Full superkids 3 teachers guide

Teacher's Guide ls* irl Aledq Krouse with M H o Greg Cossu Newton Published by Longman Asia ELT 2/F Cornwall House Taikoo Place 979 Kings Road 3::'#3,11 fax +852 2856 9578 e-mait aelt@pearsoned.com.hk rrrnvw.longman.com and Associated Companies throughout the world @ 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, 39-41' 49-5I,55-57,60-61,69-71;79-81,89-91,95-97, 100-101,109-lll, 119-121, 129-131,135=137, I40-I41,145, 149, 152, I53,175-194, lg7-192 First edition 1997 This edition 2005 Reprinted 2005 Produced by Pearson Education Asia Limited, Hong Kong NPCC/02 ISBN 962 00 5294 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 coauthor, 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 Greg Cossu The Publishers would like to thank the following people for their contribution to the course: Christine Choi Susan Bainbridge Kath4m Burder MaryL Burkitt Daphne Chen Florencia Chen Dorothy Chiu Cho, Jin-Hee Lee Seung Eun Sharon Eun Daniel Flynn AIIen Gilman Gu, Eun-Young Yumi Hamanaka Kazuko Kamevama Hiroko Kashimoto Katsuko Kato Christina Ke Greg Kennerly Kim, Soo-Kyeong jessie Lin Kim, Sun-Young Kim, Young-Soon Tim Lyon MarkMcTamney Ichizo Murakami Mari Nakamura Kaoru Naritomi Rie Noguchi Suh, \bon-ii Shinicl"ri Tanaka Samuel Oda Chizuko Takai Ayako Oz-a5a Song, Na-Young Hideko Takasu Nathan Toleman DerekY Naoko \vatanabe NorikoYoshio ' ShellyThies-Itoh Takeda EvaZawadzka The Publishe/s policy is to use paper manuractured trom sustainable loresls Philosophy Page Lesson planning Page ,10 Syllabus Course Goals Page 12 Page 13 Page 2L page S? Page 42 Page 52 Pagg_E Pqgq 62 ActivityBank Unit 1: Days (includingTRs 1, and 3) Unit2: Favorite Sp-tt (i".t.rdi"gTRi +, S an{O) Unit3: Lunch (includingTRs 7, B and 9) Recvcle it! (includingTRs 10, 11 and 12) Unit4: Months (includingTRs 14, 15 qqd 19), 20,21and22) Recycle it!2 (includingTRs 23,24 and 25) Unit 6: His and Page 82 Page 92 Page 9q Page 102 Page Llz Page L22 Page 132 Page 138 Page L42 Page 146 Page Eq Page 151 Page 152 Her (includingTRs it!2: Dates (includingTR 26) UnitT: WhatI Did (includingTRs 27, 28 and29) Unit 8: MyDay (includingTRs 30, 31 and 32) U"it gr AroundTovrn (includingTRs 33, 34 and 35) -Recvcle it!3 (includingTRs 36,37 and 38) Discoverit!3: Vacations (includingTR39) Culture 1: Easter (includingTR 40) Culture 2: Happy Birthday (includingTR 41) I can itt How to Make and Use a Mini-book Discover Rewards C"rt'fi."rc rf C"*pletion ActivityBookAnsWe-rKey _ _ Reduced Picture Cards Turt S.-!p!.rd A!r*r K"y _-!e'!_L_ _ I _ Bsse Eq Page 154 Page 175 Page 185 Page LB7 Test *-*"_ Test Pegs- Word List Page -!91193 Philosophy Components SuperKids is a six-level course for elementary school children learning English as a Foreign Language (EFL) SuperKids is based on the following philosophies Student Book The Student Book includes: l Voriety of methods A storyline with familiar characters to stimulate student interest and to provide a sense of continuity No one particular English teaching methodology works for all children in aII classes Techniques from various Nine theme-based units with colorful double-page 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 Three Recycle it! units to reinforce and expand on spreads Conlexluol leorning Language is introduced contextually and in categories Children are able to learn and remember related vocabulary simple dialogs and structures more readily 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 if Listening first Many children studying in EFL situations not hear spoken English outside the classroom and have no other base for their attempts to communicate in English In 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 Four skills 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 previously taught language Three Discover it! units to introduce cross-curricular topics Two double-page Culture units to intoduce different events of universal interest to children, making learning English an international experience At least one song or chant per unit to help children practice and remember grammar points and dialogs Pictorial icons on each page to identify the focus of the lesson A gradual introduction to reading and writing Sounds that have similar mouth positions are taught together so children can acquire the sounds more easily and