Practice s-\ Test Center Roma) Pacer ea Reh celied K, Frazier ay S. Bupp OXFORDBU er my bese Tira Crd ela] English course! Millions of children around the world have learned to speak English through the trusted methodology of LET’S GO: BET Ca LLLg © Conversations and question-and-answer practice get children talking from the very beginning + Student Book with Student Audio CD of conversations, vocabulary, Ree eerie © Interactive songs and chants by Carolyn Graham bring classrooms to life NEW Phonics and reading lessons help * Workbook children learn to read fluently Bin anus) ae ae aC ag Cie Macca e NEW Fun phonics chants and drum tracks improve pronunciation and intonation * NEW Communication games give children [Wares many more opportunities to use English with confidence www. ZabanBook.com + Oxford iTools 1P)fel Col Rel ooo cen Cad www.oup.com/elt/letsgo 4 Thing See re ISBN 978-0-18468104-4 OXFORD er) i | + Teacher Cards and Student Cards 9 "7801941641 Dries eee at i F Saarwww.ZabanBook.com,Let's Remember What timeisit? Taste Kote's umbrelia. See you leer Syllabus Sawoc, aucees Se. Unit 1 At School eas ee eee Let's Read Conversation: I don'thave any | School Items: chalk, point, School Items: momnets, | pis nigs potato chips! I think T have some. | tape, scissors, glue, paper. scissors, colculotors, colored = ‘Con I have some? Sure. Help flbbon, string Pencils, rubber bands, push | BI block, blue — ae Do you want Language: What does he/she | Pi: Point brushes, staplers | gl goss. gue sore propos? ‘Wa, aaa have? He/She has some chalk. | Language: Does he/she I plate, plant ‘Snacks: popcorn, candy, peanuts, | He/She doesn't have ary glue. | have any magnets? Oo they | Phonics Chant: 8g crackers, potato chips 00g: S06 Dasa’ ‘rave ony chalk? Block Butterty, ‘Song: No Popcorn Any Glue ‘Story: Sam's Pront Unit 2 Clothing eo Let's Learn ese a Conversation: Which hat do you | Clothing: a biouse, o skit, Clothing: aT sit ojockel. | Dis nig like? 1 lke the red one. © dress, o shit, pants, hors, | sweater, o sweatshirt, jeans | don't know. What about this ene? | shoes, socks pajamas, sippers, boots bbr brown, brood ete ee cs Language: What's she wearing? | Language: Whose jacket is | 9° a*2n. grapes juss e She's wearing @ dress. Hs'> | this? It's Scot's jocker, Pr pretty, prune Patterns: striped, polka dot, plaid, | wearing a shirt. He's not wearing | Whose jeons are these? Phonics Chant: Brown ‘skit, They're wearing pants. | They're Jenny's jeans. 1's | Breed for Breaitost Weepieetce ieee ‘They're not wearing short. ie ae ea: ya ‘Song: Conboy Beots oo ‘Around the Werld eee Sona ees Unit 3 Places eo ee eee ee Conversation: Excuse me, Places: clinic, repair shop, Transportation: by carb | BH niga | Winere's the nurse's office? office, factory, store, bakery | bike, on foot, by bus, by fax, onies 11's next to the gym. Fotow me. by tain €l class, cock Here's the nurse's office. Thanks | Language: Where's he going (one eed He's going o he store, Are they | Language: How's he going |" Nower ty ‘Your help. ‘ing to the office? to school? Ho's going by car. | $! sleep, slow Rooms: masic rom, closscom. | Cant: whore Are You Going? | Where's he gong? He's Phonies Chant: Woich ‘gym, oft room, lunchroom, office, going to the foctory. How's he | tine Clock ‘cross from, between, next fo ‘going there? He's going by Song Vines ne Coaroon? os Story: Atte Some Unit 4 Occupations eo een een eee Conversation: Whot does yeur | Occupations: oveternoion, | What People Do:felp | i nig father do? He's a pilot. My ‘omechanic a salesclerk, onimals, fx cars, sel things, s } mother’s on office worker. Oh. | factory worker, a photographer, | moke things tke pictures, | €F crab, crocodile What does on office worker do? | oboker use a computer fr friends, rog ene Language: Wnat'shisjob? | Language: What docs Phonics Chant: My ‘Occupations: « pilot, He's a mechonic. What's her ‘a veterinarian do? A pete ‘© zookeeper, on astronomer job? She's a veterinarion veternarn helps onimals. | tory: Taxing Pictures ‘baseball player Is she 0 z0ckeeper? He works on a farm. He atthe Z00 ‘Song: Wnar Does Your Fotner Lo’ | Song: Jack's @ Mechanic ee eee epson inne red 2 syllabusUnit 5 Act esc Conversation: Can you ploy tomorrow? Sorry, can’t. I'm busy on Saturday. Wnot about Sunday’ Can you play? Yes. I'm free. ‘See you on Sunday! esa Classes: art class, English closs, music closs, moth class, swimming less, computer class. Language: What do you do on ‘Monday? I go to art class. What ‘ef Let's Learn More ‘Activities: play outside, take © nap, watch TV, a0 shopping, play video gomes, prostce the piano Language: What doos he Phonics (dr drow, drum tr train, ree Phonics Chant: Play too. When do you eat dinner? At 5:30. Whot tie is it now? It's 5:5. ‘Oh, no! I'm ite. Bye! See you tomorrow! I'm sorry I'm late. That's OK, Time: three ffean, three thirty, three forty-five, four o'clock ‘Song: Three Fitieen eens (esis Conversation: Where were you yesterday? I was at the beach. How was it? It wos fun! How was the Weather? It was sunny ond warm. How cbout you? We were ot the 200! Places: ot the 200, ot he stor of the beach ‘Song: Where Were You ot Two? sometimes, never Language: What do you do on the weekend? I always watch TV. What does he do on the weekend? He sometimes watches TV, Chant: Ben Fides His Bike 10 School Unit 7 Yesterday and Today ese Weather: sunny, rainy, cloudy, ‘snowy, breezy, stormy, chily, foggy Language: I! was sunay on ‘Sunday. It's cloudy today. How was the weather on Sunday? Hows the weather today? I's snowy. ‘Song: How Was the Weather Yostorcay? e-mail, do gymnestics, study Engiish, do homework, Practice korate Language: When does she Play tennis? She usualy Plays tennis after school Do you ride your bike ofter school? Sie eres Places: restourgnt, movie ‘theater, ma, amusement Park, circus, hospital, library, ‘irport Language: Where were you yesterday? I was at the Circus. Where was she at 1,00? Where is she now? ‘She's ot home. Wes he in the lunchroom at 12:07 Days of the Week: Sunday, ‘does she do on Monday? do on the weekend? He the Drum Monday, Tuesday, Wednesdoy ‘She goes to computer clss. Bays outside. Does he ride | Story: Fovrite Doys ‘Trursdoy, Friday, Soturcay cheait Weds Nev's | bike on the weekend? ‘Song: Busy. Busy, Busy on Monday? Unit 6 What Time Is It? ea ea a Let's Learn More Let's Read ‘Conversation: I'mhungry. Me, | Routines: awoys, usualy, Activities: ploy omnis, 204 | pig ssw swim, swings st student, study Phonics Chant: She Loves to Study ‘Story: Stacy's Day (Tobe) Let's Read Phonic: ‘sk ky, skylork ‘sn snowfoke, snoke Phonics Chant: ‘Snowflakes and Skylorks Science Story: What Were They Before? Unit 8 My Home Conversation: Whot aro you doing? I'm looking for my * skateboard. Where wos it yesterdoy’? It was in my bedroom! I's not here. hope we find it! Me, too! Places: bedroom. living room, bathroom, dining room, kitchen, gorage Chant: Where's the Bed? Peer esc ee ‘Sports: o skateboard, « scooter, ‘ unicycle, a sled, a snowboard, ‘kis, inne skates, ice skates Language: I can't find my ‘skateboard. It was in the gorge Yesterday. Where was the ‘snowboard? Where were the skis? ‘Song: Where's My Skateboard? ‘Activities: eat breakfast, do homework, watch TY, tok on the phone, play 0 video game, ride a bike Language: What did you do yesterday? T ote breokfost Did he proctice the piano? Phonics sm smal, smile se scary, scooter Phonies Chant: ‘Small Scooter Story: Lost Saturday ‘mo See syllabusIntroduction The Philosophy Behind Let's Go Let's Go Fourth Edition is a seven-level course designed for children learning English for the first time. The ‘themes and situations throughout the books are universal to children everywhere. Let's Go emphasizes communication within a carefully controlled grammatical syllabus. Beginning with the first lesson, students are provided with a variety of activities that focus on interactive communication. The activities gradually increase in difficulty. Students are regularly presented with new vocabulary and structures so that they have adequate language to communicate with at each new level Students are encouraged to communicate with one another from the start. first in groups and then in pairs, after they have developed sufficient confidence and familiarity with the language. This pairwork is crucial, since it is here that students are really communicating with one another in situations most closely resembling life outside the classroom. ‘The lessons in Let's Go incorporate techniques from several methods that have been repeatedly proven successful in teaching English to children, including: MAT (Model, Action, Talk) Method, TPR (Total Physical Response), Functional Approach, Communicative Approach, Audio-Lingual Approach, and Grammatical/Structural Approach, About the Series ‘Both Let's Begin and Student Book 1 are entry points (0 Let's Go. Let's Begin is for students with no formal English instruction. Student Book 1 is for students ‘who may have had an introduction to some simple English vocabulary and English letters. Subsequent levels build on and recycle language and vocabulary from previous levels. Organization of Let’s Go Level Three Each of the eight units in Level 3 is organized around a basic theme and