Introduction

Unit 1 Hel lo

Unit 2 FomilgReview units 1 ond 2

Unit 3 SchoolUni t 4 ColoursReview units 3 ond 4

Unit 5 TogsUnit 6 BodgReview units 5 ond 6

Unit 7 ClothesUnit 8 FoodReview units 7 ond 8

Unit 9 FoceUnit 10 AnimolsReview units 9 ond 10

Photocopioble sheetsPhonics octions

Teeeherk & k26

12182026323440464854606258747696

Kirstie GroingerSuson lo nnuzzi

OXTORD\JNIVERSITY PRESS

The lesson notes qive advlce on how and when to usef lashcards. Each f lashcard ls numbered and a l is t of f lashcardsappears inside the plast ic pocket. Because the t lashcards aredouble-sided, you can use a plain piece of card to cover theimage on the back. As with al l lesson mater ia ls, i t is best toprepare the cards you need before the lesson.Those neeoeoare speci f ied in the box at the beginning of each lesson.

Course structureEach level of Litt le Friends consists of l0 main units Each unithas six core lessons. After every two units, there is a reviewspread cal led I know.. . which consol idates the mater ia l f romthe previous uni ts.In addi t ion, a imost al l lessons of fer an opt iona act iv i ty. Theopt ional act iv i t ies prov,de extrd p 'act ce ard .onsol ioal iorofwhat has been taught.They do not present newlanc uace.

TopicsLitt le Friends is a topic-based course. Each unit is centred ona di f ferent topic. Thls reduces the cogni t ive ioad on chi ldrensince vocabulary is presented in meaningful groups.The topics chosen, such as Family and Toys, are relevantto young chi ldren and ref lect their l ives. As a resul t ,they reassure, interest , and mot ivate the chi ldren in theclassroom.

ValuesIn addl t ion to i ts language learning benef i ts, l i r r lef r icnr l< rprocnizcs t l . ,a l l :nnr r2ne inqt f l r . t

^n nrASentS

an opportuni ty to relnforce values such as cooperat ion,teamwork, heal th, good nutr i t ion, and respect for others.The stor ies and i l lustrat ions provide opportuni t ies to addresssuch values. Examples include Unit 3 which models respectfor teachers, and Unit 8 which shows heal thy eai ing.Thesevalues are highl ighted for each uni t wi th in the lesson notes.

Unit structureThe simple and reliable unlt structure makes Lltt le Filendsan ide,al r -orrrse for exner ienced and nOViCe teachers al ike.f r rh

' ,n i t h. .

-

^^^ l^ . .^^ F^"--+

-^-r dLn unI r ]d5 d one-pdge-per- te55(JI to i lndt , dno eacnOaqe / lesson has a soeci f ic ro le in the uni t . This format isconsistent across Llmie Friends.The f i rst two pages of the each unl t of the Class Bool . depictan invi t ing scene wlth the course characters.These pagesare used to present the target vocabulary and structure incontext. They provide two lessons of material.Lesson I is devoted to vocabulary. There are four newwords per uni t .There is a st icker for each of the new words.Chi ldren are highly mot ivated by st ickers, which helps themto retain these words more effectivelv. Lesson 2 oresents thekey language structure of the uni t in a song so that chi ldrenremain engaged as they are exposed to the new language.Lessons 3 and 5 ofeach uni t are for Letters, and theyprovide material for the foundation of l i teracy development.Litt le Friends is carefully crafted so that children are notoverwhelmed by too many new letters at once. There arenever more than three new letters presented in any one unit.

Lesson 4 of each uni t is devoted to numeracy, which ispresented in con. junct ion wi th a song. Chi ldren learnnumbers f rom 1-1 O. They learn to recognize the wr i t tennumbers, and also the meaning of the number by count ing.Lesson 6 is the story lesson. Each story is a s imple two-frame story which features the course characters or othercharacters in humorous, creat ive, or thoughtful s i tuat ions.In addi t ion to the 10 core uni ts, there are f ive review spreadswhich consol idate the main language, let ters or numbers ofthe preceding two uni ts. At th is age, chi ldren require a hlghlevel of recycl ing of language before they acquire i t , so thesefrequent review spreads are essent ia l to the success of thecourse. After children complete the review, they are givena smi ley face st icker to acknowledge their progress andmotivate them to cont inue learning.

The four skillsLitt le Filends focuses on providing the foundation forthe development of the four language ski l ls of l is tening,speaking, reading, and wri t lng. Whi le chi ldren may be tooyoung to read and wri te, they are able to pract ise pre-l i teracy ski l ls that wi l l prepare them for learnlng to read andwrite with First Friends.

ListeningListening is an important ski l l for young chi ldren, andi t is l ikely that a number of your chi ldren wi l l begin tounderstand with conf idence before they are ab e to speakwith confidence.From the outset of L l t t le Fr iends,chi dren's l is tening ski l lsare developed. Chi ldren l is ten to a var iety of language,including stor ies in each uni t .The teaching notes always givesuggest ions for quest ions to ask your chi ldren about whatthey hear. Chi ldren are more l ikely to pay at tent lon and focusi f they know you wl l l ask them about i t .

SpeakingThere are opportuni t ies for chi ldren to speak in every lesson.Speaking act iv i t ies represent a wide range of formars,including l is ten and say (repeat ing), answering quest ions,role plays, and communicat ive speaking.Pronunciat ion is addressed through the modei l ing ofletter sounds in the phonics lessons. Litt le Frrends uses theInternat ional Phonet lcs Alphabet for pronunciat ion guides.See the phonet ic key below.

Pre-writingPre-writ ing is the main focus of Litt le Friends. For very youngchi ldren, th is is achieved by encouraging and providingample opportuni t ies for f inger t racing, which helps chi ldrenget accustomed to the lef t to r ight hand and arm movementrequired l -or Eng' ish wr i l i rgln Litt le Friends, children wil l:r do activit ies which reinforce the left to right direction

of Engl isho do act iv i t ies which promote eventual penci l controlo do act iv i t ies which develop f ine motor control

lntroduction

Pre-readingLitt le Friends prepares children for reading by introducingthem to the phonics method. See below for an explanat ionof phonics.\n Lrt t le Fr iends, chi ldren wi l l :. ea'n r ' .e le1 ro r ight progression of Engl ish. ea'n r-e; f , - .ds of the Engl ish alphabet. eai'. to rdentif lT the starting sounds and letters of words

Literacy development: phonics-

' : : ' . 'JS adopts a phonics approach to l iteracy development.-- : : 'onics approach is based on the let ter / sound::"=scordence. In other words, each let ter has a pr imarys:- .d which enables the reader to decode or read the word.:c: example, the word cdr consists of three letters (c, q r)ard three sounds ( lk l lx l / t / ) . I f the reader understands the:crrespondence of the let ters and the sounds, he or she isable to decode or read ccf . Thus, knowing the let ter soundsis extremely important, and is more important than thelet ter name.Since Lltrle Filends is specially designed for children who areextremely young, letter names are not presented. However,i f there are parental or cul tural expectat ions that chi ldrenknow the names as wel l as the sounds of the let ters, teachersusing l irrle Filends may wish to present the names. Bothletter sounds and names are presented in First Friends.ln order to make the learning process easier and moreenjoyable, Litt le Friends uses a phonics chant. The phonicschant is used for each let ter and i t sets the sound and thephonic exemplar words to a memorable tune. Chi ldren onlyneed to learn the chant melody once so that they can focuson the letter in future.

Phonetic keya-t 'Et -appreb- lb/-boyc- lk/-catd-/c l l -doge-/el-eggf- l f / - f ishg- lgsl-gir lh- /h/-hatt- l r l - iguana)- t$t- jamk-ik l -k i tel - l l l - l lonm-/m/-moon

n-/n/-netn

- ln/

-

^ . t^nr r(

p- lp l -p izzaq- lkwl-queenr- l r / - rabbi ts- /s/-sunt*/ t / - tableu*lx l -umbrel lav-/v i -vanw-/wl-windowx-/ksl-boxy- l j l -yogurtz- lz l *zebra

Characteristics of young learnersThe Silent PeriodNot all children will be able to respond to you orally fromthe beginning of the year Some may need a silent period inwhich they acclimatize to the new experience and absorb thelanguage around them without being required to produce it.Do not nush chi ldren io sneak i f thev do nnt feelcomfortable. Some act iv i t ies involve cal l ing chi ldren to thefront to s ing or act . Choose chi ldren who are wi l l ing andeager to perform in front of the whole class.

Introduction

Remember that the questions in the syllabus are intendedonly for the teacher to produce, e.g.Who's that? What'syour name? eIc. However, as there are significant individualvar iat ions amongst chi ldren, some chi ldren may be able andeager to use English sooner. Similarly, at this stage, somechildren may not be able to give complere answers, but theymay be able to express their understanding by giving a partialanswer or another lndication that they have understoodand are at tempt lng to communicate. For example, one chi ldmay respond lt\ red whtlst another may only say Red. A thirdchi ld may point to a red f lashcard. Al l three chi ldren arecommunicat ing ef fect ively and appropr iateJv for their age.

I ntellectual developmentVery young chi ldren are not able to understa-o 3cstractrules or logic. As a resul t , abstract conceoTs a- : : 'a- malare not taught overt ly at th is stage. Terms s!cr as : . i J lar o lp lural are not used, and you wi l l not f ind instr-c:

- . . :o give

grammar rules in the teaching notes.

lmportance of routineVery young chi ldren thr ive when they have a rc. : -

-A rout ine of fers them secur i ty and makes them i := : ' : tthey understand their wor ld because they kno' . ' . , ^ ar :oexner. f l t is verv helnfr l to establ ish a rout ine vtr t - i l - ., ' . ,Y," 'children. One way Litt le Friends helps you to do :. s sthrough the Helb and Goodbye songs. Beginninc e3c.lesson with the Hello song is a good way to signa :-3: i i ist ime for the lesson to begin. By ending the lesso. , . :^ theGoodbye song, children understand that the lessor s over.I t is a lso important to incorporate consistent pra s: a^dfeedback into your lessons. Very young chi ldrer lc. ' isn wi thpraise. l t ra ises their conf idence and gives them ccs l ivereinforcement. Therefore, a lways pra ise correc:':s o c I sesand avoid harshly cr i t ic iz ing incorrect ones. Yc- r^a), s implysay, 'That s almost r ight . Try againl

Attention spanYoung chl ldren have very short at tent ion spa-s. They focuson here-and-now act iv i t ies that are l ively anc ' . ;n. Theirat tent ion span can be maximized by gett ing : .e. . act ivelyinvolved, as in doing act ions or role playino. -r , ic a '" 'c idfocusing on any one chi ld for too long or the c: .e i 's ma;rbecome distracted. In order to keep the chi cre" ergaged,do not spend too much t ime on any one aci i . I . " . t , r 'ay bebenef ic ia l to leave an act iv i ty unf in ished in orce' :c matntatnclass at tent ion.