learn to differentiate between them Student Book Level is based on the premise that children can read and understand short sentences in English, and fill in blanks to complete words They are also able to make statements and ask / answer questions about themselves and others, In Level 3, these skills are ftuther developed Children learn to fill in blanks of sentences with words 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 focuses on: L Eighteen functional dialogs that are useful in daily life Vocabulary building of nouns and verbs Nine structures to provide a strong foundation in English grammar The phonics sounds and spellings of two-letter 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 taskbased activities SuperKids aims to help children develop a positive attitude towards learning English Course Description consonant and vowel digraphs Practice filling in blanks of sentences with vvords and writing phonics words Studenl Book CD The Student Book CD includes: Models for all the vocabulary items, functional dialogs, and grammar statements and dialogs A narration of the storvline to add special interest songs and chants for each unit Lively and rhythmic Ivlodels for the phonics sounds The stories and listening activities in each Recycle it! unit The vocabulary dialogs and songs from each Discover it! and Culture unit Activity Book The Activity Book includes: Furtherpractice of language items introduced in the Student Book Tasks Picture Cords There are 72-103 Picture Cards Per Ievei One side is a color picture while the other side shows the corresponding word There is one card for each vocabulary item There is also one card for each SuperKids character in Level The Picrure Cards can be used to teach and review vocabulary words as well as practice the dialogs Detailed suggestions on how to use the cards are provided in each lesson plan ofuniversal enjoyment to children, e.g crossword and word search puzzles and craft activities One page for every lesson in Units 1-9 and one page for every Recycle it!, Discover it! and Culture unit 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: All the instructions necessary to complete the listening tasks Instructions followed by abell sound signaling where the CD should be paused so children can complete the task Teqcher's Guide Student Book unit descriPlion Tolk obout it! (Vocobulory funclionol diologs, grommqr diolog) Each unit opens with a double-page spread showing the following in an illustrated context: l Target vocabulary items underneath the four illustrated scenes Two fuqctio-nai di-alo-gs o1 expressions The unit's target grarnmtlr dialog outlined in red Numbered dialogs so that Ss will know which dialog to focus on when listening to the CD Some of the phonics words for the target phonics sounds in the unit Humorous elements to add to the enjoyment of learning A hidden bird for Ss to find' General teaching method The Teacher's Guide Vocabulary includes: There is one Picture Card and one Reduced Picture Card for each vocabulary item on these pages The philosophies and objectives ofthe course Detailed lesson plans, including culture notes, pronunciation notes and notes on language usage Audio scripts and answer keys for the Student and Activity Books 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 Use Picture Cards, real objects or pictures to teach the vocabulary items under the main scenes Hold up and name each card or object Have Ss repeat Have Ss open their books: a Play the CD Have Ss listen and point to each vocabulary item under the main scenes b Play the same track on the CD Have Ss listen and repeat the items c Play the next track on the CD Have Ss listen, find the words and write the numbers in the boxes Practice: Some vocabulary items sometimes appear in the main scenes Name items in random order' Have Ss point to the corresponding items in the main scenes' Dialogs l Introduce the diaiogs as suggested in the Teacher's Guide Have Ss open theirbooks: a Play the CD Have Ss listen to the story and point to the people or objects in the main scenes as they are mentioned The story helps to reinforce the vocabulary and provide a context for it Course Description 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 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) General teaching method Gramm.ar