PEARSON , Longman Danae Kozanoglou Choose Your Favorite Site Then click on the Button to Visit it igh Contents Introduction to the Teacher's Guide vi List of Flashcards Hello l Hellol I'm (name)1 What's your na me? In th ejungle lion, elephant, parrot, boy, girl, bana na, flower, bee, hippo I'm (Cabu) I'm a (lion) Look, (a banana) / (flowers) Colours III yellow, blue, red, green Look, it's (yellow) Is it (green)? Yes'/No 10 Numbers 1-5 Plurals: bees, bananas, etc three (bees) five (yellow bananas) 14 In th e classroom tea cher, desk, chair, book, door Hello! I'm your teacher Here's your (desk) 18 School things bag, pencil, crayon, rubber What is it? It's a (pen) Is it a (pen)? Yes./No 22 Classroom actions sit down, stand up, clap, turn around Sit down OK, good 26 Jungle Fun 30 My alphabet abc 32 Family mum, dad, brother, sister, me This is (my brother) / (me) Hello I'm 38 My alphabet de f Toys train, plane, bike, guitar I've got a (yellow) (train) My favourite toy is my (yellow) (plane) pink, black, orange, white I can see a (pink) (bird)! My favourite colour is (black) My alphabet j kI 10 Numbers 6-1 40 44 My alphabet g hi Colours (2) 34 46 50 six, seven, eight, nine, ten Plura ls six (pencils) How old are you? I'm Happy birthday! 52 58 Jungle Fun ======= -~==~ 11 Face eye, nose, ear, mouth, Numbers 1-10 I've got a (nosel / (two eyesl 60 12 Pets pets, cat, hamster, snake Have you got a pet? Yes, I've got a (catl / No Irs a (snakel What am I? You're a (rabbit! 66 13 Food ice cream, chips, salad, burger, pizza I like (chipsl I don't like (saladl 72 14 Actions fly,jump, swim, run I can (fly) Can you (run)? Yes, I can / No, I can't 78 Goodbye l Here's a (white flowerl Goodbye! Review 86 Happy Christmas! present, Father Christmas, stocking Merry Christmas I Here's your present Thank you 88 Happy Easter! Easter Bunny, egg, basket I've got (three) eggs! 90 My Picture Dictionary (at the back of the Pupil's Book) Word Cards 91 Introduction Methodology Fly High is a motivating and charismatic four-level course for young learners aged between and 10 It is intended for children who are being taught at a faster pace, and aims to give them a sound base in English and to maximize their potential by providing the appropriate level of support and challenge Fly High 7contains 14 four-page units, each focusing on a topic Each unit has a clear communicative aim: the children learn words and structures and then put them to use in games and personalisation activities While progressing through the Fly High course, young learners will build up a solid bank of useful vocabulary and the ability to apply grammatical structures appropriately They will also develop and refine their reading, writing, speaking and listening skills Fly High is based on the principle that children learn best when they are using engaging materials that appeal to their imagination and build their confidence The course provides a set of lovable characters, humourous stories and an element of fun The wide variety of activities caters for children with different learning styles: visual, auditory, kinaesthetic, musical and interpersonal Aims of Fly High Fly High 7is for children learning English at the start of the school system At this early stage of learning, it is especially important that the English language classroom is enjoyable and non-threatening A key aim of Fly High 7is to develop a positive attitude to English through the use of motivating activities, including games, TPR activities, songs and chants, and plenty of person alisation Units 1-6 of Fly High lfocus on listening and speaking skills The ch ildren are not expected to read actively Thus, they are not hampered by having to cope with the sounds as well as the written code of the new language simultaneously for at least a term The alphabet is introduced after Unit 6, along with basic word recognition and an introduction to reading and literacy skills The Activity Book provides activities to practise motor skills, handwriting, word and phrase recognition, tracing and finally, some simple copying and writing tasks In Lesson of the unit 4-5 new words are presented through simple pictures The new words are recorded so that children can hear and repeat them The new words and the target structures are then contextualised in a humourous, selfcontained cartoon story featuring the Fly High 7characters The main characters are three friends, Trumpet a young elephant Cabu, a lion cub and Paco, a parrot The stories are all set in thejungle, but in contexts that