TEACHER’S BOOKƒ˜ნგლისური-2... · დეგზე გადის...

TEACHER’S BOOK

zogadi ganaTlebis erovnuli miznebi

saqarTveloSi zogadi ganaTlebis sistema miznad isaxavs Seqmnas xelsayreli pirobebi erovnu-li da zogadsakacobrio Rirebulebebis matarebeli, Tavisufali pirovnebis CamoyalibebisaTvis.

amasTan erTad, ganaTlebis sistema uviTarebs mozards gonebriv da fizikur unar-Cvevebs, aZlevs saWiro codnas, amkvidrebs jansaRi cxovrebis wess, moswavleebs uyalibebs liberalur da demokratiul Rirebulebebze damyarebul samoqalaqo cnobierebas da exmareba maT ojaxis, sazo-gadoebisa da saxelmwifos winaSe sakuTari ufleba-movaleobebis gacnobierebaSi.

saqarTvelos zogadi ganaTlebis sistemaSi miRebuli gamocdilebis safuZvelze mozardma unda SeZlos:

a) qveynis interesebis, tradiciebisa da Rirebulebebis mimarT sakuTari pasuxismgeblobis gaazreba:

saskolo ganaTlebam unda ganuviTaros mozards unari, rom sworad gansazRvros sakuTari qveynis saxelmwifoebrivi, kulturuli, ekonomikuri da politikuri interesebi, da misces mas sasikeTo gadawyvetilebaTa miRebisa da aqtiuri moqmedebis SesaZlebloba;

b) bunebrivi garemo pirobebis SenarCuneba da dacva:

mozardma unda icodes, ra bunebriv garemoSi cxovrobs, ra ziani SeiZleba miayenos garemos adamianis ama Tu im moqmedebam, rogor SeinarCunos da daicvas bunebrivi garemo;

g) teqnologiuri Tu sxva inteleqtualuri miRwevebis efeqtianad gamoyeneba; informaciis mopoveba, damuSaveba da analizi:

dRes, rodesac adamianisaTvis misawvdomia didi moculobisa da sxvadasxva Sinaarsis infor-macia, misi efeqtianad gamoyenebis unari sasicocxlo mniSvnelobas iZens. mozards unda SeeZlos ara mxolod informaciis mopoveba, aramed misi Sefasebac Sinaarsis, daniSnulebisa da xarisxis mixedviT, dasaxuli miznebisaTvis misi gamoyenebis formebis gansazRvra; teqnologiuri miRw-evebis efeqtiani gamoyeneba yoveldRiuri cxovrebis, muSaobis, inteleqtualuri Tu sulieri moRvaweobis pirobebis gasaumjobeseblad;

d) damoukideblad cxovreba, gadawyvetilebis miReba:

saskolo ganaTlebam unda ganuviTaros mozards pirad, ojaxur da sazogadoebriv cxovrebaSi damoukidebel gadawyvetilebaTa miRebis unar-Cvevebi;

e) iyos Semoqmedi, Tavad Seqmnas Rirebulebebi da ar icxovros mxolod arsebulis xarjze:

saskolo ganaTlebam unda uzrunvelyos mozardis im unar-Cvevebis ganviTareba, romlebic miscems mas saSualebas, ukve arsebuli gamocdileba da miRwevebi gamoiyenos axali materialuri, inteleqtualuri Tu sulieri Rirebulebebis Sesaqmnelad;

v) sakuTari SesaZleblobebisa da interesebis uwyveti ganviTareba mTeli cxovrebis ganmav-lobaSi da maTi maqsimaluri realizeba rogorc qveynis SigniT, ise mis sazRvrebs gareTac;

saskolo ganaTlebam unda Camouyalibos mozards uwyveti ganviTarebis, mTeli cxovrebis ganmavlobaSi axali codnisa da Cvevebis damoukideblad SeZenis unari, raTa SeZlos sakuTari SesaZleblobebisa da sulieri midrekilebebis adekvaturad gansazRvra da amis mixedviT sazoga-doebriv cxovrebaSi sakuTari adgilis damkvidreba; mozardi mzad unda iyos arCevani gaakeTos momavali ganaTlebisa da SromiTi saqmianobisaTvis;

z) komunikacia individebTan da jgufebTan:

saskolo ganaTlebam unda uzrunvelyos, rom sazogadoebis momaval wevrebs ganuviTaros zo-gadi sakomunikacio unar-Cvevebi (wera, kiTxva, metyveleba, mosmena), saorganizacio da jgufuri muSaobis Cvevebi, maT Soris imaT, visTvisac saqarTvelos saxelmwifo ena mSobliuri ar aris;

T) iyos kanonmorCili, toleranti moqalaqe:

dRevandel dinamikur, eTnikurad da kulturulad mravalferovan samyaroSi sazogadoebis funqcionirebisaTvis gansakuTrebul mniSvnelobas iZens urTierTpativiscemis, urTierTgagebi-sa da urTierTSemecnebis Cvevebi. skolam unda gamoumuSaos mozards adamianis uflebebis dacvi-sa da pirovnebis pativiscemis unari, romelsac igi gamoiyenebs sakuTari da sxvisi TviTmyofado-bis SesanarCuneblad. mozards unda SeeZlos adamianis arsebiTi uflebebis Sesaxeb miRebuli Teoriuli codnis ganxorcieleba da am principebiT cxovreba.

Nina RezoDaška Domljan

NEW BUILDING BLOCKS 2Teacher�s book

grifminiWebulia saqarTvelos ganaTlebis, mecnierebis,

kulturisa da sportis saministros mier 2018 wels.

New Building Blocks 2

inglisuris saxelmZRvanelo meoreklaselTaTvis

maswavleblis wigni

Tbilisi, 2018

adaptaciis avtori Tamar jafariZe

ydis dizaineri ia maxaTaZe

teqnikuri dizaineri lado lomsaZe

adaptacia © bakur sulakauris gamomcemloba, 2018

yvela ufleba daculia

Sps `bakur sulakauris gamomcemloba~

misamarTi: daviT aRmaSeneblis 150, Tbilisi 0112

tel.: 291 09 54, 291 11 65

elfosta: [email protected]

ISBN 978-9941-30-064-6

All rights reserved.

www.sulakauri.ge

New Building Blocks 2

Teacher's Book

Profil KlettZagreb, Hrvatska, 2014.

© Profil Klett, 2014

შესავალი

წინამდებარე შესავალში აღწერილია:

• როგორ პასუხობს კურსი მოსწავლეთა და მასწავლებელთა მოთხოვნილებებსა და საგნის

სწავლების ეროვნული სასწავლო გეგმით განსაზღვრულ მიზნებს;

• რა პრინციპითაა შერჩეული და წარმოდგენილი სასწავლო მასალა;

• რას წარმოადგენს და რა კომპონენტებისაგან შედგება თავად კურსი;

• რა მეთოდოლოგიური რჩევები უნდა გავითვალისწინოთ უცხოური ენის საწყის ეტაპზე შემ-

სწავლელ ჯგუფებთან მუშაობისას;

• როგორ უნდა მოვახდინოთ სასწავლო სივრცის ორგანიზება ეფექტური სწავლებისათვის;

• როგორ უნდა დაიგეგმოს და რომელი აუცილებელი ნაწილებისაგან უნდა შედგებოდეს გაკვე-

თილი;

• როგორ ვითანამშრომლოთ მშობლებთან;

• რომელი საკლასო გამოთქმებისა თუ კლიშეების გამოყენება გვმართებს საგაკვეთილო პრო-

ცესის წარმართვისას;

• და ინგლისური ენის წლიური პროგრამა მე-2 კლასისთვის.

სასწავლო-მეთოდური კურსი NBB, რომელიც ორი სერიისაგან (NEW BUILDING BLOCKS 1-4

და NEW BUILDING BRIDGES 5-6) შედგება, ზედმიწევნით ასახავს თანამედროვე ინგლისურ ენაში

შესულ ცვლილებებს, მის ზოგად თავისებურებებსა და მათი სწავლების მეთოდებს; მოიცავს სა-

ქართველოს ზოგადსაგანმანათლებლო სკოლის პირველი უცხოური ენის რეცეფციული (კითხვა/

მოსმენა) და პროდუციული (ლაპარაკი/წერა) უნარების I-VI კლასებისათვის განსაზღვრული სტა-

ნდარტის ყველა საჭირო კომპონენტს, რაც ენის ელემენტარულ დონეზე ფლობასა თუ გამოყენე-

ბას გულისხმობს, და ითვალისწინებს კითხვასა და მოსმენაში მოსწავლეთა ეროვნული სასწავლო

გეგმით დადგენილი A 1. 1 დონიდან A 2. 2 დონემდე, ხოლო ლაპარაკსა და წერაში A 2. 1 დონემდე

აყვანას.

კურსის თითოეულ წიგნში წარმოდგენილი დამატებითი მასალიდან და მასწავლებლის წიგნებ-

ში მოცემული არჩევითი სავარჯიშოების სიუხვიდან გამომდინარე, NBB თავისუფლად შეიძლება

გამოიყენონ არა მხოლოდ პირველი უცხოური ენის დადგენილი საათობრივი ბადით მომუშავე სა-

ჯარო სკოლებმა, არამედ ინგლისური ენის გაძლიერებულ რეჟიმში სწავლების მქონე სკოლებმა და

ენების დამოუკიდებელმა ცენტრებმაც.

5


ინგლისური ენის (როგორც საერთაშორისო

საკომუნიკაციო საშუალების) სწავლების

ძირითადი მიზანი

ინგლისური ენის სწავლების ძირითადი მი-

ზანი მოსწავლეებში ზეპირი და წერითი მეტყვე-

ლების საკომუნიკაციო კომპეტენციის გაღვი-

ვებაა, რაც, თავის მხრივ, სოციო-კულტურული

და ინტერკულტურული კომპეტენციების გა-

ნვითარებასაც გულისხმობს. უცხოური ენების

სწავლების თანამედროვე მეთოდი, ამავდრო-

ულად, სულ უფრო და უფრო მეტ ყურადღებას

უთმობს კრიტიკული აზროვნების ჩამოყალიბე-

ბას, რათა მოსწავლეებს დაეხმაროს რეალური

ფაქტებისა და გამოგონილი ამბების ანდა სწორი

და არასწორი ინფორმაციის ერთმანეთისაგან

განსხვავებასა და გარკვეული აზრებისა თუ იდე-

ოლოგიების სწორად შეფასებაში. საბოლოოდ,

ეს ყველაფერი შესაძლებლობას მისცემს მათ

ძალდაუტანებლად და წარმატებით დაამყარონ

კომუნიკაცია ნებისმიერ ადამიანთან როგორც

ყოველდღიურ, ყოფით საკითხებზე, ისე სერი-

ოზულ, პროფესიულ თუ აკადემიურ დონეებზე

გლობალური მასშტაბით.

კურსის NBB ძირითადი ამოცანა

ზემოაღნიშნულიდან გამომდინარე,

წინამდებარე კურსის ძირითადი ამოცანაა:

• მოსწავლეთა გრძელვადიანი მოტივირება

შეისწავლონ ინგლისური ენა, გაიღვივონ

ინტერკულტურული ურთიერთობების

დამყარების უნარი და გამოიმუშაონ პო-

ზიტიური დამოკიდებულება როგორც

კულტურული, ისე ინდივიდუალური მრა-

ვალფეროვნების მიმართ;

• განუვითაროს მოსწავლეებს უცხოურ ენა-

ზე კომუნიკაციის უნარი როგორც ზეპირი

(მოსმენა/ლაპარაკი), ისე წერითი (კი-

თხვა/წერა) მეტყველების დონეზე;

• ჩამოუყალიბოს მათ სწავლის სტრატეგი-

ული უნარ-ჩვევები ცნობისმოყვარეობის

აღძვრისა და თვითრწმენის ამაღლების

გზით;

• გაუღვივოს კოგნიტური უნარები - შეაძ-

ლებინოს კრიტიკული აზროვნება, მიზეზ-

შედეგობრივი კავშირების დამყარება,

დასკვნების გამოტანა და პრობლემების

გადაჭრა;

• განუვითაროს ისეთი სოციალური უნა-

რები, როგორიცაა მეგობრობა, ტოლერა-

ნტობა, სხვათა აზრის მოსმენისა თუ პა-

ტივისცემის ჩვევა და ასწავლოს საკუთა-

რი აზრების მისაღები ფორმით ჩამოყალი-

ბება ინდივიდუალურად ანდა მცირე თუ

მრავალრიცხოვან ჯგუფებში მუშაობისას.

მოსწავლის წიგნი NEW BUILDING BLOCKS II და

მოსწავლეები

აღნიშნული კურსის წინამდებარე სახელმ-

ძღვანელო შექმნილია იმ მეორეკლასელი მო-

სწავლეებისათვის, რომლებმაც ინგლისური

ენის შესწავლა პირველი კლასიდან დაიწყეს. წიგ-

ნი სრულყოფილად ითვალისწინებს მათი ასაკო-

ბრივი ჯგუფის ემოციურ თავისებურებებსა თუ

კოგნიტურ შესაძლებლობებს და მოსწავლეებს

უცხოურ ენაზე სისტემატურად მუშაობისა და

საკომუნიკაციო უნარების მუდმივი გაღვივების

მყარ სტიმულს აძლევს.

ექვსწლიანი კურსის მეორე წიგნში ყურადღე-

ბა გამახვილებულია მოსწავლეთა ენობრივი

ცნობიერებისა და სამეტყველო უნარ-ჩვევების

საწყის დონეზე, მინიმალურად და უმტკივნეუ-

ლოდ გაღვივებაზე. ამას ხელს უწყობს წარმო-

დგენილი თემატიკისა და სემანტიკური ველის

მათ ასაკსა თუ ინტერესებზე მორგებული სასწა-

ვლო მასალა, უცხოურ ენაზე მრავალფეროვანი

ინტერაქციისათვის ხელსაყრელი გარემოს შემ-

ქმნელი სავარჯიშოები და პრაქტიკული აქტივო-

ბები, რომლებიც ნებისმიერი შესაძლებლობე-

ბის მქონე მოსწავლეთა გაკვეთილში ჩართულო-

ბისთვის იდეალურადაა დაბალანსებული.

თემატურ ციკლებად დაყოფილი სასწავლო

მასალა საშუალებას იძლევა კონკრეტული თე-

მები ციკლიდან ციკლშიც განმეორდეს და გაღრ-

მავდეს, რაც უკვე ნასწავლი ლექსიკური ერთე-

ულებისა და სტრუქტურების სხვადასხვა სიტუ-

აციასთან მისადაგებით მიიღწევა. მოსწავლეებს

საშუალება ეძლევათ მარტივად გამოხატონ სა-

კუთარი აზრები და აღწერონ პირადი გამოცდი-

ლება თუ შეგრძნებები, რაც, თავის მხრივ, მათ

კრიტიკულ აზროვნებასაც აჩვევს და ნაცნო-

ბი სიტუაციის ახალ კონტექსტზე მორგებასაც

ასწავლის.

წიგნის ძირითადი გმირები - ორი მეგობარი,

ჯესიკა და გრეგი - დაახლოებით მოსწავლეთა

ასაკისანი არიან და, აქედან გამომდინარე, ინტე-

რესებიც მათთან საერთო აქვთ. აქვე გვხვდები-

ან სხვა გმირებიც: სიუზენი, კიმი, ლიუკი, მასწა-

ვლებელი მის ლემონი, გრეგის ექსცენტრიკუ-

ლი ბიძა ფილი და ყურცქვიტა რონი, რომელიც

(ზღაპრებისა და მულტიპლიკაციური ფილმების

6

გმირების მსგავსად) ადამიანური თვისებების

მქონე სათამაშო ცხოველია.

წიგნის თითოეული ციკლი თემატურ სიმღე-

რებზე, ლექსებსა და მცირე ზომის დიალოგებ-

ზეა აწყობილი. მათ შესაბამის თემატიკაზე შექ-

მნილი უხვი აუდიო მასალა და მასწავლებლის

წიგნში წარმოდგენილი სავარჯიშოებიც ახლავს,

რომელთა ნაწილიც ამ ასაკობრივ ჯგუფზე გაა-

ნგარიშებული წერითი მეტყველების (კითხვა/

წერა) საჭირო ელემენტებსაც შეიცავს.

ნათელი და მარტივი ხატებით გამოსახული

პირობითი ნიშნები მასალაზე მუშაობის მეთო-

დოლოგიურ ნაბიჯებზე მიგვითითებენ, ხოლო

გაკვეთილზე შესასწავლი ენობრივი ერთეულები

კი (ვერბალური წარწერების სახით) დასურათე-

ბული გვერდების ბოლოს არის წარმოდგენილი.

წინამდებარე სახელმძღვანელო ექვსი ციკ-

ლისაგან შედგება, ხოლო თითოეული ციკლი

ოთხ თემატურად გაერთიანებულ, მაგრამ ფუნ-

ქციურად განსხვავებულ გაკვეთილს შეიცავს.

ყოველი ციკლის ბოლოს, სათაურით LET’S

CHECK! მოცემულია თამაშის ტიპის აქტივობე-

ბით მდიდარი დამატებითი მასალა, რომელიც

ხელს უწყობს უკვე ნასწავლი მასალის გადამე-

ორებას და საშუალებას აძლევს მოსწავლეებს

თავად შეაფასონ საკუთარი ცოდნა.

წიგნი სრულდება დანართით (APPENDIX) - კი-

დევ ერთი დამატებითი მასალით, რომელიც გა-

რკვეულ დღესასწაულებთან (შობა, აღდგომა და

ა.შ.) დაკავშირებულ ერთეულებს და როლური

თამაშის ელემენტებს შეიცავს.

მოსწავლის წიგნის დასურათებული ლექსიკონი

და კომპაქტდისკი

მოსწავლის წიგნს, დამატებითი რესურსე-

ბის სახით, თან ახლავს სასწავლი ერთეულების

დასურათებული ლექსიკონი და კომპაქტდისკი.

დისკზე ჩაწერილია ყველა ზემოაღნიშნული სიმ-

ღერა, ლექსი თუ დიალოგი. ამდენად, მოსწავლე-

ებს შეუძლიათ ნასწავლი მასალა დამოუკიდებ-

ლად, შინაც გაიმეორონ.

მასწავლებლის წიგნი

მასწავლებლის წიგნი საგნის მასწავლებელს

უამრავ მასალას სთავაზობს კონკრეტული გა-

კვეთილის ეფექტურად დასაგეგმად როგორც

მეთოდოლოგიური, ისე პრაქტიკული თვალსაზ-

რისით.

UNIT 2 MORE ABOUT ELLIOT

ELLIOT’S ROOM

Listen and check.

Stick.1

Match.2

3

20

1 Good afternoon.

2 Look, I’ve got a new computer.

3 What is that?

4 Who is that?

My sister April.

My crystal ball.

Wow, it’s cool.

Hello.

9

21

LESSO

N 1

Write.

Draw and write about yourself.

4

5

a bed

a postera lamp

a clock

a desk

building blocks

a skateboard

a car

books

a ball

a teddy bear

In my room I’ve got ________________,

________________, ________________,

________________, ________________ and

________________.

In my toybox I’ve got ________________,

________________, ________________,

________________ and ________________.

In my room I’ve got ________________.

In my room I’ve got ________________.

In my room I’ve got ________________.

In my toybox I’ve got ________________.



გაკვეთილების სცენარები

ყოველი გაკვეთილის სცენარს წინ უძღვის

ცხრილი, რომელშიც აღნიშნულია, თუ რა შე-

დეგზე გადის თითოეული გაკვეთილი, რომელ

უნარებს აღვივებს იგი და რომელ კულტურულ

სფეროს ეხება. აქვეა მითითებული, სასწავლო

გეგმის რომელ საგანთანაა კონკრეტული გა-

კვეთილი შინაარსობრივად ინტეგრირებული.

ცხადია, სცენარებში წარმოდგენილი ენობრივი

სავარჯიშოებისა თუ სხვა ტიპის აქტივობების

სიუხვე სრულ თავისუფლებას აძლევს მასწა-

ვლებლებს თავად შეარჩიონ კონკრეტული

ჯგუფის მოსწავლეთათვის უფრო ხელსაყრელი

დავალებები (ანუ ნაკლები შესაძლებლობების

მქონე ბავშ ვებს უფრო მარტივი დავალებე-

ბი შეურჩიონ, ხოლო მეტი შესაძლებლობების

მქონეებს ზედმეტი დავალება შეასრულებინონ,

რაც ორივე ტიპის მოსწავლეს ერთ საერთო შე-

დეგამდე მიიყვანს); უფრო მეტიც - დადგენილი

საათობრივი ბადით მომუშავე სკოლებმა იგივე

მასალა შესაძლოა ერთ საგაკვეთილო საათში

დაფარონ ზოგიერთი სავარჯიშოს და დამატები-

თი გაკვეთილების გამოხშირვის ხარჯზე, ხოლო

ენის გაძლიერებული რეჟიმით სწავლების სკო-

ლებში იმავე გაკვეთილს ორი ან მეტი საათი და-

უთმონ და მოსწავლეებს ყველა შემოთავაზებუ-

ლი დავალება შეასრულებინონ. გარკვეულ სა-

ვარჯიშოებს, რომლებიც კონკრეტულ პასუხებს

მოითხოვენ, იქვე ახლავს დასმულ შეკითხვებზე

გასაცემი სწორი პასუხები.

მასწავლებლის წიგნი დასრულებულია საგა-

კვეთილო პროცესში გამოსაყენებელი ქსერო-

კოპირებადი მასალებით. მას ასევე ახლავს და-

მატებითი რესურსები საჩვენებელი ბარათების,

პოსტერებისა და ორი კომპაქტდისკების სახით.

ქსეროკოპირებადი სავარჯიშოები

როგორც ცნობილია, პირველი და მეორე

კლასებისათვის შექმნილი სახელმძღვანელო-

ების კომპლექტის შემადგენლობა ცალკე მო-

7

სწავლის რვეულის

არსებობას არ ითვა-

ლისწინებს, თუმცა

უცხოური ენის მეო-

რე კლასის წლიური

პროგრამა მოითხოვს,

რომ მოსწავლეებმა

უკვე შეძლონ ცალკეული სიტყვებისა თუ ფრა-

ზების წერა-გადაწერა (გარდა იმისა, რომ ამ ასა-

კობრივი ჯგუფის ბავშვებს ნასწავლი მასალის

ამსახველი სურათების გაფერადება, გამოსახუ-

ლებების ამოჭრა, სათანადო ადგილას დაწებება

და სხვა მსგავსი, სწავლის პროცესის გამახალი-

სებელი აქტივობების შესრულებაც მართებთ).

ამის გათვალისწინებით, მასწავლებლის წიგნს

ახლავს ქსეროკოპირებადი მასალები, რომლე-

ბიც მოსწავლეებს ზემოაღნიშნული ტიპის აქტი-

ვობების შესრულებას გაუადვილებს. ცხადია,

მასწავლებლებს ამ მასალების გამოყენებაც

შერჩევითად შეუძლიათ როგორც საკლასო მუ-

შაობისთვის, ისე მოსწავლეებისთვის მისაცემი

საშინაო დავალების სახით.

საჩვენებელი ბარათები

საჩვენებელი ბარათები შედგება თემატუ-

რად დალაგებული (მაგალითად, ცხოველები,

ავეჯი, სკოლა და ა.შ.) სიტყვიერი და სურათე-

ბიანი გამოსახულებებისაგან, რომლებიც აუცი-

ლებელი რესურსებია საწყის ეტაპზე უცხოური

ენის კლასში, ჯგუფურად ათვისებისათვის.

პოსტერები

პოსტერები, ძირითადად, ახალი თემის და-

წყებისა და ენობრივი სტრუქტურების ახსნისას

გამოიყენება. თუმცა ისინი ნასწავლი მასალის

გასამეორებლადაც ძალიან ხელსაყრელია.

მასწავლებლის წიგნის კომპაქტდისკები

მასწავლებლის წიგნს ორი კომპაქტდისკი

ახლავს: მოსწავლის

წიგნის დისკი და მო-

სწავლის წიგნში მო-

ცემულ ქსეროკოპი-

რებად მასალებზე სა-

მუშაო დისკი.

მეთოდოლოგიური

რჩევები

დაწყებით საფეხურზე ნებისმიერი საგნის

სწავლება მულტისენსორული და მრავალწახნა-

გოვანი მიდგომით უნდა განხორციელდეს; სხვა

სიტყვებით, გათვალისწინებულ უნდა იქნას შე-

მსწავლელთა კოგნიტური, ემოციური და მო-

ტორული შესაძლებლობები. მეტი ყურადღება

უნდა დაეთმოს სასაუბრო ენას, სიტუაციურ

სწავლებას მიმიკის, ჟესტების, მოძრაობების,

ვიზუალური საშუალებების, სიმღერებისა თუ

თამაშების საშუალებით. ცნობილია, რომ ბავ-

შვები ენას „მთელი თავიანთი არსებითა“ და ყვე-

ლა შეგრძნებით სწავლობენ. ისინი სწრაფადაც

ითვისებენ და სწრაფადვე ივიწყებენ. ამიტომაც

არის სავალდებულო ნელი წინსვლის პირობებში

ნასწავლის მუდმივი გამეორება. რაც მთავარია,

სწავლა მოსწავლეებისათვის სტრესული არ

უნდა იყოს, რათა მათ უარყოფითი განწყობა არ

შეექმნათ უცხოური ენის მიმართ.

ბავშვები ენას ადვილად სწავლობენ, როდესაც

ისინი:

• იყენებენ ყველა სენსორულ არხს დავალე-

ბების შესრულებისას;

• აქვთ საშუალება აქტიურად დააკვირ-

დნენ, მოისმინონ და გაიმეორონ ის, რა-

საც ხედავენ და ესმით;

• როცა შეუძლიათ თავად გამოიკვლიონ და

მოსინჯონ საკუთარი შესაძლებლობები

შეცდომის დაშვების შიშის გარეშე;

• როდესაც საშუალება ეძლევათ სწავლის

პროცესში აქტიური ურთიერთობა ჰქო-

ნდეთ თანატოლებთან.

სწავლების ძირითადი პრინციპები

ენის ათვისება სოციალური აქტივობაა.

ამდენად მუშაობა ზეპირი მეტყველების ფორ-

მით უნდა დავიწყოთ საკლასო სიტუაციასთან

(ანუ არსებულ გარემოსთან) მორგებული ერთე-

WHAT’S THERE IN THE CLASSROOM?

1

18

19

5

16

7

10

9

11

8

12

6

15

2

4

3

20

14

17

13

NBBlock_preklopi.indd 3

23.10.2013. 16:54:04

READ AND COMPLETE THE DIALOGUE.

LOOK AROUND YOU. WHAT’S THERE IN YOUR CLASSROOM?

IN MY CLASSROOM, THERE IS A... IN MY CLASSROOM, THERE ARE...

Hi, guys! Is this our new ? Look! There is a big pinboard

the wall.

Look at this bookcase! There so many books here. Something for me!

Is that a new TV set?

Shush! The is coming. Let’s get back to our seats!

And there some posters, too.

Yes, and there is a DVD player it, too!

Yes! Isn’t it amazing?


WHAT’S IN THE PICTURES?

1 WHAT’S YOUR NAME?

2 WHERE DO YOU LIVE?

3 IS YOUR FAMILY BIG?

4 WHAT’S YOUR HOBBY?

5 HAVE YOU GOT A PET?

6 WHAT’S YOUR FAVOURITE BOOK?

WHAT ABOUT YOU?

1

2

3

4

5

6


23.10.2013. 16:54:01

He

lives

in E

lm

Stre

et. H

is h

ouse

is

old,

but

nic

e.

His

fam

ily is

not

ver

y bi

g:

mum

, dad

and

a ba

by s

iste

r.

This

is o

ur n

ew

clas

smat

e. H

is

nam

e is

Elli

ot.

His

hob

by is

ver

y sp

ecia

l.

He

likes

mag

ic.

His

pet

ow

l is

alw

ays

slee

py.

Her

nam

e is

Tes

s.

Ellio

t lik

es b

ooks

, too

.

His

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...

Can

you

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ss?

REA

D A

BO

UT E

LLIO

T.


23.10.2013. 16:54:01

NEW BUILDING BLOCKS 2PROGRESS TEST 2 / UNITS 3-4

IME I PREZIME:

RAZRED: DATUM::UKUPAN BROJ BODOVA: ______ / 58

A Spoji dijelove tijela s odgovarajućim riječima.

/ 9

B Pogledaj sliku čudovišta i nadopuni rečenice odgovarajućim riječima.

EYES

EARS

NOSE

SHOULDER

LEG

FOOT

HAND

HEAD

NECK

/ 10

This is Lizzy.

She has got red ___________________. Lizzy has got two ___________________, six ___________________, four ___________________, and one ___________________. Lizzy is a beautiful monster.

EYES

LEGS

ARMS

NOSE

HAIR

∂ Profil International d.o.o., Zagreb, 2014. Sva prava pridržana.

Kristina Čajo Anđel • Daška DomljanAnkica Knezović • Danka Singer

zvučni CD uz udžbenik engleskoga jezika za drugi razred osnovne školeNEW BUILDING BLOCKS 2

SVA

PR

AVA

PRO

IZVO

ĐAČ

A I V

LASN

IKA SN

IMLJE

NOG DJELA PRIDRŽANA • BY PROFIL INTERNATIONAL d.o.o. ZAGREB • ALL RIGHTS RESERVED • PRO

DU

CT O

F CR

OA

TIA

შესავალი8

ულებით. ეს შესაძლოა განხორციელდეს ფიზი-

კური თამაშით, როლური თამაშით, სიმღერით,

მოძრაობებით, ისეთი აქტივობებით, რომლებიც

მუდმივად მოითხოვენ მოსწავლისაგან შემოქმე-

დებითობასა და ფანტაზიის ამოქმედებას.

6-8 წლის ასაკის ბავშვები უკვე იწყებენ ლო-

გიკურად აზროვნებას და თანდათან ანალიტი-

კურ აზროვნებაზეც გადადიან. მათ გარკვეული

ფრაზებისა და ენობრივი სტრუქტურების აღქმა

და მათი საკუთარი ენის შესაბამის სტრუქტუ-

რებზე მორგებაც შეუძლიათ ყოველგვარი გრა-

მატიკული წესების ცოდნის გარეშე.

ამიტომ ენობრივი სტრუქტურები (ანუ გრა-

მატიკულად მართებული ფორმები), ამ ეტაპზე

მხოლოდ რეალურ, ცხოვრებისეულ სიტუაცი-

აზე მორგებით, ანუ სემანტიკურ დონეზე უნდა

ისწავლებოდეს. საკმარისია ბავშვს მოსთხოვო

გრამატიკული წესებით, ანუ აბსტრაქტულად

აზროვნება, და მაშინვე აიყრის გულს საგნის სწა-

ვლაზე.

მნიშვნელოვანია ისიც, რომ ენობრივი

სტრუქტურების შესწავლა-დამახსოვრება აუ-

ცილებლად უკვე ნაცნობი ლექსიკური ერთეუ-

ლების გამოყენებით უნდა მოხდეს, ხოლო ახალი

ლექსიკური ერთეულებისა - ნაცნობ ენობრივ

სტრუქტურებში ჩასმით. არც ის უნდა დავივი-

წყოთ, რომ ახალი ენობრივი შინაარსები რაც

შეიძლება მეტი კუთხით უნდა განვიხილოთ და

აღქმის ყველა შესაძლო არხის გამოყენებით

ავათვისებინოთ ბავშვებს.

მოტივაცია

უცხოური ენის შესწავლა საკმაოდ ხანგრ-

ძლივი და ზოგჯერ არცთუ იოლი პროცესია. ამ

პროცესის წარმატებით მიმდინარეობისათვის

ერთ-ერთი უმნიშვნელოვანესი ფაქტორი მო-

სწავლეთა მოტივირებაა. ცხადია, პატარა ბავშვ-

ზე ის არგუმენტი, რომ ინგლისური ენის კარგად

ცოდნა მომავალში კარგი სამსახურის შოვნაში

დაეხმარება, არ გაჭრის. კვლევების შედეგად

დადგინდა, რომ ამ ასაკობრივი ჯგუფისათვის

უცხოური ენის შესწავლის საუკეთესო მოტივა-

ცია კლასში სახალისო ატმოსფეროს შექმნაა.

როგორც წესი, ისინი საგნის მიმართ დამოკიდე-

ბულებას მასწავლებლის ქცევის მიხედვით იყა-

ლიბებენ. (თუ რომელიმე დაწყებითი საფეხურის

მოსწავლეს ჰკითხავთ, რატომ უყვარს ესა თუ

ის საგანი, აუცილებლად გიპასუხებთ, იმიტომ,

რომ მასწავლებელი მიყვარსო). იმავე კვლე-

ვებმა დაადასტურა, რომ ენის შემსწავლელებს

საწყის ეტაპზე შექმნილი

პოზიტიური დამოკიდე-

ბულება საგნის მიმართ

არასდროს უნელდებათ.

ისიც ხომ ცხადია, რომ

რაც უფრო მეტს და უკეთ

ვსწავლობთ, მით მეტი

მოტივაცია გვიჩნდება

უფრო მეტი და უფრო

უკეთესად ვისწავლოთ.

მუშაობა სხვადასხვა

ტიპის ინტელექტის

მქონე მოსწავლეებთან

დაწყებით კლასებ-

თან მომუშავე ნებისმიერ

მასწავლებელს შეუნიშნავს, რომ ზოგი ბავშვი

ძალიან აქტიური და მოუსვენარია, უნდა ყვე-

ლაფერს ხელით შეეხოს, ბევრი იმოძრაოს და

ითამაშოს; სხვები ფიზიკურად უფრო პასიურები

და მშვიდები არიან და ურჩევნიათ, თავისთვის

ჩუმად წერონ, ხატონ ან აფერადონ. ამერიკელი

ფსიქოლოგის, ჰოვარდ გარდნერის მიერ კლასი-

ფიცირებული სხვადასხვა ტიპის ინტელექტის

მიხედვით, პირველი ტიპის ბავშვებს მკვეთრად

გამოხატული მუსიკალური და კინესთეტური

ინტელექტი აქვთ, ხოლო მეორე ტიპისას - ლინგ-

ვისტური და სივრცითი.

სხვადასხვა ტიპის ინტელექტი სხვადასხვა

სტილის სწავლებას მოითხოვს. ახალი ინფო-

რმაცია ჩვენს გონებამდე ხუთი სენსორული

შეგრძნებით აღწევს. ზოგს საკუთარი თვალით

დანახვა ურჩევნია, ზოგს - მოსმენა, სხვებსაც

უყვართ, როდესაც ინფორმაცია ფიზიკურად

„ხელშესახებია“. ადამიანთა მეტი წილი შემეცნე-

ბისას ამ შეგრძნებების მეტ-ნაკლები ხარისხით

კომბინირებულ ვარიანტს მიმართავს.

როდესაც გაკვეთილს ვგეგმავთ, მეტად მნიშ-

ვნელოვანია ბავშვების სხვადასხვა ტიპის ინტე-

ლექტის გათვალისწინება და სწავლების სტი-

ლების სწორად კომბინირება, ანუ გაკვეთილის

მსვლელობისას იმ სამი ძირითადი სტილის გა-

მოყენება, რომელიც შემდეგ ცხრილშია ასახუ-

ლი:

9

ვიზუალური სწავლების

სტილი

ყურება და კითხვა

ბარათები, პოსტერები

და ილუსტრა-ციები

აუდიო სწავლების

სტილი

მოსმენა და ლაპარაკი

დისკები: სიმღერები,

ლექსები, დიალოგები

კინესთეტური სწავლების

სტილი

ხელით შეხება და ფიზიკური

აქტივობა

თამაში და მოძრაობა

დიდაქტიკური აქტივობები

დაწყებით კლასებში ყველაზე სასიამოვნო

ქათინაურია, როდესაც მოსწავლე ამბობს,

ინგლისურის გაკვეთილებზე კი არ ვსწავლობთ,

არამედ ვთამაშობთ და ვერთობითო. ბავშვებს

თამაშ-თამაშ უნდა ვასწავლოთ უცხოური ენა,

რადგანაც თამაში მათი საყვარელი საქმიანო-

ბაა. წინამდებარე სახელმძღვანელოში ნების-

მიერი თამაში გართობის ელემენტთან ერთად

გარკვეულ წესებსა და მიზნებსაც შეიცავს. ამით

ბავშვები წესთმორჩილებასაც ეჩვევიან და, თა-

მაშით გატაცებულები, ენობრივ ერთეულებს

სპონტანურად იყენებენ. ეს კი, თავის მხრივ,

განაპირობებს ბუნებრივი კომუნიკაციის დამყა-

რებას და ჯგუფური მუშაობის უნარის გამომუ-

შავებას.

თამაში შეჯიბრის ელემენტსაც შეიცავს, რაც

სერიოზული მოტივაციაა, მაგრამ მასწავლებე-

ლი უნდა ეცადოს, რომ თამაშში ყველა მოსწა-

ვლე ჩართოს და მათ გამარჯვების თანაბარი

შანსები მისცეს.

პროექტები

პროექტები გაანგარიშებულია ენობრი-

ვი ერთეულების პრაქტიკულ გააქტიურებაზე

(სწავლა კეთების პროცესში), და, ამავდროუ-

ლად, აუმჯობესებს სოციალურ უნარებს, სახე-

ლდობრ თანამშრომლობის უნარს. პროექტებში

რეკომენდებულია ყველა შესაძლებლობის მქო-

ნე ბავშვის აქტიურად ჩართვა და მათთვის იმ

როლის მინიჭება, რომელსაც ისინი წარმატებით

გაართმევენ თავს.

შეცდომების შესწორება

წერითი თუ ზეპირი შეცდომების შესწორე-

ბა სასწავლო პროცესის განუყოფელი ნაწილია.

თუმცა ბოლოდროინდელმა კვლევებმა დაადა-

სტურა, რომ ენის შესწავლის საწყის ეტაპზე ბა-

ვშვისთვის შეცდომებზე მთელი კლასის წინაშე

ხშირად მითითება და მისი გაკრიტიკება სერი-

ოზულ დისკომფორტს უქმნის მას და გულს აყ-

რევინებს საგნის შესწავლაზე. აქედან გამომდი-

ნარე,

• თავი უნდა ავარიდოთ ყველა შეცდომის

შესწორებას და ყურადღება მხოლოდ

მნიშვნელოვან სტრუქტურებსა და სი-

ტყვებზე გავამახვილოთ;

• ბავშვებს შენიშვნები არ უნდა მივცეთ,

როდესაც ისინი წყვილებად, ჯგუფურად

ანდა დიალოგის რეჟიმში მუშაობენ; უმ-

ჯობესია, ჩავინიშნოთ ისინი და აქტივო-

ბის დასრულების შემდეგ კლასს მხოლოდ

ყველაზე ხშირ და საერთო შეცდომებზე გა-

ვუმახვილოთ ყურადღება.

• შეცდომების დაფიქსირებისას არ უნდა გა-

მოვიყენოთ ისეთი სიტყვები, როგორიცაა

no, incorrect, wrong და მისთ.; ისინი მიმი-

კით, ჟესტით ანდა ნეიტრალური ბგერით

(მაგალითად ზარის გაწკარუნებით) უნდა

ჩავანაცვლოთ.

სასწავლო სივრცის ორგანიზება

გაკვეთილის დინამიკა და ეფექტური სწავლე-

ბა დიდად არის ასევე დამოკიდებული სასწავლო

სივრცის (საკლასო ოთახის) სწორად ორგანიზე-

ბაზე: მერხები ისე უნდა განლაგდეს, რომ მასწა-

ვლებელს აქტიური ვიზუალური კონტაქტი ჰქო-

ნდეს ყველა მოსწავლესთან. ამისთვის კი ორი-

სამი მერხის შეჯგუფება, ანდა მერხების წრიუ-

ლად, „მრგვალი მაგიდის“ პრინციპით განთავ-

სებაა საჭირო. ასეთი წყობა მასწავლებლისა და

მოსწავლეების მჭიდრო კონტაქტსაც შეუწყობს

ხელს და ბავშვებსაც გაუადვილებს წყვილებად

თუ ჯგუფებად მუშაობას.

გაკვეთილის დაგეგმვა

თითოეული გაკვეთილი სრულყოფილი ერთე-

ულის სახით უნდა დაიგეგმოს და სამ ძირითად

ნაწილს უნდა მოიცავდეს: შესავალს, პრეზენტა-

ციასა და დასასრულს.

• შესავალი: ყოველი გაკვეთილის დაწყები-

სას უნდა ითქვას გამარჯობა (hello) და გა-

მოვიკითხოთ, თუ კლასში ვინ რა განწყობა-

ზეა (How are you today?), როგორი ამინდია,

რა დღეა და ა.შ., რათა მოხდეს სიტუაციის


განმუხტვა, რაც უკვე ადვილად შეგვაძლე-

ბინებს წინა გაკვეთილზე ნასწავლი მასა-

ლის გამეორებასა თუ დავალების გამოკი-

თხვაზე უმტკივნეულოდ გადასვლას.

• პრეზენტაცია: გაკვეთილის „პრეზენტა-

ციად“ წოდებული ძირითადი ნაწილი მო-

სწავლეებს ახალ ლექსიკურ ერთეულებსა

თუ გრამატიკულ სტრუქტურებს აცნობს.

თითო გაკვეთილზე ხუთ ან ექვს ახალ სი-

ტყვაზე მეტის შემოტანა რეკომენდებული

არ არის. თანაც ახალი ერთეულები, რო-

გორც ითქვა, უკვე ნასწავლ სტრუქტუ-

რებში უნდა ჩავსვათ. არც ერთზე მეტი

გრამატიკული სტრუქტურის შემოტანაა

რეკომენდებული (მაგალითად, ერთ გაკვე-

თილზე უნდა დამუშავდეს მხოლოდ I’ve got

სტრუქტურა). ახალი ერთეულებისა თუ

სტრუქტურების შემოტანის შემდეგ მო-

სწავლეები ამ სტრუქტურების გამყარე-

ბაზე სხვადასხვა ტიპის სავარჯიშოებით

უნდა ვავარჯიშოთ.

