alpralse .

Praise Ss often, e.g GreatlWay to go!

GoodjoblWarmsmiles have a great

impact

''

1.02 Certificate of cO{npletion

Give a certificate of comPletion to

each studentwhen the Student Book

is completed (Teache/s Guide p I53).

Activity Bonk 2l

Dlqlogs O @ ulten potnt soy ton99y lu6doy Wednesdoy

r1.]. .1|

,ffi-iffi-i rriaoy ,i t sotudoy ,;

Sundoy

@ Tok obout it! (vocobutoryt

Name tag (TR 1: Teacher's Guide p 29) for each

student, calendar, Picture Cards l-7, CD

There are seuen days in a weeh Hold up picture Cards1-7 one at a time and say the words Have Ss repeat

@ Open lhe book

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

pictures at the bottom of the pages play CD trackAI.Have Ss listen and point to the pictures

Play the CD again Have Ss listen and repeat

PIay CD trackA2 Have Ss listen and number thepictures

(pause)(pause)(pause)

Number 5 Tuesday (2x)Number 6 Monday (2x)

Number T.Wednesday (2x)

,4t Listen, point and repeat,

Sunday (pause) Thursday

Monday (pause) FridayTuesday (pause) Sarurday

Wednesday (pause)

O Before ihe book

Warm-up / review

G:eetSs as they come into the room Say Hi My name,s

(Teacher\ name).Have Ss say.EIi (Teaciter,s nime)l Give

each student a_Name tag (TR 1: Teacher,s Guide p 29)

Have Ss write their names on them and draw a picture of

themselves in the box Have Ss put on their name tags and

introduce themselves to the clJss using Hi My name,s

(st's name) Have the rest of the Ss say rli ,iSi,s

name1

Introduce vocabulary

lold un a calendar and point ro the days ofthe week Sav

Today we're going to talk about the d.ays of the week

B Lkten andnumber.

Number 1 Friday (2x)Number 2 Sunday (2x)Number 3 Thursday (2x)Number 4 Saturday (2x)

Check Ss' answersty saying the numbers and having Ss

sa),the corresponding vocabulary words Say the

u

22 Unit l Lesson I

vocabulary words in random order.

pointing to each one

Have Ss look for the hidden bird

(Answer: It's on the tree in scene 3.)

Have Ss repeat,

in the main scenes

O Atter the book

the word sides showing) Hold up the calendar and say

calendar Have Sl find the card, pick it up, name it and

then put it down again IfSl picks up the correct card,

he / she can choose the next student and ask him / her to

find a card by pointing to a day on the calendar IfSl does

not pick up the correci card, ask another student to find

the same iard Continue until all Ss have had a turn

Activity Book p 4 can now be assigned for homework or

used in class See answer key, Teacher's Guide p 154

Next lesson: Bring a calendar to introduce Ss to the

dialogs, and prepare Name tags (TR 1: Teacher's Guide

p 2gfforToni and Sandy Put a string around each name

tag so it can be worn around the neck

@ Tqk obout it! (Diolossl

Reduced Picture Cards l-7 (Teacher's Guide p 175),

Name tags (TR 1: Teacher's Guide p ?9) forToni and

: O Before the book

Warm-up / review

wiek in order.I'll start, Sunday Prompt the student next toyou (Sl) to say Monday.Prompt the student next to 51 (S2)

io say Tuesday.When you get to Saturday, have-the nextstudent start igain at Sunday Continue around the circle'PIayTouch and say (Teacher's Guide p 15) using

Reduced Picture Cards 1-7 (Teacher's Guide p 175)'

Introduce dialogs

Dialog 1: Have two Ss (S1 and 52) go to the fro-nt.-Iake outthe Nime tags (TR I: Teacher's Guide pp 29) for'Toni andSandy and hive Sl and 52 wear them respectively' Standnext io 51, look at 52 and say Hi My name'sToni Have 51

repeat Stand next to 52, look at Sl and say Hi.I'm Sand'y'

Hiw areyou? Have 52 repeat Stand next to S1, look at 52

next to 52, Iook at Sl and say I'mfine Have 52 repeat'Have S1 and 52 say the dialog again on their own' Help

them by whispering their lines if necessary Do it againand have the rest of the Ss repeat

Dialog 2: Draw two houses next to each other on theboard ant label them Toni's house and Sandy's house'Point to Toni's house and say This isToni's house' Point to

another two Ss (S3 and 54) go to the front Give the nametags for Toni and Sandy to 53 and 54 to wear respectively'

