e$I
.drti3

Teacher's Guide

Aledo Krquse o greg Cossu
with M. H. Newton


Published by
Longman Asia ELT
2/F Cornl,r,all House
Taikoo Place
979 King's Road
Quarry Bay
Hong Kong
fax: +852 2856 9578

e-mail:

nww.longman.com
and Associated Companies throughout the world.
@

Pearson Education Asia Limited 2005

All rights resen ed; no part of this publication may be reproduced, stored in a retrieval system, or transmit
in any form or by any means, electronic, mechanical, photocopying, recording or othervvise, without the I
n ritten permission of the publisher.

2

a children's course is a team effort. I nould like to thank all of the editors and the entire SuperKfd.s
team at Pearson Education for making the new edition of SuperKids a reality I also rrr,ant to thank ffi),coauthor, Aleda Krause, for her support and encouragement. Lastlll I u:ant to thank ml,friend Lesley n,iro
believed in me. I dedicate this book to m\r mother, Ien,el.

Greg Cossu
The publislrer rtould like to thank rhe follou,ing people for their contributiolt to the course:
Christine Choi
Susan Bainbridge
I..athryn Burder
N,lan, L. Burkitt
Daphne Clren
Florencia Chen
Dorothi'Chiu
Cho, Jin-Hee
Lee Seung Eun
Sharon Eun
Daniel Flynn
Allen Giln-ran
Gu, Eun-\br.rng
Yunri Hamanaka
Kazuko Kantevama
Hiroko Kashimoto
Katsuko Kato
Christina Ke
Greg Kennerh'
Kim, Soo-Kr,eong
Kim, Sun-\bung
Kim, young-Soor-r
Tim Lyon
Jessie Lin

Student Book 2 unit description
Course timing and schedule
Lesson planning
Syllabus
Cours-e Goals

Course

Page

2

Page

2

P_age

2

Page

3

Page

7

fug"


L":f-.-lCI!-_s
Discover it!

_3

I can do it!
How to Make and Use a Mini-book
Rewards

Activity Book Answer Key
Test Script and Answer Key

Test I
Test 2
Test 3

Certificate of Completio n
lVord List

40)

and

3)

Page

Z2

Page


P3g"

96

Page

98

Page

108

Page 118
Page LZB
Page 134
Page 136
Page 140
Page 144
Page 146
Page 147
Page L4B
Page 169
Page 180
Page lBZ
Page 184
Page 186
Page 188
Page lBg


2. Nine theme-based units n'ith colorful double-page
spreads.

3.

Tl.rree Recl'cle

itl units to reinforce and expand orr

previousl-v tau glrt language.

4. Three Discover itl units to introduce cross-curricular
toPics.
Trr,o double-page Culture units

5.

to introduce different

events of universal interest to cl-rildren, m,aking
Iearning English an international experience'
6. At least one song or chant per unit to help children

practice and remember grammar points and dialogs'
7. Pictorial icons on each page to identify the focus of tl.re
lesson.

B. A gradual introduction to reading and rT'riting' Sounds
thit have simiiar mouth positions are taught together
so children can acquire the sounds more easilv and

\jocabular)' building of verbs using the TPR method.
Nirre simple structures to provide a strong foundation
in basic English granllllar.
l\liddle and final phonics sound of the letters of the

1. Eigl.rteerr

2.
J.
n

Review ond recycling

5.

alpl.rabet.

The language in Srrpcr'/{id.s is carefullt'r'c'ct'clctd u'ithin
each level and benn'c'etr levels'

6. Iiccr-rgnizing

Fun

Student Book CD

l.t:arnilrg is t-tlade cniovable throtrgll gatrles qrd tasktrasccl ai'tiviritrs. Strpcr(ir/-s ait.tls 1o help children tlt'r't'lo1i
l posit ivt' ittti1u(l(' 1ou'itrtls lcarlling En glish'

'l


Further practice of
language items
introduced in the
Student Book.

2.

Tasks

.

Picture Cqrds
There are 72-103 Picture Cards
per level. One side is a color
picture while the other side shows
the corresponding word. There is
one card for each vocabulary item.
The Picture Cards can be used to
teach and review vocabulary
words as well as the dialogs.
Detailed suggestions on how to
use the cards are provided in each
lesson plan.

Student Book 2 unit description

ofuniversal

Tolk obout it!


5. Letter writing and tracing activities in Levels I and

2.

Later levels develop more advanced skills such as
reading and writing words, simple phrases, sentences
and short passages.

All the instructions necessary to complete the listening
tasks.

2. Instructions followed by abell

sound signaling where
the CD should be paused so children can complete the
task.

Teqcher's Guide
The Teacher's Guide

includes:

1. Thephilosophiesand
objectives of the
course.
lesson plans,

including culture
notes, pronunciation

focus on when listening to the CD.

5. Some of the phonics words for the target phonics

7. A hidden iguana for

Activity Book CD
I.

...:t,,
. t.".:, .:;.ll.r1l: .: - ":

,

7. Reproducible

Reduced Picture Cards foreach unit.
8. TPR card reproducibles for each unit.,

Note that throughout the Teacher's Guide, srrrrlenrs is
abbreviated to Ss.
:

Vocabulary
There is one Picture Card and one Reduced picture Card
for each vocabulary item on these pages.

l.

