Oxford english get ready 1 teachers book

,
•
Teacher's
Book

1

Felicity Hopkins

Oxford University Press

•


INTRODUCTION
THE MATERIALS
AIMS
Get Ready! aims to provide young learners with
a basic knowledge and feeling for English, giving
them a foundation for successful learning at the
next stage. It teaches pupils to say and
understand a basic English vocabulary and a
small number of useful expressions. It teaches
numbers and letters of the alphabet an'd
introduces pupils to the early stages of reading
and writing.

Get Readyfis based around songs
and activi ties, carefully matched to the interests
of young learners and suitable for use with large

or small classes.

COMPONENTS
Get Readyfis a two-level course. The core of
each level is the Pupil's Book and the
accompanying cassette. For each level there is
a Handwriting Book, an Activity Book and a
Numbers Book. Wallcharts are also available .
Pupil's Book I. This introduces all the language
items in the first level of the course and contains
all the songs , stories, rhymes and games. Most
of the work in Pupil 's Book I is oral. Only the
words or letters printed in a colour are for the
pupil to read. The words in black are there to
guide the teacher.
Cassette I. This contains recordings of all the
songs, stories and rhymes in Pupil 's Book I. It
can be played in the classroom or used by the
teacher as a model during lesson preparation.
Handwriting Book I. This teaches the small
letters of the alphabet and places particular
emphasis on correct hand movements. The
letters are taught in families, based on shape
and hand movement, not in alphabetical order.
There ore built-in revision exercises.

Activity Book I. This is designed to reinforce the
basic reading and writing skills and to give extra
practice of the language taught in the Pupil 's
Book.

Numbers Book I. This is an optional
component. It teaches the number sets 1-/0, the
writing of the numbers and the concept of
addition up to 10.

ORGANIZATION
Each level of Get Ready! is divided into sixty
steps. Each step is one page in the Pupil's Book
(supported by the cassette) , half a page in the
Handwriting Book, one page in the Activity Book
and half a page in the Numbers Book. The
materials and syllabus have been very carefully
planned and the books should always be used in
this order. The sequence for a complete step is
therefore as follows:

D·B·D·B
Pupil's
Book

Handwriting
Book

Activity
Book

Numbers
Book

THE TEACHING

METHOD
CHORAL REPETITION
Drills and repetition are particularly suitable
teaching techniques for young learners, who
learn through imitation . The important thing is for
the language being drilled to then be used in a
context which is meaningful to the children. This
is why songs, rhymes and games are so
important, for in the world of the child these are
real ends in themselves.


There are four stages to be gone through in
teaching with choral repetition:
The teacher says the words and gives the
meaning.

Remember that the pupils should practise asking
as well as answering questions and that this will
need choral repetition practice.

2

The class says the words after the teacher.

INDIVIDUAL HELP

3

The class says the words on its own (in

response to a cue).

4

Individual pupils say the words.

Even when working with a large closs, teachers
should try to give individual attention, especially
to pupils who have difficulties. The ideal time to
do this is when pupils are working in either the
Handwriting Book, Activity Book or Numbers
Book. This is when you can walk round the-closs
and see how pupils are coping. Wherever there
are problems, aim to be positive about the things
the pupil can do. Success motivates ; failure
causes panic and lock of interest. One of the
main purposes behind Get Ready! is to give a
pupil a sense of enjoyment and a feeling of
confidence about learning English .

The amount of time spent on each stage wi ll be
for the teocher to decide. If possible, the
meaning shou ld be given without using the
pupils' own language. This can be done through
mime, blackboard drawing, or the pictures in the
Pupil's Book. Throughout the.choral repetition,
the teacher should keep reminding the closs of
the meaning of the words.

SONGS AND STORIES

The songs and stories are all written specially for
the course and are in very simple language that
can easily be learned by the pupils.
Songs. The songs are all reco rd ed on cassette.
This can be played in closs, but the teacher may
use the cossette at horne to learn the songs and
then teach them to the closs herself. While
singing , pupils should point to the pictures in the
Pupil's Book or perform the suggested actions.
These reinforce meaning and make singing
more enjoyable . Singing should be part of every
lesson and teachers should regularly go bock
and use songs from earlier in the course.
Stories. The stories are also on cassette but
here again the teacher can, if she prefers, use
the recording as a model and read the story to
the class herself. It is particularly important to
make su re that pupils are pointing to the pictures
and following the story sequence. Each frame of
the stories is numbered.

ACCURACY
Do not be over-concerned about accuracy . Get
Ready! progresses slowly and pupils will only
gradually become aware of subtle differences
and be able to imitate the teacher's model. Give
good models of English but do not correct every
error mode by your pupils. Never try to explain
language rules to very young learners.

MOTHER TONGUE
Pupils should hear as much English as possible .
However, there are many situations when it is
very useful to use the pupils ' own language. For
example, you might use it to explain on exercise
in the Activity Book, the meaning of a song or
how to playa game. When teaching handwriting,
it is especially effective to use the pupils' own
language. The important thing is to avoid
translation. Always t(y to explain new words
through a picture or mime. Never ask pupils to
translate.

QUESTION AND ANSWER
As well as drills, the teacher will want to use
Simple question and answer techniques: What is
this? Show me a . . . and so on. Many of the
games or Picture practice pages in Get Ready!
are designed to practise these kinds of simple
dialogues (for example, Step 14 or Step 45).

2

THE ALPHABET
In learning the alphabet, pupils have to learn the
importance of quite small differences in letter
shape: dip, old, (In , qlg and so on. They also
have to learn the names of the letters and the

HANDWRITING

sounds they make. Eventually they have to learn
to write the letters. There is no reason why these
different things should be taught at the same
time. In Get Ready! /they learn the name of a in
Step 5 and they learn to write a in Step 25.

As well as writing letters and words, pupils
benefit from any activities that develop control of
the motor skills. Drawing and colouring are
important and there are ample opportunities to
do this in Activity Book I. There are also
exercises practising writing of letters or words in
the Activity Book and these are carefully
matched to the sequence in the Handwriting
Book.

In Get Readyfthe letters of the alphabet are
introduced in Pupil's Book I. First of all the pupils
should be taught the sounds of the letters, using
the formula 'a' for apple, 'b' fo r boy etc. The
names of the letters are taught in the Activity
Book, in the sections headed Say the alphabet
(see Steps 3, 5, 7, II, 13, 15, 19, 21). The
writing of th e letters is taught in the Handwriting
Book in a sequence based on families of letter
shapes, rather than alphabetical order.

-'

The main book for teaching handwriting is, of
course, the Handwriting Book. Tobe effective, it
should pe combined with good classroom
demonstrations. The sequence below is
suggested.
Before asking pupils to write a new lettef or
pattern, demonstrate on the blackboard.
Always use a grid with a baseline and three
guidelines. Describe to the pupils in their
mother tongue exactly what you are doing
as you write.

READING
There is no 'real ' reading in Get Ready! Pupils
need first of all to acquire pre-reading skills. In
particular, they must become familiar with leftright sequencing and letter recognition. Many of
the exercises in the Activity Book give practice in
these skills. Pupils also learn to recognize whole
wards. The first group of these occurs in Step 23.
They are always introduced in the Pupil's Book
and practised in the Activity Book. By the end of
Get Ready! I pupils will be able to recognize
twenty-one words (including a).
Throughout Get Ready! small black type is used
for words that are intended solely as guidance
for the teacher. They look like this:
Show me a green van.

2

Next half-turn your back to the class,
almost as if you were going to write on the
blackboard, and trace the letter or pattern in
the air with your finger. Get the class to do it
with you as you describe the hand
movement.

3

If you are teaching a new letter, the pupils
can now use their fi nger to trace the large
solid black letter in the book (headed Look).
ThiS should be done as a class, with the
teacher describing the hand movement.
The dot shows where the hand movement
begins and the arrow shows the direction to
go in.

