Sammy and Kite Lesson Plans

Lesson Plan LEVEL PUPILS BOOKS (Pre-Junior) Sammy and Kite Pupils Book Sammy and Kite Activity
ty Book Sammy and Sammy and Sammy and Sammy and Software Sammy and Kite Kite Kite Kite Teachers Book Activity Book Teachers Audio CD Interactive Whiteboard
TEACHERS MATERIALS
Kite Flashcards
HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE
Special notes to the teachers on Sammy and Kite

Sammy and Kite is a course for young learners who are starting to learn English. The emphasis is on speaking and listening and the English language is introduced via images, picture stories and audio recordings. The book is based on the activities of four friends, Sammy the squirrel, Kite the kite, Katie the kangaroo and Benny the ball and the stories and exercises stimulate young learners and motivate them to learn in a fun and enjoyable way. The book comprises two sections; in the first, there are ten lessons which focus on spoken language whilst in the second section, pupils are gradually exposed to the written language, for passive recognition only. There are 24 core lessons in Sammy & Kite, each of which provides a natural context for presenting new words and is structured as follows: Picture Strip The key words of each lesson are presented in the strip of four of five pictures at the start of each lesson. These words are also recorded on the audio CD, so pupils can listen to the correct pronunciation. From Lesson 11 onwards, the words appear under the image. Picture Story Each picture story features the characters of the book. Pupils listen to the story while looking at the pictures and they can subsequently act out the story in groups. Exercises The exercises include a combination of listening and speaking activities, in conjunction with a variety of creative activities, such as: Matching exercises, where pupils draw lines to match objects and say the words aloud Colouring exercises, which make learning fun Drawing exercises, such as dot-to-dot or puzzle pictures, where pupils find hidden objects and say the words Role-play activities, based on a photo Sticker exercises, where people find stickers at the back of their books and stick them in the correct place to complete an image Songs, which feature simple language and new words Speaking exercises, which practise new words and language interactively (pair work, dialogues, asking and answering questions, miming) From Lesson 11 onwards, one or more short phrases or sentences for pupils to learn by heart Fun with Sammy lessons There are three Fun with Sammy lessons, after Lessons 8, 16 and 24, where the language learnt in the previous 8 lessons is consolidated. Sammys alphabet lessons There are eight Sammys alphabet lessons, after Lessons 10, 12, 14, 16, 18, 20, 22 and 24, where each letter of the alphabet is illustrated.
Finger Puppets At the back of the Pupils book, there are finger puppets of the four course characters. Pupils make them themselves and then use them for the role-play activities. Activity Book For each lesson in the Pupils book, there is a corresponding lesson in the Activity book with fun activities that enable pupils to consolidate learning. Exercises include Draw, Circle, Colour, Find and Colour, Match and Colour, Draw and Colour, Count and Match and there are also Sammys alphabet lessons, in which pupils can practise writing the letters of the alphabet. Teachers Book The teachers book offers straightforward guidance to teachers and it provides an introduction to the course and effective teaching tips. In each lesson, there is a clear presentation of the lesson, with the lesson objective and the materials required an actual page of the pupils book, making it easy to follow an optional extra activity the audio script
Teachers resources Flashcards There are picture flashcards for the four characters and for all the key words illustrated at the top of the page. Interactive whiteboard software which has the complete Student's Book and Activity Book exercises with all audio and answer keys all in digital form including animation of the comic strip .
It is very important that you use the suggestions and instructions from the Teachers Book. The plan outlines the activities that should be done during each lesson, but there are lots of extra ideas in the Teachers Book. Dont forget that it is not a lesson in the sense that Ss have to study at home. Through games, songs and flashcards you should ensure that your pupils have assimilated the vocabulary taught during each lesson. Pupils should have FUN! REMEMBER! Use the English language as much as you can. Of course, you should explain things to pupils in Greek in the beginning, but open your books, listen, draw, sing, look and other simple words are directions that pupils will understand soon, therefore there is no need to translate them into Greek.
L E V E L PreJunior 1
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Pupils book Hello! Introducing the main characters Vocabulary Ball, kangaroo, kite, squirrel Language Hello! Hi! Im .. Im a .. Activity book Pages 2-3
Welcome pupils to the lesson. Say Hello, Im . and then point to a pupil and say, Hello, Im Ask the pupil to repeat. Take out the flashcards ball, kangaroo, kite and squirrel. Show each flashcard, say the word and encourage pupils to repeat. Stick the flashcards on the board, point to each one and say the word. Ask pupils to repeat chorally and then individually. Say to pupils open and show them the action of opening their course book. Show them page 4 and elicit the words ball, kangaroo, kite and squirrel. Explain to pupils that these are the characters of the book and that you are going to play an Audio CD for them to listen to their names. Play the Audio CD and pause after each characters name to elicit name. Play the CD once again and point to the character who is speaking as they listen. Stick the flashcards of Sammy, Kite, Benny and Katie on the board, point to each character and elicit their names from pupils. Tell pupils that they are going to hear the characters introduce themselves and that they should listen and point. Play the CD, pausing after each character. Play the CD and ask pupils to repeat what they hear. Encourage pupils to find and cut out the finger puppets and tell them that youre going to play the CD and that they have to hold up the correct finger puppet and repeat what the character says. Play the recording. Revise key words using flashcards and ask pupils to join the dots to find out what the picture is. Point to one of the pictures and ask pupils to say the word (eg kangaroo). Ask pupils to look at the picture in exercise 4 and to name the characters. Explain to them that theyre going to learn a song. Play the CD, stopping after each line and asking pupils to repeat what they hear. Teach them the actions for the songs and then play the CD again, asking them to sing along and to do the actions. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
Interactive Whiteboard Software
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Pupils book Lesson 1 Toys Vocabulary Train, plane, car, doll Language Wow! Nice car! Bye! Language review A (plane) Activity book Pages 4-5
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Briefly revise the characters names using flashcards. Listen and point. Then say. Pre-teach the words train, plane, car and doll using up the flashcards. Hold each flashcard up, say the word and ask pupils to repeat. Say to pupils open and show them the action of opening their course book. Show them page 6. Explain that they will listen to the Class Audio CD and that they have to listen and point to the correct picture when they hear the word. Play the CD and monitor that pupils are pointing to the correct picture. Explain that you are going to play the CD once again and ask pupils to repeat the words. Look and listen. Ask pupils to look at the story pictures; point to the words that you pre-taught and elicit the words. Play the CD for pupils to listen to the story and to point to the pictures. Listen again and say. Hold up the car flashcard and say: Wow! Nice car! and repeat with other flashcards and encourage pupils to repeat after you. Play the CD once again and pause after each sentence for pupils to repeat. Teach the meaning of Bye! By waving goodbye to pupils and pretending to leave the classroom. Match and say. To introduce the match and say exercise, draw a car and a doll on the board, then a wheel and a shoe somewhere else on the board. Ask pupils to match the correct toys with the wheel and the shoe. Encourage pupils to complete exercise 4 and go around the class monitoring. Then, ask them to repeat the pictures after you. Draw and colour. Then say. To introduce exercise 5, draw an example of a plane and join the dots. Point to this picture and say Nice plane!. Encourage pupils to complete exercise 5 and then to say Nice train! etc. Point and say. Before beginning exercise 6, put the four flashcards of the toys in a box (car, doll, plane, train). Pull out a flashcard and say: A train! and encourage pupils to do the same when you pull out the other flashcards. To end the lesson, stick the flashcards on the board and say: Wow! Nice car! Encourage pupils to come to the board and to do the same. Repeat with other flashcards. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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PreJunior
Pupils book Lesson 2 Colours Vocabulary Yellow, red, blue, green Language Look! A red plane. Sorry! Language review Wow! A nice green car! Vocabulary Review Car, doll, plane, train Activity book Pages 6-7
Briefly revise the characters names using flashcards. Point at each flashcard and elicit the name. Listen and point. Then say. Pre-teach the words yellow, red, blue and green using flashcards. Say to pupils open and show them the action of opening their course book. Show them page 8. Explain that they are going to listen to the Class Audio CD and that they should listen to hear the colours and when they do, they should point to the correct colour. Play the CD and monitor pupils. Tell pupils that theyll hear the words again and that they should listen and repeat. Look and listen. Ask pupils to look at the story pictures. Point to the picture of the train and ask What is Sammy painting? and point to the pictures. Elicit train, plane, car. Tell them that you are going to play the Audio CD and ask them o listen and point to the pictures as they listen. Ask very simple questions (What colour is the train?) Listen again. Then say. Hold up the flashcard of the plane, point to your eye, then to the plane and say Look! A plane. Repeat with the other flashcards. Explain to pupils that they are going to listen to the story again and to repeat what they hear. Play the Audio CD and ask pupils to repeat. Elicit the meaning of sorry by asking a volunteer to stand up. Walk towards him/her and bump into him/her slightly. Say sorry! and ask pupils to act out this situation in pairs/groups. Listen and circle. Then say Ask pupils to look at the first picture in exercise 4, and say a yellow train! Ask pupils to repeat this phrase and then do the same for all the pictures (a red plane, a blue doll, a green car). Explain to pupils that they are going to listen to the CD and that they have to circle the correct picture. Play the CD, demonstrating the example. Pause after every item and check pupils are circling the correct item. Then, point to each picture and ask pupils to say A red plane etc. Look and stick. Then say Explain to pupils that this is a sticker exercise. Tell them that they must say what they can see and then stick the sticker in the correct place. Check that pupils are completing the exercise correctly and ask a pupil to choose a toy and describe it (eg a blue plane, a green train etc) Listen and sing Ask pupils to look at the picture. Point to objects and ask what they are (a car, a plane, a doll, a train). Tell pupils they are going to learn a song. Play the CD first, and then teach them the song. Say each line at a time and ask pupils to repeat. Play the CD once again and ask pupils to sing along. Teach pupils the actions to the song, (pupils pretend to hold a steering wheel, hold their arms out like wings, to move their legs up and down, to move their arms around like train wheels). Sing the song again and encourage pupils to repeat the actions. To revise colours, point to something yellow and say: blue? and elicit no, yellow. To end the lesson, play the song once again and divide pupils into groups (cars, planes, dolls and trains) Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Pupils book 4 Lesson 3 Animals Vocabulary Mouse, cat, dog, frog Language A mouse and a cat! Thank you! Language review Look! Activity book Pages 8-9
