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Teacher’s Methodological Manual

Teacher’s Methodological Manual

English 1st grade

grade

Learning by st

Doing English1

Teacher’s Methodological Manual

grade

Learning by st

Doing English1

Learning by Doing Teacher’s Methodological Manual, is an adapted work from Beep series, which has been designed by Richmond Publishing Department of Education, under the direction of RODOLFO HIDALGO CAPRILE

Music and Recordings: Riera Sound, Suena Estudio

Publishing Deputy Director-Public Area:

Cristian Gúmera Valenzuela

Song Lyrics:

Brendan Dunne and Robin Newton

Editor:

Ly-Sen Lam Díaz

Editorial Assistant:

Manoli Camacho Ángeles

Consultants:

Debbie Benn, Amanda Morrison Prince, Jayne Williams

Authors:

Richmond materials

Publishing Director:

Vicki Caballero Anderson

Design:

Verónica Román Soto

Managing Editor:

Andrea Turner

Design and Layout:

Elizabeth Gálvez Donoso Daniel Monetta Moscoso

Development Editor:

Miranda Friel

Editorial Team:

Beatriz Román, Rebecca Watson

Production:

Rosana Padilla Cencever

Art Director:

José Crespo

Design:

Colart Design S.C.

Illustrators:

Alins Illustration: Sonia Alins, Gloria Celma, Marina Gómez Mut, Juan Diego Molina Jiménez,

Beehive Illustration:

Moreno Chiacchiera, Jim Peacock

Photo Researcher:

Amparo Rodríguez

Technical Director:

Ángel García Encinar

Production Manager:

Rocío Lominchar Romero

Original Texts References:

Beep series

Technical Coordination: Javier Tejeda, Rosa Marín Layout:

Novimago, S.L

Photos:

© Manufacturas Artesanía Española S. L.

Quedan rigurosamente prohibidas, sin la autorización escrita de los titulares del derecho de autor, bajo las sanciones establecidas en las leyes, la reproducción total o parcial de esta obra por cualquier medio o procedimiento, comprendidos la reprografía y el tratamiento informático, y la distribución en ejemplares de ella mediante alquiler o préstamo público.

La editorial ha hecho todo lo posible por conseguir los permisos correspondientes para las obras con derecho de autor que aparecen en el presente texto. Cualquier error u omisión será rectificado en futuras impresiones a medida que la información esté disponible. © 2017, by Santillana del Pacífico S. A. de Ediciones. Avda. Andrés Bello 2299, piso 10, Providencia, Santiago (Chile). PRINTED IN BRASIL. Impreso en Brasil por Esdeva Indústria Gráfica LTDA. ISBN: 978-956-15-3218-2 – Inscripción nº 286.302 Se terminó de imprimir esta 2ª edición de 6.334 ejemplares, en el mes de octubre del año 2018. www.santillana.cl [email protected] Santillana® es una marca registrada de Grupo Santillana de Ediciones, S. L. Todos los derechos reservados.

Index Language Syllabus............................................................................................................................................................................................... 4 Methodology........................................................................................................................................................................................................... 6 Student’s Materials.............................................................................................................................................................................................. 8 Teacher’s Materials............................................................................................................................................................................................ 10 Key Competences.............................................................................................................................................................................................. 12 CD Track List.......................................................................................................................................................................................................... 13 Transcript Classroom Language.............................................................................................................................................................. 14

Unit Hello!

15

Unit 1. At school

24

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Unit 2. My family

54

Unit 8 At the seaside

228

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255 Festivals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257 Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Flashcards

Unit 3. Perfect pets!

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271 Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273 Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 277 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279 Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283 Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

83

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Unit 4. My toys

112

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Unit 5. In the house

141

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Unit 6. My body

170

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Unit 7. My favourite food

199

Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226

Index

3

Language syllabus Level 1

Hello!

Unit 1 At school

Target Vocabulary

Target Structures

Numbers: 1 to 10

Hello!

Colours: blue, green, orange, pink, purple, red, yellow

What’s your name? My name’s…

Classroom objects: book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener

What’s this? It’s a… I’ve got a pink pencil. Phonics Tongue Twister: p This is my mum.

Unit 2 My family

Family: brother, dad, grandad, granny, mum, sister

How old are you? I’m seven. Phonics Tongue Twister: m

Unit 3 Perfect pets

Animals: cat, dog, frog, goldfish, hamster, parrot, rabbit, rat Colours: black, brown, grey, white

Is it black? Is it a cat? Yes, it is. / No, it isn’t. Imperatives: jump, run, catch, stand up, sit down, go to sleep Phonics Tongue Twister: r Have you got a teddy? Yes, I have. / No, I haven’t.

Unit 4 My toys

Toys: ball, bike, car, computer game, doll, kite, plane, teddy, train

Colour adjective + noun: a red kite, a pink doll Phonics Tongue Twister: c

4

Learning by Doing English 1st grade

Level 1

Unit 5 In the house

Target Vocabulary Rooms: bathroom, bedroom, garden, hall, kitchen, living room Furniture: bath, bed, chair, table Prepositions: in, on

Unit 6 My body

Body parts: arms, ears, eyes, feet, hair, hands, head, knees, legs, mouth, nose, toes

Target Structures Where’s my book? It’s in the kitchen. Where’s the spider? It’s in/on the table. Phonics Tongue Twister: b Imperatives: stamp your feet, clap your hands, turn around, touch your toes, wave your arms, shake your hands, nod your head My hair is blue. I’ve got a green mouth. Phonics Tongue Twister: t

Unit 7 My favourite food

Unit 8 At the seaside

Festivals

Food: apples, bananas, bread, cake, cheese, chicken, juice, milk, oranges, pizza, sandwiches, sausages, spaghetti, yoghurt

I like apples. / I don’t like cake. Do you like cheese? Phonics Tongue Twister: ch

Seaside: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell

What can you see?

Feelings: bored, happy, hungry, sad, scared

Phonics Tongue Twister: s

I’m hungry.

Halloween, Christmas, Easter

Language syllabus

5

Methodology Creating the right conditions for language learning Language learning begins and ends with meaning. It is a guiding principle of Learning by Doing 1st grade that all contexts and situations where our learners encounter the language should be meaningful and relevant to them and draw on their own worlds, both real and imaginary. The child characters that present new language and appear in the stories are appealing and it’s easy for the learners to identify with them and the situations they find themselves in.

In the third cycle, the focus on form is a lot more explicit and there is some use of basic meta-language such as the names of tenses.

Speaking / Communication In Learning by Doing 1st grade, students are always given opportunities to see, hear and absorb language in context before speaking activities. In addition, all activities have clear models and make use of familiar situations, such as a shopping role-play or playing a guessing game. Speaking practice comes in many forms, including:

There are also frequent opportunities for the learners to bring their own lives into the classroom. In addition to activities such as surveys, pair work and personalised writing, students are often asked to talk about their interests and experiences, making the learning process much more meaningful for them.

• Choral repetition activities such as chants, songs

Learning is most successful when it is enjoyable. Songs, chants, stories and games provide fun ways in which to address a range of activity preferences and learning styles.

• Role plays and question and answer exchanges

While it is primarily the teacher who supports and guides the learners by monitoring progress and providing extra help where needed, peer-support has been shown to be a vital factor in classroom learning and learners are actively encouraged to support each other through pair and group work.

Language awareness The extent to which rules about form are taught or made explicit to students depends on the cycle. In the first cycle, new language is taught implicitly as formulaic ‘chunks’ that the students use to talk about themselves or ask questions. There is minimal focus on the structure of forms, though students begin to look at basic elements such as the difference between He and She. In the second cycle, new language is still mostly taught as chunks, though students are asked to focus more on sentence building and distinctions between affirmative and negative forms such as can and can’t.

6

Learning by Doing English 1st grade

and tongue twisters.

• Dialogues where students take roles and read a script aloud.

• Surveys and questionnaires. with a partner.

Literacy Literacy skills are key not just to language learning, but to all learning in general and literacy development plays a central role in Learning by Doing 1st grade. In addition to the two stories per unit, students engage in a broad range of text based activities to develop literacy skills, including, songs, chants, phonics tongue twisters, dialogues, surveys, puzzles and games. Students are called on increasingly to use what they have learned in their own writing; building from word to sentence to paragraph level, so that by the third cycle they can work with and produce more sophisticated texts.

Stories

Review

Stories are a main focus in each unit. Appealing characters and plots, which often make use of humour and dramatic tension, reinforce the positive experience of reading in English. The stories act as a vehicle for introducing or revisiting core unit language and provide opportunities to encounter the language in meaningful contexts. For each level of Learning by Doing 1st grade, there is also a graded reader, featuring the child characters, which reviews language from the level and provides extended reading practice and comprehension activities.

Review and recycling of the language are vital for long-term retention. All units have a review page in the Activity Book, where students revise and practise the new language. In second and third cycles, there are also three review units. Here the students revisit the language covered in the three previous units through games, quizzes and pair work.

Diversity Learners may come from a variety of backgrounds and bring a diversity of abilities and experiences to the classroom. They learn at different rates, and have different learning styles and preferences. Learning by Doing 1st grade fosters and caters for diversity in a number of ways. Pair and group work encourage cooperation and peer-scaffolding. There is a wide range of activity types that will appeal to all learning styles and intelligences and allow for participation at all levels. Teacher’s notes highlight activities that lend themselves best to this.

Pronunciation and Phonics The complexity of letter-sound relationships in English presents a big challenge for our learners and is given special focus throughout the course. The audio CD provides strong models of pronunciation for all new language. The phonics tongue twisters in each unit provide a specific focus on lettersound relationships. These are carefully graded in difficulty through the cycles. In the lower levels the emphasis is on simple initial sounds. In later levels, there is a progression to the more sophisticated phonemes of consonant clusters and blends; vowels and dipthongs; and stressed and non-stressed pronunciations. Rhyme and rhythm are essential in order to facilitate and emphasise pronunciation and to enhance the humorous nature of these verses.

Learning through English (CLIL)

F

Mixed abilities

F

Flashcards Teaching tip

X

F

Track reference Pair works Cut-outs

Exploring other areas of the curriculum in English can provide variety, and interest and is very motivating for students. Each unit of the course has a CLIL (Content and Language Integrated Learning) page, which links to a subject from the school curriculum. On these pages, children explore cross-curricular content, such as making maps, healthy eating or animal habitats through the medium of English.

Methodology

7

Student’s materials The cut-outs found from the page 97 of the book are used to review the topic.

The student’s Book contains all the core work for the year divided into 8 units.

by

1. At school

Cut-outs

Doing English1

U1 - Page 18

1 Trace and match.

U1 - Page 19

grade

Learning

The Activity Book provides additional support for you. The activities are simple enough for you to do alone.

”penci¬

‚choo¬ ”ba@

”pe>

”rule®

U2 - Page 24 U2 - Page 25

brother

granny

dad

Student’s Book

U2 - Page 28

”rubbe® Ninety-seven

”penci¬ ”casæ ”sharpene®

97

”boo§

One hundred and seven

107

Knowing Your Book Read the titles. They will help you follow and enjoy your book. Hello! 1

LESSON 2

LESSON 1

Listen and point. 2

3

Listen, point and repeat. 4

4

Sing and point. 5

Hello! These pages will introduce the characters in the book and sometimes you will play a game, sing songs or chants.

Hello! What’s your name?

My name is Monica.

2

Listen and chant. 3 Activity Book 104 Page

8

Activity Book Page

105 -106

Nine

Eight

9

Icons 43

8

You will see this sign when you need to listen to an audio.

Learning by Doing English 1st grade

You will see this sign when you have to talk with a classmate and do a task.

104

You will see this sign when you will have available extra practice, your teacher will help you in your Activity Book.

Unit 1. At school

Presentation Getting Ready

Presentation

1. Look and answer. a. Where are the children?

pen

ruler

b. Point to all the school objects. 2. Listen, point and repeat. 3. Listen, find and say.

These pages will show you a beautiful picture with new vocabulary, there are also two listening tasks. At the end, you will show your opinion about the goals of the units.

6

7

My Goals • Colour the

of goals you like most.

sharpener would you like to learn first?

• Which

rubber

pencil Unit Goals • Finding the school objects. • Sing songs and chants. • Drawing the school objects.

book

school bag

pencil case

• Listening a story.

Activity Book 107 Page

10

Ten

Eleven

11

Unit 1 • At school

3

Colour the food.

4

Count and match.

Stop and think! and Think back! You will reflect on the activities and lessons of the unit.

Think back!

1

11

2

Colour and count the

3

with the goals you can do.

Lesson 1

I can say What’s this? I can answer It’s a ruler.

Unit 1

4

Lesson 2

5

Stop and think! Read and colour one of the

Unit 1 • At School

I can trace school objects.

about the activities.

Lesson 3

I have doubts, I can’t do it alone.

Lesson 4

I have doubts, but I can do it. I can understand a story.

I can do it, I could help others.

Thirteen

I can sing a song.

13 I can cut and paste school objects.

Lesson 5

Lesson 6

I know the p sound.

Review Let’s share!

Unit 1 • At School

Twenty-one

LESSON 3

5

21

Listen to the story. 12

5

6

Review 1

You will enjoy a different colourful story every unit, where you will practice vocabulary.

2

7

3

4

8

Stop and think! Read and colour one of the

about the story.

I don’t understand. I need help to understand. I understand, I could help others.

16

Sixteen

Seventeen

17

Studen’t materials

9

Teacher’s materials The Teacher’s Methodological Manual, contains step by step instruction for each lesson. It also contains information to help the teacher develop the necessary skills for working with a content-related approach and other useful sections such as how to anticipate difficulties and prepare for each lesson.

The teacher uses the Flashcards during lessons to help to present the vocabulary. The flashcards are double sided. The first side has the key vocabulary in the unit, and the other side is the Beep story in the Student’s book. It includes the text, which is not present in the book. pe>

Beep’s

world!

15

Hello gir

ls! Hello

boys! It’s

time for

school! Look! No

w a boy

Can I go

crayo> rubbe®

What’s the

magic wo

rd? Wha

t’s the ma

to the toi let… PLEA

SE?

tic! Now

49–90

Engli sh dio la o, y átic rm info to ien tam tra el

CD au

rep rog ra

cia, Santiago (Chile). Ins cripció 1, Providen of. 100 n Nº 237. 2299 328 ello en R és B ndr egi v. A stro s. A Pro ne pie icio da Ed dI de . nt A . ele oS ct ífc

Disc 2

Tracks

y fía

s de ella mediante alquiler ejemplare o prés ón de tamo ibuci pú distr b l i co. ©2 014 , by San tilla na de lP ac

Q

llo Be

st

e

s de lare mp eje de ión uc rib ist ad

ción Nº 237.328 en Registro Prop . Inscrip iedad (Chile) Intel ectu tiago al. , San ncia ide rov 1, P 00 f. 1 9o 9 22

esta obra por cualquier m parcial de edio o total o proc edim cción rodu ient rep o, c om pre nd ido s la

1

Grad

yl

o préstamo público. ©2014, by San tillana alquiler iante del P med acíf ella co S. A. d e

Edic ion es.

Av .A nd rés

Learning by Doing English 1st grade

la es, ley las en

io CD aud

s ida lec tab es es

English

procedimiento, compren didos l a r e p rogr afía y el trata mie nto inf orm áti co ,

10

io o ier med ualqu por c obra esta

Grade

Disc 18

Tracks 1–4

te prohibidas, sin la autorización escri samen ta de los tit riguro dan ular es d Que el “C op yrig ht”, ba jo san cio n

l de rcia pa

st

we know

the magic

sæ word!

penci¬ ca

twister

Yes!

16 Pick up! ol At scho Pick up the Unit 1 hcard Pick up the pink and Fl puas rple pe pin nc k ils! an Pick up the d pu pink and rple pencils, Pe te purple pe ncils, Pe r! ter!… Plee eease!

rita de los titulares del “Copyright ”, bajo ción esc toriza sanci la au one s es tab lec ida se n la s le ye s, l ar ep r

lo ota nt ció uc od

1

Everyon e is go

ing to the

toilet! !

Tongue

Edició n el Min Especial par isterio a Prohib de Edu ida su cación comerc ializac ión

Oh dear!

Thank you

The teachers are provided with two complete audio CDs containing all the songs, chants, listening activities and stories in each level.

l. ua

Hey! The magic word is PL EASE!

Oh no!

penci¬

boo§

l para Especia cación Edición rio de Edu alización el Ministe erci a su com Prohibid

Look at in the dicthat boy! He’s loo know the tionary! Does he king magic wo rd?

What’s magic wothe rd? gic word?

® sharpene

in as, s ibid roh te p en am ros gu n ri da ue

What’s magic wothe rd?

Can I go the toilet to ?

Can I go

Ah, fantas

n.

What’s magic wothe rd?

gluæ

scho@o¬ ba

a questio

Can I go the toilet to ?

to the toi let ?

Later…

rule®

is asking

CLIL This CLIL lesson explores a curriculum area related to the theme of the unit, for example the ability to use numbers, perform basic operations, understand symbols and solve problems in order to interpret the physical Word.

CLIL: Students develop competence in autonomy, personal initiative and social studies OA 6. Students draw and describe their favourite toy. Afterwards, students can describe it to the class by reading their sentences and showing the picture. Giving a short mini-presentation of this kind helps students to gain confidence.

132

Learning by Doing English 1st grade

Unit 4 Assessment 1

3

Class:

Yefi, I haþ.

Unit Assessment

2

Write the words under the pictures.

dol¬

†edd¥

bi§æ

H”a√æ H”a√æ H”a√æ H”a√æ

Photocopiable Material

Every unit provides guidelines for testing children as well as the Test audioscript and answer key. These materials are photocopiable.

Read the questions and write your answer.

Listen and tick (✓) the toys. 48

ca®

4

yo¤ yo¤ yo¤ yo¤

140

compu†e® gaµæ? pla>æ? ki†æ? trai>?

compu†e® computer gaµæ game

†edd¥ teddy 139

å å å å

Look at the pictures and circle the correct word.

ca® car

Teacher’s Methodological Manual

go† go† go† go†

Nø, I ha√e>ª†.

pla>æ plane

dol¬ doll

ki†æ kite

bal¬ ball

trai> train

Photocopiable Material

Name:

Learning by Doing English 1st grade

Unit 8 Assessment Name:

1

3

Class:

Read and trace, then match the pictures to the sentences.

Listen and number the seaside objects. 87

4

Write the words.

crab boa† lighthoußæ s™el¬ dolphi> shar§

Photocopiable Material

2

Colour the pictures according to the key, then complete the sentences. 1

2

lighthoußæ

3

ßeagul¬

T™æ T™æ T™æ T™æ T™æ Teacher’s Methodological Manual

255

256

ifi ifi ifi ifi ifi

4

crab whi†æ. oran@æ. ®e∂. bl¤æ. pin§.

5

boa† 1 2 3 4 5

= = = = =

s™el¬

Photocopiable Material

I´µ bo®e∂. I´µ hungr¥. I´µ happ¥. I´µ sca®e∂.

whi†æ oran@æ ®e∂ bl¤æ pin§

Learning by Doing English 1st grade

Teacher’s materials

11

Key competences Competence is the capacity to use one’s acquired knowledge and abilities in different contexts and situations.

• They are dynamic because they develop

Key competences feature the following characteristics:

• They are interdisciplinary and transversal because

progressively and can be acquired in different learning situations and institutions. they integrate knowledge that originates in different academic disciplines.

• They encourage the development of skills rather

• Once acquired, they will become part of the

than the assimilation of theoretical content: individuals become ‘competent’ when they learn how to solve problems effectively.

lifelong learning experience.

Units Key competences

0

1

2

3

4

5

6

7

8

Linguistic competence

•

••••

••••

••••

•••••

•••

••••

••••

••••••

Mathematical competence

•

•

•

•

•

•

•

•

•

Knowledge and interaction with the physical world

•

••

•

•

•

•

••

•

•

Interpersonal and civic competence

•

••

•

••

•

•••

••

•

••

Cultural and artistic competence

•

••

••

••

•

•

•

•

•

Competence in ‘Learning to Learn’

•

•

•••

••

•••

•

•••

•••

••

••

•

••

•

•••

•

•

•

Autonomy and personal initiative

12

Learning by Doing English 1st grade

CD track list Tracks CD 1

Component

Page

Tracks CD 1

Component

Page

Tracks CD 2

Component

Page

1

TB

Classroom Language

31

SB U3

34

61

SB U6

64

2

SB Welcome

8

32

SB U3

36

62

SB U6

64

33

SB U3

38

63

SB U6

66

3

SB Welcome

8

34

SB U3

38

64

SB U6

68

4

SB Welcome

9

35

SB U3

39

65

SB U6

70

5

SB Welcome

9

36

SB U3

40

TB U6

6

SB U1

11

37

TB U3

Extra Activity

7

SB U1

11

Extra Activity

66 67

TB U6

SB U1

12

38

TB U3

U6 Assessment

8

U3 Assessment

68

SB U7

73

9

SB U1

14

39

SB U4

43

69

SB U7

73

10

SB U1

14

40

SB U4

43

70

SB U7

74

15

41

SB U4

44

71

SB U7

75

16

42

SB U4

45

43

SB U4

46

72

SB U7

76

44

SB U4

48

73

SB U7

78

45

SB U4

49

74

SB U7

80

46

SB U4

50

75

TB U7

Extra Activity

47

TB U4

Extra Activity

76

TB U7

U7 Assessment

48

TB U4

U4 Assessment

77

SB U8

83

78

SB U8

83

11 12

SB U1 SB U1

13

SB U1

18

14

SB U1

18

15

SB U1

20

16

TB U1

Extra Activity

17

TB U1

U1 Assessment

18

SB U2

23

19

SB U2

20

23

Tracks CD 2

Component

Page

79

SB U8

84

SB U2

24

49

SB U5

53

80

SB U8

84

21

SB U2

25

50

SB U5

53

81

SB U8

85

22

SB U2

26

51

SB U5

54

82

SB U8

86

23

SB U2

28

52

SB U5

55

88

28

56

SB U8

SB U2

SB U5

83

24

53

88

30

58

SB U8

SB U2

SB U5

84

25

54

SB U5

59

85

SB U8

90

26

TB U2

Extra Activity

55 56

SB U5

60

86

TB U8

27

TB U2

U2 Assessment

57

SB U5

Extra Activity

Extra Activity

87

TB U8

28

SB U3

33

58

TB U5

U5 Assessment

U8 Assessment

88

SB Festivals

92

29

SB U3

33

59

SB U6

63

89

SB Festivals

92

30

SB U3

34

60

SB U6

63

90

SB Festivals

93

CD track list

13

Transcript Classroom Language

Classroom Language

1

Welcoming students

Chants

Good morning children! Good afternoon kids. How are you today?

• Eyes on me!

• Taking attendance OK everyone, your attention please. I’m going to call the roll. Checking for understanding Do you need help? Can I help you with this? Is that clear? Are you sure? • Encouragement Super! Well done! Excellent! Brilliant! Wonderful! Congratulations! Good job!

14

Learning by Doing English 1st grade

Quickly put your eyes on me Eyes on me Eyes on me Quickly put your eyes on me So we can start, you see. • Row, row, row yourself Row, row, row yourself Gently into place. Quietly, quickly, we sit down, Crisscross applesauce! • We have rules! We have rules. We have rules. Rules to keep us safe in school Inside voices, walking feet. Don’t touch or bother The friends we meet. Follow directions, listen too. Rules will make you cool in school!

Hello!

Introduction

Unit objectives To introduce the characters in the book. To introduce and practise target vocabulary and structures. To participate in songs and chants.

Target language Vocabulary: blue, green, orange, pink, purple, red, yellow; numbers 1 – 10 Structure: Hello! What’s your name? My name’s…

Anticipating difficulties The children’s ability to understand you will be very limited at first, however it is important to speak in English all the time. Some children may be used to this methodology or adapt to it well, but others might find it frustrating. When you are speaking, help the children to understand by using drawings, body language, signs, and mime or ask other children to explain in the mother tongue if necessary. Conversely, students can answer to you in Spanish. However, you should translate what they have said in English afterwards.

Teaching tip Make a respectful classroom environment from day one. Tell the children your rules in the English classroom and insist that they abide by them; raise their hands before speaking, ask for permission to stand up, speak in F English as much as possible and so on. This will help you to keep your class organized and under control throughout the year.

Students develop Linguistic competence by consolidating strategic language learning skills through daily classroom teaching support and through activities such as: associating language with the use of body language, drawings, signs and mime.

Students develop Autonomy and personal initiative by making sure they all participate in class and always have a turn. Ensuring participation and giving positive feedback allows students to grow in a structured framework and feel more confident in the classroom.

Teacher’s Methodological Manual

15

Lesson 1 Student’s Book Page 8

F Getting started

Unit objectives To say hello.

