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Smart Start 1 Paola Tite

Teacher’s Smart Start 1 Book Paola Tite

Teacher’s Book

Welcome to Smart Start, a fun and 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 hands-on projects, ensure that Smart Start caters to all the various learning styles of young children. Smart Start also guides learners in early literacy through its phonics program and early numeracy through math.

Level pre-A1

For students

Smart Start Student’s Book 1 (with stickers) + Digital Book + Eli Link App ISBN 978-88-536-4322-3

Smart Start Activity Book 1 ISBN 978-88-536-4325-4

For teachers

Puppet Free on adoption

Smart Start truly is the smart way to begin children on an English adventure of a lifetime! Smart Start Teacher’s Book 1 + Digital Book ISBN 978-88-536-4328-5

Poster Pack Level 1 ISBN 978-88-536-4338-4

Flashcards Level 1 ISBN 978-88-536-4335-3

www.elionline.com ESP052-07

The pleasure of learning

PUBLISHING

INTERACTIVE DIGITAL BOOK The interactive Digital Book contains: • audio tracks for listening • animated stories • interactive, educational games • u ser-friendly e-book version with high readability that allows students to change the font and size of characters, line spacing and the background color mode of the pages. To download the Digital Book, visit www.elionline.com/digitalbooks and follow the instructions to assist you in registering. Insert the access code provided here:

ELICERT-534353

Use the App to look at and listen to the multimedia content of your 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.

AUDIO VIDEO

EXERCISES

Scan the QR code to access the video tutorial

Download on the

GET IT ON

Teacher’s Book Contents

Scope and Sequence Introduction Tour of a Unit Games Bank

II-III IV VIII XVIII

Teaching Notes Welcome! Unit 1 Unit 2 Unit 3 Unit 4 Real World:

Unit 5 Unit 6 Unit 7 Unit 8 Real World:

T40 T48 T56 T64 T72

T4 T6 T14 T22 T30 T38

Photocopiable Templates Alphabet Cards Tracing templates

T74 T81 T95

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

UNIT 2 COLORS Page 14

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

PHONICS

a, b, c, d

CLIL

Art My teacher

Jet’s First Day

NUMBERS

Numbers 1 – 2

Value: Being friendly and welcoming new children

How are you? I’m fine, thank you. Welcome (to our class). What color is it?

STORY TIME

e, f, g, h

Science Mixing colors

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, blocks, car, ball

What’s this? It’s a (robot). Yes. / No.

scooter, big, small

It’s small. / It’s big.

i, j, k, l

Math 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

mommy, daddy, grandma, grandpa, sister, brother

Who’s he/she? She’s my (mommy). He’s my (brother).

hands, green, family tree

This is my family.

Page 38 REAL WORLD: UNITS 1-4 REVIEW colors, 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, hamster, bird, fish

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 have (a sandwich). I don’t have (my lunch).

x, y, z

Art Making food

pants, skirt, T-shirt, dress, sweater, shorts

What are you wearing? I’m wearing (pants) 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

Numbers 1 – 6

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

Little Red Riding Hood

Value: Respecting other people’s opinions

chicken, cow, duck

UNIT 7 MY LUNCH Page 56

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 3 to 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 progress from nursery to 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 to ensure that children enjoy their first educational experience and keep their natural motivation and enthusiasm for learning. Smart Start has many key features with these goals 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

Introduction

Young learners Pre-primary aged children generally learn quickly but often do not always retain what they have learned. In Smart Start new key language is introduced in every unit in lexical sets connected to themes and topics relevant and connected to the 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 personalized 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 on to how to use and recycle language in class. Children in a pre-school class can differ significantly in terms of age, energy levels, 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 using the course. Some children will learn more English than others; some children will be better at math. As part of individualizing the materials for children, teaching and learning activities are presented in such a way as to cater to different learning styles. This approach ensures that children can make progress at their own pace and according to their individual strengths and challenges.

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. Through their adventures with friends, family and their adorable cat, Coco, they contextualize the language in a fun and humorous way. The characters make the learning experience engaging, helping to create a memorable educational journey.

Level 1 Teacher’s Book - Introduction

Smart Start 1 Components

Student’s Book

Activity Book

Teacher’s Book

The Student’s Book contains: • 80 full-color pages • An introductory 2-page Welcome unit • 8 units with 6 lessons, and a Review lesson • 2 Real World review photo spreads • Cut-out characters • Stickers at the end of the book which children use to complete Lesson 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 motor skills work (circling, matching, coloring) • Cut-out activities • ‘Say’ activities to encourage oral language development and a home-school connection where children point to and say the words they have learned

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 are clear and easy-tofollow. The teaching notes feature: •O bjectives with the lesson aims, key language, any necessary or optional materials, and the language competences that the children will achieve. •W arm up activities • Step-by-step lesson notes • E xtra activity ideas •C onsolidation activities to conclude lessons • A games bank • Photocopiable templates • Alphabet cards • Lesson notes for the Activity Book • References to the Digital Book • Tracing templates

Introduction

Level 1 Teacher’s Book - Introduction Coco hand puppet

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 humor!

