I ns peel www.ZabanBook.com, a ier B. Hoskins SG 2g CAY E. Pritchard e 1S) + OXFORD.~ —\\ The NEW edition of the joka ~~. | bestselling 7-level primary A | aA English course! =F Millions of children around the world have learned to speak English gueng the trusted 4 methodology of Conversations and question-and-answer practice get children talking from the very beginning Interactive songs and chants by Carolyn Graham bring classrooms to life Phonics and reading lessons help children learn to read fluently Fun phonics chants and drum tracks improve pronunciation and intonation Communication games give children many more opportunities to use English with confidence www.ZabanBook.com, | Sas = ———_ OXFORD UNIVERSITY PRESS 1sN iii 641 Dolphin Readers | tel? | ar “Ll www.oup.com ONwww ZabanBook.com, OXFORD rs eeSyllabus. Introduction. Components... Unit Walk-Through Teaching Techni Drills and Games ues Lesson Plans Workbook Answer Key Worksheet Instructions Ritsuko Nakata Karen Frazier Barbara Hoskins Elise Pritchard Table of Contents 2 Worksheets erent 100 4 Test Instructions on 126 6 Tests. . 8 Test Answer Key.. 13 Certificate oe . 16 Teacher and Student Card List. 156 2 Teaching Contractions... 96 Word List.. 105 OXFORD UNIVERSITY PRESSLet's Remember Syllabus Tia twa oe en trey. won teyie haa haw, Yorewcone Unit 1 At School en (es (eee ee Conversation: How ore | School Items: a picture, ‘Schoo! Items: poper clips, i you? I'm OK. ‘a. window, a pencil sharpener, pictures, clocks, workbooks, Bhonies | How about you? ‘a workbook, « paper clip, a clock, | colendars, pencil sharpeners, | Mm | Pretty good! Good-bye. ‘2 door, a calender windows, doors mop, map, mug | | Sere ont Longuoge: Ws'stis/tna? | Language: Wnt arethese/ MM | | Song: The Hello and It's 0 picture. Is this/that those? They're paper clips. | | Goas-8y2 Song calender? The MN Phonics Chant | Lsten ond do: poi touch, | Lhe wren pate cnet | Chant: Whot's This? What's. viite, sharpen ee a | That? Unit 2. My Things Let’s Talk es ices Conversation: Whose bogis| Things: akey, acondy bar, | More Things: c.comera, that? Isit Scot's bog? No, it | acomic book, acomb, acoin, | a key chain, a music player, isn't Hisbog. IstJenry’s | abrush, a fssue, a watch @-caloulator, a train poss, Longuoge: Whot do you have | o" Umbrella, «lunch box, 2 water | Tove a key. Do you have Language: What does he/she Song: Whose Bg Is That? | altissue? hove? He/She has o walt. Chant: Whot Do You Hove in| 2088Ne/she hove on umbreio? Your Bog? Listen and do: listen, ea, buy, toke (eso) Phonics Fr fon, five, fork w | von, vest, violin ‘The FV Phonics Chont Story: Moking Music eee es Unit 3 Things I Can Do eC ee Crd Let's Learn More Let's Read Conversation: Wels | Actions de opory, payne | Asien: coos, wm. 869.] Ponies | wor, Ay? Dero, socmege ree poy” | ep ead, prt coe a Tay ok Pope py to Yo. ee Istinyour dos ocorviwe doosonmsos, | LANGWEBE: THe neat, | og, he It's under my chair. jump rope — Rr : Listen and do poy re, | nm ee Song: has Wns? | Language: ack timer ne Language: Lsoktim/ns. | oon The LR Phonics Chont tna cone ee Story: Wet Con Yu 09? Chant: Look ot Me! Unit 4 Occupations eas se is Conversation: What'sthe | Jobs: 6 cook, amuse, ottx: | Jobs: plots, solesclerks. oo | Bhonies matte, Scott? I'm sick ‘river, a doctor, a police officer, | workers, engineers, dentists, hope you feel better soon! | ateacher, student, a former | firefighters, teachers, students | © game, make horns Language: He's/She's a cook. | Language: Who are they? pao ‘Song: What's the Matter? ‘Who's he/she? ‘They're office workers. ‘gy play, today | Chant: 1s He oTeocher? rome eons Long A Phonics Chant Listen and do: arve, use, | Story: A Rainy Day fy, climb 2 syllabusUnit 5 Things to Eat J testo | een (eso ee ‘Conversation: What's for Food: an omelet, a peach, Food: gropes, pancakes, Phonics lunch, Mom? Spoghet peer. 6 pancake yogur. cereal, | panes, hamburgers tom, like spaghetti. I do, too. | tea, hot chocolate | cheese, pasta, steak Een a Toe ee Nee gui | Language: What does she wont? | Language: Wat does sne | $6 Loma" eet ; ‘She wonts.o peach. Does he | tke? She'ikes pancakes, | Song: The Spaghet'Song | want cere” Does she ike sock? Long E Phonics Chant Chant: Hungry Boy Chant Listen and do: count, cot, | StOFY! Weeds and Trees smoke, peel | Unit 6 My House en a eT | Conversation: Where do you | Household Items: o bed. Locations: resto, n0010!. | Phonigs Ie? Hive in Hilsote. What's | « bathtub, a sofa, «stove. behind — ir address? ink, a TV, are im Side: your ores? I's Noth | lamp, sink, TV, FSET || anauage: There’ tobe in Steet. What's your eel phone yf my Sere te oe) coer ere. | Language: Where's the front of the sofa. Is there abeaidas workbook? I's under/by/in/en | o stove next othe sink? 1 clin, find | : Hillsdale | the! | i ‘Song: Himsa pri Usten and do: wash, toke, | Long I Phonics Chant Chant: Are There Books clean, make Story: Save that Kite! inthe Bathtub? eee Unit 7 Routines Let's Talk ese (CC eee Comerscton: Wt imei Morning Routnes:geup. | Evening Actlesioa" | phonters it? I's six o'clock, It's time for | brush my teeth, wash my face, dinner, talk on the phone, do dinner. It's seven o'clock. It's | comb my hair, get dressed, eat homework. take a bath, watch | ©_@ home, rope Sota yeurom ttt | | resid Nout Eri oa goat cus forbes Language: Witt doyeudoin | Language: Wat docs neo | OW Bou gow a the morning? | eat breakfast. | in the evening? He watches Long © Phonics Chant ‘Song: What Time Is It? ‘Do you wash your face in the | TV. Does she watch TV ‘on the Form cfterncan? Gt night? Story: A Day on the Fen Chant: Wnt Do YouDoin | Lsten end do: ploy. go treme Unit 8 Doing Things Sas la ee ed es Conversation: tefsp0)2°-| Actions coer, snmming. | Ploces'crhove Soh promos ganeliatoreyouerg? | Seaprn doin cang” | mepamatnesere ane | Pl T'mriding a bicycle. ,| funning, walking, reading library, at the 200 UL_@ huge, tube eee Language: War's he doing? | Language: Whereis she/he? | Ue Due, gue ‘Song: What Are You Doing? He's drawing. Is she swimming? | She's/He's at the librory. ew few, new 0%: Dog Things: Was hecoing? He's o¥ed | Long U Phonics Chant ais Stor: Nols At | | Usten and do: sep sor. cron eee Sone syllabus 3Introduction The Philosophy Behind Let's Go Lot's Go Fourth Edition is a seven-level course designed for children learning English for the first time. The themes and situations throughout the books are ‘universal to children everywhere Let's Go emphasizes communication within a carefully controlled grammatical syllabus, Beginning with the first lesson, students are provided with a variety of activities that focus on interactive communication. The activities gradually increase in difficulty. Students are regularly presented with new vocabulary and structures so that they have adequate language to communicate with at each new level. Students are encouraged to communicate with one another from the start, first in groups and then in pairs, after they have developed sufficient confidence and familiarity with the language. This pairwork is crucial, since itis here that students are really communicating with one another in situations most closely resembling, life outside the classroom. “The lessons in Lets Go incorporate techniques from several methods that have been repeatedly proven successful in teaching English to children, including: MAT (Model, Action, Talk) Method, TPR (otal Physical Response), Functional Approach, Communicative Approach, Audio-Lingual Approach, and Grammatical/Structural Approach. About the Series Both Let's Begin and Student Book 1 are entry points 10 Let’ Go, Let's Begin is for students with no formal English instruction. Student Book 1 is for students ‘who may have had an introduction to some simple English vocabulary and English letters. Subsequent levels build on and recycle language and vocabulary from previous levels. Organization of Let’s Go Level One Each of the eight units in Level 1 is organized around abasic theme and is divided into four lessons, with a review lesson after every two units. Each lesson builds on previously learned language and introduces new vocabulary and structures. Both review and new language are clearly identified in the Teacher's Book 4 Introduction lesson plans. The same titles and page numbers are used in the Workbook to help teachers and students ‘identify corresponding pages for homework and extra practice assignments Each lesson focuses on a specific purpose in language development: Let's Talk builds functional fluency through a conversation relating to the topic of the unit, followed by a song that practices the dialogue language. Students are giving the opportunity to personalize the language they have learned in Say and act. Let's