c 1 who am i? - richmond eltrichmondelt.com/su_2018/pri/compass/compassl1_tg...c 1 young children...

1TopicTopicYoung children are exploring who they are. In this topic, students will learn how to describe themselves and their classmates and how to introduce themselves politely to others. Many students may fi rst respond to the topic question by describing themselves physically with basic facts such as gender, age and height. If encouraged to continue, students may off er more personal information. They may describe themselves in social situations (I’m friendly), school settings (I’m smart) and free-time activities (I’m good at…). Students will also learn how to talk about their nationality and background. Students will discuss their similarities and diff erences in a positive light.

VideoTwins Max and Maddie discover an old compass in a chest. Captain Compass magically appears and introduces himself.

ProjectPoster: Who am I? Making a poster about themselves gives students an opportunity to share personal details using vocabulary and grammar from the topic.

VocabularyPersonal Information Nounsboy, child, family, girl, name, studentPersonal Information Adjectivesbig, creative, diff erent, friendly, funny, loud, nervous, popular, quiet, small, smart, strong, tallNumbers1–30AlphabetA–Z Countries and NationalitiesChina/Chinese, France/French, India/Indian, Japan/Japanese, Mexico/Mexican, Russia/Russian, South Africa/South African, Spain/Spanish, United Kingdom/British, United States of America (USA)/American

GrammarThe Verb Be: Talking about Yourself and OthersThe verb be is often used with nouns and adjectives to defi ne and describe people and things: I’m a student. I’m not quiet. Students will learn the three present simple forms of the verb be: am, is and are and their contracted forms: ’m, ’s and ’re. In the negative, the verb is followed by not: you’re not. (Less frequently, and thus not a focus in this topic, the verb and not are contracted: you aren’t.)Subject Pronouns and Possessive AdjectivesSubject pronouns (I, you, she, he, it, we, they) replace a noun being used as the subject of a sentence or clause. Possessive adjectives (my, your, her, his, its, our, their) show who something belongs to: My name is Anne.

ReadingDescribing CharactersTo comprehend a story, students must identify who the characters are. Beginning readers may start by identifying characters’ names. As they read, they can look for adjectives that describe each character. Using PicturesPreviewing pictures and other visual elements in a reading passage can help students understand the gist of the text. By observing details in the pictures and comparing them to the words in the text, students can also guess the meanings of unfamiliar words.

ListeningListening to IntroductionsListening to classmates’ introductions helps students become comfortable in the learning environment and promotes mutual respect. Students must listen closely to hear names and personal information.Listening for the Main IdeaThe main idea is the speaker’s main point, or what he or she is talking about. Even when students don’t understand every word of what they hear, they can get the gist by listening for the main idea.

SpeakingIntroducing YourselfAs students use common expressions to introduce themselves and provide basic personal details, students will practice good speaking habits, such as speaking loudly, clearly and confi dently.Introducing Other PeopleStudents have introduced themselves; now they will introduce others. Introducing other people helps students get to know their classmates better and helps them recall details. They will also practice correctly assigning third-person pronouns based on gender and number.

WritingUsing Capital LettersStudents should use correct capitalization in their writing. Capital letters are used to begin proper nouns, including the names of people and places. They are also used to begin the fi rst word of a sentence. The pronoun I is always capitalized.

Who am I?Who am I?

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Take the Lesson Further (5 min.)

Get Students Thinking• Revisit the main photo, and have students apply the new

vocabulary. Say, for example: Point to the boys. Point to the girls.

• Count the children in the photo as a class.

Know Your Students• If students are already comfortable with counting 1–7, have

them count diff erent groups using the new vocabulary: Count the boys. Count the girls.

2 Make a name tag. (5 min.)

• Distribute name tags, and tell students to each write their own name neatly and decorate the border.

A Use your name tag to introduce yourself. (15 min.)

• Write on the board: Hello, my name’s ___. Read the sentence with your own name. Wave when you say hello, and point to yourself when you say my.

• Pair students, and have them take turns introducing themselves to their partner three times to build confi dence.

• Th en go around the classroom, and have each student introduce himself or herself to the whole class. Th e class can respond: Hi, (name)!

ObjectivesStudents will identify adjectives that describe them.Students will learn how to introduce themselves politely.

Teaching ResourcesName tags or index cards with “Hello! My name is…”

Lead in to the Lesson (5 min.)

• Shake hands with several students and introduce yourself. Say: Hi, my name’s… Nice to meet you. Wave to others and say: Hi! Hello! Encourage them to respond.


• Help students relate to the children in the main photo: Where do you think these children are? (A classroom, in school.) How are they all like you? Point to one child who is similar to you.


• Write 1–7 in numerals and words on the board. Have students repeat chorally and copy as you count aloud from 1 to 7 on your fi ngers.

1 Which words describe you? Point. (15 min.)

• Read each word aloud. Have students stand up if it describes them, point to the picture and repeat the word. Raise your own hand for teacher and adult. For six years old, have students hold up fi ngers to show their age.

1TopicTopic

1 Which words describe you? Point.

2 Make a name tag.

A Use your name tag to introduce yourself.

H E L L Omy name is

Boris.

boy girl student

teacher adult child

Chinese six years old LanguageVocabularyPersonal InformationNumbers 1–30Alphabet Countries and Nationalities

GrammarThe Verb Be: Talking about Yourself and Others

Subject Pronouns and Possessive Adjectives

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ProjectPoster:Who am I?

SkillsReading Describing CharactersUsing Pictures

Listening Listening to Introductions

Listening for the Main Idea

SpeakingIntroducing YourselfIntroducing Other People

WritingUsing Capital Letters

?

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T 7


1 Watch the video. What are their names?

A Watch again. Look, read and match.

2 Which sentences describe you? Mark (✓ or ✗).

1 I’m a student.

2 I’m a teacher.

3 I’m a boy.

4 I’m a girl.

5 I’m tall.

6 I’m friendly.

7 I’m smart.

8 I’m an adult.

9 I’m strong.

10 I’m from New York.

A Stand up and tell the class one thing about yourself.

Nounsboychildfamilygirl namestudent

Adjectivesfriendlysmartstrongtall

a b c

Max Maddiethe Captain

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Vocabulary

ObjectivesStudents will meet the Follow the Compass team: Max, Maddie and Captain Compass.Students will acquire and practice words for identifying and describing themselves.

Teaching ResourcesVideo Episode 1, Flashcards Topic 1, Video Worksheet 1, ball or beanbag


• Use the picture to help students preview the characters in the video. Have students look and point. Say: Who’s a girl? Who’s a boy? Point to the adult. Point to the children.

Present the Vocabulary (15 min.)

• Write the nouns on the board. Read each one aloud, and have students repeat chorally fi ve times.

• Review boy, child, girl and student by having students point to their classmates. Use the name tags students made to review the word name.

• Circle the word family. Ask students if it looks like a word they know, and elicit the meaning. Ask: Who is in your family?

• Write the adjectives on the board, and read them aloud for students to repeat. Teach the students a motion for each one: smile and wave to show friendly, smile and tap your head for smart, fl ex your arm muscles for strong and stand on tip-toe and put your hand on your head for tall.


• Use the fl ashcards for friendly, smart, strong and tall to play a game. To play, display a fl ashcard, and have students say the word and do the motion you taught them in the previous activity.

