Smart Start TB 1 sample

Teacher’s Smart Start 1 Book Paola Tite

Smart Start Paola Tite

Teacher’s Book Contents

Scope and Sequence II-III Introduction IV Tour of a Unit VIII Games Bank XVIII Teaching Notes Welcome! T4 Unit 1 T6 Unit 2 T14 Unit 3 T22 Unit 4 T30 Real World: T38

Unit 5 T40 Unit 6 T48 Unit 7 T56 Unit 8 T64 Real World: T72 Photocopiable Templates Alphabet Cards Tracing templates

T74 T81 T95

1

SCOPE & SEQUENCE 1 UNIT

VOCABULARY

STRUCTURES

WELCOME! Page 4

Greetings Actions

This is (Tom).

Hello!

Jump up, sit down, clap 1, 2, 3, walk around.

UNIT 1 HELLO! Page 6

hello, goodbye, children, girl, boy, teacher

What’s (your) name?

I’m + (name).

She’s (Izzy).

I’m (your) teacher.

pencil, paper, crayons

PHONICS

a, b, c, d

CLIL

Art My teacher

STORY TIME

Jet’s First Day

NUMBERS

Numbers 1-2

Value: Being friendly and welcoming new children

How are you?

Welcome (to our class).

UNIT 2 COLOURS Page 14

red, blue, yellow, white, pink, black green, purple, orange

What colour is it?

e, f, g, h

Science Mixing colours

Where’s Green?

Numbers 1-3

Value: Problem solving

It’s (red).

Yes. / No. (Blue) and (yellow) make (green).

UNIT 3 MY TOYS Page 22

teddy bear, doll, robot, bricks, car, ball

What’s this?

It’s a (robot).

Yes. / No.

scooter, big, small

It’s small. / It’s big.

i, j, k, l

Maths Sorting big and small

Toy Land Value: Being kind

Shapes: square, triangle, circle Review numbers 1-3

It’s a (big) (car).

UNIT 4 MY FAMILY Page 30

mummy, daddy, grandma, grandpa, sister, brother

Who’s he/she?

She’s my (mummy).

He’s my (brother).

hands, green, family tree

This is my family.

Page 38 REAL WORLD: UNITS 1-4 REVIEW colours, numbers, family, toys

m, n, o, p

Art Make a family tree

My Family Value: Loving your family

Numbers 1-5

UNIT UNIT 5 MY FACE Page 40

VOCABULARY head, ears, eyes, nose, mouth, teeth brush teeth, wash hands

UNIT 6 MY PETS Page 48

cat, dog, rabbit,

STRUCTURES There’s one (nose.)

There are two (eyes).

It’s (Coco).

How many…?

PHONICS qu, r, s, t

CLIL Social Studies Self Care

u, v, w

Science Sorting animals

cucumber, tomatoes, carrots, sandwich, pizza, yogurt

I’ve got (a sandwich).

I haven’t got (my lunch).

x, y, z

Art Making food

trousers, skirt, T-shirt, dress, jumper, shorts

What are you wearing?

I’m wearing (trousers) and (a dress).

summer, winter, hat, coat

It’s (winter).

It’s (summer).

Page 72 REAL WORLD: UNITS 5-8 REVIEW pets, clothes, food, parts of the body CUT-OUT PUPPETS Page 75

The New Pet

Numbers 1-7

Jack and the Beanstalk

Numbers 1-8

Value: Sharing and being friends

bread, egg, cheese UNIT 8 MY CLOTHES Page 64

Numbers 1-6

Value: Respecting other people’s opinions

chicken, cow, duck

UNIT 7 MY LUNCH Page 56

Little Red Riding Hood

NUMBERS

Value: Being aware of strangers

I brush my teeth.

I wash my hands.

I like (rabbits).

I don’t like (cats).

STORY TIME

Alphabet review a-z

Social Studies Clothes for seasons

Mr Mix-Up Value: Respecting differences

Numbers 1-10

Level 1 Teacher’s Book - Introduction

Smart Start 1 Components Student’s Book Welcome to Smart Start, a three-level English course for children aged between 3 and 5 which offers a fun and smart start for very young learners.

The approach and philosophy of Smart Start is to nurture the growth of each individual child in terms of their language development whilst also nurturing their emotional, creative, mathematical and physical development as they move from nursery through kindergarten to the start of primary school.

Smart Start is a high-level pre-primary course aimed at schools that teach 5+ hours a week of English. Specially developed to cater for all the different interests and learning styles of young learners, Smart Start aims to inspire children as they take their first steps in English language learning.

Objectives The key objective for a pre-primary course is that children enjoy their first educational experience and keep their natural motivation and enthusiasm for learning. Smart Start has many key features with this very much in mind: • interactive sticker scenes • catchy songs and chants with actions • fun comic-style stories to introduce new language • hands-on experiments and projects • engaging stories • language reviews in real-world settings featuring children from around the globe • many ideas for artistic expression and games • activities for building the Key Competences for lifelong learning

IV

Introduction

Young learners Pre-primary aged children generally learn quickly but often do not always retain what they have learned.

New key language is introduced in every unit in lexical sets connected to themes and topics relevant and connected to young learners’ own world and experiences. The topics start close to home and school in Level 1 and gently take the learners into settings and experiences in the wider world around them by the end of Level 3. The words chosen are always high frequency, usually personalised segments of language which fit with the unit topic. The language taught is then recycled in subsequent units through the teaching notes and the language the teacher uses in class.

As with all courses, a teacher needs to use a Teacher’s Book to best exploit the materials created in the student components but never more so than with preprimary. The amount of teaching in terms of language used is not expected to equal the amount of language that children produce. For this reason, the teacher is guided as to how to use and recycle language in class.

Children in a pre-school class can differ in many ways such as age, energy, size, interests, adaptability, experience and familiarity with the world outside the home, emotional maturity, linguistic aptitude and physical development. It is not possible or realistic to expect the same outcomes for all children who use the course. Some children will learn more English than others; some children will be better at maths. As part of individualising the materials for children, teaching and learning activities are presented in such a way as to cater for different learning styles.

Course Characters

The engaging characters, Tom and Izzy (twin brother and sister), introduce children to the world of English and create a positive learning environment. Their adventures with their friends, family and adorable cat, Coco, contextualise the language in a fun and humorous way.

