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Teacher's Guide

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Aledq Krquse . Gr€g Cossu
with M. H. Newton


Published by
Pearson Longman Asia ELT
20/F Cornwall House
Taikoo Place
979 King's Road

QuarryBay
Kong

a

Hong

fax

+852 2856 9578

email:
www.pearsonlongman. com
and Associated Companies throughout the world.
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Pearson Education Asia Limited 2005

All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted
in an"y form or by any means, elecironic, mechanical, photocopying, recording or otherwise, without the prior
written permission of the Publishers.
The following pages, however, may be photocopied by a school or teacher for use in a classroom: pp. 27,
35-37,45-47,55-57,61-63, 65,73-75, Aa-AS, SS-SS, 99-I01, I03, ill-113, 121-123,13i-I33, 137-139, 141,
145, 149,

t52, t76-t87 , 190-195, 197.

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First edition 1997
This edition 2005
Reprinted 2009
Produced by Pearson Education Asia Limited, Hong Kong
EPC/11
ISBN- l3 : 97 8-962 - A0 -5292-7
ISBN- 1 0: 962-00 -5292-7

Publishing Manager: Gregg Schroeder
Publisher: Christienne Blodget
Managing Editor: MarieWebster

Editors: Hoi Kin Chiu, Kelley McDermott
Designers: Junko Funaki, Tonic Ng
Illustrator: Bernd Wong

0

Acknowledgements

taught me everything I have learned about them, to my
editors, whose dedication and professionalism are responsible for all that is good in this edition, and to my
mother, Leona, who always knew I would vrrite a book and whose encouragement led me to try. And my
gratitude to Lesley, without whom this would not be.
I wish to express my thanks to my students, who

AledaKrause

children's course is a team effort. IWould like to thank all of the editors and the entte SuperKids
team ai Pearson Education for making the new edition of SuperKids a reality. I also want to thank my coatrthor, Aleda Krause, for her support and encouragement. Lastly, I want to thank my friend Lesiey who
believed in me. I dedicate this book to my mother, Iewel.

Writing

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Greg Cossu

The Publishers would tike to thank the following people for their contribution to the course:
Mary L. Burkitt

Kathrym Burder
Susan Bainbridge
Christine Choi
Cho, lin-Hee
Dorothy Chiu
Florencia Chen
Daphne Chen
Allen Gilman
Daniel Fly,:rn
Sharon Eun
Lee Seung Eun
Hiroko Kashimoto
Kazuko Kameyama
Yumi Hamanaka
Gu, Eun-Young
Kim, Soo-Kyeong
Greg Kennerly
Katsuko Kato
Christina Ke
Tim Lyon
Kim, Sun-Young
Kim,Young-Soon
Jessie Lin
Kaoru Naritomi
Mari Nakamura
MartMcTamney
Ichizo Murakami
Song, Na-Young
Ayako Ozasa
Rie Noguchi

Samuel Oda
Hideko Takasu
Suh, Yoon-li
Chizuko Takai
NathanToleman
Shinichi Tanaka
ShellyThies-Itoh

R::",I"#*ffi .,,J,,Iiu.,

NorikoYoshio

Eva Zawadzka

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Course D,gsgrlption
Philogophy

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Test 3
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How to Make and Use
Certif, cate of Completion
Word List

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Philosophy

Components

SuperKids is a six-level course for elementary school
childre_nlearning English as a Foreign Language (EFL).
SuperKids is based on the following-pfritos6ptr'ies.

Student Book
The Student Book includes:

l.

Voriety of methods
No oneparticular English teaching methodology works
for all children in all classes, so tedhniques frorilvarious
approaches are used. Detailed suggesti,ons are provided in
each lesson plan. Approaches used include Totil phvsical
Response (TPR) in Levels I and 2, Whole Language
Learning, and the Communicarive Approachiall"of ,rhi.h
have been proven successful with cNldren.

Conlextuol leorning
Language is introduced contextualiy and in cateqories.
Children are able to learn and remember related"
vocabulary, simple dialogs and structures more readily
these are introduced in a common context. Familiar
themes and situations from children,s lives are used in
order to make the task of learning English more
interesting and less intimidating.

if

with familiar characters to stimulare
student interest and.to provide a sense of continuity.
2. Nine theme-based units with cotorfirl double-page
spreads.

3. Three Recycle itl units to reinforce and expand on
previously taught language.

4. Three Discover it! units to introduce cross-curricular
topics.

5. Two double-page Culture units to introduce different

events ofuniversal interest to children, making
learning English an intemational experience.
6. At least one song or chant per unir to help children
practice and remember grammar points ind dialogs.
7. Pictorial icons on each page to identi8rthe focus ofthe
lesson.

8. A gradual introducrion to reading and writing. Sounds

Speoking needs proclice
Children learn to speak.English by saying things they

walt tg say in meaningful conrexts. SupJrKids provides

activities and games that encourage children to speak out.

Four skills
SuperKids systemarically progresses through the four
skills of listening, speaking, reading and \^;itins wirh each
skill formally introduced and then !racticed. Tf,e
emphasis is onlistening and speaking (the natural order
of language acquisition) so thit childien can immediately
begin communicating orally in English.

Course Description

e

on the pages serves as a reference for teachers and aiso
helps familiarize children with the Roman alphabet.

1. Eighteen functional dia.togs that are useful in daily life.
2. Vocabulary building of nouns.
3. Vocabulary building of verbs using the TpR rnethod.

Fun

I

words (with the
exception of x which is
taught as the final
sound ofwords). Text

The CD is used to model the language items and tasks
before expecting children to speak o-r complete a task.
Children feel less threatened and more suicessful when
working with new language or completing tasks in this
way.

Learning is made enjoyable through games and task-based
activities. SuperKids ums to help children develop a
positive aftitude towards learning English.

2

Level 1 is based on the

premise that children
cannot read any
English words and
have had little or no
previous exposure to
English. In Level l, all
the letters of the
alphabet and their
sounds are taught as
the first sound of

Modeling

In EFL situations, review of language is very important.
The language ia Superlfrds is carefuUy recyiled^within
each level and befween levels.

e

Studenl Book I

In Unit 1, the SuperKids arrive at school and meet new
friends, including a talking mouse. The children and
mouse.interact throughout the book making leaming
enjoyable and stimulating.

Review ond recycling

(

that have similar mouth positions are taught-tosether
so children-can acquire the sounds more Jasilyind
learn to differentiate between them.

Listening tirsl
Many children studying in EFL situations do not hear
spoken English outside the classroom and have no other
base for their aftempts to communicate in English. In
SuperKids, children hear and respond to langu"age
receptively before being required to producJit, t=hat is
they listen, then speak. The CDs givjmaximum exposure
to native speaker competence.

'a

A storyline

Level

i

focuses on:

4. Nine simple structures to provide a suong foundation
in basic English grarnmar.

5. Initial phonics sound ofeach letter ofthe alphabet.
6. Recognizing and writing all the upper and lower case
letters.

Sludenl Book CD
The Student Book CD includes:

I.

Models for all the vocabulary items, functional dialogs,
and grammar statements and dialogs.
2. A narration of the stoq'line to add special interest.

)


3. Lively and rhythmic songs and chants for each unit.

4. Models for the phonics sounds.

a

5. The stories and listening activities in each Recycle itl

unlt.

6. The vocabulary, dialogs and songs from each Discover
it! and Culture unit.

Activity Book
The Activity Book

includes:

1. Further practice of
language items
introduced in the
Student Book.

(

I

2. Tasks ofuniversal
enjolment to
children such as
finding hidden
pictures and
connecting dots.
3. Onepageforevery
lesson in Units 1-9
and one page for
every Recycle it!, Discover it! and Culture unit.
4. A listening activity on each page as well as another
activity to practice reading and writing words and
sentences.

5. Letter writing and tracing activities in Level

Later
levels develop more advanced skills, such as reading
and writing words, simple phrases, sentences and

I

t

1.

short passages.

Aclivily Book CD
The Activity Book CD includes:

l.

All the instructions necessary to complete the listening
tasks.

2, Instructions followed by a bell sound signaling where
the CD should be paused so children can complete the
task.
{

N

Teocher's Guide
The Teacher's Guide

includes:

l.

The philosophies and

objectives ofthe
course.
2. Detailed lesson
plans, including

culture notes,
pronunciation notes
and notes on
language usage.

3. Audio scripts and
answer keys for the
Student and Activity
Books.

4. Placement tests / assessments with answer key.
5. Photocopiable supplementary activities.
6. An Activity Bank of activities to supplement each lesson.

7. Reproducible Reduced Picture Cards for each unit,
colors and numbers 0 to 12.
8. TPR card reproducibles for each unit.

Not€ that throughout the Teacher's Guide, stlldents is
abbreviated to Ss.

Picture Cords
There are 72-103 Picture Cards per
level. One side is a color picture
while the other side shows the

corresponding word. There is one
card for each vocabulary item as
well as each SrrperKids character.
The Picture Cards can be used to
teach and review vocabulary
words as well as practice the
diaiogs. Detailed suggestions on
how to use the cards are provided
in each lesson plan.

Student Book I unil description
Tolk qboul it!
(Vocobulory, funclionql diologs, grommunit opens with a double-page spread showing the

Each

following in an iUustrated context:

I.

Target vocabulary items underneath the illustrated
scene.

2. Two functional dialogs or expressions.
3. The unit's target grammar diaiog outlined in red.
4. Numbered dialogs so that Ss will know which dialog to
focus on when listening to the CD.

5. Some of the phonics words for the target phonics

sounds in the unit.
6. Humorous elements to add to the enjoyment of leaming.
7. Ahidden bugfor Ss to find.

General teaching method
Vocabulary
There is one Picture Card and one Reduced Picture Card
for each vocabulary item on these pages.

l. Use Picture Cards,

real objects or pictures to teach the

vocabulary items under the main scene. Hold up and
name each card or object. Have Ss repeat.
2. Have Ss open their books:
a. PIay the CD. Have Ss listen and point to each
vocabulary item under the main scenes.
b. Play the next track on the CD. Have Ss listen and
repeat the items.
c. Play the next track on the CD. Have Ss listen, find
the words and write the numbers in the boxes.
3. Practice: All vocabulary items appear in the main
scenes. Name items in random order. Have Ss point to
the corresponding items in the main scene.

Dialogs
1. Introduce the dialogs as suggested in the Teacher's
Guide.

2. Have Ss open their books:
a. Play the CD. Have Ss listen to the story and point to
the people or objects in the main scene as they are
mentioned. The story helps to reinforce the
vocabulary and provide a context for it.

