Oxford english get ready 1 teachers book

NUMBERS BOOK OPTIONAL 13 Pupils ring the correct number of apples to match the box on tlie left.. Pupils now do the exercise in the Numbers Book, putting a ring around the correct numbe

INTRODUCTION

THE MATERIALS

AIMS

Get Ready! aims to provide young learners with

a basic knowledge and feeling for English, giving

them a foundation for successful learning at the

next stage It teaches pupils to say and

understand a basic English vocabulary and a

small number of useful expressions It teaches

numbers and letters of the alphabet an'd

introduces pupils to the early stages of reading

and writing

Get Readyfis based around songs

and activities, carefully matched to the interests

of young learners and suitable for use with large

or small classes

COMPONENTS

Get Readyfis a two-level course The core of

each level is the Pupil's Book and the

accompanying cassette For each level there is

a Handwriting Book, an Activity Book and a

Numbers Book Wallcharts are also available

Pupil's Book I This introduces all the language

items in the first level of the course and contains

all the songs, stories, rhymes and games Most

of the work in Pupil's Book I is oral Only the

words or letters printed in a colour are for the

pupil to read The words in black are there to

guide the teacher

Cassette I This contains recordings of all the

songs, stories and rhymes in Pupil's Book I It

can be played in the classroom or used by the

teacher as a model during lesson preparation

Handwriting Book I This teaches the small

letters of the alphabet and places particular

emphasis on correct hand movements The

letters are taught in families, based on shape

and hand movement, not in alphabetical order

There ore built-in revision exercises

Act i vity Book I This is designed to reinforce the basic reading and writing skills and to give extra practice of the language taught in the Pupil's Book

Numbers Book I This is an optional component It teaches the number sets 1-/0, the writing of the numbers and the concept of addition up to 10

ORGANIZATION

Each level of Get Ready! is divided into sixty steps Each step is one page in the Pupil's Book (supported by the cassette), half a page in the Handwriting Book, one page in the Activity Book and half a page in the Numbers Book The materials and syllabus have been very carefully planned and the books should always be used in this order The sequence for a complete step is therefore as follows:

D·B·D·B Pupil's Handwriting Activity

THE TEACHING METHOD

CHORAL REPETITION

Numbers Book

Drills and repetition are particularly suitable teaching techniques for young learners, who learn through imitation The important thing is for the language being drilled to then be used in a context which is meaningful to the children This

is why songs, rhymes and games are so important, for in the world of the child these are real ends in themselves

There are four stages to be gone through in

teaching with choral repetition:

The teacher says the words and gives the

meaning

2 The class says the words after the teacher

3 The class says the words on its own (in

response to a cue)

4 Individual pupils say the words

The amount of time spent on each stage will be

for the teocher to decide If possible, the

meaning should be given without using the

pupils' own language This can be done through

mime, blackboard drawing, or the pictures in the

Pupil's Book Throughout the choral repetition,

the teacher should keep reminding the closs of

the meaning of the words

SONGS AND STORIES

The songs and stories are all written specially for

the course and are in very simple language that

can easily be learned by the pupils

Songs The songs are all recorded on cassette

This can be played in closs, but the teacher may

use the cossette at horne to learn the songs and

then teach them to the closs herself While

singing, pupils should point to the pictures in the

Pupil's Book or perform the suggested actions

These reinforce meaning and make singing

more enjoyable Singing should be part of every

lesson and teachers should regularly go bock

and use songs from earlier in the course

Stories The stories are also on cassette but

here again the teacher can, if she prefers, use

the recording as a model and read the story to

the class herself It is particularly important to

make sure that pupils are pointing to the pictures

and following the story sequence Each frame of

the stories is numbered

QUESTION AND ANSWER

As well as drills, the teacher will want to use

Simple question and a swer techniques: What is

this? Show me a and so on Many of the

games or Picture practice pages in Get Ready!

are designed to practise these kinds of simple

dialogues (for example, Step 14 or Step 45)

Remember that the pupils should practise asking

as well as answering questions and that this will need choral repetition practice

INDIVIDUAL HELP Even when working with a large closs, teachers should try to give individual attention, especially

to pupils who have difficulties The ideal time to

do this is when pupils are working in either the Handwriting Book, Activity Book or Numbers Book This is when you can walk round the-closs and see how pupils are coping Wherever there are problems, aim to be positive about the things the pupil can do Success motivates; failure causes panic and lock of interest One of the main purposes behind Get Ready! is to give a pupil a sense of enjoyment and a feeling of confidence about learning English

ACCURACY

Do not be over-concerned about accuracy Get

Ready! progresses slowly and pupils will only gradually become aware of subtle differences and be able to imitate the teacher's model Give good models of English but do not correct every error mode by your pupils Never try to explain language rules to very young learners

MOTHER TONGUE Pupils should hear as much English as possible However, there are many situations when it is very useful to use the pupils' own language For example, you might use it to explain on exercise

in the Activity Book, the meaning of a song or how to playa game When teaching handwriting

it is especially effective to use the pupils' own language The important thing is to avoid translation Always t(y to explain new words through a picture or mime Never ask pupils to translate

THE ALPHABET

In learning the alphabet, pupils have to learn the importance of quite small differences in letter shape: dip, old, ( n , lg and so on They also have to learn the names of the letters and the

sounds they make Eventually they have to learn

to write the letters There is no reason why these

different things should be taught at the same

time In Get Ready! /they learn the name of a in

Step 5 and they learn to write a in Step 25

In Get Readyfthe letters of the alphabet are

introduced in Pupil's Book I First of all the pupils

should be taught the sounds of the letters, using

the formula 'a' for apple, 'b' for boy etc The

names of the letters are taught in the Activity

Book, in the sections headed Say the alphabet

(see Steps 3, 5, 7, II, 13, 15, 19, 21) The

writing of the letters is taught in the Handwriting

Book in a sequence based on families of letter

shapes, rather than alphabetical order

READING

There is no 'real' reading in Get Ready! Pupils

need first of all to acquire pre-reading skills In

particular, they must become familiar with

left-right sequencing and letter recognition Many of

the exercises in the Activity Book give practice in

these skills Pupils also learn to recognize whole

wards The first group of these occurs in Step 23

They are always introduced in the Pupil's Book

and practised in the Activity Book By the end of

Get Ready! I pupils will be able to recognize

twenty-one words (including a)

Throughout Get Ready! small black type is used

for words that are intended solely as guidance

for the teacher They look like this:

Show me a green van

Number one is a big boat

Words or letters to be recognized by the pupil

are printed in a much larger size They look like

this:

a red plane

In the Pupil's Book, words, letters or numbers for

the pupil are always printed in a colour

HANDWRITING

As well as writing letters and words, pupils benefit from any activities th t develop control of -' the motor skills Drawing and colouring are

important and there are ample opportunities to

do this in Activity Book I There are also exercises practising writing of letters or words in the Activity Book and these are carefully matched to the sequence in the Handwriting Book

The main book for teaching handwriting is, of course, the Handwriting Book Tobe effective, it should pe combined with good classroom demonstrations The sequence below is suggested

Before asking pupils to write a new lettef or pattern, demonstrate on the blackboard

Always use a grid with a baseline and three guidelines Describe to the pupils in their mother tongue exactly what you are doing

as you write

2 Next half-turn your back to the class, almost as if you were going to write on the blackboard, and trace the letter or pattern in the air with your finger Get the class to do it with you as you describe the hand

movement

3 If you are teaching a new letter, the pupils c) can now use their finger to trace the large solid black letter in the book (headed Look) ThiS should be done as a class, with the teacher describing the hand movement

The dot shows where the hand movement begins and the arrow shows the direction to

go in

4 Pupils are now ready to practise tracing in their Handwriting Books, using a pencil or pen They trace over the grey lines, starting from the black dot The third line of practice

STEP 2

Und e rst and: Whatis this?