reflect the children's own world Trumpet, Cabu and Paco play in thejungle, go to thejungle school introduce their families, learn numbers, learn about pets, eat in thejungle restaurant and in general lead the kind of life that young children can easily relate to Through the stories, the children get to know and identify with the characters, and share their adventures The children can act out the stories before moving on to practice activities This helps to reinforce the new language in a fun and nonthreatening way Lesson of the unit normally begins with a song, which consolidates the language of Lesson The tunes are easy to learn and sing Songs are one of the best ways for children of this age to learn and remember language Singing songs helps to build confidence in the language through repetition, and promotes musical skills and development of rhythm Many songs in Fly High 7have accompanying actions, which also supports kinaesthetic learners The new language is practised through a variety of activities, including some pencil-to-paper tasks, e.g Draw and colour Then say Every unit ends with a game or personalisation activity Most units have two games Games provide motivating and meaningful ways of practising the new language in a genuinely communicative context, and are very popular with children There is a further list of games on page v of this Teacher's Guide The Activity Book provides pencil-to-paper practice activities to consolidate the new language These may be allocated for homework, but can often also provide the opportunity for quiet time in the classroom The teacher's notes offer suggestions for when an activity may be used in class The 96-page Pupil's Book presents, practises and revises the target language of the course It comprises: Review and evaluation • There are three Jungle Fun sections in Fly High These revise the language which the children have learnt, in a different context Jungle Fun for example is a simple board game These sections can be used at the end of a term • 14 topic-based, four-page units At the end of each Jungle Fun section in the Activity Book, there is a My English feature This gives the teacher the opportunity to encourage the children to evaluate their own progress The children can then decide if their work has been Very good / Good / OK and circle the appropriate picture Course components Pupil's Book a 'Hello' lesson introducing the characters to the children • 'My Alphabet' spreads • Jungle Fun revision spreads • a 'Goodbye' lesson • two Festival lessons: Christmas and Easter • a Picture Dictionary illustrating all the key words • full colour stickers for use with the sticker listening tasks Pupil's Audio CD The Pupil's audio CD is packaged with the Pupil's Book and contains all the cartoon presentations and songs for children to listen to at home with their parents Activity Book The Activity Book provides further practice and consolidation of the language presented in the Pupil's Book • For Units 1-6, there are two pages of follow-up practice in the Activity Book: comprising a language consolidation activity and an activity to develop motor skills, e.g tracing shapes, following a maze, etc • For Units 7-14, there are four pages of follow-up practice including word recognition and reading development exercises, and tracing and writing development exercises • For each 'My Alphabet' section, handwriting practice is provided • Further consolidation for the Jungle Fun lessons is also provided The lesson notes in this Teacher's Guide give guidance on how to use the Activity Book exercises Answer keys are included where relevant At the back of the Activity Book, there are a number of cutouts, including character masks for Cabu, Trumpet and Cabu, and cutouts for the Christmas and Easter lessons Suggestions on how to use these cutouts are given in the relevant lessons Teachers Guide Teaching with Fly High The Teacher's Guide contains: • this Introduction, wh ich includes a list of additional ideas for games Isee page vi and a list of flashcards Isee page vi) • detailed lesson-by-Iesson teaching notes for the Pupil's Book and Activity Book • photocopiable word cards Isee page 91-98) The lesson-by-Iesson notes are presented together with a reduced black and white facsimile of the Pupil's Book spread, for easy reference Lesson objectives, target language, recycled language and a list of materials required for the lesson are given at the beginning of each lesson spread The photocopiable word cards are provided for use in activities