Flashcards 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 practice key items in the majority of lessons.

Introduction

Posters

• Colors and Numbers Poster • Family Poster • Pets and Toys Poster

Teacher’s Digital Book This component features the Student’s Book that can be used with an interactive whiteboard. It contains all of the audio content with recordings featuring only native speakers of American English. There are also vocabulary and phonics games plus the animated stories. The Activity Book in PDF format is also included, allowing teachers to display activities for classroom use. To activate the Teacher’s Digital Book visit www.elionline. com/digitalbooks and follow the instructions. Use the access code in the inside front cover of this volume. Student’s 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 allowing children to listen and practice the language

- a selection of interactive games to reinforce and consolidate language while the children have fun - animated versions of the stories for the children to enjoy while improving their comprehension skills - parent access so that parents can access and download the digital materials for use at home. Use the printed code in the inside cover of the Student’s Book to access and download content. ELI LINK is an app that can be downloaded for free from the AppStore (for iOS) or Google Play (for Android) on a smartphone or tablet. Thanks to ELI LINK, the material you see is enriched with multimedia elements that can be activated directly from a smartphone or a tablet. After downloading and launching the app, you can frame a page of your book to immediately access the connected video and audio content, as well as the interactive activities. The ELI LINK tool is designed to increase productivity in class or at home, while saving time, as well as keeping students’ attention and involvement high. All the multimedia content of the course is available at all times with one simple click from your mobile device.

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

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 right from the beginning of 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 whether they can read it or not, conveys meaning. When learning emergent reading skills in English, knowing the sounds the letters make is more important than knowing the letter names. In Level 1 the children learn that each letter has a sound, and they are then introduced to the letter names. By first mastering the sounds, children can more easily decode and blend words, an essential skill in reading. In Level 1 the key outcomes of the phonics strand are: • The children are introduced to the idea of text and picture correlation, and will come to understand that text carries 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 coloring, tracing and line drawing activities. Good posture and writing grip are encouraged from the beginning. 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. These sounds are then combined to form 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 form 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 recognize 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 using pictures, context and initial letters, as well as sounding out, to read unknown words.

Phonetic Key A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

/æ/ /b/ /k/ /d/ /e/ /f/ /g/ /h/ /I/ /dZ/ /k/ /l/ /m/ /n/ /Å/ /p/ /kw/ /r/ /s/ /t/ /ø/ /v/ /w/ /ks/ /j/ /z/

apple bed car dog egg fish goat hat Izzy jelly kite lion mouth nose orange pink queen rabbit socks T-shirt umbrella violin window box yellow zebra

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

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 cute cat, Coco.

On either side of the scene there are picture dictionary strips with the key vocabulary labeled. The words on the pages are for environmental exposure to the written language and are fully supported by pictures and audio. They are not intended 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 fun and engaging and develops children’s fine motor skills.

Hello!

1 Hello

girl

Goodbye

boy

teacher

children

Unit 1 Lesson 1

Key Language: hello, goodbye, children, girl, boy, teacher. Activities: 1 Tr 8 Listen, point and say. 2 Place stickers. 3 Point and match. 4 Tr 9 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 a variety of interactive activities, as well as 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 introduces the key language structure through a humorous cartoon usually featuring Tom, Izzy and Coco. These cartoons are light-hearted and often conclude with Coco getting into some mischief or ending up in a tricky situation!

Let’s learn!

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

AB 7

Unit 1 Lesson 2

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

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

Tour of a Unit - Lesson 2

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, understanding that text carries meaning

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

Let’s read!

d a b c d

Unit 1 Lesson 3

Key Sounds: a - b - c - d Activities: 1 Tr 11 Listen and point. Then listen and say. 2

Tour of a Unit - Lesson 3

Tr 12 Listen and chant. 3 Match and color.

AB 8

Tracing, circling or coloring activities to promote emergent writing skills.

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 demonstrate the project, and the lesson notes support the teacher to set-up and carry out the project in class. The activities are simple to prepare and do in the classroom and don’t usually require detailed preparation. Drawing, painting, sticking, and sorting skills that help to develop children’s fine motor abilities are practiced in these lessons as well as communication, collaboration and critical thinking skills.