Say: a, an, apple, bird, goodbye, and

R e ad : a b

PUPIL'S BOOK

L etters Say Look An apple Pupils repeat

without and with an:

Teacher Apple

Class Apple

Teacher An apple

Class An apple

2 Repeat this procedure with bird

3 Say Show me a bird/on apple Pupils paint

and say This is a bird/an apple

4 Ask What is this? Pupils answer An apple/A

bird

5 Point to the letters and get the class to

repeat 'a'forapple, 'b 'for bird Teach the

sounds 'a' and 'b', not the letter names

Say Shaw me 'a' Write a on the board and

ask What is this?The pupils give the letter

sound, not the name Do not ask pupils to

write the letters yet

6 Song Revise Hello I am by introducing

yourself to pupils, who reply Hello I am

Then shake their hands and say Goodbye

(pupil) Walk away and wave Say

Goodbye Pupils practise repeating

Goodbye after you

7 Bring two pupils to the front (e.g John and

Mary) and say John and Mary The class

repeat Do this with several pairs Each

time they go back to their seats say

Goodbye and The class repeat

8 Say Show me Jack Show me Sue Sho w

me Jack and Sue Say Goodbye Jock and

Sue and 'wave to the baok' The class wave

and repeat Play the song and get the class

to join in by singing yourself Sing with the

class without the tape

in their Handwriting Books Go round the class, watching hand movements Finally the pupils write in their Handwriting Books Repeat with the monkey and the dog Pupils can try drawing their own pathways

an pieces of paper Do not worry if they find this difficult The final result is not important The purpose is to practise moving the pencil from left to right in an unbroken, flowing line

ACTIVITY BOOK

I I Match Pupils ring the pictures and letters

that match the example on the left

Demonstrate on the board, using simple drawings, for example, some balls:

Encourage pupils to draw the ring in an anti-clockwise direction (like the letter 0)

12 Say and colour Say Show me an apple/a

bird/Jack/Sue Then ask pupils to 'read' the pictures aloud from left to right The pupils colour them in Go round, asking individuals

What is this? Show me

NUMBERS BOOK (OPTIONAL)

13 Pupils ring the correct number of apples to match the box on tlie left Demonstrate on

the board with circles or use real objects (e.g pencils) Do not use the names of the numbers yet Get the pupils to do the ones

on the left first of all Go through them on the board before the pupils continue to do the ones on the right

Letters Say Look A cat Pupils repeat

after you, pointing to the picture in the book

They should repeat without and with a: Cot

A cot Cat A cat (see Step 2) Make sure to

pronounce a correctly It should sound like

' a' in ago, not 'a' in name

Repeat this procedure with dog

Say Show me a eatla dog Pupils point and

say Th is is a eatla dog

Ask Whatis this? Pupils answer A eatiA

dog

Paint to the letters and get the closs to

repeat 'e ' for cat, 'd' for dog Teach the

sounds 'c' and 'd', not the letter names Say

Show me 'e' Write a, b, cor d on the board,

and ask What is this?The pupils give the

letter sounds, not the names Do not ask

pupils to write the letters yet

Numbers Draw groups of dots on the

board, in the some arrangement as the dots

in the Pupil's Book:

• Point to each of the groups of dots and say

the number: One, two, three The closs

repeat after you Next get the closs to say

the numbers as you point in sequence:

One, two, three Ask individual pupils to say

the numbers

7 Hold up one pencil, then two and finally

three, each time saying the number Then

hold up different numbers of pencils and get

the class or individual pupils to call out the numbers

8 Give all three pencils to one pupil Say

Show me two lt hree /o ne

q Now write the three figures on the board: I,

2 3 Make sure to follow the same style of

writing as the Pupil's Book Get the class to count as you point to each figure in

sequence Ask individuals to count, pointing to the Pupil's Book

10 Put individual figures on the board and ask

Whotis this? Encourage pupils to look at

the Pupil's Book and match what you have written with the book They can then work out the answer to your question by looking

at the number of dots or by counting and f pointing until they get to the figure you have

written Do not be too concerned if some ' pupils are s ll uncertain, but do try to

ensure that they are all attempting to 'read' the figures from left to right

II Revise Hello 1 am Goodbye Sing the

Hello song (Step I) and the Goodbye sang (Step 2)

HANDWRITING BOOK

12 Demonstrate the bird on the board, describing what you are doing Use the pupils' mother tongue The hand makes one continuous movement from left to right,

without pauses Pupils practise with you,

with their fingers in the air Next they practise with their finger in the Handwriting Book Go round, checking the hand

movements Finally, pupils write in the Handwriting Book

ACTIVITY BOOK

13 Match Pupils ring the letters that match the example on the left Demonstrate first of all

on the board and revise a, b, e , d

14 Say the alphabet Explain that the letters make sounds and that they also have names Write abc d on the board Pointing, getthe class to say the names of the letters after you Ask individuals to do it, pointing

to the letters in the Activity Book The arrow

is to remind them to go from left to right

15 Write individual letters on the board Ask

What is this? Pupils tell you the name of the

letter

16 Draw and colour Pupils trace over the

grey lines Then they colour the pictures

Go raund as they work a d ask individuals

What is this? Shaw me a cat Get them to

say the first four letters of the alphabet to

you Be as encouraging as possible Make

sure that they are 'reading' from left to right

17 Put dots on the board and get pupils to tell

you the number Do the same with the

figures, I, 2, 3 Demonstrate matching dots

to a figure, using the first example in the

book Pupils now do the exercise in the

Numbers Book, putting a ring around the

correct number of dots to match the figure

on the left Encourage pupils to draw the

ring in an anti-clockwise direction, like the

letter a Get the pupils to do the ones on the

left first of all Go through the answers on

the board Then the pupils can do the ones

Write the figures 123 an the board Point

and get pupils to call them out Say What is

this?

2 Draw a bird on the board Say Look A bird

Draw another bird and say Two birds The

drawings must be quick and simple:

3 Cover one bird with your hand and then uncover it, as you say One bird, two birds

The class repeat after you

4 Now draw a third bird and say Three birds

Cover two birds with your two hands and,

as you reveal them, say One bird, two birds, three birds The class repeat Do not overemphasize the sforthe plural Do not

be too concerned about accuracy Do not try to explain Pupils will very gradually learn these small differences through imitation

5 Repeat this procedure for one cot, two cots,

three cots Again use very simple drawings:

6 Rhyme Pupils look at Step 4 Explain that

it is a kind of 'story' It goes down the page and each picture shows the next thing that happened Soy that you are going to play the tape and that they must work out the

'story '

7 After the tape, ask pupils to tell you the 'story' in their mother tongue If they do not understand, do not explain yet

8 Next, you say the rhyme, using your voice and gestures to bring out meaning Also bring out the drama of the cat creeping up and then pouncing and then, after that, the dog creeping up on the cats The cot's miaow and the dog's bark, which are on the tape, are important parts of the story which should not be missed out

q Play the tape again' and get the class to point to the pictures while they listen Now get the class to say the rhyme with you They should use a gesture for the pounce

on CATfand DOG!

10 Soy Show me two birds / one cat etc

HANDWRITING BOOK

II Demonstrate on the board, explaining what

you are doing Use the pupils' mother

tangue The pencil is doing smooth jumps

and landing on the ground It does not leave

the paper, but it has a rest before the next

jump Pupils copy you, tracing with their

finger in the air They can then trace over

the lines in the book with their finger Go

round, checking their hand movements

Pupils can now write in the Handwriting

Book

12 Pupils can draw balls in a separate

copybook or on a piece of paper and

practise doing 'bounces' from left to right

ACTIVITY BOOK

13 Match Pupils ring the numbers and letters

that match the example on the left

14 Say and colour Say Show me a birdlo

cotlo doglon apple Then ask pupils to

'read' the pictures aloud from left to right

Pupils colour them in Go round asking

individuals Whotis this? Sho w me

NUMBERS BOOK (OPTIONAL)

15 Pupils ring the correct numbers of birds to

match the figures on the left Demonstrate

on the board, using simple drawings of

birds Make sure to revise recognition of I,

2, 3 Get the class to do the ones on the left

first of all Go through the answers an the

board Then the pupils can do the ones on

the right

STEPS

NEW LANGUAGE Say: elephant , fish, girl

Read: e, f, g

PUPIL'S BOOK Leiters Say Loo k An elephant Pupils

repeat after you, pointing to the picture in the book They should repeat without dnd

v;ith on: Elephant An elephant (see Step 2)

