Julie Kniveton Angela Llanas WTI III III I IIIT IIIIII ISI IIIS xSIISIII III III III dd J 1 rt J. J J Jd. IJ. III dd. PRESENTACION Estimados y estimados masstios y maestios lo Edueacién, como factor de lucha contra fa pobreza, es una linea de trabsjo priorizada por nvestio Gobierno de Reconciliacién y Unidad Nacional; es por ello que ha enfocado todos sus esluarzos por resivr los derechos de las y os nicaragienses, para vivir con pleniud, dignidad, poz y seguridad, teniendo una Educacién gratuito, de colidad y pertinente, asegurando la transicién ‘xicsa de nifos y nifos en cada gredo, hasta conduit su Educacién Primaria En este sentido, el Gobierno de Reconciliacién y Unidad Nacional, a través del Ministerio de Edvcacién, conscienie de la importancia del idioma inglés para el crecimiento personal y su contribucién al desarrollo del pais, inicié en 2018 la implementacién del aprendizoje de este idioma desde ol primer grado de Educacién Primaria, oprovechando el potencial natural, en esta edad, que facilis ¢l aprendizaje de un nuevo idioma, Este proceso s@ consituye en una accién educctiva estotégica para impulsar el desarrollo econémico, social y cultural de nuestro pais, marcondo de esta manera un hito en la historio educativa de Nicaragus, Con el propésito de continuar avanzando en el aprendizaje de este idioma, enkegamos en sus manos la Gufa para Docentes Bounce Now 4, para que se utilice de manera inieractiva en. cl aprendizaje del inglés, el cual garantiza la continuidad de los aprendizajes adquiridos en tercer grado. lo Guia para Docentes Bounce Now 4, propone una serie de actividades pors fociltor el aptendizaje y el desorrollo de las competencias lingiisticas de nifas y nifos en el idioma inglés, 0 través de contenidos de las ciencias noturales, clencias sociales, mateméticas, ole, gramética y Creciendo en Valores, lo que contribuité a su formecion integral Experomos que esta Guta se consitya en una de los principales hentamientas, para el buen desarrollo del proceso del aprendizoje del idioma inglés, que seo oprovechads oportunamente por todos: reforzando, consolidando la comprensién y expresién orcl lescuchehabla], inroduciendo poco a poco la comprensién y expresion escrita {lectutorescritura, En los proximas afios, esta Gufa seré uilizada por otros docertes; por 2s0, es importante que sea trotada con catifo, cuidandola cl méximo, para que se conserve en buen estado, Con este fin, insiamos o ustedes, docentes, para que sean garanies del cvido de estos marericles. Con mucho carifio, Ministerio del Poder Ciudadano para la Educaciéndd Jd i IIIIII II IIT @ i v@ Jd. i a ts v@ dd. J. Q 1 @ is @ lw @ rs @ Contents Components Analysis Helpful Sections Three Types of Assessment in Bounce Now Scope and Sequence Unit 1Introduction For the student oy Student's Book 2 The Student's Book contains ilstated vocobulary and é grammar presentations. New language is practiced and ¢ consolidated through orange of contexts, including sires, e songs ond manual activities, relating to herealworld, The = final section of the book contains Home Study ~ Worksheeis, which ore ‘exercises fo practice the ¥ language learned in class - Student's Multi-ROM - The MultiROM for each level offers eiertaining and inieractive games to practice = spelling, dictation and vocabulary: italso Coniains all he audio tracks used in class so = students can review the lessons and do the listening exercises, Activity Resource Book (()) The Aclivily Resource Book provides students with activities and suggestions foreach song, and iemplates for the manual activities: suggested in ho Students Book forvocabulory practice. wvFor the teacher | Teacher's Edition OQ | = lishows the pages ofthe \ Students Bookand provides | answers and clearand accurate notes foreach lesson. Halo offers actvies fodevelop competencies, Jeacher’s Edition as well as suggestions for homework and continuous assessment, \ ©) Teacher's Mutt-ROM The Teacher's Mul:ROM contains uly projectable version of both the student's book and the Big Book Builder. itaso offers integrated audio and interactive tools, with all the audio tracks required for each level, plusa monthly program tohelp teachers plan their lessons. Assessment Pack This pack coniains information onal he assessments for each level and unit; italso contains assessmenttables fo record the results of the language assessments, the global ossessments and the selfassessments VIIIIIIIIISDIIIISIGII II III III IIIFeatures and Skills y Bounce Nowicons — & ° Thisicon appears whenever the Teacher's MulfROM contains listening activity A Word window appears in lesson | ofeach unit providing = on example ofthe new word and giving the relevant poge number inthe Activity Resource Book Students can reproduce the word cards or personal use orfor review gomes. The different colors represent the grommar learned, Red is used for nouns and blue for verbs. This resource con be used whenever the teacher thinks the class needs additional gtommar review. foday’ "si © The todays grommarboard summarizes the lesson’s new structure ard offers deus - about how organize information on the board. =GIGI IIIIIII ISIS II IIIT III III IIS Bounce Nowicons * ie ° This icon features in the Bounce around lessons Lesson 8 ofeach This icon appears when unili, which provide students with studenisneed to adapt the the opportunity to practice the longuage learned through unit new longuage and integrate orlexercises it into other areas ofthe curriculum tite Shek oS a This icon represents the Waite Oo aboutlessons in which students practice ond develop writing This icon appears when the ¢kls hrough texts ond paral! cctv involves reviewing exercises language from oral exercises. Competencies developed with Bounce Now © Act Helpssudents develop anurdestnding the imperancechavng «an overall awareness ond respect for oher people's ideas and belies (G Calloborte: Helos sens workin eamsandcommunicte ter ideos ond experiences, (2) lea: Hels students develop ening stooges and ganze previous acquired knowledge as well ashe new skill hey are leaming @ Metts develop an avcreness hel oan oss fesngsand ideas and actively participate in elearning /teaching process through sol assessment. {G Think: Helps sudenis develop critical inking silComponents Analysis Contents of the Student’s Book The activities nthe Word window provide stadens vith an opportunity to reuse ihe vocabularyina visual manner; hese activities con cso beusedtto decorate the New grammars cassicomiswals ert iake summarized onthe homeo show ‘families Teday’s grammar board, seacyn @ = Gy te ta ernce tothe poplin exci nko state est me ateain enarec Lanett ase Pes tag Payers eere (©) Wie mre sec ceut people in ec 1. 1 lnkstbed ute enone) 2 Gusta ge Drew wo more ppl othe bach Newvocabularyis presented witha Students con customize visual ference aswellasthe wien new language withina ‘word, and students can hear the spoken ‘The worksheets include sece wharoteacharsor ‘sudents can write down the sons(given inthe xcher’s Edition). This will lowparortso supeoathele childhon othomeand keep a record ofthe warkearied ut The worksheets inclideo relerenceto the Sudents Book toollow studeniso review the vecatularylearnedin cles, Home Study Notes: “Bead the poem and deaw apicturein the box We anether verse for thepoer.” This method of essessmentencoviages teniso become involved in hair ren'slearingond check he asks Students can practice he vyocabulory hey have leaned incssby dng 2 Mull ROM task ———> | Lessons 1 ond 5 in each uit ‘aul RONVIask so. fants con procice he vocotulary nthe form of nterctve games. “Listening task NulbROMlisering oss callow students to review the songsorsonesthy have keoned rd tens isn oe song Mea are fn ‘oy tel fo ome vl ey hove eoned 8 Pheer xTask program in Bounce Now 4 Activity Resource Book Tasks Hlso includes Song Activity intheContenisyouwalfind not only Sheets ond howto use her the litof Black ine Masters [BLASI, inclass butdetaied notes on howto use them, Thetemplotes foreach zon nthe In each un, ively songe provide = ‘Aaaty Resource Book an be used ‘more pracical conta! forthe new byystden's color ond cua. These language. The Acy Resource Book a ‘emplotescanalso be used for an coticnsa page wihaddtonal wh lustated dicionary ipictonary, ‘ives foreach ongSII III ISI IIIT III III III \e ddd ¢ | Contents of the Teacher’s Edition the manual ly Word windowacivilies. ident he ype coftasks in each sthenokes su lesson, os wel o dents eed to writen the Home Study Worksheets Answersteallacivies,Contents of the Teacher’s Edition Suggestions for ———t>os enetining warmups tosarthe bsson, Eochlessoncontsins ‘woodditonal acivnes| toreviewthelanguoge learned Suggesionson Suggestions abcuthowiowse: howtousethastils he Teche’ MuliROMo asa foundation plan interactive ond diferent forlearing closes, wih relerenceto he Students 800k ‘Assessment suggestions cn hele lesson, wah as alyHelpful Sections Home Study Worksheets Answers Thisbook includes the Home Study Worksheets Acswars with he complete answer key ond suggestions for personalized activities SOIT T TTS T TST aExtra Activities Tohelp you extend he activites fom the books to our own needs, using differen srolegies, theres section called Exro Afvties inthis book. n't, ou wilfind strategies development ondifierenskilinciferent settings.WOW WERE @ GdIII, Three types of assessment in Bounce Now Assessing students a challenging issu. is important to understand thot tis casero assess students ifyou considerthem os complele human beings, and locus on he sil, cts, aptitudes cnd knowledge hey needta acquire through the educational process. Tiss he basis forleaming through the acquisition of competencies. In response to these educational requirements, Bounce Now sugges's three ypes of assessment which you wil find atthe end ofthis book wd Global Assessment. Teachers con assess performance, skis ond the abilities students are developing acs ihe units ond guide them using the criteria presented ofthe srt ofeach Lesson |. Teachers ‘rust complete he record sheet ond cbserve students to ensure at, atthe end of the unit, the suden's performance can be assessed, Itis important io deal with students who need help cond inform thet parents, necessary, about how they can help their children at home, i‘? Self Assessment) Students can participate in the learning/teaching