Full superkids 3 teachers guide

Teacher's Guide

ls*
irl

Aledq Krouse

with M. H.

o

Greg Cossu
Newton


Published by
Longman Asia ELT
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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 any form or by any means, electronic, 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. Zg-Zl,
39-41' 49-5I,55-57,60-61,69-71;79-81,89-91,95-97, 100-101,109-lll, 119-121, 129-131,135=137,

I40-I41,145, 149, 152, I53,175-194, lg7-192.
First edition 1997
This edition 2005
Reprinted 2005
Produced by Pearson Education Asia Limited, Hong Kong
NPCC/02
ISBN 962 00 5294 3

Publishing Manager: Gregg Schroeder
Publisher: Christienne Blodget
Managing Editor: Marie Webster
Editor: Hoi Kin Chiu
Designers: Iunko Funaki, Tonic Ng
Illustratr.rr: Bernd Wong

Acknowledgements
I wish to e-xpres! my thanks to my students, who 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 write a book and whose encouragement led me to tr),. And my

gratitude to Lesley, without whom this would not be.
Aleda Krause

Writing

a children's course is a team effort. I would like to thank all of the editors and the entire SuperKids
team at Pearson Education for makirig the new edition of.SuperKids a reality. I also want to thank m-y coauthor, Aleda Krause, for her support and encouragement. Lastl1,, I r,r,ant to thank my friend Leslev who
believed in me. I dedicate this book to my mother, Jewel.
Greg Cossu

The Publishers would like to thank the following people for their contribution to the course:
Christine Choi
Susan Bainbridge
Kath4m Burder
MaryL. Burkitt
Daphne Chen
Florencia Chen
Dorothy Chiu
Cho, Jin-Hee
Lee Seung Eun
Sharon Eun
Daniel Flynn
AIIen Gilman
Gu, Eun-Young
Yumi Hamanaka
Kazuko Kamevama
Hiroko Kashimoto
Katsuko Kato
Christina Ke
Greg Kennerly
Kim, Soo-Kyeong
jessie Lin
Kim, Sun-Young
Kim, Young-Soon
Tim Lyon

MarkMcTamney

Ichizo Murakami

Mari Nakamura

Kaoru Naritomi

Rie Noguchi
Suh, \bon-ii
Shinicl"ri Tanaka

Samuel Oda
Chizuko Takai

Ayako Oz-a5a

Song, Na-Young

Hideko Takasu
Nathan Toleman

DerekY.
Naoko \vatanabe

NorikoYoshio

'

ShellyThies-Itoh

Takeda

EvaZawadzka

The
Publishe/s
.policy is to use

paper manuractured

.

trom sustainable loresls


Philosophy

Page

Lesson planning

Page ,10

Syllabus
Course Goals

Page 12
Page 13

Page 2L
page S?
Page 42
Page 52
Pagg_E
Pqgq 62

ActivityBank
Unit

1: Days (includingTRs 1, 2 and 3)

Unit2: Favorite Sp-tt (i".t.rdi"gTRi +, S an{O)
Unit3: Lunch (includingTRs 7, B and 9)
Recvcle it!

1 (includingTRs

10, 11 and 12)

Unit4: Months (includingTRs 14, 15 qqd 19),

20,21and22)
Recycle it!2 (includingTRs 23,24 and 25)
Unit

6:

His and

Page 82
Page 92
Page 9q
Page 102
Page Llz
Page L22
Page 132
Page 138
Page L42
Page 146
Page Eq
Page 151
Page 152

Her (includingTRs

it!2:

Dates (includingTR 26)
UnitT: WhatI Did (includingTRs 27, 28 and29)
Unit 8: MyDay (includingTRs 30, 31 and 32)
U"it gr AroundTovrn (includingTRs 33, 34 and 35)
-Recvcle it!3 (includingTRs 36,37 and 38)
Discoverit!3: Vacations (includingTR39)
Culture 1: Easter (includingTR 40)
Culture 2: Happy Birthday (includingTR 41)
I can do itt
How to Make and Use a Mini-book
Discover

Rewards

C"rt'fi."rc rf C"*pletion

ActivityBookAnsWe-rKey _.
_

Reduced Picture Cards
Turt S.-!p!.rd

A!r*r K"y

_-!e'!_L_
_

I

____

_

Bsse--Eq
Page 154
Page 175
Page 185
Page LB7

Test 2 *-*"_
Test 3

Pegs-

Word List

Page

-!91193


Philosophy

Components

SuperKids is a six-level course for elementary school
children learning English as a Foreign Language (EFL).
SuperKids is based on the following philosophies.

Student Book
The Student Book includes:

l.

Voriety of methods

A storyline with familiar characters to stimulate
student interest and to provide a sense of continuity.

No one particular English teaching methodology works
for all children in aII classes. Techniques from various

2. Nine theme-based units with colorful double-page

approaches are used. Detailed suggestions are provided in
each lesson plan. Approaches used includeTotal Physical
Response (TPR) in Levels I and 2, Whole Language
Learning, and the Communicative Approach, all of which
have been proven successful with children.

3. Three Recycle it! units to reinforce and expand on

spreads.

Conlexluol leorning
Language is introduced contextually and in categories.
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 Iives are used in
order to make the task of learning English more
interesting and Iess intimidating.

if

Listening first
Many children studying in EFL situations do not hear
spoken English outside the classroom and have no other
base for their attempts to communicate in English. In
SuperKids, children hear and respond to language
receptively before being required to produce it, that is

they listen, then speak. The CDs give maximum exposure
to native speaker competence.

Speoking needs proctice
Children learn to speak English by saying things they
want to say in meaningful contexts. SrzperKids provides
activities and games that encourage children to speak out.

Four skills
SuperKids systematically progresses through the four
skills-of listening, speaking, reading and writing with each
skill formally introduced and then practiced. The
emphasis is on listening and speaking (the natural order
of language acquisition) so that childien can immediately
begin communicating orally in English.

Modeling
The CD is used to model the language items and tasks
before expecting children to speak o1 complete a task.
Children feel less threatened and more suicessful when
working with new Ianguage or completing tasks in this
way.

previously taught language.

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

5. Two double-page Culture units to intoduce different
events of universal interest to children, making

learning English an international experience.
6. At least one song or chant per unit to help children
practice and remember grammar points and dialogs.
7. Pictorial icons on each page to identify the focus of the
lesson.

8. A gradual introduction to reading and writing. Sounds
that have similar mouth positions are taught together
so children can acquire the sounds more easily and
learn to differentiate between them.

Student Book 3
Level 3 is based on the

premise that children
can read and
understand short
sentences in English,
and fill in blanks to
complete words. They
are also able to make
statements and ask /
answer questions about
themselves and others,
In Level 3, these skills
are ftuther developed.
Children learn to fill in
blanks of sentences with
words and spell key phonics words.

In Unit

1,

Toni meets a new friend and neighbor,

Sandy. Sandy is later introduced to the rest of the

SuperKids and the children interact throughout the book
making learning enjoyable and stimulating.
Level 3 focuses on:

L

Eighteen functional dialogs that are useful in daily life.

2. Vocabulary building of nouns and verbs.
3. Nine structures to provide a strong foundation in
English grammar.

4. The phonics sounds and spellings of two-letter

Review ond recycling
In EFL situations, review of language is very important.
The language in SuperKids is carefully recyiled within
each Ievel and between levels.

Fun
Learning is made enjoyable through games and taskbased activities. SuperKids aims to help children develop
a positive attitude towards learning English.

2

Course Description

consonant and vowel digraphs.

5. Practice filling in blanks of sentences with vvords and
writing phonics words.

Studenl Book CD
The Student Book CD includes:
1. Models for all the vocabulary items, functional dialogs,
and grammar statements and dialogs.

2. A narration of the storvline to add special interest.
songs and chants for each unit.

3. Lively and rhythmic


4.

Ivlodels for the phonics sounds.
5. The stories and listening activities in each Recycle it!

unit.

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

Activity Book
The Activity Book

includes:

1. Furtherpractice of
language items

introduced in the
Student Book.

2.

Tasks

Picture Cords
There are 72-103 Picture Cards Per
Ievei. One side is a color picture
while the other side shows the
corresponding word. There is one
card for each vocabulary item.
There is also one card for each
SuperKids character in Level 1. The
Picrure Cards can be used to teach
and review vocabulary words as
well as practice the dialogs.
Detailed suggestions on how to use
the cards are provided in each
lesson plan.

ofuniversal

enjoyment to

children, e.g.
crossword and word
search puzzles and
craft activities.
3. One page for every
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.

Activity Book CD
The Activity Book CD includes:

1. All the instructions necessary to complete the listening
tasks.

2. Instructions followed by abell sound signaling where
the CD should be paused so children can complete the
task.

Teqcher's Guide

Student Book 3 unit descriPlion

Tolk obout it!
(Vocobulory. funclionol diologs, grommqr diolog)
Each unit opens with a double-page spread showing the
following in an illustrated context:

l.

Target vocabulary items underneath the four
illustrated scenes.

2. Two fuqctio-nai di-alo-gs o1 expressions
3. The unit's target grarnmtlr dialog 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
learning.

7. A hidden bird for

Ss

to find'

General teaching method

The Teacher's Guide

Vocabulary

includes:

There is one Picture Card and one Reduced Picture Card
for each vocabulary item on these pages.

1. 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.

Placement tests / assessments with answer keys.
Photocopiable supplementary activities.

6. An Activity Bank of activities to supplement each

4.

5.

lesson.
7.

Reproducible Reduced Picture Cards for each unit and
Phonics Cards for Units 3-9.

Note that throughout the Teacher's Guide, srudenrs is
abbreviated to Ss.

1. Use Picture Cards, real objects or pictures to teach the
vocabulary items under the main scenes. Hold up and
name each card or object. Have Ss repeat.
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 same 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: Some vocabulary items sometimes appear in
the main scenes. Name items in random order' Have Ss
point to the corresponding items in the main scenes'

2.

Dialogs

l.

Introduce the diaiogs as suggested in the Teacher's
Guide.
2. Have Ss open theirbooks:
a. Play the CD. Have Ss listen to the story and point to
the people or objects in the main scenes as they are
mentioned. The story helps to reinforce the
vocabulary and provide a context for it.

Course Description 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 altemate lines of the
dialog. Have Ss change roles.

Soy it! (Review recycted vocobulory)

General teaching method
Gramm.ar

l.

statement. Say the statement. Have Ss repeat.