• დასასრული: გაკვეთილის ბოლოსკენ მო-

სწავლეებს კიდევ ერთხელ უნდა გამოვკი-

თხოთ ახსნილი მასალა და მივცეთ დამოუ-

კიდებელი პრაქტიკული სამუშაო (ვთქვათ,

დავახატინოთ სასკოლო საგნები, რომელ-

თა სახელებიც ვასწავლეთ). თითოეული

საკლასო აქტივობა 5-6 წუთზე მეტხანს არ

უნდა გაგრძელდეს და აუცილებლად უნდა

შეიცავდეს ფიზიკურ აქტივობას. ამ ასაკის

ბავშვებს მოძრაობის ძლიერი მოთხოვ-

ნილება აქვთ და კლასში არეულობა რომ

არ შეიქმნას, მათ ამის საშუალება თავად

უნდა მივცეთ. თუ შევნიშნეთ, რომ ბავ-

შვებს რომელიმე აქტივობა მობეზრდათ,

სავალდებულო არ არის მისი დასრულე-

ბა; შეგვიძლია პირდაპირ გადავინაცვლოთ

მომდევნო აქტივობაზე.

საგაკვეთილო ენა

ძალიან ძნელია იმის ზუსტად დადგენა, თუ

დაწყებითი კლასების გაკვეთილზე რომელი ენა

(მშობლიური თუ უცხოური) რა რაოდენობით

უნდა გამოვიყენოთ. ერთი კი ცხადია, ბავშვებს

ყოველი ახალი ლექსიკური თუ გრამატიკული

ერთეული აუცილებლად უნდა ვუთარგმნოთ.

რაც შეეხება ისეთ ფრაზებს, როგორიცაა საკლა-

სო რუტინის განუყოფელი ერთეულები (make

a circle, point to, open your books, sing a song და

ა.შ.) თავიდან ისინი ორსავე ენაზე, ასე ვთქვათ

„სენდვიჩის მეთოდის გამოყენებით“ უნდა შევი-

ტანოთ კლასში, მაგრამ ბავშვები მალევე უნდა

მივაჩვიოთ მხოლოდ ინგლისურად ნათქვამ მი-

თითებებზე სათანადოდ რეაგირებას.

შენიშვნა: საწერი სავარჯიშოები წიგნში

იმის გათვალისწინებით, რომ სახელმძღვანე-

ლო მომავალ წლებშიც უნდა გამოიყენონ ქვედა

კლასის მოსწავლეებმა, მოსწავლის წიგნში წერა

მიზანშეწონილი არაა. ამიტომ, იმ შემთხვევაში,

როცა სავარჯიშო მოსწავლისაგან წიგნში რაი-

მეს ჩაწერას მოითხოვს, მასწავლებელმა მოსწა-

ვლეებს შემდეგი მითითება უნდა მისცეს:

REWRITE rewrite the exercise into an extra notebook

and do the task in it!

ანდა: Do the task on a separate sheet of paper, not in

the book!

მშობლები

ბავშვის მშობლები თუ შინააღმზრდელები

მისი მოტივირებისა და დახმარების სწორუპო-

ვარ წყაროს წარმოადგენენ. ამ ასაკის ბავშვებს

მათი მიღწევების წარმოჩენისა და ქების მოსმე-

ნის დაუძლეველი სურვილი ამოძრავებთ. ამი-

ტომ მნიშვნელოვანია, მშობლებმა იცოდნენ,

რას და რა მეთოდით ვასწავლით მათ შვილებს.

ამ მიზნით შეგვიძლია ღია გაკვეთილებიც ჩავა-

ტაროთ ანდა მოსწავლეებს პატარა საჩვენებე-

ლი სკეტჩები დავადგმევინოთ, რომ მშობლების

ქება დაიმსახურონ. კარგი იქნება, თუ ყოვე-

ლი ციკლის ბოლოს წარმოდგენილ დამატებით

მასალას მათ სწორედ მშობლები გაამეორებინე-

ბენ, მაგრამ შეცდომების დაშვების შემთხვევაში

ბავშვებს მკაცრად არ მიუდგებიან.

11

მიმართულება 1. ზეპირი მეტყველება (მოსმენა და ლაპარაკი)

მისაღწევი შედეგები შეფასების ინდიკატორები

Iუცხ. დაწყ.(I).1. მოსწავლემ

უნდა შეძლოს სტანდარტით

განსაზღვრული მცირე ზომის

ტექსტების მოსმენა/ყურება და

გაგება.

მოსწავლე:

იგებს მასწავლებლის მითითებებსა და მარტივ

ინსტრუქციებს;

ამოიცნობს პერსონაჟებს, მათ ემოციებსა და

რეპლიკებს;

ამოიცნობს პერსონაჟთა ქმედებებს, საგნებსა და მათ

ნიშან-თვისებებს;

ამოიცნობს საგანთა ადგილმდებარეობას (მაგ.,

მაგიდაზე, ჩანთაში, სკამის ქვეშ);

ამოიცნობს მოქმედებათა თანამიმდევრობას.


უნდა შეძლოს სიტყვების,

წინადადებებისა და ტექსტების

გარკვევით და შესაბამისი

ინტონაციისა თუ მახვილის

დაცვით წარმოთქმა.


ზეპირად კითხულობს ლექსებს, გათვლებს, ენის

გასატეხებს, ასრულებს სიმღერებს;

ტექსტის წარმოთქმისას იცავს შესაბამის ინტონაციას,

მახვილებს, რიტმულ სეგმენტებს.


უნდა შეძლოს ნაცნობ

თემატიკაზე მარტივ

ინტერაქციაში მონაწილეობა;

მარტივი თემატიკის გარშემო

საუბარი.


ნასწავლ თემატიკაზე მოკლედ პასუხობს კითხვებს ან

რეაგირებს მათზე არავერბალური საშუალებებით (მაგ.,

საკუთარი თავის შესახებ - რა აქვს, რა ჰყავს, რა ჰქვია,

რას აკეთებს, რა უნდა და სხვა;

გამომუშავებული აქვს კითხვისთვის აუცილებელი

ფონოლოგიური უნარები: სიტყვებს შლის მარცვლებად,

მარცვლებს ფონემებად/ბგერებად, დაშლილ ფონემებს

ამთლიანებს სიტყვებად (სიტყვის ანალიზი და

სინთეზი).


უნდა შეძლოს ზეპირი

მეტყველების აქტივობების

შესრულებისას სტრატეგიების

გააზრებულად გამოყენება.


ჩანაწერის ან უშუალო მეტყველების მოსმენისას

არავერბალურ ელემენტებზე (მაგ., ხმის ტემბრზე,

სხვადასხვა ტიპის ხმაურზე, ინტონაციაზე, მიმიკა-

ჟესტიკულაციაზე) დაყრდნობით ცდილობს უცნობი

სიტყვების, გამოთქმების დამოუკიდებლად ამოცნობას.


ინგლისური ენის წლიური პროგრამა II კლასისათვის

12

მიმართულება 2. წერითი მეტყველება (კითხვა და წერა)



უნდა შეძლოს სიტყვების,

წინადადებების გაშიფვრა;

სხვადასხვა ტიპის მცირე ზომის

ტექსტების გაშიფვრა და გაგება.


პირდაპირი გზით (გაშიფვრის გარეშე) ამოიცნობს

გამოყენებული სიტყვების ორთოგრაფიულ

ხატს (მთლიანი სიტყვის ამოცნობა დამარცვლა-

დანაწევრების გარეშე, ე.წ. პირდაპირი გზით. როცა

მოსწავლეს მეხსიერებაში აქვს კონკრეტული

სიტყვის ორთოგრაფიული ხატი, ანუ მასში მოცემულ

ასოთა მოწესრიგებული თანამიმდევრობა, იგი

დანახვისთანავე აკავშირებს ამ ხატს სიტყვის

მნიშვნელობასთან);

სიტყვებში გამოანაწევრებს ნასწავლ ასოს/

ასოთშენაერთს;

იგებს მიმართებას ბგერასა და ასოს შორის, ფონემასა

და გრაფემას შორის;

ხმამაღლა (დამარცვლით ან მთლიანი სიტყვებით)

კითხულობს ნაცნობ სიტყვებს;

ნაცნობ სიტყვებსა და ილუსტრაციებზე დაყრდნობით

ამოიცნობს მიკროტექსტის ზოგად შინაარსს;

ამოიცნობს კონკრეტულ დეტალებს;

ავლენს წიგნსა და ტექსტზე მუშაობის ელემენტარულ

ჩვევებს (ამოიცნობს უცხოურენოვანი ტექსტების

სტრუქტურეულ ერთეულებს: სათაურს, ტექსტს,

აბზაცს, სტრიქონს, წინადადებას, სიტყვას, ასოს;

განარჩევს ტექსტის სიტყვიერ და არასიტყვიერ

ნაწილებს).


უნდა შეძლოს კალიგრაფიული

ნორმების დაცვა; მოდელის

მიხედვით სხვადასხვა ტიპის

მარტივი ტექსტების შედგენა.


„გადახატავს“ სიტყვებს;

ასოს მოხაზვის მიმართულების დაცვით გამოწერს

ნასწავლ ასოებს და ნასწავლი ასოებისაგან

შედგენილ სიტყვებს.


უნდა შეძლოს წერითი

მეტყველების აქტივობის

შესრულებისას სტრატეგიების

გააზრებულად გამოყენება.


სტრუქტურული ორგანიზების თავისებურებებზე

დაყრდნობით ამოიცნობს ტექსტის ტიპს;

სიტყვების წაკითხვისას ამოიცნობს ნაცნობ

ასოთშენაერთებს.

13

მიმართულება 3. ინტერკულტურა



უნდა შეძლოს ილუსტრაციებსა

და ტექსტებში საკუთარი და

უცხო კულტურის რეალიების

ამოცნობა; სოციოკულტურული

კონტექსტების ერთმანეთთან

შედარება.


ადარებს მშობლიურთან და პოულობს მათ შორის

მსგავსებებსა და განსხვავებებს (მაგ., უცხოურ

ენაზე და მშობლიურ ენაზე ცხოველთა ხმაბაძვითი

სიტყვები, პერსონაჟებისა და საკუთარი სახელები,

კნინობითი ფორმები).

სახელმძღვანელოსა თუ საბავშვო მედია/

მულტიმედიურ ტექსტებში ამოიცნობს კულტურის,

სოციო-კულტურის რეალიებს (ილუსტრაციებში

ასახული დღესასწაულის ატრიბუტიკას, კერძებს),

ადარებს მშობლიურთან და პოულობს მათ შორის

მსგავსებებსა და განსხვავებებს.

მიმართულება 4. სწავლის სწავლა



მასწავლებლის დახმარებით

უნდა შეძლოს სწავლის პროცესზე

დაფიქრება, საკუთარი წინსვლის

ხელშეწყობა და სწავლის პროცესის

წარმართვასა და გაუმჯობესებაში

აქტიურად მონაწილეობა.


ზრუნავს საჭირო ნივთების მოტანაზე, სასწავლო

ნივთების მოწესრიგებაზე, იწერს დავალებებს,

ფიქრობს, რა თანამიმდევრობით შეასრულოს

დავალება;

აფასებს სწავლის პროცესს: ამჩნევს, რაში აქვს

წინსვლა და აღწერს/ასახელებს მას;

წინსვლის ამსახველ მასალას ინახავს

პორტფოლიოში (მაგ., ადრეულ და გვიანდელ

ნაწერს, სადაც ჩანს, თუ როგორ გააუმჯობესა

ასოების, სიტყვების წერა; ძველი და ახალი აუდიო

ან ვიდეოჩანაწერი, საიდანაც ჩანს, თუ როგორ

გააუმჯობესა გამოთქმა, ან რაიმე ლექსის თქმა.

Iუცხ. დაწყ.(I).10. მოსწავლემ უნდა

შეძლოს სწავლის ხელშემწყობი

სტრატეგიებისა და სხვადასხვა

ტიპის საგანმანათლებლო

რესურსების (ბეჭდვითი და

მულტიმედიური რესურსების,

ინფორმაციულ-საკომუნიკაციო

ტექნოლოგიების) გააზრებულად

გამოყენება.


მოდელის მიხედვით ქმნის ოპერატიულ

რესურსებს და იყენებს მათ (მაგ., მარტივ სქემებს,

ილუსტრირებულ ლექსიკონს, ილუსტრირებულ

ანბანს და სხვა);

იგებს და იყენებს სახელმძღვანელოს რესურსებს

(ილუსტრაციებს, ლექსიკონს, სარჩევს, ლოგოებს,

სამოდელო ნიმუშებს).


მოსწავლის წიგნის სარჩევი

UNIT TOPIC LANGUAGE IN FOCUS PAGE

LET’S START! HELLO AGAIN! First grade revision Hi! Hello! Good afternoon! Nice to see you again!

What’s your name? I’m Greg. How old are you? I’m eight. How are you today? I’m happy. What’s your favourite...? My favourite... is... I like ...

8

SUMMER FRIENDS Friends Animals Alphabet

a dolphin, summer, Croatia, a new friendI’m... This is... I’ve got... He / she is... He / she likes ...Letters: q, w, x, y.

10

UNIT 1 COLOURS

Lesson 1SPRING COLOURS

Colours Numbers

yellow, pink, orange, green, brown, black, white, red, bluea tree, grass, the sun, the sky, a flowerWhat colour is the sun? Yellow. The sun is yellow.

12

Lesson 2MISS LEMMON’S BASKET

ColoursFood

a cherry, a lemon, a banana, a basket, an ice cream, lettuce What’s yellow? Bananas are yellow.I like cherries. I don’t like lemons.

14

Lesson 3A HUNGRY CATERPILLAR

ColoursFoodAnimals

a caterpillar, a butterflyHe walks... He eats... He wakes up...Surprise, surprise!

16

Lesson 4THE COLOUR SONG

Favourite colours What’s your favourite colour? My favourite colour is...

18

Lesson 5LET’S CHECK!

Let’s check!Ronnie’s projectI can speak English

Revision 20

LISTEN POINTREPEAT /

SPEAKREAD MATCH

SINGSAY

A CHANTACTION

TIMEACT OUT

15


UNIT 3 BACK TO SCHOOL

Lesson 1A SPIDER ON MY FACE

School things a pencil, a pen, a book, a notebook, a pencil case, a schoolbag, a sharpener, an eraser my pencil, your bookWhere’s my book? Here’s your book.

32

Lesson 2HER BIKE IS PINK, HIS BIKE IS GREEN

PossessionsColours

His bike is green. Her bike is pink. What colour is his bike? What colour is her bag?

34

Lesson 3A NEW CLASSMATE

Classmates My name is... I live in... My family is... I like...His name is... He lives in... His family is... He likes...

36

Lesson 4THE MAGIC COUNTDOWN

Numbers Count to 20. Numbers 1-20.

38



Revision 40

UNIT 2 TOYS

Lesson 1IN A TOY SHOP

Toys I’ve got... Have you got...?a toy shop, a car, a helicopter, a scooter, a bike, a plane, a doll, a computer game, building blocks, a teddy bear, a skateboard, a ball, a balloon

22

Lesson 2HAPPY BIRTHDAY!

A birthday partyFriends

a clown, a birthday card, a birthday cake Happy birthday! Let’s have a party! Blow out your candles! What’s this? Is it a helicopter? No. / Yes.How old are you? I’m seven.

24

Lesson 3RONNIE IN TOYLAND

Toy friends a prince, a princess, the moonThis is... She is pretty. He is cute. He is funny.Let’s dance! Let’s fly!

26

Lesson 4THE TOY SONG

Activities with toys Let’s drive a car! Let’s ride a bike! Let’s fly a kite! Let’s kick a ball! Let’s play with a doll!

28



Revision 30

16

UNIT 4 MORE ABOUT ELLIOT Lesson 1ELLIOT’S ROOM

Toys A room

a toybox, a plane, a skateboard, a kite, a ball, a bike, a room, a computer, a bed, a chair, a desk, a lamp,a family photo, a clock, a poster, a pictureWhat’s that? That’s my computer. Who’s that? My sister April. I’ve got... Can I...?

42

Lesson 2LET’S DRESS UP!

Describing people an attic, a box, a spider, a witch, a wizard, costumes, Snow White, Supermanbig, old, beautiful, strong, funny, clever, scary

44

Lesson 3A FAMILY DINNER

Family Food

a family, mum, dad, a sister, a brother, grandma, grandad, a cousin dinner, fish and chips, chicken, carrots, rice, lettuce, fruit, apples, oranges, bananasWhat’s for dinner? What’s your favourite dinner?

46

Lesson 4THE PANCAKE RAP

Food Commands

a pancake, an egg, milk, jam, honey, chocolate, hot, yummy

48



Revision 50

UNIT 5 THE BOOK CLUB

Lesson 1GUESS THE DINOSAUR!

Books A body Adjectives describing physical appearance

a head, a neck, a tail, legs, teethIt is... It has got... Is it...?thin, long, short, tall, dangerous, fasta fairy tale, a picture book, a comic book, a science book

52

Lesson 2A MONSTER KINDERGARTEN

A body Adjectives describing physical appearance

a monster, a kindergarten, a soneyes, ears, a nose, arms, legs, fingers, toes I’ve got... He / She has got... Has she / he got...? Yes, he has. / No, he hasn’t. How many ears has he got? Three.Good afternoon. Is this...?

54

Lesson 3THE FROG PRINCE

A story Describing people

a castle, a garden, a golden ball, a diamond ring, a crown, a kiss, hair, ugly, handsome, tall, strong He / she is... He / she has got... He / she lives... Can I give you...?My favourite fairy tale is...

56

Lesson 4HOKEY POKEY

Commands right, left, a foot, a hand, a shoulder Put...in. / out., Shake., Turn around.

58



Revision 60


17

UNIT 6 CLOTHES, WEATHER AND SEASONS

Lesson 1WHAT A MESS!

Clothes Colours

a jacket, a dress, a pullover, a T-shirt, a skirt, a coat, a cap, a hat, jeans, pyjamas, socks, shoes, boots, trainers, an umbrellaWhere is...? Here is... What a mess!

62

Lesson 2THE WEATHER PUZZLE

Clothes Weather

What’s the weather like today?It is sunny. It is raining. It is cold. It is hot. Is it sunny? Is it raining? Is it cold? What is Jessica wearing? Jessica is wearing...

64

Lesson 3RONNIE’S SEASONS

Seasons Weather Clothes

spring, summer, autumn, winter, a scarf, a tracksuitRonnie is wearing... Ronnie is ill.Put on... Take off...

66

Lesson 4THE SEASONS MIX

Activities Jump., Run., Ride a bike., Watch TV., Stay at home., Skate., Ski., Make a snowman.

68



Revision 70

THE FINAL RACE

Lesson 1UNCLE PHIL’S SUMMER

Revision A postcard

Vocabulary and grammatical structures from New Building Blocks 2Dear... See you soon... Love...

72

Lesson 2THE BUILDING BLOCKS QUIZ

Revision Vocabulary and grammatical structures from New Building Blocks 2

74

APPENDIX

RONNIE’S ENGLISH ALPHABET

English alphabet A – B – CThe Alphabet Song

76

BOILING HOT! Holidays: Halloween

What’s in the witch’s pot? There’re some spiders in the witch’s pot.

77

JINGLE BELLS Holidays: Christmas

Merry Christmas! What’s on the Christmas tree?a stocking, a sleigh, bells

78

A CARD FOR RONNETTE Holidays: St Valentine’s Day

Happy Valentine’s day! a Valentine’s card, roses, violets, honey, sweet

79

HOT CROSS BUNS Holidays: Easter

Happy Easter! Hot cross buns

80

OH NO, NOT AGAIN! Role-play Structures from New Building Blocks 2Oh no, not again!

81

TAPESCRIPT 82


18

Useful classroom expressions

Starting the lesson

Hello!

Good morning!

Sit down, please.

How are you?

Is everybody here?

Let’s begin.

Have you done your homework?

Basic instructions

Open your books at / to page (7).

Turn to page (8).

Close your books.

Please do exercise (B) in your books / workbooks.

Read quietly.

Listen to me.

Listen to the CD.

Listen and repeat.

Please, repeat after me.

Look at the board.

Look at the flashcards.

Point to the flashcards.

Can you write it on the board, please?

Copy these words into your notebooks.

Say the whole sentence, please.

In English, please.

Match the words to the pictures.

Find the pairs.

You can start now.

You have five minutes to finish this exercise.

Classroom communication

Thank you.

Sorry.

Excuse me?

I’ve finished.

Has everybody finished?

Ready?

Raise your hand, please.

Well done!

Excellent!

Great!

Beautiful!

You can do better.

Not quite right, try again.

Much better.

Any questions?

Can you repeat that, please?

What’s this... in English?

What does... mean?

Pairwork and group work

Work in pairs.

Find a partner.

Now ask your partner...

Now show your partner...

Work in groups of four.

Get into teams.

Let’s make a circle.

Playing games

Whose turn is it?

It’s your turn.

Wait for your turn.

You’re out.

Take a card.

Turn around.

Don’t look.

Roll the dice.

Go forward two squares.

Go back two squares.

Pass the ball around.

Who’s the winner?

Team three wins!

Congratulations!

Ending the lesson

That’s all for today.

You worked really well today.

Clean your desks, please.

Clean the board!

See you next time.

Goodbye!

19

UVOD

LESSON PLANS

(გაკვეთილების სცენარები)

შეგახსენებთ, რომ ყოველი საგაკვეთილო

ერთეულის სცენართან მითითებულია, თუ რო-

მელ შედეგებზე გადის მოცემული მასალა. თუ-

მცა წარმოდგენილი ძირითადი და დამატებითი

მასალის სიუხვე საშუალებას გაძლევთ, მოცე-

მული ერთეულის სცენარი თქვენთვის მისაღებ

საგაკვეთილო შედეგებზე გაიყვანოთ და სასუ-

რველ საგაკვეთილო საათებზე გადაანაწილოთ

კონკრეტულ დავალებათა გამოხშირვით, ანდა

პირიქით - წიგნის დამატებითი მასალის ხარ-

ჯზე.

თქვენი არჩევანი უნდა განაპირობოს იმან,

თუ კვირაში რამდენ გაკვეთილს ითვალისწინებს

უცხოურ ენაში თქვენი სასწავლო დაწესებულე-

ბის საათობრივი ბადე, რა რაოდენობის მოსწა-

ვლეებთან გიწევთ მუშაობა ჯგუფში და როგო-

რია მათი პირადი შესაძლებლობები.

20

LESSON PLANS

21

LET’S START

LESSON 1 HELLO AGAIN! LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,10 By the end of this class, pupils will be able to:

TASK 2 LISTEN AND POINT. (p. 8) • GAME – CATCH THE BALL. Say that you will revise

questions and answers from the last year. Ask a question and throw a ball to the pupil who wants to answer the question. The pupil answers and returns the ball to the teacher. Ask another pupil the next question and throw the ball to him/her. Continue the game. The questions can be repeated several times. • revise simple questions and

answers revise numbers 1 – 10 answer simple questions about themselves impersonate characters Hi! Hello! Good afternoon! Nice to see you again! What’s your name? I’m Greg. How old are you? I’m eight. How are you today? I’m happy. What’s your favourite...? My favourite... is... I like... My teacher is... numbers 1 – 10

GRAMMAR

• •

TIP: With advanced pupils you can play a different version of the game so that the pupils throw and catch the ball among themselves by asking each other questions. Prepare question cards or write questions on the board.

LANGUAGE FUNCTIONS •

• • • • •

What’s your name? How are you today? How old are you? What’s your favourite toy? What’s your favourite colour? What’s your favourite animal?

VOCABULARY

• • •

SKILLS Ask the pupils to look at the big picture on page 8 in the Student's Book and point to the correct character. Listen and point. Play the recording. Pause after each character to allow the pupils to point to the correct character. A volunteer comes to the board to point to the characters.

• • • • •

introducing characters reading sentences aloud presenting characters song: The Fishing Song relating visual to auditive content understanding simple sentences based on the model repeating after the model answering questions singing a song writing individual words

READING

LISTENING • • • • •

Tapescript

Track 1

SPEAKING GREG: Hello. I’m Greg. What’s your name? LUKE: Hi. I’m Luke. I’m eight. How old are you? KIM: I’m Kim. My favourite animal is a dog. What’s your favourite animal? GIZMO: Bow-wow. I’m Gizmo. I’m hungry. How are you today? RONNIE: I’m Ronnie. I like carrots. And you? MISS LEMMON: I’m Miss Lemmon. I’m a teacher. Who is your teacher? UNCLE PHIL: Good afternoon. I’m Uncle Phil. But, where is Jessica?

WRITING CROSS-CURRICULAR CORRELATION • • •

MATHEMATICS: numbers 1 – 10 MUSIC: singing a song ART: making a hook and a game box

INTRODUCTION Ask the pupils if they remember the characters from New Building Blocks 1. GAME – GUESS (bit by bit). Hide flashcards with characters using a piece of paper (flashcards: Greg, Luke, Kim, Ronnie, Ms Lemmon, Uncle Phil). Slowly reveal only one part of the flashcard and the pupils should try to guess the character. Say:Guess. Who is this? If they cannot guess, reveal more of the flashcard. When they say the correct name of the character, repeat it and say: Hello! Nice to see you again. Do the same with other flashcards. Stick the flashcards on the board.

TASK 3 LISTEN AND REPEAT. (p. 8)

Play the recording again. The pupils should repeat the sentences after the recording all together. Knock-knock reading! Read the text once again and the pupils should repeat after you, but instead of saying some words, knock on the desk. The pupils say the words which are missing (replaced by knocking). Where does it say...? Say the sentences in Georgian and the pupils find them and read them out in English.

TASK 1 WHO ARE THEY? POINT AND SAY. (p. 8)

Prepare the cards with characters' names on them. The pupils draw the cards and place them under the corresponding flashcard on the board. Once all the cards are on the board, repeat the names of characters once again.

Open the Student's Book on page 8. Ask: Who are they? Point and say. Ask volunteers to say the names of the characters in the flashcard. Point to the characters in the Student's Book or the board so that the pupils can check if the matching is correct.

TASK 4 ACT IT OUT. (p. 8)

Choose seven pupils and give them flashcards with characters. The pupils should stand in a place visible to other pupils. The pupils in the role-play repeat their character's sentence after the recording. Revise the activity if more pupils want to be part of the role-play.

FURTHER PRACTICE: The pupils in the role-play can choose other pupils to answer their questions.

20 NEW BUILDING BLOCKS

22

8

LET'S START!

Listen and point. Listen and repeat. 2 3 4

HELLO AGAIN!

Hello! Nice to see you again!

Hello. I’m Greg. What’s your name?

Hi. I’m Luke. I’m eight. How old are you?

I’m Kim. My favourite animal is a dog. What’s your favourite

animal?

Bow-wow! I’m Gizmo. I’m hungry. How are you

today?

I’m Ronnie. I like carrots.

And you?

I’m Miss Lemmon. I’m a teacher. Who is

your teacher?

Good afternoon. I’m Uncle Phil.

But where is Jessica?

Who are they? Point and say.1

Act out.1 1

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23

TASK 5 LISTEN AND POINT. (p. 9)

Revise numbers from 1 to 10. Let’s count together! Let’s count backwards! Count backwards. How many fingers have you got? Together count your fingers.

WORKBOOK, p. 6-7

LET’S START!

HELLO AGAIN!

1 1 Listen and circle.

1 What’s your name? Tom. / Luke.

2 How old are you? I’m eight. / I’m seven.FURTHER PRACTICE: GAME – NUMBERS RACE.

Divide the pupils into two groups. Have them stand in

two lines, at an equal distance from the board. Give a chalk stick/marker to the pupils at the head of lines. Divide the board into two parts. Randomly say numbers and the pupils run to the board and write down the number they hear on their half of the board. The pupil who first writes the number scores a point. When all the numbers are on the board, randomly say numbers again and the pupils circle the correct number.

3 How are you today? I’m fine, thank you. / I’m very hungry.

4 What’s your favourite animal? A horse. / A tiger.

2 Match and say.

How many words do AN ICE CREAM

A PENCIL A FISH

AN ORANGE

you remember?

A BALLOON

A PENCIL CASE

MILK

A DUCK

A CAR

A SCHOOLBAG

A TIGER

CHOCOLATE

TEA

A PIG

A BOOK

6

Start a conversation on fishing. Talk about their personal experiences. Ask the pupils to open the Student's Book on page 9. What can you see? Who is fishing? What happened to Jessica? The pupils describe what they see in the pictures in their mother tongue. Listen to the recording and the pupils point to the corresponding picture. Listen again and the pupils point to the numbers.

Workbook tapescript 1

Narrator: Hello. What’s your name? Luke: My name is Luke. Narrator: How old are you? Luke: I’m eight. Narrator: How are you today? Luke: I’m fine, thank you. Narrator: What’s your favourite animal? Luke: A tiger. Narrator: Thank you. Goodbye.

Tapescript

Track 2

THE FISHING SONG

One, two, three, four, five, Once I caught a fish alive. Six, seven, eight, nine, ten. Then I let it go again. Why did you let it go? Because it bit my finger so.

TASK 6 LISTEN AND SING. (p. 9)

Read the text of the song line by line. The pupils should point to the picture and explain what that line means in their mother tongue. Repeat the lines again, miming them at the same time. The pupils repeat and point to the picture. First say the lines in the correct order and then in a jumbled order.

• LET’S SOUND LIKE... a tiger. The pupils repeat after you in a deep voice. Repeat the activity several times. Say: Let’s sound sleepy / happy / angry!

Play the song again and ask the pupils to sing along.

RONNIE'S WORKSHOP (p. 9)

Prepare a box, empty cards, paperclips, a magnet, and a piece of thread for the fishing hook.

The pupils write the words on the cards. Put the paper clips on the cards and place the cards in the box. Using the magnet ("hook") hanging at the end of the thread, the pupils catch the cards. If they can read the word, they get to keep the card, if they don't, they return it to the box.

TIP: You can play the fishing game in groups.


LES

SO

N 1

3 Colour and say.

4

1

8 9 6

2 3

5

7

4 Write.

1 o n e

2

3

4

5

6

7

8

7

24

What’s your name? I’m Greg. / How old are you? I’m eight. / How are you today? I’m happy. / What’s your favourite...? / My favourite... is... / I like... / My teacher is... / Numbers 1-10.

2 31

LESSO

N 5

9

LESSO

N 1

THE FISHING SONG

RONNIE’S WORKSHOP

R

Listen and point. Listen and sing.5 6

1

3 4

2

2 2

2 ().indd 9 24.05.2018 18:15:11

25

LESSON 2 SUMMER FRIENDS LEARNING OUTCOMES I უცხ. დაწყ.(I): 1,2,3,4,5,6,7,8 By the end of this class, pupils will be able to:

Tapescript

Track 3

GREG: Let’s look at our summer photos. Who is this? RONNIE: This is my friend Moby. He is a dolphin. He likes fish. GREG: This is my friend Darcy. He is a horse. He likes grass. JESSICA: This is my summer friend Nina. She is from Pula. She likes ice cream.

revise structures: This is... He / she is... He / she likes... differentiate he and she introduce a friend express liking reproduce a song learn the difference between English and Georgian sounds letters: x, y, w, q

GRAMMAR

LANGUAGE FUNCTIONS


Divide the pupils in three groups. Each group should repeat the lines of one character. Repeat three times exchanging the groups/characters so that all the pupils get to repeat the entire text of the recording.

Knock-knock reading! Read once again and ask the pupils to repeat after you. Instead of some words, knock on the desk. The pupils should say the missing words.

• VOCABULARY

SKILLS • text on summer friends

• conversation about the letters of

the alphabet

TASK 3 CHOOSE THE CORRECT ANSWER. (p. 10)

GAME – MATCHING. Put the following flashcards

into one column on the board: dolphin, horse and Nina. Put the following flashcards in the other column: fish, horse, ice-cream. Ask volunteers to match the pairs.

READING • reading aloud • recognising correct answers • building sentences • text on summer friends

• conversation about the letters of

the alphabet

• rap: Jessica's Favourite Letters

Explain that they should read the sentences in the Student's Book and circle the correct answer. They can do the task individually. Ask some pupils to read the answers.

LISTENING • relating visual to auditive content understanding simple sentences nonverbal reaction to commands conversation on summer friends repeating after the model reciting a rap circling correct answers writing the letters of the English alphabet

ANSWER KEY:

1. Moby likes fish. 2. Darcy is a horse. 3. Nina likes ice cream.

•

• • • • • •

TASK 4 SPEAK. (p. 10) SPEAKING

Show the flashcards by describing the characters using the sentences from the recordings. Begin the sentences with HE or SHE. For example: She is a girl. He is a horse. What does HE mean? What does SHE mean? Explain that when you say HE, only the boys should stand up, and when you say SHE only the girls should stand up. GAME – GUESS WHO. Describe the characters with the sentences beginning with HE or SHE (She is a girl. She likes ice-cream. She is from Pula.). The pupils should guess who it is. Speak to the pupils about their summer friends.

WRITING

CROSS-CURRICULAR CORRELATION • GEORGIAN LANGUAGE: description

INTRODUCTION

Using the flashcards repeat the following words: horse, fish, grass, ice cream, carrot, dog, pizza. GAME – POINT TO. For detailed explanation of the game please see the list of activities at the end of the Teacher's Book. Introduce a new word - dolphin.

FURTHER PRACTICE: GAME – WHAT’S MISSING?Say: Shut your eyes! Hide one flashcard behind yourback. Open your eyes! Ask: What’s missing? Thepupils look at the board to see what is missing.


Start a conversation on summer friends (in your mother tongue). Show the class a photo of your friend: This is my summer friend. She is a teacher. She ishappy. Ask them to open the Student's Book on page 10. Explain that Greg, Jessica and Ronny are talking about their friends. Ask the pupils to listen to the recording and point to the corresponding picture. Check understanding by asking questions (Who is Ronnie’s / Greg’s / Jessica’sfriend? Who likes ice-cream / carrot juice / flowers / cats?). Say the sentences from the recording randomly and the pupils say the name of the character. For example: This is me on the farm. (Greg),This is me at the swimming pool. (Ronnie)


26

10

LET’S START!

SUMMER FRIENDS

Let’s look at our summer photos!

Who is this?

This is my friend Moby. He is a dolphin.

He likes fish.

This is my friend Darcy. He is a horse. He likes grass.

This is my summer friend Nina. She is from Pula. She likes ice cream.

Moby likes... a) carrots. b) fish.

Darcy is... a) a dog. b) a horse.

Nina likes... a) pizza. b) ice cream.

Speak.4

Who is your summer friend?

1 2Listen and point. Listen and repeat.

Choose the correct answer.3

1

2

3

3 3

2 ().indd 10 24.05.2018 18:15:13

27

TASK 5 LISTEN. WHAT ARE Y, Q, W and X? (p. 11) WORKBOOK, p. 8-9 SOUND MIRROR AND ECHO. Ask the pupils to

make a circle. Ask them what footballers do before the match (they warm up). Tell them that now you will warm up for speaking English. Start a conversation about the differences between Georgian and English and about the parts of the body we use for speaking (mouth, tongue, teeth). Stress the articulation of English vowels and ask the pupils to repeat after you. Add words sheep – ship, farm – cat – cup. Then continue with diphthongs. Add words day, eye, boy, cow. W – ask the pupils to set the mouth for pronouncing "u" but then say "v". Ask the pupils about differences between English and Georgian in writing. Tell them that there are different letters too. Do you know which? Open the Student's Book on page 11 and listen to the conversation. Introduce letters using cards or by writing them on the board.


Kim: Greg, who is this? Greg: This is my friend Henry. He likes dogs. Kim: And this is my friend Liz. She likes cats. Tapescript Track

4

NINA: What’s this? JESSICA: A letter Y. And these are letters Q, W and X – my favourite English letters. NINA: Wow! Cool. JESSICA: Come on! Let’s sing My Favourite Letters Rap!

TASK 6 LISTEN AND REPEAT (p. 11)

Stick the cards with special English letters on the board. Distribute the following flashcards to the pupils: box, fox, toy, boy, cow, queen. The pupils say what they see in the flashcards and stick them under the corresponding letter. The pupils listen to Jessica’s Favourite Letters Rap and repeat it line by line, explaining the meaning. Repeat the lines together by miming. The pupils repeat and point to the pictures. LET’S SOUND LIKE... a tiger. The pupils repeat after you in a deep voice. Repeat the activity several times, Let’s sound sleepy / happy / angry!

Tapescript Track

5

JESSICA’S FAVOURITE LETTERS RAP

JESSICA: Letters Q, W, Y and X I can read, write and say. NINA: With these funny letters I like to play. JESSICA: Y in a BOY, Y in a TOY. NINA: X in a BOX, X in a FOX.

JESSICA: W in a COW, W in WOW!

NINA: Q in a Queen, Q in QUACK. JESSICA: I like letters X and W,

NINA: I like letters Y and Q. JESSICA: And what about you? NINA: Do you like them, too?


Distribute the cards with letters and the flashcards to the pupils. When they hear the word on their card, they raise it in the air. Other pupils check the correct answers. Repeat several times, every time giving the cards to different pupils. Other pupils join in and do the rap.


LES

SO

N 2

4 Colour.

a) Q b) W Colour the word that has a . Colour the words that have a .

DUCK QUEEN CAT COW HORSE CLOWN

5 Circle.

a) Y b) X Circle the words that have a . Circle the words that have an .

BALL BOY BUNNY DOG SIX BOX

6 Write.

x y q w 7 Write: , , or .

1 3 ueen si

2 4 What’s your favourite

clo n bunn English letter?

9

Qq Ww Yy Xx

LET’S START!

SUMMER FRIENDS


This is my friend And this is my friend Henry. He likes Liz. She likes frogs / dogs. cats / hats.

He She 2 Write: or . 3 Draw and write.

This is my friend Darcy.

He is a horse.

is a dolphin.

This is my friend Moby.

likes fish.

This is my friend .

This is my friend Nina. He is / She is .

likes ice cream. He likes / She likes .

8

28

LESSO

N 1

LESSO

N 5

11

LESSO

N 2

a dolphin / summer / I’m... / I’ve got... / He is... / She is... / He likes... / She likes... / Letters Q, W, X, Y.

What’s this? A letter Y. And these are letters Q, W and X, my favourite English letters.

Wow! Cool.

Come on! Let’s say “My Favourite Letters

Rap”!

JESSICA`S FAVOURITE LETTERS RAP

Listen. What are Y, Q, W and X? 5

Listen and point. 6

LESSO

N 2

7 Listen and say the chant.

4

5 5

2 ().indd 11 24.05.2018 18:15:14

29

UNIT 1 COLOURS

LESSON 1 SPRING COLOURS LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7

By the end of this class, pupils will be able to:

PRESENTATION


The pupils listen to the recording and point to the colours in the pictures in the Student's Book.

Walk around the classroom and ask them to point to a certain colour: Point to... red!

use present of the verb to be – is say numbers

learn the words for colours say what colour something is answer simple questions

GRAMMAR Tapescript 6

NARRATOR:

YELLOW PINK ORANGE GREEN BROWN BLACK WHITE RED BLUE

LANGUAGE FUNCTIONS

colours, yellow, pink, orange, green,

brown, black, white, red, blue

What colour is the Sun? The Sun is

yellow. I like colours.

the Sun, the sky, the grass, the tree, a

flower

VOCABULARY

SKILLS

flashcards – colours reading short sentences and questions relating auditive to visual content understanding short sentences and questions I Like Colours – chant

repeating after the model reproducing words and sentences correctly reproducing the song correctly copying words based on the graphic model circling correct answers in the workbook

READING TASK 2 LISTEN AND REPEAT. (p. 12)

The pupils repeat the colour names they hear. LISTENING

FLASHCARD ACTIVITIES

Stick colour flashcards on the board and say their English names. Ask the pupils to come to the board to point to the colour you name. Touch green! Touch black!

SPEAKING

Stick numbers from 1 to 9 next to colour flashcards. Ask them to say what number a certain colour is. What number is blue? And after that, What colour is number five?

WRITING

WHAT’S MISSING?

Ask the pupils to close their eyes. Remove a colour flashcard from the board and hide it. The pupils should say what colour is missing.

CROSS-CURRICULAR CORRELATION Art: Colours – colour names, primary colours

MATCH COLOURS AND WORDS

Show colour wordcards to the class, read them and ask the class to repeat.

LESSON ONE

INTRODUCTION

After reading the wordcards several times, ask a pupil to come to the board and select a colour wordcard, read it aloud and stick it to the corresponding colour flashcard. Repeat with all colours. Write the title Spring Colours on the board. Ask the pupils to copy the words for colours and to draw a small circle in that colour next to the words.

PAPER BALL

The pupils are seated. Walk around the class and throw a paper ball to a pupil. Then ask him/her a simple question. (What’s your name? How are you? Are

you happy? Are you sleepy? Who is your friend? What is

your favourite animal? What is your favourite number?...)

ENDING THE LESSON HOW MANY?

Prepare coloured pencils: red, blue, yellow, pink, orange, green, brown, black and white. Together with the class, count from 1 to 9. Put a couple of pencils away and ask the class: How many pencils can you see?

After that, play the guessing game. Ask a pupil to hide several coloured pencils behind his/her back (not more than 10). The pupils guess how many.

I SPY WITH MY EYE

Spot an object in the classroom and ask the class to guess what you have chosen. Just give them the colour as a hint. I spy with my eye something green! I spy with my eye something brown!

MIRROR AND ECHO

The pupils prepare coloured pencils (the colours from the previous activity) and put them in front of themselves. Tell them that today you will learn colours together. Show them the colours and say their names in English. Ask the class to repeat all together and then individually.

HOLD UP

The pupils hold up the pencil when they hear you name it. Hold up the blue pencil! Hold up the yellow pencil!


30

UNIT 1 COLOURS

SPRING COLOURS

I LIKE COLOURS.

I Like Colours Listen and sing.

1 2 3 Listen and point. Listen and repeat.6 6 7

12

31

LESSON TWO

INTRODUCTION

FIND YOUR PAIR

Distribute colour flashcards and wordcards to the pupils. The pupils look for their pair and when they pair up, both of them come to the board. Check the pairs.

Ask them to open the Student's Book to p. 12. Ask them about the colours using the numbers. What is number one? Number one is yellow.

