Tài liệu Fly high 1 teachers guide

--PEARSON , Longman Danae Kozanoglou Choose Your Favorite Site Then click on the Button to Visit it igh Contents Introduction to the Teacher's Guide vi List of Flashcards Hellol I'm (name)1 What's your na me? Hello l 4 6 1 In th ejungle lion, elephant, parrot, boy, girl, bana na, flower, bee, hippo I'm (Cabu). I'm a (lion). Look, (a banana) / (flowers). 2 Colours III yellow, blue, red, green Look, it's (yellow). Is it (green)? Yes'/No 10 3 Numbers 1-5 Plurals: bees, bananas, etc. three (bees) five (yellow bananas) 14 4 In th e classroom tea cher, desk, chair, book, door Hello! I'm your teacher. Here's your (desk). 18 5 School things bag, pencil, crayon, rubber What is it? It's a (pen). Is it a (pen)? Yes./No. 22 6 Classroom actions sit down, stand up, clap, turn around Sit down. OK, good. 26 Jungle Fun 1 30 My alphabet abc 32 7 Family mum, dad, brother, sister, me This is (my brother) / (me). Hello. I'm ... 38 My alphabet de f 8 Toys train, plane, bike, guitar I've got a (yellow) (train). My favourite toy is my (yellow) (plane). pink, black, orange, white I can see a (pink) (bird)! My favourite colour is (black). My alphabet j kI 10 Numbers 6-1 0 40 44 My alphabet g hi 9 Colours (2) 34 46 50 six, seven, eight, nine, ten Plura ls six (pencils) How old are you? I'm ... Happy birthday! 52 58 Jungle Fun 2 =======-----~==~ 11 Face eye, nose, ear, mouth, Numbers 1-10 I've got a (nosel / (two eyesl. 60 12 Pets pets, cat, hamster, snake Have you got a pet? Yes, I've got a (catl. / No. Irs a (snakel. What am I? You're a (rabbit!. 66 13 Food ice cream, chips, salad, burger, pizza I like (chipsl. I don't like (saladl. 72 14 Actions fly,jump, swim, run I can (fly). Can you (run)? Yes, I can. / No, I can't. 78 Goodbye l Here's a (white flowerl. Goodbye! Review 86 Happy Christmas! present, Father Christmas, stocking Merry Christmas I Here's your present. Thank you . 88 Happy Easter! Easter Bunny, egg, basket I've got (three) eggs! 90 My Picture Dictionary (at the back of the Pupil's Book) Word Cards 91 Introduction Methodology Fly High is a motivating and charismatic four-level course for young learners aged between 6 and 10. It is intended for children who are being taught at a faster pace, and aims to give them a sound base in English and to maximize their potential by providing the appropriate level of support and challenge. Fly High 7contains 14 four-page units, each focusing on a topic. Each unit has a clear communicative aim: the children learn words and structures and then put them to use in games and personalisation activities. While progressing through the Fly High course, young learners will build up a solid bank of useful vocabulary and the ability to apply grammatical structures appropriately. They will also develop and refine their reading, writing, speaking and listening skills. Fly High is based on the principle that children learn best when they are using engaging materials that appeal to their imagination and build their confidence. The course provides a set of lovable characters, humourous stories and an element of fun. The wide variety of activities caters for children with different learning styles: visual, auditory, kinaesthetic, musical and interpersonal. Aims of Fly High 7 Fly High 7is for children learning English at the start of the school system. At this early stage of learning, it is especially important that the English language classroom is enjoyable and non-threatening. A key aim of Fly High 7is to develop a positive attitude to English through the use of motivating activities, including games, TPR activities, songs and chants, and plenty of person alisation. Units 1-6 of F High lfocus on listening and speaking skills. ly The ch ildren are not expected to read actively. Thus, they are not hampered by having to cope with the sounds as well as the written code of the new language simultaneously for at least a term. The alphabet is introduced after Unit 6, along with basic word recognition and an introduction to reading and literacy skills. The Activity Book provides activities to practise motor skills, handwriting, word and phrase recognition, tracing and finally, some simple copying and writing tasks. In Lesson 1 of the unit. 4-5 new words are presented through simple pictures. The new words are recorded so that children can hear and repeat them. The new words and the target structures are then contextualised in a humourous, selfcontained cartoon story featuring the Fly High 7characters. The main characters are three friends, Trumpet. a young elephant. Cabu, a lion cub and Paco, a parrot. The stories are all set in thejungle, but in contexts that reflect the children's own world . Trumpet, Cabu and Paco play in thejungle, go to thejungle school. introduce their families, learn numbers, learn about pets, eat in thejungle restaurant and in general lead the kind of life that young children can easily relate to. Through the stories, the children get to know and identify with the characters, and share their adventures. The children can act out the stories before moving on to practice activities. This helps to reinforce the new language in a fun and nonthreatening way. Lesson 2 of the unit normally begins with a song, which consolidates the language of Lesson 1. The tunes are easy to learn and sing. Songs are one of the best ways for children of