Art project My teacher

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

pencil

crayons Key Language: paper, pencil, crayons. Activities: 1 Point and say. 2 Tr 13 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

Tour of a Unit - Lesson 4

TOUR OF A UNIT Lesson 5 This is a two-page spread devoted to a story-based lesson. The lesson consolidates the language learned in the units with an engaging story, each one featuring different characters, not linked to the course characters. The story is provided on the audio. The fun, engaging stories are told only with language that the children have been exposed to, allowing them to feel a sense of accomplishment as they can understand and enjoy the stories. This helps foster a love for reading and storytelling and encourages the children to express their creativity.

STORY TIME

Jet’s First Day

A story song or chant accompanies each story.

XII

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 14 Listen to the story. 3 Act it out. 4 Tr 15 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. Through make-believe and play, 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 that the story conveys. Teachers are asked to discuss the value with the children and are aided by the teaching notes. The values taught in Level 1 are: being friendly and welcoming new children, problem solving, loving your family, not talking to strangers, respecting other people’s opinions, sharing, respecting differences.

STORY TIME Value s

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

4 AB AB 10 9

Unit 1 Lesson 5

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 their language skills.

Tour of a Unit - Lesson 5

XIII

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

The Let’s count! lessons are numeracy lessons in which children explore key vocabulary through basic math and numeracy skills.

Let’s count!

1 2 111

222

Children are encouraged to start tracing numbers.

1 2 12

Unit 1 Lesson 6

Key Language: 1 - 2 Activities: 1 Tr 16 Listen, repeat and count. 2 Trace the numbers. 3 Look and find. Count then circle. 4 Tr 17 Say the chant.

There are also songs and chants related to numbers and counting.

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 practice some of the key language and vocabulary from the unit. This is then followed by a personalization task to consolidate the language learned.

Review I’m a…

Hello

Goodbye

paper Key Language: Unit 1 review. Activities: 1 Color for you. Say. 2

children

pencil Tr 18 Listen and point. 3 Point and say. 4

girl

boy

teacher

crayons Tr 19 Sing the song.

Unit 1

Tour of a Unit - Review

TOUR OF A UNIT 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

Lesson 1

Key KeyLanguage: Language:red, red, yellow, yellow, blue, blue, white, white, pink, pink, green, green, teacher, teacher, girl, girl, boy, boy, blocks, blocks, 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 TrTr6464Look Lookatatphoto photo1. 1. Listen, answerand andpoint. point.2 2 TrTr6565Listen, Listen, pointand andsay. say. Listen 3 3 TrTr6666Look Lookatatphoto photo2. 2. Listenand andcount. count.

These lessons are highly photographic and provide a contrast to the illustrations. They take children beyond their familiar surroundings allowing them to share English as a global language.

XVI

Tour of a Unit - Real World

4 Key Language: red, yellow, blue, purple, orange, green, sister, mommy, daddy, grandma, grandpa, ball, doll, teddy; Hello. I’m (Sam). This is my (family). Who’s (she)? She’s my (mommy). Activities: 1 Tr 67 Look at photo 3. Listen and point. 2 Tr 68 Look at photo 4. Listen, point and say.

Lesson 2

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 the puppets to act out mini dialogues, or they can take them home to create a pleasant school-home link, encouraging them to introduce their family to the course characters.

Stickers are provided for children to use in completing Lesson 1 of each unit.

Unit 1

Unit 2

Tour of a Unit - Cut-Out Puppets and Stickers

XVII

Level 1 Teacher’s Book - Games Bank Flashcard activities

Find the flashcard Review 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 out the word loudly 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. Ask 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 an exciting 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 on the board. Ask 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 for reinforcing concepts in the story pages.

Guessing games

A blindfold game Prepare some objects with recognizable 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, allowing everyone to make a guess. Now it is the class turn to ask What is it? or What can you smell / touch etc.? Reveal the object and discuss the shape and scent. Coco’s whisper This game is known as Chinese Whispers. Put all the children in a line. Stand at the beginning of the line, holding Coco. Tell the class that Coco will 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 you whispered to 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 that also encourages active listening and is ideal to transition from a more excited state to a quieter one in the classroom: everybody will be very quiet in order to hear the word!

Guess the drawing Start drawing one of the items of 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, invite 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 without revealing it to the child. The child should guess the flashcard by asking questions such as What color is it? Is it an object or an animal? Can you see one in the classroom? Do you have 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 will use, e.g. objects in the classroom, or people in the school, or pictures from the story pages, etc. The first child to guess correctly has the right to continue the game by choosing a different letter. Miming You can ask individual children to mime animals, emotions, actions of the senses. Give the unit flashcards to some children, making sure they don’t show them to the class. One child mimes what is represented on their card, and 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 guess the mime correctly. If they don’t, the first team scores a point.