2. Lntroduce the grammar dialog:
a. Draw

The review substitution dialog is used to review
vocabularywords leamed in previous levels. The dialog is

built upon and expanded from

a

This lesson includes:

1. One illustrated scene containing the review
substitution dialog from the previous lesson.
2. Six to twelve different vocabulary words learned in
previous levels for substitution into the dialog.

3. The Sing-a-gram.

General teaching method
D

L

2.

ialo g and

re cy cle d a o c ab

ulary

Review the dialog as suggested in theTeacher's Guide.
Have Ss open their books:
a. PIay the CD. Have Ss listen and repeat the dialog.

b. Put Ss into pairs and have them practice the dialog
using the six to twelve different recycled vocabulary
words.

question mark on the board.

be used in the question.

c. Point to the question mark, then the card, and

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

Sing- a - gram o r Chant - a - grarn

This is a short grammar song which introduces the
grammar point in each unit. Ss can heag understand and
absorb the grammar patterns before being required to

produce them. The Sing-a-gram is on the CD.

l.

next lesson.

ask a

question, e.g. What day is it today? Have Ss repear.
d. Answer the question, e.g. It's Sunday. Have Ss
repeat.
e. Divide the class into two groups.
f. Hold up Picture Cards one at a time. Have group A
ask the question and group B answer, using the
cards as cues. Have Ss change roles.
3. Have Ss open their books:
a. Play the CD for partA. Have Ss listen and repeat.
b. Have Ss do the four Listen. Say exercises in pairs.
c. Play the CD for part B. Have Ss listen and repeat.
d. Have Ss do the four Listen. Ask. Ansa.rer exercises in
pairs.
e. Play the CD and do the listening exercise in part C.

Sing-a-gram

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

Have Ss look at the Sing-a-gram or Chant-a-gram in

the previous lesson.
Play the CD. Have Ss listen.

2.
3. Divide Ss into pairs or groups to sing different parts of
4.

the song.
Have pairs or groups change roles and sing the song
again.

1. Introduce the Sing-a-gra,m

Reod il!

2.
3.

Phonics is an integral part of each level. Level 3 teaches
the phonics sounds and spellings of two-letter consonant
and vowel digraphs. Ss can listen to and repeat the
phonics sounds, and practice recognizing and writing the
Ietters.

as suggested in the
Teacher's Guide.
Play the CD. Have Ss listen.
Play the CD again and have Ss follow along with the
song. 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.

Build it! lorommorl
Grammar is practiced in the form of statements, dialogs and
substitution exercises using illustrated scenes. These scenes
show the context in which each grammar point is used.
This Iesson includes:

1. Two scenes illustrating the context of the grammar
point.
2. The statement form of the unit's grammar point
outlined in red.
3. Simple statement form practice exercises,
4. The dialog form of the unit's grammar point also
outlined in red.
5. Simple dialog practice exercises.
6. A listening exercise to practice the grammar point.

4

a large

b. Hold up the Picture Card of the vocabulary item to

similar dialog found in a

previous level.

lntroduce the grammar statement. Hold up the picture

Card of the vocabulary item to be used in the

Course Descriplion

lRnonics sounds)

This lesson includes:

1. Words with target phonics sounds or spellings clearly
illustrated.
2. Matching simple sentences that contain the phonics
words with a corresponding picture in part B.
3. Writing practice of the phonics sounds or words in part
C.


Pronunciation table

General teaching method

The following symbols are used to indicate the
pronunciation of the phonics sounds introduced in the
Read it! section ofeach unit.

Phonicssounds

Consonants

Svmbols
p

Kevwords
pen

b

t

back
ten

d

day

k
o

kev
set

f

fat

v

vIew

0

thine

6

then

s

z

soon
zero

t

ship

h

hot

x

loch

f

cheer

pleasure

&,

--- iumr

m

sum

n

sun
sung

w

wet
let

I

r

red
vet

I

btt

e

bed
cat

l.

Write the letters of one of the target phonics sounds or

spellings on the board.
Ss the Phonics Cards of words with that phonics
sound. Point to and read each word, emphasizing ttre
target phonics sound. Have Ss listen. Ask Ss which
sound is the same. Have Ss answer.
3. Introduce the other target phonics sounds or spellings
in the same way.
4. Practiie: Place the Phonics Cards on the board, point
to them in random order and have Ss name them.
5. Introduce the sight words (if any) by writing them on
the board, reading them and having Ss repeat. SiSht
words appear in sentences, but are not vocabulary
words that Ss have learned. They are introduced to
allow Ss to read complete sentences from an early

2. Show

stage.

open their books and look at partA:

point to each picture.
Play the same track on the CD. Have Ss listen and
repeat.
7. Practice: Have Ss find and name pictures of words in
the main scenes that contain the phonics sounds they
- have jus( I,earrled.

6. Have

a.
b.

Readingsentences
open their books and look at part B:
first sentence. Have Ss repeat.
b. Have Ss point to the corresponding picture for that
sentence and draw a line.
c. Have Ss read and match the remaining sentences in
pairs or individually.

1. Have

a.

Vowels

short

&
D

U

e

long

diphthongs

I
u
l:

sheep

Ss

Read the

Writingleners orwords

l.

hot
cut
put
about
haopv
actualitv

Ss

Play the CD. Have Ss listen and

Have Ss open their books and look at part C:
a. Play the CD. Have Ss listen and fill in the blanks with
the letters of the target phonics sounds, or circle the
correct picture andwrite the word in the blank'

Proclice il!
This section contains a task-based speaking activity for
pairs or small groups, designed to allow Ss to use the
language they have learned.

o:

father

D:

doe

Sing it!

3:

four

tl:
3:

boot
bird

This section contains an enjoyable song or chant to wrap
up each unit. These are also included on the Student Book

EI

make

AI

lie

EI

Practice

ao

bov
note
now

2.

o{J

te

real

ua

actual

ta

pecullar

/ Chonl it!

CD.

General teaching method

l.

itl

Have Ss open their books and look at the Practice

it!

activity.
Review the statement or dialog illustrated at the top of
the page.
3. Put Ss into pairs or small grcups.
4. Explain the rules of the activity (see lesson plan for

Lesson 6 of the unit).
5. Have Ss complete the activiry in pairs or groups.

Course Description 5


7

singit! I chant it!

l.

Discover il!

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

Z.

Discover it! provides an additional content_based
learning

tle
flal
(or

song / chant again. Have Ss sing / chant aiong
follow the other suggestions providei in the lessori
plans).

opportunity.

General teaching method

ReCyCle if! 6neview of three units)

VocabuLary

After every three units, there is a Recycle it! unit which
serves to reinforce and expand on previouslv studied
language items. Included are an illustrated, irrmorow
story review exercises and a board game.

1. Introduce the vocabulary items with real obiects or
pictures (there are no picture Cards for thes6 items).

2. Have Ss open their books and look at part A.
3. Play the CD. Have Ss listen and point to the pictures.
4. Play the same track on the CD. Have Ss listen and

General teaching method

repeat.

Story

l.

5. Point to the vocabulary items in random order and
have Ss name them.

Review the dialogs and vocabulary found in the story.

2. Have Ss opentheir books to the story section.
3. Review the characters and items in the pictures.
4. Play the CD. Have Ss listen and point to the

Dialng
1. 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 &e dialog.

corresponding pictures.

5.

Play the same track on &e CD. Have Ss listen and

repeat.

Chant

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.

Reui.ew

it!

l.

Play the chant on the CD. Have Ss listen.
Play the CD again. Have Ss chant along.
3. Do the wrap-up activity suggested in the lesson plans.

2.

Cutlure

1. Have

Ss open their books to the Reviewjrl section
and
look at part A.

2. Have individual Ss read the words at the top of the page.
3. PIay the CD. Have Ss Iisten and fill in the blanks with

The Culture units introduce holidays enjoyed by children
in many English--speaking countries. Each uniiirovides
an opportunityfor further content_based learning,
as well
as for a fun break from more serious lessons.

the words.

4. Check

General teaching method

5. Review the target

Introduction

the answers as a whole-class activity.
phonics sounds taught in the
previous three units.
6. Have Ss look at part B.
7. Play the CD. Have Ss listen and fill in
the blanks with
the letters of ttre phonics sounds. Have Ss,r,r*Lu.
tfre
pictures at the bottom of the page to match the
woras.
8. Check the answers as a whole-class activity.

Playit!
game is slightly different. The game is color
!-":!lo"r.d
coded
and each color represents a differen-t language
pattem to be practiced. Read the Iesson plans
f8r details.

1.

Ssopen their books to
If"y"
Iook
at the board game.

the ptay itlsection and

Introduce the.holid_ay in Ss, native language, ifpossible.
the holiday are included in thl lesion plans.
:lo]"::Poyl
show Ss pictures ofthe holiday.

Vocabulary
1. Introduce the vocabulary items with your own
pictures, or use the pictures in the Student
Book. Notes
about the vocabulary are included in the Iesson plans.
Have Ss open their books:
a. Play the CD. Have Ss listen and point to each
vocabulary item under the main scenes.
b. Plhy the same track on the CD. Have Ss listen and
repeat the items.

2. Point to the first space in each colored
section and

t*o

!uy."
pattern.

3.

Ss say

c. Name the vocabulary words in random order. Have

the dialog according to the language

Put Ss into pairs and give each pair
one coin and two

find and point to the items in the main scenes.
the vocabulary items with a game or activiry
Suggestions are in the lesson plans. '
Ss

3. Practice

markers.

n.

each pair take turns tossing the coin
and
1T::I around
movmg
the same board, sayirig the aialogs
according to the lan"guage patterns.

Dialogs

l.

Introduce the dialogs and commands as suggested
in

the lesson plans.
Have Ss open their books. play the CD. Have
Ss first
listen to the dialog and point io ttre ctraracr"r, *fro
uru

speaking, and then repeat the dialog.
Put Ss into pairs and have them practice the dialogs.

6

Course Description


i Course liming ond schedule

Songorchant
Play the CD. Have Ss

first listen, then sing or chant along

with the song or chant.

Suggesled timing for one lesson plon

Extension

50- to 60-minute class

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

Introduce and practice

Activity Book

newlanguage items

At the beginning of Activity Book 3 is an Alphabet Chart
for Ss to fill in phonics words for review and extra writing

Wrap-up

There is one Activity Book page for each lesson in Units
1-9 ofthe Student Book, and one page for each Recycle it!'
Discover it! and Culture unit.

