WELCOME Students Book page 45 Answers 2 black The alphabet 3 - PDF document

WELCOME Student’s Book page 4–5 Answers 2 black The alphabet 3 brown 4 pink 1.02 Look at the letters with students. Ask: How 1 5 grey many letters are there in the English alphabet? (26). Is 6 red the alphabet the same in your country? Play the audio 7 green while students follow the alphabet on the page with 8 purple 9 yellow a finger. Play the audio again, pausing after each 10 blue letter for students to repeat and check pronunciation. 11 orange If students need further practice, play the audio for a third time and ask students to read through the 2 SPEAKING Students work in pairs to talk about the alphabet aloud as they listen. Point out that the colours around them. Listen to some examples in open colour of the letters indicates the vowel sound: grey class. After feedback, you could point to different features the /eɪ/ sound; green features the /i:/ sound; objects in the classroom and see who can be first to red features the /e/ sound; white features the /aɪ/ say the colour of the object. Alternatively, say a colour sound; yellow features the /əʊ/ sound; and brown and ask students to point to an object of that colour. features the /ɑ:/ sound. International words 1.03 Look at the table with students. This 2 exercise shows similarities between the vowel sounds 1 Books closed. As a lead-in, ask students: Can you think of different letters. As examples, read the phoneme of any words in English that are used in your country? and the first letter in the first two columns aloud. Give an example of your own to get them started. Play the recording while students follow the letters in Elicit suggestions and write them on the board. the table. Play the audio again for students to repeat Books open. Ask students to read through the the letters. 16 words and see if they can find any of their predictions from the lead-in. If there is an IWB Optional extension (interactive whiteboard) available in the classroom, To check understanding, ask students to work in pairs and this activity would best be done as a heads-up test each other. Student A says the first letter in each column activity with the whole class. Say: airport , and and Student B has to remember the letters with the same nominate a student to say the correct letter on the vowel sound. Students may also like to take it in turns to try board. The rest of the class agree or disagree with to recite the whole alphabet. the answers. Alternatively, students do the matching 3 SPEAKING Divide the class into pairs or small activity in pairs. Do not check answers at this stage. 1.04 Play the audio for students to listen and groups. Students take turns to spell their name and 2 check spelling. For further practice, ask students to check their answers to Exercise 1. Play the audio a spell other words of their choice for their partner to second time, pausing after each word for students write down. Listen to some examples in open class as to repeat. If students are having problems with the feedback. pronunciation of some words, drill these as a class. Colours Answers 1 As a lead-in, ask students, in L1 if necessary: Do you 2 F know the names of any colours in English? Write any 3 I 4 P correct answers on the board. 5 J Read through the colours with students and look 6 L at the picture. In pairs, students write the colours 7 D in the correct places in the key. During whole-class 8 H feedback, say the colours for students to repeat and 9 G 10 E check pronunciation. 11 O 12 B 13 M 14 N 15 K 16 A 18

WELCOME Saying Hello and Goodbye 3 SPEAKING Working in pairs, students complete the 1.05 Books closed. As a lead-in, say: Hello, my 1 exercise. As a follow-up, say a word in open class and ask for volunteers to come to the front and write it name is … and encourage individual students to respond. Many students will know the word hello in on the board while the rest of the class check if it is spelt correctly. English. Go round the class introducing yourself to the students and encourage them to say Hello, my Optional extension name is … to each other. Give students two minutes to memorise the words on page Books open. Give students a minute or two to read 5. Ask them to close their books and take it in turns to tell a through the dialogues and the words in the list and partner as many of the words as they can remember in one check understanding. Students work with a partner minute. to complete the exercise. Monitor and help with any difficulties. When the majority of the class have Student’s Book page 6–7 completed the dialogues, play the audio for students to check their answers. Articles: a and an Answers 1 Hi 1 Look at the four footballs and read through the 2 Good sentences. Ask students to match the sentences with 3 How the pictures. Ask them to underline a and an in the 4 thanks four sentences. Explain that these words are articles 5 morning and they are used when we are describing one thing. 6 Bye Ask students: How do you say a/an in your language? 7 See you Ask: Why do we say an in Sentence 2? Elicit/explain 8 have 9 night that we use an with words that begin with the five vowels a , e , i , o and u , and a with words that begin with the other letters (consonants). Audio Script Track 1.05 1 Answers Andy Hello. My name’s Andy. 2 C 3 A 4 D Tom Hi, Andy. I’m Tom, and this is Lucy. 2 Students work with a partner to complete the Lucy Hi, Andy. exercise. Check answers in open class, paying Andy Hi, Tom. Hi, Lucy. attention to pronunciation. Make sure students are not stressing the article. 2 Answers Abi Good afu ernoon, Mrs Hamilton. Mrs Hamilton Hi, Abi. How are you? 1 an 2 a 3 a 4 a 5 an 6 an 7 a Abi Great, thanks. And you? The day Mrs Hamilton I’m fine, thanks. 1 Ask students to look at the pictures and work with a 3 partner to match them to the words. Check answers in open class. Say the words for students to repeat Dave Good morning, Mr Thomas. and check pronunciation. Mr Thomas Hello, Dave. How are you? Dave I’m fine, thank you. Answers Mr Thomas Good. I’ll see you in class. 2 night Dave Bye, Mr Thomas. 3 morning 4 afu ernoon 4 Jim Bye, Rachel. Optional extension Rachel Bye, Jim. See you later. In pairs, students write down any nouns that are in the Jim Yeah, have a good day. pictures and that they know how to say in English. Make sure they add the correct article ( a chair , a table , a clock , etc.). During feedback write any correct answers on the board and 5 check pronunciation. Sue Good night, Mum. Mum Night, Sue. Sleep well. 19