Learn builds grammatical accuracy as students earn vocabulary relating to the unit theme, practice ‘using it in the context of a sentence in a scene, and ask questions or make statements about it. Let's Learn More expands on the language introduced {in Let's Learn by introducing additional thematic vocabulary, practice in the context of a scene, and additional practice in a game format. Students then learn functional classroom language in Listen and do. Let's Read uses phonics to teach children phonemic awareness and how to read language they may have learned orally. Listen and Review provides a one-page listening assessment and a game to recycle language and vocabulary from the previous two units. Lesson Planning Guidelines AA lesson plan should be developed for every lesson taught, with specific goals and objectives. It is always better to over-plan and have more activities than you need, as the same activity will not always work equally ‘well with all groups of students, and unexpected situations call for flexibility in class. Use various types of activities to appeal to the different learning styles of your students Every lesson activity, drill, or game in the Lets Go “Teacher's Book has 2 purpose in advancing language proficiency. For example, the Warm Up activity at the beginning of each lesson serves two purposes—it helps activate students’ English when coming from a non- English environment (eg. after school), and it eviews previously learned language that will be built on in the lesson‘The Teacher's Book pages for each lesson contain suggested activities, explanations of potential problem areas, and tips for teaching each specific language point. Activities can be replaced with others from appropriate sections to suit the needs of your class. Generally, students keep their books closed during the presentation of new language so they can focus on hearing and understanding the language before having to see it on a page. After the closed-book presentation, students open their books and listen to the audio and do the exercises for that lesson. Finally, students close their books to focus on communicating with their classmates during the suggested games and activities Time Guidelines In general, after presenting the new language, the majority of class time should be spent on practicing it in groups and in pairs. Approximately 10% of your time should be spent on Warm up activities, 30-40% of your time on presenting the language with books closed, 20% practicing the language with books open, and another 30-40% on practicing the language with games and activities. Phonics ee SSSSSSSFFSseeme Pacing The pacing of a language class for children must be lively. To maintain the students’ interest, activities should be changed approximately every five to seven minutes, or whenever the students’ interest starts to ‘wane, Its much better to stop an activity while the children are still involved in it than to wait until they are no longer interested. Favorite activities can always be used again later. This also holds true for drills and practices, which should be done at a challenging pace to establish natural English rhythm and intonation, Introduction 5Components TEACHER CARDS) 6 Components Student Book ‘+ Fight units with four lessons per unit ‘+ Four review units (one for every ‘two units) * Full-color illustrations and photos in a clear, engaging format + Can be used as a reference as students, {interact with each other ‘+ Songs and chants provide lively language learning + A Student Audio CD for practice and review Student Audio CD ‘+ Audio tracks for at-home review ‘= Conversations, vocabulary, songs, phonics chants, and stories for practice at home Workbook + Pages match the Student Book Reading and writing practice provide language reinforcement ‘© Activities are designed for use in class or as homework Teacher Cards ‘Large portrait size * Pictures and vocabulary words and phrases on the same side for literacy learning ‘= Useful for playing group games, and for presenting vocabulary ‘+ Integrated into Teacher's Book lesson plans Student Cards * Playing-card size cards to use for games, drills, and practice at home ‘+ Perfect for small hands ‘+ Integrated into Teacher's Book lesson plans Class Audio CDs ‘+ Contain the complete audio track for the Student Book + Include vocabulary substitutions with drum tracks, stories songs. and chantsOxford » making sense Teacher's Book © Introduction: * A doseription of the course and its teaching methodology * Tips for teaching difforent aspects of the lessons ‘+ Descriptions of gemes and drills tusod in the lesson plans © Lesson Plans: ‘+ Easy-to-follow activities to present, practice, and reinforce new language ‘+ Suggestions for class, small-group, or pair arrangements ‘+ Audioscript for language and conversations on ‘Audio CDs at pointof-use ‘Ideas for games and activities in every lesson ‘References for extra practice © Also included in the Teacher's Book: + Worksheets and Tests - + Workbook answer keys * Teacher Card List and Word List Test Center CD-ROM included in the Teacher's Book + Placement tests * Printer-ready and editable unit, midterm, and final tests * Cambridge Young Learners Practice Tests + Test audio Online Practice ‘Access codes included with the Teacher's Book and the Workbook with Online Practice ‘+ Interactive activities for every lesson +, Automatic scoring and gradebook ‘+ wwwelgonlinepracticecom iTools * Classroom presentation software suitable for use with interactive whiteboard or data projector/computer * Teacher can project Student Rook and Workhonle pages, show Teacher Cards, and. play audio files *+ Includes interactive activities with every lesson to use in class ‘Components 7Unit Walk-Through Let’s Talk Mascots Sam and. ‘Song or chant Ginger introduce Let's Talk with 2 speech balloon. Familiar characters model communication in {familiar situations Buiter ontsng reinforces language from the dialogue gern eee track numbers Role-play activity make finding the aives students a audio easy Personalization Opportunity Language focus — ae boxes highlight linoge pene. U2 Sten Book oat 12-18 ‘Start the lesson with an activity, song, or chant to review previously learned language that will be built ‘upon in this lesson. This will start the class on a positive note since students are using familiar language. © Listen and say. 1. Tntroduce the conversation. Model the conversation with puppets or student volunteers to provide a physical reminder that conversation is communication between to or more people 2. Listen to the dialogue. Students look at the scene to establish context, and then listen and repeat after the audio to reinforce natural pronunciation, 3. Listen to the language focus, Have students listen to ‘the audio. Then have them repezt, focusing on natural Jntonation, eaythm, and speed. 4. Practice the conversation. Move from group practice to pair practice (or groups of three, depending on the conversation). isten, point, and sing. Play and listen. Play the song or chant first. and have students identify familiar words they hear and items they ee inthe illustration 2. Practice the rhythm. Introduce the song or chant rhythmically. Have students clap to Keep the beat as you ‘model the song line by line. Have students echo the lines after you, Demonstrate possible actions or movements 8 Unit Walk Through 3. Read the lyrics. Have students point to and read words they recognize. Repeat the words of the song, line by line. Invite students to repeat after you. Sing the song, 4. Sing the song. Play the song and have students sing along, Then divide the class into groups to sing the song, e Say and act. Personalize the conversation, Use puppets or student volunteers to model the conversation 2. Practice the conversation. Place students in pairs or groups of three. Ask them to personalize the conversation by filling in the blanks with appropriate ‘names. Encourage students to express themselves ‘with gestures and body language as they use the target language. Games and Acti i ‘Use the suggested games or activities to practice the new phrases, vocabulary, and language patterns. + Workbook: + Student Book Audio CD * Tools + Login for} Online PrcticeLet’s Learn Sam and Ginger ee introduce Interact —., Tipe pleture car penance language ina fun way Topictases ~~ | & = vocabulary sues Pee cee ca oe * ~~ 2 Fomiliar characters, model vocabulary and language pattern incontext | idascentonene 3 Drum track reinforce the rhythmic patterns oflanguage Language patterns show substitution vocabulary Wht De Yn Hanh i Ba? Song or chant wigescnnrer waamenenene | reinforces vocabulary highlighted in red Start the lesson with an activity to review the language ‘that will be built upon in this lesson. Ee ‘Use teacher cards to introduce vocabulary and language patterns before students open their books, so that they become familiar withthe target language orally before seeing it onthe page. @ Learn the words. audio and point to the pictures in their books. Then have ‘them listen and repeat. Focus on speaking with natural pronunciation. 