this age to learn and remember language. Singing songs helps to build confidence in the language through repetition, and promotes musical skills and development of rhythm . Many songs in Fly High 7have accompanying actions, which also supports kinaesthetic learners. The new language is practised through a variety of activities, including some pencil-to-paper tasks, e.g Draw and colour. Then say. Every unit ends with a game or personalisation activity. Most units have two games. Games provide motivating and meaningful ways of practising the new language in a genuinely communicative context, and are very popular with children . There is a further list of games on page v of this Teacher's Guide. The Activity Book provides pencil-to-paper practice activities to consolidate the new language. These may be allocated for homework, but can often also provide the opportunity for quiet time in the classroom. The teacher's notes offer suggestions for when an activity may be used in class. The 96-page Pupil's Book presents, practises and revises the target language of the course. It comprises: Review and evaluation • There are three Jungle Fun sections in Fly High 7. These revise the language which the children have learnt, in a different context. Jungle Fun 1 for example is a simple board game. These sections can be used at the end of a term. • 14 topic-based, four-page units Course components Pupil's Book a 'Hello' lesson introducing the characters to the children ... 9 'My Alphabet' spreads • 3 Jungle Fun revision spreads • a 'Goodbye' lesson • two Festival lessons: Christmas and Easter • a Picture Dictionary illustrating all the key words • At the end of each Jungle Fun section in the Activity Book, there is a My English feature. This gives the teacher the opportunity to encourage the children to evaluate their own progress. The children can then decide if their work has been Very good. / Good. / OK and circle the appropriate picture. • full colour stickers for use with the sticker listening tasks Pupil's Audio CD The Pupil's audio CD is packaged with the Pupil's Book and contains all the cartoon presentations and songs for children to listen to at home with their parents. Activity Book The Activity Book provides further practice and consolidation of the language presented in the Pupil's Book. • For Units 1-6, there are two pages of follow-up practice in the Activity Book: comprising a language consolidation activity and an activity to develop motor skills, e.g. tracing shapes, following a maze, etc. • For Units 7-14, there are four pages of follow-up practice including word recognition and reading development exercises, and tracing and writing development exercises. • For each 'My Alphabet' section, handwriting practice is provided • Further consolidation for the Jungle Fun lessons is also provided . The lesson notes in this Teacher's Guide give guidance on how to use the Activity Book exercises. Answer keys are included where relevant. At the back of the Activity Book, there are a number of cutouts, including character masks for Cabu, Trumpet and Cabu, and cutouts for the Christmas and Easter lessons. Suggestions on how to use these cutouts are given in the relevant lessons. Teachers Guide Teaching with Fly High 7 The Teacher's Guide contains: • this Introduction, wh ich includes a list of additional ideas for games Isee page vi and a list of flashcards Isee page vi) • detailed lesson-by-Iesson teaching notes for the Pupil's Book and Activity Book • photocopiable word cards Isee page 91-98) The lesson-by-Iesson notes are presented together with a reduced black and white facsimile of the Pupil's Book spread, for easy reference. Lesson objectives, target language, recycled language and a list of materials required for the lesson are given at the beginning of each lesson spread. The photocopiable word cards are provided for use in activities to develop word recognition. Detailed suggestions are given in the lesson notes from Unit 7 onwards. Class Audio CDs The Class audio CDs contain all the audio material in the Pupil's Book, including the cartoon stories, listening tasks and songs. Complete audioscripts for the recordings which are not included on the pages of the Pupil's Book can be found in the lesson notes. Flashcards There are 72 vocabulary flashcards for the key items presented in the Pupil's Book. A complete list of the flashcards is provided on page vi of this Introduction. The flashcards reproduce the vocabulary pictures from each unit of the Pupil's Book. For teachers who want to practise word recognition, there are 72 photocopiable word cards at the back of this Teacher's Guide. A separate pack of Alphabet flashcards is also available. Unit and lesson structure Each of the 14 units of the course consists of two spreads. Each spread is treated as a lesson. However, in teaching situations with fewer hours available, it is possible to extend the unit over four teaching periods. The Activity Book provides additional material that can be used in class for quiet time in the classroom. The first spread ILesson 1) presents new language through the cartoon story. The children act out the story and then further listening and speaking practice is provided. The second spread ILesson 2) normally starts with a song. It consolidates the language from the first lesson in a new context, and as the book