• Show the cards in random order, faster and faster until the class can’t keep up. Allow volunteers to take turns as leaders.

1 Watch the video. What are their names? (10 min.)

• Play the video for students to watch. Tell students that it’s OK if they don’t understand many of the words. Have students watch for greetings (such as hello) and introductions.

• Direct students back to the picture. Ask: Are the children in the same family? (Yes.) Who says “hello”? (Th e Captain.)

A Watch again. Look, read and match. (10 min.)

• Play the video again, and have students raise their hand when they hear a character introduce himself or herself. Pause the video after each introduction to ask: Who is he/she? What’s his/her name?

• Help students recall the characters and match their names: Who is the adult? What is the boy’s name? What is the girl’s name? Answers a Max b Maddie c the Captain


1 Read the options in the word bank with students. Remind them that these are the names of people in the video. Read each line, and have students repeat. Play the video again for students to write.

2 Help students understand that the Captain has been stuck for a long time. Ask: Where? Go over the answer options, and play the video again for students to answer.

3 Have students watch the video again and number each picture as they come across it. Check that students understand the gist of what is happening, even if they don’t understand every word.Answers 1 1 Max 2 Maddie 3 Captain 2 c 3 1 b 2 d 3 f 4 a 5 c 6 e


Get Students Thinking• Ask the class: What do you know about captains? Call on

several volunteers to come to the board and draw what they think a captain does. Elicit that a captain is a person who sails a ship. He or she is the leader.

2 Which sentences describe you? Mark (✓ or ✗). (20 min.)

• Have students echo each sentence after you read it aloud. Ask students to raise their hand if a statement applies to them.

• Th en have students mark their answers individually.

A Stand up and tell the class one thing about yourself. (10 min.)

Manage Your Class• You may choose to have students stand up at their desks one

at a time and give a fact about themselves.• Alternatively, have students stand in a circle and take turns

coming to the center and telling the class one thing they checked on their list. Have other students who also checked that sentence join the student in the center.


• Have students stand in a circle for a vocabulary drill. Give a ball or beanbag to a student. Say: girl. Have the student look and toss the ball to a girl. Continue calling out words (boy, child, girl, student, friendly, smart, strong, tall) until all students have had a turn.

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• Divide the class into two groups to make contractions. Tell groups to say their word when you point. Assign one group a subject pronoun (I, you or we) and the other group the corresponding form of be.

• Point fi rst at the subject group, then at the verb group, going faster and faster until they blend. Ask the class: What’s the contraction?

A Read the comic. Circle am, is and are. (10 min.)

• Demonstrate how is can be contracted to ’s.• Call on volunteers to read a speech bubble. Ask: Is there a

form of “be”? Where? Have students circle.• If students suggest the ’s in “Let’s play,” tell them Let’s is a

contraction of Let and us, not a contraction of is.Answers name’s, I’m, It’s, we’re, We’re, It’s, You’re, You’re, you’re


• Have students read the comic again and underline the word not. Elicit that it makes the sentence negative. Have students cross out not and see if makes sense with the picture. Elicit that it now says the opposite of what they can see in the picture.

2 Look and label the pictures with I, you or we. (5 min.)

• Have students work in pairs. Encourage them to look at where the children are pointing.Answers I, you, we


1 Complete the activity as a class. Ask: Is the pronoun “I,” “you” or “we”? Do you use “am,” “is” or “are”? Have students echo as you read the completed sentences. Point out that you can be either singular or plural.

2 Have students do the activity alone, using the grammar entry for reference if needed.

3 Have students write their name, a word that describes them and a word that doesn’t. Help students add articles where necessary. Have students share their sentences with the class.Answers 1 1 ’re not 2 ’re 3 ’m not 4 ’m 5 ’re 6 ’re not 7 ’re 8 ’re not 2 1 My 2 Your 3 Our

3 Write about you and a partner. (10 min.)

• Have volunteers list on the board adjectives that describe people (friendly, new, smart, strong, tall).

• Have students work in pairs to complete the activity, agreeing on adjectives for their we statements.

A Tell the class about you and your partner. (10 min.)

• Have partners read their I statements to the class individually. Have them read we statements together.

Grammar

ObjectivesStudents will discover and practice fi rst-person and second-person present simple forms of be.Students will learn and distinguish fi rst-person and second-person subject pronouns and possessive adjectives.

Teaching ResourcesGrammar Worksheet 1.1, Track 2


• Remind students of friendly introductions: Hello. I’m (name). / Nice to meet you! Have students practice a few times in pairs, changing partners each time.

1 Listen and follow. 2 (15 min.)

• Have students preview the pictures in the comic. Ask: Do you see boys? Girls? An adult? Are they playing a sport? Which sport is it?

• Play Track 2 while students listen and follow. • Have students read the comic again. Ask comprehension

questions: Who’s new? (Vince.) Are they all friendly? (Yes.) Are the children good at soccer? (No.) Are they professionals? (No.) Who’s strong? (Vince.)

Present the Grammar (25 min.)

• Read the entry while students follow. • Demonstrate the meanings of I, you and we by pointing as

you say each word. Have students mimic and repeat.• Write each pronoun and form of be on the board, and

demonstrate how to make the contractions. Tell students that contractions are a faster way to say the same thing. Say: I am a teacher. I’m a teacher.

• Say: We add the word “not” to say the negative. I’m not a student. Have students nod and chant with you, Yes, yes, yes! I am, you are, we are. Th en shake heads and chant No, no, no! I’m not, you’re not, we’re not.

• Read the possessive adjectives. Have students fi nd my and your in the comic (My name, your new team). Point out the noun each describes.

Know Your Students• Some students may have trouble distinguishing subject

pronouns and possessive adjectives. Write on the board: I’m a boy. My name is Brian. You’re a girl. Your name is Eva. We’re students. Our school is big. Underline I, You and We. Draw an arrow from My, Your and Our to the noun each describes.

• Some students may confuse your and you’re. Remind them that you’re is a contraction of you are, and point out the diff erent spellings.

T 9 Lesson 2


1 Listen and follow. 2

A Read the comic. Circle am, is and are.

2 Look and label the pictures with I, you or we.

3 Write about you and a partner.

1 I’m . I’m not .

2 We’re . We’re not .

A Tell the class about you and your partner.

Talking about You and Me: the Verb BeThere are three forms of the verb be: am, is and are.

I am (I’m) / I’m not you are (you’re) / you’re not we are (we’re) / we’re not

Subject Pronouns and Possessive AdjectivesI ➞ myyou ➞ yourwe ➞ our

IT’S NICE TO MEET YOU!

HI. MY NAME’S VINCE! I’M NEW.

WELCOME TO YOUR NEW TEAM! NOW WE’RE

ALL HERE, LET’S PLAY!

WE’RE NOT VERY GOOD!

OOPS!

GOOD JOB, VINCE!

WOW, YOU’RE STRONG!

IT’S OK. YOU’RE BOYS AND GIRLS. YOU’RE NOT

PROFESSIONALS!

9Lesson 2


A Read the story. Who are the characters?

2 Write the characters’ names.

1 tall

2 small

3 big

4 friendly

5 nervous

A Read again. Match the characters with the adjectives.