l statement Say the statement Have Ss repeat Lntroduce the grammar dialog: a Draw The review substitution dialog is used to review vocabularywords leamed in previous levels The dialog is built upon and expanded from a This lesson includes: One illustrated scene containing the review substitution dialog from the previous lesson Six to twelve different vocabulary words learned in previous levels for substitution into the dialog The Sing-a-gram General teaching method D L ialo g and re cy cle d a o c ab ulary Review the dialog as suggested in theTeacher's Guide 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 question mark on the board be used in the question c Point to the question mark, then the card, and 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 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 l next lesson 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 A ask the question and group B answer, using the cards as cues Have Ss change roles Have Ss open their books: a Play the CD for partA Have Ss listen and repeat b Have Ss the four Listen Say exercises in pairs c Play the CD for part B Have Ss listen and repeat d Have Ss the four Listen Ask Ansa.rer exercises in pairs e Play the CD and the listening exercise in part C Sing-a-gram 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 Have Ss look at the Sing-a-gram or Chant-a-gram in the previous lesson Play the CD Have Ss listen Divide Ss into pairs or groups to sing different parts of the song Have pairs or groups change roles and sing the song again Introduce the Sing-a-gra,m Reod il! Phonics is an integral part of each level Level teaches the phonics sounds and spellings of two-letter consonant and vowel digraphs Ss can listen to and repeat the phonics sounds, and practice recognizing and writing the Ietters as suggested in the Teacher's Guide Play the CD Have Ss listen 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: Two scenes illustrating the context of the grammar point The statement form of the unit's grammar point outlined in red Simple statement form practice exercises, The dialog form of the unit's grammar point also outlined in red Simple dialog practice exercises A listening exercise to practice the grammar point a large b Hold up the Picture Card of the vocabulary item to similar dialog found in a previous level lntroduce the grammar statement Hold up the picture Card of the vocabulary item to be used in the Course Descriplion lRnonics sounds) This lesson includes: Words with target phonics sounds or spellings clearly illustrated Matching simple sentences that contain the phonics words with a corresponding picture in part B Writing practice of the phonics sounds or words in part C Pronunciation table General teaching method The following symbols are used to indicate the pronunciation of the phonics sounds introduced in the Read it! section ofeach unit Phonicssounds Consonants Svmbols p Kevwords pen b t back ten d day k o kev set f fat v vIew thine then s z soon zero t ship h hot x loch f cheer pleasure &, - iumr m sum n sun sung w wet let I r red vet I btt e bed cat l Write the letters of one of the target phonics sounds or spellings on the board Ss the Phonics Cards of words with that phonics sound Point to and read each word, emphasizing ttre target phonics sound Have Ss listen Ask Ss which sound is the same Have Ss answer Introduce the other target phonics sounds or spellings in the same way Practiie: Place the Phonics Cards on the board, point to them in random order and have Ss name them Introduce the sight words (if any) by writing them on the board, reading them and having Ss repeat SiSht words appear in sentences, but are not vocabulary words that Ss have learned They are introduced to allow Ss to read complete sentences from an early Show stage open their books and look at partA: point to each picture Play the same track on the CD Have Ss listen and repeat Practice: Have Ss find and name pictures of words in the main scenes that contain the phonics sounds they - have jus( I,earrled Have a b Readingsentences open their books and look at part B: first sentence Have Ss repeat b Have Ss point to the corresponding picture for that sentence and draw a line c Have Ss read and match the remaining sentences in pairs or individually Have a Vowels short & D U e long diphthongs I