2 Repeat this procedure with fish and gir l;'

3 Say Show me an elephantla fishlo girl

Pupils point and say This is a(n)

4 Ask What is this? Pupils answer This is an

6 Revise apple, bird, cot, dog, elephant, fish,

girl Point to the pictures in the book and ask What is this?Write abc d e fon the

board and get pupils to say the saunds ' d '

for dog, 'f ' for fish ClS yau point to the letters

7 Practise the rhyme from Step 4 Ask the girls to do the first four lines and the boys the second four Then swop over

HANDWRITING BOOK

8 Demonstrate the butterfly's flight on the board, explaining what you are doing The loops are made in a smooth line, without the pencil leaving the paper There are no pauses Pupils do this with you, with their fingers in the air Next, they do it with their finger and then a pencil in the Handwriting Book Make sure that they only do the butterfly

q Demonstrate the 'u' shapes and 'n' shapes

on the board Like the jumps in Step 4, both

of these require pauses, but the pencil does not leave the paper Pupils should

eventually practise these in a copybook or

\

on a piece of paper as well as in their

Handwriting Book

ACTIVITY BOOK

10 Match Pupils ring the letters that match the

examples on the left Demonstrate on the

board if necessary

II Say the alphabet Write abc d e f g on the

board, making sure to follow the style of the

letters in Get Ready/The class say the

name of each letter after you Then they

say all seven letters with you, pointing to

each one in the Activity Book as they say il

Ask individual pupils to say the letters in

sequence, pointing to their books

12 Say Show me c and get the class or

individuals to point to the letter of that name

in the Activity Book

13 Draw and colour Pupils trace over the

grey lines Then they colour the pictures

Go round as they work Look at the way

pupils are holding their pencils Ask What is

this? Show me Get individuals to 'read'

the first seven letters of the alphabet to you

14 Draw three fishes on the board and write up

the figures, 123 Pupils come to the frant

and ring the figure that is the same as the

number of fishes they can see Cover one

or two fishes with your hands Make the

drawings very simple:

Pupils can now complete the exercise in the

Numbers Book

NEW LANGUAGE Understand: How many ?, yes, no Say: boy(s), finger(s)

PUPIL'S BOOK Rhyme Ask a boy to come to the frortl Say Boy A boy The class repeat after you

Do the same with a girl Call out the names

of different pupils After each name, the class say girl or boy, as appropriate

2 Bring two boys to the fro;t and say T wo boys The class repeal Bring another boy

to the fronl The class repeat after you

Three boys Now count the boys and get the class to say with you One boy, two boys , three boys Do the same with three girls Do not exaggerate the pronunciation

of the plural s and do not be over

-concerned with accuracy At this stage some pupils will not distinguish girl/ girls

3 Demonstrote the rhyme Count out three boys in the class, pointing to each one in turn: One boy , two boys, three boys Then pause, look round, and select a fourth boy

by name (e.g John) As you say John,

stand behind him and get him to stand up Still standing behind him, take h.is arm and point to three girls as you count them out:

One girl , two girls, three girls Pause, then name a fourth girl John sits dawn and the

girl stands up (e.g Mary) Now stand behind Mary and count out three boys Let her choose the next bay to stand up

4 Explain that this is a game that Jack and Sue play in their school Play the tape Explain that a girl is speaking Pupils point

in the book as she counts out the boys Pause, ask who she has chosen (Jack) Pupils point in the book as Jack counts out the girls He chooses Sue Pupils listen to see who Sue chooses (David)

5 The children can now perfarm this rhyme

as a chain Help as necessary Try to make the selection of each pupil by name seem

as exciting as possible

6 Game Hold up one finger and get the class

to repeat after you Finger A finger Hold up

two, then three fingers and get the class to

say after you TwolThree fingers Now hold

up one, two or three fingers (see Pupil's

Book) and ask How many fingers? The

pupils answer One/ Two/Three fingers Tell

different numbers of boys or girls to stand

up Ask How many boys/girls?

7 Now play the game Put your hand behind

your back and ask How many fingers?

Pupils have to guess Use yes and no when

you reveal your fingers

Teacher (concealing fingers) How

many fingers?

Pupil A Two fingers

Teacher (revealing fingers) No! How

many fingers?

Pupil A One finger

Teacher (concealing fingers) How

many fingers?

Pupil B Three fingers

Teacher (revealing fingers) Yes, three

fingers

8 Pupils can now attempt to take the

teacher's role, asking How many fingers?

Help as much as necessary Omit if it

seems too difficult

HANDWR I TING BOOK

q Demonstrate drawing circles The pencil

must not leave the paper until the circle is

complete Always go in an anti-clockwise

direction Pupils draw circles with you in the

air Then they can do the clown's balls

10 Remind pupils of the 'u' shapes, with a

pause at the end of each 'u' Pupils can

then trace over the pattern below the clown

The dots show them where to start and the

arrows show the direction to go Pupils who

finish may colour the clown

ACTIV I TY BOOK

I I Match Draw a fish, a cat and a bird on the

board (see Steps 4 and 5 for suggested

drawings) Write f, c and b Get pupils to

match the sounds of the letters with the

initial sounds of the words Say 'f' for ? Pupils can then do the matching exercise

12 Say and calour Say Show me an elephantla finger/a girl/an elephant Then

get pupils to 'read' the pictures aloud from left to right Pupils can now colour them in while you go round individually, asking

What is this?

NUMBERS BOOK (OPTIONAL)

13 Write figures on the board and get pupils to

come up and draw the correct number of dots Pupils can now work in the Numbers Book They should take each number on the left in turn, troce over the line anci.then draw the correct number of dots at the end

of it Go round, helping and asking How· many? as you point to figures and dots

to another pupil and introduces him or herself Let this continue as a chain, helping where necessary

2 Letters Say Look A hand Pupils repeat after you, pointing to the picture in the book,

Hand A hand (see Step 2)

3 Repeat this procedure with insect and jug

4 Say Show me a hand/insect/jug Pupils point to the pictures and say This is a hand/

6 Point to the letters and teach the sounds, 'h'

for hand , 'i'for insect, 'i' for jug Soy Show

me ' h'/'i '/ )' Pupils point to the letter that

makes that sound Write the three letters on'

the board and get pupils to tell you their

sounds as you point Revise the sounds

lo'_ ' g'

7 Practise the rhyme from Step 4

8 Play How many fingers? (Step 6)

q Sing the Goodbye song (Step 2)

10 Demonstrate how to do the sharp angular

line Explain in the pupils' mother tongue

what you are doing The pencil is moving in

straight lines It goes up the mountain and

then it pauses for a rest It does not leave

the paper Now it comes straight down

Pupils practise this with you, drawing in the

air They can then go over the two jogged

lines at the start of Step 7 They can do this

first of all with a finger, as you go round

checking the movement Finally, they write

over these two lines

I I The crocodile's teeth are harder because

the movements are smaller Follow the

sequence above Make sure that pupils

'write' the teeth as one jagged line

'Drawing' the teeth as a series of separate

lines is incorrect Remember that the most

important thing is to learn the correct hand

movement, not to produce a perfect result

ACTIVITY BOOK

12 Match Pupils ring the letter that matches

the examples on the left

13 Say the alphabet Write a bcde fg h ijon

the board The class says the nome of each

letter after you Practise h, i, j several

times Now get the closs to soy all ten

letters with you, pointing to each one in the

Activity Book Get individual pupils to soy

the ten letters in sequence, pointing to their

books

14 Say Show me h/alj/d and get pupils to point

to the right letter in the Activity Book

15 Draw and colour Pupils trace over the

grey lines and then colour the pictures Go round, asking What is this? as you point to letters or either of the pictures

16 Draw four jugs on the board and write up different numbers Pupils come to the front and ring the right number of jugs Then ask

How many j ugs? Pupils answer OneiTwo /

Three jugs Make the drawings very simple:

Pupils can now complete the exercise in the Numbers Book

Say: elephants , fishes

PUPIL'S BOOK

Song Say Show me an elephant/a fish

Pupils point to the book Say What is this?

and mime an elephant by holding your ears out Do the same with fish, making your hand 'swim'

2 Point to the top group of elephants and ask

How many elephants? Do the same with

fishes (N.B Fish has two plural forms:

fishes and fish - the same form as the singular Both farms are correct.)

