SuperKids 2 teachers guide

Superkids 2 teachers guide, sách hướng dẫn giáo viên cách trình bày, sắp xếp bài giảng phù hợp, khoa học, để đạt kết quả tốt nhất trong giảng dạy. Sách cũng phù hợp với phụ huynh muốn dạu con học tiếng anh tại nhà

e$I drti3 Teacher's Guide Aledo Krquse o greg Cossu with M H Newton Published by Longman Asia ELT 2/F Cornl,r,all House Taikoo Place 979 King's Road Quarry Bay Hong Kong fax: +852 2856 9578 e-mail: aelt@pearsoned.com.hk nww.longman.com and Associated Companies throughout the world @ Pearson Education Asia Limited 2005 All rights resen ed; no part of this publication may be reproduced, stored in a retrieval system, or transmit in any form or by any means, electronic, mechanical, photocopying, recording or othervvise, without the I n ritten permission of the publisher The follor,r,ing pages, however, may be photocopied by a school or teacher for use in a classroom: pp 'o 39-41,49-51, 55-57,59,67-69,77-79,87-89,93-95,97, 105-107, 1I5-117, t25-t27,13I-133, I35, I39, '14a1-1 17, t70-179, 182-i87, 188 First edition I997 This edition 2005 Reprinted 2005 Produced by Pearson Education Asia Lintited, Hong Kong NPCC/02 ISBN 962 00 s293 Publishing Manager: Gregg Schroeder Publisher: Christienne Blodget Managing Editor: Marie Webster Editor: Richard \Vhitbread Designers: Iunko Funaki, Tonic Ng Illustrator: Bernd Wong Acknowledgements I wish to express my thanks to mv students, n ho taught me ever-\'thing I have learned about them, to m1, editors, nhose dedication and professionalism are responsible for all that is good in this edition, and to mother, Leona, who always knew I would r,ririte a book and rthose encouragement led me to try And mv gratitude to Lesley, r,vithout rir,hom this r,r,ould not be Aleda Krause \Vriting a children's course is a team effort I nould like to thank all of the editors and the entire SuperKfd.s team at Pearson Education for making the new edition of SuperKids a reality I also rrr,ant to thank ffi),coauthor, Aleda Krause, for her support and encouragement Lastlll I u:ant to thank ml,friend Lesley n,iro believed in me I dedicate this book to m\r mother, Ien,el Greg Cossu The publislrer rtould like to thank rhe follou,ing people for their contributiolt to the course: Christine Choi Susan Bainbridge I athryn Burder N,lan, L Burkitt Daphne Clren Florencia Chen Dorothi'Chiu Cho, Jin-Hee Lee Seung Eun Sharon Eun Daniel Flynn Allen Giln-ran Gu, Eun-\br.rng Yunri Hamanaka Kazuko Kantevama Hiroko Kashimoto Katsuko Kato Christina Ke Greg Kennerh' Kim, Soo-Kr,eong Kim, Sun-\bung Kim, young-Soor-r Tim Lyon Jessie Lin \lark N4cTamnev Ichizo Murakarni N4ari Nakanrura iiaoru Naritomi Rie Noguchi Samuel Oda AJ,ako Ozasa Song, Na-Young Sult, \bon-li Chizuko Takai l-iideko Takasu Dereky Takeda The Shittichi I anaka Shellv Thies-lroh Nalhan Tolernan Na0ko\{atanabe PUblisher'r poficy is tc Noriko Yosh jo Eva Zau,adzka L PaPer manulac hom sustainable Toble of Contents Description Philosophy Components Student Book unit description Course timing and schedule Lesson planning Syllabus Cours-e Goals Course Page Page P_age Page Page fug" Page 10_ Page L2 13 Unit 1: Feelings (including teacher replodqcibles (TRs) Unit 2: OurHgup_e_ (incJudEBJRla-:5 and 6) Unit 3q Weathgl 0l_.J".4FgTRs-I, B ?nd Recygle illt (inglgdiqgTRg 10, 1] an{ Discover it! 1: Seasons (includingTR 13) Unit 4: TellingTime (includingTRs 14, 15 and 16) Unit 5: In a Toy Store (including TRs 17, 18 and 19) 1, e) 12) pgl _ul-it 0_._ !+rne Q"_gt_U4i"gJR*0r ?r_ap,!_zl) Recycle it!2 (includingTRs 23,24 and 25) Discover it! Unit Unit Unit 7: B: 9: 2: Foods Around _ theWorld (includingTR 26) Art Class (includingTRs 27, 28 and29) ffier School (includingTRs 30, 31 and 32) Class Party (includingTRs 33, 34 and 35) _q!9!g4i!sT$s ! Q, J 11q 3_B) 3: More Numbers (includingTR 39) Culture 1: Mother's Day I Father's Day (includingTR Culture 2: Valentinels Day (inglgdingTR I) L":f-.-lCI!