1smiles 3 teacher s book for kazakhstan

01_Smiles KAZAKH Contents Ts.qxp_01_Smiles KAZAKH Contents Ts.qxp 6/15/17 13:26 Page Teacher’s Book for Kazakhstan Grade 3 2017 Jenny Dooley Series Consultant: Bob Obee Translations by N Mukhamedjanova 01_Smiles KAZAKH Contents Ts.qxp_01_Smiles KAZAKH Contents Ts.qxp 6/15/17 13:26 Page CONTENTS Introduction p IV Programme (Contents & Syllabus) Vocabulary Animals (pp 4-17) • • • • Animal Types Body Parts Animal Song and Dance Craft Project Light and Dark (pp 18-31) • Sources of Light • Day & Night • Out at Night p XI Grammar • animals • parts of the body • • • • • • • interrogative pronouns the verb ‘have got’ demonstrative pronouns articles (a, an, the) some/any prepositions of place present continuous • sources of light • clothes • rules • • • • • plurals must/mustn’t can (permission) past simple comparisons Storytime I: Twinklinka (Value: Be kind) (pp 32-33) Time (pp 34-47) • Times of my Day • Days of the Week • At the Right Time Buildings (pp 48-61) • Four Walls • Our Town • Around the House • • • • daily routine time days of the week numbers (1-100) • ordinals • present simple • prepositions of time and place • • • • parts of a house things in a house shops and buildings jobs • • • • • • • • • • there is/are plurals past simple prepositions of place and time present simple comparisons possessive case articles some/any demonstrative pronouns • • • • • like + -ing adverbs of frequency past simple adverbs of manner have to • • • • • • present simple possessive adjectives comparisons demonstrative pronouns past simple (regular & irregular) object pronouns Storytime II: The Lazy Girl (Value: Don’t be lazy) (pp 62-63) Art and Music (pp 64-77) • • • • Drawing Chairs Musical Instruments My Music Shadow Puppet Show Explorers and Inventors (pp 78-91) • • • • Inventions in Kazakhstan Bright Ideas Marco Polo Exploring Space • • • • cool and warm colours activities time sports • materials • story-related words • months Storytime III: Too-too-moo and the Giant (Value: Do the right thing) (pp 92-93) Water, Water, Everywhere! • (seaside) activities (pp 94-107) • By the Sea • A Beach Story • Rain, Rain … Having Fun (pp 108-121) • Fun Places • Flying Kites • Number Games • • • • places seasons activities numbers (1-100) • present continuous • can (ability) • adverbs of manner • • • • • • • present simple past simple present continuous imperative there is/are possessive adjectives comparisons Storytime IV: Pennies from the Sky (Value: Help people in need) (pp 122-123) Glossary (pp 124-128) Instruments for Evaluation pp 129(T)-158(T) 01_Smiles KAZAKH Contents Ts.qxp_01_Smiles KAZAKH Contents Ts.qxp 6/15/17 13:26 Page Skills Thinking Skills Cross-Curricular Links/Culture Sounds Spot! Reading: Meeting Carly the cow Speaking: Talking about animals; describing people/animals and monsters; saying where animals are Listening: Multiple matching about people and their appearance Writing: A postcard from a farm • Applying world knowledge • Recalling information • Combining ideas to form a new whole • Creative thinking • How many legs? (Maths) • Zoos in the USA and Kazakhstan •o dog long body Reading: An eventful football game Speaking: Talking about sources of light, clothes and rules; asking for and giving permission Listening: Listening for specific information about children’s favourite clothes Writing: School rules • Lateral thinking • Understanding the main idea of a story • Applying world knowledge • Be Bright, Be Seen! (Social Science) • Traditional costumes in Scotland, Japan and Kazakhstan • ch – sh cherry chase dish fish Reading: Liam waking up early by mistake Speaking: Describing one’s daily routine; saying where things are; telling the time Listening: Multiple matching about a girl’s daily routine Writing: A project about your favourite day • Combining ideas to form a new whole • Applying world knowledge • At the Right Time (Maths) • Tea time in the UK and Kazakhstan •s gets up drinks plays Reading: Shopping for Gran Speaking: Saying what there is in a house; giving directions; talking about jobs Listening: Listening for specific information about people’s jobs Writing: A project about someone you know and his/her job • Logical-mathematical thinking • Paying attention to visual details • Applying world knowledge • Around the House (Geography) • Jobs in the UK, Mexico and Kazakhstan • ou house mouse blouse Reading: Celebrating Green Classroom Day • Paying attention to • Musical Instruments Speaking: Talking about art, preferences and sports; visual details (Music) telling the time; saying how often you things • Interpreting information/ • Puppet shows in the UK Listening: Multiple matching on the sounds of visuals and Kazakhstan musical instruments • Making decisions Writing: A project about your daily routine • ie tie lie pie Reading: Nanny’s experience on the beach Speaking: Talking about inventions and inventors, what you did in the past Listening: Multiple matching about what people did in the past Writing: A project about your last birthday • Applying world knowledge • Recalling information • Marco Polo (History) • NASA and the Baikonur Cosmodrome •b–v baby bird vine valley Reading: Doing water sports Speaking: Talking about (seaside) activities; saying what you can and how well you can it Listening: Multiple matching of people and activities Writing: A project about Summer Camp • Combining ideas to form a new whole • Critical thinking • Applying world knowledge • The Water Cycle • w – wh (Geography) walrus • Famous athletes from the water USA, Russia and Kazakhstan whiskers white Reading: Flying kites Speaking: Talking about favourite places, seasons and seasonal activities; describing things happening now Listening: Multiple matching of people