Here We Go! 01 Teacher's Guide Unit 1

P rocessing E x t r a a c t i v i t y rocessing - Creating P On the Way On theWay …and you? Ican tellwherepeopleare from. GrammarBridge G rammar and Vocabulary Color your progress. 20 40 60 80 100 11 eleven I ’ m fromColombia, and you? 3. Read the conversations. Then, listenand say. Are you fromChina? Yes , Iam . No , I ’ m not . Whereare you from? I ’ m from Paraguay. Analyzing expressions a. Lily: Whereare you from? Brenda: I ’ m from Mexico. 4. Organize theconversation.Then, listen andcheck. Good, thanks, and you? OK, Jim.See you tomorrow! Bye – bye! b. Lily: Are you from theUnited States? Vicky: Yes, Iam . c. Lily: Are you from Panama? Nick: No, I ’ m not. I ’ m from Japan. I ’ m from Peru. Hi, Jim. How are you, Lily? I ’ m OK! Lily,where are you from? a. b. d. c. 31 AreYou From ...? CEFRA1.1: Cangetan ideaof the content of simpler informationalmaterialand short simpledescriptions,especially if there isvisual support. MemoryStrategy: Associating 3. Ask students to identifyandunderline the countriesmentioned ineach conversation.Play the recordingand ask them to imitate the intonation. Play thevideo song Nationsof theWorld ,broadcaston theTV showAnimaniacs.You canget itat: https://www.youtube. com /watch?v=3S13Z7NMfc A Have them scream, jumpor tap their feetwhen theyhear the nameof their country. CEFRA1.2: Can interact ina simpleway but communication is totallydependent on repetitionata slower rateof speech, rephrasingand repair. CognitiveStrategy: Analyzingexpressions 4. Ask students topredict theorderof the conversationbypaying attention to keywords suchasgreetings.After theyorder thepictures,play theaudio fileagainandgive them time to correct.You candrawagridwith four squaresandgoover the answers. Explain that thequestion ...andyou? isveryusefulwhenyou want to takeadvantageof the context.Forexample,when someone is talkingaboutwherehe/shewasborn,orwherehe/ goes to school,you canalways say to someoneelse: ...andyou? D iscovering P rocessing On the Way Grammar Bridge Fasten Your Seatbelt ToolKit On theWay GrammarBridge 30 2. Lilyand Jimare in theirclassroom.Listenand complete theconversationusing theToolKit. thirty Is That My Pencil? Destination Youwill saywhere some objects are. Paying attention Lily: Look! This ismynew _____________ forMath. Jim: And those _____________ are formy Englishclass. Lily: Our teacheruses those _____________ inclass. Jim: And I like that _____________________ .Whatanice classroom!Canweuse those __________________ ? Lily: Yes,wecan.Wecanuse these books, too. Jim: Wow, I really like this classroom! 1. Trace thewordsand read the sentences. •pens •markers • ruler •books •digitalboard •coloredpencils a. ismy backpack. Whatanice classroom!: Use thisexpression when you really like something (e.g.Whata niceday!). b. are mymarkers. c. ismy backpack. d. are mymarkers. this chair that chair these chair s those chair s ruler pens markers digitalboard coloredpencils Fasten Your Seatbelt 50 IsThat My Pencil? Warm-Up: Introduce the concepts far and close using classroom objects. Holdabookand say: This isabook. Then,point toabook that isoutof reach and say: That isabook . CEFRA1.2: Can recognize familiarwordsand verybasicphrases concerninghim/herself, familyand immediate surroundingswhen people speak slowlyand clearly. MemoryStrategy: Using keywords 2. Ask students to lookat thepictures and identifywhichobjectsare close andwhichare faraway.Then,ask students to complete the sentences. Encourage some students to read the sentences to check student understanding. MetacognitiveStrategy: Paying attention 1. Direct students’attention to theTool Kit.Have students read the classroom objectsand invite them topronounce thewords correctly.Ask students to read thedialogandencourage them to infer thewords thatmaygoon the lines.Then,play theaudio file for them to check theiranswers.Youmay invite somepairs to read thedialog aloudby taking turns. CEFRA1.2: Canwrite simple isolatedphrases and sentences. Otherexpressions that canbeused toexpress thatyou like something are: Whatagreatplace! Whatanamazingplace! Whatawonderfulplace! Whatanexcellentplace! Demonstrativepronouns Pronouns thatpoint to specific thingsand show the relativedistance between the speakerand thenoun/ object: This (singular)and these (plural) refer to things thatarewithin reach. Singular: This ismy sharpener. Plural: Thesearemy rulers. That (singular)and those (plural ) refer to something that is far. Singular: That ismynotebook. Plural: Thosearemypens. ©Greenwich -All rights reserved. ©Greenwich -All rights reserved. PhotocopiableActivity 1 PhotocopiableActivity2 134 Photocopiable, Unit 6 Photocopiable, Unit 6 1. Ask questions and answer with a drawing: forYes, I do. for No, I don’t. 2. Complete the chart. Name Doyou like ? Doyou like ? Doyou like ? Doyou like ? Doyou like ? Doyou like ? You 6 4 9 5 6 1 Total 11 7 6 7 8 7 6 135 Goal: Topracticeaskingandansweringquestionsabout food likesanddislikes. SocialStrategy: Cooperatingwithpeers Procedure Warm-Up: Give students thephotocopiableactivity1.Then,ask students to check the vocabularyand complete theirown informationbyansweringwithahappyor sad face. While-Task: Have students standupand interview four classmates to complete their charts. Theyalso shouldanswer theirpartners’questions. Post-Task: Encourage students to talkabout their likesanddislikes in frontof the class. AnswerKey Answersmayvary. Goal: To reviewadditionproblems. CognitiveStrategy: Problem solving Procedure Warm-Up: Have students readandanalyze thebox.Help them inferwhat theyhave todo in order to complete thebox.Clarifyanydoubtsabout thevocabulary. While-Task: Explain to students that theyaregoing to complete someadditionproblems.Ask them to listen toeachproblemand complete theboxby filling in themissingnumberand finding the total foreach column. Additionproblems: 1.Beckyhas6pears,and Joehas6pears.HowmanypearsdoBeckyand Joe have?2.Beckyhas4 tomatoes,and Joehas7 tomatoes.Howmany tomatoesdoBeckyand Joe have?3.Beckyhas9potatoes,and Joehas1potato.HowmanypotatoesdoBeckyand Joehave? 4.Beckyhas5oranges,and Joehas2oranges.HowmanyorangesdoBeckyand Joehave?5.Becky has3cucumbers,and Joehas8cucumbers.HowmanycucumbersdoBeckyand Joehave? Post-Task: Have studentsmakeanadditionproblemusing food to solve inpairs. AnswerKey Becky 6 4 9 5 3 Joe 6 7 1 2 8 12 11 10 7 11 PhotocopiableActivity 1 PhotocopiableActivity 2 Photocopiables, Unit 6 6 12 The itinerant sections in the Teacher’s Guide anticipate questions that may arise while teaching the lessons or expand on the cultural, cross-curricular and linguistic information presented in the Student’s Book. Useful, topic-related web links are provided. Photocopiable pages (1 per unit) provide extra practice for the mastery of learning goals.