Revise colours using flashcards Listen and point. Then say. Pre-teach the words mouse, cat, dog and frog using up the flashcards. Hold each flashcard up, say the word and ask pupils to repeat. Say open and show them the action of opening their course book. Show them page 10. Ask pupils to look at the pictures at the top of the page and explain that they are going to listen to the CD and when they hear the animals, they have to point to them. Play the CD and check that pupils are pointing to the correct picture. Tell pupils that they will hear the CD again and when they hear the animals, they repeat them. Look and listen. Ask pupils to look at the pictures & elicit any words they remember. Point to kite & elicit a kite! Explain that you are going to call out some words and pupils point to the characters / animals. Say Sammy, Kite, cat, dog, frog, mouse & ensure pupils point to the correct pictures. Play the CD, and ask pupils to listen and point to the pictures. Listen again and say Play the CD and ask pupils to listen and repeat what they hear. Pause after each sentence for pupils to repeat. Then, assign roles to pupils. Choose three pupils for Sammy, Kite and mouse and another three for cat, dog, frog. Ask them to stand at the front of the class and to act out the story. Play the CD and pause after each line for pupils to repeat. Elicit the meaning of thank you. Hand an object to a pupil and encourage him/her to say thank you! Ask pupils to repeat in pairs. Match and say Draw two mice on the board. Colour one in to look like a silhouette and draw a line from the mouse to a silhouette. Say Look! A mouse! and ask pupils to repeat. Ask pupils to look at exercise 4 and to draw lines to the animals. Encourage them to say what the animals are (eg Look! A dog!). Draw and colour. Then say. Ask pupils to look at the picture and elicit the animals in the picture. Tell pupils to join the dots and go around the class checking that they are doing so correctly. Ask individual pupils to name the animals. Practise and by asking pupils to point to the two animals mouse and cat. Pupils point and repeat a mouse and a cat. Repeat this activity for a dog and a frog, a cat and a dog and a frog and a mouse. Play Ask pupils to look at the photo and elicit what the children are doing. Choose a volunteer and demonstrate the game. Whisper cat in the pupils ear and ask the pupil to act out a cat. Make sure all pupils have a turn at acting out. To end the lesson, hold the flashcards for cat, dog, frog and mouse face down. Ask a pupil to choose a flashcard, to turn it over and say the animal.
Interactive Whiteboard Software H OBJECTIVES
Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved ) NOTES
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Pupils book 5 PreJunior 9 Lesson 4 Colours Vocabulary Black, white, brown, pink Language A black and white dog! Oh, yes! Vocabulary review Cat, dog, frog, mouse, green Language review Look! Activity book Pages 10-11
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Briefly revise cat, dog, frog and mouse either using flashcards or miming them. Listen and point. Then say. Elicit green by pointing at something green in the classroom and asking pupils what colour it is. Stick the four new flashcards for black, white, brown and pink on the board. Point to each flashcard, say the word and ask pupils to repeat after you. Say to pupils open and show them the action of opening their course book. Show them page 12. Point to the pictures at the top of the page and tell pupils that you are going to play the Class Audio CD and that they should listen and point to the correct colour. Play the CD and check that pupils are pointing at the correct picture. Play the recording once again and ask pupils to repeat. Look and listen. Ask pupils to look at the story pictures and elicit the words they know. Tell pupils that you are going to play the Class Audio CD and that they should listen and point to the pictures. Play the recording and check that pupils are pointing at the correct pictures. Play the recording once again and ask pupils to say what colour the dogs in each picture are. Encourage them to use and eg black and white, white and brown etc Listen again and say Tell pupils that they are going to listen to the story again and repeat what they hear. Play the recording and pause after each sentence for pupils to repeat. You can assign roles to pupils so they can act out the story. Listen and circle Ask pupils to look at the animals. Say a brown cat, a white cat and ask pupils to point and repeat. Explain to them that youre going to play the recording and that they have to listen and circle the correct animal, depending on the colour they hear. Play the CD and pause between each item so pupils can circle the correct picture. Then, ask pupils to describe the pictures theyve circled (eg a black dog, a pink mouse, a black frog) Look and stick. Then say Say stickers! and show pupils the stickers at the back of their books. Explain to them that they have to say what they can see and then stick the sticker in the correct place. Elicit frog, mouse, dog, cat and ask them to complete the exercise. Listen and sing Ask pupils to look at the picture and elicit the colours of the animals (a brown and white cat, a black and white dog etc.). Explain to pupils that they are going to learn a song. Play the CD and then ask them to repeat the lines after you. Play the CD once again and ask pupils to join in and sing along. Then, teach pupils the actions for the song. To end the lesson, play the CD once again and ask pupils to sing along and to do the actions. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Pupils book 6 Lesson 5 Garden words Vocabulary Tree, bird, flower, bee, butterfly Language A green tree! Look at me! Vocabulary review Black, blue, brown, green, pink, red, white, yellow Activity book Pages 12-13
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Revise the colours using coloured pencils or choosing an object in the classroom. Listen and point. Then say Pre-teach tree, bird, flower, bee and butterfly by holding up each individual flashcard, saying the word and asking pupils to repeat after you. Stick the flashcards on the board, point at each individual flashcard and elicit the words from pupils. Say to pupils open and show them the action of opening their course book. Show them page 14 and ask them to look at the pictures at the top of the page. Explain that they are going to listen to the Class Audio CD and that theyll hear the words for the pictures. Tell them to point to the correct picture when they hear the word. Play the CD and check that pupils are pointing to the correct word. Tell them that theyll hear the recording again and that they have to listen and repeat the words. Play the CD, pausing between each word and encouraging pupils to repeat clearly. Look and listen Ask pupils to look at the pictures, then elicit the words they have learnt. Play the CD and ask pupils to point to the pictures. To check comprehension, ask What colour is the bird / butterfly? Wheres the bee? encouraging pupils to say the colour & point at the bee. Listen again and say Play the CD, pausing after each sentence and asking pupils to repeat what they hear. Elicit the meaning of Look at me! by pointing to yourself and saying Look at me!. Encourage individual pupils to repeat after you, asking them to say Look at me! Draw and colour. Then say Draw one half of a butterfly on the board and the other half with dots. Ask a pupil to join the dots. Then, ask whats this? and elicit the word butterfly from pupils. Ask pupils to complete exercise 4 and go around the class monitoring. Then, ask individual pupils to hold up their books and describe the pictures (eg a yellow bee, a green tree etc.) Listen and circle Ask pupils to describe what they can see in the pictures. Then, tell them to listen to the CD and circle the correct picture. Play the recording and check pupils are completing the exercise. Then, ask them to describe the pictures they have circled. Point and say. Ask pupils to look at the photo and elicit what they can see. Encourage group work for pupils to play the game. To end the lesson, stick the flashcards on the board (bee, bird, butterfly, flower and tree). Point to each one and say Look! A flower! And ask pupils to repeat after you. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Pupils book 7 Lesson 6 Numbers 1 - 5 Vocabulary One, two, three, four, five Language Two green trees. Help! Vocabulary review Bee, bird, butterfly, flower, tree Language review Thank you Activity book Pages 14-15
Briefly revise garden words using flashcards. Listen and point. They say. To pre-teach the numbers, write 1, 2, 3, 4 and 5 on the board and ask pupils if they know these numbers in English. Then, read out the numbers clearly. Hold up the flashcard for number 1& say one. Ask pupils to repeat & do the same for other numbers. Hand out the flashcards and ask them to hold up their flashcard when you say their number. Say to pupils open and show them the action of opening their course book. Show them page 16 and ask them to look at the pictures at the top of the page. Hold up your book, point to picture one and say One bee and ask pupils to repeat. Do the same with pictures two to five, ensuring that pupils are repeating after you. Explain to pupils that you are going to play the Class Audio CD and that they should listen to the numbers and point to them as they hear them. Play the CD again and ask pupils to repeat the word they hear. Pause the CD between each word for pupils to repeat. Look and listen. Ask pupils to look at the story pictures and elicit the words they know. Play the CD and as pupils to point to the pictures as they listen. Ask them to look at picture 3 and tell them that in this picture, Sammy says Help! Elicit the meaning of help from pupils (in L1). Play the CD once again and ask pupils to count the things in pictures 1 and 2. Listen again and say. Play the CD once again and ask pupils to listen to the story and repeat what they hear. Pause after each sentence for pupils to repeat. Match and say. Draw two flowers on the board and write the numbers 1 and 2 somewhere else on the board. Ask pupils to count the flowers and to match them with the correct number. Then, ask them to complete exercise 4 and to count aloud in English. Say one butterfly and encourage pupils to repeat. Do the same with the other numbers and pictures (two birds, three bees etc. ) Look and stick. Then say. Explain to pupils that this is a sticker exercise. Say stickers and show them the stickers at the back of their books. Point to the first balloon and ask a volunteer to say what is on it. Elicit tree. Ask them to complete the exercise and go around monitoring. Listen and sing Ask pupils to look at the picture and to count what they can see. Say five birds? and elicit No, two birds. Play the CD and then teach pupils the song, saying one line at a time. Ask them to repeat and play the song once again.
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To end the lesson, ask them to sing the song and do the actions. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Pupils book 8 Lesson 7 Classroom words Vocabulary Bag, book, rubber, pencil Language Wheres my (bag)? Here it is! Vocabulary review One, two, three, four, five Language review Thank you! Two (bags). Activity book Pages 16-17