Smart Start 1 Components

Activity Book

Student’s Book

Teacher’s Book

Smart Start 1 Paola Tite

1 Mary Roulston Smart Start Student’s Book

ster art tart 1 ck

Level 1 Teacher’s Book - Introduction

Smart Start 1 Mary Roulston

d Look an th: listen wi

Student’s Book

er’s rt art 1 om

The Student’s Book contains: • 80 full-colour pages • Introductory 2-page Welcome unit • 8 units with 6 lessons, plus a Review lesson • 2 Real World review photo spreads • Cut-out characters • Stickers at the end of the book for children to complete the Lesson 1

Smart Start really is the smart way to start children on an English adventure of a lifetime!

APP ELI LINK Use the ELILINK app to listen and look at the multimedia content of your Digital Book on your smartphone or tablet. Download the app from App Store for iOS or from Google Play for Android.

Frame the page of your book.

Access the content and download.

DIGITAL Digital BOOK BOOK The Digital Student’s Book contains the full version of the Student Book with audio tracks in MP3 format, plus fun, interactive vocabulary and phonics games, and the animated stories.

Teacher’s Smart Start 1 Book Paola Tite

Teacher’s Book

Welcome to Smart Start, a fun, dynamic pre-primary course that will inspire young children as they take their first steps in English language learning.

Engaging characters and fun comic strips, catchy action songs, captivating stories with values lessons, plus handson projects, ensure that Smart Start caters for all the different learning styles of young children.

Smart Start also guides learners in early literacy through its phonics programme and early numeracy through maths.

Poster Smart Start 1 Pack Flashcards Smart Start 1

Teacher’s Smart Start 1 DVD rom

Class Smart Start CD1 1 Class Smart Start CD2 1

The Activity Book reinforces the material introduced in the Student’s Book and consolidates reading, writing, numeracy, language skills and fine motor skills in a range of activities: • Pencil to paper practice • Fine skills work (circling, matching, colouring) • Cut-out activities • ‘Say’ activities to encourage oral language development and a home-school connection where children point and say the words they know

The Teacher’s Book is interleaved with the Student’s Book pages. Each page of teaching notes corresponds to the Student’s Book page and is clear and easy-tofollow. The teaching notes feature: • Objectives with the lesson aims, key language, any necessary or optional materials, and the language competences that the children will achieve.

• Warm up activities • Step by step lesson notes • Extra activity ideas • Consolidation activities for ending a lesson • Games bank • Photocopiable templates • Alphabet cards • Lesson notes for the Activity Book • References to the Digital Book • Tracing templates

Introduction

V

Level 1 Teacher’s Book - Introduction Flashcards

Smart Start 1

CDs

red white yellow green blue purple orange black

Cla Smart ss Start CD2 1

9 eleven 10 twelve 11 thirteen 12 fourteen 13 fifteen 14 sixteen 15 seventeen 16 eighteen 17 nineteen 18 twenty door window table chair bin board bag notebook pencil crayon(s) book bookmark

43 44 45 46 47 48 49 50 51 52 53 54 55

banana pear apple orange sandwich crisps cake biscuits water cheese juice milk

63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79

eyes ears mouth nose hands arms feet legs hear see smell touch taste

56 playground 57 slide 58 swing 59 climbing frame 60 seesaw 61 sandpit 62 bike

80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95

The two class CDs for the teacher contain all of the audio material for the Student’s Book, including the vocabulary, dialogues, chants, songs, and stories.

The recordings feature only native speakers of English to ensure the children are exposed to authentic and natural pronunciation.

scooter sunny cloudy rainy windy rabbit mouse spider bee ant sky flower tree egg caterpillar pupa butterfly

bedroom bathroom living room kitchen bed bath sofa fridge garden house inside outside happy sad hot cold

1

Flashcards 96 97 98 99 100 101 102

hungry thirsty excited tired angry surprised scared

103 monkey 104 lion 105 giraffe 106 hippo 107 elephant 108 ostrich 109 tiger 110 crocodile 111 fur 112 feathers 113 scales 114 Monday 115 Tuesday 116 Wednesday 117 Thursday 118 Friday 119 Saturday 120 Sunday 121 birthday 122 balloons 123 candles 124 presents 125 card 126 Tom 127 Izzy 128 Coco

Flashcards

19 20 21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40 41 42

Smart Start

Class t Smatr a S r1t CD 1

1 2 3 4 5 6 7 8

Flashcards

Smart Start 1

Smart Start

By Mary Roulston

Editorial project and coordination: Lisa Suett Editors: Lisa Suett, Maria Letizia Maggini Art director: Daniele Garbuglia Production manager : Francesco Capitano Page design and layout: Graphic studio No Code - Francesca Negro Illustrated by: Manola Caprini

Coco hand puppet

© 2019 ELI S.r.l P.O. Box 6 - 62019 Recanati - Italy Tel. +39 071 750701 Fax. +39 071 977851 info@elionline.com www.elionline.com No unauthorised photocop ying

The flashcards cover all of the core vocabulary. They are an important teaching tool at pre-school level and can be used to introduce and practise key items in the majority of lessons.

Teacher’s Digital Book Teacher’s This component features the Student’s Book that can be used with an interactive whiteboard. It Digital 1 features vocabulary and phonics Book games plus the animated stories.

The Activity Book in PDF format is also included for classroom use.

Digital Book The complementary Digital Book is for children to use at home or in the school computer room. It contains audio tracks in MP3 format plus a selection of interactive games to reinforce and consolidate language while the children have fun. There are also animated versions of the stories for the children to enjoy. Parents can access and download this material using the printed code in the inside cover of the Student’s Book.

Posters

Poster Smart Start 1 Pack The Coco the cat hand puppet can be used in all lessons to introduce vocabulary, demonstrate games and activities and encourage critical thinking. Coco is a kind character who doesn’t always do the right thing and provides a fun element of humour!

VI

Introduction

• Colours and Numbers Poster • Family Poster • Pets and Toys Poster

A selection of downloadable resources is available at: www.elionline.com/smartstart

Level 1 Teacher’s Book - Introduction

Approach to Literacy and Phonics

Smart Start is a literacy and print-rich course designed to expose learners to environmental text from the moment they start their learning adventure. It is not expected that children read the word labels on the pages of the book, they are there only to expose children to the conventions of written English. With pictures and audio, children will build the understanding that text conveys meaning.

When learning emergent reading skills in English, knowing the sounds the letters make is more important than knowing the letter name. In Level 1 the children learn that each letter has a sound. They are then introduced to the letter names.

In Level 1 the key outcomes of the phonics strand are as follows: • The children are introduced to the idea of text and picture correlation, and will come to understand that text conveys meaning.

• To understand the left to right and top to bottom directionality of English text.

• The children learn the sounds and names of the letters of the alphabet.

• To teach initial sounds of key vocabulary items in alphabetical order.

