Full superkids 4 teachers guide

_)

Aledo Krquse . Greg Cossu
with M. H. Newton


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Pearson Education Asia Limited 2005

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in any form orby any means, electronic, mechanical, photocopying, recording or otherwise, without the prior
written permission of the Publishers.
The follo{ring pages, however, may be photocopied by a school or teacher for use in a classroom: pp. 29-31, ."._.
39-4I,49-51,541-55,58-59,67-69,77-79,87-89,92-93,96-97, 105-107, lI5-117, 125-127, I3f131,134-135,
139, 143, 146, 168-177, IB0-185,186.

First edition 1997

This edition 2005
Produced by Pearson Education Asia Limited, Hong Kong
NPCC/01
ISBN 962 00 s29s

1

Publishing Manager: Gregg Schroeder
Publisher: Christienne Blodget
Managing Editor: Marie Webster
Editor: Richard Vfhitbread
Designers: Iunko Funaki, Tonic Ng
Illustrator: Bernd Wong

Aclcrowledgements
I wish to express 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, L€ona, who always knew I would write a book and whose encouragement led me to try. And

my

gratitude to lesley, without whom this would not be.

AledaKrause
Writing a children's course is a team effort. I wor:ld like to thank all of the editors and the enttre SuperKids
team at Pearson Education for making the new edition of SuperKids a reality. I also want to thank my coauthor, Aleda Krause, for her support and encouragement. Lastly, I want to thank my friend Lesley who
believed in me. I dedicate this book to my mother, Jewel.
GregCossu
The Publishers would like to thank the following people for their contribution to the course;

Christine Choi
Daphne Chen

Bainbridge Kathryn Burder
Chen
Dorothy Chiu
Lee SeungEun
Sharon Eun
Daniel Fllarn
Gu, Eun-Young
Yumi Hamanaka
Kazuko Kameyama
Katsuko Kato
Christina Ke
Greg Kennerly
Kim, Sun-Young
Kim,Young-Soon Jessie Un
Mark McTamney
Ichizo Murakami
Mari Nakamura
Rie Noguchi
Samuel Oda
Ayako Ozasa
Suh, Yoon-Ii
Chizuko Takai
Hideko Takasu
ShinichiTanaka ShellyThies-ltoh NathanToleman
Norikoyoshio
Evazawadzka
Susan

Florencia

Mary L. Burkitt
Cho, fin-Hee

Allen Gilman
Hiroko Kashimoto
Kim, Soo-Kyeong
Tim Lvon
Kaoru Naritomi
Song, Na-Young
DerekY.

Takeda

NaokoWatanabe

The

publishe/s

policyislouse

paper manufactured
from sustainable lorests
I

\_,:l

Course Description

^

Philosophy
Components
Student Book 4 unit description
Course timing and schedule
Lesson olannine

Syllabus
Course Goa]s
ActiviW Bank

Unit 1: Countries (includingTRs l, 2 atd3)
Unit 2: In My Backpack (includingTRs 4, 5 and 6)
Unit 3: Animals inAustralia (includingTRs 7, 8 and g)
Recycle it! 1 (includingTRs 10 and 11)
Discoverit! 1: Australia (includineTRs 12 and 13)
Unit 4: Souvenirs in Iapan (including TRs 14, 15 and 16)
Unit 5: AFamilyin Mexico (includingTRs 17, 18 and 19)
Unit6: PlacesinNewYork (includingTRs20,2land22)
Recycle it!2 (includingTRs 23 and24)
Discoverit!2: The U.S. (includingTRs 25 and 26)
UnitT: SightseeinginKorea (includingTRs27,28 and29)
Unit 8: Fun Day in the U.K. (including TRs 30, 3l and 32)
Unit 9: lVtratWe Did (includingTRs 33, 34 and 35)

it!3

(includingTRs 36 and 37)
Discoverit!3: The U.K. (includineTRs 38 and 39)
Recycle

Culturel: ChristmasAroundtheWorld (includingTR40)
Culture2: HolidaysAroundtheWorld
I can do it!
Rewards

Activity Book Answer Key
Reduced Picture Cards
Test Script andAgswer Key
Test

I

Test 2
Test 3

Certificate of Completion
Word List

(includingTR4l)

Page 2
Page 2
Page 2
Page 3
Page 7

Pase I
Page 10
Page 12
Paqe 13
Page 22
Page 32
Page 42
Page 52
Page 56
Page 60
Page 70
Page 80
Page 90
Page 94
Page 98
Page 108
Page 118
Page I28
Pase 132
Page 136
Page 140
Page 144
Page 146
Page L47
Pase 168
Page 178
Page fB0
Pase 182
Page 184
Page 186

Page L87


Philosophy

Components

SuperKids is a six-level course for elementary school

Sludenl Book

children learning English as a Foreign Language (EFL).
SuperKids is based on the following philosophies.

The Student Book includes:

Voriety of methods
No one particular English teaching methodology works
for all children in all classes. Techniques from various
approaches are used. Detailed suggestions are provided in
each lesson plan. Approaches used include Total Physical
Response (TPR) in Levels I and 2, Whole Language
Learning, and the Communicative Approach, all of which
have been proven successftrl with children.

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 lives are used in

if

order to ma-ke the task of learning English more

interesting and less intimidating.

Listening firsl
Many children studying in EFL siruations 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 e)q)osure
to native speaker competence.

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

1. A storyline with familiar characters to stimulate
student interest and to provide a sense of continuity.
2. Nine theme-based units with colorful double-page
spreads.

3. Three Rerycle it! 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 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 gr.rmmar points and dialogs.
7. Pictorial icons on each page to identify the focus of the
lesson.

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

Sludent Book 4
Level 4 is based on the
premise that children
can read and
understand sentences
in English, and fill in
blanks to complete
words and sentences.
They are also able to
make statements and
ask / answer questions
about themselves and
others. In Level 4, these

Four skills
SuperKids yystematically 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 children can immediately
begin communicating orally in English.

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

Review ond recycling
In EFL situations, review of language is ver5, irnpelanl.
The language in SuperKids is carefully recycled within
each level and between levels.

Fun
Learning is made enjoyable through games and taskbased activiti es. SuperKids aims to help children develop
a

2

positive attitude towards learning English.

Course Description

skills are further
developed. Children
learn to write short
answers to questions after reading short passages, answer
yes or no questions and spell key phonics words.
In Unit 1, the SuperKids are talking about their plans
for summer vacation. School will be out soon and the
SuperKids are going on a class trip. They are introduced to
their tour guide, Mr. Gray. The characters interact
throughout the book making learning enjoyable and

stimulating.
Level 4 focuses on:

l.

Functional dialogs that are useful in daily life.
2. Vocabulary building ofnouns and verbs.
3. Nine structures to provide a strong foundation in
English grammar.

4. The phonics sounds and spellings of common
consonant and vowel blends.

5. Practice filling in blanks of sentences with words,
writing short answers to questions after reading short
passages and writing phonics n'ords.

Sludenl Book CD

6

The Student Book CD includes:

l
2.

3.
4.
5.
6.
7.

Models for all the vocabulary-items, dialogs, and
grammar points.
A narration of the storyline to add special interest.
Lively and rhythmic chants for Units l-9.
Models for the phonics sounds.
The stories and listening actMties in the Rerycle it!
units.
The vocabulary readings, listening activities and songs
in the Discover it! units.
The vocabulary readings and listening activities in the
Culture units.

Aclivity Book
The Activity Book

includes:

l.

Furtherpractice of
language items

introduced in the
Student Book.

2.

Tasks

7. Reproducible

Reduced Picture Cards and Phonics
Cards for each unit.

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

Piclure Cords
There are 72-lO3 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.
There is also one card for each
SuperKids character in Level 1. The

Picture Cards can be used to teach
and reviewvocabulary words as
well as practice the dialogs.
Detailed suggestions on how to use
the cards are provided in each
lesson plan.

Student Book 4 unit description

ofuniversal

enjoyment to
children, e.g.
crossword and word
search puzzles and
craft activities.

Tolk qbout it!
(Vocobulory functionol diologs, grommor diolog)
Each unit opens with a double-page spread showing the
following in an illustrated context:

3. Onepageforevery
lesson in Units l-9
and one page for
every Recycle it!, Discover it! and Culture unit.
4. A Iistening activity on each page as well as another
activity to practice reading and writing words and
sentences.

l.

Target vocabulary items underneath the four

illustrated scenes.

2. One functional dialog, one vocabulary substitution
dialog and one review substitution dialog.
3. The unit's target grammar dia.log outlined in red.
4. Numbered dialogs so that Ss will know which dialog to

Activity Book CD

focus on when listening to the CD.

The Activity Book CD includep:

l.

An Activity Bank of activities to supplement each
lesson.

All the instructions necessary to complete the listening
tasks.