4

Pupils are now ready to practise tracing in
their Handwriting Books, using a pencil or
pen. They trace over the grey lines , starting
from the black dot. The third line of practice

Number one is a big boat.
Words or letters to be recognized by the pupil
are printed in a much larger size. They look like
this:

a b c
a red plane
In the Pupil 's Book, words, letters or numbers for
the pupil are always printed in a colour.

c)

3


STEP 2

HANDWRITING BOOK
q

Demonstrate the cat on the board,
describing what you are doing .To get its
favourite faad , the cat must not go off the
path. Pupi ls practise with their fingers in the
air. They can then practise with their fingers
in their Handwriting Books. Go round the
class, watching hand movements. Finally
the pupils write in their Handwriting Books.

10

Repeat with the monkey and the dog .
Pupils can try drawing their own pathways
an pieces of paper. Do not worry if they find

this difficult. The fina l result is not important.
The purpose is to practise moving the
pencil from left to right in an unbroken,
flowing line.

NEW LANGUAG E
Understa nd : Whatis this?
Say : a, an, apple, bird, goodbye, and
Read : a, b

PUP IL'S BOOK
Letters . Say Look. An apple. Pupils repea t
without and with an:
Teacher Apple. .
Class
Apple.
Teacher An apple.
Class
An apple.

ACTIVITY BOOK

2

Repeat th is procedure with bird.

II

3

Say Show me a bird/on apple. Pupils paint
and say This is a bird/an apple.

4

Ask What is this? Pupils answer An apple/A
bird.

5

Point to the letters and get the class to
repeat 'a'forapple, 'b 'for bird. Teach the
sounds 'a' and 'b', not the letter names.
Say Shaw me 'a'. Write a on the board and
ask What is this?The pupils give the letter
sound, not the name. Do not ask pupils to
write the letters yet.

12

6

Song . Revise Hello. I am . . . by introducing
yourself to pupils, who reply Hello. I am . ..
Then shake their hands and say Goodbye
. . . (pupil). Walk away and wave. Say
Goodbye. Pupils practise repeating
Goodbye after you.

NUMBERS BOOK (OPTIONAL)

7

Bring two pupils to the front (e.g. John and
Mary) and say John and Mary. The class
repeat. Do this with several pairs. Each
time they go back to their seats say
Goodbye . .. and . . . The class repeat.

8

Say Show me Jack. Show me Sue. Show
me Jack and Sue. Say Goodbye Jock and
Sue and 'wave to the baok'. The class wave
and repeat. Play the song and get the class
to join in by singing yourself. Sing with the
class without the tape.

6

Match . Pupils ring the pictures and letters
that match the example on the left.
Demonstrate on the board , using simple
drawings, for example, some balls :

Encourage pupils to draw the ring in an
anti-clockwise direction (l ike the letter 0) .

13

Say and colour. Say Show me an apple/a
bird/Jack/Sue. Then ask pupils to 'read' the
pictures aloud from left to right. The pupils
colour them in . Go round, asking individuals
What is this? Show me ...

Pupils ring the correct number of apples to
match the box on tlie left. Demonstrate on
the board with circles or use real objects
(e.g. pencils). Do not use the names of the
numbers yet. Get the pupils to do the ones
on the left first of all . Go through them on
the board before the pupils continue to do
the ones on the right.


STEP

3

NEW LANGUAGE

the class or individual pupils to call out the
numbers.
8

Give all three pencils to one pupil. Say
Show me twolthree/one.

q

Now write the three figures on the board : I,
2, 3. Make sure to fo llow the same style of
writing as the Pupil 's Book. Get the class to
count as you point to each figure in
sequence. Ask individuals to count,
pointing to the Pupil 's Book.

10

Put individual figures on the board and ask
Whotis this? Encourage pupils to look at
the Pupil's Book and match what you have
written with the book. They can then work
out the answer to your question by looking
at the number of dots or by counting and f.
pointing until they get to the figure you have
written . Do not be too concerned if some '
pupils are sti ll uncertain, but do try to
ensure that they are all attempting to 'read'
the figu res from left to ri ght.

II

Revise Hello. 1am . .. Goodbye. Sing the
Hello song (Step I) and the Goodbye sang
(Step 2).

Say : cat, dog, one, two, three
Read : e, d, I, 2, 3

PUPIL'S BOOK ..
Letters. Say Look. A cat. Pupils repeat
after you, pointing to the picture in the book.
They should repeat without and with a: Cot.
A cot. Cat. A cat (see Step 2). Make sure to
pronounce a correctly. It should sound like
'a' in ago, not 'a' in name.

2

Repeat this procedure with dog.

3

Say Show me a eatla dog. Pupils point and
say This is a eatla dog.

4

Ask Whatis this? Pupils answer A eatiA
dog.

5

6

Paint to the letters and get the closs to
repeat 'e' for cat, 'd' for dog. Teach the
sounds 'c' and 'd ', not the letter names. Say

Show me 'e'. Write a, b, cor d on the board ,
and ask What is this?The pupils give the
letter sounds, not the names. Do not ask
pupils to write the letters yet.

12

Numbers. Draw group s of dots on the
board, in the some arrangement as the dots
in the Pupil 's Book:

•
•
• • •
•
Point to each of the groups of dots and say
the number: One, two, three. The closs
repeat after you. Next get the closs to say
the numbers as you point in sequence :
One, two, three. Ask individual pupils to say
the numbers .
7

HANDWRITING BOOK

Hold up one pencil , then two and finally
th ree, each time saying the number. Then
hold up different numbers of pencils and get

Demonstrate the bird on the board,

describing what you are doing. Use the
pupils' mother tongue. The hand makes
one continuous movement from left to right,
without pauses. Pupils practise with you ,
with their fingers in the air. Next they
practise wi th their finger in the Handwriting
Book. Go round , checkin g the hand
movements. Finally, pupils write in the
Handwriting Book .

ACTIVITY BOOK
13

Match. Pupils ring the letters that match the
example on the left. Demonstrate first of all
on the board and revise a, b, e, d.

14

Say the alphabet. Explain that the letters
make sounds and that they also have
names . Write abc d on the board. Pointing,
getthe class to say the names of the letters
after you. Ask individuals to do it, pointing
to the letters in the Activity Book. The arrow
is to remind them to go from left to right.

7

15

Write individual letters on the board . Ask
What is this? Pupils tell you the name of the
letter.

3

Cover one bird with your hand and then
uncover it, as you say One bird, two birds.
The class repeat after you.

16

Draw and colour. Pupils trace over the
grey lines. Then they colour the pictures.
Go raund as they work and ask individuals
What is this? Shaw me a cat. Get them to
say the first four letters of the alphabet to
you . Be as encouraging as possible. Make
sure that they are 'reading' from left to right.

4

Now draw a third bird and say Three birds.
Cover two birds with your two hands and ,
as you reveal them, say One bird, two
birds, three birds. The class repeat. Do not
overemphasize the sforthe plural. Do not
be too concerned about accuracy. Do not

try to explain . Pupils wil l very gradua ll y
learn these small differences through
imitation.

5

Repeat this procedure for one cot, two cots,
three cots. Again use very simple drawings:

6

Rhyme. Pupils look at Step 4 . Explain that
it is a kind of 'story'. It goes down the page
and each picture shows the next thing that
happened. Soy that you are going to play
the tape and that they must work out the
'story '.

7

After the tape, ask pupils to tell you the
'story' in their mother tongue. If they do not
understand, do not explain yet.

8

Next, you say the rhyme, using your voice
and gestures to bring out meaning . Also
bring out the drama of the cat creeping up
and then pouncing and then , after that, the

dog creeping up on the cats. The cot's
miaow and the dog 's bark, which are on the
tape , are important parts of the story which
shou ld not be missed out.

q

Play the tape again' and get the class to
point to the pictures while they listen. Now
get the class to say the rhyme with you.
They should use a gesture for the pounce
on CATfand DOG!

