level2-6-19
TRANSCRIPT
-
8/3/2019 Level2-6-19
1/14
6Join Us - Teachers Book
Topic
Greetings,introductionsand numbers
Useful expressions forsimple interactions learning to greet eachother, asking theirclassmates names andages and giving theirown, introducing afriend and asking how
people are.
Lexical areas objects,colours and numbers150.
Hello! Good morning!Bye-bye!
English is easy.
Whats your name?Im Mike.This is Emma.
Shes my friend.How old are you?Im eight.
Is Mr Brown yourteacher?Yes, he is. No, he isnt.Whos your best friend?Shes in my class.
Whats in the box?How many?
snails, prize
black, blue, brown,green, orange, pink, red,white, yellow
cinema, clown, cowboy,hamburger, hot dog,jeans, pullover,sandwich, snack bar,superstar, taxi, Walkman
one, two, three, four,five, six, seven, eight,nine, ten, eleven,twelve, thirteen,fourteen, fifteen,sixteen, seventeen,eighteen, nineteen,twenty, thirty, forty, fifty
Tell me your names,please.
Lets sing a song.Great!Come on and join in.
Lets begin.
Are you ready, kids?
Well done, everybody.
See you tomorrow.
lollipops, pencils, balls
Guess the number.
Thank you.
Specific learningobjectives
Active language Receptive language
Syllabus
Unit 1 - Hello friends!
-
8/3/2019 Level2-6-19
2/14
7Join Us - Teachers Book
Summary of activities
Learning simple expressions for greetings, introductionsand socialising.
Singing a song to revise vocabulary.
Understanding personal questions by listening to andreading mini-dialogues.
Understanding and practising English structures(pronouns he andshe).
Understanding numbers 1 to 50 and practising sayingand writing them.
Asking and answering personal questions.
Learning to answer Yes or No to Is ...?questions.
Understanding a picture story by listening to it andlooking at the pictures.
Revising the unit vocabulary with a craft activity.
Learning/revising the numbers 150 with a game.
Checking learning through consolidation activities.
Socialdevelopment
Learning toco-operate toachieve a sharedobjective(acting out).
Learning how toestablish positive
relationships withclassmates,expressingfriendship andexchangingpersonalinformation.
Cross-curricularlinks
Music: learningto recognise andreproduce arhythm.
Maths:identifying thenumber of items
in a group andcounting them.
-
8/3/2019 Level2-6-19
3/14
8Join Us - Teachers Book
Unit 2 -At school
Topic
Theclassroomandclassroomobjects,colours
Useful expressions forsimple interactions learning how to ask forand give something,understandinginstructions andfollowing them writinga simple text by
following a model.
Lexical areas theclassroom, commonobjects and colours.
Discovering culturaldifferences in thecontext of school.
board, ceiling, chair,cupboard, desk, door,floor, glue, light, scissors,wall, window
one, two, three, four,five, six, seven, eight,nine, ten, eleven, twelve
black, blue, brown,green, orange, pink,purple, red, white,yellow
book, glue, pen, pencil,pencil case, rubber,scissors
A pen, please.Here you are.
Whats in the greenbox? What colour is it?
OK. / No, try again.
Good morning.Good night.
Are / is
I play tricks on ...
I like to ...eat, play, sleep a lot
Let me show my tricksto you.
Come here, please.
Stand up. Stretch.Stand back to back.Stand nose to nose.Stand arm in arm.Clap your hands.
Specific learningobjectives
Active language Receptive language
Syllabus
-
8/3/2019 Level2-6-19
4/14
9Join Us - Teachers Book
Summary of activities
Learning and practising words for the classroom andclassroom objects.
Revising the names of colours and learning the colourpurple.
Listening to and singing a song.
Understanding a picture story by listening to it andlooking at the pictures.
Learning to ask for and give something politely.
Listening to identify colours and classroom words.
Playing a guessing game with classroom objects andcolours, using visual memory.
Writing simple sentences about the classroom andthinking about English structures (is/are).
Understanding instructions in English and followingthem.
Listening to and identifying the order of a seriesof instructions.
Consolidating learning through a game.
Writing a list of objects in the pupils own classroom.
Checking learning through consolidation activities.
