Tài liệu Kids box 1 teachers book 2nd edition

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Teacher's Book 1 Second Edition Contents Language summary iv Introduction vi Classroom language xii Spinner template 1 Hello! xiii 4 2 My school 10 Marie's maths and Trevor's values 16 3 Favourite toys 18 4 My family 24 Marie's art and Trevor's values 30 Review Units 1-4 32 5 O u r pets 34 6 My face 40 Marie's science and Trevor's values 46 7 W i l d animals 48 8 My clothes 54 Marie's geography and Trevor's values 60 Review Units 5 - 8 62 9 Fun time! 64 10 A t the funfair 70 Marie's sports and Trevor's values 76 11 O u r house 78 12 Party time! 84 Marie's art and Trevor's values 90 Review Units 9-12 92 Grammar reference T94 Photocopiable activities T95 Extra activities XI10 Evaluations 1-3 TI22 anguaqe summary Key vocabulary Character names: G r e e t i n g s : Hello, Mr Star, Mrs Star, Stella, (Stella), Simon, Suzy, ge4 I Key grammar I and functions Maskman, Marie, Monty, I'm Phonics \ Initial j Revision letter sound: 's' (six) Goodbye. What's your name? Meera N u m b e r s : I—10 How old are you? I'm (seven). C o l o u r s : blue, green, purple, red, orange, pink, yellow, What colour's (the pencil)? It's (red). rainbow S c h o o l o b j e c t s : book, Who's that? He's chair, eraser, pen, She's pencil, table Who's ge 10 letter 'p' and 'b' (pink, he/she? How old is he/she? Lenny How are you? I'm fine, Trevor's values Initial letter What's your favourite computer, My favourite toy is (a train). sounds: Where's У (ten, dolls) brown, grey, white toy? Make friends T o y s : ball, bike, car, C o l o u r s : black, language, c h a r a c t e r and t o y n a m e s blue) you. page 16 doll, train colours, numbers / - / 0 , classroom He/She is (six). Adding Initial sounds: C h a r a c t e r n a m e s : Alex, thank ige 18 (Alex). (Meera). (your bag)? 't' and page 17 school objects, colours, numbers, c h a r a c t e r and t o y n a m e s , c l a s s r o o m language he/she Is (your bag) under (your chair)? Prepositions: in, next to, on, under F a m i l y : brother, father, mother, sister, grandfather, We're (young). Short Who's that? sound: 'a' (sad) vowel toys, school objects, colours, numbers, c h a r a c t e r and t o y n a m e s , c l a s s r o o m language grandmother ige 24 Adjectives: in, on, under, next to, beautiful, he/she ugly, happy, sad, old, young Mixing colours 9 fi, page pA B e kind page 31 32 P e t s : bird, cat, dog, fish, horse, Trevor's values page 3 0 They're (small), plurals mouse age 34 Short vowel family, a d j e c t i v e s , p r e p o s i t i o n s , t o y s , sound: ' e ' (ten) school objects, colours, numbers, A d j e c t i v e s : big, small, c h a r a c t e r and t o y n a m e s , c l a s s r o o m clean, dirty, long, short language What's your favourite My favourite Where's... T h e f a c e : ears, eyes, hair, mouth, nose, face, tooth/ teeth age 4 0 shoulders, knees, ?Who... ..., ?What... Initial p e t s , family, a d j e c t i v e s , p r e p o s i t i o n s , mouth)? Yes, I have. No, I consonant toys, school objects, colours, numbers, haven't. blends: 'gr' 'br' c h a r a c t e r and t o y n a m e s , c l a s s r o o m hair). We've got (six dirty ears). and 'fr' (green, language brown, frog) How are you? toes The Senses page 4 6 ? Have you got (a small I've got (purple B o d y p a r t s : head, (pet)? (pet) is a Trevor's values Look after p e t S page 4 7 Production зх i n t r o d u c e s pupils t o t h e p l e a s u r e s of l e a r n i n g English ( K E T ) f o r S c h o o l s . T h e Y o u n g L e a r n e r s t e s t s a r e an i n c e n t i v e ; ables t h e m t o c o n s i s t e n t l y i m p r o v e t h r o u g h o u t t h e s e v e n h o w e v e r , t h e y s h o u l d at n o stage be s e e n as obligatory. F o r in t h e s e r i e s . A l l s e v e n levels d e v e l o p pupils' abilities in t h e f u r t h e r i n f o r m a t i o n o n t h e c o m p o n e n t p a p e r s f o r e a c h t e s t , visit: :ills - listening, s p e a k i n g , r e a d i n g a n d w r i t i n g - as w e l l as www.cambridgeenglish.org/exams-and-qualifications/ iging t h e m c o g n i t i v e l y a n d helping t h e m t o feel a real s e n s e e v e m e n t in l e a r n i n g . A s e x p e r i e n c e d t e a c h e r s o u r s e l v e s , a w a r e of t h e d e m a n d s and difficulties i n v o l v e d in managing se and m i x e d ability c l a s s r o o m . T e a c h i n g y o u n g e r l e a r n e r s a t o n c e t h e m o s t r e w a r d i n g and t h e m o s t s o u l - d e s t r o y i n g ;uits! S o m e t i m e s w e c a n have v e r y bad days, but it's t h e lays t h a t give us an e x h i l a r a t i n g s e n s e of a c h i e v e m e n t , a Common European Framework of Reference for Languages - Learning, Teaching, Assessment Kid's Box has b e e n w r i t t e n t a k i n g i n t o a c c o u n t t h e p r o p o s a l s i n c l u d e d in t h e C o m m o n E u r o p e a n F r a m e w o r k o f R e f e r e n c e ( C E F R ) . T h e C E F R has b e e n d e s i g n e d f o r language t e a c h e r s :>f being p a r t o f a child's f u t u r e d e v e l o p m e n t , a r c h r e m i n d s us t h a t ' T h e m i n d is n o t a v e s s e l t o b e b u t a f i r e t o b e i g n i t e d ' a n d t h i s c o n c e p t of l e a r n i n g iins Kid's Box. Pupils l e a r n w h e n t h e y a r e i n t e r e s t e d and and m a t e r i a l d e v e l o p e r s t o be able t o define d i f f e r e n t levels of c o m p e t e n c e and p e r f o r m a n c e . T h e s e o b j e c t i v e s c o i n c i d e w i t h t h o s e of C a m b r i d g e English: Y o u n g L e a r n e r s t e s t s . d: w h e n t h e y w a n t t o find s o m e t h i n g o u t , w h e n t h e y Flyers (at a r o u n d L e v e l A 2 o f t h e C E F R ) ying a g a m e , w h e n t h e y a r e listening t o a s t o r y , w h e n Movers (at L e v e l A l ) Starters (below Level A l ) e doing c r a f t a c t i v i t i e s . L e a r n i n g is an a c t i v e p r o c e s s in v a y a n d Kid's Box m a k e s s u r e t h a t pupils a r e physically and T h e f r a m e w o r k p l a c e s e m p h a s i s o n v a l u e s s u c h a s pupil ly a c t i v e and t h a t t h e y a r e e n c o u r a g e d t o m a k e s e n s e of autonomy, proposing a task-based methodology w i t h functional guage t h e m s e l v e s . ' T h e a r t o f t e a c h i n g is t h e a r t o f e v a l u a t i o n c r i t e r i a . A l t h o u g h large p a r t s of t h e C E F R a r e m o r e r e l e v a n t t o o l d e r l e a r n e r s and have n o t b e e n d e s i g n e d specifically ng d i s c o v e r y ' , Mark Van D o r e n . language s y l l a b u s of Kid's Box has b e e n c a r e f u l l y s e l e c t e d i d e d t o suit t h e age a n d level o f t h e pupils. Language is j c e d in c o n t e x t and in m a n a g e a b l e c h u n k s , giving pupils o f o p p o r t u n i t i e s t o p r a c t i s e and b e c o m e f a m i l i a r w i t h t h e igs and t h e s o u n d s . Language is r e c y c l e d t h r o u g h o u t t h e nd pupils c a n p r a c t i s e t h e language in d i f f e r e n t c o n t e x t s , an a l s o p e r s o n a l i s e it. R e c y c l i n g is p a r t i c u l a r l y important ing l e a r n e r s , w h o t e n d t o f o r g e t quite q u i c k l y and w h o have t h e s t u d y skills of o l d e r l e a r n e r s . F o r t h i s r e a s o n , s c o n s t a n t r e v i s i o n and r e c y c l i n g t h r o u g h o u t t h e units urse. units a r e b a s e d a r o u n d t h e S t a r family and t h e i r f r i e n d s rs. C h a r a c t e r s give pupils a w a y of c o n t e x t u a l i s i n g t h e ;e and help t h e m t o m a k e it meaningful and p u r p o s e f u l , f o r t h e p r i m a r y c l a s s r o o m , it i n c l u d e s t w o p a r t i c u l a r l y useful p a r t s w h i c h a r e t h e C o m m o n R e f e r e n c e L e v e l s a n d t h e English Language P o r t f o l i o . T h e C o m m o n R e f e r e n c e L e v e l s o f f e r a d e s c r i p t i o n of w h a t a language l e a r n e r ' c a n d o ' at d i f f e r e n t stages of t h e l e a r n i n g p r o c e s s . T h e s e levels c a n be c o n s u l t e d s e p a r a t e l y , b u t t h e y have b e e n m i r r o r e d h e r e in t h e S e l f - e v a l u a t i o n s e c t i o n s . T h