2. Instructions followed

by a beII sound sigaaling where
the CD should be paused so children can complete the
task,

Teocher's Guide

5. Some pictures 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 snake for

Ss

to find.

General teaching method
Vocabulary

The Teacher's Guide

includes:

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

1. The philosophies and

l.

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.

2. 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 CD again. 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.

objectives of the
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
5. Photocopiable supplementary activities.

keys.

Course Descriplion 3


Introduce the dialogs as suggested intheTeacher's

3. The dialog forms of the unit's grammar point.
4. Simple dialog practice exercises.

Guide.

5.

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 scenes as they are

General teaching method

Dialags

l.
2.

mentioned. The story helps to reinforce the
vocabulary and provide a conte).t for it.
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

il!

l.

statement. Say the statement. Have Ss repeat.

a. Hold up the Picture Card of the vocabulary item to
be used in the question.
b. Ask a question, e.g. Areyou goingto the U.K.?Have
Ss

The review substitution dialog is used to review
vocabularywords learned in previous levels. The dialog is
built upon and e:ganded from a similar dialog found in a
previous level.
This lesson includes:

1. One illustrated scene containing the review
substitution dialog from the previous lesson.
2. Four to six different vocabulary words leamed in
previous levels for substitution into the dialog plus a
personalization option in some units.

answer the question, e.g.Yes, we are. Have
repeat.
d. Divide the class into two $oups.
e. Hold up Picture Cards one at a time. Have group A
askthe question and group B answe! 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 fo'rr Listen. Say exercises in pairs.
c. PIay the CD for part B. Have Ss listen and repeat.
d. Have Ss do the fotlr Listen.Ask.Answerexercises in
Ss

pafus.

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

General teaching method
uo

cabulnry

Review the dialog as suggested in the Teacher's Guide.

2. Have Ss opentheirbooks:
a. Play the CD. Have Ss listen and repeat the dialog.

b. t\rt

Ss into pairs and have them practice the dialog
using the different recycled vocabularywords.

This is a short grammar chant which introduces the
grammar point in each unit. Ss can hear, understand and
absorb the grammar pattems before being required to

produce them. The Chant-a-gramis on the CD.
Ss should only be introduced to the chant in this
lesson. It serves as a preview of the grammar point to be
taught in the next lesson. The chant should be taught in
detail in the next lesson.

1. Introduce the Chant-a-gram as suggested in the
Teacher's Guide.
Play the CD. Have Ss listen.
Play the CD again and have Ss follow alongwith the
chant. For example, give out Picture Cards or Reduced
Picture Cards of the items in the chant and have Ss
raise the cards when they hear the words in the chant.
Ss

should not chant in this lesson.

Build il!

lorommory

Grammar is practiced in the foim of statements, dialogs and
substitution exercises using illustrations.
This lesson includes:

I.

The statement forms of the unit's grammar point.

2. Simple statement form practice

4
t..

Course Description

exercises.

C.

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

Chant-a-gram
1. Have

Ss

look at the Chant-a-gran in the previous

lesson.
Play the CD. Have Ss listen.

2.
3. Divide

Chant-a-gram

2.
3.

repeat.

c. Nod and

3. The Chant-a-gram.

l.

Introduce the grammar statements. Hold up the
Picture Card of the vocabulary item to be used in the

2. Introduce the grammar dialogs:

I

(Review recycled vocobulory)

Dialn g and recy cla d

listening exercise to practice the grammar point.

Grammar

groups A and B (or Sl and 52) say alternate lines of the
dialog. Have Ss change roles.

SOy

A

4.

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

Reod il! lrnonrcs

sounds)

Phonics is an integral part of each level. Level 4 teaches
the phonics sounds and spellings of common consonant
and vowel blends. Ss can listen to and repeat the phonics
sounds, and practice recognizing and writing the letters.
This lesson includes:

I.

Words with target phonics sounds or spellings clearly

illustrated.

2. Filling in

the blanks in a short passage with letters of
phonics sounds after listening to the passage.
3. Filling in the blanks of short sentences with phonics
words after listening to the sentences, and matching
the sentences to the correct pictures.

Pronunciation table

General teaching method

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

Phonics sounds

Symbols
Consonants

p

Kevwords
pen

t

back
ten

d

dav

k

key
set

b

s

f

1. 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 the
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. Practice: Place the Phonics Cards on the board, point
to them in random order and have Ss name them.
5. Have Ss open their books and look at part A:
a. PIay the CD. Have Ss listen and Point to each picture.
b. Play the same track on the CD. Have Ss listen and

2. Show

v

fat
vlew

0

thine

0

then

s

soon
zero

6. Have

ship

7. Practice: Have

z

repeat.

h

hot
loch

f

e,

cheer
tumD

m

sum

n
n

sun
sung

w

wet

I

let

r

red
yet

short

Writing l.etter of sourtds

l.

Have Ss open their books and look at part B:
a. Play the CD. Have Ss listen and Ell in the blanks
with letters of phonics sounds by referring to part A
as a word bank. More advanced Ss can cover up part
A to increase the challenge.
b. Have Ss read the passage or have individual Ss read
each sentence.

Writingwords
open their books and look at part C:
the
CD. Have Ss listen and fill in the blanks with
a. Play
phonics words, and match the sentences with the
correct pictures.

1. Have

Vowels
I

bit

e

&

bed
cat

D

hot
cut

U

Dut

e

about

look at the box of review words. Have Ss name

Ss find and name pictures of words in
the main scenes that contain the phonicssounds they
have just learned.

pleasure
x

Ss

them.

Ss

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

happv
Iong

diphthongs

u
l:

actuality

o

father

D

doe

sheep

a

four

u

boot

3

bird

et

make
Iie

at
EI

OU
AU

bov
note
now

ua

real
actual

la

peculiar

I:

General teaching method

Practice
1. Have

it!

Ss

open their books and look at the Practice it!

activity.

2. Review the statement or dialog illustrated at the top of
the page.

3. Put Ss into pairs or small grouPs.
4. Explain the rules of the activity (see lesson plan for
Lesson 6 ofthe unit).
5. Have Ss complete the activity in pairs or SrouPs.

Recycle it! lnev:ew ol three uniis)

After every three units, there is a Recycle it! unit which
serves to ieinforce and expand on previously studied

language items. Included are an illustrated, humorous
story and review exercises.

Course Description 5


General teaching method

Culture

Story

The Culture units introduce holidays enjoyed by children
around the world. Each unit provides an opportunity for
further content-based learning, as well as for a fun break
from more serious lessons.

l.

Review the dialogs and vocabulary found in the stor1,.

2. Have

Ss

open their books to the story section and look

at part A.
3. Review the characters and items in the pictures.
4. Play the CD. Have Ss listen and point to the

corresponding pictures.

5. Play the same track on the CD. 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

General teaching method

Introductian
Introduce the holiday in Ss'native language, ifpossible.
Notes about the holiday are included in the lesson plans.
Show Ss pictures ofthe holiday.

Vocabulary

l. lntroduce the vocabulary

class.

items with your own
pictures, or use t}re pictures in the Student Book. Notes
about the vocabulary are included in the lesson plans.

Reuiewqcrcises

l.
2.

Have individuat Ss read the dialogs in part A again.
Have Ss open their books to the review exercises and

look at part B.
3. Play the CD. Have Ss listen to the questions and circle
the answers.
4. Check the answers as a whole-class activity.

5. Have Ss look at part C.
6. Have individual Ss read the words in the box.
7. PIay the CD. Have Ss listen and fill in the blanks with
the phonics words.

8. Check the answers as a whole-class activity.

Discover it!

2. Have

a.

Ss

opentheirbooks:

Play the CD. Have Ss listen and point to each

vocabulary item under the main scenes.
Play the CD again. Have Ss listen and repeat the
items.
c. Name the vocabularywords in random order. Have
Ss find and point to the items in the main scenes.
3. Practice the vocabulary items with a game or activity.
Suggestions are in the lesson plans.

b.

Readings
Have Ss open their books. Play the CD. Have Ss listen and

read along.

Discover it! prpvides an additional content-based learning

opportunity.

Qttcstions
Play the CD. Have Ss answer the questions orally by

General teaching method

referring to the readings.

Vocabulnryandrcadings

Extcnsion

l.
2.
3.

4.
5.

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

reading.
6. Do the same with the other two sets of words and
readings.

listen to the questions and write
the answers by referring to the readings in part A.

3.

Ss

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

Check the answers as a whole-class activity.

Song

l.

There is oneActivity Book page for each lesson in Units
page for each Recycle it!,

Discover it! and Culture unit.

HaveSslookatpartB.

2. Play the CD. Have

Activiiy Book
At the beginning of Activity Book4 is anAlphabet Chart
for Ss to fill in phonics words for review and extrawriting
practice,

l-9 ofthe Student Book, and one

Writinguercise

l.

