Full superkids 5 teachers guide
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Teacher's Guide
t
Aledo Krquse . Greg Cossu
l'ttlrlisltctl lri'
l.ortglrt:trt Asia Iil.l'
l/ I; (.orrtrvrrll
.l;rikoo
I
l'llrt'c
lorrst'
I
1)ill Kirrg's ltoirrl
(Jrrlrrrv lltry
Ikrrrg Krlng
!.rr: + tt5ll
('-
2{1510
957tt
rniril:
rvtvrv.
klrlirrtatt.ctrIll
alrd Assoclated Companles throughout the world.
(i) I'uarson liducation Asia t.irnitqd 2005
;\ll riglrts rr:scrvcd; no pilrt of this publication rnay be rr:produced, $tored in a rctrieval systclllr or trattslnittcd
irr arr\'frrrrn or by an],rncarrs, elcrctronic, rnccltanical, plrutocopying, recorclittg or otlterrvise, witlrotlt the prior
n'rittcn llcrnrission of thc Publishers.
'I
lrc folkln'ing pagcs, hortevcr, rnay be photocopicd lly a school or tcachcr for ustt itt a classroolll: pl). 30-3 I,
,10*,ll, L0-51,54-55,51|-59, 0t]-69, 7tl-79, BU-89,92-93,96-97, 106-107, I l6-l 17, 12$-127,130-131, 134-135,
l:I), l.l:t, l,t(i, 147, t7l-179, It|2-187.
I:irst ('diti()rt I llll7
'l his t'dition 20(15
I'rotlrrcctl lly l)earsou liducatiort Asia l.irttitcd, IIuug Kotrg
NI,CC/01
lsllN 962 00 51296 X
l'trblislring Marrager: (ircgg
Sclrroedcr
I
l)ublisher: Clrristiertnc Itlodgct
lrlanagirrg llditrlr: NIarie Webster
Iirlitor: lan I)urtklrr
l)esigrrers: Iuttko Funaki,'lilnic Ng
lllust rator: llcrrrtl lMrng
Ackrtowlerlgcnlcnts
I rvish to cxl)rcss lny tllilllks (o nly students, rvlro tauglrI rrrc cvcrything I have learned about tlrcnr, to rrrY
crlitors, u'lrose clcdication and prol'cssionalisltr are rcsponsible for all that is good in this cditiclrr, arrtl to rn1''
nlotlrcr, l.corra, rvlro alrvays kncrv I lvould write a book and rvhosc crlcollragerncnt led n)c to tr)'. And rrrv
[rali(u(lo to l,cslc1,, rvithout whonr tlris woukl not [lc,
Alerla
Krause
\\'ritirrg
a clriltlren',s coursc is a tcarn
t
--
ellbrt. I rvoukl like to llrank all of thc ctlitors anrl tlrc cutire Srr;rrrIirl.s
t('lnl irt l\:arsurr liducttiorr ftlr rrrlking (lrr: ncw crlition
o['.Srr;lcrl(irl.s a rcality. I also
.llltllor, Aletta Krause, [or ltr:r su[)l)ort anrl crrcouragcnlcnt. l,irstly, I warrt to tlrauk
lrrlit'r'ed in rne. I dcdicatc this book to nry nrotlrcr, Jervcl.
(irt'g Oossrr
wlrrt to llrarrk nly ('o-
nlJ, Il'icn(l Lcslcl,
11'1111
I ltt' l'trltlislters tvoultl Iikc to thank the follolving llcoplc for tlrcir contribrrtioll to lhe r:otrrsc:
(.lrristirtr: (llroi
Srrsan llainbrirlge
Kathryrr Iltrrtlcr
N{ary 1.. I}trrkitt
(llro, Jin-llcc
l)lrgtlrttt'(iltcrt
l:lorcncia(lhcn
l)rlrotlryChiu
l.r,r'St'ttrrg litrtt
Sharon l:un
l)arricl l;lyrrn
Allcrt (iilrrurrr
( itt, l:rrrr-\'rrrrrrpi
\lrrrri I larrrnrrakir
Kirzrrko Kirrrrcylrna I liroko Krrslrirrrotrr
(,lrristina Kc
(ircg Kcnnerly
Kutsttko Kato
Kittt, Soo-K1'cotrg
Srrrr-\'orrng
Itlurk Nlt: lurrrrrr"'1,
Nogrrclri
Srrlr, \irorr-li
Slrirriclti'larrirklr
Kirn, \trtrng-Soon
lclriz.u N'lurakanri
Ilic
Sarrrrrel
Noriko
livl
Kirrr,
\irshio
Oda
(lhiz.uko'lakai
Slrcllv'l'hics-ltoh
T.arvirtlz.ka
l.in
Nakanrrrra
Ayako Ozasa
t litlcko'lirkasu
Natlran'lblernan
Jcssic
Nlirli
'l irrr l.\'rlrr
Kaoru Naritorrti
Sottg, Nit:\ttutrg
I)e rck Y. 'lakcrla
lho
pubrishe/s
NaokdWatanalle po'*vb'.0':.
-#TrffHff:X,,
I
I
Course Dcscription
l)lrilosollhy
Cornponents
Student Book
5
trnit clescription
Cotrrse timing and schedule
[,esson planning
Syllabus
Course Goals
Activity Bank
Llnit l: Introtluctions (incluclingTRs I and 2)
tJnit 2: 'fhe Best (includingTRs 3 and 4)
lJnit 3: Getting up (includingTRs 5 ancl 6)
Itecycle it! I (includingTRs 7 and B)
I)iscover it! 1: AnimalWonders (includingTlts I and l0)
tJnit 4: Planning a Fair (including'l'lls I I and l2)
Unit 5: A School Fire Drill (includingTRs l3 and l4)
Unit 6: I lelping at l-lome (including'l'lls l5 antl l6)
Recycle it!2 (includingTRs l7 and tB)
I)iscover it!2: At the Hospital (incltrclingTRs l9 and 20)
Unit 7: GettingAround (including'l'lls 21 and 22)
Llnit B: Setting the Table (includingTlls 23 and 24)
IInit 9: Thc International Fair (inclrrdingTRs 25 and 26)
Recycle it!3 (incltrdingTlts 27 and 2t|)
Discover it! 3: NaturalWonclers (irrcltrding TRs 29 and 30)
Ctrlttrre l: I Ioliclays (includingTR 3l )
Cttltttre2:PoptrlarGanres(incttrclingTn32)
i
I can
Ilcwarrls
Certifi cate of Completion
Activity Ilook Answcr Kcy
Ilecluced Picture Cards
'l'cst Scrillt anrl Answer Key
'li:st
I
'l'est 2
'l'est 3
lVortl List
t-
Pagc 2
Page 2
Page 2
Pagc 3
Page 7
Page I
Page l0
Pagc 12
Page l3
Page 22
Page 32
Page 42
Page 52
Page 56
Page 60
Page 70
Pagc t]0
Page 90
Page 94
Page 9tl
Page l0B
Pagc I lB
Pagc l28
Page 132
Pagc 136
Pagc 140
Pagc 144
Page l4(i
Pagc 147
Pagc l4t|
Page 171
Page I tlO
Page I tl2
Page I tl4
Page l86
Pagc I lltl
Uourse Description
Philosophy
Components
'rri/,,'r
Sludenl Book
A irlr ir tt rix -lt'r'r.l c()u t s(' frtr clt.trt0rrtlil l, st.lror rl
lrilrlr,,rr lr,;rrrrirrg I:rrglislr irs;r l:ortigtr l.;rrrp,uir1,,r,{lrlrl.).
\rr|r'rAir1' i* lrrsr,tl otr tht. lollurvirrli plrilosogrlrilr.
r
Voriely of melhods
l.l orrr,lr:rrlit'rrlirr lirtglislr tr,lteltirrg
l.
tlt,tlrotlrrloliy
rr,rrrks
l,rr ;rll t lrilrlrrtr in lrll cllsst,s.'llclrrrir;ltt.s lrorrr ltrriorrs
iil)l)r{rir( lrcr lrrr. rrst,d. I)ctrriletl strllgr:slions lrt,llrovirled in
r'.r, lr llr.,rrrr pllut. r\p1lro:rclrr.s trsctl irrcltrrlr''loltrl I,lryric.ql
lir'rlrnrrst' ( Il'lt) in l"evt.ls I lntl 2, \\'lrolc l.ulrgtngo
I r',rr rrirrli, rrrrtl tlrc (lornrrrrrrrir:irlivc Alrprrxrr'lt, trll ul rr'lrielr
Irrr,.r' Irllrr l)to\'('n srtcct'ssltrI rvitlr t'ltilrlrt,n.
Conlexluol leorning
I ;rrlirr;r11r.
'l lrc Sttttlt'trt llorrk irrclrrtlrs:
2.
il.
'l hrt'c Ilecl'r'lt'it!
rrrrits to rt.irr[irrct' ;urrl t'rp;rrrtl on
prcviorrsll' tirrrglrt l;urgtrirgt'.
,1. 'l lrreo I)iscovt'r il! rrrrils to irrltotltrct,r'ross-r'trrrictrlitr
Io1lics.
5. 'l\vo tlotrlrlr'-plgc ( )trlttrrr: units to irrtrotlrrll rlillt,rt'rrt
r.r't'nts o['trrrivt'r'sul intcrcst to t'lriltlrt rr, rrrlrking
It'itrtrirrg I:rrglislr :ru irrtcrrr;rtiorr;rl t'x1rt'r icrrcr,.
ir irrtrrrtlut t'tl ( on((,xlu;tlly lrnrl
irr c;rtr'1ior it,s.
t lriltlrlrr lrrt.alrlc to lr,:rrrr irrrrl rr,rrrcrrltrcr rt'latcrl
sirnlllc rlilrlol;s irrttl slrttr'(trrt,s luorc retrtlily il'
I llr'\r, in(, irttt otlttr:t'rl itt lt t'ornrilolr ('onl(,x1. l:;trttiliirr
llrlrut's lrrtrl sitrratiotrs frnrrr t lrilrlrr.rr'r livr,.i lrrl rrst,rl irr
r'rrlt'r trr rtrilkt'tlrr l:rsk 0l lt.lrrrrirrli I:lrlllislt rrrorc
\ ()r irlrulitr \',
(i. At lelsl onc sotll.l or t'lrrrrl lrcr rlrit to lrt:lp t lriltlrt,rr
1lr;rctit'c
rntl rt'rrrt'rrrlrt'r griln)r'n;rr poilrts antl rlialogs.
7. l'ictttlirrl icotts un (,ilcll l)lll('to itlctrtilv tlrr lot'rrs of tlrl
I
ll.
irrtrrcrtitrg artrl lcss irrlinritllrtirrll.
Lislening lirsl
tisso r.
t
A gnrtlrrrrl irrtrotlrrctitrrr to rcarlirrg lrrrl rtr itinli. Sorrrrrls
(lrat lravc sirrrilirr rnou(ll llosiliorrs trrt, tirrrpilrI l()g('llr('r
so t'lriltlrctt t'atr rrcrluirc tltr. srrrrrrrls nror c clrsilr' ;trrrl
lcurrr to rlilli'tcrrtilrtc bctrver.rr tlrcrn.
\l:rrtt rlriltlrr,n strrrlvirrg irr l:l:1. sitrrlrtiotrs tlo rrot lrt'ar
I:rrglislr orrtsirlc lltc r-lirs.;roorrr;rrrtl lxrvt: no otllcr
Studenl Book 5
Speoking needs proclice
trrotlr:1,
rpritll
l,:rsr.lor tll(,ir illt{'lt)l)ls to ('(}rilillrtnit'irtt'ilr l:rrlilislr. lrr
\ril,,'r Ai,is, t lrilrlrt.rr ltt,lrr :rntl 11.r1lorrrl to lrrngrrirgc
rt't r'ptirllv lrt'lirre lrt.irrg rr,tlrrirt'tl to protltrcc it, tlrut is
ll!r'\'li\{(,n, tlrcn sputtk. l ltr'(.1)s givc rrutrirrrrrrn exl)osutt:
I r ! illtl i\'(' rllt'ltkt'r ('olill1('t('ll('('.
( lrilrlr,'lr lcrr rr {o sllcal Irrrglislr lrv slrvinl.g tlrirrgs tlrr'y'
\', rrll l() .;rI irr rrrr'lrrring[irl t'rllrtt.xts. .Sil/lr,rA.irl.s pro{itlt.s
;rt
I
itils
i,.
lrrrrl glrrrrs tltat r,lrcotrtllit' t ltiltlrurr to sPrak oirt.
\111;, r | 11/i sr
rtt'rrrirticalll Ilr()gr('ssos llrrotrglr tlrc lirrrr
.l,ill. r,l lirtt'rring, spt:akirrg, rcatlirrg arrtl rr.ritirrg rvitlr t'lrclr
rl.ili lr,rril;rllr iiltrrlrlrrtt'rl urrtl tlrtrr i;ilictict'rl.'l frC
r'!nIlrir\i\ is un listr,rrirrg lrrtl spclkirrg {tll('nittut'itl ()r(l('I
,'l l.rrrl:rr.rllt,lrctlrrirition) so tlrnt t'hiltln.'rr can irrrrrrctlilrlcl\.
Irliiirr r llrrrrrrrrit;rtilrll rlrlllV irr l:rrglislr.
l,{odeling
I lrr'( [ ] i. rrri,tl tri tnotk'l tlrr: l;rrrgrrirgr: ittltrts arrrl titsks
lli lIr,'r'\[lr'( tirrli r lriltlft'll lo rpr,Il, ()r ('()tnl)l('t(.it litsk,
t iri!rlrr.rr ili.l tt,rr llrrr.;rlt'rtltl:rrtrl ntorc sut't'r'sslirl rr'ltr:rt
r..or Lirrlg rr
itlr rrt'rt
l.evel 5 is llasctl on tlrc
plcttrisc I Itat clriltllcrr
t itrr reitrl lrrtrl
ttrrtlcrstanrl prtssages ilr
Iirrglislr, arrrl tvrite
s(.nlcnc(:s rvlrt:n givcrr rt
irr r,
irlrlt,to tuke p:trt
trlso
irr
rlialogs, askirrg,
itrtsrvt:rirrg irrrtl rrrakirrg
s{iltcnl('tlts :rl)(}rIt
tlrcrttsclr,t.s anrl trtlrorsllriltlrc'n lcarrr to rvritc
:rls\v0rs to (lucstious
lrrrrlirr;rtr1r' rrr
altcr rc:ttlittg slrort
l)ilssag('s, ans\1'cr (lucstions trltcr listcrrinlS ttr rli:rlogs lrrrtl
sllorl l)assilges itrrrl pcrftlrrrr rolc-plilr's allt'r listcrring
Irr llrrit l, (,lrrrck is:rskirrg lrlrotrt lr ilc\\,slll(l('nt. (-llil)
silys thitt tlte hoy's ttanrc is I)ir,gtr, tltirt lrr.'s lrrrru \lt'rico
irtrtl tltat lre likcs to builtl rrrotlt'ls. (.lrrrck irrtrorlrrr:t's
lrirrrsclI lo I )icgo iurrl I )ir:1io is irrlnrrlrrtrt'tl to t]rc t.'l;rrs lry
tltc tt:itt:lrt:t.'l lrr: t'lrirrtrctt'rs irrttmct tlrroulllrotrt tlrc lrook
trtirkittg lt'arttinl; t,rrjoyirlllc irrrtl st irrrrrllrt irrg.
l,t""r,l 5 Iirt'ttst's otr:
cornlrlt'tirrg tlsks irr tltis
il.
l lrl rilrr;rtirrns, rt'r'it'rv ol I;rnlirr;rlic ir vr.rl.irrrlrortlrnt.
I ltl lutrlltlrllt'irt 5tr1rr,r(irlr is r':rrt,lrrllv rt,r'tclt,rl n'itlrirr
lrr
lrrr lr li'r r'l luttl lrr,ttvrt.tr lt'r
r,ls.
Fun
nirrli is rrr;rtlr'r'rtioYlrlrlc tlrrottlilr lilrrrrls irrrtl tlrsk-
Irrslrl lr'{ilitit's. Srrl,lr,r(irl.i;rirrrs to lrt,llr llrilrlrt'tr
;r prrrit ir c irttitrrrlc (ortlLtls llirrnirrll Iirrgiislr.
('orrrsc [)e:;criltlion
lrttttt:tionrtl tliirlogs tl)nl itrc rrst'[rrl irr rllrilv lifi,.
2. Vocitbtrliu y llrrilrlirrg ul
Review ond recycllng
rlcvt'lo1r
t(}
l.
I r';rr
'l'lrt'f
(
Four skills
-l
storylirrt'n'itlr ftrrrrilitrr clranrctcrc to s(iurrrl;rtc
sttttlCtrt irrtorest itnrl trl lrrovitl(. n s(Itso 0l't'orrtirrrritt'.
Nirrc tltr,ntt'-lrrsctl rrtrits rvitlr t olor lrrl rlrrtrlrlt.-p;r1it'
s;lrt,:rtls.
A
trourrs urrrl vt.rlrs.
Nitrc slr ucturcs to provitlr ;t stlong lotrnrl;rtiorr irr
Iirrglislr llnuuluilr.
,1. I lrc pltottics sorrrrtls irrrrl spcllings oI t'oturrron
('()llsolliult irttd vrrrvt'l lllt,rrrls.
5. l'ritctit't'lillirrg irr blattks of st'rrtcrrt'r's nitlr n'rirrls,
rvritirrg slrrlrl lnsn'crs to (lu('sti{)ns lrftlr rt'lrlirrg slrorl
l)ilssilg('s arrtl n'r itirrg plrorrics rr'ortls.
Sludent Book CD
'I'lre Strrrlcnt llook
l.
6. Att
llcprorlrrciblc lletlrrcetl l)iciure (lar
Nftrrlcls for all tlrc vocalxrlary ite rns, rliakrgs and
gr.untnlr I)oints.
2. A rrarratiorr oIthe storl,linc lo.arltl spccial irrlcrest.
3. f .ive ll' anrl rhl,thrrric charrts lirr trrrits
4. ltftrrlels lirr tlrt: lllrorrit:s sorrrrtls.
l-r. 'l hc
Activity llarrk ol'activitics to srrplllcrnctrt cit(.ll
lesson.
(ll) inclutlcs:
Note that throughorrt tlre'l'e acher's Grritle, srrrrlt,rrt.s is
abllreviatetl to Ss.
l -1).
storics arrrl listcrrirrli ilctiviti(ls irr tlrc lI'r:yclc it!
ru r its.
6. 'l he vocabrrlary, reatlings arrtl listcnirrg itctivitir:s in tlrt:
I )isclx,er it! rrrrits.
7. 'l ltc voertbtllitrl,, rcittlittgs arttl listelirrg aclivitics i1 tll1;
(lttlttrrc units.