• Pre-writing skills are developed through colouring, tracing and line drawing activities. Good posture and writing grip are encouraged from the start.

In Level 2 the children explore the letter sounds and are given different strategies to help them begin to ‘decode’ and ‘read’ at word level. The methods used are based on the Synthetic Phonics approach where each letter is given its most frequent sound. The sounds are then built up to make words. This approach is used with very short words with predictable sound patterns with Consonant-

Vowel-Consonant (CVC) structure. These are known as ‘decodable’ words as children can sound-out each letter sound (segmenting) in turn and then blend them to make the word, e.g. /k/ /æ/ /t/ once decoded reads as c-a-t.

As anyone who has learned English knows, not all English words follow the rules of one sound per letter and most words are not de-codable following these principles.

Because of this, children are also given strategies for reading longer and non-decodable words. They are taught initial sound recognition for longer words, usually nouns or adjectives which can also be supported by illustrations. Children are encouraged to use the initial sounds and supporting artwork to ‘guess’ the word.

Finally, for words that are neither de-codable nor able to be supported by artwork such as pronouns, connectors and articles, children are taught a sight word system. The sight words are very high-frequency words that children are taught to recognise by sight.

In Level 3 the children are introduced to two-letter consonant and vowel sound combinations (diagraphs) in frequency order. They use these new sounds in combination with the sounds from Level 1 and 2 as building blocks to sound out and blend new words.

They also continue to learn sight words and apply strategies such as pictures, context and initial letter, as well as sounding out, to read unknown words.

Phonetic Key A /æ/ apple B /b/ bed C /k/ car D /d/ dog E /e/ egg F /f/ fish G /g/ goat H /h/ hat I /I/ Izzy J /dZ/ jam K /k/ kite L /l/ lion M /m/ mouth N /n/ nose O /Å/ orange P /p/ pink Q /kw/ queen R /r/ rabbit S /s/ socks T /t/ T-shirt U /ø/ umbrella V /v/ violin W /w/ window X /ks/ box Y /j/ yellow Z /z/ zebra

In Smart Start we use fun phonics chants and engaging and attractive artwork to present the words and sentences to allow children to explore and enjoy their early reading experience.

All the phonics methodology and strategies are based on the Letters and Sounds approach used in the Early Years Foundation Stage (EYFS) in the UK. For more information and activity ideas see: www.govuk/early-years-foundation-stage.

Introduction

VII

TOUR OF A UNIT Lesson 1 Vocabulary is presented through a scene featuring the course characters, twins Tom and Izzy, and their friends, family and their adorable cat, Coco.

On either side of the scene there are picture dictionary strips with the key vocabulary labelled. The words on the pages are for environmental exposure to the written language and are fully supported by pictures and the audio.

They are not supposed to be read by the children but you can highlight any initial letter sounds of the key vocabulary that the children have already learned.

Unit

The children complete the picture dictionary strips with stickers. This type of activity is enjoyable and engaging and develops children’s fine motor skills.

Hello!

1 Hello

girl

Goodbye

boy

teacher

children

6

Unit 1 Lesson 1

Key Language: hello, goodbye, children, girl, boy, teacher.

Activities: 1 Tr 1.09 Listen, point and say. 2 Place stickers. 3 Point and match.

4 Tr 1.10 Sing the song and do the actions.

The lesson ends with a song or a chant featuring the new vocabulary.

VIII

Tour of a Unit - Lesson 1

AB 6

Clear reference to the Digital Book that contains an array of interactive activities, plus all of the audio tracks in MP3 format.

Clear reference to the activities in the Activity Book.

Lesson 2 TOUR OF A UNIT The Let’s learn! page presents the key language structure through a humorous cartoon usually featuring Tom, Izzy and Coco. These are light-hearted and often end with Coco causing mischief or in some kind of fix!

Let’s learn!

1

2

What’s your name?

3 Key Language: What’s (your) name?

Activities: 1 Point and say. 2

I’m (your) teacher. I’m (Izzy). She’s (Coco).

Tr 1.11 Listen and say. 3 Act it out. 4 Say your name.

AB 7

Unit 1 Lesson 2

7

There is always a pre-literacy task on the page where children respond to a question by saying, drawing or circling something that personalises the language for them.

After hearing the dialogue a few times, children are encouraged to act it out in small groups.

Tour of a Unit - Lesson 2

IX

TOUR OF A UNIT Lesson 3 •to reinforce the left-to-right and top-to-bottom directionality of English text •to introduce 26 GPCs (grapheme-phonemecorrespondences)

The Let’s read! page is a phonics lesson. In Level 1 the key aims of these lessons are: • to learn text and picture correlation, and that text conveys meaning

Children learn one sound for each letter of the alphabet. All of the words are supported by artwork and the audio provides pronunciation practice and recognition of the sounds.

Let’s read!

a

b

c

d a b c d

8

X

Unit 1 Lesson 3

Key Sounds: a - b - c - d Activities: 1 Tr 1.12 Listen and point. Then listen and say. 2

Tour of a Unit - Lesson 3

Tr 1.13 Listen and chant. 3 Match and colour.

AB 8

Tracing, circling or colouring activities to promote emergent writing.

Lesson 4 TOUR OF A UNIT These are CLIL (Content and Language Integrated Learning) projects where children explore the unit theme and language through science, arts and crafts and social studies by carrying out a practical task.

Photos of children are used to model the project and the lesson notes support the teacher to set-up and undertake the project in class. The activities are easy to prepare and do in the classroom and don’t usually require detailed preparation.

Drawing, painting, sticking, sorting skills that help to develop children’s fine motor abilities are practised in these lessons as well as communication, collaboration and critical thinking.

Art project My teacher

paper A second vocabulary set with topic-related words is presented in this lesson.

pencil

crayons Key Language: paper, pencil, crayons.

Activities: 1 Point and say. 2 Tr 1.14 Listen and point. Listen and repeat.

3 Point to paper, pencil and crayons in the big picture. Circle. 4 Your Turn! Draw your teacher.

AB 9

Unit 1 Lesson 4

9

Tour of a Unit - Lesson 4

XI

TOUR OF A UNIT Lesson 5 This is a two-page spread devoted to a story led lesson.

The lesson consolidates the language of the units with an engaging story, each one with different protagonists, not linked to the course characters. The story is provided on the audio.

The fun, engaging stories are told only with language the children have been exposed to so they will feel a sense of fulfillment that they can understand and enjoy them.

This helps nurture a love of reading and storytelling and encourages the children to express themselves creatively.

STORY TIME

Jet’s First Day

1

2

A story song or chant accompanies each story.