to develop word recognition Detailed suggestions are given in the lesson notes from Unit onwards Class Audio CDs The Class audio CDs contain all the audio material in the Pupil's Book, including the cartoon stories, listening tasks and songs Complete audioscripts for the recordings which are not included on the pages of the Pupil's Book can be found in the lesson notes Flashcards There are 72 vocabulary flashcards for the key items presented in the Pupil's Book A complete list of the flashcards is provided on page vi of this Introduction The flashcards reproduce the vocabulary pictures from each unit of the Pupil's Book For teachers who want to practise word recognition, there are 72 photocopiable word cards at the back of this Teacher's Guide A separate pack of Alphabet flashcards is also available Unit and lesson structure Each of the 14 units of the course consists of two spreads Each spread is treated as a lesson However, in teaching situations with fewer hours available, it is possible to extend the unit over four teaching periods The Activity Book provides additional material that can be used in class for quiet time in the classroom The first spread ILesson 1) presents new language through the cartoon story The children act out the story and then further listening and speaking practice is provided The second spread ILesson 2) normally starts with a song It consolidates the language from the first lesson in a new context, and as the book progresses it recycles more of the language taught in earlier lessons Occasionally a new communicative structure is introduced The second lesson always ends with a game and/ or a personalisation activity allowing the children to activate the language and relate it to themselves Warm-up - getting started It is a good idea to signal the beginning of the lesson clearly and start with a warm-up activity that is enjoyable and involves the whole class The step-by-step teaching notes suggest a variety of warm-up activities Procedure for presenting vocabulary The new words for each lesson are always presented in Picture Dictionary style at the top~of the Pupil's Book page, and recorded on the audio CD • Use flashcards or classroom objects to present the new words and their meaning IRelating the new words to tangible objects in t e classroom also helps to make the words more memorable for the children.) Fly High Active Teach is designed for use with any Interactive Whiteboard IIWBI It can also be used with a computer and projector It contains all the Pupil's Book lesson pages in digital form, together with the class audio material In addition, it provides: • Tell the children to open their books and look at the , pictures Play the CD; the children point, listen and repeat • Hold up the flashcards again in random order and elicit the words • an additional interactive activity for each of Units 1-14 and Jungle Fun 1-3 You can also present the vocabulary on a Whiteboard, using the Flashcards on the Active Teach CD-ROM • interactive flashcards-for all the vocabulary in the Pupil's Book, accessible by topic or in alphabetical order • printable/photocopiable Teacher's Resources Active Teach C~-ROM for Interactive Whiteboard Procedure for cartoon stories • Recite the lines of the song rhythmically like a chant Say each line and ask the children to repeat Demonstrate the movements if the song lends i~~lfto action • Play the CD Ask the children to Sing along and make the movements • Some songs involve sticker activities The stickers can be found at the end of the Pupil's Book Help the children to find the stickers Pause the CD to give them time to place their stickers in the right position on the picture • For some of the songs, you can divide the class into groups and give them a part to sing • Use the Unit flashcards and hold them up as the words are heard in the song • Invite the children to look at the pictures Use Ll to ask questions about the pictures and prompt discussion • Play the CD; the children listen and point to each character as they are speaking Ask simple questions in Ll/English to check understanding • Play the CD again, pausing after each line for the children to repeat • Divide the class into groups, and give each group the role of a character Play the CD again; the children repeat their parts Encourage them to copy the characters' voice and intonation and to mime some of t~e actions • Let the children practise in groups Invite a group or groups to perform for the class Practice The practice stage of the lesson involves a