ar AA macmilian _ PA education Sue Clarke -Sue Clarke { macmillan { education FANMAAAAAAAAAAANAAAAAAAAAANAAH NAGE Pe PR LLERELELRERTOERUELERELRUEELUOUEOORRL EOL‘Macmiian Ecueation 4 Crinan Steet London Nit x ‘Adiision of Springer Nature Limited Companies and representatives thoughout the world ISBN 978-0-230-45199.5, Pack ISBN 978-0-230-45200-8 “ext, dasign and itutvation © Springer Nature Limited 2015 ‘Wilion by Sue Clarke ‘Sludent Book Text © Viv Lambert ELT Limited and Mo Choy Design Li 2018 ‘The author has asserted her rights to be identified as the author ofthis workin accordance withthe Copyright, Designs and Patents Act 1988. ‘Story Central is a registered trademark of Springer Nature Cimitod Fst published 2015, ‘All ight reserved; no part of this publication may be reproduced, ‘stored ina retrieval system, transmited in any frm, or by any means, ‘electronic, mechanical, photocopying, recording otherwise, without the prior witton pormisson ofthe publishers. “Teacher Edition crcis: Designed by Red Phoenix Design Page make-up by Mo Choy Design Ltd Iustrated by Steven Wood (Advocate At) ‘Cover design by Wild Apple Design Ltd Studont Book ered: ‘Text © Viv Lambert ELT Limited and Mo Choy Design Ltd 2015 Design and lustration © Springer Nature Limited 2015 “The authors have asserted thei rights to be Kdentiied as the authors of this workin accordance with the Copyragnt, Designs and Patents ‘Aet 1988. Designed by Wi Apple Design Lid sstated by Aaravan p69, 88(b), lias Arahovtis (Beehive Mustation) 78; Valentina Beton (MB Arists) 9p80-91, 93; Robin Boyden (Pickled Ink) pp70-71, 72,73; Paco Cavero (Syvie Poggio Aris Agency) pot”, 240), 47, 57,67, 779,87, 97, Inna Chemyak (Plum Pudding) ppS0-31 532, 33); Marcus Cutler (Sylvie Poggio Artist Agency) ppBO-B1, 82,83; ‘Anna Hancock (Beehive ilustration) po (rn), 13(0), 18, 240,230), 2540), 20, 31(9, 3b), 35(m), 39), 41(9, 43(0), 49, 5109, 5906), 89, 6100, 83(0). 719, 700), (9), 89, 01(), 831) Ello Jenkins (Advocato {An} pp60-61, 62,63; Ayesha Lopez (Advocate An) ppaO-A1, 42, 4; Louise Recshaw (Plum Puading) pp20-21, 22,2; Laszlo res (Geshe istration) pp8, 38, 48, 68; Steven Vood (Advocate At) ‘Bp#-104 (border design and ain charactor artwork) 4-6, 6-7, 10,14, 2o4h, 24, 27(m), 304), 34, 40,44, 50), 54, 60), 64, 70), 74 B60, {4 So), 04; Paticia Yuste (Advocate An) ppt0, 11, 12, 13 ‘Cover design by Wits Apple Design Ld ‘Cover artwork by Stoven Wood (Advocate At) ‘Cover photographs by Paul Brcknell Pietute research by Sally Colo (Perseverance Works Ltd) “The authors and publishers would lke to thank the folowing for permission o reproduce their photographs ‘Alamy/Juniors Bildarchiv GmbH ppi2(), 65(), Alamy/Bickwinkle 28(crocodie), AlamyiD-Boag p28\4),Alamy/PBradforth p78(oast) ‘Aamy/ic Bradshaw p18(car), AlamylO.Calero p28(6), Alamy/Euroka 20(elephan), Alamy/V Fischer p76(pizza, Alamy/T Gainey piS(ow), ‘AanyiD Hoare p85(tut), Alamy/imagebroker p82(oke), Alamy/NM Jansen p85(burgen),Alamy/.King p18(4), Alamy Kpzfoto 995(20), ‘Alamyle Lai pt5{notobo0k), Alamy/O.Lee p85(chicken), Alar MacGregor 278(chickea), AlamyilL Miler 01 2(0), AlamyrMyifo Photos e(ewin, AlamyiNorde Images p18), Alamy/M Philips p88(Un), ‘Alamy/Photocusine p78(fah, AlamyiGokden Pixols LLe p88(danco), Alamy/Raclus Images p26(2),Alamy/E Remsberg p95(°), Alam. 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Commissioned photography by MIMStudiospp9, 16, 19, 26, 6, 89, 4, £86, 65, 6, 76, 86,96 Prop artwork by Cala Dray Reader credits Text, design and ilustration © Springer Nature Linited 2015 \Whitlen by Viv Lambert ELT Limited and Mo Choy Dasign Lirited ‘The authors have asserted ther rghts to be dentifed as the authors of this workin accordance withthe Copyright, Designs and Patents ct 1988, Page design, layout and at edting by Wid Apple Design Ltd (Chen's Magic Penilustrated by Patncia Yusto (Advocate At) The Prncoss and tho Tedy Bear llustrated by Loulse Redshaw (Plum Pudding llustration): The Hungry Giraffe tlutrated by inna Chemnyak (Pum Pudding ilusation}, The Mystery House llustrated by Ayesha Lopez (Advocate At); Caplain Navigate ilustrated by Stephen Reed (The Juty Group) Tho Giant Tumip Hlustrated by Elle Jenkins (Advocate ‘Ant; Good Friends ilustrated by Robin Boyden (Pickle Ink) I Like ‘Cate! ilusrated by Marcus Cutler (Syivie Poggio Arist Agency); The Magie Viotn ilustrated by Vaientina Bellon (MIB Arist). Cover design by Wid Apple Design Lid Cover artwork: ront cover Patrica Yuste (Advocate A), Inna Chernyak (Pum Pudeing istration), and Stephen eed (The July Group), back ‘cover, Valentina Bellon (MB Artists) and Marcus Cutler (Syvie Poggio Anist Agency). ‘Activity Book cris: Text, design and ilustration © Springer Nature Limited 2015 Wtion by Viv Lambert ELT Limited ‘Additonal material writen by Tracy Traynor The author has asserted her righ o be identified asthe author of his workin accordance with the Copyright, Dosigns and Patents Act 1986, Designed by Liz Adcock lMustated by Valetina Bellon (MB Artists) 9p72~73; Robin Boyden (Plekled Ink) p88; nna Chomyak (lum Pudding) 928; Mareus Culler (Sylvie Poggio Arist Agency) 4; Sarah Home (Advocate At) pp10, 18, 22,25, 26,28, 31, 34,42, 44, 47, 60,62, 84, 36, 88, 69, 66,73, 74; Elie ‘Jenkins (Advocate A) pp48-48, Andy Keylock (Beehive Ilstration) PG, 7, 10, 12-14, 18, 20, 26, 30, 34, 37, 39, 42, 0, 51, 95,62, 70, 174, 75,77, 78,81, 82, 85, 8, 90, 95, 98: Ayesha Lopez (Advocate At) 'pp32-33; Louise Redshav, (Plum Pudaing) pp16~17. Stephen Re (The duly Group) 9p12. 14,23, 27,29, 39, 36,26, 40, 41,43, 46, 156, 63, 65,67, 69,71, 7, 70, 78,83, 84,86, 87, 89, 91-04, 86, Sleven Wood (Advocate Art) po-77: Patricia Yuste (Advocate Ar) p89. Cover design by Wa Apple Design Ltd Gover illustration by Stoven Wood (Advocate At) ‘These materials may contain inks for third party websites. We have no contl over, and are not responsibe fo, the contents of such thi party ‘wabeites. Pioase Use cate when accessing them, Printed and bound in Singapore 2020 2019 oo 7 DAAAAAAAAAAAANAANAANHHAAAHANAAANANAEHANHAHHHHNNOGE |VUVVVYUVVLVUVUVVUVUOVUUUVOUUULVLUUUULULLUUUUULLULY Student Book Contents Philosophy and Methodology A Cool Place to Hang Out With Friends! Component Overview Teaching with Story Central Lesson 1 Vocabulary Lesson 2 Grammar Lesson 3 Reading; Story Extract Reader Lesson 4 Reading Comprehension and Critical Literacy Lesson 5 Vocabulary, Song, and Phonics Lesson 6 Grammar and Reading Lesson 7 CLIL Lesson 8 Project Review Teacher Edition Overview Teacher's Notes Welcome Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Games Bank Chapter Review Audioscripts 20 24 68 90 112 134 156Grr Welcome Hi. What's your name? My name's page 4 Ell. How od are you? seven What sit? It’s. a pen. sit pencl? Yes, itis. No, isnt 1 ‘What colo is it? It's green. tisn’t EVeaccai 2U roo This is my dol That's my bike. Is this your bike? When's his binhday? It’ in April How old is he? He's seven, What are vese? Theyre gers c} What ae those? They're elephants. Spiders aren't scary Are monkeys STEPPES 207 es they ae. / No, they eee cn Wheres the cat? it’s behind ZA the door Stand up. Dont sit down, NEC) page 38 There's a 200.15 there a mall? Yes, there i, / No, there isnt, How many malls are there? There are two. Take the fst left Go straight. t's -acsoss from the mal I have two sisters. don't have any S brothers or sisters bo you have any brothers and sisters? Yes, | do./ No, | don't Their names are Lisa and Laura, Panty page 58 erty ‘Numbers 1-10 The alphabet Colors School supplies Toys Monts Shapes Numbers 11-20 Wild animals Adjectives Rooms in a house Furniture Places in town Transportation Family members Pets Chen's Magic Pen em ‘The Princess and the Teddy Bear The Hungry Giraffe The Mystery House The Giant Turnip Social sciences: what ‘comes from tees Mat shapes ‘and numbers Science: what animals eat Social sciences diferent types of houses Geography. venspartaton in Bangkok Social scences: «ating for ‘animals ay err Cats Thank You, chen P When's Your Biahday? i Happy Giralle tend th One Shoe is Missing rand Beep, Beep, Beep! bandv My Pets h “SRR eralaral AVIADANAMANNANDHOHHHAAOHAHAAHAAANHOHEHHOOEE ee ee ee ee ee ee ee ee ee ee ee ee ee eB ee eee eee a .——d a) 2 2 Voc ce] pe lary | Sto a T Ithe 16 as four le oy J ee Itdoesn't have any r 5 Body pats er e pny Shehhas two: Adjectives Good Frier aaa io arnoeal does she h eyes, How many le nds a oD Pear ery les. See eniane Science i tes eS ve planets and {ina a Ike pizza, but space long a but I don! . 3 i | don't ike broccoli 2 you like pz Food. pam 7a? Yes, | Day ike 2 I Like Food! an eae bseltemes, Cake! ‘ pies Home: He can wealthy and and Cake re 9 CIE a a URRY short i and i? re oni gl sian sports foods long e J is rr? Pre nittitd ca tide a bike? Ye basi ‘The Magic Violin ce Be to, can't 7 Yes, ican / struments jj Soca 2 Be See ee lu) it Toged ; c ae ins thes I 2 Sects) pters 1-9 Gramme ete ene > eee iar Review and S the sh nd j e Ui er ‘world ort 3 Compe > petencies ° me 2 eg oct , sa @ Ps - vies tha % yearn - oe & i : children to acc ‘teialop sac er © fe ee >. responsibil cept unde ‘etal ‘i vities that o > a Eset sep cal Atte that a the adi ee foster learner ‘Activities 3 lifes yences of children's ov to ellect upon, autonomy, that > act (aoa manipulate, atow cen eel al wider contest proces, and eee sonal and Fr > interpret oahe aaa prague infomation. leat i bara berlin aan — z)betes a LT oh: \ - nf Philosophy Methodology 1 Language is power, Literacy Story Central empowers cilren to Reading and writing skills are developed throughout the course. ‘communicate effectively and develop Each chapter i based around a story. An extract from the story is their knowedge of the word around them introduced in Student Book Lesson 3, allowing opportunities to through tories The cours enables children develop reading skill and encouraging children to think creatively ta Become eftce ind active reader ters, as they analyze the language in a meaningful context, and predict anil stornelets tough sang fos on story developments. The full story is given in the beautifully illustrated Reader. Use of the Reader is fully integrated and the le ear story links together the chapter theme and target language, 2. An empowered teacher empowers providing language-ich input and enabling holistic learning. students and changes lives. Activites engage children's interest and imagination as they are Story Cental provides teachers with all the encouraged to read for pleasure. After children have ead the story, ‘support they need to deliver effective and their writing skill ae developed through personal responses and inspiring lessons. Children will respond to the _—_ceative writing. love of