with Test Genter a “Online* Practice (Besa sey etei fe] 5) Test Center fas cl Caer Seer Lee SRL Cee ees Paco Mig Access Code Se Maga oa een Rel tgi - a + 7 The NEW edition of the bestselling 7-level primary English course! Millions of children around the world have » learned to speak English through the trusted methodology of Conversations and question-and-answer ee am practice get children talking from the very beginning Beard Interactive songs and chants by Carolyn Be Cue ee ed Graham bring classrooms to life ft eu mot ae Eee or iiecy Phonics and reading lessons help ells if children learn to read fluently BN Coc rere Rene ata Fun phonics chants and drum tracks i improve pronunciation and intonation BC aot eee Crear cy Communication games give children Re rerw Meee many more opportunities to use English with confidence Samer RES aed aaa com, eee Ly Preterm stares 4 Sq SLé ¢ OXFORD Dolphin Readers jill ae UNIVERSITY PRESS Starter a Ih | hh www.oup.com mewww.ZabanBook.com,Syllabus...... Introduction ‘Component: Unit Walk-Through Teaching Techniques... Drills and Games... Lesson Plans. Workbook Answer Key. Worksheet Instructions Genevieve Kocienda Ritsuko Nakata Karen Frazier Barbara Hoskins Table of Contents 2 Worksheets... 4 Test Instructions. wan Tests, 8 Test Answer Key... 13 Completion Certificate aS) 16 Teacher and Student Card List Et Alphabet Cards. 94 Word Lista 102 OXFORD UNIVERSITY PRESSLet’s Begin Syllabus —__—__ > ——“‘“?’g UNIT 1 Toys Let's Talk Let's Learn More Let's Learn | Conversation: Hi, what's Toys: a train, a car, Phonies your name? I'm Kate. ‘ball, ojump rope, @.dol,« teddy bear ih Meee cong 1e Alphabet Son, Song: Hi, What's ove Yone bere Language: What ist? : a ‘Your Name? Language: It’s yo-yo, It's a teddy bear. Find the letters: Andy, Jenny, Kate, Scott Listen and do: Stand up. Sit down, UNIT 2 Colors SOROS at (MS arg) tet tna tore Lets Learnto Read Conversation: Hi, boys Colors: red, bive, Colors: purple, ornge, — Dhonies ‘ond girls. vellow, green, brown black, write, pink Thane bet sonal e et Son flo. veg ones, Language: It's blue. Language: What color is . cole isit? Alphabet A-D: opple, ont, See you later. I's purple, ball, bird, cot, car, dog, dol ‘Song: Hi, Hello, Good-bye The ABCD Chant Listen and do: Come here. ‘Sentences: What is it? It's Turn oround. aba eo ees Sonos UNIT 3 Shapes eve Tak Rien Conversation: How are Shapes: a circle, ‘Shapes: a star, Phonies, you today? a.square, o triangle, @rectangle, a diamond, T'm fine, thank you. ‘aheart ‘on oval The Alphabet Song Aa-Zz ‘Song: How Are You Today? : Lo : Isitasir? Alphabet E-H: egg, caond dace, |e ome | Lesateoirie nosey, | Moneta Son am = Wo Fi, et gon hoot hase No, itisn't. I'sa diamond. The EFGH Chant Sentences: Ist aheort? Yes, itis. j UNIT 4 Numbers Let's Talk bets tearn Let's Learn More Lot's Learn to Rea Conversation: May | Numbers 1-5: 1, 2,3, Numbers 6-10:6,7,8, phonies | come in? 48 | Sure! Please come in! The Alphabet Song Ac-2z | Language: Let's count, jow many? 7. ‘Song: May I Come In? To oar Alphabet I-L: igloo, iguana, +2. jump rope, jeans, kangaroo, sten and do: Go. Stop. Kite, lion, ladybug | The IJKL Chant Classroom ee man: 2 SyllabusUNIT 5 Animals Let's Tok : {Let's Learn Conversation: Here you are. dog, dogs, cat, Thank you. coats, bird, birds Song: Here You Are. Language: Let's count Thank You. the cots. Listen and do: Jump. Skip, | at, 2 cats. UNIT 6 Food Let'sTamk Let's Learn Conversation: How old Food: ice cream, pizza, wo yar? ‘cake, chicken 'm Language: I like cake, Song: How Old Are You? Listen and do: Moke a line, Moke @ circle. ee UNIT 7 My Body Pe Let'sTok ‘Let's Learn: Conversation: Cops! Body: head, shoulders, T'msorry! knees, toes That's OK. Language: I can touch Song: Oops! I'm Sorry! my heod. Usten and do: Stamp your feet. Clop your hands UNIT 8 ICan Let's Talk ‘ Conversation: Let's ploy. OK. Les ploy ball bicycle, sing a song, fy a OK. Let's play tog, kite, bounce « ball OK. Let's jump rope. Language: I can fly Song: Let's Ploy okie, Listen and do: Point to Tonfity alate, the board. Go to the board. Let's Learn More Farm Animals: cow, cows, rabbit, rabbits, duck, ducks Let's Learn More Food: milk, fish, bread, rice Language: Do you like fish? Yes, I do. No, I don't. Let's Learn More: Face: eyes, ears, mouth, nose Language: What can you do? I can touch my eves. Let's Learn More “ Aetivities: suim, smile, wink, donce Language: Can you dance? Yes, I con, No, I can’t Let's Learn to Read, Phonics ‘The Alphabet Song Ao-Zz Alphabet M-P: moon, monkey, nest, net, octopus, ‘ostrich, panda, popcorn ‘The MNOP Chant Sentences: How mony eggs? | egg Let's Learn to Read Phonic The Alphabet Song Aa-Zz Alphabet Q-T: queen, quit rabbit, rock, sun, sandwich, tiger, teapot The QRST Chant Sentences: Do you lke coke? Yes, Ido, ene Let's Learn to Read Phonic: ‘The Alphabet Song Ao-Zz Alphabet U-W: umbrella, up, Violin, vest, watch, water ‘The UVW Chant Sentences: What can you do? can touch my nose. Let's Learn to Read Phonics ‘The Alphabet Song Ac-Zz Alphabet X-Z: fox, box, yorn, yok, zebra, zero ‘The XYZ Chant Sentences: I can dance. Tean't dance, Pee syllabus 3Introduction The Philosophy Behind Let’s Go Let's Go Fourth Edition is a seven-level course designed for children learning English for the first time. The themes and situations throughout the books are universal to children everywhere Lat’s Go emphasizes communication within a carefully controlled grammatical syllabus. Beginning with the first lesson, students are provided with a variety of activities that focus on interactive