3 Are you similar to Giraffe or Mouse? Why?

I’m similar to Mouse. I’m small.

1 1 Listen and follow. 3

It’s my first day of school! But I’m nervous. I’m new. The classroom

is big, and I’m very small!

I walk into the classroom. A very big student almost steps

on me! “Be careful!” I say. “Don’t step on me!”

“I’m sorry,” says the student. He smiles. He’s friendly!

“My name’s Giraffe. What’s your name?”

I say, “My name’s Mouse. It’s nice to

meet you, Giraffe. You’re very tall!”

“And you’re very small,” he says. “Sit

here.” I sit on Giraffe’s back.

“Now you’re tall, too!” he says.

We laugh. We’re new friends!

We meet our classmates. They’re

friendly, too. I’m not nervous anymore.

Adjectivesbignervoussmall

Describing Characters in a StoryCharacters are the people or animals in a story. Look for pictures of them. Look for their names. Look for words that describe them.

10 Lesson 3


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A Read again. Match the characters with the adjectives.(20 min.)

• Display Topic 1 fl ashcards for friendly, smart, tall, big, nervous and small. Tell students to circle those adjectives in the story and decide who or what they describe.

Know Your Students• A few students will be able to identify the noun each

adjective describes on their own.• Most students will need to work through the reading in small

chunks with help to identify the adjectives and nouns. Reread each paragraph as a class, and have students look for words from the fl ashcards. Th en help students identify nouns the adjectives describe: Who’s nervous? (Mouse.) What’s big? (Th e classroom.)

• Write the headings Mouse and Giraff e on the board, and work as a class to sort the adjective fl ashcards by character. Attach each card to the board under the correct character. Elicit that friendly belongs in both places, and attach it in the middle.

• Have students complete the activity independently.Answers Giraff e: 1, 3, 4; Mouse: 2, 4, 5

3 Are you similar to Giraffe or Mouse? Why? (10 min.)

• Ask students to think about which character (Giraff e or Mouse) they are similar to.

Manage Your Class• Group students based on the character they choose, and have

them discuss their reasons and share with the class: We’re similar to Giraff e. We’re friendly.

• Alternatively, have students work in pairs, telling their partner which character they’re similar to and why. Invite volunteers to share their answers.


Get Students Thinking• Have students imagine Mouse’s second day of school,

including how Mouse feels now and who her friends are.

Integrate Learning StylesEncourage students to choose an activity that suits their learning style, or choose one for them.

• Visual: Students draw a picture showing Mouse’s second day.• Auditory: Students listen to the story again and fi nd three

things that would be diff erent the second day. Th ey raise their hand as they hear each one.

• Read/Write: Students write three sentences about Mouse’s second day: I’m not new. I’m not nervous. Giraff e is my friend!

• Kinesthetic: Students act out a short scene from Mouse’s second day.

Reading

ObjectiveStudents will learn to describe characters in a story.

Teaching ResourcesTrack 3, Flashcards Topic 1


• Remind students of their fi rst day in school. Have them take turns making faces to show how they felt. Have them show how they greeted their classmates.

• Say: Imagine… it’s your fi rst day of school. Do you know everyone? Who’s new?


• Read the vocabulary words for students to echo.• Discuss the meaning of nervous. If possible, relate it to how

students described feeling on their fi rst day of school.• Help students identify classroom objects that are big and

small.


• Have students preview the pictures. Ask: Where are they? (In a classroom, at school.) Point to a teacher. Point to the students. What’s unusual about this school? (Th ey’re all animals.)

• Tell students to listen to get an idea of what’s happening in the story. Th ey don’t need to understand all the words.

• Play Track 3, and have students listen and use a fi nger to follow the text.

Present the Skill (10 min.)

• Read the entry aloud as students follow. • Help students look at the pictures for clues to the main

characters. Th ey can point to the animals they think the story is about. Ask: Which animals are in two pictures on the page?

• Tell students that later, as they read, they can look for the characters’ names and words that describe them.

A Read the story. Who are the characters? (25 min.)

• Read the story together as a class. Read a sentence or two at a time for students to repeat chorally.

• Read the text again in chunks. Pause after the second paragraph and demonstrate the meaning of step. Ask: What do you think “Be careful!” means? What happened?

• Pause again after the characters have introduced themselves. Ask: What are the characters’ names? (Giraff e, Mouse.) If students have trouble answering, point out the sentences that begin with “My name’s…”

• Finish reading the story. Have students identify the two characters.Answers Giraff e, Mouse

2 Write the characters’ names. (5 min.)

• Have students label the pictures independently.Answers Giraff e, Mouse

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2 Listen again. What does Jacqueline say? Mark (✓ or ✗). (20 min.)

• Have students read statements 1–3 chorally. Tell them to listen for each sentence on the track.

• Play the track, and have students mark each answer as they hear it. Play the track again for students to check.

• Repeat the process for statements 4–6.• Check answers as a class, and invite volunteers to correct the

incorrect statements. Ask: What does she say instead? Answers 1 ✓ 2 ✓ 3 ✓ 4 ✗ (I’m six years old.) 5 ✓ 6 ✗ (I’m not very tall. I’m short.)


• Have students look at the pictures in activity 1 again, and ask: What else does Jacqueline talk about? Elicit that she talks about her family and sports.

• Play the track again, and have students listen for these topics. Write sentence starters on the board for students to complete: What does Jacqueline say? “My parents are… I’m not very good at… I’m good at…”


Get Students Thinking• Have students write two sentences: one for how they are

similar to Jacqueline, and the other for how they are diff erent from her: I’m seven years old, too. I’m not from Mexico City.

• Have students choose one of their sentences to share with the class. Ask the rest of the class: Is he/she similar to Jacqueline, or diff erent from her?


• Write four of Jacqueline’s sentences on the board: I’m from Mexico City. I’m seven years old. I’m a girl. I’m short. I’m good at school.

• Point to a student, and say: You’re from Mexico City. Th e student should confi rm or correct the information. Play several rounds, giving each student a turn with at least one of the sentences.

Know Your Students• Most students will be able to negate the sentences: I’m not

from Mexico City.• Some students will also be able to add their own

information: I’m from Buenos Aires.• A few students may be able to take a turn leading the

activity: You’re from Mexico City.

Listening

ObjectiveStudents will learn to listen carefully for names and personal information in an introduction.

Teaching ResourcesTrack 4, Flashcards Topic 1, small bag


• Divide the class into groups of about twelve students to play an introduction game. Play a Chain Game (see page xvi) with names: Hi, Rick! I’m Ivan. / Hi, Ivan and Rick! I’m Lisa. / Hi, Lisa, Ivan and Rick! I’m…

• If time allows, have the whole class try to form a chain.


• Read the entry aloud while students follow.• Help students distinguish personal information from other

facts by writing sentence pairs on the board and having students choose which describes a person: Mexico City is big. I’m from Mexico City. Giraff es are tall. I’m tall.

1 What does this girl talk about in her introduction? Guess and circle. (15 min.)

• Have students echo as you read each topic on the poster. Invite several volunteers to give examples of each: What’s your name? What’s your age? Who’s in this family? (Mom, dad, baby.) Which animal is this? (Giraff e.) What city are you from? What country are you from? Name a sport.

