Download - Hello!assets.cambridge.org/97805216/98191/excerpt/9780521698191_excerp… · Let’s go. What you need ... is introduced in 1B. In MT ask the children to listen to the audio. Then

Before you begin

Practise again looking through the book from left to right. Allow time for the children to look through the bookfrom left to right. Ask them to find their favourite pictures. Ask them if they know any English words already. Youcould introduce Chant, Point, Say using the Vocabulary Cards.

9

TopicThe children meet the four mainboy characters in the book, seetheir school and also meet Mr Pop.

Aims� To teach the children how

to listen to the CD. � To practise Hello.� To teach the names of Sami,

Ali, Nabil, Fahad, Mr Pop.

LanguageHello.Names of characters: Sami,Ali, Nabil, Fahad, Mr PopLet’s go.

What you need� CD and player.� Optional: Vocabulary Cards of Chant (13),

Point (14), Say (15), for classroom language.� Vocabulary Cards of Sami (16), Ali (17), Nabil

(18), Fahad (19) for Exercises 1 and 2; of MrPop (20) for Exercise 2.

� Optional: name badge for each child in theclass for Exercise 2.

� Name badges for Fahad, Nabil, Ali and Samifor Exercise 3.

1A � Hello!

© Cambridge University Press www.cambridge.org

Cambridge University Press978-0-521-69819-1 - Primary Colours Teacher’s Book 1Diana Hicks and Andrew LittlejohnExcerptMore information

http://www.cambridge.org/0521698197

http://www.cambridge.org


10

1A Hello!

PUPIL’S BOOK

Listen.

Start by saying Hello. Encourage the children to say Hello to you and to theother children.

Allow children time to look at the picture. Introduce the children to the fourmain characters. Show the Vocabulary Card of Sami. Then in MT ask thechildren to find Sami in the picture. Say the name Sami. Children repeat. Dothe same with the Vocabulary Cards of Ali, Nabil and Fahad. Nano, the parrot, is introduced in 1B.

In MT ask the children to listen to the audio. Then say Listen and repeat Listen.Play the audio. Point to each character in the picture when his name ismentioned. In MT ask the children to listen and point. Then say Listen andpoint twice. Play the audio again. Children point to each character as he ismentioned by name.

Put the Vocabulary Cards of Ali, Nabil, Fahad and Sami (in this order) on theboard. In MT ask the children to look at the Vocabulary Cards. Say Looktwice.

In MT ask the children to listen and say. Then say Listen and say twice. Play theaudio again and point to the Vocabulary Card of each character when thenames are mentioned. To give them confidence, children speak with theaudio .

Further practice: Activity Book Exercises 1, 2 and 3.

Listen and point.

Introduce yourself. Children repeat your name. Say Hello, … (+ a child’sname) and encourage the child to say Hello, … (+ your name).

Say Look. Show the Vocabulary Card of Mr Pop. Then in MT ask the childrento find Mr Pop in the picture. Say Mr Pop. Children repeat.

Say Listen and point. Play the audio. Children point to the characters in thepicture as their names are mentioned. Then say Listen and say. Play the audioagain. Stop after each dialogue for the children to repeat.

Put the Vocabulary Cards of Mr Pop, Nabil, Sami, Fahad and Ali (in thisorder) on the board. Say Look and point to the cards. Then say Listen. Point tothe Vocabulary Cards of Mr Pop and Nabil and model the dialogue Hello,Nabil. Hello, Mr Pop. Children repeat. Do the same for the dialogues betweenMr Pop and Sami, Mr Pop and Fahad and Mr Pop and Ali.

PAIRWORK In MT, explain that the children take it in turns to be Mr Pop andeach of the other four characters and to say Hello, … (+ name) to each other.Go around and help. Don’t worry too much about pronunciation at thisstage. You could ask some pairs to act out a dialogue in front of the class but if children don’t want to speak in public, wait until they feelmore confident.

