,

Teacher's
Book

Felicity Hopkins

Oxford University Press

INTRODUCTION
THE MATERIALS
AIMS
Get Ready! aims to provide young learners with
a basic knowledge and feeling for English, giving
them a foundation for successful learning at the
next stage. It teaches pupils to say and
understand a basic English vocabulary and a
small number of useful expressions. It teaches
numbers and letters of the alphabet an'd
introduces pupils to the early stages of reading
and writing.

Get Readyfis based around songs

and activi ties, carefully matched to the interests
of young learners and suitable for use with large
or small classes.

COMPONENTS
Get Readyfis a two-level course. The core of
each level is the Pupil's Book and the
accompanying cassette. For each level there is
a Handwriting Book, an Activity Book and a
Numbers Book. Wallcharts are also available .
Pupil's Book I. This introduces all the language
items in the first level of the course and contains
all the songs , stories, rhymes and games. Most
of the work in Pupil 's Book I is oral. Only the
words or letters printed in a colour are for the
pupil to read. The words in black are there to
guide the teacher.
Cassette I. This contains recordings of all the
songs, stories and rhymes in Pupil 's Book I. It
can be played in the classroom or used by the
teacher as a model during lesson preparation.
Handwriting Book I. This teaches the small
letters of the alphabet and places particular
emphasis on correct hand movements. The
letters are taught in families, based on shape
and hand movement, not in alphabetical order.
There ore built-in revision exercises.

Activity Book I. This is designed to reinforce the

basic reading and writing skills and to give extra
practice of the language taught in the Pupil 's
Book.
Numbers Book I. This is an optional
component. It teaches the number sets 1-/0, the
writing of the numbers and the concept of
addition up to 10.

ORGANIZATION
Each level of Get Ready! is divided into sixty
steps. Each step is one page in the Pupil's Book
(supported by the cassette) , half a page in the
Handwriting Book, one page in the Activity Book
and half a page in the Numbers Book. The
materials and syllabus have been very carefully
planned and the books should always be used in
this order. The sequence for a complete step is
therefore as follows:

DBDB
Pupil's
Book

Handwriting
Book

Activity
Book

Numbers
Book

THE TEACHING
METHOD
CHORAL REPETITION
Drills and repetition are particularly suitable
teaching techniques for young learners, who
learn through imitation . The important thing is for
the language being drilled to then be used in a
context which is meaningful to the children. This
is why songs, rhymes and games are so
important, for in the world of the child these are
real ends in themselves.

There are four stages to be gone through in

teaching with choral repetition:
The teacher says the words and gives the
meaning.

Remember that the pupils should practise asking

as well as answering questions and that this will
need choral repetition practice.

The class says the words after the teacher.

INDIVIDUAL HELP

The class says the words on its own (in

response to a cue).

Individual pupils say the words.

Even when working with a large closs, teachers

should try to give individual attention, especially
to pupils who have difficulties. The ideal time to
do this is when pupils are working in either the
Handwriting Book, Activity Book or Numbers
Book. This is when you can walk round the-closs
and see how pupils are coping. Wherever there
are problems, aim to be positive about the things
the pupil can do. Success motivates ; failure
causes panic and lock of interest. One of the
main purposes behind Get Ready! is to give a
pupil a sense of enjoyment and a feeling of
confidence about learning English .

The amount of time spent on each stage wi ll be

for the teocher to decide. If possible, the
meaning shou ld be given without using the
pupils' own language. This can be done through
mime, blackboard drawing, or the pictures in the
Pupil's Book. Throughout the.choral repetition,
the teacher should keep reminding the closs of
the meaning of the words.

SONGS AND STORIES

The songs and stories are all written specially for
the course and are in very simple language that
can easily be learned by the pupils.
Songs. The songs are all reco rd ed on cassette.
This can be played in closs, but the teacher may
use the cossette at horne to learn the songs and
then teach them to the closs herself. While
singing , pupils should point to the pictures in the
Pupil's Book or perform the suggested actions.
These reinforce meaning and make singing
more enjoyable . Singing should be part of every
lesson and teachers should regularly go bock
and use songs from earlier in the course.
Stories. The stories are also on cassette but
here again the teacher can, if she prefers, use
the recording as a model and read the story to
the class herself. It is particularly important to
make su re that pupils are pointing to the pictures
and following the story sequence. Each frame of
the stories is numbered.

ACCURACY
Do not be over-concerned about accuracy . Get
Ready! progresses slowly and pupils will only
gradually become aware of subtle differences
and be able to imitate the teacher's model. Give
good models of English but do not correct every
error mode by your pupils. Never try to explain
language rules to very young learners.

MOTHER TONGUE
Pupils should hear as much English as possible .
However, there are many situations when it is
very useful to use the pupils ' own language. For
example, you might use it to explain on exercise
in the Activity Book, the meaning of a song or
how to playa game. When teaching handwriting,
it is especially effective to use the pupils' own
language. The important thing is to avoid
translation. Always t(y to explain new words
through a picture or mime. Never ask pupils to
translate.

QUESTION AND ANSWER

As well as drills, the teacher will want to use
Simple question and answer techniques: What is
this? Show me a . . . and so on. Many of the
games or Picture practice pages in Get Ready!
are designed to practise these kinds of simple
dialogues (for example, Step 14 or Step 45).

THE ALPHABET
In learning the alphabet, pupils have to learn the
importance of quite small differences in letter
shape: dip, old, (In , qlg and so on. They also
have to learn the names of the letters and the

HANDWRITING

sounds they make. Eventually they have to learn

to write the letters. There is no reason why these
different things should be taught at the same
time. In Get Ready! /they learn the name of a in
Step 5 and they learn to write a in Step 25.

As well as writing letters and words, pupils

benefit from any activities that develop control of
the motor skills. Drawing and colouring are
important and there are ample opportunities to
do this in Activity Book I. There are also
exercises practising writing of letters or words in
the Activity Book and these are carefully
matched to the sequence in the Handwriting
Book.

In Get Readyfthe letters of the alphabet are

introduced in Pupil's Book I. First of all the pupils
should be taught the sounds of the letters, using
the formula 'a' for apple, 'b' fo r boy etc. The
names of the letters are taught in the Activity
Book, in the sections headed Say the alphabet
(see Steps 3, 5, 7, II, 13, 15, 19, 21). The
writing of th e letters is taught in the Handwriting
Book in a sequence based on families of letter
shapes, rather than alphabetical order.

-'

The main book for teaching handwriting is, of

course, the Handwriting Book. Tobe effective, it
should pe combined with good classroom
demonstrations. The sequence below is
suggested.
Before asking pupils to write a new lettef or
pattern, demonstrate on the blackboard.
Always use a grid with a baseline and three
guidelines. Describe to the pupils in their
mother tongue exactly what you are doing
as you write.

READING
There is no 'real ' reading in Get Ready! Pupils
need first of all to acquire pre-reading skills. In
particular, they must become familiar with leftright sequencing and letter recognition. Many of
the exercises in the Activity Book give practice in
these skills. Pupils also learn to recognize whole
wards. The first group of these occurs in Step 23.
They are always introduced in the Pupil's Book
and practised in the Activity Book. By the end of
Get Ready! I pupils will be able to recognize
twenty-one words (including a).
Throughout Get Ready! small black type is used
for words that are intended solely as guidance
for the teacher. They look like this:
Show me a green van.

Next half-turn your back to the class,

almost as if you were going to write on the
blackboard, and trace the letter or pattern in
the air with your finger. Get the class to do it
with you as you describe the hand
movement.

If you are teaching a new letter, the pupils

can now use their fi nger to trace the large
solid black letter in the book (headed Look).
ThiS should be done as a class, with the
teacher describing the hand movement.
The dot shows where the hand movement
begins and the arrow shows the direction to
go in.

Pupils are now ready to practise tracing in

their Handwriting Books, using a pencil or
pen. They trace over the grey lines , starting
from the black dot. The third line of practice

Number one is a big boat.

Words or letters to be recognized by the pupil
are printed in a much larger size. They look like
this:

a b c
a red plane
In the Pupil 's Book, words, letters or numbers for
the pupil are always printed in a colour.

c)

STEP 2

HANDWRITING BOOK
q

Demonstrate the cat on the board,

describing what you are doing .To get its
favourite faad , the cat must not go off the
path. Pupi ls practise with their fingers in the
air. They can then practise with their fingers
in their Handwriting Books. Go round the
class, watching hand movements. Finally
the pupils write in their Handwriting Books.

10

Repeat with the monkey and the dog .

Pupils can try drawing their own pathways
an pieces of paper. Do not worry if they find
this difficult. The fina l result is not important.
The purpose is to practise moving the
pencil from left to right in an unbroken,
flowing line.

NEW LANGUAG E
Understa nd : Whatis this?
Say : a, an, apple, bird, goodbye, and
Read : a, b

PUP IL'S BOOK

Letters . Say Look. An apple. Pupils repea t
without and with an:
Teacher Apple. .
Class
Apple.
Teacher An apple.
Class
An apple.

ACTIVITY BOOK

Repeat th is procedure with bird.

II

Say Show me a bird/on apple. Pupils paint

and say This is a bird/an apple.

Ask What is this? Pupils answer An apple/A

bird.

Point to the letters and get the class to

repeat 'a'forapple, 'b 'for bird. Teach the
sounds 'a' and 'b', not the letter names.
Say Shaw me 'a'. Write a on the board and
ask What is this?The pupils give the letter
sound, not the name. Do not ask pupils to
write the letters yet.

12

Song . Revise Hello. I am . . . by introducing

yourself to pupils, who reply Hello. I am . ..
Then shake their hands and say Goodbye
. . . (pupil). Walk away and wave. Say
Goodbye. Pupils practise repeating
Goodbye after you.

NUMBERS BOOK (OPTIONAL)

Bring two pupils to the front (e.g. John and

Mary) and say John and Mary. The class
repeat. Do this with several pairs. Each
time they go back to their seats say
Goodbye . .. and . . . The class repeat.

Say Show me Jack. Show me Sue. Show

me Jack and Sue. Say Goodbye Jock and
Sue and 'wave to the baok'. The class wave
and repeat. Play the song and get the class
to join in by singing yourself. Sing with the
class without the tape.

Match . Pupils ring the pictures and letters

that match the example on the left.
Demonstrate on the board , using simple
drawings, for example, some balls :

Encourage pupils to draw the ring in an

anti-clockwise direction (l ike the letter 0) .

13

Say and colour. Say Show me an apple/a

bird/Jack/Sue. Then ask pupils to 'read' the
pictures aloud from left to right. The pupils
colour them in . Go round, asking individuals
What is this? Show me ...

Pupils ring the correct number of apples to

match the box on tlie left. Demonstrate on
the board with circles or use real objects
(e.g. pencils). Do not use the names of the
numbers yet. Get the pupils to do the ones
on the left first of all . Go through them on
the board before the pupils continue to do
the ones on the right.

STEP

NEW LANGUAGE

the class or individual pupils to call out the

numbers.
8

Give all three pencils to one pupil. Say

Show me twolthree/one.

Now write the three figures on the board : I,

2, 3. Make sure to fo llow the same style of
writing as the Pupil 's Book. Get the class to
count as you point to each figure in
sequence. Ask individuals to count,
pointing to the Pupil 's Book.

10

Put individual figures on the board and ask

Whotis this? Encourage pupils to look at
the Pupil's Book and match what you have
written with the book. They can then work
out the answer to your question by looking
at the number of dots or by counting and f.
pointing until they get to the figure you have
written . Do not be too concerned if some '
pupils are sti ll uncertain, but do try to
ensure that they are all attempting to 'read'
the figu res from left to ri ght.

II

Revise Hello. 1am . .. Goodbye. Sing the

Hello song (Step I) and the Goodbye sang
(Step 2).

Say : cat, dog, one, two, three

Read : e, d, I, 2, 3

PUPIL'S BOOK ..
Letters. Say Look. A cat. Pupils repeat
after you, pointing to the picture in the book.
They should repeat without and with a: Cot.
A cot. Cat. A cat (see Step 2). Make sure to
pronounce a correctly. It should sound like
'a' in ago, not 'a' in name.

Repeat this procedure with dog.

Say Show me a eatla dog. Pupils point and

say This is a eatla dog.

Ask Whatis this? Pupils answer A eatiA

dog.

Paint to the letters and get the closs to

repeat 'e' for cat, 'd' for dog. Teach the
sounds 'c' and 'd ', not the letter names. Say
Show me 'e'. Write a, b, cor d on the board ,
and ask What is this?The pupils give the
letter sounds, not the names. Do not ask
pupils to write the letters yet.

12

Numbers. Draw group s of dots on the

board, in the some arrangement as the dots
in the Pupil 's Book:

Point to each of the groups of dots and say

the number: One, two, three. The closs
repeat after you. Next get the closs to say
the numbers as you point in sequence :
One, two, three. Ask individual pupils to say
the numbers .
7

HANDWRITING BOOK

Hold up one pencil , then two and finally

th ree, each time saying the number. Then
hold up different numbers of pencils and get

Demonstrate the bird on the board,

describing what you are doing. Use the
pupils' mother tongue. The hand makes
one continuous movement from left to right,
without pauses. Pupils practise with you ,
with their fingers in the air. Next they
practise wi th their finger in the Handwriting
Book. Go round , checkin g the hand
movements. Finally, pupils write in the
Handwriting Book .

ACTIVITY BOOK
13

Match. Pupils ring the letters that match the

example on the left. Demonstrate first of all
on the board and revise a, b, e, d.

14

Say the alphabet. Explain that the letters

make sounds and that they also have
names . Write abc d on the board. Pointing,
getthe class to say the names of the letters
after you. Ask individuals to do it, pointing
to the letters in the Activity Book. The arrow
is to remind them to go from left to right.

15

Write individual letters on the board . Ask

What is this? Pupils tell you the name of the
letter.

Cover one bird with your hand and then

uncover it, as you say One bird, two birds.
The class repeat after you.

16

Draw and colour. Pupils trace over the

grey lines. Then they colour the pictures.
Go raund as they work and ask individuals
What is this? Shaw me a cat. Get them to
say the first four letters of the alphabet to
you . Be as encouraging as possible. Make
sure that they are 'reading' from left to right.

Now draw a third bird and say Three birds.

Cover two birds with your two hands and ,
as you reveal them, say One bird, two
birds, three birds. The class repeat. Do not
overemphasize the sforthe plural. Do not
be too concerned about accuracy. Do not
try to explain . Pupils wil l very gradua ll y
learn these small differences through
imitation.

Repeat this procedure for one cot, two cots,

three cots. Again use very simple drawings:

Rhyme. Pupils look at Step 4 . Explain that

it is a kind of 'story'. It goes down the page
and each picture shows the next thing that
happened. Soy that you are going to play
the tape and that they must work out the
'story '.

After the tape, ask pupils to tell you the

'story' in their mother tongue. If they do not
understand, do not explain yet.

Next, you say the rhyme, using your voice

and gestures to bring out meaning . Also
bring out the drama of the cat creeping up
and then pouncing and then , after that, the
dog creeping up on the cats. The cot's
miaow and the dog 's bark, which are on the
tape , are important parts of the story which
shou ld not be missed out.

Play the tape again' and get the class to

point to the pictures while they listen. Now
get the class to say the rhyme with you.
They should use a gesture for the pounce
on CATfand DOG!

NUMBERS BOOK (OPTIONAL)

17

Put dots on the board and get pupils to tell

you the number. Do the same with the
figures , I, 2, 3. Demonstrate matching dots
to a figure, using the first example in the
book. Pupils now do the exercise in the
Numbers Book, putting a ring around the
correct number of dots to match the figure
on the left. Encourage pupils to draw the
ring in an anti-clockwise direction, like the
letter a. Get the pupils to do the ones on the
left first of all. Go through the answers on
the board . Then the pupils can do the ones
on the right.

STEP

NEW LANGUAGE
Say : birds, cats

PUPIL'S BOOK
Write the figures 123 an the board. Point
and get pupils to call them out. Say What is
this?
2

Draw a bird on the board. Say Look. A bird.

Draw another bird and say Two birds. The
drawings must be quick and simple:

10

Soy Show me two birds/one cat etc.

HANDWRITING BOOK
II

12

Demonstrate on the board, explaining what

you are doing. Use the pupils' mother
tangue. The pencil is doing smooth jumps
and landing on the ground. It does not leave
the paper, but it has a rest before the next
jump. Pupils copy you, tracing with their
finger in the air. They can then trace over
the lines in the book with their finger. Go
round , checking their hand movements.
Pupils can now write in the Handwriting
Book.
Pupils can draw balls in a separate
copybook or on a piece of paper and
practise doing 'bounces' from left to right.

ACTIVITY BOOK

STEPS
NEW LANGUAGE

Say: elephant, fish, girl

Read: e, f, g

PUPIL'S BOOK
Leiters. Say Look. An elephant. Pupils
repeat after you, pointing to the picture in
the book. They should repeat without dnd
v; ith on: Elephant. An elephant (see
Step 2).
2

Repeat this procedure with fish and girl;'

Say Show me an elephantla fishlo girl.

Pupils point and say This is a(n) ...

13

Match. Pupils ring the numbers and letters

that match the example on the left.

Ask What is this? Pupils answer This is an

elephanl/a fish.

14

Say and colour. Say Show me a birdlo

cotlo doglon apple. Then ask pupils to
'read' the pictures aloud from left to right.
Pupils colour them in. Go round asking
individuals Whotis this? Show me . ..

Point to the letters and get the class to

repeat 'e' for elephant, 'f' for fish, 'g' for girl.
Teach the sounds of the letters , not the
names.

Revise apple, bird, cot, dog, elephant, fish,

girl. Point to the pictures in the book and
ask What is this?Write abc d e fon the
board and get pupils to say the saunds 'd'
for dog, 'f ' for fish ClS yau point to the letters.

Practise the rhyme from Step 4. Ask the

girls to do the first four lines and the boys
the second four. Then swop over.

