Tài liệu Excellent 0 (st) tg

3 ) EorsonEducotion Limited Edinburgh Gote Horlow Essex CM202JE Englond throughout theWbrld. ondAssocioted Componies wwwlongmon.com @Feorson Educqtion Limited2004 Therightof CorolSkinnerto be identified os outhorof thisworkhosbeenosserted by herin occordonce withfte Copyright, Designs ondhtrentsAct 1988. in ony All rightsreserved: no portof thispublicotion moybe reproduced, storedin o retrievolsystemor tronsmitted photocopying. brm or by onymeons.electronic, medronicol. recording or otfienrise,withoutthepriorwritten permirsion of thePublishers. Firstpublished 2004 Setin Ulisro Printedin Spoinby GroficosEstello fsBN0 s82778328 Prepored by Storfish br thePublishers lllustrqted ondAndrewKeylock by fuul Ceemick Theouthorsondpublishers wouldliketo thonkfie followingfor theirhelpin thedevelopment ol Excellent! LeonorAmoto LouroDerzo AlionoGlushkovo BeotoGrobowsko tutrycjo Lomport SilvioLourenceno UrszuloLipsko MorinoEvgenyevno Osipovo Norohloni MorceloS6ndrez EwoSmolihsko Teocher'sGuide Courseconsultonts: DionoWebsterondAnneWorroll New words Expressions Structures red yellow green blue ond Ted Sue Mel Kit no yes Hello! Welldone! Thonkyou. Oneword question with risingintonotion: Red? o b c opple boll cor bike book cot box Anno Billy Look! oh! Ho!Ho! Guess! No,thonkyou. Yes,pleose. Goodbye. Indefinite ofticle: o book Questionwith ising intonotion for offer. A boll? d e f dog egg fish big little brown bonono Be coreful. Oh, no! How ore you? Fine,thonkyou. Positionof odjectives ond nouns:o brown egg g h i girl(s) hot(s) insect(s) boy(s) one up two down three four peor(s) seven five six go home Help! Plurol s Sorry! Numben:1-7 Twomore,pleose! Nomore! jug(s) kite(s) lemon(s) eight nine ten Hooroy! Wow! Oops! Alphobet &$reffi$ Urt'tt Uffi,4 UnttS Numberu;8-10 Positionof odjectivesond nouns:two little kites, six greenjugs Unft6 Unft7 Urlitg Urrft9 Alphobet New words Expressions Structures m n o mouth(s) nose(s) oronge(s) button(s) heod(s) body orm(s) leg(s) robot Howmony? Yourturn. Commonds: Go! Stop! p q r penguin gueen soys Out! s t u sun toble(s) umbrello(s) choir(s) todoy olien Whotsyournome? I'm (Ted). Hi! I'm (seven). Hoppybirthdoy. the(unique) thesun Robtherobot V von window box coke I t s . . .q / o n zebro zoo horse block white telephone ls it o / o n . . . ? Yes.it is./No.it isnt. Yes,its o/on ... No .it s o / o n . . . Whotis it? w X UnftlO 11 sod too mum Ah! Commonds: Comehere. Sitdown. Stondup. Turnoround. Boo!Boo! I'm (hoppy). Grrrrr! Revision of oll strudures dod hoppy short toll REVI SI O N 12 A hhh! Comehome. Googoin. Goodbye to you! REVISION lntroduction The principlesbehindthe Storter Book A gentleopproochfor completebeginners Many coursesclaim to be for completebeginnersbut thereis oftena gap betweenwhat the coursesdemandand what youngchildren,who arecompletebeginners,arecapableof. This book is intendedto bridgethat gap.The StarterBook gentlybuilds up the four skills of the language:listening, speaking,readingand writing, from the alphabetto simple languagepatterns. A systemotic opprooch to reqding ond writing Readingand writing completesentences areoftenintroduced at the beginningof primary courses,althoughmostyoung beginnersfind theseactivitiesextremelydifficult.This is especiallytrue for childrenwho usea differentscript in their own language.The StarterBookprovidesa specialsectionat the backof the bookfor thesechildren.In this section,letter formationis practisedfirst, thentracingoverwords,before pupilsareexpectedto write freehand. A restrictedvocobulorylood The StarterBookusesa restrictednumberof words:the alphabetwordsand someotherwordswhich form word groups- colours,numbers,toys,fruit and parts of the body. The vocabularyloadhasbeendeliberatelyrestrictedso that the wordscanbe constantlyrecycledwhile the pupils are learningnew sfructures.Also teacherscan introducetheir own classroomlanguage,accordingto their needswithout overloadingtheir pupils. A limited numberof structures Only a limitednumberof structuresareintroducedso thereis not an overloadfor the completebeginner.However,the basic pattern,the inversionof the questionform and then sentence the additionof the questionword to the invertedform, is practisedthoroughlye.g: It is a book. l/ Is it a book? Y What ib it? 4 This basiclanguagepatternis the basisfor muchof the languagework in the first bookof any primary course. However,thosegoing on to useExcellent!1 after the Starter Bookwill find that otherlanguageitemslearnedin the Starter Bookwill be recycledin the first threeunits of