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    25 views16 pages

    Techer Book

    Uploaded by

    FARI LAGUNA

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    NEXT |@-PS Rachel Finnie TEACHER’S EDITION ZA MACMILLAN Contents Welcome to Next Stop The Next oo Component Overview ees Teacingwith Now Siop andor Teachers Eon [Theteachersnewmureekie a a Sudeesbookeonens SS TcrenmerOevien Workbook Answer Key Scope and sequence The Next Stop World Characters Vocabulary Grammar Features [USF Ap 4) | neighbor, balcony, ferret, Which ...? Country: Conada machine, world, street, Why Song: Be a good neighbor PESUASS | building, leave Because . Reading: pets vacation, water, feed, have o party, send an email, send a postcard riting descriptive CTS h py | ordinal numbers: first to playiplayed, listenlistened Country: Egypt thirty-first left, went, sow, rode, swam Song: Where were you? dates (years) What did he discover? Reading: blog entries Writing: writing norrative texts pages 17-26 CUS p a mE M s%27iNg, raining, shining, He was ... -ing. Country: Singapore waiting, taking pictures, He wasn't ... -ing. Song: Hurry up! ‘ying, enjoying, snowing Was he sleeping? Reading: where you were at time Wos the sun shining? lunchtime? EOLA Yes, he was.No, he wasn't. Writing: writing about where Yes, it was.INo, it wasn't. you were at a specific time Unie (2, | look for, gift, collect, win, WelYou/They were ... ing. | Country: Ecuador ei ~_ | competition, endangered, WelYou/They weren't ...-ing. Song: They were living there PEEES BUNS | explore, magazine Were youlthey collecting long before you garbage, cut down, build, shells? Reading: descriptions of picture shells, chemicals Yes, youlwelthey were. Writing: writing about past No, youlwelthey weren't. experiences CUTS Fa pes) tb, sail meet, instructor, When I saw .. Country: Australia coral reef, wetsuit, snorkel, While we were ... Song: We're all the same Pages 47-56 )aITRa WhatiWhy were youlthey Reading: newspaper articles instrument, different, skin... -ing? Writing: writing a newspaper the same, languages, Which instrument was he/she article understand wing? Vocabulary Features (taps | amazing, exciting, brave, It tastes sweet. fights, dragons, romantic, _It sounds scary Song: I want to go home! PEERSEEATS | scary, boring It looks/smells good. Reading: book descriptions ! cold, cough, stomach ache, What's wrong? Writing: writing a book sick, headache, sore throat I fee! sick/sad. review 1 don't fee Thave a ... save, energy, travel, gas, Wellt wil Country: Iceland turn off lights, electricity, We'll... Song: We are the future TSCA | future WelThere won't Reading: the future EE planet, changing, Will Iceland melt? Writing: writing poems hurricanes, glaciers, Yes, it will.No, it won't. melting, floods Will there be ...? Yes, there will/No, there won't. concert, neatly, quietly, YoulHe must... 2 patiently, carefuly, loudy, YoulHe must not ... ‘Song: Rules, rules, so mony clearly, dapping You should rules ules, bite, chase, dark, You shouldn't ... Readi adream litter, lost Writing: writing o fiction story with dialog cheap, blankets, try on, Would you like alan ...? ‘Country: Guatemala cotton, pay, dollars, prices, Would you lke to Song: Smile! size Yes, I would./No, I wouldn't. events, laugh, healthy, hide, smile, PdiHle'd/We'd like Writing: writing on invitation tickle, joke Could you ..., please? ‘mean, dictionary, words, something, anything ilustrations, pronunciation, someone, anyone Song: Where are my things? explains, free, inside somewhere, anywhere Reading: how to do something downstairs, upstairs, above, Writing: writing “How to” across from, below, outside texts Grammar Overview Level 1 @ be simple present © have simple present © There isiare © question words: How many ...? Where ‘@ plural nouns: four pencils ‘© prepositions: in, on, under © imperatives (positive ond negative forms) @ What time is it? © demonstrative adjectives: this/that/these/those @ like ... + -ing © can simple present @ simple present regular verbs (live, play) © simple present (go) © possessive 's © review How many ... are there? There are ... © Let's go tolby + verb © prepositions: next to, behind, in front of © there isithere are with somelany © object pronouns © present progressive © present progressive wh- questions: What is he doing? ‘© going to + places © going to + verbs ‘@ When's your birthday? preposition: in + month © wasiwere born in ... © waslwerelwasn'tiweren't © How much wasiwere there? © review be, has, can © adverbs of frequency: always, usually, sometimes, never © comparatives -er, more .. than ‘@ superlatives -est, the most © simple post, regular and irregular ‘© too much, too many, enough, not enough ‘© could/couldn't (for past ability) © possessive adjectives @ which © why, because simple past regular and irregular © past progressive © whenlwhile © look, sound, taste + adjectives ‘© expressing feelings @ future will @ mustimust not @ should/shouldn't © would like © Could you ...? (for requests) ‘© something, someone, somewhere, anywhere ‘© want to ¢@ reflexive pronouns (myself, yourself, etc.) ‘© What does it look ike? © present perfect ‘© past participles with irregular forms © yet, already, since, for © How talllongibigifar is it? © toolenough + adjectives © present passive voice © past passive voice @ reported speech @ relative clauses with who, that Unit 1° AT Unit objective: Talk about neighbors, pets, cond friends Vocabulary: question words, balcony, building, feed, ferret, have a party, leave, machine, neighbor, send an emailla postcard, street, vacation, water, world Grammar: Which ...? Why ...? Because ee a The picture shows the Horseshoe Falls (Niagara Falls on the Canadian side). The falls are 53, ‘meters high ond produce a lot of mist. © Conoda stretches from the Atlantic Ocean to the Pacific Ocean. Its the second lorgest country in the world with 9:971,000 square Kilometers of land. The official languages of Coneda ore English and French, © The national sport is ice hockey. There are six people in each team, including the goalie and the oim isto shoot the small puck into the ‘other team's net, using long sticks. Reading: Pets Writing: Writing descriptive texts Values: Respect ~ Be a good neighbor. Cross-curricular focus: Geography = Towns and cities Country focus: Conado Picture activity Point to Mia ond Luke and say This is Mia and this is Luke. Ask the children to find the Canadian flag in the picture. Exploin that the maple tree is a national symbol of Canada. Choose a child to read Luke's speech bubble, Draw two houses next to each other on the board with people and write neighbors. In pairs, have children read the sentences and circle the correct words. Check answers orally. Answers: big, waterfall, French Choose a child to read the Stop and Think ques In poirs, have the children name other waterfalls, ‘eg. Iguazi Falls (border of Brazil/Argentinc), Victoria Falls (Kenya), and Angel Falis, the world’s highest waterfall ot 979 meters (Venezuela). Latte Lesson 2, after Activity 2 In pairs, have the children write some Which ‘questions about Canada, e.g. Which waterfall is in Canada? Then have them ask and answer the {questions in pairs. Lesson 3, after Activity 2 Hove children make a lst of onimals that lve in or near water, eg. fish, dolphins, seals, crocodiles. Write ‘new list on the board with all the onimals. Lesson 6, after Activity 1 In poirs, have the children ask and answer questions ‘with why and because about the picture, e.g. Why do you like Canada? Because isco ® Learning objective: Ask and answer ‘about personal information New vocabulary: neighbor, balcony, ferret, ‘machine, world, street, building, leave Grammar reviews simple present questions Warmer Go around the class pointing to children Each time the child stands up, he/she says, Hi, my name's (name). and adds one fact about himself/herself, e.g. [ have three sisters. A 6D1, Track 2 Ask the children to describe the picture. Play the CD for the children to listen and read. Ask What pet does Mia have? and encourage the children to find the answer in the letter (ferret). Play the CD again with pauses for the children to repeat sentences. Practice the pronunciation of building and apartment. QD Hove the children call out the highlighted words from Luke's letter. Ask the children to read the example and find leave in Luke's letter: In pairs, have children read the other definitions and match them with ‘one of the highlighted words in the letter. Remind children that a noun is a “thing” word not an “action” word. Invite a child to write a word on the board and another child to read its definition. Answers: leave, street, neighbor, balcony, machine, world, building, ferret Edi Aoecou ‘Write words from the letter on the board cand practice their pronunciation chorally ond individually. For example, children can practice saying building, opartment, machine, garage, neighbor, ‘ond countries. A. Lien cern Yeni og B Foe heed B omeentnt ee AB Ask children to read a question aloud. Read the first one again and elicit answers from the children. In pairs, hove the children ask and answer the questions. Walk around to check pronunciation and {question intonation. Answers: Children's own answers. Lesson extender Invite child to think of and ask a new question ‘and choose a partner to answer his/her question. Encourage him/her to use words from the lesson or other vocabulary. Wrap up ‘Ask the children to imagine they are Luke and they have a fiying machine. Where would they go ond who would they take with them? A. entra ota B hover nein Braco Warmer Ask the children to look out of the window and tell you what they can see, (If there is nothing to see, ask them to use their imagination!) Have the children name things and write