• Point out the girl, and explain that students will listen as she introduces herself. Read the instructions, and have students work alone to mark their guesses.

A Listen and check. 4 (10 min.)

• Play Track 4, and have students listen for the topics in the pictures.

• Ask: What does she talk about fi rst? (Name.) What’s her name? (Jacqueline.)

• Have students list the topics Jacqueline mentioned. Ask: Which topic does she NOT talk about? (Animals.)Answers name, city or country, family, age, sports


• Ask: Why is Jacqueline introducing herself? (She’s new in school.) How do you think she feels? Show students the adjective fl ashcards from Topic 1, and have them choose the best answer (friendly).

• Have students role-play introducing themselves with diff erent characteristics. Put the fl ashcards in a bag for students to draw and act out for the class to guess. As an example, in a quiet, shaky voice, say: Hi, my name’s… (Nervous.)

Lesson 4T 11


1 What does this girl talk about in her introduction?

Guess and circle.

A Listen and check. 4

2 Listen again. What does Jacqueline say? Mark (✓ or ✗).

1 My name’s Jacqueline. 2 I’m new in school. 3 I’m from Mexico City.

4 I’m seven. 5 I’m a girl. 6 I’m tall.

Listening to IntroductionsIn an introduction, a person shares personal information. Listen carefully for the person’s name and other information.

H E L L Omy name is

Jacqueline

✓

name

family

animals

sportscity or country

age

11Lesson 4


1 My name’s

Emily.

2 My name’s

.

3 My name’s

.

I’m five. I’m . I’m .

I’m a girl. I’m a

.

I’m a

.

I’m funny. I’m

.

I’m

.

Adjectivesfunnyloudquiet

Numbers1 one2 two3 three4 four5 five6 six7 seven8 eight9 nine

10 ten11 eleven12 twelve13 thirteen14 fourteen15 fifteen16 sixteen17 seventeen18 eighteen19 nineteen20 twenty21 twenty-one

…30 thirty

Introducing YourselfHi! I’m a boy.Hello! I’m six years old.My name’s Armando. I’m friendly!

1 Listen and write. 5

2 Talk about yourself.

My name’s… I’m… years old. I’m a… I’m…

A Chant with your classmates.

12 Lesson 512


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• Point out that the other students’ sentences begin with the same words. Challenge students to think about what kind of information goes in each blank (name, age, girl or boy, adjective).

• Tell students they will hear all three students introduce themselves. Play Track 5 and have students follow the text with a fi nger.

• Play the track again and have students write.Answers 2 Ana, six, girl, quiet 3 Tim, seven, boy, loud

2 Talk about yourself. (15 min.)

Manage Your Class• Have students complete the sentence starters from activity 1

with their own information and practice saying the sentences in pairs or small groups.

• Alternatively, have partners challenge each other to think of as many personal details as they can. One student shares a personal detail, and his or her partner shares the same kind of information: I’m fi ve. / I’m six. Students can take turns going fi rst.

A Chant with your classmates. (20 min.)

• Have students sit in a circle. Teach students the slap, slap, clap rhythm.

• Have the class continue the rhythm, and lead them in repeating the fi rst round from the track: My name’s Emily. My name’s Ana. My name’s Tim.

• Tell students they are going to try with their own names. Have the class continue the rhythm as you introduce yourself and point to the next student. Continue around the circle.

• Play other rounds for boy or girl, ages and adjectives.

Know Your Students• Some students may need a few beats to think about what to

say. Let students start when they are ready.• Some students may have diffi culty with the pace. Start at a

speed slow enough for the slowest speaker.• Most students will be able to manage a faster pace in later

rounds.


• Play a game of Bingo (see page xvi) to practice numbers 1–30. Call out a number for students to mark. Play fi rst with the number word boards and then with the numeral boards. Th en play again by writing numerals on the board for students to mark on their number word boards.

Speaking

ObjectivesStudents will chant to practice introducing themselves.Students will learn and practice numbers 1–30.

Teaching ResourcesTrack 5, Flashcards Topic 1, bingo boards (3 x 3 grids) for numbers 1–30, one with numerals and one with number words (one of each per student)


• Do a repetition game with numbers 1–7. Say a number between 1 and 7, and then clap that number of times, counting up from 1. Have students mimic.

• Introduce new motions: slapping thigh, tapping chest, stomping feet and so on. To challenge students, combine diff erent motions (such as slap, clap, slap, clap, slap, clap for 6).


• Have students write the numerals and number words for 1–7 in their notebooks. Th en write each numeral 8–30 on the board, and say the number word for students to repeat. Have students add these numerals and number words to the list in their notebooks. Th ey can check their spelling against the words on the page.

• Have students echo you as you read the adjectives. Display the fl ashcards for funny, loud and quiet. Call on volunteers to act out each adjective.


• Have students count 1–30 chorally. Th en count in order again with each student saying a number.

• Challenge students to count faster and faster. Start over at 1 when a student makes a mistake.


Get Students Thinking• Ask: How can you make more numbers after 21? (Add the

number to “twenty.”) Have students speculate about how to make more numbers after 30.


• Read the entry with the class. Remind students that they are familiar with these ways of greeting someone and sharing personal information.

• Have students greet one another with Hi! and Hello!• Call on students to say one of the remaining sentences about

themselves: My name’s (Paul).

1 Listen and write. 5 (20 min.)

• Have students look at the children’s T-shirts in the pictures and ask: What’s her/his name? (Emily, Ana, Tim.) Ask: How does Emily introduce herself? Read Emily’s sentences for students to repeat as they follow the text with a fi nger.

T 12 Lesson 5


U1COll1.indd 13 8/10/17 6:00 PM

A Read and circle the capital letters. (10 min.)

• Tell students to search both the introduction and the poem. Do the fi rst sentence together.

• When students have fi nished, discuss why each word is capitalized: Is it the name of a person? Is it the name of a place? Is it the fi rst word in a sentence?Answers M(y), C(indy), I(’m), U(nited) K(ingdom), H(ere’s), C(indy)

2 Write a poem about you. (25 min.)

• Use the Topic 1 fl ashcards to help students brainstorm words to describe themselves.

• Have students write their name at the top of a sheet of paper and list words that describe them below.

• Help students fi nd the letters of their name in the descriptions they listed. Supply additional vocabulary as needed so that students have one word or phrase for each letter in their name.

• Have students draft their poem, writing their name vertically and fi lling in the descriptions they chose.

• Have students add an introduction with their name and country, following the example on the page.

Know Your Students• Some students will be able to choose words, fi nd letters and

write some of their poem without help. • Most students will need help matching words to the letters of

their names and lining them up to form the acrostic.

3 Check your work. (10 min.)

• Check that students used correct capitalization. Make sure their spelling is correct and the words in their acrostic are lined up properly.

4 Write a final version. Draw a picture of yourself. (10 min.)

• Have students make a fi nal copy of their introduction and poem on a new sheet of paper and draw a picture of themselves to illustrate it.

Topic 1Topic 1Who am I?

1 Use your poem to introduce yourself. (10 min.)

• Have students share their poems with the class (My name’s… I’m…). Remind students to speak loudly and clearly.