ExceIlpnt!1. Orol communicotionfrom the stort The StarterBookoffersplentyof opportunitiesfor pupils to usethe languageorally.Right from the beginning,evenwhen in the they only know a few words,pupilscommunicate is oftenthroughactingout language.The communication sceneswith puppets.This is very effectivefor confidencebuilding especiallyfor shy pupils.Pupilsalsopersonalisethe or throughother languageby actingout situationsthemselves Lots of expressions to activities,gamesand exercises. lubricatesuchactivitiesarealsogivenin the StarterBookfor pupilsto learnby heart. Emphosison songsond dronts Pupilsat this youngageareverl'receptiveto the tuneof the languageand caneasilymimic the correctaccent.This is takenadvantageof in the StarterBookby providinglots of songsand chantsin which specialcarehasbeentakento teachstressand intonation.The songsand chantsin the StarterBookalsogive opportunitiesfor pupils to practisethe languagein the securityof a groupand the constant repetitionof the songsand chantsalsomakeslanguageitems and lexis memorableto pupils. Reqlistic expectotions to build confidence is very importantfor youngchildrenbeginningto Success of the materialin the learna new language.The expectations StarterBookarerealisticfor youngpupils,who arecomplete The gentlebuild up from one beginners,to ensuresuccess. makeslanguagelearningeasy word to a completesentence evenfor the weakerpupils.Then the constantrecyclingof languageitemsincludingvocabularygivesthe pupilsmore chanceto be successful, which in furn builds confidence. Enjoyment for motivotion Unlikeadult learnersor olderchildren,youngchildrenarenot motivatedto learn anotherlanguagebecauseit will be useful to them.Many cannotunderstandthe reasonfor learning anotherlanguage,thereforethe only motivationfor learning is becausethey enjoythe lessons.Pupilswill identifyand havefun with the childrenat Fundaysfunfair,love actingout sceneswith the puppetsof Mel the Mouse,Kit the Catand their friendsand enjoythe games,songsand chants.All these aspectsof the bookmakefor learningin the mostpleasant and motivatingway possiblefor younglearners. How con the Storter Book be used? As o short intensive introduction to English If the StarterBookis usedwith beginnersagedsevenor eight,who haveaboutthreehoursof Englisha week,the completebookcouldbe usedas an introductionto any primary courseovera periodas short as threemonths. In porolfel with Excellent!Book 1 or other primory courses Someteachersmay wish to usethe StarterBookfor aboutone monthand thenuseit as supplementary materialparallelto the primary courseof their choice.If you rvishto useit in this way,we suggestyou couldbeginExcellelf./Book1 after the StarterBookUnit 5 and usethe two in tandemfor a time. As o full yeor'scourse The StarterBookis alsosuitablefor a year'scoursefor childrenyoungerthan sevenor eight.On sucha course,the materialin theStarterBookprovidesthe corematerialand is thensupplemented by the extra games,activitiesand the photocopiable activitiesin this Teacher'sGuide.Sucha course allowsteachersthe scopeto introducemoresongs,storiesand otheractivitiesof their own.if thev wish. Usingthe StorterBook moteriol Before starting the book 1 First, the pupilsshouldbe familiarisedwith the soundsof the lettersfrom A to Z e.g.lnl - appleusing the pages50, 52,54,56,and58.Thenpupilstraceoverthegreypractice letterson the pages.It is not necessary for the pupils to learn thesoundsof the lettersand the alphabetwordsby heartas thesewordsform the main coreof the vocabulary of the book.They will be graduallyreintroducedand learnt by the pupils from Unit 2 onwards.Full detailsare givenin the lessonnotes. 2 Then the pupils shouldbe familiarisedwith the capital lettersof the alphabetby lookingat the contentspageon page1. They shouldagainpractisethe soundof the lettersand the alphabetwords.Capitallettersare introducedin the bookwherethey occurnaturallye.g.at the beginningof sentences and in pbople'snames. Handwritingpracticeon themis givenfrom Unit 1 onwards.Full detailsaregivenin the lessonnotes. With the main lessons (Full detailsaregiven in the lessonnotes) 1 Units 2-10 teachthe alphabetwordsand practise handwritingwith them.At the beginningof Units 2-10 the alphabetsongis playedon the recordingand children listenandsingalongto it so theywill graduallylearnthe namesof the letters. 