Teacher's Guide - TPRS: New English Adventures level 1

About the Author: A Passion for Teaching

In this search she found TPRS (Teaching Proficiency Through Reading and Storytelling) which she considers is the most effective method that can be used for developing language competence and fluency in students today.

To s an accomplished, dedicated educator, and now author continue the method has attended three Nathatperfecting she is, Patricia Lewis isshe considered an invaluable asin the field of education, a passion that has tional set TPRS conferences held in the United States andbeen has part of her life for over 45 years.

She has spent these years of been part of the planning committee for three hard-work and dedication in the following positions : TPRS Panamá Chapter Conferences in Panama City. She • Classroom Experience: 17 years plans to continue perfecting the implementations of this meth• Elementary Assistant Principal: 9 years od in order to(current help improve the21way second languages are • Principal position): years taught in Panamá.

Throughout her years at the Instituto Episcopal San Cristóbal, At she was able to gather a wealth of experience to support her present, Patricia Lewis is the principal of the Instituto Episcowriting endeavors. One of the most important tasks required pal San Cristóbal. She holds a Masters Degree in Linguistics while in this position was choosing on the proper didactic maand English as a Second She haslevels. been She the recipient terials or textbooks to beLanguage. used at different is also a of many outstanding awards and medals for her hard work in consultant/presenter in a wide array of workshops, conventions and seminars.

As education. of now, she acts as a member the the community and in Mentionable are: The of Vasco Board of the Panama TESOLof(Teachers Núñez of deDirectors Balboa and Manuel JoséChapter HurtadoofMedals Honor in of English to Speakers of Other Languages) of which she’s a 2003 and 2008, respectively.

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former President. She has attended more than 250 related workshops and conferences, experiences that have provided her with a broad framework of references and acumen in the field.

Her years of professional and personal growth include several degrees and certificates of participation and/or of merit: Bachelor of Arts with a Major in Education, University of Panama; Master of Arts with a Major in Linguistics, Nova University; Second Language Acquisition; and her latest two: Doctorate in Education of English as a Second Language and Doctorate in Education from the University of Los Angeles.

Being an advocate for language teaching, language acquisition, and language learning, she constantly searches for the optimal language teaching methods. While on this search, she found TPRS (Teaching Proficiency Through Reading and Storytelling), which, in her opinion, is the most effective method for developing language competence and fluency in students today.

To continue perfecting the method, she has attended seven National TPRS Conferences held in the United States and has been part of the Planning Committee for three TPRS Panama Chapter Conferences in Panama City. She plans to continue perfecting the implementations of this method, in order to help improve the way second languages are taught in Panama.

“TPRS is the most effective method that can be used for developing language competence and fluency in students today.”

Patricia Y. Lewis

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Currently, Patricia Lewis is the principal of Instituto Episcopal San Cristóbal. She has been the recipient of many outstanding awards and medals for her hard work in the community and in education, namely: The Vasco Núñez de Balboa and Manuel José Hurtado Medals of Honor in 2003 and 2008, respectively.

Professor Lewis is the author of various ESL books: An A to Z Adventure at the Zoo Student’s Workbook, An A to Z Adventure at the Zoo Short Readings, My First English Adventure Student’s Workbook, and the series TPRS New English Adventure (from levels one to six). All of these educational publications are accompanied by a step-by-step teacher’s manuals and numerous visual aids, such as illustrated big books for storytelling, flash cards, and audio compact discs with poems and songs.

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Additional benefits for Working with TPRS TPRS NEW ENGLISH ADVENTURES WORKSHOPS Each teacher will receive training on TPRS and training on how to get the best results possible from working with this text.

TPRS NEW ENGLISH ADVENTURES STUDENT’S WORKBOOK LEVEL 1 A complete workbook with stories developed with illustrations, vocabulary, exercises, and sight words for speaking, reading, role playing, asking, and answering questions.

CDS FOR LISTENING AND ORAL PRACTICE LEVEL 1 Each text is accompanied by a CD for listening and oral practices. The CD contains the full stories and all of the practice exercises that should be done orally first, then in written form.

CDS FOR CLASSROOM ILLUSTRATIONS LEVEL 1 Each text is also accompanied by a CD that contains illustrations of the vocabulary, the structures, and the sequence of events in each story.

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Hello, teachers!

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f you are looking for a text that helps your students stay engaged in their work at all times, develops their comprehension, works with vocabulary in context, follows a process to ensure language acquisition, addresses all learning styles and intelligences and helps students acquire grammatical structures among other things, then TPRS New English Adventures is the text for you.

TPRS is developed upon three basic steps which are: •

Developing meaning

•

Asking the story

•

Reading

These steps enable the teachers to work on comprehension, repetition, interest and reading. As a result, students will be able to acquire the vocabulary and structures needed to increase their reading comprehension and language fluency. Each text has eight mini stories and eight full stories that include the basic vocabulary and structures that are used in the mini stories.

The mini story is developed in the past tense. The full story, which may add a few other vocabulary words, is developed in the present tense.

This technique increases students’ practice.

This text is based on a methodology called TPRS which was created by Blaine Ray in the late nineties. According to him, this method is founded on the language acquisition hypothesis of Stephen Krashen, tempered in some by realities.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE When using both tenses in sentences and stories, students will learn how to use them when using the language.

At the end of each story, there are a series of practice exercises that provide opportunities for comprehension development and proper or standard pronunciation. They also stimulate retelling, sequencing, and writing skills.

We urge the teachers to take advantage of these suggestions to encourage their students to complete the written exercises in order to develop their writing abilities. In addition, we have included in all our readings a group of basic sight words that are found in all reading texts.

“We urge the teachers to take advantage of these suggestions to encourage their students to do the written exercises in order to develop their writing skills.”

To complement the text, we have prepared an audio CD which includes all the mini stories, main stories, and oral practice exercises that will reinforce students’ skills, listening, and speaking skills.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

STEP-BY-STEP GUIDE TO DEVELOP A STORY 1. WARM UP 2. DEVELOP MEANING

Practice the TPRS commands that appear in the story, and all other commands needed for comprehension of classroom instructions.

•

• •

•

•

•

3. ASK THE STORY

Choose three structures from the mini story to establish meaning.

Use translation, pictures or gestures.

Circle, personalize and gesture the structures.

As you circle and personalize the structures, present the other vocabulary words in the story.

Add them to the basic structures, for students to become familiar with them.

Use pictures, gestures or translations as you introduce them.

Place them on the board in front of the class with their translations.

Use the words several times.

The story is developed by asking about it, instead of telling it. Select a statement and ask questions related to it or in yes / no format. In order to get as many questions as possible, focus on the subject, the verb and the complement. This can be done in any order.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

3. ASK THE STORY

Ask “Wh” questions and to be able to ask even more questions, add variables (other words) to the main statements.

This will help to provide more repetition.

Every time you ask a “Wh” question, point to the word on the board with its translation. During this process, make a brief stop, personalize various structures and do introduce pop-up grammar.

Ask questions to help the students understand the grammatical concepts.

4. READ THE STORY

The teacher or a student reads a statement or a paragraph. Individual students or the whole group translates the statement or paragraph. The teacher personalizes the story, circles various structures and gives some attention to pop-up grammar. After the story is read, complete the practice exercises in the text. First, develop the exercises orally; then, do them in written form (which could be used for homework).

5. P.Q.A.

Refers to Personalized Questions and Answers.

When you personalize, you relate the structures to a student in the class. Use questions to work with personalization.

6. POP-UP GRAMMAR

It is called Pop-up Grammar, because of the brevity of the time element involved in the explanation of the concept.

Using “Wh” questions

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

7. ASSESSMENT

This refers to the teacher evaluating the student’s progress in order to determine how he or she may help the student improve. Assessment is also used to help the teacher determine the student’s level of comprehension.

8. BAROMETER STUDENTS

The Barometer Student helps the teacher to determine how effective the story was comprehended. Use it to know how good or bad you are doing your presentations.

Assessment is also used to help the teacher

determine the student’s level of comprehension.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

The three basic steps developing TPRS stories are: • • •

for

Developing meaning Asking the story Developing literacy or reading

With these basic steps, the teacher is able to work on comprehension, repetition, interest and literacy.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE 1- To begin, choose three to five structures or words.

I. How to Develop Meaning

Techniques to achieve understanding of the text

2- Present the vocabulary words or structures to the class in written form or with pictures (beginners). Use gestures and translation to explain the meanings.

3- Ask yes / no questions pointing to the object, picture or word. Example: Is this a book? Have students respond yes or no, or signal with their hands if the answer is yes or no.

4- Ask a “Wh” question Example: What is his name? , Who is this?, or Where is the boy? Have students respond with a word or a phrase.

5- Continue to present the other structures or words, repeating the question forms indicated above.

6- Review the meaning of the words or structures, by asking the students to identify them by giving the meaning in Spanish, or acting out the words.

