Excellent starter teachers guide

3

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Firstpublished
2004
Setin Ulisro
Printedin Spoinby GroficosEstello
fsBN0 s82778328
Prepored
by Storfish
br thePublishers
lllustrqted
ondAndrewKeylock
by fuul Ceemick
Theouthorsondpublishers
wouldliketo thonkfie followingfor theirhelpin thedevelopment
ol Excellent!
LeonorAmoto
LouroDerzo
AlionoGlushkovo
BeotoGrobowsko
tutrycjo Lomport
SilvioLourenceno
UrszuloLipsko

MorinoEvgenyevno
Osipovo
Norohloni
MorceloS6ndrez
EwoSmolihsko


Teocher'sGuide

Courseconsultonts:
DionoWebsterondAnneWorroll


New words

Expressions

Structures

red
yellow
green
blue
ond
Ted
Sue
Mel
Kit
no
yes

Hello!
Welldone!
Thonkyou.

Oneword question
with risingintonotion:
Red?

o
b
c

opple
boll
cor
bike
book
cot
box
Anno
Billy

Look!
oh!
Ho!Ho!
Guess!
No,thonkyou.
Yes,pleose.
Goodbye.

Indefinite ofticle: o book
Questionwith ising
intonotion for offer. A boll?

d
e
f

dog
egg
fish
big
little
brown
bonono

Be coreful.
Oh, no!
How ore you?
Fine,thonkyou.

Positionof odjectives
ond nouns:o brown egg

g
h
i

girl(s)

hot(s)
insect(s)
boy(s)
one
up
two
down
three
four
peor(s)
seven
five
six
go
home

Help!
Plurol s
Sorry!
Numben:1-7
Twomore,pleose!
Nomore!

jug(s)
kite(s)
lemon(s)
eight
nine
ten

Hooroy!
Wow!
Oops!

Alphobet

&$reffi$

Urt'tt
Uffi,4

UnttS

Numberu;8-10
Positionof odjectivesond
nouns:two little kites,
six greenjugs


Unft6
Unft7
Urlitg

Urrft9

Alphobet

New words

Expressions

Structures

m
n
o

mouth(s)
nose(s)
oronge(s)
button(s)
heod(s)
body
orm(s)
leg(s)
robot

Howmony?
Yourturn.

Commonds:
Go!
Stop!

p
q
r

penguin
gueen

soys

Out!

s
t
u

sun
toble(s)
umbrello(s)
choir(s)
todoy
olien

Whotsyournome? I'm (Ted).
Hi!
I'm (seven).
Hoppybirthdoy.
the(unique)
thesun
Robtherobot

V

von
window
box
coke

I t s . . .q / o n

zebro
zoo
horse
block
white
telephone

ls it o / o n . . . ?
Yes.it is./No.it isnt.
Yes,its o/on ...
No .it s o / o n . . .
Whotis it?

w
X

UnftlO
11

sod
too
mum

Ah!

Commonds:
Comehere.
Sitdown.

Stondup.
Turnoround.

Boo!Boo!

I'm (hoppy).

Grrrrr!

Revision
of oll strudures

dod

hoppy
short
toll

REVI SI O N
12

A hhh!

Comehome.
Googoin.
Goodbye
to you!

REVISION

lntroduction
The principlesbehindthe
Storter Book
A gentleopproochfor completebeginners
Many coursesclaim to be for completebeginnersbut thereis
oftena gap betweenwhat the coursesdemandand what
youngchildren,who arecompletebeginners,arecapableof.
This book is intendedto bridgethat gap.The StarterBook
gentlybuilds up the four skills of the language:listening,
speaking,readingand writing, from the alphabetto simple
languagepatterns.

A systemotic opprooch to reqding ond
writing
Readingand writing completesentences
areoftenintroduced
at the beginningof primary courses,althoughmostyoung
beginnersfind theseactivitiesextremelydifficult.This is
especiallytrue for childrenwho usea differentscript in their
own language.The StarterBookprovidesa specialsectionat
the backof the bookfor thesechildren.In this section,letter
formationis practisedfirst, thentracingoverwords,before
pupilsareexpectedto write freehand.

A restrictedvocobulorylood
The StarterBookusesa restrictednumberof words:the
alphabetwordsand someotherwordswhich form word
groups- colours,numbers,toys,fruit and parts of the body.
The vocabularyloadhasbeendeliberatelyrestrictedso that

the wordscanbe constantlyrecycledwhile the pupils are
learningnew sfructures.Also teacherscan introducetheir
own classroomlanguage,accordingto their needswithout
overloadingtheir pupils.

A limited numberof structures
Only a limitednumberof structuresareintroducedso thereis
not an overloadfor the completebeginner.However,the basic
pattern,the inversionof the questionform and then
sentence
the additionof the questionword to the invertedform, is
practisedthoroughlye.g:
It is a book.
l/
Is it a book?
Y
What ib it?

4

This basiclanguagepatternis the basisfor muchof the
languagework in the first bookof any primary course.
However,thosegoing on to useExcellent!1 after the Starter

Bookwill find that otherlanguageitemslearnedin the Starter
Bookwill be recycledin the first threeunits of ExceIlpnt!1.

Orol communicotionfrom the stort
The StarterBookoffersplentyof opportunitiesfor pupils to
usethe languageorally.Right from the beginning,evenwhen

in the
they only know a few words,pupilscommunicate
is oftenthroughactingout
language.The communication
sceneswith puppets.This is very effectivefor confidencebuilding especiallyfor shy pupils.Pupilsalsopersonalisethe
or throughother
languageby actingout situationsthemselves
Lots of expressions
to
activities,gamesand exercises.
lubricatesuchactivitiesarealsogivenin the StarterBookfor
pupilsto learnby heart.

