Introduction
1. Online! Unit objectives To identify and talk about activities using computers. To sing a song and a chant. To read and understand a story and a cartoon.
Target language Vocabulary: Vocabulary: chat with friends, listen to music, look at websites, websites, play computer games, search the internet, send emails, upload upload photos, watch videos
Anticipating difficulties difficulties If there is a positive environment between the members of the class then it is more likely that the children will be happy to learn and study English. If there is a hostile environment, the opposite may happen. Teaching tip You could teach the children how to give each other compliments at the start of every lesson. They practise by saying things like: I like your jumper, your smile, your hair cut, your new new pencil , etc. This should promote a sense of well being and empathy and the children should be happier to come to the class and share compliments.
Structures: What are you doing? I’m chatting with you. He/She isn’t chatting online. Our/Their school’s got an Art club.
Unit 1 Online!
watch videos
send emails
headphones
laptop
listen to music
tablet look at websites chat with friends
search the internet
mouse
upload photos
1.14
Cho ch Cho chats ats with Ch Chan an and Ch Chad ad plays Chess Ch ess with Ch Chet, et, While Ch Charlie, arlie, Ch Chuck uck and Ch Chelsea elsea Search Sear ch the the internet! _
1-
1 .i
1
2 1 0 2 . L . S , n ó i c a c u d E a n a l l i t n a S © 6 P E E B 0 9 2 1 6 1 0 0 3 1 3 4 8 : N A E
1 /
/1
1 : 1
45
Lesson 1A Student’s Book, page 5 Objectives To learn the names of some computer skills. To learn and sing a song.
Target language Vocabulary: Vocabulary: chat with friends, listen to music, look at websi websites tes,, play play compu computer ter games, game s, searc search h the the intern internet, et, sen send d emails, upload photos, watch videos Structures: How often do you...? I chat with my friends.
Materials CD Unit 1 poster flashcards: online
Getting started Put the poster on the board. Write the question: What can you do when you go to a cyber café? on café? on the board. Ask for a volunteer to come to the front of the class and choose an activity. Point to the question on the board and ask: What can you do when you go to a cyber café? The café? The child looks at the poster, poster, points to an activity and then answers: search answers: search the internet . Ask for another volunteer to come to the poster and do the same. Continue until you have been through all of the computer verbs and all of the children have had a turn. Then put the flashcards on the board face down. The children take turns to come to the front of the class and turn over a flashcard. Then they have to find the object on the poster. 1 Listen and sing. 1.7 Say: Open your books at page 5. Ask 5. Ask the clas class s to look at the the pict picture ure and ask the them m who and what they can see. Then tell them they are going to hear a song about things one can do on a computer. Play the CD and ask the class to listen. Play the CD again and ask the class to follow the song in the book with their fingers. Play the CD again and encourage the children to join in singing. Join in yourself. Play it a few more times until they are more confident. Then, divide the class into four groups and ask them to sing a verse of the song each. 2 Look and ask a friend.
i-book activity i-poster i-flashcards
Elicit possible replies to the questions so that the children have model answers before they start: once/twice/three times + a day/a week/a month. month. Ask the children to look at the pictures in Activity 2. Then ask for volunteers to read out the captions for the pictures. Divide the class into pairs and ask them to ask each other the questions. Go around the class, correcting the children when necessary.. After the activity necessary activity,, check the childrens’ memories by asking them about their partners: How often does (Lucia) (Lucia) search the internet? How often does (David) listen to music?
Finishing off. Play read my lips Play read lips.. Choose one of the computer activities. Mouth the words and ask the class to guess the activity. Invite the first child to guess the words, to come to the front to have the next turn.
Resources Communicative activities TEACHER ’S RESOURCE BOOK,
46
PAGE 57
Lesson 1A Student’s Book, page 5 Objectives To learn the names of some computer skills. To learn and sing a song.
Target language Vocabulary: Vocabulary: chat with friends, listen to music, look at websi websites tes,, play play compu computer ter games, game s, searc search h the the intern internet, et, sen send d emails, upload photos, watch videos Structures: How often do you...? I chat with my friends.
Materials CD Unit 1 poster flashcards: online
Getting started Put the poster on the board. Write the question: What can you do when you go to a cyber café? on café? on the board. Ask for a volunteer to come to the front of the class and choose an activity. Point to the question on the board and ask: What can you do when you go to a cyber café? The café? The child looks at the poster, poster, points to an activity and then answers: search answers: search the internet . Ask for another volunteer to come to the poster and do the same. Continue until you have been through all of the computer verbs and all of the children have had a turn. Then put the flashcards on the board face down. The children take turns to come to the front of the class and turn over a flashcard. Then they have to find the object on the poster. 1 Listen and sing. 1.7 Say: Open your books at page 5. Ask 5. Ask the clas class s to look at the the pict picture ure and ask the them m who and what they can see. Then tell them they are going to hear a song about things one can do on a computer. Play the CD and ask the class to listen. Play the CD again and ask the class to follow the song in the book with their fingers. Play the CD again and encourage the children to join in singing. Join in yourself. Play it a few more times until they are more confident. Then, divide the class into four groups and ask them to sing a verse of the song each. 2 Look and ask a friend.
i-book activity i-poster i-flashcards
Elicit possible replies to the questions so that the children have model answers before they start: once/twice/three times + a day/a week/a month. month. Ask the children to look at the pictures in Activity 2. Then ask for volunteers to read out the captions for the pictures. Divide the class into pairs and ask them to ask each other the questions. Go around the class, correcting the children when necessary.. After the activity necessary activity,, check the childrens’ memories by asking them about their partners: How often does (Lucia) (Lucia) search the internet? How often does (David) listen to music?
Finishing off. Play read my lips Play read lips.. Choose one of the computer activities. Mouth the words and ask the class to guess the activity. Invite the first child to guess the words, to come to the front to have the next turn.
Resources Communicative activities TEACHER ’S RESOURCE BOOK,
46
PAGE 57
1 Online! 1
Listen and sing.
LESSON 1
1.7
I love our computer, I use it every day. I search the internet, For new games to play. I upload photos, And I chat with my friends. I sometimes write an email, Then I click on send. send.
2
Look and ask a friend.
I love our computer, I use it every night. I like to watch videos, And look at websites. I listen to my music, Do my homework homework too. too. It helps me ... With everything I want to do!
How often do do you...?
