FAMILY AND FRIENDS STARTER TEACHERS BOOK

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Family and Friends Starter Teacher's Book - Free download as PDF File .pdf), Text File .txt) or read online for free. English. family and friends starter teacher s book p2 lesson one wjgl~ digital classroom unit 4 words family and friends 1- teacher''''s book - oxford potx;. Family and Friends Starter gives young learners a solid foundation in English. With a carefully graded reading and writing syllabus, accompanied by a clear.


Family And Friends Starter Teachers Book

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Popular Features. New Releases. Family and Friends: Description Family and Friends Starter gives young learners a solid foundation in English. With a carefully graded reading and writing syllabus, accompanied by a clear phonics programme, the course takes learners from recognizing and tracing letters to writing and reading simple sentences with confidence. The step-by-step approach of this course and motivating lessons using songs, chants, stickers and story role-playing enable children to progress quickly in English.

Other books in this series. Level 1: Add to basket. Workbook Naomi Simmons. Talk about t he picture to ensu re t he meaning is clear. Repeat t he chant, t his time asking the chi ldren to clap m. For Exe rcise 4, complete t he first exam pl e as a whole class acti vity.

Teaching numbers Workbook Review the numbers learned so far and introduce the new The children practise ones for this lesson using the audio as a model. For Exercise 3, complete the first example as a whole class activity. Then encourage the children to work independently. Finally, check the answers with the whole class. The children listen to the sound, trace and point to the letters that form it. They read and repeat words that contain the sound and letters, with the help of phonics cards.

The children learn a chant. The chant provides targeted pronunciation practice within 2 Listen and chant. I'm ellie. The children identify the correct I 'm Ollie. This is my octopus. Teaching phonics Workbook Introduce the new sound by showi ng the class the The children practise phonics card. Model the sound a number of t imes for recognizing and t racin g the chi ldren to repeat. I'm N,lIi' Introduce the new pho nics words w ith the flashcards and reco rding.

In lat er un its the children write Z This is my neck. This is mY' r. I'm O lli, Play the chant to the class. Talk about the picture to these lette rs on the words.

This is my Mange. Repeat the chant, this time asking the ch ildren to clap Jr. For Exercise 4, complete the first example as a w hole class activity.

Finally, check the answers w ith the whole practise the sounds and letter shapes. The children listen to the story again and produce the language by repeating and then out the story see page 8. Uni1 S Acting out the stories and teaching the Grammar grammar Teach the g rammar through example rather than explanation. Story Play the record ing and have the children repeat the words Prepare the ch il dren for the story and talk about eac h in chorus.

Ask simple questi ons such as Who's Use flashca rds to substitute new words. The ch ild ren this? Where are they? The ch ild ren repeat the new sentences. Play the reco rdin g again.

The ch ildren point to the From Un it 7, read the grammar examples and w rite t hem pictu res as they hear the text. The ch ildren practise Play the record ing.

Pleay the record ing again. Thi s time ask child ren to m ime actions as they speak there are suggested actions in the lesso n notes. Allow the chi ld ren to make suggestions and ,.

Divide the class into g roup s, with eac h child having a hoc. Play the record ing. Encourage child ren t o perform actions as t hey speak. Today we're going to..

Now we're going to.. Showing children how to start like this. We can.. I'm going to show you Let's do so me together first so you'll see..

Giving instructions for Everybody,.. Giving encouragement Well done, name. Excellent, name Asking for recall of words, show me the cat? Now, who can.. Let's see. Can you remember Can you Are you ready? You're going to do thi s.

OK, everyone. You're going t o work We're going to Now let's The purpose of warmers is to stimulate the class at the Hand the unit flashcards out to d ifferent children around beginning of a lesson and prepare them for learning.

An the class. They pass the cards to children next to them interactive activity such as a song or game, especially one around the class while the music is playing. Stop the music suddenly. Ask the chi ldren who are holding cards, What's this? These are question to elicit the words. A second song or chant can also be chosen for review.

Whispers reading required Children also enjoy Total Physical Response activities, Organ ize children in groups of at least six. Show a especially w hen there is a competitive element.

