Documentos de Académico
Documentos de Profesional
Documentos de Cultura
•
Teacher's
1 Book •
Felicity Hopkins
2
sounds they make. Eventually they have to learn HANDWRITING
to write the letters. There is no reason why these
different things should be taught at the same As well as writing letters and words, pupils
time. In Get Ready! /they learn the name of a in benefit from any activities that develop control of -'
Step 5 and they learn to write a in Step 25. the motor skills. Drawing and colouring are
important and there are ample opportunities to
In Get Readyfthe letters of the alphabet are do this in Activity Book I. There are also
introduced in Pupil's Book I. First of all the pupils exercises practising writing of letters or words in
should be taught the sounds of the letters, using the Activity Book and these are carefully
the formula 'a' for apple, 'b' fo r boy etc. The matched to the sequence in the Handwriting
names of the letters are taught in the Activity Book.
Book, in the sections headed Say the alphabet
(see Steps 3, 5, 7, II, 13, 15, 19, 21). The The main book for teaching handwriting is, of
writing of th e letters is taught in the Handwriting course, the Handwriting Book. Tobe effective, it
Book in a sequence based on families of letter should pe combined with good classroom
shapes, rather than alphabetical order. demonstrations. The sequence below is
suggested.
Before asking pupils to write a new lettef or
READING pattern, demonstrate on the blackboard.
There is no 'real ' reading in Get Ready! Pupils Always use a grid with a baseline and three
need first of all to acquire pre-reading skills. In guidelines. Describe to the pupils in their
particular, they must become familiar with left- mother tongue exactly what you are doing
right sequencing and letter recognition. Many of as you write.
the exercises in the Activity Book give practice in
these skills. Pupils also learn to recognize whole
wards. The first group of these occurs in Step 23.
They are always introduced in the Pupil's Book
and practised in the Activity Book. By the end of
Get Ready! I pupils will be able to recognize
twenty-one words (including a).
Throughout Get Ready! small black type is used
for words that are intended solely as guidance
for the teacher. They look like this:
2 Next half-turn your back to the class,
Show me a green van.
almost as if you were going to write on the
Number one is a big boat. blackboard, and trace the letter or pattern in
the air with your finger. Get the class to do it
with you as you describe the hand
Words or letters to be recognized by the pupil
movement.
are printed in a much larger size. They look like
this: 3 If you are teaching a new letter, the pupils c)
a b c
can now use their fi nger to trace the large
solid black letter in the book (headed Look).
ThiS should be done as a class, with the
teacher describing the hand movement.
The dot shows where the hand movement
begins and the arrow shows the direction to
go in.
a red plane 4 Pupils are now ready to practise tracing in
their Handwriting Books, using a pencil or
In the Pupil 's Book, words, letters or numbers for pen. They trace over the grey lines , starting
the pupil are always printed in a colour. from the black dot. The third line of practice
3
HANDWRITING BOOK
STEP 2 q Demonstrate the cat on the board,
describing what you are doing .To get its
favourite faad , the cat must not go off the
NEW LANGUAG E path. Pupi ls practise with their fingers in the
air. They can then practise with their fingers
Understa nd : Whatis this?
Say : a, an, apple, bird, goodbye, and in their Handwriting Books. Go round the
class, watching hand movements. Finally
Read : a, b
the pupils write in their Handwriting Books.
10 Repeat with the monkey and the dog .
Pupils can try drawing their own pathways
an pieces of paper. Do not worry if they find
PUP IL'S BOOK this difficult. The fina l result is not important.
Letters . Say Look. An apple. Pupils repea t The purpose is to practise moving the
without and with an: pencil from left to right in an unbroken,
Teacher Apple. . flowing line.
Class Apple.
Teacher An apple.
Class An apple. ACTIVITY BOOK
2 Repeat th is procedure with bird. II Match . Pupils ring the pictures and letters
that match the example on the left.
3 Say Show me a bird/on apple. Pupils paint
Demonstrate on the board , using simple
and say This is a bird/an apple.
drawings, for example, some balls :
4 Ask What is this? Pupils answer An apple/A
bird.
5 Point to the letters and get the class to
repeat 'a'forapple, 'b 'for bird. Teach the
sounds 'a' and 'b', not the letter names.
Say Shaw me 'a'. Write a on the board and Encourage pupils to draw the ring in an
ask What is this?The pupils give the letter anti-clockwise direction (l ike the letter 0) .
sound, not the name. Do not ask pupils to
write the letters yet. 12 Say and colour. Say Show me an apple/a
bird/Jack/Sue. Then ask pupils to 'read' the
6 Song . Revise Hello. I am . . . by introducing pictures aloud from left to right. The pupils
yourself to pupils, who reply Hello. I am . .. colour them in . Go round, asking individuals
Then shake their hands and say Goodbye What is this? Show me ...
. . . (pupil). Walk away and wave. Say
Goodbye. Pupils practise repeating
Goodbye after you. NUMBERS BOOK (OPTIONAL)
7 Bring two pupils to the front (e.g. John and 13 Pupils ring the correct number of apples to
Mary) and say John and Mary. The class match the box on tlie left. Demonstrate on
repeat. Do this with several pairs. Each the board with circles or use real objects
time they go back to their seats say (e.g. pencils). Do not use the names of the
Goodbye . .. and . . . The class repeat. numbers yet. Get the pupils to do the ones
8 Say Show me Jack. Show me Sue. Show on the left first of all . Go through them on
me Jack and Sue. Say Goodbye Jock and the board before the pupils continue to do
Sue and 'wave to the baok'. The class wave the ones on the right.
and repeat. Play the song and get the class
to join in by singing yourself. Sing with the
class without the tape.
6
the class or individual pupils to call out the
STEP 3 8
numbers.
Give all three pencils to one pupil. Say
Show me twolthree/one.
NEW LANGUAGE
q Now write the three figures on the board : I,
Say : cat, dog, one, two, three 2, 3. Make sure to fo llow the same style of
Read : e, d, I, 2, 3 writing as the Pupil 's Book. Get the class to
count as you point to each figure in
sequence. Ask individuals to count,
PUPIL'S BOOK .. pointing to the Pupil 's Book.
Letters. Say Look. A cat. Pupils repeat 10 Put individual figures on the board and ask
after you, pointing to the picture in the book. Whotis this? Encourage pupils to look at
They should repeat without and with a: Cot. the Pupil's Book and match what you have
A cot. Cat. A cat (see Step 2). Make sure to written with the book. They can then work
pronounce a correctly. It should sound like out the answer to your question by looking
'a' in ago, not 'a' in name. at the number of dots or by counting and f.
pointing until they get to the figure you have
2 Repeat this procedure with dog.
written . Do not be too concerned if some '
3 Say Show me a eatla dog. Pupils point and pupils are sti ll uncertain, but do try to
say This is a eatla dog. ensure that they are all attempting to 'read'
the figu res from left to ri ght.
4 Ask Whatis this? Pupils answer A eatiA
dog. II Revise Hello. 1am . .. Goodbye. Sing the
Hello song (Step I) and the Goodbye sang
5 Paint to the letters and get the closs to
(Step 2).
repeat 'e' for cat, 'd' for dog. Teach the
sounds 'c' and 'd ', not the letter names. Say
Show me 'e'. Write a, b, cor d on the board , HANDWRITING BOOK
and ask What is this?The pupils give the
letter sounds, not the names. Do not ask 12 Demonstrate the bird on the board,
pupils to write the letters yet. describing what you are doing. Use the
pupils' mother tongue. The hand makes
6 Numbers. Draw group s of dots on the one continuous movement from left to right,
board, in the some arrangement as the dots without pauses. Pupils practise with you ,
in the Pupil 's Book: with their fingers in the air. Next they
practise wi th their finger in the Handwriting
• • • Handwriting Book .
•
Point to each of the groups of dots and say
ACTIVITY BOOK
13 Match. Pupils ring the letters that match the
example on the left. Demonstrate first of all
the number: One, two, three. The closs on the board and revise a, b, e, d.
repeat after you. Next get the closs to say
14 Say the alphabet. Explain that the letters
the numbers as you point in sequence :
make sounds and that they also have
One, two, three. Ask individual pupils to say
names . Write abc d on the board. Pointing,
the numbers .
getthe class to say the names of the letters
7 Hold up one pencil , then two and finally after you. Ask individuals to do it, pointing
th ree, each time saying the number. Then to the letters in the Activity Book. The arrow
hold up different numbers of pencils and get is to remind them to go from left to right.
7
15 Write individual letters on the board . Ask 3 Cover one bird with your hand and then
What is this? Pupils tell you the name of the uncover it, as you say One bird, two birds.
letter. The class repeat after you.
16 Draw and colour. Pupils trace over the 4 Now draw a third bird and say Three birds.
grey lines. Then they colour the pictures. Cover two birds with your two hands and ,
Go raund as they work and ask individuals as you reveal them, say One bird, two
What is this? Shaw me a cat. Get them to birds, three birds. The class repeat. Do not
say the first four letters of the alphabet to overemphasize the sforthe plural. Do not
you . Be as encouraging as possible. Make be too concerned about accuracy. Do not
sure that they are 'reading' from left to right. try to explain . Pupils wil l very gradua ll y
learn these small differences through
imitation.
NUMBERS BOOK (OPTIONAL)
5 Repeat this procedure for one cot, two cots,
17 Put dots on the board and get pupils to tell three cots. Again use very simple drawings:
you the number. Do the same with the
figures , I, 2, 3. Demonstrate matching dots
to a figure, using the first example in the
book. Pupils now do the exercise in the
Numbers Book, putting a ring around the
correct number of dots to match the figure
on the left. Encourage pupils to draw the
ring in an anti-clockwise direction, like the
letter a. Get the pupils to do the ones on the
left first of all. Go through the answers on 6 Rhyme. Pupils look at Step 4 . Explain that
the board . Then the pupils can do the ones it is a kind of 'story'. It goes down the page
on the right. and each picture shows the next thing that
happened. Soy that you are going to play
the tape and that they must work out the
'story '.
8
HANDWRITING BOOK
II Demonstrate on the board, explaining what
STEPS
you are doing. Use the pupils' mother
tangue. The pencil is doing smooth jumps
and landing on the ground. It does not leave
NEW LANGUAGE
Say: elephant, fish, girl
\ ..
the paper, but it has a rest before the next Read: e, f, g
jump. Pupils copy you, tracing with their
finger in the air. They can then trace over
the lines in the book with their finger. Go PUPIL'S BOOK
round , checking their hand movements.
Pupils can now write in the Handwriting Leiters. Say Look. An elephant. Pupils
Book. repeat after you, pointing to the picture in
the book. They should repeat without dnd
12 Pupils can draw balls in a separate v; ith on: Elephant. An elephant (see
copybook or on a piece of paper and Step 2).
practise doing 'bounces' from left to right.
2 Repeat this procedure with fish and girl;'
3 Say Show me an elephantla fishlo girl.
ACTIVITY BOOK Pupils point and say This is a(n) ...
13 Match. Pupils ring the numbers and letters 4 Ask What is this? Pupils answer This is an
that match the example on the left. elephanl/a fish.
14 Say and colour. Say Show me a birdlo 5 Point to the letters and get the class to
cotlo doglon apple. Then ask pupils to repeat 'e' for elephant, 'f' for fish, 'g' for girl.
'read' the pictures aloud from left to right. Teach the sounds of the letters , not the
Pupils colour them in. Go round asking names.
individuals Whotis this? Show me . ..
6 Revise apple, bird, cot, dog, elephant, fish,
girl. Point to the pictures in the book and
ask What is this?Write abc d e fon the
NUMBERS BOOK (OPTIONAL) board and get pupils to say the saunds 'd'
15 Pupils ring the correct numbers of birds to for dog, 'f ' for fish ClS yau point to the letters.
match the figures on the left. Demonstrate 7 Practise the rhyme from Step 4. Ask the
on the board, using simple drawings of girls to do the first four lines and the boys
birds. Make sure to revise recognition of I, the second four. Then swop over.
2, 3. Get the class to do the ones on the left
first of all. Go through the answers an the
board. Then the pupils can do the ones on HANDWRITING BOOK
the right.
8 Demonstrate the butterfly's flight on the
board, explaining what you are doing. The
loops are made in a smooth line, without
the pencil leaving the paper. There are no
pauses. Pupils do this with you , with their
fingers in the air. Next, they do it with their
finger and then a pencil in the Handwriting
Book. Make sure that they only do the
butterfly.
q Demonstrate the 'u' shapes and 'n' shapes
on the board. Like the jumps in Step 4, both
of these require pauses, but the pencil does
not leave the paper. Pupils should
eventually practise these in a copybook or
9
on a piece of paper as well as in their
Handwriting Book. STEP 6
ACTIVITY BOOK NEW LANGUAGE
Understand: How many . .. ?, yes, no
10 Match. Pupils ring the letters that match the
Say: boy(s), finger(s)
examples on the left. Demonstrate on the
board if necessary.
II Say the alphabet. Write abc d e f g on the PUPIL'S BOOK
board, making sure to fo llow the style of the Rhyme. Ask a boy to come to the frortl.
letters in Get Ready/The class say the Say Boy. A boy. The class repeat after you.
name of each letter after you. Then they Do the same with a girl. Call out the names
say all seven letters with you, pointing to of different pupils. After each name, the
each one in the Activity Book as they say il. class say girl or boy, as appropriate.
