get ready 1 teacher s book

, • Teacher's Book Felicity Hopkins Oxford University Press • 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 activi ties, 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 Activity 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 Book Handwriting Book Activity Book Numbers Book THE TEACHING METHOD CHORAL REPETITION 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 Remember that the pupils should practise asking as well as answering questions and that this will need choral repetition practice The class says the words after the teacher INDIVIDUAL HELP The class says the words on its own (in response to a cue) Individual pupils say the words Even when working with a large closs, teachers should try to give individual attention, especially to pupils who have difficulties The ideal time to 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 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 The amount of time spent on each stage wi ll be for the teocher to decide If possible, the meaning shou ld 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 reco rd ed 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 su re that pupils are pointing to the pictures and following the story sequence Each frame of the stories is numbered 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 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 QUESTION AND ANSWER As well as drills, the teacher will want to use Simple question and answer 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) THE ALPHABET In learning the alphabet, pupils have to learn the importance of quite small differences in letter shape: dip, old, (In , qlg and so on They also have to learn the names of the letters and the HANDWRITING 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 and they learn to write a in Step 25 As well as writing letters and words, pupils benefit from any activities that develop control of the motor skills Drawing and colouring are important and there are ample opportunities to 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 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' fo r 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 th e letters is taught in the Handwriting Book in a sequence based on families of letter shapes, rather than alphabetical order -' 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 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 leftright 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 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 it with you as you describe the hand movement If you are teaching a new letter, the pupils can now use their fi nger 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 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 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 b c a red plane In the Pupil 's Book, words, letters or numbers for the pupil are always printed in a colour c) STEP HANDWRITING BOOK q Demonstrate the cat on the board, describing what you are doing To get its favourite faad , the cat must not go off the path Pupi ls practise with their fingers in the air They can then practise with their fingers in their Handwriting Books Go round the class, watching hand movements Finally the pupils write in their Handwriting Books 10 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 fina l result is not important The purpose is to practise moving the pencil from left to right in an unbroken, flowing line NEW LANGUAG E Understa nd : Whatis this? Say : a, an, apple, bird, goodbye, and Read : a, b PUP IL'S BOOK Letters Say Look An apple Pupils repea t without and with an: Teacher Apple Class Apple Teacher An apple Class An apple ACTIVITY BOOK Repeat th is procedure with bird II Say Show me a bird/on apple Pupils paint and say This is a bird/an apple Ask What is this? Pupils answer An apple/A bird 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 12 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 NUMBERS BOOK (OPTIONAL) 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 Say Show me Jack Show me Sue Show 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 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 (l ike the letter 0) 13 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 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 the ones on the left first of all Go through them on the board before the pupils continue to the ones on the right STEP NEW LANGUAGE the class or individual pupils to call out the numbers Give all three pencils to one pupil Say Show me twolthree/one q Now write the three figures on the board : I, 2, Make sure to fo llow 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 sti ll uncertain, but try to ensure that they are all attempting to 'read' the figu res from left to ri ght II Revise Hello 1am Goodbye Sing the Hello song (Step I) and the Goodbye sang (Step 2) Say : cat, dog, one, two, three Read : e, d, I, 2, PUPIL'S BOOK 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 This 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 12 Numbers Draw group s 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 HANDWRITING BOOK Hold up one pencil , then two and finally th ree, each time saying the number Then hold up different numbers of pencils and get 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 