Socialdevelopment
Learning toco-operate toachieve a sharedobjective(acting out).
Developinglistening
behaviour andpositiverelationships withclassmatesthrough play.
Learning abouteducation inother cultures.
Cross-curricularlinks
Music: learningto recognise andreproduce arhythm.
Motor skills andsports science:identifying
personal abilitiesin motor andphysical activities.
-
8/3/2019 Level2-6-19
5/14
10Join Us - Teachers Book 2
Syllabus
Topic
The family,feelings,parts of thebody
Useful expressions forsimple interactions thepupils learn tounderstand questionsand follow instructions.
Lexical areas family,feelings and parts
of the body.
Becoming aware ofrhythm and intonationas important waysof expressing andcommunicatingemotions.
Mum, Dad, sister,brother, Grandma,Grandpa
happy, tired, angry, sad,thirsty, hungry
hair, ears, legs, foot/feet,
nose, toes, hands, face,mouth, tooth/teeth,eyes, arms
big, small
Shes got / Hes got ...
My brothers nameis Peter.Thats my family.
Ive got a new game /another game.This game is stupid.Im sorry.
Lets play the game.
Hi, Im Patty the parrot.This is Priscilla thepirate.
Shake your hair.Touch your ears.Shake your legs.Touch your feet.Touch your nose.Touch your toes.
Shake your hands.Touch your face.Open your mouth.Show your teeth.
Specific learningobjectives
Active language Receptive language
Unit 3 -About me
-
8/3/2019 Level2-6-19
6/14
11Join Us - Teachers Book 2
Summary of activities
Listening to and learning words for naming relatives.
Listening to and singing a song.
Listening to and learning adjectives to express feelingsand emotions.
Listening to and identifying feelings and drawing them.
Playing a guessing game about feelings mimed by apartner.
Understanding a picture story by listening to it andlooking at the pictures.
Listening to and learning the words for parts of thebody.
Listening to and singing a song, showingunderstanding of the words for parts of the body by
doing an art activity.
Showing understanding of the words for colours andparts of the body by listening to a description anddoing an art activity.
Completing phrases with an appropriate adjective.
Understanding and practising English structures(use of adjectives).
Identifying characters by listening to a physical
description.
Identifying characters by reading a description.
Understanding and practising English structures(Hes got / Shes got).
Doing a fun consolidation activity.
Writing sentences about the pupils own families.
Checking learning through consolidation activities.
Socialdevelopment
Learning toco-operate toachieve a sharedobjective(acting out).
Learning toestablish positive
relationships withclassmates bytalking aboutfeelings.
Cross-curricularlinks
Music: learningto recognise andreproduce arhythm.
Art: usingdrawingtechniques,
manipulatingother materialsto encourageself-expression,reading a picturestory, recognisingcharacters andactions in thestory and makingthem interact.
Motor skills and
sports science:developing bodylanguage as ameans ofself-expression.
-
8/3/2019 Level2-6-19
7/14
12Join Us - Teachers Book
Topic
Foodand drink
Useful expressions forsimple interactions understanding questionsand followinginstructions, asking forand giving something,writing a simple text byfollowing a model.
Lexical areas foodand drink, expressingpreferences.
Becoming aware ofrhythm and intonationas important ways ofexpressing andcommunicatingemotions.
Discovering culturaldifferences in thecontext of food anddrink.
ice cream, mineralwater, milk, bananas,chicken, chips, apples,popcorn, fish, pizza,cheese, hamburgers,bread, spaghetti,orange juice
I like I dont like I love
My favourite food My favourite drink
Do you like chicken?Yes, I do.No, I dont.
breakfast, lunch, dinner
A hamburger, please.Here you are.Thank you.Youre welcome.
There are many things Ilike to eat.
my favourite dish
Have some.
No ice cream on the bus.
Whats your favouritefood?My favourite foodbegins with a ...
What about you?
Go to a drinks machine.Put your hand in yourpocket.Take out three coins.
Put the coins in themachine.Press the button.Take out the can.Open the can.Wipe your face.Drink.
Specific learningobjectives
Active language Receptive language
Unit 4 - Lets eat and drink!