Ask individual pupils to say the letters in
sequence, pointing to their books. 2 Bring two boys to the fro;t and say Two
boys. The class repeal. Bring another boy
12 Say Show me c and get the class or to the fronl. The class repeat after you
individuals to point to the letter of that name Three boys. Now count the boys and get
in the Activity Book. the class to say with you One boy, two
13 Draw and colour. Pupils trace over the boys, three boys. Do the same with three
grey lines. Then they colour the pictures. girls. Do not exaggerate the pronunciation
Go round as they work. Look at the way of the plural s and do not be over-
pupils are holding their pencils. Ask What is concerned with accuracy. At this stage
this? Show me . .. Get individuals to 'read' some pupils will not distinguish girl/girls.
the first seven letters of the alphabet to you. 3 Demonstrote the rhyme. Count out three
boys in the class, pointing to each one in
turn: One boy, two boys, three boys. Then
pause, look round, and select a fourth boy
NUMBERS BOOK (OPTIONAL) by name (e.g. John). As you say John,
14 Draw three fishes on the board and write up stand behind him and get him to stand up.
the figures, 123. Pupils come to the frant Sti ll standing behind him, take h.is arm and
and ring the figure that is the same as the point to three girl s as you count them out:
number of fishes they can see. Cover one One girl, two girls, three girls. Pause, then
or two fishes with your hands. Make the name a fourth girl. John sits dawn and the
drawings very simple: girl stands up (e.g. Mary) . Now stand
behind Mary and count out three boys. Let
her choose the next bay to stand up.
4 Explain that this is a game that Jack and
Sue play in their school. Play the tape.
Explain that a girl is speaking. Pupils point
in the book as she counts out the boys.
Pause, ask who she has chosen (Jack).
Pupils can now complete the exercise in the Pupils point in the book as Jack counts out
Numbers Book. the girls. He chooses Sue. Pupils listen to
see who Sue chooses (David) .
5 The children can now perfarm this rhyme
as a chain. Help as necessary. Try to make
the selection of each pupil by name seem
as exciting as possible .
10
6 Game. Hold up one finger and get the class initial sounds of the words. Say 'f' for. ?
to repeat after you Finger. A finger. Hold up Pupils can then do the matching exercise.
two, then three fingers and get the class to
say after you TwolThree fingers. Now hold 12 Say and calour. Say Show me an
up one , two or three fingers (see Pupil 's elephantla finger/a girl/an elephant. Then
Book) and ask How many fingers? The get pupils to 'read' the pictures aloud from
'.\
pupils answer One / Two/Three fingers. Tell left to right. Pupils can now colour them in
different numbers of boys or girls to stand while you go round individually, asking
up. Ask How many boys/girls? What is this?
8
fingers.
Pupils can now attempt to take the
teacher's role, asking How many fingers?
STEP 7
Help as much as necessary. Omit if it
seems too difficult. NEW LANGUAGE
Say : hand, insect, jug
Read : h, i, f
HANDWR ITING BOOK
q Demonstrate drawing circles. The pencil PUPIL'S BOOK
must not leave the paper until the circle is Say Hello to the class. Introduce yourself to
complete. Always go in an anti-clockwise one pupil, saying Hello, I am . .. The pupil
direction. Pupils draw circles with you in the replies Hello, I am . .. That pupil then goes
air. Then they can do the clown's balls. to another pupil and introduces him or
herself. Let this continue as a chain, helping
10 Remind pupils of the 'u' shapes, with a
where necessary.
pause at the end of each 'u'. Pupils can
then trace over the pattern below the clown. 2 Letters. Say Look. A hand. Pupils repeat
The dots show them where to start and the after you, pointing to the picture in the book,
arrows show the direction to go. Pupils who Hand. A hand (see Step 2).
fin ish may colour the clown.
3 Repeat this procedure with insect and jug.
4 Say Show me a hand/insect/jug. Pupils
point to the pictures and say This is a hand/
ACTIVITY BOOK insectljug.
II Match. Draw a fish , a cat and a bird on the 5 Ask What is this? as you point to the
board (see Steps 4 and 5 for suggested pictures or use blackboard drawings. Hold
drawings). Write f, c and b. Get pupils to up your own or a pupil's hand. Make a
match the sounds of the letters with the buzzing noise for the insect.
11
6 Point to the letters and teach the sounds, 'h' 15 Draw and colour. Pupils trace over the
for hand, 'i'for insect, 'i' for jug. Soy Show grey lines and then colour the pictures. Go
me 'h'/'i '/)'. Pupils point to the letter that round, asking What is this? as you point to
makes that sound. Write the three letters on' letters or either of the pictures.
the board and get pupils to tell you their
sounds as you point. Revise the sounds
lo'_ 'g'. NUMBERS BOOK (OPTIONAL)
7 Practise the rhyme from Step 4. 16 Draw four jugs on the board and write up
different numbers. Pupils come to the front
8 Play How many fingers? (Step 6). and ring the right number of jugs. Then ask
q Sing the Goodbye song (Step 2). How many j ugs? Pupils answer OneiTwo/
Three jugs. Make the drawings very s imple:
HANDWRITI NG BOOK
10 Demonstrate how to do the sharp angular
line. Explain in the pupi ls' mother tongue
what you are doing. The pencil is moving in
straight lines. It goes up the mountain and
then it pauses for a rest. It does not leave Pupils can now complete the exercise in the
the paper. Now it comes straight down. Numbers Book.
Pupils practise this with you, drawing in the
air. They can then go over the two jogged
lines at the start of Step 7. They can do this
first of all with a finger, as you go round
checking the movement. Finally , they write
over these two lines.
II The crocodile's teeth are harder because
the movements are smaller. Follow the
STEP 8
sequence above. Make sure that pupils NEW LANGUAG E
'write' the teeth as one jagged line.
'Drawing' the teeth as a series of separate Say : elephants, fishes
lines is incorrect. Remember that the most
important thing is to learn the correct hand PUPIL'S BOOK
movement, not to produce a perfect result.
Song . Say Show me an elephant/a fish.
Pupils point to the book. Say What is this?
ACTIVITY BOOK and mime an elephant by holding your ears
out. Do the same with fish, making your
12 Match . Pupils ring the letter that matches hand 'swim '.
the examples on the left.
2 Point to the top group of elephants and ask
13 Say the alphabet. Write a bcde fg h ijon How many elephants? Do the same with
the board. The class says the nome of each fishes. (N.B. Fish has two plural forms:
letter after you. Practise h, i, j several fishes and fish - the same form as the
times. Now get the closs to soy all ten singular. Both farms are correct.)
letters with you, pointing to each one in the
Activity Book. Get individual pupils to soy 3 Play the tape and demonstrate the actions.
the ten letters in sequence , pointing to their For the last verse wave Hello. Repeat and
get the pupils to join in the actions. If they
books.
find it difficult to manipulate their finge rs for
14 Say Show me h/alj/d and get pupils to point one, two, three, they can point to the
to the right letter in the Activity Book. numbers in the book instead.
12
4 Play the tape again. You sing th e How II Soy and colour. Say Show me a jug/hand/
many? lines of the first two verses and get apple/boy. Then get pupils to 'read' the
the pupils to join in with you on lines 2 and pictures aloud from left to right. While they
4. Everybody should sing the last verse. colour them in, go round looking at the work
done for the matching activity. Help pupils
5 Practise saying How many elephants/
who are unclear about the sounds.
fishes? with the class repeating it after you.
The class can naw sing the whole song, if
possible combining this with the actions. Try
it with and without the tape. Encourage the NUMBERS BOOK (OPTIONAL!
class by singing and doing the actions 12 Pupils have to draw dots to correspond to
yourself. numbers. Demonstrate on the board. Write
6 Bring different numbers of pupils to the front a figure and ask How many?Then select a
and ask How many girls/bays? pllpil to draw the right number of dots.
13
5 Song . Play the tape and then get pupils to 12 Now demonstrate th e 'u' shapes. Again
clap for 1-3 and tap for 5-6. emphasize the grid. 10m starting fram the
dot and curving slowly dawn to the
6 Practise saying each verse without the baseline. I just touch it and curve back up to
music rather like a rhyme. Pupils should the line above the baseline. I touch it and
, ! point to the numbers for each verse and pause. The pencil stays on the paper. Then
clap and tap. Write numbers on the board I curve down again . .. Students practise in
and say Look. OnelTwo is a number. Do a
the air as you describe an imaginary grid.
mime for listen. Get pupils to say after you
Listen and then Listen to the numbers. (Da 13 Pupils can now complete the first raw in the
not try to explain the definite article, the.) Handwriting Book and do the secand. Go
round, checking and encouraging. Pupils
7 Pupils are now ready to sing and do all the should be saying to themselves the words
actions. If pupils find it difficult, they can you used when you were demonstrating .
clap all the way through instead of tapping
and clapping. But do not forget that trying to 14 The third row is to copy the line above. The
remember whether to clap or tap is part of dots show the pupils where to start.
.~~ the fun! Remember that it is the flOnd~rfiovement
and the use of the grid that matters, not the
8 Practise the rhyme in Step 6 and sing end result.
Elephants and fishes (Step 8).
ACTIVITY BOOK
HANDWRITING BOOK
15 Match . Pupils ring the figures that match
q Steps q- 12 revise all the basic hand the example on the left. Revise recognition
movements and introduce the handwriting of the numbers 1-6 before the pupils begin
grid. Draw this on the board. In the warking in the Activity Book. Write the
Handwriting Book it consists of three grey figures on the board and say Show me two!
lines and a black baseline. On the board, six etc. Then write up single figures and ask
use a colour for the baseline and white for What is this?
the other three. Explain the grid to pupils, in
their mother tongue. There are four lines. 16 Join the numbers. Draw this on the baard:
One line is the baseline. All the letters touch
the baseline. Some go up to the first line
above it, for example 'a' {draw an a). Same .3 . 5
go to the very top line, for example 'b' {draw
a b). Some go to the bottom line, for
example 'g '{draw a g) .
10 Naw demonstrate drawing vertical lines. .4 .6
. 2
Put a dot on the top line. This dot should be
the same calaur as the baseline.
Demonstrate. Say I am putting the pencil
on the dot. I am drawing a nice, stiff,
straight line and stopping as soon as I touch
Explain, in the pupils ' mother tongue, that
the baseline. Get pupils to do this with their
you want ta jain the numbers tagether in the
fingers in the air, starti ng from an imaginary
carrect arder. Bring a pupil to the front. Say
dot and ending on an imaginary baseline.
One, two and indicate for the pupil to draw
Repeat this procedure with a vertical line
the line. Then say One, two, three and get
starting on the first line above the baseline
another pupil to now join 2and 3. Continue
and ending on the line below it.
until the line is finished. Pupi ls can now join
II Pupils naw do the five vertical lines in the the numbers and complete the fish in the
first row in the Handwriting Book. Activity Book.
14
NUMBERS BOOK (OPTIONAL) ACTIVITY BOOK
17 Put groups of dots on the board, 5 Join the letters. Dra w this on the board:
representing 1- 6. Call out numbers and get
pupils to identify the correct group. Pupils
can now do the exercise in the Numbers d. .1 .i
Book.
be ec g. .i
15
4 Point to the pictures and ask Whatis this? 14 Say the alphabet. Write a-m on the board .
Say each letter by name as you point to it
5 Point to the letters and get the pupils to and get the pupils to repeat it after you.
repeat 'k' for kite, 'I' far lion, 'm' for monkey, Practise k, I and m several tim es. The class
teaching the sounds of the letters, not the now say the alphabet a-m with you,
. I names. pointing to the letters in their books .
I 6 Revise the numbers 1-6. Write a figure on
I, 15 Say Show me j/klb etc. Pupils point to the
the board and ask What is this number? letter in their Activity Book.
Clap up to six times and ask How many
claps? Do the same with taps. Callout a 16 Ask individuals to recite the alphabet a-m,
number and get a pupil to clap or tap it oul. pointing to the letters in the Activity Book.
7 Play How many fingers? (Step 6) , but using 17 Draw and colour. Pupils complete the
both hands and up to six fingers. pictures and colour them in. Go round,
asking What is this ? and checking
8 Practise the rhyme in Step 6, but counting recognition of the letters of the alphabet,
up to six girls ar boys. both their names and sQunds:,"
q Sing Listen to the numbers (Step q).
16
4 Pupils can now sing the whole song . Try it The drawings shauld be very simple:
with the girls singing the How many? lines
and the boys answering. Then swap raund.
5 Sing Elephants and fishes (Step 8).
HANDWRITING BOOK
6 Remind pupils how to do the vertical lines
(see Step q). They then do all the verticals
in the top row in the Handwriti ng Book. Pupils can now do the exercise in the
Numbers Book.
7 Demonstrate the circles , explaining what
you are doing. I start at the datjust belaw
the line above the baseline. I curve up and
touch the line above the baseline and,
,~ithout pausing, continue on raund. I touch
the baseline and continue until I reach the
STEP 13
dot again. The pupils trace this in the air.
Then they complete the first row of circles NEW LANGUAGE
in the book and do the second row.
Say: nest, orange, pencil, It is ...