e Language P o r t f o l i o is d e s i g n e d as a c o m p e n d i u m of skills a c q u i r e d and w o r k d o n e w h i c h i n c o r p o r a t e s t h e 'can d o ' c h e c k l i s t s f o r s e l f - a s s e s s m e n t . T h i s is i m p o r t a n t f o r pupil m o t i v a t i o n and c a n a l s o be s h o w n t o p a r e n t s t o i n f o r m t h e m of t h e syllabus and o b j e c t i v e s s e t f o r t h e i r c h i l d r e n . Course components a r a c t e r s d e v e l o p t h r o u g h o u t t h e b o o k s s o as t o s u s t a i n L e v e l s o n e t o s i x of Kid's Box i n c l u d e a Pupil's B o o k , A c t i v i t y )ils' i n t e r e s t and m o t i v a t i o n . Book, Class Audio C D s , Teacher's Book, Teacher's Resource B o o k , Presentation Plus, O n l i n e R e s o u r c e s , Interactive D V D , bridge English: Young Learners (YLE) > Language P o r t f o l i o , T e s t s C D - R O M and P o s t e r s . T h e r e a r e also Flashcards for Levels I to 4. T h e n e w S t a r t e r Level offers a Class B o o k with C D - R O M , Class Audio C D s , Flashcards, Teacher's Box w e have f o l l o w e d t h e s y l l a b u s f o r t h e Y o u n g L e a r n e r s B o o k , Teacher's R e s o u r c e B o o k , Presentation Plus, Interactive э t h a t e a c h c y c l e of t w o levels c o r r e s p o n d s t o o n e of DVD and P o s t e r s . ts. T h u s t h e m a t e r i a l c o v e r e d in t h e f i r s t c y c l e c o i n c i d e s a t w h i c h is r e q u i r e d f o r t h e S t a r t e r s t e s t , c y c l e 2 w i t h Pupil's v e r s t e s t , and c y c l e 3 w i t h F l y e r s . Kid's Box c o v e r s all T h i s 9 6 - p a g e f u l l - c o l o u r b o o k c o n s i s t s of t w e l v e u n i t s . E a c h unit Book s v a n t language s t r u c t u r e s , p r e s e n t s a n d p r a c t i s e s t h e is s i x pages in l e n g t h , w i t h e a c h page p r o v i d i n g s u f f i c i e n t m a t e r i a l l a r y and i n c l u d e s e x a m p l e s of t h e t a s k - t y p e s f r o m t h e f o r o n e l e s s o n . A f t e r a l t e r n a t e units t h e r e is b o t h a C o n t e n t and V h e r e c e r t a i n t o p i c s i n c l u d e a v o c a b u l a r y list w h i c h is t o o Language I n t e g r a t e d L e a r n i n g ( C L I L ) page t o l e a r n a b o u t o t h e r t e n s i v e t o i n c l u d e all of t h e l e x i c a l i t e m s in t h e Pupil's s u b j e c t s t h r o u g h English a n d a V a l u e s page t o d e v e l o p t h e i r i d d i t i o n a l a c t i v i t i e s have b e e n o f f e r e d in t h e T e a c h e r ' s social a w a r e n e s s . T h e R e v i e w s e c t i o n s c o v e r language f r o m t h e ce B o o k . f o u r p r e v i o u s u n i t s . T h e r e is a p h o n i c s s e c t i o n w i t h i n e v e r y unit. i Y o u n g L e a r n e r s t e s t c o n s i s t s of t h r e e p a p e r s : L i s t e n i n g , L e s s o n s i n c l u d e a v a r i e t y o f i n t e r e s t i n g and m o t i v a t i n g activities I a n d W r i t i n g , and S p e a k i n g . T h e s e t e s t s a r e c h i l d - s u c h as pair w o r k , r o l e plays, c r a f t a c t i v i t i e s , g u e s s i n g g a m e s , ' and m o t i v a t i n g a n d have b e e n s p e c i a l l y w r i t t e n for songs and c h a n t s . T h e s e r i e s ' s t r o n g c a s t of c h a r a c t e r s a p p e a r s 1 l e a r n e r s . T h e y a r e t a k e n by pupils all o v e r t h e w o r l d , t h r o u g h o u t t h e b o o k and t h e i r a n t i c s a r e played o u t in a p i c t u r e t e r n a t i o n a l r e c o g n i t i o n a n d a r e b a c k e d by t h e s t o r y at t h e e n d of e a c h u n i t . reputation e a r c h of C a m b r i d g e A s s e s s m e n t . T h e y p r o v i d e a gentle iction t o public e x a m s and r e s e a r c h s h o w s t h a t c h i l d r e n i t e s t s highly m o t i v a t i n g . T h e t e s t s c a n a c t as a stepping о o t h e r C a m b r i d g e English e x a m s , as t h e highest level / e r s , is r o u g h l y e q u i v a l e n t in language level t o K e y Kid's Box T e a c h e r ' s B o o k I Activity Evaluation activities Book T h i s 9 6 - p a g e b o o k is designed t o give pupils f u r t h e r p r a c t i c e T h e r e a r e t h r e e e v a l u a t i o n pages f o r this l e v e l , o n e page t o w i t h t h e n e w language a n d t o help t h e m c o n s o l i d a t e t h e i r be u s e d a f t e r e a c h R e v i e w s e c t i o n . T h e f o r m a t and design u n d e r s t a n d i n g . T h e pupils w i l l have fun doing t h e a c t i v i t i e s a n d o f t h e e v a l u a t i o n pages is s i m i l a r t o t h e t a s k s in t h e Y o u n g y o u w i l l find t h a t t h e y s t i m u l a t e t h e i r c r e a t i v i t y t o o . A t t h e e a r l y L e a r n e r s t e s t s . T h i s is t o help pupils b e c o m e used t o this t y p e levels t h e r e is c o l o u r i n g a n d matching. A s t h e pupils gain m o r e o f e v a l u a t i o n a n d t o be able t o m e a s u r e t h e i r o w n p r o g r e s s . A t c o n f i d e n c e in r e a d i n g a n d w r i t i n g , m o r e a c t i v i t i e s t o p r a c t i s e t h e e n d of this I n t r o d u c t i o n , t h e r e is a s e c t i o n o n t h e specific t h e s e skills are included. T h e Activity B o o k materials are E v a l u a t i o n pages i n c l u d e d in t h i s b o o k . d e s i g n e d t o be i n t e g r a t e d into t h e l e s s o n s and t h e r e is g u i d a n c e in t h e T e a c h e r ' s B o o k as t o h o w this w o r k s . T h i s e d i t i o n a l s o f e a t u r e s a full-page Y o u n g L e a r n e r s t e s t p r a c t i c e a c t i v i t y f o r e a c h u n i t . A t t h e e n d of t h e b o o k t h e r e a r e s i x c o l o u r e d s t i c k e r s f o r e a c h u n i t i l l u s t r a t i n g t h e s i x key v o c a b u l a r y i t e m s . T h i s m a t e r i a l s t e a d i l y a c c u m u l a t e s i n t o an a t t r a c t i v e and useful p i c t u r e d i c t i o n a r y w h i c h t h e y c a n use f o r r e f e r e n c e and r e v i s i o n . Class Audio CDs T e a c h e r ' s B o o k . T h e s e pages p r o v i d e y o u w i t h a range of manual a c t i v i t i e s t o u s e w i t h y o u r pupils: f o r e x a m p l e , t h e r e a r e c a r d s , p u p p e t s and s e n t e n c e w h e e l s . T h e r e a r e full i n s t r u c t i o n s in t h e t e a c h i n g n o t e s o n h o w t o p r e p a r e t h e m a t e r i a l s and w h e n and h o w t o u s e t h e m in c l a s s . Presentation T h e C l a s s A u d i o C D s c o n t a i n all of t h e listening m a t e r i a l f o r t h e Pupil's B o o k and A c t i v i t y B o o k , including all of t h e s o n g s and s t o r i e s . T h e s o n g s a r e available in b o t h sung and k a r a o k e versions. Teacher's Photocopiable pages T h e r e is a p h o t o c o p i a b l e page f o r e a c h unit in t h e b a c k o f t h e Plus P r e s e n t a t i o n Plus i n c l u d e s I n t e r a c t i v e W h i t e b o a r d t o o l s , a fully i n t e r a c t i v e Pupil's B o o k a n d A c t i v i t y B o o k , digital v e r s i o n s of t h e T e a c h e r ' s B o o k and T e a c h e r ' s R e s o u r c e B o o k , a m u l t i m e d i a l i b r a r y including v i d e o f r o m t h e D V D , C l a s s A u d i o and a c c e s s t o Resource Book with Online Audio T h e T e a c h e r ' s R e s o u r c e B o o k contains a wealth of p h o t o c o p i a b l e a c t i v i t i e s t o help w i t h m i x e d ability c l a s s e s . T h e r e a r e t w o r e i n f o r c e m e n t and t w o e x t e n s i o n w o r k s h e e t s f o r e v e r y u n i t , as w e l l as s o n g and s t o r y w o r k s h e e t s f o r f u r t h e r exploitation. T h e T e a c h e r ' s R e s o u r c e B o o k also includes e x t r a Y o u n g L e a r n e r s t y p e t e s t s w i t h listening c o n t e n t o n l i n e . T h e o n l i n e t e a c h e r t r a i n i n g s u p p o r t . T h i s P a c k e n a b l e s y o u t o plan and d e l i v e r y o u r l e s s o n s ' p a p e r - f r e e ' f r o m a t a b l e t o r a c o m p u t e r . Online Resources T h e o n l i n e p l a t f o r m i n c l u d e s g a m e s and e x t r a g r a m m a r , v o c a b u l a r y a n d w r i t i n g a c t i v i t i e s f o r e v e r y