u l: sheep Ss Read the Writingleners orwords l hot cut put about haopv actualitv Ss Play the CD Have Ss listen and Have Ss open their books and look at part C: a Play the CD Have Ss listen and fill in the blanks with the letters of the target phonics sounds, or circle the correct picture andwrite the word in the blank' Proclice il! This section contains a task-based speaking activity for pairs or small groups, designed to allow Ss to use the language they have learned o: father D: doe Sing it! 3: four tl: 3: boot bird This section contains an enjoyable song or chant to wrap up each unit These are also included on the Student Book EI make AI lie EI Practice ao bov note now o{J te real ua actual ta pecullar / Chonl it! CD General teaching method l itl Have Ss open their books and look at the Practice it! activity Review the statement or dialog illustrated at the top of the page Put Ss into pairs or small grcups Explain the rules of the activity (see lesson plan for Lesson of the unit) Have Ss complete the activiry in pairs or groups Course Description singit! I chant it! l Discover il! Play the song / chant on the CD Have Ss listen Z Discover it! provides an additional content_based learning tle flal (or song / chant again Have Ss sing / chant aiong follow the other suggestions providei in the lessori plans) opportunity General teaching method ReCyCle if! 6neview of three units) VocabuLary 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 Introduce the vocabulary items with real obiects or pictures (there are no picture Cards for thes6 items) Have Ss open their books and look at part A Play the CD Have Ss listen and point to the pictures Play the same track on the CD Have Ss listen and General teaching method repeat Story l Point to the vocabulary items in random order and have Ss name them Review the dialogs and vocabulary found in the story Have Ss opentheir books to the story section Review the characters and items in the pictures Play the CD Have Ss listen and point to the Dialng Introduce the dialog as suggested in the lesson plans Play the CD Have Ss listen and repeat Put Ss into pairs and have them practice &e dialog corresponding pictures Play the same track on &e CD Have Ss listen and repeat Chant Put Ss into pairs or small groups and have them practice the dialogs Give them props as necessary Have volunteer groups perform the story in front of the class Reui.ew it! l Play the chant on the CD Have Ss listen Play the CD again Have Ss chant along Do the wrap-up activity suggested in the lesson plans Cutlure Have Ss open their books to the Reviewjrl section and look at part A Have individual Ss read the words at the top of the page PIay the CD Have Ss Iisten and fill in the blanks with 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 the words Check General teaching method Review the target Introduction the answers as a whole-class activity 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 Playit! game is slightly different The game is color !-":!lo"r.d coded and each color represents a differen-t language pattem to be practiced Read the Iesson plans f8r details Ssopen their books to If"y" Iook at the board game the ptay itlsection and Introduce the.holid_ay in Ss, native language, ifpossible the holiday are included in thl lesion plans :lo]"::Poyl show Ss pictures ofthe holiday Vocabulary Introduce the vocabulary items with your own pictures, or use the pictures in the Student Book Notes about the vocabulary are included in the Iesson plans Have Ss open their books: a Play the CD Have Ss listen and point to each vocabulary item under the main scenes b Plhy the same track on the CD Have Ss listen and repeat the items Point to the first space in each colored section and t*o !uy." pattern Ss say c Name the vocabulary words in random order Have the dialog according to the language Put Ss into pairs and give each pair one coin and two find and point to the items in the main scenes the vocabulary items with a game or activiry Suggestions are in the lesson plans ' Ss Practice markers n each pair take turns tossing the coin and 1T::I around movmg the same board, sayirig the aialogs according to the lan"guage patterns Dialogs l Introduce the dialogs and commands as suggested in the lesson plans Have Ss open their books play the CD Have Ss first listen to the dialog