wi th their finger in the Handwriting Book Go round , checkin g 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 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 Cover one bird with your hand and then uncover it, as you say One bird, two birds The class repeat after you 16 Draw and colour Pupils trace over the grey lines Then they colour the pictures Go raund as they work and 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 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 wil l very gradua ll y learn these small differences through imitation Repeat this procedure for one cot, two cots, three cots Again use very simple drawings: Rhyme Pupils look at Step 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 ' After the tape, ask pupils to tell you the 'story' in their mother tongue If they not understand, not explain yet 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 shou ld 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! NUMBERS BOOK (OPTIONAL) 17 Put dots on the board and get pupils to tell you the number Do the same with the figures , I, 2, Demonstrate matching dots to a figure, using the first example in the book Pupils now 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 the ones on the left first of all Go through the answers on the board Then the pupils can the ones on the right STEP NEW LANGUAGE Say : birds, cats PUPIL'S BOOK Write the figures 123 an the board Point and get pupils to call them out Say What is this? Draw a bird on the board Say Look A bird Draw another bird and say Two birds The drawings must be quick and simple: 10 Soy Show me two birds/one cat etc HANDWRITING BOOK II 12 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 Pupils can draw balls in a separate copybook or on a piece of paper and practise doing 'bounces' from left to right ACTIVITY BOOK STEPS NEW LANGUAGE \ Say: elephant, fish, girl Read: e, f, g PUPIL'S BOOK Leiters Say Look 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) Repeat this procedure with fish and girl;' Say Show me an elephantla fishlo girl Pupils point and say This is a(n) 13 Match Pupils ring the numbers and letters that match the example on the left Ask What is this? Pupils answer This is an elephanl/a fish 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? Show me Point to the letters and get the class to repeat 'e' for elephant, 'f' for fish, 'g' for girl Teach the sounds of the letters , not the names 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 Practise the rhyme from Step Ask the girls to the first four lines and the boys the second four Then swop over 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, Get the class to the ones on the left first of all Go through the answers an the board Then the pupils can the ones on the right HANDWRITING BOOK 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 this with you , with their fingers in the air Next, they it with their finger and then a pencil in the Handwriting Book Make sure that they only 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 fo llow 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 STEP 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 Bring two boys to the fro;t and say Two 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 not be overconcerned with accuracy At this stage some pupils will not distinguish girl/girls 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 Sti ll standing behind him, take h.is arm and point to three girl s 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 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) 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 NUMBERS BOOK (OPTIONAL) 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 10 STEP 44 HANDWRITING BOOK II NEW LANGUAGE Revise the writing of rand f Demonstrate and practise as necessary Pupils can then the exercise in the Handwriting Book Say: Here is , Thank you ACTIVITY BOOK PUPIL'S BOOK Give a book to one of the pupils and say Here is a book Repeat with another pupil but this time with a pencil Do this several times then get the class to repeat after you Here is a booklo pencil Get pupils to give you things and say Here is a Respond with Thank you Then get the class to say it after you Next, get the class to practise the whole dialogue after you Bring two pupils to the front Put a book in the hand of one Stand behind that pupil and say Here is a book and guide the pupil's hand to offer it The class repeat the phrase after you Then stand behind the other pupil Say Thank you and guide the pupil's hand to accept the book The class repeat Thank you after you Run through this dialogue several times 12 Match Pupils write over the letters that match the initial sounds of the words illustrated on the left 1;3 Say and colour Say Jock has two balloons Then say Sue , Yo -Yo and get pupils to make up similar sentences Pupils can then colour the pictures Go round asking What colour is this? Say Show me a yellow balloon etc NUMBERS BOOK (OPTIONAL) 14 Pupils the sums Help as necessary, using the techniques described in Step 40 STEP-45 Then call pairs of pupils to the front and get them to act out this dialogue If possible, provide some interesting things for one pupil to give the other (e.g a toy car, an apple, a doll) Story Play the tape or read the story yourself Pupils should point