1 Teacher's Book Felicity Hopkins

Oxford University Press

,

INTRODUCTION

THE MATERIALS AIMS Get Ready! aims to provide young learners with a basic knowledge and feeling for English, giving them a foundation for successful learning at the next stage. It teaches pupils to say and understand a basic English vocabulary and a small number of useful expressions. It teaches numbers and letters of the alphabet an'd introduces pupils to the early stages of reading and writing. Get Readyfis based around songs and activi ties, carefully matched to the interests of young learners and suitable for use with large or small classes.

COMPONENTS Get Readyfis a two-level course. The core of each level is the Pupil's Book and the accompanying cassette. For each level there is a Handwriting Book, an Activity Book and a Numbers Book. Wallcharts are also available . Pupil's Book I. This introduces all the language items in the first level of the course and contains all the songs , stories, rhymes and games. Most of the work in Pupil 's Book I is oral. Only the words or letters printed in a colour are for the pupil to read. The words in black are there to guide the teacher. Cassette I. This contains recordings of all the songs, stories and rhymes in Pupil 's Book I. It can be played in the classroom or used by the teacher as a model during lesson preparation. Handwriting Book I. This teaches the small letters of the alphabet and places particular emphasis on correct hand movements. The letters are taught in families, based on shape and hand movement, not in alphabetical order. There ore built-in revision exercises.

Activity Book I. This is designed to reinforce the basic reading and writing skills and to give extra practice of the language taught in the Pupil 's Book.

Numbers Book I. This is an optional component. It teaches the number sets 1-/0, the writing of the numbers and the concept of addition up to 10.

ORGANIZATION Each level of Get Ready! is divided into sixty steps. Each step is one page in the Pupil 's Book (supported by the cassette) , half a page in the Handwriting Book, one page in the Activity Book and half a page in the Numbers Book. The materials and syllabus have been very carefully planned and the books should always be used in this order. The sequence for a complete step is therefore as follows:

DBDB Pupil's Handwriting Activity Book Book Book

THE TEACHING METHOD CHORAL REPETITION

Numbers Book

Drills and repetition are particularly suitable teaching techniques for young learners, who learn through imitation. The important thing is for the language being drilled to then be used in a context which is meaningful to the children. This is why songs, rhymes and games are so important, for in the world of the chi ld these are real ends in themselves.

There are four stages to be gone through in teaching with choral repetition:

The teacher says the words and gives the meaning.

2 The class says the words after the teacher. 3 The class says the words on its own (in

response to a cue). 4 Individual pupils say the words. The amount of time spent on each stage wi ll be for the teocher to decide. If possible, the meaning shou ld be given without using the pupils' own language. This can be done through mime, blackboard drawing, or the pictures in the Pupil's Book. Throughout the. choral repetition, the teacher should keep reminding the closs of the meaning of the words.

SONGS AND STORIES The songs and stories are all written specially for the course and are in very simple language that can easily be learned by the pupils. Songs. The songs are all recorded on cassette. This can be played in closs, but the teacher may use the cossette at horne to learn the songs and then teach them to the closs herself. While singing, pupils should point to the pictures in the Pupil's Book or perform the suggested actions. These reinforce meaning and make singing more enjoyable. Singing should be part of every lesson and teachers should regularly go bock and use songs from earlier in the course. Stories. The stories are also on cassette but here again the teacher can, if she prefers, use the recording as a model and read the story to the class herself. It is particularly important to make sure that pupils are pointing to the pictures and following the story sequence. Each frame of the stories is numbered.

QUESTION AND ANSWER As well as drills, the teacher will want to use Simple question and answer techniques: What is this? Show me a . . . and so on. Many of the games or Picture practice pages in Get Ready! are designed to practise these kinds of simple dialogues (for example, Step 14 or Step 45).

2

Remember that the pupils should practise asking as well as answering questions and that this will need choral repetition practice.

INDIVIDUAL HELP Even when working with a large closs, teachers should try to give individual attention, especially to pupils who have difficulties. The ideal time to do this is when pupils are working in either the Handwriting Book, Activity Book or Numbers Book. This is when you can walk round the-closs and see how pupils are coping. Wherever there are problems, aim to be positive about the things the pupil can do. Success motivates; failure causes panic and lock of interest. One of the main purposes behind Get Ready! is to give a pupil a sense of enjoyment and a feeling of confidence about learning English.

ACCURACY Do not be over-concerned about accuracy. Get Ready! progresses slowly and pupils will only gradually become aware of subtle differences and be able to imitate the teacher's model. Give good models of English but do not correct every error mode by your pupils. Never try to explain language rules to very young learners.

MOTHER TONGUE Pupils should hear as much English as possible . However, there are many situations when it is very useful to use the pupils ' own language. For example, you might use it to explain on exercise in the Activity Book, the meaning of a song or how to playa game. When teaching handwriting, it is especially effective to use the pupils ' own language. The important thing is to avoid translation. Always t(y to explain new words through a picture or mime. Never ask pupils to translate.

THE ALPHABET In learning the alphabet, pupils have to learn the importance of quite small differences in letter shape: dip, old, (In , qlg and so on. They also have to learn the names of the letters and the

sounds they make. Eventually they have to learn to write the letters. There is no reason why these different things should be taught at the same time. In Get Ready! /they learn the name of a in Step 5 and they learn to write a in Step 25. In Get Readyfthe letters of the alphabet are introduced in Pupil's Book I. First of all the pupils should be taught the sounds of the letters, using the formula 'a' for apple, 'b' for boy etc. The names of the letters are taught in the Activity Book, in the sections headed Say the alphabet (see Steps 3, 5, 7, II, 13, 15, 19, 21). The writing of the letters is taught in the Handwriting Book in a sequence based on families of letter shapes, rather than alphabetical order.

READING There is no 'real ' reading in Get Ready! Pupils need first of al l to acquire pre-reading skills. In particular, they must become familiar with left-right sequencing and letter recognition. Many of the exercises in the Activity Book give practice in these skills. Pupils also learn to recognize whole wards. The first group of these occurs in Step 23. They are always introduced in the Pupil 's Book and practised in the Activity Book. By the end of Get Ready! I pupils will be able to recognize twenty-one words (including a). Throughout Get Ready! small black type is used for words that are intended solely as guidance for the teacher. They look like this:

Show me a green van.

Number one is a big boat.

Words or letters to be recognized by the pupil are printed in a much larger size. They look like this:

a b c a red plane In the Pupil 's Book, words, letters or numbers for the pupil are always printed in a colour.

HANDWRITING As well as writing letters and words, pupils benefit from any activities that develop control of -' the motor skills. Drawing and colouring are important and there are ample opportunities to do this in Activity Book I. There are also exercises practising writing of letters or words in the Activity Book and these are carefully matched to the sequence in the Handwriting Book.

The main book for teaching handwriting is, of course, the Handwriting Book. Tobe effective, it should pe combined with good classroom demonstrations. The sequence below is suggested.

Before asking pupils to write a new lettef or pattern, demonstrate on the blackboard. Always use a grid with a baseline and three guidelines. Describe to the pupils in their mother tongue exactly what you are doing as you write.

2 Next half-turn your back to the class, almost as if you were going to write on the blackboard, and trace the letter or pattern in the air with your finger. Get the class to do it with you as you describe the hand movement.

3 If you are teaching a new letter, the pupils c) can now use their finger to trace the large solid black letter in the book (headed Look). ThiS should be done as a class, with the teacher describing the hand movement. The dot shows where the hand movement begins and the arrow shows the direction to go in.

4 Pupils are now ready to practise tracing in their Handwriting Books, using a pencil or pen. They trace over the grey lines, starting from the black dot. The third line of practice

3

STEP 2 NEW LANGUAGE Understand : Whatis this? Say : a, an, apple, bird, goodbye, and Read : a, b

PUPIL'S BOOK Letters . Say Look. An apple. Pupils repeat without and with an:

Teacher Apple. . Class Apple. Teacher An apple. Class An apple.

2 Repeat th is procedure with bird. 3 Say Show me a bird/on apple. Pupils paint

and say This is a bird/an apple. 4 Ask What is this? Pupils answer An apple/A

bird. 5 Point to the letters and get the class to

repeat 'a'forapple, 'b 'for bird. Teach the sounds 'a' and 'b', not the letter names. Say Shaw me 'a'. Write a on the board and ask What is this?The pupils give the letter sound, not the name. Do not ask pupils to write the letters yet.

6 Song. Revise Hello. I am . . . by introducing yourself to pupils, who reply Hello. I am . .. Then shake their hands and say Goodbye . . . (pupil). Walk away and wave. Say Goodbye. Pupils practise repeating Goodbye after you.

7 Bring two pupils to the front (e.g. John and Mary) and say John and Mary. The class repeat. Do this with several pairs. Each time they go back to their seats say Goodbye . .. and . . . The class repeat.

8 Say Show me Jack. Show me Sue. Show me Jack and Sue. Say Goodbye Jock and Sue and 'wave to the baok'. The class wave and repeat. Play the song and get the class to join in by singing yourself. Sing with the class without the tape.

6

HANDWRITING BOOK q

10

Demonstrate the cat on the board, describing what you are doing .To get its favourite faad , the cat must not go off the path. Pupi ls practise with their fingers in the air. They can then practise with their fingers in their Handwriting Books. Go round the class, watching hand movements. Finally the pupils write in their Handwrit ing Books. Repeat with the monkey and the dog . Pupils can try drawing their own pathways an pieces of paper. Do not worry if they find this difficult. The final result is not important. The purpose is to practise moving the pencil from left to right in an unbroken, flowing line.