Piclure Cords
'l'lre rc arc
72-l0ll 1)ictrrru Ouxls llcr
Ievel. One side is a color pictrrre
while thc otlle r side shorvs tlre
corrcs;trlrIrIirr1i rvortl.'I lrclc is orru
Aclivily Book
cartl lirr eaclr vucallrltrry itr.rn.
'l'lre le is also one cartl lor eaclr
Srr2rrrliir/.s charactcr in l.cvel I.'l'lre
l)ictrrlc Otrrds carr be rrsetl to tcacll
'l ltt: r\r;tivity
arttl
llrok
inclrrrlcs:
L
lrtrrtlre r practicc ol'
lunlirragc itcrrrs
irrtrotlrtcetl in tlre
Sttrrk'rrt llook.
2. 'lasks ol trtrivcrsll
cnioyrncnl t()
clrilrlrcrr, e,g.
r:tosstvortl arrl rvrrlrl
scarclr pttzzles.
3. One page for cvcry
lcssrur irr tlrrits l*1),
lr\'o l)ilgcs lirr evcry
llucy't:le it! anrl
l)iscove r itl rrrrit arrtl ot)e pagc [or each Culture trnit.
{. i\ listcning activity on enclt llagc ol'tlre rrrain rrnits as
rvcll as uuotlrcr activit), to l)r.lcticc reurlirrg irntl writirrg
rvrlrtls atttl sr:nlenct:s.
Activity Book CD
l he
r\ctivitl, llrok (.1) irrclrrrlcs:
l
All tlre instnrctiotrs neccssary to cornplele the listenirrg
tlsks.
2. lrrstrtrr:tions lirllorverl try a lrcl/ sorrnrl siglrllirrg rvhere
tlrc (ll) slrorrltl ltr: llarrsctl so t lriltlrcn citrr conrpletc tlrc
t
lsk.
ltt,'li,lcltcr's ( itritle
ittt lrttlus:
l.
'l ltc
lrlrilrrsolrlrit,s urtrl
olrilctivt,s rrl'tlrc
('()ll
I
vocabrrlarl, rvrlrtls as
lcsson plarr.
Student Book 5 unit description
Tolk oboul it!
(Vocobulory, luncllonol dlologs, grqmmor dlolog)
Iiaclr rrrrit ollcns rvith tr tlorrllle-1lagc sltrearl slrorvirrg tlrc
lirllorvi rr g i rr arr i llrrstritterl r:orrtt:xt :
l. 'largct vocirllulary rvords rrrrrkrnreatlr llrc lirtrr
illrrstraterl sccnes (olte st:cnc in tlnit lr).
2. Olte ltrnctional tli:rlog, onc vocabtrlar], srrbstilrrtiorr
4. Nrrrnhclcrl rliakrgs so-tlrll Ss rvill knrnv rvhiclr tliitlol; to
lirr:tts orr rvlrcn listcnilrg to tho (:l).
5. Sonte pit:lrrre s uf the plrorrics rvrlrrls for llre targt:t
{i.
phorrir:s srrurrrls irr tlre rrrrit.
I Irrrtrororrs clerrrents to arlrl to tlre cnioy,rrtt:nt of
7.
A lrirltlt:rr
lculnitrg.
rlbhit lirr
Ss
to firtrl.
Gencral lcaching tnctllod
Teocher's Guide
'I
revicl
rvoll ns llractice tlrc rliirkrgs.
I)ctailctl srrggestiorrs on how to usc
tlte cartls tle ltrovklerl in ear:lr
Se.
l)r'tailt:rl lessort
lllans, irrclrtrling
t'ttlltrte nolt,s,
prorrrrrrt'ilt ion noles
iln(l ll(,tcs ott
l;rttgtrllic ttsirlic.
r\rrrlio scripls anrl
iurs\v(fI Lt,y's lul tltc
Strrrllrrt irrrrl Activity
llrroks.
Vocrtlrttltry
'l'lrcrc is ottc l)ir:trrrc Oarrl itnrl orrt: lk,rlrrcctl l)it trrre Oirrrl
lirr each vocallrrlury itenr orr tlrcsc llagcs.
l. IJsc Iticttrre (]artls, real objccts or l)iclltrcs lo lcaclr rlrr.
vor'ulrttlirr y tvotrls rrrtrle r tlrt: tnuin se cnr:s. ILrlrl rrp .rrrrl
rranic each clrrl or objcct. I lavc Ss rclleal.
2. I lavc Ss ollerr tlte ir llooks:
a. [)lay tlrc (]l). Ilil,e Ss listcn ilnrl p0irrt to t,ilclr
vocabrrlary worrl trrrtle r tltc rrraitr s(:e nos.
h. l'lly tlte ()l) lgitirr. I lavc lis lisrerr arrtl rrlx:lt tlrrt it(:nt5.
r:. l)liry llrt: rrcxl trit(:k {ln tlrc (ll). llavc ss listctr, lirrtl
tlr* rvrlrtls arrrl rvri(e tlre nrrrrthers irr llrc lroxts.
il. ltructice: Solrc vocllrrrllry rvortls sorrrctirrrcs irpgrr..rr irr
tltc trririrt s('cl(fs. Nlrttc ilurrs in rnrttkrnr oltlt,r.- Ilirvr.Ss
Ix)int t(, tltc, cot rcspontlirrg itr:rns in thc nrain .rlt. ttrur.
l'lar:rtttcttl lrsls / ilss()sstncttts rvitlt artstvcr kcys
lrlrotrrcopillllc srrpplerrrcntttry ur:tivit ics.
Course Descripliorr
;:"..
l)irtlogs
3. 'l'lre
l.
4.
lrrtrurlrrcr tlrc tlilrlogs as sullgostc(l irr tltc'lcaclrcr's
(
i'
'tritlt..
Il;rr,r'Sr rlrt,rr tltt.ir lrouLs:
,r
I'l;rv rlrr.(:l). llaveSslistt'rr to tlrcstoryurrtl lloint to
tlrr. ploplt or objccts irr tlrc rrrain sccnos as tllcy llrc
rrrr'nlirrnt'rl.'l ltr: sltlry' ltclps ttl rcirthrrr:u llro
uor':rlrulury $nd I)r()vi(le il contcxt for it.
1,. l'l;rt' tlrr next track orr thc (il). I lave Ss lllst listcrr tu
thl rlillog nnrl poirrt lo tlrc clrarar:tcrs rvlro arc
spr.aIirrg, iur(l tlrtrt rcl)e:rt llle rlillog.
.1. lrrlt'tir.r:: l)ivitlc tlre class irrto groul)s or pairs. I llrvt:
Hrnill)s A antl It (or S I and 52) say :rltcnlirtc lirrcs ol'tlre
rlialo11. I Iave Ss chlrrgc rolcs.
dialog [orrrts ol the rtnit's grarnrrrar poirrt.
Sirrrplc dialog llractir:c'cxcrr:iscs.
5. A listctrirrg cxcrt:isc to prirctict, tlrt grirrurrrirr' lroirrt
(ieneral tcachirrg nreth0d
Orurtttnur
L
2.
lrrtrodrrce (lrc grarrrnrarslatcnl('nts. Ilold trp llrc
l)ictrrre (lard ol thc vocabrrlirr-\. it()nl to lle ttscrl irr tlrr.
statcnlent. Say tlre stillcrrrcnt. llirvr-, 5s rcl)cat.
lrrtrotlttc:c tlrc grarrrrrutr cliakrgs:
a. l kllrl lrl) tll(' l'i('trrrc Oartl oltlrr, r'ocitbttlntf itt'rtr to
llc userl irr tlre rytrcstiort.
lr. Ask ir rluustiort, t:.g. l1'/rat (does ltr) likc lo do? llutt'
Ss
Soy it! (Revlew rocyclsd vocobulory)
'l
lrr.rtvitrv strtlstituiiorr dialog
I
is uscd to rcvierv
,' ot'abrrltrrl' u'ords lcarnerl in prcvious lcvels. 'l ltt' tli:rlog is
lrrrill rrpotr arrd exllatttlcd t'rorrt a sirnilar tliulog forrrrtl irr a
l.
lris lessort irrcltttlcs:
l).
rrrbstitrrliorr diaklg fronr tlre prcviotrs lcssorr.
[ortr tlil[crcnt vocallrtlary rvortls lcltrttt'tl itt
prt'r'iorrs luvcls [or sul)stiintion irrto tlrc tlialog plus a
pt.rsonllizalion option in eaclr urrit.
l'. I lrrlt'rlr
.|.
lrc (.lrttttl-a-gnutt
I
(icnerrl ieaclrlrrg tuctll0d
I ) i ul og t rt d rvcyc led uo cnb ulfi ,y
l. lk.r'icrv tlre iliakrg as sullge ste tl irt thc'li:irclrll".s
ll. Ilrrvt' Ss open llrcir [looks;
r r
g
t
I
(llr
likas) to (Itrrikl inoilds).
A
ilsk (hs (luostion attrl grottlt I! ltttsrvtr, ttsing the
cards as cues, IIave Ss cltaltgt'rolcs.
I lave Ss ollctr tlrcir llooks:
a. l)lay thc Cl) [or part A. I lavc Ss listt'rt a.trtl rt'pt.rtt.
b. I Iavc Ss tlo tlrc /.i.str'n. .Sa_t' t'rt'rcisr's itt Plirs.
c. I)lay the CD frlr part lJ. Illvt: Ss listcn ittrtl rcltt'itt.
d. Ilavc Ss rl9 t[o Listcrr. rl.sk. tlttstper cx(rrciscs in llairs.
c. I)lay thc (ll) flnd do thc listerrirrg excrcist: irt part O,
Notc: (lontmctctl lirrrns arc trst'rl irr all lcvcls irt orrlt'r tu
bo consistent rvith rratrrral sltokcrr Iirrglislr.
(itritlc.
ir. Irlrrv tlrr, (ll). IIavc Ss listcn and rcl)cat tlrc rlialog.
lr. ['rrt Ss irrto pairs arrd havc thcrrr lrracticc tlrc dialog
rr si
tlre rlucstiurr, c.g,.
Iavc Ss rel)cat.
d. l)ivirlc tltc clitss into t\!o tlrotrl)s.
c. Iloltl ul) I)icture Cutrls ont: irt il littlc. Illrvt'grottlt
1rrlviottr lcvt'1.
I
rcpcat.
c. Ansrlcr
()rrr illtrstratod scenc currtainirtg tlre rcvicrv
j;:tl,: .,i:'irir;
rt' tlilli:rerr t rect'clcd voclbtr lary rvo rrls.
(.luutt-u-grntn
Clmnt-n-granr
l.
2.
l].
4.
'l lris ir, r slrort grarnrnilr chilnt rvlrich inlroduccs thc
|yinnnrar lloirrt irr eacll unit.,Ss can llclrr, unrlcrstarrd ancl
rulrsorlr llrt' gr ;rrrrrrrar I)at tcnls bcfrlrc bcin14 rctlrr ircrl to
lrrorlrrct.' tlrcrrr.'l he Chattt-o-gran r is on the CI).
Ss slrorrltl orrll'bc irrtrtdrrccrl to tl)c cllant in tl)is
It.rson. lt sr.rvcs as;r previrrv oItlrc gnrrrrnrar lloint to lro
t.rrrlilrt irr tlre ncxt lt'sson.'l hc charrt shorrltl be tauglrt in
Iavc Ss look at tlrc (,'/rrlrtr- il-gfttnt ilr llte lrlcviotts
Irssort.
t'lay the Ct). llavc Ss listen.
I)ivitlc Ss irrto pairs or gr()r.rl)s to clrant rli[[ercrrt ltarts
ol the clrant.
Ilavc pairs or groul)s c:lrirnge rolcs arrtl clritrrt aglin.
I
Reqd il!
lntronlcs sounds)
ln intcgral l)art of cacll lr:r'rl. I.cve l 5 tcaclrcs
tlrc plronics sotrr.rds of curnrrron lllerrcls, tliplrtlrorrgs, anrl
spcllings oIilrtial / autl rrvortls. Ss carr liste n to irrrtl rcpcat
tlrc lllrorrics soun(ls, arrtl llractice rccogrrizirrg artrl rtritirtg
Illrurrics is
tii.tlril irr tltL,nt'rt lessort.
tl)() Ictters.
'l ltis lcsson irrcltrdes:
l.
1. \\tords rvith targct plrrlrrics sountls or spcllirtgs clcarly
lrrtrntlrtct' tlre (,'/lrolt-c-gr?lrn ils sugllcstc(l in tltc
'I
t.lclrlr's (lrrirle.
-'. l'l:r\ rlrr'(.1). ll;rve
il.
illustrated.
listerr.
l'lrrt tlrt. (.1 ) :rgrrin arrtl lravt, Ss follorv along ivith ilrc
llr;rrrt. I'or cxlrrrplr:, givt'orrt Itictrrro (lards or llcrlrrcctl
I'it'trrre (l:rrrls oI llre itr.rrrs ilr tlrt,clrrrrt iln(l llilvc Ss
r:rist.tlrc clrrls rvlrerr tlrr.'1,hcar llre rlorrls in thc charrt.
Sr slrorrlrl rrot clrilrrl irr tlris lesson.
Ss
2. Irilling in thc blanks in a slrrlrt
I).rssirgo rvitlr lettcrs oI
lrhonics sounds or wurtls aftcr listcnirrg lo lltc passlrgc.
It, I:illing irr tlrc blarrks of slrort scntcnct: s rvith lllrorrics
lvords aftcr listcning to tltc se rttcrrct's, artrl trratelrirtll
one of the sentenccs to thc rorrcct [)icr.ure.
Build it! lGrommor;
( ir
irrrrrrurr is pnrcticctl irr tlre [rlrrrr oI stiltcnients, tlialogs arrtl
itrrlion crr.rciscs rrsirrg illuslrirtiorts.
'l lri"; lt'.vrrt ittclttrlcs:
strlrst
Ilrt'statcrrrcrrt llrnrrs trl tlrr urrit's grarrrrnar 1loirrt.
Sirrrlrlc stiltrilreilt lirrnr 1rr;rctit'c e\crciscs.
I
Coursc Descripliort
lr
Pronunciation table
General teaching method
The follorving syrnllols are usetl to indicate the
pronunciatiorr of the phonics sounds introduced in the
Renrl itl section of cach unit.
Phonics soutttls
C0nsonunts
Svntllols
Kevwords
[)
DClr
b
back
t
,len
rl
rliry
k
kt:v
c
gel
f
fat
vlew
0
thine
l.
Write the letters of one of the target phonics sounds or
spellings on the boar(|.
2. Shorv Ss the Phonics Cards of words with that phorrics
sound, I\lirrt to anrl reatl cach word, r:nrphasizirrg tlre
target plrorrics sound. llave Ss listen. Ask Ss rvlrich
sound is the sanre; Ilave Ss answer.
3. rrrtrorlrrcc thc othcr target phonics sorrnds or spellings
in the sanre way.
4. I)ractice: l)lace lhe
Phonics Cards on the board, point
to them in ranclonr order and have Ss name thcnl.
5. Have Ss open their books and look at part A:
a. Play tlre CD. I lave Ss listcn and point to each t)ictrlro.
b. I)lay the same tfack on the CD. llave Ss lisren antl
0
then
!i
soon
6.
z
zero
shir;
7. Practice: Have Ss find and name pictures of rvords in
3
pleasrrre
h
hol
x
rI
loch
clrcer
rk
IumD
lll
sum
l1
sllll
n
thenr.
the nrain scenes that contain the phonics sounds rhey'
lrave just learned.
Wr I t I n g le t t ers
L
sltn(!
lct
retl
vel
short
llcd
iu
col
t)
Irot
cut
Iortg
t)
Dul
i
aboul
I
Irarrrrv
u
actualitv
l:
shcep
o:
father
n:
clos
al:
u:
forrr
boot
blrd
rliplrthongs
ct
nrnke
al
llo
;)l
o()
bov
note
il(l
llow
llt
rcal
u:)
actual
pccrrllar
li)
lave Ss open their books and look at part ll:
the CD. I lave Ss listen antl fill in the blanks
with lcttcrs of phonit:s sorrntls by rcfe rring to part A
as a wortl bank. lr'lorc advanced Ss can cover ltl) l)ilrl
A to incrcase tlrc challenge,
b. llave Ss read the passage or have individual Ss reatl
eaclr serrtence.
I
open theirbooks antl lookat part C:
fill in the blanks rvirlr
plrotrics worrls, atrd ntalclt onc of the scrrtence s rvitlt
tlle correct picture.
tlave
a.
blr
c
sotr rrrrs
Wrlllrtgruoruls
l.
Vowels
oJf
a. I)lty
wet
r
repeat.
lave Ss look at the hox of revicrv wortls. I lavc Ss rrtnre
I
Ss
Play thc CD. I lave Ss listen and
Proclice il!
This section contairrs a listening, reading or rvriting
activity and a task-llased speaking activily frrr pairs or
groups.'l'hese activitics arc tlcsignetl to allorv Ss to rrsc rlre
language tlrey have lcarncd.
General teachlng method
Practice
!.
I
it!
lave Ss open tlrcir llooks anrl look at tlrc Pnrcritr
l)ilg(.!
ill
.
2. Iror the rcading, listening and writing activiries, revicrv
the target language arrd explain tlre procedrrrc. I luvc Ss
cornt)lotc thcsc uctivitics lrrrlivldutlly.
3. Iror tlre task-based speaking activity, revierv the tilrget
$tatenlerrt or rlucstlon fortn. l)rrt Se lnl(r pairs or
groups. lixplain the lesson plan, using instnrctions at
the hottonr of tlrc page. I lave 5s conrpletc tlrc ar:tivity
in pairs clr groups,
Pecycle ll!
(nevtew ot threo unttr)
Aftcr cvery three ur.lis, there is a Recyclc itl rrrrit.wlriclr
serves to relnforQe and expand on previously srudierl
langtrage itenrs. lnclrttlcrl are an lllrrstratetl, hur,rrororrs
story ancl revielv exercises,
Course Descriplion
(leneral tcaclrlng lnetlrod
Cullure
.Story
'l hc Cultrrrc urrits irrtrorluce lrolirlal,s
arrd ;lollular gilnl('s
l.
llevierv
sI
llrt
rlialogs arrrl vocahrrlarl, rvords lounrl in tlrt:
()rY.
2. Il:rst.
Ss
ollt,lt
tlre
ir llooks to tlre story scction arrrl look
;rt 1lilrt r\.
ll, lk.r'ir.rv lllr
chilrlctcrs alrtl vocirbulary rtortls irr tlrc
pit'trrlt:,;.
,1. I'lay' llrc (ll). llave Ss lislerr and point to the
t orrr.tgrorrtlitrg ;ricltrn:s,
li. I'la1.tlrr.larrrc
trnck un lhe CI).
llale
Ss
listcrr arrrl
t('l)(,ill.
{i, l'rrl Ss irrto pairs or!inlitll grollps arrtl lravt: llrenr
pr:rt:tice tlre dialogs, Civc therrr prop.s as lteccssary,
7.
