introduction 3. perfect pets! - worldarcstudiorichmond-elt/files/beep 1 tb sample unit 3.pdf ·...

93

Unit objectivesTo understand and use target language.

To understand short dialogues.

To follow and enjoy a story.

To participate in songs and chants.

To practise pronunciation: r.

Target languageVocabulary: cat, dog, frog, goldfish, hamster, parrot, rabbit, rat; black, brown, grey, white

Structure: Is it a (cat)? Yes, it is. / No, it isn’t. My favourite pet is a (dog). Imperatives (Jump! Sit down! Stand up! Catch! Run, Go to sleep!)

Revisiongreen, orange, pink, red

3. Perfect pets! Introduction

Anticipating difficultiesThe theme of the unit is pets. Encourage the children to feel involved by talking about their pets or bringing in photos of them. Children who don’t have pets may feel left out so try to include them too by pointing out that everyone can like animals or have a favourite pet whether they have one at home or not.

Teaching tip To save time when children are getting ready for activities, for example, opening books at the right page, count down from 10 to 1. When you reach one, the children should be ready to start the activity. You can vary the speed of the count down depending on how much time you think it will take them to get ready.

Beep’s world!

Tonguæ twiste®

EAN:

843

1300

1147

46 B

EEP

1 ©

Sant

illan

a Ed

ucac

ión

S.L.

/ R

ichm

ond

Publ

ishi

ng 2

011

This is Robby. This is Robby the robot rat. This is Robby the robot rat. Run, Robby! This is Robby the robot rat. Run, Robby! Run, Robby!

This is Robby the robot rat. Run, Robby! Run, Robby! Run! Run! Run!

1.49

1.48

Hello, Ricky. My name is Beep.

Is it black?

Is it a fish?

Squeak! Squeak!

No, it isn’t.

No, it isn’t a frog.

No, it isn’t.

My name is Ricky Smiley. Hello, what’s your name?

OK! It isn’t black. Next question, please.

Please don’t worry! This is Robby, my pet rat! Hello, Robby!

Oh no! It’s… It’s… a RAT!

Mmm. It isn’t a fish.Hello, Beep. Is it a frog?

Today, Beep is on television. Hi! Welcome to Guess my pet!

253259 _ 0001-0016.indd 6

28/09/10 16:17

parro†

rabbi†

gold‡is™

hamste®

do@

fro@

ra†

ca†Unit 3 Perfect pets

253259 _ 0001-0016.indd 5

28/09/10 16:17

253274 _ 0093-0122.indd 93 08/03/11 19:13

94

Getting started

Display the Unit 3 poster and ask the children if they know where Beep is (in the pet shop). Ask them to put their hands up if they know the names of any of the pets in the picture. Ask volunteers to come to the front, point to a pet they know and say the name.

1 Listen, point and repeat. 1.37

Ask the children to look at the picture in Activity 1. Point to Lee and ask: What’s his name? (Lee). Ask the children to point to Lee’s mum. Say: Miaow! Ask the children to point to the cat. Say cat, and tell the class to repeat after you. Play the recording and tell the children to find and point to the pets as they hear them. Tell them to repeat the words after the narrator. Play the recording again and tell the children to repeat the words.

2 Listen and chant. 1.38

Put the flashcards up on the board in the following order: hamster, dog, rabbit, frog, parrot, cat, goldfish, rat. Play the recording and point to each pet as it is named. Play the recording again and ask the children to join in with the chant.Then point to each card in turn and ask the children to say the name with you.Repeat, gradually building up the rhythm. Finally, put the first card (hamster) face down on the board and tell the children to say the chant filling in the missing pet word. Repeat with the other cards, one by one until they are all face down and the children can say the chant from memory. Once the chant is memorized, practise it by starting slowly and speeding up with each repetition.

Finishing off Play Mime the pet. Divide the class into two teams and demonstrate the game. Mime stroking a cat. Choose a volunteer to guess which pet it is. Players from each team take turns to come out and mime petting an animal. If their team mates can guess the animal in one go, they get a point for their team.

Transcripts

Goldfish.Frog.Parrot.Rat.

Hamster.Cat.Rabbit. Dog.

Hamster, dog, rabbit, frog.Parrot, cat, goldfish, rat.

Listen and repeat. 1.37 Chant: The pet chant. 1.38

Lesson 1AStudent’s Book, page 21

ObjectivesTo introduce pet names.

Target languageVocabulary: cat, dog, frog, goldfish, hamster, parrot, rabbit, rat

MaterialsCD Unit 1 poster flashcards: pets

253274 _ 0093-0122.indd 94 15/03/11 14:45

95

Getting started

Display the Unit 3 poster and ask the children if they know where Beep is (in the pet shop). Ask them to put their hands up if they know the names of any of the pets in the picture. Ask volunteers to come to the front, point to a pet they know and say the name.

1 Listen, point and repeat. Ask the children to look at the picture in Activity 1. Point to Lee and ask: What’s his name? (Lee). Ask the children to point to Lee’s mum. Say: Miaow! Ask the children to point to the cat. Say cat, and tell the class to repeat after you. Play the recording and tell the children to find and point to the pets as they hear them. Tell them to repeat the words after the narrator. Play the recording again and tell the children to repeat the words.

2 Listen and chant. Put the flashcards up on the board in the following order: hamster, dog, rabbit, frog, parrot, cat, goldfish, rat. Play the recording and point to each pet as it is named. Play the recording again and ask the children to join in with the chant.Then point to each card in turn and ask the children to say the name with you.Repeat, gradually building up the rhythm. Finally, put the first card (hamster) face down on the board and tell the children to say the chant filling in the missing pet word. Repeat with the other cards, one by one until they are all face down and the children can say the chant from memory. Once the chant is memorized, practise it by starting slowly and speeding up with each repetition.

Finishing off Play Mime the pet. Divide the class into two teams and demonstrate the game. Mime stroking a cat. Choose a volunteer to guess which pet it is. Players from each team take turns to come out and mime petting an animal. If their team mates can guess the animal in one go, they get a point for their team.

Transcripts21

2 L”is†e> an∂ chan†.

1 L”is†e>, poin† an∂ ®eπea†. 1.37

1.38

3. Perfect pets LESSON 1

cat

do@

rabbi†

fro@ra† hams†e®

gol∂fis™parro†

323834 _ 0021-0028.indd 21 21/01/11 15:20

Children develop competence in Knowledge and interaction with the physical world by identifying pets they already know and learning the words for the pets in English. Children then mime pets and guess the correct answer in two teams.

253274 _ 0093-0122.indd 95 08/03/11 19:14

96

fro@

hamste®

rabbi†

ra†

ca†

gold‡is™

do@

parro†

1 Tracæ an∂ matc™.

3. Perfect pets

17

323845 _ 0017-0022.indd 17 28/01/11 8:37

ObjectivesTo reinforce target language.

To associate pictures and words.


MaterialsCD Unit 3 playing card pop-outsflashcards: petsphotocopies of Teacher’s Resource Book, page 113paper (one piece per child)

BEEP 1 Unit 3 Vocabulary

253193 _ 0001-0032.indd 21 26/10/10 15:47

Children develop Interpersonal and civic competence by following the rules for three games: Kim’s game, Pet Bingo! and Mime a Pet. When rules are followed, games help learn English and develop important social skills such as following accepted rules and taking turns.