EXTRA IDEA If the children are confident about writing their names, theycould make name badges. Children then go around the class saying Hello, …(+ name) to each other.

Nabil’s dad: Hello, Ali.Ali: Hello.Nabil: Hello, Ali. Ali: Hello, Nabil.Ali’s mum: Hello, Nabil.Nabil: Hello.Fahad: Hello, Nabil.Nabil: Hello, Fahad. Hello, Sami.Sami: Hello, Fahad.Fahad: Hello, Sami. Sami’s mum: Let’s go!

Listen. 10 minutes

Mr Pop: Hello, Nabil.Nabil: Hello, Mr Pop.

Mr Pop: Hello, Sami.Sami: Hello, Mr Pop.

Mr Pop: Hello, Fahad.Fahad: Hello, Mr Pop.

Mr Pop: Hello, Ali.Ali: Hello, Mr Pop.

Listen and point. 10 minutes






11

1A: Hello!

AnswerNabil

AnswerSami

Let’s say it out loud.

Have ready name badges for ‘Fahad’, ‘Nabil’, ‘Ali’ and ‘Sami’. Explain Let’s go.

LARGE SPACE Children stand in a circle. Give one child the name badge forFahad and ask him/her to stand in the middle of the circle. Play the audioand encourage the children to say the words. Children hold hands andmove around ‘Fahad’ saying the first verse of the chant. As the children saythe last two lines of the first verse (Let’s go, etc.), ‘Fahad’ chooses anotherchild from the circle and they change places. Give the child the name badgefor Nabil. Continue with ‘Nabil’ choosing ‘Ali’ and then ‘Ali’ choosing‘Sami’. As the children chant Hello, Fahad, hello, Nabil, hello, Ali at the end ofthe fourth verse, ‘Fahad’, ‘Nabil’ and ‘Ali’ jump back into the middle of thecircle with ‘Sami’.

SMALL SPACE Choose a child to be Fahad and ask himto come to the frontof the class. At the end of the first verse ‘he’ then chooses a child to be Nabil.‘Nabil’ then comes to the front of the class, etc.

ACTIVITY BOOK

Draw, trace and say.

The children draw a picture of themselves (or stick in a photo) and writetheir name under the picture / photo if they can. The children then trace thenames of each boy character.

IN CLASSEncourage the children to say Hello to each character.

Trace.

Children trace and identify the character in the picture. They then chooseand trace the correct name.

Trace.


5 minutes

5 minutes

Hello, hello, hello,Hello, hello, hello,Hello, Fahad, hello, Fahad,Hello, hello, hello.Let’s go, let’s go, let’s go,Let’s go, let’s go, let’s go.

Hello, hello, hello,Hello, hello, hello,Hello, Nabil, hello, Nabil,Hello, hello, hello.Let’s go, let’s go, let’s go,Let’s go, let’s go, let’s go.

Hello, hello, hello,Hello, hello, hello,Hello, Ali, hello, Ali,Hello, hello, hello.Let’s go, let’s go, let’s go,Let’s go, let’s go, let’s go.

Hello, hello, hello,Hello, hello, hello,Hello, Sami, hello, Sami,Hello, hello, hello.Hello, Fahad, hello, Nabil,Hello, Ali, hello, Sami,Hello, hello, hello.


10 minutes

10–15 minutes






1B � Hello, Nano!

Before you begin

You could start the lesson with the chant from 1A.

12

Topic

The children meet Nano andtheir teacher, Mr Smith.

Aims� To revise the names of

Sami, Ali, Nabil, Fahad.� To teach the names of

Nano, Mr Smith.� To teach My name’s …

Language

Revision

Sami, Ali, Nabil, FahadHello.

New languageMy name’s … What’s your name? Mr Smith, NanochildrenredYes. No.chant

Optional new languageGood morning. Good afternoon.

What you need� CD and player.� Vocabulary Cards of Sami (16), Ali

(17), Nabil (18), Fahad (19), MrSmith (21) for Exercise 1; of Sami(16), Ali (17), Nabil (18), Fahad (19),Nano (22) for Exercise 2.