Briefly revise numbers 1-5 . Listen and point. Then say Pre-teach bag, book, rubber and pencil using flashcards. Hold up the bag flashcard and say bag. Encourage pupils to repeat and then stick it on the board. Then, hold up your bag and say Look! My bag. Ask pupils to copy this action; then repeat for the other objects. Say to pupils open and show them the action of opening their course book. Show them page 18 and ask them to look at the pictures at the top of the page. Explain that they are going to listen to the Class Audio CD and that when they hear the words, they should point. Play the CD & monitor. Tell pupils that youll play the CD again and that they should listen and repeat the words. Play the CD, pausing between each word and encouraging pupils to repeat clearly. Look and listen Ask pupils to look at the picture story. Elicit words in the picture. Play the CD for pupils to listen to the story and ask them to point to the words. Play the CD again without pausing and ask pupils to look at the flashcards on the board and to point to the objects in the story. Listen again and say Tell pupils youre going to play the CD once again and ask pupils to listen and repeat what they hear. Play the CD and pause after each sentence for pupils to repeat. Encourage pair work for pupils to act out Sammy and Kite. Play the CD again and ask pupils to repeat their roles. Find and colour. Then say Ask pupils to look at the objects in exercise 4. Say a pencil and ask pupils to point to the pencil. Repeat with a book, a rubber and a bag. Explain to pupils that in the puzzle, these four objects are hidden and tell them to find them and name them. Match and say Draw a book on the board and say one book. Ask pupils to repeat and then draw another book and elicit two books and one more book and elicit three books. Ask pupils to count 1 5 and then to match the pictures to the numbers. Go around monitoring and then ask then elicit 1 ball, 2 bags 3 books, 4 pencils, 5 rubbers. Play Hold up your bag and say my bag. Ask pupils to repeat. Then, hide your bag behind your chair and say Oh, no! Wheres my bag? as if you were looking for it. Ask pupils to repeat. Then, choose a pupil to find your bag and say
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Here it is! Ask pupils to repeat Here it is! And then say Thank you! to the pupil for finding the bag. To end the lesson, revise the objects using the flashcards for bag, book, rubber and pencil. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Pupils book 9 Lesson 8 Classroom words Vocabulary Chair, classroom, desk, teacher Language This is my (classroom)! Language review Look! Nice (classroom)! Activity book Pages 18-19
Briefly revise Look! and classroom objects either using the flashcards. Listen and point. Then say. Pre-teach classroom words using flashcards. Hold up the classroom flashcard and say the word. Ask pupils to repeat and then do the same for desk, chair and teacher. Hand out these flashcards to four pupils and call out the words. When they hear their words, they hold up the flashcard. Say to pupils open and show them the action of opening their course book. Show them page 20 and ask them to look at the pictures at the top of the page. Explain that you are going to play the Class Audio CD and that when they listen, they should point to the objects. Play the CD and monitor pupils. Tell pupils that they will hear the listening again and that they should repeat the words. Look and listen. Ask pupils to look at the pictures and elicit the words they know. Play the CD and ask pupils to listen and point. Listen again and say. Ask pupils to listen again and to repeat what they hear. Play the CD, pausing after each sentence and encouraging pupils to repeat. Assign roles; ask pupils to stand in front of the class. Play the CD for pupils to act out their roles. Make sure all pupils have a turn. Listen and circle. Then say. Ask pupils to look at the pictures and elicit a teacher, a desk, a classroom and a chair. Say the words and then encourage pupils to repeat them. Explain to pupils that theyre going to listen to the CD and that they should listen and circle the correct picture. Play the CD, pausing between items to enable pupils to circle the correct picture and go around monitoring. Say the following sentences and encourage pupils to point to the correct picture: This is my classroom, This is my desk, This is my chair, This is my teacher. Look and stick. Then say. Tell pupils that this is a sticker exercise and show them the stickers at the back of the book. Give them time to stick the stickers in the correct place. Then, ask a pupils to choose a picture and to say what it is. Listen and sing Say look and point at the picture. Say Benny? and elicit No, Sammy! Then, say the classroom words and ask pupils to repeat. Tell pupils that they are going to learn a song. Play the CD first and then teach pupils the song, one line at a time, asking pupils to repeat. Ask them to sing along to the CD and then teach the actions to the song. Play the CD for pupils to do the action and sing the song.
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To end the lesson, revise the classroom words that pupils learnt. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Pupils book 10 Fun with Sammy 1 To consolidate language learnt in lessons 1-8 Vocabulary review Squirrel, kangaroo, ball, kite, train, plane, car, doll, yellow, red, blue, green, black, white, brown, pink, one, two, three, four, five, bag, book, rubber, pencil, desk Language review This is my (pencil). Look! (Two dolls) 20 Interactive Whiteboard
Briefly revise the characters using the flashcards. Match and say Say this is a fun lesson! Say to pupils open and show them the action of opening their course book. Show them page XX and ask pupils to name the characters at the top of the page. Ask them to match the characters in row one to those in row two. Monitor pupils progress and then ask them to say the name of the characters. Draw Hold up your pencil and say This is my pencil and ask pupils to hold up a pencil and to repeat This is my pencil. Hold a rubber & elicit This is my rubber. Repeat for bag and book. Ask pupils to look at exercise 2. Elicit a bag, a book, a pencil, a rubber and a desk. Hold up your book and point to the desk in exercise 2. Ask pupils to draw a bag, book, pencil and rubber on this desk. Call out these words & ask pupils to point to them as they listen. Colour and say Write numbers 1 5 on the board, point to each number and say the word. Ask pupils to repeat. Then, ask individual pupils to count from 1 5. Ask pupils to look at exercise 3 and ask them what colour number 1is. Elicit yellow. Repeat for other numbers & colours and then ask them to colour in the numbers. Count and circle Stick the flashcards for train, plane, car and doll on the board and say Look! A train! and ask pupils to repeat. Do the same for plane, car and doll. Ask pupils to look at exercise 4. Circle the toys under the picture of the room and point to the train. Say five trains and hold up five fingers. Ask pupils to repeat and lay emphasis on the s at the end of train. Ask pupils to count the other toys in the room and to circle the correct numbers. Say how many.. trains? and elicit five from pupils. Repeat with planes, cars and dolls. Sing the song from lesson 2 and then play the CD and remind pupils of the actions. To end the lesson, say yellow and ask pupils to find something in the room that is yellow. Repeat for pink, brown, black, white, red, blue and green.
Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Pupils book 11 Lesson 9 Family words Vocabulary Mum, dad, sister, brother Language review This is my (mum). Hello! Activity book Pages 20-21
Briefly revise This is my with classroom objects. Point to your chair / desk and say This is my desk and ask pupils to repeat. Sing the song from lesson 8. Listen and point. Then say. Pre-teach mum, dad, sister, brother using flashcards. Hold up the mum flashcard and say Look! Mum, and ask pupils to repeat. Do the same with dad, sister and brother. Then, hold up the flashcards at random and ask pupils to call out the words. if they have any brothers or sisters. Say open and show them the action of opening their course book. Show them page 24 and ask them to look at the pictures at the top of the page. Explain that you are going to play the Class Audio CD and that when they hear the words for the pictures, they should point. Play the CD and check that pupils point to the correct pictures. Tell them to listen and repeat. Play the CD and pause between each word. Look and listen. Ask pupils to look at the story and elicit the words they know. Tell them that they are going to listen to a story and that they should point to the pictures as they listen. Play the CD and check that they are pointing. Play the CD again and hold up the mum flashcard. Say mum? and ask them to find mum in the picture. Do the same for dad, sister and brother. Listen again and say. Ask pupils to listen to the story again and to repeat what they hear. Play the CD and pause after each sentence for pupils to repeat. You can assign speaking roles and ask pupils to act out the story at the front of the class. Colour. Then point and say. Ask pupils to look at exercise 4. Hold up your book and point to the cat family. Say mum and ask pupils to point. Repeat with dad, sister and brother. Do the same for the dog family. Ask pupils to colour in the families and then elicit family members. Listen and circle. Then say. Ask pupils to look at the pictures in exercise 5. Say mum? and ask pupils to point to the mum. Repeat with dad, sister and brother. Tell pupils that theyre going to listen to the CD and circle the pictures in the order they hear them. Play the CD and pause to give pupils the chance to circle. Check that the pictures are in this order: brother, mum, sister, dad. Point and say Ask pupils to look at the photo and to describe what they can see. Draw a picture / show a family photo and say This is my mum and ask pupils to do the same with their family members in their photo. Remind them to start with This is my .To end the lesson revise mum, dad, sister and brother using flashcards.
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Pupils book 12 Lesson 10 Greeting people, learning family and friend words Vocabulary Grandma, grandpa, friend, pet Language Nice to meet you! Vocabulary review Mum, dad, sister, brother Language review This is my . Activity book Pages 22-23
Briefly revise mum, dad, sister and brother using the flashcards. Listen and point. Then say. Pre-teach grandma, grandpa, friend and pet using flashcards. Hold up the grandma flashcard and say grandma. Ask pupils to repeat. Repeat for grandpa, friend and pet. Say to pupils open and show them the action of opening their course book. Show them page 26 and ask them to look at the pictures at the top of the page. Explain that you are going to play the CD and that they should listen and point to the correct picture when they hear the word. Play the CD and check that pupils point to the correct picture. Tell pupils that theyll hear the words again and that they should listen and repeat. Play the CD, pausing and encouraging pupils to repeat. Look and listen. Ask pupils to look at the pictures and elicit the words they know. Tell them youre going to play the CD and they should point to the pictures as they listen. Check comprehension by asking simple questions (Who does Kite meet? point to grandma and elicit the word grandma. Repeat with grandpa. Who takes the ice cream? Point to dog and elicit the word dog. ) Listen again and say Ask two pupils to stand at the front of the class. Ask them to shake hands & say Nice to meet you!. Elicit the meaning and then encourage pair work for pupils to repeat this action. Play the CD once again for pupils to listen and repeat. Draw and colour. Then say. Ask pupils to look at the pictures in exercise 4. Ask them who they can see in the pictures and then tell them to join the dotted lines and to see who the people are (elicit grandpa for example). Once pupils have finished, say the words grandma, friend, grandma and pet one at a time and encourage pupils to repeat after you. Listen and stick. Then say. Tell pupils that this is a sticker exercise. Point to the picture and elicit grandpa, grandma, friend and pet. Play the CD, pausing after each tone and allowing pupils to repeat the word and stick the correct sticker. Go around monitoring. Play the CD again and ask pupils to listen and point to the pictures.
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Listen and sing Ask pupils to look at the picture; elicit the words they know. Tell them that theyre going to learn a song. Say one line at a time and ask pupils to repeat. Play the CD and ask pupils to sing along. To end the lesson, revise the words using flashcards. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Pupils book Sammys alphabet Learning the letters Aa, Bb, Cc Vocabulary Apple, ball, cat Activity book Pages 24-25