-_s Discover it! _3 I can it! How to Make and Use a Mini-book Rewards Activity Book Answer Key Test Script and Answer Key Test I Test Test Certificate of Completio n lVord List 40) and 3) Page Z2 Page 32 Page 42 Page 52 Page 58 Page 60 Page_ 70 Pgge BO Pagg 90 P3g" 96 Page 98 Page 108 Page 118 Page LZB Page 134 Page 136 Page 140 Page 144 Page 146 Page 147 Page L4B Page 169 Page 180 Page lBZ Page 184 Page 186 Page 188 Page lBg ., CoUTSE Des ciipffih "rrrJ elenlelltarl'school (EFL)' irifO*t philosophies' follort'ing the on based is SupcrKids SuoerKiclsis a six-level course for leartring English as a Foreigu Language Voriety of methods No one particular English teacl.ring methodologl'works for all children in all classes Tecl.rniques from various upprou.f,.t are used' Detailed suggestiotrs are provided in uih l.rton plan Approaches used include Total Phvsical Response (TPR) in Levels I and 2, Wlrole Language -i irirg, and the Conlnrunicative Approacir' all of rt'hicl.r have been proven successful lT'ith cl-rildren' Contextuol leorning Language is introduced contextuall-v and in.categories' Chiiirei are able to learn and remember related simple dialogs and structures m-ore readill' lf these are introduced in a common context' Familiar in ,l-,"n'r" and situations from children's lives are used order to make the task of learning Englisll more interesting and less illtimidating' Listening lirst children studying in EFL situations not hear potl" English outiide the classroom atrd have no other base for their attempts to communicate in English' In SttlterKids, children hear and respond tolanguage it, that is receptively before being required to p Ir,Ianv ''oduce tl'reljlisten, then speak' The CDs give moiimum exposure to native sPeaker competence Speoking needs Proctice Chiidren learn to speak Englisl'r by saf ing things they \{ant to sa-v in mi:aningful contexts' SuperKids provides activities and games that encourage children to speak out' Four skills rKi ds systenraticallll progresses through.the four stitls of listening, speaking, reading and rt'riting vr'ith each skill formally introduced and then practiced' The emphasis is on listening and speaking (the natural order of language acquisition) so that children can immediatelv Su p e beginiommunicating orally in English' Modeling The CD is used to model the lal.rguage items and tasks before expecting childrell to speak or cotnplete a task' Children ieel less threatened and nrore successful r"'l-ren r,r,orking n,ith nel,r language ol completing tasks in tl-ris : ; ' The Student Book includes: A ston,line n'ith familiar characters to stinlulate student interesl and to provide a sellse of continuitr" Nine theme-based units n'ith colorful double-page spreads Tl.rree Recl'cle itl units to reinforce and expand orr previousl-v tau glrt language Three Discover itl units to introduce cross-curricular toPics Trr,o double-page Culture units to introduce different events of universal interest to cl-rildren, m,aking Iearning English an international experience' At least one song or chant per unit to help children practice and remember grammar points and dialogs' Pictorial icons on each page to identify the focus of tl.re lesson B A gradual introduction to reading and rT'riting' Sounds thit have simiiar mouth positions are taught together so children can acquire the sounds more easilv and learn to differentiate between them' Student Book Level is based on the premise that children are able to make short statements and ask / answer questions about themselves and others They are able to fill in blanks to comPlete words, but theY are not )Iet expected to read hl I-evel the letters of the alphabet and their sounds are taught as the n-riddle or last sounds of rvords Text on the Pages serves as a reference for teachers and also helps familiarize children n'ith the Roman alphabet' ln Unit 2, the SuperKids meet Iupiter and Pluto, nvo aliens who arrive by spaceship' The children and the aliens interact throughout the book, making learning en jovable and stimulatin g' Level focuses on: functional dialogs tlrat are useful irl dailv life \iocabulan, building of nouns' \jocabular)' building of verbs using the TPR method Nirre simple structures to provide a strong foundation in basic English granllllar l\liddle and final phonics sound of the letters of the Eigl.rteerr J n Review ond recycling alpl.rabet The language in Srrpcr'/{id.s is carefullt'r'c'ct'clctd u'ithin each level and benn'c'etr levels' Iiccr-rgnizing Fun Student Book CD l.t:arnilrg is t-tlade cniovable throtrgll gatrles qrd tasktrasccl ai'tiviritrs Strpcr(ir/-s ait.tls 1o help children tlt'r't'lo1i l posit ivt' ittti1u(l(' 1ou'itrtls lcarlling En glish' 'l a , r I-)cc-inlirtn l Studenl Book \\ra\r Itr EFL situations, revievr'of langtrage is ven' importanl' " a.;1', Components PhilosophY *."U"i"fu, : i