Super Me 1 Teacher’s Resource Book LUCIA TOMAS — VICKY GIL OXFORD UNIVERSITY PRESSContents Introduction Unit/Topic Unie 1 My friends page 8 Unie 2 My class page 22 Unie 3 My body poge 40 Unit 4 My home poge 58 poge 4 General aims ‘To use simple everyday greetings To introduce self ‘To count from 1-6 ‘To learn six colour words ‘Toaska simple question To use simple vocabulary To introduce friends To identify and name classroom objects 2 To express possession % To count from 1-10 To recognize positions, shapes, and sizes ‘To identify and name parts of the face and body ‘To describe and count the ‘number of body parts on a doll To understand simple questions To understand and respond to simple verbal commands To talk about family relationships ‘To name the rooms in a house To describe where people are ‘To name furniture ‘To introduce new people | | | ‘Language Language for produ Language for recognition Language for production Language for recognition Language for production. Language for recognition Language for production Language for recognition Heal, goodbye, name Hel, Fm (Mora. Numbers 1-6 Red, elo, blue, green, orange, & & * * x & brown [Nurer (1) is (i). YsINo, boat, socks), more Baby, hand, wave, draw, ainbow, [pout ‘What’ your name? Whol his? ‘Who has (bls) fect? This is (Mari). Bog, pen, book, bl crayon, chai Dainbrash ur, sess, table have (6004). Ins 0 (be) book: Numbers 7-10 What tis? In on under, angle, square, rele, dot, big smal, bee, shelf, box, friend Scho, hoppy, sd, bo, gr cache, same, deren: Hod, hat, ee, mouth 100, cor, nose, body am, leg finger, ond, fooufeet es Daddy’ hot ts 0 dol Ws’ thi? Wat number isos? Wheres the (do)? Wot’ diferent? Put the heed onthe bod. Pall, clese jump, touch, come, shake, put down, cick, stamp, clap, sve, Se, cr, soy Behind, thurs, toy Fai motes, ate, ster, rsher Wig)’ my brother (Laura) my sie, Howe, sting roomy, kitchen ‘dram, baboon, gorden ‘Munn’ inte sting oom. Dod ine kchen Sofa, fide, exer, alt, bath Wiha hier name? This my mother. Photograph, cudystright Feces, glasses, flat, new, TV, mag canteens ha, cng frre, messy, bie 's Guan) inthe kitchen? Where does ic go?Unit/Topic Unie 5 My pet ‘page 76 Unie 6 My food ge 94 Unie 8 My Christmas age 130 Evaluation sheets General aims * x cy ea Ps x ‘To name domestic animals To describe pets ‘To say what animals have To say what animals can/can’t do ‘To name everyday food ‘To ask for different foods To expres likes and dislikes ‘To talk about clothes ‘To express possession ‘To express Christmas greetings To talk about Christmas preparations ‘To talk about presents page 138 Photocopiable masters page [44 | | | }—— Language Language for production % Pet, dog bird, cot, rabbi, fh, ta long, shore Be A dog’ ear, a cots kg Tehas fur legs and long a A fi cat wal, Language for recognition sx Docs «fh have legs? thas a tal and no les Do you have per? Whose tl ists? can jumpyfiean. A dog can 2 Aria svi, hp, vk Mik, bread, eges),chese, tomata spagher, appl, choclte, banana Can | have on apple, peese? Thonk you 2 Do you hie (apples)? ied’ ke (baranas) Language for recognition : Shopping lst, orange, orange juice Chicken, yoghurt. reps, ltuce cerot, baby food. hamburger chips Sandwich, bute, hungry, want futon “2 What’ on your fx? ees Lucy have (spoghet)? ovethate (baby Food). (Arne) kesioesne ike opps. Language for producti Language for production %X Witch, clown, hat, shes, des, ants, king, crown Language for recognition :x Youre a witch What can you do? 2 A witch hat), 0 king’ crown, caste, su, moon sh, tee, man, woman, wolf people, gut, wand, ton, tricks, soppeor, put onltoke off Language for production 2 Civstmes, orl, cord, star, lntem 2 Tal, ca, bey, drum Language for recognition x Dacoratons, candies, presents41 My friends vc Stage 1 Language for production Language for recognition Hello, goodbye, name Hello, Ym (Maria), Baby, hand, wave, drow What's your name? Open your (Class Books) at page (two) Listen, look, and point Geezing acquainced with the sounds of English Understanding social norms for introductions and greetings Flashcards of Lucy, Stevie, Baby, Annie, Teddy, and Fly ‘Crayons, a piece of 4 paper for each child Language skills Greeting each other in English Saying a chant in Engish Cognitive skills Simple drama sks Writing own names Drawing and colouring Materials Class Book page 2 Fun Book page 2 Cassette Warm-up Hello 4 Greet the class with a loud, cheery Hello. Repeat the greeting several times, looking around at the lass expectantly as you do so, Eventually the ‘more confident children will respond by repeating. Show that you are pleased. ‘xe Encourage the rest of the class to join in. Repeat the greeting as often as necessary until all the children are saying Hello. Presentation/pre-teaching Introductions % Introduce the theme of the