3 Play the tape and demonstrate the actions

For the last verse wave Hello Repeat and get the pupils to join in the actions If they

find it difficult to manipulate their fingers for

one , two, three, they can point to the

numbers in the book instead

4 Play the tape again You sing the How

many? lines of the first two verses and get

the pupils to join in with you on lines 2 and

4 Everybody should sing the last verse

5 Practise saying How many elephants/

fishes? with the class repeating it after you

The class can naw sing the whole song, if

possible combining this with the actions Try

it with and without the tape Encourage the

class by singing and doing the actions

yourself

6 Bring different numbers of pupils to the front

and ask How many girls/bays?

7 Sing the Hello song (Step I)

HANDWR I TING BOOK

8 Demonstrate drawing vertical lines on the

board Each line is separate The important

thing is to cantrol the length So

demonstrate between two lines, like the

ladder in the Handwriting Book Pupils trace

in the air with you Then they complete the

clown's ladder

q Remind the class how to draw circles They

should be done in one movement and

anti-clockwise Get them to trace in the air with

you Pupils can then complete Step 8 in the

Handwriting Book

ACTIVITY BOOK

10 Match Write four or five letters from a-j on

the board Ask pupils to remind you of the

sound each one makes Then get them to

tell you a word that begins with that sound

Say 'b' for ? Now call out words and get

the pupils to tell you which letter on the

board they start with Encourage pupils to

use the letter names, but accept sounds as

Teacher Yes, good: h (name)

Pupils can now do the matching activity,

drawing lines to connect the pictures to

their first letter

I I Soy and colour Say Show me a jug/hand/

apple/boy Then get pupils to 'read' the pictures aloud from left to right While they colour them in, go round looking at the work done for the matching activity Help pupils who are unclear about the sounds

12 Pupils have to draw dots to correspond to numbers Demonstrate on the board Write

a figure and ask How many?Then select a

p pil to draw the right number of dots

STEPq NEW LANGUAGE Understand: clap, listen, tap, number

Say: four, five six

Read: 4 5, 6

PUPIL'S BOOK Numbers Write groups of dots on the

baard, in the same arrangement as the Pupil's Book Point to them as you count to six Get the class to say each number after you Repeat four, five, six several times Then get the class to count with you

2 Bring different numbers of boys and girls to the front of the class Count out loud with the class: One, two, three, four , five Then ask How many boys? The class respond

Five boys

3 Now write the figures 1-6 on the board Make sure to follow the style of 4 in the book Point to the figures and count out loud Get the class to join in, pointing to their book Ask individuals to count 1-6, as they point in their books

4 Say Show me six/five etc and get pupils to point to their books Write figures on the board and ask What is this?

and say Look OnelTwo is a number Do a

mime for listen Get pupils to say after you

Listen and then Listen to the numbers (Da

not try to explain the definite article, the.)

7 Pupils are now ready to sing and do all the

actions If pupils find it difficult, they can

clap all the way through instead of tapping and clapping But do not forget that trying to remember whether to clap or tap is part of the fun!

8 Practise the rhyme in Step 6 and sing

Elephants and fishes (Step 8)

q Steps q-12 revise all the basic hand

movements and introduce the handwriting grid Draw this on the board In the

Handwriting Book it consists of three grey

lines and a black baseline On the board, use a colour for the baseline and white for

the other three Explain the grid to pupils, in their mother tongue There are four lines

One line is the baseline All the letters touch the baseline Some go up to the first line above it , for example 'a' {draw an a) Same

go to the very top line, for example 'b' {draw

a b) Some go to the bottom line , for example ' g '{dr aw a g)

10 Naw demonstrate drawing vertical lines Put a dot on the top line This dot should be the same calaur as the baseline

Demonstrate Say I am putting the pencil

on the dot I am drawing a nice , stiff, straight line and stopping as soon as I touch the baseline Get pupils to do this with their

fingers in the air, starting from an imaginary dot and ending on an imaginary baseline

Repeat this procedure with a vertical line starting on the first line above the baseline and ending on the line below it

I Pupils naw do the five vertical lines in the first row in the Handwriting Book

12 Now demonstrate the 'u' shapes Again

emphasize the grid 10m starting fram the dot and curving slowly dawn to the baseline I just touch it and curve back up to the line above the baseline I touch it and pause The pencil stays on the paper Then

I curve down again Students practise in

the air as you describe an imaginary grid

13 Pupils can now complete the first raw in the Handwriting Book and do the secand Go round, checking and encouraging Pupils should be saying to themselves the words you used when you were demonstrating

14 The third row is to copy the line above The dots show the pupils where to start

Remember that it is the flOnd~rfiovement and the use of the grid that matters, not the end result

ACTIVITY BOOK

15 Match Pupils ring the figures that match the example on the left Revise recognition

of the numbers 1-6 before the pupils begin

warking in the Activity Book Write the

figures on the board and say Show me two! six etc Then write up single figures and ask

What is this?

2 .4 6

Explain, in the pupils' mother tongue, that

you want ta jain the numbers tagether in the carrect arder Bring a pupil to the front Say

One , two and indicate for the pupil to draw the line Then say One, two , three and get

another pupil to now join 2and 3 Continue until the line is finished Pupils can now join the numbers and complete the fish in the

Activity Book

NUMBERS BOOK (OPTIONAL)

17 Put groups of dots on the board,

representing 1- 6 Call out numbers and get

pupils to identify the correct group Pupils

can now do the exercise in the Numbers

Book

NEW LANGUAGE

PUPIL'S BOOK

Picture practice This provides the

opportunity for revision Use the

expressions Show me What is this? and

How many ?The vocabulary includes

apple, bird, boy , cat, dog, elephant , fish,

girl, hand , insect , jug Jack is there (wearing

the red shirt) and Sue is seated on the left

2 Sing Elephants and fishes (Step 8), Listen

to the numbers (Step q) and the Goodbye

song (Step 2)

HANDWRITING BOOK

3 Draw the grid and demonstrate first the

short vertical line and then the 'v' shape

Describe what you are doing, referring to

the dots and the grid Pupils practise each

of the shapes with their finger in the air, as

you describe an imaginary grid Then they

complete the first twa rows in the

Handwriting Book Go round checking

Demonstrate again if necessary

4 Pupils can now do the third raw They

should copy the twa rows above They

should always start from the black dot

ACTIVITY BOOK

5 Join the letters Draw this on the board:

be ec g i

Call pupils out to the front to help join the

letters in the correct order Pupils can then

do the exercise in the Activity Book

6 Say and colour Say Show me an idse C"t/ cat/bird/girl Get pupils to 'read' the pictures aloud from left to right Pupils can then colour the pictures Go round, individually' checking the names of the letters in the Join the letters activity Ask What is this?or say Showmed

NUMBERS BOOK (OPTIONAL)

7 Put eight dots on the board Callout a number (1-6) and get a pupil to ring the correct number of dots Pupils can then do the activity in the Numbers Book

Understand: What is this number?