Level 1 Teacher’s Book - Games Bank Picture bingo Ask the children to draw four or six items they have learned in the unit. Now say the unit words in any order you choose. 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 Review 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 have some children reach into the bag to touch the object and guess what it 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 with the flashcards face up on the floor. Let them memorize the position of the flashcards, then ask them to turn around so that they can’t see the cards. Remove one card and have the children turn back around 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 their face-down 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 on each turn. The object of the game is to turn over pairs of matching cards. It can be played 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 one of the other children. The others try to avoid being touched, and try to confuse the blindfolded child by saying, for example, Can you see me? Can you touch me? The blindfolded child says No, I can’t or Yes, I can. If a blindfolded child touches another child, that child becomes the new blindfolded child. Call a name The children hold hands in a circle and walk to the right. The teacher stands in the center. They all say I like coffee, I like tea, I’d like (George) in with me. George then comes into the center 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 leaves the circle 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 not, they should remain still. 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 Review 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 at the corresponding flashcard. Continue with different children. Run to the flashcard Use this to review 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 must locate the card and run to it. 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 Inflate 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 falls to the ground. TPR activity with a ball This can be played with a ball while reciting 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 reciting the rhyme. TPR activity in a circle Put the children in a circle and assign a flashcard to each one. Play a song or a chant with those words. The children march on the spot when they hear the chorus, they step toward the center of the circle when they hear their flashcard word, and then step back.

Numbers activities

Missing numbers 1) Review the numbers the children learned 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 remove one flashcard or erase one number, and ask the class to say the entire sequence in English including the missing number. Continue to erase numbers until the class says all the numbers without any figures on the board.

Games Bank

2) Put the number flashcards on the board in the correct order. Call a child to stand with their back to the board, and remove one of the flashcards. The class says the sequence of numbers skipping the one that was removed. The child must guess the missing number and say it out loud. 3) Put the flashcards 1-10 in a pile on your desk and remove one without showing it. The children come to the desk, take the cards one by one and put them on the board in the correct numerical order. They must identify and say the missing numerical number.

Ordering numbers 1) Put the number flashcards in a bag and call one child at a time to draw one from the bag. The child must say the number and put it on the board. The flashcards on the board must be in the correct numerical 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 various locations. Then call out the numbers in a random order. The children run to the number flashcard and stick it on the board leaving appropriate spaces to put all the 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, and point at every fifth child saying 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 backward: 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 recognize the category and 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 should differ in shape or color such as toy cars, small dolls, wooden blocks, building shapes, and crayons. Working together, the children create patterns based on type, color or shape. You can also use 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 game continues. Grandmother’s footsteps The teacher starts out as the Grandmother and stands at the end of the room / playground / field. The children stand at a distance. 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 aim 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 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. Remove one chair to ensure that there is always one fewer chair than there are children. Resume the music and continue until only one child remains, who is declared 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 Attach 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 adhesive putty on it. The blindfolded child is spun around and around, then stops and attempts to pin the tail on the donkey. You can also play this by drawing a picture of a cat with a missing tail. Ask the children to pin Coco’s tail on the drawing. 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 make scary 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 receives 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!

Welcome! Lesson 1

Key Language: Tom, Izzy, Coco; This is (Tom). Hello! Activities: 1 Tr 1 Listen and point. 2 Tr 2 Listen, wave and say. 3

Tr 3 Say the chant.

AB 4

Page 4 Welcome! 3 Say the chant.

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

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.

• Use the cut-outs of Tom and Izzy to introduce the boy and the girl who are the main characters in Smart Start. Use the native language (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. Meow!

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. Meow! Hello, Coco!

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 Color the pictures. Now the children color the pictures as they prefer.

Digital: activities Welcome Unit

Welcome! Lesson 1

Page 5 Welcome! Objectives: • understand and carry out simple commands Key language: jump up, sit down, clap, 1, 2, 3, walk around. Materials: Audio, 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 2 to remind children of what they have learned. • Practice 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.

• 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 4 and make sure the children identify the actions. Can they guess the meaning of the words following Clap? • Then practice the commands yourself while 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.

Welcome! Lesson 2

Audio script Jump up! mime jumping Wheeee! Sit down! mime sitting down Clap 1, 2, 3! clap hands and count 1, 2, 3 Walk around! mime walking around

2 Listen, point and say.

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

• 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.

• 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.

• 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 while 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-hooray! 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 out to create four cards. • Put them in a bag. Pass the bag around and ask one child to take 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 7. 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.

