[OXFORD UNIVERSITY PRESS “SAMPLE COPY | = Students learn to identify the shapes of ; new letters by finding them ina picture. 2) 1— students engage with their Everybody Up Frend in anextension activity, i Student Book pages 18-19 © Listen, point, and say. See Teaching Phonics, Teechers Book page 21 4, Use Picture Cards to introduce the new words, Continue until students can produce the words on thei own, 2. Play the Class CD track for this exercise. Students listen, point, and say along with the CD. 5 @ Look and find. Oe) 1. Students point to tha picture and describa waar they see Encourage students t0 use previously learned language 2. Say the name of letter or new word, Students polnt co the item In thelr books. 3. Studems do the activity in pairs, 4. Point to dhe book and say the name of each item in the art. Students raise their hand if the word staris with the new Leuers,@ Make the letters. oO 1, Demonstrate making the lottors with your body or hands and saying the lettor names, Direct students’ attention to the examples in their books, Students make the letter shapes and say the lotcor names. 3. Sutdent pairs take turns making letter shapes and guessing the letver name, Games and Activities + Bverybody Up! Direct students’ attention to the Fverybody Up Friend. Distribute paper and drawing supplies, Students create their own Everybody Up Expressions and practice saying them to their neighbors. + Use the suggested gamos or activities to further practice the phonies words. Ee + Workbook + Student Book Audio Cb + Lesson 4 Worksheets + Unit Test Test Center + (Tools + Log in for (§ online Practice) Lesson Guide WwStudents recall and produce the words from the previous twounits. Students tecall end produce conversational anguage from the previous two units. 1, Greet the class and sing a song, with students, 2. If a game or activity is suggested, use it to review vocabulary from the previous two units 43, Elicit the Everybody Up Expression from Lesson, 4 of the previous unit, Students create their ‘own Everybody Up Expressions and share then ‘with their classmates. 4, Review the previous Phonics lesson. Use the book or Picture Cards to elicit phonics sounds. ©) Listen, say then these words, See Teaching Reviews, Teacher's Book page 21 1. Lead the class co say each word together aloud “Then call on individual students 10 say the words. Repeat wotil each student has ssid several words, 2, Students practice saying the words on their own, using their booss, 3, Use the suggested game or activity «0 review. vocabulary from the previous two units 18 Lesson Guide Students play a colorful board game prompting thelanguage patterns of the previous two units. Student Book pages 20:21 ® Listen. Then number. Students examine the pictures and discuss the topics in pairs or small groups, then students listen to the CD and mumber the pictures according to the audio,Sey Phonics 1, Greet the class and sing The Alphabet with students. 2, Use the suggested game ot activity to review vocabulary from the previous two units, 3. If another game or activity is suggested, use it to Further review language from the previous units, ©) Listen. Then say the words. See Teaching Reviews, Teacher's Book page 21 1, Lead the class to say each word together aloud ‘Then, call on individual students to say the ‘worts. Repeat until each student has said several wort, 2. Play the Class CD tack for this exercise, Suucients listen and say along with the CD, 3. Students practice saying the words on their own, using their books 4, TP a game or activity is suggested, use it review vocabulary from the previous two units © Listen. Then number. 1. Students look at tho pictures and say what they see, 2. Play the Class CD track for this exercise, Students listen and point to the picunes, 3. Play the CD again. Students write the numbers of each conversation in the box. 4. Check the students’ answers, © Play the game. 1. Direct students’ attention to the pleture and raad the conversation. 2. Give students « coin, Designate one side to ‘mave 1 space, the otter sido to move 2 spaces. Flip the coin to move. Model how te play the game with a few volunteers, allowing volunteers (0 respond appropriately in ther own ways. 3. Student play in patrs 4. La the award area, give students a star for completing the game, CERES Tes + Use the suggested games or activities to further review the language + Workbook + Midterm and Final Test %Teet Center), * iTools + Log in for 9 Online Practice) Lesson Guide 19Teaching Techniques A Note on Eliciting When possibie, try to “elicit” language in the elassroom {o get studenis to produce the lenguage on their own, rather then repeating what the teacler says, There are ‘many ways to elicit language. One effective approach is to begin by giving students plenty of support and then slowly remove that support, For example, to sntroduce new vocabulary you miaht begin by showing Picture Cards and having students repeat the words after you, and eventually mova toward cueing stucents with Picture Cards to say the words on their awn Frequent use of eliciting routines like this one will help students become amore comfortable speaking freely in class Teaching Vocabulary Pre-taaching new vocabulary will give students a firm foundation for encountering the vocabulary in the Student Book. In Everybody Up, pre-teaching, vocabulary typically Includes two steps. Stop 4 uses Picture Cards to introduce the new ‘vocabulary. First, show the Pieture Cards and say the ‘words. Then show the eards and have the class repeat after you. Then show the cards and elicit the words without saying them yourself (508.4 Nore oi Fltciting above), Repeat several times. Correct pronunclation as needed, Once the elas is saying the words confidently, begin 10 elicit the words from individual students, Step 2 Links the new vocabulary to previously learned vocabulary and grammar. By linking new vocabulary with familiar language, new vocabulary is reinforced. and placed in a greater communicative context, An additional step may present special language points or suggest aciditional activities or review. Preeaching is followed by audio and classroom activities. An optional activity whenever vocabulary {s presented is to give each student a blank card and art supplies to make thelr own picture cards for use in games and other activities Using the Big Picture Lesson 1, Activity B features a large illustration that cludes all new vocabulary, as well as some previously learnad vocabulary. Before doing Activity B with the audio recording, have students examine the Big Picture and, using English, talk about what they see (by naming objects or people, asking and answering questions about 20 Teaching Techniques the picture, or saying what they think is happening in the scone), Next, read the short passage ineluded in each Lesson 1 plan. As you read, point to the items mentionod, The short passages will contain both familiar and unfamiliar language. Students need not understand every wont, but they should listan for familiar language, especially the target vocabulary, Teaching Grammar Pre-teaching grammar patterns will prepare students to encounter the petwerns in the Student Buok, In Everybody Up, pre-teaching grammar typically includes two steps, Step 1 introduces the grammar pattern found in the Student Book. Write the pattern on the board, Say the pattorn aloud and have students repeat after yo Step 2 presents any contractions that appear in the pattern. Write the contraction on the board, say aloud, and have students repeat. An additional step