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

Have Ss look at part C.
2. Play the song on the CD. Have Ss listen.
3. Play the CD again. Have Ss sing along.
4. Do the wrap-up activity suggested in the lesson plans.

General teaching method

l.

Have Ss open their books.
Ss look at exercise A:
a. Play the CD. Have Ss listen and follow along in their

2. Have

b.

c.

books.
Pause the CD at each bel/ sound for Ss to complete
the tasks.
Check Ss' answers and correct vr,here necessan'.

3.

Have Ss lookat exercise B:

a. If it

listening activity, follow the
instructions abcve. If it is a writing activiry
demonstrate how to do the activity.
b. Give Ss time to complete the activily.

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 ciass and assign exercise
B for homework, or vice versa.

color the appropriate spaces on the Reward!
page at the back of the Activity Book on completion of
each unit. Have Ss use t}le color indicated in the
ActMty Book for that unit.

5. Have

Course liming ond schedule

is another

Ss

Suggested liming for one lesson plon
50- to 60-minute class
10-13 minutes

Warm-up / review

($-7 minutes)

Activity Book check'
Introduce and practice

30-32 minutes

newlanguage items

Activity Book assignment*

(5-7 minutes)

5-8 minutes

Wrap-up

5H0

Total

minutes

30-minute class
Warm-up / review

5 minutes

Activity Book check*

(5 minutes)

Introduce and practice
15 minutes

new language items

Activity Book

assi

gnment*

(5 minutes)

5 minutes

Wrap-up

30 minutes

TotaI

One-yeor schedule
peryear

70 classes
9

units x 6 classes each

3 Recycle

5

classes

6

classes

4

classes

70

classes

45

classes

it! units x 2 classes each

5

classes

I

3

classes

4

classes

58

classes

it! units x 2 classes each

3 Discover it! units x 2 classes each
2

Culture units x 2 classes each

Tota]

58 classes
9

peryear

units x 5 classes each

3 Recycle

3 Discover it! units x
2

class each

Culture units x 2 classes each

Total

47 classes

54 classes

peryear
35

classes

3 Rerycle it! units x 2 classes each

6

classes

Discover it! units x I class each

3

classes

I

2

classes

47

classes

9

3

units x 4 classes each

2 Culture units x

Total

class each

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

Course Description 7


Suggested scheduling for one unii
6 classes per

unit

(70 classes per

yefi)

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

title

Class

Page

t

Talk about it!

In class

ActivityBook

Review previous unit's vocabulary. Teach and practice new vocabulary.

Talk about it!

(Vocabulary)
2

Talk about it!

(Vocabulary)
Review previous lesson's vocabulary. Teach and practice dialogs.

(Dialogs)
3

Say

Talk about it!

(Dialogs)
Review previous lesson's review substitution dialog. Practice dialog with
substitution exercises, using vocabulary rerycled from previous levels.

it!

Say

it!

Introduce the Chant-a-gram.
4

5

Build'it!/

Review the unit's vocabulary items and grammar dialog. Practice the
grammar statement and dialog with substitution exercises. Teach and
sing the Chant-a-gram.

Build it!

Chant-a-gram
Read it!

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

Read it!

sounds and words.
6

Practice it!

5 classes per

unit

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

(58 classes per year)

title

Class

Page

I

TaIk about it!

In class

Acttvity Book

Review previous unit's vocabulary. Teach and practice new vocabulary.

Talk about it!

(Vocabulary)
2

Talk about it!

(Vocabulary)
Review previous lesson's vocabulary. Teach and practice dialogs.

(Dialogs)

Talk about it!

(Dialogs)

3

Say

it! /
Chant-a-gram /
Build it!

Practice the review substitution dialog using recycled vocabulary.
Do the Chant-a-gram. Introduce the grammar statement and dialog.

Say

4

Build ir! /

Teach and practice the grarnmar statement and dialog. Review previous

Build it!

Read it!

unit's phonics sounds. Introduce new phonics sounds and words.

Read it! /

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

5

Practice it!
4 classes per

unit

(47 classes

title

Class

Page

I

Talk about it!

2

3

Read it!

/

Practice it!

In class

Activity Book

Teach and practice newvocabulary. Introduce dialogs.

Talk about it!

(Vocabulary)

Talk about it!
(Dia]ogs) / Say itl

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

Practice the review substitution dialog using recycled vocabulary.

Talk about it!
(Dialogs) / Say it!

Build it! /
Chant-a-gram /

Review the dialogs. Do the Chant-a-gram. Teach and practice the

Build it!

Read it!
4

it!

peryear)

(Vocabulary)

Read

it! /

Practice it!

8

Practice it!

Course Description

grammar statement and dialog. Introduce new phonics sounds and
words.
Teach and practice new phonics sounds and words. Do the task-based
practice. Review the unit.

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
more activities than necessary in case one activity does

not work according to plan.

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

Explonotion of lesson plqns in the
Teocher's Guide

ActivityBook

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 byimplementing one
of the suggested schedules on p. 8.

planning, and planning takes timesomething the busy teacher of children often has too little

of. The lesson plans in the Teacher's Guide have been
Success requires

designed to help the teacher cover all the material

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

in

in at 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
SuperKids

The Activity Book sdrves 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.

class to a great class. Each suggested lesson plan has been

divided into the following sections.

Warm-up / review

Each lesson begins with a fun warm-up in order to review
material previously learned and motivate Ss to use

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

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

Introduction of newlanguage items
Newlanguage items are inuoduced in this section
without the aid of the book. The focus is on the teache!
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

material.

Openthebook
open their books and listen to and practice the new
language items. Detailed suggestions on how to involve Ss
while listening to the CD are provided in each lesson plan.
Ss

Afterthebook

Practice is essential ifSs are to internalize the new
language items. Detailed suggestions on how to further
practice the language items are provided in each lesson

plan.

Wrap-up
Beginning and ending each class in an enjoyable way is
essential to instilling in children a love of English. Each
lesson plan has suggestions for activities to finish each
class and send children home feeling good about the
lesson and themselves.

Course Description

I


Unit and title

I

Courlries

Topic andvocabulary

Grammar

Countries: Australia, Japan, Mexico, the U.S.,
Korea, the U.K., Brazil, China, Spain, Taiwan

We're

goingto the U.K. /
Theyte not going to Brazil.
Areyou going to the U.K.? / Yes, we are.
Are they going to Brazil? / No, they're not.

2 InMy
Bockpock

3

Animols in
Austrolio

Rrycle it! I
Discover it! I

Ttavel items: suitcase, toothbrush, camera,
fl ashlight, journal, passport, ticket
Possessive pronouns: mine, his, hers

It's not mine. It's hers.
Is this your suitcase?
No, it's not. It's hers. / Yes, it is.

Animals: kangaroo, koala, platypus, crocodile,
wombat, emu
Comparative adjectives: big/bigger, small/

smaller/ fast/faster, slow/slower

A kangaroo is fast, but an emu is faster.
Is a kangaroo fast? / Yes, it is, but an emu is
faster.

Reviewof Units

l-3

dry, animals, kookaburra, worm, centimete!
laugh, marsupials, pouch, baby, gum tree

Auslrolio

4

Sowenirs in
Jopon

Souvenirs: fans, key chains, postcards, T-shirts,
sweatshirts, wallets, mugs
Prepositions: in front ol behind, above

The fans are behind the key chains.
Where are the fans? /
They're behind the key chains.

5

A Fomily in
Mexico

Family members: grandma, grandpa, aunt,
uncle, cousin
C-omparative adjectives: tall/taller, short/ shorter,
strong/stonger, old/older, young/younger

Who's stronger, your brother

Ploces in

locations: post office, bank, arcade, museum,

I was in the candy store. / She was in the

New York

drugstore, hospital, police station, movie
theater, candy store, gift shop

6

Recycle it! 2

Review of Units 4-6

Discover it! 2
The U.S.

river, North America, black bear, mountains,
bighom sheep, coyote, ocean, forest, bark,

7

Sightseeing in
Koreo

Vacation activities: go sightseeing, take
pictures, play cards, take a boat rids, buy some
souvenirs, send e-mails, call home, write
postcards, go to the aquarium, see a show

8

Fun Doy in

the

WhorWe Did

cousin? /

hospitd.
Where were you? / I was in the candy store.
Where was she? / She was in the hospital.

Past-tense rracation activities: saw a platypus, climbed
a mountain, made a new friend, ate tacos, went to a
party, rode a roller coaster, went to a museum, had a

picnic, took a boat ride, bought some souvenirs

Review of Units 7-9

Discover it! 3
The U.K.

two thousand, capital ciry loud, Big Ben, heavy,

I

Chdsfnqs Around
theWodd

She doesntwant to take a boat ride. / He wants
to play cards.
Does Toni want to take a boat ride? /
No, she doesn't. She wants to see a show.
Does Chip want to play cards? / Yes, he does.