2 The pupils thenlistenon the recordingto the two or three alphabetwordsat the top of the pageand repeatthe soundsand the words. The Alphobet ond Hqndwriting Section 3 The pupilsthenlistento a chant,which is repeatedfor the pupilsto join in with. Whot is lt? 4 At this point,the pupils thencopythe samefwo or three alphabetwordsfrompages51,53,55,57,59and 60. TheAlphabetand HandwritingSectionis at the backof the bookfrom page50 to page64.This sectionis for teachingthe pupils letterrecognition,learningthe soundsand namesof the lettersof the alphabet,word recognitionand handwriting practice.It is intendedprimarily for childrenwhosenative languagehasa differentscript to Englishbut all young childrenwill benefitfrom working throughthis section. How to use it Teacherscanmakeuseof the alphabetand handwriting sectionas they wish.Pupilscould,for example,completethe wholesectionbeforethey start the lessonsin the main body of thebook.However,we recommend that it be usedin the followingway: 5 The exercises on capital/smallletterdiscriminationand handwritingfrom pages60 to 64 aredoneat the endof theseunits. Teacherswho do not wish to usethis Alphnbetand HandwritingSectionmay like to ask pupils to cut out the colouredpicturesof the lettersand usethemto start their own picturedictionaries.This picturedictionaryideais also recommended for pupils whenthey havecompletedthe StarterBookas it canthenbe carriedoverto their new primary course.For detailsof how to makea picture dictionarypleasereferto the endof the introduction. 5 The twelve units of the book Thereare twelvefour-pageunits.Units 2-10 reintroducethe alphabetwords.Unit 1 is an inhoductoryunit, Unit 11 is a revisionunit and Unit 12is basedon a play for the pupilsto act out for otherchildrenor their parents,if they wish. Generally,Units 2-11 all follow the samepattern: lesson I Presentotion The alphabetsongintroducesthis lessonand thenthreeor four wordsof the alphabetarereintroducedand practisedin a chant.Then thereis practicein initial phonicsounds.The new wordsand structuresare introducedthroughlisteningand thenoral repetitionin situations.Listeningand oral skills are mainly practisedin this lesson. Lesson 2 Proctice The strucfuresand new words,introducedin Lesson1,are thenpractisedin this lessonthrougha varietyof activities e.g.word completion,gap filling listeningand drawing,using all four skills. The26 Excellpnt!Starter alphabetflashcardsand the number and colourExcellent!flashcardsfor LevelsI & 2 canbe used for manyof theseactivities.The lessonnotesin this Teacher's Guidecontainmanyusefulsuggestions for their use. Youcanthenmakethe otherflashcardsreferredto in this Teacher'sGuidein the classroomwith the children.This can be a fun activity for the beginningof the term and will provideyou with a valuableresource.Youwill needto make 22 flashcardsin total. Makesix colourflashcardsfor red,yeLlow, blue,green,broun andblnckwith the wordson onesideof the cardand the colourson the otherside. Maketen numberflashcardsfor the numbersfrom oneto ten, with the wordson onesideof the cardand the numeralson theotherside. Makesix word flashcardsfor the followingwords:hello,ys, no, bike,bookandcat. Puppefs lesson 3 Extenslon The third lessonreinforcesand extendsthe structurestaught in Lessonsl and2 and oftenintroducessomenew lexical items.This is donethroughcommunicative situationsin pupils which the act out situationsthroughpuppetsor act out the situationsthemselves. Listeningand oral skills aremainly practisedin this lesson. fesson 4 Proctice ond consolldotion This pagegivespracticeto any new itemsfrom Lesson3 and consolidates the wholecyclewith activitiespractisingall skills. This containsrecordingsof the cartoonserialstory,songs and chants,Fundayscartoontime,listeningexercises and modelsfor practiceactivities. Extro proctice Other moteriols After everyunit thereis a pageof photocopiable exercises and activitiesat the back of this Teacher'sGuidewhich can be usedto supplementthe lessons,if required. The followingmaterialsareneededby the pupils: Red,yellow,blue,green,brown and black crayonsor colouredpencils. A notebookin which to do the extra activitiessuggested in the lessonnotes. The followingareneededby the teacher: Red,yellow,blue,greenand brown colouredchalksor whiteboardmarkerpensfor the variousactivities suggestedin the lessonnotes. Iests Therearephotocopiable progresstestsfor useafter Units,2, 4, 6, 8 and 10basedon two units of work and a final achievement test basedon the comoletebookfor useafter Unit 12. Moteriols needed for qctivities in the Storter Book Floshcords Simpleflashcardsareneededfor someof the extra activities suggestedin the lessonnotes. 