Course Descriplion 3


b. Play the next track on the

CD. Have Ss first listen to
the dialog and point to the characters who are
speaking, and then repeat the dialog.
3. Practice: Divide the class into groups or pairs. Have
groups A and B (or Sl and 52) say alternate lines of the
dialog. Have Ss change roles.

show the context in which each grammar point is used.
This lesson includes:

l.

TWo scenes

illustrating the context of the

grammar

2.

Thestatementformoftheunittgrammarpoint
outlined in red.

Do it! gnny
Vocabulary building ofverbs is done at all levels. Levels I
and 2 teach verbs using the TPR teaching method whereby
Ss leam English through a physical response to English
commands. T?R activities in the lesson plans and in the
Activity Bank consist of both receptive and productive
actMties. Once Ss are familiar with responding to the
commands (receptive), they can practice giving the
commands (productive). The productive activities act as
review or consolidation ofthe language learned.

General teaching method
TPRuerbs
1. Tell Ss (in their native language if necessary) that it is
not necessary to repeat the commands. They should
only do the actions.
2. Introduce one command:
a. Say one command and do the action.
b. Repeat the command. Have Ss do the action with
you.
3. If Ss respond confidently, introduce the next command
in the same way. If not, repeat step 2. Repeat until all
the commands have been introduced.
4. Play the CD and have Ss listen to the commands and
point to the pictures.
5. Play the CD again and have Ss listen and do the

actions.
6. Shuffle theTPR Cards and give the commands in the
random order of the cards. Have Ss point to the

pictures in their book.
7. Use the TPR cards to say the commands in random
order again and have Ss do the actions.

Sing-a-gram
This is a short grammar song which introduces the
grammar point in each unit. Ss can hear, understand and
absorb the grammar patterns before being required to
produce them. The Sing-a-grarnis on the CD.
Ss should only be introduced to the song in this lesson.
It serves as a preview of the grammar point to be taught in
the next lesson. The song should be taught in detail in the

next lesson.

1. Introduce the Sing-a-gram as suggested in the
Teacher's Guide.
Play the CD. Have Ss listen and point.
3. Play the CD again and have Ss follow along with the
song or do actions as suggested in the Teacher's Guide.
For example, give out Picture Cards or Reduced Picture
Cards of the items in the song and have Ss raise the
cards when they hear the words in the song. Ss should
not sing the song in this lesson.

2.

Build it! (Grommor)
Grammar is practiced in the form of statements, dialogs and
substitution exercises using illustrated scenes. These scenes

4

Course Description

i

point.

3. Simple statement form practice exercises.
4. The dialog form of the unitt grammar point

a

also

outlined in red.
5. Simple dialog practice exercises.
6. A listening exercise to practice the grammar point.

General teaching method

Grammar
1. Introduce the grammar statement. Hold up the Picture
Card or real object of the vocabulary item to be used in

2.

3.

the statement. Say the statement, e.g. She\ my mother.
Have Ss repeat.
Introduce the grammar diaiog:
a. Hold up the Picture Card and ask the question, e.g.
Who's she?Have Ss repeat.
b. Answer the question, e.g. She's my mother. Have Ss
repeat.
Have Ss open their books:
a. Play the CD for part A. Have Ss listen and repeat.
b. Have Ss do the four listen. Say exercises in pairs.

c.

?

PIay the CD for part B. Have Ss listen and repeat.

Answer exercises

in

e. Play the CD and do the listening exercise in part

C.

d. Have Ss do the four listen.

Ask.

pairs.
Note: Contracted forms are used in all levels in order to
be consistent with natural spoken English.

i

Sing-a-grarn

I. Have Ss look at the Sing-a-gram
2.

in the previous lesson.

PIay the CD. Have Ss listen, point and do any actions,
speaking or singing as suggested in the Teacher's

Guide.

3. Divide
4.

Ss into pairs or groups to sing different parts of
the song.
Have pairs or groups change roles and sing the song
again.

Reod il! lenonics

sounds)

Phonics is an integral part ofeach level, beginning with
initial phonics sounds in Level Ss can iisten to and repeat
the phonics sounds, and practice recognizing and writing
the letters.

l

This lesson includes:

l. Words with target initial sounds clearly illustrated.
2. Recognition of the written form of target letters in part
B.

3. Tracing and then writing practice of each of the
phonics sounds in part C.
At the end of the lesson, Ss can turn to the Alphabet
Chart on Student Book pp. 82-83 to fill in the letters
taught in the lesson for extra writing practice.

9


General teaching method

Pronunciation table
The following symbols are used to indicate the
pronunciation ofthe phonics sounds introduced in the

Read it! section of each unit.

a

Consonants

Symbols
p

Kevwords
pen

b

back

t

ten

d

dav
key

k

set

f

fat

Phonics sounds
the upper and lower case letters of the target
phonics sound on the board.
2. Point to the letters. Point to the picture of a word with
that initial phonics sound in the Read itI section in
your Student Book. Say and emphasize the initial
sound and name the picture, e.g. b b book. Have Ss
repeat.
3. Introduce the other target phonics sounds in the same
way.
4. Have Ss open theirbooks:
a. Play the CD. Have Ss listen and point to each
I

. Print

picture.

vlew
0

thins

6

then

s

soon
zeto
shio
pleasure

f

I

3

hot
loch

h

x

I
&

cheer
lumD

m

sum

n

sun
sung

n

wet
let

a

red

r

vet
Vowels

short

I

bit

e

bed
cat

E

hot
cut
put
about
happy
actuality

o

U
a

a
u

sheep

long
o:

father

D:

doe

a:

four
boot

bird
diphthongs

EI

make

at

lie
boy

OU
U

ta
u3

:)

la

note
now
real

actual

peculiar

b.

PIay the next track on the CD. Have

Ss

Iisten and

repeat.
5. Practice: Have Ss find pictures of items in the main
scene on the first tlvo pages of each unit that begin
with the target phonics sounds.

Letter recognition
1. Print the target upper and lower case letters on the board.

2. Point to and name

each letter. Have Ss repeat.

3. Focus Ss' aftention on part B:
a. In Units 1-6, have Ss draw

a circle, square or
triangle around each upper and lower case letter.
b. In Units 7-9, play the CD. Have Ss listen and circle
the first Ietter of the word they hear.
Note: From Unit 3, Ss should circle only the target

letters. "Distracters" (other non-target letters) make the
task more challenging.

Writingletters
Write the upper case form of the fust target letter on
the board.Write slowly so Ss can see clearly how to
form the letter.
2. Have individual Ss write the letter on the board.
3. Do the same for the lower case form of the flrst letter
and the upper and lower case forms ofthe other target

l.

letter(s).

4.

:

Focus their attention on part C. Have Ss trace and
the letters on the page.

write

Proctice il!
This section contains a task-based speaking activiry for
pairs or small $oups, designed to allow Ss to use the
language they have learned.

Sing it!

/ Chont il!

This section contains an enioyable song or chant to wrap
up each unit. These are also included on the Stude[t Book
CD.

General teaching method
Practice

it!

open their books. Focus Ss' attention on the
Practice ifl exercise.
2. Review the question and answer pattern illustrated at
the top of the page.

1. Have

Ss

Course DescriPtion 5


3. Put Ss into pairs or small groups.
4. Explain the rules of the particular activity

4. Put Ss into pairs and
(see lesson

plans for Lesson 6 of the unit).

5.

5. Have Ss complete the activity in pairs or groups.
6. Follow up with the activity detailed in the lesson plan.

Singit! / Chant

it!

1. Play the song / chant on the CD. Have Ss listen.
2. Play the song / chant again. Have Ss sing / chant along
(or follow the other suggestions provided in the lesson
plans).

RecyCle it! lneview ot three units)
After every three units, there is a Recycle itl unit which
serves to reinforce and expand on previously studied
language items. Included are an illustrated, humorous
story review exercises and a board game.

Discover it! provides an additional content-based learning

opportunity.

General teaching method

Vocabulary

l.

Introduce the vocabulary items with real objects or
pictures (there are no Picture Cards for these items).
2. Have Ss open their books and look at part A.
3. Play the CD. Have Ss listen and point to rhe pictures.
4. Play the next track on the CD. Have Ss listen and

have Ss name them.

Review the dialogs and the vocabulary found in the

story.

Dialog

Have Ss open their books to the story section.
Review the characters and items in the pictures.

l.

4. Play the CD. Have Ss listen and point to the
corresponding pictures.

5.

Play the CD again. Have Ss listen and repeat.

6. Put

Ss

into pairs or small groups and have them

practice the dialogs. Give them props as necessary.
7. Have volunteer groups perform the story in front of the
class.

Review

l.
2.
3.
4.
5.
6.
7.
8.
9.

repeat.

5. Point to the vocabulary items in random order and

Story

2.
3.

it!

Have Ss open their books to the Reyieru irJ section and
look at part A.
Point to each picture and have Ss think about what the
dialogs are about.
Play the CD. Have Ss listen and write the numbers of
the dialogs in the boxes above the pictures.
Check the answers as a whole-class activity.

HaveSslookatpartB.
Point to each letter and have Ss say the letter name
and the sound.
Point to a picture and ask What,s this?Elicit the answer.
Model how to do the exercise or write the letter under
the picture.

Introduce the dialog as suggested in the lesson plans.
2. Play the CD. Have Ss listen and repeat.
3. Put Ss into pairs and have them practice the dialog.

l.

Culture
The Culture units introduce holidays enjoyed by children
in many English-speaking countdes. Each unit provides
an oppcirtunity for further content-based learning, as well
as for a fun break from more serious lessons.

General teaching method

Intraduction
Introduce the holiday in Ss' native language, if possible.
Notes about the holiday are included in the lesson plans.
Show Ss pictures ofthe holiday.

Vocabalary
1. Introduce the vocabulary items with your own

2.

Each board game is slightly different. The game is color

Course Descripiion

Play the song or chant on the CD. Have Ss listen.

2. Play the CD again. Have Ss sing or chant along.
3. Do the wrap-up activity suggested in the lesson plans.

Playir!
coded and each color represents a different language
pattern to be practiced. Read the lesson plans for details.
l. Have Ss open their books to the play lr! section and
look at thil board game.
2. Review the dialogs for each color coded section.
3. Point to the first space in each colored section and
have two Ss say the dialog according to the language
pattern.

I

Songor chant

Give Ss time to complete the exercise. Walk around to

check for accuracy.
10. Check the answers as a whole-class activity.