Use Picture Cards, real objects or pictures to teach the

the people or objects in the main scene as they are

mentioned. The story helps to reinforce the
vocabulary and provide a context for it.

Course Description 3


This lesson includes:

b.

Play the next track on the CD. Have Ss first Iisten to
the dialog and point io the characters u'ho are
speaking, and then repeat the dialog.
3. Practice: Divide the class into groups or pairs. Have
Sroups A and B (or SI and 52) sav alternate lines of the
dialog. Have Ss change roles.

Do il! gnnl
Vocabulary building ofverbs is done at all levels. Levels I
and 2 teach verbs using rhe l'PR teaching method wherebl'
Ss learn English through a ph5'sical response to English
commands. TPR activities in the lesson plans and in the
Actirriry Bank consist of both receptive and productive
acti\rities. Once Ss are familiar n ith responding to the
commands (receptive), tlrev can practice giving the
commands (productive).'l-he productivc acti\ities act as
review or consolidation ol'tlre language learned.



t.
2.

3.
4.
5.
G.

7.

b. Hold up the Picture

Card of the rrocabularJ, item to
be used in the question.

Tell Ss (in theirnative language if necessary) that it is
uot necessar)'to repeat the comt-Irallds. Thelr should

only do the actions.
lntroduce one command:
a. Sa1'one command and do the action.
b. Repeat the command. Have Ss do the action nith
you.
II Ss respond confidently', introduce the next command
in the same wa1,. If not, repeat step 2. Repeat until all
the commands have been introduced.
Play the CD and have Ss listen to the commands and
point to the pictures.
Play ths CD again and have Ss listen and do the actions.

be consistent n ith natural spoken English.

Sing-a-grant
2. Play the CD. Have

l.
2.
3.

Introduce tbe Sittg-a-gra,r? as suggested in tl.re
Teacher's Guide.
Play the CD. Have Ss listen and point.
Play the CD again and have Ss follou' along n,ith the
solrg or do actions as suggested in the Teacher's Guide.
For example, give out Picture Cards or Reduced Picture
Cards of the items in the song and have Ss raise the
cards r,"hen the-v hear the u,ords in the song. Ss should
not sing tlre song in tlris lesson.

.

d. Have

This is a short grammar song n hich introduces the
grammar point in each unit. Ss can hear, understand and
absorb the grammar patterns before being required to
produce them. The Sing-a-grant is on the CD.

next lesson.


and srrbslTtulicln exercises using pictures. Thc,st, scel)es
shun, tlte cor'r1ex1 in u4tich cach grantntar point is rrst,tl.

I\4alchirrg sinrple senlc'r'rces that contain ihe lthonics
rr,orcls n'ith a corresl-rortding picture irr part B.

ii.

'[iirr:ilrg and tlrcn rr'riting practice ol'eac]r of tht,
l;hor-rics

Course DescriPlion

sorrrrtls irr piirt O.


Pronunciation table

General teaching method

I-he tbllorving svmbols are usetl to indicate the
pronunciation of the phonics sounds introduced in the
Bcarl lr-l section of each unit.

l.

Consonants

Svmbols


thins

d

then

s

soon
zero

z

Phottics sottnds
Write the target ending on the board, e.g. ar.
b. Have Ss say the sound oi each letter individually,
e.g.4, t.
c. Read the letters as one word, e.g. af. Have Ss repeat.
2. Introduce the phonics rvords with real objects or
pictures.
3. Say the sound of the first letter, the two-letter
combination, then the whole word, e.g. c-at, cat.Have
Ss repeat.

4. Introduce the other target phonics sounds in

5. Introduce the sight words (if any) by writing them on
the board, reading them and having Ss repeat. Sight
words appear in sentences, but are not vocabulary
words that Ss have learned. They are introduced to

I

let

r

red
vet

1. Focus Ss'attention on part B:
a. lVrite the three sentences on the board and read one

a.
b.

T

e

&

Ss find pictures of items in the main
scene on the first two pages of each unit that begin

with the target phonics sounds.

of them.

D



u:

diphthongs

bit
bed
cat

Play the CD. Have Ss listen and point to each picture.
Play the next track on the CD. Have Ss listen and
repeat.

7. Practice: Have

Vowels

long

stage.
Have Ss open theirbooks:

x

h

short

the same


with the letters of the target phonics sounds.
e. Write the word on the board leaving blanks for the
phonics sounds and then fill in the blanks.

b.

Proctice it!

et

make

at

lie

.1t

DOV

oo

note

ao

now

Sing it!


General teaching method

Play

Practice it!

Each boarC game is slightly different. The game is color

1. Have

Ss

open their books. Focus Ss' attention on the

Practice irl exercise.

2.
3.
4.
5.
6.

Revierry

the question and ansrryer pattern illustrated at

the top of the page.
Put Ss into pairs or small groups.
Explain the rules of the particular activity (see lessor.r
plans for Lesson 6 of the unit).

1.

Revier,r,

thi: dialogs and the vocabulary found in the

coded and each color represents a different language
pattern to be practiced. Read tl.re lesson plans for details.

l.

Have Ss open their books to the P/d1, rrl section and
look at the board game.
2. Revierr the dialogs for each color-coded section.
3. Point to the firsr space ir.t eacl'r colored section and
have ftvo Ss sa1,1hs dialog according to the language

pattern.