communication. The activities gradually increase in difficulty. Students are regularly presented with new vocabulary and structures so that they have adequate language to communicate with at each new level. ‘Students are encouraged to communicate with one another from the start, first in groups and then in pairs, after they have developed sufficient confidence and familiarity with the language. This pairwork is crucial, since itis here that students are really communicating. with one another in situations most closely resembling, life outside the classroom, The lessons in Let's Go incorporate techniques from several methods that have been repeatedly proven successful in teaching English to children, including: MAT (Model, Action, Talk) Method, TPR (otal Physical Response), Functional Approach, ‘Communicative Approach, Audio-Lingual Approach, and Grammatical/Structural Approach. About the Series Both Let’s Begin and Student Book 1 are entry points 10 Lets Go. Let's Begin is for students with no formal English instruction. Student Book 1 is for students ‘who may have had an introduction to some simple English vocabulary and English letters. Subsequent levels build on and recycle language and vocabulary from previous levels. Organization of Let's Go Let’s Begin Each of the eight units in the Let’s Begin Student Book Js organized around a basic theme and is divided into four lessons, with a review lesson after every two units. Each lesson builds on previously learned language and introduces new vocabulary and structures. Both review and new language are clearly identified in the Teacher's Book lesson plans. The same titles and page numbers are 4 Introduction used in the Workbook to help teachers and students identify corresponding pages for homework and extra practice assignments. Each lesson focuses on a specific purpose in Ianguage development: Let’s Talk builds functional fluency through a conversation relating to the topic of the unit, Students are giving the opportunity to personalize the language they have learned in Say and act. A song that practices the dialogue language follows Say and act. Listen and Do presents useful action verb phrases and patterns in which to use them. Let’s Learn builds grammatical accuracy as students learn vocabulary relating to the unit theme, demonstrate listening comprehension, and practice using the vocabulary in the context of a sentence pattern, The sentence patterns are presented rhythmically to reinforce natural intonation and pronunciation. Let’s Learn More expands on the language introduced in Let's Learn by introducing additional thematic vocabulary and a Wh- or Yes/No question-and-answer pattern, The lesson provides opportunities for students to use vocabulary from the previous lesson with the new patterns, Let's Learn to Read introduces the English alphabet. Students learn the shapes of capital and lowercase leters, their sounds, and key words beginning with each sound, They are offered an ABC chant for each set of letters and then learn to read sentences in picture context, A fun letter search is included in every picture. Let's Review provides a one-page listening assessment. Extra topic-based language is introduced after each review. Students learn essential classroom vocabulary, classroom commands, weather words, and the days of the week. Lesson Planning Guidelines A lesson plan should be developed for every lesson taught, with specific goals and objectives. It is always better to over-plan and have more activities than you need, as the same activity will not always work equally well with all groups of students, and unexpected situations call for flexibility in class, Use various types of activities to appeal to the different learning styles of your students.Every lesson activity, drill, or game in the Let's Go ‘Teacher's Book has a purpose in advancing language proficiency. For example, the Warm Up activity at the beginning of each lesson serves two purposes—it helps activate students’ English when coming from a non- English environment (eg,, after school), and it reviews previously learned language that will be built on in the lesson. ‘The Teacher's Book pages for each lesson contain suggested activities, explanations of potential problem areas, and tips for teaching each specific language point. ‘Activities can be replaced with others from appropriate sections to suit the needs of your class. Generally, students keep their books closed during the presentation of new language so they can focus on hearing and understanding the language before having to see it on a page. After the closed-book presentation, students open their books and listen to the audio and do the exercises for that lesson. Finally, students close their books to focus on communicating with their classmates during the suggested games and activities. Let’s Go Icons SEE EEE Time Guidelines In general, after presenting the new language, the ‘majority of class time should be spent on practicing it in groups and in pairs. Approximately 10% of your time should be spent on Warm up activities, 30-40% of ‘your time on presenting the language with books closed, 20% practicing the language with books open, and another 30-40% on practicing the language with games and activities Pacing The pacing of a language class for children must be lively. To maintain the students’ interest, activities should be changed approximately every five to seven ‘minutes, or whenever the students’ interest starts to ‘wane, It is much better to stop an activity while the children are still involved