3
2
1
look at websites
upload photos
4
5
search the internet
send emails
7
6
chat with friends watch videos
listen to music 5
.
:
Students develop Cultural and artistic competence by competence by listening to and singing a song about computers. This activity also helps them to learn terms related to the digital world.
47
1 Online! 1
Read and complete, then write the letters. D
A
B
C
send
listen
1
I
search
the internet every day.
c
2
I
watch
videos once a week.
d
3
I
upload
photos once a week.
e
4
I
send
emails on Saturdays.
b
5
I
look
at websites every day.
f
6
I
listen
to music twice a week.
a
www. boo
2
3
search
look
upload
watch
E
F
Child’s own answers
Read and answer for you. 1
How often do you listen to music?
2
How often do you chat with friends?
3
How often do you send emails?
I listen to music
Write the words and match with the pictures. 1
2
ch/ar/se
he/t
er/int/net
search the internet st/li/en
o/t
sic/mu
listen to music 3
4
at/ch
th/wi
3 nds/ie/fr
chat with friends ad/lo/up
4
2
ot/ph/os
upload photos
1
5
Students develop Autonomy and personal initiative by talking about how often they listen to music, chat with friends or send emails.
48
Lesson 1B Activity Book, page 5 Objectives To learn the verbs of some computer skills. To match phrases with pictures.
Target language Vocabulary: chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos Structures: How often do you (chat with friends)? I (search the internet) every day.
Materials CD Unit 1 poster flashcards: online
Getting started Show the flashcards one at a time and ask the children, as a group, to name them. Then hold out the flashcards face down and ask a child to come to the front, choose a card and name it. Repeat with other children. Then ask two children to come to the front. One chooses a flashcard and asks the other: How often do you (listen to music)? The other child answers. 1 Read and complete, then write the letters. Say: Open your Activity Books at page 5. Ask the children to look at the verbs at the top of the page and then ask them to look at the six pictures in Activity 1. Explain that each of the verbs corresponds to a picture and that they have to write in the correct verb and the letter of the corresponding picture. When they have finished, call out a number between 1 and 6 and ask the class to read out their sentence and the letter for that number.
2 Read and answer for you. Say: Look at Activity 2. Tell the children that they have to answer the three questions truthfully. When they have finished, check the activity by asking the children to read out their answers.
3 Write the words and match with the pictures. Tell the children to look at Activity 3. Tell them to look at the pictures and then decipher the anagrams. Then they match the words with the pictures. When they have finished, ask for volunteers to read out their answers.
i-book activity Finishing off i-poster i-flashcards
Hide a flashcard behind your back. The children take turns to guess what it is by asking questions. Continue until the children have guessed all the words. Then ask for volunteers to take over your role.
49
Lesson 2A Student’s Book, page 6 Objectives To listen to and read a simple dialogue about everyday activities. To learn and practise the Present Continuous tense.
Target language Vocabulary: chatting, listening to music, sending emails, uploading photos; sitting, watching, wearing Structures: What’s he/she doing? He/She’s (searching the internet). What are they doing? They’re (playing frisbee).
Materials CD Unit 1 poster
i-book activity i-poster
Getting started Practise the Present Continuous. Put the poster on the board. Describe one of the characters and ask what he/she is doing. Say: She’s wearing headphones. What’s she doing? SS: She’s watching videos. Continue with the other characters in the poster. T: She’s got glasses and she’s wearing a purple T-shirt. SS: She’s looking at websites, etc. Then ask the children to take over your role and ask their classmates.
3 Listen and read.
1.8
Say: Open your books at page 6. Ask for a volunteer to read out the sentences at the top of the page. Ask the children to look at the picture, and say: Listen very carefully. Play the CD. The children listen. Play the CD again, and get the children to follow the dialogue with their fingers. Play the CD again, pausing at various points and choosing volunteers to say the next line. Ask questions about the dialogue: What’s Mark doing? Who is uploading photos? Is Kim wearing a cap? Then tell the children to get into pairs and encourage them to role-play the dialogue, taking turns to play each character. Finally choose pairs to come to the front and act out for the rest of the class.
4 Look and read. Which sentence is in the dialogue? Ask the children to look at the grammar box in Activity 4. Ask them to read the grammar box and to tick the sentence that is in the dialogue. When they have finished, ask for a volunteer to read out the answer. ( They’re uploading photos.). 5 Look at Kim’s birthday photos and ask a friend. Say: Look at Activity 5. Ask for two volunteers to read out the dialogue. Then ask the children to look at the picture for sixty seconds. They then close their books. Divide the class into teams and ask questions for points: What’s Alan doing? What’s Kim wearing? What are Mark and Ben doing? etc.
Finishing off Ask the children to look again at the dialogue in Activity 3. Divide the class into pairs. They take turns to read out small parts of the dialogue which their partner finds and then says what comes next. Child A: Friend 17, please tell me... Child B:… who you are. Go around the class, correcting the children when necessary.
50
LESSON 2
3
1.8
Listen and read.
Ben’s at the after-school IT club. He’s chatting online with other students. But who is Friend 17? Friend 17 : Hello Ben. Ben12 : Hi! Who are you? Friend 17 : I’m Friend 17. I’m your invisible friend. Ben12 : My invisible friend? But who are you? Are you Mark? Friend 17 : No, I’m not. Look at Mark, what’s he doing? Ben12 : He’s searching the internet. Are you Kim and Tori? Friend 17 : No, they’re uploading photos. Ben12 : Are you Alan? He’s laughing a lot. Friend 17 : No, Alan isn’t chatting online, he’s watching a funny video. Ben12 : Friend 17, please tell me who you are.
Friend 17 : Here’s behind you and I’m Ben12 : Anita, Friend 17 : That’s invisible now!
a clue. I’m sitting wearing a cap. it’s you! right, I’m not
Beep on Grammar, page 2.
4
Look and read. Which sentence is in the dialogue? Present Continuous he she What you doing? are we they is
5
I’m / I’m not He’s / He isn’t She’s / She isn’t We’re / We aren’t They’re / They aren’t
listening to music. uploading photos. sending an email.
Look at Kim’s birthday photos and ask a friend.
It was my birthday yesterday. I’m uploading my birthday photos now. What are Mark and Ben doing? What’s Kim wearing?
They’re playing frisbee.
She’s wearing red trousers and a yellow T-shirt. 6
-
.