unit, Tell the children in L1 that in this unit they are going to learn to greet each other in English. They will also meet the characters in their new book. $e Go round the class greeting individual children, Approach them saying Hello, Fm... and give yout name. Encourage them to respond with Hello, ’m (aura. % Using hand movements, indicate to the class that you want them to stand up. Choose two children and put them facing each other to demonstrate the activity. Crouch behind one child and greet his/her classmate by name. Then crouch behind the other child and respond in the same way. Act as if you are the children talking. Say Hello, I’m (Juan). Hello, 'm (Maria). x Ask the children to go round greeting each other and introducing themselves,Class Book page 2 2 Hold a flashcard of one of the characters in front of your face. As you stand behind the card, pretend to be that character and introduce yourself saying Hello, I’m (Lucy). Then turn the card over to face you and greet the character with Hello, (Lucy). + Hold the card up in front of your face again and repeat the introduction to the class, encouraging the children to respond. Continue this procedure with all the characters. + Hand out the character cards to various children in the class. Invite them to act out the roles of the characters as you did. The rest of the class greet the characters as above. + Introduce the material on Class Book page 2. Draw a large 2 on the board. Say Open your Class Books at page two. Point to the correct page in your own book. 2 Point to Lucy and say Hello, Lucy. Invite the class to repeat this. Now point to the other characters and encourage the class to point to and greet Stevie, Baby, Annie, Teddy, and Huffy. 2 Next, say Listen, look, and point. Illustrate the ‘words, using simple mime to help the children to understand what you want them to do. Play the cassette, Point to the characters in your own book as you hear the chant. ‘TAPESCRIPT Hello, fm Stevie. Hello, Pm Teddy. Hello, rm Lucy. 1m Lucy Super, Lucy Super Super Super Super Me! Hello, Fm Baby Hell, tm Flu Hello, Fm Annie I'm Lucy Super, Lucy Super Super Super Super Me! % Play the cassette as many times as you feel the children want to hear it. Encourage them to say the chant with the cassette. % Hand out the flashcards of the characters to the more confident children in the class, keeping the Lucy card for yourself 1 My friends + Take the part of Lucy, chanting the words. Now invite the children with the corresponding cards to take the part of the other characters, Help them where necessary. 3x Finally, as you put the character flashcards away, say Goodbye, Stevie. Goodbye, Lucy, etc. 2 At the end of the class, invite the class to wave to you and to say Goodbye. Fun Book page 2 ‘3 Say Open your Fun Books at page two, Ask the children to hold up their hands. Say This is my hand as you hold up your own hand, Wait for ‘them to imitate you. 3k Put your hand on the board with your fingers spread open and draw round It as you say Look! My hand! % Point to your handprint on the board and then to the Fun Book page. Ask the children to draw round their hands in their Fun Books. Say Draw ‘your hand here. 2 Finally, go round the class making sure the children know what to do. Ask individual children, What's your name? Point to the page and say Write ‘your name here. The children can colour and decorate their handprints as they like. Follow-up Portrait gallery 3k Draw a large frame on the board. Inside the frame, draw a simple portrait of yourself. Stand next to your drawing and point to yourself and your picture. Then introduce yourself, saying Hello, Tm... Write your name under your portrait. sk Hand out paper and crayons as necessary to the class. sk Point to your portrait and then to the children, Say Now you draw yourself and write your name. ‘x When the children have finished their drawings, display the portraits on the classroom wall. % Point to the different portraits in turn and invite the class to greet the corresponding child. This is, a particularly useful activity if you and the class do not know each other very well yet.10 ve Stage 2 Language for production Yes/No, boot Numbers 1-6 Language for recognition Look and remember Who's this? ks. What number is (Lucy's) boot? Write number I here. Colour the pictures. Language skills ‘Counting from 1-6 Asking and answering simple questions about identity Following simple instructions Cognitive skills Recognizing characters from their voices and reflections Flashcards of the characters and numbers 1-6 Crayons, Blu-Tack, a few soft balls (optional) Colouring Materials ‘Class Book page 3 Fun Book page 3 Cassette ‘Warm-up Flashcard gallery 4 Using BlucTack, display the flasheards of the characters around the room so that the children can see them, 4 