6 Puppetsof the characters, Mel the Mouse,Kit the Cat,Rob the Robotand Al the Alien areprovidedin the centreof the book.It is suggestedthat the cutting of the puppetshapes shouldbe doneat home,especiallywith youngerpupils.The puppetsshouldbe kept in a largeenvelopein a safeplace becausethey will be neededthroughoutthe useof the book. They shouldbe madebeforestartingUnit 1,Lesson3. Cossefte Lessonnotes Moking the picture dictionory Symbols Materials: the alphabetwordsat the endof thePupils'Book; notebookof 26 pagesor plain paper;scissors;glue;Starter alphabetflashcardsfromato z (applnto zebra). . This caneitherbe madeat the beginningof the book if pupils arealreadyfamiliar with the lettersof the "the alphabetor at the end.(SeeUsingthe StarterBook Material - TheAlphnbetand HandwritingSectionon page5.) . Giveeachpupil a notebookor 26 pagesof paperstapled together- onefor eachletterof the alphabet. . Ask the pupils to cut out the alphabetlettersfrom AtoZ at the endof the book and thenstick oneletterat the top of eachpagein alphabeticalorder. . Hold up the Starteralphabetflashcardsand tell the pupils to write the word on the correctpage.e.g.Dal/goeson the b page. . When the pupils havewritten all the wordsthenthey can draw or stick a picturenext to eachword. . The pupils canadd to their picturesby lookingthrough theExcellent!Starter bookand writing the otherwords in them.They canalsobe usedto add wordsfor the next book in the series. The followingis a list of the symbolsfor variousexercises: Listen s Sing/chant & Act with the puppets r*s& Say e Write Colour Play the game { W € Procedures for vorious exercises ond octivities The lessonnotesgive full detailsof the recommended proceduresfor individualactivitiesand exercisesbut hereare somegeneralpoints. 6 p Listen and say (for the presentationstageon the first pageof everyunit) All the materialfor this activity is recordedtwice,the first time with atmosphericsoundeffectsand the secondtime with gapsfor repetition.Classand group repetitionbefore individualpracticeis recommended for this activity.Children find chora"lrepetitionfun and it givesthemthe extra practice they needto grasp the languageitemsand build up their confidence. g Listen and act with the puppets (for the f *S0 extensionstageon the third pageof eachunit) This materialis alsorecordedtwice.After the childrenhave practisedchorallyand individuallythey thenact out the story with the puppetson their hands.The childrenwill usuallybe working in pairs or in groupsof four. The childrenshouldbe encouraged to movethe puppetsaroundon the deskto imitate the actionsin the book.However,manychildrenfind this difficult and teachersshouldnot criticisethemfor not doingthis. The main reasonfor this activity is to makethe Ianguagememorableand for the pupils to talk throughthe puppetsto gain confidenceto speak.All pupilsneedthis but it is especiallyusefulfor the weakerand shy pupils.These scenescouldalsobe actedout by the pupils themselves, if thepupilswish. Lesson1 Expressions New words Sue Mel Kit no yes red yellow green blue and Ted Structures Alphabet Oneword ques$onwith rising intonation: Red? Hello! Well done! Thank you. All the instructionsfor the first phaseof the lessonwill haveto be given in L1 so that pupils are familiar with the pattern. PB 1:A Theolphomt 6 D Listen . Point to the Letter Gonkat the top of the page.Ask pupils to look at words and sing/ on the Gonk'ssheetof paper.Point to the word and colourred and say: . Promptpupils to repeatthis. Do the samefor yellow,green andblue. chant 1l"='l . Tell pupils to listento the recording. Encouragepupils to repeatthe wordsoneby oneafter you say them: : Tell pupils to listen to the recordingagain.Pupilsrepeatthe words oneby oneafter the recording. . Tell pupils to listento the chanton the recording. |'Hl Practisethe chantwith the class,clappingout the rhythm. Play the chantagainon the recordingand encouragepupils to join in. Generol introduction . Tell pupils (in L1) to look at the picturesand ask them what they can see. Explain to pupils that this is a funfair wherechildrengo to havefun. Point to the nameFundaysshownin Activities B and D and explainthe meaning of Fundays.Ask the pupils if they think childrenhaveto pay to go to Fundays.Ask the pupils what they think pupils can do at this funfair. Mentionthings that will be found in the book,e.g.a cinema,a theatre, funfair stalls.Elicit that childrencango on ridessuchas the Big Wheel illustratedin Activity D and cango car racing as illuslratedin Activity B. PBl: B 6 Listen and say E. 8 A . Ask pupils (in L1) to look at Picture1 and ask what the childrenare doing now.Elicit car racing.Elicit what the lady is doing