in it than to wait tuntil they are no longer interested. Favorite activities can always be used again later. This also holds true for drills and practices, which should be done at a challenging pace to, establish natural English rhythm and intonation, Let's Learn More ey Let's Review Introduction 5Components Student Book * Eight units with four lessons per unit * Four review units (one for every ‘two units) * Full-color illustrations and photos in a clear, engaging format + Can be used as a reference as students ‘interact with each other + Songs and chants provide lively language learning ‘+ A Student Audio CD for practice and review Student Audio CD + Audio tacks for at home review ‘+ Conversations, vocabulary, songs, phonics chants, and stories for practice at home Workbook ‘+ Pages match the Student Book ‘+ Reading and writing practice provide language reinforcement + Activities are designed for use in class or as homework Teacher Cards + Large portrait size * Pictures and vocabulary words and phrases on the same side for literacy learning. * Useful for playing group games, and for presenting vocabulary ‘+ Integrated into Teacher's Book lesson plans Student Cards ‘+ Playing-card size cards to use for games, drills, and practice at home ‘+ Perfect for small hands + Integrated nto Teachers Book leon plans | Class Audio CDs | '* Contain the complete audio track for the Student Book i * cide vocabulary substations with drum tacks stores | ura tong and cho | 6 ComponentsOxford »making| sense Teacher's Book © Introduction: © A description of the course and its teaching methodology ‘+ Tips for toaching different aspects of the lessons ‘+ Descriptions of games and drills uusod in the lesson plans © Lesson Plans: ‘+ Easy-to follow activities to present, practice, and reinforce new language ‘+ Suggestions for class, small-group, oo pair arrangements ‘© Audioscript for language and conversations on Audio CDs at pointofuse ‘+ Ideas for games and activities in every lesson ‘+ References for extra practice Also included in the Teacher's Book: 1+ Worksheets and Tests + Workbook answer keys ‘+ Teacher Card List and Word List Test Center CD-ROM included in the Teachers Book + Placement tests © Printer-ready and editable unit, midterm, and final tests + Cambridge Young Learners Practice Tests + Test audio Online Practice Access codes included with the Teacher's Book and the ‘Workbook with Online Practice + Interactive activites for every lesson * Automatic scoring and gradebook + wwwlgonlinepractice.com Tools * Classroom presentation software suitable for use with interactive whiteboard or data projector/computer + Teacher can project Student Book and Workbook pages, show Teacher Cards, and play audio files * Includes interactive activities with every lesson to use in class Components 7Unit Walk-Through Let’s Talk Mascots Sam and. Ginger introduce LetsTalk spread ‘with a speech balloon. tively, ——__| characters model communication in familiar situations Role-play practice reinforces conversation and gives children a personalization ‘opportunity ‘Start the lesson with a review activity, song, or chant t0 review previously learned language that will be built upon in this lesson. This will start the class on a positive note since students are using familiar language. © Listen and say. 11. Tntroduce the conversation, Model the conversation ‘with puppets or student volunteers to provide a physical reminder tht conversation is communication between to or more people. 2. Listen tothe dialogue, Students look atthe scene to establish context, and then listen and repeat ater the audio to reinforce natal pronumeiation 3, Listen to the language focus. Have students listen to the audio. Then have them repeat, Focusing on natural intonation, rhythm, and speed 4. Practice the conversation. Move from group practice to pair practice. 98 Say and act. Tisten and point. Play the audio and have students point to the appropriate pictures and name the characters. 2. Listen and repeat. Play the audio again and have students repeat. 3. Divide the class into pairs. Have them roleplay the conversation, filling in the Blanks, 4. Take turns performing. Let students act out the ‘dialogue for the clsee 8 Unit WalkThrough Song or chant reinforces language from the dialogue eaten ening. 2 CD track numbers make finding the audio easy Essential classroom action verbs help students use more English inclass Unit 2 Student Book poges 10 @ Listen and sing. 1. Play and listen. Play the song or chant fit and have students identify familiar words they hear and items they seein the illustration, 2. Practice the rhythm. Introduce the song or chant rhythmically, Have stadents clap to keep the best as you model the song line by line Demonstrate actions or ‘movements that go with the song, 3. Look at the lyrics. Have students point to and \dentify laters or words they recognize. Repeat the words of the song, line by line 4. Sing the song. Play the song and have students sing along. Then divide te cass into groups to sing. isten and do. 4. Introduce the sentences with actions. Have students say the sentences and do the actions. 2. Play the audio. Have studonts liston and pantomime the verb phrases along with the audio. 