Here We Go! 01 Teacher's Guide Unit 1

Checkpoint T est-Taking Strategies Audio Script T est-Taking Strategies Workbook,page 10 Checkpoint 16 1. Listen and draw lines.There is one example. sixteen 2. Choose the correct expressions and write them on the lines. There is one example. Good morning! Example: You say, _____________ when you meet a friend. a. You say, ___________________________ in the morning. b. You say, ___________________________ at night. c. You say, ___________________________ in the afternoon. Hello! Good afternoon! Good evening! “Hello” Example: Carlos a. Tori b. Daniel c. Daisy d. Luna e. Nico “Good morning” “Good evening” “Good afternoon” 36 Warm-Up: Ask students to identify the words for the objects they see in the picture. Most of the vocabulary should be familiar to them. Based on the Movers Cambridge Test . Example: Hello! My name is Carlos. I’m from Mexico. I’m Mexican. a. Good morning. I’m Tori. I’m from Japan. I’m Japanese. b. Hi! I’m Daniel. I’m from Italy. I’m Italian. c. Good afternoon! I’m Daisy. I’m from the United States. I’m American. d. Good evening! I’m Luna. I’m from Panama. I’m Panamanian. e. Hello! I’m Nico. I’m from Peru. I’m Peruvian. Cognitive Strategy: Reading short definitions and matching them to words. 2. Have students look carefully at the pictures. Allow them to describe what they see using their native language. Depending on your students’ level, have them use English. Keep also in mind that students should be careful when copying a word. Not only the spelling of the word, but also when capital letters are used. Metacognitive Strategy: Listening for names and descriptions 1. This activity has the same structure as the listening section in the Movers Cambridge Test. Students listen to a child’s introduction and draw lines from the names to the correct person in the picture. Go over the names so students can recognize them when they listen to the recording.