Demonstrate what you want the class to do by saying Hello, Lucy. Point or wave to the flashcard of Lucy. ‘Say Listen and pointhvave. Say Hello... with the names of the other characters. As you say each name, the children look for the flashcard for that character and point or wave to it. Memory game 2 Invite six children to come to the front of the class, Give each child a flashcard of one of the characters, Say to the class Look and remember, pointing to your head, Give the children a few seconds to remember who is holding which character card. ‘ve Tell the children at the front of the class to turn their cards over so that the identities of the characters are now hidden 4% Invite the children holding the flashcards to ask ‘the question Who's this? and see if the class can remember which character itis. % Play the game again, but this time, when the children turn the cards over to hide them, move the children around as well to make the game a little more challenging, Presentat Numbers 1-6 Hold up the flashcard with the number 1. Say One. Invite the class to repeat after you and stick the card on the board with Blu-Tack. ‘x Hold up the flashcard with the number 2. Say ‘Two. One, two, Invite the class to repeat. + Present the numbers one to six in this way. Encourage the class to repeat the preceding numbers as you introduce each new one. Try to keep the presentation fast and rhythmic. % Once all the numbers (1-6) are up on the board, put a character flashcard below each number. Ask the children Number 3. Who's this? Next, try the reverse, Say Lucy. What number? To make the game more challenging, you can turn the n/pre-teaching% character cards over so that the children have to ‘try to remember where they are. At the end of the activity, remove the flashcards from the board. Class Book page 3 Draw a large 3 on the board. Say Open your Class Books at page three. Point to the correct page in your own book, Hold up your book and point to the reflections in the water one by one, saying Who's this? until the lass have identified all the characters. As they call out each name, stick the corresponding character flashcard on the board. Draw a little sailing boat on the board and introduce the word boat Point to Lucy in your book. Show the children the cassette and, holding your hand to your ear, say Listen. What number is Lucy’s boat? Listen. GT Play the cassette, Invite the class to tell you if they remember any of the numbers and who they belong to. Ask What mumber is Lucy’s boat? When the children call out the number correctly, ask them to write the number in the star next to Lucy's boat. Say Write number 1 here. As an example, point to the correct place in your book, pick up a crayon, and write the number 1 in the star, Play the cassette again, pausing after each question while the children write, Do not correct the answers at this stage. When the children have finished, ask them for their answers. What number is (Lucy’s/Stevie’/ Fluffy's) boat? As the class call out each answer, put the number card they call out under the character on the board, [5]]1]6|/3 |My friends TAPESCRIPT Voice What number's your boat, Lucy? Lucy My boat's number one. Vorcr And yours, Baby? Bapy Sik Vorce Stevie? Stevie My boat's number five. Voce And yours, Teddy? Tey My boat's number three. xxi My boat's number four. Voice And what number’ your boat, Fluffy? FLurey Woof! Woof! ALL Hal Ha! Hat Play the cassette again and check the answers on. the board. Then go round the class checking the children’s work, Fun Book page 3 Say Open your Fun Books at page three. Hold up your book. As you point to the picture of each of the characters, ask Who's this? & 2 Invite the children to colour the pictures in their books. Say Colour the pictures. Follow-up Ball game ‘This ball game is particularly useful if the class is, new and the children do not know each other very well yet Sr If you have enough room, group the children in a large circle, otherwise ask them to stand at their desks, (hrow the ball to one of the children. As you do so, say Hello, (Maria). ‘ Gesture to this child to throw the ball to another child. Encourage him/her to say Hello, (Classmate’s name). 2 Gradually speed up the game or introduce more balls so that the children remain alert and attentive, "2 ve Stage 3 Language for production Language for recognition Show me (red), Who ha (blue) feet? Cutout the pictures, Saying 2 chane Identifying colours Language skills Cognitive skills Developing memory Red, yellow, blue, green, orange, brown Roinbow, footfeet, sock(s), crayon Discriminating between colours Remembering colour sequences Developing matching sills Flashcards of colours red, yellow, blue, green, orange, and brown (Crayons, paper, round-nosed scissors, glue, Blu-Tack Materials Class Book page 4 Fun Book page 5 Cassette Warm-up Numbers dictation Hand out a piece of paper to each child. Say Listen and write these numbers. Demonstrate your * instruction by holding your hand to your ear, then pretending to write with a crayon. % Call out a sequence of numbers slowly. Make a note of the sequence for yourself. Say Six, four, tne, five, one, two. Repeat as often as necessary. 