6

9

Discover it!

General teaching method

).

give each pair one die and two
markers.
Have Ss in each pair take turns rolling the die and
moving around the game board, saying the dialogs
according to the language pattems.

3.

pictures, or use the pictures in the Student Book. Notes
about the vocabulary are included in the lesson plans.
Have Ss open their books:
a. Play the CD. Have Ss listen and point to each

vocabulary item under the main scenes.
b. Play the next track on the CD. Have Ss listen and
repeat the items.
c. Play the CD again. Have Ss find and point to the
items in the main scenes.
Practice the vocabulary items with a game or activity.
Suggestions are in the lesson plans.

Dialogs
f

.

introduce the dialogs and commands as suggested in
the lesson plans.

)


2. Have

I

Ss open their books. Play the CD. Have Ss first
listen to the dialog and point to the characters who are
speaking, and then repeat the dialog.
3. Put Ss into pairs and have them practice the diaiogs.

Song or chant

Course liming ond schedule
Suggesled timing for one lesson plon
50- to 60-minute class
Warm-up / review

Play the CD. Have Ss first listen, then sing or chant along

(5-7 minutes)

with the song or chant.

Extensinn

Introduce and practice new
language items

Do one or more of the optional activities (to help Ss
understand the holiday) or any ofthe reproducible
activities.

Ss

open their books.

a. Play the CD. Have Ss listen and follow aiong in their

t
3.

5 minutes

ActivityBook check*

(5 minutes)

Introduce and practice new
language items

15 minutes

Activity Book assignment*

(5 minutes)
5 minutes

Total

30 minutes

One-yeor schedule
72 classes peryear

2

Starter unit

Pause the CD at each &e/l sound for Ss to complete
the tasks.

c. Check

Warm-up / review

Wrap-up

books.

b.

50-60 minutes

30-minute class

General teaching method
Have Ss look at exercise A:

5-B minutes

Total

The first exercise on each page is always a listening
exercise. The other exercises are either listening, reading
or vwiting activities.

1. Have

(5-7 minutes)

Wrap-up

There is one Activity Book page for each lesson in Units
1-9 of the Student Book, and one page for each Recycle itl,
Discover itl and Culture unit.

2.

3G-32 minutes

Activity Book assignment*

Activity Book
At the beginning of Activity Book I is an Alphabet Chart
for Ss to fill in the letters of the alphabet for review and
extra writing practice.

?

10-13 minutes

Activity Book check*

9

54 classes

units x 6 classes each

3 Recycle

Ss' answers and correct where necessary.

it units x 3 classes each

Have Ss look at exercise B:

3 Discover

a. If it is another listening activiry follow the
instructions above. If it is a writing activiry

2 Culrure units x 2 classes each

demonstrate how to do the activity.
Give Ss time to complete the activity.
c. Check Ss' answers and correct where necessary.
4. The Activity Book may also be assigned for homework
after explaining to Ss how to do the exercises in class.
Alternatively, do exercise A in class and assign exercise
B for homework, or vice versa.
5. Have Ss color the appropriate spaces on t:,e Reward!
page at the back of the Activity Book on completion of
each unit. Have Ss use the color indicated in the
Activity Book for that unit.

it units x

classes

1 class

each

TotaI

I

classes

3

classes

4

classes

72 classes

b.

,

60 classes peryear

2

Starter unit

I

units x 5 classes each

3 Recycle

it units x 2 classes each

3 Discover

it units x

1 class

each

2 Culture units x 2 classes each

I units x 4 classes each

4

classes

it units x

Culture units x

1 class

1 class

classes

36 classes

it units x 2 classes each

3 Discover

Total

classes

2

Starter unit

I

classes

3

peryear

49 classes

2

6

60 classes

Total

3 Recycle

classes

45 classes

each

each

6

classes

3
2

classes
classes

49 classes

*

Assign homework after every other class and check the
homework during the following class.

Course Description 7


Suggested scheduling for one unil
6 classes per

unit

(72 classes peryear)

Lesson plans in the Teacher's Guide follow this schedule.

title

Class

Page

1

Talk about

ln class

it!

Review previous unit's vocabulary. Teach

ActivityBook

and practice new vocabulary.

(Vocabulary)
2

J

4

Talk about it!
(Dialogs)

Heview previous lesson's vocabulary. Teach

Do it! /
Sing-a-gram

Review dialogs. Review previous unit's TPR verbs. Teach and practice

Build it! /

Review the unit's vocabulary items and grammar dialog. Practice the
grammar statement and dialog with substitution exercises. Teach and

Sing-a-gram

and practice dialogs.

Talk about it!
(Vocabulary)

Talk about it!
(Dialogs)
Do it!

newTPR verbs receptively. Introduce the Sing-a-gram.

Build it!

sing the Sing-a-gram.
Read it!

Review previous unit's phonics sounds. Teach and practice new phonics

Read it!

sounds and words.
6

Practice it! /
Sing it!

or

Review the unit's grammar statement and dialog. Do the task-based

Practice it!

practice. Do the final song / chant. Review the unit.

Chant it!

5 classes

perunit

(60 classes

title

Class

Page

I

Sing it! or

Chant it! /
Talk about

peryear)

In class

Activity Book

Do previous unit's final song / chant as review. Review previous unit's
vocabulary. Teach and practice new vocabulary.

Talk about it!

(Vocabulary)

Review previous lesson's vocabulary. Teach and practice dialogs.

Talk about it!
(Dialogs)

Teach and practice newTPR verbs receptively. Do the Sing-a-gram.

Do ir!

itl

(Vocabulary)
2

Talk about

it!

(Dialogs)
-a

Do it! /
Sing-a-gram /

Introduce new grammar.

Build it!
4

Build ir! /
Read it!

5

Read

Teach and practice the grammar statement and dialog. Review previous
unit's phonics sounds. Introduce new phonics sounds and words.

it! /

Teach and practice new phonics sounds and words. Do the task-based

Practice it!

4 classes per

unit

practice. Review the unit.

Page

I

Sing it!

Read it!

/

Practice it!

(49 classes per year)

title

Class

Build it!

or
Chanr it! /
Talk about

In class

Activity Book

Do previous unitt final song / chant as review. Teach and practice new
vocabulary. Introduce dialogs.

Talk about it!
(Vocabulary)

Review previous lesson's vocabulary. Teach and practice dialogs. Teach

Talk about it!

(Dialogs) / Do it!

it!

(Vocabulary)
2

Talk about

it!

(Dialogs) / Do it!
J

Build it! /
Sing-a-gram /
Read it!

4

Read

it! /

Practice itl

B

Course Description

and practice newTPR verbs receptively.
Review the dialogs. Do the Sing-a-gram. Teach and practice the
grammar statement and dialog. Introduce new phonics sounds and
words.

Build itl

Teach and practice new phonics sounds and words. Do the task-based

Read it!

practice. Review the unit.

Practice itl

I


!.iri-i
;tw+
SLj:

-'.:..r.rr

:. ::.iii:::

:.:.-

I

:,:t..1r,,:,,,i'i..:,

.'-

I

:t:

Lesson plonning

Options

Teachers should plan each lesson carefuIly with specific
goals and objectives in mind. It is always better to p_lan
irore activities than necessary in case one activity does

either as part of each lesson or in place of suggested
activities. This section usuaily suggests tasks or activities
for further practice.
Note: Materials needed for optional activities are no,
included in the materials box of each lesson plan.

not work according to Plan.

Explonotion of lesson Plons in the
Teocher's Guide
There is one complete lesson plan for each Student Book
page. However, ifyou need to teach two Student Book
pages in one lesson, you can do so by implementing one
of the suggested schedules on P. 8.

Success requires planning, and planning takes timesomething the busy teacher of children often has too iittle
of. The lesson plans in the Teacher's Guide have been

designed to help the teacher cover all the material in
SupirKids inan organized manner with minimal
planning. A brief look at the Activity Bank before class will
often give you that one extra idea that boosts an average
class to a great class. Each suggested lesson plan has been
divided into the following sections.

Each lesson plan suggests further activities to be used,

ActivityBook
The Activity Book serves to reinforce what was taught in
class. Exercises may be done in class or at home.

Materials for the next lesson
If any materials are needed for the next lesson or for any
of the optional activities in the next lesson, the teacher is
informed ahead of time to bring / prepare these for the
next lesson.

Warm-up / review
with a fun warm-up in order to review
material previously Iearned and motivate Ss to use
English during class.
Each lesson begins

Each warm-up / review section practices language
items ftom the previous lesson or from the previous unit'

Activity Book (check homework)
Systematic review is key to the retention of new language.
Further review ofthe previous class' material is built into
the lesson in the form of the homework check.

Introduction of new language items
New language items are introduced in this section
without ihe aid of the book. The focus is on the teacher,
so Ss hear language before producing it themselves'
Suggestions are given in each lesson plan on how to
use Picture Cards or real objects to introduce the

materiai.

Open the book
open their books and listen to and practice the new
language items. Detailed suggestionson how to involve Ss
whi'ie liitening to the CD are provided in each lesson plan'
Ss

After the book
Practice is essential if Ss are to internalize the new language
items. Detailed suggestions on how to further practice the
Ianguage items are provided in each lesson plan.

Wrap-up
Beginning and ending each class in an enjoyable way is
essential io instilling in children a love of English' Each
lesson plan has suggestions for actMties to finish each

class and send children home feeling good about the
lesson and themselves.

Course DescriPtion

I


Unit and title

Topic andvocabulary

Storter Unit

Numbers:0-I2
Colors: red, green, blue, yellow, pink, orange,

Graminar

ig

purple, brown, black

I

Bockto School

2 My Fomily
3 On o Picnic

Classroom items: book, crayon, pencil,
notebook, book bag, pencil case, pen, ruler

It's a pencil.
\ty'hat's this? / It's a pencil.

Family members: mother, father, big sister,
big brother, little sister, little brother,
grandmother, grandfather

She's my

Food and drink: rice, chicken, cake, candy,
water, juice, milk, tea

I like chicken. / I don't like chicken.
Do you like chicken? / Yes, I do. /

He's my

Whot

Discover it!

Review of Units

I

My Body

4

Hoving Fun

/ She's my little sister.
/ He's mv little brother.

she?

\Mho's he?

No,

Recycle it! I

little sister.
little brother.