XII

10

Unit 1 Lesson 5

Key Language: How are you? I’m fine, thank you. Welcome (to our class).

Activities: 1 Point and say. 2 Tr 1.15 Listen to the story. 3 Act it out.

4 Tr 1.16 Say the chant and do the actions. 5 Values: Discuss the story.

Tour of a Unit - Lesson 5

The lesson notes provide ideas for storytelling, role-play, and artistic expression. By pretending and playing, children use their imagination and express their feelings and thoughts in a natural context.

Lesson 5 TOUR OF A UNIT

The Values activity focuses on the value which the story teaches. Teachers are asked to discuss the value with the children and are supported by the teaching notes. The values taught in Level 1 are: being friendly and welcoming new children, problem solving, loving your family, don’t talk to strangers, respecting other people’s opinions, sharing, respecting differences.

STORY TIME Value s

3

In these lessons the use of L1 is useful and the teacher can lead the discussion in L1 and give feedback of simple ideas in English.

4 AB AB 10 9

Unit 1 Lesson 5

11

All of the stories are brought to life in the animated stories in the Digital Book for the children to enjoy as they reinforce and consolidate language.

Tour of a Unit - Lesson 5

XIII

TOUR OF A UNIT Lesson 6 In Level 1 numbers 1-10 are approached as vocabulary items but children also learn concepts such as counting and number and quantity correlation.

The Let’s count! lessons are numeracy lessons where children explore key vocabulary through basic maths and numeracy skills.

Let’s count!

1 2 111

222

Children are encouraged to begin tracing numbers.

1 2 12

Unit 1 Lesson 6

Key Language: 1 - 2 Activities: 1 Tr 1.17 Listen, repeat and count. 2 Trace the numbers. 3 Look and find. Count then circle.

4 Tr 1.18 Say the chant.

There are also number and counting songs and chants.

XIV

Tour of a Unit - Lesson 6

AB 11

Review TOUR OF A UNIT At the end of each unit there is a Review lesson.

Children do a simple listening task to practise some of the key language and vocabulary from the unit. This is followed by a personalisation task to consolidate the language.

Review I’m a‌

Hello

Goodbye

paper Key Language: Unit 1 review.

Activities: 1 Colour for you. Say. 2

children

pencil Tr 1.19 Listen and point. 3 Point and say. 4

girl

boy

teacher

crayons Tr 1.20 Sing the song.

Unit 1

13

Tour of a Unit - Review

XV

TOUR OF A UNIT Real World

REAL WORLD

REAL WORLD

After Unit 4 and Unit 8 there is a Real World lesson.

These lessons feature children from around the world who contextualise the vocabulary and language from the previous units in a real-life setting.

Units 1 - 4 Review

3 1

2

38

Lesson 1

Key KeyLanguage: Language:red, red, yellow, yellow, blue, blue, white, white, pink, pink, green, green, teacher, teacher, girl, girl, boy, boy, bricks, bricks, 1–3; 1–3;Hello.

Hello.

I’mI’m(Jessica).

(Jessica).This Thisis is(my (myteacher). teacher).How Howmany many(girls)? (girls)? Let’s Let’scount. count.

Listen, answer point Activities: Activities: 1 1 TrTr1.65 1.65Look Lookatatphoto photo1. 1.

Listen, answerand andpoint. point.2 2 TrTr1.66 1.66Listen, Listen, pointand andsay. say.

Listen 3 3 TrTr1.67 1.67Look Lookatatphoto photo2. 2.

Listenand andcount. count.

These lessons are highly photographic and provide a contrast with the illustrations. They take children away from home to share English as a global language.

XVI

Tour of a Unit - Real World

4 Key Language: red, yellow, blue, purple, orange, green, sister, mummy, daddy, grandma, grandpa, ball, doll, teddy; Hello. I’m (Sam). This is my (family). Who’s (she)? She’s my (mummy).

Activities: 1 Tr 1.68 Look at photo 3. Listen and point. 2 Tr 1.69 Look at photo 4. Listen, point and say.

Lesson 2

39

Cut-Out Puppets and Stickers TOUR OF A UNIT

At the back of the Student’s Book there is a section with cut-out puppets of Tom, Izzy and Coco. The children can use them to act out mini dialogues, or they can take them home to create a pleasant school-home link, encouraging them to show their family the course characters.

Stickers for children to complete Lesson 1 of each unit.

Unit 1

Unit 2

77

Tour of a Unit - Cut-Out Puppets and Stickers

XVII

Level 1 Teacher’s Book - Games Bank Flashcard activities

Find the flashcard Revise vocabulary by playing a game with the flashcards.

Hide the flashcards around the classroom. Play one of the songs or chants while the children walk around to find them. Ask them to shout the word out loud when they find the flashcard.

Matching Put a few flashcards on the board. Put the flashcards of the numbers under these. Say the name of the flashcard and ask What number is it? The children say the number. Then reverse the procedure. Say a number and ask What item is it?

Odd-one-out Put on the board a set of flashcards from one unit and one flashcard from a previous unit. Ask the class to identify the odd-one-out.

Uncover the card Cover one of the flashcards with a sheet of dark paper.

Show the covered flashcard and tell the class they have to guess what it is. Start moving the paper very slowly to uncover the card. Say What is it? If the children can’t guess, continue to move the sheet of paper and keep asking the question until they identify the flashcard.

Yes/No activities 1) Choose a set of flashcards. Show the children one flashcard at a time and say one of the words at random, not necessarily of the object on the flashcard. The children shout Yes if the word corresponds to the card. Do this faster and faster to make it into a game.

2) Distribute the flashcards to some children. Then call out one word, the child with that flashcard runs to the board and sticks the card. Teach the class to shout Yes or No to confirm the answer.

XVIII

Games Bank

3) Use the Coco puppet and Izzy and Tom cut-outs.

Tell the children that you are going to make some statements. They have to shout Yes or No. Hold up the Coco puppet and say I am a cat. The class shouts Yes. Hold up Izzy and say I am a boy. (No) Hold up Tom and say I am a boy. (Yes) Continue with other statements referring to the target lesson. The class shouts Yes or No. More confident children may be able to correct the wrong statements.

This fun activity is particularly suitable to the story pages.

Guessing games

A blindfold game Prepare some objects with recognisable shapes or smells (an orange, a ball, a pen, a carrot, etc.) and a box.

Blindfold a group of children, ask them to sit down in a circle, give the box with one object inside to the first child and ask What can you smell / touch etc.? Do not confirm their answer, but ask them to pass the box to the next blindfolded child. Now it is the class turn to ask What is it? or What can you smell / touch etc.?