process by selfassessing their own performance throughout the unit In this way, studenis con assess theirstrenglhs ond weaknesses ‘ohelp them improve throughout the course. is imporiantta encourage studens fo perform this exercise ashonosly os possible, and jointly set out specific objectives to work on dering ‘henex unit; and itis important to monitor thatthe objectives are octualy metto see on improvement inthe student wit |Teachers can checkhow much therstudents have learned using these short exercises that integrate all the elements acquired during the unit, !hisimportant that his assessment is clways performed under ‘hesame conditions: on he some day, atthe same time, in the some place, fo ensure the testis truly reliable, Wench noch oe henna i | peccnty aon ej aal f Orcietaee B Lamambaedad iB ea Q eevee gastons ee sean cen | ae TE) | Qeevtetesey artesId Idd IISIIIS SI IIIS ddd T. « is a J WJ J wv J Ql Si Other assessment instruments are he Language Assessment Chart , March April | A eoae [ate August August ) July | | > |August September, October ~, September October November, December a) November | December 2 Write the words in exercise 1.Lesson1 Vocabulary presentation Materials: rack02, clored pence, Acti ResourceBook page's Lesson objective: Learn the months ofthe year New vocabulary: January, February, March, April, May, June, July, August, Soptember, r, November, December Globat assessment indicators a Student works well in teams b Student presents work with core Shideni respec clossroom les dd Shudertsiniresiedin earing \) Bounce into action! + Discuss with students how impectant ond fu is to learn another language ‘Remind ther fa with Bounce Now they wil lean hraugh gomes, songs ond entertaining exercises. + Ta sudents how you expect hom to behave during he course (> Exercise 1 e Exercise 2 J Listen and point. Say the words. Write the words in exercise 1. Folattothe pices showing ihemomhsofheyeorandscy _# Askstudens owrte down the words ti sien and poi * Goaroundihe room belcing ond encouraging he rock? and encowage sudensto pin tothe student s2y tho words while tha or wring hem. sicues * Pointio yourmeuthone! say Soy the worl Pay he wack ‘ogcinand pressthe pouse Luton cer he name of each mmorthso sderiscan penton, \) Word window (optional activity) ‘+ Askstudentso open their Activity Resource Bookto page 5. + Askinemto wae down the monhsin chronological dein the boxes, Go crourche rooming tem. + Askihemto draw a pict epresent each mosh, Encourage hem tocar them in ‘+ Divide the class into pairs. Ask hem o show thai calendar to theirpanner and soy the months. IIIIIIII IIIT IIIS @ \ \) Bounce on! = | Tallatidenshathey aregoingle play agoretoguessthe 2 We the months inony order ontheboard. Divide thecass L mmonthsofthe year in pois. Pre‘end abe cold and el trom into groups and ask hem'o werk intears puting the months in them he months ol anuaryne Febwary. Do the some hing thecoreci order Then havea few othe glaups come othe wth anohrer coupe of months. When sudentquessesthe fron io say he monksinthecovect order. The eso he class > parol mons corecty hey shuldooma tothe fomand isto cone hem they make eny metckes (10 minuss} Ar a mime two more months fx the ahersto guess, [5~ 1O mines} Ae @ 1 ‘0 complete the Unit T Lesson | eckviies ea the Suden's MulnROW i review fe vocabulary thay have korned @ vs a 18) aLesson 2 ‘Materiats: rock 03, colored penis Identify objects and their color in sequence . Grammar presentation Lesson objectives: Vocabularyreview: —— Monthsoftheyear New grammar: The firstapartmentis red. (yp Bounce into action! ‘Wate onthe board six months of he year in any order Ask students o memorize hem. * Talthe studersto close thet eyes, Erase one of the months. Ask hem 1 idenify he mising month, When students have undkstoad how the game works, askone of them fo come lo the front to take your place. Continue the game uni a of he months have been reviewed, (G) Exercise Listen and help Becky Bounce color the partments. * Wiehe ordinal numbes on he board. Ask sedenisto sand ond explain hai they te going go upa staircase \withexterely big sleps Pretend toga upthe tase ‘and soy Firssteo. Go up the next sip and say Socend siep. Continueinthis way uni youteach he welt stp, * Repeottheacton of going up he tas and his tine point tothe numbers onthe boord. + Exalainto sider thatthe opariments xe colved diferent for eoch oor Pky rackO3 ondaskther to paitiothe apartments inthe books, * Playthe rock again ond stop iter each sertanceso studenis con colainthe apartment * Wits Today's grammarcn he board and askstudenisto copy tdown, Bounce on! 1 Ononeside che board, witethe ordinal nurbes lis, second, ec.) On heat, witethe numbers in differnt corde |3rd, 2nd, et}. Got several sudentsto comet the frontomotch he words withthe covrespnding numbers (5-10 minutes) ‘Wiehe following tsk insucton onthe board and ock students 9 copy nthe space worded “Woch be wos othe mbar.” 6 | et Today's grammar first Tee | eet wa coonen | (Gp Exercise2 ‘Write sentences aboutthe apartments. ‘Point thefistaparimentand osk What colori the fst ‘partment?Halpstidens anower The fed oparimentis ‘2d. Ackihem repeat the answer ogee ord then individually ‘© Continua inthis way wi the second and bird aparimens. Then askstudenso complete the exercise on ther own, 2. Dvidethecossinio pais, Them i askand answer {vesions cboshe apartments nthe book, Whatcoloris the fh apartment? Thefith aparmentis purple. Go ‘round helping the pats wit he pron tation (S~ 10 ‘iaules)J v _ Foday's, @ Listen and help Becky Bounce ~The first apartmer is red. color the apartments. Jedd SII TIIITS 8 Write sentences about the apartments. i aa & an A The first apartment is red 5 The seventh apartment is blue IIIT, Idd a ny The second apartment is orange 6 The eighth apartment is pink @ The third apartment is gray 7 ~The eleventh apartment is beige. @ dd 4 he fifth opartment is purple. 8 The twelfth apartment is yellow. dd Home study page 77S " Je Read the sentences. Write them in the correct order. The third month is March: The eighth month is August. The twelfth month is December. The second month is February The ninth month is September The fifth month is May. The first month is January ‘The eleventh month is November. The sixth month Is June. The tenth month is October. The fourth month is April. The seventh month is July. 2 Answer the questions. 1 Which is the fourth month? 2 Which is the eighth month? The first month is January _. The second month is February _. The third month is March The third month is March _. The fourth month is April : The fifth month is May The sixth month is June The seventh month is July ‘i The eighth month is August. i The ninth month is September The tenth month is October BASvocmyvseanewneo The eleventh month is November. The twelfth month is December . 8 April _ Apri, Magus 3. Which is the twelfth month? December Qe Write the questions. 1 _Which is the second month ? February 2. _Whichis the first month 2 January Which is the eleventh month ? November Which is the eleventh month ____IIIGIIIII III III III IIIT dddda \P @ i a 1 @ 1 a 1 va Lesson3 Lesson objectives: VocabuLaryreview: New grammar: Grammar presentation Learn toaskabout months ina chronological order ‘Months ofthe year, ordinal numbers Which is the fourth month? Materials: shock of perfor coch stident \\) Bounce into action! * Check that students hove completed and undesood the askin the Home Study section, page 77. (Answers: p. 181 Wiehe months othe year in a chronologcal order onthe board and lecve them here forthe whole chs Count on your fingers and say The fist months Jaruany. Ask student fo repeat he sentence Then soy The secend mons. and wot or suderiso say February "© Cortina reviewing the ardnal numbers and the months inthe some way. (>) Exercise Read the sentences. Write them in the correct order. + Read te sentences withthe cls. ‘+ Getsome chihe tudes io comet eon and wri the fis seniences on he boord + Asksuderss to complete exeraise.on thei own (Gp Brercise2 ‘Answer the questions. + Dothe-cortectmimeandas students Which isthe fourth rmanti?Helpthemto answer Api ‘+ Repeotthe some steps with he eighth andhveFh month. Thenaxkstuden's love down he cnseets in ther books. + Wie fedoy’sgrammaron he board and oskstudenis a copyitdown Today's grammar thefourth 0 eighth month vnents | \)Bounce on! 1 (dHondihe sheets of popertoeach sudent. Askthemto ‘wile heicrome and wiletherumbers from 110 12. Dicote he months othe yeor Then askthe children swopthesheetsto check ther onswes. Wiitethe number T onthe boa ane oskasten’ comet the fron. Say Thefisimonth ofthe yeorisJonuory.Askthe student iowrite the morthand theres of he class istocamect his/her spelng. Checkthotoll he other studenls ore doing caneclly, Coctinuein his woy unileompleing ole months. (10~ 15 minutes) () Exercises t Write the questions. + Aske cossto ead heIstcfmonhs writen on heboar, Point othe word Api show ‘ourfngessand say Ask me Help suerte o answer Which ihe our mach? Assac Ap + Repeatihe some steps wihihecther months * Getsudenistowitethe quesionsinther books 2. Divide he dss into teams. Wrieon the board ninth month isthe Which? Ask them to pute question inthe coxtect cxderand hen onserit. ne team members hen ‘mith question and arswer on he boord he/she ‘ites conecly, hit ieom irs pont. Thefeam withthe ‘mos’ points isthe winner (10 minutes)Materiats: rack04,Acivity Rxouree Book. page22, shot of pope foreach student, colored pencils Lesson 4 Song presentation Learn the song Months are fun to say! Review the months Lesson objectives: | Vocabularyreview: —— Monthsofthe year Bounce into action! ‘© Say the months ofthe year, two by two in chronalogical order, ond osk sudens to mime the corresponding actions, ‘© Tel studenis they are going fo say he months of he year in he reverse order, ftom December to January Ask hem 1 anticipate th months and mime the ectons before you say he word. (Gy Exercise 1 (p Exercises @ Sing the song: Months are fun to say! Talk time. Say when your birthday is. | [29 © Explainio students hey are going olsten loa song, Ask your friends. Say Listenand play tack Od. ‘© Tall students thatycur favorite month is October. ‘+ oy thetrock againard encouege sdensio soy Faeaie ba erlons neler ry aise the months wihihe song October! ‘+ Model each line of he Song and gestidenis 0 + Ackthemincivdlualy When is yourbithday Help ‘epeat ham ol together ‘hemtoanswer ‘+ Baytho rack again ard sing he song ogee viel Heals H hetgolow Eee weTyDNG | + Asksudensto open heir Acivly Resource Bookio survey. Aste sadenis to write the months ofthe year page 22 ond dothe ocivites ‘en cpiece of pacer Getthem to go around he room | : ‘skin her iends whic s teiithday month, and (cp Bxercise2 ‘owe he names next to he corresponding month ‘= When heyhovefiished, askthemto name he month ‘Say the months tn order. Then say them eee eee a birthday. backwards. ‘* Ask sudeniso soythe months again inthe conect | corde, bu thistime without help, ‘¢ Encacragethemto say he mats inthe reverse ‘odes Mimetheoctons, fyau think tis necessary to helo them, Bounce on! 41 Dividetheclossiniogioupsdepandngonwhereibeyae 2. (Py Handashectfpopero each student. Ackthem to siting. One student fom each group isto say My bithdlay wither nome.onihe shect anche sentence My ‘sin... ond pointo he next studentond osk When's your birthday sm (Ctobey, Then sk hemi craw o pete. bithdlay?The second sudentis to answer ond then osk he Display the pictureson he clessroom wals to remember same quesion zo thenex!suder. They arele coninve in thederesofthe sudens bithdays. When iis someone's ihisway unl all have onswered and asked a question. birthday, teoch your tudensiosing Happy Birthday! Wher theyhove finshed hey should ry to remember and {1 Omirutes} nome the months when he members ofthe group calebratethe'r binhdoys. (5~ 10 minutes) [task Student's Ask he sudents to lite othe song Monts oe “Wit the flowing tak instvctons onthe board and ast sens fo copy am nthe seoce povided: fin soy, ork 04 ot home ul hay nave “nod ond witha bit mont, Conse || mensctalt o = earoee neUN « 1 a i v Idd dd i a IIIS © i @ ddd Jd ae QV \. « 1 @ Vad add. a Ve a January, February, hip, hip, hooray! January, February, months are fun Hip, hip, hooray! to say! March, April, we're singing our song! September, October, stamp your feet! March, April, come and sing along! September, October, now keep that beat! Hip, hip, hooray}! November, December, hip, hip, hooray! November, December, months are fun to say! May, June, we're halfway through, May, June, sing them too! July, August, they're so much fun! Hip, hip, hooray! July, August, fun for everyone! When's your Qe Say when your birthday is. , birdy? Ask your friends. Home Study page 78 | 7 |Listen and point. Say the words. birthday (MothersDay | __ Father's Day a aS Valentines Day | / Los Agtizotes , iE y “(ep 2 Complete the puzzle. (se a) Bivo aejy yNIIII Day ae) Leds] Als) 0) =) ote) sje SIA) 5 a) 4) Jee) Ja eja)e}e) day) Gee) a 025) 23995 en99 Day QUT 290INe08 Day 8VIDIIDIDIIIIDIIII IVI I III II III Idd Lesson5 Lesson objectives: New vocabulary: Vocabulary presentation Learn about celebrations and festivals birthday, Mother's Day, Father's Day, Christmas, Valentine's Day, Los Agiizotes, Independence Day, Easter Mes \\) Bounce into action! * Checkthat sues ho * ayia Od ond sng song Months oro hn os! ‘pleted and understood the tosk in he Home Sudy section on page 78. (Answers: p.181) ‘© Encourage ther to mima the actions os they ara singing. Play the tack again i pacessary. > Exercise1 Listen and point. Say the words. ‘+ Askstudenisioname ony celebration cr festivals they Fou We thet suggestions on he board, for example, bioy, ‘+ Poiniotha pices inthebook and say al he words. + Soy liten ard pointand slay rack 05. ethe suderisto poltttothe pictues os hey hea hem + Ecpointhot ie word bithdayisrota proper noun and therefore isnot writen with a capital ete. * Say Say tke word, ond play the track ogc. Press the pause buton ale each wordin alow sudentsto say hem Together. \) Bounce on! 1 G@y/stoneothe sudenstoconetahekortond wate the mont youl inher Then askancher acer vsleon’he bead celanatenhed dying hal mor Corecanysoalingisokesondepecthe savy wih herons (5~ 10min) sk students o compe he Une ton the Skeents Mab ROM o review the wocabulry thay hove lord, (Gp Exercise2 Complete the puzzle. + Exclin tothe studenisthatthey areto complete puzzle withthe noriesofcslebrotons.Pointtothe picueol he cokeand osk hemto say who word represen's. Getone che senso comet hefrentand wiiethe word binhdeyonthabooad + Askstudensiocomplte the es ofthe cosswordon het * Gocround the room helping and encouraging hem to say the words while they ar wating ham down, 2 Erosethe boord, kaving only he rames ofthe celerations Ackstusenistomemerize the werds ond thento close their ces. Erose cre ofthe celebfions ond ask suderiso pen fheireyesogoin. They mistryto guessthe missing wor Getone studentiocometothe onto wrte he mssing ‘word. Repeothesame depswih the cthercelebsaiors, (5-10 minutes} lesson $ aces |Lesson6 Grammar presentation Materials: drowingsof spaced doys Lessonobjectives: —_Leartoaskand answer questions about the months when spacial days arecelebrated Special days, months of he year When's Los Agiizotes? I's in October. Vocabularyreview: New grammar: () Bounce into action! Wit the special days onthe boord * Askstudensto memorize the words and then to close their eyes, Erase ene ofthe special days ond ask suderds to ‘pen ther eyes. They must guess which special day is mising * Geol one ofthe sudens io come tothe fone write the missing ward on the board. Do the sae hing with lhe speciol days (GQ) Brerciset (Gp Beercise2 ‘Write the special days in the correct month. Write sentences about six special days. ‘* Explain that you are going to namathe special day and ** Explainto students that hey are going o write cksudents fo orswe the nama che monthwhen they arecelebraied, Say Chrisimasand sudents creo conse Decembar Ale this, say he months ofthe yeat ond gel students to saythe contesponding special day. Witte os Agiizoiesc he board ond ak When stos Agitzotes? Hep he students answer October sentences about he month during which each special day scelebroted. Point io he werd (os Agiizotesond ceskogain Won’ tos Agiizctes? The studenis must ‘answers in Qctober. Modelthesructure os ‘Agiizotesisin October and waite on the board, *# Gatzeveral suderistocometo the onto wre the folowing senionceson he board henaskihe lass ‘© Continue asking questions aboutihe special days. Get ‘write the sentences in their books, sivdenistoanswerallogeherand incivdvaly © Askthe tudenisto open their books and wite down the special days inthe cortect month Bounce on! 1 Placo pices onthe board representing the special days. Askatidonis io soy henames when you pointo her. Ask themtornemorizethem. Tel hemo close theirayas. Remove one ofthe picuresondchange the order Ask he students .open heir eyes ane say the missing special day. Repeatihe same steps with al he special days. [5~ 1 minves! 2. Dwidethe css iniohvo teams. Saya month anda special doyto eacheom ond ge several studensio come othe frontond wate he comtesponding sentence. Say December ond the student isiowa'te Chrismas sin Dacembe All students wring o correct sentence wilwin porto shertoom. The eam withthe mos porsisthe winner (10 15 minutes} Wit tha Ellowirg tsk insuctions on he ood ond est suents to copy hem no spoce proved active resentation. | “Flocsheletersinjho corec order to make Teacher Mul words. Mach the wos the pct. Choose OM to work © specid doy and chav pickre of on the ‘Suse's aid ond comple he seers”1 2 3 4 5 6 IIIIIDIIITII IIIS III III III III IIIT 4) Write the special days in the correct month. Los Agdizotes is in October (students’ own answers) (students’ own answers) (students’ own answers) (students' own answers) (students’ own answers) Bounce’s birthday (2) Write sentences about six special days. vee sutypone 9 90 beau: @ Read Becky Bounce’s answers to the questionnaire | Questions 1 What's your nc irname?- 2 When's your birthday? 3 When's your mother's birthday? 4 When's your father’s birthday? 5 _ Which is your favorite month? | [6 Why? Answers Becky Bounce. _[tetuly In March. In September. December. _llike Christmas. (2) Complete the © questionnaire ea you and your feily Questions 7 What's your name? Answers (students’ own answers) 20 When's your birthday? 3 When's your mother's birthday? 4 __ When's your father’s birthday? i L 5) whichis $ your favorite month? “6 Why? Qe Write about you. (students’ own answers) | |_Gtudents' own answers) _ (students’ own answers) _ (students’ own answers) ___|_ Gstudents’ own answers) My name's Cown answers) _. My birthday is Cown answers) My mother's birthday is _(students’ own answers) My father's birthday is _(students’ own answers) My favorite month is_Cown answers) because _Cown answers)dd IIE ddd ddddd Vv Vv@ Idddddd @ ddd ddd da Lesson7 Write about...you. ‘Materiats:rack04,osheelof poper foreach student, colored penis Lessonobjectives: Read andask questions about you Writea paragraph about you | VocabuLaryreview: — Monthsofthe year, special days \\) Bounce into action! ‘Check hat suder’s have completed and undersioed ihe sk nthe Home Study section on poge 79. (Answers: p.181) Ploy tack Od ond sing he song Months oro fn to say! Dido the css nto sigrcups, ore gioup for womans. Each group isto sing Wines of he song. ‘+ Pointo the groups in he conect oder and sing he song. ' Point the groups rondomly an sing the song in ony order. (Gp Bxercise1 (i) Exercises Read Becky Bounce’s answersto the Write aboutyou. questionnaire. + Expoinothastidentsthalthay are goingto wsethe Eee eer enecie seas inloimatontromerercise |towitea poragrach abot | eee ea ain themehes. Wileonts board Myaames...cncosko Fe tac aaa sudeito core fothefert Contin inf same icy wih f caine ain linnence er cece al hesentencesinexrcie 3 | Esai onelicliojead be pied orl jeche + Tallsudenisthat heyare now goingto complete | paragroph about themselves in theirbooks, using the t \p Exercise2 are et feboae| I While he students re working, go-orcund the room | ‘Complete the questionnaire about you and helping and encouraging them tosay thesentencesas. i eine theyarewriing hem down | + Askstidensioanswer he quesonnai individual | © Gocround the room helping and checking the students’ ' work, } Bounce on! 1 Gee shostof paperto each tudertand oskthem to 2 Askstudentso draw heir porneranduserhe information copy the quesionroie, Divide hecoss into pois, Each fromthe questonnoie two paragraph on him/her, students irtaiow his/her poxiner and wit down the Go around reroambelping and encouraging