Emphosison songsond dronts
Pupilsat this youngageareverl'receptiveto the tuneof the
languageand caneasilymimic the correctaccent.This is
takenadvantageof in the StarterBookby providinglots of
songsand chantsin which specialcarehasbeentakento
teachstressand intonation.The songsand chantsin the
StarterBookalsogive opportunitiesfor pupils to practisethe
languagein the securityof a groupand the constant
repetitionof the songsand chantsalsomakeslanguageitems
and lexis memorableto pupils.

Reqlistic expectotions to build confidence
is very importantfor youngchildrenbeginningto
Success
of the materialin the
learna new language.The expectations
StarterBookarerealisticfor youngpupils,who arecomplete

The gentlebuild up from one
beginners,to ensuresuccess.
makeslanguagelearningeasy
word to a completesentence
evenfor the weakerpupils.Then the constantrecyclingof
languageitemsincludingvocabularygivesthe pupilsmore
chanceto be successful,
which in furn builds confidence.

Enjoyment for motivotion
Unlikeadult learnersor olderchildren,youngchildrenarenot
motivatedto learn anotherlanguagebecauseit will be useful
to them.Many cannotunderstandthe reasonfor learning
anotherlanguage,thereforethe only motivationfor learning
is becausethey enjoythe lessons.Pupilswill identifyand
havefun with the childrenat Fundaysfunfair,love actingout
sceneswith the puppetsof Mel the Mouse,Kit the Catand
their friendsand enjoythe games,songsand chants.All these
aspectsof the bookmakefor learningin the mostpleasant
and motivatingway possiblefor younglearners.


How con the Storter Book
be used?
As o short intensive introduction to English
If the StarterBookis usedwith beginnersagedsevenor
eight,who haveaboutthreehoursof Englisha week,the
completebookcouldbe usedas an introductionto any
primary courseovera periodas short as threemonths.

In porolfel with Excellent!Book 1 or other
primory courses
Someteachersmay wish to usethe StarterBookfor aboutone
monthand thenuseit as supplementary
materialparallelto
the primary courseof their choice.If you rvishto useit in
this way,we suggestyou couldbeginExcellelf./Book1 after
the StarterBookUnit 5 and usethe two in tandemfor a time.

As o full yeor'scourse
The StarterBookis alsosuitablefor a year'scoursefor
childrenyoungerthan sevenor eight.On sucha course,the
materialin theStarterBookprovidesthe corematerialand is
thensupplemented
by the extra games,activitiesand the
photocopiable
activitiesin this Teacher'sGuide.Sucha course
allowsteachersthe scopeto introducemoresongs,storiesand
otheractivitiesof their own.if thev wish.

Usingthe StorterBook moteriol

Before starting the book
1 First, the pupilsshouldbe familiarisedwith the soundsof
the lettersfrom A to Z e.g.lnl - appleusing the pages50,
52,54,56,and58.Thenpupilstraceoverthegreypractice
letterson the pages.It is not necessary
for the pupils to
learn thesoundsof the lettersand the alphabetwordsby
heartas thesewordsform the main coreof the vocabulary

of the book.They will be graduallyreintroducedand
learnt by the pupils from Unit 2 onwards.Full detailsare
givenin the lessonnotes.
2 Then the pupils shouldbe familiarisedwith the capital
lettersof the alphabetby lookingat the contentspageon
page1. They shouldagainpractisethe soundof the
lettersand the alphabetwords.Capitallettersare
introducedin the bookwherethey occurnaturallye.g.at
the beginningof sentences
and in pbople'snames.
Handwritingpracticeon themis givenfrom Unit 1
onwards.Full detailsaregivenin the lessonnotes.
With the main lessons
(Full detailsaregiven in the lessonnotes)
1 Units 2-10 teachthe alphabetwordsand practise
handwritingwith them.At the beginningof Units 2-10
the alphabetsongis playedon the recordingand children
listenandsingalongto it so theywill graduallylearnthe
namesof the letters.
2 The pupils thenlistenon the recordingto the two or three
alphabetwordsat the top of the pageand repeatthe
soundsand the words.

The Alphobet ond Hqndwriting Section

3 The pupilsthenlistento a chant,which is repeatedfor the
pupilsto join in with.

Whot is lt?

4 At this point,the pupils thencopythe samefwo or three
alphabetwordsfrompages51,53,55,57,59and 60.

TheAlphabetand HandwritingSectionis at the backof the
bookfrom page50 to page64.This sectionis for teachingthe
pupils letterrecognition,learningthe soundsand namesof
the lettersof the alphabet,word recognitionand handwriting
practice.It is intendedprimarily for childrenwhosenative
languagehasa differentscript to Englishbut all young
childrenwill benefitfrom working throughthis section.
How to use it
Teacherscanmakeuseof the alphabetand handwriting
sectionas they wish.Pupilscould,for example,completethe
wholesectionbeforethey start the lessonsin the main body
of thebook.However,we recommend
that it be usedin the
followingway:

5 The exercises
on capital/smallletterdiscriminationand
handwritingfrom pages60 to 64 aredoneat the endof
theseunits.
Teacherswho do not wish to usethis Alphnbetand
HandwritingSectionmay like to ask pupils to cut out the
colouredpicturesof the lettersand usethemto start their
own picturedictionaries.This picturedictionaryideais also
recommended
for pupils whenthey havecompletedthe
StarterBookas it canthenbe carriedoverto their new
primary course.For detailsof how to makea picture

dictionarypleasereferto the endof the introduction.

5


The twelve units of the book
Thereare twelvefour-pageunits.Units 2-10 reintroducethe
alphabetwords.Unit 1 is an inhoductoryunit, Unit 11 is a
revisionunit and Unit 12is basedon a play for the pupilsto
act out for otherchildrenor their parents,if they wish.
Generally,Units 2-11 all follow the samepattern:
lesson I Presentotion
The alphabetsongintroducesthis lessonand thenthreeor
four wordsof the alphabetarereintroducedand practisedin a
chant.Then thereis practicein initial phonicsounds.The new
wordsand structuresare introducedthroughlisteningand
thenoral repetitionin situations.Listeningand oral skills are
mainly practisedin this lesson.
Lesson 2 Proctice
The strucfuresand new words,introducedin Lesson1,are
thenpractisedin this lessonthrougha varietyof activities
e.g.word completion,gap filling listeningand drawing,using
all four skills.

