backpack 1 unit 1 teachers book
DESCRIPTION
Backpack 1 Unit 1 manual and students book exsersices.TRANSCRIPT
Ready for School1
T1A Ready for School
Overview
Key Vocabulary
Topics and Themes
greetings and introductionsclassroom objectscolorsnumbers
••••
Strategies and Skills
use prior knowledgeclassifyunderstand concepts of printpredict
••••
Grammar
simple present: bequestions with whatpronouns: I, it, thispossessive adjectives: my, yoursingular and plural nounsGrammar and Writing (optional)
••••••
Reading and Writing
Reading: Guess AgainContent Reader 1: My Backpack (optional)Writing: spelling, words, phrases
••
•
Pronunciation
plural s: /s/ as in books and /z/ as in pencilsintonation for what questionsstress and rhythmSound and Spelling Handbook (optional)
•
•••
Content Connections
Art: posterLanguage Arts: fictionMath: number activitiesMusic: song, chantScience: colorsValues: work hard
••••••
Numbers onetwothreefourfivesix
ExpressionsI’m ready.work hard
seveneightnineten
Other Nounsschoolstudentteacher
Verbsbelookwork
Colorsbluegreenred
Classroom Objectsbackpackbookchaircrayondeskerasermarkerpaperpenpencilpencil casetable
M01_BP_TE_L01_1246_U01.indd 20 10/24/08 4:24:07 PM
T1B
Unit 1
Ready for School
Family ConnectionColor Inventory Have students ask a family member to help them take inventory of their school supplies. Students count how many red items, how many blue items, and how many green items they have at home, and report back to the class.
Bulletin BoardTitle the bulletin board display What’s This? Hang pictures of classroom objects labeled with the sentence It’s a (pen). Cover the sentence and part of each picture with a piece of paper that can be lifted up. Students guess what the picture is, then lift the paper to check their guesses.For a different display, post the numbers 1–10. Have students draw or cut out pictures of items from magazines to show each number. Post each picture under the number it shows. Title the display How Many?
Classroom Display
Plan Ahead
Class Audio CD
Student Book, Unit 1• Sound and Spelling Handbook• Grammar and Writing• CD-ROM
Workbook, Unit 1• Sound and Spelling Practice• Grammar and Writing Practice• Audio CD
Picture Cards• Images• Images and words
Posters• Unit 1 Teaching Poster• Units 1–3 Grammar Poster
Interactive Whiteboard
Content Reader 1• Student Reader, Unit 1• Teacher’s Manual, Unit 1: pages 4–6
Teacher’s Resource Book
DVD and Guide
Assessment Package• Placement test: pages 26–27• Practice test: page 28• Unit test: page 37• Oral assessment: page 46• Performance assessment: pages v–vi• Backpack Second Edition
ExamView® Assessment Suite
Teaching Resources
M01_BP_TE_L01_1246_U01.indd 21 10/24/08 4:24:09 PM
Ready for SchoolT1C
Student Book
Page 2. Activity 1. Listen and sing.Unit 1 Song. The text of the audio for the song is found on Student Book page 2.
Page 3. Activity 2. Look. Listen and say. Write.The text of the audio for this dialogue is found on Student Book page 3.
Page 4. Activity 4. Listen and point. Listen and say. 1. Backpack. It’s a backpack. 6. Marker. It’s a marker.2. Book. It’s a book. 7. Paper. It’s a piece of paper.3. Chair. It’s a chair. 8. Pen. It’s a pen.4. Crayon. It’s a crayon. 9. Pencil. It’s a pencil.5. Desk. It’s a desk. 10. Table. It’s a table.
Page 5. Activity 5. Look at the picture. Point. Ask and answer.The text of the audio for this dialogue is found on Student Book page 5.
Page 6. Activity 6. Listen and circle.1. A: What’s this? B: It’s a pencil. 2. A: What’s this? B: It’s a marker. 3. A: What’s this? B: It’s a table. 4. A: What’s this? B: It’s a book. 5. A: What’s this? B: It’s a backpack. 6. A: What’s this? B: It’s a crayon.
Page 7. Activity 7. Look and listen. Say.The text of the audio for this dialogue is found on Student Book page 7.
Page 7. Activity 8. Listen and match. Draw and color.The text of the audio for this activity is found on Student Book page 7.
Page 8. Activity 9. Listen. Draw lines.1. A: What’s this? B: It’s a chair.2. A: What’s this? B: It’s a pencil.3. A: What’s this? B: It’s a book.4. A: What’s this? B: It’s an eraser.
Audioscripts
M01_BP_TE_L01_1246_U01.indd 22 10/24/08 4:24:11 PM
Unit 1
Ready for School T1D
Student Book (continued)
Page 8. Activity 10. Listen and chant.Unit 1 Chant. The text of the audio for the chant is found on Student Book page 8.
Pages 9–10. Little Book.The text of the audio for the Little Book is found on Student Book pages 9–10.
Workbook
Page 1. Exercise 1. Listen and color. Cut and glue.Unit 1 Song. The text of the audio for the song is found on Workbook page 1.