:
Students develop Competence in ‘Learning to learn’ by reviewing sentences in the Present Continuous tense.
51
4
Complete the tables. ¥ P r e s e n t C o n t i n u o u s
he
is
she
2
What
are
1
¥
doing?
you we
they
3
I’m / I’m not He’s / He isn’t She’s / 4 She
isn’t
We’re / We aren’t They’re / 5 They
5
to
music.
aren’t
3.2
Listen and write the letter.
Alex
B
2
Sonia
F
3
Inga
C
4
Emil
E
5
Ron
D
6
Judy
A
1
6
listening 6
A
B
C
D
E
F
Model answers
Look at Activity 5 and write about the children. 1 2 3 4 5 6
+ -
Alex is uploading photos.
+ + -
Inga
is listening to music.
Emil
isn’t reading a book.
Ron
is eating spaghetti.
Sonia isn’t watching a video.
Judy isn’t
searching the internet.
6
Students develop Processing information and digital competence in the classroom by extracting specific information from a short CD recording. Children listen to a dialogue and match the corresponding letter with the correct name.
52
Lesson 2B Activity Book, page 6 Objectives
Getting started Ask a volunteer to come to the front of the class and mime an action (not necessarily connected with computer activities). Ask: What is (David) doing? SS: He is (reading a book). Continue with other volunteers, making sure the children differentiate between he and she.
To practise the Present Continuous.
Target language Vocabulary: chatting, listening to music, sending emails, uploading photos
4 Complete the tables. Tell the children to open their Activity Books at page 6. Ask them to complete the tables with the correct part of the Present Continuous. Correct the activity by going around the classroom, looking at the childrens’ work.
Structures: What’s he/she doing? He/She’s (searching the internet). She isn’t (uploading photos).
5 Listen and write the letter. 3.2 Tell the children to look at Activity 5. Tell them to look at the six pictures on the right as they listen to the CD. Play the CD. The children listen. Play the CD again and this time the children write the correct letter next to the appropriate name. Play the CD again so that they can check their answers. Correct the exercise by asking the children to tell you what each child is doing.
Materials
6 Look at Activity 5 and write about the children.
CD
Say: Look at Activity 6. Point out the plus and minus signs beside the sentences and explain that they show which sentences are affirmative and which are negative. Ask for two volunteers to read out the two sample sentences and then tell the children to look at Activity 5 and write about the children. When they have finished, ask for volunteers to read out their sentences.
Finishing off Divide the class into pairs and tell the children to ask questions about the characters in Activity 5. S1: Is Alex uploading photos? S2: Yes, he is. Is Sonia watching a video? S1: No, she isn’t.
Transcript Listen and write the letter.
3.2
Child: What’s Alex doing? Man: Alex is listening to music and he’s uploading photos. Child: OK, and what about Sonia? What’s she doing? Man: Sonia isn’t listening to music. She’s reading a book. Oh, and she’s drinking orange juice. Child: And now Inga. What’s she doing? Man: Inga’s looking at websites and listening to music.
Child: Fine and what about Emil? What’s Emil doing? Man: He isn’t reading. He’s watching a video. Child: Good, and now Ron. What’s he doing? Man: Ron isn’t looking at websites. He’s eating spaghetti and he’s reading a book. Child: And now tell me about Judy, please. What’s she doing? Man: She’s sending emails and listening to music.
Resources Reading and writing TEACHER ’S RESOURCE BOOK,
PAGE 89
Activity 1: The children read the letter and then answer the questions below. Activity 2: The children pretend they are Thomas and write a reply to Edward’s email in their notebooks.
53
Lesson 3A Student’s Book, page 7 Objectives To read and learn about time zones. To practise the Present Continuous. To practise using adverbs of frequency. To read and write about computer activities.
Getting started Quickly revise the time: o’clock, quarter past, half past, quarter to. Dictate sentences about computer routines and ask the children to write them in their notebooks: I search the internet, I look at websites about music, I find the words of my favourite songs, I send emails, I chat with my friends. They then re-write the sentences so that they are true for them, making sure to include in each sentence one of the adverbs: always, usually , often, sometimes, never and every day . I search the internet every day , I usually look at websites about music, I often chat with my friends, etc. 6 Read and say the names. Find a mistake in each text.
Target language Vocabulary : always, every day, never, often, sometimes, usually; in the afternoon, in the evening, in the morning Structures: She’s from New York. It’s 2 o’clock.
Materials Blank cards, some with True and some with False written on them
i-book activity
Say: Open your books at page 7 . Ask the children to look at the pictures and to say what time it is in each one. Explain that they are going to read about characters doing different things in different parts of the world. Ask the children to read about the four characters: Pam, Anton, Shen and Rosa. Ask them if they have any questions about the texts and then ask for four volunteers to read the texts out loud. Tell the children to look at the pictures again and say which name goes with which picture. Then ask them to find a mistake in each text. Ask the children to read out the incorrect sentence and to replace it with a correct one: She’s searching the internet for information about bees. No, she isn’t. She’s searching the internet for information about butterflies. He’s in the living room... No, he’s in the kitchen... it’s 10 o’clock at night... No, it’s 8 o’clock at night... She’s watching a video about dinosaurs. No, she’s watching a video about butterflies.
Answers 1 Anton, 2 Pam, 3 Rosa, 4 Shen 7 Read about Amy and write about you. Ask the children to look at Activity 7. Instruct them to read the text and tell you if there is anything they don’t understand. Then ask for volunteers to read the text about Amy out loud. Ask some questions: When does Amy chat with her friends? How often does she look at websites about music? etc. Write the adverbs always, usually , often, sometimes, never and every day on the board and tell the children to write about themselves and to include the adverbs. When they have finished, ask for volunteers to read out their texts. Finishing off Extend Activity 6 by playing a game in teams. Give each team two cards with True written on one and False on the other. Make statements about the children in Activity 6 and give the teams five seconds to hold up one of the cards. Say: Shen’s from Shanghai in China (False) and give the teams holding up the False card a point. Continue with other statements: Anton’s looking at a website about food (True), It’s nine o’clock at night in New York (False), etc.
54
LESSON 3
6
Read and say the names. Find a mistake in each text.
