Here We Go! 02 Teacher's Guide Unit 3

D iscovering - Processing Fun Fact rocessing - Creating P Boarding Pass Unit Fun Fact GrammarBridge 18 Thename“teddybear” comes from theUnited States PresidentTheodore (Teddy)Roosevelt! 1. Lina isata toy store.Go to the Sticker Pageand paste the toys.Then, listen. eighteen Do You Have Blocks? Destination Youwill talk about toys you have. 2 Talkingaboutpersonalpossessions I L o v e T o y s ! Using imagery doll 2. Check the toys youhave.Then, talk toa partner. Ihave abike. Idon’thave a train. I have a video game. I don’t have bowling pins. Ihave Idon’thave car blocks plane videogames skates stuffedanimals ball bike bowlingpins Boarding Pass Unit 38 DoYou Have Blocks? Talking about personal possessions Warm-Up: In this lesson, students learn to name and talk about toys. Ask students toname toys theyhaveandmakea liston theboard. CEFRA1.2: Cangetan ideaof the content of simple informationalmaterialand short simpledescriptions,especially if there isvisual support. I L o v e T o y s ! 2 MemoryStrategy: Using imagery 1. This strategyhelps students to recall vocabulary throughvisual clues. Theuseof stickershelps them to remember thewordsmoreeasily. Goover this sectionandexplain that Teddy isa shortversionof thename Theodore. Youmaywant toexplore thehistoryof modern toysa littlemoredeeply. - The first jigsawpuzzleappeared in 1767. - Legosappeared in1950. - Barbiedollsappeared in1959. MetacognitiveStrategy: Paying attention 2. Have studentsname the toys they have.Then,goover theGrammar Bridgeand review theaffirmative andnegative sentences in the simple present tenseusingonly thepronoun ‘I’.Goover theexampleprovidedand have students say similar sentences with theotherpronouns. SimplePresentTense It isused todescribehabitualactivities.Allverbsapart fromverb ‘ tobe ’ use theauxiliaryverb ‘ do ’for thenegativeandquestion forms. Affirmative Negative Question I have I don’thave Do I have You You you He/She/ It has a car. He/She/ It doesn’thave a car. Does he/ she/ it have a car? We have We don’thave Do we have They They they D iscovering - Processing Audio Script rocessing - Creating P Boarding Pass Unit 28 1. Listenandnumber theactions in theorder Luke does themeveryday. twenty-eight What Do You Do on Monday? Destination Youwill describe your daily routines. 3 Talkingaboutdaily routines T h i s I s M y D a y ! comebackhome Monday , Tuesday , here I go! Iwake up at6 o’clock! Wednesday , Thursday , Friday too, I go to school.The bus is blue. Saturday and Sunday : these days are great. I go to bed just a bit late! Thedaysof theweekare _______________ ___________________ _______________ ____________ ________ ____________ and __________ dohomework go to school watchTV takea shower havebreakfast getdressed havedinner brushmy teeth wakeup go tobed eat lunch 2. Listenand sing the song.Then,complete. Here IGo! Monday, Tuesday, Wednesday, Thursday, Friday, Saturday 9 6 11 2 4 3 10 5 1 12 7 Sunday. 8 Cultural Window Boarding Pass Unit 48 What DoYou Do on Monday? Talking about daily routines Warm-Up: To introduce the action verbs presented in activity 1, mime a couple of the activities, and ask students to guess. (For example, pretend you arewakingupby stretching your arms and yawning,pretend you are brushingyour teeth,etc.) CEFRA1.2: Can follow speech,which isvery slowand carefullyarticulated,with long pauses forhim/her toassimilatemeaning. T h i s I s M y D a y ! 3 MemoryStrategy: Associatingand elaborating 1. Goover theverbswith the class before listening to theaudio track. Luke: Ah…Ok….So, everyday Iwake upat7:00AM.Then, I takea showerand getdressed. Ihavebreakfast,brushmy teethand take thebus to school. Ieat lunchat schoolat12:00M.Then, I come backhomeanddohomework.Everyday Ihavedinnerwithmy familyat7:00PM, then IwatchTV. Igo tobedeverynightat around9:00PM. An ‘obento’ isabeautiful,healthy Japanesepacked lunch that children take to school. In theUnitedStates, childreneatapeanut butterand jelly sandwich. In Indiaa typicaldish is flatbread with curriedmeatandvegetables. InFrance, theymay serve vegetables, roasted chickenwithherbsandyogurt. CEFRA1.1: Can follow simple songs, rhymes and chantsusingmovements. AffectiveStrategy: Usingmusic 2. Ask students toname theactivities shown in thepicturesaround the song (wakeup,getdressed,go to school,watchTV,havedinner,go to bed). Then,practice thedaysof the weekby singing this song.As they sing,have studentsmime thedifferent activitiesmentioned. 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. The activities and suggestions are accompanied by the CEFR Standard they address. 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.