2. Check comprehension. Say the words in random order and have students point to the appropriate pictures in their books. Start slowly, but increase your speaking speed, to challenge students and make the activity fun. © Ask and answer. . Listen to the question and answer. Fave students look at the scene in their books and describe what they see. Then listen to the audio and have students point 10 the objects, 2. Practice the question and answer. Check that students understand and can use the question and answer pattern, Then have them take turns asking and answering questions about the objects in the scene, replacing the word shown in red with each numbered vocabulary item in the picture, 3. Focus on rhythm and intonation. Play the drum ‘track. Have students listen, clap, and chant along. sten to the words. Have students listen to the Unit 2 Student Book poges 14-15 G Playa game. 1 Listen to the question and answer. Play the audio amd have students listen and point tthe items. Pla it again and have students repeat the questions and answers fn the game box 2. Play the game together. Have students play the game in pairs pointing to the objects along the path (a key. tissue, a comb, a watch, a comic book, a coin, a paperclip, brush, and a candy bar), Aer they have played the game, switch partners and play again. Then invite students 0 create their own questions, pointing to object in the classroom o Listen, point, and chant. Listen to the chant. Play the chant and have students {identify familiar words they hear. Have them listen for lines or words that are repeated. 2. Listen and point. Play the chant again and have students point to the objects in the illustration. 3. Play the chant Play the chant again and chant together, ‘Use the suggested games or activities to practice the ‘ew phrases, vocabulary, and language patterns. teers ‘Workbook * Student Book Audio CD + twos + Login for Unit Walk-Through 9Let’s Learn More Sam and Ginger introduce Pattern practice more new vocabulary with Teacher cards, sedionst | topic-based vocabulary Familiar characters, | Essential classroom action verbs combined model vocabulary Nin wiles with fama anguage and language a 5 pattems pattern in context Substtution vocabulary. Bs 2 Fighlighted and reinforced with _— ee aii thythmic drum track tas Uar2 Student Bo0K poges 16-17 ‘Start the lesson with an activity to review language that ‘will be built upon in this lesson, Peers Introduce vorabulay and language patterns before students open their Books, so that they become familiar ‘with the target language orally before seeing ton the page, © Learn the words. ‘1. Tisten to the words, Have students listen tothe audio and point tothe pictures in their books, Then have them listen and repeat. Focus on speaking with patural pronunciation. 2. Check comprehension. Say the words in random arder and have students point to the appropriate pictures. Start slowly, but increase your speaking speed to challenge students and make the activity fun, © Ask and answe 1. Listen to the question and answer. Have students look at the scone and describe what they see. Then listen tw the audio, 2. Practice the question and answer. Have students take turns asking and answering questions about the ‘objects in the scene 3. Focus on rhythm and intonation. Play the drum ‘rack. Have students listen, clap, and chant along, 4, Focus on the contraction, Use the contraction cards from p. 158 to show that the contracted form has the same meaning as the two words. 10 Unit Walk-Through @ Ask your partner. 1. Listen to the question and answer Play the audio and have students listen and potnt tothe items. Play i again and have students repeat the questions and 2. Focus on rhythm and intonation. Play the drum track, Have students listen, clap, and chant along, with the audio. © Listen and do. 1. Introduce the sentences with actions, to reinforce the meaning of the verbs. Have students repeat the sentences and do the actions several times. 2. Liston to the sentences. Have students listen to the sentences and point to the pictures that show each action. Play the audio again and have students repeat. 3. Say and do the actions. Show Teacher Cards and have students say and do the actions. Then have half the studonts say the sentences and the other half do the actions. Reverse roles and repeat reba ‘© Use the suggested games or activities to practice the new phrases, vocabulary, and language patterns. = Workbook * iTools * Student Book AudioCD ——* Log in for Online PracticeGinger is learning to: ‘ead while Sam learns the letters of the alphabet Alphabet focus letters appear in the ABC strip inred Contrasting leters/ sounds appear in red atthe beginning of ines pia end hd. 1 key words The FV Phas Chart Fun Phonics Chant for Phonemic awareness {and pronunciation Ut Sarthe lesson wih an aeiity o review the alphabet trby singing the alphabet song. Review the phonics levers and sounds from the previous unit. Saying the Phonics Chant from the previous unit together will sar the class ona positive note Lda ccosiede co ‘Use Teacher Cards to introduce the sounds and letters, and vocabulary. 9 Listen, point, and say. Listen to the sounds. Ask students to find the letters forthe lesson on the ABC chart a the top of the page. ‘Then have students listen to the sounds on the audio and point tothe letters and words in their books. 2. Practice the sounds. Use the Teacher Cards that show the phonies words from the unit. Separate the cards by phonics sound. Show students Teacher Cards for words with one of the sounds and say the words, Have students concentrate on listening to the phonics sound in each word. Do the same with the words that begin with the ‘other sound, Then say the words in random order and ask students to decide which sound the hear. Ask students 10 lap once for one sound and twice for the other sound. @© Listen, point, and chant. Sten and point. Ask students to point tothe lettrs on the ABC char tthe tp oftheir page. Have students lisen to the Phonics Chant on the audio and point to the words. Then play the audio again, and ask students toclap ance at the ond of the lines with ane phocles sound and words, and clap twice after lines with the other phonies sound and words. Making Music s Let’s Read Delightful stories use key phonics words to teach reading Unit 2 Student Book pages 18-19 2. Listen and chant. Play the audio again and have students do the chant with claps. Repeat the chant several ‘times as a class in small groups, and then in palrs. G Listen and read along. 1. Preview the story. The story provides phonics practice while recycling vocabulary: Before listening to the story, have students look ar the illustrations and identify words they know, Read the ttle of the story aloud. Point out the phonics words. 2. Read along. Have students listen to the story and follow along in their books. Encourage students to point to the words as they listen. Then have them read ‘along with the audio, rying to match the intonation and rhythm, 3. Paired reading, Have students take turns trying to read the story sentences in small groups or pairs. 4. Actit out Have students work in pairs to get up and act out the story. They can pantomime or use Teacher Cards or their own realia. Have students switch roles. Ask volunteers to play the role of the narrator, + Use the suggested games or activities to practice the vocabulary, and letters and sounds ‘Workbook + Worksheets + Student Book Audio CD + Unit Test + Tools Log in for Unit Walk-Through nLet’s Review Entire page focuses on listening Test format provides practice for students planning to take standardized tests, such as the CYLET Let's Tale ‘+ Sing the songs to review the conversations. Let's Learn/Let’s Learn More * Use Teacher Cards to review the vocabulary. * Review the songs and chants to reinforce language patterns and pronunciation. ‘+ Use games and activities to review the language patterns. ‘+ Use pantomime and physical activities (like Do as I Say) to roview the Listen and do sentences, Phonics/Let’s Read ‘+ Use games to review phonies sounds and words. + Read the stories together. @ Listen and check. 