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• Héctor Luzardo

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Task-Based Learning Star Players makes every student the centre of the learning process. It recognizes that children learn in different ways and that they have different intelligences, learning styles and interests. Star Players is designed to build on and extend students’ knowledge and to help them to learn through engaging and motivating activities. Students learn best when they are cognitively and linguistically challenged and when activities are meaningful, purposeful and enjoyable. Star Players acknowledges the importance of exposing students to natural language. Literature is an effective tool that offers students opportunities to experience language in a way that mirrors how they learn their mother tongue. A story, poem or song can all reach within each student to bring out a genuine response and help them grow and respond at a deeper level. Students are the heroes of their own lives and stories help them develop their own sense of self and values, as well as to sympathize and identify with others.

In this approach, learning is structur ed around tasks and their successful completion. It is important that the tasks are carefully constructed , meaningful and purposeful. Learners have to solve a problem, which means that they are cognitively and linguistically engaged. There are three phases in task-based learning: pre-task, during-task and post-task. In the post-task phase, learners display or talk about the outcome. Star Players provides num erous tasks that are motivating and that give children a real sense of achievement.

Story-Based Approach

as the starting A story-based approach uses stories ities. Language activ and ls point for planning materia do different is taught through stories and learners them. Star of ing and erst und r thei tasks to develop have been written Players uses engaging stories that . for native speakers of the same age

The Communicative Approach

The basis of this approach is that lang uage is communication and that in the clas sroom the focus should be on enabling learners to communicate successfully with each other. The com municative approach focuses on learners bein g able to use the language with both fluency and accuracy. Star Players offers many communicative activities, such as games and role plays.

Multiple Intelligences

Star Players is based on the latest research on how children learn languages.

Topic and Content-Based Approa

ches

Language has not got any value with out a context which is meaningful to learners. The contexts or topics which are best suited for young child ren are those which come from their own world and experience, such as family, friends and pets. As children get older, they can work with topics that take them into the wider world, for example, space, histo ry or the Internet. In a topic or content-based approac h, language is taught through themes which are interesting and involving and are often linked with other school subjects. In this way, Star Players help s learners reinforce what they have already lear ned in other subjects and exposes them to new content as well.

. Research We do not all learn in the same way rent diffe n seve t leas at shows that there are ical, l/log atica hem mat tic, sthe intelligences: kine verbal l, atia al/sp visu l, sona rper inte l, intrapersona and tasks are and musical. In Star Players, activities of learning. s varied to cater to these different way

Zone of Proximal Development

Learning takes place within the zon e of proximal development or ZPD. The ZPD is the difference between what children can do alon e and what they can do when they are working in a supported environment with other children or with their teacher. The collaborative nature of tasks is a very important aspect of learning. Whe n children work together, they learn to share ideas, listen to others and work as a team. They also lear n to be tolerant of others and understand that each person can contribute and has value.

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Introduction Course Features

iv & v

Tips and Tricks

vi & vii

Scope and Sequence

viii & ix

Word Lists

x, xi & xii

Diagnostic Test

xiii & xiv

1

Unit 1

School Fun

T3

2

Unit 2

Family Time

T15B

3

Unit 3

My Pet

T27B

4

Unit 4

Insects!

T39B

5

Unit 5

Let’s Eat!

T51B

6

Unit 6

My Toys

T63B

7

Unit 7

Fun at the Fair

T75B

8

Unit 8

Where I Live

T87B

Extras Review Pages

T15A, T27A, T39A, T51A, T63A, T75

A, T87A & T99A

Star Players Certificate

T99B

Project Pages

T100

Worksheets

T108

Assessment Pages

T116

Practice Book Answer Key

T132

CD Track Section

T141

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se r u Co res tu a e F School Fun

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Student’s Book contains · topic-based units that develop all four skills in a relevant context · three original stories that expose students to natural language · engaging projects that build teamwork · fun songs and chants that expose students to rhythm · games and hands-on activities · language boxes that highlight new grammar points · self-assessment activities that develop students’ awareness of their own learning process and style · skills pages (levels 1—3) · process writing pages (levels 4—6) to build students' writing skills · review sections to reinforce target language

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Teacher’s Book contains · a Scope and Sequence with the topic and language focus of each unit · a Tips and Tricks section with hints on how to use all the components · notes for developing the projects and additional cross-curricular activities · grammar teaching tips and grammar modules for each unit · word lists for each unit · a photocopiable Diagnostic Test · photocopiable Assessment pages for each unit with listening activities · photocopiable Worksheets for each unit to reinforce the grammar · a CD Track Section · full answer keys for the Practice Book, Student’s Book, Assessment pages and Worksheets · a Star Players Certificate

· · · ·

Each unit contains a variety of games Multiple Intelligences activities one Values Activity one Teaching Tip e:

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Each lesson contains · full teacher’s notes · an Opening Box with the vocabulary and grammar taught in each lesson and the materials and preparation needed · Warm-ups, Wrap-ups, Extensions and ideas for extra activities

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& s p i T s k c i Tr Literature Pages The main objective of the stories in Star Players is to increase students’ exposure to natu ral language, thus providing students with a valuable opportunity to learn common fixed expressions and high frequency vocabulary used by native speakers . Before students read the literature in Star Players, it is important to explain that they do not have to und erstand every word; instead, they should aim to grasp the overall meaning and enjoy the reading proc ess. To check students’ understanding of the stories, a Comprehension Check section is prov ided in the Teacher’s Book with a series of que stions. To further develop students' critical-t hinking skills, challenging activities such as pred icting, summarizing, analysing and evaluating the story and its characters have also been included.

Posters

uts, can be used to Each poster, together with its cuto ry and grammar bula voca w present, practise and revie promote student to tool llent exce points. Posters are an participation and cooperation. material you can Star Players posters are made of a ased marker pens. er-b wat or ard tebo write on using whi their corresponding You can also attach the cutouts to adhesive poster by using tape, Blu-tack or any to move cutouts substance. This gives you the freedom g them. agin dam around and reuse them without esponding corr r Cutouts can either be used with thei e poster som ers, poster or as flashcards. In Star Play out the with used be to cutouts have been designed poster. cutouts should be To make the most of the posters, store in large then and n prepared before the lesso ber. num unit the envelopes marked with

Listening Activities There are many ways in which Star Players helps your students to develop listening skills. One of them is through catchy songs and chants. You will find that students love them and learn them quite quickly. There are also listening activities thro ughout the Student’s Book, Practice Book revie w pages and, very importantly, in the Assessment pag es. You can find all of the Student’s Boo k tracks in a separate section called the CD Trac k Section (pages T141—T148). The tracks for the Prac tice Book review pages and Assessment pages are also included in the Teacher’s Book (pages T15A, T27A, T39A, T51A, T63A, T75A, T87A and T99A). )

Word Lists

tocopiable word lists On pages x—xii, you will find pho ent’s Book unit. of the target vocabulary for each Stud ibuted each distr and These lists can be photocopied s: way month to be used in various · to create a picture dictionary e new words · to write sentences to contextualiz · to write a story notebooks · to illustrate new vocabulary in c groups anti sem into ry bula · to classify voca

Process Writing

write, because it Students need to be taught how to levels 1—3, the In . is not a skill which comes naturally . In levels 4—6, skill this skills pages focus on developing ing. Writ ess Proc of writing is taught by means are: ing writ ess The key steps for teaching proc ing writ · setting a context or situation for · showing students a model s · brainstorming and exploring idea and an audience ing writ for · giving a clear purpose The sequence for process writing is: · writing a first draft teacher or both · checking work (either peers, the can do this) and giving feedback · writing a final version

Project Work and Hands-on Act

ivities

In every unit, there is a hands-on proj ect as well as additional cross-curricular activities . Project work is a time when students can be creative and learn to share ideas and work in teams. It is importa nt to emphasize that there is not only one way of doin g things and to encourage students to respect each other's work. Before starting a project, make sure that all students have got the necessary materials to hand. You should also demonstrate each step so that all students understand what they have to do and how to do it. At the end of each project, exhibit and praise students’ work equally, without making com parisons.