Hive 53 stand next to ihe drawing of Toni's house and 54

stand neit to the drawing of Sandy's house' Stand next to

53, Iook at 54 and say Where do youliue?Have 53 repeat'Stand next to 54, look at 53 and say Next doon Have 54

repeat Have 53 and 54 say the dialog

Uelp them by whispering their lines if necessary' Do it

again and have the rest of the Ss repeat

Dialog 3: Say Do we haue school today? Yes, we do'We're

say Do we have school on Monday?Have Ss-repeat' Nodyour head and say Yes, we do See you then' Have Ss repeat'Dialog 4: Point to Saturday on the calendar or hold upPicture Card 7 and say What day is it today?Have Ss

repeat Say lt's Saturday Have Ss repeat

@ Open the book

Have Ss turn to Student Book pp 6-7 Introduce the.main

the peopie or objects as they are mentioned

GP

C.Listen to the story

It's Saturday.What's the weather like? It's cool and sunny'

'

Were's Toni? Here she is Toni is hqppy She has a newfriend Her name is Sandy Sandy's family is mouing into

"the

"on't *ol-k Shiit* tn a wheelchair Do Toni and Sandyhaue schaol on Monday? Yes, they do' Can you find Lisa?

Saturday

Unit l, Lesson 2 23

Play CD tracks A4-A7 For each dialog, have Ss first listen

and point to the characters speaking and then repeat the

dialog

D Dialog 1

Lbtenandpoint

Toni: Hi.My namebToni

Sand,y: Hi I'm Sandy How are you?

Toni: Next door

Now lkten and repeat

for Ss to repeat.)

G@

D Dialog3.

Listenandpoint.

Sandy Do we haue school on Monday?

Toni: Yes,wedo Seeyouthen

Now listen andrepeat.

Now listen andrepeat.

/orSs to repeat.)

Put Ss ints pairs and have them practice the dialogs Have

some pairs act out the dialogs in front of the class

O Afier the book

Place Picture Cards 1-7 on the board as a reference (with

the picture sides showing) Put Ss into pairs and have

them practice dialog 3 using different vocabulary words,

then.Have Ss answer truthfully about each day

Activity Book p 5 can now be assigned for homework or

used in class See answer key, Teacher,s Guide p 154

Next lesson: Bring the name tags forToni and Sandy

and photocopy Name tags (TR l: ieacher,s Guide p 29)

for each student.

What day ls n todoy?

Whot doy k il todoy? WM ey is n to&y?

fs M@dsy D's Mordoy.

Ifs Mondoy iodsy.

Whs, doy ls it todoy? Wut doy is B lodoy?

tfs F idq tfs F idqy.

lfs Fddoy todoy.

Note: The Say irl sections in this level use one of the

functional dialogs in each unit to review vocabulary

words learned in previous levels The functional dialog isbuilt upon and expanded from a similar dialog found in aprevious level, and vocabularywords from prwious levels

are reviewed through substitution into the dialog

O Before the book

lUarm-up / review

S-9y llow ar9 l9u? Have Ss say Fize, thanlcs And you? Say

I'm fina Ask the question to individual Ss and elicit Fini,

thanks.Andyou? Answer I'mfine eachtime put Ss intopairs Say Nonr askyour partners Have pairs ask andanswer the question When pairs finish theirconversations, have them change partners

Name tags (TR t: Teacher's Guide p 29) forToni and

O Open lhe book

Sayit!

Have Ss turn to Student Book p 8 Have two Ss (Sl and

52) go to the front Take out the Name tags (TR 1:

Teacher's Guide p 29) forToni and Sandy and have Sl and

52 wear them respectively Say (51's name) isToni, (S2b

name) is Sandy.They aremeetingfor thefirst time.Let's

lbten.Say Hi.Myname'sToni.Have Sl repeat Say Hi.I'm

Sandy.How areyou?Have 52 repeat Say Fine,thanks

Andyou?Have SI repeat Say I'mfine Have 52 repeat

Have 51 and 52 say the dialog on their own Do it again

and have the rest ofthe Ss repeat Play CD trackAS Have

Ss listen and repeat the dialog

Listen andrepeat.

Toni: Hi My name's Toni (pause)

Sandy: Hi I'm Sandy How are you? (pause)

Toni; Fine,thanlcs.Andyou?(pause)

Sandy: I'mfine (pause)

Have Ss look at the characters next to the dialog scene Say

Let's haue the other SuperKids meet Sandy Have two Ss (S3

and 54) try the first dialog Say (53's name) ls Peter (54's

name) is Sand.y Have 53 say Hi.My nameb Peter Have 54

say HL I'm Sand.y How are you? Have 53 say Fin e, thanl*.

And you? Have 54 say I'm fine Put Ss into pairs and have

them practice the dialog with the different characters

Introduce the Sing- a-gram

Hold up Picture Card 2 and askWhat d,ay is it toda,y?Have

Ss answer ff's Monday Say lt's Monday today.Have Ss

repeat Hold up Picture Card 6 and askWhat day is it

today? Elicit lt's Friday It\ Friday today Play CD track

A9 and have Ss listen (Note: The Sing-a-gramwillbe

reviewed and taught in more detail in Lesson 4.)