PRESENTATION

TASK 3 I LIKE COLOURS. LISTEN AND SAY THE

CHANT. (p. 12)

Ask the pupils to listen to the song carefully the first time and to try and sing along during the second listening. Ask the pupils which colours Ronnie, Ms Lemmon and Gizmo are using. Read Ms Lemmon's sentence and ask them what colour they like. What colour do you like?

Tapescript 7

I LIKE COLOURS

(chant)

ONE IS YELLOW, TWO IS PINK, THREE IS ORANGE, AND FOUR IS GREEN. FIVE IS BROWN, SIX IS BLACK, SEVEN IS WHITE, AND EIGHT IS RED. NINE IS BLUE, BLUE, BLUE, LOVELY COLOURS, I LOVE YOU.


12

32

UNIT 1 COLOURS

SPRING COLOURS

I LIKE COLOURS.

I Like Colours Listen and sing.

1 2 3 Listen and point. Listen and repeat.6 6 7

12

33


Before the listening, ask the class what characters they see. The pupils then listen and point to the pictures. Draw the sun, the grass, a tree, the sky and a flower on the board and write the words below them. Ask the pupils to copy the words and colour the pictures. Ask them what colour they are. What colour is the sun? What colour is the grass? What colour is the sky?

ENDING THE LESSON

WORKBOOK, TASK 3 (p. 11)

The pupils should colour the picture based on the instructions from the recording.

Workbook Tapescript 4

NARRATOR:

THE SUN IS YELLOW. THE GRASS IS GREEN. THE PIG IS PINK. THE APPLE IS RED. THE SKY IS BLUE.

Tapescript 8

MISS LEMMON: CHILDREN, LET’S COLOUR THE PICTURE. WHAT COLOUR IS THE SUN? CHILDREN: YELLOW. MISS LEMMON: YES, THE SUN IS YELLOW. AND WHATCOLOUR IS THE SKY? CHILDREN: BLUE. THE SKY IS BLUE. MISS LEMMON: YES, THE SKY IS BLUE. AND WHAT COLOUR IS THE TREE? CHILDREN: THE TREE IS BROWN AND GREEN. MISS LEMMON: YES, THE TREE IS BROWN AND GREEN. AND WHAT COLOUR IS THE GRASS? RONNIE: ORANGE. THE GRASS IS ORANGE. CHILDREN: ORANGE? RONNIE! NO, THE GRASS IS GREEN. MISS LEMMON: AND THE FLOWER? CHILDREN: THE FLOWER IS RED AND GREEN. MISS LEMMON: WELL DONE, CHILDREN!

3 17 Listen and colour.

WHAT COLOUR IS…?

4 Colour.

WHAT A SILLY PICTURE!

49

HOMEWORK

Task 4 in the Workbook on p. 11 can be assigned for homework. Explain that the picture needs to be funny, i.e. it should be in silly colours. Read what the mouse is saying and explain the phrase 'silly picture'.


Ask the class to listen and repeat after the model.


The pupils should circle the colour they hear. Tell them that black is turned upside down so that number 6 looks like 9.

Workbook

Tapescript 3

NARRATOR: ONE IS BLUE. TWO IS RED. THREE IS GREEN. FOUR IS WHITE. FIVE IS PINK. SIX IS BLACK.


Give pupils the workbook with stickers. Tell them that they should stick them to the correct colour can.

UNIT 5 COLOURS

SPRING COLOURS


2 Stick.

48


LES

SO

N 1

34

yellow / pink / orange / green / brown / black / white / red / blue / grass / a flower / a tree / the sun / the skyWhat colour is the sun? Yellow. / The sun is yellow.

WHAT COLOUR IS ...?

4 5 Listen and point. Listen and repeat.8 8

13

LESSO

N 1

35

LESSON 2 MISS LEMMON’S BASKET LEARNING OUTCOMES I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8,10

PRESENTATION


Play the recording and the pupils point to the pictures.

ask questions with What?

use the present of the verb to be

name food items describe what colour food is express quantity perform short dramatisation a cherry, a banana, a lemon, an ice-

cream, lettuce, a basket

What’s yellow? Bananas are yellow.

I like cherries. I don’t like lemons.

What’s red in my basket? Guess!

GRAMMAR Tapescript 9 MISS LEMMON: WHAT’S RED IN MY BASKET? CAN YOU GUESS? CHILDREN: APPLES? MISS LEMMON: YES, APPLES ARE RED. AND CHERRIES, TOO. JESSICA: I LIKE APPLES. KIM: AND I LIKE CHERRIES. MISS LEMMON: WHAT’S YELLOW IN MY BASKET? GREG: LEMONS? MISS LEMMON: YES, LEMONS ARE YELLOW. GREG: I DON’T LIKE LEMONS! I LIKE BANANAS. MISS LEMMON: I’VE GOT BANANAS FOR YOU. MISS LEMMON: WHAT’S SWEET AND BROWN IN MY BASKET? KIM: IT’S CHOCOLATE! I LIKE CHOCOLATE. GREG: AND I LIKE ICE-CREAM. MISS LEMMON: RONNIE, I’VE GOT SOMETHING FOR YOU. IT’S GREEN. RONNIE: IS IT LETTUCE? YUMMY!

LANGUAGE FUNCTIONS

VOCABULARY

SKILLS

reading dialogues reading words relating auditive to visual contentreacting non-verbally to verbal stimulus repeating after the model describing food writing words writing based on the model

READING

LISTENING

SPEAKING

WRITING TASK 2 LISTEN AND REPEAT. (p. 14)

Play the recording again and ask the pupils to repeat after the model.

CROSS-CURRICULAR CORRELATION Art: Colours Georgian language: Description

WHERE DOES IT SAY?

Say the sentences from the dialogue in a jumbled order. The pupils point to that sentence in the text. Or, translate a sentence from the dialogue into your mother tongue and the pupils should find it in the text and read it in English.

LESSON ONE

INTRODUCTION

HOMEWORK CHECK

Check the homework. Ask pupils about their colours.What colour is your sun? What colour is a pig? Encourage answers in full sentences.

GUESS THE COLOUR

Bring a basket to the class. Choose one colour card and put it in the basket. The pupils try to guess which colour is in the basket. The pupil who guesses the colour is the next to hide a card in the hat.

NEW VOCABULARY

Prepare food flashcards: milk, chocolate, an apple, a cherry, lettuce, a lemon, orange juice, ice-cream. First revise the familiar words: chocolate, milk, juice. Then, introduce new words. Show the flashcards and say their English names. Ask the pupils to repeat all together first, and then individually.

WAVE YOUR HAND IF IT’S TRUE

Ask the pupils to listen to the sentences and wave their hand if they think the sentence is true for them. I like chocolate! (Pupils wave if they like it.) I don’t like milk! (Pupils wave if they don't like it.)


36

MISS LEMMON’S BASKET

AND I LIKE ICE CREAM.I'VE GOT BANANAS FOR YOU.

I DON'T LIKE LEMONS!

I LIKE .

WHAT'S SWEET AND BROWN IN

MY BASKET?

IT'S !

I LIKE CHOCOLATE.

RONNIE, I'VE GOT SOMETHING FOR YOU.

IT'S GREEN.

IS IT

YUMMY!

?

I LIKE

. .

??

AND I LIKE

WHAT'S RED IN MY BASKET? CAN YOU GUESS?

YES, APPLES ARE RED.AND CHERRIES, TOO.

WHAT'S YELLOW IN MY BASKET?

YES, LEMONS ARE YELLOW.

Listen and point. Listen and repeat. Act out.1 2 39 9

14

UNIT 1 COLOURS

37

TASK 3 ACT OUT. (p. 14)

Prepare a basket and some food; apples, bananas, lemons... Put some food items in the basket, e.g. two red apples and

ask them: What’s red in my basket? Guess!

The pupils come to the board, change the content of the basket so that other pupils can't see it. Guess, what’s in my basket?

COPY THE WORDS Write a word on the board: a lemon, a banana, a

cherry, lettuce, a basket, an apple. Ask the pupils to copy the words and draw pictures.

Give instructions on how to colour the pictures: Colour the lemon yellow. Colour the banana yellow. Colour the basket brown...

ENDING THE LESSON


The pupils colour the food items in the first basket, and then draw the food items in their baskets. Then they trace the words MY BASKET following the model.

HOMEWORK


The pupils should trace the words following the model, circle and colour the pictures. This is good practice for revising colours.

Answer key: Pig is pink. Lettuce is green. The sky is blue. An apple is red.

UNIT 5 COLOURS


Colour, draw and trace. 1

MY BASKET

2 Trace, circle and colour.

What is BROWN?

What is PINK?

What is GREEN?

What is BLUE?

What is RED?

50


38


AND I LIKE ICE CREAM.I'VE GOT BANANAS FOR YOU.

I DON'T LIKE LEMONS!

I LIKE .

WHAT'S SWEET AND BROWN IN

MY BASKET?

IT'S !

I LIKE CHOCOLATE.

RONNIE, I'VE GOT SOMETHING FOR YOU.

IT'S GREEN.

IS IT

YUMMY!

?

I LIKE

. .

??

AND I LIKE

WHAT'S RED IN MY BASKET? CAN YOU GUESS?

YES, APPLES ARE RED.AND CHERRIES, TOO.

WHAT'S YELLOW IN MY BASKET?

YES, LEMONS ARE YELLOW.


14

UNIT 1 COLOURS

39

SIT ON THE RIGHT CHAIR

Place two chairs in front of the board. Stick the word card with 'EAT' on the back of one chair, and the word card saying 'DRINK' on the other chair. Mime the meaning of these two words. Ask a pupil to come to the board. Then say a food item. The pupil should sit on the 'EAT' chair if we eat that food or on the 'DRINK' chair if we drink it (an apple, juice, a banana, milk, cola, lettuce...).

LESSON TWO

INTRODUCTION

HOMEWORK CHECK

Check the home assignment by asking the following questions: What is pink? What is green? What is blue? What is red?


The pupils stand up and repeat the words of the chant.STAND UP!

Divide the class into groups and assign each group with a colour flashcard.

Say: Stand up, BLUE! The pupils with that flashcard stand up. Repeat several times. The groups exchange colours. Repeat the procedure.

TASK 6 I LIKE... LISTEN AND SAY A CHANT. (p. 15)

Stick flashcards with characters on the board. Next to them stick flashcards with colours and food items. Help the pupils to sing the song using the flashcards. Try to invent a choreography by miming actions which are easy to do, e.g. eat, drink, I’m fit (show your muscles).... PRESENTATION

WHAT’S YOUR FAVOURITE COLOUR? HOMEWORK

TASK 3 WORKBOOK (p. 13)

The pupils should connect the foods they like and dislike with the correct plates. They also trace the words following the graphic model.

Ask the pupils what their favourite colour is. Write on the board the following sentence beginning: MY FAVOURITE COLOUR IS... which helps the pupils to speak independently. The pupils work in pairs and ask each other about their favourite colour. Ask the pupils to look at the picture in the Student's Book on p. 15 and to say what Jessica's, Miss Lemmon's, Kim's, Ronnie's, Greg's and Uncle Phil's favourite colour is. Ask what they think the characters like to eat in that colour. The pupils try to guess the characters' favourite food. Talk about healthy eating habits. Which food is healthy and which food items should be avoided? Explain to the pupils that they will hear answers in the chant. Explain what the word fit means (to be fit).


The pupils listen to the chant and point with their fingers to the correct picture.

Tapescript 10

I LIKE...

(chant)

JESSICA: I LIKE RED, I’M FIT. CHOIR: TAKE AN APPLE AND EAT, EAT, EAT! MISS LEMMON: I LIKE GREEN, I’M FIT. CHOIR: TAKE SOME LETTUCE AND EAT, EAT, EAT! KIM: I LIKE YELLOW, I’M FIT. CHOIR: TAKE A BANANA AND EAT, EAT, EAT! GREG: I LIKE BROWN, I’M FIT. CHOIR: TAKE SOME CHOCOLATE AND EAT, EAT, EAT!RONNIE: I LIKE ORANGE, I’M FIT. CHOIR: TAKE A CARROT AND EAT, EAT, EAT! UNCLE PHIL: I LIKE WHITE, I’M FIT. CHOIR: TAKE SOME MILK AND DRINK, DRINK, DRINK!


LESSO

N 2

3 Trace, match and say.

I LIKE. ...

I DON`T LIKE. ... 51

40

a cherry / a basket / a lemon / a banana / an ice cream / lettuceWhat’s yellow? Bananas are yellow. / I like cherries. / I don’t like lemons.

I LIKE .I LIKE .

I LIKE .

I LIKE .

I LIKE . I LIKE .

I Like... Listen and sing.

4 5 6 Listen and point. Listen and mime.10 10 10

15

LESSO

N 2

41

LESSON 3 A HUNGRY CATERPILLAR LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8,10 By the end of this class, pupils are able to:

Write the title on the board: A HUNGRY CATERPILLAR. Pupils should copy the title and draw a green caterpillar.

PRESENTATION

use possessive adjectives: my, your understand simple affirmative sentences use present of the verb to be – is

use personal pronouns – he

name colours name food items understand a short story describe a picture connect the picture and the word answer short questions He walks / eats / wakes up. Surprise,

surprise! He is yellow. He is a

beautiful butterfly.

STORY TIMEGRAMMAR Prepare a big class picture book of A HUNGRY

CATERPILLAR. If you don't have it, just use the Student's Book. Tell the pupils to listen to the story carefully because they will later answer questions about it. Tell the story using the picture book or by miming actions (to be hungry, walks, sees, eats, sleeps, wakes up). The pupils should listen to the story with their Student's Books closed. Ask questions about the story: Do you like the story? What colour is a caterpillar? Is a caterpillar hungry?...

LANGUAGE FUNCTIONS

VOCABULARY

SKILLS TASK 1 LISTEN AND POINT. (p. 16)

The pupils listen to the story and point to the pictures in the Student's book. Play the recording once again and the pupils look at the Tapescript. Tell the class that you will tell the story but in a different order. The pupils should point to the pictures in the jumbled order. Stress the words which will help them recognise the pictures.

READING

LISTENING

reading short affirmative sentences and words listening to a story relating auditive and visual content learning phrases for actions in the story repeating after the audio model reacting verbally to non-verbal stimulus (retelling) completing teacher's sentences writing numbers to mark the order of events

SPEAKING

Tapescript 11

NARRATOR:

THIS IS A STORY ABOUT A HUNGRY CATERPILLAR. HE IS ALWAYS HUNGRY. HE WALKS AND WALKS AND SEES A BANANA. “I’M HUNGRY,VERY HUNGRY.” HE EATS THE BANANA AND... SURPRISE, SURPRISE – HE IS YELLOW. HE WALKS AND WALKS AND SEES AN APPLE. “I’M HUNGRY,VERY HUNGRY.” HE EATS THE APPLE AND... SURPRISE, SURPRISE – HE IS RED. HE WALKS AND WALKS AND SEES A CARROT. “I’M HUNGRY,VERY HUNGRY.” HE EATS THE CARROT AND... SURPRISE, SURPRISE – HE IS ORANGE. HE WALKS AND WALKS AND SEES A FLOWER. “I’M SLEEPY,VERY SLEEPY.” HE WAKES UP AND... SURPRISE, SURPRISE – HE IS A BEAUTIFUL BUTTERFLY.

WRITING

CROSS-CURRICULAR CORRELATION Georgian language: Order of events in a story, reading

comprehension, expressing impressions about the story, dramatic expression of the story

Science: Observe the changes in the animal world, healthy eating habits

Art: Colours

LESSON ONE

INTRODUCTION

HOMEWORK CHECK

Ask the pupils what they like to eat and what they don't like to eat. Check the homework assignment.

FEELINGS

Talk to the pupils about how they feel. Prepare simple faces expressing emotions. Write words on the cards as well: happy, sad, hungry, thirsty, sleepy, scared.

Ask them: How are you today? Are you happy?

Stand up who is happy! Jump who is hungry! Turn

around who is thirsty! Touch the ground who is

sleepy! – FEELINGS AND COMMANDS

HELP THE TEACHER

Tell the story by pretending you have forgotten it. Ask the class to help you when you get stuck.

UNFINISHED DRAWING

Tell the class that they will have to guess what you are drawing on the board. Draw one circle. Elicit answers. Draw another circle connected with the first circle (horizontally) and then add one more circle. Draw eyes and a smiling mouth in the first circle. They will probably guess it is a caterpillar. Introduce the new word: A CATERPILLAR. Tell the class that they will hear a story about a caterpillar. Ask them to try to guess how the caterpillar is feeling. Help them with questions: Is the caterpillar happy? Is it hungry? What do you think?


The pupils repeat the sentences from the story.


42

A HUNGRY CATERPILLAR

I’M HUNGRY, VERY HUNGRY.


16

UNIT 1 COLOURS

43


Stick the following flashcards on the board (banana,

apple, carrot, flower, butterfly, yellow, red, orange). Ask the pupils to close their books. Close your

books!

Tell the story by pointing to the pictures on the board. The pupils should say the key words. Repeat the activity several times all together. Confident pupils can try to retell the story by themselves, with your help.

ARRANGE THE PICTURES

Listen to the recording several times. After that, the pupils try to order the pictures in the correct order. Walk around the classroom and check the order.

WORKBOOK, TASK

2 (p. 14) The pupils put numbers into little squares to mark the correct order of events. Check the task. Describe the pictures and the pupils say the number of that picture.

UNIT 5 COLOURS


Trace, match and colour. 1

AN APPLE

ENDING THE LESSON A BANANA

A CARROT


The pupils trace the words by following the graphic model. Then they connect the food with colours and colour the pictures.

Check by asking: What is red? What is yellow? What is orange? or What colour is an apple? What colour is a carrot? What colour is a banana?

2 18 Listen and write.

1

52

Answer key: 8, 7, 6, 1, 10, 4, 2, 5, 9, 3 Answer key: An apple is red. A banana is yellow. A carrot is orange.

Worksheet Tapescript 5

NARRATOR: THIS IS A STORY ABOUT A HUNGRY CATERPILLAR. HE IS ALWAYS HUNGRY. HE WALKS AND WALKS AND SEES A BANANA. “I’M HUNGRY, VERY HUNGRY.“ HE EATS THE BANANA AND... SURPRISE, SURPRISE – HE IS YELLOW. HE WALKS AND WALKS AND SEES AN APPLE. “I’M HUNGRY, VERY HUNGRY.“ HE EATS THE APPLE AND... SURPRISE, SURPRISE – HE IS RED. HE WALKS AND WALKS AND SEES A CARROT. “I’M HUNGRY, VERY HUNGRY.“ HE EATS THE CARROT AND... SURPRISE, SURPRISE – HE IS ORANGE. HE WALKS AND WALKS AND SEES A FLOWER. “I’M SLEEPY, VERY SLEEPY.“ HE WAKES UP AND ... SURPRISE, SURPRISE – HE IS A BEAUTIFUL BUTTERFLY.

UNIT 5 COLOURS


Trace, match and colour. 1

AN APPLE

A BANANA

A CARROT


1

52

WORKBOOK

The task in Workbook (p. 15) can be used for further practice or revision in class or for homework.

ENDING THE LESSON

ROLE–PLAY

Divide the class in two groups. One group should repeat the story with the recording, and the other group mimes actions. LESSON TWO

INTRODUCTION

WORKBOOK, TASK

3 (p. 15)

The pupils trace the words following the graphic model. Then they connect the food items with the circles in any way they like as long as they colour the circles in the colour of that food item.

ACTIVITIES WITH FLASHCARDS

Prepare the following flashcards: a banana, an apple, a

carrot, lettuce, milk, chocolate, yellow, red, orange, green,

white, brown.

Play different games with flashcards – point to..., touch the card, match the food with colours, guess my card.

Stick the word cards on the board as well. The pupils come to the board to connect the word cards with flashcards.

3 Trace, match and colour.

CHEESE MILK AN ORANGE

LETTUCE CHOCOLATE

4 Colour.

PRESENTATION

TOUCH THE PICTURE

Divide the class into groups of four. Prepare a set of picture cutouts from the story. Say actions and stress the verbs walks, eats, sees, wakes up. The pupils should touch the picture as it is mentioned.

MY CATERPILLAR53

HOMEWORK


The pupils can colour the picture of the caterpillar as they like.


LES

SO

N 3

44


I’M HUNGRY, VERY HUNGRY.


16

UNIT 1 COLOURS

45

LESSON THREE

INTRODUCTION

HOMEWORK CHECK

Check the homework. Ask the pupils what their caterpillar has eaten and which

colour it is. What colour is your caterpillar? My caterpillar is...

PRESENTATION

DRAW THE STORY

Divide the class into pairs or small groups, depending on the size of the class. Choose which picture from the Student's Book they will draw and colour.

Tell the story. When they hear their picture being described, they should bring it to the board and stick it there. When all the pictures are on the board, encourage the class to tell the story together. Put the drawings on the pinboard.

TOUCH THE RIGHT COLOUR

Stick colour flashcards on the walls of the classroom. Choose two pupils. Say a colour and the pupils compete who will touch the flashcard with that colour first.

RONNIE’S WORKSHOP (p. 17)

Prepare thin cardboard. The pupils draw circles and food items on cardboard. The pupils in one group cut out the circles and colour them. The other group cuts out the drawings and colour them. When they are finished, they start a role-play. The pupils who are holding the coloured circles must be careful with the order of colours depending on what the caterpillar ate.

ENDING THE LESSON

COLOURS AND COMMANDS

Distribute colour flashcards to the pupils and say different commands. Yellow, stand up! Brown, stretch! Red, jump! Orange, turn around! Pink, run!

HOMEWORK

The hungry caterpillar from the workbook turned into a butterfly. The pupils should draw and colour the butterfly in their notebooks.


46

He walks. / He eats. / He wakes up. / Surprise, surprise! / a caterpillar / a butterfly

I’M SLEEPY, VERY SLEEPY.

RONNIE’S WORKSHOP

R

1 2 3

4

17

LESSO

N 3

47

LESSON 4 THE COLOUR SONG PRESENTATION


Talk with the pupils about their favourite colours. Tell them your favourite colour and ask them what their favourite colour is. My favourite colour is.....and what’s your favourite colour? Ask the pupils to open their Student's Books to p. 18. Ronnie questions the characters about their favourite colours. Ask the pupils what each character's favourite colour is. What’s Greg’s favourite colour?Green. What’s Kim’s favourite colour? Blue. What’s Jessica’s favourite colour? Pink. What do you think, what is Ronnie’s favourite colour? The pupils listen to the characters and point to the pictures.

LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,10

use present of the verb to be – is use possessive adjectives – my, your, his, her

use affirmative sentences use interrogative sentences name colours reproduce a song develop listening skills relate picture to the word answer questions What’s your favourite colour?

My favourite colour is…

I choose you!

GRAMMAR

LANGUAGE FUNCTIONS

Tapescript 12

RONNIE: WHAT’S YOUR FAVOURITE COLOUR? GREG: MY FAVOURITE COLOUR IS GREEN. KIM: MY FAVOURITE COLOUR IS BLUE. JESSICA: MY FAVOURITE COLOUR IS PINK.

VOCABULARY

SKILLS understanding the text READING completing words with missing letters understanding the song determining the order of colours answering simple questions reproducing a song completing words in the Workbook writing the title


The pupils repeat after the recording. Divide the class into four groups (characters). Each group repeats the sentence of their character.

LISTENING

SPEAKING

WRITING

CROSS-CURRICULAR CORRELATION Art: Colours Music: Singing PE: Movement games connected with the topic

INTRODUCTION

HOMEWORK CHECK

Check the pupils' butterfly drawings. Ask the pupils to describe their colour.

What colour is your butterfly? My butterfly is...

GUESS THE COLOUR

Pick a colour flashcard and hold it so that the pupils cannot see it. The pupils guess the colour. The pupil who guesses the colour comes to the board, selects a different colour and the rest of the class guesses it.

ACTION FRIENDS

Choose a pupil and invite him/her to come to the board. Combine commands and colours: Touch somebody who has something blue! Point to someone who has a pink pencil box!

MEMORY

Prepare nine flashcards and wordcards with colours (brown, yellow, pink, green, orange, red, blue, black, white). Stick them on the board face down and mark each set with numbers 1-9. Divide the class into three groups. A pupil from the first group first says a number of a flashcard and thenthe number of a wordcard. If they find a pair they can guess again. The group with the most pairs is the winner. It is necessary to say that one group can only have two consecutive guesses in a row.


48

THE COLOUR SONG

MY FAVOURITE COLOUR IS PINK.

WHAT’S YOUR FAVOURITE COLOUR?

MY FAVOURITE COLOUR IS GREEN.

MY FAVOURITE COLOUR IS BLUE.

Listen and point. Listen and repeat.1 212 12

18

UNIT 1 COLOURS

49

TASK 3 THE COLOUR SONG. LISTEN AND SING.

(p. 19)

HOMEWORK

Ask the pupils to close their books during the firstlistening. Write the title THE COLOUR SONG on the board. Ask them to try to remember all the colours in the song as they listen to the song carefully. Now the pupils can open their books to p. 19 and check if they were right. Ask them what colour the balloons are. What colour are the balloons? How many balloons can you see? Put the colour flashcards on the board in a random order. Tell them to listen to the song and help you order the colours. Then put the colours in the correct order with the help of the class. Sing the song and touch the pictures when they are mentioned in the song.


The pupils colour the fields following the number-colour key on the side. Then the pupils circle the correct answer (a butterfly).


The pupils should complete the colour names with the missing vowels.

3 Colour and circle.

1 – PINK 2 – RED

3 – GREEN 4 – BLUE

5 – ORANGE 6 – YELLOW

7 – BROWN 8 – BLACK

9 – WHITE

IT’S A) A FISH. B) A BUTTERFLY. C) A DUCK.

Tapescript 13

THE COLOUR SONG

(song)

BROWN AND YELLOW, BROWN AND YELLOW. PINK AND GREEN, PINK AND GREEN. ORANGE, RED AND BLUE, ORANGE, RED AND BLUE. I CHOOSE YOU, I CHOOSE YOU!

4 Write.

P NK

R D

BR WN

55

TASK 4 PLAY THE GAME. (p. 19)

MAKE A CIRCLE

Tell the pupils to form a circle. Use a countingrhyme to pick a pupil to stand in the middle of thecircle. The pupils sing and move around in a circle. At the end of the song the pupil in the middle points his/her finger at another pupil and says: I choose you. Explain the meaning ofI choose you.

Repeat several times.ENDING THE LESSON


Pupils should stick colour circles next to colournames and colour the pencil in their favouritecolour.


The pupils colour the bicycle and write down whatcolour their bicycle is.

UNIT 5 COLOURS

THE COLOUR SONG

Stick and colour. 1

WHITE ORANGE RED

GREEN BLUE PINK

WHAT’S YOUR FAVOURITE COLOUR?

YELLOW BROWN BLACK 2 Write and colour.

MY BIKE

IS .

.

54


LES

SO

N 4

50

The Colour Song Listen and sing.

Play the game.3 4

What’s your favourite colour? My favourite colour is…

I CHOOSE YOU,I CHOOSE YOU!

13

19

LESSO

N 4

51

LESSON 5 LET’S CHECK! LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8,9,10 By the end of this class, pupils are able to:

use possessive adjectives – my

GRAMMAR use affirmative sentences use interrogative word – what

answer questions about colour, food and the story

LANGUAGE relate auditive to visual content FUNCTIONS

say what colour something is express quantity in numbers


Pupils listen to the workbook task carefully and connect the pictures and colour names. After that, they colour the pictures in the colour with which they are connected

Workbook Tapescript 6 NARRATOR: MY BALLOON IS PINK. MY BUS IS BLUE. MY FLOWER IS RED. MY CAR IS GREEN. MY PENCIL IS YELLOW. MY CAT IS BLACK. MY SNOWMAN IS WHITE.

VOCABULARY hungry caterpillar

SKILLS reading words and short sentences READING reading workbook tasks listening comprehension

UNIT 5 COLOURS

LET’S CHECK!

Listen, match and colour. LISTENING relating auditive and visual content naming colours

SPEAKING naming food items reproducing sentences from the story

WRITING writing based on the model CROSS-CURRICULAR CORRELATION Art: Colours Georgian language: Describing, story telling

1 18

PINK

BLUE

WHITE

YELLOW

RED

GREEN

BLACK

56

INTRODUCTION

HOMEWORK CHECK

Check the homework.

I SPY...

Spot an object from the classroom and say what colour it is. The pupils guess what you have selected.I spy something green. (a blackboard) I spy something brown. (a window)

PRESENTATION


Divide the class into three groups and write numbers from 1 to 12 on the board. The pupils choose a number and answer a question under that number. Other pupils from the group can help their team player. For every correct answer the group scores a point. The winner is the group with the highest score.

Questions and answer key: 1. 2. 3. 4. 5.

What does the English word 'blue' mean? What colour is the sun? (yellow) What is orange and green? Ronnie likes it. (a carrot) Sing The Colour Song! Choose the odd-one-out: an apple, a banana, a carrot, a flower? (a flower)

6. 7.

What does 'I don't like milk' mean? Name three words in the pink balloon. (a pencil, a flower, a ball) How many flowers can you see? Count! (six flowers) How can you say 'I like milk' in English? (I like milk.)

8. 9. 10. Who is this? (a caterpillar) 11. What does the caterpillar say, how is she feeling? (I'm

hungry, very hungry.) 12. What colours can you see in the balloon? (red, pink,

blue)


52

Play the game.1

LET’S CHECK!

LET’S CHECK!

WELL DONE!

12

3

45

6

7

8

9

10

11

12

20

UNIT 1 COLOURS

53

RONNIE’S PROJECT (p. 21)

Divide the class into small groups or pairs. Each group gets a colour (only the colours introduced so far). The pupils write the name of the colour on an empty piece of paper and then stick or draw different pictures in that colour on their piece of paper. At the end, stick all papers on a big classroom poster called Colours.


The pupils should trace the words according to the graphic model and colour the pictures.

57

I CAN SPEAK ENGLISH (p. 21)

Using mindmaps repeat the structures and words from unit 5. The pupils name colours, point to colours, express likes and dislikes (food), tell a story about a hungry caterpillar with the help of the teacher (confident pupils can try to tell the story themselves).

ENDING THE LESSON

BINGO

Stick colour wordcards on the board. The pupils should draw a table with four fields in the notebook and copy any four words describing colours from the board into the table. Draw colour flashcards one by one and stick them on the board next to the wordcards. The pupil who first crosses out all the words is the winner.

HOMEWORK


The pupils should trace the words following the model and then draw them.

The pupils should circle what they like in the heart and trace the words following the model.

57


LES

SO

N 5

LES

SO

N 5

2 Trace and colour.

A BLUE TWO BROWN THREE GREEN

BIKE CATS BALLOONS

3 Trace and draw.

A RED BUS A BLACK PENCIL

4 Trace, circle and say.

I LIKE...

2 Trace and colour.

A BLUE TWO BROWN THREE GREEN

BIKE CATS BALLOONS

3 Trace and draw.

A RED BUS A BLACK PENCIL

4 Trace, circle and say.

I LIKE...

54

RO

NN

IE’S

PRO

JEC

TI C

AN

SPEAK E

NG

LIS

H

WHAT IS YELLOW? WHAT IS RED? WHAT IS BLUE?

FIND SOME PICTURES AND CREATE A POSTER!

21

LESSO

N 5

55

UNIT 2 TOYS

LESSON 1 IN A TOYSHOP

LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8 By the end of this class, pupils will be able to:

TOYS

Ask the class what all these flashcards have in common. They are all toys. Introduce the word 'toys'. Tell the class that you will learn more new words for different toys.

NEW WORDS

Show the class different flashcards, name them in English and stick them on the board one below another. (a plane, a helicopter, a teddy bear, a scooter, building blocks, a doll, a computer game)

use singular and plural of nouns use the present of to have – have got understand the question word – what

name toys describe the colour and size of an object answer simple questions react non-verbally to the verbal stimulus relate auditive to visual content a toy shop, a car, a helicopter, a

scooter, a bike, a plane, a doll, a

computer game, a teddy bear, a

skateboard, a ball, a balloon, building

blocks

I’ve got… Have you got…?

GRAMMAR

STAND UP IF YOU’VE GOT

Say a toy and the pupils stand up if they have that toy at home or remain seated if they don't. LANGUAGE

FUNCTIONS

A TOYBOX

Draw a big toy box on the board and write the title above it - A TOYBOX. The pupils come to the board and stick toy flashcards that they have "into" the box. Encourage them to say: I have got... a ball.

VOCABULARY


The pupils open their Student's Books to p. 22, listen to toy names and point to the pictures.

SKILLS

READING reading words and sentences marking the pictures understanding listening (by pointing to the text) understanding sentences relating auditive to visual content using intonation in interrogative sentences repeating after the model singing and reciting answering questions marking the pictures circling the pictures writing words

Ask the class which of the toys from the book they have at home. What toys have you got? Encourage them to say: I have got...Have you got a doll? Have you got building blocks? Ask them if the words building blocks sound familiar and remind them of the name of their English books. Explain that every time they learn something new in English is like a small block and that they build their English knowledge block by block.

LISTENING

SPEAKING

Tapescript 14

NARRATOR:

A BIKE A PLANE A HELICOPTER A TEDDY BEAR A SKATEBOARD A BALL A SCOOTER A BALLOON A DOLL A CAR A COMPUTER GAME BUILDING BLOCKS

WRITING

CROSS-CURRICULAR CORRELATION Science: Home (conversation about toys at home) Georgian language: Describing toys

LESSON ONE

INTRODUCTION

HOMEWORK CHECK

Check the homework. The pupils should name the words they circled in the heart. What do you like? I like...

WAVE YOUR HAND

Show different toy flashcards to the class and the pupils wave their hands if they have that toy.

THE COLOUR SONG

Sing the colour song moving in a circle. TASK 2 LISTEN AND REPEAT. (p. 22)

The pupils repeat with the help of the recording. Ask them to repeat together, and then individually.

PRESENTATION

WHISPER TO YOUR NEIGHBOUR

Show the pupils flashcards with the toys introduced so far: a balloon, a car, a bike, a skateboard, a bus, a clown. The pupils whisper the English names of the flashcards to each other. Stick the flashcards on the board.

TOUCH SOMETHING...

Ask a pupil to touch a flashcard on the board using the colours in the picture. Touch something blue! Touch

something black and white. A black and white ball.


56

UNIT 2 TOYS

IN A TOY SHOP

A DOLL

A BALL

BUILDING BLOCKSA COMPUTER GAME

A SCOOTER

A BALLOON

A HELICOPTER

A PLANE

A TEDDY BEAR

A CAR

A SKAT

EBOAR

D

A BIKE

Listen and point. Listen and repeat. My Toy Shop Listen and sing.1 2 314 14 15

22

57

TASK 3 MY TOY SHOP. LISTEN AND SING. (p. 22)

Tell the pupils that they will hear a song about a toy shop. The pupils listen to the song and after the listening say which toys they heard. Put the flashcards on the board: a car, a ball, a scooter, a doll, a plane, a computer game. Listen to the song again. This time the pupils need to remember what colour and size a toy is. (big/small). What is big? A ball is big. What is green? A scooter is green.

Tapescript 15

MY TOY SHOP

(song)

IN MY TOY SHOP I’VE GOT TOYS, I’VE GOT TOYS FOR GIRLS AND BOYS. I’VE GOT A RED CAR AND A BIG BALL, I’VE GOT A GREEN SCOOTER AND A LITTLE DOLL. I’VE GOT A YELLOW PLANE, AND A COOL COMPUTER GAME. IN MY TOY SHOP I’VE GOT TOYS, I’VE GOT TOYS FOR GIRLS AND BOYS.

ENDING THE LESSON


The pupils should tick the following: a teddy bear, a

doll, a scooter, building blocks. They should also colour the pictures.


UNCLE PHIL: IN MY TOY SHOP I’VE GOT A TEDDY BEAR, A DOLL, A SCOOTER AND BUILDING BLOCKS.

HOMEWORK


The pupils should cross out the things which do not belong to toys. Tell the pupils to bring their favourite toy to the next class

UNIT 6 TOYS

IN A TOY SHOP

Listen, tick and colour. 1 20

I’VE GOT...

FIND THE ODD ONE OUT!

2 Cross out.

58


58

UNIT 2 TOYS

IN A TOY SHOP

A DOLL

A BALL

BUILDING BLOCKSA COMPUTER GAME

A SCOOTER

A BALLOON

A HELICOPTER

A PLANE

A TEDDY BEAR

A CAR

A SKAT

EBOAR

D

A BIKE

Listen and point. Listen and repeat. My Toy Shop Listen and sing.1 2 314 14 15

22

59

LESSON TWO TASK 7 ROUND AND ROUND THE GARDEN. LISTEN

AND SING. (p. 23)

Listen to the nursery rhyme. Then show the pupils how to play it with your hands. Raise your left hand with the palm open to the class and use your right hand to make circles on the left palm (round and round), then 'walk' with two right fingers up the left index finger to tickle it. Ask one pupil to show it to the class. Also do the activity in pairs.

INTRODUCTION

HOMEWORK CHECK

Check homework assignment.

TOYS

Talk to the pupils about the toys they have brought to class. What is your favourite toy? My favourite toy

is... What colour is it? It is...

Bring your own toy, too. The pupils will find this very interesting. Continue talking about toys. Remind them that it is not a good idea to spend too much time playing computer games and that it is a better idea to play with a friend with toys or in fresh air. Ask the pupils to list the games they can play with the ball.

Tapescript 17

ROUND AND ROUND THE GARDEN

(nursery rhyme)

ROUND AND ROUND THE GARDEN, LIKE A TEDDY BEAR. ONE STEP, TWO STEP, TICKLE YOU UNDER THERE.

ENDING THE LESSON

GUESS MY TOY

Bring real toys to class, e.g. a car, a teddy bear, a doll,

a bus, a helicopter, building blocks. Show them to the class and name them in English. Put one toy into a bag. Call out a pupil who then tries to guess which toy is in the bag only by touching and feeling it.


The pupils should tick the toys they have.

HOMEWORK


The pupils should draw their favourite toy. TASK 4 LISTEN AND POINT. (p. 23)

The pupils listen to a conversation between characters and point to the pictures. Check understanding by asking: Who is in a toy shop? Which toys do they buy? Are they happy?

Tapescript 16

CHILDREN: HELLO, PHIL! UNCLE PHIL: HI, CHILDREN! JESSICA: IT’S GREG’S BIRTHDAY TODAY. HAVE YOU GOT A SCOOTER? UNCLE PHIL: WHAT COLOUR? GREEN OR BLUE? JESSICA: I LIKE THE GREEN SCOOTER. LUKE: LOOK AT THIS BALLOON! CHILDREN: WOW, IT’S GREAT! JESSICA: A GREEN SCOOTER AND THE BALLOON, PLEASE. UNCLE PHIL: HERE YOU ARE. LUKE: HAVE YOU GOT A BIRTHDAY CARD? UNCLE PHIL: YES, HERE YOU ARE. CHILDREN: GREAT! WE ARE READY FOR THE PARTY.

59


The pupils repeat the text after the recording.


Place one desk in front of the board and use it as a toy shop. Stick toy flashcards on the board, behind the desk. You can also place the toys you have brought to class on the desk.

Improvise a dialogue at a toy shop between a customer and a sales assistant. Help the pupils to use English as they speak: Hello! Have you got...? A scooter, please! Thank you! Goodbye!


LES

SO

N 1

3 Tick and say.

HAVE YOU GOT...? A PLANE

A DOLL

A SCOOTER

A HELICOPTER

BUILDING BLOCKS

A TEDDY BEAR

A COMPUTER GAME

A BALL

4 Draw.

21

60

Round and Round the Garden Listen and sing.

7

HELLO, PHIL!

HI, CHILDREN! IT'S GREG'S BIRTHDAY TODAY.HAVE YOU GOT A SCOOTER?

LOOK AT THIS BALLOON!

YES, HERE YOU ARE.

WOW, IT'S GREAT!

HAVE YOU GOT A BIRTHDAY CARD?

GREAT! WE ARE READY FOR THE

PARTY.

Listen and point. Listen and repeat. Act out.4 5 616

17

16

23

LESSO

N 1

I’ve got... / Have you got...? / a toy shop / a car / a helicopter / a scooter / a bike / a plane / a doll / a computer game / a teddy bear / a skateboard / a ball / a balloon / building blocks

61

LESSON 2 HAPPY BIRTHDAY!

LEARNING OUTCOMES: I უცხ. დაწყ (I): 1,2,3,4,5,6,7 By the end ot this class, pupils will be able to:

PRESENTATION


Ask the pupils to open their books to p. 24. As they listen to the recording, they should point to the pictures. use the present of the verb to have

– I have got… use possessive adjectives – my, your

plural of nouns – candles

answer questions relate words to pictures wish a happy birthday to someone say thank you understand what the text is about interpret a song How old are you? I’m seven.

Happy birthday! Let’s have a party!

Blow your candles!

a birthday card, a birthday cake, a

clown

Read the dialogue in a jumbled order. The pupils listen and point to the correct sentence. Check understanding by asking questions: Who has a

birthday? Who is there? What have they got for Greg? Who is funny? Who is very happy?

GRAMMAR

LANGUAGE FUNCTIONS

Tapescript 18

CHILDREN: HAPPY BIRTHDAY, GREG! GREG: WHAT’S THIS? LUKE: CAN YOU GUESS? GREG: IS IT A HELICOPTER? CHILDREN: NO! GREG: IS IT A PLANE? CHILDREN: NO! GREG: IS IT A SKATEBOARD? GREG: IT’S A SCOOTER! GREAT! JESSICA: I’VE GOT A BALLOON FOR YOU! LUKE: AND A BIRTHDAY CARD. GREG: THANK YOU! NARRATOR: SURPRISE, SURPRISE! CHILDREN: THE FUNNY CLOWN IS HERE! LET’S HAVE A PARTY!

VOCABULARY

SKILLS

READING

LISTENING

recognising sentences in the text recognising a number relating auditive to visual content answering questions about oneself answering questions about the text singing a song circling the correct answer writing based on the graphic modeldrawing

SPEAKING

WRITING


The pupils should repeat after the model.

WHERE DOES IT SAY

Check if the pupils understood the text. Say sentences in your mother tongue and the pupils need to find the corresponding English sentence and point to it. Then say the sentences in English, and the pupils need to point to the correct sentence in the text.