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Review and Evaluation

Class Materials

Evaluating your students is an ongoing process that helps you clearly see how much your students have learned and assess their strengths and weaknesses.

Diagnostic Test To help you in this process, Star Players provides you with a photocopiable Diagnostic Test. The Diagnostic Test should be administered in the first week of classes. It has been designed to help you evaluate students’ general level and determine in which areas they need reinforcement.

Assessment Pages Star Players also provides you with photocopiable Assessment pages. These pages are designed to test students’ progress upon completion of each unit. Self-assessment Pages Since it is also important for students to gain awareness of their own strengths and weaknesses, there are self-assessment activities at the end of each Student’s Book unit (levels 1—3) and in the Teacher’s Book (levels 4—6). Review Pages Before evaluating your students, it is crucial to review the language you have taught. Both the Student’s Book and Practice Book provide review pages. Worksheets In addition, there are photocopiable Worksheets in the Teacher’s Book that can be used to provide additional grammar practice for each unit. Grammar Modules and Teaching Tips There are very useful pages that expand on the main grammar points taught in each unit and also provide teaching tips. Using these pages can help you in the review process. Answer Key to Diagnostic Test 1 Read the following text boys. out loud: Number 5: Circle two Number 1: Apple. teachers. Number 2: Book. 3 Read the following text Number 3: Cat. out loud: Number 4: Shoes. Number 1: It’s a boy. · Read the following text Number 2: It’s a girl. out loud: Number 3: It’s an The apple is red. elephant. The book is green. Number 4: It’s a flower. The cat is yellow. The shoes are blue. 2 Read the following text out loud: Number 1: Circle four apples. Number 2: Circle six dogs. Number 3: Circle eight pencil cases. Number 4: Circle three

4 Read the following text out loud: Number 1: Draw a bus. Number 2: Draw a table. 5 Lead students in completing the speech bubbles by asking them the questions that the teacher asks.

At the beginning of the school year , put all the materials that you will need for prac tical activities into a box and keep them in the classroo m. Your box should contain coloured pencils, scissors, glue sticks, pencils and rubbers. Each student is expe cted to bring the same materials from home. Read the Materials and Preparation sections that appear in the opening boxes in the Teacher’ s Book before each lesson. These two sections will remind you of the materials you need to make the mos t of each lesson. Before the first practical activity, clari fy the procedure for using materials. Always make sure that students clean up at the end of each activity and return all materials to the box.

Cutouts

’ cutouts at the It is a good idea to collect students e cutout pages only ibut distr and beginning of the year a lesson. Make sure when you are going to use them in tly what they have to you demonstrate to students exac do before they start cutting them. uts are used for There are some cases in which cuto the case, there are several different activities. If this is k to ensure that reminder notes in the Teacher’s Boo s for future lope students keep their cutouts in enve activities.

Pair and Group Work Young children may not be used to working in pairs and groups. The first few times they do pair activities, keep the activities short and make sure that you give them clear instructions. As they get used to doing pair and group activities, you can begin to hand over responsibility to students. For exam ple, for each pair, you can assign one student to be the task monitor (he/ she makes sure that they do what they are meant to) and the other student to be the lang uage monitor (he/ she makes sure that they speak Eng lish). It is more fun and more interesting for students if they do not always work within the sam e pairs. Decide before the lesson how you are goin g to organize the pairs.

Teaching Values

hing a language. Being a teacher goes far beyond teac a student hing teac lves Being a teacher also invo rent diffe to pt ada to how universal values and activities to es valu de inclu we ers, Play situations. In Star student’s a in play remind teachers of the key role they d to be gne desi are life. At lower levels, these activities tongue ve nati ' ents initiated and carried out in the stud be may lish Eng te. so that they can fully participa ities at higher levels gradually integrated into these activ of the series.

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& e p Sco ence u Seq Vocabulary

Grammar 1

School Supplies: crayon, glue stick, notebook, pen, pencil, pencil case, rubber, ruler, school bag

Verb to be: What’s this? It’s a (crayon). Is it a (notebook)? Yes, it is./No, it isn’t. What colour is (your) (ruler)? It’s (red). (My) (school bag) is (green). What is it? It’s a (pen).

Colours: blue, green, red, yellow People: boy, girl, teacher

Classroom Objects: chair, desk, door Animals: hamster, mouse Greetings: bye, good morning, goodbye, goodnight, hello, hi Other: name

Numbers: 1–10

2

3

Possessive Adjectives: This is (my) (mother). What’s (her) name? (Her) name’s (Sandra).

Imperatives: close the door, come here, listen, look, sit down, stand up, stop, turn around

Family: brother, father, grandfather, grandmother, mother, sister

Verb to be: Is it (brown)? Yes, it is./No, it isn’t. What colour is it? It’s (orange).

Conjunction and: It’s (big) and (black).

Pets: bird, cat, fish, rabbit, snake, spider, turtle

Prepositions of Place: Where’s the hamster? It’s on/in/under/behind (the fish tank).

Colours: black, brown, grey, orange, pink, purple, white

Possessive Adjectives: What colour is your/his/her (dog)? My/his/her dog is (grey).

4

Articles: It’s an (umbrella). It’s a (butterfly). Plural Nouns: They are (ladybirds). Verb to be: They are (snails). It is a (butterfly). It is an (ant). There is/are: There is a (spider). There are (eleven) (bees). How many (flowers)

Verbs: close the door, come here, listen, look, sit down, stand up, stop, turn around

The Alphabet Other: balloon, bird, cake, candles, dog, friend, happy birthday, house, puppet, sofa, train

Verbs: catch, jump, run Other: apple, cage, fish tank, idea, table

Adjectives: big, small

Imperatives: Run! Jump! Catch!

are there? Are there any (dolphins)? Yes, there are./ No, there aren’t. Demonstrative Pronouns: This is a (beetle). That is a (snake). What’s this? What’s that? Possessive Adjectives: Our (spider) is (big). Their (snails) are (brown).

Animals: dolphin, frog, monkey, parrot Insects and small animals: ant, bee, beetle, butterfly, caterpillar ladybird, snail

Other: bean, beanstalk, camera, castle, flower, forest, garden, house, island, leaf/leaves, mountain, ring, tree, umbrella

Numbers: 11–15 Food: egg, orange

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Vocabulary

Grammar 5

Present Simple: I like (biscuits). I don’t like (crisps). Do you like (lemonade)? Yes, I do./No, I don’t. What have you got in your lunchbox? I have got (orange juice). I eat (burgers).

There is/are: There is (one) (tomato). There are (two) (pizzas). Are there any (biscuits)? How many (sandwiches) are there?

Food: banana, biscuit, bread, burger, cake, cheese, chicken, chocolate, crisps, fish, ice cream, lemon, peach, pear, pineapple, pizza, sandwich, strawberry, tomato Drinks: cola, juice, lemonade, milk, water

Numbers: 16–20 Adjectives: delicious, enormous, greedy, happy, hungry, salty, scared, sweet Other: drink, food, fridge, giant, lunchbox, monster, picnic basket, shopping list, shopping trolley

Days of the Week

6

Verb to be: How old is (he)? (He)’s (seven). We’re (twins). Present Continuous: I’m (riding) (my bicycle). What are you doing? What’s he/she/it doing?