Park rides: merry-go-round, bumper cars,
Ferris wheel, roller coaster, cable cars
Parkfood: cotton candy, ice cream, caramel
cofll, com dogs, snow cones

Recycle it! 3

CuJture

oryou

My brother's stronger.

redwooduee

U.K.

9

My brother's stronger than my cousin.

Stonehenge, stones, built

lights, wreath, family, carols, candlelight,
Christmas crackers, mince pies, Christmas
pudding, parade, piflata

Cu]ture 2
Holidoys Around
the World

money, red envelopes, lion dance, masks,
costumes, rice dumplings, sachets, dragon
boat, people, float

I con do it!

Assessment for Level 4

We rode a roller coaster.

What did you do in the U.K.? / We rode a

roller coaster.


Functional dialogs

Review substitution dialog

Phonics

School's out in three days. i I can't lvait [or
summer vacation. / I can't either.
Our class trip is in June. / Where are you going? /
First, we're going to Australia.

This is lvlr. Cray. / Is he a rour guide? /
Yes, he is. / Nice to meet you. /
Nice to meet you, too.

br: Brazil, brown, brush
gr: green, grapes, gray

Excuse me. Where's the restroom? /

pr: pretzels, present, printer
fr: fruit, Friday, friend

Did you bring.vour flashlight? / Yes, I did. / No, I

didn't. I forgot mine.
May I see your ticket and passport, please? / Here
they are.

That'sAyers Rock.We call it Uluru. / Wow. /

it. i Why not? / It's too dangerous.
a wombat? / No, I didnt, but I saw a

We can't climb

Did you see
platypus.

Hi. I m Sandy. / I'm lchiro. / Where are you from? /

I'm fromTokyo.
What iue you buying? / Somepostcards for my

friends.
These tacos are delicious! / Thank you. / My aunt
made them.
Look at the dancers! Your uncle is good. /
Yes, but my father is better.
We can't find Toni. / Did you look in the arcade?
Yes, but she's not there.
There she is. /What's she doing? / She's eating

/

some candy.

It's over there, next to the telephones.
Thank you. / You're welcome.
Can I use your camera? I forgot mine.
Sure. Go ahead. / Thanks.

tr: trip, Australia, triangle

cr: crackers, ice cream,
crayons

/

pl: platypus, plane, play
fl: flashlight, flag, flowers
cL

What day is it today? I It'sWednesday. /
How do you spellWednesday? /

climb, cloudy, clock

sw: sweatshirt, sweater,

swm

W-e-d-n-e-s-d-a-y

st: stickers, stapler, faster

sl: slippers, slide, sleepy

It's really hot and sunny today. /

o:

Yeah, I know.

/ I like this weather. /

Me, too.

mothet brother, gloves
ou: cousin, younger,
country
u: uncle, sunny, lunch

moming

How much are the sweatshirts? /

or: store, passport,

Theyte 25 dollars. / OK. I'll take this
one.125 dollars, please. / Hereyouare.

ar: arcade, car, star
ur: purple, turtle,

hamburger

igh: sightseeing, night,

What should we do now? i Let's buy some
souvenirs. / OK. Then let's go to the aquarium.
Could you take our picture, please? / Sure. Smile!

What's the date today? I It's Iune 23rd.
/ Is today Monday? / No, it's Sunday.

This amusement park is great! / Look at all those
rides. / That roller coaster looks scary.
Can we go on the merry-go-round now? / OK, but
come right back

I'mreally hungry. / Do you want to ger

au: August, sausage,

some corn dogs? / That's a great idea.
I'm thirsty, too. / lvle, too. Let's go.

Santa Claus

How was your trip? / It was fantasticl
We took a boat ride. / What else did you do? / We

I got this in Australia. It's for you.
What is it? / It's a boomerang. /
Thanks.

bought some souvenirs.

firefighter
i-e: five, bike, nine
y: fly, my, Iuly

a:

ball, walnut, water

o: corn dog, foggy, song
oo: book, cookies, wood
oo: boomerang,
kangaroos, school

Syllobus I1


kvel

Listening

I

o Choose the correct picture
while listening to words and

Speaking

short sentences

r Put pictures in order while
listening to target
vocabulary and functional

.

Repeat simple statements,

questions and answers
when given a model
o Ask and answer simple
questions about
themselves when given a

o Ttace and

o Recognize target

staves

vocabulary and
phonics words

write dl

upper and lower
case letters on

Iower case letters

o

Write their own
names in English

o

Write key words
on staves when
given a model
Fill in letters to
complete words

o Say the sounds of all

letters as the first letters of
words (except x which is
presented as the last Ietter

commands
o Understand short stories

containing simple
structures and vocabularY
o Listen to words and identify
letters at the beginning of
words (except x which is
presented as the last letter

of words)

r Choose a picture while

of words)
o Perform dialogs of a story

after listening

and answer questions
about themselves and
others
Say the sounds of most
letters as the medial or
final sounds ofwords,

o Ask

listening to sentences or

.

o Name all upper and

model

dialogs
o Respond correctlY to simPle

2

Writing

Reading

short dialogs
Put pictures in order while
listening to target

.

vocabulary functional

including final -s

dialogs and TPR commands
o Listen to words and identify

sound of most Ietters
as the medial or final
sounds ofwords,

.

including final -s
o Read and understand
words and short
sentences
o Recogaize common

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

sight words

3

o Choose a picture or word

o Make statements and ask

after listening to statements
and dialogs
o Recognize the sound of
two-letter consonant and
vowel digraphs

and answer questions
about themselves and
others
o Saythe sounds of twoletter consonant and
vowel digraphs

4

Choose yes or no answers

after listening to questions
Recognize the sounds of

common consonant and
vowel blends

o Read and say the

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

o

o Read and understand

sentences

o Read and understand

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

o

o

dialogs and short

Fill in blanks to
complete

passages

sentences
o

Write short
Ernswers to written
questions after
reading short

o

Write sentences

Passages

5

o Recognize the sounds

of

and differences between

common blends,
diphthongs, and initial

landr
o

Answer questions after
listening to dialogs and
short passages

o Take part

in dialogs,

asking, answering and

o Read and

understand

when given a
model

passages

making statements about
themselves and others
o Saythe sounds of
common blends,
diphthongs, and initial

o

Write answers to
questions about
short passages

landr
o Perform role-plays after

Iistening to dialogs

6

12

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

Course Gonts

o Take

part in

conversations, asking,
answering and making

statements about
themselves and others
o Create simple role-plays
when given a model

o Read and
passaSes

understand

Write short email
messages and
postcards
Write questions
and answers about
passages


Worm-up / Review
I. All pick it up!
2. Cards in order
3. How many can you name?
+.

Build it!

Chont-o-grom

4i.

93.
94.
95.
96.
97.
98.
99.

100. Solo

48.
49.

Name it! Relay
Partner search
Pick it up!

50.

50i 50Call our number
Change
Choose a card

Chant and do
Chant it!
In a round
Karaoke
Line by line

JJ.

54.

Never mind

55.

Pass

10.

Picture searching
Repeat after me
Run to it!
Touch and say

Circle statements
Lying countdown
Ivly choice

56.

lI.

l,Vhats missing?

57.

Question on cue
Say it fast!

Wrop-up

58.

Sentence memory

l0t.

59.

Student-teacher
Take a step back
Throw the die

5.
6.
7.
8.
9.

51.
52.

Tolk obout it! (vocobuloryf
12. All in order
13. Best in ten
14. Charades
15. Circle it! Relay
16. CooperativePicasso
L7. Fourcorners

18. Hot or cold
19. Hot spot

61.

-15. Whispers

46.

it around

Bye-bye game
102. \tVhat I learned today
103. liVhere was it?

Rewords
Reod it!
62. Back writing
63. Fill in the blanks!
64. I got onel
65. Phonicsconcentration
66. Phonics toss
67. Quick flash
68. Separate the sentences
69. Sound relay
70. Team spelling

20. IvIy mistake
21. Namebynumber
22. Pass the card

23. Picasso
24. Racebynumber
25. Sayiton4!
26. Stand up and say it!
27. Teacher's guess
28. Thumper
29. Uh-huh.Yes
30. Uncover the color
31. What's different?

Tolk obor.rt it! (oiologsl
Soy it!
32. Beep
33. Change partners
34. High drama
35. lVlusical chairs
36. Ivly own dialog
37. Pass it quick!
38. Race the clock
39. Role-play
40. Say in halves
41. Say in partners
42, Toss the animal
43. Uh-huh. Uh-uh
44. What can you say?

60.

My chant
Point along

7I.

104. Certificate of completion
105. Reward cards
106. Verbal praise

Unscramble it!

72. Vanishingsentences
73. \Arhat's the word?
74. Write it! Relay

/

Proclice it! / Recycle it!
75. Buzz
76. Clue bingo
77, Concentration
78. Find it and swat it!
79. Follow the path
80. I spi,
81. Lotto
82. Ivlime it! Relay
83. Monkey in the middle
84.
85.
86.
87.