literature is further fostered by the Oral meaningful texts and activities, ensuring that Storytelling Videos. both teachers and children feel areal sense Critical Literacy of achievement, Children will develop the skills Story Central takes children beyond understanding texts. The they need to participate fully in ther ives both rpaterial and activities help them analyze and respond, as they inside and outside the classroom. develop the skills of questioning and interpreting the information 3 The child is not a blank slate. they encounter. Children are encouraged to discuss the story's. meaning and how the values expressed relate to thei lives and the world around them. Children are supported in expressing their opinions through presentations role play, and extended writing These essential skills will empower them to use language effectively Children bring their culture, beliefs, and a rch inner world to the classroom. Cur materials respect this and recognize that itis key to engaging and interesting children in later in life, learning English. Critical and Creative Thinking 4 Nurturing critical and creative Ctical and creative thinking are actively encouraged. Children are thinking helps children become aiven every opportunity to figure things out for themselves and well-rounded and innovative adults, share their ideas, Vocabulary is presented in context, requiring them Story Cental actively encourages creative, to-use textual and visual clues to process and deduce meaning divergent, and playful thinking, and consistently Prediction, reflection, and drawing conclusions all play an important supports the acquisition of academic knowledge, _partin developing an imaginative and reflective response. @ NANNNNAADAANAAHHAAAAHHAHHAAHADAHHODHAAHDHHHHH|a Children wil love getting to know the fun characters who hang out in Story Central. They ‘appear in Lesson 3 and Lesson 6 in every chapter. Story Central is a cool club here kids hang out with thelr friends and read great books. Tey also share ideas and stories, plan events, do homework, and dink milkshakes! in Story Central you can explore, discover, lear, research, and interact. It's the sort of place where Kids really want to be! 7T A | ys : ; : : ‘ET ei) Level 1 Characters pl ‘4 a ry rl om »l ; ine ci al Libby isa 19-year-old _—Ellieis a6-year-old girl Toms lies next-door Biblio isa small, useful » engineering student who who attends the local neighbor. Tom enjoys books robot who helos out in : runs Story Centralin her school. She's inteligent, about superheroes, and he Story Cental. Biblio is | spare time because she ‘outgoing, and loves reading, is always ready to join in always doing something loves books and reading, the fun at Story Central, funny in Story Cental! Pee COOECCOCOLOOLOLCVOLLLLLVOLLULLLVUUULUULLUULLU a 0Component For the Student SN990 ° 7 oT Cc © on Cc oy cS 1 CS 1 1 1 ‘Student Book Reader Activity Book ! Consists of 9 thematic chapters, Consists of 9 stories of different Consists of follow-on lessons for featuring a story extract, literacy genres and styles, Focuses on ‘every Student Book lesson. Focuses development, competency coverage, promoting critical literacy and on consolidating key language and LIL content, and project work. reading skills through developing skills, and developing creative use Focuses on developing critical allove of reading. of language in writing, thinking, creativity, communication, and collaboration. ‘ QHONDANNHAKOAAODAGE a cy ot ea oe oe co! a Student's App Students Resource Center Cc, Consists of enjoyable and motivating games Consists of downloadable supplementary e& for children to play outside the lasstoom, with materials including further grammar practice ef rewards and challenges to encourage repeat use. and videos that children can watch over and et Focuses on practicing key vocabulary. over Focuses on consolidating and extending cl language learning iyFor the Teacher Teacher Edition Consists of teaching notes for each lesson ofthe Student Book, Reade, and Activity Book, and suggestions onwhen and how to use digital Class Audio CDs components. Focuses on providing Contain al key texts, clear and concise support for stories, songs, dialogues, lesson planning and teaching. and phonics chants. Watch the Ora storytelling Video ral Storytelling Videos bring the stores to life with mesmerising narration set in Story Central. These are available for Chapters 1, 3, 5, 7, and 9, Music Videos will get dhildren dancing! They can copy the actions modeled con screen forthe songs from Chapters 2,4 6 and 8 ‘American Sign Language Vocabulary Videos present allof the target vocab from Lessons 1 and 5 with a dear audio model and the ASL sign which wl help children to remember the words. Presentation kit Consists of a downloadable digital version of the Student Book, Reader, and Activity Book, to be used in class with integrated audio, vdeo, interactive activities, answer keys, and teaching tips. Focuses on promoting “heads-up” and interactive learning, Teacher's Resource Center Test Generator Consists of aditional resources and ideas to extend Pre-written tess fr each chapter, mid-yeay and end-of-year lessons and learning, and give further practice of key are available to download from the Teacher's Resource Center. language, Focuses on giving teachers flexibility and In addition, the Test Generator allows teachers to customize the means to delver dynamic and varied lessons. and create new tests from a bank of activites. @Teaching with Lesson 1 Vocabulary © High-impact openers introduce the chapter Fun activities consolidate theme to create interest and engage children, new language and provide opportunities for extra practice O Vocabulary i inoduced through visual Categorization activities clues to develop critical thinking skills, ‘empower children by encouraging children to deduce meaning, iving them choices about hhow they lean tch the ASL Video ‘American Sign Language Vocabulary Videos provide clear audio models ofthe new words supported by the ASL sign to reinforce learning (available in the Presentation Kit. ot St ©Ae aSesewewes a ay 4 UUUUUUUUUUUUUUUUUUUUU mh Vv a Lesson 2 Grammar Grammar is presented clearly and accessily, recycling Lesson 1 vocabulary © © Quine pt arn © Grammar Central highlights ‘new grammar structures, providing a useful reference for activities. Grammar Reference sections in the Student Book (pp. 98-103) and Activity Book (pp. 96-104) provide further practice and support O Listening activities are avaliable on the Class ‘Audio CDs and in the Presentation Kit. O Supplementary grammar worksheets can bbe downloaded from the Teacher's Resource Center to further consolidate leaming in class as homework Further grammar practice in the Activity Book consolidates language. Writing activities provide wel-supported and progressive development of writing skills. O Engaging grammar activities are available ‘on the Student’s Resource Center for additional home study and practice.Lesson 3 Reading: Story Extract © A functional dialogue featuring the Story Central © Children predict what the story is characters teaches useful language for the classroom. | about before reading, to develop visual literacy © Comprehension questions about the story extract check understanding, O The story extract (oeginning, | O Comprehension questions Aprediction activity middle, or end) engages children develop reading skill, asks children to use their but leaves plenty to the imagination. and strategies. imagination to figure out ‘what will happen in the story. Reader © Children read the whole story in their Reader. |—O Awide variety of story genres and narrative styles gives a rich literary experience. +O Beautiful illustations motivate children to read for pleasure and develop a lifelong love of reading. O Extensive language input allows holistic language learning, withthe focus on overall understanding. @Lesson 4 Reading Comprehension and Critical Literacy After reading the story in the Reader, children answer comprehension questions \which help develop reading strategies, The I Can Read! feature Graphic organizer activities focuses awareness on develop study skills text conventions. omnes Ge at Prine Re, (mc nen 6 > Ho Critical literacy Personalization questions Children practice children express activities encourage prompt children to make the Student Book their own opinions children to analyze the links between the story Can Read! about the story. text reflecting on the and other texts, providing text conventions. main issues and relating ‘opportunities for discussion them to their own fives and self-expression, | Watch the Oral storyeling Video In the Oral Storytelling Videos Teaching notes and worksheets for the Oral Storytelling professional storytellers act out Videos provide activity ideas for before, during, and after and bring to life the Reader stories \watching (downloadable from the Teacher's Resource Center). for Chapters 1,3, 5, 7, and 9 A literacy Handbook gives support and ideas for developing (available in the Presentation Kit). literacy skills with young learners. 