I dont.

l-3

Body parts: eye, 2 eyes, head, nose, ear,2 ears,
mouth, shoulder,2 shoulders, finger, 10 fingers,
toe; l0 toes

Actions: swim, skate, skateboard, fly a kite,
draw, ride a bike, juggle, sing

f.r

I

i can swim. / I can't swim.
Can you swim? / Yes, I can.

/ No, I

can't.

5

Pet Doy

Pets: dog, cat, rabbit, hamster, turtle, bird, flsh,
snake

This is a snake.
Is this a snake? / Yes, it is.
Is this a rabbit? / No, it isn'r.

6

In the Clossroom

Classroom objects: ciock, board, door, desk,
CD player, trash can, computer, chair

This is a computer. / That's a clock.
'dr'hat's this? / It's a CD player.
What's that? / It's a computer.

Recycle it! 2

Reviewof Units,t--6

Discover it! 2
My Clothes

Clothes: cap, jacket, pants, sandals, T-shirt,
skirt, shoes, socks

7 At Home
8

Ploying Sports

9 Croft Time

Verbs: reading, painting, dancing, watching
eating, sleeping, playing, coloring

T!

Sports and sports equipment: bat, glove,
baseball, basketball, soccer ball, heimet, racket,

I0

I have a glove. / I don't have a glove.
Do you have a glove? / No, I don't. /

More classroom items: rulers, crayons, erasers,

I have I pen. / I have 2 pens.
How many pens do you have?
I have 2 pens.

Reyiew of Units 7-9

Discover it! 3
AnimolPork

Animals: tiger, zebras, parrots, monkeys,
gorillas, elephants, kangaroos, lions

Culture I

Halloween characters and foods: ghost, clown,
skeleton, witch, jack-o'-lantern, donut, apple,
candy bar

Culture 2
Merry Christmos

Christmas decorations and symbols: Christmas

I con do it!

Assessment for Level I

Syllobus

\Arhat are you doing? / I'm coloring.

Yes,

Recycle it! 3

Holloween

I'm coloring.

paddle

staplers, colored pencils, pens, markers, hats

tree, candy cane, star, Santa Claus, reindeer,
sleigh, present, stocking

(,

rl

I do.

/

t,

TPRverbs

Phonics

Classroom commands: stand up, sit
down, open your book, close your book,
take out your book, put away your book

Bb: book, book bag, bug

Thank you. / You're welcome.
Are you ready? / Yes.

Basic movement commands: wa]k, run,
hop, skip, turn around, stop

F
V

v:

I'm hungry. / Me, too. Let's eat.
I'm thirsty. / Have some juice.

Commands at the table: eat the candy,
drink the water, pass the chicken, take
some chicken, pour the milk, cut the cake

C
G

c: cake, candy, crayon
g: green, grandmother,

Functional dialogs

ig

What number? / 6.
\rVhat number? / 10.
\fhat color? / Black.

I'm Chip. \tVhat

s

your name? /

I'm Donny.
Hi, Beth. / Hi, Toni. How are you? /
Fine, thank vor.r.

Sorry! / That's OK.
Ouchl / Are you all right? / I think so.

\I/hose bird is that? / It's mine.
Can i hold your hamster? / Sure.

Sorry I'm late. / That's OK.
'vVho's next?

/ Me.

Whose jacket? /

Itt

fathet four, five
violin, vase, vest

grandfather
M m:milk. mouse. mother

Sports commands: take offyour shoes,
put on your skates, get on your
skateboard, get offyour bike, jump in the
pool, kick vour feet
Commands with pets: pick up the
hamster, put down the hamster, feed the
fish, pet the rabbit, brush the cat, walk the
doe
Classroom commands: go to the board,
go back to you seat, turn on the computer,
turn off the computer, write your name,
throw awav the trash

s: swim, skateboard, seven
Zz: zero,zipper,zebra
I j, juggle, juice, jump
S

D
T

d:

dog, Donny, draw
turtle, Toni, two
iguana, insect, igloo

N

n:

notebook, nose, nine

A

a:

t:
I i:
Ll:

Iight,leg,lion
apple, ant, alligator

mine.

May I watch TW / Sure. Go ahead.

Hurry upl / Wait a minute.

Getting ready for bed commands: do
your homework, brush your teeth, wash
your face, put on your pajamas, get in
hed. so to sleeo

l,t

f:

Command: touch vour toes

le

i4

Pp: pencil, pencil case, purple

Itk hot. / Yeah.
Lets play basketball. / Good idea.

What are you making? / A hat.
lVhere's the glue? / Here it is.

Commands with a ball: throw the ball,
catch the ball, kick the ba11, hit the ball,
bounce the bal1, shoot the ball
Commands for making a hat: draw a half
circle, cut it out, paint it, fold it, glue it,

put on your hat

Ww: watchingTV water, walk
R r: reading, rabbit, ruler
O

H
K
Q
E

o: octopus, ostrich, omelet
h: helmet, hamster, head

k:

q:

e:

Xx

Yy:
U

u:

kite, kangaroo, king
question, queen, quilt
elephant, egg, elbow

box, six, fox
yes,yellow yo-yo
umbrella, up, under

How many goriilas? / 2.
'vvhat are you? / I'm a ghost.
Is it ready? / Yes.
Trick or treat! Trick or treat!
Who's next? / Me.

q

\tVhatt this? / Itt a star.
Where's the tape? / Here it is.
Ho ho ho!
Wowl A baseball. / Thank you. /
Yorr're welcome.

Syllobus

11


Listening

Level

I

r

Speaking

Choose the correct picture
while listening to words and

short sentences
. Put pictures in order while
listening to target
vocabulary and functional
dialogs
r Respond correctly to simple
commands
o Understand short stories

containing simple
structures and vocabulary

r

Listen to words and identiS
letters at the beginning of

Writing

Reading

o Make simple statements,

questions and answers

when given a model
o Ask and answer simple
questions about

Name all upper and
Iower case letters
Recognize target
vocabulary and

r

phonics words

o

Trace and write all

upper and lower
case Ietters on

staves

themselves when given a

'"9

Write their own
names in English

model

Say the sounds of all
letters as the frst letters of
words (except x which is
presented as the last letter
of words)
o Perform dialogs of a story

.

after listening

words (except x which is
presented as the last letter
ofwords)

2

r

.

Choose a picture while
listening to sentences or
short dialogs
Put pictures in order while
listening to target

r

the sounds of most

letters as the medial or
final sounds ofwords,
including final -s

o Choose a picture

Say

orword

4

r

Choose yes or no answers

after listening to questions
e Recognize the sounds of
common consonant and
vowel blends

c Write key words
on staves when

given a model
e Fill in letters to

including final -s

complete words

words and short
sentences
o Recognize common

sight words
o Make statements and ask

.

and answer questions
about themselves and
others
Say the sounds of twoletter consonant and
vowel digraphs

.

Answer yes or no

.

r

Read and understand

sentences

o Read and understand

questions
Say the sounds of
common consonant and
vowel blends

Write key words
and recognize that
the same sound
may be spelled
different ways
r Fill in blanks to
complete words
and sentences
o

questions after
listening to dialogs and

o Answer

.

short passages
Recognize the sounds of
and differences between
common blends,
diphthongs, and initial I
and r

o Take part in dialogs,

.

asking, answering and
making statements about
themselves and others
Say the sounds of common
blends, diphthongs, and

complete

passages

sentences

r Write short
answers to
questions after
reading short
o Read and understand
passages

r Write sentences
when given a
o

model
Write answers to
questions about
short passages

initial I and r
o Perform role-plays after

listening to dialogs

6

LZ

.

Answer questions after
listening to conversations
and passages
o Distinguish similar sounds

Course Gools

o Take part

in

conversations, asking,
answering and making
statements about
themselves and others
o Create simple role-plays
when given a model

I

r Fill in blanks to

dialogs and short

passages

5

't

o Read and understand

identify

after listening to statements
and diaiogs
o Recognize the sounds of
tr,vo-letter consonant and
vowel digraphs

the

sounds of most letters
as the medial or final
sounds ofwords,

others

r

the sounds of most letters
as the medial or final
sounds ofwords

o

o Read and say

about themselves and

vocabulary functional
dialogs and TPR commands
o Listen to words and

Ask and answer questions

.

Read and understand
passages

o Write

short email

messages and

postcards

r Write questions
and answers about
passages

I


,,t

Worm-up / Review
l. lrVhat can you say?
2. Slow motion
3. Fast motion
4. Pick it upl
5. All pick it up!
6. Memory list
7. Touch and say
8. Guess
9. Standup andsayitl
Tqlk obout it! (Vocobulory)
10.

I1.

Draw a line
Pass the card

12.

'vVhispers

13. Teacher's guess
14. 'vvhatt different?

,,

15. Bag it!
16. Listen to me
17. Runtoit!
18. SayitlRelay
19.

rvVhat's this?

20.

Vvhat's this? 2

1

21. Behindyourback
22. Draw it! Relay
23. In front of me
24. No. Sorry. (Go fish)

I

Tolk obout it! (oiologs)
25. Puppets

26.
27.
28.
29.
30.
31.

Repeatinhalves
Repeat in partners
Backward bui.ld-up
Student puppets
Sayinhalves
Say in partners
Puppet role-play
Pass the puppets
Toss the animai
Pass it quickl

32.
33.
34.
35.
36. \rr'ho said it?
37. Role-play

Do it!
38. Listen and point
39. Listen and do
40. On the table
41. Chaining

42. Expansions
43. Teacher says (Simon says)
44. Do as I say, not as I do
45. Role reversal
46. Choose and tell
47. Tfuow and tell
48. Drawandteli
49. Look and tell

Build it!
50. Q&A
51. In twos
52. Out of the hat
53. 50/50
54. Side byside
55. Student-teacher
56. Change
57. Sayit!
58. Volunteers
59. Throwthe dice
60. Charades

Sing-o-grom
Chont it!
98.
99.

87.

Sing it!

/

Point along
Sing and do

100. Singirl
101. Solo
L02. Line by line

I03. Inaround
104. My song

Listening
105.
106.
107.
108.

Reod it!
61. Trace itl
62. In the air
63. Fingers up
64. Point to the picture
65. Yousayit!
66. Brainstorm itl
67. Saythepicture
68. Find it! By sound
69. Shout it!
70. Sound it and find it!

71. Point to the letter
72. In the dark
73. I got one!
74. \ /hich one?
75. Find it and do it!
76. Board relay
77. Back to board

Proclice it! / Review it!
Ploy it!
78. Snap!
79. Say it! Bingo
80. Grid bingo
81. Uncover the color
82. Say itl Lotto
83. Concentration
84. Find it and swat it!
85. Old maid
86. Follow the path

/

Selfcheck
Pair check
Fill in the blank
Expand it!