The26 Excellpnt!Starter
alphabetflashcardsand the number
and colourExcellent!flashcardsfor LevelsI & 2 canbe used
for manyof theseactivities.The lessonnotesin this Teacher's
Guidecontainmanyusefulsuggestions
for their use.

Youcanthenmakethe otherflashcardsreferredto in this
Teacher'sGuidein the classroomwith the children.This can
be a fun activity for the beginningof the term and will
provideyou with a valuableresource.Youwill needto make
22 flashcardsin total.
Makesix colourflashcardsfor red,yeLlow,
blue,green,broun
andblnckwith the wordson onesideof the cardand the
colourson the otherside.
Maketen numberflashcardsfor the numbersfrom oneto ten,
with the wordson onesideof the cardand the numeralson
theotherside.
Makesix word flashcardsfor the followingwords:hello,ys,
no, bike,bookandcat.
Puppefs

lesson 3 Extenslon
The third lessonreinforcesand extendsthe structurestaught
in Lessonsl and2 and oftenintroducessomenew lexical
items.This is donethroughcommunicative
situationsin
pupils
which the
act out situationsthroughpuppetsor act out
the situationsthemselves.
Listeningand oral skills aremainly
practisedin this lesson.
fesson 4 Proctice ond consolldotion
This pagegivespracticeto any new itemsfrom Lesson3 and
consolidates

the wholecyclewith activitiespractisingall
skills.

This containsrecordingsof the cartoonserialstory,songs
and chants,Fundayscartoontime,listeningexercises
and
modelsfor practiceactivities.

Extro proctice

Other moteriols

After everyunit thereis a pageof photocopiable
exercises
and activitiesat the back of this Teacher'sGuidewhich can
be usedto supplementthe lessons,if required.

The followingmaterialsareneededby the pupils:
Red,yellow,blue,green,brown and black crayonsor
colouredpencils.
A notebookin which to do the extra activitiessuggested
in the lessonnotes.
The followingareneededby the teacher:
Red,yellow,blue,greenand brown colouredchalksor
whiteboardmarkerpensfor the variousactivities
suggestedin the lessonnotes.

Iests
Therearephotocopiable
progresstestsfor useafter Units,2,

4, 6, 8 and 10basedon two units of work and a final
achievement
test basedon the comoletebookfor useafter
Unit 12.

Moteriols needed for qctivities in the
Storter Book
Floshcords
Simpleflashcardsareneededfor someof the extra activities
suggestedin the lessonnotes.

6

Puppetsof the characters,
Mel the Mouse,Kit the Cat,Rob
the Robotand Al the Alien areprovidedin the centreof the
book.It is suggestedthat the cutting of the puppetshapes
shouldbe doneat home,especiallywith youngerpupils.The
puppetsshouldbe kept in a largeenvelopein a safeplace
becausethey will be neededthroughoutthe useof the book.
They shouldbe madebeforestartingUnit 1,Lesson3.
Cossefte


Lessonnotes

Moking the picture dictionory

Symbols

Materials: the alphabetwordsat the endof thePupils'Book;
notebookof 26 pagesor plain paper;scissors;glue;Starter
alphabetflashcardsfromato z (applnto zebra).
. This caneitherbe madeat the beginningof the book if
pupils arealreadyfamiliar with the lettersof the
"the
alphabetor at the end.(SeeUsingthe StarterBook
Material - TheAlphnbetand HandwritingSectionon
page5.)
. Giveeachpupil a notebookor 26 pagesof paperstapled
together- onefor eachletterof the alphabet.
. Ask the pupils to cut out the alphabetlettersfrom AtoZ
at the endof the book and thenstick oneletterat the top
of eachpagein alphabeticalorder.
. Hold up the Starteralphabetflashcardsand tell the pupils
to write the word on the correctpage.e.g.Dal/goeson the
b page.
. When the pupils havewritten all the wordsthenthey can
draw or stick a picturenext to eachword.
. The pupils canadd to their picturesby lookingthrough
theExcellent!Starter
bookand writing the otherwords in
them.They canalsobe usedto add wordsfor the next
book in the series.

The followingis a list of the symbolsfor variousexercises:
Listen

s

Sing/chant

&

Act with the puppets

r*s&

Say

e

Write
Colour
Play the game

{

W
€

Procedures for vorious exercises ond octivities
The lessonnotesgive full detailsof the recommended
proceduresfor individualactivitiesand exercisesbut hereare
somegeneralpoints.
6 p Listen and say
(for the presentationstageon the first pageof everyunit)
All the materialfor this activity is recordedtwice,the first
time with atmosphericsoundeffectsand the secondtime with
gapsfor repetition.Classand group repetitionbefore

individualpracticeis recommended
for this activity.Children
find chora"lrepetitionfun and it givesthemthe extra practice
they needto grasp the languageitemsand build up their
confidence.
g
Listen and act with the puppets (for the
f *S0
extensionstageon the third pageof eachunit)
This materialis alsorecordedtwice.After the childrenhave
practisedchorallyand individuallythey thenact out the story
with the puppetson their hands.The childrenwill usuallybe
working in pairs or in groupsof four. The childrenshouldbe
encouraged
to movethe puppetsaroundon the deskto
imitate the actionsin the book.However,manychildrenfind
this difficult and teachersshouldnot criticisethemfor not
doingthis. The main reasonfor this activity is to makethe
Ianguagememorableand for the pupils to talk throughthe
puppetsto gain confidenceto speak.All pupilsneedthis but
it is especiallyusefulfor the weakerand shy pupils.These
scenescouldalsobe actedout by the pupils themselves,
if
thepupilswish.