in picture 1 - starting the race- and tell the pupils that sheis oneof the peoplethat work at the funfair. Explain that most childrengo to this funfair for the day without their parentsso the peopleworking at the funfair like the lady starting the race,look after the children. Play the recordingand childrenlistenwhile lookingat the picturesin the book. T: Red. T: red Ps: red T: yellow Ps: yellow T: green Ps: green T: blue Ps blue . Promptthe classto repeatthe lessonafter you,line by line. Clapout words for stress. . Play the recordingagain and tell the classto repeatit line by line. . Say Welldone!to the classat the end of the activity. . Prompt smaller groups e.g.the boys or the girls to repeatthe lessonline by line after you as they look at the pictures and read the words. Say Well dnne! during and at the end of the activity . Point to Picture l andsay:Hello! . Promptclassto respondtoyouwith: Hello! . Ask onepupil to sayHello to anotherpupil. Practisethis in a chain around the class,onepupil askinganother.Say Welldone!frequentlyfor encouragement. . Point to objectsin Pictures1-4 and then in the classroomto elicit the coloursred,yellow,green and blue from individual pupils. Say Welldonel when the pupils get the correct answer. . Finish the lessonby practisingthe colourchantred,yellowetcas a classor in groups. Key PB 1:A Tapescript red, yellow,green,blue red,yellow red,yellow red,yellow,green,blue. red, yellow red,yellow red,yellow,green,blue. Lesson2 PBl:c Colour and write U 4/ . SayHello to the classand elicit HelJofromthem. Do the samewith individualpupils. . Draw four balls on the blackboard.Colour them red, yellow,greenand blue. Point to the balls in turn and elicit the namesof the colours from the class and individualpupils. . Point to objectsin the classand clothesof the pupils that are thesecolours and elicit red,yellow,greenand bluefrom the classand individualpupils. Write the matching words red,yellou),green,blue wtder the balls on the blackboard. . Ask pupils to cometo the blackboardand point in turn to the words.Say the words in a different order.e.g.blue,yellow,red,green. . Rub out the colouredballs and repeatthe previous activity of pupils pointing to the words in turn. . Tell the pupils (in Ll) to look at Activity C on page3 and fface over the words printed in grey.Then tell them to colour the pictures accordingto the colour written next to the racing cars. 9 PB1 :D 0 Listen and sing/chant E . Tell pupils to look at the picturein Activity D page3. Ask questionsabout the picture(in L1),e.g.Who are the two children?What is thegirl holding? Wheredid sheget the box of chocolates? Who gavethem to her?Why? . Tell childrento listento the recordingand lookit the pictures. . Ask the pupils (in L1) the namesof the two childrenin the picture. . Repeatthe first verseof the songby sayingthe wordsand clappingout the stressand rhythm. . Do the sameagainand tell the pupils to join in with you. . Do the samefor the secondverse. . Tell the girls to say and clap out the first verseand the boysthe second verse. . Play the recordingagainand encouragethe pupils to join in. Lesson3 P Bl: E 6 t * S S Listen and act with the puppets lEl Materials: puppetsof Mel and Kit. . SayHello to the classand elicit Hellofromthem. . Do the sameto individualpupils. . Bring a pupil to the front of the class.Sayhis ftrernameand thensay: . Then say an incorrectnamefor him/herand say: . Do this with anotherpupil and encouragethe pupils to say Yes!forthe correctnameandNo! for the incorrectname. . Go roundthe classsayingcorrectand incorrectnamesfor the pupils and askingindividualpupils to respondwith Yesor No. . Ask pupils to identify the placewherethe childrenarenow.Elicit a cinema atthe Fundaysfunfair. . Tell the pupils to identify the animals(catand mouse)in the cartoon picturein the cinema. . Tell the classto listento the recordingand look at the pictures. . Saythe dialogueline by line,clappingout the stressand rhythm. . Do the sameagainwith the pupilsjoining in. . Play the recordingagainand tell the pupils to listenand repeat. . Act out the lessonon your deskwith the puppetson your hands. . Tell the pupils (in L1) to work in twos and act out the play with onepupil using the Mel puppetand the otherthe Kit puppet.Go round the class lookingat their play and offeringsuggestions and promptingand correctingtheir English. . Tell the pupils to reversethe puppetsand repeatthe aboveprocedure. Hondwriting proctice . Ask the pupils (in L1) their namesand write the initial capitallettersof their nameson the board.Ask