CROSS-CURRICULAR CORRELATION Music: Happy birthday song Science: Home (birthday party)

INTRODUCTION


Distribute roles (characters) and act out the scene. (Prepare the flashcard of a scooter and a real balloon. Write 'Happy birthday' on the balloon. Also prepare a birthday card.)

HOMEWORK CHECK

Talk about a favourite toy.

WHAT’S MISSING?

Revise the vocabulary related to toys by sticking the flashcards on the board. Play the guessing game. Remove one flashcard when the pupils are not looking. Ask: what's missing?

MATCH WORDS AND PICTURES

Prepare wordcards for toys. The pupils come to the board and stick the wordcard next to the corresponding flashcard.

BIRTHDAY

Ask the pupils when they get most presents. Ask which toy they got for their last birthday. Talk about birthdays and introduce the lesson Happy Birthday. Write the title on the board. The pupilscopy in their notebooks.


62

HAPPY BIRTHDAY!

HAPPY BIRTHDAY, GREG!

WHAT'S THIS?

I'VE GOT A BALLOON FOR YOU!

IT'S A SCOOTER! GREAT!

AND A BIRTHDAY CARD.

SURPRISE!

SURPRISE!

NO!

NO!

NO!

CAN YOU GUESS?

THE FUNNY CLOWN IS HERE! LET’S HAVE A PARTY!

THANK YOU!


24

UNIT 2 TOYS

63

HOMEWORK TASK 4 LISTEN AND ANSWER. HOW OLD IS GREG?

(p. 25)

The pupils listen to a recording and count Greg's years. Ask: How old is Greg? Greg is seven!

Count the candles in the Student's Book.

WORKBOOK, TASK 2 (p. 22) AND

TASK 4 (p. 23) The pupils should connect the words and the pictures of the toys in the box and draw their birthday cake. The pupils should bring a photo of their birthday party.

Tapescript 19

CLOWN: HOW OLD ARE YOU TODAY, GREG? CHILDREN: ONE, TWO, THREE, FOUR, FIVE, SIX... GREG: ... SEVEN! I’M SEVEN! CHILDREN AND CLOWN: BLOW OUT YOUR CANDLES, GREG!

UNIT 6 TOYS

HAPPY BIRTHDAY!

Match and trace.


1 HOW OLD ARE YOU?

3 4 5 6 8 10

A PLANE A HELICOPTER A SCOOTER A SKATEBOARD 6 7 9 2 5 9

TASK 5 HAPPY BIRTHDAY! LISTEN AND SING. (p.

25.)

Play the song and ask the pupils to sing along. Repeat several times. Ask the pupils if a similar song exists in the Georgian language.

2 Match.

4 Draw and write.

I’M .

60 61

Tapescript 20

HAPPY BIRTHDAY

(song)

HAPPY BIRTHDAY TO YOU, HAPPY BIRTHDAY TO YOU, HAPPY BIRTHDAY, DEAR GREG, HAPPY BIRTHDAY TO YOU!


With the help of their parents, the pupils should make a birthday cap and decorate it as they wish. Instructions can be found in the Student's Book on p. 63.

WORKBOOK

The task on p. 45 can be used for additional practice or homework. ENDING THE LESSON


The pupils should trace the words based on the model and connect them with the pictures.


The pupils listen and circle the correct number.

ANSWER KEY: 5, 8, 6, 9

Worksheet Tapescript 8 DIALOGUE 1

CLOWN: HOW OLD ARE YOU? CHILD: I’M FIVE.

DIALOGUE 2

CLOWN: HOW OLD ARE YOU? CHILD: I’M EIGHT.

DIALOGUE 3

CLOWN: HOW OLD ARE YOU? CHILD: I’M SIX.

DIALOGUE 4

CLOWN: HOW OLD ARE YOU? CHILD: I’M NINE.


LES

SO

N 2

64

1

23

Listen and answer. How old is Greg?4 19 Happy Birthday! Listen and sing.

5 20

RONNIE’S WORKSHOP

R

25

LESSO

N 2

Happy birthday! / Let’s have a party! / How old are you? I’m seven. / Blow out your candles! / What's this? Is it a helicopter? No. / Yes.a clown / a birthday card / a birthday cake

65

LESSON 3 RONNIE IN TOYLAND LEARNING OUTCOMES: I უცხ. დაწყ (I): 1,2,3,4,5,6,7,8 By the end of this class, pupils will be able to:

DUSTY THE DOLL: YOU DANCE LIKE A PRINCE, RONNIE. CHOO TRAIN: THIS IS TIMMY THE TEDDY BEAR. HE IS CUTE. TIMMY THE TEDDY BEAR: I’VE GOT A RED BALLOON FOR YOU. RONNIE: THANK YOU, TIMMY! IS THIS YOUR KITE? KENNY THE KITE: NO, I’M KENNY THE KITE. LET’S FLY TO THE MOON, RONNIE! (DING-DONG, DING-DONG)

RONNIE: OH, IT’S JUST A DREAM!

use a demonstrative pronoun – this

use descriptive adjectives as part of verb phrases – This is a pretty doll.

develop listening skills understand the text answer questions a prince, the Moon, a dream

She is pretty. He is cute.

Let’s dance! Let’s fly!

GRAMMAR

LANGUAGE FUNCTIONS

VOCABULARY


Ask the pupils to repeat the text, sentence after sentence.

SKILLS WHERE DOES IT SAY?

Say the sentences in English and the pupils should point to the pictures in the Student's Book. Then read the sentences in your mother tongue and the pupils again find the correct sentences.

reading and understanding sentences reading and understanding words

relating auditive to visual content repeating after the model translating

READING

LISTENING

CORRECT THE TEACHER

Tell the story but make a few deliberate mistakes with some words. The pupils should correct the teacher and say the correct word.

SPEAKING

WRITING completing sentences

CROSS-CURRICULAR CORRELATION Georgian language: Descriptive adjectives TASK 3 ACT OUT. (p. 26)

Distribute roles to the pupils and help them to act the dialogue out. Stress that they do not have to know the text by heart.

LESSON ONE

ENDING THE LESSON INTRODUCTION


Read the sentences one by one and repeat the words from the box. The pupils should write in the words.

HOMEWORK CHECK

The pupils show their drawings of birthday cakes. Discuss birthdays using the photos the pupils brought.

ANSWER KEY: SHE IS PRETTY. YOU DANCE LIKE A PRINCE. IS THIS YOUR KITE? LET’S FLY TO THE MOON. OH, IT’S JUST A DREAM.

PAPER BALL

One pupil names a toy, throws the ball to another pupil who then needs to say a different toy. The pupils throw and catch balls as long as they can name all the toys learnt in class.

PRESENTATION

TASK 1 LISTEN AND POINT. (p. 26.)

The pupils listen to the story and point to the pictures. Ask the pupils if they have ever had an unusual dream.

Ask questions about the text: Who is dreaming?

Which toys does Ronnie meet? (Dusty the Doll,

Timmy the Teddy Bear, Kenny the Kite, Choo Choo

Train) What colours are the toys?

Tapescript 21

NARRATOR: RONNIE IS DREAMING. HE IS IN TOYLAND. CHOO CHOO TRAIN: HOP ON, RONNIE! LET’S GO TO TOYLAND! RONNIE: WOO – HOO, LET’S GO! CHOO CHOO TRAIN: THIS IS DUSTY THE DOLL. SHE IS PRETTY. RONNIE: YOU LOOK LIKE A PRINCESS. LET’S DANCE! DUSTY THE DOLL: YOU DANCE LIKE A PRINCE, RONNIE.

62

HOMEWORK

The pupils should draw their dream in their notebooks. Draw your dream!


UNIT 6 TOYS

RONNIE IN TOYLAND

1 Write.

TOYLAND

LET’S GO SHE IS TO T_OY_LA_N_D ! .

YO U DANCE LIKE IS THIS YOUR

?

A .

LET’S FLY TO OH, IT’S JUST THE . A .

66

RONNIE IN TOYLAND

HOP ON, RONNIE! LET’S GO TO TOYLAND!

WOO-HOO, LET’S GO!

THIS IS DUSTY THE DOLL. SHE IS PRETTY.

YOU LOOK LIKE A PRINCESS. LET’S DANCE!

YOU DANCE LIKE A PRINCE, RONNIE.

RONNIE IS DREAMING. HE IS IN TOYLAND.

I'VE GOT A RED BALLOON FOR YOU!

THIS IS TIMMY THE TEDDY BEAR. HE IS

CUTE.

THANK YOU, TIMMY! IS THIS

YOUR KITE?

NO, I'M KENNY THE KITE. LET'S FLY TO THE MOON,

RONNIE!OH, IT’S JUST A

DREAM!


26

UNIT 2 TOYS

67

LESSON TWO WORKBOOK, TASK 3 (p. 25)

The stickers for this task can be found on p. 89 of the Workbook. The pupils should stick them to the correct place on p. 25. in the Workbook. The pupils should then circle the correct sentence below the stickers.

INTRODUCTION

HOMEWORK CHECK

Check the pupils' drawings in their notebooks.

WORD CARDS

Prepare toy wordcards. Read them aloud and the pupils repeat. Distribute the cards to the pupils and say commands: Teddy bear, come here! A car, stand up! A bike, jump! A kite, fly! A ball, hop, hop, hop! A doll, dance! The pupils should mime the action when they hear their word.

2 Write and colour.

HE OR SHE?

H_E IS A TEDDY BEAR.

IS CUTE.

IS A DOLL.

IS PRETTY.

IS A CLOWN.

IS FUNNY.

3 Stick and circle.

GUESS MY TOY

The pupil should select a toy flashcard and other pupils try to guess by asking the questions correctly:Is it a car? Yes, it is. Is it a ball? No, it isn’t.

THIS IS... A) KENNY THE KITE. B) CHOO CHOO TRAIN.

63

PRESENTATION

ENDING THE LESSON

TASK 4 HERE COMES THE TRAIN. LISTEN AND SAY A

CHANT. (p. 27)

Before listening to the chant, ask the pupils to look at the picture in the Student's Book on p. 27. Ask them which characters they see. Ask the class if they can imitate the train sound. Listen to Here

comes the train

WHO AM I?

Try to mime/imitate a toy and the pupils try to guess which toy you are. The pupils then come to the board and mime/ imitate (with sounds) the toys.

BINGO

Stick the wordcards on the board. The pupils draw a Bingo table with six fields in their notebooks and copy any six words from the board. The teacher draws flashcards and shows them to the class. The pupils cross out their words if they have them.

Tapescript 22

HERE COMES THE TRAIN

(chant)

HERE COMES THE TRAIN, HERE COMES THE TRAIN. CHOO, CHOO, CHOO, CHOO, CHOO, CHOO. HERE COMES THE TRAIN, HERE COMES THE TRAIN. PUFF, PUFF, PUFF, PUFF, PUFF, PUFF. HERE COMES THE TRAIN, (WHISTLING SOUND)

ALL ABOARD! ALL ABOARD! HERE COMES THE TRAIN. LET’S GO! LET’S GO! ALL THE WAY TO TOYLAND!

WORKBOOK, TASK 2 (p. 25.)

Before dealing with this task, write HE on the board using blue chalk/marker, and using red for SHE. Explain the meaning of he and she in your mother tongue. Ask the pupils to listen carefully and when the teacher says he, the boys should stand up, and when the teacher says she the girls should stand up. The pupils who make a mistake lose the right to play. The pupils write he or she into the sentences in the Workbook.

ANSWER KEY: HE IS CUTE. SHE IS A DOLL. SHE IS PRETTY. HE IS A CLOWN. HE IS FUNNY.

COPY

The pupils should copy personal pronouns he and she into their notebooks together with their translations.


LES

SO

N 3

68

HERE COMES

THE TRAIN...

ALL ABOARD!

LET’S GO! LET’S GO! ALL THE WAY TO TOYLAND!

Here Comes the Train

Listen and sing.

4 22

27

LESSO

N 3

a prince / a princess / the moonThis is... / She is pretty. / He is funny. / He is cute. / Let’s dance! / Let’s fly!

69

LESSON 4 THE TOY SONG

LEARNING OUTCOMES: I უცხ. დაწყ (I): 1,2,3,4,5,6,7 By the end of this class, pupils will be able to:

distinguish singular and plural of nouns GRAMMAR recognise personal pronouns – he,

she name toys

LANGUAGE answer questions FUNCTIONS

relate auditive to visual content Let’s drive a car / ride a bike / fly a

Tapescript 23 THE TOY SONG

(song)

TOYS, TOYS, FOR GIRLS AND BOYS, COME AND SEE, PLAY WITH ME! LET’S DRIVE A CAR (VROOM, VROOM, VROOM), LET’S RIDE A BIKE (RING, RING, RING), LET’S FLY A KITE (WHOOSH, WHOOSH, WHOOSH). LET’S KICK A BALL, LET’S PLAY WITH A LOVELY DOLL! TOYS, TOYS, FOR GIRLS AND BOYS, COME AND SEE, PLAY WITH ME!

VOCABULARY kite / kick a ball / play with a doll!

SKILLS READING reading wordcards

reacting non-verbally to verbal stimulus

LISTENING relating audio to visual content listening to a song answering questions reproducing a song numbering the order of events writing a title

SPEAKING TASK 2 LISTEN AND MIME. (p. 28)

Listen to the song and mime the actions – drive a car, ride a bike, fly a kite, kick a ball, play with a doll.

WRITING

CROSS-CURRICULAR CORRELATION Music: Singing Science: Home (my toys)

FREEZE FRAME

Say the actions and the pupils mime them. When the teacher says Freeze!, the pupils "freeze" in their actions. If they move, they lose the right to play. INTRODUCTION

READ THE CARD

Stick the toy wordcards face down on the board, marking them with numbers from 1 to 10. Divide the class into two groups. When a pupil opens a card under a certain number s/he should read it correctly and say what it is. Every correct answer scores groups a point.

ROLE-PLAY

Play the toyshop. The pupils can act in pairs. Draw their attention to nice behaviour and polite phrases. A kite, please! Thank you! Goodbye!

HE/SHE

TASK 3 THE TOY SONG. LISTEN, MIME AND SING.

(p. 28)

The pupils sing the song and mime the actions. Repeat several times.

ENDING THE LESSON


The pupils listen to the task and write in the correct numbers below the characters.

Mark one chair with she and the other with he. Call a pupil to the board. When you say Sit down, the pupil should choose the correct chair. Draw two columns on the board. Write HE in the header of the first column, and SHE in the header of the other column. With the help of the class, sort out typical boy and typical girl toys. If both boys and girls play with a particular toy, stick it in the line dividing two columns. Talk about gender stereotypes, e.g. ask them why boys shouldn't play with dolls.

ANSWER KEY: 3, 5, 4, 1, 2


1 GREG: LET’S DRIVE A CAR! 2 JESSICA: LET’S RIDE A BIKE! 3 RONNIE: LET’S FLY A KITE! 4 LUKE: LET’S KICK A BALL! 5 KIM: LET’S PLAY WITH A LOVELY DOLL!

PRESENTATION

TASK 1 LISTEN AND POINT. (p. 28) HOMEWORK

Tell the pupils to open the Student's Book to p. 28 and observe the picture. Who can you see? What has Kim got? Kim has got a doll. What has Greg got? Greg has got a car. What has Jessica got? Jessica has got a bike. What has Ronnie got? Ronnie has got a kite. What has Luke got? Luke has got a ball. What has Gizmo got? Gizmo has got a scooter. Tell the pupils that today you will learn a new song about toys called A Toy Song. Write the title on the board and the pupils copy it in their notebooks. Ask the pupils to listen to the song and point to the pictures. In the second listening, the pupils should memorise all the toys from the song (a car, a bike, a kite, a ball, a doll).

WORKBOOK, TASK

2 (p. 26)

The pupils should sort out the words. Let’s fly: a balloon, a kite, a plane. Let’s ride: a bike, a

skateboard, a scooter.

64


UNIT 6 TOYS

THE TOY SONG


1

2 Write.

A SCOOTER

A BALLOON A PLANE

A BIKE

A SKATEBOARD A KITE

LET’S FLY... LET’S RIDE...

A BALLOON

70

THE TOY SONG

The Toy Song Listen, sing and mime.

1 2 3 Listen and point. Listen and mime.23 23 23

28

UNIT 2 TOYS

71

LESSON 5 LET’S CHECK!

LEARNING OUTCOMES: I უცხ. დაწყ (I): 1,2,3,4,5,6,7,8,9,10 By the end of this class, pupils will be able to:

use personal pronouns – he, she

GRAMMAR use simple affirmative sentences use singular and plural of nouns apply the acquired content in new

LANGUAGE situations FUNCTIONS name toys

say happy birthday VOCABULARY toys, birthday, songs

SKILLS

LET’S SING

Divide the class into four groups. Each group draws a piece of paper with the name of the song to be sung. (Round and Round the Garden, Happy Birthday, A Toy Song, Here Comes the Train)

TOYLAND

Pick a character from the story, draw him/her into the notebook and write his/her name.


The pupils should stick the pictures into the correct place. Before that, read the words written below the squares.


Play the game in pairs. First draw a big table on the board. Place picture flashcards vertically and toy flashcards horizontally. Mark a toy and explain how to discover which toy that is. Encourage the pupils to ask the questions correctly. Have you got a yellow kite? No, I haven’t... The pupils try to discover which field their partner chose.

READING reading sentences in the workbook LISTENING answering questions on birthday

singing songs saying colours SPEAKING asking questions in the Battleships

game and answering them writing words in the gaps writing birthday cards

WRITING

CROSS-CURRICULAR CORRELATION Music: Singing Art: Making a birthday card


Read the words and the pupils copy them in the correct box.

INTRODUCTION HOMEWORK

WORKBOOK, TASK 3 AND TASK 4 (p. 27)

The pupils should colour one bingo of their choice. Prepare all the flashcards of the toys in the pictures.

Draw them one by one and stick them on the board. The pupils copy the pictures. The pupil who first crosses out all the pictures shouts: BINGO!


The pupils should complete the sentences with he or she.

UNIT 6 TOYS

LET’S CHECK!

1 Stick.

A BALL A BIKE A HELICOPTER A COMPUTERGAME

A CAR A TRAIN A BALLOON A SCOOTER

A SKATEBOARD A DOLL A PLANE BUILDING BLOCKS

2 Say and tick.

HAVE YOU GOT A RED CAR? YES, I

HAVE.

66 67

65

PRESENTATION


I SPY WITH MY LITTLE EYE

Stick toy flashcards all over the classroom. The pupil we choose says: I spy with my little eye something red! I spy with my little eye something orange! ...

THE BIRTHDAY QUIZ

Divide the class into two groups. The pupils choose a number (relating to a question). They score a point for each correct answer.

1 2

3

4

5

6

How old is Greg?

Who are his friends?

What have they got for Greg?

Is Greg happy?

Where are the candles?

How many candles are there?


LES

SO

N 4

LES

SO

N 5

3 Colour. 4 Play the game.

LET’S PLAY TOY BINGO!

3 Write.

4 Write.

HE OR SHE?

THIS IS GREG. THIS IS JESSICA. IS HAPPY. IS PRETTY.

THIS IS KIM. THIS IS A CLOWN. IS SLEEPY. IS FUNNY.

72

TO

Y SHOP

BIRTHDAY PARTY

TO

YLAND

LET

’S S

ING

!

I SPY WITH MY LITTLE EYE...

DO THE BIRTHDAY QUIZ!

WHO’S THIS?LET’S SING!

Play the game.1

LET’S CHECK!

30

UNIT 2 TOYS

73

ENDING THE LESSON


Distribute folded pieces of paper to the class. Write HAPPY BIRTHDAY on the board and ask them to write those words on the front of the card. The pupils can decorate and colour the card at home. Ask the class if they like going to birthdays and ask them to think who they can make a card for as a surprise.

I CAN SPEAK ENGLISH (p. 31)

Using mindmaps check if the pupils have memorised all the new words.

Prepare Certificates of achievement for unit 6 with some of the following phrases written on them: Excellent! You did a great job! or Well done!


74

LESSO

N 5

RO

NN

IE’S

PRO

JEC

TI C

AN

SPEAK E

NG

LIS

H

DRAW A BIRTHDAY

CARD!

31

LESSO

N 5

75


LESSON 1 A SPIDER ON MY FACE LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8 By the end of this class, pupils will be able to:

Tapescript Track 24

TESS: Hoot-hoot! Good morning, Elliot! ELLIOT: Good morning, Tess! TESS: Put on your glasses, Elliot! ELLIOT: Thank you, Tess! TESS: Put on your pullover, Elliot! ELLIOT: Thank you, Tess! TESS: Eat your breakfast, Elliot! ELLIOT: I like toast and eggs! TESS: I like mosquito sandwiches! TESS: Take your bag, Elliot! ELLIOT: It’s empty!

• express possession: my pencil / your book

anticipate the correct answer mime actions and impersonate characters learn the difference between my and your a pencil, a pen, a book, a notebook, a pencil case, a schoolbag, a sharpener, an eraser Where's my book? Here's your book.

GRAMMAR • •

•

LANGUAGE FUNCTIONS

VOCABULARY • TASK 2 LISTEN AND REPEAT. (p. 32)

Ask the pupils to open Student's Books on page 32. The pupils listen to the recording and point to the pictures. Explain if necessary. Divide the class in two groups, listen again. One group repeats Elliot's sentences and the other repeats Tess's sentences. Then they switch. Where does it say...? Say the sentences in your mother tongue, and the pupils look for them and read them out in English.

SKILLS • • • • • • • •

morning conversation

conversation about a cake reading aloud making sentences morning conversation

conversation about a cake

song: A Spider on My Face relating visual to auditive contentlistening comprehension reproducing a dialogue reproducing a song naming simple activities marking correct answers writing individual words

READING

LISTENING TASK 3 ACT OUT THE DIALOGUE. (p. 32)

Pick two volunteers and give them props for the role-play. The pupils do the role-play repeating the recording. Repeat if more pupils show interest in being part of the role-play.

• • • • •

SPEAKING

WRITING

CROSS-CURRICULAR CORRELATION • GEORGIAN LANGUAGE: developing the ability to

anticipate, the ability to listen to a collocutor, the ability to sing a song

INTRODUCTION Start a conversation on what we do in the morning when we wake up (in mother tongue).

GAME – MIME. Mime an activity (put on glasses, put

on a pullover, eat breakfast, take a bag), the pupils guess what we are miming. When they guess, say the activity in English and write it on the board.

FURTHER PRACTICE: The pupils continue the game by showing one of the activities on the board.

TASK 1 LISTEN AND READ. WHO ARE...? (p. 32)

Stick the flashcard with Elliot, a new character, on the board. Introduce him to the pupils. Say that Elliot has an unusual pet. Can you guess Elliot’s pet? Play recording with Student's Books closed. The pupils guess in their mother tongue and English. When they guess, introduce the word owl and stick the flashcard below Elliot. Ask what owls eat. Help them to guess (mosquito) by miming and making a typical sound it makes.


76


Listen and read. Who are and ? 1

A SPIDER ON MY FACE

Hoot-hoot! Good morning, Elliot! Good morning, Tess! Put on your glasses, Elliot!

Thank you, Tess!

Put on your pullover, Elliot! Thank you, Tess! Eat your breakfast, Elliot!

I like toast and eggs! Take your bag, Elliot!

I like mosquito sandwiches!

It’s empty!

Act out the dialogue. 3

Listen and repeat.224 24

32

77

TASK 4 LISTEN AND READ. WHO IS APRIL? (p. 33) Tapescript

Track 26

A SPIDER ON MY FACE

ELLIOT: Where’s my book? Where’s my pen? Where’s mynotebook? Where’s my sharpener? APRIL: Here’s your book. Here’s your pen. Here’s your notebook. Here’s your sharpener. ELLIOT: Where’s my pencil? Where’s my pencil case? Where’s my eraser? Oh, no! Your spider’s on my face! APRIL: Here is your pencil. Here is your pencil case. Here is your eraser. Oh, yes! My spider’s on your face! Ha-ha- ha!

Revise the following words: schoolbag, book, notebook, pencil case, pencil, pen, sharpener, eraser.

GAME – POINT TO. See the list of activities at the end of the Teacher's Book. Ask if the pupils remember what Elliot did the last time (getting ready for school). What was wrong with the bag? (it was empty). Ask Why is Elliot angry? The pupils listen with their books closed and answer the question. They open the Student's Book. Ask about the girl: Who's this? This is Elliot's sister, April. Listen again and follow the dialogue in the book. Explain details if necessary. Check comprehension.

WORKBOOK, p. 30-31 Tapescript Track 25

ELLIOT: Aaapril! APRIL: Uh-oh! APRIL: Hi, big brother! What’s up? ELLIOT: My schoolbag is empty! APRIL: I can help you! Look! Your book, your notebook, your pencil case... ELLIOT: My pencil, my pen, my sharpener, my eraser... What’s this? It’s your spider, April! Help me, Tess!


A SPIDER ON MY FACE

Match.

3 Find eight words.

I K Y M J R B L G F B J E

P E N C I L G O P P O X R

G Z J B F B R T O V O W A

S C H O O L B A G Q K G S

P E N C I L C A S E S H E

E C O B K W F V B Y C E R

N Y Q F S H A R P E N E R

T O Q N O T E B O O K Y T

1

1 2 3 4 5 6

toast and eggs

a mosquito sandwich empty 4 Write the words from Task 3.

breakfast glasses a pullover 4

1 2

3

2 3 Listen and put the pictures in the right order.

I can help you! What’s this? Hi, big brother! What’s up?It’s your spider, April! Help me,

Tess!

pencil

6

5 7

8

My schoolbag is empty!

Aaapril!Look! Your book, your notebook, your pencil

case... TASK 5 LISTEN AND REPEAT. (p. 33)

Divide the class again in two groups (girls/boys). Play the recording. One groups repeats Elliot's and the other group repeats April's sentences.

My pencil, my pen, my sharpener, my

eraser... Uh-oh!5 4 Listen and circle.

1 Put on my / your pullover!

2

Where is my / your book?

3

Here is my / your pencil. 4

This is my / your spider.

1

10 11

FURTHER PRACTICE: Knock-knock reading! Read once again. The pupils repeat after you but instead of saying some words, knock on the desk. The pupils say the words which are missing. Where does it say...? Say the sentences in Georgian and the pupils look for them in the text and read them out in English. Ask the volunteers to roleplay the dialogue.


Elliot: Aaapril! April: Uh-oh! April: Hi, big brother! What’s up? Elliot: My schoolbag is empty! April: I can help you! Look! Your book, your notebook, your pencil case... Elliot: My pencil, my pen, my sharpener, my eraser... What’s this? It’s your spider, April! Help me, Tess! 11

Narrator:

1 Put on your pullover! 2

Where is my book? 3

Here is your pencil. 4

This is my spider.

TASK 6 CHOOSE: YES or NO? (p. 33)

Ask: What does Elliot say? Answer the questions by playing the game.

GAME: YES-NO. The teacher plays Elliot and reads sentences and the pupils stand up if the answer is Yes, and sit down if the answer is No. Then they do the task in the Student's Book individually. Ask volunteers to read the sentences aloud to check correct answers.

ANSWER KEY: 1. YES 2. YES 3. NO

TASK 7 SAY THE CHANT. (p. 33)

GAME – MATCHING. Stick the flashcards with

school items in one column on the board. Stick

wordcards with school items in the other column. The pupils should come to the board and match the correct wordcards and flashcards. Distribute slips of paper to the pupils- they should write one school item on each slip. Collect the paper slips, shuffle them and distribute them to the pupils. Check if they can read the word. Tell the pupils they will listen to the song and that they should stand up and quickly sit down when they hear their word. Listen to the recording. Before the second listening the pupils should swap the paper slips. Repeat the activity. Divide the class in two groups. One should repeat Elliot's text and the other should repeat April's text.


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78

Listen and read. Who is April? 4

Aaapril!

Uh-oh!

Hi, big brother! What’s up?

My schoolbag is empty!

I can help you!

Look! Your book, your notebook, your pencil

case...My pencil,

my pen, my sharpener, my

eraser...

What’s this?It’s your spider, April! Help me,

Tess!

Listen and repeat.5

1 My schoolbag is empty.

2 April is my sister.

3 I like spiders.

Choose: YES or NO. 6

Listen and say the chant. 7

A SPIDER ON MY FACE

25 25

26

33

LESSO

N 1

a pencil / a pen / a book / a notebook / a pencil case / a schoolbag / a sharpener / an eraser my pencil / your book / Where’s my book? Here’s your book.

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79

LESSON 2 HER BIKE IS PINK,

HIS BIKE IS GREEN LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8 By the end of this lesson, pupils will be able to:

Tapescript

Track 27

GREG: I’ve got a new bike! JESSICA: Wow! It’s great! RONNIE: It’s orange! GREG: No, Ronnie. It’s not orange. It’s green! KIM: I’ve got a new umbrella! JESSICA: It’s pretty! RONNIE: It’s orange! KIM: No, Ronnie. It’s not orange. It’s pink! GIZMO: Bow-wow! I’ve got a new ball! RONNIE: It’s orange! KIM: No, Ronnie. It’s not orange. It’s yellow! JESSICA: I’ve got a new bag! GREG: It’s nice! RONNIE: It’s orange! JESSICA, GREG AND KIM: Well done, Ronnie! It’s orange!GREG: We’ve got new lockers! JESSICA: And a new classmate!

• express possession: his – her I've got...

guess what is in the drawing say what colour an object is relate written and spoken form of the word His bike is green. Her bike is pink.

What colour is his bike? What colour is

her bike?orange, green, pink, yellow,

blue

GRAMMAR

• • •

LANGUAGE FUNCTIONS

VOCABULARY

SKILLS

conversation about colours

description of Greg and Jessica

reading comprehension reading sentences aloud recognising correct answers conversation about colours

description of Greg and Jessica

listening comprehension nonverbal reacting to instructions reproducing a dialogue repeating after the recording conversation about colours marking correct sentences completing the sentences with words

• • • • • • • • • • • • • •

READING TASK 2 LISTEN AND REPEAT. (p. 34)

Divide the class into four groups, listen to the recording again. Each group repeats the sentences of their character. Repeat several times so that all pupils repeat all characters' lines. Where does it say...? Say the sentences in your mother tongue and the pupils should find them in the book and read them out in English.

LISTENING

SPEAKING

TASK 3 ACT OUT THE STORY. (p. 34)

Select five volunteers and distribute flashcards to them (bike, umbrella, ball, bag). Explain to them how they will act. Each volunteer is a character situated in the part of the classroom which is visible to everyone. They repeat their character's sentences after the recording.

WRITING

CROSS-CURRICULAR CORRELATION • GEORGIAN LANGUAGE: developing the

ability to listen to a collocutor, role reading • ART: visual differentiation of colours

INTRODUCTION

GAME – GUESS. Draw one object from the lesson on

the board, e.g. ball and colour it. Ask: What’s this? When the pupils answer, repeat their answer, point to the drawing and say: I’ve got a new ball. It’s yellow. Repeat with other words from the text (umbrella, bag).

Revise colours through a game. GAME – SHOW ME. Say: Show me something green. The pupils point to the correct colour. Repeat with other colours.

TASK 1 LISTEN AND READ. WHAT IS ORANGE...? (p. 34)

Explain to the pupils that they will listen to the conversation between children and Ronnie. Tell them that they will have to answer what colour an object is. Stick the colour flashcards on the board (orange, green, pink, yellow) by saying colour names. Play the recording, Student's Books are closed. After listening, the pupils say colours for each object. Stick the flashcard or write the word next to the colour on the board. Ask the pupils to open their Student's Books and listen to the recording again to check if the answers are correct.

FURTHER PRACTICE: Ask them which colour Ronnie keeps repeating.

ANSWER KEY: The bike is green. The umbrella is pink. The ball is yellow. The bag is orange.


80

HER BIKE IS PINK, HIS BIKE IS GREEN

Listen and repeat. 2 3

I’ve got a new bike!

Wow! It’s great! No, Ronnie. It’s not orange.

It’s green!

I’ve got a new umbrella!

It’s pretty.

No, Ronnie. It’s not orange.

It’s pink!

Bow-wow! I’ve got a new ball!

It’s orange! No, Ronnie. It’s not orange. It’s yellow!

I’ve got a new bag! It’s nice! Well done, Ronnie! It’s orange!

We’ve got new lockers!

And a new classmate!It’s orange!

It’s orange! It’s orange!

Listen and read. What is orange? What is green? What is pink? What is yellow? 1

Act out the story.

27

27

34


81

TASK 4 POINT TO THE CORRECT ANSWER. (p. 35)

Ask a volunteer to read the entire first sentence. The pupil chooses the correct answer, reads it and points to it. The pupils do the rest of the task individually. Finally, they read their answers.

WORKBOOK, p. 32-33

His Her 4 or ? Write and colour.

1 2 This is Greg.

pencil case

is orange.

This is Jessica.

bike is pink.

3 4 This is Elliot.

umbrella is blue.

This is April.

spider is big

and black. ANSWER KEY:

1. The bag is orange. 2. The umbrella is pink. 3. The bike is green.

5 5 Listen and check. Then read.

6 6 Listen and colour.


Using the story on page 34, ask the pupils: What's his

name? What's her name? What colour is her...? etc. Point to a boy and a girl in the class. Say: His

name is... Her name is... Repeat with a few more pupils.

The pupils listen to the recording and point to the corresponding picture in the Student's Book. FURTHER PRACTICE Explain to the pupils when HIS and HER are used.

7 Write.

My name is .

My bag is .

My pencil case is .

My bike is .

My umbrella is .

What about you?

12 13


Narrator:

1 This is Greg. His pencil case is orange. 2 This is Jessica. Her bike is pink. 3 This is Elliot. His umbrella is blue. 4 This is April. Her spider is big and

black.

Tapescript

Track 28

RONNIE: Look at Greg! His bike is green. His bag is blue. His ball is yellow. Look at Jessica! Her bike is pink. Her bag is orange. Her umbrella is red.

13

Narrator:

His balloon is green. Her balloon is pink. His bike is blue. Her bike is yellow. His pullover is orange. Her pullover is red.


Ask the whole class to repeat the sentences together. Where does it say...? Say the sentences in Georgian and the pupils should find them in the text and read them out in English. Ask volunteers to read individually.

TASK 7 CHOOSE YES OR NO. (p. 35)

Explain the task: looking at the pictures in task 5, the pupils should tick the correct sentences. Ask a volunteer to do the first sentence. The pupils do other sentences individually. Check by asking them to read the answers. If a sentence is not correct, motivate the pupils to say the correct sentence.

ANSWER KEY: Sentences 3 and 4 are correct.

TASK 8 SPEAK. (p. 35)

Read the sentences and explain their meaning. Ask a volunteer to roleplay the dialogue with you. Teacher: What colour is your bike? Pupil says the colour. Teacher: What colour is your bag? Pupils says the colour. Teacher: What colour is your umbrella? Pupil says the colour. Pupils practise the conversations in pairs changing roles. Walk around the classroom and listen to their dialogues.


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HER BIKE IS PINK, HIS BIKE IS GREEN

1 Match.

1 2 3 4 5

an umbrella a locker a classmate a bike a ball

2 Colour.

1 green

2 pink

8 7

3 6

yellow 5 4

red 1 4

5 2 brown

6 3

orange

7 black

8

blue

3 Tick: YES or NO.

YES NO YES NO

1 4 Her pullover is red. His pullover is pink.

2 5

Her ball is green. His bike is black.

3 6 Her bag is yellow. His umbrella is green.

82

Point to the correct answer.4

Listen and point. 5

Look at Greg! His bike is green. His bag is blue.

His ball is yellow.

Look at Jessica! Her bike is pink.

Her bag is orange. Her umbrella is red.

Choose: YES or NO. 7

Her bike is .

Her bag is .

Her umbrella is .

His bike is .

His bag is .

His ball is .

What colour is your bike? What colour is your bag?

What colour is your umbrella?

Speak.8

Well done, Ronnie!

The is

a) red b) orange.

The is a) green b) blue.

is The a) pink b) yellow.

1

3

3

1 4

6

2 5

2

28


Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

Yes / No

35

LESSO

N 2

His bike is green. Her bike is pink. / What colour is his bike? What colour is her bag?

2 ().indd 35 24.05.2018 18:16:05

83

LESSON 3 A NEW CLASSMATE

LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7 By the end of this lesson, pupils will be able to:

they hear their word. Repeat the activity several times so that pupils give their cards to someone else.

GAME – Action story. GRAMMAR •

• • •

distinguish personal pronouns: I, he,

she

name the word on the flashcard develop the ability to listen match flashcards with wordcards understand a text answer simple questions My name is... I live in... My family is... I

like...

His name is... He lives in... His family

is... He likes...

Listen for the right word! Write the Georgian translations of new words on the board (pupil, old, new, hobby, magic, owl). Read the text by using Georgian words from the board instead of English words. The pupil who has the card with the correct word sticks it on the board next to the correct Georgian word. The class reads the English word from the card. Repeat until all Georgian words have corresponding English cards next to them. Ask the pupils to open their Student's Books. Open your books to page 32. Listen to the recording and the pupils circle the words from the board. Check which words are circled and their meaning. Let’s read together! Knock-knock reading! Read the text but instead of saying some words, knock on the desk. The pupils say the missing words. Silly teacher! In the second reading, make

mistakes when reading the key words and the

pupils should correct you. Where does it say...? Say the sentences in Georgian and the pupils look for them and read them in English.

LANGUAGE FUNCTIONS

• • •

VOCABULARY •

• SKILLS

• • • • • • • • • • • • •

text on a new character

questions and answers

reading comprehension completing sentences text on a new character

questions and answers

Song: The Finger Family

nonverbal response to words listening comprehension repeating after the model singing a song answer questions marking and circling correct answerscompleting sentences

READING

•LISTENING

•

SPEAKING Tapescript

Track 29

JESSICA: This is our new classmate. His name is Elliot. He lives in Elm Street. His house is old, but nice. His family is not very big: a mum, a dad and a baby sister. His hobby is very special. He likes magic. His pet owl is always sleepy. Her name is Tess. Elliot likes books, too. His favourite book is... Can you guess?

WRITING •

CROSS-CURRICULAR CORRELATION • • •

GEORGIAN LANGUAGE: listening to collocutors and speaking MUSIC: singing a traditional song SCIENCE: family, culture of living

INTRODUCTION

GAME – GUESS (bit by bit): Hide the flashcard with Elliot on it behind a piece of paper. Reveal a part of the flashcard and the pupils try to guess who it is. If they cannot guess, reveal a bigger part of the flashcard.

TASK 2 � � � � � � � � � � � �: YES or NO? (p. 36)

Ask: What's right? Answer the questions by playing the game – YES-NO. Read the sentences from the task and add some new ones. The pupils stand up if the answer is Yes, and sit down if the answer is No. The pupils do the task individually. Ask volunteers to read the sentences again to check correct answers.

TASK 1 LISTEN AND READ. WHAT IS SPECIAL ABOUT ELLIOT? (p. 36)

Introduce the new word: classmate. Explain to the pupils that they will learn something new about Elliot. Let's listen: What is special about Elliot? The pupils listen to the recording and answer the question. (Hobby.) Read the text and describe Elliot: Elliot is a new CLASSMATE. He lives in Elm Street. (What does ' street' mean?) He lives in an OLD house. (What does 'old' mean?) It’s not NEW, but it’s nice. (What does 'new' mean?) His family is not very big. He’s got mummy, daddy and a baby sister. His HOBBY is very special. (What is a hobby? What’s your hobby?) He likes MAGIC. (What does 'magic' mean?) His pet OWL is always sleepy. (What‘s an owl?) Her name is Tess. Elliot likes books, too. Prepare wordcards for new words (the ones marked above with capital letters in italics). Explain them as you distribute them to the pupils. After descriptions, ask the pupils if they know what the words on the wordcards mean and if necessary, explain again and repeat the words several times. Distribute the cards. Let’s listen! Play the recording. The pupils with the correct cards stand up when

ANSWER KEY: 1. NO 2. NO 3. YES 4. NO


84

Yes / No

Yes / No

Yes / No

Yes / No

Listen and read. What is special about Elliot? 1

A NEW CLASSMATE

He lives in Elm Street. His house is old,

but nice.

His family is not very big: a mum, a dad and

a baby sister.

Speak: YES or NO.2

This is our new classmate. His name is Elliot.

His hobby is very special. He likes magic.

His pet owl is always sleepy. Her name is Tess.

Elliot likes books, too. His favourite book is...

Can you guess?

1 Elliot lives in Croatia.

2 His family is: a mum, a dad and a baby brother.

3 He likes magic and books.

4 His pet is a dog.

29

36


2 ().indd 36 24.05.2018 18:16:07

85

TASK 3 MATCH, THEN LISTEN AND CHECK. (p. 37)

GAME – MATCHING. Stick the cards with

questions from the task into one column on the

board. Scatter the answer cards on the desk and ask volunteers to come and pick the correct answer which they then stick next to the questions. Ask them to open the Student's Books and do the task individually. Play the recording and the pupils check

Tapescript

Track 31

THE FINGER FAMILY

Daddy Finger, Daddy Finger, where are you? Here I am, here I am, how do you do? Mummy Finger, Mummy Finger, where are you? Here I am, here I am, how do you do? Brother Finger, Brother Finger, where are you? Here I am, here I am, how do you do? Sister Finger, Sister Finger, where are you? Here I am, here I am, how do you do? Baby Finger, Baby Finger, where are you? Here I am, here I am, how do you do?

ANSWER KEY: 1. What’s your name? 2. Where do you live? 3. Is your family very big? 4. What’s your hobby? 5. Have you got a pet?

Elliot. In Elm Street. No, it isn’t. Magic. Yes, I have.

6. What’s your favourite book? Harry Potter. RONNIE'S WORKSHOP (p. 37)

The pupils should cut out and stick finger puppets. They prepare a theatre by singing and acting

with their finger puppets. Tapescript

Track 30

WORKBOOK, p. 34-35 JESSICA: What’s your name? ELLIOT: Elliot. JESSICA: Where do you live? ELLIOT: In Elm Street. JESSICA: Is your family very big? ELLIOT: No, it isn’t. JESSICA: What’s your hobby? ELLIOT: Magic. JESSICA: Have you got a pet? ELLIOT: Yes, I have. JESSICA: What’s your favourite book? ELLIOT: Harry Potter.