NUMBERS BOOK (OPTIONAL)

15

Pupils ring the correct numbers of birds to

match the figures on the left. Demonstrate
on the board, using simple drawings of
birds. Make sure to revise recognition of I,
2, 3. Get the class to do the ones on the left
first of all. Go through the answers an the
board. Then the pupils can do the ones on
the right.

HANDWRITING BOOK
8

Demonstrate the butterfly's flight on the

board, explaining what you are doing. The
loops are made in a smooth line, without
the pencil leaving the paper. There are no
pauses. Pupils do this with you , with their
fingers in the air. Next, they do it with their
finger and then a pencil in the Handwriting
Book. Make sure that they only do the
butterfly.

Demonstrate the 'u' shapes and 'n' shapes

on the board. Like the jumps in Step 4, both
of these require pauses, but the pencil does
not leave the paper. Pupils should
eventually practise these in a copybook or

..

on a piece of paper as well as in their

Handwriting Book.

ACTIVITY BOOK
10

Match. Pupils ring the letters that match the

examples on the left. Demonstrate on the
board if necessary.

II

Say the alphabet. Write abc d e f g on the

board, making sure to fo llow the style of the
letters in Get Ready/The class say the
name of each letter after you. Then they
say all seven letters with you, pointing to
each one in the Activity Book as they say il.
Ask individual pupils to say the letters in
sequence, pointing to their books.

12

Say Show me c and get the class or

individuals to point to the letter of that name
in the Activity Book.

13

Draw and colour. Pupils trace over the

grey lines. Then they colour the pictures.
Go round as they work. Look at the way
pupils are holding their pencils. Ask What is
this? Show me . .. Get individuals to 'read'
the first seven letters of the alphabet to you.

STEP

NEW LANGUAGE
Understand: How many . .. ?, yes, no
Say: boy(s), finger(s)

PUPIL'S BOOK
Rhyme. Ask a boy to come to the frortl.
Say Boy. A boy. The class repeat after you.
Do the same with a girl. Call out the names
of different pupils. After each name, the
class say girl or boy, as appropriate.
2

Bring two boys to the fro;t and say Two

boys. The class repeal. Bring another boy
to the fronl. The class repeat after you
Three boys. Now count the boys and get
the class to say with you One boy, two
boys, three boys. Do the same with three
girls. Do not exaggerate the pronunciation
of the plural s and do not be overconcerned with accuracy. At this stage
some pupils will not distinguish girl/girls.

Demonstrote the rhyme. Count out three

boys in the class, pointing to each one in
turn: One boy, two boys, three boys. Then
pause, look round, and select a fourth boy
by name (e.g. John). As you say John,
stand behind him and get him to stand up.
Sti ll standing behind him, take h.is arm and
point to three girl s as you count them out:
One girl, two girls, three girls. Pause, then
name a fourth girl. John sits dawn and the
girl stands up (e.g. Mary) . Now stand
behind Mary and count out three boys. Let
her choose the next bay to stand up.

Explain that this is a game that Jack and

Sue play in their school. Play the tape.
Explain that a girl is speaking. Pupils point
in the book as she counts out the boys.
Pause, ask who she has chosen (Jack).
Pupils point in the book as Jack counts out
the girls. He chooses Sue. Pupils listen to
see who Sue chooses (David) .

The children can now perfarm this rhyme

as a chain. Help as necessary. Try to make
the selection of each pupil by name seem
as exciting as possible .

NUMBERS BOOK (OPTIONAL)

14

Draw three fishes on the board and write up

the figures, 123. Pupils come to the frant
and ring the figure that is the same as the
number of fishes they can see. Cover one
or two fishes with your hands. Make the
drawings very simple:

Pupils can now complete the exercise in the

Numbers Book.

10

Game. Hold up one finger and get the class

to repeat after you Finger. A finger. Hold up
two, then three fingers and get the class to
say after you TwolThree fingers. Now hold
up one , two or three fingers (see Pupil 's
Book) and ask How many fingers? The
pupils answer One / Two/Three fingers. Tell
different numbers of boys or girls to stand
up. Ask How many boys/girls?
Now play the game. Put your hand behind
your back and ask How many fingers?
Pupils have to guess. Use yes and no when
you reveal your fingers.
Teacher (concealing fingers) How
many fingers?
Pupil A Two fingers.
Teacher (revealing fingers) No! How
many fingers?
Pupil A One finger.
Teacher (concealing fingers) How
many fingers?
Pupil B Three fingers.
Teacher (revealing fingers) Yes, three
fingers.
Pupils can now attempt to take the
teacher's role, asking How many fingers?
Help as much as necessary. Omit if it
seems too difficult.

?
initial sounds of the words. Say 'f' for.
Pupils can then do the matching exercise.

12

Say and calour. Say Show me an

elephantla finger/a girl/an elephant. Then
get pupils to 'read' the pictures aloud from
left to right. Pupils can now colour them in
while you go round individually, asking
What is this?

NUMBERS BOOK (OPTIONAL)

13

Write figures on the board and get pupils to

come up and draw the correct number of
dots. Pupils can now work in the Numbers
Book. They should take each number on
the left in turn, troce over the line anci.then
draw the correct number of dots at the end
of it. Go round, helping and asking How
many? as you point to figures and dots.

STEP

NEW LANGUAGE
Say : hand, insect, jug
Read : h, i, f

HANDWR ITING BOOK

q

10

Demonstrate drawing circles. The pencil

must not leave the paper until the circle is
complete. Always go in an anti-clockwise
direction. Pupils draw circles with you in the
air. Then they can do the clown's balls.
Remind pupils of the 'u' shapes, with a
pause at the end of each 'u'. Pupils can
then trace over the pattern below the clown.
The dots show them where to start and the
arrows show the direction to go. Pupils who
fin ish may colour the clown.

PUPIL'S BOOK
Say Hello to the class. Introduce yourself to
one pupil, saying Hello, I am . .. The pupil
replies Hello, I am . .. That pupil then goes
to another pupil and introduces him or
herself. Let this continue as a chain, helping
where necessary.
2

Letters. Say Look. A hand. Pupils repeat

after you, pointing to the picture in the book,
Hand. A hand (see Step 2).

Repeat this procedure with insect and jug.

Say Show me a hand/insect/jug. Pupils

point to the pictures and say This is a hand/
insectljug.

Ask What is this? as you point to the

pictures or use blackboard drawings. Hold
up your own or a pupil's hand. Make a
buzzing noise for the insect.

ACTIVITY BOOK
II

Match. Draw a fish , a cat and a bird on the

board (see Steps 4 and 5 for suggested
drawings). Write f, c and b. Get pupils to
match the sounds of the letters with the

11

'.\

Point to the letters and teach the sounds, 'h'

for hand, 'i'for insect, 'i' for jug. Soy Show
me 'h'/'i '/)'. Pupils point to the letter that
makes that sound. Write the three letters on'
the board and get pupils to tell you their
sounds as you point. Revise the sounds
lo'_ 'g'.

15

Practise the rhyme from Step 4.

16

Play How many fingers? (Step 6).

Sing the Goodbye song (Step 2).

Draw and colour. Pupils trace over the

grey lines and then colour the pictures. Go
round, asking What is this? as you point to
letters or either of the pictures.

NUMBERS BOOK (OPTIONAL)

Draw four jugs on the board and write up
different numbers. Pupils come to the front
and ring the right number of jugs. Then ask
How many j ugs? Pupils answer OneiTwo/
Three jugs. Make the drawings very s imple:

HANDWRITI NG BOOK
10

II

Demonstrate how to do the sharp angular

line. Explain in the pupi ls' mother tongue
what you are doing. The pencil is moving in
straight lines. It goes up the mountain and
then it pauses for a rest. It does not leave
the paper. Now it comes straight down.
Pupils practise this with you, drawing in the
air. They can then go over the two jogged
lines at the start of Step 7. They can do this
first of all with a finger, as you go round
checking the movement. Finally , they write
over these two lines.
The crocodile's teeth are harder because
the movements are smaller. Follow the
sequence above. Make sure that pupils
'write' the teeth as one jagged line.
'Drawing' the teeth as a series of separate
lines is incorrect. Remember that the most
important thing is to learn the correct hand
movement, not to produce a perfect result.

Pupils can now complete the exercise in the

Numbers Book.

STEP

NEW LANGUAG E
Say : elephants, fishes

PUPIL'S BOOK
Song . Say Show me an elephant/a fish.
Pupils point to the book. Say What is this?
and mime an elephant by holding your ears
out. Do the same with fish, making your
hand 'swim '.

ACTIVITY BOOK
12

Match . Pupils ring the letter that matches

the examples on the left.

13

Say the alphabet. Write a bcde fg h ijon

the board. The class says the nome of each
letter after you. Practise h, i, j several
times. Now get the closs to soy all ten
letters with you, pointing to each one in the
Activity Book. Get individual pupils to soy
the ten letters in sequence , pointing to their
books.

14

12

Say Show me h/alj/d and get pupils to point

to the right letter in the Activity Book.

Point to the top group of elephants and ask

How many elephants? Do the same with
fishes. (N.B. Fish has two plural forms:
fishes and fish - the same form as the
singular. Both farms are correct.)

Play the tape and demonstrate the actions.

For the last verse wave Hello. Repeat and
get the pupils to join in the actions. If they
find it difficult to manipulate their finge rs for
one, two, three, they can point to the
numbers in the book instead.

Play the tape again. You sing th e How

many? lines of the first two verses and get
the pupils to join in with you on lines 2 and
4. Everybody should sing the last verse.
Practise saying How many elephants/
fishes? with the class repeating it after you.
The class can naw sing the whole song, if
possible combining this with the actions. Try
it with and without the tape. Encourage the
class by singing and doing the actions
yourself.

Bring different numbers of pupils to the front

and ask How many girls/bays?

Sing the Hello song (Step I).

II

Soy and colour. Say Show me a jug/hand/

apple/boy. Then get pupils to 'read' the
pictures aloud from left to right. While they
colour them in, go round looking at the work
done for the matching activity. Help pupils
who are unclear about the sounds.

NUMBERS BOOK (OPTIONAL!

12

Pupils have to draw dots to correspond to

numbers. Demonstrate on the board. Write
a figure and ask How many?Then select a
pllpil to draw the right number of dots.

HANDWR ITING BOOK

8

Demonstrate drawing vertical lines on the

board. Each line is separate. The important
thing is to cantrol the length. So
demonstrate between two lines, like the
ladder in the Handwriting Book. Pupils trace
in the air with you. Then they complete the
clown's ladder.
Remind the class how to draw circles. They
should be done in one movement and anticlockwise. Get them to trace in the air with
you. Pupils can then complete Step 8 in the
Handw riting Book.

STEPq
NEW LANGUAGE
Understand : clap, listen, tap, number
Say : four, five six
Read: 4, 5, 6

PUPIL'S BOOK
Numbers . Write groups of dots on the
baard , in the same arrangement as the
Pupil's Book. Point to them as you count to
six. Get the class to say each number after
you. Repeat four, five, six several times.
Then get the class to count with you.

ACTIVITY BOOK
10

Match . Write four or five letters from a-j on

the board. Ask pupils to remind you of the
sound each one makes. Then get them to
tell you a word that begins with that sound.
Say 'b' for . .. ? Now call out words and get
the pupils to tell you which letter on the
board they start with. Encourage pupils to
use the letter names, but accept sounds as
correct.
Teacher Cat.
Pupil A c (name).
Teacher Yes, c. Good.
Hand.
Pupil B 'h'(sound).
Teacher Yes, good: h (name).
Pupils can now do the matching activity,
drawing lines to connect the pictures to
their first letter.

Bring different numbers of boys and girls to

the front of the class. Count out loud with
the class: One, two, three, four, five. Then
ask How many boys? The class respond
Five boys.

Now write the figures 1-6 on the board.

Make sure to follow the style of 4 in the
book. Point to the figures and count out
loud. Get the class to join in, pointing to
their book. Ask individuals to count 1-6, as
they point in their books.

Say Show me six/five etc. and get pupils to

point to their books. Write figures on the
board and ask What is this?

13

Song . Play the tape and then get pupils to

clap for 1-3 and tap for 5-6.

Practise saying each verse without the

music rather like a rhyme. Pupils should
point to the numbers for each verse and
clap and tap. Write numbers on the board
and say Look. OnelTwo is a number. Do a
mime for listen. Get pupils to say after you
Listen and then Listen to the numbers. (Da
not try to explain the definite article, the.)

, !

.~~

Pupils are now ready to sing and do all the

actions. If pupils find it difficult, they can
clap all the way through instead of tapping
and clapping. But do not forget that trying to
remember whether to clap or tap is part of
the fun!

10

II

14

Now demonstrate th e 'u' shapes. Again

emphasize the grid. 10m starting fram the
dot and curving slowly dawn to the
baseline. I just touch it and curve back up to
the line above the baseline. I touch it and
pause. The pencil stays on the paper. Then
I curve down again . .. Students practise in
the air as you describe an imaginary grid.

13

Pupils can now complete the first raw in the

Handwriting Book and do the secand. Go
round, checking and encouraging. Pupils
should be saying to themselves the words
you used when you were demonstrating .

14

The third row is to copy the line above. The

dots show the pupils where to start.
Remember that it is the flOnd~rfiovement
and the use of the grid that matters, not the
end result.

Practise the rhyme in Step 6 and sing

Elephants and fishes (Step 8).

HANDWRITING BOOK
q

12

Steps q- 12 revise all the basic hand

movements and introduce the handwriting
grid. Draw this on the board. In the
Handwriting Book it consists of three grey
lines and a black baseline. On the board,
use a colour for the baseline and white for
the other three. Explain the grid to pupils, in
their mother tongue. There are four lines.
One line is the baseline. All the letters touch
the baseline. Some go up to the first line
above it, for example 'a' {draw an a). Same
go to the very top line, for example 'b' {draw
a b). Some go to the bottom line, for
example 'g '{draw a g) .
Naw demonstrate drawing vertical lines.
Put a dot on the top line. This dot should be
the same calaur as the baseline.
Demonstrate. Say I am putting the pencil
on the dot. I am drawing a nice, stiff,
straight line and stopping as soon as I touch
the baseline. Get pupils to do this with their
fingers in the air, starti ng from an imaginary
dot and ending on an imaginary baseline.
Repeat this procedure with a vertical line
starting on the first line above the baseline
and ending on the line below it.
Pupils naw do the five vertical lines in the
first row in the Handwriting Book.

ACTIVITY BOOK
15

Match . Pupils ring the figures that match

the example on the left. Revise recognition
of the numbers 1-6 before the pupils begin
warking in the Activity Book. Write the
figures on the board and say Show me two!
six etc. Then write up single figures and ask
What is this?

16

Join the numbers. Draw this on the baard:

. 5

.3

. 2

.4

.6

Explain, in the pupils ' mother tongue, that

you want ta jain the numbers tagether in the
carrect arder. Bring a pupil to the front. Say
One, two and indicate for the pupil to draw
the line. Then say One, two, three and get
another pupil to now join 2and 3. Continue
until the line is finished. Pupi ls can now join
the numbers and complete the fish in the
Activity Book.

NUMBERS BOOK (OPTIONAL)

17

Put groups of dots on the board,

representing 1- 6. Call out numbers and get
pupils to identify the correct group. Pupils
can now do the exercise in the Numbers
Book.

ACTIVITY BOOK
5

Join the letters. Dra w this on the board:

d.

be

ec

.i

.1

g.

.i

Call pupils out to the front to help join the

letters in the correct order. Pupils can then
do the exercise in the Activity Book.

STEP

10

NEW LANGUAGE

PUPIL'S BOOK
Picture practice. This provides the
opportunity for revision. Use the
expressions Show me. What is this? and
How many . .. ?The vocabu lary includes
apple, bird, boy, cat, dog, elephant, fish,
girl, hand, insect, jug. Jack is there (wearing
the red shirt) and Sue is seated on the left.
2

Sing Elephants and fishes (Step 8), Listen

to the numbers (Step q) and the Goodbye
song (Step 2).

Say and colour. Say Show me an idse.C"t/

cat/bird/girl. Get pupils to 'read' the pictures
aloud from left to right. Pupils can then
colour the pictures. Go round, individually'
checking the names of the letters in the Join
the letters activity. Ask What is this?or say
Showmed.

NUMBERS BOOK (OPTIONAL)

7

Put eight dots on the board. Callout a

number (1-6) and get a pupil to ring the
correct number of dots. Pupils can then do
the activity in the Numbers Book.

STEP

II

NEW LANGUAGE
HANDWRITING BOOK
3

Draw the grid and demonstrate first the

short vertical line and then the 'v' shape.
Describe what you are doing, referring to
the dots and the grid . Pupils practise each
of the shapes with their finger in the air, as
you describe an imaginary grid. Then they
complete the first twa rows in the
Handwriting Book. Go round checking.
Demonstrate again if necessary.
Pupils can now do the third raw. They
should copy the twa rows above. They
should always start from the black dot.

Understand: What is this number?

Say: kite, lion, monkey
Read: k, l, m

PUPIL'S BOOK
Lellers. Say Look. A kite. Pupils repeat
after you Kite. A kite, painting to the picture
in the book (see Step 2).
2

Repeat this procedure with lion and

monkey.

Say Show me a lion/a kite/a monkey.

Pupils point and say This is a . ..

15

14

Say the alphabet. Write a-m on the board .

Say each letter by name as you point to it
and get the pupils to repeat it after you.
Practise k, I and m several tim es. The class
now say the alphabet a-m with you,
pointing to the letters in their books .

Revise the numbers 1-6. Write a figure on

the board and ask What is this number?
Clap up to six times and ask How many
claps? Do the same with taps. Callout a
number and get a pupil to clap or tap it oul.

15

Say Show me j/klb etc. Pupils point to the

letter in their Activity Book.

16

Ask individuals to recite the alphabet a-m,

pointing to the letters in the Activity Book.

Play How many fingers? (Step 6) , but using

both hands and up to six fingers.