Say

BB.

Snap!

No. Sorry. (Go fish)

Old maid
Parrots

it! Bingo

89. Tic-tac-toe
90. Tiddlywinks
91. Vocabularychase
92. Word race

Who said it?

Activity Bonk Contents

List

13


Note: To make activities using
Reduced Picture Cards
(Teacher's Guide PP. f 68-f 78)

more challenging, You maY
want to cut offthe words /
phrases from the cards before
using them.

Worm-up / Review

I. AllpickituP!
ofReduced
Picture Cards of words You want to
introduce. Name each card and have
Give each student a set

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'
WhLn they lind their Partners, have
them raise their hands together,
come to You, and name their cards'

6. PickituP!
Play with Picture Cards. Put the

Piciure Cards on the floor (with the
picture sides showing)' Give
iommands to individual Ss, e.g' Pick

d

2. 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
indMduals or in Pairs, take turns
Ss, as

namc). Repeat this with other Ss'
Have Ss take the teacher's role if
possible.

7. Picnrresearching
Use magazine

Name the cards faster and in a
different order each time.
Variation: This can be done with Ss
in groups using Reduced Picture
Caids. Have each grouP trY to be the
first to line up the cards in the
correct order and name them.

8. Repeatafterme

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 manYvocabulary items
from thb previous unit (or words that
Ss havelearnedto date) as possible'
When the time is up, have SrouPs
take turns naming one item from
their lists. Write each item on the

Hold up one of the Picture Cards or a
real object to be reviewed. Point to
S1 and have her name ttre card or

board.

time.

Student Book.

4. Name it! RelaY
Divide Ss into tvvo groups standing
in two lines. Use Picture Cards or real
items of review words. Hold uP a
card. Have Sls in each grouP try to
name the card. The first Sl 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.

4

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 picture. Ss may
not show their Picture to the other
Ss. Have Ss walk around the
classroom describing their half of the
picture, e.g. Thlzs. Ls a koala-

3. HowmanYcanYouname?

Variation: Have Ss list phonics words
from the Read it! sections in the

1

pictures of vocabulary

Actilriir Rnnl,

object. Have the rest ofthe Ss repeat

after SI.If Sl makes a mistake or
carlnot name the card, name the

10. TouchandsaY
I to 10 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. ln
o
one set
group.
Place

11. What'smissing?
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'
Have Ss open their eYes and try to
identify the missing card or item.
Increase the difEculty by removing
two cards or rearranging them. Let
the student who first answers
correctly take on the role of the
teacher and remove a card the next
time. ln large classes, Put Ss into

groups of four and PlaYwith
Reduced Picture Cards.

Tolk obout it! UocobulorYl
12. All in order
Use I to 10 Picture

Cards to be
reviewed. Choose 8 to 10 Ss and give
them a card each. Name the cards in
random order. Have those Ss stand
up and make a line in the given
oider. The rest of the Ss are the "jury"
and check whether tJre 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. RePeatwith

different Ss.
Variation: ln large classes, have Ss
play in $ouPs of I to 10 and use

iteduced Picture Cards. Give each
student a card and have $ouPS try to
be the first to line uP in the correct
order.

13. Bestinten
multiple sets of identical

Reduced Picture Cards. DMde Ss
into gro

Use

9. Run to it!
Put six to eight Picture Cards of
reviewwords on the board' Divide Ss
into tlvo groups. Give Ss a command,
e.g. Run to (T'shirts). Have Sls in
eaih grouP run to the card, touch it
and name it.Varywith other familiar
commands, e,g. Point to
Have Ss then go to the back
fo
-,Walk
all Ss
of their lines. Continue until
-. had a chance.
have

group a
group b
and S3s

h

cards face uP on the table. SaY Go!
Have SIs name as manY cards as
possible in l0 seconds. SaYSfoPIwhen the time is uP. Have the judges

count the number of cards the Sls
correctlY named and write down the
s.ore. Huve Ss change roles and
repeat the procedure. Use a different
set of cards each time.


24.

14. Charades

19. Hotspot

Show Sl one ofthe Picture Cards to
be reviewed. Have S1 act out the
word or phrase uslng gestures and
sound effects only'. Have the rest of
the Ss try to identifl,'the card. The

Divide Ss into two or three groups.
Have Sls from each group sit in the
front o[ the room, tacing their group
members. Use Picture Cards of the
items to be practiced. Show the sanie
card to a]l Sls. Have Sls take turns
giving a clue to their group members,
without saying the actual item. Have
groups try to be the first to guess the
item. Remind Ss to listen to the clues
given by other groups. Example clues

for post office are stamp,letter,
postcarcls. Continue until all Ss have
had a turn at the front of the room.

first student to correctly name the
card acts out t}te next card.

15. Circle it! Relay
Divide the class into two groups
standing in wvo lines. Divide the
board in half, one half for each
group. On each half, write four or
more vocabulary lvords to be
practiced. Say one of the words.
Have Sls from each group run to the
board and try to be the first to circle
the word, say it, hand their chalk /
marker to S2s and go to the back of
their lines.

16. CooperativePicasso
multiple sets of 5 to l0 Reduced
Picture Cards. Divide Ss into groups
of four to six. Give each group a set
of cards and some paper. Place the
cards face down in a pile. At your
sigaal, have Sls in each group pick
up the top cards in their piles and,
without showing it to their groups,
draw the item on the paper. Have

other Ss in the groups try to guess
what it is. As soon as the group
guesses correctly, have 52 pick up
the next card and begin to draw it.
Have groups try to be the first to
correctly guess all the cards.
Use

Hold up Picture Cards to be
practiced and name the vocabulary
words incorrectly. Have Ss try to
correct your mistakes. For example,
hold up the card for kangaroo and
say Koala. Have Ss say No, it's a
kangaroo.

21. Namebynumber
Divide Ss into group A and group B
and have them line up in two lines in
front of the board. Put Picture Cards
on the board in random order (with
the picture sides showing). Number
the cards from l-10. CaIl out a
number from l-10. Have Sls in each
line try to be the first to name the
card. Have SIs then go to the back of
their lines. Continue until all Ss have
had a chance to play.

22. Passthecard

17. Fourcorners
Place four pictures of countries

20. Mymistake

in

the four corners of the classroom.
Call out an item that would usually
be associated with one of the
countries. Have Ss run to the correct
card. In large classes, have Ss point
to the card instead.

18. Hot or cold
Show Sl one of the Pictue Cards or
Reduced Picture Cards to be practiced
and have him leave ttre classroom.
Hide ttrat card somewhere in the
classroom. Have Sl retum to the

classroom and askWere is / are my
(item on that card)? Have S I walk
around the classroom and try to find
the card. Have the rest of the Ss say
Warm!wher. Sl walks nearthe card,
Iloflwhen he walks very near ttre card,
Cool,when he walk away from the
card, and Coldlwhen he walks very far

away from the card.'When Sl locates
the card, have another student leave
the room and hide another card.

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 differen! cards
take rurns to name them.

Variation: Have

simple
statements about the card instead of
just naming it, e.g. I want to go
sightseeing for the sightseeing card.
Ss make

23. Picasso
Choose 5 to 10 Picture Cards. Divide

into two groups standing in two
lines. Show Sls the same card. Have
SIs run to the board and draw that

item. Have their groups try to guess
the item. Have Sls then go to the
back of their lines, and continue the
activity with the next Ss in line.

Ss

Race by number
Divide Ss into two or moie grouPs of
four to six. Give each group member
a number, using the same numbers

for all groups. Ifnecessary give one
student [wo numbers. Call out a
vocabulary word and a number, e.g.
Ferris wheel,Two. Have Ss who are
number two run to the board, write
Ferris wheel or draw a picture of it,
and sit down again. Have Ss try to be
the first to correctly complete the
task.
Note: This activity can also be done
using the phonics words in the Read
irl sections by having Ss write the

words you say.

25. Sayiton4!
Start a I 2 3 4 rhythm. Have Ss Pat
their knees twice, then claP their

hands twice. After the rhythm is
established, hold up the Picture
Cards showing items to be reviewed
one by one. Have Ss name the cards
as they clap the second time. Begin
with all Ss naming the cards
together, then have indMdual Ss
name the cards. If a student cannot
name a card or misses the beat, start
again with that student. Gradually
increase the pace to make the

activity more challenging.

26. Stand up and

say

it!

Choose a few Picture Cards of review
words. Have Ss stand up. Show Sl a
card and ask a simple question about
the card, e.g. What's rlrtt? If Sl
answets correctly, she remains
standing. If oot, have her sit down.
Ask the same question about the
same card to another student. If Sl is
able to answer corectly on her next
turn, she may stand up again. PlaY

for five minutes or until everyone is
standing again.

