Anne Robinson Karen Saxby
S t ar t e r s
Additional resources for teachers
for
Second edition
Conten
Unit 1
ts
3
Games to practise the alphabet
Unit 8 Clothes: pictures for activities
A and B 5 7
Unit 10
Questions for activity C
Unit 14 Animal pictures for Tell me
about your pets 9
Units 15 Food: pictures for activities E and F and 17 Unit 16 Unit 19 Unit 29 Unit 31 Unit 32 Unit 33
A food project Map of the world for activity D Parts of the picture Musical spelling Whose is it? Get into groups
11 12 13 14 20 21 22
These pages include additional photocopiable activities, games and ideas to go with the Units listed above. They also include any resources referred to in the Teachers Book (e.g. pictures, word cards and so on). We also give you links to websites you might nd useful when teaching certain topics. Please remember: Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of rst printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.
Unit
Hello!
a d g j m p s v y
3
b e h k n q t w z
c f i l o r u x
PHOTOCOPIABLE Cambridge University Press 2010
Unit
Hello!
Make the word
Games to practise the alphabet
Whats the word?
Print two copies of the alphabet sheet. above. Cut them up and make ashcards. Spread the cards out on a table, face up. Tell a learner to take a letter. For example: Pierre, Q. Pierre picks up the card with Q. (See below for suggestions for spelling other words.) Continue like this, with learners picking up the letters q-or-t-s-y-l-o-z-m-a-y-i-u-a-b-t-u-q-b-m-n-r-z-e until they all have a card with a letter. Smaller classes: learners can take two or more different letters. Bigger classes: two learners can share a letter. Call out the letters, one by one. Learners who have the letter put up their hands. If two learners (or pairs of learners in bigger groups) have the same letter, they sit down. Only the ve learners (or pairs of learners) whose letters are not repeated remain standing. Learners make a word from the ve letters.
Lay out two sets of alphabet cards. Show the class a picture, for example, a car. Ask a learner to pick up the letters to make the word for the picture.
Which letter is missing?
Lay out one set of alphabet cards so that everyone in a group can see them. All the learners in the group close their eyes except for one learner who removes one letter and hides it. The learners open their eyes again and put up their hand to say which letter is missing Each learner removes one letter and hides it. The learners open their eyes again and put up their hand to say which letter is missing. Variation: Learners say which letter is missing and a word that starts with that letter.
Before and after
Show learners a letter. Ask them to put up their hands and say which letter comes before and which letter comes after this letter in the alphabet.
Suggestions for making other words with the cards:
1 2 3 4 Learners pick up: k-r-c-g-u-p-f-d-h-i-j-k-j-f-s-g-e-h-u-c (makes spider) m-u-t-a-k-l-r-e-l-d-a-i-r-e-m-c-t-i (makes duck). w-e-n-z-r-x-s-o-y-n-v-a-e-s-v-z-d-x-y-a (makes word). h-v-l-u-m-t-r-t-h-p-u-w-f-l-p-m-o-w-g-v (makes frog)
Listen and spell!
Say a word with this letter
You need a set of alphabet cards for each learner. Say the letters to spell a word, one letter at a time. Ask learners to pick up these letters and to spell the word. Variation: Say the letters to make a word, but not in the correct order to spell that word. Learners pick up the letters and then put them in the correct order to spell the word.
Use one set of alphabet cards with each group of four learners. Each group puts their letters in a line (they dont need to be in alphabetical order, but the rst time you play this game, it would be a good idea to ask them to put them in that order). Each learner has a counter and each group has a dice One learner in each group throws the dice and moves their counter the same number of spaces as the number on the dice. When they land on a letter, they have to say a word which begins or ends with that letter, or move back. The winner is the rst learner to reach the end of the alphabet.
When the music stops
Take a set of alphabet cards. Learners sit in a circle. Give a card with a letter to one learner in the circle. Play some music. While learners listen to the music, they pass the letter round the circle. Stop the music. The learner who has the letter has to say it (or say a word starting or ending with this letter.) If they are right, they get a point. If they are wrong, the same letter is passed round again. The winner is the learner with the most points.
PHOTOCOPIABLE Cambridge University Press 2010
Unit
e What w wear
Pictures of clothes for activities A and B
PHOTOCOPIABLE Cambridge University Press 2010
Unit
e What w wear
Pictures of clothes for activities A and B to colour in.
PHOTOCOPIABLE Cambridge University Press 2010
Unit
10
il My fam y
Questions for activity C
Look at the picture of Sams family on page 24 of the Students Book. Answer the questions. 1 Whos wearing a red T-shirt? 2 What colour is Sams T-shirt? 3 Which people are wearing glasses? 4 Who has got white hair? Now colour in the picture. 5 Which people are wearing jackets? 6 Whos wearing white shoes? 7 Whos wearing red and white shoes? 8 Whos wearing a dress?