variety of different activities, including further listening activities, speaking activities and games Simple heads-down, pen-to-paper activities are also included, such as drawing and colouring There is an additional interactive practice activity on the Active Teach CD-ROM Procedure for games / role plays • • • Ask the children to look at the photo in their Pupil's Book and describe in L1 what is happening Elicit what they think the children are saying Demonstrate the game with a child or group, until everyone knows what to Let the children play the game in groups or pairs, if they are able to so If you feel that they are not ready for pair work, play the game as a team game, or with pairsl groups in front of the class Procedure for teaching songs • Invite the children to look at the picturels) and talk about what they can see, saying who the characters are and what they are doing • Play the CD The children to listen and follow in their books They can also clap the rhythm Ending the lesson Always end the lesson on a positive and cheerful note The step-by-step teaching notes suggest a variety of round-up activities Procedure for 'My Alphabet' lessons Each Alphabet spread presents three letters in initial position in three words, e.g apple, ball car Before the children open their Pupil's Books, follow these stages to present the alphabet words and letters for the lesson • Word presentation Use the Alphabet flashcards, picture side up, to present the alphabet words for the lesson • Letters and sounds presentation Introduce the letters and their names and sounds using the board • Word recognition Use the Alphabet flashcards, word side up, to practice whole word recognition Demonstrate each activity in the Pupil's Book using the board as necessary, until the children are used to the activity types At the end of each lesson, the children sing the alphabet chant until finally they can chant the entire alphabet The corresponding spread in the Activity Book provides practice in forming lower-case and capital letters and developing handwriting skills Again, demonstrate each activity first until children understand what they have to Classroom games Flashcard games Say the word Hold up pairs of flashcards Say a word The children point to the correct card or say the word Where's the word? Display flashcards in different parts of the classroom Say a word Ask the children to point to the correct flashcard Guess the word (1) Display a flashcard and then cover it Slowly reveal the card The children guess the word Guess the word (2) Invite a child to come to the front and give him/her a flashcard The class have to guess what it is by asking e.g : Is it a (pencil}?The child who guesses correctly takes the next turn to mime the word in some way for the class to guess the word Whoever guesses correctly takes the next turn You can also play this as a team game Simon says Use this game to review actions and classroom instructions The children have to follow instructions and as they are told when they hear Simon says (or you can use Trumpet says) but nothing when an instruction is not preceded by these words Every time a child makes a mistake, they miss a turn After three mistakes, they are 'our and have to stop playing You can play this as a team game The team with the fewest missed turns or the group with most children still in the game wins In an alternative version of the game, carry out the instructions yourself as you say them, but make some mistakes Children who copy you miss a turn S Can you remember? Display a set of flashcards on the board and number them Ask: Whars Number 7? Whars Number 5?etc For each correct answer, turn the flashcard over When all the flashcards are hidden, repeat the questions Turn the flashcard over to check the answer If the answer is correct remove it and continue You can play this as a team game Teams win a point for each correct answer Picture dictation Picture dictation can be used to review words that are easy to draw Give each child a piece of blank paper Say for example: Draw a pencil Draw a rubber Draw a (yellow) bag The children draw a picture of the word they hear Word and picture games (word recognition) Memory game Put a number of objects or flashcards on Matching (1) Put picture flashcards and corresponding word cards face up on the board Say a word and ask a ch ild to come to the board and find the matching picture and word cards You can play this as a team game Divide the class into teams Ask two children from Team 1to come to the front