1)Lesson 5 Vocabulary, Song, and Pho: Catchy songs present © Vocabulary is introduced through Word work activites consolidate new vocabulary in a textual and visual clues to develop vocabulary and help develop fun, memorable, and critical thinking skills (deduction strategies for memorizing vocabulary, motivating context. of meaning) Speaking activities give Children practice Children identity and practice the practice in a meaningful phonics in a sounds from the Student Book context to develop fluency fun chant, phonics feature Watch the Music Video ul I ‘Music Videos for Chapters I ‘American Sign Language The lively can of The inks on the 2,4, 6, and 8 encourage Vocabulary Videos provide Student's App provide children children to move to the music clear audio models of the with motivating and challenging and the actions consolidate new words supported by ‘games to practice the chapter the learning of the target the ASL sign to reinforce vocabulary from Lesson 1 and vocabulary (available in the learning (availabe in the Lesson 5 outside the classroom, Presentation Kit) Presentation Kit). ®@Lesson 6 Grammar and Reading The Story Central characters present new grammar in a lively, ‘meaningful context which recycles the vocabulary from the chapter. Grammar practice activities ive staggered support. © Grammar Central highlights new grammar structures and provides 2 useful reference, 2005 cs Grammar Reference sections in the Student Book (pp. 98-103) and Activity Book (9p. 96-104) provide futher practice and support. Children are given the opportunity for contcolled written practice ofthe consolidates grammar and neew structures. progressively develops vmitng kil, A guided writing activity O Supplementary grammar O Engaging grammar worksheets can be downloaded ivities are available on from the Teacher's Resource Center the Student's Resource Center to further consolidate learning in for additional home study class or as homework. and practice,Lesson 7 CLIL © The CLIL focus gives the opportunity to find out about other curricular areas (such as science, math, socal science) through English O Children are encouraged to ‘express their own opinions ina Class Vote! axaeairmay oO The Find Out More! feature motivates children to be independent learners. Lesson 8 Project Children do a craft activity that relates to the chapter theme and Reader story. the chapter. Photographs provide cleat, step-by-step instructions, ‘The craft item is then used in a collaborative performance activity 9s children act out the Reader story together, Each CLIL lesson has an optional graphic organizer template to helo children ‘organize their findings (downloadable from the Teacher's Resource Center Children use their Find Out More! research to complete a mini-project. extending the CLIL topic ‘An interactive speaking task—a fun game, puzzle, or quiz for children to complete in pairs—rounds off Where necessary, printable Project templates are supplied for Lesson 8 (downloadable from the Teacher's Resource Center). AVIVA WIT MW rer ay \ annReview OG iretetewiecn provides further practice and consolidation of language from the chapter. § Children reflect on their ‘own progress and color in Biblio's books to record their progress (self-evaluation) A fun Treasure Hunt! activity takes children back to the Welcome section (pp. 4-5) to find an item from the chapter. CEYLT (Cambridge YLE)-style activities practicing the language from each chapter are in the Activity Book pp. 78-95. These help prepare for the Reading and Writing, and Listening papers of the Cambridge English Starters Exam. Class audio for the listening activities is at the end of Class C02, O The Teacher's Resource Center provides a wealth of assessment support including pre-written chapter, mid-year, and end-of-year tests plus a Test Generator to create customized class tests. CEYLT {Cambridge YLEP-tye speaking prompts and tips are aso avaiable 4 @ O Festivals worksheets and teaching notes to be used during the year bring the world outside into the classroom and help to foster an understanding of different cultures. am.Teacher Chapter Overview ‘An Overview at the start of every chapter provides a quick reference point to show what is covered. The Competency Focus shows where competencies are developed throughout the chapter. The Digital Overview shows the variety of digital resources availabe for the chapter. Student Book and Activity Book Lessons Each lesson opens: ‘A Warmer activity Reduced pages for the The Competency with the lesson introduces children to the Student Book and the Focus shows how objectives, key lesson topic, activating prior Activity Book give easy competencies are language, and any knowledge, and getting the reference to the components developed in the lesson, materials required. children energized! being used. ». oat? | Reviews are available on pp. 223-4, Orme Teacher's notes are Optional activities allow © The Games Bank (p. 222) gives carefully structured to give you to extend lessons and details of popular and easy-to- dy clear guidance at a glance. Coffer opportunites for further use games that can be played practice and personalization. indifferent lessons to engage, stimulate, and motivate children ‘Audioscripts are provided (unless they QA Cooler activity allows f appear in the Student Book or Reader). children to review language ! ‘Audioscripts for the Activity Book Chapter ‘learned in a fun context. 1 1 1 ® ¢ Cc c c ¢ c € 6 ¢ c |} Cc Cc €. € Cc Cc© Story Time helps you get the most out of the Reader component, helping teachers become more effective storytellers in the classroom, The Reader lesson contains a range of adcitiona activities that teachers can use as they please Teachers can get children to read the Reader story at home or in clas, ‘Sisga tna iret eons ae emis a 9 v9 macnn O Reduced pages for the Reader give $ Reading Strategy helps you Teaching notes easy reference tothe component develop childrens literacy, with suggest how being used. further explanation and activities and wien to in the Literacy Handbook on use the digital the Teacher's Resource Center ‘components. ®Materials: Class CD Demonstrate basic commands, e.g, Stand up, Sit on a chai Sit on the floor, Walk around, and have the children copy you. Then play an action game to practice them. Call ‘out commands for the children to do the actions as quickly as they can, 1 ))) 12. Listen and sing. + Give the children time to study the picture of Story Cental. introduce the main characters. (Libby, Eli, Tom, Biblio) Demonstrate read a book. Thy find and count the children reading a book in the picture. (five) + Play the CD and have the children listen and vead along, Then read out each command forthe children to do the action + Play the CD again forthe children to sing along and mime. Om» Lesson objectives: meet the Story Central characters; practice commands; sing the course song Key language: classroom commands, e. come in, close the door etc. Optional activity: Practice commands Write some of the commands on the board and practice them with the class. Then choose a child to come to the front of the class and call out commands for the class tomime,Ou eee uuu © maren. he C Sem, ee oO 1. Draw you with Libby. Then complete for you. Have the children draw a picture of themselves with Libby, then complete the sentences. Invite pairs to act out the dialogue 2 Match. Point to the characters inthe Student Book picture again and elicit their names, Then have the children match the pictures and names in the Activity Book. Answers: a Libby b Tom c Elie d Biblio | @chalidtoodedipiey Have the children choose a command to illustrate and label, Hold up the pictures one by one to elicit the command. Make a class wall display of the pictures Presentation Kit + All8 and AB pages can be shown on, the board, Use them for heads-up" teaching and reference throughout the lesson, For heads-up teaching activities, VOVOOHLVYLYHOVYVOHVUVUOVULLHULUUULLULUULL 5 sk tne chen tose ther books that your ether ris + The Navigatn Pane orzo bar te btn of he ls * screen) helps you navigate and gives access to Audio, “Anse Key, et. The Tool Ba (side) contains tools to use on > the screen, eg Hotspors Pointe. > mo ad ~—S - eeLesson objectives: practice greetings, numbers 1~10, the alphabet, colors Key language: Hell, Hi, What's your namie? My name's (Elie) How old are you? I'm (seven) Materials: Class CD; card for name cards/badges (Warmer); colored pencis/pens (see SB Activity 2 for colors) Hold up each colored pencilpen to elicit the color Write the alphabet on the board. Chant it together Demonstrate how to make a name card that can stand on Sometimes stop talking so that the children say a the children’s desk or a name badge they can wear. Help sequence of letters on their own, the chien make t Encourage them to decorate. Practice 4 pay the CD twice, Have the children write answers What's your name? My name is... around the class. Higecaees Se 1 ))) 1.3 Listen and read. Then act out. thvee, seven, ten; red, blue, orange, brown; d,k, p, U * Ask the children if each character in the picture is 2 boy 3 Write about you. or girl. Pre-teach robot. : : ‘© Elicit oral responses to the prompts in the profile Play the CD and have the children listen and read Then give the children time to write their own details. along, Elicit the main characters’ names. Eli, Libby, Monitor and gve help where necessary. Tom, Sitio) + Elict examples of thei favorite stay. Explain that they Poy the CD oan eavong (or ie children fm repeat will be reading a lot of stores in Story Centra 2 ))) 1.4 Listen and point. Then complete Optional activity: Aska friend the blanks. \Write questions on the board, e.g. What's your name? ‘* Say the numbers !~10 and clap for the children to How old are you? What's your favorite color?, etc. Divide fepeat, Say 1=10 again, pausing for them to repeat and aur class into pairs and have them ask and answer about clap independently. the information in their profiles. @rzm G @ @ @ o G G G G o G Y Gc G G o G cS Gc Gc cS GS S cS eS cS S S c S Sc S c S c ¢ CcVIVVVVVVOUUVUOUOOUVULULUVUYLUUYULUYUUOUULOLOULUUUYU (© meson om 3 Cole toe be. {ote nie pune Coors purple. Cae igh te (0s anche mat Evan ode ou eo Read and color. Have the children say the numbers in order. They then read the instructions and color the numbers appropriately. Elicit answers. ‘Answers ‘Numbers colored: 8—red, 6—putple, 3—black, 9—pink Circle the letters in the wrong place. Write the circled letters to make a color Revise the alphabet one more time, then ask the children to circle the letters that are out of place in each sequence. They use these letters to complete the missing olor. Elicit answers. ‘Answers 1b 213.a4 5k Color:black Write and draw two more English words you know, Elicit words in English that the children know. Write them on the board, Have the children choose two words and write and draw, (cooler ibracticelspellings) Choose five or six words from the lesson that are difficult to spell, e.g. eight, white. Dictate the words slowly and have the children write them in their notebook. Invite children to write them on the board and spell them aloud. Presentation Kit » Use Maskin SB Acthity 1 tohide one speech bubble at atime. Elicit the missing text. + In SB Activity 2, use Mask to ide the words for numbers ‘and colors and elicit the words for the class + Use Pen to circle letters and write AB Activity 4 answer 2s feedback + Children draw examples of words they know for the class to guessin AB Activity 5. c=®The children will use critical thinking skills to identify classroom objects. ask and answer about classroom objects. describe classroom objects using colors. learn the difference between a and an. read, understand, and act out a story. find out about trees, make a magic picture. School supplies 1: book, chair, door, pen, pencil table School supplies 2: bag, crayon, eraser, notebook, pencil case, ruler What is it? It’s a (pen). Isita (pencil)? Yes, itis. No, it isn't What color is it? Its (green). A blue (pen). An orange (notebook). Itisn’t a (ruler). hen’s Magic Pen Genre: Chinese folk tale lopmen predict story content from title and pictures get information from book covers reflect on and personalize the theme of the story Hello, how are you? I'm