Say: kite, lion, monkey

Read: k , l , m

PUPIL'S BOOK Lellers Say Look A kite Pupils repeat after you Kite A kite, painting to the picture

in the book (see Step 2)

2 Repeat this procedure with lion and

monkey

3 Say Show me a lion/a kite/a monkey Pupils point and say This is a

I

I

I,

4 Point to the pictures and ask Whatis this?

5 Point to the letters and get the pupils to

repeat ' k' for kite, 'I' far lion, 'm' for monkey ,

teaching the sounds of the letters, not the names

6 Revise the numbers 1-6 Write a figure on

the board and ask What is this number?

claps? Do the same with taps Callout a

number and get a pupil to clap or tap it oul

7 Play How many fingers? (Step 6), but using

both hands and up to six fingers

8 Practise the rhyme in Step 6, but counting

up to six girls ar boys

HANDWRITING BOOK

10 Demonstrate the vertical lines, using the

grid and describing what you are doing

Pupils trace the lines in the air as you describe an imaginary grid They write over

the vertical lines in the first row in the

Handwriting Book

II Demonstrate the 'n' shapes, again using the grid and describing what you are doing

in the pupils' native language 10m starting

at the dot and moving gently up until I just curve and touch the line above the baseline I am not stopping 10m continuing down to the baseline I touch the baseline and rest The pencil does not leave the paper I now go bock up the some line I

have come down Pupils trace this in the air with you, as you describe an imaginary grid Pupils now complete the first row in

the Handwriting Book and do the second

Go round, providing encouragement and help

12 The third row is to be copied from the two

above The dots show where to start each time

and get the pupils to repeat it after you

Practise k , I and m several times The class now say the alphabet a-m with you, pointing to the letters in their books

15 Say Show me j / klb etc Pupils point to the

letter in their Activity Book

16 Ask individuals to recite the alphabet a-m ,

pointing to the letters in the Activity Book

17 Draw and colour Pupils complete the pictures and colour them in Go round,

asking What is this ? and checking

recognition of the letters of the alphabet, both their names and sQunds:,"

NUMBERS BOOK (OPTIONAL)

18 Pupils ring the correct numbers of birds to match the figures

2 Ask Ho w many fingers / insects? etc Pupils

look at their books and answer Five fingers / Three insects Get pupils to close their

books and see if they can answer from memory

pictures Play it again and get them to join

in the second and last line of each verse

You sing the How many? lines

4 Pupils can now sing the whole song Try it

with the girls singing the How many? lines

and the boys answering Then swap raund

5 Sing E lephants and fishes (Step 8)

HANDWRITING BOOK

6 Remind pupils how to do the vertical lines

(see Step q) They then do all the verticals

in the top row in the Handwriting Book

7 Demonstrate the circles, explaining what

you are doing I start at the datjust belaw

the line above the baseline I curve up and

touch the line above the baseline and,

, ~ithout pausing, continue on raund I touch

the baseline and continue until I reach the

dot again The pupils trace this in the air

Then they complete the first row of circles

in the book and do the second row

8 The third row is to be capied from the anes

above If possible, pupils should practise

these hand movements further This can be

done on paper or in a copybook, designed

for the early stages of writing

q Match Write the letters a - m on the board

and revise the sounds they make Say 'd'

for ?Then point to individual letters and

get pupils to say 'c' for cat , 'I' for lion and so

on Pupils now do the exercise, p tting a

initial sound of the word illustrated

10 Say and colour Say Show me a monkey /

a fish/a lion Ask pupils to 'read' the pictures

aloud from left to right Pupils can now

colour the pictures

I Pupils have to ring the number that

matches the number of kites Demonstrate

on the board Draw five kites and write the

numbers 1 - 6 Count the kites alaud: One,

two , three , four, five Then ring the figure 5

Rub out one kite and demonstrate again

The drawings shauld be very simple:

Pupils can now do the exercise in the Numbers Book

NEW LANGUAGE Say: nest , orange , pencil , It is

Reod: n 0 p

Write: c

Letters Say L ook A nest and paintto the

picture Pupils repeat after you without and

with a (see Step 2): Nest A nest

2 Repeat this procedure with orange and

pencil

3 Soy Show me a pencil/orange/nest Pupils point to the pictures and say This is a

4 Pointto a picture and ask Whatis this?

Pupils reply A nest/orange/penci l

5 Teach the answer It is a nest/orange/pencil

Get pupils to repeat it after you as part of a question a d answer routine

Teacher What is this?

Class What is this?

Teacher It is a pencil

Class It is a pencil

Point to pictures in Steps 2, 3, 5, 7 I I, as

Encourage pupils to answer It is Use

mimes for fish and elephant (see Step 8); make cat, dog, insect, lion or bird noises;

t h is?

one Revise the sounds 'a'-'m'

7 Sing How many monkeys? (Step 12)

8 Demonstrate the letter c (see Introduction)

Use a grid and describe what you are doing

in the pupils' mother tongue I start on the dot I curve gently up to touch the line

-l above the baseline Now, without pausing, I

curve down to just touch the baseline I start back up towards the dot and then stop

Demonstrate several times Make sure the

pupils know the name of the letter and its

sound ('c' for cat)

q Pupils now trace the letter in the air with

you Describe the movement and an

imaginary grid as you do this Pupils now use their finger to trace over the large letter

cin the Handwriting Book (headed Look)

They do this os a class, following your

instructions Repeat several times Go round, quickly checking the hand

movement Demonstrate once again, if necessary

10 Pupils can now trace over the firsttwo rows

of the letter c The third row is to be copied

from the one above Pupils who finish can colour in the cat Go round, being very

encouraging ond trying to build confidence

Remember that it is the hand movement

and the use of the grid that matter, not the end result

I Match Pupils join the letters that are the

same

12 Say the alphabet Write a-p on the board

Say each letter by name and get the class

to repeat it after you Practise n, 0, p several times The class can now recite the

olphobet, a-p, with you, as they point to the

letters in the Activity Book

13 Say Show me Ilplklo etc Pupils pointto the

letters in their Activity Book and say This

is

14 Ask individual pupils to recite the alphabet

a- p, pointing to the letters in the Activity Book

15 Draw and colour Pupils complete the pictures and colour them in Go round

asking What is this?, indicating the orange

or the pencil Encourage pupils to answer It

isa

16 Pupils ring the correct number qJ pencils to match the figures -

NEW LANGUAGE Understand: Isita ? Laok at Say: yes, no

Write: a

Game Say Show me number 316/1 and

check that all the pupils are pointing to the

correct pictures Say Look at number 2 1 1 5

and again check t)'lat pupils identify the correct picture

2 Now say Look at number 4 and ask Is it a monkey? Answer this yourself with an

emphatic No! Ask Is it a girl?, again answering yourself, No! Ask Is it a boy? Answer yourself, Yes! Now ask the class

these questions and get them to chorus

back No! or Yes! Go on to ask individuals

3 Follow this pattern with the remaining five

pictures Make it as humorous as possible

You can ask more No questions than are

suggested in the Pupil's Book and make

them more absurd For example, for

number 5 you might ask Is it a penci//jug /

fish/insect/kite? Each time you ask, you

should appear ta expect the answer Yes

and be disappainted when the class (ar

individual pupils) say Na!When you get to

Yes , look pleased and say It is on elephant

4 As the game progresses, get pupils to

extend the Yes answer to Yes, it is a

5 It may be possible for some of the pupils to

try asking the questions: Look at number

Is it a ?Omit this if it is too difficult

6 You can extend this game by writing a

··.;number on a piece of paper and giving it to

a pupil The class ask Is it 6/5/3?etc The

pupil answers No! or Yes, it is 6

7 Sing Elephants and fishes (Step 8)

HANDWRITING BOOK

8 Demonstrate the letter a on the board,

using a grid Describe what you are doing

Demonstrate several times Make sure the

pupils know the name of the letter and the

sound it makes ('0' for orange)

q Pupils now trace the letter in the air with a

finger Do this several times Now get pupils

to use their fingers to trace over the large

letter a in the Handwriting Book (headed

Look) They should do this as a class,

following your instructions as you describe

the hand movement Do this several times,

moving round the room to check that all the

pupils understand If necessary, guide a

pupil's finger through the movement

10 Pupils can now use a pencil to trace the first

two rows in the Handwriting Book Go

round, checking and being very positive

about their efforts The third row should be

copied from the one above, starting each 0

from the dot provided

ACTIVITY BOOK

the initial sound of the illustrated word

Before pupils begin, check recognition of

the words: Show me a daglbay/arange etc

Do the first one on the board with the class,

using a and m Say Monkey Is it '0' for monkey? No! Is it ' m'far monkey? Yes!

Then ring m

to complete the picture of a boat If pupils are at all uncertain of the alphabetical order, they can look back to Step 13 in the Activity Book

NUMBERS BOOK (OPTIONAL)

13 Write numbers on the board and get pupils

to come to the front and put the right number of dots beside them Check the answer by counting the dots out loud Pupils can now do the exercise in the Numbers Book

the picture Pupils repeat after you without and with a (see Step 2): Queen A queen

2 Repeat this procedure with rabat and sun

You will, of course, have to say the sun

Pupils should imitate this but do not attempt

to explain it to them

3 Say Show me a Pupils point to the

pictures and say This is o If some pupils say This is 0 sun, you should accept it and repeat the correct version: Yes This is the sun Do not put an exaggerated stress on

STEPl6

NEW LAN G UA GE

Und e r s tand: Hands up! Hands dawn!