Syllabus
-
8/3/2019 Level2-6-19
8/14
13Join Us - Teachers Book
Summary of activities
Listening to and learning the names of food and drink.
Listening to and singing a song.
Expressing food and drink preferences.
Listening and identifying likes and dislikes and drawingappropriate facial expressions.
Understanding a picture story by listening to it andlooking at the pictures.
Talking about food and drink preferences with a chant.
Completing a class survey about classmates likesand dislikes.
Completing sentences about food and drinkpreferences, solving a logic problem.
Listening to check the answers to a puzzle.
Completing sentences about food and drinkpreferences by looking at pictures.
Listening to and following instructions.
Listening to and identifying the order of a seriesof instructions.
Completing a puzzle to identify the names of foodand drink.
Identifying five childrens food and drink preferencesby listening to dialogues.
Playing a guessing game about food and drinkpreferences.
Checking learning through a role-play consolidationactivity.
Writing sentences about personal preferences.
Checking learning through consolidation activities.
Socialdevelopment
Learning toco-operate toachieve a sharedobjective(acting out).
Learning toform positive
relationships withclassmates bytalking aboutfavourite foods.
Learning aboutfood in othercultures.
Cross-curricularlinks
Healtheducation:discussing eatinghabits andconsidering thenutritional valueof favouritefoods.
Music: learningto recognise andreproduce arhythm.
Art: usingdrawingtechniques,manipulatingother materialsto encourage
self-expression.Reading a picturestory, recognisingcharacters andactions in thestory and makingthem interact.
Maths: usingrational thoughtto identifyimportant
relationships.Recognisingsimilarities anddifferences.
Motor skills andsports science:developing bodylanguage as ameans ofexpression.
-
8/3/2019 Level2-6-19
9/14
14Join Us - Teachers Book
Syllabus
Topic
Sports andother leisureactivities
Useful expressionsfor simple interactions understanding andfollowing instructions,writing a simple textby following a model.
Lexical areas leisure
activities (sport, musicalinstruments), expressingabilities.
play basketball, play thepiano, skateboard,play football, swim,rollerblade, ski,ride a horse
Can you ...?Yes, I can.
No, I cant.
T-shirt, jeans, shortsred, blue, white, pink
I havent got it. / Ive gotit.
bow and arrow
Come on!
You go first.
your turn
youre the winner
shoot that duck
try
never
Turn off the alarm clock.Get out of bed.Put on your T-shirt.Put on your shorts.
Put on your socks.Put on your trainers.Put on your helmet.Open the door.Shout: Oh no!
Specific learningobjectives
Active language Receptive language
Unit 5 - Free time
-
8/3/2019 Level2-6-19
10/14
15Join Us - Teachers Book
Summary of activities
Listening to and learning words for sports and musicactivities.
Listening to and identifying two childrens activities.
Describing people and activities using new vocabulary.
Writing simple sentences by following a model.
Interviewing a partner about their free time activities.
Understanding and practising English structures(can / cant).
Understanding and following instructions.
Listening to and identifying the order of a series ofinstructions.
Reading and identifying four childrens abilities using
acquired vocabulary.
Understanding a picture story by listening to it andlooking at the pictures.
Using pictures to write sentences about abilities.
Completing sentences about abilities, solving a logicproblem.
Doing a fun consolidation activity.
Writing a simple text about the pupils favouriteactivities.
Checking learning through consolidation activities.
Socialdevelopment
Learning toco-operate toachieve a sharedobjective(acting out).
Learning respectfor animals and
the ecologicalbalance of ourenvironment.
Developinglisteningbehaviour andpositiverelationships withclassmates byshowing interestin their leisure
activities.
Cross-curricularlinks
Maths: usingrational thoughtto identifysymbols.
Motor skills andsports science:identifying
personal abilitiesin motor andphysical activities.
-
8/3/2019 Level2-6-19
11/14
16Join Us - Teachers Book
Topic
Domesticand wildanimals
Useful expressions forsimple interactions learning to describeand identify animalsand talking aboutfavourite animals.
Lexical area animals
and their habitats.
Present interrogativeof verbs be, have got,and can.
Pronunciation recognising andreproducing L2 soundsand rhythms.
cow, duck, fox, hippo,horse, lion, pig, rabbit,sheep, snake, wolfcat, crocodile, dog,elephant, frog
It has got four legs.It eats grass.