ACTIVITY BOOK I I Match. Pupils ring the pictures and letters

that match the example on the left. Demonstrate on the board, using simple drawings, for example, some balls :

Encourage pupils to draw the ring in an anti-clockwise direction (l ike the letter 0) .

12 Say and colour. Say Show me an apple/a bird/Jack/Sue. Then ask pupils to 'read' the pictures aloud from left to right. The pupils colour them in . Go round, asking individuals What is this? Show me ...

NUMBERS BOOK (OPTIONAL) 13 Pupils ring the correct number of apples to

match the box on tlie left. Demonstrate on the board with circles or use real objects (e.g. pencils). Do not use the names of the numbers yet. Get the pupils to do the ones on the left f irst of all . Go through them on the board before the pupils continue to do the ones on the right.

STEP 3 NEW LANGUAGE Say: cat, dog, one, two, three Read: e, d, I, 2, 3

PUPIL'S BOOK ..

2

3

4

5

6

Letters. Say Look. A cat. Pupils repeat after you, pointing to the picture in the book. They should repeat without and with a: Cot. A cot. Cat. A cat (see Step 2). Make sure to pronounce a correct ly. It should sound like 'a' in ago, not 'a' in name. Repeat this procedure with dog. Say Show me a eatla dog. Pupils point and say This is a eatla dog. Ask Whatis this? Pupils answer A eatiA dog. Paint to the letters and get the closs to repeat 'e' for cat, 'd' for dog. Teach the sounds 'c' and 'd ', not the letter names. Say Show me 'e'. Write a, b, cor d on the board , and ask What is this?The pupils give the letter sounds, not the names. Do not ask pupils to write the letters yet. Numbers. Draw groups of dots on the board, in the some arrangement as the dots in the Pupil 's Book:

Point to each of the groups of dots and say the number: One, two, three. The closs repeat after you. Next get the closs to say the numbers as you point in sequence: One, two, three. Ask individual pupils to say the numbers.

7 Hold up one pencil , then two and finally th ree, each time saying the number. Then hold up different numbers of pencils and get

the class or individual pupils to call out the numbers.

8 Give all three pencils to one pupil. Say Show me twolthree/one.

q Now write the three figures on the board: I, 2, 3. Make sure to fo llow the same style of writing as the Pupil 's Book. Get the class to count as you point to each figure in sequence. Ask individuals to count, pointing to the Pupil 's Book.

10 Put individual figures on the board and ask Whotis this? Encourage pupils to look at the Pupil's Book and match what you have written with the book. They can then work out the answer to your question by looking at the number of dots or by counting and f. pointing until they get to the figure you have written . Do not be too concerned if some ' pupils are sti ll uncertain, but do try to ensure that they are all attempting to 'read' the figures from left to right.

I I Revise Hello. 1 am . .. Goodbye. Sing the Hello song (Step I) and the Goodbye sang (Step 2).

HANDWRITING BOOK 12 Demonstrate the bird on the board,

describing what you are doing. Use the pupils' mother tongue. The hand makes one continuous movement from left to right, without pauses. Pupils practise with you , with their fingers in the air. Next they practise wi th their finger in the Handwriting Book. Go round, checking the hand movements. Finally, pupils write in the Handwriting Book .

ACTIVITY BOOK 13 Match. Pupils ring the letters that match the

example on the left. Demonstrate first of all on the board and revise a, b, e, d.

14 Say the alphabet. Explain that the letters make sounds and that they also have names. Write abc d on the board. Pointing, getthe class to say the names of the letters after you. Ask individuals to do it, pointing to the letters in the Activity Book. The arrow is to remind them to go from left to right.

7

15 Write individual letters on the board. Ask What is this? Pupils tell you the name of the letter.

16 Draw and colour. Pupils trace over the grey lines. Then they colour the pictures. Go raund as they work and ask individuals What is this? Shaw me a cat. Get them to say the first four letters of the alphabet to you . Be as encouraging as possible. Make sure that they are 'reading' from left to right.

NUMBERS BOOK (OPTIONAL) 17 Put dots on the board and get pupils to tell

you the number. Do the same with the figures , I, 2, 3. Demonstrate matching dots to a figure, using the first example in the book. Pupils now do the exercise in the Numbers Book, putting a ring around the correct number of dots to match the figure on the left. Encourage pupils to draw the ring in an anti-clockwise direction, like the letter a. Get the pupils to do the ones on the left first of all. Go through the answers on the board. Then the pupils can do the ones on the right.

STEP 4 NEW LANGUAGE Say : birds, cats

PUPIL'S BOOK Write the figures 123 an the board. Point and get pupils to call them out. Say What is this?

2 Draw a bird on the board. Say Look. A bird.

8

Draw another bird and say Two birds. The drawings must be quick and simple:

3 Cover one bird with your hand and then uncover it, as you say One bird, two birds. The class repeat after you.

4 Now draw a third bird and say Three birds. Cover two birds with your two hands and, as you reveal them, say One bird, two birds, three birds. The class repeat. Do not overemphasize the sforthe plural. Do not be too concerned about accuracy. Do not try to explain . Pupils wil l very gradua ll y learn these small differences through imitation.

5 Repeat this procedure for one cot, two cots, three cots. Again use very simple drawings:

6 Rhyme. Pupils look at Step 4 . Explain that it is a kind of 'story'. It goes down the page and each picture shows the next thing that happened. Soy that you are going to play the tape and that they must work out the 'story '.

7 After the tape, ask pupils to tell you the 'story' in their mother tongue. If they do not understand, do not explain yet.

8 Next, you say the rhyme, using your voice and gestures to bring out meaning. Also bring out the drama of the cat creeping up and then pouncing and then , after that, the dog creeping up on the cats. The cot's miaow and the dog 's bark, which are on the tape , are important parts of the story which shou ld not be missed out.

q Play the tape again' and get the class to point to the pictures while they listen. Now get the class to say the rhyme with you. They should use a gesture for the pounce on CATfand DOG!

10 Soy Show me two birds/one cat etc.

HANDWRITING BOOK II Demonstrate on the board, explaining what

you are doing. Use the pupils' mother tangue. The pencil is doing smooth jumps and landing on the ground. It does not leave the paper, but it has a rest before the next jump. Pupils copy you, tracing with their finger in the air. They can then trace over the lines in the book with their finger. Go round , checking their hand movements. Pupils can now write in the Handwriting Book.

12 Pupils can draw balls in a separate copybook or on a piece of paper and practise doing 'bounces' from left to right.

ACTIVITY BOOK 13 Match. Pupils ring the numbers and letters

that match the example on the left. 14 Say and colour. Say Show me a birdlo

cotlo doglon apple. Then ask pupils to 'read' the pictures aloud from left to right. Pupils colour them in. Go round asking individuals Whotis this? Show me . ..

NUMBERS BOOK (OPTIONAL) 15 Pupils ring the correct numbers of birds to

match the figures on the left. Demonstrate on the board, using simple drawings of birds. Make sure to revise recognition of I, 2, 3. Get the class to do the ones on the left first of all. Go through the answers an the board. Then the pupils can do the ones on the right.

STEPS NEW LANGUAGE Say: elephant, fish, girl Read: e, f, g

PUPIL'S BOOK Leiters. Say Look. An elephant. Pupils repeat after you, pointing to the picture in the book. They should repeat without dnd v; ith on: Elephant. An elephant (see Step 2).

2 Repeat this procedure with fish and girl;' 3 Say Show me an elephantla fishlo girl.

Pupils point and say This is a(n) ... 4 Ask What is this? Pupils answer This is an

elephanl/a fish. 5 Point to the letters and get the class to

repeat 'e' for elephant, 'f' for fish, 'g' for girl. Teach the sounds of the letters, not the names.

6 Revise apple, bird, cot, dog, elephant, fish, girl. Point to the pictures in the book and ask What is this?Write abc d e fon the board and get pupils to say the saunds 'd' for dog, 'f ' for fish ClS yau point to the letters.

7 Practise the rhyme from Step 4. Ask the girls to do the first four lines and the boys the second four. Then swop over.

HANDWRITING BOOK 8 Demonstrate the butterfly's flight on the

board, explaining what you are doing. The loops are made in a smooth line, without the pencil leaving the paper. There are no pauses. Pupils do this with you , with their fingers in the air. Next, they do it with their finger and then a pencil in the Handwriting Book. Make sure that they only do the butterfly.

q Demonstrate the 'u' shapes and 'n' shapes on the board. Like the jumps in Step 4, both of these require pauses, but the pencil does not leave the paper. Pupils should eventually practise these in a copybook or

9

\ ..

on a piece of paper as well as in their Handwriting Book.

ACTIVITY BOOK 10 Match. Pupils ring the letters that match the

examples on the left. Demonstrate on the board if necessary.

II Say the alphabet. Write abc d e f g on the board, making sure to fo llow the style of the letters in Get Ready/The class say the name of each letter after you. Then they say all seven letters with you, pointing to each one in the Activity Book as they say il. Ask individual pupils to say the letters in sequence, pointing to their books.

12 Say Show me c and get the class or individuals to point to the letter of that name in the Activity Book.

13 Draw and colour. Pupils trace over the grey lines. Then they colour the pictures. Go round as they work. Look at the way pupils are holding their pencils. Ask What is this? Show me . .. Get individuals to 'read' the first seven letters of the alphabet to you.

NUMBERS BOOK (OPTIONAL) 14 Draw three fishes on the board and write up

the figures, 123. Pupils come to the frant and ring the figure that is the same as the number of fishes they can see. Cover one or two fishes with your hands. Make the drawings very simple:

10

Pupils can now complete the exercise in the Numbers Book.

STEP 6 NEW LANGUAGE Understand: How many . .. ?, yes, no Say: boy(s), finger(s)

PUPIL'S BOOK Rhyme. Ask a boy to come to the frortl. Say Boy. A boy. The class repeat after you. Do the same with a girl. Call out the names of different pupils. After each name, the class say girl or boy, as appropriate.