1. Practice the format. Before students open their books, prepare them for the test procedure. Put throe Teacher ‘Cards on the chalk ral to resemble the activity, Write A, B or Cand draw a box next to each card, Use the words ‘on one of the cards in a sentence and have a student point to the correct card and check the correct box. 2. Anticipate the language. Have students look at the test in their books and identify the items they see. 3. Take the test. Have students listen to the audio and point to the appropriate pictures. Thon play the audio again and have students do the exercise as a written rest. 4. Correct the test together. If time allows, encourage students to create original test questions using the same illustrations, and practice “testing” each other in pairs. © Playagame. 12 Unit WalkcThrough spare toplags (Ciaei Wateiaaran brewer thes z : _— Extensive review SSE oflanguage and BrVye9me OO ® vocabulary Unit 2. Student Book pages 20-21 language they will need to play the game 2. Model the gare before asking students to play. Two students play the role of Sam and Ginger atthe start of the game. Fach one says Rock, Paper. Scissors and show one of ‘these gestures: fist for a rock, open hand for paper, and index and third finger for sessors. These gestures show who gets to play first. 3. Play the game. Have students play the game in pairs. If time allows. play the game again, with new partners or change the rules. Answers: Sam: paper clips, comic book, windows, lunch box, clock, calendar; Ginger: pictures, calculator, key, umbrella, coins, train pass ‘After students have successfully reviewed the ‘vocabulary, grammar, songs, and stories from Units 1 and 2, have them make checkmarks in the appropriate goal boxes. Praise students for their accomplishments!Teaching Techniques Teaching Conversation In teaching conversation, the goal is for students first to become fluent using language, and then to focus on becoming accurate with it. Let's Talk introduces useful phrases (greetings, introductions, asking for and giving help, etc) in functional conversations Firs, students listen to the entire conversation, which {introduces the language in context. Then they focus on the functional language in the language focus box. ‘Students learn the intonation and rhythm of the language ima song or chant. This is the easiest way for children to remember the language as well. (See the ‘How to use songs and chants to reinforce grammar’ section for ‘more information on teaching songs and chants) Finally, students personalize the language in Say and act. Teaching Vocabulary Use actual objects or Teacher Cards to present new key words. Hold up an object or picture card and say ‘the word, Have the students repeat the word several times. Then practice the word with drills, using familiar language whenever possible. ‘The Teacher's Book describes a number of drills and activities designed to develop and reinforce the students’ vocabulary knowledge. There are two types of vocabulary or language that all language learners develop—receptive language and productive language. Receptive language is the language students understand but are not necessarily able to produce yet. When you speak to the students in English, itis inevitable that you will sometimes use language that they have not yet studied. This is not a problem and is even desirable since it exposes the students to additional language. They will gradually pick up the meaning from the context if the language is used often enough. For example, if you ‘write the number 1 on the board and tell the students to ‘open their books and look at page 1, receptive language is being developed; they have not yet learned the number or the command, but will pick up the meaning from your actions. To practice receptive language, students must recognize and physically respond to vocabulary words. For example, place the Teacher Cards for book and pencil on the chalk or marker rail. Say book and have one or more students point to the book card. Or place several Teacher Cards on tho chalk rail and select rwo students to come to the front of the class. Say one of the vocabulary words and have the students race to touch the correct card. Whoever touches the card first is the winner. Productive language is the language spoken by students, Productive language practice requires students to say the vocabulary words as they identify the objects. Play the games as described above, but have the students touch the correct cards and orally identify the objects. After being initially modeled or done as a whole class, all the games for receptive and productive language can be continued in small groups of three or four students each, Small-group practice is especially important for large classes. When the students are first learning new vocabulary, use one set of Student Cards per group. Call out the words and have the students, one ata time, touch the correct picture card. If a student is incorrect, the other students in the group can help. Teaching Grammar In Let's Go, grammar is taught in context so that students, understand the meaning and conversational purpose from the start. Students first learn new vocabulary ‘words that relate to the unit theme. Next, students see and practice the language in a mini-conversation context. Then they get additional practice with the question and answer structures in a game, activity, song, or chant. Students should understand that vocabulary and grammar patterns are productive, build on each. other, and can be used with other patterns, so recycling of language occurs in the units In teaching grammar, the goal is for students first to learn language accurately. and then focus on becoming fluent in using it. While language is always taught in context, the language patterns can be recycled in various additional contexts. For the most efficient use of class time, teach vocabulary first. Then introduce a new sentence pattern and recycle the vocabulary words as students practice the sentence. Since there are 6-8 new vocabulary items, teaching them first gives students a lot of practice with the vocabulary. Then when you introduce a Wh- question, students already know the answer to the question (the sentence pattern becomes the answer). In this way, students can accurately build a great deal of language in small steps, and they won't confuse the question with the answer, as they can if the two are taught together. Teaching Techniques 3Teaching Techniques (ninestromp.13) Be sure that students understand the meaning of the new language and can pronounce the words clearly before moving on to practice. That way you won't have to re-teach the language every time you use it in class. Correct pronunciation is introduced during the modeling by the teacher so that the students can strive for accurate pronunciation as they are learning the meaning of the new vocabulary. ‘When teaching Yes/No question and answer patterns, have children answer with answers that include the auxiliary verb from the question (Do you like cats? Yes, Ida, No, I don't) Not only does this help students remember the questions and answers grouped in a memory set. it also builds a grammar foundation that will help them learn to write English more easily. Separate the Yes and No answers in practice at first so that students don’t confuse the meaning. Then, mix Yes and No answers. (Tip: you can use upside down Teacher Cards to cue No answers in a quick drill) Recycling Language All language builds from a base sentence. For example from the sentence "He likes cats’, students can build the questions "What does he like?” and "Does he like cats?" In the early levels of Let's Go, these patterns (sentence, Wh. question, Yes/No question) are explicitly taught. However, later lessons and levels might only teach the sentence and Wh- question, or both questions but not the sentence. Teachers should remind students that they know how to build language even if itis not explicitly taught in every lesson, In the same way, once students have learned how verbs change with different pronouns, or how nouns change to become plural, they should be encouraged to practice the different forms, even if not specifically taught in a lesson. For example, if the lesson focus is “He likes cats,” then students should also be able +o say “I like cats” or if the lesson Is “He has a book” then students should also be able to say “They have books” Teaching Contractions Learning how to use contractions like isn’t and I'm {in conversation helps students to sound more fluent and to better understand natural English, and gives ‘them an advantage when they begin to read and write Contractions are explicitly taught the first time they appear in Lets Go and should be reviewed, as needed, in the later lessons. Use the contraction cards on page 14 Teaching Techniques 158 to show students that contracted and non-contracted Janguage (like I'm and I am) are