These could flashcard to the first child in each group. Thi s child include some of the activities below. Children continue whispering the word to the chi ld next to them until the word reaches the fina l ch ild.

Flashcard games The final child says the word aloud, and the first chi ld Listen, point and say holds up the flashcard to see whether the word and the flashcard are the same. Place flashcards or objects for the key voca bulary around the classroom.

Where was it? The children point Laya number of flashcards face up on your table or on the to the correct flashcard or object. Alternatively, play the board. Give the class five seconds to look at the cards. Chi ldren point to the Now turn all the cards over so that they are face down. Ask e. Where's the hat? The children try to remember the Now point to the flashcard or object. The ch ildren say the position of the card.

Give several children an opportunity to guess. Ask them to Option: Describe the location of the card, e. It's next to the say the word before they point to the card. What is it? The children then say the word. What have I got? Word chain Use the flashcards to elicit the vocabu lary for the game.

Place four or five flashcards on the board in a g iven Hold up one card so that the class can only see the back sequence, e. Point to a child. When the card has been guessed correctly, put it on the '. Pointto another child. He or she' says the next word in the board. Hold up a second card and repeat the procedure. Continue w ith each child saying the next word in the sequence, returning to the beginning when necessary.

Continue until all the cards are on the board. Remove one flashcard. The class repeats the Option: To make the game more exciting, lim it chi ldren to seq uence, including the missing word. Remove one more three guesses. If they name the card within three guesses, flashcard each time, until children are saying the whole the class win the card.

If they don't, the teacher wins the sequence from memory. Put the cards the class has won and the cards the teacher Jump has won on opposite sides of the board. Ask the chi ldren to stand at their desks. At the end of the game add up the scores with the class. Hold up a flashcard from the vocabu lary set and say a word.

What's missing?

If the word is the sa me as the flashcard, they jump. If it Display the fla shcards from the vocabu lary set on the isn't, they keep still. Point to each one in turn for children to say the Alternatively, ask ch ildren to put their hands up if the words. Give the class a few seconds to look at them. Ask children to turn around.

Remove a card. Display the cards again and ask What's missing? When chi ldren have identified the missing card, shuffle Write one of the items from the vocabulary set on the the cards again and repeat the procedure. Say the word aloud. To make the game harder, add a new card from a Put the flash ca rd s in a pile and ho ld them up so that the related lexica l set each time.

Reveal the cards one at a time by putting the front ca rd to the back. When chi ldren see the teddy, they shout Snap! Repeat w ith the rest of the word s in the set. Find your partner Very slowly move the paper to reveal the picture, bit by bit.

Give phonics sound cards to individual children around Ask What's this? Give the corresponding phonics picture cards to What does he like? The first child to guess correctly comes different children. Ask the children with the sound cards to stand up one at a Continue the game until you have practised all of the time and say the sounds on their cards. The children with the picture cards listen. If the sound is in Order the letters reading and writing required their word, they stand up, show the card to the class, and say the word.

Show the class a flashcard and elicit the word. Hide the card. Write the jumbled-up letters of that word on the board, followed by the correct number of lines for the More games number of letters. Do it! Call children to come to the board to write one letter at a You can play this game with any vocab ulary set. Assign each child a word from the voca bulary you are Match reading required covering, e.

Take a set of flashcards and write the words in a column Give instructions, e. Reds, jump! Blues, stamp your feet! Children who have that word assigned to them do the Place the flashcards in a column on the right, jumbling action. Freeze Point to a flashcard. Say the word for the class to repeat Ask the children to stand at their desks. Point to the matching word and say the word Give a series. Children for the class to repeat in chorus.

Remove the matching mime the actions.

When you say Freeze! The children who are slowest to stop are out and have to Option: Continue the game by shuffling the flashcards and sit down. Continue the game until there is one winner left standing, Call children up, one at a time, and ask them to pick up a or a group of winners if you prefer. Simon says Children say the word in chorus. Continue until all flashcards Ask the child ren to stand at their desks.