Introduce yourself and greet the children. Say: Hello! My name’s (Camila). What’s your name? Go round the class asking the children their names. When they feel confident enough, they can ask the question themselves.

To say one’s name. To act out a simple dialogue. To recognize the characters of the book.

1 Listen and point. 2

To say a chant.

Ask the children to look at the picture in Activity 1. Explain that they are going to listen to the CD and that they must point to the character who is speaking. Play the recording and ask the children to point to the characters. Then, hold up the book and ask the children to say the name of the character you are pointing to. Repeat this several times to ensure that the children remember the names.

Target language Structures: Hello! What’s your name? My name’s...

2 Listen and chant. 3

Materials

Play the recording twice and let the children listen to the chant. Play it again and encourage them to join in. Ask them to point to the characters as they say the chant.

CD 1 Activity Book, page 104

Finishing off Ask the children to look at the board and begin to write a character’s or child’s name on it. Say the sounds of the letters as you write.

Transcripts Listen and point. 2 Lee: Hello! What’s your name? Monica: Hello, my name’s Monica. Monica: And what’s your name? Ruby: Oh, my name’s Ruby. Ruby: Hello! What’s your name? Charlie: My name’s Charlie. Chant: Hey, hello! Hey, hello! What’s your name? My name’s Lee. Say that again, Lee, Lee!

16

Charlie: And you? What’s your name? Lee: Lee, my name’s Lee. Monica, Ruby, Lee: Hello doggie, what’s your name? Charlie: Chippy, he’s Chippy. Monica, Ruby, Lee: Hello Chippy!

3 Hey, hello! What’s your name? My name’s Monica. Say that again, Monica, Monica!

Learning by Doing English 1st grade

Hey, hello! What’s your name? My name’s Ruby. Say that again, Ruby, Ruby!

Hey, hello! What’s your name? My name’s Charlie. Say that again, Charlie, Charlie!

Hello!

Hello! 1

LESSON 1

Listen and point. 2

Hello! What’s your name?

My name is Monica.

2

Listen and chant. 3 Activity Book 104 Page

8

Eight

Children develop Cultural and artistic competence via musical awareness where they listen to and participate by repeating the chant. This activity helps to develop an appreciation for the relationship between phonology, stress and rhythm, in conjunction with music.

Teacher’s Methodological Manual

17

Children develop Social and citizenship competence by learning and practising polite formulaic language for introducing oneself. This activity helps to enable children to use real language in meaningful situations.

18

Learning by Doing English 1st grade

Hello!

Activity Book Lesson 1,

page

104

Objectives To write names. To draw oneself. To recognize the characters of the book.

Target language Structures: Hello! What’s your name? My name’s...

Materials A blindfold Activity Book, page 104

F Getting started Go round the classroom asking the children their names. Encourage them to use full answers. Choose volunteers to take over your role to ask other children their names.

1 Trace and match. Ask the children to look at the picture in Activity 1. Tell them to trace the balloon string and to trace the name on the balloon. Go round the class and help any child who is having difficulties. When they have completed the activity, hold up the book and ask who is who. Point to each character and ask a volunteer to name them.

2 Draw and write. Explain to the children that they have to complete the space with their name. Tell them they can draw themselves in the space provided. If there is time, they can use crayons to colour the decorations of the frame. Go round the class and praise the children’s work.

Finishing off Ask a volunteer to come to the front of the class. Explain that you are going to cover his/her eyes. Point to another child to come to the front of the class without speaking. The child with their eyes covered touches the other child’s face and hair and tries to guess who it is.

Teacher’s Methodological Manual

19

Lesson 2 Student’s Book Page 9 Objectives To trace letters. To recognize colours.

Getting started Introduce the colours to the children using crayons. Then, point to objects around the classroom and ask: What colour is this? Make sure all the colours are used. Finally, volunteers can ask other children the question.

Target language Vocabulary: blue, green, orange, pink, purple, red, yellow

Materials CD 1 Activity Book, pages 105-106 Crayons

3 Listen, point and repeat. 4 Ask the children to look at the picture in Activity 3. Tell them that they are going to listen to the CD and that they have to point at the colour Beep says. If necessary, pause the recording so that the children have time to point to the words. Play the CD again. Tell the children to repeat the words after Beep says them.

4 Sing and point. 5 Play the recording once and let the children listen to the song and point to the colours. Play the recording again and the children join in with the song.

Finishing off Ask all the children to put different coloured crayons on their desk in front of them. The children then stand up. Call out a colour and the children have to hold up the corresponding crayon. Any child who holds up the incorrect colour sits down. Continue playing until five children remain standing.

Transcripts Listen, point and repeat. 4

Song: The colour song

Beep: Hello! My name’s Beep. Say the colours with me: red, yellow, green, blue, orange, pink, purple.

Red and yellow, Red and yellow. Green and blue, Green and blue. Orange, pink and purple, Orange, pink and purple. Me and you, Me and you. (repeat whole song)

20

Learning by Doing English 1st grade

5

Hello!

LESSON 2

3

Listen, point and repeat. 4

4

Sing and point. 5 Activity Book Page

105 -106

Nine

9

Children develop and consolidate competence in Knowledge and interaction with the physical world by identifying and using colours in English. Children participate in a guided listening as well as a TPR game that practises their knowledge of colours.

Teacher’s Methodological Manual

21

Children develop Students develop Linguistic the Competence competence in ‘Learning by reading to Learn’ simpleby words learning for the anddifferent practising colours a chant in English for greetings and and tocolouring then introduce the themselves. sea animalRhyme, the correct music colour. and chants This activity are a useful provides wayeasy of memorizing assessment functional of student’slanguage reading and gaining ability of vocabulary confidence previously while practising presentedinina the group unit. setting.

22

Learning by Doing English 1st grade

Hello!

Activity Book Lesson 2,

pages

105-106

Objectives To read simple words. To say colour vocabulary. To recognize colours.

Target language Vocabulary: blue, green, orange, pink, purple, red, yellow

Materials Activity Book pages 105-106 Crayons bag

Getting started Take out a crayon of each colour and place them around the classroom. Say: (David), touch the colour (green). Play this several times until all the colours have been said. Ask volunteers to take over your role and give orders to other members of the class.

3 Read and colour. Ask the children to look at the picture in Activity 3. Explain that they have to read the colour that is in the fish or sea animal and they must colour that fish or sea animal using the correct crayon. Go round the class to check that the children are doing it correctly. If necessary, write the colour words on the board in coloured chalk to help them.

4 Trace. Ask the children to look at Activity 4. The children say the numbers all together as a group. The children trace the numbers with their pencils.

5 Count and write. First, the children work individually and count the objects. Then ask volunteers to say the numbers. T: How many (pencils) are there? SS: (Four). Finally, ask the children to write the numbers.

Finishing off Hide a crayon in a bag and ask the children to take turns guessing the colour. Repeat several times and then let volunteers hide a crayon.

Teacher’s Methodological Manual

23

Unit 1. At school

Introduction

Anticipating difficulties

Unit objectives To recognize and assimilate target language. To improve listening skills. To practise asking and answering questions. To practise pronunciation: p.

Many children may have no background knowledge at all. As the teacher, you will have to anticipate and cater to these different needs and make sure that all the children become involved in the activities as much as they can.

Teaching tip Encourage all the children to have a go in your classroom, especially the more timid ones. Always praise the children’s work when they make an effort as this F will make them feel proud and want to try even more. Give credit to all the children’s ideas and communicate them to the others. When children experiment and receive positive feedback, it gives them more self-confidence which is an important asset when learning a foreign language.

Target language Vocabulary: book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener Structures: What’s this? It’s a… I’ve got a pink pencil. Can I go to the toilet, please?

pe>

Revision blue, green, orange, pink, purple, red, yellow

Beep’s world !

rule®

15

Hello girls! Hel lo

boys! It’s time

for school!

Look! Now a

gluæ

What’s the magic word?

Later…

rubbe®

Can I go to the toilet?

Look at that in the dictionaboy! He’s looking know the mag ry! Does he ic word?

penci¬ What’s the mag

boo§

toilet? What’s the magic word?

crayo>

sharpene®

a question. Can I go to the toilet?

Can I go to the

schoo¬ ba@

boy is asking

penci¬ casæ

Hey! The mag ic word is PLEASE !

What’s the magic word?

ic word? Wh

at’s the magic word? Oh no!

Can I go to the

toilet… PLEASE

?

Oh dear! Eve

ryone is going

t 1 At school

Flashcard Uni

to the toilet! Thank you!

Ah, fantastic!

Now we know

Tongue tw

ister

the magic wor d!

Yes!

16

Pick up! Pick up the pink Pick up the pink and purple pencils! Pick up the pink and purple pencils, Peter! and purple pen cils, Peter!… Ple eeease

!

F Getting started

F

Show the children classroom objects and say the name of each one. Ask the children to repeat the words collectively as a group. Put the classroom objects in the bag and slowly take one out and ask the children to name it. T: What’s this? SS: A (pencil). Show the unit’s flashcard to the class and ask a child to come to the front and point to one of the objects. T: Point to the (rubber). Repeat with the rest of the vocabulary. Finally, ask the children to say the colours of the classroom objects. T: What colour is this (ruler)? SS: (Blue).

24

Learning by Doing English 1st grade

Unit 1. At school

Presentation Student ’s Book,

pages

10-11

Objectives To say the colours. To recognize the classroom objects.

Target language Vocabulary: book, pen, pencil, pencil case, ruler, rubber, school bag, sharpener; blue, green, pink, purple, red, yellow

Materials CD Unit 1 flashcard Activity Book, page 107 Classroom objects A bag

1 Getting ready. Ask the children to look at the picture on pages 10 and 11 and to tell you where the children are located. Hold up the book and ask the children where the pencil is. Tell them to point at the pencil. Next, tell them to point to all the school objects.

2 Listen, point and repeat. 6 Ask the children to look at the picture again. Point to the classroom objects one by one and ask the children to say the words. Play the recording and the children point to the corresponding pictures. Play the recording again and the children repeat the words. Encourage all the children to participate. Hold up the book and ask children the names of the objects.

3 Listen, find and say. 7 Explain to the children they are going to hear the words of the classroom objects and their colour, and that they must find them in the picture. Play the recording and the children find the corresponding objects in the picture. Say a colour and the children name the object: T: It’s (purple). SS: It’s the (ruler). Repeat until all the children have had the opportunity to locate an object.

4 Colour the

of goals you like most.

Read the unit goals out loud and ask the children to choose the goals they would like to do the most. Point to the uncoloured circles and help the children to decide which one to colour by explaining each goal.

Finishing off Slowly draw a classroom object on the board. The children try and guess what is being drawn before it is finished. The children can also take turns to draw on the board.

5 Which

would you like the learn first? Why?

Ask the children to look at Activity 5 and to choose one of the unit goals they would like to do first and to think about why they chose it. Ask a volunteer to give you their decision and to explain it. Continue with other volunteers.

Transcript Listen, point and repeat.

6

Ruler. Pen. Rubber. Pencil.

Sharpener. Pencil case. School bag. Book.

Listen, find and say.

7

It’s yellow. It’s a sharpener. It’s pink. It’s a rubber. It’s red. It’s a pencil. It’s purple. It’s a ruler.

It’s blue and pink. It’s a school bag. It’s green. It’s a book. It’s blue. It’s a pen. It’s yellow and green. It’s a pencil case.

Teacher’s Methodological Manual

25

Unit 1. At school

Presentation Getting Ready 1. Look and answer. a. Where are the children?

pen

ruler

b. Point to all the school objects. 2. Listen, point and repeat. 3. Listen, find and say.

6

7

My Goals • Colour the

of goals you like most.

sharpener rubber

would you like to learn first?

• Which

pencil Unit Goals • Finding the school objects. • Sing songs and chants. • Drawing the school objects.

pencil case

school bag

book

• Listening a story.

Activity Book 107 Page

10

Ten

Eleven

11

Children develop and consolidate competence in Knowledge and interaction with the physical world by recognizing, identifying and talking about everyday classroom objects in a listening and then in a drawing game.

26

Learning by Doing English 1st grade

Unit 1. At school

Children develop Interpersonal and civic competence by learning the rules of a game. Games help children learn English and social skills at the same time, such as, following accepted rules and taking turns.

Teacher’s Methodological Manual

27

Activity Book Presentation,

page

107

Objectives To recognize and say the names of classroom objects. To write the target vocabulary. To learn a card game.

Target language Vocabulary: book, pen, pencil, pencil case, rubber, ruler, school bag, sharpener

Materials Classroom objects A bag Activity Book, page 107

Getting started Show the children some classroom objects one at a time and ask them, as a group, to name them. Then, hide the objects in a bag and ask a child to come to the front, choose one from it and name it. Repeat with other children. If there are children who still need help, then ask them to repeat the word several times. Say the first sounds of the word so that the child can guess what it is and finish off the word.

1 Trace and match. Ask the children to look at Activity 1. First, ask the children to say the names of the objects and then to trace the words. Once they have traced the words ask them to match the words with the objects in the picture. Go round the classroom to give help where needed and positive encouragement.

Finishing off Hide a classroom object behind your back and the children take turns to guess what it is. Continue until the children have guessed all the objects. Then ask volunteers to take over your role.

28

Learning by Doing English 1st grade

Unit 1. At school

What do I know? Student ’s Book,

pages

12-13

Objectives To evaluate children’s background knowledge. Target language Vocabulary: animals, numbers, clothes, food Materials CD

1 Listen and circle. 8 Ask the children to look at the pictures in Activity 1. Explain that they are going to hear some of the animals mentioned and that they must put a circle around the animals they hear if they know them.

2 Write the missing numbers. Ask the children to look at the numbers in Activity 2. Ask them to write the numbers that are missing in the spaces provided.

3 Colour the food. Show the children the pictures of the food items. Ask them to colour the food with the appropriate colours.

4 Count and match. The children look at the pictures and count each item. They then draw a line between the pictures and the corresponding number.

Stop and think!

Unit 1 • At school

Read each statement out loud. Tell the children they only have to choose one of the statements. Do a quick survey and evaluate, based on the answers, if a revision is necessary before moving on further with the topics.

3

Colour the food.

4

Count and match.

1 2 3 4 5

Stop and think! Read and colour one of the

about the activities.

I have doubts, I can’t do it alone. I have doubts, but I can do it. I can do it, I could help others.

Thirteen

13

Transcript What do I know? Activity 1. Listen and circle. 8 Elephant. Dog.

Monkey. Snake.

Cat. Mouse

Teacher’s Methodological Manual

29

Lesson 1 Practice Student ’s Book,

page

14

Objectives To say the classroom vocabulary. To use simple structures.

Target language Vocabulary: book, pen, pencil, pencil case, rubber, ruler, school bag, sharpener Structures: What’s this? It’s a…

Materials CD Activity Book, page 108 Classroom objects A bag

Getting started Tell the children you are going to play a guessing game. Begin to draw a school bag in the air. Ask: What’s this? The children answer with a complete sentence: It’s a school bag. Let volunteers take over your role and draw objects in the air for the others to guess.

1 Listen and trace. 9 Ask the children to look at Activity 1. Point to Ruby and ask what she is holding. Point to Lee and ask if the children know what he is doing. Explain that he is trying to guess what is in the bag. Play the recording and ask the children to listen. The children then trace the words in the speech bubble. Play the recording again and the children look at the words as they listen.

2 Listen, say and number. 10 Ask the children to look at Activity 2. Explain that they are going to listen to some children playing the game from Activity 1. They must write the corresponding number next to each object. Play the recording and ask the children to just listen. Play the recording again and this time the children write the numbers. Play the recording again so the children can check their answers.

Finishing off The children can play the game from the activity in pairs. Demonstrate by inviting a child to the front of the class. Ask them to close their eyes and then give them an object to feel. Ask: What’s this? SS: It’s a (ruler). The children get into pairs and take turns asking and answering the questions about their classroom objects.

Transcripts Listen and trace. 9

Listen, say and number. 10

Ruby: What’s this? Lee: It’s a ruler.

1. Lee: What’s this? 4. Ruby: What’s this? Ruby: It’s a pencil. Lee: It’s a rubber. 2. Ruby: What’s this? 5. Lee: What’s this? Lee: It’s a pencil case. Ruby: It’s a pen. 3. Lee: What’s this? Ruby: It’s a book.

30

Learning by Doing English 1st grade

Unit 1. At school

Children develop competence in Processing information and digital competence in the classroom by extracting specific information from a short CD recording.

Teacher’s Methodological Manual

31

Children develop Linguistic competence by consolidating strategic language learning skills through a classroom game. By drawing in the air and associating the form with classroom objects, children are able to develop strategic communication resources.

32

Learning by Doing English 1st grade

Unit 1. At school

Activity Book Lesson 1,

page

108

Objectives To write the classroom vocabulary. To use simple structures.

Target language Vocabulary: pencil, ruler, school bag, sharpener Structures: What’s this? It’s a pencil.

Getting started Tell the children you are going to play a guessing game. Begin to draw a school bag in the air. Ask: What’s this? The children answer with a complete sentence: It’s a school bag. Let volunteers take over your role and draw objects in the air for the others to guess.

2 Look and write. Ask the children to look at Activity 2. Point to the words at the top of the page and ask for volunteers to read them. Then, ask the children to look at the pictures, and say what they think is being drawn in each one. The children write the word in the appropriate space. Go round the class to offer help and to check that they have written the words correctly.

Materials Activity Book, page 108

Finishing off Begin to write one of the words from Activity 2 on the board, letter by letter. The children have to try and guess what the word is before it is completely written. Repeat with other words from the activity.

Teacher’s Methodological Manual

33

Lesson 2 Production Student ’s Book,

page

15

Objectives To write classroom vocabulary. To read classroom vocabulary. To use simple structures.

Target language Vocabulary: book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener Structures: What’s this? It’s a crayon.

Materials CD Activity Book, page 109 Unit 1 flashcard Classroom objects

Getting started F

Hold up a glue stick and a crayon and introduce the new vocabulary: glue and crayon. Show the unit’s flashcard to the class and ask the children where Beep is. Point to the objects one by one, saying the word, but using a different voice each time, for example, squeaky, monster-like, opera-singer or whisper. The children repeat the word in the same style.

3 Trace and say. Ask the children to look at Activity 3. Point to the pictures of the two new objects: glue and crayon. Say the words several times and ask the children to repeat them. The children trace the words. Ask the children questions about the pictures: T: What is number 2? SS: It’s a crayon. T: What colour is the crayon? SS: It’s green.

4 Listen and chant. 11 Ask the children to look at Activity 4. Explain that the children are playing a guessing game. Hide an object behind your back and say: What’s this? If the children answer correctly say Yes, yes, yes! If they answer incorrectly say No, no, no! Have a pencil, ruler, glue, rubber, book and sharpener ready. Play the CD and hold up an object for each verse, the correct object for the yes verses and the wrong one for the no verses. Play it again and help the children to say the chant with all the classroom objects.

Finishing off

F

Show the unit’s flashcard to the children again. Ask them to tell you the colours or names of the objects: T: What colour is the (ruler)? SS: It’s red. T: What’s this? SS: It’s a (crayon). Ask for volunteers to ask the questions. Repeat until everyone has had the chance to ask or answer a question.

Transcripts Chant: Hey, what’s this? 11

34

Hey, what’s this? Do you know? It’s a pen. No, no, no!

Hey, what’s this? Do you know? It’s a pencil. No, no, no!

Hey, what’s this? Do you know? It’s a crayon. No, no, no!

Hey, what’s this? Can you guess? It’s a ruler. Yes, yes, yes!

Hey, what’s this? Can you guess? It’s a rubber. Yes, yes, yes!

Hey, what’s this? Can you guess? It’s a sharpener. Yes, yes, yes!

Learning by Doing English 1st grade

Unit 1. At school

Production

Unit 1 • At School

LESSON 2

3

Trace and say. 1

2

”glue 4

Listen and chant.

”crayon 11

?

?

Hey, what’s this?

Hey, what’s this?

Do you know?

Can you guess?

It’s a pen.

It’s a ruler.

No, no, no!

Yes, yes, yes! Activity Book 109 7 Page

Fifthteen

15

Children develop Cultural and artistic competence via musical awareness by listening to and participating in a chant. This activity helps to develop musical rhythmic association between classroom objects phonology and word stress.

Teacher’s Methodological Manual

35

Child’s own picture.

Child’s own picture.

Child’s own picture.

Children develop Linguistic competence in spoken production through consolidation of language dealing with classroom objects. In this activity children ask questions and give short answers to practice oral production skills.

36

Learning by Doing English 1st grade

Unit 1. At school

Activity Book Lesson 2,

page

109

Objectives To write the target vocabulary. To draw the classroom objects. To use simple structures.

Target language Vocabulary: book, crayon, glue, pen, pencil, pencil case, rubber, ruler, school bag, sharpener

Materials CD Activity Book, page 109

Getting started Gather several classroom objects and place them around the classroom. Say the name of one and ask the children to point to the object. Ask a volunteer to take over your role of naming objects. Repeat several times with other volunteers.

3 Draw and trace. Ask the children to look at the pictures in Activity 3. Point to the first line and ask the class to name the objects in order. When they reach the empty space, ask them which picture is missing to complete the series. The children draw a crayon and trace the word. Repeat with the second and third lines. Ask volunteers to read out the series of pictures including the last one which they have drawn.

4 Trace, colour and say. Ask the children to look at Activity 4. Read what Beep is saying and ask the children repeat after you. Tell the children to look at the first dotted picture and to join the dots carefully so that they draw a picture. Ask what the picture is. Then, let the children colour the pictures.

Finishing off Ask a volunteer to name a classroom object, SS: School bag. The rest of the class hold up the object and name it. Encourage them to answer: It’s a school bag. Continue until all the vocabulary has been named.

Teacher’s Methodological Manual

37

Lesson 3 Review Let’s share! Student ’s Book,

pages

16-17

Objectives To reinforce the target language.

Review Let’s share!

Unit 1 • At School

LESSON 3

5

Listen to the story. 12

To listen to a story.

5

6

7

8

Target language 1

Vocabulary: crayon, rubber, ruler, sharpener Structures: I’ve got a… a Let’s share.

2

3

4

Stop and think! Read and colour one of the

Materials CD Unit 1 flashcard

about the story.

I don’t understand. I need help to understand. I understand, I could help others.

16

Sixteen

Seventeen

17

Children develop Linguistic competence by listening to a recorded story that revises vocabulary and grammar structures from previous lessons. Comprehension is checked by crossing out the incorrect pictures; afterwards a guided role play is done by children for speaking consolidation.

Getting started Tell the children to look at the story and ask them to identify the characters. Then ask them to look at the little pictures at the top of page 16. Point to the picture of the sharpener and ask: Can you find this in the story? The children look in the story and see if they can find the sharpener. Tell them to circle the picture of the sharpener, because it appears in the story. They then look through the story and find which of the remaining pictures appear and circle them. Ask the children to check their answers with a partner. Finally, ask the children to cross out all the pictures that do not appear in the story.

38

Learning by Doing English 1st grade

Unit 1. At school

5 Listen to the story. 12 Play the story once. Play the story again and ask the children to follow the story in their books. Pause the recording at various points. Ask volunteers to point to the relevant scene in their books. Divide the class into five groups and assign parts to each group: Charlie, Lee, Monica, Ruby and the magpie. Play the recording again and pause the recording after each scene and tell each group to repeat their character’s lines.

Stop and think! Read each statement out loud and explain them to the children. Point to the circles and tell them to choose only one statement and to colour the circle next to the one they chose. Finally, ask the children which statement they coloured to assess comprehension of the story.

Finishing off F Show the unit’s flashcard to the children again. First, ask them to tell you which objects appeared in the story. Then ask them to tell you the colours or names of the objects; T: What colour is the (ruler)? SS: It’s (red). T: What’s this? SS: It’s a (crayon). Ask for volunteers to ask the questions. Repeat until everyone has had the chance to ask or answer a question.

Transcript Story: Let’s share! 12 Story card 1 Narrator: Charlie and Ruby are at school. Charlie: Oh no! My sharpener! Story card 2 Narrator: Oh no! Poor Charlie! Where’s his sharpener? Ruby: I’ve got a sharpener. Let’s share! Story card 3 Narrator: Here’s Monica. She’s looking for her ruler. Monica: Uh? My ruler… Story card 4 Narrator: Poor Monica! But look! Lee’s got a ruler. Lee: I’ve got a ruler. Let’s share!

Story card 5 Narrator: It’s lunchtime. Monica, Lee, Charlie and Ruby are sitting under a tree. Lee: Ouch! What’s this? Story card 6 Narrator: Look! What’s this? Charlie: My sharpener! Monica: Hey, look! Story card 7 Narrator: Charlie climbs the tree. Magpie: I’ve got a crayon, a rubber, a ruler… Charlie: Huh? Story card 8 Narrator: Charlie, Lee and Ruby are all in the tree. And there’s a bird here. Charlie: I’ve got a sandwich. Let’s share!