Page 3. Exercise 3. Count and write. Listen and check.1. There are four backpacks. 4. There are seven crayons.2. There are nine pencils. 5. There are eight erasers.3. There are ten books. 6. There are three chairs.
Page 4. Exercise 4. Color. Listen and point. Write.1. Look, it’s a book. It’s blue.2. Look, it’s a chair. It’s red.3. Look, it’s a table. It’s red.4. Look, it’s a crayon. It’s blue.
Page 5. Exercise 5. Listen and match. Draw a line. Color. Write.Unit 1 Chant. The text of the audio for the chant is found on Workbook page 5.
Page 8. Exercise 9. Listen and circle. Color.1. It’s an eraser. 4. It’s a chair.2. It’s a pencil. 5. Seven markers.3. It’s a book. 6. Two tables.
Teacher’s Edition
Page T3. Pronunciation: Plural s: /s/ as in books and /z/ as in pencils.The text of the audio for this activity is found on page T3.
Page T5. Pronunciation: Intonation for what questions.The text of the audio for this activity is found on page T5.
M01_BP_TE_L01_1246_U01.indd 23 10/24/08 4:24:11 PM
1TRACK A3
1 Listen and sing.
Hello!Hello. I’m Ricky Red.Look! I have one pen and I’m ready for school.
Hello. I’m Gracie Green.Look! I have two books and I’m ready for school.
Hello. I’m Bobby Blue.Look! I have three erasers and I’m ready for school.
Hello! Do you hear the bell ring?It’s time for school and we’re ready to go!
Ready for School
red green blue
2 School supplies; colors
M01_BP_SB_L01_0812_U01.indd 2 10/3/08 5:12:48 PM
M01_BP_TE_L01_1246_U01.indd 24 10/24/08 4:24:12 PM
Unit 1
Ready for School T2
TRACK A3
1 Listen and sing.
1. Before students open their books to page 2, review the color names with colored paper, classroom objects, and numbers mentioned in the song (red, green, blue, pen, book, eraser, one, two, three).
2. With books closed, play the song once. Then direct students’ attention to the picture on page 2. Have students use picture clues to discuss what they think the song might be about. The text of the song is on Student Book page 2.
3. Read and point to the title of the song. Have students all wave and repeat the word Hello! Play the song a second time. Guide students to point to the images in the picture as they listen. For example, they point to Ricky Red as they listen to the first line. Play the song again if necessary.
4. When students feel comfortable, invite them to sing the song. Groups may sing different verses. You may also do gestures for words in the song. For example, as students say red, have them point to Ricky Red. As students say one pen, have them hold up one pen.
WBAssign page 1 now. Answers are on page T125.
EnrichmentI’m ready for school. Point out the repeating line I’m ready for school. Help students understand that being ready for something means you are prepared to start. Throughout the week, help students learn and practice this expression. Point out when students have all the supplies they need for an activity and then say (Kim) is ready for (lunch).
Objectivesto sing a song to use stress, rhythm, and intonationto talk about classroom objectsto identify colors
••
••
Vocabularynouns: book, eraser, pen, schoolverb: be (is)adjectives: blue, green, red; one, two, threepronoun: I
Unit Warm Up
Creating InterestDo one or more of the following to build students’ curiosity about the unit.Show me. Have students clear their desks. Then give everybody one item related to the unit, such as a pencil or a book. Hold up a pencil and say Show me a pencil. Gesture for students with pencils to hold them up. Repeat for the other items. Ask students what they think this unit will be about.Classify with color. Show the class through gestures and modeling that when you touch a
student on the shoulder, the student should stand up. Touch all the students who have something red (for example, a red pencil or a red shirt). Lead the class to understand that these students all have something red. Say red as you point to each item. Repeat this activity with green and blue.Poster. Display the Unit 1 Poster. Invite students to name everything they can, and to ask for the names of words they don’t know.
MaterialsCD playerClass Audio CD
••
M01_BP_TE_L01_1246_U01.indd 25 10/24/08 4:24:15 PM
Ready for SchoolT3
3 Count and say. Stick.
1. Ask ten students to sit in a row. Have the first student stand up. Say One and have the whole class repeat. Have the second student stand up. Point to each student as you count One, two and have the class repeat. Continue to the number ten.
2. Read the directions and make sure students understand that they will match the number on each sticker to the corresponding picture and number word.
3. Ask students to identify the numbers on the stickers and lay each one on top of the appropriate picture. Then have them stick the stickers. Answers: one (1); two (2); three (3); four (4); five (5); six (6); seven (7); eight (8); nine (9); ten (10)
4. As students work, walk around the room to monitor their understanding. Make sure they can identify each number.
WB Assign page 3 now. Audioscript is on page T1D. Answers are on page T125.
EnrichmentA5 Pronunciation: Plural s: /s/ as in books and
/z/ as in pencils. Write the words below on the board. Say the words with students. Point out or elicit the s at the end of each word. Play the audio or say the text. Have students repeat.