fine, thank you The children practice pronunci pp sound as in pen. The children find out which objects in their everyday lives come from trees.Competency Focus The children will: Digital Overview Student's Resource Center Resources for consolidation and practice at home Presentation Kit + Interactive Grammar 1A What 2's a/an Projectable Student Book, Activity Book, * Interactive Gearamar 1B: What color si es and Reader pages * ASL Vocabulary Video 1A: School supplies 1 * ASL Vocabulary Video 1B: School supplies 2 * Oral Storyteling Video I: Chen’s Magic en © ASL Vocabulary Video 1A: Schoo! supplies 1 * ASL Vocabulary Video 18: School supplies 2 * Ora Storytling Video 1: Chen: Magic Pen * Interactive weisions of selected SB and AB activites Student's App © Integrated Auolo and Answer Key forall activities Vocabulary games: School supplies Teacher's Resource Center Resources for planning, lesson delivery, and homework * Cass Planner Chapter + Worksheets to print out (including notes and answers: ~ Grammar Worksheet 1A-What si I fan ~ Grammar Worksheet IB: Wht colorist I's ~ 01a Storyteing Video Worksheet 1: Chen Magic Pen ~ CUL Graphic Organizer 1 ~ Test Chapter ) + Test Generator * Literacy HendbookChapt My School FH _essont Vocabulary Lesson objective: identify classroom objects Key vocabulary: book, chair door, pen, pencil, table Materials: Class CD; classroom objects; small pieces of paper for word labels, sticky tape (Cooler) Call out commands, e.g. Sit on a chair! Sit on the floor! The children do the actions. The last child to do an action is “out.” Children who are "out" can then call out commands for the class. 1 ))) 15. Listen and number. Then say. {3 Say the numbers 1-6 in random order as prompts. The children listen and point tothe correct picture eath time Play the CD and ask the children to listen identify the abject, and write the correct number inthe boxes, Call on children to give ther answers and check with the class. © Play the CD again. Ask the children to repeat the word ‘and point to the correct abject in their ov classroom Walk around the class and point to the different classroom objects to elicit the words © You could do further practice by asking questions to elicit numbers, e.g. How many chairs? (You might need to use L1,) @ + Bs @ © 9a at mos a sy Audioscript Narrator: 5 Boy: Here's my classroom! Hem, a book Narrator: 2 Boy: a pen Narrator: 3 Boy: a pencil Narrator: 4 Boy: a chair Narrator: 5 Boy: a table Narrator: 6 Boy: and... doar Answers ‘a book 1, apen 2, a pencil 3, a chair 4, a table 5, a door 6 Choose a ctld to walk around the classroom, pointing to different classroom objects for the lass to say the word. Repeat with diferent children. Then divide the cass into pairs to continue the activity, with the children taking turns pointing and saying Go G Gq @ 6 @ © SG cS © ¢ ¢ Cc ¢ c c ¢ ¢ ¢ ¢ c ¢ ¢ © Cc c ¢ ¢ Cc ¢ c © e c ¢1 1 1 1 ' ) VOVOVUBOVUYVLVYUBOLVUULULLUUYU BVVVVGUVVOUOLULULVUOULY big things Wn i 1 Complete the puzzle, Find who is behind the door. Practice speling of the new vocabulary Then have the ctilaren complete the puzzle and use the shaded boxes. 1 identify who is behind the door. Elicit answers and check with the class. Answers 1 book 2 chair 3 table 4 pencil 5 door; Biblio 2. Write the words in two groups. ‘Ask the children to look at abjects in the classroom and say if they are big or small Then have them organize the words by category, witing them in the correct pace, Elicit answers and check with the class Answers Big things: door, table, chair ‘Small things: pen, pencil, book Tell the children to choose one of the new words they have learned and make a word label. Ths will support the development of spelling and literacy. Have the chldven stick their word label on the correct object inthe classroom. Competency Focus Think! Critical Thinking The children use critical thinking skills to understand the new vocabulary by processing and assimilating the unten and spoken forms, 2s wel as sorting the images. Presentation Kit + All$B and AB pages can be shown on. the board. Use them for heads-up" teaching and reference throughout the lesson. * Choose Hotspots to see what you can do on each page. The buttons in the Navigation Pare show which actities are interactive—here, SB Activity 1 and AB Activity 2, + sw ll avd is accessible within the SB/AB pages: look for the Navigation Pane button, * Use ASL Vocabulary Video 1A t0 pre-teach key vocabulary as an alternate to the crtical thinking approach, Gxml®Gemma’ | Wanniaabsadho ttc) Hold up or point toa classroom item to review book, chai door, pen, pencil table. Sometimes give the correct label, sometimes the wrong one. The children stand up if itis correct and give the correct version if itis wrong. 1 ))) 1.6 Complete the picture: Then listen and number. (~) ‘* Ask the children to guess the dot-to-dot classroom ‘objects. Then tell them to connect the dots. Elicit answers by introducing the question What is it? and pointing to the different objects, * Play the CD and ask the children to listen and number the classroom objects. Elicit answers. © Play the CD again, pausing after each question to elicit answers. (e.g. I's a pen.) Continue playing the CD to confirm each answer. Audioscript Narrat Girk: What is it? Boy: I's a pen Narrator: 2 Girl: What is it? Boy: W's a pencil, Narrator: 3 Girl What is it? Boy: I's a table Gs) Goon! Lesson objectives: ask and answer about classroom objects Key grammar: What is it? It's a (pen). 5 it a (pencil)? Yes, itis. / No, it in’ Materials: Class CD; Grammar Worksheet 1A [TRC printout] (optional) ©) Paint ot pos, Ak aed ane. (© )usen.ne ayacueng gon Narrator: 4 Girk What is? Boy: I's a chair Narrator: Girl: Wihatis it? Boy: I's a doot Narrator: 6 Girl: What is it? Boy: I's a book Answers pencil 2, pen 1, book 6, chair 4, door 5, table 3 suena What is it?... Ask the children to look atthe pattems of language. Explain that we use Whar sit? when we want to know the name of an object, We use Ista ...?when we want a yes/ no answer See also the Grammar Reference sections in the Student Book (p. 98) and Activity Book (p. 96) for further explanation and practice. ‘AB Answers Activity 1: 2 Yes, itis. or No, it isn’t 2 Point to the pictures. Ask and answer. * Divide the lass into pairs. The children take turns pointing to items inthe picture and identifying them, Clap your hands to have them change roles ADDDNDNADADNDNDADDANAHDAHNHAHAHHHNAHAHAHHHAHHHHDHAHHHGYVOUUVVYUVVVUUVUUVULYLE Se SaaS ESBS eee iz\j ee eee ee eS aa VOVUVOVVOUUVOUOUOLVULLLULDLOUUU vo © Encourage fast finishers to continue the activity by pointing at objects in thelr own classroam and identifying them, 3 ))) 1.7. Listen, Then play a guessing game, * Play the CD and have the children listen and read, © Tell each child to think of a classroom object. Choose a child to help you model the activity. Ask is ita ...? for the child to respond Yes iti. / No, it isn’t ‘© Repeat, this time with the class tying to guess your classroom object. Ensure that they use IS ita ...? ‘© Finally, divide the class into pairs to play the game, The children take turns asking and answering. Audioscript Boy: is ita chair? Girl: No, itn Boy: is ita table? Girl: Yes, its Optional activity: Play “Slow Reveal” Qs Draw a picture of a classroom abject. Cover the picture with a book and reveal it slowly tothe dass, asking What is it? Encourage the children to guess by asking, eg. sit pen? Then tell the children to draw a picture of a classroom abject and label it, making sure their classmates do not see. Divide the clas into groups and have them play the same game. LE Re as A Lp tet — =a 1. Draw and write. Then ask and answer. Have the children compete the drawings, then match each drawing tothe correct sentence by writing the letter. Blicit answers, Model the dialogue with a child, eg, What sit? Ita pencil Have the children do the dialogue in pers, taking tuins asking and answering Answers 1d2c3adb 2 Look and complete. Hide an object behind your back and have children guess what itis using fst a... Then have the children look atthe pictures and complete the ‘questions and answers. Elicit responses. Answers A sita chair? Yes, itis. 2Isita pencil? No, itisn’. 3isita book? Yes, itis. Is ita door? No, it isn’t Have the children play the game with words from the lesson (see Games Bank p. 222). Competency Focus Learn © By identifying the classroom objects in a different context with new grammatical structures, the children demonstrate their understanding of previously acquired vocabulary from Lesson 1 Presentation Kit * Invite children to use Pen to connect the dots foreach picture when you give feedback on SB. Activity 1.You can use Eraser 1 gat ric of the lines ta give other children the chance to participate, too, Encourage the dass to count aloud as the numbers are connected, ‘Teacher's Resource Center » Print out Grammar Worksheet TA or extra practice after SB Activity 2 ‘Student's Resource Center * Alert the children to the niine Interactive Grammar TAppractice for ongoing consolidation and review. ex=”®Reading istonywextracts Lesson objectives: greet someone; use the title and pictures to predict story content; read the extract from Chen's Magic Pen (start) Functional language: Hello, how are you? I’m fine, thank you. Secondary language: look, magic, tree Materials: Class CD Tae st, © 9 te an at ° 1 tee eat ont PER vefore reading 2 Look at the story and think. What's it about? (3 + Have the children study the design around the story, and say where they think the story comes from. (China) © you? 'm fine, thanks. Practice with afew different children, Divide the class into pairs and have pairs practice asking eae + The children read the ttle and look at the pictures. Ask them to predict what they think the story is about, and fanctierialliagiai what Chen does, (hey might need to use L1) : Ask them to look atthe pictures in Activity 2 and check 1 ))) 1.8 Listen and read, then act out. (>) the ome they think the story is about. Elct answers and ‘Tel the children they re going to read a story about a check with the class, classroom object. Hide a pen behind your back and ask ‘Answer ther to guess what iis using structures from Lesson 2 * Have the children look at Activity 1. Play the CD and ask them to listen for what is special about the pen. (i's 3 ))) 1.9 Listen and read. What items are in the third picture: the notebook and pen ‘magic) Ask them to speculate on what itis able to do. the story? (They might need to use LI.) * Play the CD and have the children listen and read + Divide the class into threes and allocate roles for Libby, along. Tell hem to concentrate on fining the classroom Ellie and Biblio. Have the children act aut the dialogue, objects in the story Orn © © G © & & G 6 © 6 & © © 6 © © € ¢ cS e i © ¢ © © € © © © ¢4 2 1 _ : When they finish, ask them to check the boxes by the : classroom objects that are in the story, Elicit answers and check with the class. 