hem. conse. Go around na oom helpingtha pas with her (10-15 mises pronunciation and checking they are working propery. NOrmints|Material: peersch Lessoné cores Bounce around: Social Studies Sens ‘Assesmant pages 166-170 Lesson objectives: Learn through social studies Develop critical thinking and reasoning Review the vocabulary learned during the unit Vocabulary expansion New vocabulary: calendar day, month, week Vocabularyreview: —— Monthsoftheyear (\) Bounce into action! * Stat ay drawing something on the boord hr represents one of th special dys, fr example, © Chrishnas tee. Orly draw Parl ofthe ree and get the student tor 1. guess he corresponding day and rome i. hey cannot quess i, draw alle more of the cbjec. Get one ofthe students to come fo he Font and wal the special dey onthe bootd * Confnue inthis way for oll the special days and festivals (GQ) Beerciset (Gp exercise2 } Whattype of calendars it? Circle the correct © Choose two months. Draw whythese months option. care special to you, | * lookarthe pices of voriouscolendars. Ashechidiento » Askthestudertstonameheirfavotemorthsondaskhem | soy shot hese pices have in comman and wha cre he ‘why. Than ask suonsfochooee wo months of he yea diferences, Eplointhat here arediFerent ypesoh and inthe coresponding space a draw he reasons why colendor:annval, ont ond weeliy Tokobout he these month areimporontforhem.Ackafewstdersio possible so for eochypeof clendar Then asthe come tothe font ardak abou ht pichtes | sudenis fo lookatthe pices inthe book andciletho ‘coroct option, (p Exercise 3 Talkaboutthe months. * Askihe chlden pick abou he foot and least favorite months. Gocrourdthe rom encowrging ard helping he pos Bounce on! 1 GpPuidettedossinomoteamns.Initeonemanbercf 2. Wha five mois nany oder ontheboard. Diidethe och ieomiocomele hefon. Say losAgilzoescnd ——_clossinlo pcs, Ask hem foloke urs cing ond ‘heym.s we Qcoberon theboard, Theft chido wre answering Which sth hed month? Te Bic mom is ‘te wars cored wins opoalforhis/ber sam. The foam {look the conespording menthan the boo). \wihthe mos pois the winner 110 ines) (5—1Ominues 7 {anguage Assessment: Photocopy he language assessmerton page 170 of Bounce Now 4 Assessment, ashe end ofthis book (Give each student «copy o.complete in orderto check whot hey have earned overtheceurseoftheunt Self Assessment: hoiocopy he so ssessment on page 167 ofBounce Now 4 Assessment, aliheendof hisbook. Guo o copy Yoench student for them to complete oninir oun. Cher help where necessary. Global Assessment: Complete the global assessment on page 169of Bounce Now 4 Assessert, atthe end ofthis book. Check whether objectives sa out athe start of heunitwere achieved by your students, Keepo record to refer backia in coming unis mM/) Choose two months. Draw why these months are special to you. | | (students’ own answers) (students’ own answers) | | IIIIIISII II III II III IIIS a 1 a J « \. v 1 a 1 a 1 My birthday \ @ ae ( isin March Fall \ ime boi « 1 a | 3) Talk about the months. | de | : | |yy Write the words in exercise 1. 2 <Materials: rack0s, pcrrescfdothing cendfootwear [on cards), Acti Resource Book page7, empty boxes, paperclip, scis0%, thea optional) J Lesson1 Vocabulary presentation dd Lesson objectives: Learn vocabulary for dothing and footwear New vocabulary: shorts, shirt, pants, sweater, dress, shoes, coat, sandals Global assessment indicators «Student works wel in teams b Shuden’ presents woik wih care « Ba } @ ) « JIT IIIs J @ & Bounce into action! + Soy he months ofthe yeor ho by two] na chronological oder ond get ste odo he apes mies. © Tell hem tho® they ore going to say the months in reverse order. Ask them fo anticipate the months and mime the actions before you say the word, © Exercise Qerercise2 } y Listen and point. Saythe words. Write the words in exercise 1 [ey * Onthetoard, craw he culine ofa gland boy. Place + Askstudentso wile down the words ne af he picures of dotting on he culineand say he * ocrurhereombebing ond encoungingte word sudens ‘Ask several sudenisio come tothe onto place afferent ‘ypes of dothingon thefigures, Continue soyng he clothing words os he suderis choose he various ims, ‘+ Poinitothe picuresinthe book and say listen and point * Play rack 06 and have the students poitothe hing cond footwear + Soy Soy the veords Play ihetock again and stop iter each word so stidenlscanrepectihe word altogether IIT III II @ Word window (optional activity) + Askstudentso open her Actviy Resource Booklo page 7. Askihem io colorinandieuoutthe picture oFclothing and ioctwen, ++ Tokea shosboxand place ton one side. Show ihe howto suspend thiead fam cne side ofthe bex'e heotherto make wardrobe + Divdetheclssinio pis. Suden's should show heircutoutclthing ord shoes other paer, saying henomes and placing enchitem nthewardkobe witha paper cp, Jd dd. j_ Bounce on! > 1 Diidetheclossiopaie. Sudensoretotcke mms poiningio 2 vides dossinotwotsas, Dridethe boardiotao , heoheshis/herpotherisweaingardsay hewordsond sections Say he nomen feraclohing. One ember cal (5 TO minded from eachiear ms come othe bord, drawihe lem ond \wtiethe name. Each corect answer willbeawordedone pol. (5 10 minutes) ad Pas sero compe the Unt’? leon | aces ‘nthe Siders MUliROM to evow the vocabilny Frey hav leamed IddLesson2 Grammar presentation Matertats: rock07, photos and drawings cf dathes and shoes Lessonobjectives: —_Learntooskand answer questions about clothes and shoes Vocabularyreviow: _Clothesand:hoss New grammar: What's he/she wearing? Ho's / She's woaring... ©@ Bounce into action! ** Place the pices and photos of clothes and shoes onthe board. Ask students to say the words together as @ group. When you ate sute they remember the words, ask them to dose their eyes. Remeve ane ofthe pictures and change the order af the words en the boa. ‘© Ackihe studens to open ther eyes and io tell you the missing pichre. Continue in his way until you have practiced alhewords e Exercise 1 Audioscript: } Berny Bounce: Welcome othe children’s toshion show. Ard Boers ‘exe isthe trstmodol. Ho's Tam. Tom's weoving green shors + Askstdertst lookat he pice PoitoTemand soy anda yellow Fshit. He's wearing brown sandal. Andthe | Whar he weorng Madeline answer and getstucenis secondmodelisSomantho, Sananthasweoringopinkand | ‘osayitaso group(Hes wearing shor) puple dress. Shes wearing white shoes | * Contre presenting ho new siuetse in hesamo wey. Becky Bounce: The third madelisasen. Who fason | © Witte foday’s granimaron he board and ask students 10 ‘wearing? He's wearing black pan's arda red sweater, i copy tdown ‘Melnda’ste fourh medel. Was Melina wearing? She's ‘wearing bie ctess wih a blieand green coat. ls give Cpe big hond. | Exercise2 | wearing. Answer the questions. | ~ *# Askongolthasidensioreadihafistquesionfactho | * Payiack07 ondencouage sidetstopoi othe Piclatioe tial hadi ainede ini ateneconerae nD corresponding pictures, ‘He is wearing green shorts, o Tshirtond sandals t + Patho rackagainand askthem number he mods eee aie eae I + Ackremio completsthe exorcisa on holrown, Nawite @ Bounce on! 1 ©p Dridethe dossint pais Each poiristoswite the 2 Dividethe class intotwoteams. Asko member frm each sentences obout whotthey ore wearingusing he teomiocometo the fon! Say Diessandthe chicken arto nw grarnnar such. Check he sentences ond comet ‘write he correct wordon the board. The sudent wring he ihe speling, Thenget he udentstoform questions for ccorectword fis willbe awardedore point eachofthe sentences hey have written ancl askthem to [5~ 10 mires} eachother [TO minutes) Home) “ite the folowing ios nsoctons on tha ood ond osk suet to copy them inthe spore prowl PP °Coer ihe pte of Denzel Dag, Arswer the yesion”J qoday's, GU Ey 4 Listes d be: _ grammar - w et eee Ge What's he / she “Td wearing? He's / She's wearing sweater J Jd e IIIIII IIIS. « ve @ 8 Answer the questions. IS What's Tom wearing? He's wearing _green shorts _,_ayellow T-shirt and _brown sandals « rad. What's Samantha wearing? She's wearing a pink and purple dress and white shoes : What's Jason wearing? He's wearing black pants and a red sweater ; What's Melinda wearing? dddda Jd She's wearing a blue dress and a blue and green coat. 7 “ Home sway page a0 13 | eu aKip” clothes. Qe Write the questions. 1 What's Tara wearing 2 She's wearing a yellow dress 2 What's Julian wearing 2 He's wearing an orange T-shirt. Write more sentences about Tara and Julian’s clothes. Tara Julian Tara 1 _She’s wearing a purple coat, : 2 _She's wearing brown shoes Julian 1 _He’s wearing brown shorts 2 _He's wearing white sandals _- to unit 1 Write the missing words. First, second, third, fourth fifth , sixth, seventh eighth, _ninth , tenth eleventh , twelfth.Lesson3 Write about . Materials: shectof paper foreach studen, colored pencils Lesson objectives: Ask and answer questions about clothes and shoes Write ordinal numbers Vocabutaryreview: ‘Ordinal numbers, clothes and shoes. Grammar review: What's he / she wearing? He's / She's wearing... © Bounce into action! * Chock thot students hove completed and understood te askin the Howe Sy secon on page 80. (Arawes:p.182} * Getone ofthe suderis io come othe font and ask the lass What's he/she woaring?and encourage them o answer He's / She's wearing fa white shin}. Repeat he same steps wih several students + Hove’ eudent como othe front and did the class into two. One team csks questions andthe ther answers them. Reverse the rales ond coniue in his way. © Exercise Write the questions. © Look athe illustrations of fora ond ian with he students Bounce back. Write the missing words. (Review cctivity) ‘© Acksuden'siostand. Draw the picureafasimple | stocose on the boord and say lt go upstais! Pretend Reod he fis onswertogetherond askthem what isthefist {92 vpthestaitsand while you cre doing his soy Fst sop, uetion (Whatsshe wearing? Askthen'ropet he i Secand sep, htop, | cuestonlogeherandihenivieasudediocometohe —— Aadents owntotheorralnumbeninttarbocks, | front to write iton the board. it om correcting thelr wor © Askthe students to read the answers and write the ‘Se cetttor paper a quesions in heir books. * Gocroundihe room helping hem whilethay are working © Exercise2 Write more sentences about Tara and Julion’s clothes. Adee etch Re pretee set encore beard | asnincs chou whathey or veo (Q Bounce on! 1. Honda sheet of papeartoeoch sudent. Askthem to