I
l:rvr' \'(,lunlecr g,roul)s pcrfonrr thc. strlry irr lhrnl of tlre
<
l;trs.
Ilcl,iell e-tclrises
l. lllvr. irtrlivittual Ss rcatl tlre ctialogs in part A again.
l!. Iluve Ss open their llooks to tlrc revierv excrciscs ancl
lorrk lt Iriltl ll.
il. I'llv llre (ll). Ilave Ss listclr to the qucstions antt circlc
.t.
e
rrjoycd by chiltlre rr aruuud thc rvoiltl. Iiaih irnir piovirlt
5. I l;rvr. 5s
look at l)art
lrrvr.irrtlivirtual
l"
Gencral tcaching lnethod
Iulroductiort
Introtluce the lrolidty or poptrlar garrre in Ss' nativt!
llrrguagt', iI llossible. Notr:s alluut tlrc holirlal, or gflrrrc arc
iirr:ltrded in thc lcssorr ltlans. Slrort Ss gticlrrrcs of rlrt'
lrolitlay or gilntc.
Vocnbnlary
l.
Irttrotltrce tlre vocatrulary itclns u.ith \rltrr rls'rr
l)icturos, or uso tltc llicttrros irr llrc Stutle rrt llo0k. N()tes
itl)out tltc vocabularl,arc irrcludcrl irr tlrt, lesson ltlarrs.
2. I lave Ss opcn thcir llooks:
a. Play the CD. Ilavc Ss,listetr arrd poirrt to caclt
vocabrrlary ilr-.rrr rtrtrlt:r tltt' rtrain s('('n('ri,
b. I'lay tlre Cl) again. l.1ave. Ss listerr arrd rcllcar tlrc
i
llrt'itttstvt'rs.
(.lrt'ck tlrt ilnsrvers as a ryholc-class activity.
(i. I
s
ilrr ()pPorttrnity frlr frrrthcr c0nlt'rrt-[rils('d lclrrtrirrg, as r\'cll
as lor a l'un brcak fronr nrrlre scriotrs lcssorrs.
c.
-),
tcrrrs.
Nartre tlte vocabularl,u,ortls irr rarrrlrlnt orde r. Ilavc
Ss find and poirrt to tllL'itclns irr the lnain scenes.
li. I'racticc
(1.
tlre rvortls in thc [lox.
';.
l'lrrr' tlrr. (.1). llitvc Ss Iisten antl fill in the blanks with
I ltr' plrorrit's rvorrls,
ll. ( llrt,eL tlrc atrsrvcrs as a rvhole-class activit),.
tlre vocallul;rr1, itcrrrs rvitlr a girrrrc or activitl'.
Suggcstiorrs are in tire it:ssorqllnrrs.
Ss reacl
D:-cover il!
I)iscove r it! providcs an a
uplrorlunil\'.
Iteadings
I Iave Ss ol)en tlreir b
(ll). I llrve Ss listtrr itrrrl
J.
Qrresliolls
lllay tltc (ll). I lavc Ss arrsrrer tlrc tltrestiorrs orally llt,
rclerrirrg to tltc rca(lings,
(ierrcral teachllrg meth0d
lb tt t b ul a 11, rt n d
L
re n d i n
gs
lntrotlru'e thc vocabularv itenls rvith pictures (thcre are
no l)icturc. (larls for thcsc iteltrs).
2. I l;rve Ss ogrt'rr llrt:ir ltooks arrd klok at l)art A.
ll. I'la1'tlrc (ll). Ilavc Ss lisreu arrd point lci tlre pictures.
.1. I'la1'tlre (.1) agairr. I Iave Ss listen antl repeat.
5. I'lay tlre lrext lr.l('k orr thr: (ll). I lavc Ss listerr to tlre
reiulirrg.
(i. I )o tlre strrrre rvillr llrc otlrdr lrvo sots of rvords and
rt'ltlings.
ll'riting
esercise
I.
I
,,
I'lly the (ll). I lavc Ss listcn to thc questions ancl write
lavc Ss lrlok at part l!.
tlrc arrsrvcrs by refcrring to tlrr: rcadings in llart A.
:|. (.hee k the anslvers as a rylrole-clirss ilctivit),.
Crosstvonl purzle
l.
2.
lllve
look at ;rart O.
l lavc Ss retd tlrc clucs.
Ss
ll. I lirve Ss finrl thc alrsrvers
{i
Course Descriplion
l)o orrc or nrorc of tlrc optional lctivitics (to lre lp Ss
urr(lcrstan(l thc lroliday) or any of the rcprotlucible
ac(ivities.
Aclivity Book
{
'l'ltcre is orrc Activity tlook Jrage frtr eaclt lessorr in tJrrits
l*9 of thc Stutlcnt llook, trvo pages for eaclr llecl'cle ir!
arrtl Discovcr.it! unit and orrc page lor each (lulttrre urrit.
'l'lre first cxcrcise on caclr pagc of tltc nxrin ulrils is a
listcning exercisc.'l'he sccorrrl cxurcisc focrrscs orr rt'arlirr11
arrd rvritirrg skills.
General teaching' nrethod
l.
I
lavc Ss opcu tlreir books.
2. I lavc Ss look at excrcise A:
I'lay thc (ll), l lavc Ss listen
rrrrtl [olkrrv akrrrg irr tht,ir
trooks.
b. lfausc the Cl) at caclr lrell sourrrl frlr Ss to corupkrte
tlrc tasks,
irr tlre rcarlirrgs.
4. I lirvc Ss rlrite tlre lctlcrs in tlre boxcs in ortler lo
colnl)lele tltc puz-zle.
Ilrlensiort
c. Chcck Ss' anstvcrs arrd crlrrcct rtlrere ncccssarl,.
L
.,*fllil-Effi
+- ' -
e*i - -= + -- =* t*ffiffiu*.,fl*s#*+ilffiHilFtF# * " '-.r
3, llave Ss look at exercise B:
a. De.rnonstrale how to do the activity.
tr. Givc Ss tinrc to cornplcte tlre activity.
c.
Chcck Ss'answers and correct where necessary.
4. 'I'he Activity Book may also be assigned for homework
aftcr explaining to Ss how to do the exercises in class.
Alternatively, rkr cxcrcisc A in class an
5.
I
luvc Ss color tlre approgrriittc spaceS on l1rc Rctwtrd!
Activity llook on completion of
ouch rurlt, ilavo Ss usc llrc color lrrdleated ln tlro
Activity llook for thilt unit,
page at tlre hack of thc
-,rtr
Course liming ond schedule
Suggested timlng lor one lesson plon
50- to 60-minute class
l0-13 nrinutes
Warm-up / review
(5-7 lninrrtes)
Activity Ilook check'
lntrqrduce arrtl practlce
rrew language itcrns
30-32 rninrrtes
Activity Book assignrnent'
Wrap-up
(5-7 rninutcs)
5-B lninutes
lbtal
50-60 rninrrtes
30-minute class
5 rninules
Warnr-up I revierv
Activity Book check'
(5 nrirrrrtes)
Introclrrce and practice
rrew larrgrrage items
l5
Activity llook asslgnntpnl'
(5 rnlnlrtcs)
ntinrrtt.s
5 tnirttrlcs
Wrap-rrp
'lbtal
30 nrirrrrtcs
One-yeor schedulo
70 ctasses per year
t)
units x (i clusscs cach
54 clusst:s
3 Recycle it! units x 2 classes caclr
3
I)iscover lt! units x E clnsses eirclr
2
Crrlture urrits x 2 classes each
. 6 classcs
6
classes
4
classes
70 classcs
Total
58 classcs per year
S
45 classes
units x 5 classes each
ll Ilccyclu it! rrnits x 2 classes clclr
(i. t:ltsses
3 l)iscover it! rrnits x I class cuclr
ii t:lassr:s
4 clitsss.s
2
Culturc urrits x 2 crassss caclr
58 classqs
Total
47 classes per year
I
utrits x 4 classes aaclr
3 llceyclu it! unltu x 2 classe s oitclr
3 Discovgr it! rrnlts x
I
class eaclr
2 Culturc units x I class eat:lr
'l'otal
Il[i clit:ses
0 clitsscs
3 classes
2 rlasscs
47 classt,s
'Arisign horncrvork aftcr evcrry otlrcr clos$ antl r:lrcck rlre
hontcrvork rlrrring !lrc iollrnviltg r:llss.
Course Descriplion 7
&;
;sl
Suggesled scheduling lor one unil
(i classes
I
trron
(llnss
,,
pcr unlt (70 classes per year)
llage tltle
In class
Actlvlty Book
'lirlk about itl
( \ircabulary)
'lalk about it!
Ilcviov prcvinus unit's vocabulary.'l'each and practlcc rrew voclllulary,
'lirlk nbout lt!
{
:t
I
l)ialogs)
(Vocabulary)
Ileviov previous lessorr's vocabulary.'l'each and practice dialogs.
(Dialogs)
Ikrvicrv prcvious losson's revierv strbstitrrtion tlialog. l)ractlce tliirlog rvlth
substitution exercises, using vocabulary recycled fronr grrevious levels.
llrtroduce the Clrant-a-granr.
Say lt!
Iluiltl itl /
Ikt'icrv thc unit'.s vocabtrlnry ilcrus and gt'.lnlnlar dialog. lrraclice the
grarnnlar slflle lllent arrcl tlialog rvith substittttiotr exerclses,'l'eaclr and
lluild it!
ilrarrt-a-grarn
sirrg
{i
thlk about it!
Sal,it!
(
I
tr
plurrs in tlrc'lcachcr's (itridc follorv this schedulc'.
tlrr Clrarrt-a-grarrr.
lltutl it!
lk:vie tv, previorrs utrit s pltonics sotrnds. 'l'each arrd llractlcc rrcrv plrortics
sotrrrrls artd rvorrls.
Itgad lt!
l'ractice it!
Ilcvierv tlre unit's Brarnnrar staternent and dialog. Dcl tlrc ttrsk-llasod
I)ractice it!
-{,
practicc. llcvierv thc unit.
l-r
clirsses pcr
(llnsr
unit (58 classcs pcr year)
Page
tltle
'l:rlk ahout itl
(\trcabulary)
.,
'lalk about it!
(Dialogs)
:t
Sly it! /
(ilrarrt-a-grant /
lluild it!
,I
llrrikl it! I
lk.ad it!
5
Itcad itl /
l'ractice it!
,l classes per
(llnss
I
.,
:l
I
In cluss
llcviclv
Actlvlty llook
pre vious
unit's vocabulary.'l'gach and practicc rrew vocabulary.
'lhlk aborrt it!
(Vocabulary)
Ilcvielv ;rrcvious lesson's vocallulary.'l'each antl I)ract ice dialogs.
'lalk about it!
I)ntclicc tlre rcvicw substltutklrr rlillog usirrg rccycled vrrcnbulary.
D
Say lt!
'l'eaclt artcl practice the grarurrrar st.tlclnent and tlialog. llevielv previous
turit'.s grlrorrics soulrrls. lnlrorltrcc rrerv pltrtrrics sorrtrds and rvortls,
Ituilclit!
'lt'aclr and prnctice rrerv plronics sourrds arrtl rvords. Do the task-llased
I)racticc. Ileview tlre trnit.
Iteatl it! /
I)ractice it!
(Dialogs)
{
unlt (47 classcs per year)
Puge
tltle
'lalk aborrt it!
( \trcabtrlary)
'lalk about it!
(l)ialogs) / Say it
lrt clnss
Actlvlty llook
'li'ach and practice rrerv vocnllullrrl,. lntroduce rlinkrgs.
'l'ulk ntrout lt!
(Vucabularl')
llcvierv previous lessorr's vocabulary.'l'each arrd practice dialogs.
I)ractice the revicrv substitution rlialog usirrg recycled vocabularl,,
'lalk about it!
lkrvierv the tliirlogs. Do the (Jhant-a-grarn.'l'eaclr alrd practlce tlre
tlulltl it!
lluiltl it! /
Olrlrrt-a-granr /
grilnllnilr stilterlrent and dialog. lrrlroclucc nelv plronics sotrntls anrl
Itcad it!
words.
llcld it! /
'li:aclt artd
llracticc rrclv pholrics suurrds and wortls. Do tlre task-ltaserl
prilctic0. Ilcvierv tlrc urrit.
I'rlr:tice it!
t
(Diakrgs) / Say it!
llcad lt! /
Irrnctlcc lt!
L
If I'lr l":o []oqrriPtiOtl
Lesson plonning
Optlons
'l'eacherb should plan each lesson carefully rvith specific
goals antl objectivcs in rnintl. lt is ahvays better to plan
nrore activities tlrarr nccessary in case one activity does
nol rvork accordirrl; t() plan.
Explonotlon or lesson plons in the
Teocher's Gulde
'l'he ro is orre
corulllcte lessorr plarr for eaclr Stutlcnt Book
page. I lorvever, if you necd to teach two Student Book
;lages irr orrc lcssorr, you cart rlo so by lnrlllerrrcntirrg one
of llre suggcstcd sclredules on p. 8.
requircs planning, and planning takes timesorrretlring tlre busy teacher of children often lras too little
of,'l'he lesson plans in the'li:aclrer's Guide have beerr
rlcsignerl to hclp the teachcr cover nll thc rrrarcriirl lrt
.5rr1t,r(irls in alr orgarrizerl rrrarrner witlr ntirrintal
planning. A hrief look at thc Activity tlank before class wlll
often give you tlrat one cxtra idea that boosts an average
class lo a great class. Iiaclr srrggested lesson plarr has beerr
rlivirletl irrlo thc [rrllowirrg sections.
Succe ss
Each lesson plan suggests [urthcr activities to be trsed,
either as part of each lesson or in place of suggestetl
activities.'l'his section usually suggests tasks ur activiries
frrr further practicc.
Note: Materials needed firr optional activities are ,to,
inclutlctl in tlre nrate rials box of eaclr lesson ptarr.
Actlvity Book
The Activity lJook serves to reinforce what rvas taught in
class. Ilxercises rnay be clonc in r:lass or at homo.
Materials for the next lesson
tf any nraterials are needed for tlre next h:sson or f
ittfornrcrl ahcrrd of timc to bring / prcpnrc tlroso for tlre
next
lcsson.
i
Warm-up / review
l'laclr lesson llegins rvith a frrn warm-up in order to revierv
ttrittcrial previorrsly lcarrrctl arrd nrotivate Ss to usc
lirtglislr tlrrrirrg clirss.
liaclr rvarnr-up / review scction prilctices language
grrevious lesson rlr fronr ihc previous rrnit.
iterts fronr llre
Activlty Book (check homework)
Systcrtrttic revierv is kcy to tlre rotolrlion of rrcrv languagc.
l:urtlrer revierv of lhe 1;rcvious class'lnaterial is truilt into
tlre lessurr in tlte fornr of thc lrorrrcwork check.
lntrotluctlon of ncw Ianguage items
Ncrv language itons are introtluced in this section
rvillrorrt lhe airl of the llook.'l'he focrrs is on tlre tcacher,
so Ss lrear langtrage before prodrrcing it therrrselves.
Suggestions are give rr in each lesson plan orr how to
rrse Pictrrrc (lartls or real olliects
lo introduce tlre
trratcrial.
Opcn thc hook
open their books arrrt lisren to and practice the new
langtragu itcrrrs. l)ctailctl srrggestions ori lrorv to involvc Ss
rvltile listcning to thc (ll) arr: provirlc
After thc book
l)ractice is csserrtial ifSs are to internalize lhe nerv
language itents. [)otailed srrggcsrions on horv to further
prilctiec tlrc lilrrgrrilgc itenr$ are llrovirlcrl irr euch letsorr
plart.
Wrap-up
Ilcginning antl cnrling cach r:lass in an cn joyablc way is
cssential to instilling irr clriltlrcn a luve ol'linglislr. liaclr
Icsson plarr lras srrggcstiorrs for activitir:s to linislt eaclr
class anrl se rtrl children honre feeling gootl aborrt the
lessott uttrl llrcrrtsclvcs.
Course Descriplion
1)
thrit arrtl tlllc
I
Introduclions
2 lhe Best
'lbpic artd vocabulary
(irarnnrar
I,itstlnrcs, countries arttl languagesl build morlels,
crrllcct slickcrs, cook, it:c-skate, go orr tlrc lrrlcrnet,
Irlexico / Sparrislr, lap:rrr / lallurrcsr', Korcl / Kurtarr,
'lirirvirrr / (lhirrcsc, nustrallfl
I linglislr
I Ie liktts to lluiltl lrrorlcls.
\Vltnt rlor.s lrc likr to rlo? / I lc likt's to lrulltt
rttork,ls.
Sttpcrlutlvcs and nbllltlesl tallest, slx)rtost, 0ltlest,
lkrrrrry ls the tallcct lrr tlre t.lass.
Whos tlrt tallcst irr tltc clrrssl / l)ontr)..
fastest, llest, chess playcr, soccer player, actur,
nrtist, sirrger
3
Getting up
lllnesses and rcfl exlve verbs: slonraclraclre, hca
cokl, fcvr:r, sore tlrroat, brush / brusltctl your tectlt,
corrtb / corrrbcd 1'rrur hlir, rvaslr / rvashccl yotrr facc,
pack / packcd vour bag, do / ditl your lronrcrvork
Recycle it! I
llevlel
Discover it! I
rvorld, arourtrl, or)(. tn('((!r, llltrc rvlralt', Africa,
giraffe, rrrclon, 100 kikrrrrelcrs per lrorrr, chectatr,
lar rtl
AnimolWonders
4
5
Plonning o Foir
A SchoolFire
Drill
6 Helping ot
Home
Recycle
il!
2
Discover it! 2
At the Hospitol
7
I
o[ Unlts
I-3
Scltoot actlvltles anrl tlntes: havc arr irrtcrnatiolrnl
fair, scntl the irrvltatiorrs. l)ul olr a pla1,, visit a filrtn,
pit'k st rarvllcrries, toni glrl, tont(trrow, 0rr'l'hrrrsda1,,
ttcxl rvcck. next tuonlll
Sclrool roorrrs nrrd nctkms: t:llssroonr, plitygrountl,
Iunchroonr, gyrn, oilicr:, tnlkirrg to tlre ;rrlncigrnl.
tloing gynrrrastics, eatirrg Irrrrch, krokirrg at a
nragazinc., takirrg a tcst
Chorcs: rirke tlrc leaves, rvipc tlrc llblt', takc out tlrc
traslr, lnrll ilrc rveetls, srvecp tlrc stt'ps, rvash lhe
tlishes, vlcrrtrnl tltc citrl)ct, nrakc yrrrr bcd, lrarrg rrll
yotrr clollres, clean u1l your roonl
Wc'rc going to scrrd the itrvitntlons lonr(rrr(lr'.
lVhen are rvc going to serrtl tlre irrvltatlolts? /
'lilrrrrlrrorv.