Wrop-up
109. Bye-bye game
110. Point to irl

Do itl
112. Backwriting

liI.

Rewords
113. Reward cards
114. Verbalpraise
I I5. Certificate of completion
116. Warm fuzzies

/

Tic-tac-toe

88. Partnersearch
89. Vfhat's missing?
90. I spy
91. Picasso
92. You have it
93. Monkey in the middle
(Fruits basket)

94. Round andround
95. Step on it!
96" Sayiton3!
97. Over and under

Activiiy Bonk Contents

List

13


Worm-up

/

8.

Review

1. Whatcanyousay?
Ss look at the frst wo pages
each unit. Have Ss point out and
name items in the main scene.

Have

of

2. Slowmotion
Place a Picture Card in an envelope
or bag. Pull it out slowly, revealing
only a small part of the picture at a
time. The student who first identifies
the item can take on the role of the
teacher.

3.

Fast

motion

Cover a Picture Card with a piece of
paper. Hold up the covered card.
Quickly remove the paper, then
cover it again, so Ss catch only a
glimpse of the picture. The student
who first identifies the item can take
on the role of the teacher.

4. Pick it up!
Take two new Picture Cards. Hold up
one card. Say frb 4 (book). Put the

card down. Say Pick up a (book),
then show the student what to do.
Thensay Put doutn a (bosk) and
show her what to do. Do this with
three Ss. Do the same for the other
card with different Ss. Then altemate
between the tlvo cards and the two
commands with different Ss.

5. Allpickitup!
A similar activity to Pick it up!, but
this time each student has a set of

Reduced Picture Cards (Teacher's

Guide pp. f76-I87) ofwords you
want to introduce. Give the same
commands as in the Pick it up!
activity for each card, and have Ss
simultaneously foliow the
commands.

6. Memorylist
Ss sit in a circle. Have 51 say a
word, e.g. pencil. Have 52 repeat what
S1 said and add anotherword, e.g.
pencil,pen. Continue around the
circle until the list is too Iong for Ss to

Have

remember. Start again.

7. Touchandsay
Place three to four Picture Cards

of

review words on the table (with the
picture sides showing). Name one of
the cards. Have Ss try to be the first
one to touch the card and name it.

14

Activity Bonk

13. Teachet'sguess

Guess

Choose Picture Cards of review
words. Put the cards in a pile in the
center of the table (with the word
sides showing). Have 51 take the top
card from the pile without showing
anyone arrdaskWhat's rlris? Have
other Ss try to guess what it is using
It's a
Have S1 answer with Yes or
No. The student who guesses
correctly takes the next card.

*

Hold up and name two Picture
Cards. HoId up both cards again and
name one of them. Have Ss point to
the card you named. Do the same
again, naming the other card. Pick
up one of the two cards without
Iooking at it. Guess what it is by
Have Ss

asking Is fhrs (aJ
answer Ies, it k or No, it isn't

a,

-l

14. What's different?

9. Standup and sayit!
Choose a few Picture Cards of review
words. Have Ss stand up. Show S1 a
card. Have Sl name the card or ask
and answer a question about the
If Sl
card, e.g. What's this? Itt a
correctly names the card or correctly
asks and answers the question, she
remains standing. If not, she should
sit down until her next tum. If Sl is
able to name the card or ask and
answer the question on her next
turn, she may stand up again. Play
for five minutes or until everyone is
standing again.

-.

Tolk qbout it!

(Vocobulory)

10. Drawaline
a picture of a reviewword on
the board, one line at a time. Have Ss
try to guess what it is using /s i, faJ
first student to guess
correctly draws the next picture.
-3The

Draw

11. Passthecard
Have Ss sit in a circle. Hold up a
Picture Card and name it. Hand the
card to the student sitting next to
you. Have the student name it and
pass it to the next student, who
names it and so on.'vVhen the card
returns Io you, repeat the process
with another card. Start tvvo or more
cards in opposite directions for
greater challenge. Ensure that Ss
with different cards take turns to
name them.

12. Whispers
Divide Ss into two teams standing in
two lines.\dhisper a word Ss know to
Sl in each line. On the count ofthree,

have Sls whisper the word to S2s who
whisper it to S3s and so on. Have the
Iast student in each line run to you
and whisper the word. Have Sls then
go to the back of their lines before
continuing with another word.

Place six to eight Picture Cards on
the table (with the picture sides
showing). Have Ss look at them for a

few seconds and then close their
eyes. Change the position of one or
more cards. Have Ss open their eyes
and ask them What's different? Have
Ss name the item on the card(s) that
was moved.

15. Bag it!
Hide an object in a bag. Hand the
bag to S1. Ask What's this?Have Sl
feel the object and guess what it is. If

'9

Sl fails to identifythe object, have
lr,im say I don't knor,u, hand the bag
to 52 and askWhat's this? and so on
until a student identifies the object.
Continue with different objects.

16. Listen to me
Place two to four objects or Picture
Cards in different places around the
room. Give a familiar command

L

t

combined with a target noun, e.g.
Pick up the (book). Repeat the
command. Have Ss listen, locate the
object or card and do the action, i.e.
they pick up the book or Picture Card
ofbook.

17. Run to it!
Put three or four Picture Cards of
reviewwords on the board. Divide Ss
into two teams. Give Ss acommand,
e.g. Runto (apencil). Have Sl on each
team run to the card and touch it.Vary

with other familiar commands, e.g.
Pointto

-,Walkto -

18. Sayit! Relay

Ss into two teams standing in
two lines. Use Picture Cards of
review words. Hold up a card. Have
Sl on each team try to name the
card. The first Sl to name it is given
the card. That S1 goes to the end of
her line; the other SI stays in front
and has one more chance. If she is
not the first to name the next card,
she goes to the back of the line.

Divide

l


''-,=ir=l
19. What's this?

1

Use Picture Cards or classroom items

?

of review words. Hold up a card or
object and askt$hat's this? Have Ss
answer indMdually or as a group.

20. What's this? 2
Place Picture Cards on the table
(with the word sides showing). Have

Sl turn over a card, show it to the
class and ask What's this?Have Ss
answer /t3 a
Give all Ss a chance
to ask a question.

_.

21: Behindyourback
Have S1 stand up with his hands
behind his back. Place an object in

his hands and asktdhat's this? Have
S1 respond with Irb a
If he is
corect, have him sit down. If not,
have S1 turn around to show the
other Ss the item. Have him ask the
other Ss What's thk?Have Ss answer
as a group.

-*

'a

22. Drawit! Relay

Divide Ss into two teams standing in
two lines.,vVhisper a word to S1 in
each line. On the count of three,
have SIs run to the board and draw a
picture of that word. Have Sls then
go to the end of their lines before
continuing with another word.

I

23. Infrontofme

l

Place Picture Cards of review words
in a pile on the table (with the word
sides showing). Have Sl take a card
without looking at it, and put it
against her forehead so everyone can
see it. Have Sl try to guess what it is,
using /r's (a)
or Is this (a)
Have other Ss respond Yes, it k or No,

-

it kn't.

-?

Tolk obout it! loiotossl
25. Puppets
Use two puppets, with name tags if
necessary. Each puppet says one line
of the dialog. Have Ss use the

puppets to perform the dialog,
repeat after the puppets, or have a
conversation with a puppet.

26. Repeat in halves
Have half the class repeat line one of
the dialog. Have the other half repeat
iine two of the dialog.

27. Repeatinpartners
Put

Ss

into pairs. Say the dialog.

Have Sl in each pair repeat line one
and 52 repeat line two. It is

33. Passthepuppets
Have Ss make a circle. Give two Ss in
the circle a puppet. Have Ss perform
the d.ialog, then hand the puppets to
two other Ss who perform the same

dialog.

34.

Toss the animal

Have Ss stand in a circle. Toss a

stuffed animal to a student (Sl) and
say line one of a dialog. Have S I
respond with line ruro, say line one
again, then toss the animal to
another student (S2). Have 52
respond wirh line rwo, say line one
again and so on. Prompt Ss when
necessary.

35.

Pass

it quick!

important that Ss look at their
partners when speaking.

Set a timer for about 30 seconds to
one minute. This activity is similar to
Toss the animal, but have Ss pass rhe

28. Backward build-up

timer instead. Continue until the
timer goes off.

Use for longer sentences. Say the
entire sentence, e.g. Hotu many pens
do you haue?, then repeat the last
word, i.e. Haue. Have Ss repeat the
last word. Say the iast two words,
i.e. Yor.r. haue. Have Ss repeat.

36. Who said it?

Continue in this way, adding one
word at a time untii Ss are fluently
repeating the entire line. This activity
helps to keep the intonation more
natural.

Blindfoid S1. Have 52 say line one of
a dialog while trying to disguise her
voice. Have 51 respond with line two
ofthe dialog, then try to guess who
said line one. Vary by having two
different Ss say lines one and two.
Have the blindfolded student guess
both speakers.

29. Studentpuppets

37. Role-play

Use two Ss as puppets to model the

Have two Ss act out the dialog.
Provide them with all the necessary
props.

dialogs. Manipulate the Ss as one
does puppets. Have "puppet" Ss
repeat after you. Have all Ss repeat
after the "puppet" Ss.

30. Sayinhalves

Note: If a dialog has three lines, do
the activity in the same way but have
S1s say lines one and three, not only
Iine one.

Ss into group A and group B.
Have Ss look at a dialog. Have group
A say line one of the dialog and

Do it!

Divide

24. No. Sorry. (Go fish)

Make one set of cards using 10 to 12
sets of four identicai cards from the
Reduced Picture Cards. Deal out all
the cards among Ss. Have Ss try to
collect sets of four identical cards.
Have Sl ask52, (52's name) Doyou
haue a
or Can I haue a
1l
52 has that card, have him give it to
51. Have S1 continue asking different
Ss or the same student until
someone does not have the card
requested. Have this student answer
No.Sorry.lt is then the next
studentt turn. When a student has a
set of four identical cards, have him
place them on the table. For larger
classes, play in small groups using
one set of cards per $oup.

-?

-?

group B say line two. Have groups
change roles. Prompt if necessary.

31. Sayin partners
Put Ss into pairs. Have Sls in each

pair say line one of a dialog and S2s
say line two. Have Ss change roles. It
is important that Ss look at their
partners when speaking.