draw a 2. Divide the clssinto pairs. Each pairis to givea name to giilonona sideand a boy on the other Explain that you the girland boy on their sheet of paper and wire sentences ‘Fe going to desciibe the items of clothing and footwear abouthem, suchas, Alicia's wearing green shorts andan sectone wearing ond hey haveta crow het. Say carorge Fin. Shes weonng yellow sandals Have afew Shes wearing geen shors./ He’ weoring bli pots. porscometothe ont show fre pictucs and cache ‘Give hem enough me iodraw end color hem in Sentences. (10 mings Continue ine way unt hay ofl ltd Omnis GI II IIIT ITI GIST I ITTMaterials: ck 08, colored prc, ‘Avy Resear Beook29e23, voroutensch ‘hing, cbox Lesson4 Grammar and song presentation ‘Askand answer questions about clothes they are wearing Sing the song in my closet New grammar: Whatare you wearing? I'm wearing a red Fshirt. Lesson objectives: @: Bounce into action! «> Gat several students to come to he front and ask hem fo draw piclues of clothing and then ask hem fo say the werd all ogather and individual. Wire he words onthe board in ary order ard ask cher sudents to come fo the font and match up the word tothe conect drawing, Q Exercise Qbercises Draw a picture of you in your favorite clothes. Talk time. Describe your clothes to your i '* Ask tudentsto read the mstuction together and friends. | ‘encourage them to draw themselves wearing thelr '* Divide the class into pairs. Encourage them toaskand | favorite clothes, ‘onswerquastions on the cothes theyarewecring andthe — | © Exercise cas Whar jeu woonng?/Imwecrng bezans, | ‘Answer the question. Qperercises | ‘© Ask a student io.comett the front and ask him/her bp Sing the song: In my closet Whatare you wecring?Hep the sent. onsver i é fees oe eee Telaudenthotheyre gingtohearasong. Moyock | question ogee 08. Enecurage sudenstohumthe ong as heyre listening + Askihesome question ociffrentstident # Wrie Teday' granmaron he boord and ask i (een end oniioel ace pele Stuepelpsehy ern * Poy thettackogainand singitlagether B® Asksudenisio-open the Aciviy Resource Bock'o page Today's grammar 2eanddoteocivies, ‘What are you wearing? Tmwearingared T-shirt, Q Bounce on! 1 Witethetinescitesongin nyordern board 2 loca heclahing in hebox. Asko ite sudoniso De he cosines cake 9 rete song conetote tort Ack Wharare you weanrg?ansl® om correctly. When they hove completed i, play the rack toke one ofthe items of clothing auto he box. The student ‘again so they can check het work. (10 minutes) must describe ond say the name ofthe gormant hey have tcen. Repeat the activly by gating hwo ater students'0 cometothafrontand ack ene o ackthe questionond the ‘hero take the fem ond enswerthe question, |G minis] Wit he flowing ack insetions en the board and ek sudan to copy hem the spoce provided! “Reorhhe poem and daw opie ia the box Wate ober vers fr fs psn Mask the studeris fo listen tothe song In my closed, tock 08, of home unl they have Isomad by heon, 115(students’ own answers) Answer the question. What are you wearing? T'm students’ own answers) @ak __|'m wearing blue < pants. Shorts, shorts, Sweaters, sweaters, Shoes, shoes, Yellow and blue, Red and black, To walk and run, In my closet, On the shelf, And my sandals, And the T-shirts too! At the back! For the sun! Inmy closet! In my closet! In my closet! JIIIIIIIIIIIIIIIIIIIII III IIIT ionesicyponat (15) dd2 ve @ Listen and point. Say the words. sunny cloudy BIE Q Describe the weather in each picture. windy kL pos oe => 2 eorenereareree snowy I _eermaenatineiemeIAa ROE It's cloudy 5 _It'srainy _ is It's snowy It’s cold It’s windyLesson5 | Lesson objectives: New vocabulary: IIITIT ©& Bounce into action! Jae peat the words ond encourage studerts fo say hem, Jd © Exercise 1 Listen and point. Say the words. * Pointtothe pices nthe book ord soy titen and point. Pay tock09 and encourage sudents to pointo he pickres. J . ‘word 9 alew sudents io oy hemallogether. ddd clthe tidenisio repeat words indviualy Ar d« (© Bounce on! 1 ©) Hondo shes eochsdert. Aakthamtofld he shotin wotofom x boxes Inte ve bores ‘ask the students fo write down the different types of chet lated ding lesen, or hen row he =o hecthing as stabeforeach oe of 1 Inthesbchox ask hechieten rte hor wah ondoy why. (70-15 tes } @ 1. @ i. @ Ar «@ VIIVIIIIIG Vocabulary presentation Learn vocabulary on weather sunny, windy, rainy, cloudy, snowy, cold “+ Flaythe rack again ond presshe pause buton after each * Poinito theppictures on the board one by ene and osksome fOMtask Students Y) Vce scent comple he Un in fe Suarts Muli 0 reve thoy hove learned Materials: rack0®, colored perc, shoes of pparforeoch student * Check hat students have completed and understood the task n he Home Study section on page 81. Answers: p.182] * Onthe board, draw iiems representing diferent ypes of weather. Pointe each pice and say tho wore * Soy the words and havea student come to the Fon and point othe corresponding elements © Exercise2 Desoribe the weather in each picture. * tookitrough thewirdow, point the weather and describe by soying, for exorple, #5 funny ** Getsuden'storepeotihe sentence, fstollogetherand then individually. * Ipokotthe picesinthe bookandencourage sudensto idenly he diferent types of weater. «- Askthem tow the seniencesiniheirbooks. Go around theroom helping ondencauraging hem. e Joints sudershothey re gong o soy sentences shout diferentiypos of weather. Ask students wc howe chown pickre ofa given ype of weathertesandupand show tet pcreand seionee. Say #Ssumy/ Isolde Procice. Contnioin he sore way wihol yoasct weather [5- 10 minutesLesson6 Grammar presentation Lesson objective: Vocabulary review: New grammar: Identify the clothes people are wearing Clothes, shoes andweather He / She isn’t wearing shorts. (@ Bounce into action! * Sing the song tn my closet. Ploy rack 8 if students need help to remember the song, + Divide the clas int hree groups, one for each vers oh sara, + Point the goups tandomly ard encourage tem sng the verses in any orden. O Exercise Choose the correct clothes for the weather. Putay oraXx. + lookarthepiaues. Askstuden'so soy whos Wow cf lates hey would wear for each pect weather Get several studenisfocometo he font and continue presenting henew skuctue inthe someway. White Todays grammarcn th board and ask studens ro.copy idown | | | Today's grammar | | © Reod the example oll iogether andexplaintothe ‘acogt, studertsthotthey need to puta crainthe He/She isn'twearing ‘correct box, Sons. © Exercise2 ++ Hove suderislookatthepictres, ondreadtheexample | senisnce © Have o student whois not wearing a coat to come tothe the answer. rant ond soy He's / She's wearing a coot. Askthe rest '* Gooround the claisroom offering help ond cfihecless a cortectthe setence Poin tothe student ‘encouragement cand say He / She isn weexing occa), Hove sens repeat he new srcture together Pini the stucen’s | does and encourage he othersio say what heycan | see: He's / She's wearing, | Bounce on! 1 Divide he clossito woreams. Drow piciueofe sun in heboord and « bay in shorisand a Fil. Under he Picture wife the word coor, Sudens hom both tears are tose heinformatien on heboardiowriteas mony sentences asthey can: ls sunny, so he sn wearing aco He's wearingshorsandi Fah The teom wring the mos comes sentences wins, as pein will be awarded for eochsentence. [1 Omics) Wit the following tsk instructions on he board and exk siden 9 copy hem inthe ‘poze provided! “Read ard wile he words under fs picts, Road obow Mona Morsle: Pula x nex tthe dofes not vid mn axercia |. Pnewerthe ‘quesion” a Divide he clos inta tears. Wie the fllowing words on the boord: ho!a wearing coot. Is she so isn tand sandals wearing shorts She's Ak them fo put he sentence in he correct order. is hot so she isn't wearingarcoat She's wearing shortsand sandals, [5 ~ 10 minutes}Choose the correct clothes for the weather. Puta v ora x. a in Ae h Its _snowy so she isn’t wearing shorts . She's wearing a coat and a hat and shoes 6 2 It's rainy so she (students’ own answers) . a Bs 3 2 It's _windy so he (students’ own answers) . { 4 Gi It's _sunny so he (students’ own answers), Home Study page a V7 SII ITI IIIS TITUS itDamian: Run, Patsy! It’s cloudy and it’s cold! Patsy: No! I'm not wearing my sports shoes. I'm wearing my sandals! Damian: Girls! Damian: It's cloudy, Patsy! Don’t wear those clothes to the park. Put your coat on! Patsy: No! I'm wearing my shorts and my T-shirt! They're my favorite clothes! 3 Patsy: Look! | have a coat too. Isn't it neat? And black’s my favorite color! Now don't talk anymore. Let's play! Damian: Look, Patsy! It's rainy now. And | have « coat! 3g Circle the clothes that aren't in the story. = = = ( coat shoes Gress) shorts Gweater) T-shirt (Gants) sandals aS — ae )IITIISI II III III III III III JJ a ddd. } * Soylistenond play rack 10, nccurogastudentsiopoint —«Ackstdenstoreadthe stay ontheironandaitdethe | tothe picturescs they are mentioned in the story. clothes that ote notin the story. } + Askhem'o soy whotthe trys abou, Piniothe * Goaround he room helsing hen, | suggesionson the boardandichack any similares tothe i ‘ory hey hove juslstened io } + Takkabou'Pots/sectons, * Ply the trackagain ond enccurage stidenstoreodtthe sory whie they arelisering i = = ———- + @ Bounce on! 1 Read the stor/sdiologue and have suderts peat he 2 Fhoiocopythe dialogue ihe song and ct itinto stip, ines few mes gether. Divide the ass ino parsand Divide the clos ino ve groups. Give each oroup he czkihemtoprocice hedialogue. Walkaround helping pholocopies utiniostipsard goin ‘oputthesoryin ihe poiswatheirpronuncition Then osko few ofthe the correct order. Thofistteam hat menagesto pthe Pareto actout he dialegueforihe whole class Story inthe concorde ish wioner (10 15 tiie [10-niutes) 2 Lesson7 Materials: rack 10, fivephotocopies ofthostory \ Readastory Lessonobjectives: Consolidate the uni’ language by reading a story { Vocabutaryreview: Clothes, shoes, weather ©& Bounce into action! * Check hot students have completed and urderstoad ihe taskin he Home Study section on page 82. (Answers: p.182} + Explain stidens that hey are going tolisan toa sry. + Lookattne picwres and ask he stidenis wha sort of weather is mentioned and alo ask what hey tink he siowy wil be bout + We some of heir suggestions on he board, © Exercise1 © Exercise2 Listen and read. My favorite clothes. Circle