Coco’s whisper This game is known to English children as Chinese Whispers. Put all the children in a line. Stand at the beginning of the line holding Coco. Tell the class that Coco is going to whisper a word in your ear and you will whisper it very quietly to the child standing next to you in the line. This child will whisper it to the next child and so on. The last child will say the word out loud, and it may not be the one you said! This is a fun activity and it can be used as a way of getting the class to calm down after some excitement: everybody will be very quiet in order to hear the word!

Guess the drawing Start drawing one of the items of the target vocabulary on the board, a few lines at a time, and encourage the children to guess what it is. Keep drawing until they have guessed. Continue with other items. If there are children with good art skills, call them to the board to take your role.

Guess the flashcard Call one child to stand at the front looking towards the class. Position yourself behind the child and show the class one flashcard. The child should guess the flashcard by asking questions such as What colour is it? Is it an object or an animal? Can you see one in the classroom?

Have you got one at home?

I spy Teach the children the game I spy with my little eye something beginning with… and say the sound of a letter e.g. d (desk). Tell the children which category of words you are going to use, e.g. objects in the classroom, or people in the school, or pictures from the story pages, etc. The first child to guess has the right to continue the game suggesting a different letter.

Miming You can ask individual children to mime animals, emotions, actions of the senses. Give the unit flashcards to some children. They mustn’t show them to the class.

Each child in turn mimes what is represented on their card, the class has to guess and say the word. Continue with different children until everybody has had a turn.

You can also do this in teams. Give each team a couple of minutes to agree on a mime for their flashcard. The other team wins a point if they understand the mime and say the word correctly. If they don’t, the first team scores.

Level 1 Teacher’s Book - Games Bank Picture bingo Ask the children to draw four or six items they have learnt in the unit. Now say the unit words in whichever order you want. If the children have a drawing corresponding to that word, they cross it out. The winner is the first child to cross out all their drawings.

Watch my lips Revise vocabulary with this guessing game. Put some flashcards on the board and say that you will move your lips to say one word, but without making any sound. Shape one word with your mouth, exaggerating the movements. When the class guesses the word, take the flashcard off the board. This activity concentrates the attention of the children on the articulation of the sounds of English words.

What’s in the bag?

Put an object in a soft bag and call some children to touch it and guess what the object is and say the English word for it. This game is especially suitable for a lesson on school items or on food.

What’s missing?

Stick the flashcards on the board. Point to each flashcard and ask the children to say the word. Then tell them to close their eyes. Remove one of the flashcards and say Open your eyes. The children say which flashcard is missing.

Alternatively, put the children in a circle and the flashcards face up on the floor. Let them memorise the position of the flashcards, then ask them to turn around so that they can’t see the cards. Take one card away, the children turn back and guess which card is missing.

Snap (a card game) Bring one or two packs of cards to class, depending on the number of children. The children sit on the floor in one or two circles. Choose one child in each group to deal the cards. Each child places their card face down in a pile in front of them. On their turn, each player turns over the top card from their face-down pile. When someone turns over a card that matches a card already face up on another player’s pile, the players race to be the first to call “Snap!”. The player who calls “Snap!” first wins both piles and adds them to the bottom of his facedown pile. The goal of the game is to win all of the cards.

Pelmanism is a card game in which two sets of cards are laid face down on a surface and two cards are flipped face up over each turn. The object of the game is to turn over pairs of matching cards. It can be played just by two children or by as many as you want.

TPR activities

Blind man’s buff If you have access to a playground or a large room, you can have the class play this game. One child is blindfolded and tries to touch the other children without being able to see them. The others try to avoid him/her, and try to make him/her change direction by talking. They can say, for example, Can you see me? Can you touch me? The blindfolded child says No, I can’t or Yes, I can.

Call a name The children hold hands in a circle and walk to the right. The teacher stands in the middle. They all say I like coffee, I like tea, I’d like George in with me. George then comes into the middle and the teacher asks Who do you want to call? Children: Sara. Teacher: OK, let’s all say: I like coffee, I like tea, I’d like Sara in with me. George goes out and it’s Sara’s turn to call someone.

Coco says This game is known to English children as Simon says. Use the Coco puppet to give an instruction, such as Coco says “Touch your nose”. Model the action of touching your nose and tell the children to do the same. Explain that you are going to give similar instructions but they must do the action only if the instruction starts with the words Coco says. If Coco doesn’t talk, the children mustn’t move. Give a demonstration by saying Touch your feet: you stand still and so do the children. If there are children unable to do the movements, give them the flashcard of the part of the body and ask them to show it when you give the command Coco says.

Hit the word Revise the words from two or three units saying the words while you stick all the flashcards on the board.

Call three or four children to line up facing the board and give them a soft little ball each (you can make the balls with tissue paper). Say a word, the children have to throw the ball and hit the right flashcard. Continue with different children.

Run to the flashcard Use this to revise the language from any vocabulary set. Put the flashcards in various places around the classroom and play a song or a chant. Tell the children they can move, march or dance around the room as long as the audio is playing. Tell them you are going to stop it suddenly and name a flashcard. They have to run to that flashcard.

Swap places Hang some flashcards around the room. Divide the class into groups, assign each group to a flashcard, and invite them to stand next to it. Say the name of two flashcards out loud, e.g. scooter/seesaw. The children next to those flashcards quickly swap places.

Games Bank

XIX

Level 1 Teacher’s Book - Games Bank Where’s Coco?

Take one child aside while the others hide Coco somewhere in the room. The children are going to guide their friend to Coco by singing a familiar song or rhyme out loud when their friend gets closer to Coco, or quietly when he/she moves further away from Coco.

TPR activity with balloons Blow up some balloons and tell the children to keep the balloons from touching the floor while you play a song or a chant. Tell them they are “out” if they are the last person to touch a balloon that hits the ground.

TPR activity with a ball This can be played with a ball while chanting a rhyme.

The children stand outside a circle marked by a rope and take turns to bounce the ball inside or outside the circle, while chanting the rhyme.

TPR activity in a circle Put the children in a circle and assign a flashcard each.

Play a song or a chant with those words. The children march on the spot when they hear the chorus, they step toward the centre of the circle when they hear their flashcard word, and then step back.

Numbers activities

Missing numbers 1) Revise the numbers the children learnt in the unit by writing the figures or sticking the flashcards of the numbers on the board. Ask the children to say the words or to repeat them after you. Now take away one flashcard or erase one number, and ask the class to say the whole series in English including the missing number. Continue to erase numbers until the class says all the numbers without any figures on the board.