17

Practise the rhyme in Step 6, but counting

up to six girls ar boys.

Draw and colour. Pupils complete the

pictures and colour them in. Go round,
asking What is this ? and checking
recognition of the letters of the alphabet,
both their names and sQunds:,"

Sing Listen to the numbers (Step q).

Point to the pictures and ask Whatis this?

Point to the letters and get the pupils to

repeat 'k' for kite, 'I' far lion, 'm' for monkey,
teaching the sounds of the letters, not the
names.

. I
I
I,

NUMBERS BOOK (OPTIONAL)

HANDWRITING BOOK
10

Demonstrate the vertical lines, using the

grid and describing what you are doing.
Pupils trace the lines in the air as you
describe an imaginary grid. They write over
the vertical lines in the first row in the
Handwriting Book.

II

Demonstrate the 'n' shapes, again using

the grid and describing what you are doing
in the pupils' native language . 10m starting
at the dot and moving gently up until I just
curve and touch the line above the
baseline. I am not stopping. 10m continuing
down to the baseline. I touch the baseline
and rest. The pencil does not leave the
paper. I now go bock up the some line I
have come down . .. Pupils trace this in the
air with you , as you describe an imaginary
grid. Pupils now complete the first row in
the Handwriting Book and do the second .
Go round, providing encouragement and
help.

12

The third row is to be copied from the two

above . The dots show where to start each
time.

ACTIVITY BOOK
13

16

Match . Pupils ring the letter on the right

that matches the model on the lefl.

18

Pupils ring the correct numbers of birds to

match the figures.

STEP 12
NEW LANGUAGE
PUPIL'S BOOK
Song . Say Show me a monkey/lion/hand/
apple/fish/insect. Pupils point in their books
and say This is a . ..
2

Ask How many fingers/insects? etc. Pupils

look at their books and answer Five fingers/
Three insects. Get pupils to close their
books and see if they can answer from
memory.

Play the tape and get pupils to point to the

pictures. Play it again and get them to join
in the second and last line of each verse.
You sing the How many? lines.

Pupils can now sing the whole song . Try it

with the girls singing the How many? lines
and the boys answering. Then swap raund.

Sing Elephants and fishes (Step 8).

The drawings shauld be very simple:

HANDWRITING BOOK
6

Remind pupils how to do the vertical lines

(see Step q). They then do all the verticals
in the top row in the Handwriti ng Book.
Demonstrate the circles , explaining what
you are doing. I start at the datjust belaw
the line above the baseline. I curve up and
touch the line above the baseline and,
,~ithout pausing, continue on raund. I touch
the baseline and continue until I reach the
dot again. The pupils trace this in the air.
Then they complete the first row of circles
in the book and do the second row.
The third row is to be capied from the anes
above. If possible, pupils should practise
these hand movements further. This can be
done on paper or in a copybook, designed
for the early stages of writing.

Pupils can now do the exercise in the

Numbers Book.

STEP 13
NEW LANGUAGE
Say: nest, orange, pencil, It is ...
Reod : n, 0 , p
Write: c

PUPIL'S BOOK
Letters. Say Look. A nest and paintto the
picture. Pupils repeat after you without and
with a (see Step 2) : Nest. A nest.

ACTIVITY BOOK
q

10

Match. Write the letters a- m on the board

and revise the sounds they make. Say 'd'
for . .. ?Then point to individual letters and
get pupils to say 'c' for cat, 'I' for lion and so
on. Pupils now do the exercise, putting a
ring around the letter which matches the
initial sound of the word illustrated.
Say and colour. Say Show me a monkey/
a fish/a lion. Ask pupils to 'read' the pictures
aloud from left to right. Pupils can now
colour the pictures.

NUMBERS BOOK (OPTI ONAL)

II

Pupils have to ring the number that

matches the number of kites. Demonstrate
on the board . Draw five kites and write the
numbers 1- 6. Count the kites alaud: One,
two, three, four, five. Then ring the fig ure 5.
Rub out one kite and demonstrate again.

Repeat this procedure with orange and

pencil.

Soy Show me a pencil/orange/nest. Pupils

point to the pictu res and say This is a . ..

Pointto a pictu re and ask Whatis this?

Pupils reply A nest/orange/pencil.

Teach the answer It is a nest/orange/pencil.

Get pupils to repeat it after you as part of a
question and answer routine.
Teacher What is this?
Class
What is this?
Teacher It is a pencil.
Class
It is a pencil.
Point to pictures in Steps 2, 3, 5, 7, I I, as
well as Step 13, and ask What is this?
Encourage pupils to answer It is . . . Use
mimes for fish and elephant (see Step 8);
make cat, dog, insect, lion or bi rd noises ;
use blackboard drawi ngs and ask What is
this?

17

, I
II

!'
7

Point to the letters and teach the sounds 'n'

for nest, 'o'fororange, 'p'forpencil. Say
Show me 'n'/'o'/'p'. Pupils point to the
letters that make those sounds . Write the
three letters on the board and get pupils to
tell you their sounds as you point to each
one. Revise the sounds 'a'-'m'.
Sing How many monkeys? (Step 12).

13

Say Show me Ilplklo etc. Pupils pointto the

letters in their Activity Book and say This
is ...

14

Ask individual pupils to recite the alphabet

a- p, pointing to the letters in the Activity
Book.

15

Draw and co lour. Pupils complete the

pictures and colour them in. Go round
asking What is this?, indicating the orange
or the pencil. Encourage pupils to answer It
isa . .

HANDWRITI NG BOOK
8

-l

10

Demonstrate the letter c (see Introduction).

Use a grid and describe what you are doing
in the pupils ' mother tongue. I start on the
dot. I curve gently up to touch the line
above the baseline. Now, without pausing, I
curve down to just touch the baseline. I start
back up towards the dot and then stop.
Demonstrate several times. Make sure the
pupils know the name of the letter and its
sound ('c' for cat).

Pupils now trace the letter in the air with

you. Describe the movement and an
imaginary grid as you do this. Pupils now
use their finger to trace over the large letter
cin the Handwriting Book (headed Look).
They do this os a class, following your
instructions. Repeat several times. Go
round, quickly checking the hand
movement. Demonstrate once again , if
necessary.
Pupils can now trace over the firsttwo rows
of the letter c. The third row is to be copied
from the one above. Pupils who finish can
colour in the cat. Go round, being very
encouraging ond trying to build confidence.
Remember that it is the hand movement
and the use of the grid that matter, not the
end result.

ACTIVITY BOOK
II

Match . Pupils join the letters that are the

same.

12

Say the alphabet. Write a-p on the board.

Say each letter by name and get the class
to repeat it after you. Practise n, 0, p
several times. The class can now recite the
olphobet, a-p, with you, as they point to the
letters in the Activity Book.

18

NUMBERS BOOK (OPTIONAL)

16

Pupils ring the correct number qJ pencils to

match the figures.
-

STEP 14
NEW LANGUAGE
Understand : Isita ... ? Laok at . . .
Say : yes, no
Write: a

PUPIL'S BOOK
Game. Say Show me number 316/1 and
check that all the pupils are pointing to the
correct pictures. Say Look at number 21415
and again check t)'lat pupils identify the
correct picture.
2

Now say Look at number 4 and ask Is it a

monkey? Answer this yourself with an
emphatic No! Ask Is it a girl?, again
answering yourself, No! Ask Is it a boy?
Answer yourself, Yes! Now ask the class
these questions and get them to chorus
back No! or Yes! Go on to ask individuals.

Follow this pattern with the remaining five

pictures. Make it as humorous as possible.

You can ask more No questions than are

suggested in the Pupil's Book and make
them more absurd. For example, for
number 5 you might ask Is it a penci//jug/
fish/insect/kite? Each time you ask, you
should appear ta expect the answer Yes
and be disappainted when the class (ar
individual pupils) say Na!When you get to
Yes, look pleased and say It is on elephant.
4

As the game progresses, get pupils to

extend the Yes answer to Yes, it is a . ..

It may be possible for some of the pupils to

try asking the questions: Look at number
... Is it a . .. ?Omit this if it is too difficult.

the words: Show me a daglbay/arange etc.

Do the first one on the board with the class,
using a and m. Say Monkey. Is it '0' for
monkey? No! Is it 'm'far monkey? Yes!
Then ring m.
12

Join the letters. Pupils connect the letters

to complete the picture of a boat. If pupils
are at all uncertain of the alphabetical
order, they can look back to Step 13 in the
Activity Book.

NUMBERS BOOK (OPTIONAL)

13

You can extend thi s game by writing a

.;number on a piece of paper and giving it to
a pupil. The class ask Is it 6/5/3? etc. The
pupil answers No! or Yes, it is 6.

Write numbers on the board and get pupils

to come to the front and put the right
number of dots beside them. Check the
answer by counting the dots out loud.
Pupils can now do the exercise in the
Numbers Book.

Sing Elephants and fishes (Step 8).

HANDWRITING BOOK
8

Demonstrate the letter a on the board,

using a grid. Describe what you are doing.
Demonstrate several times. Make sure the
pupils know the name of the letter and the
sound it makes ('0' for orange).

Pupils now trace the letter in the air with a

finger. Do this several times. Now get pupils
to use their fi ngers to trace over the large
letter a in the Handwriting Book (headed
Look). They should do this as a class,
following your instructions as you describe
the hand movement. Do this several times,
moving round the room to check that all the
pupils understand. If necessary, guide a
pupil's finger through the movement.

10

Pupils can now use a pencil to trace the fi rst

two rows in the Handwriting Book. Go
round, checking and being very positive
about their efforts. The third row should be
copied from the one above, starting each 0
from the dot provided.

ACTIVITY BOOK
II

Match. Pupils ring the letter that matches

the initial sound of the illustrated word.
Before pupils begin, check recognition of

STEP IS
NEW LANGUAGE
Say: queen, rabat, sun
Read: q, r, s
Write: e, I

PUPIL'S BOOK
Letters. Say Look. A queen, as you point to
the picture. Pupils repeat after you withou t
and with a (see Step 2): Queen. A queen.
2

Repeat this procedure with rabat and sun.

You will , of course, have to say the sun.
Pupils should imitate this but do not attempt
to explain it to them.

Say Show me a . .. Pupils point to the

pictures and say This is o . .. If some pupils
say This is 0 sun, you should accept it and
repeat the correct version: Yes. This is the
sun. Do not put an exaggerated stress on

19

STEPl6

pencil. Play the second recording of the

game, following the procedure above.
7

Now teach the class the rhyme and game.

The pictures in the Pupil 's Book will help
them. Pupils can take turns to hide the
pencil and reveal it after Show me, saying
to the class What is it?

Sing Ho w many mankeys?(Step 12).

NEW LANG UAGE

Understand : Hands up! Hands dawn!
Say : little, big
Write: s, 2

PUPIL'S BOOK

HANDWR ITIN G BOOK

q

Call a pupil to the front. Hold up the pupil's

hand and say Look. A little hand. Then hold
,up your own hand and say Look. A big
hand. Draw two fishes on the board and
say Look. A big fish/A little fish.
2

Pupils practise repeating this after you, first

of all the adjective by itself and then in a
phrase.
Teacher Big.
Class
Big.
Teacher A big fish.
Class
A big fish.
Teacher Little.
Class
Little.
Teacher A little fish.
Class
A little fish.
Follow the same procedure with A big/little
hand.

Game. Show the class two very obviously

different sized pencils. Say Look. A little
pencil. Look. A big pencil. Again , get the
class to repeat after you. Get the pupils to
look in the Pupil's Book. Say Show me a
big/little pencil.

Hold up one of the pencils and ask Is it a

little pencil? Is it a big pencil? Do this
several times. The pupils answer A big/little
pencil.

Explain to the class that you are going ta

hide one of the pencils in your pocket (or in
a box). Make sure to hide the little pencil.
Play the tape, demonstrating the actions.
Stop the tape on Show me. Say What is it?
as you reveal the pencil. Encourage the
class or an individual to say A little pencil.
Play this last part on the tape.

Hide a pencil again. This time hide the big

Demonstrate s. Practise tracing in the air

and then tracing with a finger over the big
letter in the book. Pupils can then Wfite in
the Handwriting Book. The thirdline.tor .
copying may prove difficult. The priibletIl
for beginners is getting s to end up on th'e
baseline. Be encouraging and do not
expect too much. The important thing at this
stage is to attempt it in a single hand
movement.

ACTIVITY BOOK
10

Match . Pupils choose the letters that match

the initial sounds of the illustrated words.

II

Say and colour. Say Show me a pencil/

finger/kite/robot. Then get pupils to 'read'
the pictures aloud from left to right. While
the class is colourin'g: go round asking Is it
a rabat? etc. and checking recognition of
the letters in the matching activity.

NUMBERS BOOK (OPTIONAL)

12

Demonstrate writing the number 2, using

the handwriting grid. Describe what you are
doing and get the class to trace in the air
with you. It is important to write 2 in one
hand movement. There is a pause when it
reaches the baseline and before it moves
along it, but the pencil should not leave the
paper.

13

The class now use their fingers to trace

over the large number 2 in the book, as you
guide them through it. Do this several times
and walk around the class, watching the
hand movements. The pupils can then write
in the Numbers Book.

21

letters based on a vertical line.

Demonstrate writing i, using the
handwriting grid. Describe what you are
doing and get the pupils to trace the letter in
the air w ith you . Make sure that they know
the name of the letter and the sound it
makes ('r for insect).

STEP I?
NEW LANGUAGE
II
II

Understand: Point to.

Write: i, 3
q

PUP IL'S BOOK

Revise Hello, 10m . .. and sing the Hella
song (Step I).
2

Look and say. Call a pupil to the front. Say

Point to 0 boy. Take their hand and perform
the action. You might whisper in their ear
what you wa nt them to do. Say Point to 0
girl. Then get individual pupils to stand up
and tell them to point to another named
pupil (e.g. Mary). Say Point to Mory.
Next get the class to point to pictures in the
Pupil's Book. For example, say Point to on
insect. Then ask individual pupils. Always
give the instruction Point to ... before
naming the pupil who has to do it. In this
way all the pupils w ill look for the picture.

Let pupils have turns at giving the

instruction Point to . ..

Call out a number from 1-5. Tell the class

that you are going to 'read' the pictures in
that row, going from left to right. For
example: 4. A Jug, a kite, on orange, 0
hand. They must listen and tell you when
you make a mistake. Make a deliberate
mistake and pretend you do not know the
answer. Ask Is it 0 robot? Is it a boy?and so
on.

Now let pupils have turns at 'reading'

across one of the rows. The class point to
each picture and listen out for mistakes.
Apart from vocabulary revision, this kind of
activity practises left-right sequencing.
Sing Listen to the numbers (Step q).

ACTIVITY BOOK
10

Match . Pupils ring the letter..{hat matches

the model on the left.

II

Join the letters . Pupils join the letters in

alphabetical order to complete the picture
of the car. Revise the alphabet up to s
before the pupils begin working.

NUMBERS BOOK
12

22

Pupils have' now learned to write the four

letters based on an anti-clockwise circle.
They are now going to learn a group of

Teach the pupils to write 3. Follow the

procedure for 2, described in Step 16. Like
2, 3 is written with a single hand movement.
There is a pause on the middle line, before
the second half circle, but the pencil does
not leave the paper.

STEP 18
NEW LANGUAGE
Write: I

PUPIL'S BOOK
Picture practice. Say Show me robot
number three/bird number four etc. Pupils
point to the correct picture.

HANDWRITING BOOK
8

The class can now trace over the big letter

(headed Look). Guide them through this
and wa lk round the class, checking hand
movements. Make sure that they do not
forget to dot the i. They can now write in the
Handwriting Book.

Now say Look at robot number two. Is it 0

big robot/little robot? Accept the answer

Yes or No, but encourage pupils to say

Yes, it is a big robot or No, it is a little robot.

Repeat this procedure with the birds. You

can extend it further with simple blackboard
drawings. For example, you could use kites
(or jugs or fishes):

NUMBERS BOOK (OPTIONAL)

10

Song. Say Show me Jock/Sue. Play the

tape. Pupils listen and then join in, po;nting
to the pictures.

Sing the Goodbye song (Step 2).

Say and colour. Say Show me a nest/dag/

queen. Get pupils to 'read' the pictures
aloud in a left-right sequence. Pupils can
then colour the pictu res.

Put the handwriting grid on the board. With

you r finger write the figures I, 2, 3 and ask
What is this?Together with the class trace
1,2, 3 in the air, describing what you are
doing. Get individual pupils to come to the
front and write the numbers on the grid on
the board. Now pupils can do the revision
practice , writing in the Numbers Book.

STEPIQ
NEW LANGUAGE

HANDWRITING BOOK
6

Follow the procedure used for teaching the

writing of i in Step 17. Make sure that pupils
know the name of the letter and the sound it
makes ('I' for lion).

Say: tree, umbrella, van

Read: t, u, v
Write:j

PUPIL'S BOOK
Letters. Say Look. A tree, as you pOint to
the picture. Pupils repeat after you Tree. A
tree (see Step 2).

ACTIVITY BOOK
7

Match. Put the handwriting grid on the

board . Revise the writing of 0, c, e, s. First
of all, write the letters in the air and get the
class to guess what you are writing. Ask
What is this?Then get individual pupils to
come to the front and write one of the letters
on the grid. Each time, draw in a dot to
show the starting point for the letter.
Clean off the grid and write ace s on the
board. Revise the sound each letter makes.
Then pupils can do the exercise in the
Activity Book. They have to choose the
letter that matches the initial sound of the
illustrated word and then trace over it. Go
round, checking hand movements and the
choice of letter. Starter dots are not given,
so make sure pupils start each letter in the
right place.

Repeat this pracedure with umbrella and

van.
3

Say Point to a ... and get pupils to point to

the pictures.

Point to the pictures and ask What is this?

Pupils reply ltis . ..

Paint to the letters and get the class to

repeat the sounds: 't' for tree, 'u' for
umbrella, 'v' for von. Write q r stu von the
board. Point to individual letters and get
pupils to give you the sound .