the clothes that aren'tin the story. Ask he student lien to the story My fvorie cates, rack 10, ot home unl hey have mmamonzed ?Lesson8 Bounce around: Math Moteriats:piiresofvarioussored gloves, Boksheetf paper colored penis Bounce Now d Assessment poges 166-169, cnd 171 Lessonobjectives: —_Learnthrough mathematics Develop critical hinking and reasoning Review the vocabulary learned during the unit Vocabulary expansion Vocabularyreview: Numbers New vocabulary: fingers, gloves © Bounce into action! + Aksuderis to coe oe font ond oc ut he doy, Myre cle, mp OQ Exercise 1 @pexercise2 } Read the questions. Clrole the correctanswer. ‘Talk about your answers. | + Pace he pieureola gloveon he board. Soy gloveond «+ Askstdents olookatihe answers ond ckclehen inter | tak suden's repeal the word. Ack How many fingers are books. Say Let's alk abou! the answers. therein oglowo?ourthafingss withthem. Repeat the + Do hefis'quesion ord askthestudenso soy the correct actviybuichongs he rumbercfgovesand asthe onswer stideris to count he lal number ofingers, Then ask he chidiento read he quesionsondccitle hecovtet @ Bounce on! 1 Hord out blank shee’s of paper. Ashe children 0 draw 2 (ZADwide the group into nwo teams. Aska member from teithondsinordetomakegowes As han'ocolr tho each eamloconea befor ond'osayasim fo shopesoreithenct te cl Ten fom sl gps ar exarp, fox inges pustveetngere Thechidrenoreto {gel students ta add and subtract the number offingess. ccoleviate the number of fingers ond write the conect [5-10 mirutes} ‘answer on the board. The ist student lo answer correctly ‘wins a poiniforhis/her eam. Increasathe dificly by osking tem io oddlarger numbers. (1015 minutos} language Assossmant: Photocopy he language stossmenton page 17) ofBouncs Now Assessment, atthe end ofthis book ‘Give each suden' copy ta comple neider lo chack what hey have lana var he couse cfhoun. Self Assessment: Photocopy ihe self assessment on pge 167 of Bounce Now 4 Assessment, atthe end ofthis bock. Give acony 1g each sudent for hem o-compiete en their own, Ofer heipwhere necessary. Global Assessmont: Compl ihe gba assesemorton page 169 ofBounce Now 4 Assessment lhe end his book, Chock ‘whether the abjacives set cutatthe sar ofthe unt were achieved by your sudens. Keen a record refer backta in cemingunisRRA e Read the questions. Circle the correct answer. JJ di | a. How many fingers are there in a glove? 4 i@ 6 | b. How many fingers are there in 4 gloves? 10. 15 @ | c. How many fingers are there in a pair of gloves? 12: 13 « ISI IIS. d. Look at Tom's gloves. How many fingers are there? 5 15 . How do you reach your answer inb? 5 +54+5+5 4x5 Ye Talk about your answers. There are 10 fingers in 2 gloves. (There are 5 fingers in 1 glove. te ‘Math: multiplication a @ ddddddd. dddda. diQe Write the words in exercise 1. ~ 20 =III IIS JIIIIS I Id IIIIIIISIG Jd. J « 1 « JI d Lesson1 Lesson objectives: New vocabulary: Vocabulary presentation Learn action verbs play, skate tal, sing, laugh, ery eat, drink Materials: racks O4ond 11, Activity ResourcoBlook poge9, colored pails Global assessment indicators ©. Student works well in ears b Siudent presents work with care € Student expects classeom res di Student is interested in learning © Bounce into action! + Sing the song Monts ar fun to say Play rock 02 to help stent member he song O Exercise Dp Listen ond point. Say the words. + Pontto each pictirain he back: say he word ond perform the appropriate acon, Have sudenis copy the acon * Ponto he sentencesin the book and soy listen anal point Poy tack 17 erdenccurage sudenisto port tobe pictures. ++ Soy Soy he words Playthe rack ogoinend sop itafer ‘eachword so students con repeat he words, fisios@ ‘roupandihen indially QDexercise2 Write the words in exercise 1 + Asksudenistowrite down ha word * Gocroundihe roomhslping ard encouraging he suderts to say he words hey ore wing, Word window (optional activity) + Ackstdersio openthe: Activity Resource Book io page 9. Askthemtofald he page using the staigh lines ond cut itout along thedobed line, Have hem write one ihe ves nach othe eigh figures. Encourage hemto decorate her chain *Dnidethe cass ito por, Each suden' should show the chain of fguresto his/her porne’andickehurssoyrg he verbs, Encourage hemo pointo ho gure, say he werd and do the coresponding action (Q Bounce on! 1 Wite tho verbsonthe board, Give sidoiserough into mmenotzethem ond osthem cose hel eyes Eroxeone ct ‘reverb, Alchem open he eyesond oy he msing veto. Contnue mths way un ey hove ideifedolihe verbs. (5 ~ 1Ominves) FAsk students to complete the Unit fon Fe Suders MUON i rvew he woxobslony Thay he leamed 2 Ploy Bounce Soys.Explinio sudensthat you saythe phiose Bounce sa, hey ms perform he acton; howevey, you don say Bouncesays, hey must tenain sil. Say Bource says cry ancihey mustpretendiocry. Say Playlandtre sideris cr oremain rotiorles.Studens doing he wiong action or moving when they should not oe outofthe game (5~ 10 minutes) tive sentation. Us 2 TeachersLesson2 Lesson objectives: Vocabularyreview: New grammar: Grammar presentation Learn to askand answer questions about action verbs play, skate, talk, sing, laugh, cry, eat, drink What'she / she doing? He's / She's playing. blanksheelsofpoper Materials: rock 12, colored pen Bounce into action! ‘© Mime one ofthe actions and alicitthe verb from studens.Pretand to sing. Students ore to say Sing! Ask one ofthe siden to come'o the front and wate the word on the board, Continue in tis way to pxcetice al he verbs. * Divide the class in hol. Point to the verbs rondorly and have hatf the students say the word wile the her half mime the acon. QQ Exercise Listen and number the pictures. + Callonect the studenis othe font ond whisper one ofthe vetbsinhis/har ear Ask he sudentio mimethe cet. Askihecloss Whats he/she doing? Help hem toarswer Hes/She’s laughing. Have suderisepecthenew sttuctretogether + Ropeat he same dope wth alhoverbs + Wis Tedoy’s rammaron he board and oskstuderso copyitdewn Today's grammar | Whet!she/she doing? skating Ho's/Sho's. laughing. drinking. @ Bounce on! 1 Diidehecssino pots. Bom eck ce plewesi tha bock and eke urs askirg ond answering qustons suchas What's he/she doing’ Hes /Shos Gosround holoing the pairs with their pronunciation. (5 — | Orninules) Wiehe fellowing tsk istucton on the board ard exk sents 0 apy inthe spoce pronded “Cems he words. look arte pees ond orl vata entances, | Q exercise 2 Match the pictures with the sentences in exercise 1 ‘© Askafawstudentsto read he sentences forthe whole css, ‘+ Askthe classio drow line from each sentence to he sottet picts. Hand outblank hosts of paper. Diclate afew short sentences using the verbs eamed during he lesson Aslthem crcl he verbs m each sentence and craw a picuol each one, (15~20 minutes)Jddddda VIS IIGIIISNIS IS I IIIS AAA d He's playing. She's skating. He's talking. She's laughing. She's singing She's crying He's eating He's drinking. & Match the pictures with the sentences in exercise 1. Home study pogeas | 20Ye Write the sentences. 4 She's laughing . 7 She's skating 8 She's crying 3 _She's playing 6 _She’s drinking . fro unit 2 Answer the question. What are you wearing today? (students’ own answers)Lesson3 Lesson objectives: Consolidation and review Practice and consolidate the verbs learned Review language relating to clothes Vocabularyreview: play, skate, talk, sing, laugh, ery eat, drink, clothes ond footwear New grammar He's / She's laughing © Bounce into action! ‘+ Ropeat he some steps withthe cther verbs. QO Exercise ‘Write the sentences. * Lookothe pictures with the tudes Point the first picteeo! heat and osk Whats she dolng?Sudenis are answer Sha’ talking. Hove one ofihe students come to the font townie the sentence onthe board Repeat he some steps wihthe second picure. Askthem to swe he sertancesintheirbooks. ‘Go aroundthe room helping and encouroging hem. Aska few of he studentsioread he sentences obudond correct rer wenk aba cass. Q Bounce on! 1 Poy Horgan! Divide he lot into wo ome. The ude nonetoom are irkofo verb Get one sd! fromonoof he loosta come otha ro and crowa dash ingeod ofeach eterinthaveb. Theater om ozaya leer of he elhobeto aust the word. the letersinthe word, hesudenothefortmus we he te mho ‘wor he einen he word he/she must craw eat tne pon beingharged|ie. heed, body ond) \Whenthetean guesesthewodor he ober eam has fished dawingthehorgmnon, he eansore'ochorge places [5~ | Ominues III IS IIIIGISIIISIIIIIIISIS IIdId. * Check hot stents have completed and understood ihe askin the Home Study section on page 83. Answers: p.183} + Hl ona ofthe students come othe fant and whisper in his/her eor one of he vas. They should ime the action, Ask he class What he/she doing? The students must reply He/She aking, fox exam, Bounce back. Answer the question. (Review activity) + Asksevero sudonis Whotare yeu weoring?and have them describe the thes ond shoesthey ore wearing They/oreiosaythocolor ofeach garment for example lim wearing o green Fah, gray pantsand black shoes. + Ackstudents foanswer the quesion intheirbooks *# Goarcundihe room helping hem and conscting the serfonces Qprrerieiterclowcttovets Correct he duden's to com tothe frost and with corec verb belowihe scombled up word. Thon ask few of ho studenisio mime the conesponding octon, Repeatihe some saps wi severol diferent vets. (5~ ]Orinves)Lesson4 Consolidation Materiats: music, colored pencils Lessonobjectives: Consolidate the action vocabulary Vocabularyreview: play, skate, talk, sing, laugh, ery, eat, drink New grammar: What's he doing? He's... @ Bounce into action! '» Explain o students thal while the music is playing you will say c werd ond they mus! walk about the room doing the pppoe acter. When yu the maihey mt 2op mong. Any sent darg he wong con, ong when they shodd ran motores, 04 othe gore + Ropoothe some socedvete pace al he vb Qbeerciset © Exercise? } Draw apicture of Marvin the Monster doing a Talk time. Tell your frlends about Marvin, different activity. Write sentences. the Monster. * Looker he pies of Mavinthe Mente. Askthem + Divide the css ino pais. Each student isto show Whats hedolng? He's eating hotdog} his/her picures of Marvin oo porinerand read cut * Read he socond sentence about Marvin. ‘he senioncesthey have writen + Ackstudeniso sugges what Marvin could be doing * Goaroundelping he pais wh her