e$I
.drti3

Teacher's Guide

Aledo Krquse o greg Cossu
with M. H. Newton


Published by
Longman Asia ELT
2/F Cornl,r,all House
Taikoo Place
979 King's Road
Quarry Bay
Hong Kong
fax: +852 2856 9578

e-mail:

nww.longman.com
and Associated Companies throughout the world.
@

Pearson Education Asia Limited 2005

All rights resen ed; no part of this publication may be reproduced, stored in a retrieval system, or transmit
in any form or by any means, electronic, mechanical, photocopying, recording or othervvise, without the I
n ritten permission of the publisher.

2

The follor,r,ing pages, however, may be photocopied by a school or teacher for use in a classroom: pp.
'o
39-41,49-51, 55-57,59,67-69,77-79,87-89,93-95,97, 105-107, 1I5-117, t25-t27,13I-133, I35, I39, '14a1-1 17, t70-179, 182-i87, 188.

First edition I997
This edition 2005
Reprinted 2005
Produced by Pearson Education Asia Lintited, Hong Kong
NPCC/02
ISBN 962 00 s293

5

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

Acknowledgements
I wish to express my thanks to mv students, n ho taught me ever-\'thing I have learned about them, to m1,
editors, nhose dedication and professionalism are responsible for all that is good in this edition, and to
mother, Leona, who always knew I would r,ririte a book and rthose encouragement led me to try. And mv--gratitude to Lesley, r,vithout rir,hom this r,r,ould not be.

Aleda Krause

\Vriting


a children's course is a team effort. I nould like to thank all of the editors and the entire SuperKfd.s
team at Pearson Education for making the new edition of SuperKids a reality I also rrr,ant to thank ffi),coauthor, Aleda Krause, for her support and encouragement. Lastlll I u:ant to thank ml,friend Lesley n,iro
believed in me. I dedicate this book to m\r mother, Ien,el.

Greg Cossu
The publislrer rtould like to thank rhe follou,ing people for their contributiolt to the course:
Christine Choi
Susan Bainbridge
I..athryn Burder
N,lan, L. Burkitt
Daphne Clren
Florencia Chen
Dorothi'Chiu
Cho, Jin-Hee
Lee Seung Eun
Sharon Eun
Daniel Flynn
Allen Giln-ran
Gu, Eun-\br.rng
Yunri Hamanaka
Kazuko Kantevama
Hiroko Kashimoto
Katsuko Kato
Christina Ke
Greg Kennerh'
Kim, Soo-Kr,eong
Kim, Sun-\bung
Kim, young-Soor-r
Tim Lyon
Jessie Lin

\lark N4cTamnev Ichizo Murakarni
N4ari Nakanrura
iiaoru Naritomi
Rie Noguchi
Samuel Oda
AJ,ako Ozasa
Song, Na-Young
Sult, \bon-li
Chizuko Takai
l-iideko Takasu
Dereky. Takeda The
Shittichi I anaka
Shellv Thies-lroh
Nalhan Tolernan
Na0ko\{atanabe PUblisher'r
poficy is tc
Noriko Yosh jo
Eva Zau,adzka

L

PaPer manulac

hom sustainable


Toble of Contents
Description
Philosophy
Components

Student Book 2 unit description
Course timing and schedule
Lesson planning
Syllabus
Cours-e Goals

Course

Page

2

Page

2

P_age

2

Page

3

Page

7

fug"


9

Page

10_

Page

L2
13

Unit 1: Feelings (including teacher replodqcibles (TRs)
Unit 2: OurHgup_e_ (incJudEBJRla-:5 and 6)
Unit 3q Weathgl 0l_.J".4FgTRs-I, B ?nd
Recygle illt (inglgdiqgTRg 10, 1] an{
Discover it! 1: Seasons (includingTR 13)
Unit 4: TellingTime (includingTRs 14, 15 and 16)
Unit 5: In a Toy Store (including TRs 17, 18 and 19)

1, 2

e)
12)

pgl

_ul-it 0_._ !+rne
Q"_gt_U4i"gJR*0r ?r_ap,!_zl)
Recycle it!2 (includingTRs 23,24 and 25)


Discover it!

Unit
Unit
Unit

7:
B:

9:

2:

Foods Around

_

theWorld (includingTR

26)

Art Class (includingTRs 27, 28 and29)
ffier School (includingTRs 30, 31 and 32)
Class Party (includingTRs 33, 34 and 35)

_q!9!g4i!sT$s ! Q, J 11q 3_B)
3: More Numbers (includingTR 39)
Culture 1: Mother's Day I Father's Day (includingTR
Culture 2: Valentinels Day (inglgdingTR I)


L":f-.-lCI!-_s
Discover it!

_3

I can do it!
How to Make and Use a Mini-book
Rewards

Activity Book Answer Key
Test Script and Answer Key

Test I
Test 2
Test 3

Certificate of Completio n
lVord List

40)

and

3)

Page

Z2

Page


32

Page

42

Page

52

Page

58

Page

60

Page_

70

Pgge

BO

Pagg

90


P3g"

96

Page

98

Page

108

Page 118
Page LZB
Page 134
Page 136
Page 140
Page 144
Page 146
Page 147
Page L4B
Page 169
Page 180
Page lBZ
Page 184
Page 186
Page 188
Page lBg



...,.

CoUTSE Des

ciipffih

"rrrJ

elenlelltarl'school

.irifO*t leartring English as a Foreigu Language (EFL)'
SupcrKids is based on the follort'ing philosophies'

Voriety of methods
No one particular English teacl.ring methodologl'works
for all children in all classes. Tecl.rniques from various
upprou.f,.t are used' Detailed suggestiotrs are provided in
.uih l.rton plan. Approaches used include Total Phvsical
Response (TPR) in Levels I and 2, Wlrole Language
-i..irirg,
and the Conlnrunicative Approacir' all of rt'hicl.r
proven successful lT'ith cl-rildren'
been
have

Contextuol leorning
Language is introduced contextuall-v and in.categories'
Chiiirei are able to learn and remember related


*."U"i"fu,

simple dialogs and structures m-ore

readill' lf

these are introduced in a common context' Familiar
in
,l-,"n'r". and situations from children's lives are used
more
Englisll
learning
order to make the task of
interesting and less illtimidating'

Listening lirst
children studying in EFL situations do not hear
.potl" English outiide the classroom atrd have no other
base for their attempts to communicate in English' In
SttlterKids, children hear and respond tolanguage
it, that is
receptively before being required to p
Ir,Ianv

''oduce
tl'reljlisten, then speak' The CDs give moiimum exposure

to native sPeaker competence.

Speoking needs Proctice

Chiidren learn to speak Englisl'r by saf ing things they
\{ant to sa-v in mi:aningful contexts' SuperKids provides
activities and games that encourage children to speak out'

Four skills
rKi ds systenraticallll progresses through.the four
stitls of listening, speaking, reading and rt'riting vr'ith each
skill formally introduced and then practiced' The
emphasis is on listening and speaking (the natural order
of language acquisition) so that children can immediatelv

Su p e

beginiommunicating orally in English'

Modeling
The CD is used to model the lal.rguage items and tasks
before expecting childrell to speak or cotnplete a task'
Children ieel less threatened and nrore successful r"'l-ren
r,r,orking n,ith nel,r language ol completing tasks in tl-ris

:

;
'

The Student Book includes:

1. A ston,line n'ith familiar characters to stinlulate
student interesl and to provide a sellse of continuitr"

2. Nine theme-based units n'ith colorful double-page
spreads.

3.

Tl.rree Recl'cle

itl units to reinforce and expand orr

previousl-v tau glrt language.

4. Three Discover itl units to introduce cross-curricular
toPics.
Trr,o double-page Culture units

5.

to introduce different

events of universal interest to cl-rildren, m,aking
Iearning English an international experience'
6. At least one song or chant per unit to help children

practice and remember grammar points and dialogs'
7. Pictorial icons on each page to identify the focus of tl.re
lesson.

B. A gradual introduction to reading and rT'riting' Sounds
thit have simiiar mouth positions are taught together
so children can acquire the sounds more easilv and

learn to differentiate between them'

Student Book 2
Level 2 is based on the

premise that children
are able to make short
statements and ask /
answer questions about
themselves and others.
They are able to fill in
blanks to comPlete
words, but theY are not
)Iet expected to read. hl
I-evel 2. the letters of the
alphabet and their
sounds are taught as the
n-riddle or last sounds of
rvords. Text on the Pages
serves as a reference for teachers and also helps
familiarize children n'ith the Roman alphabet'

ln Unit 2, the SuperKids meet Iupiter and Pluto, nvo
aliens who arrive by spaceship' The children and the
aliens interact throughout the book, making learning
en jovable and stimulatin g'
Level 2 focuses on:

functional dialogs tlrat are useful irl dailv life
\iocabulan, building of nouns'

\jocabular)' building of verbs using the TPR method.
Nirre simple structures to provide a strong foundation
in basic English granllllar.
l\liddle and final phonics sound of the letters of the

1. Eigl.rteerr

2.
J.
n

Review ond recycling

5.

alpl.rabet.

The language in Srrpcr'/{id.s is carefullt'r'c'ct'clctd u'ithin
each level and benn'c'etr levels'

6. Iiccr-rgnizing

Fun

Student Book CD

l.t:arnilrg is t-tlade cniovable throtrgll gatrles qrd tasktrasccl ai'tiviritrs. Strpcr(ir/-s ait.tls 1o help children tlt'r't'lo1i
l posit ivt' ittti1u(l(' 1ou'itrtls lcarlling En glish'

'l


a...,..r. I-)cc-inlirtn

l

Studenl Book

\\ra\r.

Itr EFL situations, revievr'of langtrage is ven' importanl'

"

a.;1',

Components

PhilosophY
SuoerKiclsis a six-level course for

1 : i
ir: r-;r :

:,a::::1

'+.

altd rt'ritillg all the letters atld phot'rics

sounds.


lrt'Stutlent liook Cl) includes:

l. \lotlt'ls lirr lrll lirt'r'ocltbtrlitrl
lut

itcltls' l'uttciional dialogs'

rtl gt'lttlttltllt slLtl('ll)('ll I s alrcl ti ialogs'


r?
|trlii::
:::l-j,;::. !,

.,,:,
2. r\ narration oi the storvline to add special interest.
l). Lively and rhvthmic songs and chants tbr each unit.
.1. Nlodels for the phonics sounds.
5. The stories and listening actirities in each Recycle it! unit.
ti. The vocabulary, dialogs and songs from each of the

Discover it! and Culture units.

Activity Book
The Activity Book

includes:

L


Further practice of
language items
introduced in the
Student Book.

2.

Tasks

.

Picture Cqrds
There are 72-103 Picture Cards
per level. One side is a color
picture while the other side shows
the corresponding word. There is
one card for each vocabulary item.
The Picture Cards can be used to
teach and review vocabulary
words as well as the dialogs.
Detailed suggestions on how to
use the cards are provided in each
lesson plan.

Student Book 2 unit description

ofuniversal

Tolk obout it!


enjoyment to

children, e.g. word

(Vocobulory, lunciionol diologs, grommol diolog)

search puzzles and

craft activities.
One page for every
lesson in Units 1-9
and one page for
every Recycle it!, Discover it! and Culture unit.
4. A listening activity on each page as well as another
activify to practice reading and writing words and

Each unit opens with a double-page spread showing the
following in an illustrated context:

3.

