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Hop Up is an exciting and engaging five-level course for children studying English at Primary level. It takes children to a fun and controlled environment where they can learn and play at the same time through songs, chants, stickers, and games. The series has been created to meet the specific needs of young learners, taking into account the cognitive, affective, and social development of this age group.
STUDENT BOOK
For students • Student Book • Integrated Workbook • Class CD For teachers • Teacher Book (with integrated Student Book and Workbook) • Flashcards (for levels 1, 2, 3, and 4) • Poster pack (for levels 3, 4, and 5) • Class CDs
www.standfor.com.br ISBN 978-85-322-9399-2
9
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STUDENT BOOK
WITH WORKBOOK
3/30/15 10:04 AM Visto_______________Data________________
Mady Musiol
Magaly Villarroel
Carlos Gontow
STUDENT BOOK
WITH WORKBOOK
Visto_______________Data________________
Contents Unit
Hello! p. 4
Objectives
• To
learn simple greetings. get to know the characters. • To learn and identify colors. • To
learn and practice numbers 1–10. • To practice colors and characters’ names. • To ask and answer about one’s age, using how old.
Vocabulary (New and Recycled ) Alex, Katie, Jack, Lily, butterfly, bird, flower, red, yellow, blue.
• To
1
My friends
2
My school
3
My bedroom
• To
4
My family
• To
5
Food
• To
6
My body
• To
7
My pets
• To
8
My vacation
p. 6
p. 14
• To
identify and talk about school objects. • To talk about colors. • To learn classroom instructions.
identify and talk about furniture and household items.
p. 22
p. 30
p. 38
p. 46
p. 54
p. 62
Story Time 1 p. 70
identify and talk about family members. • To introduce one’s friends.
identify and talk about food items. • To talk about likes and dislikes.
identify and talk about the parts of the body and the face. • To describe oneself. • To follow basic commands.
recognize and talk about pets. develop observation and fine motor skills. • To identify and talk about oneself. • To
• To
identify and talk about vacation, clothes, and toys. • To ask and answer about the position of objects.
Story Time 2 p. 72
Numbers 1–10, birthday, gift.
C haracters, Colors, Greetings.
Book, notebook, eraser, pencil, ruler, crayon, school, green, brown, orange.
Colors, Numbers 1–10.
Bedroom, desk, chair, bed, window, door, TV, computer, wardrobe, friends, big.
reetings, Colors, Numbers G 1–10, School Objects, hello.
Family, mom, dad, brother, sister, grandma, grandpa, friends, table, sleeping.
reetings, Colors, School G Objects, Furniture, Numbers 1–10.
Apples, bananas, oranges, pears, cookies, milk, juice, bread, cheese, chocolate, cake, vegetables, fruits.
Numbers 1–10, Family.
Arms, body, feet, hands, head, legs, ears, eyes, nose, mouth, clown, big, small.
umbers 1–10, Colors, N Family, Food.
Pet, cat, dog, hamster, bird, rabbit, fish, turtle, iguana, costume party.
Big, small, Colors.
Backpack, shorts, flip-flops, T-shirt, sunhat, sunglasses, ball, handheld game, camera, happy, sad, on, under.
S chool Objects, Furniture, Colors.
Dictionary p. 74
Language
Strategies
• Understanding
the correspondence between objects and their shadows. • Associating spoken words with images.
Hello! Hello, my friend. I’m (Alex).
My name is (Alex). What’s your name? It’s (red).
Stand up! / Turn around! / Sit down! / Stop and wait! / Stretch your arms! / Clap your hands! Number (two) is (yellow). It’s number (two). Happy birthday!
Here’s your gift. Thank you! How old are you? I’m (seven). I have (four) gifts.
What’s this? It’s a (book). Pick up the (pencil). / Pick it up. Put down the (pencil). / Put it down. This is my (book). What color is it?
It’s (green). It’s a (pencil). This is my (book). My (book) is (blue). Here’s your (pencil). Thank you!
This is my (room). Open the (door). Welcome to my bedroom. Please, come in.