/s/ /s/ /s/books books ten booksbackpacks backpacks four backpacksdesks desks two desks
/z/ /z/ /z/pencils pencils nine pencilsmarkers markers six markerschairs chairs two chairs
Get ReadyBall toss. Stand in a circle with students. Toss a small ball to a student and say Hi. My name is . What’s your name? Help the student
answer My name is . Then he or she tosses the ball back to you. Repeat with different students.
PresentationObjectives
to make introductionsto count from one to tento identify the numbers 1–10to use plural s: /s/ as in books and /z/ as in pencils
••••
Vocabularynoun: nameadjectives: my, your; one, two, three, four, five, six, seven, eight, nine, tenverb: be (is)
MaterialsCD playerClass Audio CDUnit 1 Stickers
•••
TRACK A4
2 Look. Listen and say. Write.
1. Have students open to page 3. Read the directions. Students look at the pictures and listen to the dialogue, and then repeat the dialogue.
2. Ask students to point to the teacher and the students in the picture at the top of the page. Play the audio or read the dialogue twice and
have students repeat. The text of the audio for this dialogue is on Student Book page 3.
3. Have pairs of students role-play the teacher and students shown in the picture, substituting their own names for the ones in the dialogue.
4. Read the question What’s your name? Help students write their names on the line.
M01_BP_TE_L01_1246_U01.indd 26 10/27/08 5:26:48 PM
What’s your name?
My name is .
TRACK A4
2 Look. Listen and say. Write.
3 Count and say. Stick.
Hi. My name is Miss Jones. What’s
your name?
one two three four five
six seven eight nine ten
Hi. My nameis Carlos.
My nameis Maria.
3Greetings; numbers
Unit 1
M01_BP_SB_L01_0812_U01.indd 3 10/3/08 5:13:20 PM
M01_BP_TE_L01_1246_U01.indd 27 10/24/08 4:24:18 PM
1. backpack 2. book 3. chair 4. crayon 5. desk
6. marker 7. paper 8. pen 9. pencil 10. table
TRACK A6
4 Listen and point. Listen and say.
Language in the Real World
4 School supplies; verb be
M01_BP_SB_L01_0812_U01.indd 4 10/3/08 5:13:28 PM
M01_BP_TE_L01_1246_U01.indd 28 10/24/08 4:24:18 PM
Unit 1
Ready for School T4
Get ReadyTouch and say. Display Picture Cards or realia of the classroom vocabulary presented on the page. Use kinesthetic activities to review and present the vocabulary. Say Touch (or Point to) the chair as you model the action. Have students touch their own chairs and repeat the word. Continue with other known items. Then introduce new vocabulary in the same way. Repeat the commands with the vocabulary until students respond easily. Color circle. Place six pieces of paper (two red, two green, two blue) on the floor in a circle.
Choose six students to stand around the circle. Say Go and gesture for students to step from paper to paper around the circle. Say Stop and gesture for students to stop. Ask students to name the color they are standing on. Participate in the first few rounds of the activity to model stopping, looking at the color, and naming it. When everyone understands what to do, form more groups with more pieces of paper and have all students participate at the same time.
Presentation/PracticeObjectives
to identify classroom objectsto identify colorsto ask and answer What’s this? and What color is it?to use the simple presentto practice intonation for what questions
•••
••
Vocabularynouns: backpack, book, chair, color, crayon, desk, marker, paper, pen, pencil, tableverb: be (is)pronouns: it, thisadjectives: blue, green, red
MaterialsCD playerClass Audio CD
••
TRACK A6
4 Listen and point. Listen and say.
1. Point out the picture dictionary at the bottom of page 4. Play the audio a few times, and have students point to each item and repeat each one. The text of the audio for this activity is on page T1C.
2. Say the name of each item again. Have students repeat the name and then point to examples of it in the big picture.
3. To check comprehension, randomly say the names of items and have students point to examples of them in the big picture.
TRACK A7
5 Look at the picture. Point. Ask and answer.
1. Direct students’ attention to the first dialogue. Play the audio or read the text, and invite students to repeat. The text of the audio for this dialogue is on Student Book page 5.
2. Direct students’ attention to the second dialogue. Play the audio or read the text, and invite students to repeat. The text of the audio for this dialogue is on Student Book page 5.
M01_BP_TE_L01_1246_U01.indd 29 10/24/08 4:24:20 PM
Ready for SchoolT5
3. Choose two students to model both exchanges again for the class as they point to the picture of the backpack.
4. Divide the class into pairs and focus on the first exchange. Have students ask and answer about the picture following the model on page 5. Make sure students point to an item in the picture when they ask and answer What’s this? One partner can ask about all the images and the other can answer, and then switch roles. Or, students can switch roles after each picture.
5. Focus on the second exchange. Have partners ask and answer about the picture, following the model on page 5. Make sure they point to an item in the picture when they ask and answer What color is it?