may present plurals, articles, or other spectal language poinis, Pre-teaching is followed by audio and classroom aetiviies, Teaching Songs The songs in Fveryhady Up are a fun way to practice ew grammar and vocabulary (Lessons 1 and 2) ane Functional conversation language (Lesson 3), and the alphabet (Lesson 4), Before playing the audio recording of a song, pre-teach the song using the illustration and lyrics Step 1 has students look at the art that accompanies each song and talk about what they see, using English they know. Step 2 involves reading the song Lyrics aloud with the stuclents. Repeat this step a few times, to build confidence and fluency and to get students ready to sing, Pre-teaching is followed by audio and classroom activities. Encourage students to come up with appropriate gestures or dances to accompany each song, If a song has multiple parts, divide the class into groups aod assign the parts. More advanced classes might even want to try writing new lyrics. Teaching Stories Pre-teacking stories using the illustrations is a fun and helpful way to get stuclents ready to read andunderstand the story. Have students look at each frame and name the people or ohjects they see. Noxt, students liston to the audio recording ef the story, Read the wortls aloud with the students, Each story ends ‘with 4 value, Direct studants’ attention to it and play the track again. If desired, discuss the value with the class. Teaching Conversations The conversations offer a chance for extra practice of the funcuonal language featured in the Lesson 3 stories. The art Liat accompatties tis activity shows students how the functional language can work In a range of reab-tife situations. Have stadents practice the language In groups or pairs, as indicated in the Lesson 3 plans The conversations will provide you with useful language that can be used frequently Uaroughout the course, Use it often, and encourage students v0 do so as well. Teaching Reviews Before beginning each activity, review the relevant units’ material a5 suggested below. Activity A Review the vocabulary before beginning Activity A. Have students look back through their Student Books Drill vocabulary using picture cards or realla. Activity A is done asa class. First, point t0 each picture (or say tho number) and elicte the words from the class. Next, elicit the words from Individual students, Make sure that each student has a chane® to say several word, Pre-teaching, is followed by audio and classroom activities. Activity B ‘The Review lesson plans specify the language patterns that students should be able to identify in Activity B. Review the language patterns before beginning Activity B. Have students look back through their Student Books ‘Write the patterns on the board and have the class practice them in groups or pairs. After reviewing the conversations, have students do the listening. activity: Activity C Review the conversations and vocabulary before beginning Activity C. Have studeats look back through thelr Student Books. Write the conversations on the board. Practice the conversations with the class divided into groups, or bring pairs forward to model he conversations, Review the vocabulary words In the game, Teach students how to play the game, then divide ‘thom into pats. Teaching Pho ‘Teaching phonies gives students a steong foundation in reading and pronouncing words in English, Everybody Up Starter waches the 26 leuers of the English alphabet, inclucling their names, che sounds that they make, their capital and lower case forms, and baste words using those levters. Ss ‘Review lotters of the alphabet learned in previous lessons with the Piciure Cards, Encourage stadents to say the name of che loiter, the sound that the letter makes, and the word that uses the letter, Sing, ‘The Alphabet (Class CD1 Track 17) 1 help students remeraber the order of the letiers in the alphabet. Activity A ‘When introducing new letters, fist show each Picture Card and say the name of the letters. Then show the cards and have the class repeat after you. Then show the cards and elicit the letter names without saying them yourself, Repeat several tines, Connect students’ pronunciation as needed. Once the class is saying the letzar names confidently, begin to elicit the names from individuol students. Sing the alphabet song again to reinforce what has just boon taugit. Activity B Once students are confident saying the names of the Joters, pre-teach the sound the letter makes, and a word that uses that sound, using the same process as in Activity A. Once pre-taaching is complete, continue with the audio CD and have students look at the pictures in thelr books as they listen, poini, andl say: Focus their attention on the shapes of the letters and the differences between the capital and lower case farms, For students wo are learning the English alphabet For the first time, 1 4s essential to build in a lot of review using games and movement. Play review games with the alphaber carts and give children opportunities to recreate the shapes of the lewets. They can trace the shapes of the letters wish their fingers on thetr books, on the palms of their hands, and in the air, They can also use their hands and their bodies wo form dhe shapes of the letters. Also encourage sturents to look around them for the letters they know in the classroom and in thelr communities so that they are continually reinforcing, what they have leaned Teaching Techniques 21Games and Activities The games and activities use target language that is specific to each lesson, Check the lesson plans for the recommended target language. Review the target language and explain how to play before starting games and activities. Beanbag Toss ‘Spread picture cards or realia on the floor. A student tosses a beanbag, aiming for one of the cards or objects, Then, the student uses the card nearest which the beanbag lancled to practice the target language, BINGO For this traditional game, students arrange nine cards face up ina 3x3 grid, Call outa word or letter sound. Students tur over that card, When a student has waned over three adjacent cards, either across or diagonally, he or she should call out Bingo! and say which cards were turned over. Binoculars Using their hands like binoculars, students look around the classroom and say what they see, using the target language. Blindfold Students play this game in pairs. Distribuie blindfolds and realia to each pair. Model the activity with a pair ‘of students, $1 is blindfolded. $2 hands St an item and asks a question about it using the target language St answers Buzzers For this game, divide the class will compete to earn points by giving correct answers Begin by explaining how the game works and what constitutes a coréoct answer. To play the game, arrange two central desktops with “buzzers.” A player from cach team stands at a buzzer, Players slap theit buzzers as fast as they can when they think they can give the right response, The first student to slap his or her buzzer gets to givo the answer. A correct answer wins @ point for ‘that studont’s team, If the answer is incorroct, the other player tries to answer, OPTION: Instead of slapping Duzzers, students can simply raise their hands pte, two teams, Teams, 22 Games and Activities Card Grab This game cau be played inclividually or in small groups, Give a set of cards to each stucent or group. Students spread the eards out face-up, Call out one of the words, ‘Students race to toueh the card, In groups, ties can be broken with a quick round of Rech, Paper, Scissors, ‘Option: When students play the game individually, they can simply hold up the care. Categories This gama is best played with at least two vocabulary categories. Students sit in a circla, Model the following rperenssion rhythm: slap your knees twice, clap your ancis twice, snap your fingers on one hand and then the cother As you snap your fingers, announce the category for that roand (e, Fon). On the next snap, say a worl in the category (€.2., Chicken). Go around the citele, with individual students saying different words during the snaps. Change the category when all known words have been said, or when someone makes @ mistake, or after everyone has had chance to say a word. Charades Divide the class in half or into four groups, Show one member of each group a different Picture Card, That student returns to his or her group and acts out the target language without speaking, The group watches and tries to guess what is being acted out. Circles Pur students in two concentric circles containing the same number of students, Fach student must be facing another student. Designate one circle as the questio: and one as answerers. Fach facing pair will practice the target question and answer pattern. After palrs have practiced the pattern, have one circle spin to the Left and one ( the right, Students practice the pattern again with their new partners, Switch roles afier a while Down the Line Sot pleture cards in a line on the floor. Phace a team of students at each end of the line. A student from eachteam goes down the lino of cards, saying the wortls, ‘When the playors most, ask the student who 4s farthest along the line « challenge question, A correct enswor wins that player’s team a point. Lf players moet in the middle of the line, have them play Rock, Paper, Scissory ‘The winner gets a chance to answer the challenge question, Everybody Stop! Have the class stand along one wall of the room, while you stand across from them, facing. the opposite wall ‘As you say the target language, students try to move towartt you without being seen by you. When you suddenly turn around, anyone you see moving is out. Students who get caught moving can rejoin dhe activity after # round, starting with backs to the wall again. ‘Caught students can also be given jobs to perform as lhe activity continues, such as helping to round up the newly “caught” students. More confident scadents can be Invited to take aver your role as the speaker. Everybody Up! Everybody Down! ‘Tell stucdems a speeific phonics sond ro listen for and then, slowly and clearly, say a number of sounds, The class stands when you say the target sound. Continue saying a voriety of sounds Students remain standing, ntil they hear the target sound again. Repeat the activity with a new target sound. You can also assign different target sounds to individuals or groups of students. Find In this activity students will search for pictures or realia around the classroom. To cue students. you might say It Hue to get students to run and touch something blue, or you might say I cart sce ¢ hand to get students to run and touch a picture of a hand. Find Your Partner Prepare strips of paper with the lines from the Lesson 3 story, Distribute a strip to each student, ensuring that cach student's strip has a match. Students circulate, find their partners, and reed their lines aloud, Freeze Jn this activity, students listen carefully and arrange themselves as you instruct. Fruit Salad You will need one Picture Caul or word card per student, Have studeots sitin a circle, Have each seudont select a card Call ou: two of the words. The students holding those two cards stand ancl switeh places Call ut paits of words watt all students have had a chance to change places. After a few more rounds, call owe Frnit Scat All students stand and change places, Gaps ‘This activity requires stuslenss to write missing words in sentences. To create a sentence text far this game, write ‘out the target grammar pattern(s) on strips of paper, leaving blanks in place of some words. Provide one copy For each student or pair. Students write in the missing ‘wortis. Students can compare answers to check them, Guess the Next Card This game can be played to practice vocabulary. After using Picture Cards to introduce and elicit the new vocabulary in a lesson, continue showing the Picture Cards one after another, but vary the order. Before showing each new card, give students a chance to guess what itis, Happy Families This card game is played in small groups using picture cards that are from two or more themes or “families”, such as food or occupations. Provide cards oF use student-made picture cards, Review target and useful game language with the class before playing. The cards are distributed and students tako turns asking other playars a questions, such as Do you have a siudwich? If the student has tho card, thoy give it to the asking student. If not, then that student asks the next question. ‘The winner is the first to havea set of cards from one “family” How Many? This game can be playod with any small objects. Place a large container of buttons or other small objects in front of the class, Place some in a small box. Students try to guess how many there are in the box. ‘The student who guesses the correet number gers to keep all of the items in the box. The winner can alsa play the zole of| “teacher” for the naxt round. The student with the most objects wins Games and Activities 23Memory "This game is played in groups of 4-6, using studlent- macle piciure cards with pictures and words on ove side Fach group plays with owo sets of cards. The cards are arranged facedown in a grid. Players turn over two cards per turn, The goal ts to find @ matching pair of cards, If a pair is not found, students turn the cards facedown again, The goal is to find the most pairs Allew Story ‘This activity has two versions: acting and drawing. For the acting version, put students in groups, Each group creates « new story and aets it out for the Storlas should demonstrate the Leston 3 value. For the drawing version, students work alone Using the existing story as a model, each student draws a new story with new scenes and characters. Stories should demonstrate the Lesson 3 value and include the carget conversation language. More advanced students can. ‘write new text for the story, Beginning students ean simply copy the toxt from the existing story. Order the Pictures Draw simple pictures to illustrate the Lesson 3 story, cut them out, and give each student a set, Read the story aloud. Students listen and put the pictures in order. Alternately, to have the class work together, prepare large pictures and give one to each group of students. Groups hold the up pictures and arrange themselves in ‘order as you read the story: Picture Pieces Slowly draw a vocabulary item on the board. Students should try to guess what it is before you finish drawing, Alernately, have stuclents do the activity in small groups, with one student drawing and the rest of the group guessing, Picture Sentences In this activity, students put word cards and picture cards in order to make a sentence, Prepare large word cards before class begins Set the word and picture cards where everyone can see them. Say the target sentence aloud. Then have a student oF pair come to the front and pur the cards in order Alrernataly, crsare multiple sets of word and picture cards and have students work alone or In pales at their desks 24 Games and Activities Pop-Up Suidents quickly stand up and si down when they hear you say the target phrase, You can