the classto repeatthe namesof the letters. Tell the pupils to write down the initial capitallettersfor their own name. 10 T: Yes! T: No! Lesson4 PB l:F Write Zl . . . . . . . . SayHelloto pupils and elicit Hellofrom the classand individualpupils. Encouragethe pupils now by saying: RepeatWelldone!throughoutthe rest of the lessonto encouragepupils. Point to objectsin the classroomand elicit the coloursred,yellow,green, bluefrom the classand individually. Write the words on the boardand ask the classand individualpupils to read them aloud. Tell the pupils to look at Activity F on page 5. Readthe words next to the objectsand encouragethe classto join in. Then ask individual pupils to readthem. Tell the pupils to traceoverthe wordsprinted in grey thencirclethe colour word that matchesthe colourof the objectin the picture. Correctthe pupils'answersby asking individualpupils to readout their answers. PBI:G @A Listen, say and write IEJ T: Well done! zi Materials: colouredpencils. . Pointto the red applesin the previousactivity or a red objectin the classroomand usethe upward intonationpattern of a questionto ask: and prompt the pupils to say: . Pointto a blue objectin the previousactivity or in the roomand ask: and prompt the pupils to say: . Repeatthis procedureusing otherobjectsand coloursand prompting pupils to vy Yesor No. . Tell pupils to listen to the recordingand look at Activity G on page5. . Tell pupils to repeatafter the recording. . Givecolouredpencilsof red,yellow,blue and greento pupils in the class and prompt themto ask the questions: to other pupils to elicit Yes/Noanswers. . Tell the pupils to traceoverthe wordsprinted in grey then circlethe correctanswers. T: Red? Ps: Yes. T: Red? Ps: No. Ps: Red?Yellow?Blue? Green? Gome . Divide the classinto two teams,red and blue.Ask onepupil from each team in turn the colour questionse.g.Reil aboutobjectsin the classroom, colouredpencilsand the pupils'clothesto elicit Yes/Noanswers.Every correct answerscoresa point for the team. Hondwriting proctice (for pupils whoseL1 hasa differentalphabet) . Write the pupils'namesin the Englishalphabeton the blackboard.Ask the pupils to copy their namesin their notebooksfive times for practice. 11 Unit,2 New words apple ball ar bike book Lesson1 Expressions cat box Anna Billy Look! oh! Structures Alphabet . Indzfinitearticb:a (book) a . Question with risingintonationfor offer:A ball? b Ha!Ha! Guess! No, thank you. Yes,please. Goodbye. c Revision Materials: colourflashcardsfor: red,yellow,blue,green;flashcardswith the words:hello,yes,no. . Hold up the word flashcardsand ask the classand individualpupilsto readthe words. . Revisequestionsby holdingup a colourflashcarde.g.red and askingone word questionse.g: to elicit the answers: . Ask individualpupils to cometo the front of the classand hold up a flashcardand ask a ouestion. PB 2:A The olphobet @ I Listen l€l and sing/ chant t6l 12 Play the recordingand ask the pupils to listento the alphabetsong. (N.B.The alphabetsongwill be playedat the beginningof all the work on initial letterphonicsand will be repeatedthroughoutthebook.Therefore, it is not necessary to teachit. Pupilswill learn it graduallythrough constantrepetition.) Ask pupilsto look at the LetterGonkand point to the lettersand wordsat the top of page6. Tell pupilsto listento the recording. Explain (in Ll) and demonstrate to pupilsthat thesearethe soundsthese lettersmake.Soa (givethe nameof the letter)makesthe soundle,l (give the soundof the letter).b makesthe soundlbl andc makesthe soundAv. Ask pupilsto listenagainto therecordingandrepeatthesoundsand words. Repeatthe soundsof the lettersle,/ applzetc and the wordsof the chant apple,ball,car etcwith the classand individualpupils without the recording. Tell the pupils to listento the chantagainandjoin in with the childrenon the recording. T: Red? Ps: Yes./I.{o. Hondwriting proctice . If the pupils havealreadytracedover the grey letters for the letters a, D,c on page50 beforestarting the book (asrecommendedinTheAlphabetand Handwriting Sectionon page5) then they should now do the letter discriminationexercisesfor a, b, c on page51.If not, they shoulddo both the tracingand the discriminationexercises. PB2 :B @ O Listen and say E . Ask (in L1) the pupils to look at the pictureson page6 and ask themwhere the children are and what they think they are doing.Remindthe pupils that thesechildren areat Fundnysand now they are at oneof the funfair stalls. At this stall, they haveto throw hoopsover differentprizes.ff their hoop coversthe prizeand its