1. Target vocabulary items underneath the illustrated
scenes.

2. Two functional dialogs or expressions.
3. The unit's target grammar dialog outlined in red.
4. Numbered dialogs so that Ss will know which dialog to

sentences.


5. Letter writing and tracing activities in Levels I and

2.

Later levels develop more advanced skills such as
reading and writing words, simple phrases, sentences
and short passages.

All the instructions necessary to complete the listening
tasks.

2. Instructions followed by abell

sound signaling where
the CD should be paused so children can complete the
task.

Teqcher's Guide
The Teacher's Guide

includes:

1. Thephilosophiesand
objectives of the
course.
lesson plans,

including culture
notes, pronunciation

notes and notes on
language usage.

3. Audio scripts and
answer keys for the
Student and Activity
Books.

4. Placement tests / assessments with answer
5. Photocopiable supplementary activiries.

key.

6. An Activity Bank of activities to supplbment each

lesson.

sounds in the unit.

6. Humorous

elements to add to the enjol'rnent of learning.
Ss to find.

General teaching method

The Activity Book CD includes:

2. Detailed


focus on when listening to the CD.

5. Some of the phonics words for the target phonics

7. A hidden iguana for

Activity Book CD
I.

...:t,,
. t.".:, .:;.ll.r1l: .: - ":

,

7. Reproducible

Reduced Picture Cards foreach unit.
8. TPR card reproducibles for each unit.,

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

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

l.

Use Picture Cards, real objects or pictures to teach the

vocabulary items under the main scene. Hold up and
name each card or object. Have Ss repeat.
2. Have Ss open their books:
a. Play the CD. Have Ss listen and point to each
vccabulary item under the main scenes.
b. Play the next track on the CD. Have Ss listen and
repeat the items.
c. Play the next track on the CD. Have Ss listen, find
the words and write the numbers in the boxes.
3. Praclice: All vocabulary items appear in the main
scenes. Name items in random order. Have Ss
point to the corresponding items in the main scene.
4. PIay the story on the CD and have Ss listen. The stories
help to reinforce the vocabulary and provide a context
for them.

Dialogs

l. Introduce the dialogs as suggested

in the Teacher's

Guide.

2. Have

a.

Ss open their books:
Play the CD. Have Ss listen to the srory and point to

the people or objects in the main scene as they are

mentioned. The story helps to reinforce the
vocabulary and provide a context for it.

Course Description 3


This lesson includes:

b.

Play the next track on the CD. Have Ss first Iisten to
the dialog and point io the characters u'ho are
speaking, and then repeat the dialog.
3. Practice: Divide the class into groups or pairs. Have
Sroups A and B (or SI and 52) sav alternate lines of the
dialog. Have Ss change roles.

Do il! gnnl
Vocabulary building ofverbs is done at all levels. Levels I
and 2 teach verbs using rhe l'PR teaching method wherebl'
Ss learn English through a ph5'sical response to English
commands. TPR activities in the lesson plans and in the
Actirriry Bank consist of both receptive and productive
acti\rities. Once Ss are familiar n ith responding to the
commands (receptive), tlrev can practice giving the
commands (productive).'l-he productivc acti\ities act as
review or consolidation ol'tlre language learned.


l.

Tno scenes illustrating the colttext of the grarnnrar poir.rt.

2. The statement form of tl.re unit's grammar point
outlined in red.

3. Simple statenrent form practice

exercises.

4. The dialog form of the unit's gramnlar point also
outlined in red.

5. Simple dialog practice exercises.
6. A listening exercise to practice the grarnmar point.

General teaching method

Gramntar

l.

Introduce the grammar statement. Hold up the Picture
Card or real object ofthe vocabularf item to be used in
the statement. Say the statement, e.g. These are kites.
Have Ss repeat.

General teaching method
TPR verbs


t.
2.

3.
4.
5.
G.

7.

b. Hold up the Picture

Card of the rrocabularJ, item to
be used in the question.

Tell Ss (in theirnative language if necessary) that it is
uot necessar)'to repeat the comt-Irallds. Thelr should

only do the actions.
lntroduce one command:
a. Sa1'one command and do the action.
b. Repeat the command. Have Ss do the action nith
you.
II Ss respond confidently', introduce the next command
in the same wa1,. If not, repeat step 2. Repeat until all
the commands have been introduced.
Play the CD and have Ss listen to the commands and
point to the pictures.
Play ths CD again and have Ss listen and do the actions.

Shuffle the TPR Cards and give the commands in the
random order of the cards. Have Ss point to the
pictures in their books.
Use the TPR cards to say the commands in randon.r
order again and have Ss do the actions.

c.

Point to the question mark, then tlre card, and ask
the question, e.g. What are tlrcse? Have Ss repeat.

d. Ansrrr,er the question, e.g. Tlrcy\'e kites. Have Ss repeat
e. Divide the class into two groups.
f.

Hold up Picture Cards one at a time. Have group A
ask the question and group B answer, using
cards as cues. Have Ss change roles.

3.

c.

Play the CD for part B. Have Ss listen and repeat.

Ss do the four Listen. Ask. Answer exercises in
Pairs.
e. Play the CD and do the listening exercise in part C.

Note: Contracted forms are used in all levels in order to

be consistent n ith natural spoken English.

Sing-a-grant
2. Play the CD. Have

l.
2.
3.

Introduce tbe Sittg-a-gra,r? as suggested in tl.re
Teacher's Guide.
Play the CD. Have Ss listen and point.
Play the CD again and have Ss follou' along n,ith the
solrg or do actions as suggested in the Teacher's Guide.
For example, give out Picture Cards or Reduced Picture
Cards of the items in the song and have Ss raise the
cards r,"hen the-v hear the u,ords in the song. Ss should
not sing tlre song in tlris lesson.

.

d. Have

This is a short grammar song n hich introduces the
grammar point in each unit. Ss can hear, understand and
absorb the grammar patterns before being required to
produce them. The Sing-a-grant is on the CD.

next lesson.


the

Have Ss open their books:
a. PIay the CD for part A. Have Ss listen and repeat.
b. Have Ss do the four Listen. Sa-y exercises in pairs.

Sing-a-grant

Ss should only be introduced to the song in this lesson.
It serves as a preview of the grammar point to be taught in
the next lesson. The song should be taught in detail in the

4

2. Introduce the grammar dialog:
a. Draw a large question mark on tlre board.

1. Have

Ss

look at the

gram in the previous lesson.
listen, point and do any acrior"rs,

Sri?g-a-

Ss


speaking or singing as suggested in the Teacher's Guide.
Ss into pairs or groups to sing different parts of
the song.
4. Have pairs or groups change roles and sing the song
again.

3. Divide

Reod it! lenonics

sounds)

Phonics is an integral part of each level, beginning rt'irh
initial phonics sounds in Level l. Ss can listen ro and
repeat the phonics sounds, and practice recognizir.rg and
rvriting the letters is given in Level 2. En.rphasis is on
vou,els as rr-redial sour:ds and nrost of the consonants as
the final sounds in rt,ords.

'lhis lesson includes:

I. \\,ords u'ith

target phonics sounds clearlt' illustrared.

Build it! lorommor;

2.

Gramntar is practiced in the form o[staten]el'lts, dialogs

and srrbslTtulicln exercises using pictures. Thc,st, scel)es
shun, tlte cor'r1ex1 in u4tich cach grantntar point is rrst,tl.

I\4alchirrg sinrple senlc'r'rces that contain ihe lthonics
rr,orcls n'ith a corresl-rortding picture irr part B.

ii.

'[iirr:ilrg and tlrcn rr'riting practice ol'eac]r of tht,
l;hor-rics

Course DescriPlion

sorrrrtls irr piirt O.


Pronunciation table

General teaching method

I-he tbllorving svmbols are usetl to indicate the
pronunciation of the phonics sounds introduced in the
Bcarl lr-l section of each unit.

l.

Consonants

Svmbols


Kelrarords

p

pen
back
ten

b

t
d

daY

k

kev

o

set

f

fat

e

uew

thins

d

then

s

soon
zero

z

Phottics sottnds
Write the target ending on the board, e.g. ar.
b. Have Ss say the sound oi each letter individually,
e.g.4, t.
c. Read the letters as one word, e.g. af. Have Ss repeat.
2. Introduce the phonics rvords with real objects or
pictures.
3. Say the sound of the first letter, the two-letter
combination, then the whole word, e.g. c-at, cat.Have
Ss repeat.

4. Introduce the other target phonics sounds in

5. Introduce the sight words (if any) by writing them on
the board, reading them and having Ss repeat. Sight
words appear in sentences, but are not vocabulary
words that Ss have learned. They are introduced to

allow Ss to read complete sentences from an early

6.

hot
loch

d'

cheer

&

lump

m

sum

n

sun

n

sung
wet

Readingphrases


I

let

r

red
vet

1. Focus Ss'attention on part B:
a. lVrite the three sentences on the board and read one

a.
b.

T

e

&

Ss find pictures of items in the main
scene on the first two pages of each unit that begin

with the target phonics sounds.

of them.

D


hot
cut

U

Dut

I

u

about
happv
actualitv

I

sheep

o:

father
dos
four
boot
bird

OI

3:


u:

diphthongs

bit
bed
cat

Play the CD. Have Ss listen and point to each picture.
Play the next track on the CD. Have Ss listen and
repeat.

7. Practice: Have

Vowels

long

stage.
Have Ss open theirbooks:

x

h

short

the same


way.

shio
pleasure

[ntroduce the tirst word ending:
a.

b.

Have Ss point to the corresponding picture and

c.

draw a line.
Have Ss do the same for the remaining sentences.

Writinglctters

l.

Focus Ss'attention on part C:
a. Write each of the three target phonics sounds on the
board and have Ss point to the picture with the

relevant phonics sound.
Say each lvord and have Ss repeat.
c. Point to the phonics sound on the board and then
the blanks on the page.
d. Play the CD. Have Ss listen and fill in the blanks

with the letters of the target phonics sounds.
e. Write the word on the board leaving blanks for the
phonics sounds and then fill in the blanks.

b.

Proctice it!

et

make

at

lie

.1t

DOV

oo

note

ao

now

Sing it!


IJ

real

UJ

actual

This section contains an enjoyable song or chant to wrap
up each unit. These are also included on the Student Book

lc

peculiar

CD.

This section contains a task-based speaking activity lor
pairs or small groups, designed to allolv Ss to use the
language they have [earned immediatel-v.

/

Chonl it!

Course Description 5


it!


General teaching method

Play

Practice it!

Each boarC game is slightly different. The game is color

1. Have

Ss

open their books. Focus Ss' attention on the

Practice irl exercise.

2.
3.
4.
5.
6.

Revierry

the question and ansrryer pattern illustrated at

the top of the page.
Put Ss into pairs or small groups.
Explain the rules of the particular activity (see lessor.r
plans for Lesson 6 of the unit).

Have Ss complete the actir,ity in pairs or groups.
Follou,up u'ith the activity detailed in the lesson plan.

Singit! / Charxt it!

l.

Play the song / chant on tl're CD. Have Ss listen.

2.

