a Our World Mascots Greetings Colours Resources Audio CD TR: A2-5: Flasheards I-8 Our World in Context The mascots in Our World are an elephant, a macew (or parrot) ‘a monkey ond a frog. * Eddie is an African elephont. African dale elephonts are the largest land the elephant mammals on Earth, «= Polly is & mecow, or type of parrot. Macaws are found in Mexico and Central and South Americ. fae © Mia is © monkey. Monkeys are found in many parts of the world, including South America, Aftica 0 Asia. a + Freddy is a red-eyed tree frog. Red eyed tree frogs are found in Central 9 ‘and South America. v Our World Mascots * Display the front cover of the book. Give students a moment to look at the image and text. Point to the title and say Our World. Ask students to repeat after you. Next, tell students to open their books at page 2. Point to and read the speech bubble at the top of the page. Say Welcome to Our World. Walk around the room and shake hands with several students. As you shake hands, say Welcome to Our World! + Next, point to the first mascot as you introduce it to students. Say Eddie. This is Eddie the elephant. Encourage students to point to Eddie and repeat the name. Introduce the other three mascots, one at a time. Students repeat each mascot's name as they point to its picture. 36 unito What's your name? Welcome to Our World! Polly Mic Freddy the perot the monkey How old are you. Freddy? Tm seven. R's my birthdoy! Hoppy Birthday! | © Look and listen. Soy. riz Greetings @ * Actit out Write Hello. I'm Walk around the classroom saying Hello. I'm (IMr Ramos). After students have heard you model the introduction several times, invite a student to introduce himself/ herself to the class. Say Hello. I'm (Roberto). Ask the student to repeat the introduction, Then encourage other students to introduce themselves. @ Tell students to look at the first dialogue on page 2. Ploy TR: A2. Pause after My name's Mia. Say I'm (Mr Ramos). or My name is (Mr Ramos). Then read the first dialogue aloud, and tell students to repeat. Tell students to introduce themselves to a friend. Encourage students to take turns asking and answering the question What's your name?Colours @ Look and listen. Say. irs © Listen. Point and say. rex Work with a friend. Point. Ask and answer. sess What ealour ist? cs ce E c c cS = by saying I'm (six) Colours @ © @ word, {rom} Fo oa + Play the rest of TR: AZ. Say Fredaly is five. Polly is seven. Walk up to a student and ask How old are you, (Maria)? Explain that students should answer * @ Display flashcards for the colours red, purple. yellow, orange, blue, black and green. Hold up the cards one at a time. As you say the name of each colour, point to or touch one or two classroom objects of the same colour. Say (Red. Rec.) Play TR: A3. Pause the audio for students to repeat each * © Point to each flashcard in turn and ask the name of the colour. For example, point to the red card and ask Red? Nod your head and say Yes, red. Tell students to repeat after you. Then play TR: A4, PTR atl -lag About the Photo The animal in the photo is called @ nudibranch, Nudibronchs are marine ‘animals related to snails. They generally lve in shallow tropical ‘ocean water, Nudibronchs can grow to be 30 cm. (2 in.) long and weigh das much as 1.5 kg. (23 lb.) Some rnudibranchs, like the one in the photo, are very colourful to match their surroundings. Teaching Tip Discuss classroom routines, rules and ‘consequences with students as ecrly (9s possible. For example, make sure students know rules about putting Up their hands, speaking in closs and cleaning up. Be patient: every year is different, and students need time to learn and adjust to any new routines cond rules. Students point to and say each colour in the photo. Tell students to open their books at page 3 and point to the colours on the snail as you show flashcards and name the colours. + @ Hold up an object from the classroom. Ask What colour isi? Invite a student to answer. Repeat with a new object. Play TR:AS. Choose two students to role-play Mia and Polly's dialogue on page 3. Then, in pairs, ask students to take turns pointing to objects in the room, asking and answering the question What colour is it? + Extend To extend the activity, point to a (green) card and ask Red? Say No, green. It's green. Repeat with other colours, as well as classroom objects. Unit 0 37The Alphabet ‘The Alphabet ‘Academic Language letter Resources Workbook page I; Aucio CD TR: AG Materials pieces of card (optional) v The Alphabet @ «Tell students to open their books at pages 4-5. Give students a moment to look at the letters and photos. Soy Look. Point to letter A. Move your finger across both pages from A to F. Do the same for the next rows to model the order of the alphabet. + Read together Point to the letter A and say This is the letter A. Ask students to repeat A. Then soy A, cpple and point to the apple. Students repeat after you, + Point to each letter in order. Say This is the letter (8).(8). Students repeat. Then say (8, baby) and point to the photo. Encourage students to repeat and point. 