standcompletely, thenthey win thepnze. . Tell the pupils to listen to the recordingand look at the pictures. . Tell the pupils to listen again and repeat. . Give roles to various pupils and tell them to read their parts. . Point to the bike in the first picture and say: and elicit the answer: . Point to the car and say: and elicit the answer: . Do the samewith the other objectsin the picture to elicit Yesand No. . Point to the children in the picture and repeatthe namesof the two children:Tedand Sue.Promptthe childrento repeatthe names. (Thenamesof the otherchildren,Billy and Anna,arenot yet known.) T: P: T: P: h bike? Yes. A bike? No. Gome . Write the words apQlz,balJ,bihe,book,cat, car severaltimes at randomon the board. . Dividethe classinto two teams:Red andBlue.Ask pupils from eachteam to cometo the board.Sayoneof the wordse.g.bikeand the first pupil to circlethis word wins a point for hisiherteam.Repeatthis procedurewith other pupils from the two teams. Key Pb Z:n Tapescript apple,ball, car apple,ball, car apple,ball lRRle,ball apple,ball, car 13 ffiffi Lesson2 PB2:C @ J: Listen and sing/chant . Write the words:applz,ball,bike,book,blx, cat,car on the boardand say: and read the words on the board.Ask the classand individual pupils to read them. . Tell pupils to listen to the chant on the recording. . Say and clap out the rhythm of the chant and encouragethe pupils to join in. . Tell the pupils to listento the chanton the recordingagainand tell them to join in. T: Look! PB 2:D @ ?t Listen lEl and write . Tell the pupils (in Ll) to listen to the recordingand look at Activity D on page7.Tell them they will hearthe words of someof the prizeson the stall. They must circlethe onesthey hear.Tell them that afplz is the first word and it hasalreadybeencircledfor them. . Tell the pupils to listenagainand checktheir answers. . Point to the picturesand checkthe pupils'answers, P B 2: E @ p Listen and say [Hl Write the words: apple,ball, bolc,car, cat, bike,bookon the board. . Tell pupils to listen to the recordingand look at Activity E on page7. . Tell pupils to listenagainand repeat. . Now all the namesof the childrenare known.Checkthis by pointing to Anna and asking Then elicit the name: Then point to Billy and say: Then elicit the name: . Point to the words on the board and prompt the classto read them. . Bring a pupil to the front, facing the classand facing away from the board. Point to a word on the board. ' say: and the pupil tries to guesswhich word you arepointing at. . When the pupil has guessedthe word he/shebecomesthe teacherand asks anotherpupil to guessthe word. Repeatthe procedureseveraltimes. Key 14 PB 2:D Tapescript apple.book.cat.box.car. T: P: T: P: Sue? Anna. Ted? Billy. T: GuesslGuess! Lesson3 PB2 :F @ l * * l Listen and act with the puppets IEJ Materials: puppetsof Mel and Kit. . SayHello to the pupils and elicit Hello from the classand individuals. . Tell pupils (in L1) to look at Activity F on page8. Ask pupils what type of shopit is. Elicit toy shop.Ask pupils abouttheir favouritetoys and games. . Tell pupils to listento the recordingand look at the pictureson page8. . Clapout stressand rhythm and repeat.Promptthe pupils to join in. . Tell pupils to listenagainto the recordingand repeat. . Tell pupils to act out the scenewith their puppets- onepupil playingKit and onepupil playingMel. . Walk aroundthe classhelpingthe pupils and correctingtheir English. Rememberto say Welldone,l . Whenthe pupils havedonethis, tell themto swaproles. . This scenecouldalsobe actedout by differentpairs of pupilsat the front of the class,playing the rolesof Mel and Kit. The choiceof toys couldalso be changedwhich would be a way for pupils to personalise the sceneand learnsomeothertov words. Hondwriting proctice . Write the words: applz,ball, car onthe board and ask the classthe nameof the lettera. Tell the classto referto the alphabetpagesat theback of the bookand copya line of a's into their notebooks. . Follow the sameprocedurefor the letters b and c. Lesson4 PBZZG @ O Listen and say H Materials: a ball. . Say Helloandpromptaresponse of Hellofromtheclass. . Offerthe ball to the class.Say: and prompt the responses of: by movingyour head. . Tell the pupils to look at Activity G on page9 and listento the recording. . Tell the pupils to listenagainand repeat. . Pointout the smilesand grimaceson Mel'sface.Work throughthe exercise with the class. . a Say: and prompt the classto say: . b Say: and promptthe classto say. . Continuein the sameway for c andd. . Ask a pupil to act the teacherand ask anotherpupil in the class.Repeat this procedurewith severalpupils. T: A ball? P: Yes,please.Arlo, thank you. T: A cat? Ps: No,thank you. T: A book? Ps: Yes,please. 