Play the song / chant again. Have Ss sing / chant along

.

(or follorv the other suggestions provided in the lesson
plans).

RecyCle il! lneview

of three units)

After every three units, there is a Recycle itl unit which
serves to reinforce and expand on previously studied
language items. lncluded are an illustrated, humorous
story, review exercises and a board game.

General teaching method

Story

1.

Revier,r,

thi: dialogs and the vocabulary found in the

coded and each color represents a different language
pattern to be practiced. Read tl.re lesson plans for details.

l.

Have Ss open their books to the P/d1, rrl section and
look at the board game.
2. Revierr the dialogs for each color-coded section.
3. Point to the firsr space ir.t eacl'r colored section and
have ftvo Ss sa1,1hs dialog according to the language

pattern.

4. Put

Ss into pairs and give eaclr pair one die. l-lar,e
pairs use their erasers as markers.
5. Have Ss in each pair take turns rolling the die and
moving around the game board, saying the dialogs
according to the language patterns.

Discover it!
Discover it! provides an additional content-based
learning opportunitl,.


General teaching method

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

story.

2.
3.
4.

repeat.

Have Ss open their books to the story section.
Review the characters and items in the pictures.

5. Point to the vocabulary items in random order and

Play the CD. Have Ss listen and point to the

Dialog

corresponding pictures.
5. Play the CD again. Have Ss listen and repeat.
6. Put Ss into pairs or small groups and have them

practice the dialogs. Give them props as necessary.
7. Have volunteer groups perform the story in front of
the class.

Reuiew

l.
2.
3.
4.
5.
6.
,

it!

Have Ss open their books to the ReuieuL irl section and
look at part A.
Give the different commands and have Ss find and
point to the correct picture.
Play the CD. Have Ss listen and write the numbers of
the commands in rhe boxes above the pictures.
Check the ansr,r,ers as a whole-class actit ity.
Have Ss look at part B.
Point to each letter and have Ss say the Ietter name
and the sound.
a picture and ask v1mt's rftis? Elicit the

:::ilJ:


B.

Model how to do the exercise or r,r,rite the letter under
the picture.
9. Give Ss time to complete the exercise. \Valk around to
cl-reck for accurac\,.
10. Check the ansrryers as a n hole-class activit\,.

have Ss name them.

l.

Introduce the dialog as suggested in the lesson plans.

2. Play the CD. Have Ss listen and repeat.
3. Put Ss into pairs and have them practice the dialog.

Songorchant

I.

Play the song or chant on the CD. Have Ss listen.
Play the CD again. Have Ss singor chant along.
3. Do the wrap-up activity suggested in the lesson plans.

2.

Culture
The Culture units introduce holidays enjoyed by children
in many English-speaking countries. Each unit provides

an opportuniry for further content-based learning, as lt ell
as for a fun break from more serious lessons.

General teaching method

Introductiott
lntroduce tlie holiday in Ss'native language, if possible.
Notes abour the holidav are included in the lesson plans.
Shon' Ss pictures of the holidal..

llocabulary

I.

Introduce the vocabularY items rvith your own
pictures, ol'use the pictures in the Student Book. Notc,s
about the vocabulan are included in the lesson plans.
2. Ilave Ss open their books:
a. Plat'the CD. Have Ss listen and point tcl each
vocairularv itenr under the nrair-r scenes.

6

Course Description


:!n:-

#ii:;
r:,:i


:tiilllill

:

b.

3.

Play the same track on the CD. Hirve Ss listcu rnrl
repeat the items.
c. Name the vocabularv items in randonr order. FIav(.1
Ss find and poini to the itetns in rhe main scenes.
Practice the vocabulary items ivith a game or activitv.
Suggestions are in the lesson plans.

Course timing ond schedule
Suggested timing lor one lesson plon
50- to 60-minute class
lVarm-up / review

t0-13 minutes
(5-7 minutes)

Dialogs

Activiry Book check*

l.


Introduce and practice

lntroduce the dialogs and commands as suggested in
the lesson plans.

2.

Have Ss open their books. Play the CD. Have Ss first
listen to the dialog and point to the characters lvho are

speaking, and then repeat the dialog.
3. Put Ss into pairs and have them practice the dialogs.

new language items

30-32 minutes

Activity Book assignment*
Wrap-up

5-B minutes

Total

50-60 minutes

Songor chant
Play the CD. Have Ss first listen, then sing or chant along

with the song or chant.


(5-7 minutes)

30-minute class
Warm-up / review

5 minutes

Extension

Activity Book check*

(5 minutes)

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

Introduce and practice
new language items

15 minutes

Activity Book assignment*

(5 minutes)

Wrap-up

5 minutes

30 minutes

Activity Book
At the beginning of Activiry Book 2 is an Alphabet Chart
for Ss to ftll in the letters of the alphabet for review and
extra writing practice.
There is one Activiry Book page for each lesson in Units
1-9 ofthe Student Book, and one page for each Recycle it!,
Discover itl and Culture unit.
The first exercise on each page is always a listening
exercise. The other exercises are either listening, reading
or writing activities.

I.

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

b.

books.
Pause the CD at each bell sound for Ss to complete
the tasks.

Check Ss' answers and correct where necessary.
Have Ss look at exercise B:
a. If it is another listening activity, follow the
instructions above. If it is a writing activiry


demonstrate how to do the activity.
b. Give Ss time to complete the activity.
c. Check Ss' answers and correct where necessary.
4. The Activity Book may also be assigned for homework
after explaining to Ss how to do the exercises in class.
Alternatively, do exercise A in class and assign B for
homework, or vice versa.

5.

Have Ss color the appropriate spaces onthe Reward!
page at the back of the Activity Book upon completion
of each unit. Have Ss use the color indicated in the

Activity Book for thar

70 classes per yezrr
9 units x 6 classes each
3 Recycle itl units x 3 classes each

unit.

,

I class each

2 Culture units x 2 classes each

Total


54

classes

9

classes

3
4

classes
classes

70 classes

58 classes per yezrr
Q trnifc

c.

3.

One-yeor schedule

3 Discover it! units x

General teaching method
2.


Total

w 4 nlaccoc

oa^L

3 Recycle it! units x 2 classes each
3 Discover it! units x
2

I class each

Culture units x 2 classes each

Total

/ ( ^l^..^.

6
3
4

classes
classes
classes

58 classes

47 classes per ye.rr
9 units x 4 classes each


36

classes

3 Recycle it! units x 2 classes each

6

classes

3 Discover it! units x

3
2

classes

2 Culture units x

Total

I

I class each

class each

classes


47 classes

* Assign

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

Course Description 7


Suggested scheduling lor one unit
unit

6 classes per

(72 classes per year)

Lesson plans in the Teacher's Guide follor+, this schedule.

title

Activity Book

Class

Page

I

Talk about it!

(Vocabulary,)

nevr' r'ocabulary.

(Vocabulary)

Talk about irl

Revier,r'previous lesson's vocabulary Teach and practice dialogs.

Talk about it!

2

In class
Revierry

previous unit's vocabulary'. Teach and practice

(Dialogs)
J

Talk about it!

(Dialogs)

Do itl /
Sing-a-gram

Ilevierv dialogs. Revier,r, previous unit's TPR verbs. Teach and practice

verbs receptively. Introduce the Sing-a-gram.

Do it!

Build it! /

Rer,ien, the unit's vocabulary items and grammar dialog. Practice

Build it!

Sing-a-gram

the grammar statement and dialog n'ith substitution exercises.
Teach and sing the Sing-a-gram.

nevv TPR

introduction
4

5

Read

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

it!

Read it!


phonics sounds and words.
6

Practice itl /
Sing it! or
Chant it!

unit

5 classes per
Class
1

Page

Revierv the unit's grammar statement and dialog. Do the taskbased practice. Do the final song / chant. Revier,r,the unit.

Practice it!

(60 classes per year)

title

Sing itl or

chant it! /

In class

Activity Book


Do previous unit's final song / chant as review Review previous
unit's vocabulary. Teach and practice ner,r, vocabulary.

Talk about it!

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

Talk about it!

(Vocabulary)

Talk about it!

(Vocabulary)
2

Talk about it!

(Dialogs)
3

(Dialogs)

Do it! /
Sing-a-gram /

Teach and practice newTPR verbs receptively. Do the Sing-a-gram.

Do it!


Introduce new grammar.

Build it!
4

Build it! /

Teach and practice the grammar statement and dialog. Review
previous unit's phonics sounds. Introduce ns\^' phonics sounds

Read it!

Build it!

and words.
5

Read it! /

Practice it!

4 classes per
Class

unit

Page

Read


it! /

Practice it!

(49 classes per year)

title

Sing it! or

Chant it! /
Talk about itl
(Vocabulary)

In class

ActivityBook

Do previous unit's final song / chant as review. Teach and practice
new vocabulary. Introduce dialogs.

Talk about it!
(Vocabular-v)

2

Talk about it!
(Dialogs) / Do it!


Review prerrious lesson's vocabular)'. Teach ar-rd practice dialogs.
Teach and practice nerv TPR verbs receptively.

Talk about itl
(Dialogs) / Do itl

J

Build ir! I

Review the dialogs. Do the Sing-a-grar.n. Teach and practice the
grammar statement and dialog. lnlroduce ns\^r pl-ronics sounds

Build it!

Sing-a-gram /
4

B

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

Read it!

and vvords.

Read it! /

Teach and practice ner,r,phor.rics soultds and u,ords. Do the task-lrased


Practice itl

practice. ReYiera, the unit.

Course Description

Read itl /
Practice ir


Lesson plonning
Teachers should plan each lesson carehrlly with specilic
goals and ob1'ectives in mind. It is allvavs better to plan
n'rore activities tltan necessar-v in case one activity does

not rvork according to plan.

Explonotion of lesson plons in ihe
Teocher's Guide
There is one complete lesson plan for each Student Book
page. However, ifyou need to teach nvo Student Book
pages in one lesson, you can do so by implementing one
ofthe suggested schedules on p. B.

planning, and planning takes tirnesomething the busy teacher of children often has too little
of. The lesson plans in the Teacher's Guide have been
designed to help the teacher cover all the material in
SuperKids in an organized manner with minimal
planning. A brief look at the Activity Bank before class will

often give you that one extra idea that boosts an average
Success requires

Options
Each lesson plan suggests tlrther activities to be used,
either as part of eacl'r lesson or in place of suggested
activities. Tl.ris section usually sLlggests tasks or activities
tbr [urther practice.

. Note: Materials needed for optional activities arc not
included in the materials box of each lesson plan.
ActivityBook
The Activity Book serves to reinforce what was taught in
class. Exercises may be done in class or at home.

Materials for the next lesson
If any materials are needed for the next lesson or for any
of the optional activities in the next lesson, the teacher is
informed ahead of time to bring / prepare these for the
next lesson.

class to a great class. Each suggested lesson plan has been
divided into the following sections.

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

English during class.
Each warm-up / review section practices language

items lrom the previous lesson or from the previous unit.

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

Introduction of newlanguage items
New language items are introduced in this section

without the aid of the book. The focus is on the teacher,
so Ss hear language before producing it themselves.
Suggestions are given in each lesson plan on how to use
Picture Cards or real objects to introduce the material.