7– Personalize the words by asking the students personal questions with the vocabulary words. For example “dog”. Ask, Who has a dog?, What is its name?, etc. “Likes to go” Ask: Who likes to go to ….?

8- Signal the grammatical structures, explaining briefly. Contrast them and signal the differences.

Have students observe and repeat.

Examples: Like: He likes to go. I like to go .

An example of this would be: “I like to go,” which means “Me gusta ir.” Show the gestures by rolling both hands.

Ask questions such as: What does “I like to go” mean? , What does “like to” mean?, What did I say?, and so on.

9- Keep going back and forth with yes/no and “Wh” questions, and also use gestures to help students learn the meanings of the words and structures.

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II. How to Ask the Story

Questions and strategies to guide the students to the content of the story.

TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

CIRCLING

1- Present statement by statement, orally or in writing.

Observe the following example: There is a duck.

Is there a duck?

Is there a dog?

Is there a dog or a duck?

What is there?

Circling permits the teacher to work on repetition and motivation. Circling or asking questions should not be done in any specific order.

USING “Wh” QUESTIONS

2- The teacher continues to develop or ask the story by using yes/no, and “Wh” questions. There should be approximately eight to ten questions per statement asked in any order. The teacher can also take the opportunity to signal grammar points, review gestures, personalize structures and assess comprehension of the structures.

CREATING A PARALLEL CHARACTER

3- To add repetition to the structures, the teacher can add a parallel character to the statement and ask the same questions, this time about the parallel character.

Example: The name of a student in the class. Let’s say, if the story is about John’s car: John drives a Jaguar.

The parallel character could be a boy named Peter.

So, the statement would be Peter drives a Chevrolet.

Developing Statements for Parallel Characters: John drives a Jaguar. Peter drives a Chevrolet.

• Does John drive a Jaguar?

• Does John drive a Chevrolet?

• Does Peter drive a Jaguar?

• Does John or Peter drive a Jaguar?

• Who drives a Jaguar?

• Who drives a Chevrolet?

• What does John drive?

• What does Peter drive?

These and many other questions could be generated from the addition of the parallel character.

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Working with other TPRS aspects

III. How to Develop Reading a Story

TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE THE LITERACY OR READING STEP 1- This step has to do with reading the story. One way of doing this is by reading statement by statement, and asking the group what each sentence means. Ask the whole group as well as individual students. Remember to ask the questions according to the students’ ability.

Obvious questions for low achievers, questions with a little more difficulty for the regular achievers, and the criticalthinking questions for the superstars.

2- Another way of reading the story is having the whole group read a statement or a paragraph while an individual student explains the meaning in Spanish.

RETELLING 1- Ask questions for all the students to respond orally, in group and individually.

2- Use gestures for students to retell the story following the gestures. Accompany the gestures with questions for students’ participation 3- Place students in groups for them to look at pictures and retell the story together.

4- Vary the stories by having students change the names of places or things, points of view, tenses, etc., as they recreate or retell the story.

ASSESSMENT Assessment is used to evaluate the student’s comprehension progress. The teacher should stop periodically, to check student’s comprehension of the story. There are several ways to do this.

FIVE-FINGER CHECK 1– In order to check comprehension, ask the students to show five fingers if they have understood everything.

2- Explain the evaluation scale in use. 1-5 (excellent), 1-4 (good), 1-3 (needs reinforcement)

BAROMETER STUDENTS Constant assessments help the teachers determine who are their barometer students. The barometer students are the students who have not comprehended or mastered the new structures (These are the students who help the teacher determine how much repetition is needed, and how fast or slow to develop the lesson.) Assessments help the teacher identify the barometer students. The whole story development should be done slowly. Teachers should observe students’ participation – and teach accordingly, as stated by Susan Gross, a TPRS expert.

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE WORKING WITH STRUCTURES

IV. Pop-Up Grammar

A brief way of introducing gramatical structures

1- Signal the structures on the board and have students observe, repeat orally and use them correctly.

2- Use the structures in statements and underline them.

3- Contrast the structures and signal the differences to the students.

4- Always use the structures in context, because the structures should be meaningful at all times.

USE DIFFERENT TECHNIQUES TO SIGNAL THE GRAMMATICAL POINTS Example: • What does like mean?

• What is the difference between like and likes?

• If likes means “le gusta” what does “le gustaba” mean?

• How do you say “a ellos les gustaba”?

• Does likes refer to one or two persons? How do you know?

ROLE PLAY This is the acting out of the story. The story can be acted out as it develops, during the retelling or after the retelling.

Acting out the story is very important to TPRS, because it helps the students reinforce comprehension of the structure.

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How to measure and evaluate grammatical knowledge

V. How to Evaluate Grammar, Reading, Spelling and Speech

TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

Grammar WHAT

HOW

Structures

• • • •

Questions

• •

Quizzes

•

Short answers (one word phrases)

Sequence

• • •

Identify by numbers or letters Order the sentences sequentially Recreation of stories, changing tenses, points of view and characters.

•

Recognize the plot sections: Introduction, Body and Resolution of the story.

Dictation

• • • • •

Words Sentences Sight words Correct spelling Usage of words in context

Illustrations

• • • •

Story vocabulary Sight words Sentences

Description

• •

Illustrated vocabulary of the story Story scenes

Use in sentences Fill in the blank exercises Match with words or pictures Identification by underlining, circling, or drawing an “X” Answer yes/no questions Answer “Wh” questions

Spelling

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TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE

Speech WHAT

HOW

Retelling

• •

Oral Summary Recreation of the story

Oral description

•

Pictures and scenes

Dialogues

• • • •

Teacher-created Student-created Student-to-Student Teacher-to-Students

• • • •

Stories Mini stories Structures Personalized summaries

• • • • • • • •

Complete practice exercises Quizzes Answer oral and written questions Identify structures Cause – Effect Fact – Opinion Compare – Contrast Sequence

Reading Oral

Comprehension

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CLIMAX RESOLUTION

WHO WHAT

How does the story end?

Resolution

How is the conflict resolved?

Who are the characters?

What does the character want?

Here we can find the problems or the conflict.

How is the conflict resolved?

How does the story end?

III. Basic situations Who? - What?

Event 1:___________________________

Event 2:___________________________

CLIMAX

I.

Event 3:___________________________________

Main events in the story:

II.

Teachers can use this scheme to introduce the literary analysis

VI. Activities for Working with Literary Elements TPRS NEW ENGLISH ADVENTURES TEACHER’S GUIDE OBJECTIVES: • Identify story elements • Compare setting and characters ◼ Title and Author: _____________________________________ _____________________________________ Setting: Where? ______________________________

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE IV. POINT OF VIEW The person who tells the story determines its point of view.

- Personal (1st person point of view): “I did…”, “I went…”

- Other perspectives (3rd person point of view): “He did…”. “He went…”

STORY MAP Describe characters Describe settings 1.

_________________________

1.

_________________________

2.

_________________________

2.

_________________________

3.

_________________________

3.

_________________________

4.

___________________________

4.

___________________________

Problem or conflict _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________

Events 1. _______________________________________________________________________________________ 2._______________________________________________________________________________________ 3._____________________________________________________________________________________

Resolutions _________________________________________________________________________________________ _________________________________________________________________________________________ _________________________________________________________________________________________ 18

TPRSTPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL TEACHER’S 3 TEACHERS GUIDE GUIDE

Index of First Grade Stories CHAPTER 1 Larry the Lamb ................................................................................................... 20 Fluffy the Dog ..................................................................................................... 25

CHAPTER 2 Wonder Garden .................................................................................................. 37 Amazing Pets ...................................................................................................... 39

CHAPTER 3 Jake the Gorilla ................................................................................................... 46 An Elephant Who Needs to Find Water .......................................................... 48

CHAPTER 4 The Barbie Doll ................................................................................................... 53 The Basketball Story .......................................................................................... 55

CHAPTER 5 Lily the Flower .................................................................................................... 60 The Flower Garden ............................................................................................ 62

CHAPTER 6 White Chocolate ................................................................................................. 68 The Brown Cow .................................................................................................. 70

CHAPTER 7 Danny’s Day ........................................................................................................ 75 Barney the Bear ................................................................................................. 77

CHAPTER 8 The Big Blue Bicycle ........................................................................................... 81 Marta’s Doll House ............................................................................................. 83

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TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

CHAPTER 1

•

MINI STORIES

•

LARRY THE LAMB

•

STORY FLUFFY THE DOG

• •

Student’s book page 3

Objectives Name school personnel.

Describe emotions and feelings.

Start storytelling.

State the events in chronological order.

Identify vocabulary for animals, school objects, and school personnel.

1. Use the structures: wants to + verb: wants to go – wants to play barks at plays with to play there is

2. Work with sight words: the this an a many that

these of one to in word

3. Grammar functions: • • • • • • • •

Using the present tense Questions beginning with “What,” “Who,” and “Where.”