2 Bring two boys to the fro;t and say Two boys. The class repeal. Bring another boy to the fronl. The class repeat after you Three boys. Now count the boys and get the class to say with you One boy, two boys, three boys. Do the same with three girls. Do not exaggerate the pronunciation of the plural s and do not be over-concerned with accuracy. At this stage some pupils will not distinguish girl/girls.

3 Demonstrote the rhyme. Count out three boys in the class, pointing to each one in turn: One boy, two boys, three boys. Then pause, look round, and select a fourth boy by name (e.g. John). As you say John, stand behind him and get him to stand up. Sti ll standing behind him, take h.is arm and point to three girls as you count them out: One girl, two girls, three girls. Pause, then name a fourth girl. John sits dawn and the girl stands up (e.g. Mary). Now stand behind Mary and count out three boys. Let her choose the next bay to stand up.

4 Explain that this is a game that Jack and Sue play in their school. Play the tape. Explain that a girl is speaking. Pupils point in the book as she counts out the boys. Pause, ask who she has chosen (Jack). Pupils point in the book as Jack counts out the girls. He chooses Sue. Pupils listen to see who Sue chooses (David) .

5 The children can now perfarm this rhyme as a chain. Help as necessary. Try to make the selection of each pupil by name seem as exciting as possible .

6 Game. Hold up one finger and get the class to repeat after you Finger. A finger. Hold up two, then three fingers and get the class to say after you TwolThree fingers. Now hold up one, two or three f ingers (see Pupil 's Book) and ask How many fingers? The pupils answer One/ Two/Three fingers. Tell different numbers of boys or girls to stand up. Ask How many boys/girls?

7 Now play the game. Put your hand behind your back and ask How many fingers? Pupils have to guess. Use yes and no when you reveal your fingers.

Teacher (concealing fingers) How many fingers?

Pupil A Two fingers. Teacher (revealing fingers) No! How

many fingers? Pupil A One finger. Teacher (concealing fingers) How

many fingers? Pupil B Three fingers. Teacher (revealing fingers) Yes, three

fingers.

8 Pupils can now attempt to take the teacher's role, asking How many fingers? Help as much as necessary. Omit if it seems too difficult.

HANDWRITING BOOK q Demonstrate drawing circles. The pencil

must not leave the paper until the circle is complete. Always go in an anti-clockwise direction. Pupils draw circles with you in the air. Then they can do the clown's balls.

10 Remind pupils of the 'u' shapes, with a pause at the end of each 'u'. Pupils can then trace over the pattern below the clown. The dots show them where to start and the arrows show the direction to go. Pupils who fin ish may colour the clown.

ACTIVITY BOOK I I Match. Draw a fish , a cat and a bird on the

board (see Steps 4 and 5 for suggested drawings). Write f, c and b. Get pupils to match the sounds of the letters with the

initial sounds of the words. Say 'f' for. ? Pupils can then do the matching exercise.

12 Say and calour. Say Show me an elephantla finger/a girl/an elephant. Then get pupils to 'read' the pictures aloud from left to right. Pupils can now colour them in while you go round individually, asking What is this?

NUMBERS BOOK (OPTIONAL) 13 Write figures on the board and get pupils to

come up and draw the correct number of dots. Pupils can now work in the Numbers Book. They should take each number on the left in turn, troce over the line anci.then draw the correct number of dots at the end of it. Go round, helping and asking How many? as you point to figures and dots.

STEP 7 NEW LANGUAGE Say : hand, insect, jug Read : h, i, f

PUPIL'S BOOK Say Hello to the class. Introduce yourself to one pupil, saying Hello, I am . .. The pupil replies Hello, I am . .. That pupil then goes to another pupil and introduces him or herself. Let this continue as a chain, helping where necessary.

2 Letters. Say Look. A hand. Pupils repeat after you, pointing to the picture in the book, Hand. A hand (see Step 2).

3 Repeat this procedure with insect and jug. 4 Say Show me a hand/insect/jug. Pupils

point to the pictures and say This is a hand/ insectljug.

5 Ask What is this? as you point to the pictures or use blackboard drawings. Hold up your own or a pupil's hand. Make a buzzing noise for the insect.

11

'.\

6 Point to the letters and teach the sounds, 'h' for hand, 'i'for insect, 'i' for jug. Soy Show me 'h'/'i '/)'. Pupils point to the letter that makes that sound. Write the three letters on' the board and get pupils to tell you their sounds as you point. Revise the sounds lo'_ 'g'.

7 Practise the rhyme from Step 4. 8 Play How many fingers? (Step 6). q Sing the Goodbye song (Step 2).

HANDWRITING BOOK 10 Demonstrate how to do the sharp angular

line. Explain in the pupi ls' mother tongue what you are doing. The pencil is moving in straight lines. It goes up the mountain and then it pauses for a rest. It does not leave the paper. Now it comes straight down. Pupils practise this with you, drawing in the air. They can then go over the two jogged lines at the start of Step 7. They can do this first of all with a finger, as you go round checking the movement. Finally , they write over these two lines.

I I The crocodile's teeth are harder because the movements are smaller. Follow the sequence above. Make sure that pupils 'write' the teeth as one jagged line. 'Drawing' the teeth as a series of separate lines is incorrect. Remember that the most important thing is to learn the correct hand movement, not to produce a perfect result.

ACTIVITY BOOK 12 Match. Pupils ring the letter that matches

the examples on the left. 13 Say the alphabet. Write a bcde fg h ijon

the board. The class says the nome of each letter after you. Practise h, i, j several times. Now get the closs to soy all ten letters with you, pointing to each one in the Activity Book. Get individual pupils to soy the ten letters in sequence, pointing to their books.

14 Say Show me h/alj/d and get pupils to point to the right letter in the Activity Book.

12

15 Draw and colour. Pupils trace over the grey lines and then colour the pictures. Go round, asking What is this? as you point to letters or either of the pictures.

NUMBERS BOOK (OPTIONAL) 16 Draw four jugs on the board and write up

different numbers. Pupils come to the front and ring the right number of jugs. Then ask How many jugs? Pupils answer OneiTwo/ Three jugs. Make the drawings very s imple:

Pupils can now complete the exercise in the Numbers Book.

STEP 8 NEW LANGUAGE Say : elephants, fishes

PUPIL'S BOOK Song. Say Show me an elephant/a fish. Pupils point to the book. Say What is this? and mime an elephant by holding your ears out. Do the same with fish, making your hand 'swim'.

2 Point to the top group of elephants and ask How many elephants? Do the same with fishes. (N.B. Fish has two plural forms: fishes and fish - the same form as the singular. Both farms are correct.)

3 Play the tape and demonstrate the actions. For the last verse wave Hello. Repeat and get the pupils to join in the actions. If they find it difficult to manipulate their fingers for one, two, three, they can point to the numbers in the book instead.

4 Play the tape again. You sing the How many? lines of the first two verses and get the pupils to join in with you on lines 2 and 4. Everybody should sing the last verse.

5 Practise saying How many elephants/ fishes? with the class repeating it after you. The class can naw sing the whole song, if possible combining this with the actions. Try it with and without the tape. Encourage the class by singing and doing the actions yourself.

6 Bring different numbers of pupils to the front and ask How many girls/bays?

7 Sing the Hello song (Step I).

HANDWRITING BOOK 8 Demonstrate drawing vertical lines on the

board. Each line is separate. The important thing is to cantrol the length. So demonstrate between two lines, like the ladder in the Handwriting Book. Pupils trace in the air with you. Then they complete the clown's ladder.

q Remind the class how to draw circles. They should be done in one movement and anti-clockwise. Get them to trace in the air with you. Pupils can then complete Step 8 in the Handwriting Book.

ACTIVITY BOOK 10 Match. Write four or five letters from a-j on

the board. Ask pupils to remind you of the sound each one makes. Then get them to tell you a word that begins with that sound. Say 'b' for . .. ? Now call out words and get the pupils to tell you which letter on the board they start with. Encourage pupils to use the letter names, but accept sounds as correct.

Teacher Cat. Pupil A c (name). Teacher Yes, c. Good.

Hand. Pupil B 'h'(sound). Teacher Yes, good: h (name).

Pupils can now do the matching activity, drawing lines to connect the pictures to their first letter.

I I Soy and colour. Say Show me a jug/hand/ apple/boy. Then get pupils to 'read' the pictures aloud from left to right. While they colour them in, go round looking at the work done for the matching activity. Help pupils who are unclear about the sounds.

NUMBERS BOOK (OPTIONAL! 12 Pupils have to draw dots to correspond to

numbers. Demonstrate on the board. Write a figure and ask How many?Then select a pllpil to draw the right number of dots.

STEPq NEW LANGUAGE Understand: clap, listen, tap, number Say : four, five six Read: 4, 5, 6

PUPIL'S BOOK Numbers. Write groups of dots on the baard , in the same arrangement as the Pupil's Book. Point to them as you count to six. Get the class to say each number after you. Repeat four, five, six several times. Then get the class to count with you.

2 Bring different numbers of boys and girls to the front of the class. Count out loud with the class: One, two, three, four, five. Then ask How many boys? The class respond Five boys.

3 Now write the figures 1-6 on the board. Make sure to follow the style of 4 in the book. Point to the figures and count out loud. Get the class to join in, pointing to their book. Ask individuals to count 1-6, as they point in their books.

4 Say Show me six/five etc. and get pupils to point to their books. Write figures on the board and ask What is this?

13

, !