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

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

Wrap-up
Beginning and ending each class in an enjoyable way is
essential to instilling in children a love of English. Each

lesson plan has suggestions lor activities to finish each
class and send children home feeling good about the
lesson and themselves.

Course Description 9


Unit and title

I

Feelings

Topic and vocabulary

Grammar

Feelings: happy, sad, sleepy, angry, sick, hot, cold,
scared

Are you scared? / Yes, I am. /

l'm scared.
No, I'm not.

2

Ovr House

Rooms in a house: kitcl-ren, lir.'ing room, dining room,

hall, bedroom, bathroom, closet, \,ard

Joey is in the

bathroom.

\\lhere's loey? / Hes in the

bathroom.

3

Weother

Weather: sunn),, cloudy,, nind)', rainy, snowy, foggy,
warm, cool

It s windy,.

\4hat's the weather like? I lt's

lvindy.

Recycle it!

I

Discover it!
Seosons


4

Review of Units

I

Telling Time

Seasons:

winter, spring, summer, fall

Time: l:00, 2:00, 3:00, 4:00, 5:00, 6:00, 7:00, B:00, 9:00,
1

5 ln o Toy Store

l-3

0:00, I I :00, 12:00, 12:15, 12l'30, 12:45

Toys: kites, r,ideo games, board games, toy cars,

comic books, yo-yos, balloons, rockets

6

Eoting Out

Food: spaghetti, French fries, fish, salad, ice cream,

noodles, fruit, soup

Recycle it! 2

Review of Units 4-6

Discover it! 2
Foods Around

International foods: hamburgers, hot dogs,

the World

7

Art Closs

8
9

These are yo-yos. / Those are kites.
What are these? / They're yo-yos.
What are those? I They're kites.
I want noodles. / We want soup.
What do you want? / I want
noodles. / We want soup.

dumplings, congee, salsa, tacos, sushi, rice balls,
kimchi, barbecue


Art supplies: scissors, paintbrushes, paints, stickers,
pins
Prepositions: in, on, under

The scissors are in the box.
Where are the scissors? / They're
in the box.

After School

After-school activities: English class, math class,
calligraphy class, swimming class, dance class,
soccer practice, judo practice, baseball practice

I'm going to judo practice.
Where are 1,ou going? / I'm going
to judo practice.

Closs Porty

Party activities: eating a snack, drinking juice, playing
the drums, watching a D\D, reading a book, feeding
the hamster, painting a picture, drawing a map

He's dran'ing a map.
\Vhat's Mojo doing? / He's drau'ing

Recycle it! 3
Discover


it!

3

Review of Units 7-9

Numbers: 13, 14, 15, 16, 17, IB, 19,20

More Numbers
Culture I

Mothe/s Day /
Fothe/s Doy

10

It's I2:00.
What time is it? / It's 12:00.

Presents: floners, slippers, chocolates, earrings, tie,
belt, wallet, handkerchief

Culture 2
Volentine's Doy

Valentine's presents and food: roses, violets, daisies,
carnations, cookies, brort'nies, chocolale kisses,
candv hearts

I con do it!


Assessment for Level 2

Syllobus

a

map.


Functional dialogs
FIi, Beth. How are voui'

TPR verbs

/ I'rn

OK.

.\nd yotri /

Phonics

(ioing to a friend's house: knock on the cloor,
"Comt: itr.",

Initial sounds revier'v

['m great, thanks.
Whats that? / I don't knrrrv.


o[)en the door, sil\', "FIello.",
go inside, close the door

Hi. I'm Beth. \,!hat's your name? / Nlv names
Pluto.
How old are voui / I'm 10.

Cleaning up the house: hang up vour coat,
make the bed, rvash the dishes, lvipe the table,
vacuum the carpet, rake the leaves

Initial sounds review
M-\,V y and Z

Going out on a rainy day: put on vour
raincoat, put on your boots, open your
umbrella, walk in the rain, jump in the
puddle, close your umbrella

at:

Doing daily activities: get up at 6:30, go to
school at B:15, eat lunch at 12:00, do homework
at 4:30, take a bath at7:45, go to bed at 9:00

ot:

This is my friend, Lisa. / Nice to meet vou.


I'm Iupiter.
Let's go to the park.

\A/hat's

/ Good idea.

sa1',

i\-L

Final sound X

an:
ad:

cat, hat
can, van
sad. dad

your lavorite season? / I like summer.

I like your watch. / Thanks.
It's time to eat lunch. / Don't forget your hat.

\,t/hich toy car do you want? / The red one.
May I have that comic book, please? /
Here you are.

I'm really hungry. / Me, too.

Can you use chopsticks? / No, I can't. Can you?
i Yes, I can.

Playing a board game: put your marker on
Start, throw the dice, count the dots, move
your marker, go forward 3 spaces, go back 2

dot, pot
fox, box
ock: clock. sock

ox:
S:

s:
CS:

spaces

Ordering at a fast food restaurant: get in line,
choose your food, take your food, find a seat,
eat your lunch, throw away the trash

yo-yos, balloons
books, kites

paintbrushes,
witches

ed: red, bed

en: pen, ten

eil:

bell, spell

it:
in:
io'

hit, sit
in, pin

Do you like tacos? / Yes, we do. / These are
greatl

What's your favorite class? / Art class.
How do you spell fox? / f-o-x

Drawing a picture of a fox draw a head and a
body, draw 2 ears and a tail, draw 4 legs, draw 2
eyes and a nose, color the picture, w,rite f-o-x
under the picture

Are you ready to go? / Yes. How about you? /
Uh-huh. Let's go.
Bye. See ycu at soccer practice. / See irou then.

Leaving school and getting ready for baseball
practice: put your books in your bag, put on your

jacket, say goodbye to Vour teacher, put on Vour
uniform, run to baseball practice, loin your team

Goodbye, Pluto. / I had a great time.
Thank you.
This is for you. / A soccer ball. Thanks.

Cleaning up the classroom: pick up the toys,
put away the toys, sweep the floor, wipe the
desks, erase the board, turn off the lights

big, dig

un: run, sun
up: up, cup
!lm.

orrm rlrrrm

ame: name, game
ake: cake, make the

bed
ase: pencil case, vase

How many yellow fish can you see? /
I can see 13.
Happy lvlothers Day, NIom. These are for you. /
Ooh! Flowers. Thank you.
lVhat are you doing? / We're making breakfast.

It's a new tie. Thanks a lot. / Happy Father s Da-v.
lVhat are vou doinq? / We're washing the car.
\,Vhat are you making? / A card. How about
you? / Ivle, too.
HappyValentines Day, Beth. / Happy

Valentine's

Da_v, Peter.

Have some candv hearts? / Thank vou.

Syllobus 11


,I

,.,

@gurse Gools
Listening

Level

I

.

Choose the correct picture
n,hile listening to vrords and

short sentences
r Put pictures in order n'hile
listening to target
vocabulart' and functiortal
dialogs
o Respond correctlv to sirnple
commands
o understand shorl slories
containing sinrple
structures and vocabular\'
r Listen to u'ords and identifv
letters at the beginning of
n'ords (except x rt'hich is
presented as the last letter

.

Repeat simple statements,

questions and ansr,r,ers
rthen given a model
o Ask and ans\rrer simple
questions about
themseh,es vr,hen given a
nrodel
r Sa),the sounds ofall
letters as the first Ietters of

Writing


Reading

Speaking

Name all upper and
lort,er case letters
Recognize target
vocabularY and
phonics n,ords

o

liace and n'rite all
upper and Ion'er
case letters on

staves
o \\Irite their on'n
lrames in English

rtords (except x n'hich is
presented as the last letter
of words)

r Perform

dialogs ofa stort'

alier listening


of rryords)

2

o Choose a picture r,r'hile
listening to sentences or

.

.

J

short dialogs
Put pictures in order ithile
listening to target
vocabularl', functional
dialogs and TPR commands
Listen to words and identifu
the sounds of most letters
as the medial or final
sounds of rt'ords

o Choose a picture or r,r,ord

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


4

Choose yes or no answers

after listening to questions
Recognize the sounds of
common consonant and
rror,vel blends

and ans\{er questiolts
about themselves and
others
o Say the sounds of most
letters as the medial or
final sounds of n,ords,

o Ask

including final -s

o Read and saY the

Write ke1'n,ords

sound of most letters
as the medial or final
sounds ofrvords,
including final -s
o Read and undersland

words and short

on staves when
given a model
Fill in letters to
complete nrords

sentences
o Recognize common

sight words
e Make statements and ask

and answer questions
about themselves and

o Read and understand
sentences

otl'lers

.

o

.

key nrords

and recognize that

the same sound
may be spelled

different rvays
Fill in blanks to

Sa), the sounds oftruoIetter consonant and
vowel digraphs

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

\{rite

complete r,rrords
and sentences
Read and understand
dialogs and short
passages

r Fill in blanks

to

complete
sentences


r Write short
an s\^,ers to t,r,ritten

questions after
reading short
passages

5

o Recognize the sounds of

and differences betn'een
common blends,
diphthongs, and initial

landr
r Atrsrter questions after
listening to dialogs and
shorl passages

r

Take

part in dialogs,

asking, ansrvering and

r Read


and understand

passages

making statements aboul
themselves and others
o Say the sounds of
common blends,
diphthorrgs, and ir.ritial

c \4rrite sentences

tt'hen given
model

a

o \Airite ans\.vers to

questions about
slrort passages

Iandr
o Perform role-plat's after
Iisicnir.rg to dialogs

6

e Anss'er questions after


r

listenir-rg to conversatiolrs
and passages
o Distinguish sinrilar sountls

r

12

Course Gools

Take part

ir.r

conversations, askirrg,
artsu'ering ancl nraking
staterlrents aboLll
themselves arrd otltct's
(lreale sinrplt' rolr'-plavs
u'hen givr.tt rt troclcl

o lit,ad and understand
pass0ges

\Vrite short email
messages and

postcards


\\Irite questions
and ansu,ers abotrl
i)assages


+. Activity Bonk Contents List
Worrn-up / Review
l. lVhat can vou sav?
2. Slow motion
3. Fast motion
4. lvlemory list
5. All in order
6. Partner search
7. Reduced picture cards bingo
B. Find it and srvat it!
9. On the table
I0. Say it! Bingo
I l. Say itl Lotto

.50.

Dratv and tell
Look and tell

52.
53.

Tell your partner
Charades


12. Pick it upl
13. All pick it up!
14. Touch and say
15. Standupandsayitl
16. Draw a line
17. Pass the card
Whispers

19. Teacher's guess
20. 'v\Ihat's missing?
21. What's different?

Proclice it!
Ploy it!

/

Review it!

Tolk obout it! (oiologsl
31, Repeatinhalves
32. Repeat in partners
33. Sayin halves
34. Say in partners
35. Puppet role-play
36. Pass the puppets
37. Toss the animal
38. Pass it quick!
39. Who said it?

40. Role-play
41. Change partners
42. In the corner

85.
86.
87.

Do it!
43. Listen and point

Sing-o-grom / Sing it!
Chont it!

44. Drawand do
45. Teacher says (Simon says)
46. Do as I say, not as I do
47. Make a chain
48. Choose and tell
49. Throw and tell

76.
77.
78.
79.
80.

Bl.

82.

83.
84.

-t

..,; ii i:r'
--':.

.,,

.