XX

Games Bank

2) Put the numbers flashcards on the board in the correct order. Call a child to stand with their back to the board, and take one flashcard off. The class says the sequence of numbers skipping the one that was taken off. The child has to guess the missing number and say it out loud.

3) Put the flashcards 1-10 on a heap on your desk and take one out without showing it. The children come to the desk, take the cards one by one and put them on the board in the correct order. They must discover and say which one is missing.

Ordering numbers 1) Put the number flashcards in a bag and call one child at a time to pull one out. The child must say the number and put it up on the board. The flashcards on the board must be in the correct order.

2) Divide the class into small groups and give each group the flashcards of numbers 1-10. Ask the children to put them in the correct sequence on the table or on the floor and to read them in English, first counting up (1-10) and then counting down (10-1).

Find the numbers Walk around the class putting the number flashcards in different locations. Then call the numbers in random order. The children run to the number flashcard and stick it on the board leaving appropriate gaps to put all numbers in the correct sequence.

Number sequence Line up all the children and ask every fifth child to step out. As it might be difficult for them to identify their order in the line up, ask the first in the line to stand at the front, to point at every fifth child and to say progressively five, ten, fifteen, twenty. If there are more children, you may need to add twenty-five, thirty, etc.

Choose another child to call the numbers backwards: while he/she calls them, the children step back in the line.

Patterns Ask the children to create patterns with any category of objects. They need to recognise the category and to alternate different types within that category, repeating them at intervals. For example, for the category toys, put a number of toys on the floor. They must be of different shape or colour such as toy cars, small dolls, wooden bricks, constructions shapes, crayons. Working together, the children create patterns based on type, colour or shape.

You can also use some sets of flashcards from the course alternating, for example, animals with furniture, food with parts of the body, playground items with items from the natural world.

Party games

Duck duck goose A group of children sit in a circle, facing inward, while another child called “it” walks around touching the head of each child and calling each “duck” until finally calling one “goose”. The “goose” then gets up and tries to catch “it” while “it” tries to run and sit where the goose had been sitting. If “it” succeeds, the goose becomes “it” and the process begins again.

Grandmother’s footsteps The teacher starts out as the Grandmother and stands at the end of the room / playground / field.

All the children stand at the far end of the place. The teacher turns their back to the children, and they try to race across the area and tag the teacher. Whenever the teacher turns around, the children must freeze in position and hold that for as long as the teacher looks at them. Whenever the teacher’s back is turned, the children are free to move. The object of the game is for a child to tag the teacher, taking his/her place and restarting the game.

Level 1 Teacher’s Book - Games Bank Musical chairs Put a number of chairs in a circle, one fewer than the number of children. Arrange them all facing outward with the children standing in a circle all around the chairs. Play a song or a rhyme while the children walk around the chairs. When the music stops, each child tries to sit down on one of the chairs. The child who is left without a chair is eliminated from the game. One chair is then removed to ensure that there will always be one fewer chair than there are children. The music resumes and the cycle repeats until there is only one child left in the game, who is the winner.

Musical statues Have some music ready and have the children standing anywhere in the classroom or the playground. Start the music and the children start dancing around.

Stop the music and all of the children must freeze in whatever position they are in. Watch the children for any movement: the first person to move goes out. Then restart the music and repeat until only one person is left, the winner.

Pin the tail on the donkey Stick a picture of a donkey with a missing tail to a wall or to the board, within easy reach of the children.

Blindfold one child and give him/her a paper tail with some blue tack on it. The blindfolded child is spun round and round, then stops and tries to pin the tail on the donkey.

Sleeping lions This is a useful game to calm the children down after a period of excitement. All but one player (the hunter) lie down on the floor, eyes closed, as if they were sleeping.

The hunter moves about the room attempting to encourage the lions to move. The hunters can’t touch the lions, but may move close to them, tell them jokes or making scaring noises. Any person who moves must stand up and join the hunter.

Pass the parcel Before the game, prepare a prize wrapped up in many layers of wrapping paper. You can place smaller prizes between each layer. Have all the children sitting on the floor and give one of them the parcel. Play some music: the parcel is passed around from child to child. Stop the music: whoever is holding the parcel at that moment removes one layer of wrapping and gets the small prize found under that layer. Restart the music. The game continues until every layer is removed. The last child to hold it claims the main prize.

Games Bank

XXI

Welcome!

4

Welcome!

Lesson 1

Key Language: Tom, Izzy, Coco; This is (Tom). Hello!

Activities: 1 Tr 1.02 Listen and point. 2 Tr 1.03 Listen, wave and say. 3

Tr 1.04 Say the chant.

AB 4

Page 4 Welcome!

3 Say the chant.

1.04

Objectives: • learn the characters’ names • say greetings • say a chant Key language: Tom, Izzy, Coco; This is (Tom). Hello!

Materials: CD1, the Coco puppet, Tom and Izzy cut-outs (Student Book 1 pages 75-77).

Language competences: The children can greet people.

Audio script

Warm up

• Greet the class with Hello! and wave your hand from left to right while saying it. Ask the children to imitate your word and your gesture.

• Then instruct a group of children to stand up and repeat the word and the gesture. The rest of the class should respond in the same way.

• Tell the class they are going to say Hello! to the characters on page 4. Say Listen and play the audio.

• Say Listen and say. Start the audio and say Hello showing the cut-out of Izzy and imitating her voice as if she was talking, then turn her towards yourself and say Hello + her name in your own voice. Repeat with Tom and Coco. If it is easier, you can go through this stage without the audio.

• Say Listen, wave and say. Play the audio and show Izzy, then Tom, then Coco saying Hello and waving. The children should respond to the greeting saying Hello + the name of the character and waving their hands.

• Repeat as many times as necessary for all the children to join in.

Audio script

Audio script

Activity Book 1 page 4 1 Point and say. Say Hello.

• Explain the meaning of Welcome by using the Coco puppet to indicate the class and to say Welcome, children! Then look at the puppet and say Welcome, Coco. Have Coco repeat Welcome, children and gesture for the children to respond to the greeting with Welcome, Coco.

1 Listen and point.

1.02

• Use the cut-outs of Tom and Izzy to introduce the boy and the girl who are the main characters in Smart Start. Use L1 to explain that the boy is called Tom and the girl is called Izzy. Then say in English: This is Tom. This is Izzy.

• Show the hand puppet again and say This is … waiting for the children to shout out Coco.

• Point to the picture on page 4 and use L1 to ask the children to describe it. Ask: Who can you see?

What are the children wearing? What do they carry on their shoulders? Why? Why do you think they’re holding hands? Who do they think they’re waving to? Is there a pet? What is it called?

• Say Listen. Play the audio. The children just listen.