7

Verb to have: I have got a (red) (nose). John has got (big) (feet). Present Continuous: I’m wearing a (blue) (T-shirt). What’s he wearing? He’s wearing (blue) (trousers).

Toys: ball, bicycle, boat, car, computer game, doll, guitar, kite, plane, puppet, robot, scooter, teddy bear, train, yoyo

Verb can: I can (ride). I can’t (swim). Can you (dance)? Yes, I can./No, I can’t. What can it do?

Parts of the Body: arms, feet, hands, head, legs, tail

Animals: kangaroo, penguin, tiger

Facial Features: ears, eyes, hair, mouth, nose

Adjectives: dark, long, short, tall

Verbs: catch, climb, count, dance, find, jump up and down, swim, visit

Other: all day, all night, apple tree, box, carrot, clown, clue, fair, grandad, treasure hunt, welcome, windmill

Verbs: climb a wall, drive a car, fly a kite, hide, jump,

Clothes: dress, hat, jacket, jumper, shirt, shoes, skirt, trousers, T-shirt

8

Demonstrative Pronouns: This is my (coat). These are my (boots). That’s my (scarf). Those are my (skis).

Present Continuous: What’s she doing? They’re swimming in the sea. We’re wearing (boots).

Present Simple: Where do you live? I live in a house/flat.

There is/are: There aren’t any (cars).

Prepositions: The (TV) is next to the (armchair).

look for, play with a ball, play the guitar, read, ride a bicycle, run, sing, sleep

Present Simple: like vs. likes: I like (milk) and (she) likes (juice). want vs. wants: She wants a (scooter). What do you want? have got vs. has got: I haven’t got a (teddy bear). Have you got a (ball)?

Home: bathroom, bedroom, kitchen, living room Furniture: armchair, bed, cooker, fridge, lamp, shower, sink, sofa, table, TV, wardrobe Verbs: do exercise, drink, look for, ski, watch TV

Other: golden egg, golden hen, please, present, sad, thank you, twins, wall

Transport: boat, bus, plane, taxi, train City: flat, house, park, shop, street, town Adjectives: cold, hot Other: box, cyclist, ground, idea, medal, postcard, sea, skis, wrapper

Clothes: boots, cap, coat, gloves, scarf, shorts, socks, swimsuit

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y r a l bu a c Vo

1 School Stationery crayon glue stick notebook pen pencil pencil case rubber ruler school bag

Colours blue green red yellow

Family brother father grandfather grandmother mother sister

Pets bird cat fish rabbit snake spider turtle

People boy girl teacher

Classroom Objects chair desk door Numbers 1 – 10

Greetings bye good morning goodbye goodnight hello hi

Animals hamster mouse

Other name

Verbs close the door come here listen look sit down stand up stop turn around

The Alphabet

happy birthday house puppet sofa train

Colours black brown grey orange pink purple white

Adjectives big small

2

Other balloon bird cake candles dog friend

3

Verbs catch jump run

Other apple cage fish tank idea table

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4 Animals dolphin frog monkey parrot Insects and Small Animals ant bee beetle

butterfly caterpillar ladybird snail Numbers 11 – 15 Food egg orange

Other bean beanstalk camera castle flower forest garden house island leaf/leaves

mountain ring tree umbrella

Days of the Week

Others drink food fridge giant lunchbox monster picnic basket shopping list shopping trolley

5 Food banana biscuit bread burger cake cheese chicken chocolate crisps fish ice cream lemon peach

pear pineapple pizza sandwich strawberry tomato

Toys ball bicycle boat car computer game doll guitar kite plane

puppet robot scooter teddy bear train yoyo

Drinks cola juice lemonade milk water

Numbers 16 – 20 Adjectives delicious enormous greedy happy hungry salty scared sweet

6

Verbs climb a wall drive a car

fly a kite hide play with a ball play the guitar read ride a bicycle run sing sleep

Other golden egg golden hen please present sad thank you twins wall

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7 Parts of the Body arms feet hands head legs tail Facial Features ears eyes hair mouth nose

Verbs catch climb count dance find jump up and down swim visit Animals kangaroo penguin tiger

Clothes dress hat jacket jumper shirt shoes skirt trousers T-shirt Adjectives dark long short tall

Other all day all night apple tree box carrot clown clue fair grandad treasure hunt welcome windmill

8 Home bathroom bedroom kitchen living room Furniture armchair bed cooker fridge lamp shower sink sofa table TV wardrobe

Verbs do exercise drink look for ski watch TV

Transport boat bus plane taxi train

Clothes boots cap coat gloves scarf shorts socks swimsuit

City flat house park shop street town

Other box cyclist ground idea medal postcard sea skis wrapper

Adjectives cold hot

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Diagnostic Test

Name:

1 Listen and circle. 1

2

3

4

Listen and colour.

2 Listen and circle.

© Santillana Educación, S.L./Richmond Publishing, 2009 Photocopiable

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3 Listen and number.

4 Listen and draw. 1

2

5 Listen and complete. What’s What’s your your name? name?

My name’s .

How old are you?

I’m

. Me

Draw yourself. xiv

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© Santillana Educación, S.L./Richmond Publishing, 2009 Photocopiable

23/3/09 19:20:33

1

School Fun

Family Time

2

Verb to be

School Stationery

Numbers

What’s this? It’s a (crayon). Is it a (notebook)? Yes, it is./No, it isn’t. What colour is (your) (ruler)? It’s (red). (My) (school bag) is (green). What is it? It’s a (pen).

crayon, glue stick, notebook, pen, pencil, pencil case, rubber, ruler, school bag

1–10

Vo ca bula r y

G ra mm a r

Grammar:

Colours blue, green, red, yellow

People

Animals hamster, mouse

Greetings bye, good morning, goodbye, goodnight, hello, hi

boy, girl, teacher

Other

Classroom Objects

name

Fun c tion s

chair, desk, door

- Introducing yourself - Exchanging greetings - Identifying school stationery - Identifying classroom objects - Counting classroom objects and stationery

Value s Syllabus Looking After Pets (page T13)

- Describing and asking about the colour of classroom objects and stationery

Star Proje c t

Multiple Intelligence s

Make a Board Game (page 100)

Kinesthetic Intelligence (page T6) Visual Spatial Intelligence (page T11)

Extension E Ex tension

Lesson 1

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T3

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School Fun 1 Listen and repeat.

1

Hello! What’s your name? Hi! My name’s John. My name’s Ruby.

2 Say a name chant.

2 Hi! Hello! What’s your name? My name’s John. Let’s ask again! Hi! Hello! What’s your name? My name’s Ruby. Let’s ask again!

4

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Lesson 1 12/3/09 23/3/09 21:18:21 19:20:44

School Fun

Functional Language: What’s your name? My name’s (Lily). Vocabulary: hi, hello, name, teacher Materials: A ball. Name Cards materials: Lightweight cardboard. Self-Portrait Sheets materials: White paper (1 1/2 sheets per student). Coloured felt-tip pens. Preparation: Name Cards: Write each student’s name on a strip of lightweight cardboard to make a name card. Make one for yourself, too. Self-Portrait Sheets: At the bottom of a sheet of paper, write Hi! My name’s _____. Make a copy for each student. Cut out a small paper square (10 cm x 6 cm) for each student.

2

Say a name chant.

1

2

Students look at the picture in activity 2. Play Track 2. Students listen and point to the characters when they say their names. Ask students to form a circle. Chant Hi! Hello! What’s your name? and throw the ball (see Materials) to a student. He/she chants My name’s (Juan). The rest of the class chants Let’s ask again! The student throws the ball to another student. The class chants the first two lines. This student answers and the class then chants the last line. Continue the chant in this way, with the student who answers the question throwing the ball to another student and so on, until all students have answered.