Listening
96. Selfcheck
97. Pair check
98. Fill in the blank
99. Expand it!

Wrop-up
100. Bye-bye game

I01. Do it!
102. Make a letter/number
103. I spy
104. Parrots

Rewords
105. Reward cards
106. Verbal praise
107. Certificate of completion

l0B. Warm fuzzies

Reod if!
69. Fingers up
70. I got one!
7L. Brainstorm itl
72. Phonics toss
73. Write it! Relay
74. What's the word?
75. Match it!

22. Run to it!
23. Name itl Relay
24. Behindyourback
25. Picasso
26. Thumper
27. Fourcorners
28. Word race
29. Grids
30. Uncover the color

r,

94. IvIy song
95. Karaoke

Build it!
54. In twos
55. Elicit the anslver
56. Question on cue

57. Pass it around
58. 50/50
59. Student-teacher
60. Change
61. Throwthedie
62. Grammar memory
63. My choice
64. Outofthehat
65. Take a step back
66. Call our number
67. Choose a card
68. Musical chairs

Tolk obout it! (Vocobutory)

lB.

51.

, .i!
. ir

/

Snap!

Unscramble it!
Grid bingo

Concentration

No. Sorry. (Go fish)
Old maid
Follow the path

Tic-tac-toe
Monkey in the middle (Fruirs
basket)

Tiddlywinks
Buzz
Team spelling

BB.

Point along

89.

92.

Sing and do
Sing it!
Solo
Line by line

93.

In

90.


br.

a

/

round

I

Activity Bonk Contents

Lisl

13


Worm-up

/

Review

1. What can you say?
Have Ss look at the first trvo pages of
each unit. Have Ss point to and name
items in the main scene.

2. Slowmotion

Place a Picture Card ir.r an envelope
or bag. Pull it out slortll', revealing
only a small part of the picture at a

time. The student u'ho first identifies
the item can now plav the role of
teacher.

3.

Fast

motion

Cover a Picture Card u'ith a piece of

paper. Hold up the covered card.
Quickly remove the paper, then
cover it again, so Ss catch only a
glimpse of the picture. The student
nho first identifies the item can take
on the role of the teacher.

4. Memorylist
Have Ss sit in a circle. Have SI saY a
short sentence, e.g. I haue a pencil.
Have 52 repeat what Sl said and add
another short sentence, e.g. I haue a
pencil. I can surim. Continue around
the circle until the list is too long for

Ss to remember. Start again.

5. All in order
Use B to l0 Picture Cards to be
reviewed. Choose B to l0 Ss and give
them a card each. Name the cards in
random order. Have those Ss stand
up and make a line in the given
order. The rest of the Ss is the "jury"
and checks whether the Ss are
standing in the correct order. Name
the cards again, faster and in a
different order. Have Ss again stand
in the given order. Repeat with

different Ss.
Variation: In large classes, have Ss
play in groups of B to I0 and use
Reduced Picture Cards (Teacher's
Guide pp. 170-179). Give each

student a card and have groups tr-y to
be the first to line up in the correct

order.

6. Partnersearch

10. Sayit! Bingo


Use two or three identical sets of
Reduced Picture Cards ofwords to be
revier.r,ed. Give each student a card,
making sure that at least t$'o Ss have
the same card. Have Ss search for the
other student(s) with the same card
by saying the name of their card in a

loud voice as they walk around. Ss
may not show an1r611s their cards.
\\hen they find their partners, they
raise their hands together, come to
you and name their cards.

or 16 Reduced Picture
Cards to use. Have Ss place them
face up in front ofthem in the
pattern of a 3 x3 (for 9 cards) or 4 x 4
(for 16 cards) grid. Name one card at
a tinre. Have Ss turn o\rer the cards as
thev are named. \Arhen a student has
turned over three (9-card game) or
four (16-card game) cards in a rott'
(donn, across or diagonal), have that
student say Bitrgo. Have him name
all the cards turned over.
Pass Ss 9

7. Reduced picture cards bingo


l.1. Sayit!Lotto

Prepare Reduced Picture Cards and
TPR Cards for each student. Have Ss
mix the Reduced Picture Cards and
TPR Cards together and plage them
face up in front of them in the
pattern of a 3 x 3 (for nine cards)
grid. Name one card at a time b-Y

Tell Ss which 5 to l0 Reduced Picture
Cards to use to make a set. Have Ss
choose any three or four cards from
their set and place them face up on
the table. Name cards in random
order. Have Ss turn the cards face
down as they are named. Have the
first student to turn over all three or
four cards raise his hand. More able
Ss could be asked to name the cards.

reading out the commands for the
TPR Cards and the sentences

with

that word for the Reduced Picture
Cards. Have Ss turn over the cards as
they are named. When a student has
turned over three cards in a row

(donn, across, or diagonal), have
that student say Bingo.

B. Find it and swat it!
Place 10 to 20 Picture Cards on the
table or floor (with the picture sides
showing). Have Ss gather around the
cards. Sa1, one of the cards. Have Ss
find it and slap it. The first hand
down wins the card. Using fly
svr'atters instead of hands increases

the fun. In large classes, divide Ss
into groups of four to six and use one
set of Reduced Picture Cards per
group.

9. On the table
Divide Ss into groups of three or
four. Make sets of l5 to 20 TPR
Cards. Give a set of cards to each
group. Say a command. Have groups
try 16 5" the first to pick up the card
depicting that command, then run
and put it on the table.

Tolk obout it! Uocobulory|
12. Pickit up!
Hold up Picture Cards to be rer.iewed
one by one. Name each card and

have Ss listen. Put the Picture Cards
on the floor (n'ith the picture sides
shovving). Say Pick up (card name),
(51's name) and have Sl pick up the
card. Then instruct himto Put dowrr
(card name). Repeat this with other
Ss. Have Ss take the teacher's role if
possible.

13. Allpickitup!
A similar activity to Pick it up!, but
this time each student has a set of
Reduced Picture Cards ofwords you
want to introduce. Give the same

commands as in the Pick it up!
activity for each card, and have
simultaneously follorv the
commands.

Ss

14. Touch andsay
Place 8 to 10 Picture Cards of revier,r,
u,ords on the table (rr'ith the picture
sides shou'ing). Name one of the
cards. Have Ss try to be the first one
to touch tl're card and name it. In
large classes, divide Ss into groups of
four or fi'r,e and use one set of

Reduced Picture Cards per group.

Variation: To make the actititv ntore
challenging, )rou may u'ant to cut olf
llre rt,ords / phrases from tlre cards
belirre using thenr.

14

Activity Bonk


15. Stand up and sayit!

20. lVhat's missing?

Choose a lew Picture Cards of revierv
rvords. Have Ss stand up. Show Sl a
card. Sl should name the card or ask
and answer a question about the
card, e.g. happy or Are you happy?;

Place

spaghetti or What do you uant? If Sl
correctly names the card or correctly
asks and answers the question, she
remains standing. If not, she should
sit down until her next turn. If Sl is
able to name the card or ask and

answer the question on her next
turn, she may stand up again. PIay
lor five minutes or until everyone is
standing again.

16. Drawaline
Draw a picture of a review word on
the board, one Iine at a time. Have Ss
try to guess what it is using /s ir (aJ
first student to guess
correctly draws the next picture.
-3The

17. Passthecard
Have Ss sit in a circle. Hold up a
Picture Card and name it. Hand the
card to the student sitting next to
you. Have the student name it and
pass it to the next student, who
names it and so on. When the card
returns to you, repeat the process

with another card. Start two or more
cards in opposite directions for
greater challenge. Ensure that Ss
with different cards take turns to

name them.

18. Whispers

Divide Ss into two teams standing in
two lines. Whisper a word Ss know to
Sl in each line. On the count of three,
have Sls whisper the word to S2s who
whisper it to S3s and so orr, Have the
last student in each line run to you
and whisper the word. Have Sls then
go to the back of their lines before
continuing with another word.

19. Teachefsguess
Use some Picture Cards of new
vocabulary items. Hold up one of the

cards and, without looking, guess
what it is by asking Is this (a) _?

Have Ss answer Yes, it is or No, if
isn? Keep guessing until Ss answer

Yes, it is. Allow individual Ss to take
on the role of the teacher and guess.

U

25. Ficasso

to I0 Picture Cards or

classroom items on the table. Have

study them for l5 seionds, then
close their eyes. Remove one card or
item. Have Ss open their eyes and try
to identifv the missing card or item.
Ss

Increase the difficulty by removing

tlvo cards / classroom items or
rearranging them. Let the student
',vho first answers correctly take on
the role of the teacher and remove a
card or item the next time.

21. What's different?
Place six to eight Picture Cards on
the table (with the picture sides
shorving). Have Ss look at them for a
fer,v seconds and then close their
eyes. Change the position of one or
more cards. Have Ss open their eyes
and ask themWhat's dffirent?Have
Ss name the item on the card(s) that
was moved.

22. Run to it!
Put slx to eight Picture Cards of
review words on the board. Divide Ss
into two teams. Give Ss a command,
e.g. Ru.n to (toy cars). Have Sl on

each team run to the card, touch it
and name it. Vary with other familiar
commands, e.g. Point to
to

-,Walk
23. Name it! Relay
Divide Ss into two teams standing in
two lines. Use Picture Cards of
review words. Hold up a card. Have
Sls on each team try to name the
card. The first S1 to name it is given
the card. Have that Sl go to the end
of his line; the other S 1 stays in front
and has one more chance. If he is not
the first to name the next card, he
goes to the back of the line.

24. Behindyourback
Have Sl stand up with his hands
behind his back. Place an object in
his hands and ask What's thk? Have
Sl respond with lt's a _. If he is
correct, have him sit down. If not,
have SI turn around to show the
other Ss the item. Have him ask the
other Ss What's this? Have Ss answer
as a group.

Choose 5 to l0 Picture Cards. Divide

Ss into two teams standing in two
lines. Show Sls the same card. Have

Sls run to the board and draw that
item. Have their teams try to guess
the item. Have Sls then go to the
back of their lines, and continue the
activity with the next Ss in line.

26. Thumper
Have each student choose a

from I to 20. Choose

a

number
number

yourself, as well, e.g. B. Wrire each
student's number, along with your
own, on the board, but not in order.
Have Ss sit or stand in a circle. Have
Ss slap their thighs twice, clap twice,
then call out your number and a
student's number while snapping
your fingers, first with your right
hand and then with your left, e.g.
(slap) (slap) (clap) (clap) I (snap) 5
(snap). 55 then takes his turo: (slap)

(slap) (clap) (clap) 5 (snap) 6 (snap),
and so on. Continue until each
number has been practiced a few
times. Increase the pace each time to
make the activity more challenging.
Variation: Use vocabulary words
rather than numbers.

27. Eour corners
Stand four cards of the same
category to be reviewed in the four
corners of the classroom, one in each

corner. Call out the name of an
object or do an action that would
usually be associated with one of the
cards, e.g. for toy cards, you could
demonstrate actions done with those
toys; for food cards, you could
demonstrate actions used when
eating those kinds of food. Ss should
run to the correct card and stand in
that corner. (ln large classes, have Ss
point to the card.)