Write the complete alphabet a-von the

board. Say Point to 'd' (sound) and let a
pupil come to the front to do it.

Sing Little girl, little boy (Step 18).

23

HANDWR IT ING BOOK

8

Teach the writing of j, following the

procedure for i, described in Step 17.

STEP

20

NEW LANGUAGE
ACTIVITY BOOK
II

,I'

Match. Pupils ring the letter that matches

the model on the left.

10

Say the alphabet. Write the letters q r stu

von the board . Say Look: q, r, s, t, u, v, as
you point to each of the letters. Say each of
th e letter names again and get the class to
repeat after you. Practise t, u, vseveral
..
times. Then ask What is this?Pupils give
you the letter names as you pOint.

II

12

Recite the alphabet a-v with the class,

pointing to the letters in the Activity Book.
Ask individuals to recite a-v. Say Show me
j/m/vetc. Pupils point to the letters in their
books.
Draw and colour. Pupils complete the
umbrella and colour it in. Go round
checking recognition of the letters of the
alphabet, using What is this? Point to . ..
Showme ...

Understand: sky
Say : red, green, blue

PUPIL'S BOOK
Hold up various red objects (a book, a
pencil, a bag, chalk) and say red. Get the
class to repeat after you. Do the same with
green and blue.
2

Hold up different objects .Qbt(get the class

to call out the colou r: red, blue.p r green.

Look and say. Say Look. A red umbrella.

The class point and repeat A red umbrella.
Do the same with the green and blue
umbrellas. Then 'read ' along the row
several times, pointing and getting the class
to join in . Say A red umbrella, a green
umbrella, a blue umbrella.

Now say Pointto a green umbrella etc.

Song . Play the tape through once. Point to

the sky outside and practise saying sky and
then a blue sky. Read through the words of
the song and get the pupils to point to the
pictures.

Play the tape again and get the class to join

in the last line of each verse: And look at
Sue's umbrella.

Say Show me a green tree/blue/a red sky/

the sun etc. Then teach th e song almost
like a rhyme. Do this first of all w ith the
class repeating after you, and then saying it
with you, as they point to the pictures. It
might be usefulto introduce some actions
for Sun up, sun down.

Pupils are now ready to sing the full song.

They can do this with and without the tape.

NUMBERS BOOK (OPTIONAL)

13

Pupils trace aver the lines from the figu res

and then draw in the right number of dots.
Go through the answers on the board.

HANDWRITING BOOK
q

24

Put the handwriting grid on the board. Ask

pupils to come to the front and write a or e.

Do this wi th the class, writing with their

fingers in the air as you describe the hand
movement. Pupils can now complete the
exercise in the Handwriting Book.
Encourage them to work slowly , thinking
carefully about the hand movements.
Demonstrate again if necessary. Be very
positive about their efforts. Go round
helping . Where necessary, take a child's
hand and guide their finger over the big 0
and e in Steps 14 and 15. Then guide their
pencil over an e and an 0 in Step 20.

and zoo. For yellow you will, of course, say

Look. Yellow.
3

Say Show me . .. and get pupils to point to

the pictures.

Point to the pictures and ask What is this?

Pupils reply It is . .. Pupils may say It is 0
yellow. Accept this but correct it gently. Yes
- good. It is yellow.

Point to the letters and teach the sounds:

'w' for window, 'x ' for x-ray, 'y' for yellow, 'z'
for zoo. Say Show me 'z'a nd get pupils to
point to the letter that makes that sound.
WI'ite a complete alphabet an the board.
Paint to different letters and get pupils to tell
you their sound. This can be just 'b: o ~ .'b'
for bird.
-:.

Play the game in Step 16.

Sing Sue 's umbrella (Step 20).

ACTIVITY BOOK
10

II

Match. Pupi ls draw lines to the letters that

match the initial sounds of the words
illustrated on the left. Go through the
answers with the class.
Say and colour. Say Point to 0 treelvan!
sun!hand. Get pupils to 'read' the pictures
aloud, going from left to right. They can
then do the colouring. Go round asking
What is this? Is it a bluelred!green van?

HANDWRITING BOOK
8

NUMBERS BOOK (O PTIONAL)

12

Pupils write over the number that

corresponds to the number of kites. Go
round, helping with hand movements.

Teach the writing of t, following the

procedure described for iin Step 17. There
are several unusual features about this
letter. First of all, it does not sit neatly
between the grid lines because its top is
just below the line. Secondly, it is one of
four small letters not written with a single
hand movement.

ACTIVITY BOOK

STEP

21

Match. Pupils ring the letter that matches

the model on the left.

10

Say the alphabet. Write the letters t u v w

x y zon the board. Point to each letter and

NEW LANGUAGE

say its name. Repeat this and get the class

to say the names after you . Practise w, x, y,
zseveral times. Then ask What is this? as
you point to one of the seven letters. Pupils
give you the name.

Say: window, x-ray, yellow, zoo

Read: w, x, y, z
Write: t, 4
II

Recite the whale alphabet with the class,

pointing to the letters in the Activity Book.
Ask individuals to recite the alphabet.

12

Draw and calour. Pupils complete the

picture of the window and colour the frame.
Go round asking What is this? Is it a yellow
windowlred window? etc.

PUPIL'S BOOK
Letters. Say Look. A window, as you point
to the picture. Pupils repeat after you
Window. A window (see Step 2).
2

Repeat this procedure with x-ray, yellow

25

c. Focus attention an the hand movement

rather than the end result. Practise writing
these two letters with the class tracing them
in the air. Pupils can now complete the
exercise in the Handwriting Book.

NUMBERS BOOK (OPTIONAL)

I3

14

Demonstrate how to write 4. Use the

handwriting grid. This number is written
with two separate hand movements. It
starts with a vertical to the baseline. The
pencil is then lifted off the paper and put
back on the starting dot. The second line is
drawn with a pause as it hits the middle line
and before it moves along it and across the
first line. Get pupils to trace this in the air
with you . Describe the movement on an
imaginary grid as you do this .
Pupils can now use their forefinger to trace
over the large 4 in the Numbers Book
(headed Look). Do this as a class with you
describing the hand movement. Repeat
several times. Go round the room checking .
Pupils can now write in the Numbers Book.

STEP

22

NEW LANGUAGE
PUPIL'S BOOK
Picture practice. Use the picture far
revision. You can ask questions like these:
Show me a little kite. (Is it green?)
Shaw me a green van. (Is it little?)
Paint to a yellow umbrella.
Paint to a big monkey.
How many elephants?
The vocabulary covered is kite, elephant,
lion, van, rabat, monkey, umbrella, big,
little, red, blue, green, yellow.
2

With help from you, some of the pupils may

be able to ask questions.

Sing Little girl, little boy (Step 18).

HANDWRITING BOOK
4

26

Put the handwriting grid on the board. Ask

pupils to come to the front and write sand

ACTIVITY BOOK
5

Match. Pupils trace over the letter that

matches the initial sound of the word
illustrated on the left. Go through the
answers with the class. Get pupils to write
the correct letters on the board. Be very
positive about their efforts. Make sure the
hand movements are correct and that
pupils start each letter in theJight place.

Say and colour. Say Poiiit to q tree/bird/

boy/orange. Get pupils to 'read ' the
pictures aloud, going from left to right. They
can then do the colouring. Go round saying
Show me a bird. Is it blue/yellow? etc.

NUMBERS BOOK (OPTIONAL)

7

Put the handwriting grid on the board. With

your finger write the numbers I, 2, 3, 4. Ask
What is this?Together with the class, trace,
1, 2, 3, 4 in the air, describing what you are
doing. Repeat several times for 4. Now
pupils can do the revision practice in the
Numbers Book.

STEP

the board. Get different pupils to come to

the front and point to the words you
.indicate. Say Point to . .. Pupils then ring
the words that match the examples on the
lefl.

23

NEW LANGUAG E
Understand : What is this ward?
Read: red, blue, green, yellow
Write: f

I0

Missing letters. Write abc d e f g - i - k - m

on the board. Recite the alphabet with the
class, pointing to each of the letters. When
you get to h, pause and let the class tell you
the letter. Write it in the space. Start again
from a each time and repeat this procedure
for j and I.

II

Popils can now do the exercise in the

Activity Book. They have to decide wh ich
letters go in the spaces. The first one is
done as an example and has only-to be traced. The other two (e, f) have dots- to
show the pupil where to start writing the
missing letters. Note that in these Missing
letters exercises, pupils are only required to
write letters that they have already
practised in the Handwriting Book.

12

Read and colour. Pupils read the words

and colour the kites. Demonstrate on the
board. Use a different arrangement of
colours from the kites in the book:

PUPI L'S BOOK

Read. Say Show me red/yellow/green/
blue. Pupils point to the patches af colour.
Say Point to a blue pencil etc.
2

vy'rite the letters r b g Y on the board.

Re mind them of the sounds they make.
Point ta the letters and get pupils to callout
the sounds. Then say 'r' for red. 'g' for . .. ?
Go through this several times. Encourage
pupils to point to these initial letters.

Now write green on the board and ask What

is this word? Pupils should leave their
books apen and compare the word shape
on the board with the word shape in the
book. They can also identify the initial g. Do
not give the answer. By working it out for
themselves, pupils will then learn to look
carefully at the shapes of wards and letters.

Repeat this procedure with red, yellowand

blue.

Now write all four wards on the board. Say

Show me 'blue'and get a pupil to come to
the fronl. Do th is first of all with books open
and then with books closed.

Pupils keep their books closed. Write up

individual words and ask What is this word?

Sing Sue's umbrella (Step 20).

HANDWRITING BOOK
8

Teach the writing of f, following the

procedure described for i in Step I 7. Like t,
the sma ll letter fis written with two hand
movements.

Ask What is the word? Help by reminding

pupils of the initial sound 'r' . .. ?, 'y' . .. ?
Help individual pupils in the same way
when they are working in the Activity Book.

NUMBERS BOOK (OPTIONAL)

13

Pupils trace over the number that

corresponds to the number of dots shown
on the left. Make sure that for each figure
pupils start tracing from the dol. In the case
of 4, see that they do the two hand
movements in the correct sequence.

ACTIVITY BOOK
q

Match . Write red, green, yellow, blue on

27

S TEP

24

NUMBERS BOOK (OPTIONAL!

q

Demonstrate writing the number 5, using

the handwriting grid. Describe what ~ou are
doing and get the class to trace in the air
with ~ou. This number is written with two
separate hand movements. It begins with a
slightl~ angled line down to the guideline
above the baseline. The pencil pauses
there, but does not leave the paper. There
is then a circular movement, crossing the
middle guideline, down to the baseline ,
touching it lightl~, and then back up again.
The pencil now leaves the paper and is
placed again on the starting dot to do a
stroke left to right along the top guideline .

10

The class now use their fin@ers!o-trace

over the large 5 in the Numbe r~ Book. The~
do this as a class, as ~ou describe1he hand
movement. Do this several times. Pupi ls
can now write in their books. If necessar~,
demonstrate again before pupils do the last
row.

NEW LANGUAGE
Understand : What colour is ... ? Stop!
Write: k, 5

PUP IL'S BOOK

Practise reciting the alphabet. Pupils point
to the letters as the~ recite with ~ou. Walk
round the room so that ~ou can see where
pupils are uncertain and pointing to the
wrong letters.
2

Continue reciting the alphabet but change it

into a game. Tell the class that when ~ou
sa~ Stop!the~ must freeze and that ~ou are
going to see if the~ are all pointing to the
right letter. This could alarm the less
confident pupils and so make sure to
conduct it in a light-hearted wa~.

So ng. Pla~ the tape several times and let

the pupils join in. Let the girls and then the
bo~s sing it without the tape. Let individuals
or pairs of pupils sing it (if the~ want to).

Ask Whatcolourisb?etc. Sa~ Lookatq./s

it blue? Pupils answer No. ltis green.

Sing Listen to the numbers (Step q).

..

STEP

25

NEW LANGUAGE
Understand : leiier(afthe alphabet)
Write: a, 6

HANDWR ITING BOOK

6

Teach the writing of k, following the

procedure described for iin Step 17. This
letter is formed with three separate strokes.

PUPIL'S BOOK
Song . Sa~ Show me a pencil, a queen etc.
Recite the page with the class. Do it slowl~,
pointing to the pictures. Omit the chorus,
Listen to the letters. Get the bo~s and then
the girls to recite it.. Repeat this several
times.

ACTIVITY BOOK
7

Join the letters. Pupils join the letters in

alphabeticalorder.

So y and colour. Sa~ Look at jug number

two. Is it a big jug? Get pupils to make up
sentences like the examples in the Activit~
Book (these are in small print for the
teacher onl~). Pupils can then colour the
pictures.

28

Put abc d on the board. Sa~ a is a letter. b

is a letter etc. The class repeat after ~ou
Letter. A letter (see Step 2). Then sa~
Listen to the letters and put ~our hand b~
~our ear to indicate Listen. Point to the four
letters and say the sounds 'a', 'b', 'e', 'd',
Get the class to repeat after ~ou Listen.
Then Listen to the letters. (Do not tr~ to
explain the use of the.)

Ploy the tope. Get the children to listen and

point to the letters. They should join in the
chorus Listen to the letters. Practise.

The closs can now try singing the song but

do not worry if they can not do this yet. It
could at first be attempted more slowly
without the tope.

Sing the Alphabet song (Step 24).

them thraugh it. Repeat several times. Go

round checking. Where necessary, guide a
pupil 's finger through the movement.
q

HANDWRITING BOOK
6

The pupils have now completed learning to

write two groups of letters. The first group
based on on anticlockwise circle (c, 0 , e, s)
ans! the second group based on a vertical
liri'e (i, I, j, t, t, k). The next graup of letters
combines the anticlockwise circle followed
by the vertical.
Demonstrate the writin g of 0, using the
handwriting grid. Describe what you are
doing in the pupils' mother tongue. The
important thing about a is to do it in one
movement. It is a common mistake among
beginners to write it like on a and then lift
the pen from the paper and add a separate
vertical line. The pencil completes the a and
then, without leaving the paper, continues
up to the gu ideline above the baselin e. It
pauses when it touches this guideline and
then comes bock along the line it has just
drawn and down to the baseline. This
means that the pencil goes over port of the
vertical twice: once going up and th em
com ing down :

Pupils can now trace the letter a in the

Handwriting Book with a pencil. Make sure
that this is done carefully and slowly. It
requires quite considerable concentration
and so it may help to have a rest after about
ten minutes. Use this to praise some of the
best efforts and perhaps get one of the
pupils to demonstrate on the board.

ACTIVITY BOOK
10

Match. Pupils ring all the letters that match

the letter in the top left. The pairs of letters
have been chosen because of their similarity. This exercise helps pupils to be
more aware of small but significant
differences . Go through the answers on the
board, asking for the name of the letter
being ringed.

II

Missing letters. Follow the procedure fo r

this kind of exercise, described in Step 23.
Start by writing these letters on the board: a
bd tgi k.

12

Read and colour. Pupils read the labels

and colour the children's clothes. Go round
helping . Get pupils to look at the first letters
of the words. Ask What word is this? What
is this ? Is it green ? Say Show me a green
pencil etc.

NUMBERS BOOK (OPTIONAL)

13

/ pause

Teach the pupils to write 6. Follow the

procedure for 2, described in Step 16.

----.7,,-"')'''+:tL-}The
pencil goe: over this port
of the letter
tWice

_....:.~..i..._

Pupils should now trace this letter with you

in the air. Describe the movement as you
do this, as if the closs were writing on an
invisible grid. Pupils should now use their
finger to trace over the large a in the
Handwriting Book (headed Look). They
should do this as a class, with you guiding

29

STEP

26

HANDWRITING BOOK
8

NEW LANGUAGE
I'

Understand: sing, song, What is this letter?

Say: door, ceiling, floor

PUPIL'S BOOK
Point to a door, the ceiling and the floor and
get pupils to repeat the words after you.
They should say them with out and then
with the article (see Step 2). Only door can
have the indefinite article a; floor and ceiling
will have the definite article the. Pupils met
this before when they learned the sun in
Step 15. Do not attemptto explain it. Young
pupils are happy to imitate and wou ld only
be confused by an explanation.
2

Ask What is this? Is it a door? (pointing to a

window). Say Show me the ceiling etc.
Revise window.

Game. Say to a pupil Sing 'Sue's umbrella'.

After a few lines, say Good. 'Sue's
umbrella'is a song. Then say to a different
pupil Sing 'Elephants and fishes '. After a
few lines, say Good. 'Elephants and fishes'
is a song. Then say to another pupil Sing a
song and let the pupil choose.

Now play the tape while the pupils look at

the pictures. Perform the actions while the
tape is playing. After the song has been
performed once (it is performed twice on
the tape), explain that at the end of the song
the teacher calls window, door, ceiling, or
floor and the class have to quickly point to
the right places. Continue the tape and get
the class to perform the actions with the
second time through on the tape.

Read the song out and get the class to

repeat each line after you, performing the
action as they do so.

The class can now sing the complete song

with you calling out the words at the end.
You might try it with one of the pupils calling
out the words at the end .

Sing Listen to the letters (Step 25).

30

Put the handwriting grid on the board .

Trace iand Iwith your fi nger and ask What
is this letter? Call individual pupils to the
front to write i and I. If necessary, trace
them in the air with the class, describing the
hand movements. Pupils can now complete
the exercise in the Handwriting Book.

ACTIVITY BOOK
q

Match. Pupils have to ring the two pictures

that have an initial sound the same as the
letter in the middle. In the example, Sue
and sun have the initial sound ~s'. Pupils
may find this a difficult exercise as all the
sound matching exercises so far have been
based on the sound/word associations
taught with the alphabet ('a' for apple, 'b' for
bird and so on) . You may want to do the
first two or even all four as a class.