Listen and repeat. Pre-teach apple, ball and cat using the alphabet flashcards. Hold up the apple flashcard and say apple. Ask pupils to repeat after you. Do the same for ball and cat. Point to the small a on the flashcard. Say apple and then write a small a on the board and trace over it. Do the same for letters b and c. Then, ask pupils to draw the letters a, b and c in the air. Say to pupils open and show them the action of opening their course book. Show them page 28 and ask them to look at the letters and pictures at the top of the page. Explain to pupils that they are going to listen to the CD and that they will hear the letters and then the words for the pictures. Tell them to point to the correct letter and picture as they listen. Play the CD and monitor. Tell pupils that they are going to listen to the CD once again and that they have to repeat what they hear. Play the CD, pausing between each letter and word and encouraging pupils to repeat what they hear. Write. Point to the small letter a on the flashcard and then to the capital A. Write the capital A on the board and trace over it. Ask pupils to draw the letter A in the air and repeat for capitals B and C. Ask pupils to look at exercise 2, tracing over the letters, and ask pupils to trace over the grey letters in their books. Tell them to write three more letters and then repeat for letters a, B, b, C and c. Write. Ask pupils to look at exercise 3. Elicit apple, ball and cat and ask pupils to say the letters inside each picture. Then, ask them to trace the letters inside the pictures. Ask individual pupils to say the words and letters. Find and colour. Ask a volunteer to come to the board. Tell him/her that youll say a word and that he/she must point to the correct flashcard. Say apple and the pupil will point at the apple flashcard. Then, ask the pupil to point to the capital A and then the small a. Ask pupils to look at exercise 4. Say a word and ask them to point to the corresponding word. Then, ask them to colour in the objects and letters. Listen and chant. Ask pupils to look at the letters on the banner. Explain that you are going to play the Class Audio CD and that they will hear these letters. Play the chant once and ask pupils to listen. Play the chance once again and encourage pupils to repeat what they hear. You can encourage them to chant in pairs. To end the lesson, explain to pupils that you are going to say a word and that they must call out the letter it starts with. Call out apple and encourage pupils to call out a! Repeat with ball and cat.
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Pupils book PreJunior 26 Lesson 11 Describing facial features Vocabulary Snowman, eyes, nose, mouth Language Ive got (two eyes) Vocabulary review Colours & numbers Language review Look! Thank you. Activity book Pages 26-27
REMEMBER! From this lesson onwards, pupils see words under the pictures and in the story. The words are for passive recognition and pupils are not expected to read or write them.
Briefly revise black, blue, brown, green, pink, red, white and yellow using the flashcards. Listen and point. Then say. Pre-teach snowman, eyes, nose and mouth using flashcards. Hold up the snowman flashcard and say snowman. Ask pupils to repeat. Repeat for eyes, nose and mouth. Say to pupils open and show them the action of opening their course book. Show them page 30 and ask them to look at the pictures at the top of the page. Explain that you are going to play the Class Audio CD, that they will hear the words for the pictures and that they should point to the picture when they hear the word. Play the CD. Tell the pupils that theyll hear the words again and that they must listen and repeat what they hear. Play the CD, pausing for pupils to repeat. Look and listen. Ask pupils to look at the story and elicit words they already know. Play the recording and encourage pupils to listen and point to the pictures. Ask simple questions ( What has Sammy made? & point to snowman to elicit a snowman) Listen again and say. Point to your nose and say Ive got a nose. Encourage pupils to do the same. Repeat for Ive got two eyes and Ive got a mouth and encourage pupils to do the same. Play the CD again, pausing after each sentence for pupils to repeat. Then, encourage pupils to work in pairs and to act out roles. Draw and colour. Then say. Ask pupils to look at the snowmen and to count them. Elicit one, two, three and ask Wheres the red snowman? Repeat for green and yellow. Make sure that pupils have got red, green and yellow colouring pencils and ask them to look at each picture and to point to the part of the face that is missing. Encourage pupils to join the dots. Ask them to describe the pictures. Elicit a red mouth, a yellow nose, green eyes. Listen and number. Ask pupils to count the kites. Elicit one, two, three, four. Point to the red kite , say a red kite & encourage pupils to repeat. Repeat with a yellow kite and a green kite. Explain to pupils that theyre going to listen to the CD and that they have to write the number they hear next to the correct kite. Play the CD and demonstrate the activity to pupils. Play the CD once again, pausing between each item for pupils to number. Play. Ask pupils what colour the animals noses are and elicit black and pink. Say Ive got a black nose and ask pupils to repeat. Repeat with Ive got a pink nose. Hand out a dog mask to boys and a cat mask to girls. Encourage boys to say Ive got a black nose and girls to say Ive got a pink nose. Listen and learn. Ask pupils to listen to the CD and repeat what they hear. To end the lesson, point to the flashcards and elicit words.
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Pupils book 14 Lesson 12 Describing parts of the body Vocabulary Robot, head, arms, legs Vocabulary review Eyes, nose, mouth Language review Ive got (one head) Activity book Pages 28-29
Briefly revise eyes, nose and mouth. Listen and point. Then say. Pre-teach robot, head, arms and legs using flashcards. Hold up the robot flashcard and say robot. Ask pupils to repeat. Repeat for head, arms and legs. Say to pupils open and show them the action of opening their course book. Show them page 32 and ask them to look at the pictures at the top of the page. Explain that you are going to play the Class Audio CD and that they must listen carefully to hear the words. Ask them to point to the correct picture when they hear the word. Play the CD for pupils to repeat. Look and listen. Ask pupils to look at the story and elicit words they know. Tell them you are going to play the Class Audio CD and that they should listen and point to the pictures as they hear the words. Play the CD, pausing between pictures. Play the CD again and ask pupils to point to the robots head, arms and legs. Ask simple questions to check comprehension. Listen again and say. Play the CD again and ask pupils to repeat. Then, encourage group work. One pupil in the group is the robot and the others are friends who make the robot. While the robot speaks, the friends make the robot. Play the CD pausing for pupils to repeat. Match and say. Draw a robot and matching legs on the board to demonstrate what pupils have to do in exercise 4. Ask them to match the robots with their body parts and encourage them to name them in English (eg three legs, two heads, four arms, one head etc.) Look and stick. Then say. Tell pupils that this is a sticker exercise. Explain to them that they must say what they can see and then stick the sticker on the kangaroo. Ask pupils to look at the pink kangaroo and elicit head. Ask the other pupils to repeat head. Do the same with arm, leg and check that pupils are sticking stickers in the correct place. Listen and sing. Ask pupils to look at the picture and to count the heads, arms and legs. Say One head? and elicit No, two heads! Tell pupils that they are going to learn a song. Play the CD and teach pupils the song. Say one line at a time and ask pupils to repeat. Then, teach pupils actions for the song and ask them to sing the song and do the actions. To end the lesson, divide the class into two groups. Ask each group to sing the song.
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Pupils book 15 PreJunior 29 Sammys alphabet Learning the letters Dd, Ee, Ff Vocabulary Doll, egg, fish Activity book Pages 30-31
Listen and repeat Pre-teach doll, egg and fish using the alphabet flashcards. Stick the flashcards on the board, point to a flashcard and say doll. Ask pupils to repeat & do the same for the other flashcards. Point to the small d on the flashcard. Say doll and then write a small d on the board and trace over it. Do the same for letters e and f. Then, ask pupils to draw the letters d, e and f in the air. Say to pupils open and show them the action of opening their course book. Show them page 34 and ask them to look at the letters and pictures at the top of the page. Explain to pupils that they are going to listen to the CD and that they will hear the letters and then the words for the pictures. Tell them to point to the correct letter and picture as they listen. Play the CD and check that pupils point to the correct letters. Tell pupils that theyll hear the letters and words again and that they should repeat. Play the CD, pausing for pupils to repeat. Write Point to the letter d on the flashcard and tell pupils that this is the small letter. Then, point to the capital D on the flashcard and trace over the D again to show pupils how to write the letter. Ask them to draw the letter D in the air and do the same for E and F. Ask pupils to look at exercise 2. Say D and ask pupils to repeat. Tell pupils to trace over the grey letters and check that they are doing this correctly. Repeat for d, E, e, F and f. Write Ask pupils to look at exercise 3 and elicit doll, egg, and fish. Ask them to say the letters for each picture (d for doll, e for egg and f for fish). Focus on the picture of the doll. Point to the small d, then the capital D and ask them to look at the letters that are missing in the other two pictures and to write them. Circle Stick the flashcards for doll, egg and fish on the board. Point to them and ask pupils to repeat them. Demonstrate what pupils have to do for exercise 4; ask them to name the letter on the left and then to circle the picture. Listen and chant. Ask pupils to look at the letters on the banner and explain that you are going to play the Class Audio CD and that they should listen to the letters. Play the CD. Play it once again and ask pupils to repeat what they hear. Encourage them to chant along with the song. To end the lesson, tell pupils that you are going to say a word and that they must call out the letter it starts with. Say doll and elicit d. Do the same for egg and fish.
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Pupils book PreJunior 30 Lesson 13 Describing a house Language Whats this? Its a (house) Yummy! Vocabulary review Red, blue, green, yellow, brown, pink Language review Look at (the green door). Nice (house)! Activity book Pages 32-33 Interactive Whiteboard Software
Briefly revise red, blue, green, yellow, brown and pink. Listen and point. Then say. Pre-teach house, door, window and chocolate using flashcards. Hold up the house flashcard and say house. Encourage pupils to repeat & do the same for door, window and chocolate. Say to pupils open and show them the action of opening their course book. Show them page 36 and ask them to look at the letters and pictures at the top of the page. Explain to pupils that you are going to play the Class Audio CD and that pupils have to listen and point to the correct picture when they hear it. Play the CD and monitor pupils. Tell pupils that they will hear the words once again and that they have to listen and repeat them. Play the CD again, pausing for pupils to repeat the words. Look and listen. Ask pupils to look at the picture and elicit the words they know. Play the CD and pause after each picture for pupils to point to the words. Ask simple questions to check comprehension. Listen again and say Divide the class into two groups. Point to the flashcard for house and ask Whats this? Encourage the first group to repeat your question. Say Its a house and encourage the second group to repeat the answer. Repeat for window, door and chocolate. Play the CD again for pupils to repeat. Assign pair work and ask pupils to act out the dialogue. Colour and match. Then say. Hold up your books and point to the house in the first row. Ask Whats this? and elicit Its a house. Ask pupils to draw a line from the house to the picture in the second row. Tell them to colour the part of the house that is incomplete and encourage them to complete the exercise. Then, elicit Its a pink house, Its a blue door etc. Listen and number. Ask pupils to look at exercise 5 and point to the house with a green door. Say Look at the green door and ask the colours of the doors and windows. Explain to the pupils that they will hear the CD and demonstrate what they have to do. Play the CD, pausing after each tone for pupils to number the houses. Say these sentences and ask pupils to point at the correct house and repeat: Look at the green door! Look at the brown door! Look at the blue window! Look at the pink window! Make Ask pupils to say what they can see in the photo. Tell them that they are going to make a house. Hand out photocopies and encourage pupils to cut out their houses. Elicit the colours (eg Look! A brown door! Etc.) Listen and learn. Play the CD and ask pupils to repeat what they hear.