progresses it recycles more of the language taught in earlier lessons. Occasionally a new communicative structure is introduced. The second lesson always ends with a game and/ or a personalisation activity allowing the children to activate the language and relate it to themselves. Warm-up - getting started It is a good idea to signal the beginning of the lesson clearly and start with a warm-up activity that is enjoyable and involves the whole class. The step-by-step teaching notes suggest a variety of warm-up activities. Procedure for presenting vocabulary The new words for each lesson are always presented in Picture Dictionary style at the top~of the Pupil's Book page, and recorded on the audio CD. • Use flashcards or classroom objects to present the new words and their meaning. IRelating the new words to tangible objects in t e classroom also helps to make the words more memorable for the children.) Fly High Active Teach is designed for use with any Interactive Whiteboard IIWBI. It can also be used with a computer and projector. It contains all the Pupil's Book lesson pages in digital form, together with the class audio material. In addition, it provides: • Tell the children to open their books and look at the , pictures. Play the CD; the children point, listen and repeat. • Hold up the flashcards again in random order and elicit the words. • an additional interactive activity for each of Units 1-14 and Jungle Fun 1-3 You can also present the vocabulary on a Whiteboard, using the Flashcards on the Active Teach CD-ROM. • interactive flashcards-for all the vocabulary in the Pupil's Book, accessible by topic or in alphabetical order • printable/photocopiable Teacher's Resources Active Teach C~-ROM for Interactive Whiteboard Procedure for cartoon stories • Recite the lines of the song rhythmically like a chant Say each line and ask the children to repeat. Demonstrate the movements if the song lends i~~lfto action. • Play the CD. Ask the children to Sing along and make the movements. • Some songs involve sticker activities. The stickers can be found at the end of the Pupil's Book. Help the children to find the stickers. Pause the CD to give them time to place their stickers in the right position on the picture. • For some of the songs, you can divide the class into groups and give them a part to sing . • Use the Unit flashcards and hold them up as the words are heard in the song . • Invite the children to look at the pictures. Use Ll to ask questions about the pictures and prompt discussion. • Play the CD; the children listen and point to each character as they are speaking. Ask simple questions in Ll/English to check understanding. • Play the CD again, pausing after each line for the children to repeat. • Divide the class into groups, and give each group the role of a character. Play the CD again; the children repeat their parts. Encourage them to copy the characters' voice and intonation and to mime some of t~e actions. • Let the children practise in groups. Invite a group or groups to perform for the class. Practice The practice stage of the lesson involves a variety of different activities, including further listening activities, speaking activities and games. Simple heads-down, pen-to-paper activities are also included, such as drawing and colouring . There is an additional interactive practice activity on the Active Teach CD-ROM. Procedure for games / role plays • • • Ask the children to look at the photo in their Pupil's Book and describe in L what is happening. Elicit what they think 1 the children are saying. Demonstrate the game with a child or group, until everyone knows what to do. Let the children play the game in groups or pairs, if they are able to do so. If you feel that they are not ready for pair work, play the game as a team game, or with pairsl groups in front of the class. Procedure for teaching songs • Invite the children to look at the picturels) and talk about what they can see, saying who the characters are and what they are doing. • Play the CD. The children to listen and follow in their books. They can also clap the rhythm. Ending the lesson Always end the lesson on a positive and cheerful note. The step-by-step teaching notes suggest a variety of round-up activities. Procedure for 'My Alphabet' lessons Each Alphabet spread presents three letters in initial position in three words, e.g. apple, ball. car. Before the children open their Pupil's Books, follow these stages to present the alphabet words and letters for the lesson. • Word presentation. Use the Alphabet flashcards, picture side up, to present the alphabet words for the lesson. • Letters and sounds presentation. Introduce the letters and their names and sounds using the board. • Word recognition. Use the Alphabet flashcards, word side up, to practice whole word recognition. Demonstrate each activity in the Pupil's Book using the board as necessary, until the children are used to the activity types. At the end of each lesson, the children sing the alphabet chant until finally they can chant the entire alphabet. The corresponding spread in the Activity Book provides practice in forming lower-case and capital letters and developing handwriting skills. Again, demonstrate each activity first until children understand what they have to do. Classroom games Flashcard games 1 Say the word. Hold up pairs of flashcards. Say a word . The children point to the correct card or say the word . 