I
rvls tllkirrg to tlrt prluclpul.'
Wlrat
rve
rt
prirrcipal.
1'otr rlolrrg?
/ I rtas tllklrrg lo tlrt
Ilo hils to mko thc lcavcs.
I)oes lre lravc lo rake tlrc L:aves? / \'rs, he rkres,
llcviery of (Jnlts 4-6
fell off, broke, x-raj,, cast, stitcltos, slror, burrrctl,
stove, barrtlage
Getting Around 'linnsport
ntrrl ndvcrbs 0f freqrre rrcy: tilkc il trilin,
lake a [rus, take the subrvay', go ll1,t:lrr, rvllk, tlrlays,
rtsrrally, srltttcrl itrtcs, ltartlly evcr, rrt'vcr
Setting the
Toble
I brushcrl rrry teetlr. / Slre rlltlrit brrrrlr lrel
tectlr.
l)itl yrrr hruslt yorrr tectlt? / \i's, I rlirl.
Countable antl non-cortrtablc lte rns: lxrrvls, plates,
krtlvcs, krrks; stx,ons, soy sauce, salt, pcppcr, sugar,
kctclrup
I rrstttlly rr'llk to sclrool.
I lorv rkr you get to school?
/ I rrsualll,rvilk.
-l
ht'rc'.s sorne vly saur:r.. /'lhcre isrit any vry sarrce.
'l hcrc aru sorrro slxxrns.
I'l here llrrit an1's1xxrns.
ls tlrerc any soy sarrcc? / \'cs, thert'is. / No, lhero isn't.
Arc tlrere any sprxrrrs? / lt's, thr:re are. / No, thcrr arrn'1.
9
The Intemolionol
Foir
l:alr events antl verbs: broke the piirata, tlroppetl
the cake, sllillcd tlrc juicc, rvon thc prizc, brouglrt
the kitrrchi, rrragic shorv, clorvns, fircrvorks, barrd,
food
Recycle
it!
3
Discover it! 3
l0
llevlov of Unlts 7-9
NofurolWonders
reef, go srrorkelirrg, coral, peak, Asia, six rnilliorr,
canyon, deep, go lrikirrg
Culture I
Holidoys
rvishcs, papcr, barrrboo lrranchcs, sk\,, lrnccstor,
Iran'est, lantern, dragon, srvcct tlurulllirrgs, tenrple
Culture 2
Populor Gomes
tag, ho1,, girl, freeze, crarvl, nrovc, hitlc, scck, racc,
I con do il!
Assessnrerrt for l.evr'l li
Syllobus
kick
'lilti
llrokc the gririata.
Wlro brokc tlre gririata?
I'lirni.
Functional diaiogs
Ili, l)icgo.
l'rrr (llruck. /
llcllo, (llurck. Nicc to nrect
1'tlrr.
/ Nicc l()
nlcr: t
)()u, torl.
Iftnv lall arc f irrr? / I'rn Iill-r
eeutirncters lirll.
Ileview substitution dialog
\\rlro's tlrat?
/'l
lrat's rny l)'ienrl,
l)iego. / \{lre re's he l'rorn? /
I lc's lronr Nlexico.
Are l,orr goorl at playirrg t:ltcss?
I No, not rcally, lltrt I'rn gootl
Vocahulary substitution dialog
Phonics
What languagc tlo thcy s1:cak irr
lvlcxico? / 'l lre y spcak Sllanish.
c:
circlc, bic1,clc,
g:
girafl'c, gyrnrrlstics,
(tfatlHc
n:
lion, grr.ctt, tlrlphin
\Vlur'.s
ice-skltc
thc hrst chcss playcr'l {
ng: pirrg-porrg,
Sln(ly.
irt ltirrg-1lortg. / l!u gootl at
ping-grortg, too.
\Vrrrrltl y'otr likc sonrr: tca? /
lts, plcase . / Sit tkru,n arrrl
l'll rrtake sottrc.
lVlro rvarrts to rrraku llrc
iuvit;rtions? / I rlo, / I'll lrclp.
pla1,ing,
sing
rtk: tlrink, ltirrk, nrorrkcl'
\Vhat arc you tloirrg totlay? /
\\fc'rc goirtg t(, tllc ilmusclllont
park- I lorv allorrt yorr? / \'Ve're
goirrl; to rvatclr l)Vl)s.
(iorrrl rrrornirrg, I)icgo. / (iood
rrrorrring. / \Vhai',s tlrc rrrattcr? /
Irirr,e it slotttacltaclte.
(lart rvc irrvitc otrr fricnrls? / Ol'
('orlrse you carr. / Ilrank prr.
\Ve'rc g
spri ttg.
air: hair, t'lrlir, stairs
I
arc: scarerl, s
crc: tvlteru, tlrcrt:
sp:
/ ln tlrc
spaglretti, spirlcr, slxror
spr: sprinli,
str:
spray,,
slrrirrlk,r
slrarr'lrt:rry,, strittg.
ostrillr
(.itn rrt'13r lrirr k ittsitlr: ttorr'?
\irrt ltavc trr rvlit
for tlrr.lrcll.
Wlritt sltotrkl rvc tlo norv'l /
Le t's line up, tllcn lr: t's g(,
rrtttsirlc. / ()K.
I llve \rrtt rlkt,rl tlrc klrvts
yrt? I No, lrtrl I'll tlo it rtotv.
\tlh. l'll get rny lrall. / O(.
/ Not
y'e
t,
I
)o 1'ott rvarrt to
l-e i'.s
I
li, lcltiro.
lt'.s
goorl to sec )'ou
aglin. / I lranks. lt s grcat to lrc
Iu'rc. / Iklv rvas yrtrr llight? /
ll n'ls line, llrrt liu really tiretl.
(lan I ltarr: the tapc, lllcasc?
/ Srrrr. I lt,rc
'I
1'otr go.
lrat rvas su ilrtrch lirrr. /
\i:ah. l'rl gllrl rte t:lrrru.
lllly r:ltclt? /
rnect otrtsitle
.
\\that tirnc tkr )()u Ho t(, school?
/ At 7:()0. / Wrnv! 'l lrat's clrly.
\Vltirt tirtte tlo yorr go to bctl? /
At I l:(X). / \Mlv!'l'lrat's late.
I can't
fintl nry postcrs. / l)irl
tlrcrn nt lrorrrc? /
I lt,rc tlrcy arc. I lirtrrrrl tlreru.
1'orr lcavc
\Vlrlt tlitl yort
rrrukc? / I rrratlu
tlrc srrslri. l)o yorr like srrshi? /
I tlorr't krrorv. I'vc rrevcr lrietl
srrslri.
\Vltt,rc's'lirni,l / I tlrirrk slrc'.r irr tlrc
t'l
assroottt.
l:
r:
l.isit, lntrk. lirrrt trp
rollrlt, nrn, rice
)lrip, rvill yorr rlke tlrc lclvcs,
/ OK. (larr I tlo it latcr? / \i.s,
lrrrt tkrrr't lirrgct.
slr: lrrush, rvilslr, iraslr
tt lr: catelr, witclr, s,ltclr
l)o rvc takc a train lo yotrr lrorrse? /
No, rve go by t:irr.
sc:
(
plcasc'.r
lh:
scilt')', scarf, scootcr
sclt: st lurol, st lrctlrrle
s[:
l.ct's scl llrc tablc. Wc rrcctl sornc
lrorvls. / l'll get sorrrc florl llrc
Irrrrt lrroorn.
'l ltc rttitgic sltorv rvas
tlte llcst. /
I tltirrk tlrc cklrvrrs rvr:rc lrcttr,r. /
I t irrt't rvait lirr tlru lircrvrlrks.
tcctlr, bath, rrxurtlr
skatclroartl, sli. tlt.sl
ear: earrirrgs, lrt.ar, rlc.rr
t't'r: clrctlt, tlcer, stt'r:r
crt': lrrrrc, splrurt.
(,w: sltrrtv, lrurvl, tltrrlrr
otv: llrotvtties, r'L rrtrt,
t0$,cl
SVllrrbrrs I
I
COUfSg
.tUcl
Llsterrlng
I
r (lltoost, llrc crlrrect llicttrre
n lrile lislr.nirrg trl n'rrrtls antl
sltorl scrttctrct.s
.
r
r
Irul l)i(:lrlr('s irr ortlt,r rrlrile
lirtt'ning Io tilrgct
vocallulary arrd [unctional
rlialogs
llesporrtl corrt:ctly io silrrlllc
3
ltr11,
l.isterr lo u,ortls anrl itlcntill,
lcttt'rs at tlre llr:girrrring ol
,1.:tr;rlr,.,r-;,1.1 .. .,.,rl,"l:riii;l
Speuklng
Ileadlng
llcpcilt sirillllc stlltrnrents,
(lucstions itrrrl trrrsrvcrs
rvlrcrr givcn a rrrotlt.l
r rlsk arrtl ans\\,cl'sirrrlllc
Nattrc nll rtpltur arrtl
Iotvcr t'irsc lt.l tr.r s
llccogrrize larlgt't
.
voclrbrrlarf lrrrl
plronics rvoruls
rltrcstiorrs a[rorrt
tlrcrusclvcs rvlrcrr givun a
rrrurlcl
lVrltllrg
o 'l racc arrrl rvritc
t'itst: lt'llers olr
sl il \'(.s
r \\'ritc tlrrir rln'lt
nilnles irr l:rrglislt
r Say tlrc sorrrrtls ol-tll
x n'lrir.'lr is
l)r-escnte(l as tlrc lilst lettrlr
ruI
r
n'ortls)
I'crlirrttt tliitlogs ol'a story
al'tcr listcrrirrg
rtlrit'lr is
tlrc' last lcttcr
a pictrrre rvlrilt
listerring lo sclllences or
o Ask atrrl answ(:r rgrrcstiotts
abottt t ltt:ntst'lvt's nrrtl
slrort rliaklgs
l'rrl picturcs irt ortlcr tvlrilc
listcrrirrg to targ('t
r
ot
voc:rhttlat1,, frrrrr:l iorrll
tlialrrgs and'l l'll crrnrrrrarrrls
l.ist*n lo rvorrls arrrl irlerrtily
tlrc sotrncls oI rnosl lcttcrs
as tlrc nle(li:tl rlr firral
sotrrrtls oI n'ortls
al'tcr listcrrirrg t() stiltcnrcnts
arrd dialogs
llccu8trizc tlrc sotrrrtl ul
irvo-letter consorrnrrt attrl
o
lr0rs
ltcltl arrtl stry tlre
sorrrrtl oI ttrost lr.ttr'rs
\\rrilt kt't'rvortls
olr stitv('s I!llon
tltc trretlial or lirrnl
given a rrrotlt,l
l;ill lrr lt'ttt'rs to
conrplclc rvolrls
as
tltc sotrrrrls ol ttrost
It'ttt:rs ns tlrc rrrt'rlill or
Iinal sottrrds ol rvrrrtls,
inclrrtlirrg l'irrll .-s
Srty
r
r
sututrls oI tloltls,
irrclrrtlirrg lin:tl -s
llcatl itrrd trtrtltrrstltrtl
n,ortls arxl slrort
scr I tcnccs
llccogttizc corlnl(,n
siglrt rvorrls
r
Nlakc statcnlcnts arrcl ask
attd attsr,'er rlrrcstiorrs
aIlout tltctrrst'lves iurtl
o Rcatl antl untlt'rst;rrrtl
s(.1I
t
\1'ritr
vorvcl rligrlrgllrs
cotttplcIt' rr'or
r Ansrvcr
r
c(,rntllon coltsrtnattt ittttl
vorvel lllcrrrls
rvorrls
tlillt,rt'trt rltt's
lrill irr lrlanks to
rrf tn'o-
Ictlt'r cortsotrlrrt arrrl
(llroose )'cs or n() ilnswcrs
lltcr listcrring lo tluestiorrs
lk.crrgrrizc tlrc sotrrrrls oI
kr,1'
attrl tceogrrize llrll
tlre sirrrrt'sorrtttl
ilril\' l)e spt:llt'd
cllccs
otltcrs
r Srr)'tltt'sorrrrtls
vorvel tligralrlrs
4
tll
ttppt'r ittttl lorlr'r
x
o (lhoose a picttrrc or rvorrl
r
,t
ttolrls (cxct'Pt
r ( llroosc
.
,
lcttcrs as tlrc Iirst lcttcrs of
prt scrrle tl as
of rvortls)
r
,:
IJtrtlerstarrrl slrorl slories
r:orrtairr in g si r rrple
rtortls (r'xcr'pt
.)
.
cornlnands
slru(turcs arrrl Vocillltr
r
.1 :;1,,.,":;
GOO15,l,i,,t.,,:...i-,,;
)'cs or no
(Ir('stiorrs
SltY Iltc sorrrttls ol'
e()llunon cottsotlrttt itttrl
vorvcl lllt.ntls
Ilcarl irntl undrrstiul(l
tlialogs itrttl sltort
o l:ill irr l)latrks to
t'orrrple te
s('n l(,il('cs
l)assirg,cs
r \\'rilc slrort
ilns\r'('rs to rvriilett
rlrrt.stiorrs allcr
rtrrtlirrg slror t
l,itssilg(]
5
'lakc pirrt in rliulogs,
o Ilecognize tlre sotrntls oI
lurrtl
rllllcrcnccs
bel rvcerr
askirrg, ansrvolirrg irrrrl
cornnlon lllcrrrls,
diplrtlrrlrrgs, anrl initial
ttrlkirrg slatt,rncrrts :rlrotrt
list('ninH to tliahrgs and
tlrt:tttsclves arrtl otlrcrs
Say tlre sourttls rrl'
conlnlon hlcrrrls,
tlilrlrtlrorrgs, irrrtl irritial
shorl llrsslllcs
I
I anel r
r Attstvt r rltrc.stiorrs altcr
r
Ilt,;rtl irrrrl urrtlt'rstarrtl
l)ilssilgcs
o
s
\\'ritr scrrl('n('('s
rvlrr.rr givt.lt lr
rnotlcl
o
\\'ritc ans\\'ers
((,
tgrrcstiolrs llrorrt
slrorl plssll.ics
anrl r
l'ur[irrrrr rolc-plai,s altcr
listcrrirrg to rlirrlogs
6
.
Ans\vcr rltrcstiorrs a[tt r
r
Iistening (o convcrsaliolls
:rutl passtges
l)istirrguish sirnilar sorrrrtls
o'lukt: llart
.
irr
coltt,crsat icl rrs, ask i n g,
ansrvcrirrg antl rrrakiug
staterttrnts alrorrt
tltcttrsclvcs arrtl otlrcls
(lr('iltc sirrrlllc r olc- pllri,s
rvltctt gir,,tttt a tttotlcl
l')
Course Oor:ls
o Ilcittl iln(l un(lcrslan(l
l)ilssilgcs
\\'ritc slt0r I t.nllril
rrrrssages lrrrtl
l)o\ lcil r(ls
\\fritc tlrrr.sliorrs
irrrrl lrrsn'r.rs alrottl
[
)
ir s
sir
1"1{,s
"
wpA.ctlv,itv$B.onlsffiGgntgn.tsrlsistffi
Worm-up
I
2,
3,
{.
5.
6.
7.
B.
9.
/
Review
lleat tlrc tinre
l)rarv tlre cat
I;inrl it arrrl srvat it!
(lrress it!
I lorv rnarty can yott rrurttc?
ln nry
rorv
l\lore picture searching
Ntrno it! Ilelay
Lorto
10. lVlratlrrrissirrg?
I
l.
Where anr l?
12. Wlrispcrs
Tolk obout it! pocobulory!
13. All in orclcr
14. Ilallorrnllortrtcc
15. Cartls iu orrler
16. Charades
lT.
Circle it! ltelay
18, (lxryuratlvcPicasso
19. Filst actiorr
20. (ict tlrem ull
2l.
Guess
22. lrlcet nrc in tlrc nrirl
24. Irty nristake
25. l'rrt it tlorvn!
26. l'rrl it rlorvn together!
27. llacc hy nunrllcr
28. llepeat after nre
29. Skrrv aclion
30. Snap!
3l. l hurnper
32. \Vhat can you sa1,?
Tolk obout it! (oiologsll
Soy it!
33. llccp
3{. Ohange partners
3li. I liglr drarna
36. lrlrrsical chairs
37. !rty orvrr srrllsrilrrtiorr
38. llead nry lips
39. llolc-plir1'
.10.
4
l.
42.
Say irr parlrrcrs
StoP tlrc stol)rviltcll
Jirss tlro nnirrral
.13. lVlro said
it?
"*'
"
'- [ .'W -e,,i,
Build it!
Chont-o-grom
44. Call our nunrber
45. Chartge
46. Choose a card
47. (lirclestatcrncnts
Cll. l)ctcctlves
49. l.ying corrntdorvn
50. My clroice
93" Chant and do
$4. (irrrrrt lhc words
95. I Iot potalocs
96. Karaoke
5l
.
On my lrack
52. Partner search
53. Pass it arourrrl
54. Qrrestion rln cue
55. Say it fast!
56, Sentence mt: nlory
57. I'hrow the rlie
58. 'liue or false
Reod it!
5$. Chopstick relay
60. ttill in tlre blanksl
01. l;lnd tltc wortl
62. (iive rnrl I'ivc
63. Grorrgrbrainstonuing
64. Group spelling
65, I got oncl
66. Oops!
67. I)air dictation
6tl. I'lronics corrcerttraliotr
69. [)honics fislting
70. l)honics nrusical chairs
71. Quick flash
72. Separate the sentcnces
97. I l.lnc lly llrrc
9tl.
99.
Ir,ly
chant
l)oint along
100. Rearrangc
I
0l .' Sokr
102. Starrd up rvhcn yorr hcar it
Wrop-up
l0ll. Ilack rvriting
104. Ilye-bye garne
105. Wlrat I lcarned totlay
106. Whcre rvas it?
Rewords
1
07. (lertifi catc of conrpletion
I
Otl.' lleururrl carrls
t09. Vcrllal praise
7',1. Sourrd relay
74. ljnscranrlll: itl
75. Vanishingsentonctls
76. Write it! ttelay
Proclice it! / Recycle it!
77, llesl lrt Iort
Ttl. lluzz
7lr. (;()ncerrtrillion
80. Ibllow thc patlr
Bl. Kangaroos
ll2. Mlnrc it! llclily
tl3. Monkey ln the nriddle
84. No. Sorry. (tio fislr)
ll5. ()kl tloid
86, Ilarrots
tl7. lloll it two tirrcs
BB.
Say it! Bingo
89. Stand in order
90. 'l'ic-tac-toe
91. 'l'irldlywirrks
92. Worul racc
Aclivity Bonk Conlenls
lisl
l:|
Itri
i
r,riiiifiir$ir,ffi
.rl
$ffi
.:i$+{$ffi :i
Notr: lo trralt activitics usirrg
llt:rluced l,iclure (larrls
( lcirchcr's Guitle p1l. l7l-179)
rrrort' clrlllt'ngilrg, yotr rrray
r|itnt lt) cttt o[[ tlte rvortls
plrrascs frorrr tlte cards bcfrlrc
rrsirrg llrcrrr.