to the pictures in sequence Write: y, orange Ask questions: What colour is X2? What colour is the coke? Howald is X2? Say Point to Yo- Yo Show me the present PUPIL'S BOOK Pupils repeat the words of the story after you Play the tape again Ask small groups to 'teli' the story to the class One pupil can be Sue, another can be X2, a third can be the storyteller If necessary say the wards with them q Picture practice: Use the picture far revision How many green cakes? How many big cakes? Point to Sue Sue has a hat Is it blue ? How many blue hots? Point to Meg Show me a yellow balloon etc Sing I am a little boy (Step 34) and Sue 's umbrella (Step 20) Revise reading doll, boll, book and kite Write them on the board Ask What is this word? Sing The big bag song (Step 36) The story could be acted out The teacher or a pupil could be storyteller lOSing Happy birthday (to X2) (Step 42) 46 NEW LANGUAGE HANDWRITING BOOK Teach the writing of y This is one of two letters written without the pen leaving the paper but combining an anticlockwise curve fallowed by a down stroke The pen or penci l goes aver part of the vertical twice: pa use -.;-1.;;" } The pencil goes over this part t of the letter lt ~ ' NUMBERS BOOK (OPTIONAL) II Pupils practise writing out this complete sum They should work slowly, thinking about hand movements Go round, helping and encouraging If necessary, stop the class and practise writing numbers in the air S TE P 46 tWice , NEW LANGUAGE ", Read : cor, boot, plane, train PUP IL'S BOOK Demonstrate yon the blackboard Use the handwriting grid and describe the hand movement Then get the class to trace the letter in the air with you All the time describe the movement of the pencil on an invisible grid Next pupils trace with their finger on the large black y in the Handwriting Book (headed Look) They should this as a class with you guiding them through it Repeat several times Go round checking Where necessary , guide a pupil 's finger through the movement, as you are describing it Read Say Shaw me a train/boot etc Pupils point to the relevant pictures in the Pupil 's Book Write the letters c b p t on the board Remind the class of the sound each one makes Then say 'c'lorcar, 'b'lorboatetc The class repeats each one after you, pointing to the first letter of each word in the Pupil's Book Go through this several times Now write plane on the board Ask What is this word? Pupils should leave their books open to compare the word shape on the board with the word shape in the Pupil's Book Do not give the answer Encourage the pupils to work it out for themselves and look carefully at the shapes of the words and letters Repeat this procedure for cor, boot and train Write all four words on the board Say Point to 'car' and get a pupil to come to the front Do this first of all with books open , and then with books closed Pupils can now trace the letter y in the Handwriting Book If necessary, demonstrate again before they the last row, which is copying with the help of starter dots ACTIVITY BOOK Write and colour Pupils write orange and colour the boat orange Follow the procedure for red, described in Step 37 q Missing letters Pupils write in the missing letters (k, I, pl Go round helping Encourage pupils to recite the alphabet to themselves Look at hand movements Put a in front of -each of the words and ask pupils to read them out as you point If necessary , practise this first of all, getting the class to repeat after you 10 Read and colour Pupils read the words and colour the balls Sing It is my birthday (Step 42) and Listen to the numbers (Step q) 47 HANDWRITING BOOK Trace the letter jin the air Ask What is this letter? Put the handwriting grid on the board and get a pupil to come to the front and demonstrate how to write j Repeat this procedure with m, practising j and mas necessary, The pupils can then the exercise in the Handwriting Book, ACTIVITY BOOK q Match, Pupils ring the letter that matches the example on the left 10 Draw and say, Pupils trace over the broken lines to complete the pictures, Ask What is number 3? Say Point to a hatl present etc, Match, Paint to the cakes in the Pupil's Book, Say Look Seven cakes, Get pupils to count aloud with you , pointing to each cake in turn: 1-2-3-4-5-6-7, Ask How many cokes?Say Show me the number 7, Write on the board, Say seven and getthe class to soy if after you, Repeat this procedure with the presents, kites and apples, Call out either cakes, presents, kites or apples and get a pupil to count aloud from I and then at th e end say Nine kites (for example) , Practise, using classroom objects , such as books, pencils, bags, or boys and girls, Let pupils cou nt how many, always sfarting from I and always counting aloud, Write the figures on the board, Say Show me qetc, Then ask What number is this? as you point to a figure on the board, NUMBERS BOOK (OPTIONAL) II Pupils the sums, Help as necessary, using the techniques described in Step 40, Be very encouraging, HANDWRITING BOOK q STEP 47 NEW LANGUAGE ACTIVITY BOOK 10 Match, Practise counting 1-/0 out loud, as a class, Write the figures on the board, Ask What is this number? Pupils can then the activity in the Activity Book, They ring the numbers that match the example on the left, II Say and colour, Say How many fingers? and get pupils to count aloud 1-2-3-4-5-6-78-q-10, Repeat this with the