3, Show Teacher Cards and have half the students say the actions while the other half does the actions. Games and Acti SS ‘+ Use the suggested games or activities to practice the new phrases, vocabulary, and language patterns. + Workbook * Student Book Audio CD + ToolsSam and Ginger Let’s Learn introduce new vocabulary with a picture card Topic-based vocabulary Students demonstrate comprehension through fun listening exercise Den nd a sen dp Sentence pattern ‘modeled in scene T— Vocabulary and sentence pattern isteinforced with a chant, song, or activity ‘Start the lesson with an activity to review the language that will be built upon in this lesson, Ser Introduce vocabulary and language patterns before students open their books so that they become familiar ‘with the target language orally before seeing it on the page. @ Learn the words. ‘audio and point to the pictures in their books. Then have ‘them listen and repeat. Focus on speaking with natural pronunciation 2 Check comprehension. Say the words in random order and have students point to the appropriate pictures, in their books. Start slowly, but increase your speaking speed, to challenge students and make the activity more fun. © Listen and point. students listen and point to the pictures in the order they hear the words, 2. Practice the words. Show Teacher Cards and have students say the word shown. Gradually pick up speed so that you are showing the cards slightly faster than Listen to the words. Have students listen to the Listen and point to the words. Play the audio. Have Unit 2 Student Book poges 12-13, students are saying the words. Change the order of the cards, showing the cards students have problems with more frequently. @ Mate: Make sentences. Listen to the sentence pattern. Have students look at the page and help them describe the things they see Direct student attention to the sentence pattern in their books or write the sentence pattern on the board. Play the audio. Point to the words as they listen and have students listen and point to the items. 2. Practice the sentences. Play the audio again and hhave students listen and repeat. © Listen and point. The final exercise varie, butt urually includes aUstoning — and pointing activity or song or chant Games and Activities * Use the suggested games or activities to practice the new phrases, vocabulary, and language patterns. * Workbook + Student Book Audio CD * Tools Unit Walk-Through 9Let’s Learn More Sam and Ginger introduce ‘more new vocabulary with ‘two picture cards Additional topic-based vocabulary Further practice of iythm and Intonation also checks ‘comprehension Start the lesson with a review activity or select an. activity from Games and Activities to review language that will be built upon in this lesson. This will start the class on a positive note since students are using. familiar language. Pre-teach Language Introduce vocabulary and language patterns before students open their books so that they become familiar ‘with the target language orally before seeing it on the page, @ Learn the words. 1. Listen to the words Have students listen to the audio and point to the pletures in thelr books. Then have them listen and repeat. Focus on speaking with natural pronunciation 2. Check comprehension, Say the words in random order and have students point to the appropriate pictures 4n thelr books. Start slowly, but increase your speaking speed to challenge students and make the activity more fun. © Listen and point. students listen and point to the pictures in the order they hear the words. 2. Practice the words. Show Teacher Cards and have students say the word shown. Gradually pick up speed 10 Unit Walk-Through sn and point to the words. Play the audio Have Question-and-answer pattern modeled in context ofa scene Previous vocabulary recycled in current ‘esson’s patterns with rhythm or song @ Mh Unit2 Student 0k pages 14-1 so that you are showing the cards slightly faster than students are saying the words. Change the order of the cards, showing the cards students have problems with more frequently e Ask and answer. Tinie tothe quedion ani anwar pallens, Haw sruents lok atte page and describe te things they see Play the aio, lteing to the question and answers, pointing to the speakers and the ems inthe picture 2. Play the audio again. Play the audio again, Have students point to the appropriate pictures and repeat the questions and answers. @© Listen, point, and chant. This activity will change from unit to unit but will usually consist of a listening and pointing preparation for a song or chant, combining Let's Learn vocabulary ‘with the Lev’s Learn More question and answer pattern, Games and Acti u ‘Use the suggested games or activities to practice the new phrases, vocabulary, and language patterns. Workbook. ‘Student Book Audio CD + TootsGinger is learning to read while Sam learns theletters of the alphabet Seentin 2 puoi Alphabet focus letters ‘appear in the ABC strip inted Dsenpi end ne Review of entire alphabet with song Letters appear in red at the beginning of key words | Start the lesson with an activity to review the alphabet from the previous unit. @ Sing and say. 4. Recognize and say letter. Ask students to find the letters for the lesson on the ABC chart at the top of the ‘page and to name objects they recognize 2. Play the audio. Have students listen and point to the eters. 3. Repeat the audio. Play the audio once more and pause to allow students to repeat after each line 4. Sing the song. Have student sing The ABC Song together. @© Listen, point, and say. 1. Listen and point. Play the audio and have student listen and point to the letters and pictures. 2. Practice the letters and words. Show Teacher Cards and say the leter name and word. Students repeat. Then, show the cards in random order and have students repeat the words and the letter that stands for the beginaing sound Listen, point, and chant. 