28. Word race
Put Ss into pairs. Prepare I0 to 20
Reduced Picture Cards lor each pair.
Have Ss place the cards face down in
rows or piles. Say Go. Have Ss in each

pair take turns turning the cards over
and naming them. Ss can "pass" and
go on to the next card if they are not
able to name it, then return to that

card later.

Activity

Bonk i5


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29. Grids

33. Sayin halves

40. Role-play

Drawa big3 x3 or4 x 4 grid on a
sheet of paper and rn'rite a number or
letter in each square. Make one copy
for each student. Have Ss form pairs.

Give each student a grid and have
pairs sit back-to-back so that they
cannot see their partner's grid.
Prepare the same 9 or l6 Reduced

Ss into group A and grouP B.
Have Ss look at a dialog. Have grouP
A say line one of the dialog and
group B say line two. Have groups
change roles.

Have two Ss act out the dialog using
emotion and gestures. Provide tl'rem
rvith all the necessary props.

Picture Cards for each student. Have
Sl in each pair ask Vrhat\ I (or A)?
Have 52 place one ofhis cards in that
square and tell Sl rthat it is, e.g' If 's a
(fish).Have Sl then place the same
card on his grid. Have Sl and 52
continue to ask and answer
questions until all their cards have
been placed on the grids. Have Sl
and 52 then check their grids to see if
they are identical. Have Ss in each
pair change roles and PlaY again.

30. Uncover the color
Select Picture Cards of review words.

Have more cards than Ss. Place one
Picture Card for each student on the
table (with the picture sides
showing). Name each card and give

seconds to memorize their
locations. Have a variety of colored
cards. Give Ss the color cards. Have
Ss cover a Picture Card with their
color card. All Picture Cards should
be covered. Have Ss then, in turn,
name a color and point to a card and
try to identi8/ the card under it' If the
student correctly identifies the card,
have her take it. Replace this Picture
Card with another one and cover it
with a color card. This student
continues until she fails to identify
the card. Whenever a student fails to
identily the card, play continues n'ith
another student.
Ss 10

34. Sayinpartners
Ss into pairs. Have Sls in each
pair say line one of a dialog and S2s
say line two. Have Ss change roles. It
is important that Ss look at their

Put


appropriate emotion and gestures.
Have group A repeat line one and
group B line two, copying the
emotion and gestures. Have groups

Have two Ss go to the front of the
class. Give each a puppet. Have these

perform the dialog using the
puppets, then hand them to tvvo
other Ss. Have these Ss then perform
the dialog using the pupPets.
Ss

36. Passthepuppets

hand the puppets to tlvo other
rvho perform the same dialog.

37.

Ss

Toss the animal

Have Ss stand in a circle. Toss a

stuffed animal to a student (Sl) and
say line one of a dialog. Have S1

respond with line t!vo, say line one
again, then toss the animal to
another student (S2). Have 52
respond with line two, sa), line one
again and so on. Prompt Ss u,hen
necessary.

38.

Blindfold Sl. Have S2 say line one of
a dialog u,hile trying to disguise her
voice. Have Sl respond u,ith line trn,o

change roles.

32. Repeatinpartners

Varv b)' having nvo different Ss sa)'
lines one and tn'o. Have thc'

Put Ss into pairs.

blindfolded student guess both

Sa1,

the dialog using

change roles.


Activity Bonk

Ss

into circle A and circle

with one circle within the other.

speakers.

a student in the
other circle. Have circle A say line
one of the dialog and their partners
in circle B say line two. Say Change.
Ss in one circle take tr,r,o steps to the
right and the Ss in the other move
two steps to the left so that all Ss
have new partners. Repeat the
procedure. Monitor the Ss and help

r,r,hen necessary.

Have Ss make a circle. In large
classes, make two or more circles.
Give two Ss in the circle a PuPPet.
Have Ss perform the dialog, then

of the dialog, then tr1' to guess n ho
said line one.


appropriate emotion and gestures.
Have SI in each pair repeat line one,
52 repeal line ln'o. lt is important
that Ss look at tlreir partners r,r'hetr
speaking. Ilave Ss in each pair

B

directly opposite

39. Who said it?

Ss

Divide the

35. Puppet role-play

into group A and group B.
Say the dialog line by line with the

Divide

41. Change p:rrtners
Have Ss in the two circles face each
other and stand so that they are

31. Repeat in halves

(Diologsl


Note: If a dialog has three lines, do
the activity in the same vvay but have
Sls say lines one and three, not onlv
line one.

partners when speaking.

Pass it quick!
Set a timer for about 30 seconds to
one minute. This activiry is similar to
Toss the animal, but have Ss pass the
timer instead. Continue until the
timer goes off

Tolk obout it!

i6

Divide

42. lnthe corner
Ss into four groups. Give each
group and each corner of the room a
number from 1 to 4. Have group 1
line up against the wall starting at
corner 1. Do the same with groups
tn o, three and four respectively. The
four Sls who are standing in the four
corners say the target dialog with the

Sls standing across from them. Use
Picture Cards as cues. For example,
hold up the happy card and have Sl

Divide

in corner I say Areyou happy?Have
Sl in corner 3 answer Yes,I am, Hold
up the kitchen card and have Sl in
corner 2 say Where's slze? Have Sl in
corner 4 answer She's in the kitcheru
Have these four 51s then go to the
back of their lines and the next four
Ss move into the corners.
Note:

If a dialog has three lines, do the
activities in the same r,r,ay but have
Sls say lines one and three, not
only line one.

Do it!
43. Listen and point
Have Ss listen to the CD or listen to
vou reading the script. Have Ss point
to the pictures in their books as thev
hear tlrem. To make this activitY more
challenging, read the comrnands in
random order so that Ss cannot
anticipate tire uext command.



44. Draw and do
tJse'l'PR Cards to rv[.rich Ss can
corriider.rtlv respond. Place tlte cards
face dorvr-r on the table. Have SI cir:arv
a card and hand it to you rvithout
looking at it. Give the cornmand on
the card. Have Sl do the action
within five seconds. If he does the
action within the set title, give him
the card. If not, or if he does the
incorrect action, return the card to
the table. Continue with anv other

student.

45. Teacher

says (Simon says)

Use TPR Calds to r,vhich Ss can

confidently respond. Have

Ss stand
a phrase

commands using
such as Teacher says or Please before

some of them. Have Ss do only those
actions preceded by the phrase. If
the phrase is not used, Ss do not
move. To make the activity more
game-like, have Ss who make a
mistake sit down. You could use
negative commands to make the
activiry more challenging. As Ss
become more experienced, have one
of them take on the role of the
teacher.
tup. Give

46. Do as I say, not

as

I do

Give commands and model them.
NIodel some commands incorrectly,
e.g. say Open the d,oor, but model
closing the door. Have Ss do the
actions you say, not the ones you do.
Ss need to listen to what you say as

opposed to simply copying your
actions.

47. Make a chain

Nlake copies ofTPR Cards of one
unit. Divide Ss into groups of three
or four and give one set ofcards to
each group. Say the commands in a
chain, at first in the same order as in
the book, then later in random order.
Have groups put the cards in the

given order.

49. Throw and tell
\,lakc l large die r'vith a nrilk

55. Elicit the answer

carton
or carclboard. Write contnrancls on
the six taces ol ttre die. Have tr
student thror,v the clie and give the
rrther Ss the command depicted on
the top of the die.

50. Draw and tell

51. Lookandtell
Stand at the back of the room so Ss
cannot see you. Have S I go to the
front of the class and face you and
the other Ss. Have Sl watch you do
an action, then instruct the other Ss

to do the same action. Have Sl sit
down and have 52 go to the front.

52. Tellyourpartner
Put Ss into pairs sitting back-to-back
with Sl in each pair facing you. Hold
up one oftheTPR Cards. Have SI
give the command on the card and
have 52 do the action. Have Ss in
each pair change places and roles.
Hold up another card and repeat the

procedure.

Choose TPR Cards to which Ss can
confidently respond. Place the cards
on the table (with the picture sides
el

nhnnca.

^...1

without showing it to anyone. Have
SI act out the card by doing the
action on the card. Have other Ss trv
to guess the command. The first
student who guesses correctlv acts
next.


48. Choose and tell
Use six to eight TPR Cards to
Ss can

which
confidently respond. Place the

cards face up on rhe table. Have
volunteers choose and give

commands to otlter Ss using the
cards as cues.

Build it! section. Elicit the answer by
prompting Ss to use the statement
form they have already learned and
the pictures on the page as cues.

56. Question on cue
Ss into group A and group B.
Draw a large question mark on the
board. Point to the question mark,
then model the target question. Have
group A repeat. Hold up the card to
be used in the answer, and model

Divide

the answer. Have group B repeat.


57. Passitaround
Have Ss stand or sit in a circle. IVIodel
the target dialog, holding up Picture
Cards as cues. Have Ss repeat. Have
S I ask the student on his left (S2) rhe
question. Have 52 answer. Repeat
the procedure with 53 and 54 and

continue around the circle. Model a
different ans\,ver to the question and
repeat the procedure, this time
reversing the direction so that the
roles are changed.

58. 50/50
Divide

53. Charades

Llarra

ruant (noodles). Do this acriviry after
learned the statement ibrm.
Ask the question on the relevant
Ss have

Choose l0 to 12 TPR Cards of
commands to which Ss can respond
contidently. Place the cards in a pile
lace dorvn on the table. Divide Ss

into two groups standing in two
lines. Have Sl in each line take a card
and give that command to 52. Have
S2s do the action. Have Sls go to the
back oltheir lines, and S2s take the
next cards and so on.

chnrrrinal
Jrrvrrrrrb/i

{Jse clialogs in wtrich the answer
tbrm is the same as the
corresponding statemeltt ibrm, e.g.
statement torm: We Luant (nooclles).
dialog form: Wltut clo you tuant? We

Build it!
54. In twos
Put Ss into pairs. Have SI be the
"questioner", 52 the "ansrverer".
llodel the dialog. Have SIs repeat
the questions and S2s repeat the
ansrvers. Have Ss change roles.

Ss into group A and group B.
Hold up Picture Cards and say the
grammar dialog. For example, hold
up the sunny card and say What's the
weather lilce? It's sunny, Have Ss
repeat. Hold up another card. Have

group A ask the quesrion and group
B answer according to the card. Do
the same for the remaining cards.
Have Ss change roles.

59. Student-teacher
Have S I stand in front of the otlter Ss
as the "teacher" and ask a question.
Sit in the student's seat rvhile Sl is
asking the qr.restion. Have other Ss
answer. Have a fer.v Ss take on the

role ol the teacher.

60. Change
Place Picture Cards or classroom
iterns in various locations in the
classroom. Have Ss circulate in pairs,
asking and anslvering questions
about the different cards / objects.
When vou say Chattge, have Ss rnove
to another card / object.

Activity

Bonk

17



61. Throwthedie

65. Take a step back

Put Ss into pairs and have them open
tl.reir books to the relevant Build it!
section. Give each pair a die. Have
Sls in each pair throrv tlre die, and
either sav the statement (section A)

Put Ss into pairs and have them

or ask the question (section ts) of
that number. lf Sls asked a question,
have S2s ans\{er. Then it's S2s' turn
to thro',r'the die. \{iren Ss throw a
five, have them make t\\'o statements
or ask n,*'o questions. \\rlren they
thro\\'a six, have them skip a turn.