Sensory inputEveryone has a different learning style or creferred wayof learning. Audi tory learners prefer l is tening to the CDor the teacher. Visual learners prefer looking at p icturesand f lashcards.Tact i le learners take in new informat ionby touching and doing, for example doing the song andphonics act ions, and by f inger t racing.

Fine motor skills developmentFine motor ski l ls are st i l l developing in very young chi ldren.They are just beginning to use their hands and f ingers foract iv i t ies such as drawing. These act ions require coordinat ionand control , which most young chi ldren typical ly do not

possess. As a result, the tracing in Litt le Filends refers to fingertracing.There is tracing on most pages of Litt le Frtends.Some chi ldren may be ready to hold a pencl l and wi l l beeager to do so. However, the handwri t ing and drawing ofthese chi ldren may be larger or malformed. l t ls importantto recognize that such character ist ics are a normal part ofal l chi ldren's development. You are the best judge of whichchi ldren are ready to work wi th penci ls.To assist in the development of f ine motor skil ls, Lltt le Fnendsincludes st ickers for each uni t . See below.

General teaching proceduresBeginning and ending the lessonI t is very important to establ ish a rout ine wi th chi ldren ofth is age. l t is strongly suggested that you begin every lessonwirh rhe l letlo song @ 01.

TranscriptHel lo, hel lo, hel lo f r iendsHello, hello, how are you?I'm fine, I 'm fine,I 'm f ine, thank you!l 'm fine, I 'm fine,I 'm f ine, thank you!Hel lo, hel lo, hel lo f r iendsHello, hello, hello friendsHel lo, hel lo, hel lo f r iendsTime to play today!This is an excel lent way to s ignal that i t is t ime for Engl ish. l tis a lso a good way to set a fun tone for al l , whi le easing shychi ldren into the lesson.Likewise, i t is a very good idea to end every lesson with theGoodbyesong @02.

TranscriptGoodbye, boys and girls.Goodbye, boys and girls.Goodbye, boys and girls.Time to goBy singing this song, chi ldren wi l l understand that the lessonis over. l t wi l l c lear ly s ignal that i t is t ime to move on to thenext activlty.l

Introducing languageThe teaching notes give suggest ions as to how to introduceal l new language in each uni t . However, you may wishto introduce language in other ways, for example, usingreal objects, p ictures f rom magazines, or other means. l t ishelpful to personal ize the language by using the chl ldren'sown things as wel l as th ings in the c lassroom to underpinyour presentat ions.

Using stickersI t is strongly suggested that you remove the st icker spreadfrom the centre of the children's Class Books before yougive them the books.The stickers wil l be most effective and

motivat ing i f they are given out a uni t at a t ime. Youngerchi ldren may need help removing st ickers f rom the sheet,but al l chi ldren should enjoy st icking them in their booksand this wi l l help to develop their f ine motor control .

Using storiesPretending and playing are extremely important for youngchi ldren. Stor ies encourage and faci l i tate pretending andplaying.They enable chi ldren to use their imaginat ion,make sense of the wor ld, and express their feel ings andrhorrohts Stor ies also oive a natural context for introducingand pract is ing language. Each uni t of L i t t le Fr iends includes ar lpdir : tpd

Lesson 1 VocabularY ::{rr&tr'l

,!.p-i9 gl-til $ -e- lg vi "ruI !f 1ra c1e,1s!--qerr!$t Lq,a, ! i s,! a!,F-s:Materials:CD t9-c-!sJ---!!e":|19319:"]"-a,

-

Optional: coples ot 5n(

Warm-up @ol. Teach chlldren the Hetlo song (TB page 5)' Use this song at

the beginnlng of every lesson i f you wish. Talkto chi ldren abouttheir toys Askthem l f they have a

special toy that they sleep with or often play with'

Listen andsay. @03. Tel l chi ldren they are going to meet two chi ldren and two

special toys that the chi ldren have just been given' St ickthef lashcardsontheboard, inthisorder:Baz'J ig 'Pat 'Tess

o Point to each f lashcard in turn, and say the name Repeat '

. Say Listen.Play the CD. Children point to the flashcards'

. PIay the CD aqain, pausing af ter each name Chi ldrenrefeat the words choral ly ( then indiv idual ly i f you wish) '

Transcript @ 03Listen and saY.Baz, Jig, Pat, Tess

Udtl. trssoil 1

Listen andtind. @04. Give chi ldren thelr books, open at page 2 Ask some

questions about the picture, e g Who can you see?W hat have Baz a n d Tess bee n doi ng? (open i n g thei rpresents). What are they doing now? (looking at tnelr new'roys).Who does Pat/Jtg belong rol (Pat is Baz's' 'Jig isTess's)

o Tell children to point to the characters when they hear their

names. Say Listen and play the CD, pausing as necessary'Check they are pointlng to the correct character each time'

Transuipt @04Listen and find.Baz, )ig, Pat, Tess

Stick and saY.. Say / t 's st tckertrme!Give chi ldren their character st lckers'. Hold up one chi ld 's st ickers and point ro ) ig 'Say Jig '

Chi ldren repeat. Chi ldren f ind the st icker and st ick i t on Jioin the picture. Repeat with the other stlckers'

. Sing the Goodbye song (@ 02, TB page 5)' You can endeve-ry lesson wiih this song, but you can wait until thenexf lesson before you teach it to the children'

Optional activitY. Hand out copies of Sheet 1

to the character and rePeatSay Baz, etc. Children PointTel l them to colour theshow to their Parents.

l' n i r l - r re and take i t home to

!LrLur!

I sing ona ao. 4: . ' !iTrm., '1\.

Lesson 2 Song

Warm-up. sing the Hetlo song. @ 01 (TB page 5)o Review the names of the characters Hide a flashcard

with a piece of paper and slowly reveal the picture' Whenchildren have guessed who it is, they say the name'

Listen and sing. @ 0s. Tell children they are going to learn a song about the

characters.. Stickthe characterflashcards up around the room, in this

order: Jig, Pat, Baz, Tess. Say the names as you do so'o Say Listen tothe song and play the CD. Point to the

appropriate flashcards when the characters introducethemselves. On What's your name?, open your hands in aquest ioning mime. On the last quest ion, look at the class'

r Play the CD again and sing along, pausing after each l inefor children to sing the line after you.

Transcript @ 05listen and sing.Hello, l 'm. l ig.What's your name?Hello,l'm Pat.What's your name?

Hello, l 'm Baz.What's your name?Hel lo, l 'mTess.What's your name?Hello, hello, what's Your name?

Sing and do. @ os. Say Stand up, using your hands to show what you mean. Sing the song (using the CD if you wish)' Children point

to the flashcards as they hear the names, and open theirhands as they ask the quest ions.

. Sing the song again. Encourage chi ldren to sing along'o With a more able class, you could get children to say their

own names.

Trace.o Give children their books, open at page 3.. Hold up your book and point to )ig.Say Jrg'Children repeat. Ask children if they can find a dashed line somewhere on

Jig. Point to the dashed l ine around his tummy, and showchildren how to trace around it with your finger'Children trace the line with one finger. Monitor and helpas necessary. RePeat with Pat.Singthe Goodbyesong. @02 (TB page 5)

Optional activitY. Ask four children to come to the front. Give each child

a character flashcard. As they hear thelr character namementioned, they hold up their flashcard'The rest of theclass sings the song.

TI

Lesson 3 Letters rffiffit

_t[t9te!'Lg_t-.q.slWl;:'ue,[g;-_ _

-

- : _Optional: flashcards I -4

Warm-up. Greet children and introduce yourself saying Hello, t,m +

name.. Invi te individual chi ldren to do the same.

Listenandchant. @06. Tel l chi ldren they are going to learn an Engl ish let ter and

sound.. Stick the apple flashcard on rhe board. Say Apple. Children

repeat the word.o Ask chi ldren i f they can hear the sound at the beginning

of the word apple.Say [e/. Children repeat the sound afteryou.

. Say Listen and play the CD. Children repeat.Transcript @ 06Iisten and chant.le, l , lx l . la l/rl. apple, lzvl, applelnl . le l , l* l

Act.Tell children they are going to learn an action for apple.Pretend to hold an apple in one hand, and open yourmouth wide as if you are about to take a bite (see TBpage 96), as you say le,l, apple.Children repeat the action as they say lrel and apple.

Trace the letter.o Tell children that they are going to learn how to rvrite the

letter to go with the sound. Facing away from rne crass,use your finger to'write'an a in the air, exactly, as it is in thebook. As you do so, say lel ... apple.

r Write a letter a on the board. Add a dot, as : t.e oooK.Show how to trace the letter. lf you wish. c- 3ren canpractise'writ ing'the letter in the air.

r Give children their books, open at page i. : rnem topractise tracing the letter in their boo

Lesson 4 Numbers ffi

Warm-upo lnvite four children to come to the front and give each

one a character flashcard. Help them to introducethemselves, saying Hetlo, |m Baz, etc. lf necessary, say thesentence and let them repeat after you.

. Repeat with more children.

Listenandchant. @07r Tel l chi ldren they are going to learn to count in Engl ish'

Hold up one finger and say One. lnvite one child to cometo the front of the class, point to him/her and say One'

. Tell children they are going to say a chant to practise thenumber 1. Say Listen and play the CD.

. Play the CD again. Children repeat.

Transcript @ 07Listen and chant.One, one, one, one.Onel

Count.. Hold up a selection of single objects (e.9. one finger, one

pencil, one book) and say One. Children repeat.. Ask individual chi ldren to show you one thing in the

classroom,o Give children their books, open at page 5. Ask them how

many bugs they can see. (Note that there is no need toteach them the word spiderin English.)