Explain that you are going to give instructions. If the instruction begins with the words Simon says If not, they should stand still and wait Put a set of flashcards on the board plus one 'od d' one for the next inst ruction.

Family and Friends 1 2nd Edition Video

Any child w ho gets this wrong is from another set. Point to each card in turn and say the word for the class to Give an instru ction that is relevant to the unit's language, repeat in chorus.

Repeat with different cards. This time ask a child to identify the odd-one-out for the class. Intermittently insert an instruction which is not preceded by Simon says Continue the game until there is one winner left standing, or a group of winne rs if you prefer. Phonics card games Mime the word Point to the correct card Ask the children to stand at their desks.

Display some phonics cards on the board or around the Say a word or sentence, e. It's a lion. The children repeat classroom, one of which contains the target sound.

The children point to the card that contains the sound. Display the phonics sound cards on the board. Place the phonics picture cards on your table. Think of a word and draw a sho rt line for each letter on Ask the chi ldren to start counting, with each chi ld saying the board, one next to the other.

Ask the chi ldren to guess the letters that are in the secret Before they get to ten, say ChangefThe ch il dren then have word, one by one. Say Change! With each letter that is guessed incorrectly, add another feature to the face two eyes, Divide the class into two teams. The first child in the team turns to the child next to him I The game continues until either the word or the face is her and asks a question, e.

What's your name? I'm Lola and quickly turns to ask the the face is completed, the teacher has won. The game continues as fa st as possible until every child has asked and answered the question. What's the picture? Go around and monitor carefully, making sure children Invite a ch il d to come to the front of the class and whisper repeat the sentence if they haven't spoken clearly and the nam e of an object he I she has to draw. The ch ild d raws the picture on the board for the rest of The fi rst team to finish is the w inner.

One, Two and Three The first child to guess the object correctly comes to the front of the class to draw the next picture. Children count around the class from 1 to the target number, e.

Repeat until all of the target vocabu la ry has been used. When you reach the target number, start again from the A long sentence beginning but this time count in multiples of two starting Say a sentence t hat end s with a word from the vocabulary from 2. My coat is red. When you reach the target number, start again from the Choose a ch ild to continue the sentence, adding a new beginning but count in multiples of th ree starting from 3.

My coat is red and blue. This child Fini sh by counting around the class again from 1 to the then chooses another chi ld, who says the sentence, target number. Continue the game until you have practised all the words from the vocabu lary set, or until someone forgets the words in the chai n. Bingo reading and writing required Ask the chil dren to draw a grid, three by three or three by two squares.

In each of the squares, they w rite a different word from the vocabula ry set they are studyi ng. Call out words from the vocabu lary set in any order. Keep a record of the words as you say them, so that you don't say the same word twice. The children cross off the words in their grids as they hear them. The first ch ild to complete a line of th ree shouts Bingo! It can be played on an audio CD player, or on a computer using the audio player. Track listing Unit 5 Track Happy, happy Track 1: He's happy!

Track 2: Rosy, Tim, Billy Track The m chant Track 3: Track Who's hungry? Track 4: The a chant Track I apple Track 6: The b chant Unit6 Track Hippo, tiger Track 7: What are they? Track 8: Red, green The p chant Track 9: It's red! They're lions! The c chant Track The d chant Unit 7 Track Teacher, teacher Dressing up Track Crayon, pencil The s chant Track The e chant Track The f chant Unit8 Track I've got a shirt Track Plane, plane The v chant Track Is it a plane?

Look at the belts Track The 9 chant Track How many cars? Raisins, plums I like raisins Track Mum, mum. This is my mum! The y chant.. The j chant Track Twenty cakes The z chant.. Play the chant a second time for chi ldren to say the oni: Ttm, Billy, hello, goodbye words. Encourage them to mime the actions for Hello and Extra: Repeat as necessary. Divide the class into groups of three.

Give each group a character's name. Say the chant with the class. Every time a group hears their 'name'they stand up and sit down quickly. In future, th is Transcript 04 song can be played at the start of every unit.