single unit, p r o v i d i n g p l e n t y o f e x t r a p r a c t i c e . A l l t h e pupil's o n l i n e w o r k c a n be t r a c k e d and r e v i e w e d by t h e t e a c h e r . book also features w o r d cards to reinforce target vocabulary. Tests Language Portfolio In a c c o r d a n c e w i t h C E F R guidelines, t h e r e is a Language P o r t f o l i o o f individual c o m p e t e n c i e s t o lead t h e pupil t o selfe v a l u a t i o n and t o r e c o r d t h e l e a r n i n g e x p e r i e n c e of e a c h pupil throughout the primary school years. Interactive DVD A s y o u navigate y o u r w a y t h r o u g h t h e S t a r family h o u s e o n o u r i n t e r a c t i v e D V D , y o u w i l l find a n i m a t e d v e r s i o n s of t h e s t o r i e s in S u z y ' s r o o m , t h e songs w i t h a n i m a t i o n and v i d e o in M r S t a r ' s m u s i c r o o m , v i d e o d o c u m e n t a r i e s in t h e living r o o m , c r a f t a c t i v i t i e s a n d g a m e s in t h e p l a y r o o m , i n t e r a c t i v e g a m e s in S i m o n ' s r o o m a n d a q u i z in Stella's r o o m . Teacher's Book T h i s 2 2 4 - p a g e i n t e r l e a v e d Pupil's and T e a c h e r ' s B o o k p r o v i d e s teaching notes for each lesson, w h i c h include recording scripts f o r all listening a c t i v i t i e s and a n s w e r k e y s f o r all a c t i v i t i e s , an o v e r v i e w of t h e s y l l a b u s f o r e a c h l e v e l , e x t r a a c t i v i t i e s , p h o t o c o p i a b l e pages a n d e v a l u a t i o n a c t i v i t i e s . Teaching notes T h e t e a c h i n g n o t e s p r o v i d e s t e p - b y - s t e p guidelines f o r e a c h page. L e s s o n o b j e c t i v e s a r e c l e a r l y d e s c r i b e d and t h e m a t e r i a l s CD-ROM T h e L e v e l I and 2 T e s t s C D - R O M and A u d i o C D a l l o w s y o u t o r e g u l a r l y a s s e s s y o u r pupils in d i f f e r e n t w a y s . Y o u c a n c h o o s e t h e unit t e s t s , r e v i e w t e s t s and e n d - o f - l e v e l t e s t s , as c u s t o m i s a b l e M i c r o s o f t W o r d d o c u m e n t s . If y o u a r e p r e p a r i n g pupils f o r t h e Y o u n g L e a r n e r s t e s t s y o u c a n additionally s e l e c t t h e C a m b r i d g e English: Y o u n g L e a r n e r s ( Y L E ) s t y l e u n i t t e s t s , r e v i e w t e s t s and e n d - o f - l e v e l t e s t s , as A d o b e P D F s . Posters T h e s e c o l o u r f u l and appealing p o s t e r s aid r e v i s i o n by giving pupils t h e c h a n c e t o p r a c t i s e unit language in a d i f f e r e n t and fun c o n t e x t . T h e y c a n be a d d e d t o t h e c l a s s r o o m w a l l as y o u p r o g r e s s t h r o u g h t h e c o u r s e t o aid r e v i s i o n . T h i s p a c k i n c l u d e s t w e l v e p o s t e r s w i t h c l e a r t e a c h i n g n o t e s available o n l i n e . Flashcards T h e r e a r e 9 6 f l a s h c a r d s t o a c c o m p a n y level I. T h e s e c o l o u r f u l f l a s h c a r d s i l l u s t r a t e t h e k e y v o c a b u l a r y i t e m s of e a c h unit o n o n e side and have t h e w o r d s o n t h e o t h e r . T h e y a r e large e n o u g h f o r all pupils t o s e e a n d t h e r e a r e n u m e r o u s ideas of h o w t o u s e t h e m in t h e T e a c h e r ' s B o o k f o r e a c h l e s s o n . What does Kid's Box offer? needed for each lesson a r e specified. Each lesson s t a r t s w i t h a ' T o a w a k e n i n t e r e s t a n d k i n d l e e n t h u s i a s m is t h e s u r e W a r m e r and f i n i s h e s w i t h an E n d i n g t h e l e s s o n activity. A c t i v i t i e s w a y to t e a c h easily a n d successfully', Tyron Edwards. f r o m t h e A c t i v i t y B o o k a r e i n t e g r a t e d w i t h t h e Pupil's B o o k O n c e pupils a r e i n t e r e s t e d , a n d r e a d y and eager t o l e a r n , t h e n a c t i v i t i e s t o p r o v i d e a b a l a n c e d range of a p p r o p r i a t e a c t i v i t i e s . t h e j o b of t e a c h i n g t h e m b e c o m e s s o m u c h easier. T h e m a t e r i a l s T h e r e are t w o E x t r a activities provided for each lesson for times in Kid's Box have b e e n d e s i g n e d t o d o j u s t t h a t . H e r e ' s h o w and w h e n y o u n e e d e v e n m o r e m a t e r i a l . T h e s e E x t r a a c t i v i t i e s only w h y it w o r k s : a p p e a r in t h e T e a c h e r ' s B o o k and t h e r e a r e s u g g e s t i o n s in t h e t e a c h i n g n o t e s as t o w h e n e a c h a c t i v i t y s h o u l d be u s e d in t h e l e s s o n . T h e y a r e n o t d e s i g n e d o n l y f o r t h e end of t h e l e s s o n . • H u m o u r through the c h a r a c t e r s and the stories ' T h e i m p o r t a n t t h i n g is n o t s o m u c h t h a t e v e r y c h i l d A c t i v i t i e s w h i c h a r e s i m i l a r t o t h e t a s k - t y p e s in Y o u n g L e a r n e r s should be t a u g h t , as t h a t e v e r y child should be given t e s t s have t h e i c o n ' Y L E ' . t h e w i s h to learn', John Lubbock. Introduction vii • zipline It c a n be e x t r e m e l y m o t i v a t i n g f o r c h i l d r e n t o w a t c h t h e i r o w n life e v e r g r o w s g r e a t u n t i l it is f o c u s e d , d e d i c a t e d , p e r f o r m a n c e s o n v i d e o , b u t if y o u v i d e o o r p h o t o g r a p h iplined'. H a r r y Emerson Fosdick. pupils, m a k e s u r e y o u get w r i t t e n p e r m i s s i o n f r o m p a r e n t s o r )ne of t h e m o s t challenging a s p e c t s of t e a c h i n g y o u n g guardians first. a r n e r s is holding t h e i r i n t e r e s t in t h e c l a s s r o o m . Pupils ave l i m i t l e s s e n e r g y , c o m b i n e d w i t h an e x t r e m e l y l i m i t e d : t e n t i o n s p a n . W e have t o juggle t h e s e f a c t o r s t o t r y t o your Competition • A n e l e m e n t o f c o m p e t i t i o n c a n m a k e many pupils t r y harder. H o w e v e r , w h i l e a c o m p e t i t i o n c a n be a g o o d i n c e n t i v e f o r raid b o r e d o m , r e s t l e s s n e s s a n d d e - m o t i v a t i o n , all of w h i c h an o t h e r w i s e u n e n t h u s i a s t i c pupil, it c a n s o m e t i m e s be d e - ad t o p r o b l e m s w i t h discipline. B y c h a n n e l l i n g pupils' m o t i v a t i n g f o r a less able b u t o r d i n a r i l y h a r d - w o r k i n g o n e . inate e n e r g y t o t h e g o o d , w e c a n o f t e n avoid u n r u l i n e s s B e f o r e playing a c o m p e t i t i v e g a m e , it may be useful t o e x p l a i n i d indiscipline. A lot o f discipline p r o b l e m s a r i s e w h e n t o pupils t h a t t h i s is o n l y a m e a n s of learning. A l t h o u g h t h e y jpils a r e u n d e r c h a l l e n g e d a n d b o r e d , o r w h e n a c t i v i t i e s a r e may n o t w i n t h e g a m e , all pupils a r e ' w i n n e r s ' if t h e y k n o w >o r e p e t i t i v e . Kid's Box has b e e n w r i t t e n by e x p e r i e n c e d m o r e English a t t h e e n d t h a n t h e y k n e w at t h e beginning. H e l p i a c h e r s w h o at all t i m e s have b o r n e in mind t h e n e e d s and pupils t o u n d e r s t a n d t h a t w h e n t h e y play a g a m e t h e y c a n j q u i r e m e n t s o f pupils a n d have i n c l u d e d a v a r i e t y of a c t i v i t i e s p r a c t i s e and l e a r n m o r e E n g l i s h , s o t h e y e a c h w i n a p r i z e and ir t h e m t o enjoy. t h a t p r i z e is k n o w l e d g e . is i m p o r t a n t t h a t y o u e s t a b l i s h a c o n t e x t o f discipline in N o n e t h e l e s s , it is a l w a y s a g o o d idea t o b a l a n c e c o m p e t i t i v e эиг c l a s s . M a k e s u r e pupils k n o w w h a t is a c c e p t a b l e and g a m e s w i t h c o o p e r a t i v e o n e s and t o include o t h e r a c t i v i t i e s s o h a t is n o t and m a k e s u r e y o u t r e a t all pupils in t h e s a m e t h a t y o u c a n r e w a r d and p r a i s e individuals a c c o r d i n g t o t h e i r ay. Pupils a r e v e r y a w a r e w h e n w e a r e n o t 'fair'. C l e a r o w n n e e d s and p e r f o r m a n c e . i d fair discipline p a r a m e t e r s c r e a t e a 'safe' c l a s s r o o m i v i r o n m e n t in w h i c h pupils c a n w o r k c o