and activities Writing: A diary entry • Applying world knowledge • Recalling information • Combining ideas to form a new whole • Mathematical thinking • Working with numbers (Maths) • Kite festivals in the UK and Kazakhstan Activity Book (Key & Instructions) pp 159(T)-184(T) • s – sh sea sheep fish Vocabulary and Grammar Practice (Key) pp 185(T)-192(T) 02_Smiles KAZAKH Intro Ts.qxp_02_Smiles KAZAKH Intro Ts.qxp 6/15/17 13:27 Page Introduction Smiles is a course specially designed to introduce young learners to the English language The syllabus is based on graded structures and vocabulary enabling the pupils to use English effectively and ensuring that they enjoy themselves while learning All four skills (listening, speaking, reading and writing) are developed through a variety of communicative tasks and key language is recycled regularly Smiles is ideal for young learners as it encourages active, holistic and humanistic learning, thus developing a keen interest in the English language Smiles comprises modules Each module consists of seven lessons It is aimed at pupils who come under the category of A1, Basic User A1 Basic Users Pupils in this category can understand and use some basic vocabulary and expressions related to their own personal, concrete world They can communicate in simple exchanges, introduce themselves and ask and answer questions in a simple, repetitive way Simple interaction is feasible, provided the other person speaks clearly and slowly and is prepared to assist Smiles contains the following modules and their objectives: Module 1: animals, parts of the body; Module 2: sources of light, clothes, rules; Module 3: daily routine, time, days of the week, numbers (1-100); Module 4: parts of a house, things in a house, shops and buildings, jobs; Module 5: cool and warm colours, activities, time, sports; Module 6: materials, story-related words, months; Module 7: (seaside) activities; Module 8: places, seasons, activities, numbers (1-100) The Pupil’s Book also incorporates a variety of appealing additions: I Time for CLIL This section presents cross-curricular material The pupils use English to complete activities related to other subject areas, e.g Maths, Social Science, etc in a fun and creative way II Our World Components • Pupil’s Book The Pupil’s Book has been designed to appeal to, as well as involve the pupils in language learning New words and structures are presented in a clear and effective way by means of picture word association New language is presented and practised in context through lively dialogues and short texts A variety of functional exercises, songs and games help pupils practise and consolidate the key language in a memorable and enjoyable way Smiles is modularised; therefore, in each module the pupils are thoroughly exposed to the new language and achieve competency in the target language at a faster pace In addition, through the Pupil’s SelfAssessment Forms (found in the Teacher’s Book), the pupils can assess their progress and develop their language awareness and independence (See Instruments for Evaluation.) IV This section aims to promote cultural diversity and cultural identity III Checkpoint The Checkpoint section appears at the end of every module and aims to assess pupils’ knowledge as well as promote autonomy in learning IV Storytime This section includes folk tales from around the world It aims to provide pupils with real language input and enables them to practise reading for pleasure It also teaches pupils values (Smiles Values!) and raises their intercultural awareness V Glossary The teacher can refer the pupils to the glossary that contains the core vocabulary of the course and ask them to use it as a point of reference 02_Smiles KAZAKH Intro Ts.qxp_02_Smiles KAZAKH Intro Ts.qxp 6/15/17 13:27 Page Introduction • Activity Book The Activity Book is in full colour It can be used either in class or for homework, upon completion of the corresponding lesson(s) in the Pupil’s Book It aims to consolidate the language that appears in the Pupil’s Book through various activities The notes in the Teacher’s Book include a suggested division as to when these pages can be covered The Activity Book also includes: I Stickers Stickers are an excellent way to involve tactile/ kinaesthetic learners They help pupils retain vocabulary in their long-term memory as they are not simply exposed to new words, but they have to something with them.Young learners love using their hands and this trait should be part of the learning process There are some activities with stickers in the Activity Book The type and aim of these activities vary to give pupils the chance to practise the new language in a motivating and appealing way II Extra Check The Extra Check section appears at the end of every module and aims to assess pupils’ knowledge as well as promote autonomy in learning The Extra Check section includes activities that provide extra consolidation Upon completion of the Extra Check sections, the pupils can the Module Tests which can be found in the Teacher’s Resource Pack CD-ROM III My Green Passport Through this section the pupils are given the opportunity to learn about the environment and become more aware of various environmental issues in a fun and creative way IV Let’s Play! Let’s Play! is a board game at the end of the Activity Book The aim of the board game is to provide an atmosphere of relaxation while consolidating the language learnt How to play the Board Game Divide the class into two teams, A and B, or into pairs Ask the pupils to use a coin, a pencil sharpener, a rubber, etc as a marker and place it on the START sign The teams or pairs take turns selecting a number by throwing dice, spinning a spinner, etc Then they move along the board the