� A mask you’ve already made forExercise 1.

� Thick paper for Exercise 1. � Optional: red fabric and red items

for a colour table. Vocabulary Cardfor red (9).






10 minutes

10 minutes

Listen and point.

1B � Hello, Nano!

13

PUPIL’S BOOK

Listen and point.

Introduce yourself to the class by saying My name’s … (+ your name). Say thisseveral times. Then invite some of the children to say My name’s … (+ theirname) to the class.

GROUPWORK In groups, children introduce themselves. Listen and help.

Say Look. Children look at the picture. Show the Vocabulary Cards ofSami, Ali, Nabil and Fahad in turn and ask the children the name ofeach character. Introduce the children to Mr Smith, the teacher, byshowing the Vocabulary Card of Mr Smith. Then in MT ask the childrento find Mr Smith in the picture. Say Mr Smith. Children repeat.

Show the five character Vocabulary Cards in turn and say Hello, (Sami). Myname’s … (+ your name) for each card. Then show the five cards again andencourage the class to say Hello, (Sami). My name’s … with each child givinghis/her own name.

Introduce children. Say Listen and point. Play the audio. Children point toeach character as his name is mentioned. At the end of the audio invitethe children to reply to Mr Smith and say Hello, Mr Smith. My name’s …with each child giving his/her own name.

Children go around the class and introduce themselves to each other sayingHello. My name’s … .

Show a mask you’ve already made. Give each child a piece of thick paper.Children draw a face on the paper. They colour and decorate it to make amask. They then cut it out and give it a name.

PAIRWORK Put your mask over your face and say Hello. My name’s … (+ thename of your mask). Children work in pairs. They put their masks overtheir faces and introduce the names of their masks to their partners, forexample Hello. My name’s ….

Children go around the class with their masks over their faces. They introducethe names of their masks to each other saying Hello. My name’s … You couldalso teach Good morning and Good afternoon.

Further practice: Activity Book Exercise 1B 1.

Listen and point.

Show the Vocabulary Card of Nano. Say Nano. Children repeat. Say Hello,Nano. Children repeat. In MT introduce Nano, the funny parrot who canusually only be seen by the children in the book and helps them at school andat home. Show the Vocabulary Card of Nano again.

Ask What’s your name? and reply My name’s Nano for Nano using a differentvoice. Then using Nano’s voice, ask What’s your name? and reply My name’s …(+ your name). Ask several children What’s your name? and encourage them toreply My name’s …

Say Listen and point. Play the audio. Children point to each character in thepictures. Say Listen. Play the audio again and stop after What’s your name? andafter Hello, Nano each time. Children repeat.

Mr Smith: Hello. My name’s Mr Smith.Children: Hello, Mr Smith.

Mr Smith: Hello. My name’s MrSmith.Sami: Hello, Mr Smith. My name’s Sami.Mr Smith: Hello, Sami.

Ali: Hello, Mr Smith. My name’s Ali.Mr Smith: Hello, Ali.

Nabil: Hello, Mr Smith. My name’s Nabil.Mr Smith: Hello, Nabil.

Fahad: Hello, Mr Smith. My name’s Fahad.Mr Smith: Hello, Fahad.

Mr Smith: Hello, children. My name’s Mr Smith.[pause]

Nabil: Hello. What’s your name?Nano: Hello, Nabil. My name’s Nano.Nabil: Hello, Nano.

Ali: Hello. What’s your name?Nano: Hello, Ali. My name’s Nano.Ali: Hello, Nano.

Fahad: Hello. What’s your name?Nano: Hello, Fahad. My name’s Nano.Fahad: Hello, Nano.

Sami: Hello. What’s your name?Nano: Hello, Sami. My name’s Nano.Sami: Hello, Nano.

Listen and point.

1

2

3

4






1B � Hello Nano!