Lesson1
Expressions

New words

Sue
Mel
Kit
no
yes

red
yellow
green
blue
and
Ted

Structures

Alphabet

Oneword ques$onwith rising intonation:
Red?

Hello!
Well done!
Thank you.

All the instructionsfor the first phaseof the lessonwill haveto be given in
L1 so that pupils are familiar with the pattern.

PB 1:A Theolphomt 6

D

Listen . Point to the Letter Gonkat the top of the page.Ask pupils to look at words
and sing/
on the Gonk'ssheetof paper.Point to the word and colourred and say:
.
Promptpupils to repeatthis. Do the samefor yellow,green andblue.
chant
1l"='l . Tell pupils to listento the recording.
Encouragepupils to repeatthe wordsoneby oneafter you say them:
: Tell pupils to listen to the recordingagain.Pupilsrepeatthe words oneby
oneafter the recording.
. Tell pupils to listento the chanton the recording.
|'Hl
Practisethe chantwith the class,clappingout the rhythm.
Play the chantagainon the recordingand encouragepupils to join in.

Generol introduction
. Tell pupils (in L1) to look at the picturesand ask them what they can see.
Explain to pupils that this is a funfair wherechildrengo to havefun. Point
to the nameFundaysshownin Activities B and D and explainthe meaning
of Fundays.Ask the pupils if they think childrenhaveto pay to go to
Fundays.Ask the pupils what they think pupils can do at this funfair.
Mentionthings that will be found in the book,e.g.a cinema,a theatre,
funfair stalls.Elicit that childrencango on ridessuchas the Big Wheel
illustratedin Activity D and cango car racing as illuslratedin Activity B.

PBl: B 6
Listen
and say

E.

8

A

. Ask pupils (in L1) to look at Picture1 and ask what the childrenare doing
now.Elicit car racing.Elicit what the lady is doing in picture 1 - starting
the race- and tell the pupils that sheis oneof the peoplethat work at the
funfair. Explain that most childrengo to this funfair for the day without
their parentsso the peopleworking at the funfair like the lady starting the
race,look after the children.
Play the recordingand childrenlistenwhile lookingat the picturesin
the book.

T: Red.

T: red
Ps: red
T: yellow
Ps: yellow
T: green
Ps: green
T: blue
Ps blue


. Promptthe classto repeatthe lessonafter you,line by line. Clapout words
for stress.

. Play the recordingagain and tell the classto repeatit line by line.
. Say Welldone!to the classat the end of the activity.
. Prompt smaller groups e.g.the boys or the girls to repeatthe lessonline by
line after you as they look at the pictures and read the words. Say Well
dnne! during and at the end of the activity
. Point to Picture l andsay:Hello!
. Promptclassto respondtoyouwith: Hello!
. Ask onepupil to sayHello to anotherpupil. Practisethis in a chain around
the class,onepupil askinganother.Say Welldone!frequentlyfor
encouragement.
. Point to objectsin Pictures1-4 and then in the classroomto elicit the
coloursred,yellow,green and blue from individual pupils. Say Welldonel
when the pupils get the correct answer.
. Finish the lessonby practisingthe colourchantred,yellowetcas a classor
in groups.
Key

PB 1:A Tapescript
red, yellow,green,blue
red,yellow
red,yellow
red,yellow,green,blue.
red, yellow
red,yellow
red,yellow,green,blue.

Lesson2
PBl:c
Colour
and write

U 4/
. SayHello to the classand elicit HelJofromthem. Do the samewith
individualpupils.
. Draw four balls on the blackboard.Colour them red, yellow,greenand blue.
Point to the balls in turn and elicit the namesof the colours from the class
and individualpupils.
. Point to objectsin the classand clothesof the pupils that are thesecolours
and elicit red,yellow,greenand bluefrom the classand individualpupils.
Write the matching words red,yellou),green,blue wtder the balls on the
blackboard.
. Ask pupils to cometo the blackboardand point in turn to the words.Say
the words in a different order.e.g.blue,yellow,red,green.
. Rub out the colouredballs and repeatthe previous activity of pupils
pointing to the words in turn.
. Tell the pupils (in Ll) to look at Activity C on page3 and fface over the
words printed in grey.Then tell them to colour the pictures accordingto
the colour written next to the racing cars.

9


PB1 :D 0
Listen and
sing/chant
E

. Tell pupils to look at the picturein Activity D page3. Ask questionsabout
the picture(in L1),e.g.Who are the two children?What is thegirl holding?
Wheredid sheget the box of chocolates?

Who gavethem to her?Why?
. Tell childrento listento the recordingand lookit the pictures.
. Ask the pupils (in L1) the namesof the two childrenin the picture.
. Repeatthe first verseof the songby sayingthe wordsand clappingout
the stressand rhythm.
. Do the sameagainand tell the pupils to join in with you.
. Do the samefor the secondverse.
. Tell the girls to say and clap out the first verseand the boysthe second
verse.
. Play the recordingagainand encouragethe pupils to join in.

Lesson3
P Bl: E 6 t * S S
Listen and
act with the
puppets

lEl

Materials: puppetsof Mel and Kit.
. SayHello to the classand elicit Hellofromthem.
. Do the sameto individualpupils.
. Bring a pupil to the front of the class.Sayhis ftrernameand thensay:
. Then say an incorrectnamefor him/herand say:
. Do this with anotherpupil and encouragethe pupils to say Yes!forthe
correctnameandNo! for the incorrectname.
. Go roundthe classsayingcorrectand incorrectnamesfor the pupils and
askingindividualpupils to respondwith Yesor No.
. Ask pupils to identify the placewherethe childrenarenow.Elicit a cinema
atthe Fundaysfunfair.