Listen and.sing

Girl 1: What day is it today?What day is it today?

Girl2: It's Monday It's Monday It's Monday today

Girl S: What day is today?What day is it today?

Boy: hb Fiday.It\ Friday.It's Friday today

PIay the CD again and have Ss hum along with the music

O After the book

Teach fu''o additionai phrases to answer Elow areyou? On

the board, draw a face with a big smile and,write Great

underneath it Next to that, draw another face with only a

small smile andwrite OKunderneath it SayIIou areyou?

Have Ss repeat Point to the face with a big smile and say

Great, thank And you? Have Ss repeat Say I'rn great

Have Ss repeat Say How areyou?Have Ss repeat Point to

the face with the small smile and say OK, thanks And

you?Have Ss repeat Say I'm OK Have Ss repeat

Play Give it away Have each student tear out five small

pieces of paper and write his / her initials on each one

Have Ss stand up and walk around the classroom to

practice dialog I with as many Ss as possible in two

minutes using their own names and one of the phrases on

the board Each time they practice the dialog with a

partner, have Ss give away one of their pieces of paper totheir partners Have Ss try to give away all their papers

within the time limit.

Activity Book p 6 can now be assigned for homework or

used in class See answer key, Teacher's Guide p 154

@ Buitd it! @ sins-o-srom

,E@

l[huts.l _ E"*,lrrIIIEII

Unit l, Lesson 4 25

7

A': Picture Cards 1-7, Reduced picture Cards 1-7

(Teacher's Guide p IZ5), CD

O Before the book

Warm-up / review

Place Picture Cards 2-7 on the board in random order

(with the picture sides showing Have a student (S1) go to

the front Give Sl the Sunday card Have Sl hold thecird

and say Sunday Have Ss repeat Choose another student

(S21 66 say (52 \ name), find the next card, hold it and

name it Have 52 take the Monday card and, say Mond.ay

Have Ss repeat Have 52 then stand next to St bontinui

until seven Ss are standing with the cards in order

Play Cards in order (Teacher's Guide p 14) using

Reduced Picture Cards 1-7 (Teacher's Guide p fZS)

Introduce grarnmar

Hold up Picture Card I and say Ifb S unday Have Ss

repeat Drawa large question mark on the board Hold up

Picture Card 1 and ask What d.ay is it today? Have Ss

repeat Say ltb Sunday Have Ss repeat

^ !iUa9 Ss into group A and group B Hold up picture

Cards 1-7 one at a time Have group A ask VVnit aay * it

today?Have g_roup B answer lf,s dunday) accordirig to

the cards you hold up Have Ss change roles with each

new card

@ Open ihe book

A

Have Ss turn to Student Book p 9 and look at part A play

CD trackAl0 Have Ss listen and repeat

,4- Listen and repeat

Donny: It\ Monday (pause)

Say the number of each picture in part A Have Ss say the

sentences Say the numbers l-4 in random order Hive

individual Ss say the sentences

B

Have Ss look at part B play CD trackAll Have Ss listen

and repeat

@'m

B Listen and repeat

Igef What day is it today? (pause)

Dowry: It's Monday (pausel

Have, Ss practice the dialog in pairs for each picture in

part B.

c

Have Ss look at part C play CD trackAl2 Have Ss Iisten

and write a check (,,/,,) in the box next to the correct

3 Wat day is it today? Itb Sarurday

4 What day is it today? ItlWednesday

(2x)(2x)(2x)(2x)Check Ss' answers by having individual Ss raise theirhands and say the statemenls or dialogs

Sing-a-gram

Have Ss look at the What day is it today? song at the

bottom ofp B in the Student Book pliy CD irackAg and

have Ss listen

Listen andsing.

c^i111^: tVhat day is it today?What dny is it today?

9r:12: lt's_Moryday.It\ Monday h\ Monday today.Girl S: l,{hat day is it today?What day is itiodayi

Boy: lt\ Friday Itb Friday Itl Friday today

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

questions and group B sing the answers H-ave Loth

groups sing the lrb Mo nday today artd hb Friday todaylines Have groups change roles ind sing the.ong agiin.

O Afier the book

Play-Take a step back (Teacher,s Guide p 17) using pictureCards 1-7

Activity Book p 7 can now be assigned for homework or

used in class See answer key, TeaCher's Guide p 155

@ Reod it!