Say a word One child finds the correct flashcard, the other finds the correct word card The team gets a point for each correct choice Continue with Team 2 Matching (2) Divide the board into two Write the same words in random order on each side Divide the class into two teams Invite a child from each tea'm to come to the board Hold up a flashcard The first child to find the matching word wins a point for their team Pelmanisn Put picture flashcards and corresponding word cards on the board face down in random order Ask individual children to come to the board and turn over two cards The aim is to match a picture card with the correct word card If the cards don't match, replace them in the same position If they match, take the cards off the board Miming games Mime the word Invite a child to come to the front of the doss and give him/her a flashcard The child then has Other games your desk or a big table Invite the children to stand around the table and name the objects Give them a minute or two to memorise them Then cover the objects with a cloth Ask children to name the objects they remember Bingo Bingo can be used to revise simple objects, colours and numbers Prepare multip' e A4 size photocopies of a Bingo grid with six or eight squares and give each child a copy Display flashcards of the words you want to review There should be more flashcards than squares on the Bingo grid Tell the children to draw a different picture or colour in each squa e on their grid, or write a number, depending on what set you are reviewing Then call out the words at random When the children hear a word that is on their grid, they cross it out The first child to cross out all their words is the winner Guess the oQject (feeIie-bag) Put various objects into a large cloth bag or a pillow case that the children have learned the names of, e.g a pen, pencil, an apple Gather the children round your desk or walk round the class Invite a child to put his/her hand in the bag, take hold of an object and try to guess what it is by touch The child should say the name, then show the object If the child has guessed correctly, he/she takes the bag and leads the game Ust of Flashcards Alphabet A a apple B b ball C c car o d dog E e egg F f fish G g goat H h horse I i insect J j jelly K k kite L I lorry M m monkey N n nurse o orange p p panda O q queen R r rabbit s star T t tree U u umbrella V v violin W w watch X x fox y y yo-yo Z z zebra , Unit one two three four five Unit 10 six seven eight nine ten Unit teacher desk chair book door Unit 11 UnitS 4- bag pencil crayon rubber Unit sit down stand up clap turn around Unit mum dad brother sister me Unit lion elephant parrot boy girl banana flower bee hippo train plane bike guitar Unit yellow bl ue red green Unit pink black orange white eye nose ear mouth Unit 12 pets cat hamster snake Unit 13 ice cream chips salad burger pizza Unit 14 fly jump swim run Happy Christmas! UnitS present Father Christmas stocking Happy Easter! Easter Bunny egg basket Can you see (a zebra)? to elicit: Yes, I can / No, I can't How many (hippos) can you see? to elicit numbers • Now ask them to look at the questions under the picture Invite a child to read the first question, and elicit the answer: Yes, I can • Tell them to continue individually or in pairs if done in class • You can extend this activity by preparing further questions, or asking the children to make up more questions Answers No, I can't No, I can't Yes, I can No, I can't Yes, I can No, I can't Yes, I can ® Find, circle and match • Use word cards to practise word recognition of the items in the puzzle • Use the example to demonstrate what the children have to do: the word eye is circled, and there is a line from the word to the corresponding picture Tell the children that two of the words are vertical • The children complete the exercise individually Answers Horizontal words: ear, run, pizza, sing, mouth, nose, chips, sa lad,jump Vertical words: swim, burger ~ Extra activity • The children make a food poster with drawings or pictures of food they like and food they don't like They can this individually or in groups Hand out large sheets of paper or card Help them to write the headings: I like / I don't like and to stick or draw pictures under the correct heading Encourage them to use the food items they have learnt If they want to add further items, you can teach the words as extra language • o • Look at Write Ask the children to look at the outlines in Exercise Read aloud the headings Elicit the words they will