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39

Lesson 4 Word Stress Student ’s Book,

page

18

Objectives

Getting started

To reinforce the target language.

Show the bag with classroom objects to the class. Ask a volunteer to come to the front of the class and to take out a classroom object from the bag. The child then says what he/she has got: I’ve got a (red pencil). Encourage other children to take part and to say a sentence.

To develop fine motor skills.

Target language Vocabulary: book, crayon, glue, pen, pencil, pencil case, ruler, school bag, sharpener; blue, green, pink, purple, red Structures: I’ve got a red pencil.

Materials CD Unit 1 cut-outs Scissors Glue Classroom objects A bag

6 Listen, cut and paste.

13

Tell the children to find the cut-outs on page 97 of their student’s book. They should cut them carefully (monitor this activity). Ask about the contents of the pencil cases. T: What is in the (yellow) pencil case? How many crayons in the (green) pencil case? Ask the children to look at Activity 6. Explain that you are going to play the CD and that they have to listen and paste the cut-outs in the correct place. Play the CD and pause after each child speaks. Play the CD again and ask the children to check their answers.

7 Listen and sing. 14 Tell the children that they are going to listen to a song. Play the CD and let the children listen. Play it again and invite the children to sing along. Play the song several more times until the children feel confident singing it.

Transcripts Listen, cut and paste. 13 1. Hi, I’m Jim. I’ve got a yellow pencil case. And I’ve got a pink ruler, a green pen, and an orange rubber. 2. Hi, I’m Jenny. I’ve got a green pencil case. And I’ve got a blue ruler, two red pencils, and a yellow crayon. 3. Hi, I’m Lucy. I’ve got a pink pencil case. And I’ve got a green ruler, a pink rubber, and five coloured pencils. Song: Let’s share! 14 Chorus: Let’s be friends, Let’s share our things, Clap your hands and sing, sing, sing. (x2)

40

I’ve got a sharpener, I’ve got a rubber too, I’ve got lots of crayons, To share with you.

Look in my school bag, I’ve got my glue, A ruler and a sharpener, To share with you.

Here are my pencils, Green, red and blue, Orange, pink and purple, To share with you.

(Chorus)

(Chorus)

(Chorus)

Learning by Doing English 1st grade

Unit 1. At school

Children develop Interpersonal and civic competence via a song about values: Let’s share. Listening to and learning a song about sharing, based on the story the recently read story in class, helps to build common group values and remember them.

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41

Lesson 5 Student’s Book Page 19 Objectives To read a complete sentence with the classroom objects. To identify strange objects. To develop reading skills.

Target language Vocabulary: pen, pencil, pencil case, rubber, ruler, school bag, sharpener

Materials Unit 1 flashcard Unit 1 cut-outs Scissors Glue Activity Book, page 110

Getting started

Show the unit’s flashcard to the class and ask questions about it. T: What’s this? Encourage the children to reply using full sentences. SS: It’s a purple book. Repeat until all the children have had the chance to answer a question.

8 Look and say. Ask the children to look at the photos in Activity 8. Explain that the photos are of classroom objects but that they are unusual. Point to each object and ask the children to identify it. Ask the children if any of them have unusual classroom objects to show the rest of the class.

9 Cut, paste and say. Ask the children to look at Activity 9. Point to number 1 and read the sentence and ask repeat after you the senteces numbers 2 and 3. Tell them to find the cut-outs on page 97 at the end of their student’s book. The children should cut them carefully and paste them in the correct place (monitor this activity). Ask the children to repeat the sentences: T: What is number three? SS: It’s a pencil case.

Finishing off Do a picture dictation. Ask the children to open their notebooks. Tell them that they must draw and colour what you say. T: It’s a (blue book). Ask volunteers to take turns giving the instructions. Move around the classroom checking the drawings.

42

F

Learning by Doing English 1st grade

Unit 1. At school

CLIL: Children develop Cultural and artistic competence via art by participating in a picture dictation session. In this activity, the teacher describes an object and the children draw it in their notebooks.

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Children develop and consolidate competence in Knowledge and interaction with the physical world by recognizing, identifying and talking about everyday classroom objects in a TPR game where children must find an object.

44

Learning by Doing English 1st grade

Unit 1. At school

Activity Book Lesson 5,

page

110

Objectives To identify unusual objects. To develop reading skills. To develop writing skills.

Target language Vocabulary: pen, pencil case, ruler, school bag, sharpener

Materials Activity Book, page 110 Classroom objects

Getting started Play Touch. Explain that you are going to give some instructions and that the children must touch what you say. For example: Touch your sharpener. Touch your friend’s pencil. Touch something green. When the children understand the game, start to give the instructions in quick succession so that they have to find the objects quickly.

5 Trace, match and colour. Ask the children to look at Activity 5. Tell them to trace the words. As they finish, ask them what words they have traced. Ask a volunteer to read out each sentence. Point to the pictures on the right and ask the children to identify them. The children then match the sentences with the pictures of the classroom objects. Finally, the children can colour the pictures.

Finishing off Ask the children if they can invent or describe unusual classroom objects. Repeat any words they do not know in English. The children can then draw and label an object in their notebooks.

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45

Lesson 6 Student’s Book Page 20 Objectives

Getting started

To listen to a story.

Tell the children that you are going to give them some instructions but that they must only do them if you say please. Give instructions with mime to help understanding. Sometimes say please at the end and sometimes don’t. T: Put your pencil on the table, please. The children put their pencils on the table. T: Put your rubber on your head. The children do not follow the instruction.

To practise pronunciation: p.

Target language Structures: Can I go to the toilet, please?

10 Listen. 15 Materials CD Activity Book, pages 111-112

Finishing Foff Play back drawing. Put the children into pairs. One child draws a classroom object on their partner’s back for them to guess what it is. When the partner has guessed correctly they change roles.

Transcripts

Ask the children to look at Activity 10. Tell them to look at the first scene from the cartoon, and explain that Beep is the teacher. Play the recording and ask the children to follow the story in their books. Play the recording again, stopping at various points and asking volunteers to say the next line. Ask the children to practise asking the question, Can I go to the toilet, please? Remind them to always use the magic word.

Extra Activity: Phonics Listen and say a tongue twister.

F

16

Tell the children they are going to learn a tongue twister. Play the recording, pausing at the end of each line for the children to repeat. Write the tongue twister on the board or show the Beep’s world flashcard to the class. Encourage the children to find any other words that they know that begin with p for example, pen, pencil case or any names of children in the class. Write the words up on the board and practise saying them with English pronunciation.

Listen. Beeps World! 15 Narrator: Hello girls! Hello boys! It’s time for school! Boy: Shh! It’s the new teacher! Girl: Can I go to the toilet? Beep: Er, what’s the magic word? Narrator: Look! Now a boy is asking a question. Boy: Can I go to the toilet? Beep: What’s the magic word?Narrator: Later… Boy: Can I go to the toilet? Beep: Er, what’s the magic word? Narrator: What’s the magic word? What’s the magic word? Oh no!

Narrator: Look at that boy! He’s looking in the dictionary! Does he know the magic word? Boy: Hey! The magic word is please! Narrator: Ah, fantastic! Now we know the magic word! Children: Can I go to the toilet… please? Beep: Yes! Narrator: Oh dear! Everyone’s going to the toilet! Boy: Thank you!

Listen and say a tongue twister. 16 Pick up! Pick up the pink and purple pencils!

46

Learning by Doing English 1st grade

Pick up the pink and purple pencils, Peter! Pick up the pink and purple pencils, Peter! Please!

Unit 1. At school

Beep’s world! 10

Listen. 15

p s

LESSON 6

ound

Activity Book 111 111 -112 Page

20

Twenty

Children develop Autonomy and personal initiative by identifying and repeating polite formulaic language from a story to ask for permission or ask for a request. This story enables children to recognize how to use the language appropriately to achieve personal goals.

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47

Review 6 Match and colour. 1

glue 5

”ruler

2

”pen 6

”book

3

”rubber ”crayon

4 7

”pencil One hundred and eleven

111

Picture dictionary

”boo§

112

”crayo>

gluæ

”pe>

”penci¬

”penci¬ casæ

”rubbe®

”rule®

”schoo¬ 3

”ca® 4

”planæ Picture dictionary One hundred and twenty-nine

129

130

”bal¬

”bikæ

ca®

compute® gamæ

dol¬

kitæ

”planæ

”tedd¥

”trai>

One hundred and thirty

Students develop competence in Learning to learn by participating in an end of unit revision of content knowledge. The teacher gives constructive feedback on improvement. This is important for student progress and learning how to correct their own mistakes.

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Activity Book Lesson 6,

pages

129-130

Objectives To write the toy vocabulary. To revise the vocabulary from the whole unit. To develop reading skills.

Target language Vocabulary: ball, bike, car, computer game, doll, kite, plane, train, teddy

Materials CD Activity Book, pages 129-130 Toys

Getting started Hide a small toy behind your back and the children have to make guesses to say what it is. Keep doing it until the children have guessed all the toys. You could also get a child to do this activity and they can take it in turns to come to the front of the class.

5 Colour and match. Ask the children to look at Activity 5. Point to the picture one and follow the line with your finger to the plane. Ask the children to do the same. Then ask the children to choose four coloured crayons and to follow each line with a different colour.

Picture dictionary. Ask the children to look at the picture dictionary on page 130 of their Activity Books. Hold up your two index fingers and signal to the class to do the same. Say: Point to the car and the teddy. Encourage the class to quickly point to the two pictures and check with the child next to them. Repeat with other words from the page. Tell the children to trace each word on the dictionary page.

Finishing off Ask general questions about numbers, colours, toys and vocabulary from previous units. For example, write a number on the board and ask: What number is this? Hold up an object and ask: What is this?

136

Learning by Doing English 1st grade

Unit 4. My toys

Think Back! Page 51

Think back! 11

Unit 4 • My toys

Colour and count the

with the goals you can do.

Lesson 1

I can say Have you got a train? Yes, I have or No, I haven’t.

Unit 4

Lesson 2

I can ask my friend for his/her toys. Lesson 3 Lesson 4

I can understand a story. I can sing songs and play a game.

I can draw my toy.

Lesson 5

Lesson 6

I know the c sound.

Fifty-one

51

Think Back! is a section that makes students become self-aware about their learning process. They will have to colour each circle if they think they have achieved the lesson goal. Read each statement out loud and evaluate understanding. Read each lesson and ask them to colour the circle if they can do the action present in the statement. After colouring the circles, students should colour the face that represent them. Depending on this, assess the class level and whether a revision is necessary before doing the Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite toy in their notebook.

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137

Assessment Methodological Manual,

pages

139-140

Objectives To evaluate children’s understanding of target language from the unit.

Revise the vocabulary with the children. Show one toy at a time and ask questions about them. T: What’s this? Show the children the assessment and explain each activity. Play the audio and the children do Activity 1. Play it again. The children complete the rest of the assessment by themselves. This is an extra material If you have an time you can use it or not.

Target language Vocabulary: ball, bike, car, computer game, doll, kite, plane, train, teddy

1 Listen and tick the toys. 48

Structures: Have you got a (train)? Yes, I have. / No. I haven’t.

Answers: See transcript.

Materials CD Toys Photocopies of Unit 4 Assessment, Methodological Manual, pages 139-140

Explain to the children that they are going to hear some of the toys mentioned. They must put a tick in the box next to the pictures they hear.

2 Write the words under the pictures. Tell the children to choose a word from the box and write it under the correct picture.

3 Read the questions and write your answer. Point to the words in the box and explain that the children have to choose the correct answer for each question about their own toys.

4 Look at the pictures and circle the correct word. Students develop competence in Learning to learn by participating in an end of unit summative assessment procedure where they apply acquired knowledge such as: attention, concentration, memory, comprehension and linguistic expression.

Tell the children to look at the four pictures and at the words next to them. They must circle the word which is the name of the pictured toy.

Transcript Unit 4 Assessment. Listen and tick the toys. 48 Bike. Doll.

138

Computer game. Teddy.

Learning by Doing English 1st grade

Train. Kite.

Unit 4 Assessment Class:

1

Listen and tick (✓) the toys. 48

2

Write the words under the pictures.

dol¬

†edd¥

bi§æ

ca®

Teacher’s Methodological Manual

Photocopiable Material

Name:

139

Read the questions and write your answer.

Yefi, I haþ.

H”a√æ H”a√æ H”a√æ H”a√æ 4

yo¤ yo¤ yo¤ yo¤

å å å å

compu†e® gaµæ? pla>æ? ki†æ? trai>?

Look at the pictures and circle the correct word.

ca® car

compu†e® computer gaµæ game

†edd¥ teddy 140

go† go† go† go†

Nø, I ha√e>ª†.

pla>æ plane

Learning by Doing English 1st grade

dol¬ doll

ki†æ kite

bal¬ ball

trai> train

Photocopiable Material

3

Unit 5. In the house Unit objectives

Introduction

Teaching tip

To introduce vocabulary of the parts of the house and furniture. To use functional language with simple structures. To learn about unusual houses. To practise pronunciation: b.

Create routines in your classroom and maintain them throughout the school year. Routines are an important part of classroom discipline helping both the teacher and the children to work better. A regular routine makes F the children feel more confident as they know what to expect. For the teacher it makes control and movement within the classroom easier as the children know what to do and how to behave.

Target language

bedrooµ

Vocabulary: bath, bathroom, bed, bedroom, chair, garden, hall, house, kitchen, living room, table

be∂

bathroom

livin@ rooµ

bat™

Structures: Where is…? It’s in the…

kitche> tablæ

hal¬ chai® d Unit Flashcar Beep’s world!

garde>

e house

5 In th

56

Beep and Robby

are at the funfair.

Beep and Robby

Come on, Robby! Let’s look in the Scary House.

are in the hall.

A witch!

Beep looks in the

living room.

Beep looks in the bath. He has a nasty surpr ise!

Robby! Where are you?

Oh no! A spider! Beep looks in the

bedroom.

Oh no! What’s in the bed? Oh, it’s you, Robby!

Tongue twister

57

Beep’s on the bike . Beep’s on the bike . Beep’s on the bike The book’s in the bag. . The book’s in the bag. The ball’s in

F Getting started

the basket with Rob

by.

F

Show the unit’s flashcard and ask the children if they know what Beep is making and who it is for. Ask them to put their hands up if they know the names of any of the parts of the house in the picture. Ask volunteers to come to the front, point to a part they know and say the word. Point to the rooms one at a time, say the word and ask the children to repeat.

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141

Presentation Student ’s Book,

pages

52-53

Objectives To learn the parts of the house. To say a chant.

1 Getting ready. Ask the children to look at the picture on pages 52 and 53. Ask them what they can see and who they can see in each room.

2 Listen, point and repeat. 49 Target language Vocabulary: bathroom, bedroom, garden, hall, kitchen, living room

Materials CD Activity Book, page 131 A piece of paper

Ask the children to look at the picture again. Point to the parts of the house on the page and ask volunteers to name the rooms. Play the CD and ask the children to point to each part of the house as they hear the word. Play the CD again and this time the children repeat the words.

3 Listen and chant. 50 Write the following words in order on the board: kitchen, garden, living room, hall, bedroom, bathroom. Play the recording and point to each room as it is named and point to yourself when the chant says play with me. Play the recording again and ask the children to join in with the chant.

4 Colour the

Finishing off Tell the children to guess what your favourite room in your house is. Ask them to raise their hands and to answer one by one. Encourage them to use the vocabulary seen in this lesson.

of goals you like most.

Read the unit goals out loud and ask the children to choose the goals they would like to do the most. Point to the uncoloured circles and help the children to decide which one to colour by explaining each goal.

5 Which

would you like the learn first?

Ask the children to look at Activity 5 and to choose one of the unit goals they would like to do first and to think about why they chose it. Ask a volunteer to give you their decision and to explain it. Continue with other volunteers.

Transcripts Listen, point and repeat. 49 Bedroom. Bathroom.

Living room. Hall.

Kitchen. Garden.

Chant: The room chant. 50 Kitchen, garden, living room, hall. Bedroom, bathroom. Bedroom, bathroom. Kitchen, garden, living room, hall. This is my house. Come and see!

142

Learning by Doing English 1st grade

Kitchen, garden, living room, hall. Bedroom, bathroom. Bedroom, bathroom. Kitchen, garden, living room, hall. Come to my house, And play with me!

Unit 5. In the house

Unit 5. In the house

Presentation Getting Ready 1. Look and answer.

bathroom

bedroom

a. What can you see in the picture? b. Who are in the rooms? 2. Listen, point and repeat. 3. Listen and chant.

49

50

My Goals • Colour the

living room

hall

kitchen

of goals you like most. would you like to learn first?

• Which

Unit Goals • Saying the rooms of a house. • Following short dialogues. • Enjoying a story. • Singing songs and chants.

garden

52

Fifty-two

Activity Book 131 Page

Fifty-three

53

Students develop competence in Knowledge and interaction with the physical world by identifying parts of the house in English. Real world places are identified to provide meaningful learning based on the child’s surrounding environment.

Teacher’s Methodological Manual

143

Students develop Interpersonal and civic competence by playing games. Games help in learning English and improving memory as well as social interaction skills.

144

Learning by Doing English 1st grade

Unit 5. In the house

Activity Book Presentation,

page

131

Objectives To read the parts of the house. To write the parts of the house. To recognize where objects belong in a house. To use simple structures.

Target language Vocabulary: bathroom, bedroom, garden, hall, kitchen, living room Structures: Where’s my…? It’s in the…

Getting started

F

Show the unit’s flashcard to the class. Point to the different rooms and ask: What’s this? If there are children who still need help then ask them to repeat the word several times.

1 Read and write. Ask the children to look at the picture in Activity 1. Point to each part of the house and ask the children to name it. Then point to each word and ask volunteers to read them. Once they have said the names of the parts of the house ask the children to write the corresponding words in the correct spaces.

Finishing off Ask the children which is their favourite room in their house. Ask them to work in pairs and to compare their answers.

Materials CD Activity Book, page 131 Unit 5 flashcard

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145

Lesson 1 Practice Student ’s Book,

page

54

Objectives To recognize the parts of the house. To use and understand simple structures.

Target language Vocabulary: bathroom, bedroom, garden, hall, kitchen, living room Structures: Where’s my…? It’s in the…

Getting started Ask the children to tell you the names of room they know. They should remember some of the names seen during the previous lesson. Write the rooms they tell room on the board. Ask them to repeat the names with you.

1 Listen and number. 51 Ask the children to look at Activity 1. Point to the first picture and ask the children which part of the house it is. Then ask them what they can see in the garden. Repeat with the other pictures. Play the recording and tell the children just to listen this time. Play the CD again and this time the children put the number in the box of each picture. Play the recording one more time for the children to check their answers.

2 Look and say. Materials CD Activity Book, page 132

Review pencil, ruler, school bag, teddy; dad, granny, mum

Ask the children questions about the pictures. T: (Diego), where’s the school bag? SS: It’s in the garden. Continue with the other pictures. Then ask a child to ask a question and another to answer. Repeat with other children.

Finishing off Tell the children you are going to describe a room in the house and that they have to try and guess which one it is. Use the picture in this lesson’s page to help them. Do this a couple of times to reinforce learning.

Transcript Listen and number. 51 1. Ruby: Dad! Where’s my pencil? Ruby’s Dad: Ouch! Your pencil? It’s in the living room. 2. Ruby: Mum! Where’s my ruler? Ruby’s Mum: Um, it’s in the kitchen.

146

Learning by Doing English 1st grade

3. Ruby: Granny! Where’s my teddy? Ruby’s Granny: Ruby, it’s in the bathroom. 4. Ruby: Mike! Where’s my school bag? Ruby’s brother: It’s in the garden.

Unit 5. In the house

Students develop Linguistic competence, expression and comprehension by answering questions about the location of toys, school items and people in different rooms in the house. Fluency is developed by revision and use of vocabulary from previous units which builds knowledge.

Teacher’s Methodological Manual

147

2 Trace and colour.

”bedrooµ

”bathrooµ

kitche>

”hal¬ ”livin@ ”rooµ

132

One hundred and thirty-two

Students develop Linguistic competence by practising target vocabulary and matching questions with answers. Repetition of key vocabulary and structures helps children to internalize and consolidate knowledge.

148

Learning by Doing English 1st grade

Unit 5. In the house

Activity Book Lesson 1,

page

132

Objectives To read the target vocabulary. To match questions with answers.

Target language Vocabulary: bathroom, bedroom, hall, kitchen, living room; cat, dog, parrot, rabbit; teddy Structures: Where’s the…?

Materials Activity Book, page 132 Colour pencils.

Getting started Slowly draw a part of the house on the board. The children raise their hands to guess which room it is before it is completely drawn. Ask a child to come to the board and to draw a part of the house for the others to guess. Continue until all the parts of the house have been named.

2 Trace and colour. Ask the children to look at Activity 2. Ask the children questions about the picture. T: Where is the (parrot)? SS: It´s in the (living room). T: What is in the (bedroom)? SS: A (teddy). T: What’s this? SS: It´s a (dog). Point to the first room (bedroom) and read it out loud. Then, ask the children colour all the rooms.

FinishingFoff Give the children instructions to colour the pictures in their Activity Book. Colour the (rabbit) (pink). Colour the (hall) (green). Invite children to give some of the instructions for their classmates.

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Lesson 2 Production Student ’s Book,

page

55

Objectives To use simple grammar structures. To sing a song.

Target language Vocabulary: bathroom, bedroom, garden, hall, kitchen, living room; bath, bed, chair, table Structures: Where’s my…? It’s in the…

Materials CD Activity Book, page 133 Unit 5 cut-outs Scissors Glue Unit 5 flashcard Pencil

Getting started F

Show the unit’s flashcard to the class. Hold a pencil and point it in front of one of the rooms. Then ask the children: Where’s my (pencil)? The children should say: It’s in the (kitchen). Repeat until you have covered all of the rooms.

3 Listen and sing. 52 Ask the children to look at the song and picture in Activity 3. Write the following words in the board (giving enough space between all of them): bathroom, kitchen, garden, living room. Play the CD and let the children listen to the song each time pointing to the words in the board. Then play the song several more times and encourage the children to participate.

4 Cut, paste and say. Ask the children to look at Activity 4. Point to a teddy and ask: Where’s the teddy? SS: It’s in the (kitchen). Repeat with the other teddies. Then ask the children to work in pairs, point to a picture and ask their partner where the teddy is. Then, tell them to find the cut-outs for this activity on page 99 of their student’s book and to cut them carefully (monitor this activity). Then, they paste the cut-outs in their places.

Finishing off Erase the board. Next, begin to write one word on the board. The children try and guess what the word is before it is completely written. Use these words: bedroom, bathroom, kitchen, hall, living room, garden.

Transcript Song: Ruby’s song. 52 Where’s my ruler? Where’s my ruler? What can I do? Look! It’s in the kitchen! Oh! Thank you! Where’s my teddy? Where’s my teddy? What can I do? Look! It’s in the bathroom! Oh! Thank you!

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Learning by Doing English 1st grade

Where’s my school bag? Where’s my school bag? What can I do? Look! It’s in the garden! Oh! Thank you! Where’s my pencil? Where’s my pencil? What can I do? Look! It’s in the living room! Oh! Thank you!

Unit 5. In the house

Students develop Cultural and artistic competence via musical awareness by listening to and singing along with a song about the location on objects. This activity helps develop memory and musical intelligence by establishing an association between rhythm, language and word stress.

Teacher’s Methodological Manual

151

Students develop competence in Autonomy and personal initiative by deciding where to draw different objects in the house. Afterwards, students describe their drawing to the class and write sentences that describe their personalized picture.

152

Learning by Doing English 1st grade

Unit 5. In the house

Activity Book Lesson 2,

page

133

Objectives To read the target vocabulary. To write the target vocabulary.

Target language Vocabulary: bathroom, bedroom, garden, hall, kitchen, living room; pencil; ball, car, kite, plane

Materials Activity Book, page 133

Getting started Tell the children to work in pairs. Ask the children to write the name of a room in a piece of paper and to put it facing down on their desks. Child 2 should try to guess which part of the house the other child has written on the paper. When the child has guessed, they should switch roles.

3 Look and circle. Tell the children to look at Activity 3. Point to the first picture and ask them which part of the house it is. Repeat with the other pictures. Ask the children to look at the words and to circle the correct one for each picture.

4 Draw a pencil, a ball and a car, colour and say. Ask the children to look at Activity 4. Ask the children to draw a pencil somewhere in the house. Ask the children where they have drawn their pencil. T: (Sergio), where’s the pencil? SS: In the (kitchen). Continue in the same way each time asking a volunteer, then giving the children a moment to draw the picture. When they have drawn all the objects, ask them to complete the sentences. Finally, ask the children where their objects are.

Finishing off Reinforce the vocabulary seen during this lesson by writing on the board and asking the children to repeat the words after you.