14

GROUPWORK/PAIRWORK Use the Vocabulary Card of Nano and model thedialogue: You: Hello. What’s your name? Nano: Hello, … (+ your name). Myname’s Nano. Give the Vocabulary Card to a child who takes the part of Nano. Act out the dialogue. In groups or pairs, children take it inturns to be Nano and act out the dialogue with the other children who usetheir own names. Go around and help.

Show the Vocabulary Card of Ali. Say My name’s Ali. Nod and say Yes. Showthe card again. Say My name’s Nabil. Shake your head and say No. Repeat withother cards. Encourage children to say Yes or No.

PAIRWORK Children take it in turns to point to a character in the pictures forExercise 2. One child says the correct or incorrect name of the character. Theother child replies Yes or No. Give help.

Before Activity Book Exercise 2, show the Vocabulary Card of Nano. In MTask what colour he is. Teach red by making a red colour table.

Further practice: Activity Book Exercises 1B 2 and 3.


LARGE SPACE Children line up in four rows. Children march forwards to thefirst two lines of the chant.

While they chant What’s your name? children turn as they march on the spotso that the two outside lines are facing in and the two middle lines arefacing out. Children are then all facing a partner (or an imaginary partner ifthe lines aren’t equal). Children chant Hello, hello, hello, my name’s … (+ theirname).

As they chant Yes, yes, yes, No, no, no, they shake hands, and say My name’s ...(+ their name) they march back down to where they were at the beginning.They stand still between the verses. Repeat for the other verses.

SMALL SPACE Children stand up in their places and march on the spot,turning to a different (or imaginary) partner in each verse.

ACTIVITY BOOKTrace and join.

Children trace the names and join them to the correct character.

Find and colour Nano! Say.

Children find Nano in the picture and colour him red.

IN CLASSTeach the phrase Nano’s here. Children then say Hello, Nano. My name’s …(+ their name).

Trace.


10 minutes

10 minutes

5 minutes

5 minutes

AnswerAli

Hello, hello, hello,Hello, hello, hello.What’s your name?What’s your name?Hello, hello, hello,My name’s … [children say their names]Yes, yes, yes,No, no, no.My name’s … [children say their names]










1C � Goodbye!

Before you begin

Encourage the children to say Hello as they come into the classroom or when you start the lesson. You could then say the chant from 1A or 1B.

15

Topic

The characters say Goodbye aftera day at school.

Aims� To teach Goodbye.� To revise the names of

the characters.

Language

RevisionHello.Sami, Ali, Nabil, Fahad, Mr Smith, Mr Pop

New languageGoodbye.sit (down), stand (up), wave

What you need� Cassette / CD and player.� Vocabulary Cards of Sami (16), Ali (17),

Nabil (18), Fahad (19), Mr Pop (20), MrSmith (21) for Exercise 1; of Sami (16),Ali (17), Nabil (18), Fahad (19), MrSmith (21) for Exercise 2.






1C � Goodbye!

16

PUPIL’S BOOK

Listen and say.

Allow the children time to look at the picture. Then show theVocabulary Card of Mr Smith. In MT ask the children to find Mr Smithin the picture. Say Look. Show the Vocabulary Card of Mr Smith again.Say Hello, Mr Smith. Then turn the Vocabulary Card away from thechildren and say Goodbye, Mr Smith, and wave, as if ‘Goodbye’.

Say Look. Show the Vocabulary Card of Mr Pop and say Hello, Mr Pop.Children repeat. Turn the Vocabulary Card away from the children and sayGoodbye, Mr Pop. Children repeat. Say Goodbye, Mr Pop again and wave withyour hand at the same time. Say Wave. Children repeat Goodbye, Mr Pop andwave at the same time.

Show the Vocabulary Card of Nabil. Children say Hello, Nabil. Then turn theVocabulary Card away from the children. Children say Goodbye, Nabil andwave. Do the same with the Vocabulary Cards of Sami, Ali and Fahad.