2 Where's the word? Display flashcards in different parts of the classroom. Say a word. Ask the children to point to the correct flashcard. 3 Guess the word (1). Display a flashcard and then cover it Slowly reveal the card. The children guess the word. 4 Guess the word (2). Invite a child to come to the front and give him/her a flashcard. The class have to guess what it is by asking e.g .: Is it a (pencil}?The child who guesses correctly takes the next turn. to mime the word in some way for the class to guess the word. Whoever guesses correctly takes the next turn. You can also play this as a team game. 2 Simon says. Use this game to review actions and classroom instructions. The children have to follow instructions and do as they are told when they hear Simon says ... (or you can use Trumpet says) but do nothing when an instruction is not preceded by these words. Every time a child makes a mistake, they miss a turn. After three mistakes, they are 'our and have to stop playing. You can play this as a team game. The team with the fewest missed turns or the group with most children still in the game wins. In an alternative version of the game, carry out the instructions yourself as you say them, but make some mistakes. Children who copy you miss a turn . S Can you remember? Display a set of flashcards on the board and number them. Ask: Whars Number 7? Whars Number 5?etc. For each correct answer, turn the flashcard over. When all the flashcards are hidden, repeat the questions. Turn the flashcard over to check the answer. If the answer is correct. remove it and continue. You can play this as a team game. Teams win a point for each correct answer. 1 Picture dictation. Picture dictation can be used to review words that are easy to draw. Give each child a piece of blank paper. Say for example: Draw a pencil. Draw a rubber. Draw a (yellow) bag. The children draw a picture of the word they hear. Word and picture games (word recognition) 2 Memory game. Put a number of objects or flashcards on 1 Matching (1). Put picture flashcards and corresponding word cards face up on the board. Say a word and ask a ch ild to come to the board and find the matching picture and word cards. You can play this as a team game. Divide the class into teams. Ask two children from Team 1to come to the front. Say a word . One child finds the correct flashcard, the other finds the correct word card. The team gets a point for each correct choice. Continue with Team 2. 2 Matching (2). Divide the board into two. Write the same words in random order on each side. Divide the class into two teams. Invite a child from each tea'm to come to the board. Hold up a flashcard . The first child to find the matching word wins a point for their team. 3 Pelmanisn Put picture flashcards and corresponding word cards on the board face down in random order. Ask individual children to come to the board and turn over two cards. The aim is to match a picture card with the correct word card. If the cards don't match, replace them in the same position. If they match, take the cards off the board. Miming games 1 Mime the word. Invite a child to come to the front of the doss and give him/her a flashcard. The child then has Other games your desk or a big table. Invite the children to stand around the table and name the objects. Give them a minute or two to memorise them. Then cover the objects with a cloth. Ask children to name the objects they remember. 3 Bingo. Bingo can be used to revise simple objects, colours and numbers. Prepare multip' e A4 size photocopies of a Bingo grid with six or eight squares and give each child a copy. Display flashcards of the words you want to review. There should be more flashcards than squares on the Bingo grid. Tell the children to draw a different picture or colour in each squa .e on their grid, or write a number, depending on what set you are reviewing. Then call out the words at random. When the children hear a word that is on their grid, they cross it out. The first child to cross out all their words is the winner. 4 Guess the oQject (feeIie-bag). Put various objects into a large cloth bag or a pillow case that the children have learned the names of, e.g. a pen, pencil, an apple. Gather the children round your desk or walk round the class. Invite a child to put his/her hand in the bag, take hold of an object and try to guess what it is by touch. The child should say the name, then show the object. If the child has guessed correctly, he/she takes the bag and leads the game. Ust of Flashcards Alphabet A a apple B b ball C c car o d dog E e egg F f fish G g goat H h horse I i insect J j jelly K k kite L I lorry M m monkey N n nurse o 0 orange p p panda O q queen R r rabbit 5 s star T t tree U u umbrella V v violin W w watch X x fox y y yo-yo Z z zebra Unit 3 one two three four five , Unit 10 six seven eight nine ten Unit 4 teacher desk chair book door Unit 11 UnitS 4- bag pencil crayon rubber Unit 6 sit down stand up clap turn around Unit 7 mum dad brother sister me Unit 1 lion elephant parrot boy girl banana flower bee hippo train plane bike guitar Unit 2 yellow bl ue red green Unit 9 pink black orange white eye nose ear mouth Unit 12 pets cat hamster snake Unit 13 ice cream chips salad burger pizza Unit 14 fly jump swim run Happy Christmas! UnitS