Worm-up
l.
/
Review
lleat the tlnre
I'ut Itictttre Carrls to llo rcvicrvctl orr
tlrt, lro;rrtl (rvitlr tlrc l)ictrlrc si(los
rlrrrrving). I lave Ss starrrl irr a circlc.
i:r,.:iii,
cntrls. Sly a rrtrntllr:r. Ilave Sls try to
bc l'irst ({) gucss tlrc carcl. (llrcck tlre
card arrtl tcll Ss il tlrc arrsrvcr rvas
('orl(,ct or irrr:orrt,r't. I lnvc SIs tlrcrr
go to tlre back of thcir lirrcs.
(lontinuc rrrrtil all Ss ltavc had a
cltnnce to guess a carrl.
5. Ilow
I
lave orre stutlt'rrt irr eaclr gror,ll) act
as
thc riccrctilry ()r artist. (iivc grotrlls
five rnirrutcs to list or clrarv, lrorrr
nlcnrory, as nriuly vocllrulaLy iterrrs
[r
lrrls iI ncccssilr]'. Wherr tlre last
slrrrk'lrt n.rnles a card, stop the
stoprvatclr arrcl clreck tlrc tirrrc. I lavc
Ss rt,pt at the activity lnd try tn
( rlnrl)lcte all tlre rvorcls in a shorter
bolrrl.
irrrt..
I
nrany c:ul you ntnlc?
l)ividc tlrr: t:lirss irrtu snrall gr{)rrl)s.
Strrrt n sto;lvatclr. llave Sl narrrc tlte
lirst carrl ou tltc l)oar(1, S2 lrarrrc the
sr.t'orrtl, arrcl so ort arourrtl tlte circle.
Ss clrr ht.lgl caclr otlrer nalnc tlle
t
....,,;lr',,.
have alrearlt' lcarncrl) as possible.
Wlren tlre tirne is rr1l, lravc groul)s
take tttrrrs narrrirrg orrt: itenr [r
Varlation: Ilavc Ss list plturtics rvortls
front tlrc lleul it!scctiorrs in thc
Stutlcnt Book.
6. lrt rny row
2. I)rnw the cot
I)rrt Ss'scats into rorvs trrrl colrrrrrrrs.
I)ivide tlrt class into strrall grorrps.
Sltrlrv a l)iclurc (lirrtl to bc rcvicrlctl,
ask a grattrrrrar tlrrt:stion, or siry lirrc
lllve Sls in eaclr group rlraw tlre
lrcrtrl. lrorly nrrrl lcgs oI n cat (rro otlrt.r
li'ltrrrt,s) orr llrc board.'l'lre n slulrv a
I'irlulo (lurd to bc roviervcd to all Sls.
Ilrc lirsl sturlenl to llanle the cartl
tlrrxvs a tlie arrtl adcls a featurr: to the
grortph cat. lf I is throrvlr, Sl tlrarvs arr
r.lr; 2, nlt e1,e; ll, a rrost; 4, fotrr,
rrlriskers;
l'r, a nloutlt; 0, a tail.
irrrtinrre irr tlte sarne rval,rvitlt tlte
otlrt'r carrls. A cat can orrl1, have trvo
r,\'t.s arrrl lwo cilrs. lf a grotrll tlrrrlrvs
(
lre slrrrrr. rrtuntrer agaitr, thel' carit
rlrarv ulry tlrilrg. (iroups try to llc lirst
l(, c()tnlllctc their cat.
llavc tlre fnlrrt lorv ol'Ss starrrl u1r.
otrc ol
l
tli:rkrg. Starrrling Ss try to l)c
lirst to ritisc tlrcir lurrrrls nrrrl itrrsrvcr.
'l lre sttttlctrt wlIo ansr,,,crs
corrcctly
carr sit tlun,lr. (hrrtirrtrc ulltil ()nl)'
orre strrrlcnt (S I ) is lt.{'t starrtlirrg.
I llve all Ss sittirrg irr tlrc slrrrc colurrrrr
as Sl rrorv stirntl trp. (lorrtirrue tlrc
gatnc urrtil orrll'0rrt'strrtlcnt (S2) is
stirrrrlirrg. Ss sittirrg irr tlrc sarrre rorv as
52 rrorv starrtl tr1l. (lrntinurr rrrrtil all Ss
Itavt'ltarl il clritrrct to ilnsh,()t'.
I
ll. I:irxl lt and swat itt
I'lrrce l0 to 20 I'}ictltre (larrls to be
rr.r'ierr'etl on tlrt table or lloor (rvitlr
tlre l)ictrrre sitles slrrlrving). I lave Ss
grrilrt'r lrrorrrrtl the cards. Say orrc oI
I lrr clrtls. I lave Ss find it atrrl slall it.
.l
lrc first lrarrd drlrvn tvins thc carrl.
t lsirrg fly srviltters itrsicad of hands
irrcrelst's tlrc furr. lrr largc cllsscs,
tlivitlc ss irrto grorrps of [our to six
:rrrrl trse onc sci of llcrluced I,icture
(.rrrrls pr,r glorrp.
.1. (iucss
ltl
I)ivirlt.Ss into group A arrrl group ll
tlrt'rn lirrc up irr trvo lirres ilr
lrorrt oI tlrt. bolrd^ l)trt I'icttrrc (]ards
to lr1' 11,f i1,11stl on tltc lroartl (rvitir
tlr(' lli( tut(, sirlt's lritltlt.rr). (ln,cr tlre
rrnrrlr ort tllr. I'ietrrre (lartls $'illr
lrlrurL pit,r'r,s ol 1xr1rer. Ntntrbcr tlre
lurrtl h;rve
II
Arlr ,,ily Brrnk
7.
More picture searching
[Jsc lleducerl l'ictrlro (]ards to be
rcvicrvtd, or usc trritgozint. picttrrcs.
(lut each piclrrrc irr lralL (iivc orrc
lrlll'lo
eaclr sttrtlr:rrt. I lirvc Ss searclr
[or thc sturlerri rvillt the otlrcr half ol
tlrcir picttrre. Ss rrxry not sltorv tlrcir
picturc to tlre otlrcr Ss, Ilavc Ss rvalk
arourrd tlrd classroorn describing
tlrcir half of thc pit:ture, c.g. ?7r11,
speo k (S1ttt tr ish ) i tt ( ltl
a-t
it:o).
8.
Narne itl llclay
[)ivitle Ss into trvo groul)s stantlirrg
irr nvu lines. Ust' I'iclrrrc (larrls to be
rel'icrvctl or
rns. Ikllrl trp ir
card. I lavc S Is tr v to nau)c tlrc cartl.
,
(iivc tlrc cartl to tllc strr(lcnt \vlto
narrrL,s it first.'l hut Sl gocs to tlre
cttrl oI hcr lirrc; tlrc otlrcr S I stilvs in
frottt ittttl ltas ottc rnorc clrarrce. II lre
is ttot tlte first to rxrnrc llrr: ncxt carrl,
he goes to tlrc llle k of thc lirrc.
a
1rr,rj
Variatiorr: SlrY a grarrrrrrar lraltcnt to
Itr. rcvicrvt'rl.'l lrr,rt slrort a I)icltrrc
(larrl. Ss trY to l)e firsl to sav lhu
11 iuurnirr l)ir(t(,rn, srrlrslittrtirrg irr tlrc
itctrr orr llrc clrrrl.
$. I"otto
(iivc cirt'lt slrt(l(,trl orrr,sct of
llt'tlrrct.tl I'i('llrro (llrrls lo lrc
rr,t'it'n'ctl. I lrrt'c Ss cltoost. ittrl' forrr
c;rrrls ;rrrrl llliree tlrt'rn [lcc up ilr frrlrrt
o['tlrrrrr. Nirrrrc tlrt'carrls l'rorrr tlte sct
itt ntnrlorrr ortlt'r. I lrn'r Ss lurn ()\'('r
tlre clrtls )'ou naln('. Illrvc tlrc lirst
strrrlcnt \\'ll(, trrnls ovcr illl ltis Carrls
rrrakt' a s('nt('n('(' rllriclr inclrrtlcs llrc
tvotrl ott ortt' o['ltis cur tls. I litvt. Ss
clroost. tlif[i'rt'rrt c;rr rls [r orrr I ht. sel
urrtl plirl' ;rrrollrt'r rotrlrtl.
10. What's nllsslng?
l)llcc l0I'iIturc (]ards to llc ruvierr'td
or classroorn itcrrrs orr the till)l('.
I lavc Ss strrrlY tlrctn for I 5 sccorrtls,
tlrctt closr' (lrcir t'\'cs. llcrnovr. orre
crtrrl. Illtve Ss opcrr tlreir t'1'<.s arrrl try
to itlt'ntilt'tlrc rrrissirrg clrtl or itclrr.
trcrcast' tlre d i I Iir:rrlt-v lrv rr.rrrovi rr g
trvo cartls rrr rcarr;rngirrg thcnl. l.t. I
ilrc slr.rrlurrt rvlr0 llrst alns\r'r.rs
cot'rcclll' lrrkt
tirrrc. lrt I;rrgc classcs, l)ut Ss into
groul)s ol [our rrrrtl grlat. rr itlr
llctltrcr,rl l'ictttrt, (larrls.
I
I l. Where anr l?
l'lilr'r,il l)i( luIC ()tr llru l)()ilt(l
!,(r
c\'('r\'()n(t c:lr) s('(,it. Use lt pir'trrre of
it r()orn, ir lloor lllarr oI a llrriltlirrg or
;trt otrtsitlt' st crrr'. I Invt. S I prt.tr.rrtl lrr.
is lritlirrg sorrrcrvlrcrc in tlre pictrrrc.
I lavc tlrc clnss ask r;trt.stions to lry t(,
grtcss rvlrerr. S I is, e.g. tlro yott (under
tlre tablt)? or Are you (itt the
Iriltt'hntotrt)? I l;rve tlr0 strrtlent tr lrtl
llu(,ss('s S I's lritliug place clroosr' tlrt'
trext lritlirrg lrlircr.
12. lVhispers
I )ivirlt,Ss irrto lrto groul)s st:rrrtlirtg
irr trto lirrcs. \Vlrisllt'r a trrtrtl or a linc
ol a tliirlog to Sls irr caclr lirre. Orr tlrc
c()unt ()[ tltt1 t', lr:rvr-' S Is rvlrispcr llrt:
ttorrl or scntcn('c to 52s rtlrrl rvltispt:r
it to Slls arrrl so on. I ltvt. tltt last
sitttlcrtt irt t,irclr lirre rtrrt to vorr itrttl
rvltispcr tlrc rlorrl or scrrte ncc. Il:rvc
SIs tlrui go to tlrt. lxrr:k o[ tlrcir lirtr,s
llclirrt. t'orrt irrrrirrg rlitlr airother rlord
ot's(.'nt('n('(,"
Tolk obout it! (Vocobuloryl
13. All in order
Ss and give them each a
Pictrrre Card. Name the cartls ln
Choose I0
rantlom order. llavc lhose Ss stand
rup antl rnake a linc ln thc given
orde r.'l'he rest of the Ss are tlrc "iury"
and check rvhcther the Ss are
standing in the correct orrler. Nanre
the cartls again, faster ancl in a
different order, I lave Ss agtin stanrl
in the given order. Ilepeanvith
different Ss.
Vurlatlon: ln largo classcs, have Ss
play in groups of l0 and use lleduced
l)icture Cartls. (iive cach strrtlcnt a
card and have groups try to be the
first to lirre up in the correct order.
14. Balloon trounce
Put l)icture O0rcls on the board (with
the.pictrrrc sides shorving). I)trt Ss
into sntall groups. (iive cach Broup a
balkron. (irorrps try to kccp tlrc
balloon up in the air. Iiach tirrre the
bulloorr tolrclreri I l)ilrt of il strrdcntl
hody, tlre strrdent lrns to sny one o[
llrc rvorrls of ;lhrascs. (irorrlts try to
kecp the ir bulloon ul) the longost.
15. Cards ln order
Place one set of Picture Cards on the
tablc (rvith lhc picture sides shorving).
Name a ferv of the cartls in randonr
ordcr. Ilave Ss, as individuals or in
pairs, take trlnrs linillg up tlrc cards
in tlre orrlcr in rvhich you narrrc
thern. llave Ss tlren nanre thc car(ls
in that order, Narire tlre carrls faster
and in a tliffercnt ortlcr caclr tinre.
Vorlutlon:'l"lris can trc done rvith Ss
ln groups using llecluced Picturc
Carrls. llave each grorrp try to bc the
flrst to linc up the c.rr(ls in th0
correct ortlcr anrl nanre thcrrr.
16. Charades
Sl one of thc Picture Cartls.
Ilavc Sl ocl oul thc rvord or phrlsc
uslng gesttrres and sound effccts
onl1,. I lave the rest of the Ss try to
itlentity the card.'l he first student to
corrcctly name the card acts out the
Shorv
next card.
Varlatlon: Divide
Ss
into groups.
Shorv the sanre card to
SI
s
fronr all
groups. llave Sls act out the rvord or
phrusc firr their group. Whcn tlre
groul) guesscs the rvord, hove 52
cotnc lo yotr for thc nL'xt wor(|.
17. Circle it! Relay
Divide the class into tlvo groups
standing in two lincs. Divide the
board in half, one half for each
grotrp. Orr each half, write four or
nrore vocabulary words to be
prflctice(I. Say one of tlre rvortls.
llave Sls from each group nln to the
, board and try to be the first to circle
the rvor<1, say it, lrand their chalk or
marker to S2s and go lo the back of
thcir lines.
lB.
Cooperative Picasso
Usc rnultiple scts of 6 to l0 Reduccd
Pictrrre Cards. Divide 55 into groups
of four to six. (iive eaclr group a set
of caruls and some paper. Place the
carcls face clown in a pile. At your
signal, have Sls in eoch group pick
up the tol) cards irr their piles and,
witlrout slrowing it to thcir grorrl)s,
draw the itern on thc paper. Ilave
otlre r Ss ilr tlre groups try to guuis
rvlrat it is. As soon as the group
guesses correc{ly, Irave s2 pick up
tlrc troxt cnrtl arrrl llegirr t0 tlrinv it,
I love groulrs try to be the first trr
corrcctly grtass ull tlre cllrrts,
19. Fastaction
llse one set of Picture Cards. I lave Ss
take turns choosing a cartl, lhen
flashing it very qrrickly to the other
try to guess the card. I lave
the stuclent who grresses correctly
flaslt thc ncxt carrl.
Ss, rvho
22. Meet me ln the mlddle
Put one set of Picture Cards on the
board in a linc (rvith tlre picture sides
shorving). Divitle Ss into nvo groups
and havc the Sls stnntl at oppositc
ends of the line of cards. llave rhe
Sls rvnlk torvards each other, nanrltrg
lhe cards, one itt o time. When they
nreqt, say rock, paper, sclssors, One,
Itt,o tlrec! antl have rhenr play tlrc
ganre. 1'lrc rvinrrer continues rvalkirrg
dorvn thc linu torvarrls the ollpositc
end, nanring cards,'l'he loser goes lo
the back ol lris group tnd 52 I'rom his
group starts rvillking antl nanting
cartls frorn tlre end. Continrrc until
one grolll) reaches the other groupl
elrclr
Variatlon: Replace cartls regularly to
adrl inlerest.
23. Mlnd game
llse l0 Pir:trrrc Cards. Rcvlcrv thc
cartls rvitlr Ss. I lave four Ss stanrl at
the front of tlre room, lacing the
class. llave the Ss place tlreir lranrls
on lhcir fr-rrelrcnd, palrrts orrlrvarrl.
Plnt:c a l)ictrrrc (lartl ln $aclr slu(lcnt's
lrnrrds, Ss cart look at llte ollrcr Ss'
carrls, llrrt cannol rie c tlrelr own.
llave Ss lry to glless rvhat card thcy
are holdirrg, c.g. Is il (packed your
Dag)? Alknv thc class to give hinls.
Aftcr all four Ss guess their cilr(ls,
continue witlr four nrore Ss arrd
dilfcrent cards.
24. My mlstake
20.
Get them all
tlse rnultiple copies of lleduccd
I)ictrtre Cards. (iive one set of cards
to caclr stu(lcnt. I)ivitle Ss into
groups. Have the sanre nunrber of
groups as l)icture (lartls, i.e. lf cuch
s(urlcnl has eiglrt dil'fcrcnt l)ictrrrc
(jutls, tlrerc slrotrkl tle elght groul)s.
Assign cach groul) one of the cnrds.
llave Ss walk arorrncl tlrc room,
asking for their grotrp's card, e.g. Do
yott lrave the (nqt uteek) cnrtl? lt a
stu(lent ltas the cartl, ltave lrirn give it
(o the asker, lf not, lravc hirn say No,
Sorry. llave groups try to be first to
collcct all copies of tlreir card.
21.
Guess
Put one set of Picture Cards in a pile
on the tatrle, face down. Have Sl take
lllc tol', card, look at it, and withorrt
shorving anyone, askWhat ls lt?
I lave otlrcr Ss tly to guess rvhat it is,
c.g. Is it (take a Drr.s)lSl ansrvtirs lt's
or Nn.'l'he litu(le nt rvho grtesscs
corroctly takes tltc noxl cilr(1.
lold up l'icturc Cards to bc
practice(l anrl nanrc thc voi:ahrrlary
wrlrds incorrectly. I lave Ss try to
corlect your rtristakes. lirr exalnltle ,
holtl rrll thc carrl for cltssroottr artrl
stly olfice.l lavc $s say No, ll's
classntom,
I
25. Prrt lt dov.rnt
l'icturc Carcls on the
table (with tho plcture side shorving).
Say Picl' up (lake o rrrir), (Sl3
name).llavc Sl pick up thc cartl.
'l'lrerr irrslrrrct Sl to Put dou'tr (luke a
train). Repeat this rvitlr 52, llut tlris
tinre add a lncation, c.g. Pttt tlott'tr
(walk) trext to (tomorrow). Continur:
rvith diffcre rrt Ss, cards arrtl
locations.
Place one set of
26. Put lt tlown togetherl
'Ihe.same activity as Put lt dorvnt btrt
this tinre give each sturlcnt a set of
llctlrrcctl ltictrrre Carrls. Ss
sintrrllaneorrsly follorv thc dircctiorrs
you give.