Total

minutes

5
(5

minutes)

Introduce and practice

open their books.
2. HaveSs look at exercise A:

newlanguage items

15

Activity Book assignment*

(5

*Wrap-up -

listen and follow along in-their

books.

Total

minutes

minutes)

5

minutes

30

minutes

to complete

the tasks.

c.

Check Ss' answers and correct where necessary.
3. Have Ss look at exercise B:
is another listening activity, follow the
instructions above. If it is a writing activity,
demonstrate how to do the activity.
b. Give Ss time to complete the activity.

a. If it

c.

Check Ss' arnswers and correct where necessary.
4. The Activity Book may also be assigned for homework
after explaining to Ss how to do the exercises in classAlternatively, do exercise A in class and assiga exercise
B for homework, or vice versa.
Ss color the appropriate spaces onthe 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.

5. Have

minutes

50-60 minutes

ActivityBook check*

Ss

Pause the CD at each bell sound for Ss

H

Warm-up / review

General teaching method

b.

(F7 minutes)

30-mfunute class

The first exercise on each page is always a listening
exercise. The second exercise usually focuses on reading
and writing skills.

Ss

30-32 minutes

.

Activity Book assignment*

practice.

a. Play the CD. Have

(5-7 minutes)

Activity Book check*

activities.

1. Have

10-13 minutes

Warm-up / review

*

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

One-yeor schedule

peryear

70 classes

54 classes

9 units x 6 classes each
3 Rerycle it! units x 3 classes each
3 Discover
2 Culture

it! units x

1 class

each

units x 2 classes each

units x 5 classes each

it! units x 2 classes each

3 Discover
2 Culture

3

classes

4

classes

peryear

58 classes

3 Recycle

classes

70 classes

Total

9

9

it! units x I class each

units x 2 classes each

45

classes

6.classes

3
4

classes

classes

58 classes

Total

47 classes peryear
9 units x 4 classes each

36 classes

3 Rerycle it! units x 2 classes each

6

classes

3 Discover it! units x 1 class each

3
2

classes

2 Culture units x

Total

I

class each

classes

47 classes

Course Description 7


Suggested scheduling for one unil
6 classes

per unit (70 classes peryear)

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

Review previous unit,s vocabulary. fua.tr urra

Talk about it!
(Dialogs)

Review previous lesion,s vocabulary.

f"""f,

po.ti.;;;;;ffit

una practice

diaGS

rrb.iffi
"
r""yAuaE;;;.;;;i;i;il.
----

Rwiew previous lesson s r"ui"*
substitution exercises, using vocaburury
J - -r
Introduce the Sing-a-gram.

:

Reviewthe unit's vocabulary items u"a@
grammar statement and diarog with substitution
exercises. Teach and
sing the Sing-a-gram.
Review previous unit,s phonics

sounds and words.
Practice it! /
Sing it! or

Chant it!
5 classes per

unit

Sing it! or

Chant it! /
Talk about it!
(Vocabulary)

.oroO@

Reviey th3 unit's-grammar statement a"a aiao!5o
tt
practice. Do the final song / chant. Review
tfre ririt.

(SS classes

Say

itl /

Build it!

Do previous unitt final scing / chant
*i"-. n"ri"*pr*io.rrffi
vocabulary. Teach and praciice newvocabulary",

T@

Practice the review suUrtitrtio, aiao@
Do the Sing-a-gram. Introduce the grimmairi"tu*u.rt

felgh
/

Practice it!

4 classes per

unit

and dialog.

d;lrtR"ril pr"r,"*

1nd qractice the grammar statement and
unit's phonics
sounds. Introduce new phonics sounds
Read it!

"G[_[uil

per year)

Review previous lesson,s vocabulary.

Sing-a-gram /

Build it!

Teach and practice newphorri",

practice. Review the unit.

and words.

*,r@

Read ir!

/

Practice it!

(42 classes per year)

Sing it! or

Chant it! /
Talk about it!

Do previous unit,s final song / chant;@
vocabulary. Introduce dialogs.

Talk about it!

(Vocabulary)

(Vocabulary)

Review previous lessont

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

uo.ubutury@

Practice the review substitution diufog
"ringi".y"f"a "o"uUr.rf?.y.
Review the dialogs. Do the_ sing-a
grammar statement and dialog. Introduce
new phonics sounAs anA
words.

gm

Teach and practice new phonics
practice. Review the unit.

B

Course Descriplion

roffi

Talk about it!
(Dialogs) / Say

Read it!

/

Practice it!


Options

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

notwork according to Plan.

Explonolion ol lesson Plons in the
Teqcher's Guide
There is one complete lesson plan for each Student Book
page. However, ifyou need to teach two Student Book
pa[es in one lesson, you can do so by implementing one
ofthe suggested schedules on P. B.

planning, and planning takes timesomething the busy teacher of children often has too little
of. The les--son plani in the Teacher's Guide have been
designed to heip the teacher cover all the material in
SupirKids inan organized manner with minimal
planning. A brief ldok at the Activity Bank before class will
btten give you that one extra idea that boosts an average
Success requires

class

ti

a great class' Each suggested lesson

Each lesson plan suggests further activities to be used,
either as pari of eachlesson or in place of suggested
activities. This section usually suggests tasks or activities

for further practice.
Note: Materials needed for optional activities arc not
included in the materials box of each lesson plan'

ActivityBook
The Activity Book seryes to reinforce whatwas 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 thl optional activities in the next lesson, the teacher is
informed ahead of time to bring / prepare these for the
next lesson.

plan has been

divided into the following sections.

Warm-up / review
Each lesson begins with a fun warm-up in oider to review

material previously Iearned and motivate Ss to use

English during class.
Each warm-up / review section practices language
items from the pievious lesson or from the previous unit'

Activity Book (check homework)
Systematic review is key to the retention of new language'
Further review of the 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
of the book. The focus is on the teacher,
so Ss hear language before producing it themselves'

withoutihe;id

Suggestions are given in each lesson plan on how to
use Pi-ciure Cards oi real objects to introduce the

material.

Open the book
Ss

open their books and listen to and practice the new

language items. Detailed suggestionson hory t9 involve Ss
whije liitening to the CD are provided in each lesson plan'

Afterthebook
Practice is essential if Ss are to internalize the new
language items. Detailed suggestions on how to further
pr"iti.i the language items are provided in each lesson

plan.

Wrap-up
Beginning and ending each class in an enjoya-ble way is
essintialio instillingin children a love of English' Each
lesson plan has sug[estions for activities to finish each
class and send children home feeling good about the
lesson and themselves.

Course DescriPiion

I


Unit and title

Topic andvocabulary

Grammar

I

Doys

Days: Sunday, Monday, T[esday, Wednesday,
Thursday, Friday, Saturday

It's Monday.
What day is it today? / It's Monday.

2

Fovorite Sporh

Sports: ping-pong, socce6 volleyball,
gymnastics, badminton, hockey, running,
tennis

She likes tennis. / He doesnt like tennis.
Does Peter like tennis? / No, he doesnt.
Does Sandy like ping-pong? / Yes, she
does.

3

Lunch

Food: pizza, cheese, watermelon, pretzels,
grapes, potato chips, crackers, peanuts

He has some pizza.

/

She

doesnt have any

piru.
Does she have any pizza? I No, she doesnt.
Does he have any potato chips? / Yes, he does.

Recycle it!

I

Discover if! I
Big Numberc

4
5

Months

Cqreers

Reviewof Units

l-3

Bignumbers: 20-30, 40, 50, 60, 70, 80, 90, 100

Months: Ianuary February, March,April, May,
Iune, July, August, September, October,

November, December

wn-en's your birthday?

Iobs: vet, teacher, baseball player, magician,
pilot, doctor, police ofEcer, firefighter

She's a vet. / He's a pilot.
Is she a vet? / Yes, she is.
Is he a police officer? / No, he

My birthday's in November.
/ It's in

November.

a

6

His ond Her

Possessions: handkerchiel water bottle, towel,
lunchbox, baseball cap, key, his, her

Recycle it! 2

Review of Units 4-6

Discover it! 2

Dates: lst-l3th, 20th-23rd, 30th

isnt. He's

pilot.

It's his

lunchbox / lt's her baseball cap.

lunchbox is this? / It's his lunchbox.
Whose baseball cap is this? / It's her
baseball cap.
\tWrose

Doles

7

Whot I Did

Did she wash the car yesterday? / No, she

They saw a movie.
What did they do today? / They saw a
movie.

8

My Doy

Irregularverbs: make / made a poster, see / saw a
movie, sing / sang a new song, swim / swam in the
pool, go / went to the park, write / wrote stories,
read / read books, draw / drew pictures

9

Around Town

Locations: restaurant, bookstore, pet shop, toy
store, museum, bakery supermarket, library

Recycle it! 3

Reviewof Units 7-9

Discover it! 3
Vocolions

Vacations: camping, to the beach, to Paris, to
my grandparents'farm, train, car, plane, bus

Cutture I
Eoster

10

Regularverbs: play / played baseball, study / snrdied

English, watch / watched DVDs, bake / baked cookies,
paint / painted pictures, brush / brushed the dog;
wash / washed the car, practice / practiced ttre piano

Easter: Easter Bunny, eggs, basket, chocolate
eggs, chick, toy lamb, marshmallow chicks, jelly
beans

Culture 2
Hoppy Birthdoy

Birthdayparty: ice cream, birthday

I con do it!

Assessment for Level 3

Syllobus

cake,

birthday card, soft drink, milkshake, candles,
presents, cupcakes

She baked cookies.

didnt.
Did you play baseball yesterday? / Yes, I did.

He's going to the pet shop.

Where's Donny going? / He's going to the
pet shop.


Functional dialoss

Review substitution dialo g

Phonics

Hi. Myname'sToni. / Hi. I'm

Review: at, an, ad, ock, ox,
ot, un, up, um

Where do you live? / Next door.
Do we have school on lvlonday? / Yes, we do' See you

then.
Hi, Sandy. These are my friends, Donny and Beth' / Nice
to meetYou. / Nice to meet You, too.
Whatt ybur favorite sport? / My favorite sport is soccer'

Sandy. Hovl are you?

/ Fine,

thanks. And you? / I'm fine.
Review: it, in, ig, ell, ed'
en, ame, ake, ase

I can luggle. Can You? / No' I
can't.