PHOTOCOPIABLE Cambridge University Press 2010
Unit
10
il My fam y
Make one copy of this activity for each learner. Tell learners to look at the picture of Sams family in B on page 24 (the middle picture). Read question 1: Whos wearing a red T-shirt? (Sams young sister) In pairs, learners read questions 28 and write their answers. Learners read questions 1, 2, 4, 6, 7 and 8 and their answers again and colour their picture.
1 Whos wearing a red T-shirt? (Sams sister) 2 What colour is Sams T-shirt? (green and red) 3 Which people are wearing glasses? (2 of Sams sisters, his mum and grandma) 4 Who has got white hair? (Sams grandpa) 5 Which people are wearing jackets? (his grandparents/grandma and grandpa) 6 Whos wearing white shoes? (Sam) 7 Whos wearing red and white shoes? (his sister) 8 Whos wearing a dress? (his grandma maybe his mum too!)
PHOTOCOPIABLE Cambridge University Press 2010
Unit
14
Anima
l quiz
Animal pictures for Tell me about your pets
PHOTOCOPIABLE Cambridge University Press 2010
Unit
14
Anima
l quiz
Animal pictures for Tell me about your pets to colour in
10
PHOTOCOPIABLE Cambridge University Press 2010
Unit
15
od I like T h e fo
Food pictures for activities E (Unit 15) and F (Unit 17)
11
PHOTOCOPIABLE Cambridge University Press 2010
Unit
16
o Whats n the menu?
Do the food project!
Learners look for information about food they are not familiar with. They can then make a poster. They can include information on where the food comes from, if it grows on a tree, in the ground, etc. For example: (Pineapples) are fruit. Theyre (yellow, brown and green.) They grow (on plants) in hot countries, for example, (Australia, Costa Rica). People eat pineapples for (breakfast/ lunch/ dinner). You can display the posters around the classroom.
Suggested sources http://www.nms.on.ca/Elementary/fun_food_facts.htm http://www.dole5aday.com/html/kids/nutrition%20database.html
12
PHOTOCOPIABLE Cambridge University Press 2010
Unit
19
Anima
l challenge
13
PHOTOCOPIABLE Cambridge University Press 2010
Unit
29
beach On the
Parts of the picture
Show learners Picture 1 the sun. Say: Talk to the person beside you. Ask them: What else do you think is in this picture? Divide the class into seven groups. Tell them that you are going to give each group another part of this picture. In their groups, they should talk about: 1 What is in their picture. 2 Where they think it is in the picture (top/bottom, left/right) 3 What other things are in the picture. After a few minutes show the complete picture. Were they right? Note: This is useful for getting learners to focus on the details of the picture and where things are.
14
PHOTOCOPIABLE Cambridge University Press 2010
Unit
29
beach On the
15
Unit
29
3
beach On the
16
Unit
29
beach On the
17
Unit
29
7
beach On the
18
Unit
29
beach On the
19
Unit
31
H ap p y
Bir thday!
Musical spelling
Give out one small piece of paper or card to 10 different learners. Ask each learner to draw a different picture: a TV, window, camera, tree, hat, cake, kite, skirt, doll, shoe. Collect the cards. Learners sit or stand in a circle. (There should be about 10 learners in the circle.) Note: Large classes: you will need to make one set of picture cards for each group of 10 learners and you will need learners to sit in several circles. Give one learner a picture card. Play some music. Learners pass the picture card round the circle while the music is playing. Stop the music. The learner who has the card when the music stops has to say what they can see, and spell the word. For example: (the tree picture) This is a tree. T-R-E-E. If the learner doesnt know the word or spells it incorrectly, continue passing round the same picture. If the learner says and spells the word correctly, they get a point. Learners then start the game again, passing a different picture round.
20
Unit
32
Whose
is it?
Guess whose it is
Each learner in the class gives you one thing (a book, pen, pencil, eraser, ruler, etc.). They should either have the learners name on them or be unique or recognisable. Put all the things in a big bag. Ask one of the learners to put their hand in the bag and to take out one item. This learner asks the rest of the class two questions. For example: (learner holding pen) Whats this? The rst person to put up their hand says the answer (Its a pen.). If they are right, they are rst to answer the second question (asked again by the person holding the object). For example: Whose is it? (Its Marios). If the learner guesses the object or the owner correctly, they get a point. If they answer correctly and say the owners name, they get two points. The winner is the learner with the most points.
21
Unit
33
lay! Lets p
Get into groups
Write on the board: I play ... Which sport do you do? Ask different learners the question. Say: I play (tennis). Which sport do you do? Learners who do the same sport as you come out to the front of the class and stand beside you. Different learners stand up and say the sport they do and ask the question. They form groups of people who play the same sport. When they are standing in their groups, ask them: Which sport do you do? The whole group should give the same answer: Note: You could do this activity with other questions. Suggestions: How many brothers (and/or sisters) have you got? Where do you live? In a house or a at? Whats your favourite colour? What do you drink/eat for breakfast/lunch/dinner?
For example: (We play) hockey.
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