Rosy, Tim, Bi lly. Encourage the ch ildren to join in w ith the words and to Rosy, Tim, Billy. Hello, hello, hello. When they sing the last line of the song, get the children Goodbye, goodbye, goodbye. Begin the class by smiling and saying Hello to the chi ld ren. Optional activity Hold up flashcard 4 and say Hello for children to repeat as Play the recording for children to listen and repeat the a class.

Smile and wave as you say Hello. Hold up flashcard 5 and say Goodbye for children to repeat Say the chant slowly and help the class memorize it.

Wave goodbye as you say Goodbye. Repeat if necessary. Take turns to hold up flashcards 4 arid 5 to practise Hello Repeat the chant more quickly and encourage the class and Goodbye more quickly. Encourage children to do the to say it with you at a faster pace. Continue in th is way until the chant is so fast that children can't keep up. Transcript 01 Hello, hello To everyone. Stick the stickers. It's Engl ish time.

Hold up your book and point to the picture. Point to each Let's have fun! Repeat Repeat and encourage the children to point to the pictures and say the names with you in chorus. Lead-in Say Lets stick the stickers.

Take the sticker ofTim and show Hold flashcards 1 to 3 behind your back.

Place the sticker on the picture ofTim and Show them to the class one at a time and say the names say Ttm. Rosy, Ttm and Billy for child ren to repeat in chorus. Repeat with the stickers of Bi lly and Rosy. Go around the class practising with individual children. Children copy you and put their stickers in the correct 1 Listen, point and repeat. Say Open your books and model the action for chi ldren to Go around the class and check.

Hold up your book and point to the characters. I Further practice Play the first part of the recording Listen and point. Point Workbook page 4 to the pictures in time with the audio. Children listen and r. Play the second part of the recording Listen and repeat for children to repeat the words in chorus. Play the recording all the w ay through for ch ildren to point to the pictures and repeat the words.

I'm Rosy. Hello, hello. To answer I'm Rosy. IEo reviewand consolidate the main character names ," To sing a song What's your name? I'm Tim. Hello, hel lo. Goodbye, goodbye. Goodbye to you. Warmer Rosy, Tim and Billy. Begin the class by saying Hello and smiling at the children. Encourage them to say Hello in response and then to greet each other in pairs. Optional activity Display the flashcards of Rosy, Tim and Billy in different Lead-in places around the room. Put the Hello!

Point to Play the recording again. Children point to the correct each one in turn and say the names, Rosy, Tim and Billy. Encourage the ch ildren to say the names with you. Point to each fla shcard in turn and say Hello Rosy and do the action. Child ren repeat in chorus. Optional activity Children take turns to stand up and point to a card and Put flashcards on the board. Demonstrate an action for each one: Rosy stand up , Billy stamp your foot , Tim tap the desk , Hello, wave , 1 Listen and repeat.

Practise them with the Put flashcard 1 on the board. Turn towards the flashcard class. Take the flashcard and hold it Play the recording again. Children do the actions as up in front of yourself. Say I'm Rosy. Play the recordin g and say the words in time with the audio. Play the recording again for children to repeat the words in chorus.

Hold up yo ur book. Point to the silhouette of Rosy to the left of the page. Repeat with fla shcards 2 and 3. Look puzzled, as though you can't Transcript 05 remember. Trace the path of the dotted line from left to right with What's you r name? Say I'm I'm Rosy. Repeat and this time get the class to trace the l ne w ith 2 Listen and sing. Point to the characters in Go around the class and check. I turn and repeat.

Practise with the class. Play the Workbook page 5 recording all the way through for the children to listen to. Tell them to copy the sounds he makes w hen they sing the song. Play the recording again and sing along. Hold up flashcards as you sing the words and do the actions for Hello and Goodbye. Play the recording again for the chi ldren to sing the song and do the actions. Play the recording again. Children repeat the sound and the word for their group. Swap groups and repeat. Point to the apple and say apple.

Point to Annie and say Annie. Chi ldren repeat in chorus. Then say Annies got an apple. Encourage the class to repeat as a chorus. Play the recording for children to listen to the chant. Put the phonics cards in different places around the Warmer room.