O Before the book

Warm-up / review

Have individual Ss write the letters of the alphabet (upper

sounds of the alphabet' Have Ss repeat Point to the

letters in random order and have indMdual Ss say the

letters and sounds

Review the letters and sounds of at, an, a'd', ock,

oxrotrunrupand.um

Write af, an, ad,, ock, ox, ot, un, up and urn on the board'

and have Ss repeat Point to them in random order and

have Ss say the sounds (Do not erase the board so that you

@ Open the book

A

Have Ss turn to Student Book p 10 and look at part A' Play

CD trackAl3 Have Ss listen and point to the pictures'

A Lkten, p oint a.nd reP e at

at, at, cat (pausel

at, at, hat @ause)

an, an Qause)

an,an,can @ause)

an,an,van @ause)

ad, ad, @ause1

ad,ad, dad @ause)

ock, cck, clock

ox, ox, fox

ot, ot

ot, ot, hot

ot, ot, pot

un, un '

un, un, run

(pause)(pause)(pause)(pause)

(pausel

(Pause)(pause)(pause)(pause)(pause)

(pause)

-um, -um, drum (Pause)

utn, urn, gutn (Pause)

Play the CD again Have Ss listen and repeat'Play the CD a third time' Have indMdual Ss rep-eat theitems

Name the pictures and ask What's the endi;ng? }{aveindividual Ss answerby circling the letters on the board

and saying the sound Iioint to the pictures in random

order ind have individual Ss name them'' r'

and name pictures ofwords that contain the phonics soundstheyhave justreviewed (Answers: box, van, dad, sock')B

Have Ss turn to Student Book p 10 and look at part B'Point to picture I and ask What's this?Have Ss say Baf'

wii f ' on the board and have a student write theletters a, in the blank Play CD track A14' Have Ss listen

and fill in the blanks

B.Listento the reuiew words and write'

1 bat -*-Qil -"-4,-umbrella- (2x)

2 dot Qx) 5 candY Qx)

3 under (2x) 6 rocket Qx)Check Ss' answers by having individual Ss go to the board

and write the words'

O Afier the book

Sav the sounds ar, an, ad, oclc, ox, ot, un' up and utn one at a

tiie and have individual Ss write them on the board' Put Ss

mio pArs.'Have pairs come up with one word that containsorr" of th"t" phonics sounds Have pairs take tums.going to

on the board and have the other student say the word' Have

Activity Book p B can now be assigned for homework or

used in class.3ee answer key, Teacher's Guide p' 155'Next lesson: Bring markers and coins for the game inthe Practice ifl section

Unit l, Lesson 5 27

@ Proctice it! @ Chont iu O After lhe book

groups of three or four and distribute markers to eachstudent Say We haue swimming class on Sunday Have Ss

repeat Have Ss put their markers on the Start space

Dernonstrate howto flip a coin and tell Sswhicl side is

heads and which side is tails Have Ss move one space if theyflip heads and two spaces if they flip tails Have Si in eachgroup taketurns fl.ipping the coin and saying a sentencewhen they land on a space Have two Ss,denionstrate theactivity before Ss start to play Walk around the classroomand help Ss if necessary If some Ss finish early, put theminto pairs Ilave pairs play again, asking and anJweringquestions this time Have SIs askDo we haue (swimmingcllss) or_t

.(suaday)3Have S2s ans wer yes, we do, See you

then.WaJkaround the classroom and check Ss'progress

Chant it!

Play CD trackAl5 and have Ss listen

Listen andchant.

Boy: Do wehaue school on Tuesday?

Girl 1: OnTuesday? anTuesday?

Boy: Do we have school on Tuesday?

Girl 1: Yes, we do See you then.

Girl2: Do wehave school onWednesday?

Girl?: OnWednesday? OnWednesday?

Girl2: Do we haue school onWednesday?

Girl3: Yes, we do See you then

Play the CD again Have Ss chant along

Put Ss into pairs and give them time to think of new

Iy'rics using other days of the week Have them practicefirst, then have some pairs chant in front of the class

Put Ss into pairs and give a set ofReduced picture Cards1-7 (Teachert Guidep 175) to eachpair Have themtaketums picking a card and making a stitement truthfullyusing I haue (English class) on (Monday)

Activity Book p 9 can now be assigned for homework orused in class See answer key, TeaCher,s Guide p 155 Nowthat Ss have completed Unit I, they can go to ite Reward.!page, Activity Book p 70 and color number I blue.

Next lesson: Bring as many of the target sports

equipment as possible to Lesson I of Unit 2 io introduce.Ss.1o th-9 vgcabulary (i.e ping-pong ball / paddle, soccerball, volleyball, badminton birdie / racketjhockey stick /

ball, tennis ball / racket)

O Before the book

Warm-up / review

ing the Sing- a- gram together Say Do we haue school on

Monday?Yes,we do Seeyouthen Have Ss repeat Hold

up Picture Cards l-7 one at a time and have individual Ss

ask the question according to the card you hold up Have

the rest of the Ss answer The first time a student isks

about a day on which you dont have school, shake your

head and say No, we don t Have Ss repeat

O Open the book

Practice it!