10

Begin by getting pupils to name the four

pictures around the s. Show me s. Good.
Point to a monkey/a nest/Sue/the sun. Next
get pupils to recognize the connection of s
to some of the words. Say Listen to s: 'sss'
('s' sound) . Is it's' for nest? No! 's' for sun?
Yes! /s it 's ' for monkey? No! Is it 's ' for
Sue? Yes! (If necessary , explain in the
pupils' mother tongue.)

II

Say and colour. Say Look. Number one is

a blue door. Ask What is number two?
Pupils reply Number two is a green door.
Call out Number four/one/three and so on .
Pupils may reply accordingly . (The small
print in the Activity Book is for the teacher
only.) Pupils can then colour the doors. Go
round asking What colour is number . .. ?

NUMBERS BOOK (OPTION AL)

I2

Put the handwriting grid on the board. With

your finger trace the numbers 1-6. Ask
What is this number? Together with the
class, trace the numbers in the air,
describing what you are doing. Repeat
several times for 5 and 6. Then pupils can
do the revision practice in the Numbers
Book.

STEP

27

-----.-t'-<=- pause

}
4.E
t

The pencil goes over this part

of the letter twi ce

" jl

NEW LANGUAGE
Say: orange, brown, block, white
Write: d

PUP IL'S BOOK

Look and say . Say Look. Four vans. Show
me van number four etc. Then say Look at
van number one. It is an orange van. Get
the class to repeat this after you. First of all
they should repeat orange and then an
.~orange van. Follow this procedure with the
other three vans.

Say Look at number three. Is ita white van?

Pupils reply No. It is a black van. Ask What
colour is number one?

Look and soy (bottom of the page). Use

the blobs of colour for revision. Say Point to
red/orange/black etc. Pupils can now 'read'
lor 2 out loud, going from left to right.

Write the words red, blue, green, yellow on

the board. Say Show me red etc. Rather
than giving the answer, let pupils look back
at Step 23 and work it out for themselves.
Write up one ward at a time and ask What is
this word?

Write up yellow and say Show me y (letter

name)/ Show me wetc. Repeat with one or
two of the other colour words.

ACTIVITY BOOK
7

Match . Pupils ring the letters that match the

-model in the top left. The pairs of letters
have been chosen for their similarity.

Missing numbers . Pupils writejn the

missing numbers. Go round , helpi ~g pupils
to count aloud and identify the numbers .
Look carefully at pupils ' hand movements.

Join the letters. Pupils will need ta say the

alphabet to themselves to join these letters
in the correct sequence. The completed
'dot picture' is a star.

NUMBERS BOOK (OPTIONAL>

10

Pupils trace over the number that matches

the number of dots on the left. See that
pupils start writing each number from the
dot. Make sure that I, 2, 3, 6 are written in a
single hand movement and that 4 and 5 are
each written with twa separate movements
- go round checking that these two
movements are done in the correct
sequence.

HANDWRITING BOOK
1

Teach the writing of the letter d, following

the procedure described for a in Step 25.
The hand movement for these two letters is
similar. The difference is that the vertical for
d goes up to the top guideline. Like a, d
must be written with one hand movement.
This means that the pencil goes over most
of the vertical line twice: once going up,
then coming down:

31

STEP

..--pause

27

-----.tT'l~} The pencil goes over this part

j'

'"

of the letter twice

" jl

NEW LANGUAGE
Say : orange, brawn, block, white
Write: d

PUPIL'S BOOK
Look and say. Say Look. Four vans. Show
me van number four etc. Then say Look at
van number one. It is an orange van. Get
the class to repeat this after you. First of all
they should repeat orange and then an
':lprange van. Follow this procedure with the
other three vans .

I
2

Say Look at number three. Is ita white van?

Pupils reply No. It is a black van. Ask What
colour is number one?

Look and say (bottom of the page). Use

the blobs of colour for revision. Say Point to
redlorangelblacketc. Pupils can now 'read'
lor 2 out loud , going from left to right.

Write the words red, blue, green, yellow on

the board. Say Show me red etc. Rather
than giving the answer, let pupils look back
at Step 23 and work it out for themselves.
Write up one word at a time and ask What is
this word?

Write up yellow and say Show me y (letter

name)f Show me wetc . Repeat with one or
two of the other colour words.

ACTIVITY BOOK
7

Match . Pupils ring the letters that match the

'model in the top left. The pairs of letters
have been chosen for their similarity.

Missing numbers . Pupils writain the,

missing numbers. Go round, helpi rigpupils
to count aloud and identify the numbers.
Look carefully at pupils' hand movements.

Join the letters. Pupils will need to say the

alphabet to themselves to join these letters
in the correct sequence. The completed
'dot picture' is a star.

NUMBERS BOOK (OPTIONAL)

10

Pupils trace over the number that matches

the number of dots on the left. See that
pupils start writing each number from the
dot. Make sure that I, 2, 3, 6 are written in a
single hand movement and that 4 and 5 are
each written with two separate movements
- go round checking that these two
movements are done in the correct
sequence.

HANDWRITING BOOK

Teach the writing of the letter d, following

the procedure described for a in Step 25.
The hand movement for these two letters is
similar. The difference is that the vertical for
d goes up to the top guideline. Like a, d
must be written with one hand movement.
This means that the pencil goes over most
of the vertical line twice: once going up,
then coming down:

31

STEP

28

NUMBERS BOOK (OPTIONAL)

10

NEW LANGUAGE
Understand: bow
Say: equals
Read: = (equals sign)

This introduces the equals sign (= ) and the

concept of 'equalness'. Put the equals sign
on the board and get the class to say after
you equals as you point to it. Then explain
to the class, in their mother tongue, that
whenever they see = , it means that both
sides of it are the same. Give some
examples:

PUPIL'S BOOK

a=a

Rhyme. Play the tape and demonstrate the

actions. The class repeat after you , pointing
to the pictures on the left. The class then
recite with you, doing the actions. Repeat.
2

Ask small groups of pupils (five or six) to

come to the front and perform the rhyme.

Sing the Alphabet song (Step 24) . Ask

What colour is x? etc.

Say Show me a block pencil, orange pencil

etc.

Play the game in Step I 6.

Play the game in Step 26.

2 =2
Read out the examples: Two equals two. a
equals a. Fish equals fish. Get the class to
repeat them after you . Each time they
should repeat equals by itself (as you point
to the sign) and then Two equals two (as
you point to the full 'sentence').
II

HANDWRITING BOOK
7

w=
w

Write t in the air. Ask Whatis this letter? Put

the handwriting grid an the board and get a
pupil to write t. Repeat this sequence with j.
Pupils can now do the revision practice in
the Handwriting Book.

Say Six equals . .. ?The class give you the

answer and a pupil comes to the front and
rings 6. Read out the correct equation and
get the class to say it after you. Repeat this
procedure with wand jug.

ACTIVITY BOOK
8

32

Match. Pupils trace over the letter which

matches the initial sound of the illustrated
word. Go round, looking carefully at hand
movements.
Say and colour. Say Number one is a little
window. Look at number two. Is it a little
window? Pupils respond No. It is a big
window. Repeat this procedure for the two
lions. Then call out numbers and get pupils
to say Number one/ two is a big/little . ..
(The wards in small print in the Activity
Book are for the teacher only.) Now pupils
can colour the pictures.

Now write this an the board:

12

Pupils can now do the exercise in the

Activity Book. They have to ring the picture
which is the same as the one on the left.

the bottom guideline. Like a, g is written

with one hand movement. This means that
the pencil goes over some of the vertical
line twice:

NEW LANGUAGE
Read: black, orange, brown, white
Write:g, =
~pause

- - ,-:;;7--...., r:-

\" eli

PUPIL'S BOOK

Read . Say Show me black/orange/brown/

white. Pupils point to the spilled paint in the
Pupil's Book.
2

Write the letters b a won the board. Remind

the class of the sounds they make. Point ta
"ihe letters and get the pupils to callout the
sounds. Then say 'b'forblack, 'o'for . .. ?
Go through this several times. Encourage
pupils to point to the first letter of each
ward. It is, of course, 'b ' for black and
brown.

Now write oronge on the board and ask

What is this word? Pupils should leave their
books open and compare the word shape
on the board with the word shape in the
book. Do not give the answer. Byworking it
out far themselves, the pupils wi ll learn to
look carefully at the shapes of words and
letters.

Repeat this procedure with black, white and

brown.

Now write all four words on the board. Say

Show me 'black'etc. and get a pupil to
come to the front. Do this first of all with
books open and then with books closed.

Pupils keep their books closed. Write up

individual colour words and ask What is this
word? If the class are confident with the
new words, include revision of blue, red,
green, yellow.

Perform the rhyme in Step 28.

}The penc il goe.s over this part

of t he letter tWice

ACTIV ITY BOOK

q

Match. Pupils ring the word that matches

the example on the left.

10

Missing letters. Sing the Alphabet song

(Step 24). Then get small groups to recite
the alphabet, pointing to the letters. Pupils
can now write in the missing letters in the
Activity Book. Go round, helping pupils to
recite the alphabet ta themselves until they
come to the missing letters (0, s, t). Make
sure pupils are writing these letters
correctly and starting from the dot.

II

Read and colour. Say Show me 'white'!

'brown'etc . Pupils point to the words.
Pupils can then colour the pictures.

NUMBERS BOOK (OPTIONAL)

12

Demonstrate writing the equals sign. Get

pupils to trace it in the air and then use their
finger to go over the big equals sign in the
Numbers Book (headed Look). Pupils can
then do the writing exercise.

HANDWRITING BOOK
8

Teach the writing of g, following the

procedure described for a in Step 25. The
hand movement for g is similar to a. The
difference is that the vertical descends ta

33

STEP

30

NEW LANGUAGE

pictures. (Number four remains

uncolou red !)

Say: book, desk, bog, choir

PUPIL'S BOOK
Hold up a book and say Look. A book. The
class repeat it after you , without and then
wi th a (see Step 2). Repeat this procedure
with desk, bag, and chair.

Look and say. Say Point to a bag. Pupils

point to the picture. Then ask What is this?
Is it a desk? (indicating a chair in the
classroom). Pupils reply No. It is a chair.

Call out desk, chair, book, bag. The class

have to point to the objects as quickly as
they can. Add ceiling, floor, window, and
door to this activity .

Play the game in Step 26 but at the end call

out the new words as well as the ones in the
song. Let some pupils have turn s at cal ling
out the objects.

Picture practice. Use this picture for

revision. Say How many . .. ? Show me a
block bag. Point to a red pencil. What
colour is . . . ?The vocabulary covered is
boy, girl, bag, desk, pencil, book, chair,
window, floor, ceiling, umbrella, tree, cat,
red, blue, green, yellow, black, brawn,
orange. Do not use the picture to introduce
new vocabulary .

Say and colour. Ask What colour is

number twolthree?etc. Pupils reply
Number two is black. Say Look at number
four. What is it? Get pupils to respond A
white bog. Pupils can then colour in the

NUMBERS BOOK (OPTION AL)

q

Write two dots on the board. Ask Is this

three? How many? What is this numb.er?
Get pupils to identify the dots as two.
Repeat this procedure with ather numbers
of dots, up to six. Now write this on the
board:

Read it out. Say Two equals . .. ?Get a

pupil to come to the front and complete the
equation by ringing 2. Pupils now do the
exercise in the Numbers Book. Go round
helping. Get pupils to count the dots. Then
say Six equals . . . ? and get them ta
identify the figure 6. The pupil writes over
the correcJ figure. Make sure they start
writing the fig ure from the correct place.
This is the first time they have had to trace
numbers without starting dots.

STEP
HANDWRITING BOOK
6

Revise writing fond k. If necessary,

demonstrate on the board and get the class
to trace them in the air. Then the pupils can
do the writing exercise.

ACTIVITY BOOK
7

Match . Pupils trace over the letter that

matches the initial sound of the word
illustrated on the left. Make sure that they
start each letter in the correct place.

34

31

NEW LANGUAGE
Say: bike, ball, doll, (Sue) has ..
Write: q

PUPIL'S BOOK
Take a book and place it in a pupil's hand
(e.g. John). Stand behind the pupil, holding
his hand up with the book in it. Say Look.
John has a book. Repeat this with different
pupils, substituting pencil for book.

Continue as above, getting the class to

repeat each sentence after you.

Then get pupils to make up sentences.

Stand behind a pupil, as before, holding up
a book or pencil. Say John . .. and indicate
that you want someone to finish the
sentence.

ACTIVITY BOOK
10

Motch. Pupils ring the word that matches

the example on the left.

II

Missing letters. Get small groups, then

individuals, to recite the alphabet, pointing
to the letters (Activity Book, Step 21). Pupils
can now write in the missing letters (d, t, g).
Check that pupils are starting from the dot
and forming each letter correctly. Go
through the answers on the board , calling
pupils to the front to write the letters.

12

Look and soy. Say Show me Sue. Then

say Look. Sue has a bike. Point to the bike.
If necessary mime riding a bike. Pupils
repeat after you Bike. A bike. Sue has a
bike. Continue with ball and doll.

Say Show me a doll. Point to a ball. Ask Is it

Read and colour. Say Show me 'red',

' orange ', 'black'etc. Pupils pointto the

a red ball? Is it a little ball?

words and then colour the pictures.

..say Show me Jack. Encourage pupils to

"Fnake up sentences about Jack. Jack has
... Go back to Sue again. Sue has . ..

Practise the rhyme in Step 28.

Sing Listen to the letters (Step 25).

NUMBERS BOOK (OPTIONAL)

13

Pupils have to write the numbers that match

the numbers of apples or fishes. You may
need to demonstrate the writing of the
figures 1-6 before pupils begin, getting them
to trace the numbers in the air with you.

HANDWRITING BOOK
q

Teach the writing of q, following the

procedure described for a in Step 25. The
hand movement for q is like g. It is written
with a single hand movement, which means
that the pencil goes over some of the
vertical twice. When the vertical reaches
the bottom guideline, the pencil pauses but
does not leave the paper. There is then a
'flick' to the right:

STEP

32

NEW LANGUAGE
Say : I have

PUPIL'S BOOK
~pause

Hold up your book and say I have a book.

With your other hand indicate yourself.
Then say I have a pencil. Get pupils to
repeat these two sentences after you.

----"r".....,....-.T;'--} The pencil goes over this port

" eft

it

of the letter tW ice

Go round and put a pencil or a book into a

pupil's hand. Encourage the pupil to say I
have ...

Song . Say Look at Sue. Then say Listen to

Sue and read out the first verse. Put on a
child's voice so that the class know that it is
Sue talking. Get the class to repeat the
words after you, and point to the pictures.

Repeat this procedure with Jack.

35

Next, play the tape and get the pupils to

point to the pictures. Pupils can then try
singing with the tape.

Get the pupils to make up sentences about

themselves. I have a desk. I have a green
bike. I have a yellow boll. Tell them, in their
mother tongue, thatthey should be true
sentences. They can be about school or
things they have at home.

Try singing the song without the tape.

Sing Sue's umbrella (Step 20) ar Little girl,

little boy (Step 18).

. .1,

Say Four equals . .. and get a pupil to

come to the front and write 4.
13

Pupils can now do the exercise in the

Numbers Book. Go round checking. Point
to the dots and say How many ?

HANDWRITING BOOK
q

Revise writing 0 and 0, tracing them with

the class in the air. If necessary,
demonstrate on the board. Go round ,
checking as pupils do the writing practice.

STEP

ACTIVITY BOOK
I0

II

Match. Pupils trace over the letters which

match the initial sounds of the words
illustrated. Go round, checking and helping
with hand movements .
Say and colour. Say Sue has a red bag.
Get pupils to make up new sentences: Sue
has an orange kite etc. Pupils can now
colour in the picture.
.

33

NEW LANGUAGE
Say: bed, plus
Read: +
Write: n

PUPIL'S BOOK
Draw a picture of a bed on the blackboard:

NUMBERS BOOK (OPTIONAL)

I2

Put this on the board:

2
4

Point to the dots and say Two equals . .. A

pupil comes to the frant and rings the figure
2. The class then say after you Two equals
two, as you pointto the dots, equals sign
and figure 2. Now put four dots and an
equals sing on the board:

36

Mime sleeping and then point to your

drawing and say Bed. A bed. Get the class
to repeat after you. Ask What is this? Pupils
respond A bed. Ask Is it a desk? Pupils
respond No. It is a bed.
2

Story. Play the tape of the story or read it

yourself. Get the pupils to point to the
pictures in sequence. The numbers will
help them.

Ask questions. What colour is Meg? Is Meg

a dog? Is it big? What colour is Jack 's bed?
Is it blue? Say Point to Jack's bed. Show
me Meg 's bed. You will have ta use 'sfar
possession in your questians and requests.
The pupils will understand it, but do not
attempt to explain or teach it.

Get pupils to repeat the words of the story

after you. Play the tape again.

Small groups or pairs can 'tell' the story to

the class. In each group one pupil should
be Meg. Help them to tell the story. If
necessary , say the words with them.

One group could act the story out. In the

first two pictures Jack is stroking Meg. In
t!De second two pictures Jack and Meg are
asleep.

Play the game in Step I 6.

Sing Little boy, little girl (Step 18) and A red

doll (Step 32).

The pencil goes over this part {

of th e letter t wice

10

Now pupils can trace the letter in the air

"'(ith you, as you describe the movement.
Next, pupils use their finger to trace over
the large n in the Handwriting Book
(headed Look). They should do this as a
class, with you guiding them through it.
Repeat several times. Go round checking.
Where necessary , guide a pupil 's finger
through the movement, as you describe it.

II

Pupils can now trace the letter n in the

Handwriting Book, with a pencil. Make sure
that this is done slowly. It requires
concentration and pupils may need a rest
after about ten minutes. Use this to praise
their efforts and practise tracing in the air.
Some pupils could demonstrate on the
board. Then they can continue the exercise
in the Handwriting Book.