equivalent. You can use the cards to review contractions, as necessary, after they have been taught. How to Practice Language in Groups and Pairs Start with full class practice so that students don’t feel shy or embarrassed. Be sure that you have students practice the language using natural speed, rhythm and intonation since this makes it easier to build fluency ‘with the language later. Then, divide the class into two groups. One group asks the questions and the other answers. Even in a practice like this, try to give students a reason for asking and answering the questions. For example, if you're practicing the question “What do you like?", only show the Teacher Cards of animals to the answering group. This way, the questioning group has a real reason to ask because they don’t know what the answer will be. Then group students in pairs or small groups for additional practice with the question and answer. By moving from the large group to the small, students build confidence by practicing before their voices become individually heard. As students work in pair or small ‘group practice, move around the room so that you can hear what problems students are still having, and can address the problems with a mini-lesson later on for the entire class (rather than correcting just one student having trouble). Variety in grouping and activities, such, as Conversation Lines, Beanbag Circle, or Back- to-Back activities, also gives students a lot of practice opportunities that don't feel like practice. If the pace is quick, and activities change frequently, students will pay close attention. In addition, students will be doing most of the speaking in class—not the teacher. How to use Songs and Chants ‘Adding rhythm to language is one of the easiest and ‘most effective ways for students to learn and remember it. The songs and chants in Let's Go reinforce the natural rhythm, stress, and intonation of the language taught. To introduce a new song, teach it as a chant first. Begin a steady 4/4 beat by having students clap their hands, tap their fingers, march, or or tap their toes. Say the lines from the song, as you clap the beat. Then haveLesson Objectives: + Reviewing language from Level 1 Review Language: there re theyre, hiss these are ike ware. have. Jean. ere you are. Thankyou Yourewelcome Materials: CDI Track 02 ‘Let's Remember is a review of language patterns introduced in Let’s Go 1 that will be recycled and built upon in Let's Go 2, ‘+ For students moving from Level 1 to Level 2, Let's Remember is a summary of what they have learned. ‘+ For students beginning the Let’ Go series with Level 2, Let's Remember is an introductory lesson for language patterns students are expected to know before beginning this level ‘You may also wish to use Let's Remember as an assessment of what students know when they enter your classroom. Observe them as they do the activities and play the games to assess their language knowledge. InLet’s Go 1, students learned: ‘There are two cats, They're ina tree. (prepositions: n, on, under, by) ike pizza. | want chicken Ihave three ball ‘What's this? This isa flower. ‘These ae flowers. lean fly a kite ‘What's your favorite color? 22 Let's Remember | In Let’sGo2, students will learn: There are balls under the TV. (prepositions: next to, behind, in front of) He/She likes stew. He/She wants a peach. He/She has a camera. ‘What's that? It's a window. What are those? They're pictures. He/She can play the piano. They can dance. ‘Whose bag is that? Where do you live?Let’s Remember Activities ‘Choose among these activities to review language students need before beginning Let's Go Student Book 2. Descriptions of these games and activities can be found on pp. 17-21. ‘There are two cats. They're in the tree. + Walk and talk. As students move around classroom, they point to and identify classroom objects. There are three erasers. They're on the desk. * Pick Up Game. Put singular and plural student cards or teacher-made picture cards face down on the table. In pairs, students play Rock, Paper, Scissors (saying There is, There are). The winner turns over a card and makes a sentence using the item shown. like pizza. I want chicken. Here you are. Thank you. You're welcome. + Role Play. Students pretend to be on a picnic. In pairs or small groups, students talk about foods they like and want. Place food cards from Let’s Go 1 or teacher-made food picture cards face up in the center of the group. Students take turns making statements about the items. If S1 says I like pizza. S2 agrees or disagrees. (I do, too! I don’t) If St says want pizza S2 picks up that card and hands it to S1, (Here you are. Thank you. You're welcome) + Board Race. Place food cards from Let's Go 1 or teacher-made food picture cards on the board or chalk rail, Divide the class into teams and have them stand in lines facing the board. The teacher says I like pizza or I want pizza. S1 from each team races to touch the appropriate food card. If the teacher says like, S1 agrees or disagrees with the opinion (T do, too! I don't) and returns the card to the board. If the teacher says want, S1 brings the card to the teacher. (Here you are./Thank you./ You're welcome) have three balls. + Students work in pairs or small groups. Each student empties the contents of a school bag onto a desk and talks about the objects contained. $1: Thave (five) (pencils). $2: 1 have (one) (erase) ‘Alternately, the teacher can provide the materials to talk about. + Guessing Game. S1 selects an object (or card) and hides it from the group. Students take turns guessing the object. After each incorrect guess, S1 provides an additional clue ‘St: What do I have? S2: Do you have a pencil? St: No, I don’t It's round. $2: Do you have a ball? St: Yes, Ido! This is a flower. These are flowers, too. * Concentration. Place Student Cards (or teacher- made cards) for singular and plural objects face down on a table. Separate the cards so that students turn over one singular and one plural card each turn. As students turn over the cards, looking for a singular/plural match, they make sentences about the objects shown. (This is a per. These are pens) * Divide the class into teams. Place singular and plural vocabulary cards in random order in a row on the table. Students from each team take turns pointing to each card and making a sentence. (This 4s a pencil. These are pencils) The team that finishes saying all the cards first is the winner. Tean fly a kite. + Charades. Whisper a verb phrase using can to a student. The student acts out the phrase using gestures. The rest of the students guess the phrase. Student Bookpages 2-3 ©) Listen, point, and say 4. Play Class CD1 Track 02. Have students listen and point to the conversations and activities in the picture. Play the audio again and have students listen, point, and repeat the sentences they hear. 02) like pizza | want chicken. Ihave three balls. ‘There are two cats!They'e in the tree. lean fly a kite. This isa flower. These are flowers, t00. Here you are. Thank you. You're welcome. 2. Challenge students to create additional sentences, following each of the conversation patterns. If desired, write student-generated sentences on the board and practice reading them together. Let'sRemember 23Let’s Talk [Bayantel ay a and gon Te Hele ad cds Song oes Topic + Gheetngs Lesson Objectives: + Greeting each other and asking about “oven ere gee ‘each other cwom Smee Language: Se Se rae mK. Prety good! Good-bye, ‘Seeyoulater! (Materials: (CD! Tracks 03-05, Contraction Card rm) Student Book pages 4-5 1. As students walk into class, greet them individually with a cheerful Hello, (Ana)! or Hi, (San)! Then walk out the door, turn back to students, and wave as you say Good-bye, class. Choose a student volunteer to leave the room, ‘wave, and say Good-bye, class. Respond See you later! 2. Greet the class as a whole. Say Hello, class! or Hi, class! How are you? several times. Be enthusiastic as you point to yourself, smile, and ‘nod your head up and down while saying, I'm OK, thanks. Point to individual students, greet them by name, and ask How are you? Encourage students to respond with I'm OK, thaviks. ‘Student Book pages © Listen and say. See Teaching Conversation, Teacher's Book page 13. 1. Use puppets or student volunteers to model the conversation, Have students repeat each line after you. Ask the whole class to wave as they say chorally Good-bye, Scott! Have students look at the pictures. Ask students to name the characters and identify the words they 24 unit already know. Play Class CD1 Track 03 and have students listen to the conversation. Then have students listen again and point to the characters as they speak. Play the audio again and have students point to and repeat the words they can identify Hi, Scott. How are you? Im Ok, thanks. How about you? Pretty good! Good-bye, Scott! See youlater! 