balloons, hats and presents, Then say 'a'is ten fingers and get pupils to make up similar sentences about the other pictures, Say 'd'is , , , ? Pupils colour the pictures, Read: 7,8, q, /0 Write: u PUPIL'S BOOK Put different numbers of dots on the board and ask Ho w many? to revise the numbers 1-6, Write different figures (1-6) on the board, Ask What number is this? Count 1-10, showing pupils on your fingers , Repeat 7-/0 and ask pupils to say each one after you, Repeat this several times, 48 Teach the writing of the letter u, Follow the procedure for y, described in Step 45 , Like y, it is written with a single hand movement consisting of an anti-clockwise curve, fo llowed by a down stroke, The difference is that the down stroke stops on the baseline, NUMBERS BOOK (OPTIONAL) HANDWRITING BOOK 12 Call aut numbers and get pupils to came to the front to drow the appropriate number of dots on the board They should count aloud Demonstrate yourself first of all Revise 1-6 as well as practising 7-/0 13 Ask a pupil to draw eight dots on the board Put a box around them Write up the figures 7-10 to the left of the dots Say Show me Then draw a line connecting 8to the dots Pupils can now the exercise in the Numbers Book STEP Draw a k in the air Ask What is this letter? If - necessary, demonstrate on the board and practise with the class Repeat this procedure with h Pupils can then the exercise in the Handwriting Book Go round while pupils are working, to check hand movements ACTIVITY BOOK Match Write kite, troin, book, car, ball on the board Ask What is this word? If necessary , point to each word in turn and get the class to repeat it after you Pupils can now complete the exercise i rfth e~ Activity Book - q Read and colour Write red, blue, green on the board Check that pupils can read them Now write a green troin and ask a pupil to read it out Point to each word in turn Be careful to pronounce a correctly It is like 'a' in ago not 'a' in name Do lots of examples of a + colour + noun Pupils can then the colouring in the Activity Book, according to the descriptions given 48 NEW LANGUAGE Write: NUMBERS BOOK (OPTIONAL) PUPIL'S BOOK 10 Teach pupils to' w rite It is done with a single hand movemeni The first line goes along the top guideline, there is a pause and then it comes down at an angle to the baseline The descending line has a very slight curve upwards II Demonstrate on the handwriting grid on the board , explaining what you are doing (in the pupils' own language) Then practise, tracing in the air The class should this together, with you describing the hand movement Repeat several times 12 Pupils can now trace over the large 7in the Numbers Book, using their first finger They should this as a class , following your instructions Go round, checking and guiding hand movements Pupils can now the practice in the Numbers Book, using a pencil If necessary, stop the class, and demonstrate again Song Ask How many blue robots? How many red robots?The pupils count the pictures Play the tape and get pupils to point to the numbers as they listen Get the class to repeat the words after you, like a rhyme Say Point to a girl robot What colour is it? Show me a boy robot Is it blue? The class can now sing the song They can it first of all with the tape and then without Let the girls sing about the boy robots, and the boys about the girl robots Play the guessing game in Step (How many fingers?) but going up to 10 Give pupils different numbers of objects and ask them to count them out loud Write figures on the board Say Show me 71 2110 etc 49 direction and it is this which make v different from u, which is written with a continuous, flowing line NEW LANGUAGE Say: Is ita ? Write: v, doll \ PUPIL'S BOOK Game Soy Show me a car Look at Call a pupil to the front Whisper to the pupil Car number four, and show the pupil the relevant picture in the Pupil's Book Tell the pupil to keep it a secret Now tell the closs (in their own language) that the pupil you selected is thinking of one of the cars or trains Explain that you are going to ask questions to find out which one Ask Is it a train? (No.) Is it a car? (Yes.) Then ask Is it a green car? (No.) Is it a yellow car? (Yes.) Finally ask Is it number four? Call another pupil to the front and repeat the above procedure This time the closs ask the questions They must start by finding out whether it is a car or train Then they ask about colour and finally they work out the number The pupil who has chosen the cor or train must answer with Yes or No You can also ploy the game with you thinking of the car or train and the closs asking you the questions Practise reading a car, a boat, a train, a plane from the board The pupils can refer again to Step 46 if it helps 50 t ~ ' flOW ing curve without a q Demonstrate von the boord , using the handwriting grid Describe the hand movement as you it Get the pupils to trace the letter in the air with you All the time describe the movement as if on on invisible grid Next, pupils trace with their fi nger over the large v in the Handwriting Book (headed Look) They should this as a closs with you guiding them through it Repeat several times Go round looking at pupils' hand movements Where necessary , guide a pupil's finger through the movement as you describe it to the closs 10 Pupils can now trace over the letter v in the Handwritin g Book