A NEW CLASSMATE

Match.

spider 3 Write. brother

Street

April This is .

She lives in Elm . 1

1 2 3 4 5 6 Her family is not very big:

a mummy, a daddy and a big .

She likes spiders.

Her pet is big and black!

4 7 Listen and read. Who are they? Draw their pictures.

She lives in Green Street.

She likes rain. Her umbrella is pink. She likes dogs, too.

Her dog is very funny. His name is Gizmo. Who is she?

She is .

magic a house on owl sleepy a name a family

2 Read and stick.

His family is big: a mummy, a daddy, a sister and

a baby brother. He likes carrots. His favourite colour

is orange. Who is he?

He is .

This is . He lives in . This is his .

5 Write and draw.

This is his : a mummy, a daddy, and a baby sister. Elliot likes .

What about you?

This is his pet . Her name is Tess. She is always .


Ask a volunteer to answer a question from the board. GAME – Who wants to be the teacher? Ask: Who wants to be the teacher? The volunteer now asks a question and invites different pupils to answer. Repeat the activity. The pupils repeat the conversations in pairs and the teacher supervises.

14 15


Narrator:

She lives in Green Street. She likes rain. Her umbrella is pink. She likes dogs, too. Her dog is very funny. His name is Gizmo. Who is she? TASK 5 LISTEN AND SING. (p. 37)

Talk to the pupils about words for different fingers in their mother tongue. Explain the English names for fingers used in the song. Explain that they will learn a rhyme in which you show a finger with a puppet on it. Show them the finger puppets. Play the recording, sing and show finger puppets while the pupils are watching. Repeat several times. Each time choose pupils who will represent dad, mum and other characters and when it is their turn they should say: Here I am, here I am, how do you do? Play the recording several times and ask the pupils to sing along and mime with their fingers. If the pupils have made their finger puppets, they can use them while singing. If they don't have their own finger puppets, they can sing a song by pointing to the correct finger.

His family is big: mummy, daddy, a sister and a baby brother. He likes carrots. His favourite colour is orange. Who is he?


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2

1

LESSO

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Sing “The Finger Family”!

RONNIE’S WORKSHOP

R

Listen and sing. 5

Match, then listen and check.3

1 What’s your name?

2 Where do you live?

3 Is your family very big?

4 What’s your hobby?

5 Have you got a pet?

6 What’s your favourite book?

No, it isn’t.

Magic.

In Elm Street.

Elliot.

Harry Potter.

Yes, I have.

Can you answer Jessica’s questions?

Speak.4

THE FINGER FAMILY

30

31

37

LESSO

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mum / dad / baby sister / baby brother / My name is... / I live in... / My family is... / I like... His name is... / He lives in... / His family is... / He likes...

87

LESSON 4 THE MAGIC

COUNTDOWN


revise numbers 1 – 10

GAME – MATCHING. Divide the class in two groups. Give one group flashcards with numbers and the other group wordcards with numbers. A pupil from the first group shows a number and the pupils in the other group look for the corresponding number in their group. Stick the cards on the board. Ask the pupils to copy the numbers in their notebooks.

GRAMMAR numbers 11 – 20 relate written and spoken form of numbers count to 20


Revise numbers 1 – 20 playing the game FINALS – SEMI FINALS. Please see the List of activities at the end of the Teacher's Book for more details.

LANGUAGE FUNCTIONS

VOCABULARY numbers SKILLS

song: Count to 20!

GAME – BINGO. Tell the pupils to draw a table with six or nine fields in their notebooks. They then write any numbers from 1-20 in the fields. Draw wordcards with numbers one by one saying the number aloud. The pupils circle the numbers if they have them in their tables. The pupil who is the first to circle all numbers in the table is the winner and says: Bingo!

reading the chant aloud matching pictures and words

numbers

chant: Count to 20!

relating visual to auditive content listening comprehension naming numbers repeating after the model reproducing a chant writing numbers in words

READING

LISTENING TIP: The pupils often want to continue playing for the top three places.

SPEAKING Distribute the wordcards with numbers to the

pupils and ask them if they know what number that is. Play the recording. When they hear their numbers, they should raise them in the air. The pupils exchange cards. Play the recording again and the pupils stick the correct cards on the board.

WRITING CROSS-CURRICULAR CORRELATION MATHEMATICS: numbers 1 – 20

INTRODUCTION

Revise numbers 1 – 10 by using flashcards. Stick the flashcards around the classroom and ask: Can you find number one? Who can find two? Where’s three?... As find the flashcard, they should stick it on the board. Let’s count together to 10. Can we count backwards?

Tapescript

Track 33

COUNT TO 20!

Inty, minty, menty, plenty, Do some magic, Count to 20! 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. ELLIOT: Oh, no! My bag is empty!


Introduce numbers 11 – 20. Put the flashcards with numbers from 11-20 on the board. Say them aloud. Point to each number, say it and ask the pupils to repeat. Repeat several times. First count slowly and then speed up the pace. Show the flashcards and the pupils say the numbers together. Repeat the numbers in a random order. Let’s count the girls / boys in our class! Together with, count all the boys and then all the girls in the class. Ask the pupils to open their Student's Books and follow the recording by pointing to the numbers in the Student's Book.

Tapescript

Track 32

NARRATOR: One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty.


Play the recording and the pupils listen, point to the numbers in their books and repeat.

Introduce the written form of the word by putting wordcards next to the flashcards on the board.


88

Listen and point. 1

THE MAGIC COUNTDOWN

Listen and repeat. Say the chant.2 332 32 33

38


89


Revise numbers from 1 – 20 playing FINALS – SEMI FINALS. Please see the List of activities at the end of the Teacher's Book for details.

GAME – BINGO. Ask the pupils to draw a table with six (or nine) fields into which they write any six (or nine) numbers from 1-20. Pick wordcards with numbers and say them aloud. The pupils circle the numbers if they have them in their tables. The pupil who is the first to circle all the numbers in the table is the winner and says Bingo!

TIP: The pupils often want to continue the game so that you can continue playing to get top three winners.

Distribute the wordcards with numbers on them and check if the pupils know what number that is. Play the recording, when they hear a number, the pupil who has a corresponding card, raises it up in the air. The pupils should then exchange the cards. Play the recording again and the pupils bring their cards and stick them on the board.

Tapescript

Track 33

COUNT TO 20!

Inty, minty, menty, plenty, Do some magic, Count to 20! 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20. ELLIOT: Oh, no! My bag is empty!

WORKBOOK, p. 36-37

16 17


3 How many animals? Circle the correct answer.

How many animals?

1 a) 3 a) Fourteen spiders. Ten frogs.

b) b) Fifteen spiders. Eleven frogs.

c) c) Sixteen spiders. Twelve frogs.

2 a) Five bats. 4 a) Three tigers. b) b) Six bats. Two tigers. c) c) Seven bats. One tiger.

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N 4


THE MAGIC COUNTDOWN

1 Colour and say.

What colour is number 20?

2 Write the numbers.

one two three four five 16 six eight

seven nine ten 15

1 2 3 4 eleven twelve thirteen 13

15 14 ___ ___ _____ ____ 20

fourteen fifteen sixteen

5 6 7 11

17 _ _ _ _ _s _i x_ _ _ _ _ _

seventeen eighteen 18

8 9 10 19

12 _____ ____ ___ nineteen twenty

90

INTY, MINTY, MENTY, PLENTY,

DO SOME MAGIC, COUNT TO 20!

1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,17, 18, 19, 20.

Oh, no! My bag is

empty!

39

LESSO

N 4

Count to 20. / Numbers 1-20.

91

LESSON 5 LET'S CHECK LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8,9,10

GRAMMAR LANGUAGE FUNCTIONS VOCABULARY

• consolidate structures from unit

• describe themselves

• consolidate vocabulary from unit one SKILLS

• • • • • •

mind map

matching pictures and words completing sentences bingo

listening comprehension relating visual to auditive content conversation about words and structures from unit three naming what is in the picture completing sentence beginnings

READING

LISTENING

• SPEAKING

• • WRITING

CROSS-CURRICULAR CORRELATION • MATHEMATICS: numbers 1 – 20 • ART: making a poster

INTRODUCTION

GAME – CLASSIFICATION GAME. Prepare some flashcards which appear in Bingo cards (Jessica, 15, red, green, Elliot, 16, pink, brown, 11, black, notebook, blue, Greg, 12, pencil case, orange, sharpener, 20, yellow, eraser, bag, green, Ronnie, 17). Divide the pupils in four lexical sets/groups – CHARACTERS, NUMBERS, COLOURS, SCHOOL. Show the flashcards. The pupils name the card if it belongs to their lexical set.

TASK 1 LISTEN AND PLAY THE GAME. (p. 40)

Ask the pupils to open the Student's Books and watch bingo cards together. Play the recording and describe each picture. The pupils choose one bingo card. Say the words and sentences in a random order and the pupils cross out the pictures in their Student's Books. The pupils who have crossed out all the pictures on the cards say Bingo! They are the winners.

TASK 2 LISTEN AND CHECK. (p. 40)

The pupils listen to the recording to check the pupils' answers. You can also ask the pupils to cross-check their answers (peer

correction).

Tapescript Track 34

NARRATOR:

1 My name is Jessica. Fifteen. Her bike is red. Where’s my book? I like magic. His ball is orange.

2 My name is Elliot. Sixteen. Her umbrella is pink. Where’s my pencil? I live in Elm Street. His dog is brown.

3 My name is April. Eleven. Her cat is black. Where’s my notebook? I like eggs. His ball is blue.


92

LET’S CHECK!

Play the game. Listen and check.1 2

Let’s play Bingo!34

40


93

RONNIE'S PROJECT (p. 41)

The pupils do project work. They use an empty piece of paper (A4) to write about themselves. On the left side of the paper they should stick their own picture or draw themselves. On the right side they write and complete sentences about themselves. They decorate the sheet as they wish.


1 BINGO My name is Jessica. Fifteen. Her bike is red. Where’s my book? I like magic. His ball is orange. IN GROUPS (p. 41)

Start a conversation on the activities used in class within this unit. Remind the pupils of vocabulary and structures in this unit. Motivate pupils to think why they liked a certain activity and what exactly they practised in each activity. Study the map with the pupils. Go through each group of words and say what each picture represents. At the same time, the pupils put a plus sign next to all the pictures they can name in English, thus doing self-evaluation of knowledge. GAME – CHOOSE THE CORRECT GROUP. Divide the pupils in two groups. Write the categories from the map on the board (room, toys, family, food, Who is..?). Say the words from the map in a random order and group representatives say which category/word group that word belongs to. Correct answers score a point. The group which scores the most points wins.

2 BINGO My name is Elliot. Sixteen. Her umbrella is pink. Where’s my pencil? I live in Elm Street. His dog is brown.

3 BINGO My name is April. Eleven. Her cat is black. Where’s my notebook? I like eggs. His ball is blue.

4 BINGO My name is Greg. Twelve. Her pencil case is green. Where’s my sharpener? My family is very big. His pullover is black.

FURTHER PRACTICE: You can play more games with

these maps depending on the knowledge and affinities of the class. Some of the possible games are: cross out game, how many words can you remember, sorting out, get rid of your card, teacher may I have, memory, bingo.

WORKBOOK, p. 38-39

18 19


LES

SO

N 5

2 8 Listen and check.

Read out your Bingo list.

3 Read.


LET’S CHECK!

1 Stick.

I like magic. Her bike is red.

94

What’s in Elliot’s ?

My name is... I live in...

My family is...

I like...

My pet is...

Count to 20!

UNIT 3

Back to School

HER

HIS

RO

NN

IE’S

PRO

JEC

T

Dear Ronnie!

My name is ...

I live in ...

My family is ...

I like ...

I’ve got a pet ...

Love, ...

Draw your picture and write about yourself!

41

LESSO

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95


LESSON 1 ELLIOT’S ROOM SUGGESTED TEACHING TIME: 2 lessons

LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8 By the end of this lesson, pupils will be able to:

GAME – KIM’S GAME. Set a time limit for observing the details on the poster. When the time is up, remove the poster from the board. Divide the class in two groups. Let’s play Kim’s game! What’s blue? The pupils from one group name everything blue on the poster. Continue the game with different colours. Then go on to: What’s on the desk? What’s on the floor? What’s on the chair?

Ask the pupils to open their Student's Books. Open your books! Check if they were right. The pupils say which objects are in Elliot's room. Ask the pupils: What toys can you see? Volunteers come to the board to point to the toys they recognise on the poster. Play the recording, and the pupils point to the toys in the Student's Books.

• • • • • • •

express possession: I've got ask a question: Can I...? answer the question name objects on the poster answer questions correctly describe a room Toys: a plane, a skateboard, a kite, a

car a ball, a bike

A room: a computer, a bed, a chair,

a desk, a lamp, a poster, a clock, a

picture, a toybox

What's that? That's my computer.

Who's that? My sister April.

GRAMMAR

LANGUAGE FUNCTIONS

• VOCABULARY

Tapescript

Track 35

NARRATOR: These are Elliot’s toys: a bike, a skateboard,a car, a ball, a teddy bear, a plane, a kite and building blocks.

• •

SKILLS room

conversation about a room

reading aloud matching pictures and words toys

room conversation about a room

relating visual to auditive contentlistening comprehension conversation about a character describing a room saying words repeating after the model completing sentences

• • • • • • • •

READING TASK 2 LOOK AT ELLIOT’S ROOM AGAIN. LISTEN

AND POINT. (p. 42)

Stick the following flashcards on the board: picture, lamp, bed, toybox, desk, computer. GAME – PASS THE CARD. Show the wordcard, read the word and add the flashcard to the pupil in the first desk. S/He repeats the word and passes the card to the pupil behind him/her. The last pupil in the row says the word and sticks it on the board next to the corresponding picture. Repeat the procedure with all the words. GAME – LET’S SOUND LIKE. Please see the List of

activities for more details. Tell the pupils that you will now name the furniture items in Elliot's room. Play the recording. The pupils point to the pictures in the Student's Books while you point to the items on theposter.

LISTENING

• • • • •

SPEAKING

WRITING

CROSS-CURRICULAR CORRELATION • GEORGIAN LANGUAGE: describing, prompt-

based • SCIENCE: art of living, home appliances

Tapescript Track

36

NARRATOR: This is Elliot’s room: a bed, a desk, a toybox, a computer, a poster, a lamp, a clock and a picture.

INTRODUCTION

Prepare the following wordcards: desk, chair, window, door, blackboard, clock.

GAME – DRAW A CARD! The pupils draw the wordcards and stick them on the objects in the classroom (This is...).


Play the recording again. The pupils point to the objects in the picture in the Student's Books and repeat after the recording.

GAME: CORRECT THE TEACHER. Say the words on the flashcards pointing to the wrong picture. The pupils correct you. After that, they copy the pictures in their notebooks.

TASK 1 WHAT TOYS CAN YOU SEE? POINT AND SAY.

THEN LISTEN AND CHECK. (p. 42)

Ask: What do you remember about Elliot? The pupils try to recall facts about Elliot. If necessary, help them with questions: Where does he live? What does he like? etc. Stick the poster on the board: This is Elliot’s room. What do you think? Is it beautiful? What can you see? Motivate the pupils to talk about what they see on the poster. I can see... Ask additional questions: What colour is it? Is it big or small? Where is it? etc.


96


ELLIOT’S ROOM

A BED

A DESK

A POSTER

A TOYBOX

A CLOCK

A COMPUTER

A PICTURE A LAMP

What toys can you see? Point and say. Then listen and check.1

Look at Elliot’s room again. Listen and point.2 Listen and repeat.3

42

35

36 36

42

97

TASK 4 LISTEN AND READ. WHERE ARE JESSICA AND GREG? (p. 43)

The pupils listen to the recording with their books closed. They should answer the question: Where are

Jessica and Greg?

The pupils check their answer in the second listening and answer a new question: What has Eliot got? The pupils open their books and check the answers by listening again.

After listening, use questions to check if they understood the text. Divide the class in five groups which should role-play read the text repeating after the recording.

WORKBOOK, p. 40-41


ELLIOT’S ROOM4 Write.

a bed

1 Stick.

In my room I’ve got ,

, ,

, and

.

In my toybox I’ve got

, ,

, books

and .

5 Draw and write about yourself.

In my room I’ve got .

In my room I’ve got . In my room I’ve got .

2 Match.

Tapescript

Track 37

1 Good afternoon.

2 Look, I’ve got a new computer.

3 What is that?

4 Who is that?

My sister April.

My crystal ball.

Wow, it’s cool.

Hello.

In my toybox I’ve got .



CHILDREN: Good afternoon. MOTHER: Hello children, come in! Elliot, your friends are here. ELLIOT: Come and see my room! This is my room. And my toys. ELLIOT: Look, I’ve got a new computer. JESSICA: Wow, it’s great! What’s that? ELLIOT: That’s my crystal ball. I’ve got books about magic, too. TESS: Hoot-hoot! JESSICA: Who’s that? ELLIOT: That’s Tess, my pet owl. JESSICA: And who is this? ELLIOT: My little sister April. APRIL: Hello. Can I play with your friends?


20 21


Narrator:

1

Good afternoon. Hello. 2

Look. I’ve got a new computer. Wow, it’s cool. 3

What is that? My crystal ball. 4

Who is that? My sister April. TASK 5 ACT OUT THE STORY. (p. 43)

Set the scene in the suitable part of the classroom and the pupils act out the dialogue. Use the props available.


Start a conversation about how many toys the pupils have, what their favourite toy is etc. Read the questions from the Student's Book and check understanding. Ask one pupil the following questions: What have you got in your room? What have you got in your toybox? What is your favourite toy? The pupil who answered the questions then asks another pupil one of these questions and so on. When each question is asked several times, they begin the conversation in pairs so that at first pupil A asks the questions and pupil B answers and then they switch. The teacher supervises and helps.


LES

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N 1

98

Listen and read. Where are Jessica and Greg?4

Good after noon.

Hello children, come in!

Come and see my room!

Elliot, your friends are here.

What’s that?Wow, it’s great!

That’s my crystal ball. I’ve got books about magic, too.

This is my room. And my toys.

Look, I’ve got a new computer.

Hoot-hoot!

Who’s that?That’s Tess, my pet owl.

And who is this? My little sister April.

Hello. Can I play with your friends?

What have you got in your room? What have you got in your toybox?

What is your favourite toy?

Act out the story.5

Speak. 6

37

43

LESSO

N 1

a toybox / toys / a plane / a skateboard / a kite / a cara room / a computer / a bed / a chair / a desk / a lamp / a poster / a clock / a picture What’s that? That’s my computer. / Who’s that? My sister April. / I’ve got... / Can I...?

99

LESSON 2 LET’S DRESS UP! LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7 By the end of this lesson, pupils will be able to:

Conversation in Georgian about a carnival/dressing up. How would you like to dress up? The pupils list characters they disguise themselves in during the carnival. Guide the conversation by asking questions about the characters in the Student's Book; Would you like to be Snow White? In the middle of the board, one below another, stick the pictures with characters (Snow White, wizard, witch, clown, Superman). Point to the cards saying the names. The pupils repeat aloud. GAME – PASS THE CARD. Show a wordcard, read the word on it give it to a pupil who should whisper the word to another pupil as s/he passes the card on. The last pupil puts the card next to the corresponding picture on the board. Elliot’s friends, let’s guess who is who! Write the names of characters in disguise on the board (Jessica,Greg, Ronnie, Elliot, April). The pupils guess who is dressed up as who. It’s time for a story! Check your answers. Listen to the text from the Student's Book (books closed) and the pupils check if they guessed who is dressed up as who. Match the pairs on the board. Ask: Who is a wizard? Who is Snow White? Say: Open your books! Listen and point to the pictures. Play the recording, the pupils listen and point to the pictures and check if they matched correctly.

• distinguish gender: He is / She is / It is

recognise a mimed adjective guess what a drawing represents mime an action describe a friend talk about a holiday big, old, beautiful, strong, funny,

clever, scary

an attic, a box, a witch, a wizard,

costumes, Snow White, Superman

GRAMMAR

•

• • LANGUAGE

FUNCTIONS • • •

VOCABULARY •

SKILLS conversation about costumes

song: April's song reading aloud reading and matching pictures and words making sentences conversation about costumes

song: April's song nonverbal reacting by miming listening comprehension understanding simple sentences

• • • • • • • • • •

READING

Tapescript

Track 38

ELLIOT: Mum, can we go to the attic? ELLIOT’S MOTHER: Yes, but take April, too. GREG: Look, what’s in that big old box? JESSICA: Wow, costumes! Let’s dress up! NARRATOR: Jessica is Snow White. She is beautiful. Greg is a clown. He is funny. Ronnie is Superman. He is strong. Elliot is a wizard. He is clever. April is a witch. Is she scary? No. ELLIOT’S MOTHER: Dinner time! Who is hungry?

LISTENING

• repeating after the model • reciting a song accompanied with TPR • simple descriptions of persons • numbering pictures • making sentences

SPEAKING

WRITING

CROSS-CURRICULAR CORRELATION • ART: cutting out • SCIENCE: holidays


Play the recording once again and the pupils repeat together. Find the sentence! Read the sentences in a changed order and the pupils find them in the text. Where does it say! Say some sentences/words in Georgian and the pupils find them in the text and read aloud.

INTRODUCTION Mirror and echo – Introduce the adjectives on the cards by miming them: I’m clever, I’m funny, I’m beautiful, I’m strong, I’m good. The pupils listen, mime and then repeat after you. What do these words mean? Who is clever / funny / beautiful / strong / good?

TASK 3 POINT. (p. 44)

GAME – SILLY TEACHER. The teacher says the wrong answers. The pupils correct you and then individually choose answers in the Student's Book. Read the answers together.

TASK 1 LISTEN AND READ. WHERE ARE THE CHILDREN? (p. 44)

GAME – GUESS. Start drawing a big pumpkin on the board with openings for eyes and mouth. The pupils guess what you are drawing. It’s a pumpkin! What does this pumpkin remind you of? Has anyone seen similar pumpkins in a film/cartoon? Explain the Halloween tradition in the USA.

ANSWER KEY:

1. is big and old. 2. is beautiful. 3. is funny. 4. is strong. 5. is clever.

Culture corner: Halloween is celebrated on 31 October, mostly in the USA. Its symbols are jack-o-lantern and children disguised as scary characters doing trick or treating.


100

44

Listen and read. Where are the children? 1

LET’S DRESS UP!

Mum, can we go to the attic?

Yes, but take April, too.

What’s in that big, old box?

Wow, costumes! Let’s dress up!

Jessica is Snow White. She is beautiful.

Dinner time! Who is hungry?

Greg is a clown. He is funny.

Ronnie is Superman.

He is strong.Elliot is a wizard.

He is clever.

April is a witch. Is she scary?

No.

Listen and repeat.2

Point.3

is big and old. is funny. is strong. is clever. is beautiful.

1 2 3 4 5

38 38


44

2 ().indd 44 24.05.2018 18:16:24

101

TASK 4 LISTEN AND SING. (p. 45) WORKBOOK, p. 42-43 GAME – GUESS. Draw a spider on the board. The

pupils try to guess what you are drawing. It’s a spider! A Fuzzy Wuzzy Spider. Describe what the spider is doing. Introduce actions for different lines: Goes up the chair – mime climbing movement. Goes down my hair – mime going down your hair with fingers. Here – show space in front of you, there – show space farther away, everywhere – make a circle in the air. Practise miming, showing all actions several times one after another and the pupils join in. Show in a changed order. Say the movements and the pupils mime them individually.


LET’S DRESS UP!

Match and write. Then colour. 1

Snow White 1 E_l_li_o_t_i_s_a wiza_r_d .

2 .Superman

a clown 3 .

a wizard 4 .

5a witch

2 Unscramble and write.

1 .Snow White is

2 .

Superman is

clreve stongr

3 . The wizard is utifulbea fuynn

4 . The clown is

GAME – ACTION CHINESE WHISPERS. Please see

the List of activities for more details. 22 23

Play the recording singing along and miming, the pupils just watch. Repeat several times and the pupils join you. The pupils mime individually. Choose a couple of pupils who mime really well to come to the board and mime before the class.

Tapescript

Track 39

APRIL’S SONG

Fuzzy wuzzy spider Goes up the chair. Fuzzy wuzzy spider Goes down my hair. Fuzzy spiders here, Wuzzy spiders there. Fuzzy wuzzy spiders everywhere!


The pupils cut out dolls and costumes. They play with the cut out characters alone and

with other pupils at school or with family members at home. They should use adjectives for describing characters.


3 Circle.

Fuzzy wuzzy frog / spider Fuzzy spiders here / there.

Goes up the chair / table. Wuzzy spiders here / there.

Fuzzy wuzzy butterfly / spider Fuzzy wuzzy spiders / caterpillars everywhere!

Goes down my hair / chair.

How

4 Count, write and colour. many...?

1 scooter

helicopters

pictures

cars

balls

teddy bears

balloons

books

chairs

spiders

LES

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N 2

102

21LESSO

N 2

Listen and sing.4

FUZZY WUZZY SPIDER

GOES UP THE CHAIR.

FUZZY WUZZY SPIDER

GOES DOWN MY HAIR.

FUZZY SPIDERS HERE,

WUZZY SPIDERS THERE.

FUZZY WUZZY SPIDERS EVERYWHERE!

RONNIE’S WORKSHOP

R

APRIL`S SONG

39

45

LESSO

N 2

He is... / She is... / It is...big / old / beautiful / strong / funny / clever / scary

103

LESSON 3 A FAMILY DINNER


• revise structures:

Tapescript

Track 40

JESSICA: Is this your family? NARRATOR: This is Elliot’s mum. She is very busy. She likes animals. Her favourite animal is a dinosaur. This is Elliot’s dad. He is very clever. He likes planets. His favourite planet is Saturn. This is Elliot’s sister April. She is a little girl, but she is very clever. She likes bugs. Her favourite bug is a spider. And who is this? Grandma, granddad and funny cousin Harold. ELLIOT’S MUM: Dinner time! Come in, children!

GRAMMAR This is...

He is... She is...

• • •

answer simple questions describe a family member understand a dialogue LANGUAGE

FUNCTIONS through comics • give correct answers to questions • a family: mum, dad, sister, brother, grandma, grandpa

• • •

This is my mum.

Her / his favourite... is...

dinner: fish and chips, chicken,

TASK 2 LISTEN AND READ. (p. 46)

Where does it say? Say some sentences in Georgian. The pupils look for them in the text and volunteers can read them aloud. Let’ read! Stopping the recording after each sentence, the pupils repeat one sentence each. Volunteers can read one text frame each. Repeat the activity so that all pupils who want to participate are given a chance.

VOCABULARY

carrots, rice, lettuce, fruit, apples,

oranges, bananas

• What’s for dinner? • What’s your favourite dinner?

SKILLS • • • • • • • •

description of family members

conversation about dinner

reading aloud completing sentences

description of family members

conversation about dinner

listening for information nonverbal reacting to auditive content

READING

LISTENING

• • • •

repeating after the model describing a family member naming favourite food writing individual words

SPEAKING

WRITING CROSS-CURRICULAR CORRELATION • SCIENCE: family and relatives; food

INTRODUCTION

Draw your (or imagined) family consisting of mum, dad, sister, brother, grandma, grandpa, cousin. Below each family member write the corresponding English word.


Describe each family member: what they are like, what they like, their favourite animal, planet, bug, etc. Write prompts on the board to motivate pupils to say something about their family members. Who are they, what they like, their favourite things.... Say that they will now hear about Elliot's family members and their characteristics. The books are closed. In the first listening, they should list Elliot's family members. Put the flashcards on the board. In the second listening they should say what each of them likes. In the next listening, the task is to say everyone's favourite things. The pupils open the books now, listen and follow the text in the Student's Books. After each description pause and explain if something is not clear. Repeat and ask questions about the characters- what they like etc.


104

Listen and point. 1 Listen and read. 2

A FAMILY DINNER

Is this your family?

This is Elliot’s mum. She is very busy.

She likes animals. Her favourite animal

is a dinosaur.

This is Elliot’s dad. He is very clever. He likes planets.

His favourite planet is Saturn.

This is Elliot’s sister April. She is a little girl, but she is very

clever. She likes bugs. Her favourite

bug is a spider.

And who is this?

Grandma, grandad and funny cousin

Harold.

Dinner time! Come in, children!

40 40


46

105

TASK 3 HOW MANY WORDS DO YOU KNOW?

POINT AND SAY. (p. 47)


Where does it say? Say some sentences in Georgian. The pupils look for them in the text. If they want to, they can read them out aloud in English. Divide them in groups. Assign each pupil in the group with a character. They repeat after the recording.

Ask the pupils if they remember why mum called the children the last time. She called them to dinner. Talk to the pupils about what they eat for dinner. They say the words they know and if you have that flashcard, put it on the board. (Put all food flashcards on the board mentioned by the pupils). Ask them to open their Student's Books. The pupils look at the task and the volunteers come to the board to circle the words they know. Other pupils do it in the Student's Books. Is there food in the Student's Book which is not on the flashcards? (fruit, rice).


Select one flashcard and show it to the class. Say: My favourite dinner is... Ask different children: What’s your favourite dinner? Write the question and the beginning of the answer on the board.

GAME – Who wants to be the teacher? Ask: Who

wants to be the teacher? The volunteer asks the question on the board choosing different pupils to answer. Repeat the activity. The pupils repeat conversation in pairs as you supervise.


Read the words from the task one by one. Put the flashcards not mentioned so far on the board. Ask two volunteers to put the flashcards on the board in the right order (as they hear them). Other pupils check and correct mistakes if there are any. GAME – PASS THE CARD. Show a wordcard, read the word and pass the card on to the first pupil in the front desk. S/He reads out the word and passes it on to the pupil behind him/her. The last pupil in that row says the word and sticks the wordcard on the board next to the corresponding picture. Play the recording again. The pupils repeat the words.

WORKBOOK, p. 44-45


A FAMILY DINNER

Match and colour.

3 Match.

FISH AND CHIPS AN ICE CREAM

1CHICKEN APPLES

EGGS SPAGHETTI

grandad

CHEESE A PIZZA dad

CARROTS A SANDWICHbrother

grandma4 10 What’s for dinner? Listen and tick. Then colour.

mum

sister

2 Read and circle.

Tapescript

Track 41

NARRATOR: What’s for dinner? Chicken, fish and chips, spaghetti, rice, carrots, fruit, cheese, milk, water, juice, honey, jam and cake.

5 What’s your favourite dinner? Write, draw and say. This is my dad.

He / She likes books.

Her / His favourite book isThe Hungry Caterpillar.

This is my baby brother.

He / She is a little bunny.

His / Her favourite toy is a ball.

This is my mum.

He / She is very beautiful.

His / Her favourite flower is

a rose.

Can you write about your family?

24 25

TASK 5 LISTEN. WHAT’S FOR DINNER? (p. 47)

The books are closed. Explain to the pupils that they will hear a conversation about what's for dinner. Ask: What’s for dinner? The pupils listen and answer the question. Ask them if they heard which problem the children have. How did they solve that? (There are no eggs but Elliot made some using magic.)

The pupils open the books. If they did not know the answers, they can try to answer now. Play the recording again. Give additional explanations if necessary.


Kim: What’s for dinner, Grandma? Kim’s Grandma: Fish and chips, lettuce, orange juice, and cake.

Tapescript

Track 42

ELLIOT: What’s for dinner? ELLIOT’S DAD: Can you guess? Pizza, fish or chicken? GREG: Pizza? ELLIOT’S DAD: No. It’s chicken. ELLIOT’S

DAD: Carrots, chips or rice? JESSICA:

Carrots and chips! ELLIOT’S MUM: Apples, oranges or bananas? CHILDREN: Pancakes! ELLIOT’S MUM: But we have no eggs. ELLIOT: Hoot-hoot-hoot, shoo-be-doo. Here are the eggs, and milk, too.


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106

How many words do you know? Point and say.3 Listen and repeat.4

Speak.7

What’s for dinner?

Can you guess?

Pizza, fish or chicken?

Pizza? Carrots, chips or rice?

Carrots and chips!

No, it’s chicken.

Apples, oranges or bananas?

But we have no eggs.

Pancakes! Hoot-hoot-hoot, shoo-be-doo. Here are the eggs, and milk, too.

What’s your favourite dinner?

Listen and repeat.6Listen. What’s for dinner?5

CHICKENCHEESECAKERICEJAM

CARROTS

FRUIT

SPAGHETTI

WATER

MILK

HONEYJUICE

LETTUCE

FISH AND CHIPS

41

42 42

47

LESSO

N 3

a family / a sister / a brother / grandma / grandad / a cousin / This is my mum. / He is... / She is... / What’s for dinner? / Her/His favourite...is... / fish and chips / chicken / carrots / rice / lettuce / fruit / apples / oranges / bananas

107

LESSON 4 THE PANCAKE RAP LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7 By the end of this lesson, pupils will be able to:

TASK 2 LISTEN AND MIME. (p. 48)

GAME – MIME. Mime an action (beat the eggs, pour

some milk, add flour, mix, toss it high, catch the

pancake, put some chocolate, eat them hot). The pupils try to guess what you show. Mirror and echo. Mime the actions again and the pupils mime along. Repeat miming the actions but in a different order. Then, say the actions and the pupils mime the action you are saying. GAME – ACTION CHINESE WHISPERS. Divide the pupils in several groups. They should stand in lines. Play Chinese whispers with actions, so that the last pupil in the line should mime the action s/he heard. If s/he mimes it well, s/he comes to the head of the line and says an action. Ask the pupils to open their Student's Books. Play the recording and the pupils point to the correct picture.

GRAMMAR • say commands • express liking • say actions • mime actions • pancakes, eggs, milk, jam, honey,

chocolate, hot, yummy

LANGUAGE FUNCTIONS

VOCABULARY

SKILLS • • • • •

song: The Pancake Rap

reading aloud reading correct sentences song: The Pancake Rap

relating visual to auditive content understanding simple sentences reciting a rap repeating after the model marking correct sentences

READING

LISTENING

•

• • •

SPEAKING

WRITING

CROSS-CURRICULAR CORRELATION • SCIENCE: food

INTRODUCTION

GAME – HANGMAN. Play the hangman with the pupils. They should guess the word PANCAKE. Talk about the ingredients necessary for making pancakes. Introduce the words eggs, milk, jam, honey, chocolate using flashcards.

FURTHER PRACTICE: GAME – POINT TO. Please see the List of activities for more details.


GAME – MATCHING. Divide the pupils in two groups. One groups gets the flashcards, the other group gets the wordcards. Check if they can recognise or read what is on the card. One pupil from the first group shows the flashcard and the pupil from the other group shows the corresponding wordcard. Stick the cards on the board.

Tapescript

Track 43

THE PANCAKE RAP

Beat two eggs, Pour some milk, Add some flour, And mix, mix, mix. Toss it high from the pan, Catch the pancake if you can. Put some chocolate, jam or honey, Eat them hot, Yummy-yummy-yummy!


108

Listen and point. 1

THE PANCAKE RAP

Beat two eggs, Pour some milk, Add some flour, And mix, mix, mix.

Toss it high from the pan,

Catch the pancake if you can.

Put some chocolate, jam or honey,

Eat them hot, yummy-yummy-

yummy!

Listen and mime. 243 43


48

109


Read the Pancake Rap. The pupils follow the text with their fingers in the Student's Book. Read again stopping where pictures are and the pupils say the word. Play the recording and the pupils repeat together.

Divide the pupils in two groups. The first group reads words and the other group says the words represented by pictures. Repeat the activity by changing the pupils' roles.

TASK 4 LISTEN AND SAY THE CHANT. (p. 49)

Mime the actions and sing the song. The pupils should just watch the first time. They join in by miming the actions and gradually singing along. Repeat the activity several times.

TIP: If the pupils are ready, they can try to sing individually without the recording.


Talk to the pupils about pancakes, why you like them, and what you put in them. Read the sentences in the task and explain their meaning if necessary. Read sentence by sentence. The pupils tick the sentences which are true for them. Ask some pupils to read the sentences they ticked.

ANSWER KEY: Pupils' answers.

FURTHER PRACTICE: The pupils read ticked sentences to each other in pairs.

WORKBOOK, p. 46-47


THE PANCAKE RAP

Stick.

2 Write.

Please, help me!

1

A

E

L

J

G

L K M

H

F

C

N E

O

O

R O A E

26 27


Kim: What’s for dinner, Grandma? Kim’s Grandma: Fish and chips, lettuce, orange juice, and cake.


LES

SO

N 4

110

Listen and read.3

Beat two

Pour some

Add some

Toss it high from the

Put some

And mix, mix, mix.

Eat them hot, yummy-yummy-yummy!

if you can.Catch the

Listen and say the chant.4

Speak.5

What about you?I like pancakes.

I don’t like pancakes.

I eat pancakes with honey.

I eat pancakes with chocolate.

I eat pancakes with jam.

I eat pancakes with...

, ,

,

,

,

,

or

THE PANCAKE RAP

43 43

49

LESSO

N 4

pancakes / eggs / milk / jam / honey / chocolate / hot / yummy

2 ().indd 49 24.05.2018 18:16:31

111

LES

LESSON 5 LET’S CHECK!

LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8,9,10


GAME – CLASSIFICATION GAMES. Please see the List of activities for more details.

GRAMMAR • consolidate unit two structures

• answer simple questions • mime a song (TPR) • describe themselves and a friend • sort out words into correct groups • consolidate unit four vocabulary

The pupils are still in groups. They should recall the questions for each picture. Groups take turns to give answers. If they give the correct answer, they score a point.

LANGUAGE FUNCTIONS

VOCABULARY WORKBOOK, p. 48-49 SKILLS

mind map

matching pictures and words completing sentences quiz

listening comprehension relating visual to auditive content conversation about words and structures from unit four saying what is in the picture reciting asking questions completing sentence beginnings

• • • • • •

READING 2 What’s in the picture? Read and write.

LISTENING

• mum bed

baby brother chair

ball

sister

teddy bear

desk dad

SPEAKING

• • • •

Dear Moby, I’ve got a beautiful room. In my room I’ve got a , a and a . I’ve got a lot of toys, too. I’ve got a and a ____ _ __. This is my family in the picture: my , my , my and my . I like my family. They are clever and funny. Please write about your room, toys and family.

Love, Ronnie

WRITING 29

CROSS-CURRICULAR CORRELATION • MUSIC: singing • ART: making a poster


Divide the pupils in several groups. Each group should appoint a scribe. Play the recording, pausing after each question. The pupils agree in their group what the answer is. The scribe writes it down on a piece of paper. If necessary, set a time limit for the activity. In the last question, representatives of all groups should come to the board to do the rap together. Once all the answers are ready, the groups swap their pieces of paper. Tell them the correct answers and groups check each other's answers. The group which has the most correct answers is the winner.

Tapescript

Track 44

UNCLE PHIL: It’s time for Uncle Phil’s quiz. Open the books. Are you ready for the quiz? Good luck! Question number 1: What’s in Picture 1? Question number 2: What’s in Picture 2? Question number 3: Who is strong? Question number 4: Who is clever? Question number 5: Who is this? Question number 6: What’s her favourite animal? Question number 7: What’s in the picture? Question number 8: What’s for dinner? Question number 9: Do “The Pancake Rap!”


LES

SO

N 5


LET’S CHECK!

1 Write.

mum car brother bed lamp apple

ROOM

fish b_e_d

sister cheese grandma desk

chair teddy bear

kite chicken ball

TOYS

FAMILY

__________

__________ DINNER

__________ __________

__________ __________

28

112

Play the game.1

LET’S CHECK!

Are you ready for the quiz? Good luck!

Speak. 2

Look at the pictures. Do you remember

the questions?

44


50

113


Explain the meaning of sentences. Ask a pupil who is good at reading to read the sentences completing them with the information about himself/herself.

The pupils do a project. On an empty piece of paper (A4) they write about themselves and their friend. On the left side they draw a friend or something else they described in sentences. On the right side they write and complete the sentences. They can decorate the paper as they wish.

IN GROUPS (p. 51)

Start a conversation about the activities used in the class and remind the pupils of vocabulary and structures used in this unit. Motivate the pupils to think about why they didn't like a certain activity and what they practised with that activity. Study the map with the pupils. Go through each group of words and say what each picture represents. At the same time, the pupils mark with a plus sign all the pictures they can name in English, thus doing self-evaluation. GAME – CHOOSE THE CORRECT GROUP. Divide the pupils in two groups. Write down the names of categroies/word groups from the map (room, toys, family, food, who is..?) on the board. Say the words from the map in a random order. The group representatives say which category that word belongs to. Correct answers score a point. The group with the most points is the winner.

FURTHER PRACTICE: You can play more games

with these maps depending on the knowledge and affinities of the class. Some of the possible games are: cross out game, how many words can you remember, sorting out, get rid of your card, teacher may I have, memory, bingo.


114

UNIT 4

More about Elliot

Who is...?

RO

NN

IE’S

PRO

JEC

T

My name is ...

My friend is ...

He is / She is ...

In my room I’ve got

a ... and a ...

My favourite toy is a ...

My favourite dinner is ...

51

LESSO

N 5

2 ().indd 51 22.05.2018 15:39:41

115


LESSON 1 GUESS THE DINOSAUR


During the first listening, the pupils should try to remember the order in which the books are mentioned in the chant. Play the recording. The pupils say the correct order (picture books, fairy tales, comic books, science books). Play the recording again pausing after some parts to check understanding. Prepare cards with the lines from the chant. Stick them on the board in a jumbled order. Let’s listen to the song once again. Is it O. K. like this? Can you put the lines in the right order? Who can do the first line? The pupils come to the board one by one to arrange the cards in the correct order. Read the text of the chant and the pupils repeat together after you. Play it again several times. The pupils join first by clapping and then by singing.

• use the third person singular in: It is... It has got... Is it...? learn the difference between is and hastalk about books understand the content of the recordingdescribe a dinosaur a fairy tale, a picture book, a comic book, a science book a head, a neck, a tail, teeth, legs thin, long, short, tall, dangerous, fast

GRAMMAR

• • • LANGUAGE

FUNCTIONS

• •

Tapescript Track 45

READING IS FUN Reading is fun, Reading is cool. Picture books and fairy tales, Comic books and science books. I like to read, And what about you?