. Tell the pupils to identify the animals(catand mouse)in the cartoon
picturein the cinema.
. Tell the classto listento the recordingand look at the pictures.
. Saythe dialogueline by line,clappingout the stressand rhythm.
. Do the sameagainwith the pupilsjoining in.
. Play the recordingagainand tell the pupils to listenand repeat.
. Act out the lessonon your deskwith the puppetson your hands.
. Tell the pupils (in L1) to work in twos and act out the play with onepupil
using the Mel puppetand the otherthe Kit puppet.Go round the class
lookingat their play and offeringsuggestions
and promptingand
correctingtheir English.
. Tell the pupils to reversethe puppetsand repeatthe aboveprocedure.

Hondwriting proctice
. Ask the pupils (in L1) their namesand write the initial capitallettersof
their nameson the board.Ask the classto repeatthe namesof the letters.
Tell the pupils to write down the initial capitallettersfor their own name.

10

T: Yes!
T: No!


Lesson4
PB l:F
Write

Zl

.
.
.
.
.
.

.
.

SayHelloto pupils and elicit Hellofrom the classand individualpupils.
Encouragethe pupils now by saying:
RepeatWelldone!throughoutthe rest of the lessonto encouragepupils.
Point to objectsin the classroomand elicit the coloursred,yellow,green,
bluefrom the classand individually.
Write the words on the boardand ask the classand individualpupils to
read them aloud.
Tell the pupils to look at Activity F on page 5. Readthe words next to the
objectsand encouragethe classto join in. Then ask individual pupils to
readthem.
Tell the pupils to traceoverthe wordsprinted in grey thencirclethe colour
word that matchesthe colourof the objectin the picture.
Correctthe pupils'answersby asking individualpupils to readout
their answers.

PBI:G @A
Listen, say
and write

IEJ

T: Well done!

zi

Materials: colouredpencils.
. Pointto the red applesin the previousactivity or a red objectin the
classroomand usethe upward intonationpattern of a questionto ask:
and prompt the pupils to say:
. Pointto a blue objectin the previousactivity or in the roomand ask:
and prompt the pupils to say:
. Repeatthis procedureusing otherobjectsand coloursand prompting
pupils to vy Yesor No.
. Tell pupils to listen to the recordingand look at Activity G on page5.
. Tell pupils to repeatafter the recording.
. Givecolouredpencilsof red,yellow,blue and greento pupils in the class
and prompt themto ask the questions:
to other pupils to elicit Yes/Noanswers.
. Tell the pupils to traceoverthe wordsprinted in grey then circlethe
correctanswers.

T: Red?
Ps: Yes.
T: Red?
Ps: No.

Ps: Red?Yellow?Blue?
Green?

Gome

. Divide the classinto two teams,red and blue.Ask onepupil from each
team in turn the colour questionse.g.Reil aboutobjectsin the classroom,
colouredpencilsand the pupils'clothesto elicit Yes/Noanswers.Every
correct answerscoresa point for the team.

Hondwriting proctice
(for pupils whoseL1 hasa differentalphabet)
. Write the pupils'namesin the Englishalphabeton the blackboard.Ask the
pupils to copy their namesin their notebooksfive times for practice.

11


Unit,2
New words
apple
ball
ar
bike
book

Lesson1

Expressions
cat
box
Anna
Billy

Look!

oh!

Structures
Alphabet
. Indzfinitearticb:a (book)
a
. Question
with risingintonationfor offer:A ball? b

Ha!Ha!
Guess!
No, thank you.
Yes,please.
Goodbye.

c

Revision
Materials: colourflashcardsfor: red,yellow,blue,green;flashcardswith the
words:hello,yes,no.
. Hold up the word flashcardsand ask the classand individualpupilsto
readthe words.
. Revisequestionsby holdingup a colourflashcarde.g.red and askingone
word questionse.g:
to elicit the answers:
. Ask individualpupils to cometo the front of the classand hold up a
flashcardand ask a ouestion.

PB 2:A The olphobet @ I

Listen l€l
and sing/
chant

t6l

12

Play the recordingand ask the pupils to listento the alphabetsong.
(N.B.The alphabetsongwill be playedat the beginningof all the work on
initial letterphonicsand will be repeatedthroughoutthebook.Therefore,
it is not necessary
to teachit. Pupilswill learn it graduallythrough
constantrepetition.)
Ask pupilsto look at the LetterGonkand point to the lettersand wordsat
the top of page6.
Tell pupilsto listento the recording.
Explain (in Ll) and demonstrate
to pupilsthat thesearethe soundsthese
lettersmake.Soa (givethe nameof the letter)makesthe soundle,l (give
the soundof the letter).b makesthe soundlbl andc makesthe soundAv.
Ask pupilsto listenagainto therecordingandrepeatthesoundsand words.
Repeatthe soundsof the lettersle,/ applzetc and the wordsof the chant
apple,ball,car etcwith the classand individualpupils without the
recording.
Tell the pupils to listento the chantagainandjoin in with the childrenon
the recording.

T: Red?
Ps: Yes./I.{o.

Hondwriting proctice
. If the pupils havealreadytracedover the grey letters for the letters a, D,c
on page50 beforestarting the book (asrecommendedinTheAlphabetand
Handwriting Sectionon page5) then they should now do the letter
discriminationexercisesfor a, b, c on page51.If not, they shoulddo both
the tracingand the discriminationexercises.

PB2 :B @ O
Listen
and say

E

. Ask (in L1) the pupils to look at the pictureson page6 and ask themwhere
the children are and what they think they are doing.Remindthe pupils that
thesechildren areat Fundnysand now they are at oneof the funfair stalls.
At this stall, they haveto throw hoopsover differentprizes.ff their hoop
coversthe prizeand its standcompletely,
thenthey win thepnze.
. Tell the pupils to listen to the recordingand look at the pictures.
. Tell the pupils to listen again and repeat.
. Give roles to various pupils and tell them to read their parts.
. Point to the bike in the first picture and say:
and elicit the answer:
. Point to the car and say:
and elicit the answer:
. Do the samewith the other objectsin the picture to elicit Yesand No.
. Point to the children in the picture and repeatthe namesof the two

children:Tedand Sue.Promptthe childrento repeatthe names.
(Thenamesof the otherchildren,Billy and Anna,arenot yet known.)