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Lesson 3 Review The castle adventure! Student ’s Book,

pages

56-57

Objectives To practise the target language. To listen to a story.

Target language Vocabulary: bathroom, bedroom, garden, hall, kitchen, living room; bath, table

Materials CD

Students develop Linguistic competence and comprehension by listening to the story: The castle adventure! Students show their listening and content comprehension by participating in a Story race.

Getting started Tell the children to look at the story and ask them to identify the characters. Then ask them to look at the little pictures at the top of page 56. Point to the picture of the table and ask: Can you find this in the story? Tell them to look in the story and see if they can find the table. Tell them to circle the picture of the table, because it appears in the story. Tell them to look through the story and find which of the remaining pictures appear and to circle them. Ask them to check their answers with a partner. Finally, ask the children to cross out all the pictures that do not appear in the story.

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5 Listen to the story. 53 Play the story once. Play the story again and ask the children to follow the story in their books. Pause the recording at various points. Ask volunteers to point to the relevant scene in their books. Divide the class into five groups and assign parts to each group: Teacher, Charlie, Lee, Monica and Ruby. Play the recording again and pause the recording after each scene and tell each group to repeat their character’s lines.

Stop and think! Read each statement out loud and explain them to the children. Point to the circles and tell them to choose only one statement and to colour the circle next to the one they chose. Finally, ask the children which statement they coloured to assess comprehension of the story.

FinishingFoff Write numbers from 1-8 on the board to identify the different story cards. Divide the class into two teams. Tell the children you are going to play a game. Choose a member from each team and read out one of the character’s lines from the story. The first player to raise its hand and correctly guesses the story card wins a point for his or her team. Repeat this until everyone has had a turn.

Transcript Story: The castle adventure! 53 Story card 1 Narrator: Today, the children are visiting a castle. Teacher: Look, children! This is a castle. Story card 2 Teacher: And this is a bath. Narrator: Lee and Monica play in the bath. Oops! Story card 3 Narrator: Lee and Monica are in a secret room Lee: Wow! It’s a secret room. Monica: Come on! Let’s go! Story card 4 Narrator: Monica and Lee can hear the teacher. Teacher: And this is the bedroom. Monica: Listen! It’s the teacher! Lee: Come on! Let’s look! Story card 5 Narrator: Ruby and Charlie can hear the pictures talking.

Monica: Ruuuuby! Lee: Chaaaarlie! Girl: Ugh… a rat on the table! Story card 6 Narrator: And now the class are in the kitchen. Lee: Charlie! Ruby! Monica: Woo – ooo! Charlie: Oh no! Ruby: What is it? Teacher: Come on class! This way to the hall. Story card 7 Narrator: The class are in the hall. It’s nearly time to go home. Teacher: Where are Lee and Monica? Charlie and Ruby: Aargh! Story card 8

Lee and Monica: Surprise! Teacher: OK! It’s time to go home!

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Lesson 4 Word Stress Student ’s Book,

page

58

Objectives To recognize objects from a room.

Target language Vocabulary: bath, bathroom, bed, bedroom, chair, table Structures: It’s in the … It’s on the…

Materials CD Activity Book, page 134 Unit 5 cut-outs

Getting started Tell the children to look at the boy in Activity 6. Ask the children what he is doing. Tell the children to point at what the boy is looking at.

6 Trace, cut and paste. Ask the children to look at the pictures in Activity 6. Tell them to name what they can see. Ask volunteers to read the four words. The children then trace the words. Tell the children to find their cut-outs on pages 99 and 101 of their student’s book and to cut them carefully (monitor this activity). Then, they paste the cut-outs in the correct space.

7 Listen and point. 54 Draw a picture of a spider on the board and ask if anyone knows the word. Tell the children they are going to listen to Lee saying where he can see a spider. Play the CD and ask the children to point to the place Lee says. Play the CD again and pause after each sentence, check that all the children are pointing to the right picture.

Transcripts Listen and point. 54 1. Lee: Where’s the spider? Ugh! It’s on the table. 2. Lee: Oh no! It’s in the bath! 3. Lee: Where is it now? It’s on the chair! 4. Lee: Help! It’s in my bed! Aargh!

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Students develop Linguistic competence through the use of songs to understand and learn new vocabulary items and functions. By practising and repeating target vocabulary, children are able to consolidate knowledge regarding prepositions.

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158

Learning by Doing English 1st grade

Unit 5. In the house

Activity Book Lesson 4,

page

134

Objectives To read the target vocabulary. To use simple structures.

Target language Vocabulary: bath, bed, chair, table; book, cat, dog, doll, school bag, teddy Structures: Prepositions: in, on.

Materials CD Activity Book, page 134 Classroom objects

Getting started Ask the children to look at Activity 5 and to tell you what kind of activity it is (it resembles a puzzle). Ask them if they like puzzles and if they have built one.

5 Trace and match. Ask the children to look at Activity 5. Tell them to trace the words in the puzzle pieces. Then, ask them to join the word pieces with the pictures.

6 Look and circle. Show the children a rubber. Put it on various objects and ask the children: Where’s the rubber? Help the children to answer: It’s on the (table). Repeat the procedure but this time putting the rubber in something. Help the children to answer: It’s in the (pencil case). When the children understand the difference between in and on ask them to look at the picture in Activity 6. Ask them questions about where the objects are. T: Where’s the (teddy). SS: It’s (on the chair). Point to the first sentence and ask a volunteer to read out the correct answer. The children then circle the correct answer for each sentence.

Finishing off Ask the children to look at your pencil. Place the pencil in a pencil case and say: T: Where’s the pencil? SS: It’s in the pencil case. Then place the pencil on the table and say: T: Where’s the pencil? SS: It’s on the table. Ask the children to get in pairs and ask them to do the same with their rubbers, sharpeners or other objects.

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Lesson 5 Student’s Book Page 59 Objectives To recognize different looking houses. To draw a house.

Target language Vocabulary: boat, bus, tree, plane

Materials CD Unit 5 flashcard

Getting started

F

Show the unit’s flashcard to the class. Ask questions and then invite the children to ask each other questions. T: What room is this? SS: It’s the (living room). T: Where is the (bath)? SS: It is in the (bathroom). T: Where is the (cheese)? SS: It is on the (table).

8 Listen and number. 55 Ask the children to look at the photos in Activity 8 and give them a few minutes to look at the different houses. Ask them questions about what they can see in each picture and provide the necessary vocabulary. Play the CD and ask the children to listen. Play it a second time and this time the children write the number beside the corresponding photo. Play the CD again for the children to check their answers.

9 Draw your favourite house. Tell the children to think about their house, the photos of the houses or any other house they like. Ask them to draw their favourite house in the space provided.

Finishing off Ask the children to look at the photos in Activity 8. Tell them to tell you which one is their favourite one and why. Tell the children to describe what they like about them.

Transcript Listen and number. 55 1. Girl: Hi, my house is blue and brown. It’s a bus! 2. Boy: Hello, my house is brown. It’s a boat. 3. Girl: Hi, my house is red. It’s a plane. 4. Boy: Hello, my house is brown and white. It’s in a tree.

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Unit 5. In the house

CLIL: Students develop competence in autonomy, personal initiative and science OA 8. Students draw and describe their favourite house. Afterwards, students describe their drawing to the class by reading their sentences and showing the picture. Giving a short mini-presentation of this kind helps students to gain confidence.

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Lesson 6 Student’s Book Pages 60 Objectives To listen to a story. To follow the sequence in a story. To develop reading skills. To practise pronunciation: b.

Target language Vocabulary: bathroom, bedroom, hall, living room; bath, bed

Materials CD Activity Book, pages 135-136

Finishing off Do some revision of the previous unit. Slowly draw a toy on the board and the children have to try and guess what is being drawn before it is finished. Repeat with all toys.

Getting started Tell the children they have to show you something the colour you say but that they must only do it if you say please. Give instructions. Sometimes say please at the end and sometimes don’t. T: Show me something blue, please. The children show you something blue. T: Show me something yellow. The children do not show you anything.

10 Listen. 56 Ask the children to look at Activity 10. Tell them to look at the first scene from the cartoon, and explain that Beep is at a funfair and there is a scary house. Play the recording and ask the children to follow the story in their books. Play the recording again, stopping at various points and asking volunteers repeat a line.

Extra Activity: Phonics Listen and say a tongue twister.

F

57

Tell the children they are going to learn a tongue twister. Play the recording, pausing at the end of each line for the children to repeat. Write the tongue twister on the board or show the Beep’s world flashcard to the class. Encourage the children to find any other words that they know that begin with b for example, blue, black or any names of children in the class. Write the words up on the board and practise saying them with English pronunciation.

Transcripts Listen. Beep’s world! 56 Narrator: Beep and Robby are at the funfair. Beep: Come on, Robby! Let’s look in the Scary House. Robby: Squeak! Narrator: Beep and Robby are in the hall. Beep: Eeeek! A witch! Robby: Squeak! Squeak! Narrator: Beep looks in the living room. Beep: Robby! Where are you?

Narrator: Beep looks in the bath. He has a nasty surprise! Beep: Oh no! A spider! Aaarrgh! Narrator: Beep looks in the bedroom. Beep: Oh no! What’s in the bed? Robby: Squeeeak! Beep: Aaargh! Oh, it’s you Robby! Robby: Beeep!

Listen and say a tongue twister. 57 Beep’s on the bike. Beep’s on the bike. The book’s in the bag. Beep’s on the bike. The book’s in the bag. The ball’s in the basket with Robby.

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Beep’s world! 10

Listen. 56

b sound

LESSON 6

Activity Book 111 135 -136 Page

60

Sixty

Students develop Interpersonal and civic competence by identifying and practising polite formulaic language to make requests by using the word please. This activity helps to enable students to begin to use real language in meaningful situations.

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Review 7 Point and trace.

”bathrooµ bedrooµ

kitche>

”livin@ ”rooµ

Picture dictionary One hundred and thirty-five

135

”bat™

136

”bathrooµ

”be∂

”bedrooµ

chai®

garde>

”hal¬

kitche>

”livin@ ”rooµ

”tablæ

One hundred and thirty-six

Students develop Mathematical competence through revision practice in the finishing off session off the class. Using the numbers 1 – 10 to answer questions about quantities of objects in class helps activate numeracy in English.

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Unit 5. In the house

Activity Book Lesson 6,

pages

135-136

Objectives To revise vocabulary from the whole unit. To develop reading skills. To develop writing skills. To use simple structures.

Target language Vocabulary: bathroom, bedroom, kitchen, living room Structures: Prepositions: in, on.

Materials Activity Book, pages 135-136 Unit 5 flashcard

Getting started

F

Show the unit’s flashcard to the class. Point to the poster and ask the children different questions about the items on it. The children should try and answer with complete sentences. T: Is this a (bed)? SS: Yes it is. / No, it isn’t. T: What is this? SS: It’s a (table). T: What colour is the (table)? SS: It’s (brown). T: Where’s the (ball)? SS: It’s in the (bedroom).

7 Point and trace Ask the children to look at Activity 7. Point to the first room (bedroom) and ask Is it the bathroom? SS? : No. Repeat the question with other rooms. Then, ask the children trace the words in the space. When they have finished they can colour them.

Picture Dictionary. Ask the children to look at the picture dictionary on page 136 of their Activity Books. Hold up your two index fingers and signal to the class to do the same. Say: Point to the bed and the kitchen. Encourage the class to quickly point to the two pictures and check with the child next to them. Repeat with other words from the page. Tell the children to trace each word on the dictionary page.

Finishing off Ask the children general questions about numbers, colours, the house and vocabulary from previous units. For example, write a number on the board and ask: What number is this? Put a book on top of the desk and ask: Where’s the (book)?

A FI D

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Think Back! Page 61

Think back! 11

Unit 5 • In the house

Colour and count the

with the goals you can do.

Lesson 1

Unit 5

I can ask Where is my pencil? Lesson 2

I can sing and say Where is my ruler? Lesson 3 Lesson 4

I can understand a story. I can find the furniture of a house.

I can draw my house.

Lesson 5

Lesson 6

I know the b sound.

Sixty-one

61

Think Back! is a section that makes students become self-aware about their learning process. They will have to colour each circle if they think they have achieved the lesson goal. Read each statement out loud and evaluate understanding. Read each lesson and ask them to colour the circle if they can do the action present in the statement. After colouring the circles, students should colour the face that represent them. Depending on this, assess the class level and whether a revision is necessary before doing the Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite room of their house in their notebook.

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Assessment Methodological Manual,

pages

168-169

Objectives To evaluate children’s understanding of target language from the unit.

Target language Vocabulary: bathroom, bedroom, garden, hall, kitchen, living room; bath, bed, chair, table Structures: Where is…? It’s in the…

Materials CD Photocopies of Unit 5 Assessment, Methodological Manual, pages 168 – 169

Revise the vocabulary with the children. Show the children the assessment and explain each activity. Play the audio and the children do Activity 1. Play it again. The children complete the rest of the assessment by themselves. This is an extra material, If you have time you can use it or not.

1 Listen and number the places in the house. 58 Explain to the children that they are going to hear a number followed by a part of the house. They must write the number in the box next to the correct picture. Answers: See transcript.

2 Look and circle the correct part of the house. Tell the children to look at the picture on the left and then to choose the correct word and circle it.

3 Match the words to the rooms. Tell the children to look at the picture of the house and at the words in the box. They must match the word with the pictures.

4 Look at the picture and circle the correct word. Students develop competence in Learning to learn by participating in an end of unit summative assessment procedure where they apply acquired knowledge such as: attention, concentration, memory, comprehension and linguistic expression.

The children look at the picture from Activity 3 and then circle the correct word in each sentence.

Transcripts Unit 5 Assessment. Listen and number the places in the house. 58 1. Kitchen. 2. Bedroom.

3. Living room. 4. Hall.

5. Garden. 6. Bathroom.

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Unit 5 Assessment Class:

1

Listen and number the places in the house. 58

2

Look and circle the correct part of the house.

168

bathroom

garden

hall

bedroom

bathroom

kitchen

bedroom

hall

kitchen

garden

bathroom

living room

Learning by Doing English 1st grade

Photocopiable Material

Name:

3

Match the words to the rooms. bedroom

kitchen

living room

Photocopiable Material

bathroom

4

Look at the picture and circle the correct word. The doll is in

/

on the bath.

The school bag is in

/

on the sofa.

The book is in

/

on the bed.

The car is in

/

on the table. Teacher’s Methodological Manual

169

Unit 6. My body

Introduction

Anticipating difficulties

Unit objectives To understand and use target language. To understand short dialogues. To follow and enjoy a story.

The theme of the unit is the body and physical response activities are used frequently. Most children feel comfortable but there might be some who aren’t confident enough to touch a friend. Do the activities gradually so the children build up their confidence.

Teaching tip

To participate in songs and chants. To practise pronunciation: t.

Target language Vocabulary: arms, ears, eyes, feet, hair, hands, head, knees, legs, mouth, nose, toes Structures: Imperatives (Stamp your feet! Turn around! Wave your arms! Nod your head! Shake your hands! Jump! Sit down! Stand up! Touch your ears! Clap your hands! Turn round!)

Control in the classroom is of utmost importance. Once you have entered the classroom the children must all sit down in their chairs and be ready to start the class. If the children are not quiet and tend to get F over excited during the class, try to use various calming techniques rather than shouting. Experiment with a range of strategies to get the children’s attention and focus them back on their work, until you find what works best for the group. You could play some relaxing music or use an instrument such as a harmonica or triangle to get their attention. If you notice that one child in particular is being disruptive, then ask them to play the music or the instrument. han∂ hea∂ hai® arµ

Review

eyæ

mout™

ea®

nosæ

colours Beep’s world!

le@

65

Beep and Robby at the park. Beepare is on his bike.

kneæ

foo† Oh no! Poor Beep

! But look at Robb

Squeak!

toæ

d Unit Flashcar

y. He’s alright.

Help, Robby! Find my eyes!

dy

6 My bo

Beep! Beep!

Here’s Beep’s head … Robby’s got Beep ’s arms, legs and

body.

Quick, Robby! Help me! Where are my arms?… and my legs? Robby helps Beep . Good work, Robb

y! Fantastic work, Robb

y!… Oh no!…

Oh no! My hand is and my foot is on on my leg my arm!

Tongue twister 66 Touch a teddy! Touch a teddy! Touc Touch a teddy! Touc h a toy! Touch a teddy! Touc h a toy! Touch your toes! Touch a teddy! Touc h a toy! Touch your toes! Turn arou nd! h a toy! Touch your toes! Turn around!

F Getting started

F

Oops! Poor Robb

y!… Poor Beep!

Touch a table, too!

Show the unit’s flashcard to the class, point to different people and ask the children if they know any body parts. Tell them to put their hands up if they know the names of any of the body parts in the picture. Ask volunteers to come up to the front, point to a body part they know and say the name.

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Presentation Student ’s Book,

pages

62-63

1 Getting Ready.

Objectives To introduce parts of the body.

Target language Vocabulary: arms, feet, hair, hands, head, knees, legs, toes

Materials CD Activity Book, page 137

Ask the children to look at the picture on pages 62 and 63 and to tell you where the children are (classroom). Ask them if they know what they are doing (playing, painting, etc.).

2 Listen, point and repeat. 59 Draw the shape of a person on the board, making sure you can see these body parts: hair, head, arms, hands, legs, feet, toes and knees. Ask a child to come to the front of the class and to point to a body part. T: (Susana), point to the hand. Repeat with other children until all the vocabulary has been named. Ask the children to look at the picture on page 62 again. Play the recording and tell the children to find and point to the body parts as they hear them. Play the recording again and ask the children to repeat the words.

Finishing off

3 Listen and chant. 60

Play touch your arm. Divide the class into two teams and demonstrate the game. Touch your arm and choose a child to say what part of the body it is. Players from each team take turns to come out and touch a body part. If their team mates can say the body part in three seconds, they get a point for their team.

Write the following words in order on the board: hands, arms, knees, legs, toes, feet, hair, and head. Play the recording and point to each body part as it is named. Play the recording again and ask the children to join in with the chant. Once the chant is memorized, practise it by starting slowly and speeding up with each repetition.

4 Colour the

of goals you like most.

Read the unit goals out loud and ask the children to choose the goals they would like to do the most. Point to the uncoloured circles and help the children to decide which one to colour by explaining each goal.

5 Which

would you like the learn first?

Ask the children to look at Activity 5 and to choose one of the unit goals they would like to do first and to think about why they chose it. Ask a volunteer to give you their decision and to explain it. Continue with other volunteers.

Transcripts Listen, point and repeat. 59

Chant: I’ve got hands on my arms. 60

Hair. Head. Arms. Hands.

I’ve got hands on my arms, arms, arms. And I’ve got knees on my legs. I’ve got toes on my feet, feet, feet. And I’ve got hair on my head. (x2)

Legs. Feet. Toes. Knees.

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Unit 6. My body

Presentation Getting Ready

hair head

1. Look and answer. a. Where are the children? b. What are they doing? 2. Listen, point and repeat. 59

arms

3. Listen and chant. 60

hands legs

My Goals 4. Colour the

toes

5. Which

feet

of goals you like most. would you like to learn first?

Unit Goals 1. Saying part of the body. 2. Following short dialogues. 3. Enjoying a story. 4. Singing songs and chants.

knees

62

Sixty-two

Activity Book 137 Page

Sixty-three

63

Students develop competence in Knowledge and interaction with the physical world by learning and using the body parts in English class. Students follow instructions to touch different parts of the body or do different actions, thus attending kinesthetic learning styles.

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Unit 6. My body

Students develop Linguistic competence through the organization and application of knowledge in order to participate in a game. Games allow students to use new language in a controlled context, thus providing for more extended language use.

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Activity Book Presentation,

page

137

Objectives To read the names of the parts of the body. To write the words of the parts of the body.

Getting started

F

Show the unit’s flashcard. Point to a part of the body and ask: What’s this? SS: It’s a (leg). If there are children who still need help then ask them to repeat the word several times.

1 Look and write. Target language Vocabulary: arms, feet, hair, hands, head, knees, legs, toes

Materials Activity Book, page 137 Unit 6 flashcard

174

Point to parts of your body and ask: T: What’s this? SS: (Hand). Continue with these body parts: toes, knee, feet, leg, hair, arm and head. Ask the children to look at Activity 1. Ask volunteers to read the parts of the body at the top of the page. Point to the first word, hand, and ask the children to find the girl’s hand in the picture. Tell them to copy the word in the box. The children then do the same with all the other words.

Finishing off

F

Show the unit’s flashcard to the class and point to each body part and elicit the words from the class. Then, cover the words with pieces of paper. Ask a volunteer to come to the front of the class, point to a body part and say the name. If they get it right, then uncover the word to confirm their answer. Repeat with other volunteers, asking the rest of the class to help if necessary.

Learning by Doing English 1st grade

Lesson 1

Unit 6. My body

Practice Student ’s Book,

page

64

Objectives To introduce imperatives. To recognize parts of the body. To enjoy a chant.

Target language Vocabulary: arms, feet, hair, hands, head, knees, legs, toes Structures: Imperatives (Wave your arms! Nod your head! Shake your hands! Stamp your feet! Jump! Sit down! Stand up! Touch your ears! Clap your hands! Turn round!)

Materials CD Activity Book, page 138 Unit 6 flashcard Scissors Glue Paper

F Getting started Ask seven children to come to the front of the class. Give each child an action from the book: (Natalia), stamp your feet! (Juan) Clap your hands! Demonstrate the actions if necessary. Ask them to do their action several times, each time say the instruction. Then, say an action and ask the class to do it. T: (Wave your arms!)

1 Listen, cut and paste.

61

Ask the children to look at the pictures in Activity 1. Say an action and tell them to find the child who is doing it. Ask the children to find their cut-outs on page 101 of their student’s book and to cut them carefully (monitor this activity). Play the recording and the children listen. Play the recording again and this time the children paste the cut-outs in the correct place. Play the CD again so they can check their answers. Say an action and ask a volunteer to say the name of the character who is doing it. Continue with the other actions.

2 Listen and chant. 62 Ask the children to stand up. Give them some instructions from the previous activity and ask them to do the action. Tell the class they’re going to hear a chant. Play the chant and let them listen to it. Play the chant again and encourage them to join in both saying it and doing the actions. Play the chant a few more times until the children are more confident with the words and actions.

Finishing off Ask for a volunteer to come in front of the class. Tell them to open their arms. Point at their arm and ask: What’s this? Invite the children to join by asking Is it a (leg)? Yes, it is. / No, it isn’t.

Transcripts Listen, cut and paste. 61

Chant: Stamp your feet! 62

Teacher: Monica, Monica, stamp your feet. OK Lee, clap your hands, clap your hands. Come on, Charlie, turn around… Turn around. Anna, Anna, touch your toes. Ruby, wave your arms. Oscar, shake your hands. Mark, nod your head.

All stand up and stamp your feet! Move your body to the beat! Wave your arms and touch your nose! Shake your hands and touch your toes! Jump, jump and nod your head! Touch your knees! Touch something red! Touch your legs and turn around! Clap your hands and all sit down! (x2)

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Students develop Cultural and artistic competence via musical awareness by listening to, acting out movements and chanting along with Stamp your feet! This activity uses TPR to aid memory by establishing an association between rhythm, language and word stress.

176

Learning by Doing English 1st grade

Unit 6. My body

Students develop Linguistic competence through the consolidation of spoken language in written format. Children trace over sentences to reinforce written use of the language and then match to the corresponding pictures.

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Activity Book Lesson 1,

page

138

Objectives To read the names of the parts of the body and imperatives. To recognize the parts of the body. To write the words of the parts of the body and imperatives.

Target language Vocabulary: arms, feet, hair, hands, head, knees, legs, toes Structures: Imperatives (Stamp your feet! Turn around! Wave your arms! Nod your head! Shake your hands!)

Materials Activity Book, page 138

Getting started Draw a body on the board. Ask a child to come to the board and to point to a body part. The rest of the class says what part of the body it is. If they get it right, write the word in the corresponding place.

2 Trace and match. Ask the children to look at you. Do the following actions and each time ask the children to say what it is: stamp your feet, turn around, wave your arms, nod your head and shake your hands. Ask the children to look at Activity 2. First, ask the children to read the sentences. Then ask a child to read the first one out loud. As they read it, tell the children to do the action. Do the same with the rest of the sentences. Ask the children to trace the sentences and then match them with the correct drawing. Go round the class to help where necessary.

3 Trace and number. Write the following words on the board: hair, head, arms, hands, legs, feet, toes, knees. Point to a part of your body and ask a child to come to the board and point to the corresponding word. Continue until all the words have been covered. Ask the children to look at Activity 3. Ask volunteers to read the words out loud. Tell the children to trace the words. When they have finished tell them to look at the puppet. Say a body part and ask the children to tell you which number it is on the puppet. Tell the children to write the numbers in the boxes. Finally, say a number and ask a child to tell you which body part it is. T: Eight. SS: Toes.

