Teacher's Book 2 - Assets - Cambridge University Press

Cambridge University Press 978-0-521-69813-9 - Primary Colours Teacher’s Book 2 Diana Hicks and Andrew Littlejohn Frontmatter More information

Teacher’s Book 2

Diana Hicks

© Cambridge University Press

and

Andrew Littlejohn

with Hester Lott

www.cambridge.org


Contents Introduction

iv

Welcome A What’s left? B I can do it!

Teacher’s notes

6

Pupil’s Book

4–5

Activity Book

4–5

Teacher’s notes

9

Pupil’s Book

6–7

Activity Book

6–7

1 Hello, Jamal and Nader! 1A My name’s … Teacher’s notes Pupil’s Book Activity Book

12 8–9 8–9

1B Kali Cat’s corner

1C Let’s go!

Teacher’s notes Pupil’s Book Activity Book


15 10–11 10–11

1D Phonics/Reading 18 12–13 12–13

Teacher’s notes Pupil’s Book Activity Book: Let’s write/Let’s check

21 14–15 14–15

2 Hello, Kip! 2A Good rabbit!


2C Where’s Kip?

2D Phonics/Reading





24 16–17 16–17

27 18–19 18–19

30 20–21 20–21

33 22–23 22–23

3 It’s hot! 3A Months Teacher’s notes Pupil’s Book Activity Book

3B Weather 36 24–25 24–25


3D Phonics/Reading

3C In space! 39 26–27 26–27


42 28–29 28–29

Teacher’s notes Pupil’s Book Activity Book: Let’s write/Let’s check Let’s revise 1

45 30–31 30–31 32–33

4 Hello, Jafar! 4A Where are we?


4C We’re here!




49 32–33 34–35

52 34–35 36–37



58 38–39 40–41

5 At school 5A School subjects

5B Numbers



63 42–43 44–45

Pupil’s Book

48–49

60 40–41 42–43

5C Wake up, Sabria!

5D Phonics/Reading



66 44–45 46–47

69 46–47 48–49

Let’s have fun! Teacher’s notes

72

6 Hello, Zayed! 6A It’s cold! Teacher’s notes Pupil’s Book Activity Book

74 50–51 50–51


6C Help!



77 52–53 52–53



83 56–57 56–57 58–59

ii


www.cambridge.org


7 This is English! 7A An orange Teacher’s notes Pupil’s Book Activity Book

87 58–59 60–61

7B Lots of things

7C Eddie Elephant

7D Phonics/Reading




90 60–61 62–63

93 62–63 64–65

96 64–65 66–67

8 Hello, Tom! 8A The birds Teacher’s notes Pupil’s Book Activity Book

99 66–67 68–69


8C I can help



102 68–69 70–71



108 72–73 74–75

9 Work 9A Jobs Teacher’s notes Pupil’s Book Activity Book

9B My job 111 74–75 76–77


114 76–77 78–79

Pupil’s Book

82–83

9C Biffo the bear

9D Phonics/Reading



117 78–79 80–81

Let’s have fun! Teacher’s notes

122

120 80–81 82–83 84–85

10 Hello, Ben! 10A Sharks! Teacher’s notes Pupil’s Book Activity Book

124 84–85 86–87


10C Thanks, Ben

10D Phonics/Reading




127 86–87 88–89

130 88–89 90–91

133 90–91 92–93

11 What’s happening? 11A What are you doing? Teacher’s notes Pupil’s Book Activity Book

136 92–93 94–95

11B Busy people

11C The clever fish

11D Phonics/Reading




139 94–95 96–97

142 96–97 98–99

145 98–99 100–101

12 Goodbye! 12A The tree


12C Come back, Kip!

12D Phonics/Reading

Teacher’s notes 148 Pupil’s Book 100–101 Activity Book 102–103




12E The cages

Let’s have fun!

Activity book


Teacher’s notes 163 Pupil’s Book 110–111

Let’s revise 4 112–113 Make a balloon mobile 114 Picture dictionary 1–6 115–120

Extra practice tests Templates Extra activities Set lists Classroom language Letter formation

157 106–107 108–109

166–181 182–191 192–197 198 199 200

iii


www.cambridge.org


Introduction Primary Colours is a course in English for children of primary school age, who may be learning English in school or in a language institute. Primary Colours 1 is for complete beginners who have not yet learned to read or write. This level, Primary Colours 2, is for children who have basic abilities in reading and writing in their mother tongue and who are familiar with the English alphabet. It can be used after Primary Colours 1, or with children who are complete beginners in English. Each level of the course has these components: G G G G G

Pupil’s Book Activity Book Teacher’s Book Class CD Vocabulary Cards.

Pupil’s Book In Primary Colours 2, the Pupil’s Book contains the following work for classroom use: G G

G

a two-section Welcome! unit. 12 further units, each with four sections A–D. All units contain exercises and chants, sometimes presented by ‘Kali Cat’. All Section Ds feature work on phonics and reading. In addition, the units have a continuing story about some children on an adventure in a hot air balloon. Further Storytime sections occur in units 3, 5, 7, 9, 11 and 12, providing a self-contained story and a related craft activity. Let’s have fun! sections are found after units 5, 9 and 12. These provide games and fun revision activities.