2 Compare with your classmates. Are you similar? (5 min.)

Get Students Thinking• Lead a class discussion based on students’ poems. Ask:

How are you similar? Are you the same age? What are you like? Encourage students to express similarities with we statements.

Writing

ObjectivesStudents will write an acrostic poem about themselves.Students will capitalize the names of people and places, the fi rst word of a sentence and the pronoun I.

Teaching ResourcesTrack 6, Flashcards Topic 1


• Point out the alphabet on the page. Have students echo you as you sing the Alphabet Song, pausing every few letters. Progress to having students sing the whole song on their own.


• Display the fl ashcard for creative. Say: He’s an artist; he’s creative. Th en show students the fl ashcard for diff erent. Say: Look at the apples. Point to the diff erent one. Have students repeat each word three times.

• Have students look at the alphabet. Point out that the letters are in pairs. Say: Th e tall letters are “capital letters.” Th e small letters are “lowercase letters.”

• Have students neatly copy the alphabet onto double-lined paper, being careful to use the right height for the stems of letters above (b) and below (p) the lines. Tell students to make capital letters the full height.


• Write the poem on the board. Run your fi nger down the featured letters, and have students call out the letter names. Say: Th is poem spells a name. C-I-N-D-Y spells “Cindy.”

• Play Track 6 and have students listen and follow. Ask: Who’s talking? (Cindy.) How does she introduce herself? Elicit where Cindy is from, how old she is and what she’s like.


• Read the entry while students follow along. • Have students write their name, their city and their country.

Remind them to start with a capital letter. Th en have them write I’m smart! Remind them to use a capital I.


• Do a Board Race (see page xvi). Have two teams race to write the alphabet in capital letters, writing one letter each. Remind students that their writing must be legible. Have teams check and adjust the order of letters at the end before announcing they’ve fi nished.


• Write pairs of words on the board in lowercase, and challenge students to say which one needs a capital letter: name / maria. Include the pronouns I and you.

T 13 Lesson 6



A Read and circle the capital letters.

2 Write a poem about you.

3 Check your work.

1 Are the capital letters correct?

2 Are the words in the poem lined up?

4 Write a final version. Draw a picture of yourself.

Using Capital LettersUse capital letters to begin…

• the name of a person: Robert• the name of a city, state or

country: New York, France• the first word in a sentence: My

name’s Ava.Always use a capital letter for the pronoun “I”: I’m a girl.

Adjectivescreativedifferent

AlphabetAa, Bb, Cc, Dd, Ee, Ff, Gg, Hh, Ii, Jj, Kk, Ll, Mm, Nn, Oo, Pp, Qq, Rr, Ss, Tt, Uu, Vv, Ww, Xx, Yy, Zz

C reative

qu i et

seve n years old

d ifferent

y our new friend

My name’s Cindy. I’m from the

United Kingdom.

Here's a poem about me!

4 Write a final version. Draw a picture of yourself.

Topic 11 1 Use your poem to introduce yourself.

2 Compare with your classmates. Are

you similar?

We’re smart!

qu i sevee n

dy

13Lesson 6


Countries and NationalitiesChina/Chinese

India/Indian

Japan/Japanese

Russia/Russian

South Africa/South African

Spain/Spanish

United Kingdom/ British

United States of America (USA)/ American

1 Listen and complete the song. 7

A Listen again and sing along.

2 Read and match.

1 Henry and Alice are from Japan.

2 Anton and Liza are from Russia.

3 Tom’s American.

4 Yukiko is from the United Kingdom.

A Talk about people that you know.

Ms. Green is from the USA.

Countries and NationalitiesChina/Chinese

India/Indian

Japan/Japanese

Russia/Russian

South Africa/South Africann

Spain/Spanissh

United Kingdom/ British

United Stattees of America (USA)/ American

1 Listen and complete the song. 7

A Listen again and sing along.

2 Read and match.

Henry and Alice are .

Ana Maria’s from Spain.

Anton and Liza are .

Tom’s from the United States.

It’s nice to meet you.

We’re from different countries with different names.

But we can be friends.

In some ways we’re all the same.

Seema and Dev are from .

Meilin and Wei are Chinese.

Kungawo is from .

Yukiko is Japanese.

Places Names and Names and

14 Lesson 7


Names and

U1COll1.indd 14 8/10/17 6:00 PM

Know Your Students• Some students may be nervous about singing the whole song.

Have them listen to the verses and only join in on the chorus until they are comfortable.

• Some students may struggle with pronunciation. You may wish to assign small groups a line or two from the song and help them practice pronouncing their line. Th en have groups stand and sing their assigned lines.


• Help students match the pictures of the fl ags to the corresponding countries and nationalities.

• Divide the class into eight groups, and assign each a fl ag. Have students draw a picture of their assigned fl ag and label it with the country and nationality.

• Have students sing the song again, holding up their fl ags when their country or nationality is mentioned.


• Divide the class into two groups for a memory game. Give each group four sets of cards (each set has three cards: a country, a nationality and a fl ag).

• Have students shuffl e the cards and spread them out facedown. Th ey can take turns fl ipping over three at a time to fi nd matching sets of country, nationality and fl ag. When they fi nd a matching set, they pick up the cards.

2 Read and match. (10 min.)

• Connect each sentence with the corresponding line from the song to help students see that from is used with a country, not a nationality.Answers 1 the United Kingdom 2 Russia 3 American 4 Japan

A Talk about people that you know. (15 min.)

Get Students Thinking• Ask: Do you know anyone from another country? What’s his/

her name? Where’s he/she from? What’s his/her nationality?• Have students fi nd these countries on the world map, and list

the new countries and nationalities on the board.

Manage Your Class• Have students complete the activity as a whole class.

Encourage students to consider people they may know at school and in their neighborhoods.

• Alternatively, have pairs think of an international actor or athlete they’re familiar with. Invite volunteer pairs to share their ideas.

Vocabulary

ObjectiveStudents will learn countries and nationalities by singing a song.

Teaching ResourcesTrack 7, world map or globe, index cards (each with a country, a nationality or a flag—one of each per country listed on the page)


Present the Vocabulary• Show students a world map with countries marked. Have

students fi nd their own country, and teach them their country and nationality. Say: You’re from (country). You’re (nationality).

• Direct students’ attention to the pairs of words. Explain that the fi rst one is the country, and the second one is the nationality. Read each country aloud, and have a volunteer fi nd it on the world map. Say the country and nationality for students to repeat: I’m from (country). I’m (nationality). Point out any similarities in pronunciation.


• Have students scan the page for capital letters. Elicit that the names of people, places and nationalities begin with a capital letter.

• Point out that in countries with more than one word (South Africa, United Kingdom, United States of America), all the important words are capitalized.

• Have students connect the abbreviation USA to the fi rst letter of each important word in the country name. Point out that all three letters are capitals.

1 Listen and complete the song. 7 (20 min.)

• Read the title of the song aloud. Have students scan the song for names. Read the names aloud so students are familiar with them when they hear them later.

• Next, have students look for countries. Th en have them identify nationalities (Chinese, Japanese) and connect them with the countries (China, Japan).

• Play Track 7 while students listen and follow. • Play the track again and ask: In what ways are we diff erent?

(Countries; names.) How are we the same? (We can be friends; we’re friendly/friends.)