is divided into four lessons, with a review lesson after every two units. Each lesson builds on previously learned language and introduces, new vocabulary and structures. Both review and new language are cigarly identified in the Teacher's Book 4 Introduction lesson plans. The same titles and page numbers are used in the Workbook to help teachers and students identify corresponding pages for homework and extra practice assignments, Each lesson focuses on a specific purpose in language development: Let's Talk builds functional fluency through a conversation relating to the topic of the unit, followed by a song that practices the dialogue language. Students are giving the opportunity to personalize the language they have learned in Say and act. Let's Learn builds grammatical accuracy as students Jearn vocabulary relating to the unit theme, practice using it in the context of a sentence in a scene, and ask questions or make statements about it. Let's Learn More expands on the language introduced in Let's Learn by introducing additional thematic vocabulary, practice in the context of a scene, and ina game format. Students then learn functional classroom language in Listen and do. Let's Read uses phonics to teach children phonemic awareness and how to read language they may have learned orally. Listen and Review provides a one-page listening assessment and a game to recycle language and vocabulary Lesson Planning Guidelines A lesson plan should be developed for every lesson ‘taught, with specific goals and objectives. It is always better to over-plan and have more activities than you need, as the same activity will not always work equally ‘well with all groups of students, and unexpected situations call for flexibility in class. Use various types of activities to appeal to the different learning styles of your students. Every lesson activity, drill, or game in the Let's Go ‘Teacher's Book has a purpose in advancing language proficiency. For example, the Warm Up activity at the beginning of each lesson serves two purposes—it helps activate students’ English when coming from a non- English environment (eg., after school), and it reviews previously learned language that will be built on in the lesson.‘The Teacher's Book pages for each lesson contain suggested activities, explanations of potential problem areas, and tips for teaching each specific language point. Activities can be replaced with others from appropriate sections to suit the needs of your class. Generally, students keep their books closed during the presentation of new language so they can focus on hearing and understanding the language before having to see it on a page. After the closed-book presentation, students open their books and listen to the audio and do the exercises for that lesson. Finally, students close their books to focus on communicating with their classmates during the suggested games and activities. Time Guidelines In general, after presenting the new language, the ‘majority of class time should be spent on practicing it in groups and in pairs. Approximately 10% of your time should be spent on Warm up activities, 30-40% of, your time on presenting the language with books closed, 20% practicing the language with books open, and another 30-40% on practicing the language with games and activities. Phonics a Pacing ‘The pacing of a language class for children must be lively. To maintain the students’ interest, activities should be changed approximately every five to seven ‘minutes, or whenever the students’ interest starts to ‘wane. It is much better to stop an activity while the children are still involved in it than to wait until they are no longer interested. Favorite activities can always be used again later. This also holds true for drills and practices, which should be done at a challenging pace to establish natural English rhythm and intonation. Let's Review Introduction 5Components 6 ‘Components Student Book an ‘ight units with four lessons per unit Srn— = ‘© Four review units (one for every ‘wo units) + Full-color illustrations and photos in a clear, engaging format ‘© Can be used as a reference as students interact with each other ‘= Songs and chants provide lively language learning, + A Student Audio CD for practice and review Student Audio CD ‘+ Audio tracks for athome review ‘© Conversations, vocabulary, songs, phonics chants, and stories for practice at home Workbook Baa ‘+ Pages match the Student Book =e + Reading and writing practice provide language reinforcement ‘Activities are designed for use in class or as homework Teacher Cards + Large portrait size * Pictures and vocabulary words and phrases on the same side for literacy learning, + Useful for playing group games,nd for presenting vocabulary + Integrated into Teacher's Book lesson plans Student Cards * Playing-card size cards to use for games, drills, and practice at home Perfect for small hands ‘+ Integrated into Teacher's Book lesson plans Class Audio CDs * Contain the complete audio track for the Student Book + Include vocabulary substitutions with drum tracks, stories, tongs, and chanteDI Oxford »making EiteTey|sense Teacher's Book © Introduction: ‘+ A description of the course and its teaching methodology ‘+ Tips for teaching different aspects of the lessons ‘= Descriptions of games and drills used in the lesson plans © Lesson Plans ‘+ Easy-to-follow activities to present, practice, and reinforce new language ‘+ Suggestions for lass, small-group, or pair arrangements = * Audioscript for language and conversations on Audio CDs at point-of-use ES + Ideas for games and activites in every lesson + References for extra practice © Also included in the Teacher's Book: + Worksheets and Tests © Workbook answer keys ‘+ Teacher Card List and Word List Test Center (CD-ROM included in the Teacher's Book * Placement tests * Printer-ready and editable unit, midterm, and final ests | * Cambridge Young Learners Practice Tests = | + Test audio - -| | Online Practice a Access codes included with the Teacher's Book and the ‘Workbook with Online Practice ‘+ Interactive activities for every lesson + Automatic scoring and gradebook * wwwlgonlinepracticecom iTools * Classroom presentation software suitable for use with interactive whiteboard or data projector/compuier + Teacher can project Student Book and Workbook pages, show Teacher Cards, and play audio files, * Includes interactive activities with every lesson to use in class Components 7Unit Walk-Through Let’s Talk Mascots Sam and Ginger introduce the Let's Talk spread with a speech balloon. Familiar characters model ‘communication in familiar situations Language focus boxes highlight key language patterns ‘Start the lesson with a review activity, song, or chant to review previously learned language that will be built upon in this lesson. This will start the class on a positive note since students are using familiar language. @ Listen and say. 1. Introduce the conversation, Model the conversation ‘with puppets or student volunteers to provide a physical reminder that conversation is communication between two or more people 2. Listen tothe dialogue. Students look atthe soene to establish context. and then listen and repeat after the audio to reinforce natural promnciation 3. Listen to the language focus. Have students listen to the audio, Then have them repeat, focusing on natural, {ntonation, rhythm, and speed. 4. Practice the conversation. Move from group practice to pair practice (or groups of three, depending ‘on the conversation), 9 © Practice the words. Ask and answer. “T. Introduce the words, Use Teacher Cards to introduce the vocabulary. Hold up one Teacher Card ata dime and sy the name ofthe vocabulary tem. Students repeat each word several imes.Then conduct 2 quik dil ofthe words using the Teacher Cards, ‘without speaking as you show the cards. Gradually pick ‘ap speed as students get used to saying the words. 2. Practice the words with the pattern, Put Teacher Cards onthe chalk rll. Point othe first card and say 8 Unit WallcThrough __— CD track numbers make finding the audio easy (arrestee te wrk: i ed nee (itt pang. Where's he Garon? BE een ite, }~ Song or chant SORLcm Tcicaenne se | reinforces language SET Tete afet | fromthe dialogue Unit 3 Student Book poges 22-23 the question. Have students repeat. Continue with all the new vocabulary. Then point to the cards in random order and have students say each word with the pattern. eS Listen, point, and sing. Play and listen. Play the song or chant fist and yhve students donty familiar words they hear and items they seein the Mustraton 2. Practice the rhythm, Inioduce the song or chant rhythmically Have gudents clap to keep the betas you model the song line by line Have students echo te ines after you Demonstae actions or movements tat go with the song 3. Read the lyrics. Have students point to and read words they recognize Repeat the word of the sng, line by lin Invite students to repeat after you. Sing the song several ties 4. Sing the song. Play th song and have students sing along. Thon divide the class nto groups to sing the song. ‘Use the suggested games or activities to practice the ‘new phrases, vocabulary, and language patterns. oe reac aon © Log in for (Q Online PracticeSam and Ginger introduce new vocabulary with a picture card Topic-based vocabulary Familiar characters model vocabulary and language pattern Let’s Learn Question-and-answer patterns modeled in Rhythm and intonation practice Butane ten | incontext aeons {cantor song a reinforces vocabulary Substitution Cienee vocabulary highlighted ee inlanguage patterns Tala Ee, nd reinforced witha rhythmic drum track a ‘onthe audio CD ‘Unit 3. Student Book pages 24-25 ‘Start the lesson with a review activity or select an activity, from Games and Activities to review language that will bbe built upon in this lesson. This will start the class on a ‘postive note since students are using familiar language. Pre-teach Language ‘Introduce vocabulary and language patterns before students open their books, so that they become familiar ‘with the target language orally before seeing it on the age. © Learn the words. 