8 The third row is to be capied from the anes
Reod : n, 0 , p
above. If possible, pupils should practise
Write: c
these hand movements further. This can be
done on paper or in a copybook, designed
for the early stages of writing.
PUPIL'S BOOK
Letters. Say Look. A nest and paintto the
picture. Pupils repeat after you without and
ACTIVITY BOOK with a (see Step 2) : Nest. A nest.
q Match. Write the letters a- m on the board
2 Repeat this procedure with orange and
and revise the sounds they make. Say 'd' pencil.
for . .. ?Then point to individual letters and
get pupils to say 'c' for cat, 'I' for lion and so 3 Soy Show me a pencil/orange/nest. Pupils
on. Pupils now do the exercise, putting a point to the pictu res and say This is a . ..
ring around the letter which matches the 4 Pointto a pictu re and ask Whatis this?
initial sound of the word illustrated. Pupils reply A nest/orange/pencil.
10 Say and colour. Say Show me a monkey/ 5 Teach the answer It is a nest/orange/pencil.
a fish/a lion. Ask pupils to 'read' the pictures
Get pupils to repeat it after you as part of a
aloud from left to right. Pupils can now question and answer routine.
colour the pictures. Teacher What is this?
Class What is this?
Teacher It is a pencil.
NUMBERS BOOK (OPTI ONAL) Class It is a pencil.
Point to pictures in Steps 2, 3, 5, 7, I I, as
II Pupils have to ring the number that well as Step 13, and ask What is this?
matches the number of kites. Demonstrate Encourage pupils to answer It is . . . Use
on the board . Draw five kites and write the mimes for fish and elephant (see Step 8);
numbers 1- 6. Count the kites alaud: One, make cat, dog, insect, lion or bi rd noises ;
two, three, four, five. Then ring the fig ure 5. use blackboard drawi ngs and ask What is
Rub out one kite and demonstrate again. this?
17
6 Point to the letters and teach the sounds 'n' 13 Say Show me Ilplklo etc. Pupils pointto the
for nest, 'o'fororange, 'p'forpencil. Say letters in their Activity Book and say This
Show me 'n'/'o'/'p'. Pupils point to the is ...
letters that make those sounds . Write the
14 Ask individual pupils to recite the alphabet
three letters on the board and get pupils to
, I a- p, pointing to the letters in the Activity
tell you their sounds as you point to each
II Book.
one. Revise the sounds 'a'-'m'.
!'
15 Draw and co lour. Pupils complete the
7 Sing How many monkeys? (Step 12).
pictures and colour them in. Go round
asking What is this?, indicating the orange
or the pencil. Encourage pupils to answer It
HANDWRITI NG BOOK isa . .
8 Demonstrate the letter c (see Introduction).
Use a grid and describe what you are doing
in the pupils ' mother tongue. I start on the NUMBERS BOOK (OPTIONAL)
dot. I curve gently up to touch the line
16 Pupils ring the correct number qJ pencils to
-l above the baseline. Now, without pausing, I
match the figures. -
curve down to just touch the baseline. I start
back up towards the dot and then stop.
Demonstrate several times. Make sure the
pupils know the name of the letter and its
sound ('c' for cat).
q Pupils now trace the letter in the air with
you. Describe the movement and an
imaginary grid as you do this. Pupils now
use their finger to trace over the large letter
cin the Handwriting Book (headed Look).
They do this os a class, following your
instructions. Repeat several times. Go
STEP 14
round, quickly checking the hand
movement. Demonstrate once again , if
NEW LANGUAGE
necessary. Understand : Isita ... ? Laok at . . .
10 Pupils can now trace over the firsttwo rows Say : yes, no
Write: a
of the letter c. The third row is to be copied
from the one above. Pupils who finish can
colour in the cat. Go round, being very
encouraging ond trying to build confidence. PUPIL'S BOOK
Remember that it is the hand movement Game. Say Show me number 316/1 and
and the use of the grid that matter, not the check that all the pupils are pointing to the
end result. correct pictures. Say Look at number 21415
and again check t)'lat pupils identify the
correct picture.
ACTIVITY BOOK
2 Now say Look at number 4 and ask Is it a
II Match . Pupils join the letters that are the monkey? Answer this yourself with an
same. emphatic No! Ask Is it a girl?, again
answering yourself, No! Ask Is it a boy?
12 Say the alphabet. Write a-p on the board.
Answer yourself, Yes! Now ask the class
Say each letter by name and get the class
these questions and get them to chorus
to repeat it after you. Practise n, 0, p
back No! or Yes! Go on to ask individuals.
several times. The class can now recite the
olphobet, a-p, with you, as they point to the 3 Follow this pattern with the remaining five
letters in the Activity Book. pictures. Make it as humorous as possible.
18
You can ask more No questions than are the words: Show me a daglbay/arange etc.
suggested in the Pupil's Book and make Do the first one on the board with the class,
them more absurd. For example, for using a and m. Say Monkey. Is it '0' for
number 5 you might ask Is it a penci//jug/ monkey? No! Is it 'm'far monkey? Yes!
fish/insect/kite? Each time you ask, you Then ring m.
should appear ta expect the answer Yes
12 Join the letters. Pupils connect the letters
and be disappainted when the class (ar
to complete the picture of a boat. If pupils
individual pupils) say Na!When you get to
are at all uncertain of the alphabetical
Yes, look pleased and say It is on elephant.
order, they can look back to Step 13 in the
4 As the game progresses, get pupils to Activity Book.
extend the Yes answer to Yes, it is a . ..
5 It may be possible for some of the pupils to
try asking the questions: Look at number NUMBERS BOOK (OPTIONAL)
... Is it a . .. ?Omit this if it is too difficult. 13 Write numbers on the board and get pupils
6 You can extend thi s game by writing a to come to the front and put the right
··.;number on a piece of paper and giving it to number of dots beside them. Check the
a pupil. The class ask Is it 6/5/3? etc. The answer by counting the dots out loud.
pupil answers No! or Yes, it is 6. Pupils can now do the exercise in the
Numbers Book.
7 Sing Elephants and fishes (Step 8).
HANDWRITING BOOK
8 Demonstrate the letter a on the board,
using a grid. Describe what you are doing.
Demonstrate several times. Make sure the
pupils know the name of the letter and the
sound it makes ('0' for orange).
q Pupils now trace the letter in the air with a
STEP IS
finger. Do this several times. Now get pupils
to use their fi ngers to trace over the large
letter a in the Handwriting Book (headed
NEW LANGUAGE
Look). They should do this as a class, Say: queen, rabat, sun
following your instructions as you describe Read: q, r, s
the hand movement. Do this several times, Write: e, I
moving round the room to check that all the
pupils understand. If necessary, guide a
pupil's finger through the movement. PUPIL'S BOOK
10 Pupils can now use a pencil to trace the fi rst Letters. Say Look. A queen, as you point to
two rows in the Handwriting Book. Go the picture. Pupils repeat after you withou t
round, checking and being very positive and with a (see Step 2): Queen. A queen.
about their efforts. The third row should be 2 Repeat this procedure with rabat and sun.
copied from the one above, starting each 0 You will , of course, have to say the sun.
from the dot provided. Pupils should imitate this but do not attempt
to explain it to them.
19
STEPl6 pencil. Play the second recording of the
game, following the procedure above.
7 Now teach the class the rhyme and game.
The pictures in the Pupil 's Book will help
them. Pupils can take turns to hide the
NEW LANG UAGE pencil and reveal it after Show me, saying
Understand : Hands up! Hands dawn! to the class What is it?
Say : little, big 8 Sing Ho w many mankeys?(Step 12).
Write: s, 2
21
letters based on a vertical line.
STEP I? Demonstrate writing i, using the
handwriting grid. Describe what you are
doing and get the pupils to trace the letter in
NEW LANGUAGE the air w ith you . Make sure that they know
the name of the letter and the sound it
II Understand: Point to. makes ('r for insect).
II Write: i, 3
q The class can now trace over the big letter
(headed Look). Guide them through this
PUP IL'S BOOK and wa lk round the class, checking hand
movements. Make sure that they do not
Revise Hello, 10m . .. and sing the Hella forget to dot the i. They can now write in the
song (Step I). Handwriting Book.
2 Look and say. Call a pupil to the front. Say
Point to 0 boy. Take their hand and perform
the action. You might whisper in their ear ACTIVITY BOOK
what you wa nt them to do. Say Point to 0 10 Match . Pupils ring the letter..{hat matches
girl. Then get individual pupils to stand up the model on the left.
and tell them to point to another named
pupil (e.g. Mary). Say Point to Mory. II Join the letters . Pupils join the letters in
alphabetical order to complete the picture
3 Next get the class to point to pictures in the of the car. Revise the alphabet up to s
Pupil's Book. For example, say Point to on before the pupils begin working.
insect. Then ask individual pupils. Always
give the instruction Point to ... before
naming the pupil who has to do it. In this
way all the pupils w ill look for the picture.
NUMBERS BOOK
12 Teach the pupils to write 3. Follow the
4 Let pupils have turns at giving the
procedure for 2, described in Step 16. Like
instruction Point to . ..
2, 3 is written with a single hand movement.
5 Call out a number from 1-5. Tell the class There is a pause on the middle line, before
that you are going to 'read' the pictures in the second half circle, but the pencil does
that row, going from left to right. For not leave the paper.
example: 4. A Jug, a kite, on orange, 0
hand. They must listen and tell you when
you make a mistake. Make a deliberate
mistake and pretend you do not know the
answer. Ask Is it 0 robot? Is it a boy?and so
on. STEP 18
6 Now let pupils have turns at 'reading'
across one of the rows. The class point to
each picture and listen out for mistakes.
NEW LANGUAGE
Apart from vocabulary revision, this kind of Write: I
activity practises left-right sequencing.
7 Sing Listen to the numbers (Step q).
PUPIL'S BOOK
Picture practice. Say Show me robot
HANDWRITING BOOK number three/bird number four etc. Pupils
8 Pupils have' now learned to write the four point to the correct picture.
letters based on an anti-clockwise circle. 2 Now say Look at robot number two. Is it 0
They are now going to learn a group of big robot/little robot? Accept the answer
22
Yes or No, but encourage pupils to say q Say and colour. Say Show me a nest/dag/
Yes, it is a big robot or No, it is a little robot. queen. Get pupils to 'read' the pictures
aloud in a left-right sequence. Pupils can
3 Repeat this procedure with the birds. You
then colour the pictu res.
can extend it further with simple blackboard
drawings. For example, you could use kites
(or jugs or fishes):
NUMBERS BOOK (OPTIONAL)
10 Put the handwriting grid on the board. With
you r finger write the figures I, 2, 3 and ask
What is this?Together with the class trace
1,2, 3 in the air, describing what you are
doing. Get individual pupils to come to the
front and write the numbers on the grid on
the board. Now pupils can do the revision
practice , writing in the Numbers Book.
NEW LANGUAGE
HANDWRITING BOOK Say: tree, umbrella, van
Read: t, u, v
6 Follow the procedure used for teaching the
Write:j
writing of i in Step 17. Make sure that pupils
know the name of the letter and the sound it
makes ('I' for lion).
PUPIL'S BOOK
Letters. Say Look. A tree, as you pOint to
ACTIVITY BOOK the picture. Pupils repeat after you Tree. A
tree (see Step 2).
7 Match. Put the handwriting grid on the
board . Revise the writing of 0, c, e, s. First 2 Repeat this pracedure with umbrella and
of all, write the letters in the air and get the van.
class to guess what you are writing. Ask
What is this?Then get individual pupils to 3 Say Point to a ... and get pupils to point to
the pictures.
come to the front and write one of the letters
on the grid. Each time, draw in a dot to 4 Point to the pictures and ask What is this?
show the starting point for the letter. Pupils reply ltis . ..
8 Clean off the grid and write ace s on the 5 Paint to the letters and get the class to
board. Revise the sound each letter makes. repeat the sounds: 't' for tree, 'u' for
Then pupils can do the exercise in the umbrella, 'v' for von. Write q r stu von the
Activity Book. They have to choose the board. Point to individual letters and get
letter that matches the initial sound of the pupils to give you the sound .
illustrated word and then trace over it. Go
6 Write the complete alphabet a-von the
round, checking hand movements and the
choice of letter. Starter dots are not given, board. Say Point to 'd' (sound) and let a
so make sure pupils start each letter in the pupil come to the front to do it.
right place. 7 Sing Little girl, little boy (Step 18).
23
HANDWR IT ING BOOK
8 Teach the writing of j, following the
STEP 20
procedure for i, described in Step 17.
NEW LANGUAGE
ACTIVITY BOOK Understand: sky
II ,I' Say : red, green, blue
, q Match. Pupils ring the letter that matches
the model on the left.
10 Say the alphabet. Write the letters q r stu
von the board . Say Look: q, r, s, t, u, v, as PUPIL'S BOOK
you point to each of the letters. Say each of Hold up various red objects (a book, a
th e letter names again and get the class to pencil, a bag, chalk) and say red. Get the
repeat after you. Practise t, u, vseveral .. class to repeat after you. Do the same with
times. Then ask What is this?Pupils give green and blue.
you the letter names as you pOint.
2 Hold up different objects .Qbt(get the class
II Recite the alphabet a-v with the class, to call out the colou r: red, blue.p r green.
pointing to the letters in the Activity Book.