Wrap-up Name Race

Warm-up Name Cards Hold up your Name Card and say Hello, my name’s (Susan). Hold up students’ Name Cards one by one and say each student’s name. Students come up and collect their cards. Students decorate their name cards with coloured felt-tip pens. Then they go to the front, one by one, and introduce themselves to the class by showing their Name Cards and saying Hello, my name’s (Maria).

1

Listen and repeat.

1

Students look at the picture. Explain that it is the first day of school and the teacher is greeting the students outside the school. Play Track 1. Students listen and point to the characters as they speak. Play the track again. Pause after each sentence for students to repeat. Present the word teacher. Say Point to Ruby. Point to John. Point to the teacher. Ask individual students: Hello! What’s your name? Lead them in answering My name’s (María).

Introduce yourself. Students stand up with their Name Cards. Display your Name Card and say Hello, my name’s (Yola). Go up to a student and say Hello, my name’s (Yola). Lead the student in showing his/her Name Card and saying Hi, my name’s (Ricardo). Students move around the class with their Name Cards, showing them to other students and saying Hello, my name’s (Luis).

Collect students’ Name Cards. Hold one up and ask the student whose card it is to say My name’s (Enrique). Divide the class into two teams and divide the Name Cards into two piles, making sure that each of the piles corresponds to one team. Teams stand at the back of the classroom. Hold up one Name Card from each team and say the names. The corresponding students race to take their card from you and say My name’s (Alicia). The first student to do this wins a point for his/ her team. Continue the activity in this way until all names have been called.

Extension Draw, write and guess who it is. Distribute the Self-Portrait Sheets to students (see Preparation). Students draw a picture of themselves on it and complete the sentence with their name: Hi! My name’s (Lucy). Show students how to glue the paper square over their name to make a flap. Students display their pictures around the classroom. Invite students to go up, choose a picture and read the sentence out loud, guessing who the person is. Students lift the flap to see if they were right.

Lesson 1

12/3/09 21:18:21

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T4

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School Fun

1

Functional Language: See you soon. I’m (Antonio). How are you? I’m fine, thank you.

Vocabulary: hi, hello, goodbye, bye Materials: Star Name Badge materials: Wool, ribbon or plastic thread (one piece per student, 80 cm), a hole punch, gold and silver glitter, coloured felt-tip pens and lightweight cardboard. White paper (1 sheet per student). 1 : Speech Bubble cutouts. C

Warm-up What’s your name? Invite four students to the front of the class to stand in a row. Ask the class to chant What’s your name? from Student’s Book page 4 with you and encourage each of the four students to answer with My name’s (Mariana). Repeat the activity with different students.

1

Make a star name badge. Students look at the picture in activity 1. Distribute lightweight cardboard. Students draw a star and a circle on the cardboard. They cut out the circle and the star and glue the star onto the circle. Tell students to write their name in the space on the badge using a brightly coloured felt-tip pen. Students glue around the text inside the star and sprinkle gold glitter onto it. Then they glue in the remaining parts of the circle and sprinkle silver glitter onto it. Use a hole punch to help students to make a hole at the top of their badge. Show them how to thread their piece of wool or ribbon through the hole and tie it. Students hang their badges around their necks. Students look at the picture in activity 1. Read the text in the speech bubbles with the class. Students follow along in their books. Students move around the class showing their badges and acting out the dialogue with their names.

Song: Hello! Goodbye!

3

Students look at the pictures in activity 2. Read the text in the speech bubbles with the class. Play Track 3. Students listen and point to the corresponding speech bubbles. Play the track again. Pause after each line for students to repeat. Divide the class into two groups. Play the track a third time. Students sing the song as a dialogue between the two groups, alternating each line. Ask students to stand up. Play the song again. Students

T5

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Say who’s missing. Ask six students to leave the room and wait outside. As they walk out, lead the class in saying Goodbye! See you soon. Ask five of the students to come back in. As they come in, lead the class in saying Hi! How are you? Lead the group of students in responding I’m fine, thank you. Ask the class who’s missing. Students identify which student hasn’t come back in. Play the game several times with different students leaving the classroom.

Wrap-up Draw and greet a friend. Draw a face on your hand. Invite a volunteer to the front of the class. Act out the following dialogue, making your hand talk. Lead the student in responding: T: Hello! How are you? S: I’m fine, thank you. T: Goodbye! S: Goodbye. See you soon. Students draw a face on one of their hands. Divide the class into pairs. Students move their hands to make their “faces” talk and act out the dialogue.

Extension

Meet your classmates.

2

move around the class, singing along. Encourage them to greet someone and shake hands as they sing Hello. Hello! How are you? and wave goodbye as they sing the last two lines. Students continue to circulate, singing the song and greeting different classmates.

Make a comic strip.

1 C

Give each student a sheet of paper and ask them to fold it in half. In the top half, they draw two people greeting each other. In the bottom half, they draw two people saying goodbye. Ask students to cut out the Speech Bubble cutouts. Help students to glue the speech bubbles onto their pictures in the correct places.

Lesson 2

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School Fun

1 Make a star name badge. What’s your name?

My name’s Nina.

Hi, I’m Scott.

2 Song: Hello! Goodbye!

3

Hello! Hello! How are you?

Hi! Hello! I’m fine, thank you.

Bye! Goodbye! See you soon. Lesson 2

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5

12/3/09 23/3/09 21:18:24 19:20:49

School Fun

1 Trace and match the cutouts.

1 A

pencil

crayon

rubber

pen

Listen and point.

4

2 Look and name the objects.

What’s this? 6

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It’s a pencil case.

Lesson 3 12/3/09 23/3/09 21:18:26 19:20:49

School Fun

Grammar: Imperatives: Point to the (pencil). Verb to be: What’s this? It’s a (pencil).

Vocabulary: pencil, crayon, pencil case, pen, rubber Materials: 1 Poster and poster cutouts. 1 A

School Stationery cutouts. White paper (1 sheet per student).

2

1

Look and name the objects. Students look at the pictures in activity 2. Point to the first one and ask What’s this? Lead students in responding It’s a pen. Divide the class into pairs. Students take turns asking and answering about the other pictures. Point to each picture and ask What’s this? The class answers.

Look and identify the object.

Warm-up Guess who’s speaking. Ask students to put their heads down on their desks and close their eyes. Tap one student on the shoulder and invite him/ her to the front of the class. Say Hello. How are you? Lead the student in answering Fine, thanks. The class guesses who is speaking, without looking up. Play the game several times.

Show students how to make a small hole in a sheet of paper with the point of a pencil. Invite a student to the front of the class. The student holds the paper in front of his/her face, closes one eye and looks through the hole. Place an item of school stationery in front of the hole and ask What’s this? The student responds It’s a (pencil). Divide the class into pairs and distribute paper. Students make a hole in their paper and play the game.

Wrap-up Identify the school stationery.

Game: Run and Touch

1

Display the poster. Talk about it with students. Attach the crayon, pencil, pen, rubber and pencil case poster cutouts to the board. Point to each in turn, say the word and ask students to repeat after you. Drill the words with funny voices: a monster voice, a quiet voice, a deep voice, etc. Distribute the cutouts to five students. Name an item of school stationery. The student with the corresponding cutout attaches it to the poster. Tell students to take out a pencil case, rubber, pen, pencil and crayon and place them on their desks. Say Hold up the (crayon) and demonstrate. Repeat with other objects. Students hold up the corresponding school stationery on their own.

1

Trace and match the cutouts.