The world is divided into 24 time zones. In each zone, the time is different. When it’s 9 o’clock in the morning in Spain, it’s 2 o’clock in the morning in Mexico and 4 o’clock in the afternoon in Japan. Here are four children in different cities. Look and read about what they’re doing now. 1
2
3
4
Pam She’s from New York in the USA. She’s in her IT class and it’s 9 o’clock in the morning there. Her class is doing a project about insects. She’s searching the internet for information about bees. Anton He’s in the living room in his home in Moscow, Russia. It’s 5 o’clock in the afternoon there. He’s looking at a website about food. He likes cooking and he wants to find a recipe for chocolate cake.
7
Shen He’s from Beiji ng in China. It’s 10 o’clock at night and he’s in his bedroom. He’s listening to music and sending an email to his cousin. It’s her birthday tomorrow. Rosa She’s at the Science Museum in Valencia in Spain. It’s 3 o’clock in the afternoon there. She’s watching a video about dinosaurs. It’s fascinating!
Read about Amy and write about you. Computers and me My favourite computer activities 1 search the internet 2 listen to music 3 chat online 4 play computer games 5 upload photos
My favourite computer activity is searching the internet. I look at websites about music every day and I find the words of my favourite pop songs. I really like listening to music on the computer too. I usually chat online with friends in the evening and I play computer games once or twice a week. I sometimes upload photos, but I never send emails. By Amy
7
.
:
Students develop Mathematical competence by learning that the world is divided into 24 time zones. They read information about four children living in different countries.
55
7
Write the questions in order.
1
are
they
What
wearing
?
4
What are they wearing? 2
he
eating
What’s
doing
she
?
5
What’s
?
?
they
doing
are
What
?
6
What’s
doing
he
?
What’s he doing?
Look and answer the questions from Activity 7.
1
They’re wearing jumpers.
2
He’s eating an apple. She’s sending emails. She’s wearing glasses. They are listening to music. He’s uploading photos.
3 4 5 6
9
she
What are they doing?
What’s she doing?
8
What’s
What’s she wearing?
What’s he eating? 3
wearing
Look, read and complete.
Computers and me sister
upload
emails
at
watch
My favourite computer activity is looking
stars
computer
at
websites.
I like websites about science and space. I like learning about the stars and planets. I really like playing
computer sister
games too. I play with my friends and my .
I sometimes send once a week. I never
emails upload
to my cousin. He lives in Argentina. I
watch
videos
photos, I haven’t got a camera!
By Rory
7
Students develop Linguistic competence by writing questions in the correct order and completing sentences with the correct words in a chat.
56
Lesson 3B Activity Book, page 7 Objectives To practise the Present Continuous. To complete a text using computer vocabulary. To practise using adverbs of frequency.
Target language Vocabulary: doing, wearing; always, never, sometimes, usually Structures: What is he wearing? What is she doing? I like (listening to music). I really like (uploading photos).
Materials
Getting started Write the adverbs of frequency on the board: always, never , sometimes, usually . Write: my favourite, I like and I really like on the board. Place the flashcards around the classroom. Ask a question using one: Do you like sending text messages? and ask a volunteer to go to the flashcard, hold it up, choose a phrase from the board and say: Yes, I (really like) (sending text messages) or No, I don’t. I (never) (send text messages). Ask another volunteer to take over your role of asking questions. Repeat several times with other volunteers. 7 Write the questions in order. Say: Open your books at page 7. Look at Activity 7. Ask the class to look at the questions, and explain that the order of the words is wrong. Tell them to write the words in the correct order to make a question. When they have finished ask for volunteers to read out their questions.
8 Look and answer the questions from Activity 7. Tell the children to look at Activity 8. Tell them to look at the pictures and then answer the questions from Activity 7. When they have finished, ask for volunteers to read out their answers.
9 Look, read and complete. Tell the children to look at the text Computers and me in Activity 9. Explain that they have to complete the text using the words in the box. When they have finished, ask for volunteers to read out their answers.
flashcards: online
i-flashcards
Finishing off Play hangman with the children, using computer activities. Write lines on the board representing each letter in the sentence: _ ____ ________ _____ _____. ( I like websites about sport ) Divide the class into teams. The teams take turns to say letters. If a letter appears in the sentence, write it on the corresponding line and give the team a point for each time it appears.
Resources Communicative activities TEACHER ’S RESOURCE BOOK,
PAGE 58
57
Lesson 4A Student’s Book, pages 8 and 9
Save our school! 8
Read and listen to the story.
LESSON 4 1.9
Jess and Paddy go to Riverdale School. Today they are working in the computer room. Paddy is a computer expert. He is writing a new computer game. It’s called Alien Alert! Jess is searching the internet.
Objectives To enjoy a story. To read and listen for comprehension.
Paddy and Jess are reading about Chinmaya School in Uttar Pradesh in India. There was an earthquake yesterday. .
.
Oh no! Paddy, look at this.
To practise the Present Continuous and the Present Simple. 1
Target language
Jess has got an idea. After school, they visit Paddy’s dad. He works for a big computer company. He likes Jess’s idea.
Vocabulary: chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos
2
I’m uploading your game on our website now. Thanks Dad!
Then we can help build a new classroom.
3
Now when people play the game, they give money to the earthquake fund.
.
4
8
_
CD
They need money to build them again.
Can we put Paddy’s new game on your website?
Structures: Paddy and Jess are reading. They give money to the fund. We don’t play cricket.
Materials
It’s terrible! Their classrooms are destroyed.
-
1 .
1
Getting started Ask the children what they can tell you about India. Ask them what the capital city is, in what continent it is, etc. Ask them what kind of food they eat in India. Ask them if they know any famous monuments.
8 Read and listen to the story.
1.9
Play the CD and tell the class to read and listen to the story. Check comprehension with questions: Where do Jess and Paddy go to school? What is Paddy doing in scene 1? What is Jess doing? Why do they need money in Chinmaya school? Where does Paddy’s dad work? etc. Write the main parts from the story on the board: narrator , Paddy , Jess, Paddy’s dad , Indian child , reporter . Divide the class into groups of six and tell them to take a part each and read the story. Follow up by asking the children: Do you like computer games? What’s your favourite computer game? How often do you play it? Do you play any other games?
58
1
Taj Mahal
Henna
Curry
Students develop and consolidate competence in Knowledge and interaction with the physical world by learning more about India.
Bindi
Look it up!
Jess and Paddy are talking to the students at . Chinmaya School. They tell them about the game.
.