1. Listen to the words. Have students listen to the audio and point to the pictures in thelr books. Then have them listen and repeat. Focus on speaking with natural pronunciation 2. Check comprehension, Say the words in random ‘order and have students point to the appropriate pictures in their books. Start slowly. but increase your speaking speed, to challenge students and make the activity more fun, © Ask and answer. look at the scene in their books and describe what they see. Then listen to the audio. 2. Practice the question and answer. Check that seudents understand and can use the question and answer pattern, Then have them take turas asking and answering questions about the objects in the scene. 3. Focus on rhythm and intonation. Play the drum twack. Have students listen, clap, and chant along with the audio, jsten to the question and answer. Have students — eS Ask and answ Tisten to the question and answer Have sudan Took a the page and identify the pace they see. Then play the avdioand have students listen and point tothe ptwres 2. Focus on rhythm and intonation. Play the drum track, Have student isten, ap with thelr pencils and sk the questions 3 Create new questions. Have pars of students tke turns asking and answering questions about the pictures Encourage theasWo creas sew quesons about the pletures to share with the group. 2] © Listen, write, and chant. A Listen to the chant. Play the chant and have audenis identify familiar words they hear and familiar items in the illustration. Have them listen for lines or words that sre repeated 2. Listen and point. Play the chant again and have swidents pitt ro and name the objects in te ilustation, 3. Sing the chant. Play the chant again and have students sing along ‘+ Use the suggested games or activities to practice the new phrases, vocabulary, and language patterns ‘Workbook ‘+ Student Book Audio CD + Toots + Log in for (3 Online Practice Unit WallcThrough 9Let’s Learn More Sam and Ginger introduce more new vocabulary with ‘two picture cards ‘Additional topic-based vocabulary Familiar characters model vocabulary and language pattern in context Substitution vocabulary. highlighted in language patterns and reinforced with a rhythmic drum track audio ‘Start the lesson with a review activity or select an activity from Games and Activities to review language that will ‘be built upon in this lesson. This will start the class on a positive note since students are using familiar language. Se amodece vorabelary ant lnguegs piers Pele students open ther books so that they become familiar ‘vith the target language orally before secing t onthe pase, © Learn the words. 1, Listen to the words, ave students listen to the audio and point to the pictures in their books. Then have them listen and repeat. Focus on speaking with natural pronunciation 2. Check comprehension. Say the words in random order and have students point to the appropriate pictures in their books. Start slowly. but increase your speaking speed to challenge students and make the activity more fun, © Askand answer. 1. Listen to the question and answer. Have students fook athe sens tn hl books and dsr what hey sce Thon lawn tothe ud , aclin in guise xan Cake Frudent undewand and ean uw tho queston and ‘Cover petra Then, hv hath tesa nd Snswering ques sbou the objec i th ene 5, cus on caytue and inmotion. Flay a drum track Havestudens sen, clap ad chan song th theauda 10 Unit WallcThrough Interactive game practices the target language ina fun way Personalize the DW eet ye? practice Unit) Student Book pages 26-27 e Play a game. Ask your partner. Tisten to the sentences,” Fay te audio and fave seudenslsten and point to the pictures Play t again td have students peat the questions and answers. 2. Practice the sentence pattorns. Have students pay the gamo in pars (Where's she going? She's gong ro the clothing sore How she gong there? She's going on foot After stadens have practiced withthe book, invite them to crete orginal sentences using the target pacera ‘and drawing their own pictures. © What about you? ‘Discuss in small groups. Invite one student to be the ‘one asking the questions. Have students going around a © circle and answer each question about themselves. 2, Listen to the sentences. Have students listen to the answers and tell a partner what another student said 3, Say and do the actions. Have students say and do the actions that show the answers to the questions. For ‘example, they should pantomime walking to school or ‘getting on a bus. Invite their classmates to guess as they ‘watch their performances, eeu bacsud ‘+ Use the suggested games or activities to practice the ‘now phrases, vocabulary, and language patterns. ‘© Workbook sTools ‘+ Student Book Audio CD * Login for [Online PracticeGinger is earning toread while Sam focuses on letter combinations cl fl sl eB -) -~O «me - oe ste pt eta ram ay Contrasting blends appearin red at the beginning of key words Fun Phonics Chant for phonemic awareness and pronunciation Start the lesson with an activity to review the alphabet or by singing the alphabet song. Review the phonics leters and sounds from the previous unit. Saying the Phonics Chant from that unit together will start the class on a positive note. 9 Listen, point, and say. Tisten to the sounds. Then have student listen to the sounds on the audio and point tothe leners and words sn thetr books. 2 Practice the sounds, Show students Teacher Cards for words that start withthe /cl/ blend and say the ‘words, Have students concentrate on listening to the Initial sounds in each word. Do the same with the words that begin withthe /f/ blend and the /s/ blend. Then say the words in random order and ask students to decide whether the intial blend is /el/,/1V, oF /s/. Ask students to clap once for /l/, pctend to fly for /f/, and slide for / 9 Listen, pe t, and chant. ‘Tisten and point. Have students listen to the Phonics Chant on the audio and point to the words. Then play the audio again, and ask students to join in when they hear words that begin with /cl, /M/, and /8V. 2. Listen and chant. Play the audio again and have students do the chant with pencil beats. Repeat the chant several times asa clas, in small groups, and then in pairs. @ Listen and read along. 1. Preview the story. The story provides phonics practice while recycling vocabulary from this and Sa —Phonise Me | Delightful stories use Ssleontroatsers | key phonies words to teach reading Unit 3 Student Book pages 28-29 previous units, Before listening to the story, have students look at the illustrations and identify words they know. Read the title of the story aloud, Point out the phonics words, 2. Read along. Have students listen to the story and follow along in thetr books. Encourage students to point to the words as they listen, Have them read along with the audio, trying to match the intonation and rhytim. 3. Paired reading, Have students take turns trying 10 read the story in small geoups o pairs. 4, Act It Out. Have students work in pairs to get up and act out the story by pantomiming. © Listen and Circle. + Have students listen to the questions on the audio and answer questions about the reading passage on the page. + Use the suggested games or activities to practice the vocabulary, language patterns, and letters and sounds. iar ‘= Workbook + Student Book Audio CD + iTools + Worksheets + Login for Online Practice | + Unit Test Tost Center Unit WalkThrough 11Let’s Review Entire page focuses on listening concn OE SES otonunge ond Be oe vocabulary sence nantee Practice for students: planning to take standardized tests, such as the CYLET Let's Talk, * Sing the songs to review the conversations * Use games and activities to have students practice the language in the conversations. Lot's Learn/Let’s Learn More + Use Teacher Cards review the vocabulary. + Review the songs and chants to reinforce language patterns and pronunciation, Phonics/Let’s Read ‘Uso games and activities to review the phonics sounds ‘and words, Read the stories together. G Liste Listen and check. Practice the format. Display three Teacher Cards on the board, Write an A next to a box by the first card, a B next to a box by the second card, and a C next 10 2 box by the third card. Identify each of the cards. Then, use the vocabulary on one of the cards in a sentence and have a student point to the correct card and check the correct box. 2. Anticipate the language. Have students look at the test in their books and identify the items they see. 3. Take the test. Have students listen to the audio and do the exercise as a written test. 4. Correct the test together. ‘IF time allows, encourage students to create original test questions using the same illustrations, and practice “testing” each other in pairs. 