What time is it? / It's 1:00. /
It's time for English class.

ch: cheese, chicken, lunch
sh: shoe, shirt, fish
ph: photo, phone, elePhant

The music festival is in May- / I can't wait!
You're good at singing. / Thanks.You, too'

What's the weather like in
May? / It's warm and sunnY.

ay: May, plaY, SundaY
ai: rainy, paint, wait
a-e: plate, taPe, baseball

Tt it i. N{tJ."g. She's avet. / Good morning, everyone' /
Good moming, Ms. Long.

That's mY father. / Oh, reallY!

th: thirsty, three, teeth
th: this, that, mother

Can I sit here? / Uh-huh.

Do youwant some'prezels? / Sure, thanks'

How much is that rocket? / It's 50 dollars. / OK' I'U take it'

s: sick, salad, seven

I want to be a baseb4! p!4y-qr $orv aboqly,ou? 1l-ryqr-tl,to be a magician.
On your mark, get set, gol / Come on, Chip'You can do

it!
'vVhere's

Look at ChiP. He's haPPY.

er: father, water, tiger
le: bottle, juggle, Paddle

/

Yeah!

my towel? / Here it is.

Halloween? / It's October 31st.
Valentine's Day is February 14th. / I cant waitl

rvVhen's

Did you have a good weekend? / Yeah. Did you? /
Uh-huh. It was great.

My brother likes to paint pictures. / I do, too'
We're home.

/ Howwas your

day?

I Itwas OK'

What should we do now? / Let's go to the park' / Good

Are those your new sneakers?
Yes, they ar'e. / TheY're nice'

Do vou want to see mY rabbit? /
Sure. VVhere is it? / In the Yard.

idea.

ftrantyou ve* much.

/ You're welcome' Have a nice

day. / You, too.
Is the toy store next to the library? / No, it isnt' It's next
to the pet shop.

/

Where are myballoons? I

They're over there.

ed: played, opened, closed
ed: watched, baked,

practiced
ed: painted, added, counted

ew: drew, new threw
oo: food, pool, moon
ue: blue, glue, TuesdaY
ee: green, feet, bee
ea: sneakers,

peanuts,

teacher
y: library bakery sleePY

What are you doing this summer? / We're going camping'
How are you getting there? / We're going by car'
Can I use your scissors? / Sure.
Hi, foey. Do you want to dYe eggs? / OK'
How many chocolate eggs does she have? / She.has 15'
These jely teans are yummy. / So are these ma$hnallow chicks'

How old are you todaY? / I'm 10.
Open your presents!
Blow out the candles!
rdy'hen's your birthday? / lt's February I lth'

Syllobus 11


I,evel

I

Listening

Speaking

o Choose the correct picture

.

while listening to words and
short sentences
Put pictures in order while
llstening to target
vocabulary and functional

dialogs
o Respond correctly to simple

o Make simple statements,
questions and answers

when given a model
r Ask and answer simple

questions about
themselves when given a

.

commands
o Understand short stories

containing simple
structures and vocabulary

,

r

Listen to words and identify
letters at the beginning of
words (except x which is
presented as the last letter
of words)

.

Choose a picture while
listening to sentences or

.

short dialogs
Put pictures in order while

listening to target
vocabulary functional

lower case Ietters
o Recognize target
vocabulary and
phonics words

r

Trace and write all

upper and lower
case letters on
staves

r Write their own
names in English

model
Saythesounds ofall
letters as the first letters of
words (except x which is

r Ask and answer questions

.

about themselves and
others

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

including final -s

o Readand saythe

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

r

including final -s
Read and understand
words and short

o Write key words

on staves when
given a model
o Fill in Ietters to
complete words

sentences
o Recognize common

medial or final
sounds ofwords

as the

sight words

r Choose a picture or word
after listening to statements
and dialogs
o Recognize the sounds of
two-letter consonant and
vowel digraphs

4

o Name all upper and

presented as the last letter
of words)
o Perform dialogs of a story
after listening

dialogs and TPR commands
o Listen to words and identify
the sounds of most letters

3

Writing

Reading

o Chooseyes orno answers

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

o Make statements and ask

.

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

r Answer

.

yes or no
questions
Say the sounds of
common consonant and
vowel blends

o Read and understand
sentences

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

Read and understand

o Fill in blanks to

dialogs and short

complete

passages

sentences

.

Write short
answers to
questions after
reading short
passages

5

.

Answer questions after
listening to dialogs and

short passages

r

Recognize the sounds

of

and differences be&veen
comrnon blends,
diphthongs, and initial I
and r

6

r Answer questions after

r

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

initial I and r
o Perform role-plays after
listening to dialogs

.

Iistening to conversations
and passages
o Distinguish similar sounds

.

12

Course Gools

Take part in dialogs,

Take part in

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

o Read and understand
passages

o

Write sentences
when given a

model

r Write answers to
questions about
short passages

e Read and understand
passages

o

Write short email
messages and

postcards

.

Write questions
and answers about
passages


Worm-up

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

/ Review

Cards in order
How many can you name?
What's missing?
Repeat after me
Partner search

More partner searching

Lotto

Tolk obout it! (Vocobuloryt
B.

All in order

9.

Whispers
Pass the card
Stand up and say it!

10.

ll.

.

12. Teacher's guess

v

I3. Thumper
14. Pick it up!
15. All pick it up!
Touch and say
t7, Uh-huh.Yes
18. Run'to itl
19. Name it! Relay
20. Circle it! Relay
21. Charades
16.

22.

'

26.

._

Picasso

23. Before and after
24. Hot or cold
25. \rVhat can you say?

Mymistake

Uncover the color
28. What's different?

27.

Tolk obout it! (oiqlogsl/
Soy it!
29.
30.
31.

Backwardbuild-up
Sayinhalves
Sayinpartners
32. Toss the animal
33. Pass it quick!

34. Who said it?
35. Changepartners
36. Uh-huh. Uh-uh
37. Race the clock
38. High drama

39. Beep
40. Musical chairs
41. Role-play
42. In the corner

: Sing-o-grom /
: ChOnt it!

Build it!
43. Take a step back
44.

/

Never mind

rhrowthedie

4s.
46. Chooseacard

sayitrast!

Question on

I

33:

3i#:ll::

i ,r. Singitl
i sz. SolJ

47. Change
48. 50/50
4s.
50. Circle statements
51. Student-teacher 52. Lyingcountdown
53. Sentence memory
s4. Mychoice
55. Callournumber
56. Elicit the answer
57. Out of the hat
58. Pass it around

u'

Sing it!

: 3i. ill".llH"

! ,r. My song
..i gO. faraokJ
i

:

!

WfOp-Up

i gZ. Bye-byegame
i Se. Wiere wis ita
i Sg. What I learned today
:

cue

:
!

ReOd it!
60.
61. What's the word?

Rgwords
100. Reward cards

unscrambreit! i l3l. I:l,lfri',1'l?.o*pr.*io.,
:

;-' 62.-Quickflash"
63. Vanishingsentences :

-

64, Separatethe sentences
65. Team spelling
66. I got one

67. Write it! Relay
68. Phonicsping-pong
69. Phonicsconcentration
70. Sound relay

Proclice it! / Review it!
Ploy it!
71. Snap!
72. Tic-tac-toe
73. Concentration.
74. Buzz
75. Tiddlywinks
76. Parrots
77. No. Sorry. (Go fish)
78. I spy
79. Monkey in the middle
80. Vocabularychase
81. Word race
82. Find it and swat it!
83. Say it!Bingo
84. Follow the path
85. Grid bingo
86. Old maid
87. Bestinten
88. Mime it!Belay

/

Activity Bonk Contents

List

13


Worm-up

/

Review

1. Cards in order
Place Picture Cards to be reviewed
on the table (with the picture sides
showing). Name a few of the cards in

random order. Have Ss, as
individuals or in pairs, take turns
lining up the cards in the order in
which you name them. Have them
then name the cards in that order.
Name the cards faster and in a
different order each time.
Variation: This can be done with Ss
in groups using Reduced Picture
Cards (Teacher's Guide pp. f 75-184).
Have each $oup try to be the first to

5. 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 their card in a

loud voice as they walk around. Ss
may not show anyone their cards.
When they find their partners, have
them raise their hands together,
come to you, and name their cards.
Note: To make the activity more
challenging, you maywant to cut off
the words / phrases from the cards
before using them.

line up the cards in the correct order

and name them. To make the activity
more challenging, you maywant to
cut offthe words / phrases from the
cards before using them.

2. Howmanycanyouname?
Divide the class into small groups.
Have one student in each group act
as the secretary or artist. Give groups
five minutes to list or draw, from
memory as many vocabulary items

from the previous unit (or words that
Ss have learned to date) as possible.
When the time is up, have groups
take turns naming one item from
their lists. Write each item on the
board.
Variation: Have Ss list phonics words
from the Read it! sections in the
Student Book.

3. What'smissing?
B to 10 Picture Cards or
classroom items on the table. Have Ss
study them for 15 seconds, then close
their eyes. Remove one card. Have Ss
open their eyes and try to identi$r the
missing card or item. Increase the
difficulty by removing two cards or
rearranging them. Let the student
who first answers correctlytake on
the role of the teacher and remove a
card the next time. In large classes,
put Ss into groups offour and play
with Reduced Picture Cards.

Place

4.

Repeat after me

Hold up one of the Picture Cards or a
real object to be reviewed. Point to Sl
and have her name the card or object.
Have the rest ofthe Ss repeat after SL.
If Sl makes a mistake or cannot name
the card, name the card yourself, have
Sl repeat after you, and Lave the rest
ofthe Ss repeat after Sl Have
different Ss try to name the cards or
objects each time.

14

Aclivity Bonk

play in groups of8 to 10 and use
Reduced Picture Cards. Give each
student a card and have groups try to
be the first to line up in the correct
order.

9. Whispers
Divide Ss into two groups standing
in two lines. Whisper a word or a line
of a dialog to Sls in each line. On the
count ofthree, have SIs whisper the
word or sentence to S2s who whisper
it to S3s and so on. Have the last
student in each line run to you and

whisper the word or sentence. Have
SIs then go to the back of their lines
before continuing with another word
or sentence.

6. More partner searching
Use magazine pictures of vocabulary
words to be reviewed or use Reduced
Picture Cards. Cut each picture in
half. Give one half to each student.
Have Ss search for the student with
the other half of their pictures. Ss
may not show their pictures to the
other Ss. Have Ss walk around the
classroom describing their half of the
pictures, e.g. This b akitchen, I have
a dog.