Review Language: jump up, sit down, clap, 1, 2, 3, walk around. Activities: 1 Tr 4 Listen and point. Do the actions. 2 Tr 5 Listen, point and say. 3 Tr 6 Listen again. Say and do the actions. 4 Tr 7 Sing the song and do the actions.

AB 5

Welcome! Lesson 2

Unit

Hello!

1 Hello

girl

Goodbye

boy

teacher

children

Unit 1 Lesson 1

Key Language: hello, goodbye, children, girl, boy, teacher. Activities: 1 Tr 8 Listen, point and say. 2 Place stickers. 3 Point and match. 4 Tr 9 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: Audio, 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 intended to be read by the children.

Warm up

2 Place stickers.

• Review the names of the characters by playing Track 3. 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 toward 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.

• 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.

• 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 9. • 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

Unit 1 Lesson 2, page 7 Let’s learn! Objectives: • ask someone 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: Audio, 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 review 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 practiced these words, have Coco say Goodbye, children. The class responds, 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 preschool.) 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.) • Also, teach 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.

• 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.

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 10) 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 color 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 color their picture.

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

Let’s learn!

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

AB 7

Unit 1 Lesson 2

Let’s read!

d a b c d

Unit 1 Lesson 3

Key Sounds: a - b - c - d Activities: 1 Tr 11 Listen and point. Then listen and say. 2

Tr 12 Listen and chant. 3 Match and color.

AB 8

Unit 1 Lesson 3, page 8 Let’s read! Objectives: • phonics: listen to four sounds and identify four letters • recognize and say the sounds • color the drawings Key sounds: a - b - c - d Materials: Audio, the Coco puppet, Tom and Izzy flashcards, alphabet cards (Teacher’s Book page 81). Language competences: The children can recognize and produce the sounds a, b, c, d. They can draw patterns in preparation for writing.

Warm up

• Greet the class saying Hello, children. The children should say Hello, teacher. Now use the puppet to say Hello, children and have the class greet the puppet with Hello, Coco. • Repeat the procedure with Tom and Izzy flashcards.

1 Listen and point. Then listen and say.

• Look at the pictures together. Teach the new vocabulary (apple, bus, dog) and review the word cat. Tell the children they are going to hear the sound of four letters followed by a word with that sound. Tip In this activity the children learn to listen to the sounds at the beginning of words (initial sound recognition) and hear the differences between them. They are not expected to read off the page or be reading anytime soon. Keep these activities very playful and fun at this level and also focus on pre-literacy skills like identifying environmental sounds, clapping to beats and rhythms, alliteration, rhyming words, tongue twisters, etc. • Play the audio for the children to listen. • Play the audio again. The children listen and join in with the initial sounds and the full words.

Audio script /a/ /a/ /a/ apple /b/ /b/ /b/ bus /k/ /k/ /k/ cat /d/ /d/ /d/ dog

Tip This type of patterned line activity promotes emergent writing.

Extra activity

If you want to introduce “segmenting” and “blending” at this stage, use the Coco puppet and tell the children that today Coco can only speak in sound-talk. Put the puppet next to your ear as if she were whispering. Slowly repeat what she says “c-a-t” (segmenting) and look puzzled as if trying to understand. Then show great surprise and say “cat”! (blending). Repeat for bus /b-ø-s/ and dog /dOÜg/.

2 Listen and chant.

Tip The purpose of this activity is to teach the children to associate the letter names to the sounds. • Show the letters on the right-hand side of the page and pronounce them in sound-talk. • Play the audio once, explaining the meaning of says. • Play the audio again for the children to repeat.

Audio script A says /a/ and B says /b/ C says /k/ and D says /d/ A, B, C, D; /a/, /b/, /k/, /d/

3 Match and color. • Ask the children to look at the pictures at the top of the page. Encourage them to say the words. • Ask, What color is each picture? The children can answer in L1. Ask them to color the pictures on the left-hand side to match the ones at the top of the page. • Then ask them to trace lines across the page in the pattern suggested by the dots. They can use the same color as the circle around the letter they join to.

• Don’t expect less confident children to be able to trace the lines very neatly at this stage, but ensure you give praise for all efforts. • More confident children could try to copy the letters and the patterns in their notebooks.

Extra activity

Find … • Use the letter cards a, b, c, d on Teacher’s Book page 81. • Hide them around the classroom. • Call out a word, the children look around the class for the picture. When they find it, they say the initial letter and then the word. • The game is more fun if you use multiple copies of the same picture, and children run to stack them up on the desk.

Consolidation

• Books closed. Play Track 11, pausing after the first “sound and word”. The children repeat. Continue with the other sounds and words. • Books open. Ask individual children to say the word for each of the pictures.

Activity Book 1 page 8 1 Point and say. The children point to the pictures on the left and say the names (apple, bus, cat, dog).