Say Listen. Play the audio. Children point to the characters as they’rementioned. Play the audio again showing the Vocabulary Cards for eachcharacter mentioned and pausing the audio after each dialogue. Childrenrepeat the dialogue and wave.

Show each character Vocabulary Card and then turn it away from thechildren. Children say Goodbye and wave to each character. Then walk to thedoor, say Goodbye and wave. Encourage the class to reply Goodbye, … (+ yourname) and wave.

PAIRWORK Children work in pairs. Ask the children to stand up. Childrentake it in turns to turn away from each other, say Goodbye, … (+ name) andwave while the other child replies Goodbye, … (+ name) and waves.

Choose a child to walk to the door. The other children say Goodbye, … (+ thechild’s name) and wave. The child at the door says Goodbye and waves.

Further practice: Activity Book 1C Exercise 1.

Look, say and listen.

Say Look and listen. Show the Vocabulary Cards of Mr Smith and Ali and actout the dialogue: Mr Smith: Hello, Ali. Ali: Hello, Mr Smith. Invite two children tocome up to the front of the class. Give one child the Vocabulary Card of Aliand the other the Vocabulary Card of Sami. They act out the dialogue: Ali:Hello, Sami. Sami: Hello, Ali.

Say Look and listen. Show the Vocabulary Cards of Fahad and Sami. Turn thecards away from the children and act out the dialogue: Fahad: Goodbye, Sami.Sami: Goodbye, Fahad. Ask two children to come up to the front of the class.Give one child the Vocabulary Card of Mr Smith and the other theVocabulary Card of Nabil. Turn the cards away from the children andencourage them to act out the dialogue: Mr Smith: Goodbye, Nabil. Nabil:Goodbye, Mr Smith.

Children look at Exercise 2. Ask the children whether the people are sayingHello or Goodbye in each picture.

Listen and say.

Ali: Goodbye, Mr Pop.Mr Pop: Goodbye, Ali.

Sami: Goodbye, Mr Pop.Mr Pop: Goodbye, Sami.

Nabil: Goodbye, Mr Pop.Mr Pop: Goodbye, Nabil.

Fahad: Goodbye, Mr Pop.Mr Pop: Goodbye, Fahad.

15 minutes

10 minutes

Mr Smith: Hello, Ali.Ali: Hello, Mr Smith.

Sami: Goodbye, Fahad.Fahad: Goodbye, Sami.

Ali: Hello, Sami.Sami: Hello, Ali.

Mr Smith: Goodbye, Nabil.Nabil: Goodbye, Mr Smith.

Look, say and listen.

1

2

3

4






1C � Goodbye!

17

PAIRWORK Children work in pairs. Say Look and say. Children act out thedialogue for each picture. Go around the class and help.

Play the audio for the children to listen to the dialogues. Pause after eachdialogue for the children to repeat.

Further practice: Activity Book 1C Exercises 2 and 3.

Play a game.

LARGE SPACE This action game needs to be played in a classroom with a lotof space or in the playground. Use actions to teach Stand up and Sit downbefore playing the game. Then ask the children to sit (or stand) in a circle bysaying Sit down (or Stand up). One child runs around the circle sayingGoodbye. He or she touches a child on the back and says Hello. This childthen chases the first child while saying Goodbye and both try to get back tothe empty place in the circle first. The child who is left outside the circlethen runs around the circle saying Goodbye and the game continues in thesame way.

SMALL SPACE Start with all the children seated. Say Hello, … (+ a child’s name).This child stands up and says Hello, … (+ another child’s name). The secondchild stands up. The first child sits down and the rest of the class say Goodbye,… (+ the first child’s name). The second child says Hello, … (+ a third child’sname) and the game continues. See Games extra page 151.

ACTIVITY BOOK

Trace.

Children trace and identify the character in the picture. They then choose andtrace the correct name.

Join and colour.

Note: You don’t have to teach the words for the items.Children draw a line joining the character to the correct item/items. Theythen colour the pictures, taking care that the items are the same colour ineach image.

Trace, join and say.