253274 _ 0093-0122.indd 96 08/03/11 19:14

97

Getting startedTell the children you are going to play a flashcard game. Place one of the flashcards inside a book, with the book facing the class. Pull the flashcard out of the book slowly to gradually to reveal the picture to the class. Choose volunteers to guess the name of the pet. Repeat with the other flashcards.

Karaoke Chant: The pet chant. 1.39

Play the karaoke chant and encourage the children to join in using the flashcards as prompts.

Playing cards game. Ask the children to find their playing cards pop-outs (or hand out photocopies of the Teacher’s Resource Book, page 113). Demonstrate how to play Kim’s game. Put a set of playing cards face up on the board, and ask the class to look at them. Tell the children to turn around so that they can’t see the board, and remove one of the cards. Ask the class to turn around and choose a volunteer to say which card you have removed. Divide the class into pairs and get them to play the game, taking turns to remove cards.

1 Trace and match. Ask the children to look at the picture in Activity 1. Tell them that you are going to play a miming game. Mime eating an ice cream and choose a volunteer to tell you which character it is (Charlie). Repeat for the other characters. Show the children the example and choose a volunteer to name the animal: frog. Tell them to match the other words with the pets in the picture. Ask them to check their answers in pairs, and colour the picture. Point to the words around the picture and ask the children to trace them.

Finishing off Play Pet bingo! Draw a grid with four squares on the board and write the name of a pet in each square. Give out a piece of paper to each child and ask them to do the same (but they have to write different names). Encourage them not to copy their classmates! As you call out the names of pets, the children cross out those that they have written. The first child to cross out all four of their pets calls out Bingo! Ask the class to turn over their paper and draw another grid. Repeat the game. You can call out other words the children may know, for example, brother! or ruler! In this case though, you must warn them that you won’t always use a pet word.

Lesson 1BActivity Book, page 17


To associate pictures and words.


MaterialsCD Unit 3 playing card pop-outsflashcards: petsphotocopies of Teacher’s Resource Book, page 113paper (one piece per child)

BEEP 1 Unit 3 Vocabulary

253193 _ 0001-0032.indd 21 26/10/10 15:47

253274 _ 0093-0122.indd 97 08/03/11 19:14

98

Transcripts

1 Lee’s mum: Hello! Is it a cat? Old woman: Yes, it is.

2 Lee: What’s your pet? Is it a frog? Girl: No, it isn’t. It’s a goldfish.

3 Lee: Oh, hello! Is it a hamster?Boy: Yes, it is.

4 Lee’s mum: What’s this? Is it a parrot? Man: No, it isn’t. It’s a rat.

Listen and circle. 1.40

Getting started Display the poster and point to each pet and elicit the words from the class. Ask a volunteer to come to the front, say a pet and ask them to find and point to the pet in the poster. If they are not sure, invite the class to mime or make sounds to help them. Repeat with other volunteers.

3 Listen and circle. 1.40

Ask the class to look at the pictures in Activity 3. Explain that people are visiting the vet with their sick pets. Invite one or two volunteers to tell the class about their experiences of taking pets to the vet. Play number 1 on the recording and ask the class to listen and discover the old lady’s pet (a cat). Tell the class to circle the picture of the cat. Play the rest of recording twice, reminding the children to listen and circle the correct pet in each picture. Correct the activity as a class.

4 Listen and sing. 1.41

Tell the class they’re going to hear a song: Can you guess my pet? Play the song, showing the flashcards for the animals in each verse. Play the song again and encourage them to join in. Play the song a few more times until the children are more confident.

Finishing off Display each flashcard in turn and ask the children to say the names of the pets.Hold up a flashcard with the back facing the class, so they can’t see the pet. Ask: What’s the pet? Invite the children to guess by asking Is it a (frog)? Answer: Yes, it is. / No, it isn’t. When a child guesses the pet, they come to the front to choose a flashcard and play the game again.

ObjectivesTo introduce target structures.

To understand short dialogues.

To enjoy a song.


Structure: Is it a (cat)? Yes, it is. / No, it isn’t.

MaterialsCD Unit 3 posterflashcards: pets


Can you guess my pet?Can you guess my pet?Is it a hamster? Is it a rabbit? Can you guess my pet? Can you guess my pet?Can you guess my pet?Is it a frog? Is it a dog? Can you guess my pet?

Can you guess my pet?Can you guess my pet?Is it a goldfish? Is it a parrot? Can you guess my pet? Can you guess my pet?Can you guess my pet?Is it a rat? Is it a cat? Can you guess my pet?

Song: Can you guess my pet? 1.41

253274 _ 0093-0122.indd 98 08/03/11 19:14

99

22

5 —olou® an∂ tracæ.

6 S<tic§ an∂ pla¥.

—a> you guesfi m¥ πe†?—a> you guesfi m¥ πe†?I”fi i† å hams†e®? I”fi i† å rabbi†? —a> you guesfi m¥ πe†?

3 L”is†e> an∂ circ¬æ.

4 L”is†e> an∂ sin@.

LESSON 21.40

1.41

1

3

2

4

323834 _ 0021-0028.indd 22 21/01/11 15:20

Transcripts

Getting started Display the poster and point to each pet and elicit the words from the class. Ask a volunteer to come to the front, say a pet and ask them to find and point to the pet in the poster. If they are not sure, invite the class to mime or make sounds to help them. Repeat with other volunteers.

3 Listen and circle. Ask the class to look at the pictures in Activity 3. Explain that people are visiting the vet with their sick pets. Invite one or two volunteers to tell the class about their experiences of taking pets to the vet. Play number 1 on the recording and ask the class to listen and discover the old lady’s pet (a cat). Tell the class to circle the picture of the cat. Play the rest of recording twice, reminding the children to listen and circle the correct pet in each picture. Correct the activity as a class.

4 Listen and sing. Tell the class they’re going to hear a song: Can you guess my pet? Play the song, showing the flashcards for the animals in each verse. Play the song again and encourage them to join in. Play the song a few more times until the children are more confident.

Finishing off Display each flashcard in turn and ask the children to say the names of the pets.Hold up a flashcard with the back facing the class, so they can’t see the pet. Ask: What’s the pet? Invite the children to guess by asking Is it a (frog)? Answer: Yes, it is. / No, it isn’t. When a child guesses the pet, they come to the front to choose a flashcard and play the game again.

Can you guess my pet?Can you guess my pet?Is it a goldfish? Is it a parrot? Can you guess my pet? Can you guess my pet?Can you guess my pet?Is it a rat? Is it a cat? Can you guess my pet?

Children develop Processing information and digital competence in the classroom by associating specific vocabulary from a song CD recording to flashcards representing different animals. In this activity, children listen, point to the corresponding pet and sing along.

253274 _ 0093-0122.indd 99 08/03/11 19:14

100

Ifi i† å hamste®?Yefi, i† ifi. / Nø, i† is>ª†.

I†´fi å rabbi† / ra† / do@. I†´fi å ca† / gold‡is™ / [email protected]

Ifi i† å rabbi†?Yefi, i† ifi. / Nø, i† is>ª†.

Ifi i† å ra†?Yefi, i† ifi. / Nø, i† is>ª†.

Ifi i† å do@?Yefi, i† ifi. / Nø, i† is>ª†.

2 Tracæ an∂ circlæ.

3 L’oo§ an∂ circlæ.

1

1

2

2

3 4

rabbi† = brow>fro@ = gree>ca† = blackra† = gre¥hamste® = brow>do@ = whitæparro† = bluæ

4 R�ea∂ an∂ colou®.

5 L”oo§ an∂ tracæ.

1

2

323845 _ 0017-0022.indd 18 28/01/11 8:37

Resources

Teacher’s resource Book, page 125

Ask the children to look at the picture of Charlie in the classroom. Then tell them to read the sentences below which describe it. They must choose the missing words from the words at the bottom of the page and write them in the gaps.