NUMBERS BOOK (OPTIONAL)
17

Put dots on the board and get pupils to tell
you the number. Do the same with the
figures , I, 2, 3. Demonstrate matching dots
to a figure, using the first example in the
book. Pupils now do the exercise in the
Numbers Book, putting a ring around the
correct number of dots to match the figure
on the left. Encourage pupils to draw the
ring in an anti-clockwise direction, like the
letter a. Get the pupils to do the ones on the
left first of all. Go through the answers on
the board . Then the pupils can do the ones
on the right.

STEP

4

NEW LANGUAGE
Say : birds, cats

PUPIL'S BOOK
Write the figures 123 an the board. Point
and get pupils to call them out. Say What is
this?
2

Draw a bird on the board. Say Look. A bird.
Draw another bird and say Two birds. The
drawings must be quick and simple:

10

8

Soy Show me two birds/one cat etc.


HANDWRITING BOOK
II

12

Demonstrate on the board, explaining what

you are doing. Use the pupils' mother
tangue. The pencil is doing smooth jumps
and landing on the ground. It does not leave
the paper, but it has a rest before the next
jump. Pupils copy you, tracing with their
finger in the air. They can then trace over
the lines in the book with their finger. Go
round , checking their hand movements.
Pupils can now write in the Handwriting
Book.
Pupils can draw balls in a separate
copybook or on a piece of paper and
practise doing 'bounces' from left to right.

ACTIVITY BOOK

STEPS
NEW LANGUAGE

\

Say: elephant, fish, girl
Read: e, f, g

PUPIL'S BOOK
Leiters. Say Look. An elephant. Pupils
repeat after you, pointing to the picture in
the book. They should repeat without dnd
v; ith on: Elephant. An elephant (see
Step 2).

2

Repeat this procedure with fish and girl;'

3

Say Show me an elephantla fishlo girl.
Pupils point and say This is a(n) ...

13

Match. Pupils ring the numbers and letters
that match the example on the left.

4

Ask What is this? Pupils answer This is an
elephanl/a fish.

14

Say and colour. Say Show me a birdlo
cotlo doglon apple. Then ask pupils to
'read' the pictures aloud from left to right.
Pupils colour them in. Go round asking
individuals Whotis this? Show me . ..

5

Point to the letters and get the class to

repeat 'e' for elephant, 'f' for fish, 'g' for girl.
Teach the sounds of the letters , not the
names.

6

Revise apple, bird, cot, dog, elephant, fish,
girl. Point to the pictures in the book and
ask What is this?Write abc d e fon the
board and get pupils to say the saunds 'd'
for dog, 'f ' for fish ClS yau point to the letters.

7

Practise the rhyme from Step 4. Ask the
girls to do the first four lines and the boys
the second four. Then swop over.

NUMBERS BOOK (OPTIONAL)
15

Pupils ring the correct numbers of birds to
match the figures on the left. Demonstrate
on the board, using simple drawings of
birds. Make sure to revise recognition of I,
2, 3. Get the class to do the ones on the left
first of all. Go through the answers an the
board. Then the pupils can do the ones on
the right.

HANDWRITING BOOK
8

Demonstrate the butterfly's flight on the
board, explaining what you are doing. The
loops are made in a smooth line, without
the pencil leaving the paper. There are no
pauses. Pupils do this with you , with their
fingers in the air. Next, they do it with their
finger and then a pencil in the Handwriting
Book. Make sure that they only do the
butterfly.

q

Demonstrate the 'u' shapes and 'n' shapes
on the board. Like the jumps in Step 4, both
of these require pauses, but the pencil does
not leave the paper. Pupils should
eventually practise these in a copybook or

9

..


on a piece of paper as well as in their
Handwriting Book.

ACTIVITY BOOK

10

Match. Pupils ring the letters that match the
examples on the left. Demonstrate on the
board if necessary.

II

Say the alphabet. Write abc d e f g on the
board, making sure to fo llow the style of the
letters in Get Ready/The class say the
name of each letter after you. Then they
say all seven letters with you, pointing to
each one in the Activity Book as they say il.
Ask individual pupils to say the letters in
sequence, pointing to their books.

12

Say Show me c and get the class or
individuals to point to the letter of that name
in the Activity Book.

13

Draw and colour. Pupils trace over the
grey lines. Then they colour the pictures.
Go round as they work. Look at the way
pupils are holding their pencils. Ask What is
this? Show me . .. Get individuals to 'read'

the first seven letters of the alphabet to you.

STEP

NEW LANGUAGE
Understand: How many . .. ?, yes, no
Say: boy(s), finger(s)

PUPIL'S BOOK
Rhyme. Ask a boy to come to the frortl.
Say Boy. A boy. The class repeat after you.
Do the same with a girl. Call out the names
of different pupils. After each name, the
class say girl or boy, as appropriate.
2

Bring two boys to the fro;t and say Two
boys. The class repeal. Bring another boy
to the fronl. The class repeat after you
Three boys. Now count the boys and get
the class to say with you One boy, two
boys, three boys. Do the same with three
girls. Do not exaggerate the pronunciation
of the plural s and do not be overconcerned with accuracy. At this stage
some pupils will not distinguish girl/girls.

3

Demonstrote the rhyme. Count out three
boys in the class, pointing to each one in

turn: One boy, two boys, three boys. Then
pause, look round, and select a fourth boy
by name (e.g. John). As you say John,
stand behind him and get him to stand up.
Sti ll standing behind him, take h.is arm and
point to three girl s as you count them out:
One girl, two girls, three girls. Pause, then
name a fourth girl. John sits dawn and the
girl stands up (e.g. Mary) . Now stand
behind Mary and count out three boys. Let
her choose the next bay to stand up.

4

Explain that this is a game that Jack and
Sue play in their school. Play the tape.
Explain that a girl is speaking. Pupils point
in the book as she counts out the boys.
Pause, ask who she has chosen (Jack).
Pupils point in the book as Jack counts out
the girls. He chooses Sue. Pupils listen to
see who Sue chooses (David) .

5

The children can now perfarm this rhyme
as a chain. Help as necessary. Try to make
the selection of each pupil by name seem
as exciting as possible .

NUMBERS BOOK (OPTIONAL)
14

Draw three fishes on the board and write up
the figures, 123. Pupils come to the frant
and ring the figure that is the same as the
number of fishes they can see. Cover one
or two fishes with your hands. Make the
drawings very simple:

Pupils can now complete the exercise in the
Numbers Book.

10

6


6

7

8

Game. Hold up one finger and get the class
to repeat after you Finger. A finger. Hold up
two, then three fingers and get the class to
say after you TwolThree fingers. Now hold
up one , two or three fingers (see Pupil 's
Book) and ask How many fingers? The

pupils answer One / Two/Three fingers. Tell
different numbers of boys or girls to stand
up. Ask How many boys/girls?
Now play the game. Put your hand behind
your back and ask How many fingers?
Pupils have to guess. Use yes and no when
you reveal your fingers.
Teacher (concealing fingers) How
many fingers?
Pupil A Two fingers.
Teacher (revealing fingers) No! How
many fingers?
Pupil A One finger.
Teacher (concealing fingers) How
many fingers?
Pupil B Three fingers.
Teacher (revealing fingers) Yes, three
fingers.
Pupils can now attempt to take the
teacher's role, asking How many fingers?
Help as much as necessary. Omit if it
seems too difficult.

?
initial sounds of the words. Say 'f' for.
Pupils can then do the matching exercise.

12

Say and calour. Say Show me an

elephantla finger/a girl/an elephant. Then
get pupils to 'read' the pictures aloud from
left to right. Pupils can now colour them in
while you go round individually, asking
What is this?

NUMBERS BOOK (OPTIONAL)
13

Write figures on the board and get pupils to
come up and draw the correct number of
dots. Pupils can now work in the Numbers
Book. They should take each number on
the left in turn, troce over the line anci.then
draw the correct number of dots at the end
of it. Go round, helping and asking How ·
many? as you point to figures and dots.