ir: r-;r : :,a::::1 '+ altd rt'ritillg all the letters atld phot'rics sounds lrt'Stutlent liook Cl) includes: l \lotlt'ls lirr lrll lirt'r'ocltbtrlitrl lut itcltls' l'uttciional dialogs' rtl gt'lttlttltllt slLtl('ll)('ll I s alrcl ti ialogs' r? |trlii:: :::l-j,;:: !, ,,:, r\ narration oi the storvline to add special interest l) Lively and rhvthmic songs and chants tbr each unit .1 Nlodels for the phonics sounds The stories and listening actirities in each Recycle it! unit ti The vocabulary, dialogs and songs from each of the Discover it! and Culture units Activity Book The Activity Book includes: L Further practice of language items introduced in the Student Book Tasks Picture Cqrds There are 72-103 Picture Cards per level One side is a color picture while the other side shows the corresponding word There is one card for each vocabulary item The Picture Cards can be used to teach and review vocabulary words as well as the dialogs Detailed suggestions on how to use the cards are provided in each lesson plan Student Book unit description ofuniversal Tolk obout it! enjoyment to children, e.g word (Vocobulory, lunciionol diologs, grommol diolog) search puzzles and craft activities One page for every lesson in Units 1-9 and one page for every Recycle it!, Discover it! and Culture unit A listening activity on each page as well as another activify to practice reading and writing words and Each unit opens with a double-page spread showing the following in an illustrated context: Target vocabulary items underneath the illustrated scenes Two functional dialogs or expressions The unit's target grammar dialog outlined in red Numbered dialogs so that Ss will know which dialog to sentences Letter writing and tracing activities in Levels I and Later levels develop more advanced skills such as reading and writing words, simple phrases, sentences and short passages All the instructions necessary to complete the listening tasks Instructions followed by abell sound signaling where the CD should be paused so children can complete the task Teqcher's Guide The Teacher's Guide includes: Thephilosophiesand objectives of the course lesson plans, including culture notes, pronunciation notes and notes on language usage Audio scripts and answer keys for the Student and Activity Books Placement tests / assessments with answer Photocopiable supplementary activiries key An Activity Bank of activities to supplbment each lesson sounds in the unit Humorous elements to add to the enjol'rnent of learning Ss to find General teaching method The Activity Book CD includes: Detailed focus on when listening to the CD Some of the phonics words for the target phonics A hidden iguana for Activity Book CD I :t,, t.".:, :;.ll.r1l: : - ": , Reproducible Reduced Picture Cards foreach unit TPR card reproducibles for each unit., Note that throughout the Teacher's Guide, srrrrlenrs is abbreviated to Ss : Vocabulary There is one Picture Card and one Reduced picture Card for each vocabulary item on these pages l Use Picture Cards, real objects or pictures to teach the vocabulary items under the main scene Hold up and name each card or object Have Ss repeat Have Ss open their books: a Play the CD Have Ss listen and point to each vccabulary item under the main scenes b Play the next track on the CD Have Ss listen and repeat the items c Play the next track on the CD Have Ss listen, find the words and write the numbers in the boxes Praclice: All vocabulary items appear in the main scenes Name items in random order Have Ss point to the corresponding items in the main scene PIay the story on the CD and have Ss listen The stories help to reinforce the vocabulary and provide a context for them Dialogs l Introduce the dialogs as suggested in the Teacher's Guide Have a Ss open their books: Play the CD Have Ss listen to the srory and point to the people or objects in the main scene as they are mentioned The story helps to reinforce the vocabulary and provide a context for it Course Description This lesson includes: b Play the next track on the CD Have Ss first Iisten to the dialog and point io the characters u'ho are speaking, and then repeat the dialog Practice: Divide the class into groups or pairs Have Sroups A and B (or SI and 52) sav alternate lines of the dialog Have Ss change roles Do il! gnnl Vocabulary building ofverbs is done at all levels Levels I and teach verbs using