2 Aims: • • • CD1 03 SB p4 Listen and chant. to present the names of the characters Aim: to present Hi, What’s your name? I’m (name). to present and practice Hello, Hi, What’s your name? I’m (name). • Students look at the chant. • Play the recording. Students listen and follow the chant to say a chant with the class New language: Hi, What’s your name? in their Student’s Books. • Play the recording again, pausing after each line for I’m (name), nice, character names Materials: CD, flashcards from Starter Level (colors), pieces of thin cardboard (optional) • • Language competences: Your students will be able to ask and answer about names. students to repeat. Practice the chant as a class. Invite four students to come to the front of the class. Give each one a character name. They do the chant for the class. Repeat with other students. Practice Warm-up Aim: to review students’ names • Point to yourself and say your name. • Ask a student to stand up. • Elicit his/her name from the student. Use L1 to • prompt the student’s response if necessary. Repeat with about six other students. Presentation 1 CD1 02 Aim: to personalize and practice the new language • Invite a pair of students to come to the front of the class. • Prompt them to do the chant using their real names. • Repeat with two more pairs of students. • Make pairs. Students practice the chant, taking turns • starting. Students do a mingling activity, introducing themselves to the students in the class using Hi, I’m (name). What’s your name? Hi, I’m (name). What a nice name! 1 SB p4 Listen and look. Then listen and say the words. Aim: to introduce the names of the characters • Students look at the picture in their Student’s Books. • Play the recording. • Students point to the character names when they hear WB p4 Match the sentences with the pictures. Color the circles. Aim: to review colors and character names Key: I’m Flash: 4th picture, I’m Thunder: 2nd picture, I’m Misty: 1st picture Ending the lesson them. Aim: to review key language from the lesson CD1 Track 02 • Make a circle of eight students. • Invite two into the center of the circle. • The students in the circle start clapping rhythmically. • The two students in the center do the chant from Thunder: What’s your name? Whisper: I’m Whisper. Thunder: Hi, Whisper. I’m Thunder. Whisper: Hi, Thunder. Misty: Hi, I’m Misty. What’s your name? Flash: I’m Flash. Misty: Hi, Flash! Flash: Hi, Misty! Now say the words. 1 Whisper, 2 Thunder, 3 Misty, 4 Flash • Play the recording again. • Point to the character names / pictures one at a time. Students say the names. • Students practice pointing and naming in pairs. • • • SB Activity 2, using their real names. The two students join the outer circle and two other students go into the middle. Repeat twice more. If there is space, have more than one circle chanting at the same time. Extension activity Aim: to enable students to make a name label • Tell students they are going to make a name label. • Hand out a piece of thin cardboard to each student. They fold it in half lengthwise. • They write their name on one side and color it. • They stand the card on their desks. T4 Aims: • • to present and practice numbers one–ten to present and practice How old are you? I’m (age). New language: one, two, three, four, five, six, seven, eight, nine, ten, How old are you? I’m (age). Recycled language: What’s your name? I’m (name). Materials: CD, flashcards (numbers one–ten) Language competences: Your students will be able to count from one to ten. Your students will be able to ask and answer about ages. Warm-up Aim: to review asking and answering about names • Ask Student A Hello. What’s your name? • Student A answers, e.g., Hi. I’m (name). • Student A asks Student B and Student B answers. • Student B asks Student C and so on around • the class. Encourage students to ask other students at random. • Students check in pairs. • Play the recording again. Check answers with the class. Key: Misty: I’m six. Flash: I’m eight. Whisper: I’m eight. Thunder: I’m seven. 3 SB p5 Ask and answer. Aim: to present and practice How old are you? I’m (age). • Teach the question How old are you? and the response. • Students practice the question and answer in open pairs • • around the class. Demonstrate the conversation with a student: What’s your name? I’m (name). How old are you? I’m (age). Students practice around the class in open pairs or in groups of four. 1 WB p5 Match the numbers with the words. Aim: to review numbers one–ten Key: three – 3, ten – 10, eight – 8, nine – 9, one – 1, four – 4, five – 5, two – 2, six – 6 2 WB p5 Write the numbers. Aim: to review spelling of numbers one–ten Key (in two columns): 1, 6, 2, 7, 9, 8, 4, 10, 5 Ending the lesson 1 CD1 04 SB p5 Listen and point to the numbers. Aim: to present and practice numbers one–ten • Teach numbers one–ten using the flashcards. • Display the flashcards around the room or on the board. • Play the recording. Students listen and point to the • flashcard numbers. Students open their Student’s Books. Play the recording again. Students point to the numbers in their Student’s Books. 