number of spaces shown The pupils must answer the question or follow the instructions in the square they land on A correct answer allows the pupils to stay where they are, whereas an incorrect one means that they must move one square backwards V The World Around Us This section consolidates the cross-cultural and cross-curricular sections VI The Words I Know! Through this section, the pupils are given the opportunity to consolidate the vocabulary taught throughout the year • My Language Portfolio My Language Portfolio is used to contain material that the pupils use, along with any extra material given by the teacher throughout the course My Language Portfolio has been designed to stimulate and support the learning of the English language Its purpose is to help the pupils reflect on, realise their progress in and improve their language learning The Language Portfolio is the pupil’s property It is a tool to accompany the pupil’s language learning throughout their school life and is suitable for documenting their learning both inside and outside the classroom In practice, Language Portfolios may include project work or other examples of written work or drawings completed inside or outside the class, DVDs (with the pupils’ favourite story or with performances of songs, school plays, etc), certificates, reports from teachers, or even a collection of objects or pictures It is a collection of material that the learners want to keep as evidence of their learning The main emphasis is on the process of learning As a result, while compiling their Language Portfolios, pupils learn how to work independently V 02_Smiles KAZAKH Intro Ts.qxp_02_Smiles KAZAKH Intro Ts.qxp 6/15/17 13:27 Page Introduction How to make a Language Portfolio During the first lesson, explain to the pupils that they should bring in a folder, which they will have with them at all times and in which they will keep their Language Portfolios For the next lesson, bring in self-adhesive labels, write My Language Portfolio on them and help your learners stick them onto their folders Show the pupils how to store their material in their Language Portfolios and make sure they update it regularly • Teacher’s Book The Teacher’s Book provides interleaved step-by-step lesson plans, as well as the answers to the activities in both the Pupil’s Book and the Activity Book It also contains extra ideas on how to present new words and language patterns, additional activities and games, as well as audioscripts for the listening activities At the beginning of the Teacher’s Book the teacher can find the Programme, an analytical chart of the targets and objectives of the modules The Teacher’s Book also includes: I Instruments for Evaluation NOTE The following symbols have been used throughout the course so that the teachers can understand at a glance what the focus/purpose of the activities are: i : These activities can be done in two ways, one more demanding than the other, depending on the strengths and weaknesses of the pupils/ classes (Differentiated Instruction) ii : These activities offer cross-curricular links as pupils learn English while focusing on other subject areas (e.g Maths, Social Science, etc) iii : This is a pair work activity iv : This is a group work activity Both pair work and group work activities promote collaborative learning v : These activities develop pupil’s Critical Thinking Skills such as identifying and recalling information, applying world knowledge, etc vi : Pupils can display these activities in the classroom In the Instruments for Evaluation, the teacher can find a: vii :These are Formative Evaluation Worksheets that teachers can use to assess the pupils’ progress • Formative Evaluation Chart: The teacher uses the chart to evaluate the pupils on an activity at any time during the course and writes the marks obtained with the help of a code The teacher can also use the Formative Evaluation Worksheets viii : These activities boosts the pupils’ research skills as they give the pupils the opportunity to find and use information from the Internet Evaluation is an essential part of the learning process It helps the learners become aware of their progress in the target language, how much they have achieved and what areas need further practice Evaluation also allows teachers to reflect on the validity of their teaching practices and the types of the material being used • Cumulative Evaluation Chart: The teacher uses the chart to evaluate the pupils at the end of each module and writes the marks obtained with the help of a code • Pupil’s Self-Assessment Forms: The pupils give their personal opinion about their own results upon completion of each Checkpoint They file these forms in their Language Portfolios VI • Progress Report Cards: The teacher completes them, one per pupil, upon completion of each module, taking into consideration the pupil’s performance and progress throughout the module as well as the mark received in the corresponding Module Test.The pupils file their Progress Report Cards in their Language Portfolios • Teacher’s Resource Pack CD-ROM The Teacher’s Resource Pack CD-ROM provides the teacher with material which can be used in the classroom for further exploitation of the language learnt The Teacher’s Resource Pack is divided into the following sections: I Reinforcement and Extension Activities These activities are in the form of projects 02_Smiles KAZAKH Intro Ts.qxp_02_Smiles KAZAKH Intro Ts.qxp 6/15/17 13:27 Page Introduction which pupils can on their own or in groups The pupils can then file their projects in their Language Portfolios II Templates These are templates for the activities in the Pupil’s Book III Story Cards These cards include the stories in the Pupil’s Book The teacher can hand them