rhe l'PR teaching method wherebl' Ss learn English through a ph5'sical response to English commands TPR activities in the lesson plans and in the Actirriry Bank consist of both receptive and productive acti\rities Once Ss are familiar n ith responding to the commands (receptive), tlrev can practice giving the commands (productive).'l-he productivc acti\ities act as review or consolidation ol'tlre language learned l Tno scenes illustrating the colttext of the grarnnrar poir.rt The statement form of tl.re unit's grammar point outlined in red Simple statenrent form practice exercises The dialog form of the unit's gramnlar point also outlined in red Simple dialog practice exercises A listening exercise to practice the grarnmar point General teaching method Gramntar l Introduce the grammar statement Hold up the Picture Card or real object ofthe vocabularf item to be used in the statement Say the statement, e.g These are kites Have Ss repeat General teaching method TPR verbs t G b Hold up the Picture Card of the rrocabularJ, item to be used in the question Tell Ss (in theirnative language if necessary) that it is uot necessar)'to repeat the comt-Irallds Thelr should only the actions lntroduce one command: a Sa1'one command and the action b Repeat the command Have Ss the action nith you II Ss respond confidently', introduce the next command in the same wa1, If not, repeat step Repeat until all the commands have been introduced Play the CD and have Ss listen to the commands and point to the pictures Play ths CD again and have Ss listen and the actions Shuffle the TPR Cards and give the commands in the random order of the cards Have Ss point to the pictures in their books Use the TPR cards to say the commands in randon.r order again and have Ss the actions c Point to the question mark, then tlre card, and ask the question, e.g What are tlrcse? Have Ss repeat d Ansrrr,er the question, e.g Tlrcy\'e kites Have Ss repeat e Divide the class into two groups f Hold up Picture Cards one at a time Have group A ask the question and group B answer, using cards as cues Have Ss change roles c Play the CD for part B Have Ss listen and repeat Ss the four Listen Ask Answer exercises in Pairs e Play the CD and the listening exercise in part C Note: Contracted forms are used in all levels in order to be consistent n ith natural spoken English Sing-a-grant Play the CD Have l Introduce tbe Sittg-a-gra,r? as suggested in tl.re Teacher's Guide Play the CD Have Ss listen and point Play the CD again and have Ss follou' along n,ith the solrg or actions as suggested in the Teacher's Guide For example, give out Picture Cards or Reduced Picture Cards of the items in the song and have Ss raise the cards r,"hen the-v hear the u,ords in the song Ss should not sing tlre song in tlris lesson d Have This is a short grammar song n hich introduces the grammar point in each unit Ss can hear, understand and absorb the grammar patterns before being required to produce them The Sing-a-grant is on the CD next lesson the Have Ss open their books: a PIay the CD for part A Have Ss listen and repeat b Have Ss the four Listen Sa-y exercises in pairs Sing-a-grant Ss should only be introduced to the song in this lesson It serves as a preview of the grammar point to be taught in the next lesson The song should be taught in detail in the Introduce the grammar dialog: a Draw a large question mark on tlre board Have Ss look at the gram in the previous lesson listen, point and any acrior"rs, Sri?g-a- Ss speaking or singing as suggested in the Teacher's Guide Ss into pairs or groups to sing different parts of the song Have pairs or groups change roles and sing the song again Divide Reod it! lenonics sounds) Phonics is an integral part of each level, beginning rt'irh initial phonics sounds in Level l Ss can listen ro and repeat the phonics sounds, and practice recognizir.rg and rvriting the letters is given in Level En.rphasis is on vou,els as rr-redial sour:ds and nrost of the consonants as the final sounds in rt,ords 'lhis lesson includes: I \\,ords u'ith target phonics sounds clearlt' illustrared Build it! lorommor; Gramntar is practiced in the form o[staten]el'lts, dialogs and srrbslTtulicln exercises using pictures Thc,st, scel)es shun, tlte cor'r1ex1 in u4tich cach grantntar point is rrst,tl I\4alchirrg sinrple senlc'r'rces that contain ihe lthonics rr,orcls n'ith a