• Say Listen and point. Play the audio and show the children how to point to the characters in the picture. Say Listen and point again. Play the audio for the children to point without your help.

Adult Izzy Adult Tom Adult Coco

This is Izzy.

Hello!

This is Tom. Hello!

This is Coco.

Miaow!

2 Listen, wave and say.

Izzy Child Tom Child Coco Child

• Ask the children to listen to the chant and watch you.

Point to the three characters and wave in the last verse when saying Hello.

• Play the chant again. Encourage the children to point to the characters in their books and to wave their hands every time they hear Hello!

• Play the chant once more. The children chant the words and do the actions at the same time. They will probably want to repeat this last step a couple of times.

Hello!

Hello, Izzy.

Hello!

Hello, Tom. Miaow!

Hello, Coco!

1.03

This is Tom. in chorus This is Izzy. in chorus This is Coco. in chorus Hello, hello, hello! in chorus in chorus in chorus

Tom! Izzy!

Coco!

Hello, Tom! Hello Izzy!

Hello Coco!

Consolidation

• Tell the children they are going to play a game and form one huge circle.

• Start with two children saying Hello + their names and joining hands. Then another child says his/her name: the two children say Hello + the name and make room for him/her to join them. They continue until all the children have joined the circle.

• Let them play ring a ring o-roses in their own language.

Circle games help young children to build confidence and make friends. Small children love holding hands and all falling down together and then jumping up again.

The children point to the pictures and say the names of the characters.They then say Hello + name of the character.

2 Colour the pictures.

Now the children colour the pictures as they prefer.

Digital: activities Welcome Unit

Welcome!

Lesson 1

T4

Page 5 Welcome!

Objectives: • understand and carry out simple commands Key language: jump up, sit down, clap, 1, 2, 3, walk around.

Materials: CD1, the Coco puppet, Tom and Izzy cut-outs (Student Book 1 pages 75-77).

Language competences: The children can understand commands regarding movements.

Warm up

• Start the lesson by playing Track 1.03 to remind children of what they have learnt.

• Practise the greetings: show the cut-out of Tom and say Hello! The class answers Hello, Tom! Then show Izzy and say Hello! The class answers Hello, Izzy! Finally use the Coco puppet to say Hello, class! and have the children reply Hello, Coco!

1 Listen and point. Do the actions.

1.05

• Show your book on page 5 and ask the children which characters they can see (Izzy and Tom).

• Ask the children in L1 what Izzy and Tom are doing: in frame 1 Izzy is jumping up, in frame 2 Tom is sitting down, in frame 3 Izzy is clapping her hands, in frame 4 Tom is walking around.

• Tell the children you will play an audio with a command for each picture. They should point to the correct picture when they hear the command.

• Play Track 1.05 and make sure the children identify the actions. Can they guess the meaning of the words following Clap?

• Then practise the commands yourself doing the actions.

The children are likely to imitate you at this point. Invite special attention when you are clapping your hands as the movement is accompanied by numbers 1-2-3 which the children hear for the first time.

• Now play the audio again for children to do the actions without your example. They shouldn’t say the words at this stage, they should just perform the movements.

T5

Welcome!

Lesson 2

Audio script Jump up!

Wheeee!

Sit down!

Clap 1, 2, 3!

Walk around!

It’s a Smart Start today!

Verse It’s a Smart Start, a Smart Start, a Smart Start all the way.

Tom, Izzy and Coco are all ready to play!

Songs, games, puzzles, and stories, too.

It’s a Smart Start for me and you!

Repeat chorus

mime jumping mime sitting down clap hands and count 1, 2, 3 mime walking around

2 Listen, point and say.

1.06

• Play the audio and invite the children to point to the pictures and this time, say the words.

• Repeat this more than once, first collectively, then stop after each command and have individual children repeat it so that they can hear their own voice and compare it to what they heard.

Consolidation

3 Listen again. Say and do the actions.

Activity Book 1 page 5 1 Find the differences.

1.07

• Play the audio: the children say the words. Encourage them to do the actions by performing them yourself and asking them to join in.

4 Sing the song and do the actions.

1.08

• This is the signature song for the Smart Start course.

You can use it at the start of each lesson as a nice way to highlight that it’s time for English.

• Play the song doing all the actions.

• Play the song again. Encourage the children to copy your actions.

• Play the song once more. The children do the actions and sing the words at the same time. They will probably want to repeat this last step a couple of times.

Audio script Chorus Hip-hip-hurray!

It’s a Smart Start today.

Jump up, sit down. children jump up then sit down Clap one, two, three; walk around.

clap their hands three times

then walk around the class

• You can photocopy the pictures on page 5, stick them on cardboard and cut them so as to have four cards.

• Put them in a bag. Pass the bag around and ask one child to pull out a card and give the command.

• The other children perform the action. Repeat around the class so that everybody has a turn.

The children look at the two pictures and identify the differences.

In picture 1 Tom is sitting down, whereas in picture 2 he is walking around.

In picture 1 Coco is walking around, whereas in picture 2 she is sitting down.

In picture 1 Izzy is clapping her hands, whereas in picture 2 she is jumping up.

2 Point and say.

Encourage the children to point to the pictures and say the corresponding actions.

3 Sing the song.

Play the Smart Start song from Track 1.08 on CD1.

Encourage the children to sing along and do the actions.

Home-Link

Ask the children and their parents to try some of the Welcome Unit interactive games in their Smart Start Digital Book.

1

2

3

4

Review Language: jump up, sit down, clap, 1, 2, 3, walk around.

Activities: 1 Tr 1.05 Listen and point. Do the actions. 2 Tr 1.06 Listen, point and say.

3 Tr 1.07 Listen again. Say and do the actions. 4 Tr 1.08 Sing the song and do the actions.

AB 5

Welcome!

Lesson 2

5

Unit

Hello!

1 Hello

girl

Goodbye

boy

teacher

children

6

Unit 1 Lesson 1

Key Language: hello, goodbye, children, girl, boy, teacher.

Activities: 1 Tr 1.09 Listen, point and say. 2 Place stickers. 3 Point and match.

4 Tr 1.10 Sing the song and do the actions.

AB 6

Unit 1 Lesson 1, page 6 Hello!

Objectives: • introduce greetings and nouns for people • say a chant Key language: hello, goodbye, children, girl, boy, teacher.

Materials: CD1, the Coco puppet, flashcards of children, girl, boy, teacher.

Language competences: The children can greet people when meeting and leaving.

Tip The words on the pages are for exposure to the written language but are not supposed to be read by the children.