1 2 1 a Play the CD again, pausing for the children to repeat =f the phrases. Pay attention to intonation patterns in questions. Model the questions and have the o 5 children repeat. e ‘© Mime the drawing action forthe objects that Chen : craw and then ask What ist? sit a(table)? i ‘Answers 5 : 1 pen,a chak, a book =) i a i =) Fe Nance ‘ 2 i: a) rr > S| oxseerereemn ; 5 (mateptnamtnat Qe Wagdbnsboa 1/7 2 eer 1 a tes Bi i ghar J i nae = |© : 2 1 Number in order. Then act out. 1 > Have the children complete the sentences with their ame and thelr friend's name. Then have them order the i sentences before practicing the dialogue in pairs. Have i, pais act out for the class. 1 Answers i 5 1 Hello, [name]. How are you? 2 I'm fine, thank you. 1 How are you, Inamel? 3 'm fine too, thanks 2 I 2 Read the story in your Student Book. Circle i 5 T (true) or F (false). iE Give the hldren time to read the sentences and circle T 1 = (if the sentence is true) or F (if fase), Elicit answers, Answers Me narstar i. > Ls L- i vo ay 3. What happens next? Choose and check (V). Encourage the children to speculate on what happens next. (They might need to use Lt.) Then they look at the pictures and choose what they tink will happen. Answers Children’s own answer, @demlllintetonsmwents . Have the children pick out new words from the story extrac, eg. tree, king Tell them to draw and label two pictures in their notebook, Competency Focus Collaborate and Communicate The children work together, putting into practice new functional language by acting outa realistic dialogue. This form of collaborative learning is motivating and engaging. ‘Think! Critical Thinking By comparing and contrasting the story artwork ‘and the smaller pictures in Activity 2, the children ‘are using prediction skills to help them engage with the story Presentation Kit * Use Hotspots to show the resources availabe for each activity (Audio/interactve activty/Answer key). Choose the butions in the Navigation Pane: the materials wil appear in a pop-up window, +e Choose the double arrows at the top of the Tool Bar to reveal the function of each button. +e With Ansuver Key (See Navigation Pane when you use ‘Hotspos), you can show the answers all at once or one by ‘one, so you can customize feedback Chapter 1Lesson objective: read and understand the Chinese folk tale Chen's Magic Pen inthe Reader Materials: Class CD; Reader; Oral Storytelling Video Worksheet 1 [TRC printout (optional) — LN aaognagnagDivide the class into teams. Ask the children to write down the main characters from the story extract (Chen and King Jade) and the four items (a tree, a chair, a book, and a magic pen), The first team to finish with all answers correct wins. Story Summary Chen, @ Chinese boy, is given a pen by King Jade. The pen is. magic—everything Chen draws comes to life! When Chen refuses to draw gold forthe mayor, the mayor puts him in prison, Chen escapes without the pen but the mayors. unable to use it Value: the importance of helping people wig ))) 1.10. white reading © Ask children to open their Reader and look at Chen's Magic Pen, Give ther time to study the pictures carefull ‘© Pre-teach key vocabulary. Write on the board tree horse, rice, gold, Call them out one by one, and have children find the pictures i te story Have them hold up thelr book and point, so you can check they corectly identified them + Play the CO of the story and have children listen and read along. # Check comprehension ofthe story by asking the children to mime the objects that come to life. Play the complete story again with the children reading along and miming, After reading: Reflect ‘© Ask the children to choose their favorite character from the story, Have them explain the reasons for thelr choices, (They might need to use L1.) SOO iy SITF HIT [Storyvanimey Using authentic stress and intonation Exploit examples of authentic stess and intonation in the story as these help develop good pronunciation and create a fun atmosphere in the classroom. Have the children look at the story again and identify exclamations, e.g. Wow! Look! What! No gold! Ha-hal Write the phrases on the board and model them forthe children to repeat, Stretagy Anticipation Guide ‘Anticipating what will happen helps children engage With the story and the characters by using their own knowledge to predict the plot. I also prepares them to analyze the story and answer “after reading” or “\while reading" comprehension questions, For additional explanation and activities, see the Literacy Handbook on the Teacher's Resource Center. Optional activity: My magic pen Divide the cass into pairs. One child draws an object from the story in the air slowly and asks What is it?, and their friend guesses. They then swap roles, The children can move ‘on to drawing their own ideas @claOdartowa \Write key words from the story on the board in random order, eg. god, book, horse, rice, chat tree. Ask the class to put them in the order they appear inthe story. Presentation Kit * Display the Reader story on the board, Use Spotlight to review the story extract Then elicit predictions on what will happen before the children read the rest ofthe stony * Watch Oral Storytelling Video 1 together be After reading: Reflect activity. Teacher's Resource Center * Print out Oral Storytelling Video Worksheet I to help you get the most out of the video. Student's Resource Center + The children can watch Oral Storytelling Video 1 at horne with thei family re you do the ex®ec re © cnsce rtm te ht chen ws ef Gi = © © wat wos yak Chen gre? \ —*. ae ‘Note: Please ensure that your class has read the Reader story 3 What would you ask Chen to draw? () before you do this lesson. ‘+ Ask the children why Chen chooses to draw the horse k ation” and the rice. (People need therm) Ask Does Chen draw the gold? (no) Why not? (The mayor does not need Beading Gonpreiandion and] Giticall itaragy Lesson objectives: predict story content from ttle and pictures; 4g information from book covers reflect on and personalize the theme ofthe story Materials: Class CD; Reader, stoybooks in English and L1 (Warmer); Oral Storytelling Video Worksheet 1 [TRC printout] (optional) 0 abet he so NNNOOHNONHNDHHNDOHONNDS Show the children the cover of one of the books you have gold) Then ask isthe mayor a good man ora bad man? Gr brought. Ask them to use the title and pictures to predict ‘You could introduce the ward greedy. Ask the children & what the story is about and what characters might appear in ‘Are you greedy? Do you share? (You might need to G the story. (They will need to use L1,) tse) G ‘© Have the children imagine that Chen is with them in c the classroom. Ask What object would you ask Chen “ 1 ») 1.10 Read the story in your Reader. to draw? Help them with vocabulary where necessary. @ © Have the children read the story. (Altematively, play the ‘© Choose a child to come to the front of the class to & CD and have them read along.) Ask them to recall all act as Chen and draw. Have the class suggest objects © the objects produced by Chen's magic pen and the to draw. Repeat with different children and objects. S main characters. s 4 Talk about the story. & ‘© Ask the children if they like the story. You could do © a yesino class vote. Encourage the children to give & reasons whyiwhy not. (They might need to use LI.) G 2y what is shown, Ask the clas the book co e Optional activity: Who's speaking? © es ‘Ask the children to open their Reader to Chen's Magic Pen @ The book title, the name of the author, a picture of the and turn it face down. Then ask Who says “What's your © magic pen. name?” (King Jade} Repeat with other phrases. The children can turn over their Reader to check their answers. 2 Check (7) the items that Chen draws. + Ask the children to choose the objects Chen draws, Answers a door, a horse Qnleo an cop. en ame jessie ome Gpa's Mog PP Oprrctener” ches Mods 6 1 Look and complete. Then number in story order. ‘Check understanding of key words inthe story by | | in the story. Have the children write the words next to the correct picture, Elicit answers and check with the class. Answers Ws a horse, 2 Ws a door 4 Ws vice, 3 Ws a tee. 1 2. Draw a front cover for the storybook. The children practice the | Can Read! feature by drawing a book cover. Encourage them to use their ‘own ideas. 3. Do you like the story? Choose and circle. Have the children circle their opinion of the stoy. Ask them to explain their reasons. (They might need ‘touse L1.) IVPOUUYGGVOUYUGUVOODUUVUYVODLEUYYVUOUUYVULUYVUUUUUUUUUYY SSS SSS SS SS SS SSS SS SSS SSS SSS SSeS SSeS ese miming and asking the children to say the word. They then number the pictures in the order the items appear Star Have the children play the game with words from the lesson (see Games Bank p. 222). Competency Focus 9g Me: Critical Literacy 0 | The children use critical literacy skills to reflect on the | meaning ofthe story and suggest variations, based on their own experiences iaaew ) Presentation Kit * Display the Reader on the board. Say key features forthe children to circle using Pen ea, the characters the items Chen draws. ‘+ ye Within Hotspots, use the arrows at the bottom of the screen to navigate through the activities, + ifyouhavent already, watch Ora Storytliing Video 1 pausing to elicit what happens next Teacher's Resource Center » If you havent aleady, print out Oral Storytelling Video Worksheet 1 toda the support activities, Gx=®Vosebuilany, Song, endl Pontes Lesson objectives: identify and talk about more classroom objects; identify and practice the p sound Key language: bag, crayon, eraser, notebook, pencil case, ruler Secondary language: caw, please, ink, puple Materials: Class CD; classroom objects (eras Elicit any classroom objects the children know already, using What is it? (e.9, t's a bag.) Beginning in this way is very important a it helps the children develop their confidence, as wel as giving them a base on which to build. Gradually intioduce the new vocabulary by walking around the classroom and identifying the classroom objects 1 ))) 1.11 Listen and match. Then sing, (3 * Point to the classroom objects pictured. Model the words forthe children to repeat. Then have them read the highlighted words focusing on the fst eter. ‘+ Pay the CD and ask the children to listen and match by drawing a line between the word inthe song and the object. © Check answers by calling out the objects the song