FinishingFoff Ask the children to work in pairs. Tell them to write a part of the body on a piece of paper. The other child should try to guess which part of the body the other child has written on the paper. Then, they switch roles.

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Learning by Doing English 1st grade

Lesson 2

Unit 6. My body

Production Student ’s Book,

page

65

Objectives To practise target vocabulary and structures.

Target language Vocabulary: arms, feet, hair, hands, head, knees, legs, toes Structures: Imperatives (Wave your arms! Nod your head! Shake your hands! Stamp your feet! Jump! Sit down! Stand up! Touch your ears! Clap your hands! Turn round!)

Materials Coins

Getting started Ask the children to stand up. Tell them that you will say an action and that they must do it. Say the actions getting faster and faster so the children have to respond quickly. Use the following actions: Wave your arms! Nod your head! Shake your hands! Stamp your feet! Jump! Sit down! Stand up! Touch your ears! Clap your hands! Turn round!

3 Play a game. Ask the children to look at the pictures in Activity 3. Point to each one in turn and ask what the action is. Elicit the actions. Explain that they are going to play a game. The children play in pairs. Give each pair a coin and explain that if they throw heads they move forward one square, if they throw tails then they move forward two squares. The children take turns to throw the coin and move forward; when they land on a square they must say the action.

4 Look and say. Ask a child to come to the front of the class. Ask them to do an action. If they do it correctly, then they can choose another child to come to the front of the class and then ask them to do an action. Continue until all the actions have been enacted.

FinishingFoff Play Simon says. Ask all the children to stand up. Give instructions to the children to do an activity, but they must only do it if you say, Simon says. T: Simon says clap your hands. The children clap their hands. T: Touch your knees. The children must not do the action or they are eliminated and have to sit down.

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Production

Unit 6 • My body

LESSON 2

3

Play a game. 1

2

3

6

5

4

7

8

9

11

10

START

12

4

FINISH

Look and say.

Sixty-five

65

Students develop Interpersonal and civic competence by playing games in groups and pairs in this lesson. Games help in learning English, using it in real life situations, improving memory as well as social interaction skills.

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Learning by Doing English 1st grade

Lesson 3

Unit 6. My body

Review Charlie the clown! Student ’s Book,

pages

66-67

Objectives To develop pre-reading skills.

Review Charlie the clown!

Unit 6 • My body

LESSON 3

5

Listen to the story. 63

To enjoy a story. To consolidate target language.

Target language

7

8

9

2

1

Vocabulary: ears, hair, hands, legs, mouth, nose

Materials

6

4

3

Stop and think! Read and colour one of the

CD

about the story.

I don’t understand. I need help to understand. I understand, I could help others.

66

Sixty-six

Sixty-seven

67

Students develop Linguistic competence and comprehension by listening to a story: Charlie the Clown! The story revises and integrates new structures from previous lessons to build knowledge. Children develop fluency by participating in a guided role play.

Getting started Ask the children to look at the Student Books at page 66. Ask them to look at the story and to identify characters they know. Then ask them to look at the little pictures at the top of page 66. Point to the picture of the ball and ask: Can you find this in the story? Tell them to look in the story and see if they can find the ball. Tell them to circle the picture of the ball, because it appears in the story. Tell them to look through the story and find which of the remaining pictures appear and to circle them. Ask them to check their answers with a partner. Finally, ask the children to cross out all the pictures that do not appear in the story.

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5 Listen to the story. 63 Play the story once. Play the story again and ask the children to follow the story in their books. Pause the recording at various points. Ask volunteers to point to the relevant scene in their books. Divide the class into six groups and assign parts to each group: Charlie, Ruby, Monica, Ruby’s mum, Clown 1 and Clown 2. Play the recording again and pause the recording after each scene and tell each group to repeat their character’s lines.

Stop and think! Read each statement out loud and explain them to the children. Point to the circles and tell them to choose only one statement and to colour the circle next to the one they chose. Finally, ask the children which statement they coloured to assess comprehension of the story.

FinishingFoff

Write numbers from 1-8 on the board to identify the different story cards. Divide the class into two teams. Tell the children you are going to play a game. Choose a member from each team and read out one of the character’s lines from the story. The first player to raise its hand and correctly guesses the story card wins a point for his or her team. Repeat this until everyone has had a turn.

Transcript Story: Charlie the clown! 63 Story card 1 Narrator: The children are at the circus with Ruby’s mum. Look! It’s the clowns! Ruby: Look, Charlie. That clown’s got three legs! Charlie: Clowns are fantastic! Story card 2 Narrator: Now, it’s the acrobats. They’re amazing! Monica: I love acrobats! Acrobat: Look, no hands! Story card 3 Narrator: Look at that acrobat! He’s walking on his hands… on a ball! Incredible! Charlie: Can I go to the toilet? Ruby’s mum: OK, go quickly! The clowns are next! story card 4 Narrator: Charlie’s looking for the toilet. But he finds the clowns! Clown 1: You’re late! Clown 2: Come here, quick! Charlie: But…

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Learning by Doing English 1st grade

Story card 5 Narrator: The clowns have got a costume for Charlie. There’s a red nose and two green ears. Oh look! Charlie’s a clown! Clown 2: Here’s your nose. Clown 1: And your ears! Charlie: Oh, thank you! Story card 6 Narrator: It’s time for the clowns, but… Ruby’s mum: Where’s Charlie? Ruby: I don’t know, Mum. Story card 7 Narrator: Who’s the clown with the orange hair? Monica: Ha ha ha! Lee: That’s Charlie! Story card 8 Narrator: After the circus, Ruby, Monica and Lee find Charlie with the clowns. It’s time to say goodbye. Clown 2: Thanks, Charlie. This is for you. Charlie: Thanks. Bye! Monica: Clowns are fantastic!

Lesson 4

Unit 6. My body

Word Stress Student ’s Book,

page

68

Objectives To reinforce target vocabulary. To improve listening comprehension skills. To sing a song.

Target language Vocabulary: ears, eyes, mouth, nose

Materials CD Activity Book, page 139

F Getting started Do a class survey. Ask: What colour are your eyes? Are they green? Ask the children to raise their hands. Make a note of the eye colours and then say: The most common eye colour is (brown).

6 Trace and say. Ask the children to look at you. Point to a part of your face and say the new words, nose, ears, eyes, mouth, each time ask the children to repeat the word after you. Say one of the face words and ask the children to point to it on their face. T: Ears. The children point to their ears. Ask the children to look at the pictures in Activity 6. Point to the first picture and ask: What is this? Choose a volunteer to tell you: Nose. Do the same with the other pictures. Then ask the children to trace the words.

7 Listen and sing. 64 Ask the children to stand up. Then ask them to sit down. Explain that they are going to hear a song about Charlie the clown. Tell them to listen and to point to the parts of the face as they hear Charlie saying them. Play the song and the children join in pointing. Play the song again and ask the class to join in singing.

Finishing Foff

Ask a child to come to the front of the class and to do something. T: Touch your nose. The child does the action and the rest of the children say if they are doing the correct action. T: Is this correct? SS: Yes! Ask other volunteers to come to the front of the class and other children to say the actions.

Transcripts Song: Charlie the clown. 64 Chorus: I’m Charlie the clown. Stand up! Sit down! I’m Charlie the clown. Look at me!

My nose is orange, I’ve got purple eyes. I’m Charlie the clown! Do you like my disguise?

My ears are pink, My hair is blue. I’ve got a green mouth, Hello to you!

(Chorus)

(Chorus)

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Word Stress LESSON 4

6

Trace and say.

”nosæ 7

earfi

eyefi

”mout™

Listen and sing. 64

I’m Charlie the clown. Stand up! Sit down! I’m Charlie the clown. Look at me!

Activity Book 139 Page

68

Sixty-eight

Students develop competence in Learning to learn by participating in the memorization of the song Charlie the Clown by using TPR strategies of pointing to different face parts. Music together with action provides wonderful support for memorizing information.

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Learning by Doing English 1st grade

Unit 6. My body

Students develop competence in Autonomy and personal initiative by creating and describing a monster. Students are asked to come to the front of the class to describe their personalized drawing. Giving a short mini-presentation of this kind helps students to gain confidence.

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Activity Book Lesson 4,

page

139

Objectives To reinforce target structures. To develop writing skills. To revise colours and numbers.

Target language Vocabulary: ear, eye, hair, mouth, nose Structures: My (hair) is (green).

Materials Activity Book, page 139 Colour pencils

Review colours numbers

186

Getting started Ask the children to draw a face in the ir notebooks. Tell them to identify at least three parts. Supervise the activity.

4 Trace and match. Write the words ear, hair, mouth, eye and nose on the board. Point to the first word and ask the children to read it and then touch the corresponding part of their face. Repeat with the other words. Ask the children to look at the picture in Activity 4. Tell the children to trace the words and then match them to the picture.

5 Draw and colour. Ask the children to look at Activity 5. Explain that they are going to complete and colour the picture of the clown. Ask a volunteer to show his or her picture, Then point to each feature and say: Look, blue hair. and describe it as they come to show you.

Finishing off Ask the children to draw a colourful monster in their notebooks. Then, ask volunteers to come to the front of the class to show their picture and describe it to the rest of the children.

Learning by Doing English 1st grade

Lesson 5

Unit 6. My body

Student’s Book Page 69 Objectives To practise target language. To read target vocabulary.

Target language Vocabulary: ears, eyes, mouth, nose; green, pink, purple, red, yellow Structure: I’m a (clown).

Materials Activity Book, page 140 photo of a pet coloured whiteboard pens

Getting started Draw a circle on the board. Tell the children that this is your monster’s face. Ask the children some questions. T: How many eyes? SS: Six. Draw six eyes. Continue to ask questions using mouth, ears and nose. When the drawing is finished ask for volunteers to come to the front of the class and describe the monster’s face.

8 Look and trace. Ask the children to look at you and guess what you are. Imitate a dog, a rabbit, frog and a clown. When they guess say: I’m a (dog). Ask the children to look at Activity 8. Explain that the children in the photos are dressed up and elicit the names of the four costumes. Tell the children to point to the corresponding photo. The children then trace the words.

9 Colour and say. Draw a monster’s head on the board in blue. Be sure to draw a mouth, eyes, a nose, hair and ears. Ask the children questions and let them choose the colours they wish. T: What colour is his hair? SS: It’s blue. Then show a volunteer draw and point to each feature and say: Look, blue hair. Ask the class to look at Activity 9. Ask some children to colour and body parts. The children then colour the monster.

Finishing off Draw a body on the board. Divide the class into two teams and ask a child from each team to the front. Name a body part and then tell the child of one of the teams to identify it in the drawing. Then, say another body part for the other child to identify. To this until there are no body parts left to identify. The team with the most points wins.

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CLIL: Students develop Linguistic competence through fluency skills practice in a variety of controlled description activities. By working on descriptions both in spoken and written production, children consolidate language learning while building both fluency and accuracy. Students also develop science OA 2. Students colour the alien as described.

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Learning by Doing English 1st grade

Unit 6. My body

Teacher’s Methodological Manual

189

Activity Book Lesson 5,

page

140

Objectives To revise colours. To practise writing. To reinforce reading skills.

Target language Vocabulary: cat, dog, rabbit; blue, orange, pink, purple, red, yellow Structures: I’m a (rabbit).

Materials Activity Book, page 140

Getting started Tell the children that you are going to give them some instructions and that they must do as you say quickly. Tell them to do things getting faster and faster so that they are responding ever more quickly. T: Touch something yellow. Touch your nose. Clap your hands.

6 Look and write. Ask the children to look at you. Imitate a rabbit, a cat and a dog and the children guess what you are. T: What animal am I? SS: A (rabbit). Ask the children to look at the pictures in Activity 6. Point to one of the pictures and ask the children to name the animal the child is dressed as. T: What’s this? SS: It’s a (rabbit). Write ‘dogcatrabbit’ on the board as in the book. Point to the letters and ask a volunteer to find the first word. Tell the child to come to the board and write the word on it. Show the children the letters at the top of the page in their books and ask them to find and circle the animal words and write them under the corresponding pictures.

7 Read and colour. Write the following colour words on the board; red, yellow, orange, pink, purple, blue. Point to each word and ask the children to say it and to point to something of that colour. Ask the children to look at Activity 7. Explain that the box on the left tells them how to colour the girl’s mask. Tell the children to find number one on the girl’s mask. Then ask them to find which colour in the box corresponds to number one. Repeat with the other numbers. The children then colour the picture using the key.

Finishing off Give the children instructions to colour the pictures from Activity 6 in their Activity Books. T: Colour the (rabbit’s ears) (pink). T: Colour the (cat’s hair) (green). Invite children to give some of the instructions for their classmates.

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Learning by Doing English 1st grade

Lesson 6

Unit 6. My body

Student’s Book Page 70 Objectives To listen to a story. To follow the sequence in a story. To develop reading skills. To practise pronunciation: t.

Target language Vocabulary: arms, ears, eyes, feet, hair, hands, head, knees, legs, mouth, nose, toes

Materials CD Activity Book, pages 141-142

Finishing off Do some revision of the previous unit. Slowly draw a body part on the board and the children have to try and guess what is being drawn before it is finished. Do it with all the body vocabulary.

Getting started Give each child a piece of paper and give them a dictation of a monster to draw. T: It has three red eyes. It has one leg, one foot and eight toes. Invite children to offer suggestions for the description.

10 Listen. 65 Ask the children to look at Activity 10. Tell them to look at the first scene from the cartoon, and explain that Beep is out on his bike. Play the recording and ask the children to follow the story in their books. Play the recording again, stopping at various points and asking volunteers to repeat a line.

Extra Activity: Phonics Listen and say a tongue twister.

F

66

Tell the children they are going to learn a tongue twister. Play the recording, pausing at the end of each line for the children to repeat. Write the tongue twister on the board or show the Beep’s world flashcard to the class. Play the recording again encouraging the children to copy the narrator’s intonation. Encourage the children to find any other words that they know that begin with the t sound for example, ten, train or any names of children in the class. Write the words up on the board and practise saying them with English pronunciation.

Transcripts Listen. Beep’s world! 65 Narrator: Beep and Robby are at the park. Beep is on his bike. Robby: Squeak! Narrator: Oh no! Poor Beep! But look at Robby. He’s alright. Beep: Help, Robby. Find my eyes! Robby: Beep! Beep! Narrator: Here’s Beep’s head…

Beep: Where are my arms? Robby: Beep! Beep! Beep: And my legs? Narrator: Robby’s got Beep’s arms, legs and body. Beep: Quick, Robby! Help me! Robby: Beep! Beep! Narrator: Robby helps Beep. Good work, Robby!

Narrator: Fantastic work, Robby! … Uh? Oh no! Beep: Oh no! My hand is on my leg and my foot is on my arm! Robby: Beep! Beep! Narrator: Oops! Poor Robby! … Poor Beep!

Listen and say a tongue twister. 66 Touch a teddy! Touch a teddy! Touch a toy! Touch a teddy! Touch a toy! Touch your toes!

Touch a teddy! Touch a toy! Touch your toes! Turn around! Touch a teddy! Touch a toy! Touch your toes! Turn around! Touch a table too!

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Beep’s world! 10

t sound

Listen. 65

LESSON 6

Activity Book 111 141 -142 Page

70

Seventy

Students develop competence in Autonomy and personal initiative by inventing part of a monster dictation for a classmate. Students are asked to read the first few lines of a dictation and then invent the rest, thus allowing for autonomy and creativity in expression.

192

Learning by Doing English 1st grade

Unit 6. My body

Students develop competence in Learning to learn by participating in an end of unit revision of content knowledge. The teacher revises and gives constructive feedback to the students. This is important for students’ progress, so they learn how to correct their own mistakes.

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Activity Book Lesson 6,

pages

141-142

Objectives To write the words of the parts of the body. To revise the vocabulary from the whole unit. To reinforce reading skills.

Target language Vocabulary: arms, ears, eyes, feet, hair, hands, head, knees, legs, mouth, nose, toes

Materials Activity Book, pages 141-142 Unit 6 flashcard

Getting started

F

Show the unit’s flashcard to the class. Ask different questions to the children about the items on the flashcard. The children should try and answer with complete sentences. T: Is this a (leg)? SS: Yes it is. / No, it isn’t. T: What is this? SS: It’s a (nose). T: (Alicia), come and point to a (nose).

8 Colour and trace. Ask the children to look at the pictures in Activity 8. Say a number and ask them to name the picture. T: One SS: eye. Repeat with the other pictures. Tell the children to colour each picture and trace its words. Go round the class helping where necessary.

Picture dictionary Ask the children to look at the picture dictionary on page 142 of their Activity Books. Hold up your two index fingers and signal to the class to do the same. Say: Point to the eye and the foot. Encourage the class to quickly point to the two pictures and check with the child next to them. Repeat with other words from the page. Tell the children to trace each word on the dictionary page.

Finishing off Ask general questions about vocabulary from previous units. For example, write a number on the board and ask: What number is this? Put a classroom object on top of your desk and ask: What colour is the (pencil)?

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Learning by Doing English 1st grade

Unit 6. My body

Think Back! Page 71

Think back! 11

Unit 6 • My body

Colour and count the

with the goals you can do.

Lesson 1

Unit 6

I can sing songs and chants about body. Lesson 2

I can play a game with my partner. Lesson 3 Lesson 4

I can understand a story. I can find parts of the face.

I can colour part of the face.

Lesson 5

Lesson 6

I know the t sound.

Seventy-one

71

Think Back! is a section that makes students become self-aware about their learning process. They will have to colour each circle if they think they have achieved the lesson goal. Read each statement out loud and evaluate understanding. Read each lesson and ask them to colour the circle if they can do the action present in the statement. After colouring the circles, students should colour the face that represent them. Depending on this, assess the class level and whether a revision is necessary before doing the Unit assessment. If you have an extra time you can ask the children to draw and colour their face in their notebook.

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Assessment Methodological Manual,

pages

197-198 Revise the vocabulary with the children. Show the children the assessment and explain each activity. Play the audio and the children do Activity 1. Play it again. The children complete the rest of the assessment by themselves.

Objectives To evaluate children’s understanding of target language from the unit.

This is an extra material, If you have time you can use it or not.

Target language Vocabulary: arm, ears, eyes, foot, feet, hand, hair, head, knee, leg, mouth, nose; colours Structures: Imperatives (Stamp your feet! Turn around! Wave your arms! Nod your head! Shake your hands! Jump! Sit down! Stand up! Touch your ears. Clap your hands! Turn round!)

1 Listen and tick the parts of the body. 67 Ask the children to look at the pictures in Activity 1. Explain that they are going to hear some of the body parts mentioned and that they must only tick the words they hear. Answers: See transcript.

2 Look at the picture and circle the correct word. The children look at the pictures and then circle the word which corresponds to each picture.

3 Write the words. The children use the words in the box to label the picture.

Materials CD Photocopies of Unit 6 Assessment, Methodological Manual, pages 197-198

4 Read and colour the picture. The children read the sentences and colour the picture accordingly.

Students develop competence in Learning to learn by applying acquired learning strategies such as: focusing attention, memory recall, as well as comprehension and linguistic expression in order to complete an end of unit assessment.

Transcript Unit 6 Assessment. Listen and tick the parts of the body 67 Mouth. Feet.

196

Leg. Head.

Learning by Doing English 1st grade

Nose. Arm.

Unit 6 Assessment Class:

1

Listen and tick (✔) the parts of the body. 67

2

Look at the picture and circle the correct word.

Wave your arm / leg.

Shake your arm / head.

Stamp your knee / feet.

Clap your hands / feet. Teacher’s Methodological Manual

Photocopiable Material

Name:

197

Write the words.

ea®

4

hai®

mout™

e¥æ

noßæ

Read and colour the picture.

M_¥Myhai® pin§. hair isifipink. M¥Myƒæe† ®e∂. feet aræ are red. M¥Myarmfi ¥ello∑. arms aræ are yellow. M¥My¬egfi g®æe>. legs aræ are green. M¥Mye¥efi bl¤æ. eyes a®æ are blue. M¥Myhandfi purp¬æ. hands a®æ are purple. 198

Learning by Doing English 1st grade

Photocopiable Material

3

Unit 7. My favourite food

Introduction

Teaching tip

Unit objectives To introduce food vocabulary. To use functional language with simple structures. To express likes and dislikes. To find out about food from other countries. To practise pronunciation: ch.

Target language Vocabulary: apples, bananas, bread, cake, cheese, chicken, juice, milk, oranges, pizza, sandwiches, sausages, spaghetti, yoghurt

Try and encourage all the children to join in all the TPR (Total Physical Response) activities. Be careful, as some activities can get to be very noisy and some control can be easily lost whilst doing this kind of activities. As F a teacher you should make the explanation clear so the children know exactly what they have to do. Ask the children to give you feedback of what they have understood. You will see that there will be several different needs in your class. Most children will enjoy TPR activities. Most times, children learn at different rates and this is also the same way for listening and understanding a foreign language. Some children will begin to get a better knowledge through doing these kinds of activities and they will gain confidence with their classmates.

sandwic™

mil§

brea∂

spaghett^ cakæ

Structures: Do you like…? I like… I don’t like… My favourite food is…

juicæ yoghur†

cheesæ pizzå bananafi

applefi

orangefi sausagefi

chicke>

Beep’s world! 74

ard Today, Beep Flashc is in a restaurant.

Unit 7

od

urite fo

My favo

Hello! And you?

Spaghetti and cheese… and choc olate cake, please.

Hello. A chicken and a banana yoghsandwich urt, please.

Beep and Robby

Where’s the food?

are making the food.

Yoghurt, cake… chocolate , cheese. I don’t know.

Here you are! A yoghurt sandwich and chicken cake !

Oops!

Banana and and spaghetti andcheese choc Enjoy your meal! olate…

Tongue twister 75 Charlie and Chip py Charlie and Chip like chocolate. py like chocolate and chicken. Charlie and Chip py like chocolate and chicken and cheese.

F Getting started

F

Show the unit’s flashcard to the class and ask the children if they know where Beep is. Ask them to put their hands up if they know the names of any of the food items in the picture. Ask volunteers to come to the front, point to a food item they know and say the word. Point to the pictures one at a time, say the word and ask the children to repeat.

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Presentation Student ’s Book,

pages

72-73

1 Getting ready.

Objectives

Tell the children to look at the picture on pages 72-73. Ask them to tell you where the girl and the grandad are located (kitchen). Tell them to point to the food and ask them what they are doing in the kitchen.

To introduce food vocabulary. To say a chant.

2 Listen, point and repeat. 68

Target language

Ask the children to look at the picture again. Point to the pictures of food on the page and ask the children to name them. Play the CD and ask the children to point to each food item as they hear the word. Play the CD again and this time the children repeat the words. Encourage all the children to repeat the words.

Vocabulary: apples, bananas, cake, cheese, chicken, oranges, pizza, sandwiches, spaghetti, yoghurt

Materials

3 Listen and chant. 69

CD Activity Book, page 143

Finishing off Draw an apple on the board. Ask the children to tell you what the drawing is. Do this with the other vocabulary seen during the lesson.

Write the following words in this order: apples, oranges, chicken, cheese, pizza, spaghetti, cake, yoghurt, bananas, sandwich. Play the recording and point to each food item as they are named and point to yourself then the children when the chant says me and you. Play the recording again and ask the children to join in with the chant. Once the chant is memorized, practise it by starting slowly and speeding up with each repetition.

4 Colour the

of goals you like most.

Read the unit goals out loud and ask the children to choose the goals they would like to do the most. Point to the uncoloured circles and help the children to decide which one to colour by explaining each goal.

5 Which

would you like the learn first?

Ask the children to look at Activity 5 and to choose one of the unit goals they would like to do first and to think about why they chose it. Ask a volunteer to give you their decision and to explain it. Continue with other volunteers.

Transcripts Listen, point and repeat. 68

Chant: The food chant. 69

Oranges. Cake. Yoghurt. Sandwiches. Chicken.

Apples and oranges, Chicken and cheese, Pizza, spaghetti and cake, Yes please! Yoghurt, bananas and sandwiches too. Lots of food for me and you.

200

Bananas. Apples. Pizza. Cheese Spaghetti.

Learning by Doing English 1st grade

Unit 7. My favourite food

Unit 7. My favourite food

Presentation Getting Ready 1. Look and answer.

yoghurt oranges

a. Where are the girl and grandad? b. What are they doing? 2. Listen, point and repeat. 68 3. Listen and chant. 69

cake bananas sandwiches

chicken

My Goals • Colour the

would you like to learn first?

• Which

apples

of goals you like most.

Unit Goals

cheese

• Saying the name of food.

pizza

• Expressing likes and dislikes. • Following short dialogues. • Enjoying a story. • Singing songs and chants.

spaghetti

72

Seventy-two

Activity Book 143 Page

Seventy-three

73

Students develop competence in Learning to learn by memorizing a chant about food. Learning the different phases in memorization in order to commit information to long term memory is an important skill in language learning.