4. Listen and point. Have students listen to the Phonles Chant on the audio and point to the words and illustrations beside each ane 2. Listen and chant. Play the audio again and have stuuleat say Use cage. Repeat die chant several times a5 a class m small groups, and then in pairs. ‘anne [EESTI] Let’s Learn to Read 4 Fun Phonics Chant for phonemic awareness {and pronunciation wu ee ee eee The ABCD Chant Asomle® atee “* | Hidden letter activity reinforces capital and lowercase letter identification | Question and answer practice in sentence/ story context @ Find the letters. Name the pictures. “Hidden letters. Have students take turns finding the hidden lecers. 2. Object identification. Have students take turns "ying to find the objects beginning with ABCD in the picture, @ Listen and read alon: 1. Listen and read. Listen together to students how to point to the question and answer sontences as they read together. 2. Role play the dialogue. Invite students to role play the scene in the picture, using the language they have learned (erie ced * Use the suggested games or activities to practice the vocabulary, and letters and sounds. Lscac ae + Unit Test 5, Test Center + Workbook + Student Book Audio CD + Tools Unit WalkcThrough nLet’s Talk Ener ag ee ar AS ‘Topic: += Conversation Lesson Objectives: + Learning how to greet eachother + Learning two new action commands Language: Hil What’ yourname? Im kote, Stand up. Siedown, Materials: Teacher and Student Cards 1-2, (CDI Tracks 02-05 www.ZabanBook.com ‘Student Book pages 2-3 4. As you take attendance, smile and greet students by name: Hi/Hello, (Scot). Students should respond with Hi or Hello. 2, Have students walk around the class and practice greeting as many classmates as they can. in one minute. student Book page 2 @ Listen and say. See Teaching Conversations, Teacher's Book page 13. 1, Use puppets or student volunteers to model the conversation Hi! What's your name? I'm Kate. Have students repeat the lines after you to practice pronunciation. Have students take one role while you take the other, and then switch roles. 2. Have students look at the pictures and identify the characters and objects they recognize. Play Class CD1 Track 02. Have students listen to the conversation several times: first listening with eyes closed, then listening and pointing to the characters, finally listening and repeating familiar words. Explain new language, if necessary. 02 Hit Whats your narme? ‘mm Kate, 22 Unit 1 Sq—e) 3. Play the audio again. Have students repeat after ‘the audio, focusing on natural intonation, rhythm, and speed. Explain that J am has the same meaning as I’m, and that What is has the same meaning as What's 4, Have students practice the question and answer pattern in two groups and then in pairs. @© Say and act. ‘See Teaching Grammar, Teacher's Book page 13. 1. Have students look at the pictures and identify the characters. Use puppets or student volunteers to model the conversation, Ask a volunteer to say ‘what goes in the blank in the first conversation. ‘Have students repeat the lines after you to practice pronunciation. Repeat with the next conversation. 2. For the third conversation, model with a student volunteer using his/her own name. Then have students practice in two groups, and finally in pairs making sure all students practice both asking and answering. Then play Class CD1 Track 03. Have students listen and repeat. What's your narme? tmJenny. 2. What's your name? imangy. 3. What's your name?3, Have students stand and greet as many of their classmates as possible in one minute. Student Book page 3 Isten and sing. See How to Use Songs and Chants, Teacher's Book page 14 4. Play Class CD1 Track 04. Have students listen to the song and repeat words they recognize from the conversation. HItWhat’s Your name? HilWhat’s your name? im Kate, HitWhat’s your name? rm Jenny, HilWhat’s your name? tim Scott. HilWhat’s your name? Im Andy, kate, Jenny, Scott, Andy Kate, Jenny, Scott, Andy Jenny, Andy, Jenny, Andy Kate, Jenny, Scott 2. Have students clap to keep the beat as you model the song, line by line, Have studemts echo the lines after you, and then practice the song as a chant. If students have difficulty with longer phrases, begin by saying the first word in the phrase and sradually add the words until students can easily repeat the entire phrase. 3. Divide the class into two groups to sing the song. Encourage students to add gestures and actions to accompany their singing, 4. Using their books, have students point to and read words they recognize in the song, Since the song contains repeated phrases, help students recognize that words and phrases appear more than once. You can read the lyrics and have students follow. along in their books. Finish by having students sing the song several times together in pairs or groups. Encourage them to use gestures. © Listen and do. i See How to Practice Language in Pairs and Groups, Teacher's Book page 14. 41. Introduce the sentences Stand up and Sit dosun with actions, to reinforce the meaning of the verbs. ‘Have students repeat the sentences and do the actions several times. 2. Play CD1 Track 05. Have students listen to the sentences and point to the pictures that show each action. Play the audio again and have students repeat the sentences. 