2 CD1 05 SB p5 How old are the Super Friends? Listen Aim: to review numbers one–ten • Use the flashcards to review numbers one–ten. • Show the flashcards at random and have students say the number. • Invite ten students to come to the front of the class • • • and hand out the flashcards at random. Students quickly arrange themselves into the correct number sequence. Ask the class to say if the sequence is correct by calling out the numbers together. Repeat. and write. Aim: to practice the written form of numbers one–ten • Play the recording. Give students thinking and Extension activity writing time. Aim: to review spelling of numbers CD1 Track 05 • Write numbers one–ten in scrambled letter order Teacher: How old are you, Misty? Misty: I’m six. Teacher: How old are you, Whisper? Whisper: I’m eight. Teacher: How old are you, Flash? Flash: I’m eight. Teacher: How old are you, Thunder? Thunder: I’m seven. T5 • on the board. Students work in pairs to unscramble the words. They use their Student’s Books or the flashcards to help them. 2 Aims: • • • to present and practice the letters of the alphabet SB p6 Say the alphabet. to present lowercase and uppercase letters Aim: to give students further practice saying the alphabet to sing a song with the class • Point to letters of the alphabet in sequence around New language: sing with me, me and you, let’s sing and dance Recycled language: I’m (your friend). Materials: CD, alphabet cards: one for each letter of the alphabet (write the capital letter on one side and the small letter on the other) Language competences: Your students will be able to write and say the letters of the alphabet. Your students will be able to join in with a song. • • the room for students to repeat. Then choose letters at random. Students work in pairs. They do the same, but use the alphabet in their Student’s Books, taking turns saying the letters. Monitor to check they are saying the letters correctly. 1 WB p6 Write the missing letters. Aim: to present and practice lowercase and uppercase letters Key: E, G, n, Q, T, x Warm-up Ending the lesson Aim: to raise awareness of the alphabet Aim: to review the letters of the alphabet • Call to the front of the class four students whose • Hand out the alphabet cards at random to students • • 1 names start with the first four letters of the alphabet. If this sequence is not possible, any fourletter sequence in the alphabet, e.g., d, e, f, g, will do. Stand the students in alphabetical order according to the first letters of their names. Say their names, repeating the first letter, e.g., Anna, A; Boris, B. Tell students the lesson is about the alphabet. CD1 06 07 around the room. • Invite the 26 students to come to the front and • • • arrange themselves in alphabetical order. For smaller classes, use only some of the alphabet cards. Do the activity once with lower-case and once with upper-case. Repeat. SB p6 Listen and sing. Aim: to present and practice the letters of the alphabet Extension activity • Stick the alphabet cards around the room, capital letter Aim: to practice alphabet sequence • • • • • side showing. Group them as in the Student’s Book activity. Point to each card one at a time, saying the letter for students to repeat. Repeat two or three times. Play the recording. Students follow the song in their Student’s Books. Play the recording again, in sections. Students repeat. Use the karaoke version of the song for students to sing in groups. • Make groups of six students. • Students arrange themselves in alphabetical order • • by the first letter of their names. Have other groups check that each group’s order is correct. Put students into new groups of six and repeat. T6 1 Aim: • to present and practice colors WB p7 Color the words. Aim: to practice reading the colors New language: color, yellow, orange, red, purple, blue, green, balloon, My hat is (color). Recycled language: character names, I’m (name). Materials: CD, colored pencils Language competences: Your students will be able to recognize, say, and write some colors. 2 WB p7 Write and draw. Aim: to practice writing the colors Ending the lesson Aim: to review spelling of the colors • Write the six colors in scrambled letter order on Warm-up Aim: to review the letters of the alphabet • Sing the alphabet song from SB page 6 again with • • the board. Students work in pairs to unscramble them. Students then put the colors in alphabetical order: blue, green, orange, purple, red, yellow. students. 