Reading and Writing




MaterialsUnit 3 posterflashcards: pets

Children develop Cultural and artistic competence and develop their fine-motor skills by tracing picture outlines and by identifying animals from unfinished sketches.

253274 _ 0093-0122.indd 100 08/03/11 19:14

101


Resources


Ask the children to look at the picture of Charlie in the classroom. Then tell them to read the sentences below which describe it. They must choose the missing words from the words at the bottom of the page and write them in the gaps.

Reading and Writing

Getting startedDisplay the poster and invite a volunteer to the front. Ask them to turn away or cover their eyes. Point to one of the pets in the poster and tell the class to remember the pet. Ask the volunteer to turn round and explain that the rest of the class is thinking of a pet and they have to guess the pet by asking: Is it a (rat)? Encourage the class to reply Yes, it is or No, it isn’t. Give the volunteer three chances to guess the pet. Then repeat with other children.

2 Trace and circle.Write the eight pet words on the board: cat, dog, rabbit, frog, hamster, rat, parrot, goldfish. Hold up the flashcards and ask volunteers to come and stick them below the correct word. Draw a cat face on the board. Write the question above the picture: Is it a dog? Write the possible answers below: Yes, it is. / No, it isn’t. Point to the question and read it out. Then indicate the two answers below. Elicit the correct answer and ask a volunteer to circle it on the board. Tell the children to complete and colour the pet pictures and circle the correct answers. Correct as a class.

3 Look and circle.Show the class a flashcard with half the picture covered by a sheet of paper. T: Is it a (dog)? SS: Yes, it is. / No, it isn’t. Hold up your book and point to Lee’s picture. T: Is it a cat? Elicit the answer: No, it isn’t. Ask: What is it? SS: It’s a rabbit. Tell the class to look at each picture, read the sentence and circle the appropiate animal.

Finishing off Tell the children to work in pairs. Hand out the playing cards. Child 1 takes a card from their pack, looks at it but doesn’t show it to child 2. Child 2 tries to guess the card by asking: Is it a (rat)? When child 2 guesses the card, they take a turn to choose a card for child 1 to guess.




MaterialsUnit 3 posterflashcards: pets

253274 _ 0093-0122.indd 101 08/03/11 19:14

102


Getting started

Stick the colour cards to the board. Point to the grey card, say grey and encourage the class to repeat after you. Repeat with the other colours. Practise the colours using different voices (a monster voice, a quiet voice, an opera singer’s voice, a squeaky voice and so on). Point to the cards, say the colours and ask the class to repeat.

5 Colour and trace. Ask the class to look at the dogs. Point to each one in turn and ask: What colour is it? Elicit the colours and ask the children to trace the words. Explain that the dogs are not completely coloured in and tell the children to finish off colouring each dog.

6 Stick and play.Tell the children to find their stickers for Unit 3. Ask about the colours of the pets, for example: What colour is the (frog)? Ask the class to look at the picture and explain that there is a pet show at the school. Tell the children to stick the stickers in the corresponding places. Ask the class to look at Ruby and Charlie and explain that Charlie is thinking of a pet and Ruby is guessing which pet it is. Read out their dialogue pointing to each speech bubble in turn. Then ask the girls to read out Ruby’s part together and the boys to read out Charlie’s part.Tell the class that you’re thinking of a pet and invite a volunteer to guess which pet it is by asking about its colour: SS: Is it pink? T: No, it isn’t. SS: Is it black? T: Yes, it is. SS: Is it a rabbit? T: Yes, it is. Ask two children to come to the front with their books. Ask child A to think of a pet from the book and tell child B to ask about its colour: Is it (brown)? Repeat several times with other pairs. Put the children in pairs. Tell them to take turns to think of pets for their partners to guess. Move around the room and praise children who are making an effort to speak English.

Finishing off Make colour posters. Display the sheets of card with the colour headings around the class. Give out the magazines and catalogues to the children and ask them to find pictures of coloured objects or animals. Tell them to cut out the pictures and stick them on the corresponding pieces of card to make colour posters.

ObjectivesTo introduce and practise target vocabulary and structures.

Target languageVocabulary: black, brown, grey, white

Structure: Is it (green)? Is it a (frog)? Yes, it is. / No, it isn’t.

MaterialsUnit 3 stickersflashcards: colours (black, brown, grey, white)11 big sheets of card with headings (black, blue, brown, green, grey, orange, pink, purple, red, white, yellow)magazines/cataloguesscissorsglue

253274 _ 0093-0122.indd 102 08/03/11 19:14

103

23

5 —olou® an∂ tracæ.

6 S<tic§ an∂ pla¥.

Ifi i† brow>?Yefi, i† ifi.No, i† is>ª†.

LESSON 2 LESSON 3

gre¥ brow> blac§ whitæ

323834 _ 0021-0028.indd 23 21/01/11 15:20

Getting started

Stick the colour cards to the board. Point to the grey card, say grey and encourage the class to repeat after you. Repeat with the other colours. Practise the colours using different voices (a monster voice, a quiet voice, an opera singer’s voice, a squeaky voice and so on). Point to the cards, say the colours and ask the class to repeat.

5 Colour and trace. Ask the class to look at the dogs. Point to each one in turn and ask: What colour is it? Elicit the colours and ask the children to trace the words. Explain that the dogs are not completely coloured in and tell the children to finish off colouring each dog.

6 Stick and play.Tell the children to find their stickers for Unit 3. Ask about the colours of the pets, for example: What colour is the (frog)? Ask the class to look at the picture and explain that there is a pet show at the school. Tell the children to stick the stickers in the corresponding places. Ask the class to look at Ruby and Charlie and explain that Charlie is thinking of a pet and Ruby is guessing which pet it is. Read out their dialogue pointing to each speech bubble in turn. Then ask the girls to read out Ruby’s part together and the boys to read out Charlie’s part.Tell the class that you’re thinking of a pet and invite a volunteer to guess which pet it is by asking about its colour: SS: Is it pink? T: No, it isn’t. SS: Is it black? T: Yes, it is. SS: Is it a rabbit? T: Yes, it is. Ask two children to come to the front with their books. Ask child A to think of a pet from the book and tell child B to ask about its colour: Is it (brown)? Repeat several times with other pairs. Put the children in pairs. Tell them to take turns to think of pets for their partners to guess. Move around the room and praise children who are making an effort to speak English.

Finishing off Make colour posters. Display the sheets of card with the colour headings around the class. Give out the magazines and catalogues to the children and ask them to find pictures of coloured objects or animals. Tell them to cut out the pictures and stick them on the corresponding pieces of card to make colour posters.

Children develop Linguistic competence by consolidating new knowledge of question forms using the Present simple of the verb to be and short answers to talk about pets. Children show knowledge by giving short answers to questions formulated by the teacher using flashcards for visual support.

253274 _ 0093-0122.indd 103 08/03/11 19:14

104

I†´fi å ca† / gold‡is™ / fro@.

Ifi i† å ra†?Yefi, i† ifi. / Nø, i† is>ª†.