Pupils are now going to learn to write a

group of letters written with a combination
of the two movements shown below but
without the pen or pencil leaving the'paper:

1 r
+

The first of these letters is n. Demonstrate n

on the board, using the handwriting grid.
Describe what you are doing in the pupils'
own language. I am starting at the dot and
moving straight down to the baseline. I
pause, but the pencil does not leave the
paper. Now I am moving back up and over
the same line again, slowly curving to the
right. The curve continues, touches the
middle guideline and then goes back down
to the baseline.

'1

pause.-/"

HANDWRITING BOOK
q

!r

1i

ACTIV ITY BOOK

12

Match . Pupils ring the letters that match the

model on the left. The pairs of letters have
been chosen because of their similarity of
form . If necessary, put the pairs on the
board and ask What is this letter? (before
pupils work in the Activity Book).

13

Read and colour. Write the seven colour

words on the board. Say Point to blue/red
etc. Ask What is this word? Check that
pupils know the meanings of the words.
Say Show me a blue pencil/book etc. Then
pupils can colour in the picture of the bird.

The letter n is written in one movement with

the pencil going over part of the vertical
twice:

37

NUMBERS BOOK (OPTIONAL)

14

Write this on the board:

. I

Point to the two dots and ask How many?

Pupils answer Two. Repeat this with the
one dot and the three dots. Now say Two
plus one equals three, pointing to the
'sentence' on the board as you speak.
Repeat this using your fingers. Say Two,
holding up two fingers of your right hand,
plus one holding up one finger of your left
hand. When you say equals three, bring
your two hands together:

STEP

34

NEW LANGUAGE

PUPIL'S BOOK

Play the story of Jack and Meg again (Step

33).
2

Song. Now play the tape of the song. Read

the words out and then get the class to
repeat. The pupils can nowjoi"n in} he song.

The pupils can sing the song Without the

tape. The bays can do Jack's verse and the
girls can do Meg's verse. Let individual
pupils sing if they want to.

Revise the colour words: red, blue, yellow,

green, orange, brown, block, white. Write
them on the board. Ask What is this word?

Sing Sue's umbrella (Step 20).

HANDWRITING BOOK

+
Two

I5

16

plus

one

equals

three

Now pupils can do the exercise in the

Numbers Book. When they have finished,
work through the answers an the board . The
reason for using balls is to help pupils see the
way addition works. Each of the separate
groups of balls on the left can be counted.
The twa groups can be then combined into a
larger group and counted again. Try doing
this with books or pencils. Practise using plus
and equals as you do this.
Write the sums below on the board and
practise saying them. First of all the class
repeat after you. Then they can say them
as you point. (This is language practice and
is nat intended at this stage to help pupils
understand the concept of addition.)

2+3 = 5
4 + 2=6
38

1 +2=3
3+1 = 4

Trace don the blackboard with your finger.

Ask What is this letter? Put the handwriting
grid on the board and get a pupil to come to
the front and write a d. Repeat this
procedure with e. Pupils can then do the
revision practice in the Handwriting Book.

ACTIVITY BOOK
7

Match. Pupils write over the letter that

matches the initial sound of the word
illustrated an the left. Go round helping .
Say What is this? as you point to a picture.
Then repeat the initial sound and get the
pupil to point to the letter. Check hand
movements and in particular that pupils are
starting at the right place and going in the
right direction.

Say and colour. Say Show me a bike/

book/doll/bed. Get pupils to 'read' the
pictures aloud from left to right. They can
then do the colouring. Go round saying
Pointto a bike. Is it green? etc.

NUMBERS BOOK (OPTIONAL)

HANDWRITING BOOK

Pupils odd together the dots on the left and

draw the total on the right.

lOGo through the answers on the board.

Practise 'reading' the sums: Two plus one
equals three. The pupils can repeat after
you if necessary, but may be able to 'read '
them on their own. Start them off by saying
Two plus . .. and get someone to finish the
sentence.

STEP

35

NEWLANGUAGE
Read: book, kite, doll, boll,
Write: r, +

ACTIVITY BOOK
q

Match. Pupils ring the word that matches

the example on the left.

10

Missing letters. Sing the Alphabet song

(Step 24). Pupils then write in the missing
letters (n, 0 , q). Go round helping .

II

Read and draw. Write book, dole kite and

boll on the board, in a list one underneath
another. Ask What is this word? as you
point. Now write a in front of each one and
read it out, like this: Book. A book. Doll. A
doll. Point to the words as you say them.
Pronounce the article a in a natural way. It
sounds like 'a' in ago not '0' in late. The
closs repeat after you, as you read down
the list, a book, a doll, a kite, a ball. The
closs read the list out as you point.

12

Pupi ls read the labels in the Activity Book

and draw the two pictures.

PUPIL'S BOOK
Read. Say Show me a doll/a book etc.
Pupils paint to the pictures in the Pupil 's
Book.

Write the letters b k d on the board. Remind

the closs of the sounds they make. Then
soy 'b' for book, 'k' for kite, 'd' for doll, 'b' for
ball. The closs repeat each one after you
and paint to the initial letter of each ward in
their books. Go through this several times.
Now write doll on the board and ask What is
this word? Pupils should leave their books
open and compare the word shope on the
board to the word shapes in the Pupil 's
Book. Do not give the answer. By working it
out for themselves, pupils will learn to look
carefully at the shapes of words and letters.

Repeat this procedure with kite, ball and

book.

Write all four words on the board. Soy

Show me 'book'and get a pupil to come to
the front. Do this first of all with books open
and then with books closed.

Pupils keep their books closed. Write up

individual words and ask What is this word?

Sing A red doll (Step 32) .

Teach the writing of the letter r. Follow the

procedure for n, described in Step 33. The
letter ris written in the some way as n. The
difference is that it does nat go all the way
back to the baseline.

NUMBERS BOOK (OPTIONAL)

13

Put the handwriting grid on the board and

demonstrate how to write the plus sign. It
consists of two separate movements.
Pupils trace it with you in the air, as you
describe the hand movement on on
imaginary grid .

14

Now pupils put their first finger on the first

dot of the large plus sign in the Numbers
Book (headed Look). Describe the hand
movement and get the whole closs to trace
over it with their finger as you are talking.
Repeat several times. Then pupils can use
their pencils to do the written exercise.

39

STEP

36

NUMBERS BOOK (OPTIONAL)

q

NEW LANGUAGE

Pupils add up the dots. They then trace

over the correct figure. Go through the
answers on the board and get pupils to read
the completed sums, using plus and
equals.

PUPIL'S BOOK
Song. Play the tape. Pupils listen and paint
to the pictures. Ask How many balls/dolls?
etc. Say Paint to a red ball. Show me a
yellow book. Ask pupils to give similar
instructions.

Play the song again and get the class to

join in and point to the pictures.

The class can now sing The big bag sang

without the tape.

Divide the class into four groups: A, B, C, D.

Group A sings verse I, Groups A and B sing
verse 2, A, Band C do verse 3, and all four
groups do the last verse . Swap the groups
around and repeat.

STEP

37

NEW LANGUAGE
Say: hause, table, chair
Write: m, red

PUPIL'S BOOK
Use blackboard drawings to teach pupils to
understand and soya house, a table and a
chair:

Sing Listen to the numbers (Step q) .

HANDWRITING BOOK
6

Trace s in the air with your finger. Ask What

is this letter? Put the handwriting grid on the
board and get a pupil to come to the front
and demonstrate how to write s. Repeat
this procedure with g, practising sand gas
necessary by getting the class to trace
them in the air as you describe the hand
movements. The pupils can then do the
exercise in the Handwriting Book.

ACTIVITY BOOK
7

40

Match. Pupils trace over the letters that

match the initial sounds of the wards
illustrated. Go round, helping and checking
hand movements. If necessary , put a black
dot in a pupil 's Activity Book to shaw where
the hand movement should begin.
Say and colour. Say 'a'is four balls and
get pupils to make up similar sentences
about pictures 'b', 'c 'and 'd'. Pupils can
then colour the pictures.

They should repeat each word alter you:

House. A house. Then say Show me a
table and get a pupil to come to the front
and indicate the correct picture. Ask What
is this? as you point to a picture .
2

Story . Play the tape of the story or read it

yourself. The pupils should point to the
pictures in sequence. The numbers, printed
in blue, will help them.

Ask questions. Whalcolouris Yo-Yo?

Show me Yo- Yo 's table. POintto Sue. YoYo has a house - is it a big house?

Get the class to repeat the words of the

story after you and to point to the pictures.
Play the tape again.

Small groups or pairs can 'tell ' the story to

the class. In each group one pupil can be
Yo-Yo. Help them to 'tell' the story. Be very
positive. If necessary , say the words with
them.

Say the rhyme in Step 28 .

Write some of the colour words on the

board. Ask Whatisthisword?(e.g. red).
Say Show me red and get pupils to
identify the colour in the classroom or in
their book.

NUMBERS BOOK (OPTIONAL)

12

Pupils practise writing + and =.

Demonstrate on the board and practise
tracing in the air. Describe what you ore
doing in the pupils' own language. Make
sure they know what the symbols mean.
Ask What is this? Pupils answer (It is) plus/
equals.

STEP

38

HANDWRITING BOOK
8

Te6ch the writi ng of the letter m. Make sure

that pupils know its name and the sound it
makes. Follow the procedure described tor
nin Step 33.

NEW LANGUAGE
Say: my

PUPIL'S BOOK
Hold up classroom objects and say I have a
pencil. It is my pencil. I have a choir. It is my
chair.

ACTIVITY BOOK
q

10

II

Write and colour. Revise the writing of r, e

and d, by practising tracing in the air as a
class. Put the handwriting grid on the
board . Write in red. Ask What is this word?
Get pupils to come to the front and put dots
on the places where each letter is started.
Demonstrate writing red, describing what
you are doing. Trace the word red in the air
and get the class to do it with you. Pupils
can trace over red in the Activity Book. This
is the first whole word they have written.
Praise the pupils for this achievement.
Pupils then colour the car red .
Missing numbers. Pupils write in the
missing numbers. Go round, helping pupils
to count aloud and identify the numbers.
Look carefully at the hand movements.
Read and draw. Write a doll, a ball, a
book, a kite on the board. Say Show me 'a
doll'etc. Then ask What is this word? as
you point to one of the words . Pupils can
then read the labels in the Activity Book and
draw the pictures.

Ask pupils Whafis this?and getthem to

say (It is) my desk, my book, my bag etc.

Play the tape of Yo- Yo's house again (Step

37). Pupils point to the pictures.

Song. Play the tape of the song. Play it

again and get pupils to join in the chorus It
is my house. They should point to the
pictures as they listen.

Ask questions about Yo-Yo's house . Is it a

big house? What colour is the ceiling? How
many windows? What colour is the bed?

Play the tape again and get the pupils to

join in. When they know it, they can Sing
without the tape.

Play the game in Step 26.

Sing the Goodbye song (Step 2).

HANDWRITING BOOK
q

Trace c in the air. Ask What is this letter?

Demonstrate on the boord if necessary and
practise tracing in the air, describing the
hand movement. Repeat with q. The pupils
con then do the practice in the Handwriting
Book.
41

ACTIVITY BOOK
10

II

Match. Pupils ring the words that start with

the letter shown in the middle. Do the first
one on the board. Get pupils to say all the
words. Then say t for . .. and get pupils ta
tell yau which words fit. There are two in
each case.
Say and colour. Point to Yo-Yo. Say Look
at Yo-Yo. Yo- Yo has a ball. Pupils make up
mare sentences like this. Help them at first
by saying Yo- Yo has . .. , inviting th em to
finish the sentence. Next, you can say bike
and get them to put it into 0 sentence, Yo Yo has a bike. Pupils can then colour the
picture .

NUMBERS BOOK
12

HANDWRITING BOOK
5

Write and colour. Follow th ~ procedu re for

writing red, described in Step 37, Colour the
plane green. Ask Is it a yellow plcm e?
before the class begin the colouring .

Missing letters . Ask some of the pupils to

recite the alphabet. Pupils then write in the
missing letters (m, 0 , r) . The dots show
where to start writing each letter.

Read and draw. Write on the board a kite

and a book. Get pupils to read the wards
out. Then remove a and write 2 in front of
kite. Say Two kites and add an s to kite. Do
the same with books. Do not make this into
a major teachi ng point. Do not spend too
long on iL The purpose is fo r pupils to
accept swhen they read it on plural wards.
The purpose is not to teach pupils to write
plu rals . Pupils now rea d the labels in the
Activity Book and then complete the
drawings.

NEW LANGUAGE
Say : train, plane, cor, boot
Read: plu ral s
Write: h, green

NUMBERS BOOK (OPTIONAL)

q

PUPIL'S BOOK
Look and say. Point to the pictures in turn
and get the class to repeat after you. Train.
A train. Repeat each one several times.
2

Ask questi ons: What colour is the train?

Show me a car. Is it a red cor?

Use the mimes in Step 40 for cor, train and

plane and ask What is this? Pu pils perform
the mimes at the front of the class and ask
What is this?

42

Teach the writin g of h. Follow the procedure

far n, described in Step 33. Both letters
cansist of a ve rti ca l down stroke, a pause,
then an arch to the right. The difference is
that the vertical fo r h starts at the tap .
guideline.

ACTIVITY BOOK

(O PTIONAL)

Practise writing the numbers 1-6.

Demonstrate on the baard and get the class
to trace them with you in the air. Make sure
they know which numbers are written with
two separate hand movements (4 and 5)
and where to begin each number. Pupils
can then add up the dots and wri te in the
answers. The model answer should be
traced over.

Sing the Alphabet song (Step 24) and

revise the colours. Ask Is c blue? Is u
yellow? (using the na mes of the letters).

Pupils add up the dots and write in the

numbers. (The fi rst answer should be
traced over.)

STEP

40

NUMBERS BOOK (OPTIONAL)

Q

NEW LANGUAGE
PUPIL'S BOOK
Repeat the mimes for car, train and plane,
which you introduced in Step 3Q. Ask What
is this?Then repeat the mimes but in
combination with the noises brum brum,
chug chug and zoom zoom. Do the noises
by themselves and ask What is this?
2

C(]II a pupil to the front. Say A train. The

pupil can either do the mime ar make the
noise (or bath). Next, pupils came to the
front and do a mime or make a noise. Ask Is
it a . .. ?

Song . Play the tape and get pupils to look

at the pictures and do the actions. Play the
tape again and let pupils join in the middle
line of each verse (Brum, brum, my car
etc.) .

Now the class can sing the whole song and

perform the actions.

Sing Yo- Yo 's song (Step 38) and The big

bag song (Step 36).

HANDWRITING BOOK
6

This is the first time that pupils have been

asked to add two numbers rather than two
sets of 'th ings'. This is a big step.
Previously, they could see two balls (for
example) and see how an extra ane made a
new set of three. Now they are dealing with
2, a symbol for two thing s. Put this on the
board :

2 +
+
'Read ' it aut, pointing to 2and the two.dots.
Let pupils give you the answer. Write-in
three dots as well as the figure 3. Read out
the completed sum.
10

Pupils can now trace over 3 in the Numbers

Book and then attempt the other two sums
in the first column . Go through the answers
on the board. Always 'translate' the
symbolic figures into something real. For
example, add four pencils and one pencil.

II

Pupils now do the remaining sums. If pupils

are making mistakes, get them to write
down the appropriate number of dots for
eacr. number that they are adding. They
can then count up all the dots to arrive at
the answer. By doing this, they will get
nearer to understanding the concept of
addition.

Trace ton the board with your finger. Ask

What is this letter? Demonstrate on the
board if necessary and practise tracing in
the air, describing the movement. Repeat
with I. The pupils can then do the practice in
the Handwriting Book.

ACTIV ITY BOOK

7

Match. Pupils draw lines to connect each

picture to its first letter.

Say and colour. Say Number one is a big

boat. Number three . .. ? A pupil should
finish the sentence for you. Pupils make up
sentences to fit the pictures . The pictures
can then be coloured in.

43

STEP

necessary, read them aloud yourself and

point to the wards. The closs should repeat
after you. The pupils can now draw the
appropriate pictures in the Activity Book.

41

NEW LANGUAGE
Say: How old ore you?
Write: b

NUMBERS BOOK (OPTIONAL)

q

Pupils do the sums. Use the techniques

described in Step 40, as necessary.

PUPIL'S BOOK
Look and say. Pupils point to the pictures
and listen to the tope. They should be able
to work out the meaning of How old are
you?when they see the cord, the coke and
so on. Explain or translate if necessary.

Ploy the role of the questioner. Ask Meg . ..

Howald are you?The pupils answer as if
they were the characters.

Give the pupils pieces of paper with

numbers 1-6 on (ages) . When you ask How
old are you?they give the answer on the
paper.

Get the closs to repeat after you: How old

are you? Pupils can then have turns to ask
other children in the closs.

Soy: birthdoy, happy birthdoy

Sing How many monkeys? (Step 12).

PUPIL'S BOOK

STEP

NEW LANGUAGE

Songs. Pupils listen to It is my birthdoy.

Translate birthdoy. Then the girls sing
Sue's verse and the boys sing Jack's verse.

HANDWRITING BOOK
6

Teach the writing of b. Follow the procedure

for n, described in Step 33.

Ploy the recarding of Happy birthday to

you. If necessary, translate the phrase
Happy birthdoy to you. Then choose
different pupils to have their names in the
third line.

Join the letters. Pupils draw straight lines

between the letters in alphabetical order to
end up with a plane. Go round helping. Get
pupils to quietly recite the alphabet to
themselves to find out where to draw the
next line. They should point to the leiters in
the book as they recite.

Get pupi ls to retell the story of Jack ond

Meg (Step 33) or Yo-Yo's house (Step
37). They should use the pictures to help
them. If need be, ploy the tape again .

Read and draw. Put a kite, a boll and a

book on the board. Ask What is this word?
Repeat this procedure with red, green,
brown, orange, yellow. Then put up
phrases such as 0 yellow kite, an orange
boll and get pupils to read them . If

ACTIVITY BOOK
7

44

42

HANDWRITING BOOK
Trace n in the air with your finger. Ask What
is this letter? Demonstrate on the board if
necessary and practise tracing in the air,
describing the hand movement. Repeat this
procedure with i. The pupils can then do the
practice in the Handwriting Book.