Paddy and Jess’s class are learning about Chinmaya School. Their school hasn’t got a swimming pool, but students can swim in the river.
The river looks amazing!
We don’t play cricket at our school!
Thank you for helping!
5
One year later, Paddy and Jess are visiting Chinmaya School. Thanks to Paddy’s computer game, the school now has TWO new classrooms!
People are playing your game all over the world!
.
A reporter comes to the school. Alien Alert! is a big success. . The earthquake fund now has lots of money.
6
7
8 9
_
-
1 .
1
1
Look it up. Ask the children to open their Student’s Books and to look at the photos at the top of page 9. Tell them they have to find out what each one shows and write a sentence or two about each of the photos. For example: The Taj Mahal is a white marble monument in India. It was built by an emperor. They started building it around 1632 and completed it around 1653. Henna is a plant used to dye skin, hair, fingernails, leather and wool. Henna tattoos are temporary tattoos. They are a South Asian tradition. Curr y is a type of dish from Southeast Asia. It can have meat or fish in it, or just vegetables, and usually contains spices and chillies, making it hot. It is often ser ved with rice. A bindi is the name of the red dot many South Asian woman wear between their eyes. It is for decoration and for protection. When they have finished, get them to read out their sentences to the rest of the class.
Finishing off Tell the class to open their books at the story pages and to hold the books on their heads with the pages open like a hat. Read out a speech bubble or part of a caption, say Go! and instruct the children to race to find which scene it is in. Tell them to stand up when they find it. When most of the class are standing up, elicit the scene number. Repeat with other speech bubbles or captions.
59
Save our school! 10
Look at the story and number the sentences in order.
2
Jess tells Paddy’s dad about her idea.
4 A reporter comes to the school.
11
5
Jess and Paddy visit India.
1
Jess reads about the earthquake.
3
Dad uploads Paddy’s game to the website.
Look at the story and match. 1
I’m uploading your game on our website now.
Chinmaya student
2
It’s terrible! Their classrooms are destroyed.
Jess
3
Can we put Paddy’s new game on your website?
Paddy’s dad
Paddy
4
People are playing your game all over the world!
Reporter 5
Thank you for helping!
8
Students develop Interpersonal and civic competence by learning about helping, by reading sentences from the story about the destruction in a school after an earthquake in India.
60
Lesson 4B Activity Book, page 8 Objectives To read for comprehension. To practise the Present Continuous and the Present Simple.
Getting started Remember the story. Ask the class questions about the story. Then ask them to open their Student’s Books at Lesson 4. Assign the parts to volunteers and read the story out loud.
10 Look at the story and number the sentences in order.
Target language Vocabulary: chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos Structures: Paddy and Jess are reading. They give money to the fund. We don’t play cricket.
Ask the children to look at the sentences and to number them in the same order as they appear in the Student’s Book. Then write a sentence on the board: Jess and Paddy visit Japan. Ask the children to look at their Student’s Books and say whether the sentence is True or False.
11 Look at the story and match. Ask the class to look at the pictures of the characters from the story. Tell them to read the story again and find which of the sentences was said by which character. Tell them to match the sentences to the characters. When they have finished, ask for volunteers to tell you their answers.
Resources DVD MYSTERY ISLAND TEACHER ’S RESOURCE BOOK,
PAGES 123
— 128
61
12
Unscramble and complete the sentences.
1 2 3 4 5 6
13
There is an e
a r t h q u a k e in India. They play c r i c k e t in Chinmaya school. Paddy is a computer e x p e r t . The Earthquake f u n d now has lots of money. Alien Alert! is a big s u c c e s s . They b u i l d two new classrooms.
Read and write
a e k e r a t q h u
ceritck d u f n
s s u s c c e
i b d u
l
True or False.
1 Jess and Paddy play cricket at school. 2 Paddy and Jess go to Riverside school. 3 Paddy’s dad works for a computer company. 4 Uttar Pradesh is in Pakistan. 5 Chinmaya students swim in the river. 6 Jess and Paddy visit India six months later.
14
pexter
What do you think?
False False True False True False
Child’s own answers
I think this story is
. (OK / interesting /
inspiring /sad ) My favourite character is I
. (often / sometimes /
never ) play computer games online. I give this story ✩ ✩ ✩ ✩ ✩ stars.
9
Students develop Autonomy and personal initiative by writing their own opinions about the text.
62
Lesson 4C Activity Book, page 9 Objectives To read for comprehension. To practise the Present Continuous and the Present Simple
12 Unscramble and complete the sentences. Tell the children to look at the jumbled words on the right-hand side of the page. Explain that they have to re-arrange the words and complete the sentences. When they have finished, tell them to correct the activity by checking their sentences against the story. Ask for volunteers to read out their answers.
13 Read and write True or False
Target language Vocabulary: chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos Structures: Jess and Paddy play cricket at school. Paddy is a computer expert.
Ask the children to look at Activity 13. Explain that they have to read the six sentences, look at the story and say whether the sentences are True or False. When they have finished, ask for volunteers to read out the sentences and for other volunteers to say True or False.
14 What do you think? Ask the children to look at Activity 14. Explain that they have to complete the sentences to give their opinion about the story. When they have finished, ask for volunteers to read out their texts.
Finishing off Play spot the mistakes. Tell the story again with mistakes. Ask the class to call out Stop!, when they hear you make a mistake and invite them to tell you the correct word or phrase.
63
Lesson 5A Student’s Book, page 10 Objectives To compare two schools. To practise verbs with times. To practise Wh- questions. To sing a chant.
Target language Vocabulary : chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos Structures: Our school finishes at four. Their summer holidays are in August.
Materials
Getting started Revise telling the time. Play run and write. Draw two clock faces without hands on the board. Divide the class into two teams, invite a member of each team to the front and give them both pens. Say a time and tell them to draw hands on the clock to show that time. Give a point to the first child to draw the time correctly. Repeat with another time and then ask for another pair of volunteers. Continue until all the children have had a turn. Then write the words What , Where, When, Which and Who on the board. Ask the children some general questions about school: What time does school start? Where do we play sports? Have we got an IT club? Who is your headmaster? When does school finish? 9 Look, read and say
True
or False.