Trace the number.. Tell children they are going to learn how to write the

number /. Facing away from the class, use your finger to'write'a I in the air, exactly as it is in the book. Say One,

o Write a / on the board, and add a dot, as in the book.. Show how to trace the number, starting from the dot.

l f you wish, chi ldren can pract ise'wri t ing' the number inthe air.

. Tell children to practise tracing the number in their bookswith one finger. Check they are tracing it correctly.

Trace the picture.. Ask children what they think they should trace on the

picture (the thread the spider is hanging from). Hold upyour book and demonstrate.

. Tell children to trace the line with one finger'

. lf you wish, more able children can now trace the dashedl ines on the number and the picture with their pencl ls '

Optional activity. Hold up one or more objects (e.g. pencils, fingers,

books) at a time. Tell children to say One when they seejust one object, and otherwise to say nothing.

Lesson 5 Letters ffi

Warm-upo Hold up the apple flashcard and say the sound and word.

Children repeat. See if they can remember the action.

Listenandchant. @08o Tell children they are going to learn another English letter

and sound.. Stick the boy flashcard on the board. Say Boy. Children

repeat the word. Point to several boys in the classroom,saying Boy as you do so, to reinforce meaning. lf you like,you could point to a girl and shake your head.

r Ask children if they can hear the sound at the beginning ofthe word boy. Say lbl. Children repeat the sound after you.

. Say Llsten and play the CD. Children repeat.

Transcript @ 0BListen and chant.tbt, tbt, tbtlbl,boy,lbl,boytbt . tbt . tbt

Act.. Tell children they are going to learn an action for this

sound. Stand with your hands on your hips (seeTBpage 96) asyousay lbl,boy.

. Children repeat the action, the sound and the word.

Trace the letter.. Tell children that they are going to learn how to write the

letter to go with this sound. Facing away from the class,use your finger to'write'a b in the air, exactly as it is in thebook. As you do so, say /b/ .. . boy.

o Write a letter b on the board. Add a dot, as in the book.Show how to trace the letter, starting from the top down.lf you wish, children can practise'writing'the letter in theair.

r Give children their books, open at page 6.Tell them topractise tracing the Ietter in their books with one finger.

o Monitor and check they are tracing it correctly, withoutlifting their finger off the page.

Trace the picture.. Ask children what they should trace on the picture

(the shape of the boy s arm). Hold up your book anddemonstrate.

e Children trace the shape in their books with one finger.

Optional activity. Hold up the apple and boy flashcards. Help children to

say the word and the sounds and do the actions.

10 Unit l . lesmn5

Lesson 6 Story :,rwrmri[i

I-o-lellgv-tll-"-lstl-o:rgb$qslsre"-qfFr-s-l!*l -

-ro-$.e.v.-qLg-q.l j:Jgnin-s.Kitl.:-u-y.Jq.|lswin99:.!prv.To revise and consolidate languaqe introduced in the unitTo understand the unit language in contextsJ$$"uF;r-q.kLtn ilgns, fv-Hg!:v-au! lg"m9l

- " ""

$ggriall: C"D- yq-qf 0-e. l!a1f 99r{s 1 -4 and 6-Warm-upo Stick the four character f lashcards on the board. Say the

nAmoq in nrdpr ronp2t inai cprror: l i imoc cn th:, _r __-, , ,y -_

. , ,_. - ,

. l t you getinto a rhythm.

. Af ter a whi le, stop speaking but cont inue point ing.Chi ldren say the names without your help.

. Hold up the Dad f lashcard. Explain to chl ldren that th is isthe chi ldren's dad.

Look and listen. @09. Glve chi ldren their books, open at page 7.. Tel l chi ldren that in Engl ish, stor ies go from lef t to r ight .

u^r.r , ,^ . ,^ , , . r -^^r - rd noinr to the f r :mps in order.I rwru uP yuur uvw\ ortu Pvi l rL Lv Lt rq Iorrq) i l |

. Ask the children to point to the first frame in their book.Check they are point ing to the correct f rame.Talk about the picture. Ask chi ldren who they can see(Baz, his dad and a woman). See if they can guess who thewoman is.Say Listen and play the CD. Let children follow the story intheir books, pausing in the middle to te l l them to look atthe second frame. (Don' t ask chi ldren to repeat the words

o Askthe chl ldren whattheythink happens in the storyExplain that th is is Baz's f i rst day at school and he ismeet ing his teacher ( the woman).

. Play the CD again.

Transcript @09Look and listen.Mr Eal l Hel lo. l 'm Mrs Bal l . What s your name?Baz Hello, Mrs Ball. l 'm Bazl

Listen andact. @09. Tel l chi ldren they are going to act out the stor, .

Ask three chi ldren to come to the f ront of the c lass andpretend to be Baz, Dad and Mrs Ball. Bazcan carry a bag.Playthe f i rst l lne of the story. 'Mrs Bal l 'holds out her handstn 'R:z ' :c i f nreet inn him

"Y' , \^ ' " ' ,Y"""

Play the rest of the story. 'Baz'points to himsel f and smi lesas he introduces hlmsel fRepeat wi th more groups of three chi ldren.As chi ldren become faml l iar wi th the story, they may startto jo in in wi th the words. Encourage them to do so i f theywant to, but a l low them to be si lent i f they prefer.

Optional activityr Greet children lndividually, saying Hello,lh + (your

name). What's your namei Help children to answer Hel/o,(your name). /m + ( their name).

11

a

a

Unit l .Lesson6

Lesson 1 VocabularY '::cr,P,lcr,*:

lejde$rytq"yjlilly,lrenQer, _-_trSq$le'y:_ ^ yn-," 4ga, g ra2Q y-q, 9 ry nd paMaterials: CD tracks '10*1 1, flashcards 1-8Optional: copies of Sheet2 (page 77)

Warm-up. sing the Hetlo song. @ 01 (TB page 5). Review the four main characters. Hold up the f lashcards

and let chi ldren tel l you the names.

Listen and say. @ lo. Hold up the dad f lashcard and ask Who's that?Iel l them

they are going to meet al l of Baz's fami ly now.o St ick the fami ly f lashcards on the board, in th is order:

mum, dad, grandma, grandpa. Point to each f lashcard inturn, and say the name. Repeat.

. Say Lisren. Play the CD. Chi ldren point to the f lashcards.

. Play the CD again, pausing af ter each name. Chi ldrenrepeat the words choral ly ( then indiv idual ly i f you wish).

Transcript @ 10listen and say.mum, dad, grandma, grandpa

Unit2.Lessonl

Listen andfind. @ 11. Give chi ldren thelr books, open at page 8. Ask some

nr rpqt innq :hnrr t the nir t r r ro a n lA/hn rnn vnt t 5gg)vuLrLrvl

What are they doing? (hanging up a picturd Who rs in theframed picture? (grandma and grandpa).

o Tel l chl ldren to point to the characters when theyhear their names. Say Listen and play the CD, oausingas necessary. Check they are point ing to the correctcharacter each t ime.

Transcript @ 11Listen and find.mum, dad, grandma, grandpa

Stick and say.Say lt 's sticker time! Give children the stickers for mum, dad,grandma and grandpa.Hold up one chi ld 's st ickers and point to Dad. Say Dad.Chi ldren reoeat Chi ldren f ind the st lcker and st ick i t onDad in the picture. Repeat wi th the other st ickers.Sing the Goodbye song. @ 02 (TB page 5)

Optional activity. Hand out copies of Sheet 2. Say Grandm4 etc. Children

point to the character and repeat.Tel l them to t racearouno the p cture f rames with one f inger.

12

Unit 2 Legon 2

Lesson 2 Song

'Torlintiodute.'langtmgelfuiittlq|tgr.and:rtllingtw110',,,.',,',,people areTo revise and consolidate thg unit vocabularyTo develoo fine motor control throuqh tracinq

-

lo slno a sonoY abulary z m u m, d a d, g r g Nno, g-! q, !pg__slrv$ylgi{f o: t h a!!!_my rn! m. __ _,lU!&rlalsi:CD track;:.1 in;t6.rids',5+8', "' r, ',',, l

Who's that? Who's that?Its my grandma.It's my grandma!

Who's that? Whos that?It's my grandpa.I t s my grandpa!

Warm-up. Review the names of the family members. Hide a flashcard

with a piece of paper and slowly reveal the picture. Whenchildren have guessed who it is, they say the name.

Listen and sing. @ 12o Tel l chi ldren they are going to learn a song about the

people in Bazs family.o Stick the four family flashcards up around the room, in this

order: mum, dad, grandma, grandpa. Say the names asyou do so.

o Say Listen to the song and play the CD. Point to theflashcards as the song is playing, to reinforce meaning.

. Play the CD again and sing along, pausing after each l inefor children to sing the line after you.

Sing and do. @ lZ.. Say Stand up, using your hands to show what you mean.. Sing the song (using the CD i f you wish). Chi ldren open

their hands when a quest ion is being asked. Chi ldrenturn and point to the flashcards as they hear the namesmentioned.

. Sing the song again. Encourage chi ldren to sing along.

Trace and join.. Give chi ldren their books, open at page 9.o Hold up your book and point to the top picture of Mum.

Say mum. Children repeat. Ask them to find the otherpicture of mum, at the bottom of the page. Say mum...mum!

. Show how to trace the line joining the two pictures.Chi ldren trace the l ine with one f lnger. Monitor and helpa5 necessary.

. Repeat with the other famlly memberi . More able chi ldrenmay wish to use a pencil.

Optional activityo Sing the song again. This t ime chi ldren point to the

oictures in their bookr l f chi ldren are st i l lenjoying singing the song, askfour

children to come to the front. Give each child a familyf lashcard and stand them in a l ine, in the same orderas in the song. As they hear their character namementioned, they hold up their flashcard.The rest of theclass sings the song.

Transcript @ 12Listen and sing.Who's that? Whos that?It 's my mum. lt 's my mum!

Who's that? Who's that?It 's my dad. lt s my dad!

Unit2.Lesson2

//-;l(gLesson 3 Letters 'rs&***

To recognize and say the sound /k1To recognize and trace_the letter cVocabulary: catMaterialsl CD trackflasrhcards 1.8

13, flashcards 41-43, (optional)

Warm-up. Hold up the apple and boy f lashcards and say the sounds

and words. Chi ldren repeat. See i f chi ldren can rememberthe actions.