write under each heading The children copy the words from the puzzle into the correct outline Answers My face: eye, nose, ear, mouth; Food: chips, salad, burger, pizza; I can:jump, swim, sing, run Stick the posters on the classroom walls Ask some of the children to talk about their posters Activity Book pages 68-69 CD Look, count and circle • • Practise word recognition of the objects in the picture in Exercise Put the flashcards on the board and number them Hold up a word card Ask the class to say the number of the corresponding flashcard If correct, they say the word Ask the children to open their Activity Books at page 68 and look at the picture Ask questions such as: What can you see? to elicit: I can see My English • Ask the children to assess themselves, then circle the pictures they think best represent their effort and achievement Ending the lesson • Stick all the pictures from Exercise on the board or on the walls of the classroom, and ask the children to find the picture of themselves to take home Goodbye! Objectives: practice and consolidation, to round off the story of Cabu, Trumpet and Paco and say Goodbye Vocabulary review: flower, apple,jungle; animals: parrot, elephant, lion, monkey, zebra, hamster, horse; colours: green, red, blue, yellow, pink, orange, white, black; numbers: /-10; actions: fly,jump; Thank you! language review: Hello I'm , This is and this is , Look, Sallyl I can fly I've got a hamster Here! An apple l Here's a white flower! Oh, thank you! Goodbye! Goodbye everyone! See you at the zoo! Materials: Class CD 2; paper flowers; picture/photo of a hamster; an apple for Exercise 2; coloured character masks Warm-up • Introduce the topic of saying goodbye Encourage a discussion of the course Find out, e.g who the children's favourite character has been, their favourite story/incident in the book, their favourite song Ask them to guess what happens to the animals at the end of the book CD Look and listen ~ Track 44 • • • Ask the children to open their books at page 86 and look at the story Focus on the first frame and ask them what animals they can see: Cabu, Trumpet and Paco, another lion, a monkey and a zebra Point out Sally Ask them if they remember her from a previous lesson (Unit 11 Face) Explain that she is a zoo keeper She looks after animals in the zoo, and she has come to visit Trumpet, Cabu and Paco Go through each frame and elicit names of objects and colours Ask the children to work out what is happening in the story and what happens at the end: Sally goes back to the zoo with the animals Encourage them to help each other remember words and phrases Play the CD Encourage the children to point to the speech bubbles as they hear the characters speak CD Usten again and say ~ • • • • Track 45 Play the story again Pause after each line for the children to repeat Divide the class into three groups and give each group the role of one character They listen and repeat the lines of their character Invite them to use their character masks for Cabu, Paco and Trumpet Take the role of Sally yourself Play the CD again Put the children into groups of four to act out the story Invite some groups to come to the front of the class to act out the story If you have brought props, give them to the children to use Goodbye! Goodbye, jungle! Goodbye, everyone! See at the zoo! ~ Usten again and say ~ Sing ~ r Goodbye Cabu Goodbye Trumpet Thank you! Thank you l Goodbye Poco Ending the lesson • Sing the children's favourite song from the book Happy Christmas! Happy Christmas! CD Usten and point Then say t!j) @CI)Ci) Objectives: to learn about Christmas traditions; to learn a Christmas song; to make a Christmas card Vocabulary: present, Father Christmas, stocking, Christmas card Language: Here's your present! Merry Christmas! Thank you! Materials: flashcards (present, Father Christmas, stocking); Class CD 2; picture of a Christmas tree; a gift wrapped box (present); Christmas cards; a Christmas stocking/picture of one; a piece of stiff paper/card for each child present CD Look and listen Father Christmas stocking " Warm-up • • • Write the phrase Happy Christmas! on the board and elicit! explain what it means Talk about Christmas with the class in L1 Discuss customs and traditions in your country Tell the children about Christmas customs in Britain (Ll) Use flashcards to present the key words: stocking, Father Christmas, present Explain that Christmas Day is the most important day of Christmas The night before, Christmas Eve, children often put big stockings