T:
P:
T:
P:

h bike?
Yes.
A bike?
No.

Gome
. Write the words apQlz,balJ,bihe,book,cat, car severaltimes at randomon
the board.
. Dividethe classinto two teams:Red andBlue.Ask pupils from eachteam
to cometo the board.Sayoneof the wordse.g.bikeand the first pupil to
circlethis word wins a point for hisiherteam.Repeatthis procedurewith
other pupils from the two teams.
Key

Pb Z:n Tapescript
apple,ball, car
apple,ball, car
apple,ball
lRRle,ball
apple,ball, car

13

ffiffi
Lesson2
PB2:C @ J:
Listen and
sing/chant

. Write the words:applz,ball,bike,book,blx, cat,car on the boardand say:
and read the words on the board.Ask the classand individual pupils to
read them.
. Tell pupils to listen to the chant on the recording.
. Say and clap out the rhythm of the chant and encouragethe pupils to
join in.
. Tell the pupils to listento the chanton the recordingagainand tell them to
join in.

T: Look!

PB 2:D @ ?t
Listen lEl
and write

. Tell the pupils (in Ll) to listen to the recordingand look at Activity D on
page7.Tell them they will hearthe words of someof the prizeson
the stall.
They must circlethe onesthey hear.Tell them that afplz is the first word
and it hasalreadybeencircledfor them.
. Tell the pupils to listenagainand checktheir answers.
. Point to the picturesand checkthe pupils'answers,

P B 2: E @ p
Listen and
say [Hl

Write the words: apple,ball, bolc,car, cat, bike,bookon the board.
. Tell pupils to listen to the recordingand look at Activity E on page7.
. Tell pupils to listenagainand repeat.
. Now all the namesof the childrenare known.Checkthis by pointing to
Anna and asking
Then elicit the name:
Then point to Billy and say:
Then elicit the name:
. Point to the words on the board and prompt the classto read them.
. Bring a pupil to the front, facing the classand facing away from the board.
Point to a word on the board.

' say:

and the pupil tries to guesswhich word you arepointing at.
. When the pupil has guessedthe word he/shebecomesthe teacherand asks
anotherpupil to guessthe word. Repeatthe procedureseveraltimes.

Key

14

PB 2:D Tapescript
apple.book.cat.box.car.

T:
P:
T:
P:

Sue?
Anna.
Ted?
Billy.

T: GuesslGuess!


Lesson3
PB2 :F @ l * * l
Listen and
act with the
puppets
IEJ

Materials: puppetsof Mel and Kit.
. SayHello to the pupils and elicit Hello from the classand individuals.
. Tell pupils (in L1) to look at Activity F on page8. Ask pupils what type of
shopit is. Elicit toy shop.Ask pupils abouttheir favouritetoys and games.
. Tell pupils to listento the recordingand look at the pictureson page8.
. Clapout stressand rhythm and repeat.Promptthe pupils to join in.
. Tell pupils to listenagainto the recordingand repeat.
. Tell pupils to act out the scenewith their puppets- onepupil playingKit
and onepupil playingMel.
. Walk aroundthe classhelpingthe pupils and correctingtheir English.

Rememberto say Welldone,l
. Whenthe pupils havedonethis, tell themto swaproles.
. This scenecouldalsobe actedout by differentpairs of pupilsat the front
of the class,playing the rolesof Mel and Kit. The choiceof toys couldalso
be changedwhich would be a way for pupils to personalise
the sceneand
learnsomeothertov words.

Hondwriting proctice
. Write the words: applz,ball, car onthe board and ask the classthe nameof
the lettera. Tell the classto referto the alphabetpagesat theback of the
bookand copya line of a's into their notebooks.
. Follow the sameprocedurefor the letters b and c.

Lesson4
PBZZG @ O
Listen
and say

H

Materials: a ball.
. Say Helloandpromptaresponse
of Hellofromtheclass.
. Offerthe ball to the class.Say:
and prompt the responses
of:
by movingyour head.
. Tell the pupils to look at Activity G on page9 and listento the recording.
. Tell the pupils to listenagainand repeat.

. Pointout the smilesand grimaceson Mel'sface.Work throughthe exercise
with the class.
. a Say:
and prompt the classto say:
. b Say:
and promptthe classto say.
. Continuein the sameway for c andd.
. Ask a pupil to act the teacherand ask anotherpupil in the class.Repeat
this procedurewith severalpupils.

T: A ball?
P: Yes,please.Arlo,
thank
you.

T: A cat?
Ps: No,thank you.
T: A book?
Ps: Yes,please.

15


PB2:H ?f
Write

. Pointat the objectsin Activity H and ask
to elicit
. Tell pupils to trace lines from objectsto words and traceover the words
printed in grey then circle the correctanswers.

. Checkanswersby pointingat picturesin the bookand askingthe class:

Hondwriting proctice (copitol letters)
. Tell pupils to turn to page60 and do the tracing of the capital letters:
A,B,C.

Hondwriting proctice
(for pupils whoseL1 has a differentalphabet)
. Ask eachpupil in turn to write their nameon the board.
. Ask the pupils in turn to cometo the board and circle the nameyou
call out.

Gome
Materials: flashcardswith the words: applz,ball,box,car, cat, bike,book.
. Hold up the flashcardsoneby oneand ask the classto readthem.
. Dividethe classinto two teams:A and B.
. Hide onecard behindyour back and say Guess!tothe A team and give
them three guesses.A correctguessscoresa point for the team.No correct
guessafter threeguessesscoresa point for the B team.Repeatthe
procedurewith the B team.
Key

16

PB 2:H car,ball, box,cat,bike,apple

T: Box?etc.
Ps: Yes./I.{o.