.~~

5 Song. Play the tape and then get pupils to clap for 1-3 and tap for 5-6.

6 Practise saying each verse without the music rather like a rhyme. Pupils should point to the numbers for each verse and clap and tap. Write numbers on the board and say Look. OnelTwo is a number. Do a mime for listen. Get pupils to say after you Listen and then Listen to the numbers. (Da not try to explain the definite article, the.)

7 Pupils are now ready to sing and do all the actions. If pupils find it difficult, they can clap all the way through instead of tapping and clapping. But do not forget that trying to remember whether to clap or tap is part of the fun!

8 Practise the rhyme in Step 6 and sing Elephants and fishes (Step 8).

HANDWRITING BOOK q Steps q- 12 revise all the basic hand

movements and introduce the handwriting grid. Draw this on the board. In the Handwriting Book it consists of three grey lines and a black baseline. On the board, use a colour for the baseline and white for the other three. Explain the grid to pupils, in their mother tongue. There are four lines. One line is the baseline. All the letters touch the baseline. Some go up to the first line above it, for example 'a' {draw an a). Same go to the very top line, for example 'b' {draw a b). Some go to the bottom line, for example 'g '{draw a g) .

10 Naw demonstrate drawing vertical lines. Put a dot on the top line. This dot should be the same calaur as the baseline. Demonstrate. Say I am putting the pencil on the dot. I am drawing a nice, stiff, straight line and stopping as soon as I touch the baseline. Get pupils to do this with their fingers in the air, starting from an imaginary dot and ending on an imaginary baseline. Repeat this procedure with a vertical line starting on the first line above the baseline and ending on the line below it.

I I Pupils naw do the five vertical lines in the first row in the Handwriting Book.

14

12 Now demonstrate the 'u' shapes. Again emphasize the grid. 10m starting fram the dot and curving slowly dawn to the baseline. I just touch it and curve back up to the line above the baseline. I touch it and pause. The pencil stays on the paper. Then I curve down again . .. Students practise in the air as you describe an imaginary grid.

13 Pupils can now complete the first raw in the Handwriting Book and do the secand. Go round, checking and encouraging. Pupils should be saying to themselves the words you used when you were demonstrating.

14 The third row is to copy the line above. The dots show the pupils where to start. Remember that it is the flOnd~rfiovement and the use of the grid that matters, not the end result.

ACTIVITY BOOK 15 Match. Pupils ring the figures that match

the example on the left. Revise recognition of the numbers 1-6 before the pupils begin warking in the Activity Book. Write the figures on the board and say Show me two! six etc. Then write up single figures and ask What is this?

16 Join the numbers. Draw this on the baard:

.3 . 5

. 2 .4 .6

Explain, in the pupils ' mother tongue, that you want ta jain the numbers tagether in the carrect arder. Bring a pupil to the front. Say One, two and indicate for the pupil to draw the line. Then say One, two, three and get another pupil to now join 2and 3. Continue until the line is finished. Pupi ls can now join the numbers and complete the fish in the Activity Book.

NUMBERS BOOK (OPTIONAL) 17 Put groups of dots on the board,

representing 1- 6. Call out numbers and get pupils to identify the correct group. Pupils can now do the exercise in the Numbers Book.

STEP 10 NEW LANGUAGE

PUPIL'S BOOK Picture practice. This provides the opportunity for revision. Use the expressions Show me. What is this? and How many . .. ?The vocabu lary includes apple, bird, boy, cat, dog, elephant, fish, girl, hand, insect, jug. Jack is there (wearing the red shirt) and Sue is seated on the left.

2 Sing Elephants and fishes (Step 8), Listen to the numbers (Step q) and the Goodbye song (Step 2).

HANDWRITING BOOK 3 Draw the grid and demonstrate first the

short vertical line and then the 'v' shape. Describe what you are doing, referring to the dots and the grid . Pupils practise each of the shapes with their finger in the air, as you describe an imaginary grid. Then they complete the first twa rows in the Handwriting Book. Go round checking. Demonstrate again if necessary.

4 Pupils can now do the third raw. They should copy the twa rows above. They should always start from the black dot.

ACTIVITY BOOK 5 Join the letters. Draw this on the board:

d. .1 .i

be ec g. .i

Call pupils out to the front to help join the letters in the correct order. Pupils can then do the exercise in the Activity Book.

6 Say and colour. Say Show me an idse.C"t/ cat/bird/girl. Get pupils to 'read' the pictures aloud from left to right. Pupils can then colour the pictures. Go round, individually' checking the names of the letters in the Join the letters activity. Ask What is this?or say Showmed.

NUMBERS BOOK (OPTIONAL) 7 Put eight dots on the board. Callout a

number (1-6) and get a pupil to ring the correct number of dots. Pupils can then do the activity in the Numbers Book.

STEP II NEW LANGUAGE Understand: What is this number? Say: kite, lion, monkey Read: k, l, m

PUPIL'S BOOK Lellers. Say Look. A kite. Pupils repeat after you Kite. A kite, painting to the picture in the book (see Step 2).

2 Repeat this procedure with lion and monkey.

3 Say Show me a lion/a kite/a monkey. Pupils point and say This is a . ..

15

. I I I,

4 Point to the pictures and ask Whatis this? 5 Point to the letters and get the pupils to

repeat 'k' for kite, 'I' far lion, 'm' for monkey, teaching the sounds of the letters, not the names.

6 Revise the numbers 1-6. Write a figure on the board and ask What is this number? Clap up to six times and ask How many claps? Do the same with taps. Callout a number and get a pupil to clap or tap it oul.

7 Play How many fingers? (Step 6) , but using both hands and up to six fingers.

8 Practise the rhyme in Step 6, but counting up to six girls ar boys.

q Sing Listen to the numbers (Step q).

HANDWRITING BOOK 10 Demonstrate the vertical lines, using the

grid and describing what you are doing. Pupils trace the lines in the air as you describe an imaginary grid. They write over the vertical lines in the first row in the Handwriting Book.

II Demonstrate the 'n' shapes, again using the grid and describing what you are doing in the pupils' native language. 10m starting at the dot and moving gently up until I just curve and touch the line above the baseline. I am not stopping. 10m continuing down to the baseline. I touch the baseline and rest. The pencil does not leave the paper. I now go bock up the some line I have come down . .. Pupils trace this in the air with you , as you describe an imaginary grid. Pupils now complete the first row in the Handwriting Book and do the second. Go round, providing encouragement and help.

12 The third row is to be copied from the two above. The dots show where to start each time.

ACTIVITY BOOK 13 Match. Pupils ring the letter on the right

that matches the model on the lefl.

16

14 Say the alphabet. Write a-m on the board. Say each letter by name as you point to it and get the pupils to repeat it after you. Practise k, I and m several times. The class now say the alphabet a-m with you, pointing to the letters in their books .

15 Say Show me j/klb etc. Pupils point to the letter in their Activity Book.

16 Ask individuals to recite the alphabet a-m, pointing to the letters in the Activity Book.

17 Draw and colour. Pupils complete the pictures and colour them in. Go round, asking What is this? and checking recognition of the letters of the alphabet, both their names and sQunds:,"

NUMBERS BOOK (OPTIONAL) 18 Pupils ring the correct numbers of birds to

match the figures.

STEP 12 NEW LANGUAGE

PUPIL'S BOOK Song. Say Show me a monkey/lion/hand/ apple/fish/insect. Pupils point in their books and say This is a . ..

2 Ask How many fingers/insects? etc. Pupils look at their books and answer Five fingers/ Three insects. Get pupils to close their books and see if they can answer from memory.

3 Play the tape and get pupils to point to the pictures. Play it again and get them to join in the second and last line of each verse. You sing the How many? lines.

4 Pupils can now sing the whole song. Try it with the girls singing the How many? lines and the boys answering. Then swap raund.

5 Sing Elephants and fishes (Step 8).

HANDWRITING BOOK 6 Remind pupils how to do the vertical lines

(see Step q). They then do all the verticals in the top row in the Handwriting Book.

7 Demonstrate the circles , explaining what you are doing. I start at the datjust belaw the line above the baseline. I curve up and touch the line above the baseline and, ,~ithout pausing, continue on raund. I touch the baseline and continue until I reach the dot again. The pupils trace this in the air. Then they complete the first row of circ les in the book and do the second row.

8 The third row is to be capied from the anes above. If possible, pupils should practise these hand movements further. This can be done on paper or in a copybook, designed for the early stages of writing.

ACTIVITY BOOK q Match. Write the letters a- m on the board

and revise the sounds they make. Say 'd' for . .. ?Then point to individual letters and get pupils to say 'c' for cat, 'I' for lion and so on. Pupils now do the exercise, putting a ring around the letter which matches the initial sound of the word illustrated.

10 Say and colour. Say Show me a monkey/ a fish/a lion. Ask pupils to 'read' the pictures aloud from left to right. Pupils can now colour the pictures.

NUMBERS BOOK (OPTIONAL) I I Pupils have to ring the number that

matches the number of kites. Demonstrate on the board. Draw five kites and write the numbers 1- 6. Count the kites alaud: One, two, three, four, five. Then ring the figure 5. Rub out one kite and demonstrate again.

The drawings shauld be very simple:

Pupils can now do the exercise in the Numbers Book.

STEP 13 NEW LANGUAGE Say: nest, orange, pencil, It is ... Reod: n, 0 , p Write: c

PUPIL'S BOOK Letters. Say Look. A nest and paintto the picture. Pupils repeat after you without and with a (see Step 2) : Nest. A nest.

2 Repeat this procedure with orange and pencil.

3 Soy Show me a pencil/orange/nest. Pupils point to the pictu res and say This is a . ..

4 Pointto a pictu re and ask Whatis this? Pupils reply A nest/orange/pencil.

5 Teach the answer It is a nest/orange/pencil. Get pupils to repeat it after you as part of a question and answer routine.