Listen and chant. @ 13. Tel l chi ldren they are going to learn another Engl ish let ter

ANO SOUNO.. Stick the cat f lashcard on the board. Say Car. Children

repeat the word. Talk about cats: Do children l ike cats?Do they know anyone who has a cat as a pet? What nolsedoes a cat make?

. Ask chi ldren i f they can hear the sound at the beginningnf rhp rnrnrd rnt \av rk / Children rpnpat thc soUnd aitervl L l rL vvvru tvL. Juyyou..

. Say Listen and play the CD. Children repeat.

Transcript @ 13Listen and chant.lk l , tkt , tktlk l ,cat, lk l"cattkt . tk t . kt

Act.. Tell children they are going to learn an action for cal. Use

your fingers to make the shape of whiskers on your face(see TB page 96), as you say lkl, cat.

. Children repeat the action as they say,'k and cat.

Trace the letter.. Tell children that they are going to learn how to write the

letter to go with the sound. Facing away from the class,use your finger to'write'a c in the air, exactly as it is in thebook. As you do so, say rkl ... cat.

o Write a letter c on the board. Add a dot, as in the book.Show how to trace the letter. lf you wish, children can 'pract ise'wr i t ing' the Iet ter in the air .

. Give chlldren their books, open at page 1 0. Tell them topract ise t racing the let ter in thelr books wlth one f inger.

o Monitor and check they are tracing it correctly.

Trace the picture.. Ask chi ldren what they th ink they should t race in the

picture ( the end of the cat 's ta i l ) . Hold up your book andshow how to trace the shape, starting at the dot.

. Chl ldren trace the shape in their books with one f inger.

. l f you wish, older or more able chi ldren can now tracethe dashed l ines on the let ter and the picture wl th theirpenci ls.

Optional activity. Play a game to review al l e lght character names. St ick

the f lashcards up around the classroom. Say a name.Children go and stand next to the correct f lashcard.Repeat.

14 Unit2.Lesson3

Lesson 4 Numbers ffi

Warm-up. Ask children if they can remember what a number / looks

like. Ask them to make the shape in the air with one finger.

Listen and chant. @ 14o Tel l chi ldren they are going to learn another number in

English. Invite two children to come to the front of theclass. Indicate both the children and say lwo. Then pointto the children one by one and say One,two.

. Tell children they are going to say a chant to practise thenumber 2.Say Listen and play the CD.


Transcript @ 14Listen and chant.Two, two, two, two!One, two. One, two.Two!

Count.Count some pairs of things in the classroom - e.g. pencils,chairs, books. Point to the objects and say the numbers.Chi ldren count with you.Give children their books, open at page 11 .Say Countthebugs and count them. Children point and count with you.(Remember that you don't need to teach the names ofthe bugs;just use the generic word bugs.)

Trace the number.. Tell children they are going to learn how to write the

number 2. Facing away from the class, use your flnger to'write'a 2 in the air, exactly as it is in the book. Say Two.

o Write a 2 on the board, and add a dot, as in the book.. Show how to trace the number, starting from the dot. lf

you wish, chi ldren can pract ise'wri t ing' the number in theair. Make sure they have got it the right way round.

. Tell children to practise tracing the number in their bookswith one finger. Check they are tracing it correctly.

Trace the picture.

a

o

Ask chi ldren what they think they should trace on thepicture (the right edges of the bugs'wings). Hold up yourbook and demonstrate.Tell children to trace the dashed lines with one flnger.lf you wish, more able children can now trace the dashedlines on the number and the picture with their pencils.

Optional activity. Ask children to identiry in their own language some

parts of their body that they have got two of - e.g. eyes,ears, arms, hands, legs, feet.

Unit 2. Lesson 4

To recognize and say the sound /d/

Lesson 5 Letters riffi.

To recognize and trace the letter dVocabulary: duckMaterials: CD track 1 5, flashcards 43 and 44

Warm-up. Hold up the cat f lashcard. Children say the word caf and

the sound lk l , and do the act ion.

Listen and chant. @ 15. Tell chi ldren they are going to learn another English letter

ano souno.r Stick the duck flashcard on the board. Say Duck. Children

repeat the word. Talk about ducks: Where do they live?What noise do they make?

o Ask chi ldren i f they can hear the sound at the beginning ofthe word duck. Say ltl l.Children repeat the sound after you.

o Say Listen and play the CD. Children repeat.

Transcript @ 15listen and chant.ldl , ld l , ld lidl, duck, /cll, ducktdt . tdt . tdt

Act.Tel l chi ldren they are going to learn an act ion for thissound. Make an opening and shutt ing motion with onehand, l ike a ducks bi l l (seeTB page 96)as you say ldl ,duckChi ldren repeat the act ion, the sound and the word.

Trace the letter.o Tell children that they are going to learn how to write the

letter to go with this sound. Facing away from the class,use your f inger to 'wr i te 'a d in the air , exact ly as i t is in thebook. As you do so, say /d/ ... duck.

o Write a letterdon the board. Add a dot, as in the book.Show how to trace the letter, starting from the dot. lf youwish, chi ldren can pract ise'wr i t ing' the let ter ln the air .

o Give chi ldren their books, open at page 12.Tel l them topractise tracing the letter ln their books with one finger.

o Monitor and check they are tracing it correctly, withoutlift ing their f inger off the page.

Trace the picture.. Ask chi ldren what they should trace on the picture

(the bottom of the ducks body). Hold up your book anddemonstrate.

. Chi ldren trace the shape in their books with one f inger.

Optional activityo Review all the sounds the children have learnt so far.

Write the letters c-d on the board, saying the soundsas you do so. Point to each let ter in turn. See i f chi ldrencan say the word and the sound and do the act ion.

. l f possible, ask the chi ldren's parents to send in a photoof thelr chi ld 's mum, dad, grandma or grandpa, for thenext lesson.

16 Unit 2. Lesson 5

Lesson 6 Story ffiw

To understand the unit lanquaqe in conteK._-_ " - -.-...-_.-----_ * ---___

Structure: Who\that? It's my mum.nnaterlafs CO tiu.f. I o, natf'caiOs i4-Optional:photos of children's family members

Warm-upo Stick the four main character flashcards on the board.

Point to the flashcards at random and Ask Who\ that?Children answer l* Jig, etc.

Lookand l isten. @ 16o Give chi ldren their books, open at page 13.r Remind children that in English, stories go from left to

right. Hold up your book and point to the frames in order.o Ask the children to point to the frames in their book in the

correct order.o Talk about the pictures. Ask children who they can see

(Pat and Jig and another car). See if they can guess whothe other cat is.Say Listen and play the CD. Let children follow the story intheir books, pausing in the middle to tel l them to look atthe second frame. (Don't ask children to repeat the words.)Ask the children what they think happens in the story.Explain if necessary that the other cat is Pat's grandma.Play the CD again.

a

a

Transcript @ 16Look and listen.Pat Who's that?Jig lts a cat.Pat lt s my grandma! Hello, Grandma.Grandma Hello, Pat.

Listen and act. @ 16o Tell children they are going to act out the story.

a

a

Ask three children to come to the front of the class andpretend to be Pat, J ig and Grandma.'Grandma'shourostand a distance away from'Pat'and liglPlay the first line of the story.'j ig'points to'GrandmalPlay the rest of the story.'Pat'and'Grandma'wave andsmile at each other.Repeat with more groups of three children.As children become familiar with the story, they may startto join in with the words. Encourage them to do so if theywant to, but allow them to be silent if thev orefer.

Optional activityr lf children have brought in photos of family members,

ask chi ldren to si t in a circ le and take turns to horo uptheir photo. AskWho's tharl Children answer lt's mymum, elc.

To revise and ,cSryIqgle*l-qlg"us-eJggqqcsd i!$g u$

Unit2.Lesson6

: Review tri Look ana rcy.

I t ; tn o'a chdri . . l , 'i

RgVigW 1 cBPA6Er4

. Lessgn g$,,g5i!Y,3!.,,,., :.,, .,,. .:::.:.-::-

-..,. .:,,.,.,

To review the letters and sounds from units 1 and 2. a, b,canddIosaya,hanrVocabula ry: a pple, boy, cat, duckMateriaf s: CD track 17 , flashcards 41 -44Opt ionar: copies of Sheet 3 (page /B)

Warm-upr Do the act ions for the let ters a c/ (see phonics act ions on

TB page 96). Chidren say the sounds and the words, andjoin in wi th the act ions.

Look and say.o Give chi ldren their books, open at paqe 14. Ask them to

say the word for each picture in their books. As they sayeach word, hold up the corresponding f lashcard.

. Hoid up the f lashcards at randonr, asking chi ldren to saythe words again.

Stick and say.r Wri te the let ters a d on the board. Point to each et ter in

turn and ask chi dren to say i ts sound.. Ho d uprhe apple f ashcard again and say the word. Ask

chi ldren what sound is at the beginning of the word. St ickthe f lashcard next to the let ter d

. Repeat for boy, cat and duck.

. 5ay /t 's sticker time!Give children their stickers far a d.

. Say Apple. . . r r , and point tothe et teralrc r ictureon theboard. Ask chi ldren to f ind the' , ' * 's t ickef ; rd st ick l t nextto the apple picture in their books.

. Repeat wi th the other st ickers. Monitor ar:C help asnecessary. As they are working, ask indr ' . ' c i ra chi dren totel l you the sounds and the words.

Listen and chant. @ 17. Tel chi ldren they are going to say a chani lo ie p them

remember the sounds. Say l is len and p ar tn. ' CD. Play the CD again, pausing in each gap ior chi dren to

repeat. Encourage them to do the act lc ' ' i rs they chant.Repeat.

Transcript @ 17Lirten and chant.: t , r - ' : t r , . i t . L . r .r l . appie, l i : . apple L . cat , l . . . . ., r ' i r " i r ' ' L. i . . . |1 l . ,3 . hi, " boy, i: . boyl . f : . f r

i'*"---''...'--': Opt ionalact iv i tyr . Use Sheet 3 for a fun rei ' rer l of the sounds for a d.

. Say r .1 . Ask chi ldren i f the), can frnd the thing that, begins wi th that sound ( luck) f h i ldren f ind the duck,, and repeat the sound and the word, and do the act ion

i . Repeat wi th the other sounds, in a random order.. Ask chi idren to co our the s ix th ings in the picture.