at the end of their beds or hang them from the mantelpiece They believe that Father Christmas will come during the night and put presents in their stocking Sometimes they put out food and drink for Father Christmas It is also traditional to have a Christmas tree, and families and friends send each other Christmas cards with the words: Merry Christmas! CD Usten and point Then say • Track47 Ask the children to open their books at page 88 and look at the pictures in Exercise Play the CD; the children point to the pictures as they listen and repeat CD Track 47 present, Father Christmas, stocking ® Look and listen • Track 48 Talk about the picture in Exercise Ask the children: Who can you see? (Father Christmas, two boys and a girl! Ask them to point to the Christmas tree and the stocking (on • the mantelpiece) Ask: How many presents can you see? (Father Christmas has got three presents in his bag, and he is holding two more) Explain that the big present that he is giving to the children is ajigsaw puzzle Ask them who they can see in the picture: Trumpet, Cabu and Paco in thejungle Play the CD The children listen and point to the characters CD Track 48 Father Christmas: Ho, ho, hoi Merry Christmas! Merry Christmas! Here's your present! Girl and boy: Thank you, Father Christmas Boy: It's thejung/e Look! Here's Trumpet and Poco and Cabu I like Cabu Small boy: (cries) Father Christmas: OK, Fred Here you are Small boy: Thank you! All: Look! Father Christmas: Ho, ho, hoi Merry Christmas! All: Merry Christmas Father Christmas! Thank you! Thank you l o o Ustan again and say Sing • @ €) Merry Christmas, Merry Christmas l Look at the presents and the tree • Merry Christmas, Merry Christmasl Here's your present with love from mel Merry Christmas, Merry Christmas! Open your stocking, look and see! • Thank you l Thank youl Thank you! Merry Christmasl o • Draw a Christmas carci ~ , • Draw a Christmas carct Talk about the Christmas card next to the song in Exercise Elicit who the children can see Point out that the animals are wearing Christmas hats: they are celebrating Christmas in thejungle Explain that people often make cards for their friends with photos of their fam ily Now point out the card in Exercise Elicit what they can see in the picture (a Christmas tree with a star on top, presents under the tree, Father Christmas' hat) Ask the children to draw their own Christmas card Tell them they can choose what to draw Distribute the card and make sure the children have coloured pencils Monitor while they are working Encourage them to write Happy Christmas on their cards They can fin ish their cards at home Activity Book pages 77-78 • • • Ask the children to open their Activity Books at page 77 Explain how to make the Christmas decorations at home The children cut out the shapes and colour them in They can stick a piece of string on the back of each decoration to hang it from their tree Ending the lesson • CD Usten again and say • • • o • • • • Track49 Play the CD again Say Merry Christmas and ask the children to repeat Do the same with Thank you Hand the flashcard of a present to a child and say: Merry Christmas! Here's your present Prompt/elicit: Thank you Ask the class to repeat Invite the children to practise in pairs using objects such as their pencil case, etc Sing (ff) Track 50 Play the song once all through and ask the children to listen Read the words aloud, section by section, with gestures and mime Use real objects or pictures that you have brought Ask the children to try to follow the words in their books Play the CD again and encourage the children to sing along Play the CD again Ask the class to stand up, and point and mime as they sing Sing the Christmas song again Happy Easter! Happy Easter! CD Usten and point Then say tv Objectives: to learn about Easter traditions Vocabulary: Easter bunny, basket, egg Language review: numbers 1-10; I've got (six eggs)! Materials: flashcards (Easter bunny, basket, egg); Class C02; a chocolate Easter egg for each child labelled with the child's name (extra activity) ® Easter Bunny egg cI> basket Warm-up • Write the phrase Happy Easter! on the board Talk about Easter customs and traditions in your country (Ll) • Tell the children about customs in Britain Use flashcards to present the key vocabulary: Easter bunny, basket, egg Explain that according to tradition in Britain, the Easter Bunny (rabbit) brings baskets filled with coloured eggs, sweets and toys to the homes of good children during the night Today, it is the custom to