8 Listen and number. Practice the format. Display six Teacher Cards and place sticky notes on each card. Name or describe the ‘object or person on one OF the cards. Ask students 10 ‘write the first number they hear on the sticky note on the ‘correct Teacher Card. Repeat for the remaining five cards. 12 UnitWalk-Through Shs Bed abe ve fr eg rtrd Shy Ahost child introduces another English-speaking ori country Country spotlighted on globe Questions call {for personalized comparision ‘Writing prompt dives students extra writing practice Unit 2. Student Book pages 28-29 2. Anticipate the language. Have students look at the ‘est in their books and identify the items they see 3. Take the test. Have students do the exercise as a ‘written test. 4. Correct the test together. If time allows, have students create an original exercise by saying the family members in a different order. Listen and check. 1. Anticipate the language. Encourage sud anicipate the language they might hear onthe audio. 2. Take the test. Have students do the exercise asa vwritten tet 3. Correct the test together, Students can create orginal test questions using the sve Htuswatons md practice “esting” eachother in palrs © Let's Read about Shelly. T. Propare to read. lave students preview the selection and predic what t might be about. Encourage them to read any words they know 2. ead Along. Tave students listen tothe selection and follow along in their books. 3 Choral Reading, Read the story together asa clas and then ask individuals tobe Shelley 4. Whatabout you? Have a group dscusion using these questions to get tudeats walking @ Your turn. Write a postcard to Shelly. ~~ Read the postcard with students and ask them to share words thay would use to complete the sentences. Point out the space for the address. Invite them to create their ‘own postcard to describe their surnmer vacations4 Teaching Techniques Teaching Conversation In teaching conversation, the goal is for students first to become fluent using language, and then to focus on becoming accurate with it. Let’s Talk introduces usoful phrases (greetings, introductions, asking for and giving help, etc.) in functional conversations. First, students listen to the entire conversation, which introduces the language in context. Then they focus ‘on the functional language in the language focus box. ‘Students learn the intonation and rhythm of the language ina song or chant. This is the easiest way for children to remember the language as well. (See the “How to use songs and chants to reinforce grammar’ section for ‘more information on teaching songs and chants) Finally, students personalize the language in Say and act. Teaching Vocabulary Use actual objects or Teacher Cards to present new key words. Hold up an object or picture card and say the word. Have the students repeat the word several times. Then practice the word with drills, using familiar language whenever possible, ‘The Teacher's Book describes a number of drills and activities designed to develop and reinforce the students’ vocabulary knowledge. There are two types of vocabulary or language that all language learners develop—receptive language and productive language. Receptive language is the language students understand ‘but are not necessarily able to produce yet. When you speak to the students in English, it is inevitable that you will sometimes use language that they have not yet studied. This is not a problem and is even desirable since it exposes the students to additional language. They will gradually pick up the meaning from the context if the language is used often enough. For example, if you write the number 1 on the board and tell the students to open their books and look at page 1, receptive language is being developed; they have not yet learned the ‘umber or the command, but will pick up the meaning from your actions. To practice receptive language, students must recognize and physically respond to vocabulary words. For example, place the Teacher Cards for book and pencil on the chalk or marker rail. Say book and have one or more students point to the book card. Or place several Teacher Cards on the chalk rail and select two students to come to the front of the class. Say one of the vocabulary words and have the students race to touch the correct. card. Whoever touches the card first is the winner. Productive language is the language spoken by students. Productive language practice requires students to say the vocabulary words as they identify the objects. Play the games as described above, but have the students touch the correct cards and orally identify the objects After being initially modeled or done as a whole class, all the games for receptive and productive language can be continued in small groups of three or four students each. Small-group practice is especially important for large classes. When the students are first learning new vocabulary, use one set of Student Cards per group. Call out the words and have the students, one ata time, touch the correct picture card. If a student is incorrect, the other students in the group can help. Teaching Grammar In Let's Go, grammar is taught in context so that students understand the meaning and conversational purpose from the start. Students first learn new vocabulary ‘words that relate to the unit theme. Next, students see and practice the language in a mini-conversation context. Then they get additional practice with the question and answer structures in a game, activity, song, or chant, Students siiould understand that vocabulary and grammar patterns are productive, build on each other, and can be used with other patterns, so recycling of language occurs in the wi In teaching grammar, the goal is for students first to learn language accurately, and then focus on becoming fluent in using it. While language is always taught in context, the language patterns can be recycled in various additional contexts. For the most efficient use of class time, teach vocabulary first. Then introduce a new sentence pattern and recycle the vocabulary words as students practice the sentence. Since there are 6-8 new vocabulary items, teaching them first gives students a lot of practice with the vocabulary. ‘Then when you introduce a Wh- question, students already know the answer to the question (the sentence pattern becomes the answer). In this way, students can accurately build a great deal of language in small steps, and they won't confuse the question with the answer, as thoy can if the two are taught together. Teaching Techniques 3Teaching Techniques continues omp.13) [Be sure that students understand the meaning of the new language and can pronounce the words clearly before moving on to practice. That way you won't have to re-teach the language every time you use it in class. Correct pronunciation is introduced during the ‘modeling by the teacher so that the students can strive for accurate pronunciation as they are learning the meaning of the new vocabulary. ‘When teaching Yes/No question and answer patterns, have children answer with answers that include the auxiliary vorb from the question (Do you like cats? Yes, Ida, No, I don’t) Not only does this help students remember the questions and answers grouped in a memory set, it also builds a grammar foundation that, will help them learn to write English more easily. Separate the Yes and No answers in practice at first so that students don’t confuse the meaning. Then, mix Yes and No answers. (Tip: you can use upside down Teacher Cards to cue No answers in a quick drill). Recycling Language All language builds from a base sentence. For example, from the sentence "He likes cas”, students can build the questions “What does he like?” and “Does he tke cats” In the early levels of Let’s Go, these patterns (sentence, Wh- question. Yes/No question) are explicitly taught. ‘However, later lessons and levels might only teach the sentence and Wh- question, or both questions but not the sentence. Teachers should remind students that they know how to build language even if itis not explicitly taught in every lesson. In the same way, once students have learned how verbs change with different pronouns, or how nouns change to become plural, they should be encouraged to practice the different forms, even if not specifically taught in a lesson. For example, if the lesson focus is “He likes cats.” then students should also be able to say “I like cats” or if the lesson is “He has a book” then students should also be able to say “They have books”. Teaching Contractions ‘Learning how to use contractions like isn’t and I'm in conversation helps students to sound more fluent and to better understand natural English, and gives them an advantage when they begin to read and write. Contractions are explicitly taught the first time they appear in Tet's Ga and should