38 © —unito | orange + @ Atter you review each letter, return to the letter A. Ask the class to repeat each letter as you ploy TR:AS. Ask students to point to each letter as they hear itent Es ac «+ Next, point to a letter. Say This is the letter and pause. Invite a student to respond. Tell the class to repeat. Then say the word that begins with the letter. Tell the class to repeat. Continue with other letters of the alphabet. + Extend Encourage students to make their own olphabet cards with pieces of card or sheets of paper. Assign each student a letter. Ask students to write their letter on a card. Then, students should write a word and draw a picture to go with the letter. Students may use the same words ‘and pictures that they see on the Student's Book pages. Alternatively, challenge students to write a different word they know that begins with the letter, When the cards have been completed, tell students to post them on a wall, in order. Students can then present their cards to the class. Teel ias Teaching Tip Repetition will help students learn new words. Each time you introduce o ‘word, make sure that students repeat it several times. Ask students to repeat {95 a closs, and then invite students to repeat individually. You might also tell, students to make flashcards and quiz ‘one another in pairs. Provide as many opportunities os possible for exposure to new words. If you have extra time at the end of a lesson, ask students to review and repeat vocabulary.Shapes Numbers Classroom language ‘a square ‘Academic Language listen, number, point, shope Resources Workbook pages 2-3 Audio CD TR: 7-14; Flashcords 1 a4 one Materials ten small objects such as oe pencils or blocks 6 Vv Shapes @ @ + © Tell students to open their books at page 6. Say Shopes. These ore shapes. Ask students to repeat shapes. Point to the square at the top of the page. Say Square. This shape is o square. Write the word square on the board. Underline s. Ask What letter is this? (8) Hold up Flashcard 9 and point to the square. Ask V/hat shope is this? (square) Repeat with the next four shapes in Activity 6. Then play TR: A7. Ask students to repeat each word after they hear it + @ Play TR:A8. Pause the audio after each shape. Students point to the shape on the page. Then invite a few students to repeat the word loud. Tell the class to repeat each time. 40 Unit oO © Look and listen. Say. ss A © mm x @ Listen. Point and say. mae © Look and listen. Soy. res» etiiangle — acircle crectongle estar 2 3 4 5 two three four five e000 oe easese 0000000 7 8 9 10 seven ight ine ten == c@eeeseee> cosesee000 cossoovea000 © listen. Point and say. smaie © Ask and answer. rss wereld fee ey a *,@ e4%0 How many . blue squotes? A Numbers @ © © + © Point to Activity 8. Point and say Numbers These ore numbers. Ask students to repeat numbers. Gather ten small objects, such as pens or pencils. Hold them in your hand, Play TR: A9, Each time you hear a number, pause the audio. Place aan object on the desk. Point and say (one). Tell the lass to repeat after you. Repeat up to the number 10, adding objects and counting. + © wiite the numbers /-10 on the board. Play TR: A10. Point to each number on the board as you hear it. Pause the audio. Students point in their books. Then ask students to repeat the number. + @ Tell students to look at the shapes in the box. Say Listen. Point to the shope. Squore. Students point to @ square. Say Circle. Students point to ari ee aa circle. Repeat for rectangle, triangle and star. Walk around the room checking answers. Play TR: A211 and pause after the question How many blue squares? Hold up Flashcard 5 (blue) and ask students to repeat blue. Then ask How many blue squares? (three) Point to the mascots at the bottom of the page. Invite two students to role-play the dialogue. Then point to each square on the page and count aloud. Say One, two, three. Students repeat. Classroom Language @) © © @ Tell students to open their books at page 7. Play TR: Az. Pause after the word draw. Point to the photo. Say Drow. Draw. Mime drawing, and tell students to repeat. Play the audio and pause ofter listen. Point to the photo. Say Listen, Listen. The class repeats. Continue for the other words. @ Look and listen. Say. msse © Uisten. Point and say. mais © listen and do. ra Be the Expert Teaching Tip When you teach @ new word, fist say the word by itself. Then put it into context ina simple sentence. This process helps students recognise the word they're expected to repeat and become familiar with context and conversational language, + © Give out Flashcards I-16 to diferent students. Play TR:A13. Pause after stand up. Hold up Flashcard 17 (Stand up) and say Stond up aloud. Tell the class to point to the photo in their books. Ask students with flashcards to use this model when they hear their word. Continue playing TR: A23. Pause after each Word. Wait for a student to hold up « card. Let the class find and point to the photo in their books. Then, ask the class to repeat the word aloud. + © Actit out Play rR: a14 ond pause after draw. Draw a simple picture on the board. Repeat the word aloud as you draw. Students mime drawing on paper. Play the audio again, pausing after the next word. Hold your hand to your ear and say Listen. Listen. Students repeat. Continue for each word on the page. Mime the word and encourage students to copy your movement. Unit 0 41