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Students develop competence in Knowledge and interaction with the physical world by learning and talking about different types of food and their colours in English class. Students describe the colour of different foods for revision and extension work.

202

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Unit 7. My favourite food

Activity Book Presentation,

page

143

Objectives To read food vocabulary. To revise the colours. To interpret a key.

Target language Vocabulary: apples, bananas, cake, cheese, chicken, oranges, pizza, sandwiches, spaghetti, yoghurt

Materials CD Activity Book, page 143 Unit 7 flashcard

Getting started

F

Show the unit’s flashcard to the class. Point to different food items and ask questions. T: What’s this? SS: It’s a banana. T: What colour is this apple? SS: It’s red. If there are children who still need help, then ask them to repeat the word several times.

1 Read and colour. Ask the children questions about the colour of food. T: What colour are bananas? SS: Yellow. Invite a child to ask the question to the class and continue with other volunteers. Ask the children to look at Activity 1. Point to the key at the top of the page and ask volunteers to read out the food and the colours. Then say the name of a food and the children tell you the colour. T: Chicken. SS: Brown. The children then use the prompts to colour the picture of the food.

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Lesson 1 Practice Student ’s Book,

page

74

Objectives To recognize food vocabulary. To express food preferences.

Target language Vocabulary: apple, pizza, sandwich, yoghurt Structures: I like… I don’t like…

Materials CD Activity Book, page 144 Unit 7 cut-outs Scissors Glue

Getting started Ask the children if they like food. Continue asking questions about the type of food they like, for example, if they like fruits or vegetables..

1 Listen and draw. 70 Draw a banana on the board and tell the children, while shaking your head: I don’t like (bananas). Then draw a sad face on the board. Next, draw an apple and tell the children, while smiling and rubbing your tummy: I like (apples). Then draw a happy smile on the board. Ask the children to look at Activity 1. Point to the happy and sad faces in the book and on the board. Play the CD and let the children listen. Play it again and tell them to draw the correct face with each picture.

2 Cut, paste and say. Tell the children to look at Activity 2. Now, ask the children to get their cutouts from page 101 and to cut them carefully (monitor this activity). Point to the first cut-out and ask the children who like it to put up their hand. Tell them they have to paste the cut-outs in the I like bag and the children who don’t like it put it into the I don’t like bag. The children paste the remaining cut-outs. Ask the children to tell the person sitting next to them about the food they like and don’t like.

Finishing off Ask the children to work in pairs. Tell them to write one word they learnt from this lesson on a piece of paper and to put it face down on their desks. The other child should try to guess what the word is. Then, they should switch roles. Supervise the activity.

Transcript Listen and draw. 70 1. Ruby’s mum: A sandwich, Ruby? Ruby: Uurgh! I don’t like sandwiches! 2. Lee’s dad: Here’s an apple for you. Lee: Mmm! I like apples. Thanks!

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3. Monica’s grandad: Do you want pizza, Monica? Monica: Yes please! I like pizza! 4. Charlie’s mum: Here’s a yoghurt, Charlie. Charlie: Oh Mum, yuk! I don’t like yoghurt. Charlie’s Mum: OK, Charlie!

Unit 7. My favourite food

Students develop Linguistic competence through working on listening comprehension in a controlled listen and draw activity. Languages are learnt by having a period of aural recognition before the production stage. For this reason, building language skills starts with listening comprehension.

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2 Colour and draw.

= I ”likæ... 1

= I ”do>ª† ”likæ... 3

Child's own drawing 2

144

4

One hundred and forty-four

Students develop competence in Autonomy and personal initiative by expressing likes and dislikes with regards to food. In this activity, students are able to show their opinion on different foods by jumping to one side of a line or another.

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Activity Book Lesson 1,

page

144

Objectives To match sentences with pictures. To associate likes and dislikes.

Target language Vocabulary: apples, bananas, cake, cheese, chicken, oranges, pizza, spaghetti, sandwiches, yoghurt Structures: I like… I don’t like…

Materials Activity Book, page 144

Getting started Divide the class into two teams. Whisper a food word to one person in each team who then whispers it to the next person. The children continue to pass along the word and the last person then says the word out loud. If the word is correct, the team wins a point. Make it more challenging by saying combinations of food.

2 Colour and draw. Tell the children to look at Activity 2. Write on the board: I like yoghurt. / I don’t like yoghurt. Under each sentence draw a face without a mouth. Point to yourself, say: I like yoghurt, draw a happy mouth. Ask children to say whether they like yoghurt or not. As they answer, explain that for each food item, they should draw a happy or sad face whether they like or don’t like it. Then, let them colour each picture.

FinishingFoff On one side of the board write: I like; and on the other write: I don’t like. Ask the children to stand in a line perpendicular to the board. Call out food words and the children jump to one side or the other depending on whether they like the food or not.

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Lesson 2 Production Student ’s Book,

page

75

Objectives To extend target vocabulary. To sing a song. To use simple grammar structures.

Target language

Getting started

F

Show the unit’s flashcard to the class. Point to the bread, milk, juice and sausages and say the words, each time asking the children to repeat them. Point to different food items and ask the children questions. T: What’s this? SS: It’s (bread). T: Is this (juice)? SS: No, it’s (milk). T: (Sergio) do you like (milk)?

3 Trace and say.

Vocabulary: apples, bananas, bread, cheese, chicken, chocolate, juice, milk, sausages, oranges, pizza, yoghurt

Tell the children to look at Activity 3. Ask them to carefully trace the words. When they have finished ask them to point to each picture and say the word to the person sitting next to them.

Structures: I like… I don’t like…

4 Listen and sing. 71

Materials CD Activity Book, page 145 Unit 7 flashcard

Write the food vocabulary on the board in the order of the song: oranges, apples, yoghurt, cheese, bread, pizza, banana, chicken, chocolate, spaghetti. Tell the class they’re going to hear a song: I like oranges. Play the song, pointing to the words in each verse and putting your thumbs up or down depending on whether the song says I like or I don’t like. Play the song again and encourage all the children to join in with the words and using their thumbs.

Finishing off Ask the children to look at the words written on the board and to work in pairs. The children have to tell their partner whether they like the piece of food or not using the structures for like and dislike.

Transcript Song: I like oranges. 71 I like oranges. I like oranges. Yes, I do. Yes, I do. But I don’t like apples. No! No! No! How about you? How about you? I like yogurt. I like yogurt. Yes, I do. Yes, I do. But I don’t like cheese.

208

No! No! No! How about you? How about you? I like bread. I like bread. Yes, I do. Yes, I do. But I don’t like pizza. No! No! No! How about you? How about you? I like bananas. I like bananas.

Learning by Doing English 1st grade

Yes, I do. Yes, I do. But I don’t like chicken. No! No! No! How about you? How about you? I like chocolate. I like chocolate. Yes, I do. Yes, I do. But I don’t like spaghetti. No! No! No! How about you? How about you?

Unit 7. My favourite food

Production

Unit 7 • My favourite food

LESSON 2

3

Trace and say.

1

2

”brea∂ 4

3

”mil§

4

”juicæ ”sausagefi

Listen and sing. 71 I like oranges. I like oranges. Yes, I do. Yes, I do. But I don't like apples. No! No! No! How about you? How about you?

Activity Book 145 Page

Seventy-five

75

Students develop Cultural and artistic competence via musical awareness by listening to, acting out movements and singing along to the song: I like oranges. Aids memory by establishing an association between movements, rhythm, language and word stress.

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3 Colour and trace. 1

2

”pizza 3

”cheese 4

”sandwiches

bananas

One hundred and forty-five

Students develop Linguistic competence by associating the phonological, semantic and graphological representation of vocabulary words. In this activity, students consolidate knowledge from the previous lesson about food by matching halves of words to form a complete word.

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Unit 7. My favourite food

Activity Book Lesson 2,

page

145

Objectives To recognize the food words. To read some texts. To match a text with the corresponding picture.

Target language Vocabulary: apples, bananas, cake, cheese, chicken, oranges, pizza, sandwiches, spaghetti, yoghurt Structures: I like… I don’t like…

Getting started Think of a word seen in the previous lesson. Tell the children to guess which one it is. Whoever guesses correctly comes to the front, chooses another word and tells the class to guess it. Continue until all the vocabulary has been practised.

3 Colour and trace. Ask the children to look at the pictures in Activity 3. Say a number and ask them to name the picture. T: One SS: pizza. Ask the children to listen carefully. Say the beginning of a food word and ask the children to finish off the word. T: Sand… SS: …wich. Repeat with other words including, cheese, bananas and pizza. Finally, tell the children to colour each picture and trace its words. Go round the class helping where necessary.

Materials Activity Book, page 145 Some music

Finishing off Ask the children to stand up and walk around the classroom. Explain that you are going to play some music and when the music stops, you will call out a food word and they must turn to the nearest person to them and say whether they like that food or not. If they both like the food, they give each other a high five. Play the music and stop several times to call out a food item.

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E

Lesson 3 Review I like chocolate cake! Student ’s Book,

pages

76-77

Objectives To reinforce the target vocabulary.

Review I like chocolate cake!

Unit 7 • My favourite food

LESSON 3

5

Listen to the story. 72

To listen to a story.

Target language

6

7

8

2

1

Vocabulary: chicken, chocolate cake, fish, sausages Structures: Do you like…? I like… I don’t like…

5

4

3

Stop and think! Read and colour one of the

about the story.

I don’t understand. I need help to understand. I understand, I could help others.

Materials

76

Seventy-six

Seventy-seven

77

CD

Students develop Linguistic competence and comprehension by listening to the story: I like chocolate cake! The story revises and integrates vocabulary from previous lessons to build knowledge. Children develop listening fluency by participating in a Story card race.

Getting started Tell the children to look at the story and ask them to identify the characters. Then ask them to look at the little pictures at the top of page 76. Point to the picture of the chocolate cake and ask: Can you find this in the story? Tell them to look in the story and see if they can find the chocolate cake. Tell them to circle the picture of the chocolate cake, because it appears in the story. Tell them to look through the story and find which of the remaining pictures appear and to circle them. Ask them to check their answers with a partner. Finally, ask the children to cross out all the pictures that do not appear in the story.

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5 Listen to the story. 72 Play the story once. Play the story again and ask the children to follow the story in their books. Pause the recording at various points. Ask volunteers to point to the relevant scene in their books. Divide the class into seven groups and assign parts to each group: Charlie, Anne Marie, Ruby, Lee, Monica, mum and dad. Play the recording again and pause the recording after each scene and tell each group to repeat their character’s lines.

Stop and think! Read each statement out loud and explain them to the children. Point to the circles and tell them to choose only one statement and to colour the circle next to the one they chose. Finally, ask the children which statement they coloured to assess comprehension of the story.

FinishingFoff

Write numbers from 1-8 on the board to identify the different story cards. Divide the class into two teams. Tell the children you are going to play a game. Choose a member from each team and read out one of the character’s lines from the story. The first player to raise its hand and correctly guesses the story card wins a point for his or her team. Repeat this until everyone has had a turn.

Transcript Story: I like chocolate cake! 72 Story card 1 Narrator: Lee, Monica and Ruby are at Charlie’s house. Lee, Monica and Ruby: Hello Charlie! Charlie: Hi! Come and eat! Story card 2 Charlie: Here you are, Anne Marie. Sausages! Mmm! Anne Marie: I don’t like s-sausages. Narrator: Chippy likes sausages! Story card 3 Ruby: Here you are, Anne Marie. Do you like chicken? Anne Marie: No, I don’t! Ruby: Oh! Story card 4 Lee: Anne Marie. Oooh, look at this, Anne Marie! Do you like fish? Mmmm! Anne Marie: I don’t like f – f - fish!

Story card 5 Narrator: Dad has a surprise! Dad: Hey, everyone! Come to the kitchen for chocolate cake. Monica: Fantastic! Children: Hurray! Anne Marie: Oh! I like ch-ch-chocolate cake! Story card 6 Narrator: Oh no! Mum is cross with Anne Marie! Mum: No chocolate cake for you, Anne Marie! Anne Marie: I don’t like you! Story card 7 Narrator: Oh no! What is Chippy doing now? Anne Marie: Good dog, Chippy! Narrator: Oh yes! Chippy likes food! Story card 8 Dad: Good girl, Anne Marie! Mum: Here you are, Anne Marie. Anne Marie: I like chocolate cake! Narrator: Now, everyone is happy!

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Lesson 4 Word Stress Student ’s Book,

page

78

Objectives To express likes and dislikes. To complete a questionnaire.

Target language Vocabulary: sausages, pizza, banana, milk Structures: Do you like…? Yes, I do. / No, I don’t.

Materials CD Activity Book, page 146

Getting started Mime eating a kind of food. The children take turns to guess what it is. When someone guesses, ask them if they like that food. SS: Sausages. T: Yes. Do you like sausages? SS: Yes, I do. A child can then take over the role of miming eating a food item.

6 Trace, listen and tick or cross. 73 Draw two apples, some bananas and cheese on the board. Ask some children to ask questions to others. T: Paula, ask Isabel if she likes apples. Paula: Isabel, do you like apples? Isabel: Yes, I do. Write the child’s name at the side of the pictures to make a chart and put a tick under the picture of apples. Repeat with the other food. Tell the children to look at Activity 6 and to trace the example. Explain that they are going to listen to the CD and they have to put a tick if Lee likes the food and a cross if he does not like it. Play the CD and ask the children just to listen. Play it again and this time they put the ticks and crosses. Play it a final time for them to check their answers.

7 Ask and answer. Tick or cross. Ask the children to look at the pictures again. Tell them they are now going to do the same activity but about themselves. Ask them to look at the food and to put a tick or cross for each food item. Practice the question Do you like …? as a group and then tell the children to ask a friend about the pictures. The children complete the chart with their friend’s answers.

FinishingFoff

Write the four words from the chart on the board: pizza, sausages, bananas and milk. Tell the children you are going to see how many people like each one. Say: Do you like pizza? The children put up their hand if they like it. Count how many hands are raised and write the number next to pizza. Continue with the other three words. Then point to each word and say: (Seventeen) people like (pizza).

Transcripts Trace, listen and tick or cross. 73 Ruby: Hi Lee. Do you like pizza? Lee: Argh! No, I don’t. Ruby: Ok. Do you like sausages? Lee: Yes, I do. They’re delicious! Ruby: Do you like bananas?

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Lee: No, I don’t. Ruby: Do you like milk? Lee: Mmm! Yes, I do. Ruby: Me too! Thank you!

Unit 7. My favourite food

Students develop Interpersonal and civic competence by taking turns interviewing their partner to complete a questionnaire about food preferences. Participating in this activity enables students to work independently in pairs while promoting active listening skills through a structured task.

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Unit 7. My favourite food

Activity Book Lesson 4,

page

146

Objectives To understand food vocabulary. To use simple grammar structures.

Target language Vocabulary: apples, bread, juice, milk, sausages, yoghurt Structures: Do you like…? Yes, I do. / No, I don’t.

Materials Activity Book, page 146 sheets of paper

Getting started Give each child half a sheet of paper. Keep one for yourself and ask the children to copy you. Crunch the paper into a ball. Tell the children that it is an apple. Tell the children that you are going to give some orders to the children but only when you say apple. Tell the children not to do anything if you say orange. For example, T: Put the apple on the table. The children place the apple on the table. T: Put the orange on your head. The children must not do this action. T: Put the apple on the chair. Put the apple on your book. Put the orange in your pencil case.

4 Colour and match. Do a small class survey about food. Write this list of food on the board: bananas, cake, cheese, chicken, oranges and sandwiches. Then, ask some children questions. T: (Catalina), do you like bananas? Put a tick or a cross next to the food depending on the answer. Ask different children the other questions and put a tick or cross next to the food depending on the answer. Ask the children to look at Activity 4 Tell them they match to the words with the pictures. Then, ask them to colour the pictures.

Finishing off Ask the children to take out their notebooks. Ask them to draw what you say. Say various food items and the colours. For example: Draw a banana and colour it yellow, please. Draw three apples, colour one red and two green.

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Lesson 5 Student’s Book Page 79 Objectives To say food vocabulary. To trace words. To draw food.

Target language Vocabulary: cake, cheese, orange, pizza Structure: This (cheese) is from France.

Materials Unit 7 flashcard fruit (apple, orange and banana) A flag of Chile A blindfold

Getting started Invite a child to come to the front of the class. Blindfold the child and place a piece of fruit in his/her hand. Ask the child some questions. T: Is it a banana? SS: No, it isn’t. T: Is it an apple? SS: Yes, it is. Continue the same way with different children and the rest of the fruit.

8 Look and trace. Draw some fish and chips on the board. Tell the children that this is from England and that it is very typical. Ask the children: Do you like fish? Do you like chips? Ask the children to look at Activity 8. First, ask them to look at the food and say what they can see. Point to each one and say: What is it? SS: It’s a pizza. T: Do you like pizza? SS: Yes / No. T: Is pizza from Spain? SS: No, it’s from Italy. Show the children a flag of Chile. Ask them if they know some typical food of the country. Then, ask the children to trace the words.

9 Draw your favourite food. Ask some children what their favourite food is. T: (Camilo), what’s your favourite food? Help with any vocabulary. Then ask them to look at Activity 9. Tell them to draw and colour their favourite food. As they work, ask the children individually what their favourite food is.

Finishing off Write some of the favourite food words on the board. Go round the class asking everyone to name their favourite food. If it is already written on the board, put a tick next to it. If it is not written, then add it and put a tick next to it. When everyone has answered, count the ticks and find the most popular food for the class.

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Unit 7 • My favourite food

LESSON 5

8

Look and trace.

DIES

L STU

SOCIA

T”hifi ”pizzå _ifi froµ I”tal¥.

T”hifi ”orangæ ”ifi froµ Spai>.

T”hifi ”cakæ ”ifi froµ German¥.

T”hifi ”cheesæ ”ifi froµ F”rancæ.

9

Draw your favourite food.

Seventy-nine

79

CLIL: Students develop competence in Knowledge and interaction with the physical world by playing a food identification game while blindfolded. In this activity, students use their previous knowledge about the world to identify and talk about different types of food in English class. Children also develop social studies OA 4. Students draw their favourite food.

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Lesson 6 Student’s Book Page 80 Objectives To listen to a story. To follow the sequence in a story. To develop reading skills. To practise pronounciation: ch.

Target language Vocabulary: banana, cheese, chicken, chocolate cake, sandwich, spaghetti, yoghurt

Materials CD Activity Book, pages 147-148

Getting started Write the food vocabulary on the board. Ask the children to repeat after you.

10 Listen. 74 Ask the children to look at Activity 10. Tell them to look at the first scene from the cartoon, and explain that Beep is a waiter in a restaurant. Play the recording and ask the children to follow the story in their books.

Extra Activity: Phonics Listen and say a tongue twister.

F

75

Tell the children they are going to learn a tongue twister. Play the recording, pausing at the end of each line for the children to repeat. Write the tongue twister on the board or show the Beep’s world flashcard to the class. Encourage the children to find any other words that they know that begin with ch for example, chips or any names of children in the class. Write the words up on the board and practise saying them with English pronunciation.

Finishing off Do some revision of the previous lesson. Slowly draw food items on the board and the children have to try and guess what is being drawn before it is finished.

Transcripts Listen. Beep’s world! 74 Narrator: Today, Beep is in a restaurant. Beep: Hello! Woman: Hello. A chicken sandwich and a banana yoghurt, please. Beep: And you? Man: Spaghetti and cheese… And chocolate cake, please. Beep: Thank you! Man: Where’s the food? Woman: I don’t know.

Narrator: Beep and Robby are making the food. Beep: Erm… Yoghurt, cake, er…, chocolate, cheese. Robby: Squeak! Beep: Here you are! A yoghurt sandwich and chicken cake! Beep: Banana and cheese and spaghetti and chocolate. Narrator: Ooops! Beep: Enjoy your meal!

Listen and say a tongue twister. 75 Charlie and Chippy like chocolate. Charlie and Chippy like chocolate and chicken.

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Learning by Doing English 1st grade

Charlie and Chippy like chocolate and chicken and cheese.

Unit 7. My favourite food

Beep’s world! 10

Listen. 74

csouh

LESSON 6

nd

Activity Book 111 147 -148 Page

80

Eighty

Students develop Linguistic competence and comprehension by following the logical deduction of sequencing in a story. By identifying the correct order of events, children are able to enjoy simple humour and later participate in a guided drill of the story.

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Picture dictionary

148

applæ

”bananå

”brea∂

”cakæ

”cheesæ

”chicke>

juicæ

mil§

orangæ

”sandwic™

”sausagæ

yoghur†

One hundred and forty-eight

Students develop Mathematical competence through revision practice in the finishing off session off the class. Using the numbers 1 – 10 to answer questions about quantities of objects in class helps to activate numeracy in English.

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Unit 7. My favourite food

Activity Book Lesson 6,

pages

147-148

Objectives To write the food vocabulary. To revise the vocabulary from the whole unit. To reinforce reading skills.

Target language Vocabulary: apples, bananas, bread, cake, cheese, chicken, juice, milk, oranges, pizza, sandwiches, sausages, spaghetti, yoghurt Structures: I like. I don’t like.

Materials CD An apple Activity Book, page 147-148 Unit 7 flashcard

Getting started

F

Show the unit’s flashcard to the class. Ask different questions to the children about the food on the flashcard. The children should try and answer with complete sentences. T: Is this a banana? SS: No, it isn’t. T: What is it? SS: It’s an apple. T: What colour is the apple? SS: It’s red. Do the same with all the items on the flashcard.

7 Circle and write. Draw a snake on the board and inside write the following words: orange, spaghetti and sausage. Write the words together with no spaces in between. Ask a child to come to the board and to circle a word. Ask two children to come to the board and do the same. Now, ask the children to look at Activity 7. Ask the children to do the same with the snake but to also write the words in the corresponding space. Go round the class to see if they are writing the words correctly.

8 Look and write.

F

Show the unit’s flashcard to the class again, point to an item and pull a happy face and say: I like apples. Now pull a sad face and say: I don’t like yoghurt. Then point to another item and say, T: (Pablo), and you? The child says whether they like or dislike the item. Do the same with the rest of the food and different children. Now ask the children to look at Activity 8. Tell them to fill in the spaces depending on whether they like or dislike the food.

Picture dictionary. Ask the children to look at the picture dictionary on page 148 of their Activity Books. Hold up your two index fingers and signal to the class to do the same. Say: Point to the bread and the juice. Encourage the class to quickly point to the two pictures and check with the child next to them. Repeat with other words from the page. Tell the children to trace each word on the dictionary page.

Finishing off Ask general questions and revise all the numbers, colours and vocabulary from previous units. For example write a number on the board and say, What number is this? Hold up the banana and say, What is this? The children have to answer correctly.

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A FI D

Think Back! Page 81

Think back! 11

Unit 7 • My favourite food

Colour and count the

with the goals you can do.

Lesson 1

Unit 7

I can say I like and I don’t like. Lesson 2

I can sing about food. Lesson 3 Lesson 4

I can understand a story. I can ask a partner about food.

I can draw my favourite food.

Lesson 5

Lesson 6

I know the ch sound.

Eighty-one

81

Think Back! is a section that makes students become self-aware about their learning process. They will have to colour each circle if they think they have achieved the lesson goal. Read each statement out loud and evaluate understanding. Read each lesson and ask them to colour the circle if they can do the action present in the statement. After colouring the circles, students should colour the face that represent them. Depending on this, assess the class level and whether a revision is necessary before doing the Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite food in their notebook. 224

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Unit 7. My favourite food

Assessment Methodological Manual,

226-227

pages

Revise the vocabulary with the children. Show the children the assessment and explain each activity.Play the audio and the children do Activity 1. Play it again. The children complete the rest of the assessment by themselves.

Objectives To evaluate children’s understanding of target language from the unit.

This is an extra material, If you have time you can use it or not.

Target language

1 Listen and number the items of food. 76

Vocabulary: apples, bananas, bread, cake, cheese, chicken, juice, milk, oranges, pizza, sandwiches, sausages, spaghetti, yoghurt

Explain to the children that they are going to hear a number followed by an item of food. They must write the number in the box next to the correct picture. Answers: See transcript.

Structures: Do you like…? I like… I don’t like….

2 Read and match the sentences to the shopping bags. Tell the children to look at the four bags of food in the middle and read the sentences. They must match each text with the correct bag.

3 Write the words.

Materials CD Photocopies of Unit 7 Assessment, Methodological Manual, pages 226–227

The children use the text box to copy the correct word under each picture.

4 Read the questions and write your answer. The children read the questions and write the answer according to their own likes or dislikes.

Students develop competence in Learning to learn by applying acquired learning strategies such as: focusing attention, memory recall, as well as comprehension and linguistic expression in order to complete an end of unit assessment.

