Course Components
Lesson
1 Look at the book below. Circle the correct answer.
Time to Shine We use spaces to separate words. Without spaces words are very difficult to read. Read the sentences. Separate the words with lines /. Copy the story of the Frog Prince on the board, but without spaces. Ask students to try and read it. Ask them why it is difficult. Tell students that we also use spaces to show when we pause between words when we speak. Read the story slowly and ask students to draw lines to indicate spaces. Ask volunteers to draw lines on the board. 6 Complete the words. Ask students to trace the words. Ask them to compare their words with the person sitting next to them. 7 The end of a story is the last part of the story. Draw the end of “The Frog Prince”. Ask students if the story has a happy or sad ending. Ask them to illustrate it in the box.
Time to Shine!
How Do You Feel?
How Do You Feel?
• We use spaces to separate words. Without spaces words are very dicult to read. Read the sentences. Separate the words with lines /.
Ask students what kind of a book it is. Ask them why. (There are no steps, the pictures are of characters.)
You are going to... understand stories and relate them to personal experiences.
1 Look at the book below. Circle
Afroglivesinapond.Heissad.Hewantstobeaprinceagain.
the correct answer. It is a … manual.
5 Imagine you are a frog like in the story. How do you feel? Circle your answer. He is happy She is sad 6 Complete the words. 7 The end of a story is the last part of the story. Draw the end “The Frog Prince”. Answers may vary.
2 What is the story about? Circle the title. Point to the Frog Prince. Write pictures, text and title on the board. Have students look at the storybook on page 76. Ask What is this? As you point to the title. Have students answer. Do the same with the rest of the elements. Have students answer the exercise as a class. 3 Listen and point. 49 Pay Track 49 and ask students to follow along in their books. 4 Circle the correct option. Go over the sentences with the class. Have volunteers complete the sentences. You can ask students to predict what happens next in the story. Wrap Up Remind students the meaning of happy , sad and angry . Tell students they will act out the story using the different feelings. Divide students by rows or work groups. Have students read a sentence of the story as you point to them. Read the story as a class using different intonations. 52 Play track 52. Have students listen while you mime the song. Ask them what feelings are mentioned in the song. Play the track again and encourage them to sing.
story book.
A frog lives in a pond. He is sad. He wants to be a Prince again.
He kisses a princess.
With a true-love kiss I can become a prince again.
Answers may vary.
10
11
2 What is the story about? Circle the title. Point to the Frog Prince. 3 Listen and point. 49 4 Circle the correct option. The beginning of a story is the first / last part. In the beginning, the Frog Prince feels.
Illustrated statements of feelings and states of mind Step 1 •Draw the sad Frog Prince. •Draw the happy Frog Prince. Self-evaluation • Can I recognize how characters feel?
• Recognize titles and images. • Activate previous knowledge to predict topic and purpose. • Notice the text structure with supporting images: beginning, middle and end. • Point out illustrated characters when hearing their name. • Detect, with graphic support, experiences of others reflected in stories.
• Recognize characters experiences and compare them with their own. • Notice the text structure with support images: beginning, middle and end. • Separate words into sentences.
76 Lesson 1
77 Unit 8
Big Book 2: Jack and the Magic Closet 54
SB1 AB U8 AV.indd 76
17/04/18 5:48 p.m.
SB1 AB U8 AV.indd 77
17/04/18 5:48 p.m.
Ask students what kind of things they can find inside their closet. Elicit a few answers. Take out the Big Book and open it on page 14. Ask students what Jack is doing. Have them describe what they see. Play the track. Go through the pages as the audio advances. Pause on page 16. Ask How does Jack look? Happy? Sad? Worried? Scared? Ask students what they think Jack will find inside the closet. Elicit a few answers. Tell students they will listen to the rest of the story the next class. Illustrated statements of feelings and states of mind Step 1 Ask students to draw the happy Frog Prince on a card and write “happy” below their drawing. Ask students to draw the sad Frog Prince on a card and write “sad” below their drawing. Self-evaluation If students have completed today’s activities successfully, they can tick the boxes. Wrap Up Have students look at each other’s endings to the story and decide if the Frog Prince looks happy or sad. Play Track 52 and ask students to listen and mime to the song.
Expected Outcomes Recognize characters experiences and compare them with their own. Notice the text structure with support images: beginning, middle and end. Separate words into sentences. Materials Activity Book p. 77, Big Book 2, CD tracks 52, 54, a story book, paper, coloring pencils or crayons Warm Up Ask students to try to remember the story of the Frog Prince. Ask them what happens at the beginning of the story. (He is sad, he wants to be a prince again.) Ask them what happens in the middle. (He meets a princess). Ask them what happens in the end. (He is a prince again.) 5 Imagine you are a frog like in the story. How do you feel? Circle your answer. Let students imagine anything. Both answers are correct, but ask them to try and tell you the reason.
Expected Outcomes Recognize titles and images. Activate previous knowledge to predict topic and purpose. Notice the text structure with supporting images: beginning, middle and end. Point out illustrated characters when hearing their name. Detect, with graphic support, experiences of others reflected in stories Materials Activity Book p. 76 , CD tracks 49, 52, Flashcards 14- 20 on CD Warm Up Play hangman with the words bedtime story . Explain to students the concept of bedtime . Ask the class if they like to read before going to sleep. Tell students they will read the first part of The Frog Prince , a popular bedtime story. Ask students if they are familiar with this story. Elicit a few answers.
Unit 8 T77
Unit 8
T76
SB1 TCH U8.indd 76-77
4/23/18 10:54 AM
Teacher’s Guide A comprehensive guide that contains plenty of suggestions and information to successfully guide students through their learning process, such as: • Daily plans with a step-by-step description on how to guide students to perform each of the activities included in their books; • Answer key provided in a reproduction of the Activity Book; • A Warm Up and a Wrap Up for each session that will help teachers open and close the lessons with interesting activities including songs, chants and games; • Suggestions per lesson and per unit on how to work with the Big Books; • An evaluation tool per unit that corresponds to the aspects to be assessed; • An introduction of the program which explains the methodology to be used and how the components are linked to create appropriate environments to perform the social practices of the language; • A scope and sequence section which gives an overall view of each of the units; • A pronunciation guide to help the teacher with the phonetics of the English language (included in the audio CD);
• A list of useful expressions in the classroom to make teacher and students more confortable with the language (included in the audio CD); • Audioscripts of the audios used in the books; • Ten photo-copiable worksheets to sum up the contents of each unit CD It includes authentic material recorded with different pronunciations for the listening and reading activities to help students: • Improve pronunciation; • Practice listening skills and language abilities; • Track list for a quick reference. It also includes PDF files with: • Flashcards for useful vocabulary words in the units; • An evaluation tool; • Instructions for the evaluation tool; • Diagnostic rubrics; • 10 worksheets, one per unit, that may help you expand your work Primary Audio CD & Resources
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