7. Lotto
Give each student one set of
Reduced Picture Cards. Have Ss
choose any four cards and place
them face up in front of them. Name
the cards from the set in random
order. Have Ss turn over the cards
you name. Have the first student
who turns over all his cards name his
cards. Have Ss choose different cards
from the set and play another round.

Note: To make theactivity more
challenging, you maywant to cut off
the words / phrases from the cards
before using them.

Tolk obout it!

(Vocobutsry)

10. 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. When the card
returns to you, repeat the process
with another card. Start two or more
cards in opposite directions for
greater challenge. Ensure that Ss
with different cards take turns to
name them.

Variation: Have

Ss make simple
statements about the card instead of

just naming it, e.g. It's Tuesday for

the Tiresday card.

I

l.

Stand up and sayit!

Choose a few Picture Cards ofreview
words. Have Ss stand up. Show Sl a

card and ask a simple question about
the card, e.g. Whatb thk? or Who\
she?If Sl answers correctly, she
remains standing. If not, have her sit
down. Ask the same question about
the same card to another student. If
Sl is able to answer correcfly on her
next turn, she may stand up again.
Play for five minutes or until
everyone is standing again.

B. All in order
Use B to 10 Picture Cards to be
reviewed. Choose I to l0 Ss and give
them a card each. Name the cards in
random order. Have those Ss stand
up and make a Iine in the given
order. The rest of the Ss are the "jury"
and check whether the Ss are

standing in the correct order. Name
the cards again, faster and in a
different order. Have Ss again stand
in the given order. Repeat with

different Ss.
Variation: In large classes, have

Ss

12. Teachet'sguess
.

Use Picture Cards of newvocabulary
items. Hold up one of the cards and,
without looking, guess what it is by

asking Is this (a) (d.ocnil?Have Ss
answer Yes, it is or No, it isn't. Keep
guessing until Ss answer Yes, it is.
Allow individual Ss to take on the
role of the teacher and guess.


13. Thumper
number
from I to 20. Choose a number
Have each student choose a

yourself, as well, e.g. 8. Tb helP Ss

iemember their numbers, write the
numbers next to Ss' names on the
board, along with Your own name
and number, but not in order. Have
Ss sit or stand in a circle. Start a 1 2 3

the words / phrases from the cards

22. Picasso

before using them.

Choose 5 to 10 Picture Cards. Divide
Ss into tlvo grouPs standing in two
lines. Show Sls the same card. Have
Sls run to the board and draw that
item. Have their grouPs try to guess
the item. Have Sls then go to *te

17. Uh-huh.Yes
Show S1 one of the Picture Cards to
be practiced. Have the rest of the Ss
try to identify the card bY asking
questions, e,g. Is it (Pizzo) ? Have 51

reply Uh-huhlyes or Uh-uh I no-The
card is
shown the next card.

their

thighs twice and then claP their
hands four times. On the third and

firit student to identify the

fourth claps, call out Your number
and a student's number respectively,
e.g.6lap) (slap) (clap) (clap) I (clap)
5 (clap). Have 55 then take his turn:
(slap) 6lap) (clap) (clap) 5 (clap) 6
(clap), arfi so on. Continue in this
way until a student misses the
rhythm or makes a mistake. Start
again with that student. Gradually
increase the pace.

18. Runtoit!

a56

rhythm. Have

Ss slaP

Variation: Use vocabularywords or
phonics wordsfuomthe Read it!
sections in the Student Book rather
than numbers.

14. Pickitup!

Hold up Picture Cards to be reviewed
one by one. Name each card and
have Ss listen. Put the Picture Cards
on the floor (with the Picture sides
showing). Say PickuP (cardname),
(Slb name) and have 5L Pick uP the
card. Then instruct her to Put d,own
(card name).Repeat this with other
Ss. Have Ss take on the teacher's role
if possible.

15. Allpickitup!
activity to Pick it up!, but
*ris time give each student a set of
Reduced Picture Cards ofwords You
want to introduce. Give the same
commands as in the Pick it uP!

A similar

activity for each card, and have Ss
simultaneously follow the
commands.
Note: To make the activitY more
challenging, you maywant to cut off
the words / phrases from the cards
before using them.

16. TouchandsaY
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. In
large classes, divide Ss into $oups of
four or five and use one set of
Reduced Picture Cards Per group.
Place 8

to

10

Note: To make the activity more
challenging, you may want to cut off

Put six to eight Picture Cards of
reviewwords on the board. Divide Ss

into two grqups.Give
e.g.

Ss a

command,

Runto (grapes).Have Sls in each

group run to the card, touch it and
name it. Vary with other familiar

commands, e.g, Point to (graPes),
Walkto (grapesl.

19. NameitlRelaY
Divide Ss into two grouPs standing
in two lines. Use Picture Cards or real
items of reviewwords. Hold uP a
'
card. HaVe Sls in each grouP try to
name the card. The first S1 to name it
is given the card. That Sl goes to the
end of her line; the other 51 staYs in
front and has one more chance. If he
is not the first to name the next card,
he goes to the back of the line'

20. Circle it! RelaY
Divide

Ss

into two grouPs standing

in two lines. Divide the board in

hall

one halffor each grouP. On each
half, draw the same Pictures of four
or more vocabulary words to be

practiced (you may also put Reduced
Picture Cards on the board rather
than drawing). Name one of the
pictures. Have Slsfrom each grouP
iun to the board arnd trY to be the
first to circle the Pictrue, name it,

hand their chalk / marker to S2s and
go to the back of their lines.
Variation: To make the activity more
challenging, write the words on the
board instead of drawing pictures.

21. Charades
Show Sl one ofthe Picture Cards to
be reviewed. Have 51 act out the
word or phrase using gestures and
sound effects onlY. Have the rest of
the Ss try to identiry the card. For
example, have Sl act out hitting a

ball with a bat for the play baseball
card. The first student to correctly
name the card acts out the next card.

back of their lines, and continue the
activity with the next Ss in line.

23. Before and after
Draw one arrow Pointing left

(representing before) and one arrow
pointing right (representing after) on
ihe board. Use Picture Cards I-7
(days of the week) or Picture Cards
24-35 (months of theyear). Hold uP
a Picture Card and Point to t}re afier
arrow. Have SS name the daY or
month after the one on the card.
Then point to the before arrwt artd
have Ssname the daY ormonth
before the oneon the card. Hold uP
the remaining Picture Cards in quick
'
succession, alternating between the
before and after arrows'
Variation: Use Picture Cards from -units that teach the simple past tense
to elicit the past tense ofverbs / verb
phrases with the before attow.

24. Hotorcold
Show Sl one of the Picture Cards or
Reduced Picture Cards to be
practiced and have him leave the

ilassroom. Hide that card
somewhere in the classroom- Have
51 return to the classroom and ask
Where ls / aremY (item on

that

card)?Have Sl walk around the
classroom and try to find the cardHave the rest of the SssaY Warm!
when S1 walks near the card, Hot!
when he walks very near the card,
Coolwhen he walks awaY from the
card, and Coldlwhen he walks very
far away from the card. When 51
locates the card, have another
student leave the room and hide
another card.

25. Whatcanyousay?
Have Ss look at the first two Pages of
each unit. Have Ss Point to and name

items in the main icenes. More
advanced Ss can make statements
using the items, e.g. It'sherlunchbox
for the picture of a lunchbox.

26. Mymistake
Hold up Picture Cards to be
practic;d and name the vocabulary
words incorrectly. Have Ss try to
correct your mistakes. For example,
Activity

Bonk

15


hold up the card for Monday and say
Thursday. Have Ss sayNo, irb

change roles. It is important that Ss
look at their partners when speaking.

Mond,ay.

27. Uncover the color
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 l0 seconds to

memorize their locations. Have a
variety ofcolor cards. Give Ss color
cards. Have Ss cover a Picture Card

with their color card. All Picture
Cards should be covered. Have Ss

then, in turn, name a color and point
to a card and try to identify the
Picture Card under it. Ifa 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.
Whenever a student fails to identify
the card, play continues with
another student.

28. What's different?
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 ofone or
more cards. Have Ss open their eyes

and askthem Whatb different?Have
Ss name the item on the card(s) that
was moved.

Tolk obout it! (oiotogsl/
Soy it!
29. Backnrardbuild-up
This activityworks best with longer
sentences. Say the entire sentence,
e.g. Heb going to the pet shop, then
repeat the last word, i.e. Shop.Have
Ss repeat the last word. Say the last
ovo words, i.e. Pet shop. Have Ss
repeat. Continue in this way, adding
one word at a time until Ss are

fluently repeating the entire
sentence. This activity helps to keep
the intonation more natural.

30. Sayinhalves
Divide

Ss into group A and group B.
Have Ss look at a dialog. Have groups
say alternate lines of the dialog. Have
groups change roles.

31. Sayinpartners
Put Ss into pairs. Have pairs say
alternate lines of a dialog. Have Ss

16

Activity Bonk

32.

Toss the

animal

Have Ss stand in a circle. Toss a
stuffed animal to Sl and sayline one
of a dialog. Have Sl respond with

line two, say line one again, then toss
the animal to 52. Have 52 respond
with line two, say line one again and
so on. Prompt Sswhennecessary.

33.

Pass it quick!
Set a timer for about 30 seconds to
one minute. This activity is similar to
Toss the animd, but have Ss pass the
timer instead. Continue until the
timer goes off.

34. Whosaidit?
Blindfold S1. Have 52 say line one of
a dialog while trying to disguise her
voice. Have Sl respond with line two
of the dialog, then try to guess who
said line one.
Variation: Have two different Ss say
lines one and two. Have the

blindfolded student guess both

37.

Race the clock

Put Ss into pairs. Have Sls and S2s in

each pair say alternate lines of a
dialog. Time how long it takes pairs
to say the dialog. Have Ss
congratulate the fastest pair. It is
important that Ss speak clearly even
though they are speaking fast. play
again with a different dialog.
Note: This activityworks best with
longer dialogs.

38. Highdrama
Put Ss into pairs or groups. Have Ss
act out the dialogs using different
voices, e.g. a loud voice, a sleepy
voice, a computer-like voice. Have
some Ss say their dialogs in front of
the class.

39. Beep
Say a dialog,

substituting

B eep f.or

one of the words. Have Ss supply the
replacement word. For example, say
I like to beep. Have Ss say Run.
Continue with different dialogs,
substituting Beep for different words.

speakers.

40. Musical chairs

35. Changepartners

Place sets of two chairs or two

Divide

Ss

into group A and group

B.