1 CD1 08 SB p7 Listen and point to the balloons. Aim: to present the colors • Use the picture in the Student’s Book to present • • • the colors. Point to each balloon one at a time and say the color. Students repeat. Play the recording. Students listen and point. Repeat. CD 1 Track 08 Yellow, red, orange, purple, green, blue • In pairs, students take turns pointing to the balloons and saying the colors. 2 CD1 09 SB p7 Listen and color. Then follow the lines and say. Aim: to practice saying the colors • Tell students to take out their colored pencils. • Play the recording. Students make a dot of the correct color in each hat. CD1 Track 09 Hat number 1 is blue. Hat number 2 is purple and red. Hat number 3 is orange and green. Hat number 4 is yellow. • Play the recording again for students to check. They compare answers in pairs. • Check answers with the class. • Students color the hats. • Demonstrate the activity by giving an example sentence, e.g., I’m x. My hat is x (and x). • Students say the other sentences in pairs. • Elicit the sentences one at a time and write them on the board. Key: 1 c blue, 2 d purple and red, 3 a orange and green, 4 b yellow T7 Extension activity Aim: to find the colors in the classroom • Say, e.g., Find something red. Demonstrate by pointing to / touching something red. • Students do the same. Repeat for the other colors. • Students can do this from their seats or move around the room to find the colors. 1 Aims: • • to present a picture story to review language from the unit New language: look at me, my turn, What about you? I speak to animals, cool, power, cat Recycled language: character names, I’m (name/ age), What’s your name? How old are you? Materials: CD Language competences: Your students will be Warm-up Aim: to review What’s your name? How old are you? • Say, e.g., Hello, Jim to a student, not using his/her • • • 1 real name. When the student looks confused, say, e.g., Are you Jim? Then say What’s your name? Repeat with other students and other names. Ask some students How old are you? They reply, e.g., Seven. CD1 10 SB pp8–9 Meet the Super Friends WB p8 Listen and check (✓) the box. Aim: to review phrases from the story CD1 Track 11 1 Flash: Look at me! 2 Whisper: I speak to animals. 3 Cat: I’m four. Key: 1 Flash: 1st picture, 2 Whisper: 2nd picture, 3 Cat: 1st picture 2 WB p8 Match the Super Friends with the powers. able to listen to and read a picture story. Your students will be able to act out a story. CD1 11 Aim: to review the story Key: 2 d, 3 c, 4 a Ending the lesson Aim: to practice the story • Put students into groups of five. • Students each take the role of one of the characters • • • (including the cat). Play the recording. Students repeat in role. Students practice the role play in their groups. Volunteer groups role-play for the class. Note: Students mime powers, e.g., pretending a book is very heavy and trying to lift a desk (without success). Aim: to present a picture story • Review the names of the four Super Friends using the • • • • pictures in the Student’s Book. Play the recording. Students listen and read to find the name and age of the cat (Tabby, four). Play the recording again. Pause after frame 2. Point to Flash running and ask Who’s this? Repeat for the other Super Friends. Teach the word (super)power. Play the recording again. Pause after each frame. Students listen and repeat. Extension activity Aim: to review phrases from the story • Call out phrases from the story one at a time, e.g., Look at me! • Students say who is speaking. T8 1 Aims: • • • to talk about the meaning of a story to review language from the unit to enable students to reflect on what they have learned WB p9 Draw and write examples of what you know. Aim: to enable students to demonstrate what they have learned Recycled language: vocabulary and grammar Ending the lesson from the unit Aim: to review numbers one–ten and colors Materials: CD, flashcards (numbers one–ten) Language competences: Your students will be • Students look at the Picture dictionary page for able to identify phrases from a story. • In pairs, they take turns pointing to a number and numbers 1–10 (WB page 118). saying the word. Your students will be able to demonstrate what they have learned in the unit. Extension activity Warm-up Aim: to review the letters of the alphabet Aim: to refresh students’ memory of the story • Spell out some of the words from the unit, • Mime running very fast. Elicit from students who in • • the story can do this. Repeat for the other Super Friends. Students take turns coming to the front and miming for the class to say the name. 2 Think! SB p9 Read and number the pictures. Aim: to practice phrases from the story Thinking skill: matching • Play the recording of the story with Student’s Books • • • closed. Students try to do the activity in pairs. Pairs check with other pairs. Check answers with the class. Have students say the names of the characters as a response. Key: 2, 5, 1, 4, 3 T9 • • e.g., H–A–T. Students say the word, e.g., hat, and find it on a page of the unit. Repeat for cat, colors, etc.