ascign differant target phases to different students or groups, or have the entire class move together. Rhythm Circle Stand in a circle wath students aad model the chant below, substituting in the target language. Slap your hands on your thighs and clap your hands together, as Indicated Slap, slap, clap, clap, (old, old) Slap, slap. clap. clap, (uew. new) Slap, slap, clap, clap, (big, big) Slap, slap, clap, clap, (anal, small) Slap. slap, elap, clap, ong, tong) Slap, slap, clap, clap, (shor, skort) Start the chant again, and this time go around the civele and have each student say a different vocabulary word. Students must keep the rhythm. If they can’t keep the chythm of think of a new word, that student is out Start a new chant each time you run out of words. Rollers Students sit on the Hloor in a circle, A student says the target language and rolls a ball to another student, who repeats the phrase and rolls the ball on, Periodically change the language. Simon Says In this tradicional game, students must listen closely ‘and follow your instructions when they hear the phrase Simon Sey. Begin with the class standing and facing you, Give instructions usiag the target language. If you proface an instruction with Sirion Says, students should obey: If not, they should romain still Students who move are “out”. Station Stop Make a train “track” around the room, with several “stations,” Students form a line and move like a train along the track. You play the role of the Station Mester ‘The train must stop when it comes into a station, At that time, choose a student and practice the target languagewith the student. If the student does so successfully, give the student a “ticket.” ‘The student with the most tickets at the end wins. Teacher's Mistake Jn this game, students listen and/or watch carefully for your mistakes. When they eaich a mistake, students Should raise their hands, Increase the challenge by requiring students who eatch your mistake to correct it. Telephone Have the class form one line. Whisper a different sentence to the student at each end. Students whisper the sentences alona the line, No repeating allowed! ‘When the sentences reach the opposite ends, have the students on the end say the sentences aloud to sce if they are different, Toss and Tell Have students stand in a circle. $1 says the target Ianguage and then tosses or hands a ball, beanbag, or item of realia to $2, $2 responds. Then, $2 says the target language and tosses the ball to the next student. Two Truths and a Lie Hold up an object and make three statements about it ‘to the class. Two statements must be (rue and one false, Students must listen carefully to earch the “lie” and then say the corroct statement, What's Missing? First, show tho elass 2 set of picture cards and elicit the words, Then gathar the cards and remove ona, Set the yemaining cards where everyone can see them. When students have decided which card is missing, thay raise their hands and identify the missing card Word Roll For this game, you will need to prepare special dice using, vocabulary words beforehand, or you can provide the materials and have students make the dice in class. To play the game, students roll the dice and use the ‘word that appears on the top face of a die to practice the target Language. When playing in palrs, students use the word as & cue for | yuestion-and answer pattern, Games and Activities 25Objectives + Greetings + Telling your name Grammar + Contraction Ym=lor bitin Danny, Vocabulary Names: Julie, Denny, Emme, Mike Classroom commands: sing, talk, sit, stand, Materials | Picture Cerds 01-04;Class CDI Tracks 03-05 | ‘Studant Book pages 2-3 Student Bookpage2 1, Greet the class, Wave and say Hello and Hi. Encourage students to repeat after you and wave €Y Listen, point, and say. Seqiteneiting Momtulapy Teachers Beskepagit) 1. Introduce the characters, Lead the clays to say each character's name aloud 2. Play Class CD1 Track 03. Students listen, point, and say along with the CD. el 03») Julie Danny Emma Mike 3. Guide students to practice these names by pointing, to the pictures and saying the names aloud, 26 Unie ® Listen, point, and say. Then practice. See Teaching Grammar, Teacher's Book page 20 1 Introduce the new pattern: Helle. Pim (Ennna) HI T'n (Danity) Present the contraction: rm =Tam Direct students! attention 10 the picture op page 2 Play Class CD4 Track 04, Stucients listen, point, and say along with the CD. 9) mma: Hela tm Enema Danny: Hit Danny. Julie: Hi, tm Julie, Mike: Helo Mike Guide students to practice the greetings, using their ‘own names,Stucient Book page 3 See Teaching Songs, Teacher's Book page 20. 1, Students look at the pictures and say the names of the characters 2. Read the song alowd. Studens listen and repeat 3, Play Class CD1 Track 05. Students listen and then sing along with the CD ‘B59 se, Danny, Erma, and Mike Hel tr le, Hels ra Danny. Hale. m Emma Hala ike Hala rn aie, Het t Day Hol. i Emma Fl, ik. Ha, le Hata. Im Dany. Hala im emma, Hella rm ike 4. Divide the class into 2 groups of girls and 2 groups, of boys. Assign 4 character to each group. Students stand when they sing their line Cn sten, point, and say. 1, Use Picture Cards 01-04 to introduce the commands. Continue until students can produce: the words on their own 2. Play Class CD1 Track 06. Students listen, paint, and say words along with the CD. sing Talk sit Stand 3. Play the track again so student pairs can Listen, point to the pictures in their books, and say the words to each other, Games and Activities + Everybody Up! Direct students’ attention to the Fverybody Up Priend on page %: Hello. Pn Ron, Students create their own Everybody Up Expressions and then share them with the class + Pop-Up (Teacher's Book pages 22-25), Assign groups of students ta pop-up when they hear one of the character’s names. + Simon Says (Teacher's Book pages 22-25). Play this using the classroom comments. + Charades (Teacher's Book pages 22-28), Play this using elasstoom commands beac Mae asc) + Workbook pages 2-3. See Teacher's Book pages: 100-111 for instructions and answer key, * Student Book Audio GD Track 03-05 * Tools © Log in For | Online Practice) Unit 1 27Objectives + Identifying classroom objects Grammar + Simple present statements (Ist person) Shave paper Vocabulary || Sehoo! supplies: paper. le 3380 paint Materials (optional) Picture Cards 01-04, 05-08; Class €D1 Tracks 07-10; school supply reali: paper, glue, scissors, paint ‘Student Book pages 4-5 Student Bookpege4 i CC) per 2 ghee Greet the class, saying Hello, Elicit the response 2. ecksors 4 palnt Hello or Hi, Practive the greeting with several individual students as weil, 4, Students practice the words by potnting to the 2. Review introductions from the Welcome wait. school supplies they can see around them. Model the conversation with a few individual sludents, Say 10. Pin M& Stl. Elicit the response Hello. I'm (San). Students can then @ Listen and point. elfeitske ond bodies earel ee See Using the Big Picture, Teacher's Book page 20. 