n f i d e n t l y and freely, Display his m a k e s f o r an o r d e r e d , b u s y c l a s s r o o m , r a t h e r t h a n an • larchic one. gs, rhymes Pupils f i n d it e x t r e m e l y m o t i v a t i n g t o have t h e i r w o r k displayed a n d w i l l g e n e r a l l y w o r k h a r d t o p r o d u c e w o r k t o and t h e b e s t of t h e i r ability if t h e y k n o w it is going t o be s e e n chants by o t h e r s . S o t r y t o a r r a n g e t o display pupils' w o r k a r o u n d s r t h e a c t i v i t i e s b a s e d a r o u n d s o n g s , r h y m e s and c h a n t s , it the c l a s s r o o m o r school w h e n e v e r possible. D o n ' t forget to n o t a l w a y s n e c e s s a r y f o r pupils t o u n d e r s t a n d e v e r y w o r d include w o r k by all t h e pupils ( n o t in e v e r y display, but o v e r a Jtside t h e k e y w o r d s being p r a c t i s e d . In t h e s e a c t i v i t i e s , p e r i o d o f t i m e ) a n d t o c h a n g e t h e displays regularly. e a r e m o r e i n t e r e s t e d in pupils u n d e r s t a n d i n g t h e gist, and e a r e using t h e r h y m e as a m e a n s w i t h w h i c h t o p r a c t i s e Craft nguage, r h y t h m and p r o n u n c i a t i o n . T h e visuals t h a t • activities: storage of material It is useful t o k e e p s u p p l i e s f o r c r a f t a c t i v i t i e s , f o r e x a m p l e x o m p a n y t h e r h y m e s , s o n g s and c h a n t s , a n d t h e a c t i o n s s c i s s o r s , glue, w o o l , c r a y o n s , in a large b o x in t h e c l a s s r o o m . e l u d e d in s o m e , s h o u l d p r o v i d e pupils w i t h s u f f i c i e n t T h e n w h e n it is t i m e f o r c r a f t a c t i v i t i e s , y o u c a n put t h e b o x f o r m a t i o n t o be able t o u n d e r s t a n d t h e o v e r a l l c o n c e p t . It is i p o r t a n t t h e n , at t h i s s t a g e , n o t t o s p e n d p r e c i o u s class t i m e i lengthy and c o m p l i c a t e d e x p l a n a t i o n s of s p e c i f i c w o r d s , o n a t a b l e a n d pupils c a n c o m e a n d c o l l e c t w h a t t h e y n e e d . • M a k e s u r e pupils a l w a y s c l e a r up at t h e end o f c r a f t a c t i v i t i e s ; t h a t t h e y p u t m a t e r i a l s b a c k in t h e b o x and t h a t t h e y put e t pupils t o s t a n d up w h e n p e r f o r m i n g t h e s o n g s , r h y m e s r u b b i s h in t h e bin. Y o u w i l l n e e d t o supply e a c h pupil w i t h an - c h a n t s . It c a n m a k e a t r e m e n d o u s d i f f e r e n c e t o t h e i r e n v e l o p e f o r p h o t o c o p i a b l e a c t i v i t i e s , s u c h as g a m e c a r d s . srformance and enjoyment. A t t h e end o f t h e a c t i v i t y , pupils w r i t e t h e i r n a m e o n t h e i r sngs, r h y m e s and c h a n t s c a n be p r e s e n t e d in d i f f e r e n t e n v e l o p e and p u t t h e i r c a r d s i n s i d e . W i t h y o u n g e r pupils, it ays t o m a k e t h e m m o r e i n t e r e s t i n g and challenging. T h e s e is b e s t if y o u l o o k a f t e r t h e e n v e l o p e s until t h e n e x t t i m e y o u ichniques a r e e s p e c i a l l y useful if y o u w a n t t o go b a c k t o w a n t t o use t h e cards. -eviously-used material for revision o r f u r t h e r exploitation id w a n t t o a v o i d y o u r pupils' r e a c t i o n of ' W e ' v e a l r e a d y A final word эпе t h i s ! ' . W e ' v e had a lot o f fun w r i t i n g t h i s c o u r s e a n d s i n c e r e l y h o p e t h a t W h i s p e r t h e r h y m e o r p h r a s e w h i l e c l i c k i n g y o u r fingers. y o u and y o u r pupils have as m u c h fun using it. R e p e a t t h e r h y m e , g e t t i n g g r a d u a l l y l o u d e r e a c h t i m e and then reverse the process. Say a r h y m e o r c h a n t w h i l s t clapping hands a n d tapping y o u r f o o t in t i m e t o t h e r h y t h m . D i v i d e the class into groups and a s k t h e m to repeat the r h y m e o r c h a n t in r o u n d s . T o d o t h i s , t h e f i r s t g r o u p s t a r t s t o say t h e r h y m e and t h e n , a t a s u i t a b l e p o i n t , usually o n e o r t w o lines into it, t h e s e c o n d g r o u p s t a r t s t o say t h e r h y m e f r o m t h e beginning. W i t h y o u r class a u d i o o r v i d e o r e c o r d e r , r e c o r d t h e class p e r f o r m i n g . B e s u r e t o give t h e m a r o u n d of a p p l a u s e and e n c o u r a g e t h e r e s t of t h e c l a s s t o d o t h e s a m e . L e t y o u r pupils listen t o t h e m s e l v e s . If t h e y feel t h a t t h e y c o u l d i m p r o v e o n a s e c o n d a t t e m p t , r e c o r d t h e m again. Kid's B o x T e a c h e r ' s B o o k I C a r o l i n e N i x o n and M i c h a e l T o m l i n s o n , M u r c i a 2 0 1 4 . Evaluation pages T h e e v a l u a t i o n pages in Kid's Box I a r e designed t o be u s e d after each Review section: Evaluation I after Review section 1 - 4 , E v a l u a t i o n 2 a f t e r R e v i e w s e c t i o n 5 - 8 and E v a l u a t i o n 3 a f t e r R e v i e w s e c t i o n 9 - 1 2 . Y o u will n o t i c e t h a t t h e e v a l u a t i o n pages use s i m i l a r t a s k - t y p e s t o t h o s e in t h e C a m b r i d g e English: Young L e a r n e r s ( Y L E ) S t a r t e r s Test. O v e r the three evaluation pages, pupils w i l l be e v a l u a t e d o n t h e i r R e a d i n g and W r i t i n g , L i s t e n i n g a n d S p e a k i n g . Y o u s h o u l d tell t h e pupils t h a t y o u a r e going t o give t h e m an e v a l u a t i o n activity, but m a k e s u r e t h e y d o n ' t b e c o m e t o o a n x i o u s a b o u t it. It is i m p o r t a n t t h a t t h e y c o m e t o t h e a c t i v i t y feeling r e l a x e d and positive - believing t h a t t h e y can do it. H a n d o u t a c o p y t o e a c h pupil and m a k e s u r e t h e y have t h e n e c e s s a r y m a t e r i a l s ( c r a y o n s , p e n c i l s , e t c . ) . Y o u should allow about ten minutes for each evaluation. Give the i n s t r u c t i o n s in English. M o n i t o r pupils as t h e y d o t h e a c t i v i t y and give e n c o u r a g e m e n t . A t t h e end of t h e activity, c o l l e c t t h e i r w o r k . G i v e e a c h pupil f e e d b a c k o n t h e i r w o r k , but a l w a y s f o c u s o n w h a t t h e y c a n do a n d w h a t t h e y have d o n e , r a t h e r t h a n o n w h a t t h e y c a n ' t do. F o r pupils of t h i s age, f e e d b a c k s h o u l d be p o s i t i v e a n d e n c o u r a g i n g w h e n e v e r p o s s i b l e , and no individual pupil's p e r f o r m a n c e s h o u l d be c o m p a r e d w i t h t h e p e r f o r m a n c e of a n o t h e r pupil. Evaluation 2 INSTRUCTIONS T e l l pupils t o t a k e o u t t h e i r c r a y o n s and put t h e m o n t h e i r d e s k s . H a n d o u t E v a l u a t i o n 2 (page 123). Say Look at the picture. What can you see? E l i c i t t h a t it's a m o n s t e r . Elicit s o m e possible n a m e s . Pupils c h o o s e a n a m e f o r t h e i r m o n s t e r a n d w r i t e it o n t h e line in q u e s t i o n I. T e l l pupils t o c o l o u r t h e c l o t h e s and t h e face (eyes, hair, e t c . ) in t h e c o l o u r s o f t h e i r c h o i c e . T h i s is not p a r t of t h e evaluation. P u t pupils i n t o g r o u p s of four. F o c u s o n o n e g r o u p at a t i m e . T e l l t h e o t h e r g r o u p s t o put t h e i r p a p e r s a w a y and give t h e m a n o t h e r t a s k t o do. T h e pupils in a g r o u p t a k e it in t u r n s t o t a l k t o t h e o t h e r s a b o u t t h e i r m o n s t e r . Y o u a r e n o t listening f o r p a r t i c u l a r language, t h e aim h e r e is t h a t t h e y can c o m m u n i c a t e about their pictures to the others. Take about t w o minutes with e a c h g r o u p . L i s t e n t o e a c h pupil and d e c i d e as y o u a r e listening h o w many stars you will award t h e m . C o l l e c t the papers f r o m pupils. M a k e s u r e t h e y have w r i t t e n t h e i r n a m e s . F e e d b a c k . T h e r e a r e s i x s t a r s at t h e b o t t o m of t h e page. C o l o u r e a c h o n e a c c o r d i n g t o h o w w e l l t h e pupil c o m p l e t e d t h e t a s k . D r a w a s m i l e y f a c e in t h e c i r c l e t o t