05) 1. Standup, Stand up. 2. Sitdown, Sit down, 3. Show Teacher Cards 1-2 and have students say and do the actions. Then have student pairs take turns saying the sentences and doing the actions. + Beanbag Circle (p. 20). Have small groups of students sit in circles to practice the Hi! What's ‘your name? dialogue. After they ask the question, they toss the beanbag to another student. who continues. + Use Step Away Lines (p. 20) to practice Hi! ‘What's your name? Each time the students take one step back, they switch parts. * Dialogue Musical Chairs (p. 17). Play the song “Hi! What's Your Name?” as students move around the room. When the music stops, students find a partner and practice the conversation, Ciara + Lets Go, Let's Begin Workbook, pp. 2-3. Have your students do this for homework or in class. See Teacher's Book, pp. 94~100 for instructions and answer key. © Unit 1 Reproducible Worksheet, Teacher's Book p. 106, See Teacher's Book p. 102 for instructions. inns ‘+ Les Go Picture Dictionary, pp. 48-49, Classroom ‘Verbs + Tools ‘+ Log in for) Oni Practice Unit.1 234. Use Conversation Lines (p. 20) to review the ‘preeting dialogue. 2. Use Command Chains (p. 20) to review Sit down and Stand up. eet 1. Introduce the toy vocabulary, using Teacher Cards 3-6. Show one card and say the toy word. Have your students repeat each word several times. 2, Introduce It’ a... by pointing to objects in the classroom. Students can then join you in saying. the words. Student Book page G Learn the words, See Teaching Vocabulary, Teacher's Book page 13. 1. Play Class CD1 Track 06. Have students listen and point to the toys as they hear them. Play the audio again and have students repeat the words. Check pronunciation and intonation. pe 3. ayoyo 4. abicycle 24° Unit Let’s Learn Topic: Toys Lesson Objectives: + Identifying and asking about toys Language: ball ajump rope, ayo-yo,abicyce Itsayo-yo, Materials: Teacher and Student Cards 3-6, C1 Tracks 06-09 2. Display Teacher Cards 3-6 (toys). Call out one of the toy words and have students point to the correct card and say the name of the toy. / Teacher's Book page 13. 1. Play Class CD1 Track 07. Have students listen and point to the pictures in the order they hear the words. ball ayoyo abieycle ‘ajump rope ayoyo abicycle 2. Show Teacher Cards 3-6 one at a time. As you show each card, have students say the word. Gradually pick up speed so that you show each. card a bit faster than students are answering. Change the order of the cards frequently, showing the words that the students are having problems with more often than the ones they know how to say. Continue until students are saying the words spontaneously. 3. Make sure each student has a set of Student Cards 3-6, Say the words in random order and havestudents put the words in the same order on their desks. Student Book page S Make sentences. ‘See Teaching Grammar, Teacher's Book page 13. 1. Have students look at the picture and identify the objects they know. Then play Class CD1 Track 08 and have the students listen and point to the objects. 1. Ita yoyo. 2. isa ball 3. Isa bicycle, 4. Itsa jump rope. 2, Direct students’ attention to the pattern in the book or write it on the board. Show Teacher Card 3, or a real ball, to students and say I's a ball. Have students repeat after you. Be sure to point or touch the ball when you say Irs. Explain that is has the same meaning as itis. Continue with additional objects until students are able to produce the sentence pattern without prompting. 3. Practice the sentences by playing a pantomime game in groups. Have one student in each group pantomime playing with one of the toys. The other students in the group name it using the sentence pattern. Continue until all the students have had a chance to pantomime the words. © Listen, point, and sing. ‘See How to Use Songs and Chants, Teacher's Book page 14, 1. Have students identify the toys. Then play Class CDi Track 09, Have students listen to the song and point to the toys as they hear them. Bicycle, Yo-Yo, Jump Rope, Ball Bicycle Bicycle, yo-yo Yoyo Jump rope, ball e ba Its abieydle. 7 Isa yoyo. Bicycle Is abicycle. Yoyo Iesayoyo. Jump rope Wsabicycle. Ball es ajump rope. Bicycle, yo-yo. ee ee esa ball Isa bicyde. lesa jump rope Wsayoro. tsa ball esa bicycle. sa ball Yes! Wsayoyo. Wa bicycle. 2, Model the song, line by line. Have students clap to the beat after you. Play the song again and have students sing along, 3. Assign each of the students one of the four toys in the song, Play the song again. This time, have all the “yo-yos” stand up when they hear yo-yo in the song, Repeat for each of the other toys. 4, Play the song again and have students sing along, Encourage students to pantomime as they sing. + Find It (p. 17). Place Teacher Cards 3-6 face down ‘ona desk or table in random order. Put students in groups and have them stand in rows. Give each group two sets of Students Card 3-6. The student at the front of the line picks up a card from the pile, says It’ @ ball, and chooses one teacher card to turn over. If the two cards match, the team gets a point. If they don’t match, the student puts the card back on the pile and goes to the back of the line, Continue until all the students have had a tum, * Display Student Cards 3-6. Give students one minute to memorize the cards and then tell them to cover their eyes. Remove one of the cards and ask What's missing? + To reinforce listening comprehension, play “Bicycle. Yo-yo, Jump Rope, Ball’ again. Have _/, Students point to the pictures in their books when they hear the toy names. ‘+ Let’ Go, Ler's Begin Workbook, pp. 4-5. Have students do this for homework or in class, See Teacher’s Book pp. 94100 for instructions and answer key. ‘+ Let’ Go Picture Dictionary, pp. 48-49, Classroom Verbs + iTools ‘© Log in fort} Online Practice Unit 25Let’s Learn More _ww.ZabanBook.com, ones OS LMC Topic: “Toys Lesson Objectives: + dentiying and asking about toys Languags tain, cara dol ateddy bear What sit? sa teddy bea. Materials: Teacher and Student Cards 7-10, (1 ads 10-13 Sqm(e) J 4. Toy Train. Review toy vocabulary. Put Teacher Cards 3-6 or realia around the room. Have students stand in two or three lines and hold ‘onto each other like a train, Have the leader of each line walk around the classroom, When ‘you say, Stop! the leader takes his/her train to ‘one of the pictures. All students in the group point to the picture and say It’s a (bal). Then a new leader takes them to another picture and students repeat the procedure. Continue until all ‘rains have stopped at each picture. 