1 A

Students cut out the rubber, pen, pencil and crayon cutouts. Point to the outline of the pencil case in activity 1. Say Point to the word (pen) and check that students follow the instruction. Students trace over the word and glue the corresponding cutout in the box. Repeat with the other objects in the pencil case.

•

Listen and point.

1

Attach the poster cutouts (pencil, rubber, crayon, pencil case and pen) to the classroom walls. Divide the class into two teams. A student from each team goes to the front. Name an item of school stationery: Rubber. The team members race to the corresponding cutout. The first student to touch the cutout wins a point for his/her team.

Extension Kinesthetic Intelligence Invite a volunteer to the front of the class. The student closes his/her eyes and stretches out his/her hand with the palm up. Place an item of school stationery on his/her palm and ask What’s this? The student guesses what the object is: It’s a (crayon). Repeat the activity with different students.

4

Hold up a pencil. Ask What’s this? Lead students in responding It’s a pencil. Play Track 4. Students listen and point to the corresponding items of school stationery in the pencil case.

Lesson 3

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T6

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School Fun

1

Grammar: Verb to be: Is it a (ruler)? Yes, it is./No, it isn’t.

Vocabulary: glue stick, notebook, ruler Materials: Construction paper (1 per student). White paper (2 sheets per student). 1 Poster and poster cutouts. A school bag and the following school stationery: 2 glue sticks, 1 notebook, 1 ruler, 1 pencil, 2 rubbers, 1 crayon, 1 pencil case and 1 pen.

Warm-up Guess the item of school stationery. Divide the class into two teams. Put school stationery into a school bag (see Materials). As you put them in, name them with the students. Explain that you have ten points and that they must try to earn them by guessing the items correctly. Slowly take an object out of the school bag so that just a little bit of it is visible at first. Ask What’s this? Each team gives their answer, saying It’s a (pencil). Each right answer earns points. Students’ aim is to win as many points as possible.

1

Listen and match the objects.

5

1

Display the glue stick, ruler and notebook poster cutouts. Point to each object in turn and say the word for students to repeat. Students look at the pictures in activity 1 and name the objects on the right-hand side. Explain that the objects on the left-hand side are Ruby’s school stationery and that John is asking about them. Play Track 5. Students listen and draw a line to match each item of school stationery on the left with the corresponding one on the right. Point to each item of school stationery on the left and ask Is it a (pencil)? Lead students in answering Yes, it is or No, it isn’t.

Show and guess what it is. Invite students who have got unusual-looking school stationery to bring them to the front of the class. Encourage the class to ask about the school stationery: Is it a (pencil case)? Lead the student in responding Yes, it is or No, it isn’t.

2

3

Game: Draw and guess. Ask students to make Paper Squares by drawing a horizontal and vertical line on a sheet of paper, creating four sections. Students draw a different item of school stationery on each section of the sheet of paper and number the drawings. Students look at the picture in activity 3. Explain that the children are playing a guessing game. Invite a volunteer to the front of the class. Show one of the students’ drawings to the class but not to the volunteer. Ask the volunteer to guess what is on the sheet of paper: Is it a (ruler)? The class responds by chanting Yes, it is or No, it isn’t. If the student guesses correctly within three questions, draw a smiling face on the drawing. If not, draw a sad face. Divide the class into pairs. Ask students to play the guessing game. The student with the most smiling faces wins.

Wrap-up Glue and label. Write the following school stationery words on the board: pencil, rubber, crayon, pencil case, glue stick, notebook, ruler. Point to pencil, say pencil and ask a volunteer to the board to draw a pencil under the word. Repeat with the other words. Ask students to cut the Paper Squares they used in activity 3 and glue them onto the construction paper. Students label the Paper Squares by copying the words from the board.

Extension Draw and guess. Tell students to place different items of school stationery on a sheet of paper and draw round them to get an outline. Divide the class into pairs. Students point to their outline pictures and ask What’s this? for their partners to guess.

Read and circle the correct word. Point to each picture and ask students What’s this? Read the sentences with the class as students follow them in their books. Students circle the correct word for each picture.

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Lesson 4

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School Fun

1 Listen and match the objects.

5

1

2 3

4

2 Read and circle the correct word. 1

It’s a crayon / glue stick.

2

It’s a ruler / pencil.

3

It’s a notebook / pencil case.

3 Game: Draw and guess. Is it a notebook?

No, it isn’t!

Is it a ruler?

Yes, it is. Lesson 4

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7

12/3/09 23/3/09 21:18:29 19:20:54

School Fun

1 Listen and colour the school stationery.

6

What colour is your ruler? It’s red.

2 Read and colour the pictures.

blue

red

green yellow

Game: Ask and guess the picture. 8

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Lesson 5 12/3/09 23/3/09 21:18:31 19:20:55

School Fun

Grammar: Verb to be: What colour is it? It’s (red). Is it (red)? Yes, it is./No, it isn’t. What colour is your (ruler)? It’s (blue). Vocabulary: red, yellow, blue, green, school bag Materials: 1E : Colour Object cutouts. Coloured crayons (red, yellow, green, blue). White paper (1 sheet per student).

Warm-up Mime and guess. Students take turns going to the front of the class, miming how to use an item of school stationery. The first person to guess correctly is the next to mime how to use an item of school stationery.

2

1

Read and colour the pictures. Students look at the grid in activity 2. Point to some of the pictures. Students identify the objects. Read each colour word on the grid with the class. Students colour the objects with the corresponding colour.

•

Game: Ask and guess the picture. Tell students that you are thinking of one of the pictures and they must guess which one it is: Ss: Is it red? T: No, it isn’t. Ss: Is it blue? T: Yes, it is. Ss: Is it a ruler? T: No, it isn’t. Ss: Is it a school bag? T: Yes, it is. Divide the class into small groups. Students take turns choosing a picture. The rest of the group guesses which one it is. The first student to guess correctly and point to the corresponding picture wins a point.

Wrap-up

1

What colour is it?

Play a memory game.

Display the coloured crayons in turn (see Materials). Identify the colour: It’s (red). Students repeat after you. Cover the crayons with a sheet of paper. Take one crayon and hide it behind your back. Say What colour is it? Students guess the colour: (Yellow). Divide the class into two teams: A and B. A student from team A goes up and hides a crayon. Team A chants What colour is it? Team B has got two chances to guess the colour and win a point. Repeat the activity, alternating teams.

Display a range of school stationery of different colours — for example, a blue pencil, a green rubber, a red notebook, a yellow pen and so on. Give students two minutes to memorize the objects. Ask students to close their eyes. Take an object away. Students have to remember the missing item and its colour: It’s a pencil. It’s blue.

Listen and colour the school stationery.

6

Explain that John and Ruby have bumped into each other and dropped their school stationery. Point to their school bags and present the word school bag. Students look at the picture in activity 1 and identify the school stationery. Play Track 6. Students listen and colour John’s school stationery. Play the track again. Pause after each line for students to repeat. Students point to the corresponding picture as John answers.

Extension What colour?

1 E

Display the Colour Object cutouts one at a time. Students say what colour the things usually are: (Banana). It’s (yellow). There may be more than one answer for some of the objects: for example, an apple can be either red, green or yellow. Students cut out the pictures. They colour them an appropriate colour and glue them onto a sheet of paper. They draw other objects of the same colour next to each cutout.

Act out the dialogue. Students choose one of the items of school stationery from the picture and put a small tick next to it. Divide the class into pairs. Assign the roles of John and Ruby. Students act out the dialogue about the school stationery they ticked: What colour is your (notebook)? It’s (blue). Students reverse roles and repeat the activity.

Lesson 5

12/3/09 21:18:31

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T8

23/3/09 19:20:56

School Fun

1

Ask and find a partner.