Warm up

2 Place stickers.

• Revise the names of the characters by playing Track 1.04. Then use the Coco puppet to say Hello, children.

The children answer Hello, Coco. Repeat with the flashcards of Tom and Izzy.

• Now turn the Coco puppet towards the door as if she was leaving the classroom and say Goodbye, children. The children answer Goodbye, Coco. Repeat with the flashcards of Tom and Izzy.

Tip Make a bag for the flashcards either from a large paper envelope or from material. It should be big enough to contain all the flashcards of one unit.

1 Listen, point and say.

1.09

• Point to the picture on Student Book page 6, and say Hello! Ask the children in L1 to look at the people in the picture strips on either side of the scene and find the same images in the main scene.

• Say Listen. Play the audio. The children just listen.

• Say Listen and point. Play the audio and show the children how to point to the people in the picture dictionary. Say Listen and point again. Play the audio again. The children point without your help.

• Say Point and say. Play the audio again. The children point to the image and say the words.

Audio script Hello girl Goodbye boy children teacher

• Ask the children to turn to the back of their books and find the six stickers necessary to complete the picture dictionary strips.

• Ask them to peel the sticker off the sheet and hold it up.

• Then say Place the sticker. The children stick the sticker in the correct position in the picture dictionary strips.

Repeat for the other stickers.

3 Point and match.

• Once the picture dictionary is complete, the children point to the people in the main scene and match them to the people in the picture dictionary strips.

• Prompt the children to say the word when they find the image in the picture strip.

4 Sing the song and do the actions.

1.10

• Play the song once through, pointing to the people in your book.

• Then play it pausing after the second line. The children listen and point to the people in their books. Repeat pausing after lines 4, 6, 8 in verse 1 and the same for verse 2.

• Play the song again without pausing. The children point to the different people in their books.

1

UUnniitt

Audio script Teacher Hello, hello, hello!

Hello girls.

Girls Hello!

Teacher Hello boys.

Boys Hello!

Teacher Hello children. Girls and boys Hello!

Hello teacher.

Teacher Hello!

Teacher Goodbye, Goodbye, Goodbye! Goodbye girls.

Girls Goodbye!

Teacher Goodbye boys. Boys Goodbye!

Teacher Goodbye children.

Girls and boys Goodbye! Goodbye teacher.

Teacher Goodbye!

Extra activity

• Transfer the language to real life by doing a TPR (total physical response) activity while playing Track 1.10.

• Ask all the children to stand up when they sing Hello children or Goodbye children and point to you when they sing Hello teacher or Goodbye teacher. For Hello girls, have the boys sing and the girls stand up. For Hello boys, have the girls sing and the boys stand up.

Consolidation

• Invite a volunteer to stick the flashcards of children, girl, boy, teacher on the board and to say the words.

• Play the chant again for the children to sing along, using the flashcards on the board as prompts.

Activity Book 1 page 6 1 Wave and say Hello.

Invite the children to mime waving as they say Hello.

2 Match and say.

The children look at the pictures on the left and match them to the corresponding shadow picture on the right.

3 Wave and say Goodbye.

Invite the children to mime waving and turning as if to leave as they say Goodbye.

Digital: activities Unit 1

Unit 1 Lesson 1

T6

Unit 1 Lesson 2, page 7 Let’s learn!

Objectives: • ask somebody for their name and answer • write your name Key language: What’s (your) name? I’m (your) teacher.

I’m (Izzy). She’s (Coco).

Materials: CD1, the Coco puppet, flashcards of girl, boy, teacher.

Language competences: The children can say and write their name.

Warm up

• Use the Coco puppet to revise vocabulary from Lesson 1. Have Coco say Hello, children. The children say Hello, Coco. Put the flashcards for girl, boy, teacher on the board. Ask the children to name them.

• When they have practised these words, have Coco say Goodbye, children. The class answers Goodbye Coco.

1 Point and say.

• Show the cartoon in your book. Ask some questions in the children’s own language to help them describe the scenes. Which characters can they see? (A teacher and four children.) Where are they? (In a nice room at the nursery.) Where is the cat? (On the windowsill.)

• Point to the teacher in the first picture and ask Who’s this? to elicit Teacher. Point to the girl with the two bunches and ask Who’s this? to elicit Izzy. Repeat with the boy with glasses (Who’s this? Tom.) Repeat with the cat in the third picture (Who’s this? Coco.)

• Teach also the names of the other characters: Poppy (the blonde girl with long hair) and Finn (the dark boy with curly hair.)

2 Listen and say.

1.11

• Tell the class that they are going to hear what people say in each of the three scenes. Play the audio. The children point to the pictures as they listen.

• Play the audio again and say the words.

T7

Unit 1 Lesson 2

• Play the audio again and pause for the children to repeat the words while they point to the pictures.

Audio script Miss Green Hello. I’m Miss Green. I’m your teacher.

Miss Green What’s your name?

Tom I’m Tom. Izzy I’m Izzy.

Finn What’s her name?

Tom She’s Coco!

3 Act it out.

• Play the audio (Tr 1.11) for the first frame, point to yourself and say the words. Ask the children to repeat.

• Play the audio for the second frame. Then ask the question What’s your name? and point to Tom. The children say I’m Tom. Do the same with I’m Izzy.

• Play the audio for the last frame. Ask the question What’s her name? and point to the cat. The children say She’s Coco.

• Play the audio again, point and pause for the children to say the words. Do this until the children join in with ease.

4 Say your name.

• Go around the class asking each child What’s your name? and teaching them to answer I’m …

• If the children respond with ease, put them in pairs so that they can ask each other the question and reply.

Extra activity

• You can also do a chain activity: one child asks the friend on their left What’s your name? The friend answers I’m + their name, then turns to the child on their left and repeats the conversational exchange.

And so on around the class until they have all introduced themselves. This is a fun activity that gets everyone involved.

Consolidation

• Point to each character in the second scene and ask Who’s this? The children answer Miss Green / Tom / Izzy.

Point to the cat in the third scene and ask What’s her name? to elicit Coco. Repeat until the children answer confidently.

Activity Book 1 page 7 1 Draw and colour a picture of you.

The children complete the picture by tracing the dotted lines to create the face shape. They then draw features for themselves. Finally, they colour their picture.

2 What’s your name? Say. Invite the children to say I’m + their name.

Let’s learn!

1

2

What’s your name?

3 Key Language: What’s (your) name?

Activities: 1 Point and say. 2

I’m (your) teacher. I’m (Izzy). She’s (Coco).

Tr 1.11 Listen and say. 3 Act it out. 4 Say your name.

AB 7

Unit 1 Lesson 2

7