62. Grammarmemory
Have Ss sit in a circle. Model the
target grammar statement. Have Ss
repeat. Point to other pictures on the
relevant Build it! section in your
book and elicit the statements. Have
Sl then make a statement using the
target grammar point. Have the
student on the left of Sl repeat SI's
statement and make another

statement using the same target
grammar point. Continue around the
circle until the list is too long for Ss
to remember or until a student
makes a mistake. Start again with the
student r,r,ho last said the chain of
statements correctly.

63. My choice
Have Ss use the target grammar

point to make original statements or
dialogs using previously learned
vocabularl,. Teach classroom
language such as Howdoyou say
in Englislt? so that Ss can use r,r,ords
they do not know in English in the
statements or dialogs.

64. Outofthehat
Prepare slips of paper making sure
that there is one slip of paper for
each student. Number each slip of
paper in order starting from l. Put all
the slips of paper into a hat. Drart,
two slips of paper from the hat. Have
Ss ltith those two numbers do the
target dialog. Put the slips ofpaper
back in the hat and drar,r'trt,o more.
As a variation, have Ss take turns

draruing the slips of paper front the
hat.

lB

Activity Bonk

Reod it!

stand in tu,o parallel lines facing

69. Fingersup

each other, one arm's length apart.
Hold up one of the Picture Cards.
Have Sls in each pair ask a question

On the board, drart, two to fir,e
pictures of items or vsrite the rt,ords
with the phonics sounds to be
reviewed. Number each picture or

using the target question form and
hai,e S2s ans\\fer. Have both lines
tlren take one step back. Hold up the
next Picture Card. This time, have
SZs ask the question and Sls answer.
Have both lines again take a step
back. Continue in the same n,a_v rt ith
Ss taking one step back each time.

This actirdt,v "forces" Ss to speak
loudly and listen carefull), as man-v
Ss are speaking simultaneousl),.

66. Call our number
Assign each student a number. Call
out anv trvo numbers. Have those

u'ord. Name one of the piclures or
read one of the rt,ords. Have Ss hold
up lhe number of fingers
corresponding to that picture or
u,ord. For example, have Ss hold up
one finger ifthe rvord corresponds to
picture or u,ord l.

70. I got one!
Write the letters of the phonics
sounds on the board, e.g. ar. Ha\/e Ss
take turns drar.n ing pictures of words
containing those phonics sounds.
Have other Ss try to guess what ther,

nryo Ss

do the target dialog, using the
Picture Cards you hold up as cues.

are. The student r,r,ho guesses
correctll'draws the next \ryord.


67. Chooseacard

71. Brainstorm it!

Place Picture Cards on the table.
Place the cards face up. Have any
student choose a card and use it as a
cue to say the target statement or

Have Ss think of as man1, words as
they can containing the phonics
sound. Drart, pictures of these n,ords
on the board or n rite the r,r,ords.
Have Ss then name each picture or

question, or as the first line of a
dialog to be practiced. If the
statement, question or dialog is
correct, have him keep the card. If
not, have him return the card to the
table. It is then another student's

turn.

68. Musical chairs
Place some chairs or pillovvs in a line
in the middle of the room. Make sure
that there are half as many chairs as
there are Ss, minus one chair, e.g. if

there are ten students, there should
be four chairs. Have Ss walk in a

circle around the chairs as you ,1.,,
some music (the Sing-a-grant w,ill
do). Have Ss grab another student
when the music stops, say the target
dialog, and then botlr sit don'n on
the same chair. The pair lefi standing
is "out" and can take turns operating
the CD pla1,er. In classes r,',ith an odd
number of Ss. three Ss rvill be left
standing in tl're first round. Have
those three Ss be "out".

read each r,t,ord.

72. Phonics toss
Put Ss into pairs. Give each pair a
ball or beanbag. Write the ending
phonics sounds on the board. Have
Sl in each pair sa1'one ofthem and
toss the ball to 52. Have 52 saY a
u,ord containing that sound, ihen sav
another ending phonics sound
before tossing the ball back to Sl,
e.g. Sl: -ar (toss). S2: (catch) Ca.t, -ad
(toss). Sl: (catch) Sad, -an (toss).

73. Write it! Relay

Divide Ss into t\{ro groups and have
them stand in trvo lines. \\rhisper one
ofthe target phonics vvords to Sls in
each line. Have Sls rvhisper the rvord
to S2s in their lines, n'ho then
u,hisper it to 53s, and so on. Have the
last student in each group run ro the
board and r','rite tlre n'ord.


;:;;iiw;;;i:lLii

ir:i1rrl

74. What's the word?

78. Grid bingo

Drarv one line lor each letter in a

[Jse

phonics word on the board, e.g.
for pencil. Have Ss draw
the head of an alien with six facial
parts (two eyes, a mouth, a nose and
two antennae). Have Ss call out
letters they think may be in the r,vord.
Write the letter in its correct position
above the line for each correct guess.

For each incorrect guess, write the
letter somewhere else on the board
and have Ss erase one feature from
the face. Have Ss try to guess the
word before the face is erased. Allow
Ss to take on the role ofthe teacher
once they are used to the game.

reviewed. Prepare empq/ grids of

75. Match it!
Give each student or pair a set of
blank cards, one card for each word
in the sentences from section B.
Have Ss write each word from each
sentence on a separate card, using
their books as a reference. Have Ss or
pairs then arrange their cards in the

correct order, and read them.

Proclice it!
Ploy it!

/

Review it!

/


76. Snap!
Give a set of Reduced Picture Cards
to each student. Put Ss into pairs.
Have pairs put down one card each
on their desks, saying the words on
the cards at the same time. If they
say the same words, they try to be
first to call out Snap! Continue until
all the cards are used.

77. Unscramble it!
Divide Ss into groups of four to six
standing in lines. Write the letters of
a phonics word, in scrambled order,
on the board. Have Sls on each team
run to the board and try to be the
first to write the letters in the correct
order. Have the other Ss help by
calling out the letters or words. Have
Sls then go to the back oftheir lines.
Write another scrambled word or
command on the board and repeat
the procedure with S2s.

Bl. Oldmaid

around i5 Picture Cards to be

3 x 3 squares. Give each


student

a

grid. Show Ss the 15 cards you lvill be
using. Have Ss choose any nine of
these cards and draw a simple
picture ofeach in any square on their
grid. Once Ss have filled up their
grids with the nine pictures, play
bingo in the usual way, crossing out
or placing markers on the pictures.

79. Concentration
Use Reduced Picture Cards to make
one deck of cards containing 5 to I0
pairs ofidentical cards. Place all the
cards face down on the table. Have
Ss try to find matching pairs by
turning over any two cards. If the two

cards match, have the student name
the pair of cards before taking them.
If the two cards do not match, have
the student turn over both cards

again (in their original positions) and
the next student turns over rlvo
cards.


80.

group using l0 to 20 pairs of
Reduced Picture Cards. Add an odd
card, the Old Nlaid card, to each set.
Have a student in each group deal
out ail the cards among the Ss in his
group. Have Ss with pairs of identical
cards put them down and name
them. Have the student with the
most pairs (Sl) then draw a card
from the student on his left (S2). If
the card Sl draws pairs up with one
ofhis cards, have him place the pair
on the table and name it. If the card
Sl draws does not pair up with any
of his cards, then have 52 draw a card
from the student on his left. The
game continues clockwise with the
next student either putting down a
pair or drawing a card from the
student on his left. lVhen one
student is out of cards, he is out of
the game. The student left with the
odd card is the Old Maid.

82. Followthe path

No. Sorry. (Go fish)


Make one set of cards using l0 to 12
sets of four identical cards from the
Reduced Picture Cards. Deal out all
the cards among Ss. Have Ss try to
collect sets of four identical cards.
Have S1 ask 52, (52's name),
please. (Or Do you have a
-, Or
If 52 has
that
Can I haue a
-?
give it to Sl. Have Sl
card, have her-.al

continue asking different

Divide Ss into groups of three to six.
Nlake one deck oIcards for each

Ss

or the

same student until someone does
not have the card requested. Have
this student answer i1/o. Sorry. It is

then the next student's turn. When a
student has a set offour identical

cards, have her place them on the
table. For larger classes, play in small
groups using one set of cards per
group.

Place 15 to 20 Picture Cards on the
table (with the picture sides

showing) in a straight line, circle or
other pattern. Choose one place to
be Start and one to be Finish. Each
student places a marker on Start.
Have Sl roll a die, move her marker
that number of cards, and name the
card on which she lands. If Sl cannot
name the card, she goes back to
where she started. The game
continues with Ss in each group
taking turns to roll the die until
everyone reaches Finish. This is
more fun if the more challenging
cards are towards Finish.

83. Tic-tac-toe
Divide Ss into group A and group B
and distribute different markers to
each group. Place nine Picture Cards
of items to review on the table (with
the picture sides showing) in the
shape ofa tic-tac-toe board (a ninesquare grid). Have group A turn over

a card and try to name it. If they are
able to do this, have them put one of
their markers on the card. If they
cannot do it, have them turn the card
overagain. Have group B choose
another card. If they name it
correctly, have them put one oftheir
markers on the card. Have groups trv
to be the first to have markers on
three cards in a rorv.

Activity

Bonk

19


84. Monkeyinthemiddle
(Fruits basket)
Use Picture Cards of review words. In
a small class, use one of each card. In
a larger class, use multiples of the
same card. Give each student one
card. Have all except one student sit
in chairs in a circle. Have the student
rt'ith no chair stand in tl.re middle. He
is Ir4onkey. Have Monket' name two
cards at a time. Have Ss vr,ith those
cards stand up and tr),to sit in the


empty chairs, but thel' cannot sit in
the chair that they originally sat in.
Monkey also tries to sit in an empq'
chair. Have the student n'ho is left
standing become MonkeY. \A/hen
Ir4onkey say s M onkey Time!, hav e all
Ss stand up and change seats.

85. Tiddlywinks
Give eacl'r student fir,e coins. Place 10
to l5 Picture Cards and a Pile of
coins (or flat markers) in the middle
ofthe table. Any Sl tosses a coin,
tr1,in* to aim it at one of the cards. If

her coin lands on a card, she names
it and reads the words on it. If Sl can
do this, she takes back her coin, Plus
a bonus coin from the pile in the
middle. If the coin lands on a card
but Sl cannot name it, she should
put her coin on the pile. If her coin
does not land on a card, she should
put her coin on the pile, and lose a
turn. Continue u,ith 52.

96. Btrzz
Have Ss make a circle. Specify a
number from I to10 to be the buzz


number, and a grammar statement
to be the buzz statement. For
example, if the buzz number is 5 and
have
the buzz statement is / /ille
around
Ss begin counting, in turns,-,
the circle: SI says l, 52 saYs 2, and so
on. When the buzz number is
reached, that student should saY a
sentence using the buzz statement,
but not the buzz number. Have the
next student then continue n ith the
next number, e.g. S1: I., 52:2., 53:3.,
54: 4., 55: I want (nood.les), 56: 6.' S7:
7., and so on up to I0, then start at I
again. If a student makes a mistake
or says thebuzz number, she is out.
Continue ut'ltil onh' one student is

87. Team spelling

94. My song

Divide Ss into two groups. Make
three or four sets of alphabet cards
and place them face up on the floor.
Call out a revien, phonics word. Have
Ss on each team determine hon,

manv letters that word has, then
have that number of Ss from each
team run to the cards. Have those Ss
tr1'to be the first to select the correct
letters from the alphabet cards and
stand in order to form that word.
Each student should take one letter
only.