corresl-rortding picture irr part B ii '[iirr:ilrg and tlrcn rr'riting practice ol'eac]r of tht, l;hor-rics Course DescriPlion sorrrrtls irr piirt O Pronunciation table General teaching method I-he tbllorving svmbols are usetl to indicate the pronunciation of the phonics sounds introduced in the Bcarl lr-l section of each unit l Consonants Svmbols Kelrarords p pen back ten b t d daY k kev o set f fat e uew thins d then s soon zero z Phottics sottnds Write the target ending on the board, e.g ar b Have Ss say the sound oi each letter individually, e.g.4, t c Read the letters as one word, e.g af Have Ss repeat Introduce the phonics rvords with real objects or pictures Say the sound of the first letter, the two-letter combination, then the whole word, e.g c-at, cat.Have Ss repeat Introduce the other target phonics sounds in Introduce the sight words (if any) by writing them on the board, reading them and having Ss repeat Sight words appear in sentences, but are not vocabulary words that Ss have learned They are introduced to allow Ss to read complete sentences from an early hot loch d' cheer & lump m sum n sun n sung wet Readingphrases I let r red vet Focus Ss'attention on part B: a lVrite the three sentences on the board and read one a b T e Ss find pictures of items in the main scene on the first two pages of each unit that begin with the target phonics sounds of them & D hot cut U Dut I u about happv actualitv I sheep o: father dos four boot bird OI 3: u: diphthongs bit bed cat Play the CD Have Ss listen and point to each picture Play the next track on the CD Have Ss listen and repeat Practice: Have Vowels long stage Have Ss open theirbooks: x h short the same way shio pleasure [ntroduce the tirst word ending: a b Have Ss point to the corresponding picture and c draw a line Have Ss the same for the remaining sentences Writinglctters l Focus Ss'attention on part C: a Write each of the three target phonics sounds on the board and have Ss point to the picture with the relevant phonics sound Say each lvord and have Ss repeat c Point to the phonics sound on the board and then the blanks on the page d Play the CD Have Ss listen and fill in the blanks with the letters of the target phonics sounds e Write the word on the board leaving blanks for the phonics sounds and then fill in the blanks b Proctice it! et make at lie 1t DOV oo note ao now Sing it! IJ real UJ actual This section contains an enjoyable song or chant to wrap up each unit These are also included on the Student Book lc peculiar CD This section contains a task-based speaking activity lor pairs or small groups, designed to allolv Ss to use the language they have [earned immediatel-v / Chonl it! Course Description it! General teaching method Play Practice it! Each boarC game is slightly different The game is color Have Ss open their books Focus Ss' attention on the Practice irl exercise Revierry the question and ansrryer pattern illustrated at the top of the page Put Ss into pairs or small groups Explain the rules of the particular activity (see lessor.r plans for Lesson of the unit) Have Ss complete the actir,ity in pairs or groups Follou,up u'ith the activity detailed in the lesson plan Singit! / Charxt it! l Play the song / chant on tl're CD Have Ss listen Play the song / chant again Have Ss sing / chant along (or follorv the other suggestions provided in the lesson plans) RecyCle il! lneview of three units) After every three units, there is a Recycle itl unit which serves to reinforce and expand on previously studied language items lncluded are an illustrated, humorous story, review exercises and a board game General teaching method Story Revier,r, thi: dialogs and the vocabulary found in the coded and each color represents a different language pattern to be practiced Read tl.re lesson plans for details l Have Ss open their books to the P/d1, rrl section and look at the board game Revierr the dialogs for each color-coded section Point to the firsr space ir.t eacl'r colored section and have ftvo Ss sa1,1hs dialog according to the language pattern Put Ss into pairs and give eaclr pair one die l-lar,e pairs use their erasers as markers Have Ss in each pair take turns rolling the die and moving around the game board, saying the dialogs according to the language patterns Discover it! Discover it! provides an additional content-based learning opportunitl, General teaching