6. Point out that the two exchanges together make a conversation. Have partners practice the conversation, following the model. Responses will vary, but should follow the same basic form:
1. What’s this? It’s a backpack. What color is it? It’s green.
2. What’s this? It’s a book.What color is it? It’s red.
3. What’s this? It’s a chair. What color is it? It’s red.
4. What’s this? It’s a crayon. What color is it? It’s red.
5. What’s this? It’s a desk.What color is it? It’s blue.
6. What’s this? It’s a marker. What color is it? It’s green.
7. What’s this? It’s a piece of paper.What color is it? It’s green.
8. What’s this? It’s a pen.What color is it? It’s blue.
9. What’s this? It’s a pencil.What color is it? It’s blue.
10. What’s this? It’s a table. What color is it? It’s green.
Walk around the room and listen to students as they work. Note errors to review later.
EnrichmentA8 Pronunciation: Intonation for what
questions. Write the words below on the board. Play the audio or read the audioscript below, focusing on the intonation of the questions.
What’s this? What’s this?It’s a backpack.What color is it? What color is it?It’s blue.What’s this? What’s this?It’s a chair.What color is it? What color is it?It’s green.What’s this? What’s this?It’s a crayon.What color is it? What color is it?It’s red.
Pronunciation: Contraction ’s. Point out the contraction it’s. On the board, write it is, pronounce the words, and have students repeat after you. Then cross out the i in is and replace it with an apostrophe: it’s. Model slowly blending the t and s to say it’s. Have students repeat and then practice this pronunciation in the context of some sentences: It’s a pen. It’s a book. It’s a chair.Color clues. Display one blue object, one green object, and one red crayon. Point to these things while you say the following chant: I see something red.
I see something red.Is it a pen? No. No. No. (shake your head no)Is it a book?No. No. No. (shake your head no)Is it a crayon?Yes! Yes! Yes! (nod your head yes)
Repeat the chant with the other items. Encourage students to join in on the no, no, no, and yes, yes, yes lines. Repeat the activity a few times using different key vocabulary items, and gradually have students participate in more of the chant. Finally, have individual students choose and point to an item and lead the chant.
M01_BP_TE_L01_1246_U01.indd 30 10/24/08 4:24:21 PM
TRACK A7
5 Look at the picture. Point. Ask and answer.
What color is it?
It’s green.
It’s a backpack.What’s this?
5Unit 1
Question formation; school supplies; contractions
M01_BP_SB_L01_0812_U01.indd 5 10/14/08 11:18:17 AM
M01_BP_TE_L01_1246_U01.indd 31 10/24/08 4:24:21 PM
1. 2.
3. 4.
5. 6.
What’s this? It’s a chair.
TRACK A9
6 Listen and circle.
pencil
chair
eraser pen marker
table backpack book
backpack desk paper crayon
6 Questions with be; contractions
M01_BP_SB_L01_0812_U01.indd 6 10/3/08 5:13:35 PM
M01_BP_TE_L01_1246_U01.indd 32 10/24/08 4:24:24 PM
Unit 1
Ready for School T6
M01_BP_SB_L01_0812_U01.indd 6 10/3/08 5:13:35 PM
Get ReadyStop and go. Have students sit in a circle. Give one student a classroom object. When you say Go, the students pass the object around the circle. When you say Stop, the student who is holding
the object asks What’s this? The other students all answer It’s a (marker). Repeat the activity with other items. The first time around, stop when you have the item so you can model the question and elicit the answer from the class.
Objectivesto use the simple presentto ask and answer What’s this? and What color is it?to identify classroom objectsto identify colors
••
••
Vocabularynouns: backpack, book, chair, color, crayon, desk, eraser, marker, pen, pencil, table verb: be (is)pronouns: it, thisadjectives: blue, green, red
Language PracticeMaterials
CD playerClass Audio CD
••
TRACK A9
6 Listen and circle.
1. Draw the students’ attention to the grammar box at the top of page 6. Read aloud the sentences and have students repeat. Explain that they will listen to similar exchanges in the next activity.
2. Read the directions with students. Make sure students understand that they will circle the word they hear. Point out that item one has been done as an example.
3. Play the audio or read the audioscript. Have students draw a circle around each correct answer. You may want them to compare their answers in pairs. The text for the audio of this activity is on page T1C. Answers: 1. pencil 2. marker 3. table 4. book 5. backpack 6. crayon
EnrichmentCircle the number. Write numbers from 1 to 10 on the board. Say Circle the three, and model this by drawing a circle around the 3. Repeat with other numbers, asking volunteers to come to the board and follow the command. Then invite students to give the commands. To challenge students, write the numbers out of order, or write the number words, and repeat the activity.
Write ghost numbers. Have students work in pairs to practice writing the numbers. First, they take turns using the eraser end of a pencil to “write” a number on their partner’s hand. The partner guesses the number and they switch. After a few rounds, have students practice using pencil and paper.Point and say. Have students look at Activity 6 again. Call out random items and have students point to them and repeat. For example, say green backpack, red chair, or blue book.Color sort. Copy the chart below onto the board. Have students look at the objects on page 6 and classify them by color. Students take turns writing the name of each object in the correct column.
blue green red yellow other
Grammar Poster. The Units 1–3 Grammar Poster provides additional models for the verb be and contractions. You might keep the poster displayed in your classroom for students’ reference.