Have group A form an outer circle
and group B form an inner circle
inside the group A circle. Have Ss in
the two circles face each other and
stand so that they are directly
opposite a student in the other
circle. Have all Ss in group A say line
one of a dialog and their partners in
group B line two. Say Change.Have
Ss in group A take two steps to the
right and have Ss in the group B
move two steps to the left so all Ss
have newpartners. Do the same for

each newdialog. Monitor Ss and
help when necessary.

36. Uh-huh.Uh-uh
Have Ss turn to the first two pages of
one of the units. Give them 20
seconds to studythe pictures. Have
them close their books. Make true /
false statements about the main
scenes. Have Ss answer Ilh-huhit
they think your statement is true and
Uh-uh if they think your statement is

pillows in a line in the middle of the
room. Make sure that there are as
many chairs as there are Ss, minus
two chairs, e.g. if there are ten
students, there should be eight
chairs (four sets of two chairs). Have
Ss walk in a circle around the chairs
as you play some music (rhe Sing-agamwill do). Have Ss grab another
student when the music stops, say
the target dialog, and then sit down
on a set of chairs. The pair left
standing is'but" and can take turns
operating the CD player. In classes
with an odd number of Ss, use sets of
three chairs and have two Ss ask the
question and one student answer or
one student ask the question and

two Ss answer.

41. Role-play
Put Ss into pairs or groups. Have
pairs or groups say dialogs using
emotions and gestures. Provide them
with necessary props. Have pairs or
groups say their dialogs in front of
the class.

false.

Variation: Askyes / no questions
instead of making true / false
statements.

42. In the corner
Divide Ss into four groups. Give each
group and each corner ofthe room a
number from l-4. Have group I
stand in corner L Have groups Z, 3
and 4 stand in their respective


a*d;,;61-6.j:i:d;i}idaii*!i{:

corners. Have Sls from each grouP
move to the centre of the classroom
and say a dialog with the Sls who
were in the opposite corner.

Continue until all Ss have had a turn.

*;*;i&tq;i},Ear*.#dtrr'rsd{r$*{4::*!la;a#isii4rt;i"jiiilg+,isririeiiieri!€dj;ilii:+i;Ir:iE;,i;t'*ii*it;&L;d

question or dialog is correct, have
him keep the card. Ifnot, have him
return the card to the table. It is then
another student's turn.

47. Change
Place Picture Cards or classroom items

Build it!
43. Takeastepback
Put Ss into pairs and have them

stand.in two parallel lines facing
each other, one arm's length aPart.
Hold up one of the Picture Cards'
Have Sls in each pair ask a question
using the target question form and
S2s answer. Have both lines then
take one step back. Hold up'rhe next
Picture Card. This time, have S2s ask
the question and Sls answer. Have
both lines again take a steP back.
Continue in the same waYwith Ss
taking one step back each time. This
activity "forces" Ss to speak loudly
and listen carefullY as manY Ss are

speaking simultaneously.

44. Nevermind
Divide Ss into groups of three. Have
Sls in each group ask a question
using the target grammar Point.
Have S2s ans$Ier. Have S3s answer
differently from S2s. Have S2s and
S3s then dispute the answer. For
example, have Sl askls thisYour
pen?Have 52 answerNo, itisn't.
Have 53 answer Yes, ir rs. Have 52

then answer againNo, itkn't.Have
52 and 53 continue the dispute until
51 shouts Neuer

mind! Have

Ss

change roles.

45. Throw the die
Put Ss into pairs and have them oPen
their books to the relevant Build it!
section. Give each pair a die. Have
Sls in each pair throw the die, and
either say the statement (part A) or
ask the question (part B) of that

number. If S1s asked a question,
have S2s answ-er. Then it's S2s'turn

to throw the die. When Ss throw a
five, they should make two
statements or ask two questions.
When they throw a six, they skip a

turn.

46. Chooseacard
Place Picture Cards to be reviewed
on the table (with the picture sides
showin$. Have anystudent choose a
card and use the word / phrase on
the card to say the target statement
or question, or first line of a dialog to
be practiced. If the statement,

invarious locations in the classroom.
Have Ss circulate in pairs, asking and
answering questions about the
different cards / objects. When you say
Chattge,have Ss stop speaking and
quickty move to another card / object.
Keep the pace fast.

48. 50/50
Ss into group A and grouP B.
Hold up Picture Cards and saY the

grammar dialog. For example, hold
up the Saturday cardandsaYWhat
day k it today? It's SaturdaY.Have
Ss repeat. tlold up another card.
Have group A ask the question and
group B answer according to the
card. Do the same for the remaining

DMde

cards. Have Ss change roles.

49. Sayit fasfl

Have Sl stand in front of the other Ss
as the "teacher" and ask a question.
Sit in the student's seat while Sl is
asking the question. Have other Ss
answer. Have a few Ss take on the
role of the teacher.

52. Lyingcountdoum
Place Picture Cards to be practiced
on the table (with the picture sides
showing). Have Sl point to one of the
cards, name it incorrectly or make a
false statement about it, and then
count to 10. For examPle, have Sl
point to the wrote a story card and
say We mad,e a posteh 7, 2,3, 4...

Have the rest of the Ss try to correct
the mistake before Sl reaches 10 bY
saying We wrote a story. The student

who corrects the mistake first will be
the next student to make a false
statement or incorrectly name a
card. If no one corrects the mistake
before St reaches 10, have S1 name
the card correctlY or make a true
statement about it, then continue atodent and i newiaid.
*itt u

"".i

and her on four
'Ntite
large cards so that you have four
pronoun cards. Quickly flash one
pronoun card in your right hand and
one noun or verb phrase Picture
Card in your left hand. Have
individual Ss make a statement using
the two cards, e.g. show his andkeY
and have Ss say fr's hls key. If Ss
make an incorrect statement, flash
the cards again. Do the same for the
remaining cards, using different
he, she, his

combinations each time. For
negative statements, draw an "X" on

theboard.Pointto

51. Student-teacher

andflash

the cards quickly. Have Ss make a
negative statement using the two
cards you hold up. Alternate between
affirmative and negative statements.

50. Circle statements
Have Ss sit in a circle. Place pronoun
cards (see previous activitY) and
Picture Cards in the middle of the
circle. Point to a pronoun card and a
Picture Card. Have SI make a
statement using that Pronoun, that
word / phrase and the target
grarrmar, e.g. It's (his) Aacket). Have
the next student in the circle make a
statement using the same word /
phrase but a different pronoun, e.g.
It'sh* jacket, or the same pronoun
but a different word / phrase, e.g. Ifb
hk (lunchbox). Have Ss continue
making statements in the same way

until all Ss have had a turn.

53. Sentencememory
Have Ss sit in a circle. SaY a target
statement from one of the Build it!
sections, e.g. He pl,ayed. baseball.
Have Ss repeat. Then have 51 make a

similar statement using a different
vocabularyword or Phrase, e.g. He
played. soccer, He baked cookias.
Have 52 repeat SI's sentence and

then make another similar
statement. Have 53 rePeat S1's and
S2's statements and make another
one. Have Ss keep going around the
circle until Ss cannot remember all
the statements or cannot come uP
with another new statement. Start
again with the student who was
unable to continue. In large classes,
have six to eight speaking Ss each
supported by three or four others
who help them remember.'
Ss vary
their sentences with different
pronouns and affirmative or negative

Note:Where applicable, have

statements, e.g. He has some Pizaa,
She d,oesn'thaue any piz,za, rathet
then just varying the vocabulary
words or phrases.

54. Mychoice
Have Ss use the target grammar
point to make original statements or

dialogs using previously leamed
vocabulary. Teach classroom
language such as How do you saY
in English? so that Ss can use

Activity

Bonk

L7


words they do not know in English in
the statements or dialogs.

55. Callournumber
Assign each student a number' Call
out any two numbers. Have those
two Ss do the target dialog using the
Picture Cards you hold up.

56. Elicit the answer
Do this activity after Ss have learned
the grammar statement. Ask the
grarnmar question from the relevant
Build it! section. Have Ss answer
using the statement form theY have
alreadylearned and the Picture
Cards you hold up.

57. Outofthehat
Prepare slips of paper, making sure
that there is one slip of papr-;r for'
each student. Number each sliP of

procedure with S2s.

61. Whaththeword?
Draw one line for each letter in a
phonics word to be reviewed on the
board, e.g. -------fot chicken.
Draw the side view of a bird on the
board (two circles for the head and
body, one eye, one beak, two feet
and two wings). Have Ss call out
letters they think may be in the word.
Write the letter in its correct position
above the line for each correct guess.
For each incorrect guess, write the
letter somewhere else on the board,

then erase one body part on the bird.
Have Ss try to guess the word before

paper in order starting from 1. Draw
two slips of paper from the hat. Have
Ss with those two numbers do the
target dialog: Put the slips of paper
back in the hat and draw two more.

the bird is completely erased. Allow

turns
drawing the slips of paper from the

Photocopy Phonics Cards. Make
enough sets so that each student has
one set ofcards. Say one ofthe
sounds. Have Ss hold up a card ofa
word with that sound and name the
card, For example, say ay arrd have
Ss hold up the May card. Continue
until all sounds have been practiced.

Variation: Have

Ss take

hat.

58. Passitaround

Have Ss stand or sit in a circle. SaY

the target dialog while holding up
the relevant Picture Card. Have Ss
repeat. Have 51 ask the student on
his left (S2) the question. Have 52
answer. Repeat the procedure with
53 and 54 and continue around the
circle. Say a different answer to the
question and repeat the procedure,
this time reversing the direction so
that the roles are reversed.

59. Questiononcue
Divide

Ss

into group A and group

B.

Draw a large question mark on the
board. Point to the question mark
and say the target question. Have
group A repeat. Hold up the Picture
Card to be used in the answer and
say the answer. Have group B repeat.
Continue with different Picture
Cards and answers.

Reod it!
60. Unscrambleit!
Ss into gloups of four to six
standing in lines. Write the letters of
a phonics word in scrambled order
on the board. Have Sls in each group
run to the board and try to be the

Divide

18

first to write the letters in the correct
order. Have the other Ss help by
calling out the letters or words. Have
Sls then go to the back of their lines.
Write another scrambled phsnics
word on the board and repeat the

Aclivity Bonk

to take on the role of the teacher
once they are familiar with the game.

Ss

62. Quickflash

Note: The first word can be

capitalized and the last word can
have a period after it on the cards to
make the task less challenging.