Ifi i† å do@?Yefi, i† ifi. / Nø, i† is>ª†.

rabbi† = brow>fro@ = gree>ca† = blackra† = gre¥hamste® = brow>do@ = whitæparro† = bluæ

19

4 R�ea∂ an∂ colou®.

5 L”oo§ an∂ tracæ.

Ifi i† å ca†? Yefi, i† ifi. / Nø, i† is>ª†.Ifi i† whitæ? Yefi, i† ifi. / Nø, i† is>ª†.

1

2

Ifi i† å parro†? Yefi, i† ifi. / Nø, i† is>ª†.Ifi i† whitæ? Yefi, i† ifi. / Nø, i† is>ª†.

323845 _ 0017-0022.indd 19 28/01/11 8:37

ObjectivesTo reinforce target vocabulary and structures.

Target languageVocabulary: black, white, grey, brown; cat, dog, frog, goldfish, hamster, parrot, rabbit, rat

Structures: Is it (white)? Is it a (cat)? Yes, it is. / No, it isn’t.

Materialsflashcards: pets

Resources

Teacher’s resource Book, page 51 – 53

Reinforcement Tell the children to look at the picture. Then look at the words in the box and colour the pets accordingly. Then they say the colour of each pet.Consolidation Tell the children to look at the picture. They look at the words in the box, trace the words and then colour the pets accordingly. Afterwards, they say the colour of each pet.

Language

Children develop Cultural and artistic competence by practising drilling using different types of voices: quiet, squeaky, etc. Using different voices empowers children to be confident and make mistakes when speaking. Significant learning takes place through the integration language and artistic expression.

Children develop Linguistic competence by consolidating knowledge of the Present simple of the verb to be and short answers to talk about colours and pets by playing a memory game, Pictionary and reading. Children show knowledge by giving short answers or colouring correctly.

253274 _ 0093-0122.indd 104 08/03/11 19:14

105


Getting startedPlay a memory game. Put the flashcards on the board and ask about the colours of each pet: T: What colour is the (dog)? SS: It’s (white). Tell the class to look at the pets for 30 seconds and try to remember what colour they are. Divide the class into two teams and remove the flashcards. Hold a flashcard so the class can’t see it. Ask team 1 about the flashcard: What colour is the (cat)? If they answer correctly, give them a point and show the class the flashcard. If not, ask team 2 and give them a point for a correct answer. Continue the game, asking questions to each team in turn.

4 Read and colour. Ask the children to have their pencils and crayons ready. Invite a volunteer to name the pets in the picture. Point to the table and read out the pets. Elicit the colour of each pet and ask the children to hold up the corresponding pencil or crayon: T: Rabbit. SS: Brown (holding up a brown pencil). T: Frog. SS: Green (holding up a green pencil). Tell the children to colour the pets according to the key.

5 Look and trace.Put the dog flashcard on the board and write the following questions below it: Is it a frog? Yes, it is. / No, it isn’t. Is it white? Yes, it is. / No, it isn’t. Point to each question in turn and read it out to the class. Elicit the answers and invite a volunteer to the board to circle the correct answers. Tell the children to read the answers in Activity 5. Then ask them to look at the animals and answer the questions by tracing the correct answers. Correct as a class.

Finishing off Play Pictionary. Divide the class into three teams. Slowly start to draw part of a pet on the board, for example, a cat’s whiskers or a rabbit’s ears. Ask: What’s the pet? Encourage the children to ask: Is it a (cat)? Give a point to the first team that guesses correctly. Repeat with other pets, or ask volunteers to the board to draw pets for the class to guess.

ObjectivesTo reinforce target vocabulary and structures.

Target languageVocabulary: black, white, grey, brown; cat, dog, frog, goldfish, hamster, parrot, rabbit, rat

Structures: Is it (white)? Is it a (cat)? Yes, it is. / No, it isn’t.

Materialsflashcards: pets

Resources

Teacher’s resource Book, page 51 – 53

Reinforcement Tell the children to look at the picture. Then look at the words in the box and colour the pets accordingly. Then they say the colour of each pet.Consolidation Tell the children to look at the picture. They look at the words in the box, trace the words and then colour the pets accordingly. Afterwards, they say the colour of each pet.

Extension Tell the children to look at the picture. They read the description and then colour the pets accordingly. Afterwards, they complete the sentences with the pet words.

Language

Children develop Linguistic competence by consolidating knowledge of the Present simple of the verb to be and short answers to talk about colours and pets by playing a memory game, Pictionary and reading. Children show knowledge by giving short answers or colouring correctly.

253274 _ 0093-0122.indd 105 08/03/11 19:14

106

Transcripts

sTory card 1 Narrator: Charlie and Lee are at school. It’s playtime. Lee: What’s that? Is it a monster?

sTory card 2Narrator: Lee sees a black cat. Lee: Look at that cat!Teacher: Sit down, Lee!

sTory card 3Narrator: The boys and girls are playing with balls. But look! Now Charlie sees the black cat too.Lee: Catch, Charlie!Charlie: Hey, look! It’s the black cat.

sTory card 4Narrator: Charlie and Lee are playing. Shh! Listen! What’s that noise?Cat: Miaow! Miaow!Charlie: What is it?Lee: It’s the cat. Come on! Let’s follow it!Cat: Miaow! Miaow!

Story: The mystery of the black cat!

Lesson 4AStudent’s Book, pages 24 and 25

25

LESSON 4

5

7

2 6

4 8

323834 _ 0021-0028.indd 25 21/01/11 15:20

Getting started

Tell the children to look at the story and ask them to identify characters they know. Then ask them to look at the little pictures at the top of page 25. Point to the picture of the cat and ask: Can you find this in the story? Tell them to look in the story and see if they can find the cat. Tell them to circle the picture of the cat, because it appears in the story. Tell them to look through the story and find which of the remaining pictures appear and to circle them. Ask them to check their answers with a partner. Finally, ask the children to cross out all the pictures that do not appear in the story.

7 Listen to the story. 1.43

Play the story and show the children the story cards one by one. Stick the story cards to the board with Blu-Tack. Then play the story again and ask the children to follow the story in their books. Pause the recording at various points. Ask volunteers to point to the relevant scene in their books. Divide the class into five groups and assign parts to each group: Charlie, Lee, the teacher, Lee’s mum, the cat. Play the recording again and pause the recording after each scene and tell each group to repeat their character’s lines.

ObjectivesTo develop pre-reading skills.

To enjoy a story.

To consolidate target language.

MaterialsCDUnit 3 story cardsBlu-Tack

24

LESSON 4The mystery of the black cat!

7 L”is†e> to t™æ stor¥.

1

3

2

4

1.43

323834 _ 0021-0028.indd 24 21/01/11 15:20

253274 _ 0093-0122.indd 106 08/03/11 19:14

107

Transcripts

sTory card 1 Narrator: Charlie and Lee are at school. It’s playtime. Lee: What’s that? Is it a monster?

sTory card 2Narrator: Lee sees a black cat. Lee: Look at that cat!Teacher: Sit down, Lee!

sTory card 3Narrator: The boys and girls are playing with balls. But look! Now Charlie sees the black cat too.Lee: Catch, Charlie!Charlie: Hey, look! It’s the black cat.

sTory card 4Narrator: Charlie and Lee are playing. Shh! Listen! What’s that noise?Cat: Miaow! Miaow!Charlie: What is it?Lee: It’s the cat. Come on! Let’s follow it!Cat: Miaow! Miaow!

sTory card 5Narrator: Look! Charlie’s on the wall and here’s Lee.Lee: Help!Charlie: Jump Lee! Jump!

sTory card 6Narrator: Now, where’s that cat? Ah! There it is!Lee: Come on, Charlie! Run!

sTory card 7Narrator: Charlie and Lee find the cat. But, what’s the matter?Lee: Mum! Mum! Come quickly!Cat: Grr! Miaow!

sTory card 8Narrator: Here’s Lee’s mum, and look! Lots of little cats!Charlie: Hello, little cat!Lee’s mum: Well done, boys!Cat: Miaow!