Aclivilv
Bonk l5
27. Ilace
by number
)ivirle Ss irrto trvo or nlore groups of
firur lo six. (iive cach group menrber
a rrrrrrrller, usilrg tlte sornc trumbcri
frrr all groups, lfnecessary, give one
slrrrkrrrt tryo rrurnbers. Call out a
vocnhrrltry rvord or phrase and a
rr rr rrrlrt'r, e.9,. I leulaclte. Iluo. llav e
Ss rvlr(' $re rrtrrlllter two fun t0 ihe
lrrrirrrl, rvrile headache or drary a
l)i(:lutr' of a person wlth n lreadnche,
arrrl sit rlorrlr ngillrr. llave Ss try to bo
ilre firsl to correctly corrrltlete the
I
and clap again. e.g. (slttlt) (slap)
(clap) (clap) shortest (clap) Iong,est
(clap).llave the stutlent wlrose worct
is longrr.sf tlren takc lris trrrnl (.slrr;f
(slap) (clap) (clap) longest (clap)
oldest (clap), and so on, Contirrue irr
this lvay until a studcnt nrlsses tlte
rltytlrrrt or rnakes a rrristake. Start
agnirr rvith lhilt stu(lcnt. (iradually
increase the pace.
Varlatlon: Use pllorrics words front
tlte lioad itlscqllorrs irr tlre Strrtlrnt
llook rathcr than vocabulary wortls.
llr.ik.
Noto:'l his flctivity can also be done
rrsing tlre plrolrics lvords in tlre Read
ill sr,ctiolrs lly lrnving Ss rvritc tlrc
rrorrls you say'.
2ll. ltellcat Bfler nre
Ilokl u;r one of the l)icture Cards clr a
rcnl ohject. l)oinl to Sl and have her
rtilnlc lhe card ()r object. llave the
class repeat after Sl. lfsl nrakes a
lrtistirkc or cannot tranrc lhe card,
lranrc lhe card yourself, lrave Sl
rclrcat afler you, and have the rest of
tlte Ss repeat after Sl. I lave different
Ss tr), lo nanle tlre cartls or object
eaclr tirne.
29. Slowactlon
Usc l)iclurc Cnrds. Have S I clroose a
carrl arrd covcr tlre cartl rvith a lliecr:
ol lrt avy ;raper. 'l lrcrr lrave S I
urrcovcr tlre card very slolvly and
hilve tlr(} class try to guess the card.
lltvt' tlre student who grresscs
corrcclly choose and uncover the
rrcxl clttl.
say?
I lave Ss l
slflternents abotrt tlrc itertrs irr tlrc
tttain scenes. More advanced Ss carr
ntakc stttcnr{rrrts rrsirrl; llrc itrlus,
e.g. There are (sonrc kniues) for the
;ricturc of krrivcs.
Tolk obout it! (oiqlogs)
Soy it!
/
33. tleep
dialog, srrbstitrrtirrg llealt lor
otrc o[ lhc worrls. Ilavc Ss sultply tlrc
replace rrrent wrlrtl rlr llhrasc. I:or
cxarrr;rle, say IIe likes to beep. llave
Ss say go otr lhe Intentet. Corrtirrue
with dillcre nt tlitrkrgs, substiruiing
Ileep f
34. Change partners
31. 'l'lrurnper
35. IIlgh drarnir
eaclr sturlerrl choose a
vocabulary rvord or phrase. llave Ss
rvritc tlrr.ir rritnlcs atrd tlrelr wrlrds or
plrrascs ol) lhe board. Choose a lvord
or lllrrase yorrrself, as well, e.g.
slrortest. I lave Ss sit or stand in a
circlc. Start a I 2:l 4 rlrythm. Ilave Ss
slap their lhighs tlvice and then clap
their lrarrtls hvice. llave Ss say a
rvrlrtl, r:lagr once, say another word
Put Ss into l)airs or groups. I lave Ss
act out tlre dial
voices, e.g. a lotrtl voicc, a slccpy
voice, a computer-like voice. I Iave
sotrre Ss say their tlialogs in front ol'
tlte class.
iive cach studerrt a sct of lledrrcccl
Ss irrto pairs. I lave
pnirs llrrl dorvn olre card each on
tlrcir rlesks, suyilrg tlre wortls on the
carrls at thc sarne tirne. lf they prrt
rlorvrr tlru slrnc card, thcy try to be
first to call out Sflarrrl'he first person
to call out takes the used cards.
(iorrtirrue untll one student has all
I'i(:lurc Cards. l\rt
t l;rvr.
l6
32. What can you
llrc carcls.
(
Aclivily Bonk
Mnkc a circk: of clrairs in thc lrriddle
oI lhc roonr. Irttrke strre llrat thcre nrtr
as nlnny clrairs as lltcre arc Ss, rrrinrrs
trr'o chairs, c.g. if tlrerc arc lcn Ss,
there slroultl be cight chairs (or four
scts of two clrnirs). llnvc Ss rvalk irr a
circle arounrl llrc clrairs as 1'orr play
sonrc nllriiic (ilrc (,Jrarrr.a.grarlr n,ill
do). I lavc Ss grab illl(!tller stutlcrrl
rvlren tlrc rrrrrsic stups, say tllc targ('t
rlitrlog, atttl tlrln sit dorvrr orr a elruir.
'l lre pair
le
lt stantling is'ilut" arrd
can takc turns operatinti thc
t)ivide Ss into group A and group l|.
I lavc group A frlrrrr ln outcr cire lo
arrd group Il fornr an ilrrrer circle.
I lavc Ss in the trvo circles face eaclr
other ancl stand so tlrat they arc
directly opposite a stutlent irr the
other circle. I Iave nll Ss ilt gr
partrrers in g.roup ll litre tlvo. Say
Clmnge.l lave Ss in group A take trvo
steps to tlre riglrt and have Ss in
group Il rnove two stcl)s to the left so
all Ss have new partncrs. Do the
sarrrc lbr each ncw tlialog. Monitor
Ss artd help wlren necessary.
30. Snapl
36. Musical chalrs
(:l)
lllayer.
37. My own substltutlolr
lJsc tlialtllgs tlrirl c0illillrr a
substitrrtahlc ittnr. l)trt Ss inlo pairs
antl lrnvc tIre rrr rolc-plll'tlrt: rlillog,
substitrrting a tlificrerrt itcrrr froln llrc
one in thc dialog.
3tl.
Say
Read nry lips.
onc of thc dialog lirres silcntly',
orrly rtrorrtlrirrg iltc words. l lave Ss
try to gucss rvhat lirre you havc sairl.
'l lrc sturlcnt rvlto gucsscs correclly
cilll rlrolllll arr()llrcr rlial()g lilre.
Varlallon: I)lrorrics rvords can also lle
tttoutltetl.
39. ltole-play
l)rrt Ss irrto irairs or groults. Ilavc
llairs or gr(,ul)s sal,dialogs using
cnrotiolts atrtl gestures. l)rovidc thcrrt
rvilh lroccssar),1)rol,s, I lave llnirs or
groups say their dialogs in frorrl uI
tlrc cllss.
40.
Say irr partners
I)ut Ss irrto pairs. l lave pairs say
alternatc Iiires of a dialog. I lave Ss
charrgu rolcs. lt is irnportant that Ss
Iook at tlrcir partners rvlrcn speakirrg.
41. Stop the stopwatch
tlsc a dialog tllat contailts a
sullstitutahlc. ilcnr. l)rrl k)ur I)iclrlrr:
(lartls on tlte board (rvitlr thc l)icturr:
sitlcs slrrlrvirrg), usirrg itr.rrrs tlrat
substitute into tlre rlialog. Say ltearlll
Set. Go. and start tlrc stoltrvatch.
llave Ss finrl a partrrcr and say tlrc
dialog rvitlr tlre first sullstitution,
tlrcn finrl rlil'[t,rcnt pilrtncrs l(] sit]'
thc diaklgs rvitlr thc renrainilrg
substitrrl ions. lVlren everyonc lras
finishetl, stol) tlle stoprvalch antl
chcck thc tirrre.
42. 'foss the anlmal
Ilave Ss stand in a circle.'lbss a
stuffetl anirnal to Sl antl say line one
of a rlialog. lllve Sl reslrontl rvitlr
litte trvo, say linc orre agairr, tlt(f tr loris
tlre anlnral to 52. Ilave 52 reslrond
rvillr linc trvo, say linc orre again and
so otr. I)ronrllt Ss rvhcn llecessary.
43.Who saitl it?
Illindfold S2. I lave Sl say line one of
rliaklg rvlrilc tlisgrrising hcr voicr:,
lave S2 rcspon
linc one,
a
I
Variullon: llavc trvo tliffcrent
Ss say
lincs orte autl trvo. I lavc thc
blinrlfoldcrl strrrlcnt grrcss hoth
speakcrs.
Build it!
44. Call orrr numbcr
Asslgn eaclr slu(lcnt a rrunrl:cr. Call
out arry trvo ntrrrrhers. I lave tlrose
lrvo lis rlo tlre targct dialog rrsing tlre
l)ictrrrc Carrls yorr lrold up.
45. Changc
Place l)ictttrc Cards rlr classroonr
Iterns in varlous klcatiorrs irr tlro
classroorn. I Iave Ss circulale in pairs,
askilrg and answe nnB tltrcsliorrs
alroul llre tliffcrent cards or objects.
IVlren yorr suy (,-lrnrrge, have Ss stop
spcakirrg artrl rlrrickly nlovc to
ilnolhcr cal(l or obiect. Kccp the
pilcc lilst.
46. Chooscacard
I)lace l)iclure (lurds to bc praclicerl
on thc ta[)le (rvith tlre pictrrrc sides
slrorvirrg). I lave any sttrtlent use tlrc
rvorrl or glhrasc on tlre carl to say tllc
tarliot statelnelrt or (}restion, ur [irst
lltts of a tlialog to he practiccrl. lI tlre
stalcnlent, qllestion or dialog is
corrccl, have hirn kcegr tlre carrl. If
not, lravc hinr reluru tlre cnrd to llre
tablc. lt is then arrolhcr stutlcnt's
trrnr,
47. Clrcle statcmcnts
s/re, lris, /lci I itrrtl lr.!, orr slx
largc cartls so tlrat yorr havc six
prr)noun cartls. I lave Ss sit in a circ'le.
l)lacc prorrorrrt cartls anrl l)ictrrrtt
Cartls in tlrr: nrirkllc of tlre circle.
Ibint to a l)ronoltn carrl anrl a
l)lclure (iard. I lave Sl ntake u
lVritc lrc,
slolsnlcnl rrsirrg tlrilt l)ronolut, tlrol
rvortl or phrasc and thc target
Hranrnrnr, e.g. (l) (brrrslred rrry
teeth). llavc tlre next stutleut irr the
circle rnake a statcrnent using the
sanre word or grlrrasc but a diflerent
l)ronoun, e .g. (.9&c) brushed her
leeth, ctr the sarne grronorrn but a
difl'e rerrt wortl ur plrrase, c.g. I
(combed my hair). I lave Ss continue
nraking staterncnts irr thc salno rvay
until all Ss have ha(l a turn.
48. Dctcctlves
tlsc tlris activity frrr yes / no
granrnrar targets. Attach a l)iclure
Card (rvith lhe picturc err rvortl sirle
shorving) to thc hack o[ r:nch strrrlu)t,
tusing largc clips or tape. I lave Ss
circrtlatc, askirrg the turgel rlrcstiorr
to diffcrent Ss unlil they [ind orrl llrc
pictrrre on tllcir orvrr llack.
52. Partnersearclr
Sclcct two Ss lo lrc thc rlcteclivcs arrtl
have tlrcnr leave thc roorn. tlavtl six
Ss stattrl ttll lt tlrc lirrrrt oftlrc roorrr,
rvith their hands llchind their hacks.
Show one lticture (larrl {o thc class,
e.g. taking a test, arr(l give it to SL
I lave tlre six Ss all l)ut thcir hands
bclrirrtl tlrcir backs so thc tlctectlves
cilnnot sce who is holding the carrl.
lnvitc tlrc
thc targct question, one at a tillrc,
e.9,. What ruereyorl doilglTlre Ss
arlsrve r I was (taking a lesl) ot I utas
(eating lunch), e tc. 'l'hc rlctcctives try
to glress fronr the body language wlro
is tcllirrg the tnlth, i.c. rvlro has tlro
card. Continue rvitlr different carcls
anrl detectives.
a9. Lyingcountdown
I)lacc l)icttrre Cartls io lle practiccrl
on the tal)le (with thc picture si(les
slrorving). I Iavc Sl l,oint lo onc of tlrc
carrls, narne it incorrectly or rnake a
false statement aborrt it, anrl then
coltnt lo terr. l:or oxarrrple, hitvc Sl
poirrt to tlre sentl thc irrvitation cartl
atrrl say We're goittg lo put o,, a play.
1,2,3,4... llavc tl)t:
51. On my back
rr:st
ol'the
Ss
try
lo corrt:ct the nristakc bcfore Sl
rcachcs I 0 lry sayirrg \le're going to
send the irutitatiotts. 'l"he student
rvho correcls the rnistilk(: first will l)c
tlle next student to nrake a false
siatcnlent or incorrcctly nalllc a
cartl. If no onc correcls llre nristake
bclilre Sl reaches l{), hlve Sl rrarne
tlte card correctly or nrake a trrre
staterncnt abotrt it, lhcrr corrtintre
rvith a ncw slrrrlcrrt arrrl t trerv carrl.
50. Mychoice
lave Ss usc tho t.tr[3]t grlntnl0!'
point to nrake originnl sl:rtenrellts or
I
dialogs rrslrrg prcviorrsly laarncrl
vocabtrlary. Teach classronrn
larrgrrage suclr as I loru tlo you say
ia &rglislr? so thilt Ss ciul llsc
wortls tlrey do rrot krrotv in linglislr in
-llrc slotcnrerrts or tlilkrgs.
IJsc trvo ur llrree lderrtk:irl scls
of
Ilcrhrced ltictrrrc Carrls. (iive each
student a corrl rnaking srlre lllal ot
krasl nvo Ss lravc the slrnc carrl,
t Iavc Ss search for the othcr strrtlcnl
(s) witlr thc sarrre cartl lly snyinti the
nanre of thcir card in a lotrrl voice as
tlrcy rvalk arorrrrrl. Ss nray nol shrlrv
anyone their carrls. lVhen they find
tlreir parlncrs, lrave the rrr rkr the
target tlinlog rrsing the word orr thcir
cartls.
53.
Pass
it arorrnd
Iave Ss stancl or sit in a cirrle. Sa1,
the target tlialog rvltile lroklirrg rrp
tlre relevant Picturc Car(l. Ilave Ss
rcl)e at. I lave Sl ask thc stlr(l(] nt ()n
lris left (S2) tlrc r;ue stion. I lavc S?
ans\ver. Ilupelt tlre ;lrocedtrre rt,iIlr
I
Sll and S,l arrrl contintre arorrnd
tlrc
circle. Say a different ansrver to thc
tllat roles are rcvcrsetl,
54. Questlon on cuc
Divitle Ss illto groul) A arrd group Il.
I)rarv a large tlrrcstion nrark orr the
boaitl. l\rirtt lo lltc qtrcstion ntirrk
and say tlle tilrget qlrestion. llave
grorrp A rcpeat. Ilold up the l'i(:turr
Carrl to llc rrse
(lonlinrre rvitlr tlillcrcnt [)ictrrre
Cartls, llut elicit thc qucstions froll
group A arrd tlrc ansrvors frltrr grortll
11. I lave groups charrge rolcs.
55.
Say lt fostl
Qrrickly flash onc pronolnr t:trrrl (set'
tlre activity Circle statemctrts al)ol'c)
itt your riglrt ltattd anrl one nolul lrr
vcrll phrase Picture (larrl in yorrr lcft
harrrl. I Ilvc lrrtlividual Ss nrake rr
slatunrcnl rrsirrg lhe trvo cartls, e.g.
shorv /le anrl cool'anrl lravc Ss su1,
(lle) llkcs lo (cook). lf Ss rnakc arr
irrcorrecl stalclnerrt, llash llrc t:itrrls
ngrln. l)o lltc sirnrc lilr tlrc rernairrlrrg
cards, rtsing dil'ferent cornbinatiortr
eaclt titrte. l:ur rtcgalivu stilf(,nlrjllts,
drntv nn "X" on llre lloarrl, l)oirrt to
tlre "X" arrtl flaslr tlre cartls rluickly,.
Aclivity
Bonk l7
lave Ss ntlk(. o ncgillive stilleittcnt
llrc lrso carrls yott ll(,ld up.
Altenrltc hr'trr t.t,lr nffirnrntlvc atrtl
I
rusirrg
tr('Rill iUc \lirl(.rrlolrls.
56.
Serrtence nlemory
Ss
cilllnot rctnonlbor flll thr,
rilill(,nrenl$ oI cannot cottte trp witlr
lnollrr nerv slatenlent. Start aBnitr
rr ith tlrt. strrtlctrt rvlto rvas rrrralllc to
c()ntinrr{.. lrr large classes, divide Ss
irrto grorrpr of slx to eiglrt, eaclr
srrpprlrlt.rl by tlrrec or fotrr others
s lro ltelp llrerrt renrerrrber,
Note: \\'lrt'rc allpllcable. havc Ss vary
tlrrir sr.rrte rrces rvith different
pr(!noltrrs anrl affi rrrratlve alrd
I r('ll;rl ir'1. slalolnonl s, e.g, u le) (alu'n!,s)
rrrrlk.s tn scltottl, (Slte) (never) takes
tltc sulnrny, rilther lhan just varf irrg
llre vocabulary rvortls or plrrases.
l'trl Ss lnlo pairs arrd hnve thetrr olren
tlrcir lrnoks to the rolevant lruikl it!
(iive cach pair a die. Ilavc SIs
ilr cach pair throrv the die, and eillrer
1xrgc.
sily llrc'slalolnent (part A) or ask the
(Irestiorl of that nurrrber (part ll). lf
s askerl a
question, have S2s
alrs\r'cr.'l hcrr it's 52s' trtrn to throw
the tlie. \Vhcrr Ss throrv a five, they
slroultl rrrakc trvo statenlents or:tsk
trr'o (lrestions. lVlren lhey throrv a
six, tlrey skip a turn.
Stl. 'Iiue or false
l)ivitlc Ss into irvo groups. llave
grorrll A rrrake a slalenlent aboUt one
(,r nr(lrc o[ llrcir grorrp nterrrbers,
rrsing tlrc' largct l)iltlcrtr, e.g. IIe
usunlly latcs a bus to scltool or SIle
liL'es to
bulkl
nrodels, (iroup
ll
if tlre slatentent i$ true or
t:rlst. lf thr.y guess correctly, they can
rrrake n stalerncnt about a rnenlbor
of thcir owtr group.
gue sscs
lfl
Aclivily Bonk
59. Chopstlck rclay
sets of allrhal)ct cflr(ls irrttl place
boartl (rvith the picture sides
showirrg). Divide Ss into tlvo groul)s,
I lave the Ss tear up l)al)r: r into 3 cnr
s(lttarcs. I lave Ss rvrite tlrc lettcrs oI
all tlre words on tlle l)ie ces of papcr.