h e right. C o n g r a t u l a t e pupils w h e n y o u hand b a c k t h e i r w o r k . D o n ' t grade t h e e v a l u a t i o n and d o n ' t r a n k pupils in o r d e r . Evaluation 3 Evaluation 1 INSTRUCTIONS T e l l pupils t o t a k e o u t t h e i r c r a y o n s and put t h e m o n t h e i r d e s k s . H a n d o u t E v a l u a t i o n I (page 122 ). Say L o o k at t h e p i c t u r e . W h a t c a n y o u see? Elicit s o m e of t h e things t h e y can s e e and w h e r e t h e y a r e (don't do all of t h e o n e s f r o m t h e t e s t ) . T h e n t h e y do t h e t e s t . A t t h e e n d , tell pupils t o w r i t e t h e i r n a m e s . Collect the papers. F e e d b a c k . T h e r e a r e five s t a r s at t h e b o t t o m of t h e page. C o l o u r e a c h o n e in f o r a c o r r e c t a n s w e r . D r a w a smi le y f a c e in t h e c i r c l e t o t h e right. C o n g r a t u l a t e pupils w h e n y o u hand b a c k t h e i r w o r k . D o n ' t g r a d e t h e evaluation and d o n ' t r a n k pupils in order. K e y : pencil u n d e r t h e t a b l e - o r a n g e , t o y t r a i n n e x t t o t h e c h a i r - blue, c o m p u t e r o n t h e t a b l e - b r o w n , ball in t h e s c h o o l bag y e l l o w , b o o k n e x t t o t h e pen - g r e e n C D 4, 63 Audioscript INSTRUCTIONS H a n d o u t E v a l u a t i o n 3 (page 124). E x p l a i n P a r t s I and 2 b e f o r e pupils s t a r t . Say Look at Part I. Look at the picture. Look at the sentences. Write yes or no. D o an e x a m p l e w i t h t h e class using s o m e t h i n g o n y o u r d e s k , e.g. say There's a pen on my desk. ( T h e r e isn't a pen.) Pupils say No. Say Do the same on the paper. Say Look at Part 2. S h o w pupils w h e r e t h e y w r i t e t h e w o r d s and t h a t t h e y use t h e j u m b l e d l e t t e r s ( t h e y have d o n e t h e s e t y p e s o f activities in c l a s s ) . Pupils w o r k individually. G i v e pupils a b o u t five m i n u t e s t o c o m p l e t e t h e e v a l u a t i o n . C o l l e c t t h e p a p e r s f r o m pupils. M a k e s u r e t h e y have w r i t t e n t h e i r n a m e s . F e e d b a c k . T h e r e a r e t e n s t a r s d o w n t h e edge of t h e page. C o l o u r e a c h o n e a c c o r d i n g t o h o w w e l l t h e pupil c o m p l e t e d t h e t a s k , o n e s t a r f o r e a c h c o r r e c t a n s w e r . D r a w a s mi l ey face in t h e c i r c l e u n d e r n e a t h . C o n g r a t u l a t e pupils w h e n y o u hand b a c k t h e i r w o r k . D o n ' t g r a d e t h e e v a l u a t i o n a n d d o n ' t r a n k pupils in o r d e r . K e y : P a r t I: I N o , 2 Y e s , 3 N o , 4 Y e s , 5 N o P a r t 2: 6 a p p l e , 7 c a k e , 8 burger, 9 c h o c o l a t e , 10 b a n a n a Can you see the classroom? Good. Now listen. Can you see the pencil under the table? (pause) Good. Colour it orange. Colour the pencil under the table orange, (pause) Can you see the toy train next to the chair? Good. Colour it blue. Colour the toy train next to the chair blue, Can you see the computer Good. Colour it brown. Colour the computer on the table? on the table brown, Can you see the ball in the school bag? (pause) (pause) (pause) (pause) (pause) Good. Colour it yellow. Colour the ball in the school bag yellow, (pause) Can you see the book next to the pen? Good. Colour it green. (pause) Colour the book next to the pen green, (pause) Introduction I xi Ilassroom language following language appears at the end of the Class Audio CD 4. C D 4, Greetings 58 5. C r a f t s and projects Find y o u r felt tips. Hello. Good morning. H a v e you got s o m e paper? Good afternoon. H a v e y o u g o t s o m e glue? Goodbye. Fold here. See you t o m o r r o w . C u t out the picture. C u t here. Stick the pictures on the card. C l a s s r o o m activities O p e n y o u r Pupil's B o o k . Close your Activity Book. C D 4, 59 6. C l a s s r o o m management L o o k a t p a g e I. Sit d o w n , please. L o o k at the Stand up, please. picture. L o o k at the flashcard. C o m e here, please. L o o k at the board. W o r k in p a i r s . W h a t can y o u see? H a n d s up! L o o k at m e . Open your L o o k at y o u r partner. books. Close your books. Listen to the C D . H a v e y o u got a pen? Listen to me. H a v e y o u got a pencil? Listen to your partner. H a v e y o u got an eraser? H a v e you got a sharpener? H a v e you got a ruler? Songs and chants L e t ' s sing a s o n g . Let's say a c h a n t . C D 4, 60 7. Praise Clap your hands. Good. Click your V e r y nice. fingers. Stamp y o u r feet. Well done. Make a circle. T h a t ' s lovely. W a t c h me, please. That's very good. D o the actions. I'm p l e a s e d w i t h y o u t o d a y . All together. Much better. C D 4 , 61 Stories Let's listen t o a story. 8. Taking turns T a k e it in t u r n s . Listen to the n e x t part. It's y o u r t u r n . W h o wants to act out the story? W a i t a m o m e n t . It i s n ' t y o u r t u r n . W h o w a n t s t o be M a s k m a n ? O n e at a time. C a n you r e m e m b e r the story? C D 4, 62 W h a t happens? 9. Discipline Quietly, please. Sssshhhh. T h e r e ' s a lot of noise today. Be quiet, please. Kid's Box T e a c h e r ' s B o o k I Spinner template Pupils make this spinner in Review Units 1-4. It can then be used for games throughout the course. PHOTOCOPIABLE © Cambridge University Press 2014 Spinner template O B J E C T I V E S : By the end of the lesson, pupils will be able to introduce themselves and name members of the Star family. Pair work • D i v i d e pupils i n t o p a i r s . D e m o n s t r a t e t h e g a m e . Pupil A p o i n t s t o a c h a r a c t e r in t h e Pupil's B o o k . Pupil В says t h e n a m e , e.g. Simon. Pupils t a k e t u r n s . C h e c k by p o i n t i n g t o a • T A R G E T L A N G U A G E K e y l a n g u a g e : Hello, I'm ..., f l a s h c a r d . A pupil says t h e n a m e . R e p e a t f o r all t h e f l a s h c a r d s . Goodbye, What's A d d i t i o n a l l a n g u a g e : look, listen, open/close star, pencil, Monty, numbers match, 1-6, repeat, your your name? Simon, Stella, Suzy, Mr Star, Mrs ball, circle, tick, A B 4 . ACTIVITY books, Star, • I. Match. Say Open your Activity Books at page 4, please. P o i n t t o and say t h e e x a m p l e in A c t i v i t y I ( S u z y ) . Pupils w o r k individually cross and m a t c h t h e o t h e r five p i c t u r e s . Pupils c h e c k in pairs by p o i n t i n g a n d naming. C h e c k by h o l d i n g up y o u r b o o k , saying • MATERIALS R E Q U I R E D the name and pointing. C h a r a c t e r flashcards ( 1 - 5 + 8) K e y : 2 M r Star, 3 M o n t y , 4 S i m o n , 5 M r s Star, 6 S t e l l a S c r u n c h e d up balls of p a p e r O p t i o n a l : Kid's Box I Language Portfolio pages I and 2 A B 4 . A C T I V I T Y 2 . Listen • and circle the tick or cross. [ Y L E ] D e m o n s t r a t e by displaying t h e S i m o n flashcard on t h e b o a r d and d r a w i n g a t i c k and a c r o s s b e l o w it. Point and say This is Marie. Warmer • Pupils r e s p o n d by s h o w i n g t h u m b s d o w n (no). C i r c l e the cross. G r e e t t h e pupils. S a y Hello. I'm ( y o u r n a m e ) . P o i n t t o N o t e : If a t h u m b s d o w n / t h u m b s up g e s t u r e is n o t y o u r s e l f . G o up t o pupils in t u r n , r e p e a t t h e g r e e t i n g and e l i c i t it f r o m pupils w i t h t h e i r n a m e s . a p p r o p r i a t e , pupils c a n e.g. s h a k e / n o d t h e i r h e a d s . • Say Listen and circle the tick or cross. P o i n t t o t h e t i c k and t h e n Presentation t h e c r o s s . Play t h e C D . Pupils listen and c i r c l e . Pupils c h e c k • t h e C D a n d pausing a f t e r e a c h o n e t o c h e c k . in p a i r s . Play t h e C D again. C h e c k w i t h t h e class by playing S t i c k t h e f l a s h c a r d s o n t h e b o a r d face d o w n . T u r n e a c h f l a s h c a r d , p o i n t t o t h e c h a r a c t e r and say t h e n a m e , e.g. Suzy N o t e : T h e n u m b e r s a r e f o r u n d e r s t a n d i n g only. Star. W h e n all t h e f l a s h c a r d s a r e face up, p o i n t t o e a c h o n e Key: again. Pupils r e p e a t . PB4. • • ACTIVITY I . Listen and point. Say Open your Pupil's Books C D [ Y L E ] at page 4, please. H o l d up y o u r SIMON: H e l l o . I'm S i m o n . 