M01_BP_TE_L01_1246_U01.indd 33 10/24/08 4:24:25 PM
Ready for SchoolT7
TRACK A11
8 Listen. Draw and color.
1. Read the directions and make sure students understand that they will listen to the audio and draw two pictures based on what they hear.
2. Direct their attention to the empty spaces. Play the audio for the first box and tell students to draw the item and color it as the words describe. Repeat for the second box. You may want students to compare their drawings in pairs. The text of the audio for this activity is on Student Book page 7.
3. Encourage emergent readers to point to the text under the boxes and “read” along with the audio.
WB Assign page 4 now. Audioscript is on page T1D. Answers are on page T125.
EnrichmentDraw and say. Draw a classroom object on the board and ask What’s this? Invite students to name the object by saying It’s a (desk). Respond by saying Yes or No. The student who answers correctly draws another object for the rest of the class to name. After a few times, put students in pairs and have them continue the activity.
Listen, draw, and color. After students complete Activity 8, divide the class into pairs. Have Student A describe an imaginary object using the activity audio as a model, for example: It’s a pencil. It’s blue. Student B draws according to Student A ’ s description. Then they switch.Sing and count. Review the numbers 1–10. Play the audio for the song on Student Book page 2 again, inviting students to sing along. Then ask pairs to create a new verse using a number from 4 –10 and a new item. For example, one pair might create the following verse: Hello. I’m Betty Blue. Look! I have four markers and I’m ready for school.Best guess. Have ready a predetermined number of classroom objects for students to look at and guess how many (for example, a cup of pencils, a box of erasers, a pile of rulers, etc.). Write their guesses on the board, and then, in groups, have students verify their guesses by counting the objects.
Get ReadyListen and guess. Hold up two Picture Cards or real items. Begin spelling (slowly) one of the two items. Have students listen to the letters and call out the word as soon as they think they know the item.
TRACK A10
7 Look and listen. Say.
1. Have students look at the illustrations and name everything they can, such as school items and colors. Encourage them to guess the event (a birthday party).
2. Ask students to point to the appropriate picture as you play the audio or read the dialogue. The text of the audio for this dialogue is on Student Book page 7.
3. Model acting out the dialogue with two students. Then choose three students to act it out for the class. Finally, put students in groups of three and have them act out the dialogue on their own. Afterward, tell them to take turns asking and answering the questions, substituting other classroom items for the backpack. Walk around the room and listen to the students as they work. Note errors to review later.
M01_BP_TE_L01_1246_U01.indd 34 10/24/08 4:24:25 PM
It’s a book.It’s red.
It’s a crayon.It’s green.
TRACK A11
8 Listen. Draw and color.
TRACK A10
7 Look and listen. Say.Oh! It’s a
backpack.What’s this?
It’s blue.What color
is it?
7
Unit 1
Questions; verb be; contractions; colors
M01_BP_SB_L01_0812_U01.indd 7 10/3/08 5:13:38 PM
M01_BP_TE_L01_1246_U01.indd 35 10/24/08 4:24:27 PM
p. 110
SeeSeeSound and Spelling Sound and Spelling HandbookHandbook
TRACK A13
10 Listen and chant.
TRACK A12
9 Listen. Draw lines.
1.
2.
3.
4.
Hey, Jill! Hey, Matt!What’s this?It’s a table, Pat.
Hey, Ken!What’s this?It’s a chair, Jen.
Hey, Jill!What’s this?It’s a pen, Bill.
book
chair
eraser
pencil
8 School supplies; rhythm and intonation
M01_BP_SB_L01_0812_U01.indd 8 10/3/08 5:13:40 PM
M01_BP_TE_L01_1246_U01.indd 36 10/24/08 4:24:28 PM
Unit 1
Ready for School T8
SeeSound and Spelling Handbook
M01_BP_SB_L01_0812_U01.indd 8 10/3/08 5:13:40 PM
TRACK A13
10 Listen and chant.
1. Direct students’ attention to the title of the chant. Point out the exclamation mark and explain that it means the words are to be read with strong feeling. Model reading the title.
2. Play the audio or chant as students listen. Then play it again or chant again and have students point to each picture as they chant along. Perform the chant at least twice to provide students with practice in stress, rhythm, and intonation. Remind them that their voices should go down at the end of the information questions, and that they should chant exclamations with strong feeling. The text of the chant is on Student Book page 8.
WB Assign page 5 now. Answers are on page T125.
EnrichmentAdd verses. Work with the class to create new verses to the chant, substituting students’ names and new objects for the original words. You might display the following template on the board and guide students to fill in the blanks.
Hey, !What’s this?It’s a , .
What is it? Give each student a different object or picture. Put a set of the same objects or pictures in a large bag. Show students only part of one item, keeping the rest of it partially hidden in the bag. Ask What’s this? The student who has the same object holds it up and says It’s a (marker). Show the entire object to students. Then repeat, using a different object.Sound and Spelling Handbook. For review of letters a–h, see Student Book page 110, Workbook page 91, and the teacher’s lesson on page T110.