If necessary, demonstrate again before they the lost row, which is copying with the help of starter dots ACTIVITY BOOK II Write and colour Pupils write a doll and colour in the picture Follow the procedure for red, described in Step 37 12 Missing letters Pupi ls write in the missing letters (t, u, y) Go round helping Encourage pupils to recite the alphabet to themselves Look at hand movements 13 Join the numbers Pupils join the numbers in sequence to complete the picture (0 rocket) Before starting, ask pupils to recite 1-10, as you point to the numbers on the board Sing Zoom, zoom my plane (Step 40) and Ten little robots (Step 48) Teach the closs to write v This is the first of a group of letters written with points rather than curves The letter v is written in a single hand movement without the pencil leaving the paper There is, however, a momentary pause before changing ,j _ _ _ _ _ pause HANDWRITING BOOK \ pClu se ~ number eight Is it a car? What colour is number four? : l' -I" NUMBERS BOOK (OPTIONAL) 14 Pupils fill in the correct numbers of dots to match the numbers Demonstrate on the board with a few low numbers, but starting with ten 'empty ' dots get them to answer using the age on the board: 10m nine (for example) Revise the rhyme in Step 28, using all the actions HANDWRITING BOOK STEP 50 q NEW LANGUAG E Understand : pick up Say : shoe, sticks, gate, hen Write: " ACTIV ITY BOOK 10 Match Pupils ring the words that start with the letter shown in the middle Do the first one on the board Get pupils to say all the words Then say 't'(sound) for land get pupils to tell you which words fit There are two words in each case II Say and calaur Say Show me a gate/hen/ shoe Pupils 'read' the pictures aut loud, going from left to right The pupils can now colour the pictures Go round asking What colour is this? Is it a gate? Say Point to a shoe and so on PUPIL'S BOOK Rhyme Play the tape and ask pupils to point to the numbers and pictures on the left Play the tape several times Then say Point to a gate/the sticks/o door etc Point to each picture in turn and get the class to repeat after you With the exception of sticks, say each word without and then with the article 0: Shoe (class repeats) A shoe (class repeats) Now say the rhyme line by line and get the class to repeat after you Demonstrate pick up sticks when you come to it The pupils will only use pick up in this rhyme and should not be expected, at this stage, to use it in other situations Do not spend too much time on it Next, get the class to say the whole rhyme with you, pointing to the numbers and pictures Point to the pictures and ask What is this? Say Show me q Say the rhyme and demonstrate the actions shown on the right hand side of the page Do this with the class, reciting with the tape Ask small groups to come to the front and recite and perform the actions Say it with them as necessary Sing It is my birthday (Step 42) but with numbers 7-/0 (write a number on the board) Ask pupils Howald are you?and Draw a din the air Ask Whotis this letter? If necessary, demonstrate on the board and practise with the class Repeat this procedure with b Pupils can then the exercise in the Handwriting Book NUMBERS BOOK (OPTIONAL) I2 Demonstrate haw ta write Follow the basic procedure described far 7in Step 48 The number must be done in a single movement and needs a lot of practice Be very encouraging to pupils who are getting the movement right, even if, at this stage, the result is far from perfect -., lX-' , -~ '~ :" '", -' 51 STEP 51 NUMBERS BOOK (OPTIONAU NEW LANGUAGE Say: shoulder, head, arm, hand, leg Write: w, plane, train Pupils trace over the numbers that match the numbers of balloons Demonstrate on the board first of all Go round , checking hand movements Pupils who finish can colour in the balloons PUPIL'S BOOK Say shoulder, head, arm, hand and leg, indicating the relevant parts of your body Get the pupils to repeat after you, pointing to the parts of their own bodies Call out shoulder/head etc Pupils touch that part of their body Look and soy Pupils look at the picture of Yo-Yo Callout ports of the body and get them to point Then call out numbers and get pupils to tell you the part of Yo- Yo's body: Number 4? (Hand.) Practise recognizing 1- 10 and counting Use classroom objects such as books and chairs Sing Ten /itt/e rabats (Step 48) and recite the rhyme in Step 50 " STEP 52 NEW LANGUAGE Write: q , P~U~P-,Ic::L: :'S::: ::B: ::O~O=-: :K, -_ _ _ -,~=· Song, Play the tape and show the pupils the actions Callout ports of the body and get pupils to touch them, Go round and put your hand on the shoulder, head etc of individual pupils Ask What is this? Encourage the answer It is my Play the tape Pupils look at the pictures in the book, perform the actions and join in the words Repeat several times Get individual groups to perform without the tope Get one half of the room to verse one and the other half to verse two Then swap round Do it as a whole class as quickly as possible! Play the game in Step 4Q Sing Elephants and fishes (Step 8) HANDWRITING BOOK Teach the writing of w It is like writing the letter vtwice, without lifting the pencil from the paper Follow the pracedure far v, described in Step 4Q ACTIVITY BOOK Write and colour Pupils write a plane and a train and colour in the pictures Follow the procedure for red, described in Step 