Ask individuals to recite a-v. Say Show me 3 Look and say. Say Look. A red umbrella.
j/m/vetc. Pupils point to the letters in their The class point and repeat A red umbrella.
books. Do the same with the green and blue
umbrellas. Then 'read ' along the row
12 Draw and colour. Pupils complete the several times, pointing and getting the class
umbrella and colour it in. Go round to join in . Say A red umbrella, a green
checking recognition of the letters of the umbrella, a blue umbrella.
alphabet, using What is this? Point to . ..
Showme ... 4 Now say Pointto a green umbrella etc.
5 Song . Play the tape through once. Point to
the sky outside and practise saying sky and
NUMBERS BOOK (OPTIONAL) then a blue sky. Read through the words of
the song and get the pupils to point to the
13 Pupils trace aver the lines from the figu res pictures.
and then draw in the right number of dots.
6 Play the tape again and get the class to join
Go through the answers on the board.
in the last line of each verse: And look at
Sue's umbrella.
7 Say Show me a green tree/blue/a red sky/
the sun etc. Then teach th e song almost
like a rhyme. Do this first of all w ith the
class repeating after you, and then saying it
with you, as they point to the pictures. It
might be useful·to introduce some actions
for Sun up, sun down.
8 Pupils are now ready to sing the full song.
They can do this with and without the tape.
HANDWRITING BOOK
q Put the handwriting grid on the board. Ask
pupils to come to the front and write a or e.
24
Do this wi th the class, writing with their and zoo. For yellow you will, of course, say
fingers in the air as you describe the hand Look. Yellow.
movement. Pupils can now complete the
3 Say Show me . .. and get pupils to point to
exercise in the Handwriting Book.
the pictures.
Encourage them to work slowly , thinking
carefully about the hand movements. 4 Point to the pictures and ask What is this?
Demonstrate again if necessary. Be very Pupils reply It is . .. Pupils may say It is 0
positive about their efforts. Go round yellow. Accept this but correct it gently. Yes
helping . Where necessary, take a child's - good. It is yellow.
hand and guide their finger over the big 0
5 Point to the letters and teach the sounds:
and e in Steps 14 and 15. Then guide their
'w' for window, 'x ' for x-ray, 'y' for yellow, 'z'
pencil over an e and an 0 in Step 20.
for zoo. Say Show me 'z'a nd get pupils to
point to the letter that makes that sound.
WI'ite a complete alphabet an the board.
ACTIVITY BOOK Paint to different letters and get pupils to tell
10 Match. Pupi ls draw lines to the letters that you their sound. This can be just 'b: o ~ .'b'
match the initial sounds of the words for bird. -:.
illustrated on the left. Go through the 6 Play the game in Step 16.
answers with the class.
7 Sing Sue 's umbrella (Step 20).
II Say and colour. Say Point to 0 treelvan!
sun!hand. Get pupils to 'read' the pictures
aloud, going from left to right. They can HANDWRITING BOOK
then do the colouring. Go round asking
What is this? Is it a bluelred!green van? 8 Teach the writing of t, following the
procedure described for iin Step 17. There
are several unusual features about this
NUMBERS BOOK (O PTIONAL) letter. First of all, it does not sit neatly
between the grid lines because its top is
12 Pupils write over the number that just below the line. Secondly, it is one of
corresponds to the number of kites. Go four small letters not written with a single
round, helping with hand movements. hand movement.
ACTIVITY BOOK
q Match. Pupils ring the letter that matches
STEP 21 10
the model on the left.
Say the alphabet. Write the letters t u v w
x y zon the board. Point to each letter and
NEW LANGUAGE say its name. Repeat this and get the class
to say the names after you . Practise w, x, y,
Say: window, x-ray, yellow, zoo zseveral times. Then ask What is this? as
Read: w, x, y, z you point to one of the seven letters. Pupils
Write: t, 4 give you the name.
II Recite the whale alphabet with the class,
PUPIL'S BOOK pointing to the letters in the Activity Book.
Ask individuals to recite the alphabet.
Letters. Say Look. A window, as you point
12 Draw and calour. Pupils complete the
to the picture. Pupils repeat after you
picture of the window and colour the frame.
Window. A window (see Step 2).
Go round asking What is this? Is it a yellow
2 Repeat this procedure with x-ray, yellow windowlred window? etc.
25
NUMBERS BOOK (OPTIONAL) c. Focus attention an the hand movement
rather than the end result. Practise writing
I3 Demonstrate how to write 4. Use the these two letters with the class tracing them
handwriting grid. This number is written in the air. Pupils can now complete the
with two separate hand movements. It exercise in the Handwriting Book.
starts with a vertical to the baseline. The
pencil is then lifted off the paper and put
i back on the starting dot. The second line is ACTIVITY BOOK
drawn with a pause as it hits the middle line
and before it moves along it and across the 5 Match. Pupils trace over the letter that
first line. Get pupils to trace this in the air matches the initial sound of the word
with you . Describe the movement on an illustrated on the left. Go through the
imaginary grid as you do this . answers with the class. Get pupils to write
the correct letters on the board. Be very
14 Pupils can now use their forefinger to trace positive about their efforts. Make sure the
over the large 4 in the Numbers Book hand movements are correct and that
(headed Look). Do this as a class with you pupils start each letter in theJight place.
describing the hand movement. Repeat
several times. Go round the room checking . 6 Say and colour. Say Poiiit to q tree/bird/
Pupils can now write in the Numbers Book. boy/orange. Get pupils to 'read ' the
pictures aloud, going from left to right. They
can then do the colouring. Go round saying
Show me a bird. Is it blue/yellow? etc.
HANDWRITING BOOK
4 Put the handwriting grid on the board. Ask
pupils to come to the front and write sand
26
the board. Get different pupils to come to
STEP 23 the front and point to the words you
.indicate. Say Point to . .. Pupils then ring
the words that match the examples on the
NEW LANGUAG E lefl.
27
NUMBERS BOOK (OPTIONAL!
S TEP 24 q Demonstrate writing the number 5, using
the handwriting grid. Describe what ~ou are
doing and get the class to trace in the air
NEW LANGUAGE with ~ou. This number is written with two
Understand : What colour is ... ? Stop! separate hand movements. It begins with a
Write: k, 5 slightl~ angled line down to the guideline
above the baseline. The pencil pauses
there, but does not leave the paper. There
is then a circular movement, crossing the
PUP IL'S BOOK middle guideline, down to the baseline ,
Practise reciting the alphabet. Pupils point touching it lightl~, and then back up again.
to the letters as the~ recite with ~ou. Walk The pencil now leaves the paper and is
round the room so that ~ou can see where placed again on the starting dot to do a
pupils are uncertain and pointing to the stroke left to right along the top guideline .
wrong letters.
..
10 The class now use their fin@ers!o-trace
2 Continue reciting the alphabet but change it over the large 5 in the Numbe r~ Book. The~
into a game. Tell the class that when ~ou do this as a class, as ~ou describe1he hand
sa~ Stop!the~ must freeze and that ~ou are movement. Do this several times. Pupi ls
going to see if the~ are all pointing to the can now write in their books. If necessar~,
right letter. This could alarm the less demonstrate again before pupils do the last
confident pupils and so make sure to row.
conduct it in a light-hearted wa~.
3 So ng. Pla~ the tape several times and let
the pupils join in. Let the girls and then the
bo~s sing it without the tape. Let individuals
or pairs of pupils sing it (if the~ want to). STEP 25
4 Ask Whatcolourisb?etc. Sa~ Lookatq./s
it blue? Pupils answer No. ltis green.
NEW LANGUAGE
5 Sing Listen to the numbers (Step q).
Understand : leiier(afthe alphabet)
Write: a, 6
28
3 Ploy the tope. Get the children to listen and them thraugh it. Repeat several times. Go
point to the letters. They should join in the round checking. Where necessary, guide a
chorus Listen to the letters. Practise. pupil 's finger through the movement.
4 The closs can now try singing the song but q Pupils can now trace the letter a in the
do not worry if they can not do this yet. It Handwriting Book with a pencil. Make sure
could at first be attempted more slowly that this is done carefully and slowly. It
without the tope. requires quite considerable concentration
and so it may help to have a rest after about
5 Sing the Alphabet song (Step 24).
ten minutes. Use this to praise some of the
best efforts and perhaps get one of the
pupils to demonstrate on the board.
HANDWRITING BOOK
6 The pupils have now completed learning to
write two groups of letters. The first group ACTIVITY BOOK
based on on anticlockwise circle (c, 0 , e, s)
10 Match. Pupils ring all the letters that match
ans! the second group based on a vertical
the letter in the top left. The pairs of letters
liri'e (i, I, j, t, t, k). The next graup of letters
have been chosen because of their -
combines the anticlockwise circle followed
similarity. This exercise helps pupils to be
by the vertical.
more aware of small but significant
7 Demonstrate the writin g of 0, using the differences . Go through the answers on the
handwriting grid. Describe what you are board, asking for the name of the letter
doing in the pupils' mother tongue. The being ringed.
important thing about a is to do it in one
II Missing letters. Follow the procedure fo r
movement. It is a common mistake among
this kind of exercise, described in Step 23.
beginners to write it like on a and then lift
Start by writing these letters on the board: a
the pen from the paper and add a separate
b·d · tg·i · k.
vertical line. The pencil completes the a and
then, without leaving the paper, continues 12 Read and colour. Pupils read the labels
up to the gu ideline above the baselin e. It and colour the children's clothes. Go round
pauses when it touches this guideline and helping . Get pupils to look at the first letters
then comes bock along the line it has just of the words. Ask What word is this? What
drawn and down to the baseline. This is this ? Is it green ? Say Show me a green
means that the pencil goes over port of the pencil etc.
vertical twice: once going up and th em
com ing down :
NUMBERS BOOK (OPTIONAL)
13 Teach the pupils to write 6. Follow the
/ pause procedure for 2, described in Step 16.
----.7,,-·"')'''·+:tL-}The pencil goe: over this port
of the letter
tWice
_....:.•~..i..._
29
HANDWRITING BOOK
STEP 26 8 Put the handwriting grid on the board .
Trace iand Iwith your fi nger and ask What
NEW LANGUAGE is this letter? Call individual pupils to the
front to write i and I. If necessary, trace
Understand: sing, song, What is this letter? them in the air with the class, describing the
I' Say: door, ceiling, floor hand movements. Pupils can now complete
the exercise in the Handwriting Book.
PUPIL'S BOOK
Point to a door, the ceiling and the floor and
ACTIVITY BOOK
get pupils to repeat the words after you. q Match. Pupils have to ring the two pictures
They should say them with out and then that have an initial sound the same as the
with the article (see Step 2). Only door can letter in the middle. In the example, Sue
have the indefinite article a; floor and ceiling and sun have the initial sound ~s'. Pupils
will have the definite article the. Pupils met may find this a difficult exercise as all the
this before when they learned the sun in sound matching exercises so far have been
Step 15. Do not attemptto explain it. Young based on the sound/word associations
pupils are happy to imitate and wou ld only taught with the alphabet ('a' for apple, 'b' for
be confused by an explanation. bird and so on) . You may want to do the
first two or even all four as a class.
2 Ask What is this? Is it a door? (pointing to a
window). Say Show me the ceiling etc. 10 Begin by getting pupils to name the four
Revise window. pictures around the s. Show me s. Good.
Point to a monkey/a nest/Sue/the sun. Next
3 Game. Say to a pupil Sing 'Sue's umbrella'.
get pupils to recognize the connection of s
After a few lines, say Good. 'Sue's
to some of the words. Say Listen to s: 'sss'
umbrella'is a song. Then say to a different
('s' sound) . Is it's' for nest? No! 's' for sun?
pupil Sing 'Elephants and fishes '. After a
Yes! /s it 's ' for monkey? No! Is it 's ' for
few lines, say Good. 'Elephants and fishes'
Sue? Yes! (If necessary , explain in the
is a song. Then say to another pupil Sing a
pupils' mother tongue.)
song and let the pupil choose.
II Say and colour. Say Look. Number one is
4 Now play the tape while the pupils look at
a blue door. Ask What is number two?
the pictures. Perform the actions while the
Pupils reply Number two is a green door.
tape is playing. After the song has been
Call out Number four/one/three and so on .
performed once (it is performed twice on
Pupils may reply accordingly . (The small
the tape), explain that at the end of the song
print in the Activity Book is for the teacher
the teacher calls window, door, ceiling, or
only.) Pupils can then colour the doors. Go
floor and the class have to quickly point to
round asking What colour is number . .. ?
the right places. Continue the tape and get
the class to perform the actions with the
second time through on the tape.
5 Read the song out and get the class to
NUMBERS BOOK (OPTION AL)
repeat each line after you, performing the I2 Put the handwriting grid on the board. With
action as they do so. your finger trace the numbers 1-6. Ask
What is this number? Together with the
6 The class can now sing the complete song
class, trace the numbers in the air,
with you calling out the words at the end.
describing what you are doing. Repeat
You might try it with one of the pupils calling
several times for 5 and 6. Then pupils can
out the words at the end .
do the revision practice in the Numbers
7 Sing Listen to the letters (Step 25). Book.
30
STEP 27 -----.-t'-<=- pause
? 4.E
t
} The pencil goes over this part
of the letter twi ce
HANDWRITING BOOK
6 Teach the writing of the letter d, following
1
the procedure described for a in Step 25.