Say: littl e, big

Writ e: s, 2

PUPIL'S B OOK

Call a pupil to the front Hold up the pupil's

hand and say Loo k A little hand Then hold

,up your own hand and say Look A big

h and Draw two fishes on the board and

say Look A big fish / A little fish

2 Pupils practise repeating this after you, first

of all the adjective by itself and then in a

phrase

Teacher Big

Class Big

Teacher A big fish

Class A big fish

Teacher Little

Class Little

Teacher A little fish

Class A little fish

Follow the same procedure with A big / little

hand

3 Gam e Show the class two very obviously

different sized pencils Say Look A little

pencil Look A big pencil Again, get the

class to repeat after you Get the pupils to

look in the Pupil's Book Say Show m e a

big/little pencil

4 Hold up one of the pencils and ask Is it a

little pencil? Is it a big pencil? Do this

several times The pupils answer A big / little

pencil

5 Explain to the class that you are going ta

hide one of the pencils in your pocket (or in

a box) Make sure to hide the little pencil

Play the tape, demonstrating the actions

Stop the tape on Show me Say What is it?

as you reveal the pencil Encourage the

class or an individual to say A little pencil

Play this last part on the tape

6 Hide a pencil again This time hide the big

pencil Play the second recording of the game, following the procedure above

7 Now teach the class the rhyme and game The pictures in the Pupil's Book will help them Pupils can take turns to hide the pencil and reveal it after Show me, saying

to the class What is it?

8 Sing Ho w many mankeys?(Step 12)

HANDWR I TIN G BOOK

q Demonstrate s Practise tracing in the air and then tracing with a finger over the big letter in the book Pupils can then Wfite in the Handwriting Book The thirdline.tor

copying may prove difficult The priibletIl for beginners is getting s to end up on th'e baseline Be encouraging and do not expect too much The important thing at this stage is to attempt it in a single hand movement

a rabat? etc and checking recognition of the letters in the matching activity

NUMBERS BOOK (OPTIONAL)

12 Demonstrate writing the number 2, using the handwriting grid Describe what you are doing and get the class to trace in the air

with you It is important to write 2 in one hand movement There is a pause when it reaches the baseline and before it moves along it, but the pencil should not leave the paper

13 The class now use their fingers to trace over the large number 2 in the book, as you guide them through it Do this several times and walk around the class, watching the hand movements The pupils can then write

in the Numbers Book

Revise Hello , 10m and sing the Hella song (Step I)

Point to 0 boy Take their hand and perform

the action You might whisper in their ear what you want them to do Say Point to 0

girl Then get individual pupils to stand up

and tell them to point to another named pupil (e.g Mary) Say Point to Mory

3 Next get the class to point to pictures in the

Pupil's Book For example, say Point to on insect Then ask individual pupils Always give the instruction Point to before

naming the pupil who has to do it In this

way all the pupils will look for the picture

4 Let pupils have turns at giving the

instruction Point to

5 Call out a number from 1-5 Tell the class

that you are going to 'read' the pictures in

that row, going from left to right For example: 4 A Jug, a kite, on orange, 0

hand They must listen and tell you when

you make a mistake Make a deliberate mistake and pretend you do not know the answer Ask Is it 0 robot? Is it a boy?and so

on

6 Now let pupils have turns at 'reading'

across one of the rows The class point to each picture and listen out for mistakes

Apart from vocabulary revision, this kind of activity practises left-right sequencing

7 Sing Listen to the numbers (Step q)

HANDWRITING BOOK

8 Pupils have' now learned to write the four

letters based on an anti-clockwise circle

They are now going to learn a group of

letters based on a vertical line

Demonstrate writing i, using the

handwriting grid Describe what you are doing and get the pupils to trace the letter in

the air with you Make sure that they know the name of the letter and the sound it makes ('r for insect)

q The class can now trace over the big letter (headed Look) Guide them through this and walk round the class, checking hand movements Make sure that they do not forget to dot the i They can now write in the Handwriting Book

ACTIVITY BOOK

10 Match Pupils ring the letter {hat matches

the model on the left

I Join the letters Pupils join the letters in

alphabetical order to complete the picture

of the car Revise the alphabet up to s

before the pupils begin working

NUMBERS BOOK

12 Teach the pupils to write 3 Follow the

procedure for 2, described in Step 16 Like

There is a pause on the middle line, before the second half circle, but the pencil does

not leave the paper

2 Now say Look at robot number two Is it 0

big robot/little robot? Accept the answer

Yes or No, but encourage pupils to say

Yes, it is a big robot or No, it is a little robot

3 Repeat this procedure with the birds You

can extend it further with simple blackboard

drawings For example, you could use kites

(or jugs or fishes):

4 Song Say Show me Jock/Sue Play the

tape Pupils listen and then join in, po;nting

to the pictures

5 Sing the Goodbye song (Step 2)

HANDWRITING BOOK

6 Follow the procedure used for teaching the

writing of i in Step 17 Make sure that pupils

know the name of the letter and the sound it

makes ('I' for lion)

ACTIVITY BOOK

7 Match Put the handwriting grid on the

board Revise the writing of 0, c, e, s First

of all, write the letters in the air and get the

class to guess what you are writing Ask

What is this?Then get individual pupils to

come to the front and write one of the letters

on the grid Each time, draw in a dot to

show the starting point for the letter

8 Clean off the grid and write ace s on the

board Revise the sound each letter makes

Then pupils can do the exercise in the

Activity Book They have to choose the

letter that matches the initial sound of the

illustrated word and then trace over it Go

round, checking hand movements and the

choice of letter Starter dots are not given,

so make sure pupils start each letter in the

right place

q Say and colour Say Show me a nest/dag/

queen Get pupils to 'read' the pictures aloud in a left-right sequence Pupils can then colour the pictures

NUMBERS BOOK (OPTIONAL)

10 Put the handwriting grid on the board With

your finger write the figures I, , 3 and ask

What is this?Together with the class trace 1,2, 3 in the air, describing what you are doing Get individual pupils to come to the

front and write the numbers on the grid on

the board Now pupils can do the revision practice, writing in the Numbers Book

STEPIQ

NEW LANGUAGE Say: tree, umbrella, van

tree (see Step 2)

2 Repeat this pracedure with umbrella and

van

3 Say Point to a and get pupils to point to

the pictures

4 Point to the pictures and ask What is this?

Pupils reply ltis

5 Paint to the letters and get the class to

repeat the sounds: 't' for tree, 'u' for umbrella, 'v' for von Write q r stu von the

board Point to individual letters and get pupils to give you the sound

6 Write the complete alphabet a-von the

board Say Point to 'd' (sound) and let a pupil come to the front to do it

7 Sing Little girl, little boy (Step 18)

I

!