Grammar: Verb to be and possessive adjectives: What colour is (your) (chair)? (My) (chair) is (red).

Vocabulary: desk, chair, door Materials: Objects of the following colours: red, yellow, green, blue. Colour Poster materials: Construction paper (1 sheet per 4 students), old magazines. School Stationery materials: 8 index cards. 1 Poster and poster cutouts. Preparation: Colour Poster: Write one of the following colours in black pencil at the top of each sheet of construction paper: red, yellow, green, blue. School Stationery: Index cards with the following words on them: pencil, rubber, crayon, pencil case, pen, chair, door, desk.

Warm-up

Students stand up with their books open. Name one of the objects that students coloured in activity 2. Students race to find a partner who has coloured the object the same colour by asking What colour is your (desk)? Students who do not find a partner are out of the game. Repeat with the remaining objects.

Wrap-up Look and match. Hold the School Stationery index cards (see Preparation) up one by one, say the word and ask students to repeat and point to the object in the classroom. Attach one of the poster cutouts to the board with two of the words next to it (the correct one and another one). Ask a volunteer to point to the correct word.

Guess the colour. Invite a volunteer to the front of the class. The student sits with his/her back to you. Stand behind the student facing the class and hold up a coloured object. The student has got two chances to guess the colour, asking the class Is it (red)?Is it (yellow)? The class answers Yes, it is or No, it isn’t.

1

Listen and circle the correct pictures.

7

1

Display the chair, school bag, pencil case and desk poster cutouts. Say each word in turn for students to repeat. Invite volunteers to attach the cutouts (chair, school bag, pencil case and desk) to the poster. Tell students that John and Ruby are talking about their school objects. Play Track 7. Students listen and circle the corresponding pictures.

2

Extension Colour Posters Divide the class into groups. Assign each group a colour: red, green, yellow or blue. Distribute one Colour Poster per group. Students trace over the colour word at the top of the poster with the corresponding colour. Groups draw and/or cut out magazine pictures of things that are the corresponding colour to make a colour collage.

Colour and describe the objects. Students look at the picture in activity 2. Tell them to colour each white object a different colour: red, yellow, green or blue. Divide the class into pairs. Students take turns describing these objects to their partners, without showing their pictures: My (school bag) is (blue). As they listen, students tick (✓) the objects in their picture that are the same colour as their partner’s and cross out the ones that are different.

T9

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Lesson 6

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School Fun

1 Listen and circle the correct pictures.

7

1

2

3

4

2 Colour and describe the objects.

My school bag is green. Lesson 6 172667.indb 172704.indb 9 27

9

12/3/09 23/3/09 21:18:33 19:21:00

School Fun

1 B

1 Glue, count and trace.

one

two

three

four

five

six

seven

eight

nine

ten

2 Song: Ten Crayons in a Box

8

Ten crayons in a box. One got lost! One, two, three, four, five, six, seven, eight, nine.

10

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Lesson 7 12/3/09 23/3/09 21:18:35 19:21:01

School Fun

Functional Language: Counting to 10. Vocabulary: numbers 1–10; colours; school stationery

Materials:

1 B

: Crayon cutouts. A box of 10 crayons. A set of small objects that each student can be given ten of — for example, pencils, beans, counters. White paper (1 sheet per student). Number Cards materials: White paper (10 sheets). 1 Poster and poster cutouts. Preparation: Number Cards: Write numbers 1–10 on separate sheets of paper, one number per page.

Warm-up Colour Race Tell three volunteers to choose a space in the classroom to stand in. Call out a colour: red, yellow, green or blue. Students race to touch an object in the classroom of that colour. The last student to touch an object is eliminated and takes a turn saying a colour for three other students.

1

Invite 10 volunteers to go to the front to represent the crayons. Give each a Number Card (see Preparation). Students arrange themselves in order and hold up their Number Cards. Play the track again. When their number gets ‘lost’ in the song, students jump out of the way and the remaining students jump forward for the class to count as they sing along.

Bingo Show students how to draw a grid with four squares in their notebooks. Each student draws one. Students choose four numbers between 1 and 10 to write in each square. Ask students to write in pencil so they can rub out the numbers and play the game again. Attach the Number Cards (see Preparation) to the board with the number hidden and mix them up. Turn over one card at a time and say the number. If students have got that number in one of their squares, they cross it out. The first student to cross out all their numbers shouts Bingo! and wins the game. Play the game again with student volunteers calling out numbers.

Wrap-up Count from 1 to 10.

Say the missing number.

1

Display the poster. Point to the numbers on the board and say each one for students to repeat. Point to the numbers and lead students in counting from 1 to 10. Repeat, counting backward from 10 to 1. Point to different numbers. Students say the number. Give each student ten units of a common object (beans, counters or pencils). Say a number and ask students to hold or show the corresponding number of the object. For example, say seven and each student holds up seven pencils.

1

Glue, count and trace.

1 B

Students look at the numbers sequence in activity 1. Tell students to cut out the Crayon cutouts. Students count the crayons on each cutout and write the corresponding number in the space. Students glue the cutouts into the correct spaces in the number sequence in their books. Students count the number of crayons in each square and trace over the words.

2

Song: Ten Crayons in a Box

Write the numbers 1–10 on the board in random order. Students close their eyes. Rub out one of the numbers. Students open their eyes and tell you which number is missing.

Extension Number Run Ask students to clear a large, open space in the classroom. Students stand there. Call out a number between 1 and 10. Students race to form groups of that number of students. Repeat several times.

8

Play Track 8. Hold up a box of 10 crayons. Take away a crayon each time you hear One got lost and count the remaining crayons along with the track. Play the track again. Students hold up ten fingers. Students sing along and hide one finger each time they hear One got lost.

Lesson 7

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T10

23/3/09 19:21:02

School Fun

1

Grammar: Imperatives: Count the (desks). Vocabulary: numbers 1–10; colours; school stationery

Warm-up Name Race Write the numbers 1–10 in random order on each side of the board. Divide the class into two teams. Give one person from each team a board marker. Call out a number. The two team members go up and circle the corresponding number on their side of the board. The first student to circle the correct number wins a point for his/her team.

1

Listen and count.

What’s different? Display different numbers of school stationery, for example, two pencils, three rubbers, five rulers, six crayons. Give students one minute to count and memorize the objects. Students close their eyes. Change the number of two of the objects. Students open their eyes and tell you the differences: Two rubbers. Four rulers.

Extension Visual Spatial Intelligence Draw and guess the numbers. Divide the class into pairs. Students take turns “drawing” numbers on each other’s backs with their fingers. Their partner identifies the number.

Find and count the objects. Students look at the picture puzzle. Point to different objects in the puzzle and ask What’s this? Students identify the objects. Say Count the desks. Students find and count all the desks in the picture and write the corresponding number next to desks in the key below. Repeat with the other objects in the picture. Students compare their answers in pairs. Students say how many of each object there are: (Four) (desks).

3

Wrap-up

9

Tell students they are going to listen to different sounds. Play Track 9, pausing after each section. Students listen and count to themselves. Students say the corresponding number after each sound. Divide the class into pairs. Students take turns making different sounds (clapping, tapping the desk, stamping feet, etc.) while their partner counts and says the corresponding number.

2

They count each object in the pictures to find five more differences: Student A: Pencils. Student B: One, two, three. Three pencils. Student A: Four pencils. Students circle the differences they find in the pictures. Students say what the differences are as you ask: T: Pencils. Student A: Four pencils. Student B: Three pencils. Say different numbers of objects from the two pictures: two chairs, five pens, etc. Students identify the picture.