Have Ss turn to Student Book p 1 I Review the vocabulary

on each space of the game board with Ss Divide Ss into

D,o re hwe schoot m Tu6sdoy?

Yes, we do See you then.

Oo re hwe sdDd 6 Wednesdsf

On W€dn6doy? Oa Wednesdqy?

Do we hwe &h@l@ W€dnesdoy?

Yes, w€ do S@ you lh6n.

4x 12z

Picture Cards 1-7, markers for the game, coins, CD,

Reduced Picture Cards 1-7 (Teacher's Guide p 175)

28 Unit l, Lesson 6

Nometog ond Yes I no cords

Hi, My nome's

TeachldfiiiistitcddiiC"l Make a copy for each student and one for yourself Draw your picture in the box on your

name tag write your ,ru*" i., the blank Have ss write their names and draw a oicture of.themselves on their name tags'

Mini-book Unilt

'^

I

Teachet's instructions See mini-book instructions on Teacher s Guide p I5l.

@ Peorson Educotion Asio Limited

o

E.9

@,o

L)c) F

Yes, we do.

Find out: soccer proctice

we haue (soccer practice) on (Wednesday)? Have Ss answer each other based on the answers on their worksheets Have

Ss write the activities next to the correctdays When finished, have pairs report their results using We haue (soccer

practice) o n ( Wed ne sday )

Peorson Educotion Asio Limiled

@ Tok obout it! pocobutoryf

Picture Cards l-I5, as many of the target sports

; equipment as possible (i.e ping-pongball / paddle,

i soccer ball, volleyball, badminton birdie / racket,

i hockeystick / ball, tennis ball / racket), CD

O getore lhe book

Warm-up / review

Use Picture Cards 1-7 to review the vocabulary from the

previous unit Have seven Ss go to the front and give them

one card each Have the Ss place the cards in the order of

the days ofthe week on the board Have each student

then name their card Have the rest of the Ss repeat

* Play Stand up and say it! (Teacher,s Guide p 14) using

Picture Cards I-7 to revi,ew the vocabulary from the

previous unit.

Introducevocabulary

Take out some sports equipment (e.g ping-pong paddle,

tennis ball, soccer ball) or draw some.on the board Hold

up the equipment or point to the drawings aadsay What

can play (ping-pong), (tennis) and (soccer).Today we're

going to talk about sporfs Hold up Picture Cards B-15one at a time and say the words Have Ss repeat Handdifferent sports equipment to individual Ss and have

them name the sports

@ open the book

Have Ss turn to Student Book pp 12-13 and look at the

pictures at the bottom ofthe pages Play CD trackA16

Have Ss listen and point to the pictures

@

,4t Listen,point and repeat:

saccer (pause) hockey (pause)

uolleyball (pause) running (pause)gymnastics (pause) tennis (pause)Play the CD again Have Ss listen and repeat

Play CD trackAlT Have Ss listen and number the

pictures

32 Unit 2 Lesson I

Before the book

Check Ss' answers by saying the numbers and having Ss

sav the corresponding vocabulary words' Say the

votabulary words in random order Have Ss repeat,

pointing to each one

Have Ss look for the hidden bird in the main scenes'

(Answer: It's next to Sanciy's wheelchair in scene 2')

@ Xter the book

Put Ss into pairs Have S2s sit with their backs toward you

so they cani see you Hold up Picture-Cards 8-15 one at a

time Have Sls say the word and S2s draw the

corresponding sports equipment Have Ss-change roles

for each card.-Hive some pairs show the class their

pictures by pointing -to them an=d-naming-th.e-!pSf!s'-

Activity Book p 10 can now be assigned for home-work or

used in class See answer key, Teacher's Guide p' 156'

Next lesson: Prepare Name tags (TR 1: Teacher's Guide

iag so it can be worn around the neck Bring the name

wear thern respectively Say Toniis going-to-introd'uceDonny and Beth to her new friend, Sandy' Stand next to

S t, look at 52 and say Hi, Sandy These are my fiends,

Donny andBeth.HiveSl repeat Stand next to 52, look at

next to 53 and 54, look at 52 and say Nice to rneetyou' too'Have 53 and 54 repeat Have the four Ss saythg dial98alain on tfreir o*t H"tp thum bywhispering their lines ifrr"""uttury Do it again and have the rest of the Ss repeat'Dialog 2: Ask a female student (55) Do you like ping'

pongiN6d your head to prompt 55 to lnsw-er YYs,I do'

'suy brrt (Sb's name) liki ping-pong? Yes, she does'Haveu.r'oth" tlr."" Ss (56, 57 ana SA) go to the front' Give thename tags for Donny, Toni and Sandy to 56, 57 and S8 to