Say: Open your books at page 10 and look at the two noticeboards in Activity 9. Ask the children to read the information about the two schools and then ask them questions: Do they play cricket at Riverdale School? Which school has an Art Club? What time does school start in Chinmaya School? When does it finish? Where is Chinmaya? etc. Then tell the children to read the six sentences under the posters and to decide whether they are True or False. Read out the sentences and the children call out True or False.
Answers 1 False, 2 True, 3 False, 4 True, 5 False, 6 False
CD
i-book activity
10 Listen and say the chant. 1.10 Say: Look at Activity 10. Ask the children to look at the pictures, and play the CD. Play it again and ask the children to follow it in their books. Then tell the class to stand up, play the chant again and ask the children to sing along and march on the spot. Then divide the class into two teams. Ask Team A to say the first line, Team B to recite the second, and so on. Then reverse roles and repeat. Finishing off Ask the children to write a description of their school based on the language and information on the page: Our school day starts at… and finishes at… Our school has summer holidays in… Our head teacher’s name is… Our school has got clubs for… The children can also find information about a school in another country and compare the schools (lots of UK primary schools have websites with information about the school and photos).
64
LESSON 5
9
Look, read and say True or False.
C h i nm ay a
Riverdale School
S ch o ol
School day 8 o’clock – 2 o’clock
School day 9 o’clock – 4 o’clock
Sch ool t eams
Sc hoo l t ea ms
Cr icket
Football G ymnastics
C lu b s
Athletics
C l ub s D anc e IT
Summer ho lidays Music Ju ly / August
Ar t K ar ate IT
Summer holidays May / June
1 Our school’s got an Art club.
2 Their school starts at 8 o’clock.
3 Their summer holidays are in August.
4 Our school’s got a football team.
5 Their school hasn’t got an IT club.
6 Our summer holidays are in May. Beep on Grammar, page 3.
10
Listen and say the chant.
1.10
Our school starts at nine o’clock, Their school starts at eight. Our school is so far away, I sometimes get there late. Their school’s got a river, Our school’s got a pool. At their school they play cricket, I think that’s really cool! Our school’s got computers, Their school’s got some too. Our school stops at four o’clock, Their school stops at two! 10
.
:
Students develop Cultural and artistic competence by listening to and singing a chant about the differences between two schools, one from Great Britain and the other from India.
65
15
Look at Activity 9 in the Student’s Book and complete.
Our
m a ya S c h o o i n l
r d a l e S c h o o
v e
R i
C h
l
school starts at nine o’clock. our
Their
16
their
school holidays are in May and June.
Our
school hasn’t got a karate club.
Our
Our
school’s got a dance club.
Their
school nishes at two o’clock.
3.3
Listen and circle.
Hello, we’re from Brazil!
1
2
Spor ts team s S w imm ing G ymnas t ics Tenn is Foo t ba l l
Sc hool day
8 / 9 o’clock t o 1 / 2 o’cloc k .
4
5
Complete for your school. 1
There are
2
At our school, we have lunch at
3
At our school, we go home at
4
Our summer holidays are in
3
c ss t s in o u r la S u t d en
20 / 25 / 30 / 35
6
C l ubs
Summer holidays June August December
17
school’s got a gymnastics team.
I T A rt M us i c D anc e
Languages English Spanish French Portuguese
Child’s own answers girls and
boys in our class. . . .
10
Students develop Linguistic competence by completing sentences with information about two schools using our and their .
66
Lesson 5B Activity Book, page 10 Objectives
Getting started
To practise verbs with times. To ask questions and talk about school.
Target language Vocabulary: chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos Structures: Our school stops at four. Their summer holidays are in August.
Practise telling the time. Ask for volunteers and ask them questions. T: (David), what time do you have English on Monday? (María), what time do you have breakfast? What time does your school start?
15 Look at Activity 9 in the Student’s Book and complete. Say: Open your Activity Books at page 10 and look at Activity 15 . Explain to the children that they will find the information they need in Activity 9 in their Student’s Books. Then they complete the activity. When they have finished, ask for volunteers to read out the sentences.
16 Listen and circle.
3.3
Say: Look at Activity 16. Tell the children to look at the words in the box. Explain that they are going to listen to the CD and that they have to circle the words they hear. Tell them to listen carefully, and play the CD. Play the CD again and the children circle the words. When they have finished, ask for six volunteers to read out their answers. Encourage them to use complete sentences.
17 Complete for your school.
Materials
Say: Look at Activity 17. Tell the children they are going to write a text similar to the one they have just listened to in Activity 16, but this time they have to write about their own school. When they have finished, ask for four volunteers to read out their answers.
CD
Finishing off Ask the children to make a list of five times and school subjects. Tell them to write sentences using starts or ends. Go around the class checking the children’s work.
Transcript Listen and circle.
3.3
Interviewer: Hello, where are you from? Boy and Girl: Hi! We’re from Brazil. Interviewer: Tell me about school in Brazil. What time do you start school? Girl: At our school, we start at 8 o’clock and we go home at 1 o’clock. Interviewer: Ah yes, and what about sport? What are the sports teams at your school? Boy: At our school, there’s a swimming team and there’s a football team. Interviewer: Fine. How many students are there in your class? Girl: There are 30 students in our class. Interviewer: 30?
Girl: Yes, sixteen girls and fourteen boys. Interviewer: When are your summer holidays? Boy: Our summer holidays are in December. Interviewer: OK, next question. Are there any clubs at your school? Girl: Our school has an Art club. Interviewer: OK, and is there an IT club? Girl: No, there isn’t. There’s an Art club, oh and there’s a dance club too. Interviewer: What languages do you study? Boy: We study three languages: Portuguese, Spanish and English. Interviewer: OK, thank you children. Boy and Girl: Thank you, bye!
Resources Language TEACHER ’S RESOURCE BOOK,
PAGE 11
— 13
67
Lesson 6A Student’s Book, page 11 Objectives To listen and read about a school and a child in Australia.
Target language Vocabulary: chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos Structures: I live with my family. I study at an online school. I do my schoolwork on the computer , etc.
Materials CD flashcards: online
i-book activity
Getting started Introduce the lesson by explaining that the children are going to read about a girl who lives in Australia. Find Australia on a map and ask the students to tell you what they know about it: What’s the capital city? (Canberra); What languages do people speak (English is the official language, but there are also speakers of Greek, Italian, Chinese and native Australian languages); Which animals live in Australia? (koala, kangaroo, duck-billed platypus, crocodile, emu, etc. ). What are popular sports? (cricket, swimming, athletics, surfing); When is summer in Australia? (November to February). Tell the children that Australia is a big country. Explain that some children live a long way from the nearest town. Ask the children how they think Australian children study if they can’t go to school. Elicit online studying as a solution. Then ask the children to think of how one can study online. Ask them how the teacher can correct the childrens’ work to prompt the answer: By email. 11 Listen and read.