Story: The mystery of the black cat! 1.43

25

LESSON 4

5

7

2 6

4 8

323834 _ 0021-0028.indd 25 21/01/11 15:20

Getting started

Tell the children to look at the story and ask them to identify characters they know. Then ask them to look at the little pictures at the top of page 25. Point to the picture of the cat and ask: Can you find this in the story? Tell them to look in the story and see if they can find the cat. Tell them to circle the picture of the cat, because it appears in the story. Tell them to look through the story and find which of the remaining pictures appear and to circle them. Ask them to check their answers with a partner. Finally, ask the children to cross out all the pictures that do not appear in the story.

7 Listen to the story. Play the story and show the children the story cards one by one. Stick the story cards to the board with Blu-Tack. Then play the story again and ask the children to follow the story in their books. Pause the recording at various points. Ask volunteers to point to the relevant scene in their books. Divide the class into five groups and assign parts to each group: Charlie, Lee, the teacher, Lee’s mum, the cat. Play the recording again and pause the recording after each scene and tell each group to repeat their character’s lines.

24

LESSON 4The mystery of the black cat!

7 L”is†e> to t™æ stor¥.

1

3

2

4

1.43

323834 _ 0021-0028.indd 24 21/01/11 15:20

Finishing off Put the story cards on the board and divide the class into two teams. Tell the children you are going to play a game. Choose a member from each team and read out one of the character’s lines from the story. The first player to run and touch the story card for that line wins a point for his or her team. Repeat this until everyone has had a turn.

Children develop Linguistic competence and comprehension by listening to a story: The mystery of the black cat! The story revises and integrates vocabulary and grammar structures from previous lessons to build knowledge. Afterwards a Story race is played by children with flashcards in two teams to assess listening and content comprehension.

253274 _ 0093-0122.indd 107 08/03/11 19:14

108

Resources

dVd animaTed sTory: The mysTery of The Black caT!Teacher’s resource Book, page 25

Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the four pictures. Play the DVD again and this time the children choose the correct word and trace it.

DVD 1

Getting started

Ask the children to think back to the story from the previous class. Ask comprehension questions to check what they can remember: Is there a dog in the story? Is there a monster? Is there a cat? What colour is the cat? Is Monica in the story? Is Charlie’s dad in the story?

Listen again 1.43

Tell the children they are going to hear the story again. Play the story and pause the recording at various points when a character is speaking. Ask a volunteer to tell you which character is speaking. Continue with other volunteers.

Make a story bookletPut the story cards on the board out of order. Ask the children to tell you the correct order of the cards. Point to each card and ask: Is this next? Which card is next? Ask volunteers to help you until the story cards are in the correct order.Tell the children to find pop-outs for the story booklet (or hand out photocopies of the Teacher’s Resource Book, pages 99 – 100). Show them how to make a cover for their booklet and put the title: The mystery of the black cat! The children cut or pop out the pictures and put them into the correct order. Go round the class to help any child that needs it and staple the booklets together.

Finishing off Play Spot the mistake. Ask the class to close their books and tell them that you are going to read out the story to them but there will be mistakes. Start to read: Charlie and Lee are at home… Choose a volunteer to point out the mistake at school, and continue the story including other mistakes.

ObjectivesTo remember the story.

To develop comprehension skills.

To practise target language.


MaterialsCDUnit 3 story booklet pop-outsphotocopies of Teacher’s Resource Book, pages 99 – 100a stapler

Lesson 4B

Children develop Linguistic competence in literacy by creating a booklet for the story: The mystery of the black cat! Creating the booklet revises the order of events in the story as well as stimulating retention of vocabulary and grammar structures during a Spot the mistake game.

253274 _ 0093-0122.indd 108 08/03/11 19:14

109

Resources

dVd animaTed sTory: The mysTery of The Black caT!Teacher’s resource Book, page 25

Tell the children to look at the pictures on the worksheet. Play the DVD and as they watch, the children number the four pictures. Play the DVD again and this time the children choose the correct word and trace it.

Getting started

Ask the children to think back to the story from the previous class. Ask comprehension questions to check what they can remember: Is there a dog in the story? Is there a monster? Is there a cat? What colour is the cat? Is Monica in the story? Is Charlie’s dad in the story?

Listen again

Tell the children they are going to hear the story again. Play the story and pause the recording at various points when a character is speaking. Ask a volunteer to tell you which character is speaking. Continue with other volunteers.

Make a story bookletPut the story cards on the board out of order. Ask the children to tell you the correct order of the cards. Point to each card and ask: Is this next? Which card is next? Ask volunteers to help you until the story cards are in the correct order.Tell the children to find pop-outs for the story booklet (or hand out photocopies of the Teacher’s Resource Book, pages 99 – 100). Show them how to make a cover for their booklet and put the title: The mystery of the black cat! The children cut or pop out the pictures and put them into the correct order. Go round the class to help any child that needs it and staple the booklets together.

Finishing off Play Spot the mistake. Ask the class to close their books and tell them that you are going to read out the story to them but there will be mistakes. Start to read: Charlie and Lee are at home… Choose a volunteer to point out the mistake at school, and continue the story including other mistakes.

253274 _ 0093-0122.indd 109 08/03/11 19:14

110

Transcripts


Charlie: Good dog, Chippy! Here’s the Dog School. Listen, Chippy! Sit down! Sit down! Chippy! Jump! Jump! Oh, please Chippy! Catch Chippy! Catch! Oh no! Go to sleep, Chippy! Oh no! Stand up, Chippy! Stand up! Oh please, Chippy! No, Chippy!

Listen and point. 1.44 Chant: Good dog, Chippy! 1.45

Getting started Put the flashcards on the board and ask the children to name the pets. Do a class survey. Ask: What’s your favourite pet? Is it a (dog)? Ask the children to raise their hands. Make a note of the scores for each animal and say: So, our favourite pet is a (cat)

8 Listen and point. 1.44

Tell the class to look at the first picture and ask: Where are Charlie and Chippy? Choose a volunteer to tell you: Dog school. Divide the class into pairs. Play the recording and pause after each scene. Tell the children to decide which scene they are listening to. Play the recording again and ask volunteers to tell the class their answers.

9 Listen and chant. 1.45 Ask the children to stand up and explain that they are going to hear a chant called Good dog, Chippy! Tell them to listen and mime the actions as they hear Charlie saying them. Play the chant and join in as the children mime the actions. Ask the class if they can remember the order in which the actions are said. Write their answers on the board and play the recording again to check them. Play the chant again and ask the class to join in. Encourage them to copy Charlie’s intonation. Next, tell the children to get into pairs and do role plays between Charlie and Chippy. Ask the pairs to think of a training routine and practise it. Finally, invite a few pairs of volunteers to demonstrate their routine for the rest of the class.

Finishing off Play Simon says, using the imperatives from the previous activity. Add extra instructions with objects in the classroom, demonstrating where necessary. For example: point to (a pencil), touch (a book).

ObjectivesTo introduce imperatives.

To improve listening comprehension skills.

To say a chant.