Pronouns, subject, object, possessive Yes/no questions with the verbs “is” and “do” Infinitives Prepositional phrases Working with sight words Present and Past tenses of verbs

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CHAPTER 1

TPRS GUIDE TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE

MINI STORY

Larry the Lamb

Problem: Larry wants to play with the children at school. children principal Tom Lamb

Vocabulary

teacher house school classroom

home sees says cries

does not goes sends

happy sad

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and evaluate comprehension of the verbs’ meanings.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to practice each statement.

9. Do practice exercises.

T

here is a lamb. His name is Larry. Larry wants to play with the children at school.

He goes to the office. There, he sees the principal. The principal doesn’t let him play. Then he goes to Tom’s classroom. There, he sees a teacher. The teacher doesn’t let him play. Then he goes to Marla’s classroom. The teacher says, “Go home.” Larry is very sad.

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CHAPTER 1

How to introduce P. Q. A.

P. Q. A. stands for Personalized Questions and Answers. Use it to reinforce the comprehension of question words and answers.

Practice exchanging the pronouns that you worked with. Explain the meaning of the word “what” in the students’ native language, then ask: His name is ___________.

Your name is __________.

My name is ___________ .

Her name is __________ .

I. LOCATION • • •

Place the illustration chosen for a second position or location.

Write the first statement on the board.

Explain it in the students’ native language and have a student act it out.

1st Statement

Review the meaning of the question word “What.”

There is a lamb.

• What is his name?

Explain the statement in the students’ native language and ask the 3rd Statement following questions.

Develop questions with the circling Larry wants to play with the technique to practice repetition children at school.

Explain the statement in the stuand check comprehension. dents’ native language, and ask • Is there a lamb? the following questions: • Is there a dog?

• Is there a lamb or a dog?

• Does he want to play with the • What is there? children at school?

• Does he want to play with the 2nd Statement teachers at school?

His name is Larry.

Explain the statement in the Point to the question word students’ native language, and ask “Who?” Explain the meaning in the students’ native language and the following questions: ask the following questions: • Is his name ____________?

• Who wants to play?

• Is his name Larry?

• Who does Larry want to play • Is his name Mary with?

• Is his name Larry or Mary?

• Who are at school?

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE Point to the word “What.” Ex• Where does he go? plain its meaning in the students’ • Who goes to the office? native language, and ask: 2nd Statement • What does he want to do?

There he sees the principal.

Point to the word “Where.” Ex- Explain the statement in the stuplain its meaning in the students’ dents’ native language, and ask native language, and ask the fol- the following questions: lowing questions: • Does he see the teacher • Where does he want to play? there?

• Does he want to play with the • Does he see the principal children at school? there? st • Does he see the principal or 1 Statement the teacher there?

He goes to the office.

• Who does he see?

• Where does he see the II LOCATION principal?

Place the illustration chosen for the second location or position.

Point to the words “Who?” and ‘Where?” Explain their meaning in the students’ native language.

Explain the meaning of the statement in the students’ native lan- 3rd Statement guage.

The principal doesn’t let him Write the statement on the board, play. explaining it in the in the students’ Explain the statement in the stunative language. Have a student dents’ native language, and ask act it out, and ask the following the following questions: questions: • Does the principal let Larry • Does he go to the office? play?

• Does he run to the office?

• Who doesn’t let Larry play?

4th Statement

Point to the word “Who?” Explain its meaning in the students’ native language.

Point to the word “Where?” Explain its meaning in the students’ native language.

Then he goes to Tom’s classroom.

Explain the statement in the

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE students’ native language, and ask • Does he go to Maria’s classthe following questions: room?

• Does he go to Tom’s classPoint out the words “Where?” and room?

“Whose?” Explain the statement in • Does he go to Tom’s house? the students’ native language.

• Where does he go?

• Where does he go?

• Who goes to Tom’s class• Whose classroom is it? room?

2nd Statement

th

5 Statement

Marla’s teachers says, “Go home.”

Explain the statement in the students’ native language. Have a student act it out. Ask the following questions.

• Does Tom’s teacher say, “Go home.”? th • Does Marla’s teacher say, “Go 6 Statement to the bathroom.”?

The teacher doesn’t let him • Whose teacher says, “Go play. home.”

Tom’s or Marla’s teachExplain the statement in the stuer? dents’ native language, and ask the following questions: 3rd Statement • Does the principal let him Larry is very sad. play?

Explain the statement in the stu• Does the teacher let him play? dents’ native language. Have a stu• Who doesn’t let him play? dent act it out. Ask the following st questions.

1 Statement • Is Larry very sad?

Then he goes to Marla’s classroom.

• Is Larry very happy?

• Does he go to Marla’s class• Is Larry very happy or very sad? room?

• Who is very sad?

There he sees a teacher.

Explain the statement in the students’ native language, and ask the following questions: • Who does he see there?

• Does he see a teacher?

• Where does he see a teacher?

III Location

Act out the verb to review. Identify the illustrations orally. Have the students match the words to the pictures on the board.

Change to a third location in the classroom

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

MINI STORY

Fluffy the Dog

Problem: Fluffy wants to go to school with Marla.

Fluffy Marla children school dog

sends sees takes dresses goes

Vocabulary

wants to go plays gets is barks

happy angry

Fluffy the Dog

T

here is a little dog. His name is Fluffy. Fluffy is Marla’s dog. One day Fluffy sees Marla getting dressed to go to school. Fluffy wants to go to school with Marla. Fluffy barks at Marla to let her know that he wants to go to school with her. Marla takes Fluffy to school, and all of the children want to play with him. The teacher gets angry and sends Fluffy to the principal’s office.

The principal sends Fluffy home. Marla is very sad.

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

METHODOLOGICAL APPROACH: 1. Develop the meanings of the words and structures.

2. P.Q.A.: (Personalized Questions and Answers) Ask the following questions for students to answer chorally or individually. ●Who has a dog? ●What is the dog’s name? ●Does your dog go to school with you?

3. Ask about the mini story.

4. Read the mini story.

5. Develop practice exercises: Work with the students’ text, first orally then in written form.

6. Act out the story.

I. LOCATION • • •

Place the illustration chosen for a second position or location.

Write the first statement on the board.

Explain it in the students’ native language and have a student act it out.

1st Statement

Every new word should be explained in the students’ native There is a dog.

Write on the board, read aloud language. several times, explain in the stu- 2nd Statement dents’ native language, point to the illustrations, and ask the fol- His name is Fluffy.

Write on the board, read aloud lowing questions: several times, explain what it • Is there a dog? means in the students’ native • Is there a cat? language. After pointing to the • Is there a dog or a cat? chosen illustration, explain the • Yes, there is a dog. words “his” and “name” in the • What is there? students’ native language, then ask the following questions: Write the question word “What?” on the board or on a card. Explain Is his name Fluffy? what it means in the students’ Is his name Ben? native language.

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CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

How to introduce P. Q. A.

P. Q. A. stands for Personalized Questions and Answers. Use it to reinforce the comprehension of question words and answers.

Practice exchanging the pronouns that you worked with. Explain the meaning of the word “What?” in the students’ native language, then ask: What is his name?

Then the teacher says: What is your name?

My name is ____________ .

What is my name?

Is my name____________ ?

What is her name?

Yes, my name is ________ .

Point to a student and say: Turn to several students Your name is __________ . and point at them saying: What is your name________?

His name is ________ .

Signal to students to practice Is his name ________? the use of the pronouns: Yes, his name is______ .

His name is ___________ .

Your name is _______ .

Her name is ___________ .

My name is ____________.

Is his name Ben or Fluffy?

Yes, his name is Fluffy.

• • •

3rd Statement

Fluffy sees Marla getting dressed to go to school.

Write on the board, read aloud several times, explain what it means in the students’ native language. After pointing to the chosen illustration, explain the words “sees” and “get dressed” in the students’ native language, then ask the following questions: • Does Fluffy see Marla getting dressed?

• Does Fluffy see Marla going to sleep?

• • •

What does Fluffy see?

Where is Marla going?

Is Marla going to the park?

Is Marla going to Mc Donald´s?

Is Marla going to the school?

Is Marla going to the school or to the park?

4th Statement

Fluffy wants to go to school with Marla.

Write on the board and read aloud with the students, several times.

27

CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE Place the chosen illustration in a 1st Statement first location. Read the statement aloud, and ask the follow- Fluffy barks at Marla to let her ing questions: know that he wants to go to • Does Fluffy want to go to school with her. school with Marla?

Write the sentence on the board, • Does Ben want to go to and read aloud with students sevschool with Marla? eral times.

• Does Fluffy or Ben want Review the meaning of the action to go to school with Mar- words “bark” and “go.”

Review the meaning of the quesla? tion words “Who?” and “What?”

• Does Fluffy want to go to point to them on the board. the hospital?