STEP

7

NEW LANGUAGE
Say : hand, insect, jug
Read : h, i, f

HANDWR ITING BOOK
q

10

Demonstrate drawing circles. The pencil
must not leave the paper until the circle is
complete. Always go in an anti-clockwise
direction. Pupils draw circles with you in the
air. Then they can do the clown's balls.
Remind pupils of the 'u' shapes, with a
pause at the end of each 'u'. Pupils can
then trace over the pattern below the clown.
The dots show them where to start and the
arrows show the direction to go. Pupils who
fin ish may colour the clown.

PUPIL'S BOOK
Say Hello to the class. Introduce yourself to
one pupil, saying Hello, I am . .. The pupil
replies Hello, I am . .. That pupil then goes
to another pupil and introduces him or
herself. Let this continue as a chain, helping
where necessary.
2

Letters. Say Look. A hand. Pupils repeat
after you, pointing to the picture in the book,
Hand. A hand (see Step 2).

3

Repeat this procedure with insect and jug.

4

Say Show me a hand/insect/jug. Pupils
point to the pictures and say This is a hand/
insectljug.

5

Ask What is this? as you point to the
pictures or use blackboard drawings. Hold
up your own or a pupil's hand. Make a
buzzing noise for the insect.

ACTIVITY BOOK
II

Match. Draw a fish , a cat and a bird on the
board (see Steps 4 and 5 for suggested
drawings). Write f, c and b. Get pupils to
match the sounds of the letters with the

11

'.\


Point to the letters and teach the sounds, 'h'
for hand, 'i'for insect, 'i' for jug. Soy Show
me 'h'/'i '/)'. Pupils point to the letter that
makes that sound. Write the three letters on'

the board and get pupils to tell you their
sounds as you point. Revise the sounds
lo'_ 'g'.

15

7

Practise the rhyme from Step 4.

16

8

Play How many fingers? (Step 6).

q

Sing the Goodbye song (Step 2).

6

Draw and colour. Pupils trace over the
grey lines and then colour the pictures. Go
round, asking What is this? as you point to
letters or either of the pictures.

NUMBERS BOOK (OPTIONAL)
Draw four jugs on the board and write up
different numbers. Pupils come to the front

and ring the right number of jugs. Then ask
How many j ugs? Pupils answer OneiTwo/
Three jugs. Make the drawings very s imple:

HANDWRITI NG BOOK
10

II

Demonstrate how to do the sharp angular
line. Explain in the pupi ls' mother tongue
what you are doing. The pencil is moving in
straight lines. It goes up the mountain and
then it pauses for a rest. It does not leave
the paper. Now it comes straight down.
Pupils practise this with you, drawing in the
air. They can then go over the two jogged
lines at the start of Step 7. They can do this
first of all with a finger, as you go round
checking the movement. Finally , they write
over these two lines.
The crocodile's teeth are harder because
the movements are smaller. Follow the
sequence above. Make sure that pupils
'write' the teeth as one jagged line.
'Drawing' the teeth as a series of separate
lines is incorrect. Remember that the most
important thing is to learn the correct hand
movement, not to produce a perfect result.

Pupils can now complete the exercise in the
Numbers Book.

STEP

NEW LANGUAG E
Say : elephants, fishes

PUPIL'S BOOK
Song . Say Show me an elephant/a fish.
Pupils point to the book. Say What is this?
and mime an elephant by holding your ears
out. Do the same with fish, making your
hand 'swim '.

ACTIVITY BOOK
12

Match . Pupils ring the letter that matches
the examples on the left.

13

Say the alphabet. Write a bcde fg h ijon
the board. The class says the nome of each
letter after you. Practise h, i, j several
times. Now get the closs to soy all ten
letters with you, pointing to each one in the
Activity Book. Get individual pupils to soy
the ten letters in sequence , pointing to their

books.

14

12

Say Show me h/alj/d and get pupils to point
to the right letter in the Activity Book.

8

2

Point to the top group of elephants and ask
How many elephants? Do the same with
fishes. (N.B. Fish has two plural forms:
fishes and fish - the same form as the
singular. Both farms are correct.)

3

Play the tape and demonstrate the actions.
For the last verse wave Hello. Repeat and
get the pupils to join in the actions. If they
find it difficult to manipulate their finge rs for
one, two, three, they can point to the
numbers in the book instead.


4

5

Play the tape again. You sing th e How
many? lines of the first two verses and get
the pupils to join in with you on lines 2 and
4. Everybody should sing the last verse.
Practise saying How many elephants/
fishes? with the class repeating it after you.
The class can naw sing the whole song, if
possible combining this with the actions. Try
it with and without the tape. Encourage the
class by singing and doing the actions
yourself.

6

Bring different numbers of pupils to the front
and ask How many girls/bays?

7

Sing the Hello song (Step I).

II

Soy and colour. Say Show me a jug/hand/
apple/boy. Then get pupils to 'read' the
pictures aloud from left to right. While they
colour them in, go round looking at the work

done for the matching activity. Help pupils
who are unclear about the sounds.

NUMBERS BOOK (OPTIONAL!
12

Pupils have to draw dots to correspond to
numbers. Demonstrate on the board. Write
a figure and ask How many?Then select a
pllpil to draw the right number of dots.

HANDWR ITING BOOK
8

q

Demonstrate drawing vertical lines on the
board. Each line is separate. The important
thing is to cantrol the length. So
demonstrate between two lines, like the
ladder in the Handwriting Book. Pupils trace
in the air with you. Then they complete the
clown's ladder.
Remind the class how to draw circles. They
should be done in one movement and anticlockwise. Get them to trace in the air with
you. Pupils can then complete Step 8 in the
Handw riting Book.

STEPq
NEW LANGUAGE

Understand : clap, listen, tap, number
Say : four, five six
Read: 4, 5, 6

PUPIL'S BOOK
Numbers . Write groups of dots on the
baard , in the same arrangement as the
Pupil's Book. Point to them as you count to
six. Get the class to say each number after
you. Repeat four, five, six several times.
Then get the class to count with you.

ACTIVITY BOOK
10

Match . Write four or five letters from a-j on
the board. Ask pupils to remind you of the
sound each one makes. Then get them to
tell you a word that begins with that sound.
Say 'b' for . .. ? Now call out words and get
the pupils to tell you which letter on the
board they start with. Encourage pupils to
use the letter names, but accept sounds as
correct.
Teacher Cat.
Pupil A c (name).
Teacher Yes, c. Good.
Hand.
Pupil B 'h'(sound).
Teacher Yes, good: h (name).

Pupils can now do the matching activity,
drawing lines to connect the pictures to
their first letter.

2

Bring different numbers of boys and girls to
the front of the class. Count out loud with
the class: One, two, three, four, five. Then
ask How many boys? The class respond
Five boys.

3

Now write the figures 1-6 on the board.
Make sure to follow the style of 4 in the
book. Point to the figures and count out
loud. Get the class to join in, pointing to
their book. Ask individuals to count 1-6, as
they point in their books.

4

Say Show me six/five etc. and get pupils to
point to their books. Write figures on the
board and ask What is this?

13

5

Song . Play the tape and then get pupils to
clap for 1-3 and tap for 5-6.

6

Practise saying each verse without the
music rather like a rhyme. Pupils should
point to the numbers for each verse and
clap and tap. Write numbers on the board
and say Look. OnelTwo is a number. Do a
mime for listen. Get pupils to say after you
Listen and then Listen to the numbers. (Da
not try to explain the definite article, the.)

, !

7

.~~

8

Pupils are now ready to sing and do all the
actions. If pupils find it difficult, they can
clap all the way through instead of tapping
and clapping. But do not forget that trying to
remember whether to clap or tap is part of
the fun!