I The hand movement for these two letters is
similar. The difference is that the vertical for
d goes up to the top guideline. Like a, d
must be written with one hand movement.
This means that the pencil goes over most
of the vertical line twice: once going up,
then coming down:
31
..--pause
STEP 27 -----.tT'l~} The pencil goes over this part
j' '" t of the letter twice
PUPIL'S BOOK
Look and say. Say Look. Four vans. Show
ACTIVITY BOOK
I me van number four etc. Then say Look at 7 Match . Pupils ring the letters that match the
HANDWRITING BOOK
I 6 Teach the writing of the letter d, following
the procedure described for a in Step 25.
l The hand movement for these two letters is
similar. The difference is that the vertical for
d goes up to the top guideline. Like a, d
must be written with one hand movement.
This means that the pencil goes over most
of the vertical line twice: once going up,
then coming down:
31
STEP 28 NUMBERS BOOK (OPTIONAL)
10 This introduces the equals sign (= ) and the
concept of 'equalness'. Put the equals sign
NEW LANGUAGE on the board and get the class to say after
you equals as you point to it. Then explain
Understand: bow to the class, in their mother tongue, that
Say: equals whenever they see = , it means that both
Read: = (equals sign) sides of it are the same. Give some
examples:
PUPIL'S BOOK
a=a
Rhyme. Play the tape and demonstrate the
actions. The class repeat after you , pointing
to the pictures on the left. The class then 2 =2
recite with you, doing the actions. Repeat.
2 Ask small groups of pupils (five or six) to
come to the front and perform the rhyme.
Read out the examples: Two equals two. a
3 Sing the Alphabet song (Step 24) . Ask
equals a. Fish equals fish. Get the class to
What colour is x? etc.
repeat them after you . Each time they
4 Say Show me a block pencil, orange pencil should repeat equals by itself (as you point
etc. to the sign) and then Two equals two (as
you point to the full 'sentence').
5 Play the game in Step I 6.
II Now write this an the board:
6 Play the game in Step 26.
HANDWRITING BOOK
6
7 Write t in the air. Ask Whatis this letter? Put
the handwriting grid an the board and get a
w=
pupil to write t. Repeat this sequence with j. w
Pupils can now do the revision practice in
the Handwriting Book.
Say Six equals . .. ?The class give you the
answer and a pupil comes to the front and
ACTIVITY BOOK rings 6. Read out the correct equation and
8 Match. Pupils trace over the letter which get the class to say it after you. Repeat this
matches the initial sound of the illustrated procedure with wand jug.
word. Go round, looking carefully at hand 12 Pupils can now do the exercise in the
movements. Activity Book. They have to ring the picture
q Say and colour. Say Number one is a little which is the same as the one on the left.
window. Look at number two. Is it a little
window? Pupils respond No. It is a big
window. Repeat this procedure for the two
lions. Then call out numbers and get pupils
to say Number one/ two is a big/little . ..
(The wards in small print in the Activity
Book are for the teacher only.) Now pupils
can colour the pictures.
32
the bottom guideline. Like a, g is written
with one hand movement. This means that
the pencil goes over some of the vertical
line twice:
NEW LANGUAGE
Read: black, orange, brown, white
Write:g, =
~pause
HANDWRITING BOOK
8 Teach the writing of g, following the
procedure described for a in Step 25. The
hand movement for g is similar to a. The
difference is that the vertical descends ta
33
8 Say and colour. Ask What colour is
STEP 30 number twolthree?etc. Pupils reply
Number two is black. Say Look at number
four. What is it? Get pupils to respond A
NEW LANGUAGE white bog. Pupils can then colour in the
pictures. (Number four remains
Say: book, desk, bog, choir uncolou red !)
3
classroom). Pupils reply No. It is a chair.
Call out desk, chair, book, bag. The class •
4
have to point to the objects as quickly as
they can. Add ceiling, floor, window, and
door to this activity .
Play the game in Step 26 but at the end call
•
out the new words as well as the ones in the Read it out. Say Two equals . .. ?Get a
song. Let some pupils have turn s at cal ling pupil to come to the front and complete the
out the objects. equation by ringing 2. Pupils now do the
exercise in the Numbers Book. Go round
5 Picture practice. Use this picture for helping. Get pupils to count the dots. Then
revision. Say How many . .. ? Show me a say Six equals . . . ? and get them ta
block bag. Point to a red pencil. What identify the figure 6. The pupil writes over
colour is . . . ?The vocabulary covered is the correcJ figure. Make sure they start
boy, girl, bag, desk, pencil, book, chair, writing the fig ure from the correct place.
window, floor, ceiling, umbrella, tree, cat, This is the first time they have had to trace
red, blue, green, yellow, black, brawn, numbers without starting dots.
orange. Do not use the picture to introduce
new vocabulary .
HANDWRITING BOOK
STEP 31
6 Revise writing fond k. If necessary, NEW LANGUAGE
demonstrate on the board and get the class
to trace them in the air. Then the pupils can Say: bike, ball, doll, (Sue) has ..
do the writing exercise. Write: q
PUPIL'S BOOK
ACTIVITY BOOK
Take a book and place it in a pupil's hand
7 Match . Pupils trace over the letter that (e.g. John). Stand behind the pupil, holding
matches the initial sound of the word his hand up with the book in it. Say Look.
illustrated on the left. Make sure that they John has a book. Repeat this with different
start each letter in the correct place. pupils, substituting pencil for book.
34
2 Continue as above, getting the class to ACTIVITY BOOK
repeat each sentence after you.
10 Motch. Pupils ring the word that matches
3 Then get pupils to make up sentences. the example on the left.
Stand behind a pupil, as before, holding up
a book or pencil. Say John . .. and indicate II Missing letters. Get small groups, then
that you want someone to finish the individuals, to recite the alphabet, pointing
sentence. to the letters (Activity Book, Step 21). Pupils
can now write in the missing letters (d, t, g).
4 Look and soy. Say Show me Sue. Then Check that pupils are starting from the dot
say Look. Sue has a bike. Point to the bike. and forming each letter correctly. Go
If necessary mime riding a bike. Pupils through the answers on the board , calling
repeat after you Bike. A bike. Sue has a pupils to the front to write the letters.
bike. Continue with ball and doll.
12 Read and colour. Say Show me 'red',
5 Say Show me a doll. Point to a ball. Ask Is it ' orange ', 'black'etc. Pupils pointto the
a red ball? Is it a little ball? words and then colour the pictures.
6 ..say Show me Jack. Encourage pupils to
"Fnake up sentences about Jack. Jack has NUMBERS BOOK (OPTIONAL)·
... Go back to Sue again. Sue has . ..
13 Pupils have to write the numbers that match
7 Practise the rhyme in Step 28. the numbers of apples or fishes. You may
8 Sing Listen to the letters (Step 25). need to demonstrate the writing of the
figures 1-6 before pupils begin, getting them
to trace the numbers in the air with you.
HANDWRITING BOOK
q Teach the writing of q, following the
procedure described for a in Step 25. The
hand movement for q is like g. It is written
with a single hand movement, which means
that the pencil goes over some of the
vertical twice. When the vertical reaches
STEP 32
the bottom guideline, the pencil pauses but
does not leave the paper. There is then a NEW LANGUAGE
'flick' to the right:
Say : I have
PUPIL'S BOOK
~pause
Hold up your book and say I have a book.
----"r".....,....-.T;'--} The pencil goes over this port
" eft of the letter tW ice
With your other hand indicate yourself.
Then say I have a pencil. Get pupils to
repeat these two sentences after you.
it
2 Go round and put a pencil or a book into a
pupil's hand. Encourage the pupil to say I
have ...
3 Song . Say Look at Sue. Then say Listen to
Sue and read out the first verse. Put on a
child's voice so that the class know that it is
Sue talking. Get the class to repeat the
words after you, and point to the pictures.
4 Repeat this procedure with Jack.
35
5 Next, play the tape and get the pupils to
point to the pictures. Pupils can then try
singing with the tape.
••
. .1,
6 Get the pupils to make up sentences about
themselves. I have a desk. I have a green
bike. I have a yellow boll. Tell them, in their
mother tongue, thatthey should be true
••
sentences. They can be about school or
things they have at home.
Say Four equals . .. and get a pupil to
7 Try singing the song without the tape. come to the front and write 4.
8 Sing Sue's umbrella (Step 20) ar Little girl, 13 Pupils can now do the exercise in the
little boy (Step 18). Numbers Book. Go round checking. Point
to the dots and say How many ?
HANDWRITING BOOK
q Revise writing 0 and 0, tracing them with
the class in the air. If necessary,
demonstrate on the board. Go round ,
checking as pupils do the writing practice.
ACTIVITY BOOK
STEP 33
I0 Match. Pupils trace over the letters which
match the initial sounds of the words
NEW LANGUAGE
illustrated. Go round, checking and helping Say: bed, plus
with hand movements . Read: +
Write: n
II Say and colour. Say Sue has a red bag.
Get pupils to make up new sentences: Sue
has an orange kite etc. Pupils can now
colour in the picture. . PUPIL'S BOOK
Draw a picture of a bed on the blackboard:
• 2
• 4 Mime sleeping and then point to your
drawing and say Bed. A bed. Get the class
to repeat after you. Ask What is this? Pupils
Point to the dots and say Two equals . .. A respond A bed. Ask Is it a desk? Pupils
pupil comes to the frant and rings the figure respond No. It is a bed.
2. The class then say after you Two equals 2 Story. Play the tape of the story or read it
two, as you pointto the dots, equals sign yourself. Get the pupils to point to the
and figure 2. Now put four dots and an pictures in sequence. The numbers will
equals sing on the board: help them.
36
3 Ask questions. What colour is Meg? Is Meg
a dog? Is it big? What colour is Jack 's bed?
Is it blue? Say Point to Jack's bed. Show
me Meg 's bed. You will have ta use 'sfar
possession in your questians and requests.
The pupils will understand it, but do not The pencil goes over this part { !r '1
attempt to explain or teach it. of th e letter t wice 1i
pause.-/"
4 Get pupils to repeat the words of the story
after you. Play the tape again.
5 Small groups or pairs can 'tell' the story to
the class. In each group one pupil should
be Meg. Help them to tell the story. If 10 Now pupils can trace the letter in the air
necessary , say the words with them. "'(ith you, as you describe the movement.
6 One group could act the story out. In the Next, pupils use their finger to trace over
first two pictures Jack is stroking Meg. In the large n in the Handwriting Book
t!De second two pictures Jack and Meg are (headed Look). They should do this as a
asleep. class, with you guiding them through it.
Repeat several times. Go round checking.
7 Play the game in Step I 6. Where necessary , guide a pupil 's finger
8 Sing Little boy, little girl (Step 18) and A red through the movement, as you describe it.
doll (Step 32). II Pupils can now trace the letter n in the
Handwriting Book, with a pencil. Make sure
that this is done slowly. It requires
HANDWRITING BOOK concentration and pupils may need a rest
q Pupils are now going to learn to write a after about ten minutes. Use this to praise
group of letters written with a combination their efforts and practise tracing in the air.
of the two movements shown below but Some pupils could demonstrate on the
without the pen or pencil leaving the'paper: board. Then they can continue the exercise
in the Handwriting Book.
1 r +
The first of these letters is n. Demonstrate n
on the board, using the handwriting grid.
ACTIV ITY BOOK
12 Match . Pupils ring the letters that match the
model on the left. The pairs of letters have
been chosen because of their similarity of
form . If necessary, put the pairs on the
Describe what you are doing in the pupils' board and ask What is this letter? (before
own language. I am starting at the dot and pupils work in the Activity Book).
moving straight down to the baseline. I
pause, but the pencil does not leave the 13 Read and colour. Write the seven colour
paper. Now I am moving back up and over words on the board. Say Point to blue/red
the same line again, slowly curving to the etc. Ask What is this word? Check that
right. The curve continues, touches the pupils know the meanings of the words.
middle guideline and then goes back down Say Show me a blue pencil/book etc. Then
to the baseline. pupils can colour in the picture of the bird.
37
NUMBERS BOOK (OPTIONAL)
14 Write this on the board:
STEP 34
NEW LANGUAGE
. I
• •
• + • •
• PUPIL'S BOOK
Play the story of Jack and Meg again (Step
33).
~
HANDWRITING BOOK
+ 6 Trace don the blackboard with your finger.
Ask What is this letter? Put the handwriting
grid on the board and get a pupil to come to
the front and write a d. Repeat this
Two plus one equals three
procedure with e. Pupils can then do the
revision practice in the Handwriting Book.
I5 Now pupils can do the exercise in the
Numbers Book. When they have finished,
work through the answers an the board . The
reason for using balls is to help pupils see the ACTIVITY BOOK
way addition works. Each of the separate 7 Match. Pupils write over the letter that
groups of balls on the left can be counted. matches the initial sound of the word
The twa groups can be then combined into a illustrated an the left. Go round helping .
larger group and counted again. Try doing Say What is this? as you point to a picture.
this with books or pencils. Practise using plus Then repeat the initial sound and get the
and equals as you do this. pupil to point to the letter. Check hand
movements and in particular that pupils are
16 Write the sums below on the board and
starting at the right place and going in the
practise saying them. First of all the class
right direction.
repeat after you. Then they can say them
as you point. (This is language practice and 8 Say and colour. Say Show me a bike/
is nat intended at this stage to help pupils book/doll/bed. Get pupils to 'read' the
understand the concept of addition.) pictures aloud from left to right. They can
2+3 = 5 1 +2=3 then do the colouring. Go round saying
4 + 2=6 3+1 = 4 Pointto a bike. Is it green? etc.