• Does Fluffy want to go to • Who barks? school or the hospital?

• Does Fluffy bark?

Review the meaning of the ques• Does Fluffy sleep? tion words: “Who?,” “What?,” • Does Fluffy bark or sleep? and “Where?”. Always point out • Does he want to go to the word, use illustrations, to reschool with Marla? inforce comprehension.

• Does he want to go to • Who wants to go to school with Tom? • Does he want to go to school with Marla? school with Marla or • Who goes to school? with Tom? • What does Fluffy want to • Where does Fluffy want to do? go?

• Where does Fluffy want to go?

2nd Statement • Where does Marla go?

Marla takes Fluffy to school, and all of the children want to play with him.

Review the meanings of the question words “What?” and “Who?” • Does Marla take Fluffy to school?

• Does Tom take Fluffy to II. LOCATION school?

• Place the illustration chosen for a second location.

• Write the first statement on the board.

• Explain it in the students’ native language and have a student act it out.

28

CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE • Who takes Fluffy to • Does the teacher get anschool? gry with Marla?

• Where does Marla take • Where does the teacher Fluffy? send Fluffy?

• Do the children want to • Does the teacher send play with Fluffy?

Fluffy To Doctor Perez of• Do the children want to fice? run with Fluffy?

• Does the teacher send • What do the children want Fluffy to the cafeteria? to do?

• Does the teacher send 1st Statement Fluffy to the principal’s ofThe teacher gets angry and fice or to the cafeteria? sends Fluffy to the principal’ office.

2nd Statement Review the meaning of the action The principal sends Fluffy words “get angry” and “send”. home. Marla is very sad.

Review the characters “teacher” Write the sentence on the board, and read aloud with the students and “principal.” several times.

Review the meaning of the action III. LOCATION word “send” and the descriptive • Place the illustration chosen phrase “very sad.” Do gestures and ask the following questions: for a second location.

• Write the first statement on • Does the principal send the board.

Fluffy home?

• Explain it in the students’ • Does the principal send native language and have a Fluffy to the hospital? student act it out.

• Does the principal send Fluffy to the cafeteria?

• Where does the principal send Fluffy?

• Does the teacher get • Does the principal send angry?

Marla home?

• Does the teacher get hap• Does the principal send py?

Fluffy home?

• Does the teacher get • Does the principal send Fluffy or Marla home? angry with Tom?

29

CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE Ask yes or no questions: 3 Statement (examples) Marla is very sad.

Read statement, do the action ges• Is there a little dog? ture and ask the following • Is his name Fluffy? questions: • Is Fluffy, Marla’s dog?

• Does Fluffy see Marla dressing • Is Marla happy? to go school?

• Is Marla sad?

• Does Fluffy want to go to • Is Marla happy or sad? school with Marla?

Read the story to the • Does Fluffy laugh at Marla?

• Does Fluffy want to go to class. school with Marla?

P. Q. A. • Does Marla take Fluffy to school?

Teacher to the class: • Do all of the children want to Are you happy? play with him?

Explain it in the students’ native • Does the teacher get happy? language.

• Does the teacher send Fluffy home?

Teacher to the class: • Does the principal send Fluffy Class, are you sad? home?

Explain it in the students’ native • Is Marla happy? language.

• Is Marla sad?

Who is happy?

(Raise your hand) Who is sad?

(Raise your hand) rd

Give a short answer: • What is the name of the dog?

• Is it Tom or Fluffy?

• What is the name of the girl?

Is it Mary or Marla?

• Fluffy sees Marla getting dressed to go to school or to work?

• Fluffy wants to go to school or to work?

• Do all of the children want to play or dance with Fluffy?

Read the complete story, statement by statement.

Do the gestures for each action word with the students.

Use the illustrations to reinforce comprehension.

30

CHAPTER 1

POP-UP GRAMMAR Names Names for Persons, Things, and Places 1.

2.

3.

4.

Select two students and explain to the rest of the class that there are names to identify things, persons, and places.

Being by pointing to the two students and identifying them as a boy and a girl. Write the words on the board, circle the words “boy” and “girl,” and ask: “Is this a boy?,” “Is this a girl?,” “Is this a boy or a girl?,” “What is he?,” “What is she?”

Connect the meaning of the word by asking for boys’ names and girls’ names. Write them on the board above the students standing under the names.

Ask: “Is _________________ a name for a boy?”

“Is _____________________a name for a girl?”

“Is ______________________ a name for a boy or a girl?” “_______________________is the name for a ________________.” “_______________________ is the name for a ________________.”

“What is a name for a girl?_____________________.”

5.

6.

7.

8.

Put pictures on the board and write “boy” and “girl” above them.

Ask for boys’ names. Ask for girls’ names.

Add pictures for a man and a woman.

Ask for men’s names.

Ask for women’s names He She boy girl man woman teacher teacher student student Tom Marla Marla Teach the poem Names, names, names, from page 4.

31

CHAPTER 1

POP-UP GRAMMAR Names for things 1.

Place five classroom objects on the desk.

Inform students

that they are going to learn the names for things.

2.

Point to the objects and name them.

3.

Ask students to listen and observe. Give an object to different students and

ask yes/no questions to verify the names. Also

use either/or, and “Wh” questions.

4.

Ask if the names in practice are names for things or names for persons.

5.

Place illustrations for people on the board and illustrations for things.

6.

Have students identify the illustrations by their names and say if the names are names for things or names for persons.

7.

Do the same with the names in written form.

8.

Choose five other things and continue working on names for things, contrasting them with names for people.

9.

Do the practice exercises on pages 5 and 6 in the student’s book. Remember to do the practice exercises in oral form first. Make sure that the instructions are clear. Do the exercises in written form and correct orally.

32

CHAPTER 1

POP-UP GRAMMAR Names for places 1. Explain to the students that they will learn names for places.

Begin with the classroom. Teach the names of places in the classroom.

2. Send students to different places in the room (the door, the board, the window, the seats, the trash can, the corners, etc.) and have them name them.

3. Teach the names using yes/no questions, and either/or, and “Wh” questions.

“Is the ________________at the _____________________?”

“Is the ________________ at the _________________ or at the ________________?”

Ask “Where is the ____?” in reference to the things in the classroom, and review them every day.

4. Prepare a school excursion to teach the names of important places at school (bathroom, library, patio, cafeteria, secretary’s office, principal’s office, school’s clinic.)

5. Take the students to visit these places. Verify the names of the places with yes/no questions, either/or, and “Wh” questions.

6. Have students illustrate the places in their book.

7. Teach the words and have the students relate the names with the pictures.

8. Contrast the names for people with the names for things and the names for places.

9. Do exercises in pages 17-21 in the student’s book.

Remember to do practice exercises, orally first.

33

CHAPTER 1

POP-UP GRAMMAR Name Markers Name markers are words that come before a name.

1. Write the name for a person on the board and circle it.

Example: boy 2. Write the name markers before the name in a different color.

Example: a book the students 3. Continue by putting the names of things and do the same as above. Then, write the names of animals; and finally, the names of places.

Repeat what was done with the names of persons,

places, and things.

4. Have students differentiate between the markers and the names, by having them identify them and answer questions.

Example: Is this a name marker? Is this a name? Is this a name marker or a name? What is this?

5. Use objects, people, and pictures for students to identify them.

Have students put a name marker before them.

Observe examples on page 23.

Do the practice exercises on pages 23 and 24.

34

CHAPTER 1

POP-UP GRAMMAR Names Markers 1. Write two groups of words on the board.

One that has all

beginning consonant sounds and the other that begins with initial

vowel sounds.

2. Make flash cards with the word “a,” and place them before words with initial consonant sounds.

Read the group of words

aloud, emphasizing initial consonant sounds. Then repeat using the word “an” before initial vowel sounds, then “a” before consonant sounds.

3. Help the students to conclude that we use “a” before consonant sounds and “an” before vowel sounds. Guide their observations with questions.

Do the practice exercises on pages 23 and 24.

35

CHAPTER 1

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Sight Words #1 the

an

this

a

many

that

I. Underline the word inside the lens as the teacher dictates from page 22.

II. Practice Exercise: Read and match the words.

III. Read the phrases aloud. Underline the sight words listed on page 22.

Sight Words #2 these

of

one

to

in

word

I. Circle the word in the lens as dictated by the teacher from page 23.

II. Read the phrases orally with the teacher. Circle the sight words on page 23.

36

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Functions

CHAPTER 2 MINI STORY Wonder Garden

• • •

Student’s book page 31 Problem: Jack didn’t have money to buy roses.

• • • • • • •

Teach the present tense first and practice with gestures.

Match the words with the illustrations.

