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STEP 2

TEACHER’S BOOK

A FUNNY BUNNY’S

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STEP 2Teacher’s Book

Yazar..............

Görsel ve Kapak TasarımıDilko Grafik Servis

Baskı Tarihi..................

Baskı Cilt......................

YayımlayanMoya Modern Yayınlar ve Eğitim Hizmetleri Tic. Ltd. Şti.

Eğitim Mah. Poyraz Sk. No 18/AHasanpaşa - Kadıköy / İstanbul

Tel: 0216 450 60 30 pbx Faks: 0216 450 60 34e-mail: bilgi@dilkoyayincilik.com

ISBN....................

© Dilko markası ile üretilen bu kitabın tüm basım ve yayın hakları MOYA MODERN YAYINLAR VE EĞİT. HİZM. TİC. LTD. ŞTİ.’ye ait olup Fikir ve Sanat Eserleri yasası uyarınca yazılı izin alınmaksızın alıntı yapılamaz, basılamaz, fotokopi ve sair yollarla kısmen veya tamamen çoğaltılamaz.

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CONTENTS

Cities and countries ......................................................................................................... 15-19

My School Life ..........................................................................................................21-22

1

2

3

4

My Country ...................................................................................................................... 4-10

My Region ..............................................................................................................11-14

5 Shopping Time .................................................................................................................. 23-28

6 Can you speak English ............................................................................................. 29-33

7 My likes ........................................................................................................................... 35-37

8 Game, sports and leisure activities ...........................................................................39-42

9 Living on a farm .............................................................................................................. 43-45

10 I love Disney Films .....................................................................................................47-49

11 Jobs and places .................................................................................................................. 51-55

12 What’s the matter? .................................................................................................... 57-60

13 Sunday with the family ..................................................................................................... 61-65

14 My responsibilities ..................................................................................................... 67-70

Tapescript

Workbook Key

Flashback Key

................................................................................................................... 71-73

................................................................................................................... 74-89

................................................................................................................... 90-93

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11 My Country

UNIT 1My Country

Overview

Unit 1 mainly focuses on understanding and saying basic personal information (i.e. name, age, physical appearance, country, nationality, and city). Please see the key vocabulary and language points in “Word Bank” in Student’s Book and also see “Notes”, “Suggestions”, and “Extra Activity” boxes at the end of each unit in Teacher’s Notes.

Materials Needed

CD player, party music CD, cardboard, photos/pictures of countries/cities, flags, maps, OHP, projector, board

Warm up

(Books closed)

• When you enter the classroom say “Hello” and introduce yourself to the class (i.e. your name, your job, your age) • Then, write some information about yourself on the board.

For example: İstanbul Ankara 35 Turkey brown blue

• Elicit questions about the information you write on the board. Give an example: Ss: “Where are you from? T: I’m from Istanbul” • Bring in small candies and throw one to each student who asks a correct question. • Correct any wrong questions.

1. Reading & Writing CornerA. Look and read.

• Ask students to look at the picture and elicit “What is her name?”. Then, tell students to read and underline the information about Melis. Give examples on the board (e.g. I’m from

Turkey. I live in Istanbul. etc.) • Elicit and check the answers (e.g. fifteen years old, long, brown, wavy hair, and brown eyes, etc.)

B. Complete the sentences about Melis.

• Draw the boxes “Introduction, Physical Appearance, Information about country” on the board and write the incomplete sentences. • Then, tell them to read and complete the sentences about Melis on the board. Students should run to the board and write the answers.

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11 11 My Country • Check their answers and help where necessary. Then, tell them to write the boxes in their notebooks. • Now, teach the words about hair (i.e. wavy, curly, and straight). You could find pictures of different types of hair and show them on the projector. • Ask students to complete the information about Melis. Elicit and write the answers on the board. • Teach the words “I, you, he, she, it” and “my, your, her, his, its”. Write example sentences on

the board: “What is your name? / What is her name?” “I’m.../ My name’s... This is my friend. Her name’s Alice / She’s Alice.”