27. Teache/sguess
Use Picture Cards of new vocabulary

items. Hold up one of the cards and'

without looking, guess what it is

bY

Have Ss
asking Is this (a)
answer fes, i, ts or No, it kn't. KeeP
guessing until Ss answer Yes, it is.
Allow individual Ss to take on the

-?

role ofthe teacher and guess.

28. Thumper
Have each student choose a

vocabularyword. Choose

a

word

yourself, as well, e.g. grandma. Have
Ss write their names and their words
on the board. Have Ss sit or stand in

Aclivity

Bonk

15


circle. Start a I 2 3 4 5 6rhythm.
Have Ss slap their thighs twice and
then clap their hands four times. On
the third and fourth claps, call out
a

your word and a student's vr'ord
respectively, e.g. (slap) (slap) (clap)
(clap) grandma (clap) cousin (clap).
Have the student whose word is
cousin then take his turn: (slaP)
(slap) (clap) (clap) cousin (clap)
uncle (clap), and 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.
Variation: Use phonics words from

the Read irl secticins in the Student
Book rather than vocabulary words.

29. Uh-huh.Yes
Show Sl one ofthe Picture Cards to
be practiced. Have the rest of the Ss

try to identiff the card bY asking
Have Sl
questions, e.g. Is it
reply llh-huh lyes or llh-uh I no.The
-? the card is
first student to identify
shown the next card.

30. 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 of colored cards. Give Ss color
cards. Have Ss cover a Picture Card
with their color card. AII 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. lf a 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.

31. What's different?
Place six to eight Picture Cards on
the table (with the picture sides
showin$. 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 dffirent?Have
Ss name the card(s) that was moved.

Tolk obout it! (oiologsl
Soy it!

/

play the dialogs, substituting
different words into them. Have
some pairs perform their dialogs in
front of the class.

for

37.

32. Beep
Say a dialog,

substituting

B

eep

one of the words. Have Ss supply the
replacement word. For example, say

Hewantstobeep. Have Ss saY Call
home. Conlinue with different
dialogs, substituting B eeP for
different words.

33. Changepartners
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 group B move
two steps to the left so all Ss have
new partners. Do the same for each
new dialog. Monitor Ss and help
when necessary.

34. Highdrama
Put Ss into pairs or $oups. 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.

35. Musical chairs
Place sets of two chairs or two

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 (or four sets of two chairs).
Have Ss walk in a circle around t}te
chairs as you play some music (the
Clunt-a-gram will 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 "out" and can take
turns operating the CD player. In
classes where the class has 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.

36. Myowndialog
to
substitute different words into them.
Use dialogs that vr,ill allow Ss

Put Ss into pairs. Have pairs role-

l6

Activity Bonk

Pass

it quick!

Have Ss stand in a circle. Set a timer
for about one minute. Hand the timer
to Sl and say line one of the dialog.
Have Sl respond with line two, say

line one again, then hand the timer to
52. Have 52 respond with line two, say
Iine one again and so on. Continue

with the timer goes off.

38.

Race the clock
into pairs. Have Sls and S2s in
each pair say alternate lines of a

Put

Ss

dialog. Time how long it takes pairs
to say the dialog. Have Ss
congratulate the fastest pair. It is
importarrdrat Ssspeakclearly even
though they are speaking fast. Play
again with a different dialog.

Note This activity works best with
longer dialogs.

39. Role-play
Put Ss into pairs or groups. Have

pairs or goups say dialogs using

emotions and gestures. Provide them
with necessary props. Have pairs or
goups say their dialogs in front of
the class.

40. Sayinhalves
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.

Divide

41. Sayinpartners
Put Ss into pairs. Have pairs say
altemate lines of a dialog. Have Ss
change roles. It is important that Ss
Iook at their partners when speaking.

42.

Toss the

animal

Have Ss stand in a circle. Toss a

stuffed animal to Sl and say line one
of a dialog. Have Sl respond with
line two, say line one again, then toss

the animal to 52. Have 52 respond
rr'.ith line two, say line one again and
so on.

Prompt

Ss

when necessary.

43. Uh-huh.Uh-uh
Have Ss turn to the first two pages of
one of the units. Give them 20
seconds to studythe picture. Have
them close their books. Make true /
Ialse statements about the main
scenes. Have Ss answer Uh-huh il


they think your statement is true and
Ilh-ult if they think your statement is
false.

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

44. Whatcanyousay?
Have Ss look at the first tlvo pages of
each unit. Have Ss point to and make

statements about the items in the
main scenes, e.g. The fans are
behind the key chains.

45. Whispers
Divide Ss into two groups standing in
two lines. Whisper a line of a dialog to
SIs in each line. On the count of
three, have Sls 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
sentence. Have Sls then go to the
back of their lines before continuing
with another word or sentence.

46. Who saidit?
Blindfold S1. Have 52 say line one of
a dialogwhile 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
speakers.

Build it!
47. s0/s0

Divide Ss into group A and group B.
Hold up Picture Cards and say the
grammar dialog. For example, hold
up the gift shop card and say Where
wereyou? I was in the gifr shop.
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.

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

49. Change

\iVhen you say Change, have Ss stoP

speaking and quickly move to
another card / object. Keep the pace
[ast.

50. Choose a c:rrd
Place Picture Cards to be reviewed
on the table (with the picture sides
showing). Have any student 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,
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.

51. Circle statements
and her on four
large cards so that you have four
pronoun cards. Have Ss sit in a circle.
Place pronoun cards and Picture
Cards in the middle of the circle.
Point to a pronoun card and a
Picture Card. Have Sl make a
statement using that pronoun, that
word / phrase and the target
grammar, e.g. It's (his) (suitcase).
Have the next student in the circle
make a statement using the same

Write

he, she, his

word / phrase but a different
pronoun, e.g. If's (her) (suitcase), or
the same pronoun but a different

word / phrase, e.g. It's (hb)
(camera).Have Ss continue making
statements in the same way until all
Ss have had a turn.

52. Lyingcountdown
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 ten. For example, have Sl
point to the roller coaster card and
say Let's go on the Fenis wheel. 7,2,
3,4...Have the rest of the Ss try to
correct the mistake before 51 reaches
l0 by saying Let's go on the roller
coaster. The student who corrects
the mistake first will be the next
student to make a lalse statement or
incorrectly name a card. If no one
corrects the mistake before Sl
reaches 10, have Sl name the card
correctly or make a true statement
about it, then continue with a new
student and a new card.

Place Picrure Cards or classroom

53. Mychoice

items in various locations in the
classroom. Have Ss circulate in pairs,
asking and answering questions
about the different cards / objects.

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

dialogs using previously learned

vocabulary. Teach classroom
language such as Hotudoyousay
in English? so that Ss can use
words they do not know in English in
-the statements or dialogs.

54. Nevermind
Divide Ss into groups of three. Have
Sls in each group ask a question
using the target Srammar Point.
Have S2s answer. Have S3s answer
differently from S2s. Have S2s and
S3s then dispute the answer. For
example, have Sl askAre theY going
to the U.K.?Have 52 answer No,
they' re not. Have 53 answer Yes, they
are.Have 52 then answer again Nq
thqr're not. Have 52 and 53 continue
the dispute until Sl shouts Neuer

mind!Have

Ss change roles.

55. Passitaround
Have Ss stand or sit in a circle. SaY
the target dialogwhile holding uP
the relevant Picture Card. Have Ss
repeat. Have S1 ask the student on
his Ieft (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 roles are reversed.

56. Question on cue
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, but elicit the questions from

group A and the answers from grouP
B. Have groups change roles.

Divide

57. Sayitfast!
Quickly flash one pronoun card (see
the activity Circle statements above)
in your right hand and one noun or
verb phrase Picture Card in your left
hand. Have individual Ss make a
statement using the wo cards,
e.g. show hls and ntkerand have Ss say
It's his ticket.lf Ss make an incorrect
statement, flash the cards again. Do
the same for the remaining cards,
using different combinations each
time. For negative statements, draw an
"X" on tire board. Point to the "X" and
flash the cards quickly. Have Ss make a
negative statement using the two
cards you hold up. Alternate between
affirmative and negative statements.

Activity

Bonk

L7

58. Sentencememory
Have Ss sit in a circle. Say a target

statement from one of the Build it!
sections, e.g. We (took a boat ride).
Have Ss repeat. Then have Sl make a
similar statement using a different
vocabulary word or phrase , e.g. We
(wentto oWrty).Have 52 repeat SI's
sentence and then make another
similar statement. Have 53 repeat
SI's and S2's statements and make
another one. Have Ss keep going
around the circle until Ss cannot
remember all the statements or
c:rnnot come up with another new
statement. Start again with the
studentwho was unable to continue.
In large classes, divide Ss into groups
of six to eight, each supported by
three or four others who help them
remember.
Note:Where applicable, have Ss vary

their sentences with different
pronouns and afrrmative or negative
statements, e.g. She wonts to see a
show,Slu doesn't want to take a
boat rid.e, rather then just varying

the vocabularywords or phrases.