10

II

14

Now demonstrate th e 'u' shapes. Again
emphasize the grid. 10m starting fram the
dot and curving slowly dawn to the
baseline. I just touch it and curve back up to
the line above the baseline. I touch it and
pause. The pencil stays on the paper. Then
I curve down again . .. Students practise in
the air as you describe an imaginary grid.

13

Pupils can now complete the first raw in the
Handwriting Book and do the secand. Go
round, checking and encouraging. Pupils
should be saying to themselves the words
you used when you were demonstrating .

14

The third row is to copy the line above. The
dots show the pupils where to start.
Remember that it is the flOnd~rfiovement
and the use of the grid that matters, not the

end result.

Practise the rhyme in Step 6 and sing
Elephants and fishes (Step 8).

HANDWRITING BOOK
q

12

Steps q- 12 revise all the basic hand
movements and introduce the handwriting
grid. Draw this on the board. In the
Handwriting Book it consists of three grey
lines and a black baseline. On the board,
use a colour for the baseline and white for
the other three. Explain the grid to pupils, in
their mother tongue. There are four lines.
One line is the baseline. All the letters touch
the baseline. Some go up to the first line
above it, for example 'a' {draw an a). Same
go to the very top line, for example 'b' {draw
a b). Some go to the bottom line, for
example 'g '{draw a g) .
Naw demonstrate drawing vertical lines.
Put a dot on the top line. This dot should be
the same calaur as the baseline.
Demonstrate. Say I am putting the pencil
on the dot. I am drawing a nice, stiff,
straight line and stopping as soon as I touch

the baseline. Get pupils to do this with their
fingers in the air, starti ng from an imaginary
dot and ending on an imaginary baseline.
Repeat this procedure with a vertical line
starting on the first line above the baseline
and ending on the line below it.
Pupils naw do the five vertical lines in the
first row in the Handwriting Book.

ACTIVITY BOOK
15

Match . Pupils ring the figures that match
the example on the left. Revise recognition
of the numbers 1-6 before the pupils begin
warking in the Activity Book. Write the
figures on the board and say Show me two!
six etc. Then write up single figures and ask
What is this?

16

Join the numbers. Draw this on the baard:

. 5

.3

. 2

.4

.6

Explain, in the pupils ' mother tongue, that
you want ta jain the numbers tagether in the
carrect arder. Bring a pupil to the front. Say
One, two and indicate for the pupil to draw
the line. Then say One, two, three and get
another pupil to now join 2and 3. Continue
until the line is finished. Pupi ls can now join
the numbers and complete the fish in the
Activity Book.


NUMBERS BOOK (OPTIONAL)
17

Put groups of dots on the board,
representing 1- 6. Call out numbers and get
pupils to identify the correct group. Pupils
can now do the exercise in the Numbers
Book.

ACTIVITY BOOK
5

Join the letters. Dra w this on the board:

d.

be

ec

.i

.1

g.

.i

Call pupils out to the front to help join the
letters in the correct order. Pupils can then
do the exercise in the Activity Book.

STEP

10

6

NEW LANGUAGE

PUPIL'S BOOK
Picture practice. This provides the
opportunity for revision. Use the
expressions Show me. What is this? and
How many . .. ?The vocabu lary includes

apple, bird, boy, cat, dog, elephant, fish,
girl, hand, insect, jug. Jack is there (wearing
the red shirt) and Sue is seated on the left.
2

Sing Elephants and fishes (Step 8), Listen
to the numbers (Step q) and the Goodbye
song (Step 2).

Say and colour. Say Show me an idse.C"t/
cat/bird/girl. Get pupils to 'read' the pictures
aloud from left to right. Pupils can then
colour the pictures. Go round, individually'
checking the names of the letters in the Join
the letters activity. Ask What is this?or say
Showmed.

NUMBERS BOOK (OPTIONAL)
7

Put eight dots on the board. Callout a
number (1-6) and get a pupil to ring the
correct number of dots. Pupils can then do
the activity in the Numbers Book.

STEP

II

NEW LANGUAGE

HANDWRITING BOOK
3

4

Draw the grid and demonstrate first the
short vertical line and then the 'v' shape.
Describe what you are doing, referring to
the dots and the grid . Pupils practise each
of the shapes with their finger in the air, as
you describe an imaginary grid. Then they
complete the first twa rows in the
Handwriting Book. Go round checking.
Demonstrate again if necessary.
Pupils can now do the third raw. They
should copy the twa rows above. They
should always start from the black dot.

Understand: What is this number?
Say: kite, lion, monkey
Read: k, l, m

PUPIL'S BOOK
Lellers. Say Look. A kite. Pupils repeat
after you Kite. A kite, painting to the picture
in the book (see Step 2).
2

Repeat this procedure with lion and
monkey.

3

Say Show me a lion/a kite/a monkey.
Pupils point and say This is a . ..

15


14

Say the alphabet. Write a-m on the board .
Say each letter by name as you point to it
and get the pupils to repeat it after you.
Practise k, I and m several tim es. The class
now say the alphabet a-m with you,
pointing to the letters in their books .

Revise the numbers 1-6. Write a figure on
the board and ask What is this number?
Clap up to six times and ask How many
claps? Do the same with taps. Callout a
number and get a pupil to clap or tap it oul.

15

Say Show me j/klb etc. Pupils point to the
letter in their Activity Book.

16

Ask individuals to recite the alphabet a-m,
pointing to the letters in the Activity Book.

7

Play How many fingers? (Step 6) , but using
both hands and up to six fingers.

17

8

Practise the rhyme in Step 6, but counting
up to six girls ar boys.

Draw and colour. Pupils complete the
pictures and colour them in. Go round,
asking What is this ? and checking
recognition of the letters of the alphabet,
both their names and sQunds:,"

q

Sing Listen to the numbers (Step q).

4

Point to the pictures and ask Whatis this?

5

Point to the letters and get the pupils to
repeat 'k' for kite, 'I' far lion, 'm' for monkey,
teaching the sounds of the letters, not the
names.

6

. I
I
I,

NUMBERS BOOK (OPTIONAL)
HANDWRITING BOOK
10

Demonstrate the vertical lines, using the
grid and describing what you are doing.
Pupils trace the lines in the air as you
describe an imaginary grid. They write over
the vertical lines in the first row in the
Handwriting Book.

II

Demonstrate the 'n' shapes, again using
the grid and describing what you are doing
in the pupils' native language . 10m starting
at the dot and moving gently up until I just

curve and touch the line above the
baseline. I am not stopping. 10m continuing
down to the baseline. I touch the baseline
and rest. The pencil does not leave the
paper. I now go bock up the some line I
have come down . .. Pupils trace this in the
air with you , as you describe an imaginary
grid. Pupils now complete the first row in
the Handwriting Book and do the second .
Go round, providing encouragement and
help.

12

The third row is to be copied from the two
above . The dots show where to start each
time.

ACTIVITY BOOK
13

16

Match . Pupils ring the letter on the right
that matches the model on the lefl.

18

Pupils ring the correct numbers of birds to
match the figures.

STEP 12
NEW LANGUAGE
PUPIL'S BOOK
Song . Say Show me a monkey/lion/hand/
apple/fish/insect. Pupils point in their books
and say This is a . ..
2

Ask How many fingers/insects? etc. Pupils
look at their books and answer Five fingers/
Three insects. Get pupils to close their
books and see if they can answer from
memory.

3

Play the tape and get pupils to point to the
pictures. Play it again and get them to join
in the second and last line of each verse.
You sing the How many? lines.


4

Pupils can now sing the whole song . Try it
with the girls singing the How many? lines
and the boys answering. Then swap raund.

5

Sing Elephants and fishes (Step 8).

The drawings shauld be very simple:

HANDWRITING BOOK
6

7

8

Remind pupils how to do the vertical lines
(see Step q). They then do all the verticals
in the top row in the Handwriti ng Book.
Demonstrate the circles , explaining what
you are doing. I start at the datjust belaw
the line above the baseline. I curve up and
touch the line above the baseline and,
,~ithout pausing, continue on raund. I touch
the baseline and continue until I reach the
dot again. The pupils trace this in the air.
Then they complete the first row of circles
in the book and do the second row.
The third row is to be capied from the anes
above. If possible, pupils should practise
these hand movements further. This can be
done on paper or in a copybook, designed
for the early stages of writing.