4. Put

Ss into pairs and give eaclr pair one die. l-lar,e
pairs use their erasers as markers.
5. Have Ss in each pair take turns rolling the die and
moving around the game board, saying the dialogs
according to the language patterns.

Discover it!
Discover it! provides an additional content-based
learning opportunitl,.

practice the dialogs. Give them props as necessary.
7. Have volunteer groups perform the story in front of
the class.

Reuiew

l.
2.
3.
4.
5.
6.
,

it!

Have Ss open their books to the ReuieuL irl section and
look at part A.
Give the different commands and have Ss find and
point to the correct picture.
Play the CD. Have Ss listen and write the numbers of
the commands in rhe boxes above the pictures.
Check the ansr,r,ers as a whole-class actit ity.
Have Ss look at part B.
Point to each letter and have Ss say the Ietter name
and the sound.
a picture and ask v1mt's rftis? Elicit the

:::ilJ:


an opportuniry for further content-based learning, as lt ell
as for a fun break from more serious lessons.

General teaching method

Introductiott
lntroduce tlie holiday in Ss'native language, if possible.
Notes abour the holidav are included in the lesson plans.
Shon' Ss pictures of the holidal..

llocabulary

I.

Introduce the vocabularY items rvith your own
pictures, ol'use the pictures in the Student Book. Notc,s
about the vocabulan are included in the lesson plans.
2. Ilave Ss open their books:
a. Plat'the CD. Have Ss listen and point tcl each
vocairularv itenr under the nrair-r scenes.

6

Course Description


:!n:-

#ii:;
r:,:i

Introduce and practice

lntroduce the dialogs and commands as suggested in
the lesson plans.

2.

Have Ss open their books. Play the CD. Have Ss first
listen to the dialog and point to the characters lvho are

speaking, and then repeat the dialog.
3. Put Ss into pairs and have them practice the dialogs.

new language items

30-32 minutes

Activity Book assignment*
Wrap-up

5-B minutes

Total

50-60 minutes

Songor chant
Play the CD. Have Ss first listen, then sing or chant along

with the song or chant.

30 minutes

Activity Book
At the beginning of Activiry Book 2 is an Alphabet Chart
for Ss to ftll in the letters of the alphabet for review and
extra writing practice.
There is one Activiry Book page for each lesson in Units
1-9 ofthe Student Book, and one page for each Recycle it!,
Discover itl and Culture unit.
The first exercise on each page is always a listening
exercise. The other exercises are either listening, reading
or writing activities.

I.

Have Ss open their books.
Have Ss look at exercise A:
a. Play the CD. Have Ss listen and follow along in their

b.

books.
Pause the CD at each bell sound for Ss to complete
the tasks.

Check Ss' answers and correct where necessary.
Have Ss look at exercise B:
a. If it is another listening activity, follow the
instructions above. If it is a writing activiry


54

classes

9

classes

3
4

classes
classes

70 classes

58 classes per yezrr
Q trnifc

c.

3.

One-yeor schedule

3 Discover it! units x

General teaching method
2.



36

classes

3 Recycle it! units x 2 classes each

6

classes

3 Discover it! units x

3
2

classes

2 Culture units x

Total

I

I class each

class each

classes


(Vocabulary,)

nevr' r'ocabulary.

(Vocabulary)

Talk about irl

Revier,r'previous lesson's vocabulary Teach and practice dialogs.

Talk about it!

2

In class
Revierry

previous unit's vocabulary'. Teach and practice

(Dialogs)
J

Talk about it!

(Dialogs)

Do itl /
Sing-a-gram

Ilevierv dialogs. Revier,r, previous unit's TPR verbs. Teach and practice

phonics sounds and words.
6

Practice itl /
Sing it! or
Chant it!

unit

5 classes per
Class
1

Page

Revierv the unit's grammar statement and dialog. Do the taskbased practice. Do the final song / chant. Revier,r,the unit.

Practice it!

(60 classes per year)

title

Sing itl or

chant it! /

In class

Activity Book


Introduce new grammar.

Build it!
4

Build it! /

Teach and practice the grammar statement and dialog. Review
previous unit's phonics sounds. Introduce ns\^' phonics sounds

Read it!

Build it!

and words.
5

Read it! /

Practice it!

4 classes per
Class

unit

Page

Read

Review prerrious lesson's vocabular)'. Teach ar-rd practice dialogs.
Teach and practice nerv TPR verbs receptively.

Talk about itl
(Dialogs) / Do itl

J

Build ir! I

Review the dialogs. Do the Sing-a-grar.n. Teach and practice the
grammar statement and dialog. lnlroduce ns\^r pl-ronics sounds

Build it!

Sing-a-gram /
4

B

Teach and practice new phonics sounds and words. Do the task-based
practice. Review the unit.

Read it!

and vvords.

Read it! /

Teach and practice ner,r,phor.rics soultds and u,ords. Do the task-lrased

often give you that one extra idea that boosts an average
Success requires

Options
Each lesson plan suggests tlrther activities to be used,
either as part of eacl'r lesson or in place of suggested
activities. Tl.ris section usually sLlggests tasks or activities
tbr [urther practice.

. Note: Materials needed for optional activities arc not
included in the materials box of each lesson plan.
ActivityBook
The Activity Book serves to reinforce what was taught in
class. Exercises may be done in class or at home.