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

role of the teacher.

60. 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 the next
Picture Card. This time, have S2s ask
the questiorr and SIs answer. Have
both lines again take a step back
Continue in the samewaywith Ss
taking one step back each time. This
activity "forces" Ss to speak loudly
and listen carefully as many Ss are
speaking simultaneously.

61. Ihrowthedie

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 Sls asked a question,
have S2s answer. Then ii's S2s'turn
to throw the die. When Ss throw a

18

Activity Bonk

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

turn.

Reod it!
62. Backwriting
Put Ss into pairs. Have Sts in each
pair tum their backs to the board.
Write a phonics word on the board.

Have S2s write that word on Sls'
backs with their fingers. Have SIs try
to guess the word.

63. FiUintheblanks!
Photocopy the Phonics Cards for
each student. Have Ss cut out the
cards and place tJrem on their desk
in random order. Say ttre phonics
words, one by one, in random order,
Have Ss repeat the words, find the
right cards and fill in the blanks with
the letters oftarget sounds.

64. Igotonel
Write the letters of the phonics
sounds to be reviewed on the board,

pr Have Ss ta.ke tums drawing
pictures of words containing those
phonics sounds. Have other Ss ry to
guess what they are. The snrdent
who guesses correctly draws the next
word.
e.g.

65. Phonics ooncenration
Make a photocopy of one page of the
Phonics Cards for each pair ofSs. Put
Ss intopairs. Have Ss cut each card,

separating the words from the
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 tv,ro match, have Ss name the
cards before taking them. If the two
cards do not match, have Ss turn

67. Quickflash
Photocopy Phonics Cards. Make
enough sets so that each student has
one set of cards. Say one of the
sounds. Have Ss hold up a card ofa
word with that sound and name the
card, e.g. say sf and have Ss hold up
the stapler card. Continue until all
sounds have been practiced.

68. Separate the sentences
Write the words of two or more
sentences from part B ofthe Build it!
sections in Units ,l-9 of the Student
Book on separate cards. Put Ss into
pairs or groups. Make one set of
cards 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. Have groups then take
turns reading the sentences.

69. Soundrelay
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 letters of
target phonics sounds missing,

Divide

e.g.

y-

m-ther,

c-

sin,

-nclc,
Say a
l-nch,- gl-ues.

word-nger,
on the board. Have Sls find the

word in their column on the board
and fill in the missing letters. Have
SIs go to the back of their lines and
have S2s go next.

70. Teamspelling
Divide

tlree

Ss

into two groups. Make

or four sets of alphabet cards

and place them on the floor (with the
picture sides showing). Call out a
review phonics word. Have Ss in

66. Phonicstoss

each group determine howmany
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 form that word. Each
student should take one letter only.

Put Ss into pairs. Give each pair a
ball or beanbag.Write the phonics

71. Unscrambleifl

over both cards again in their

original positions.

sounds to be reviewed on the board.
Have SI in each pair say one ofthe
sounds and toss the ball to 52. Have
52 say a word containing that sound,
then say another phonics sound
before tossing the ball back to S1 and
so on, e.g. Sl: o (toss), 52: (catch)
mother, oz (toss), Sl: (catch) cousin,
u (toss), etc.

Ss into groups 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
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 phonics

Divide


word on the board and repeat the
procedure with S2s.

72. Vanishing sentences
Write a sentence from part B or part
C of the Read it!page in Units 4-9 of
the Student Book on the board. Read
each sentence two or three times
with 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
sentence ha3 been erased and Ss are
reciting it from memory. Continue
with the other sentences.

Have the next student then continue

78. Find it and swat it!

with the next number, e.g. Sl: I., 52:
2., 53:3., 54:4., 55: I was in the

Place t0 to 20 Picture Cards on the
table or floor (with the picture sides
showing). Have Ss Sather 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. In large classes, divide Ss
into groups of four to six and use one
set of Reduced Picture Cards Per

(candy store), 56: 6., 57: 7., and so on
up to 10, then start at I again. Ifa
student makes a mistake or says the
buzzntmber, she is out. Continue
until only one student is left.
Variation: To make the activitv more
challenging and to practice the
bigger numbers, have Ss count uP to
20 or above and say a sentence with
the buzz stalement each time the
buzztumber or a number
containing the buzz number is
reached (e.g. if the buzz number is 5,
Ss should also say a sentence on 15,
25, etc.)

73. What'stheword?

76. Clue bingo

Draw one line for each letter in a
phonics word to be reviewed on the
for sfore. Draw
board, e.g.
- -of -a bird
- - on
the board
the side view
(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 of the bird. Have
Ss try to guess the word before the
bird is completely erased. Allow Ss to
take on the role of the teacher once
they are used to the game.

Give Ss 9 or 16 Reduced Picture

74. Write it! Relay
Divide Ss into two groups standing
in two lines.Whisper one of the
taryet phonics sentences to Sls in
each line. Have Sls whisper the

sentence 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
sentence.

Proclice it!

/

Recycle it!

75.

Btt7r.
Have Ss form a circle. Specify a
number from I to10 to be the buzz
number, and a grammar statement
to be the buzz statement.For
example, if.the buzz number is 5 and
the buzz statement is I was in the
have Ss begin counting, in
turns, around the circle: Sl says l, 52
-,
says 2, and so on. When the buzz
number is reached, that student
should say a sentence usingthe buzz
statement but not the buzz number.

Cads to use. HaveSsplace tlre cards

face up in front of themselves in the
pattern of a 3 x3 grid (for 9 cards) or
4 x 4 grid (for 16 cards). Rather than
calling out the cards, give clues
about the items on the cards. For
example, for the kangaroo card,
instead of saytgKangaroo, saY Big,
Australia, baby in her pouch. Have
Ss turn over the cards as theY guess
them. At first, allow Ss to call out the
card when theyte guessed it, but
have them play quietly later. When a
student has turned over three (9-card
game) or four (16-card game) cards
in a row (down, across or diagonal),
have him shout BingolThen have
him name all the cards in that row.

77. Concentration
Use Reduced Picture Cards to make
one deck of cards containing 5 to I0

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
have the next student turn over two
cards.

Variation: Have Ss play in pairs.
Have Sls in each pair turn over one
card, e.g. the Australia card, point to
another card and askAre we goingto

Australia?Have S2s turn over the
card Sls are pointing to. If it is a
matching card, have S2s answer feg
we are and hand Sls the pair of
cards. If the cards do not match,
have S2s say No, we aren't. Sorry. It is

then S2s' turn.

group.

79. Follow the path
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
student place a marker on Start.
Have Sl roll a die, move his marker
that number of cards towards the

goal, and make a sentence which
includes the name the card on which
he lands. If Sl cannot make a
sentence, he goes back to where he
started. The game continues in turn.
This is more fun if the more
challenging cards are towards Finish.

80. Ispy
Have Ss open their books to the first
two pages of a unit. SaY I sPY
(somethingred). Have Ss search for
items on those pages that fit the

description andaskls it (the
passport)? I'nswer fes, it is or No' try
again. Continue with different
colors, other adjectives, the letters of
phonics sounds (e.g.I spy something
that starts with p) or other
descriptions (e.9. I spy something
you eat or I spy somethingYou Put
on).When the game is familiar, have
Ss take on the teacher's role.

81. 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 tums over all his cards make a
sentence which includes the name
on each of his cards. Have Ss choose
different cards from the set and play

another round,

82. Mime it! Relay
ofabout l0 review
items. Divide Ss into grouP A and
group B. Have Sls from both grouPs
go to you. Show them one of the
Use Picture Cards

Aclivity

Bonk

19


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.

83. Monkeyinthemiddle
Use Picture Cards of review words.
a small class, use one of each card.
a larger class, use multiples of the

In

86. Parrots

In

Have Ss stand up. Make true or false

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 Monkey.Have Monkey name

two

cards at a 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

left standing become Monkey.When
Monkey says MonlceyTime!, have all
Ss stand up and change seats.

84. No. Sorry.

(Go frsh)

Make one set of cards using l0 to 12

four identical cards from
Reduc'ed 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),
please. (Or Do you have a
Or
If 52 has that
Can I haue a
card, have her give it to S1. Have Sl
continue asking different Ss or the
same student until someone does
not have the card requested. This
snrdent answers No. Sorry. It is then
sets of

-l)

-,
-?

the next student's turn.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 ofcards per
group.

85. Oldmaid
Divide

Ss

into groups of thrce to six.

Make one deck of cards for each
group using l0 to 20 pairs of
Reduced Picture Cards. Add an odd
card, t}re 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 (SI) 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 with any

ofhis cards, then have 52 draw a card
from the student on her left. The
Same continues clockwise with the

20

Aclivity Bonk

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.

statements using the target grammar
points or vocabulary items. Have Ss
repeat the true statements and
remain silent for the false
statements. Have Ss who make a
mistake sit down.