Play the chant again for children to point to the Play What have Igot? Play the chant again, pausing after each line for chi ldren to repeat. Lead-in Draw dotted outl ines of the letter A and a on the board. Transcript 08 Facing the board, draw the letters in the air as you say the Listen and chant. Children draw the letters in the air w ith you. Ann ie's got an apple.

Then circle and say. Point to the lower case a and elicit l ael. Say Lets stick the sticker. Point to the letters A and a. Trace finger. Children trace the letter w ith their fin ger in their books. Children trace t he letter with their finger in their Repeat w ith upper case A and Annie. Give children enough time to draw a circle around the letter. Then listen and point to the words apple and Annie as you hear the words.

Trace the circle w ith your finger as you say the begin with a capital letter. Point to the case A and Annie phon ics card to show this Point to a lower case letter a. Say Circle the letter a. Trace Visually. Chi ldren find other examples of A and a and draw circles. Transcript 07 Listen, trace and point. Listen and repeat. Further practice. Sing the words of the song with the class without the music.

Sing each line and ask children to repeat. Play the recording again for the children to sing the song. Transcript 10 Point and sing. Optional activity Hold up the cards, one at a time and point to the letters. Point to the Play the song again. Lead-in Play the song again. Children do the actions as they Write numbers 1 and 2 on the board.

Point to each number and model the words for children to repeat. Optional activity Draw one apple, one pen, one book, one flower on the board. Leave enough room to draw a second picture next Divide the class into two groups.

Give each group a to each one later. Point to each in turn and say one. Draw a second apple, pen, book and flower next to the Play the song again. Each group sings their own verse.

Point to each in turn and say two. Finish with the whole class singing the complete song. Draw dotted outlines of the numbers I and 2 on the board and demonstrate how to write them. Children draw 3 Count and trace the correct number. Ask children to look at the pictures of the apples.

Point to the first picture. Point to each of the two apples 1 Listen, trace and repeat. Say one Say Open your books and model the action for children to copy. Then trace the number 2 with your finger. Give chi ldren time to count the apples in each picture and Play the recording and point to numbers 1 and 2 as you trace the correct number with a pencil or crayon.

Trace the number 1 with your finger. Give children Go through the answers with the class. Count the apples enough time to trace the number 1 with their finger in and say one apple or two apples as appropriate.

Then trace the number with your finger. Encourage the children to their books.

Then mime eating an apple as you hear the singular apple crunch after 1. Trace the number 2 your finger. Give children enough 4 Circle the apples and say. Po int to the number 2 next to the example ancfs'ay two. Then mime eating an apple from each hand as you hear Trace the example circles around the two apples with the two apple crunch sounds after 2.

Count one Point to the numbers in turn and Point to the picture next to it. Children repeat in chorus. Y say one. Trace a circle around one of the apples with your Transcript 09 finger. Count one and then say one apple. Listen, trace and repeat. Give children time to circle the correct number of apples 1 in each picture. I 2 Point and sing. Point Workbook page 7 to the picture of two apples and say two apples.

Point to the boy and say boy. Point to the bat and say bat. Then say A boy with a bat. Encourage the class to repeat as a choru s. Play the chant again. Hold up phonics card 3 or 4 when you hear the word. Play the chant again, pausing after each lin e for children to repeat.

Play the chant once more all the way through for childre to repeat as they listen. Warmer A boy w ith a bat A boy with a bat Play a mime game to revi se numbers 1 and 2. Hold up the first Repeat finger of both hands and elicit two from the class. Optional activity Say one or two in turn, at different speeds, loudly and Play the chant again.

Chi ldren hold up the correct number of fingers as they hear the word. Demonstrate some actions for children to do when they say the words boy and bat: Invite individual children to say a number for the class.

Oxford Family and Friends 2nd edition

Children do the actions as they say the chant. Facing the board draw the letters in the air for children to copy. Then join the dotted lines on the board and complete the letters.

Draw more dotted outlines of the letter Band b on the Hold up your Class Book and point to the picture of the board and ask different chi ldren to come and join the dots.