3, Practice the commands leamed in the Welcome ‘yea eit olla atte eH pT unit, Hold up Picture Cards 01-04 ond elicit Danny, Julie, Mike, and Ema are at school. They the words. Then students say the words when have school supplies. Danny has glue. Julle has ‘you act out the commands (using the gestures paper. Mike has paint. Emma has scissors shown in the illustrations), After a round, 2. Play Class CD1 Track 08, Students listen, find the volunteers set out the commands for the class ‘ems in the picture, and potnt co them, to identity. ae 08) Denny: Glue. Julie: Paper. © Listen, point, and say. Mikes Paint, See Teaching Vocabulary, Teacher's Book pace 20, Erol Seba 1. Use Picture Cards 05-08 to introduce the school supplies. Continue until students can produce the ‘words on their own, 2. Hold up oF point to realla of the new vocabulary words, Fliett the new vorabulary words 3. Play Class CD41 Track 07, Students listen, point, and say along with the CD. 28 unit 3. Students practice the new vocabulary, using their books,Student Book page 5 @ Listen and say. See Teaching Grammar, Teacher's Book pase 20, 4, Introduce the new pattern: I have paper: 2. Direct students’ attention to the picture oa page 5, 3. Play Class CD1 Track 09. Students listen and say along with the CD 099) 4. thavepaper 2, Thave glue, 4 thavescisvors, 4 Thave paint 4, Students practice the sentences by themselves, using, their books or school supplies realia, © Sing. See Teaching Songs, Teacher's Book page 20, 4. Have students look at the art and name the school supplies they see 2. Read the song lyrics with the students. 3. Play Class CD1 ‘Track 10, Students listen and than sing along with tae CD. e 109) Paper, Glue, Scssors,and Paint ‘have paper Faper. Ihaveglue. Glue, Ihave scissors Scissors I havepaint Pant Paper, glue, 88075 and paint Uhave paper, Peper. Ihave gle Glue, Ihave sesso. Scissors Ihave paint Paint. Pape, le, scissors and paint 4, Students sing the song again, pointing to the school supplies they can see around them. Or assign a school supply to a group of students. Groups stand when they sing their line, Games and Activities + Everybody Upl Direct students’ attention to, the Everybody Up Friend on page 5: have ‘paper. Students create their own Everybody Up Expressions and chon share them with the class, + Teacher's Mistake (Teachers Book pages 22-25), Point to school supplies on your desk and say to the class I have (scissors). Students listen carefully and try to catch your “mistake.” * Card Grab (Teacher's Book pages 22-25) using Picture Cards 05-08, Students play in small rou ps, The first stucient to toucta the eard says T heve (paper) and keeps the card. © Blindfold (Teacher's Book pages 22-25). ‘Model the activity with a pair of students, St is blindfolded. S2 hands $1 a schoo! supplies item and $1 says J Fave (glue). Distribute blindfolds anu sctiool supplies realta (or make suro students have their own items). lanes + Workbook pages 4-5, See ‘Teacher's Book pages 100-114 for instructions and answer key. + Student Book Audio CD Tracks 06-07 + Tools + Log in for (9) Online Pract Unit 1 29- ¥ vr Lesson 2 School Supplies —— Objectives Asking plltly Grammar = Questions with what | Wha do you hove? + Simple present statements {15t person singular) havea (pen. Vocabulary Schoo! supplies: pencil, pen, crayon, marker Materials Picture Cards: 05-12; Class CD1 Tracks 11-13; chao! supply rostia Student Book pages 6-7 Student Book pages 4, Greet the class, Students circulate and greet each other, saying Hi and Hello, 2. Blicit the Everybody Up Expression from Unit 4. 4. Lesson 4: Live paper. Students can practice the expression with their classmates, using their own school supplies. 9. Review Unit 4, Lesson 1 language by playing Gard Grab (Teacher's Book pages 22-25) using Pieture Cards 05-08, Students play in small groups. The first student to touch the card says 1 © Listen, ask, and answer. ‘See Teaching Grammar, Teacher's Book page 20. 1. pene 4. erayon 2 pen 4, matkor Students practice the words using their own school supplies 4, Introduce the new pattern: Wirat de you tiave? ! rave a (pencid. have (paper) av keeps the car 2. Direct students’ atiention to the picture on page 6. 4. Play Class CD1 Tracie 12. Students listen, point eo the items in the picture, and say along with the CD. i Pa @ Liste, pint. and sa. ci Gee See Teaching Vocabulary, Teachers Book page 20. ea ae a 1. Use Pictze Cards 09-12 10 introduce the new 2. Danny: Whatdo youhave? school supplies. Contino antl students can Julie IRaveapen produce the words on their own. 3. Mike: Whotdo you hove? 2. Link the language, Hold up or point to tealia of Emma: Ihaveacryon the new vocabulary words and say T have « pencil 4. Emma: Whatdo youve? Students repeat the new vocabulary words, WE Ihmenmeet 3. Play Class CD1 Track 11, Students listen, point, aid say along with the CD, Een apes 4, Student pairs practice the questions and answers, 30 Unit using their books.Student Book page 7 See leaching Songs, Ieacher's Book page 20. 4. Read the song lyrics with the students, 2, Play Class CD 1 ‘Lrack 13, Students listen and them sing along with the GD. 4139 what You ave? what do you hover Wha ds iuhavez Ihave semen. What do you have? What do youhave? Rep eae Wat do you have? What dovouhaver ibevespend ia ojo hase nara havet iene thas cosa a enarpen teseerinesyawartaspsiek ai, What ¥OUhave! ‘What da you have? What do you have? skeen, ‘What do you have What do youhove2 inca sree varneacunacnninae Inaves peri What do you have? What do youhavet ones nee Inaveacayon-amarkera pendtapen Leeper What dovOu have? 3, Siudents sing the song again, pointing to the ‘objects mentioaed in the song that they see around them. © Askcyour classmates. : & oD Student pairs look around the classroom and practice auaking sentences using the language pattern in the spuech bubbles: Whar do you have? F have a peste Encourage students to use all the language in this lesson, 28 well as previously learned language Revue acre + Everybody Up! Direct students’ attention w the Everybody Up Friend on page 7: What do yow shove? Studonts draw a school supply item from Unit 4, Lesson 1 or 2 and then circulate. Suidents ‘create thelr own Everybody Up Expressions and then practic saying them to their classmates, ‘+ Memory (Teacher's Book pages 22-25), For each group of 4 to 6 students, prepare two sets of picture cards of Lesson 2 vocabulary (05-08), ‘You may also use Lesson 1 vocabulary. Players look for pairs of cards, iS + ‘Toss and Tell (Teacher's Book pages 22-25), Students stand tn a circle and toss (or hand around) a piece of schol supplies realla, asking What do you have? and answering I itave (crayon), Change the realia after a round. ‘+ BINGO (Leacher’s Book pages 22-25), Students, arrange 8 picture cards ina 3x3 grid with an extra space that is “free.” To check which cards were turned over, students use the statement Thave a (pencil), Mets + Workbook pages 6-7. See Teacher's Book pages 100-144 for instructions and answer key. + Student Audio CD Tracks 08-09 + iTools + Log in for ontne Practica) nit 1 31Lesson 3 Storg Objectives + Building reading and listening skills Conversation + Asking someane’s name Hi What's your name? Ore. genes WY RP omc Bis ff--j] i | TE ede 11a (mma ees Value Sisson Be friendly. Materials Picture Cards 05-12; CDI Tracks 14-16; paper ancl drawing supplies Student Book pagesé-9 Student Book pages ATT S49) whacsYou: Name? 4, Greet the class. Say Hil I'm (Bs, Jones). Blicit Man: Hi Whats your name? Hil 11m (KIM). Emma: tim Emma, 2. Play Down the Line (Teacher's Book page 24) Mag Ep Whetesouriaaper to review Lesson 1 and 2 language Play as a Ae ime: Class, or in groups ising, picture cards or school Man: Whats yourname? supply sealia. For a challenge question, choose Mike rn Danny, a picture card and ask What do you ave? The Mile rake. Whats your name? student answers I have (paper). 3. Point to a student's school supply and elicit the 3. Read the story aloud with the stucents. Then direct Everybouly Up Expression from Unit 3, Lesson siudents’ attention to the value Be friewdly and play 2: What de you have? Students can practice the tho track again. Students listen and expression with their classmates, using thelr read along, ‘own school supplies. 