• While you play the fi rst verse of the song, have students listen for and write the nationalities.

• Play the rest of the track for students to listen for and write the countries.Answers British, Russian, India, South Africa

A Listen again and sing along. (15 min.)

• Play the track several times for students to sing along as they are able, until students can sing the whole song as a class.

T 14 Lesson 7


U1COll1.indd 15 8/23/17 1:08 PM

Manage Your Class• Read the text and have students follow and raise their hand

when they hear a subject pronoun. Th en have students go back and circle independently.

• Or do the fi rst three sentences as a class. Th en have students complete the activity in pairs.

Answers I, Th ey(’re), they(’re), Th ey(’re), She(’s), He(’s), he(’s), He(’s)


Get Students Thinking• Use a Venn diagram to help students compare Padma and

Jorge. Label the left circle Padma, the right circle Jorge and the middle space Both.

• Have students take turns reading a sentence or two and fi nding words to fi ll in the chart.

• Ask: How are Padma and Jorge similar? (Padma is short, friendly, Indian, from New Delhi and good at gymnastics. Jorge is tall, quiet, Spanish, from Madrid, not good at sports and good at video games. Both are the writer’s best friends and are at school in Spain.)

2 Look and label the pictures with he, she or they. (5 min.)

• Focus students’ attention on the pictures, and ask: Who’s a boy? Who’s a girl? Where are two people?

• Have students label the pictures independently.Answers Left to right: he, she, they


1 Review singular and plural third-person forms of be. Have students work with a partner, reading each option aloud and choosing.

2 Do the activity as a class. Have students read and point to the subject in the photo (boy, computer). Read each possible pairing with students, and help them choose the one that makes the most sense.

3 Do the fi rst sentence as a class. Ask students to continue on their own.Answers 1 1 is 2 are 3 are 4 is 2 1 c 2 a 3 b 4 b 5 c 6 a 3 1 Her name’s not Lily. 2 Freddie’s not quiet. 3 Th ey’re not friendly.

3 Write about two friends: one girl and one boy. (10 min.)

• First, have the class brainstorm words that describe people (boy, girl, smart, tall…).

• Have students complete the activity individually.

Know Your Students• Most students will need guidance to connect their friends’

names with and.• Some students may list more than one noun or adjective.

Help them connect ideas with and.• Some students may need to be reminded to place a/an in

front of singular nouns.

A Tell the class about your friends. (10 min.)

• Invite students to stand up and share with the class.

Grammar

ObjectivesStudents will discover and practice third-person present simple forms of be.Students will learn and distinguish third-person subject pronouns and possessive adjectives.

Teaching ResourcesGrammar Worksheet 1.2, Track 8


• Have students draw a picture of their best friend. • Invite volunteers to share their pictures. Ask: What is your

best friend’s name? Where is he/she from? What is he/she like? Repeat the information in complete sentences: His/Her name is… He’s/She’s…


• Have students preview the text and pictures. Ask them to point to the writer and her two best friends.

• Play Track 8 while students listen and follow. • Read the text again, pausing to ask comprehension questions:

What’s the boy’s/girl’s name? What’s Jorge/Padma like? Where’s he/she from? What’s he/she good at?

Present the Grammar (20 min.)

• Point to examples in the classroom and say the subject pronouns. Have students point and repeat.

• Read the entry with the class. Say a sentence with the full form and then the contraction for students to repeat: He is a boy. He’s a boy.

• Review the word not. Point to a boy and say: He’s a boy. He’s not a girl. Point to a group of boys and girls and say: Th ey’re children. Th ey’re not adults.

• Remind students that possessive adjectives show who something belongs to. Have students follow and chant with you: he/his, she/her, it/its, they/their.

• Point to a girl and an item on her desk, and say: She’s (Julia). It’s her (book). Have students repeat. Continue with other examples in the classroom.

• Students may confuse its/it’s and their/they’re. Review the meanings, and remind students that the apostrophe in a contraction replaces missing letters.


• Have students make an illustrated grammar chart. Ask students to divide their paper into four quadrants, one for each pronoun (he, she, it, they), and write an affi rmative and a negative sentence for each: It’s a fl ag. It’s not a desk.

• Have students independently underline the pronouns and illustrate the sentences.

A Read the text. Circle the subject pronouns. (10 min.)

• Ask: What subject pronouns do you know? (I, you, we, he, she, it, they.) Remind students that subject pronouns are often part of a contraction.

T 15 Lesson 8



A Read the text. Circle the subject pronouns.

2 Look and label the pictures with he, she or they.

3 Write about two friends: one girl and one boy.

1 Their names are .

2 She’s .

3 He’s .

4 They’re .

A Tell the class about your friends.

I have two best friends. Their names

are Padma and Jorge. They’re both at

my school in Spain, but they’re not

similar. They’re very different!

Padma’s short and friendly. She’s

Indian. Her family’s from New Delhi,

India. Jorge’s tall and quiet. He’s

Spanish. His family’s from Madrid, Spain.

Padma’s good at gymnastics. Jorge’s

not good at sports, but he’s very good

at video games. He’s always the winner!

Talking about Others:the Verb BeRemember, there are three forms of the verb be: am, is and are.

he is (he’s) / he’s notshe is (she’s) / she’s notit is (it’s) / it’s not they are (they’re) / they’re not

Subject Pronouns and Possessive Adjectiveshe ➞ hisshe ➞ herit ➞ itsthey ➞ their

15Lesson 8


1 Look and guess. Where are the children from?1 Look and guess. Where are the children from?

Free-Time Activities around the World

Countries and NationalitiesFrance/FrenchMexico/Mexican

2 Read and circle.

1 Matt is from the United States / United Kingdom.

He’s American / British.

2 Naveen and his friends are from Japan / India.

They’re Japanese / Indian.

3 Irina and Maxim are from Russia / China.

They’re Russian / Chinese.

4 Celeste is from Mexico / France.

She’s Mexican / French.

3 What are you good at? Tell a partner.

I’m good at gymnastics!

Using PicturesPictures can help you understand a text. Look at the places. Look at the people and what they are doing.

Matt and his friends are good at baseball. They always play together. All the children on the team are happy and friendly.

This is a picture of Irina and Maxim. They’re both good at chess, but Maxim is usually the winner. Chess is a difficult game.

Cricket is a very popular sport here. It’s exciting, and dangerous, too! Naveen and his friends are playing a game in these photos.

Celeste is creative, so she’s good at art. Look at her painting! It’s beautiful! Many famous artists are from her country: Monet, Renoir, Cezanne…

16 Lesson 9


U1COll1.indd 16 8/10/17 6:00 PM


• Play Action Stations (see page xvi) to practice countries and nationalities. Post fl ags of the countries from Topic 1 around the room. Call out country names and nationalities and have students move to the fl ag.


• Read the text one section at a time for students to echo chorally. Ask comprehension questions about the children: Who’s good at baseball? Which children are playing cricket? Who is usually the winner at chess? Who’s creative?


• Have students scan the text and look for words that describe the children (happy, friendly, creative) and their activities (popular, exciting, dangerous, diffi cult, beautiful). List the adjectives on the board. Give examples to show the meaning of any words students don’t understand.

3 What are you good at? Tell a partner. (10 min.)

• First, have students brainstorm activities they enjoy, supplying vocabulary as needed.