*ear resiectively Stand next to 56, point to S,B angq?y

Sz, look at So ana siy frs, it e does.Have 57 repeat' Have

tfr" tfrtt Ss say the iialog again on their ovvn' Help them

by whispering their lines if necessary' Do it again andhave the rest of the Ss rePeat

Dialog 3: Place Picture Cards 8,9 and 10 on the board

(wittr thJpicture sides showing)' Draw-one !-unpV qu""

-above the ping-pong card, one above the vo-lleyball cardand two utio* tlr" soccer card Point to the Picture Cards

arrld say I like many sports.I like ping'pong, soccer and'volleyiall, but I liie soccer the tnost' Say What's your fauoiite sport? Have Ss repeat Say My fauorite sport is

soccer.Have Ss rePeat

Dialog 4: Draw a check ("/") and an "X" ol the board'

Draw soireone juggling under the check and someone

who cannotluggtiirnaer the "X" Point to the check

fl"t"t anaiali caniugle-Canyou?Point to the "X'

ii"t,r ana say wq liaz;r Say the dialog again and have

Ss repeat

@ Tolk obout it! (Diolossl

@ open the book

Have Ss turn to Student Book pp 12-13' Introduce the

mui., tcet

"s by playing CD

trackAl8' Have Ss listen and

point to the people or obj""tt as they are mentioned'

C.Listento the story

Donny and Beitt Sandy k happy' New ftiends are fun'

T'hey;re going to play sports Do you like sp-orts?.Donnyandfoni ari playingping'pong Sandy likes ping-pong'

too Can youpliy p{ng-pong? Peter and Chip are playing

sryrt? Saidy-can iug,le, but Beth can't iuggle' Can youjuggle?

Picture Cards 8-15, Name tags (TR 1: Teacher's Guide

p.29) forToni, Sandy, Donny and Beth, CD

Unit 2, Lesson 2 33

Say Let's listen.Play CD tracks A19-A22.For each dialog,

have Ss first listen and point to the characters speaking

and then repeat the dialog

,G@

D.Dialogl.

Listenandpoint.

Toni: H| Sandy.These are myfriends,

Donny and Beth

Sandy Nice to meetyou

Donny & Beth: Nice to meet you, tao

Now listen andrepeat.

for Ss to repeat.)

D Dialag2.

Listenandpoint.

Donny: Does Sandy likeping-pong?

Toni; Yes, she does

Now listen and repeat

for Ss to repeat.)

D Dialog?.

ListenandpoinL

Peter: Whatbyourfauoritesport?

Chip: My favorite sport is soccer

Now lkten andrepeat.

for Ss to repeat.)

D Dialaga.

Lhtenandpoint.

Sandy: I can juggle Canyou?

Beth: No,I can't

Now lkten and repeat,

for Ss to repeat.)

DMde Ss into groups of three and have them practice dialog

I Put Ss into pairs and have them practice r.Iialogs 2, 3 and 4

O Afier the book

Review the words baseball, basketball, swimming and

judo on Student Book p 13 Draw a picture of someone

playing baseball on the board, or mime swinging a bat

Say Baseball Have Ss repeat Write baseball onthe board

Do the same with the other review words

^-Put Ss into pairs and have them practice dialog 3 using

different vocabr:Iary and review words Have Ss answer

truthfully about their favorite sports Encourage them to

ask y ou How da you say

-

in English? if they don t know

the words

Play Beep (Teacher's Guide p 16) Have individual Ss

take on the teacher's role onceihey are familiar with the

activity

34 Unit 2, Lesson 3

Actil'ity Book p 1l can now be assigned for homework orused in class See answer key, Teacher's Guide p 156

Next lesson: Bring the name tags for Sandy and Beth

O Before the book

I Name tags (TR 1: Teacher's Guide p 29) for Sandy and i

i Beth, CD, Picture Cards 8-15 a

O Open the book

Sayit!

Have Ss turn to Student Book p 14 Have two Ss (Sl and 52)

go to the front Take out the Name tags (TR 1: Teacher's

Guide p 29) for Sandy and Beth and have Sl and 52 wear

them respectively Say (51's name) k Sand.y (S2b name) is

Beth.They're going to talk about iuggling Let's listen Say I

can juggle.Canyou?Have Sl repeat Say No,I can't.Have

52 repeat Have Sl and 52 say the dialog on their own Do it

again and have the rest ofthe Ss repeat Flay CD trackA23

Have Ss listen and repeat the dialog

Lkten and repeat

Sand.y: I can juggle Can you? (pause)

Beth: No, I can't (pause)

Have Ss look at the pictures next to the dialog scene Have

two Ss (S3 and 54) try the first dialog Have 53 say I can

skateboard Can you? Have 52 say No, f caz? Put Ss into

pairs and have them practice the dialog with the different

pictures Have some pairs say their dialogs in front of the

class

Introduce the Sing-a-gram

Put Picture Cards 8, t0 and 13 o-n the board (with the

-picture sides showing) Play CD trackA24 and have Ss

listen (Note: The Sing-a-grare will be reviewed and taught

in more detail in Lesson 4.)