2 Trace the lines. 3 Color the letters. They then say the sounds of the letters a, b, c, d and color them using colors of their choice.

Unit 1 Lesson 3

Unit 1 Lesson 4, page 9 CLIL topic: Art project Objectives: • CLIL art: make a face (craft activity) Key language: paper, pencil, crayons; circle, draw. Materials: Audio, flashcards of paper, pencil, crayons. Paper, pencils, crayons for each child. Language competences: The children can understand and follow instructions. They can draw a picture.

Warm up

• Play Track 7 and have the children sing the song Hip-hip-hooray! It’s a Smart Start today. • Using the letter cards a, b, c, d on Teacher’s Book page 81, play the game Find… Say Find followed by the letter sound or Find followed by the name of the item. The children go around looking for the card. The first one to find it puts it up on the board. The others say the word. This is a good TPR activity as it involves a lot of movement. The children will also love the element of competition.

1 Point and say. • Show the children a sheet of blank paper, a pencil and some crayons. Say the words slowly and have the children repeat after you. • Point to the images of paper, pencil and crayons on the right-hand side of the page. Ask them why these objects are mentioned (Because they are necessary for the craft activity.)

2 Listen and point. Listen and repeat.

• Put the flashcards of paper, pencil and crayons on the board. • Tell the children you are going to play an audio where they hear the names of the three objects. • Play the audio and have the children point to the flashcards of paper, pencil and crayons. • Play the audio again and encourage the children to repeat the words. Do this until everyone can say the words correctly.

Unit 1 Lesson 4

Audio script paper pencil crayons

3 Point to paper, pencil and crayons in the big picture. Circle. • Show the photo on page 9 and ask Who is this? (A boy). Ask what he is doing and elicit answers in L1 (The boy is drawing). • Ask the children to say the English words of the objects the boy is using: paper, pencil, crayons. • Ask them to point to these objects in the big photo and circle them.They can work individually or help each other in pairs. Move around the classroom to show how to circle the objects in the picture and to monitor their work. Tip Gently ensure the children have a correct pencil grip. Keep in mind that children develop their handwriting skills at different rates.

4 Your Turn! Draw your teacher. • Distribute sheets of blank paper to the children and ask them to draw a face, your face! • The children should do the outline and the features with a pencil and then color the features with crayons.

Extra activities

• Once the children have completed their drawings, gather all the pictures and create a poster on the wall by attaching all the faces on it with Blu-Tack. Praise their efforts. • You can also distribute more sheets of paper and have them draw one of their friends.

Consolidation

• Review the vocabulary that the children have learned in this lesson. Give the instructions: Point to the paper. Point to the pencil. Point to the crayons. Have the children point to the objects they have used or to the images in their book. • Add one further instruction: Draw. In response to this instruction, the children raise the objects they use for this action (pencils or crayons).

Activity Book 1 page 9 1 Circle the pencils. Ask the children to locate and circle the pencils. There are a total of five pencils.

2 Color the crayons. Ask the children to locate and color the crayons. There are a total of six crayons.

Art project My teacher

paper

pencil

AB 9

Unit 1 Lesson 4

STORY TIME

Jet’s First Day

Unit 1 Lesson 5

STORY TIME Value s

4 AB AB 10 9

Unit 1 Lesson 5

Unit 1 Lesson 5, pages 10 - 11 STORY TIME - Jet’s First Day Objectives: • use the pictures to predict the story • listen and look to understand a story • act out a story • say a chant • show understanding of the story and the value it teaches: Being friendly and welcoming new children. Key language: How are you? I’m fine, thank you. Welcome (to our class). Materials: Audio, animated story in the Digital Book. Language competences: The children can listen to and understand a story. They can appreciate the importance of welcoming new children.

Warm up

• Play Track 9 and have the children sing the song Hello, hello, hello! • Act out entering the classroom and greeting the children. They respond by saying Hello, teacher. Then act out leaving the classroom and saying goodbye. The children say Goodbye, teacher.

1 Point and say. • Show the story on pages 10 and 11. Point to the pictures and allow the children some time to observe the details and guess what the story is about. • Ask them what they think the story is about and accept all answers (a class, a teacher, a group of children, a dinosaur). • Provide the context. This is a story about a new girl starting class who is a little bit different. • Point to the man and ask Who’s this? to elicit The teacher. Point to the children in the classroom and ask Who’s this? to elicit A boy or A girl. • Point to the creature next to the teacher and ask Who’s this? Say, Jet.

T10

Unit 1 Lesson 5

2 Listen to the story.

• Play the story for the children to listen to, and point to the story frames. • Play the story again, and check understanding by pausing the audio after each frame and asking the class to provide comments in L1. • Play the story again, and encourage the children to point to each scene as they hear it.