and having pairs of children come tothe front ofthe class and draw each abject onthe board * Play the CD again and have the class sing along and mime, @ EEE ‘© Ask the children to think of a classroom object they learned in Activity 1, Demonstrate the game with one child, asking them questions to guess the abject, eg. Isita...? (Yes, itis. / No, it isn't.) Write the ‘answers on the board for support. * Divide the class into pairs and have them take turns guessing and answering. ))) 1.12. Listen and say the chant. * Play the CD and ask te children to listen tothe chant * Play the CD again, pausing for the children to repeat the phrases. ‘* Practice the chant a few times with the class. Optional activity: Do a class chant Divide the class into four groups. allocate one of four phrases to each group: pen and pencil, pencil and pen, pink pencil, purple pen, Practice their pat of the chant with each group in turn. Then do the chant asa clas, Start, off the fst group and then gradually introduce the other groups in tur. Build up the rhythm and then signal when tostop. NNE EEN gNNNgnnneanNngoeE ° negngngnngng Neeeonas"0 ive wut tet te Gena tey AMP ® Play the game with words from the lesson (Gee Games Bank p. 222) JI TIII VIS VUU UU CUUUUUUUUUUUUUUUUUUUUUUUUUU Onan oo sere a aan 1. Circle six words for school items, Have the children find the sic words. Then ask therm to think of two more classroom objects. (eg. Book, per) ‘Answers pencil case, ruler, notebook, eraser, bag, crayon 2. Write the items from Activity 1 with @ or an in the correct place, Have the children look atthe song again and say which words take a and which take an. Ask them to explain why. (They might need to use L1,) Then have the children write the items from Activity 1 in the correct outline (ie. where they would usually be kept), each time using 2 0f an as appropriate, Elicit answers and check with the class. ‘Answers bag: a pencil cose, a notebook pencil case: a ruler, an erase, a crayon 3. Say the words. Circle p asin pen. Ask the children to say the words aloud. They then ircle the letter p in the words. Then tel them to hide the words and ty to remember the ones with p Encourage the children to stress the p sound when saying the words Answers Gircled: pen, pencil, pink, purple, pencil case Competency Focus Think! Critical Thinking @ The children use critical thinking skills to Identify written and spoken forms ofthe new vocabulary by listening and matching each word with its visual representation. Presentation Kit * Use ASL Vocabulary Video 18 to pre- teach key vocabulary. Pla the video, pausing for the children to repeat the word and copy the sign * When you play the audio forthe song, use Pinter on the ‘SBppage to help the children follow the song Iris “ Use the AB page to give feedback on activities using the built-in interactive activity or Answer Key 3s appropriate. * eChoose S8/AB in the Navigation Pane to move easily from one component to anather. exm® ) hat(= © Daten ont Gremmer and Reacting Lesson objectives: ask and answer about coors; learn the difference between a and an G Key grammar: What color sit? tt’ (green). A blue (pen). ‘An orange (notebook). It isn'ta (ruler). Secondary language: bookmark, This is for you, Wait! Materials: Class CD; bag of classroom objects (Warmer); Grammar Worksheet 18 [TRC printout] (optional) © 0 snwes cons. ‘eis saroma Before the lesson prepare a “feely bag” with some What color is it? classroom objects from the chapter. Ask children to close Have the children look atthe patterns and undetin them their eyes, take an item out of the bag, and feel it. They in the text in Activity 1. Ask them to think about where ‘guess the object using /s it a ... 7 The class says whether the color word goes compared to their own language, they are corrector not ie. before or after the noun? Ask them when we use an (before a word that begins with , eo, oru) 1 ))) 1.13 Listen andread. See aso the Grammar Reference sections in the . fc ‘* Ask the children to name the characters in the pictures, Stet Book (a 28) and Activity Book (96 for further: (Biblio, Libby, Tom, Elie) Ask them where they are (in a at en ec sh Story Central) and what they are doing, (looking at a list AB Answers Activity 2: 1 What color is it? It’s blue. of classroom objects to put tagther welcome packs) 2 What colori it? It’s green, 3 What colori it? i's orange. * Talk about areas in the children’s own school or clubs, where they can read, talk, do homework etc. (They 2. Answer the questions. (~) ‘might need to use Lt.) ‘* Have the children complete the answers, looking ‘© Play the CD and ask the children to listen and back at the text in Activity 1. Then check answers read along, with the class, paying attention to the pronunciation * Play the CD again, pausing for the children to repeat. of an eraser. ‘Ask questions to check comprehension, e.g, What color —® Focus on the use ofthe color adjective with the verb 1s the pencil? Is the pen blue? Make sure the children to.be and an objec, e.g. {t's a green notebook. Ask Understand bookmark. ASk ther what iis fr, (They questions around the class, eg. What's this? What might need to use L1.) Colors it? and have the children identify items using Ita (blue pen. t's (blue), etc. Point out that an eraser becomes a (reo) eraser, etc. Answers it’s blue. 2 i's orange. 3 It isn’t, t's @ NNNon NfN00 Sanaagegeananenenannnnannaaa SS SVS SaaS SaaS aaa aaa SSS voubls VUVeEVUuuVvovuVvvvuvuuuy4N uv IVUVGOEVUUGLUEVLCUU Optional activity: Back to the “feely bag” Choose one of the items in the bag and ask about the color, 9, What color is the penal case? Elicit suggestions for each item before you take it out, Have availabe diferent examples of the items in the bag (e.g. a red eraser if you have a blue eraser in the bag), so that you can practice negative forms, eg, It isn't a blue eraser. I's. a red eraser © vee ot tt set Quee. a (© ve nn tn ety Ten compe a ee ie re 1 Write alist of tems for school Have the children write a list of six objects for school. Have them compare their lists in paits and check their friend's spelling, Answers Children’s own answers. 2 Match, Tell the children to match the sentence halves, Have them check their answers with a friend, before checking with the class, Answers 1c2d3a4db 3. Draw items from Activity 1. Then complete and color, ‘Ask the children to draw four objects from Activity 1, color them, and complete the descriptions. elicit answers and check with the class. ‘Answers 4 What color isthe notebook? i's red 2 What color isthe fown answer? It's yellow. 3 It isn'ta pendil. I's a blue fown answer). 4itisn’t a ruler It’s an orange own answer. @xiaagetdieana ‘Write some sentences on the board with a different error in each, 9, I's a yelow book. t's a notebook blue. I's a orange eraser. Invite different children to act as the teacher, come to the board, and correcta sentence. (yellow, blue notebook, an orange eraser) Competency Focus Learn co The children demonstrate their understanding of the new grammatical patterns by reading the text and completing the activity. Presentation Kit * Use Mask Cover and slowly uncover the SB Activity 1 pictures to elicit the school objects as soon as the children recognize them. * Use Hotspots to enlarge Grammar Central. The children, se highlighter ta identify examples ofa +a color and an +a colorin $B Activity 1. Display the corresponding 58 Grammar Reference page as a pop-up. Teacher's Resource Center * For extva grammar practice, print out Grammar Worksheet 1B, Stucéent’s Resource Center » The children can use Interactive Grammar 18 at home, ax®Gulls Socfell Setameas— What comes from trees Lesson objectives: find out what is made from trees and why trees are important Materials: Class CD; CLIL Graphic Organizer 1 [TRC printout] (optional) Weieatrme en oui Divide the class into pairs and ask them to write down as many classroom objects as they can in one minute, Choose one or two pais to read out their lit tothe class. 1 ))) 1.16 Listen and read. Write the missing words. Have the children say what they can see in the picture and ask them what the link is between them. (All the objects come from trees) {They might need to use LI.) Ask them fo listen and write the missing words. Play the CD twice, before checking answers with the class. Audioscript Wsa table. It’s a pencil it’s an apple, It’s my hore, 15 a notebook. Answers table, notebook 2 Draw one more item on the tree. Make sure that the children understand that all ofthe ‘objects come from trees, Ask for ideas of other objects that come from trees. (.g. books, tables) Have the children add one extra object to the tree by drawing and labeling, Help with any vocabulary. Or Then choose one or two children to show their example to the class 3. Look at the tree. Ask and answer. * Divide the class into pairs. Choose a pair to read out the model dialogue, pointing tothe pictures in Activity 1 ‘© Have the children practice in pats, taking turns asking the questions and pointing to the pictures. 4 Class Vote! * Organize your class vote, Ask the children if they think tees are useful and i we need to grow more trees (They might need to use L1,) Give them a minute to think. Then write Yes and No on the board. Have the children raise their hand for each answer, Count the votes and write the totals on the board. lict the result of the vote (ind Ox Merl VS @ Ask the children why they think trees are important. (They might need to use L1.) Then ask them to find out more about trees. Suggest appropriate resources, e.g. Internet, library books, et, or provide the information yourself, The children will need to. complete this research before doing the follow- up activity in the Activity Book. (It can be set as homework if you are planning to move on to the Activity Book in the next lesson.) epenaneanaases cS aeannnnneneaneng 2999999899uuu! u Pa eaeaeaea eae oN eee ee eae VUVYYVYVUUUE vue Soro eae araearaear ae aed ed vu JPDUGUVVUUUUUUUUY err GVUVDUYVVVOE Optional activity: Make a word tree Ask the children to draw and design a word tee for school abjects and colors (three examples of each]. Explain how to organize different vocabulary groups along the branches. Choose children to show ther word trees to the class, You could make a clas display. AOC. (© yor Sl Bs este. Compe te Pose 1 Why are trees important? Match. ‘Ask the children to think of reasons why tees are important. (They might need to use L1,) Then have them match the pictues. Teach key vocabulary, 9. fire, house, nest Answers 1c2e3b4a5d 2 Use your Student Book research. ® Complete the Tree Poster. ‘Ask the children what they found out about why {trees are important. If they have not