2. Sing “Bicycle, Yo-yo, Jump Rope, Ball.” Have students pantomime or point to the toys as they sing. Eee 4. Introduce the toy vocabulary using Teacher Cards 7-10. Show one,Teacher Card and say the toy name. Have your students repeat each name several times. 2, Introduce the question What is it? Hold up ‘Teacher Card 10 (teddy bear) and ask students ‘What is if? Students answer It's a teddy bear. 26 Unit ‘Student Book page 6 ©) Learn the words. See Teaching Vocabulary, Teacher's Book page 13. 1. Play Class CD1 Track 10. Have students listen to the vocabulary and point to the toys as they hear them, Play the audio again and have students repeat the words. in 2 acar 3. adoll 4, ateddy bear 2. Doa quick practice with the vocabulary. Display ‘Teacher Cards 7-10. Call out a toy name. Have students point to the card and say the toy’s name. Repeat with each toy. © Listen and point. ‘See How to Practice Language in Pairs and Groups, Teacher's Book page 14. 4. Play Class CD1 Track 11. Have students look at Exercise A and point to the pictures in the order __they hear the words. ii) aar dol ateddy bear atrainteddy bear adoll aar atrain ateddy beat adall 2. Display Teacher Cards 7-10 one at a time. As you show each card, have students say the word. Gradually pick up speed so that you show each card a bit faster than students are answering. Change the order of the cards frequently, showing the words that the students are having problems with more often than the ones they know how to say. Continue until students are saying the words spontaneously. 3. Make sure each student has a set of Student Cards 7-0. Say the words in random order and have students put the cards in the same order on their desks. 4. Display Teacher Cards 7-10. Have students say them one by one. Take away one card at a time as they continue saying all the words. At the end, they should be saying all the words even though the cards are no longer displayed, Student Book page 7 @ Ask and answer. ‘See Teoching Grammar, Teachers Book page 13. 1. Have students look at the picture and describe what they see. 2. Direct students’ attention to the pattern What is if? I's teddy bear in the book or write it on the board. Play Class CD1 Track 12. Point to the words as students listen, Then play the track again and have students repeat after the audio. Play the audio again. Have students listen to the questions and answers and point to the appropriate pictures in their books What isit? Whats it Isa teddy bear, Itsadoll. What ist? Whats i Isa teddy bear Wtsacar Whatisit? Wsatrain, 3, Put Student Cards 7-10 in a bag. Have a student pull out 2 card and ack W/hat is #? to the other students. The first student to answer correctly gets to pull out the next card. © Listen point, and sing. ‘See How to Use Songs and Chants, Teacher's Book page 14. 1. Play Class CD1 Track 13. Have students point to the toys they see as they hear them in the song, nt #3) wmeeire ‘Whats it? Wasi Wsa ball, Wsatrain, What isi What isi tsa teddy bear, Isa teddy bear. Whats i What is it? Wsadol Wsa bicycle, Whats i? What is it? tsa teddy bear, tsa ball, 2. Assign each student a toy and play the song again. Have all the “balls” stand up when they hear ball in the song. Repeat with the other toys. 3. Play the track again and have students sing the song. Then ropeat the song, with students pantomiming each of the toys. Games and Acti + Pick Up (p. 19). Place Teacher Cards 310 (toys) face down. S1 points to a card and asks What is i? ‘S2.turns over the card and answers Ir’ « (car). + Concentration (p. 7). Divide the class into groups. Use a double set of Student Cards 7-10, placed face down in random order for each group. As they turn over the cards, students make sentences about each toy. Eclenaics ‘+ Let's Go, Lets Begin Workbook, pp. 6-7. Have students do this for homework or in class. See ‘Teacher's Book pp. 94-100 for instructions and answer key. + Unit 1 Reproducible Worksheet, Teacher's Book p. 107. See Teacher's Book p. 102 for instructions. (ns © Let's Go Picture Dictionary, p. 52, Toys * Let's Go, Let's Begin Reader 1 * iTooleww.ZabanBook.com sey LBY g a4 « Unit 27 iesLet’s Learn to Read isin tony 3 ‘The Alphabet Song Aa Bb Gc Dd Eo FF Jy Kk Oo Pp Qq Rr Ss Tt Uu Ww Xx Y¥y Zz Topic: “The alphabet Lesson Objectives: + Singing the Alphabet Song + Finding letters in names Language: ‘Andy, Jenny, Kate, Scott Materials: Teacher and Student Cards 3-10, teacher- ‘made word cards, CD1 Tracks 14-17 1. Our Chant (p. 20). Start with a basic rhythm and have students choose toys and fit them to the beat. Practice the chant. Then have students do the chant with appropriate actions for each. toy. 2, Divide the class into several groups. Give each group several Student Cards with toy vocabulary and have the students put them face down on a table. $1 points to a card and asks What is if? S2 guesses Ir'sa (ball) and turns over the card. If the answer is correct, S2 gets a point. [ite sina) + Introduce the alphabet. Write the alphabet on the ‘board, both upper and lower case. Point to each letter as you pronounce it clearly. Say the alphabet again and have students repeat. Do this several ‘times, picking up speed each time. Then point to random letters, say them, and have students repeat. 