1.11
Say: Open your books at page 11. Ask the children to look at the text as they listen to the CD. Play the first paragraph of the CD and encourage the children to listen. Play the CD again and ask the children to follow it in their books. Ask some comprehension questions: How old is Cora? Where does she live? Where does she study? Do the same for the other paragraphs. Then ask for a volunteer to choose one of the paragraphs and to read it out loud. The other children say which paragraph it is. Repeat until you have read all five sections.
12 Listen and answer the questions. i-flashcards
1.12
Tell the children they are going to listen to eight questions about the texts. Tell them to listen carefully and to write down their answers. Play the CD and encourage the children to listen and look for the answers. Play the CD again and ask the children to write down their answers. When they have finished, ask for volunteers to read out their answers as you play the questions.
Answers 1 3 o’ clock, 2 6, 3 Yes, 4 Yes, 5 Yes, 6 No, 7 They have a barbecue and a disco. 8 April
Finishing off Put the flashcards on the board. Ask the children to choose one of the objects and to write a short text about how it can be used in education. When they have finished, display the texts in the classroom.
Transcript Listen and answer the questions.
1.12
Narrator: Hello, here are some questions about Cora’s school. 1 What time does Cora finish her online lessons? 2 How many children are in Cora’s class? 3 Is Cora in the Art club?
68
4 Has Cora got any friends? 5 Does Cora like detective novels? 6 Is Cora in the IT club? 7 What do Brian and the children do at Christmas? 8 When’s sports day?
LESSON 6
11
Listen and read.
1.11
Hello, I’m Cora and I’m eleven years old. I’m from Australia and I live with my family on a farm. There isn’t a school near the farm. I stay at home every day and study at an online school!
The internet Every morning, I go to the school website and have a lesson with my teacher. His name’s Brian and the lesson is 30 minutes long. There are five other children in the class. We can see Brian on our computers and we can talk to him and ask him questions. Email I study from 9 o’clock to 3 o’clock every day. Maths and Art are my favourite subjects. I do my schoolwork on the computer and send it to Brian by email. I sometimes send emails to the other children in the class. They’re my friends! Books and DVDs We read books and watch DVDs to learn about Maths, Science and the other subjects. Our school has a library with lots of different books. I send the librarian an email and she sends me the books by post. I really like science fiction and detective novels. School clubs There are Music, Art and IT clubs at my school. I’m in the Art club. Every week, I paint a picture. I take a photo of the picture, upload the photo and send it to my Art teacher.
Special days Twice a year, Brian and all the children in my class meet in a big city called Melbourne. At Christmas, we have a big barbecue and a disco. In April, we have a sports day with swimming, athletics and football matches.
12
Listen and answer the questions.
1.12
11
.
:
Students develop and consolidate competence in Knowledge and interaction with the physical world by learning more about different ways of studying, like a girl who lives on a farm in Australia and studies at an online school.
69
18
Look at Lesson 11 and answer T (True) or F (False).
1
Cora lives in a town with her family.
2
She can see her teacher on her computer.
F
4
She studies for eight hours every day.
F
5
She sometimes sends emails to other children.
6
She doesn’t like detective novels.
F
7
She paints a picture twice a week.
F
8
There’s a sports day in April.
T
T
Find the mistakes and correct. 1 2 3 4 5 6
20
T
There are seven children in Cora’s class.
3
19
F
Cora's eleven years old
Cora’s twelve years old.
.
The online lessons are thirty minutes long. Her favourite subjects are Maths and Art. Her favourite subjects are Maths and Science. The librarian sends Cora books by post. The librarian sends Cora DVDs by email. There are Music, Art and Spanish clubs at school. There are Music, Art and IT clubs at school. At Christmas, there’s a big barbecue and a concert. At Christmas, there’s a big barbecue and a disco. The online lessons are forty minutes long.
Complete the table.
Child’s own answers Cora
Start school at...
9 o’clock
Number of children in class
5
Teacher’s name
Brian
Favourite subjects
You
Maths, Art 11
Students develop Competence in ‘Learning to learn’ by answering True or False type questions. Students also recognize untrue information and offer the correct version. These activities help them activate long-term memory skills.
70
Lesson 6B Activity Book, page 11 Objectives To listen and read about a school and a student in Australia.
Target language Vocabulary: chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos Structures: I live with my family. I study at an online school. I do my schoolwork on the computer.
Getting started Tell the children to imagine that they have been given a dog and that they have to learn how to look after it. Write the following words on the board: dog biscuits, exercise, chocolate, fresh water, dog food, grooming (explain). Then write the words: always, sometimes, usually and never next to them. Divide the class into pairs and ask them to put the correct adverb with each word. always: ( exercise, fresh water, dog food; sometimes: grooming, dog biscuits; never: chocolate ). When they have finished, ask them to make sentences: I never give my dog chocolate. 18 Look at Activity 11 and answer T (True) or F (False). Say: Open your Activity Books at page 11. Look at Activity 18. Look at Activity 11 in your Student’s Book and say whether the sentences about Cora are True or False. When they have finished, ask for eight volunteers to read out the sentences. The rest of the class should call out True or False. 19 Find the mistakes and correct. Say: Look at Activity 19. Tell the children that they have to find the mistakes in the sentences about Cora and correct them. Tell them to refer to their Student’s Books. When they have finished, ask for volunteers to read out what they have written and ask the rest of the class to correct them if necessary.
20 Complete the table. Ask the children to look at the table in Activity 20. Then, explain that they have to fill in the table with information about Cora and then fill it in with their own details. When they have finished, ask for volunteers to give you their answers. Encourage them to use complete sentences.
Finishing off Ask the children to look at the sentences in Activity 19 and to write them out again but to write about themselves. Explain that they can use either affirmative or negative sentences: I am twelve years old. The librarian doesn’t send me DVDs by email. Go around the class checking the children’s work.