out to the pupils so that they can make their own story books IV Phonics Worksheets and Key These help the pupils master the art of reading V Module Tests, Key and Audioscripts There are six tests, one per module, as well as an end-of-year Exit Test The Exit Test can also be used as a placement test for the next level • Certificate of Achievement This can be downloaded from Express Publishing’s site It is filled in upon completion of the course.The aim of this certificate is to reward the pupils as well as give them a sense of achievement • Picture Flashcards The Picture Flashcards illustrate the new vocabulary items and can be used for presentation, revision, additional practice and memory games Flashcards enable the pupils to make the connection between the visual prompt and the spoken word and help teachers avoid the use of translation or lengthy explanations • Posters The series is accompanied by vocabulary and cross-curricular posters In the Teacher’s Book there are helpful guidelines as to when and how the posters can be used • Class CDs The Class CDs include all the recordings for the listening activities in the Pupil’s Book, Activity Book and the Module Tests • Pupil’s Multi-ROM (Pupil’s CD/DVD) The Pupil’s Multi-ROM includes the chants, songs, dialogues and texts from the Pupil’s Book so that the pupils can listen to them at home as well as watch the fully animated DVD • ieBook The ieBook acts as a personal study aid to be used at home It helps the pupils with their assigned homework, dictation, vocabulary, reading and revision in a fun and interesting way With the ieBook, pupils enjoy learning English with games, videos, quizzes and stories • Interactive Whiteboard Software The Interactive Whiteboard Software integrates all the elements of the course in a much more engaging and entertaining way to facilitate learning Characters Smiles follows the adventures of a group of loveable and exciting characters The pupils have the opportunity to associate themselves with Liam, an eight-year-old boy, and his sister Lilly as they explore the world around them along with their friends Jake and Daisy and their pet chimp, Charlie The characters have been selected to reflect the ethnic diversity of our societies Their nanny, Nanny Rose, possesses magical powers and leads the children on a magical journey! Key features of the course Presentation of the new language The new language is presented by first listening to the new vocabulary In each lesson plan the teacher will find detailed guidance on how to vary the presentation of new vocabulary, as well as further reinforcement and extension activities Grammar and Vocabulary Activities There is a great variety of activities catering for all types of learners and learning styles: colouring, pair and group work, matching, games, etc In this way, the pupils use the new language in a meaningful context VII 02_Smiles KAZAKH Intro Ts.qxp_02_Smiles KAZAKH Intro Ts.qxp 6/15/17 13:27 Page Introduction Dialogues All the dialogues cover areas of interest within the pupils’ knowledge They are always followed by a reading comprehension task, which the pupils have to complete after reading and listening to the dialogue In this way, the pupils not only familiarise themselves with the dialogue, but also practise reading strategies (reading for a speciic purpose), thus enhancing their reading comprehension skills Thinking cap The pupils are gently introduced to thinking skills such as interpreting and understanding, making decisions, creating new ideas, etc These sections help the pupils develop their mental processes and become better learners Talking point The pupils practise everyday English in short, useful dialogues These dialogues are used as a springboard for the pupils to improve their basic communication skills Sounds Spot! This section offers the pupils the opportunity to distinguish between different sounds in spoken English Games & Songs Pupils at this level need a lot of opportunities to play and explore their surroundings Playing games and singing songs/chants provides a necessary outlet and ensures that the pupils are learning while having fun It is also a way of ensuring that the lesson always ends on a high note In every unit there are songs/chants and games that add a creative and enjoyable element to the language classroom Development of reading skills The pupils are introduced to short texts and dialogues aimed at gradually improving their reading skills through enjoyable activities In this way, the pupils gain an appreciation of reading and are not intimidated by the written word Reading for pleasure is fostered through the Storytime sections, which is designed to make reading an enjoyable and rewarding experience Gradual progression in writing Every module includes short texts which can be used as a model for the pupils’ own writing VIII 10 Time for CLIL In this section, the pupils explore other fields of study, e.g Maths, Science, etc through English In this way, the pupils learn how to use English as a vehicle to approach other subject matter 11 Our World In this section, the pupils have the opportunity to read short texts about aspects of life in their country as well as in other countries 12 Storytime Reading for pleasure is fostered through the Storytime section, which is designed to make reading an enjoyable and rewarding experience Stories and folktales serve as useful tools in the classroom Telling stories can build essential listening skills, teach morals and entertain Stories from different cultures demonstrate how people from all over the world are alike 13 My Green Passport In this section, the pupils are given the opportunity to learn about nature and the environment around them It includes interesting and fun activities