Lktenand sing

Girl: Does she like ping'pong?

Boy: Yes, she does.Yes, she does.

Girl: Does she like hockey?

Boy: No, she doesn't No, she doesn't'

GirI: Daes'she like uolleyball?

Boy: Yes, she does.Yes,she does

She likes uolleyball She likes volleyball

draw happy or unhappy faces above the Picture Cards

according to the lyrics

O Afler the book

Put Picture Cards 8 and 15 on the board Write a check

("/") above the ping-pong card and an "X" above the

tennis card Say I can play ping-pong Canyou?Pointto

the ping-pong card, nod your head and say Yes, I can.Say

I can play tennis Canyou? Point to the tennis card, shake

your head and,say No,I can'e Put Ss into pairs and have

them ask and answer truthftrlly about the sports /

activities they can or cannot play / do

Activity Book p 12 can now be assigned for homework or

used in class See answerkey, Teacher's Guide p 156

Next lesson: Bring some dice for the activiryThrowthedie (Teacher's Guide p l7)

Picture Cards B-15, CD, one die for each pair ofSs

O Belore lhe book

Warm-up / review

Divide Ss into group A and group B and have them line up

in tlvo lines in front of the board, Put Picture Cards B-15

on the board in random order (with the picture sidesshowing) Number the cards from 1-8 Call out a numberfrom 1 8 Have Sls in each line try to be first to'name thecard Have Sls then go to the back of their lines Continueuntil all Ss have had a chance to play

_ Play My mistake (Teacher's Guide p 15) using picture

Cards B-I5

Draw a happy boy's face and an unhappy boy,s face on the

board and label them with he Draw fhippy girl,s face

and an unhappy grrl's face on the board ind libel them

yvrth she- Hold,up Picture Card B, point to the happy she

face and_say Sh e likes ping-pong Have Ss repeat- klep

holding Pictqe Card B, point to the unhappy s he face'say

She doesn't like ping-pong Have Ss repeai introduce thl

sentences with he in the same way Draw a large question

mark on the board Hold up Picture Card 8 pointio the

question mark and say Does she like ping-pongi Have Ss

rgpe_al Keep holding Picture Card 8, point to the happy

holding Picture Card 8, point to the unhippy she face and

say No,she doesn't.Have Ss repeat Introduce the dialog

with he in the same way

Divide Ss into group A and group B and have them line

p-oin!

_to any one of the four faces Have group A ask Does

point to Have group B answer yes, (he) does I no, (he)-doesnl

accordingly Have groups change roles with each new card

@ Open the book

A

Have Ss turn to Student Book p 15 and look at part A

Note that the contraction doesnt (does nor) is uied to be

consistent with natural spoken English play CD track

A25 Have Ss listen and repeat

,4 Listen and, repeat

Donny: She likes tennis (pause)

Beth: He doesn't like tennis (pause)

Say the number-of each picture in partA Have Ss saythe

sentences Say the numbers 1-4 in random order Hive

individual Ss say the sentences.

Have Ss look at part C play CD trackA2?.Have Ss listen

and write a check (" /") nextto the happy face or unhappy

face (happy - likes; unhappy = doesnt fi[e).

k at part B Play CD trackA26 Have Ss listen

andrepeat.

No,he doesn't (pause)

36 Unit 2, Lesson 5

C Listen and

check-1 She doesnllike gmnastics (2x)

2 Helikesbadminnn ex)

4 DoesToni like hockey? No,she doesnt (2x)Check Ss' answers by having indMdual Ss raise theirhands and say the statements or dialogs

Girk Does she like ping-pong?

Boy: Yes, she does.yes, she does

Girh Doesshelike.hockey?

Boy: No, she doesn't No, she doesn't

Boy: Yes, she does.yes, ihe does

She likes volleyball She likes uolleyball.Divide Ss into groups of four and assign each student a

part to sing Give Ss sufficient time to practice the song.Have groups sing the song in front of the class

Throwthe die (Teacher's Guide p 17)

ame, ame, board game (pause) ese, ase (pausel

ake,ake (pause) Qse,ase,uase (pause)

ake,ake,snake (pause) @ause)

Play the CD again Have Ss listen and repeat

Play the CD a third time Have individual Ss repeat theitems Name the pictures and ask What's the sound,?HaveindMdual Ss answer by circling the letterS on the board.Point to the pictures in random order and have individual

Have Ss turn to Student Book p 16 and look at part B.