he reviewed. as needed. in the later lessons. Use the contraction cards on page 14 Teaching Techniques 158 to show students that contracted and non-contracted Ianguage (like I’m and I am) are equivalent. You can use the cards to review contractions, as necessary, after they hhave been taught. How to Practice Language in Groups and Pairs Start with full class practice so that students don't feel shy or embarrassed. Be sure that you have students practice the language using natural speed, rhythm and intonation since this makes it easier to build fluency ‘with the language later. Then, divide the class into two groups. One group asks the questions and the other answers. Even in a practice like this, try to give students a reason for asking and answering the questions. For example, if you're practicing the question "What do you like?", only show the Teacher Cards of animals to the answering group. This way, the questioning group has a real reason to ask because they don’t know what the answer will be Then group students in pairs or stnall groups for additional practice with the question and answer. By ‘moving from the large group to the small, students build confidence by practicing before their voices become individually heard. As students work in pair or small group practice, move around the room so that you can hear what problems students are still having, and can address the problems with a mini-lesson later on for the entire class (rather than correcting just one student having trouble), Variety in grouping and activities, such as Conversation Lines, Beanbag Circle, or Back- to-Back activities, aso gives students a lot of practice opportunities that don't feel like practice. If the pace is quick, and activities change frequently, students will pay close attention. In addition, students will be doing most of the speaking in class—not the teacher. How to use Songs and Chants ‘Adding rhythm to language is one of the easiest and ‘most effective ways for students to learn and remember it. The songs and chants in Let’s Go reinforce the natural rhythm, stress, and intonation of the language taught, To introduce a new song, teach it as a chant first, Begin a steady 4/4 beat by having students clap their hands, tap their fingers, march, or or tap their toes. Say the lines from the song as you clap the beat. Then haveTopic: + Reviewing language om Lets Go2 Lesson Objective: Students will get started in Student Book 3 by reviewing Student Book language. Materials (cD1 Tracko2 Student Book pages2-3 Lot's Remember is a review of language patterns introduced in Let’s Go 2 that will be recycled and built upon Let's Go 3. «+ For students moving from Level 2 to Level 3, Let’s Remember is a summary of what they have learned. «For students beginning the Let's Go series with Level 3, Let's Remember is an introductory lesson for language patterns students are expected to know before beginning this level ‘You may also wish to use Let's Remember as an assessment of what students knaw when they enter your classroom. Observe them as they do the activities and play the games to assess their language knowledge In Lets Go 1 and 2, students learned: “In Let's Go3, students will learn: ‘What time is it? It’s 12:00. It's a quarter after three/half past three/a quarter to four. Thave some potato chips Ihave anew game. Helshe has some chalk ‘They have some grapes. ‘What's his job? He's a mechanic. is my teacher Ha/she sin eeacheriiocy ‘What does a veterinarian do? A veterinarian helps animals. ‘These are my favorite cookies. ‘Which hat do you ike? Ike the red one. ies kates/her umbiella, Whose jacket is this? it’s Scott’ jacket. He's going to the store. Hes going by car eis hel 7 He's rk. We Gece tees ‘Where were you yesterday? | was at the z00. Isa sunny day. Tewas sunny on Sunday. I's cloudy today. 22° Ler’sRememberLet's Remember Activities Choose among these activities to review language students need before beginning Let’s Go Student Book 3. What time is i + Time Dictation. Have students write various times on a piece of paper. Have students work in pairs, taking turns asking and answering questions about time. S1: What time is it? $2: It's 5:00. I's 12:00. Thave a new game. + What do you have? Students talk in pairs about items in their bags or desks. They identify the objects as old or new, or by color. $1: What do you have? $2: I have an old notebook. He's/She's my teacher/doctor. + Vocabulary Race. Put occupation cards in a line com the table or board. Have students get into pairs cr small groups. Students point to each card and say the occupations shown as quickly as possible: Het a teacher. When the student is finished, the next student starts and says them as quickly as possible. The pair or group that finishes first or ‘within a time limit isthe winner. These are my favorite cookies. + Favorites class survey. Have students work in pairs or small groups. Write these questions on the board: What's your favorite color? What's your favorite food? What’s your favorite animal? (Or use any other categories you want to review) Students collect answers from their partner or from other members of their group. S1: What's ‘your favorite color? $2: I like red. If time allows, have students report their answers and create a class chart. Si: Jo likes red This is Kate's umbrella. + Guessing Game (pp. 16-21). Have students get {into groups. Each member of the group puts one of their belongings in a bag. Students take turns picking an object out of the bag and asking others to guess who it belongs to. $1: Whase eraser is this? S2: Its Terry's eraser. S3: It's Ann's eraser. When a student guesses correctly, Si confirms: Yes: This is Ann's eraser. ‘Where is he/she going? He's/She’s going to the park. + Make sentences. Place Student Cards with family ‘or occupation vocabulary face down in one pile and Student Cards with locations in another. Students turn over one card from each pile and take turns asking and answering questions using the family member and location shown, It’s a sunny day. + Make sentences. Have students work in pairs and use Student Cards to make sentences about the weather, Goodbye. See you later. + Role play. With student help, write a simple conversation on the board, beginning with greetings and finishing with farewells. Read through the conversation as a group as you add each line (limit the conversation to 6-8 lines total) Have students practice the conversation in pairs. ‘Then, have students wander around the room until ‘you signal by clapping hands, ringing a bell, or ‘blowing a whistle. Students find a new partner and practice the conversation. For fun, change the setting at each signal. (T: You're at the park/at school/at home, etc) Student Book, pages 2-3 ©) Listen, point, and say. 1. Have students listen and point to the conversations and activities around the town. Then have them listen again and point and repeat the sentences after the recorded model. 02) Whattimetsit ts 1220. 7 | | | | Ihave a new game. He'smy teacher. Shes my doctor. ‘These are my favorite cookies. Thisis Kates umbrella, Isa sunny day. He’ going to the park. Good-bye. See you later. 2. Challenge the students to create additional sentences, following each of the pattern models. If desired, write student-generated sentences on the board and practice reading them together. Let’sRemember 28Let’s Remember Activities Choose among these activities to review language students need before beginning Let's Go Student Book 3. What time is it? It's 12:00. + Time Dictation. Have students write various times on a piece of paper. Have students work in pairs, taking turns asking and answering questions about time. $1: What time is it? S2: It’s 5:00. Thave a new game. + What do you have? Students talk in pairs about items in their bags or desks. They identify the objects as old or new, or by color. Si: What do you have? $2: I have an old notebook He's/She’s my teacher/doctor. + Vocabulary Race. Put occupation cards in a line on the table or board. Have students get into pairs or small groups. Students point to each card and say the occupations shown as quickly as possible: He’sa teacher. When the student is finished, the next student starts and says them as quickly as possible. The pair or group that finishes first or within a time limit is the winner, These are my favorite cookies. * Favorites class survey. Have students work in pairs or small groups. Write these questions on the board: What's your favorite color? What’s ‘your favorite food? What's your favorite animal? (Or use any other categories you want to review) Students collect answers from their partner or from other members of their group. Si: Whats your favorite color? S2: [like red. If time allows, have students report their answers and create @ class chart. St: Jo likes red, ‘This is Kate's umbrella. + Guessing Game (pp. 16-21). Have students get into groups. Each member of the group puts one of their belongings in a bag. Students take turns picking an object out of the bag and asking others to guess who it belongs to, S1: Whose eraser is this? ‘$2: Irs Terry's eraser $3: It's Ann's eraser. When a student guesses correctly, S1 confirms: Yes. This is Ann's eraser. Where is he/she going? He’s/She’s going to the