Materials for the next lesson
If any materials are needed for the next lesson or for any
of the optional activities in the next lesson, the teacher is
informed ahead of time to bring / prepare these for the
next lesson.

class to a great class. Each suggested lesson plan has been
divided into the following sections.

Warm-up / review
Each lesson begins with a fun lvarm-up in order to review
material previously learned and motivate Ss to use

English during class.
Each warm-up / review section practices language

lesson plan has suggestions lor activities to finish each
class and send children home feeling good about the
lesson and themselves.

Course Description 9


Unit and title

I

Feelings

Topic and vocabulary

Grammar

Feelings: happy, sad, sleepy, angry, sick, hot, cold,
scared

Are you scared? / Yes, I am. /

l'm scared.
No, I'm not.

2

Ovr House

Rooms in a house: kitcl-ren, lir.'ing room, dining room,

4

Review of Units

I

Telling Time

Seasons:

winter, spring, summer, fall

Time: l:00, 2:00, 3:00, 4:00, 5:00, 6:00, 7:00, B:00, 9:00,
1

5 ln o Toy Store

l-3

0:00, I I :00, 12:00, 12:15, 12l'30, 12:45

Toys: kites, r,ideo games, board games, toy cars,

comic books, yo-yos, balloons, rockets

6

Eoting Out

Food: spaghetti, French fries, fish, salad, ice cream,

Art supplies: scissors, paintbrushes, paints, stickers,
pins
Prepositions: in, on, under

The scissors are in the box.
Where are the scissors? / They're
in the box.

After School

After-school activities: English class, math class,
calligraphy class, swimming class, dance class,
soccer practice, judo practice, baseball practice

I'm going to judo practice.
Where are 1,ou going? / I'm going
to judo practice.

Closs Porty

Party activities: eating a snack, drinking juice, playing
the drums, watching a D\D, reading a book, feeding
the hamster, painting a picture, drawing a map

He's dran'ing a map.
\Vhat's Mojo doing? / He's drau'ing

Recycle it! 3
Discover



Assessment for Level 2

Syllobus

a

map.


Functional dialogs
FIi, Beth. How are voui'

TPR verbs

/ I'rn

OK.

.\nd yotri /

Phonics

(ioing to a friend's house: knock on the cloor,
"Comt: itr.",

Initial sounds revier'v

['m great, thanks.
Whats that? / I don't knrrrv.

I'm Iupiter.
Let's go to the park.

\A/hat's

/ Good idea.

sa1',

i\-L

Final sound X

an:
ad:

cat, hat
can, van
sad. dad

your lavorite season? / I like summer.

I like your watch. / Thanks.
It's time to eat lunch. / Don't forget your hat.

\,t/hich toy car do you want? / The red one.
May I have that comic book, please? /
Here you are.

I'm really hungry. / Me, too.

en: pen, ten

eil:

bell, spell

it:
in:
io'

hit, sit
in, pin

Do you like tacos? / Yes, we do. / These are
greatl

What's your favorite class? / Art class.
How do you spell fox? / f-o-x

Drawing a picture of a fox draw a head and a
body, draw 2 ears and a tail, draw 4 legs, draw 2
eyes and a nose, color the picture, w,rite f-o-x
under the picture

Are you ready to go? / Yes. How about you? /
Uh-huh. Let's go.
Bye. See ycu at soccer practice. / See irou then.

Leaving school and getting ready for baseball
practice: put your books in your bag, put on your

It's a new tie. Thanks a lot. / Happy Father s Da-v.
lVhat are vou doinq? / We're washing the car.
\,Vhat are you making? / A card. How about
you? / Ivle, too.
HappyValentines Day, Beth. / Happy

Valentine's

Da_v, Peter.

Have some candv hearts? / Thank vou.

Syllobus 11


,I

,.,

@gurse Gools
Listening

Level

I

.

Choose the correct picture
n,hile listening to vrords and

Reading

Speaking

Name all upper and
lort,er case letters
Recognize target
vocabularY and
phonics n,ords

o

liace and n'rite all
upper and Ion'er
case letters on

staves
o \\Irite their on'n
lrames in English

rtords (except x n'hich is
presented as the last letter
of words)

r Perform

dialogs ofa stort'

alier listening



4

Choose yes or no answers

after listening to questions
Recognize the sounds of
common consonant and
rror,vel blends

and ans\{er questiolts
about themselves and
others
o Say the sounds of most
letters as the medial or
final sounds of n,ords,

o Ask

including final -s

o Read and saY the

Write ke1'n,ords

sound of most letters
as the medial or final
sounds ofrvords,
including final -s
o Read and undersland

the same sound
may be spelled

different rvays
Fill in blanks to

Sa), the sounds oftruoIetter consonant and
vowel digraphs

Answer yes or no
questions
Say the sounds of
common consonant and
vowel blends

\{rite

complete r,rrords
and sentences
Read and understand
dialogs and short
passages

r Fill in blanks

to

complete
sentences


and understand

passages

making statements aboul
themselves and others
o Say the sounds of
common blends,
diphthorrgs, and ir.ritial

c \4rrite sentences

tt'hen given
model

a

o \Airite ans\.vers to

questions about
slrort passages

Iandr
o Perform role-plat's after
Iisicnir.rg to dialogs

6

e Anss'er questions after



\\Irite questions
and ansu,ers abotrl
i)assages


+. Activity Bonk Contents List
Worrn-up / Review
l. lVhat can vou sav?
2. Slow motion
3. Fast motion
4. lvlemory list
5. All in order
6. Partner search
7. Reduced picture cards bingo
B. Find it and srvat it!
9. On the table
I0. Say it! Bingo
I l. Say itl Lotto

.50.