which promote a greater understanding and respect for environmental issues • Linguistic Skills The pupils can the following upon completion of each module: associate pictures with new vocabulary with the aid of illustrations in their books as well as through the use of the picture flashcards or posters; produce the sounds, pronunciation and intonation of the target language; communicate with their peers in English, exchanging basic information about everyday matters, such as introducing themselves, describing a house, talking about animals, etc; understand dialogues, short exchanges, etc; achieve oral competency through the reproduction of short exchanges, songs and chants 02_Smiles KAZAKH Intro Ts.qxp_02_Smiles KAZAKH Intro Ts.qxp 6/15/17 13:27 Page Introduction • Learning-to-learn skills Upon completion of each module, the pupils will be able to: concentrate better and longer, as they are trained to listen to dialogues in order to perform a task; skim and scan texts and dialogues to locate the necessary information; develop their writing skills; gain awareness of aspects of life in other countries; record and assess their progress through the Checkpoint and Pupil’s Self-Assessment Forms, thus developing autonomy • Social Skills Upon completion of each module, the pupils will: be motivated to read English, encouraged by the enjoyable Storytime section; experience being part of a group and obeying rules through the games; become more responsible by keeping and updating their Language Portfolios; have a good understanding of the culture and traditions of other countries; have some understanding of the way of life in other countries Classroom Management Creating a pleasant environment in the classroom should be one of the teacher’s very first goals It is a good idea for the teacher to arrive a few minutes early to welcome the pupils and have something interesting for the early comers to They can listen to the song from the previous lesson, watch the video again or play with the picture flashcards, identifying the book’s characters as well as the vocabulary items already presented The teacher should establish his/her policies from the start Remind pupils to: • come to class on time; • bring their Pupil’s Books, etc; • raise their hands when they want to ask a question; • wait for their classmates to answer the teacher’s questions before they raise their hands to give their answers The teacher should empower his/her learners by: • teaching classroom language, i.e the teacher’s instructions, such as open your books, close your books, work in pairs, etc, the pupils’ instructions, i.e the rubrics, and the pupils’ questions and answers to the teacher Classroom language is the language of communication between teacher and pupils in the classroom and needs to be taught from day one • giving brief and clear oral or written instructions The teacher should give or read the instructions S/He reads them at a slower pace, providing examples and eliciting examples from the pupils so s/he can be sure that they know what to • assigning homework ten minutes before the end of the lesson, so s/he can: a read the instructions; b give adequate examples; c elicit examples from the pupils; d ask them if they have any questions By following this procedure, we can ensure that the pupils know how to their homework Explain to the parents how important it is for the pupils to their homework alone as this will eventually reinforce self-confidence and encourage self-assessment Songs in the Language Classroom Songs are of great value in language learning.They are vivid examples of how the language taught is used in a real context and highlight both pronunciation and intonation Furthermore, their rhythm enables the pupils to remember the newly acquired language and stimulates learning There are numerous ways to use songs in the language classroom.You can play the CD and invite the pupils to move and clap to the rhythm or hum to the melody If there are lyrics which are frequently repeated, children will soon start joining in Here are some ways to animate the songs: a Total Physical Response (TPR) activities: Have the pupils stand in a circle and play the song once Sing and demonstrate the actions, encouraging the pupils to imitate you Play the song again, this time asking the pupils to listen to the song and repeat after you while doing the actions Play the song a third time and lead the singing while the pupils join in IX 02_Smiles KAZAKH Intro Ts.qxp_02_Smiles KAZAKH Intro Ts.qxp 6/15/17 13:27 Page 10 Introduction b Using props: Bring visuals, realia or word cards to class Hand out these props to your pupils and ask them to hold up the prop as soon as they hear the corresponding word in the song c Song dramatisations: Having interesting plots and characters, songs frequently offer themselves for further exploitation through drama The teacher can dramatise the songs into short sketches, thus motivating his/her pupils Assign roles and have the pupils sing their lines Simple costumes and props can be prepared and used to make the performance more realistic These are just a few suggestions on how to use the songs in the language classroom Be as inventive as you can since pupils love performing Checking Pupils’ Progress a Homework: At the end of each lesson, the pupils should be given some homework The Teacher’s Book provides some suggestions on what to assign for homework and how to check it in the next lesson b Progress Report Cards: After completing each module and taking the corresponding test, photocopy the respective Progress Report Card from the Teacher’s Book and fill it in, one per pupil The pupils should keep these cards in their Language Portfolios for future reference c Pupil’s Self-Assessment Forms: After the pupils have completed the Checkpoint section of each module, they should fill out the Self-Assessment Form by themselves This learning-to-learn technique enables the pupils to develop awareness of their progress The Self-Assessment Form should be kept in their Language Portfolios for future reference.The Pupil’s Self-Assessment Forms can be found in the Teacher’s Book Types of Learning Styles Over the years, teachers have noticed that some of their pupils learn by listening to new information, some pupils prefer to read it, while others need to something with the new information There are many different learning styles Consequently, a coursebook should offer a variety of exercises and material to stimulate all learning styles and help pupils learn in the way that suits them best X • What are the types of learning styles? – Visual Learners These learners need to see the teacher’s body language and facial expressions to fully understand the content of the lesson.They think in pictures and learn best from visual displays including diagrams, illustrations, transparencies, videos, flashcards and handouts – Auditory Learners These learners learn best through verbal lectures, discussions, talking things through and listening to what others have to say Written information may have little meaning until it is heard.They often benefit from reading a text aloud and using a CD player – Tactile/Kinaesthetic Learners Tactile/Kinaesthetic people learn best through a hands-on approach, actively exploring the physical world around them.They find it hard to sit still for long periods and may become distracted by their need for activity and exploration These learners express themselves through movement.They have a good sense of balance and hand-eye coordination By interacting with the space around them, they are able to remember and process information They have to things on their own to be able to learn the new language 18_Smiles KAZAKH Act Key Ts.qxp_16_Smiles KAZAKH Act Key Ts.qxp 6/15/17 14:07 Page 314 Activity Book (Key & Instructions) Ex 13 p 85 Answer key Explain the activity Have pupils round the class read the sentences and mime the actions Ask the pupils to find the stickers from the corresponding sticker section Have the pupils show them to you for verification before sticking them on the page Check their answers This festival is in August.: Portsmouth International Kite Festival This festival takes place close to a river.: International Kite Festival in Astana Pupils go back to start! There is a children’s kite workshop at the festival.: Portsmouth International Kite Festival This festival is in July.: International Kite Festival in Astana Pupils miss a turn! This festival takes place close to the sea.: Portsmouth International Kite Festival Pupils go back to start! There are kite-building classes at this festival.: International Kite Festival in Astana Pupils miss a turn! This festival takes place on Saturday and Sunday.: Portsmouth International Kite Festival Answer key Extra Check Ex 14 p 86 Revise the names of buildings and places Ask: What’s in 2B? Elicit: A school Repeat for the remaining pictures Explain the activity Allow the pupils some time to complete the activity Check their answers 5D 8A 5G Explain the activity Allow the pupils some time to write the buildings Check their answers Answer key butcher’s post office autumn winter spring Ex p 88 Ex 15 p 86 baker’s sports centre Ex 16 p 87 Explain the game The pupils work in pairs or in groups/teams They take turns throwing the dice and moving around the board game When they land on a space with a sentence, they have to name the right festival If they answer correctly, they stay on that space If not, they go back one space The winner is the pupil who reaches FINISH first 182(T) Explain the activity Allow the pupils some time to write the missing letters Check their answers Answer key Answer key 1G Ex p 88 Explain the activity Allow the pupils some time to look at the pictures and circle the correct answers Check their answers Answer key A B B Ex p 88 Explain the activity Allow the pupils some time to match and make sentences Check their answers Answer key f e a c b Ex p 88 Explain the activity Allow the pupils some time to look at the pictures and answer the questions Check their answers 18_Smiles KAZAKH Act Key Ts.qxp_16_Smiles KAZAKH Act Key Ts.qxp 6/15/17 14:07 Page 315 Activity Book (Key & Instructions) Answer key B My Green Passport IV B B A A Ex p 91 Ex p 89 Explain the activity Allow the pupils some time to read the dialogue and underline the correct words Check their answers Answer key fishing Fishing why Explain the activity Allow the pupils some time to choose the green sports and colour them Check their answers Answer key Pupils colour the following sports green: surfing, sailing (when it uses only wind power), football, swimming, skateboarding LET’S PLAY! Ex p 89 Explain the activity Allow the pupils some time to look at the pictures and complete the diary entry Check their answers Answer key listening watching • What’s your progress? Colour Now I can in English Upon completion of the Extra CHECK, the pupils read the Now I can in English table and colour in the faces according to how well they did in the module, thus keeping a record of their progress Storytime IV Ex p 90 Ask the pupils to go to Pupil’s Book pages 122-123 and read the story again Explain the activity Allow the pupils some time to complete it Check their answers Answer key Oh, dear, A coat, B Ex p 90 Explain the activity and read the example Allow the pupils some time to complete the activity Check their answers Answer key shoes hat dress cold Suggested answer key drinking sleeping Of course, D pp 92-93 pennies 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 My name is Dana sixty, eighty-two, ninety-nine I’m seven Yes, I can Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday Pupils miss a turn! cow, chicken, goat jeans, jumper, T-shirt, vest Pupils play again! green I visited my grandma a doctor in the box Pupils go back two squares Yes, I have a bed, a desk, a bookcase trumpet, violin, guitar blue seven o’clock Pupils go forward three squares! 