ACTIVITY BOOK
5

Do the mimes and sounds for train, plane

and car (Step 40) and ask What is this?

Match. Pupils trace over the letters that

match the initial sounds of the wards
illustrated.

Sing Zoom zoam my plane (Step 40).

Sing the two birthday songs (Step 42).

Say and colour. Say Monkey '0 ' is four.

Monkey 'b ' is . .. ?Get a pupil to finish the
sentence. Pupils make sentences like this
in response to you saying Monkey 'c ' . ..
Monkey 'a' .. . etc.

HANDWRITING BOOK
7

NUMBERS BOOK (OPTIONAL)

7

Pupils do the sums. Help them as

necessary, using the techniques described
in~Step 40.

STEP

ACTIVITY BOOK
Write and colour. Revise writing
and
k, by practising tracing in the air. Put the
handwriting grid on the board. Write in
book. Ask What is this word? Now put a
before book and get pupils to read it.
Explain the importance of writing the letters
of book close together to show that it is one
word , and the importance of leaving a
space after a (this space is about one letter
width). Now trace a bookin the air together
with the class. Describe the hand
movements and the spacing. Pupils can
now trace a book in the Activity Book. Then
they can colour the picture.

Missing letters. Pllpils write in the missing

letters a, b, e. Go round helping. Get pupils
to recite the alphabet to themselves. Guide
hand movements where necessary.

10

Read and draw. Pupils read the labels and

draw the pictures. Go round helping.

NEW LANGUAGE
Say: coke, balloon, hat, present
Write: p, a book

PUPIL'S BOOK

Say Show me a cake/a hat etc. Ask What

colour is the balloon? Is it a green hat?

Draw simple blackboard pictures, point,

and ask What is this?

b,-o

43

Look and say . Point to the pictures in turn

and get the class to repeat after you. Cake.
A cake. Repeat each one several times.

Teach the letter p, following the procedure

described far n in Step 33. The letter p is
the last in the group made up of a vertical
down stroke and an arch to the right. (The
others are n, r, m, h and b.)

NUMBERS BOOK (OPTIONAL)

II

Pupils do the sums. Where necessary use

the techniques described in Step 40.

45

STEP 44

HANDWRITING BOOK
II

NEW LANGUAGE

Revise the writing of rand f. Demonstrate

and practise as necessary. Pupils can then
do the exercise in the Handwriting Book.

Say: Here is ... , Thank you

ACTIVITY BOOK
PUPIL'S BOOK
Give a book to one of the pupils and say
Here is a book. Repeat with another pupil
but this time with a pencil. Do this several
times then get the class to repeat after you
Here is a booklo pencil.
2

Get pupils to give you things and say Here

is a ... Respond with Thank you. Then get
the class to say it after you.

Next, get the class to practise the whole

dialogue after you. Bring two pupils to the
front. Put a book in the hand of one. Stand
behind that pupil and say Here is a book
and guide the pupil's hand to offer it. The
class repeat the phrase after you. Then
stand behind the other pupil. Say Thank
you and guide the pupil's hand to accept
the book. The class repeat Thank you after
you. Run through this dialogue several
times.

12

Match. Pupils write over the letters that

match the initial sounds of the words
illustrated on the left.

1;3

Say and colour. Say Jock has two

balloons. Then say Sue . .. , Yo -Yo . .. and
get pupils to make up similar sentences.
Pupils can then colour the pictures. Go
round asking What colour is this? Say
Show me a yellow balloon etc.

NUMBERS BOOK (OPTIONAL)

14

Pupils do the sums. Help as necessary,

using the techniques described in Step 40 .

STEP-45

Then call pairs of pupils to the front and get

them to act out this dialogue. If possible,
provide some interesting things for one
pupil to give the other (e.g. a toy car, an
apple, a doll).

Story. Play the tape or read the story

yourself. Pupils should point to the pictures
in sequence.

Write: y, orange

Ask questions: What colour is X2? What

colour is the coke? Howald is X2? Say
Point to Yo- Yo. Show me the present.

PUPIL'S BOOK

Pupils repeat the words of the story after

you . Play the tape again.

Ask small groups to 'teli' the story to the

class. One pupil can be Sue, another can
be X2, a third can be the storyteller. If
necessary say the wards with them.

Picture practice: Use the picture far

revision. How many green cakes? How
many big cakes? Point to Sue. Sue has a
hat. Is it blue ? How many blue hots? Point
to Meg. Show me a yellow balloon etc.
2

Sing I am a little boy (Step 34) and Sue 's

umbrella (Step 20).

Revise reading doll, boll, book and kite.

Write them on the board. Ask What is this
word?

Sing The big bag song (Step 36).

The story could be acted out. The teacher

or a pupil could be storyteller.

lOSing Happy birthday (to X2) (Step 42).

46

NEW LANGUAGE

HANDWRITING BOOK
5

Teach the writing of y. This is one of two

letters written without the pen leaving the
paper but combining an anticlockwise curve
fallowed by a down stroke. The pen or
penci l goes aver part of the vertical twice:

..--pa use

-----.;-1.;;"--} The pencil goes over this part

t of the letter
.lt ~ .'

NUMBERS BOOK (OPTIONAL)

II

Pupils practise writing out this complete

sum. They should work slowly, thinking
about hand movements. Go round, helping
and encouraging. If necessary, stop the
class and practise writing numbers in the
air.

S TE P 46

tWice

NEW LANGUAGE

",

Read : cor, boot, plane, train

PUP IL'S BOOK

6

Demonstrate yon the blackboard. Use the

handwriting grid and describe the hand
movement. Then get the class to trace the
letter in the air with you. All the time
describe the movement of the pencil on an
invisible grid. Next pupils trace with their
finger on the large black y in the
Handwriting Book (headed Look). They
should do this as a class with you guiding
them through it. Repeat several times. Go
round checking . Where necessary , guide a
pupil 's finger through the movement, as
you are describing it.

Read . Say Shaw me a train/boot etc. Pupils

point to the relevant pictures in the Pupil 's
Book.
2

Write the letters c b p t on the board.

Remind the class of the sound each one
makes. Then say 'c'lorcar, 'b'lorboatetc.
The class repeats each one after you,
pointing to the first letter of each word in the
Pupil's Book. Go through this several times.

Now write plane on the board. Ask What is

this word? Pupils should leave their books
open to compare the word shape on the
board with the word shape in the Pupil's
Book. Do not give the answer. Encourage
the pupils to work it out for themselves and
look carefully at the shapes of the words
and letters.

Repeat this procedure for cor, boot and

train.

Write all four words on the board. Say Point

to 'car' and get a pupil to come to the front.
Do this first of all with books open , and then
with books closed.

Pupils can now trace the letter y in the

Handwriting Book. If necessary,
demonstrate again before they do the last
row, which is copying with the help of
starter dots.

ACTIVITY BOOK
8

Write and colour. Pupils write orange and

colour the boat orange. Follow the
procedure for red, described in Step 37.

Missing letters. Pupils write in the missing

letters (k, I, pl. Go round helping.
Encourage pupils to recite the alphabet to
themselves. Look at hand movements.

Put a in front of -each of the words and ask

pupils to read them out as you point. If
necessary , practise this first of all, getting
the class to repeat after you.

10

Read and colour. Pupils read the words

and colour the balls .

Sing It is my birthday (Step 42) and Listen

to the numbers (Step q).

47

HANDWRITING BOOK
8

Trace the letter jin the air. Ask What is this

letter? Put the handwriting grid on the board
and get a pupil to come to the front and
demonstrate how to write j. Repeat this
procedure with m, practising j and mas
necessary, The pupils can then do the
exercise in the Handwriting Book,

ACTIVITY BOOK
q

Match, Pupils ring the letter that matches

the example on the left.

10

Draw and say, Pupils trace over the

broken lines to complete the pictures, Ask
What is number 3? Say Point to a hatl
present etc,

Match, Paint to the cakes in the Pupil's

Book, Say Look. Seven cakes, Get pupils
to count aloud with you , pointing to each
cake in turn: 1-2-3-4-5-6-7, Ask How many
cokes?Say Show me the number 7, Write
7 on the board, Say seven and getthe class
to soy if after you,

Repeat this procedure with the presents,

kites and apples,

Call out either cakes, presents, kites or

apples and get a pupil to count aloud from I
and then at th e end say Nine kites (for
example) ,

Practise, using classroom objects , such as

books, pencils, bags, or boys and girls, Let
pupils cou nt how many, always sfarting
from I and always counting aloud,

Write the figures on the board, Say Show

me qetc, Then ask What number is this? as
you point to a figure on the board,

NUMBERS BOOK (OPTIONAL)

II

Pupils do the sums, Help as necessary,

using the techniques described in Step 40,
Be very encouraging,

HANDWRITING BOOK
q

STEP

47

NEW LANGUAGE

ACTIVITY BOOK
10

Match, Practise counting 1-/0 out loud, as a

class, Write the figures on the board, Ask
What is this number? Pupils can then do
the activity in the Activity Book, They ring
the numbers that match the example on the
left,

II

Say and colour, Say How many fingers?

and get pupils to count aloud 1-2-3-4-5-6-78-q-10, Repeat this with the balloons, hats
and presents, Then say 'a'is ten fingers
and get pupils to make up similar sentences
about the other pictures, Say 'd'is , , , ?
Pupils colour the pictures,

Read: 7,8, q, /0
Write: u

PUPIL'S BOOK
Put different numbers of dots on the board
and ask Ho w many? to revise the numbers
1-6,
2

Write different figures (1-6) on the board,

Ask What number is this?

Count 1-10, showing pupils on your fingers ,

Repeat 7-/0 and ask pupils to say each one
after you, Repeat this several times,

48

Teach the writing of the letter u, Follow the

procedure for y, described in Step 45 , Like
y, it is written with a single hand movement
consisting of an anti-clockwise curve,
fo llowed by a down stroke, The difference
is that the down stroke stops on the
baseline,

NUMBERS BOOK (OPTIONAL)

HANDWRITING BOOK

12

Call aut numbers and get pupils to came to

the front to drow the appropriate number of
dots on the board. They should count
aloud. Demonstrate yourself first of all.
Revise 1-6 as well as practising 7-/0.

13

Ask a pupil to draw eight dots on the board.

Put a box around them. Write up the figures
7-10 to the left of the dots. Say Show me 8.
Then draw a line connecting 8to the dots.
Pupils can now do the exercise in the
Numbers Book.

STEP

Draw a k in the air. Ask What is this letter? If

- necessary, demonstrate on the board and
practise with the class. Repeat this
procedure with h. Pupils can then do the
exercise in the Handwriting Book. Go round
while pupils are working, to check hand
movements.

ACTIVITY BOOK
8

Match. Write kite, troin, book, car, ball on

the board. Ask What is this word? If
necessary , point to each word in turn and
get the class to repeat it after you. Pupils
can now complete the exercise i rfth e~ Activity Book.
-

Read and colour. Write red, blue, green

on the board. Check that pupils can read
them. Now write a green troin and ask a
pupil to read it out. Point to each word in
turn. Be careful to pronounce a correctly . It
is like 'a' in ago not 'a' in name. Do lots of
examples of a + colour + noun. Pupils can
then do the colouring in the Activity Book,
according to the descriptions given.

48

NEW LANGUAGE
Write: 7

NUMBERS BOOK (OPTIONAL)

PUPIL'S BOOK

10

Teach pupils to' w rite 7. It is done with a

single hand movemeni. The first line goes
along the top guideline, there is a pause
and then it comes down at an angle to the
baseline. The descending line has a very
slight curve upwards.

II

Demonstrate on the handwriting grid on the

board , explaining what you are doing (in the
pupils' own language). Then practise,
tracing in the air. The class should do this
together, with you describing the hand
movement. Repeat several times .

12

Pupils can now trace over the large 7in the

Numbers Book, using their first finger.
They should do this as a class , following
your instructions. Go round, checking and
guiding hand movements. Pupils can now
do the practice in the Numbers Book,
using a pencil. If necessary, stop the class,
and demonstrate again.

Song. Ask How many blue robots? How

many red robots?The pupils count the
pictures. Play the tape and get pupils to
point to the numbers as they listen.

Get the class to repeat the words after you,

like a rhyme. Say Point to a girl robot. What
colour is it? Show me a boy robot. Is it
blue?

The class can now sing the song. They can

do it first of all with the tape and then
without. Let the girls sing about the boy
robots, and the boys about the girl robots.

Play the guessing game in Step 6 (How

many fingers?) but going up to 10.

Give pupils different numbers of objects

and ask them to count them out loud.

Write figures on the board. Say Show me 71

2110 etc.
49

direction and it is this which make v

different from u, which is written with a
continuous, flowing line.

NEW LANGUAGE
Say: Is ita . .. ?
Write: v, doll

PUPIL'S BOOK
Game. Soy Show me a car. Look at

Call a pupil to the front. Whisper to the pupil

Car number four, and show the pupil the
relevant picture in the Pupil's Book. Tell the
pupil to keep it a secret.

Now tell the closs (in their own language) that

the pupil you selected is thinking of one of the
cars or trains. Explain that you are going to
ask questions to find out which one. Ask Is it
a train? (No.) Is it a car? (Yes.) Then ask Is it
a green car? (No.) Is it a yellow car? (Yes.)
Finally ask Is it number four?

Call another pupil to the front and repeat

the above procedure. This time the closs
ask the questions. They must start by
finding out whether it is a car or train. Then
they ask about colour and finally they work
out the number. The pupil who has chosen
the cor or train must answer with Yes or No.

You can also ploy the game with you

thinking of the car or train and the closs
asking you the questions.

Practise reading a car, a boat, a train, a

plane from the board . The pupils can refer
again to Step 46 if it helps.

50

. '

flOW ing curve

---- without a

Demonstrate von the boord , using the

handwriting grid. Describe the hand
movement as you do it. Get the pupils to
trace the letter in the air with you. All the
time describe the movement as if on on
invisible grid. Next, pupils trace with their
fi nger over the large v in the Handwriting
Book (headed Look) . They should do this
as a closs with you guiding them through it.
Repeat several times. Go round looking at
pupils' hand movements. Where
necessary , guide a pupil's finger through
the movement as you describe it to the
closs.

10

Pupils can now trace over the letter v in the

Handwritin g Book. If necessary,
demonstrate again before they do the lost
row, which is copying with the help of
starter dots.

ACTIVITY BOOK
II

Write and colour. Pupils write a doll and

colour in the picture. Follow the procedure
for red, described in Step 37.

12

Missing letters. Pupi ls write in the missing

letters (t, u, y). Go round helping.
Encourage pupils to recite the alphabet to
themselves. Look at hand movements.

13

Join the numbers. Pupils join the numbers

in sequence to complete the picture (0
rocket). Before starting, ask pupils to recite
1-10, as you point to the numbers on the
board.

Sing Zoom, zoom my plane (Step 40) and

Ten little robots (Step 48).

Teach the closs to write v. This is the first of

a group of letters written with points rather
than curves. The letter v is written in a
single hand movement without the pencil
leaving the paper. There is, however, a
momentary pause before changing

,j

_ _ _ _ _ pause

HANDWRITING BOOK
8

pClu se ~

number eight. Is it a car? What colour is

number four?

: l'

-I"

NUMBERS BOOK (OPTIONAL)

14

Pupils fill in the correct numbers of dots to

match the numbers. Demonstrate on the
board with a few low numbers, but starting
with ten 'empty ' dots.

get them to answer using the age on the

board: 10m nine (for example).

Revise the rhyme in Step 28, using all the

actions.

HANDWRITING BOOK

STEP

50

NEW LANGUAG E
Understand : pick up
Say : shoe, sticks, gate, hen
Write: 8

"
ACTIV ITY BOOK
10

Match . Pupils ring the words that start with

the letter shown in the middle. Do the first
one on the board. Get pupils to say all the
words. Then say 't'(sound) for .. . land
get pupils to tell you which words fit. There
are two words in each case.

II

Say and calaur. Say Show me a gate/hen/

shoe. Pupils 'read' the pictures aut loud,
going from left to right. The pupils can now
colour the pictures. Go round asking What
colour is this? Is it a gate? Say Point to a
shoe and so on.

PUPIL'S BOOK
Rhyme. Play the tape and ask pupils to
point to the numbers and pictures on the
left. Play the tape several times. Then say
Point to a gate/the sticks/o door etc.

Point to each picture in turn and get the

class to repeat after you. With the
exception of sticks, say each word without
and then with the article 0: Shoe (class
repeats). A shoe (class repeats).

Now say the rhyme line by line and get the

class to repeat after you. Demonstrate pick
up sticks when you come to it. The pupils
will only use pick up in this rhyme and
should not be expected, at this stage, to
use it in other situations. Do not spend too
much time on it. Next, get the class to say
the whole rhyme with you, pointing to the
numbers and pictures.

Point to the pictures and ask What is this?

Say Show me q.

Say the rhyme and demonstrate the

actions shown on the right hand side of the
page. Do this with the class, reciting with
the tape.

Ask small groups to come to the front and

recite and perform the actions. Say it with
them as necessary.

Sing It is my birthday (Step 42) but with

numbers 7-/0 (write a number on the
board). Ask pupils Howald are you?and

Draw a din the air. Ask Whotis this letter? If

necessary, demonstrate on the board and
practise with the class. Repeat this
procedure with b. Pupils can then do the
exercise in the Handwriting Book.

NUMBERS BOOK (OPTIONAL)

I2

Demonstrate haw ta write 8. Follow the

basic procedure described far 7in Step 48.
The number 8 must be done in a single
movement and needs a lot of practice. Be
very encouraging to pupils who are getting
the movement right, even if, at this stage,
the result is far from perfect.