park. + Make sentences. Place Student Cards with family ‘or occupation vocabulary face down in one pile and Student Cards with locations in another. Students turn over one card from each pile and take turns asking and answering questions using the family member and location shown. It’s a sunny day. + Make sentences. Have students work in pairs and use Student Cards to make sentences about the weather. Goodbye. See you later. + Role play. With student help, write a simple conversation on the board, beginning with greetings and finishing with farewells. Read through the conversation as a group as you add each line (Limit the conversation to 6-8 lines total), Have students practice the conversation in pairs. ‘Then, have students wander around the room until ‘you signal by clapping hands, ringing a bell, or blowing a whistle. Students find a new partner and practice the conversation. For fun, change the setting at each signal. (T: You're atthe park/at school/ai hore, etc.) Student Book, pages 2-3 ©) Listen, point, and say. 4, Have students listen and point to the conversations and activities around the town. Then have them listen again and point and repeat the sentences after the recorded model, 02 Whattimeis it? ts 1230. y Ihave a new game, He's my teacher. Shes my doctor. | ‘These are my favorite cookies. | This is Kates umbrella, Itsa sunny day. He's going to the park, Good-bye. ee you later. 2. Challenge the students to create additional sentences, following each of the pattern models. If desired, write student-gonerated sentences on the board and practice reading them together. Let’sRemember 28a 2 ines tag 5 sere ae Let’s Talk Topic: + Snack foods Lesson Objectives: «Taking about what students have and dontthave, and asking fr things they want Language: ‘popcorn, candy, peanuts crackers, potato chips Can have some? Sure Help yours have some popcorn. dont have any candy. Material Teacher Cards and Student Cards 1-5, D1 Tracks 03-07 ‘Student Book pages 4-5 4. Hold up pictures of foods and review their ‘names. Then select a picture, show it to students, and say I have a (hamburger). Place the pictures in a paper bag, Have volunteers take turns picking a picture and keeping it hidden. Prompt the class to ask Do you have a (hamburger)? Model the answers Yes, I do and No, I don't 2. Review food with a game of Scramble (pp. 16-21). Have students sit in a circle and give each one a food card. Make copies so several students have the same food card. Call out the name of a food, using the sentence I ‘want pizzo, Have students with that card stand and race to take another seat. Student Book page @ Listen and say. ‘See Teaching Conversation, Teacher’ Book page 13. 1. Have students look at the pictures and name any objects they can identify. Use puppets or student volunteers to model the conversation. Have students repeat the lines after you. Have students take one role while you take the other, and then switch, 24 Unit? 2. Play Class CD1 Track 03 and have students listen to the conversation. Then, have students listen again and point to the characters as they speak. Play the audio again and have students point to and repeat the words they can identify. 83) On portant have any posto chip think! nave some. Realy? Can have some? Sure. Help yourselt ‘Thanks! Do you want some grapes? Yes, please. Thanks! 3, Have students listen to the question-and-answer pattern as they listen to the audio. Then have students repeat the question and answer after the audio, focusing on natural intonation, rhythm, and speed. 04 Canthave some? ] Sure. Help yourself! 4, Have students practice the question-and-answer pattern in groups and then in pairs. ZabanBook.com, Sy AB)Student book page 5 @ Practice the words. Make sentences. ‘See Teaching Conversation, Teacher's Book page 13. 4, Use Teacher Cards 1-5 to focus on the new vocabulary. Hold up each card, say the word, and have students repeat. Play Class C1 Track 05 and have students listen and point. 05) 1. popcom 4, crackers 2. candy 5. potato chips 3. peanuts 2. Focus on the sentences in the box. Play Class CD1 ‘Track 06. Have students point to the pictures as they listen to the sentences. Then have them practice the sentences in pairs. 06 Ihavesome popcorn. | dont have any candy. Ihave some popcorn. I donit have any candy. have some candy. I don't have any peanuts ‘have some peanuts. I don't have any crackers. have some crackers. dont have any potato chips. - have some potato chips I don't have any popcorn. @ Listen and sing. ‘See How to Use Songs and Chants, Teacher's Book page 14, 1. Play Class CD Track 07, and have students repeat words they recognize from the conversation. ot enn (07 NoPopcorn {have some candy, Ihave some grapes, but don't have any popcorn. No popcorn, no popcorn, I don't have any popcorn! o you want some grapes? {have some, but | don't have any popcom. Do you want some peanuts? ‘have some peanuts, but don't have any popcorn, No popcom, no popcorn, | don't have any pocorn. | want some popcorn, yes, Ido. Hove popcorn! | Ido, too! Cd 2. Have students clap to keep the beat as you model the song, line by line, and echo the lines after you. Use gestures, such as shaking your head no and holding open empty hands to show I don’t have any popcorn. 3. Divide the class into two groups to sing the song. Encourage students to add gestures and actions to accompany their singing. 4, Have students point to and read familiar words in the song, Help students recognize the words and phrases that appear more than once. ert eels casndisd + Beanbag Circle (pp. 16-21) Put the class into ‘groups in small circles, When Student 1 says I don't have any (candy), Student 2 responds I think Thave some. Student 1 throws the beanbag to ‘Student 2. Student 2 says I don’t have any (cookies). Student 3 responds and Student 2 throws the beanbag to Student 3. Continue until all students ‘have practiced both statements. + Find Someone Who (pp. 16-21) Prepare a sheet for students to complete, with a question such as Can I have some (popcorn)? Give each student a copy of the sheet and a Student Card. Students ‘move around the room, asking each other the questions. When they find someone who answers ‘I don’t have any (popcorn), they move on. When they find someone who answers Sure. Help ‘yourself that student should sign his or her name. ‘+ Stand Up Game (pp. 16-21) Play the song “No Popcorn.” When students hear the words you specify they stand up and sit down quickly. mnlecsaucs ‘+ Let's Go Workbook 3 pp. 2-3. Have students do this for homework or in class. See Teacher's Book, pp. 96-105 for the instructions and answer key. sone ed ‘+ Let's Go Picture Dictionary pp. 68-77, Food + Tools ‘+ Log in for (4 Online Practice Unitt 25,austen pont on sng ‘ia Dasot Hie Any ie le Let’s Learn Topic: + School supplies Lesson Objectives: + identifying school supplies and asking about the schoo supplies others have Language: ‘hal, pait, tape scissors, glue paper ribbon, does she have? She hos some chalk She has some tape Hedoesnt have any glue. Materials: Teacher Cards and Student Cards 6-13, DI Tracks 08-13 sing edhe? ease ch he 1. Use Memory Chain (pp. 16-21) to review have some (gopcorn). You may give students ‘Student Cards to hold up as cues, or have them play from memory for abi Gees 1, Use Teacher Cards 6-13 to introduce the new school supplies vocabulary. Hold up one card at atime as you name the object. Have students repeat each word with you several times 2, Introduce the question-and-answer pattern. Say What does she have? She has some glue. Repeat several times. Then ask the question and have students answer. student Bookpage6 ©) Learn the words. See Teaching Vocabulary, Teachers Book p.13. 1. Play Class CD1 Track 08. Have students listen and point to the objects as they hear them. Listen ‘again and have students repeat the words. Check pronunciation and intonation, 26 © Unit 08 I. chakk 2. paint 3. tape 4, scissors | S.glue 6. paper 7. ribbon 8 string 2. Slowly call out the items and have students point to or hold up the supplies they see in the classroom, Have the whole class say the name of each identified item, © Askand answer. See Teaching Grammar, Teacher's Book p. 13. 1, Have students look at the scene on the bottom of page 6 and describe what they see. Then, play Class CD1 Track 09, (09, What does he have? He has some chalk 1. What does he have? He has some chalk 2. What does she have? | ‘She has some paper. 3. What does she have? She has some scissors. 4, What does she have? ‘She has some paint. 5, What does he have? He es some glue 6. What does he nave? He has some string2. Give each student one Student Card for the items named in the song or use realia. Gesture toward a student and ask What does (she) have? Students answer chorally (She) has some (chalk). Repeat with all the school supplies. Then, divide the class into two groups. Have groups take turns asking and answering the question. 3. Play Class CD1 Track 10. Have students listen, clap, and chant along-with the audio, Have students protic in pal — ] TOR5._See the script for Track 08. Student Book page 7 Make sentences. ‘See How to Practice language in Groups and Pairs, Teacher's Book p. 14. 