Point to picture 1 and say What's thb?Have Ss say lgloo.Wite

-loo on the board and have

a student write theletters ig in the blank PIay CD track A29 Have Ss listen

and fill in the blanks

B Lhten to the reuiew words and write.

Write the letters of one of the sounds from the Read it!

section in Unit 1 on the board, e.g at Have individual Ss

go to the board, write words with that sound and say the

words Have the rest of the Ss repeat Continue with the

remaining sounds from Unit 1.

Review the letters and sounds of it, in, ig ell, ed,

en, &tne, akeandase

Write ir, in, ig, ell, ed, en, ame, ake and ase on the board

Have Ss name the letters as you write them Say the

sounds and have Ss repeat Point to them in random

order and have Ss say the sounds (Do not erase the board

so that you can use the letters later in the lessonJ

@ Open the book

A

Have Ss turn to Student Book p 16 and look at part A Play

CD trackA26 Have Ss iisten and point to each picture

,4 Lbten, p oint and rep e at

Check Ss' answers by having individual Ss go to the board

and write the words

€) xter the book

Say the sounds it, in, ig, ell, ed, en, ame, ake and ase one at

a time and have individual Ss write them on the board

Point to a student (S1), say one of the sounds and have 51say a word with that sound Have S1 then point to another

student (S2), say one ofthe sounds and have 52 say a

word with that sound If Ss are unable to say a word,prompt them by wdting one on the board and havingthem read it Continue until most or all of the sounds andwords have been said

Activity Book p 14 can now be assigned for homework or

used in class See answer key, Teacher's Guide p 157

it, it

it, it, hit

it, it, sit

ig, ig, big (pause)

ig, ig, dig (pause)

ell, ell (pause)

ell, ell, spell (pause)ell, ell, bell (pause)

ed,ed (pause)

en, en (pause)

en, en, ten (pause)ame, anle (pawe)

Unit 2, Lesson 5 37

Ask 2 hlon6 wrfle / = 0ko d,( = dff't ske I ttumt er 5 Dc he like rclleyboll?

rh@ffi&E@hd

Whqt's yourforcrite sport? \a

t/hol s your lorcdte sFrt? \ t)

My fwonle sporl is s@er,

\

So@i! S@r! He tik6 sm@rl

, Whqt,s you fworile spo.l?

^)i TemislTennis! she lik6 lennis!

@ Proctice it! @ Chonr it!

O Before the book

Warm-up / review

Sing the Sing-a-gram together Hold up picture Cards

B-15 and say Do you like (ping-pong, ,Slb name)? Have

S1 answer truthfully usingYes, I do or No,I d,on't point to

S 1 and say Does (he) like (ping-pong)? Have Ss answer

Yes, (he) does or No, (he) doesn't according to Sl,s answer

before Continue with the rest of the pictrire Cards and

have different Ss ask the first question to the Ss they

choose, then point to those Ssand ask the second

question to the rest of the class

Picture Cards 8-15, CD Reduced picture Cards g-15

asking and answering the questions for each sport in the

Friend I chart Have Ss write a check C'l") if theirpartners answeryes and an "X" ifthey answer no.Have Ss look at the second dialog Have three students

say the dialog Have 53 point to a boy (S4) and.say Number

6 Does he lilcc uolleyball? Have SS say No, he doesn't Have

Ss change parurers within their groups and ask their new

parhers about their old partners Have Ss record their

around the classroom and check Ss' progress Help Ss if

members usin g (S 1 b name) $ikes) (uolWball) if time allows.

Chantit!

Play CD trackA30 and have Ss listen

Listen and chant.

Girl 1: lfhat\yourfavorite sport?

Boy 1: My fauorite sport is soccen

Boy 2: What\ your favorite sport?

Girl2: It4y fauorite sport is tennis

All: Tennis! Tbnnis! She likes tennis!

Play the CD again Have Ss chant along

Have two Ss go to the front Assign them each a part to

chant Have them start the chant Have the rest of the Ss

chant the third and sixth lines Let the two Ss in the frontchoose another two Ss to go to the front next and continue

O Afier the book

Write I like / don't like ,, I can,l can't play _and My

of the statements on the board using the words on tlecards

Activity Book p 15 can now be assigned for homework or

used in class See answer key, Teacher's Guide p 157 Now

that Ss have completed Unit 2, they can go to the Reward!page, Activity Book p 70 and color number 2 green.Next lesson: For Lesson 1 of Unit 3, bring some target

food / lunch items to introduce Ss to the voiabulary (e.g

cheese, grapes, potato chips, crackers, peanuts), and th6

Yes / no cards (TR 1: Teacher's Guide p 29) you made foreach student in Unit 1.