Pupils can now do the exercise in the
Numbers Book.

STEP 13
NEW LANGUAGE
Say: nest, orange, pencil, It is ...
Reod : n, 0 , p
Write: c

PUPIL'S BOOK
Letters. Say Look. A nest and paintto the
picture. Pupils repeat after you without and
with a (see Step 2) : Nest. A nest.

ACTIVITY BOOK
q

10

Match. Write the letters a- m on the board
and revise the sounds they make. Say 'd'
for . .. ?Then point to individual letters and
get pupils to say 'c' for cat, 'I' for lion and so
on. Pupils now do the exercise, putting a
ring around the letter which matches the
initial sound of the word illustrated.
Say and colour. Say Show me a monkey/
a fish/a lion. Ask pupils to 'read' the pictures
aloud from left to right. Pupils can now
colour the pictures.

NUMBERS BOOK (OPTI ONAL)
II

Pupils have to ring the number that
matches the number of kites. Demonstrate
on the board . Draw five kites and write the
numbers 1- 6. Count the kites alaud: One,
two, three, four, five. Then ring the fig ure 5.
Rub out one kite and demonstrate again.

2

Repeat this procedure with orange and
pencil.

3

Soy Show me a pencil/orange/nest. Pupils
point to the pictu res and say This is a . ..

4

Pointto a pictu re and ask Whatis this?
Pupils reply A nest/orange/pencil.

5

Teach the answer It is a nest/orange/pencil.
Get pupils to repeat it after you as part of a

question and answer routine.
Teacher What is this?
Class
What is this?
Teacher It is a pencil.
Class
It is a pencil.
Point to pictures in Steps 2, 3, 5, 7, I I, as
well as Step 13, and ask What is this?
Encourage pupils to answer It is . . . Use
mimes for fish and elephant (see Step 8);
make cat, dog, insect, lion or bi rd noises ;
use blackboard drawi ngs and ask What is
this?

17


6

, I
II

!'
7

Point to the letters and teach the sounds 'n'
for nest, 'o'fororange, 'p'forpencil. Say
Show me 'n'/'o'/'p'. Pupils point to the
letters that make those sounds . Write the

three letters on the board and get pupils to
tell you their sounds as you point to each
one. Revise the sounds 'a'-'m'.
Sing How many monkeys? (Step 12).

13

Say Show me Ilplklo etc. Pupils pointto the
letters in their Activity Book and say This
is ...

14

Ask individual pupils to recite the alphabet
a- p, pointing to the letters in the Activity
Book.

15

Draw and co lour. Pupils complete the
pictures and colour them in. Go round
asking What is this?, indicating the orange
or the pencil. Encourage pupils to answer It
isa . .

HANDWRITI NG BOOK
8

-l

q

10

Demonstrate the letter c (see Introduction).
Use a grid and describe what you are doing
in the pupils ' mother tongue. I start on the
dot. I curve gently up to touch the line
above the baseline. Now, without pausing, I
curve down to just touch the baseline. I start
back up towards the dot and then stop.
Demonstrate several times. Make sure the
pupils know the name of the letter and its
sound ('c' for cat).

Pupils now trace the letter in the air with
you. Describe the movement and an
imaginary grid as you do this. Pupils now
use their finger to trace over the large letter
cin the Handwriting Book (headed Look).
They do this os a class, following your
instructions. Repeat several times. Go
round, quickly checking the hand
movement. Demonstrate once again , if
necessary.
Pupils can now trace over the firsttwo rows
of the letter c. The third row is to be copied
from the one above. Pupils who finish can
colour in the cat. Go round, being very
encouraging ond trying to build confidence.

Remember that it is the hand movement
and the use of the grid that matter, not the
end result.

ACTIVITY BOOK
II

Match . Pupils join the letters that are the
same.

12

Say the alphabet. Write a-p on the board.
Say each letter by name and get the class
to repeat it after you. Practise n, 0, p
several times. The class can now recite the
olphobet, a-p, with you, as they point to the
letters in the Activity Book.

18

NUMBERS BOOK (OPTIONAL)
16

Pupils ring the correct number qJ pencils to
match the figures.
-

STEP 14
NEW LANGUAGE

Understand : Isita ... ? Laok at . . .
Say : yes, no
Write: a

PUPIL'S BOOK
Game. Say Show me number 316/1 and
check that all the pupils are pointing to the
correct pictures. Say Look at number 21415
and again check t)'lat pupils identify the
correct picture.
2

Now say Look at number 4 and ask Is it a
monkey? Answer this yourself with an
emphatic No! Ask Is it a girl?, again
answering yourself, No! Ask Is it a boy?
Answer yourself, Yes! Now ask the class
these questions and get them to chorus
back No! or Yes! Go on to ask individuals.

3

Follow this pattern with the remaining five
pictures. Make it as humorous as possible.


You can ask more No questions than are
suggested in the Pupil's Book and make
them more absurd. For example, for
number 5 you might ask Is it a penci//jug/

fish/insect/kite? Each time you ask, you
should appear ta expect the answer Yes
and be disappainted when the class (ar
individual pupils) say Na!When you get to
Yes, look pleased and say It is on elephant.
4

As the game progresses, get pupils to
extend the Yes answer to Yes, it is a . ..

5

It may be possible for some of the pupils to
try asking the questions: Look at number
... Is it a . .. ?Omit this if it is too difficult.

6

7

the words: Show me a daglbay/arange etc.
Do the first one on the board with the class,
using a and m. Say Monkey. Is it '0' for
monkey? No! Is it 'm'far monkey? Yes!
Then ring m.
12

Join the letters. Pupils connect the letters
to complete the picture of a boat. If pupils
are at all uncertain of the alphabetical

order, they can look back to Step 13 in the
Activity Book.

NUMBERS BOOK (OPTIONAL)
13

You can extend thi s game by writing a
··.;number on a piece of paper and giving it to
a pupil. The class ask Is it 6/5/3? etc. The
pupil answers No! or Yes, it is 6.

Write numbers on the board and get pupils
to come to the front and put the right
number of dots beside them. Check the
answer by counting the dots out loud.
Pupils can now do the exercise in the
Numbers Book.

Sing Elephants and fishes (Step 8).

HANDWRITING BOOK
8

Demonstrate the letter a on the board,
using a grid. Describe what you are doing.
Demonstrate several times. Make sure the
pupils know the name of the letter and the
sound it makes ('0' for orange).

q

Pupils now trace the letter in the air with a
finger. Do this several times. Now get pupils
to use their fi ngers to trace over the large
letter a in the Handwriting Book (headed
Look). They should do this as a class,
following your instructions as you describe
the hand movement. Do this several times,
moving round the room to check that all the
pupils understand. If necessary, guide a
pupil's finger through the movement.

10

Pupils can now use a pencil to trace the fi rst
two rows in the Handwriting Book. Go
round, checking and being very positive
about their efforts. The third row should be
copied from the one above, starting each 0
from the dot provided.

ACTIVITY BOOK
II

Match. Pupils ring the letter that matches
the initial sound of the illustrated word.
Before pupils begin, check recognition of

STEP IS
NEW LANGUAGE

Say: queen, rabat, sun
Read: q, r, s
Write: e, I

PUPIL'S BOOK
Letters. Say Look. A queen, as you point to
the picture. Pupils repeat after you withou t
and with a (see Step 2): Queen. A queen.
2

Repeat this procedure with rabat and sun.
You will , of course, have to say the sun.
Pupils should imitate this but do not attempt
to explain it to them.