T: A car?etc

Utrftt

Lesson1

New words

Expressions

dog
egg
fish
big
little
brown
banana

Be careful.
Oh,no!
How are you?
Fine,thank you.

Structures
Positionof adjectiaesand nouns:a brown egg

Alphabet
d
e
f

Revision
Materials: colourflashcardsfor: red,yellow,blue,green;Starteralphabet
flashcardsfrom a to c (a\!le to car).
. Hold up onealphabetflashcarde.g.appleand ask pupils to draw the
picturein their notebooks.
. Hold up onecolourflashcarde.g.red,say the word and ask pupilsto
colourtheir picturewith that colour.

PB3:A Theolphomt6
lH

Listen
and sing/
chant
I6l

la:il

fr

Play the recordingand ask the pupils to listento the alphabetsong.
Ask pupils to look at the LetterGonkand point to the lettersand wordsat
the top of page10.
Tell pupils to listento the recording.
Explain (in Ll) and demonstrateto the pupils that theseare the soundsthese
lettersmake.Sod (givethe nameof the letter)makesthe soundidl (givethe
soundof the letter),e makesthe soundlel andf makesthe sound/f/.
Ask the pupils to listenagainto the recordingand repeatthe sounds
and words.

Repeatthe soundsand wordswith the classand individualpupils without
the recording.
Tell the pupils to listento the chanton the recording.
Repeatthe chant,without the recordingand encourage
the pupilsto join in.
Tell the pupils to listento the chantagainand join in with the childrenon
the recording.

Hondwriting proctice
. If the pupilshavealreadytracedoverthe grey lettersfor thelefrersd, e,f
on pages50 and 52 beforestarting the book (asrecommendedinThe
Alphabetand HandwritingSectionon page5) thenthey shouldnow do the
letterdiscriminationexercisesfor d, e,f on pages51 and 53.If not, they
shoulddo both the tracingand the discriminationexercises.

17


@o
Listen
and say

E

Key

. Encouragethe pupils (in Ll) to talk about the pictures by asking questions
e.g.What can you seein the pictures?Who can you seein the pictures?
Where are the children?
. Explain that the children are still at Fundays.Now they are in the

aquarium at Fundnys.
. Point at the children in Picture 1 from left to right. Ask the class:
and elicit the answer:
. Ask
and elicit the answer:
. Repeatthis procedurefor all the children in the pictures.
. Tell the children to look at the pictures and listen to the recording.
. Ask the pupils to point at a red fish, a big fish, a cat, a dog a yellow fish.
. Givea pile of books,with somepencilson top, to oneof the pupils.Tell
himftrer(in L1) to walk to the classroomdoor.As he/sheis walking there
shoul
. If the pupil drops the pencils then or on hisftrer way to the door,pick them
up and placethemon the book and say:
. Tell the pupils to listenagainto the recordingand repeat.
. Give roles to different children in the classto read from the book.Repeat
with otherpupils.

T:
P:
T:
P:

Anna?
No.
Sue?
Yes.

T: Be careful!
T: Be careful!

PB 3:A Tapescript
dog,egg fish.
dog egg fish.
dog,egg
dog egg,
dog egg fish.

Lesson2
PB3:c @ Jl
Listen and
sing/chant
E

18

. SayHello to the class and elicit Hello from the classand individuals.
. Tell the classto look at Activity C on page11 and listento the songon thd
recording.
. Sayto the class:
and PromPl
. Repeatwith individualpupils.
. Chainaroundthe classwith onepupil asking:
the next pupil answering:
and thenaskingthe next pupil:

T: How areyou?
Ps: Fine,thank you.
Pl:How areyou?
P2:Fine, thank you.
P2:How areyou?etc.

PB 3:D
lFl

Listen
and say

sp
' Tell the pupils to listento the recordingand look at Activity D on page11.
. Sayto the class:
and elicit:
. Do the samewith the other lettersbut not in the usual order.
. Then say to onepupil:
and elicit:
. Then get onepupil to say a letter to anotherpupil. Repeatthe procedure
with differentpupils.

T: a.
P: A big ball and a little
ball.
T:d
P: A little appleand a big
apple.

PB3:E W A/
Coloul
and write

Readall the wordsunderthe objects.Then encourage

the pupils to readall
the words with you.
' Tell pupils to colour the objectsand traceover the words under the objects.
' Whenpupilshavefinishedtakeonepupil'sbookand hold it up to the class.
Pointto the objectsin differentorderand ask
T: A red bike?etc
and elicit the answer:
P: Yes./I.{o.
accordingto whetherthe pupil has colouredhis/herobjectscorrectly.

Hondwriting proctice
. Write: red,green,blue,yellowball on the board.
. Tell pupils to draw balls with thesecoloursin their notebooksand write
the colourwordsunderneaththe pictures.

Gome
. Dividethe classinto two teams:B and C.Ask onepupil from eachteamin
turn to comeout and draw the picture you tell them on the board.Say:
using all the coloursand nounsintroducedso far. Give the pupils a point
for their team if the drawing is correct.
Key

T: A blue book.etc.

PB 3:D Tapescript
A big ball and a little ball.
A little dog and a big dog.
A big car and a little car.
A little appleand a big apple.

19


Lesson3

PB3:F Etrtl**g

Listen and
act with
the El
puppets

Materials: puppetsof Mel and Kit.
. Tell pupils they areat the cinemaagain.Tell them to look at the pictureson
pageT2andlistento the recording.
. Tell the pupils to listenagainand repeat.
. Readthe text and encourage
pupils to join in.
. Ask girls to readthe role of Mel and boysto readthe role of Kit. Then ask
pairs of pupils to readthe roles.
. Encouragepupils to act out the rolesusing their Mel and Kit puppets.
. The pupils couldalsoact the sceneout in pairs at the front of the
classroom.