present Father Christmas stocking Happy Easter! Easter Bunny egg basket Hello! Objectives: to greet and introduce yourself, to get to know each other language: Hello, I'm (name). What's your name? Materials: Unit 1 character flashcards (lion (Cabul. elephant (Trumpetl. parrot (Pacol. boy, girn; Class CD 1 Warm-up • • Greet the children as they come in. Say: Hello and smile. Encourage them to say Hello in response. Point to yourself and say I'm [name). Ask children around the class What's your name? Encourage them to say I'm [name). Then answer: Hello, [child's name). • Encourage the children to do the same in pairs. Lead-in • • • Hold up the character flashcards one at a time and say the name of each character: Cabu (the lion cubl. Trumpet (the elephantl and Poco (the parrot!. Hold up the Fly High Pupil's Book 1 and point to the characters on the cover. Explain in Ll that Cabu, Trumpet and Paco live in the jungle. Cabu is a lion, Trumpet is an elephant and Paco is a parrot. The children will get to know them and the other two characters (the two gorillasl during their English lessons. Tell the children to open their books at page 4. Open your own book and hold it up to demonstrate. Give them time to look at the characters. Then ask them to tell you who they can see in Ll. Elicit the names Cabu, Trumpet and Poco. Usten and say. • • • • ~ 1 Track 02 Tell the children to listen to the CD and point to the characters. Play the CD all through. Hold up your book and point to the characters while the CD is playing, to demonstrate for the children. Point to each character again and elicit the names. Repeat the names for the children if necessary: Jim and Fiona. Play the CD again section by section. Pause the CD after each section and invite the children to repeat. Divide the class into two. Play the CD again. One half of the class repeats the first line, the other half repeats the second line, and so on. CD 1 Track 02 Cabu: Hello. I'm Cabu. What's your name? Fiona: I'm Fiona. -Paco: Hello. I'm Poco. What's your name? Jim: I'm Jim. Miss Maru: Hello. I'm Miss Maru. Mr Kuma: And I'm Mr Kuma. Trumpet: Hello. 1'111 Trumpet. What's your name? What's your name? Activity Book pages 71-76 • • • Ask the children to open their Activity Books at page 71. Open your own book and hold it .up to demonstrate. Show them the masks of Cabu, Trumpet and Paco. Tell the children that they are going to use these masks in the next lesson and again in later lessons. They should cut them out at home, stick them on card, and stick a ribbon to the sides of each mask so they can tie them on. They can colour them at home or in the next class. Ending the lesson • • Act out. • • Hold up the flashcard for Cabu. Say to one of the children: Hello. I'm Cabu. What's your name? and encourage the child to say I'm {name]. Answer: Hello, {child's name]. Do the same with the flashcards for Trumpetand Paco. Ask two children to stand up. Give one of them a flashcard, and encourage them to act out the dialogue. Continue with other pairs around the class, using different flashcards . Extra activity • Invite three children to come to the front of the class. Give each of them a character flashcard. Invite them to go round the classroom introducing themselves. Hold up the character flashcards one at a time. Say: Goodbye, Cabu', Goodbye, Trumpet', Goodbye, Pacol. Wave your hand each time and put the flashcard down on the desk. Do this again and ask the children to repeat and wave goodbye to the characters. Say: Goodbye, class' and wave your hand. Ask the children to repeat Goodbye, {your name]. You can do this at the end of every class. thejungle CD Usten and point Then say. (f!) @~~ Objectives: to introduce yourself, to say who and what you are Vocabulary: lion, elephant, parrot, boy, girl language: Hello. I'm (name). I'm a {/ion/ boy/gir/)o What's your name? Materials: Unit 1 flashcards (/ion (Cabu)' elephant (Trumpet), parrot (Paco), boy, girn; Class CD 1 coloured ; character masks which children made for homework (Activity Book pages 71-76) parrot boy girl Warm-up • • • Ask children around the class: What's your name? Elicit: I'm [name]. Then answer: Hello, [child's name). Hold up the three character flashcards one at a time and elicit the names Cabu, Trumpetand Poco. Practise the dialogue: Hello. I'm Cabu. What's your name? I'm [child's name). Hello, [child's name). CD Usten and point. Then say. • • • • • 1 Track 03 Lesson 1 Use the flashcards to present the new vocabulary items lion, elephant, parrot, boy, girl. Hold them up one by one, say the words and ask the children to repeat. Ask the children to open their books at page 6. Open your own book and hold it up to demonstrate. Tell them to look at the pictures. Play the CD and ask the children to point to the pictures as they listen. Play the CD again. Stop after each word and ask the children to repeat. Hold up each flashcard again in random order and elicit the word from individual children . CD 1 Track 03 lion, elephant, parrot, boy, girl CD 1 Track 04 Narrator: In the jungle ... Trumpet: Aagh! ... Cabu: Hello! Trumpet: Hello l I'm Trumpet. What's your name? Cabu: I'm Cabu. I'm a lion. Trumpet: I'm an elephant. Paco: And I'm Paco. I'm a parrot. CD Usten again and say. • • @ Look and listen. • • • 1 Track 04 Ask the children to look at the pictures of the story. Encourage them to point and