2. and say Where's M O N T Y : H e l l o . I'm M o n t y . the star? (in t h e t r e e ) . Pupils say Here it is. P o i n t t o o n e of t h e f l a s h c a r d s . Pupils p o i n t t o t h e s a m e 3. S U Z Y : H e l l o . I'm S u z y . Say Listen and point. Play t h e C D . Pupils p o i n t t o to the c o r r e c t flashcard on the C D the 4. I, board. S T E L L A : H e l l o . I'm S t e l l a . Class game 02 • MRS STAR: H e l l o . I'm M r s Star. D e m o n s t r a t e w i t h o n e g r o u p . Say I'm ( y o u r n a m e ) . S T E L L A : H e l l o . I'm S t e l l a Star. says I'm (pupil's n a m e ) . What's S U Z Y : H e l l o . I'm S u z y S t a r . M O N T Y : H e l l o . I'm M o n t y . W h a t ' s y o u r n a m e ? Say Listen and repeat, and please. Extra activities: see page T l 10 (if time) repeat. Play t h e r e c o r d i n g . P a u s e a f t e r e a c h n a m e f o r pupils t o r e p e a t t h e n a m e in c h o r u s . C D your name? and t h r o w s t h e ball t o a n o t h e r pupil. C o n t i n u e t h e g a m e . SUZY, STELLA AND SIMON: G o o d b y e . A C T I V I T Y 2 . Listen What's your name? T h r o w t h e ball t o a pupil in t h e g r o u p . T h e pupil SIMON: H e l l o . I'm S i m o n Star. PB4. D i v i d e pupils i n t o g r o u p s o f s i x . G r o u p s s t a n d in small c i r c l e s . G i v e a s c r u n c h e d up ball of p a p e r t o e a c h g r o u p . MR STAR: H e l l o . I'm M r Star. Language Portfolio • 1,03 Portfolio (About me and My language skills). Help with n e w language as n e c e s s a r y . Ending the lesson Practice • S t i c k t h e f l a s h c a r d s a r o u n d t h e r o o m . Say, e.g. Point to Simon. Pupils p o i n t t o t h e f l a s h c a r d of S i m o n . R e p e a t w i t h t h e o t h e r c h a r a c t e r s , g e t t i n g f a s t e r as t h e g a m e Pupils c o m p l e t e t h e c o v e r and pages I and 2 of Kid's Box I Language Mrs Star, Mr Star, Stella, S i m o n , Suzy • 04 I. s h a p e o n t h e b o a r d . Say It's a star. H o l d up y o u r b o o k . P o i n t c h a r a c t e r s as t h e y i n t r o d u c e t h e m s e l v e s . C h e c k by p o i n t i n g • I, 4 X b o o k t o c h e c k pupils have t h e right page. D r a w a s i m p l e s t a r c h a r a c t e r in t h e i r b o o k s . R e p e a t . • 2 X, 3 / continues. D i s p l a y t h e f l a s h c a r d s o n t h e b o a r d f a c e up. P o i n t t o e a c h o n e t o elicit t h e n a m e . T a k e t h e M o n t y f l a s h c a r d off t h e b o a r d . Say Goodbye, Monty and w a v e . R e p e a t w i t h t h e o t h e r f l a s h c a r d s . S t a n d in f r o n t o f t h e c l a s s , w a v e and say everyone. Goodbye, C T I V E S - . By the end of the lesson, pupils will le to name the rest of the toy characters, •stand and use numbers 1-10 and will have learnt Practice • Invite s i x pupils t o c o m e t o t h e f r o n t . G i v e t h r e e o t h e r t h r e e pupils c a n ' t s e e . T h e t h r e e pupils w i t h o u t c a r d s rit. t a k e it in t u r n s t o a s k t h e q u e s t i o n What's RGET pupils c h a r a c t e r flashcards (Simon, Stella, Suzy). Make sure the inguage: numbers :ional l a n g u a g e : I—10 Maskman, Marie, stand up, sit down, i box, come alive, walk, talk, join the dots, complete, ;, say the your name? T h e pupils s h o w t h e i r f l a s h c a r d s a n d r e s p o n d . R e p e a t . L A N G U A G E do the Presentation • D i s p l a y t h e n u m b e r f l a s h c a r d s . Place t e n pencils o n y o u r d e s k . P o i n t t o e a c h pencil in t u r n and c o u n t : One, two, e t c . chant i o n : Hello. I'm ( n a m e ) . Goodbye. What's your p o i n t i n g t o t h e f l a s h c a r d s as y o u say t h e n u m b e r s . R e p e a t . name? • C o u n t using y o u r f i n g e r s . S t a r t w i t h o n e hand (1-5). ;ter names Pupils r e p e a t . C o n t i n u e w i t h t h e o t h e r hand ( 6 - / 0 ) . Pupils r e p e a t . iTERIALS REQUIRED P B 5 . A C T I V I T Y 4 . Say the :ards of t h e eight c h a r a c t e r s ( 1 - 8 ) and f l a s h c a r d s of • chant. Play t h e c h a n t o n t h e C D . Pupils listen and join in. D i v i d e ers / - / 0 ( 9 - 1 8 ) pupils i n t o t w o g r o u p s . E a c h g r o u p says a d i f f e r e n t line. icopiable I ( s e e page T 9 7 ) , o n e f o r e a c h pupil, an R e p e a t . Y o u c o u l d r e c o r d t h e pupils and play it b a c k s o t h e y эре f o r e a c h pupil can h e a r t h e m s e l v e s . T h e y c o u l d v a r y t h e w a y t h e y say e a c h encils line, e.g. w h i s p e r , s h o u t / get l o u d e r , get q u i e t e r . a r d s , e a c h w i t h a d i f f e r e n t n u m b e r of d o t s b e t w e e n o n e C D 1,06 O n e , t w o , t h r e e , four, five, S i x , s e v e n , eight, nine a n d t e n . rmer Pair work o n a chair. Say Stand up. S t a n d up. Say Sit down. Sit d o w n , • peat. Pupils m i m e t h e a c t i o n s . H o l d up a n u m b e r of f i n g e r s . Pupils say h o w many. E n c o u r a g e pupils t o c o u n t f r o m o n e e a c h t i m e . Pupils w o r k in pairs and :view t h e c h a r a c t e r s by holding up I - 5 + 8 flashcards in t u r n t a k e t u r n s t o play t h e g a m e . d eliciting t h e n a m e . D i v i d e t h e class into s i x groups. G i v e c h g r o u p a f l a s h c a r d . Say Stand up, Mrs Star. Stand up, Mr A B 5 . A C T I V I T Y 3 . Look ir. Sit down, Suzy. Stand up, Monty. Stand up, Stella. Sit down, • поп. G r o u p s do t h e a c t i o n s . R e p e a t f o r all t h e c h a r a c t e r s . and Books match. at page 5, please. t h e m c l e a r l y as g r o u p s o f t h r e e (Marie, Marie, ick t h e f l a s h c a r d s of M a s k m a n and M a r i e o n t h e b o a r d face ) w n . T u r n each f l a s h c a r d , point t o t h e c h a r a c t e r and say t h e and do the Maskman, finger. E l i c i t • Pupils r e p e a t . . A C T I V I T Y 3 . Listen Point to the c h a r a c t e r s f r o m left t o right. E l i c i t t h e n a m e s e a c h t i m e . Say ssentation ime, e.g. Maskman. Say Open your Activity Maskman, Monty ... . . . ) . F o l l o w t h e line t o M o n t y w i t h y o u r Monty. Pupils w o r k in p a i r s t o c o m p l e t e t h e o t h e r r o w s by d r a w i n g lines t o t h e c o r r e c t c h a r a c t e r s . P a i r s c h e c k w i t h o t h e r pairs. Pupils say t h e n a m e s of t h e c h a r a c t e r s in t h e r o w s as t h e y actions. iy Open your Pupil's Books at page 5, please. check. C h e c k w i t h the class. D i v i d e the class to t h r e e n e w groups: Monty, M a s k m a n and M a r i e . Play t h e K e y : 2 Simon, 3 Maskman, 4 Marie D. Pupils listen and s t a n d w h e n t h e y h e a r t h e i r c h a r a c t e r ' s i m e . Play t h e C D again. T h i s t i m e pupils sit. T e a c h t h e Photocopiable I: see pages T95 and T97 :tions: )ys in the toy box - head d o w n o n t h e d e s k , e y e s c l o s e d A B 5 . A C T I V I T Y 4. Join ome alive = h e a d up, o p e n e y e s • the dots. H o l d up a p e n c i l . Say Use a pencil and join the dots. C o u n t t h e /alk and talk = s t a n d up n u m b e r s a l o u d w i t h t h e c l a s s . One, two, three, n the count of five - r u b e y e s t h e p i c t u r e is (a s t a r ) . ... Elicit w h a t ne . . . five = m a r c h and c o u n t lay t h e C D again. Pupils do t h e a c t i o n s . Extra activities: see page T l 10 (if time) Ending the lesson ; in t h e t o y b o x , i e alive, к and t a l k , the c o u n t of f i v e , t w o , t h r e e , four, five. I E : H e l l o . I'm M a r i e . W h a t ' s y o u r name? KMAN: M a s k m a n . W h a t ' s y o u r name? ITY: Monty. : Goodbye. • C h o o s e t e n pupils t o c o m e t o t h e f r o n t . H a n d a c a r d w i t h d o t s t o e a c h pupil. Pupils c o u n t t h e d o t s o n t h e i r c a r d s and f o r m a line in t h e s e q u e n c e I — 10, facing t h e c l a s s . E a c h pupil t h e n says t h e i r n u m b e r f o r t h e class t o c h e c k . R e p e a t using the number flashcards. И in f Listen and do the actions, v ay the chant. Hello, I'm ... What's your name? Goodbye. 