Get ReadyMatching parts. On the board in a column, place Picture Cards of three classroom items. Next to the items in another column, draw a small part of each of the items so that your board resembles
the art in Activity 9. Draw a line from one item’s Picture Card to its detail and say It’s a (pencil). Invite volunteers to draw lines for the remaining two pictures.
ApplicationObjectives
to identify classroom objectsto perform a chantto use stress, rhythm, and intonation
•••
Vocabularynouns: book, chair, eraser, pen, pencil, tablepronouns: it, thisverb: be (is)
MaterialsCD playerClass Audio CD
••
TRACK A12
9 Listen. Draw lines.
1. Direct students’ attention to Activity 9. Read the directions and make sure students understand that they will listen to the audio and draw a line from each partial picture to the word, then to the complete picture based on what they hear. Say What’s this? as you point to the detail of the chair in the sample. Then trace your finger along the line to the
word and to the full picture of the chair, and say It’s a chair.
2. Play the audio or read aloud the sentences. As students work, walk around and make sure they are drawing lines to the correct items. The text of the audio for this activity is on page T1C. Answers: 1. chair 2. pencil 3. book 4. eraser
M01_BP_TE_L01_1246_U01.indd 37 10/27/08 5:26:55 PM
Ready for SchoolT9
Get ReadyCover up. Collect a number of school supplies and spread them out on a desk or table. Allow students to look at them for one minute. Then
cover the school supplies with a cloth and ask students to name all the items they remember. As they name them, write the items on the board.
Objectivesto listen and read for enjoymentto identify classroom objectsto use the simple presentto use prior knowledgeto predictto understand concepts of print
•
•
•
•
••
Vocabularynouns: balloon, book, pencil case, turnverbs: be (is), guesspronouns: it, this, youadjective: yourinterjections: wow, no, yes
SummaryGuess Again: A boy plays a guessing game at a school fair. On his first try, he doesn’t guess the object correctly. But when he guesses what the object hidden beneath a cloth is, he wins a balloon.
MaterialsCD playerClass Audio CD
••
Application
A14 During Reading1. Invite students to listen quietly as you play the
audio or read the story to them. Tell them that they can talk about the story and ask questions when you read or play it again. As you read, point to the pictures and use gestures to help students understand. The text of the Little Book is on Student Book pages 9–10.
2. Read the story or play the audio a second time, tracking the print as you do so. Encourage students to point to the speech bubbles and track the conversation in their own books.
If students interrupt frequently with questions about vocabulary, explain that they don’t need to know every word to get the main idea. At the same time, encourage them to seek meaning from context, from accompanying pictures, and from each other.
3. Reading development: Understand concepts of print. As you read or listen to the story a second time, focus on the concepts of print, such as parts of a book and directionality. Read aloud the title and ask What’s this? Help students identify it as the title. As you track the print during the second reading, stop periodically and ask students to point to the next word or speech bubble.
Before Reading1. Have students take out pages 9–10. Model
how to make a Little Book by folding the pages in half. Make sure all the books are ready before continuing.
2. Let students look through their books. Have them name as many things as they can. Then read the title aloud.
3. Ask if anyone knows what the word guess means. Act out guessing so students understand the word. Ask who they think is guessing
something in the story. Encourage them to predict what happens in the story.
4. Point to the sign School Fun Fair. Explain that a Fun Fair has different games for people to play, such as throwing a ball at a target or knocking down bowling pins. Explain that when someone wins a game, they get a prize. Draw a circle on the board and challenge a few students to hit the circle with a paper ball. Say to each winner You win!
M01_BP_TE_L01_1246_U01.indd 38 10/24/08 4:24:30 PM
Copyright © by Pearson Education, Inc. All rights reserved.
1
Gu
ess
Aga
inby
Dia
ne P
inkl
ey
TRA
CK
A14
Wha
t’s th
is?
Is it
a b
ook?
It’s
your
turn
.W
hat’s
this
?
4
M01_BP_SB_L01_0812_U01.indd 9 10/3/08 5:13:43 PM
M01_BP_TE_L01_1246_U01.indd 39 10/24/08 4:24:31 PM
2
Yes, it is!You w
in a balloon!
Wow
!A
balloon!N
o.G
uess again.
Is it apencil case?
3
M01_BP_SB_L01_0812_U01.indd 10 10/3/08 5:13:52 PM
M01_BP_TE_L01_1246_U01.indd 40 10/24/08 4:24:37 PM
Unit 1
Ready for School T10
4. Read or listen to the story a third time and invite students to ask questions and talk about it. As you read the last page and say It’s your turn, help students understand that now it’s their turn to guess what object is hidden beneath the cloth in the picture. Encourage the class to say It’s a chair!
5. Compare students’ original predictions with what actually takes place in the story. Did they correctly predict which character was guessing something in the story?
6. Echo read. To help students develop oral reading skills, echo read the book with them. Play the audio or read aloud the first sentence. Have students repeat after you as they track the print in the story. Repeat with each sentence. Guide students to imitate the stress, rhythm, and intonation patterns of each sentence.