Teacher What is this? Class What is this? Teacher It is a pencil. Class It is a pencil.

Point to pictures in Steps 2, 3, 5, 7, I I, as well as Step 13, and ask What is this? Encourage pupils to answer It is . . . Use mimes for fish and elephant (see Step 8); make cat, dog, insect, lion or bi rd noises; use blackboard drawings and ask What is this?

17

, I II !'

6 Point to the letters and teach the sounds 'n' for nest, 'o'fororange, 'p'forpencil. Say Show me 'n'/'o'/'p'. Pupils point to the letters that make those sounds. Write the three letters on the board and get pupils to tell you their sounds as you point to each one. Revise the sounds 'a'-'m'.

7 Sing How many monkeys? (Step 12).

HANDWRITING BOOK 8 Demonstrate the letter c (see Introduction).

Use a grid and describe what you are doing in the pupils ' mother tongue. I start on the dot. I curve gently up to touch the line

-l above the baseline. Now, without pausing, I curve down to just touch the baseline. I start back up towards the dot and then stop. Demonstrate several times. Make sure the pupils know the name of the letter and its sound ('c' for cat).

q Pupils now trace the letter in the air with you. Describe the movement and an imaginary grid as you do this. Pupils now use their finger to trace over the large letter cin the Handwriting Book (headed Look). They do this os a class, following your instructions. Repeat several times. Go round, quickly checking the hand movement. Demonstrate once again , if necessary.

10 Pupils can now trace over the firsttwo rows of the letter c. The third row is to be copied from the one above. Pupils who finish can colour in the cat. Go round, being very encouraging ond trying to build confidence. Remember that it is the hand movement and the use of the grid that matter, not the end result.

ACTIVITY BOOK I I Match. Pupils join the letters that are the

same.

12 Say the alphabet. Write a-p on the board.

18

Say each letter by name and get the class to repeat it after you. Practise n, 0, p several times. The class can now recite the olphobet, a-p, with you, as they point to the letters in the Activity Book.

13 Say Show me Ilplklo etc. Pupils pointto the letters in their Activity Book and say This is ...

14 Ask individual pupils to recite the alphabet a- p, pointing to the letters in the Activity Book.

15 Draw and co lour. Pupils complete the pictures and colour them in. Go round asking What is this?, indicating the orange or the pencil. Encourage pupils to answer It isa . .

NUMBERS BOOK (OPTIONAL) 16 Pupils ring the correct number qJ pencils to

match the figures. -

STEP 14 NEW LANGUAGE Understand : Isita ... ? Laok at . . . Say : yes, no Write: a

PUPIL'S BOOK Game. Say Show me number 316/1 and check that all the pupils are pointing to the correct pictures. Say Look at number 21415 and again check t)'lat pupils identify the correct picture.

2 Now say Look at number 4 and ask Is it a monkey? Answer this yourself with an emphatic No! Ask Is it a girl?, again answering yourself, No! Ask Is it a boy? Answer yourself, Yes! Now ask the class these questions and get them to chorus back No! or Yes! Go on to ask individuals.

3 Follow this pattern with the remaining five pictures. Make it as humorous as possible.

You can ask more No questions than are suggested in the Pupil 's Book and make them more absurd. For example, for number 5 you might ask Is it a penci//jug/ fish/insect/kite? Each time you ask, you should appear ta expect the answer Yes and be disappainted when the class (ar individual pupils) say Na!When you get to Yes, look pleased and say It is on elephant.

4 As the game progresses, get pupils to extend the Yes answer to Yes, it is a . ..

5 It may be possible for some of the pupils to try asking the questions: Look at number ... Is it a . .. ?Omit this if it is too difficult.

6 You can extend this game by writing a .;number on a piece of paper and giving it to a pupil. The class ask Is it 6/5/3? etc. The pupil answers No! or Yes, it is 6.

7 Sing Elephants and fishes (Step 8).

HANDWRITING BOOK 8 Demonstrate the letter a on the board,

using a grid. Describe what you are doing. Demonstrate several times. Make sure the pupils know the name of the letter and the sound it makes ('0' for orange).

q Pupils now trace the letter in the air with a finger. Do this several times. Now get pupils to use their fingers to trace over the large letter a in the Handwriting Book (headed Look). They should do this as a class, following your instructions as you describe the hand movement. Do this several times, moving round the room to check that all the pupils understand. If necessary, guide a pupil's finger through the movement.

10 Pupils can now use a pencil to trace the fi rst two rows in the Handwriting Book. Go round, checking and being very positive about their efforts. The third row should be copied from the one above, starting each 0 from the dot provided.

ACTIVITY BOOK I I Match. Pupils ring the letter that matches

the initial sound of the illustrated word. Before pupils begin, check recognition of

the words: Show me a daglbay/arange etc. Do the first one on the board with the class, using a and m. Say Monkey. Is it '0' for monkey? No! Is it 'm'far monkey? Yes! Then ring m.

12 Join the letters. Pupils connect the letters to complete the picture of a boat. If pupils are at all uncertain of the alphabetical order, they can look back to Step 13 in the Activity Book.

NUMBERS BOOK (OPTIONAL) 13 Write numbers on the board and get pupils

to come to the front and put the right number of dots beside them. Check the answer by counting the dots out loud. Pupils can now do the exercise in the Numbers Book.

STEP IS NEW LANGUAGE Say: queen, rabat, sun Read: q, r, s Write: e, I

PUPIL'S BOOK Letters. Say Look. A queen, as you point to the picture. Pupils repeat after you without and with a (see Step 2): Queen. A queen.

2 Repeat this procedure with rabat and sun. You will , of course, have to say the sun. Pupils should imitate this but do not attempt to explain it to them.

3 Say Show me a . .. Pupils point to the pictures and say This is o . .. If some pupils say This is 0 sun, you should accept it and repeat the correct version: Yes. This is the sun. Do not put an exaggerated stress on

19

STEPl6 NEW LANGUAGE Understand: Hands up! Hands dawn! Say : little, big Write: s, 2

PUPIL'S BOOK Call a pupil to the front. Hold up the pupil's hand and say Look. A little hand. Then hold ,up your own hand and say Look. A big hand. Draw two fishes on the board and say Look. A big fish/A little fish.

2 Pupils practise repeating this after you, first of all the adjective by itself and then in a phrase.

Teacher Big. Class Big. Teacher A big fish. Class A big fish. Teacher Little. Class Little. Teacher A little fish. Class A little fish.

Follow the same procedure with A big/little hand.

3 Game. Show the class two very obviously different sized pencils. Say Look. A little pencil. Look. A big pencil. Again , get the class to repeat after you. Get the pupils to look in the Pupil's Book. Say Show me a big/little pencil.

4 Hold up one of the pencils and ask Is it a little pencil? Is it a big pencil? Do this several times. The pupils answer A big/little pencil.

5 Explain to the class that you are going ta hide one of the pencils in your pocket (or in a box). Make sure to hide the little pencil. Play the tape, demonstrating the actions. Stop the tape on Show me. Say What is it? as you reveal the pencil. Encourage the class or an individual to say A little pencil. Play this last part on the tape.

6 Hide a pencil again. This time hide the big

pencil. Play the second recording of the game, following the procedure above.

7 Now teach the class the rhyme and game. The pictures in the Pupil 's Book will help them. Pupils can take turns to hide the pencil and reveal it after Show me, saying to the class What is it?

8 Sing How many mankeys?(Step 12).

HANDWRITING BOOK q Demonstrate s. Practise tracing in the air

and then tracing with a finger over the big letter in the book. Pupils can then Wfite in the Handwriting Book. The thirdline.tor . copying may prove difficult. The priibletIl for beginners is getting s to end up on th'e baseline. Be encouraging and do not expect too much. The important thing at this stage is to attempt it in a single hand movement.

ACTIVITY BOOK 10 Match. Pupils choose the letters that match

the initial sounds of the illustrated words.

I I Say and colour. Say Show me a pencil/ finger/kite/robot. Then get pupils to 'read' the pictures aloud from left to right. While the class is colourin'g: go round asking Is it a rabat? etc. and checking recognition of the letters in the matching activity.

NUMBERS BOOK (OPTIONAL) 12 Demonstrate writing the number 2, using

the handwriting grid. Describe what you are doing and get the class to trace in the air with you. It is important to write 2 in one hand movement. There is a pause when it reaches the baseline and before it moves along it, but the pencil should not leave the paper.

13 The class now use their fingers to trace over the large number 2 in the book, as you guide them through it. Do this several times and walk around the class, watching the hand movements. The pupils can then write in the Numbers Book.

21

I I I I

STEP I? NEW LANGUAGE Understand: Point to. Write: i, 3

PUPIL'S BOOK Revise Hello, 10m . .. and sing the Hella song (Step I).

2 Look and say. Call a pupil to the front. Say Point to 0 boy. Take their hand and perform the action. You might whisper in their ear what you want them to do. Say Point to 0 girl. Then get individual pupils to stand up and tell them to point to another named pupil (e.g. Mary). Say Point to Mory.

3 Next get the class to point to pictures in the Pupil's Book. For example, say Point to on insect. Then ask individual pupils. Always give the instruction Point to ... before naming the pupil who has to do it. In this way all the pupils will look for the picture.

4 Let pupils have turns at giving the instruction Point to . ..

5 Call out a number from 1-5. Tell the class that you are going to 'read' the pictures in that row, going from left to right. For example: 4. A Jug, a kite, on orange, 0 hand. They must listen and tell you when you make a mistake. Make a deliberate mistake and pretend you do not know the answer. Ask Is it 0 robot? Is it a boy?and so on.