24th December eyes, ears, nose Pupils go forward one square! Yes, she can living room, kitchen Wednesday spring, summer, autumn, winter making sandcastles Pupils miss a turn! eight o’clock p-i-l-o-t Yes, I Pupils go back two squares! ten 183(T) 18_Smiles KAZAKH Act Key Ts.qxp_16_Smiles KAZAKH Act Key Ts.qxp 6/15/17 14:07 Page 316 Activity Book (Key & Instructions) THE WORLD AROUND US Ex pp 94-95 Answer key B A A A A 10 11 B B A B A 12 13 14 15 16 B A A B B 17 18 19 20 A B A B THE WORDS I KNOW! p 96 Suggested answer key My Animals: cow, goat, rabbit, chicken, duck My Clothes: cap, scarf, gloves, jumper, jeans Everyday Activities: get up, have breakfast, have lunch, my homework, have dinner Days of the Week: Sunday, Monday, Tuesday, Wednesday, Thursday My Places: butcher’s, sweet shop, hospital, post office, supermarket Jobs: postman, doctor, vet, pilot, chef My Sports: volleyball, baseball, table tennis, hockey, badminton My Activities: go shopping, plant flowers, clean, paint, go to the gym 184(T) 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 317 Vocabulary and Grammar Practice (Key) VOCABULARY PRACTICE Ex 2 b MODULE no no a Ex Ex yes b take off be quiet yes Ex shout torch candle Ex hair eyes hands ears nose mouth legs B C D E F MODULE Ex Ex b c d Sunday a t Wednesday e Tuesday Ex Ex S F R O G P F P A R E J W Q E E L J M K R M P N L I C W K V J O G E K H R S N V N U P M I S N B F E I H M C A A I H Z N A T K T K P W D V N T E X E D G O A T L N The pupils draw five o’clock The pupils draw twelve o’clock The pupils draw four o’clock The pupils draw ten o’clock The pupils draw six o’clock Ex b Thursday c Tuesday d Sunday e Wednesday f Saturday g Friday Tuesday Wednesday Thursday Friday Saturday Sunday Ex Ex big small big big small have a shower brush my teeth have breakfast MODULE MODULE Ex go to school my homework have dinner Ex b b a b a a b Ex 2 hospital butcher’s greengrocer’s baker’s Ex 3 DOCTOR POSTMAN BAKER PILOT CHEF FIREFIGHTER POLICE OFFICER 185(T) 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 318 Vocabulary and Grammar Practice (Key) Ex MODULE baker’s five bread cakes biscuits b MODULE b a Ex.2 Ex go shopping plant flowers to the gym Ex sailing surfing paint clean getting wet diving Ex E B F C b g e c f D Ex 2 quarter past quarter past half past half past quarter to Ex d h Ex football hockey volleyball badminton table tennis MODULE Ex TV diary sky winter autumn Ex volleyball hockey Ex.2 badminton baseball summer Ex Ex B A C B B A C A B E G Ex C MODULE Ex b d e D 28 E F 12 G 11 H 21 I B B C f g listening watching summer eating MODULE B Ex Ex 4 186(T) B eleventh, C fifth, A first, C sixth, C ninth, A 10 bike picking GRAMMAR PRACTICE Ex C D Ex c Ex Β 30 C 5 A second, B twelfth, B fourth, A seventh, A b b a a a a b 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 319 Vocabulary and Grammar Practice (Key) Ex 2 Ex b She has got a cat Ulan has got a blue bike They have got a fish He has got a sister I have got red hair This is These are These are This is Ex 11 have has has has has That is Those are That is These That This Ex 12 Ex 4 a Ex 10 Ex has has b This Those Dana hasn’t got a computer Aizhan hasn’t got big eyes Cows haven’t got big ears They haven’t got a new house You haven’t got a bike Ex 13 A: pen, book, schoolbag, pencil case An: egg, umbrella, orange, elephant, apple Ex has haven’t hasn’t have have Ex Have Yes, they have Have No, they haven’t Has Yes, she has Have Yes, they have Has Yes, she has Ex Yes, I have./No, I haven’t Yes, I have./No, I haven’t Yes, I have./No, I haven’t Yes, I have./No, I haven’t Yes, I have./No, I haven’t Yes, I have./No, I haven’t Ex Has Bill got a football? No, he hasn’t He’s got a bike Have Pat and Julie got a dog? No, they haven’t They’ve got a cat Ex 14 It’s an elephant It’s an apple It’s a pen Ex 15 behind near in front of Ex 16 Pupils draw a glass in the cupboard Pupils draw a train either side near the train Pupils draw a ball in front of the table Pupils draw a vase with a flower on the table Pupils draw a banana under the table MODULE Ex dresses boxes boots buses feet cars babies 10 11 12 13 14 15 glasses tomatoes mice toys knives teeth children Has Alex got a computer? No, he hasn’t He’s got a guitar 187(T) 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 320 Vocabulary and Grammar Practice (Key) Ex Ex 2 stronger than Pupils draw: one boot, one box, two jumpers, four scarves, one glove Pupils draw: two boots, three boxes, one jumper, two scarves, three gloves funnier than Ex 10 A bigger guitar Ex 3 CHILDREN FEET MICE BOOTS must, e mustn’t, b A taller flower You mustn’t shout You must wear a uniform You mustn’t chew gum You mustn’t make noise You mustn’t drop litter Can I use your computer? Yes, you can plays goes He reads a book every night He doesn’t cook every day The dog sleeps in my room Do you like popcorn? Does she get up at six? B B Can I ride my bike to school? No, you can’t A B A A B B 10 A Ex Can I go to the sweet shop? No, you can’t does Aiszhan go to school? does Aiszhan have lunch? does Aiszhan go to bed? Can I go shopping with you? Yes, you can Ex Ex heavier bigger worse taller Yes, I do./No, I don’t stronger bad bigger Do Yes, I /No, I don’t Ex 188(T) sleeps watches brushes Ex 3 Can I play your guitar? Yes, you can better funny Ex Ex Ex funnier faster A smaller pizza MODULE flies