3

Say Show me a . .. Pupils point to the
pictures and say This is o . .. If some pupils
say This is 0 sun, you should accept it and
repeat the correct version: Yes. This is the
sun. Do not put an exaggerated stress on

19


STEPl6

pencil. Play the second recording of the
game, following the procedure above.

7

Now teach the class the rhyme and game.
The pictures in the Pupil 's Book will help
them. Pupils can take turns to hide the
pencil and reveal it after Show me, saying
to the class What is it?

8

Sing Ho w many mankeys?(Step 12).

NEW LANG UAGE
Understand : Hands up! Hands dawn!
Say : little, big
Write: s, 2

PUPIL'S BOOK

HANDWR ITIN G BOOK
q

Call a pupil to the front. Hold up the pupil's
hand and say Look. A little hand. Then hold
,up your own hand and say Look. A big
hand. Draw two fishes on the board and
say Look. A big fish/A little fish.
2

3

Pupils practise repeating this after you, first
of all the adjective by itself and then in a
phrase.
Teacher Big.
Class
Big.
Teacher A big fish.
Class
A big fish.
Teacher Little.
Class
Little.
Teacher A little fish.
Class
A little fish.
Follow the same procedure with A big/little
hand.

Game. Show the class two very obviously
different sized pencils. Say Look. A little
pencil. Look. A big pencil. Again , get the
class to repeat after you. Get the pupils to
look in the Pupil's Book. Say Show me a
big/little pencil.

4

Hold up one of the pencils and ask Is it a
little pencil? Is it a big pencil? Do this

several times. The pupils answer A big/little
pencil.

5

Explain to the class that you are going ta
hide one of the pencils in your pocket (or in
a box). Make sure to hide the little pencil.
Play the tape, demonstrating the actions.
Stop the tape on Show me. Say What is it?
as you reveal the pencil. Encourage the
class or an individual to say A little pencil.
Play this last part on the tape.

6

Hide a pencil again. This time hide the big

Demonstrate s. Practise tracing in the air
and then tracing with a finger over the big
letter in the book. Pupils can then Wfite in
the Handwriting Book. The thirdline.tor .
copying may prove difficult. The priibletIl
for beginners is getting s to end up on th'e
baseline. Be encouraging and do not
expect too much. The important thing at this
stage is to attempt it in a single hand
movement.

ACTIVITY BOOK

10

Match . Pupils choose the letters that match
the initial sounds of the illustrated words.

II

Say and colour. Say Show me a pencil/
finger/kite/robot. Then get pupils to 'read'
the pictures aloud from left to right. While
the class is colourin'g: go round asking Is it
a rabat? etc. and checking recognition of
the letters in the matching activity.

NUMBERS BOOK (OPTIONAL)
12

Demonstrate writing the number 2, using
the handwriting grid. Describe what you are
doing and get the class to trace in the air
with you. It is important to write 2 in one
hand movement. There is a pause when it
reaches the baseline and before it moves
along it, but the pencil should not leave the
paper.

13

The class now use their fingers to trace
over the large number 2 in the book, as you

guide them through it. Do this several times
and walk around the class, watching the
hand movements. The pupils can then write
in the Numbers Book.

21


letters based on a vertical line.
Demonstrate writing i, using the
handwriting grid. Describe what you are
doing and get the pupils to trace the letter in
the air w ith you . Make sure that they know
the name of the letter and the sound it
makes ('r for insect).

STEP I?
NEW LANGUAGE
II
II

Understand: Point to.
Write: i, 3
q

PUP IL'S BOOK
Revise Hello, 10m . .. and sing the Hella
song (Step I).
2

3

Look and say. Call a pupil to the front. Say
Point to 0 boy. Take their hand and perform
the action. You might whisper in their ear
what you wa nt them to do. Say Point to 0
girl. Then get individual pupils to stand up
and tell them to point to another named
pupil (e.g. Mary). Say Point to Mory.
Next get the class to point to pictures in the
Pupil's Book. For example, say Point to on
insect. Then ask individual pupils. Always
give the instruction Point to ... before
naming the pupil who has to do it. In this
way all the pupils w ill look for the picture.

4

Let pupils have turns at giving the
instruction Point to . ..

5

Call out a number from 1-5. Tell the class
that you are going to 'read' the pictures in
that row, going from left to right. For
example: 4. A Jug, a kite, on orange, 0
hand. They must listen and tell you when
you make a mistake. Make a deliberate
mistake and pretend you do not know the

answer. Ask Is it 0 robot? Is it a boy?and so
on.

6

7

Now let pupils have turns at 'reading'
across one of the rows. The class point to
each picture and listen out for mistakes.
Apart from vocabulary revision, this kind of
activity practises left-right sequencing.
Sing Listen to the numbers (Step q).

ACTIVITY BOOK
10

Match . Pupils ring the letter..{hat matches
the model on the left.

II

Join the letters . Pupils join the letters in
alphabetical order to complete the picture
of the car. Revise the alphabet up to s
before the pupils begin working.

NUMBERS BOOK
12

22

Pupils have' now learned to write the four
letters based on an anti-clockwise circle.
They are now going to learn a group of

Teach the pupils to write 3. Follow the
procedure for 2, described in Step 16. Like
2, 3 is written with a single hand movement.
There is a pause on the middle line, before
the second half circle, but the pencil does
not leave the paper.

STEP 18
NEW LANGUAGE
Write: I

PUPIL'S BOOK
Picture practice. Say Show me robot
number three/bird number four etc. Pupils
point to the correct picture.

HANDWRITING BOOK
8

The class can now trace over the big letter
(headed Look). Guide them through this
and wa lk round the class, checking hand
movements. Make sure that they do not
forget to dot the i. They can now write in the

Handwriting Book.

2

Now say Look at robot number two. Is it 0
big robot/little robot? Accept the answer


Yes or No, but encourage pupils to say
Yes, it is a big robot or No, it is a little robot.

3

Repeat this procedure with the birds. You
can extend it further with simple blackboard
drawings. For example, you could use kites
(or jugs or fishes):

q

NUMBERS BOOK (OPTIONAL)
10

4

Song. Say Show me Jock/Sue. Play the
tape. Pupils listen and then join in, po;nting
to the pictures.

5

Sing the Goodbye song (Step 2).

Say and colour. Say Show me a nest/dag/
queen. Get pupils to 'read' the pictures
aloud in a left-right sequence. Pupils can
then colour the pictu res.

Put the handwriting grid on the board. With
you r finger write the figures I, 2, 3 and ask
What is this?Together with the class trace
1,2, 3 in the air, describing what you are
doing. Get individual pupils to come to the
front and write the numbers on the grid on
the board. Now pupils can do the revision
practice , writing in the Numbers Book.

STEPIQ
NEW LANGUAGE

HANDWRITING BOOK
6

Follow the procedure used for teaching the
writing of i in Step 17. Make sure that pupils
know the name of the letter and the sound it
makes ('I' for lion).

Say: tree, umbrella, van
Read: t, u, v

Write:j

PUPIL'S BOOK
Letters. Say Look. A tree, as you pOint to
the picture. Pupils repeat after you Tree. A
tree (see Step 2).

ACTIVITY BOOK
7

8

Match. Put the handwriting grid on the
board . Revise the writing of 0, c, e, s. First
of all, write the letters in the air and get the
class to guess what you are writing. Ask
What is this?Then get individual pupils to
come to the front and write one of the letters
on the grid. Each time, draw in a dot to
show the starting point for the letter.
Clean off the grid and write ace s on the
board. Revise the sound each letter makes.
Then pupils can do the exercise in the
Activity Book. They have to choose the
letter that matches the initial sound of the
illustrated word and then trace over it. Go
round, checking hand movements and the
choice of letter. Starter dots are not given,
so make sure pupils start each letter in the
right place.

2

Repeat this pracedure with umbrella and

van.
3

Say Point to a ... and get pupils to point to
the pictures.

4

Point to the pictures and ask What is this?
Pupils reply ltis . ..