Dratv and tell
Look and tell

52.
53.

Tell your partner
Charades

40. Role-play
41. Change partners
42. In the corner

85.
86.
87.

Do it!
43. Listen and point

Sing-o-grom / Sing it!
Chont it!

44. Drawand do
45. Teacher says (Simon says)
46. Do as I say, not as I do
47. Make a chain
48. Choose and tell
49. Throw and tell

76.
77.
78.
79.
80.

Bl.

82.

l0B. Warm fuzzies

Reod if!
69. Fingers up
70. I got one!
7L. Brainstorm itl
72. Phonics toss
73. Write it! Relay
74. What's the word?
75. Match it!

22. Run to it!
23. Name itl Relay
24. Behindyourback
25. Picasso
26. Thumper
27. Fourcorners
28. Word race
29. Grids
30. Uncover the color

r,

94. IvIy song
95. Karaoke

Build it!
54. In twos
55. Elicit the anslver
56. Question on cue

No. Sorry. (Go fish)
Old maid
Follow the path

Tic-tac-toe
Monkey in the middle (Fruirs
basket)

Tiddlywinks
Buzz
Team spelling

BB.

Point along

89.

92.

Sing and do
Sing it!
Solo
Line by line

93.

In

90.

Place a Picture Card ir.r an envelope
or bag. Pull it out slortll', revealing
only a small part of the picture at a

time. The student u'ho first identifies
the item can now plav the role of
teacher.

3.

Fast

motion

Cover a Picture Card u'ith a piece of

paper. Hold up the covered card.
Quickly remove the paper, then
cover it again, so Ss catch only a
glimpse of the picture. The student
nho first identifies the item can take
on the role of the teacher.

4. Memorylist
Have Ss sit in a circle. Have SI saY a
short sentence, e.g. I haue a pencil.
Have 52 repeat what Sl said and add
another short sentence, e.g. I haue a
pencil. I can surim. Continue around
the circle until the list is too long for

Use two or three identical sets of
Reduced Picture Cards ofwords to be
revier.r,ed. Give each student a card,
making sure that at least t$'o Ss have
the same card. Have Ss search for the
other student(s) with the same card
by saying the name of their card in a

loud voice as they walk around. Ss
may not show an1r611s their cards.
\\hen they find their partners, they
raise their hands together, come to
you and name their cards.

or 16 Reduced Picture
Cards to use. Have Ss place them
face up in front ofthem in the
pattern of a 3 x3 (for 9 cards) or 4 x 4
(for 16 cards) grid. Name one card at
a tinre. Have Ss turn o\rer the cards as
thev are named. \Arhen a student has
turned over three (9-card game) or
four (16-card game) cards in a rott'
(donn, across or diagonal), have that
student say Bitrgo. Have him name
all the cards turned over.
Pass Ss 9

7. Reduced picture cards bingo


(donn, across, or diagonal), have
that student say Bingo.

B. Find it and swat it!
Place 10 to 20 Picture Cards on the
table or floor (with the picture sides
showing). Have Ss gather around the
cards. Sa1, one of the cards. Have Ss
find it and slap it. The first hand
down wins the card. Using fly
svr'atters instead of hands increases

the fun. In large classes, divide Ss
into groups of four to six and use one
set of Reduced Picture Cards per
group.

9. On the table
Divide Ss into groups of three or
four. Make sets of l5 to 20 TPR
Cards. Give a set of cards to each
group. Say a command. Have groups
try 16 5" the first to pick up the card
depicting that command, then run
and put it on the table.

Tolk obout it! Uocobulory|
12. Pickit up!
Hold up Picture Cards to be rer.iewed
one by one. Name each card and

Reduced Picture Cards per group.

Variation: To make the actititv ntore
challenging, )rou may u'ant to cut olf
llre rt,ords / phrases from tlre cards
belirre using thenr.

14

Activity Bonk


15. Stand up and sayit!

20. lVhat's missing?

Choose a lew Picture Cards of revierv
rvords. Have Ss stand up. Show Sl a
card. Sl should name the card or ask
and answer a question about the
card, e.g. happy or Are you happy?;

Place

spaghetti or What do you uant? If Sl
correctly names the card or correctly
asks and answers the question, she
remains standing. If not, she should
sit down until her next turn. If Sl is
able to name the card or ask and

Divide Ss into two teams standing in
two lines. Whisper a word Ss know to
Sl in each line. On the count of three,
have Sls whisper the word to S2s who
whisper it to S3s and so orr, Have the
last student in each line run to you
and whisper the word. Have Sls then
go to the back of their lines before
continuing with another word.

19. Teachefsguess
Use some Picture Cards of new
vocabulary items. Hold up one of the

cards and, without looking, guess
what it is by asking Is this (a) _?

Have Ss answer Yes, it is or No, if
isn? Keep guessing until Ss answer

Yes, it is. Allow individual Ss to take
on the role of the teacher and guess.