runs fishes Ex A longer snake GLOVES CAPS SCARVES FISH Ex mustn’t, a mustn’t, d faster than Does Yes, (s)he does./No, (s)he doesn’t 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 321 Vocabulary and Grammar Practice (Key) Do Yes, I do./No, I don’t Do your friends play Yes, they do./No, they don’t Does Yes, (s)he does./No, (s)he doesn’t Does your best friend speak Yes, he/she does No, he/she doesn’t Ex Ex don’t Do Do don’t don’t Ex finish play like • No, they don’t No, they don’t Yes, they J H E L P S O K help M E I T U F L Y fly G O E S W Y A O go E S T U D I E S studies Ex doesn’t watch doesn’t work doesn’t play MODULE Ex There are There are There are There is There is Ex Yes, there are Yes, there is No, there isn’t No, there aren’t Ex opposite between behind next to between Ex He reads a book every night He doesn’t cook every day Akbota doesn’t eat dinner at seven o’clock Do you like milk? Does she get up at six? The dog sleeps in my room Does your mum drive a police car? Ex 10 don’t makes Ex no no Do like Do brush doesn’t MODULE yes yes yes yes no lives goes brings Ex Yes, I do./No, I don’t Does your mum drive Yes, she does./No, she doesn’t Ex like painting like planting flowers Ex drive don’t doesn’t want like cleaning my room Ex Yes, I do./No, I don’t Do you like listening to music? Yes, I do./No, I don’t Do you like playing sports? Yes, I do./No, I don’t Does your dad work Yes, he does./No, he doesn’t Do you like going to school? Yes, I do./No, I don’t Do you like Yes, I do./No, I don’t Do you like watching TV? Yes, I do./No, I don’t 189(T) 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 322 Vocabulary and Grammar Practice (Key) Ex 3 Ex Zhaniya sometimes goes to school by bike We are never late for school Gulnara sometimes visits her grandma on Sundays Do they always play badminton on Saturdays? Why are you always late? Ex b a a b B M R W E W B L A O R D E R E D D O T N O W E E T D T U S A T E I O G T L H A D S H G A V E E A T E R D R A N K B R G H T G H had did wrote brought a MODULE Ex visited danced liked painted dived cleaned watched listened 10 11 12 13 14 15 16 washed wanted preferred discovered skipped dropped shouted Ex 2 He didn’t tidy his room He helped his mum with dinner He didn’t wash his dog He studied for his test He didn’t listen to music Ex A: Did your mum listen to music last night? B: … she did A: Did you visit a museum last week? B: … I did A: Did your best friend walk to school yesterday? B: …s/he didn’t gave went ate made 10 rode 11 drank 12 sang Ex Did Logan and Kyle play football yesterday? No, they didn’t They played basketball yesterday Did Bradley have a party last Sunday? No, he didn’t He had a party last Saturday Did Beth ride her bike to the park yesterday? No, she didn’t She rode her bike to school yesterday Ex WENT PLAYED ATE BLEW MADE BROUGHT WROTE RODE My birthday is in September Ex him, He I, me us, We him them She Ex me her 190(T) 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 323 Vocabulary and Grammar Practice (Key) Ex MODULE b Ex c c b a b c b a b ROUND-UP Ex Vocabulary No, he isn’t He’s fishing Yes, he is No, he isn’t He’s waterskiing Yes, he is Ex Ex C E F A D Ex 4 Can they sail? Can they karate? Can she surf? Can she skip? Can he jog? a a b b a Ex D well A happily E quietly B fast F wonderfully MODULE Numbers: ninety, thirty, seventy Buildings: bank, butcher’s, library Jobs: vet, firefighter, pilot In a house: armchair, bath, cooker, Actions: sing, paint, dive Animals: goat, eagle, snake Music: violin, tambourine, piano Clothes: boots, jacket, trousers Sports: baseball, badminton, hockey Ex The pupils draw the items in the following order: (skirt) coat trousers shoes dress jacket shorts (T-shirt) Ex The pupils draw half past eight, TV The pupils draw half past seven, up The pupils draw quarter to two, lunch Ex A A Grammar B Ex Ex 2 Is he wearing Is she wearing Is she wearing Is he wearing Is he wearing The pupils colour the skirt green, the trousers red, the coat blue, the boots pink, the jacket yellow and the shoes purple eat – an apple plant – a tree pick up – litter turn off – the taps go – into the school is going into the school is eating an apple is turning off the taps is planting a tree are picking up litter Ex 3 Are you eating a burger, b Is he riding a horse, b Is he fishing, a Is it climbing, b Is she wearing a T-shirt, b Ex Suggested answer key I always get up early I sometimes play football with my friends I never my homework at school I sometimes go to bed late 191(T) 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 324 Vocabulary and Grammar Practice (Key) • My friend always gets up early He always plays football with his friends He never does his homework at school He never goes to bed late Ex 6 192(T) a b a a b b 10 11 12 13 b a b b b b 14 15 16 17 18 19 a b b a b a 20 21 22 23 24 25 b b b b a a 26 b 27 b 28 b 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 325 Notes 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 326 Notes 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 327 Notes 19 Smiles KAZAKH VocGramKey Ts.qxp_19 Smiles KAZAKH VocGramKey Ts.qxp 6/15/17 14:08 Page 328 Notes ... writing skills; gain awareness of aspects of life in other countries; record and assess their progress through the Checkpoint and Pupil? ?s Self-Assessment Forms, thus developing autonomy • Social Skills... Smiles comprises modules Each module consists of seven lessons It is aimed at pupils who come under the category of A1, Basic User A1 Basic Users Pupils in this category can understand and use... technique enables the pupils to develop awareness of their progress The Self-Assessment Form should be kept in their Language Portfolios for future reference.The Pupil? ?s Self-Assessment Forms can be