37 Read and colour Write blue, brawn and orange on the board Ask What is this word? Do the some with boll, boot and cor Now write a blue cor and ask a pupil to read it Do mare examples of a + colour + noun for the class to read Pupils can then the colouring in the Activity Book, according to the description given 52 • HANDWRITING BOOK Draw a q in the air Ask What is this letter? If necessary , demonstrate on the board and practise with the class Repeat this procedure with p Pupils can then the exercise in the Handwriting Book ACTIVITY BOOK q Match Pupils trace over the letters that match the initial sounds of the word s illustrated Say and calour Say Point to a leg/head/ arm Pupils 'read' the pictures aloud , going from left to right The pupils can now colour the pictures Go round , asking What is this? Is it a hand? etc STEP NEW LANGUAGE Write: x, yellow PUPIL'S BOOK Game Say Show me Xl/XB/Xq/xlO Get pupils to make sentences about the robots : XIO has white arms Xl has red legs NUMBERS BOOK (OPTIONAL) I0 Demonstrate how to write q Follow the basic proced ure, described for lin Step 48 The number q is written with a single hand movement with a pause half way through It is very like the letters g and q, but of course it starts near the top guideline and ends on the baseline Li ke the letters it is written with the pen or pencil going over part of it twice: ~pouse - -:.k -~~:- } The pencil goes over this part ', -d'~ ~ 53 Tell the class (in their own language) that you are thinking of one of the robots and they have to guess which one Follow the dialog ue in the Pupil's Book Individual pupils can then have turns at choosing a robot and saying My rabat has The class have to guess which robot it is Play the game in Step 26 Sing Ten little rabots(Step 48) Practise reading plane, car, train, boat, doll, ball, kite, book of t he letter twice ,, HANDWRITING BOOK Demonstrate the writing of x It is written with two separate hand movements Make sure that pupils them in the correct order Follow the pracedure described for v in Step4Q ACTIVITY BOOK Write and colour Pupils write yellow and colour the robot Follow the procedure for red, described in Step 37 Missing letters Pupils write in the missing letters (u, v, x) Go round helping Encourage pupils to recite the alphabet to themselves Look at hand movements Q Read and colour Pupils read the words and colour the pictures If necessary, revise the colour words first of all Write them on the board and ask What is this word? Then say Show me an orange pencil/a white bag etc 53 NUMBERS BOOK (OPTIONAL) 10 13 Draw five dots on the board Say How many? Count them out loud and then write underneath them o o o o o The class can now the exercise in the Numbers Book, Some pupils may have difficulties, Do not be too concerned or expect too much, Some people take longer than others to understand number concepts, Get them to draw dots or even put together real objects (such as pencils) and add one mare, Go round, checking pupils' hand movements as they trace the numbers, Add an extra dot and say Five plus one and write + I after the o o + I I2 Understand: ga/goes(= move) Write: 10 • PUPIL'S BOOK Repeat this with + I, + I and + 1again Get the pupils to give you the answers, This is to remind pupils ofthe idea behind addition and how to 'read' a sum in English, •• • •••• • ~.: Play the tape again The class sing along with you and perform the actions Repeat several times and let them try without the tape Get three groups to the front to perform the song One group does the arms verse, another does the legs and the third group does the head verse Join in yourself as necessary Practise read ing red, blue, green, brawn, orange, black, yellow, white, Revise letters of the alphabet by asking pupils to read out (spell) the letters of words on the board: • •• •• • •••••• • • •••• Say Five plus one equals, , , ?The class say Six and you get a pupil to come to the front and write over the 6, 54 Song, Play the tape and demonstrate the actions, Get the class to repeat after you as you say one of the verses, Now putthis on the board: ••• •••••••• 54 NEW LANGUAGE o Then say Five plus one equals ?Count up the dots and provide the answer Write = after + I, Read out the whole sentence + = II STEP roe-do Using Steps 23 and 2q in the Pupil's Book, individual pupils tell you how to spell colour words, You write what the pupil tells you on the board (the class watches out for any mistakes!), Sing the Alphabet song (Step 24), HANDWRITING BOOK Draw a y in the air Ask What is this letter? If necessary, demonstrate y either in the air or on the board , describing what you are doing Repeat this procedure with g Pupils can then the exercise in the Handwriting Book ACTIVITY BOOK q Write Pupils have to write the first letters of the illustrated words Say 'c' (sound) for cat Tree ?and encourage them to say 't' for tree If necessary , write c b t a on the board Provide as much preparation as is'Deeded and go round helping This is a challenging activity and so be very encouraging and not let any of the class feel that they are failing Say and colour Say Show me a hot! shoulder/gate/house Pupils colour the pictures Go round asking questions: What is this? Is it a hat? Say Show me o NUMBERS BOOK (OPTIONAL) 10 Demonstrate the writing of /0 The spacing is important The two figures must be close enough to be connected, but not cramped Follow the procedure described for 7in Step 48 Ask questions How many boxes? Is it a big lion? Is ita big beor?Say Show me the bear Point to a green box Show me a lion Get the class to repeat the words of the story after you Ask pupils to 'retell' the story, pointing to the pictures If necessary, say the words with them The story can be acted out This would be particularly successful if you used four small boxes and some toy an imals The names of Jack and Sue can be changed to th·:> names of two pupils in the class The class (or a group of pupils) tell the story, while the two pupils act it Sing How many monkeys? (Step 12).