What a mess! Look at the (bed)! I have (four) (chairs). It’s a (red) (desk).
This is my (mom). This is (Jack). (Jack) is my friend. Be quiet! (Grandpa)’s sleeping! Watch out!
Ouch! Sorry, (grandpa)! Be careful! Look where you’re going! It’s the (father).
I like (apples). Yummy! I don’t like (oranges). Yuck!
Look, these are (bananas), this is (bread). I like fruits and vegetables! It’s (an apple). / They’re (bananas).
Move your (head). / Stamp your feet. / Clap your hands. / Shake your (body). I have (blue eyes). / I have a (small mouth). / My (dad) has (blue eyes). Do I look like my (mom)?
It’s a (mouth). They’re (ears). Look, this is the (head)! Look at the (legs)! Thanks, (mom)! Wash your hands before you eat.
• Associating
This is a (big bird). / It’s a (small turtle). Who are you? I’m (Igor, the iguana). What animal is it? It’s a (bird).
They’re (birds). I have a (small) (rabbit). What’s that? Is that a (cat)? Yes, it is. / No, it isn’t.
• Associating
Where’s my (backpack)? It’s under the (bed). Where are my (shorts)? They’re on the (bed). Let me see your (camera).
Don’t touch it! I’m sorry! Let’s play together! I’m on vacation. I’m very happy! / We’re happy. I have my (shorts).
• Using
Songs and chants scripts p. 82
Character Education
• Using
numbers. spoken words with images. • Using TPR activities to learn and consolidate vocabulary. • Associating
• Saying
thank you.
• Focusing on context to complete a scene. • Understanding the correspondence between
objects and their outlines. • Associating spoken words with images.
• Helping
friends.
• Focusing on context to interpret different
situations.
• Focusing
on context to complete a scene. spoken words with images. • Using miming to consolidate vocabulary. • Associating
• Focusing
on context to complete a scene. spoken words with images. • Describing a family tree. • Associating
• Focusing
on context to complete a scene. spoken words with images.
• Associating
• Using
• Preventing
accidents.
• Being
careful.
• Eating
healthy.
spoken words with images. a color code to identify parts of the
body.
• Hygiene.
• Using
TPR activities to learn and consolidate vocabulary.
spoken words with images. out a chant and doing a TPR activity to learn vocabulary. • Using a number code to reinforce vocabulary. • Using miming to consolidate vocabulary. • Acting
a color code to classify vocabulary. out a chant and doing a TPR activity to learn vocabulary. • Focusing on context to interpret different situations.
• Respecting
animals.
• Acting
Workbook p. 85
• Sharing.
Book 1
Lesson 1
HELLO!
1 4
2
FOUR
LISTEN AND SAY. THEN CHANT!
Lesson 2 2
MATCH AND SAY.
FIVE
5
Book 1
Lesson 1
UNIT
1
1
3
ONE 6
MY FRIENDS
SIX
LISTEN AND COUNT. THEN REPEAT.
TWO
THREE
FOUR
FIVE
SIX
SEVEN
2
STICK AND CHANT!
4
3
5
LISTEN AND COLOR.
red
blue
blue
yellow
blue
red
EIGHT
NINE
TEN SEVEN
7
Book 1
Unit 1 Lesson 2
8
4
6
5
8
6
6 7
EIGHT
LISTEN AND CIRCLE. THEN SING!
LISTEN AND REPEAT.
NOW SING AGAIN AND DO.
7
9
LISTEN AND STICK.
eight
nine
six
NINE
9
Book 1
Unit 1 Lesson 3 8
10
LOOK AND LISTEN.
10
TEN
1
2
3
4
5
6
9
LET’S PLAY!
BINGO
10
ASK AND ANSWER.
?
Personal answers.
8
ELEVEN
11
Unit 1 Lesson 4
OUR W O RLD 11
11
LISTEN AND NUMBER.
1
2
3
1
12
TWELVE
2
3
MY TURN 12
13
DRAW AND SAY. Personal answers.
12
LISTEN AND CIRCLE. THEN SAY.
THIRTEEN
13