method Vocabulary Introduce the vocabulary items with real objects or pictures (there are no Picture Cards for these items) Have Ss open their books and look at part A Play the CD Have Ss Iisten and point to the pictures Play the next track on the CD Have Ss listen and story repeat Have Ss open their books to the story section Review the characters and items in the pictures Point to the vocabulary items in random order and Play the CD Have Ss listen and point to the Dialog corresponding pictures Play the CD again Have Ss listen and repeat Put Ss into pairs or small groups and have them practice the dialogs Give them props as necessary Have volunteer groups perform the story in front of the class Reuiew l , it! Have Ss open their books to the ReuieuL irl section and look at part A Give the different commands and have Ss find and point to the correct picture Play the CD Have Ss listen and write the numbers of the commands in rhe boxes above the pictures Check the ansr,r,ers as a whole-class actit ity Have Ss look at part B Point to each letter and have Ss say the Ietter name and the sound a picture and ask v1mt's rftis? Elicit the :::ilJ: B Model how to the exercise or r,r,rite the letter under the picture Give Ss time to complete the exercise \Valk around to cl-reck for accurac\, 10 Check the ansrryers as a n hole-class activit\, have Ss name them l Introduce the dialog as suggested in the lesson plans Play the CD Have Ss listen and repeat Put Ss into pairs and have them practice the dialog Songorchant I Play the song or chant on the CD Have Ss listen Play the CD again Have Ss singor chant along Do the wrap-up activity suggested in the lesson plans Culture The Culture units introduce holidays enjoyed by children in many English-speaking countries Each unit provides an opportuniry for further content-based learning, as lt ell as for a fun break from more serious lessons General teaching method Introductiott lntroduce tlie holiday in Ss'native language, if possible Notes abour the holidav are included in the lesson plans Shon' Ss pictures of the holidal llocabulary I Introduce the vocabularY items rvith your own pictures, ol'use the pictures in the Student Book Notc,s about the vocabulan are included in the lesson plans Ilave Ss open their books: a Plat'the CD Have Ss listen and point tcl each vocairularv itenr under the nrair-r scenes Course Description :!n:- #ii:; r:,:i :tiilllill : b Play the same track on the CD Hirve Ss listcu rnrl repeat the items c Name the vocabularv items in randonr order FIav(.1 Ss find and poini to the itetns in rhe main scenes Practice the vocabulary items ivith a game or activitv Suggestions are in the lesson plans Course timing ond schedule Suggested timing lor one lesson plon 50- to 60-minute class lVarm-up / review t0-13 minutes (5-7 minutes) Dialogs Activiry Book check* l Introduce and practice lntroduce the dialogs and commands as suggested in the lesson plans Have Ss open their books Play the CD Have Ss first listen to the dialog and point to the characters lvho are speaking, and then repeat the dialog Put Ss into pairs and have them practice the dialogs new language items 30-32 minutes Activity Book assignment* Wrap-up 5-B minutes Total 50-60 minutes Songor chant Play the CD Have Ss first listen, then sing or chant along with the song or chant (5-7 minutes) 30-minute class Warm-up / review minutes Extension Activity Book check* (5 minutes) Do one or more of the optional activities (to help Ss understand the holiday) or any ofthe reproducible activities Introduce and practice new language items 15 minutes Activity Book assignment* (5 minutes) Wrap-up minutes 30 minutes Activity Book At the beginning of Activiry Book is an Alphabet Chart for Ss to ftll in the letters of the alphabet for review and extra writing practice There is one Activiry Book page for each lesson in Units 1-9 ofthe Student Book, and one page for each Recycle it!, Discover itl and Culture unit The first exercise on each page is always a listening exercise The other exercises are either listening, reading or writing activities I Have Ss open their books Have Ss look at exercise A: a Play the CD Have Ss listen and follow along in their b books Pause the CD at each bell sound for Ss to complete the tasks Check Ss' answers and correct where necessary Have Ss look at exercise B: a If it is another listening activity, follow