Children trace Hello and Goodbye. Children draw a line joining the two halvesof the characters.

IN CLASSEncourage the children to say Hello and Goodbye to each character.

AnswerFahad

AnswersAli: T-shirtSami: coatNabil: backpackFahad: shoes

5 minutes

5 minutes

5 minutes

10 minutes






TopicPhonics: People, objects and colours.Reading: What the characters say.

Aims� To listen and tick the correct

boxes.� To listen and point to the colour

and then the situation.� To follow the words on the page

as they are heard.

LanguageRecognising names of people,objects and colours.Recognising spokensituations.

What you need� CD and player.� Vocabulary Cards of all girl characters (1–4)

and toys (5–8).

1D � Phonics/Reading

Before you begin

Revise the names of the girl characters and toys using Vocabulary Cards.

18






Y: Beth. Yasmin.

D: Nano. Doll.

B: Ball. Ali.

T: Yoyo. Teddy.

N: Nabil. Mr Pop.

Listen and write.

black, blue, green, red

Listen and point.

Listen and point.


19

PUPIL’S BOOK

Phonics

Listen and write.

Allow the children some time to look atthe pictures. Revise the names of thecharacters, emphasising the initial soundsof their names. Make sure the children canwrite a tick and a cross and understandthey have to write these in the boxes.Explain that they will hear words andsounds. Say in MT Look at the pictures andlisten to the words. If you hear the sound, tick the picture. If you don’t, write a cross.

Listen and point.

Children look at the colours and the words for the colours. Revise the colourswith them and they point to the colours. Show them the appropriate wordstoo and write these on the board in the appropriate colour.

Play the audio. The children point to the colour and the word as they hear it.

Bring children out to the front to point to the coloured words on the board.

Reading

Listen and point.

Draw a red ball on the board and write beside it It’s red. Read it to the children,pointing to the words.

Draw the outline of a teddy in black and write My teddy’s black. Again read it tothe children pointing to the words. Bring children out to underline or pointto red and black.

Children look at their books as you read the speech bubbles to them. Thechildren repeat after you as they look at their books and point to the words.

Now play the audio and they point to the words as they hear them.

Write Hello on the board and ask if they can read it. Then write Goodbye.

ACTIVITY BOOK

Let’s write!

Look and write.

In this task the children learn to write the letters r, n and m. All three arewritten with a short stick and curved, loopy shapes. Follow the process ofdemonstrating the letters on the board, as described on Teacher’s Book page 7.

Tell them the sounds the three letters make. They repeat the sounds and thenthe words after you: ruler, number nine, monkey.

Demonstrate the sequence of strokes for the capitals R, N and M.

5–10 minutes

Answers1 Y: Beth � Yasmin �2 D: Nano � Doll �3 B: Ball � Ali �4 T: Yoyo � Teddy �5 N: Nabil � Mr Pop �

5–10 minutes

10 minutes

5 minutes

1

2

3

4

5

Hello, Sami.

My name’s Ali.

I’m Nano.

It’s red.

Goodbye, Yasmin.

My teddy’s black.

1

2

3

4

5

6






Let’s check!

Look and tick.

This is the first test that the children will do. Use each test section to awardpupils a grade and complete the Assessment Sheet provided on Teacher’sBook page 158. Explain that each unit will have a test to see how they arelearning. It is fun, just like the other pages.

You should decide how best to conduct the test according to the children’sprogress and ability. What is important, however, is that each child worksalone for this one part of the unit.

At first you should mark one correct answer as one mark and give that markas the score. Later, as answers become more complex, you can give two marksor more per answer. For example, award one mark for a brief, pertinentanswer, and another for using more language. You should always mark thework they do yourself, and give the final score.

In this test the children tick the answer that fits the picture. Give a score outof five.


20

10 minutes






Download - Hello!assets.cambridge.org/97805216/98191/excerpt/9780521698191_excerp… · Let’s go. What you need ... is introduced in 1B. In MT ask the children to listen to the audio. Then

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