65. Teamspelling
Divide Ss into two groups. Make three
or four sets ofalphabet cards and
place them face up on the floor. Call
out a review phonics word. Have Ss in
each group determine how many
letters that word has, then have that
number of Ss from each group run to
the cards. Have those Ss try to be the
first to select the correct letters from
the alphabet cards and stand in order
to formthatword. Each student
should take one letter only.

66. Igotone
Write the letters of the phonics
sounds to be reviewed on the board,
e.g. sh. Have Ss take turns drawing
pictures of words containing those
phonics sounds. Have other Ss try to
guess what they are. The student
who guesses correctly draws the next
word.

67. Write it! Relay

63. Vanishingsentences

Divide Ss into two groups standing
in two lines.Whisper one of the
target phonics words to Sls in each
line. Have SIs whisper the word to
S2s in their lines, who then whisper
it to S3s, and so on. Have the last
student in each group run to the
board and write the word.

Write a sentence from part B of the
Build it! sections in Units rt-9 of the

68. Phonicsping-pong

Student Book on the board. Read
each sentence twice or three times
Ss. Have Ss close their eyes or
turn to the back of the classroom.
Erase one or two words from the
sentence. Have Ss look at the board
and read the sentence again, adding
in the missingword(s). Continue in
the same way until the whole

with

sentence has been erased and Ss are
reciting it from memory. Continue

with the other sentences.

64. Separatethesentences
Write the words of two or more
sentences from part B of the Build it!
sections in Units 4-9 of the Student
Book on separate cards. Put Ss into
pairs or groups. Make one set ofcards
for each pair or group, and place each
set in an envelope. Give one envelope
to each pair. Have each pair line up
the cards to form the sentences on
the table. Have groups then take
turns reading the sentences.

Put Ss into pairs. Write the letters of
the target phonics sounds on the
board. Have Sls in each pair say one
ofthe phonics sounds. Have S2s say
a word with that phonics sound. For
example, have S1 say ch and have 52
say Cheese. Have Ss in each pair
change roles and repeat the

procedure a few times.

69. Phonics concentration
Make a photocopy of one page of the
Phonics Cards for each pair ofSs. Put
Ss into pairs. Have Ss cut each card,

separating words from pictures.
Spread all cards face down on a table
(make sure cards do not overlap).
Have Ss take turns trying to find a
matching pair (word and picture) by
turning over two cards. If the two are
matching, have Ss name the cards
before taking them. If the two cards
do not match, have Ss turn over both
cards again in their original

positions.


70. SoundrelaY
Divide Ss into two or more groups
standing in lines. Drawvertical lines
down the board to divide it into
columns, one column for each
group. In each column, write
identical sets of words, with the
letters oftarget phonics sounds
ele-ant,
missing, e.g-icken,
w-t, Pl-t-.SaY a
librar-, open-,
word on ihe board. Have Sls find the
word in their column on the board
and fill in the missing letters. Have
Sls go to the back of their lines and

have S2s go next.

Proctice it!
Ploy it!

76. Parrots

cards.

Have Ss stand uP. Make true or false

Variation: Have Ss PlaY in Pairs.
Have Sls in each Pair turn over one

?oints or vocabulary items. Have

card, e.g. the vet card, and Point to
another card and ask Is this the (uet)

card.?Have S2s turn over the card Sls
are pointing to. If it is a matching
card, have S2s answer Yes,it is.Here

you are atdhand Sls the Pair of
cards. If the cards do not match,
have S2s saY No, ir rsn't Sorry' It is
then S2s'turn.

74. Bttzz
Have Ss form a circle. SPecifY a

number from I to10 to be the buzz

/ Review it! /

71. Snapt
Give a set ofReduced Picture Cards
to each student. 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, have them try to
be first to call out SnaPt Continue
until all the cards are used.

the next student turns over two

'

72. Tic-tac-toe
Divide Ss into $ouP A and grouP B
and distribute different markers to
each group. Place nine Reduced
Picture Cards of items to review face
down on the table in the shaPe of a
tic-tac-toe board (a nine-square
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 over

again. Have grouP B choose another

card. If they name it correctly, have
them put one of their markers on the
card. Have $ouPs try to be the first
to have markers on three cards in a
ro$L

Note:To make the activitY more
challenging, you maywant to cut off
the words / phrases from the cards
before using them.

73. Concentration
Use Reduced Picture Cards to make
one deck of cards containing 5 to 10
pairs of identical cards. Place all the
cards face down on the table. Have
Ss try to find matching Pairs bY
turning over any two cards. If the two
cards match, have the student name
the pair of cards before taking them.
If the two cards do not match, have
the student turn over both cards

again (in their original positions) and

number, and a grammar statement
to be the buzzstatement. For
example, rf.thebuzznumberis 5 and

the buzz statement is f like
have Ss begin counting, in turns,
-,
around the circle: SI saYs f, 52 saYs
buzznumber
2, and so on.When the
is reached, that student should say a
sentence using the buzz statement
hut not the bwz number. Hgle-the
next sfudent then ctiiitinue with the
next number, e.g. S1: 1, 52: 2, 53: 3'
54: 4, 55: Ilike (Ping'Pon$,361 6,
57: Z and so on uP to 10, then start
at I again. If a student makes a
mistake or says the buzz number,
she is out. Continue until onlY one

student is left.

Variation: To make the activity more
challenging and to Practice the
bigger numbers, have Ss count uP to
20 or above and saY a sentence with
t}re bttzz statement each time the
buzznumber or a number
containing th e buzz r:umb er is
reached (e.g. if the buzz number is 5,
Ss should also saY a sentence on 15,
25, etc.)

statements using the target grammar

77. No.Sorry. (Gofrsh)
Make one set of cards using 10 to 12

offour identical cards from
Reduced Picture Cards. Deal out all
the cards among Ss. Have Ss try to
collect sets offour identical cards.
Have Sl ask 52, (52's name), aet,
plcase. (Or Do You haue a uet? Or
'Can
I have a uet?) lf 52 has that card,
have her give it to S1. Have S1
continue asking different Ss or the
same student until someone does
not have the card requested. This
student answers No. Sorry. It is then
the next student's tum. When a
student has a set offour identical
cards, have her Place them on the
.table. For larger.classes, play in small -.'
groups using one set of cards Per

sets

group.

78. Ispy
Have Ss oPen their books to the first

two pages of a unit' SaY f sPY
(someihing y ellow). Have Ss search
for items on those pages that fit the
description and ask Is it (the sun)?

Answer Yes, it is or No, try again.
Continue with different colors, other
adiectives, the letters of Phonics
sounds (e.g. I sPY somethingthat
starts with p) or other descriptions
(e.g. I spy somethingyou eat ot I spy
s o m ething Y ou Put on) - When the
game is familiar, have Ss take on the
teacher's role.

75. Tiddlywinks

79. MonkeYinthemiddle

Give each student five coins (or flat
markers). Place 10 to 15 Picture Cards
and a pile of coins in the middle of
the table. Have 51 toss a coin, trying
to aim it at one of the cards. If his coin
lands on a card, have him try to name
the card. IfSl can do this, he takes
back his coin, plus a bonus coin from
the pile in the middle. If the coin
lands on a card, but 51 cannot name
it, have him put his coin in the pile in

the middle. If his coin does not land
on a card, have him Put his coin in
the pile and lose a tum. Continue
with 52 and so on.

Use Picture Cards of

Variation: Have Ss make a grammar
statement with the word / Phrase on
the card rather than just naming it'

Ss

iepeat the true statements and
remain silent for the false
statements. Have Ss who make a
mistake sit down.

reviewwords' In

small class, use one of each card. In
larger class, use multiPles of the
same card. Give each student one
card. Have all except one student sit
in chairs in a circle. Have the student
with no chair stand in the middle. He
is Monkev.Have MonkeY name two
cards at i time. Have the 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
Iefrstinding b ecome MonkeY. When
Monkey saYs MonkeY Time!, have all
Ss stand uP and change seats.

a
a

Activity

Bonk

19


80. Vocabularychase
Have SI be

It

Have the rest of the Ss

sit in a circle. Quickly review the
vocabulary words to be practiced.
Choose anyword to be the chase
word. Have Sl walk around the circle
and tap each student on the
shoulder, sayrng one ofthe target

vocabulary words each time she taps
a shoulder.When Sl taps a shoulder
and says the chase word, have that
student (S2) stand up. Have 52 chase
Sl around the circle and try to catch
her before she can sit down in S2's
seat. If Sl can sit down before she is
caught, have 52 be Irnext. IfSl is
caught by 52 before she can sit down,
have her be Ir for another round.

Bl. Wordrace
Put Ss into pairs. Prepare 10 to 20
Reduced Picture Cards for each pair.
Have Ss place the cards face down in
rows or piles. Say Go. Have Ss in each
pair take turns turning the cards over
and naming them. Ss can "pass" and
go on to the next card ifthey are not

able to name it, then return to that
card later.

84. Followthepath
Place 15 to 20 Picture Cards on the

table in a straight line, circle or other
pattern (with the picture sides
showing). Choose one place to be
Start and one to be Finish. Have each

studbnt place a marker on Start.
Have Sl roll a die, move his marker
that number of cards towards the
goal, and name the card onwhich he
lands. If Sl cannot name the card, he
goes back to where he started. The
game continues in turn. This is more
fun if the more challenging cards are
towards Finish.

85. Gridbingo
Use around 15 Picture Cards to be
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

group a set of cards. Have Sls in each
group be the "namer" and have S2s
and S3s be the judges. Place the
cards face up on the table. Say Gol
Have SIs name as many cards as
possible in l0 seconds. Say Sropl
when the time is up. Have the judges
count the number of cards the Sls
correctly named and write down the
score. Have Ss change roles and

repeat the procedure. Use a different
set of cards each time.
Note: To make the activity more
challenging, you may want to cut off
the words / phrases from the cards
before using them.

88. Mime it! Relay
Use Picture Cards ofabout 10 review
items. Divide Ss into group A and
group B. Have Sls from both groups
go to you. Show them one ofthe
Picture Cards. Have SIs return to

their groups and, without speaking,
act out the words until their group
guesses it. Have S2s then go to you to
see another card.

grids with the nine pictures, play
bingo in the usual way, crossing out
or placing markers on the pictures.

Sing-o-grom /
Chont-o-grom
Chont it!