Target languageStructure: Imperatives (Sit down! Stand up! Jump! Catch! Run! Go to sleep!)

MaterialsCD flashcards: pets

Good dog, Chippy! Sit down! Please, Chippy! Sit down!

Good dog, Chippy! Jump! Jump! Please, Chippy! Jump! Jump!

Good dog, Chippy! Catch! Catch! Please, Chippy! Catch! Catch!

Good dogChippy! Go to sleep! Please, Chippy! Go to sleep!

Good dog, Chippy! Stand up! Please, Chippy! Stand up!

Good dogChippy! Run! Run! Please, Chippy! Run! Run!

253274 _ 0093-0122.indd 110 08/03/11 19:14

111

26

8 L”is†e> an∂ poin†.

9 L”is†e> an∂ chan†.

—atc™!

J<umπ!

S<i† dow>!

LESSON 51.44

1.45

G<o to s¬æeπ!

10 L”is†e> an∂ num∫±®.

11 D<raw you® favouritæ πe†.

M”¥ favouri†æ πe† ifi å .

S<tan∂ uπ!

No, —hipp¥!Child's own drawing.

323834 _ 0021-0028.indd 26 21/01/11 15:20

Transcripts

Getting started Put the flashcards on the board and ask the children to name the pets. Do a class survey. Ask: What’s your favourite pet? Is it a (dog)? Ask the children to raise their hands. Make a note of the scores for each animal and say: So, our favourite pet is a (cat)

8 Listen and point. Tell the class to look at the first picture and ask: Where are Charlie and Chippy? Choose a volunteer to tell you: Dog school. Divide the class into pairs. Play the recording and pause after each scene. Tell the children to decide which scene they are listening to. Play the recording again and ask volunteers to tell the class their answers.

9 Listen and chant. Ask the children to stand up and explain that they are going to hear a chant called Good dog, Chippy! Tell them to listen and mime the actions as they hear Charlie saying them. Play the chant and join in as the children mime the actions. Ask the class if they can remember the order in which the actions are said. Write their answers on the board and play the recording again to check them. Play the chant again and ask the class to join in. Encourage them to copy Charlie’s intonation. Next, tell the children to get into pairs and do role plays between Charlie and Chippy. Ask the pairs to think of a training routine and practise it. Finally, invite a few pairs of volunteers to demonstrate their routine for the rest of the class.

Finishing off Play Simon says, using the imperatives from the previous activity. Add extra instructions with objects in the classroom, demonstrating where necessary. For example: point to (a pencil), touch (a book).

Children develop Cultural and artistic competence by practising a role play about a boy and his dog using imperative commands and praise: sit down, run, catch, etc. Role plays using real communicative situations help build fluency, self confidence and artistic expression.

Good dog, Chippy! Stand up! Please, Chippy! Stand up!

Good dogChippy! Run! Run! Please, Chippy! Run! Run!

253274 _ 0093-0122.indd 111 08/03/11 19:14

112

ObjectivesTo reinforce target structures.

Target languageStructures: Imperatives (Sit down! Stand up! Jump! Catch! Run! Go to sleep!)

MaterialsCD pieces of card with instructions

Resources

dVd real kids uniT 3Teacher’s resource Book, page 26

Note: The children have not covered all the animals and adjectives in this unit, so it would be a good idea to revise the animals and adjectives that they learnt in pre-primary before attempting this worksheet.

Activity 1: Tell the children to look at the string of letters at the top. Ask them to look for animal words, circle them and write them next to the corresponding picture. Write the words on the board if the children need help. Play the DVD and tell the children to colour the animals that they hear mentioned.

DVD 2

S<i† dow>!

—atc™! Jumπ!

S<tan∂ uπ!

R”u>!

20

6 Tracæ an∂ matc™.

4 5 6

1 2 31 = blac§2 = gre¥3 = brow>4 = whitæ

7 R”ea∂ an∂ colou®.

8 L”oo§ an∂ writæ.

1

3

Review

Go to sleeπ!

323845 _ 0017-0022.indd 20 28/01/11 8:37

Children develop Processing information and digital competence in the classroom by listening to and watching information from the Real Kids DVD. Matching pictures and sentences about animals helps integrate written and verbal skills.

253274 _ 0093-0122.indd 112 08/03/11 19:14

113


Getting started Karaoke Chant: Good dog, Chippy! 1.46

Review the imperatives from the previous lesson and write them on the board in any order. Play the karaoke chant. Encourage the children to join in using the notes on the board as prompts.

6 Trace and match.Tell the class to look at the pictures and ask them to identify the characters. Point to the teacher’s speech bubbles and explain that they have to trace the words. Tell the children to match the instructions in the speech bubbles with the corresponding characters. Check their answers by calling out a character’s name and asking the class to say the corresponding instruction.

Finishing off Play Chinese whispers. Organise the class into lines and explain the game. Give a piece of card with an instruction to a child at one end of each line, for example, (Jump!). The child reads the instruction without showing it to anyone and then whispers it to the next child in the line, taking care not to let anyone hear. This is repeated until it reaches the last child in the line, who has to perform the action. Compare the action with the instruction on the piece of paper. Repeat with other instructions. Note: Ask the children to bring in photos of their pets or photos of pets they would like.

ObjectivesTo reinforce target structures.

Target languageStructures: Imperatives (Sit down! Stand up! Jump! Catch! Run! Go to sleep!)

MaterialsCD pieces of card with instructions

Resources

dVd real kids uniT 3Teacher’s resource Book, page 26

Note: The children have not covered all the animals and adjectives in this unit, so it would be a good idea to revise the animals and adjectives that they learnt in pre-primary before attempting this worksheet.

Activity 1: Tell the children to look at the string of letters at the top. Ask them to look for animal words, circle them and write them next to the corresponding picture. Write the words on the board if the children need help. Play the DVD and tell the children to colour the animals that they hear mentioned.

Activity 2: Point to the adjectives in the box and to the sentences about the animals. Play the DVD and pause it to allow the children time to write the correct adjective in each sentence.

DVD 2

253274 _ 0093-0122.indd 113 08/03/11 19:14

114


Getting started

Show the class a photo of your pet (or a pet you like) and tell the children about it (its name, its age, its food). Invite two or three volunteers to tell the class about their pets.

10 Listen and number. 1.47

Explain that the children in the photos each have a favourite pet. Elicit the names of the four pets from the class. Play the recording and pause after sentence one. Tell the children to point to the corresponding photo (the boy with the goldfish). Point to the box and ask the children which number they have to write (one). Ask them to number the other photos in order as they listen to the recording. Play the recording twice and then correct as a class.

11 Draw your favourite pet.Ask some children the following question, What is your favourite pet? As the children say the names of their favourite pets you can get other children to write the name on the board. When you have asked some children ask them to draw their favourite pet in the book. Ask them to write the name of their favourite animal in the space below.

Finishing off Play a game in teams. Put the word flashcards of the pets up around the classroom. Divide the class into two teams and ask a child from each team to the front. Show the class a picture flashcard and then tell the two children to run and touch the corresponding word card. The first child to touch the correct word card wins a point for their team. Repeat with other pairs of children.

ObjectivesTo practise target language in a real world context.


Structures: My favourite pet is a (dog).

MaterialsCDflashcards: petsphotos of pets

Transcript

1 Hello! My favourite pet is a goldfish. 2 Hi! My favourite pet is a rabbit. 3 And my favourite pet is a dog. 4 Hello! My favourite pet is a frog.