Audio script Teacher What’s your name? Jet I’m Jet. Class Hello Jet! How are you? Jet Hello! I’m fine, thank you. Boy Jet

Are you a girl or a boy? I’m a girl!

Teacher Draw a picture, please children. Jet Oh. Girl Boy 1 Boy 2 Jet Class

Paper! A pencil. Crayons. Thank you! Welcome to our class, Jet.

3 Act it out. • Play the story again and encourage the children to repeat each line as they hear it. • Invite the children to act out the story without saying the words: one child plays Jet, one child plays the teacher, the rest of the class sits around them. • The children mime the scenes. You can play Track 14 to accompany the acting. Repeat this activity more than once to reinforce comprehension and engagement.

• Once you think that the children have had enough exposure to the language, allow different children to take on the roles of Jet, the teacher and the individual boys and girls. They should say the words together with the audio. • Make sure that the class collectively says Hello Jet! How are you? and Welcome to our class, Jet!

4 Say the chant and do the actions.

• Tell the children that they are going to listen to a chant that repeats some words from the story. Say: Listen! and play the chant. • Model the actions for the children to understand the meaning and to imitate: wave your hand to greet them (saying, Hello, how are you?), point to yourself with a smile (saying, I’m fine, thank you), make a welcoming gesture (saying, Welcome). Then point to paper, pencil and crayons on your desk and translate the last line into their language (ready to learn and play). • Play the chant again and ask the children to mimic your actions. • Play the chant again, chant it and encourage the children to chant along and do the actions. • Repeat as many times as the children enjoy it, ensuring that everyone participates.

Audio script Hello, hello; How are you? I’m fine, I’m fine, I’m fine, thank you! Welcome, welcome, welcome today! Paper, a pencil, crayons; ready to learn and play.

Unit 1 Lesson 5, pages 10 - 11 STORY TIME - Values 5 Values: Discuss the story. • Ask the children in L1 what they think is important in Jet’s experience on her first day at a new school. They should point out the importance of welcoming a new child into their class and being friendly, even if the child is a bit different from them. • Explain that when children join a new class, they may feel nervous and unsure about what to expect. Saying hello is the first step in helping them feel comfortable. Next, they should be told about the work the class is going to do and be given the necessary materials and help they need. • Focus on the pictures on page 11. Talk about picture 3. What are the children doing? (Preparing to draw a picture); How does Jet look? (Puzzled and worried); What’s her problem? (She doesn’t have paper or pencils or crayons). • Ask the class to look at picture 4. What are the children offering Jet? (All the materials she needs); How does Jet look? (Happy and ready to ‘learn and play’).

Activity Book 1 page 10 1 Color Jet. Ask the children to color the picture of Jet.

2 Give Jet paper, a pencil and crayons. Cut out and glue. Ask the children to turn to page 61 of the Activity Book. Then, have them cut out the pictures of paper, a pencil and crayons. They then glue these pictures on page 10 around Jet.

Consolidation

• Continue to discuss the importance of being friendly with a newcomer. Explain that a warm welcome is nice for the new child and also for the class because it extends their experience of communicating and proves their ability to socialize. • Tell the children to think about why we enjoy welcoming and being welcomed by others: We enjoy it because it feels good to be accepted and to become part of a community. • Ask them to think of examples in their own lives when they welcome others, such as when a child arrives at a party.

Unit 1 Lesson 5

T11

Let’s count!

1 2 111

222 1 2

Unit 1 Lesson 6

Key Language: 1 - 2 Activities: 1 Tr 16 Listen, repeat and count. 2 Trace the numbers. 3 Look and find. Count then circle. 4 Tr 17 Say the chant.

AB 11

Unit 1 Lesson 6, page 12 Let’s count! Objectives: • identify and say the numbers 1-2 • recognize written numbers and trace them • count items up to 2 • do a chant about numbers 1 and 2 Key language: 1-2 Materials: Audio, flashcards for pencil, crayon, boy, girl, teacher, flashcards for numbers 1-2. Language competences: The children can count up to two.

Warm up

• Ask the children to go back to page 6 and count items in L1. They can count the boys, girls, men, women, etc. • Tell them they are going to learn a number chant in English.

1 Listen, repeat and count.

• Tell the children that they are going to listen to two numbers in English. • Play th e audio once for the children to listen. • Play the audio again for the children to repeat. • You can make it into a fun activity by adding a rap beat and pointing to a different child each time the words one and two come up. The class will get into the rhythm and repeat after you.

Audio script One, one. Let’s count: one. Two, two. Let’s count: one, two.