VOCABULARY •

SKILLS • • • • • •

chant: Reading is Fun

conversation about books

text on dinosaurs

reading sentences aloud matching pictures and words putting sentences in the good order completing sentences

chant: Reading is fun

conversation about books

text on dinosaurs

relating visual to auditive content and auditive to written content understanding simple sentences listening comprehension repeating after the model answering questions singing saying words in English writing individual words completing sentences with words

READING

TASK 2 LISTEN AND POINT. (p. 52) Ask the pupils to look at the task in the Student's

Book. Who is in the picture? What have they got in their hands? What kind of books are they? Play the recording. The pupils point to the correct picture. Pause after each sentence and check understanding.

• • • • •

LISTENING

Find the sentence! Read the sentences in a different order. The pupils find them in the text and say the name of the character saying the sentence.

• • • • • • • Tapescript

Track 46 MISS LEMMON: What’s your favourite book, children? JESSICA: I love fairy tales. My favourite is The Frog Prince. GREG: I love books about monsters. ELLIOT: I love science books. I know everything about dinosaurs.

SPEAKING

WRITING

CROSS-CURRICULAR CORRELATION • GEORGIAN LANGUAGE: compulsory reading list • MUSIC: singing a song


GAME – SILLY TEACHER. Read the sentences but change a word in each sentence. Volunteers read the correct sentence.

Divide the class in roles and each group repeats what their character is saying. Repeat the activity three times so that all groups repeat the entire dialogue.


INTRODUCTION

Bring several picture books and books to class, preferably in English. Talk to the pupils about books and reading. How much do you read? What do you read? Do you like reading? They look at the books you brought. Ask if they have read any of them, etc...

Show the pupils your favourite book. Tell them what it is about and why we like it. Ask several pupils: What’s your favourite book? The pupils ask each other the same questions in pairs.GAME – RUNNING DICTATION: Prepare cards with the lines from the chant. Stick the cards around the classroom. Divide the pupils in groups. A representative of each group runs to the card, reads what is written on it, runs back and dictates the sentence to his/her group. The winner is the group with the smallest number of mistakes.

TASK 1 LISTEN AND SAY THE CHANT. (p. 52)

Ask the pupils which types of books they know. Which types of books did they bring to class? Which type of books do they like to read?

Introduce English words for some types of books: picture book, fairy tale, comic book, science book.

GAME – SAY ALL YOU REMEMBER. Divide the class in four groups - types of books. In a few minutes the pupils should name as many book titles for their book type as they can. Group representatives report to the class.

TIP: If the pupils are not familiar enough with books, you can do this activity differently. Prepare cards with different book titles and the pupils sort them out.

FURTHER PRACTICE: Lend your books to the pupils who would like to try reading the books you have brought.


116

READING IS FUN


Listen and say the chant.1

GUESS THE DINOSAUR!

READING IS FUN,

READING IS COOL.

PICTURE BOOKS AND FAIRY TALES,

COMIC BOOKS AND SCIENCE BOOKS.

I LIKE TO READ,

AND WHAT ABOUT YOU?

Listen and point. 2

What’s your favourite book, children?

I love fairy tales. My favourite is The Frog Prince.

I love books about monsters.

I love science books. I know everything about dinosaurs.

And what about you?

Speak.4

Listen and repeat. 3

45

46 45

52

117

TASK 5 LISTEN AND POINT. (p. 53) FURTHER PRACTICE: Distribute the cards with sentences to the pupils. They read the sentences and say which type of dinosaur it is.

GAME – GUESS. Draw a dinosaur on the board. The pupils try to guess what you are drawing. It’s a dinosaur! Talk about dinosaurs. Do you like dinosaurs? Which types of dinosaurs are there? Mark different parts of the body: head, neck, tail, teeth, legs. Show these parts on yourself too (imagine the tail). The pupils join you and show the body parts, too. Change the order and show the body parts again. Say the body parts and the pupils show them individually. Describe a dinosaur using the adjectives which correspond to the drawing (thin, long, short, tall, dangerous, fast). Introduce the adjectives which correspond to the drawing with wordcards. Write the words in Georgian on the board. GAME – PASS THE CARD. Show the wordcards. Read them and the pupils whisper the word to one another by passing on the card. The last pupil in the row brings the card to the board and sticks it next to the correct Georgian word. The pupils open their Student's Books. Play the recording and the pupils point to the correct picture. Check understanding through a conversation.


GAME – GUESS. Divide the class in groups. Describe a certain dinosaur. For example: It is very big and tall. A group representative says which dinosaur it is. The group with the most correct answers is the winner. Ask the pupils if they know any other types of dinosaurs. Tell them about your favourite dinosaur. Ask the first or the last pupil in a row: What is your favourite dinosaur? S/He answers and then asks the next pupil the same question. Repeat until all pupils say which dinosaur they like.

WORKBOOK, p. 50-51

is has got 3 Write: or . Then write the names of the dinosaurs. 1 is very thin. It a small head and a long tail. It four long legs.

This dinosaur

It very fast. This is .

2 very big. It has got a very long neck and a small head. It This dinosaur

Tapescript

Track 47

ELLIOT: What do you know about dinosaurs? Let’s see! This dinosaur is very big. It has got a very long neck and a small head. It has got small teeth. It has got four short legs and a long tail. Can you guess? CHILDREN: Is it Diplodocus? ELLIOT: Yes, it is! Let’s go on. This dinosaur is very big and very tall. It has got a big head and a long tail. It has got very big teeth. It has got two short legs and two long legs. It is very dangerous. Can you guess? CHILD REN: Is it T-Rex? E LLIOT: Yes, it is! Let’s go on. This dinosaur is very thin. It has got a small head and a long tail. It has got four long legs. It is very fast. Can you guess? CHILDREN: It’s... We give up! ELLIOT: It’s Coelophysis!

small teeth. It four short legs and a long tail. This is 3 very big and very tall. It a big head and a long tail.

This dinosaur

It ___ very big teeth. It two short legs and two long legs. It is very dangerous.

.

This is .


5 Circle. Then draw your dinosaur.

My dinosaur is small / big.

It has got a big / small head.

and a long / short neck.

It has hot big / small teeth.

It has got a long / short tail

and two / four long legs.

Speak about your dinosaur!

31


Narrator:

Diplodocus has got short legs. Diplodocus has got a long neck. T-Rex is very tall. T-Rex has got big teeth. Coelophysis is very fast. Coelophysis has got a small head. 19

Narrator:

1 This dinosaur is very thin. It has got a small head and along tail. It has got four long legs. It is very fast. This is Coelophysis.


Distribute wordcards to the pupils. Play the recording. When they hear their word, they should stand up. Knock–knock reading! Read the text once again. The pupils repeat after you. Instead of saying some words, knock on the desk. The pupils say the missing words. Where does it say...? Say the sentences in Georgian and the pupils look for them and read them out in English.

Play the recording, sentence after sentence. Pupils take turns to repeat the sentences.

2 This dinosaur is very big. It has got a very long neck and a small head. It has got small teeth. It has got four short legs and a long tail. This is Diplodocus. TASK 7 MATCH. (p. 53)

Look at the pictures of the dinosaur. The pupils describe them using the sentences from the text and creating their own sentences. The pupils decide which text describes which dinosaur.

3 This dinosaur is very big and very tall. It has got a big head and a long tail. It has got very big teeth. It has got two short legs and two long legs. It is very dangerous. This is T-Rex.

ANSWER KEY:

2 T-Rex 1 Diplodocus 3 Coelophysis


LES

SO

N 1


GUESS THE DINOSAUR!

1 Write.

a leg a head a neck a tail teeth

a tail

2 11 Listen and tick.

...is very ...has got ...has got ...has got ...has got ...is tall. fast. a small short big teeth. a long

head. legs. neck.

30

118

Listen and point.5 Listen and read.6 Point.7

What do you know about dinosaurs?

Let’s see!

What is your favourite

dinosaur?

Speak. 8

47 47

This dinosaur is very big. It has got a very long neck and a small head. It has

got small teeth. It has got four short legs and a long tail. Can you guess?

This dinosaur is very big and very tall. It has got a big head and a long tail. It has got very big teeth. It has got two

short legs and two long legs. It is very dangerous. Can you guess?

This dinosaur is very thin. It has got a small head and a long tail. It has got four long legs. It is very

fast. Can you guess?

1

2

3

53

LESSO

N 1

a fairy tale / a picture book / a comic book / a science book a head / a neck / a tail / teeth / legs / thin / long / short / tall / dangerous / fast It is... / It has got... / Is it...?

2 ().indd 53 22.05.2018 15:43:35

119

LESSON 2 A MONSTER

KINDERGARTEN LEARNING OUTCOMES: I უცხ. დაწყ. (I) 1,2,3,4,5,6,7,8

By the end of this lesson, pupils will be able to:


GAME – GUESS. Start drawing a monster which

resembles the one in the Student's Book. Who isthis? Can you guess? The pupils try to guess whatyou are drawing. Introduce the word MONSTER.What’s his name? Pick a name and write it on theboard. After the pupils have guessed, draw parts ofthe body and say He has got three ears. Repeat the same for every part of the body. GAME – PASS THE CARD. Show flashcards with the parts of the body by saying them in English. The pupils repeat and touch that part of the body. Show the wordcard. Read the word and pass it on to a pupil in the first desk. He says that word again and passes it on the pupil behind him/her. The last pupil in that row sticks the card on the board next to the corresponding part of the body. Repeat the procedure with all words. Open your book! Play the recording. Checkunderstanding. Read certain sentences in a randomorder and the pupils point to the correct picture.

• express possession: I've got. He has got... She has got.. ask questions and give short answers: Is this? Has he got...? Yes, he has. No, he hasn't. learn the difference between 1st and 3rd person singular learn the difference between he and she talk about looks a monster, a kindergarten, a son eyes, ears, a nose, arms, legs, fingers, toes good afternoon

GRAMMAR •

•


• • •

VOCABULARY •

SKILLS • • • • • • • •

text: A Monster Kindergarten

song: Monster Rap reading the dialogue and individual words aloud matching pictures and words and sentences completing sentences text: A Monster Kindergarten

song: Monster Rap

relating visual to auditive content and auditive and written content understanding simple sentences listening comprehension repeating after the model answering questions singing saying words in English writing individual words

READING Tapescript

Track 48

GREG: I love books about monsters! MRS MONSTER: Good afternoon. I’m looking for my son. TEACHER: Has he got six arms? MRS MONSTER: No, my baby has got four arms and only three eyes! TEACHER: Oops! This is Lizzy. She is a girl. Has he got four legs, five ears and a big nose? MRS MONSTER: No, my son has got two legs and a small nose. And he has got green hair. TEACHER: Is this your son? MRS MONSTER: Yes, this is Malcolm. Give mummy a hug!

LISTENING • • • • • • •

SPEAKING

WRITING TASK 2 LISTEN AND REPEAT. (p. 54)

Where does it say...? Say sentences in English. The pupils look for them and say them in English. The pupils listen to the recording again and repeat the sentences t ogether after the recording. Knock–knock reading! Read the text once again. The pupils repeat after you. Instead of some words, knock on the desk. The pupils say the missing words.


MUSIC: singing SCIENCE: a child GEORGIAN LANGUAGE: reading

INTRODUCTION

Mirror and echo. Point to different parts of the body and name them. The pupils mime and repeat the words. Start slowly and then say the parts of the body faster and faster (head, hair, fingers, arms, ears, eyes, mouth, nose, legs, neck, teeth) Rap – SCRUB YOUR DIRTY...

Ask jokingly if the pupils washed their face and handsin the morning. Let’s do it once again! Rap thefollowing lines by miming at the same time: Scrub your dirty hands (2X) Scrub, scrub, scrub (2X) Scrub your dirty hands!Motivate the pupils to suggest more parts of the bodyyou need to wash.

TASK 3 ACT IT OUT. (p. 54)

Pick six volunteers. Each plays a character from the conversation. Set the scene. The pupils act out the conversation repeating the sentences after the recording.


120

Listen and point. 1

A MONSTER KINDERGARTEN

Act out the dialogue.3

I love books about monsters!

Good afternoon. I’m looking for my son.

Has he got six arms?

No, my baby has got four arms and only three eyes!

Oops! This is Lizzy. She is a girl.

Has he got four legs, five ears and a big nose?

No, my son has got two legs and a small nose. And he

has got green hair.

Is this your son?

Yes, this is Malcolm.

Give mummy a hug!


54


121

TASK 4 LISTEN AND � � � � � � � � � �. (p. 55) JUMBLED DICTATION. Write the lines from the MONSTER RAP in a jumbled order. Dictate to the pupils and point to the correct order of sentences. They copy the correct order from the board into their notebooks.

GAME – DRAW A MONSTER. Draw a rough contour

of a monster on the board. Stick the flashcards with

body parts on the board face down (eye, ear, nose, neck, body, leg, mouth, arm, finger, foot, toe, tooth). Divide the pupils in two groups. Group representatives come to the board, take a card each and throw a dice. On the board they draw the body part from the card in the number on the dice. For instance, number 6 + eye; they draw six eyes. Groups score a point for the body parts which were drawn correctly. Together with the class, give the monster a name. Write the following on the board: THIS IS... The pupils describe the monster with your help. Write down HAS HE GOT...? on the board. Divide the class in four groups and tell them to write as many questions about the monster as possible. Help them and check accuracy as the pupils write. Ask a pupil: Can you read your question? S/He reads the question and asks another pupil from other groups to answer. Look for differences between your monster on the board and the monster in the Student's Book. Describe the monsters from the book. Read the lines of the rap and check understanding. Play the recording and the pupils individually speak correct words.

FURTHER PRACTICE

PROJECT: MONSTER BODY POSTER. Join several sheets of paper together with scotch tape. Spread the big sheet on the floor and cut out the shape of a monster. Write body parts on the paper. Decorate as you wish.

WORKBOOK, p. 52-53


A MONSTER KINDERGARTEN

is has got 3 Write: or . Then write the names of the dinosaurs. 1 is very thin. It a small head and a long tail. It four long legs.

This dinosaur

It very fast. This is .1 Write.

2 very big. It has got a very long neck and a small head. It This dinosaur

small teeth. It four short legs and a long tail. This is 3 very big and very tall. It a big head and a long tail.

This dinosaur

.A MONSTER KINDERGARTEN

ears hair eyes toes legs arms nose

It very big teeth. It two short legs and two long legs. It is very dangerous. ears

This is .


5 Circle. Then draw your dinosaur. My dinosaur is small / big.

It has got a big / small head.

and a long / short neck.

It has hot big / small teeth.

It has got a long / short tail

and two / four long legs.

2 Circle. 3 Write. 1

Has Lizzy got six arms? Yes, she has. / No, she hasn’t.

2

Has Wizzy got four legs? Yes, he has. / No, he hasn’t.

3

Has Malcolm got three arms? Yes, he has. / No, he hasn’t.

4

Has Lizzy got two eyes? Yes, she has. / No, she hasn’t.

nose ears eyes hair

Speak about your dinosaur! arms legs

This is Malcolm. He has got green h_a_ir . 5

Has Malcolm got six ears? Yes, he has. / No, he hasn’t.

6

Has Wizzy got one nose? Yes, he has. / No, he hasn’t.

Malcolm has got two , four ,

three , five and one .

Malcolm is always happy.

By: Greg


32 31

Tapescript

Track 49

Workbook tapescript Track 20

Narrator: This is Malcolm. He has got green hair. Malcolm has got two legs, four arms, three eyes, five ears and one nose. Malcolm is always happy.

THE MONSTER RAP I’ve got twelve long fingers I’ve got eighteen short toes I’ve got three eyes I’ve got four ears And just one blue nose.

ANSWER KEY:

I’ve got twelve long fingers. I’ve got eighteen short toes. I’ve got three eyes. I’ve got four ears. And just one blue nose.


Distribute the following flashcards to the pupils:fingers, toes, eyes, ears, nose. GAME – FLASHING CARDS. Show the following wordcards with body parts very quickly: hair, ears, legs, fingers, arms, eyes, mouth, nose. Give the wordcard to the pupil who was the first to recognise the word and who accurately read it. Draw a contour of the body on the board. What’s this? Can you guess? The pupils help you. Say some body parts in Georgian (e.g. fingers, come here), and the pupils with the correct flashcard stick them next to the body part on the board as they say the English word. Play the recording and the pupils who still have the cards raise them in the air when they hear their word. Repeat several times and the pupils exchange cards. They gradually join in and sing, showing the parts of the body. GAME – BACK TO BACK. The pupils pick theirpartner. Give commands (back to back; finger tofinger). The pupils should touch each other with thebody part you mentioned. After some time, some ofthe pupils can give commands.


LES

SO

N 1

122

Listen and speak. 4

THE MONSTER RAPI’VE GOT TWELVE/SIX LONG FINGERS.

I’VE GOT NINE/EIGHTEEN SHORT TOES.

I’VE GOT FIVE/THREE EYES.

I’VE GOT FOUR/TWO EARS.

AND JUST ONE BLUE/GREEN NOSE.

Listen and say the chant.549 49

55

LESSO

N 2

a monster / a kindergarten / a son / eyes / ears / a nose / arms / legs / fingers / toes I’ve got... / He has got... / She has got... / Is this...? / Has she got...? / Has he got...? Yes, he has. No, he hasn’t. Good afternoon.

2 ().indd 55 24.05.2018 18:16:41

123

LESSON 3 THE FROG PRINCE

LEARNING OUTCOMES: I უცხ. დაწყ. (I) 1,2,3,4,5,6,7,8 By the end of this lesson, pupils will be able to:

Culture corner: The frog prince is a fairy tale written by brothers Grimm. Jacob and Wilhelm Grimm are German brothers famous for writing fairytales in the 19th century. Some of their fairytales include: Hansel and Gretel, The Sleeping Beauty, Little Red Riding Hood, Snow White, Thumbling...

• • • • • •

use:She is... He is... She has got... He has got... She lives... He lives... understand text globally impersonate the characters from the story find words in the text a castle, a garden, a golden ball, a diamond ring, a crown, a kiss hair ugly, handsome, tall, strong Can I give you...?

GRAMMAR

Tapescript

Track 50

NARRATOR: This is a story about a beautiful princess. She has got long blonde hair and brown eyes. She lives in a big castle. She has got a golden ball. The princess is in the garden now. Oops! She drops the ball into the pond. She is very sad. Then she sees a frog. FROG: ‘Kiss me and I’ll give you the ball.’ PRINCESS: ‘Can I give you my diamond ring?’ FROG: ‘No, thank you.’ PRINCESS: ‘Can I give you my golden crown?’ FROG: ‘No, thank you. I just want a kiss.’ NARRATOR: The princess kisses the frog. Surprise, surprise! The ugly frog turns into a handsome prince. He is tall and strong. He has got brown hair and blue eyes. They get married and live happily ever after.

LANGUAGE FUNCTIONS

VOCABULARY • • •

SKILLS • • • •

text: The frog prince reading the dialogue aloud matching pictures and sentences text: The frog prince

relating visual to auditive content and auditive to written content understanding simple sentences listening comprehension repeating after the model correcting false sentences impersonating the characters saying words in English writing individual words building sentences

READING

LISTENING • • • • • • • • •


Play the recording by pausing after every sentence. The pupils take turns to repeat each sentence individually. Listen for the right word! Write on the board the meanings of new words (castle, garden, golden ball, diamond ring, a crown, a kiss). Read the text by replacing English with Georgian words from the board. Give some pupils wordcards. The pupil with the correct word sticks it next to the correct word in Georgian. Ask the whole class to read the English wordcard. The pupils repeat until all Georgian cards have a wordcard. Knock–knock reading! Read the text once again. Instead of reading some words, knock on the desk. Thepupils say the missing words.

SPEAKING

WRITING

CROSS-CURRICULAR CORRELATION • GEORGIAN LANGUAGE: reading a story • ART: drawing

INTRODUCTION Draw a castle on the board. GAME – GUESS. The pupils try to guess what you are

drawing. It’s a castle! Introduce the following words by drawing them on the

board: a castle, a golden ball, diamond ring, crown, a kiss.

GAME – POINT TO. Please see the List of activities for more details.

GAME: CORRECT THE TEACHER. Say the words for the flashcards pointing to the wrong picture. The pupils correct you and then copy the pictures in the notebooks. Say that today they will listen to and read a fairy tale. The pupils try to guess which fairy tale it is looking at the words drawn in the board.

TASK 3 ACT OUT THE STORY. (p. 56)

Assign roles to the pupils and set the scene in the classroom. Use props. The volunteers act out the sentences repeating after the recording.

FURTHER PRACTICE: If possible, practise this text as a small role-play to be played before an audience.


The pupils listen to the story without pauses and point to the correct picture. The pupils say the name of the fairy tale (The Frog Prince) and those who know the fairy tale retell it briefly in their mother tongue. Play the recording again, picture by picture. In every picture explain what is unclear and check by asking further questions. Let’s listen! GAME – ACTION STORY. Assign some words to the pupils. Play the recording and the pupils stand up when they hear their word. Repeat the activity several times.


124

Listen and point. 1 50

56

THE FROG PRINCE

Act out the story.3

This is a story about a beautiful princess. She has got long

blonde hair and brown eyes. She lives in a big castle.

She has got a golden ball.

The princess is in the garden now. Oops! She drops the ball into the pond. She is very sad.

Kiss me and I’ll give you the ball.

Then she sees a frog. Can I give you my diamond ring?

No, thank you.

Can I give you my golden crown?

No, thank you. I just want

a kiss.

The princess kisses the frog. Surprise, surprise! The ugly frog turns into

a handsome prince. He is tall and strong. He has got brown hair and blue eyes.

They get married and live happily ever after.

Listen and read.2 50

56


125

TASK 4 � � � � � � � � � � � � YES OR NO? (p. 57) WORKBOOK, p. 54-55 Introduce the following words: beautiful, handsome,

ugly, tall, strong, Use magazine pictures or pictures from the Student's Book to describe persons. LET’S SOUND LIKE... a tiger. The pupils repeat after you in a deep voice. Repeat the activity several times, Let’s sound sleepy / happy /angry. Write Georgian words on the board, GAME – PASS THE CARD. Show wordcards, read them and the pupils whisper the word to one another as they pass the card on. The last pupil in the row brings the card and puts it next to the correct Georgian word on the board. The pupils copy word pairs in their notebooks. Ask the pupils to open their Student's Books on page 56. Say the words in Georgian. The pupils find and read the sentence with that word. Make a sentence: The princess is beautiful. Check by playing the following game. GAME: YES – NO. The teacher reads sentences and the pupils stand up if the answer is Yes and sit down up if the answer is No. Then they do the task individually.


THE FROG PRINCE

Read and stick. 1

The princess

has got long blonde hair and brown eyes.

She lives in a big castle . She has got a golden balll .

She drops the ball into the pond .

The frog says: “Kiss me and I’ll give you the ball.” “Can I give you my

diamond ?”, the princess says. “No, thank you,” says the frog. ring

golden “Can I give you my ?” The frog says: “No, thank you.” crown

The princess kisses the frog.

The ugly frog turns into a handsome prince . He is tall and strong .

He has got brown hair and blue eyes .


34 35


Narrator: The princess has got long blond hair and brown eyes. She lives in a big castle. She has got a golden ball. She drops the ball into the pond. The frog says: ‘Kiss me and I’ll give you the ball.’ ‘Can I give you my diamond ring?’ , the princess says. ‘No, thank you.’, says the frog. ‘Can I give you my golden crown?’ The frog says: ‘No, thank you.’ The princess kisses the frog. The ugly frog turns into a handsome prince. He is tall and strong. He has got brown hair and blue eyes.

FURTHER PRACTICE: Advanced pupils can correct incorrect statements.

ANSWER KEY:

4. 5. 6. 7. 8. 9. 10. 11.

YES NO NO YES NO NO YES YES


Talk to the pupils about fairy tales. Do you like fairy tales? What’s your favourite fairy tale? Introduce the names of some famous fairy tales in English: Cinderella, Snow White, Little Red Riding Hood, The Sleeping Beauty... The pupils pick their favourite fairy tale. They write on the paper: My favourite fairy tale is... and they illustrate it.

Display their work on the noticeboard.

TIP: The pupils can do this task in their notebooks as well.


3 Write.

ugly.

a golden ball. is

beautiful.

tall and strong. has got

long blonde hair.

blue eyes.

1 Th_e p_r_in_ce_s_s h_a_s g_o_t_l_o_n_g b_l_o_n_d_e h_a_i_r_.

2

3

4

5

6

4 Write.

_T_h_e f_r_o_g h_a_s g_o_t_l_o_n_g b_l_o_n_d_e h_a_i_r_. Can you write some

silly sentences?

5 Draw a silly picture.

LES

SO

N 3

Volunteers read the sentences and other peoples

say YES or NO.

126

RONNIE’S WORKSHOP

R

1 2

Speak: YES or NO.4

1 The princess is beautiful.

2 She has got long brown hair.

3 She lives in a big house.

4 She has got a golden ball.

5 The frog is handsome.

6 The prince kisses the frog.

7 The prince is tall and strong.

8 The prince and the princess get married.

What’s your favourite fairy tale?

My favourite fairy

tale is Cinderella.

My favourite fairy tale is Snow White.

My favourite fairy tale is Sleeping Beauty.

My favourite fairy

tale is Little Red

Riding Hood.

YES / NOYES / NO

YES / NOYES / NO

YES / NOYES / NO

YES / NOYES / NO

57

LESSO

N 3

She is... / He is... / She has got... / He has got... / She lives... / He lives... / Can I give you...?a castle / a garden / a golden ball / a diamond ring / a crown / a kiss / hair / ugly / handsome / tall / strong

2 ().indd 57 24.05.2018 18:16:43

127

LESSON 3 HOKEY POKEY TASK 2 LISTEN AND MIME. (p. 58-59)

MIRROR AND ECHO (TPR). Say an action and mime it. The pupils just listen and watch. The pupils then listen, watch and mime along. Say actions, the pupils mime them. The pupils listen, repeat and mime actions. Then, the pupils say actions and you mime them. GAME – YES – NO. Say actions and mime them. Some should be correct but some not. The pupils should stand up if the answer is Yes, and sit down if the answer is No. The pupils who make a mistake drop out of the game. The pupil who stays the last in the game is the winner.

LEARNING OUTCOMES: I უცხ. დაწყ. (I) 1,2,3,4,5,6,7 By the end othis lesson, pupils will be able to: GRAMMAR •

• • •

use imperative learn the difference between left and right name some parts of the body reproduce a traditional song with movement right, left a foot, a hand, shoulder, put

LANGUAGE FUNCTIONS

• • •

VOCABULARY

SKILLS • • • •

song: Hokey Pokey

completing sentences with words song: Hokey Pokey

relating visual to auditive and auditive to written content understanding simple sentences listening comprehension repeating after the model stating actions writing individual words putting sentences in the correct order

READING

LISTENING • • • • • •

SPEAKING

WRITING

CROSS-CURRICULAR CORRELATION • MUSIC: listening to a traditional song

INTRODUCTION Introduce the following words: right, left, foot, hand,

shoulder showing those parts of the body and sides. Introduce commands: Put in / out. Shake, also miming

them. LET’S SOUND LIKE... a tiger. The pupils should repeat after you in a deep voice and mime. Repeat the activity several times, Let’s sound sleepy / happy / angry. Say the words and commands and the pupils mime individually.

TASK 1 LISTEN AND POINT. (p. 58-59)

GAME – RING THE BELL. After repeating actions, the pupils come individually to you. Whisper an action to a pupil in English and the pupil should show it to the class. If s/he can, s/he rings a bell, mimes the action and other pupils need to guess. If the pupil does not understand the command, choose a different command.

TIP: If you introduced reading, instead of whispering the action to the pupil, you can give the card with the action written on it to the pupil doing the miming.

TIP: This game can be played in two groups. Representatives take turns to come to the board and mime actions. The winner is the group with more correct actions.

Ask the pupils to open the Students' Books and study the pictures. The pupils tell you what the picture shows.

Play the recording: track 51, Hokey Pokey song. The pupils point to the correct picture.


128

2Listen and point. 1

HOKEY POKEY

You put your left foot out,

You do the Hokey Pokey

You put your left foot in,

Let’s do the hokey pokey!

You put your left foot in,And you

shake it all about.

And you turn yourself around,

That’s what it’s all about.

Listen and mime. Listen, mime and sing.351 51 51

58


129

1 5 Listen, mime and sing.

TASK 3 LISTEN, MIME AND SING. (p. 58-59)

Stand in the circle with the pupils and sing and dance miming actions.

GAME – SIMON SAYS. Please see the List of activities

at the end of the Teacher's Book for more detail.

WORKBOOK, p. 56-57

2 Can you guess the missing word? Write. Then colour.

ear shoulder

hand

foot nose

You put your left You put your left You put your left And you shake it all about. You do the Hokey Pokey

in, out, in,

And you turn yourself around, That’s what it’s all about.

You put your right You put your right You put your right And you shake it all about. You do the Hokey Pokey And you turn yourself around, That’s what it’s all about.

in, out, in,

36 37


Narrator:

You put your right foot in, You put your right foot out, You put your right foot in, And you shake it all about. You do the Hokey Pokey And you turn yourself around, That’s what it’s all about. You put your left foot in, You put your left foot out, You put your left foot in, And you shake it all about. You do the Hokey Pokey And you turn yourself around, That’s what it’s all about.


LES

SO

N 4


HOKEY POKEY

1 15 Listen and point. 2 Listen and put the pictures in the right order.

1

130

You do the Hokey Pokey

You put your right foot in,

You put your right foot out,

You put your right foot in,

And you shake it all about.

And you turn yourself around,

That’s what it’s all about.

Let’s do more Hokey Pokey! You put your right hand in,

you put your right hand out...

59

LESSO

N 4

right / left / a foot / a hand / a shoulder Put...in. / out. / Shake... / Turn around.

131

LESSON 5 LET’S CHECK! WORKBOOK, p. 58-59

LEARNING OUTCOMES: I უცხ. დაწყ. (I) 1,2,3,4,5,6,7,8,9,10 By the end of this lesson, pupils will be able to:

3 Tick. Then complete the sentences.

big teeth

blonde hair green hair blue eyes

T-Rex

The princess GRAMMAR • • • •

consolidate structures from unit five answer simple questions mime a song (TPR) categorise words into correct groups

vocabulary from unit five

The prince

Malcolm

1 b_i_g_t_e_e_t_h T-Rex has got _

2

The princess has got 3

The prince has got 4

Malcolm has got

.

. .LANGUAGE

FUNCTIONS .

4 Circle and speak. Tell me about your friend!

1 a) He a boy.

b) She a girl. is

2 a)

He beautiful. is b)

She strong. 3 a)

He VOCABULARY • long hair. b) has got She short hair.

4 a) He brown

She has got b) blue eyes.

SKILLS 5 Copy the right sentences and draw your friend.

• • •

•

mind map

questions

matching pictures and words / sentencescompleting sentences conversation about words and structures from unit two saying what is in the picture asking and answering questions completing sentence beginnings categorising words

1 .

2 .

3 READING .

4 .

38 39


Narrator:

You put your right foot in, You put your right foot out, You put your right foot in, And you shake it all about. You do the Hokey Pokey And you turn yourself around, That’s what it’s all about. You put your left foot in, You put your left foot out, You put your left foot in, And you shake it all about. You do the Hokey Pokey And you turn yourself around, That’s what it’s all about.

SPEAKING • • • • • •

WRITING

CROSS-CURRICULAR CORRELATION • ART: making a poster • MUSIC: listening to a traditional song

INTRODUCTION

Leaf through the Student's Book with the pupils and recall what you learnt in this unit (books, parts of the body, descriptive adjectives, describing people, commands). Sing Hokey Pokey in circle.


Ask the pupils to open their Student's Books on page 60. Ask some pupils to read the questions. Read question number 1. The pupil reads the question, translates it into Georgian and asks another pupil to choose the correct picture. The pupils write the numbers in pictures. Repeat for all questions. Prepare several sets of flashcards and questions.Divide the class into groups of four to six pupils. Giveeach group one set. GAME – MEMORY. The pupilsshuffle the cards, put them on the desk face downand look for pairs.

ANSWER KEY: 1. Diplodocus. 2. T-Rex. 3. Three. 4. Green. 5. The princess. 6. The prince. 7. Ten. 8. Ten.


LES

SO

N 5


LET’S CHECK!

1 Match.

an eye a head

an ear

hair

a nose teeth

a neck an arm

a shoulder a hand

a leg a foot

2 Tick. Then complete the sentences.

a monster strong beautiful a dinosaur ugly

T-Rex The princess

The frog

The prince

Malcolm

1 a d_i_n_o_s_au_r .

T-Rex is _ 2 The princess is .

3 The frog is . 4

The prince is . 5 . Malcolm is

132

Play the game.1

LET’S CHECK!

How many fingers have you got?

Which dinosaur has got a

long neck and a small head?

1

Which dinosaur is very

dangerous?

2

How many eyes has

Malcolm got?

3

What colour is Malcolm’s

hair?

4

Who has got long blonde

hair?

5

How many toes have you got?

8

How many fingers have

you got?

7

Who is tall and handsome?

6

60


133


Repeat the names of fairy tales with the pupils. GAME – MATCHING. On the board, in two

columns, write the names of fairy tales in

Georgian and English. Ask the pupils to come to the board and match pairs.

The pupils can draw the cover page for their favourite fairy tale individually.

IN GROUPS (p. 61)

Start a conversation about activities used in this unit. Remind the pupils of vocabulary and structures in this unit. Ask the pupils to think about why they liked a certain activity and what they practised by it. Study the map with the pupils. Go through each wordgroup and say what each picture represents. The pupils individually tick with a plus sign all the pictures they can name in English, thus doing self-evaluation. GAME – SORT OUT. Divide the pupils in three groups (books; body; has got). Stick flashcards on the board naming them in English. The pupils belonging to a certain group stand up if the word from their flashcard belongs to their category. GAME – TEACHER, MAY I HAVE. Once the board is full of cards, the pupils pick their favourite word one by one: Teacher, may I have the hand, please? You can then give them the card from the board.

FURTHER PRACTICE: You can play many different games with these maps, depending on the ability and affinity of the class. Some of the games are: cross out game, how many words can you remember, sorting out, get rid of your card, teacher may I have, memory, bingo.


134

UNIT 5 The Book

Club

It has got...

RO

NN

IE’S

PRO

JEC

T

Draw the cover page for your favourite

fairy tale!

61

LESSO

N 5

135

UNIT 6 CLOTHES, WEATHER AND

SEASONS

LESSON 1 WHAT A MESS!


GAME – SAY THE WORD. Point to the flashcards on the board and ask: What’s this? Turn one flashcard face down and name the other words on the board, including the one turned face down. The pupils say the words from memory. Ask the pupils to open the Student's Books on page 62 and look at Jessica's wardrobe. Play the recording and the pupils point to the items of clothes in the picture.

GRAMMAR • • •

Use: Where is...? Here is...

understand the content of a recordinganswer the question: What's missing? recognise items of clothes relate visual content with written form of word clothes: a jacket, a dress, a pullover,

a T-shirt, a skirt, a coat, a cap, shoes,

boots, jeans, trainers, socks, pyjamas

an umbrella

What a mess!

Tapescript

Track 52

NARRATOR: These are Jessica’s clothes: a skirt, a pullover, a jacket, a coat, a dress, shoes, boots and anumbrella.

LANGUAGE FUNCTIONS

• • • •


VOCABULARY Play the recording again. Point to the items of clothes and repeat after the recording. Introduce the written form of new words. Show wordcards and some pupils try to read the words on them. Then read them aloud and the class repeats. Stick the wordcard on the board (not matching it to the flashcard). Repeat that for every wordcard. Let’s read!Practise reading new words. First ask the girls to readand then the boys. Then the pupils playmonsters/witch/ghost... (LET’S SOUND LIKE...). Theyread the words you show on the wordcards in differentways. Giorgi, where does it say 'kaba''in Georgian)?The pupils take some wordcards from the board andhand them over to the pupil who sits next or behindthem. GAME – MATCHING. Point to one flashcard on the board and say its name in English. The pupil with that wordcard matches it to the correct flashcard on the board.

•

SKILLS • • • • • • • •

Items of clothes

Conversation about clothes

reading sentences aloud matching pictures and words completing sentences Items of clothes

Conversation about clothes

relating visual to auditive content and auditive and written content understanding simple sentences listening comprehension repeating after the model answering questions saying words in English writing individual words completing sentences with words

READING

LISTENING •• • • • •

SPEAKING

WRITING TIP: Motivate the pupils to give full answers: I’ve

got / I haven’t got... CROSS-CURRICULAR CORRELATION • ART: cutting out

TASK 3 LISTEN AND READ. WHAT IS MISSING? (p. 62) Tell the pupils that you will listen to the conversation

between Jessica and mum. The pupils listen to the recording with their books closed and answer the question: What is missing?. They open their books, listen again if necessary and check correct answers.

INTRODUCTION

Show flashcards with the clothes items that the pupils already know (cap, socks, shoes, pullover). Repeat the familiar words that way. Stick the flashcards on the board.


Introduce new words (coat, jacket, skirt, umbrella, dress, boots). Show the flashcards and say the names aloud. GAME – PASS THE CARD. Show a flashcard, say the English word for it and give it to the pupil in the first desk. S/He says the word and passes on the flashcard to the pupil behind him/her. Repeat with all the pupils all the way to the last desk. The last pupil sticks the flashcard on the board and says: This is... Repeat the activity with all new words. Divide the pupils in three groups: Tigers, lions and crocodiles. Show the flashcards on the board and call a group, for example.: Tigers! The pupils say the words. Shut your eyes! The pupils close their eyes while you hide a flashcard behind your back. The pupils try to guess what flashcard it is.

ANSWER KEY:

Green jacket.

Tapescript

53

MUM: Are you ready? Take your green jacket. JESSICA: Where is my green jacket? Hmm, my blue dress, my yellow pullover... My green skirt, my pink coat... My blue shoes, my brown boots... But, where is my green jacket? Oh, no, Ronnie! Here is my green jacket. MUM: What a mess!


136


Listen and point. 1 Listen and repeat.2

WHAT A MESS!

Listen and read. What is missing? 3

Are you ready? Take your green jacket.

Where is my green jacket?

Hmm, my blue dress, my yellow pullover...

My green skirt, my pink coat...

My blue shoes, my brown boots... But, where is my

green jacket?

Oh, no, Ronnie! Here is my

green jacket.

What a mess!

A PULLOVER

A COAT

SHOESBOOTS

A DRESS

A SKIRT

A JACKET

AN UMBRELLA

52 52

53

62

137

TASK 4 LISTEN AND POINT. (p. 63) TASK 6 LISTEN AND READ. WHAT IS MISSING?

(p. 63)

Tell the pupils that you will listen to Elliot. The pupils listen to the recording with their Student's Books closed and answer the question: What is missing?. After that, they open the Student's Book, listen to the recording again if necessary and check their answers.

GAME – RUN FOR YOUR CARD. Put the flashcards with the clothes items you have introduced on the last desk in the classroom, face up. Divide the pupils in two groups forming two lines. Say: Run for the dress! The first pupils in both lines run to the desk to take the card and bring it to you. If the card is correct, the group scores a point. Repeat the activity with all the cards. Introduce new words (T-shirt, pyjamas, trainers, jeans). Show the flashcards and say the names aloud. GAME – PASS THE CARD. Show a flashcard, say its English name and hand it to the first pupil in the first desk. S/He names the card and passes it on to the pupil sitting behind him/her. Play through all the desks. The last pupil in the last desk says: This is... Repeat the activity with all new words. Divide the pupils in three groups: Tigers, lions and crocodiles. Divide the pupils in three groups. Show the flashcards on the board and call a group, for example Tigers! The pupils from that group say the words. GAME – SAY THE WORD. Point to the flashcards on the board and ask the pupils What’s this?. Turn one flashcard face down and keep saying the words, including the one turned face down. Keep doing that until all the flashcards are turned face down. The pupils list the words on the hidden flashcards from memory. Ask the pupils to open the Student's Books on page 63 and look at Elliot's wardrobe. Play the recording and ask the pupils to point to the clothes the picture.

ANSWER KEY: Pyjamas.

Tapescript

Track 55

ELLIOT: My red cap, my green T-shirt, my blue jeans, my brown jacket. My socks and my trainers. But where are my pyjamas? Oh, no, Tess! ELLIOT’S MUM: What a mess!

FURTHER PRACTICE: Ask the pupils if they noticed what mum said. (What a mess!)

Ask the pupils what happened to the pyjamas and the jacket. (Ronnie and Tess took them). GAME – KIM’S GAME. Let’s play Kim’s Game! The pupils have 30 seconds to memorise what Jessica and Greg have in their wardrobes. How much do you remember? Prompt them with these questions: What’s pink / green...? At the end, check together in the Student's Book. GAME – MATCHING. Divide the class in three groups. Stick nine flashcards of the following clothes items on the board face down: coat, pullover, skirt, shoes, boots, jacket, socks, jeans, trainers. Next to them, in a different column, stick corresponding wordcards, also face down. Mark each card in the first column with numbers and the second column with letters. Group representatives say a number and a letter (first the number of a flashcard and then the letter of a wordcard). If the flashcard and the wordcard match, the group scores a point. The group with the most points wins.

Tapescript

Track 54

NARRATOR: These are Elliot’s clothes: a cap, a hat, a T-shirt, pyjamas, jeans, socks and trainers.


Play the recording again. The pupils point to the clothes they hear and repeat after the recording. Introduce the written form of the new words. Show wordcards and the pupils try to read them. Then read it aloud, and the class should repeat after you. Stick the wordcard on the board (not matching it to the flashcards). Repeat for every wordcard. Let’s read! Practise reading new words. Only the girls read first and then only the boys. Then the pupils play monsters/witch/ghost... (LET’S SOUND LIKE...). They can read the wordcards in different ways. Giorgi, where does it say ('kaba' in Georgian)? One pupil takes the wordcard from the board and hands it to the pupil sitting with him/her. GAME – MATCHING. Point to one flashcard on the board and name it in English. The pupil who has that wordcard matches it to the flashcard on the board.

TIP: Motivate the pupils to give full answers: I’ve

got / I haven’t got...