28 sunita Student Book page ©) Sing and ry. ‘See Teaching Phonics and Reading, Teacher's Book page 15 1, Have students look at the page and identify all the letters if they can. Play Class CD1 Track 14 and have students listen. 2, Play the audio again. Have students listen to the pronunciation. Then play it again and have students repeat after each line. 3, Have students sing the song, 4, Have students say the alphabet in the correct order.© Listen, point, and say. See Teaching Phonics and Reading, Teacher's Book page 15. 4, Play Class CDi Track 15. Have students listen and point to the letters. (Omri YP Nenanstunncie 2. Play the audio again and have students repeat after cach letter. ‘Student Book page 9 G Find the letters. ‘See Teaching Phonics and Reading, Teacher's Book page 15. 4. Play Class CD1 Track 16. Have students point to each name and repeat It. Cle ee ded Jenny ate Scott 2. Say the first letter (A) of the first name (Andy), ‘Have students point to the letter 4 in the name. Continue with the other names. © Listen and read along. ‘See Teaching Phonics and Reading, Teacher's Book page 15. 4. Play Class CD1 Track 17. Have students listen as ‘you point to each word as it said on the audio. rm Andy. Jenny. rm Kate. Fm Scott 2. Play the audio again, Have students listen and, follow along in their books. 3. Have students read the sentences aloud choralty ‘Then have volunteers read the sentences aloud for the class, 4. Have students take turns reading the story sentences in small groups or pairs. 5. Have volunteers act out the pictures as the class reads the sentences aloud. Acres aio! + Play Nametags to practice letter recognition. Have students make nametags, or make the nametags for them, if necessary. Tell students to find the letter that their name starts with. Then have them form groups by finding students whose names all start with the same letter. Alternatively, have them form groups of students whose names have an mt in them, or whose name ends in an e, and so forth, * Play Scramble (p. 18) to practice the alphabet. Divide the class into several groups. Write the alphabet on the board in a scrambled order. The first group to write it in the correct order wins. * Play Pick Up (p. 19) to practice the questions and answer pattern. Put Student Cards 3-10 face down on a table, Have students play in pairs. * Play Rock, Paper, Scissors (p. 21) using Student Cards 3-10. Say I'm (Ken), (I'm Meg), 1, 2, 3! The winner picks up a card and asks What is if? The loser answers I's a (bal), Play several rounds until the cards are gone. scars Co + Lets Go, Let's Begin Workbook pp. 8-9. Have your students do this for homework or in class. See Teacher's Book pp. 94-100 for instructions and answer key. ‘© Unit 1 Test, Teacher's Book pp. 124-125. See Teacher's Book page 122 for instructions and . 148 for the answer key. St. Test Center Cine + Let's Chant, Let's Sing 1, p, 4, “The Alphabet Song” + Tools * Log in for (Online Practice Unit 29Let’s Talk ie sey onto. ie Topic: + Greetings Lesson Objectives: + Expanding greetings + Learning two new action commands Language: Hi, boysand girs Hello, Mis Jones. Good-bye. Seeyou later Come here ‘i setmodart 8 CE cute coo Materials: aimner Severed ‘Teacher and Student Cards 11-12, a ea (CDI Tracks 18-21 ‘Student Book pages 10-11 1. Have students greet as many classmates as possible in one minute. Si: Hi! What’ your name? S2: I'm (Susan). What's your name? St: I'm (Ted). 2. Sing “Hi, What's Your Name?" (CDi Track 04) from Unit 4, Include gestures for Ht. student Bok page 10 @ Listen and sa ‘see Teaching Conversations, Teacher's Book page 13, 1, Use puppets or student volunteers to model the first part of the conversation, Hi, boys and girls. Hello, Miss Jones. Have students repeat after you to practice pronunciation, Have students take one role ‘while you take the other, and then switch roles. Repeat with the second half of the conversation, Good-bye, See you later, Have students look at the pictures and identify the characters and objects they recognize. Play Class CD1 Track 18. Have students listen to the conversation several times: first listening with eyes closed, then listening and pointing to the characters, finally listening and repeating familiar ‘words. Explain new language, if necessary. 30 Unit2 Hi boys and girs. Hello, Miss Jones. Good-bye. See you later. Play the audio again, Have students repeat after the audio, focusing on natural intonation, rhythm, and speed. Have students practice the conversation in two ‘groups and then in pairs. Encourage them to use appropriate gestures as they practice. @ Say and act. ‘See How to Practice Language in Pairs and Groups, Teacher's Book page 14. 1, Have students look at the pictures and identify the characters. Use puppets or student volunteers to model the conversation. Ask a volunteer to say ‘what goes in the blank in the first conversation. Have students repeat the lines after you to practice pronunciation. Repeat with the next conversation. Play Class CD1 Track 19 and have students repeat.