Manage Your Class• Write on the board: I’m good at… Have students tell a partner

several activities they’re good at. Challenge students to report their partner’s information, remembering as much as they can.

• Or have students race to fi nd someone who is good at the same activity. Tell them to ask: What are you good at? When they fi nd a match, they should say Me, too! and come to the front of the classroom.


Integrate Social Studies• Help students in pairs or small groups investigate another

free-time activity that children in another country (or their own) enjoy.

• Provide them with sports magazines or printouts of online articles. Encourage students to look at the pictures to help them understand the activities.

• Possible activities include judo or skiing in Japan, biking or swimming in South Africa, fl amenco dancing or soccer in Spain, table tennis or basketball in China and golf or music in the United Kingdom.

Reading

ObjectivesStudents will read about free-time activities around the world.Students will use pictures to help them better understand a text.

Teaching ResourcesPrinted flags of the countries in Topic 1, sports magazines or printouts of online articles about free-time activities around the world


Get Students Thinking• Have students recall books, articles and other texts they’ve

seen adults and children read. Ask: Do all texts have pictures? Which do you like better: texts with pictures or texts without pictures?


• Read the entry with the class. Say: Pictures can tell us new information. Th ey can help us understand the words. To use pictures, be a detective! Look carefully.


• Read aloud the entry while students follow. Ask: Which words are countries? Which are nationalities?

• Display the fl ags of countries from Topic 1. Have students tell you the country and nationality of each: It’s a French fl ag. Th e country is France.

1 Look and guess. Where are the children from? (10 min.)

• Have students preview the title of the reading. Tell students that free-time activities are things you do for fun. Explain that around the world means “from diff erent countries.”

• Have students use the fl ags to identify the countries.• Th en have students focus on the pictures of the children. Say:

Be detectives! Who do you see in the pictures? What are they doing? Where are they from? Answers Clockwise from top left: United States, India, France, Russia


• Ask: Do children in your country do these activities? Which ones? Which ones do you do?

2 Read and circle. (20 min.)

• Read each section of the text one sentence at a time, and have students echo you. Tell students it’s OK if they don’t understand all the words.

• Help students use the text to confi rm their guesses from the pictures: What activity are they doing? Where are they from? Did you guess correctly?

• Have small groups read again and complete the sentences. Students can fi nd the children’s names in the text and use the pictures of the fl ags to fi nd out where they’re from.Answers 1 United States, American 2 India, Indian 3 Russia, Russian 4 France, French

T 16 Lesson 9


U1COll1.indd 17 8/10/17 6:00 PM

• Play the track again, pausing after Temba’s introduction. Match the fi rst adjective together. Ask: What is Temba like? (Friendly.)

• Play the rest of track for students to complete the activity individually.

• To check answers, ask: Who’s (friendly)?

Know Your Students• Most students will need to listen to the track in sections to

correctly match adjectives to players. Pause the track after each player’s description.

• Some students may have diffi culty writing the adjectives as they hear them. Students can write the fi rst few letters as they listen, then go back and complete the word at the end, checking their spelling against the answer options in the box.

Answers Temba: friendly; Sergio: new; Abby: smart; Keiko: loud; Colin: popular


• Remind students that subject pronouns can replace a name in a sentence. Have students use the names and adjectives in activity 2 to write a sentence about each player. Th en have them rewrite each sentence using he or she. Model the sentences for Temba: Temba is friendly. He’s friendly.


Get Students Thinking• Challenge students to recall more about Temba and his

friends. Divide the class into two teams for a trivia game. Call up one player from each team, and ask a question: Where is (Temba) from? Who is (popular)? Who is good at (game plans)? (You may wish to use the transcript for reference.) Th e fi rst student to answer correctly gets a point for his or her team.


• Have small groups invent new players for Temba’s team. Tell students to think of a name, a place and an adjective to describe the new player.

Integrate Learning StylesEncourage students to choose an activity that suits their learning style, or choose one for them.

• Visual: Students draw a picture of the new player.• Auditory: Students discuss the new player with their group

and introduce him or her to the class.• Read/Write: Students write three sentences about the new

player: Her name’s… She’s from… She’s… • Kinesthetic: Students create a pose for the new player.

Listening

ObjectiveStudents will listen to identify the speaker and the main idea.

Teaching ResourcesTrack 9 and transcript (one copy)


• Have students line up in two teams. Explain that teams must pass a word down the line by whispering. Th e last person in line announces the word he or she hears. If it’s correct, that team gets a point. To start, show the line leaders a nationality or country, and say: Go! Rotate leaders and continue with new words.


• Read the entry as students follow. • Tell students that it’s OK if they don’t understand every word.

Th ey should listen for the general topic.• Students often have the opportunity to listen more than once.

Th e fi rst time, they should listen to fi gure out who is talking and what he or she is talking about. After that, they can listen again for details.

1 Listen and circle. What is the boy talking about? 9

(10 min.)

• Have students listen with books closed. Read the question, and write the answer options on the board. Th en play Track 9.

• Point to the options on the board, and ask: Which one does Temba talk about? (A soccer team.) Have students vote.

• Th en ask students to open their books and circle.• To confi rm their guesses, have them look at the pictures on

the page. Ask: What are the children doing? Does it match your guess?

2 Listen again. Write the names on the first lines. (25 min.)

• Read the instructions, and then read the names for students to repeat chorally.

• Play the track again, pausing after Temba’s introduction. Identify Temba’s picture as a class.

• Continue the track, pausing after Temba introduces each player to give students time to fi nd the picture and write the name.

Manage Your Class• Have students compare their answers in pairs.• Alternatively, play a game to share answers as a class. Invite

volunteers to take turns posing like a player’s picture, while classmates guess the name.

Answers Center: Temba; Clockwise from left: Sergio, Abby, Keiko, Colin;

A Listen again. Write the adjectives on the second lines. (20 min.)

• Read the instructions, and remind students that adjectives are words we use to describe.

• Read each answer option for students to repeat.

T 17 Lesson 10


1 Listen and circle. What is the boy

talking about? 9

2 Listen again. Write the names on the first lines.

Abby Colin Temba Keiko Sergio

A Listen again. Write the adjectives on the second lines.

friendly loud new popular smart

Listening for the Main IdeaIt’s not always necessary to understand every word. Listen for the main ideas: Who is talking? What is he or she talking about?

a family a soccer team

students in a school

17Lesson 10


1 Listen and write. 10

A Play the game with your classmates.

2 Play again with new information about yourself.

I’m … years old. I’m very… I’m good at…

3 Talk about your classmates. Are they similar?

They’re students. They’re friendly!

1

2

3

My name’s Diana.

I’m a .

I’m from .

Her name’s Diana.

She’s a .

She’s from .

His name’s Pierre.

He’s a .

He’s from .

Introducing Other PeopleHis name’s Pierre. He’s from France. He’s strong.

Her name’s Galina. She’s from Russia. She’s happy.

They’re students. They’re smart.

18 Lesson 11


U1COll1.indd 18 8/23/17 1:31 PM

• Divide the class into groups of three to practice playing the game. When students are comfortable with the pattern, combine groups of three to form larger groups.