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Pupils book Lesson 14 Describing a bedroom Vocabulary Bedroom, bed, table, cupboard Vocabulary review House, window, door, doll Language review Whats this? Its a (house). This is my (bedroom) Activity book Pages 34-35
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Briefly revise house, window and door using the flashcards. Listen and point. Then say. Draw a house on the board. Point to the upstairs window of the house and hold up the flashcard for bedroom. Say the word and encourage pupils to repeat. Stick the flashcard for bed on the board, say the word and encourage pupils to repeat. Do the same for table and cupboard. Say to pupils open and show them the action of opening their course book. Show them page 38 and ask them to look at the letters and pictures at the top of the page. Explain that theyll listen to the Class Audio CD and that they will hear the words for the pictures. Play the CD and check that pupils are pointing to the correct pictures. Play the CD again for pupils to listen and repeat the words. Look and listen. Ask pupils to look at the story pictures and elicit the words they know. Play the CD for pupils to listen and point to the pictures. Ask simple questions to check comprehension. Listen again and say. Play the CD again for pupils to repeat what they hear. Assign pair work for pupils to act out the story. March and say. Ask pupils to look at picture 1. Ask Whats this? and elicit Its a table. Explain the exercise and ask pupils to match the pictures. Look and stick. Then say. Ask pupils to look at the picture and elicit the words they know. Explain to them that this is a sticker exercise and that they have to stick the stickers in the correct order. Play the CD and encourage pupils to stick the correct stickers. Go around helping and monitoring. Play the CD again and ask them to point to the objects. Listen and sing. Ask pupils to look at the picture and elicit the words they know. Tell them that theyre going to learn a song. Play the CD then teach pupils the song. Once theyve repeated the song, ask them to sing along and then teach them the actions. Play the CD once again and encourage pupils to sing and do the actions. To end the lesson, ask pupils to draw and colour in their own bedrooms. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the
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Pupils book 17 Sammys alphabet Learning the letters Gg, Hh, Ii Vocabulary Girl, hat, insect Activity book Pages 36-37 Interactive Whiteboard Software
Listen and repeat Pre-teach girl, hat and insect using the alphabet flashcards. Stick the flashcards on the board, point to a flashcard and say girl. Ask pupils to repeat and do the same for the other flashcards. Point to the small g on the flashcard and say g, girl. Ask pupils to repeat and then write a small g on the board under the flashcard. Trace over the g again and ask pupils to draw the letter g in the air. Do the same for letters h and i. Ask pupils to write the letters on the board. Then, say to pupils open and show them the action of opening their course book. Show them page 40 and ask them to look at the letters and pictures at the top of the page. Explain that you are going to play the Class Audio CD and that they will hear the letters and then the words for the pictures. Pupils must point to the correct letter and picture as they listen. Play the CD. Play the CD once again and ask pupils to repeat what they hear. Write Point to the letter g on the flashcard for girl. Point to the capital G, write the letters on the board and trace over them. Say G and ask pupils to repeat. Do the same for letters g, H, h, I and I and then encourage them to write the letters. Match and write. Elicit the letters in the hats and ask if they are small or capital letters. Then, tell them to draw a line and to match the small with the capital letters and to trace a line. Find and colour. Elicit insect, girl and hat from the first column and ask pupils to find the small letter i at the beginning of the word. Then, ask them to say the word insect. Ask pupils to repeat and then to trace. Repeat for girl and hat and then ask pupils to colour in their pictures. Listen and chant. Write the letters a, b, c, d, e, and f on the board and ask pupils to say the letters. Ask pupils to look at the words on the banner and explain that youre going to play the Class Audio CD and that theyll hear the letters. Play the CD once for pupils to hear and then play it again, encouraging them to repeat
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what they hear and to chant along. To end the lesson, choose a pupil to write the small letter a on the board and choose other pupils to write b i on the board.
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Pupils book Lesson 15 Learning food words Vocabulary Apple, banana, ice cream, juice Language I like (apples). Me too! Wait for me! Language review One apple, apples Activity book Pages 38-39 Use : Interactive Whiteboard Software
Briefly revise the plural s. Hold up a rubber and say one rubber, two rubbers and encourage pupils to repeat. Do the same for pencil, book, ruler. Listen and point. Then say. Pre-teach apple, banana, juice and ice cream using the flashcards. Hold up each flashcard, say the word and encourage pupils to repeat. Then, say to pupils open and show them the action of opening their course book. Show them page 42 and ask them to look at the letters and pictures at the top of the page. Explain that you are going to play the Class Audio CD, that theyll hear the words for the pictures and that they have to point to the words. Play the CD and monitor pupils. Tell pupils that they are going to hear the CD once again and that they should listen and repeat. Play the CD, pausing between each word for pupils to repeat clearly. Look and listen. Ask pupils to look at the story pictures and elicit words they know. Play the CD and encourage pupils to point as they listen. Ask simple questions to check comprehension. Listen again and say. Point to the flashcard for apple and say I like apples. Pupils repeat and then ask a volunteer to say I like apples and reply Me too! Repeat with bananas, juice and ice cream. Tell pupils that they are going to listen to the recording again and that they should listen and repeat. Explain the meaning of Wait for me! Find and colour. Then say. Ask pupils to look at the food items in exercise 4 and explain that four items are hidden there. Tell them to find the items and colour them in. Listen and match. Then say. Ask pupils to look at their characters and elicit their names. Then, elicit the food items. Explain to pupils that they must match the characters with the food they like. Check that pupils are completing the exercise correctly. Play Hand out photocopies of the food items and ask them to colour them in and then to say I like apples! Do the same for bananas, juice and ice cream.
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Listen and learn. Explain to pupils that theyre going to listen to the CD and that they must repeat what they hear. Play the CD, pausing for pupils to repeat. To end the lesson, point to the flashcards on the board and ask pupils to say the words one at a time.
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Pupils book 18 Lesson 16 Learning food words & talking about likes and dislikes Vocabulary Chicken, fish, pizza, spaghetti Language I dont like (chicken) Vocabulary review Apple, banana, juice, ice cream, mum, dad, brother Language review Sorry! Activity book Pages 40-41
Briefly revise apple, banana, juice, and ice cream using flashcards or realia. Listen and point. Then say. Pre-teach chicken, fish, pizza and spaghetti using flashcards. Hold up each flashcard, say the word and encourage pupils to repeat. Then, say to pupils open and show them the action of opening their course book. Show them page 44 and ask them to look at the pictures at the top of the page. Explain that you are going to play the Class Audio CD, that theyll hear the words for the pictures and that they have to point to the words. Play the CD and monitor pupils. Play the CD once again and encourage pupils to repeat what they hear. Look and listen. Ask pupils to look at the story pictures and elicit words they know. Tell pupils youre going to play the Class Audio CD and that they should listen and point to the correct picture. Play the CD and ask simple questions to check comprehension. Listen again and say. Hold up the apple flashcard and say I like apples! Encourage pupils to repeat. Then, point to the flashcard for fish, pull a face and say I dont like fish and encourage pupils to repeat. Play the CD again and encourage pupils to repeat what they hear. Draw and say. Draw a happy face under chicken and say I like chicken. Ask pupils to repeat. Draw a sad face under fish and say I dont like fish and ask pupils to repeat. Ask pupils to complete exercise 4 and then to say I like / dont like .. Look and stick. Then say. Tell pupils that this is a sticker exercise. Elicit fish, spaghetti, pizza and chicken and ask pupils to find the stickers and stick them in the correct place. Listen and sing. Ask pupils to look at the picture. Ask Does he like pizza? and elicit No! Repeat with fish, spaghetti and chicken. Tell pupils that theyre going to listen to a song. Play the CD and teach pupils the lines of the song. Ask them to repeat the lines and then to sing along with the CD. To end the lesson, divide the class into two and whisper a food item into a pupils ear. This pupil has to draw the food item on the board and his/her team mates have to guess this food item.
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Pupils book 19 Sammys alphabet Learning the letters Jj, Kk. Ll Vocabulary Jacket, kite, lemon Activity book Pages 42-43
Listen and repeat. Pre-teach jacket, kite and lemon using the alphabet flashcards. Stick the flashcards on the board, point to a flashcard and elicit kite. Ask pupils to repeat and do the same for the other flashcards. Point to the small j on the flashcard. Say jacket and then write a small j on the board and trace over it. Do the same for letters k and l. Then, ask pupils to draw the letters j, k and l and l in the air. Then, say to pupils open and show them the action of opening their course book. Show them page 46 and ask them to look at the letters and pictures at the top of the page. Explain to pupils that you are going to play the Class Audio CD and that they should listen and point to the words as they hear them. Play the CD. Play the CD once again and ask pupils to repeat what they hear. Write. Point to the j on the flashcard for jacket. Then, point to the capital J and write a capital J on the board above the flashcard. Trace over it and ask pupils to draw the letter J in the air. Do the same for K and L. Tell pupils to look at exercise 2 and ask them to look at the letters and to trace over them. Match and write. Ask pupils to look at exercise 3 and to say what the first letter is. Tell them to follow the dotted line and to tell you what the picture is. Elicit jacket and repeat with kite and lemon. Colour j, k and l. Ask pupils to choose three different colours and to colour in the shapes with a j, a k and an l using the colours. Go around monitoring. Listen and chant. Ask pupils to look at the letters on the banner and explain that they will hear the letters in a chant. Play the CD while pupils listen. Tell pupils that theyll hear the chant again and that they have to listen and repeat what they hear. Play the chant and encourage them to chant along. To end the lesson, write a selection of letters on the board and ask pupils to fill in the missing letters (a _ c_e_ etc. and elicit b, d, f etc. )