4. Put students in groups of 5. Assign roles and have groups read the story, €Q Look and listen. Read along. See Teaching Stories, Yeacher’s Book page 20, 1, Students look at the art and name the characters. 2. Play Class CDA Track 14, Students listen, point, and read along with the CD. 32 UnitaStudent Bookpages © Sing. See Teaching Songs, Teacher's Book page 20. 1. Students look at the picture and nano the characters. Read the song lyries with the students. Play Class CD1 Truck 15, Studonts listen and point to the pictures F52) —whavsYourNeme? What your name? en nee Woes yournanier Whats your nane? sists, ‘Whats yournamet whats yournamet vats yourrame? Whotsyourrame? tite at your name? Whats yur nem? Whats your name? anne ‘rman hats pa tars yournamee Wont yourarae? Whats you tet rite 4, Students sing the song, again, turning to parmers and saying their real names as they sing. © Ask and answer. 1. Direct students attention to the conversation on page 9. Play Class CD1 Track 16, Pa 169) Hi. wnetsyour name? Hm Jen, 2. Sautlent pairs stand and ask each other their names using the language In the speech bubbles. (cEMCSE nhac + Everybody Up! Direct suudenis’ avention to the Everybody Up Friend on page 9: Fi! Whar’ your ame? Students create thelr own Everybody Up Expressions and then practice saying thei 1 their classmates, + Binoculars (Teacher's Book pages 22-25). Students use their hands like binoculars and look around the classroom, When they make eye contact with another pair of binoculars they practice asking and answering: Hil What's your name? / 1 (Key, Whar's your naire? / T'm (Aria). + A New Story: Drawing Students can draw a picture of themselves to illustrate the value Be ‘friendly, Display the pictures in the classroom and practice asking and answrering about names. + Rean Bag Toss (Teachers Book pages 22-25). Use pictures that students draw of themselves. A stuclent tosses a bean bag aiming for one of the pictures, After the beanbag lands, the student asks What's your name? The stuclent whose picture it anced on answers I'm (Jen), then it’s her turn to toss the bean bag Extra Practice * Workbook pages 8-9. See Teacher's Book pages 100-111 for instructions and answer key. + Student Book Audio CD Track 10 ‘+ Unit 1, Lesson 3 Worksheet, Teacher's Book page 114. See Teacher's Book page 112 for instructions, * Tools © Log in for _y Online Practice) Unit) 33PNET ete ye CO tae tpisdel4 NVC NnOoPpQqRrssTt DAD oe etnages Student 800k page 10 1, Greet a student at the front of the classroom: Hi! Whet's your name? Flicit the response Ffit Tm (Pum). Ask a student to ask the question Hit What's your uame? 10 a classtoate. Then the second student answers Pim (Tom). and turns to another classmate to sey the expression, ‘Continue until everyone has ¢ turn, 2, Review Unit 1 conversation language patterns and vocabulary. Ask students What do you have? Blicit the answer J have a (per. © Say and sing. See Teaching Songs, Teacher's Book page 20, 4, Introduce the new letters using, Picture Cards 13-16. Continue until students ean produce the letter names on their own. 2. Play Class CD? Track 17. Suidents listen and then sing along with the CD. es! 172) Theaiphabet Aacio! ‘nealphabet. the alphabet. the alphabet. Theslphabet, The alphabet. The alphabet. 34 Unit 1 Lesson4 Phonics Objectives + Practicing the alphabet Letters + Ao, Bb Ce, Dd Vocabulary anple, baby, cat, dog Materials Picture Cards 05-16 Class CD1 Tracks 17-18; four blank cards anc drawing supplies foreach student ABC DE RGHIIKLMNOR RST UMW KZ Thealphabet. The elphabet. The alphabet The alphabet. The alphabet. The alphabet ABC DE RGH ISK UMN OR QRS TUYWK G2 3, Divide the class into four groups 4, B, C, D. Play the GD again: this time groups stand when they sing their letter. Then change letters s0 each group gels a tur to sing each letter © Listen, point, and say. ‘See Teaching Phonics, Teecher's Book page 21. 4. Use Picture Cards 13-16 to introduce the new words. Continue until students can produce the words on theit own. 2. Play Class CDI ‘lreck 18. Studemis listen, point, and say along with the CD. et 18) 4, Aa.apple 8,6, baby Goce Did.dog3. Hold up Picturo Cards 13. 16 and have stidents point and say the letter ane! the sound and then, @ baby) Student Book page 1 @ Look and find. QO 4, Point (0 a new wore picture on page 10 or show a Picture Gard aud say the nante, Students find and point to the new word picture on page 11. Encourage students to find previously learned language in the picture, as well cravou(s). 2, Point 10 a letter in your book or show a picture care and say the letter name Students fad and point (o the hidden letter in their books. See tho answer key below. 3, Students do the activity in pairs. 4, Review inival lenter sounds of the new words. ‘Then point to the book and say the nemes of each item in the art: doll, box, train, ete, Students raise thetr hand if the word starts with the naw loners a, bed © Make the letters Aa, Bb, Cc, and Dd. 4. Demonstrate making the letters with your hands, and saying the letter name. 2, Direct students’ attention to the examples in thelr books. Students make the letter shapes with their hands and sey the letter names. 3. Stuclent pairs take turns making lertor shapes with their hands and guessing the letter name, Student Book page 11 (©) Look and find, °© (ETUC ueiatas + Everybody Upt Direct students’ attention to the Everybody Up Friend on page 11: A, apple Distribute paper and drawing supplies. Students draw a picture of a new word and write the locter, Students ereate their own Leverybody Up Expressions and then practice saying, them to their classmates, * Everybody Up! Everybody Downl (Teacher's Book pages 22-25). The elass stands when you say one of the assigned new letters, You can assiga different letters to different groups of stuelents, * Fruit Salad (Teacher's Book poges 22-25), using Picture Cards 15~16 and 05-12, * Picture Pieces (Teacher's Book pages 22-25). Draw the now vocabulary or letters on the board for students to auess before you finish drawing. iteuidetaies * Workbook pages 10-11. See Teacher's Book pages 100-111 for instructions and answer key. + Student Book Audio CD Track 11 + Unit 4, Lesson 4 Worksheet, Teacher's Book age 115. See Teacher’s Book page 112 for instructions, + Unit 4 Test, Teacher's Book pages 132-133. See ‘Teacher's Book page 130 for instructions and age 156 for answer key. SE) Test Genter3) + iTools ies. + Log in for (9 Online Prat 35Let's Play Student Book page 12 1. Review introductions. Approach a student and say Helle, I'm (Ms Jones). What’ your name? Elteit the response Tr: (Lisa). Reply Hi, Lisa, Students introduce themselves to thelr classmates, 2. Review the Unit 1 Lesson 2 grammar pattern. Ask students What do you lave? Elicit the response 7 have ¢ (pencil), Students ask their classmates about their school supplies. 3. Review the alphabet. Play Class CD1 Track 17, Students mako the letter shapos with their hands as they sing, ©) Listen, point, and say. See Teaching Vocabulory, Teacher's Book poge 20. 1. Use Picture Cards 17-20 to introduce toy words Continue until students can produce the words on their own, 2. Play Guess the Next Card (Teachers Book page 23) using Picture Cars 17-20. 3. Link the language Combine Unit 1, Lesson 2 grammar patterns with the new vocabulary. Hold up Picture Cards or toy realia, Elicit the question What do you have? Answer F have a balloot. 