138

1

2

3

PYJAMAS

SOCKS

TRAINERS

A T-SHIRT

JEANS

A CAP

Listen and point. 4

My red cap, my green T-shirt, my blue jeans,

my brown jacket.My socks and my trainers. But where are my pyjamas? Oh, no, Tess!

What a mess!

RONNIE’S WORKSHOP

R



55

A HAT

63

LESSO

N 1

clothes / a jacket / a dress / a pullover / a T-shirt / a skirt / a coat / a cap / a hat / shoes / boots / jeans / trainers / socks / pyjamas

139


Tell the pupils that you will hang laundry, but in a special way.

Prepare a clothes line and hang it in the classroom. Prepare the worksheet, scissors and pegs. The pupils cut out clothes. They hang the laundry on the clothes line by hanging the flashcard next to the corresponding wordcard.

FURTHER PRACTICE: The pupils can cut out some clothes items (at home), write corresponding wordcards and add them to the clothes line.

WORKBOOK, p. 60-61


WHAT A MESS!

Stick and colour.

2 16 Listen and colour. Then write.

1

In her wardrobe Kim has got: a yellow T-shirt,

a blue an orange

a red

, a green ,

and . She’s got

brown .

And what about you? What have you got in your

wardrobe?

3 Draw and colour.

a red coat a pink jacket

a yellow pullover a green dressa blue skirt

40 41

Workbook Tapescript Track 23

Narrator: In her wardrobe Kim’s got a yellow T-shirt, a blue coat, a green dress, an orange pullover and a red cap. She’s got brown shoes.


LES

SO

N 1

140

1

2

3

PYJAMAS

SOCKS

TRAINERS

A T-SHIRT

JEANS

A CAP

Listen and point. 4

My red cap, my green T-shirt, my blue jeans,

my brown jacket.My socks and my trainers. But where are my pyjamas? Oh, no, Tess!

What a mess!

RONNIE’S WORKSHOP

R



55

A HAT

63

LESSO

N 1

clothes / a jacket / a dress / a pullover / a T-shirt / a skirt / a coat / a cap / a hat / shoes / boots / jeans / trainers / socks / pyjamas

141

LESSON 2 THE WEATHER PUZZLE


Tapescript Track 56

NARRATOR: It is sunny. It is raining. It is cold. It is hot. • ask and answer:What is Jessica

wearing? Jessica is wearing...

Is it (sunny)?

understand the content of a recording answer the question: What's the weather like?

recognise clothes items relate visual content to the written form of the word

What's the weather like today?

It is sunny. It is raining. It is cold. It is

hot.

GRAMMAR TASK 2 LISTEN AND REPEAT. (p. 64)

• •

Play the recording again. The pupils point to the pictures and repeat. Introduce the written form of new words. Show wordcards and volunteers try to read the word aloud, and the whole class repeats. Stick the card on the board (not matching it to the flashcard). Repeat the procedure for every wordcard. Let’s read! Practise reading new words. Ask the girls to read first, and then the boys. Then the pupils play a monster/witch/ghost... (LET’S SOUND LIKE...). They read the words in wordcards in different ways. Giorgi, where does it say `mziani~ in Georgian)? The pupil takes the wordcard from the board and gives it to the pupil sitting next to them in the desk. GAME – MATCHING. Point to a flashcard on the board and say it in English. The pupil who has that wordcard matches it to the flashcard on the board.


•

• • VOCABULARY

SKILLS

Weather

Conversation about Jessica

reading sentences aloud relating pictures and sentences Weather

Song: The Weather Song

Conversation about Jessica

relating visual to auditive content and auditive to written content understanding simple sentences listening comprehension repeating after the model asking and answering questions saying words in English singing matching words circling and marking correct words

• • • • • • • •

READING

TASK 3 LISTEN AND SING. (p. 64) LISTENING Distribute flashcards with weather conditions and

play the recording. When they hear their word the pupils raise their card in the air. The pupils then exchange cards. Play the recording again and the pupils order the flashcards on the board. Divide the class in groups. Assign each group with one flashcard or a line they should sing. Each group repeats their line after you several times. Play the recording and each group sings their segment of the song and the rest of the song is sung together. Repeat several times exchanging groups.

• • • •

SPEAKING • • • •WRITING

CROSS-CURRICULAR CORRELATION • SCIENCE: Four seasons and weather

Tapescript

Track 57

THE WEATHER SONG

What’s the weather What’s the weather, What’s the weather like today? Is it sunny? Is it raining? Is it cold today?

INTRODUCTION

Mime being cold. The pupils try to guess what you are miming. When they guess, show the flashcard and introduce other weather conditions similarly (sunny, raining, hot).

FURTHER PRACTICE: Add: It’s snowing! (mime snowflakes with your hands), It’s windy! (mime moving branches in the wind).


GAME – CATCH THE BALL. Ask: What’s the weather like today? and throw the ball to the pupil who wants to answer that question. The pupil answers and passes the ball to another pupil, asking the same question. Continue the same way.


GAME – PASS THE CARD. Give a card to the pupil in the first desk. S/He says the word on the flashcard and passes it on to the pupil sitting behind him/her. The last pupil in that line puts the flashcard on the board. GAME – SAY THE WORD. Point to the flashcards on the board and ask the pupils What’s this?. Turn one flashcard face down and keep saying the words, including the one turned face down. Keep doing that until all the flashcards are turned face down. The pupils list the words from memory. Ask the pupils to open the Student's Book on page 64. Play the recording and the pupils point to the correct picture.


142

Listen and point. 1 Listen and repeat.256 56

57

THE WEATHER PUZZLE

It is sunny. It is raining. It is cold. It is hot.

Listen and sing.3

What’s the weather like today?

Is it sunny?Is it raining? Is it cold

today?

Speak.4


THE WEATHER SONG

64


143

TASK 5 LISTEN AND MATCH. (p. 65) WORKBOOK, p. 62-63 GAME – TEACHER, STOP! Prepare eight flashcards

with clothes items (jacket, blue jeans, umbrella, T-shirt, skirt, coat, cap, boots). Explain to the children that you will show them a flashcard one by one and if they recognise the word, they can just nod their heads quietly. If they don't recognise the word, they say: Teacher, stop! and then you all read the word from the flashcard together. Bring several pictures from magazines. Describe what the people in the pictures are wearing. Start a conversation about when you wear certain clothes. GAME – I CAN SPY. Say: I can spy something pink. The pupil wearing something pink, raises his/her arm and says: I’ve got a pink... After some time the pupils can take over the teacher's role. GAME – MATCHING COLOURS. Stick two magazine pictures on the board. Next to them in one column stick six colour flashcards and in another column stick six clothes flashcards face down (choose the ones appearing in the pictures). Write numbers next to them. Divide the pupils in two groups, assign each picture to one group. Group representatives take turns throwing dices. Once to get the number for the colour and the second time to get the item of clothes, e.g. a green T-shirt. If they have clothes like that, they score a point. Listen to the first part of the recording (conversation between mom and dad). Comment on the introduction and set the task: Listen and tell me, what’s the weather like? The pupils listen to the recording and guess what weather conditions are mentioned. Divide the class in three groups. The first group should count how many items are mentioned in sunny weather, the second in rainy weather and the third in cold weather. Do you remember some items of clothes?

Open your books! First match pictures of weather conditions and Jessica. Let’s listen to the story once again! The pupils listen and follow the text in the Student's Book. Check if the pictures and texts are correctly matched. Check understanding with further questions. Point to the picture! Read the texts in the Student's Book in a jumbled order and the pupils should point to the correct picture. Listen carefully and finish the sentence! Start reading certain sentences in the texts but stop after the last word. The pupils find it and finish instead of you. Read by dividing the class in two groups. The first group should read weather conditions and the other group should read Jessica's description. Repeat by switching roles.

3 17 Listen and circle. Then colour.

It’s raining / sunny.

It’s hot / cold.

Kim is wearing a red coat / jacket

and blue jeans / socks.

She has got a yellow / pink umbrella.

4 18 Listen and sing.

RAIN, RAIN, AWAY

Rain, rain, go away,

Come again another day!

Rain, rain, go away,

Little children want to play!

5 Draw and speak.

It’s sunny. I’m wearing... It’s cold. I’m wearing...

It’s raining. I’m wearing...

43


Narrator:

It’s raining. It’s cold. Kim is wearing a red jacket and blue jeans. She has got a pink umbrella.

25

RAIN, RAIN, GO AWAY

(traditional song) Rain, rain, go away, Come again another day! Rain, rain, go away, Little children want to play!

Tapescript

Track 58

DAD: Look! An e-mail from Jessica. MUM: What’s the weather like? What is she wearing? NARRATOR: It is sunny. Jessica is wearing a white T-shirt and a yellow skirt. It is raining. Jessica is wearing a green jacket and blue jeans. She has got a red umbrella, too. It is cold. Jessica is wearing a pink coat, a blue cap and black boots.


LES

SO

N 2


THE WEATHER PUZZLE

1 Match.

It is cold.

It is hot.

It is sunny.

It is raining.

2 Read. Then tick: YES or NO. YES NO

1 It is sunny. Jessica is wearing a dress.

2 It is cold. Jessica is wearing a T-shirt.

3

It is raining. Jessica is wearing a jacket and jeans.

42

144

Listen and match.5

Look! An e-mail from Jessica.What’s the weather like?

What is she wearing?

It is sunny.

It is raining.

It is cold.

Jessica is wearing a green jacket

and blue jeans. She has got a red

umbrella, too.

Jessica is wearing a white T-shirt and

a yellow skirt.

Jessica is wearing a pink

coat, a blue cap and black

boots.

58

65

LESSO

N 2

It is sunny. / It is raining. / It is cold. / It is hot. / Is it sunny? / Is it raining? / Is it cold? / Jessica is wearing...

145

GAME – ACTION CARDS. Stand up when you hear...! Divide the class in four groups. Assign one season to each group. When they hear their season, group members stand up. Point to the flashcards on the board and say the names of seasons. The class is still divided in groups according to seasons. Play the recording and the pupils stand up when they hear their season. (Stop the activity after Ronnie, where are your boots?) Ask: Why is Ronnie in bed?. Play the recording once again. The pupils listen carefully and then answer the question.

LESSON 3 RONNIE’S SEASONS


GRAMMAR • •

say: Ronnie is wearing...

understand the content of a recordinganswer the question: Why is Ronnie in bed?

relate seasons and correct items of clothes mime actions seasons: spring, summer, autumn,

winter

a jogging suit, a raincoat, a scarf

put on, take off

Ronnie is ill.

• LANGUAGE FUNCTIONS

•

• •

Tapescript

Track 59

NARRATOR: It’s spring. It’s sunny. Ronnie is wearing his green tracksuit suit and an orange cap. It’s summer. It’s very hot. Ronnie is wearing his favourite red T-shirt and blue shorts. It’s autumn. It’s raining. Ronnie is wearing his yellow raincoat and yellow boots. He has got a yellow umbrella, too. It’s winter. It’s very cold. Ronnie is wearing his blue coat, an orange scarf, an orange cap and... Ronnie, where are your boots?! RONNIE: Achoo-achoo! NARRATOR: Ronnie is in bed. Why? He is ill.

VOCABULARY • • •

SKILLS • • • • • • • •

Ronnie's seasons Put

on...

reading the text aloud matching pictures and words completing sentences Ronnie's seasons Put

on...

relating visual to auditive content understanding simple sentences listening comprehension repeating after the model answering questions saying words in English marking correct answers completing sentences sorting words

READING

LISTENING ANSWER KEY:

Ronnie is ill.

• • • • • • •


Ask the pupils to open their Student's Books and follow the story while listening. The pupils point to the correct pictures in the Student's Book.

SPEAKING

WRITING

TASK 3 CHOOSE THE CORRECT ANSWER. (p. 66) CROSS-CURRICULAR CORRELATION • SCIENCE: Seasons and weather conditions

Divide the pupils in four groups. Each group gets one picture card with Ronnie. Write on the board: Ronnie is wearing... Each group describes the clothes Ronnie is wearing in their picture, using the model sentence on the board. Group representatives read sentences and other groups check accuracy. Let a volunteer read the first sentence in the task and choose the correct answer. Check understanding. The pupils do the rest of the task in pairs. Check accuracy by reading. Ask the pupils to copy in their notebooks the picture they like the most. GAME – TOP FIVE. Tell the pupils you want to find out what are the five most popular items of clothes in the class and that every pupil (or group in large classes) should write in their notebook a top list of five favourite items of clothes.

INTRODUCTION Start a conversation about weather conditions: What’s the weather like today?

GAME – MATCHING. Prepare the flashcards with weather conditions and clothes. First draw the flashcards of weather conditions and ask a pupil to mime what is in the flashcard and other pupils try to guess. (It’s sunny / hot / cold / raining / snowing). Stick the flashcards on the board one nextto another. The pupils draw cards with sentences (e.g. It’s sunny) and match them to the flashcards on the board. Read together. In the last phase, the pupils take the clothes flashcards from your desk and stick them in the correct column. (It’s sunny. I’m wearing a skirt...)

TASK 1 LISTEN. WHY IS RONNIE IN BED? (p. 66)

Show flashcards with new items of clothes (scarf, jogging suit, raincoat, shorts). The pupils repeat the words after you. Repeat several times. GAME – PASS THE CARD. Give a flashcard to a pupil in the first desk. S/He names the word and passes on the card to the person sitting behind him/her. The last pupil in that row should put the flashcard in the correct column on the board. GAME – WHAT’S MISSING? The pupils close their eyes while you remove one flashcard from the board and hide it behind your back (new words!). Start a conversation on seasons. Say the English words for seasons (gazafxuli, zafxuli, Semodgoma, zamTari) and put the flashcards on the board above the flashcards with weather conditions.

ANSWER KEY: 1. It is summer. It is hot. Ronnie is wearing: a) a T-shirt and shorts. 2. It is winter. It is cold. Ronnie is wearing: b) a scarf. 3. Ronnie is in bed. He is: a) ill.


146

a) a T-shirt and shorts. b) a raincoat and boots.

a) a tracksuit. b) a scarf.

a) ill. b) sleepy.


RONNIE’S SEASONS

Listen. Why is Ronnie in bed? 1

Choose the correct answer.3

1 It’s summer. It’s hot. Ronnie is wearing...

2 It’s winter. It’s cold. Ronnie is wearing...

3 Ronnie is in bed. He is...

Listen and point.259 59

66


2 ().indd 66 24.05.2018 18:16:56

147

TASK 4 LISTEN AND READ. (p. 67) WORKBOOK, p. 64-65 Prepare flashcards and wordcards with clothes items

and seasons (spring, summer, autumn, winter, umbrella, cap, raincoat, scarf, jogging suit, shorts, coat, T-shirt, boots, skirt, jeans, jacket, sneakers, pullover, shoes.) Show the wordcards quickly to the pupils and the pupils read them aloud individually. Leave each wordcard on the desk of the pupil who read the card. GAME – GET RID OF YOUR CARD. Raise the flashcards corresponding to the ones from the previous activity. The pupil with the correct wordcard sticks it on the board (seasons on the top of the board and clothes on the bottom) and says: This is a scarf.

GAME – KIM’S GAME. Open your books! Look very carefully! The pupils have 30 seconds to memorise what Ronnie wore in different seasons. Close your books! What is Ronnie wearing? Write the question on the board and read it together just like the beginning of the answer: He is wearing... Divide the class in three groups. Group representatives put clothes flashcards (on the bottom of the board) into appropriate columns (under seasons) and say, for example: It is spring. He is wearing a jogging suit. The group scores a point for each correct sentence. Ask the pupils to open their Student's Books again and with the recording check if we sorted the words out correctly. Knock–knock reading! Read once again and the pupils repeat after you. Instead of the words shown in the picture, knock on the desk. The pupils say the missing words. Silly teacher! In the second reading, make mistakes with some words and the pupils correct you. Find the sentence! Read the sentences in a changed order and the pupils find them in the text.


RONNIE’S SEASONS

Stick. How many seasons? 3, 4 or 5?

1

odd one out

Colour the .2

3 Write.Put on your shoes! Take off your shoes!

44 45

TASK 5 LISTEN AND POINT. THEN LISTEN AND MIME.

(p. 67)

Talk to the pupils about the pictures. What’s the

weather like? What should Ronnie do to feel better?

Use English. Play the recording and point to the correct picture. Mime movements and the pupils repeat after you several times with the recording. The pupils mime actions individually.

GAME – SIMON SAYS. Please see the List of activities for more details.

Tapescript

Track 60

NARRATOR: Put on your boots! Take off your boots! Put on your jacket! Take off your jacket!


LES

SO

N 3

4 Write.

boots

a scarf

5 Write.

It is spring. Ronnie is wearing his and .

It is summer. Ronnie is wearing his and .

It is autumn. Ronnie is wearing his and he has got .

It is winter. Ronnie is wearing his and .

148

60

Listen and read. 4

Put on your boots!

Take off your boots!

Put on your jacket!

Take off your jacket!

Listen and point. Then listen and mime.5

It’s spring. It’s . .Ronnie is wearing his green and an orange

, an orange , It’s winter. It’s very cold. Ronnie is wearing his blue

an orange and... Ronnie, where are your ?

Ronnie is in bed. Why? He is ill.

It’s summer. It’s very hot. and blueRonnie is wearing his favourite red .

It’s autumn. It’s Ronnie is wearing his yellow and yellow

He has got a yellow , too.

..

59

67

LESSO

N 3

seasons / spring / summer / autumn / winter / a tracksuit / a raincoat / a scarfRonnie is wearing... / Put on your boots! / Take off your boots! / Ronnie is ill.

149

LESSON 4 THE SEASONS MIX LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7 By the end of this lesson, pupils will be able to:

Tapescript

Track 61

THE SEASONS MIX

It is sunny, Jump and run, Ride a bike, it is fun!

GRAMMAR LANGUAGE FUNCTIONS

• •

use imperative (jump, run...) understand the content of a recordingmime actions jump, run, ride a bike, watch TV, stay

at home, skate, ski, make a snowman

• •

It is hot, The sea is blue,I can swim and so can you!

VOCABULARY

SKILLS • • • • •

Song: The Seasons Mix

finding words and sentences completing sentences Song: The Seasons Mix

relating visual, auditive and written content understanding simple sentences listening comprehension repeating after the model singing with movement completing sentences finding false words

READING It is raining, Watch TV, Stay at home, drink some tea!

LISTENING • • • •

It is cold, Skate and ski, Make a snowman, Look at me!

SPEAKING

• • WRITING

CROSS-CURRICULAR CORRELATION • SCIENCE: seasons and weather conditions • MUSIC: singing

INTRODUCTION GAME – GUESS THE SEASON. Describe weather conditions and the pupils try to guess what season it is. E.g.. It is hot. It is sunny. I’m wearing a summer dress! – Summer!

TASK 1 LISTEN AND POINT. (p. 68-69)

Mirror and Echo. Let’s stand up! Repeat familiar and introduce new actions and commands (jump, run, swim, ride a bike, drink some tea, skate, ski, look, make a showman, watch TV). First mime and say an action simultaneously and the pupils only listen and mime. Repeat the activity several times by changing the order. In the next phase, in addition to miming, the pupils also say actions. After some time, just make commands and the pupils mime and say them. At the end exchange roles and the pupils make commands and you mime them. Show flashcards with seasons. The pupils repeat as you stick them on the board. Repeat the commands from the song and the pupils say them and say in which season they are done. For example, if you mime riding a bike, the pupils say: Ride a bike. It is spring. Some pupils can take over the role of the teacher and thus revise other actions. Gradually introduce lines of the song by saying them and miming them at the same time. The pupils just mime at first. After that, the pupils repeat the lines. Repeat the activity several times. Then mime the actions connected with the lines and the pupils say and mime at the same time. Finish the sentence! Say the first part of each line (It is...; Jump and...; Ride a...; It is...), and the pupils finish (... sunny;... run;... bike;... fun). Ask the pupils to open the Student's Books. Listen to the song and point to the pictures.


150

61 Listen and point. 1

THE SEASONS MIX

IT IS HOT,

THE SEA IS BLUE,

I CAN SWIM

AND SO CAN YOU!

IT IS SUNNY,

JUMP AND RUN,

RIDE A BIKE,

IT IS FUN!

Listen, mime and sing.2 61

68


151

TASK 2 LISTEN, MIME AND SING. (p. 68-69)

Where does it say? Say the lines randomly in Georgian and the pupils find them and read them in English. Silly teacher! In the second reading, make mistakes with some words and the pupils correct you. Listen to the song again and mime actions. Let’s listen to the song and do the actions! Repeat the activity several times. The pupils gradually join singing. GAME – BINGO. The pupils should circle three words in the song. Read the lines in a jumbled order and the pupils cross out the circled word when they hear it. The pupil who first crosses out all three words is the winner.

WORKBOOK, p. 66-67

3 Match. What is wrong? Cross out and say.

46 47


LES

SO

N 4


THE SEASONS MIX

1 Match.

MAKE

RIDE

WATCH

DRINK

2 Write.

It is sunny, Jump and run, Ride a b_ik_e , it is fun! It is hot, The sea is blue, I can swim and so can you!

It is raining, Watch , Stay at home, drink some !

It is cold, Skate and ski, Make a , look at me!

152

IT IS RAINING,

WATCH TV,

STAY AT HOME,

DRINK SOME TEA!

IT IS COLD,

SKATE AND SKI,

MAKE A SNOWMAN,

LOOK AT ME!

69

LESSO

N 4

Jump! / Run! / Ride a bike! / Watch TV! / Stay at home! / Skate! / Ski! / Make a snowman!

153

LESSON 5 LET’S CHECK! WORKBOOK, p. 68-69

LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8,9,10 By the end of this lesson, pupils will be able to:

GRAMMAR • • •

structures of unit 6 recognise and name words in picturesanswer questions connect ideas into units make a poster vocabulary from unit 6


• • VOCABULARY

SKILLS Mind map

A game

matching pictures and words asking questions Describing a picture (WHS)

listening comprehension relating written, visual and auditive content conversation about expressions from unit 6 saying what is in the picture asking and answering questions describing clothes completing sentences marking correct answers

• • • • • • •

READING 48 49

LISTENIN Workbook tapescript Track 26

Narrator:

It is raining. Uncle Phil is wearing trainers. He is singing. Miss Lemmon is wearing a green pullover. She has got an umbrella.

•

SPEAKING • • •

• •

WRITING

CROSS-CURRICULAR CORRELATION • SCIENCE: seasons and weather conditions • ART: Making a poster


Divide the pupils in groups of four or five. Give each group a dice. They play a game by throwing the dice and moving their tokens. The field they land on tells them what to do. If they don't know the answers, they go back to the field in which they were previously. The winner is the pupil who first reaches the finish line. You can revise the activity several times.

FIELDS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Start Say the words Miss a turn Say “The Seasons Mix”. What’s your favourite season? What are you wearing today? Say the words Go to 10 What’s the weather like today? What’s the weather like? Miss a turn What are your favourite clothes? Say the seasons Go back to 9 Mime: ski and skate Finish


5 What are you wearing today? Tick the correct answer. Then write.

CLOTHES ME MY FRIEND

a T-shirt

a pullover

a dress

jeans

socks

shoes

trainers

I’m wearing and . What are you

My friend is wearing and . wearing today?

6 Draw and speak.

MY FAVOURITE CLOTHES

LES

SO

N 5


LET’S CHECK!

YES NO 1 Look at the picture and read. Tick: or .

YES NO

1 It is sunny.

2 Uncle Phil is wearing boots.

3 He is singing. 4 Miss Lemmon is wearing a blue pullover. 5 She has got an umbrella.

2 19 Now listen and check.

3 Tick the correct sentences.

It is spring. It is winter. It is cold. What’s the weather

It is summer. It is sunny. It is raining. like today? What season is it?

It is autumn.

4 Write.

S C P U T W B J D

UMBRELLA OOTS UNNY

- SHIRT RESS INTER

ACKET ULLOVER OLD

154

LET’S CHECK!

Play the game.1

Say “The Seasons Mix”!


What’s your favourite

season?

What are you wearing today?

Mime: ski and skate!

What are your favourite clothes?

70


155


Read the text in the speech bubble. Discuss the type of clothes worn in each season. The pupils are still in groups. Give each group sheets of paper. The pupils make posters with clothes worn in each season. Using their notebooks, they write the names of clothes below the pictures.

Stick the posters on the board and on the classroom walls. Discuss them together and choose the best one: Which one do you like the best?

TIP: You can divide the class into two groups, each group drawing one season.

FURTHER PRACTICE: The pupils can bring magazines to class and cut out pictures of clothes to make a poster.

IN GROUPS (p. 71)

Start a conversation about the activities used in the class in this unit. Remind the pupils of vocabulary and structures in this unit. Ask the pupils to think about why they liked a certain activity and what they practised with it. Study the map with the pupils. Go through each group of words and say what each picture represents. At the same time, the pupils mark with a plus sign all the pictures they can name in English, thus doing self-evaluation. GAME – COLOURING DICTATION. Open your notebooks! Dictate The dress is green, and the pupils draw and colour items of clothes. In the next phase, say a colour and the pupils say which item of clothes is in that colour. In pairs, the pupils exchange notebooks and check if everything is correct. GAME – WHAT ARE YOU WEARING TODAY? Divide the class in pairs. Every pupil writes in his/her notebook one combination of clothes, e.g. trainers, jeans, T-shirt. Pupil A should ask questions like Are you wearing a pullover? to guess the combination. After that, person B asks questions.

FURTHER PRACTICE: You can play more games

with these maps depending on the knowledge and affinities of the class. Some of the possible games are: cross out game, how many words can you remember, sorting out, get rid of your card, teacher may I have, memory, bingo.

FURTHER PRACTICE: PROJECT: RONNIE’S WEATHER LOG Ask the pupils to draw in their notebooks a table and mark weather conditions in words and pictures during two weeks. After two weeks they should compare results.


156

UNIT 6 Clothes,

Weather and Seasons

I’m wearing...

What’s the weather like?

71

What’s your favourite season?

RO

NN

IE’S

PRO

JEC

T

What’s in your summer wardrobe? What’s in your

winter wardrobe? Find and cut out some pictures, or draw them

yourself. Create a poster!

71

LESSO

N 5

157

THE FINAL RACE

LESSON 1 UNCLE PHIL’S SUMMER LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8 By the end of this lesson, pupils will be able to:

TASK 2 LISTEN AND SAY: YES OR NO? (p. 72)

GAME – CORRECT THE TEACHER. Divide the pupils in several groups. Say sentences which describe the picture but which are false. (It is winter.) Group representatives correct you and score a point for each correct answer. The group with the most points is the winner. Ask the pupils to open their notebooks and work in pairs. Play the recording and after each sentence they write yes if it is correct and no if it is false. After all sentences they swap notebooks and correct each other's answers. Tell the class that they are going to meet a new person – Super Suzy – who is a Supergirl.

GRAMMAR • •

consolidate structures from grade 2 answer the question: How many

words do you remember?

recognise visual clues relate visual content to the written form of a word vocabulary from grade 2


•

ANSWER KEY:

VOCABULARY •

1.2.3.4.5.6.7.8.9.

yes no yes yes no yes yes no yes

SKILLS • • •

A postcard

reading sentences aloud matching words and pictures relating visual to auditive content understanding simple sentences listening comprehension answering questions naming words in the picture in English sorting words writing individual words completing sentences

READING

• • •

LISTENING

• • • • •

10. no11. yes12. yes

SPEAKING

WRITING

Tapescript

Track 62

NARRATOR:

CROSS-CURRICULAR CORRELATION • SCIENCE: seasons • GEORGIAN LANGUAGE: writing postcards

1.2.3.4.5.6.

It is summer. It is snowing. Uncle Phil is in his balloon. He is wearing a cap. He is wearing a red T-shirt. Greg has got a basket with some milk, an orange, a banana, an apple, some chicken and some bread. Super Suzy is coming. She has got a green bike. Elliot has got a book.

INTRODUCTION

Talk about summer holidays and travelling. The pupils say where they will travel, how people can travel (by bus, train, ship, car, bike, plane) etc.

7.8.9.

TASK 1 HOW MANY WORDS DO YOU REMEMBER?

POINT AND SAY. (p. 72)

10. His book is about dinosaurs. 11. Ronnie is here, too. 12. He says: “Can I come, too?”

Open your books! Ask questions to elicit the description of the picture. Ask for details. Who is going away? Where is he? Who is helping him?

GAME – KIM’S GAME. Divide the class in three groups. The pupils have 30 seconds to memorise as many details as possible. Close your books! What do you remember? Name different categories and the pupils say all the words from that category. (e.g. What animals do you remember?) Categories: animals, toys, food, what’s big / small, what’s yellow / brown... Ask the pupils to open their books and check their answers, pointing to the things listed. The winner is the group with the most words. CATEGORY DICTATION. Write 12 words on a big piece of paper (A3): kite, bike, ball, bread, orange, apple, socks, umbrella, shorts, parrot, dog, monkey. The pupils have 30 seconds to memorise as many words on the paper as possible. Remove the paper from the board. Open your notebooks! In pairs, the pupils write the words in their notebooks from memory. Make groups of four! Two pairs compare their word lists. * NOTE: The pupils will come across 2 new words: parrot and monkey. Explain the meaning of these words.


158

THE FINAL RACE

72

How many words do you remember? Point and say.1

UNCLE PHIL’S SUMMER

Have a nice time!

Can I come, too?Here is your

favourite food.

Listen and say: YES or NO.2 62

159

TASK 3 MATCH. (p. 73) TASK 5 WRITE. (p. 73)

Prepare a postcard model and write it on the board. Complete it by eliciting words from the pupils. That way everyone writes the postcard together.

Introduce new words (flippers, postcard, boat). GAME – GUESS. Draw the objects on the board and the pupils try to guess what you are drawing. Say the words in English and the pupils repeat (first together and then individually). Start a conversation on summer holidays and the beach. GAME – YES-NO. Prepare flashcards – dolphin, swimming pool, flippers, postcard, boat, beach. Put your hands up if it’s correct! Show the flashcards, say the word (correctly or by saying a false word) and the pupils put up both their hands if the word is correct or put them down if the word is false. GAME – FLASHING CARDS. Show the pupils flashcards quickly. Give the flashcard to the pupil who recognised and read the word correctly. GAME – PASS THE CARD. Show a wordcard, read it and pass it on to the pupil in the first desk. S/He repeats the word and passes it on to the pupil behind him/her. The last pupil in that row says the word and sticks it on the board next to the correct flashcard. Repeat the procedure with all the words. The pupils match pairs in the Student's Book based on the model on the board.

Based on the model the pupils write their postcards in their notebooks.

WORKBOOK, p. 70-71

3 Write your postcard.

Dear ,

I’m .

It’s great here!

I’m .

It’s .

I’m .

I’ve got a new friend.

He / she is .

See you soon.

Love,

sunny

raining

cold

happy

hungry in the park

on the beach sleepy

hot funny

clever

beautiful

on the farm swimming

playing with friends

riding a bike

reading

at the swimming pool

70 71

TASK 4 READ. WHO IS THE POSTCARD FROM?

(p. 73) Show the pupils a real postcard. Talk about different

parts on the postcard (address, stamp, text, greeting) and the typical text on it. Did you send anyone a postcard this summer? To whom? Stick the flashcards with the characters from the book on the board. Elicit from the pupils all they know about the characters. Let’s listen to the story! Who got a postcard? Who wrote it? Let’s listen carefully. The pupils listen to the recording. The answer is: Uncle Phil got a postcard. Jessica wrote it. Ask more questions to see how much the pupils understood. Ask the pupils to open their books, read once again and the pupils follow with their fingers. Divide the pupils in seven groups. Each group gets a card with one of the words from the previous activity. Check with all groups if they can read their card: Can you read your secret word? Play the recording and when the group hears their "secret word", they raise their card in the air. Repeat the activity several times so that the groups exchange their words. Knock – knock reading! Read the text once again and the pupils repeat after you but instead of some words knock on the desk. The pupils should read the missing words. Say simple sentences in Georgian (e.g. `iseTi bednieri var~), and the pupils try to find that sentence in the postcard and read it aloud. Close your books. Read the sentences and pause at every flashcard. The pupils find the flashcard on the desk. Put the flashcards on the desk. Read them together.

ANSWER KEY: Uncle Phil.


LES

SO

N 1

THE FINAL RACE

UNCLE PHIL’S SUMMER

1 Write.

TOY SHOP PET SHOP

a kite a bike

chicken

a ball an orange

an umbrella

a jacket CLOTHES an apple

shorts FOOD

juice

a dog

2 Draw and write.

MY SUMMER SUITCASE

I’ve got... .

.

.

.

.

160

73

LESSO

N 1

Match.3

sunny

Pula

flippers

a book

Croatia

swimming

A postcard for you!

Read. Who is the postcard from? 4

Dear Miss Lemmon, dear children,

Miss Lemmon

2 Flower Gardens

London

England

I’m in .

It’s great here.

See you soon.Love,

Uncle Phil

. I’ve got I’m fishing and

.about

Write.5

Make your teacher . !Send her / him a

1

2

3

4

5

6

. It’s I‘m so and hot.

.I’m reading a

new

2 ().indd 73 22.05.2018 16:02:02

161

THE FINAL RACE

LESSON 2 THE BUILDING BLOCKS

QUIZ LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8,9,10 By the end of this lesson, pupils will be able to:

FURTHER PRACTICE: GAME – HANGMAN. Write the following on the board:

_ _ _, _ _ _, _ _ _ _ _ _ _ _ _ _ _ _ _ _!

GRAMMAR • • • •

consolidate structures from year 2 ask a question answer quiz questions relate visual answers to questions related to year 2

The pupils say different letters of the alphabet and you write them in the correct place. (BYE, BYE, SEE YOU NEXT YEAR!) LANGUAGE

FUNCTIONS

VOCABULARY • SKILLS

• • •

Quiz

Questions

matching words and objects in the picture understanding simple questions asking and answering questions doing a word puzzle

READING

LISTENING SPEAKING WRITING

• • •

CROSS-CURRICULAR CORRELATION • GEORGIAN LANGUAGE: Describing

INTRODUCTION

INTERVIEW. Prepare a long pencil case or some other toy resembling a microphone. Divide the pupils in groups and tell them to imagine they are journalists at a press conference and that they have to ask as many questions as possible. Only the pupil holding the "mike" can ask a question. Each correct question scores a point. The group with the most points is the winner.

TASK 1 PLAY THE GAME. (p. 74-75)

Write numbers from 1 to 14. Divide the class in two groups. Representatives say a number and you read the question from the Student's Book. If the answer is correct , delete the number and write the answer in its place. Open your books! Read the answers from the board in a random order and the pupils try to find the corresponding question in the Student's Book. They read it aloud. Close your books! Read the answers again but this time the pupils try to recall the questions.

WORKBOOK, p. 72

TASK 2 MATCH. (p. 74-75)

In pairs, the pupils match questions with the correct squares (i.e. write in the number of question in boxes). Make groups of four! Two pairs compare their answers. GAME – QUESTIONS AND ANSWERS RACE. Divide the class in groups and give each group ten slips of paper. Write the following on the board: How old...? What colour...?

What’s your favourite...?

Where is...?

Have you got...?

The pupils write questions and answers in their notebooks based on the model, and then copy that on slips of paper. They shuffle questions and answers and pass them on to the next group which needs to match questions and answers as quickly as possible. Listen to track 63. Stop after each question and ask the students to give answers.


THE FINAL RACE

THE BUILDING BLOCKS QUIZ

1 Write the answers.

1

2

3

4

5

6

7

8

9

10

11

12

13

14

72

LESSO

N 2

75

162

THE FINAL RACE

74

63 Play the game.1

THE BUILDING BLOCKS QUIZ

Children, are you ready for the quiz?

It’s an animal. It’s funny. It

likes bananas. It’s a…

Elliot has got a pet. Her

name is Tess. Tess is an...

What colour is the sun?

It’s an animal. It’s big and brown. It likes jumping. It lives in Australia. It’s a...

Greg is riding his green...

Ronnie has got two long...

This dinosaur is very big and tall. It has got a big

head, a long tail, two long and two short legs. It has

got big teeth. It’s...

How many fingers have you got?

It’s summer. I’m eating an...

It’s hot. Jessica is wearing her

favourite...

It’s snowing. Greg is making a...

What is Ronnie’s

favourite food?

What colour are the sky and the sea?

It’s white. Children have it for breakfast.

Cats like it. It’s...

12 3

4

5 6 7

8 910

11 12 13 14

Match.2

163

APPENDIX



After introducing the alphabet, ask the pupils to open their books. Play the recording and the pupils point the correct letters with their fingers.

LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8,9,10 By the end of this lesson, pupils will be able to:

Tapescript

Track 63

• • • •

reproduce the alphabet reproduce a song recognise letters of the alphabet

LANGUAGE FUNCTIONS VOCABULARY

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

SKILLS • • • • •

The Alphabet Song

reading aloud Alphabet

The Alphabet Song relating visual to auditive contentsinging reciting the alphabet saying words in English

READING


Play the recording again and the pupils repeat. Repeat the activity several times. Repeat by asking pupils to say one letter each consecutively.

LISTENING

• •

SPEAKING

WRITING TASK 3 LISTEN AND SING. (p. 76)

Distribute letter cards to the pupils. Play the recording, the pupils raise their cards when they hear their letter. Repeat the activity several times. The pupils should gradually sing the entire song together.


GEORGIAN LANGUAGE: alphabet SCIENCE: seasons GEORGIAN LANGUAGE: writing a postcard

ALPHABET (p. 76) Tapescript

Track 65 Introduce the alphabet in one or more lessons, depending on your time and pupils. Use short and gradual activities. First of all, say the alphabet and mime the letters with your fingers (the pupils usually do it already). At first the pupils just listen and mime with their hands. Then the children repeat after you and mime the signs. Let’s be very angry! Say the alphabet angrily and the children mirror you. Let’s be very happy / sad / etc. Repeat with mime. You can add a melody as well. Stick the alphabet poster on the board. Check. Let’s study the poster. Why are some letters the same colour? The answer: these letters are pronounced similarly. Prepare the flashcards with the first ten letters of the English alphabet (A, B, C, D, E, F, G, H, I, J, K). Raise a letter card and say the letter / ei / . Stick it on the board. Repeat the procedure for other letters as well. Change the order and point to different letters randomly by naming them. The pupils repeat. Repeat using the first ten letters of the alphabet: A – J. Give me a word that starts with B! A balloon. Give me a word that starts with F! Football. Using flashcards introduce the following ten letters: K, L, M, N, O, P, Q, R, S, T. Stick the flashcards with these letters one under the other on the board. Read together, letter by letter. In the next round remove letter „K“. Together read all ten letters pretending that letter „K“ is still on the board. In the third round, remove letter „L“. Read everything again, starting from „K“, but a little faster. Repeat the activity until all letters of the alphabet are removed from the board. Introduce the last six letters of the English alphabet– U, V, W, X, Y, Z. Point to those letters and make deliberate mistakes. The children correct you. Shut your eyes. What’s missing? Remove a flashcard and the children try to guess which flashcard is missing.

ALPHABET SONG A – B – C – D – E – F – G H – I – J – K – L – M – N – O – P Q – R – S – T – U and V, W – X – Y and Z. Now I know my A – B – Cs Next time won’t you sing with me?

WORKBOOK, p. 77

APPENDIX


What word starts with C and

ends with T? 1 Draw and write.

C T

77


164

76

APPENDIX

Listen and point. Listen and repeat.1 2


64 63

Listen and sing.3 65

THE ALPHABET SONG

A - B - C - D - E - F - G H - I - J - K - L - M - N - O - P

Q - R - S - T - U - V, W - X - Y and Z

Now I know my A - B - Cs Next time won’t you sing with me?

165

ALPHABET-RELATED ACTIVITIES:

ALPHABET BINGO. Ask the pupils to draw a Bingo table with six fields into which they write letters. Draw letter cards from the bundle and the pupils cross out their letters. The pupil who is the first to cross out all the letters in the table says Bingo! and wins the game. ALPHABET ON YOUR BACK. Divide the pupils in four groups. Each group should form a line in front of the board. The first pupil in the line gets a chalkstick/marker. Write a letter with your finger on the back of the last pupil in each line. They should then write with their finger the same letter on the back of the pupil in front of them. The last, i.e. the first, pupil writes that letter on the board. The first pupil goes to the back of the line and the activity can then be repeated.

LIVE ALPHABET. Repeat the alphabet with the Alphabet

Song. Distribute letter cards to the pupils. Check if they know letters (especially difficult ones). Sing the song together and the pupils stand one next to another in the order of letters of the alphabet. If there are more letters than pupils, some pupils can be alphabet monitors who will help you do the live alphabet.

ALPHABET AND ANIMALS. Distribute letter cards to the pupils. Say: /di / , / ou / , / đi / . The pupils who have those letters come to the board. What does it spell? Dog. Do the same for: fish, horse, pig, cat, tiger, cow.

ALPHABET STOP. Divide the class in groups of four. Tell them that you will say the alphabet silently and that one pupil should say Teacher, stop at a certain moment. Say the letter you were stopped at and give groups three minutes to write as many words as possible beginning in that letter. Check. The word which is used only once scores a point to the group which thought of it. The winner is the group with the most points.

FURTHER PRACTICE:

PROJECT: ALPHABET COLLAGE

Material needed: a big piece of paper, old magazines and catalogues, felt tip pens, glue, scissors. Groups draw a letter and cut out items which begin in that letter and glue them onto the paper. They can write words under the pictures.


166

76

APPENDIX

Listen and point. Listen and repeat.1 2


64 63

Listen and sing.3 65

THE ALPHABET SONG

A - B - C - D - E - F - G H - I - J - K - L - M - N - O - P

Q - R - S - T - U - V, W - X - Y and Z

Now I know my A - B - Cs Next time won’t you sing with me?

167


Read the text and check comprehension. Read again and the pupils repeat after you. Divide the pupils in four groups. Give each group a flashcard which represents one animal.

APPENDIX

BOILING HOT

Play the recording, each group sings the verse with their animal in it. Repeat the activity several times so that groups exchange all the flashcards.


• •

reproduce a song recognise customs related to Halloween What's in the witch's pot? There're

some spiders in the witch's pot.