Trac, the letter sound fbl. Point to the letters Band b. Poi Point to the upper-case Band trace the letter with your and say Ibl - boy. Children trace the letter with their finger in their books. Repeat w ith bat. Point to the lower-case b and trace the letter w ith your Give children enough time to draw a circle around the finge r.

Children trace the letter with their finger in their letter. Then listen and point to the words boy and bat as you 4 Join the letter Bb. Point to the upper-case letter B on the page and say th. Play the second part of the recording Listen and repeat letter sound b. Say Join the letter B. Trace the letter w ith your finger. Give children time to trace the letter in their books.

Say Join the letter b. Trace the letter with your finger. Review A and Annie from Lesson 3. Give ch ildren time to trace the letter in their books. Point to upper case B and Billy flashcard 3 to give another visua l example.

Go around the class and check. I Transcript 11 Workbook page 8 Listen, trace and point. Billy Beeee l Teacher Beeee! Hello, Beeee! To follow the left-to-rightsequence of English Fra me 4 To developlisteningskilfs by listening to a short story RosyandTim Billy!

Goodbye, Billy. Mum Bye. If the class doesn't divide exactly some chi ldren can play more than one character. Demonstrate some actions for Warmer the story. Play the song from Lesson 2 to revise the voca bulary for Children practise acting the story with the help of the this lesson. Monitor and help where necessary. Lead-in If you wish, ask one or two groups to come to the front of Use flashcard s to revise the structure for this lesson.

Give each card to a different child. Say the words in turn. At the end of the lesson play the Goodbye song. The chi ld with the card stands up and shows the card to Encourage the children to join in with the words and to the class.

En co urage the class to say with you What's your mime the actions as they sing. The child says I'm Rosy. Transcript 02 Children then take it in turns to answer with their real Goodbye, goodbye names.

It 's time to say goodbye. To my teacher, To my friends, Say Open your books and model the action for children to Goodbye, goodbye. Story actions Point to each frame of the story in turn and identify the characters. Point to Tim and say What's your name? Say Picture 1: Miss Bell holds her arms outstretched as she I'm Ttm.

Point to Rosy and Billy in turn and do the same. Tim waves as he introduces Introduce Miss Bell and Mum in the same way. Point to the characters for children to ask and answer the Picture 2: Miss Bell holds her arms outstretched as she questions in chorus. Rosy waves as she introduces herself. In open pairs, children stand up and ask and answer the question. Picture 3: Miss Bell bends down as she says hello to Bi lly. Billy laughs and waves his rattle.

Optional activity Picture 4: Mum waves goodbye and Billy waves his rattle. Further practice Workbook page 9. Play the recording. This time pau se after each line for children to listen and point to the characters as they hear the words.

Transcript 13 listen. Tim I'm Tim. Frame 2 Teacher And what's your name? Hold up a coloured crayon when you say the colour word, and do the actions.

Each group says their line and does the correct action. Transcript 15 listen and chant. Optional activity Put the Colours flashcards in different places around the room. Children say the chant in time with the audio and point to the correct flashcards when they say the word. Warmer tSJ 01 Play the Hello song to introduce the lesson.

Play Freeze to energize the class see page Point to each Lead-in character in turn and elicit the names Rosy, Billy, Tim. Use Colours flashcards 6- 10 to introduce the vocabulary Point to the coloured bricks in turn and say the colours.

Repeat and encourage the children to point to the Hold them up one at a time and ask What colour is this? Say the words for children to repeat in chorus. Say Lets stick the stickers. Take the red sticker and show it to Once children have learnt the words, go around the class the class. Place the sticker on the picture of the red bricks practising with individual children. Repeat with the green, blue, black and white stickers. Hold up your book and point to the colour blobs. Play the first part of the recording Lis'ten and point.

Point to the pictures in time with the audio.Say I'm I'm Rosy. In future, th is Transcript 04 song can be played at the start of every unit. Miss Bell bends down as she says hello to Bi lly. Say each li ne and ask the children to repeat.

Props can be used if you w ish, or you ritten grammar practice. They still owned the acre 81 hectare farm, but they had invested most of their savings with Lane's broker.

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