3. Play Class CD1 Track 04 and have students repeat each line after the characters. Then have students, ‘use the language to practice the conversation in ‘two groups. Ask groups to change roles. Use the Contraction Card to show that I'am has the same meaning as I'm. Se m, Syst By4. Then have students practice the conversation in pairs. Ask students to change roles so they can practice both parts Suden Book pages © Listen and sing. See How to Use Songs and Chants, Teacher's Book page 14. 1. Play Class CD1 Track 05, and have students repeat ‘words they recognize from the conversation, (65) The Hetloand Good-bye Song eal HisScot.How are you? Goede, Scot Imfine,thankyou. _Seeyoulatealigatr Henny How are you? Goode, Jenny Prey good thankyou. Seeyoulaterligatrt Hi Andy. How ae you? Goodbye, Andy (Ok, thank you. ‘See youlater. See you Hi, Kate. How are you? later. | Imfine. See youlateraligator | Good-bye, Kate! 2. Play the song again. Have students clap to keep the beat as you model the song line by line. Ask students to echo read the lines after you. If students have difficulty with longer phrases. begin by saying the first word in the phrase and gradually add the ‘words until students can easily repeat the entire phrase. Use gestures such as waving and pointing, to yourself to help students understand Good-bye, ‘See you later, alligator, and I'mt OK, thank you. 3. Divide the class into two groups to sing the song. Encourage students to add gestures to go with the song lyri. 4. Have students look at the song pictures and lyrics in their books. Ask them to point to and read words that they recognize. Help students identify the phrases that appear more than once. Read the lyrics and have students follow along in their books. Finish by having pairs of students sing the song, 5a sd pol By @ Say and act. Say hello and good-bye "See Teaching Conversations, Teacher's Book page 13. 1. Use puppets or student volunteers to model the conversation. Have students repeat each line after you to practice pronunciation. Have students take one role while you take the other, and then switch roles. Have students practice in two groups, and then switch roles. 2. Then pair the students and have them greet each other and ask how they are. Encourage them to ‘wave and walk away as they say Good-bye, (Kate. See you later! Then have partners switch roles and repeat the conversation. feo eacsuuied + How Are You? Divide the class into groups of 45 students. Ask each student to write their name on a piece of paper and fold it in half. Each group puts thelr papers in the center. Play “The Hello and Good-bye Song.” When you stop the music, ‘one student in each group picks up a name, greets that student, and asks how he or she is. The other student replies. Have students return the name to the pile and play again. + Use Conversation Lines (pp. 17-21) to practice the conversation Hi, (Scott). How are you? I'm OK, ‘thanks. How about you? Pretty good! Good-bye, Scott! ‘See you later! Students move in opposite directions in the parallel lines. ‘+ Beanbag Circle (pp. 17-21). Have students sit {ina circle. Toss.a ball or beanbag to a student and say Hi, (Andy). How are you? The student responds, then he tosses the beanbag to another student and repeats the game. ‘+ Let's Go Workbook 2, p. 3. Have students do this for homework or in class. See Teacher's Book Pp. 96-105 for instructions and answer key. + sTools + Log in for Online PracticeLet’s Learn (isan, pan nde Whats Thi? Whats The? Topic: + School items Lesson Objectives: + Using this and that to identity and ask ‘about school tems Language: ‘picture, awindow, a pencil sharpener, ‘2 workbook, « pape clip a clock, a door, ‘acalendor What thisthat? sapicture Isthsthatocolendar? Materials: “Teacher Cards and Student Cards 1-8, CD1 ‘racks 06-11, Contraction Cards i's what’ fant) www ZabanBook.com Student Book pages 6-7 S, + Play Dialogue Musical Chairs (pp. 17-21) so students can practice greeting each other and asking how they are. Reese ter 1, Use Teacher Cards 1-8 to introduce the classroom objects vocabulary. Show one card at atime and say the name of the object. Have students repeat each word several times. 2, Point to classroom objects near and far in the room and ask What's this? and What's that? Student Book page 6 © Learn the words. See Teaching Vocabulary, Teacher's Book page 13. 1. Play Class CD1 Track 06. Have students listen and point to the pictures of school items in their books. Play the audio again and have students repeat the ‘words. Check pronunciation and intonation. 1. apicture 2. awindow 3. apencil sharpener 4. aworkbook 5. appaperclip 6. aclock 7. adoor 8 acalendar 26 Unit 2, Display classroom objects where students can see ‘them. Point to each quickly as you say its name. ‘Then name an object and have students point to or hold up the object they see in the classroom. Have the whole class say the name of each classroom object chorally. P6 @ Askand answer. i ‘See Teaching Grama, Teachers Book page 13. Have students look at the scene on the bottom of and describe what they see. Play Class CD1 ‘Track 07. Ask students to listen and point to the objects. What's this? What's that? sapicture I's awindow. 1. What's this? Isa picture. 2. What's this? I's a workbook 3. Whats this? It’s paper clip. 4, What's this? It's pencil sharpener. 5. What's that? It'sa window. 6, What's that? It's clock. 7. What's that? It's a calendar. 8. What's that? Its a door. 2. Use Teacher Cards 1-4 to practice the /wh/ (questions aud answers. Ask Whur’ this? as you show each card. Have students answer It's (apicture). Ask students to point to their palms as they say this. 3. Display Teacher Cards 5-8 and stand a distance away to practice Whats that? Ask students to point toward something in the distance as they say that. 4, Play the audio again and have students repeat the questions and answers as they point to the pictures in their book. Divide the class into two groups. Have groups take turns asking and answering the questions. Then ask pairs to point to the pictures as they ask and answer the questions. 5. Play Class CD1 Track 08. Have students listen, clap, and chant along with the audio. Use the Contraction Cards to show that it is has the same meaning as irs and what is has the same meaning as what's ———————— GaNZ_See the script for Trackoo7 ] ‘Student Book page 7 @ Askand answer. ‘See Recycling Language, Teacher's Book page 14. 4. Have students look at the picture and identify the classroom objects they know. Have them point to the objects and repeat this and that with you. Play Class CD1 Track 09. Have students listen and point to the objects. (a (09, Isthisa calendar? Yess. Isthat a calendar? No, itisn't. 1. Isthisa calendar? Yes itis. 2. Isthis a workbook? No, itisnt. 3. Isthisa pencil sharpener? Yes, its 4, Isthata picture? Yes, itis. 5. Isthata window? No, itisrt. 6, Isthata clock? Yes iti. 2. Have student pairs take turns asking and ‘answering questions about the pictures. Ask students to change partners and use Student Cards 1-8 to ask and answer questions about classroom objects. 3. Play Class CD1 Track 10. Have students listen, clap, and chant along with the audio. Use the Contraction Card to show that is not means the same as isn't PO RZ_See the script for Track 09 © Listen, point, and chant. See How to Use Songs and Chants, Teacher's Book page 14 1. Have students look at the picture. Point to the ball from very close and ask What's this? Point at the cat from a distance and ask What's that? Say each word as you point to the spider, baseball, and bat. Have students point and repeat the words several times. Play Class CD1 Track 11. Have students repeat the questions and answers. Ti What’sThis? What's That? ] ~ whats this? Thisis a baseball. | Whats that? Thats bat | Thisisaspider. This tsa splder | | That's acat Thats acat. | | whatsthisr Thisis a baseball | | whatsthaee Thats abat | Model the chant, line by line, Have students clap to keep the rhythm as they repeat after you. Play the audio again and have students chant along, Have students point to the pictures in their book for the words they hear. Check pronunciation, Games and Activities * Slap (pp. 17-21) Divide the class into small groups. Have students place Student Cards face ‘up on the table in front of them. Call out words. Students slap the correct card and say the word, * Show Me (pp. 17-21) Hold up a Teacher Card and ask What's this? Have students hold up the matching Student Card and respond It's (a clock) * Walk and Talk (pp. 17-21) Have student pairs use the Student Cards to cue questions