87. Sayit! Bingo
Give Ss 9 or 16 Reduced Picture
Cards to use. Have Ss place them
face up in front of them in the
pattem of a 3 x 3 (for 9 cards) or 4 x 4
(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 her name
the three cards that make up her

bingo.

88.

Snap!

Give a set ofReduced Picture Cards
to each student. Put Ss into pairs.
Have pairs shuffle their cards and
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 Sr?aplContinue until all the
cards are used.

89. Tic-tac-toe
Divide Ss into group 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
row.

middle of the table. Have S1 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. If Sl
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 Sl cannot name it, have
him put his coin on the pile in the
middle. If his coin does not land on a
card, have him put his coin on the
pile and lose a turn. Continue with
52 and so on.
Variation: Have Ss make a grammar
statement with the word / phrase on
the card rather than just naming it.

91. Vocabularychase

Have Sl be /r. Have the rest of the Ss

sit in a circle. Quickly review the
vocabularywords to be practiced.
Choose anyword to be the chase
word. Have SI walk around the circle
and tap each student on the
shoulder, saying one ofthe target
vocabularywords 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 SI can sit down before she is
caught, have 52 be Ir next. If S1 is
caught by 52 before she can sit down,
have her be Iffor another round.

Variation: Have

Ss make statements
rather than just saying words, e.g. We
want to (see a show).

92. Word race
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 ttre cards over
and namingthem. Ss can "pass" and
go on to the next card if they are not

Put

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

Chont-o-grom
93. Chantanddo
Have Ss stand in a circle with
classroom items or Reduced Picture
Cards of items named in the chant.
Have Ss hold up the classroom items
or cards when they hear the words in

the chant.

90. Tiddlywinks

94. Chantit!

Give each student five coins (or flat
markers). Place l0 to 15 Picture
Cards and a pile of coins in the

Have Ss chant once or twice. There
should be no movement here, as
they need to focus on the l-yrics.

95. In around

102. lVhat I learned today

Divide Ss into trvo or three groups.
Have group A begin chanting line
one. Have group B begin chanting
line nvo when group A reaches the
end olline one and so on. Instruct Ss
rvhen ro start chanting.

Have Ss think o[ five things (can be
words, dialogs, phonics sounds,
chants, etc.) thev learned during the
lesson, then share one oI them lvith
the rest of the class.

103. Where was it?

96. Karaoke
Prepare two toy microphones and set
up an imaginary stage. Have tlvo Ss
chant together.

Choose nine review Picture 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

97. Linebyline

card?Have Ss try to remember and

Assign diffprent lines of the chant to
different groups of Ss. If the ohant
has questions and answers, assign
those to different groups. Have
groups chant only their assigned
lines. Instruct Ss when to start

-card.
ask the next question.

answer f, ruas np;;rut to the
Have the first student who answers

correctly

Rewords

chanting.

104. Certfficate of completion

98. Nlychant

Give a certificate of completion to

each studentwhen the Student Book
is completed (Teacher's Guide p, 186).

Have pairs or small groups of Ss
choose words to replace the words in
the chant. Provide relevant Picture
Cards or classroom items as
reference. Play the lead-in music of
the chant, then stop the CD. Instruct
groups when to begin chanting.

99. Point along
Use Student Books, Picture Cards or

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

lO5. Rewardcards
Give Rewards (TR 42: Teacher's

Guide p. 146) to Ss for participation
or good behavior. Encourage Ss to
collect as many cards as they can.

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

impact.

100. Solo
Assign specilic words or phrases to
individual Ss to chant as a solo. Have
other Ss chant all parts that are not
chanted by the soloist. Instruct the
class and soloist when to start and
stop chanting. Vary by giving the solo
part to a duet or trio.

Wrop-up

l0l.

Bye-byegame

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

Variation: Have

Ss make statements
or questions rather than just saying

lvords.

Activity

Bonk 2L


4

@

@

Tok obout it! (vocobutory!

Open lhe book

Have Ss turn to Student Book pp. 6-7 and look at the flags
at the bottom ofthe pages. Play CD trackAl. Have Ss

listen and point to the pictures.

Lkten, point and repeat,
Australia (pause)
theU.K
,4-

Japan

Mexico

,

theU.S.

World map, Picture Cards l-10, CD

O

Before the book

Warm-up / review

Korea

Brazil
China
Spain

(pause)
(pause)
(pause)
(pause)

Taiwan

(pause)
(pause)
(pause)
(pause)
(pause)

Play the CD againl Have Ss listen and repeat.
Play CD trackA2. Have

Ss

listen and numberthe

countries.

Write your name on the board and introduce yourself. Ask
all Ss to do the same.

Introduce vocabulary
Show Ss a real world map. Say Today we are going to learn
somenames of countries around the world. Hold up
Picture Cards 1-10 one at a time and say the words. Have
Ss

repeat.

B. Listen and number.
Number 1. Taiwan (2x)
Number 2. the U.S. (2x)
(2x)
Number i.
Number 4. Mexico (2x)
Number 5. Spain (2x)

Brazil

Nwnber

6.

the U.K

NumberT. Japan

(2x)
(2x)
(2x)

Nuniber
Nuntber

8. Australia

9. China

(2t)

Number

10. Korea

(2x)

Check Ss' answers by sa-ving the numbers and having Ss
sa)' the corresponding vocabularl' rvords. Say the

22

Unit l, !_esson I


start again at lanuary. Continue around the circle.
Play Repeat after me (Teacher's Guide p. l4) using
Picture Cards 1-10.

vocabularywords in random order. Have Ss repeat'
pointing to each one.
Have Ss look for the hidden snake in the main scenes'
(Answer: It's on the wheel of Sandy's wheelchair in scene 4.)

O

lntroduce dialogs

After lhe book

Place the world map on the board. Point to one of the
countries and say What's this country, (57's name)? Have
Sl come to the board and name the country. Have Sl
take the teacher's role and ask another student (S2).
Continue until all Ss have had a chance to speak.

l
.t

il

l
1

Activity Book p. 4 can now be assigned for homework or
used in class. See answer key, Teacher's Guide p- 147.
Next lesson: Bring a calendar and a world map to
review the months of the year and to practice the dialogs.

Dialog I: Show the calendar and say excitedly School's out
in three days.Have Ss repeat. Have tlvo Ss (Sl and 52) go
to the front. Stand next to SI, look at 52 and say I can't
wait for summer uacation. Have Sl repeat. Stand next to
52, look at Sl and say I can't either.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: Place the calendar and a world map
somewhere Ss can easily see. Point to Iune on the
calendar and say Our class trip is in June. Have Ss repeat.
Have another two Ss (S3 and 54) go to the front. Stand
next to 53, look at 54 and say Where are you go ing? Have
53 repeat. Stand next to 54, look at 53, point to Australia
on thi world map and say Firsf, we're goingto Australia.
Have 54 repeat. Have 53 and 54 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 3: Point to the U.K. on the map and have another
student (S5) go to the front. Say Are you going to the U.K?

Have 55 repeat. Nod your head and sayYes, we are.Have
the rest of the Ss repeat. Hold up different Picture Cards,
one at a time. Have indMdual Ss askAreyou going to
Uapan)?Have the rest of the Ss say fes, we areDialog 4: Have three more Ss (56, 57 and S8) go to the
front. Stand next to 56, look at 57 and use a hand Sesture
to indicate SB, saying This is Mr. Gray. Have 56 repeat.
Stand next to 57, look at 56 and say Is he a tour guide?
d

@

Tolk obout it! (Diolossl
.*i,:_-.::.:.

the rest of the

Ss

repeat.

@ Open lhe book
Have Ss turn to Student Book pp. 6-7. Introduce the main
scenes by playing CD track A3. Have Ss listen and point to

the people or objects as they are mentioned.

C,

Listen to the story.
's

out in

eth and

it

Calendar, Picture Cards 1-I0, world map, CD

O

Before the book

i'

lune.Where are they going? First,they're goingrooip
Australia. Donny is pointing to the map. Look at the map
with Donny. Then they're going to lapan, Mexico, Korea
and the u,S.Are they going to the U.K. too?Yes, they are,
ondon. Sandy and Peter are
name's Mrs. Hall. TheY're
tour guide.It's going to be a
great class trip!

Warm-up / review
Review the months of the year using a real calendar. Say the
months of the year in order one at a time and have Ss repeat.
Have Ss sit in a circle. Say Let's say the months of theyear in
order.I'llstart.January, Prompt the student next to you (SI)
to say February. Prompt the student next to Sl (S2) to say

Illarch.Whenyou get to December, have the next student

Play CD tracks A4-A7. For each dialog, have Ss first listen
and point to the characters speaking and then repeat the

dialog.

Unil l, Lesson

2

23