Resources Communicative activities TEACHER ’S RESOURCE BOOK,
PAGE 59
71
Lesson 7A Student’s Book, page 12 Objectives To read and listen to a cartoon story. To say a tongue twister and practise the ch sound. To review the language of the unit.
Target language Vocabulary : chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos. Structures: Can you download a map of the city? Beep is downloading a map of the city.
Materials CD Unit 1 poster
i-book activity i-poster
72
Getting started Put the poster on the board. Ask the children to tell you things about the poster: There is a man listening to music and drinking coffee. Two children are looking at websites. One boy is uploading photos, etc. 13 Read and listen. 1.13 Tell the children to look at the Beep cartoon and remind them that Sally and Finn’s dad is Professor Rubin. Ask them if they remember Doctor Kronik. Remind them that Sally, Finn and Beep can travel through time. Play the CD and tell the students to read and listen to the cartoon. Read out half a caption or speech bubble and ask the students to complete it: Can you download…? Look at their robot…. What’s wrong with…? Repeat with other sentences. Follow on by asking the children to work in pairs or small groups and act out the story. Assign roles: Beep, Sally , Finn, Narrator and children in the street . 14 Listen and say a tongue twister.
1.14
Tell the children they are going to learn a tongue twister. Play the CD and encourage the children to repeat each line in the pauses. Put the poster on the board and show the children the tongue twister. Play the CD again and invite the class to chant again. Then teach the children a clapping pattern to do in pairs along with the chant. The pairs face each other, clap hands as they say the line and then clap hands with their partner at the end of each line. Do this very slowly to begin with and faster as the children get more familiar with the chant and with clapping along.
Finishing off Practise saying the tongue twister in different ways: slowly, quickly, in a deep voice, pretending to chew gum as you speak. Ask the children to make a list of ch words in pairs: chocolate, cherries, cheese, Chinese, children, chair , chips, chicken. Share words as a class and then ask the children to invent their own tongue twisters or rhymes including some of the words. For example: I like chocolate and cherries too, I like Chinese cheese, what about you?
The Adventures of Beep! 13
Read and listen.
LESSON 7
1.13
Beep, Sally and Finn are in New London in the year 2114.
I can’t see Dr. Kronik. Where are we now?
What’s that?
I think it’s a computer.
Can you download a map of the city, Beep?
Uh... When are we? Beep is downloading a map of the city.
Wow! Look at their robot. It’s really old!
Look, there he is!
Now Beep has got a map, he can follow the Time Key.
Dr. Kronik is in the square. It’s this way! What’s wrong with our clothes?
And look at their clothes!
Come on! Let’s run!
Dr. Kronik is going into the museum.
Oops, sorry!
Quick! He’s escaping!
To be continued...
14
Listen and say a tongue twister.
1.14
Cho chats with Chan and Chad plays Ch ess with Ch et, While Charlie, Chuck and Ch elsea Search the internet! 12
_
-
.
:
Students develop Linguistic competence and comprehension by focusing on the pronunciation of ch through a tongue twister. Accuracy and awareness are developed by children through the repetition of the sound when chanting the text.
73
Review 1
Write the expressions and match. Find the mystery question.
chat look search What’s your to with videos friends emails
B
A
G
send listen watch upload at computer game internet websites
C
D
E F
What’s your favourite computer game
2
favourite the music photos
upload photos
A
chat with friends
F
look at websites
G
search the internet
B
send emails
C
listen to music
D
watch videos
E
?
Child’s own answer
Write the dialogue in order. Look and write the children’s names. Kim:
doing
Jack
What’s ?
What’s Jack doing? Mark: He’s sending emails.
Mark:
websites
Cathy
Bob and Anna
Kim: What’s Cathy doing? looking
at
She’s
She’s looking at websites. Kim:
Bob
What
doing
Anna
are
and ?
What are Bob and Anna doing? Mark: They’re watching videos.
3
Jack
Look and write the missing letters: a, e, i, o, u. Th i s
i s o u r sch o o l. W e st a rt sch o o l a t n i n e
o ’cl o ck and w e g o h o m e at f o u r o ’cl o ck. O u r sch o o l’s g o t a l i br a ry a nd a n IT r o o m. W e l i k e c o mp u t e rs, w e ’r e i n th e IT cl u b! 12
Students develop Autonomy and personal initiative by writing a dialogue, putting the words in the correct order.
74
Lesson 7B Activity Book Review, page 12 Objectives
Getting started
To practise reading and writing skills. To revise the vocabulary from the whole unit.
Put the poster on the board. Point to a picture and ask a volunteer to tell you something about it. For example: He’s uploading photos. Continue until all the children have had a turn to speak.
1 Write the expressions and match. Find the mystery question.
Target language Vocabulary: chat with friends, listen to music, look at websites, play computer games, search the internet, send emails, upload photos, watch videos. Structures: What’s Jack doing? He’s (sending emails).
Say: Open your Activity Books at page 12. Look at Activity 1 . Tell the children they have to make up the computer activities using the words above and then match the phrases to the pictures. When they have finished there will be some words left over to make the mystery question ( What is your favourite computer game? ). The children write the phrases and match them to the correct picture. Go around the class correcting the children’s work and then when they have finished, ask them what the mystery question is and tell them to answer it.
2 Write the dialogue in order. Look and write the children’s names. Say: Look at Activity 2. Tell the children to unscramble the words and write the dialogue, and then to write the children’s names under the pictures. When they have finished, ask for volunteers to read out their sentences and to say the children’s names.
Materials Unit 1 poster flashcards: online
3 Look and write the missing letters: a, e, i , o, u. Ask the children to look at Activity 3 and explain that they have to put in the correct vowel to complete the text. When they have finished, ask the children to read out what they have written.
i-poster
Picture dictionary
i-flashcards
3.19
Ask the children to look at the Picture dictionary on page 69 of their Activity Books. Hold up your two index fingers and signal to the class to do the same. Say: Point to listen to music and watch videos. 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. Play the CD and ask the children to look at the pictures, repeat the words and translate them below.
Finishing off Put the flashcards around the room. Say one of the computer objects. Ask a child to point to the correct flashcard and to name it. If they say it correctly, then they choose the next object.
Resources Phonics TEACHER ’S RESOURCE BOOK,
PAGE 47
Activity 1: Tell the children to listen and to repeat each sound and each word that they hear. Activity 2: The children have to listen and circle the word that they hear. Activity 3: Tell the children to read the clues and complete the crossword.
75