2 Play again with new information about yourself. (25 min.)

• Tell students that they are going to play the same game, but with new information.

• Write the prompts on the board, and complete them with sample answers: I'm six years old. I'm very friendly. I’m good at soccer. Read the sentences aloud for students to echo.

• As a class, brainstorm other possible answers for each prompt, and list them on the board.

• Give students a few minutes to complete the sentences for themselves in their notebooks.

• Tell students to practice saying their sentences twice and then close their notebooks to play the game.

Manage Your Class• You may wish to have students play three rounds of a simple

Chain Game (see page xvi), using only one prompt at a time. Students can start in small groups, and then progress to larger groups for a memory challenge.

• Alternatively, have students play the game with all three prompts at once, similar to the model. Students may need to stay in small groups since there are more details for them to remember.

3 Talk about your classmates. Are they similar? (10 min.)

• Read the example sentences with students. Ask: What about your classmates? Are they students? Are they friendly?

• Have students describe their classmates in complete sentences: Th ey’re smart. Th ey can look at the list of words on the board for ideas.


Get Students Thinking• Have students play a game of Hot Seat (see page xvi) to recall

facts about their classmates. Have the listener face away while you silently choose a student for the class to describe. Have several students call out facts: He’s six years old. He’s from Spain. He’s good at art. Allow the student being described to off er a fact about himself or herself. Have the listener guess: Is it (name)?

Speaking

ObjectiveStudents will introduce and describe other people.

Teaching ResourcesTrack 10


• Sing the alphabet song once or twice to remind students how to say the letters.

• Play a game of Hangman (see page xvi) to practice adjectives from this topic.

1 Listen and write. 10 (20 min.)

• Tell students that they will hear a teacher and her class. Play Track 10, and have students listen to answer: What are they doing? (Playing a game.)

• Play the track again, and have students point to the picture of each child as they hear him or her speak.

• Ask: Where’s Diana? Who’s Pierre? Point to the girl on the right, and ask: What’s her name? (Galina.)

• Point out the speech bubbles, and tell students to listen for the missing words. Play the track again for students to write.

Know Your Students• Most students will need the track to be paused after each

child speaks to write the answers.• Some students may need to choose from a list of answer

options written on the board.

Answers girl, Mexico; girl, Mexico; boy, France


• Read the entry, and have students echo.• Review the grammar. Have students circle subject pronouns

in each introduction. Ask: Is this subject pronoun for a boy, a girl or more than one person?

• Point out the possessive adjectives in My name’s… His name’s… Her name’s... Ask: Which one is for a girl? A boy? You?


• Have students imitate Galina’s introductions. Play her portion of the track and pause after each sentence or introduction for students to echo.

• Make sure students understand how the children on the track are playing the game: each child introduces himself or herself fi rst and then introduces the previous children in reverse order.

A Play the game with your classmates. (25 min.)

• Write on the board: name, boy/girl, country. Tell students that they will play the game using the facts on the board.

• Have two volunteers help you model the game. Sit in a row and start by introducing yourself. Have the next student introduce himself or herself and then introduce you. Ask the class: Who goes next? Who does he/she introduce fi rst? Th en who does he/she introduce?

T 18 Lesson 11


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2 Make your own poster. (45 min.)

1 Students can use photos from home, cut out photos from magazines, draw pictures or cut out letters to spell words.

2 Make sure students leave space for their name at the top before they glue the pictures to the poster.

3 Have students write their name neatly in large letters at the top.

4 Allow students to decorate however they like, but take away posters when they look complete, before they get too crowded to read.

3 Share your poster with the class. (30 min.)

• Invite students to come up one at a time, show the class their poster, and introduce themselves. Encourage students to try to say something about each picture or word on their poster.

Know Your Students• Most students will be able to use basic introductory

sentences (My name’s… I’m from…) and identify each item on the poster with a single word.

• Some students may be able to describe the items on their posters in full sentences: I’m good at soccer.

• When each student is fi nished, quiz the class to see how much they can remember.

Integrate Learning Styles• To help them remember their classmates’ introductions, have

students listen actively in a way that suits their learning style.• Visual: Students sketch the adjectives and activities.• Auditory: Students raise their right hand when they hear an

adjective and their left hand for an activity.• Read/Write: Students write down the adjectives and

activities, placing them in full sentences if possible.• Kinesthetic: Students make small gestures or movements to

act out the adjectives and activities.


• Pair students, and have partners use their posters to introduce each other to the class. Remind students to use correct third-person forms.

Topic 1Topic 1Who am I?

A Look at other posters and answer. (20 min.)

Get Students Thinking• Display the posters, and have half the class stand by their

posters while the other half walks around and looks at them. Encourage students to point out any similarities: You’re good at soccer! Me, too.

• Have students compare and contrast as a class: We’re all friendly.


• Have students play Two Truths and a Lie (see page xvii) based on the posters on display.

Project

ObjectiveStudents will make a poster with words and pictures to show who they are.

Teaching ResourcesFlashcards Topic 1, piece of large paper or poster board (one per student), art supplies (construction paper, scissors, glue, stickers, glitter, markers, crayons and so on), old magazines for students to cut photos from, photos of students that they may bring from home


• Have students try to line up in alphabetical order by fi rst name. Encourage students to help one another: You’re Rachel. He’s Stephen. R, S! When students are done, have them call their names in order, and correct any mistakes. Repeat with last names and ages.

1 Look and write. (10 min.)

• Point to the picture of the girl, and have students look at the poster. Ask: What’s her name? (Patricia.) Have students look for adjectives. Ask: What’s she like? (Happy, tall, friendly.) Have students fi nd a country and fl ag, and ask: Where is she from? (Brazil.) Have them count the candles on the cake, and ask: How old is she? (Six.) Th en have them look at the pictures of her activities. Ask: What is she good at? (Dancing, beach volleyball, chess.)

• Complete the speech bubble as a class.Answers Patricia, Brazil, six

Present the Project (10 min.)

• Read the entry with the class.• Invite a few volunteers to describe themselves with a noun or

adjective or share a picture they brought from home.


• Have students create a personal list of words for their poster. Allow students to look back through the topic for ideas, and display the Topic 1 fl ashcards.

• Have students list their name, where they’re from, their age, adjectives that describe them and activities they’re good at.

Manage Your Class• Allow students to brainstorm in small groups or as a whole

class to share ideas from the topic.• For more variety, have students make their lists individually.

Supply vocabulary as needed.


• Invite volunteers to call out a word from their list. Have students stand up if they also listed that word. Other students can add the word to their own list if they wish.

• Have students look through their list and choose about ten items to include on their poster.

T 19 Lesson 12


Topic 11 A Look at other posters and answer.

1 How are you similar?

I am six, and Joni is six.

2 How are you different?

I am quiet, but Leonard is loud.

1 Look and write.

2 Make your own poster.

1 Collect or draw pictures of yourself.

2 Stick the pictures on the poster.

3 Write your name at the top.

4 Decorate the poster.

3 Share your poster with the class.

1 Look and write.

My name’s .

I’m from .

I’m years old.

Poster: Who am I?Make a poster. Use pictures and words to show who you are.

19Lesson 12


c 1 who am i? - richmond eltrichmondelt.com/su_2018/pri/compass/compassl1_tg...c 1 young children...

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