decorate eggs and to give chocolate Easter eggs as presents Children often take part in an Easter egg hunt: adults hide chocolate eggs in the garden or park, and the children have to look for them CD Listen and point Then say • CD • • o o Usten again and say ~ Find and count Then colour Track 51 f3\, Play the CD twice; the children point to the pictures as they Listen again and say Track 53 listen and repeat ~ • Divide the class into four groups and allocate character roles Play the CD The groups repeat the line of their character Track 52 Look and listen • Invite the whole class to shout Happy Easter! Talk about the picture in Exercise Ask the children: What Find and count Then colour can you see? Can you see the Easter Bunny? Play the CD Pause after each line, and say/ask: Point to • Ask the children to find all the hidden white eggs in the the Easter Bunny / How many eggs? / What colour? to picture and count them The first child to shout the right check comprehension answer wins! o CD Track 52 Girl 1: Look! The Easter Bunny! Boy 1: I've got four eggs in my basket Girl 2: I've got three eggs Boy 2: Look! Look l Red eggs! All: Happy Easter! • • Tell them to colour the eggs Invite some children to stand up, hold up their books and say, e.g Look! A red egg A blue egg, etc Or Look! Three red eggs, two green eggs, etc Activity Book pages 79-80 • • Ask the children to open their Activity Books at page 79 Explain how to make the Easter decorations at home Ending the lesson • Wish the class Happy Easter Tell them to move around the class wishing each other Happy Easter (I) (I) ~ ~ Q C .: ::J a , C ::J .: 0Q Q C Q ::J .: ~ ~ cr ~ ::J ::J ~ ~ .: ~ C ;:::;: c C ~ ~ ~ c ::J -t ::J .: :::J , cc • ::J ::J ~ c ~ ~ =r -t ;:::;: I cr (I) • • (I) c ::J C .: ::J ~ ~ ;:::;: (I) -t Photocopiable © Pearson Education 2010 (iJ C Q (I) C C N N :J ;:::;: :J ;:::;: o ~ (I) C :J ;:::;: W Photocopiable © Pearson Educati on 2010 cr I • o 5N C o ~ u book pencil teacher ::J ""0 LJ.J C o ~ o ~ @ OJ :0 o 00 o u Unit4 Unit4 UnitS door crayon desk Unit4 Unit4 UnitS bag rubber chair Unit4 - Unit S ~ UnitS ~ c CL en n C:S~:::J Q -c C ::J ;:::;: 0- ;:::;: 0- Q Q Q c c ::J ;:::;: ::J ;:::;: - J - J c ::J ;:::;: ;;? - J tocopiable © Pearson Education 2010 ::J ;:::;: 0- c Q ar+ c:5i :::J:::J C ::J ;:::;: 0- ~ ID C CT en • (I) c ~== :::J -Q c c::J C a , =s- c ::J ;:::;: - J (I) -t c-• Q S c::J ~ C ~ ::J OJ OJ " C ::J ~ -D ~ " C ::J ~ OJ C ~ ~ -D s a ::J • ::J • ~ )C c C ~ en • ::J cc ~ n -D ~ -c • Q ~ C ::J cc ~ (I) ~ OJ ::J , a• -c at Ul C ::J (I) ~ -D Photocopiable © Pearson Education 2010 • - ~e cc ~ (I) c C :::l r+ ;::::;: ~ ~ 0 ~ (I) C , : :::l ~ ~ ~ S~ C :::l ;::::;: ;::::;: -c (I) Q r+ -t C c:::l C :::l ;::::;: ~ ~ N ~ Photocopiable © Pearson Education 2010 ~ C :::l ~ C :::l ~ (D en ;::::;: ~ (D _e ~ :::l ;::::;: en (I) ~ C :::l , : :::::: =r c en en ::J a c:J ;::+ N tr (it c :J ;::+ N en c a a Q c :J :J w w ;::+ n ~ • -a en ;::+ < n a , C :J ;::+ ~ N n C :J ;::+ w cr -a • I c N N c:J c ;::+ ~ -l::> W ~ a ; as c :J ;::+ W ca (I) -t Photocopiable © Pearson Education 2010 • • Jump present Unit 14 • Happy Christmas l Father Christmas sWim Unit 14 run Happy Christmas! stocking Unit 14 Happy Christmas l Easter Bunny Happy Easterl egg Happy Easter! basket Happy Easterl The Teacher's Guide provides: • step-by-step lesson notes with audioscripts • ideas for games and extra activities • list of flashcards • photocopiable word cards The Active Teach CD- ROM contains: • an interactive version of the Fly High Pupil's Book • all classroom audio • flashcards for all vocabulary items • printable Teacher's Resources Additional teacher resources include flashcards for the Alphabet and key target vocabulary Fly High Components 1'1 IIIIIIW • Pupil's Book with audio CD • Active Teach CD-ROM • Activity Book • Teacher's Guide • Flashcards • Class audio CDs ISBN 978-1-4082-3386-3 PEARSON Longman www.longman.com 781408 233863 > ... I'm Mr Kuma Trumpet: Hello 1' 111 Trumpet What's your name? What's your name? Activity Book pages 71- 76 • • • Ask the children to open their Activity Books at page 71 Open your own book and hold... Suggestions on how to use these cutouts are given in the relevant lessons Teachers Guide Teaching with Fly High The Teacher's Guide contains: • this Introduction, wh ich includes a list of additional... mouth, Numbers 1- 10 I've got a (nosel / (two eyesl 60 12 Pets pets, cat, hamster, snake Have you got a pet? Yes, I've got a (catl / No Irs a (snakel What am I? You're a (rabbit! 66 13 Food ice cream,