Listen and number. 1.47

253274 _ 0093-0122.indd 114 08/03/11 19:14

115

27

J<umπ!

LESSON 5

10 L”is†e> an∂ num∫±®.

11 D<raw you® favouritæ πe†.

LESSON 61.47

M”¥ favouri†æ πe† ifi å .

Child's own drawing.

4

3

2

1

323834 _ 0021-0028.indd 27 21/01/11 15:20

Getting started

Show the class a photo of your pet (or a pet you like) and tell the children about it (its name, its age, its food). Invite two or three volunteers to tell the class about their pets.

10 Listen and number. Explain that the children in the photos each have a favourite pet. Elicit the names of the four pets from the class. Play the recording and pause after sentence one. Tell the children to point to the corresponding photo (the boy with the goldfish). Point to the box and ask the children which number they have to write (one). Ask them to number the other photos in order as they listen to the recording. Play the recording twice and then correct as a class.

11 Draw your favourite pet.Ask some children the following question, What is your favourite pet? As the children say the names of their favourite pets you can get other children to write the name on the board. When you have asked some children ask them to draw their favourite pet in the book. Ask them to write the name of their favourite animal in the space below.

Finishing off Play a game in teams. Put the word flashcards of the pets up around the classroom. Divide the class into two teams and ask a child from each team to the front. Show the class a picture flashcard and then tell the two children to run and touch the corresponding word card. The first child to touch the correct word card wins a point for their team. Repeat with other pairs of children.

Transcript

Children develop Autonomy and personal initiative via show and tell participation where they show a photo of their pet and describe it to the class. Children who don’t have pets participate by describing their favorite pet in a presentation.

253274 _ 0093-0122.indd 115 08/03/11 19:15

116

Resources


Arts and Crafts

ObjectivesTo practise target language.



MaterialsCDflashcards: petsphotocopies of Teacher’s Resource Book, page 12

Children develop Autonomy and personal initiative by creating a personalized book of pets. By using a template, children make a book of their favourite pets and describe them in writing. Making a booklet build confidence and develops a task based approach to learning.

253274 _ 0093-0122.indd 116 08/03/11 19:15

117

Lesson 6BArts and crafts

Resources


Arts and Crafts

Getting started Karaoke Song: Can you guess my pet? 1.42

Play the song and sing along. Sing the first two lines of the song and invite the class to suggest an action to go along with it (for example, walking on the spot, like on a hamster wheel). Elicit actions for the other parts of the song and then play the song with the children saying the chant and doing the actions.

Make a book of pets. Hand out the photocopies of the pets booklet template. Tell the children to colour the pictures. Show them how to make the booklet by folding a piece of paper down the middle first. They then fold it in half and half again to make a zig-zag book. They put the title on the front cover and then choose seven pictures to put on the other pages. They can write the word for each pet under the picture. The children then show their friends their booklets.

Finishing off Hide a pet flashcard behind your back and the children have to guess what it is. Keep doing this it until the children have guessed all the pets. You could also get the children to take it in turns to come to the front of the class and hide a flashcard behind their back while the other children guess what it is.

ObjectivesTo practise target language.



MaterialsCDflashcards: petsphotocopies of Teacher’s Resource Book, page 12

Children develop Autonomy and personal initiative by creating a personalized book of pets. By using a template, children make a book of their favourite pets and describe them in writing. Making a booklet build confidence and develops a task based approach to learning.

253274 _ 0093-0122.indd 117 08/03/11 19:15

118

Transcripts


Narrator: Today, Beep is on television. Host: Hi! Welcome to Guess my pet! My name is Ricky Smiley. Hello, what’s your name?Beep: Hello, Ricky. My name is Beep.Old woman: Hello, Beep.Beep: Hello.Old woman: Is it black? Beep: Erm… No, it isn’t.Host: Ok! It isn’t black. Next question, please.Man: Is it a fish?

Beep: No, it isn’t.Host: It isn’t a fish. Woman: Hello, Beep. Is it a frog?Beep: No, it isn’t a frog.Host: Oh no! It’s… It’s… A rat!Robby: Squeak! Squeak!Beep: Please don’t worry! This is Robby, my pet rat! Hello, Robby!Robby: Squeak! Squeak!

Listen. Beep’s world! 1.48

Getting started

Say: I like parrots. Ask the children who like parrots to stand up and repeat the sentence. Repeat with other vocabulary.

12 Listen. 1.48

Tell the class to look at the first scene from the cartoon, and explain that Beep is taking part in a television quiz show called Guess my pet. Play the recording and ask the children to follow the story in their books. Play the recording again, stopping at various points and asking volunteers to say the next line. Tell the children that they are going to play Guess my pet. Give out a piece of paper to each child and ask them to draw a pet. Let them use their imaginations. Then call volunteers out to the front. Choose other children from the class to ask questions: Is it (black)? Is it a (dog)? If they can’t guess after three questions, the volunteer has to show their picture to the class. Repeat with other volunteers.

PhonicsListen and repeat. 1.49

Tell the children they are going to learn a tongue twister. Play the recording, pausing at the end of each line for the children to repeat. Write the tongue twister on the board. Play the recording again encouraging children to copy the narrator’s intonation. Divide the class into groups. Give them a few minutes to practise the tongue twister, and then invite them to the front to perform for the rest of the class. Encourage the children to find any other words that they know that begin with r, for example, rubber, rabbit, Ruby, or any names of children in the class. Write the words up on the board and practise saying them with English pronunciation.

Finishing off Write the first three letters of a word on the board and tell the children to find the word in their dictionaries and put up their hands as soon as they find it. Elicit the word and then invite a volunteer to come and write the remaining letters to complete the word.

ObjectivesTo review pets and colours.

To enjoy a story.

To enjoy a tongue twister and practise pronunciation: r.


Structures: Is it a (cat)?

MaterialsCD pieces of paper

This is Robby.This is Robby the robot rat.This is Robby the robot rat. Run Robby!

This is Robby the robot rat. Run Robby! Run Robby! This is Robby the robot rat. Run Robby! Run Robby! Run! Run! Run!

Listen and repeat. 1.49

253274 _ 0093-0122.indd 118 08/03/11 19:15

119

28

12 L”is†e>.

Beep’s world! LESSON 7

1.48

323834 _ 0021-0028.indd 28 21/01/11 15:20

Transcripts

Beep: No, it isn’t.Host: It isn’t a fish. Woman: Hello, Beep. Is it a frog?Beep: No, it isn’t a frog.Host: Oh no! It’s… It’s… A rat!Robby: Squeak! Squeak!Beep: Please don’t worry! This is Robby, my pet rat! Hello, Robby!Robby: Squeak! Squeak!

Getting started

Say: I like parrots. Ask the children who like parrots to stand up and repeat the sentence. Repeat with other vocabulary.

12 Listen. Tell the class to look at the first scene from the cartoon, and explain that Beep is taking part in a television quiz show called Guess my pet. Play the recording and ask the children to follow the story in their books. Play the recording again, stopping at various points and asking volunteers to say the next line. Tell the children that they are going to play Guess my pet. Give out a piece of paper to each child and ask them to draw a pet. Let them use their imaginations. Then call volunteers out to the front. Choose other children from the class to ask questions: Is it (black)? Is it a (dog)? If they can’t guess after three questions, the volunteer has to show their picture to the class. Repeat with other volunteers.