Do the gestures with the students to reinforce and check comprehension of the verbs. st

Grammar

rd

1 and 3 person singular present tense 3rd Person plural present tense Agreement in gender and number Definite articles Indefinite articles Contrasting present and past tense Syntax: noun - adjective

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Do the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

37

CHAPTER 2

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

P.Q.A. Ask the following questions for students to answer in unison or individually: • • •

Do you have a garden at your house?

What is your favorite flower?

Draw a picture of a garden.

Wonder Garden

O

ne day a boy named Jack visited a flower shop named Wonder Garden. At Wonder Garden there were all kinds of flowers: roses, tulips, gardenias, lilies etc. Jack looked at all of the flowers and liked them all, but he fell in love with a set of orange roses. The roses were beautiful but Jack didn’t have money to buy the roses. Jack went to his uncle and asked for money to buy the roses but his uncle didn’t have any money. Jack went to a friend and asked for money, but his friend didn’t have any money.

Jack was sad so he went to his aunt’s house in Arraiján. Jack asked his aunt for money, and his aunt gave him the money to buy the orange roses. Jack was very happy.

38

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE •

CHAPTER 2 STORY Amazing Pets

• • •

Problem: Susy doesn’t have any money to buy a pet.

• •

Student’s book page 36

• • •

FUNCTIONS

Present the vocabulary words on a picture card, and practice orally several times.

Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

Write the words in red on a flash card and read aloud several times.

Practice the gestures with the students to reinforce and check comprehension of the verbs.

Teach the words happy and sad with gestures.

Teach the past tense of the verbs.

Use the thumb to signal backwards indicating the past.

Practice both the past and present tenses of the verbs.

Read the mini story aloud and have the students act out the verbs as they hear them.

Prepare questions to circle or practice the statements.

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Do the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

39

CHAPTER 2

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHERS GUIDE

P.Q.A.:

Ask the following questions for students to answer in unison or individually: • • •

Have you visited a pet shop?

Give the name of two pet shops you know What animals are in a pet shop?

A

Amazing Pets

mazing Pets is the name of a popular pet shop in Panama.

Many children and their parents visit Amazing Pets all the time. Susy visits Amazing Pets and sees all kind of animals: turtles, birds, fishes, cats, frogs, rabbits, mice, dogs, and hamsters.

Susy looks at all of the pets and plays with them. But she falls in love with a small brown poodle named Panky.

Panky is a beautiful dog and Susy loves him, but Susy doesn’t have any money. Susy goes to her mother and asks her for money, but her mother doesn’t have any money. Susy goes to her father and asks him for money, but her father doesn’t have any money.

Susy is very sad so she goes to her godmother’s house in Chorrera. Susy asks her godmother for money, and her godmother gives her the money to buy the pet dog named Panky. Now Susy is very happy.

40

CHAPTER 2

POP-UP GRAMMAR The Numbers 1. Count orally with real objects from one to ten.

2. Present the objects according to their number values.

3.

4.

5.

6.

7.

etc.

Introduce the names of the numbers on flash cards.

Relate the names of the quantities in a game.

The teacher will call a number and the student will call out the names with objects that are grouped according to the quantity called.

Repeat and practice several times.

Do the practice exercises on pages 28-30.

Names for Animals 1. Review the concept that there are names for everything.

2. Continue emphasizing the concept that there are names for everything. Now, tell the students that they are going to learn the names for animals today.

3. Have students bring miniature animals or small stuffed animals to class, and place them on the teacher’s desk.

4. Select five animals and tell the students to bring them to the front of the class and each one should say “This is a ____________________.” (Name the animal) Then ask the class to hold up their animals. The students that have brought a dog can hold them up. The students that have brought a cat can hold them up, and so forth.

41

CHAPTER 2

POP-UP GRAMMAR Differentiate Between Names for Persons, Places, Things, and Animals • • • • • • • •

Relate the written words with the objects or illustrations.

Identify and read the names several times.

Continue teaching the names of other animals in the same way.

Observe the examples on page 33.

Use flashcards to identify the pictures orally.

Place the flashcards beneath or above the pictures.

Relate the names beneath or above the flash cards with the animals.

Do the practice exercises on pages 37-43.

Poem:

I am very happy at my school.

Work with the concepts: I am He is My name is It is You are We are She is They are

1.

2.

The teacher says: “I am a teacher.”

“My name is _________________________ .”

• • • • • • •

Use yes/no questions to reinforce the concept.

Teacher continues, “You are my student.”

Use yes/no questions to reinforce.

Following, the teacher says, “He is a boy” or “She is a girl.”

Reinforce comprehension with yes/no questions.

Follow the instructions on page 44.

Do the practice exercise on page 44.

42

CHAPTER 2

POP-UP GRAMMAR 3. Continue to work with we and they, with sentences related to the class.

• Reinforce comprehension with yes/no questions.

• Then work with the vocabulary: good, friend, new, etc.

• Have several students read the information they wrote individually and in groups.

• Have the boys read in a group, then the girls read in another group.

• Practice reading the poem daily with the students.

• Do the practice exercises on pages 45 and 46.

• Group the students to evaluate them orally, stopping at certain items for the students to say them individually.

Singular and Plural • • • • • • • • •

• • •

Ask students to bring different kind of toys to school.

Group the toys, take one and say the singular name. Put two or three of the same together and say the plural name.

Use various examples, then ask the students what differences they hear as the names are pronounced.

Explain that one is singular and more than one is plural.

Use the students as examples.

Have them observe and identify one girl and several girls, one boy and several boys.

Continue practicing the concepts with the classroom objects.

Practice reading several times. Underline the s in the plural examples.

Use pictures and objects to teach the plural. First reinforce the concept, then teach the oral and written form of the words.

Example: foot – feet Write examples on the board and practice orally.

Observe example on page 49.

Do the practice exercise on pages 49-51.

43

CHAPTER 2

POP-UP GRAMMAR Some and Many Review the name markers and their functions. Use realia such as water, rice, or flour to illustrate the use of some.

Use the name marker some before them as you present them. Explain that some is used before nouns that cannot be counted.

Present other countable plural nouns: books, flowers, and children. Explain that we can also use the noun markers some before them. Practice with several realia examples.

To Illustrate the Use of Many Versus Some • • • • •

Place the two groups of nouns; the countable and uncountable ones in front of the class.

Make flash cards with the words some and many and place them before the nouns as you present them.

Help students to conclude that some can only be used before uncountable nouns.

Observe examples on page 52.

Do the practice exercise on page 52.

44

CHAPTER 2

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Sight Words #3 are

two

have

at

time

from

I. Draw an X on the words in the lens, as dictated by the teacher.

II. Read the phrases and sentences aloud. Underline the sight words on page 47.

Sight Words #4 down

two

for

up

on

some

I. Circle the word in the lens as dictated by the teacher from page 48.

II. Illustrate the sentences with drawings. Color the drawings.

III. Do the practice exercise on page 48. Read and circle the correct picture in each case.

45

CHAPTER 3

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Functions

CHAPTER 3

• •

MINI STORY Jake The Gorilla

• • •

Problem: Jake needed to get someone to feed him bananas.

• • •

Student’s book page 58

• • • •

Discussing circus animals Describing emotions and feelings Storytelling Stating chronological order of events Using the structures: need to/needed to + verb st

Grammar rd

1 and 3 person singular present tense 3rd Person plural present tense Agreement in gender and number Definite articles Be + ing Syntax: noun – adjective

Contrasting present and past tenses.

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

46

CHAPTER 3

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

P.Q.A.:

Ask the following questions for students to answer in unison or individually: • • •

Who has gone to a zoo?

Was there a gorilla at the zoo?

Can you feed the animals at the zoo?

Jake the Gorilla

J

ake the Gorilla lived at the zoo. Jake walked around his large cage every morning. One morning as he was walking, he began to feel very hungry. Jake needed to get someone to feed him some bananas. Jake went to one corner of his cage where he saw a boy with bananas. When he got there, the boy had disappeared.

Jake continued to look, and he saw a boy with bananas in another corner of the cage. Jake went to the corner but the boy had disappeared too. Jake was getting hungry. To Jake’s surprise, the zoo helper brought him a bunch of bananas. Jake was very happy, because at last he could fill his stomach.

47

CHAPTER 3

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

CHAPTER 3 STORY An Elephant Who Needs To Find Water Problem:

Elmer can’t get water to fill his trunk.

Student’s book page 61

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

48

CHAPTER 3

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE desert palm tree water sees fills

Vocabulary

elephant waterfall thirsty does not can fill

trunk steps happy goes to

oasis bucket walks in puts

P.Q.A.:

Ask the following questions for students to answer in unison or individually: • • •

Have you ever seen an elephant?

How does an elephant drink water?

How do you drink water?

An Elephant Who Needs to Find Water

E

lmer the elephant walks in the desert everyday. One day as Elmer walks, he begins to feel very thirsty. So, Elmer needs to find water to fill his trunk. Elmer goes to an oasis with palm trees that he sees far away. When he gets to the oasis, it does not exist. So, Elmer doesn’t get any water to fill his trunk. Elmer continues to look and he sees a waterfall. Elmer goes to the waterfall, but it doesn’t exist. Finally, Elmer sees a bucket of water a few steps from him.