38
NUMBERS BOOK (OPTIONAL) HANDWRITING BOOK
q Pupils odd together the dots on the left and 8 Teach the writing of the letter r. Follow the
draw the total on the right. procedure for n, described in Step 33. The
letter ris written in the some way as n. The
lOGo through the answers on the board.
difference is that it does nat go all the way
Practise 'reading' the sums: Two plus one
back to the baseline.
equals three. The pupils can repeat after
you if necessary, but may be able to 'read '
them on their own. Start them off by saying
Two plus . .. and get someone to finish the ACTIVITY BOOK
sentence. q Match. Pupils ring the word that matches
the example on the left.
10 Missing letters. Sing the Alphabet song
STEP 35 (Step 24). Pupils then write in the missing
letters (n, 0 , q). Go round helping .
II Read and draw. Write book, dole kite and
NEWLANGUAGE boll on the board, in a list one underneath
another. Ask What is this word? as you
Read: book, kite, doll, boll, a
point. Now write a in front of each one and
Write: r, +
read it out, like this: Book. A book. Doll. A
doll. Point to the words as you say them.
Pronounce the article a in a natural way. It
PUPIL'S BOOK sounds like 'a' in ago not '0' in late. The
Read. Say Show me a doll/a book etc. closs repeat after you, as you read down
Pupils paint to the pictures in the Pupil 's the list, a book, a doll, a kite, a ball. The
Book. closs read the list out as you point.
2 Write the letters b k d on the board. Remind 12 Pupi ls read the labels in the Activity Book
the closs of the sounds they make. Then and draw the two pictures.
soy 'b' for book, 'k' for kite, 'd' for doll, 'b' for
ball. The closs repeat each one after you
and paint to the initial letter of each ward in NUMBERS BOOK (OPTIONAL)
their books. Go through this several times.
13 Put the handwriting grid on the board and
3 Now write doll on the board and ask What is demonstrate how to write the plus sign. It
this word? Pupils should leave their books consists of two separate movements.
open and compare the word shope on the Pupils trace it with you in the air, as you
board to the word shapes in the Pupil 's describe the hand movement on on
Book. Do not give the answer. By working it imaginary grid .
out for themselves, pupils will learn to look
14 Now pupils put their first finger on the first
carefully at the shapes of words and letters.
dot of the large plus sign in the Numbers
4 Repeat this procedure with kite, ball and Book (headed Look). Describe the hand
book. movement and get the whole closs to trace
over it with their finger as you are talking.
5 Write all four words on the board. Soy
Repeat several times. Then pupils can use
Show me 'book'and get a pupil to come to
their pencils to do the written exercise.
the front. Do this first of all with books open
and then with books closed.
6 Pupils keep their books closed. Write up
individual words and ask What is this word?
7 Sing A red doll (Step 32) .
39
NUMBERS BOOK (OPTIONAL)
STEP 36 q Pupils add up the dots. They then trace
over the correct figure. Go through the
answers on the board and get pupils to read
NEW LANGUAGE the completed sums, using plus and
equals.
PUPIL'S BOOK
Song. Play the tape. Pupils listen and paint
to the pictures. Ask How many balls/dolls?
etc. Say Paint to a red ball. Show me a
yellow book. Ask pupils to give similar
STEP 37
instructions.
2 Play the song again and get the class to NEW LANGUAGE
join in and point to the pictures. Say: hause, table, chair
3 The class can now sing The big bag sang Write: m, red
without the tape.
4 Divide the class into four groups: A, B, C, D. PUPIL'S BOOK
Group A sings verse I, Groups A and B sing
verse 2, A, Band C do verse 3, and all four Use blackboard drawings to teach pupils to
groups do the last verse . Swap the groups understand and soya house, a table and a
around and repeat. chair:
5 Sing Listen to the numbers (Step q) .
HANDWRITING BOOK
6 Trace s in the air with your finger. Ask What
is this letter? Put the handwriting grid on the
board and get a pupil to come to the front
and demonstrate how to write s. Repeat
this procedure with g, practising sand gas
necessary by getting the class to trace
them in the air as you describe the hand They should repeat each word alter you:
movements. The pupils can then do the House. A house. Then say Show me a
exercise in the Handwriting Book. table and get a pupil to come to the front
and indicate the correct picture. Ask What
is this? as you point to a picture .
ACTIVITY BOOK 2 Story . Play the tape of the story or read it
7 Match. Pupils trace over the letters that yourself. The pupils should point to the
match the initial sounds of the wards pictures in sequence. The numbers, printed
illustrated. Go round, helping and checking in blue, will help them.
hand movements. If necessary , put a black 3 Ask questions. Whalcolouris Yo-Yo?
dot in a pupil 's Activity Book to shaw where Show me Yo- Yo 's table. POintto Sue. Yo-
the hand movement should begin. Yo has a house - is it a big house?
8 Say and colour. Say 'a'is four balls and 4 Get the class to repeat the words of the
get pupils to make up similar sentences
story after you and to point to the pictures.
about pictures 'b', 'c 'and 'd'. Pupils can
Play the tape again.
then colour the pictures.
40
5 Small groups or pairs can 'tell ' the story to NUMBERS BOOK (OPTIONAL)
the class. In each group one pupil can be
Yo-Yo. Help them to 'tell' the story. Be very 12 Pupils practise writing + and =.
positive. If necessary , say the words with Demonstrate on the board and practise
them. tracing in the air. Describe what you ore
doing in the pupils' own language. Make
6 Say the rhyme in Step 28 . sure they know what the symbols mean.
7 Write some of the colour words on the Ask What is this? Pupils answer (It is) plus/
board. Ask Whatisthisword?(e.g. red). equals.
Say Show me red and get pupils to
identify the colour in the classroom or in
their book.
STEP 38
HANDWRITING BOOK
8 Te6ch the writi ng of the letter m. Make sure NEW LANGUAGE
that pupils know its name and the sound it •
Say: my
makes. Follow the procedure described tor
nin Step 33.
PUPIL'S BOOK
Hold up classroom objects and say I have a
pencil. It is my pencil. I have a choir. It is my
ACTIVITY BOOK chair.
q Write and colour. Revise the writing of r, e 2 Ask pupils Whafis this?and getthem to
and d, by practising tracing in the air as a say (It is) my desk, my book, my bag etc.
class. Put the handwriting grid on the
board . Write in red. Ask What is this word? 3 Play the tape of Yo- Yo's house again (Step
Get pupils to come to the front and put dots 37). Pupils point to the pictures.
on the places where each letter is started. 4 Song. Play the tape of the song. Play it
Demonstrate writing red, describing what again and get pupils to join in the chorus It
you are doing. Trace the word red in the air is my house. They should point to the
and get the class to do it with you. Pupils pictures as they listen.
can trace over red in the Activity Book. This
is the first whole word they have written. 5 Ask questions about Yo-Yo's house . Is it a
Praise the pupils for this achievement. big house? What colour is the ceiling? How
Pupils then colour the car red . many windows? What colour is the bed?
10 Missing numbers. Pupils write in the 6 Play the tape again and get the pupils to
missing numbers. Go round, helping pupils join in. When they know it, they can Sing
to count aloud and identify the numbers. without the tape.
Look carefully at the hand movements. 7 Play the game in Step 26.
II Read and draw. Write a doll, a ball, a 8 Sing the Goodbye song (Step 2).
book, a kite on the board. Say Show me 'a
doll'etc. Then ask What is this word? as
you point to one of the words . Pupils can HANDWRITING BOOK
then read the labels in the Activity Book and
draw the pictures. q Trace c in the air. Ask What is this letter?
Demonstrate on the boord if necessary and
practise tracing in the air, describing the
hand movement. Repeat with q. The pupils
con then do the practice in the Handwriting
Book.
41
ACTIVITY BOOK 4 Sing the Alphabet song (Step 24) and
revise the colours. Ask Is c blue? Is u
10 Match. Pupils ring the words that start with yellow? (using the na mes of the letters).
the letter shown in the middle. Do the first
one on the board. Get pupils to say all the
words. Then say t for . .. and get pupils ta HANDWRITING BOOK
tell yau which words fit. There are two in
each case. 5 Teach the writin g of h. Follow the procedure
far n, described in Step 33. Both letters
II Say and colour. Point to Yo-Yo. Say Look cansist of a ve rti ca l down stroke, a pause,
at Yo-Yo. Yo- Yo has a ball. Pupils make up
then an arch to the right. The difference is
mare sentences like this. Help them at first that the vertical fo r h starts at the tap .
by saying Yo- Yo has . .. , inviting th em to guideline.
finish the sentence. Next, you can say bike
and get them to put it into 0 sentence, Yo -
Yo has a bike. Pupils can then colour the
picture .
ACTIVITY BOOK
6 Write and colour. Follow th ~ procedu re for
writing red, described in Step 37, Colour the
NUMBERS BOOK (O PTIONAL) plane green. Ask Is it a yellow plcm e?
before the class begin the colouring .
12 Practise writing the numbers 1-6.
Demonstrate on the baard and get the class 7 Missing letters . Ask some of the pupils to
to trace them with you in the air. Make sure recite the alphabet. Pupils then write in the
they know which numbers are written with missing letters (m, 0 , r) . The dots show
two separate hand movements (4 and 5) where to start writing each letter.
and where to begin each number. Pupils S Read and draw. Write on the board a kite
can then add up the dots and wri te in the and a book. Get pupils to read the wards
answers. The model answer should be out. Then remove a and write 2 in front of
traced over. kite. Say Two kites and add an s to kite. Do
the same with books. Do not make this into
a major teachi ng point. Do not spend too
long on iL The purpose is fo r pupils to
accept swhen they read it on plural wards.
The purpose is not to teach pupils to write
plu rals . Pupils now rea d the labels in the
NEW LANGUAGE Activity Book and then complete the
drawings.
Say : train, plane, cor, boot
Read: plu ral s
Write: h, green NUMBERS BOOK (OPTIONAL)
q Pupils add up the dots and write in the
PUPIL'S BOOK numbers. (The fi rst answer should be
traced over.)
Look and say. Point to the pictures in turn
and get the class to repeat after you. Train.
A train. Repeat each one several times.
2 Ask questi ons: What colour is the train?
Show me a car. Is it a red cor?
3 Use the mimes in Step 40 for cor, train and
plane and ask What is this? Pu pils perform
the mimes at the front of the class and ask
What is this?
42
NUMBERS BOOK (OPTIONAL)
STEP 40 Q This is the first time that pupils have been
asked to add two numbers rather than two
sets of 'th ings'. This is a big step.
NEW LANGUAGE Previously, they could see two balls (for
example) and see how an extra ane made a
new set of three. Now they are dealing with
PUPIL'S BOOK 2, a symbol for two thing s. Put this on the
board :
Repeat the mimes for car, train and plane,
which you introduced in Step 3Q. Ask What
is this?Then repeat the mimes but in 2 +
combination with the noises brum brum,
chug chug and zoom zoom. Do the noises
by themselves and ask What is this?
•• + •
2 C(]II a pupil to the front. Say A train. The 'Read ' it aut, pointing to 2and the two.dots.
pupil can either do the mime ar make the Let pupils give you the answer. Write-in
noise (or bath). Next, pupils came to the three dots as well as the figure 3. Read out
front and do a mime or make a noise. Ask Is the completed sum.
it a . .. ? 10 Pupils can now trace over 3 in the Numbers
3 Song . Play the tape and get pupils to look Book and then attempt the other two sums
at the pictures and do the actions. Play the in the first column . Go through the answers
tape again and let pupils join in the middle on the board. Always 'translate' the
line of each verse (Brum, brum, my car symbolic figures into something real. For
etc.) . example, add four pencils and one pencil.
4 Now the class can sing the whole song and II Pupils now do the remaining sums. If pupils
perform the actions. are making mistakes, get them to write
down the appropriate number of dots for
5 Sing Yo- Yo 's song (Step 38) and The big eacr. number that they are adding. They
bag song (Step 36). can then count up all the dots to arrive at
the answer. By doing this, they will get
nearer to understanding the concept of
HANDWRITING BOOK addition.
6 Trace ton the board with your finger. Ask
What is this letter? Demonstrate on the
board if necessary and practise tracing in
the air, describing the movement. Repeat
with I. The pupils can then do the practice in
the Handwriting Book.
43
necessary, read them aloud yourself and
STEP 41 point to the wards. The closs should repeat
after you. The pupils can now draw the
appropriate pictures in the Activity Book.
NEW LANGUAGE
Say: How old ore you? NUMBERS BOOK (OPTIONAL)
Write: b
q Pupils do the sums. Use the techniques
described in Step 40, as necessary.
PUPIL'S BOOK
Look and say. Pupils point to the pictures
and listen to the tope. They should be able
to work out the meaning of How old are
you?when they see the cord, the coke and
so on. Explain or translate if necessary.