6 Now let pupils have turns at 'reading' across one of the rows. The class point to each picture and listen out for mistakes. Apart from vocabulary revision, this kind of activity practises left-right sequencing.

7 Sing Listen to the numbers (Step q).

HANDWRITING BOOK 8 Pupils have' now learned to write the four

letters based on an anti-clockwise circle. They are now going to learn a group of

22

letters based on a vertical line. Demonstrate writing i, using the handwriting grid. Describe what you are doing and get the pupils to trace the letter in the air with you . Make sure that they know the name of the letter and the sound it makes ('r for insect).

q The class can now trace over the big letter (headed Look). Guide them through this and wa lk round the class, checking hand movements. Make sure that they do not forget to dot the i. They can now write in the Handwriting Book.

ACTIVITY BOOK 10 Match. Pupils ring the letter..{hat matches

the model on the left.

I I Join the letters. Pupils join the letters in alphabetical order to complete the picture of the car. Revise the alphabet up to s before the pupils begin working.

NUMBERS BOOK 12 Teach the pupils to write 3. Follow the

procedure for 2, described in Step 16. Like 2, 3 is written with a single hand movement. There is a pause on the middle line, before the second half circle, but the pencil does not leave the paper.

STEP 18 NEW LANGUAGE Write: I

PUPIL'S BOOK Picture practice. Say Show me robot number three/bird number four etc. Pupils point to the correct picture.

2 Now say Look at robot number two. Is it 0 big robot/little robot? Accept the answer

Yes or No, but encourage pupils to say Yes, it is a big robot or No, it is a little robot.

3 Repeat this procedure with the birds. You can extend it further with simple blackboard drawings. For example, you could use kites (or jugs or fishes):

4 Song. Say Show me Jock/Sue. Play the tape. Pupils listen and then join in, po;nting to the pictures.

5 Sing the Goodbye song (Step 2).

HANDWRITING BOOK 6 Follow the procedure used for teaching the

writing of i in Step 17. Make sure that pupils know the name of the letter and the sound it makes ('I' for lion).

ACTIVITY BOOK 7 Match. Put the handwriting grid on the

board. Revise the writing of 0, c, e, s. First of all, write the letters in the air and get the class to guess what you are writing. Ask What is this?Then get individual pupils to come to the front and write one of the letters on the grid. Each time, draw in a dot to show the starting point for the letter.

8 Clean off the grid and write ace s on the board. Revise the sound each letter makes. Then pupils can do the exercise in the Activity Book. They have to choose the letter that matches the initial sound of the illustrated word and then trace over it. Go round, checking hand movements and the choice of letter. Starter dots are not given, so make sure pupils start each letter in the right place.

q Say and colour. Say Show me a nest/dag/ queen. Get pupils to 'read' the pictures aloud in a left-right sequence. Pupils can then colour the pictures.

NUMBERS BOOK (OPTIONAL) 10 Put the handwriting grid on the board. With

your finger write the figures I, 2, 3 and ask What is this?Together with the class trace 1,2, 3 in the air, describing what you are doing. Get individual pupils to come to the front and write the numbers on the grid on the board. Now pupils can do the revision practice, writing in the Numbers Book.

STEPIQ NEW LANGUAGE Say: tree, umbrella, van Read: t, u, v Write:j

PUPIL'S BOOK Letters. Say Look. A tree, as you pOint to the picture. Pupils repeat after you Tree. A tree (see Step 2).

2 Repeat this pracedure with umbrella and van.

3 Say Point to a ... and get pupils to point to the pictures.

4 Point to the pictures and ask What is this? Pupils reply ltis . ..

5 Paint to the letters and get the class to repeat the sounds: 't' for tree, 'u' for umbrella, 'v' for von. Write q r stu von the board. Point to individual letters and get pupils to give you the sound.

6 Write the complete alphabet a-von the board. Say Point to 'd' (sound) and let a pupil come to the front to do it.

7 Sing Little girl, little boy (Step 18).

23

I !

I I ,I' ,

HANDWRITING BOOK 8 Teach the writing of j, following the

procedure for i, described in Step 17.

ACTIVITY BOOK q Match. Pupils ring the letter that matches

the model on the left.

10 Say the alphabet. Write the letters q r stu von the board. Say Look: q, r, s, t, u, v, as you point to each of the letters. Say each of the letter names again and get the class to repeat after you. Practise t, u, vseveral .. times. Then ask What is this?Pupils give you the letter names as you pOint.

I I Recite the alphabet a-v with the class, pointing to the letters in the Activity Book. Ask individuals to recite a-v. Say Show me j/m/vetc. Pupils point to the letters in their books.

12 Draw and colour. Pupils complete the umbrella and colour it in. Go round checking recognition of the letters of the alphabet, using What is this? Point to . .. Showme ...

NUMBERS BOOK (OPTIONAL) 13 Pupils trace aver the lines from the figures

and then draw in the right number of dots. Go through the answers on the board.

24

STEP 20 NEW LANGUAGE Understand: sky Say : red, green, blue

PUPIL'S BOOK Hold up various red objects (a book, a pencil, a bag, chalk) and say red. Get the class to repeat after you. Do the same with green and blue.

2 Hold up different objects .Qbt(get the class to call out the colou r: red, blue.pr green.

3 Look and say. Say Look. A red umbrella. The class point and repeat A red umbrella. Do the same with the green and blue umbrellas. Then 'read ' along the row several times, pointing and getting the class to join in . Say A red umbrella, a green umbrella, a blue umbrella.

4 Now say Pointto a green umbrella etc. 5 Song. Play the tape through once. Point to

the sky outside and practise saying sky and then a blue sky. Read through the words of the song and get the pupils to point to the pictures.

6 Play the tape again and get the class to join in the last line of each verse: And look at Sue's umbrella.

7 Say Show me a green tree/blue/a red sky/ the sun etc. Then teach the song almost like a rhyme. Do this first of all with the class repeating after you, and then saying it with you, as they point to the pictures. It might be usefulto introduce some actions for Sun up, sun down.

8 Pupils are now ready to sing the full song. They can do this with and without the tape.

HANDWRITING BOOK q Put the handwriting grid on the board. Ask

pupils to come to the front and write a or e.

Do this wi th the class, writing with their fingers in the air as you describe the hand movement. Pupils can now complete the exercise in the Handwriting Book. Encourage them to work slowly , thinking carefully about the hand movements. Demonstrate again if necessary. Be very positive about their efforts. Go round helping. Where necessary, take a child's hand and guide their finger over the big 0 and e in Steps 14 and 15. Then guide their pencil over an e and an 0 in Step 20.

ACTIVITY BOOK 10 Match. Pupi ls draw lines to the letters that

match the initial sounds of the words illustrated on the left. Go through the answers with the class.

I I Say and colour. Say Point to 0 treelvan! sun!hand. Get pupils to 'read' the pictures aloud, going from left to right. They can then do the colouring. Go round asking What is this? Is it a bluelred!green van?

NUMBERS BOOK (OPTIONAL) 12 Pupils write over the number that

corresponds to the number of kites. Go round, helping with hand movements.

STEP 21 NEW LANGUAGE Say: window, x-ray, yellow, zoo Read: w, x, y, z Write: t, 4

PUPIL'S BOOK Letters. Say Look. A window, as you point to the picture. Pupils repeat after you Window. A window (see Step 2).

2 Repeat this procedure with x-ray, yellow

and zoo. For yellow you wi ll, of course, say Look. Yellow.

3 Say Show me . .. and get pupils to point to the pictures.

4 Point to the pictures and ask What is this? Pupils reply It is . .. Pupils may say It is 0 yellow. Accept this but correct it gently. Yes - good. It is yellow.

5 Point to the letters and teach the sounds: 'w' for window, 'x ' for x-ray, 'y' for yellow, 'z' for zoo. Say Show me 'z'and get pupils to point to the letter that makes that sound. WI'ite a complete alphabet an the board. Paint to different letters and get pupils to tell you their sound. This can be just 'b: o ~ .'b' for bird. -:.

6 Play the game in Step 16. 7 Sing Sue 's umbrella (Step 20).

HANDWRITING BOOK 8 Teach the writing of t, following the

procedure described for iin Step 17. There are several unusual features about this letter. First of all, it does not sit neatly between the grid lines because its top is just below the line. Secondly, it is one of four small letters not written with a single hand movement.

ACTIVITY BOOK q Match. Pupils ring the letter that matches

the model on the left. 10 Say the alphabet. Write the letters t u v w

x y zon the board. Point to each letter and say its name. Repeat this and get the class to say the names after you . Practise w, x, y, zseveral times. Then ask What is this? as you point to one of the seven letters. Pupils give you the name.

I I Recite the whale alphabet with the class, pointing to the letters in the Activity Book. Ask individuals to recite the alphabet.

12 Draw and calour. Pupils complete the picture of the window and colour the frame. Go round asking What is this? Is it a yellow windowlred window? etc.

25

i

NUMBERS BOOK (OPTIONAL) I 3 Demonstrate how to write 4. Use the

handwriting grid. This number is written with two separate hand movements. It starts with a vertical to the baseline. The pencil is then lifted off the paper and put back on the starting dot. The second line is drawn with a pause as it hits the middle line and before it moves along it and across the first line. Get pupils to trace this in the air with you . Describe the movement on an imaginary grid as you do this .

14 Pupils can now use their forefinger to trace over the large 4 in the Numbers Book (headed Look). Do this as a class with you describing the hand movement. Repeat several times. Go round the room checking . Pupils can now write in the Numbers Book.

STEP 22 NEW LANGUAGE

PUPIL'S BOOK Picture practice. Use the picture far revision. You can ask questions like these:

Show me a little kite. (Is it green?) Shaw me a green van. (Is it little?) Paint to a yellow umbrella. Paint to a big monkey. How many elephants?