I)ut all the pieces of l)al)cr on a tallle
at the front o[ the roorrr, nrixetl up.
(iive the groups n ;rair of chopsticks
or tlo pencils, I lave gr(,ul)s rocc lo
spcll thc wuruls orr tlre cnrtls. Sl takcs
tlrc clro;lsticks, firrtls tlrc first lctler,
carries it back to hcr group, then
gives tlre clropsticks to 52. Contirrrte
runtil all the lvords havc bcen spcllecl.
l)ivirlc
Ss
irrl(r lw() groups. lrlnke ftrur
llrcrrr otr the l}ror (rvith the l)icturo
sides shorvirrg). Sal,a plrorrics word.
I lave Ss in each group dccide on the
rrttrnber of lcttcrs in tlrat rvorcl.'l'lren,
Itave ilrc sanre nurtrber of Ss frorn
botlt groirps run l(! tlto cnrrls. I lavc.
the gror,rps try to lre the first to seloct
tlte corrt-.ct lerttcrs frorn the alphabct
cards arrd stand in order lo frlrrn tlrat
rvord. liach stutlcrrt slrould unly takc
65. I got oncl
by writirrg lhc wortls on irrdiviclual
glicces t-rf paper.
60. F'lll ln the blanksl
66. Oopsl
Photocopy the l)lrorrics (lards for
eaclr sttrderrt. I lavc Ss t'trt otri tlre
cards arrcl place thcrn on thcir tlesk
irr rarttlorrt orcler. Say, ilre plrorrics
rvrtrds, one, lly otrc, in rnntlorrt order.
I lave Ss ro;leat tlre rvords, find the
riglrl cartls and fill in tlrc blanks rvitlr
tlre lettc'rs oI target sorrrrtls.
I lave Ss look at tlrc readirrg in part ll
of tho /lcdd itl page.'ll.ll thcrn )'(,u are
goirrg to read it to tlrenr, llut you are
tircd and rnight rrrake sorne
rnisttkes. Ileacl aloud l)art ll, lnakirrg
rnistakes, c.g. orrrit a rvord, arltl alr
cxtra rvrlrrl or sullstittrte on()llrr.r
rvord. llavt Ss raise tlreir lrarrrls
whcrrcver tlrcl'hc'ar a rrristakc antl
corrcct llrc rrristake.
Varlntlott:'l'lto sanlc gaure can be
played with the sentences irr part C
lave Ss look at tlrc rciulirrg in ;lart ll.
word alrd lrave Ss tcll you
rvlrat line that wor(l is irr. [.et lhc
student wlro lound tlre word first say
the next word.
I
Say atry
62.
Give me live
l)ul Ss irrto ;lairs. I lavc S I in each
pair think of a plronics rvord, count
the lctters and wrile that nunrber of
lincs on his paper, e.g.
------for
circle. llave 52 say letters she thir.rks
ttray be irr llre rvurd. I lavc S l rvrite
tlre letter in its correct positiorr
above tlre line for each correct guess.
For eaclr incorrcct grrcss, Sl clraws alr
"X" unde r tlre lincs. I lave 52 try to
gttess thc rvrlrd befrlrc S l writcs 5
"Xs". I lave Ss charrgc rolcs attd play
again.
63. Groupbralnstorrnlng
[)ividc Ss irtto groups. llave each
group nrake a list of rvords that
.u,,tain the phonics sounds. I lave
groups take turns writing their words
on the lroard an(l narning tllenr.
I lave thc rest of thc cltss repeat.
J
orre lctter.
Writc tlte lctlers oIa plronics sorrrrd
on thc boartl, et.g. ,,9. I lavc S l,drarv a
piclilro oI t rtortl t'orrtnirrirrg tlrat
phonics sorrntl. I lavc otlrer Ss tr)' lo
guess what it is,'l'lre strrdent \rho
guesscs crlrrcctly tlrarvs tlre' next
picture.
61. Fhrrl the word
57. 'l'hrow the dle
SI
64. Group Epelllng
lJsc arr enlarged sct of l)lronics
Cards. Put tlre cards itr a line on tlre
ll;rr'r, Ss sit in a circle. Say a targ(,1
slirt('rnr'nt trorrr onc of tlre. Ilrrilrl itl
qr.t riorrs, r'.g. .Sfte (sontellnrcs) (takes
llte trninl to sclrool. I lave Ss relroat.
I lrcrr hrrvr.Sl lnnke n sinrilar
:\r irt('nt('1tl rrsirrg a different
vorrnbtrltrl' rvord
SJ rr,grr.;rl Sl's $t,ntf nce 0nd thon
rrrak' lrrotlrur sirtrilar statenle nt.
I llvo 5,1 repeitt Sl I and S2'.s
stillr.nrrlrls nnrl lrrake anolllcr onc.
I llr'r' Ss krcp 1;oirrg orouutl tlre circle
uiltil
Reod it!
,*l
67. I'alr dlctatlon
l)trt Ss ittto pairs. (iive eaclr pair a
lliccc of paper atrd a pencil. Sa1'the.
sentences of the rcatling onc b1'orre,
pausing betrveen serrtcnces. I lave
pairs try to rvrite tlorr,rr tlre
sentences. Chcck b1' having
individual Ss rvrite tlre serrtences orr
tlte troard.
J
68. Phonlcs concentratlon
Makc a pltotocopy of ortc pagc of tlte
l)honics Cards for each pair of Ss. l'ut
Ss into pairs. I)hotocol)y onc ;rage of
tlre Phonics (lards for each grair of Ss.
Ilave Ss cut out eaclr carcl, separaling
tlte rvrlrrls frorn tlrc llictttres. Sprcatl
all cards face dorvrr on a table (rnake
srrre carcls clo rrot overlall). I lave Ss
tokc turns trying to filrrl a rnatclring
pair (rvord and piclure) by trrrnirrg
ovcr two cards. lf thc trvo ntatclr,
have Ss narnc the cards before takilrg
thelrr. lf tlrc trro cartls rlo rrot rrralch,
havc Ss turn over both cards agiritt itr
thcir rlrig,irral llositiolrs.
J
ffiffi@y,,
69. Phonlcs fishing
I lave Ss cut out paper fish anrl rvritc
tlte rvords ofthe scntences in part o
of thc llenrl ill page on the fish, one
tvolrl ot! eaclt llslt. Attoclr a lrapcr clip
to each lish. I\lake a fishing pole frorn
a 1:iecc o[strirrg tntl a pencil. Attach a
rnagnct to llre entl ()fthc string. llave
Ss go fislting firr the rvorrls to rnilke a
yoll sa!,.
Varlatlon:'l'lris can alsu be rlrlrrc rvitlr
senle nee
lcttcrs orr tlre fish, Ss try to spcll the
rvorrls yotr say,
70. Phonics nruslcal chairs
Arrange choirs in a circle, one chair for
each student. Place a l'honics (lard on
cach clrair. l'lay sornc rtrrrsic, e.g. thc
Cluut-u-gratn, arrtl lrave Ss rvalk
around the circle. \trliile llrc n',usic is
playing, rvrite a phonics sorrrrrl on the
boartl. Stop tlrc nrrrsic. I lave Ss try to
sit tlowrt on it clrair rvhosc cnrd
contains the phonics sountl. llave
tlr
Variatlonr'l'o rnake tlro ganlc rnore
challenging, crrt off tlre rvorrls frorn
the cartls anrl use only tlre picttrres.
'
71. Quick flash
l)hotocopy l)lronics (larrls. Irlake
cnorrgh sels so that each stutlent has
()ne set uIcards. Say one of tlrc
sorrntls. I lave Ss hokl rrp a carrl rvitlr
a rvorrl llrat contains that sorrnd antl
nonle the carrl, e.g. say g anrl have Ss
Itokl rrp nrtrl rruntc tltc girulfc carrl.
(lolrtirrtrc urrtil all sountls have trcen
pract icc(|.
72. Scparatc the serrlenccs
Writc thc rvords of lrvo {)r nloro
se rrtrnces frorrr part I| of thc ltuul it!
l)ilgu on scl)arntt: carrls. l'rrt Ss irrto
grlirs ur groul)s. I\lake orre sr:t of
cartls for caclr pair or grottll, arrtl
lrlacc cach sct in an e rrvclollc. (iivc
one ertvclope to eaclt pair. I lavc eaclr
plir line ttyl tlre cartls to forrrt the
sentences. I Iave Ss tlrcn take trrrns
rcarlirtg the s(rnlcncos.
73. Sound relay
l)ivirlc Ss lnlo lwo or nrort: gr(,rtl,s
starrrlirrl; in lines. l)rarv vertir:al lines
dorvn the troard to tlivide into
coltuttrts, one coltrnrn for eaclt
group. In ench colrrnrrr, rvrite the
sanls tvords, rvillt letlcrs oftnrgct
ltlurtric sourrrls rrrissirrg, t: .9. ,r-**,
s.rl*-*,,rc*-*rl, sr---J,
tt,lt---,ll--*, Siry a rvortl orr tlre
lroarrl. Ilavr: Sl s lirrrl thc rvorrl irr
tltcir coluttrn and fill in the tttissing
78. Buru.
lutters. I Iave Sls go to tlre back ol'
their lines and lravc S2s go next.
I
74. llnscrunrble ili
Divide Ss into grorrps of four to six
stunding in lines. Writc the lette rs of
a pltonics wortl in scrarnblerl oruler
on the boartl. I Iave S I s in eaclr grorrp
ntlr to the boaKl arrtl try to lle tlre
first to rvrite the lcttcrs in tlre corrcct
oruler. llave the othcr Ss hclp by
calling out the Icttcls rlr rvords. I lave
Sls tlren go to the bat:k ol'tlreir lincs.
Write arrother scrarrrlrletl plronics
rvrlrd on the board antl iepeat tlre
llrocetlure with S2s.
75. Vanishlng sentences
Write a sentence fronr part B rlr part
C of the Rcad it! page of the Strrtlent
llook orr tlre boalcl. llcad eaclt
selltcnce two or threo tirltes with Ss.
I lave Ss close thcir eyes or turn to
tlrc llar:k of tlre clussroorn. Ilrasc onc
or two wor(ls frorn llre sentence.
I lave Ss k:ok at thc hoartl antl rea
nrissing rvord(s). (lontirrtre irr tlrc
sarnc rvay until th(j rvlrolc sentcnce
Iras been erased arrrl Ss are reciting it
lrorn rnernory. Coutirrrre rvith the
otlrer sentences.
76. Write itl Relay
l)ividc
Ss into two l.lr()ul)s standing
in trvo lines. Whispe r one of thc
targr:t phonics scnl()nces to SIs in
eaclr lirre. llave Sls rvlrisper tlrr:
sentencc to S2s irr tltcir lirros, rvlro
tlren rvhisper it to S:ls, antl so on.
I lavc tlre last stll(le nl irr e ach grougr
nrn to the boarrl and rvrite {lre
5ent0ncc.
lave Ss form a circle. Sllecify a
nrrnrber frorn I lo I0 to t)e thc }lt::
rrrrtnber, arrd a granrnrar stalorncut
ttl bc tlra lrrr.zz statctrrent. l:or
exartrplc, if the }rrz.e nrrrnher is Ii arrrl
tlrc lrrrzz st[tenlent is / IiA'e to
lrave Ss bcgin counllng, irr trrrrrs,
around llre circlc: Sl says t, 52-,snys
2, arrd so on. Whcn the buzz nruubcr
is reaclred, lhat strrrlent slrorrltl say ir
scnt(j nce using tlre brrze state nre rrl
lrrrt riot tha buzz nurnbcr" Ilave tlre
rrext str.rdent c0rrtirrtre rvith tlte rrexl
trttrrrlrcr, c.g. Sll 1,,52:. 2.,53: 3,, S.l:
4., S5: / lit'e lo (ice-skott)., 56: 6., 57:
7., arrtl so on u[) to 10, then start at I
agairi, If a studcrrt makes a ntistake
()r says llre Duzz rrrrrnbcr, she is orrt.
Continue rrntil only one sturlent is
left.
Varlatlon:'lir nrakc tlre activit), rrrort:
challenging and to practice tlrtl
biggcr rtrrnrllers, have Ss curutt rrp lo
20 or abovc and say a scrrlcncc rvitlr
the 0rrzz slfllenlcllt eaclr titnc the
}rrzz nrrnrber rlr a nlrntl:cr
crrrrtuining tlte buzz rrurtrtre r is
reaclrerl, (c.g. if the brrzi nunrhcr is 5,
Ss shorrld also say a se rrtrrrcc on 15,
25, etc.)
79. Concentration
tlsc llcrlucecl l)ictrrre (larrts to nrake
one rlock of carrls contairring 5 to l0
pairs of idcntical cards. I)lncc all thc
cartls face dorvrr
trrrrrirrg ()ver ilny lrvo carrls. lI the trvo
carls rnatch, hlve the slrrrlcnt rranrrr
tlte pair of carrls bcfore ttking tlre rn.
lf thc trvo carrls rlo nol rrratclr, havt:
the strrrlcttt tulll over botlr cartls
agairt (in tlreir original grositions) arrtl
Irave the ncxt stu(l(jnt tuilt ovcr l\r'(l
ca rtl s.
Proctice it!
/ Recycle it!
77. llest in ten
llse rnrrltilllc scts of i{lentical
llcduccd l)ictrrre (lartls. l)ivitle Ss
into groups of tlrrt:c artd give eaclt
group a sct of cartls. I lave S I s in eaclr
group be tlrc "nanrcr" antl have 52s
anrl S3s bc thc jrrdgcs. I'lace lhe
cartls [acc lrl) on tlrc tnlrlc, Say Gn!
I lavc S'l s lr.lnlo as tnarty carls ils
possible in I0 scconds. Say Sfopl
rvlren the tinre is up. Ilave the judges
count the nurnbcl' ()f cards the Sl s
corrcclly nametl ilrrrl wlitc tlowlr tlrc
scorc. I lave Ss clritngc rolcs anrl
r0l)eot tlre PIocctlrrLe. tJsc a dil'lbrcnt
set
ofcarrls each tillrc.
Varlatlon: llavc
Ss plny in llairs,
Ilave Sls irt eaclt pair trrrrr ovcr onc
card, e.g. thc artist carrl, poirrt lo
another r:artl anrl ask Is tltis llrc arllst
cnrrl? I lavc 52s lurn (,!ct' tllt: clrtl S Is
arc pointirrg to. lf it is a rnutclring
cartl, have S2s ansrvcr l'er, l, is atrrl
lrarrtl Sls tlre pair ol'carrls. II tlrr:
carrls do not tnalch, have SZs sly No,
i, isrr'f. Sorry. lt is tlrerr S2s' trrnr.
80. Follow the path
I)lace l5 to 20 Picture Carrls orr tlrc
talrle in a straiglrt line, circlc or ollte r
l)iltlcrrr (rvitlt tlre plctrrrc sitlcl
slrrlruitrg), (lhoose orrc plucc lo l.tc
Slarl arrtl ono to be l;lnislr. Iluvu r,uclr
slrrrle nt place a marke r olr Slart.
I Iavc Sl roll a tlic, ntovc lris trrarkcr
Aclivily
Bonk
l1)
ffi$r;
.ffi*,
,
llrlt
rrrnrrhcr of cnrtls torvards llre
lnlke a senlence rvlrich
itrclrrtlt s llrc lranre of the card orr
rrlrirlr lre l:rrrrls. lf Sl cilllnot lnake'a
s(,nl('ncr.. lre goes back to Start.'l lris
is rnore frrrr if the nrorc clrallcrrging
t';rrtls ilre lorvards Finish.
go:rl. arrrl
I
lll.
Kalrgaroos
I )ivirle Ss irrto tlvo groups. I lave S I s
go lo thc front of the roonr anrl stantl
[irr:irrg each other, rvith tlreir lrands
lrr,hirrrl tlrcir backs. Attaclr a Picture
( .lrtl to tlre lrnck nf each sttrderrt,
rrsirrg large clips or tape. Say Ready:
.5r'r. (iol'l lre trvo Ss try to see lhe card
orr tlrt'ir opponent's back, rvillrorrt
k'tting tlre other see tlre cartl orr their
orvn bnck. \Vhcn thcy tlrirrk they
krrrlrv rvhat the otlrer cartl is, they say
the cartl. (irtrtinuc rvitlr otlrer Ss and
82. Illlme ltlRelay
llsc allout l0 I'icturc Cartls. l)ivide Ss
into grotrp A anrl group Il. I lave S ls
frorrr botlr groups go to you. Shorv
tlrcrrr orrc of tlte l)lcture Cards. I Inve
SIs rcturrr to their groups and act out
llre rvrlrtls, rvithout speaking, until
their group guess. llave S2s then go
t(, you t0 sce anotlter card.
tl3. Iltonkey ln the mlddle
Use orrc
$e
l of lticturc (lnrls. lrr
card. llave all except one student slt
orr chairs lrr a circle. l lnve the
student rvillr no clralr stnnd in the
rrritltllt'. I le is illnrtl'ey. llave Monkey
nanlc trvo cards nt a tlnre. llave the
Ss rtitlr tlrose cards stalrd rrp arrd try
to sit orr the ernpty clralrs, but thcy
clunol sit orr lhe clrair that they
origirrally sat on. Ifonl[e1,also tries to
sit orr nrr ernllly chair. llave thc
strrtle lrt rvlro is lcft slatrdittg bt cornc
Irfutttkt1,. \Vlretr lforl'ry says lforrf,'ey
Tinrcl, havc all Ss stand up and
cltarrgc seats.
tl4. No. Sorry. (Go flsh)
lrlakc orre sel of cards usirrg l0 to l2
scts of four itlenlical carrls frorrr the
llt,rlucetl I'iclurc Cards. Deal out all
tlrt.cartls ntuong Ss. I lavc Ss try to
eolkct sets of four identical cartls.
I lavc. S I ask S2, (52's nanrc), do yott
(or Can I lmue
lutye tlrc
cnrd. pleose?l lf 52 lras
tlrll cnrtl,-canl?
have hcr
S
give lt to Sl. I lave
I corrtirrue
asking different
-
Ss
or tlre
sarrrc sttrdent until sonleone does
20
Arlivilv Bonk
85. Old maid
Ss into groups of thrce to six.
Make one cleck of cards for eaclr
group using l0 to 20 pairs of
llerlrrcctl l'icturc (lartls. Adtl arr otkl
card, the Old lvlaicl card, to each sct.
I lave a studcnt in eaclr group deal
out all tlre carrls nrrrorrg tlrc Ss in lrer
grottp. I lave Ss rvith pairs of iderttical
cards lrttl llrcrrt rlorvrr atrtl ttatue
tlrenr. Ilave tlre stu(lont lvitlr the
nrost pairs (Sl) thcrr tlrarv a card
frorn the stuclent on his left (S2). lf
this card rnalches une of lris other
cartls, lrave hinr ;llnce the pair on tlrc
table and nanrc it. lf tlre card Sl
draws does not pair up with any of
Iris cards, tlrcn lrave 52 rlraw a cartl
frorrr the studcnt on her left.'l'lre
garrre coutinues clockwise with the
ncxl stutlent eitlrer putting dorvn a
pair atrcl narning it, ur drawirtg a cnrd
frorn tlrc sturlent on her left. When
one student is out of cards, lre is out
oI the ganrc.'l'he strrdent lcft rvitlr tlrc
otltl citrd is tlrc Oltl Maid.