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H OBJECTIVES L H OBJECTIVES E V E Pupils book L Pre39 Pupils book Junior Pre41 Fun with Sammy 2 Junior Lesson 17 To consolidate language learnt in lessons 9-16 Learning action words Vocabulary review Vocabulary Mum, dad, sister, robot, Climb, fly, jump, brother, swim head, arms, legs, eyes, bedroom, window, door, table, cupboard, bed, Language apple, cream, chicken I can banana, (climb). ice I cant (climb). Language review Vocabulary review Whats this?cat, Its dog, a (bed). Its got (two Butterfly, fish, frog, heads). I like (apples). squirrel Language review Look at me! Activity book Pages 44-45
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Briefly revise family words using the flashcards. Draw and colour. Then say. Briefly revise butterfly, cat, dog, fish, frog and squirrel using the flashcards. Hold up the flashcard robot and ask Whats this? Elicit (Its a ) robot. Listen and point. Then for say. Then, say to pupils open swim and show them the action opening their course book. Pre-teach climb, fly, jump and using flashcards. Sayof the word and encourage Show them page 48 and ask them to look at show the letters the top of pupils to repeat. Then, say to pupils open and them and the pictures action ofat opening the page. Explain that this page is a fun and say to Look! Point toat the robots their course book. Show them 50lesson and ask them lookRobots! at the pictures the elicit dad, brother, sister, andgoing mum.to Then, to colour in the robots top and of the page. Explain that you are play ask the pupils CD and that theyll hear the and ask them to say When the words mum, sister, brother) words and the pictures. they (dad, hear the words, they should point to the correct Count and circle . picture. Play the CD again and pupils have to repeat. Play the CD, pausing for pupils to repeat. Point to your head and say head and ask pupils to repeat. Do the same with arms, Look and listen. legs and eyes. Ask pupils to look at exercise 2; demonstrate the activity by asking Ask pupils pupils to to look look at at the the body storypart pictures and elicit of the words they know. Play the CD at the bottom the picture and asking Whats this? in order to elicitto a head . Askand pupils count the heads on the monster and to circle for people to listen the story ask simple questions to check comprehension how many there are. Repeat 1? with other monsters then ask pupils to describe (What can Sammy do in picture What can Kite do and in picture 2 etc.) the again monsters (eg Its got two heads, its got four eyes etc. ) Listen and say. SayColour. Look at me!, jump and say I can jump! Encourage pupils to stand up and repeat. Draw a square on say the board say pupils Look! A bedroom! and ask pupils toand repeat. Shake your head and I cant and fly. Ask to repeat. Play the CD again ask Then, draw awhat window, door,Assign a bed roles and ato table and elicit words pupils. pupils to repeat theyahear. three pupils and askfrom them to act Ask out tofront look of at the the class. picture of the until bedroom in their books to count the objects. the pupils story in Repeat all pupils have had and a turn. Elicit two cupboards, windows, one door etc. Then, ask them to look at the Draw and colour. Thentwo say. bedroom below the and elicit the this colours of the objects a blue Hold up your objects book and point to picture the fish. Say Whats ? (elicit a fish ). Say(eg What a do? brown door a the green cupboard, a red window, a swim yellow table ). with Ask them to can bed, a fish , showing action of swimming and elicit . Repeat dog, cat in the objects in and the picture the same andcolour butterfly. Then, mime say Im in a fish, I can colours. swim. Im a dog, I can jump. Im Find. a cat, I can climb. Im a butterfly, I can fly. Stick thenumber. flashcards for apple, banana, ice cream and chicken on the board. Point Listen and the banana and say An apple ? and elicit No,aafrog, banana . Do the same for the other Ask to pupils to look at the pictures and elicit a kite, a squirrel and a cat . Tell food items. Then, explain that pupils have to have find which fruit each character likes. pupils theyre going to listen to the CD and they to write the number they hear Give the example Im Sammy, I like and pupils to complete the next to the correct picture. Play the CD, apples pausing forask pupils to write a number. exercise. Play. end what the lesson, ask pupils to stand say their name and say one Ask To pupils they can see in the photo.up, Stick the flashcard for climb on thing the they like. Give an example. Say Im I like . board, say climb and ask pupils to . mime the action. Repeat for fly, jump and swim. Listen learn. Playand Video animation and complete as many exercises as possible in classroom Explain (listen to songs pupils and that also youre do going activity to book play the exercises CD and inthey the classroom should repeat so all what the they children can get involved ) each sentence for pupils to repeat and mime the hear. Play the CD, pausing after actions. To end the lesson, ask pupils to repeat the words climb, fly, jump and swim and to mime as they do so. HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE 43 Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Pupils book Pupils book Lesson 18 Lesson 17 Learning sports words Learning action words Vocabulary Vocabulary Play tennis, football, Climb, fly, play jump, swim play basketball Language Language I can (climb). I cant (climb). Can you play (tennis)? Yes, I can. No, I cant. Look out! Ouch! Vocabulary review Butterfly, cat, dog, fish, frog, Vocabulary squirrel review Climb, fly, jump, swim, head Language review Language review Look at me! Look at me! Activity book Activity Pages book 44-45 Pages 46-47
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Briefly revise climb, cat, jump, fly fish, and frog swim using flashcards miming the actions. Briefly revise butterfly, dog, and squirrel using and/or the flashcards. Listen and point. Then say. Listen and point. Then say. Pre-teach play tennis, football andflashcards. play basketball using the flashcards. Stick Pre-teach climb, fly, jump play and swim using Say the word and encourage them on the board ask pupils if they know the them sport. Point to each flashcard pupils to repeat. Then, and say to pupils open and show the action of opening individually and say the phrase, to repeat after you. Say I can play their course book. Show them page asking 50 and pupils ask them to look at the pictures at the mimeExplain the action and ask Do the same football and top tennis of the,page. that you arepupils goingto torepeat. play the CD and thatfor theyll hear the basketball. words and the pictures. When they hear the words, they should point to the correct Say to pupils open and show them the action of Play opening their course for book. Show picture. Play the CD again and pupils have to repeat. the CD, pausing pupils them page 52 and ask them to look at the pictures at the top of the page. Explain to repeat. that youre going to play the CD and that they should listen and point to the Look and listen. picture. Play CD for pupils toelicit listen and play they it once again forthe pupils Ask correct pupils to look at the the story pictures and the words know. Play CD to repeat.to listen to the story and ask simple questions to check comprehension for people Look and listen. (What can Sammy do in picture 1? What can Kite do in picture 2 etc.) Ask again pupils to look at the story pictures and elicit words they know. Tell them you Listen and say. going to play the CD and they should point to the pictures. Play the CD and Sayare Look at me!, jump and say I can jump! Encourage pupils to stand up and repeat. point. Check simple questions (Can play football? Shake your headcomprehension and say I cant by fly.asking Ask pupils to repeat. Play the Kite CD again and ask What can Katie play?) pupils to repeat what they hear. Assign roles to three pupils and ask them to act out and the Listen story inagain front of thesay. class. Repeat until all pupils have had a turn. Teach Can you play .(basketball)? Yes, I can / No, I cant using mime and Draw and colour. Then say. gestures. Ask pupils Can you play basketball? and encourage to answer Hold up your book and point to the fish. Say Whats this ? (elicit a pupils fish). Say What Yes, can or No, I cant. Explain the meaning of Look out! and my with head! by cat can Ia fish do? , showing the action of swimming and elicit swimOuch . Repeat dog, pupils and encouraging them to repeat what Im youa do and say.jump. Play the andshowing butterfly. Then, mime and say Im a fish, I can swim. dog, I can ImCD once again and encourage pupils tofly. repeat what they hear. a cat, I can climb. Im a butterfly, I can Match and say. Listen and number. Ask pupils to look at the pictures match the sports to the correct Ask pupils to look at the pictures andand elicit a kite, a frog, a squirrel and a sports cat. Tell equipment. Then, ask pupils to say pupils theyre going to listen to the CD the and sports. they have to write the number they hear Listen stick. Then say. next to the and correct picture. Play the CD, pausing for pupils to write a number. Tell pupils that this is a sticker exercise. Ask them to identify the characters and Play. look what at the sticker Tell photo. them that youre going to for play the Class Audio CD Ask to pupils they canpages. see in the Stick the flashcard climb on the andsay that theyand must listen and the stickers in the correct order. CD board, climb ask pupils tostick mime the action. Repeat for fly, jumpPlay and the swim. and and monitor. Listen learn. Listen and sing. Explain to pupils that youre going to play the CD and they should repeat what they Ask pupils look at the picture and elicit who can Tell pupils they are hear. Play the to CD, pausing after each sentence forthey pupils to see. repeat and mime the going toend learn a lesson, song. Play CD to and teach pupils the song. fly, Then, play the CD actions. To the ask the pupils repeat the words climb, jump and swim and to mime as they do so. HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE 44 Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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again and ask pupils to sing along and do the actions. To end the lesson, divide the class into two groups and ask them to act out the song. The first group must sing Yes, I can when it appears in the song and the second No, I cant. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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OBJECTIVES
NOTES
Pupils book 23 Sammys alphabet Learning the letters Mm, Nn, Oo Vocabulary Mouse, nest, octopus Activity book Pages 48-49 Use : Interactive Whiteboard Software
Listen and repeat. Pre-teach mouse, nest and octopus using the alphabet flashcards. Stick the flashcards on the board, point to the flashcard and say mouse. Ask pupils to repeat and do the same for the other flashcards. Point to the small m on the flashcard and say m, mouse. Ask pupils to repeat and then write a small m on the board under the flashcard. Trace over the m again and ask pupils to draw the letter m in the air. Do the same for letters n and o. Say to pupils open and show them the action of opening their course book. Show them page 54 and ask them to look at the pictures at the top of the page. Explain to them that you are going to play the Class Audio CD and that they will hear the letters, then the words. Tell them to point to the correct letter and picture as they listen. Play the CD. Play the CD once again, pausing between each letter and word for pupils to repeat. Write. Point to the letter m on the flashcard for mouse. Explain to pupils that theyre also going to learn the capital M. Write a capital M on the board above the flashcard, trace on the M and ask pupils to draw the letter M in the air. Do the same for letters N and O. Ask pupils to look at exercise 2. Say M and ask pupils to repeat. Then, ask them to trace over the grey letters and to write three letters on their own. Repeat for letters m, N, n O and o. Match and write. Ask pupils to look at the mice and at the letters on each mouse. Get them to say the letters and then as them if they are small or capital letters. Ask them to say the letters next to the pieces of cheese and then ask them to match and trace over the grey letters. Go around monitoring. Draw and colour. Then write. Ask pupils to join the dots and colour the pictures. Then, elicit octopus, mouse and nest. Ask pupils which letter octopus starts with and ask them to write the letter o at the beginning of the word. Repeat with m mouse and n nest. Listen and chant. Write the letters a l on the board. Point to each one, say the letter and ask pupils to repeat. Add m, n and o, point to each letter and ask pupils to repeat. Tel them to look