Count and find five differences. Students look at the pictures in activity 3. Students identify the objects in the pictures. Tell students that there are five differences between the two pictures. Point to the chair in picture 1 and say One chair. Point to the chairs in picture 2 and say Two chairs. Divide the class into A/B pairs. Students A cover picture 2 in their books with a piece of paper. Students B cover picture 1. Students take turns giving instructions to their partners.

T11

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Teaching Tip Pair Work Pair work is an important element of the English class because it gives all students a chance to speak. However, it can be a challenge for young children who are still learning to socialize and work with others. Here are some tips for successful pair work: • Before students begin work in pairs, call a pair to the front of the class to demonstrate the activity with your guidance so that all students understand what is expected. • Move around the class as much as possible during the activity and give plenty of praise to students who are working well. • Remember that students will often not be able to sustain many pair work activities for more than a short time. To allow further practice, ask students to change partners and repeat the activity, or ask two pairs to form a larger group. After an activity, ask a pair that has done it particularly well to go to the front. Ask the pair to present their work to the rest of the class.

Lesson 8

23/3/09 19:21:03

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School Fun Unit title

1 Listen and count.

9

2 Find and count the objects.

4

desks

6

chairs

10 pencils 5 doors

8 books 7 school bags

3 Count and find five differences. 1

2

Lesson 8 172667.indb 172704.indb 11 31

11

12/3/09 23/3/09 21:18:38 19:21:05

School Fun Episode 1

1

Good morning, boys and girls. Look!

2

Is it a mouse? What is it?

No, it isn’t. Sam. It’s a hamster.

3

4

What’s its name?

Harry.

Goodbye, Tom! Goodbye, Harry!

1 Read and match. 1.

Harry

10

2.

Tom

3.

Sam

12

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23/3/09 21:18:40 19:21:06 12/3/09

School Fun

Grammar: Verb to be: What is it? It’s a (mouse). Vocabulary: good morning, boy, girl, hamster, mouse

Materials: Tape.

1 F

: Finger Puppet cutouts. Poster and poster cutouts. Boy or girl? materials: 4 index cards. Preparation: Boy or girl? cards: Draw 2 boys’ faces and 2 girls’ faces on index cards. 1

Warm-up Count the boys and girls.

1

On the board, draw a big sun coming up behind a hill. Greet students by saying Good morning, boys and girls. Lead students in responding Good morning. Display the poster. Say the following words in turn: girl, boy, hamster, mouse. After each word, invite a student to guess its meaning and point to the corresponding item in the poster. Say Count the boys. Students race to count and call out the correct number of boys. Repeat with girls.

Listen and follow the story.

10

Display Student’s Book page 12. Students look at the pictures. Ask them to point to different elements: Point to the teacher. Repeat with a boy, a girl, a desk, the hamster. Play Track 10. Students listen and follow the story in their books.

1

Make finger puppets.

1

1 F

Tell students that they are going to make finger puppets. Show students how to cut out and roll the hamster template cutout into a cone shape. Tell students to glue the flap to secure the puppet. Students cut along the dotted lines, flip that section up and place their puppets on their fingers. Tell students they can give their own hamster a name. Students also cut out the finger puppets of the teacher, the mother, Tom, Sam and Suzy. Show students how to glue the flaps around their fingers. Ask students to keep the puppets of Tom, Sam, the teacher, Suzy and the mother for later. Students place their hamster puppets on an index finger. Demonstrate the following dialogue with a student and lead the student in responding: T: What is it? S: It’s a hamster. T: What’s its name? S: (Fluffy). Students walk round the class acting out the dialogue with different people.

Wrap-up Act out the story. Divide the class into groups of three. Assign the roles of Tom, Sam and the teacher. Students act out their own version of the story, using one of the hamster finger puppets. Groups practise the dialogue on their own. Go around the class and help them. Groups take turns acting out the story in front of the class.

Extension

Comprehension Check

Boy or girl?

Point to the pictures and ask the following questions: Picture 1: Count the boys. Count the girls. Count the desks. Picture 2: What’s this? (It’s a hamster.) Picture 3: What’s its name? (Write the name Harry on the board.) Say Count the letters. Picture 4: Is Tom in school? What colour is Tom’s school bag?

Take out the Boy or girl? cards (see Preparation). Divide the class into two teams and give each team a Boy and a Girl card. Write the headings Boy and Girl on the board. Say the following names one by one: Tom, Tina, Sarah, Peter, Paula, Claire, Jack, Rose, Rebecca, Scott. Teams take turns saying whether the name belongs to a boy or a girl and holding up the boy or girl picture. Write the names in two lists on the board.

Read and match. Read the names in activity 1 with the class. Students follow along in their books. Play Track 10 again. Students listen, read and match each name with the picture that corresponds to the character from the story.

Lesson 9

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T12

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School Fun

1

Grammar: Verb to be: What is it? It’s a (notebook). Vocabulary: mouse, goodnight; numbers 1–10 Materials: A1 : School Stationery cutouts. White paper (1 sheet per student). Puppet cutouts.

1 F

: Finger

Students walk around the class waving the corresponding side of the hand and saying good morning, then changing to the other side, yawning and saying goodnight, before walking away.

Act out the story.

1 F

Ask students to get into groups of six and act out Harry the Hamster, Episode 1, using the finger puppets they made for lesson 9.

Warm-up Guess what.

1 A

Values Syllabus

Take the School Stationery cutouts and hide them behind a book. Gradually reveal them. Ask What’s this? Students put up their hands and guess: Is it a pencil? Answer Yes, it is./ No, it isn’t.

Listen and follow the story.

11

Ask students to tell you everything they remember from the first part of the story. Students look at the pictures in part 2 of the story. Say Point to Tom. Point to Harry. Play Track 11. Students listen and follow the text in their books.

1

Read and circle the correct picture. Students look at the pictures in activity 1. Students follow the text and circle the correct picture in activity 1. Check students’ work by holding up your book and inviting volunteers to go up and point to the correct picture for each section. Explain that goodnight is another way of saying goodbye to someone at night.

Comprehension Check Point to the pictures in part 2 of the story and ask the following questions: Picture 5: Point to Tom. Point to Harry. Picture 6: Point to Suzy. What’s this? (Point to Harry.) Picture 7: Count the numbers on the clock (up to eight o’clock). Picture 8: Is it night? Count the stars.

Morning and Night Give each student a sheet of paper. Tell them to draw around one hand and cut out the shape. Write good morning and goodnight on the board. Students copy one phrase on each side of the hand shape and draw pictures to illustrate morning and night.

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Looking After Pets Focus on the picture of Harry the hamster in his cage. Talk to students about what you need to do when you have got a pet: feed it every day, make sure that it has got clean water, clean its cage, make sure that it gets regular exercise. Point out that Harry has got a wheel in his cage to exercise. Ask students if they have got pets. Ask them to tell the class what they do to look after their pets.

Wrap-up Chant Harry Goes Round. Point to the picture of Harry in his wheel. Make a circular movement by rolling your arms round and explain that Harry goes round and round on his wheel. Begin the chant, circling your arms each time you say “round and round.” Students chant along and do the actions for “round and round.” [To the tune of “The Wheels on the Bus”] Harry the hamster goes round and round, Round and round, round and round, Harry the hamster goes round and round, All night long.

Extension Rhythmic Numbers Mark a rhythm with your hands, using two taps on the desk followed by two claps. Students join in to make the same rhythm. Students take turns saying the numbers on the claps. The first student says one, two on the claps. The next student says three, four, etc. When you get to 10, start again.

Lesson 10

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School Fun

5

Hello, Tom. What’s this?

Look, Suzy!

Hi! It’s my class hamster.

Is it a mouse?

6

No, it isn’t. It’s Harry the hamster. 8

7

One, two, three, four, five, six, seven, eight! Bedtime!