Divide
n
srrrall class, use one ofeach card. In a
llrgrr class, use rnultlplcs of the
sarrrc card, (ilve eaclr student one
tlrc
not have tlre card rcrprr.stetl.'l'his
student nnswers No. Sorry, lt is thcn
thc ncxt student:s trrrn. Wlrcn a
studerrt has a sct o[ four iderrtical
cards, havc her place tlrerrr on the
tallle. l:or larger classes, play in slnall
groups using one set ofcards per
8roup.
86. I'arrots
I lave Ss starrd ul). N4ake true or false
$tot(:nrcnts usirrg tlrc targel griullntflr
poirrt rlr vocallulary words. I lave Ss
rel)cilt tllo true slfltcrlcnts and
renrairt silent for thc false
statenrerrts. Have Ss rvho make a
rnistake sit down.
87. Itoll It two tlmes
I)ut I I l)icture Cards orr the board
(with tlre piclrrre sides shorving).
lVrite the nunrbers 2-12, one
nunrbcr ovcr car:h card. Divide Ss
Into slnall groups. (live each group a
tlie. Say the targct statenlent, e.9,. lle
has to (rake the lcaue s). I lave S I s irr
e'ach group roll the ir die twice.'l'he
groul)s ntkl their lwu rrtrrrrbers to
tlcterrnirre whicll l)icture Card they
slrould use. Ss try to l)e the first to
sfly a sontonce, usirrg llrc l)icturc
Card as a pronll)t.'l lre first student
rolls the die ncxt.
Btl.
Say
ltl lllngo
(iive
Ss 9
or l0 lletlrrced l)icture
l] (for I cartls) rlr4 x 4 (for l(i
cards) grirl,'Nlnrc onc card at a tilne.
I lave Ss tunl ovcr the cnrtls as thcy
are narrretl, Wlren a student has
turned over threc (9-card garrre) or
four (l(i-card garrro] cards in a rorv
(tloln, across or tliagonal), lravq tlral
stutlent siry Bingo. I lave lrer narrre
lhc tlrrcc cards tlrat rrrakc up hcr
birrgo.
a3x
89. Stand ln order
lave Ss try to arrange thernselvcs in
sgtcak rlrrly lirrglislt
lvlrelr rloing this.'liy ordcrs suclt ns:
alplrnbctical by fi rsilrilrnc,
alphallt ticol lry last lrarrre, by llirth
rnontlr, lry tlre clistancc. they live
frorrr Iinglish class, by tlrc tirrre tlrey
get up or go to betl. etc.
I
orrler.'l'ltcy trury
Varlatlon: (iive each sludent a card
and havc tltern arrnnge thernselves
in difl'erent rval's: srrrallcst to biggcst,
slorvest lo fastest, oldcst to y()ungest.
etc.
90. I'lc-tac-toe
l)ividc Ss irrto grotr;r A nrtd grotrp ll
anrl distribute tlilTerent nrarkers to
cach group, I)llcc rrine lletlrrced
I)icture Cards of itcnrs to revierv face
dorvlr orr tlre tallle in tlte slrape of a
tic-tac-toe board (a rrinc-st;uare grid).
I lave grorrll A ltrrrr over a cartl arrd t11'
to n0llrc it. lf thcy are nblt to rlo this,
Irave thcnr l)ut orre o[ tlreir nrflrkrrs
on tlrc clrd. lf llrey carrrrot do it, lravc
tllcnr lurtr tlre carrl ovcr ag;rirr. I lavc
group ll clroose a card. lf tlrey ltarrre it
corrcclly, have tlrcrn l)lrt on() oi tlreir
ntarkcrs on. tlle card. I lave Broups try
to be tlrc first to have nrarkers orr
tlrre'e cards irr a rorv.
91. 'I'itldlywinks
Give each studcnt fivc coirrs (or flat
rnarkers). l)lace l0 to l5 Picture
Cards atrd a pile of coins ilr lhe
nriddle of the table. I lave S I toss lr
coin, tryilrg to ailn lt at orre oI the
cards. lf his coin lantls ort a cartl,
Itave ltitn try to nanle tlre carrl. lf sl
can tlo this, lrt takrs lxrck lris coin,
;rlus a lronus coin frorn the grilc irr
thc rrrltldlc. ll tlrc coltr larrds urr u
carcl, lltrt Sl carrrr0l narne it, havc
lrirrr put lris coin olr tlre pile ln the
rrritltllc. ll'his coiu tftles rrot lantl olr a
card, have hirn put his c
pile arrd lose a turn. (lontirrue rvitlr
52 ancl so ort.
Cards each. Have Ss place thcrn face
Varlatlon: I lave Ss rnake a gr.rnurrar
stntcnrcnt rvitlr tlre rvord or;lhrlse
on tlre card rathcr than just nalning
up in front of lhern in the pattern of
ir.
I
.l
92. trVord racc
99. Point along
106. Whcrc was lt?
l)rrl Ss into llairs. Prepare l0 to 20
Iledtrcerl l)icttrre Cards for eaclr pair.
I lave Ss placc tlre cards face
pair tlkc lllnrs trrnling thc currls ovcr
and rrarnirrg them. Ss can "pass" and
(Ise Strrdent []ooks, I)icture Cards or
classroom itcrns. Ilave Ss listen and
point to the pictrrres or classroorn
itcnrs wherr they lrear the worrls in
tltc clrarrt.
Choose nine rcview Pictrrre Cards,
Place thenr on the table in a 3 x 3
grid. llave Ss sturly tlre pictures for
20 seconds arrtl then cover lltenr rvith
a largc clrrtlr. Ask B'llere rlas,It.,
card? I lave Ss try to
re nrcnrlre r antl answer ll was il(rt lo
tlrc
card. I lave the first
student rvlr0 arrsrver$ correclly a$k
the next qucstion.
8(,
on l(, llle ncrt carrl if thcy ilrc ilot
able lo naure it, then retrrrn to that
car(l lilter,
Chont-o-grom
$3. Chant und tlo
llavc
Ss
stantl in a circle with
classroorn itenrs or lleduced Pictrrre
(larrls of ittrtrs narncrl irt thc chant.
I lave Ss lrolcl ttp tlrc classronnr itenrs
or crrtls rvholr tlrcy hcar the rvortls ln
the chant.
94. Count lhc rvortls
Sclcct a rvortl that occrrrs scvcral
.times in a clrant. llclirre listening to
the clrant tlrc first tirrrc, tell Ss to
listen [r:r att
95. Ilot potatoes
lavc Ss sit in a circle. Start two
I)icture Cartls or classroorn itelns
I
going arorrnrl tltc circle in rlilltrcrrt
rlirecliorrs. Ilave Ss l)ilss tho carrls orr.
l'lay tlre chant. Slop thc clran(. Ilave
thc trvo Ss rvho are lroltling lhc cartls
stantl rrp and say thc targct granlrnar
in llre chant. I lave thcnr sit rlorvn
anrl corrlinrrg grassinl; the l)ir;trrrc
(.irrtls or cllssroonr itcnrs.
96. Karaoke
Irrel)lts trvo toy rrricropltorre
s
artd sct
rrp arr inragirrilry st.rge. I lavc nvo Ss
chant togetlrcr.
97. I.ine by line
rrnt lincs of thc chirrrt to
rliffe rcrrt Broups of Ss. lf thc chirnt
Assigrr tliffe
Itls
<;tresl iotts irrtrl itttstvt,rs, rtssigrt
tlrosc to tliffererrt grorrlls. I lave
groups chant orrly their assignerl
lirrcs. lilstrrrct Ss rvlreil t() stilrt
chanting.
$8. l\Iy chant
I lave pairs or stttall grotrps of Ss
choose w{)rds lo replace llrc rvorrls irr
llrt: chant. Irrovirle relevarrt l)ictrrre
(larls or classrootn itcnrs as a
refercttcc. Itlay tlrc lr:ltl-irr urtrsic of
llte clrilnt, tlrcn strlp llrc (ll). Instnrct
groul)s tvlre rr !o be girr clrantirrg.
100. Rearrangc
{lse Pictrrre Caxls ol'tlrc rvords or
phrases in the chant. l)lace thenr on
tlte [roard in rnixctl-rr1-r ortlcr. Ilave
two Ss rearrauge tho carrls as they
listen to tlrc charrt, so that they arc in
tlre correct order.
Variation: Do the chant with the
carrls irt rnlxetl-u1l orrle r.
l0l.
Solo
Asslgn specific wurtls or phrases to
an individual studcnt to chant as a
solo. llavc otlrer Ss cltarrt all parts
tlrat arc not chantctl lry tlrc soloist.
Stand up when you hcar
-
Rewords
107. Ccrtificatc of complctlon
Give a certificate 0f complction to
each strrtle lrt wlrcn tlre Strtdcnt lklok
is cornpleterl (]'eacher's Guide p. 147).
l0B.
Instruct lhe clirss anrl soloist when to
start lncl stol) chantilrg. Vary by
givirrg the solo part to a tlrret or trio.
I02.
-
it
l)ivitlc the class into grotrlls. Assign
eaclr grotrp onc of the vocallrrlary
rvorrls or plrrases irr thc chant. I luvc
Ss liste rr to tlre chant antl ltave
groul)s stand up rvhorr thcy hear
Reward cards
Cive Rcwarrls ('l'll 33: Teacher's
Guitle 11. l4(i) to Ss for participation
or good behavior. lincouragc Ss to
collect as nrany cards as tlrey can.
l0$. Verbalpraise
Praise Ss ofterr, e.g. Great!llay to g,o!
()ootl Job!V,ltrrnr srrrilcs lrave a gre at
ilrrpact,
tlreir lvorrl rlr 1:lrrase bt:ing clranted.
Wrop-up
103. Rackwritiug
l)ttt Ss irrto llalrs. I Iirvt, Sl s itt eaclt
pair trrrn their lracks to thc lroard.
Write a plrr-rnics tvorrl ort the lloard.
I lave S2s write that rvor
to gltess thc worrl.
104, Byc-bye garne
Slrorv intlivi
of
itenrs to be practicctl. I lave Ss nanrt:
lhc cartls be fore tlrcl, lcavc. (brrect
nristakcs. If thcy carrrrot rlo this, have
tltcttr re peat the worrls he fore lllcy
lcave.
Variatlon: Ilave
Ss nlilkr: statcnlcnts
or que stions ritthe r tlriln just sayirrtj
words.
I05. What I lcarnetl today
lave Ss thirrk of fivc tlrings (rvor
()tc.) thcy krarrrerl rltrr irrg llrc lr.rssotr,
thcn slrare one oI tlrt:nr n'illr tlrc rest
I
ol the cllss.
Aclivily Borrk
3l
lntroduce vocnbulary
Tbday u,e're goittg, to lalk about thing,s u,e like to do.
u1l l)ictttro Oartls l -5 onc ul a tirrrc ancl say tlrc
rvortls. I llvc Ss re l)(!at. Ask irrrlividual Ss I)o;,ott ll['e to
(ice-skate)? I lave Ss anslver lbs, I do or No, I don't,
Sa,y
@
Tolk obout it! (vocobuloryl
I
loltl
I
lold u1r tlte rvtrrld rrrap. Sa1',,larl non, u'e're Soirtg to
tslk about coruilrles and langmges, I lave one studerrt
corue to tlte front aud lind tlre country 1'our class is lrr. Say
We're iu (country nanre).Can youfirrd (courrtr), ,tonrc)?
Itrtrocluce tlre otlrer target countries. I lave Ss poirrt to
tlrctrr urt the rvorld rnal) or p
Msteriols
Nanre tag ('l'lt l:'l'cacher's (iuide p. 30) [or eaclr
strrtlcrrt, ['icttrre Cartls l-10, rvorld rrrap, Ol)
O
Before lhe book
lVarrrr-up / review
(irtrrt
Ss as they c
(lorrtirrtrc rvitlr Nice lo ,,rcet you.lincourage Ss to rcply
Nlce lo nrect ),ott, ftto. Give each studcrrt a Narne tag ('l'lt l:
'liraclrcr'.s (iuide gr.
30). I lave Ss rvritc tlreir narrres on (lre nr
antl rlrarv a picture of thernse lves in the box. I Iave Ss put
0rr llreir nanle lflgs and irrtrotluce tlrerrrselvcs t0 tlrc, class
trsirrg IIi. ltty nanrc's (Sl's narne).1lave thc rcst of the Ss
sa1' IIi, (Sl's aanrc). Nice to nreet you.
22
t
lnit
I
Lesson I
I lold up l)icture Carrls 6-10 one at a tirrre alrd sily the
countrie s and larrguages. I lave Ss repeat. I lold up tlre cards
again and elicit tlre country nflnres alrd larrguages. I:
O
Open the book
Ilave Ss lunr to Stutlent llook p1r. 0-7 trrtl klok at tlre
pictures at the l)ottonr of thc pirges. I)lay (ll) track A l.
I lave Ss listerr arrd l)oinl to tlrc picturcs.
Activity llook p. 2 can now be assignetl for hotrrervork or
trscd in class. Sce answer kcy,'leaclrcr'.s Guirlc p. l4tl.
Next lcsson: Prcpare Name tags ('l'll l: Teacher's
(iuide p. 30) to introduce tlte ncrv clraraclers Chuck anrl
I)iego. Alsn bring the world rtraJr. llring a trlirrdfold if yorr
clroose to clo the optional activity lVho saltl lt? ('l'cachcr!
(irritlc p. l7).
A. l.isten, point and repeat,
btikl
nuih:ls
collect
(ltaust)
stickers
cook
ite-skrtttt
lio 0n tltc
(pause)
(pattse)
lnlenrct
(ltrursa)
(lxtrtse)
lh:xit:o
(lxrust)
Spanislr
(parrse)
Iulnn
(pttttstt)
(prutse)
(pattse)
(pause)
(pnuse)
(Pnusd
iapanese
Korea
ktreatt
'litiwatt
Clrinese
@
(ptutst)
rlustralia
linglislt
(l,nttsc)
l'}lay the CI) again.
I
lave Ss liste n anrl repeat.
Play Cl) track A2.
grictures.
llave
Ss liste
n anrl nurrrlter the
B, l.lsten and nwnber.
'l'ttiu,atr, Cltinese
Nurnber
Nttrrrber 2. buikl modttls
NtrnrDerS. t\lc.rit'o, S;.rrurislr
Nunrber 4. go on tlte lntenrct
Nunrber 5. collect stickers
(2x)
(2x)
(2x)
(2x)
(2x)
Nrttnlnr
Qt)
l.
6. Ja1nn,
7. cook
Jultanesc
ice-slrrlc
(2x)
(2x)
Nuntber9.
Koreo, Korean
(2x1
Nunrlrcr
Australia, English
(2x)
Nunrber
Nuntller
ll.
10.
Piclure Carrls l-10, Name tags (l'll l:'l"eachcr'.s Grrirle
p. ll0) tbr (lhuck and [)iego, world nrap, Cl)
Check Ss' ansrvcrs by saying tlre nunrbers and having Ss
say thc corrcsportding vocabulary wortls. Say thc
vocabulary rvords irr randonr ortler. I lave
pointirrg to caclr onc.
Ss
repeut,
krok foi thc lrklrlcrr rlbbit in thc rrralrr sccnes,
(Ansrvcr: lt! on the bookcase in scene 4.)
Ilavc
O
Toik obout ir! (Diotosst
Ss
Afier lhe book
I)lace l)icture Curds l-5 on tlle l)oar(l (witlr the picture
sidcs sltorving). Ask inrlivirlual Ss lt4rat do yott like to do?
llave tlrcrrr inlswr: r I like to (brtiltl rtrodels).'l'hctr lravc
tlrcnr tlke lhc car(l antl stlrrrl at tlre frorrt, holtling tlrc
carrl belrirrrl therrt. After fivc Ss havc takcn tlrc fivc cards,
Ituvc othcrs try to re trtcltrbcr wlro hls rrlrlclr curd. l,olrrt to
.r slu(lont and ask Whol does (she) like to rlo? Ilave otlrers
ansiver by narrrirrg tlre ltenr.
Prtl Ss irrto plirs. l\rlrrt to c(,utrtries otr tlrc worltl rrrup.
llavc Sls in each pair nanre the country. Ilave S2s nante
the lartgrragc spokcn.
O
Belore the book
Warm-rrp / revlew
l)lay Narrre itl IIe lay ('leaclrer's Guide gr. l4 ) using l,icrrrrc
(lartls l-10.
Introduce rlialogs
I)iakrg l: Ilave three Ss (Sl, S2 ancl 53) go to rhe fronr.
'l'irkc orrt tlrc Narnc tags ('l'R l: 'l'eaclrcr's (iuicle p. 30) for
(llrrrck and I)iego anrl give thenr to the Sl arrrl 52. Stanrl
next to Sl, point to Sll arrtl ask l1/llo's tlrati Ilnvc Sl repcat.
Stirrrrl rrext to 52 anrl say ??ratis ttty [t'ittrtl, Dirgo. I lavr: S2
rcl)eat. Stanrl rrext to Sl arrd ask lyftereb hefronr? llave Sl
rcl)oill. Slittttl rtcxt to S2 unrl sty Ilcby'nn ,/lhtr/co. llirvc
52 rcpeat. Ilave Sl arrtl 52 say tlre dialog agairr orr tlrcir
orvtr. I lclll tlrcrrr by rvlrlsgrcrlng tltclr llrren lf rruccssurl,.
I lavc the rest of tlre Ss re pcat tho dialog.
l)ialog 2: IIave anothe r studeni (S.l) go to tlre front.
(iivc 54 l)i(:tllr0 (lnrrl I (lrrril
I ltve Ss rcl)r:itt.
I)ialog 3; Ilavc nvo othrlr Ss (SS anrl 56) go to tlrc frorrr.
(iivc Nartre tags lilr (llruck and I )icg() to tlre nr. Stan
r)ext to SG arrrl say llclla, Cltuck. Nice to nrcel )tou.l lave S{i
rcl)eirt. Starrrl rrcxt to 55 antl say N/ce to nrect ),ou, too.
I lavc 55 rel)cirt. ll'yotr want, you ciul ltaye S5 and S(i slrlkr
Itarrtls. (Se e (lulturc note l)clow.) llave 55 an(l 56 lioy tllc
tlinlog again orr tlle ir own. Ilclp tlrcrn by whisperilrg tlrt'ir
lirtcs il nccessary. Ilave the rcst oftlre Ss rcl)cat tlte rlialog.
Unit
1,
Lesson
2
2l|