- HANDWRITING BOOK Demonstrate z This letter is written with one hand movement and there are two pauses to get the two points Follow the general procedure described for vin Step 4Q ACTIVITY BOOK Write and colour Pupils write a ball and colour the picture Follow the procedure described for red in _Step 37 Q Join the letters Pupils connect the letters in alphabetical order to complete the picture (a robot) NUMBERS BOOK (OPTIONAL) STEP 55 10 Write the numbers 1-10 on the board Go through each letter in turn and ask the pupils (in their own language) if it is written with one hand movement or two Before answering, they should trace the number on their desk with their finger Go through the numbers again and ask pupils to tell you where each one is started Add starter • dots on the board II Pupils now the number writing exercise in the Numbers Book Go round, helping with the hand movements Get pupils to 'read' the sums out to you: Nine plus one equals ten NEW LANGUAGE Say : bear, box Write : z, boll PUPIL'S BOOK Story Play the tape or read the story yourself Pupils should point to the pictures in sequence 55 STEP 56 ACTIVITY BOOK Write Pupils have to write the first letter of the illustrated words (balloon, leg, plane, hen) This is a demanding exercise If necessary , go through it all with the class and write the letters I b h P on the board before they write in the Activity Book q Read and say Say Sue has a book and , encouraging the class to read the next word on the list, which is a doll Pupils have turns to read down the list They then colour th e picture of Sue NEW LANGUAGE Read: bear, mankey, lion, elephant, an PUPIL'S BOOK Read Say Show me a monkey/lion etc Pupils point to the pictures Write the letters b m I e on the board Say 'b '(sound) forbear, 'm'formonkeyetc The class should repeat each one after you and point to the initial letter of each word in the Pupil 's Book Say Point to 'b '/'m ' Go through this several times Write a bearon the board Read it aut Point to a and ask What is this word? Now write an elephant on the board Read it out Explain (in the pupils ' own language) that sometimes we write an instead of a for certain words Do not try to give the reasons at this stage Now write a monkey on the board Ask What is this? Pupils should leave their books open to compare the word shapes and work out the answer Repeat this procedure for an elephant, a lion, and a bear Write all four words on the board Say Show me the word 'bear' What is this word? Is it 'elephant'? Do this with books open and then with books closed Sing I am a robot (Step 54) and Little girl, little boy (Step 18) HANDWRITING BOOK 56 With your finger trace von the board Ask What is this letter? If necessary demonstrate how to w rite it Repeat this procedure wi th t Pupils can then the exercise in the Handwriting Book NUMBERS BOOK (OPTIONAL) 10 Practise counting 1-10 with the class Write 1-10 on the board Ask What is this number? as you point to individual numbers Count to 10 again, painting to the numbers an the board Rub aut 3, 5, and q Count from I and when you come to a gap, pause to let the class say the missing number Write it in the gap in a different colour Repeat this a few times Pupils can then the exercise in the Numbers Book The starter dots will help them write the numbers correctly STEP 57 NEW LANGUAGE Understand: in, mouth Say: square, circle, triangle, sweets Write: blue PUPIL'S BOOK Look and say Use blackboard drawings to teach square, circle and triangle Say Show me a Ask What is this?Then look at the book Say Point to a circle Is it blue? Song Tell the pupils they are going to hear a song about sweets Translate sweets Play the tape Pretend to have sweets in a bag, then in your hand and finally in your mouth Get the class to copy the actions and repeat after you in my bag in my hand in my mouth mmm Play the tape again Pupils mime the actions and point to the pictures of the sweets They can join in with mmm at the end Now get the class to repeat the words of the song after you Say Show me a white triangle etc The class can now sing with the tape You can try the boys on the first verse and the girls on the second Join in with the pupils as necessary , to help them Sing and perfarm It is my head (Step 52) HANDWRITING BOOK NUMBERS BOOK (OPTIONAL) II Prepare for the sums, using the technique described in Step 53 Pupils can then the exercise in the Numbers Book 12 If the class is ready far it (and it may not be) you can use real examples, such as books or pupils, to shaw why the sums + 2and + have the same answer You can the same with + and + 13 Ask individual pupils to read out the completed sums STEP 58 NEW LANGUAGE Revise n and x if