Activity Book The Activity Book is in full colour. It contains: G G G G G G

practice exercises for each unit, which the children can usually do either in the class or at home. handwriting practice at the end of each unit. Let’s check! test sections at the end of each unit for formal assessment. further Revision sections after units 3, 6, 9, 12. a Picture Dictionary page for units 3, 5, 7, 9, 11 and 12. stickers which are to be used in a number of the exercises in the Activity Book.

The Activity Book at this level does not contain any tasks that depend on listening. All of the tasks in sections A–C can be done in class or at home as a follow-up to the Pupil’s Book material done in class. Teacher’s notes for handling this material are included in the Teacher’s Book. All Section Ds need to be completed in the classroom. Notes on conducting the handwriting activities and on marking the Let’s check! tests are provided in the Teacher’s Book. The aim of testing is to promote the children’s enjoyment in learning English, not to set up hurdles that may make them nervous, impair their confidence or give them a feeling of failure. If you do choose to use any or all of the tests provided, handle them lightly and give the children plenty of reassurance and support. There are two main purposes for the tests. The first is to tell you how much the children have learned. The second is to tell you how effective your lessons are. There are many reasons why children succeed or fail in language learning, and consistently low scores in tests may indicate either that the individual child needs help or that the overall classroom experience is not very profitable. In the latter case, you may need to ask yourself why. Teacher’s Book This Teacher’s Book contains: G

G G G

teaching notes, which are interleaved with the pages of the Pupil’s Book. They provide guidance on each exercise, extra ideas, answers, audioscripts and suggestions for instructional language that you can use. photocopiable templates of cut-outs for the craft activities in the Pupil’s Book and Activity Book. an Extra activities section with additional games and crafts. Extra practice tests for all units.

Teaching young learners Teaching very young learners can be an extremely rewarding experience. They tend to be very eager and motivated, and have a readiness to learn that can make teaching a joy. However, it can also be very

iv


www.cambridge.org


Introduction demanding. The following are some key points which experienced teachers have found to be important in successful teaching. You will find a lot of further support in the teaching notes. Further ideas and support materials for teaching children can be found at Andrew Littlejohn’s website: www.AndrewLittlejohn.net Patience Young children generally take a long while to do things. A simple matter such as opening their book and writing the date can be an epic achievement, involving dropping pencils, losing sharpeners, writing on the wrong page, elbowing the person next to them, and so on! This is simply the nature of children, who are learning what it is to be in school. To deal with this, you have to be patient and help them to see how they can focus and organise themselves better. Experienced teachers emphasise the importance of talking calmly to the children about what they will be doing and why. Use English – but be flexible Young children need a sense of security, and may become nervous and withdrawn if they feel that they cannot express themselves. We believe it is appropriate to use the mother tongue to create trust and rapport. At the same time, it is important to make sure that English becomes the ‘natural’ language of the classroom. Use English as much as possible, with gestures and quick translations to ensure that everyone is following and has the same right to learn. Activity Probably most people learn best by doing, but young children in particular need to be actively involved. Ask yourself continually How can I involve them more? How can I bring about their activity (not mine)? Activity that involves moving, making and doing – using their whole personalities – is most important. Extensive grammar teaching is unlikely to work, as it will probably go in one ear and out the other.

Opportunities to learn A child who is not learning anything is usually a bored child. A bored child will eventually mentally ‘drop out’ of the class, and may become disruptive. He or she may be a very able child who feels the class is too easy, or a less able one who feels lost. Use every opportunity to make the classroom rich with learning opportunities for everyone – opportunities not only to learn English, but also to learn about the world. Encouragement Children monitor the feedback that they and others get from you, the teacher. They always make comparisons and usually have a good idea of who the teacher thinks is the ‘best’ in the class. It is usually best to avoid giving negative feedback, which can have a bad effect on motivation and damage the child’s self-esteem. A more useful approach may be to phrase things positively: That’s a very good try. Well done. Let’s see how you can make it even better. Above all, it is important to believe that everyone can learn and to encourage the children to believe that too. The way they see things Sometimes we may jump to conclusions about why children do certain things but it is important to try to see the class through their eyes. For example, there may be one or two children who seem uninterested, and it is easy to conclude that ‘they just don’t want to learn’. However, the reality may be different. Most of us enjoy the things that we are good at and look forward to doing them again. Conversely, we don’t like doing the things that we do badly and will avoid doing them if we can. So the bored or resistant child may simply be trying to avoid failing. If you see things in this way, through the child’s eyes, you can often recognise misbehaviour or apparent lack of interest as a cry for extra help.

Personal involvement Activity is important, but it is equally important that the children are personally involved. This means that it is necessary to provide space and time for the children to contribute their ideas and experiences and to make decisions about what they will be doing. Create a sense of belonging in the class by sharing decisions, by making the classroom theirs, by displaying their work and encouraging them to bring things in.

v


www.cambridge.org