name characters. Ask them to tell you what is happening in the story (Ll). Play the CD; the children listen to the story and point to the characters. • • • 1 Track 05 Play the story again . Pause after each line for th" children e to repeat. Divide the class into three groups. Tell Group 1to repeat Trumpet's lines, Group 2 to repeat Cabu's lines and Group 3 to repeat Paco's line. Play the CD again. Act out the story with yourself and two children. Put the children into groups of three to act out the story. Invite some groups to come to the front of the class to act out the story. fr'\ ~ 4 LIstan and point ~ • • • Usten and say. @ 1 Track 07 Ask the children to get out the mq~ks they prepared for homework. Tell them to colour the masks if they haven't done so at home. Ask them to look at the photo in Exercise 5. Play the CD. The children listen and repeat. Put the children in pairs. Tell one child in each pair to put on a character mask. Ask several pairs to stand up and demonstrate the dialogue for the class. Present I'm a girl for the girls. CD 1 Track 07 Cabu: Hello. I'm Cabu. I'm a lion. What's your name? Tom: I'm Tom. I'm a boy. o o Draw and say. • • • Draw and say. Draw a face on the board . Point to it and say your name. Ask the children to look at the outline and the photo. Ask them to draw their face in their book. Ask some of the children to stand up, hold up the picture they have drawn and say: Hello. I'm [name). I'm a (boy/gir/). Activity Book page 2 -:L::================~ CD 1 Track 05 See Track 04 in Exercise 2. 4 Usten and point. 1 Track 06 • Ask the children to look at the pictures of the three characters in Exercise 4. • Tell them to listen to the CD and point to the characters. Play the CD. Hold up your book and point to the characters while the CD is playing, to demonstrate for the children. • Play the CD again. Pause after each character speaks. Hold up a character flashcard and prompt the children to shout Yes if it is the correct character or No. CD Colour and say. Note: You can use this activity in class after Exercise 3 or 4. Or you can tell the children to do it for homework and check their work in the next lesson. • Ask the children to open their Activity Books at page 2. Open your own book and hold it up to demonstrate. Elicit the names of the characters. • Tell them to colour the pictures using the correct colours for each character, as in their Pupil's Book. • When they have finished, hold up your book, point at each character, and elicit: Hello. I'm (Cabu). I'm a (lion). • Ask individual children to stand up, hold up their book and point to a character. Prompt Hello. I'm (Cabu). I'm a (/ion). Ending the lesson • CD 1 Track 06 Cabu: Hello. I'm a lion. Poco: Hello. I'm a parrot. Trumpet: Hello. I'm an elephant. • Hold up the character cards and encourage the children to say and wave goodbye to the characters. Say: Goodbye, class! and wave your hand. Ask the children to repeat Goodbye, [your name]! Lesson 2 Ustan and point. Then say. 7 @Y @ banana Objectives: to name objects and animals Vocabulary: banana, flower, bee, hippo Language: Look, (a banana)/ (f/owers). Review: Hello. I'm ... , What's your name? Materials: Unit 1 flashcards Ilion (Cabu), elephant (Trumpet), parrot(Paco), boy, girl, banana, flower, bee, hippo); Class CD 1 flower ~ bee hippo Warm-up • Holding one of the character flashcards, walk around the class and say to individual children: Hello. I'm Trumpet. I'm an elephant. What's your name? Encourage the children to respond: Hello, Trumpet. I'm [name]. I'm a (boy/gir/). ® Usten and point. Then say. • • • • • 1 Track 08 Use the flashcards to present the new vocabulary items banana, flower, bee, hippo. Hold them up one by one, say the words and ask the children to repeat. Ask the children to open their books at page 8. Open your own book and hold it up to demonstrate. Tell them to look at the pictures. Play the CD and ask the children to point to the pictures as they listen. Play the CD again. Stop after each word and ask the children to repeat. Hold up each flashcard again in random order and elicit the word from individual children. CD 1 Track 08 banana, flower, bee, hippo ® Lesson 2 CD 1 Track 09 Narrator: In the jungle ... Cabu: Look, a banana! ~ Trumpet: Ouch! ® Usten again and say. • • ® Look and listen. • • • 1 Track 09 Ask the children to look at the pictures of the story. Encourage them to point and name characters and objects. Ask them to tell you what is happening in the story (LlI. Play the CD; the children listen to the story and point to the characters and objects. Usten again and say. • • • Cabu: Look, flowers' Trumpet: And bees. Paco: Stop! Look, hippos. 1 Track 10 Play the story again. Pause after each line for the children to repeat. Divide the class into three groups. Give each group the role of one character. They listen and repeat the lines of their character. Invite them to use their character masks. Play the CD again. Act out the story with yourself and two children. Put the children into groups of three to act out the story. Encourage them to use their masks. Invite some groups to come to the front of the class to act out the story. CD 1 Track 10 See Track 09 in Exercise 8. J() Listan and drde. ® Usten and point. Then sing. ~ 1 Track 12 ffi) • • • [ Look, all elephant and a bee. ? Ask the children to look at the pict!