Elmer goes to the bucket and puts his trunk into the bucket.

There is a lot of water in this bucket. Elmer is happy because he can fill his trunk with fresh water.

49

CHAPTER 3

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Sight Words #5 can

use

number

people

by

other

I. Circle the words in the lens dictated by the teacher from page 69.

II. Read and match the words.

III. Read the sentences aloud and circle the sight words listed.

Illustrate the sentences with drawings or pictures on page 70. Color the drawings.

Sight Words #6 does

do

I

into

about

day

I. Draw an X on the words in the lens as dictated by the teacher from page 71.

II. Students write words from the story. The teacher includes the words and plays fill in the blanks.

III. Read aloud. Circle the sight words. Illustrate the sentences with drawings or pictures. Color the drawings.

50

CHAPTER 3

POP-UP GRAMMAR Feelings • • • • •

• • •

• • • •

Stand in front of the students and show an emotion on your face.

Ask the students. “Am I happy?” “How do you know I am happy?”

Begin with happy, then sad, and so on.

Make gestures with different expressions. Ask how they know which feelings are presented.

Have the students put them on, and ask: “Is she sad?”

“Is he happy?”

“Is she happy or sad?,” etc.

Write the names of the feelings on flash cards.

Read the names aloud with the students.

Put pictures to illustrate different feelings on the board, and have students match the names with the feelings displayed on the board.

Next, have the students draw a picture with a feeling saying: “I am _________.”

Continue with all of the feelings. Review with questions.

Observe examples on page 54.

Do the practice exercises on pages 55 and 56.

Name Markers This - These - That - Those • Ask questions to review the concept of noun markers. “Where are they placed?” “What noun markers do you know?,” etc.

• Use singular and plural sets of objects to illustrate the concepts this and these.

• Illustrate the concept with various examples and ask students to observe.

• Use guided questions to help the students understand the rules.

51

CHAPTER 3

POP-UP GRAMMAR Examples: Are these objects near?

Are these objects far?

Are the objects singular?

Are the objects plural?

What are they?

• • • • • •

Then ask “When do we use this?,” “When do we use these?”

Ask students to present several examples orally.

Use a singular and plural set of objects to illustrate the concepts that and those.

Follow the same steps used to work with this and these.

Read and discuss the examples on page 57.

Do the practice exercises on pages 58 and 59.

Names Markers A – An – The • Review the functions of the name markers a and an with questions.

• Introduce the name marker the and how it is used.

• Observe the examples on page 63.

• Practice with other examples using realia.

• Do the practice exercise on page 64.

Negative Statements •

• • • • • •

• •

Write three statements on the board using the verb forms is, am, and are.

Example: “I am happy.”

“You are my friend.”

“He is fat.”

Explain to the students that these are affirmative statements.

Rewrite the statements leaving a space after the verb forms.

Add the word not after the verb form in a different color.

Read the statements with the added word not.

Explain to the students that the statements with the word not are negative statements.

Give different students affirmative sentences with the verb forms of the verb be. Have the students read the affirmative sentences and change them to negative statements.

Observe and read examples on page 73.

Do the practice exercise on page 74.

52

CHAPTER 3

TPRS TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE GUIDE

Functions

• •

CHAPTER 4

• •

MINI STORY

•

The Barbie Doll Student’s book page 80

• •

Problem: Tammy couldn’t find her favorite Barbie doll.

• • • • •

Using vocabulary Describing emotions and feelings Start storytelling Stating chronological order of events Using the structures: like to / likes to + verb st

Grammar rd

1 and 3 person singular present tense 3rd Person plural present tense Agreement in gender and number Definite articles Indefinite articles Infinite + verb Syntax: noun - adjective

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

53

CHAPTER 4

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE P.Q.A.: Ask the following questions for students to answer in unision or individually: • • • •

Who likes to play with Barbie dolls?

Who has many Barbie dolls?

How many Barbie dolls do you have?

Give the names of some of your Barbie dolls?

The Barbie Doll

T

here was a girl whose name was Tamy. Tamy liked to play with Barbie dolls, but she could not find her favorite Barbie doll. She went into her room. Her aunt was cleaning the room. She asked for her Barbie doll. Her aunt said she did not see it.

Tamy went to the kitchen. Her mother was cooking. She asked her for her Barbie doll. Her mother said she did not see it.

Tamy was worried. So, she went to her sister’s room.

There, she saw her cousin playing with her Barbie doll. Tamy was happy because she had found her Barbie doll.

54

CHAPTER 4

TPRS TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE GUIDE

CHAPTER 4 STORY The Basketball

Problem: Antonio cannot find his basketball ball.

Stu-

dent’s book page 87

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Do the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

55

CHAPTER 4

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

P.Q.A.:

Ask the following questions for students to answer in unison or individually: • • •

Who has a basketball?

Who can play basketball?

Where do you play basketball?

T

The Basketball

here is a boy. His name is Antonio. Antonio likes to play basketball, but he cannot find his basketball. He goes into his room. His mother is cleaning the room.

He asks his mother for his basketball. His mother says she has not seen it. Antonio goes to the patio of his house. The gardener is cutting the grass.

He asks him for his basketball. The gardener says, ”I have not seen it.” Antonio is worried, so he goes to his brother’s room, there he sees his basketball.

Antonio is very happy to find his basketball.

56

CHAPTER 4

TPRS TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE GUIDE

Sight Words #7 she

put

he

I

makes

has

I. Draw a line under the words in the lens as dictated by the teacher from page 94.

II. Illustrate the sentences with drawings or pictures on page 94. Color the drawings.

Sight Words #8 and

this

at

that

happy

look

I. Circle the words in the lens as dictated by the teacher from page 95.

II. Illustrate the sentences with drawings on page 95. Color the drawings.

57

CHAPTER 4

POP-UP GRAMMAR Words That Tell Us Where • • • • • •

• • • • •

Draw a circle on the floor in the front of the class.

Have a student stand inside the circle, then outside, beside, and in front.

When a student is in the circle say: “_______________ is in the circle.”

Take the student out, and say the same: “__________________is out of the circle.”

Then practice the word beside using the same statements.

Use different settings. Use a cup, a box, or another object to reinforce comprehension of the words. Put the cup in the box, take it out, etc.

Write the words on the board, and read them aloud.

Say the words for students to understand their meanings.

Use an object and say “put it in,” “take it out,” etc.

Observe and read the examples on page 76.

Do the practice exercises on page 77.

Places Inside the House • • • • •

Use flashcards to present illustrations of the places inside the house.

Put the pictures on the board.

Use verbs and their gestures to demonstrate things we do inside the house.

Label the parts inside the houses. Practice reading several times.

Help students to relate the names with the pictures by calling the names for students to put the names on the illustrations.

Places Outside of the House • • • •

Work with illustrations to present the parts outside of the house.

Follow the same steps for presenting the parts inside of the house.

Read page 78.

Do the practice exercise on pages 78 and 79.

58

CHAPTER 4

POP-UP GRAMMAR There is / There are • •

• • •

• •

Place five illustrations of singular names of objects on the board.

Write the phrase there is beside the illustrations, and say the statement “There is a _________________.” pointing to the illustration.

Follow the same steps with plural objects, using are.

Contrast the identification of the illustrations using there is and there are.

Use classroom objects and identify them using there is and there are also with individual students and with the whole class.

Read and practice the examples on pages 82 and 83.

Do practice exercises on page 83.

Words That Replace Names • • • • • • • •

Place a group of students in front of the class.

Have a student stand with the pronoun I and say: “I am ___________.”

Another student stands with he and she.

Have the group point to the classmates and say: “He is ____.”

She is ______.”

To illustrate we and they. Have a group stand together with the pronouns.

Use yes/no, either/or, and “Wh” questions to reinforce the concept.

Observe the examples on page 92.

Do the practice exercise on page 93.

59

TPRS TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE GUIDE

Functions

CHAPTER 5 MINI STORY

Lily the Flower

• • • • • • • •

Identifying flowers Using comparatives Using opposites Discussing temperature Discussing compounds words Storytelling Stating chronological order Using the structures: wants to/wanted to + verb

•

1st and 3rd person singular present tense Agreement in gender and number Definite articles Indefinite articles Contrasting present and past tense Syntax: noun - adjective

Grammar

Problem: Lily the flower wanted to dry the lake.

• • • •

Student’s book page 100

•

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

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CHAPTER 5

TPRS TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE GUIDE

P.Q.A.:

Ask the following questions for students to answer in unison and individually: • • • •

Who has gone to a lake?

What was the name of the lake?

Did the lake have many flowers around it?

Is the day hot or cold?