and point io ttre ctraracr"r, *fro uru speaking, and then repeat the dialog Put Ss into pairs and have them practice the dialogs Course Description i Course liming ond schedule Songorchant Play the CD Have Ss first listen, then sing or chant along with the song or chant Suggesled timing for one lesson plon Extension 50- to 60-minute class Do one or more of the optional activities (to help Ss understand the holiday) or any of the reproducible Introduce and practice Activity Book newlanguage items At the beginning of Activity Book is an Alphabet Chart for Ss to fill in phonics words for review and extra writing Wrap-up 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 Total minutes (5 minutes) Introduce and practice open their books HaveSs look at exercise A: newlanguage items 15 Activity Book assignment* (5 *Wrap-up - listen and follow along in-their books Total minutes minutes) minutes 30 minutes to complete the tasks c Check Ss' answers and correct where necessary Have Ss look at exercise B: is another listening activity, follow the instructions above If it is a writing activity, demonstrate how to the activity b Give Ss time to complete the activity a If it c Check Ss' arnswers and correct where necessary The Activity Book may also be assigned for homework after explaining to Ss how to the exercises in classAlternatively, exercise A in class and assiga exercise B for homework, or vice versa 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 Have minutes 50-60 minutes ActivityBook check* Ss Pause the CD at each bell sound for Ss H Warm-up / review General teaching method b (F7 minutes) 30-mfunute class The first exercise on each page is always a listening exercise The second exercise usually focuses on reading and writing skills Ss 30-32 minutes Activity Book assignment* practice a Play the CD Have (5-7 minutes) Activity Book check* activities Have 10-13 minutes Warm-up / review * Assign homework after every other class and check the homework during the following class One-yeor schedule peryear 70 classes 54 classes units x classes each Rerycle it! units x classes each Discover Culture it! units x class each units x classes each units x classes each it! units x classes each Discover Culture classes classes peryear 58 classes Recycle classes 70 classes Total 9 it! units x I class each units x classes each 45 classes 6.classes classes classes 58 classes Total 47 classes peryear units x classes each 36 classes Rerycle it! units x classes each classes Discover it! units x class each classes Culture units x Total I class each classes 47 classes Course Description Suggested scheduling for one unil classes per unit (70 classes peryear) Lesson plans in the Teacher,s Guide follow this schedule Review previous unit,s vocabulary fua.tr urra Talk about it! (Dialogs) Review previous lesion,s vocabulary f"""f, po.ti.;;;;;ffit una practice diaGS rrb.iffi " r""yAuaE;;;.;;;i;i;il Rwiew previous lesson s r"ui"* substitution exercises, using vocaburury J - -r Introduce the Sing-a-gram : Reviewthe unit's vocabulary items u"a@ grammar statement and diarog with substitution exercises Teach and sing the Sing-a-gram Review previous unit,s phonics sounds and words Practice it! / Sing it! or Chant it! classes per unit Sing it! or Chant it! / Talk about it! (Vocabulary) oroO@ Reviey th3 unit's-grammar statement a"a aiao!5o tt practice Do the final song / chant Review tfre ririt (SS classes Say itl / Build it! Do previous unitt final scing / chant *i"- n"ri"*pr*io.rrffi vocabulary Teach and praciice newvocabulary", T@ Practice the review suUrtitrtio, aiao@ Do the Sing-a-gram Introduce the grimmairi"tu*u.rt felgh / Practice it! classes per unit and dialog d;lrtR"ril pr"r,"* 1nd qractice the grammar statement and unit's phonics sounds Introduce new phonics sounds Read it! "G[_[uil per year) Review previous lesson,s vocabulary Sing-a-gram / Build it! Teach and practice newphorri", practice Review the unit and words *,r@ Read ir! / Practice it! (42 classes per year) Sing it! or Chant it! / Talk about it! Do previous unit,s final song / chant;@ vocabulary Introduce dialogs Talk about it! (Vocabulary) (Vocabulary) Review previous lessont Build it! / Sing-a-gram / Read it! uo.ubutury@ Practice the review substitution diufog "ringi".y"f"a "o"uUr.rf?.y Review the dialogs Do the_ sing-a grammar