pronunciation. onthe other pagesol he book + Ackhomiodiaw apicue cfMiawindoingo diferent ctv. * Goarourd he room admiring hei pictures ond encovraging hem say he conesponding Bounce on! 1 Poy Tictactoe. Wrie onihe board Whats Marvin 2 Askd ferent studertstocome othe font ond have hom doing ?Below he senlencediaw a 3-by'3 grid, Write a protond o be Marvin. Whispera verbo shdent ond verb in ooch square. vie ha class ino wo groups: the ‘encourage him/her'o dothe action. The restof hecoss (sand he Xs. Askeach group choose squareand wse ‘oguessthe acon. The sudeni who quessesconecly theverb comteciyin aserfence.Forexomple, they should cometo the row ond perfor the next action. choose ery they oreo sy He crying hey cay he {5—1Ominutes) serience corey thay can place he ax Oer Non ‘Fegid. Thefisieamiohavetheemaksincow'sthe ‘wines. Orin Home) Nite the folowing tsk instuction onthe ond oxk sudonts copy tim tho space provided “Wile sory about Tay Tr. Use the words 2 ‘nthe box”Sd e Draw a picture of Marvin the Monster doing a different activity. Write sentences. Jd @ « IIIS III. dddd \. dd \. @ J III J “ Vs « 2 Tell your friends about Marvin the Monster. J Look, he’s eating. dda Home Study poge e423 «w rite ous |Lesson5 Vocabulary presentation ‘Matertats: rock13,pens, pons, croyons sso, paintbrsh, ue, lv, nor-ransparentbog ny Lesson objectives: Learn more action words | New vocabulary: write, draw, color, paint, count, measure, paste, cut © Bounce into action! «Check hat stidens have comple ond understod he askin he Home Sy econ on poge 84 (Answers: p-183) * Show pencil ond soy Wilsand doth coresponding ion. Hove students doe some osten * Show various objec nay crdr ond osk students oy the words and mine the ons * Chonge the oer and incteose the speed a which yu show he obec. © Exercise @QExercise2 Listen ond point. Say the words. + Pointiothepicuresinthe book and say listen and point Ploy rock 13.and encourage sudensio pointiothe picturesastheyhear he actonson he rack. ++ Say Say he words Ploythe rackogainand pressthe pause butlon ler cach word so studentscan repectthe words together + Point tothe pictures onthe boardin any order anc osk studenisto repeotthe words individual, (Q Bounce on! 1 Gites itomoteans, kone manber fromecch eam to cometothefront. Spellout verb cond getthemtowrieitonthe board. Thefis sudentto Complete the words. Match them tothe. pictures. + Exploin o sudentsthat hey must completethe missing leters + Asksudentsiociawaline fiom each word to he corresponding pice ‘+ Goaroundthe oom helping ond corecing thelr work 2 Divide the cls inta wo leans. White he verbs onthe board, Place the objects into a nortiansparen' bog, Have sidentscome tothe fran, remove an objec! rom the wiletbe word conectywillwina pot: his/her team, 10= 15 mints) bag ond soy he appropricre verb, Sues saying and sxasing the word corecty willwin point for heir team, |S= 10 minutes IIIIIIIIIIIIIII III III Id Ve “ \. ‘nthe Suen’ MUI-RONY fo review the vocabulary ) 4 thay hove samed. ) @Materiats: rack 14, colored pencils, Avy Rerource Bookpage24 Lesson6 \ Grammar and song presentation Lesson objectives: Learn to use verbs in a negative form ‘Sing the song Old Mr. Lilly Vocabulary review: writing, drawing, coloring, painting, counting, measuring, pasting, cutting New grammar: He/She isn’tcounting. Bounce into action! * Ploy Bounce says with he verbs. Soy Bounce soys pain, ard sudents ae fo do the conect acon, Say Count andthe students should remain sil, Continue inthe some wey wih the aber vers. Stdens doing te wrong ection, or maving when they should nat, ore out of he game @ exercise Qexercise2 Read the sentences. Putav oraX next to 2 ‘Sing the song: Old Mr. Lilly the pictures. Tallstudensthey are goingto siento song. Play wack | ‘+ Gotone of he students to come to he frent and whisper ond mimathe cctons | tothem that they should craw somathing on the board. © Play the track again and encourage students te mime the Soy to he class look! Hes / She'Scouning. Got cctions. | students te creche statement and soy No! Ponto + Modslaach line inthe song and get studens 0 repeat the thestuden' ard cay He / She isn teounting, Hes / lines together. Sho’sdkawing. Got suden'stoepeattha senteneoe + Play rockogsincnd singthe songtogether together severalimes. Pasenttho oherverbs inthe + Ask tudenis to open heir Aetvty Resource Bookto poge samme way. 2A anddo the cvs. * Wile Today’ grammoron he boord ond axkstuden's tocopyitdown, Today's grammar He/Sheisnt | Painting ‘counting. + Readiheseriencesinthe book wih suet | + Ask hemo ockarthe pictures andcheck he covect | peu ond ploce alk net othe incored one | + Goareurdthe oonbelpingtten, } @ Bounce on! 1 Diidethecossinothecteans,oreforeachvexectihe 2 ranch sudedto chow ond olor Mr. iy Soy Draw ‘song. Point tothe groups in turn and sing the song, Then Old Mrs. lil: Sheisn twating. She isn'troeasuring. She point tothe groups rendomly and sing he song in ony ‘an'icounting. She paicing {10 min.tes corde, (5~ TO minutes) tive ssentation. Us Ak headers a ten ote song Od Me Lily, rack 14, a hore unl thay have memenzed ive Read the sentences. Put a Y or a X next to the pictures. 1 He isn't measuring. He’s painting. / es 2 She’s pasting. She isn’t cutting. > x S| 3 He's counting. He isn't coloring. v 0 x , 4 She's writing. She isn't drawing =, v 5 He isn't pasting. He's coloring. Look at old Mr. Lilly. He’s on his knees, And he's looking silly. What's he doing on the floor? Let's get closer, And find out more. He isn't writing Mr. Lilly's counting, No, not now. 1, 2, 3. He isn’t pasting He’s measuring the space No, no way! For his new TV! VV VEY VY Vese Read about Rowena. Rowena Is at school. She isn’t coloring. She isn’t drawing. She's painting. It's a flower. It's pink and green. Look! Now she’s pasting the flower in her book. What a beautiful flower! Rowena is very happy % C », Qe Write about Nutty. Nutty is at school. He isn't _painting He isn't coloring . He's drawing Isa tree . It's _green and _brown 3 — Look! Now _he’s pasting the tree in his book. What a beautiful tree ! Nutty _is very hoppy 26 rome sy page 85Lesson7 Write about... Rowena and Nutty. Materials: tack 14, on0:heet et pope rch det cored pence yt Lesson objectives: Read atextand answer questions \Writea paragraph about Nutty Vocabularyreview: writing, drawing, coloring, painting, counting, measuring, pasting, cutting New grammar: She isn'tdrawing. She's painting. e Bounce into action! + Sing the song Ol Me lily Play rack 14 ta help them remember the song. scourage students fo perm the actors ofthe song. O Exerciset @QExercise2 Read about Rowena. Write about Nutty. + Reodthe paragraph abou! Rowena with hecoss. * Lookatthe fis pickre oF Nuty and say took, he's writing + Astsome sudenis ore the sentences aloud Encourage themio corertihe stolemeni and say Heisn? + Discusthe actions Rowena. Ask quesionsio check heir writing! Pinto be picure ogeinard soy He's meoswing. comprehension: Whats she doing? / What's she Encoutagethemto soy He isn't measuring! Ask hem painting? / Where’ she pasting the flower? /Is Rowena ‘What's he doing? They should answer He crowing. hoopy? * Conjinue asking quesionsobout the piciures Whafshe deawing? / Whatcoloris 19 / Whats hedaing now? ‘= Asksudertsio.complete the paragraph about Naty in iheirbooks ‘ Gocround he oom helping and encouraging them (Bounce on! 1 Divide the class into pairs |Aand B}. Hand « sheet of paper 2. Each student should show their picture of Henry tohis /her to each student and tell hem to drawa picture of Henry, the partner ond say the actions. Go around helping the pairs hamster. Tel hem that you ore going to say different ‘with their pronunciation. [5 minutes} serlencesforecch pairlAgnd B ondthey mustisten ond lav ihe corectservence, Sey A: Henry saschool He ‘sr tcounting. Heise? measuring. Hes drawing an apple 8: look! Now hes coloring he opplered. What a beauiful pple, Henrys very hoppy. |10— 15 mines IIIIIIIIIS III IIS III. a “ 7 « 7 « 1 “ 1 1 a iz board and ek stan fo copy em inthe spore provided "Read obaut how ta mole eutetly, Cirle sor ‘5 Read he reactions and make a lower” ‘Wea the ellwing lok insctons cn the | 1 a 1 ‘A Te «Lesson8 Bounce around: Art Lessonobjectives: ——_Learnthrough art Review the vocabulary learned during he unit Vocabulary expansion Vocabularyreview: finger, verbs New vocabulary: puppet Materiats: cords, store tape, colered panel lve, Bunce Now ‘Aceoumentpoges 166-169, ond 172 @ Bounce into action! * Check ht sents have completed and understood th askin he Home Sy section on page 85. (Answers: p.183} + Ask sudents to snd up rex otha chais, Say diferent actions and get sudenls odo he coresponding mime. Soy Ploy cd hey have to sretend ts ay. «+ Toreiain he atertion ond interest ofthe suderts, change the order and speed ot which you sy the words Q Exercise QeEvercise2 io ‘Make a finger puppet. Tolk about your finger puppet. ‘* Lookatthe materiols all ogetherend givethesudentswhat —®.Poirtiooneof he students and say Whoris name oftheir they need. fingerguppat doing? ‘© Ask students to follow the instructions and get them to © Ack the studentto answer using the full grammar structure ‘decorate theirfinger puppets. Ho/Seteboubrg, + Divide he class ino po's, Eachadentshouldshow'hele Then ackstienistofor pais ond contin aking and finger puppet to his/her parmner. Askihem to take iin fans ‘answering questions of each other. toaskand ansive” questions with thei finger puppess. . cad the room checking ey ore doing the octvity Bounce on! 1 Places puppeton yourfinger.Explointosudersihal you Divide he dass ino hres orfoxr eons, Givea pen ‘are going fo say sentences about re puppe' on yourfinger. Jord acard'o eachiean elhemthat hey hove ive ‘Askstudertsotouch her nose wih heir finger ifwhol you minutes townie fve sentences oboutthe acios heymest ‘ore soyingiscorectand oputup thelr handsond corectit iketo do.ond hat hey con do wit heir finger cuppa iftisnotive, Do. practce round, Preterd tht yout finger Geto fen cfhe groupsia comete hefon'toread hei ppuppetiseating ond soy He Seating. Sudents us! ouch seriences, The team tho! mcnoges fo write he mos! the nose. Then pretend yourfinge! puppets counting and sentences will win, [10 15 minutes} say He's painting, Students must ise heirhands and soy He sn painting, He's counting [5~ 10 minus! Language Assessment: Pholocopy ine lanquage assessment.on page 172. Bounce Now 4 Assessmant, athe ond afthisbook, (Give each student c copy iocomplete in orde to check what hey havelearned aver the course ofthe uri Self Assessment Phoiocopy he selfassessment cn page 167 ofSounce Now A Assessment, tke end ofthis book. Ghe copy ch suder’ for hem ta complete. hei own. fer hele where necessary, Global Assessment: Compe the global assessment on page | 69of Bounce Now 4 Assessment, atthe end ofthis book. Check whaler the objecves sel oul the sla ofthe unitwere achieved by your students. Keep. record to refer back in coming unis, | | |IIIII III III IIIS 1 ” IIIIIIIIII SS, es a ww Make a finger puppet. You will need: card, glue stick, tape, colored pencils Cut a strip of card for the body. . Roll it up over your finger and tape it together. Draw eyes, a nose and a mouth on your puppet’s face Color your puppet. Paste or draw shapes to make clothes. Write the name of your puppet. Qe Talk about your finger puppet. €é pean 7 ) © +0 a Jd v ‘Ark: making fir2 Write the words in exercise 1. 