a list on the board, e.g. trees, cars. ACD 1, Track 3 Ask the children to describe the pictures. Ask them to guess why Mia has her hands over the ferret’s ears. (She thinks that bears eat ferrets and doesn't want the ferret to hear that) Play the CD for the children to listen and read. Ask Can Luke and Mia see any animals? Encourage children to answer Yes. They can see an eagle, a beaver, a bear. Have the children underline which in the story and count how many times it is used (four times). PE ecu os Grammar stop ‘Ask the children to read the question and check the answer (to ask for examples). Pause for ten seconds to allow children time to think. Explain that which is @ Wh- question word. Elicit other Wh- questions (e.. who, what, where, why). Then, ask them to think of which questions about things in the classroom. acer as peer! Learning objectives Practice asking questions to get specific information New grammar: Which ...? Vocabulary reviews building ferret, ‘machine, world QD Hove the children read the other questions and write their answers. Tell them they can refer back to the dialog in Activity 1 to find the answers. Ask them to write full sentences. ‘Answers: 1 She can see her apartment building, the school, and the library. 2 She can see the United States and Canada. 3 Eagles live in Canada. & They eat ants, spiders, rabbits, and fish. (Ferrets, too.) @ You con now go tothe nit opener (Teachers \Y Edition p.19, Student’s Book p.7) and do the additional picture activity for this lesson. A I pairs, have the children ask and answer the questions. Invite pairs to demonstrate for the class. Answers: Children’s own answers. LES out Call out different words, or phrases from the dialog at random. Each time, ask the children to soy who said those words, Mia or Luke. y Wrap up Ask the children to close their eyes and imagine they are in a flying machine above their town or city. Choose children to tell you what they can “see.” Learning objective: Read about pets New vocabulary: noisy, water Vocabulary review: bakony, building, ferret, neighbor Warmer Go around the closs asking different children to tell you an animal. (It can be a pet, o wild ‘onimal, « bird, fish, etc.) Write their ideas on the board, Have a quick class vote to see which are the most popular animals BCD 1, Track 4 Ask the children to describe the two pictures. Play the CD for the children to listen and read. Choose different children to read two sentences at o time, Ask the children to find all the animals in the text ond the letter and write them in the correct place cn the diagram. Explain that animals that live in houses with yards will go on the space on the left and animals that live in apartments will go on the right. Check ‘answers orally. Answers: Pets for houses: dogs Pets for apartments: fish, hamsters, ferrets Both: cats, rabbits EG ity extender Drow two big circles on the board and write Farm ‘and Zoo above each circle, Tell children to think of ‘other animals they know (e.. pig, horse, monkey, ion, sheep) and call out which category they should go in, Write answers in the diagram on the board. B Ack the children to re-read the letter from Fiona silently then to check the correct information for the ferrets. Check answers orally. Answers: funny, beautiful, apartment, cat food, water era a Lesson} Umma Geecra) AA nen nt et Wi ne nee aid ss I cnet A. Wise owen seat hor Fee south et. @ You can now go tothe unit opener (Teacher's y Edition p.19, Student’s Book p.7) and do the additional picture activity for this lesson. By Ask the children if Fiona likes her pet ferret. (Yes, she does.) Ask them to write a sentence about how Fione feels about her pet. Choose children to read out their sentences. Answers: Children's own answers. Divide the class into small groups. Hove them look at the letter again and find as many nouns 15 possible, eg. pet, house, yard. Make this a fun competition. Write a list on the board: award one point for each correct answer and two points if ro one else has the answer. Wrap up Ask a child to mime the way cats, rabbits, ferrets and dogs move. The rest of the class has to guess what animal he/she is. ng sere A. Teen wing a Fd oh ler eer ana) acon | Foner 2 reser rer OA wees engin razr enero wing ie eran Warmer Write Cats and Dogs as two headings on the board. Go around the class asking children to tell you one difference each between cats and dogs. Write their ideas on the boord. A Ask the children to read the boxes and find more examples in Fiona’s letter on page 10. Pause for ten seconds to allow children time to think. Ask the children to write their examples in their notebook. Check answers orally. Sample answers: 1 beoutiful, friendly, dongerous 2 They're more interesting than cats. 3 I even play with it in the park! ‘4... and they drink water 5 I like, I'm fond of

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