• Then, ask students to swap their information about themselves with their partners and partners rewrite their partners’ information with “he/she, his/her”. Then, ask several pairs to come to the board and talk about their friends (e.g. This is my friend. His / Her name is..., He/She is from..., He/

She lives in...., He/She has got...) • Tell students to write about themselves like Melis. Go around check. • Then, ask them to share it with their partners. • Call several students to talk about themselves and any student from the classroom without mentioning the name. (i.e. He is from Ankara. He lives in Ankara. He has short, black, straight hair) • Other students try to guess. The one who guesses correctly talks about himself/herself and the chain continues with at least five/six students.

Aswer Key:MelisTurkey Turkish15hair

eyesIstanbulbigLondon

C. Read and Complete.

• Tell students to read about Melis again and complete the sentences. • Put students in pairs and ask them to check their answers. • Check their answers and ask students to write their answers on the board.

Answer Key:1. wavy2. brown / brown3. city4. English5. classmates6. country

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2. Reading CornerA. Look and read.

• Ask students to read the dialogue. • Divide the class into. Give one half the role of “Nancy” and the other half the role of “Simon”. • Ask the class to act out the dialogue. • Ask students to underline the information about Nancy and Simon (e.g. the course manager, British, the new student, France) • Elicit and check the answers. B. Read and choose.

• Tell students to circle the correct answer. Elicit and check the answers.

Answer Key:a.b.a.a.b.

• Divide the class in two halves and drill the dialogue with the whole class, again: • This time they should include the questions that they chose:

Example: Nancy: Hello! I’m Nancy. What’s your name? Simon: Hi! I’m Simon. I’m the new student. Nancy: Where are you from Simon?

• Put students in pairs and ask them to re-create a similar dialogue and act it out. Call several pairs and ask them to act out their own dialogues.

3. Listening CornerA. Look and say.

• Elicit the words “different” and “same” from the students. Teach the words with pictures of same & different objects/people. • Then, tell students to look at the picture and read the names of the people in the picture. • Then, ask them to guess the answer to the question.

Answer Key:a.

B. Listen and complete.

• Tell students to listen to the people and complete the sentences with the city / country names. • Play the CD again and check their answers.

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11 My Country

Answer Key:

1.Turkey2.Germany3.France

4.Poland5.USA6.China

4. Language CornerA. Look and study.

• Remind students about the words “I, you, he, she, it” and “my, your, her, his, its” and teach “we, you, they” and “our, your, their” and write example sentences with them: “Where are we now? We are in our classroom”. “Who are they?” They are our friends”. “Their names are John and Bill.”

• Ask students to study the Possessive Adjectives.

B. Tick (√) the correct answer.

• Ask students to choose the correct answer for each sentence.

Answer Key:1. B)2. B)3. A)4. B)5. A)

5. Word CornerA. Read and say. Then match the countries with the pictures.

• Tell students to look at the pictures and guess the country names. • Model the pronunciation of countries and nationalities and drill several times and check with individual students.

Answer Key:China dJapan aItaly eFrance bBritain c

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B. Match the countries and nationalities. Then colour.

• Ask students to match the countries and nationalities by colouring the nationalities with the same colour as the countries.

• Check their answers and drill the words with them several times.

Answer Key:Countries

BritainFranceChinaItalyJapan

Nationalities

BritishFrenchChineseItalianJapaneseJapanese

C. Complete. Write “a, e, i, o”

• Tell students to look at the words and complete the missing letters. • Check their answers and write them on the board.

Answer Key:

China Chinese Britain BritishItalian ItalyFrench France Japanese Japan

6. Listening CornerA. Listen and complete the dialogue.

• Tell students to read the dialogue and try to guess the missing words. • Then, play the CD and ask students to listen and complete the sentences. • Next, ask students to practice the dialogue in pairs by swapping roles. Then, ask pairs to recreate a dialogue for themselves and act out in front of the class.

B. Complete the sentences.

• Tell students to look at the sentences and complete them. • Check their answers and ask students to come to the board and write their answers.