.....-.,
lX-'

.,

---~
.'~

:"

'",
-'

51

STEP

51

NUMBERS BOOK (OPTIONAU

8

NEW LANGUAGE
Say: shoulder, head, arm, hand, leg
Write: w, plane, train

Pupils trace over the numbers that match

the numbers of balloons . Demonstrate on
the board first of all. Go round , checking
hand movements. Pupils who finish can
colour in the balloons.

PUPIL'S BOOK
Say shoulder, head, arm, hand and leg,
indicating the relevant parts of your body .
Get the pupils to repeat after you, pointing
to the parts of their own bodies.
2

Call out shoulder/head etc. Pupils touch

that part of their body.

Look and soy. Pupils look at the picture of

Yo-Yo. Callout ports of the body and get
them to point. Then call out numbers and
get pupils to tell you the part of Yo- Yo's
body: Number 4? (Hand.)

Practise recognizing 1- 10 and counting . Use

classroom objects such as books and
chairs. Sing Ten /itt/e rabats (Step 48) and
recite the rhyme in Step 50.

"

STEP 52
NEW LANGUAGE
. Write: q

,--P~U~P-,Ic::L:....:'S:::....::B:..::O~O=-:..:K,---_ _ _ __ -,~=
.
Song, Play the tape and show the pupils
the actions. Callout ports of the body and
get pupils to touch them,
2

Go round and put your hand on the

shoulder, head etc. of individual pupils. Ask
What is this? Encourage the answer It is
my .. .

Play the tape. Pupils look at the pictures in

the book, perform the actions and join in the
words. Repeat several times.

Get individual groups to perform without the

tope. Get one half of the room to do verse
one and the other half to do verse two.
Then swap round.

Do it as a whole class as quickly as

possible!

Play the game in Step 4Q. Sing Elephants

and fishes (Step 8).

HANDWRITING BOOK
5

Teach the writing of w. It is like writing the

letter vtwice, without lifting the pencil from
the paper. Follow the pracedure far v,
described in Step 4Q.

ACTIVITY BOOK
6

Write and colour. Pupils write a plane and

a train and colour in the pictures. Follow the
procedure for red, described in Step 37.

Read and colour. Write blue, brawn and

orange on the board . Ask What is this
word? Do the some with boll, boot and cor.
Now write a blue cor and ask a pupil to read
it. Do mare examples of a + colour + noun
for the class to read. Pupils can then do the
colouring in the Activity Book, according to
the description given .

52

HANDWRITING BOOK
7

Draw a q in the air. Ask What is this letter? If

necessary , demonstrate on the board and
practise with the class. Repeat this
procedure with p. Pupils can then do the
exercise in the Handwriting Book.

ACTIVITY BOOK
8

Match. Pupils trace over the letters that

match the initial sounds of the word s
illustrated.
Say and calour. Say Point to a leg/head/
arm. Pupils 'read' the pictures aloud , going
from left to right. The pupils can now colour
the pictures. Go round , asking What is this?
Is it a hand? etc.

STEP

NEW LANGUAGE
Write: x, yellow

PUPIL'S BOOK
Game. Say Show me Xl/XB/Xq/xlO. Get
pupils to make sentences about the robots :
XIO has white arms. Xl has red legs.

NUMBERS BOOK (OPTIONAL)

I0

Demonstrate how to write q. Follow the

basic proced ure, described for lin Step 48.
The number q is written with a single hand
movement with a pause half way through . It
is very like the letters g and q, but of course
it starts near the top guideline and ends on
the baseline. Li ke the letters it is written with
the pen or pencil going over part of it twice:

~pouse

- -:.k........-~~:- } The pencil goes over this part

',---d'~ ~

53

Tell the class (in their own language) that

you are thinking of one of the robots and
they have to guess which one. Follow the
dialog ue in the Pupil's Book. Individual
pupils can then have turns at choosing a
robot and saying My rabat has . .. The
class have to guess which robot it is.

Play the game in Step 26.

Sing Ten little rabots(Step 48).

Practise reading plane, car, train, boat, doll,

ball, kite, book.

of t he letter twice

,,

HANDWRITING BOOK
6

Demonstrate the writing of x. It is written

with two separate hand movements. Make
sure that pupils do them in the correct
order. Follow the pracedure described for v
in Step4Q.

ACTIVITY BOOK
7

Write and colour. Pupils write yellow and

colour the robot. Follow the procedure for
red, described in Step 37.

Missing letters. Pupils write in the missing

letters (u, v, x). Go round helping .
Encourage pupils to recite the alphabet to
themselves. Look at hand movements.

Read and colour. Pupils read the words

and colour the pictures. If necessary, revise
the colour words first of all. Write them on
the board and ask What is this word? Then
say Show me an orange pencil/a white bag
etc.

53

NUMBERS BOOK (OPTIONAL)

10

13

Draw five dots on the board. Say How

many? Count them out loud and then write
5 underneath them.

o
o

o
o

The class can now do the exercise in the

Numbers Book, Some pupils may have
difficulties, Do not be too concerned or
expect too much, Some people take longer
than others to understand number
concepts, Get them to draw dots or even
put together real objects (such as pencils)
and add one mare, Go round, checking
pupils' hand movements as they trace the
numbers,

5
Add an extra dot and say Five plus one and
write + I after the 5.

o
0
o
0
5 + I

I2

Understand: ga/goes(= move)

Write: 10

PUPIL'S BOOK

Repeat this with 4 + I, 3 + I and 5 + 1again .

Get the pupils to give you the answers, This
is to remind pupils ofthe idea behind
addition and how to 'read' a sum in English,

~.:

Play the tape again. The class sing along

with you and perform the actions. Repeat
several times and let them try without the
tape.

Get three groups to the front to perform the

song. One group does the arms verse,
another does the legs and the third group
does the head verse. Join in yourself as
necessary.

Practise read ing red, blue, green, brawn,

orange, black, yellow, white, Revise letters
of the alphabet by asking pupils to read out
(spell) the letters of words on the board:

. ..

Say Five plus one equals, , , ?The class

say Six and you get a pupil to come to the
front and write over the 6,

54

Song, Play the tape and demonstrate the

actions, Get the class to repeat after you as
you say one of the verses,

Now putthis on the board:

54

NEW LANGUAGE

Then say Five plus one equals . .. ?Count

up the dots and provide the answer. Write
= 6 after 5 + I, Read out the whole
sentence 5 + 1 = 6.
II

STEP

roe-do
5

Using Steps 23 and 2q in the Pupil's Book,

individual pupils tell you how to spell colour
words, You write what the pupil tells you on
the board (the class watches out for any
mistakes!),

Sing the Alphabet song (Step 24),

HANDWRITING BOOK
7

Draw a y in the air. Ask What is this letter? If

necessary, demonstrate y either in the air
or on the board , describing what you are
doing. Repeat this procedure with g. Pupils
can then do the exercise in the Handwriting
Book.

ACTIVITY BOOK
8

Write. Pupils have to write the first letters of

the illustrated words. Say 'c' (sound) for
cat. Tree . .. ?and encourage them to say
't' for tree. If necessary , write c b t a on
the board. Provide as much preparation as
is'Deeded and go round helping. This is a
challenging activity and so be very
encouraging and do not let any of the class
feel that they are failing.
Say and colour. Say Show me a hot!
shoulder/gate/house. Pupils colour the
pictures. Go round asking questions: What
is this? Is it a hat? Say Show me o ...

NUMBERS BOOK (OPTIONAL)

10

Demonstrate the writing of /0. The spacing

is important. The two figures must be close
enough to be connected, but not cramped.
Follow the procedure described for 7in
Step 48.
.

Ask questions. How many boxes? Is it a big

lion? Is ita big beor?Say Show me the
bear. Point to a green box. Show me a lion.

Get the class to repeat the words of the

story after you.

Ask pupils to 'retell' the story, pointing to

the pictures. If necessary, say the words
with them .

The story can be acted out. This would be

particularly successful if you used four
small boxes and some toy an imals. The
names of Jack and Sue can be changed to
th:> names of two pupils in the class. The
class (or a group of pupils) tell the story,
while the two pupils act it.

Sing How many monkeys? (Step 12).-

HANDWRITING BOOK
7

Demonstrate z. This letter is written with

one hand movement and there are two
pauses to get the two points. Follow the
general procedure described for vin Step
4Q.

ACTIVITY BOOK
8

Write and colour. Pupils write a ball and

colour the picture. Follow the procedure
described for red in _Step 37.

Join the letters. Pupils connect the letters

in alphabetical order to complete the picture
(a robot).

NUMBERS BOOK (OPTIONAL)

STEP

55

10

Write the numbers 1-10 on the board. Go

through each letter in turn and ask the
pupils (in their own language) if it is written
with one hand movement or two. Before
answering, they should trace the number
on their desk with their finger. Go through
the numbers again and ask pupils to tell
you where each one is started. Add starter
dots on the board.

II

Pupils now do the number writing exercise

in the Numbers Book. Go round, helping
with the hand movements. Get pupils to
'read' the sums out to you: Nine plus one
equals ten.

NEW LANGUAGE
Say : bear, box
Write : z, boll

PUPIL'S BOOK
Story . Play the tape or read the story
yourself. Pupils should point to the pictures
in sequence.

55

STEP

56

ACTIVITY BOOK
8

Write. Pupils have to write the first letter of

the illustrated words (balloon, leg, plane,
hen). This is a demanding exercise. If
necessary , go through it all with the class
and write the letters I b h P on the board
before they write in the Activity Book.

Read and say. Say Sue has . .. a book

and . .. , encouraging the class to read the
next word on the list, which is a doll. Pupils
have turns to read down the list. They con
then colour th e picture of Sue.

NEW LANGUAGE
Read: bear, mankey, lion, elephant, an

PUPIL'S BOOK
Read. Say Show me a monkey/lion etc.
Pupils point to the pictures.

Write the letters b m I e on the board . Say

'b '(sound) forbear, 'm'formonkeyetc . The
class should repeat each one after you and
point to the initial letter of each word in the
Pupil 's Book. Say Point to 'b '/'m '. Go
through this several times .

Write a bearon the board . Read it aut. Point

to a and ask What is this word? Now write
an elephant on the board. Read it out.
Explain (in the pupils ' own language) that
sometimes we write an instead of a for
certain words. Do not try to give the
reasons at this stage.

Now write a monkey on the board. Ask

What is this? Pupils should leave their
books open to compare the word shapes
and work out the answer. Repeat this
procedure for an elephant, a lion, and a
bear.

Write all four words on the board. Say

Show me the word 'bear'. What is this
word? Is it 'elephant'? Do this with books
open and then with books closed .

Sing I am a robot (Step 54) and Little girl,

little boy (Step 18).

HANDWRITING BOOK
7

56

With your finger trace von the board. Ask

What is this letter? If necessary
demonstrate how to w rite it. Repeat this
procedure wi th t. Pupils can then do the
exercise in the Handwriting Book.

NUMBERS BOOK (OPTIONAL)

10

Practise counting 1-10 with the class. Write

1-10 on the board. Ask What is this number?
as you point to individual numbers. Count
to 10 again, painting to the numbers an the
board. Rub aut 3, 5, 7 and q. Count from I
and when you come to a gap, pause to let
the class say the missing number. Write it
in the gap in a different colour. Repeat this
a few times. Pupils can then do the exercise
in the Numbers Book. The starter dots will
help them write the numbers correctly.

STEP

57

NEW LANGUAGE
Understand: in, mouth
Say: square, circle, triangle, sweets
Write: blue

PUPIL'S BOOK
Look and say . Use blackboard drawings
to teach square, circle and triangle. Say
Show me a ... Ask What is this?Then look
at the book. Say Point to a circle. Is it blue?

Song. Tell the pupils they are going to hear

a song about sweets. Translate sweets.
Play the tape. Pretend to have sweets in a
bag, then in your hand and finally in your
mouth.

Get the class to copy the actions and

repeat after you in my bag . .. in my hand
... in my mouth . .. mmm.

Play the tape again. Pupils mime the

actions and point to the pictures of the
sweets. They can join in with mmm . .. at
the end.

Now get the class to repeat the words of the

song after you. Say Show me a white
triangle etc. The class can now sing with
the tape. You can try the boys on the first
verse and the girls on the second. Join in
with the pupils as necessary , to help them.

Sing and perfarm It is my head (Step 52).

HANDWRITING BOOK
7

NUMBERS BOOK (OPTIONAL)

II

Prepare for the sums, using the technique

described in Step 53. Pupils can then do
the exercise in the Numbers Book.

12

If the class is ready far it (and it may not be)

you can use real examples, such as books
or pupils, to shaw why the sums 8 + 2and
2 + 8 have the same answer. You can do
the same with 5 + 2 and 2 + 5.

13

Ask individual pupils to read out the

completed sums.

STEP

58

NEW LANGUAGE

Revise n and x if necessary. Pupils can

then do the handwriting practice.

PUPIL'S BOOK
ACTIVITY BOOK
8

Write and colour. Pupils write blue. Then

they colour the pencil blue. Follow the
procedure described for red in Step 37.

Missing letters. Pupils write in the missing

letters (u, x, z). Go round helping. Get
pupils to recite the alphabet to themselves
to work out what is missing. Look at hand
movements.

10

Match. Write a bear, a lion, a monkey and

on elephant on the board. Check that pupils
recognize them. Ask What is this ward?
Pupils can then do the exercise in the
Activity Book. They join the words on the
left to the appropriate pictures on the right.

Game. Revise the shapes by drawing them

an the board. Say Show me a square etc.
Then paint to a shape and ask What is this?
2

Draw several squares, circles and triangles

an the board, each one a different colour.
Say Shaw me a blue square. What colour is
this?

Get pupils to look at blackboard number I in

the Pupil's Book. Ask How many squares?
(10) How many orange squares? (I) How
many green squares? (q). Follow this
procedure with the triangles. Th en do the
same with blackboard number 2.

Practise the question How many circles?

by getting the class to repeat after you.
Then practise How many brown circles/
orange circles/white circles? Let pupils
have turns at asking questions about
blackboards 3 and 4.

Sing Two sweets (Step 57).

57

Write up nouns and colour adjectives on the

board and ask pupils to read them. For
example, write a black bear, a yellow car.

Sing The big bag song (Step 36).

STEP

Sq

NEW LANGUAGE

HANDWRITING BOOK
8

Revise wand h, if necessary. Pupils can

then do the handwriting practice.

PUPIL'S BOOK
Picture practice. Use the picture for
revision. Ask questions such as How mahy
boats? How many red boats? How many
windows? What colour is the bike/ van/dog?
How many trees? How many gates? Soy
Show me a red plane. Show me a big boat.
Point to a green house.

ACTIVITY BOOK
q

10

Write. Pupils have to write the first letters of

the illustrated words (apple, x-ray, van,
raboO. If necessary , go through it with the
closs, working out which letters have to be
written in the boxes . It may be necessary to
write a, x, vand r on the board before the
pupils write in the Activity Book.
Draw and say. Pupils draw over the
shapes. They then make sentences like the
examples given in the Activity Book, using
big and little.

NUMBERS BOOK (OPTIONAL)

II

Pupils do the sums. If necessary, work

through them all on the board, getting the
pupils to practise their English by reading
out the completed sums , using plus and
equals. Then the pupils can do the sums in
the Numbers Book. If pupils are having
difficultieswith number concepts, use real
examples, such as pencils, and count them
out.

Let pupils ask questions about the picture.

Perform the rhyme in Step 50.

Sing ltis my head (Step 52).

Ploy the game in Step 26.

Sing Yo- Yo's song (Step 38).

HANDWRITING BOOK
7

Revise z and s, if necessary. Pupils con

then do the exercise in the Handwriting
Book.

ACTIVITY BOOK
8

Write and colour. Pupils write a bear.

Then they colour the bear. They do the
some for a lion. Follow the procedure for
red described in Step 37.

Read and colour. Pupils colour the shapes

as indicated by the labels. When they have
finished, ask questions: What is this? Is it a
green square? etc.

NUMBERS BOOK (OPTIONAL)

10

58

Follow the procedure in Step 58.

STEP

60

NEW LANGUAGE

PUPIL'S BOOK
Sing the Alphabet song (Step 24) and get
pupils to point to letters. Sa~ Point to x, a, d
etc. Ask What colour is m, I, s? etc.
2

Sing Ten little robots (Step 48).

Game. Pla~ the game in Step 60. Call a

pupil to the front. Ask the pupil to choose a
letter or number from the book and to keep
it a secret. Ask questions to find out what it
is. Start with Is it a numberlletter? Th en find
out the colour. The pupils must onl~ answer
yes or no. You then choose the number or
letter ~aurself and get the class to ask the
questions.

Let the pupi ls look through the book and

choose songs the~ like to sing .

HANDWRITING BOOK
5

Pupils can now trace the whole alphabet.

Encourage them to work slowl~ , thinking
carefully about hand movements. Pupils
can then tr~ writing out the whole alphabet
in a cop~book.

ACTIVITY BOOK
6

Write. Pupils have to write the first letters of

the illustrated words (cake, sun, insect,
fish).

Read and say. Say Jack has . . . a ball and

... , encouraging the class to read the next
word on the list, which is a plane. Pupils
have turns to read out the list. The~ can
then colour the picture of Jack.

NUMBERS BOOK
8

Follow the procedure in Step 58.

59

ea y.'
RGe1il
Get Ready ! is a lively twa- level course for children who are
learning English for the first time. It is based around songs
and activities, carefully matched to the interests of young
learners, and suitab le for use with large or small c lasses.

Get Ready! teaches pupils to say and understand a basic

English vocabu lary and a small number of useful expressions.
It teaches numbers and the letters of the alphabet and
introduces pupils to the early stages of reading and writing .
Get Ready! is the ideal preparation for English at primary
level, giving pupils that basic knowledge and feeling for
English which is the foundation of successful learning.

The core of the course consists of the Pupil's Books and

the accompanying cassettes. For each level there is also an
Act ivity Book, Han dwriting Book and Numbers Book. Each
level has a Teacher's Book, providing detailed guidance on
the use of the materials.