necessary Pupils can then the handwriting practice PUPIL'S BOOK ACTIVITY BOOK Write and colour Pupils write blue Then they colour the pencil blue Follow the procedure described for red in Step 37 q Missing letters Pupils write in the missing letters (u, x, z) Go round helping Get pupils to recite the alphabet to themselves to work out what is missing Look at hand movements 10 Match Write a bear, a lion, a monkey and on elephant on the board Check that pupils recognize them Ask What is this ward? Pupils can then the exercise in the Activity Book They join the words on the left to the appropriate pictures on the right Game Revise the shapes by drawing them an the board Say Show me a square etc Then paint to a shape and ask What is this? Draw several squares, circles and triangles an the board, each one a different colour Say Shaw me a blue square What colour is this? Get pupils to look at blackboard number I in the Pupil's Book Ask How many squares? (10) How many orange squares? (I) How many green squares? (q) Follow this procedure with the triangles Th en the same with blackboard number Practise the question How many circles? by getting the class to repeat after you Then practise How many brown circles/ orange circles/white circles? Let pupils have turns at asking questions about blackboards and Sing Two sweets (Step 57) 57 Write up nouns and colour adjectives on the board and ask pupils to read them For example, write a black bear, a yellow car Sing The big bag song (Step 36) STEP Sq NEW LANGUAGE HANDWRITING BOOK Revise wand h, if necessary Pupils can then the handwriting practice PUPIL'S BOOK Picture practice Use the picture for revision Ask questions such as How mahy boats? How many red boats? How many windows? What colour is the bike/ van/dog? How many trees? How many gates? Soy Show me a red plane Show me a big boat Point to a green house ACTIVITY BOOK q 10 Write Pupils have to write the first letters of the illustrated words (apple, x-ray, van, raboO If necessary , go through it with the closs, working out which letters have to be written in the boxes It may be necessary to write a, x, vand r on the board before the pupils write in the Activity Book Draw and say Pupils draw over the shapes They then make sentences like the examples given in the Activity Book, using big and little NUMBERS BOOK (OPTIONAL) II Pupils the sums If necessary, work through them all on the board, getting the pupils to practise their English by reading out the completed sums , using plus and equals Then the pupils can the sums in the Numbers Book If pupils are having difficultieswith number concepts, use real examples, such as pencils, and count them out Let pupils ask questions about the picture Perform the rhyme in Step 50 Sing ltis my head (Step 52) Ploy the game in Step 26 Sing Yo- Yo's song (Step 38) HANDWRITING BOOK Revise z and s, if necessary Pupils then the exercise in the Handwriting Book ACTIVITY BOOK Write and colour Pupils write a bear Then they colour the bear They the some for a lion Follow the procedure for red described in Step 37 q Read and colour Pupils colour the shapes as indicated by the labels When they have finished, ask questions: What is this? Is it a green square? etc NUMBERS BOOK (OPTIONAL) 10 58 Follow the procedure in Step 58 STEP 60 NEW LANGUAGE PUPIL'S BOOK Sing the Alphabet song (Step 24) and get pupils to point to letters Sa~ Point to x, a, d etc Ask What colour is m, I, s? etc Sing Ten little robots (Step 48) Game Pla~ the game in Step 60 Call a pupil to the front Ask the pupil to choose a letter or number from the book and to keep it a secret Ask questions to find out what it is Start with Is it a numberlletter? Th en find out the colour The pupils must onl~ answer yes or no You then choose the number or letter ~aurself and get the class to ask the questions Let the pupi ls look through the book and choose songs the~ like to sing HANDWRITING BOOK Pupils can now trace the whole alphabet Encourage them to work slowl~ , thinking carefully about hand movements Pupils can then tr~ writing out the whole alphabet in a cop~book ACTIVITY BOOK Write Pupils have to write the first letters of the illustrated words (cake, sun, insect, fish) Read and say Say Jack has a ball and , encouraging the class to read the next word on the list, which is a plane Pupils have turns to read out the list The~ can then colour the picture of Jack NUMBERS BOOK Follow the procedure in Step 58 59 ea y.' RGe1il Get Ready ! is a lively twa- level course for children who are learning English for the first time It is based around songs and activities, carefully matched to the interests of young learners, and suitab le for use with large or small c lasses Get Ready! teaches pupils to say and understand a basic English vocabu lary and a small number of useful expressions It teaches numbers and the letters of the alphabet and introduces pupils to the early stages of reading and writing Get Ready! is the ideal preparation for English at primary level, giving pupils that basic knowledge and feeling for English which is the foundation of successful learning The core of the course consists of the Pupil's Books and the accompanying cassettes For each level there is also an Act ivity Book, Han dwriting Book and Numbers Book Each level has a Teacher's Book, providing detailed guidance on the use of the materials