LANGUAGE FUNCTIONS

• WORKBOOK, p. 78-79 VOCABULARY

SKILLS • • • • • • • •

Boiling Hot

reading aloud Boiling Hot

putting the pictures in the correct order singing answering questions saying words in English completing sentences

READING

LISTENING

SPEAKING

WRITING


SCIENCE: holidays SCIENCE: seasons GEORGIAN LANGUAGE: writing a card 79

INTRODUCTION

Start a conversation about Halloween. Explain to the pupils what people typically do then. Tell them about dressing up, jack-o-lanterns and typical decorations.

TASK 1 LISTEN AND PUT THE PICTURES IN THE RIGHT

ORDER. (p. 77)

Introduce the words frog, mouse and bat. GAME – FLASHING CARDS. Prepare the flashcards of

animals appearing in this lesson. Quickly flash the card of an animal and the pupils try to guess the name of the animal. Stick the flashcard on the board.

Ask two volunteers to come to the board. Play the recording, and they order the flashcards as they appeared in the song. Check by listening once again.

Ask the pupils to put the pictures in the correct order in the Student's Books

Tapescript

Track 66

BOILING HOT!

Boiling hot, boiling hot, What’s in the witch’s pot? Boiling hot, boiling hot, There are some spiders in the witch’s pot.

Boiling hot, boiling hot, What’s in the witch’s pot? Boiling hot, boiling hot, There are some frogs in the witch’s pot.

Boiling hot, boiling hot, What’s in the witch’s pot? Boiling hot, boiling hot, There are some bats in the witch’s pot.

Boiling hot, boiling hot, What’s in the witch’s pot? Boiling hot, boiling hot, There’s a mouse in the witch’s pot.


2 What’s in your pot? Draw and say.

APPENDIX

BOILING HOT!

1 How many animals are there in the witch’s room? Write.

1 4

There are spiders. There are frogs.

2 5 There are cats. There is mouse.

3

There are bats.

78

168

77

Listen and put the pictures in the right order. 1 Listen and sing.2

BOILING HOT!

BOILING HOT!

BOILING HOT, BOILING HOT,

WHAT’S IN THE WITCH’S POT?

BOILING HOT, BOILING HOT,

THERE ARE SOME SPIDERS IN

THE WITCH’S POT.

1

66 65

169

APPENDIX

JINGLE BELLS

LEARNING OUTCOMES I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8 By the end of this lesson, pupils will be able to:


Ask the pupils if they know the song Jingle Bells. Sing the refrain with the recording. Repeat the activity and the pupils join in.

Tapescript

Track 67 • •

reproduce a song recognise customs related to Christmas Merry Christmas!

What's on the Christmas tree?

a stocking, a sleigh, bells

LANGUAGE FUNCTIONS JINGLE BELLS

Jingle bells, Jingle bells, Jingle all the way. Oh, what fun it is to ride In a one-horse open sleigh!

• • •

VOCABULARY

SKILLS READING •

• • • • • • • •

completing sentences with wordsChristmas tree

Jingle Bells

saying what is in the picture listening comprehension

LISTENING WORKBOOK, p. 80-81

singing answering questions saying words in English completing sentences

APPENDIX

SPEAKING JINGLE BELLS

Find and circle. Then write. 1

WRITING P L A N E B A L L C A R

R O L L E R S K A T E S

D O L L X Y Z C L O W N

K I T E W F R T E D D Y

G U I T A R B E L L D T

E L E P H A N T B I E K

S T O C K I N G P L B U


SCIENCE: holidays SCIENCE: seasons GEORGIAN LANGUAGE: writing a Christmas card

car

e s INTRODUCTION TELL ME ABOUT... Start a conversation about Christmas and Christmas holidays. Which are typical Christmas customs in Georgia? Remind the pupils of the customs related to Christmas in English-speaking countries.

c r

t

k

80 81

FURTHER PRACTICE: Revise We Wish You a

Merry Christmas.

TASK 1 WHAT’S ON THE CHRISTMAS TREE? LISTEN

AND POINT. (p. 78)

Put the following flashcards on the board: Christmas

tree, stocking,sleigh, Santa Claus, a star, a glass ball, a bell, a reindeer. The pupils name the English words they remember from before. Point to the new ones, say their English names and the pupils repeat after you.

Look very carefully! What can you see? The pupils say what they see in the picture (I can see...).

Play the recording and the pupils listen as they point to the correct object in the picture.


Play the recording again and the pupils point to the pictures and repeat.

GAME – KIM’S GAME. Ask the pupils to close their books. Divide them in several groups. Group representatives write in their notebooks all they can remember from the Christmas tree. The group with the most written words is the winner.

Tapescript Track 67 NARRATOR: What’s on the Christmas tree? A plane, a ball, a car, roller skates, a doll, a clown, a kite, a teddy, a guitar, an elephant, a bike and a stocking.


2 Write.

bells sleigh horse bells

Jingle , jingle ,

Jingle all the way.

Oh, what fun it is to ride

In a one- open .

3 Draw your Christmas tree.

Merry

Christmas!

170

What’s on the Christmas tree? Listen and point. 1

JINGLE BELLS

Listen and sing.3Listen and repeat. 2

67

66 68

APPENDIX

78

171

APPENDIX

A CARD FOR RONNETTE

WORKBOOK, p. 82-83


• •

reproduce a chant recognise customs related to Valentine's Day Happy Valentine's Day!

a Valentine's Day card

roses, violets, honey, sweet

LANGUAGE FUNCTIONS

• • •

VOCABULARY

SKILLS • • • • • • • • • •

Valentine's Day card

reading aloud Valentine's Day card

saying what is in the picture listening comprehension reproducing a song answering questions saying words in English completing sentences writing a Valentine's Day card

READING 83

LISTENING

SPEAKING

WRITING


SCIENCE: holidays SCIENCE: seasons GEORGIAN LANGUAGE: writing a Valentine's Day card

INTRODUCTION TELL ME ABOUT... Start a conversation about Valentine's Day. Which are typical Valentine's Day customs in Georgia? Remind the pupils of Valentine's Day customs in English-speaking countries. TASK 1 RONNETTE HAS GOT A VALENTINE’S CARD.

WHO IS IT FROM? (p. 79)

Ask the pupils to open the books and look at the pictures. They should answer the question: Who is it

from? (Ronnie).


Play the recording and the pupils follow the text in the Student's Books. Check comprehension by asking questions. Knock – knock reading! Read the text once again and the pupils repeat after you but instead of words represented by pictures, knock on the desk. The pupils say the missing words. Where does it say...? Say the sentences in Georgian and the pupils look for them and say them in English. Silly teacher! In the second reading, make some mistakes while reading certain words. The pupils should correct them. After that, they make a Valentine's Day card

Tapescript

Track 69

ROSES ARE RED

NARRATOR:

Roses are red, Violets are blue, Honey is sweet, And so are you!


2 Write and draw. Then cut out.

Dear ,

Happy Valentine’s day!

Love,

APPENDIX

A CARD FOR RONNETTE

1 Write.

Complete Ronnie’s

Valentine card!

are red,

are blue,

is sweet,

And so are .

82

172

69

79

Ronnette has got a Valentine’s card. Who is it from?

Listen and sing.

1

2

A CARD FOR RONNETTE

ARE RED,

ARE BLUE,

IS SWEET,

AND SO ARE !

173

85

86

APPENDIX

HOT CROSS BUNS


EASTER-RELATED ACTIVITIES:

EASTER RELAY RACE. Tell the pupils they will play several typical Easter games. Divide the pupils in groups of five. Organise the groups in lines, with the pupils standing one behind another, as far as possible from each other. Give each pupil in the line a spoon. The first pupil in each line gets an Easter egg in his/her spoon. S/He runs to the next pupil and passes the egg to his/her spoon without touching the egg with his/her hands.

• •

reproduce a song recognise Easter-related customs Happy Easter

Hot cross buns

LANGUAGE FUNCTIONS

PIN THE TAIL. Draw two bunny contours of equal sizes on the board. Cut out two bunny tails from paper. Divide the class in two groups. Pick two representatives that you blindfold. Give them paper tails with BluTac pieces on them. Their task is to stick the tail to the correct position without looking. The rest of the group can lead them by giving instructions – Left! Right! Up! Down!

• • VOCABULARY

SKILLS • • • • • • •

Hot cross buns

reading aloud Hot

cross buns

listening comprehension reproducing a song answering questions doing a word puzzle writing an Easter card

READING

LISTENING

SPEAKING EGG HUNT. Before the class, hide small chocolate eggs all over the classroom. The group which finds the most eggs is the winner. WRITING


SCIENCE: holidays SCIENCE: seasons GEORGIAN LANGUAGE: writing a postcard

INTRODUCTION

TELL ME ABOUT... Start a conversation about Easter. Which are typical Easter-related customs in Georgia? Remind the pupils of Easter customs in English-speaking countries.

TASK 1 LISTEN AND READ. WHAT ARE HOT CROSS

BUNS? (p. 80)

Put the following flashcards on the board: Easter

Bunny, eggs, basket. The pupils say the words they remember from before.

Show and read wordcards and the pupils repeat after you. LET’S SOUND LIKE... a tiger.

Ask the pupils to open their books and look at the picture. The picture can help the pupils to answer the question What are hot cross buns?.

WORKBOOK, p. 85-86

HOT CROSS BUNS

1 Write and colour.

HAPPY EASTER!

Love,

85 86


Does anyone know the song Hot Cross Buns? Sing a refrain and the pupils sing along.


chocolate

2 Write.

dress

Do the crossword and you

will find my message.

1

2

3

4

5

6

7

8

9

10

11

174

80

Listen and read. What are hot cross buns? Listen and sing.1 2

HOT CROSS BUNS

HOT CROSS BUNS

HOT CROSS BUNS,

HOT CROSS BUNS.

ONE A PENNY,

TWO A PENNY,

HOT CROSS BUNS.

70 69

APPENDIX

175

APPENDIX

OH NO, NOT AGAIN!

Tapescript

Track 71

OH NO, NOT AGAIN!

LUKE: Let’s go and play ball. RONNIE: Oh no, not again! LUKE: Let’s ride the bike, then! RONNIE: Oh no, not again! KIM: Let’s go to the zoo and see the tiger, the lion and the elephant. RONNIE: Oh no, not again. MISS LEMMON: Hmm, let’s go to the park and have a picnic. RONNIE: Oh no, not again! UNCLE PHIL: But, it’s sunny. RONNIE: Oh no, not again! GREG: Come and see my room. I’ve got a lot of toys. RONNIE: Oh no, not again! JESSICA: Ok, let’s stay at home and tell stories. Once upon a time... RONNIE: Oh no, not again! ELLIOT: Let’s do magic! RONNIE: Oh no, not again! TESS: Hoot-hoot! RONNIE: Oh no, not again! APRIL: Let’ sing! Fuzzy, wuzzy... RONNIE: Oh no, not again! GREG: Let’s watch TV! RONNIE AND MUMMY: Oh no, not again! ELLIOT’S FATHER: Are you thirsty? Would you like some carrot juice? Or water? RONNIE: Oh no, not again! JESSICA’S MUM: Are you hungry? Would you like a carrot ice-cream? RONNIE: Oh no, not again! ELLIOT’S MUM: Ok, let’s make pancakes. With chocolate, jam or honey? RONNIE: Oh no, not again! GIZMO: Bow-wow! RONNIE: Oh no, not again! EVERYBODY: Now, that’s enough. Goodbye, Ronnie. RONNIE: No, don’t go! It’s just a funny game. Let’s play it again! EVERYBODY: Oh no, not again!

LEARNING OUTCOMES: I უცხ. დაწყ. (I): 1,2,3,4,5,6,7,8 By the end of this lesson, pupils will be able to: GRAMMAR LANGUAGE FUNCTIONS VOCABULARY

•

•

•

Use: Let's...

reproduce a role-play

vocabulary from the second grade SKILLS READING •

• • • • • •

reading the text of the roleplayOh No, Not Again

listening comprehension reproducing a roleplay answering questions describing the picture writing sentences

LISTENING

SPEAKING

WRITING CROSS-CURRICULAR CORRELATION • GEORGIAN LANGUAGE: roleplay

INTRODUCTION

Oh No, Not Again is a roleplay, suitable for acting in class or before an audience. Before preparing the roleplay, you can do several activities with the pupils.

TASK 1 ACT OUT THE ROLE-PLAY. (p. 81)

Divide the pupils in several groups. They will stay in these groups for all games. GAME – SAY ALL YOU REMEMBER. Ask the pupils to open their books and write sentences about the picture in their notebooks within a time limit. When the time is up, group representatives read sentences. GAME – KIM’S GAME. Set a time limit for the pupils to observe the details in the picture. After the time is up, they close the books. Let’s play Kim’s game! What’s blue? In groups, the pupils name everything blue on the poster. Continue the game with different questions about the poster. GAME – CORRECT THE TEACHER. With their books closed, make false sentences about the picture and the pupils correct you. Play the recording and the pupils listen. Check understanding with further questions. Assign roles and give the pupils a text. When they learn and rehearse the text well, they can act out the role-play.


176

Act out the role-play. 1

OH NO, NOT AGAIN!

Oh no, not again!

Bravo!

71

81

177

APPENDIX

CLASSROOM IDEAS

ACTIVITIES WITH FLASHCARDS

LISTEN AND REPEAT. Show the flashcard to the class and say what it shows in English. The pupils repeat the word together and then individually. Stick the flashcard on the board.

WHAT’S THIS? Show the flashcard to the class and the pupils should say what is in the flashcard.

Once there are at least 6 flashcards on the board, invite pupils to come to the board one by one. Then say: POINT TO the ball, doll, car, and the pupil points to the correct flashcards on the board.

If you want to make this task more demanding and the pupils have already mastered colours, adjectives and some simple structures, you can say: POINT TO SOMETHING BLUE, point to someone who is old,

point to an animal which lives on the farm, etc. These tasks are introduced in a later stage of learning as simple tasks always precede more complex ones.

If the pupils have mastered numbers, you can mark the flashcards with numbers. To practise word recognition, you can ask: WHAT NUMBER

IS THE BALL? The pupils answer: Four.

You can also ask: WHAT IS NUMBER 4? The pupils then answer: A

ball. If you want further practice, you can turn the flashcards face down and ask: Do you remember what is number 4? When the pupils give an answer, flip the flashcard over again and the pupils check if their guess is correct.

Ask : WHAT IS BLUE? The pupils answer: A car.

Ask more questions: Who is old? Which animal lives on the farm? etc

TIGERS, LIONS AND CROCODILES. Divide the class into three groups (tigers, lions and crocodiles). Point to the flashcards on the board and name a group, e.g. Tigers! The pupils from that group name the words in English.

SAY THE WORD. Point to the flashcards on the board, asking: What’s this?After the pupils say all the English words in the flashcards, flip over one flashcard and keep saying the names of all the flashcards on the board, including the one they can't see. Repeat by turning one more flashcard in each round of repetition until all the flashcards have been turned face down and the pupils say all the words from memory.

SAY IT WITH A FEELING. This activity is suitable for practising new words and parts of songs. Prepare the flashcards with feelings (e.g. happy, sad,

cold). Show a flashcard (e.g. sad) and the pupils repeat the words or parts of a song as if they were sad. This allows you to repeat the same words many times without fear that the pupils might find it boring.

CHOOSE THE CORRECT GROUP. Divide the class into groups. Write down the names of lexical sets to be practised on the board (e.g. food, clothes). Say the words randomly and group representatives say which lexical set that word belongs to. Correct answers win a point. The group which collects most points wins.

WHO HAS MORE CARDS? Divide the class into two groups. The groups take turns to draw flashcards with familiar vocabulary from a big box. If they name the word correctly in English, they can keep the flashcard. (You can appoint pupils in each group who will collect the flashcards). The group with the most flashcards is the winner. The game is simple, quick and fun.


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TEDDY BEAR, COME HERE...Distribute the flashcards to the class and say: Teddy bear, come here! Or: Who has got a teddy bear? Alternatively, say a word and the pupils bring the corresponding flashcard.

I SPY WITH MY LITTLE EYE. Once the board is full of flashcards, say: I spy with my little eye something

sweet and brown. The pupils answer: Chocolate.

TEACHER, MAY I HAVE..., PLEASE? Once the board is full of flashcards, the pupils take turns to choose their favourite word: Teacher, may I have the balloon, please?, and the teacher gives them their flashcard from the board.

After that, you can play MEMORY GAME: The pupils hide their flashcards and you ask: Who has got a

balloon?, and the pupils recall: Iva has got a balloon. You can also stage a ROLE- PLAY at the shop, so that the pupils get flashcards from the board. (This is especially handy when you teach toy words).

FLASHING CARDS. Instead of showing a flashcard to the class, just flash it quickly in front of them so they don't have time to see it in full. The pupils need to guess which word it is. Of course, this activity can also be turned into a competition between two groups.

MATCHING COLOURS. Stick two pictures of people from a magazine on the board. Next to them, in one column, stick six colours flashcards face down and in the other column stick six clothes flashcards also face down (select the clothes items which appear in the magazine pictures you chose). Write numbers next to the flashcards. Divide the class into two groups and assign each group with one picture. Group representatives take turns to roll a dice. They roll it once to get the colour and they roll it one more time to get a clothes item, e.g. a green T-shirt. If their person has that combination on them, they win a point.

MIMING CARDS. Mime an animal, thing or person from the flashcard and the pupils try to guess what it is. After that, you can invite the pupils to mime the same words and their groups try to guess what is being mimed.

GUESS MY WORD. This activity is very useful if you want to revise a lexical set, e.g. ANIMALS. Describe the animal in the flashcard, e.g. A HORSE- It is big and beautiful. It lives on the farm. It eats

grass. When the board is covered with flashcards, divide the board in two, each side for one group of pupils. Ask the pupils to repeat as many sentences about those animals as possible (e.g. A MONKEY- It lives in the jungle.(+) It eats bananas.(+) It is brown.(+)). Mark a plus next to the animal for each correct sentence made about it. The group with the most pluses is the winner.

GUESS (bit by bit). Hide a flashcard behind a piece of paper so that it is not fully visible. Reveal only one part of the flashcard and the pupils try to guess what it is.

GUESS. Start drawing and colouring an object from the lesson on the board, e.g. a ball. Ask the pupils: What’s this?

GUESS THE ANIMAL. Describe an animal: It is small. It is brown or black. it has got eight legs. It lives

on the wall. (spider), and the pupils try to guess what animal it is. In your description of animals, use IN/ON/UNDER wherever possible. Confident pupils can take over your role.

FINALS / SEMI-FINALS. This is a very simple game for the whole class in which you can use flashcards from several lessons/units. Ask the class to stand up as you show the flashcards. The pupil whose turn it is to answer should name the flashcard in English. If s/he doesn't know, s/he can say PASS, but only once. If the pupil says an incorrect word or wants to use PASS for the second time, s/he loses the right to play and sits down. The game is played in three rounds. The winners are all the pupils who remain standing in the third round.

ACTION STORY. Listening to a story, song or a dialogue demands a lot of concentration. Also, pupils have different concentration spans so you can sometimes combine physical movement and listening as in this activity. Distribute the cards with the key words to the pupils (flashcards or word cards) from the story, song or dialogue. As they listen, the pupils should stand up when they hear their word.

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B) ACTIVITIES FOR INTRODUCING

BEGINNER READING

If you have introduced reading, the last phase would be MATCHING the flashcards and word cards. Before MATCHING, read each word card together with the class, then ask the pupils to read the words individually and finally,ask the pupils to come to the board and place the word card next to the corresponding flashcard. Ask the pupils to copy words and pictures from the flashcards.

After most pupils have acquired new words, you can play MISMATCHING. Mismatch the word cards and flashcards on the board and ask the pupils to correct the mistakes.

LISTEN FOR THE RIGHT WORD! Write the words you need to practise on the board in your mother tongue. Distribute English word cards to pupils. Read the text by using Georgian key words instead of the English ones. The pupil who has the card with the correct English word sticks it next to the Georgian word on the board. Ask the class to read the English word card together. Repeat until all Georgian word cards have been matched with the corresponding English cards.

WHAT’S MISSING? When the board is full of words, and you want further practice, ask the pupils to close their eyes. Remove one flashcard and ask the pupils to open their eyes. They need to guess which word is missing (What’s missing?). Repeat until the board has no more words.

CROSS - OUT GAMES. When the board is full of flashcards, invite representatives of two groups to face the board at an equal distance from it. Each representative gets a chalk stick/a marker. When you say a word, they should come to the board and put a small tick/cross next to the corresponding flashcard. The group which has ticked more flashcards is the winner. Group representatives take turns with other pupils from their group after three flashcards. This ensures that all pupils participate.

If the pupils can read, it is enough to show them a wordcard and they should tick the correct flashcard.

There is another possibility for the board full of words. Just show a flashcard and the pupil crosses out the corresponding word on the board, or say a word in Georgian and the pupil crosses out the English word on the board.

Instead of the CROSS-OUT game, you can play the TAKE DOWN variant, where the pupils remove cards from the board instead of crossing them out.

GET RID OF YOUR CARD. As the name suggests, the goal of the game is to get rid of all the cards. The class is divided into two groups and if possible, each pupil should get at least one card. Say a word and the pupil gives you the corresponding card. Alternatively, you can show a wordcard and the pupil reads the word on it and gives you the flashcard. The winner is the group which first gets rid of all the cards.

RUN FOR YOUR CARD. Place the flashcards you want to revise on the last desk at the back of the classroom where no one sits. The flashcards are placed face up. Divide the class into two groups and choose representatives who both take the start position at the other end of the classroom. Say: Run for

the roller skates! The pupils should run to the last desk and try to find the correct card. The pupil who first spots the card and brings it to you wins a point for his/her group. Pupils take turns to be group representatives after two or three rounds. In order to make the task even more demanding, you can say, for example: Run for something you can see in the street! Or: Run for... (show a wordcard) and the pupil should bring you a corresponding flashcard.

TEACHER, STOP! This game is suitable for introducing writing and reading of individual words. After the pupils have mastered the spoken form of several words, write down the same words on wordcards.


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Show the wordcards and if they recognise the word in the written form, they nod their heads. If not, they say: Teacher, stop! You then say the word and they repeat.

DRAWING DICTATION. Show a wordcard (e.g. A blue fish, if you practise colours or Three cars, if you practise numbers and the plural form). Put it on the board and the pupils should draw their word and colour it if necessary. After that, check through MATCHING on the board (put corresponding pictures next to the word cards, and the pupils swap notebooks and correct each other's dictations). If you have not introduced reading yet, you can dictate orally, and the pupils make drawings in their notebooks. Later, they can check each other's notebooks looking at the corresponding flashcards on the board.

FLASHING DICTATION. This dictation is suitable for the pupils who are only beginning to write in English. Choose wordcards with simple words, e.g. a dog, a cat. Show them the card briefly, and they should write the word down in their notebook from memory. At the end of the dictation, stick all the cards on the board and the pupils can correct possible mistakes. The pupils can swap their notebooks and correct each other's sentences. When the pupils have gained confidence in writing, instead of word cards you can prepare cards with simple sentences.

CATEGORY DICTATION. Ask the pupils to draw a table with four columns in their notebooks. Write the headings of each category on the board: food, school, room, family and the pupils copy. Show wordcards and the pupils copy them in the correct column in their notebooks. If the pupils want, they can stick the wordcards in the correct column on the board as well. Other pupils check if they have done it correctly in their notebooks. If they have not, they can correct it. At the end, say a category name and the pupils can read one of the words they have copied in that category.

RUNNING DICTATION. Prepare several pieces of paper containing words or simple sentences from previous lessons. Stick them around the classroom. Divide the class into groups. A group representative runs to a piece of paper, reads what it says and dictates what is written on it to other pupils in his/her group. The winner is the group with the smallest number of mistakes.

FALSE DICTATION. Write different words from the sentences you want to dictate in a scattered

way on the board or on a big piece of paper. Ask the class to listen carefully as they write a dictation. Dictate sentence by sentence pointing to the words on the board at the same time. The pupils look at the board and write entire sentences in their notebooks by remembering the order in which you pointed to the words. At the end, check together.

JUMBLED DICTATION. Write the verses from a text or song in a jumbled order. Dictate the sentences by pointing to the correct order of the sentences which the pupils should copy in their notebooks.

NUMBER DICTATION. Divide the class in groups. Each group forms a line. The pupils at the head of each line come to the board when you call them and write the number you say. The pupil who first writes the correct number scores a point for his/her group.

MATCHING. Place flashcards on the board in one column. Stick wordcards on the board in another column. Ask the volunteers to connect the pairs.

CLASSIFICATION GAMES:

These games are great for revising different lexical sets such as: FOOD, ANIMALS, TOYS, PEOPLE JOBS, SCHOOL. There are several variants which can be adapted to the age and topic.

Divide the pupils in different lexical groups: FOOD, DRINKS, SCHOOL. Show flashcards from these topics, and the pupils should stand up and say the word if it belongs to their group.

Another possibility is to place boxes in different colours with category names on them around the classroom. Distribute the flashcards to the pupils who need to put them in the correct box. After that, check with the class if the boxes contain the correct words. Finally, the pupils can draw three words from each lexical set in their notebooks.

One more possibility is to divide the board in three lexical sets. Give representatives of each group chalk sticks/markers in three different colours (e.g. group A- yellow, group B-red, etc.). Then show the flashcards and the pupils put a tick in their column/lexical set. The group with the most pluses is the winner.

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ENVELOPES. Write down 12 words from several categories (colours, toys, animals etc.) on a big empty piece of paper. Stick it on the board and ask the pupils to memorise as many words as they can. Now divide the pupils in small groups or pairs. Remove the word list from the board. In their group or pair, the pupils try to recall all 12 words from the list you removed from the board. They should write them on slips of paper. While the pupils are writing the words from memory, stick three or more envelopes around the classroom with the names of categories. Ask the pupils to put their slips into corresponding shops (envelopes). To check the task more easily, you can ask the groups to use different colours for their slips. Check together by looking at the envelopes making sure the words have been categorised and spelled correctly.

SORT OUT. Divide the class into three groups (books; body; has got). Stick flashcards on the board and say what they show. The pupils from a particular group stand up if the word on the flashcard belongs to their category.

MEMORY GAMES. You can combine flashcards or wordcards in this game, especially in word pairs such as ANIMALS-HABITATS, ANIMALS-FOOD. The pupils can make a sentence when the pairs have been made (e.g. MONKEY-BANANAS Why? Because a monkey likes bananas.). There are many variants of this game, and the simplest is with two columns with an equal number of cards on the board, turned face down. You can mark the cards in one column with a number and the cards in another column with a letter. Play in two groups. The pupils select one card with a letter and one card with a number. Flip the selected cards over and if they are a pair, the group wins a point and is entitled to select one more pair. You can also order cards in a table of 12, 14 or 16 fields hiding paired words.

FIND YOUR STORY OR A SONG. Stick the titles of stories or songs you want to revise around the classroom. Distribute the cards with the key words from that song or story to the pupils who then need to sort them out under a suitable title. When this activity is finished, check with the whole class if the flashcards have been categorised well. At the same time, revise the stories and songs using the words on the board serving as picture associations.

BINGO. This is one of pupils' favourite games. You can play it with 6 or 9 fields, depending how much time you have available. It is useful for vocabulary revision (when the board is full of words, the pupils select six or nine words which they copy or draw in their table), or for practising the words introduced in that lesson. When the pupils have finished copying/drawing their words, say a word, the pupils repeat it and cross it out if they have selected it. The pupil who first crosses out all 6 or 9 words is the winner. You can play for the top three places because the pupils are often disappointed if the game stops after the first place is won.

You can also play by just showing a wordcard and the pupils cross it out if they have it.

If the board is full of English words, you can say words in Georgian and the pupils answer in English and cross it out if they have it.

The game is also suitable for practising Have got and Has got. Ask: Who has got a bike?, and the pupils answer: I have got a bike.

CHINESE WHISPERS. Divide the class in two or more groups standing in a line one behind another. Whisper to the first pupil a simple sentence or a verse from a song, and the pupil should whisper what s/he heard to the pupil standing behind him/her. The last pupil in the line should say the sentence aloud. You can give different sentences to each group. You can also play this game by sticking flashcards or wordcards on the board, or cards with sentences. Whisper the word/sentence to the first pupil and the last pupil should come to the board to remove the corresponding card.

C) ACTIVITIES TOPICALLY RELATED TO ACTIONS RADNJE

SIMON SAYS. This game is really popular among pupils. It can be played at the beginning of the lesson as a warm-up activity, or as an additional activity at the end of the lesson. Still, before playing the game, it is necessary to repeat all the actions that need to be practised. You can also use it to introduce several new actions which appear in the song, story or dialogue which you plan to practise in that lesson. If you say: Simon says: Jump!, pupils should mime that action. If you only say: Jump!, the pupils should not mime that action. The pupils who mime an action even though you did not say "Simon says" lose the right to play and remain seated.


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The pupil who is the last to remain standing is the winner. To better manage discipline during the game, you can ask the pupils who dropped out of the game to join you and monitor which children made a mistake. If you have introduced reading, you can show cards with commands, e.g. JUMP, instead of saying the commands. Since you can't always be sure that all pupils understand all commands (because many of them look at other pupils and just do what most pupils do), you can check comprehension with several additional useful activities:

RING THE BELL. After you have repeated a certain number of actions, ask a pupil to come to you. Whisper an action to the pupil in English and s/he has to mime it to the class. If a pupil can mime it, s/he rings the bell and then mimes it while other pupils should name the action in English. If a pupil does not understand the action, tell him/her something else. This activity is useful because pupils say actions in English and not you, so that the activity is not only based on recognition and comprehension but also reproduction. If you have introduced reading, you can show an action card instead of whispering the action to the pupil who will then mime it. That way you can practise reading in a demanding way. As always, it can be played in two groups whose representatives take turns to come to the board and mime actions. The group which mimes most correct actions is the winner.

When the pupils have mastered a certain number of actions, you can play SIMON SAYS FOR THE TEACHER,

in which pupils say actions to you. This is excellent for their self-confidence, especially if you make a few mistakes.

ACTION CARDS. In order to revise vocabulary or numbers, you can combine flashcards or wordcards with commands. Give each pupil a card or two. Then say: Number one, stand up and turn around! (to revise numbers), or: Doctor, play the guitar! (to revise jobs). This way you can revise different words, not a specific lexical set.

ACTION FEELINGS. It is very common to begin a lesson by asking : How are you today? This is useful when you want to revise feelings. The most common answers are: I’m fine., I’m O.K., I’m

happy. To include as many feelings as possible, and to involve all pupils and not just the confident ones, you can combine feelings and commands. Ask the pupils to mime certain actions only if they really feel that way, for example: STAND UP WHO IS HUNGRY!, HANDS UP WHO IS THIRSTY!, etc. If you want to practise feelings even further, you can stress that when they mime an action they should also say how they feel. In other words, they stand up and say: I’m hungry., or raise their hands and say: I’m thirsty. This activity is really useful because some pupils have more confidence when they say sentences in a group, and not alone.

ACTION FRIENDS. This activity is great for socialisation. It combines actions (physical activity) and comprehension. It can be used with different structures and vocabulary. For example: Touch someone who has got blue

pullover! Hug someone who has got something pink! Point to someone who has got a big pencilbox!

MUSIC ACTION. Ask the pupils to stand in a circle and hold their hands. Play the music (the songs you have done in class, or other songs in English which are popular among children). The children move in a circle holding their hands. When you stop the music, make a command. E.g. Touch something yellow!. Then each pupil should find a different object in that colour. Of course, there is a time limit to this (e.g. you can count to ten). The pupils who can't do the task lose the right to play. Two last pupils in the round are winners. Another variant of this game is that the pupils stand in a circle and you play the music. As long as the music is playing, the pupils send a ball to one another. When the music stops, the pupil with the ball in his/her hand should perform an action dictated by you. Or, that pupil names an action for another pupil in the circle to perform. If that pupil makes a mistake, s/he loses the right to play and the game continues.

FRUIT SALAD. This game does not use a big number of actions but it involves physical activity and is therefore very popular among pupils. It can be played at the end of the lesson if you have extra time left or if the pupils are restless and they need a change of pace. Each pupil takes a chair on which they sit,

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forming a circle with the chairs. You are in the middle of the circle. Say to each pupil which fruit they will be: a banana, a cherry, an apple, an orange, a strawberry, and then repeat the fruit in the same order: abanana, a cherry, an apple, an orange, a strawberry. That way, you will have 3 bananas, 3 cherries, 3apples, etc., because some fruit categories should repeat. To check if they remember their roles before the game begins, you can say: Bananas, hands up!, Apples, hands up!, etc. After that, the game can begin. When you say: Apples!, all apples stand up and change their places/chairs. Since you have no chair, quickly sit on one empty chair. The pupil who stays in the middle of the circle without a chair to sit on makes a new command. When you want all the pupils to change places, say: Fruit salad! This activity is certainly suitable for small classes. Similarly, instead of fruit, you can use animal names and instead of: Fruit salad! you can say: ZOO! when you want all the animals in the circle to change places.

ARE YOU MY FRIEND? This is a variant of FRUIT SALAD, and it is suitable for revising colours, clothes and parts of the body. Put the chairs in a circle. Ask a pupil: Are you my friend?, and the pupil can answer Yes or No (only two can answer with Yes, the third one must say No). If s/he answers No, ask: Why? The

pupil answers: Because all my friends have got blue eyes. All pupils with blue eyes stand up and change chairs. The pupil who remains in the circle because s/he wasn't able to find a free chair now asks: Are you

my friend?

BACK TO BACK. This game is used to revise parts of the body. Make a command: Back to back! The pupils turn away from each other so that their backs are touching. If you say: Ear to ear!, the pupils should touch each other by their ears. After some time, one of the pupils can take over the teacher's role to make a command.

MIRROR AND ECHO (TOTAL PHYSICAL RESPONSE – TPR). TPR is a technique which allows the pupils to learn a foreign language in a way similar to how they learn their mother tongue. It is suitable for acquiring commands and verb actions, collocations, feelings, weather conditions, and songs and stories.

1) Say: Wash your face! and mime the action. The pupils just listen and watch. The pupils listen to you, look at you and mime along. Name actions and the pupils mime them. The pupils listen to you, repeat and mime. The pupils say actions and you mime.

2) 3) 4) 5)

MIRROR; MIRROR ON THE WALL. This game is suitable for revising descriptive adjectives. Teach the magic phrase: Mirror, mirror on the wall, make me...Say e.g. Mirror, mirror on the wall, make me tall!

Children stand tall on their toes. Say: Mirror, mirror on the wall, make me small!, and the pupils squat etc. After some time, some children can say magic phrases.

YES/NO CHAIRS. Even though this activity does not use different actions, it involves movement and it is great for revision. Place two chairs in front of the board and stick a YES sign on one chair, and NO on the other chair. The pupils play in two groups standing in two lines, one behind another, in front of the chairs. Say correct and incorrect sentences. If you say a correct sentence, e.g.: A horse lives on the farm., the pupils should sit on the YES chair. If you say an incorrect sentence, e.g.: A bear eats grass., the pupils should sit on the NO chair. Since there are always two pupils at the head of each line of pupils, the point is won by the group whose representative sits on the correct chair first. After each sentence, the pair from the front goes to the end of their line, so that all pupils participate. This activity is more suitable for small classes, but you can play it in bigger classes by saying the sentences and the pupils stand up for incorrect sentences (and correct the teacher) or remain seated for correct sentences. (YES – sit down, NO – stand up and correct the mistake).

ACTION CHINESE WHISPERS. Similarly to Chinese Whispers played with words, you can play the same with actions, so that the pupil at the end of the line needs to mime the action passed on to him/her. If the action is mimed correctly, s/he comes to the beginning of the line and whispers a new command to the person next to him/her.

CHARADES. Write a sentence to be mimed on a slip of paper or simply whisper it to a pupil who needs to mime it and the rest of the class tries to guess, e.g. I am riding a bike. Instead of wordcards, you can show pupils a flashcard.

WHAT’S THE TIME MR WOLF? The pupils stand next to each other at one end of the classroom while you (or a pupil) stand opposite them with your back turned at them. The pupils ask: What’s the time Mr

Wolf? Answer e.g.: Five steps forward, turn around,...After having said it, turn around quickly. If you spot a pupil still moving, that pupil loses the right to play. The winner is the pupil who touches you first.


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NUMBERS RACE. Divide the class into two groups. They stand in two lines, at an equal distance from the board. The first pupil in each line takes a chalk stick/marker. Divide the board in two parts. Say numbers randomly and pupils run to the board to write the number in their half of the board. Points are won by the pupil who first writes down the number. Once all numbers are on the board, revise numbers by saying each number again and pupils circle the correct one. DRAW A MONSTER. Draw a body contour of a monster on the board. Put the flashcards with parts of the body face down on the board (eye, ear, nose, neck, body, leg, mouth, arm, finger, foot, toe, tooth). Divide the pupils into two groups. Group representatives come to the board, take a card each and roll a dice. Then they draw the part of the body they see on the card in the number received on the dice. E.g. the dice shows 6 + eye; the pupil should draw six eyes. If they draw everything correctly, the group wins a point. ABRACADABRA. Pretend that you have a magic wand (a pencil or something similar) and that you can cast a spell on the class so everyone does what you tell them. Abracadabra – Weezee – Woo! You are

riding a bike. That way you can repeat all the activities from the previous lesson. You can add other familiar actions. STAND IN LINE! Prepare word cards for numbers from 11 – 20 (two to three sets, depending on the number of the pupils). Make the sets in different colours. Explain to the pupils that they are divided in groups according to sets/colours. Each pupil gets one card. The task is to order numbers from the smallest to the biggest. The group to finish the task first is the winner.

D) ACTIVITIES WITH THE POSTER

I SPY WITH MY LITTLE EYE. Put a poster full of different objects, animals, colours and similar things on the board. Say: I spy with my little eye something brown. The pupils say: Chocolate. Repeat the procedure with as many words as possible. After several rounds, the pupils take over your role and ask the class what they see using: I spy with my little eye something...

GUESS WHO! Tell the class to imagine that they are something or someone from the poster. Make sentences in the first person, and ask the pupils to try to guess who you are in the poster. E.g.: I’m busy.

I’m making sandwiches in the kitchen. Who am I? – Ronnie. After several rounds, the pupils take over your role and ask each other to guess who/what they are.

CORRECT THE TEACHER. Say false sentences about the poster. The pupils should correct the mistake and say the correct sentence, e.g.: Uncle Phil is drinking tea.

– No. Uncle Phil is drinking lemonade.

BEAT THE TEACHER. The pupils have a minute to memorise as many details on the poster as they can. Remove the poster from the board and ask 8 questions related to the poster: What colour is...? How many...?

Where is/are...? Who is...?What is ...-ing? The pupils win a point for each correct answer which is marked on the board. Once you have finished with all the questions, put the poster back on the board. Turn your back to the poster (so you can't see it) and the pupils ask you questions about it. Can children beat the

teacher?

RUN FOR YOUR ENVELOPE. Prepare 8 envelopes and 8 questions about the poster (What colour is...?

How many...? Where is/are...? Who is...? What is ...-

ing?). Put one question in each envelope. Put a number on each envelope and put it on the table. Divide the class in several groups.

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NEW BUILDING BLOCKS 2

Each group selects a representative who runs to your desk, looks for an envelope with a specific number: Teacher, may I have number...? and brings it back to his/her group. The pupils read the question, write the answer in the notebook and return the question into the envelope. Tell the pupils to put the number of question next to the answer in their notebooks. A group representative returns the envelope to you and asks for another one. The winner is the group which answers most questions in 8 minutes. Read questions and the pupils read answers.

RIDDLES. What's this? Can you guess? Choose a few words from the poster and describe them, e.g. It is an animal. It is black. It likes milk. It goes miaow, miaow., and the pupils guess what it is: A cat.

Alternatively, you can pose a riddle in the 1st person: I am... I like... I live... In that case, you can call the game GUESS WHO, and the pupils try to guess who you are from the poster. After several rounds, the pupils take over the teacher's role and create riddles for one another.

WORD SHOPS. Write down 12 words from the poster on a big empty piece of paper and stick it on the board. The list should be visible to all the pupils. The pupils have one minute to memorise as many words as they can. Remove the word list from the board. Now divide pupils into six groups. Each group gets 12 empty slips of paper on which they should write one word from the list you removed from the board. Each group gets slips in a different colour (one group has green slips, another blue slips, etc.) While the pupils are writing the words from memory on their slips, stick the envelopes with names and signs of different topics from the poster around the classroom: ANIMALS, TOYS, FOOD, DRINKS. Ask the pupils to sort their slips into corresponding shops (envelopes). Check by looking at the envelopes making sure the words have been categorised and spelled correctly. The winner is the group with most well-spelled and well-categorised words. When choosing the words, it is important to include the same number of words from each topic.

SPEECH BALLOONS. Since cartoons are really popular among pupils, this activity is a lot of fun as it personalises objects, animals and things in the poster by stimulating pupils' imagination and creativity. Prepare 8 speech balloons, big enough for the class to see what they say. Ask the class to imagine that objects, animals and items on the poster can speak. Can you guess what they are thinking about? Can

you guess what they are saying? The pupils read the text in the speech balloon and guess who or what says something. The text should be in the 1st person singular. E.g. The moon is so beautiful tonight – The

window. If the answer is correct, the pupil who guessed whose text it is can stick the speech balloon next to the corresponding object, animal or person in the poster. After you have placed all speech balloons where they belong, the pupils get into groups to think of their own texts for speech balloons. When they write their text in their speech balloon, they swap their balloon with another group and the group puts the speech balloon next to the corresponding object, animal or person in the poster.

KIM’S GAME. Put a poster on the board and set a time limit during which the pupils need to observe the details in the poster. When the time is up, remove the poster and go through different categories of the words: What is yellow? What is small? etc. The pupils try to recall all the words from that category.

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PROFIL

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PROFIL

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Colour the fi elds marked with dots and you will get fi ve

letters. Put the letters in the right order and you will get the

second MAGIC WORD!

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Follow Ronnie through the maze. Collect the eight letters you see on your way to the exits. (Be careful! There are some letters there to trick you!) Unjumble the eight letters and you will get the third MAGIC WORD!

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TEACHER’S BOOKƒ˜ნგლისური-2... · დეგზე გადის...

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