1 By the end of the lesson, pupils will be e to name and talk about colours and sing a song. IjECTIVES: P B 7 . A C T I V I T Y 8 . /./sten and say the • colour. Play t h e C D . D o t h e f i r s t o n e as an e x a m p l e . Pupils h e a r t h e n u m b e r and say t h e c o l o u r w h i c h c o r r e s p o n d s , e.g. / = pink. "ARGET L A N G U A G E Pupils c h e c k in p a i r s . Play t h e C D again, pausing a f t e r e a c h у l a n g u a g e : blue, green, orange, pink, purple, red, yellow, o n e t o elicit t h e n u m b e r a n d t h e c o l o u r . ister, rainbow, and, What colour's (the pencil)? It's ... K e y : 6 = green, 3 = yellow, 5 d i t i o n a l l a n g u a g e : sing the song, colour, play bingo, take out blue, I = pink, 7 = p u r p l e , 4 = red, 2 = orange v i s i o n : How old are you?, n u m b e r s 1-10, stand up, sit down, it to, pick up, open, C D close I, 12 Six, t h r e e , five, o n e , seven, four, t w o 1ATERIALS REQUIRED our flashcards ( 2 0 - 2 6 ) Class game r a a c t i v i t y I: a p a p e r plate f o r e a c h pupil, s e v e n c o l o u r s of • ue p a p e r c u t i n t o s t r i p s f o r e a c h pupil tional: Kid's B o x Teacher's Resource Book D i v i d e t h e class i n t o s e v e n g r o u p s . G i v e e a c h g r o u p a d i f f e r e n t c o l o u r . Play an i n s t r u c t i o n g a m e . Say, e.g. Red, stand I Unit I Song up. Yellow and green, • k s h e e t (page 11) point to your books. C o n t i n u e , making s u r e y o u involve all t h e pupils and give t h e m p r a c t i c e w i t h t h e language o f i n s t r u c t i o n . A B 7 . A C T I V I T Y 7. Listen armei" • Say Open your Activity and colour. Books [ Y L E ] at page 5, please. Elicit t h e n u m b e r s . T e l l pupils t o p l a c e t h e s e v e n c o l o u r e d pencils on i t a r t t o w r i t e v e r y s l o w l y a n u m b e r o n t h e b o a r d . Pupils t h e i r d e s k s . Say Now listen and colour. Pupils m a r k t h e n u m b e r ;uess w h i c h n u m b e r it is. A s k a pupil t o c o m e and c o m p l e t e w i t h a d o t in t h e right c o l o u r . T h e y w i l l n o t n e e d t o use all he n u m b e r . R e p e a t f o r t h e o t h e r n u m b e r s . s e v e n c o l o u r s . T h e y c o l o u r t h e n u m b e r in fully a f t e r t h e esentation listening. Play t h e C D . Pupils listen and m a r k t h e n u m b e r s . e a c h t h e c o l o u r s using t h e f l a s h c a r d s . S h o w a f l a s h c a r d . Say T h e y c h e c k in p a i r s . Play t h e C D again. C h e c k w i t h t h e class .'s ( c o l o u r ) . S t i c k t h e f l a s h c a r d s o n t h e b o a r d . P o i n t and say by a s k i n g , e.g. What colour's number f ;'s . . . green. P a u s e b e f o r e t h e c o l o u r t o give pupils a c h a n c e о say it. P r a c t i s e t h e c o l o u r s by saying, e.g. Point to one? K e y : 8 = r e d , I = purple, 7 = blue, 9 = yellow, 4 = orange green, bint to red. Point to blue. C D 'oint t o a f l a s h c a r d , e.g. y e l l o w . Elicit negative a n s w e r s . Say 1. L o o k a t n u m b e r eight. C o l o u r it r e d . I, 13 г it blue? Is it purple? Is it orange? T h e n say What colour is it? Red? 'upils r e s p o n d It's yellow. R e p e a t . Y e s , c o l o u r n u m b e r eight r e d . i v i t e pupils t o t a k e t u r n s t o be t h e c a l l e r s t o give t h e m ractice with the questions. 7. A C T I V I T Y 7. Sing the OK. 2 . L o o k at n u m b e r o n e . C o l o u r it p u r p l e . O K . N u m b e r o n e is p u r p l e . song. ay Open your Pupil's Books at page 7, please. se? Elicit o r t e a c h rainbow and Say What can you 3. O K . L o o k a t n u m b e r s e v e n . C o l o u r it blue. Blue? monster. lay t h e C D . Pupils listen a n d p o i n t t o t h e c o l o u r s . Play the ID again. Pupils join in w i t h t h e song. Play t h e C D o n e o r Y e s , n u m b e r s e v e n is blue. 4 . W h a t c o l o u r ' s n u m b e r nine? It's y e l l o w . N u m b e r nine is y e l l o w . w o m o r e t i m e s t o give pupils c o n f i d e n c e t o sing. Pupils tand up and sing t h e s o n g as a c l a s s . OK. 5. L o o k at n u m b e r four. C o l o u r it o r a n g e . O K . N u m b e r f o u r is o r a n g e . Yes. and y e l l o w and pink a n d g r e e n , nge and p u r p l e a n d blue. Extra activities: see page T l 10 (if time) i sing a r a i n b o w , a rainbow, Optional activity a rainbow to you. • H a n d o u t c o p i e s o f t h e s o n g w o r k s h e e t f r o m Teacher's Resource Book I (pages 6 and 11) and d o t h e c o l o u r d i c t a t i o n . / sing t h e s o n g again. ( K a r a o k e v e r s i o n ) Ending the lesson ictice • ay Take out a blue pencil. Take out a red pencil. R e p e a t f o r t h e t h e r five c o l o u r s . H o l d up a blue p e n c i l . Say What colour's te pencil? Pupils r e s p o n d Blue. Pupils w o r k in p a i r s . T h e y ike t u r n s t o h o l d up a p e n c i l , a s k a q u e s t i o n and r e s p o n d . Pupils c l o s e t h e i r b o o k s . Sing t h e r a i n b o w s o n g again. If pupils have m a d e r a i n b o w s , t h e y p o i n t t o t h e c o l o u r s on t h e i r r a i n b o w s as t h e y sing. © « £ ® S i n q the song. ix stars. ^ О Ask the questions. What's your name? How old are you? By the end of the lesson, pupils will have practised the sound /s/ and asked and answered questions. OBJECTIVES: A B 8 . A C T I V I T Y 8 . Listen • and circle the's' words. S t i c k t h e s i x c h a r a c t e r f l a s h c a r d s o n t h e b o a r d . Say t h e Isl sound and make the star motion. Point to the flashcards of t h e c h a r a c t e r s w h o s e n a m e s have t h e Isl s o u n d at t h e • T A R G E T L A N G U A G E beginning ( S i m o n , S u z y , Stella) and do t h u m b s up. P o i n t t o K e y l a n g u a g e : red, yellow, pink, green, orange, purple, t h e o t h e r t h r e e f l a s h c a r d s ( M o n t y , M a r i e , M a s k m a n ) and do and, rainbow, Additional blue, thumbs down. t h e p h o n e m e / s / as in star l a n g u a g e : Don't • (colour). Say Open your Activity Books at page 8, please. P o i n t t o t h e f i r s t p i c t u r e a n d elicit Stella f r o m t h e c l a s s . D o t h u m b s up. R e v i s i o n : c l a s s r o o m language P o i n t t o t h e e x a m p l e a n s w e r . Say Circle this picture. d o w n and s h a k e y o u r h e a d . Say Don't circle this F l a s h c a r d s of t h e nine c h a r a c t e r s ( 1 - 8 , 19) Pupils' e n v e l o p e s w i t h t h e c a r d s of t h e s i x c h a r a c t e r s f r o m Photocopiable Point to t h e n e x t p i c t u r e a n d elicit Four f r o m t h e c l a s s . D o t h u m b s • MATERIALS REQUIRED • picture. Play t h e C D . Pupils c i r c l e t h e p i c t u r e s of w o r d s t h a t begin w i t h t h e s o u n d Isl. Pupils c h e c k a n s w e r s in pairs. I E x t r a a c t i v i t y I: c o l o u r f l a s h c a r d s ( 2 0 - 2 6 ) , t w o • rulers Play t h e C D again. C h e c k a n s w e r s as a class. K e y : Pupils c i r c l e : 4 s e v e n , 5 star, 7 s i x , 8 S u z y C D Warmer • S t i c k t h e c h a r a c t e r f l a s h c a r d s o n t h e b o a r d and elicit t h e n a m e s . P u t t h e f l a s h c a r d s of M r Star, M r s Star, S i m o n , S u z y a n d S t e l l a in o n e g r o u p and M o n t y , M e e r a , M a r i e and 15 2. four 3. M o n t y M a s k m a n in a n o t h e r . F o c u s pupils o n t h e s g r o u p and o n t h e 4. seven sound: /s/. 