. . Chl ldren can now take the sheets home and use them

i to show their parents the sounds and words theyI have learnt .

I i . , i, . i . d lch, . , . uckr i

Unit2.Reviewl

I Review 2 it , , , tI roei utro ,uy. I a \

',*. :::- il_IIt

L$lffil*lUnit: I nnd 2 Review 2

Review 2 cBPAGETs

} s e {::i:: :,.::::::lTo review numbers 1 and 2Vocabulary: / ,2Male{tlp: CD track 14, flashcards I -6,, 41-44 and 67 68Optional: CD tracks 5 and 12

Warm-up. Say the number chant f rom Lesson 4 (Transcr ipt 1.11. Hold up one penci l and ask One or two? Chi idren sar,. Repeat, holding up one or two objects (e.9. penct ls,

books) at random.Look and say.. Give chi ldren their books, open at page 15. Hold up your

book and point to the numbers in turn, say\ng One, two,ane, two. Children repeat after you.

. Say the numbers again and ask chi ldren to point to thenumbers in their books.

o Hold up your book again and point to the picture of 1 ig.Say Jig. One or two? Children say One.

. Repeat wi th the pictures of Mum and Tess, Pat, and Dadand Baz.

Join.. Hold up your book and show chi ldren how to t race the

l ine between the number / and the picture of J ig.o Chi ldren trace the l ine Check they are start ing at the top.. Repeat wi th the remaining numbers and pictures Monitor

and check that chi ldren are t racing correct ly.

Count and colour.o Now ask chi dren to co our the pictures. Whi le they are

rvorking, point to each picture and ask indiv idual chi ldrento te i you the number.

Round-up. Review the words chi ldren have learnt in Uni ts 1 and 2.. Hold up the f lashcards one by one and ask chi ldren to

say the words. For f lashcards 41,44, ask them to say thesounds and do the act ions as wel l .

r Tel l chi ldren that now they know al1 the numbers, wordsand sounds they have just pract ised! Tel them they canput a smi ley face st icker on the page as they have learntso much Engl ish.

. Give chi ldren their st ickers. Help them to f ind a smi ley facest icker and st ick i t onto the corner of page 15.

i OptionalactivityI . Sing one or both of the Lesson 2 songs from Units Ii and 2 again (Transcr ipts 5 and 12)

l9

'Cr: .I ]A C S,

Unit2.Review2

Lesson 1 VocabularY ,r$,mctl6

.1_,o 1ltpdq.-g !qIgqry" to 1:!!t9!19p9!hiru-1":- _Vocabufary: bag, book, chair, pencilStructure: Whaft this? lt's a pencil.M"t"ri;ilab iiuit

Lesson 2 Song ffi&tl

To introduce lanquaqe for classroom instructions- . - .^ . - - - - i - - - .

To understand and follow classroom i!ry11,clgp_To develop fine motor control through tracingTo sinq a sonq-.---........,''."*

Structures: Quiet" please. Stand up, please. Sit down, please.Thankvou.Materials: CD track 20

Warm-up. Say Stand up and use your hands to demonstrate the

meaning of the instruct ion. Chi ldren stand up.. Repeat with the instruction Sit down.. Say Quiet, please and put your finger on your lips. Children

put their finger on their lips too.o Give these instructions in mixed-up order for children

to follow.

Listen and sing. @ 20o Tel l chi ldren they are going to learn a song with

instructions.. Say Listen to the song and play the CD. Do the hand

gestures as the song is playing, to relnforce meaning.. Play the CD again and sing along, pausing after each l ine

for children to sing the line after you.

Transcript @ 20Listen and sing.Hel lo, Chi ldren. Hel lo, Chl ldren.Quiet, please. Quiet, please.

Thank you, thank you, thank you!Thank you, Chi ldren.

Hel lo, Chi ldren. Hel lo, Chl ldren.Stand up, please. Stand up, please.Thank you, thank you, thank youlThank you, Chi ldren.

Sing and do. @zO. Sing the song (using the CD i f you wish). Chi ldren

follow the instructions (putting a flnger on their lips andstanding up) when they hear them.

. Slng the song again. Encourage chi ldren to sing along.

Trace and join.o Give chi ldren their books, open at page 17.. Hold up your book and point to the flrst picture of the

teacher. Ask children what she is saying (Quiet, please).Say the instruction for children to repeat.Point to the picture of children sitting quietly, looking atthe teacher. Show children how to trace the line betweenthe two pictures, starting from the dot.Chi ldren trace the l ine with one f inger. Monitor and helpas necessary.Repeat with the other pair of pictures (Stand up, please).

Optional activity. Sing the song again. This t ime chi ldren point to the

pictures in their book.. Make another verse for the song, with the instruction

Sit down, please. Sing the three verses at random.Children follow the instructions.

21Unit3.Lesson2

I

I


Vocabulary: egg*t""*ary

Warm-upo Hold up a book and ask What's this? Help chiloren ro

answer lts a book. Model the sentence for them to repeat.. Repeat with a chair, a pencil and a bag.

Listen and chant. @ 2t. Tell children they are going to learn another English letter

ano sound.. Stick the egg flashcard on the board. Say Fgg. Children

repeat the word. Talk about eggs: Where do they comefrom? Do children like to eat them?

. Ask children if they can hear the sound at the beginningof the word egg.Say lel. Children repeat the soundafter you.

. Say Listen and play the CD. Children repeat.

Transcript @ 21[isten and rhant.lel.lel. lellel, egg,lel , egglel.lellel

Act.r Tell children they are going to learn an actionfor egg.

Pretend to hold an egg carefully in both hands (seeTBpage 96), as you say lel,egg.

. Children repeat the action as they say lel and egg.

Trace the letter.Tell children that they are going to learn how to write theletter to go with the sound. Facing away from the class,use your finger to'write'an e in the air, exactly as it is in thebook. As you do so,say lel ...egg.Write a letter e on the board. Add a dot, as in the ooox.Show how to trace the letter. lf you wish, children canpractise'writing'the letter in the air.Give children their books, open ar page 18. Tell them topractise tracing the letter in their books with one flnger.Monitor and check they are tracing it correctly.

Trace the picture.

a

a

Ask children what they think they should trace in thepicture (the outline of the egg). Hold up your book andshow how to trace the shape, starting at the dot.Children trace the shape in their books with one finger.lf you wish, older or more able children can now tracethe dotted lines on the letter and the oicture witntheir pencils.

Optional activityo Review all the sounds learnt so far (a-e). Hold up the

flashcards in a random order. Children say the soundand the word, and do the action.

To recognize and trace the letter e

Unit3.lesson3

To count up to three and identi! sets of three objects

Lesson 4 Numbers -ffi!$rysl

To recoqnize and, trace the written number 3Vocabulary: three (3)Materiak CD track 22.flashcatds 67d9Optional: copies of Sheet 5 (page 80)

Warm-upr Review the numbers I and 2. Stick the flashcards up on

the wall, some distance apart. Hold up two objects, e.g.books. Children say Two and point to the 2 flashcard.

. Repeat, holding up one or two objects at random.

Listenandchant. @22. Tell children they are going to learn to count further in

English. Invite three children to come to the front of theclass. lndicate all the children and say Three.Then point tothe children one by one and say One, two, three.

r Tell children they are going to say a chant to practise thenumber 3.Say Listen and play the CD.


Transcript @22Listen and chant.Three, three, three, three!One, two, three. One, two, three. Three!

Count.o Count some groups of three things in the c lassroom -

e.g. pencils, chairs, books. Point to the objects and say thenumbers. Chi ldren count wi th you.

r Give children their books, open at page 1 9. Say Count thebugsand count them. Chi ldren point and count wi th you.(Remember that you don't need to teach the names ofthe bugs; just use the generic word bugs.)

Trace the number.o Tell children they are going to learn how to write the

number 3. Facing away from the class, use your finger to'write'a 3 in the air, exactly as it is in the book. Say Three.

r Write a J on the board. and add a dot. as in the book.. Show how to trace the number, starting from the dot. lf

you wish, chi ldren can pract ise'wr i t ing' the number in theair. Make sure they have got it the right way round.

o Tel l chi ldren to pract ise t racing the number in their bookswith one flnger. Check they are tracing it correctly.

Trace the picture.. Ask chi ldren what they th ink they should t race on the

picture (the edges of the butterfl ies'wings). Hold up yourbook and demonstrate.

o Tell children to trace the l ines with one flnger.. lf you wish, more able children can now trace the dotted

l ines on the number and the picture wi th their penci ls.

Optional activity. Hand out copies of Sheet 5. Say One. Children find the

nr rmher and reneat le l l them tO trace the number.. Say Count the bugs. Children count with you, pointing

to the bug(s).. Repeat wi th numbers 2 and 3.r Chi ldren can colour the bugs and then take the sheet

home to show their parents how they can count inEngl ish.

Unit3.Lesson423

iltl

Lesson 5 Letters ffi*

Warm-upr Hold up the egg flashcard. Children say the word egg and

the sound lel, and do the action.

Listenandchant. @23o Tel l chi ldren they are going to learn another Engl ish let ter

and sound.o Stick the fish flashcard on the board. Say Frsh. Children

repeat the word. Talk about fish: Where do they live?Do children like to eat fish?

o Ask chi ldren i f they can hear the sound at the beginningof the word fish.Say ltl. Children repeat the sound afteryou.

c Say Listen and play the CD. Children repeat.

Transcript @ 23Listen and chant.til. til. tillf l,fish,/11, fishtft, til. til

Act.. Tell children they are going to learn an action for this

sound. Make movement with one hand as if it is a fishswimming (see TB page 96), as you say rtl, fish.

o Children repeat the action, the sound and the word.

Trace the letter.r Tell children that they are going to learn how to write the

letter to go with this sound. Facing away from the class,use your finger to'write'an f in the air, exactly as it is in thebook. As you do so, say l f L. . f ish.

o Write a letter fon the board. Add two dots, as in the book.Show how to trace the letter, starting from the top dot. lfyou wish, children can practise'writing'the letter in the air.

r Give children their books, open at page 20.Tell them topractise tracing the letter in their books with one finger.

o Monitor and check they are tracing it correctly, withoutlifting their finger off the page.

Trace the picture.. Ask chi ldren what they should trace on the picture

(the wave behind the fish). Hold up your book anddemonstrate.

o Children trace the shape in their books with one finger.