-!.res and name objects and animals: flower, bee, parrot, Cabu, etc. Play the CD; the children listen and point to the pictures. Play the CD again and encourage the children to sing along. CD 1 Track 12 Narrator: In the j ungle ... Children: Look, an elephant and a bee. Look, an elephant and a bee. In the jungle. In the jungle. -~-..... ' Look, a parrot and a lion. Look, a parrot and a lion. In the jungle. In the jungle. Look, a parrot and a flower. Look, a parrot and a flower. In the jungle. In the jungle. Activity Book page 3 10 Usten and circle. 1 Track 11 • Ask the children to look at the pictures in E xercise 10 and name as many as items as they can remember. • Point and say: Look, a banana! Look, a parrot' Look, flowers! etc. Repeat in a different order and ask the children to point to the correct pictures. • Tell the children to listen and pOint. Play the CD. • Tell the children to listen again. This time they should circle the pictures. Play the CD again. Pause after Look, a banana' and point to the example. Pause after each line to give the children time to circle. • Ask a child to choose a picture and say, e.g. Look, lions' The rest of the class listen and point. Repeat with different children. • Let them continue in pairs. CD 1 Track 11 Look, a banana! Look, flowers! Look, hippos' Look, a parrott Look, bees! Look, lions! @ Complete and say. Note: You can use this activity in class after Exercise 9 or 10, or you can tell the children to do it for homework and check it in the next lesson. • Ask the children to open their Activity Books at page 3. Open your own book and hold it up to demonstrate. • Ask the children to look at the part completed pictures and name the objects/animals if they can. Tell them to complete the drawings by tracing over the dotted lines. • When they have finished, elicit: Look, a {f/ower:l for each item. E nding the lesson Go round the class showing children a flashcard from Lesson 1 or 2 and eliciting Look, a banana/ bee/etc. each time. Prompt the first few times if necessary. CD Lis1en and point Then say. tv Objectives: to learn four colours Vocabulary: yellow, blue, red, green Language: Look, it's blue. Review: banana, flower, bee, hippo Materials: Unit 1 and 2 flashcards; Class CD 1 yellow • •• blue red green Warm-up • • • Stick flashcards for Cabu, Paco and Trumpet, and banana, flower, bee and hippo on the board. Ask some children to come to the front and stand in line. Point to a flashcard and ask the first child to say the word, e.g. hippo. He/She sits down. Repeat with the rest of the children. If a child cannot remember a word, he/she goes to the end of the line and tries again if they want to. CD Usten and point. Then say. • • • • • 1 Track 13 Use the flashcards to present the new vocabulary items yellow, blue, red, green. Hold them up one by one, say the words and ask the children to repeat. Ask the children to open their books at page 10. Open your own book and hold it up to demonstrate. Tell them to look at the pictures. Play the CD; the children point to the pictures as they listen. Play the CD again. Stop after each word; the children repeat. Hold up each flashcard again in random order and elicit the word from individual children. Repeat faster to make it fun . CD 1 Track 14 Narrator: By the lake ... Poco: No, Trumpet. Stop. t's yellow! Trumpet: Huh? Oh, yes, yellow! Cabu: Trumpet. Look. It's blue. Trumpet: Uhmm. Poco: Look, Cabu, a flower Cabu: Thanks, Raco. It's red. Trumpet: Look, Cabu, green. It's green. CD 1 Track 13 yellow, blue, red, green CD Look and listen. • • • CD Usten again a·nd say. 1 Track 14 Ask the children to look at the pictures of the story. Encourage them to point and name the characters and colours they see. Ask them to tell you what is happening in the story (Ll). ay the CD; the children listen and point to the characters o colours. • • • 1 Track 15 Play the story again. Pause after each line for the children to repeat. Divide the class into three groups. Give each group the role of one character. Ask them to listen and repeat the lines of their character. Invite them to use their character masks. Play the CD again. Act out the story with yourself and two children. 4 Ustan and colour. Answers 1 grass - green 4 parrot - blue e:J 2 banana - yellow 3 flower - red CD 1 Track 16 It's yellow. It's green. It's blue. It's red. o • CD o Point and say. It's yellow. o Play. look, it's red . • look, its blue. ~ • • Point and say. Ask the children to point to each picture in Exercise 4 and say the colour, e.g. It's red. Play. Walk round the classroom and point at different objects, items of clothing, etc. and say: Look, it's Ired/ yellow/ blue/ green). Then, point at something, Say: Look, it's ... and elicit the colour from the children . Ask the children to look at the photo in Exercise 6. Ask them what they think the children are saying. Encourage individual children to stand up, point at something and say the colour. They can continue in pairs or small groups. Activity Book page 4 CD Colour, point and say. • Put the children into groups of three to act out the story. Encourage them to use their masks. • Invite some groups to come to the front of the class to act out the story. CD 1 Track 15 See Track 14 in Exercise 2. o Usten and colour. 