1. Have students look at the pictures and identify the school supplies they see. Then play Class CD1 Track 411 and have students listen and point to the objects. at 1. She has some tape. 2. She has some paper. 3. He doesn't have any paint. 4. Hedoesn't have any scissors 5. He doesn't have any glue. 2. Point to the sentences on the page and model ‘the rhythm and intonation for the positive and negative sentences She has some tape. He doesn't have any glue. Have students repeat each sentence after you. 3. Play Class CD1 Track 12. Have students listen, clap, and chant along with the audio. 12 Kgj_See the seriptforTrack 1 4, Have pairs of students use their Student Cards to take turns talking about the school supplies Q Listen, point, and sin: See How fo Use Songs and Chants, Teacher’ Book p. 14. 4. Have students look at the picture and name the objects they know. 2. Play Class CD1 Track 13. Have students point to the objects in the picture 13, Sue Doesn't Have Any Glue ‘Sue doesn't have any glue. ‘Sue doesn't have any glue. ‘Sue has some paper. | | | 1 Sue has some string, ‘Sue has a bird, and it's learning to sing ‘Sue has some ribbon. | ‘Sue has some chalk. ‘Sue hasa dog, and it's learning to talk But Sue isn't happy. No, she's feeling bv. ‘Sue doesn't have any glue. (Boo hoo!) ‘Sue doesn't have any glue, | eens cia i 3. Model the song, line by line. Have students clap to keep the rhythm as they repeat after you. 4. Play the audio again and have students sing along, Have students hold up Student Cards for the vocabulary they hear. Check pronunciation. Pronunciation note: Practice linking the final s in thas and the initials in some. Begin by drilling the two words separately, enunciating both consonant sounds clearly, Then gradually speed up until the pronunciation mimics natural speech, + Guessing Game (pp. 16-21) Have two students ata time come to the front of the class and play the ‘game using either Teacher Cards 6-13 or realia. * Concentration (pp. 16-21) Divide students into small groups to play this game with two sets of, ‘Student Cards 6-13. Students say I have some (Chalk) as they turn over each card. * Vocabulary Race (pp. 16-21) Have students play the game with Student Cards 6-13. as + Let's Go Workbook 3 pp. 4-5. Have students do this for homework or in class, See Teacher's Book pp. 96-105 for instructions and answer key. ‘+ Unit 1 Reproducible Worksheet, Teacher's Book pp. 110. See Teacher’s Book p. 106 for instructions and answer key. Components Link * Let's Chant, Let's Sing 3 p. 6, "Sue Doesn't Have Any Glue’ * Lets Go Picture Dictionary pp. 50-51. School Supplies + iTools , + Log in for (J Online Practice Unit 1 27Ps A 5 UBy Let’s Learn More Topic: + School supplies Lesson Objectives: « Talking about other people’ school supplies + Asking and answering yes/no questions Language: ‘magnets, scissors, colulatrs, colored pencils, rubber bands, push pins, paint brushes, staplers Does she have ony magnets Ys she does No she doesn. Materials: Teacher Cards and Student Cards 6-21, (OI Tracks 14-17 ‘Student Book pages8-9 1, Conversation Lines (pp. 16-21) Have students stand in two parallel lines facing each other to practice the conversation from Let’s Talk. 2. Review the school supplies from Let's Learn. Give students Teacher Cards 6-13 or realia. Gesture to a student and have the class say what that student has; (He) has some (scissors). Continue rapidly around the class. Pre-teach Language 1, Introduce the new vocabulary. Hold up Teacher Cards 14-21 one by one, say each word, and have students repeat it chorally with you. 2, Introduce the question and answer. Say Does he thave any staplers? No, he doesnt. Repeat several times, Then ask the question and have students answer. Student Bookpages ©) Learn the words. See Teaching Vocabulary, Teachers Book p. 13 4. Play Class CD1 Track 14, Have students listen to the vocabulary and point to the classroom objects as they hear them. Play the audio again and have 28 Unit ‘See Teaching Grammar, Teacher's Book p. 13. students repeat the words. 1, magnets 2. scissors 3. ealeulators 4, colored pencils 5. rubberbands 6. push pins 7, paintbrushes & staplers 2. Doa quick practice with the new words. Hold up Teacher Cards 14-21 one ata time and have students name the objects. Ask and answer. 1. Have students look at page 8 and identify all of the classroom objects they see, Then play Class CD1 Track 15 and have students listen and point to the objects. 15 Doesshe have any magnets? Yes, she does. 1. Does she have any magnets? Yes, she does, 2. Does he have any colored pencils? No, he doesnt 3. Does she have any staplers? Yes, she does. 4, Does he have any scissors? Yes, he does.5. Does she have any rubber bands? No, she doesn't. 6. Does he have any paint brushes? Yes, he does. 2. Divide the class into two groups. Play the audio again. Ask one group to repeat the questions and the other to repeat the answers. Play the audio again and have groups switch roles. 3. Play Class CD1 Track 16, Have students listen, clap, and chant along with the audio. (HERZ See the script for Tack 15. =o 4, Have pairs of students take turns asking and answering questions about the classroom objects: in the picture. Then have students ask and answer questions about objects in the classroom. ‘Student Book page 9 @ Play a game. Ask your partner. ‘See How to Practice Language in Groups and Pais, Teacher's Book p. 14. 4. Read the question and answers. Read them again and have students repeat. 2. Give a pair of students Teacher Card 16 and ask the class Do they have any calculators? Nod your head to indicate yes, and say Yes, they da. Then, give another pair Teacher Card 15 and ask Do they have any magnets? Shake your head to indicate no. Say ‘No, they don’t. Exaggerate the head motions as you model the answers. 3. Play Class CD1 Track 17 and have students point to the question and answers they hear. Do they have any chalk? Yes, they do. No, they don't 4. Have students play the game in pairs. Students toss a game piece on a square and ask and answer questions about the picture. © Make sentences. See How to Practice Language in Groups and Pais, Teacher's Book p. 14 4. Display Teacher Cards 6—21. Practice spelling each word. 2. Have students look at the pictures and write words to make true sentences. 3. Have students take turns reading aloud what they have written. After each sentence, invite the class to spell the vocabulary word together. Then hhave students point to the picture(s) the sentence describes. 4. Have student pairs practice the sentences together, * Tic-Tac-Toe (pp. 16-21) Refer to the pictures in the game on page 9. Point to a picture and ask the first team Do they have any (chalk)? If the team answers correctly, they name a spot for an “X” or an “O” + Telephone (pp. 16-21) Divide the class into three or four lines. Whisper a different sentence to the first student in each row. Say Go! and have the first student whisper the sentence to the student behind ‘him or her, and continue to the last student in each line. The last student shouts out the sentence they heard. The first team to say the sentence correctly wins. ‘+ Make a Chant (pp. 16-21) Hand Student 1a Teacher Card. Gesture to the student witile you chant the questions and elicit the answers from the class. As you chant Now it’s (Maria)’s turn, hand another Teacher Card to Student 1. Student 1 runs: to Student 2 (Maria) and hands her the card while the class yells Go, go, go! Does she have any (calculators)? ‘Yes, she does! Yes, she does! Does she have any (magnets)? No, she doesn’t! No, she doesn't! (Calculators)? Yes! (Magnets)? No! ‘Now it’s (Mariay’s turn. Go, go, go! uated ‘+ Let's Go Workbook 3 pp. 6-7. Have students do this for homework or in class, See Teacher's Book pp. 96-105 for instructions and answer key. ‘+ Unit 1 Reproducible Worksheet, Teacher's Book pp. 111. See Teacher's Book p. 106 for instructions and answer key. Gin * sTools ** Log in for ()) Online Practice Unit 1 29Phonics/Let’s Read ~& pee Seto. Topic: + Consonant blends /b, //, and /pl/ + Story San’ Plant Lesson Objectives: + Learning words beginning with ‘ol, Jol, and fo + Reading a story tat recycles the phonics words and language from previous lessons Language: black, blue, lass, ue, pate, plant Materials: “Teacher Cards 22-27, C01 Tracks 18-21 1, Tell students they will be learning about blends. ‘Write / on the board. Then hold up the ‘Teacher Card for blue and say blue. Have students repeat with you. Place the card next to the letters bl. 1. Point to bl on the board next to the blue Teacher Card. Add ue to the right of bl. Say /tl/-ue, blue and run your hand under the whole word. Ask students to repeat. Use the same procedure for black, glass, glue, plate, and plant. 2. Ask students to read the phonics words with you. Remove the Teacher Cards and ask students to read each word. Then invite students to place the Teacher Cards next to the words. Student Book page 10 © Listen, point, and say. ‘See Teaching Phonics and Reading, Teacher's Book p. 15. 1. Listen to Class CD1 Track 18 and have students point to the blends and words as they hear them. ‘Then, have students listen and repeat the sounds and words. 