3+ Invite the class to call out the numbers in the order in which you gave them, As they do so, write them on the board. The children check their answers * ‘or Repeat the activity. If any members of the class are confident enough, invite them to come to the front of the class and dictate numbers to their classmates. Numbers chant & Write a short sequence of numbers on the board, Repeat the sequence several times with the class. Try to do this rhythmically, almost as @ chant. 3 Now rub out one of the numbers, but continue chanting with the missing number included, % As the chant continues, rub out another number. Continue rubbing out one number at a time & * * without stopping the chant. Do this until you have deleted all the numbers and the children are saying them from memory. Presentation/pre-teaching Colours Hold up flashcards of the following colours: red, yellow, blue, gteen, orange, and brown. Show the flashcards to the children one at a time. Say the name of the colour in English. Invite the children to repeat the colour words after you. Call out a colour. Go round the class pointing out objects of that colour as you repeat the colour word over and over Invite the class to identify different colours around the classroom. Say Point to re. Point to green, ete. Colour games Now play the following games: 1 Hold up a crayon and say crayon, Tell the class to show you six crayons. Say Show me six crayons: ‘ont green crayon, one red crayon, one blue crayon, etc. Demonstrate with your own crayons as you do this.Ask the children to hold up the colours as you call them out. Say Show me red. Show me orange. Show ‘me brown, etc. 2 Call out a series of colours for the class to arrange on their desks. Demonstrate the series yourself first. Say Listen and order your crayons like this: brown, green, blue, red, orange, yellow. Check that the children have ordered their crayons correctly by inviting them to say their colour sequences to you. If any members of the class are confident enough, Invite them in turn to call out the colours for ‘their classmates to arrange. Class Book page 4 Introduce the children to the words foot/feet. Point to your foot and say foot, then point to both feet and say feet. Invite the children to imitate you as you stamp your feet, touch your feet, or put your feet up on a chair Give instructions for the class to follow. Say Touch ‘your foot, stamp your feet, feet together, foot up in the air, ete, Make sure you distinguish clearly between, foot and feet, so that the children hear and see the difference, Draw a large 4 on the board. Say Open your Class Books at page four. Point to the correct page in your own book. Then point to the picture, show surprise, and say Look at Lucy's foot! Look at Fluffy’s feet! Ask the children to name the colours they see in the picture. As they name the colours, stick the corresponding flashcards on the board with Blu- Tack. What colour are (Fluffy’s) feet? When you have finished, remove the flashcards GT Play the cassette, Point to your ear and say What colours do you hear? Play the cassette once through. Play the cassette again, pausing at the end of the first line, When you hear the word. green, stick the green flashcard on the board as an example. Ask a volunteer to stick the flashcards on the board in the order they come in the chant. Play the chant through again, pausing at the end of cach line. Encourage the rest of the class to help the child at the board, Play the cassette once more * | My friends to check the order and help the children to make any necessary changes. Let the children say the chant with the cassette, using the cards as a guide. TAPESCRIPT Green and brown Yellow and blue Red and orange. Red for me And blue for you. Call out a set of colours and ask the class which of the characters have those colour feet. Who has _green and brown feet? ox Green and brown feet? Gaby). Call out a character and ask the class to tell you what colour his/her feet are, e.g, Stevie (blue and yellow), ANSWERS Lucy Red and orange Stevie Blue and yellow Baby Green and brown Fluffy Blue Teddy Red and green Fun Book page 5 Put the character flashcards face up on your table. Ask the children to name all the characters they can remember. Say a name and ask a volunteer to choose the correct character card from your table. Stick the card on the board. Do this for all the characters. Say Open your Fun Books at page five. Say the names, of the characters out loud and point to the empty boxes. Say Look at the boxes. Say the names and point. Hand out the scissors. Say Now open your Fun Books at page three. Cut out the pictures Once the children have cut out all the pictures, ask them to put each picture in the correct box on page 5. Say Stick the pictures in the boxes on page five. Check how the children are doing. Hand out glue only to those children who have placed theit cut-outs correctly on page 5. 