1 Track 16 • Ask the children to look at the pictures in Exercise 4 and name as many items as they can. You can teach grass for Number 1, if you wish. • Tell the children to listen and point to the correct pictures. Play the CD. • Tell the children to listen again and colour the pictures. Play the CD again. Pause after each line, elicit the colour, and give the children time to colour. Note: You can use this activity in class after Exercise 5 or assign it for homework and check it in the next lesson. • Ask the children to open their Activity Books at page 4. Open your own book and hold it up to demonstrate. • Ask them to name the objects/animals in the picture. • Tell them to look at the coloured pictures in their Pupil's Book and colour the items in their Activity Book the same way. • When they have finished, ask individual children to stand up, hold up their book, point to the items in the picture and say: Look, it's (green). Ending the lesson • Put the colour flashcards face down on the board. Point to a flashcard and ask children to guess the colour. You can play this as a team game. Lesson 2 7 Ustan and point. Then sing. Objectives: to practise colours language: It's red and yellow. I s it (yellow)? Y es'/No. Review: red, yellow, green, blue, banana, flower, bee, parrot Materials: Unit 2 flashca rds; coloured pencils/crayons; Class CD 1 ® Colour and say. Warm-up • • • • Put the colour flashcards on the board. Ask the pupils to tell you the colour as you point to each flashcard . Ask the children to look at the flashcards on the board and memorise where each colour is. Now turn each flashcard over and put it back in the same place, face down. The children have to say the colours in the right order as you point to each flashcard . ® Usten and point. Then sing. • • • • [ It's red and yellow. ? 1 Track 17 Ask the children to look at the picture of the parrot in Exercise 7. Ask them what colours they can see. Then hold up your book, point to the different parts of the parrot and elicit the colour. Tell the children to listen and point to the colours. Play the CD. Demonstrate by holding up your book and pointing to the colours while the CD is playing. Tell the children to listen again and sing along . Play the CD again . Divide the class into two. One half of the class sings Look, a parroti and the other half sings Red and yellow / Green and blue. They all sing the chorus. Play the CD again. CD 1 Track 17 Look, a parrot! Red and yellow. Look, a parrot! Green and blue. Red, yellow, green and blue. Red, yellow, green and blue. Lesson 2 ® Colour and say. • • • • Ask the children to look at the four balls in E xercise 8. Point at the brushstrokes. Ask the children to name each colour and hold up the appropriate crayon or marker. Let them colour the balls in their book. Move around as they colour and make sure they use the correct colours. Point to the first picture and elicit red and yellow. Do the same with the rest of the pictures. , CD 1 Track 18 Look, a banana. Is it yellow? (PAUSE) Yes. Look, a flower. Is it red? (PAUSE) Yes. Look, a bee. Is it green? (PAUSE) No. Look, a flower. Is it yellow? (PAUSE) No. Look, a parrot. Is it green? (PAUSE) Yes. Ustan and answer yes or no. !!) 9 '~ " @ 2 5 Answers 1 Yes 2 Yes 3 No 4 No 5 Yes ® Play. Play. • • • Ask the children to look at the photo in Exercise 10. Elicit what they think the children are saying . Demonstrate the game. Put some coloured pencils or crayons on your desk, pick one up and hide it behind your back. Try not to let the children see it. Ask a child : Is it yellow? The child has to guess and say Yes or No. Show the pencil. If the guess is correct, he/she comes to the front, takes another pencil/crayon from your desk, hides it behind his/her back and asks a question to another child in the class. Continue round the class. You can let the children play the game in pairs using their own pencils/crayons. Activity Book page 5 9 Usten and answer yes or no. 1 Track 18 Ask the children to look at the pictures in Exercise 3 and name the items and colours. Model and elicit: Look, a banana. It's yellow. Look, a flower. It's red. etc. • Point to number 1. Say: Look, a banana. Is it yellow? Elicit the answer: Yes. Ask the whole class to answer, then ask individual children around the class. Each time, respond: Yes. It's yellow. • • Point to number 3. Say: Look, a bee. Is it green? Elicit the answer: No. Repeat with the whole class and individual children . Each time, respond: No. It's yellow. • Tell them to listen to the CD. They should listen to each question, point to the picture and answer Yes or No. Play the CD. • For further practice, play the CD again and ask the children to listen and repeat. @ Find, colour and say. Note: You can use this activity in class after Exercise 8 or assign it for homework and check it in the next lesson. • Ask the children to open their Activity Books at page 5. • Ask them to look at Cabu and trace the line from Cabu to the banana with their finger. Hold up your book to demonstrate. Ask the children to colour the banana yellow. Then elicit: It's a banana. It's yellow. • Tell them to draw lines through the maze from Paco and Trumpet, and colour the other pictures. • When they have finished, ask individual children to stand up, hold up their book, point to the items and say: It's a (parrot). It's (green). Ending the lesson • Point to different objects and ask the children: Is it (red)? Elicit Yes or No as appropriate.