U

25. Ficasso

to I0 Picture Cards or

classroom items on the table. Have

each team run to the card, touch it
and name it. Vary with other familiar
commands, e.g. Point to
to

-,Walk
23. Name it! Relay
Divide Ss into two teams standing in
two lines. Use Picture Cards of
review words. Hold up a card. Have
Sls on each team try to name the
card. The first S1 to name it is given
the card. Have that Sl go to the end
of his line; the other S 1 stays in front
and has one more chance. If he is not
the first to name the next card, he
goes to the back of the line.

24. Behindyourback
Have Sl stand up with his hands
behind his back. Place an object in
his hands and ask What's thk? Have
Sl respond with lt's a _. If he is
correct, have him sit down. If not,
have SI turn around to show the
other Ss the item. Have him ask the
other Ss What's this? Have Ss answer
as a group.

Choose 5 to l0 Picture Cards. Divide

(slap) (clap) (clap) 5 (snap) 6 (snap),
and so on. Continue until each
number has been practiced a few
times. Increase the pace each time to
make the activity more challenging.
Variation: Use vocabulary words
rather than numbers.

27. Eour corners
Stand four cards of the same
category to be reviewed in the four
corners of the classroom, one in each

corner. Call out the name of an
object or do an action that would
usually be associated with one of the
cards, e.g. for toy cards, you could
demonstrate actions done with those
toys; for food cards, you could
demonstrate actions used when
eating those kinds of food. Ss should
run to the correct card and stand in
that corner. (ln large classes, have Ss
point to the card.)

28. Word race
Put Ss into pairs. Prepare I0 to 20
Reduced Picture Cards lor each pair.
Have Ss place the cards face down in
rows or piles. Say Go. Have Ss in each


Note: If a dialog has three lines, do
the activity in the same vvay but have
Sls say lines one and three, not onlv
line one.

partners when speaking.

Pass it quick!
Set a timer for about 30 seconds to
one minute. This activiry is similar to
Toss the animal, but have Ss pass the
timer instead. Continue until the
timer goes off

Tolk obout it!

i6

Divide

42. lnthe corner
Ss into four groups. Give each
group and each corner of the room a
number from 1 to 4. Have group 1
line up against the wall starting at
corner 1. Do the same with groups
tn o, three and four respectively. The
four Sls who are standing in the four
corners say the target dialog with the



44. Draw and do
tJse'l'PR Cards to rv[.rich Ss can
corriider.rtlv respond. Place tlte cards
face dorvr-r on the table. Have SI cir:arv
a card and hand it to you rvithout
looking at it. Give the cornmand on
the card. Have Sl do the action
within five seconds. If he does the
action within the set title, give him
the card. If not, or if he does the
incorrect action, return the card to
the table. Continue with anv other

student.

45. Teacher

says (Simon says)

Use TPR Calds to r,vhich Ss can

confidently respond. Have

Ss stand
a phrase

commands using
such as Teacher says or Please before

Nlake copies ofTPR Cards of one
unit. Divide Ss into groups of three
or four and give one set ofcards to
each group. Say the commands in a
chain, at first in the same order as in
the book, then later in random order.
Have groups put the cards in the

given order.

49. Throw and tell
\,lakc l large die r'vith a nrilk

55. Elicit the answer

carton
or carclboard. Write contnrancls on
the six taces ol ttre die. Have tr
student thror,v the clie and give the
rrther Ss the command depicted on
the top of the die.

50. Draw and tell

51. Lookandtell
Stand at the back of the room so Ss
cannot see you. Have S I go to the
front of the class and face you and
the other Ss. Have Sl watch you do
an action, then instruct the other Ss

48. Choose and tell
Use six to eight TPR Cards to
Ss can

which
confidently respond. Place the

cards face up on rhe table. Have
volunteers choose and give

commands to otlter Ss using the
cards as cues.

Build it! section. Elicit the answer by
prompting Ss to use the statement
form they have already learned and
the pictures on the page as cues.

56. Question on cue
Ss into group A and group B.
Draw a large question mark on the
board. Point to the question mark,
then model the target question. Have
group A repeat. Hold up the card to
be used in the answer, and model

Divide

the answer. Have group B repeat.


into two groups standing in two
lines. Have Sl in each line take a card
and give that command to 52. Have
S2s do the action. Have Sls go to the
back oltheir lines, and S2s take the
next cards and so on.

chnrrrinal
Jrrvrrrrrb/i

{Jse clialogs in wtrich the answer
tbrm is the same as the
corresponding statemeltt ibrm, e.g.
statement torm: We Luant (nooclles).
dialog form: Wltut clo you tuant? We

Build it!
54. In twos
Put Ss into pairs. Have SI be the
"questioner", 52 the "ansrverer".
llodel the dialog. Have SIs repeat
the questions and S2s repeat the
ansrvers. Have Ss change roles.

Ss into group A and group B.
Hold up Picture Cards and say the
grammar dialog. For example, hold
up the sunny card and say What's the
weather lilce? It's sunny, Have Ss
repeat. Hold up another card. Have

61. Throwthedie

65. Take a step back

Put Ss into pairs and have them open
tl.reir books to the relevant Build it!
section. Give each pair a die. Have
Sls in each pair throrv tlre die, and
either sav the statement (section A)

Put Ss into pairs and have them

or ask the question (section ts) of
that number. lf Sls asked a question,
have S2s ans\{er. Then it's S2s' turn
to thro',r'the die. \{iren Ss throw a
five, have them make t\\'o statements
or ask n,*'o questions. \\rlren they
thro\\'a six, have them skip a turn.

