Here We Go! 01 Teacher's Guide Unit 1

Fun Fact Grammar Bridge D iscovering D iscovering Boarding Pass Unit Fun Fact ToolKit apples oranges carrots tomatoes lettuce 58 1. Go to the Sticker Pageandpaste themissing images.Then, listen, traceandmatch. fifty-eight Do You Like Fruits and Vegetables? Destination Youwill express likes and dislikes. 6 Expressingpreferences I L i k e F o o d ! 2. Lookat Lilyand Jim.Write like or don’t like . Use theToolKit. Acucumber isa fruit,nota vegetable. I _______ carrots. I _________ ________ tomatoes. I like Idon’t like I __________ ________ grapes. I ________ pears. like don’t like don’t like like Boarding Pass Unit 78 DoYou Like Fruits and Vegetables? Expressing preferences Warm-Up: Paste some flashcards of fruits and vegetables on the board. Then, talk aboutyour likesanddislikesusing flashcardsasvisual support.Youcanuse sentences like: I likecarrots. Idon’t like tomatoes. I likepears. Idon’t likegrapes . CEFRA1.2 : Canwrite simple isolatedphrases and sentences. I L i k e F o o d ! 6 CEFRA1.2: Can recognize familiarnames, wordsandverybasicphraseson simple notices in themost commoneveryday situations. MemoryStrategy: Using imagery 1. Draw students’attention to the pictureof the fruit standandhave themmatch themissingnames.Ask them togo to theStickerPageand paste themissing food items.Then, play theaudio file,andask them to trace thewordsasaway topractice thosenewEnglishwords. Cucumbersare considered fruitsbecause thepartofaplant thatdevelops from the flowerandbears theplant’s seeds is the fruit,and cucumbersqualifyonboth counts.However,because cucumbers arenotnearlyas sweetas fruits, they fit inbetterwithvegetables for culinary purposes. Like Theverb like isused toexpressoraskabout preferences. Affirmativesentences: - I likemangoes. - I likecarrots. Negativesentences: - Idonot likepotatoes. - Idon’t likebananas. CompensationStrategy: Using context clues 2. Draw students’attention to theGrammarBridge andToolKit to show them theuseof like and don’t like .Then,go through thepictures,andask students to saywhether they like or don’t like thementioned items.Next,have students complete the sentences. Encourage some students to read theiranswersaloud. Fun Fact rocessing - Creating P Grammar Bridge D iscovering - Processing Boarding Pass Unit Fun Fact GrammarBridge 38 Everybodyhasa differentphysical appearance.We areallunique! 1. Listen,point to thepartsof yourbodyand say. thirty-eight Are Your Eyes Green? Destination Youwill describe your eyes and your hair. 4 Describingpeople E v e r y b o d y I s S p e c i a l ! Using physical response This Is My Body 2. Standupand sing the song. oneeye twoeyes one foot two feet Hey,everybody! This ismy body! This ismy head! This ismy hair! These aremy eyes.This ismymouth. This ismy nose. I smell a rose. These aremy arms! I raise them high! These aremy feet! Jump to the beat! face hair mouth neck hand foot Boarding Pass Unit 58 AreYour Eyes Green? Describing people Warm-Up: In this lesson, students get familiar with the names of the different parts of the body. Have them stand up and imitate you as you point and say different parts of the body ( head, eye,hair,nose,mouth, ear, neck,arm,hand, leg,and foot ). CEFRA1.2: :Can recognize familiarwordsand verybasicphrases concerninghim/herself, familyand immediate surroundings. E v e r y b o d y I s S p e c i a l ! 4 MemoryStrategy: Associatingand elaborating 1. Have students lookat thepicture, listenandpoint to thedifferentparts of thebody.Then,have them stand upandplaySimonSays topractice thenewwords. Discusshowweallaredifferent,notonly inourphysicalappearance,but inour personalitiesaswell.Have students talk abouthobbiesand sports they likeand help them realizehowweallaregood atdifferent thingsandenjoydifferent activities.Have students lookat the pictureprovided in this section. What are theydoing? Talkaboutactivities that students,asa class,enjoydoing together. MemoryStrategy: Usingphysical response 2. This strategy isparticularlyuseful when learning thepartsof thebody since studentsuse theirownbodies andmovement to remember the words.Have them sing the songand move theirbodiesaccording to the lyricsof the song. Irregularplurals Somenouns inEnglishdon’t take theusual ‘-s’or ‘-es’ending for theirplural form.Theyare irregular.Someof theseplurals include: foot– feet child -children goose -geese mouse -mice tooth - teeth man -men woman -women 1 2 3 4 5 1 3 2 4 5 5 11 D. Teacher’s Guide Here, teacherswill find a variety of resources toplan anddevelop their classes.The introduction presents the philosophy and general characteristics of the series, as well as the scope and sequence charts of all the books to provide a complete panorama of the program. The guide also includes the pages of the Student’s Book with answers to the activities, audio scripts, additional ideas and photocopiable pages per unit. Warm-up activities provide context and help activate students’ prior knowledge. Learning strategies are clearly identified and developed. Each exercise is accompanied by the CEFR Standard it addresses. The guide includes answers for all activities in the Student’s Book. Three methodological stages to ensure communicative language teaching: Discovering: Provoking, innovative ways of presenting content and language. Processing: From controlled to free-practice activities that call for active involvement and responsibility, aimed at accomplishing the goal of the lesson (Destination). Creating: Interaction and production activities that foster creativity.