32. Puppetrole-play
Have two Ss go to the front of the
class. Give each a puppet. Have
these Ss perform the dialog using the

puppets, then hand them to tlvo
other Ss. Have these Ss then perform
the dialog using the puppets.

38. Listen andpoint
Have Ss listen to the CD or listen to
you reading the script. Have Ss point
to the pictures in their books as they
hear them.

39. Listenanddo
Give a command and model it. Have

copy you. Divide Ss into tlvo
groups and name them, e.g. Boys /
Girls, Apples / Bananas. Give the
groups different commands, e.g.
Girls, sit doun. Boys, stand up. Have
both groups do the actions
simultaneously. Vary the activity by

giving different commands to
Ss

individuals.

Activitu

Bonk

15


40. On the table

48. Draw and tell

54. Side by side

Divide Ss into groups of three or
foirr. Make sets of 15 to 20 TPR
Cards. Give a set of cards to each
group. Say a command. Have groups
try to be the first to pick up the card
depicting that command, then run
and put it on the table.

Choose 10 to 12 TPR Cards of
commands to which Ss can respond
confidently. Place the cards in a pile
face down on the table. DMde Ss

into tlvo groups standing in two
lines. Have SI in each line take a card
and give that command to 52. Have
S2s do the action. Have Sls go to the
back of their lines, and S2s take the
next cards and so on.

Have Ss practice the target dialog

41. Chaining
Give two commands in quick
succession. Have Ss listen to both
commands before doing the actions.

42. E:rpansions
Use verb + noun combinations. Use
the same verb in combination with
various nouns (familiar or new), e.g.
Open your book, Openyoar mouth,
Open the door. Have Ss do the

49. Look and tell
Stand at the back of the room so Ss
cannot see you. Have Sl go to the
front ofthe class and face you and
the other Ss. Have Sl watch You do
an action, then instruct the other Ss
to do the same action. Have S1 sit
down and have 52 go to the front.

actions.

43. Teacher says (Simon

says)

Use verbs familiar to Ss. Have Ss
stand up. Give commands using a
phrase such as Teacher says or Please
before some of them. Have Ss do

only those actions preceded by the
phrase. If the phrase is not used, Ss
do not move.You could use negative
commands to make the activity more
challenging.

44. Do as I say, not

as I do

Give commands and model them.
Modei some commands incorrectly,
e.g. say Touchyourhead, but model
touching your toes. Have Ss do the
actions you say, not the ones you do.
Ss need to listen to what you say as
opposed to simply copying your

actions.

45. RoIe reversal
Have Ss giveyou commands. Do the
actions. Do not expect Ss to say the
commands perfectly. Do the action

without correcting

Ss.

46. Choose and tell
On the board, write six to eight
commands to which Ss can
confidently respond. Have
volunteers choose and give
commands to other Ss.

47. Throw and tell
Make a large die with a milk carton
or cardboard. Write commands on
the six faces of the die. Have a
student throw the die and give the
other Ss the command depicted on
the top of the die.

Build it!
Ask the target question while holding
up the related Picture Card, e.g. hold
up the card for swim and askCanYou
sruim?Respond withYes,I canor No,

Icazt Ask Sl Can you swim? Have SI

respond truthfully. Continue, using
different Picture Cards. Have Ss
answer each question.

51. In twos
Ss into pairs. Have Sl be the
"questioner", 52 the "answerer".
Model the dialog. Have Sls repeat
the questions and S2s repeat the

Put

Aciivity Bonk

Ss

change roles.

52. Outofthehat
Prepare slips of paper making sure
that there is one slip of paper for each
student. Number each slip of paper in

order starting from 1. Put all the slips
of paper into a hat. Draw two slips of
paper from ttre hat. Have Ss with
those two numbers do the target
dialog. Put the slips ofpaper back in

the hat and draw two more. As a

Have

Sl stand in front of the other

Ss

"teacher" and ask a question.
Have other Ss sit in their seats while
SI is asking the question, and answer
it.
as the

56. Change
Place Picture Cards or classroom

items in various locations in the
classroom. Have Ss circulate in pairs,
asking and answering questions
about the different cards / objects.
\iVhen you say Change, have Ss move
to another card / object.

Ss into pairs. Have them open
their books to the relevant Buil.d it!
section. Have SI and 52 in each Pair
take turns saying the four statements
in section A. Have them then do the
four questions and answers in

section B, alternating bewveen

Put

asking and answering the questions.

Variation: For each section, say a
number from one to four. Have Ss
say the corresponding statement or
question and answer.

58. Volunteers
Have pairs of volunteers go to the
front of the class and perform the

dialogs. Thank all

Ss

for

volunteering.

59. Throwthe die
Ss into pairs and have them oPen
their books to the relevant Bulld irl
section. Give each pair a die. Have
Sls in each pair throw the die, and

Put

either say the statement (section A)
or ask the question (section B) of

variation, have Ss take turns drawing
the slips ofpaper from the hat.

that number. If Sls asked a question,

53. 50/50

five, have them make two statements
or ask two questions. When they
throw a six, have them skip a turn.

Divide Ss into group A and group B.
Hold up Picture Cards and say the
grammar dialog. For example, hold
up the doB card and. say What's this?
It's a dog. Have Ss repeat. Hold up
another card. Have group A ask the
question and group B answer
according to the card. Do the same
for the remaining cards. Have Ss
change roles.

l6

55. Student-teacher

57. Sayit!

50. Q&A

answers. Have

in

pairs using pictures in their books,
Reduced Picture Cards or classroom
items as cues. Monitor and help if
necessary.

have S2s answer. Then it's S2s'turn
to throw the die. When Ss throw a


60. Charades

t

Sl choose

verb Picture Card
without showing it to anyone. Have
51 act out the card by doing the
action of the verb, Have other Ss try
to guess the word by usingAreyou
first student who
guesses correctly acts next.

-ing?The
Have

a

Reod it!
61. Traceit!
Model writing the target letter on the
board two to three times. Have Ss
trace the letters in their Student
Book with their fingers.

68. Find it! By sound

74. Whichone?

Place six to ten Picture Cards (oniy
some of which contain words that

Give each student cards which have
two or more target initial sounds
lvritten on them. Hold up a Picture
Card, a classroom item, or say a word
starting with one of the sounds. Have
Ss hold up the letter card which
matches that initial sound.

start with the target sound) on the
table (with the picture sides
showing). Say a sound. Have Ss try to

be the first to flnd the picture(s) of
the word(s) with that initial sound.

69. Shoutit!

75. Find it and do it!

Have 51 walk around the room and
stop behind 52. Hoid up a picture of
a phonics word. Have S1 and 52
shout out the word of the picture
and / or its initial sound. If Sl is first,
have her sit down and have 52 take
her place. If 52 is first, have Sl
continue walking around the room.

Distribute multiple copies of target
Ietters among Ss, making sure that at

62. In the air

)

Write the target letter in the air with
your finger. Have Ss copy you,
writing in the air with their fingers.

63. Fingers up

)

On the board, draw two pictures or
place two Picture Cards of items
beginning with two target initial
sounds. Number them 1 and 2. Say
the initial sounds of one of the
pictures. Have Ss hold up one finger
if the sound corresponds to picture I
or two fingers if the sound
corresponds to picture 2. This can be
done with more than tlvo pictures.

64. Point to the picture
Place tlvo Picture Cards on the board

or draw tvyo pictures that have
different initial sounds on the board.
Say one of the sounds. Have Ss point
to the picture with that initial sound.

65. You sayit!

Cs,

Make multiple copies onto card or
paper of letters of sounds to be
practiced. Make sure there are at
least two copies of each letter.
Distribute them among Ss. Have Ss
find the other(s) with the same lener

by saying the phonics sound oftheir
letters as they walk around the room.
Ss may not show other Ss their
paper i card.

71. Point to the letter
Draw four pictures on the board, two
each of words containing the same
target initial sound. Print the upper
and lower case letters of each sound
on the board. Name a picture. Have
Ss point to both the picture you
named and the upper and lower case
letters corresponding to the initial
sound ofthe word.

66. Brainstorm it!

beginning with that letter or sound,
and then name it.

67. Saythepicture
Place two or three pictures on the
board. Say a letter or its phonics
sound. Have Ss name the picture
that starts with that letter or sound.

run.

76. Boardrelay

Divide

Ss into two or more teams
and have each team stand in line.
Say a letter. Have 51 on each team
run to the board and write the letter.
Have S1s then go to the end of their
lines.

Variation: Write various letters Ss
know on the board. Have Ss run to
the board and circle the letter(s) you
name,

77. Backtoboard
Divide Ss into two teams standing in
two lines. Have Sl on each team go
to the board and face it. Show a letter
to 52 on each team. Have S2s write
that letter with their fingers on Sls'
backs. They must not say the word.
Have S1s then write the letter on the
board.

72. ln the dark
Place objects of words beginning with
target letters on the table. Blindfold a
student. Say a letter or sound (not the
word). Have the blindfolded student
try to find an object on the table

Draw pictures ofthese words on the
board. Have Ss then name each
picture and say its initial sound.

each other by shouting their letter,
and then stand together in their
groups. Give commands to the
different groups, e.g. Bs, sit dotun.

70. Sounditandfindit!

Hold up a card beginningwith a
rarget sound. Have 51 name the card
and 52 say the initial sound of that
word.

Have Ss think of as many words as
they can starting with a target sou[d.

Ieast three Ss have the same letter.
Have Ss with the same letter locate

73. I got one!
Write the letters of target sounds on
the board. Have Ss take turns
drawing pictures ofwords starting
with the sound of each letter. Have
other Ss ffy to guess what they are.
The student who guesses correctly

draws the next word.

Proctice it!
Ploy it!

/

Review it!

/

78. Snap!
Give a set of Reduced Picture Cards
to each studenr. Put Ss into pairs.
Have pairs put down one card each
on their desks, saying the words on
the cards at the same time. If they
say the same words, they try to be
first to call out SnapJ Continue until
all the cards are used.

Aciivity

Bonk L7


79. Sayit! Bingo

83. Concentration.

87. Tic-tac-toe

or 16 Reduced Picture
Cards to use. Have Ss place them
face up in hont of them in the
pattern of a 3 x3 (for 9 cards) or 4 x4
(for 16 cards) grid. Name one card at
a time. Have Ss turn over the cards as
they are named. When a student has
turned over three (9-card game) or
four (16-card game) cards in a row
(down, across or diagonal), have that
student say Bingo. Have him name
all the cards turned over.