Optional activity. Review all the sounds the children have learnt so far.

Write the letters a-f on the board, saying the soundsas you do so. Point to each letter in turn. See if childrencan sav the word and the sound and do the action.

Unit3.Lesson5

Lesson 6 Story t&'W

ro ,gUg:F ,._gry{_qatelanguage introduced jn the ulit

fg|'J!9-uj$uld the unit lang_uage in contextSlnglg1q: Quiet, plegse Sit down.Thankyou.Materiaf s: CD tr acks 20, 24Optional: fl ashcards 9-1 2

Warm-up. Sing the song from Lesson 2 (Transcript 20) again.Lookand listen. @24o Give chi ldren their books, open at page 21.

Remind chi ldren that in Engl ish, stor ies go from left toright. Hold up your book and point to the frames in order.Ask the chi ldren to point to the frames in their book in thecorrect order.Talk about the pictures. Ask chi ldren where they think thisis. Ask them to point to Baz.Say Listen and play the CD. Let children follow the story intheir books, pausing in the middle to tel l them to look atthe second frame. (Don't ask children to repeat the words.)Ask the chi ldren what they think happens in the story.Plav the CD aoain.

a

a

a

Transcript @24Look and listen.Baz Clao! Clao!Mrs Ball Quiet, please. Sit down.Mrs Ball Thank you.

Listen andact. @24o Tell children they are going to act out the story. Do this as

a whole class.Play the first line of the story. Children dance around andclap their hands.Play the second l ine. Put your f inger on your l ips andgesture with your hands for children to sit down. Childrensit down quietly.Play the third l ine. Smile at the chi ldren.Repeat, asking a volunteer to take the part of the teacher.As children become familiar with the story, they may startto join in with the words. Encourage them to do so if theywant to, but allow them to be silent if they prefer.

Optional activity. Hold up the chair f lashcard and ask What's thist

Children answer lt 's a chair.Tell children to touch a chairCheck that everyone is touching a chair .

. Repeat with pencil, bag and book.

a

a

Unit3.Lesson625

, Lerrsn I l: lisren and syr 6lue i:. Eteen. rcC, yellav 42a iI liefen snd tnd, 4:6 I,- Stic& and ray. ll

ffi.n\{?

Lesson 1 Vocabulary i$!ws,

J"9lt*$ig"f9_y*glgurs an9" ::y^W!utglq!f :_o nerltlltgf-llrglghff i 9j y gs, nt,, g4, ySlr gy _ _ _Materials: CD tracks 25-260, flashcards '13-16Optional: copies of Sheet 6 (page 81)

..T'

Warm-up. sing the Hetto song.@ 01 (TB page 5).o Review classroom objects. Hold up or point to real ob.iects

and ask Wha*this? Children answer (lt 'sa)chair,etc.

Listen andsay. @zS. Tell chi ldren they are going to learn some colour words.r St ick the f lashcards up on the wal l , some dlstance apart ,

in th is order: b lue, green, red, yel low.o Point to each flashcard in turn, and say the word. Repeat.. Say Listen. Play the CD. Children point to the flashcards.. Play the CD again, pausing af ter each word. Chi ldren

repeat the words choral ly ( then indiv idual ly i f you wish).Transcript @25Listen and say.blue, green, red, yellow

Unit4.Lessonl

Listen andfind. @26. Give chi ldren their books, open at page 22. Talk about

the picture. Ask some questions, e.g. Who can you see?Where are they? (in their classroom). What are they doing?(hanging up their bags). What things can you see?

o Tell children to point to each bag when they hear its colour.. Say Listen and play the CD, pausing as necessary. Check

they are point ing to the correct bag each t ime.

Transcript @26Listen and find.blue, green, red, yel low

Stick and say.Say lt 's sticker tirnel Give children their stickers of bags.Tel l chi ldren to l ls ten careful ly for the colour of the bagand then put that colour st icker on the bag in the book.Say Red. Children find the red sticker and repeat, then stickthe sticker on the red bag. Repeat with the other stickers.Sing the Goodbye song.@ 02 (TB page 5).

Optional activityr Hand orrt conies of Sheet 6. Ask chi ldren to colour the

bag as neatly as they can, using red, blue, yellow orgreen. Monitor and ask chi ldren what colour their bag is

a

a

litraltirpiid:irif ii. idj ttiie !ii{ dt. *ai ,r' .Trit erdad i;Lrr,,'. :.

Lesson 2 Song ffi

Warm-up. Play a game. Mime wri t ing and ask them to guess the

object. Children say Pencil. Hold up the pencil flashcard.. Repeat with other mimes: pretend to sit down (chair),

carry a bag(bag), and read (book).Listen and sing. @ 2z. Tel l chi ldren they are going to learn a song about things in

the classroom and colours.. Say Listen to the song and play the CD. Do the mimes

above while the song is playing, to reinforce meaning.. Play the CD again and sing along, pausing after each l ine

for children to sing the line after you.

It 's a chair! lt 's a pencil lWhat colour is it? What colour is it?It 's yellowlYellowlYellowl lt 's blue! Blue! Blue!

Sing and do. @zt. Stick up the colour flashcards around the room.o Practise the mimes above with children. Say a word, e.g.

chair, and do the mime. Children mime with you.Sing the song (using the CD i f you wish) and do the mimefor each object.At the end of each verse, polnt to the appropriate colourflashcard. Encourage children to sing, mime and pointwith you.

Trace and colour.o Give children their books, open at page 23.. Hold up your book and point to the red bag. AskWhat's

rhls? Children answer (\ft) a bag. AskWhat colour is it?Children answer (10 red.

o Chi ldren trace the f i rst dashed l ine in their book with onefinger.

r Check they are starting at the left side and tracing fromleft to right. Repeat with the other objects.

. When children finish, they should colour the objects onthe right to match those on the left.

Optional activity. Sing the song again. This t ime chi ldren point to the

pictures in their book.. You might like to make up more verses about red, blue,

yellow and green objects in the classroom.Transcipt @2tListen and sing.It s a bag!What colour is it?Its red! Red! Red!

It s a booklWhat colour is it?It's green! Green! Green!

Unit4. Lesson 2 27

Lesson 3 Letters ffiKw

Warm-up. Play a game. Stick the colour flashcards on the wall.r Tell children to close their eyes, and remove one flashcard.

Children open their eyes and say which colour is missing.

Listenandchant. @28r Tell children they are going to learn another English letter

ano souno.r Stick the girl flashcard on the board. Say girl. Children

renp:t thc urnrd

o Ask children if they can hear the sound at the beginning ofthe word girl.Say /g/. Children repeat the sound after you.


Transcript @ 28Listen and chant.lgl,lgl, lgllgl , gil,lgl, girllg l , lg l , lg l

Act.o Tell children they are going to learn an actionfor girl.

Use your finger to make a pony tail shape coming fromthe top of your head (see TB page 96), asyou say lgl, girl.

r Children repeat the action as they say lgsl and girl.

Unit4. lesson3

Trace the letter.o Tell children that they are going to learn how to write the

letter to go with this sound. Facing away from the class,use your flnger to'write'a g in the air, exactly as it is in thebook (making the round part of the letter flrst, then thetail). As you do so, say lgl ... girl.

a

a

Write a letter gl on the board. Add a dot, as in the book.Show how to trace the letter, starting at the dot andshowing how to trace the whole letter without liftingyour finger.lf you wish, children can practise'writing'the letter in the air.Give children their books, open at page 24. Tell them topractise tracing the letter in their books with one finger.Monitor and check they are tracing it correctly.

Trace the picture.e Ask chi ldren what they should trace on the gir l (her pony

tai l ) . Hold up your book and show how to trace the shape,starting at the dot.Children trace the pony tail in their books with one flngerlf you wish, older or more able children can now tracethe dashed lines on the letter and the picture with theirpenci ls.

Optional activityr Review all the sounds learnt so far (a-g). Do the actions

in a mixed-up order. Chi ldren say the sound and theword, and join in with the action.

a

a

a

a

28

rv/ ' /

/ ' // '/tr1( .: I-J : t-I| ' " " " " ' { " " ' l

- l : fl ; l

To count up to four and identifiT sets of four objects

LeSSOn 4 NUmbefg :,$r{_6t,rs

To recognize and trace the written number 4Vocabulary: four (4)tvtgleflgts;CD track 2eSptjgm! i,nsr I seQ',6,2''2Q

Warm-up. Review numbers 1-3. Chi ldren si t in a c i rc le and count,

each saying one number: one, two, three, one, two, three,etc. Ask them to whisper at f i rst , then say the numbersloudly.

Listen andchant. @29. Tell chi ldren they are going to learn to count further in

Engl ish. Invi te four chi ldren to come to the f ront of theclass. Indicate al l the chi ldren and say Four.Then point tothe children one by one and say One, two, three, four.

e Sav / isfen and nlav the t -D nnint inn tn tho fn l f Chi ldren aSthe numbers are ment ioned.

. Play the CD again. Chi ldren repeat as you point .

Transcript @29Iisten and chant.Four, four, four, four!One, two, three, four. Fourl

Count.o Count some groups of four things in the classroom - e.g.

pencl ls, chairs, windows. Point to the objects and say thenumbers. Chi ldren count with you.

. Give chi ldren their books, open at page 25. Say CountthebuQs and count them. Ch; ldren point and count wi th you.

Trace the number.o Tel l chi ldren they are going to learn how to wr i te the

number 4.Facing away from the class, use your finger to'wr i te 'a 4 in the air , exact ly as i t is in the book, start ing atthe top. Say Four.

r Wri te a 4 on the board. and add two dots, as ln the book.. Show how to t race the number, start ing f rom the top dot.

l f you wish, chi ldren can pract ise'wr i t ing' the number inthe air .

o Tel l chi ldren to pract ise t racing the number in their bookswith one finger. Check they are tracing lt correctly, tracingthe f i rst part of the number wi thout l i f t ing their f inger.

Trace the picture.o Ask chi ldren to f ind the dashed l ines on the bugs. Hold up

your book and show how to t race down the leg and alongthe body, wlthout l i ft ing your finger offthe page.

. Tel l chi ldren to t race the dashed l ines wi th one f inger.

. l f vou wish, more able chi ldren can now trace the dashedl ines on the number and the buos wlth their oenci ls.

Optional activity. St lck the f lashcards for l -4 around the classroom.