Transcript Unit 7 Assessment. Listen and number the items of food. 76 1. Cheese. 2. Yoghurt.

3. Apple. 4. Cake.

5. Chicken. 6. Milk.

7. Banana. 8. Bread.

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Unit 7 Assessment Class:

1

Listen and number the items of food. 76

2

Read and match the sentences to the shopping bags. I like chicken, bananas and apples.

I like spaghetti, cheese and cake. 226

Learning by Doing English 1st grade

I like chicken, cheese and oranges.

I like sandwiches, oranges and yoghurt.

Photocopiable Material

Name:

3

Write the words.

4

Read the questions and write your answer.

Yefi, I do. Do Do Do Do Do

yo¤ yo¤ yo¤ yo¤ yo¤

li§æ li§æ li§æ li§æ li§æ

Photocopiable Material

app¬efi yoghur† b®ea∂ sausa@efi jui©æ mil§

Nø, I do>ª†.

spag™ett^? bananafi? pizzå? c™æeßæ? ca§æ? Teacher’s Methodological Manual

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Unit 8. At the seaside

Introduction

Teaching tip

Unit objectives To introduce seaside vocabulary. To use functional language with simple structures. To learn about seaside activities.

Target language

When doing activities related to arts and crafts make a point of praising all the children for their efforts. Some children will have better fine motor skills than others and so will and colour better. Others will have more F natural artistic abilities. It is important that all children feel that their work is worthwhile and valued. Encourage all the children to comment positively on their classmates’ work as well. Teach them expressions such as: I like your picture. That is nice.

Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell

lighthousæ

Structures: What can you see? I’m hungry! I’m bored! I’m scared! I’m happy!

san∂ castlæ shel¬ seagul¬

shar§

dolphi>

crab

seå boa†

it 8 At

ard Un Beep’sFlwor ashcld!

ide

the seas

85

Beep and Robby

are at the seaside. I like the seaside!

Oh, look at that boy! What’s the matte r?

It’s a shark. I’m scared!

Beep is running to boy. Beep to the help the rescue!

Beep jumps. Oh no!

Beep can’t swim!

It’s OK! I’ve got a boat.

Help! That’s my brother!

Is Beep all right ?

Oh yes, look!

Oh, it’s a dolphin!

Beep and Robby have got a new friend It’s a dolphin. . I like dolphins.

Tongue twister 86 At the seaside I can At the seaside I can see… At the seaside I can see… six sad seagulls. see… six sad seag ulls sitting on a sand

F Getting started

F

Thank you, dolphin.

Beep and Robby

like the seaside.

castle.

Show the unit’s flashcard to the class and explain that Beep is at the seaside. Point to each element and tell the children to put their hands up if they know the name of the pictures on the flashcard. Ask volunteers to come up to the front, point to a picture they know and say the name. After each word, ask the rest of the class to repeat it.

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Unit 8. At the seaside

Presentation Student ’s Book,

pages

82-83

1 Getting ready.

Objectives To learn seaside vocabulary. To say a chant.

Target language Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell

Materials

Tell the children to look at at the picture on pages 82 and 83. Ask them where the children are located (beach). Ask them who and what they can see in the picture.

2 Listen, point and repeat. 77 Begin to say a seaside word and ask the children to say the complete word. T: Dol… SS: Dolphin. Tell the children to look at the picture again. Play the CD and ask them to point to each word as they hear it. Play the CD again and tell the children to repeat the words. Play the recording once more and the children point to the pictures and repeat the words.

3 Listen and chant. 78

CD Activity Book, page 149

Write the following words on the board in order: shark, dolphin, boat, seagull, crab, sand castle, shell and lighthouse. Play the recording and point to each item as it is named. Play the recording again and ask the children to join in with the chant. Then point to each word on the board and ask the children to say the name with you. Repeat gradually, building up the rhythm.

4 Colour the Finishing off Mime some of the words in this lesson, for example, a dolphin. The children try to guess what it is. Ask volunteers to take over your role and to mime another word.

of goals you like most.

Read the unit goals out loud and ask the children to choose the goals they would like to do the most. Point to the uncoloured circles and help the children to decide which one to colour by explaining each goal.

5 Which

would you like the learn first?

Ask the children to look at Activity 5 and to choose one of the unit goals they would like to do first and to think about why they chose it. Ask a volunteer to give you their decision and to explain it. Continue with other volunteers.

Transcripts Listen, point and repeat. 77

Chant: The seaside chant. 78

Dolphin. Lighthouse. Boat. Sea. Seagull.

Sharks, dolphins, Boats, seagulls. Boys and girls, Boys and girls. Do you like the seaside? Do you like the seaside? Yes, yes, yes! Yes, yes, yes!

Shark. Shell. Sand castle. Crab.

Crabs, sand castles, Shells, lighthouse. Boys and girls, Boys and girls. Do you like the seaside? Do you like the seaside? Yes, yes, yes! Yes, yes, yes!

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Unit 8. At the seaside

Presentation light house

Getting Ready 1. Look and answer. a. Where are children?

dolphin

b. What can you see? 2. Listen, point and repeat. 77 3. Listen and chant. 78

seagull boat

My Goals • Colour the

sea

would you like to learn first?

• Which

shark

of goals you like most.

Unit Goals

shell

• Saying the seaside words. • Saying the seaside activities. • Following short dialogues. • Enjoying a story.

crab sand castle

82

Eighty-two

• Singing songs and chants. Activity Book 149 Page

Eighty-three

Students develop competence in Knowledge and interaction with the physical world by learning vocabulary about the seaside using it to complete activities in English class. Students then learn a chant to remember the vocabulary items.

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83

Unit 8. At the seaside

Students develop Mathematical competence through revision practice in the Trace and count activity. Students use the numbers 1 – 10 to answer questions about quantities of objects in their book and on the flashcard to help activate numeracy in English.

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Activity Book Presentation,

page

149

Objectives To read target vocabulary. To recognize the seaside words. To count items accurately.

Target language Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell

Materials Activity Book, 149 Unit 8 flashcard

Getting started F

Show the unit’s flashcard to the class, point to an item and ask the children the word. T: What’s this? SS: It’s a (crab). If there are children who still need help, then ask them to repeat the word several times. Continue with all the vocabulary.

1 Trace and count. Ask the children some questions about the objects in the classroom. T: How many (windows) are there? SS: (Three.) T: How many teachers are there? SS: (One.) Ask the children to look at Activity 1. First, ask them to read the seaside words and then trace them. Ask the children to count the boats in the picture and put a small mark on each one so they know they have counted them all. The children then count the other pictures in the same way and write the numbers in the boxes. Check all the answers together by asking them to tell you how many objects they have counted.

Finishing off Ask the children to work in pairs. Tell the children to write a word from Activity 1 on a piece of paper and to put it face down on their desks. The other child should try to guess the word. Then, they should switch roles. Supervise this activity.

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Lesson 1

Unit 8. At the seaside

PRACTICE Student ’s Book,

page

84

Objectives To practise the target vocabulary. To ask and answer questions.

Target language

Getting started Ask the children what they can see at a beach. Write the words they tell you on the board.

1 Listen and number. 79

Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell

Ask the children to look at Activity 1. Play the audio and the children look at the pictures. Play the audio again for the children to write the number with each picture. Play the audio a final time for the children to check their answers.

Structures: What can you see?

2 Listen and sing. 80

Materials CD Activity Book, page 150 Toys (dolphin, shark, boat and others related to the vocabulary of the unit)

Draw a boy and a girl on the board and then write boat next to them. Write the other words on the board in the following groups: shark, fish, crab; sand castle, shell; seagull, lighthouse. Play the song and point to the words as they are mentioned. Play the song several more times and encourage the children to join in.

Finishing off Ask one child to stand outside the classroom door. Another child hides one of the toys somewhere in the classroom. The child comes back into the classroom and tries to find the toy. The rest of the children say hot or cold depending how near or far the child is to finding the toy. When the child finds it they say its name. Continue with other children.

Transcripts Listen and number. 79

Song: At the seaside. 80

1. Monica: What can you see, Ruby? Ruby: Oh, a crab. I can see a crab. 2. Monica: And now? What can you see? Ruby: A seagull. Yes, a seagull and a pizza. 3. Monica: Ruby, What can you see? Ruby: Um … A lighthouse. A red and white lighthouse. 4. Monica: And now? What can you see? Ruby: Ahhh! A shark! A shark! Monica: Let me see! Oh Ruby, it’s only a toy shark.

At the seaside, At the seaside. What can you see?Boys and girls and boats, Boys and girls and boats. That’s what I can see. At the seaside, At the seaside.What can you see? Sharks and fish and crabs, Sharks and fish and crabs. That’s what I can see. At the seaside,

At the seaside. What can you see? Sand castles and shells, Sand castles and shells. That’s what I can see. At the seaside, At the seaside.What can you see? Seagulls and a lighthouse,Seagulls and a lighthouse. That’s what I can see.

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Practice LESSON 1

1

Listen and number. 79

What can you see?

A crab.

2

PONER80MINIATURA SB PAGINA 34 Listen and sing. At the seaside. At the seaside. What can you see? Boys and girls and boats. Boys and girls and boats. That’s what I can see.

Activity Book 150 Page

84

Eighty-four

Students develop Linguistic competence and comprehension by listening to identify the sequencing in a story. By identifying the correct order of events, children are able to recognize key vocabulary and enjoy simple humour.

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Unit 8. At the seaside

Students develop competence in Learning to learn by activating their memories via music and toys in order to sing along with a song about the seaside. Learning how to use cues in order to jog the mind and commit information to long term memory is an important skill.

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Activity Book Lesson 1,

page

150

Objectives To read the seaside vocabulary. To recognize the seaside words. To draw some seaside items.

Target language Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell Structures: What can you see?

Materials Activity Book, page 150

Getting started Ask the children to look at Activity 2. Tell them to describe to their partner what they see. Encourage them to use vocabulary about the seaside.

2 Trace and write tick or cross. Draw a picture of some cheese and a chair on the board. Ask the children: Can you see some cheese in the classroom? SS: No! Draw a cross next to the cheese. Now say: Can you see a chair? SS: Yes! Draw a tick next to the chair. Now, ask the children to look at Activity 2. First, ask the children to trace the question and to read the list of words. When they have read the words ask them to trace the items in the picture. Then say: Can you see a shark in the picture? The children say no, so tell the children that there is a cross because we can’t see a shark. Ask the children to look carefully at the picture and put a cross if they can’t see the item or a tick if they can.

3 Read and draw. Ask a volunteer to come to the front of the class. Give the child a whiteboard pen and ask him or her them to draw what you say on the board. T: I can see a table. The child must draw a table. Ask the children to look at Activity 3 and to read the questions and answers individually. The children then draw and colour what they have read. Go round the class and ask: What’s this? What colour is it?

Finishing off Write a seaside word on a piece of paper and the children take turns to guess what it is. Continue until the children have guessed all the seaside items. Then ask volunteers to take over your role.

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Lesson 2

Unit 8. At the seaside

Production Student ’s Book,

page

85

Objectives To recognize the seaside vocabulary. To develop listening skills. To revise colours.

Target language Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell

Materials CD Activity Book, page 151 Unit 8 flashcard

Getting started

F

Show the unit’s flashcard to the class, point to the different pictures and ask the children questions T: What’s this? SS: It’s a (shark). T: Is this a seagull? SS: (Yes, it is.) T: What colour is the (lighthouse)? SS: It’s red and white. T: Do you like (dolphins)? SS: (Yes.)

3 Listen and colour. 81 Ask the children some questions to revise the colours: What colour is your (pencil case), (Ana)? SS: It’s green. T: What colour are (apples)? SS: Red, yellow or green. Ask the children to look at Activity 3. Explain that they have to colour the pictures as they are told. Play the CD and let the children listen. Play the recording again, this time pausing after each sentence to give the children time to colour. Play the recording again so they can check their work. Finally ask the children the colours of the pictures. T: (Bea), what colour is the crab? SS: It’s red.

F 4 Look and say. Tell the children to look at Activity 4. Ask a volunteer to read the question. Then ask the children to tell you things they can see in the picture. The children may answer with a short answer, (ball), or a longer answer, (I can see a red ball). The children then work in small groups and take it in turns to say things they can see without repeating what another person has already said.

Finishing off Draw some seaside elements on the board and ask the children to name them then ask volunteers to label them. Ask the children to get out their notebooks and to draw and label three seaside things. When they have finished they can show their friends their pictures and say what they have drawn.

Transcripts Listen and colour 81 Colour the dolphin blue. Colour the crab red. Colour the boat green.

Colour the shell orange. Colour the lighthouse black and white. Colour the sand castle yellow.

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Production

Unit 8 • At the seaside

LESSON 2

3

Listen and colour. 81

4

Look and say. What can you see?

Activity Book 151 Page

Eighty-five

85

Students develop Linguistic competence and by building their vocabulary lexicon through the integration of new vocabulary with recycled items. In this drawing dictation, students revise colour, integrate items dealing with the seaside and become passively familiarized with adjective + noun word order.

238

Learning by Doing English 1st grade

Unit 8. At the seaside

Students develop Linguistic competence by associating the phonological, semantic and graphological representation of vocabulary words.

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Activity Book Lesson 2,

page

151

Objectives To write the seaside vocabulary. To recognize some seaside items. To match a picture with a word.

Target language Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell Structures: What can you see?

Materials Activity Book, page 151

Getting started Ask the children to choose one of the words about seaside and to write it in their notebooks. Go desk by desk checking spelling.

4 Write. Draw a seagull on the board and write seagull next to it but with the letters all mixed up. Ask a volunteer to come and write the first letter of the word under the picture. As he or she puts the letter s, cross it out from the mixed up word. Continue with other children and the other letters until they have written the word correctly. Ask the children to look at Activity 4. First, ask them to say the names of the pictures. Tell the children that the letters of the words are round the picture but that they are not in the right order. Then, ask them to write the words in the spaces provided.

5 Look and match. Tell the children to look at Activity 5. Ask them to read the words and then read the questions individually. Then, ask the children to match the correct word in the right place. Go round the class to see if they are writing the words in the right place and that they are spelling them correctly.

Finishing off Tell the children that you are going to draw some seaside items on the board but say you haven’t got anything to write it with. Use your finger to draw an item on the board. Ask the children to guess what you are drawing. When they guess correctly, ask a volunteer to come up to the board and do the same.

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Lesson 3

Unit 8. At the seaside

Review A day at the funfair! Student ’s Book,

pages

86-87

Objectives To listen to a story.

Review A day at the funfair!

Unit 8 • At the seaside

LESSON 3

5

Listen to the story. 82

To follow the sequence in a story.

5

6

7

8

Target language 2

1

Vocabulary: funfair; bored, happy, hungry, scared; ghost train, mirror

Materials

3

4

Stop and think! Read and colour one of the

CD

about the story.

I don’t understand. I need help to understand. I understand, I could help others.

86

Eighty-six

Eighty-seven

87

Students develop Linguistic competence and comprehension by listening to and following the pictures in a story: A day at the fun fair! The story revises and integrates vocabulary from previous lessons to build knowledge. Children develop listening fluency by participating in a story card race at the end of the lesson.

Getting started Tell the children to look at the story and ask them to identify the characters. Then ask them to look at the little pictures at the top of page 86. Point to the picture of the sausages and ask: Can you find this in the story? Tell them to look in the story and see if they can find the sausages. Tell them to circle the picture of the sausages, because it appears in the story. Tell them to look through the story and find which of the remaining pictures appear and to circle them. Ask them to check their answers with a partner. Finally, ask the children to cross out all the pictures that do not appear in the story.

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5 Listen to the story. 82 Play the story once. Play the story again and ask the children to follow the story in their books. Pause the recording at various points. Ask volunteers to point to the relevant scene in their books. Divide the class into five groups and assign parts to each group: Charlie, Ruby, Lee, Monica and Lee’s mum. Play the recording again and pause the recording after each scene and tell each group to repeat their character’s lines.

Stop and think! Read each statement out loud and explain them to the children. Point to the circles and tell them to choose only one statement and to colour the circle next to the one they chose. Finally, ask the children which statement they coloured to assess comprehension of the story.

FinishingFoff

Transcript

Write numbers from 1-8 on the board to identify the different story cards. Divide the class into two teams. Tell the children you are going to play a game. Choose a member from each team and read out one of the character’s lines from the story. The first player to raise his on her hand and correctly guesses the story card wins a point for his or her team. Repeat this until everyone has had a turn.

Story: A day at the funfair! 82 Story card 1 Narrator: Ruby, Monica, Lee and Charlie are at the seaside with Lee’s mum. Monica: I’m bored. Lee’s mum: OK, let’s go to the funfair. Lee: Hurray! Good idea!

Story card 5 Narrator: The children are in the house of mirrors. Is Chippy there? Lee’s mum: Can you see Chippy? Lee: No Mum, it’s a toy dog. Ruby: Wow! Look at my face!

Story card 2 Narrator: Everyone goes to the funfair. Look! Now Monica’s happy. Charlie: Chippy, sit! Narrator: Chippy’s bored.

Story card 6 Narrator: Now the children are at the ghost train. But where’s Chippy? Charlie: Look, Chippy’s on the ghost train. Monica: Quick, let’s get on!

Story card 3 Narrator: Ah! The rollercoaster is fantastic. Charlie: Where’s Chippy? Can you see Chippy? Lee’s mum: Um, no. Chippy! Chippy!

Story card 7 Narrator: Charlie and Monica are on the ghost train. Is that Chippy? Charlie: Oh no! It’s not Chippy. Monica: Charlie, I’m scared.

Story card 4 Narrator: Monica, Charlie, Ruby and Lee go to the house of mirrors. And what’s that? Is that Chippy? Monica: Look, it’s Chippy! Come on!

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Learning by Doing English 1st grade

Story card 8 Narrator: Where can Chippy be? He’s not in the ghost train. Oh, there he is! Lee: Look! It’s Chippy. Charlie: No Chippy! Narrator: Chippy’s hungry!

Lesson 4

Unit 8. At the seaside

Student’s Book Page 88 Objectives To learn simple structures. To sing a song.

Target language Structures: I’m hungry! I’m bored! I’m sad! I’m scared! I’m happy!

Materials CD Activity Book, page 152

FinishingFoff Play Chinese whispers. Put the children into groups of eight and whisper a sentence to one child in each group, for example: I’m happy, hurray! Ask the child to whisper the same sentence to the next child who then whispers it to the next one and so on. The last child says the sentence out loud and hopefully it should be the same one as the teacher’s.

Getting started Show the children, with gestures, the meaning of the following phrases: I’m hungry! I’m bored! I’m sad! I’m scared! I’m happy! Then practise the gestures with the children. T: I’m (sad). The children pull a sad face. Continue with the other phrases.

6 Trace, listen and number. 83 Ask the children to look at Activity 6. Tell the children to trace the words. Then ask volunteers to read them out. Explain that they are going to listen to the CD and that they have to number the pictures in the correct order. Play the CD and let the children listen. Play it again and this time the children write the numbers. Play it one more time for the children to check their answers.

7 Listen and sing. 84 Ask the children to look at Activity 7. Read the words to the song together as a class. Then rub your tummy and say: I’m hungry. This is the way I eat a sandwich. Mime eating a sandwich, encourage the children to join in with you. Continue with the other phrases: I’m sad. This is the way I say boo hoo (mime crying). I’m scared. This is the way I shout help, shout help! (mime shouting for help). I’m bored. This is the way I read a story (mime reading). I’m happy. This is the way I shout hurray! (mime celebrating and shouting Hurray!). Play the CD and encourage the children to join in with the words and actions.

Transcripts Trace, listen and number. 83

Song: This is the way! 84

1. Girl: Hurray! I’m the winner. I’m happy! 2. Boy: It’s a g-g-ghost! I’m scared! 3. Girl: I’m bored! 4. Boy: Mmm! Chocolate cake! I’m hungry.

This is the way I eat a sandwich, Eat a sandwich, Eat a sandwich. This is the way I eat a sandwich, When I’m hungry. This is the way I say boo hoo! Say boo hoo! Say boo hoo!This is the way I say boo hoo! When I’m sad. This is the way I shout help! Shout help! Shout help!

This is the way I shout help!When I’m scared. This is the way I read a story, Read a story, Read a story. This is the way I read a story, When I’m bored. This is the way I shout hurray! Shout hurray! Shout hurray! This is the way I shout hurray!When I’m happy.

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Students develop Interpersonal and civic competence by identifying different feelings using semantic clues as well as listening to the tone of voice, pitch, etc. Activities that work on feelings also work on empathy which is an important part of promoting peaceful coexistence and positive community atmosphere.

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Learning by Doing English 1st grade

Unit 8. At the seaside

Teacher’s Methodological Manual

245

Activity Book Lesson 4,

page

152

Objectives To reinforce target structures. To revise feelings.

Target language Structures: I’m sad. I’m bored. I’m happy. I’m hungry. I’m scared.

Materials Activity Book, page 152

Getting started Say a feeling and an action then ask the children to act it out in that manner. T: Sad. Look at a book. The children mime being sad while looking at a book. Continue with the other feelings.

6 Trace and number. Write these words on the board: sad, hungry, bored, scared and happy. Point to one of the words and ask the children to mime the feeling. Ask the children to look at the pictures in Activity 6. Point to each picture and ask the children to say how that child feels. The children then trace the words and pictures. Point to the first sentence, say: I’m sad, which picture is it? Tell the children to read the other phrases and to write the number of the corresponding picture. Check the activity by asking the children questions: What’s number three? I’m scared, which number is it?

Finishing off Tell the children that you are going to mime a feeling and they have to guess which one it is. Mime one and ask them to tell you what it is. Then ask the children to get into pairs and to take turns to mime a feeling to their partner.

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Learning by Doing English 1st grade

Lesson 5

Unit 8. At the seaside

Student’s Book Page 89 Objectives To develop reading skills.

Target language Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell; blue, grey, orange, red, white

Materials Unit 8 flashcard post-its or paper to cover some of the pictures

Getting started F

Show the unit’s flashcard to the class. Allow the children some time to memorize everything in the flashcard. Now cover the target language elements with large post-its. Point to one of the post-its covering a picture and ask: What’s this? The children try to remember and answer using a complete sentence: It’s a (crab). If they are correct, take off the post-it to reveal the picture. Continue with all the other covered items on the flashcard.

8 Look and say. Ask the children to look at the photos in Activity 8. Point to each picture and ask the children to tell you what they can see. Then say a number and ask the children to say what it is: (Paula), what’s number three? The child should try and answer with a complete sentence: It’s a (crab). When you have asked them the questions, continue with other questions: What colour is the (boat)? Do you like sand castles? Then, ask the children to work in pairs and to ask other questions.

9 Draw your own sand castle. Ask the children to look at Activity 9. Tell them that they have to draw a sand castle in the space provided. As the children work, go around and ask them individually: What’s this?

Finishing off Ask a child to come to the front of the class and ask them to draw what you say on the board. This can be done to revise vocabulary from previous units. For example: Please draw a ruler. Please draw a goldfish. Please draw a mouth. Please draw a ball.

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CLIL: Students develop competence in Autonomy and personal initiative by reading sentences and drawing their own interpretation. In this activity, students develop autonomy through reading and then through their artistic interpretation. Students also develop science OA 4. Students draw their own sand castle.

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Learning by Doing English 1st grade

Lesson 6

Unit 8. At the seaside

Student’s Book Page 90 Objectives To listen to a story. To follow the sequence in a story. To practise pronunciation: s.

Target language Structures: What’s the matter? I’m scared.

Materials CD Activity Book, pages 153-154 Flashcards from previous units

Finishing off Do some revision of the previous unit. Slowly draw a banana on the board and the children have to try and guess what is being drawn before it is finished. Do it with apple, sausage, sandwich and cheese.

Getting started Display flashcards from previous units. Say: I can see a (plane). The children look at the flashcards and when they see the item put their hand up. Choose a child to come and point to the picture. The child then names something they can see.

10 Listen. 85 Ask the children to look at Activity 10. Play the recording and ask the children to follow the story in their books. Play the recording again, stopping at various points and asking volunteers to say the next line.

Extra Activity: Phonics Listen and say a tongue twister.

F

86

Tell the children they are going to learn a tongue twister. Play the recording, pausing at the end of each line for the children to repeat. Write the tongue twister on the board or show the Beep’s world flashcard to the class. Play the recording again encouraging the children to copy the narrator’s intonation. Encourage the children to find any other words that they know that begin with s for example, spaghetti, school or any names of children in the class. Write the words up on the board and practise saying them with English pronunciation.

Transcripts Listen. Beeps world! 85 Narrator: Beep and Robby are at the seaside Beep: I like the seaside! Robby: Squeak! Narrator: Oh, look at that boy! What’s the matter? Boy: It’s a shark. I’m scared. Narrator: Beep is running to help the boy. Beep to the rescue! Girl: Help! That’s my brother! Narrator: Beep jumps. Oh no! Beep can’t swim!