Use Reduced Picture Cards to make

Divide Ss into group A and group B
and distribute different markers to
each group. Place nine Picture Cards
of items to review on the table (with
the picture sides showing) in the
shape of a tic-tac-toe board (a ninesquare grid). Have group A turn over
a card and try to name it. If they are
able to do this, have them put one of
their markers on the card. If they
cannot do it, have them turn the card

80. Gridbingo

84. Find it and swat it!

Use around 15 Picture Cards to be

Place l0 to 20 Picture Cards on the
table or floor (with the picture sides
showing). Have Ss gather around the
cards. Say one ofthe cards. Have Ss
find it and slap it. The first hand
down wins the card. Using fly
swatters instead of hands increases
the fun.

Pass Ss 9

reviewed. Prepare empty grids of
3 x 3 squares. Give each student a
grid. Show Ss the 15 cards you will be
using. Have Ss choose any nine of
these cards and draw a simple
picture of each in any square on their
grid. Once Ss have filled up their
grids with the nine pictures, play
bingo in the usual way, crossing out
or placing markers on the pictures.

81. Uncoverthecolor
Select Picture Cards of review words.
Have more cards than Ss. Place
Picture Cards on the table (with the

picture sides showing). Name each
card and give Ss 10 seconds to
memorize their locations. Have a
variery of colored cards. Give
students color cards. Have Ss cover a
Picture Card with their color card. All
Picture Cards should be covered.
Have Ss then, in tum, name a color
and point to a card and try to
identify the card under it. If the
student correctly identifies the card,
have her take it. Replace this Picture
Card with another one and cover it
with a color card. This student
continues until she fails to identify

the card. \l/henever a student fails to
identify the card, play continues with
ahother student.

82. Sayit!Lotto
Tell

Ss

which

5

to l0 Reduced Picture

Cards to use to make a set. Have Ss

choose any three or four cards from
their set and place them face up on
the table. Name cards in random
order. Have Ss turn the cards face
down as they are named. Have the
first student to turn over ali three or
four cards raise his hand. More able
Ss couid be asked to name the cards.

IB

Activity Bonk

one deck ofcards containing 5 to l0
pairs ofidentical cards. Place all the
cards face down on the table. Have Ss
try to find matching pairs by turning
over any two cards. Ifthe two cards
match, have the student name the
pair of cards before taking them. If
the nvo cards do not match, have the
student turn over both cards again (in
their original positions) and the next
student turns over tlvo cards.

85. Oldmaid

Ss into groups of three to six.
Make one deck of cards for each
group using I0 to 20 pairs of
Reduced Picture Cards. Add an odd
card, the Old Maid card, to each set.
Have a student in each group deal
out all the cards among the Ss in his
group. Have Ss with pairs of identical
cards put them down and name
them. Have the student with the
most pairs (Sl) then draw a card
from the student on her left (S2). If
the card 51 draws pairs up with one
of her cards, have her place the pair
on the table and name it. If the card
Sl draws does not pair up with any
ofher cards, then have 52 draw a
card from the student on his left. The
game continues clockwise with the
next student either putting down a
pair or drawing a card from the
student on his left. When one

Divide

student is out ofcards, she is out of
the game. The student left with the
odd card is the Old Maid.

86. Followthe path

Place 15 to 20 Picture Cards on the
table (with the pictures side
showing) in a straight line, circle or
other pattern. Choose one place to
be Start and one to be Finish. Each
student places a marker on Start.
Have SI roll a die, move his marker
that number of cards, and name the
card on which he lands. If 51 cannot
name the card, he goes back to
where he started. The game
continues with Ss in each grouP
taking turns to roll the die until
everyone reaches Finish.

over again. Have group B choose

another card. If they name it
correctly, have them put one of their
markers on the card. Have grouPs try
to be the first to have markers on
three cards in a row.

88. Partnersearch
Use two or three identical sets of
Reduced Picture Cards ofwords to be
reviewed. Give each student a card
making sure that at least two Ss have
the same card. Have Ss search for the
other student(s) with the same card

by saying the name of the card in a
loud voice as they walk around. Ss
may not show anyone their cards. If
they do not find a partner, they come
to you and name the card.

89. What's missing?
Place 8 to 10 Picture Cards or

classroom items on the table. Have
Ss study them for 15 seconds, then
close their eyes. Remove one card or
item. Have Ss open their eyes and try
to identify the missing card or item.
Increase the ditficulty by removing
two cards / classroom items or
rearranging them.

90. I spy
Think of a review word visible in the
room. lt can be a Picture Card, an
object in the room, or an object in a
specific color. Say /spy. Have Ss ask
questions to try to guess the word,
e.g. Is it red? Is it a ball? Have the
student who guesses correctly be the
next to saylspy.

91. Picasso

Choose 5 to 10 Picture Cards. Divide
ss into two teams standing in two
lines. Show SIs the same card. Have
Sls run to the board and draw that
item. Have their teams try to guess
the item. Have S1s then go to the
back of their lines, and continue the
activity with the next Ss in line.


92. Youhaveit

96. Sayit on 3!

Place classroom items of nouns for
review on the table. Have each

Start a

2345

rhyrhm: Have

l0l.
Ss

pat

their knees wice, then clap their
hands three times. Once the rhythm

is established, hold up Picture Cards
or objects one by one. Have Ss name
the cards or objects as they clap the
third time. Begin wlth Ss naming
cards as a group, then individually.
Gradually increase the pace. If
someone misses, start again with
that student. For very familiar
vocabulary categories, do not use
cards. Have Ss name things from

student choose one or two objects,
name them and put them in their
pocket or hide them. Have Ss try to
remember the items other Ss have.
Have Sl look at any student and
make a statement, e.g. (52's name),
youhaue (apen).lf 52 has it, have
her give it to SI. Have Sl continue
until the answer is No, f don't. It is
then another student's turn.

93. Monkeyinthemiddle

memory.

(Fruits basket)
Use Picture Cards of review words.
a small class, use one of each card.
a larger class, use multiples of the

same card. Give each student one

I

In
In

card. Have all except one srudent sit
in chairs in a circle. Have the student
with no chair stand in the middle. He
is Monkey. Have Monkey name t*o
cards at a time. Have Ss with those
cards stand up and try to sit in the
empty chairs, but they cannot sit in
the chair that they originally sat in.
Monkey also tries to sit in an empty
chair. Have the student who is left
standing become Monkey. When
Monkey says MonkeyTime!, have all
Ss stand up and change seats.

94. Roundandround
Place Picture Cards or classroom
items around the room. Have Ss walk
around the room in a line. Name a
card. Have the student who first
grabs the card / object keep it.

Variation: Change the direction of
the line and action, e.g. run, skip.

97. Overandunder
Use two balls and Picture Cards or

classroom items of reviewwords.
DMde Ss into tlvo teams standing in
two lines. Give 51 in each line a ball.
Hoid up cards or classroom items one
by one. Have S1s name the card and
pass the ball over their heads to S2s,
who repeat the word and pass the ball
between their legs to S3s. Have S3s
repeat the word and pass the ball over
their head to S4s. Continue until the
balls are passed to the end of the
lines. Have Sls then go to the end of
their lines. HoId up another card.
Cards or classroom items can be
passed instead ofthe ball.

Sing-o-grom / Sing it!
Chqnt it!

/

Solo

Assign specific words or phrases to
individual Ss to sing as a solo. Have
other Ss sing all parts of the song

that are not sung by the soloist.
Instruct the class and soloist when to
start and stop singing.Vary by giving
the solo part to a duet or trio.

102. Linebyline
Assign different lines of the song to
different groups ofSs. Ifthe song has
questions and answers, assign those
to differenr $oups. Have groups sing
only their assigned lines. Instruct Ss
when to start singing.

103. Inaround
Divide

Ss into two or three groups.
Have group A begin singing line one.
Have group B begin singing line two
when group A reaches the end ofline
one and so on. Instruct Ss when to
start singing.

104. Mysong
Have pairs or small groups of Ss
choose words to replace original

lyrics. Provide relevant Picture Cards
or classroom items as reference. Play
the lead-in music of the song, then

stop the CD. Instruct groups when to
begin singing.

Listening

98. Point along

105. Selfcheck

Use Student Books, Picture Cards or

Before checking Ss' answers, play the
CD again. Have Ss confirm their
answers and make any changes they

95. Step onit!

classroom items. Have Ss listen and
point to the pictures or classroom
items when they hear the words in
the song or chant.

Have Ss make a circle. Place Picture
Cards on the floor in the center of

99. Singanddo

the circle (with the picture sides
showing). Name a card. Have Ss step
on the card you named. Later,

combine words with verbs, e.g. Hop
to the boole. Have Ss hop to the book
card and step on it.

in a circle with
classroom items or Reduced Picture
Cards of items named in the song.
Have Ss hold up the classroom items
or cards when they hear the words in
the song or chant.

think are necessary.

106. Paircheck
Have Ss stand

Before checking Ss'answers, have
them exchange books with a partner,
Piay the CD again. Have Ss confirm
their partners' answers and consult
with each other on any changes they

think are necessary.

107. Filintheblank

100. Sing it!

Read the script, leaving out the

Have Ss sing the song once or twice.
There should be no movement here,
as they need to focus on the lyrics.

answers. Have Ss supply the answers
from the pictures. For exarnple, say
It's a
Have Ss say (Panda).
Encourage all attempts to supply an
answer in English.

-.

Aciivity

Bonk

19


r08. E:ryandit!
Elicit different responses from those
in the Student Book. Read the script,
leavireg out the answers. Have Ss
supply the answers from Picture
Cards or classroom items you hold
up.

Wrop-up
109. Bye-bye game

Show individual Ss Picture Cards of
items to be practiced. Have Ss name
.the cards before they leave. Correct
mistakes. Ifthey cannot do this, have
them repeat the words before they
leave,

ll0. Pointtoit!
llslne 3 cl:ssrcorn ebject, co!o1 or
color and object. Have Ss point to
and name it before leaving.

1ll.

Do it!

Give one, two or three commands to
Ss. Have them do the actions before
leaving.

I12. Backwriting
Ss into pairs. Have Sls in each
pair turn their backs to the board.
Write a letter on the board. Have S2s
draw that letter on Sls'backs with
their fingers. Have Sls try to guess
the letter. This can also be done with
numbers or letters of phonics

Put

sounds.

Rewords

l13. Rewardcards
Cive Rewards (TR 43: Teacher's
Guide p. 152) to Ss for participation
or good behavior. Encourage Ss to
collect as many cards as they can.