36 unie2 peeo.e(mee eet” gi tee BS Lesson 1 Toys Objectives = Kentifvig objects (sigular) Grammar «Simple present statements with be (Grd person singular) Isa (balloon). Vocabulary ‘eysrballon, bal dol yo-yo materials Picture Cards 05-12, 17-20; lass CDI “racks 19-77; toy wala Student Book pages 12-13 A. Play Class CD1 Track 19, Students listen, point, and say along, with the CD. 199) 4, ballcon 2. ball 3 dal! 4. yo-yo 5. Studonis practice by polming tn different ceys or ‘pletures of toys and saying the words. © Listen and point. See Using the Big Picture, Teacher's Book page 20. 1, Read this while pototing to the picture: ‘Look! It's Julie, Danny, Emma, and Mike. Julie has a balloon. Danny has a ball. Emma has a doll and Mike has a yo-yo. 2. Play Class CD1 Treek 20, Students listen, find the items in the pieture, and point co them. eo 20°) julie: thave abelleon. Danny: tnave ball Emma thave a doll Mike: Ihave ayo-ya. 3. Say J have a (doi), Students point to the correct toy in thelr books and sey the mame,Student Book page 13 © Listen and say. See Teaching Grammar, Teacher's Book page 20 1, Ingoduee the new pattern: 1 « ¢Lallow. 2, Direct students" attention to the picture on page 13 3, Play Class GDI Track 21. Students listen and say along with the CD. et 219) Ina belloon, Isa bet Isadol Wsayo-ye, 4, Practice tho pattern with the students, Hold up. Picture Cards 17-20 and elicit Isa (dali) for cach ear. 5. Students practice the sem using thelr books. @ Sing. See Teaching Songs, Teacher's Book page 20. noes by themselves, 4, Students look at the art and name the toys they see 2. Read the song lyries with the students, 3, Play Class CD41 Track 22. Students listen and then sing along with the CD. 22°) thaveaBall, | have a ball. havea ball It’sa ball ball bal. | nave a ball, Ihave a yoyo, ave a yo-yo. Wsayo ya, yo-yo, yo-yo. Ihave a yoyo. I nave a eel havea dal adel, dol dol, havea doll I nave a balloon. | havea balloon. It'saballoon, balloon, balloon, Ihave a balloon, 4, Students sing the song again, taking wns to point at thoir books or toy realfa that match the song. + Everybody Up! Direct students’ attention to the Everybody Up Friend on page 13: 11s a 90-yo. Distribute papor and drawing supplies, Students draw a toy item and shave their drawings with heir classmates, Students practice saying their ‘own Everybody Up Expressions with their classmates, Students creste thelr own Everybody Up Expressions and then practice saying them to their classmates * Telephone (Tescher’s Book pages 22-25). ‘Students stand in ona line. Whisper a different sentence at each and: Irs a (bal and T have a (asi), + Down the Line (Teacher's Book poges 22-25) ‘Use Picture Cards 05-08, 09-12, and 17-20. Students say £15 a (doll). For a challange question, show or haad the student a toy or sehoo! supply and ask Wher do you have? + Picture Pieces (Teacher's Boole pages 22-25). Play in small groups. Students say £15 4 (bailoos) to try to guess what $1 is drawing before Si finishes. = Workook pages 12-13, See Teacher's Book poges 100-111 for instructions and answer key, + Student Book Audio CD Track 12-13 + iTools * Log in for _ Online Practice) Unit 2 37Lesson2 Toys Objectives + Asking about objects Grammar | lnformation questions with what Whats? | ts a(teain), Vocabulary Teystrain, boat jet cor Materials Picture Cards 05-12 and 17-2 CDI Traci 23-25 Student Book Pages 14-15 Student Book page 14 1, Greet the class, Students circulate and greet each. other by name, 2 Review Unit 2, Lesson 1 language. Hold up. Picture Cards 17-20 and elicit the toy words ‘Then play Teacher's Mistake (Teacher's Book page 25), Students say It's « oll) to correct you. Continue with school supply cards 05-08, 09-12, 3. Elicit the Everybody Up Expression from Unit, 2, Lesson 4: 1s (bal). Students ean practice the expression with their classmates, using thelr books, their own toys, or school supplies. © Listen, point, and say. Soe Teaching Vocabulary, Teacher's Book page 20. 4. Use Picture Cards 21-24 to introduce the toy words, Continue until students can produce the words on their own, 2. Link the language. Use the grammar pattern from Unit 2, Lesson f with the new vocabulary. Display toy realia or picture cards, Point to an item. Elicit Ws a (car). 3. Play Class CD1 Track 23, Students listen, point, and say along with the CD. 38 Unit2 3h 239) 1. ain 2 boat 3. jet a. ear 4. Students practice by pointing to diiferent realia toys oF pictures of toys and saying the words. © Listen, ask, and answer. oO See Teaching Grammar, Teacher's Book page 20. te roduc the new patorn: Wiat is B's (rata, 2. Review the conwaeton: I =f 3. Direct students’ attention to the picture on page 14. 4. Play Glass CD1 Track 24 Students stn, point to tbo ttemsin th pletury and say along with tho CD, 1. anys whatisi aera! yan 2 ems Whotbi? Dai toi 3 Mike: What? dle Itsajet 4 Julies Whatisie? Mike; sacar, 5, Student pairs practice the questions and answers using their books.Student Book page 15 Sing. See Teaching Songs, Teacher's Book page 20. Stuilents look at the art and manne the toys they see 2. Road the song lyrics with the students Play Class CD Track 25. Suidemts listen and then sing along with the CD. 25) wnotiste ti ht i ei Whats i What si has it Whotisi@ What si Whats i isa boat hats it What st Waist? Whatist? Whats Whats? Whacist?Whatis it? Whats it Itsatain Watt? Whotis i Whats it? \Whacisit Whats Whacis it? ea What ha iesajet WhatistP Whats Whats? acts eats Whats? ‘racist? Whats Whatis 7 iteacen, 4. Students sing che song agata, waking turns to call ‘out toys oF pictures of toys they see in the classroon. © Draw. Ask your classmates. 2S) 1. tet etn to tw ple haha book. Read the question and answer with the class. 2. Distbute paper and drawing supple. Students draw a toy and then student pairs ask and answer about their drawing, CCP TtGe Titi shee + Everybody Up! Direct students’ attention to the Everybody Up Friend on page 15: What is 2 Students use their own toy drawings and shave them with their classmates, Students create thelr own Everybody Up Expressions and then practice saying them to thoir classmates, * Card Grab (Teacher's Book pages 22 25) using Picture Cards for toys: 17. 20, 21. 24 and school supplies: 05-08, 09 12. Students play in small groups, Give a sot of school supply and toy cards to each group. * Circles (Teacher's Book pages 22-25). Give each student in the Inner ring a toy or picture of a toy, Each time the circles rotate, inner-ring students ask What iy? and thelr outer-ring partners answer It a (je). Switch roles so that everyone has a claance to ask and answer questions ‘+ Categories (Teacher's Book pages 22-25). Use the categories Toys (balloon, bat, doll, yo-yo, boat, Jet, cat, irain) and School Supplies (paper, glue, Sclssor, pals, pen, pene, crayon, raarker). See see © Workbook pages 14-15, See ‘Teacher's Book pages 100-111 for instructions and answer koy: * Student Audio CD Tracks 14-18 + Tools + Log in for) Online Practice) Unit 2 39“Unit 2 Let’s Play | Se ® Oeyont a Student Book page 16 4. Review grostings. Greet individual students by name: Hf, (Emma). Elict the appropriate response Hella, (Ms, Smitip. Students cireulate and greet each other by name, 2. Review tays vorabutlary. Hold up Picture Cards 17-20 ond 21-24 one by one, eliciting the words without saying them yourself: Repeat the activity, speeding tp as stucents become more comfortable 3, Elicit the Everybody Up Expression from Losson 2: hold up a toy, school supply, or picture card and ask W/hat is it? Elicit the response, Its (paper). Students can practice the expression with their classmates, using thelr own tems, ©) Look and listen. Read along. See leaching Stores, Teacher's Book page 20. 