Point and say the numbers.r Say numbers at random. Chi ldren polnt to the

flashcards. Then point to the flashcards at randomChi ldren say the numbers.

l ln i f 4. I ac


Warm-upo Do the action for girl. Children say lgl, girt.Listen and chant. @30o Tell chi ldren they are going to learn another English letter

and sound.. Stick the hat flashcard on the board .Say hat. Children

repeat the word. Talk to children about hats - do theywear them, and when?

o Ask chi ldren i f they can hear the sound at the beginning ofthe word hat.Say lhl. Children repeat the sound after you.


Transcript @ 30Listen and chant./h/ , lh l , lh llhl,hat, /h/, hattht , tht . tht

Act.Tell children they are going to learn an action for hat Usetwo hands to pull down an imaginary hat onto your head(see TB page 96), as you say lhl, hat.Children repeat the action as they say lhl and hat.

Trace the letter.o Tell children they are going to learn how to write the letter

to go with this sound. Facing away from the class, useyour finger to'write'an h in the air, exactly as it is in thebook. As you do so, say lhl ... hat.

r Write a letter h on the board. Add a dot, as in the book.Show how to trace the letter, starting at the dot. lf youwish, children can practise'writing'the letter in the air.

o Give children their books, open at page 26. Tell them topractise tracing the letter in their books with one finger.

. Check they are starting on the dot and tracing all of itwithout lifting their ftnger.

Trace the picture.o Ask children to flnd the dashed line on the picture.

Hold up your book and show how to trace aroundthe top ofthe hat, starting from the dot.

. Tell children to trace the dashed line with one finger.

. If you wish, older or more able children can now rracethe dashed lines on the letter and the picture with theiroenci ls.

Optional activityo Write the letters a-h on the board, saying the sounds

as you do so.o Point to the letters, one by one. Children say the

sound and the word, and do the act ion. l f chi laren areenjoying this, continue the activity, this time pointingto the letters at random.

30 Unit4.lesson5

Lesson 6 Story :S{$Wrl

Warm-up. Stick the colour flashcards in a vertical line on the board,

so that the colours are in the same order as on the hat onpage 27. AskWhat colour is it? as you stick up each card.Children answer (lt 's) blue, etc.

o Leave the flashcards on the board for the whole lesson.

Look and listen. @ 31o Give children their books, open at page 27.. Remind children that in English, stories go from left to

right. Hold up your book and point to the frames in order.r Ask the children to point to the frames in their book in the

correct order.r Talk about the pictures. Ask children who they can see

(Pat and Jig)and what is on .Jig's head (a hat).t Say Listen and play the CD. Let children follow the story in

their books. (Don't ask them to repeat it.)Ask the children what they think happens in the story.Ask them where Jig is in the first picture (behind the wall).Plav the CD aoain.

Transcript @ 3tLook and listen.Pat lt 's blue. lt s red. lt 's green. lt s yellow.Pat lt's Jig!Jig Hello, Pat.

Listen and act. @ 31. Tell children they are going to act out the story.o Ask two children to come to the front of the class and

pretend to be Pat and Jig.Chi ldren should imagine l ig ' is wearing a hat and standingbehind a wall. lf you like, you could make a colourful hatfor the lesson.Play the first line of the story.'Pat'points to the hat.lig'then pretends to jump over the wall.Play the rest of the story.'Pat'and'Jig'wave and smile ateacn otner.Repeat with more pairs of children.As children become familiar with the srory, they may startto join in with the words. Encourage them to do so if theywant to, but allow them to be silent if thev orefer

Optional activity. Draw a tal l hat shape around the f lashcards on the

board. Invite a volunteer to come to the front of theclass.

. Play the story again. Your volunteer points to thecolours on their hats as they are mentioned. Repeatwith more chi ldren.

31

a

a

Unit4. Lesson 6

lll

Review 1 CB PIGE 28.

32

,19 gv q ghqn!Yqqu,lrtfryi es-s,fish, sirt, hatMqlegls; c-o 11a9r< :i,,fl ;;h;;,J, iii-ia-"

*'

,o-pti91af 19opi91 of sg"i,z fois-. su ) , .Warm-upr Do the actions for the letters e-h (see TB page 96).

Chi ldren say the sounds and the words, and jo in in wi thtne act ions.

Look and say.r Give chi ldren their books, open at page 28. Ask them to

say the word for each picture in their books. As rney sayeach word, hold up the corresponding f lashcard.

r Hold up the f lashcards at random, asking chi ldren to saythe words again.

Stick and say.. Write the letters e,h on the board. point to each letter in

turn and ask chl ldren to say i ts sound.Hold up the f lashcard for egg again and say the word.Ask chi ldren what sound is at the beginning of the word.Stick the flashcard next to the ietter e.Repeat for fish, girl and hat.Say lt s sticker time! Give children their stickers for e_h.Say Egg. . . ic , ' and point to the let ter and picture on theboard. Ask children to find the,,/c/,sticker and stick it nextto the egg picture in their books.

Repeat with the other stickers.Monitor and help as necessary. As they are working, askindiv idual chi ldren to te l l you the sounds and the words.

Listen and chant. @ 32. Tel l chi ldren they are going to say a chant to help them

remember the sounds. Say Listen and play the CD.. Play the CD again, pausing in each gap for chi ldren to

repeat. Encourage them to do the act ions as they chant.. Repeat.

a

a

Transcript @ 32listen and rhant./0. / . t0: ' , lC;i r i . egg, ,e ' . eggrcl . l * : ' . . 'c '

i r i , i { . Ii f i , frsh, , t". f ishi l i i l " t , t 't t i - t l : . l ,

i t l / " / { : l l , iq l

iEt" gnl , lg l . gnl

igt , tgl . lg itht , tht . thtlh l ,hat , /ht , harlht , tht , tht

a

a

a

*-

i Optionalactivity. use 5teel / lor a lun review of the sounds for e h. Say l l '1. Ask chi ldren i f they can f ind the thing that

begins wi th thar sound ( f ish). Chi ldren f jnd the f ish, andrepeat the sound and the word, and do the act ion.

. Repeat wi th the other sounds, in a random order.r Ask chi ldren to colour the egg, the f ish, the gir l and

the hat.. Chi ldren can now take the sheets home and use them

to show their parents the sounds and words theyI have learnt

Jo q911igw1lp te!1g_rJ el4:punds fo,r e,f, s and h

Unit4. Review 1

; I ruv! rLot t t r ,

l- - .

-_ J

To review colours

RevieW 2 cBlncErt

To make a craftTo sing3lglg_Vocabuf qryire d, g ree n, yel low, bl ue

Listen and sing. @ 33Tel l chi ldren they are going to learn a rainbow song.Play the CD. Tell children to l isten to the song. Point tothe colours on your rainbow craft, and to yourself and thechi ldren, to reinforce meaninq.

. Play the CD again and sing along, pausing so chi ldren cansing each l ine after yo-.

Transcript @ 33Listen and sing.Red and yel low and green and blueRainbow colours for me and youColours for me, colours for you. Rainbow colours for me and youRed and yel low and green and blueRainbow colours for me and you

Sing and point. @ 33. Sing the song (using the CD i f you wish). Chi ldren join in,

pointing to the colours on their rainbow craft.

Round-up. Review the words chi ldren have learnt in Units 3 and 4.r Hold up the f lashcards one by one and ask chi ldren to

say the words. For flashcards 45-48, ask them to say thesounds and do the act ions as wel l .

o Tel l chl ldren that now they know al l these words!Tel lthem they can put a smiley face sticker on the page asthey have learnt so much Engl ish. Help chi ldren to f ind asmiley face st icker and st ick i t onto the corner nf n:no )Q

Optional activity. Sing one or both of the Lesson 2 songs from Units 3

and 4 again ( l ranscr ipts 20 and 27).

a

a

Mate-rials: CD track 33, red, green, blue, and yellow papercut into strips {4 different strips per child), a sheet of plainpaper per child, glue sticks, a completed rainbow craft toshow chi ldren, f lashcards 9-16,4548 and 69-70Optional; CD tracks 2A and 27

Warm-upo Hold up the red flashcard and ask What colour is it?

Children say (lts)red. Repeat with the other colours.. Playa si lent game. Saya colourword and see i f chi ldren

can touch or point to something red, wi thout speaking.

Make.. Give children their books, open at page 29. Explain that

they are going to make something special . Hold up yourcompleted craft. Say lt 's a rainbow. Explain if necessary(when the sun shines through rain drops, we can see manycolours - this is a rainbow).

. Talk about each picture in the book in turn, askingchl ldren what they th ink they need to do. Explain asneeded.

r Give nr r t tho n:ner nlrro :nd rod ctr in< Tol l tho,_, , . , ,_m to gtue: red ctr in at the tnn of the n:ne Heln thom 2\ rrp/ c((2r\ /Repeat with the other strips.

Unit4.Review233

Lesson 1 Vocabulary :$,Pr6rro Listen andtind. @35

To identifu four tovsVocabulary: ball, car, doll, teddy!!e!e!er1-co 3rygqi{g;d;J;it-20',Qp"!i91 q l, .,o p-te: gl ! !,e_St,B,(p9 g e s 3)

Warm-up. Sing the Hetto song. @ Ol (TB page 5).r Review colours. Point to th ings in the c lassroom ano asK

What colour isif l Children answer (lt 's) green, etc.Listen and say. @ Z+. Tell children they are going to learn some words for toys.

Talk to them about their own toys. St ick the f lashcards onthe board in th is order: bal l , car, dol l , teddy.

r Point to each f lashcard in turn, and say the word. Repeat.o Say Listen. Play the CD. Children point to the flashcards.. Play the CD again, pausing af ter each word. Chi ldren

repeat the words choral ly ( then indiv idual ly i f you wish).Transcript @34Listen and say.ball, car, doll, teddy

Unit5.Lessonl

Give chi ldren their books, open at page 30. Ask somequestions about the picture, e.g. Who can you see? Whereare they? (in the playro om). What things can you see?Tell children to point to each toy when they hear the wordSay Ltsten and play the CD, pausing as necessary. Checkthey are point ing to the correct toy each t ime.