The vocabulary covered is kite, elephant, lion, van, rabat, monkey, umbrella, big, little, red, blue, green, yellow.

2 With help from you, some of the pupils may be able to ask questions.

3 Sing Little girl, little boy (Step 18).

HANDWRITING BOOK 4 Put the handwriting grid on the board. Ask

pupils to come to the front and write sand

26

c. Focus attention an the hand movement rather than the end result. Practise writing these two letters with the class tracing them in the air. Pupils can now complete the exercise in the Handwriting Book.

ACTIVITY BOOK 5 Match. Pupils trace over the letter that

matches the initial sound of the word illustrated on the left. Go through the answers with the class. Get pupils to write the correct letters on the board. Be very positive about their efforts. Make sure the hand movements are correct and that pupils start each letter in theJight place.

6 Say and colour. Say Poiiit to q tree/bird/ boy/orange. Get pupils to 'read ' the pictures aloud, going from left to right. They can then do the colouring. Go round saying Show me a bird. Is it blue/yellow? etc.

NUMBERS BOOK (OPTIONAL) 7 Put the handwriting grid on the board. With

your finger write the numbers I, 2, 3, 4. Ask What is this?Together with the class, trace, 1, 2, 3, 4 in the air, describing what you are doing. Repeat several times for 4. Now pupils can do the revision practice in the Numbers Book.

STEP 23 NEW LANGUAGE Understand : What is this ward? Read: red, blue, green, yellow Write: f

PUPIL'S BOOK Read. Say Show me red/yellow/green/ blue. Pupils point to the patches af colour. Say Point to a blue pencil etc.

2 vy'rite the letters r b g Y on the board. Re mind them of the sounds they make. Point ta the letters and get pupils to callout the sounds. Then say 'r' for red. 'g' for . .. ? Go through this several times. Encourage pupils to point to these initial letters.

3 Now write green on the board and ask What is this word? Pupils should leave their books apen and compare the word shape on the board with the word shape in the book. They can also identify the initial g. Do not give the answer. By working it out for themselves, pupils will then learn to look carefully at the shapes of wards and letters.

4 Repeat this procedure with red, yellowand blue.

5 Now write all four wards on the board. Say Show me 'blue'and get a pupil to come to the fronl. Do th is first of all with books open and then with books closed.

6 Pupils keep their books closed. Write up individual words and ask What is this word?

7 Sing Sue's umbrella (Step 20).

HANDWRITING BOOK 8 Teach the writing of f, following the

procedure described for i in Step I 7. Like t, the sma ll letter fis written with two hand movements.

ACTIVITY BOOK q Match . Write red, green, yellow, blue on

the board. Get different pupils to come to the front and point to the words you .indicate. Say Point to . .. Pupils then ring the words that match the examples on the lefl.

I 0 Missing letters. Write abc d e f g - i - k - m on the board. Recite the alphabet with the class, pointing to each of the letters. When you get to h, pause and let the class tell you the letter. Write it in the space. Start again from a each time and repeat this procedure for j and I.

I I Popils can now do the exercise in the Activity Book. They have to decide wh ich letters go in the spaces. The first one is done as an example and has only-to be -traced. The other two (e, f) have dots- to show the pupil where to start writing the missing letters. Note that in these Missing letters exercises, pupils are only required to write letters that they have already practised in the Handwriting Book.

12 Read and colour. Pupils read the words and colour the kites. Demonstrate on the board. Use a different arrangement of colours from the kites in the book:

Ask What is the word? Help by reminding pupils of the initial sound 'r' . .. ?, 'y' . .. ? Help individual pupils in the same way when they are working in the Activity Book.

NUMBERS BOOK (OPTIONAL) 13 Pupils trace over the number that

corresponds to the number of dots shown on the left. Make sure that for each figure pupils start tracing from the dol. In the case of 4, see that they do the two hand movements in the correct sequence.

27

S TEP 24 NEW LANGUAGE Understand : What colour is ... ? Stop! Write: k, 5

PUPIL'S BOOK Practise reciting the alphabet. Pupils point to the letters as the~ recite with ~ou. Walk round the room so that ~ou can see where pupils are uncertain and pointing to the wrong letters.

2 Continue reciting the alphabet but change it into a game. Tell the class that when ~ou sa~ Stop!the~ must freeze and that ~ou are going to see if the~ are all pointing to the right letter. This could alarm the less confident pupils and so make sure to conduct it in a light-hearted wa~.

3 Song. Pla~ the tape several times and let the pupils join in. Let the girls and then the

bo~s sing it without the tape. Let individuals or pairs of pupils sing it (if the~ want to).

4 Ask Whatcolourisb?etc. Sa~ Lookatq./s it blue? Pupils answer No. ltis green.

5 Sing Listen to the numbers (Step q).

HANDWRITING BOOK 6 Teach the writing of k, following the

procedure described for iin Step 17. This letter is formed with three separate strokes.

ACTIVITY BOOK 7 Join the letters. Pupils join the letters in

alphabeticalorder. 8 Soy and colour. Sa~ Look at jug number

two. Is it a big jug? Get pupils to make up sentences like the examples in the Activit~ Book (these are in small print for the teacher onl~). Pupils can then colour the pictures.

28

NUMBERS BOOK (OPTIONAL! q Demonstrate writing the number 5, using

the handwriting grid. Describe what ~ou are doing and get the class to trace in the air with ~ou. This number is written with two separate hand movements. It begins with a

slightl~ angled line down to the guideline above the baseline. The pencil pauses there, but does not leave the paper. There is then a circular movement, crossing the middle guideline, down to the baseline, touching it lightl~, and then back up again. The pencil now leaves the paper and is placed again on the starting dot to do a stroke left to right along the top guideline .

. .

10 The class now use their fin@ers!o-trace over the large 5 in the Number~ Book. The~ do this as a class, as ~ou describe1he hand movement. Do this several times. Pupi ls can now write in their books. If necessar~, demonstrate again before pupils do the last row.

STEP 25 NEW LANGUAGE Understand : leiier(afthe alphabet) Write: a, 6

PUPIL'S BOOK Song . Sa~ Show me a pencil, a queen etc. Recite the page with the class. Do it slowl~, pointing to the pictures. Omit the chorus, Listen to the letters. Get the bo~s and then the girls to recite it.. Repeat this several times.

2 Put abc d on the board. Sa~ a is a letter. b is a letter etc. The class repeat after ~ou Letter. A letter (see Step 2). Then sa~ Listen to the letters and put ~our hand b~ ~our ear to indicate Listen. Point to the four letters and say the sounds 'a', 'b', 'e', 'd', Get the class to repeat after ~ou Listen. Then Listen to the letters. (Do not tr~ to explain the use of the.)

3 Ploy the tope. Get the chi ldren to listen and point to the letters. They should join in the chorus Listen to the letters. Practise.

4 The closs can now try singing the song but do not worry if they cannot do this yet. It could at first be attempted more slowly without the tope.

5 Sing the Alphabet song (Step 24).

HANDWRITING BOOK 6 The pupils have now completed learning to

write two groups of letters. The first group based on on anticlockwise circle (c, 0 , e, s) ans! the second group based on a vertical liri'e (i, I, j , t, t, k). The next graup of letters combines the anticlockwise circle followed by the vertical.

7 Demonstrate the writing of 0, using the handwriting grid. Describe what you are doing in the pupils' mother tongue. The important thing about a is to do it in one movement. It is a common mistake among beginners to write it like on a and then lift the pen from the paper and add a separate vertical line. The pencil completes the a and then, without leaving the paper, continues up to the gu ideline above the baseline. It pauses when it touches this guideline and then comes bock along the line it has just drawn and down to the baseline. This means that the pencil goes over port of the vertical twice: once going up and them coming down :

/pause ----.7,,-"')''' :tL-}The pencil goe: over this port + of the letter tWice _....: . ~..i..._

8 Pupils should now trace this letter with you in the air. Describe the movement as you do this, as if the closs were writing on an invisible grid. Pupils should now use their finger to trace over the large a in the Handwriting Book (headed Look). They should do this as a class, with you guiding

them thraugh it. Repeat several times. Go round checking. Where necessary, guide a pupil 's finger through the movement.

q Pupils can now trace the letter a in the Handwriting Book with a pencil. Make sure that this is done carefully and slowly. It requires quite considerable concentration and so it may help to have a rest after about ten minutes. Use this to praise some of the best efforts and perhaps get one of the pupils to demonstrate on the board.

ACTIVITY BOOK 10 Match. Pupils ring all the letters that match

the letter in the top left . The pairs of letters have been chosen because of their -similarity. This exercise helps pupils to be more aware of small but significant differences. Go through the answers on the board, asking for the name of the letter being ringed.

I I Missing letters. Follow the procedure for this kind of exercise, described in Step 23. Start by writing these letters on the board: a bd tgi k.

12 Read and colour. Pupils read the labels and colour the children's clothes. Go round helping. Get pupils to look at the first letters of the words. Ask What word is this? What is this? Is it green? Say Show me a green pencil etc.

NUMBERS BOOK (OPTIONAL) 13 Teach the pupils to write 6. Follow the

procedure for 2, described in Step 16.

29

I'

STEP 26 NEW LANGUAGE Understand: sing, song, What is this letter? Say: door, ceiling, floor

PUPIL'S BOOK Point to a door, the ceiling and the floor and get pupils to repeat the words after you. They should say them without and then with the article (see Step 2). Only door can have the indefinite article a; floor and ceiling will have the definite article the. Pupils met this before when they learned the sun in Step 15. Do not attemptto explain it. Young pupils are happy to imitate and wou ld only be confused by an explanation.