5

Paint to the letters and get the class to
repeat the sounds: 't' for tree, 'u' for
umbrella, 'v' for von. Write q r stu von the
board. Point to individual letters and get
pupils to give you the sound .

6

Write the complete alphabet a-von the
board. Say Point to 'd' (sound) and let a
pupil come to the front to do it.

7

Sing Little girl, little boy (Step 18).

23


HANDWR IT ING BOOK
8

Teach the writing of j, following the
procedure for i, described in Step 17.

STEP

20

NEW LANGUAGE
ACTIVITY BOOK
II

,I'

,

q

Match. Pupils ring the letter that matches
the model on the left.

10

Say the alphabet. Write the letters q r stu
von the board . Say Look: q, r, s, t, u, v, as
you point to each of the letters. Say each of
th e letter names again and get the class to
repeat after you. Practise t, u, vseveral
..
times. Then ask What is this?Pupils give
you the letter names as you pOint.

II

12

Recite the alphabet a-v with the class,
pointing to the letters in the Activity Book.
Ask individuals to recite a-v. Say Show me
j/m/vetc. Pupils point to the letters in their
books.
Draw and colour. Pupils complete the
umbrella and colour it in. Go round
checking recognition of the letters of the
alphabet, using What is this? Point to . ..
Showme ...

Understand: sky
Say : red, green, blue

PUPIL'S BOOK

Hold up various red objects (a book, a
pencil, a bag, chalk) and say red. Get the
class to repeat after you. Do the same with
green and blue.
2

Hold up different objects .Qbt(get the class
to call out the colou r: red, blue.p r green.

3

Look and say. Say Look. A red umbrella.
The class point and repeat A red umbrella.
Do the same with the green and blue
umbrellas. Then 'read ' along the row
several times, pointing and getting the class
to join in . Say A red umbrella, a green
umbrella, a blue umbrella.

4

Now say Pointto a green umbrella etc.

5

Song . Play the tape through once. Point to
the sky outside and practise saying sky and
then a blue sky. Read through the words of
the song and get the pupils to point to the
pictures.

6

Play the tape again and get the class to join
in the last line of each verse: And look at
Sue's umbrella.

7

Say Show me a green tree/blue/a red sky/
the sun etc. Then teach th e song almost
like a rhyme. Do this first of all w ith the
class repeating after you, and then saying it
with you, as they point to the pictures. It
might be useful·to introduce some actions
for Sun up, sun down.

8

Pupils are now ready to sing the full song.
They can do this with and without the tape.

NUMBERS BOOK (OPTIONAL)
13

Pupils trace aver the lines from the figu res
and then draw in the right number of dots.
Go through the answers on the board.

HANDWRITING BOOK

q

24

Put the handwriting grid on the board. Ask
pupils to come to the front and write a or e.


Do this wi th the class, writing with their
fingers in the air as you describe the hand
movement. Pupils can now complete the
exercise in the Handwriting Book.
Encourage them to work slowly , thinking
carefully about the hand movements.
Demonstrate again if necessary. Be very
positive about their efforts. Go round
helping . Where necessary, take a child's
hand and guide their finger over the big 0
and e in Steps 14 and 15. Then guide their
pencil over an e and an 0 in Step 20.

and zoo. For yellow you will, of course, say
Look. Yellow.
3

Say Show me . .. and get pupils to point to
the pictures.

4

Point to the pictures and ask What is this?
Pupils reply It is . .. Pupils may say It is 0
yellow. Accept this but correct it gently. Yes
- good. It is yellow.

5

Point to the letters and teach the sounds:
'w' for window, 'x ' for x-ray, 'y' for yellow, 'z'
for zoo. Say Show me 'z'a nd get pupils to
point to the letter that makes that sound.
WI'ite a complete alphabet an the board.
Paint to different letters and get pupils to tell
you their sound. This can be just 'b: o ~ .'b'
for bird.
-:.

6

Play the game in Step 16.

7

Sing Sue 's umbrella (Step 20).

ACTIVITY BOOK
10

II

Match. Pupi ls draw lines to the letters that
match the initial sounds of the words
illustrated on the left. Go through the
answers with the class.
Say and colour. Say Point to 0 treelvan!
sun!hand. Get pupils to 'read' the pictures
aloud, going from left to right. They can
then do the colouring. Go round asking
What is this? Is it a bluelred!green van?

HANDWRITING BOOK
8

NUMBERS BOOK (O PTIONAL)
12

Pupils write over the number that
corresponds to the number of kites. Go
round, helping with hand movements.

Teach the writing of t, following the
procedure described for iin Step 17. There
are several unusual features about this
letter. First of all, it does not sit neatly
between the grid lines because its top is
just below the line. Secondly, it is one of
four small letters not written with a single
hand movement.

ACTIVITY BOOK

STEP

21

q

Match. Pupils ring the letter that matches
the model on the left.

10

Say the alphabet. Write the letters t u v w
x y zon the board. Point to each letter and

NEW LANGUAGE

say its name. Repeat this and get the class
to say the names after you . Practise w, x, y,
zseveral times. Then ask What is this? as
you point to one of the seven letters. Pupils
give you the name.

Say: window, x-ray, yellow, zoo
Read: w, x, y, z
Write: t, 4
II

Recite the whale alphabet with the class,
pointing to the letters in the Activity Book.

Ask individuals to recite the alphabet.

12

Draw and calour. Pupils complete the
picture of the window and colour the frame.
Go round asking What is this? Is it a yellow
windowlred window? etc.

PUPIL'S BOOK
Letters. Say Look. A window, as you point
to the picture. Pupils repeat after you
Window. A window (see Step 2).
2

Repeat this procedure with x-ray, yellow

25


c. Focus attention an the hand movement
rather than the end result. Practise writing
these two letters with the class tracing them
in the air. Pupils can now complete the
exercise in the Handwriting Book.

NUMBERS BOOK (OPTIONAL)
I3

i

14

Demonstrate how to write 4. Use the
handwriting grid. This number is written
with two separate hand movements. It
starts with a vertical to the baseline. The
pencil is then lifted off the paper and put
back on the starting dot. The second line is
drawn with a pause as it hits the middle line
and before it moves along it and across the
first line. Get pupils to trace this in the air
with you . Describe the movement on an
imaginary grid as you do this .
Pupils can now use their forefinger to trace
over the large 4 in the Numbers Book
(headed Look). Do this as a class with you
describing the hand movement. Repeat
several times. Go round the room checking .
Pupils can now write in the Numbers Book.

STEP

22

NEW LANGUAGE
PUPIL'S BOOK
Picture practice. Use the picture far
revision. You can ask questions like these:
Show me a little kite. (Is it green?)

Shaw me a green van. (Is it little?)
Paint to a yellow umbrella.
Paint to a big monkey.
How many elephants?
The vocabulary covered is kite, elephant,
lion, van, rabat, monkey, umbrella, big,
little, red, blue, green, yellow.
2

With help from you, some of the pupils may
be able to ask questions.

3

Sing Little girl, little boy (Step 18).

HANDWRITING BOOK
4

26

Put the handwriting grid on the board. Ask
pupils to come to the front and write sand

ACTIVITY BOOK
5

Match. Pupils trace over the letter that
matches the initial sound of the word
illustrated on the left. Go through the

answers with the class. Get pupils to write
the correct letters on the board. Be very
positive about their efforts. Make sure the
hand movements are correct and that
pupils start each letter in theJight place.

6

Say and colour. Say Poiiit to q tree/bird/
boy/orange. Get pupils to 'read ' the
pictures aloud, going from left to right. They
can then do the colouring. Go round saying
Show me a bird. Is it blue/yellow? etc.

NUMBERS BOOK (OPTIONAL)
7

Put the handwriting grid on the board. With
your finger write the numbers I, 2, 3, 4. Ask
What is this?Together with the class, trace,
1, 2, 3, 4 in the air, describing what you are
doing. Repeat several times for 4. Now
pupils can do the revision practice in the
Numbers Book.