62. Grammarmemory
Have Ss sit in a circle. Model the
target grammar statement. Have Ss
repeat. Point to other pictures on the
relevant Build it! section in your
book and elicit the statements. Have
Sl then make a statement using the
target grammar point. Have the
student on the left of Sl repeat SI's
statement and make another

draruing the slips of paper front the
hat.

lB

Activity Bonk

Reod it!

stand in tu,o parallel lines facing

69. Fingersup

each other, one arm's length apart.
Hold up one of the Picture Cards.
Have Sls in each pair ask a question

On the board, drart, two to fir,e
pictures of items or vsrite the rt,ords
with the phonics sounds to be
reviewed. Number each picture or

using the target question form and
hai,e S2s ans\\fer. Have both lines
tlren take one step back. Hold up the
next Picture Card. This time, have
SZs ask the question and Sls answer.
Have both lines again take a step
back. Continue in the same n,a_v rt ith
Ss taking one step back each time.


67. Chooseacard

71. Brainstorm it!

Place Picture Cards on the table.
Place the cards face up. Have any
student choose a card and use it as a
cue to say the target statement or

Have Ss think of as man1, words as
they can containing the phonics
sound. Drart, pictures of these n,ords
on the board or n rite the r,r,ords.
Have Ss then name each picture or

question, or as the first line of a
dialog to be practiced. If the
statement, question or dialog is
correct, have him keep the card. If
not, have him return the card to the
table. It is then another student's

turn.

68. Musical chairs
Place some chairs or pillovvs in a line
in the middle of the room. Make sure
that there are half as many chairs as
there are Ss, minus one chair, e.g. if

Divide Ss into t\{ro groups and have
them stand in trvo lines. \\rhisper one
ofthe target phonics vvords to Sls in
each line. Have Sls rvhisper the rvord
to S2s in their lines, n'ho then
u,hisper it to 53s, and so on. Have the
last student in each group run ro the
board and r','rite tlre n'ord.


;:;;iiw;;;i:lLii

ir:i1rrl

74. What's the word?

78. Grid bingo

Drarv one line lor each letter in a

[Jse

phonics word on the board, e.g.
for pencil. Have Ss draw
the head of an alien with six facial
parts (two eyes, a mouth, a nose and
two antennae). Have Ss call out
letters they think may be in the r,vord.
Write the letter in its correct position
above the line for each correct guess.

76. Snap!
Give a set of Reduced Picture Cards
to each student. Put Ss into pairs.
Have pairs put down one card each
on their desks, saying the words on
the cards at the same time. If they
say the same words, they try to be
first to call out Snap! Continue until
all the cards are used.

77. Unscramble it!
Divide Ss into groups of four to six
standing in lines. Write the letters of
a phonics word, in scrambled order,
on the board. Have Sls on each team
run to the board and try to be the
first to write the letters in the correct
order. Have the other Ss help by
calling out the letters or words. Have
Sls then go to the back oftheir lines.
Write another scrambled word or
command on the board and repeat
the procedure with S2s.

Bl. Oldmaid

around i5 Picture Cards to be

3 x 3 squares. Give each


80.

group using l0 to 20 pairs of
Reduced Picture Cards. Add an odd
card, the Old Nlaid card, to each set.
Have a student in each group deal
out ail the cards among the Ss in his
group. Have Ss with pairs of identical
cards put them down and name
them. Have the student with the
most pairs (Sl) then draw a card
from the student on his left (S2). If
the card Sl draws pairs up with one
ofhis cards, have him place the pair
on the table and name it. If the card
Sl draws does not pair up with any
of his cards, then have 52 draw a card
from the student on his left. The
game continues clockwise with the
next student either putting down a
pair or drawing a card from the
student on his left. lVhen one
student is out of cards, he is out of
the game. The student left with the
odd card is the Old Maid.

82. Followthe path

No. Sorry. (Go fish)


cards, have her place them on the
table. For larger classes, play in small
groups using one set of cards per
group.

Place 15 to 20 Picture Cards on the
table (with the picture sides

showing) in a straight line, circle or
other pattern. Choose one place to
be Start and one to be Finish. Each
student places a marker on Start.
Have Sl roll a die, move her marker
that number of cards, and name the
card on which she lands. If Sl cannot
name the card, she goes back to
where she started. The game
continues with Ss in each group
taking turns to roll the die until
everyone reaches Finish. This is
more fun if the more challenging
cards are towards Finish.

83. Tic-tac-toe
Divide Ss into group A and group B
and distribute different markers to
each group. Place nine Picture Cards
of items to review on the table (with
the picture sides showing) in the
shape ofa tic-tac-toe board (a ninesquare grid). Have group A turn over


empty chairs, but thel' cannot sit in
the chair that they originally sat in.
Monkey also tries to sit in an empq'
chair. Have the student n'ho is left
standing become MonkeY. \A/hen
Ir4onkey say s M onkey Time!, hav e all
Ss stand up and change seats.

85. Tiddlywinks
Give eacl'r student fir,e coins. Place 10
to l5 Picture Cards and a Pile of
coins (or flat markers) in the middle
ofthe table. Any Sl tosses a coin,
tr1,in* to aim it at one of the cards. If

her coin lands on a card, she names
it and reads the words on it. If Sl can
do this, she takes back her coin, Plus
a bonus coin from the pile in the
middle. If the coin lands on a card
but Sl cannot name it, she should
put her coin on the pile. If her coin
does not land on a card, she should
put her coin on the pile, and lose a
turn. Continue u,ith 52.