15 PB2:H ?f Write . Pointat the objectsin Activity H and ask to elicit . Tell pupils to trace lines from objectsto words and traceover the words printed in grey then circle the correctanswers. . Checkanswersby pointingat picturesin the bookand askingthe class: Hondwriting proctice (copitol letters) . Tell pupils to turn to page60 and do the tracing of the capital letters: A,B,C. Hondwriting proctice (for pupils whoseL1 has a differentalphabet) . Ask eachpupil in turn to write their nameon the board. . Ask the pupils in turn to cometo the board and circle the nameyou call out. Gome Materials: flashcardswith the words: applz,ball,box,car, cat, bike,book. . Hold up the flashcardsoneby oneand ask the classto readthem. . Dividethe classinto two teams:A and B. . Hide onecard behindyour back and say Guess!tothe A team and give them three guesses.A correctguessscoresa point for the team.No correct guessafter threeguessesscoresa point for the B team.Repeatthe procedurewith the B team. Key 16 PB 2:H car,ball, box,cat,bike,apple T: Box?etc. Ps: Yes./I.{o. T: A car?etc Utrftt Lesson1 New words Expressions dog egg fish big little brown banana Be careful. Oh,no! How are you? Fine,thank you. Structures Positionof adjectiaesand nouns:a brown egg Alphabet d e f Revision Materials: colourflashcardsfor: red,yellow,blue,green;Starteralphabet flashcardsfrom a to c (a\!le to car). . Hold up onealphabetflashcarde.g.appleand ask pupils to draw the picturein their notebooks. . Hold up onecolourflashcarde.g.red,say the word and ask pupilsto colourtheir picturewith that colour. PB3:A Theolphomt6 lH Listen and sing/ chant I6l la:il fr Play the recordingand ask the pupils to listento the alphabetsong. Ask pupils to look at the LetterGonkand point to the lettersand wordsat the top of page10. Tell pupils to listento the recording. Explain (in Ll) and demonstrateto the pupils that theseare the soundsthese lettersmake.Sod (givethe nameof the letter)makesthe soundidl (givethe soundof the letter),e makesthe soundlel andf makesthe sound/f/. Ask the pupils to listenagainto the recordingand repeatthe sounds and words. Repeatthe soundsand wordswith the classand individualpupils without the recording. Tell the pupils to listento the chanton the recording. Repeatthe chant,without the recordingand encourage the pupilsto join in. Tell the pupils to listento the chantagainand join in with the childrenon the recording. Hondwriting proctice . If the pupilshavealreadytracedoverthe grey lettersfor thelefrersd, e,f on pages50 and 52 beforestarting the book (asrecommendedinThe Alphabetand HandwritingSectionon page5) thenthey shouldnow do the letterdiscriminationexercisesfor d, e,f on pages51 and 53.If not, they shoulddo both the tracingand the discriminationexercises. 17 @o Listen and say E Key . Encouragethe pupils (in Ll) to talk about the pictures by asking questions e.g.What can you seein the pictures?Who can you seein the pictures? Where are the children? . Explain that the children are still at Fundays.Now they are in the aquarium at Fundnys. . Point at the children in Picture 1 from left to right. Ask the class: and elicit the answer: . Ask and elicit the answer: . Repeatthis procedurefor all the children in the pictures. . Tell the children to look at the pictures and listen to the recording. . Ask the pupils to point at a red fish, a big fish, a cat, a dog a yellow fish. . Givea pile of books,with somepencilson top, to oneof the pupils.Tell himftrer(in L1) to walk to the classroomdoor.As he/sheis walking there shoul . If the pupil drops the pencils then or on hisftrer way to the door,pick them up and placethemon the book and say: . Tell the pupils to listenagainto the recordingand repeat. . Give roles to different children in the classto read from the book.Repeat with otherpupils. T: P: T: P: Anna? No. Sue? Yes. T: Be careful! T: Be careful! PB 3:A Tapescript dog,egg fish. dog egg fish. dog,egg dog egg, dog egg fish. Lesson2 PB3:c @ Jl Listen and sing/chant E 18 . SayHello to the class and elicit Hello from the classand individuals. . Tell the classto look at Activity C on page11 and listento the songon thd recording. . Sayto the class: and PromPl . Repeatwith individualpupils. . Chainaroundthe classwith onepupil asking: the next pupil answering: and thenaskingthe next pupil: T: How areyou? Ps: Fine,thank you. Pl:How areyou? P2:Fine, thank you. P2:How areyou?etc.