Have pairs or snrall groups of Ss
choose words to replace original
lyrics. Provide relevant Picture Cards
or classroom items as reference. Play
the lead-in music of the song, tl.ten
stop the CD. Instruct groups \^,hen to

Sing-o-grom / Sing'tt!
Chont it!

/

Prepare two toy microphones and set
up an imaginary stage. Have trvo Ss
sing tlre song together using the
same melody as in the original song,
but different lyrics (based on the
vocabular-v the1,have learned in that

unit).


Listening

Use Student Books, Picture Cards or
classroom items. Have Ss listen and

96. Selfcheck

point to the pictures or classroom
items when they hear the r"rords in
the song or chant.

89. Sing and do
Have Ss stand in a circle lt ith
classroom items or Reduced Picture
Cards of items named in the song.
Have Ss hold up the classroom items
or cards when they hear the n'otds in
the song or chant.

90. Singit!
Have Ss sing the song once or t\^'ice.
There should be no movement here,
as they need to focus on the lyrics.

91. Solo
Assign specific rvords or phrases to
indir.idual Ss to sing as a solo. Have

other Ss sing all parts of the song
that are not sung by the soloist.

Instruct the class and soloist tt hen to
start and stop singing. Vary b1' giving
the solo part to a duet or trio.

92. Line byline
Assign different lines of the song to
different groups ofSs. Ifthe song has
questions and ansners, assign tlrose
to differerrt groups. Have groups sit.tg
onll'their assigned lines. lnslrucl Ss

u'hen to start singing.

Before checking Ss' ansrt ers, pla-v tire
CD again. Have Ss confirm tl.reir
answers and make any changes the5,
think are necessary.

97. Paircheck
Before checking Ss' answers, harre
them exchange books r,r,ith a partner.
Play the CD again. Have Ss confirm
their partner's answers and consult
with each other on any changes the-v
think are necessar)'.

98. Fill in the blank
Read the script, leaving out the

answers. Have Ss suppl-v the answers

from the pictures. For example, say
Have Ss sa1, scared.
I'rn.
all attempts to supphr an
Encourage
-.
answer in English.

99. Expandit!
EIicit different responses from those
in the Student Book. Read the script,
leaving out the answers. Have Ss
supply the answers from Picture
Cards or classroom items You hold
up.

Wrop-up
100. Bve-bye game
Shou,individual

93.In

a

Dir,ide

Ss

round
into two or thret'


gror.rps.

Have groul.l A begin singing lirre ottt'.
Have group B llegin singing lint ttto
u'hen group A rcaches thc end ol line
onc and so ort. Ilrslrttct Ss n ltt'n trr

stan sir-rging.

Activity Bonk

95. Karaoke

88. Point along

lefi.

20

begin singing.

Ss Picture Cards of
iterns 1o be practiced. Have Ss nanre
tlre cards before they Ieave. Corrc,cl
nristakes. If thev cannot do rhis, have
lhenr repeat the u'ords belbre thel

Ieave.



l0l.

Do it!

Give one, t',vo or three commands to
Ss. Have them do the actions before

leaving.

102. Make aletter/number
Put Ss into pairs. Have all pairs stand
up. Call out the name of a letter.
Pairs should try to form that letter
with their bodies. To make this

activity more challenging, add blg for
uppercase or lirrle for lowercase
before the letter name. This activity
can be done with numbers instead of
letters.

103. Ispy
Think of a review word visible in the

-

room. It can be a Picture Card, an
object in the room, or an object in a
specific color. Sayfspy. Have Ss ask

questions to try to guess the word,
e.g. Is it red? Is it a ball?Have ttle
student.who guesses correctly be the
next to say fspy.

104. Parrots
Have Ss stand up. Make true or false

statements using the target grammar

points or vocabulary items. Have

Ss

repeat the true statements and
remain silent for the false
statements. Have Ss who make a
mistake sit down.

Rewords
105. Rewardcards
Give Rewards (TR 42: Teacher's

Guide p. 147) to Ss for particiation or
good behavior. Encourage Ss to
collect as many cards as they can.

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


impact.

107. Certificate of completion
Give a certificate of completion to
each student when the Student Book
is completed (Teacher's Cuide p. 188).

108. Warm fuzzies
A simple warm

touch from you can

be a great reward for Ss. A hug goes a
long way.

Activiiy

Bonk

2l


e

@

Totk obout it! (vocobutory!

Torget

can point to and narne happy, sad, sleepy, angry,
sick, hot, cold and, scared.
Ss

Moteriols
Picture Cards l-8, CD

O

Before the book

Warm-up / review
Greet Ss as they come in the room. Sa1'Hr, (S's rmnre)!
Have Ss say Hi, (T's nanre)! Model it first and encourage Ss
to repeat. Have Ss greet each other in pairs. Have Sls sav
Hi, (52's nante)! and S2s say Hi, (SI's rmme)!

open the book

Have Ss turn to Student Book pp. 6-7 and look at the
pictures at the bottom of the pages. Play CD track Al .
Have Ss listen and point to the feelings.

@

A, Listen and point.

haPry' 1211 srick (2x)
sad (2x) ltot (2x)
cold (2x)

sleepl, Qx)
attg,Jt (2x)
scared (2x)
Play CD track 42. Have Ss listen and repeat.

@

A. Lkten and repeat.
(Sante a^s altot)e, but eaclt word is said ottly once u,itlt a
pause for Ss to rcpeat.)

PIa1,

gp track 43.

Have Ss listen and nun.rber the feelir-rgs.

lntroduce vocabulary
Hold up, nanre and minre each feeling for ])icture Cards
I -8. For example, snrile broadly for happr,, girre a big 1,au'n
for sleept', and n'ipe ),our bron'for hot. Have Ss repeal,
copi,in g vorrr aclions.

B. Listen artd tttfinber.
Nurnlter l. sick (2x)
Ntrtttbcr 2. ltnTtpl' Qx)
(2.r.)

1. nrrgn'


i3.t)

Ntuttber B. sleepv et.)

Nrtutbtr 3.
Nrttrrbar

22 Unit l, Lesscn I

utld

(2x)
Nuntber 5. ltot
Nuntber 6. scared (2x.)
Ntrtttber 7. snd (2x)


(llteck Ss' ausrvers br.'saling cacit rrocabrrlarV lvot.tl rrrrtl
har.'irrg Ss lind ancl point to rhc characte rs irr thc rrrairr

scl'ne r,vho shrlr,r,tliis t'eeling. poirrt to tllc picturos ill
nrntlorn order and lrave Ss sar: tlte r. or.ds.
Have Ss look for the hidden iguana in tlte rnairr scerrc.
(;\r-rslver: Its on tlte right-lrand greell curtain in thc
bedroorn.)

O

Continue with other Ss using the remaining picture Carcls.
Try to give all Ss a chance to act and name the feelings.

Put Ss into pairs. Have Sls act one of the feelings ancl
have S2s trv to name it.

Getting to know you (TR

1: Teacher's

Guide p. 29)

Stand up and say it! (Teacher's Guide p. 15)

Activity Book p. 4 can now be assigned for homework or
used in class. See ans\,ver key, Teacher's Guide p. l48.

/A

@

Tolk obout it! (Diotoss)

o

.

Have Ss turn to Student Book pp. 6-7. Introduce the main
scene by ptaying CD track A4. Have Ss listen and poinr ro
the people, animals or items as tl.rev are mentioned.

(Note: In the first three units, the main scene is
presented as a series of panels, not one whole illustration.

These panels represent different scenes in different parts
ol the house, not necessarily in a time sequence.)

C.

Listen to the story.

The SuperKids are at Peter and Tbni\ house. Tbni is in bed.
She's sick. Her mother is angry. The dog ate the newspaper
The dog is sad. There's Peter ancl his friend Beth. peter is
ltappy. Beth is hot. Donny and Chip are on the sofa. They

something strange in the yard.ltWat is it? Look at Mojo
the mouse. He's sleepy. loey and Lisa are in the bedroom.
Joey has a toy alligator Lisa is lookingat abird. She's cokl.
Peter Beth, Donny and Chip are looking out the doorl/f'lxat
do they see? It's a spaceship. Donny is scared.
see

Point to Peter and askWho's he? Elicit peter. point to Beth
and ask Who's she? Elicit Beth. Continue with the rest of
the SuperKids in the same way.

. Say Let'slisten.Play CD tracks A5-A7. For each dialog,
have Ss first listen and point to the character speaking

Torgefs

.


(lrlntinue lvith other uniirrniliar classroour items.
Diirlog 3: Hold up Picrure- Card B and ask Are you,
scared? Siry Yes, I am. Have Ss repeat. Repeat with other
pictrrres. Have Ss say No, I'nt tzot irs i,vell, for practice.

O open the book

After the book

Place Picture Cards 1-B o11 rhe floor (rvirh the picture
sides showing). Act the ieeling on each card. Have Ss
gtress the feeling by pointing ro tltar card and narning it.

o
o

to alr untantiliar classroonr itern, e.g. chalk and ask a
strrclcrrt $I) lVlmt's tlnt? Encourage studcnt to shrug
thcir slrorrlders. Sav Irlon'f kttotu. ?Iave Ss repeat.

FIi

Ss can greet each other using
. How are
you? and respond with I'm OK And you? Ss can
answer using I'm great, thanks.

ask questions to idendry objects using
Whatb that?
Ss can express uncertainty usingl dont know.

,Ss_ca1

and then repeat the dialog.

D. Dialog

Peter:

Beth:

Peter:

Mnlerialc

Hi, Beth. How ate you?

I'm

OK. And yotr?

I'm great, thanks.
Now listen and repeat.
(Same as aboue, but each line is saicl once Luitlt a pause

Picture Cards l-8, CD

for

{B


I.

Listen and point.

Ss

to repeat.)

Before the book

Warm-up / review

D. Dialog2.

Creet

they come in the room. Say Hi (S,s nante).
Hotu are you? Have Ss say lii (T's nante). How are you?
Satl I'm OKand encourage Ss to repeat.

Listen and point.

Introduce dialogs
Dialog l: Point to individual

Notu listen and repeat.
(Same as abot'e, but ecLclt litre is sctitl once utitlt a patLse

Ss as


Ss

and say Hl, (Sb name).

Donny:

Chip:
Ss to

Horu are you? Elicit /',r? OK. Repeat rvith other Ss. Have
another student (SI) greet you by saying.Ifi, (T,s name).
How are you? Say I'm OK. And you? Repeat with other Ss.
Have another student (S2) greet you. This time, smile ancl
say I'm great, thanks. Repeat with other Ss.

for

Dialog 2: Hold up a familiar classroom item, e.g. a
pencil and ask a srudenr (Sl\ What's tltis? Elicit lt,s a
pencil. Repeat with other familiar classroonr iterns. point

Beth:

What's tltat?
I don't know.

repedt.)

D. Dialog3.


Listen and poirtt.

Donrty:

Are yoLt scared?

l'es, I

ant

Unit l, Lesson

2 23