30° Unit? 18 fo black blue IV glass glue ipv plate plant 2. Show students Teacher Cards for words that start ‘with the target sounds and say the words. Have students concentrate on listening to the initial blend in each word. Then ask students to say the words on the Teacher Cards, Practice the difficult sounds and words as necessary. © Listen, point, and chant. See Teaching Phonics and Reading, Teachers Book p. 15. 4. Have seudents listen to Class CDt Track 19, Ask students to run thelr ingers under the words as they listen, Play the chant again and have studonts join in. Ask them to say the words that begin with Pols, fan pV 19 BigBleckButerty | dick Lookat the big black buts Dancing onthe ite green plane Fick up your lss.Now he on your plate! |___Hetonyourseaoresresbett2. Play the audio again and have students do the chant with gestures. Repeat the chant several times, In two groups and then in pairs. 3. Play the chant again. Have students listen, tap, and chant along with the audio, 4, Provide students with extra practice distinguishing between the /pl/ and /bY/ sounds. Say the following words in random order and have students repeat. black, bive, blame, blink, blob ‘plant, plate, plair, plan, play Student Book page 11 @ Listen and read along. “See Teaching Phonics and Reading, Teacher's Book p. 15. 1. Before listening to the story, have students read the words they know. Ask students to point to the ‘words that begin with bl, gl, and pl 2, Read aloud the story title. Tell students they are going to read a story about a boy who has a plant. The plant grows too big for its pot 3. Read Along. Play Class CD1 Track 20. Have students listen to the story, and follow along in their books. Encourage students to point ta the words as they listen. Then, have them read along with the audio, trying to match the intonation and rhythm. 20,1. Samhasalittle green plant. He hasa glass pot and ablve plate. | He puts the plant in the lass pot. He puts the pot on the blue plate. 3. The plant is big. Oh, nol Sam doesn't have any glue! 4. Sam Buts the plant in a black pot. The black. potisbig! 4. Paired Reading. Have students take turns trying to read the story sentences in pairs. 5. Act It Out. Have student pairs get up and act out the story. Have one student narrate the story while and the other acts it out. Students can pantomime the actions or draw pictures for props. @ Listen and circle. See Teaching Phonics and Reading, Teacher's Book p. 15. 1, Read aloud the questions and invite pairs of students to answer them. Give partners a few minutes to discuss all three questions. Then, play Class CD1 Track 21 and have students circle the correct answers. Zi 1. Whatcolor's the plate? 2. Does Sam have any glue? 3. Isthe black pot big or litle? 2. Review each item to make sure students circled the correct answers. (1a, 2b, 3a) + Board Race. Divide the class into teams and give each team a set of Student Cards 1-27. On the board, draw a stick figure boy and girl for each team. Call out a list of items and have a student from each team race to put the correct cards under the correct person. For example, call out She has ‘popcorn, paper, and scissors. Student 1 on each team races to place those cards under their team's girl stick figure. As students become better at the game, ‘make the lists longer, and include some “doesn't have" items so students have to listen to the entire sentence. + Scrambled Sentences (pp. 16-21) Write the sentences from “Sam's Plant” on a sheet of paper and cut them into strips. Divide the class into groups of three or four, and give each group a set Of sentence strips. Have them read the sentences and put them in order. Ask groups to read their story to see if it makes sense. Play the audio and have students check their sentence order. + That's Not Right (pp. 16~21) Read the story, but change some of the words. When students hear a iistake they call out Thar’s not right! and provide the correct sentence. + Let's Go Workbook 3 pp. 8-9. Have students do this for homework or in class. See Teacher's Book pp. 96~-105 for instructions and answer key. ‘+ Unit 1 Test: Teacher's Book pp. 128-129. See Teacher's Book page 126 for instructions, and p. 152 for answer key. %2_ Test Center ‘+ Let's Go Level 3 Reader 1, Do They Want Some Peanuts? + iTools + Log in for (3 Online Practice Unit 1 31Let’s Talk S & aT && — D1 racks 2-26, Contraction Card ont) XN esis aE Topic: + Clothing Lesson Objectives: + Expressing preferences Language: striped polka-dot, plaid checked Which hat do you Phe? Ie the redone. dont know. ies Materials: Teacher and Student Cards 28-31, Student Book pages 12-13, 41. Use realia to review colors. Ask students What's ‘your favorite color? Point to things around the room and ask What color is it? Review like using realia. For example, hold up an apple and ask Do you like apples? Ask the class to give a thumbs up if they like apples, or a thumbs down if they don’t. Student Book page 12 © Listen and say. See Teaching Conversation, Teacher's Book p 13. 1, Use puppets or student volunteers to model the conversation. Have students repeat the lines after you. Have students take one role while you take the other, and then switch. Have students look at the pictures and name any ‘object, colors, or patterns they can identify, Play Class CD1 Track 22 and have students listen to the conversation. Then, have students listen again and point to the characters as they speak. Play the audio ‘again and have students point to and repeat the words they can identify. 32 Unit2 22, Whichhat do you lke? Uke the redone. Which hat do you lke? Idonttknow. What about this one? Wont lke that one! We wane these hats, please! Play Class CD1 Track 23. Have students listen to the questions and answers. Have them repeat the question and answers after the audio, focusing on natural intonation, rhythm, and speed. Use the Contraction Card to reinforce that do not has the same meaning as don't. ‘Which hat do you lke? Like the red one, I don't know. 23 4. Have students practice the question-and-answer pattern in two groups and then in pairsStudent book page 13 @ Practice the words. Ask and answer 1. Use Teacher Cards 28-31 to focus on the new vocabulary. Hold up each card, say the word, and have students repeat. Gesture to students’ clothing and say striped, polka-dot, plaid, or checked. Encourage the class to answer together, and then call on volunteers to answer individually. Help students focus on the /t/ sound at the end of striped and checked. 2, Play Class CD1 Track 24 and have students listen and point to the pictures in their books. Play it again and have them repeat. (24) 1. stipes 2. polka-dot 3, plaid 4. checked 3. Play Class CD1 Track 25. Have students listen, clap, and chant along to reinforce the natural intonation, (25) Which hat do you lke? Hike the striped one, 1. Which hat do you like? lke the striped one. 2. Which hat do you tke? ke the polka-dot one. 3. Which hat do you tke? Ike the plaid one 4, Which hat do you lke? Ilike the checked one. Listen and chant. ‘See How t0 Use Songs and Chants, Teacher's Book pp. 14-15, 4, Play Class CD1 Track 26 and have students repeat words they recognize from the conversation. (26) ea Pai Hat Which ato youtke? ike the striped one Which one do yous? Idoritknow. hat about this one? 1°50, but ot Look hat Lookat that red pla hat Wow Lookat tha red pai hat Locka that red pa bat! Which at do you ke? ike the checked one. Which one do you ike? \oritknow What about this one? 1°50, but oh! Lok at that! Lookat tha polka-dot hat Wow! Look at that pink polka-dot ha Look at that poke-dot hat! 2. Have students clap to keep the beat as you model the chant, line by line, Have students echo the lines after you. IF students have difficulty with longer phrases, begin by saying the last word in the phrase and gradually add the words until students can easily repeat the entire phrase. 3. Divide the class into two groups to do the chant. Encourage students to add (appropriate) gestures and actions. 4. Have students point to and read familiar words in the song. Read the Iyrics and have students follow along in their books. Back-to-Back/Screens Activity (pp. 16-21) Student 1 draws four hats (one with each pattern) in random order on a numbered grid. Student 2 asks Number 1. Which hat do you like? Student 1 responds I like the (plaid) one, Student 2 draws a (plaid) hat in square one on his or her blank gr. After finishing all four boxes, Student 1 checks Student 2's answers. Then students switch roles. * Which One? Give student pairs a set of Student Cards 28-31 and some magazine pictures of hats and shirts with stripes, plaids, polka-dots, and checks. Students ask each other about the clothing Which (hat) do you like? I like the (plaid) one. ‘+ Hat Race. Divide the class into four groups. Have groups face the board. Spread out and attach Teacher Cards 28-31 to the board. Give the first student in each group Student Cards 28-31. These four students atk in unison Which hat do you tike? Answer I like the (checked) one. The four students race to the Teacher Card of the (checked) hat. Collect the Student Cards and have the next four 4 students race. + Let's Go Workbook 3 pp. 10-11. Have students do this for homework or in class, See Teacher's Book, Pp. 96-105 for the instructions and answer key. * iTools + Log in for) Online Practice Unit2 «33