2 Ploy the role of the questioner. Ask Meg . ..
Howald are you?The pupils answer as if
they were the characters.
3 Give the pupils pieces of paper with
numbers 1-6 on (ages) . When you ask How
old are you?they give the answer on the
STEP 42
paper.
NEW LANGUAGE
4 Get the closs to repeat after you: How old
are you? Pupils can then have turns to ask Soy: birthdoy, happy birthdoy
other children in the closs.
5 Sing How many monkeys? (Step 12). PUPIL'S BOOK
Songs. Pupils listen to It is my birthdoy.
Translate birthdoy. Then the girls sing
HANDWRITING BOOK Sue's verse and the boys sing Jack's verse.
6 Teach the writing of b. Follow the procedure 2 Ploy the recarding of Happy birthday to
for n, described in Step 33. you. If necessary, translate the phrase
Happy birthdoy to you. Then choose
different pupils to have their names in the
ACTIVITY BOOK third line.
7 Join the letters. Pupils draw straight lines 3 Get pupi ls to retell the story of Jack ond
between the letters in alphabetical order to Meg (Step 33) or Yo-Yo's house (Step
end up with a plane. Go round helping. Get 37). They should use the pictures to help
pupils to quietly recite the alphabet to them. If need be, ploy the tape again .
themselves to find out where to draw the
next line. They should point to the leiters in
the book as they recite. HANDWRITING BOOK
8 Read and draw. Put a kite, a boll and a 4 Trace n in the air with your finger. Ask What
book on the board. Ask What is this word? is this letter? Demonstrate on the board if
Repeat this procedure with red, green, necessary and practise tracing in the air,
brown, orange, yellow. Then put up describing the hand movement. Repeat this
phrases such as 0 yellow kite, an orange procedure with i. The pupils can then do the
boll and get pupils to read them . If practice in the Handwriting Book.
44
ACTIVITY BOOK 4 Do the mimes and sounds for train, plane
and car (Step 40) and ask What is this?
5 Match. Pupils trace over the letters that
match the initial sounds of the wards 5 Sing Zoom zoam my plane (Step 40).
illustrated. 6 Sing the two birthday songs (Step 42).
6 Say and colour. Say Monkey '0 ' is four.
Monkey 'b ' is . .. ?Get a pupil to finish the
sentence. Pupils make sentences like this HANDWRITING BOOK
in response to you saying Monkey 'c ' . .. 7 Teach the letter p, following the procedure
Monkey 'a' .. . etc.
described far n in Step 33. The letter p is
the last in the group made up of a vertical
down stroke and an arch to the right. (The
NUMBERS BOOK (OPTIONAL) others are n, r, m, h and b.)
7 Pupils do the sums. Help them as
necessary, using the techniques described
in~Step 40. ACTIVITY BOOK
8 Write and colour. Revise writing b,-o and
k, by practising tracing in the air. Put the
45
STEP 44 HANDWRITING BOOK
II Revise the writing of rand f. Demonstrate
and practise as necessary. Pupils can then
NEW LANGUAGE do the exercise in the Handwriting Book.
46
HANDWRITING BOOK NUMBERS BOOK (OPTIONAL)
5 Teach the writing of y. This is one of two II Pupils practise writing out this complete
letters written without the pen leaving the sum. They should work slowly, thinking
paper but combining an anticlockwise curve about hand movements. Go round, helping
fallowed by a down stroke. The pen or and encouraging. If necessary, stop the
penci l goes aver part of the vertical twice: class and practise writing numbers in the
air.
..--pa use
-----.;-1.;;"--} The pencil goes over this part S TE P 46
t of the letter
.lt ~ .' tWice
, NEW LANGUAGE ",
Read : cor, boot, plane, train
47
HANDWRITING BOOK 4 Match, Paint to the cakes in the Pupil's
Book, Say Look. Seven cakes, Get pupils
8 Trace the letter jin the air. Ask What is this to count aloud with you , pointing to each
letter? Put the handwriting grid on the board cake in turn: 1-2-3-4-5-6-7, Ask How many
and get a pupil to come to the front and cokes?Say Show me the number 7, Write
demonstrate how to write j. Repeat this 7 on the board, Say seven and getthe class
procedure with m, practising j and mas to soy if after you,
necessary, The pupils can then do the
exercise in the Handwriting Book, 5 Repeat this procedure with the presents,
kites and apples,
6 Call out either cakes, presents, kites or
ACTIVITY BOOK apples and get a pupil to count aloud from I
and then at th e end say Nine kites (for
q Match, Pupils ring the letter that matches
example) ,
the example on the left.
7 Practise, using classroom objects , such as
10 Draw and say, Pupils trace over the
books, pencils, bags, or boys and girls, Let
broken lines to complete the pictures, Ask
pupils cou nt how many, always sfarting
What is number 3? Say Point to a hatl
from I and always counting aloud,
present etc,
8 Write the figures on the board, Say Show
me qetc, Then ask What number is this? as
NUMBERS BOOK (OPTIONAL) you point to a figure on the board,
48
NUMBERS BOOK (OPTIONAL) HANDWRITING BOOK
12 Call aut numbers and get pupils to came to 7 Draw a k in the air. Ask What is this letter? If
the front to drow the appropriate number of - necessary, demonstrate on the board and
dots on the board. They should count practise with the class. Repeat this
aloud. Demonstrate yourself first of all. procedure with h. Pupils can then do the
Revise 1-6 as well as practising 7-/0. exercise in the Handwriting Book. Go round
13 Ask a pupil to draw eight dots on the board. while pupils are working, to check hand
movements.
Put a box around them. Write up the figures
7-10 to the left of the dots. Say Show me 8.
Then draw a line connecting 8to the dots.
Pupils can now do the exercise in the ACTIVITY BOOK
Numbers Book. 8 Match. Write kite, troin, book, car, ball on
the board. Ask What is this word? If
necessary , point to each word in turn and
get the class to repeat it after you. Pupils
can now complete the exercise i rfth e~ -
Activity Book. -
q Read and colour. Write red, blue, green
on the board. Check that pupils can read
them. Now write a green troin and ask a
pupil to read it out. Point to each word in
49
direction and it is this which make v
different from u, which is written with a
continuous, flowing line.
NEW LANGUAGE
Say: Is ita . .. ?
Write: v, doll
: l'
PUPIL'S BOOK
Game. Soy Show me a car. Look at
\
pClu se ~
-I" \ ,j
~
t . '
flOW ing curve
---- without a
number eight. Is it a car? What colour is _ _ _ _ _ pause
number four?
2 Call a pupil to the front. Whisper to the pupil
Car number four, and show the pupil the
relevant picture in the Pupil's Book. Tell the q Demonstrate von the boord , using the
pupil to keep it a secret. handwriting grid. Describe the hand
movement as you do it. Get the pupils to
3 Now tell the closs (in their own language) that trace the letter in the air with you. All the
the pupil you selected is thinking of one of the time describe the movement as if on on
cars or trains. Explain that you are going to invisible grid. Next, pupils trace with their
ask questions to find out which one. Ask Is it fi nger over the large v in the Handwriting
a train? (No.) Is it a car? (Yes.) Then ask Is it
Book (headed Look) . They should do this
a green car? (No.) Is it a yellow car? (Yes.) as a closs with you guiding them through it.
Finally ask Is it number four? Repeat several times. Go round looking at
4 Call another pupil to the front and repeat pupils' hand movements. Where
the above procedure. This time the closs necessary , guide a pupil's finger through
ask the questions. They must start by the movement as you describe it to the
finding out whether it is a car or train. Then closs.
they ask about colour and finally they work 10 Pupils can now trace over the letter v in the
out the number. The pupil who has chosen Handwritin g Book. If necessary,
the cor or train must answer with Yes or No. demonstrate again before they do the lost
5 You can also ploy the game with you row, which is copying with the help of
thinking of the car or train and the closs starter dots.
asking you the questions.
6 Practise reading a car, a boat, a train, a
plane from the board . The pupils can refer
ACTIVITY BOOK
again to Step 46 if it helps. II Write and colour. Pupils write a doll and
colour in the picture. Follow the procedure
7 Sing Zoom, zoom my plane (Step 40) and
Ten little robots (Step 48).
for red, described in Step 37.
12 Missing letters. Pupi ls write in the missing
letters (t, u, y). Go round helping.
HANDWRITING BOOK Encourage pupils to recite the alphabet to
themselves. Look at hand movements.
8 Teach the closs to write v. This is the first of
a group of letters written with points rather 13 Join the numbers. Pupils join the numbers
than curves. The letter v is written in a in sequence to complete the picture (0
single hand movement without the pencil rocket). Before starting, ask pupils to recite
leaving the paper. There is, however, a 1-10, as you point to the numbers on the
momentary pause before changing board.
50
NUMBERS BOOK (OPTIONAL) get them to answer using the age on the
board: 10m nine (for example).
14 Pupils fill in the correct numbers of dots to
match the numbers. Demonstrate on the 8 Revise the rhyme in Step 28, using all the
board with a few low numbers, but starting actions.
with ten 'empty ' dots.
HANDWRITING BOOK
Understand : pick up
Say : shoe, sticks, gate, hen
"
Write: 8
ACTIV ITY BOOK
10 Match . Pupils ring the words that start with
the letter shown in the middle. Do the first
PUPIL'S BOOK one on the board. Get pupils to say all the
words. Then say 't'(sound) for .. . land
Rhyme. Play the tape and ask pupils to get pupils to tell you which words fit. There
point to the numbers and pictures on the are two words in each case.
left. Play the tape several times. Then say
Point to a gate/the sticks/o door etc. II Say and calaur. Say Show me a gate/hen/
shoe. Pupils 'read' the pictures aut loud,
2 Point to each picture in turn and get the going from left to right. The pupils can now
class to repeat after you. With the colour the pictures. Go round asking What
exception of sticks, say each word without colour is this? Is it a gate? Say Point to a
and then with the article 0: Shoe (class shoe and so on.
repeats). A shoe (class repeats).
3 Now say the rhyme line by line and get the
class to repeat after you. Demonstrate pick NUMBERS BOOK (OPTIONAL)
up sticks when you come to it. The pupils
I2 Demonstrate haw ta write 8. Follow the
will only use pick up in this rhyme and
basic procedure described far 7in Step 48.
should not be expected, at this stage, to
The number 8 must be done in a single
use it in other situations. Do not spend too
movement and needs a lot of practice. Be
much time on it. Next, get the class to say
very encouraging to pupils who are getting
the whole rhyme with you, pointing to the
the movement right, even if, at this stage,
numbers and pictures.
the result is far from perfect.
4 Point to the pictures and ask What is this?
Say Show me q.
5 Say the rhyme and demonstrate the
actions shown on the right hand side of the
.....-.,
lX-'
page. Do this with the class, reciting with
the tape.
---~.'~
., '",
-'
:"
6 Ask small groups to come to the front and
recite and perform the actions. Say it with
them as necessary.
7 Sing It is my birthday (Step 42) but with
numbers 7-/0 (write a number on the
board). Ask pupils Howald are you?and
51
NUMBERS BOOK (OPTIONAU
STEP 51 8 Pupils trace over the numbers that match
the numbers of balloons . Demonstrate on
NEW LANGUAGE the board first of all. Go round , checking
hand movements. Pupils who finish can
Say: shoulder, head, arm, hand, leg colour in the balloons.
Write: w, plane, train
PUPIL'S BOOK
Say shoulder, head, arm, hand and leg,
indicating the relevant parts of your body . "
Get the pupils to repeat after you, pointing
to the parts of their own bodies. STEP 52
2 Call out shoulder/head etc. Pupils touch •
that part of their body.
NEW LANGUAGE
3 Look and soy. Pupils look at the picture of
Yo-Yo. Callout ports of the body and get . Write: q
them to point. Then call out numbers and
get pupils to tell you the part of Yo- Yo's
body: Number 4? (Hand.) ,--P~U~P-,Ic::L:....:'S:::....::B:..::O~O=-:..:K,---_ _ _ __ -,~=·
.
4 Practise recognizing 1- 10 and counting . Use Song, Play the tape and show the pupils
classroom objects such as books and the actions. Callout ports of the body and
chairs. Sing Ten /itt/e rabats (Step 48) and get pupils to touch them,
recite the rhyme in Step 50.
2 Go round and put your hand on the
shoulder, head etc. of individual pupils. Ask
What is this? Encourage the answer It is
HANDWRITING BOOK my .. .
5 Teach the writing of w. It is like writing the 3 Play the tape. Pupils look at the pictures in
letter vtwice, without lifting the pencil from the book, perform the actions and join in the
the paper. Follow the pracedure far v, words. Repeat several times.
described in Step 4Q.
4 Get individual groups to perform without the
tope. Get one half of the room to do verse
ACTIVITY BOOK one and the other half to do verse two.
Then swap round.
6 Write and colour. Pupils write a plane and
a train and colour in the pictures. Follow the 5 Do it as a whole class as quickly as
procedure for red, described in Step 37. possible!
7 Read and colour. Write blue, brawn and 6 Play the game in Step 4Q. Sing Elephants
orange on the board . Ask What is this and fishes (Step 8).
word? Do the some with boll, boot and cor.