been able to find anything, you could divide the class into groups so they can share information. Then ask the children to complete the tree with some of their ideas. Elicit responses. ‘Answers Children's own answers. Gola Ga? Have the children play the game with words from the lesson (See Games Bank p. 222) Competency Focus 1% Act @ The children carry out research to find out other reasons _ ‘why trees are important. This helps them expand their learning and relate it to their world, both inside and outside the classroom. Presentation Kit » Display the $B page on the board to do Activity | point 1, for a“heads-up" introduction tothe topic. Ths helps the children engage. Choose Audio to play the recording. The children can read the text in thei SB. + 1 Store ideas in Notepad Tor easy access during the lesson. ‘Teacher's Resource Center + Print out CLIL Graphic ‘Organizes 1 for the children to use in collating their Find ‘Out Morel research, G=®Preface white wax crayons; simple props (optional) | Waa Seianeeeny Have the children think of objects from Chen's ‘Magic Pen which were magic (the pen, the book, the horse, the rice, the door) Elicit ideas, writing them on the board. Briefiy ‘e-tell the story of Chen's Magic Pen using simple words and Pointing to the objects on the board. Prepare 1 Make a magic picture. * Have the children look atthe completed magic pictures. Tell ther they are going to make their own magic picture * Hold up the materials to show the class. Point to the pictures and exglain the stages. (You might need to use L1.) * Demonstrate how to make a magic picture, stage by stage. (The children use the white crayons to draw 2 picture. They then paint over the picture—the crayon resists the paint and the picture stands out) * Divide the cass into pairs or groups if iis necessary to share materials. Give out the materials, * Give the children time to make their magic pictures. Monitor and give help as necessary. @r=p Lesson objectives: review language from Chapter 1; compete a craft pioject—making a magic picture; act out the story from the Reader Materials: Reader; paperlcardboard, pain, paintbrushes, ars of water, A= PEO? 0 sean magi pe. Aad Qe: Alternative craft activity Asimpler option would be to have the children draw and color ordinary pictures. Give them a second sheet of Paper to cover their drawings. When they are telling the story in thelr groups, have them use the paper to cover their pictur, and then slowly reveal it. Showcase ©) Tell the story. Use your magic pictures. * Ask the children to hold up ther magic pictures Then divide the cass into groups of four oie, ensuring they have different pictures, * Ask the children to look at the story in the Reader again. Allocate pats of the story to groups. You ould do this by character, by beginning/middle/end of story, or by page of the Reader. ‘* Have the children practice their part of the story, using the Reader Walk around, monitoring and giving help with pronunciation ‘+ Invite groups to perform using their magic pictures. Optional activity: Acting out with more props Have children act out the story again using simple props, eg. @ musical instrument for @ gong for when King Jade appears, a simple paper hat for King Jade. Also add extra mimes/actions, e.g. choose a child to act as the tree. 9NNNNNN99LLL SSS aaa aa aa aS aa JUGVUUYULYUUYLULY ve VUvULVYU vue FEGOGUGS BvGUIS 1 Read and color. Have the children look atthe numbers and color the picture. Answers orange—natebook, eraser, pen blue—table, chair _green—pencil, bag yellow—door, crayon, pen ‘purple—pencil case, ruler red—book, pencil 2 Playa game. Ask and answer, Divide the class into pairs and have them think of an object from the chapter. Using Activity 1 to help them, they take tums asking and answering questions about the object | @ciathptiegadta nee Draw a magic lamp on the board, Choose a child to come to the board, touch the lamp, and choose another child to act as the genie. Explain that the genie lives far away and does not know what any of the objects in the class are. Have the genie walk around the class, touching different objects . asking What is it? for the class to respond. Competency Focus Collaborate and Communicate © 8y acting out the story, the children consolidate their Understanding in a fun and engaging way. They also demonstrate their ability to work with friends and use interpersonal skill Presentation Kit » For the craft activity, display the ‘SB page on the board and use Horspots to enlarge the Prepare photos stage by stage, as you talk the cass through the process * sw Youcan position the Navigation Pane on the left or right of the screen, depending on whete you want ta stand at the board, Choose Swap sides to change. + For the game in AB Activity 2, use Stopwatch, Set atime for each object to be quessed ex®Lengmage Raviaw Lesson objective: review language from Chapter 1 Materials: Class CD; classroom objects (Warmer), scar for blindfold game (Cooler) (eee? Place ten classroom objects on your desk/a table in the center of the class {try to include the same object in different colors, e.g. a blue pen and a red pen). Ask the children to close their eyes while you remove one of the items, Then have the class remember the item, including the color. ‘1 Match the questions and answers. ‘© Ask the children to match the questions and answers, Elicit answers and check with the class. Answers 1d2c3adb 2 ))) 1.15 Listen and circle. Then write, + Have the children look atthe picture and tel you what objects they can see and what color they are. Then play the CD and ask them to listen and ccle the ites they hear. Elicit answers and check with the class. + Give them time to write the items, Check they are using the color adjective inthe correct position. ‘Answers a red ule, an orange pen a pink erase, a blue penci a yellow crayon, a green notebook (answers can be in any order) @EE=D © © rm aot Cpe Cle tsk ret. 2. ? ong ‘ e Q Audioscript ook! A red ruler, an orange pen, a pink erase, a blue pencil 2 yellow crayon, and a green notebook. 3 Think about Chapter 1. Color the books. (2) Have the children look back at Chapter 1. Elicit their favorite parts. The children then colo the book which represents how they fee! about ther own progress (self-evaluation). ‘Ask the children to look at pp. 4-5 and find a purple notebook. Have them raise their hand when they find it. mNneornneNnsangnnnanans 2 2NEaNNANNA ofer en nn ne re ee re ee ne nn ne nS SSS SSS aS ud JUECUYULVULE o VvuoU uv oS o 2 3 3 3 2 2 > 2 3 J 4 oo > einen 58 1 A). 7 EE ing. Look, read, and check W) or cross (x), Have the children read the sentences and respond with W [if the sentence matches the picture) or x (ifit does. not). Check answers. Answers 1V2V3KAYSK ))) 2.44 Listening, Listen and color, Have the children listen and color the classroom objects according tothe recording. Play the CD twice, then check answers. ‘Answers (Audioscript on p. 223) Items colored: ruler—red,bag—reen, pencil case—blue, notebook—pink, book—yellow | Garay) Choose a child to come tothe front and use a scarf t0 blindfold them. Give them a classroom object to touch and feel. The child guesses the object and the color, 9. Is ita notebook? Is it green? The class respond Yes, it is! / No, it isn’t! You can prompt the chld if necessary, e.. sit a..? Repeat with different objects and diferent children Competency Focus rey Me: Self-evaluation The children reflect on the chapter and express their opinions about their own progress. This encourages them to evaluate and make decisions about how they learn and what they need to revisit. Teacher's Resource Center * Print out Test Chapter 1 to use atthe end of this lesson. The Test Generator also allows you tocteate customized tests * Use the drop-down Menu atthe top left ofthe screen to access the AB Review pages, * For the CEYLT (Cambridge YLE) exam preparation activities ‘on the AB page, choose Ausf to access the recordings, ‘Student's App * Encourage the children to play the ‘Student’ App games on their smartphoneytablet as a fun ‘way to review the chapter vocabulary, ex1®The children will: use critical thinking skills to identify toys say what belongs to them using thsithat ask and answer about birthdays and ages. recognize and use numbers 11-20. read, understand, and act out a story find out about shapes, make a toy poster. Key Vocabulary Toys: ball, bike, car, dol, robot, teddy bear Months: January, February, March, April, May, June, July, August, September, October, November, December Key Grammar © This is my (dol) © That's my (bike). © Isthis your (bike)? * Is that your (dol)? Yes, itis. No, it isn’t * When's histher birthday? © Itsin (April * How old is he/she? * He's/She's (seven). Reading skills Story: The Princess and the Teddy Bear Genre: Modern fairy tale @ Em Literacy Development * predict story content from ttle and pictures © get information from book titles * reflect on and personalize the theme of the story Functional Language © Is this your (ball)? # Yes, itis © What's your favorite toy? © My (teddy bear) Phonics The children practice pronunciation of j sound asin July. CLIL: Math—Shapes and numbers The children identify shapes around them and use numbers 11-20. ey AA eNeAMANANaNnaadaaeananaanadennannnneeaaaaaUCU VOU ou Competency Focus The children will: Digital Overview Presentation Kit Projectable Student Book, Activity Book, and Reader pages + ASL Vocabulary Video 2: Toys + ASLVocebulaty Video 28 Months + MusicVideo 2: When’ Your Bithdoy? + Interactive versions of selected SB and AB activites + Integrated Auli and Ansver Key forall activites Teacher's Resource Center Resources for planning, lesson delivery, and homework + Class Pannes Chapter? + Worksheets to pint out (including nates ad answers ~ GramrarWotlshet 2A This i/Thas my isensrraryout ~ Gremmes Worksheet 28 When’ hisbithday? in ~ CLLGraphic Organizes 2 ~ FestnalWoksheet Haloween ~ Tes chapter 2 + Test Generator + literacy Handbook Student's Resource Center Resources for consolidation and practice at home + Interactive Grammar 24:Thisis/Thats my Isthivthat your ..? * Interactive Grammar 28: When's his birthday? I'sin + ASLVocabulary Video 28-Toys + ASLVocabulary Video 28: Months + Music Video 2: When Your Birthday? Student's App Vocabulary games: Toys and months ‘the Music Video | exa®Wocabulany) Lesson objective: identify toys Key vocabulary: bal, bite, car dol, robot, teddy bear Materials: Class CD Have the children look atthe toys in the Student Book. Ask them to choose the one they would most like to play with, Have a ass vote, calling out the letters af. The children ‘aise their hand to vote. Have a child draw a picture ofthe ‘most popular choice onthe board 1 ))) 1.16 Listen and write the letter. Then say. &3 * Have the children look atthe pictures of the toys. ‘+ Play the CD and have the childven listen and write the letters in te list by the correct toys. Elicit answers, * Play the CD again with pauses, and ask them to repeat. * Do further practice around the class asking children what they would like for ther birthday (rom the items ‘on the list). @ © 1) tte ona wt tn tr. The ay Audioscript ‘Man: So, Alice. You''e almost seven! What would you tke for your birthday? Alice: ly birthday list. Um... a robot, b; a doll, d um, a teddy bear, f ooh! a car—yes, a car, aa bike, e; and a ball yes! cl Answers a robot b adoll d a teddy bear f acara abike e aballc Optional activity: Play “The Chain Game” @p Have the children play the game with toy vocabulary (see Games Bank p. 222), IN aD lagen gennenoeeneeneneeneHenancene neananCompetency Focus ‘Think! Critical Thinking The children use critical thinking skills to understand toy vocabulary by processing and assimilating the written and spoken forms, as well as srting the images. sPOTLYLEVLOLE 9 o 2 9 Circle and match. Then use the extra letters to find and write Biblio's favorite toy. Have the children find and circle the toy vocabulary in the wordsnake. Then ask them to put the remaining eee - letters in order to find Bibilo's favorite toy. 3 Answers o «2, dol ball, teddy bear, bike 9 Its a robot. 