314 ve Stage 4 Language for production socks), more Language for recognition Point to something (blue) Language skills Counting from I-6 Singing a song Following simple instructions Cognitive skills Writing numbers Materials Class Book page 5 Cassexe Discriminating between different colours Remembering sequences Flashcards of numbers |~6 and colours ‘A photocopy of page 144 for each child Crayons, Blu-Tack, round-nosed scissors, a piece of A4 paper for each child Warm-up Colour search x {GW Play the chant from Stage 3. Invite the children to say the chant with the cassette. 4% Point to various objects around the classroom and ask What colour is this? Continue until you are confident that the class can remember all the colour words from the previous stage. $e Say to the class Point to something blue. Point to something brown, et Presentation/pre-teaching Number games ‘%% Hand out scissors and a photocopy of page 144 to cach child. Show the class how to cut along the dotted lines to make six number ‘cards’ Say Cut out the numbers like this. 4 Now play the following games: 1 Call out a number, asking the children to hold up the correct number card. Say Show me six, etc For the first two or three numbers, hold up the corresponding number yourself, so that the children understand what they are expected to do. If you feel the class is confident enough, invite individual children to call out numbers for their classmates to hold up. 2 Call out a series of numbers in any order, e.g three, five, six, Four, two, one. AS you do so, stick your number flashcards on the board in that order, inviting the class to order their cards on the tables in the same way. Call out a new series, but this time stick the flashcards on the board face down, so that the class cannot see the numbers. Call out the same sequence of numbers again. This time say Listen and order your numbers. Repeat the number sequence as often as necessary. When all the children have arranged their pieces of paper, invite them to call out the numbers, AS they do so, turn over the flashcards one ata time so that the children can check their answers. If any members of the class are confident enough, invite them to come to the front of the class and call out sequences for thelr classmates.Class Book page 5 % Draw a large 5 on the board. Say Open your Class Books at page five. Point to the correct page in your own book. Invite the children to name the colours on the socks, Say Look at the sacks. What colours are they? * Ask the children to count the socks on the line. Say How many socks? Count aloud with them. + Ask the class if anyone remembers who the socks belong to. Say What colour are Lucy's socks? or Point to Lucy's socks. 2 GB Play the cassette. Ask the children to point to the socks as they are mentioned in the song. Play the cassette again and encourage the children to sing with it TAPESCRIPT One sock, two socks Three socks, four! Five socks, si socks ‘More, more, more! Red sock Orange sock Yellow and blue Green and brown Six colours, too! | My friends Follow-up Number and colour dictation 2x Hand out a piece of Ad paper to each child, Ensure that everyone has a crayon in each of the following colours: red, yellow, blue, green, orange, and brown, Say Show me a red crayon, Show me a blue crayon, ete. 3k Give the following instructions, Say Draw a red five. Draw a blue two. Draw a yellow one. Draw a sreen six. Draw a brown four. Draw an orange three. Check the children’s answers. Repeat the activity. as necessary, changing the number and colour combinations. 15ve Stage 5 Language for recognition Language skills Cognitive skills Materials ‘Warm-up Sock song game Who has (yellow, green, orange)? Write the number in the str. Listening and matching characters and numbers Saying a chant ‘Answering simple questions about quantity, nurnber, and colour ‘Counting from 1-6 Listening to and writing numbers Developing memory Making number and colour associations Writing numbers Discriminating between diferent colours Chass Book page 6 Fun Book page 6 Cassone Flashcards of colours 2% Call out instructions such as Hands up number four. Wait until all the fours in the class are ready. ‘Then say Find three green things. Then say Hands up 4+ (GB Play the sock song from Stage 4. As the urbe six. Find two yellow things, etc. children begin to sing, turn