Now write a blue cor and ask a pupil to read
it. Do mare examples of a + colour + noun HANDWRITING BOOK
for the class to read. Pupils can then do the 7 Draw a q in the air. Ask What is this letter? If
colouring in the Activity Book, according to necessary , demonstrate on the board and
the description given . practise with the class. Repeat this
procedure with p. Pupils can then do the
exercise in the Handwriting Book.
52
ACTIVITY BOOK
8 Match. Pupils trace over the letters that
STEP 53
match the initial sounds of the word s
illustrated. NEW LANGUAGE
q Say and calour. Say Point to a leg/head/ Write: x, yellow
arm. Pupils 'read' the pictures aloud , going
from left to right. The pupils can now colour
the pictures. Go round , asking What is this?
Is it a hand? etc.
PUPIL'S BOOK
Game. Say Show me Xl/XB/Xq/xlO. Get
pupils to make sentences about the robots :
NUMBERS BOOK (OPTIONAL) XIO has white arms. Xl has red legs.
I0 Demonstrate how to write q. Follow the 2 Tell the class (in their own language) that
basic proced ure, described for lin Step 48. you are thinking of one of the robots and
The number q is written with a single hand they have to guess which one. Follow the
movement with a pause half way through . It dialog ue in the Pupil's Book. Individual
is very like the letters g and q, but of course pupils can then have turns at choosing a
it starts near the top guideline and ends on robot and saying My rabat has . .. The
the baseline. Li ke the letters it is written with class have to guess which robot it is.
the pen or pencil going over part of it twice: 3 Play the game in Step 26.
4 Sing Ten little rabots(Step 48).
~pouse
5 Practise reading plane, car, train, boat, doll,
- -:.k........-~~:- } The pencil goes over this part ball, kite, book.
',---d'~ ~ of t he letter twice
,,
HANDWRITING BOOK
6 Demonstrate the writing of x. It is written
with two separate hand movements. Make
sure that pupils do them in the correct
order. Follow the pracedure described for v
in Step4Q.
ACTIVITY BOOK
7 Write and colour. Pupils write yellow and
colour the robot. Follow the procedure for
red, described in Step 37.
8 Missing letters. Pupils write in the missing
letters (u, v, x). Go round helping .
Encourage pupils to recite the alphabet to
themselves. Look at hand movements.
Q Read and colour. Pupils read the words
and colour the pictures. If necessary, revise
the colour words first of all. Write them on
the board and ask What is this word? Then
say Show me an orange pencil/a white bag
etc.
53
NUMBERS BOOK (OPTIONAL) 13 The class can now do the exercise in the
Numbers Book, Some pupils may have
10 Draw five dots on the board. Say How difficulties, Do not be too concerned or
many? Count them out loud and then write expect too much, Some people take longer
5 underneath them. than others to understand number
concepts, Get them to draw dots or even
5
Add an extra dot and say Five plus one and
STEP 54
write + I after the 5.
NEW LANGUAGE
o 0 o Understand: ga/goes(= move)
o 0
5 + I
• Write: 10
PUPIL'S BOOK
Song, Play the tape and demonstrate the
Then say Five plus one equals . .. ?Count actions, Get the class to repeat after you as
up the dots and provide the answer. Write you say one of the verses,
= 6 after 5 + I, Read out the whole 2 Play the tape again. The class sing along
sentence 5 + 1 = 6. with you and perform the actions. Repeat
II Repeat this with 4 + I, 3 + I and 5 + 1again . several times and let them try without the
Get the pupils to give you the answers, This tape.
is to remind pupils ofthe idea behind 3 Get three groups to the front to perform the
addition and how to 'read' a sum in English, song. One group does the arms verse,
I2 Now putthis on the board: another does the legs and the third group
does the head verse. Join in yourself as
necessary.
4 Practise read ing red, blue, green, brawn,
orange, black, yellow, white, Revise letters
••••
•••
••••••••
••
. •..
•
~.:
••
•
••••••
• •
of the alphabet by asking pupils to read out
(spell) the letters of words on the board:
roe-do
• •• ••••
5 Using Steps 23 and 2q in the Pupil's Book,
individual pupils tell you how to spell colour
words, You write what the pupil tells you on
the board (the class watches out for any
Say Five plus one equals, , , ?The class
mistakes!),
say Six and you get a pupil to come to the
front and write over the 6, 6 Sing the Alphabet song (Step 24),
54
HANDWRITING BOOK 2 Ask questions. How many boxes? Is it a big
lion? Is ita big beor?Say Show me the
7 Draw a y in the air. Ask What is this letter? If bear. Point to a green box. Show me a lion.
necessary, demonstrate y either in the air
or on the board , describing what you are 3 Get the class to repeat the words of the
doing. Repeat this procedure with g. Pupils story after you.
can then do the exercise in the Handwriting 4 Ask pupils to 'retell' the story, pointing to
Book. the pictures. If necessary, say the words
with them .
5 The story can be acted out. This would be
ACTIVITY BOOK particularly successful if you used four
8 Write. Pupils have to write the first letters of small boxes and some toy an imals. The
the illustrated words. Say 'c' (sound) for names of Jack and Sue can be changed to
cat. Tree . .. ?and encourage them to say th·:> names of two pupils in the class. The
't' for tree. If necessary , write c b t a on class (or a group of pupils) tell the story,
the board. Provide as much preparation as while the two pupils act it.
is'Deeded and go round helping. This is a
6 Sing How many monkeys? (Step 12).-
challenging activity and so be very
encouraging and do not let any of the class
feel that they are failing. HANDWRITING BOOK
q Say and colour. Say Show me a hot! 7 Demonstrate z. This letter is written with
shoulder/gate/house. Pupils colour the one hand movement and there are two
pictures. Go round asking questions: What pauses to get the two points. Follow the
is this? Is it a hat? Say Show me o ... general procedure described for vin Step
4Q.
55
ACTIVITY BOOK
STEP 56 8 Write. Pupils have to write the first letter of
the illustrated words (balloon, leg, plane,
NEW LANGUAGE hen). This is a demanding exercise. If
necessary , go through it all with the class
Read: bear, mankey, lion, elephant, an and write the letters I b h P on the board
before they write in the Activity Book.
q Read and say. Say Sue has . .. a book
PUPIL'S BOOK and . .. , encouraging the class to read the
Read. Say Show me a monkey/lion etc. next word on the list, which is a doll. Pupils
Pupils point to the pictures. have turns to read down the list. They con
then colour th e picture of Sue.
2 Write the letters b m I e on the board . Say
'b '(sound) forbear, 'm'formonkeyetc . The
class should repeat each one after you and
point to the initial letter of each word in the
NUMBERS BOOK (OPTIONAL)
Pupil 's Book. Say Point to 'b '/'m '. Go 10 Practise counting 1-10 with the class. Write
through this several times . 1-10 on the board. Ask What is this number?
as you point to individual numbers. Count
3 Write a bearon the board . Read it aut. Point
to 10 again, painting to the numbers an the
to a and ask What is this word? Now write
board. Rub aut 3, 5, 7 and q. Count from I
an elephant on the board. Read it out.
and when you come to a gap, pause to let
Explain (in the pupils ' own language) that
the class say the missing number. Write it
sometimes we write an instead of a for
in the gap in a different colour. Repeat this
certain words. Do not try to give the
a few times. Pupils can then do the exercise
reasons at this stage.
in the Numbers Book. The starter dots will
4 Now write a monkey on the board. Ask help them write the numbers correctly.
What is this? Pupils should leave their
books open to compare the word shapes
and work out the answer. Repeat this
procedure for an elephant, a lion, and a
bear.
5 Write all four words on the board. Say
Show me the word 'bear'. What is this
word? Is it 'elephant'? Do this with books
6
open and then with books closed .
Sing I am a robot (Step 54) and Little girl,
STEP 57
little boy (Step 18).
NEW LANGUAGE
Understand: in, mouth
HANDWRITING BOOK Say: square, circle, triangle, sweets
7 With your finger trace von the board. Ask Write: blue
What is this letter? If necessary
demonstrate how to w rite it. Repeat this
procedure wi th t. Pupils can then do the PUPIL'S BOOK
exercise in the Handwriting Book.
Look and say . Use blackboard drawings
to teach square, circle and triangle. Say
Show me a ... Ask What is this?Then look
at the book. Say Point to a circle. Is it blue?
56
2 Song. Tell the pupils they are going to hear NUMBERS BOOK (OPTIONAL)
a song about sweets. Translate sweets.
Play the tape. Pretend to have sweets in a II Prepare for the sums, using the technique
bag, then in your hand and finally in your described in Step 53. Pupils can then do
mouth. the exercise in the Numbers Book.
3 Get the class to copy the actions and 12 If the class is ready far it (and it may not be)
repeat after you in my bag . .. in my hand you can use real examples, such as books
... in my mouth . .. mmm. or pupils, to shaw why the sums 8 + 2and
2 + 8 have the same answer. You can do
4 Play the tape again. Pupils mime the the same with 5 + 2 and 2 + 5.
actions and point to the pictures of the
sweets. They can join in with mmm . .. at 13 Ask individual pupils to read out the
the end. completed sums.
5 Now get the class to repeat the words of the
song after you. Say Show me a white
triangle etc. The class can now sing with
the tape. You can try the boys on the first
verse and the girls on the second. Join in
with the pupils as necessary , to help them.
6 Sing and perfarm It is my head (Step 52). STEP 58
HANDWRITING BOOK NEW LANGUAGE
7 Revise n and x if necessary. Pupils can
then do the handwriting practice.
PUPIL'S BOOK
ACTIVITY BOOK Game. Revise the shapes by drawing them
8 Write and colour. Pupils write blue. Then an the board. Say Show me a square etc.
they colour the pencil blue. Follow the Then paint to a shape and ask What is this?
procedure described for red in Step 37. 2 Draw several squares, circles and triangles
q Missing letters. Pupils write in the missing an the board, each one a different colour.
letters (u, x, z). Go round helping. Get Say Shaw me a blue square. What colour is
pupils to recite the alphabet to themselves this?
to work out what is missing. Look at hand 3 Get pupils to look at blackboard number I in
movements. the Pupil's Book. Ask How many squares?
10 Match. Write a bear, a lion, a monkey and (10) How many orange squares? (I) How
on elephant on the board. Check that pupils many green squares? (q). Follow this
recognize them. Ask What is this ward? procedure with the triangles. Th en do the
Pupils can then do the exercise in the same with blackboard number 2.
Activity Book. They join the words on the 4 Practise the question How many circles?
left to the appropriate pictures on the right. by getting the class to repeat after you.
Then practise How many brown circles/
orange circles/white circles? Let pupils
have turns at asking questions about
blackboards 3 and 4.
5 Sing Two sweets (Step 57).
57
6 Write up nouns and colour adjectives on the
board and ask pupils to read them. For
example, write a black bear, a yellow car.
STEP Sq
7 Sing The big bag song (Step 36).
NEW LANGUAGE
HANDWRITING BOOK
8 Revise wand h, if necessary. Pupils can
then do the handwriting practice. PUPIL'S BOOK
Picture practice. Use the picture for
revision. Ask questions such as How mahy
ACTIVITY BOOK boats? How many red boats? How many
windows? What colour is the bike/ van/dog?
q Write. Pupils have to write the first letters of
How many trees? How many gates? Soy
the illustrated words (apple, x-ray, van,
Show me a red plane. Show me a big boat.
raboO. If necessary , go through it with the
Point to a green house.
closs, working out which letters have to be
written in the boxes . It may be necessary to 2 Let pupils ask questions about the picture.
write a, x, vand r on the board before the
pupils write in the Activity Book.
3 Perform the rhyme in Step 50.
10 Draw and say. Pupils draw over the 4 Sing ltis my head (Step 52).
shapes. They then make sentences like the 5 Ploy the game in Step 26.
examples given in the Activity Book, using
6 Sing Yo- Yo's song (Step 38).
big and little.
58
STEP 60
NEW LANGUAGE
PUPIL'S BOOK
Sing the Alphabet song (Step 24) and get
pupils to point to letters. Sa~ Point to x, a, d
etc. Ask What colour is m, I, s? etc.
2 Sing Ten little robots (Step 48).
3 Game. Pla~ the game in Step 60. Call a
pupil to the front. Ask the pupil to choose a
letter or number from the book and to keep
it a secret. Ask questions to find out what it
is. Start with Is it a numberlletter? Th en find
out the colour. The pupils must onl~ answer
yes or no. You then choose the number or
letter ~aurself and get the class to ask the
questions.
4 Let the pupi ls look through the book and
choose songs the~ like to sing .
HANDWRITING BOOK
5 Pupils can now trace the whole alphabet.
Encourage them to work slowl~ , thinking
carefully about hand movements. Pupils
can then tr~ writing out the whole alphabet
in a cop~book.
ACTIVITY BOOK
6 Write. Pupils have to write the first letters of
the illustrated words (cake, sun, insect,
fish).
7 Read and say. Say Jack has . . . a ball and
... , encouraging the class to read the next
word on the list, which is a plane. Pupils
have turns to read out the list. The~ can
then colour the picture of Jack.
NUMBERS BOOK
8 Follow the procedure in Step 58.
59
RGe1il
ea y.'
Get Ready ! is a lively twa- level course for children who are
learning English for the first time. It is based around songs
and activities, carefully matched to the interests of young
learners, and suitab le for use with large or small c lasses.