2Materials: rack15,shestof poper photo ‘orpickreatabeoch sone, Activity Resource ook page 11, sclsor, glue, Vocabulary presentation colored pencils Lesson objectives: Learn vocabulary about the beach New vocabulary: swim, buy, build, sleep, ice cream cone, ocean, sand, sandcastle Lesson1 JIS Jt Global assessment indicators a Student works well in teams L Steen seers wanes ¢ Studen' respects classroom rules Students interested in leaming PI Jd & Bounce into action! + Sickthe photo o pire of< beach scene cn the board, Ele fom students ary wer they know connected tobeoches and vacations. + Discs hoi ideas ond wna ho wards hay aad) know on he boord JJ 7 > exercise Qexercise2 Listen and point. Saythe words. Write the words in exercise 1 | = Pamincceidaetnenceanise teeyepdeare «Ack sudants io witte down he words in their books | Alo tock 15 ad excouoge svdeislo pom othe * Goorourdiheroomhetingand encouraging tecudens | 9 ‘pictures as hey hear them. tosay he words they ore wring, + Sey Soythe words Play hetrock again and prossihe | ‘pause buton afer eachword sostuderscon repeat | hemtogebar. “ _Q Word window (optional activity) [OST + fasclonsto open ther Activ Resource Booko page |. Askthem odtaw a beachscene inthe box They mustincude ol thenew words. + father ocolrinthe ea and ctouthebox along he doted ine + Encouragethem fodacoroethe border othe drawing + Divide he classinio pairs. Each sudent should show their picture to his/her pariner and point ond say he objects and actions singe new vocab ary. VU? III III Idd. V4 (Q Bounce on! > 1 Wiietheverbsonthe board. Givestudenisencughtimet 2 Divdethe board intwo sections: ocean ard sond. Getone of treratzethemand ask hem close theireyes.Eraseoneot the avden’socometo the kontand soy Swim. The suden! ‘hewerds. Akthem open ei eyescnd say hemissing rust gotathe conecside af he board end perf ‘ord, Continue inthis way unil hey have identified all he ‘ction. (5— 10 minutes) missing words. [5~ 10 minutes} ’Ask students '0 complete the Unit 4 lesson | octvties fon the Sugen's MuliROM fs eviw he wosabulary thay how lsomed IIIT IIS.Materials: rack'6, colored pends, Blank sheets cf poperfor each stent Lesson2 Grammar presentation Lessonobjectives: _Learntotalkaboutadtions in the plural Vocabularyreview: — Beachvocabulary New grammar: They're building sandcastles. © Bounce into action! * Divide the coord in two with o wey line. On one side write Ocean and on the oes Sand. Soy the vocabulary words. Sludens are fo come othe foot and waite the word on the cone side ofthe board fond do the action. Exercise 1 Exercise 3 8 Listen and number. ‘Write more sentences about the people in ‘+ Pointlothe pieure ofthe beach and soy listen and point exercise 1 * Poytace éondexsuage sido pomt be Aisa che petri CSS pears sentences about them. «Play he rock againand press the pase buton ater each ESE Ene | ‘sentence endl ask suckers torepeat them. } ‘© Askthem 1 number each pic. Q exercises | @ Exercise2 Talktime. Drawtwomore people atthe beach. Match the sentences a fiepeeplan Ask your friends what they are doing. 7 ‘© Askstudenis to draw two people doing some sort of | Sea eae oe caniyonhebeoch Dwdebecossivoporsordak | + Aaksheons leider he sentences wi he people inthe Ss paaeaae picluieond match he number to he pict, feo ciara as aay «Wie Todoy’sgranmoron heboordond oskskdenso Today's grammar | ee | | | building sandcastles. Theyre ee buyjing ice creamcones. Q Bounce on! 4. Wiite on the board the in sand. playing They'e Thay‘re 2 Opiirrosigtont shen ctrone Gatthemto alyigin howard Odotedoninogoresord iow ovate darter ly tncourgettem wei nleonstoplacetesriercein * Pointioeach pictueinthebook, soy'hewordsanddothe «Ask sixenisiowrtedown he phrases | | corespanding action * Gooround the:oom helping ond encouraging the | 2 + oinitothe pices one by one and get studerista do the siudenistosoythephraseswihilethey arewstingtham. | ‘acon J & + Soy listen and point Flay rock 20 ond encourage stderisio point he correspording pictures * Say Say the words. Pay the rackagoinand pressthe pause butenofler och phrases sudents can repectthe ‘wordsalliogether Tg « J a J “ (Word window (optional activity) ‘¢ Ask studenis lo open their Activity Resource Book io page 13. Askthem to write the verbs on one half of he cards (do, watch, etc.) and then draw and write words on the other haF homework, television, music, e%c.). Tell hem to colorin and cutout hhecorcs '* Divide the class into pairs. Get students to place their cards facedown, then take turns tuning over the cards to form pairs of verbs and dawngs Th dent with he mos pois wins he game. iP « (© Bounce on! 1 Askone sudenttocometothe fron. Whisporiohim/ber Call 2 Play Bounce Says with the new phrases. you say Bounce aafrond, The sudent shoud act cuthe prose ord he others soyssiudenis musido heacton. fyoudo nat say Bounce musiquossihe ion. The studentguessingcoreclycomesto sys, hey musemainsil (5 10 minutes) the ron. Repeat he some stops with he ohor words. [5— 10 minutes] Ack scents o complete the Un 5 Lesion | ocivtes con he Students Muhi8CM i review the wocobulny they hove lerred. VIdddddd.Lesson2 Grammar presentation Lesson objectives: Use expressions about free time Vocabularyreview: —_Freetime expressions New grammar: mcaling my riends. (& Bounce into action! Inst ond encourage eens 0 do he acon. Say Gis, Ison othe music, The gis oreo pretend o be teing to music. Say Boys, war @ lon. Tho boys aro pretend o be watering 0 plant. Every now and then soy Chien, cide o bike ond get the hole class odo the coresponding ction + Continue in his woy ord practice al he proses, Q Berciset © Brercise2 Complete the sentences. Listen and check. + Encourage students ta complete he sentences + Soylisten and checkand play tock 21..Get tudensto * Goarourd:he romeling hem, listen corfullyand conc her soterces + Witte edoy' grammaronthe board ond ok stodens io + Plyihe rack again ond check he wok with evden copyitdown, QQ Bxercises Today's grammar Talk time. Mime an action. Tell your friends. calling my friends. «© Soy talkie! Dido he class ino po. Tellihem to watching television. ‘oko tures miming iheacions ond saying he sentences + Chockihatstudens oe working properly ond help thera dedi vw heir pronuneiction, Boy: mltening to music. Git Imeleaning my room Boy: Pmealieg my hiend. Gi: watering te plants Boy: riding bicycle. Git: 'm watching television Git: doing my homework. Boy: I'm making a snack Ne ee sbaceree Bounce on! 1. QyAisudenisio crow themselves doing thet fovore 2 Divide he clos i four orfve groups: get hem w standin cil. Hove some of he students comet the rent line. The firs sudertfiom each group mus! showrtheir loshow he' pictures and describe hem. Ask hem ownite picture ond say sertence. Theis student must hen poin ‘asenience under he'rpicture. Display the pichrésoround ‘othenex' sudert, ond coirve inthis woy folowing he theroom. (1 mines same sep. Conirus inthis way unl suderishave hed ‘heirtrn, Decorate the walls of he room with he pitues, [5-10 mines} ‘Wit he flowing ak ection an he ae ed ond od Seas W opr fn sce provded “Read ord follow he nsructons. Compl tha 131 sevenee”Jd ddddd dd dd VIddddddddda ddd Ide dade « goday’s, g 2» I'm calling my friend i e Complete the sentences. sess 1 I'm Listening to 4 I'm watering music : the plants 2 1'm cleaning 5 I'm riding 7 I'm _doing my my room, : a bicycle homework 3 I'm calling 6 I'm _watching 8 I'm _making a friend ‘ television . asnack 2] Listen and check. e Mime an action. Tell your friends. Home udypoge se 37Listen to the conversation. Number the sentences in the correct order. Kelly: A snack? 5 Simon: I'm making a snack 4 7 Kelly: Apple cookies! Wow! Wait for me! 7 Simon: Hi, Kelly, What are you doing? EI a Kelly: Hello? [2] a Simon: Yes, I'm making apple cookies: 6 Kelly: Hi, Simon, I'm listening to music. What are you doing? 3) Qe Act out the conversation with a friend. Free time, free time, I’m listening to music, I'm watering plants, What shall do? Hey, you can, too! Hey, you can, too! Ilove my free time, — ['m watching basketball, I'm riding my bicycle, How about you? How about you? How about you?JIIITI IIIS v JI addd Lesson3 Lesson objectives: | New grammar: Grammar and song presentation Learn to. ask and answer questions about free time activities Learn the song Free time Whatare you doing? I'm feeding the dogs. Materiats: rocks 220nd23, ‘Activity Resource Book page 26 \& Bounce into action! * Check hal sudens have completed and undersocd the ‘askin the Home Study secon on page 89. Answers: p.1 85] * Divide he class into groups. Assign @ colo 'o each group. Say Blue leam, make a snack. Studenls onthe blue team should mime he action * Cominus in his way wi all he expressions and ol he groups. (© Exercise2 } (OO Exercise1 Listen to the conversation. Number the sentences in the correctorder. + Askone.dentiado on action and say Whatare they doing Ercouroge themio caswer Havethewholecoss repent he sertenees. Continues wey. + Wie Today’ gramnaron he bod and ask stadensto eopyitdown. e Today's grammar What are you doing? + Exclointothem hat hey aregoingtolisento.e phone comvesation. Say listen and play rack 22. + Poythe rackagain ondaskthen ionumberthe sentences. + Poyitagain and checktheirwork (© Bounce on! 1. Divide the dass into grous offour. Ack them tothink ofother