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at the letters on the banner. Play the Class Audio CD and ask pupils to listen and repeat what they year. To end the lesson, use the alphabet poster to revise the letters.
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OBJECTIVES
NOTES
Pupils book Lesson 19 Describing clothes Vocabulary Hat, jacket, shoes, clown Vocabulary review Doll, blue, green, pink, red, yellow Language review Look at my (hat). Nice (hat). Im a (clown) Activity book Pages 50-51
Briefly revise blue, green, pink, red and yellow using flashcards and/or realia. Listen and point. Then say. Pre-teach hat, jacket, shoes and clown using the flashcards. Hold up each flashcard and say the word, asking pupils to repeat after you. Say to pupils open and show them the action of opening their course book. Show them page 56 and ask them to look at the pictures at the top of the page. Explain to pupils that youre going to play the Class Audio CD and that they should listen and point to the correct picture. Play the CD for pupils to listen and play it once again for pupils to repeat what they hear. Look and listen. Ask pupils to look at the story pictures and elicit words they know. Hold up the flashcard for hat and ask pupils to point to a hat in the story. Do the same with jacket and shoes. Play the CD, encouraging pupils to point as they listen. Play the CD once again for pupils to repeat what they hear and ask simple questions to check comprehension (What does Sammy wear in picture one?(a hat). What is Sammy in picture four? (a clown) Listen again and say. Tell pupils to listen to the story again and to repeat what they hear. Play the CD, pausing after each sentence for pupils to repeat. Assign roles and ask pupils to work in pairs and to act out the story. Play the CD for pupils to act along and choose pairs of pupils to stand at the front of the classroom and act out the story. Match and say. Point to the first picture and elicit shoes. Then, ask what colour they are to elicit yellow and blue. Do the same for the other pictures and ask pupils to match the clothes to the clown. Listen and number. Say to pupils Look at the dolls! and ask pupils to tell you the colours of the hats, shoes and jackets. Then, tell them theyre going to listen to the CD and that they must write the number next to the correct doll. Play the CD, pausing to allow pupils to write the number. Point and say. Ask pupils to look at the photo and elicit jacket and hat. Point to the hat / your hat and say Look at my hat!. Ask pupils to repeat. Then, ask pupils to do the same with jacket
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W L E V E L PreJunior 47 Lesson 20 Learning adjectives Vocabulary Sad, happy, old, new, bike Language Im sad. My bike is old. This is for you! Vocabulary review Car, cat, dog, frog, ice cream, shoes, train Language review Thank you! Activity book Pages 52-53 H OBJECTIVES
and shoes. Listen and learn. Tell pupils that youre going to play the CD and they have to listen and repeat what they hear. Explain that theyre going to play a game. Ask them to walk around the class, and when you say Stop! they find a partner and one says Look at my (shoes) and the other replies Nice (shoes)! To end the lesson, stick the flashcards for hat, jacket, shoes and clown on the board and ask pupils to repeat them. NOTES
Pupils book 24
Briefly revise car, cat, dog, frog, ice cream, shoes and train using flashcards. Listen and point. Then say. Pre-teach sad and happy using gestures and old, new, bike using the flashcards. Hold up each flashcard and say the word, asking pupils to repeat after you. Say to pupils open and show them the action of opening their course book. Show them page 58 and ask them to look at the pictures at the top of the page. Explain to pupils that youre going to play the Class Audio CD and that they should listen and point to the correct picture. Play the CD for pupils to listen and play it once again for pupils to repeat what they hear. Look and listen. Ask pupils to look at the story pictures and elicit words they know. Tell pupils that youre going to play the Class Audio CD and that they should listen and point to the pictures as they listen Play the CD, pausing for pupils to point. Ask simple questions to check comprehension (Who is sad? Is the bike old?) Listen again and say. Play the CD again for pupils to listen and repeat what they hear. Assign pair work for pupils to act out the story. Play the CD, pausing for pupils to repeat their roles. Draw and colour. Then say. Point to the flashcard for sad. Say Im sad and pull a sad face. Ask pupils to do the same. Repeat for happy. Ask pupils to look at Sammy Ask Happy? and elicit No, sad! Ask pupils to join the dots and colour in the picture. Point to the bike and elicit bike. Ask New? and elicit No, old! Repeat with picture two. Look and stick. Then say. Tell pupils that this is a sticker exercise. Tell them to say what they see and then stick the sticker in the correct place. Point to each picture and say Whats this?
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and elicit Its a car. Ask pupils to find the stickers and complete the exercise. Listen and sing. Ask pupils to look at the picture and elicit a cat, a dog, a train and a car. Tell pupils they are going to learn a song. Play the CD and ask pupils to listen. Then, teach them one line at a time. Play the CD again for pupils to sing along and to do the actions. To end the lesson, divide the class into 4 groups (cats, dogs, trains and cars) and encourage pupils to sing along and do the actions.
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OBJECTIVES
Pupils book 25 Sammys alphabet Learning the letters Pp, Qq, Rr Vocabulary Pirate, queen, robot Activity book Pages 54-55
Listen and repeat. Pre-teach pirate, queen and robot using the alphabet flashcards. Stick the flashcards on the board, point to the flashcard and say pirate. Ask pupils to repeat and do the same for the other flashcards. Point to the small p on the flashcard and say p pirate. Ask pupils to repeat and then write a small p on the board under the flashcard. Trace over the p again and ask pupils to draw the letter p in the air. Do the same for letters q and r. Say to pupils open and show them the action of opening their course book. Show them page 60 and ask them to look at the pictures at the top of the page. Explain to them that you are going to play the Class Audio CD and that they will hear the letters, then the words. Tell them to point to the correct letter and picture as they listen. Play the CD. Write. Point to the letter p on the flashcard for pirate. Explain to pupils that theyre also going to learn capital P. Point to the capital P and trace over it. Then, ask pupils to draw the letter P in the air. Tell pupils to look at letter P in exercise 2. Say P and ask pupils to repeat and then ask them to trace over the letters and to write three more letters of their own. Do the same with letters p, Q, q, R and r. Circle. Ask pupils to look at the first picture and elicit Its a robot. Tell them to look at the two words under robot and to circle the correct word. Repeat with the other
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pictures and words. Match and write. Stick the flashcards for pirate and robot on the right side of the board. Write P and R on the left and r and p in the middle. Ask pupils to match the small letters with their capitals. Then, encourage pupils to complete the exercise and to write the correct letter at the beginning of each word. Listen and chant. Write letters a o on the board and ask pupils to say each letter. Then, add the letters p, q and r, point to each letter and ask pupils to call out the letters. Ask pupils to look at the letters on the banner. Tell them youre going to play the Class Audio CD for them to hear the letters. Play the CD. Tell them to listen again and to repeat what they hear. Play the CD once again. To end the lesson, write capital P, Q and R on the board and small p, q, r and ask pupils to match the letters.
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OBJECTIVES
NOTES
Pupils book
Briefly revise numbers 1 5, using flashcards and chanting the numbers to pupils and asking them to repeat them. Listen and point. Then say. Pre-teach birthday cake, candle, balloon and present using the flashcards. Hold up each individual flashcard, say the word and ask pupils to repeat after you. Say open to pupils and show them the action of opening their course books at page 62 and ask pupils to look at the pictures at the top of the page. Explain that you are going to play the Class Audio CD, that pupils will hear the words for the pictures and they should point at the correct pictures. Play the CD and monitor. Then, play the CD for pupils to repeat what they hear. Look and listen. Ask pupils to look at the story pictures and elicit words they know. Play the CD for pupils to listen to the story, pausing after each picture to check pupils are following. Check comprehension by asking simple questions (Whats the Robots name? How many balloons are there in picture 3?) Listen again and say. Teach This is (Robbie); ask a volunteer to stand up and present him/her to the class. Say this is . and ask pupils to repeat. Then, say Hello (Maria) and once again, ask pupils to repeat. Elicit the meaning of Happy Birthday!, either by singing the song Happy Birthday to you or by drawing a cake on the board and play the CD for pupils to listen. Match and say. Ask pupils to look at exercise 4 and say the numbers in the first row. Elicit two, three, four and five. Explain that they must count the balloons and match them to the numbers. Lay emphasis on the example to check pupils understand what to do. Listen and number. Ask pupils to look at the pictures and elicit their names. Say present? and encourage pupils to point to the present. Explain that they are going to listen to the CD and they
Lesson 21 Learning party words Vocabulary Birthday cake, candle, balloon, present Language This is (Robbie). Its my birthday today! Happy birthday! Language review Look! Ive got (two presents). Activity book Pages 56-57 Use: Interactive Whiteboard software
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have to listen and number the characters in the order they hear them. Play. Ask pupils to look at the photo. Hand out photocopies of presents & party hats and ask them to colour them in and cut them out. Divide the class into two groups. The first group puts on hats and says Its my birthday today and the second group offers presents and says Happy Birthday! Listen and learn. W L E V E L PreJunior 51 Lesson 22 Learning numbers 6 10 & talking about someones age Vocabulary Six, seven, eight, nine, ten Language How old are you? Im (six)! This is fun! Vocabulary review One, two, three, four, five, birthday cake, candle, balloon, present, hat Activity book Pages 58-59 H OBJECTIVES Play the CD and encourage pupils to repeat what they hear. To end the lesson, point to the flashcards and ask pupils to repeat. NOTES
Pupils book 26
Briefly revise birthday cake, candle, balloon, present and hat. Listen and point. Then say. Pre-teach numbers 6-10 using the flashcards. Hold up each flashcard and say the word, asking pupils to repeat after you. Say to pupils open and show them the action of opening their course book. Show them page 64 and ask them to look at the pictures at the top of the page. Explain to pupils that youre going to play the Class Audio CD and that they should listen and point to the correct picture. Play the CD for pupils to listen and play it once again for pupils to repeat what they hear. Look and listen. Ask pupils to look at the story pictures and elicit words they know. Tell them they are going to listen to the CD and that theyll listen to the story. Play the CD and ask simple questions to check comprehension (How old is Sammy? How old is Katie? etc. ) Listen again and say. Teach How old are you? and ask pupils to ask each other How old are you? in their pairs and teach them to answer Im six / seven etc. Play the recording once again for pupils to repeat what they hear. Draw and colour. Then say. Draw a birthday cake on the board and add dotted lines for candles on the cake. Join the dots, colour the candles blue and ask pupils to count them. Ask pupils to look at exercise 4 and explain that they must join the dots and colour in the candles.