1, Students look at the art and name the characters and objects they see. Direct students’ attention to the clock and bell in the art to indicate the passage of time. unie2 @...4 Lesson3 Story Objectives + Building reading and listening skits Conversation Hi, Boysand girls Hello, Mrs, Adams, | + Saying good-bye Bye, children, Good-bye, Mrs. Adams Value Be polite. Materials Picture Cards 05~12end 17-24, ‘Class CDI Tracks 26-28 Ma Student Book peges 16-17 2, Play Class CD1 Track 26. Students listen, point, ad read along, with the CP. 26°) Hello, Good-bye. Hi boys anc gl. Hello, Mis Adams. Bye, children Goudy rs. Adams 3. Read the story aloud with the students, Explain Danuy is @ boy. Mike isa boy, Danny and Mike are boys, Enama 15 a gir and Julie is 0 gir, Emam utd Jalte ore girts, Than direct students’ attention ta the value Be polite and play the track again, Students listen and read along,Student Book page 1? See Teaching Songs, Teacher's Book page 20. 4, Students look at the art and (alk about what they see. Point to each piecure and have the class say bay or girt 2, Read the song lyrics with the students, 3. Play Class CD1 Track 27. Students listen and then sing along with the CD, al 27°) Boys and Girls Hi boys Hi git Hi boys Hi its Boys. Girls, Boys, Girls Bays. Gills, Rays, Gils Hi Good-bye, aitls, Goor!-bye, boys Good-bye, gis. Good-bye, boys Girls. Boys Girls Boys Gills Boys Girls Boys. Good-bye! 4, Put the class in 2 groups: boys and girls, Divide the sorig, into parts for eaci group. Students sing the song again. Add gestures and have groups pop-up when it’s their turn to sing. © Say and act. See Teaching Conversations, leacher’s Book page 21. 1, Direct students’ attention to the picture, Students identify the boys and girls. 2, Play Class CD1 Track 28, Pairs of boys and girls listen and say along, with the CD. 289) yy Halt Bye! Good bye! 3. Boys and girls circulate and say the greetings. Then switch roles and girls say F1//Hetlo! and boys say Byel/Goot-lyet (cCiiCoe utters + Everybody Up! Direct students’ attention © the Everybody Up Friend on page 17; Helle, friend, Point to a pair of friends in the classroom to explain the word friend. Students create their own Everybody Up Expressions and then practice saying them to their classmates. *+ Divide the class into two groups. Group 1 will read the first panel of the story. Group 2 will read the last panel. lake the part of the teacher yourself. The class reads the story aloud, then switches roles, *+ Pop-Up (Teacher's Book pages 22-25). Divide the class into boys and girls When you say a prceting, Hi/Flelio, boys/etrls or Bye/Good-bye, beys/airls, the correct group has to stand anid rect you with the appropriate response, + Toss and Tell (Teacher's Book pages 22-25)... stuclent says ¢ greeting and tosses a beanbag or ball to the next student, who responds with the appropriate greeting. Review possible exchanges before starting: HHu/Hello!/Hi, friendly Helio, (Rim! Byel/ Good. byet/Bye, friend /Good bye, (Tim). Extra Practice ‘+ Workbook pages 16-17, See Teacher's Book pages 100-111 for instructions and answer key. ‘Student Book Audio CD Track 16 * Unit 2, Lesson 3 Worksheet, Teacher's Book page 116. Seo Teacher's Book page 112 for instructions. * ‘Tools + Log in for |) online Practice) Uni aLesson4 Phonics Objectives + Practicing the alphabet Letters Fe, FL Gg | | Vacabulry eg, fiend, gil Materials. Picture Cards 13-15 and 25-27; Class CDI Tracks 27, 29-30; three bien cards and dravring supplies for each student | Spee Gra [oo les] | Se] Le~ —s oe Bo) | ‘Student Book pages 18-19 Student Book page 18 CC — 25) thewpmber 4. Greet the class Hi, toys oud girks, Blicit the eriGl response: Helo, Ms Jones). ‘The alphabet. the alphabet. The aiphabet The alphabet, The alphabet. the alphabet. AB,CD.E,F.GH,IKLMN,OR ORSTUNW KZ Thealphabet, The alphabet, The ajphabet, ‘The alphabet. the alphabet. The ajphabet, ABCDELGHLIKLMNOP, ORS TUUWKYZ 2, Sing Boys and Girls (Class CD1 Track 27), Divide the class into boys and girls. Boys and girls stand up during their part of the song. 3. Play Buzzers (Teacher's Book pages 22-25) Review Picture Cards 17-20 aul 21-24 and elicit the toy names. Divice the class into two team. Shuile the cards, show one and asks Whot is i? Students raise thetr hands as fast as they can to answer Its a (boat) If the answer is incorrect, the other team can guess. 4, Divide the class into three groups: E, FG. Play the song, again and have each group stand to sing their letter. Change roles. @Y Say and sing. © Listen, point, and say. See Teaching Songs, Teacher's Book page 20. acher See Teaching Phonics, Teacher's Book page 21. 4. Students look at the art and name the letters they 4. Use Picture Cards 25-27 to introduce the new know. Read the letters Aa~Gg with the students 3. Play Class CD1 Track 29. Students liscen and then sing, along with the CD. a2 Unit 2 words, Continue until students can produce the words on their own, 2, Play Class CD1 Track 30, Students listen, point, andl say along with the CD. 302 1, fecag 2. Fehiend 3. Gg,git3. Hold up Picture Cards 25-27 and have students guess the next card, Student Book page 19 @ Look and find. 1. Point toa new word picture on page 18 ar show 2 picture card and say the name. Students find and point 10 the new word picture on page 19. Encourage students to find previously learned language in the picture, as Well. pencil ancl crayon, 2. Point toa letter in your book or show a picture card and say the letter name. Students find and point f0 the hidden letter in their books. See the answer key below, 3. Students do the activity in pairs. 4, Review initial letter sounds of the new words. Then point t0 the book and say the names of each item in the art: egg fork, friend, elephant, G, ffs, E,g, book, girl, goat, crayon, eraser, pencil, paper etc. Students raise heir hand if the word starts with the now letters 6 fg. ® Make the letters Ee, Ff, Ge and Gg. eo 1, Demonstrate making the lettors with your hands and saying the letter nares, 2. Direct students! awention to the examples tn their books, Students make the letier shapes with their bands and say the letter names 3. Student pairs take turns making letter shapes with their hands and guessing the letter name, Stu Book poge 19 (©) Look and find. Games and Activities + Everybody Up! Direct students attention to the Everybody Up Friend on page 19: 5, ¢ eee. Students dravr their owa picture for the new lettors. Students create their own Everybody Up ‘Expressions andl then practice saying them to thet classmates, + Card Grab (Teacher's Book pages 22-25). Students play in groups using picture cards for phonies words: 13-16, 25-27, + BINGO (Ieacher's Book pages 22-25), Students make their BINGO board using the new letters, + What's Missing? (Teacher's Book pages 22-25). Use a set of toy picture ecards (17-24) and school supply picture carcis (05-12). Students raise their hand to identity the missing cart: It’s a (baltoou). Extra Practice + Workbook pages 18-19, See Teacher's Book ‘pages 100-111 for instructions and answer key + Student Rook Audio CD Track 17 + Unit 2, Lasson 4 Worksheet, Teachers Book page 117. See Teacher’s Book page L12 for instructions, + Unit 2 Test, Teacher's Book page 134-135, See ‘Teacher's Book pages 130-131 for instructions and ‘pages 156-158 for answer key: “I Test Center) + iTools + Log in for ontine Practice) unt2 4B.