Transuipt @ 35listen and find.bal l , car, dol l , teddy

Stick and say.o Say /t3 stickertime!Give children their toy stickers.. Hoid up one chi ld 's st ickers and point to the teddy. Ask

Wha* this? Children answer (t* a) teddy. Children find thest icker and st ick i t on the teddy in the picture. Repeat wi ththe other st ickers.

. Sing the Goodbye song. @ 02 (TB page 5).Optional activityr Hand out copies of Sheet 8. Ask chi ldren to f ind the

toys. Say Dol[ etc. Children point to the toy and repeatr Ask chi ldren to colour the toys, using red, blue, yel low

and green. Monitor, asking individ ual children What'sthis? What colour is it?They answer A ball. (lt s) red, etc.

a

a

34

li*rri{ riii9,,'rg9e9in9 ond do. {uTroe ond

rl

Lesson 3 Letters q{ffi

Materials CD track 37, flashcard 49

Warm-upo Review the toy words. Hide one of the toy flashcards

behind a piece of paper. Gradually reveal it. When childrenguess what it is, they say the word. Repeat.

Listen and chant. @ 3Zo Tel l chi ldren they are going to learn another Engl ish let ter

ano 50uno.. Stick the iguana flashcard on the board. Say iguana.

Children repeat the word.. Ask chi ldren i f they can hear the sound at the beginning

of the word iguana. Say hl. Children repeat the sound.o Say Listen and play the CD. Children repeat.

Transcript @ 37Listen and chant.ltl . ltl, ltll r l , iguana, h/. iguanaltl, l i, lrl

Act.. Tell children they are going to learn an action for iguana.

Put your hands out to the side and mime cl imbing l ike alizard (see TB page 96), as you say ltl, iguana.

r Children repeat the action as they say hl and iguana.

Unit5. lesson3

Trace the letter.o Tell children that they are going to learn how to write

the letter i. Facing away from the class, use your finger to'write'an i in the air, exactly as it is in the book (startingwith the lower part of the letter). As you do so, say /rl. . . iguana.

r Write a letter i on the board. Add two dots, as in the book.Show how to trace the letter, touching the board withyour flnger to make the dot at the end.

. lf you wish, children can practise'writing'the letter in the airr Give children their books, open at page 32. Tell them to

practise tracing the letter in their books with one finger.. Monitor and check they are tracing it correctly

Trace the picture.. Ask chi ldren what they should trace on the iguana dts

back and down i ts tai l ) . Hold up your book and show howto trace the shape.

. Chi ldren trace the iguana's back in their books with onefinger.

o l f you wish, older or more able chi ldren can now tracethe dashed l ines on the let ter and the picture with theirpenci ls.

Optional activityr Review all the sounds learnt so far (a-i). Do the actions

at random. Chi ldren say the sound and the word, andjoin in with the act ion.

on$

36

TLesSOn 4 NumbefS cBPAGr3l

Lesson:object ives. ' ' . . . . .To count up to five and identify sets of f ive objects

o rce oon 7e and, * .ne c Ihe Wf tLen n;mbet 5" ' " "Y'

Vocabulary: ifve t5lMaterials: CD track 38, f lashcards 67-70Opt ional : copies oISheel 9 rpage Bz)

Warm-upr Review numbers 1 4. St ick the number 3 f lashcard on the

board. Say Three. Clap three times, saying One, two, three.Repeat, asking chi ldren to do the same.

. Repeat wi th the other numbers.

Listen and chant. @ 38. Te chi ldren they are going to learn to count fur ther in

Engl ish Invi te f ive chi ldren to come to the f ront of theclass. Indicate al l the chi ldren and say Flve. Then point tothe children one by one and say One, two, three, four, f ive.

. Say l is fen and play the CD, point ing to the f ive chi ldren asthe numbers are ment ioned.

. P ay the CD aqain. Chi ldren repeat as you point .

Transcript @38l ist*rI *n{i eha*t"rive, f ive, f ive, f ivel,lne, two, three, four, f ive. Fivel

Count.. f ount some groups of f ive th ings in the c lassroom.

Point to the objects and say the numbers. Chi dren countlvith you.

r f ; i ' " ,e chidren therr books, open at page 33 Say CounttheoLigs and count them. Chi ldren point and count w th you.

Trace the number.. Tel l chi dren they are going to earn how to wr i te the

number 5. Facing away from the class, use your f inger to'wr i te 'a 5 in the air , exact ly as i t is in the book (start at thetop lef t and make the bottom part of the number, then i f tyour f inger and make the top part) . Say Fiye.

r Wri te a 5 on the board, and add a dot, as in the book.o Show how to t race the number in two strokes, start ing

from the dot for each stroke. f you wish, chi ldren canpract ise'wr i t ing' the number in the air .

o Te chi ldren to pract ise t racing the number in their bookswith one f inger. Check they are t racing i t correct ly.

Trace the picture.. Ask chi ldren to f ind the dashed l ine on the picture. Hold

up your book and show how to t race along the worm'stu nnel .

. Tel lchi ldren to t race the dashed l ine wi th one f inger.

. l f you wish, more able chi ldren can now trace the dashedines on the number and the bugs with their penci ls,

: Opt ionalact iv i ty: . Hand out copies of Sheet 9.Say Four. Chi ldren f ind thel number and repeat. Tel l them to t race the number., Remind them how to do i t i f necessary.

Say Count the bugs and count them. Chi ldren countwith you, point ing to the bugs. Repeat wi th number 5Chi ldren can take the sheet home with them to showtheir parents how they can count in Engl ish.

Jo qqggg"niSg s$ s:4he sounds tgl and tklTo recognize and trace tr'e retteii ltanJtv*.uuliwryo;, k;t, -Materials: CD track 39-40; flashcards 50-5 j

Lesson 5 Letters i&* .pgfr: Trace the letter.Tell children they are going to learn how to write the letterto go with this sound. Facing away from the class, useyour f inger to 'wr i te 'a 7 in the ai1 exact ly as i t is in the book(starting with the lower part of the letter). As you do so,say l$l ... jam.Write a letterl on the board. Add two dots, as in thebook. Show how to trace the letter, touching the boardwith your f inger to make the dot at the end. l f you wish,chi ldren can pract ise'wr i t ing' the let ter in the air .Give chi ldren their books, open ar page 34. Tel l them topractise tracing the letter in their books with one finqer.Monitor and check they are tracing it correctly.

Trace the picture.. Ask chi ldren what they should trace on the picture ( the

jam on the bread). Hold up your book and demonstrate.. Chi ldren trace the shape in their books with one f inger.

Repeat the above process for the letter k andthesound tkl . (@40)The action for lkl is to pretend to fly a kite with one nano.When children trace the letter, make sure they start at thetop dot. They should l i f t their f inger only once.

. l f you wish, older or more able chi ldren can now tracethe dashed l ines on the let ter and thp nictr r re wi th theirpenci ls.

Transuipt @40Listen and chant.tkt , tkt , tkt/k/, kite, /k/. kitetkt . tkt . tkt

Warm-upo Do the action for iguana. Children say lt l, iguana.

Listen and chant. @ 39o Tell chi ldren they are going to learn two more English

letters and sounds. Start with the letterj.. Stick the jam flashcard on the board . Say jam. Children

repeat the word. Ask chi ldren i f they l ike eat ing jam, andwhen thev eat it.Ask chi ldren i f they can hear the sound at the beginningof the word. Say ir$/. Children repeat the sound after you.Say Listen and play the CD. Children repeat.

Transuipt @39Listen and chant.l.bl,l4l,l*ll$rl,1am,l$1. janttBt,t*t. l*t

Act.. Tel l chi ldren they are going to learn an act ion for this

sound. Mime spreading jam on bread in a J 'shape as yousay lr$1, jam. (See actions on TB page 96.)

r Chi ldren repeat the act ion, the sound and the word.

Unit5.Lesson5

a

a

38

Lesson6 Story - r

To follow the left to riqht sequence of EnglishTo develop listening skills by-foll-oytlng agory_

_ _

-

To revise and consolidate languag-e introduced- in the unitTo unQer"s191_d the unit language in contextStructure: What\ this? It's a red car.Materials: CD track 4'1, flashcards 1 7-20

Warm-up. Play a game to revise the toy words. Stick the toy

f lashcards up around the classroom.Say Stand up.. Say a toy word. Children 9o and stand next to the correct

flashcard. Repeat several times.

Lookand listen. @41. Give chi ldren their books, open at page 35.. Remind chi ldren that in Engl ish, stor ies go from left to

right. Hold up your book and point to the frames in order.. Ask the chi ldren to point to the frames in their book in the

correct order.. Talk about the pictures. Ask children who they can see (Pat

and Jig) and what they have got (a present). Ask them whothey think itisfor Uig is giving the presentto Pat).

. Say Listen and play the CD. Let chlldren follow the story intheir books. (Don't ask them to repeat it.)Ask the chi ldren what they th ink happens in the storyPlay the CD again.

Transcript @ 41Look and listen.Pat What s this?

Pat lt 's a red car!Thank you, 1ig.

Listen andact. @41o Tell children they are going to act out the story.

Ask two children to come to the front of the class andpretend to be Pat and Jig. Chi ldren should imagine thereis a big present between Pat and Jig.Play the f i rst l lne of the story. 'Pat 'polnts to the present,and then opens i t (help the chi ld to mime openlng thepresent). ! ig' can helP.Play the rest of the story.'Pat' points to the present andlooks happy and exci ted, and l ig ' looks pleased.Repeat wi th more pairs of chi ldren.As children become familiar with the story, they may startto join in with the words. Encourage them to do so if theywant to, but allow them to be silent if they prefer.

Optional activity. Before the lesson wrap some known objects in paper

(e.g. a book, a pencil, a toy car, a doll, a ball, a teddy).Use red, yellow, blue and green obiects if possible.

r lnvi te indlvidual chi ldren to come to the front of theclass and choose a'Present ' to oPen.

c AskWhat's thislChildren answer lt 'sabag. (lf you havered, blue, yellow or green objects, they could answer /t3a green Dag, etc.)

a

a

a

a

Unit5.Lesson639

Lesson 1 Vocabulary &$ffi

I&!sr:{19,?_!rus!:"Cal lt*$ssg:?l--21,9stisrcl, _qege: eI s leer ig_ Fi99! s )*

Warm-up. Sing the Hetto song. @ 01 (TB page 5)o Review toys. Hold up the toy flashcards and askWhat,s

this? for each one. Ch

Documents

Little Friends TB