After ReadingRole play. Invite pairs of students to act out the story in the Little Book. One student can play the part of the girl, and another student can be the boy who is guessing. The students can use the pictures to help them recall the dialogue. Students can also continue the story by hiding new objects and guessing about them.Family connection. Encourage students to take their Little Books home and share Guess Again with their families and friends.To ensure success in reading aloud for those students who need more support, provide rehearsal time. Play the audio of the text (1) sentence by sentence, pausing for students to repeat each sentence; (2) one page at a time, pausing for students to repeat each page; (3) entirely without pausing.
WB Assign pages 6–7 now. Answers are on page T126.
EnrichmentContent Reader 1. Have students read the selection My Backpack on pages 4 –5. Assign the worksheet for the selection, page 22. See the Teacher’s Manual for the step-by-step lesson and additional ideas.
Word order: Ask questions.1. Write the word It on one side of an index
card and it on the other side of the same card. Repeat this for the words Is and is. On a separate card, write a. On a fourth card, write the word book. On a fifth card, write a period on the front and a question mark on the back.
2. Ask five students to come to the front. Give each student a card. Hold up a book. Say It is a book and help students holding the cards to stand in the order of the sentence. Have the class repeat the sentence.
3. Then ask Is it a book? Help students holding cards to move and/or flip their cards to show the new correct sentence order. Make sure the students holding the it, is, and (.) cards flip them over to show Is and it and (?). Invite other students to hold the cards and repeat the activity with other examples: It is a pen. Is it a pen?
It is a book .
Is it a book ?
M01_BP_TE_L01_1246_U01.indd 41 10/27/08 5:26:57 PM
Ready for SchoolT11
Get ReadySing the song. Review vocabulary and grammar through singing the Unit 1 Song on Student Book page 2. Play the audio (Class CD track A3) and invite students to sing along.
ApplicationObjectives
to identify colorsto use the simple presentto classify by colorto ask and answer What’s this? What color is this?
••••
Vocabularynouns: backpack, book, chair, circle, crayon, desk, eraser, marker, paper, pen, pencil, pencil case, tableverb: be (is)pronouns: it, whatadjectives: blue, green, red
Materialsred, green, blue art materials (paper, ribbons, glitter, etc.)gluescissorscrayons or markersdrawing paperposter paper
•
•••••
Project: Make Color GroupsDraw and color. Use red, green, or blue. Sort.
1. Direct students’ attention to the page. Relate the project to the rest of the unit by pointing out that the class has learned the names of three colors: red, green, and blue. Now they are going to make a poster using their own drawings in those colors.
2. Read the directions. Make sure students understand what to do.
3. Give students art supplies. Have them draw pictures of their own choosing, color or decorate them in red, green, or blue, and cut them out. Put students in pairs and encourage them to talk about their drawings by asking one another What’s this? What color is this? Walk around the room and listen to students as they work.
4. Draw pictures of three large crayons. Color one red, one green, and one blue. Attach these on a bulletin board as in the picture. Add a large piece of poster paper under the crayons.
5. Invite students to present their drawings to the class by saying It’s a (pencil). It’s (green). Then have them stick their drawings to the poster paper under the appropriate color.
EnrichmentMake color books. Have students make books by stapling three pieces of paper together. At the top of each page they should make a red, green, or blue circle and, if they can, write red, green, or blue in the appropriate color. Then have them draw pictures on the rest of the page of things that are the same color. Count. Review the numbers 1–10 by counting the items in each color group with the students. Have students make number cards by writing these numbers on individual cards. Change the number of drawings in each column by taking away one or two drawings. Then say a color, model counting the items in that column, and ask students with that number card to hold it up and say (Five)(red)!Color Bingo. Review the colors. Give each student a bingo card (a paper divided into a 9-square grid). Have students color each square red, green, or blue. They should not color a whole row or column the same color. Use paper clips as markers. In a bag, place blue, green, and red color cards. Invite a student to pick a card and say It’s (red). The rest of the class puts a marker on a square of that color on their card. The first student to get three markers in a row horizontally or vertically wins the game.
M01_BP_TE_L01_1246_U01.indd 42 10/24/08 4:24:43 PM
Make Color GroupsDraw and color. Use red, green, or blue. Sort.
It’s a triangle.It’s red.
Project
Art
What color is this? It’s blue.
11
Unit 1
Content connection: art; math
M01_BP_SB_L01_0812_U01.indd 11 10/3/08 5:14:00 PM
M01_BP_TE_L01_1246_U01.indd 43 10/24/08 4:24:47 PM
Copy: I work hard in school.
Listen.
Read.Write.
Speak.
12 Character education
ValuesWork HardColor.
M01_BP_SB_L01_0812_U01.indd 12 10/3/08 5:14:06 PM
M01_BP_TE_L01_1246_U01.indd 44 10/24/08 4:24:49 PM
Unit 1
Ready for School T12
M01_BP_SB_L01_0812_U01.indd 12 10/3/08 5:14:06 PM
Get ReadyAlphabet words. Write the alphabet in a line on the board. Put students in small groups. Challenge them to list words (colors, school supplies, and so on) that begin with each letter of the alphabet.