2. Write the words from Activity 1 in two groups, Ask the children which toys they play with in the house, and which ones in the yard. They then write the tos in the correct categories for them. Elicit answers. ‘Answers (suggested) house: a dolla car, 3 robot, a teddy bear yard: a balla bike JVOUT ve Pee ea etd ee ed ee ed dd tn ke ed en ee ee eae 1OU Geelaawandeballo Goybox Presentation Kit * Play ASL Vocabulary Video 2A to Have the children draw @ toy box in their notebook. They then draw toys inside it and label them. ‘Ask the children to bring in a favorite toy to show in the next lesson. pre-teach key vocabulary 3 an alternative to the critical thinking approach. *+ Use Hoispots to show the features available for each activity. Choose the Audiovimeractive ativty/Anstver Key buttons in the Navigation Pane: the materials appear in a pop-up window, + Use Notepad to write yourselfa reminder to ask the children to bring ina favorite toy for theext lesson, * Use the AB page to give feedback on activities using the builtin interactive activity or Answer Key as appropriate yr + toto le eee VGIVUUYUUVVE rrr IGUE exx=a® Lasomething belongs to someone else Key grammar: This is my (doll). That's my (bike). Is this your (bike)? Is that your (dol)? Yes, itis. No, it isn't Materials: Class CD; children’s toys (children to bring from home); Grammar Worksheet 2A [TRC printout] (optional) ys stand at the front ofthe class and show their toys forthe lass to identify. You could hhave them group themselves according to the type of toy, color of toy, etc. 1 ))) 1.17 Listen and point. ‘* Have the children identity the toys in the picture, ‘Then play the CD and ask the children to point to the correct items, ‘© Write Annie and Mandy on the board. Explain that ‘Annie is speaking first. Play the CD again and ask the children to listen for which toys each git! has. Elicit answers and check with the class. Audioscript Ani: Hi, Mandy, That's my bik. That's my bal, Thats my car Let’ play ‘Mandy: hi, Arie, Tis is my doll. This is my robot. This is my teddy bear ©Omzs Lesson objectives: tak about something that belongs to you; ask if © © Suen opt. © Dn. th a nd neve Read the sentences aloud and have the children follow in their books, Then repeat the structure, pointing to something close for this and a distant object for that. Indicate my and ‘your by pointing to yourself and another child See also the Grammar Reference sections in the Student Book (pp. 98-9) and Activity Book (p. 97) for further explanation and practice. 2.) 1.17 Listen again and circle, Then check with a friend. * Play the CD again and have the children circle the correct answers. Elicit answers and check with the class. * Place the toys around the class. Ask the children to identify them (e.g. This is a ball, That's a teddy beac), pointing to the objects as they name them. Their responses will differ depending on where they are sitting in relation to the toys. Answers {That's 2 That's 3 This is 4 This is 3 ))) 1.18 Listen. Then ask and answer. * Play the CD and have the children listen and read along. Ask similar questions araund the «lass to model the dialogue again, pointing at different objects LHNANNNNNNN HOH ONHOHKENHONNDENENDOND a99nane 2999° a ws 2 a 3 3 9 2 2 3 3 2 2 2 a 2 vou oo JUOUUUE Je VOUGOOVOOUUVCUUS v ® Ask the children to put two or three items on their desks. Then divide the class into pais or groups and have them take turns pointing to objects and asking ‘questions. Monitor and check they understand the difference between this and that. Optional activity: Find the owner Place toys children brought in around the class. Choose a child to walk around and point to the diferent toys and ask the other children questions, e.g. Is this your robot? (No, it {sn'tl) Repeat with different children. (Anes Complete with This is or That's. ‘Ask the children to point tothe pictures and say if the objects are far from or close tothe git, Then have them complete the blanks, using This i/That's as appropriate Elicit answers and check with the class. Answers: 1 This is 2 That's 3 That's 4 That's 5 This is 6 This is Write the questions and answers, Have the children write the questions out correctly, then look at the 7 / X to write answers, using the options supplied. Elicit responses. Answers 11s this your robot? Yes, iti. 2 Is that your bike? Yes, it is, 3 Is this your dol? No, it isn’t. 4Is that your car? No, it isn’t Grate ey Cee? Place a chait at the front and a chair at the back of the classroom. Choose two children to stand at the front. Call out phrases, e.g. That’s/This is your chat! (pointing to the chair at the front or the back). Have the two children race to the correct chair to be the ftst to sit down Competency Focus Learn co By identifying the toys in a different context with new grammatical structures, the children demonstrate their understanding of previously acquired vocabulary from Lesson 1 Presentation Kit + Use Hotspots to enlarge the $8 Grammar Central box Use Highlighter to focus on the grammar structures ini, + ie Use Eraser to undo any highlighting or writing on the screen ifyou want to repeat a task, Teacher's Resource Center + For extia grammar practice, print out Grammar Worksheet 24 Student's Resource Center * The chikdven can use Interactive Grammar 2A at home. ex=a®talk about toys; use the ttle and pictures to predict story content; read the extract from The Princess and the Teddy Bear (mile) Functional language: is this your (ball)? Ys, tis. Whats your favorite toy? My (teddy bear). Secondary language: favorite, hel, small, yellow Materials: Class CD; teddy bear, bag (Wetmer) Oona m RES o™= ® 2 oh PB vetore reading Before the class, puta teddy bear in a bag. Tell the children 2. Look at the story and think. What's your favorite toy isin the bag and that they have to guess What it is and what color itis. Have children make guesses. about? 3 * Pre-teach crown. Have the children look quickly at the border around the story extract and identify the objects (eg. Isita ...? 1s it(rech2) Then have them look at the title and the pictures in the story and find and count all the teddy bears and Functional language ee ‘+ Now have them look atthe pictures in Activity 2 and 1 })) 1.19 Listen and read. Then actout. (>) check what they think the story is about. Elicit answers * Have the children look atthe pictures and tell you Answer where Libby and Elie are, (in Story Central) * Play the CD and ask the children to listen for Ellie's the second picture: toys favorite toy. (teddy bear) 3 ))) 1.20 Listen and read. What toy is in * Divide the class into pairs and have them act out the the story? dialogue. You could extend by dividing into different * Play the CD and have the children listen and read airs and asking the children to answer What's your «along, Tell them to choose the correct toy and check favorite tay? with their own personal response, the box. Elicit the answer. Answer a teddy bear @ eae) FAUT AANA ANNN HO NNNN NNN NNN NNN ON EOOONNONNE ON EN NNN 9°SS eee eee SaaS aaa aaa aaa aa | VOCUVUUOUUUVUUUULLLULLLLLEL vVoOU IVUVOUVVOVUUUUU + Model the stress pattems in the negative sentences. Play the CD again, pausing far the children to repeat, + Ask simple questions to check comprehension, eg What's Poly’s favorite toy? Point to the different teddy bears and ask Is this her teddy bear? Ask Where's her tealdy bear? (You might need to use L1.) ‘+ Explain the extracts from the mile ofthe Reader story. Ask the children to predict what happened before and what will happen later (They wil need to use L1.) See 1 weet? EER) © Wet horyem nt Chon ad check) 1 Complete. Then act out. Have the children complete the dialogue using the words supplied. Elicit answers. Then they practice the dialogue in pairs. Have pairs act out for the class. Answers: this, favorite, small 2. Read the story in your Student Book, Circle Polly's answers. Have the children imagine they are Princess Polly and Circle the correct answers for her. Answers, 1 teddy bear 2 13 3 yellow 4 small 3. What happens next? Choose and check (V). Have the children look at the pictures and choose which event they think happens next Answers Children’s own answer, =a | Guba tibyamtoe Have the children draw a picture ofa toy. Choose one child to come to the front and act as Princess Poly. Have the class show their toy pictures and ask Princess Poly questions, 29.15 this your teddy beanrobotidol? Princess Polly answers That'/That isn't my... Practice stess with the negative form. Competency Focus Collaborate and Communicate ‘The children work together, putting into practice new functional language by acting outa realistic dialogue. Tis form of collaborative earning is motivating and engaging oO ‘Think! Critical Thinking By comparing and contrasting the story artwork and the smaller pictures in Activity 2, the children ate using prediction skils to help them engage withthe story. Presentation kit + For $B Activity 2(the extension suggestion in TE notes point 1), have children use Pen toclicle the crowns and teddy bears and write a tally for them, + 1 Choose Audio on the $8 page to access recordings for listening activities as you use the SB to structure your teaching. + tp Choose Help at any time to access FAQs on using the materials