PhonicsListen and repeat. Tell the children they are going to learn a tongue twister. Play the recording, pausing at the end of each line for the children to repeat. Write the tongue twister on the board. Play the recording again encouraging children to copy the narrator’s intonation. Divide the class into groups. Give them a few minutes to practise the tongue twister, and then invite them to the front to perform for the rest of the class. Encourage the children to find any other words that they know that begin with r, for example, rubber, rabbit, Ruby, or any names of children in the class. Write the words up on the board and practise saying them with English pronunciation.

Finishing off Write the first three letters of a word on the board and tell the children to find the word in their dictionaries and put up their hands as soon as they find it. Elicit the word and then invite a volunteer to come and write the remaining letters to complete the word.

This is Robby the robot rat. Run Robby! Run Robby! This is Robby the robot rat. Run Robby! Run Robby! Run! Run! Run!

Children develop competence in Learning to learn by participating in a phonics game and using their personalized dictionaries to help them find information to play the game by completing the words. Playing dictionary games encourages keeping notebooks tidy and provides meaningful learning situations.

253274 _ 0093-0122.indd 119 08/03/11 19:15

120

1

21

4

3

R”u>!

1 = blac§2 = gre¥3 = brow>4 = whitæ

21

7 R”ea∂ an∂ colou®.

8 L”oo§ an∂ writæ.

1

Ifi i† å do@?

Ifi i† å ra†?

Ifi i† å rabbi†?

Ifi i† å fro@?

2

3 4

Yefi, i† ifi. ✓ Nø, i† is>ª†. ✗

Review

Nø, i† is>ª†.

Nø, i† is>ª†.

Yefi, i† ifi.

Yefi, i† ifi.

323845 _ 0017-0022.indd 21 28/01/11 8:38

ObjectivesTo review target language from the unit.


Structures: Imperatives (Sit down! Stand up! Jump! Catch! Run! Go to sleep!)

Is it a (goldfish)? Yes it is. / No, it isn’t.

MaterialsCD Unit 2 poster flashcards: pets, colours

Resources


Activity 1: Ask the children to look at the words on the rocks and review the vocabulary with them. Then, ask the children to colour red all the rocks that have words on them that begin with the r sound (the same sound as ‘rabbit’).

Phonics

Children develop Interpersonal and civic competence by participating in classroom language games to revise knowledge. Working in pairs or teams to play noughts and crosses helps children to improve interpersonal skills such as using their hand to ask to take a turn.

253274 _ 0093-0122.indd 120 08/03/11 19:15

121


Getting started Do a quiz to review the language from the unit. Divide the class into three or four teams. Award points for correct answers.Round 1: Display the poster, point to pets and ask the teams to name them.Round 2: Display the flashcards and ask questions: What colour is the frog? Round 3: Hide a flashcard and ask the teams to take turns guessing the pet by asking questions: Is it a (cat)?Round 4: Ask volunteers from each team to the front. Say an imperative and give points for the correct action.

7 Read and colour. Explain that this is a colour by numbers activity. Point out the key, say each number and ask the class to tell you which colour it corresponds to. Tell the children to colour the patches on the dog according to the key. When the children finish, encourage them to compare their pictures with classmates.

8 Look and write.Draw an outline of a goldfish on the board. Write below: Is it a parrot? and Is it a goldfish? Read out each question and elicit: No, it isn’t. Yes, it is. Ask the class to look at the first picture in their book. Read out the question and elicit the answer: No, it isn’t. Tell them to copy the answer from the box. Ask the class to look at the other pictures and answer the questions using the answers from the box. Correct as a class. Note: Mixed abilities.The levels of writing skills in the class may vary. Allow the children to answer accordingly: or ; Yes or No; Yes, it is or No, it isn’t.

Picture dictionary 3.3

Ask the children to look at the picture dictionary page on page 22 of their Activity Books. Hold up your two index fingers and signal to the class to do the same. Say: Point to the frog and the goldfish. Encourage the class to quickly point to the two pictures and check with the child next to them. Repeat with other words from the page.Tell the children to trace each word on the dictionary page. Play the recording and ask the children to look at the pictures and repeat the words.

Finishing off Play Noughts and crosses with questions related to the target language from the unit.

ObjectivesTo review target language from the unit.




MaterialsCD Unit 2 poster flashcards: pets, colours

Resources


Activity 1: Ask the children to look at the words on the rocks and review the vocabulary with them. Then, ask the children to colour red all the rocks that have words on them that begin with the r sound (the same sound as ‘rabbit’).

Activity 2: The children look at the pictures and say the words. Then, the teacher asks the students to put the letters in order to form words that begin with the r sound.

Extra activity: Practise the tongue twister with the students, then have a tongue twister competition.

Phonics

Transcripts

Cat, dog, frog, goldfish, hamster, parrot, rabbit, rat.

Picture dictionary page. 3.3

253274 _ 0093-0122.indd 121 08/03/11 19:15

122

Transcripts

Evaluation

Hamster.Cat.

Goldfish.Rabbit.

Parrot.Rat.

Unit 3 Test. Activity 1. Listen and circle the correct pets. 1.50

11

2

© Santillana Educación SL./Richmond Publishing 2011 PH

OTOCOPIABLE

Name: Class:

1 Listen and circle the pets. (Track 1.50)2 Trace the words and match them to the pictures.

139

Unit 3 Test


OTOCOPIABLE

ca†

do@

rabbi†

parro†

1.50

324637 _ 0133-0154.indd 139 01/02/11 10:12

ObjectivesTo evaluate children’s understanding of target language from the unit.

Target languageVocabulary: cat, dog, frog, goldfish, parrot, hamster, rabbit, rat; black, brown, grey, white



MaterialsCDflashcards: petsphotocopies of Unit 2 Test, Teacher’s Resource Book, pages 139 and 140

Revise the vocabulary with the children. Show the flashcards one at a time and ask questions about the pets. T: Which pet is green? Show the children the Evaluation and explain each activity. Play the audio and the children do Activity 1. Play it again. The children complete the rest of the Evaluation by themselves.

1 Listen and circle the pets. 1.50

Explain to the children that they are going to hear a number followed by a pet. They must circle the correct animal.

2 Trace the words and match them to the pictures.Tell the children to trace the words. When they have finished they must read them and match the word with a pet.

3 Read and colour the pets.Tell the children to look at the key. Explain that the number is for a pet. The children have to colour the pets according to the key.

4 Read and circle the answers.Tell the children that they need to look at the picture, then read the question and circle the correct answer.

1

2

1

2

Name: Class:

3 Read and colour the pets.4 Read and circle the answers.


OTOCOPIABLE

140

Unit 3 Test

3

4Ifi i† å ca†? Yefi, i† ifi. / Nø, i† is>ª†.

Ifi i† å do@? Yefi, i† ifi. / Nø, i† is>ª†.

Ifi i† å rabbi†? Yefi, i† ifi. / Nø, i† is>ª†.

Ifi i† å ra†? Yefi, i† ifi. / Nø, i† is>ª†.

1 = g®æe> 2 = ®e∂ 3 = ¥ello∑ 4 = bl¤æ

2

4

3

1

1.63

324637 _ 0133-0154.indd 140 28/01/11 14:40

Children develop competence in Learning to learn by participating in an end of unit summative assessment procedure. Clear assessment criteria and constructive feedback on mistakes and teacher expectations before the test play an important role in improvement.

253274 _ 0093-0122.indd 122 08/03/11 19:15

introduction 3. perfect pets! - worldarcstudiorichmond-elt/files/beep 1 tb sample unit 3.pdf ·...

Documents