96. Btrzz
Have Ss make a circle. Specify a
number from I to10 to be the buzz

manv letters that word has, then
have that number of Ss from each
team run to the cards. Have those Ss
tr1'to be the first to select the correct
letters from the alphabet cards and
stand in order to form that word.
Each student should take one letter
only.

Have pairs or snrall groups of Ss
choose words to replace original
lyrics. Provide relevant Picture Cards
or classroom items as reference. Play
the lead-in music of the song, tl.ten
stop the CD. Instruct groups \^,hen to

Sing-o-grom / Sing'tt!
Chont it!

/

Prepare two toy microphones and set
up an imaginary stage. Have trvo Ss
sing tlre song together using the
same melody as in the original song,
but different lyrics (based on the
vocabular-v the1,have learned in that

unit).


from the pictures. For example, say
Have Ss sa1, scared.
I'rn.
all attempts to supphr an
Encourage
-.
answer in English.

99. Expandit!
EIicit different responses from those
in the Student Book. Read the script,
leaving out the answers. Have Ss
supply the answers from Picture
Cards or classroom items You hold
up.

Wrop-up
100. Bve-bye game
Shou,individual

93.In

a

Dir,ide

Ss

round
into two or thret'


l0l.

Do it!

Give one, t',vo or three commands to
Ss. Have them do the actions before

leaving.

102. Make aletter/number
Put Ss into pairs. Have all pairs stand
up. Call out the name of a letter.
Pairs should try to form that letter
with their bodies. To make this

activity more challenging, add blg for
uppercase or lirrle for lowercase
before the letter name. This activity
can be done with numbers instead of
letters.

103. Ispy
Think of a review word visible in the

-

room. It can be a Picture Card, an
object in the room, or an object in a
specific color. Sayfspy. Have Ss ask


impact.

107. Certificate of completion
Give a certificate of completion to
each student when the Student Book
is completed (Teacher's Cuide p. 188).

108. Warm fuzzies
A simple warm

touch from you can

be a great reward for Ss. A hug goes a
long way.

Activiiy

Bonk

2l


e

@

Totk obout it! (vocobutory!

Torget

sleepl, Qx)
attg,Jt (2x)
scared (2x)
Play CD track 42. Have Ss listen and repeat.

@

A. Lkten and repeat.
(Sante a^s altot)e, but eaclt word is said ottly once u,itlt a
pause for Ss to rcpeat.)

PIa1,

gp track 43.

Have Ss listen and nun.rber the feelir-rgs.

lntroduce vocabulary
Hold up, nanre and minre each feeling for ])icture Cards
I -8. For example, snrile broadly for happr,, girre a big 1,au'n
for sleept', and n'ipe ),our bron'for hot. Have Ss repeal,
copi,in g vorrr aclions.

B. Listen artd tttfinber.
Nurnlter l. sick (2x)
Ntrtttbcr 2. ltnTtpl' Qx)
(2.r.)

1. nrrgn'


Put Ss into pairs. Have Sls act one of the feelings ancl
have S2s trv to name it.

Getting to know you (TR

1: Teacher's

Guide p. 29)

Stand up and say it! (Teacher's Guide p. 15)

Activity Book p. 4 can now be assigned for homework or
used in class. See ans\,ver key, Teacher's Guide p. l48.

/A

@

Tolk obout it! (Diotoss)

o

.

Have Ss turn to Student Book pp. 6-7. Introduce the main
scene by ptaying CD track A4. Have Ss listen and poinr ro
the people, animals or items as tl.rev are mentioned.

(Note: In the first three units, the main scene is
presented as a series of panels, not one whole illustration.

(lrlntinue lvith other uniirrniliar classroour items.
Diirlog 3: Hold up Picrure- Card B and ask Are you,
scared? Siry Yes, I am. Have Ss repeat. Repeat with other
pictrrres. Have Ss say No, I'nt tzot irs i,vell, for practice.

O open the book

After the book

Place Picture Cards 1-B o11 rhe floor (rvirh the picture
sides showing). Act the ieeling on each card. Have Ss
gtress the feeling by pointing ro tltar card and narning it.

o
o

to alr untantiliar classroonr itern, e.g. chalk and ask a
strrclcrrt $I) lVlmt's tlnt? Encourage studcnt to shrug
thcir slrorrlders. Sav Irlon'f kttotu. ?Iave Ss repeat.

FIi

Ss can greet each other using
. How are
you? and respond with I'm OK And you? Ss can
answer using I'm great, thanks.

ask questions to idendry objects using
Whatb that?
Ss can express uncertainty usingl dont know.

I.

Listen and point.

Ss

to repeat.)

Before the book

Warm-up / review

D. Dialog2.

Creet

they come in the room. Say Hi (S,s nante).
Hotu are you? Have Ss say lii (T's nante). How are you?
Satl I'm OKand encourage Ss to repeat.

Listen and point.

Introduce dialogs
Dialog l: Point to individual

Notu listen and repeat.
(Same as abot'e, but ecLclt litre is sctitl once utitlt a patLse

Ss as


Listen and poirtt.

Donrty:

Are yoLt scared?

l'es, I

ant

Unit l, Lesson

2 23