the instructions above If it is a writing activiry demonstrate how to the activity b Give Ss time to complete the activity c Check Ss' answers and correct where necessary The Activity Book may also be assigned for homework after explaining to Ss how to the exercises in class Alternatively, exercise A in class and assign B for homework, or vice versa Have Ss color the appropriate spaces onthe Reward! page at the back of the Activity Book upon completion of each unit Have Ss use the color indicated in the Activity Book for thar 70 classes per yezrr units x classes each Recycle itl units x classes each unit , I class each Culture units x classes each Total 54 classes classes classes classes 70 classes 58 classes per yezrr Q trnifc c One-yeor schedule Discover it! units x General teaching method Total w nlaccoc oa^L Recycle it! units x classes each Discover it! units x I class each Culture units x classes each Total / ( ^l^ ^ classes classes classes 58 classes 47 classes per ye.rr units x classes each 36 classes Recycle it! units x classes each classes Discover it! units x classes Culture units x Total I I class each class each classes 47 classes * Assign homework after every other class and check the homework during the following class Course Description Suggested scheduling lor one unit unit classes per (72 classes per year) Lesson plans in the Teacher's Guide follor+, this schedule title Activity Book Class Page I Talk about it! (Vocabulary,) nevr' r'ocabulary (Vocabulary) Talk about irl Revier,r'previous lesson's vocabulary Teach and practice dialogs Talk about it! In class Revierry previous unit's vocabulary' Teach and practice (Dialogs) J Talk about it! (Dialogs) Do itl / Sing-a-gram Ilevierv dialogs Revier,r, previous unit's TPR verbs Teach and practice verbs receptively Introduce the Sing-a-gram Do it! Build it! / Rer,ien, the unit's vocabulary items and grammar dialog Practice Build it! Sing-a-gram the grammar statement and dialog n'ith substitution exercises Teach and sing the Sing-a-gram nevv TPR introduction Read Review previous unit's phonics sounds Teach and practice new it! Read it! phonics sounds and words Practice itl / Sing it! or Chant it! unit classes per Class Page Revierv the unit's grammar statement and dialog Do the taskbased practice Do the final song / chant Revier,r,the unit Practice it! (60 classes per year) title Sing itl or chant it! / In class Activity Book Do previous unit's final song / chant as review Review previous unit's vocabulary Teach and practice ner,r, vocabulary Talk about it! Review previous lesson's vocabulary Teach and practice dialogs Talk about it! (Vocabulary) Talk about it! (Vocabulary) Talk about it! (Dialogs) (Dialogs) Do it! / Sing-a-gram / Teach and practice newTPR verbs receptively Do the Sing-a-gram Do it! Introduce new grammar Build it! Build it! / Teach and practice the grammar statement and dialog Review previous unit's phonics sounds Introduce ns\^' phonics sounds Read it! Build it! and words Read it! / Practice it! classes per Class unit Page Read it! / Practice it! (49 classes per year) title Sing it! or Chant it! / Talk about itl (Vocabulary) In class ActivityBook Do previous unit's final song / chant as review Teach and practice new vocabulary Introduce dialogs Talk about it! (Vocabular-v) Talk about it! (Dialogs) / Do it! Review prerrious lesson's vocabular)' Teach ar-rd practice dialogs Teach and practice nerv TPR verbs receptively Talk about itl (Dialogs) / Do itl J Build ir! I Review the dialogs Do the Sing-a-grar.n Teach and practice the grammar statement and dialog lnlroduce ns\^r pl-ronics sounds Build it! Sing-a-gram / B Teach and practice new phonics sounds and words Do the task-based practice Review the unit Read it! and vvords Read it! / Teach and practice ner,r,phor.rics soultds and u,ords Do the task-lrased Practice itl practice ReYiera, the unit Course Description Read itl / Practice ir @ spoghetti French fries fish solod @ @ w ice creom 176 Reduced Piclure Cords, Unil noodles O Peorson Educotion Asio Limiled i scissors i I z>' rQ9 I F-@ -l /:\ a? re points pointbrushes ,w WYg i stickers qP dbP pins 'dffi, L on @ Peorson Educotion Asio Limited _r I under vrrsvr ) Reduced Picture Cords, Unit I 177 I 1x t_ English closs t_ 12= moth closs -l I lo colligrophy closs @ I swimming closs @ donce closs soccer proctice I I @ L _Jy1o_ryrytrg l7B Reduced Picture