statement and dialog Introduce new phonics sounAs anA words gm Teach and practice new phonics practice Review the unit B Course Descriplion roffi Talk about it! (Dialogs) / Say Read it! / Practice it! leocher _l I @ @ I I boseboll ployer @ pilot @ @ : L-_ 180 police rvrrLv officer Unil5, Reduced Piclure Cords i I r firefighter ' -J @ Peorson Educolion Asio Limiled t_ hondkerchief I ir,s woter bottle i I -t-lunchbox boseboll cop key @ his @ Peorson Educotion Asio Limited I her Unit 6, Reduced Picture Cords lBl Ir | ^ lo ploy vvevvvrr yll-tI\Ju boseboll lJtLty // ployed ' -r-za\ l- - F wotch / wotched tI i - | DVDs i -r - / boked cookies boke l lo @ poinl PlLlUl _E) PUllll // pointed PUllllEtJ pictures @ lvv the lI lv vvvJl wosh vYvJl L / woshed I _r -l-^ cor Unil7, Reduced Picture Cords r rl I @ proctice r, I - rJJl L/ brushed dog rr rrv uvv tJl L rl lsut lhe brush I | I Lvr I @ ffi i 182 ,/ studied English study - J"-" -. I ; r- / ' procticed the piono r'-"'r'"-" @ Peorson Educotion Asio Limited : Js ,A-. sing Y] / song o new song swim / swom in the pool @ if!,;l -^ @ @ go / went to lhe pork ,.-.^ -l i@ _ir1tT11":9 @ Peorson Educotion Asio Limited I _ _L _- wrile / wrote stories I try] gyffy= l Unit B, Reduced Piclure Cords 183 restouront bookstore pet shop toy store museum bokery lo t^ I tq, supermorket I L84 Unil 9, Reduced Picture Cords I librory @ Peorson Educotion Asio Limited Test script Tests I, and onTeacher's Guide pp lB7-192 are to be given after Ss have completed Recycle it! l, and Number Do we haue school or after Units 3, and respectively Before giving any test, review the target Ianguage in the three units Ivlake a copy ofboth pages ofthe test for each student Have Ss write their names on each test page- The test scripts are not recorded on the CD, so read out each script and give Ss sufficient time to complete each task (approximately 5-10 seconds) If you the speaking option at the end of each test, put Ss into pairs and walk around the classroom and listen to Ss as they speak Circle your assessment on each student's test page (big smiley face for very good, smiley face for good, small smiley face for needs improvement) Try to keep the atmosphere relaxed Tests can be fun, too! Answers for all three tests are on Teacher's Guide p 186 Number What's yourfavorite sport? My fauorite sport is Plocemenltestino f-: These three tests can also be used as placement testS Use them as follows: a If Ss score more than 807o on Test 1, give themTest3 If they also verywell on this test, they should be in Level b If Ss score between 30%-80% on Tests l, or 3, they are at the correct level c If Ss score less than 30% onTest I, they should be placed in Levei2 on Friclay? Yes, we See youthen (2x) tennis Number C Listenand, check She has some cheese It\Thursday Does he like running? No, he d.oesn't What day b it today? Itb Saturday Does he haue any peanuts? Yes, he does thirsty Qx) (2x) (2x) salad play father (2x) Tesl3: Unils 7-9 (2x) D Listenandwrite snake shoe i chicken elephant cup lunch (2x) (2x) (2x) l: A Listen Isheapilot?Yes,heis It's Qx) apolice officer? No, she isn't afirefighter Whose key is this? It's his key B d,oes (2x) What day is it today? It's Sunday (2x) Does he haue any crackers? No, he doesn't Does he like badminton? No, he doesn't (2x) (2x) Sheb Number The music festiual is in March I can't wait! (2x) Number You're good at dancing We (2x) C Listen and check It'sherwaterbonle Whose towel is this? It's his towel When's (2x) (2x) your birthday? It's in Nouemben He's a pilot (2x) (2x) (2x) a (2x) was great Number Good morning eueryone Good morning, Peter (2x) It good uteekend? Uh-huh It (2x) is (2x) (2x) OK Listen andcheck (2x) (2x) Next doon Number Hi, Sandy These are my ftiends, Donny and Beth you (2x) Come on, Mojo.You can (2x) it! chips? Sure, thanlcs (2x) Where you liue? Nice to meet bakery it too Number How was your day? was (2x1 Thank.You, too Number Onyour mark, get set, go! Number Do yau want some potato I do, C Here (2x) Number Is the restaurant next to the supermarket? No, it isn't It\ next to the Number Did you haue (2x) Lktenandnumber Number cookies (2x) in Number Where's my handkerchieft Does she have any pretzels? tothenxuseurn Number My skter likes to bake ateacher andwrtte Yes, she didn't Where\ Beth going? She's going Number I want to be a uet How