and answers What's this? I's a (calendar). What's that? Its 0 (door). eaiiataucd + Lats Go Workbook 2, pp. 4-5. Have students do this for homework or in class. See Teacher's Book pp. 96-105 for instructions and answer key. ‘+ Unit 1 Reproducible Worksheet, Teacher's Book P. 110. See Teacher’s Book p. 106 for instructions. Cen + Let's Chant, Let's Sing 2 p. 3 “What's This? What's That?” ‘+ Let's Go Picture Dictionary pp. 50-51, School Supplies + sTools * Log in for Unit 1 7Let’s Learn More Topic: + School items Lesson Objectives: + Using these and those to identify and ask about school items + asking and answering Yes/No questions + Learning classroom commands Language: per lips, pictures, clocks, workbooks, «calendars pencil sharpeners, windows, doors Whatarethese/those? Theyre paper cps. point touch, wate sharpen Materials: “Teacher Cards and Student Cards 1-20, {CDI Tracks 05 and 12-16, Contraction Cards (theyre, arent) * Sing “The Hello and Good-bye Song” (CD1 Track 05). Have students practice singing the lyrics along with the audio. Then, have groups of students substitute each other's name and sing again. Ree 1. Have student pairs spread out Student Cards 4-8 facedown in front of them. Have partners ask each other What's this? for their own things and What's that? for their partner’s things, pointing from the appropriate distance. For a variation, have students practice with Yes/No questions: Is this/that (a paper clip)? 2. Use Teacher Cards 116 to review the singular classroom objects and introduce the plurals, ‘Show the single object and have students name it. Then show the card with two or three of the same object and help students add an -s to form the plural. ' ‘Student Book page 8 © Learn the words. ‘See Teaching Vocabulary, Teacher’ Book page 13 1. Play Class CU1 Track 12, Have students listen and. point to the pictures of school items in their books. 28 Unit 1 Play the audio again and have students repeat the words. 121. paperclips 2. pictures 3. clocks 4. workbooks 5. calendars 6. pencil sharpeners 7. windows 8, doors 2. Doa quick practice with the new words. Hold up Teacher Cards 9-16 one at a time and have students name the objects @ Ask and answer. See Teaching Grammar, Teacher's Book page 13. 1. Have students look at the picture and identify all of the classroom objects they know. Play Class CD1 Track 13 and have students listen and point to the objects. What are these? ‘What are those? Theyte paperclips. _—_They'e pictures. 1. Whatare these? ‘4, What are these? ‘They'e paper clips They're pencil 2. Whatare these? sharpeners. 5. What are those? They'te windows. 5. What are those? They pictures. ‘They'e calendars. 3. Whatare these? ‘They'te workbooks.2. Hold up Teacher Cards 9-16 one by one and ask ‘What are these? Have students answer They're (paver clips) chorally. Divide students into two ‘rOUpS. Ask groups to take turns asking What are these? and answering. Use the Teacher Cards to cue the answers. 3. Display the Teacher Cards and step away. Point toa card and ask What are those? Have students answer They're (clocks). Then ask them to say each question and answer twice. 4. Play the audio again and have students repeat the questions and answers as they point to the pictures in their book. Divide the class into two groups. Have groups take turns asking and answering the questions. Then have student pairs point to the pictures as they ask and answer the questions. 5. Play Class CD1 Track 14. Have students listen, clap, and chant along with the audio. Use the Contraction Card to show that they are has the same meaning as they're. See the script for Track 13. Student Book page @ Play a game. Ask your partner. See Practice Language in Groups and Pairs, Teacher's Book page 14 4, Read the model question and answers. Read them again, and have students repeat. 2, Hold up Teacher Card 11 and ask the class Are these clocks? Nod your head to indicate yes and say Yes, they are, Then hold up Teacher Card 10 and ask Are these doors? Shake your head to indicate na. Say No, they aren't, Exaggerate the head motions as you model the answers. Use the Contraction Card to show students that are not has the same ‘meaning as aren't. Play Class CD1 Track 15 and hhave students point to the question and answers they hear Are these doors? ‘Yes, they are. No, they aren't ‘Are those doors? Yes, they are. No, they aren't. ate not, aren't 3. Have student pairs play the board game on p. 9. Students roll a die and move their marker that ‘umber of spaces. Have them ask and answer questions about the object(s) in the space. @listenanddo, See How to Practice Language in Groups and Pairs, Teachers Book page 14. 1. Use gestures and movement to demonstrate each action as you say it aloud. Ask students to say the sentences and perform the actions with you, 2. Play Class CD1 Track 16, Have students listen to the sentences and point to the pictures that show each action. Play the audio again and have students repeat the sentences as they point to the pictures oy _—s 1. Point tothe clock 2. Touch the picture. | 3. Write your name. 4. Sharpen your pencil. | | esses cece Senbemiass 3. Show Teacher Cards 17-20 and have students say and do the actions. Then have student pairs take turns saying the sentences and doing the actions. * Concentration (pp. 17-21) Give student pairs each one set of Student Cards 1-16, Students turn over two cards to match the singular and plural cards. + Our Chant Display Teacher Cards 10, 12, and 415, Point to a card. Clap out the beat as you chant What are those? They're (windows). Have students clap and chant with you. Help students use the other cards to make new chants. + Do It! (pp. 17-21). Give commands from the Listen and Do activity while modeling the actions. ‘Vary your tone, pace, and volume to encourage attentive listening. + Let's Go Workbook 2, pp. 6-7. Have students do this for homework or in class. See Teacher's Book pp. 96-4105 for instructions and answer key. * Unit 1 Reproducible Worksheet, Teacher's Book p. 111, See Teacher's Book p. 106 for instructions, * iTools + Log in for Online Practice el Unit 1 29iene ph ante 2 Topic: + Consonant sounds mand! Lesson Objectives: + Learning words beginning with /m/ and/nv + Reading a story that recycles the phonics words and language from previous lessons. Languagé ‘mop, map, mug, notebook, nine ut Materials: Teacher Cards 21-26, CD1 Tacks 17-19 Student Book pages 10-11, 4, Sing the Alphabet Song with the class to help ‘your students review the letter names. Then ask small groups of students to sing the song together, 2, Using teacher made letter cards, place the capital letter cards face up on a table Hold up a lowercase letter card and have students name it chorally. Then ask a student volunteer to go to the desk, pick up the capital letter, and say the letter name as they hold the card up for the class to see. ie ead 1. Write the capital and lowercase letters Mim and Nn on the board. Display Teacher Cards 21 (map) and 26 (nut) below the letters. Have students say the words. 2, Write m on the board and say /m/ as you point to the letter. Ask students to repeat. Add -ap to the right of m and say /m/-ap, map as you point to the two parts of the word and then the ‘whole word. Have students repeat. Do the same with mop and mug. Repeat for the /n/ words. Pronunciation note: When students say /n/, ask ‘them to touch the tip of their tongues to the roof of their mouths just belalnd dheir Grout wet. When they say /m/, they should place their lips together. 30° Uniti ‘Student Book page 10 © Listen, point, and say See Teaching Phonics and Reading, Teacher's Book page 15. 4. Ask students to point to the Mm and Nn on the ‘ABC Chart in their books. Play Class CD1 Track 17 and have students point to the letters and words as they hear them. Then have students listen and repeat the sounds and words. 17 Mim mop map mug Y N/ay notebook nine nut 2. Show Teacher Cards 21-23 as you say each word that starts with the /m/ sound. Have students say the /m/ sound and repeat each word three times quickly. Then show Teacher Cards 24-26 and say each word that starts with the /n/ sound. Alternate saying the /m/ and /n/ sounds several times. Ask students to concentrate on the sounds as they are very similar. Then say the phonics words in random order. Ask children to stand up when they hear a word with the /m/ sound and sit down when they hear a word with the /n/ sound,© Listen, point, and chant. ‘See Teaching Phonics and Reading, Teacher's Book page 15. 