Cords, Unit -(B} boseboll proctice l O Peorson Educolion Asio Limited eoting o snock I le L_ d rin kingvr I juice I @ ploying the il r\r Lrl drums Lrt I lJ _ _ _ j," I,rrv I wotching ,vL,ilLt ilt lg o L, lJv L) DVD | l,@ @ reoding o book feeding the homster I pointing o picture @ Peorson Educotion Asio Limited drowing o mop Reduced Picture Cords, Unit 179 Test script Tests 1, and on Teacher's Guide pp l82-l87 are to be given afterSs have completed Recycle it! 1,2 and or after Units 3, and respectively Before giving any test, review the target language in the three units Make a copy of both pages of the test for each student Have Ss write their o\{rn names on the test pages If ss are not able to this, write their names on the first page of the test and have them copy their names on the subsequent page Ss need crayons or colored Pencils for parts A The listening sections are not recorded on the CD, so read each script out and give Ss sufficient time to complete each task (approximately 5-10 seconds)' If you the speaking option at the end of each test, have Ss speak uP in Pairs Walk around the classroom and assess each student by circling either the big smiley face (very good), smiley face (good) or small smileY face (needs improvement) Answers for all three tests are on Teacher's Guide p I8l Plocement These three tests can also be used as placement tests Use them as follows: a If b Ss score more than B0% on Test 1, give themTest3 Ifthey also very well on this test, they should be in Level lfSs score between 30To-B0To on Tests 1,2 or 3, they are in the correct level c IfSs score less than 30% onTest they should be placed in Level l 1, Tesl 3: Units 7-9 C Listen and clwck l Wat's the weather like? It's rainy Are you cold? Where's Betlz? She's irt the yard D Listen, Yes, I arn ,4- lmt turtle kangaroo monkey sad sleepy angry kitchen bathroom wa.nn cool Nuntber Nuntber Nuntber Nuntber Nugtber Nutnber board games comic books French fries salad B Lktenand number Number Number Number Nuntber Number Number C Take abath at 7:45 Find a seat Putyour marker on Start Moue your marker Eatyour lunclt Go to bed at 9:00 Listen and check Wmtdoyouwant? I want ice cream (2x) lMtat tinte is it? It's 3:30 (2x) 180 Open the Juntp in tlte Rake the puddle leaves Vacuunt tlrc carpet Open your untbrella Go want spaghetti ittside Tesl Script ond Answer Key (2x) (2x) (2x) (2x) (2x) (2x) (2x) are tltese? games (2x) find and write (2x) (2x) (2x) (2x) (2x) (2x) (2x) (2x) (2x1 B Listen and nuntber (2x) (2x) (2x) (2x) (2x) Number loin your team Number Draw a lrcad and a (2x) (2x) (2x) (2x) (2x) (2x) 12:15 ten spell dot books clock utitcltes door (2x) Number Number (2x) (2x) C body Turn offthe lights Draw (2x) (2x) (2x) Put away the toys Say goodbye to your ' (2x) ears and a tail- Number Number 12:45 D Listen, B Lkten and number readingabook (2x) (2x) stickers A Listen and draw a line They're uideo (2x) (2x) (2x) (2x) (2x) (2x) (2x) (2x) soccer practice drinkingjuice Test 2: Unils 4-5 Wtat Listen and d.raw a line paintbrushes calligraphy class find and write alligaror We I: Units I -3 (2x) (2x) What you want? Test ,L Listen and draw a line Wtere's Donny? He's itt the kitchen l (2x) (2x) (2x) teacher Listen and check Wat'sTonidoing? She's playing the drutns (2x) Where are you going? I' m going to s wimming Where are tlrc scissors? They're in the box (2x) What's Peter doing? He's readinga book (2x) D Lkten, p ractice Qx) find and write Qx) make the bed (2x) (2x) (2x) 2.up (2x) (2x) pencilcase gum in big (2x) (2x) (2x) (2x) , -t,;:i'rri:'.:=,#, ' :":' ' r:if,'j.j Test onswer key Correct the tests in class with Ss or collect them and correct them out ol class Go over the answers i,vith Ss Have Ss take the tests home and show them to their parents Each test consists of four parts of six questions each, making a total of 24 points (one point for each correct answer.) If the speaking option is done, award slx points to a very good speaker, four points to a good speaker and two points to a speaker who needs improvement, making a total of 30 points for each test Ss who obtain over 17 124 or 21l30 (if the speaking option is included) are doing well Test l , M dqoB @ tll& bnsr@ *a i,\ ,") q;d ]O*tmm (7lVo) wh o Ftu phy {EOl6t tu &m6 M 1612 k Otifuhoh 12,45 O uds.tur h.d$nE @ urorm.wrn; rh +d dor tub &k w l ffi IBt Test , _-Pl :at -.:t:::- o*-.,*.ni- s; H'7 oliEophy