It lives on a farm / inAfrica.It gives us wool / milk.Its big / small / brown /green.It can fly.
Has it got four legs?Does it eat grass / otheranimals?Does it live on a farm?Does it give us wool /
milk?Is it green?Can it fly?
Guess my animal.
How much are guitarlessons?Ten pounds an hour.
scared, friendly, hungry
Whats in the basket?A present for you.
eat a lot, get fat, be fit
Specific learningobjectives
Active language Receptive language
Unit 6 -Animals
Syllabus
-
8/3/2019 Level2-6-19
12/14
17Join Us - Teachers Book
Summary of activities
Listening to and identifying names of animals.
Writing the names of animals in a crossword.
Guessing animals by reading and listeningto descriptions.
Completing descriptions of animals with a
multiple-choice exercise.
Listening to and saying a chant.
Identifying and drawing an animal by listening toquestions and answers about it.
Writing questions by rearranging the words.
Practising the structure of questions with amultiple-choice activity.
Practising the structure of questions with a clozeactivity.
Reading and identifying the characteristics of twoanimals.
Making questions to guess an animal chosen bya classmate.
Understanding an illustrated story by listening to itand looking at the pictures.
Listening to and saying a rhyme.
Writing a riddle about an animal.
Checking learning through consolidation activities.
Socialdevelopment
Learning howto establishpositiverelationshipswith classmatesby playing aguessing game.
Learning toco-operate toachieve a sharedobjective(acting out).
Cross-curricularlinks
Science:observing anddescribinganimals and theirbehaviour.Discussing wildanimals and theirtreatment in
captivity.
Music: learningto recognise andreproduce arhythm.
Art: usingdrawingtechniques,reading a picturestory, recognising
characters andactions in thestory and makingthem interact.
-
8/3/2019 Level2-6-19
13/14
18Join Us - Teachers Book
Syllabus
Topic
CelebratingHalloweenin the UK
Summary of activities
Reading about Halloween.
Learning a chant about Halloween.
Socialdevelopment
Accepting andrespectingtraditions fromother cultures.
Cross-curricularlinks
Music: learningto recognise andreproduce arhythm.
Lexical area Halloween.
Recognising andreproducing L2 soundsand rhythms.
witch, monster, ghost,pumpkin
Trick or treat?
have partiesdress up as ...go from house to houseask for sweetsmake scary lanterns
Go away! Run away!
Specific learningobjectives
Active language Receptive language
Halloween
Topic
CelebratingChristmasin the UK
Summary of activities
Reading about Christmas in the UK.
Singing a Christmas song.
Completing a craft activity about Christmas.
Socialdevelopment
Accepting andrespectingtraditions fromother cultures.
Cross-curricularlinks
Music: learningto recognise andreproduce arhythm.
Art: using colourcreatively.
Lexical area Christmas.
Recognising andreproducing L2 soundsand rhythms.
Christmas cardsChristmas EveFather ChristmasChristmas morningChristmas treeChristmas crackerChristmas dinner
Merry Christmas and aHappy New Year!
Make a Christmas puzzle.Colour the Christmaspuzzle.Cut it out.Stick it on cardboard.Cut along the dottedlines.Put the puzzle in a box.Wrap it.Give it to a friend.
Specific learningobjectives
Active language Receptive language
Christmas
-
8/3/2019 Level2-6-19
14/14
19Join Us - Teachers Book
Topic
CelebratingEaster in theUK
Summary of activities
Understanding an illustrated story by listening to itand looking at the pictures.
Socialdevelopment
Accepting andrespectingtraditions fromother cultures.
Learning toco-operate toachieve a sharedobjective(acting out).
Cross-curricularlinks
Art: readinga picture story,recognisingcharacters and
actions in thestory and makingthem interact.
Lexical area Easter.
Recognising andreproducing L2 soundsand rhythms.
Easter
How many eggscan you find?
The red paint, please.Here you are.
What can I do?Ive got an idea.
Hello, Squirrel. Can youhelp me, please?
Yes, of course.
Lets find the eggs.
Specific learningobjectives
Active language Receptive language
Easter