2 Trace the numbers. • The children trace the numbers at the top of the page and say the word for each one. This activity helps them develop early pencil control. • Go around the class monitoring their use of the pencil. You may need to hold their hand to assist them in tracing the straight line in 1 and the curve in number 2.

3 Look and find. Count then circle. • In this activity the children develop numeracy skills. • Point to the items in the boxes on the right-hand side, and ask the children what they are: pencil, crayon, boy, girl, teacher. • Ask them to decide whether the main picture shows only one of these items or more. The children count the items in the main picture, and circle the pencil, the boy, the teacher in the box with number 1. • Repeat with number 2: the children circle two crayons and two girls in the box with number 2.

4 Say the chant.

• The chant practices words for the numbers one and two. • Write the numbers on the board and play the audio, pointing to each number as it is being read. • Play the audio again, asking the children to repeat and to clap their hands. • Then ask the children to chant it without the audio.

Consolidation

• Use the flashcards for numbers 1 and 2, and for pencil, crayon, boy, girl, teacher to practice numbers and plural words from this lesson. • Raise the number 1 flashcard along with one of the items. The children say the number and the item. Raise the number 2 flashcard and repeat the process. Monitor their use of plural words.

Activity Book 1 page 11 1 Count and match. The children look at the pictures and decide whether there is one or two of each picture. They should draw lines from the pictures to the large number 1 or to the number 2.

2 Say. Encourage the children to say out loud the items they have matched. For example, one (teacher), two (girls).

Audio script One [clap], one [clap], one [clap] Two, [clap, clap], two [clap, clap], two [clap, clap] Repeat Tip Ask the children if they know any counting rhymes in their own language. What are they? Can they chant them?

Extra activity • Talk about the importance of numbers with the children. Ask them to identify any numbers they can see in the classroom, such as on the door, on the wall, on coat pegs, and so on. • Encourage them to look for numbers 1 and 2 in the street and at home. In the next lesson, they can share where they saw these numbers and what they represent.

Unit 1 Lesson 6

T12

Unit 1 , page 13 Review Objectives: • review the language of Unit 1 • color two pictures Key language: vocabulary from Unit 1 (hello, goodbye, children, girl, boy, teacher, paper, pencil, crayons). Materials: Audio, flashcards of the unit. Language competences: The children can say the nouns for people and school materials.

Warm up

• Review the vocabulary by playing a game with the flashcards from Unit 1. Hide them in various spots around the classroom. Ask the children to locate them and place them on the board. • At the end, point to each flashcard and have the class say the word.

1 Color for you. Say. • Show the two outlines on page 13 and ask the children to color the boy or the girl based on their own gender. • Then do a quick activity around the class in which each child in turn says I’m a boy or I’m a girl.

2 Listen and point.

• The children do a simple listening task to reinforce their understanding of the key vocabulary from the unit. • Tell the children to look at the colored pictures on the bottom half of the page and to listen to the audio. They should point to the items when they hear them mentioned. Warn them that they are not mentioned in the same order as the pictures appear in the book. • Play the audio once for the children to do the activity. • Play the audio again for further practice.

Audio script pencil girl boy hello teacher goodbye children paper crayons

T13

Unit 1

3 Point and say. • Point to the pictures on the bottom half of the page and ask the children to collectively say the words. • You can point to them in order first, then in a random order. Ensure that everyone participates.

4 Sing the song.

• Tell the children that they are going to sing a Goodbye song. It’s a song to conclude the lesson. They should already be familiar with it, as it is the second verse of the Hello! song from lesson 1.

Audio script 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

• Use the flashcards from this unit to review vocabulary (hello, goodbye, children, girl, boy, teacher, paper, pencil, crayons). Play a game called Walk to the card. • Display the flashcards throughout the classroom and explain that you will say a word, and the children should walk to the corresponding card as fast as they can, without running! The first one to reach it, stands next to it. Call out another word, and the remaining children walk to the appropriate flashcard. Continue this process until all the flashcards have been mentioned.

Consolidation

• Ask the children to choose an image from the unit and create a drawing based on their choice. For instance, they can choose an item from the stickers on page 6 or from the pictures on page 8. Tell them to color their drawing and say what it is. • Lastly, inquire about the class’s favorite song or chant from the unit. Replay it while they sing or chant. If there is more than one favorite, play the others as well.

Home-Link

Ask the children and their parents to try some of the Unit 1 interactive games in their Smart Start Digital Book.

Review I’m a…

Hello

Goodbye

paper Key Language: Unit 1 review. Activities: 1 Color for you. Say. 2

children

pencil Tr 18 Listen and point. 3 Point and say. 4

girl

boy

teacher

crayons Tr 19 Sing the song.

Unit 1