Girl: It’s OK! I’ve got a boat! Narrator: Is Beep all right? Oh yes, look! Boy: Oh, it’s a dolphin! Girl: I like dolphins. Narrator: Beep and Robby have got a new friend. It’s a dolphin. Beep: Thank you, dolphin. Robby: Squeak, squeak! Narrator: Beep and Robby like the seaside.

Listen and say a tongue twister. 86 At the seaside I can see... At the seaside I can see..., six sad seagulls.

At the seaside I can see..., six sad seagulls sitting on a sand castle.

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s

Beep’s world! 10

Listen. 85

LESSON 6

sound

Activity Book 111 153 -154 Page

90

Ninety

Students develop Linguistic competence and comprehension by listening to the story while following along looking at cartoons. Developing enjoyment of stories forms an important part of developing life-long literacy habits.

250

Learning by Doing English 1st grade

Unit 8. At the seaside

Picture dictionary

”boa†

crab

dolphi>

”lighthousæ

”san∂ castlæ

”seå

”shar§

”shel¬

”seagul¬ 154

One hundred and fifty-four

Students develop Linguistic competence through fluency skills by responding to the teachers questions about the unit flashcard. Children consolidate language learning while building both fluency and accuracy.

Teacher’s Methodological Manual

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Activity Book Lesson 6,

pages

153-154

Objectives To revise the vocabulary from the whole unit. To reinforce reading skills.

Target language Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell

Materials CD Activity Book, pages 153-154 Unit 8 flashcard Flashcards from previous units

Getting started F

Show the unit’s flashcard. Ask different questions to the children about the items on the flashcard. The children should try and answer with complete sentences. T: Is this a (crab)? SS: Yes it is. / No, it isn’t. T: What is this? SS: It’s a (shell). T: (David), come and point to a (boat).

7 Read, match and colour. Ask the children to look at Activity 7. Read the words together. Ask the children to match the words to the pictures. Then tell them to colour the pictures as they want or do a colour dictation.

8 Look and match. Ask the children to look at Activity 8. Read the sentences in the box together. Ask the children to mime each sentence. Then tell them to look at the pictures and match the correct sentence next to each one.

Picture dictionary. Ask the children to look at the picture dictionary on page 154 of their Activity Books. Hold up your two index fingers and signal to the class to do the same. Say: Point to the sea and the shark. Encourage the class to quickly point to the two pictures and check with the child next to them. Repeat with other words from the page. Tell the children to trace each word on the dictionary page.

Finishing off

F

Ask general questions about vocabulary from this and previous units. For example, write a number on the board and ask: What number is this? Hold up a classroom object and ask: What is this? Use the flashcards to ask: Where’s the (book)? What colour is this (crab)?

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Learning by Doing English 1st grade

Unit 8. At the seaside

Think Back! Page 91

Think back! 11

Unit 8 • At the seaside

Colour and count the

with the goals you can do.

Lesson 1

Unit 8

I can say What can you see? Lesson 2

I can colour seaside things. Lesson 3 Lesson 4

I can understand a story. I can say I’m hungry.

I can draw my sand castle.

Lesson 5

Lesson 6

I know the s sound.

Ninety-one

91

Think Back! is a section that makes students become self-aware about their learning process. They will have to colour each circle if they think they have achieved the lesson goal. Read each statement out loud and evaluate understanding. Tell the student to read each lesson and to colour the circle if they can do the action present in the statement. After colouring the circles, students should colour the face that represent them. Depending on this, assess the class level and whether a revision is necessary before doing the Unit assessment. If you have an extra time you can ask the children to draw and colour their favourite seaside things in their notebook.

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Assessment Methodological Manual,

255-256

pages

Revise the vocabulary with the children. Show the children the assessment and explain each activity. Play the audio and the children do Activity 1. Play it again. The children complete the rest of the assessment by themselves.

Objectives To evaluate children’s understanding of target language from the unit.

This is an extra material, If you have time you can use it or not.

Target language

1 Listen and number the seaside objects. 87

Vocabulary: boat, crab, dolphin, lighthouse, sand castle, sea, seagull, shark, shell

Explain to the children that they are going to hear a number followed by a seaside word. They must write the number in the box next to the correct picture.

Structures: What can you see? I’m hungry! I’m bored! I’m scared! I’m happy!

Answers: See transcript.

2 Write the words. The children use the words in the box to label the pictures.

3 Read and trace, then match the pictures to the sentences.

Materials CD Photocopies of Unit 8 Assessment, Methodological Manual, pages 255-256 Students develop competence in Learning to learn by applying acquired learning strategies such as: focusing attention, memory recall, as well as comprehension and linguistic expression in order to complete an end of unit assessment.

The children trace the sentences and match them to the corresponding pictures.

4 Colour the pictures according to the key, then complete the sentences. The children colour the pictures by using the key. They then look at the pictures they have coloured and complete the sentences using the words in the box.

Transcript Unit 8 Assessment. Listen and number the seaside objects. 87 1. Crab. 2. Dolphin.

254

3. Sandcastle. 4. Seagull.

Learning by Doing English 1st grade

5. Shell. 6. Lighthouse.

7. Boat. 8. Shark.

Unit 8 Assessment Class:

1

Listen and number the seaside objects. 87

2

Write the words.

crab boa† lighthoußæ s™el¬ dolphi> shar§

Teacher’s Methodological Manual

Photocopiable Material

Name:

255

3

Read and trace, then match the pictures to the sentences.

4

Colour the pictures according to the key, then complete the sentences. 1

2

lighthoußæ

256

3

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4

crab

T™æ T™æ T™æ

ifi whi†æ. ifi oran@æ. ifi ®e∂.

T™æ T™æ

ifi bl¤æ. ifi pin§.

Learning by Doing English 1st grade

5

boa† 1 2 3 4 5

= = = = =

s™el¬ whi†æ oran@æ ®e∂ bl¤æ pin§

Photocopiable Material

I´µ bo®e∂. I´µ hungr¥. I´µ happ¥. I´µ sca®e∂.

Festivals Halloween Student ’s Book,

pages

92

Unit objectives To learn some Halloween customs. To learn Halloween vocabulary. To sing a song.

Target language Vocabulary: ghost, monster, skeleton, vampire, witch

Materials CD Activity Book, page 155

Getting started Ask the children to tell you words they know related to Halloween. If they haven’t said any of these words: skeleton, vampire, monster, witch or ghost, then introduce them. Draw a skeleton on the board and say: This is a skeleton. Repeat with me, skeleton. Do the same with the rest of the vocabulary. Then, point to the items and ask the children what they are.

1 Listen and point. 88 Ask the children to open their Student’s Books at page 92. Explain that it is Halloween and that the children are wearing costumes. Ask them what Halloween things they can see. Tell the children that they have to point to the characters as they hear them mentioned on the CD. Play the audio. Play the audio again but stop it before it says what each child is and ask the class to say the word. Audio: Point to Monica. She’s a… SS: Monster.

2 Listen and sing. 89 Say each line of the song from the verse in the book and ask the children to repeat after you. Ask the children to listen to the CD and encourage them to join in. Point to the pictures in the book to help them.

Finishing off Slowly begin to draw one the Halloween characters on the board. The children try and guess what you are drawing before you finish.

Transcripts Listen and point. 88 Point to Monica. She’s a monster. Point to Lee. He’s a skeleton. Point to Charlie. He’s a vampire.

Point to Ruby. She’s a witch. Point to Chippy. He’s a ghost.

Song: The Halloween song. 89 Halloween, Halloween. What can you see? I can see a scary ghost chasing me. Halloween, Halloween. What can you see? I can see a scary monster

chasing me. Halloween, Halloween. What can you see? I can see a scary witch chasing me. Halloween, Halloween. What can you see?

I can see a scary vampire chasing me. Halloween, Halloween. What can you see? I can see a scary skeleton chasing me.

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Festivals 1

HALLOWEEN

Listen and point. 88 bat

moon vampire

ghost

cat witch monster skeleton

pumpkin

fire

2

Listen and sing. 89

Halloween, Halloween. What can you see? I can see a scary ghost chasing me. Aargh!

Activity Book 155 Page

92

Ninety-two

Students develop Cultural and artistic competence by participating in a lesson on Halloween. Raising awareness about traditional holidays helps students to enjoy English class more and feel more empathetic with the target culture.

258

Learning by Doing English 1st grade

Festivals

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Activity Book Halloween,

page

155

Unit objectives To learn some Halloween customs. To revise Halloween vocabulary.

Target language Vocabulary: ghost, monster, skeleton, vampire, witch

Materials Activity Book, page 155

Getting started Do imitations of the following words: skeleton, vampire, monster, witch, ghost. When the children have guessed correctly ask a volunteer to come to the front of the class and whisper one of the characters in their ear. Then ask the child to imitate the character to the class. Continue with other children.

1 Trace and colour Tell the children to open their Activity Books at page 155 and look at Activity 1. Ask them to tell you what they can see. The children trace the Halloween characters with their pencils and then colour the picture.

2 Trace and number Tell the children to look at Activity 2. Point to the first picture and ask the children what it is, repeat with the other pictures. The children trace the words with a pencil. Point to the ghost and ask the children to find the ghost in the picture from Activity 1. T: What number is it? SS: Two. Tell the children to do the same with the other pictures and to put the number in the correct box.

Finishing off Begin to say one of the words from Halloween and ask the children to say the complete word. T: Skel… SS: Skeleton.

260

Learning by Doing English 1st grade

Festivals

Christmas Student ’s Book,

page

93

Objectives To learn some Christmas customs. To learn Christmas vocabulary. To sing a song.

Target language Vocabulary: chimney, Christmas tree, present, reindeer, Santa, star

Materials CD Activity Book, page 156

Getting started Write the word Christmas on the board. Ask the children to tell you all the words they know about Christmas. Draw all their suggestions on the board. If they don’t say the words from this lesson then introduce them with a drawing: Christmas tree, star, reindeer, Santa, present and chimney. Ask the children to repeat the words so they practise their pronunciation. You could also ask some questions about Christmas. T: What day is Christmas day? What colour is Santa’s jacket? Leave the drawings on the board for the finishing off activity.

3 Colour and say. Ask the children to open their Student’s Books at page 93 and look at Activity 1. Ask them to look at the picture and tell you who and what they can see. Give them some time to colour in the Christmas elements. Go round the class praising their work. Ask them to point to and say the Christmas words.

4 Listen and sing 90 Say each line of the song and ask the children to repeat after you. Ask the children to listen to the CD and encourage them to join in. Point to the pictures in the book to help them. Point to the children when it says: With presents for you. Point to yourself when it says: And presents for me!

Finishing off Play Christmas Bingo! Ask the children to get their notebooks and to draw three squares as if they were Christmas presents. They then draw different Christmas pictures in these boxes. Call out the words one by one and tell the children they have to cross out the picture if they have it. The first child to cross out all their pictures is the winner.

Transcript Song: The Santa song. 90 Here comes Santa, Here comes Santa. Can you see? Can you see? Coming down the chimney, Coming down the chimney. With presents for you, And presents for me! (x2)

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Students develop Cultural and artistic competence by singing a Christmas carol in English and creating a holiday greeting card. Music forms a traditional foundation as do greeting cards. Students become more familiar with the target culture and are able to contrast it against their own, as well as improving language skills during this lesson.

262

Learning by Doing English 1st grade

Festivals

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Activity Book Christmas,

page

156

Objectives To learn Christmas vocabulary. To read some Christmas words. To colour some Christmas pictures.

Target language Vocabulary: Christmas tree, present, reindeer, Santa, star

Materials Sheets of card Activity Book, page 156

Getting started Begin to draw one of the Christmas items on the board and the children try and guess what it is before the drawing is finished. Repeat with all the words.

1 Read and colour. Write these words on the board: Christmas tree, star, reindeer, Santa, present. Ask the children to read the words out loud with you, copying your pronunciation. Now, ask the children to look at Activity 1 and to read the words and colours. When they have done that ask them to colour the items with the correct colour. Go round the class to see that they are using the right colours.

2 Draw your favourite present. Ask the children to tell you what present they would like for Christmas, repeat their answers in English as necessary. The children then draw what they would like in the box.

Finishing off Make a Christmas card. Give each child a piece of card and show them how to fold it in half. The children decorate their Christmas card. Write Merry Christmas! on the board so that the children can copy it and write it in their card. When they have finished, mix all the cards together and put them in a pile. Then ask them to pick one up out of the pile to keep and take home.

264

Learning by Doing English 1st grade

Festivals

Easter Student ’s Book,

page

94

Objectives To learn an Easter custom. To practise counting. To revise the colours.

Target language Vocabulary: blue, eggs, green, pink, purple, red, yellow

Materials Different coloured counters Activity Book, page 157

Getting started Tell the children you are going to hide some counters round the classroom. Ask several children to leave the classroom whilst you and the other children hide the counters. When they are all hidden, ask the children to come back to the classroom and look for them. When a child finds one, they say what colour it is. When they have found all the counters, count how many there are of each colour as a class. Repeat the game with other children.

5 Find and count Ask the children to open their Student’s Books at page 94. Ask who and what they can see in the picture. Explain that the characters are having an Easter egg hunt where they look for hidden eggs. Tell the children to count how many eggs there are of each colour and to write the numbers in the boxes. When they have finished, say: How many (red) eggs are there? The children say the numbers.

Finishing off Draw a big Easter egg on the board. Decorate it with lines, stripes, circles. Ask the children what colour they would like you to colour in the shapes. When you have finished, ask the children to open their notebooks and to draw and colour an Easter egg.

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266

Learning by Doing English 1st grade

Festivals

Students develop Cultural and artistic competence by participating in a lesson with traditional Easter games and creating their own personalized Easter egg card. Becoming involved with the target culture and its customs allows students feel closer to the language and enjoy cultural differences.

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Activity Book Easter,

page

157

Objectives To revise colours.

Target language Vocabulary: egg; green, pink, purple, red, yellow

Materials Sheets of paper Activity Book, page 157

Getting started Do some general revision of the colours. Ask the children to stand up and give them instructions. T: Touch something green, please. T: (David), point to something (red).

1 Read, match and colour. Tell the children to look at the activity. Ask a volunteer to read the first sentence. Tell the children to get a green crayon, to follow the line to the egg and to colour it green. The children then do the same with the other eggs.

Finishing off Give each child a piece of paper. Tell the children that they are going to draw an Easter egg and that they are going to decorate and colour it. Tell the children they can decorate it and colour it as they wish. Write Happy Easter! on the blackboard and ask the children to write it on their sheet of paper under their egg. Now, tell the children they can give their pictures to a friend as a present.

268

Learning by Doing English 1st grade

Festivals

Game Student ’s Book,

page

95

Objectives To revise target vocabulary. To interpret visual clues.

Target language Vocabulary: ball, cake, cat, ear, glue, grandad, kite, lighthouse, pen, sausages, table, train

Materials Classical music

Getting started Choose any unit of the book and draw halves of some of the target language on the board. For example from unit four you could draw half a car, half a teddy and half a bike. Point to the different half toy shapes and ask questions. T: What’s this? SS: It’s a car. Ask volunteers to come to the board to complete the toy shapes.

6 Match and say. Ask the children to look at Activity 1. Point to the cake half in the first column and ask a volunteer to say what it is. Then, point out the colour background of the cake half. T: The cake is in a blue circle. Ask them to identify other elements in the blue circles. T: Can you see a cake? The children match the object halves. You can play pleasant classical music in the background to contribute to the informal game atmosphere of the activity. You can record the question, What can you see? Go around the class asking the children to show you their matched pairs and tell you the names of the different items.

Finishing off Divide the children into groups of four. Assign a unit to each child and ask them to draw four target vocabulary items on previously cut pieces of card. It is important all the card sizes are the same. When they have finished ask them to cut their cards in half. Each group collects all the cards together, shuffles them and divides them face down. Now the children play Snap with the cards. When two halves coincide the first child to say snap and say the name of the object takes the card. The child with most cards at the end is the winner.

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6

Match and say.

Ninety-five

95

Students develop Linguistic competence by consolidating vocabulary knowledge from throughout the book. They identify the vocabulary elements visually, match them and then show knowledge by saying the words out loud.

270

Learning by Doing English 1st grade

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boo§ penci¬ casæ Flashcard Unit 1 At school 271

Beep’s world! 15

Hello girls! Hello boys! It’s time for school!

Look! Now a boy is asking a question. Can I go to the toilet?

Can I go to the toilet? What’s the magic word?

Later…

What’s the magic word?

Look at that boy! He’s looking in the dictionary! Does he know the magic word?

Can I go to the toilet?

Hey! The magic word is PLEASE! What’s the magic word? What’s the magic word? What’s the magic word? Oh no! Oh dear! Everyone is going to the toilet!

Can I go to the toilet… PLEASE?

Thank you!

Ah, fantastic! Now we know the magic word!

Tongue twister

Yes!

16

Pick up! Pick up the pink and purple pencils! Pick up the pink and purple pencils, Peter! Pick up the pink and purple pencils, Peter!… Pleeeease!

272

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da∂ granda∂

grann¥

siste®

brothe®

Beeπ Flashcard Unit 2 My family 273

Beep’s world! 25

It’s Sally’s birthday.

Beep has got an idea!

Sally! Smile, please!

No!

Look, Sally! Look at Beep!

What’s Beep doing?

What’s Beep doing now?

Hey, Sally! Look at me!

No!

Oh dear!

No!

Now everybody is happy. Oops!

Thank you, Beep. It’s fantastic!

Ha, ha, ha!

Tongue twister

26

Monica’s mum. Monica’s mum makes macaroni. Monica’s mum makes macaroni for Monica and me.

274

Smile, Sally! Please!

No problem!

275

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parro†

ca† Flashcard Unit 3 Perfect pets

rabbi†

ra†

gold‡is™

hamste®

Beep’s world! Hi! Welcome to Guess my pet!

36

Today, Beep is on television. My name is Ricky Smiley. Hello, what’s your name?

Is it black? No, it isn’t.

Hello, Ricky. My name is Beep. OK! It isn’t black. Next question, please.

Mmm. It isn’t a fish.

Is it a fish?

Hello, Beep. Is it a frog?

No, it isn’t.

No, it isn’t a frog.

Oh no! It’s… It’s… a RAT!

Please don’t worry! This is Robby, my pet rat! Hello, Robby! Squeak! Squeak!

Tongue twister

37

This is Robby. This is Robby the robot rat. This is Robby the robot rat. Run, Robby! This is Robby the robot rat. Run, Robby! Run, Robby! This is Robby the robot rat. Run, Robby! Run, Robby! Run! Run! Run!

276

277

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ca®

tedd¥

bikæ

dol¬

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trai>

planæ

Flashcard Unit 4 My toys

kitæ

Beep’s world! 46

Here’s a boy. Oh no! His kite is in the tree.

Beep is on his bike. Look! There’s a girl. She’s playing with a car.

Squeak! Squeak!

Look! My kite is in the tree. Can you help?

Robby likes the car. Beep climbs the tree… but oh no!

Beep and Robby go to the toy shop.

Be careful, Beep!

Hello, Beep!

Hello. Can I have a plane, please? Hurray! Robby’s got the kite! Thank you, Beep! Thank you, Robby! No problem! Oh, look! Robby’s in the plane! Fly, Robby! Fly!

Tongue twister

47

Can you count? Can you count the cars? Can you count the cars and kites? Can you count the cars and kites and cats?

278

279

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bathroom

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Flashcard Unit 5 In the house

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Beep’s world! 56

Beep and Robby are at the funfair.

Beep and Robby are in the hall.

Come on, Robby! Let’s look in the Scary House.

A witch!

Beep looks in the living room.

Beep looks in the bath. He has a nasty surprise!

Robby! Where are you?

Oh no! A spider!

Beep looks in the bedroom.

Oh no! What’s in the bed?

Tongue twister

57

Beep’s on the bike. Beep’s on the bike. The book’s in the bag. Beep’s on the bike. The book’s in the bag. The ball’s in the basket with Robby.

280

Oh, it’s you, Robby!

281

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Flashcard Unit 6 My body

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Beep’s world! 65

Beep and Robby are at the park. Beep is on his bike.

Oh no! Poor Beep! But look at Robby. He’s alright. Help, Robby! Find my eyes!

Squeak!

Beep! Beep!

Robby’s got Beep’s arms, legs and body.

Here’s Beep’s head…

Quick, Robby! Help me! Where are my arms?… and my legs? Robby helps Beep. Good work, Robby!

Fantastic work, Robby!… Oh no!… Oh no! My hand is on my leg and my foot is on my arm!

Oops! Poor Robby!… Poor Beep!

Tongue twister

66

Touch a teddy! Touch a teddy! Touch a toy! Touch a teddy! Touch a toy! Touch your toes! Touch a teddy! Touch a toy! Touch your toes! Turn around! Touch a teddy! Touch a toy! Touch your toes! Turn around! Touch a table, too!

282

283

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brea∂

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Flashcard Unit 7 My favourite food

orangefi

cheesæ

mil§

Beep’s world! 74

Today, Beep is in a restaurant.

And you?

Hello!

Hello. A chicken sandwich and a banana yoghurt, please.

Spaghetti and cheese… and chocolate cake, please. Beep and Robby are making the food.

Yoghurt, cake… chocolate, cheese.

Where’s the food? I don’t know. Here you are! A yoghurt sandwich and chicken cake!

Tongue twister

Oops!

75

Charlie and Chippy like chocolate. Charlie and Chippy like chocolate and chicken. Charlie and Chippy like chocolate and chicken and cheese.

284

Banana and cheese and spaghetti and chocolate… Enjoy your meal!

285

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Flashcard Unit 8 At the seaside

seagul¬

Beep’s world! 85

Oh, look at that boy! What’s the matter?

Beep and Robby are at the seaside. I like the seaside!

It’s a shark. I’m scared!

Beep is running to help the boy. Beep to the rescue!

Beep jumps. Oh no! Beep can’t swim!

It’s OK! I’ve got a boat.

Help! That’s my brother!

Is Beep all right? Oh yes, look! Oh, it’s a dolphin!

Beep and Robby have got a new friend. It’s a dolphin. I like dolphins.

Thank you, dolphin.

Beep and Robby like the seaside.

Tongue twister

86

At the seaside I can see… At the seaside I can see… six sad seagulls. At the seaside I can see… six sad seagulls sitting on a sand castle.

286

Bibliography Dictionaries

Games

• Merriam-Webster’s Elementary Dictionary, Newest Ed. © 2014 Hardcover. An essential dictionary for children grades 3-5, ages 8-11, this hardcover offers 36,000 entries with 200 new words & senses, many from technology & life sciences. 

• http://www.anglomaniacy.pl/grammar-activities. htm

• Children’s Illustrated Dictionary DK, featuring thousands of entries and definitions, including core vocabulary and relevant words for young people in the modern world, this comprehensive guide includes a unique mix of colorful photography and eye-catching illustrations to break up the entries, put the words in context, and add an element of fun.

• http://www.eslgamesworld.com/ • http://learnenglishteens.britishcouncil.org/studybreak/games • https://learnenglishkids.britishcouncil.org/en/ home • Animals http://kids.nationalgeographic.com/ games/ • The Weather https://learnenglishkids.britishcouncil. org/es/category/topics/weather

• Richmond First Dictionary contain striking section openers, full-sentence definitions with child-friendly language, numbers that identify different meanings, an alphabet guide, large clear multiple-form headwords and example sentences that show the words in context.

• Grammar and Vocabulary

Videos

Reading

• Super hero high http://learnenglishteens. britishcouncil.org/study-break/video-zone

• Chichen Itzá https://www.readinga-z https:// www.readinga-z.com/books/leveled-books/ book/?id=1280.com/books/leveled-books/ book/?id=2313

• Food https://learnenglishkids.britishcouncil.org/es/ category/topics/food • Grammar videos https://learnenglishkids. britishcouncil.org/en/category/sections/grammar/ grammar-videos • Animals http://discoverykids.com/category/ animals/ • Chile http://www.timeforkids.com/destination/ chile

• Pathway to Grammar. Richmond. It is a supplementary resource that can be used alongside any textbook to consolidate and enrich vocabulary and grammar instruction, including for groups not preparing for certification

• Ancient Egypt https://www.readinga-z.com/ books/leveled-books/book/?id=754 • http://www.teach-nology.com/worksheets/ language_arts/reading_comp/ • http://www.rong-chang.com/easykids/ • http://www.rong-chang.com/children/index.htm

• Health http://discoverykids.com/category/health/

• http://learnenglishkids.britishcouncil.org/en/readand-write

• The Natural World. http://discoverykids. com/?s=My+world

• http://www.timeforkids.com/ • http://dltk-teach.com/minibooks/ • http://www.hubbardscupboard.org/printable_ booklets.html

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Teacher’s Methodological Manual

English 1st grade

grade

Learning by st

Doing English1