82. Find it and swat it!

86. Oldmaid

89. Pointalong

Place l0 to 20 Picture Cards on the
table or floor (with the picture sides
showing). Have Ss gather around the
cards. Name one of the cards. Have
Ss find it and slap it. The first hand

Divide

Note: To make the activity more
challenging, you maywant to cut off
the words / phrases from the cards
before using them.

down wins the card. Using fly
swatters instead of hands increases
the fun. In large classes, divide Ss
into groups offour to six and use one
set ofReduced Picture Cards per
group.
Note: To make the activity more
challenging, you maywant to cut off
the words / phrases from the cards
before using them.

83. SayitlBingo
Pass Ss 9

or 16 Reduced Picture

Cards to use. Have Ss place them
face up in front of them in the
pattern of a 3 x 3 (for 9 cards) or 4 x 4

(for 16 cards). grid. Name one card at
a time. Have 5s turn over the cards as
they are named. When a student has
turned over three (g-card game) or
rour (16-card game) cards in a row
(down, across or diagonal), have that
student say Bingo. Have her name
the three cards that make up her
bingo.

ll;.,20,

Note: To make the activity more
challenging, you may want to cut off
the words / phrases from the cards
before using them.

Aclivity Bonk

into groups of three to six.
Make one deck of cards for each
group using 10 to 20 pairs of
Ss

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 her
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 his left (s2). If
the card Sl draws pairs up with one
ofhis cards, have him place the pair
on the table and name it. If the card
SI draws does not pair up wi& any
ofhis cards, then have 52 draw a
card from the student on her left.
The game continues clockwise with
the next student either putting down
a pair and naming it, or drawing a
card from the student on her left.
When one student is out of cards, he
is out of the game. The student left
with the odd card is the Old Maid.

87. Best in ten
Use multiple sets of identical
Reduced Picture Cards. Divide Ss
into groups ofthree and give each

I Slngitl I

Use Student Books, Picture Cards or
classroom items. Have Ss listen and

point to the pictures or classroom
items when theyhear the words in
the song or chant.

90. Singanddo
Have Ss stand 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.

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

92. 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 &e class and soloist when to
start and stop singing. Vary by giving
the solo part to a duet or trio.

93. Linebyline
Assign different lines of the chant to

100. Rewardcards

different groups ofSs. Ifthe chant
has questions and answers, assign
those to different grouPs. Have
goups chant only their assigned
lines. Instruct Ss when to start
chanting.

Give Rewards (TR 42: Teacher's

Guide p. 152) to Ss for participation
or good behavior. Encourage Ss to
collect as manY cards as theY can.

f01.

94. Inaround
Divide Ss into two or three grouPs.
Have gto-up A begin ainghg line one.
Have group B begin singing line 6Yo
when group A reaches thb Cnd of line
one and so on. Instruct Sswhen to
start singing.

95. Mysong

Ve&alpralse

.

Praise Ss often, e.g. GreatlWay to go!
GoodjoblWarmsmiles have a great

impact.

''..

1.02. Certificate of cO{npletion
Give a certificate of comPletion to
each studentwhen the Student Book
is completed (Teache/s Guide p. I53).

Have pairs or small groups of Ss

choose word$ to rePlace

orignal

lyrics. Ptwide relevaqt Pictue Cards
or clas$oom ilems a!;.gference. Play
the lead-in music of the song, then
stop the CD. Instrubt grouPs when to
begin singing.

96. Karaoke
Prepare two toy microphones and set
up an imaginary stage. Have two Ss
sing the song together using the
same melody as in the original song,
but different lyrics (based on the
vocabulary they have learned in that

unit).

Wrop-up
97. Bye-byegame
Show individual Ss Picture Cards of
items to be practiced. Have Ss name
the cards before they leave. Correct
mistakes. If they cannot do this, have
them repeat the words before theY
leave.

98. Wherewasit?
Choose nine reviewPicture Cards.
Place them on the table in a 3 x 3
grid. Have Ss study the pictures for
20 seconds and then cover them with
a large cloth. AskWhere was the

Qibrary) cardSHave Ss tryto
remember and answer If pas

net

to

the (pet shop) card.Have the first
student who answers correctlY ask
the next question.

99. What I learned today
Have Ss think of five things (words,
dialogs, phonics sounds, songs, etc.)
they learned during the lesson, then
share one of them with the rest of the
class.

Activity

Bonk

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rriaoy ,i t. sotudoy ,;

There are seuen days in a weeh Hold up picture Cards
1-7 one at a time and say the words. Have Ss repeat.

@

Tok obout it!

@ Open lhe book

(vocobutoryt

Have Ss turn to Student Book pp. 6-7 and look at the
pictures at the bottom of the pages. play CD trackAI.
Have Ss listen and point to the pictures.

u
,4t

Name tag (TR 1: Teacher's Guide p. 29) for each
student, calendar, Picture Cards l-7, CD

O

Before ihe book

Warm-up / review
G:eetSs as they come into the room. Say Hi. My name,s
(Teacher\ name).Have Ss say.EIi (Teaciter,s nime)l Give
each student a_Name tag (TR 1: Teacher,s Guide p. 29).
Have Ss write their names on them and draw a picture of
themselves in the box. Have Ss put on their name tags and
introduce themselves to the clJss using Hi. My name,s
(st's name). Have the rest of the Ss say rli ,iSi,s name1.

Introduce vocabulary
un a calendar
lold
Today

and point ro the days ofthe week. Sav
we're going to talk about the d.ays of the week.

22

Unit l. Lesson I

Listen, point and repeat,
Thursday (pause)

Sunday (pause)

Monday (pause)
Tuesday (pause)

Friday
Sarurday

(pause)
(pause)

Wednesday (pause)
Play the CD again. Have Ss listen and repeat.
PIay CD trackA2. Have Ss listen and number the

pictures.

B. Lkten

andnumber.

Number 1. Friday (2x) Number 5. Tuesday (2x)
Number 2. Sunday (2x) Number 6. Monday (2x)
Number 3. Thursday (2x) Number T.Wednesday (2x)
Number 4. Saturday (2x)
Check Ss' answersty saying the numbers and having
sa),the corresponding vocabulary words. Say the

Ss


vocabulary words in random order. Have Ss repeat,

pointing to each one.
Have Ss look for the hidden bird in the main scenes.
(Answer: It's on the tree in scene 3.)

O

floor in random order (with

the word sides showing). Hold up the calendar and say
(51's name),find... then point to a day of the week on the
calendar. Have Sl find the card, pick it up, name it and
then put it down again. IfSl picks up the correct card,
he / she can choose the next student and ask him / her to
find a card by pointing to a day on the calendar. IfSl does
not pick up the correci card, ask another student to find
the same iard. Continue until all Ss have had a turn.

Activity Book p. 4 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p. 154.
Next lesson: Bring a calendar to introduce Ss to the
dialogs, and prepare Name tags (TR 1: Teacher's Guide
p. 2gfforToni and Sandy. Put a string around each name
tag so it can be worn around the neck.

@

Before the book

Warm-up / review
Say the days of the week in order one at a time and have Ss

repeat. Have Ss sit in a circle . Say Let\ say the d'ays of the

wiek in order.I'll start, Sunday. Prompt the student next to
you (Sl) to say Monday.Prompt the student next to 51 (S2)

Atter the book

Place Picture Cards 1-7 on the

:O

Tqk obout it!

(Diolossl

say Tuesday.When you get to Saturday, have-the next
student start igain at Sunday. Continue around the circle'
PIayTouch and say (Teacher's Guide p. 15) using
Reduced Picture Cards 1-7 (Teacher's Guide p. 175)'

io

Introduce dialogs
Dialog 1: Have two Ss (S1 and 52) go to the fro-nt.-Iake out
the Nime tags (TR I: Teacher's Guide pp. 29) for'Toni and
Sandy and hive Sl and 52 wear them respectively' Stand
next io 51, look at 52 and say Hi. My name'sToni. Have 51
repeat. Stand next to 52, look at Sl and say Hi.I'm Sand'y'
Hiw areyou? Have 52 repeat. Stand next to S1, look at 52
and, say Fine, thanks. And you? Have 51 repeat' Stand

next to 52, Iook at Sl and say I'mfine. Have 52 repeat'
Have S1 and 52 say the dialog again on their own' Help
them by whispering their lines if necessary. Do it again
and have the rest of the Ss repeat.
Dialog 2: Draw two houses next to each other on the
board ant label them Toni's house and Sandy's house'
Point to Toni's house and say This isToni's house' Point to
Sandy's house and say This is Sandy's hous,: H^Y
another two Ss (S3 and 54) go to the front. Give the name
tags for Toni and Sandy to 53 and 54 to wear respectively'
Hive 53 stand next to ihe drawing of Toni's house and 54
stand neit to the drawing of Sandy's house' Stand next to
53, Iook at 54 and say Where do youliue?Have 53 repeat'
Stand next to 54, look at 53 and say Next doon Have 54
repeat. Have 53 and 54 say the dialog -again on their own'
Uelp them by whispering their lines if necessary' Do it
again and have the rest of the Ss repeat.
Dialog 3: Say Do we haue school today? Yes, we do'We're
at school now. Point to next Monday on the calendar and
say Do we have school on Monday?Have Ss-repeat' Nod
your head and say Yes, we do. See you then' Have Ss repeat'
Dialog 4: Point to Saturday on the calendar or hold up
Picture Card 7 and say What day is it today?Have Ss
repeat. Say lt's Saturday. Have Ss repeat.

@

Open the book

Have Ss turn to Student Book pp. 6-7. Introduce the.main

scenes by playing CD track A,3. Have Ss listen and point to
the peopie or objects as they are mentioned.

GP

C.Listen to the story.

Saturday.What's the weather like? It's cool and sunny'
Toni? Here she is. Toni is hqppy. She has a new
Her name is Sandy. Sandy's family is mouing into
friend.
"the
house next door to Toni. l{hat can you see in Sandy's
box? Ping-pongpaddles and a book are in the box' Sandy
*ol-k. Shiit* tn a wheelchair Do Toni and Sandy
"on't
haue schaol on Monday? Yes, they do' Can you find Lisa?
Here she is. She's sleepy! Lisa and Peter are in the kitchen'
Peter is making breakfast. It's Saturday. No school on
It's

' Were's

Reduced Picture Cards l-7 (Teacher's Guide p. 175),
Name tags (TR 1: Teacher's Guide p. ?9) forToni and
Sandy, calendar, Picture Cards l-7, CD

Saturday.

Unit l, Lesson

2

23