about you? I want to be Units I -3 Qx) You're welcome Haue B Listenandnumber Tesl song she srudy Englishyesterday? (2x) No, she aniceday Listenandwrite Did Number t{hat should we now? Letb wite stories (2x) Number Thank you uery much (2x) A- Is she Sheb they today? They sang a new B Listen and.nurnber Qx) January What did (2x) picrures yesterday? Did he paint (2x) Yes, he did Tesl2: Units 4-5 (2x) (2x) (2x) (2x) (2x) (2x) A Listenand.write Qx) When\your birthday? (2x) (2x) D Llsten and write bottle plate (2x) (2x) Shelikesgmnastics Yes,sheis Mybirthday\inJuty (2x) &n I sit here? Uh-huh Is she abaseball player? going to the library swam in the paol (2x) (2x) t{here's Joey going? He'i going (2x) to the pet shop Did she practice the piano yesterday? Yes, she did He watched DVDs What did they today? (2x) (2x) (2"r) They read books D- Listen and write glue teacher threw opened bee actdetl (2x) Qx) (2x) Qx) (2x) Qx) Test Script ond Answer Ker7 185 Test onswer key Correct the tests in class with Ss or collect them and correct them oit of class Make sure you go over the answers with Ss Have Ss take the tests home and show them to their parents Each test consists of one part with four questions and three parts with six questions each, making atotalof 22 points (one point for each correct answer.) If the speaking option is done, award six points to a very good speaker, four points to a good sPeaker and two points to a speaker who needs improvement, making a total of 28 points for each test Ss who obtain over 15122 or 19/28 (if the speaking option is included) are doing well (approximately 70%) T6tl ffiffi ,ffi; Olfuue @ ,'bEwn!b-Mt-(r I ffkS ; lGr -,q9fJ I ' Olh.w Olh.r,e ffiffi,ffi ffiffiHffiT O !F.do.rdd, (e-EEl uff* 'mw; '[@;@ '67uffi1 i 3) Olhvfu ,@ D \@ , O @ '&-S u** @uo.wr @uaw -tTt rt ;s,,0*7 dirllE$Ri-ffi- 186 Tesi Scripi ond Answer Key er dh Test I Nome: @ Listen Wriie Sundoy hockey crockers Soturdoy pretzels bodminton Does she hove ony Does he like Does he hove ony No, he doesn't O Listen Number o ?-3 fr\ o @ tu @ Peorson Educofion Asio Limited ffi@ m 1{"U @g P- Tesi l Teocher Reproducible 1Bi Test I O o Listen Check @ ffi @ o o @ mt ^@ @ C-r.,\'@ ?4 WP O poge ffi ruq ffi ru ru #@ @N Listen Write @ @ With o portner, ploy the gome on Student Book p.26 Test l, Teocher Reproducible @ o O Speoking option iBB @$ \g v s' C [ - -', @ Peorson Educotion Asio Limited Test Nome: O Lislen Write pilol Ol his firefighter July key her rcr,eo [When's (7 - h ir) pb@ Jonuory your birthdoy? It's in M Is she o police officer? No, she isn't She's o O Listen Number @ ffieA @ &ffi @ Peorson Educotion Asio Limited Test 2, Teocher Reproducible lBg Test poge ) Nome: g O Listen Check c @ ffi ffi @ @ @ @ @ e @ @uru O Listen Write o m.@ *T\ i& ffi\\ @ @ @6 bott- @ -irsty @e@ @& rffi pl- () -olod Sp"oking option With o portner, ploy the gome on Student Book p 48 190 foth- Test 2, Teocher Reproducible l .*, \7 @ ffi' tr Peorson Educolion Asio Limited Test Nome: O listen Write pointed bookstore study museum point song Whot did they todoy? Eng)ish yeslerdoy? o new song pictures yesterdoy? She's going to the Q) Listen Number @ @ -$,', o Rffi@ @ @N @ Peorson Educotion Asio Limited Test 3, Teocher Reproducible i9l l Test poge Nome: O Listen Check o ffi @ @ @ -\ - ffiry ffiwn ffiR ffi e O W Listen Write oa t9 gl@ open_ @@ w l-cher @rW thr- @W @@@ b_ /8,\ odd- G) sp"oking option With o portner, ploy the gome on Student Book p 70 192 Test 3, Teocher Reproducible f -:htr ' '; w f @ ffi- g Peorson Educotion Asio Limiled o odd odded 54 54 42 44 ongry opple April ort closs August 28,30 20 29 b bodminlon 13 boke cookies 50 boked 54 boked cookies 50 bokery 63,66.69 boseboll 13,32 chick chickeri chocolote eggs chopsiicks Christmos Doy clock 73 19,22 72 22 49 10,25 54 30 64 44 30 closed cold comic books , compuier bolhroom 58 dig dining room doclor t6 dog" 58 66 dot l0 drow pictures 57 16 drew drew pictures drum 60 74 blue boord 74 60,69 gome(s) 16,64 book bog bookstore boots bottle 41 box brolher brush the dog brushed the dog bus 62 52 44 l0 38 5l 5l 71 c coke 16 colligrophy closs 22 comprng {noun) condles condy cor 71 col choir cheese t0 75 t0 71 10, 58 22 tB, 22,25 16 74 t3 birthdoy cord 41 I ice bosketboll bot 16 his hir 41 cupcokes December 36 36 58 22 42 72 big big brother big sister bird birthdoy coke t0 he her