1, Play Class CD1 Track 18 and have students listen to the chant. Ask students to point to the letters and words as they listen. Play the chant again, Ask students to clap each time they hear a word that begins with the /m/ or /n/ sound. The MN Phonics Chant Hop on the mop, Noton the broom, need the name Of the man in the moon, 2. Use gestures (hop) and point to pictures (mop, broom, moon) to help students understand the meaning of the words. Play the audio again. Model jgestures, such as hopping on a mop that students can use with the chant. Have them repeat the chant and gestures with you several times. Then divide the class into two groups and have groups take turns repeating the chant with gestures. 3. Play the audio again. Have students listen, clap, and chant along with the audio, 4, Then play the MN chant again and encourage students to chant along the second time. ‘Student Book page 11 G Listen and read along. ‘See Teaching Phonics and Reading, Teacher’ Book page 15 4, Before listening to the story, have students look at the pictures and identify the words they know. Ask students to point to the words that begin with m and 1. 2. Read the story title aloud. Tell students they are going to read a story about things they see all around them. 3. Read Along. Play Class CD1 Track 19. Have students listen to the story and follow along in their books. Encourage them to point to the words as they listen. Then have students read along with the audio, raising the tone of their voices as they read the questions, (43) wnat dovousee? 1, whats that? What do you see? eres a man wih bey 2. Whatre those? What do you se? There are names onthe map 2. Whats ths? What do yousee? Maes nuton my | notebook 4, What are these? What do you see? There are nine | |“ ramen moss | 4. Paired Reading. Ask students to say the words that are repeated on each page. Have student pairs ‘take turns reading the story sentences, 5. Have student volunteers take turns reading aloud the questions with each picture. Point to familiar objects in the pictures and ask What do you see? Have students point to the objects and answer There's a (mop) or There are (mugs). Games and Acti + Letter Game. Place letter cards in a bag, Have students take turns picking a card, showing it to the class, naming the letter, and making the sound. Classmates should clap if they agree. Otherwise. hhave a student volunteer name the letter and ‘make the sound, ‘+ Scramble (pp. 17-21) Have students sit in a circle. Assign one of the vocabulary words to each student. Call out the singular and plural of the same word. Those two students stand and exchange seats. Play the game several times. Then ask a student to call out the words. * Guessing Game. Divide the class into two teams and have them sit some distance apart. Put ‘Teacher Cards 1-16 in a bag, Have a student from ‘Team A take a card from the bag and ask Team B What's this? or What are these? Team B answers. Then Team A chooses another card from the bag and shows it to Team B for Team B to ask What’ that? or What are those? Team A answers. Play several rounds with Team A choosing cards. Then switch roles and have Team B choose the cards. eae Macrd ‘+ Lets Go Workbook 2, pp. 8-10. Have students do this for homework or in class. See Teacher's Book Pp. 96-105 for instructions and answer key. ‘+ Unit 1 Test, Teacher's Book p. 128, See Teacher's Book p. 126 for instructions. and p. 152 for the answer key. %\Test Center Components Link + Let's Go Level 2 Reader 1 + sools, + Log in for(9 Online Practice Unitt 31Let’s Talk Top Soe = Personal posesione hn ip Tat Leston Objectives: ee eee =Talking abou personal posesons. st aaa Language: anna terse Whose bag is that? 7 == 8 ieee Serta stot Na titi bo. andebshenanjrmmsis isitennysbog? a Yes it her bag. = 2 ‘Materials: 3 > (D1 Tracks 20-22, Teacher Carésand Student Cards 1-8 and 17-20 ‘Student Book pages 12-13 Ls * Have student sing “The Hello and Good-bye Song” ©) Listen and say. : (CD1 Track 05) with you. Divide students into ‘See Teaching Conversation, Teacher’s Book page 13. sof four and have i acum rand ive hem SNE BESOE Ys upp sf lun malt conversation. Shrug your shoulders as you say don't know. Point to the picture of Scott when you eet ask Is it Scor’s bag? Repeat this with the picture of de Difide tis clasz eis patie and give each pale Jenny. Have students echo read the conversation set of Student Cards 1-8. Ask pairs to place one ‘wis yor. half of the cards facedown in front of them and 2, Have students look at the pictures and name the the other half further away from them. Have S1 characters. Play the audio and have students listen fuer woiara card fet etn le ana mae G7 to the conversation. Then have students listen again that (a workbook)? 82 should answer Yes it is or and point to the characters as they speak. Play [No {t isn't, Then S2 turns over a card and asks Class CD1 Track 20 again and have students point ‘another question. to and repeat the words they can identify 2. Point to a student's bag from a distance and 20 Whose bagis that? ask What's that? Elicit the answer It's a bag I dontt know. ‘Repeat this with a workbook. Then do a Isit Scott's bag? quick drill with his and her. Hold a workbook ‘over a female student's head and ask Whose : ‘workbook is that? Elicit Ir's her workbook. Hold Biieuvabe ‘the workbook over a male student's head and Yes its herbag repeat. Then hold the workbook over different ‘ students’ heads as you ask Whose workbook is 3, Play Class CD1 Track 21 and have students repeat that? the questions and answers. Check for appropriate rhythm, speed, and intonation. Write Jenny's = her land Scott's = his on the board. Voint to the words as students listen to the questions and answers No, tisnthis bag, 32 Unit 2os beaisha? —1 ra lenysbooina bas is Scots baa sis bog | Jennys he | soe | el 4, Have students practice the questions and answers in two groups and then in pairs. ‘Student book page 13 @ Listen and sin, ‘See How to Use Songs and Chants, Teacher's Book page 14 4. Play Class CD1 Track 22, and have students repeat ‘words they recognize from the conversation, ‘Whose Bag Is That? Whose bagis that? IsitJennys bag? I don't know. Yes itis IsitScott’s bag? Wsher bag. No,no,n0, Yes, itis, Itisnt his bag. Itisnthis bag, Novitisn'. Wsher bag. No,itsn' Scott's bag. Itisnt Scotts bag. 2. Play the song again. Have students clap to keep the beat as you model the song, line by line. Ask students to echo the lines after you and then practice the song as a chant. Use gestures such as, shrugging your shoulders and shaking or nodding your head to reinforce students’ comprehension, 3, Divide the class into two groups to sing the song, Encourage students to add gestures and actions to 0 with the song lyrics. 4, Have students look at the song pictures and lyrics ‘Ask them to point to and read words that they recognize. Read the lyrics and have students follow along in their books. Help students identify all the different ways the song says that it is Jenny's bag, Finish by having pairs of students sing the song, @ Say and act. Ask your friend, “See Teaching Conversations, Teacher's Book page 13. 1, Use puppets or student volunteers to model the conversation. Have students repeat each line after you to practice fluency. Have students take one role while you take the other and then switch roles. Have students practice in two groups and then switch roles ‘Ask students to put their bags on their desks. Have student pairs point to a classmate's bag as they ask and answer Is it (Tina)’s bag? Yes, it's. I's her bag ‘Then have students switch partners and repeat the conversation. Games and Activities * Step Away Lines (pp. 17-21). Have students stand in two rows facing each other. Ask each pair to practice the conversation. Then have them take ‘a giant step back and repeat it. + Cube Game. (pp. 17-21). Make cubes from milk cartons. Write his on three sides of the cube and hher on the other three sides. Ask students to place their classroom objects on the desk in front of ‘them. Have students take turns throwing the cube. Si points to a classmate and uses the word on the top of the cube to ask a question about his or her object. for example Is it (her) (book)? S2 answers the question, Elicit complete answers such as Yes, it’s her book or No, it isn’t her book. + Whose Is It? Divide students into small groups. Ask students to take turns showing one of their classroom objects, saying This is my (pencid, and putting it in a large paper bag. Continue until all students in the group have put something in the bag. Then have students take turns taking an object out of the bag and asking Whose (eraser) is this? Another student answers It’s (Mia's) eraser. Continue until all objects have been identified. + Let's Go Workbook 2, p. 11. Have students do this for homework or in class. See Teacher's Book Pp. 96-105 for instructions and answer key. ns * iTools * Log in for Gl Online Practice Unit2 38