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7. Reading and Speaking CornerA. Read the dialogue

• Tell students to read the dialogue and act it out in pairs. • Then, divide the class in two halves and ask them to act out the dialogue. Next, swap roles. • Tell students to close their books and write only the key words on the board in the dialogue format. • Then, ask students to complete the dialogue in pairs. • Ask several pairs to come to the board and act out the dialogue by just looking at the key words.

B. Make a similar dialogue about your family.

• Tell students to re-create the dialogue by changing the information in the dialogue. • Ask them to write the dialogue in pairs.

C. Act it out.

• Then, ask pairs to act out to practice. • Call volunteers to act out the dialogue in front of the class.

8. Writing CornerA. Describe your best friend.

• Explain students that they are going to give information about their best friend (i.e. name, age, city, country, physical appearance, family).

• Elicit examples about these on the board (e.g. Can, 12, Istanbul, Turkey, blue eyes, short and black hair, tall, one brother). • Ask students to swap their writings and check. • Collect their writings and correct.

B. Write questions.

• Tell students to look at the answers and make the questions. • Then, ask a student to make a question. The next student answers it and asks the next question to the next student. Students should answer the questions according to themselves.

9. Fun CornerColour it.

Ask students to colour Turkey’s flag.

10. WorkbookAssign daily/weekly homework from the related exercises of the Workbook. You could grade this as homework grade.

11 My Country

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NOTES:1. Pair Practice: When you want students to practice the words/expressions in pairs, you can follow the below procedures:

a. Partner A looks at the picture and the word. b. Partner A shows only the picture/does the action. c. Partner B closes his/her book, notebook, notes. d. Partner B tries to say the word by looking at the picture/action from Partner A. e. When they finish practicing the word set, they swap roles and follow the same procedures again.

2. Checking exercise/task: When students finish doing an exercise/task from their books, ask them to tell you the answer. If the answer is correct, write it on the board and ask all students to note it in their notebooks. Give enough time for this. If the answer you get is not correct, then explain the correct answer and continue as such.

Suggestion:You could write/print the “Word Bank” on a colour cardboard and hang it on the wall to use it to wrap up the unit and to revise the unit next day/week.

Extra Activity 1: Role Play

Three students come to the front. Give each student a character flashcard. Students show their flashcards to the class and say, eg. “Hello! I’m Deniz. I’m from Istanbul. I’m Turkish. I’m 12 years old...” and ask the next student eg.“What’s your name?, Where are you from?”. Repeat this with other students in groups of three. (Refer to Melis’s introduction in 1. Reading and Writing Corner)

Note: You could make this livelier by bringing in some party music. When you play the music, students walk around the class and when you stop the music, they stop and ask and answer the questions.

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22 My Region

UNIT 2My Region

Overview

Unit 2 mainly focuses on understanding and talking about geographical regions, features, and attractions. Please see the key vocabulary and language points in “Word Bank” in Student’s Book and also see “Notes”, “Suggestions”, and “Extra Activity” boxes at the end of each unit in Teacher’s Notes.

Materials Needed

CD player, cardboard, photos/pictures of geographical features and tractions, maps of Turkey and its regions, OHP, projector, board

1. Word CornerA. Look and say.

• Show the map of Turkey to students and teach them the seven regions of Turkey on the map. Model the pronunciation and ask them to repeat. • Drill with the students several times. • Prepare an empty map on a cardboard and cut out the regions. • Ask students to get ready to run to the board and slam on the board. When you show them a region, tell students to run to the board, slam on the region and shout its name. • After the game, show regions one by one again and elicit them once more.

B. Find and circle the regions.

• Tell students to circle the regions in the puzzle and write them down. • Then, call students to the board and ask them to write the answers. Check their answers.

C. Match the numbers and the regions. Then colour.

• Tell students to match the region names with the numbers on Turkey’s map. • Then, colour the regions in the map with the colour of region names.

Answer Key:

1. Marmara Region2. Black Sea Region3. Eastern Anatolia Region4. South Eastern Anatolia Region5. Mediterranean Region6. Aegean Region7. Central Anatolia Region