10 Say the alphabet Write the letters q r stu

von the board Say Look: q, r, s, t, u, v, as you point to each of the letters Say each of

the letter names again and get the class to repeat after you Practise t, u, vseveral

times Then ask What is this?Pupils give you the letter names as you pOint

I I Recite the alphabet a-v with the class, pointing to the letters in the Activity Book

Ask individuals to recite a-v Say Show me

j/m/vetc Pupils point to the letters in their books

12 Draw and colour Pupils complete the

umbrella and colour it in Go round checking recognition of the letters of the alphabet, using What is this? Point to

Showme

NUMB ER S BOOK (OPTIONAL)

13 Pupils trace aver the lines from the figures

and then draw in the right number of dots

Go through the answers on the board

green and blue

2 Hold up different objects Qbt(get the class

to call out the colour: red, blue p r green

3 Look and say Say Look A red umbrella The class point and repeat A red umbrella

Do the same with the green and blue umbrellas Then 'read' along the row several times, pointing and getting the class

to join in Say A red umbrella, a green

umbrella, a blue umbrella

4 Now say Pointto a green umbrella etc

5 Song Play the tape through once Point to the sky outside and practise saying sky and then a blue sky Read through the words of the song and get the pupils to point to the pictures

6 Play the tape again and get the class to join

in the last line of each verse: And look at Sue's umbrella

7 Say Show me a green tree/blue/a red sky/

the sun etc Then teach the song almost like a rhyme Do this first of all with the class repeating after you, and then saying it

with you, as they point to the pictures It

might be useful·to introduce some actions for Sun up, sun down

8 Pupils are now ready to sing the full song They can do this with and without the tape

HANDWRITING BOOK

q Put the handwriting grid on the board Ask pupils to come to the front and write a or e

Do this with the class, writing with their

fingers in the air as you describe the hand

exercise in the Handwriting Book

Encourage them to work slowly, thinking

Demonstrate again if necessary Be very

positive about their efforts Go round

helping Where necessary, take a child's

hand and guide their finger over the big 0

and e in Steps 14 and 15 Then guide their

pencil over an e and an 0 in Step 20

ACTIVITY BOOK

10 Match Pupils draw lines to the letters that

match the initial sounds of the words

illustrated on the left Go through the

answers with the class

I I Say and colour Say Point to 0 treelvan!

sun!hand Get pupils to 'read' the pictures

aloud, going from left to right They can

then do the colouring Go round asking

What is this? Is it a bluelred!green van?

NUMBERS BOOK (OPTIONAL)

12 Pupils write over the number that

corresponds to the number of kites Go

round, helping with hand movements

to the picture Pupils repeat after you

Window A window (see Step 2)

2 Repeat this procedure with x-ray, yellow

and zoo For yellow you will, of course, say

Look Yellow

the pictures

4 Point to the pictures and ask What is this?

Pupils reply It is Pupils may say It is 0 yellow Accept this but correct it gently Yes

- good It is yellow

5 Point to the letters and teach the sounds:

'w' for window, 'x ' for x -ray , 'y' for yellow, 'z' for zoo Say Show me 'z'and get pupils to point to the letter that makes that sound

WI'ite a complete alphabet an the board

Paint to different letters and get pupils to tell

you their sound This can be just 'b : ~ ' b'

6 Play the game in Step 16

HANDWRITING BOOK

8 Teach the writing of t , following the

procedure described for iin Step 17 There

are several unusual features about this letter First of all, it does not sit neatly

between the grid lines because its top is

just below the line Secondly, it is one of

four small letters not written with a single hand movement

ACTIVITY BOOK

q Match Pupils ring the letter that matches

the model on the left

10 Say the alphabet Write the letters t u v w

x y zon the board Point to each letter and say its name Repeat this and get the class

to say the names after you Practise w, x , y,

you point to one of the seven letters Pupils

give you the name

I Recite the whale alphabet with the class, pointing to the letters in the Activity Book Ask individuals to recite the alphabet

12 Draw and calour Pupils complete the

picture of the window and colour the frame

Go round asking What is this? Is it a yellow windowlred window? etc

i

NUMBERS BOOK (OPTIONAL)

I 3 Demonstrate how to write 4 Use the

handwriting grid This number is written with two separate hand movements It starts with a vertical to the baseline The pencil is then lifted off the paper and put back on the starting dot The second line is drawn with a pause as it hits the middle line and before it moves along it and across the first line Get pupils to trace this in the air with you Describe the movement on an imaginary grid as you do this

14 Pupils can now use their forefinger to trace

over the large 4 in the Numbers Book (headed Look) Do this as a class with you describing the hand movement Repeat several times Go round the room checking Pupils can now write in the Numbers Book

Paint to a yellow umbrella

Paint to a big monkey

How many elephants?

The vocabulary covered is kite, elephant, lion , van, rabat, monkey , umbrella , big ,

little , red , blue, green , yellow

2 With help from you, some of the pupils may

be able to ask questions

3 Sing Little girl , little boy (Step 18)

HANDWRITING BOOK

4 Put the handwriting grid on the board Ask

pupils to come to the front and write sand

c Focus attention an the hand movement rather than the end result Practise writing these two letters with the class tracing them

in the air Pupils can now complete the exercise in the Handwriting Book

ACTIVITY BOOK

5 Match Pupils trace over the letter that matches the initial sound of the word illustrated on the left Go through the answers with the class Get pupils to write the correct letters on the board Be very positive about their efforts Make sure the hand movements are correct and that pupils start each letter in theJight place

6 Say and colour Say Poiii t to q tree / bird /

boy/orange Get pupils to 'read' the pictures aloud, going from left to right They can then do the colouring Go round saying

Show me a bird Is it blue/yellow? etc

NUMBERS BOOK (OPTIONAL)

7 Put the handwriting grid on the board With your finger write the numbers I, 2, 3 4 Ask

What is this?Together with the class, trace,

1 , 2 3, 4 in the air, describing what you are doing Repeat several times for 4 Now pupils can do the revision practice in the Numbers Book

STEP 23

NEW L ANGUAG E

Understand: What is this ward?

Read: red, blue, green, yellow

Write: f

Read Say Show me red/yellow/green/

blue Pupils point to the patches af colour

Say Point to a blue pencil etc

2 vy'rite the letters r b g Y on the board

Remind them of the sounds they·make

Point ta the letters and get pupils to callout

the sounds Then say 'r' for red 'g' for ?

Go through this several times Encourage

pupils to point to these initial letters

3 Now write green on the board and ask What

is this word? Pupils should leave their

books apen and compare the word shape

on the board with the word shape in the

book They can also identify the initial g Do

not give the answer By working it out for

themselves, pupils will then learn to look

carefully at the shapes of wards and letters

4 Repeat this procedure with red, yellowand

blue

5 Now write all four wards on the board Say

Show me 'blue'and get a pupil to come to

the fronl Do this first of all with books open

and then with books closed

6 Pupils keep their books closed Write up

individual words and ask What is this word?

7 Sing Sue's umbrella (Step 20)

HANDWRITING BOOK

8 Teach the writing of f, following the

procedure described for i in Step I 7 Like t,

the small letter fis written with two hand

movements

ACTIVITY BOOK

q Match Write red, green, yellow, blue on

the board Get different pupils to come to the front and point to the words you indicate Say Point to Pupils then ring the words that match the examples on the lefl

I 0 Missing letters Write abc d e f g -i -k -m

on the board Recite the alphabet with the class, pointing to each of the letters When you get to h, pause and let the class tell you the letter Write it in the space Start again from a each time and repeat this procedure for j and I

I I Popils can now do the exercise in the Activity Book They have to decide which letters go in the spaces The first one is done as an example and has only-to be -traced The other two (e, f) have dots-to show the pupil where to start writing the missing letters Note that in these Missing letters exercises, pupils are only required to write letters that they have already

practised in the Handwriting Book

12 Read and colour Pupils read the words and colour the kites Demonstrate on the board Use a different arrangement of colours from the kites in the book:

Ask What is the word? Help by reminding pupils of the initial sound 'r' ?, 'y' ?

Help individual pupils in the same way when they are working in the Activity Book

NUMBERS BOOK (OPTIONAL)

13 Pupils trace over the number that corresponds to the number of dots shown

on the left Make sure that for each figure pupils start tracing from the dol In the case

of 4, see that they do the two hand movements in the correct sequence

Practise reciting the alphabet Pupils point

to the letters as the~ recite with ~ou Walk

round the room so that ~ou can see where

pupils are uncertain and pointing to the

wrong letters

2 Continue reciting the alphabet but change it

into a game Tell the class that when ~ou

sa~ Stop!the~ must freeze and that ~ou are

going to see if the~ are all pointing to the

right letter This could alarm the less

confident pupils and so make sure to

conduct it in a light-hearted wa~

3 Song Pla~ the tape several times and let

the pupils join in Let the girls and then the

bo~s sing it without the tape Let individuals

or pairs of pupils sing it (if the~ want to)