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Count and stick. Then say. Tell pupils that this is a sticker exercise. Elicit candles, birthday cakes, presents, hats and balloons and then ask pupils to look at the stickers at the back of their books. Tell them to find the stickers and stick them in the correct place. Go around and monitor. Listen and sing. Ask pupils to look at the picture and elicit birthday cake, candles, and hat by pointing at them. Then, ask How old is the boy? and elicit seven. Tell pupils they are going to learn a song. Play the CD for pupils to listen and then teach pupils the song, one line at a time. Ask pupils to repeat what they hear. Then, teach pupils actions for the song, by counting the numbers on your hands and ask pupils to sing the song once again, doing the actions as well. To end the lesson, divide the class into two groups and play a game. Write a number on the board and ask pupils from group A to say the correct number. Each correct number earns a point. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved ) NOTES
OBJECTIVES
Pupils book 27 Sammys alphabet Learning letters Ss, Tt, Uu, Vv Vocabulary Sun, tiger, umbrella, vase Activity book Pages 60-61
Listen and repeat. Pre-teach sun, tiger, umbrella and vase using the alphabet flashcards. Stick the flashcards on the board, point to the flashcard and say sun. Ask pupils to repeat and do the same for the other flashcards. Point to the small s on the flashcard and say s sun. Ask pupils to repeat and then write a small s on the board under the flashcard. Trace over the s again and ask pupils to draw the letter s in the air. Do the same for letters t, u and v. Say to pupils open and show them the action of opening their course book. Show them page 66 and ask them to look at the pictures at the top of the page. Explain to them that you are going to play the Class Audio CD and that they will hear the letters, then the words. Tell them to point to the correct letter and picture as they listen. Play the CD. Write. Point to the letter s on the flashcard for sun. Explain to pupils that theyre also going to learn capital S. Point to the capital S and trace over it. Then, ask pupils to draw the letter S in the air. Tell pupils to look at letter S in exercise 2. Say S and ask pupils to repeat and then ask them to trace over the letters and to write three more letters of their own. Do the same with letters s, T, U, u, V and v. Write.
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Ask pupils to look at exercise 3 and to join the dots to complete the pictures. Then, ask them to name the objects and letters in the pictures. Get them to trace over the letters . Circle. Stick the flashcards on the board for sun and tiger. Write the letter t on the board and ask pupils which word begins with t. Ask pupils to look at exercise 4 and explain that for each letter, there are three pictures and they have to circle the correct picture. Go around monitoring. Listen and chant. Write letters a r on the board. Point to each letter and say it, asking pupils to repeat. Then, add letters s, t, u and v, point to each letter and ask pupils to say the letter. Ask them to look at the letters on the banner and explain that theyll hear them in the chant when you play the CD. Play the CD and ask pupils to listen. Play the CD once again for pupils to repeat. To end the lesson, hold up the flashcard for sun and say tiger? and elicit No, sun!
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OBJECTIVES
NOTES
Pupils book Lesson 23 Learning toy words Vocabulary Toy, cowboy, pirate, jeep, fairy Vocabulary review Ball, kangaroo, squirrel, two, three, four Language review Look! A new toy! Im (Carlos). Im a (cowboy) Activity book Pages 62-63 Use : Interactive Whiteboard Software
Begin the lesson by holding up the doll flashcard and asking Whats this? Elicit (Its a ) doll. Listen and point. Then say. Pre-teach toy, cowboy, pirate, jeep and fairy using the flashcards. Hold up each flashcard and say the word, asking pupils to repeat after you. Then, stick the flashcards on the board. Say to pupils open and show them the action of opening their course book. Show them page 68 and ask them to look at the pictures at the top of the page. Explain to pupils that youre going to play the Class Audio CD and that they should listen and point to the correct picture. Play the CD for pupils to listen and play it once again for pupils to repeat what they hear. Look and listen. Ask pupils to look at the story pictures and elicit words they know. Point to the flashcards on the board and ask pupils to find the toys in the story. Play the CD and check that pupils are following correctly. Play the CD once again and ask simple questions to check comprehension (What is Carlos?, What is Jimmy? etc. ) Listen again and say. Play the CD once again for pupils to listen and repeat. Then, assign roles to six pupils and ask them to act out the story in front of the class. Repeat so that all pupils have a turn. Find and circle. Ask pupils to look at the picture and elicit a cowboy, a fairy, a pirate and a jeep. Then, get them to count and circle the cowboys, then the fairies, then the pirates and finally the jeeps. Then, ask pupils how many kangaroos, balls and squirrels there are. Match and say. Ask pupils to look at the picture and elicit a pirate, a fairy, a cowboy and a jeep. Ask pupils to match the toys and the silhouettes and go around monitoring. Play. Ask pupils what they can see in the photo. Hand out photocopies of the pirate hats to half the pupils and the wands to the other half. Get pupils to colour in and cut them out. Then, ask pupils to act out their parts. Listen and learn. Tell pupils theyre going to listen to the CD and that they must repeat what they hear. Play the CD, pausing for pupils to repeat. To end the lesson, point to the flashcard for cowboy, say Im a cowboy and encourage pupils to repeat. Do the same for pirate, fairy and jeep.
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OBJECTIVES
NOTES
Pupils book 28 Lesson 24 Learning toy words Vocabulary Ship, castle, bear, dinosaur Language Dont worry! Its a toy Vocabulary review Toy, black, brown, green, pink, red, yellow Language review Look at my (ship)! Activity book Pages 64-65
Briefly revise the colours black, brown, green, pink, red and yellow using flashcards. Listen and point. Then say. Pre-teach the words by sticking the flashcards on the board and eliciting the word from pupils. Explain that theyre going to learn more toy words. Say to pupils open and show them the action of opening their course book. Show them page 70 and ask them to look at the pictures at the top of the page. Explain to pupils that youre going to play the Class Audio CD and that they should listen and point to the correct picture. Play the CD for pupils to listen and play it once again for pupils to repeat what they hear. Look and listen. Ask pupils to look at the story picture and elicit words they know. Tell pupils you are going to play the Class Audio CD and that they should listen and point to the pictures as they hear them. Play the CD. Play it once again and ask simple questions to check comprehension (What has Sammy got? What has Katie got?) Listen again and say. Tell pupils they are going to listen to the story again and repeat what they hear. Play the CD, pausing after each sentence for pupils to repeat. Then, assign roles to four pupils and ask them to act out the story. Play the CD, pausing for pupils to repeat their roles. Draw and colour. Then say. Draw half a ship using a black marker. Then, draw the other half with red dots. Join the dots and colour the ship black and red. Say a black and red ship and ask pupils to repeat. Ask pupils to look at exercise 4 and encourage them to join the dots and colour in the pictures. Then, elicit a brown and yellow ship, a brown castle, a green dinosaur and a brown bear. Look and stick. Then say. Tell pupils that this is a sticker exercise. Ask them to look at the toys on the shelf and elicit a castle, a bear, a dinosaur and a ship. Tell pupils to look at the sticker pages, to find the correct stickers and to say what each toy is. Listen and sing. Ask pupils to look at the pictures and elicit a ship, a castle, a dinosaur and a bear. Tell pupils they are going to learn a song. Play the CD and then teach pupils the lines one at a time. Play the CD again and ask pupils to sing along. Then, teach pupils the actions for the song and ask them to stand up, do the actions and sing along. To end the lesson, divide the class into two groups. The first group of pupils are dinosaurs and the second, bears. Ask pupils to sing the song and mime their parts.
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OBJECTIVES
NOTES
Pupils book 29 Sammys alphabet Learning the letters Ww, Xx, Yy, Zz Vocabulary Window, box, yoyo, zebra Activity book Pages 66-67
Listen and repeat. Pre-teach window, box, yoyo and zebra using the alphabet flashcards. Stick the flashcards on the board, point to the flashcard and say window. Ask pupils to repeat and do the same for the other flashcards. Point to the small s on the flashcard and say w window. Ask pupils to repeat & write a small s on the board under the flashcard. Trace over the w again and ask pupils to draw the letter w in the air. Repeat for x, y and z. Say to pupils open and show them the action of opening their course book. Show them page 72 and ask them to look at the pictures at the top of the page. Explain to them that you are going to play the Class Audio CD and that they will hear the letters, then the words. Tell them to point to the correct letter and picture as they listen. Play the CD. Write. Point to letter w on the flashcard and explain to pupils that theyre going to learn the capital W as well. Write a capital W on the board above the flashcard, trace over the W again and ask pupils to draw the letter W in the air. Do the same for capitals X, Y and Z. Ask pupils to look at exercise 2 and say W. Ask pupils to repeat and to trace over the grey letters. Then, ask them to write three more letters of their own. Do the same for letters w, X, x, Y, y Z and z. Draw and colour. Ask pupils to look at exercise 3, to join the dots and complete the letters. Then, elicit the names of the letters from them. Write. Ask pupils to look at exercise 4. Elicit a window, a box, a yoyo and a zebra. Then, ask them to say the letters. Elicit which letters are small and which are capital and explain to pupils that they must write the missing capital letters in the correct boxes. Listen and chant. Write letters a v on the board, point to each letter and say its name. Ask pupils to repeat. Then, add the letters w, x, y and z, point to each letter and ask pupils to call
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PreJunior 58 Interactive Whiteboard Software
out the names. Get pupils to look at the letters on the banner and explain that youre going to play the Class Audio CD and that they will hear the letters in the chant. Play the CD for pupils to listen and repeat what they year. To end the lesson, ask pupils to stand in a circle and to say the letters one letter at a time. Play Video animation and complete as many exercises as possible in classroom (listen songs and also do activity book exercises in the classroom so all the children can get involved )
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Sammy and Kite Lesson Plans

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Sammy and Kite Lesson Plans

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Lesson Plan LEVEL PUPILS BOOKS (Pre-Junior) Sammy and Kite Pupils Book Sammy and Kite Activity

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Special notes to the teachers on Sammy and Kite

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

4 Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software H OBJECTIVES

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

24 Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

children can get involved )

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE

40 Interactive Whiteboard Software

Interactive Whiteboard Software

Interactive Whiteboard Software

Interactive Whiteboard Software

HAMILTON HOUSE PUBLISHERS - SAMMY AND KITE