down the yolume % The children with the number you call out go suddenly for the children to try to sing it without round the classroom and collect the correct the cassette. If you give the children the idea that number of objects in the colour specified. The you are playfully trying to catch them out, they first child to do so correctly wins a point for will be motivated to sing on their own. his/her team. Keep a tally of each team's score on the board. Colour race (optional) Sk Divide the class into teams of up to six members. i i i Give each member a number from one to six. Presentation/pre- teaching Check that the children remember theit numbers Colour action game by quickly asking around the class What number ayia folloring game yeith the lichen, Tel are you? them to listen and follow the instructions. Point % Give each team a colour name. Using the to the children’s clothes. Ask questions and give couesponding colour flashcard dew 2 sizaple commands tike Who has Btue? Stand up. Who fas score chart on the board like this: ‘green? Jump. Who has red? Sit on the floor. Mime 6 ‘these actions yourself as you say them. Go over to the children performing the actions. Point to where they are wearing the colours you specified Say Yes, look! You have blue. See, he/she has blue, etc, % Note We have chosen to use the form Do you have..? T have... for simplicity of structure. However, since there are no words on the pages of the coursebooks, please feel free to use Do you have... or Have you got...? according to your own preference.Class Book page 6 2 Draw a large 6 on the board, Say Open your Class Books at page six. Point to the correct page in your own book, % Look at the picture on the page and laugh out loud as you point to the characters. Say Oh, look at all these sacks! 2 GG Play the cassette. Invite the children to point as they recognize colours in the chant and in the picture. Ask the children questions like How many (red, green, blue) socks are there? 2 Once you are fairly certain that the children are counting correctly, tell them to write the correct ‘numbers in the stars at the bottom of the page. Say There are four red socks, so write a number 4 in the red star. Point to the red star as you say this. TAPESCRIPT Socks, socks Everywhere Orange socks here Yellow socks there. Red and green socks Brown and blue Red for me And blue for you. & Play the chant for the children several times as they complete the stars on their own, ANSWERS Blue = Brown Green Orang Fun Book page 6 2 Say Open your Fun Books at page six. Hold up your book. Point to the blank star next to each. character and say Listen for the numbers. Play the cassette or read out the script slowly to the class. TAPESCRIPT Lucy's number I. Stevie’s number 2. Baby's number 3. Teddy’ number 4, Fluffy’s number 5. Annie's number 6. 3x Hold up a crayon and pretend to write a number In one of the stars. Hold up your book for the class to see and say Write the number in the star, lke this. Play the first line of the tapescript and check that the children understand by asking What murnber is (Lucy)? Sk Play the cassette again right through. Go round the class checking as the children write in the numbers. 7ve Stage 6 Language for production Language for recognition Language skills Number (1) i (blue) Soy o colour in English, Cros it ort What number is this? ut your hond upiStand up. Following simple instructions Listening and completing a colour-by-number key 3k Point to the picture and invite the children to give you instructions. As they do so, invite individual children to come to the board and colour the picture following the key, Look. What number is this? One. Good. What colour is one? (Red) Cognitive skills Making number and colour associations Colouring picture following a key Materials ‘Class Book page 7 Fun Book page 7 Cassette Crayons, coloured board pensichal, counters (optional) Warm-up Chant game oe Play the sock chant from Stage $ again, Divide the class into four groups and assign each aries group two lines from the chant. Ask them to listen closely for their special lines. Play the PUES cassette again, pausing it after every two lines. Tracer Invite each group to chant their lines as they Purns come to them. Play the chant as many times as sTecclit ‘you feel the children want to hear and say it Presentation/pre-teaching Colours game 4% On the board, do a simple drawing which can easily be divided into a minimum of six sections. Number the sections 16. Next to the drawing write a simple key, as In the example below. 5=? 6? % Invite the children to give you a colour for each number. Say Name a colour in English. As the children name the colours they know, complete the key using coloured board pens/chalk 18 ‘Yes. One is red. Good. (Angela), colour ‘number one red, please.