Goodnight, Harry.

1 Read and circle the correct picture. 1.

2.

3.

4.

11

13

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School Fun

1 Read and colour the picture. one = blue two = red three = yellow four = green five = yellow six = red

6

3

1

6

6

3 3

6

6 3 3

1 1

3

3

2

6

2

2

2

2

2

4 2

4

2

Song: My School Stationery

6

4

6 6 4 4 4 5 5 5

5

12

Look at all my school stationery! What colours can you see?

pencil case is yellow . My ruler is green . . My glue stick is yellow . My crayon is blue , My notebook is red And my school bag is, too! My

Trace and write the colours. 14

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Lesson 11 12/3/09 23/3/09 21:18:49 19:21:14

School Fun

Grammar: Verb to be: My (pencil case) is (blue). Vocabulary: school stationery; colours Materials: D1 : Colour Word cutouts. A box and 7 pencils.

Warm-up

1

Wrap-up Can you remember? Ask students to close their books. Say a colour and ask them to remember which item of school stationery it corresponds to from the previous activities. The first person to remember correctly gets to say the next colour.

Guess how many. Put seven pencils in a box, without students seeing. Ask students to put their hands up to guess how many pencils there are in the box. When all students have guessed, take the pencils out one by one and count them with the class. Allow a student who guessed correctly to take a turn at leading the activity by placing items in the box.

1

Extension Label your school stationery.

1 D

Students cut the Colour Word cutouts, trace over the words in the corresponding colour and glue them on one of their items of school stationery of that colour to remember the word.

Read and colour the picture. Students look at the key in activity 1. Say Point to number 1. Read the colour with the class. Ask What colour is number one? Students look at the picture. Say Find number one. Students find and point to the corresponding number. Follow the same procedure with the remaining numbers and colours in the key. Students use the key to colour the picture.

•

Song: My School Stationery

12

Play Track 12. Students listen and point to the corresponding items of school stationery in the picture they coloured in activity 1. Play the track again. Students sing along, pointing to the school stationery.

•

Trace and write the colours. Read each school stationery word in the song. Students follow in their books and trace over the words. Students find the items of school stationery in the picture and use the key to write the colour words, completing the sentences. Play Track 12 again. Students check their work.

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School Fun

1

Grammar: Review of verb to be. Vocabulary: Key vocabulary from the unit. Materials: 1 Poster and poster cutouts.

Warm-up Play a memory game. Take out an empty school bag. Hold up different numbers of different items of school stationery and put them in, counting with the students: four pencils, two rubbers, one pencil case. Ask students to remember what’s in the bag. With each correct answer, take out the corresponding items of school stationery, until the bag is empty.

1

Look and circle.

1

Hold a poster cutout over your head without looking at it. Ask Is it a pencil? Is it a rubber? Encourage students to reply Yes, it is or No, it isn’t. Students look at activity 1. Read the first question with the class and lead students in answering. Students circle the corresponding symbol: ✓ or ✗. Read the remaining two questions with the class. Students circle the corresponding symbol. Correct the activity as a class.

2

Trace, match and colour.

1

Display the poster cutouts around the class. Describe one of them: It’s a (crayon). It’s (yellow). Students point to the corresponding cutout. Invite volunteers to describe cutouts for other students to identify. Students look at activity 2. Read the first sentence and encourage students to read along with you. Students trace over the words, then draw a line to match each sentence with the corresponding object. Students colour the object with the indicated colour. Follow the same procedure with the remaining two sentences.

3

4

Colour the stars. Quickly review Unit 1 with the class, reminding students of the work they have done throughout the unit. Ask students to think about whether they enjoyed the unit and how well they think they did in it. Tell students to colour the stars according to how well they think they worked. For example, they colour three stars if they think that they worked very well, two stars if they think that they worked well, and one star if they think that their work was OK.

Wrap-up Book Race Say one of the key vocabulary items from the unit. Ask students to race to find a picture of that item in Unit 1 of their books. When they find it, they hold up their book. The student who holds up his/her book first takes a turn to call out another item.

Extension Vocabulary Review Divide the class into two teams: A and B. Draw a small part of one of the objects from the unit on the board. Ask team A: What’s this? Continue with the drawing, line by line, asking the teams alternately, until someone answers correctly. Give a point to the first team to guess what the picture is. Continue the game with other objects from the unit.

Read, trace and circle. Students look at activity 3. Students trace over the object in the first picture. Read out the question: What is it? Encourage students to answer It’s a crayon. Help students to read the options below the picture and circle the correct one. Students trace over the remaining pictures. Help them to read the options out loud and circle the correct word under each picture. Check answers with the class, saying What’s this? It’s a (desk).

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Lesson 12

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School Fun Unit title

1 Look and circle.

1. Is it a pencil?

✓

✗

2. Is it a chair?

✓

3. Is it a pencil case?

✗

✓

✗

2 Trace, match and colour.

glue stick . It’s red . 2. It’s a rubber . It’s green . 3. It’s a notebook . It’s yellow . 1. It’s a

3 Read, trace and circle. 1. What is it?

2. What is it?

It’s a crayon / pencil. It’s a desk / chair.

3. What is it?

It’s a ruler / pen.

4 Colour the stars.

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School Fun

1

Assessment 1

Grammar Module: Present Simple of the verb to be In this unit, we use the present simple form of the verb to be for facts. subject + verb + complement It is a pencil. We form a question by inverting the subject and the verb. verb + subject + complement Is it a desk? We form short answers using the subject and verb only, in their affirmative or negative form. Yes, it is. / No, it isn’t.

Track 14 Listen and circle. [Narrator]: Number 1 [Boy]: What’s this? [Girl]: It’s a pencil. [Narrator]: Number 2 [Boy]: What’s this? [Girl]: It’s a rubber. [Narrator]: Number 3 [Boy]: What’s this? [Girl]: It’s a desk. [Narrator]: Number 4 [Boy]: What’s this? [Girl]: It’s a crayon.

Assessment 1

Grammar Module: Possessive Adjectives In this unit, we use the possessive adjective my to indicate possession. My name is Maria. My notebook is yellow.

Track 15 Listen and colour. [Girl]: My desk is blue. My chair is green. My pencil is yellow. My school bag is yellow, too. My notebook is red.

Assessment 1

Grammar Teaching Tip Children of this age are too young to understand grammar explanations. Therefore, the best way to practise structures is through games. For example, to practise the short answers above (Yes, it is. No, it isn’t), prepare three flashcards with classroom objects and divide the class into two teams. Show all three flashcards to students, then place them face down on a table and shuffle them. Display one of the flashcards and ask one of the teams Is it a pencil? The team answers Yes, it is or No, it isn’t. For the sake of motivation, it is important to respond to the meaning of the answer, not the grammar. If they get the answer right but the grammar wrong, congratulate them and repeat the answer in its correct form. Remind students that the stress is on the is in both affirmative and negative answers: Yes, it is. / No, it isn’t.

Answer Key

1 From left to right: Bye; Hello 2 1. pencil; 2. rubber; 3. desk; 4. crayon 3 1. No, it isn’t. 2. Yes, it is. 3. Yes, it is. 4. No, it isn’t.

Worksheet 1 Answer Key

1 1. Yes, it is. 2. No, it isn’t. 3. No, it isn’t. 3 five pencils; three school bags; four chairs; two desks

Practice Book Unit 1 Track 13 Listen and circle the correct pictures. [Narrator]: Number 1 [Girl]: What’s this? [Boy]: It’s a pen. [Narrator]: Number 2 [Girl]: This is my ruler. [Narrator]: Number 3 [Girl]: Look at my new school bag!

T15A Review Page

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