5. s t a r P B 8 . A C T I V I T Y 9 . Monty's • I, 1. S t e l l a 6. M a s k m a n phonics. Say Open your Pupil's Books at page 8, please. P o i n t t o t h e p i c t u r e o f t h e n u m b e r 6 and say Six, e m p h a s i s i n g t h e Is/ 7. s i x 8. Suzy s o u n d . Say t h e w o r d again and d r a w a figure 6 w i t h y o u r • • finger as y o u s p e a k . P o i n t t o t h e p i c t u r e o f t h e s t a r a n d say Class game Star, e m p h a s i s i n g t h e Isl s o u n d . Say t h e w o r d again and m a k e • Play t h e P l e a s e g a m e . Say Stand up (pupils d o n ' t s t a n d up). a t w i n k l i n g s t a r m o t i o n w i t h y o u r hand as y o u s p e a k . Say Open your books, please (pupils o p e n t h e i r b o o k s ) . Close your Now listen to Monty, point and books, please (pupils c l o s e t h e i r b o o k s ) . Stand up, please repeat. Play t h e C D . Pupils listen and r e p e a t t h e s o u n d s and t h e (pupils s t a n d up). Pick up your pencil (pupils d o n ' t pick up t h e i r w o r d s , using t h e s a m e t o n e and s p e e d as M o n t y . p e n c i l s ) . Say t h e i n s t r u c t i o n s quickly. P r a c t i s e t h e language Say Six stars s e v e r a l t i m e s , getting f a s t e r and f a s t e r (as a f o r t h e n e x t activity. t o n g u e t w i s t e r ) . Pupils w o r k in pairs and p r a c t i s e saying Six stars as a t o n g u e t w i s t e r in t h e s a m e w a y . C D I, A B 8 . A C T I V I T Y 9 . Listen • and tick (/) the box. [ Y L E ] F o c u s pupils o n t h e p i c t u r e s . Say Listen and tick. M a k e a t i c k o n t h e b o a r d as y o u say tick. Play t h e e x a m p l e . P o i n t t o t h e 14 c o r r e c t p i c t u r e and t h e t i c k . Play t h e C D . Pause a f t e r each M O N T Y : H i , I'm M o n t y ! R e p e a t a f t e r m e ! o n e f o r pupils t o c h e c k w i t h e a c h o t h e r . Play t h e C D again. Isl Isl s i x C h e c k and elicit t h e c o r r e c t m i m e f r o m o n e o r m o r e of t h e Isl Isl s t a r pupils e a c h t i m e . R e p e a t t h e c o r r e c t instruction. Six stars. K e y : 2 = left, 3 = right, 4 = m i d d l e Six stars. Six stars! C D Practice • I, 16 1. Sit d o w n , p l e a s e . P u t pupils in p a i r s . G i v e pupils t h e i r e n v e l o p e s w i t h t h e s i x character cards f r o m Photocopiable I. T h e y m i x t h e i r t w o s e t s o f c a r d s up a n d put t h e m face d o w n o n t h e d e s k . ( T h e r e 2. C l o s e the door, please. 3. L i s t e n t o t h e C D , p l e a s e . 4. O p e n y o u r b o o k s , please. a r e 12 c a r d s a l t o g e t h e r . ) Pupils t a k e t u r n s t o t u r n o v e r t w o c a r d s a n d t o say t h e n a m e s . If t w o c a r d s a r e t h e s a m e , t h e y k e e p t h e m . If n o t , t h e y t u r n t h e m face d o w n again. T h e pupil w i t h t h e m o s t p a i r s at t h e e n d is t h e w i n n e r . R e p e a t . P B 8 . ACTIVITY • 1 0 . Ask the questions. F o c u s pupils o n t h e p i c t u r e s . P o i n t t o M e e r a . Say Extra activities: see page T l 10 (if time) Ending the lesson • What's Pupils t a k e o u t p e n c i l s in t h e s e v e n c o l o u r s . Say Pick up the red pencil, please. Pupils pick up t h e r e d p e n c i l . R e p e a t f o r your name? I'm Meera. Say How old are you? W a i t f o r pupils o t h e r c o l o u r s . Say t h e i n s t r u c t i o n s quickly. M o r e c o n f i d e n t t o r e s p o n d (I'm eight). P o i n t t o S u z y . Elicit t h e q u e s t i o n s and pupils can t a k e t u r n s t o give a n s w e r s . Pupils w o r k in p a i r s . T h e y t a k e t u r n s t o p o i n t , a s k and a n s w e r . M o n i t o r pupils and help w h e r e n e c e s s a r y . instructions. By the end of the lesson, pupils will ; listened to a story and reviewed language from unit. IECTIVES: MARIE: G o o d b y e , M a s k m a n . C l o s e t h e d o o r , p l e a s e , M a s k m a n . Thank you. MONTY: Hello, Marie. MARIE: H e l l o , M o n t y . URGET L A N G U A G E M O N T Y : L o o k , a blue p e n c i l . l a n g u a g e : language f r o m t h e unit MARIE: Y e s , a blue p e n c i l . l i t i o n a l l a n g u a g e : here, thank you, my, very good, sticker i s i o n : pick up, point to, open, close, look at, listen, sing, door, P B 9 . A C T I V I T Y 1 2 . Listen • ; vocabulary Say Listen and say the and say the number. number. Play t h e C D . P a u s e a f t e r e a c h p i c t u r e . G i v e pupils t i m e t o t h i n k and t o c h e c k w i t h e a c h o t h e r ATE RIALS before asking for the a n s w e r f r o m the class. REQUIRED K e y : 2 , 6, 4 , 3, 5 , I i c a r d s of t h e c h a r a c t e r s ( 1 - 8 , 19) a a c t i v i t y 2 : s m a l l p i e c e s of paper, t h e s a m e n u m b e r as C D e a r e pupils in t h e c l a s s , w i t h a n u m b e r b e t w e e n / and 10 I, 18 ten o n e a c h p i e c e , e.g. 6, an e n v e l o p e t o p u t t h e m in A s C D I , 17 b u t in o r d e r of t h e key. ional: Kid's B o x Teacher's A B 9 . MY P I C T U R E DICTIONARY. Resource Book I Unit I Extension k s h e e t 2 (page 10) B o x Interactive DVD • I: The living room ' G a r d e n i n g ' e p i s o d e o r a n i m a t e d v e r s i o n o f t h e U n i t I s t o r y f r o m Suzy's Say Open your Activity dictionary. room Books at page 9, please. Look at the picture H o l d up y o u r b o o k . Pupils p r e p a r e t h e s t i c k e r s . Say t h e n u m b e r s (/, 2, 3, 4, 5, 6 ) in t u r n . Pupils p o i n t t o t h e c o r r e c t s t i c k e r . Say t h e n u m b e r s in a d i f f e r e n t o r d e r . Pupils p o i n t t o t h e c o r r e c t n u m b e r in t h e i r b o o k s . Pupils s t i c k t h e s t i c k e r s irmer in t h e c o r r e c t p l a c e . M o n i t o r a r o u n d t h e class t o c h e c k . If a p p r o p r i a t e , pupils t r a c e a r o u n d t h e n u m b e r w o r d u n d e r t h e lace t h e f l a s h c a r d s o n t h e b o a r d and elicit t h e n a m e s , ay, e.g. Marie sticker. and clap t w i c e . Pupils r e p e a t . R e p e a t f o r t h e t h e r f l a s h c a r d s . V a r y t h e a c t i o n , clapping, snapping f i n g e r s , lamping f e e t a n d s o o n . P o i n t t o t h e c h a r a c t e r f l a s h c a r d s Extra activities: see page T l 10 (if time) >r c h i l d r e n t o d o t h e a c t i o n s . A B 9 . MY STAR C A R D . • >ry ). A C T I V I T Y 1 1 . Listen to the Write A s k pupils t o r e p e a t if n e c e s s a r y . W h e n a pupil d o e s n ' t say t h e story. ay Open your Pupil's Books at page 9, please. ictures. ( P u p i l s point.) Point to 3 F o c u s pupils o n t h e a c t i v i t y . Say Can you say these words? t h e n u m b e r s in t u r n o n t h e b o a r d . E l i c i t t h e w o r d s in c h o r u s . Point to Maskman. u p i l s point.) D o t h e s a m e f o r Monty n u m b e r c o r r e c t l y , e l i c i t t h e n u m b e r f r o m a n o t h e r pupil w h o Look at the c a n and t h e n a s k t h e f i r s t pupil t o r e p e a t . Marie. and monster. • Hold upils k n o w t h e o r d e r . Say Listen wnster? What and look. What colour's the Pupils w o r k in p a i r s . T h e y t a k e t u r n s t o p o i n t t o a n u m b e r in t h e i r b o o k s and t o s a y it. p y o u r b o o k . P o i n t t o t h e p i c t u r e s e q u e n c e 1-6 t o c h e c k • Say Colour the stars. D e m o n s t r a t e the activity on the board. E l i c i t a n u m b e r using o n e o f t h e f l a s h c a r d s . Say Good. colour's the pencil? Play t h e C D . Pupils c h e c k Now colour the star. P u p i l s c h o o s e c o l o u r s t o c o l o u r t h e i r s t a r s . l e i r a n s w e r s in p a i r s . C h e c k w i t h t h e class ( b l u e ) , lay t h e C D again. P a u s e a f t e r e a c h p i c t u r e t o c h e c k n d e r s t a n d i n g . P o i n t t o t h e p i c t u r e a n d a s k , e.g. What's ame? What's her name? What's this? ( t o y b o x ) . What his colour's Optional activities • ie toy box I door? • I, 17 ; in t h e t o y b o x , U n i t I E x t e n s i o n w o r k s h e e t 2 f r o m Teacher's Resource Book I (pages 6 and 10). T h e ' G a r d e n i n g ' e p i s o d e f r o m Kid's Box Interactive DVD I (The living room s e c t i o n ) . • T h e a n i m a t e d v e r s i o n of t h e U n i t I s t o r y f r o m Kid's i e alive. Interactive к and t a l k , Teacher's Booklet for the Interactive D V D . DVD I (Suzy's Box room s e c t i o n ) . S e e pages 4 1 - 4 3 of t h e the c o u n t of f i v e . :, t w o , t h r e e , four, f i v e . Ending the lesson KMAN: H e l l o , M a r i e . • I E : H e l l o , M a s k m a n . C l o s e t h e d o o r , p l e a s e . Sit d o w n h e r e . KMAN: L i s t e n t o m y c h a n t , M a r i e . I, 2 , 3 , 4 , 5 , 6, 7, 8, 9 nd 10. IE: V e r y good, M a s k m a n . KMAN: Y e s , g o o d . KMAN: L i s t e n ! L o o k ! W h a t . . . ? A a a a g g h h ! A blue m o n s t e r ! IE: N O , M a s k m a n . It's a . . . KMAN: E e e e k ! A blue m o n s t e r ! G o o d b y e , M a r i e . A s k pupils w h i c h c h a n t / s o n g / g a m e t h e y ' d like t o d o again f r o m t h e unit. D o it t o g e t h e r t o e n d t h e l e s s o n .
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