hungry dod donce closs bee bell hol 75 41 bedroom 40 22 cup 34 20 bed 44,58 10 bosebollployer t0 Holloween homster hondkerchief hos 58 49 hockey bosebollcop boskel hotl 54,69 t9 counted crockers d bosebollproclice n h 10 -' 20 29 16,25 58 35 -58 57 10 e Bunny eggs elephont erqser Eosler hol creom igloo in it's t3 10,30 16 16 32 j jockei 41 *-' 28 jelly beons 73 judo 13 juggle 44,77 July 29,30 June 28,30 Johuory- k 72 72 22 key kitchen kites 58 64 I fother 44 Februory 28,30 66,69 feei firefighter 35 22,77 fish 14 fly o kite food 60,69,77 tO fox Fridoy g glue 60 go to lhe pork 57 grondfother grondmother gropes 36 36 t9 green 66 gum gymnoslics t0 12 lel's 32 librory 63,66 liitle brolher 36 living room 58 lunch 22 lunchbox 40 New Yeor's Doy 19,44 noodles nolebook November 4t 29 o 29 54 Oclober opened p poddle 44,47 point 32 poini pictures 51 pointed 54 pointed pictures 51 ponls 52 peonuts 19,66 pen 16 pencil 16 pencilcose pel shop phone photo pilol 16,41 "62 22 22.25 35 pin 16 ping-pong 12 pizzo 18 plone plote 32 ploy 32,54,77 l4,50 ploy boseboll ploy the drums 14 ployed 54 ployed boseboll police officer pool pot pololo chips proctice the posler 56 mogicion 34 moke o poster 56 Morch 28 morshmollow chicks 73 molh closs 20 Moy 28,32 mode o piono 75 Mondoy moon mother museum 60 36,38 63 procticed the 19 5l 54 piono preseril(s) prelzels 50 35 60 l0 prodiced m milkshoke 60 49 71 41 16 f l6 nome new 51 25,75 lB r robbit roiny 16 30,32,77 66 reoding reod books (post) 57 reod books (presentl 57 red t6 restouronl 62 rocket(sl 10,64 I Word List 193 run l0 running t3 s 10,42 sod 't9, 38 solod 52 sondols 56 song o new song Solurdoy sow o movie 56 56 29 38 22 September SEVEN she shirt 22,25 22,52 shoe(s) 22 22 shoot shoulders sick 38,42,47 sing o new song sister sit sil down skote (verbl they thirsty thirteen this three lhrew Thursdoy 14 52 to Poris lo the beoch 71 towel loy cors loy lomb loy slore lroin lrosh 40 29, twenly-nine 30, thirty 40, forty 50, fifry 60, sixly 70, seventy 80, eighly 90, ninely ]00, o hundred 27 27 27 27 Tuesdoy umbrello under up 71 64 73 62 71 22 6,60 194 loble lope 32,77 leocher 34,66 teeth ten 38,77 44 lennis t6 l3 thol' 38 these JO Word List weni lo the who windy wrile slories wrole slories yo-yos 27 27 27 27 27 27 Ordinol Numbers l0 l0 l0 57 54 30 57 57 v yellow 27 58 sleepy 42,66,77 v Volentine's Doy 49 16.58 snoke l0 sneokers 66 von 16 vose 30 snowy 34 vel 12 soccer 16 violin soccer proclice 20 l0, 12 volleyboll 52 sock(sl 74 softdrink w 19 spoghetti 32,47 woii 16 spell 30 worm studied English 50 51 wosh the cor study English 50 5l the cor woshed 10 sun 54 wotch Sundoy 6,32,47 50 wotch DVDs 30 sunny 54,69 wolched supermorkel 63 50 wotched DVDs swom in the pool 56 44,47 woler swim 14 40 woter bottle swim in the pool 56 18,44 swimming 13 wotermelon Wednesdoy swimming closs 2A pork t 25, twenty-five 27 27 27 27 27 27 28, twenty-eight u skoies (nounl 60 twenty-one 22, twenty-two 23, twenty-three 24, twenty-four 2'1, 27 t6 l4 38 38,47 20, twenty 26, twenty-six 27, twenty-seven turtle skoteboord lverb] 3B Numbers 44,77 tiger lo my grondporents' 71 form 56 38 3B 60 38,42 r6 64 49 49 49 3rd,lhird 49 4th, fourth 49 srh, fifth 49 6ih, sixth 49 7th, seventh 49 8lh, eighlh 49 9th, ninth 49 l0ih, tenlh 49 llth, eleventh 49 I2lh, twelfth 49 l3lh, thirteenth 'l4th, fourteenth 49 49 I5th, fifleenlh 49 l6th, sixteenth 49 l7th, sevenleenth 49 eighteenlh l8lh, 49 l9th, nineteenth 49 20th, twentielh 49 21s1, twenty-first 22nd, twenty-second 49 23rd, twenty-third 49 24lh,lweniy-fourth 49 25th, twenty-fifth 49 26th, twenty-sixth 49 271h, twenty-sevenlh 49 28th, twenty-eighth 49 29th, twenly-ninth 49 49 49 31s1, lst, firsl 2nd, second 30lh,lhirtieth thirty-first -t ... Unit 8: MyDay (includingTRs 30 , 31 and 32 ) U"it gr AroundTovrn (includingTRs 33 , 34 and 35 ) -Recvcle it !3 (includingTRs 36 ,37 and 38 ) Discoverit !3: Vacations (includingTR39) Culture 1: Easter (includingTR... Soy it! 29 30 31 Backwardbuild-up Sayinhalves Sayinpartners 32 Toss the animal 33 Pass it quick! 34 Who said it? 35 Changepartners 36 Uh-huh Uh-uh 37 Race the clock 38 High drama 39 Beep 40 Musical... teacher for use in a classroom: pp Zg-Zl, 39 -41' 49-5I,55-57,60-61,69-71;79-81,89-91,95-97, 100-101,109-lll, 119-121, 129- 131 , 135 = 137 , I40-I41,145, 149, 152, I 53, 175-194, lg7-192 First edition 1997