114. Verbalpraise
Praise Ss often, e..g. Greatlway to go!
Good joblWarm smiles have a great

impact.

I15. Certificate

of cornpletion

Give a certificate of completion to
each student when the Student Book
is completed (Teacher's Guide p. 197).

116. Warmfuzzies
A simple warm touch frorn you can
be a great reward for Ss. A hug goes a
long way.

20

Activity Bonk


with your other hand and say the command. Have
do the action. Cup your hand behind your ear. Say
Listen. Haye Ss do the action. Do the action again with
your other hand and say the command. Have Ss do the
action. Review commands Shh! Be quiet, Rake your hand
and Listen. Have Ss do the actions with you. Have Ss
stand up. Say Make a circle. Help Ss arrange themselves
in a circle. Nlake a big and round circle in the air using
your arms. Have Ss do the action. Say Big and rottnd. Say
Make a line. Put Ss in a line. Say Sirdown,Then, sit down.
Have Ss do the action. Show Ss a blank sheet of paper and
a crayon or colored pencil. Draw a very simple shape like
a circle. Say Color and color the shape. Have Ss mime the
action.
again

Ss

I
il9l"'u;,r
clo$room song

GB

Ljst6n. Do.

dn\
€,1
,h/,'

H-n

r':l r"
Shh! Be quiel.

rffi
st

Roise your hond.

Roise your

w<

\i!,

5hh! 8e quiel.

Rcise your hond

n

n

hond.

5"71

&q#
&fi4
"lla" *
w\Moke o ctrcle

big ond round,

f)

hond

O: 'S e
&,
@'B
tisien.

Lislen.

@

tr.#i
+E

big ond

round,

Open lhe book

Have Ss.turn to Student Book p. 6. Play CD track A1. Have
Ss listen and point to each picture.

lislen.

,nn

o
6o," e.l-#ir
}] Jt- #1 *zdiv-Y JL -A)
x JL

a

Roise your

Listen and do the actions.

o"16. x,^

}j JI-

Teacher:

Y"/

&rS#

Raise your hand. Raise your hand.

+q,

Shh! Be quiet. Raise your hand.
Listen. Listen. Listen.
Make a circle big and round.

big ond round.

ffifrm
'>i
;*i
><-:
,tHzfr-- iH-

Big and round. Big and rouwl.
Make a line and then sit dolun.
Color. Color. Color.

ond lhen sii down

t

Shh! Be quiet. Raiseyourhand.

Put Ss into small groups of thr6e or four hnd play the CD
again. Have Ss listen and do the actions. Have each group
make their or,rrn circle and line.

@ ater lhe book
Torgets

.

Students (Ss) can understand and say Hi! My name

.

Ss can

.

Give all commands in the same order as in the Student
Book. Have Ss do the actions. Do this a few times.
Give commands in random order. Start slowly and
then gradually increase the pace.

ts

understand and respond to basic classroom
language.
Ss can respond to the commands inr}rc Ckusioom

Sing

it! (Teacher's Guide p.

19)

song.

Moteriols
Sheet of paper, crayon or colored pencil, CD

O

Activity Book p. 4 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 153.
Next lesson: Bring a clock to review numbers 1-12 with
Ss.

Before the book

Warm-up / review
Introduce yourself to Ss. Say Hi! My name is (T's name).
Say to a student (Sl) Hi! My name is (T's name).
Encourage Sl to say.EIiIMy name is (51's narre.). Continue
as above with other Ss.

Introduce commands
Place your index finger in front ofyour lips. Say Shh! Be
4aier. Have Ss do the action. Raise your hand. Say Ralse
your hand. Have Ss do the action. Do the same action

Storter Unil, Lesson

I

21

0

Open the book

A
Have Ss turn to Student Book p. 7 and look at part A. Play
CD trackA.2. Have Ss listen and point to the numbers.

G@

,4 Listen and point,

6;.

zero (2x)

Lislen. Point, Soy.

m
q.:t

ffi
e-h

FJ1

h{

w

tx

lhree

.f7

r',fi
T"YJ

'

Ss

M
seven

eighl

r;
ilit
irti
B;,

fi&il Ei!]i@
"ry_

' eleven

uni

(2x)
(2x)

eleuen (2x)
twelue (2x)

t

Ss

listen and repeat.

epeui.
with a

patse for Ss repeat.)

B
Ss look at part B. Point to the girl. Say This is a girl.
Point to the boy. Say lhx is a boy,Point to the number
card the girl is holding. Shrug your shoulders and ask
What number? Have Ss repeat. Say 6. Have Ss repeat. Do
the same for the number card the boy is holding. Say Ief 's
listen to the dialogs. Play CD tracks A4-A5. For each
dialog, have Ss first listen and point to the people
speaking then repeat the dialog.

Have

l

''"

,,

' ::r'

can point to and name the numbers 0-12.
can ask ald answer What number? 6. , r :

Dialog 1.
Lkten and point.
B.

Girl:
Boy:

Picture Cards l-13, CD, Reduced Picture Cards
(Teacher's Guide pp. 176-177), clock

i-13

What number?
6.

Now lkten and repeat.
(Same as aboue, but each line is said once witlx a pause

for

Ss

to rcpeat.)

Before the book

Warm-up / review
Hi! My nante is (T's name). Say to a studenr (S1) Hr!
My na nte k (T's name). Encourage Sl to say Hi! My name
k (51's name), Do the same with other Ss.
Say Make a circle. Help Ss arrange themselves in a
circle. )oin the circle and say to the student (Sl) next to
yort Hi! My name is (T's narne). Elicit the response IIilMy
nam,e is (51's nante). Encourage Sl to look at the student
next to him / her (S2) and say,EIiIMy rtame k (SI's name).
Continue until all Ss have had a turn.
Say

lntroduce nlrmbers
Introduce numbers 0-12 using Picture Cards

i-i3

or by

writing them on the board. Hold up each number and
name it. Ask

Ss

to Listen, please. Do the same as above,

but this time ask Ss to repeat each number. Hold up a
number, e.g. 6, shrug your shoulders and askWai
number? Have Ss repeat. Say 6. Have Ss repeat. Do the
same for the remaining numbers.

22

A- Lisien

(2x)
(2x)

(Same as aboue, but each word is said only once

Moteriols

(}

€P

ffino,nr*u",il

f3m
.,.66

eight
nine

ten

Piay CD track A3. Have

qr4B

Ui,

Torgets
Ss

t'1.ll.,
td ii
,|,Y,

Lislon. Point. soy.

z-a--:.
_i,Fri"{;:qrE27-__
Jo.
Whor number? |

.
.

&t
t-{

I--i

ffiffiffi
ffi" tP
em

lour
/.a'aa-

ElcadJ

seuen

one (2x)
two (2x)
three (2x)
four (2x)
fiue (2x)
six (2x)

ffi
*5ry

ll

!l*-r

one

EB
t$q
@

O

.4n
c]

Slorler Unil, Lesson 2

B.

Dialog2.

Listen and point.

Boy:
Girl:

What number?
10.

Now lkten attd repeat.
(Same as aboite, but each line b said once
ro repeat.)

prSs

with a pause

Put Ss into pairs and give each pair a set of Reduced
Picture Cards 1-I3 (Teacher's Guide pp. 176-177). Have

them take turns picking up different cards and asking and
answering each other What number? (3).

@ afer lhe book
Use a clock to review numbers I-12. Point to each
number. Have Ss say each number. Point to numbers in
random order. Ask What number?Elicit, e.g. 12. Have Ss


take turns going to the front of the room, pointing to
numbers on the clock and asking other Ss What nttmber?
Have Ss answer.

a
o :Toss thg..gnimal (Teacher's Guide p. 15) , '
,
Stand in a circle with the Ss. Hold the stuffed
animal in the air and say Zero.Toss the animal to
. another student (Sl). Prompt SI to say the next
number, One.Have Sl toss the animal to another
student (S2). Have 32 say Tlao and then toss the
animal to $3.who.qpys Thryge, Conlinie as.above
until the.number 12. For'an'added challenge, play
th9 Bame in.reverse order fiom 12 to 0,,i, - :-', r ,

Colors

@Qw

t"isten.

@ffiffiE

d&

ffi#n

##ffi
{;;ev

ffi
(ffiffi

@

red

.

o

Say

it! Lotto (Teacher's Guide p.

,4,"'.:;,

18)

@

Use one deck of playing cards for every foi rr Ss.

''

I

represent the number Il and queens r"pr"."rrt
the numbirr 12). Have Ss chogqe any four'and,.' :
place them face up on the table: Call out numbers
---i^.-l-.&^roauvtrllJ

ffi
6ffi

w

numbers and tum the cards.overwhen the r', : .,.
numbers are called. Have Ss try to,be the first to
turn over all four cards.

e'ffii&

W'

purple

oiF

n

.V

ffi

-g)

l:^+^- !^-+L^:.;
a +^ ia
C^ llrtcrrrur
r.. 1i^-.^
raavc 95
ulcu

P

;;;"

pink

Yellow

)

;:I;r;;€
d;-:r'

cd*?'

lr-,m
Wh"l

7
'

Activify Book p. 5 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 153.
Next lesson: Bring nine different colored crayons,
pencils or origami paper (red, green, blue, yellow pink,
orange, purple, brown and black). Bring a bag ifyou
choose to do the optional activityWhat color?

r',t{/-+}l
6,^-L ]Bl

4=ffi

0
Torgets
Ss can

pointto and name the coloisred, green,

'

,

blue, yellotr pinb orange! purple, brown 4ndblack.
Ss can ask and answer Whatcolor? Blaql.., 'r I : : .:

Moteriols

Picture Cards 14-22, nine different colored crayons,
pencils or origami paper (red, green, blue,.yellow
pink, orange, purple, brorrrrn and black), CD
.

O

Before the book

Warm-up / review
Use Picture Cards 1-13 to review numbers 0-I2. Show Ss a
number, e. g. 8. Have a student ask lUhat n umb er ? Hav e
the other Ss answer 8. Do the same for the remaining
nuinbers. Have Ss take turns askitgWhat number?

Introduce colors

t

Introduce the colors using Picture Cards 14-22 or by using
different colored crayons, pencils or origami paper. Hold
up each Picture Card or item, point to it and say its color.
Have Ss listen. Do the same as above, but this time have
Ss iisten and repeat. Hold up a Picture Card, e.g. red.
Shrug your shoulders and askWhat color? Have Ss repeat.
Say Red. Have Ss repeat. Do the same for the remaining
colors.

Storier Unit, Lesson

3

23