2 Ask What is this? Is it a door? (pointing to a window). Say Show me the ceiling etc. Revise window.

3 Game. Say to a pupil Sing 'Sue's umbrella'. After a few lines, say Good. 'Sue's umbrella'is a song. Then say to a different pupil Sing 'Elephants and fishes '. After a few lines, say Good. 'Elephants and fishes' is a song. Then say to another pupil Sing a song and let the pupil choose.

4 Now play the tape whi le the pupils look at the pictures. Perform the actions while the tape is playing. After the song has been performed once (it is performed twice on the tape), explain that at the end of the song the teacher calls window, door, ceiling, or floor and the class have to quickly point to the right places. Continue the tape and get the class to perform the actions with the second time through on the tape.

5 Read the song out and get the class to repeat each line after you, performing the action as they do so.

6 The class can now sing the complete song with you calling out the words at the end. You might try it with one of the pupils calling out the words at the end.

7 Sing Listen to the letters (Step 25).

30

HANDWRITING BOOK 8 Put the handwriting grid on the board.

Trace iand Iwith your finger and ask What is this letter? Call individual pupils to the front to write i and I. If necessary, trace them in the air with the class, describing the hand movements. Pupils can now complete the exercise in the Handwriting Book.

ACTIVITY BOOK q Match. Pupils have to ring the two pictures

that have an initial sound the same as the letter in the middle. In the example, Sue and sun have the initial sound ~s'. Pupils may find this a difficult exercise as all the sound matching exercises so far have been based on the sound/word associations taught with the alphabet ('a' for apple, 'b' for bird and so on) . You may want to do the first two or even all four as a class.

10 Begin by getting pupils to name the four pictures around the s. Show me s. Good. Point to a monkey/a nest/Sue/the sun. Next get pupils to recognize the connection of s to some of the words. Say Listen to s: 'sss' ('s' sound) . Is it's' for nest? No! 's' for sun? Yes! /s it 's ' for monkey? No! Is it 's ' for Sue? Yes! (If necessary, explain in the pupils' mother tongue.)

I I Say and colour. Say Look. Number one is a blue door. Ask What is number two? Pupils reply Number two is a green door. Call out Number four/one/three and so on. Pupils may reply accordingly. (The small print in the Activity Book is for the teacher only.) Pupils can then colour the doors. Go round asking What colour is number . .. ?

NUMBERS BOOK (OPTIONAL) I 2 Put the handwriting grid on the board. With

your finger trace the numbers 1-6. Ask What is this number?Together with the class, trace the numbers in the air, describing what you are doing. Repeat several times for 5 and 6. Then pupils can do the revision practice in the Numbers Book.

1

I

STEP 27 NEW LANGUAGE Say: orange, brown, block, white Write: d

PUPIL'S BOOK Look and say . Say Look. Four vans. Show me van number four etc. Then say Look at van number one. It is an orange van. Get the class to repeat this after you. First of all they should repeat orange and then an .~orange van. Follow this procedure with the other three vans.

2 Say Look at number three. Is ita white van? Pupils reply No. It is a black van. Ask What colour is number one?

3 Look and soy (bottom of the page). Use the blobs of colour for revision. Say Point to red/orange/black etc. Pupils can now 'read' lor 2 out loud, going from left to right.

4 Write the words red, blue, green, yellow on the board. Say Show me red etc. Rather than giving the answer, let pupils look back at Step 23 and work it out for themselves. Write up one ward at a time and ask What is this word?

5 Write up yellow and say Show me y (letter name)/ Show me wetc. Repeat with one or two of the other colour words.

HANDWRITING BOOK 6 Teach the writing of the letter d, following

the procedure described for a in Step 25. The hand movement for these two letters is similar. The difference is that the vertical for d goes up to the top guideline. Like a, d must be written with one hand movement. This means that the pencil goes over most of the vertical line twice: once going up, then coming down:

-----.-t'-

I I

I l

STEP 27 NEW LANGUAGE Say : orange, brawn, block, white Write: d

PUPIL'S BOOK Look and say. Say Look. Four vans. Show me van number four etc. Then say Look at van number one. It is an orange van. Get the class to repeat this after you. First of all they should repeat orange and then an

':lprange van. Follow this procedure with the other three vans .

2 Say Look at number three. Is ita white van? Pupils reply No. It is a black van. Ask What colour is number one?

3 Look and say (bottom of the page). Use the blobs of colour for revision. Say Point to redlorangelblacketc. Pupils can now 'read' lor 2 out loud, going from left to right.

4 Write the words red, blue, green, yellow on the board. Say Show me red etc. Rather than giving the answer, let pupils look back at Step 23 and work it out for themselves. Write up one word at a time and ask What is this word?

5 Write up yellow and say Show me y (letter name)f Show me wetc. Repeat with one or two of the other colour words.

HANDWRITING BOOK 6 Teach the writing of the letter d, following

the procedure described for a in Step 25. The hand movement for these two letters is similar. The difference is that the vertical for d goes up to the top guideline. Like a, d must be written with one hand movement. This means that the pencil goes over most of the vertical line twice: once going up, then coming down:

..--pause

-----.tT'l~} The pencil goes over this part j' '" t of the letter twice " jl

ACTIVITY BOOK 7 Match. Pupils ring the letters that match the

'model in the top left. The pairs of letters have been chosen for their similarity.

8 Missing numbers. Pupils writain the, missing numbers. Go round, helpi rigpupils to count aloud and identify the numbers. Look carefully at pupils' hand movements.

q Join the letters. Pupils will need to say the alphabet to themselves to join these letters in the correct sequence. The completed 'dot picture' is a star.

NUMBERS BOOK (OPTIONAL) 10 Pupils trace over the number that matches

the number of dots on the left. See that pupils start writing each number from the dot. Make sure that I, 2, 3, 6 are written in a single hand movement and that 4 and 5 are each written with two separate movements - go round checking that these two movements are done in the correct sequence.

31

STEP 28 NEW LANGUAGE Understand: bow Say: equals Read: = (equals sign)

PUPIL'S BOOK Rhyme. Play the tape and demonstrate the actions. The class repeat after you , pointing to the pictures on the left. The class then recite with you, doing the actions. Repeat.

2 Ask small groups of pupils (five or six) to come to the front and perform the rhyme.

3 Sing the Alphabet song (Step 24) . Ask What colour is x? etc.

4 Say Show me a block pencil, orange pencil etc.

5 Play the game in Step I 6. 6 Play the game in Step 26.

HANDWRITING BOOK 7 Write t in the air. Ask Whatis this letter? Put

the handwriting grid an the board and get a pupil to write t. Repeat this sequence with j. Pupils can now do the revision practice in the Handwriting Book.

ACTIVITY BOOK 8 Match. Pupils trace over the letter which

matches the initial sound of the illustrated word. Go round, looking carefully at hand movements.

q Say and colour. Say Number one is a little window. Look at number two. Is it a little window? Pupils respond No. It is a big window. Repeat this procedure for the two lions. Then call out numbers and get pupils to say Number one/ two is a big/little . .. (The wards in small print in the Activity Book are for the teacher only.) Now pupils can colour the pictures.

32

NUMBERS BOOK (OPTIONAL) 10 This introduces the equals sign (= ) and the

concept of 'equalness'. Put the equals sign on the board and get the class to say after you equals as you point to it. Then explain to the class, in their mother tongue, that whenever they see = , it means that both sides of it are the same. Give some examples:

a=a

2=2

Read out the examples: Two equals two. a equals a. Fish equals fish. Get the class to repeat them after you. Each time they should repeat equals by itself (as you point to the sign) and then Two equals two (as you point to the full 'sentence').

I I Now write this an the board:

6 w =

w

Say Six equals . .. ?The class give you the answer and a pupil comes to the front and rings 6. Read out the correct equation and get the class to say it after you. Repeat this procedure with wand jug.

12 Pupils can now do the exercise in the Activity Book. They have to ring the picture which is the same as the one on the left.

NEW LANGUAGE Read: black, orange, brown, white Write:g, =

PUPIL'S BOOK Read. Say Show me black/orange/brown/ white. Pupils point to the spilled paint in the Pupil's Book.

2 Write the letters b a won the board. Remind the class of the sounds they make. Point ta "ihe letters and get the pupils to callout the sounds. Then say 'b'forblack, 'o'for . .. ? Go through this several times. Encourage pupils to point to the first letter of each ward. It is, of course, 'b ' for black and brown.

3 Now write oronge on the board and ask What is this word? Pupils should leave their books open and compare the word shape on the board with the word shape in the book. Do not give the answer. Byworking it out far themselves, the pupils wi ll learn to look carefully at the shapes of words and letters.

4 Repeat this procedure with black, white and brown.

5 Now write all four words on the board. Say Show me 'black'etc. and get a pupil to come to the front. Do this first of all with books open and then with books closed.

6 Pupils keep their books closed. Write up individual colour words and ask What is this word? If the class are confident with the new words, include revision of blue, red, green, yellow.

7 Perform the rhyme in Step 28.

HANDWRITING BOOK 8 Teach the writing of g, following the

procedure described for a in Step 25. The hand movement for g is similar to a. The difference is that the vertical descends ta

the bottom guideline. Like a, g is written with one hand movement. This means that the pencil goes over some of the vertical line twice:

~pause - - ,-:;;7--. ... , r: - }The penc il goe.s over this part \" eli of the letter tWice

,

ACTIVITY BOOK q Match. Pupils ring the word that matches

the example on the left. 10 Missing letters. Sing the Alphabet song

(Step 24). Then get small groups to recite the alphabet, pointing to the letters. Pupils can now write in the missing letters in the Activity Book. Go round, helping pupils to recite the alphabet ta themselves until they come to the missing letters (0, s, t). Make sure