Hondwriting proctice
. Write the words:dog,egg,fish on the boardand ask the classthe nameof
the letterd. Tell the classto referto the alphabetpagesat the back of the
bookand copya line of d's into their notebooks.
. Followthe sameprocedurefor the letterse andl

Lesson4
PB 3:G ?f A
Write and
say

Tell pupils to traceoverthe wordsprintedin grey thenjoin the wordswith
the objects.Showthe pupils how to do this carefullywith the item that has
- a redapple.
beencompleted
. Checkthe answersby readingthe itemsand askinga pupil for the letterof
the correctanswere.g.e (for red apple).
. Then ask onepupil to readMel and anotherto readKit in the secondpart
of the exercise.Then pupilsask eachotherthe questionsand answers.

PB 3:H ?f
Write

. Pointto the picturesand ask the pupils to identify them.
. Tell pupils to join the letterto the objectthat beginswith that letter.Then
tell themto continuethe line and add the letterto the otherletters.Then
tell themto write overthe grey lettersto makethe word.Showthe pupils
how to do this with the first exampleof a - apple.
. Checkthe answersby askingonepupil the soundof the first letterin the
activity and anotherthe word at the end.Do this procedurefor all
theletters.

Hondwriting proctice (copitol letters)
. Tell pupils to turn to pages60 and 61 and do the tracingof the capital
lettersD, { F. Then they shoulddo the capitaland smallletter
discrimination

for A to F on page61.

20


Gome
Materials: colour flashcardsfor:.red,yellow,blue,green,broum;flashcards
with the words: applz,ball,car, dlg, egg,fxsh,booh,bike,box.
. Divide the classinto two teams:Greenand,Yellow.Hold up the flashcards
oneby bne and ask individual pupils from eachteam in turn to say the
words.Each correctanswerscoresa point for the team.

Gome
. Usethe sameword flashcardsas the previousgameand keep the same
teams.Hold up the flashcardsand ask individual pupils the nameand the
soundof the initial letter of eachword. Each correctanswerscoresa point
for the team.

Key

PB 3:G
a
b
c
d
e
f

A red ball.
Agreenfish.

Abrowndog.
A bluefish.
Aredapple.
A blueball.

PB 3:H
a-apple b-ball c-car d-dog e-egg f-fish

21


New words
gtrl(s)
hat(s)
insect(s)
boy(s)
one
up
two
down

three
four
pear(s)
seven
five
six
go
home

Expressions

Structures

Help!
Sorry!
Two more,please!
No more!

. PluraLs
. Numbers:L-7

Revision
Materials: Starteralphabetflashcardsfrom a to f (afilz to ftsh);colour
flashcardsIor red,yellow,green,blue,brown.
. Hold up onealphabetflashcardat a time.Ask pupils to cometo the board
and draw the words.Write the word underneaththe drawing.
. Hold up the colourflashcardsoneat a time and ask pupils to colourthe
drawingsyou point to.
. Add a and the colournext to the words underthe drawinge.g.a red apple.
Finally ask the classto readwhat is written on the board.

PB4:A Theotphomt @ #
Listen El
and sing/
chant
tEil

l-l

22

Play the recordingand ask the pupils to listento the alphabetsong.
Ask pupils to look at the Letter Gonkand point to the lettersand wordsat
the top of page14.
Tell pupils to listento the recording.
Explain (in L1) and demonstrateto the pupils that theseare the soundsthe
lettersmake.Sog (givethe nameof the letter)makesthe soundlgl (give
the soundof the letter),ft makesthe soundlW andi makesthe sound/i/.
Ask the pupils to listenagainto the recordingand repeatthe sounds
and words.
Tell pupils to listento the chanton the recording.
Repeatthe chantwith the classwithout the recording.
Tell the pupils to listento the chantagainand join in with the childrenon
the recording.
Remindthe childrenof the soundsthey havelearnedby gettingthemto
look back at page1. Encouragethe pupils to say with you:lnl- apple,
lbl -ball, lW - car,ldl - dog,lel- egg,/f/- fish, lgl - gil, lhl -hat,
/i/- insect.

Alphabet


Hondwriting proctice
. If the pupils havealready tracedover the grey lettersfor the lettersg, lz,f
on page S2beforestarting the book (asrecommendedin Thz Alphabetand
Handwriting Sectionon page5) then they shouldnow do the letter
discriminationexercisesfor g, h, i on page53.If not, they shoulddo both
the facing and the discriminationexercises.

PB4: B @ P
Listen
and say
@

Key

. Ask the pupils (in Ll) wherethe children are now.Ask them the namesof
the children.Ask them who is the woman on the stagewith the children.
. Tell the pupils to listen to the recordingand look at the pictures.
. Ask the pupils (in L1) what happenedto Ted.
. Write the numberslne, hilo,three,four on the boardand saythe words,
Then encouragethe classto say them with you.
. Tell pupilsto listento the recordingagainand repeat.
. Get the classto stand up and tell them (in L1) to put their arms up and
down with your instructions.Say:
. Repeatwith pupils lifting up oneleg.Repeatwith pupils lifting up arms
and one leg.
. Ask individualpupils to play the teacherand repeatinsftuctionsfrom the
previousactivity with the rest of the classfollowing the instructions.
. Ask differentpupilsto readthe parts of the womanand Ted.

T: Oneup, two down, three
up, four down.

PB 4:A Tapescript
girl, hat, insect.
girl, hat, insect.
girl, hat,
girl, hat,

girl, hat, insect.

Lesson2
PB4:c W ?t
Colour
and write

Materials: numberflashcardsfrom one to four
. Write the numbers1-4 on the board and tell the classto say them.Hold up
the numberflashcardsoneto four and ask the classand then individual
pupils to readthem.
. Tell the pupils to look at Activity C on page 15.Tell them to colour the
numbersand then draw a line from the numbersto the correctwords.
Explain carefully how to do it using the exampleof the first item in
the exercise.
. Checkthe answersby showingonepupil'sbookto the classand pointingat
the numbersand saying:

T: A blue two etc.

23