4 Ask Whatcolourisb?etc Sa~ Lookatq./s

it blue? Pupils answer No ltis green

5 Sing Listen to the numbers (Step q)

6 Teach the writing of k, following the

procedure described for iin Step 17 This

letter is formed with three separate strokes

7 Join the letters Pupils join the letters in

alphabeticalorder

8 Soy and colour Sa~ Look at jug number

two Is it a big jug? Get pupils to make up

sentences like the examples in the Activit~

Book (these are in small print for the

teacher onl~) Pupils can then colour the

pictures

q Demonstrate writing the number 5, using the handwriting grid Describe what ~ou are doing and get the class to trace in the air

with ~ou This number is written with two separate hand movements It begins with a

slightl~ angled line down to the guideline above the baseline The pencil pauses there, but does not leave the paper There

is then a circular movement, crossing the middle guideline, down to the baseline, touching it lightl~, and then back up again The pencil now leaves the paper and is

placed again on the starting dot to do a stroke left to right along the top guideline

demonstrate again before pupils do the last

row

NEW LANGUAGE Understan : leiier(afthe alphabet)

Write: a, 6

PUPIL'S BOOK Song Sa~ Show me a pencil, a queen etc

Recite the page with the class Do it slo w l~,

pointing to the pictures Omit the chorus,

Listen to the letters Get the bo~s and then the girls to recite it Repeat this several times

2 Put abc d on the board Sa~ a is a letter b

is a letter etc The class repeat after ~ou

Letter A letter (see Step 2) Then sa~

Listen to the letters and put ~our hand b~

~our ear to indicate Listen Point to the four

letters and say the sounds 'a', 'b', 'e ' , 'd',

Get the class to repeat after ~ou Listen

Then Listen to the letters (Do not tr~ to

explain the use of the.)

3 Ploy the tope Get the children to listen and

point to the letters They should join in the

chorus Listen to the letters Practise

do not worry if they cannot do this yet It

could at first be attempted more slowly

without the tope

5 Sing the Alphabet song (Step 24)

6 The pupils have now completed learning to

write two groups of letters The first group

based on on anticlockwise circle ( c , 0 e s)

ans! the second group based on a vertical

liri'e (i I , j , t, t , k) The next graup of letters

combines the anticlockwise circle followed

by the vertical

7 Demonstrate the writing of 0, using the

handwriting grid Describe what you are

doing in the pupils' mother tongue The

important thing about a is to do it in one

movement It is a common mistake among

beginners to write it like on a and then lift

the pen from the paper and add a separate

vertical line The pencil completes the a and

then, without leaving the paper, continues

up to the guideline above the baseline It

pauses when it touches this guideline and

then comes bock along the line it has just

drawn and down to the baseline This

means that the pencil goes over port of the

vertical twice: once going up and them

coming down:

/ pause

.7,,-·"') ' ''· :tL-}T he pe ncil goe: ove r th i s p ort

+ o th e l e tter t W i ce _ : • ~ i _

8 Pupils should now trace this letter with you

in the air Describe the movement as you

do this, as if the closs were writing on an

invisible grid Pupils should now use their

finger to trace over the large a in the

should do this as a class, with you guiding

them thraugh it Repeat several times Go round checking Where necessary, guide a pupil's finger through the movement

q Pupils can now trace the letter a in the

Handwriting Book with a pencil Make sure

that this is done carefully and slowly It requires quite considerable concentration and so it may help to have a rest after about

ten minutes Use this to praise some of the best efforts and perhaps get one of the

pupils to demonstrate on the board

ACTIVITY BOOK

10 Match Pupils ring all the letters that match the letter in the top left The pairs of letters

have been chosen because of their

-similarity This exercise helps pupils to be more aware of small but significant differences Go through the answers on the board, asking for the name of the letter

being ringed

I I Missing letters Follow the procedure for

this kind of exercise, described in Step 23

Start by writing these letters on the board: a

12 Read and colour Pupils read the labels

and colour the children's clothes Go round

helping Get pupils to look at the first letters

of the words Ask W h at word is t hi s? W ha t

i s this ? I s it gree n ? Say Show me a green pencil etc

13 Teach the pupils to write 6 Follow the procedure for 2 described in Step 16

I'

STEP 26

Understand: sing, song, What is this letter?

Say: door, ceiling, floor

PUPIL'S BOOK

Point to a door, the ceiling and the floor and

get pupils to repeat the words after you

They should say them without and then

with the article (see Step 2) Only door can

have the indefinite article a; floor and ceiling

will have the definite article the Pupils met

this before when they learned the sun in

Step 15 Do not attemptto explain it Young

pupils are happy to imitate and would only

be confused by an explanation

2 Ask What is this? Is it a door? (pointing to a

window) Say Show me the ceiling etc

Revise w in dow

3 Game Say to a pupil Sing 'Sue's umbrella'

After a few lines, say Good ' Sue's umbrella'is a song Then say to a different

pupil Sing ' Elephant s and fishes ' After a

is a song Then say to another pupil Sing a song and let the pupil choose

4 Now play the tape while the pupils look at

the pictures Perform the actions while the

tape is playing After the song has been

performed once (it is performed twice on

the tape), explain that at the end of the song

the teacher calls window, door, ceiling, or

floor and the class have to quickly point to

the right places Continue the tape and get

the class to perform the actions with the

second time through on the tape

repeat each line after you, performing the

action as they do so

6 The class can now sing the complete song

with you calling out the words at the end

You might try it with one of the pupils calling out the words at the end

7 Sing Listen to the letters (Step 25)

the exercise in the Handwriting Book

ACTIVITY BOOK

q Match Pupils have to ring the two pictures

that have an initial sound the same as the letter in the middle In the example, Sue

and sun have the initial sound ~ s' Pupils may find this a difficult exercise as all the sound matching exercises so far have been

taught with the alphabet ('a' for apple, 'b' for

bird and so on) You may want to do the first two or even all four as a class

10 Begin by getting pupils to name the four pictures around the s Show me s Good Point to a monkey/a nest/Sue/the sun Next

get pupils to recognize the connection of s

to some of the words Say Listen to s: 'sss'

('s' sound) Is it's' for nest? No! 's' for sun? Yes! /s it ' s for monkey? No! I s it 's for Sue? Yes! (If necessary, explain in the

pupils' mother tongue.)

I Say and colour Say Look Number one is

Pupils reply Number two is a green door

Call out Number four/one/three and so on Pupils may reply accordingly (The small print in the Activity Book is for the teacher

only.) Pupils can then colour the doors Go round asking What colour is number ?

I 2 Put the handwriting grid on the board With

your finger trace the numbers 1-6 Ask

What is this number? T ogethe r with the

class, trace the numbers in the air,

describing what you are doing Repeat

several times for 5 a d 6 Then pupils can

do the revision practice in the Numbers Book

PUP IL' S B OOK

Look and say Say Look Four vans Sho w

me van number four etc Then say Look at van number one It is an orange van Get

the class to repeat this after you First of all

they should repeat orange and then an

· ~ o range van Follow this procedure with the

other three vans

2 Say Look at number three Is ita white van?

Pupils reply No It is a black van Ask What colour is number one?

the blobs of colour for revision Say Point to red/orange/black etc Pupils can now 'read'

lor 2 out loud, going from left to right

4 Write the words red, blue, green, yellow on

the board Say Show me red etc Rather

than giving the answer, let pupils look back

at Step 23 and work it out for themselves

Write up one ward at a time and ask What is this w ord?

5 Write up yellow and say Show me y (letter

name)/ Show me wetc Repeat with one or

two of the other colour words

HANDWRITING BOOK

6 Teach the writing of the letter d, following

the procedure described for a in Step 25

The hand movement for these two letters is similar The difference is that the vertical for

d goes up to the top guideline Like a, d

must be written with one hand movement

This means that the pencil goes over most

of the vertical line twice: once going up, then coming down:

7 Match Pupils ring the letters that match the

-model in the top left The pairs of letters have been chosen for their similarity

8 Missing numbers Pupils writejn the

missing numbers Go round, helpi~g pupils

to count aloud and identify the numbers Look carefully at pupils' hand movements

q Join the letters Pupils will need ta say the

alphabet to themselves to join these letters

in the correct sequence The completed 'dot picture' is a star

NUMBERS BOOK (OPTIONAL>

10 Pupils trace over the number that matches

the number of dots on the left See that pupils start writing each number from the dot Make sure that I, 2, 3, 6 are written in a single hand movement and that 4 and 5 are

each written with twa separate movements

- go round checking that these two

movements are done in the correct sequence