T

Lily the Flower

here was a beautiful lake in the country. In that lake, there was a flower named Lily. Lily wanted to dry the lake because she felt very cold. She called a cloud and asked it to blow the water away.

The cloud said it could not blow the water away because its mouth was too small. Lily went to another cloud and asked it to blow the water away. The cloud said it could not blow the water away, its mouth was too narrow.

Finally the flower, Lily, went to another cloud. The cloud said yes, I will blow the water away.

My mouth is very wide. Lily was very happy. She was not cold anymore.

61

TPRS TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE GUIDE

CHAPTER 5 STORY

The Flower Garden

Problem: Rosa wants to cover from the sun.

Student’s book page 102

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

62

CHAPTER 5

TPRS TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE GUIDE

P.Q.A.:

Ask the following questions for students to answer in unison and or individually: • •

Who has a garden at his/her house?

What kind of flowers does the garden have?

T

The Flower Garden

here is a garden around a house in the country. In that garden there is Rosa the flower. Rosa does not want to be in the sun because she gets very hot. She goes to a tree in the garden and asks the tree to stand in front of the sun. The tree says, “I cannot cover the sun, I am too short.”

She goes to a taller tree, and asks the tree to stand in front of the sun. The tree says, “I am a little taller, but I cannot cover the sun.” She looks for the tallest tree in the garden, and goes over to the tree and asks the tree to stand in front of the sun. The tree says, “Yes, I will stand right in front of you.”

The sun no longer shines on her. Rosa says, “Thank you” to the tree. Rosa is very happy. She is not hot anymore.

63

CHAPTER 5

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Sight Words #9 her

it

we

they

write

his

I. Circle the words inside the lens as the teacher dictates from page 114.

II. Read the phrases and sentences aloud. Underline the sight words.

Sight Words #10 finds

likes

what

him

her

who

I Circle the words inside the lens as dictated by the teacher from page 116.

II. Underline the sight words. Rewrite new sentences using the sight words.

64

CHAPTER 5

POP-UP GRAMMAR Action Words • • • • • • •

Present the action words on page 98 with gestures.

The teacher announces the action words and performs the actions with the class.

Present the names of the actions on flash cards. Read the words and perform the actions Play the game Follow the Leader. A student says and acts out the word, and the class follows.

Review reading the names on flash cards and doing the actions.

Observe the illustrations on page 98.

Do practice exercise on page 99.

Comparative Words •

• • • •

Write a list of descriptive words on the board. Explain the meanings and illustrate: tall short big old small hot Begin comparing these words using er.

Have students observe and answer questions to ensure comprehension.

Continue with the comparisons using est. Illustrate the comparisons with students and objects in the class.

Observe the examples on page 108 and do the exercises.

Opposites • • •

Show the words by using gestures, demonstrations, and illustrations.

Illustrations without their labels for students to identify them.

Write the words on the board for the students to read and practice.

65

CHAPTER 5

POP-UP GRAMMAR • •

• •

Students place illustrations on the board.

Play the game Opposites. The teacher or a student says a word, and the class does the opposite. Change roles. The class says the word, and the teacher does the opposite.

Observe and practice with the illustrations on page 111.

Do the practice exercises on page 112.

Opposites • • • • •

• •

By using gestures, demonstrate and illustrate opposites.

Use illustrations without their labels for students to identify them.

Write the words on the board for the students to read and practice.

Students draw illustrations of the words.

Play the game Opposites. The teacher or a student says a word, the class does the opposite. Change roles. The class says the word, and the teacher does the opposite.

Observe and practice with the illustrations on page 111.

Do the practice exercises on page 112.

Different Kind of Statements • • • • • • • •

Give a statement about an object in the class. Say: “This is a _____.”

Ask the students to do the same with an object.

Review the sentences using this and that.

Divide the board in four parts.

Write five sentences on the board in the first section.

Explain to the students that these statements are sentences.

Remind them that the statements must begin with a capital letter and end with a period.

Change the statements on the board to questions. Remind them about the capitalization and punctuation. Explain that we use these sentences to ask for information.

66

CHAPTER 5

POP-UP GRAMMAR • • • • •

Use the third separation to write the exclamatory statements.

Add an exclamatory word to the informative statements.

In the fourth section write command sentences.

Remind the students about the capitalization and punctuation to be used.

Read the examples and practice.

Observe the examples on page 113.

67

TPRS TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE GUIDE

Functions

• • • •

CHAPTER 6 MINI STORY

White Chocolate

•

Student’s book page 121

Using shapes vocabulary Using color vocabulary Storytelling Stating chronological order of events Using the structures: like to / liked to

Grammar

•

Problem: There was a girl who couldn’t find white chocolate to buy.

• • • • •

Contrasting present and past tenses Agreement in gender and number Definite and indefinite articles Syntax: noun - adjectives Phrases Use preterite and imperfect tenses

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

68

CHAPTER 6

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE girl mold saw pressed

Vocabulary

chocolate square liked to eat put in

supermarket round could not find did not have

triangle different wanted to

P.Q.A.:

Ask the following questions for students to answer in unision or individually: • Who likes to eat chocolate?

• Who likes brown chocolate?

• Who likes white chocolate?

T

White Chocolate

here was a girl who liked to eat white chocolate, but she could not find any. She went to a supermarket in Santiago. There she saw a square chocolate machine; she put her money in the machine and pressed a button for white chocolate. A voice said:

“We don’t have white chocolate”. She went to another supermarket in Chitré and there she saw a round chocolate machine. She put her money in the machine. She pressed a button for white chocolate. A voice said: “We don’t have white chocolate.” The girl went to a pharmacy in Coclé. There she saw a triangular chocolate machine. She put her money in the machine; she pressed a button for white chocolate. A voice said: “ You can have all the white chocolate you can eat.”

The girl was very happy.

69

TPRS TPRS NEW NEW ENGLISH ENGLISH ADVENTURES ADVENTURES LEVEL LEVEL 11 TEACHER’S TEACHERS GUIDE GUIDE

CHAPTER 6 STORY

The Brown Cow

Problem:

There was a boy who couldn’t find chocolate milk.

Student’s book page 126

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

70

CHAPTER 6

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE boy chocolate milk brown cannot find

Vocabulary

farm black likes to drink goes to

cow white asks for cannot give

milk red sees a can have

P.Q.A.:

Ask the following questions for students to answer in unison or individually: • Who likes to drink milk?

• What kind of milk do you like? Plain or chocolate?

The Brown Cow

T

here is a boy who likes to drink chocolate milk, but he cannot find any. He goes to a farm in Colón named Mindy. There he sees a black and white cow. He asks the cow for chocolate milk.

The cow says: “I am a black and white cow, I cannot give you chocolate milk.” He went to another farm in Colón named Vacas Rojas. He sees a red cow there. He asks the cow for chocolate milk, but the cow says: “I cannot give you chocolate milk. I am a red cow.” He went to another farm in Colón named Brown Star. He sees many brown cows there. He asks one of the cows for chocolate milk.

The cow says: “You can have all of the chocolate milk you want.I am a brown cow.” The boy is very happy.

71

CHAPTER 6

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Sight Words #11 see

their

no

or

write

sit

I. Draw an X on the words inside the lens as the teacher dictates from page 137.

II. Underline the sight words. Read aloud. Illustrate the sentences with drawings or pictures.

Sight Words #12 when

them

so

long

these

new

I. Circle the words inside the lens as the teacher dictates from page 138.

II. Underline the listed sight words in the sentences on page 139 and circle them. Illustrate the sentences with drawing or pictures. Color the drawings.

72

CHAPTER 6

POP-UP GRAMMAR Words that Describe Names • • • • • • • •

Draw a circle on the board and write the word names.

Draw four other circles around the names circled on the board.

Write the words, colors, numbers, sizes and shapes above each circle.

Ask the students to write examples in the circles.

Use the examples given to describe names orally.

Write some examples on the board.

Observe the examples on pages 118-120.

Ask students to give other examples.

How to Make Questions With the Verb Be • • • • • • • •

Write three affirmative statements on the board with the verb be (or write them on strips of cardboard.)

Review the concept of capitalization and punctuation for affirmative statements.

Change the affirmative statements to questions. Signal the word order.

Ask the students to observe the statements and explain the differences they observe.

Use the students´ input to explain the concept.

Emphasize capitalization and punctuation of the sentences.

Practice changing some sentences orally.

Do the practice exercises on pages 124 and 125.

Asking Questions With Do and Does • • • •

Ask different students to begin and illustrate something they like.

The student says “I like,” and shows the illustration.

Ask some students to stand in front of the class and say “I like __________,” and show their illustration.

Students answer yes/no to do/does questions.

73

CHAPTER 6

POP-UP GRAMMAR •

• • • • •

The teacher writes the two questions on the board, using the examples from page 132.

“Do you like?” “Does he/she like?”

Students observe and give input of their observations.