Set a time limit and have them list as many as they can. The group with the longest list wins.
ApplicationObjectives
to talk about working hard in schoolto become aware of class participation through listening, speaking, reading, and writingto copy sentencesto color
•
•
••
Vocabularynouns: book, chair, desk, pencil, school, student, teacherpronoun: Iverbs: listen, read, speak, work, writeadverb: hard
Materialscrayons or markers
•
Values: Work HardColor.
1. As you work through the page, encourage students to apply the language they’ve learned in this unit. To begin, however, you might want to have a discussion in your native language. Ask students what working hard means. Is it important to work hard? Why? Where do children work hard? Where do adults work hard? What are some examples of working hard in school?
2. Draw students’ attention to page 12. Ask them to talk about the pictures using any English they know. If necessary, provide words they need in English. Then read the words aloud and have students repeat after you. Point to the pictures to clarify meaning or act out listening, speaking, reading, and writing.
3. Have students color in the pictures. Circulate and ask individual students questions such as What’s this? What color is it? and so on.
Copy: I work hard in school.
4. Read aloud the sentence at the bottom of the page: I work hard in school. If necessary, clarify
meaning. Read the sentence and have students repeat it after you. Direct students to copy the sentence on the line.
5. You may want to extend your students’ writing practice in paragraph form. On paper, have them indent and copy the sentence I work hard in school as the first sentence of the paragraph. Then have them write detail sentences: I listen. I speak. I read. I write. Students can conclude with I’m a good student.
The social-emotional intelligence connection. Two elements of social-emotional intelligence can be focused on in relation to working hard. (1) Self-awareness. Encourage students to think about the kind of student they are. Are they good listeners? Do they answer the teacher in class or try to avoid it? Do they do their reading and writing tasks? (2) Self-management. Encourage students to think of ways they can control their behaviors in class. What can they do to work harder and be better students?Family connection. Have students ask their families how they work hard and why it is important. Students report back to the class.
M01_BP_TE_L01_1246_U01.indd 45 10/24/08 4:24:50 PM
Ready for SchoolT13
Performance AssessmentBoth activities on page 13 may be used for performance assessment and review. See pages v–vi of the Assessment Package for more information on this type of informal assessment.
ReviewOutcomes
can identify classroom objectscan identify numbers 1–10can ask and answer What’s this?
•
••
Vocabularynouns: backpack, book, chair, crayon, desk, eraser, marker, pen, pencil, tableadjectives: one, two, three, four, five, six, seven, eight, nine, tenverb: be (is)pronouns: it, this
Materialsclassroom objectsblindfoldspaper bagscutouts from page 127long pieces of white paperglue, scissors, crayons, or markers
••••••
Know It? Show It!Touch and guess.
1. Read the speech bubbles at the top of the page. Explain that the girl is guessing what the object is without seeing it.
2. Model the game with a student volunteer. In a bag, place a few school items. Put a blindfold on the student and invite him or her to pick an item from the bag. Ask What’s this? The student should respond by guessing It’s a (pen). Say Yes or No and allow the student to remove the blindfold when he or she has correctly guessed the item.
3. Distribute bags and blindfolds to partners or small groups. Students should follow the model on the page as they play. Make sure partners switch roles so that everyone says both parts of the dialogue.
4. As students play the game, walk around the room and monitor their language. Note errors to review after the game is finished.
Make a number line. Use the cutouts on page 127.
1. Draw students’ attention to the picture at the bottom of the page. Explain that the boys have made a number line to show the numbers from one to ten in order.
2. Read the directions and make sure students understand that they will cut out the cards
from page 127, glue them in order on a strip of paper, and label each group of stars with a number. Give each pair or small group a long strip of paper and a crayon or marker. Have students write numbers from 1–10 in order on the paper, then cut out the groups of stars, count each group aloud, and glue it under the correct number.
3. Invite students to share their number lines with the class and display their work around the classroom.
WB Assign pages 8–9 now. Audioscript is on page T1D. Answers are on page T126.
I can do it! Once students have demonstrated success through the activities on this page, discuss with them how much they’ve learned and what they can do now that they’re finishing the unit. (See Assessment Package pages vii–viii.) Invite students to mark their growth by checking the I can do it! star.
Completion CertificateStudents have now completed Unit 1. After formal assessment (see Assessment Package pages listed on page T1B), have students use the Completion Certificate sticker in the back of the Student Book to celebrate the successful completion of the unit.
M01_BP_TE_L01_1246_U01.indd 46 10/24/08 4:24:51 PM
What’s this?
No.
It’s a crayon.
It’s a marker. Yes.
Make a number line.Use the cutouts on page 127.
13
Unit 1
Performance assessmentSee Assessment Package pp. 23–25, 28, 37, 46–47.
Review
Know It? Show It! Touch and guess.
Unit 1
I can do it!
M01_BP_SB_L01_0812_U01.indd 13 10/3/08 5:14:19 PM
M01_BP_TE_L01_1246_U01.indd 47 10/24/08 4:24:51 PM