The teacher explains emphasizing that we use does with the pronouns he/she/it.

Do several oral practices.

Then the teacher explains that we use do with the pronouns I/you/we/they.

Do practice exercises on pages 133 and 134.

Different kinds of Statements

1. Write five sentences on the board with the verb be.

2. Read the sentences and underline the verbs.

3. Place the verb be at the beginning of the sentence and underline the verb.

4. Place the punctuation marks at the end of the sentence.

Read the sentences with their correct intonation.

5. Remind the students that they must begin all statements with a capital letter and end with the correct punctuation mark.

6. Practice examples on page 135 orally.

7. Do the practice exercise on page 136.

74

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Functions

Talking about family members Talking about parts of the house Using opposites Describing emotions and feelings Answering yes/no and wh questions • Using the structures: wants / wanted to + verb • • • • •

CHAPTER 7 MINI STORY Danny’s Day

•

Problem: Danny wanted to eat a cupcake.

• • • • • •

Student’s book page 144

st

Grammar rd

1 and 3 person singular present tense Agreement in gender and number Prepositional phrases Definite articles Indefinite articles Verb + infinitive Syntax noun - adjective

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

75

CHAPTER 7

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE boy dining room cool many was said no

mother father sad goes had saw

Vocabulary

kitchen grandmother hot have went

cupcake grandfather happy called on asked for

P.Q.A.:

Ask the following questions for students to answer in unison or individually: • Who likes to eat cupcakes?

• Who bakes the cupcakes?

• Where do children eat cupcakes at home or at school?

T

Danny’s Day

here was a boy whose name was Dan. Dan’s mother was baking cupcakes. Dan wanted a cupcake. So Dan went to the kitchen and asked his mother for a cupcake. Dan’s mother said “No”. The cupcakes were hot.

Dan was sad. Then he went to the living room and asked his father for a cupcake. His father said “No,” too.

Dan called his grandmother on the cellphone, and asked her for a cupcake. His grandmother said she had many cool cupcakes so she could give him one. Dan was very happy.

76

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

CHAPTER 7 STORY Barney the bear Problem: Barney wants to eat a cookie.

Student’s book page 150

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

77

CHAPTER 7

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE children brother patio calls are

Vocabulary

bear milk them wants to is baking

cookies sister hot asks for

uncle mother happy says no

P.Q.A.: Ask the following questions for students to answer in unison or individually: • Who likes to eat cookies?

• Who has cookies in their lunch box?

• Do you eat cookies and milk at home?

T

Barney the Bear

here is a small bear. His name is Barney. Barney’s mother is baking cookies. Barney wants to eat a cookie. Barney goes to the kitchen, and asks his mother for a cookie. Barney’s mother says “No, the cookies are hot.” Barney is sad. Then, Barney goes to the living room and asks his uncle for a cookie. His uncle says “No,” too.

Barney goes to the patio and plays with his brother and sister. Finally, Barney’s mother calls the children to eat cooled down cookies with milk. The bears are very happy.

78

CHAPTER 7

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Sight Words #13 oil

more

there

if

these

than

I. Circle the words in the lens dictated by the teacher from page 156.

II. Read the sentences aloud. Illustrate with drawings or pictures. Color the drawings.

Sight Words #14 each

many

them

way

which

how

I. Circle the words inside the lens as the teacher dictates from page 157.

II. Use the words to complete the statements.

79

CHAPTER 7

CHAPTER 7

POP-UP GRAMMAR Exclamatory Statements • • • • • • • •

•

• •

Use the exclamatory or surprise words: Oh!, Wow!, and Ah! as the teacher looks at different objects.

Ask the students when do they use these words?

List a few others on the board.

Read and practice them.

Write three or four statements on the board with the exclamatory words.

Emphasize capitalization and punctuation.

Dramatize a few other examples.

Ask students to give their input on what they observe in the writing of these statements. Use students’ input to explain and reinforce the concept.

Write examples of three kinds of sentences (affirmative, interrogative, exclamatory,) and ask the students questions about the differences between the three types of sentences.

Observe examples on page 142.

Do the practice exercises on page 143.

Different Kind of Statements • • • • •

• •

Write five sentences on the board with the verb be.

Read the sentences and underline the verbs.

Place the verb be at the beginning of the sentence and underline the verb.

Place the punctuation marks at the end of each sentence.

Read the sentences with the correct intonation.

Remind the students that they must begin all statements with capital letters and place the correct punctuation marks.

Practice examples on page 135 orally.

Do the practice exercises on page 136.

80

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE • •

CHAPTER 8

• • •

MINI STORY The Big Blue Bicycle

•

Student’s book page 164 Problem: Lulú preferred a big blue bicycle.

• • • • • • • •

Functions

Using opposites Storytelling stating events in chronological order Using present and past tenses Describing emotions and feelings Answer questions with What?, Who?, and Where?

Use the structures: prefer to / preferred to goes to / went to can get / could get Increase vocabulary for toys

Grammar rd

1st and 3 person singular present tense Agreement in gender and number Prepositional phrases Definite articles Independent article Verb + infinite Syntax noun adjective

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

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CHAPTER 8

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Lulú

little said

bicycle red had

Vocabulary

store blue preferred

owner big went to

P.Q.A.:

Ask the following questions for students to answer in unison or individually: • • • •

Who has a bicycle at home?

What is the color of your bicycle?

What size is your bicycle?

Is it big or small?

T

The Big Blue Bicycle

here was a girl whose name was Lulú. Lulú had a little red bicycle, but she preferred a big blue bicycle. Lulú went to a bicycle store in Coclé. The owner of the store said he only had little red bicycles. So Lulú went to a bicycle store in Bocas del Toro.

The owner said he only had little blue bicycles. Lulú was not very happy, so she went to a bicycle store in Panamá. The owner said he had many big blue bicycles.

Lulú was very happy.

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TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

CHAPTER 8 STORY Marta’s Dollhouse Student’s book page 168

Problem: Marta preferred a big doll house.

METHODOLOGICAL APPROACH 1. Present the vocabulary words or picture cards, and practice orally several times.

2. Create a gesture for each verb or adjective. Maintain the same gestures throughout the book.

3. Teach the present tense first and practice with gestures.

4. Match the words with the illustrations.

5. Repeat the gestures with the students to reinforce and check comprehension of the verbs.

6. Practice the present and past tenses of the verbs. Use the thumb to signal backwards, a gesture to indicate the past tense of the verb. Always teach the present tense first, and then teach the past tense. Practice both tenses with gestures.

7. Read the mini story aloud, and have the students act out the verbs as they hear them.

8. Prepare questions to circle or practice the statements.

9. Do practice exercises.

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CHAPTER 8

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE Marta shop makes

doll little can get

Vocabulary

carpenter big says

birdhouse goes to

P.Q.A.:

Ask the following questions for students to answer in unison or individually: • Who has a dollhouse?

• Is the dollhouse big or small?

• Did your mom buy your dollhouse?

• Did a carpenter make it?

T

Marta’s Dollhouse

here is a girl. Her name is Marta. Marta has a little dollhouse, but she prefers to get a bigger dollhouse. Marta goes to a carpenter shop in the city of David. The carpenter there says he only makes little birdhouses. Then Marta goes to a carpenter shop in the city of Santiago. The carpenter there says he only makes little square dollhouses. Marta is not happy, so she goes to a carpenter shop in the city of Colón. The carpenter there says he makes little and big dollhouses. Now Marta is happy. She can have a bigger dollhouse.

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CHAPTER 8

TPRS NEW ENGLISH ADVENTURES LEVEL 1 TEACHER’S GUIDE

Sight Words #15 could

said

was

would

had

will

were

seen

I. Circle the words in the lens as the teacher dictates from page 177.

II. Practice the verb forms orally.

III. Read the sentences aloud. Indicate the time of the action with arrow down (present), arrow backwards (past).

Sight Words #16 point

answer

why

old

away

some

I. Draw an X on the words in the lens as the teacher dictates from page 178.

II. Underline the sight words in the following sentences.

Illustrate the sentences with drawings or pictures. Color the drawings.

Sight Words #17 found

Should

still

such

just

kind

I. Underline the words in the lens as the teacher dictates from page 179.

II. Unscramble the words.

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CHAPTER 8

POP-UP GRAMMAR Order Statements • Write a list of commands or words to give commands on the board.

• Ask the students to act them out.

• Complete the words to make command sentences.

• Ask the students for examples.

• Observe the examples on page 162.

• Do the practice exercises on page 163.

Statements with Have and Has • • • • • • • •

Ask students to hold an object in their hand.

The teacher signals to a student saying “He has a __________ .” or “She has a _________.”

Then students stand in group to practice “we have” and “they have.”

The teacher participates in the activity saying “I have a _______________.”

Work with the subject-verb relationship, then write them on the board.

Practice them orally with the students.

Observe the examples on page 166.

Do the practice exercise on page 167.

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